####### Chapter 2: Preparedness

######## Chapter Outline

1.  Introduction of topics and concepts to be discussed in the chapter

    A.  Preparedness Cycle

    B.  Preparedness Programs

    C.  Education and Training Programs

    D.  Community Involvement

2.  Case Studies:

    A.  Washington State Emergency Management Division -- Comprehensive
        Public Disaster Preparedness Campaign

    B.  TsunamiReady -- An Effective Tsunami Preparedness Program

    C.  The Emergency Management Institute -- The Federal Role in
        Emergency Management Education in the United States

3.  Discussion Questions

**Introduction**

Preparedness within the field of emergency management can best be
defined as a state of readiness to respond to a disaster, crisis or any
other type of emergency situation.

Preparedness is not merely a state of readiness, but a theme that has
permeated most aspects of emergency management as it has and continues
to evolve in the United States and elsewhere. If one looks back into the
history of the United States, they can see how the predecessors of
today's emergency managers focused upon preparedness. The fall-out
shelters of the 1950's and the air raid wardens, for example, were
clear-cut cases of the government promoting preparedness for a potential
nuclear attack from the Soviet Union. And in the early 1970's, a study
prepared by the National Governor's Association described the importance
of preparedness and called it the first step in emergency management.

In the last few decades, preparedness has advanced significantly. Its
role as a building block of emergency management continues as the
Department of Homeland Security strives to bring preparedness to the
attention of American families. Today, we are well aware that no
emergency management organization can function without a strong
preparedness capability. This vital capability is built only through the
efforts of planning, training and exercising.

##### A Systems Approach: The Preparedness Cycle

Emergency management has just recently been established as both an
academic field and as an applied practice in the public and private
sectors. It has thus far drawn primarily upon the fields of emergency
medicine, fire suppression and law enforcement for many of its
foundations. Although these distinct specialties are both tried and
tested, they also are steeped in tradition --- consequently relying less
upon academic or analytic processes. Without a foundation that ties
academia and structured analytic methodologies with tradition, the
extreme complexity of emergency management, often requiring coordination
between tens to hundreds of individual agencies and organizations, will
not be effectively managed. Therefore, a systematic approach must be
established for emergency management as a whole, and specifically in
regards to defining the steps necessary to reach preparedness.

The diagram appearing below (Figure 2.1), which is often used in
terrorism planning, depicts a planning process that establishes
preparedness. The process begins with an assessment of the jurisdiction
or business' threats, be they natural or manmade, and works in a
systematic approach towards a cyclical process that ultimately
establishes organizational preparedness. This systematic and cyclical
approach is defined by the continual evolution of the phases on the
exterior ring---assessment, planning, preparation and evaluation.

![](media/image1.jpeg){width="3.497916666666667in"
height="2.323611111111111in"}

> Figure 2.1: The Preparedness Planning Cycle

In this depiction, the interior ring defines each of the steps that
organizations must work toward in order to become prepared. The first
step is to identify what types of disasters, or threats the
jurisdiction, business, or other entity faces. Next, by assessing the
current vulnerability, or level of preparedness, the organization can
move towards determining the shortfalls that exist between current
preparedness and the requirements to meet an appropriate preparedness
posture. This improved posture may be determined through industrial
standards set forth externally, by organizations such as the National
Fire Protection Association, which sets fire safety standards, or the
International Organization for Standardization (ISO - one of the largest
developers of standards and certifications), or internally through the
use of industry disaster and risk management experts. Local, state,
and/or federal laws can also define a required level of preparedness
through the use of statutory requirements.

Implementing enhancements or retrofitting incomplete systems allows for
the bridging of these identified shortfalls. Exercises and training is
then utilized to test how effectively the enhancements or new systems
are meeting the standards determined in earlier stages and addressing
the organization's risk. If they are successful, then the objective goal
of readiness or preparedness regarding the particular identified threats
is met.

The cyclical nature of this system is fundamental defining and applying
the successive steps to be taken after determining whether a
jurisdiction, or any type of entity, is or is not prepared. Regardless
of whether these standards are met, the entity must re-examine their
threats regularly because both natural and technological threats change
constantly. Organizational acceptance of the philosophy that defines
preparedness as a dynamic state which can rapidly improve and/or
diminish independent of known external factors, and in a short time or
gradual timeframe, will provide the perpetual vigilance that is required
to remain prepared. Using a systems approach can help to ensure that the
overall emergency management system is prepared and, more importantly,
that each of the individual functional areas are prepared as well.

**Preparedness Programs**

Preparedness is everyone\'s job. Not just government agencies but all
sectors of society\-- service providers, businesses, civic and volunteer
groups, industry associations and neighborhood associations, as well as
every individual citizen\--should plan ahead for disaster. As such,
preparedness programs are developed to target each of these audiences in
order to educate, promote and test preparedness.

One of these public education programs is The Community and Family
Preparedness Program operated by FEMA that educates the general public
about disaster awareness and preparedness. The core message of the
Community and Family Preparedness Program is the Family Disaster Plan
\-- four basic steps people can take to prepare for any type of
disaster.

-   Step 1. Find out what types of disasters are most likely to occur in
    your community and how to prepare for them. Contacting your local
    emergency management office or [American Red
    Cross](http://www.fema.gov/cgi-shl/goodbye.pl?url=http://www.redcross.org)
    chapter for information and guidelines is a good way to get started.

-   Step 2. Create a family Disaster Plan. Hold a family meeting to talk
    about the steps they\'ll take to be ready when disaster happens in
    their community.

-   Step 3. Take action. Each family member, regardless of age, can be
    responsible for helping the family be prepared. Activities can
    include posting emergency telephone numbers, installing smoke
    detectors, determining escape routes, assembling disaster supply
    kits and taking first aid or CPR courses.

