Prof. Richard Sylves

Office: 308 Smith Hall

Political Science & IR

Phone at 308 Smith 831-1943

Office hrs 11:30-1 Mon & Fri

email address <sylves@udel.edu>

(please email Prof. Sylves in WebCT only)

POSC 456-656, Spring 2004

Politics and Disaster

1\. Overview

What can I say? The terror attacks of September 11, 2001 changed the
world, especially for the United States. While there have been terror
attacks on the U.S. in the past, 9/11 surpasses by far the scale of
devastation of any attack on the U.S. "homeland" since Pearl Harbor in
1941. Some have called 9/11 the most devastating terrorism attack ever,
but it may be safer to call this the most devastating terrorism attack
ever on the U.S. The 9/11 attacks required application of domestic
emergency management because the events of that day involved "terrorism
consequence management," in official parlance. This course will examine
"terrorism consequence management" as well as U.S. disaster management
and policy more broadly. This course will also take up issues
surrounding "Homeland Security."

I do not want to disappoint people by failing to define the scope of
this course at the outset. This course concerns the United States and
its experience with disasters over the last 50 years. Public policy,
public management, and politics are central to understanding how we will
take up the subject. This course is about NATURAL AND HUMAN-CAUSED
DISASTERS THE U.S. NATIONAL GOVERNMENT HAS COME TO ADDRESS IN LAW AND
POLICY. Acts of terrorism hold the potential to be disasters and so are
included in this course. However, TERRORISM IS NOT THE EXCLUSIVE SUBJECT
OF THIS COURSE. This course does NOT duplicate courses the Political
Science and International Relations department offers on comparative
regional government, political culture, or international relations and
terrorism. This course addresses in limited ways disasters outside the
U.S., but the focus of the course is on U.S. disaster policy, politics,
emergency management, and homeland security.

America has a long history of disaster. This course examines modern
laws, programs, agencies, and institutions involved in U.S. disaster
policy and emergency management. The president is a key player and
Congress has major responsibilities in this realm as well. State and
local governments are also important, as are a variety of private
organizations that are stakeholders in this realm. The vast majority of
American disasters stem from "natural sources," and so the course has to
address hurricanes, earthquakes, floods, major fires, tornadoes and a
variety of other natural disaster agents. However, this course includes
"human-caused" disasters, including terror disasters. America
experienced terrorism before 9/11. In 1988, Dr. Sylves first developed
the course, "Disaster and Politics." In 1991, having been offered and
adequately subscribed three times, "Disaster and Politics" became a
permanent course offering at UD. Since 1988, Prof. Sylves has taught the
course nine times. Sylves last taught this course in the Fall of 2002
and in Spring 2001.

This is a course Prof. Sylves designed himself in 1988. He has been the
only instructor of this course. Prof. Sylves changes books and articles
each time he teaches the course. Prof. Sylves has published three books,
two of them on Disaster Policy and he has a fourth under contract with
State University of New York Press. Many classes involve reading
assignments from Sylves' own publications and draft research work
(provided to you free of charge as handouts in class or available for
reading on WebCT).

From 1996-2000, Sylves did work on two higher education projects under
grants from the U.S. Federal Emergency Management Agency. He tailored
his work as a training instrument and but he is not going to directly
use this work. Sylves' major project for FEMA was called the Political
and Policy Basis of Emergency Management. Sylves also produced a
300-page research report for the U.S. National Oceanic and Atmospheric
Administration's Sea Grant program in the late 1990s.

Sylves's latest book is entitled DECLARING DISASTER: THE POLITICS AND
POLICIES OF PRESIDENTIAL DISASTER DECLARATIONS. He is interested in
soliciting your opinions and constructive criticism of this book because
the book is aimed at students exactly like you. You can learn a great
deal about current disaster policy and politics from the draft chapter
work he will share with you. However, the bulk of the readings in this
course were written by others.

Prof. Richard Sylves

POSC 456-656, Spring 2004

Disaster and Politics

Books

Most books listed below are available at the University Bookstore. If
any sell out let me know immediately. Badey's Annual *Editions: Homeland
Security 04/05* came out only a few weeks ago so I suggest you order it
on-line, perhaps from Amazon.com.

Badey, Thomas J., ed. *Annual Editions: Homeland Security 04/05*. First
Edition. Guilford, CT: McGraw-Hill/Dushkin, 2004.

Dory, Amanda J. *Civil Security: Americans and the Challenge of Homeland
Security*. Washington D.C.: Center for Strategic and International
Studies. September 2003. \[www.csis.org/ at 1800 K Street, N.W.,
Washington, D.C., 20006\]

Haddow, George D. and Bullock, Jane A. *Introduction to Emergency
Management*. New York: Butterworth-Heinemann, 2003.

Platt, Rutherford. *Disasters and Democracy*. Washington, D.C.: Island
Press, 1999.

