**Chapter VI**

**Disaster Psychology And**

**Team Organization**

***Pulling It All Together***

In previous chapters you have learned specific strategies and tasks to
use as a CERT member. In this chapter you will learn to pull those
strategies together in the team environment, using the principles of the
Incident Command System as a foundation.

Emergency response teams must be flexible, able to adapt to the needs of
a changing situation. Part of the organizational challenge following a
disaster is to be able to:

 Size up the scope and requirements of the situation.

 Identify resources as they become available.

 Deploy those resources in a coordinated manner.

 Continue the size-up, assessment, and deployment process on an ongoing
basis as more becomes known about the post-disaster situation.

As an individual volunteer, you must be ready to function in various
team rolesperhaps wear more than one "hat" at a time or "change hats"
as the availability of resources changes. You will begin by assessing
and managing your own personal situation, then that of the immediately
adjacent area (neighbors or coworkers), and then join others in forming
response teams. This type of concentric development results in an
evolving team structure and requires flexibility both in its members and
its managers. In this chapter you will learn to use a basic
organizational framework for flexible disaster response.

When response teams assist disaster victims, physical assistance may be
only part of what victims need from the volunteer workforce.
"Psychological first aid" for disaster-induced stress and trauma may
also be required. In preparation for this role, we begin with an
overview of the psychological impact of disaster on the disaster
survivors.

***Disaster Psychology***

***Phases Of A Crisis***

Disaster survivors normally experience a range of psychological and
physiological reactions, the strength and type of which depend on
several factors:

 Prior experience with the same or a similar event.

 The intensity of the disruption.

 The length of time that has elapsed between the event occurrence and
the present.

 Individual feelings that there is no escape, which sets the stage for
panic.

 The emotional strength of the individual.

Survivors' reactions may become more intense as the amount of disruption
to their lives increases. That is, the more the survivors' lives are
disrupted, the greater their psychological and physiological reactions
may become.

Some research studies have indicated that survivors go through distinct
emotional *phases* following a disaster:

 In the *impact phase*, survivors do not panic and may, in fact, show
no emotion. They do what they must to keep themselves and their families
alive.

 In the *inventory phase,* which immediately follows the event,
survivors assess damage and try to locate other survivors. During this
phase, routine social ties tend to be discarded in favor of the more
functional relationships required for initial response activities such
as search and rescue and emergency medical operations.

 In the *rescue phase,* emergency services personnel, including CERTs,
are responding and survivors are willing to take their direction from
these groups without protest. They exhibit a sense of trust that their
rescuers will address their needs and that they can then put their lives
together quickly. This is why CERT identification, such as helmets and
vests, is important.

***Phases Of A Crisis** (Continued)*

 In the *recovery phase,* however, survivors may believe that rescue
efforts are not proceeding quickly enough. That feeling, combined with
other emotional stressors (for example, dealing with insurance adjustors
and having to find temporary living accommodations), may cause survivors
to pull together *against* their rescuers.

As CERT members, you should expect that survivors will show
psychological effects from the impact of the eventand that, at some
point, some degree of psychological warfare will be directed toward you.
You should expect to see a range of responses that will vary from person
to person. You should not, however, take the survivors' comments and
actions personally. Rather, approach these responses as part of the
psychological impact of the eventnot related to anything that you or
your fellow rescuers have done.

***Post-Event Psychological And Physiological Symptoms***

Following an abnormally stressful event such as a disaster, people
normally experience a range of psychological and physiological reactions
even as they put the pieces back together. The following are some common
responses:

*[Psychological Symptoms]{.underline} [Physiological
Symptoms]{.underline}*

 Irritability or anger.  Denial.  Loss of appetite.

 Self-blame, blaming others.  Mood swings.  Headaches, chest pain.

 Isolation, withdrawal.  Diarrhea, stomach pain, nausea.

 Fear of recurrence.  Hyperactivity.

 Feeling stunned, numb, or overwhelmed.  Increase in alcohol or drug
consumption.

 Feeling helpless.  Nightmares.

 Concentration and memory problems.  Inability to sleep.

 Sadness, depression, grief.  Fatigue, low energy.

***Post-Event Psychological And Physiological Symptoms** (Continued)*

The intensity, timing, and duration of such responses will vary from
person to person. They may be:

 Acute or mild.