-   Step 4. Practice and maintain the plan. The final step emphasizes
    the need to practice the plan on a regular basis so family members
    will remember what to do when disaster strikes.

As just one of the many preparedness programs sponsored FEMA and other
public and private disaster response and emergency management
organizations, the Community and Family Preparedness Program highlights
the foundation of a disaster program applicable to a wide range of
disasters. Many more programs look specifically at preparedness
regarding one type of disaster and can be obtained through agencies such
as FEMA, the American Red Cross, and your state and local offices of
emergency management.

**Education and Training Programs**

Since its inception in 1979, the Federal Emergency Management Agency
(FEMA) has become a leader in developing and teaching courses in
emergency management. FEMA manages the Emergency Management Institute
(EMI) and the National Fire Academy (NFA) that are collocated on a
former college campus in Emmitsburg, Maryland. Thousands of
firefighters, fire officers and emergency managers have been trained by
FEMA. Additionally, FEMA has helped establish degree programs in junior
colleges, colleges and universities across the country. Currently FEMA
is expanding its training and education capacities through distance
learning programs.

Two courses of note offered at EMI are the Integrated Emergency
Management Course (IEMC) and the Disaster Resistant Jobs Train the
Trainer Courses. The IEMC is a weeklong course for public officials that
cover all aspects of a community emergency management function.
Community officials from Oklahoma City participated in the IEMC just
months before the terrorist bombing in 1995 and credit the lessons they
learned at IEMC with helping them to respond quickly and effectively to
the bombing.

The Disaster Resistant Jobs course was developed in cooperation with the
Economic Development Administration (EDA) of the U.S. Department of
Commerce and is designed to "help small and medium sized communities
protect the economy from the effects of catastrophic events." This
course was developed in response to the devastating impact the 1997
floods had on the City of Grand Forks, North Dakota. EDA and FEMA
recognized that more could be done in economic development planning to
reduce the impacts of future disasters on local economies.

FEMA's EMI Higher Education Project works to establish and support
emergency management curriculum in junior colleges, colleges and
universities. The Project has developed a prototype curriculum for
Associate Degrees in Emergency Management. Currently, FEMA lists 120
Emergency Management Higher Education Programs in institutions spread
across 40 States, Washington, DC and Puerto Rico.

The mission of the National Fire Academy (NFA) is, "Through its courses
and programs, the National Fire Academy works to enhance the ability of
fire and emergency services and allied professionals to deal more
effectively with fire and related emergencies."

Since its inception in 1975 as the delivery mechanism for fire training
for the congressionally mandated U.S. Fire Administration (USFA), the
NFA estimates it has trained over 1.4 million students. The NFA delivers
courses at its Emmitsburg campus that it shares with the Emergency
Management Institute (EMI) and across the nation in cooperation with
State and local fire training organizations and local colleges and
universities.

Since September 11, FEMA estimates 983,088 field, resident and
independent study courses have been completed.

FEMA provides other education and training resources such as curriculum
and activities for teachers to use in the schools, school safety and
fire safety materials and information on how to talk to your kids about
terrorism. FEMA has built an award winning website for children called
"FEMA for KIDS" that has such features as becoming a disaster action
kid, the disaster area, the disaster connection: kids to kids, homework
help, games and quizzes, and about FEMA.

**Community Involvement**

In recent years, emergency management officials have made an effort to
include the general public, volunteer groups and the business sector in
preparedness planning and training and education programs. The Community
Emergency Response Team (CERT) training is just one example of community
involvement in preparedness training.

Community Emergency Response Team (CERT) concept was developed and
implemented by the Los Angeles City Fire Department (LAFD) in 1985. The
CERT course will benefit any citizen who takes it. This individual will
be better prepared to respond to and cope with the aftermath of a
disaster. Additionally, if a community wants to supplement its response
capability after a disaster, civilians can be recruited and trained as
neighborhood, business, and government teams that, in essence, will be
auxiliary responders. These groups can provide immediate assistance to
victims in their area, organize spontaneous volunteers who have not had
the training, and collect disaster intelligence that will assist
professional responders with prioritization and allocation of resources
following a disaster. Since 1993 when this training was made available
nationally by FEMA, communities in all 50 States, the District of
Columbia, Puerto Rico, Guam and the Virgin Islands have conducted CERT
training.

The American Red Cross has long been a proponent of preparedness
training. The Red Cross has partnered with FEMA for years to develop
preparedness programs and to distribute literature and information to
the general public on how to prepare for all forms of natural hazards.
In the aftermath of the September 11 terrorist attacks, the American Red
Cross was one of the first organizations to develop and distribute a
guide for homeland security preparedness for individuals, businesses and
families pegged to the five color levels included in the Homeland
Security Advisory System (HSAS).

In the past, the business continuity planning community has taken the
lead in providing preparedness services to the country's business
sector. Efforts are currently underway to develop partnering
opportunities between the business sector and the government emergency
management agencies and volunteer organizations like the Red Cross to
provide disaster and homeland security preparedness to small and large
businesses in every community.

The three case studies included in this chapter highlight the
preparedness planning process, the design and delivery of preparedness
and education programs, and the role of the community in the delivery of
preparedness messages and the implementation of preparedness activities.
The cases also discuss preparedness on a state level, a regional level,
and a national level.

## 

## Case Study 2.1: TsunamiReady -- An Effective Tsunami Preparedness Program 

## The Tsunami Hazard

A tsunami (pronounced "soo-nah-mee") is a series of waves generated by
an undersea disturbance such as an earthquake. The term tsunami is
Japanese in origin, represented by two characters: \"tsu\" (harbor) and
\"nami\" (wave). Tsunamis are often referred to, incorrectly, as \"tidal
waves.\" In truth, tides result from the gravitational influences of the
moon, sun, and planets, a phenomenon that has absolutely nothing to do
with the generation of tsunamis (although the ultimate height of a
tsunami striking a coastal area is determined by the tide level at the
time of impact.)

