GENV 205 WEEK 6 Chapter 12 QUIZ

Quiz
1) Of the following risks to human health, which causes the most human deaths?
(1pts)

Consumer risks

Chemical risks

Biological risks

Personal risks

Physical risks
2) Which of the following would be classified as infectious diseases?

I. Pneumonia
II. Malaria
III. Measles
(1pts)

I only

II only

I and II only

I and III only

I, II, and III
3) One of the ten leading health risks in high-income countries is
(1pts)

malnutrition.

indoor smoke.

high blood pressure.

HIV.

unsafe drinking water.
4) All of the following are correct regarding malaria EXCEPT
(1pts)

malaria is caused by an infection from a Plasmodium protist.

the use of DDT alone can easily control the disease.

malaria causes flulike symptoms.

every year approximately 1 million people die from malaria.

the pathogen spends one stage of its life inside a mosquito.
5) All of the following are correct about emergent infectious diseases EXCEPT
(1pts)

the rapid movement of people can cause unexpected pandemics.

the diseases are all caused by mutations of known viruses.

many of the diseases come from pathogens that jump from animal hosts to humans.

the diseases can mutate rapidly to infect humans.

since the 1970s, an average of one new emergent disease has appeared each year.
6) Which virus likely spread to humans when hunters butchered and ate chimpanzees?
(1pts)

H1N1

Hantavirus

Ebola virus

HIV

Human monkey pox
7) Individuals living near the Republic of Congo in Africa face an extreme biological risk. If infected with this risk, they face a 50 to 90% chance of death due to fever, vomiting, and sometimes internal and external bleeding. This disease risk is
(1pts)

HIV/AIDS.

the Ebola virus.

dengue fever.

malaria.

human monkey pox.
8) The disease that led to the destruction of hundreds of thousands of cows worldwide and prompted wide scale change in the feeding practices of cattle is
(1pts)

bovine spongiform encephalopathy.

avian influenza.

bovine hemorrhagic fever.

H1N1.

mutated-protein prion disease.
9) All of the following are correct regarding the pathogen leading to the bird flu epidemic of 2006 EXCEPT
(1pts)

humans have a long immune history with the virus.

the virus is a type of influenza virus.

the virus is typically passed among species of birds.

the virus jumped from birds to people in Asia.

scientists believe the virus has great potential to mutate and kill over 100 million people.
10) A pathogen of an emergent disease that lives in hundreds of species of birds and is transmitted by mosquitoes is
(1pts)

Plasmodium.

the avian flu virus.

the west nile virus.

the Ebola virus.

Yersinia pestis.
11) In both high- and low-income countries, ____ is needed to reduce the spread of HIV and tuberculosis.
(1pts)

rapid notification of incidences of disease

greater food availability

continued education

better sanitation

research in genetic mutations of viruses
12) Most insecticides are highly effective due to their ability to impair nerve transmission in insects. This category of chemicals is known as
(1pts)

teratogens.

allergens.

neurotoxins.

endocrine disrupters.

carcinogens.
13) Heavy metals, such as mercury and lead, pose a threat to individuals when found in the environment. They belong to the class of chemicals called
(1pts)

carcinogens.

neurotoxins.

teratogens.

allergens.

endocrine disrupters.
14) Carcinogens can cause damage to cells by

I. damaging the genetic material of the cell.
II. interfering with the normal metabolic processes of the cell.
III. rupturing cell organelles.
(1pts)

I

II

I and II

I and III

I, II, and III
15) A compound in plastics that is classified as an endocrine disruptor is
(1pts)

formaldehyde.

asbestos.

vinyl chloride.

phthalates.

PCBs.
16) Studies conducted by scientists to assess the risk of chemicals include

I. dose-response studies.
II. chronic studies.
III. retrospective studies.
(1pts)

I only

II only

I and III only

II and III only

I, II, and III
17) Studies that last for only 1 to 4 days in which scientists measure mortality of organisms as a response to a dose of a chemical are known as
(1pts)

acute studies.

biomagnification studies.

prospective studies.

chronic studies.

retrospective studies.
18) When nonlethal effects of chemicals are studied, such as a chemical having neurotoxic attributes, the dose that causes 50% of the individuals to display the effect is known as the
(1pts)

SL50.

SE50.

SLE50.

LD50.

ED50.
19) The U.S. legislation that provides for the regulation of many chemicals by the EPA, not including pesticides, food, and cosmetics, is the
(1pts)

Clean Water Act.

Toxic Substances Control Act of 1976.

Federal Insecticide, Fungicide, and Rodenticide Act of 1996.

Registration, Evaluation, and Authorization of Chemicals Act.

Clean Air Act
20) A study focusing on the long term effects of a chemical on the reproduction of trout would be categorized as a(n)
(1pts)

prospective study.

chronic study.

ED50 study.

acute study.

retrospective study.
21) The nuclear accident at Chernobyl in 1986 has provided scientists with data on the effects of radiation on humans. This study of radiation sickness and thyroid cancers would be best classified as a(n)
(1pts)

retrospective study.

chronic study.

acute study.

prospective study.

LD50 study.
22) Asbestos exposure is more dangerous to individuals who smoke cigarettes. This is due to
(1pts)

the bioaccumulation of asbestos in the lungs.

the synergistic interactions between the two risks.

the high LD50 of asbestos.

the solubility of asbestos in the bloodstream.

the biomagnification of the chemicals in tobacco.
23) A phytoplankton is continually exposed to an oil-soluble chemical. Over time, the concentration of the chemical within the phytoplankton increases. This is an example of
(1pts)

PCB persistence.

synergistic properties.

biomagnification.

bioaccumulation.

synergistic interactions.
24) A most famous case of biomagnification is
(1pts)

the dead zone in the Gulf of Mexico.

the Bhopal India pesticide accident.

DDT and the decline of fish-eating birds.

atrazine and the loss of amphibian species.

thalidomide and the babies affected by it.
25) Which of the following represents an environmental hazard?

I. UV radiation
II. Pregnancy
III. Arsenic
(1pts)

I

III

I and II

I and III

I, II, and III
26) Which international agreement placed restriction on a list of 12 chemicals, known as “the dirty dozen”?
(1pts)

The Montreal Protocol of 1987

The REACH Convention of 2007

The Cairo Convention of 1994

The Kyoto Accord of 1997

The Stockholm Convention of 2001
27) Which of the following is an example of a biological risk?
(1pts)

Earthquake

Pregnancy

Malaria

Arsenic

Alcohol
28) Which of the following is an example of a chemical risk?
(1pts)

Thalidomide

Plague

Tornado

Malnutrition

HIV

 
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A+ Answers

Exam: 250452RR – The Classical Era

 

1. Which of the following about the double-exposition concerto form is true?

A. The development avoids the tonic.

B. There’s no cadenza.

C. The exposition modulates from the tonic.

D. There’s one exposition, which is repeated literally.

 

2. While a string quartet is a collaborative enterprise, which musician usually takes the lead in a

performance?

A. The first violinist

B. The cellist

C. The violist

D. The second violinist

 

3. Which of the following forms is most common during the second movement of a string quartet?

A. ABC

B. ABB

C. ABA

D. AAB

 

4. The last “act” of a sonata is known as the

A. secondary key area.

B. recapitulation.

C. rondo.

D. cadenza.

 

5. The double exposition concerto form differs from the standard sonata form in that

A. it’s played by two pianos.

B. it includes a single refrain.

C. the exposition stays in the same key.

D. it has a cadenza.

 

6. Which mid-eighteenth century composer is credited with having the greatest impact on the significance

of the string quartet?

A. Haydn

B. Beethoven

C. Chopin

D. Mozart

 

7. Beethoven was one of the last composition pupils of which of the following composers?

A. Wolfgang Amadeus Mozart

B. William Billings

C. Joseph Haydn

D. Christoph Willibald Gluck

 

8. A soloist can display his virtuosity to the fullest during the

A. cadenza.

B. concerto.

C. coda.

D. capo.

 

9. A sonata closes with a/an

A. antecedent.

B. coda.

C. recapitulation.

D. exposition.

 

10. Singing the alphabet song to the tune of Mozart’s “Ah, vous dirai-je, maman” is an example of

A. plagiarism.

B. musical appropriation.

C. musical duplication.

D. thematic variation.

 

11. The opening section of a minuet is known as the

A. opening idea.

B. minuet proper.

C. minuet exposition.

D. opening theme.

 

12. In a sonata, the theme(s) presented in the new key area in the exposition are repeated in the

recapitulation in the

A. tutti.

B. exposition.

C. coda.

D. tonic.

 

 

13. The Japanese koto is what type of instrument?

A. Brass

B. String

C. Percussion

D. Wind

 

14. The music of the Classical era reflects the principles of

A. ornamentation and extremes.

B. extravagance and unpredictability.

C. the splendor of the church.

D. clarity and balance.

 

15. Throughout the centuries, koto masters have often been

A. women.

B. slaves.

C. priests.

D. invitees to the king’s court.

 

16. The dialogue in an opera is translated for the audience in the

A. paggio.

B. perdonate.

C. score.

D. libretto.

 

17. Which of the following does opera buffa portray?

A. Historical characters and situations

B. Real-life characters and situations

C. Religious characters and stories

D. Mythological characters and stories

 

18. Which of the following instruments in a chamber orchestra typically provides the harmonic

underpinning for other melodic instruments but can carry the principal melody on their own as well?

A. Viola

B. Cello

C. Violin

D. Timpani

 

19. The scene in which Dorothy returns to Kansas in the movie The Wizard of Oz can be likened to which

part of a sonata’s form?