 Immediate and/or delayed.

 Cumulative in intensity.

Children also may experience psychological or physical upset following a
disaster. These feelings may not last long, but it is not uncommon to
have disturbing reactions many months after the event.

***Humanizing The Rescue Operation***

The rescue operation can be made more responsive to both survivors' and
rescuers' psychological needs if their feelings are recognized.
Psychologists encourage open, honest expression of emotions as a
self-protection mechanism. To avoid "emotional overload," survivors and
rescuers should be allowed to express their feelings openly as long as
doing so does not interfere with the rescue.

***Emotional First Aid For Rescuers***

To assist rescue workers in dealing with the effects of disaster-related
stress, CERT managers should try the following approaches:

 *Brief Personnel.* Explain to rescue personnel before the rescue
operation begins what they can expect to see and what they can expect in
terms of emotional responses in themselves and others.

 *Emphasize Teamwork.* Sharing the workload and emotional load with
team members can help to defuse pent-up emotions.

 *Rotate Personnel.* Encourage rescuers to rest and regroup and to
avoid becoming overtired.

 *Encourage Breaks.* Encourage rescuers to take breaks away from the
incident area, to get relief from the stressors associated with
disaster.

 *Provide For Proper Nutrition.* Provide adequate food for rescue
volunteers. Encourage them to stop and eat properly, drink water or
other electrolyte-replacing fluids, and avoid drinks with caffeine or
refined sugar.

 *Rotate Teams.* Team members can talk with each other about their
experiences. This is very important to their psychological health. You
are encouraged to talk with your buddy.

 *Phase Out Workers Gradually.* Do not remove rescuers from their
duties abruptly. Allow rescuers to gradually stand down from the
incident by working from high- to medium- to low-stress areas of the
incident. Abrupt removal causes additional stress.

Furthermore, as a team, CERT members should organize a debriefing after
the operation, in which workers are encouraged to describe what they
encountered and how they felt about it. Experienced rescue workers find
these steps helpful in controlling their own stress levels, but in some
cases it may be necessary to seek help from mental health professionals.

***Emotional First Aid For Victims***

To assist disaster victims in dealing with the effects of
disaster-related stress, try the following approaches:

 *Establish Rapport.* Talk to the victims. Encourage them to talk about
their feelings as well as their physical needs.

 *Listen.* If the victim has something to say, take the time to listen.

 *Empathize.* Show through your response that you understand the
person's concerns or worries and that such feelings are to be expected.

 *Provide Confidentiality.* Respect the person's confidence. Don't
repeat personal information to other people.

Using these techniques will provide the survivor the initial comfort and
support he or she needs in taking a first step toward recovery.

***CERT Organization***

In a disaster situation, emergency on-scene management is needed to
ensure the safety of disaster workers, provide clear leadership for
rescuers, and improve the effectiveness of rescue efforts.

***The Need For CERT Organization***

The CERT organizational framework in use today was created to address
the following needs for local emergency operations:

 Effective communications among agency personnel.

 A well-defined management structure.

 Accountability.

The CERT structure now in use fulfills these needs, and also provides
the advantages of:

 *Terminology* that contributes to effective communication and shared
understanding.

 *Consolidated action plans* that coordinate strategic goals, tactical
objectives, and support activities.

 *Comprehensive resource management* that facilitates application of
available resources to the right incident in a timely manner.

 *Manageable span of control* that provides for a desirable
rescuer/supervisor ratio of between three and seven rescuers per
supervisor.

***Objectives Of The CERT Organization***

In a disaster situation, the objectives of the CERT organization are to:

 Identify the scope of the incident. *(What is the problem?)*

 Determine an overall strategy. *(What can we do, and how will we do
it?)*

 Deploy resources. *(Who is going to do what?)*

Because the CERT organizational structure is flexible, it can change
depending on the need to achieve these objectives.

***CERT Structure***

The following basic rules make up the foundation of the CERT
organizational framework:

 Each CERT must establish a command structure.

 A CERT leader is appointed to direct the operations of the team.

 The location of the CERT leader is considered the Command Post for the
CERT.

 The CERT leader may appoint members to assist with managing resources,
services, and supplies (logistics).

 The CERT may operate as a single team that performs all functions as
required.

 The CERT may be divided into small teams (ERTs) of at least three
people to achieve specific goals (e.g., fire suppression, medical,
search and rescue), with a leader for each ERT.