There are many events that result in the generation of a tsunami, but
earthquakes are the most prevalent.  Other forces that generate the
great waves include landslides, volcanic eruptions, explosions, and
though extremely rare, the impact of extra-terrestrial objects, such as
meteorites.

Tsunamis are generated when a large area of water is displaced, either
by a shift in the sea floor as would occur following an earthquake, or
by the introduction of mass, as described in the other generative forms
listed above. Waves are formed as the displaced water mass attempts to
regain its equilibrium.  It is important to note that not all
earthquakes generate tsunamis; to do so, earthquakes must occur
underneath or near the ocean, be large in magnitude (studies have
indicated a minimum 6.9 on the Richter Scale), and create movements in
the sea floor. While all oceanic regions of the world can experience
tsunamis, the countries lying in the Pacific Rim region face a much
greater frequency of large, destructive tsunamis because of the presence
of numerous large earthquakes in the seismically active 'Ring of Fire'.

From the area of the disturbance, the resulting waves that are generated
will travel outward in all directions, much like the ripples caused by a
rock thrown into standing water. The time between wave crests can range
from as little as 5 to as many as 90 minutes, and the wave speed in the
open ocean will average a staggering 450 to 600 miles per hour.

Tsunamis reaching heights of more than 100 feet have been recorded. In
the open ocean, tsunamis are virtually undetectable to most ships in
their path. As the waves approach the shallow coastal waters, they
appear normal but their speed decreases significantly. The compression
of the wave resulting from the decrease in ocean depth causes the wave
to rise in height and crash onto land -- often with great destruction,
injuries and death as the result. (NTHMP, 2003)

Tim Folger, in his article "Waves of Destruction", described the
generation of tsunamis. He wrote, \"As the tsunami wave reaches the
shallower water above a continental shelf, friction with the shelf slows
the front of the wave. As the tsunami approaches shore, the trailing
waves pile onto the waves in front of them, like a rug crumpled against
a wall creating a wave that may rise up to 30 feet before hitting the
shore.  Although greatly slowed, a tsunami still bursts onto land at
speeds of around 35 miles per hour, with enough momentum to flatten
buildings and trees and to carry ships miles inland.\" (Folger, 1994)

The areas facing the greatest risk from the tsunami hazard are those
populated centers that lie within one mile of the coastline and rise
less than 50 feet above sea level. It is in these areas that public
education and planning for tsunamis has been focused. Misinformation
about tsunamis can be deadly, as has been exhibited when people have
fled an initial tsunami wave of a series, only to be killed upon
returning too soon by successive waves that followed. Strange phenomena
that precede a tsunami, such as the ocean receding for 100s of feet
exposing the ocean floor, have resulted in the death of misinformed
citizens who ventured out to explore, only to be drowned in a sudden
return of water height.

The following list provides a small sample of the range of tsunami
experiences that have occurred within the United States and Canada:

-   In 1964, an Alaskan earthquake generated a tsunami with waves
    between 10 and 20 feet high along parts of the California, Oregon,
    and Washington coasts. This tsunami caused more than \$84 million in
    damage in Alaska and a total of 123 fatalities.

-   Although tsunamis are rare along the Atlantic coastline, a severe
    earthquake on November 18, 1929, in the Grand Banks of Newfoundland
    generated a tsunami that caused considerable damage and loss of life
    at Placentia Bay, Newfoundland.

-   In 1946, a tsunami with waves of 20 to 32 feet crashed into Hilo,
    Hawaii, flooding the downtown area and killing 159 people.

Most deaths during a tsunami are a result of drowning. Other risks
associated with the tsunami hazard include flooding, polluted water
supplies, destruction of crops, business interruption, loss of
infrastructure (roads, electrical lines, etc.), and damaged gas lines.
Since 1945, more people have been killed as a result of tsunamis than as
a direct result of an earthquake's ground shaking.

Presently, the National Oceanic &Atmospheric Administration (NOAA)
participates in the Tsunami Warning System, operating two Tsunami
Warning Centers. The Alaska/West Coast Tsunami Warning Center (ATWC) in
Palmer, Alaska, serves as the regional Tsunami Warning Center for
Alaska, British Columbia, Washington, Oregon, and California. The
Pacific Tsunami Warning Center (PTWC) in Ewa Beach, Hawaii, serves as
the regional Tsunami Warning Center for Hawaii and as a
national/international warning center for tsunamis that pose a
Pacific-wide threat. (NTHMP, 2003)

An important part of the effort to reduce the impacts of tsunamis in
these high-risk areas has been public education and community
preparedness. Early efforts included the identification and marking of
public evacuation routes, teaching supplies provided to schools, and
literature distributed to the population at large. However, a more
comprehensive program was needed, and the NOAA National Weather Service
(NWS) developed the TsunamiReady program to address this need.

## The TsunamiReady Program

TsunamiReady is an initiative that promotes tsunami hazard preparedness
as an active collaboration among Federal, state and local emergency
management agencies, the public, and the NWS tsunami warning system.
This collaboration functions for the purpose of supporting better and
more consistent tsunami awareness and mitigation efforts among
communities at risk. Through the TsunamiReady program, NOAA's National
Weather Service gives communities the skills and education needed to
survive a tsunami before, during and after the event. TsunamiReady was
designed to help community leaders and emergency managers strengthen
their local tsunami operations. (NOAA, N/D)

The TsunamiReady program is based on the NWS StormReady model (which can
be viewed by accessing <http://www.stormready.noaa.gov/>). The primary
goal of TsunamiReady is the improvement of public safety during tsunami
emergencies. As stated above, TsunamiReady is designed for those coastal
communities that are at known risk of the tsunami hazard (tsunami hazard
risk maps can be seen by accessing
<http://www.pmel.noaa.gov/tsunami/time/>).

