CJ 353 Emergency Management
F2T 2012 DL
Bower, William C.
Senior Adjunct Instructor
Juris DoctorMaster Criminal JusticeBS Workorce Education
After 6pm EDT
October 22 to December 16, 2012
Title: Introduction to Emergency Management, 4th Edition
Author: George Haddow
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
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This course is the introductory course in emergency management. This course will examine how government agencies plan for situations involving small and large emergencies. The primary focus is on state and local law enforcement agencies and their response to such emergencies. Emergency management involves planning for mitigation, response, recovery, preparedness and communication. The course will cover these issues through interactive discussions, essays, term paper and an exam. We will examine general principles of criminal responsibility, defenses to that responsibility, and the elements of specific crimes.
Weekly Discussions and assessment criteria:
Did the student answer at least 2 of the instructor's opening questions?
Did the student substantively reply to at least 3 peer answers?
Did the student reply on time?
Did the student demonstrate knowledge of the topic?
Did the student support opinions and conclusions?
· There are three short essays worth 50 points each and are due at the end of weeks 2, 4, and 6.
· These essays should be 2 – 3 pages, double spaced in Courier or Times New Roman and in 12 font.
· Each paper shall have a Cover Page and a Reference Page in APA format.
· All information from sources shall be cited in APA format.
· Specific instructions for the essays are provided in each week homework tab.
· In week 4 there will be a mid-term exam worth 100 points.
· Students will have the entire week to complete the exam.
· The exam will consist of 50 multiple choice questions worth 2 points each.
· It is an open book exam.
Core Assessment Term Paper:
For CJ353, the student will select local or state government organization concerned with emergency management and planning, and research, analyze and critique on the organization’s emergency management and planning processes. The focus of the analysis is to examine the various emergency management planning components: Mitigation; Preparedness; Response; and Recovery, as well as how the organization uses Unity of Command and NIMS principles in its emergency management practices.
The research should include web search, periodicals, publications and interviews of personnel involved with the Emergency Management planning of the organization and personal observations when possible. Students should view the information obtained with the purpose of critiquing the organization’s fulfillment of the components suggested by the text and other sources. Explain the pros and a con of the organization’s emergency management process. Have they anticipated emergencies that law enforcement will be responsible for? Have they coordinated with other local state and federal agencies? Have they developed plans for handling emergencies? Have they exercised these plans? What should the organization do to improve their emergency management planning and response? What have they excelled at?
The purposes in conducting and writing this study are to improve your ability to synthesize, analyze, and evaluate information carefully and objectively, solve problems effectively, present your ideas in clear written form directed to a specific audience, in this case, your class.
To complete this project, you should:
Your paper must include:
Grading Criteria –Students are expected to participate and complete all assignments during the weeks in which they are assigned. The due date for all assignments is 12:00 midnight Mountain Time on the Sunday of each week of the course unless a different due date is specified.
Course Grading Scale- The components of the course and their respective worth are as follows:
1,000 - 900
899 - 800
799 - 700
599 and below
Late Submission of Course Materials:
Work submitted after the close of each week's class Sunday night at 12:00 midnight will be subject to 5% penalty each week each week it is late.
Classroom Rules of Conduct:
Course weeks begin on Mondays and end on Sundays. The classroom each week will open on Sunday, the day before the class officially begins. You are required to enter the course discussion each week several times. You should enter your initial responses to discussion questions posted by the instructor by Thursday , then enter your responses to classmates' responses by Sunday . I will enter responses periodically during the week.
Assignments must be posted by 12:00 midnight Sunday evening, Mountain Time, by submitting the assignment to the correct drop box. I will grade the assignment, and submit the graded assignment with score and comments back to that drop box. Additional graded activities, including participation, will posted in the grade book weekly.
For private communication with me or with classmates, use e-mail. For all other course activities, use the discussion, chat and drop box.
Week 1; October 22; Historical Context of Emergency Management; Natural and Technological Hazards; Risk Assessment,
· Explain the early roots of emergency management.
· Explain the modern history of emergency management in the US.
· Examine how FEMA came to exist and how it evolved since the 1980’s.
· Examine the range of natural hazards that affect the US.
· Understand the scales and systems to measure the magnitude of hazards and disasters.
· Examine terrorist threat, including WMD.
Week 2; October 29; Mitigation,
· Examine and explain the variety of mitigation tools available to planners.