A. Tonic

B. Exposition

C. Recapitulation

D. Development

 

20. Opera _______ is a light, frequently comic style of opera.

A. hysteria

B. seria

C. buffa

D. canonica

 

 

Exam: 250451RR – The Baroque Era

1. Which type of music features a vocal quartet in which each voice has its own role, and the bass singer

handles the repeated foundation part, often in the form of a short phrase of nonsense syllables?

A. Program music

B. Doo wop

C. Fugue

D. Opera

 

2. The first opera to win widespread acclaim was

A. Handel’s Messiah.

B. Handel’s Rinaldo.

C. Purcell’s Dido and Aeneas.

D. Monteverdi’s Orpheus.

 

3. Which of the following represents the form of call-and-response?

A. ABBB

B. ABBA

C. AAAB

D. ABAB

 

4. A da capo aria opens with two contrasting sections, A and B. What will the singer do after singing the B

section?

A. End the aria

B. Go to the C section

C. Repeat the B section

D. Sing the A section again

 

5. Which part on a violin supports the strings?

A. The tailpiece

B. The chin rest

C. The fingerboard

D. The bridge

 

6. Very few of compositions written by _______ were published during his lifetime.

A. Vivaldi

B. Bach

C. Purcell

D. Handel

 

7. When instruments double the voices by playing the same notes sung by a chorus, the music is

considered to have

A. contrasting timbre.

B. paired movement.

C. syncopation.

D. unified timbre.

 

8. The group of instruments accompanying a solo singer in an opera is known collectively as the

A. chorus.

B. basso continuo.

C. harmonic ensemble.

D. orchestra.

 

9. All of the following instruments would be likely to play the basso continuo in a Baroque musical piece,

except the

A. violin.

B. lute.

C. harpsichord.

D. cello.

 

10. A trio-sonata texture features which three main voices?

A. Two in the alto and one in the bass

B. Two in the soprano and one in the bass

C. Two in the bass and one in the soprano

D. One in the alto, one in the soprano, and one in the bass

 

11. A _______ performance usually requires the musicians to embellish the part written for them.

A. virtuoso

B. passacaglia

C. transcripted

D. canzona

 

12. Which of the following type of polyphony is used in a fugue?

A. Imitative counterpoint

B. Middle entry

C. Episodic

D. Fugal exposition

 

13. Which of the following pieces features multiple soloists, including a trumpet, oboe, violin, and recorder?

A. Orpheus, selection from Act II

B. Fugue in G Minor

C. Dido and Aeneas, Overture and Act I, nos. 1–14

D. Brandenburg Concerto no. 2

 

14. Which of the following means “that which is sung”?

A. Oratorio

B. Basso continuo

C. Cantata

D. Ritornello

 

15. A style of vocal music that’s a cross between singing and speaking is commonly referred to as

A. polychoral.

B. pavane.

C. recitative.

D. gigue.

 

16. The musical instrument referred to as the “King of Instruments” is the

A. tuba.

B. human voice.

C. violin.

D. organ.

 

17. Throughout the Baroque Era, the _______ remained deeply ambivalent toward opera.

A. king

B. church

C. majority of composers

D. public

 

18. Another word for “round” is

A. gigue.

B. sarabande.

C. canon.

D. rhapsody.

 

19. The Baroque period began around the year

A. 1600.

B. 1750.

C. 1500.

D. 1050.

 

 

20. Which composer was nicknamed the Red Priest?

A. Vivaldi

B. Handel

C. Strozzi

D. Bach

 

 

Exam: 250450RR – The Middle Ages and the Renaissance

 

1. Until about the _______ century, music was transmitted orally, not in written form.

A. twelfth

B. eleventh

C. tenth

D. thirteenth

 

2. During the course of the sixteenth century, for the underpaid musician, _______ provided a good source

of supplementary income.

A. spying

B. proofreading

C. printing

D. word painting

 

3. Which song exemplifies four-voice Renaissance polyphony, with each voice playing an equally important

role?

A. “The Cricket”

B. “Sing Joyfully”

C. “Since Robin Hood”

D. “My Lord Help Me to Pray”

 

4. Von Bingen’s Play of Virtues is set to which of the following types of music?

A. Liturgical plainchant

B. Harmonic

C. Orchestral

D. Madrigal

 

5. The original version of _______ is for voices, with a text to be sung, but the common medieval practice

of performing music involves using whatever instruments were at hand.

A. “He Who Gladly Serves”

B. “Eagle Dance”

C. “Behold, Spring”

D. “I Can All Too Well Compare My Lady”

 

6. The volume of sound is known as

A. amplitude.

B. frequencies.

C. pitch.

D. dynamics.

 

7. Which instrument’s parts were never notated in the Middle Ages?

A. Bagpipe

B. Lute

C. Trumpet

D. Drums

 

8. More compositions are attributed to _______ than to any other musician who worked before the early

fourteenth century.

A. Hildegard von Bingen

B. Alfonso el Sabio

C. Josquin des Prez

D. Francesco Landini

 

9. If you’re studying the science of sound, you’re studying which of the following?

A. Pitch

B. Acoustics

C. Wavelength

D. Frequency

 

10. What does it mean when cadences are elided?

A. A single syllable of text is sung to many notes.

B. The notes run against the regular pulse of the musical meter, with accents on beats other than “1” and “3.”

C. A new line of text and music begins before the previous one has come to a complete stop.

D. The melodic lines are sung by three singers.

 

11. The highest range of notes is sung by the

A. tenor.

B. soprano.

C. alto.

D. bass.

 

12. Roy will play a melody in triple meter and place the pulse of the meter on the first beat. Chuck will play

the triple meter melody and place the pulse of the meter on the third beat. Who is playing the melody with

the correct pulse?

A. Chuck

B. Both are playing the melody correctly.

C. Roy

D. Neither is playing the melody correctly.

 

13. The basic framework for ordering music through time is the

A. meter.

B. value.

C. syllable.

D. phrase.

 

14. A measured performance that adheres consistently to the duple meter would be read as

A. 1-2-3.

B. 1-2-3-4.

C. 1-2-3-4.

D. 1-2-3-4.

 

15. Harmony is used to support the melody by using

A. meter.

B. tonic.

C. chords.

D. monophonic chant.

 

16. An example of a percussion instrument is the

A. shawm.

B. violin.

C. drum.

D. lute.

 

17. A/An _______ is the interval between two pitches of the same name.

A. octave

B. interval

C. melody

D. whole step

 

18. Which one of the following was one of the most popular instruments in Medieval and Renaissance

times and occasionally involved the use of plectrum to play it?

A. Vielle

B. Shawm

C. Lute

D. Organ portative

 

19. The early forms of notes in the Middle Ages are called

A. melismas.

B. neumes.

C. plainchants.

D. cadences.

 

20. Who of the following wrote a morality play that could be likened to Star Wars and Lord of the Rings?

A. William Byrd

B. Thomas Weelkes

C. Guillaume de Machaut

 

D. Hildegard von Bingen

 
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Sust-Memo

Not: I w posted the instruction on the post

 

Sustainability Analysis Project Memo one (Two pages and two responses)

 

 

Work in the your group area to complete Memo One:

Do research into the company your team chose and identify the company’s environmental and sustainability positions. Answer the following questions:

· Where in their business are they integrating sustainability?

· Where else do you think they could do so?

· Considering Luenenberg & Goleman’s business assessment, what “phase” is the company in ?

Be sure to substantiate your assessment of their positions. Post your team memo in the Sustainability Analysis Project discussion board and comment on at least two projects from other teams.

 

 

Sustainability Analysis Project Memo two ( Two pages and two responses)

Research and address the following questions.

·

· If relevant, what design or manufacturing framework(s) does the company employ? If they do no currently use one, is there one that is appropriate? Why is it appropriate?

· What environmental or sustainability reporting does your company do? What other reporting programs could they be using? Be sure to identify the programs required by law and the optional programs. Evaluate their achievement of the required reporting standards.

· What metrics do they use to track their progress? What other metrics could they use?

· What certifications has the company achieved or are they working towards? What alternative or additional certifications are appropriate? Why are they appropriate?

· What are they not addressing? What other tools might they use?

Integrate these answers with your research in Modules Four and Five to provide a clear picture of what the company does and what they could be doing. Substantiate your assessments of the company. and comment on at least two projects from other teams

 

Post your team memo in the Sustainability Analysis Project discussion board and comment on two memos from other teams.

Incorporate feedback from your classmates into your memo.

 

For additional details, please refer to the Sustainability Analysis Team Project document in the Assignment Guidelines and Rubrics section of the course.

 

Sustainability Analysis Project Memo Three ( Two pages and two responses)

Write the final memo regarding marketing. Consider the following questions:

· How is, or is not, the company marketing its sustainability or environmental initiatives?

· Do they have data they could be marketing? Should they use this data? Why or why not.

· How could they do more; should they do more?

· What opportunities are they missing? What initiatives could they market which they are not?

· What potential liabilities are they exposing themselves too?

Support your position with specific references and examples.

Post your team memo in the Sustainability Analysis Project discussion board and comment on at least two projects from other teams.

 

 

Executive Summary: Evaluation with Recommendations ( 3 pages)

Submit a written Executive Summary to your instructor. The Executive Summary should offer an analysis of the company’s environmental liabilities, sustainability strengths and potential sustainability opportunities. Make 3 recommendations for how they could abate the worst of the liabilities and better leverage their strengths or perhaps unrecognized opportunities. This executive summary should be no longer than three pages.

 

Final Presentation ( 8 slides power points)

Your final presentations should synthesize your earlier assignments with the discussion feedback you received from colleagues as well as your continued research. Offer an analysis of the company’s environmental liabilities, sustainability strengths and potential sustainability opportunities. The slide presentation must be at least five slides (not including the title slide), but not more than 12 slides.

