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Comprehensive Preparedness Guide (CPG) 101 provides guidelines on developing emergency operations plans (EOP). It promotes a common understanding of the fundamentals of risk-informed planning and decision making to help planners examine a hazard or threat and produce integrated, coordinated, and synchronized plans. The goal of CPG 101 is to make the planning process routine across all phases of emergency management and for all homeland security mission areas. This Guide helps planners at all levels of government in their efforts to develop and maintain viable all-hazards, all-threats EOPs. Accomplished properly, planning provides a methodical way to engage the whole community in thinking through the life cycle of a potential crisis, determining required capabilities, and establishing a framework for roles and responsibilities. It shapes how a community envisions and shares a desired outcome, selects effective ways to achieve it, and communicates expected results. Each jurisdiction's plans must reflect what that community will do to address its specific risks with the unique resources it has or can obtain.
Meant to aid State & local emergency managers in their efforts to develop & maintain a viable all-hazard emergency operations plan. This guide clarifies the preparedness, response, & short-term recovery planning elements that warrant inclusion in emergency operations plans. It offers the best judgment & recommendations on how to deal with the entire planning process -- from forming a planning team to writing the plan. Specific topics of discussion include: preliminary considerations, the planning process, emergency operations plan format, basic plan content, functional annex content, hazard-unique planning, & linking Federal & State operations.
Our nation's postsecondary institutions are entrusted to provide a safe and healthy learning environment for students, faculty, and staff who live, work, and study on campus. Faced with emergencies ranging from active shooter situations to fires, tornadoes, floods, hurricanes, earthquakes, and pandemic influenza, this is no easy task. Many of these emergencies occur with little to no warning; therefore, it is critical for institutions of higher education (IHEs) to plan ahead to help ensure the safety and general welfare of all members of the campus community. IHEs face unique challenges in planning for potential emergencies in terms of geography, environment, governance, and the population served. Colleges and universities, including community colleges and technical colleges, are large, small, urban, rural, residential, transient, two-year, four-year, public, and private, and often operate around-the-clock. IHE campuses often span large geographic areas, and many have additional locations in other cities, states, or countries. Many IHEs operate complex enterprises in addition to their academic programs, including hospitals, research and development facilities, performing arts venues, athletic complexes, agricultural centers, residential complexes, and transportation systems. They frequently have open campuses that are integrated into the surrounding community, with visitors regularly on campus touring facilities, attending events, and receiving medical care. Many campuses house sensitive materials and information and sponsor activities and events that increase their vulnerability. It is common for major universities to employ people and establish facilities dedicated to research in areas such as nuclear energy, engineering, biochemistry, medicine, public safety, defense, technology, and intelligence. In addition, many universities house critical research. Major universities also serve as contractors to government agencies such as the Department of Defense, Department of Justice, National Institutes of Health, National Security Agency, and the National Aeronautics and Space Administration, as well as to the nation's largest corporations, and thus house important information. Additionally, IHE governance is highly varied and often widely dispersed. Many institutions have decentralized organizational structures and academic departments with differing processes and decision-making responsibilities. In addition, the variance in purpose, structure, authority, and operations among campus police and security agencies makes one-size-fits-all programs and policies impractical. IHEs serve primarily adult students who are capable of making decisions on their own. The campus population is perpetually in flux, changing from day to day, semester to semester, and year to year. Some students commute to and from campus, others attend class virtually, while still others live in housing facilities located on or near the college campus, resulting in a dispersed population. IHEs also often host individuals from other nations. While these characteristics pose challenges, in collaboration with their local government and community partners, IHEs can take steps to plan for these potential emergencies through the creation of a higher education Emergency Operations Plan (higher ed EOP).
Our nation's postsecondary institutions are entrusted to provide a safe and healthy learning environment for students, faculty, and staff who live, work, and study on campus. Faced with emergencies ranging from active shooter situations to fires, tornadoes, floods, hurricanes, earthquakes, and pandemic influenza, this is no easy task. Many of these emergencies occur with little to no warning; therefore, it is critical for institutions of higher education (IHEs) to plan ahead to help ensure the safety and general welfare of all members of the campus community. IHEs face unique challenges in planning for potential emergencies in terms of geography, environment, governance, and the population served. Colleges and universities, including community colleges and technical colleges, are large, small, urban, rural, residential, transient, two-year, four-year, public, and private, and often operate around-the-clock. IHE campuses often span large geographic areas, and many have additional locations in other cities, states, or countries. Many IHEs operate complex enterprises in addition to their academic programs, including hospitals, research and development facilities, performing arts venues, athletic complexes, agricultural centers, residential complexes, and transportation systems. They frequently have open campuses that are integrated into the surrounding community, with visitors regularly on campus touring facilities, attending events, and receiving medical care. Many campuses house sensitive materials and information and sponsor activities and events that increase their vulnerability. It is common for major universities to employ people and establish facilities dedicated to research in areas such as nuclear energy, engineering, biochemistry, medicine, public safety, defense, technology, and intelligence. In addition, many universities house critical research. Major universities also serve as contractors to government agencies such as the Department of Defense, Department of Justice, National Institutes of Health, National Security Agency, and the National Aeronautics and Space Administration, as well as to the nation's largest corporations, and thus house important information. Additionally, IHE governance is highly varied and often widely dispersed. Many institutions have decentralized organizational structures and academic departments with differing processes and decision-making responsibilities. In addition, the variance in purpose, structure, authority, and operations among campus police and security agencies makes one-size-fits-all programs and policies impractical. IHEs serve primarily adult students who are capable of making decisions on their own. The campus population is perpetually in flux, changing from day to day, semester to semester, and year to year. Some students commute to and from campus, others attend class virtually, while still others live in housing facilities located on or near the college campus, resulting in a dispersed population. IHEs also often host individuals from other nations. While these characteristics pose challenges, in collaboration with their local government and community partners, IHEs can take steps to plan for these potential emergencies through the creation of a higher education Emergency Operations Plan (higher ed EOP). It is recommended that planning teams at IHEs responsible for developing and revising a higher ed EOP use this document to guide their efforts. It is recommended that IHEs compare existing plans and processes against the content and process outlined in this guide. To gain the most from it, users should read through the entire document prior to initiating their planning efforts and then refer back to it throughout the planning process.