Traditionally, tsunami hazard planning along the U.S. West Coast and
Alaska has been widely neglected because of the statistically-low
incidence of tsunamis. As result of that perceived 'rarity', many
individuals and communities have not worked to become as
\"tsunami-aware\" as they could and should be. Among those communities
that are considered to be prepared, that level of exhibited preparedness
varies significantly (NWS, N/D).

However, as is true with the earthquakes and other rare events that
generate tsunamis, avoidable casualties and property damage will only
continue to rise unless these at-risk communities become better prepared
for tsunamis. As previously mentioned, readiness involves two key
components: *awareness* and *mitigation*. Awareness involves educating
key decision makers, emergency managers, and the public about the nature
(physical processes) and threat (frequency of occurrence, impact) of the
tsunami hazard, while mitigation involves taking steps before the
tsunami occurs to lessen the impact (loss of life and property) of that
event when it does occur. Like is true with earthquakes, there is no
question tsunamis will strike again.

The National Weather Service (NWS) TsunamiReady program was designed to
meet both of the recognized elements of a useful readiness effort: it is
designed to educate local emergency management officials and their
public, and to promote a well-designed tsunami emergency response plan
for each community.

**Program Objectives**

TsunamiReady promotes tsunami hazard readiness as an active
collaboration among Federal, state and local emergency management
agencies, the public, and the NWS tsunami warning system. This
collaboration supports better and more consistent tsunami awareness and
mitigation efforts among communities at risk. The main goal is
improvement of public safety during tsunami emergencies. To meet this
goal, the following objectives need to be met by the community:

-   Create minimum standard guidelines for a community to follow for
    adequate tsunami readiness

-   Encourage consistency in educational materials and response among
    communities and states

-   Recognize communities that have adopted TsunamiReady guidelines

-   Increase public awareness and understanding of the tsunami hazard

-   Improve community pre-planning for tsunami disasters

P**rogram Methodology**

The processes and guidelines used in the TsunamiReady program were
modeled to resemble those of the National Weather Service "StormReady"
program. TsunamiReady established minimum guidelines for a community to
be awarded the TsunamiReady recognition, thus promoting minimum
standards based upon expert knowledge rather than subjective
considerations. Communities that accept the challenge to become
TsunamiReady, and are deemed to have met these requirements set by the
NWS TsunamiReady program, are designated as "TsunamiReady Communities."
Guidelines to achieve TsunamiReady recognition are given in the
following table, and discussed in detail in the pages immediately
following. Four community categories (based upon the population of the
community, and provided in the table's heading) are used to measure
tsunami readiness.

Note the Guideline 3 has been skipped as it refers exclusively to the
StormReady program, which shares these guidelines with the TsunamiReady
program. This is a key factor to consider, as it ensures by default that
all communities that are StormReady will also be TsunamiReady (as of
2002). As such, all communities being certified for TsunamiReady also
must pass all StormReady criteria. StormReady requires access to local
weather monitoring equipment (Guideline 3) and some further
administrative requirements (Guideline 6). Other than that, the
requirements are identical.

  --------------------------------- -------------------------------------
  **Guidelines**                    **Population**

  --------------------------------- -------------------------------------

  ---------------------------------- ---------------- ----------- ------------ --------------
                                     **\< 2,500**     **2,500 -   **15,000 -   **\>40,000**
                                                      14,999**    40,000**     

  **1: Communications and                                                      
  Coordination**                                                               

  24 hr Warning Point (WP)           X                X           X            X

  Emergency Operations Center                         X           X            X

  **2: Tsunami Warning Reception**                                             

  Number of ways for EOC/WP to       3                4           4            4
  receive NWS tsunami messages (If                                             
  in range, one must be NWR with                                               
  tone-alert, NWR-SAME is preferred)                                           

  **4: Warning Dissemination**                                                 

  Number of ways for EOC/WP to       1                2           3            4
  disseminate warnings to public                                               

  NWR tone-alert receivers in public X                X           X            X
  facilities (where available)                                                 

  For county/borough warning points, X                X           X            X
  county/borough communication                                                 
  network ensuring information flow                                            
  between communities                                                          

  **5: Community Preparedness**                                                

  Number of annual tsunami awareness 1                2           3            4
  programs                                                                     

  Designate/establish tsunami        X                X           X            X
  shelter/area in safe zone                                                    

  Designate tsunami evacuation areas X                X           X            X
  and evacuation routes, and install                                           
  evacuation route signs                                                       

  Provide written, locality          X                X           X            X
  specific, tsunami hazard response                                            
  material to public.                                                          

  Schools: encourage tsunami hazard  X                X           X            X
  curriculum, practice evacuations,                                            
  and provide safety material to                                               
  staff and students                                                           

  **6: Administrative**                                                        

  Develop formal tsunami hazard      X                X           X            X
  operations plan                                                              

  Yearly meeting/discussion by       X                X           X            X
  emergency manager with NWS                                                   

  Visits by NWS official to          X                X           X            X
  community at least every other                                               
  year                                                                         
  ---------------------------------- ---------------- ----------- ------------ --------------

**Guideline 1: Communications and Coordination Center**

It is well known that key to any effective hazards management program is
effective communication. This could not be truer when considering
tsunami-related emergencies, since the arrival of the giant waves can
occur within minutes of the initial precipitating event. These so-called
\"short-fused\" events, therefore, require an immediate, but careful,
systematic and appropriate response. To ensure such a proper response,
TsunamiReady requires that communities establish the following:

1\. [24-Hour Warning Point.]{.underline} It is the NWS, not the
community, which determines a Tsunami threat exists. Therefore, in order
to receive recognition under the TsunamiReady Program, an applying
agency needs to establish a 24-hour warning point (WP) that can receive
NWS tsunami information in addition to providing local reports and
advice to constituents. Typically, the functions of this type of
facility are merely incorporated into the existing daily operation of a
law enforcement or fire department dispatching (Emergency Communications
Center (ECC)) point.