 In all situations, each functioning unit must have an identified
leader to supervise tasks being performed.

Note that CERT personnel should always be assigned to teams consisting
of at least three persons. One person will serve as a runner and
communicate with the Command Post, and two people will "buddy up" to
respond to the immediate needs. A diagram of the basic CERT structure is
shown in the figure below.

![](media/image1.emf){width="6.968055555555556in"
height="4.834722222222222in"}

**Figure VI-1. CERT Structure**

***Incident Command System***

The Incident Command System (ICS) is the system used by fire and law
enforcement personnel to manage emergency operations. CERTs are part of
the Operations function of the ICS, as shown in the figure below. In a
disaster situation, all CERTs report to the first fire or law
enforcement official at their location and take directions from that
person.

![](media/image2.emf){width="2.967361111111111in"
height="4.404861111111111in"}

**Figure VI-2. How CERTs Interrelate With The ICS**

***CERT Decision Making***

***CERT Mobilization***

After a disaster incident has taken place, CERT organization proceeds in
the following manner:

1\. First, CERT members take care of themselves, their families, and
their neighbors.

2\. Then CERT members proceed to the staging area with their disaster
supplies. Along the way, they make damage assessments that would be
helpful for the CERT Team Leader's decision making.

3\. The first CERT member at the staging area becomes the CERT Leader
for the response. As other CERT members arrive, the CERT Leader makes
team assignments, including the Logistics Team Leaderwho is responsible
for maintaining the flow of CERT members into the staging area and
tracking personnel and supplies. Other Team Leaders and team members are
assigned based on their capabilities and the requirements of the
incident.

4\. As disaster intelligence becomes available through CERT members
reporting to staging area, emergent volunteers, and functional group
reports (e.g., search and rescue teams), the CERT Leader must prioritize
actions and work with the functional team leaders to accomplish the CERT
mission.

Remember that, following an incident, informationand therefore,
prioritieswill be changing rapidly. The CERT Leader must stay in close
contact with the Logistics Team Leader and functional team leaders to
ensure that CERTs do not overextend their resources or supplies.

***Rescuer Safety***

Effective scene management requires the formulation and communication of
strategic goals and tactical objectives that are based primarily on the
safety of rescue personnel. The question to ask is always: *Is it safe
for the CERT members to attempt this rescue?* Answers to this question
relate primarily to the degree of structure damage, as shown in the
table below.

  ------------------ ----------------------------------------------------
  ***Degree Of       ***Should Rescue Be Attempted?***
  Damage***          

  Heavy              Notoo dangerous to enter. Secure the perimeter and
                     control access into the structure.

  Moderate           Perform only quick and safe removals; limit onsite
                     medical care to checking for breathing, stopping
                     major bleeding, and treating for shock. Minimize the
                     number of rescuers inside the building.

  Light              Yes. Locate, triage, and prioritize removal of
                     victims to the designated treatment area.
  ------------------ ----------------------------------------------------

**Table VI-1. CERT Rescue Efforts Based On Degree Of Damage**

The Los Angeles City Fire Department has developed additional strategies
for rescue efforts based on degree of damage. These strategies are
presented on page VI-15.