Waugh, William L., Jr. *Living with Hazards, Dealing with Disasters.*
Armonk, NY: M.E. Sharpe, 2000.

Books on Reserve in the UD Morris Library

Sylves, Richard T. and Waugh, William L., Jr. *Disaster Management in
the U.S. and Canada.* 2^nd^ ed. Springfield, IL: Charles C. Thomas
Publishers, 1996.

There will be some items placed on electronic library reserve.

2\. Why a Course on Disaster and Politics?

You might ask yourself, why disaster and politics? What is emergency
management? What is important about disaster policy? What is a
\"disaster\"? Can I get a job if I know this stuff? Doing what? Why does
government care about disaster? Which levels of government prepare for
and respond to disaster? How is disaster policy similar to (or different
from) housing policy, energy policy, environmental policy,
transportation policy, etc.? Are there good academic studies of
disasters, if so by whom and what did they demonstrate? Can governments
avert disasters or make them less destructive? Who pays for disaster
response and recovery? Why should the nation care about a disaster that
only affects a tiny fraction of the land area of the country? Why do
government leaders care about disasters that occur outside the United
States? Are major disasters increasing or decreasing in frequency? How
is the international community organizing to address disasters?
\"Lotsa\" questions!

I will, helped by you, answer most if not all these questions in this
course. For most of you this course must seem like the opening
declaration of the old \"Star Trek\" TV show - It takes you \"where no
one has gone before.\" You should know that you are not \"warped\" for
having an interest in this field (pardon the pun). It is a subject of
increasing domestic and international interest, and 9/11/01 certainly
underscores this claim. There are several possible reasons for this.

First, since 1989 the United States has experienced a sizable increase
in the number and expense of its natural disasters. Until 9/11,
Hurricane Andrew in 1993 and the Northridge California earthquake of
1994 were the nation\'s most expensive disasters in the last
half-century. Add to this the EXXON Valdez oil spill in 1989, the Murrah
Federal Office Building bombing in Oklahoma City in 1995, New York\'s
first Twin Towers disaster in 1993, and a host of other calamities, like
the 1993 Great Midwestern floods, and finally 9/11/01 and you are going
to get people\'s attention. Disaster losses are now so immense that any
hurricane that makes landfall in the U.S. is expected to produce at
minimum a billion in losses. Billion dollar disasters before 1990 were
extremely rare. Billion dollar disasters since 1990 now occur two or
three times a year, or more. Clinton era disaster managers alleged that
disaster losses to the full American economy were running at \$1 billion
a week.

Second, since the end of the half-century long Cold War between the U.S.
and U.S.S.R., many governments, treaty organizations (previously based
on defense), and the United Nations have come to attach more importance
to the humanitarian role of the international community in addressing
people\'s needs in the aftermath of disaster. Sometimes disasters stem
from nation-to-nation wars, civil wars, or \"domestic strife.\" Bosnia,
Kosovo, Haiti, Iraq, Afghanistan, Somalia, Rwanda, Burundi, Ethiopia,
and other countries all have suffered, or are suffering, forms of
disaster. Bangladesh seems to suffer recurring flood and monsoon
disasters that kill tens of thousands of people. The \"Series
Earthquake\" which took place just before the start of a World Series
game in San Francisco in 1989 killed about 65 people; not long after
this a quake of comparable magnitude in Soviet Armenia killed 25,000
people. The last truly catastrophic earthquake in China killed over
200,000 people. Japan\'s Kobe earthquake not long ago demonstrated that
even developed, economically wealthy countries suffer disasters and
often need outside help. Some five thousand people perished in the Kobe
quake. In January 2004, the City of Bam earthquake in southeastern Iran
killed an estimated 40,000. Emergency management and disaster policy are
assuming higher profiles on the world stage.

Third, emergency management and disaster policy have emerged as a new
domain of public policy. Presidents care about disasters and they
regularly make key decisions on the subject (especially in issuing
presidential declarations of major disaster and emergency). Congress has
legislated heavily on the subject. Lawmakers are also stakeholders in
the disaster realm. Government agencies like FEMA, and since March 2003
the Department of Homeland Security, have assumed much higher political
profiles. Interest groups have emerged around the subject. Organizations
have formed that represent disaster victims and survivors. Corporations
have moved into this realm in a major way. Insurance companies are a key
special interest group in the disaster field. Altruistic organizations
or volunteer organizations have mushroomed in size and number, all
centrally pre-occupied with disaster. I have long said that "disaster
policy" is about 10 years behind "environmental policy." I think that
today this gap has closed to within perhaps two or three years.

Our first few classes will offer answers to the questions posed in the
opening. Disasters are immensely newsworthy and seemingly ideal objects
of television news coverage. Disasters pose political and administrative
challenges for government leaders. The media and politics intertwine
many aspects of disaster management.

Disasters and emergencies involve many questions.

