There are two parts to this assignment
First Part: Week #1, Learning Unit #1, outlined various types of hazards, what makes a hazard become an emergency or disaster, as well as some of the potential effects and changes resulting from various disaster events. In addition, Week #1 – Learning Unit #2 discussed a wide range of disaster case studies, differences between agent-generated and response-generated demands, as well as the various goals of emergency management during disaster response. However. According to (Historical Context of Emergency Management) raises several policy issues related to whether the “all-hazards” approach has been abandoned in exchange for a focus on catastrophic events, such as nuclear war. This is evidenced by the fact that the latest reorganization has returned the structure of federal emergency management and disaster assistance functions back to pre-FEMA status. As mentioned in the assigned text, responsibilities and capabilities for mitigation, preparedness, response, and recovery are spread out among several entities within DHS.
Please critically analyze the above information with respect to the following:
• Do you agree with the new emphasis on catastrophic events as opposed to the previous all-hazards approach? Please be specific.
• How do you feel this new emphasis will affect (or is affecting) your community? How about your organization? Please be specific.
• Please incorporate at least one example from current events (please document your source – i.e.; URL, newspaper or periodical citation, etc.) to augment your answer.
Your sources should be scholarly and there is a minimum of 3 outside sources. The source should be used that they were published in the United State ONLY
For the first part to this assignment see the student sample paper to get an idea as how this part of the paper should look like
Comment the 1“ Students Sample Papers” The comments must be no less than 100 words each. Briefly critique the analysis. Substantive feedback requires a well-reasoned critique of the student’s analysis and thought processes. State whether the student provided adequate support for any assertions that they may have made. If you disagree, you must provide facts or a well-reasoned argument to support your dissenting opinion.
Discussion responses should incorporate critical thinking, logical examination and interesting and practical suggestions. Responses must be substantial (AT LEAST 100 words). Your responses must move the discussion forward by building on the premise posited by the colleague to whom you are responding.
When commenting comment the student papers on positive manner. Avoid negative comments please. Comment the student sample paper based on the content of the paper. Label each student sample so I know which one is which.
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