For cities or towns without a local dispatching point, a county agency
could act in that capacity for them. In Alaska, where there may be
communities that have populations of less than 2,500 residents and no
county agency to act as a 24-hour warning point, the community is
required to designate responsible members of the community who are able
to receive warnings 24 hours per day, and who have the authority to
activate local warning systems. Specifically, the warning point is
required to have:

-   24-hour operations.

-   Warning reception capability.

-   Warning dissemination capability.

-   Ability and authority to activate local warning system(s).

2\. [Emergency Operations Center.]{.underline} Agencies serving
jurisdictions larger than 2,500 people are required to have the ability
to activate an emergency operations center (EOC). It must be staffed
during tsunami events to execute the warning point\'s tsunami warning
functions. The following list summarizes the tsunami-related roles
required of the EOC:

-   Activate, based on predetermined guidelines related to NWS tsunami
    information and/or tsunami events.

-   Staff with emergency management director or designee.

-   Establish warning reception/dissemination capabilities equal to or
    better than the warning point.

-   Maintain the ability to communicate with adjacent EOCs/Warning
    Points.

-   Maintain the ability to communicate with local NWS office or Tsunami
    Warning Center.

**Guideline 2: Tsunami Warning Reception**

Warning points and EOCs each need multiple ways to receive NWS tsunami
warnings. TsunamiReady guidelines to receive NWS warnings in an EOC/WP
require a combination of the following, based on population:

-   NOAA Weather Radio (NWR) receiver with tone alert. Specific Area
    Message Encoding (SAME) is preferred. Required for recognition only
    if within range of transmitter.

-   NOAA Weather Wire drop: Satellite downlink data feed from NWS.

-   Emergency Managers Weather Information Network (EMWIN) receiver:
    Satellite feed and/or VHF radio transmission of NWS products.

-   Statewide Telecommunications System: Automatic relay of NWS products
    on statewide emergency management or law enforcement system

-   Statewide warning fan-out system: State authorized system of passing
    message throughout warning area

-   NOAA Weather Wire via Internet NOAAport Lite: Provides alarmed
    warning messages through a dedicated Internet connection

-   Direct link to NWS office: e.g. amateur or VHF radio

-   E-mail from Tsunami Warning Center: Direct e-mail from Warning
    Center to emergency manager

-   Pager message from Tsunami Warning Center: Page issued from Warning
    Center directly to EOC/WP

-   Radio/TV via Emergency Alert System: Local Radio/TV or cable TV

-   US Coast Guard broadcasts: WP/EOC monitoring of USCG marine channels

-   National Warning System (NAWAS) drop: FEMA-controlled civil defense
    hotline

**Guideline 4: Warning Dissemination**

1\. Upon receipt of NWS warnings or other reliable information
suggesting a tsunami is imminent, local emergency officials must be able
to communicate this threat information with as much of the population as
possible. This is fundamental to making the preparedness program
effective. As such, receiving TsunamiReady recognition requires that
communities have one or more of the following means of ensuring timely
warning dissemination to their citizens (based upon population, as
described in the table above):

-   A community program that subsidizes the purchase of NWR. (NWR
    receiver with tone alert. SAME is preferred. Required for
    recognition only if within range of transmitter.)

-   Outdoor warning sirens.

-   Television audio/video overrides.

-   Other locally-controlled methods, e.g. local broadcast system or
    emergency vehicles.

-   Phone messaging (dial-down) systems.

2\. It is required that at least one NWR, equipped with a tone alert
receiver, be located in each critical public access and government-owned
building, and must include 24 hour warning point, EOC, School
Superintendent office or equivalent. Critical public access buildings
are defined by each community\'s tsunami warning plan. Locations that
are recommended for inclusion by the NWS include: all schools, public
libraries, hospitals, fairgrounds, parks and recreational areas, public
utilities, sports arenas, Departments of Transportation, and designated
shelter areas. (SAME is preferred. This is required for recognition only
if the community exists within range of a transmitter.)

3\. Counties/Boroughs only: a county/borough-wide communications network
ensuring the flow of information among all cities and towns within those
administrative borders. This would include provision of a warning point
for the smaller towns, and fanning out of the message as required by
state policy.

**Guideline 5: Community Preparedness**

Public education is vital in preparing citizens to respond properly to
tsunami threats. An educated public is more likely to take the steps
required to receive tsunami warnings, recognize potentially threatening
tsunami events when they exist, and respond appropriately to those
events. Therefore, communities that are seeking recognition in the
TsunamiReady Program must be able to:

-   Conduct or sponsor tsunami awareness programs in schools, hospitals,
    fairs, workshops, and community meetings (the actual number of talks
    that must be given each year is based upon the community's
    population).

-   Define tsunami evacuation areas and evacuation routes, and install
    evacuation route signs.

-   Designate a tsunami shelter/area outside the hazard zone.

-   Provide written tsunami hazard information to the populace,
    including:

    -   Hazard zone maps

    -   Evacuation routes

    -   Basic tsunami information

> These instructions can be distributed through mailings (utility bills,
> for example), within phone books, and posted at common meeting points
> located throughout the community, such as libraries, supermarkets, and
> public buildings.

-   Local schools must meet the following guidelines:

    -   Encourage the inclusion of tsunami information in primary and
        secondary school curriculums. NWS will help identify curriculum
        support material.