Why and how did the disaster or emergency occur?

Were government officials adequately prepared?

Was the public satisfactorily forewarned?

How did authorities respond before, during, and after the disaster
event?

Could loss of life and property have been better averted?

Whose fault is it legally if various forms of disaster loss and damage
might have been averted beforehand, but were not?

Is it possible to prevent a recurrence?

Is it possible to mitigate (reduce or alleviate) the scale of loss in
the next comparable disaster?

Who pays for restoration and repair after a disaster?

How do federal, state, and local governments organize to address and
prevent disasters and emergencies?

What laws apply to disaster preparedness and recovery?

What are the political ramifications of disasters?

How is disaster policy made? What are the politics of disaster?

What theories and concepts help explain disaster as a political and
public management phenomenon?

Which agencies handle disasters \[inside the U.S.\]? Which agencies
address disasters \[outside the U.S.\]?

What role does U.S. domestic emergency management and disaster policy
play in U.S. foreign policy?

What special interest groups are involved in disaster policymaking and
emergency management?

How do disasters affect the private sector?

Should government disaster activity chiefly address losses sustained by
individuals, by private industry and its workforce, or by other state
and local governments?

Many of these questions may not seem to be very academic, but I will
show you that they very much are. There is an emerging body of
scholarship on disasters and emergency management. In this very class,
there may be people who will embark on careers as emergency managers.
The entire profession of emergency management is growing. Why, because
it is very much needed. People want to know how organizations, public
and private, function under the stress that disaster and emergencies
pose. Insurance companies want to help minimize their payout of claims
by helping and encouraging their policyholders (private corporations,
homeowners, and municipal/special district governments) to minimize
disaster risks. Many new federal, state, and local laws require
corporations, utilities, and homeowners to take specific precautions
against disaster threat. Liability and negligence law and cases, as well
as huge court settlements, have made public and private authorities
aware of the need to prepare for and avert, if possible, disasters and
emergencies. Some of my colleagues in disaster sociology remind me that
how people define disaster is subject to change over time. In the 1800s
and first half of the 1900s, people and government did not consider a
heavily damaging tornado or hurricane as more than a misfortune certain
communities might experience. The general assumption was that disaster
ravaged areas were expected to recover on their own or with charitable
help. Gradually since about 1950, damaging tornados and other disasters
have become events that increasingly require state and federal help.
Losing a utility service was rarely classified as a disaster fifty years
ago, but today when thousands lose a utility service for three hours or
more, the incident ratchets toward presidential disaster declaration
status.

More than this, disasters and major emergencies require a governmental
response. Public warning, search & rescue, evacuation, sheltering,
in-kind or cash relief assistance, emergency public works restoration,
disaster loans for reconstruction of private facilities or home repair,
unemployment assistance, medical aid, and extraordinary
interorganizational cooperation are a few essentials of post-disaster
aid.

This course will draw heavily on \"highly readable\" texts and case
studies. We will probe one or two chapters or case studies in most class
sessions. The instructor will try to avoid lecturing and instead pose
leading questions about your views and observations. There is a general
core of testable facts and conceptual information in this course, but it
will be re-enforced through our review and discussion. Students will be
expected to memorize certain terms, laws, dates, etc. provided on posted
review sheets. Also, students will be assigned various readings and will
be expected to lead discussion on those readings.

3\. Credit Value of Tests, Papers, and Other Requirements

There will be six quizzes. I reserve the right to give unannounced
quizzes (which is why question marks follow the relevant dates of the
first five quizzes) and as a reward to those who complete the assigned
reading for each class. In addition, I am assigning two 12-15 page
research papers and several student group presentations. Note that 20
percent of your grade comes from points you earn when you come to class
and you answer questions I have assigned to you personally via WebCT
announcement beforehand. Attendance at class is important because you
have to be at class to answer the questions I will assign to you.

\% OF GRADE ITEM RELEVANT DATE COVERS ASSIGNMENTS

35% QUIZ 1\*\* Feb 25? From course start

QUIZ 2 March 5? Since quiz 1

QUIZ 3 March 31? Since quiz 2

QUIZ 4 April 12? Since quiz 3

QUIZ 5 April 26? Since quiz 4

QUIZ 6 May 19 Since quiz 5

15% PAPER 1 DUE MARCH 19 (5 pm)

15% PAPER 2 DUE MAY 17 (5 pm)

20% YOUR PERFORMANCE IN EACH CLASS

5% YOUR PERFORMANCE IN GROUP PRESENTATIONS

> 10% YOUR PERFORMANCE IN PRESENTATIONS (may require you to prepare
> visuals, a powerpoint presentation, written handouts, summaries, etc.)

100% TOTAL

\*\*Each quiz will contain short answer questions and perhaps a short
essay question.

