08 Aug Student interactivity exercises embedded in the Module Two Lecture PPT (worth up to 40 points), which includes an emergency alert system exercise and ASSN ASSIGNMENT ATTACHED ERM
Student interactivity exercises embedded in the Module Two Lecture PPT (worth up to 40 points), which includes an emergency alert system exercise and ASSN
ASSIGNMENT ATTACHED
ERM 1200 Introduction to Emergency Management
Module 3: Chapters 2, 5, 6, and 10
Course Description
ERM 1200 Introduction to Emergency Management provides an overview of the history and current status of the emergency management discipline. Topics include an introduction to areas of emergency management responsibility including risk assessment, mitigation, preparedness, communications, response and recovery.
1
DIAGRAM OF MAJOR COURSE CONCEPTS*
*United States Federal Emergency Information Management (2015). National preparedness cycle. Retrieved on March 30, 2015 from http://www.fema.gov/national-preparedness-cycle.
Diagram of Major Course Concepts
United States Federal Emergency Information Management (2015). National preparedness cycle. Retrieved on March 30, 2015 from http://www.fema.gov/national-preparedness-cycle.
2
How to prepare
Tips for preparing for the material in this module
Read the chapters before listening to the lecture.
This course relies heavily on content from the federal emergency management agency emergency management institute and the community emergency response team in your area.
If you haven’t done so already: Go to the federal emergency management agency website and register as a student in independent studies. You will then receive a student identification number, which will be important. If you cannot obtain a student ID, inform your instructor. You will need a student identification number in order to take the final exam for this course. Link: http://www.Training.Fema.Gov/is/courseoverview.Aspx?Code=is-230.D
Read the FEMA course “IS-230.D: Fundamentals of Emergency Management” overview.
How to Prepare
Tips for preparing for the material in this module
Read the chapters before listening to the lecture.
This course relies heavily on content from the federal emergency management agency emergency management institute and the community emergency response team in your area.
Go to the federal emergency management agency website and register as a student in independent studies. You will then receive a student identification number, which will be important. If you cannot obtain a student ID, inform your instructor. You will need a student identification number in order to take the final exam for this course. Link: http://www.Training.Fema.Gov/is/courseoverview.Aspx?Code=is-230.D
Read the FEMA course “IS-230.D: Fundamentals of Emergency Management” overview.
3
Module 3 At A Glance: Chapters 2, 5, 6, & 10
Chapter 2: Key Concepts, Definitions and Perspectives
Chapter 5: Becoming an Emergency Management Professional
Chapter 6: Preparedness
Chapter 10: Mitigation
Module 3 At A Glance
Chapter 2: Key Concepts, Definitions and Perspectives
Chapter 5: Becoming an Emergency Management Professional
Chapter 6: Preparedness
Chapter 10: Mitigation
4
Chapter 2 Learning Objectives:
Define the concepts used for disaster and explain the similarities and differences among them.
Understand and distinguish between the traditions of hazards, disaster, and risk.
Explain the importance of comprehensive emergency management.
Identify key theoretical perspectives for understanding disaster behavior.
Describe current political and social definitions of disaster
Explain the emergence and importance of using a multidisciplinary approach to emergency management.
Chapter 2 Learning Objectives:
Define the concepts used for disaster and explain the similarities and differences among them.
Understand and distinguish between the traditions of hazards, disaster, and risk.
Explain the importance of comprehensive emergency management.
Identify key theoretical perspectives for understanding disaster behavior.
Describe current political and social definitions of disaster
Explain the emergence and importance of using a multidisciplinary approach to emergency management.
5
Defining Disasters
Multiple definitions exist
Textbook focus – disasters are social events
Classic definition for disaster is an: “ …actual or threatened accidental or uncontrollable events that are concentrated in time and space, in which a society, or a relatively self-sufficient subdivision of society undergoes severe danger, and incurs such losses to its members and physical appurtenances that the social structure is disrupted and the fulfillment of all or some of the essential functions of the society, or its subdivision, is prevented” (Fritz, 1961, p. 655).
Defining Disasters
Multiple definitions exist
Textbook focus – Disasters are social events
Classic definition for disaster is an: “ …actual or threatened accidental or uncontrollable events that are concentrated in time and space, in which a society, or a relatively self-sufficient subdivision of society undergoes severe danger, and incurs such losses to its members and physical appurtenances that the social structure is disrupted and the fulfillment of all or some of the essential functions of the society, or its subdivision, is prevented” (Fritz, 1961, p. 655).