· Explain the impediments to mitigation and other associated problems.
· Examine federal and nonfederal mitigation programs.
· Analyze the mitigation methods in practice.
Week 3; November 5; Preparedness and Communication,
· Explain why preparedness is considered the building block of emergency management.
· Explain why evacuation planning is important.
· Examine how training and equipment helps first responders prepare.
· Analyze and critique how communication relates to the four phases of emergency management.
· Explain risk communication concerns and obstacles.
Week 4; November 12; Response,
· Explain the roles and responsibilities of local first responder and emergency managers.
· Explain what the incident command system is.
· Understand and explain the National Response Plan, its affiliated agencies, and how it functions with state and local agencies.
· Examine how response agencies communicate with each other.
Week 5; November 19; Recovery and International Disaster Management,
· Explain how the National Response Plan guides disaster recovery operations.
· Explain how federal, state and local agencies other than FEMA contribute to disaster recovery.
· Examine the recovery programs administered by FEMA that assist individual and community recovery operations.
· Examine important issues that influence how international disasters are managed.
Week 6; November 26; Emergency Management and the Terrorist Threat,
· Understand and explain how the Department of Homeland Security was formed, the components that make it up, its role in emergency management and counterterrorism efforts.
· Explain how state and local governments manage the risk of terrorism.
· Explain how the federal government funds first responders.
· Understand how the U.S. Government communicates terrorist threat information to the public.
Week 7; December 3; The Future of Emergency Management,
· Analyze the future of emergency management at the state and local level from the past.
· Examine how nonprofit organizations can become emergency management.
· Examine how FEMA may continue emergency management.
· Analyze emergency management at the state and local level in your area.
· Examine how you can become involved in emergency management.
Academic Honesty:Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2011-2012 Undergraduate Catalog Page 95-96
Plagiarism:Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. from Park University 2011-2012 Undergraduate Catalog Page 95
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2011-2012 Undergraduate Catalog Page 98
Disability Guidelines:Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .
Core Assessment Rubric:
Does Not Meet Expectation
1, 2, 3, 4 & 5
Appraises the sources into congruous and thoughtful conclusions - thoughtful implies some original thinking.
Appraises the sources into congruous conclusions.
Evaluation is weak.
Evaluation is not present.
1, 2, 3, 4, & 5
Combines researched material into a consistent whole; extends research well beyond minimum requirements.
Combines researched material into a consistent whole.
Researched material is presented but not into a consistent whole.
No evidence of combining researched material into a consistent whole.
1, 2, 3, 4, & 5
Analyzes key elements using 4 or more course-external sources.
Analyzes key elements using at least 3 sources.
Analyzes key elements using less than 3 sources.
Analysis is not supported by any source material or no evidence of analysis is present.
1, 2, 3, 4 & 5
The essay shows multiple instances and exceptional understanding of terminology and concepts specific to the course core learning outcomes throughout.
The essay shows sufficient and satisfactory use of terminology and concepts specific to the course core learning outcomes throughout.
The essay shows minimal use of terminology and concepts specific to the course core learning outcomes throughout.
The essay fails to demonstrate an understanding of terminology and concepts specific to the course core learning outcomes.
Content of Communication
1, 2, 3, 4, & 5
Essay conveys complete and exceptional information on investigative techniques used in courts and specific methods for investigating major crimes.
Essay conveys sufficient information on investigative techniques used in courts and specific methods for investigating major crimes.
Essay conveys minimal information on investigative techniques used in courts and/or specific methods for investigating major crimes.
Essay conveys no information on investigative techniques used in courts or specific methods for investigating major crimes.
Technical Skill in Communicating
1, 2, 3, 4, & 5
Essay contains all required technical components: 4 pages in length (excluding required cover sheet, title page, and bibliography), typed, double-spaced. Written in APA Style, including in-text source citations. Contains fewer than five grammatical or spelling errors.
Essay contains most required technical components. Contains more than five grammatical or spelling errors but errors do not detract from understanding. Written in APA Style, but may have a few formatting errors.
Essay contains few required technical components. Contains more than five grammatical or spelling errors that detract from understanding. APA Style usage is barely evident.
Essay contains no required technical components. There are so many errors in the APA writing convention, in the paper presentation, or in grammar and/or spelling that it is difficult to read.
Last Updated:10/8/2012 12:14:47 PM