 
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Construction Safety Unit V Assignment – Electrical Hazards

Construction Safety Unit V Assignment – Electrical Hazards

Student Name:

Date:

Instructions:

Each of the following slides contains a construction site photo that depicts one or more electrical hazards.

Examine each photo and answer the questions in the notes section of each slide. Make sure to also move the red arrow (provided in the bottom left corner of each slide) to point toward the location of the hazard.

Save the completed presentation and upload it into Blackboard.

Be sure to put your name at the top of this first slide!

 

1

Figure 1

(Occupational Safety and Health Administration [OSHA], n.d.-a)

 

Identify and describe the electrical hazard in this photo. Move the arrows over the photo to indicate the locations of the hazard.

 

What OSHA construction standard(s) could be cited?

 

What would you recommend to correct the hazard?

 

 

2

Figure 2

(OSHA, n.d.-b)

 

 

Identify and describe the electrical hazard in this photo. Move the arrows over the photo to indicate the locations of the hazard.

 

What OSHA construction standard(s) could be cited?

 

What would you recommend to correct the hazard?

 

 

 

3

Figure 3

(OSHA, n.d.-c)

 

 

Identify and describe the electrical hazard in this photo. Move the arrows over the photo to indicate the locations of the hazard.

 

What OSHA construction standard(s) could be cited?

 

What would you recommend to correct the hazard?

 

4

Figure 4

(OSHA, n.d.-d)

 

Identify and describe the electrical hazard in this photo. Move the arrows over the photo to indicate the locations of the hazard.

 

What OSHA construction standard(s) could be cited?

 

What would you recommend to correct the hazard?

5

Figure 5

(OSHA, n.d.-e)

 

 

Identify and describe the electrical hazard in this photo. Move the arrows over the photo to indicate the locations of the hazard.

 

What OSHA construction standard(s) could be cited?

 

What would you recommend to correct the hazard?

 

6

Reference

Occupational Safety and Health Administration. (n.d.-a). Figure 1 [Image]. From Recognize any hazard(s)? [PowerPoint presentation]. Retrieved from https://www.osha.gov/dte/outreach/construction/focus_four/electrocution/electr_hazrec.ppt

Occupational Safety and Health Administration. (n.d.-b). Figure 2 [Image]. From Recognize any hazard(s)? [PowerPoint presentation]. Retrieved from https://www.osha.gov/dte/outreach/construction/focus_four/electrocution/electr_hazrec.ppt

Occupational Safety and Health Administration. (n.d.-c). Figure 3 [Image]. From Recognize any hazard(s)? [PowerPoint presentation]. Retrieved from https://www.osha.gov/dte/outreach/construction/focus_four/electrocution/electr_hazrec.ppt

Occupational Safety and Health Administration. (n.d.-d). Figure 4 [Image]. From Recognize any hazard(s)? [PowerPoint presentation]. Retrieved from https://www.osha.gov/dte/outreach/construction/focus_four/electrocution/electr_hazrec.ppt

Occupational Safety and Health Administration. (n.d.-e). Figure 5 [Image]. From Recognize any hazard(s)? [PowerPoint presentation]. Retrieved from https://www.osha.gov/dte/outreach/construction/focus_four/electrocution/electr_hazrec.ppt

 
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Rough Draft Of The Final Lab Report SCI207

You are required to develop a rough draft for your Final Lab Report, which covers the drinking water quality experiment from the Week Two Lab assignment “Lab 2: Water Quality and Contamination.”(see attachment)

 

  1. Download the Rough Draft of the Final Lab Report Template  (see attachments)and utilize this form to ensure correct formatting and inclusion of all required material.
  2. View the Tutorial on the Rough Draft of the Final Lab Report Template so that you can apply the template with success.
  3. Use at least two scholarly sources, two credible sources, and your lab manual to support your points.
  4. The rough draft must be FOUR pages in length (excluding title and reference pages) and formatted according to APA style. For information regarding APA samples and tutorials, visit the Ashford Writing Center.
  5. Use the Grammarly tool to proofread your paper before submitting it for grading. Grammarly is a free proofreading program available to all Ashford students.
    1. To learn how to set up and use Grammarly, watch the Grammarly tutorial.
    2. Upload your paper to Grammarly and take a screen shot of your reviewed paper. Need help taking a screen shot? See this handout.
    3. Save the Grammarly screenshot to your computer and submit it along with your assignment. This means that you will submit two documents to Waypoint: the Grammarly screen shot and your corrected rough draft.

Note: Need help using Grammarly? Email the Writing Center at writing@ashford.edu.

Note: Please do not use www.grammarly.com to sign up as you will get limited feedback. Ashford University pays for additional fabulous Grammarly services so you don’t have to. If you encounter any problems or technical issues, please contact: support@grammarly.com

The Rough Draft of the Final Lab Report must contain the following seven sections in this order:

  1. Title Page – This page must include the title of your report, your name, course name, instructor, and date submitted.
  2. Introduction – This section should discuss why the experiment was conducted. At a minimum, it should contain three paragraphs. One paragraph must cover background information of similar studies that have already been done in the area. This is accomplished by citing existing literature from similar experiments and explaining their results. A second paragraph should discuss an objective or a reason why the experiment is being done. Why do we want to know the answer to the question we are asking? A third paragraph should provide a hypothesis for the experiment conducted, along with your rationale behind that hypothesis.
  3. Materials and Methods – This section should provide a detailed description of the materials used in your experiment and how they were used. A step-by-step rundown of your experiment is necessary; however, it should be done in paragraph form, not in a list format. The description should be exact enough to allow for someone reading the report to replicate the experiment, but it should be in your own words and not simply copied and pasted from the lab manual.
  4. Results – This section should include the data and observations from the experiment. All tables and graphs should be present in this section. Additionally, there should be at least one paragraph explaining the data in paragraph form. There should be no personal opinions or discussion beyond the results of your experiments located within this section.
  5. Discussion – This section should interpret or explain the meaning of your data and provide conclusions. At least three paragraphs should be outlined here. First, a paragraph should be present that addresses whether your hypothesis was confirmed or denied and how you know this. Second, you are to discuss the meaning of your findings in this area utilizing scholarly sources to put the paper into context. For example, how do your results compare with the findings of similar studies? Also, you should discuss if there are any outside factors (i.e., temperature, contaminants, time of day) that affected your results. If so, how could you control for these in the future?  Finally, you should discuss any future questions arising from your results and how you might test them with new experiments.
  6. Conclusions – This section should provide a brief summary of your work.  What are the key take-away points from your study?
  7. References – Provide a list of at least two scholarly sources, two credible sources, and your lab manual that will be used in the Final Lab Report. Format your references according to APA style as outlined

Note: An abstract must be included in the Final Lab Report. However, the abstract should not be included in the rough draft as it is to be written last after the entire paper is fully written. Do not forget this in your Final Lab Report.

 
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Final Paper Outline

Refer to the complete instructions for the Final Paper, which can be found in Week Five. Construct an outline for your Final Paper. This outline should address all sections that will be covered in your Final Paper and should be written according to the outline format detailed in the Ashford Writing Center. Additionally, you must provide at least four scholarly sources, as well as your text, and detail how you will use each source.

Your paper must be three to five pages in length (excluding title and reference pages) and formatted according to APA style. All sources must be properly cited in text as well as on the reference page

THIS IS THE FINAL PAPER YOU WILL BE WORKING ON

 

 

Final Paper

The importance of biodiversity on environmental preservation cannot be stressed enough. Upon completion of this course, it is vital that you understand the nature of biodiversity and how it interacts with a number of biological processes. Thus, you are to write a research-based paper that utilizes at least four scholarly sources to discuss biodiversity and its importance to environmental conservation. At a minimum your paper should address the following in detail:

  1. Explain biodiversity and how it is measured.
  2. Evaluate how biodiversity is important to environmental conservation.
  3. Evaluate how each of the following concepts affect biodiversity:
    1. Biological evolution
    2. Competition and ecological niches
    3. Food webs
    4. Geography
    5. Human generated pollution and land use change
  4. Identify the techniques that humans can utilize to ensure conservation of ecosystems.

Writing the Final Paper
The Final Paper:

  1. Must be eight to ten double-spaced pages in length, and formatted according to APA style as outlined in the Ashford Writing Center.
  2. Must include a title page with the following:
    1. Title of paper
    2. Student’s name
    3. Course name and number
    4. Instructor’s name
    5. Date submitted
  3. Must begin with an introductory paragraph that has a succinct thesis statement.
  4. Must address the topic of the paper with critical thought.
  5. Must end with a conclusion that reaffirms your thesis.
  6. Must use at least four scholarly sources, in addition to the course text.
  7. Must document all sources in APA style, as outlined in the Ashford Writing Center.
  8. Must include a separate reference page, formatted according to APA stylE

MUST USE FOUR (4) RESOURCES ALONG WITH THE TEXT  MEANING FIVE (5) IN TOTAL  I HAVE ATTACHES ALL CHAPTERS USE WHAT YOU NEED!!!! ATTACHED IS THE GRADING RUBICS SO YOU KNOW EXACTLY WHAT SHOULD BE INCLUDED IN THIS ASSIGNMENT. ALSO ATTACHED IS AN EXAMPLE OF AN OUTLINE SO YOU KNOE THE FORMAT THAT MUST BE USED FOR THIS.. MUST BE 3 TO 5 PAGES LONG

 
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Assignment 4

Case Analysis – Treatment Format 

Prior to beginning work on this week’s journal, read thePSY650 Week Four Treatment Plan , Case 15: Borderline Personality Disorder in Gorenstein and Comer (2014), and Borderline Personality Disorder in Sneed et al., . (2012). Please also read the Rizvi, et al. (2013), “An Overview of Dialectical Behavior Therapy for Professional Psychologists,” Harned, et al.  (2013), “Treatment Preference Among Suicidal and Self-Injuring Women with Borderline Personality Disorder and PTSD,” Miller (2006), “Telehealth Issues in Consulting Psychology Practice,”  and Luxton, et al. (2011), “mHealth for Mental Health: Integrating Smartphone Technology in Behavioral Healthcare” articles.