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Types of Events
Everyday life/emergency: Predictable day-to-day events, e.g., house fires
Disaster: Events that disrupt day-to-day activities within a community
Catastrophe: Events that disrupt day-to-day activities not only in a community but wide geographic region. Resources become difficult to obtain, and aid beyond political boundaries are necessary
Types of Events
A Continuum of Disaster
Emergency – Routine, predictable, handled locally
Disaster – Community disruption, local capacity overwhelmed, outside help needed
Catastrophe – Regional impact, infrastructure compromised, aid slow to arrive
Everyday life/emergency: Predictable day-to-day events, e.g., house fires
Disaster: Events that disrupt day-to-day activities within a community
Catastrophe: Events that disrupt day-to-day activities not only in a community but wide geographic region. Resources become difficult to obtain, and aid beyond political boundaries are necessary
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Emergency
Disaster
Catastrophe
Routine
Predictable
Handled locally
Community disruption
Local capacity overwhelmed
Outside help needed
Regional impact
Infrastructure compromised
Aid slow to arrive
National Governors Association Report 1979
Comprehensive emergency management
The four phases of emergency management
Preparedness – getting ready for a disaster
Response – dealing with the impact of a disaster
Recovery – getting life back to normal
Mitigation – activities to decrease a disaster impact
All hazards approach:
One major planning document
More similarities than differences among social dimensions of disaster
Use across all four phases of disaster
Exceptions dealt with in planning annex
Much more efficient for preparedness and planning
National Governors Association Report 1979
Comprehensive Emergency Management
The Four Phases of Emergency Management
Preparedness – getting ready for a disaster
Response – dealing with the impact of a disaster
Recovery – getting life back to normal
Mitigation – activities to decrease a disaster impact
All hazards approach
One major planning document
More similarities than differences among social dimensions of disaster
Use across all four phases of disaster
Exceptions dealt with in planning annex
Much more efficient for preparedness and planning
8
Traditions
The hazards tradition:
Geographer Gilbert White
Initial focus on hazard mitigation efforts
Multidiscipline approach toward hazards
Formed natural hazards research and application information center mid-1970’s at the University of Colorado-center
Tradition continues strong today
Disaster research center tradition:
Charles Fritz, E. L. Quarantelli And Russell R. Dynes – all sociologists
Initial focus human behavior during war and “response time” activities
DRC formed 1963 at the Ohio State University: Quarantelli, Dynes, Haas
Tradition continues today at University Of Delaware: Studies all phases today; draws upon interdisciplinary work; over 600 field trips to disaster sites
Traditions
The hazards tradition:
Geographer Gilbert White
Initial focus on hazard mitigation efforts
Multidiscipline approach toward hazards
Formed Natural Hazards Research and Application Information Center mid-1970’s at the University of Colorado-Center
Tradition continues strong today
Disaster research center tradition:
Charles Fritz, E. L. Quarantelli And Russell R. Dynes – all sociologists
Initial focus human behavior during war and “response time” activities
DRC formed 1963 at the Ohio State University: Quarantelli, Dynes, Haas
Tradition continues today at University Of Delaware: Studies all phases today; draws upon interdisciplinary work; over 600 field trips to disaster sites
9
Comprehensive Emergency Management
Risk and risk perception:
Originated after three mile island nuclear accident in 1979
Focus on
How people see risk (probability of an event taking place
How risk influences people’s behavior
Primarily the work of (social) psychologists
All perspectives can be used simultaneously to understand events
Comprehensive Emergency Management
Comprehensive emergency management:
Recovery
Mitigation
Preparedness
Response
Risk and Risk Perception
Originated after Three Mile Island nuclear accident in 1979
Focus on
How people see risk (probability of an event taking place
How risk influences people’s behavior
Primarily the work of (social) psychologists
All perspectives can be used simultaneously to understand events
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Broader Perspectives
Emergent Norm
Systems Theory
Sociopolitical Ecology Perspective
All three provide different views to understand hazards, disasters and risk
Emergent Norm:
Foundation for “quick response” research
Key characteristics
New norms: Altruistic behavior, decrease of crime
New structure: Altruistic behavior, decrease of crime, and new norms – emergent search and rescue group
Spontaneous behavior: Ad hoc neighborhood search and rescue groups
Broader Perspectives
Emergent Norm
Systems Theory
Sociopolitical Ecology Perspective
All three provide different views to understand hazards, disasters and risk
Emergent norm:
Foundation for “quick response” research
Key characteristics
New norms: Altruistic behavior, decrease of crime
New structure: Altruistic behavior, decrease of crime, and new norms – emergent search and rescue group
Spontaneous behavior: Ad hoc neighborhood search and rescue groups
11
sociopolitical ecology perspective
Sociopolitical Ecology Perspective:
Foundation from systems theory
Looks at
Competition for resources in a community
Patterns of disaster victimization
Highlights that certain groups more likely to be disaster victims, such as:
The poor
Ethnic minorities
The elderly
Sociopolitical Ecology Perspective
Sociopolitical Ecology Perspective
Foundation from Systems Theory
Looks at
Competition for resources in a community
Patterns of disaster victimization
Highlights that certain groups more likely to be disaster victims, such as:
The poor
Ethnic minorities
The elderly
12
Systems Theory
How the built environment, physical environment and people interact together
Foundation for initial hazards approach
Key question: How do people live next to and adjust living next to such events as:
Earthquakes
Floods
Tornadoes
Systems Theory (Based on Mileti 1999) Source: Phillips 2009, with permission.