There are over 4,000 two-and four-year public and private institutions of higher education (IHEs) in the United States totaling over 15 million students and several million staff, faculty, and visitors (U.S. Department of Education, National Center for Education Statistics, Digest of Education Statistics, 2006). Each of these institutions has a commitment to ensure the safety and general welfare of those on their campuses and to provide appropriate policies, procedures, and strategies to maintain a safe campus. Because of recent violent crimes, natural disasters, and other emergencies or crises, colleges and universities are convening committees and task forces to reexamine or conduct a comprehensive review of policies, procedures, and systems related to campus safety and security. As with many critical areas on the agendas of administrators, campus safety requires building support and conducting a thorough and systematic process to produce a quality plan to prepare for and manage emergencies on campus. IHEs have many challenges in practicing emergency management that are related to the distinctive structure and environment of higher education. College and university campuses often cover large geographic areas, and sometimes even resemble small towns with the full extent of services in their vicinity (i.e., medical centers, sports complexes, residential centers, businesses). The campus population changes from day to day, semester to semester, and year to year. Many IHEs operate complex enterprises in addition to their academic programs. Hospitals, research and development facilities, performing arts venues, athletic complexes, agriculture centers, residential complexes, food services, and transportation systems all present a unique set of circumstances that must be considered when designing emergency management plans. These structural and environmental characteristics pose challenges for access control, monitoring movements, defining boundaries for facilities and grounds, standardizing procedures and decision-making processes, and prioritizing resource allocations. IHE governance is also highly varied, complex, and often widely dispersed. Decentralized organizational structures and academic departments may be located in different buildings and have differing decision-making methods. The nature of higher education institutions, with faculty involvement in the governance process, is much different than the hierarchical structure of corporate entities or governmental agencies. Decision-making in such an environment can be slow, and hinder campus response to a crisis. The need for clear lines of authority and decision-making are all the more important at IHEs. Responsibility for developing, testing, and implementing an emergency management plan should be shared and communicated across all departments and functions. This Action Guide for Emergency Management at Higher Education Institutions has been developed to give higher education institutions a useful resource in the field of emergency management. It is intended for community colleges, four-year colleges and universities, graduate schools, and research institutions associated with higher education entities, both public and private. This action guide may be used in a variety of ways: As a starting point in researching the topic of emergency management for those needing an overview of the subject; As a resource for an initiative to develop and implement an emergency management plan at a higher education institution; or As a reference and resource for colleges and universities looking to evaluate their emergency management programs to identify potential areas needing enhancement.
Introduction to Emergency Management sets the standard for excellence in the field and has educated a generation of emergency managers. Haddow, Bullock, and Coppola return for the sixth edition with an emphasis on climate change as a major hazard. Fully updated throughout for new regulations and workflows, with new case studies covering the latest in best practices, this classic textbook prepares students for the challenges of a career in emergency management. - Expanded information on disaster recovery coordination structures - Emphasis on climate change as a key hazard faced by disaster managers - Coverage of social media as critical tool in emergency management - Fully updated throughout for the latest regulations and workflows - New examples and case studies throughout - Updated ancillaries to keep course instruction fresh
Introduction to Emergency Management, Eighth Edition sets the standard for excellence in the field and has educated a generation of emergency management professionals. This trusted resource provides a comprehensive overview of core concepts in emergency management and instructs in their application, addressing why the emergency management profession exists, what actions its professionals and practitioners are tasked with performing, and what achievements are sought through the conduct of these various efforts. Students and new professionals alike will gain an enhanced understanding of key terminology and concepts, enabling them to work with emergency management specialists.Fully updated throughout, the new edition includes revised workflows and communications; explanations of FEMA, state, and local emergency management organizational policies; the growing role of the private sector in emergency management; Covid-19 pandemic preparedness and response; and the impact of climate change on emergency management policies and practices, among other timely examples and application areas. Each chapter features all-new case studies on recent disasters, key terms, summary points, and self-review questions. Student and faculty use is supported by an expanded ancillary package, featuring a fuller instructor manual, lecture PowerPoint Slides, and linked documents, data sets, references, and video examples. - Empowers the next generation of emergency management professionals, applying core disaster management approaches and principles across timely, illustrative case studies - Considers the impact of climate change, among other current global challenges, on emergency management policies and practices - Reviews and instructs in emergency management communication, workflows, and organizational policy best practices - Contains an updated, online instructor manual, lecture PowerPoint Slides, further case studies, video examples, and other supporting materials
Since the first edition in 1948, Patty’s Industrial Hygiene and Toxicology has become a flagship publication for Wiley. During its nearly seven decades in print, it has become a standard reference for the fields of occupational health and toxicology. The volumes on industrial hygiene are cornerstone reference works for not only industrial hygienists but also chemists, engineers, toxicologists, lawyers, and occupational safety personnel. Volume 4 covers environmental and health and safety program management, with a number of new chapters on sustainability, construction health and safety, health and safety of new energies and working with cannabis.