    -   Provide an opportunity biennially for a tsunami awareness
        presentation.

    -   Schools within the defined hazard zone must have tsunami
        evacuation drills at least biennially.

    -   Written safety material should be provided to all staff and
        students.

    -   Have an earthquake plan.

**Guideline 6: Administrative**

No program can be successful without formal planning and a proactive
administration. The following administrative requirements are necessary
for a community to be recognized in the TsunamiReady Program:

1\. A tsunami warning plan must be in place and approved by the local
governing body. This plan must address the following:

-   Warning point procedures.

-   EOC activation guidelines and procedures.

-   Warning point and EOC personnel specification.

-   Hazard zone map with evacuation routes.

-   Procedures for canceling an emergency for those
    less-than-destructive tsunamis.

-   Guidelines and procedures for activation of sirens, cable TV
    override, and/or local system activation in accordance with state
    Emergency Alert System (EAS) plans, and warning fan-out procedures,
    if necessary.

-   Annual exercises.

2\. Yearly visits or discussions with local NWS Forecast Office Warning
Coordination Meteorologist or Tsunami Warning Center personnel must be
conducted. This can include a visit to the NWS office, a phone
discussion, or e-mail communication.

3\. NWS officials will commit to visit accredited communities, at least
every other year, to tour EOCs/Warning Points and meet with key
officials.

### **Administration of the TsunamiReady Program**

Oversight of the TsunamiReady program is accomplished within the NWS by
the National StormReady Board (The Board). The Board is responsible for
changes in community recognition guidelines. Proposed guideline changes
shall be directed to the Board for action. The Board consists of the NWS
Regional Warning Coordination Meteorologist (WCM) Program Leaders, the
National WCM Program Manager, a Federal Emergency Management Agency
(FEMA) representative, a National Emergency Management Association
(NEMA) representative, and an International Association of Emergency
Managers (IAEM) representative.

Oversight of the TsunamiReady program at the local level is provided by
the appropriate Local StormReady board. The Local StormReady board has
the authority to enhance TsunamiReady to fit regional situations. At a
minimum, this board consists of:

-   NWS Weather Forecast Office\'s Meteorologist-in-Charge

-   NWS Weather Forecast Office\'s Warning Coordination Meteorologist

-   State emergency service director or designee

-   Local emergency management association president or designee

-   Tsunami Warning Center\'s Geophysicist-in-Charge

-   Tsunami Hazard Mitigation Program representative

The Local StormReady Board is responsible for all steps leading to the
recognition of the TsunamiReady community. This includes implementing
procedures for site verification visits and application review.

#### **Benefits of the TsunamiReady Program**

The following benefits of participation in the TsunamiReady Community
program include:

-   The community is more prepared for the tsunami hazard

-   Regularly scheduled education forums increase public awareness of
    existing dangers

-   Contact with experts (emergency managers, researchers, NWS
    personnel) is increased and likewise, enhanced

-   Community readiness resource needs are identified

-   Positioning to receive State and Federal funds is improved

-   Core infrastructure to support other community concerns is enhanced

-   The public is allowed the opportunity to see first-hand how their
    tax money is being spent in hazard programs

##### Conclusion

Through the TsunamiReady program, NOAA's National Weather Service gives
communities the skills and education needed to survive a tsunami before,
during and

after the event. TsunamiReady helps community leaders and emergency
managers strengthen their local tsunami operations. TsunamiReady
communities are better prepared to save lives from the onslaught of a
tsunami through better planning, education and awareness. Communities
have fewer fatalities and property damage if they plan before a tsunami
arrives. No community is tsunami proof, but TsunamiReady can help
communities save lives.

**[References:]{.underline}**

FEMA. 2004. Fact Sheet: Tsunamis.
<http://www.govexec.com/dailyfed/1104/111804h1.htm>

Folger, Tim. 1994. "Waves of Destruction." *Discover* Magazine. May. Pp.
69-70.

NOAA (National Oceanic & Atmospheric Administration). N/D. The National
Tsunami Hazard Mitigation Program Brochure.
<http://wcatwc.arh.noaa.gov/tsunamiready/trbrochure.pdf>

NTHMP (National Tsunami Hazard Mitigation Program). 2003. Frequently
Asked Questions.
<http://www.pmel.noaa.gov/tsunami-hazard/tsunami_faqs.htm>

NWS. N/D. TsunamiReady; The Readiness Challenge.
<http://www.prh.noaa.gov/ptwc/tsunamiready/tsunami_ready_full_document.pdf>

# Sidebar 2.1.1: Press Release; - NOAA\'S National Weather Service Honors Washington Community for Earning \"TsunamiReady\" Recognition (from <http://www.wrh.noaa.gov/sew/tsu_pressRels.htm>) 

At a recognition ceremony, held during the Ocean Shores (Wash.) Sand
Festival on Saturday June 30, 2001, the National Weather Service (NWS),
an agency of the Commerce Department\'s National Oceanic and Atmospheric
Administration (NOAA), honored officials representing both the city of
Ocean Shores and Grays Harbor County for their efforts in simultaneously
earning the nation\'s first \"TsunamiReady\" and \"StormReady\"
designations for their communities.

During the ceremony, Scott Gudes, NOAA\'s acting administrator, said,
\"Today we are making history. We are honoring the State of Washington,
its elected and appointed officials, for completing a process that
enables them to better protect its citizens from severe weather and
tsunamis. These communities have demonstrated a strong commitment to
putting the infrastructure and systems in place that will save lives and
protect property in the event of these damaging and hazardous events.\"

City and county officials received both \"StormReady\" and
\"TsunamiReady\" road signs from NOAA officials. The road signs are
posted to inform residents and travelers that this is a NWS recognized
\"StormReady and TsunamiReady\" community. Many local and state
representatives were also on hand to witness the unique ceremony and
view the informational exhibits on the beach staffed by weather and
disaster related agencies.