Assess the evidence-based practices implemented in this case study. In your paper, include the following.

  • Explain the connection between each theoretical orientation used by Dr. Bank’s and the interventions utilized in the case.
  • Describe the concept of dialectical behavior therapy, being sure to include the six main points of this type of treatment.
  • Explain Dr. Banks’s primary goal during the pre-treatment stage and how Dr. Banks related this to Karen in her initial therapy sessions.
  • Describe the two formats that Dr. Banks told Karen would be part of her treatment program.
  • Describe the focus of the second and third stages of treatment.
  • Assume the role of a consulting clinical or counseling psychologist on this case, and recommend at least one technology-based e-therapy tool that would be useful. Explain liability issues related to delivering e-therapy consultation, supporting your response with information from the Miller (2006), “Telehealth Issues in Consulting Psychology Practice” article.
  • Evaluate the effectiveness of the treatment interventions implemented by Dr. Banks supporting your statements with information from the case and two to three peer-reviewed articles from the Ashford University Library, in addition to those required for this week.
  • Recommend three additional treatment interventions that would be appropriate in this case. Use information from the Sneed, Fertuck, Kanellopoulos, and Culang-Reinlieb (2012), “Borderline Personality Disorder” article to help support your recommendations. Justify your selections with information from the case.

The Case Analysis – Treatment Format

  • Must be 4 to 5 double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least two peer-reviewed sources from a Library in addition to the article required for this week.
  • Must document all sources in APA style as outlined
  • Must include a separate references page that is formatted according to APA style as outlined
 
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Ergonomics Q’s 4

1) Evaluate one specific area of a colleague’s office environment to measure (e.g., chair, keyboard, desk). Discuss how the measurement process works and what your findings would be. What advice do you have to improve the workspace?

Your answer should be written in essay format and contain at least 75 words.

 

2)Explain a stretching routine for your work environment. As you consider your routine, keep in mind the specific individuals within your work environment who will be using this plan. How will you account for differences in sizes, ages, and cultures?

Your answer should be written in essay format and contain at least 75 words.

 

3) As a person serving in the role of a safety practitioner, how would you explain to a new worker the use of administrative controls and how they relate to a specific work environment? Be specific in your response, and include examples of your work environment.

Your answer should be written in essay format and contain at least 200 words.

 

4) As a person serving in the role of a safety practitioner, how would you explain to a new worker the difference between engineering and administrative controls and how they relate to a specific work environment? Be specific in your response, and include examples of your work environment.

Your answer should be written in essay format and contain at least 200 words.

 
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Reading Assignemnt

UPS Competes Globally with Information Technology

 

 

United Parcel Service (UPS) started out in 1907 in a closet-sized basement office. Jim Casey and Claude Ryan—two teenagers from Seattle with two bicycles and one phone—promised the “best service and lowest rates.” UPS has used this formula successfully for more than a century to become the world’s largest ground and air package-distribution company. It is a global enterprise with more than 415,000 employees, 99,000 vehicles, and the world’s eighth largest airline. Today, UPS delivers more than 15 million parcels and documents each day in the United States and more than 200 other countries and territories. The firm has been able to maintain leadership in small-package delivery services despite stiff competition from FedEx and Airborne Express by investing heavily in advanced information technology. UPS spends more than $1 billion each year to maintain a high level of customer service while keeping costs low and streamlining its overall operations. It all starts with the scannable bar-coded label attached to a package, which contains detailed information about the sender, the destination, and when the package should arrive. Customers can download and print their own labels using special software provided by UPS or by accessing the UPS Website. Before the package is even picked up, information from the “smart” label is transmitted to one of UPS’s computer centers in Mahwah, New Jersey, or Alpharetta, Georgia, and sent to the distribution center nearest its final destination. Dispatchers at this center download the label data and use special software to create the most efficient delivery route for each driver that considers traffic, weather conditions, and the location of each stop. UPS estimates its delivery trucks save 28 million miles and burn 3 million fewer gallons of fuel each year.

The first thing a UPS driver picks up each day is a handheld computer called a Delivery Information Acquisition Device (DIAD), which can access one of the wireless networks cell phones rely on. As soon as the driver logs on, his or her day’s route is downloaded onto the handheld. The DIAD also automatically captures customers’ signatures along with pickup and delivery information. Package tracking information is then transmitted to UPS’s computer network for storage and processing. From there, the information can be accessed worldwide to provide proof of delivery to customers or to respond to customer queries. It usually takes less than 60 seconds from the time a driver presses “complete” on the DIAD for the new information to be available on the Web.

Through its automated package tracking system, UPS can monitor and even re-route packages throughout the delivery process. At various points along the route from sender to receiver, bar code devices scan shipping information on the package label and feed data about the progress of the package into the central computer. Customer service representatives are able to check the status of any package from desktop computers linked to the central computers and respond immediately to inquiries from customers. UPS customers can also access this information from the company’s Web site using their own computers or wireless devices. Anyone with a package to ship can access the UPS Web site to track packages, check delivery routes, calculate shipping rates, determine time in transit, print labels, and schedule a pickup. The data collected at the UPS Web site are transmitted to the UPS central computer and then back to the customer after processing. UPS also provides tools that enable customers, such Cisco Systems, to embed UPS functions, such as tracking and cost calculations, into their own Web sites so that they can track shipments without visiting the UPS site. In June 2009, UPS launched a new Web-based Post-Sales Order Management System (OMS) that manages global service orders and inventory for critical parts fulfillment. The system enables high-tech electronics, aerospace, medical equipment, and other companies anywhere in the world that ship critical parts to quickly assess their critical parts inventory, determine the most optimal routing strategy to meet customer needs, place orders online, and track parts from the warehouse to the end user. An automated email or fax feature keeps customers informed of each shipping milestone and can provide notification of any changes to flight schedules for commercial airlines carrying their parts. Once orders are complete, companies can print documents such as labels and bills of lading in multiple languages. UPS is now leveraging its decades of expertise managing its own global delivery network to manage logistics and supply chain activities for other companies. It created a UPS Supply Chain Solutions division that provides a complete bundle of standardized services to subscribing companies at a fraction of what it would cost to build their own systems and infrastructure. These services include supply chain design and management, freight forwarding, customs brokerage, mail services, multimodal transportation, and financial services, in addition to logistics services.

Servalite, an East Moline, Illinois manufacturer of fasteners, sells 40,000 different products to hardware stores and larger home improvement stores. The company had used multiple warehouses to provide two-day delivery nationwide. UPS created a new logistics plan for the company that helped it reduce freight time in transit and consolidate inventory. Thanks to these improvements, Servalite has been able to keep its two day delivery guarantee while lowering warehousing and inventory costs.

 

 

 

 

 

 

 

 

 

 

 

 

Sources: United Parcel Service, “In a Tighter Economy, a Manufacturer Fastens Down Its Logistics,” UPS Compass, Winter 2009; Chris Murphy, “In for the Long Haul,” Information Week, January 19, 2009; United Parcel Service, “ UPS Unveils Global Technology for Critical Parts Fulfillment,” June 16, 2009; and www.ups.com, accessed August 6, 2009.

 

 

 

 

CASE STUDY QUESTIONS

 

Questions Marks Skills
1. What are the inputs, processing, and outputs of UPS’s package tracking system? 6 IT 4
2. What technologies are used by UPS? How are these technologies related to UPS’s business model and business objectives? 6 IT 4
3. What problems do UPS’s information systems solve? 4 AS 4
4. What would happen if these systems were not available? 4 AS 4
 
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MOS 6801 Emergency Management Unit 5 Article Review

CRS Report for Congress Prepared for Members and Committees of Congress

 

 

Federal Emergency Management Policy Changes After Hurricane Katrina: A Summary of Statutory Provisions

Keith Bea, Coordinator Section Research Manager

March 6, 2007

Congressional Research Service

7-5700 www.crs.gov

RL33729

 

 

Federal Emergency Management Policy Changes After Hurricane Katrina

Congressional Research Service

Summary Reports issued by committees of the 109th Congress, the White House, federal offices of Inspector General, and the Government Accountability Office (GAO), among others, concluded that the losses caused by Hurricane Katrina were due, in part, to deficiencies such as questionable leadership decisions and capabilities, organizational failures, overwhelmed preparation and communication systems, and inadequate statutory authorities. As a result, the 109th Congress revised federal emergency management policies vested in the President; reorganized the Federal Emergency Management Agency (FEMA); and enhanced and clarified the mission, functions, and authorities of the agency, as well as those of its parent, the Department of Homeland Security (DHS).

Six statutes enacted by the 109th Congress are notable in that they contain changes that apply to future federal emergency management actions. These public laws include the following:

• Title VI of P.L. 109-295 (H.R. 5441), the Post-Katrina Emergency Management Reform Act of 2006, referred to in this report as the Post-Katrina Act;

• Sections of P.L. 109-347 (H.R. 4954), the Security and Accountability for Every Port Act of 2005, known as the SAFE Port Act;

• P.L. 109-308 (H.R. 3858), the Pets Evacuation and Transportation Standards Act of 2006;

• P.L. 109-63 (H.R. 3650), the Federal Judiciary Emergency Special Sessions Act of 2005;

• P.L. 109-67 (H.R. 3668), the Student Grant Hurricane and Disaster Relief Act; and

• Sections of P.L. 109-364 (H.R. 5122), the John Warner National Defense Authorization Act for Fiscal Year 2007.