4\. Instructor Policies - Research Papers

To clarify some of the above and to be more explicit about grading
policy, note the following. Two research papers are required in the
course. Please make it a point to meet with me to discuss the topic of
your FIRST PAPER BEFORE 5 p.m. February 23. We can meet in office hours
any time between the start of the course and February 23 at 5 p.m. If
you miss meeting with me at my office to arrange a topic, I will email
you a topic on February 24. I expect the first paper to address disaster
policy and politics broadly. No two students in the course can write on
exactly the same topic.

We must get the topic worked out by Feb. 23 so that you are able to get
your paper researched, outlined, written, proofread and turned in by
March 19 (Friday) at 5 pm. Please note that I must have a researched,
organized, well written and edited, proofread and polished version of
your paper with footnotes/endnotes and a reference page or bibliography
of your major sourcesby March 19 at 5 p.m.

I am giving you more freedom to address your specific interest in
disaster policy in the SECOND PAPER. You may if you wish (after
consulting with me) analyze some aspect of 9/11 and its aftermath, or
political and administrative elements of emerging Homeland Security,
Hurricane Andrew, the Northridge earthquake, or some other interest you
may have. Please make it a point to meet with me to discuss the topic of
your second paper BEFORE 5 p.m. April 5. No two students in the course
can write on exactly the same topic.

The second paper must be researched, organized, written, edited, and
proofread with correction so that you turn it in by 5 pm, May 17, a
Monday. You are welcome to show me draft copies, outlines, research
notes, etc. of both papers before you turn them in. I only grade the
finished paper, and my advice on your preliminary work may help you do a
better paper. I will have a handout (or WebCT notice) advising you on
paper preparation, organization, footnoting, etc.

5\. Instructor Policies - Student Presentations

You will be asked to make several in-class presentations, paired with
one or more other students, at some time in the semester. The survey you
completed the first day will help me make assignments. The point of this
is to give you a chance to present the major points of a particular
disaster case study, article or chapter. You are free to use laptops,
overhead transparencies, the blackboard, charts, figures, handouts, and
10 minutes of videotape (The instructor has his own library of more than
30 VCR tapes with about 50 disaster stories/news coverage, and you are
free to use a taped story to bolster your presentations. You must
consult with instructor about which video you want to use; sorry
instructor cannot loan out his tapes but he will preview the video tape
with you and bring to class when you need to show it.) You can ask the
class questions and they can ask you questions too during presentations.

6\. Instructor Policies - Missing a Quiz

You might ask yourself, what if I miss a quiz? I am counting the top
five quiz scores you earn out of six quizzes. If you take all six
quizzes, you earn extra credit for the sixth quiz, which is added to
your final course numeric grade. If you miss ONE quiz, I will count it
as the one to be dropped of the six and you do not need a written
medical excuse authorized by the Dean. If you MISS TWO OR MORE quizzes,
you'll have to makeup the one(s) you missed beyond the first one and you
will need an official excuse approved by the Dean's office for each
absence. For two or more missed quizzes, and with an official medical
excuse, you will have to take a three hour exam in the May exam week. No
makeup quizzes or exams will be given to anyone who does not provide the
instructor a written excuse from the University. People who provide
official permission slips from the University authorizing their absence
must provide these permission slips to the instructor in the first month
of the semester. If it turns out that a quiz was given on an advance
permitted absence day, a makeup quiz will be administered by the
instructor outside of class time, but only for the first permitted
absence.

7\. Instructor Policies -- Participation and Attendance Policy

I would appreciate it if you could attend all classes, but I understand
that there may be reasons why you miss a few sessions. Class
participation is 20% of your grade, so you can expect about a point loss
for each class you miss, after two absences. Of course, if you are
absent on the day of a quiz you must comply with the policies under
"Missing a Quiz."

This is a modest sized class. I would like to handle the course as a
seminar. I will be calling the roll until I know you. I may even take
your photograph. This is a WebCT assisted course and so I will regularly
post a list of questions and names. If you see your name on the list you
will be expected to answer the question next to it in class. You may
only have a day or so to prepare, so get in the habit of checking WebCT
student email or the bulletin board feature.

I want you to know that I appreciate your class participation. The
better prepared you are for each session, the more interesting the
course will be for all of us. Participation credit also comes in
presentation work you are expected to do. Five percent of your course
grade is earned from your group presentation effort and 10% of the
course grade is from your individual formal presentations over the
semester.

8\. Instructor Policies - Instruction Methods

I will be posting on the WebCT site for this course some selected
reading assignments and I will handout some in class a week in advance.
Many of these reading materials I have produced myself. Sometimes, I
will forward outlines of what I am to cover in each class, before each
class meets, again using WebCT.

Each UD student should have an email account from the University. I
suspect you all have one now. You must have a current email account and
you must be linked to the University computing system to receive email I
send the class. If you have an off-campus email account (like AOL etc.)
it is possible to get help from the Help \# (831-6000) so you can
connect to the UD system \[best hours to phone them are between 8:30 am
and 3:30; no humans man the phones after 4 pm weekdays and no one
answers the phones Saturdays or Sundays\].