Systems Theory
How the built environment, physical environment and people interact together
Foundation for initial Hazards approach
Key question: How do people live next to and adjust living next to such events as:
Earthquakes
Floods
Tornadoes
Systems Theory (Based on Mileti 1999)
Source: Phillips 2009, with permission.
Physical Environment—-Human Environment—-Built Environment
13
Key Issues Today
Political dimension: (1) Power influences political and governmental definitions of disaster; (2) Presidentially declared disasters have little political influence
Slow moving disasters: (1) Events harder to define; (2) Challenges many conventional notions of disaster
Non-traditional events: (1) Emergency operating centers and professional managers provide expertise for other events; (2) Large crowd gatherings or even riots; (3) Space shuttle Columbia recovery
Multidisciplinary perspectives: (1) Different social sciences provide key perspectives on individual, group, organizational and political behavior; (2) Engineering and hard sciences assist with issues such as building standards, geology and meteorology; (3) Emergency managements must know about many different fields for their jobs
Key Issues Today
Political dimension: (1) Power influences political and governmental definitions of disaster; (2) Presidentially declared disasters have little political influence
Slow moving disasters: (1) Events harder to define; (2) Challenges many conventional notions of disaster
Non-traditional events: (1) Emergency operating centers and professional managers provide expertise for other events; (2) Large crowd gatherings or even riots; (3) Space shuttle Columbia recovery
Multidisciplinary perspectives: (1) Different social sciences provide key perspectives on individual, group, organizational and political behavior; (2) Engineering and hard sciences assist with issues such as building standards, geology and meteorology; (3) Emergency managements must know about many different fields for their jobs
14
Student interactivity exercises
Emergency Alert System Exercise: Go to: http://www.Training.Fema.Gov/is/courseoverview.Aspx?Code=is-248 and take the interactive web based course – IS-0248 Integrated Public Alert and Warning System (IPAWS) for the American Public, once completed take the final quiz and forward the email of the results and certificate to the instructor.
In a one page paper in essay format using APA 6th Edition format answer the following questions from Chapter 2: (1) Explain why disaster planners need to focus on the social aspects of disasters as much if not more than the physical impact of disasters. (2) Distinguish between structural and non-structural mitigation and give examples of each. (3) Why does it take policies and presidential orders to influence mitigation?
Your exercises for this module should be submitted in one document and should be grammatically correct, with the correct spelling using the APA 6th Edition format. Each exercise should be a separate page in your document; all work will be submitted in one file. When you complete one exercise, start the next exercise on the next page. You also need to have a cover sheet and references page using APA 6th Edition format; the body of the paper needs to be in APA 6th Edition format as well.
Student Interactivity Exercises
Emergency Alert System Exercise: Go to: http://www.Training.Fema.Gov/is/courseoverview.Aspx?Code=is-248 and take the interactive web based course – IS-0248 Integrated Public Alert And Warning System (IPAWS) for the American Public, once completed take the final quiz and forward the email of the results and certificate to the instructor.
In a one page paper in essay format using APA 6th Edition format answer the following questions from Chapter 2: (1) Explain why disaster planners need to focus on the social aspects of disasters as much if not more than the physical impact of disasters. (2) Distinguish between structural and non-structural mitigation and give examples of each. (3) Why does it take policies and presidential orders to influence mitigation?
Your exercises for this module should be submitted in one document and should be grammatically correct, with the correct spelling using the APA 6th Edition format. Each exercise should be a separate page in your document; all work will be submitted in one file. When you complete one exercise, start the next exercise on the next page. You also need to have a cover sheet and references page using APA 6th Edition format; the body of the paper needs to be in APA 6th Edition format as well.