Most of these statutes contain relatively few changes to federal authorities related to emergencies and disasters. The Post-Katrina Act, however, contains many changes that will have long-term consequences for FEMA and other federal entities. That statute reorganizes FEMA, expands its statutory authority, and imposes new conditions and requirements on the operations of the agency.

The Administration will implement these new authorities through the FY2008 appropriations legislation. The oversight plans of committees with jurisdiction indicate that Members of the 110th Congress will evaluate the steps taken by the leadership of FEMA to carry out the expanded legislative mandate. In addition, Members will continue to debate legislation pertaining to the recovery of Gulf Coast states. For example, H.R. 1144 would waive disaster assistance cost share requirements for the states affected by the hurricanes. This report will be updated as developments warrant.

 

 

 

Federal Emergency Management Policy Changes After Hurricane Katrina

Congressional Research Service

Contents Overview …………………………………………………………………………………………………………………… 1

Report Limitations …………………………………………………………………………………………………. 2 Report Organization ……………………………………………………………………………………………….. 2

Emergency Management Organizations and Functions ………………………………………………………. 3 Background ………………………………………………………………………………………………………….. 3 The New FEMA: Organization and Mission ……………………………………………………………….. 5

The New FEMA Components …………………………………………………………………………….. 5 The New FEMA Missions (Generally) …………………………………………………………………. 6 Administrative Responsibilities …………………………………………………………………………… 7 Disaster Response …………………………………………………………………………………………….. 8 Disaster Recovery …………………………………………………………………………………………….. 8 National Disaster Housing Strategy ……………………………………………………………………… 9 Continuity of Government and Operations ……………………………………………………………. 9 FEMA Sub-Units and Missions …………………………………………………………………………. 10

Other DHS Entities ………………………………………………………………………………………………. 11 Effective Date for Organizational Changes ……………………………………………………………….. 13

Emergency Management Leadership …………………………………………………………………………….. 13 Background ………………………………………………………………………………………………………… 13

Leadership Positions Under the Post-Katrina Act………………………………………………….. 14 Abolished Positions ………………………………………………………………………………………… 17 New Positions ………………………………………………………………………………………………… 17 Changes to Existing Positions …………………………………………………………………………… 18

Qualifications ……………………………………………………………………………………………………… 19 Personnel and Workforce ……………………………………………………………………………………………. 20

Background ………………………………………………………………………………………………………… 20 Strategic Human Capital Plan…………………………………………………………………………………. 21 Career Paths………………………………………………………………………………………………………… 22 Recruitment ………………………………………………………………………………………………………… 22 Retention ……………………………………………………………………………………………………………. 23 Vacancy Rate Reports …………………………………………………………………………………………… 23 Department Rotation Program………………………………………………………………………………… 24 Surge Capacity Force ……………………………………………………………………………………………. 25

National Preparedness ………………………………………………………………………………………………… 25 Background ………………………………………………………………………………………………………… 25 National Preparedness System………………………………………………………………………………… 27

National Planning Scenarios……………………………………………………………………………… 27 Target Capabilities and Preparedness Priorities …………………………………………………….. 28

Preparedness Grants……………………………………………………………………………………………… 28 Federal Preparedness…………………………………………………………………………………………….. 29 Evacuations ………………………………………………………………………………………………………… 29

Education and Training ………………………………………………………………………………………………. 30 Background ………………………………………………………………………………………………………… 30 Education and Training Institutions …………………………………………………………………………. 31 Homeland Security Training and Exercise Programs ………………………………………………….. 31 Homeland Security Education Program ……………………………………………………………………. 33

 

 

Federal Emergency Management Policy Changes After Hurricane Katrina

Congressional Research Service

Equipment and Training Standards ………………………………………………………………………….. 34 Stafford Act Assistance Amendments ……………………………………………………………………………. 34

Background ………………………………………………………………………………………………………… 34 Expedited Federal Assistance …………………………………………………………………………………. 35 Aid to Individuals ………………………………………………………………………………………………… 35 Housing Assistance ………………………………………………………………………………………………. 36 Public Assistance …………………………………………………………………………………………………. 37

Definitions …………………………………………………………………………………………………….. 37 Grants and Loans ……………………………………………………………………………………………. 38 Pilot Program…………………………………………………………………………………………………. 38

Mutual Aid………………………………………………………………………………………………………….. 38 Hazard Mitigation ………………………………………………………………………………………………… 39 Administrative Changes ………………………………………………………………………………………… 39 Pets and Service Animals ………………………………………………………………………………………. 40 110th Congress Stafford Act Legislation……………………………………………………………………. 40

H.R. 1144 ……………………………………………………………………………………………………… 40 Procurement……………………………………………………………………………………………………………… 41

Background ………………………………………………………………………………………………………… 41 Advance Contracting…………………………………………………………………………………………….. 41 Subcontracting Tiers …………………………………………………………………………………………….. 41 Using Local Firms, Organizations, and Individuals…………………………………………………….. 41 Noncompetitive Contracts ……………………………………………………………………………………… 42 Contractor Registry ………………………………………………………………………………………………. 42

Oversight and Accountability ………………………………………………………………………………………. 42 Background ………………………………………………………………………………………………………… 42 Oversight and Accountability of Federal Disaster Expenditures ……………………………………. 43 Fraud, Waste, and Abuse Controls …………………………………………………………………………… 43 Fraud Prevention Training Programs ……………………………………………………………………….. 43

Report and Guideline Development Schedule…………………………………………………………………. 44 Background ………………………………………………………………………………………………………… 44 Requirements ………………………………………………………………………………………………………. 44

FEMA Requirement ………………………………………………………………………………………… 44 DHS Secretary Requirements ……………………………………………………………………………. 44 FEMA Administrator Requirements …………………………………………………………………… 45 Federal Communications Commission Requirement……………………………………………… 47

Other Provisions ……………………………………………………………………………………………………….. 47 Background ………………………………………………………………………………………………………… 47 Effective Date ……………………………………………………………………………………………………… 47 Authorizations …………………………………………………………………………………………………….. 47 National Weather Service ………………………………………………………………………………………. 48 Education Grants………………………………………………………………………………………………….. 48 Federal Judiciary………………………………………………………………………………………………….. 48 National Guard ……………………………………………………………………………………………………. 48 Firearms Seizure ………………………………………………………………………………………………….. 49

Acronyms ………………………………………………………………………………………………………………… 49

 

 

 

Federal Emergency Management Policy Changes After Hurricane Katrina

Congressional Research Service

Tables Table 1. Statutory Changes to Emergency Management Leadership Positions Under P.L.

109-295 ………………………………………………………………………………………………………………… 15

 

Contacts Author Contact Information ………………………………………………………………………………………… 51

 

 

 

Federal Emergency Management Policy Changes After Hurricane Katrina

Congressional Research Service 1

Overview Hurricane Katrina struck Florida and the Gulf Coast states in the last days of August 2005, followed within weeks by Hurricanes Rita and Wilma. These disasters will long be remembered for disrupting families, changing and ending lives, and forcing Americans to rethink vulnerability and risk assumptions. In addition to these impacts, the hurricanes served as catalysts for significant changes in federal policy and the organization of responsible federal entities, notably within the Department of Homeland Security (DHS).

Most of those changes were included in Title VI of the DHS appropriations legislation for FY2007.1 Among other provisions, Title VI, officially titled the “Post-Katrina Emergency Management Reform Act of 2006” (hereafter referred to as the Post-Katrina Act), established new leadership positions and position requirements within the Federal Emergency Management Agency (FEMA), brought new missions into FEMA and restored some that had previously been removed, and enhanced the agency’s authority by directing the FEMA Administrator to undertake a broad range of activities before and after disasters occur. The Post-Katrina Act contains provisions that set out new law, amend the Homeland Security Act (HSA),2 and modify the Robert T. Stafford Disaster Relief and Emergency Assistance Act (the Stafford Act).3

In addition to the Post-Katrina Act, Congress enacted five other statutes that have long-term implications for the administration of federal emergency policies.4 These include:

• Sections of P.L. 109-347 (H.R. 4954), the Security and Accountability for Every Port Act of 2005, known as the SAFE Port Act;

• P.L. 109-308 (H.R. 3858), the Pets Evacuation and Transportation Standards Act of 2006;

• P.L. 109-63 (H.R. 3650), the Federal Judiciary Emergency Special Sessions Act of 2005;

• P.L. 109-67 (H.R. 3668), the Student Grant Hurricane and Disaster Relief Act; and

• Sections of P.L. 109-364 (H.R. 5122), the John Warner National Defense Authorization Act for Fiscal Year 2007.

Through these enactments the 109th Congress acted on findings and conclusions reached by House and Senate investigators, White House staff, offices of federal Inspectors General (especially those published by the DHS office) and the Government Accountability Office (GAO), among others, who evaluated the consequences of and response to Hurricane Katrina. The investigators and their studies presented findings on major shortcomings, and most urged a reconsideration of existing policies and practices. This CRS report summarizes information on 1 P.L. 109-295, H.R. 5441. 2 P.L. 107-296, 116 Stat. 2140-2321, as amended, 6 U.S.C. 101 et seq. 3 P.L. 93-288, 88 Stat. 143-164, as amended, 42 U.S.C. 5121 et seq. 4 In addition to the listed statutes, Congress also enacted H.R. 4979, the Local Community Recovery Act of 2006 (P.L. 109-218). Congress included in the Post-Katrina Act the text of the changes made by P.L. 109-218 as an amendment to Section 307(a)(3) of the Robert T. Stafford Disaster Relief and Emergency Assistance Act.

 

 

Federal Emergency Management Policy Changes After Hurricane Katrina

Congressional Research Service 2

the emergency management modifications adopted by Congress in response to the widespread calls for change.