The Registrar uses only your campus email address and this connects you
to and places you inside the WebCT site of this course. If your
off-campus email address is not connected to your on-campus email
address you will not get my WebCT email, nor will you be able to access
the WebCT site for this course. One more time, if you think your
on-campus email address in not linked to your off-campus email address,
go to work on getting them connected immediately.

I place a great many course materials on the WebCT site for this course.
You should get in the habit of checking the WebCT homepage of this
course for announcements and new postings every day or so over the
spring semester. If you do not see the question I have assigned you
before a class, this will put you at a disadvantage in class and
potentially result in your loss of credit.

In this course, you will sometimes have to take class notes. If I go too
fast, ask me to slow down. There will be about 8 sessions in which we
will view videos relevant to the disaster subjects we are examining at
the time. However, these videos will not always run for the full class
and we may interrupt many of them to discuss various things.

In addition, you are welcome to visit me at my office \[308 Smith\] if
you have problems or questions. Please note from the cover page that my
hours are Mon. and Fri. 11:30-1:00 at 308 Smith (phone there is
831-1943). It is always better to phone to let me know you are coming
even if you are stopping by during office hours (I have a great many
meetings sprung on me with little or no warning and they sometimes
conflict with office hours). If you try to see me outside office hours,
and I am in, I'll probably be happy to talk with you. However, because I
teach other classes and have other obligations on and off campus, it
will be difficult to find me at 308 Smith outside office hours. However,
you may be able to catch me after class.

You can leave messages by calling 831-1943 or email me through WebCT.
Please do not email me through regular Internet email (outside WebCT), I
may erase your message assuming it is spam.

Academic Honesty and Integrity

The University asks that each professor state his or her policies on
academic honesty and dishonesty.

I expect you to do your own work in the course on the quizzes and the
research papers. I expect you to be able to document and show me the
sources and notes of your research papers. You may consult Internet
sources but always furnish me attribution of the full web address in the
footnotes or endnotes. However, over-use of Internet sources uncited, or
downloading of work done by others and turned in as if it is your own,
is forbidden and you will lose the full credit of the work you submit --
again you have the right to appeal to the judicial system.

In Fall 2002, two students in the course at that time submitted papers
they had purchased from on-line paper mills. I use an essay verification
search engine, so don't even think about buying or copying someone
else's work. People who plagiarize and cheat fail the course and earn a
trip through the University judicial system. You can protect yourself
from allegations of cheating by properly citing passages you use from
other sources, including Internet on-line sources, and by following the
instructions I give you for research paper work. Also, I will expect you
to write your paper on the basis of a format we agree to in advance and
I expect your paper to draw from books and other readings assigned in
the course, as well as from other sources. Also, if you are unable to
explain to me the content of your paper and if you have no notes or
materials to show me what you used in preparing successive drafts of
your paper, we will have problems.

If the TA or I observe you reading answers from another student's test
during a test, you will forfeit the full credit of that test though you
may appeal through the University judicial system if you so choose. I
ask you to cooperate with your classmates on teams and in preparing for
your presentations. Finally, on some days I ask you to sign in your
attendance. Please DO NOT SIGN IN OTHERS or I will have to deduct
participation credit for you and the person you tried to sign in.

READING ASSIGNMENTS

Please be aware that there may be additions and deletions of items from
the reading list during this course. Make sure you use the latest
version, which can always be found on the course WebCT site under
"Current Readings Icon."

FEB 11 Introduction, course objectives and requirements.

(Wed.)

A get acquainted session with brief lecture and discussion. I will ask
you to complete a survey of your interests.

\-\-\-\-\-\-\-\-\-\--

FEB 13 Remembering 9/11 Open Discussion and Intro to Disaster Management

(Fri.)

READ

(Handout) Chapter 2: Hazards and Disaster Agents - Living in a Dangerous
World

Waugh, Ch. 1, "The Emergency Management Profession and Field of Study,"
pp. 3-23.

\-\-\-\-\-\-\-\-\-\--

FEB 16 Fundamentals of U.S. Emergency Management

(Mon.)

READ

Waugh, Ch. 2, "Emergency Management in the United States," pp. 24-58.

> Platt, \"Introduction,\" p. 1-8
>
> (Handout) Chapter 3: The Fundamentals of Disaster Management and
> Relief

OPTIONAL READING

> (Handout) Chapter 1: The American Political System and Disaster: How
> Does a President Declare a Disaster?
>
> in Sylves and Waugh, see Sylves \"Re-Designing and Administering
> Federal Emergency Management,\" Ch. I, 5-25

\-\-\-\-\-\-\-\-\-\--

FEB 18 Natural Hazards and Federalization of Disasters

(Wed.)