15
Module 3 At A Glance: Chapters 2, 5, 6, & 10
Chapter 2: Key Concepts, Definitions and Perspectives
Chapter 5: Becoming an Emergency Management Professional
Chapter 6: Preparedness
Chapter 10: Mitigation
Module 3 At A Glance
Chapter 2: Key Concepts, Definitions and Perspectives
Chapter 5: Becoming an Emergency Management Professional
Chapter 6: Preparedness
Chapter 10: Mitigation
16
Chapter 5 Learning Objectives:
Understand the relevance of recommended core competencies for emergency management practice.
Compare and contrast professional competency standards and professional qualities for a practitioner of emergency management.
Explain ethical practice standards and behavioral expectations for the practice of emergency management.
Identify and provide an overview of organizations involved in the field of emergency management.
Illustrate the traditional activities of the emergency manager during routine days as well as during times of disaster.
Discuss why certification is considered an important step in developing a professional identity as an emergency manager.
Chapter 5 Learning Objectives:
Understand the relevance of recommended core competencies for emergency management practice.
Compare and contrast professional competency standards and professional qualities for a practitioner of emergency management.
Explain ethical practice standards and behavioral expectations for the practice of emergency management.
Identify and provide an overview of organizations involved in the field of emergency management.
Illustrate the traditional activities of the emergency manager during routine days as well as during times of disaster.
Discuss why certification is considered an important step in developing a professional identity as an emergency manager.
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Core Competencies
Comprehensive emergency management framework or philosophy
Leadership and team-building
Management
Networking and coordination
Integrated emergency management
Political, bureaucratic, social contexts
Technical systems and standards
Social vulnerability reduction approach
Experience
Key emergency management functions
Risk assessment
Planning
Training and exercising
Emergency operations centers
Establishing interoperable communications
Applying lessons learned and research findings
Core Competencies
Comprehensive emergency management framework or philosophy
Leadership and team-building
Management
Networking and coordination
Integrated emergency management
Political, bureaucratic, social contexts
Technical systems and standards
Social vulnerability reduction approach
Experience
Key emergency management functions
Risk assessment
Planning
Training and exercising
Emergency operations centers
Establishing interoperable communications
Applying lessons learned and research findings
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Practice Standards and Ethics NFPA 1600
Risk analysis
Preventing incidents
Mitigation
Resource management and logistical coordination
Mutual aid agreements
Planning
Incident management
Communication
Crisis communication
Warning dissemination and informing the public
Operational procedures
Facility management
Training, education, exercises
Financial accountability
Practice Standards and Ethics NFPA 1600
Risk analysis
Preventing incidents
Mitigation
Resource management and logistical coordination
Mutual aid agreements
Planning
Incident Management
—————————————-
Communication
Crisis communication
Warning dissemination and informing the public
Operational procedures
Facility management
Training, education, exercises
Financial accountability
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Practice Standards and Ethics IAEM Code of Ethics
“Respect for supervising officials, colleagues, associates, and most importantly, for the people we serve is the standard for IAEM members.
“IAEM members commit themselves to promoting decisions that engender trust and those we serve.
“Our reputations are built on the faithful discharge of our duties.”
Source: http://www.Iaem.Com/about/iaemcodeofethics.Htm
Practice Standards and Ethics IAEM Code of Ethics
“Respect for supervising officials, colleagues, associates, and most importantly, for the people we serve is the standard for IAEM members.
“IAEM members commit themselves to promoting decisions that engender trust and those we serve.
“Our reputations are built on the faithful discharge of our duties.”