***Rescuer Safety** (Continued)*

+----------------------+----------------------+-----------------------+
| ***STRATEGIES FOR    |                      |                       |
| DAMAGED              |                      |                       |
| STRUCTURES***        |                      |                       |
+----------------------+----------------------+-----------------------+
| ***LIGHT***          | ***MODERATE***       | ***HEAVY***           |
|                      |                      |                       |
| *Superficial Damage, | *Structural          | *Partial or Total     |
| Broken Windows,      | Stability            | Collapse of Walls     |
| Fallen Plaster,      | Questionable Due to  | and/or Ceilings;      |
| Primary Damage to    | Fracturing, Tilting, | Obvious Structural    |
| Contents of          | or Displacement of   | Instability*          |
| Building*            | Building Foundation* |                       |
+----------------------+----------------------+-----------------------+
| 1\. Secure building  | 1\. Secure building  | 1\. Communicate the   |
| utilities (as        | utilities (gas,      | location and extent   |
| needed).             | electrical, water).  | of damage to          |
|                      |                      | emergency services    |
| 2\. Establish and    | 2\. Gather           | personnel.            |
| coordinate search    | information (victim  |                       |
| and rescue teams     | locations).          | 2\. Secure building   |
| with medical triage  |                      | perimeter and control |
| personnel.           | 3\. Establish        | access into the       |
|                      | control person at    | structure by          |
| 3\. Establish "I"    | exit and entry       | untrained and         |
| and "D" treatment    | points.              | well-intentioned      |
| areas.               |                      | volunteers.           |
|                      | 4\. Establish and    |                       |
| 4\. [Primary         | coordinate two- to   | 3\. From the exterior |
| M                    | four-person rescue   | of the building,      |
| ission]{.underline}: | teams.               | attempt to shut off   |
| Locate, triage, and  |                      | gas (if it is         |
| prioritize removal   | 5\. [Primary         | possible and *safe*   |
| of victims to        | M                    | to do so).            |
| designated treatment | ission]{.underline}: |                       |
| area.                | Locate, stabilize,   | 4\. Gather available  |
|                      | and immediately      | information from      |
| 5\. Continue         | evacuate victims to  | survivors or          |
| evacuation process   | a safe area while    | witnesses for         |
| until all victims    | minimizing the       | professional rescue   |
| have been removed    | number of rescuers   | teams.                |
| and accounted for.   | inside the building. |                       |
|                      |                      |                       |
| 6\. Re-assess        | 6\. Perform triage   |                       |
| structural stability | and other medical    |                       |
| and available        | care in a safe area. |                       |
| resources for heavy  |                      |                       |
| rescue problems.     | 7\. Continue         |                       |
| Communicate and      | rescuing lightly     |                       |
| document location of | trapped victims      |                       |
| trapped and/or       | until complete or no |                       |
| missing persons to   | longer safe.         |                       |
| emergency personnel. |                      |                       |
|                      | 8\. Continue         |                       |
|                      | size-up.             |                       |
|                      |                      |                       |
|                      | 9\. Communicate and  |                       |
|                      | document the         |                       |
|                      | location of heavily  |                       |
|                      | trapped or deceased  |                       |
|                      | victims.             |                       |
+----------------------+----------------------+-----------------------+

This chart is used courtesy of the Los Angeles City Fire Department.

**Table VI-2. Strategies For Damaged Structures**

***Rescuer Safety** (Continued)*

The involvement of various CERT operations for each type of damage is
shown in the figure below.

![](media/image3.emf){width="6.745833333333334in" height="5.14375in"}

**Figure VI-3. Involvement Of Functional Teams Based On Damage Level**

***Documentation***

***The Need To Document***

It is vital to document and communicate information about situation and
resource status at all levels throughout the response effort. Efficient
flow of information makes it possible for resources to be deployed
effectively and for professional emergency services to be applied
appropriately. Under the CERT, each level of authority has documentation
responsibilities:

 Response teams and their functional groups are responsible for
providing the command post with ongoing information about damage
assessment, group status, and ongoing needs.

 The command post is responsible for documenting the situation status,
including incident locations, support locations, access routes, and
identified hazards. This information is essential for tracking the
overall disaster situation.

***Forms For Documentation***

Forms such as those described in the table below may be used to
facilitate documentation and flow of information.

+-----------------+-----------------------------------------------------+
| ***Form***      | ***Purpose***                                       |
+-----------------+-----------------------------------------------------+
| Damage          |  Completed by CERT leaders. Provides a summary of  |
| Assessment      | overall hazards in selected areas, including:       |
| Survey          |                                                     |
|                 | \- Fires                                            |
|                 |                                                     |
|                 | \- Utility hazards                                  |
|                 |                                                     |
|                 | \- Structural damage                                |
|                 |                                                     |
|                 | \- Injuries and casualties                          |
|                 |                                                     |
|                 | \- Available access                                 |
|                 |                                                     |
|                 |  Essential for prioritizing and formulating action |
|                 | plans.                                              |
+-----------------+-----------------------------------------------------+
| Group Status    |  Completed by functional group leaders. Used for:  |
| Sheet           |                                                     |
|                 | \- Tracking personnel assigned to the group         |
|                 |                                                     |
|                 | \- Monitoring group accountability                  |
+-----------------+-----------------------------------------------------+
| Message Form    |  Used for sending messages between command levels  |
|                 | and groups. Messages should be clear and concise    |
|                 | and should focus on such key issues as:             |
|                 |                                                     |
|                 | \- Assignment completed (or reason unable to        |
|                 | complete assignment)                                |
|                 |                                                     |
|                 | \- Additional resources required                    |
|                 |                                                     |
|                 | \- Special information                              |
|                 |                                                     |
|                 | \- Status update                                    |
+-----------------+-----------------------------------------------------+
| Incident Status |  Used by the command post for keeping abreast of   |
| Record          | situation status. Contains essential information    |
|                 | for tracking the overall situation.                 |
+-----------------+-----------------------------------------------------+