READ

Haddow, George D. and Bullock, Jane A. Ch. 2, "Natural and Technological
Disasters and Risk Assessment," pp. 15-36.

> Waugh, Ch. 3, "Managing Natural Hazards and Disaster," pp. 59-106.

\-\-\-\-\-\-\-\-\-\--

FEB 20 Human Caused Disaster and the Nuclear Power Accident Example

(Fri.)

READ

Waugh, Ch. 4, "Managing Man-made Hazards and Disaster," pp. 107-152.

Tape: The American Experience: Three Mile Island

Optional reading:

> Handout, Sylves journal article, \"Nuclear Power Plant and Emergency
> Planning: An Intergovernmental Nightmare,\" 393-401.

\-\-\-\-\-\-\-\-\-\--

FEB 23 Presidential Disaster Declarations over 50 Years

(Mon.) \[UD says this is last day to register or add courses.\]

READ

Waugh, Ch. 5, "Policy Issues and Emergency Management," pp. 153-184.

(Handout) Sylves and Waugh, "Presidential Declarations of Disaster:
Public Management or Political Motivation?" under review at Public Adm.
Review.

\-\-\-\-\-\-\-\-\-\--

FEB 25 Threading the Parts Together

(Wed.)

READ

> Waugh, Ch. 6, "The Challenge of Emergency Management," pp. 185-194.
>
> Probable QUIZ #1 given in last half hour of class.

\-\-\-\-\-\-\-\-\-\--

FEB 27 Disaster Terminology, Public Perception, and Distributive
Politics

(Fri.)

READ

Platt, Ch. 1, \"Shouldering the Burden: Federal Assumption of Disaster
Costs," p. 11- 46. and in Platt, see Dymon and Platt, \"U.S. Federal
Disaster Declarations: A Geographical Analysis,\" Ch. 2, p. 47-68.

Student presentations in class.

\-\-\-\-\-\-\-\-\-\--

MARCH 1 Disaster Politics Winners and Losers: Redistributive Politics

(Mon.)

VIDEO Tape A: Disasters: America\'s Stormy Dilemma, Kurtis Productions.

Run time: about 50 minutes. Taped 9/29/95

OPTIONAL READING

> (Handout) Chapter 4: The Fundamentals of Disaster Politics: Approvals
> and Turndowns, Winners and Losers

\-\-\-\-\-\-\-\-\--

MARCH 3 Disaster Mitigation, Vulnerability Assessment, Risk Management

(Wed.)

READ

> in Platt, see Platt and Rubin, \"Stemming the Losses: The Quest for
> Hazard Mitigation,\" Ch. 3, p. 69-108.
>
> Badey, Thomas J., ed. Annual Editions: Homeland Security 04/05, Unit 1
> Flynn, "America the Vulnerable," p. 2-8.

Student presentations second half of class.

\-\-\-\-\-\-\-\--

MARCH 5 Victims, Interest Groups, and the Media

(Fri.)

READ

> (Handout) Chapter 15: Disaster Victims, Interest Groups and Non-Profit
> Organizations & Volunteers as Political Players
>
> (Handout) Chapter 16: The Media Driven Politics of Modern Disaster.

Student presentations second half of class.

> Probable QUIZ #2 given in last half hour of class.

\-\-\-\-\-\-\--

MARCH 8 Flood Disaster: The Politics of Water Damage

(Mon.)

READ

> in Platt, see Anderson and Platt, \"St. Charles County, Missouri:
> Federal Dollars and the 1993 Flood,\" Ch. 7, pp. 215-240.

In Platt, see Platt, Scherf, and O'Donnell, Ch. 6, "Fire Island: the
Politics of Coastal Erosion," p. 167-208.

\-\-\-\-\-\-\-\-\-\--

MARCH 10 National Flood Insurance Politics and Policy

(Wed.)

READ

(Handout) National Flood Insurance Program, Prof. Sylves\' work.

(Handout) Chapter 14: The Politics of Disaster Insurance

Student presentations second half of class.

\-\-\-\-\-\-\-\-\-\--

MARCH 12 Flood Video and Open Discussion

(Fri.)

VIDEO

Tape E: Disaster Recovery Flood Video, Disaster Recovery Journal Flood
record Johnstown 1889, Great Flood of 1977, Southeast \'94, and Great
Midwest Flood of \'93. Done 1994. Run time: 12 minutes.

OPTIONAL READING

> Sylves, \"Quick Response Grant Final Report.\" On University of
> Colorado website.

\-\-\-\-\-\-\-\--

MARCH 15 Hurricane Policy and Politics

(Mon.)

READ

(Handout) Chapter 18: Hurricanes

VIDEO

> Tape G: Hurricane Andrew - CBS 48 Hours about 50 minutes AND Ted
> Koppel Nightline, 30 minute run time. Nightline is best of the two.
> 1992.
>
> Tape DD: Disaster Recovery Hurricane Video, 1996. Disaster Recovery
> Journal. Run time 12 minutes.
>
> Tape F: 20th Century Reports: Hurricane Andrew, taped 2/1/97. Run
> time: about 20 minutes. Covers first half of tape.