Report Limitations This report summarizes provisions from legislation enacted by the 109th Congress with regard to federal emergency management authorities but does not cover all legislation enacted in response to Hurricanes Katrina, Rita, and Wilma. Information on legislation that provided funds, extended benefits, or authorized temporary waivers of statutory or administrative requirements solely for the victims of Hurricane Katrina or other specific disasters is available elsewhere.5 The focus here is on far-reaching and potentially permanent change in federal approaches to emergency management. Also, the emergency communications provisions in the Post-Katrina Act (Subtitle D, cited as the “21st Century Communications Act of 2006”) and the bioterrorism legislation enacted in the closing day of the 109th Congress are not summarized in this report.6

The content of this report is limited to congressional action. The Bush Administration has taken steps since Hurricane Katrina to revise practices and policies. For example, the framework that guides federal agency activities after a major disaster, the National Response Plan, is under review. Preparation for other hazards, notably a pandemic influenza outbreak, continues. Officials, and their leadership duties, have been reconsidered and replaced or reassigned. This report does not reference such administrative actions.

This CRS report is not analytical; its sole purpose is to summarize selected provisions of legislation enacted during the 109th and the 110th Congresses. In order to provide some context, the report does include background information on the relevant policy areas.

Report Organization This report comprises ten sections, as follows:

• the location and status of FEMA and the agency’s authorities;

• the capabilities, responsibilities, and requirements associated with leadership positions;

• modifications to the statutory provisions relevant to the workforce charged with implementing emergency management policies;

5 To address the needs of the disaster victims, Congress enacted legislation within weeks of the disasters to provide: supplemental appropriations (P.L. 109-61—H.R. 3645 and P.L. 109-62—H.R. 3673), higher levels of borrowing for the federal flood insurance program (P.L. 109-65—H.R. 3669), increased benefits to low-income families (P.L. 109- 68—H.R. 3672), expanded loans to stricken communities (P.L. 109-88—S. 1858), and other benefits intended to provide immediate assistance to victims and their communities. For information on such provisions see, CRS Report RS22239, Emergency Supplemental Appropriations for Hurricane Katrina Relief, by Keith Bea; CRS Report RS22246, Temporary Assistance for Needy Families (TANF): Its Role in Response to the Effects of Hurricane Katrina, by Gene Falk; CRS Report RS22344, The Gulf Opportunity Zone Act of 2005, by Erika K. Lunder; and CRS Report RL33174, FEMA’s Community Disaster Loan Program: Action in the 109th Congress, by Nonna A. Noto and Steven Maguire. 6 For information on emergency communications legislation see CRS Report RL33747, Emergency Communications Legislation: Implications for the 110th Congress, by Linda K. Moore. For information on the bioterrorism legislation see CRS Report RL33589, The Pandemic and All-Hazards Preparedness Act (P.L. 109-417): Provisions and Changes to Preexisting Law, by Sarah A. Lister and Frank Gottron.

 

 

Federal Emergency Management Policy Changes After Hurricane Katrina

Congressional Research Service 3

• changes in national preparedness system components and requirements (those not specifically included in FEMA’s mission);

• new emergency management education and training requirements;

• amendments to the Robert T. Stafford Disaster Relief and Emergency Assistance Act (the Stafford Act) that provide additional or modified assistance authority to the President;7

• changes in procedures governing federal contracting and procurement;

• oversight and review requirements that are expected to reduce fraud and waste practices in emergency response;

• requirements for the production of reports and guidelines; and

• miscellaneous provisions.

Emergency Management Organizations and Functions

Background8 Since 1979, when the agency was first established, FEMA has been charged with carrying out activities that enable the federal, state, and local governments to address a broad spectrum of emergency management functions. In carrying out its mission, FEMA has (1) funded and coordinated emergency preparedness activities, (2) provided and coordinated immediate federal response to save lives and property, (3) funded the reconstruction of damaged homes and infrastructure to help stricken families and communities recover, and (4) supported hazard mitigation activities to ensure that future disasters do not recur, or are less destructive in the future. These four elements of preparedness, response, recovery, and hazard mitigation constitute what has been generally referred to as the comprehensive emergency management (CEM) system.

As a small independent agency from 1979 through 2000, FEMA exercised responsibility for federal implementation of the CEM concept. For part of that time, from 1993 through 2000, agency officials also used those concepts to organize the agency.9Beginning in the spring of 2001 (before the September terrorist attacks), the Bush Administration reorganized FEMA reportedly to take “the agency in a new direction by refocusing its efforts on civil defense and counterterrorism.”10 After the terrorist attacks, through enactment of the Homeland Security Act

7 For more information on the Stafford Act see, CRS Report RL33053, Federal Stafford Act Disaster Assistance: Presidential Declarations, Eligible Activities, and Funding, by Keith Bea. 8 By Henry Hogue, Francis X. McCarthy, and Keith Bea of the Government and Finance Division. 9 For information about the history of the organization of federal emergency management functions, see CRS Report RL33369, Federal Emergency Management and Homeland Security Organization: Historical Developments and Legislative Options, by Henry B. Hogue and Keith Bea. For a summary of FEMA’s CEM mission and the agency’s underlying authorities as of February 2000, see CRS Report (Archived) RS20272, FEMA’s Mission: Policy Directives for the Federal Emergency Management Agency, by Keith Bea, available from author upon request. 10 Patrick S. Roberts, “FEMA and the Prospects for Reputation-Based Autonomy,” Studies in American Political Development, v. 20, Spring 2006: 75. See also discussion of organizational changes, pages 75-78.

 

 

Federal Emergency Management Policy Changes After Hurricane Katrina

Congressional Research Service 4

of 2002 (HSA), the 107th Congress and the Bush Administration continued the reorganization of the agency by divesting it of certain CEM responsibilities. Of particular relevance to this examination, the HSA transferred emergency preparedness functions related to terrorism from FEMA to the Border and Transportation Security (BTS) Directorate.11

The reassignment of certain CEM responsibilities, and concomitant organizational changes, continued in 2005, both before and after Hurricane Katrina. Pursuant to the HSA, which authorizes the Secretary to reorganize most parts of the department,12 Secretary Chertoff initiated what he called the Second Stage Review, or 2SR initiative, in the winter of 2005. After roughly six months, Secretary Chertoff recommended, and Congress approved, the division of responsibility for CEM functions.13

Since October 1, 2005, CEM functions have been divided between two components of the department—FEMA and the new Preparedness Directorate (PD). The FEMA Director, who also held the title of Under Secretary for Federal Emergency Management, has reported directly to the Secretary and has overseen three divisions (Response, Mitigation, and Recovery), ten regional offices, and numerous other components. Emergency preparedness functions have been vested in PD, which has been headed by an under secretary who has reported to the Secretary. Major components in this directorate have included the Assistant Secretary of Homeland Security for Infrastructure Protection; the Chief Medical Officer of DHS; the Office of Grants and Training; the U.S. Fire Administration; the Office of the National Capital Region Coordination; the Center for Faith-Based and Community Initiatives; and the Office of Cyber and Telecommunications,14 which includes the National Communications System and the National Cybersecurity Division. Of note, however, is the exclusion of one preparedness function from the PD portfolio. FEMA has continued to exercise a limited role in coordinating and guiding the efforts of federal agencies to prepare, maintain, and exercise contingency plans to ensure that essential government functions continue after catastrophes.15

In examining the lessons learned from Hurricane Katrina, the 109th Congress considered this dynamic history of functional and organizational changes. It appears that Congress concluded that while the HSA vested responsibilities of leading and supporting a national, risk-based CEM program in FEMA, the assignment of authorities and the organization of the agency indicated otherwise.16 Some contended that, as a result of these mission and organizational shifts, FEMA’s

11 FEMA’s responsibility for carrying out the CEM concept was established in HSA Sec. 507, 116 Stat. 2214. The terrorism-related preparedness responsibilities carried out by FEMA prior to enactment of the HSA were transferred to the Office for Domestic Preparedness within BTS in 6 U.S.C. 238(c)(8). 12 6 U.S.C. § 452. 13 For background see CRS Report RL33042, Department of Homeland Security Reorganization: The 2SR Initiative, by Harold C. Relyea and Henry B. Hogue. 14 The office and assistant secretary titles are listed in various ways on the DHS website, including Office of Cyber and Telecommunications http://www.dhs.gov/xabout/structure/editorial_0794.shtm, Assistant Secretary for Cyber Security and Telecommunications http://www.dhs.gov/xabout/structure/gc_1157655281546.shtm, and Assistant Secretary for Cyber and Telecommunications Security http://www.dhs.gov/xnews/speeches/speech_0255.shtm. 15 The primary authority for this responsibility rests with two presidential documents, Executive Order 12656, Assignment of Emergency Preparedness Responsibilities, issued in 1988, and Presidential Decision Directive 67, Enduring Constitutional Government and Continuity of Government Operations, issued in 1998. For background information see CRS Report RL31857, Executive Branch Continuity of Operations (COOP): An Overview, by R. Eric Petersen. 16 See 6 U.S.C. 238(c)(8), 116 Stat. 2191. An examination of the difference between the broad statutory mandate given to FEMA in the HSA and authorities that vested emergency management functions in other federal entities is presented (continued…)

 

 

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capabilities deteriorated as functions, resources, and responsibilities moved to other DHS units. Others argued that an emphasis on terrorist-caused incidents within DHS dominated planning and allocation decisions and contributed to FEMA’s diminished capabilities for all hazards. These findings led to congressional enactment of significant revisions to FEMA’s structure and mission in the Post-Katrina Act, as summarized below.

The New FEMA: Organization and Mission The Post-Katrina Act reorganizes DHS with a reconfigured FEMA (effective March 31, 2007) with consolidated emergency management functions, elevated status within the department,17 and enhanced organizational autonomy. The organization and many of the authorities and responsibilities assigned to FEMA under the act are summarized in this section of the report, except for authorities specific to preparedness activities. Many of those responsibilities are vested in the President (and are to be carried out by the FEMA Administrator), so they are summarized in the “National Preparedness” section of this report.