**Table VI-3. Forms Used For Response Documentation**

Examples of these forms are shown on pages VI-19 through VI-22.
(Full-size versions of these forms are also included following the
Tabletop Exercise at the end of this chapter, for your CERT to copy and
use.)

***Forms For Documentation** (Continued)*

![](media/image4.emf){width="4.010416666666667in"
height="5.197916666666667in"}

**Figure VI-4. Damage Assessment Survey**

***Forms For Documentation** (Continued)*

![](media/image5.emf){width="4.451388888888889in"
height="5.766666666666667in"}

**Figure VI-5. Group Status Sheet**

***Forms For Documentation** (Continued)*

![](media/image6.emf){width="3.8333333333333335in"
height="5.270138888888889in"}

**Figure VI-6. Message Form**

***Forms For Documentation** (Continued)*

![](media/image7.emf){width="4.365277777777778in" height="5.56875in"}

**Figure VI-6. Message Form**

***Forms For Documentation** (Continued)*

In addition to these forms, emergency response personnel use site maps
and building plans to gain an overall view of the response situation.
Site maps and building plans with plastic overlays are important tools
for keeping an updated picture of response activities. Grease pencils or
dry-erase markers may be used to mark incident locations, support
locations, access, and hazardsand to update the information on a
continual basis. Color-coded symbols can be used to highlight areas of
particular importance.

***Summary***

***Post-Event Trauma***

Following a disaster, children and adults may experience psychological
and physiological symptoms related to the trauma. Symptoms ranging from
depression to sleep disorders are common as survivors begin to rebuild
their lives. The intensity and duration of the symptoms depend on the
individuals' pre-event physical and mental state and on the length of
time that they remain under stress.

Rescue workers should be alert to symptoms of disaster trauma in
themselves, and CERT leaders must realize that team members are also
undergoing emotional stress. Leaders can help team members deal with
their stressors by:

 Briefing personnel.

 Emphasizing teamwork throughout rescue operations.

 Rotating personnel to the degree possible.

 Encouraging breaks.

 Providing for proper nutrition.

 Phasing out workers gradually.

To assist victims during this difficult period, CERT members can try
several approaches, including:

 Establishing rapport with the victims.

 Listening carefully and empathizing with the victims' concerns.

 Keeping all conversations confidential.

***CERT Organization***

CERTs are part of the Operations function of the ICS. The CERT
organizational framework provides for:

 Effective communications.

 Well-defined management structure.

 Accountability.

 Shared terminology.

 Consolidated action plans.

 Comprehensive resource management.

 Manageable span of control.

The objectives of the CERT are to identify the scope of the incident,
determine an overall strategy, and deploy resources. The organizational
structure is flexible, so it can change depending on the need to meet
these objectives.

***CERT Decision Making***

The key question that CERT leaders must always ask is: *Is it safe for
the CERT members to attempt this rescue?* Whether or not to attempt a
rescue depends on the degree of damage to the structure involved:

 *When damage is light,* CERT members should search to locate victims,
complete triage, and prioritize removal of victims to the designated
treatment area.

 *When damage is moderate,* CERT members should locate, stabilize, and
immediately evacuate victims to a safe area while minimizing the number
of rescuers inside the building.

***CERT Decision Making*** *(Continued)*

 *When damage is heavy,* CERT members should *not* attempt a rescue.
Their primary mission in this case is to secure the building perimeter,
control access into the structure, and communicate the structure's
location and extent of damage to emergency services personnel.

***Documentation***

It is vital to document and communicate information about situation and
resource status to all CERT levels throughout the response effort.
Response teams and their functional groups must provide the command post
with ongoing information about damage assessment, group status, and
ongoing needs. The command post must document the situation status,
including:

 Incident locations.