\-\-\-\-\-\-\-\--

MARCH 17 Fire Disaster: An Emerging Political Dilemma

(Wed.)

READ

> Read instructor\'s handout of National Research Council Roundtable
> Notes on Urban Wildland Fire, January 26, 2001.

VIDEO

> Tape R: Oakland Hills Urban/Wildland Fire, McNeill/Lehr News Hour,
> Event Oct 20 1991, taped Nov. 25, 1991. Run time 10 minutes.
>
> Optional reading
>
> in Sylves and Waugh, see Sutphen, \"California Wildfires: How
> Integrated Emergency Management Succeeds and Fails,\" Ch. VII,
> 190-224.

Student presentations second half of class.

\-\-\-\-\-\-\-\-\--

MARCH 19 Fire Service U.S.A.

(Fri.) RESEARCH PAPER 1 DUE BEFORE 5 PM

READ

(handout) Chapter 20: Fire Disasters of All Types

in Platt, see \"Conclusions and Recommendations,\" pp. 277-300.

See McKinsey Report of Fire Department of New York Response to 9/11 (on
reserve)

Student presentations second half of class.

Spring Recess Saturday March 20 through Sunday March 28

\-\-\-\-\-\-\-\--

MARCH 29

(Mon.)

READ

Haddow, George D. and Bullock, Jane A. Ch. 1 "The Historical Context of
Emergency Management," pp. 1-14 and Ch. 9, "Emergency Management and the
New Terrorist Threat," pp. 201-236.

\-\-\-\-\-\-\-\-\--

MARCH 31

(Wed.)

READ

See McKinsey Report of Fire Department of New York Response to 9/11 (on
reserve) Badey, Thomas J., ed. Annual Editions: Homeland Security 04/05,
Unit 2, National Journal, The Experiment Begins, pp. 9-22.

> Probable QUIZ #3 given in last half hour of class.

APRIL 2 Disasters as Focusing Events, 9/11 Video and Discussion

(Fri.)

VIDEO

9/11 video and discussion.

APRIL 5 Earthquake America and Japan: Video and Discussion

(Mon.) (absence permitted for those observing Passover)

VIDEO

> Tape K: Los Angeles Northridge Earthquake, NBC-ABC-Nightline-coverage
> of 1994. Runs about 1.15 hours.

Tape AA: Kobe Earthquake and LA Helps, run time 00-6:56.

Tape BB: Kobe Earthquake, no run time logged, no date.

\-\-\-\-\-\-\-\-\--

APRIL 7 The Politics and Management of Earthquake Disaster Recovery

(Wed.)

READ

(Handout) Chapter 19: Earthquake Disaster

in Platt, see \"The Bay Area: One Disaster After Another,\" Ch. 8,
241-276.

Student presentations second half of class.

Optional reading

> in Sylves and Waugh, see Klebs & Sylves, \"The Northridge Earthquake:
> Memoir of a FEMA Inspector,\" Ch. VI, 126-160.

\-\-\-\-\-\-\-\-\--

APRIL 9 Tornado Disaster without Hollywood

(Fri.) (absence permitted for those observing Good Friday)

(UD says last day to drop a course without academic penalty.)

READ Handout, Sylves, \"Tornados and Emergency Management.\"

VIDEO Tape F: Tornado footage. Run time about 12 minutes.

Tape J: Oklahoma Tornado, MSNBC May 10, 1999. Run time 13:17 minutes.

\-\-\-\-\-\-\-\-\-\--

APRIL 12 Intergovernmental Relations and Homeland Security

(Mon.)

READ

Badey, Thomas J., ed. Annual Editions: Homeland Security 04/05, Unit 5,
Waugh and Sylves, Organizing the War on Terrorism," pp. 32-40.

Optional reading:

(Handout) Intergovernmental Relations and Disaster, Ch. 10.

> in Sylves and Waugh, see Waugh & Sylves, \"The Intergovernmental
> Relations of Emergency Management,\" Ch. III, 46-69.

Student presentations second half of class.

Probable QUIZ #4 given in last half hour of class

\-\-\-\-\-\-\-\-\--

APRIL 14 State Governments and Disaster

(Wed.)

READ

Badey, Thomas J., ed. Annual Editions: Homeland Security 04/05, Unit 13,
Glendening, Governing After September 11: A New Normalcy, pp. 81-83.

Badey, Thomas J., ed. Annual Editions: Homeland Security 04/05, Unit 15,
USA Today, States, Cities Step Up Security and Squabble Over Costs, pp.
86.