The New FEMA Components

Under the Post-Katrina Act, the new FEMA will comprise the Preparedness Directorate and all of the functions of the existing FEMA. This includes, for each of the entities, personnel, assets, components, authorities, grant programs, liabilities, and the functions of their respective Under Secretaries. Several entities from the Preparedness Directorate, noted below in the “Other DHS Entities” sub-section, are excepted from transfer to the newly configured FEMA.18 In addition, the act provides for 10 regional offices with specified responsibilities and features.19 It also provides, in statute, for the National Integration Center, specifying the center’s responsibilities and role with regard to incident management.20 In addition to these existing elements, the new FEMA will include two positions and one entity, both newly established by the Post-Katrina Act—a Disability Coordinator,21 a Small State and Rural Advocate,22 and a National Advisory

 

(…continued)

in CRS Report RL33064, Organization and Mission of the Emergency Preparedness and Response Directorate: Issues and Options for the 109th Congress, by Keith Bea. 17 The new law elevates FEMA within DHS by raising the status of the FEMA Administrator to the Deputy Secretary level, increasing the scope of his or her responsibilities, mandating that he or she report directly to the Secretary, and giving him or her a statutory advisory relationship to the President, the Homeland Security Council, and the Secretary, particularly during disasters. (For more on the new Administrator position, see “New Positions” in the “Emergency Management Leadership” section of this report.) 18 P.L. 109-295, § 611(13), new section 505 of the Homeland Security Act of 2002 (HSA), 120 Stat. 1400. The transfers are of these entities as they existed on June 1, 2006. Based on information obtained from the DHS website and conversations with DHS officials (both on Nov. 8, 2006), it appears that the agencies to be transferred from the Preparedness Directorate to FEMA will include the U.S. Fire Administration, the Office of Grants and Training, the Office of National Capital Region Coordination, and the Center for Faith-Based and Community Initiatives http://www.dhs.gov/xabout/structure/editorial_0794.shtm. DHS officials indicate that the department is developing a reorganization plan that will clarify which portions of the Preparedness Directorate will be transferred as well as the status of those entities remaining outside FEMA. 19 P.L. 109-295, § 611(13), new HSA Sec. 507, 120 Stat. 1401. 20 P.L. 109-295, § 611(13), new HSA Sec. 509, 120 Stat. 1405. 21 P.L. 109-295, § 611(13), new HSA Sec. 513(a), 120 Stat. 1408. 22 P.L. 109-295, §689g, 120 Stat. 1453.

 

 

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Council.23 At the regional level, the Post-Katrina Act provides for the creation of Regional Advisory Councils, Regional Office Strike Teams,24 and regional Emergency Communications Coordination Working Groups.25 The act also permits the Administrator to establish Hurricane Katrina and Hurricane Rita recovery offices in Mississippi, Louisiana, Alabama, and Texas.26

In addition to the aggregation of these offices and entities into FEMA, the Post-Katrina Act gives FEMA more organizational autonomy than it has had since becoming part of DHS. Like the U.S. Coast Guard and the U.S. Secret Service, FEMA is now classified as a distinct entity within DHS.27 In addition, the agency is no longer subject to the Secretary’s broad reorganization authority under HSA.28 The act authorizes the FEMA Administrator, as of March 31, 2007, to provide emergency-management-related recommendations directly to Congress after informing the Secretary.29 (Additional provisions strengthening FEMA’s organizational autonomy, related to funding and functions, are noted in the next section.)

The New FEMA Missions (Generally)

As of March 31, 2007, the Post-Katrina Act will restore to FEMA the responsibility to lead and support efforts to reduce the loss of life and property and protect the nation from all hazards through a risk-based system that focuses on expanded CEM components. The statute also adds a fifth component—protection—to the four CEM components, but does not define the term.30

The act transfers to the new FEMA all functions previously administered by FEMA, specifically emergency alert systems, continuity of operations, and continuity of government activities, as well as those functions administered by the Preparedness Directorate, as they were administered, effective June 1, 2006. The legislation exempts from the transfer the functions of four Preparedness Directorate units—Office of Infrastructure Protection, National Communications System, National Cybersecurity Division, and the Office of the Chief Medical Officer.31 In addition, the Post-Katrina Act includes activities and responsibilities for FEMA beyond those first included in the HSA in 2002.32

The act also explicitly prohibits substantial or significant reductions, by the Secretary, of the authorities, responsibilities, or functions of FEMA, or FEMA’s capability to perform them.33 Furthermore, the Post-Katrina Act prohibits most transfers of FEMA assets, functions, or

23 P.L. 109-295, § 611(13), new HSA Sec. 508(a), 120 Stat. 1403. 24 P.L. 109-295, § 611(13), new HSA Sec. 507(e)-(f), 120 Stat. 1402. 25 P.L. 109-295, § 671(b), new HSA Sec. 1805(a), 120 Stat. 1439. 26 P.L. 109-295, § 638(a), 120 Stat. 1422. 27 P.L. 109-295, § 611(13), new HSA Sec. 506(a), 120 Stat. 1400. Two organizations—the U.S. Coast Guard and the U.S. Secret Service—were transferred into DHS as “distinct entities” (6 U.S.C. § 381; 6 U.S.C. § 468). The Transportation Security Administration was also maintained as a distinct entity for two years following the enactment of HSA (6 U.S.C. § 234). 28 P.L. 109-295, § 611(13), new HSA Sec. 506(b), 120 Stat. 1400. 29 P.L. 109-295, § 611(11), new HSA Sec. 503(c)(4)(B)(iii), 120 Stat. 1398. 30 P.L. 109-295, §611(11), new HSA Sec. 503(b), 120 Stat. 1396. 31 P.L. 109-295, §611(13), new HSA Sec. 505, 120 Stat. 1400. 32 P.L. 109-295, §611(12), revised HSA Sec. 504, 120 Stat. 1398. 33 P.L. 109-295, § 611(13), new HSA Sec. 506(c)(1), 120 Stat. 1400.

 

 

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missions to other parts of DHS.34 With regard to reprogramming or transfer of funds, the act requires that the Secretary comply with any applicable appropriations act provisions.35

Among the specific activities given to FEMA in the Post-Katrina Act are the following:

• leading the nation’s CEM efforts (including protection) for all hazards, including catastrophic incidents;36

• partnering with non-federal entities to build a national emergency management system;

• developing federal response capabilities;

• integrating FEMA’s CEM responsibilities;

• building robust regional offices to address regional priorities;

• using DHS resources under the Secretary’s leadership;

• building non-federal emergency management capabilities, including those involving communications; and

• developing and coordinating the implementation of a risk-based all hazards preparedness strategy that addresses the unique needs of certain incidents.37

The Post-Katrina Act added 13 responsibilities to those originally set out for FEMA in the HSA, including ensuring first responder effectiveness, supervising grants, administering and implementing the National Response Plan, preparing and implementing federal continuity of government and operations plans (see “Continuity of Government and Operations” below), and maintaining and operating the response coordination center, among others.38 While implementation of these activities and responsibilities is to build “common capabilities” that will enable the agency to address all hazards through a risk-based management system, the statute also calls for the development of “unique capabilities” that would be needed for events that pose the greatest risk to the nation.39

Administrative Responsibilities

In addition to the general responsibilities noted above, the Post-Katrina Act places new authorities intended to address administrative problems identified in the response to Hurricane Katrina within FEMA. The FEMA Administrator is charged with developing a logistics system that will enable officials to track the location of goods and services throughout the transfer process from FEMA to the affected state.40 The Administrator must also establish a pre-positioned equipment program in at least eleven locations to support state, local, and tribal government disaster

34 P.L. 109-295, § 611(13), new HSA Sec. 506(c)(2), 120 Stat. 1400. 35 P.L. 109-295, § 611(13), new HSA Sec. 506(d), 120 Stat. 1400. 36 The Post-Katrina Act defines the term “catastrophic incident” in P.L. 109-295, § 602(4), 120 Stat. 1394. 37 P.L. 109-295, §611(11), new HSA Sec. 503(b)(2), 120 Stat. 1396. 38 P.L. 109-295, §611(12), HSA revised Sec. 504 (as redesignated), 120 Stat. 1398. 39 P.L. 109-295, §611(11), HSA new Sec. 503(b)(2)(H), 120 Stat. 1397. 40 P.L. 109-295, §636, 120 Stat. 1422.

 

 

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assistance operations.41 To support agency activities, the Administrator must update and improve FEMA’s information technology systems to achieve objectives specified in the statute.42 Also, the Administrator is authorized to disclose information to law enforcement agencies on individuals sheltered or evacuated in order to identify illegal conduct or address public safety concerns, including those involving sex offender notification requirements. The disclosure of this information must be consistent with Privacy Act requirements.43

Disaster Response

The FEMA Administrator has been given new authority that will specifically facilitate disaster response operations. He or she is charged with reaching a formal understanding with non-federal officials on standards for the credentialing of personnel and “typing of resources” needed for the response to a disaster.44 In addition, the Post-Katrina Act seeks to bolster several of the response teams and related resources through the legislation. Emergency Response Teams are recognized and called on to meet target capability levels, be properly staffed, and in a state of readiness.45 The Post-Katrina Act also formally authorizes the Urban Search and Rescue teams and sets an authorized level of funding for the system. 46 The act also creates the Metropolitan Medical Response Grant Program and establishes an authorized funding level for the program.