 Support locations.

 Access routes.

 Identified hazards.

There are several forms available to facilitate and standardize the
documentation process. These forms include the:

 Damage Assessment Survey.

 Group Status Sheet.

 Message Form.

 Incident Status Record.

In addition to these forms, emergency response personnel use site maps
and building plans to gain an overall view of incident locations,
support locations, access, and hazardsand to update the information on
a continual basis.

***Assignment***

Before the next session:

1\. Complete the take-home final examination.

2\. Review your Participant Handbook and notes in preparation for the
disaster simulation.

Bring the following items to the next session:

 Blanket

 Medical supplies (roller gauze, adhesive tape, 4 x 4 bandages,
triangular bandages, cardboard)

 Search and rescue safety equipment (helmet or hardhat, goggles, dust
mask, whistle, leather work gloves, appropriate clothing, sturdy work
shoes)

***Additional Reading***

The references below are available if you would like to know more about
the information in this chapter.

Landis, Pamela R. "Emergency Service Stress: Avoiding The Silent
Slayer." [American Fire Journal]{.underline}. Fire Publications, Inc.
Bellflower, CA: July 1988.

McManus, Marianne. [Quake Stress]{.underline}. Santa Monica, CA:
California Psychological Publishers, 1988.

Mitchell, Jeffrey T. "When Disaster Strikes . . . The Critical Stress
Debriefing Process." [Journal Of Emergency Medical
Services]{.underline}. Jems Publishing Co., Inc. Carlsbad, CA: January
1983.

**Additional Materials**

**Chapter VI**

***CERT Tabletop Exercise***

A Level IV hurricane has struck your coastal community. Although you
evacuated the area at the time that the evacuation order was given, you
know that many of the "old timers" in your neighborhood chose to stay
and ride out the storm. Upon reentering your neighborhood, you are
surprised at what you see. Many of the houses on your street have been
washed off their footers by the storm.

As a CERT member, what are the first steps that you should take?

Your CERT staging area is located at the firehouse at Riverside and
Main. On the way to the staging area, you find many streets impassable
due to debris and fallen wires. Many of the newer homes in the community
appear to have suffered moderate to heavy damageseveral of them have
trees across their roofs.

Upon arriving at the staging area, you check in and wait for an
assignment. Damage information is coming in very quickly now. Among the
reports that the CERT Leader receives are:

 A partial collapse of the shelter at 3d and Main that lost its roof in
the wind. Initial reports indicate that as many as 50 persons may be
inside the structure.

***CERT Tabletop Exercise***

*(Continued)*

 A fire in a single-family residence on 4th between Main and Secondary.
The fire was caused by downed electrical lines. The structure is fully
involved.

 The smell of gas in the area of the corner of Ocean View and
Riverside.

 Several homes moved off of their footers along Beachfront Drive.
Houses along this street are owned by older residents who refused to
leave their homes. The woman at 2306 Beachfront is wheelchair-bound.

How would you prioritize the reports coming in? (Classify response
priorities as high or low based on the information received.)

Given the supplies and equipment list on the following pages, how would
you assign your resources?

***CERT Tabletop Exercise***

*(Continued)*

***Supplies And Equipment Available***

*Medical Supplies Quantity*

 Stretchers 4

 Tarps 4

 Blankets 10

 Normal salineone-liter bottles

 Disinfectant

 Bandaging rolls

 Bandages

 Triangular bandages

 Splints

 Soap

 Adhesive tape

***CERT Tabletop Exercise***

*(Continued)*

***Supplies And Equipment Available*** *(Continued)*

*Equipment Quantity*

 Extinguishers2A:40B:C 12

 Shovels 4

 Crowbars 4

 Axes 4

 AM/FM radios 3

 Miscellaneous stationery supplies

 Flashlights 10

**Forms For Documentation**

![](media/image8.emf){width="6.935416666666667in"
height="9.020833333333334in"}

  --------------------------------------------- ------- --------------- -------------- --------- -------------
  **Group Status Sheet**                                                                         

                                                                                                 

  Group Leader:                                                         *Group                   
  \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                  Assignment:*             

  Asst. Group                                                                                    
  Leader:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                    
  --------------------------------------------- ------- --------------- -------------- --------- -------------