Optional Reading:

(Handout) Chapter 11: States: Disaster Management and Politics

> (Handout) Chapter 9: Disaster Costs and Public Money

\-\-\-\-\-\-\-\-\-\--

APRIL 16

(Fri.)

READ

Haddow, George D. and Bullock, Jane A. Ch. 3, "The Disciplines of
Emergency Management: Mitigation," pp. 37-54.

Dory, Amanda J. Civil Security, Part 1, Introduction: A Civil Security
Roadmap, pp. 1-9

\-\-\-\-\-\-\-\-\--

APRIL 19

(Mon.)

READ

Haddow, George D. and Bullock, Jane A. Ch. 4, "The Disciplines of
Emergency Management: Response," pp. 55-94.

Dory, Amanda J. Civil Security, Part 2, U.S. Cold War Civil Defense, pp.
10-19.

\-\-\-\-\-\-\-\-\-\--

APRIL 21

(Wed.)

READ

Haddow, George D. and Bullock, Jane A. Ch. 5, "The Disciplines of
Emergency Management: Recovery," pp. 37-54.

Dory, Amanda J. Civil Security, Part 3, Risk Psychology, Risk
Assessment, and Risk Education, pp. 20-35

\-\-\-\-\-\-\-\-\-\--

APRIL 23

(Fri.)

READ

Dory, Amanda J. Civil Security, Part 4, Preparedness, pp. 35-51

Haddow, George D. and Bullock, Jane A. Ch. 6, "The Disciplines of
Emergency Management: Preparedness," pp. 115-140.

APRIL 26

(Mon.)

READ

Dory, Amanda J. Civil Security, Part 5, Public Warning: Alert and
Notification, pp. 51-61

Haddow, George D. and Bullock, Jane A. Ch. 7, "The Disciplines of
Emergency Management: Communications," pp. 141-164.

Probable QUIZ #5 given in last half hour of class.

APRIL 28

(Wed.)

READ

Dory, Amanda J. Civil Security, Part 6, Protective Actions, pp. 61-85

Dory, Amanda J. Civil Security, Part 7, Conclusion, pp. 86-94

Likely student presentations.

\-\-\-\-\-\-\-\-\-\-\-\-\-\--

APRIL 30 Cities, Counties, and Local Government in Disaster

(Fri.)

READ

Badey, Thomas J., ed. Annual Editions: Homeland Security 04/05, Unit 12,
Keating, Catastrophic Terrorism, pp. 76-80.

Badey, Thomas J., ed. Annual Editions: Homeland Security 04/05, Unit 14,
Machacek, Bush Meets with N.Y. Mayor and Promises More Aid for Cities,
pp. 84-85.

Badey, Thomas J., ed. Annual Editions: Homeland Security 04/05, Unit 16,
Gorman and Freedberg, A Burnt-Orange Nation, pp. 87-91.

Optional reading:

(Handout) Chapter 12: Counties and Cities: Disaster Management and
Politics

> in Sylves and Waugh, see Sylves & Pavlak, \"Managing Major Emergencies
> in \'Gotham City\',\" Ch. XII, 270-293.

Student presentations second half of class.

\-\-\-\-\-\-\--

MAY 3 International Disaster, the American Role

(Mon.)

READ

Haddow, George D. and Bullock, Jane A. Ch. 8, International Disaster
Management, pp. 165-189.

\-\-\-\-\-\-\-\--

MAY 5 International Disaster, the American Role, Case Study

(Wed.)

READ

Haddow, George D. and Bullock, Jane A. Ch. 8, International Disaster
Management, Case Study, 189-200.

Likely student presentations.

\-\-\-\-\-\-\-\--

MAY 7 Foreign Disaster Management and the Linkage to U.S. Disaster
Policy

(Fri.) Honors Day, schedule may be altered by UD.

READ

> (Handout) Chapter 23: Foreign Disasters and the Globalization of U.S.
> Disaster Policy and Management

Student presentations second half of class.

\-\-\-\-\-\-\--

MAY 10 Emergency Management as a Career Field

(Mon.)

READ

Haddow, George D. and Bullock, Jane A. Ch. 10, "The Future of Emergency
Management," pp. 237-244.

Likely student presentations.

MAY 12

(Wed.)

Group presentations to be announced.

\-\-\-\-\-\--

MAY 14

(Fri.)

Group presentations to be announced.

\-\-\-\-\-\-\-\--

MAY 17 Professions and KSA's of Disaster Management

(Mon.) RESEARCH PAPER 2 DUE BEFORE 5 PM

Group presentations to be announced.

> (Handout), Chapter 22: Professionalization of Disaster Management

MAY 19 Quiz #6 and course evaluation and last meeting day.

(Wed.)

\-\-\-\-\-\-\-\-\--

Thank you for taking this course. It was not possible for us to cover
every topic you may have founding interesting, but I hope the research
papers and readings gave you a chance to read beyond our required
assignments. Best wishes, Dr. Sylves