![](media/image2.jpeg){width="2.0833333333333335in"
height="1.2291666666666667in"}Vickie Nadolski, NWS Western Region
director, emphasized the key safety message is awareness. \"If there is
an earthquake in or near a seaside community such as Ocean Shores,
people do not understand the importance of moving to higher ground or
inland immediately in case a tsunami occurs.\"

Nadolski pointed out local evacuation signs tell residents and visitors
to seek higher ground after they feel an earthquake. She said the
Pacific Northwest is prone to earthquakes. \"We are here to help people
understand if they live in or participate in recreational activities in
this region, they must know how to protect themselves from Mother
Nature\'s fury that can range from tsunamis to high wind and surf,
flooding events and dense fog in coastal areas.\"

The recent Feb 28 Nisqually earthquake was recently named the state of
Washington\'s costliest natural disaster, even when compared to the
winter flooding of 1996. Officials have approved nearly \$105 million to
assist people whereas about \$85 million in assistance was distributed
following the winter flooding of 1996.

\"When severe weather is headed our way, we encourage you to tune in to
NOAA Weather Radio or local media for the latest reports,\" said Chris
Hill, meteorologist in charge of the NWS forecast office in Seattle.
\"We want to have people know how to protect themselves from a variety
of severe weather. During the 1990s, Washington experienced 19 Federally
declared disasters and dozens more local disasters. When disasters
occur, a \"StormReady\" or \"TsunamiReady\" community will be better
prepared and will gain the most benefit for its citizens.\"

\"StormReady\" and \"TsunamiReady\" are voluntary preparedness programs
providing communities with clear-cut advice on how to best use a
grassroots approach and develop plans to handle local severe weather
threats from floods, wind storms, or snow storms. \"StormReady\" and
\"TsunamiReady\" will also strengthen a community\'s ability to receive
![](media/image3.jpeg){width="2.0833333333333335in"
height="1.2395833333333333in"}and use severe weather watches and
warnings from the NWS.

To receive the \"StormReady\" and \"TsunamiReady\" designation, this
community had to be approved by an advisory board made up of local
county emergency managers, representatives from Washington State
Emergency Management and the National Weather Service.

The Sand Festival draws master sand castle sculpting teams and several
thousand onlookers. One of the entries this year featured a tsunami wave
and larger-than-life replica of the tsunami evacuation route.

For more information about the \"StormReady\" program, please visit
[http://www.stormready.noaa.gov](http://www.stormready.noaa.gov/). .
Each NWS forecast office posts daily forecasts and severe weather
warnings on their Web pages. Links to NWS offices across the country are
available through [http://weather.gov](http://weather.gov/). For more
information on the TsunamiReady program, please see
<http://wcatwc.gov/tsunamiready/tready.htm>.

## Sidebar 2.1.2: Recent TsunamiReady Communities

  ------------ ---------------------------------------------- ------------
  **Date**     **Community**                                  **State**

  06/30/2001   Ocean Shores                                   Washington

  01/10/2002   Long Beach                                     Washington

  01/18/2002   Seward                                         Alaska

  05/29/2002   Crescent City                                  California

  06/04/2002   Quinault Indian Tribe                          Washington

  08/12/2002   Cannon Beach                                   Oregon

  09/09/2002   Homer                                          Alaska

  07/07/2003   Sitka                                          Alaska

  10/07/2003   Kodiak City                                    Alaska

  06/21/2004   University of California Santa Barbara (UCSB)  California
  ------------ ---------------------------------------------- ------------

From <http://www.prh.noaa.gov/ptwc/tsunamiready/community.htm>

**Sidebar 2.1.3: Tsunami Safety Advice**

![](media/image4.png){width="5.822222222222222in"
height="7.993055555555555in"}

from <http://wcatwc.arh.noaa.gov/tsunamiready/safety1.pdf>

## Illustration 2.1.1: TsunamiReady Brochure Pages 1 and 2

![](media/image5.png){width="8.8125in" height="6.4375in"}

![](media/image6.png){width="8.572916666666666in" height="6.53125in"}

From
<http://www.prh.noaa.gov/ptwc/tsunamiready/tsunami_ready_brochure.pdf>

**Illustration 2.1.2: Hawaii Tsunami -** Photograph courtesy of the
[**Pacific Tsunami Museum**](http://www.tsunami.org/), in Hilo, Hawaii,
posted by the USGS
([**http://volcanoes.usgs.gov/Products/Pglossary/tsunami.html**](http://volcanoes.usgs.gov/Products/Pglossary/tsunami.html))

People run from an approaching tsunami in Hilo, Hawaii, on 1 April 1946;
note the wave just left of the man\'s head in right center of image.

![](media/image7.jpeg){width="9.4in" height="5.875in"}

![](media/image8.png){width="2.375in" height="2.375in"}**Illustration
2.1.3: Tsunami Evacuation Sign** - From the Washington State Department
of Transportation
(<http://www.wsdot.wa.gov/biz/trafficoperations/traffic/newsigns.htm>)

![](media/image9.png){width="2.0729166666666665in"
height="1.6458333333333333in"} **Illustration 2.1.4: Tsunami Evacuation
Sign** - From the Washington State Department of Transportation
(<http://www.wsdot.wa.gov/biz/trafficoperations/traffic/newsigns.htm>)

**Case Study 2.2: Washington State Emergency Management Division --
Comprehensive Public Disaster Preparedness Campaign**

## Background on State-Level Emergency Management in Washington

Washington State experiences a wide range of hazards, both natural and
technological in origin. The most significant natural hazards affecting
the state include floods, wind and rainstorms, wildfires, and volcanic
eruptions. Washington is particularly vulnerable to the consequences of
seismic hazards. Additionally, residents are at risk from numerous
technological hazards, including intentional hazards like terrorism, and
unintential hazards such as nuclear power plant incidents, chemical
weapon stockpile incidents, and hazardous materials spills.