Source: http://www.Iaem.Com/about/iaemcodeofethics.Htm
20
EM Organizations and Agencies
Governmental
Local
State/provincial
Interstate/regional
National
Non-governmental organizations
Citizen Corps
Community Emergency Response Teams (CERT)
Fire Corps
Citizen Corps
Volunteers In Police Service (VIPS)
Neighborhood Watch
Medical Reserve Corps
Private sector:
Banks
Insurance companies
Corporations
Small businesses
Consulting
EM Organizations and Agencies
Governmental
Local
State/Provincial
Interstate/Regional
National
Non-Governmental Organizations
Community Organizations
Citizen Corps
Community Emergency Response Teams (CERT)
Fire Corps
Volunteers in Police Service (VIPS)
Neighborhood Watch
Medical Reserve Corps
Private sector:
Banks
Insurance companies
Corporations
Small businesses
Consulting
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Figure 5.1
Figure 5.1: Governmental Organizational Chart
Secretary
Deputy Secretary
Management (Chief Financial Officer), Science & Technology, National Protection & programs, Policy, General Counsel, Legislative Affairs, Public Affairs, Inspector General
Health Affairs, Intelligence & Analysis, Operations Coordination, Citizenship & Immigration Services Ombudsman, Chief Privacy Officer, Civil Rights & Civil Liberties, Counter-Narcotics Enforcement
Federal Law Enforcement Training Center, Domestic Nuclear Detection Office, National Cyber Security Center
Transportation Security Administration, U.S. Customs & Border Protection, U.S. Citizenship & Immigration Services, U.S. Secret Service, Federal Emergency Management Agency, U.S. Coast Guard
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Figure 5.2
U.S. Department of Homeland Security/FEMA organizational chart
23
Seasonal Activities
Tornado Season – March 1
Hurricane Season – June 1
Cyclone Season – November 1
Working and volunteering in emergency management:
Join a citizen corps group
Look for an internship in an EMA
Assist a faculty member with research
Volunteer internationally – peace corps
Join a faith-based disaster team
Be aware of the sources of disaster myths:
Mass media
Institutional interests (e.g., Security contractors and technology firms)
Society at large—images of chaos reaffirm the need for social order (Quarantelli 2002)
Seasonal Activities
Tornado Season – March 1
Hurricane Season – June 1
Cyclone Season – November 1
Working and volunteering in emergency management:
Join a citizen corps group
Look for an internship in an EMA
Assist a faculty member with research
Volunteer internationally – peace corps
Join a faith-based disaster team
Be aware of the sources of disaster myths:
Mass media
Institutional interests (e.g., Security contractors and technology firms)
Society at large—images of chaos reaffirm the need for social order (Quarantelli 2002)
24
Student interactivity exercises
In a one page paper in essay format using APA 6th Edition format answer the following questions from Chapter 5:
Describe three basic ethical guidelines for the practice of emergency management and why they add to the credibility of the profession.
Your exercises for this module should be submitted in one document and should be grammatically correct, with the correct spelling using the APA 6th Edition format. Each exercise should be a separate page in your document; all work will be submitted in one file. When you complete one exercise, start the next exercise on the next page. You also need to have a cover sheet and references page using APA 6th Edition format; the body of the paper needs to be in APA 6th Edition format as well.
Student Interactivity Exercises
In a one page paper in essay format using APA 6th Edition format answer the following questions from Chapters 5:
Describe three basic ethical guidelines for the practice of emergency management and why they add to the credibility of the profession.
Your exercises for this module should be submitted in one document and should be grammatically correct, with the correct spelling using the APA 6th Edition format. Each exercise should be a separate page in your document; all work will be submitted in one file. When you complete one exercise, start the next exercise on the next page. You also need to have a cover sheet and references page using APA 6th Edition format; the body of the paper needs to be in APA 6th Edition format as well.
25
Module 3 At A Glance: Chapters 2, 5, 6, & 10
Chapter 2: Key Concepts, Definitions and Perspectives
Chapter 5: Becoming an Emergency Management Professional
Chapter 6: Preparedness
Chapter 10: Mitigation
Module 3 At A Glance
Chapter 2: Key Concepts, Definitions and Perspectives
Chapter 5: Becoming an Emergency Management Professional
Chapter 6: Preparedness
Chapter 10: Mitigation
26
Chapter 6 Learning Objectives:
Define preparedness and understand its relationship to the broader life cycle of emergency management.
Identify various types of preparedness activities that can be undertaken at the individual, household, organizational, and community levels.
Describe levels of disaster preparedness among individuals and households, organizations, and communities, and identify factors that influence preparedness levels.
Identify particular groups that remain at risk due to lack of preparedness and list suggestions for enhancing their readiness.
Provide examples of preparedness initiatives at the state, national, and international levels.
Outline steps in conducting a hazard identification and risk analysis as the first critical step in preparedness and planning efforts.
Identify potential places to work and volunteer in the field of preparedness.
Chapter 6 Learning Objectives:
Define preparedness and understand its relationship to the broader life cycle of emergency management.
Identify various types of preparedness activities that can be undertaken at the individual, household, organizational, and community levels.
Describe levels of disaster preparedness among individuals and households, organizations, and communities, and identify factors that influence preparedness levels.
Identify particular groups that remain at risk due to lack of preparedness and list suggestions for enhancing their readiness.
Provide examples of preparedness initiatives at the state, national, and international levels.
Outline steps in conducting a hazard identification and risk analysis as the first critical step in preparedness and planning efforts.
Identify potential places to work and volunteer in the field of preparedness.
27
Preliminary Damage Assessment
Number and type of houses damaged as well as the extent of damage, from minor to completely destroyed.
Consideration of populations that may require additional assistance such as people living in local nursing homes, assisted living facilities, state schools and group homes.
Impact on local utilities including power, telephone, cell towers, gas, water, and storm water drainage.
Damage to critical
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