+---------------+-------+-----+-------------+---------+-------------+
|               |       |     |             |         |             |
+---------------+-------+-----+-------------+---------+-------------+
| **Resources** | **T   | **  | **A         | *       | *           |
|               | ime** | Inc | ssignment** | *Time** | *Comments** |
|               |       | .** |             |         |             |
|               |       |     |             | **Com   |             |
|               |       | **\ |             | plete** |             |
|               |       | #** |             |         |             |
+---------------+-------+-----+-------------+---------+-------------+
| *TEAM 1*      |       |     |             |         |             |
+---------------+-------+-----+-------------+---------+-------------+
| MEMBERS:      |       |     |             |         |             |
+---------------+-------+-----+-------------+---------+-------------+
|               |       |     |             |         |             |
+---------------+-------+-----+-------------+---------+-------------+
|               |       |     |             |         |             |
+---------------+-------+-----+-------------+---------+-------------+
|               |       |     |             |         |             |
+---------------+-------+-----+-------------+---------+-------------+
| *TEAM 2*      |       |     |             |         |             |
+---------------+-------+-----+-------------+---------+-------------+
| MEMBERS:      |       |     |             |         |             |
+---------------+-------+-----+-------------+---------+-------------+
|               |       |     |             |         |             |
+---------------+-------+-----+-------------+---------+-------------+
|               |       |     |             |         |             |
+---------------+-------+-----+-------------+---------+-------------+
|               |       |     |             |         |             |
+---------------+-------+-----+-------------+---------+-------------+
| *TEAM 3*      |       |     |             |         |             |
+---------------+-------+-----+-------------+---------+-------------+
| MEMBERS:      |       |     |             |         |             |
+---------------+-------+-----+-------------+---------+-------------+
|               |       |     |             |         |             |
+---------------+-------+-----+-------------+---------+-------------+
|               |       |     |             |         |             |
+---------------+-------+-----+-------------+---------+-------------+
|               |       |     |             |         |             |
+---------------+-------+-----+-------------+---------+-------------+
| *TEAM 4*      |       |     |             |         |             |
+---------------+-------+-----+-------------+---------+-------------+
| MEMBERS:      |       |     |             |         |             |
+---------------+-------+-----+-------------+---------+-------------+
|               |       |     |             |         |             |
+---------------+-------+-----+-------------+---------+-------------+
|               |       |     |             |         |             |
+---------------+-------+-----+-------------+---------+-------------+
|               |       |     |             |         |             |
+---------------+-------+-----+-------------+---------+-------------+

+-----------------------------------+-----------------------------------+
| **To:\_\_\_\_\_\_\_\_\_\          | ![](media/image9.                 |
| _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_** | emf){width="3.1458333333333335in" |
|                                   | height="1.4791666666666667in"}    |
| **From:\_\_\_\_\_\_\_\            |                                   |
| _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_** |                                   |
|                                   |                                   |
| **Time:\_\_\_\_\_\_\_\            |                                   |
| _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_** |                                   |
+-----------------------------------+-----------------------------------+
|                                   |                                   |
+-----------------------------------+-----------------------------------+
|                                   |                                   |
+-----------------------------------+-----------------------------------+
|                                   |                                   |
+-----------------------------------+-----------------------------------+
|                                   |                                   |
+-----------------------------------+-----------------------------------+
|                                   |                                   |
+-----------------------------------+-----------------------------------+
|                                   |                                   |
+-----------------------------------+-----------------------------------+
|                                   |                                   |
+-----------------------------------+-----------------------------------+
|                                   |                                   |
+-----------------------------------+-----------------------------------+
|                                   |                                   |
+-----------------------------------+-----------------------------------+
|                                   |                                   |
+-----------------------------------+-----------------------------------+
|                                   |                                   |
+-----------------------------------+-----------------------------------+
|                                   |                                   |
+-----------------------------------+-----------------------------------+
|                                   |                                   |
+-----------------------------------+-----------------------------------+
|                                   |                                   |
+-----------------------------------+-----------------------------------+
|                                   |                                   |
+-----------------------------------+-----------------------------------+
|                                   |                                   |
+-----------------------------------+-----------------------------------+
|                                   |                                   |
+-----------------------------------+-----------------------------------+
|                                   |                                   |
+-----------------------------------+-----------------------------------+
|                                   |                                   |
+-----------------------------------+-----------------------------------+
|                                   |                                   |
+-----------------------------------+-----------------------------------+
|                                   |                                   |
+-----------------------------------+-----------------------------------+
|                                   |                                   |
+-----------------------------------+-----------------------------------+