Disaster Recovery

A significant addition to the Stafford Act mission in the Post-Katrina Act is the focus on the reunification of families following an event in the form of the National Emergency Family Registry and Locator System and the Child Locator Center.47 The Post-Katrina Act calls for the establishment of a family registry and locator system within 180 days after enactment. This would be a voluntary system that would be established by FEMA, in collaboration with the Department of Justice, the National Center for Missing and Exploited Children, the Department of Health and Human Services (HHS), and the American Red Cross. It would be accessible by Internet and a toll-free number and would assist family members and law enforcement in reuniting families. A memorandum of understanding of the working group is to be agreed upon within 90 days of enactment.

The Post-Katrina Act also calls on the Administrator of FEMA to assemble a group of federal and non-governmental players to develop a recovery strategy that will summarize existing programs and assess their utility in the post-disaster environment and discuss key issues of funding and authorities in determining the best use of such programs in meeting unique disaster requirements. The strategy should also address rebuilding, particularly those considerations that will lead to

41 P.L. 109-295, §637, 120 Stat. 1422. 42 P.L. 109-295, §640, 120 Stat. 1423. 43 P.L. 109-295, §640a , 120 Stat. 1424. 44 P.L. 109-295, §611(11), 120 Stat. 1406, HSA new Sec. 510. 45 P.L. 109-295, §633, 120 Stat. 1421, amends Stafford Act Sec. 303. 46 P.L. 109-295, §634, 120 Stat. 1421. 47 P.L. 109-295, §689b and §689c, 120 Stat. 1449, 1451.

 

 

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more “disaster-resistant” construction and reconstruction.48 For requirements see the “Report and Guideline Development Schedule” section of this report.

To enhance the steady recovery process for the huge event, the Post-Katrina Act also authorizes the establishment of recovery offices in Mississippi, Louisiana, Alabama, and Texas (a Florida office is already in place since the hurricanes of 2004). These offices are intended to encourage the delivery of necessary assistance in a timely and effective manner. The act calls for performance measures including public assistance worksheet completion rates and public assistance reimbursement times. The timing of when these offices will close is left to the discretion of the Director.49

National Disaster Housing Strategy

The Post-Katrina Act also calls for a “Housing Strategy” separate from but related to the “Recovery Strategy” previously noted. The group membership developing this strategy will be similar to that of the housing strategy but will also include advocates for the disabled and their housing needs. This strategy should include a review of housing resources, including those departments and agencies with existing housing stock and also a compilation of housing resources available for disaster victims from governments and non-governmental entities. The strategy should also address the low income and special needs populations as well as housing group sites and the repair of rental housing in the affected area to increase the available stock.50 For requirements see the “Report and Guideline Development Schedule” section of this report.

Continuity of Government and Operations

P.L. 109-295 mandates that the COOP and COG authorities of FEMA “as constituted on June 1, 2006,” be transferred to the new agency.51 The law also requires that the FEMA Administrator prepare and implement “the plans and programs of the federal government for COOP, COG, and “continuity of plans” responsibilities.52

In addition to these legislative mandates that specifically refer to COOP and COG, the legislation also includes provisions that might arguably be related to or affect implementation of the COOP and COG requirements. For example, one of the four specific missions assigned to the new agency includes the requirement to “integrate the Agency’s emergency preparedness … responsibilities to confront effectively the challenges of a natural disaster, act of terrorism, or other man-made disaster.”53 Also, the Disability Coordinator to be appointed by the FEMA Administrator will be required to interact with specified entities, including “other agencies of the federal government” on “the needs of individuals with disabilities in emergency planning requirements….”54 While not specifically linked to federal COOP and COG activities, these and

48 P.L. 109-295, §682, 120 Stat. 1445. 49 P.L. 109-295, §638, 120 Stat. 1422. 50 P.L. 109-295, §683, 120 Stat. 1446. 51 P.L. 109-295, 120 Stat. 1400, revised Sec. 505(a)(1) of the Homeland Security Act. 52 P.L. 109-295, 120 Stat. 1399, 6 U.S.C. 314(a)(15), revised Sec. 504 of the Homeland Security Act. The term “continuity of plans” is not defined or elaborated upon. 53 P.L. 109-295, 120 Stat. 1397, new Sec. 503(b)(2)(D) of the Homeland Security Act. 54 P.L. 109-295, 120 Stat. 1408, new Sec. 513(b)(2) of the Homeland Security Act.

 

 

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other provisions in the legislation might require a reconsideration or evaluation of current procedures.55

FEMA Sub-Units and Missions

The National Integration Center, established within FEMA, will be responsible for a range of duties concerning emergency preparedness capabilities. NIC is charged with the management and maintenance of both the National Incident Management System (NIMS) and the National Response Plan (NRP). In addition, NIC is responsible for the coordination of volunteer activity with the Corporation for National and Community Service and coordination with state, local and tribal governments concerning the deployment of first responders to disaster sites. The NIC is also charged with the revising and releasing of the Catastrophic Incident Annex and the Catastrophic Incident Supplement to the NRP.56

The Post-Katrina Act also requires that ten regional offices operate within FEMA, each to be headed by a Regional Administrator. Each Administrator must do the following:

• work with non-federal partners in the region to ensure that the five CEM components are coordinated and integrated,

• develop regional capabilities for a “national catastrophic response system,”

• coordinate the establishment of emergency communications capabilities,

• staff and oversee regional strike teams that comprise the initial response efforts for a disaster and must meet specified criteria and perform specified duties,

• designate one person responsible for developing regional plans that support the National Response Plan,

• foster the development of mutual aid agreements in the region,

• identify gaps in the region concerning the response to individuals with special needs, and

• maintain and operate a Regional Response Coordination Center.

Each Regional Administrator must establish a Regional Advisory Council to provide advice on emergency management issues, identify challenges to any CEM component in the region, and identify gaps or deficiencies. Also, the FEMA Administrator must report to Congress on additional statutory authorities needed to enhance the capabilities of regional strike teams. The statute also establishes area offices for the Pacific and Caribbean jurisdictions as well as for Alaska in the appropriate regional offices.57

55 COOP and COG activities are, at times, considered part of the larger policy area referred to as “federal preparedness.” Section 653 of P.L. 109-295, 120 Stat. 1430, titled “Federal Preparedness,” requires that federal agencies undertake specified actions to ensure that federal agencies are fully able to perform their specified roles in the National Response Plan and other components of the national preparedness system. See “National Preparedness System” elsewhere in this report for details. 56 P.L. 109-295, §611(13), Sec. 509(b), 120 Stat. 1405. 57 P.L. 109-295, §611(13), new HSA Sec. 507, 120 Stat. 1401.

 

 

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The FEMA Administrator also is responsible for the selection of a Disability Coordinator. This selection is to be made following consultation with appropriate groups including disability interest groups as well as state, local and tribal groups. The Coordinator is charged with assessing the coordination of emergency management policies and practices with the needs of individuals with disabilities, including training, accessibility of entry (both physical and virtual), transportation, media outreach, and general coordination and dissemination of model best practices, including the area of evacuation planning.58 A related responsibility given to the Director concerns the establishment of a Remedial Action Management Program (RAMP) to be coordinated with both the National Council on Disability and the National Advisory Council. RAMP is to be used to analyze programs and generate after-action reports that are to be distributed to participants in both exercises and real-world events. The RAMP is also responsible for tracking remedial actions as well as long-term trend analysis.59 In addition, the Coordinator is to work with the FEMA Administrator on the development of guidelines to accommodate individuals with disabilities in emergency response facilities and communications capabilities.60

Other DHS Entities The Post-Katrina Act makes other changes to the DHS organization by rearranging certain existing offices, establishing others, and modifying responsibilities.

The Preparedness Directorate, with the exception of certain offices, will be transferred to the reconfigured FEMA.61 The offices now in the Preparedness Directorate that will not be transferred to FEMA include the Office of Infrastructure Protection, the National Communications System, the National Cybersecurity Division, and the Office of the Chief Medical Officer (CMO).62 The Post-Katrina Act does not indicate whether these four units will constitute a new organizational unit, will become stand-alone offices reporting to the Secretary, or will be subsumed by another organizational entity.63

The office headed by the Assistant Secretary for Cyber Security and Telecommunications was administratively created by Secretary Chertoff as part of the 2005 DHS reorganization.64 Entities within this office have included the National Communications System and the National Cybersecurity Division. The Post-Katrina Act establishes a similarly titled office, Assistant Secretary for Cybersecurity and Communications, in statute. The statute does not specify whether

58 P.L. 109-295, §611(13), new HSA Sec. 513(b), 120 Stat. 1408. 59 P.L. 109-295, §650, 120 Stat. 1428. 60 P.L. 109-295, §689(a), 120 Stat. 1448. 61 As previously discussed, this understanding is based on the new HSA Sec. 505(a), which provides that “there are transferred to [the newly reconstituted FEMA] the following: … The Directorate of Preparedness, as constituted on June 1, 2006, including all of its functions, personnel, assets, components, authorities, grant programs, and liabilities , and including the functions of the Under Secretary for Preparedness relating thereto.” It could be argued that Sec. 505(b), which identifies exceptions to this transfer provision, keeps the directorate itself outside of FEMA because it begins with “The following within the Preparedness Directorate shall not be transferred” (emphasis added). 62 P.L. 109-295, § 611(13), new HSA Sec. 505(b), 120 Stat. 1400. 63 The Secretary retains authority, under HSA, to reorganize these offices. [6 U.S.C. 452] DHS officials have indicated that the department is developing a reorganization plan that will clarify the status of those entities remaining outside FEMA (telephone conversation with DHS official, Nov. 8, 2006). 64 U.S. Department of Homeland Security, “Secretary Michael Chertoff U.S. Department of Homeland Security Second Stage Review Remarks,” available at http://www.dhs.gov/xnews/speeches/speech_0255.shtm, accessed Oct. 18, 2006.

 

 

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