+----+-----+------------------+-----+----+---+--------+----------------+
| E  |     |                  |     |    | P |        |                |
| me |     |                  |     |    | A |        |                |
| rg |     |                  |     |    | G |        |                |
| en |     |                  |     |    | E |        |                |
| cy |     |                  |     |    | \ |        |                |
| Re |     |                  |     |    | # |        |                |
| sp |     |                  |     |    |   |        |                |
| on |     |                  |     |    | D |        |                |
| se |     |                  |     |    | A |        |                |
| Te |     |                  |     |    | T |        |                |
| am |     |                  |     |    | E |        |                |
|    |     |                  |     |    | : |        |                |
| ** |     |                  |     |    | / |        |                |
| IN |     |                  |     |    | / |        |                |
| CI |     |                  |     |    |   |        |                |
| DE |     |                  |     |    |   |        |                |
| NT |     |                  |     |    |   |        |                |
| ST |     |                  |     |    |   |        |                |
| AT |     |                  |     |    |   |        |                |
| US |     |                  |     |    |   |        |                |
| RE |     |                  |     |    |   |        |                |
| CO |     |                  |     |    |   |        |                |
| RD |     |                  |     |    |   |        |                |
| ** |     |                  |     |    |   |        |                |
+----+-----+------------------+-----+----+---+--------+----------------+
| ** | **  | **AD             | **  | *  |   | **MED  | **TIME         |
| IN | TIM | DRESS/LOCATION** | FIR | *S |   | ICAL** | COMPLETED**    |
| C# | E** |                  | E** | AR |   |        |                |
| ** |     |                  |     | ** |   |        |                |
+----+-----+------------------+-----+----+---+--------+----------------+
|    |     |                  |     |    |   |        |                |
+----+-----+------------------+-----+----+---+--------+----------------+
|    |     |                  |     |    |   |        |                |
+----+-----+------------------+-----+----+---+--------+----------------+
|    |     |                  |     |    |   |        |                |
+----+-----+------------------+-----+----+---+--------+----------------+
|    |     |                  |     |    |   |        |                |
+----+-----+------------------+-----+----+---+--------+----------------+
|    |     |                  |     |    |   |        |                |
+----+-----+------------------+-----+----+---+--------+----------------+
|    |     |                  |     |    |   |        |                |
+----+-----+------------------+-----+----+---+--------+----------------+
|    |     |                  |     |    |   |        |                |
+----+-----+------------------+-----+----+---+--------+----------------+
|    |     |                  |     |    |   |        |                |
+----+-----+------------------+-----+----+---+--------+----------------+
|    |     |                  |     |    |   |        |                |
+----+-----+------------------+-----+----+---+--------+----------------+
|    |     |                  |     |    |   |        |                |
+----+-----+------------------+-----+----+---+--------+----------------+
|    |     |                  |     |    |   |        |                |
+----+-----+------------------+-----+----+---+--------+----------------+
|    |     |                  |     |    |   |        |                |
+----+-----+------------------+-----+----+---+--------+----------------+
|    |     |                  |     |    |   |        |                |
+----+-----+------------------+-----+----+---+--------+----------------+
|    |     |                  |     |    |   |        |                |
+----+-----+------------------+-----+----+---+--------+----------------+
|    |     |                  |     |    |   |        |                |
+----+-----+------------------+-----+----+---+--------+----------------+
|    |     |                  |     |    |   |        |                |
+----+-----+------------------+-----+----+---+--------+----------------+
|    |     |                  |     |    |   |        |                |
+----+-----+------------------+-----+----+---+--------+----------------+
|    |     |                  |     |    |   |        |                |
+----+-----+------------------+-----+----+---+--------+----------------+
|    |     |                  |     |    |   |        |                |
+----+-----+------------------+-----+----+---+--------+----------------+
|    |     |                  |     |    |   |        |                |
+----+-----+------------------+-----+----+---+--------+----------------+
|    |     |                  |     |    |   |        |                |
+----+-----+------------------+-----+----+---+--------+----------------+