Managing all of these hazards requires a well-organized preparedness
mission, coordination measures, and effective response capabilities at
both the state and local levels. In Washington, the State-level
emergency management structure is The Emergency Management Division
(EMD), housed within the Washington State Military Department (WSMD).
The primary focus of the EMD is to work in partnership with Federal,
state, and local agencies, volunteers, and private organizations to
reduce the potential effects of these hazards. (EMD Homepage, N/D)

The EMD is organized into 4 Units, under direction of the Office of the
Director. These include:

1.  Enhanced 911

2.  Mitigation, Analysis & Plans

3.  Response and Recovery

4.  Policy, Programs & Training

The fourth unit, Policy, Programs & Training, manages the preparedness
functions of emergency management within Washington. Recently, this unit
developed a Homeland Security Section that has formed into a sub-branch
of the unit, which will not be a topic of this case study. The general
Policy, Programs & Training Section of this unit, which coordinates and
manages state and federal programs that assist local and state
governments, businesses, individuals, and private agencies in emergency
preparedness, is expanded upon below. (EMD Website, N/D)

## The Policy, Programs & Training Section

The Policy, Programs & Training Section of the EMD conducts three
separate programs to help communities, businesses and individual to
prepare for disasters. These programs, detailed below, are:

-   Emergency Management Exercise Assistance;

-   State Emergency Management Training; and

-   Disaster Preparedness Public Education

# Emergency Management Exercise Assistance

Under this program, State and local public officials, private firms and
volunteers are provided training and assistance in designing exercises
to test their emergency plans. Cities and counties throughout Washington
prepare for large and small-scale emergencies through their mandated
comprehensive disaster exercise programs. Those local jurisdictions that
accept Emergency Management Performance Grant (EMPG) funding (through
the EMD) are required by contract to design, conduct, evaluate, and
report at least one functional or full-scale exercise during the each
Federal fiscal year (unless the jurisdiction experiences an actual
disaster, which may be used towards 'program credit' in lieu of
conducting an actual scheduled exercise.)

To help these jurisdictions in their exercise planning endeavors, the
EMD offers a three-day *Exercise Design and Evaluation* course at least
twice each year. In this course, students are able to study and learn a
proven, eight-step process by which they can design effective disaster
simulations and an evaluation methodology to capture the lessons learned
during the exercise. Additionally, EMD staff provides assistance to the
state's cities, counties, and State agencies in the design, conduct, and
evaluation of their emergency management all-hazards exercises. In
general, this assistance comes in the form of pre-exercise advisement,
site visits, and may involve technical review of written exercise design
products. (WMDEMD3, 2002)

##### State Emergency Management Training

The Training Section develops and conducts emergency management training
designed to improve the skills and understanding of the roles and
responsibilities of emergency management personnel. Section staff
develops, conducts, and evaluates emergency management training and
exercises to test the capabilities of contingency plans and the
abilities of emergency personnel.

The Training Section coordinates a wide range of training both within
and outside the state. Training offered within the state includes:

-   Professional Development Series courses;

-   Applied Practices Series courses; and

-   Courses that prepare individuals for disasters ranging from floods,
    fires, weather storms, earthquakes, and other natural or
    technological hazards.

Courses and workshops generally run from one day to one week, and are
conducted throughout the state to offer the greatest access to all local
agencies and individuals. Many courses are offered without charge or for
a nominal fee. Each year in the fall, a training calendar with course
descriptions and schedule is published. Washington EMD Training
information can be viewed through the Internet at
[www.wa.gov/wsem/](http://www.wa.gov/wsem/).

EMD's training program also facilitates enrollment in courses offered by
the FEMA Emergency Management Institute (EMI), located in Emmetsburg,
MD. EMI courses are designed to assist federal, state, and local
government officials; volunteer organizations; and the private sector to
enhance their capabilities to mitigate, prepare, respond, and recover
from natural and technological disasters. Many of these courses are
designed as Train-the-Trainer to enable participants to share their
expertise upon return. A broad program of courses and information
offered each year through FEMA's Emergency Education Network (EENET),
and viewing sites for this program are offered throughout the state.

The FEMA EMI program is the subject of another case study in this
section, Preparedness. However, information on the program can be found
at <http://training.fema.gov/emiweb/>. (WMDEMD4, 2002)

##### Disaster Preparedness Public Education

The Policy, Programs & Training Section also develops public education
materials to motivate individuals, families, neighborhoods, schools and
businesses to prepare for emergencies and disasters. This last task is
the primary focus of the case study. (WMDEMD2, 2002)

## The Public Education Program

The Emergency Management Division considers public disaster education to
be one of its highest priorities, and encourages participation in
disaster education programs throughout the state. Their vision, in
accordance with these beliefs, is to have the best-prepared public in
the nation.

The principal goal of the Public Education Program is to encourage,
support and empower local governments, state agencies, volunteer
organizations, businesses and other privately sponsored groups who
desire to increase their level of preparedness or engage in preparedness
programs. The ultimate goal is individual self-sufficiency for at least
three days (72 hours) following a disaster.

The focus is all-hazard disaster preparedness. This is accomplished
through presentations; by assisting schools, businesses, and government
agencies; conducting train-the-trainer classes; facilitating
neighborhood preparedness courses; development of awareness and
preparedness materials; outreach to multicultural and special needs
groups; coalition building and public-private partnerships. Each of
these tasks is focused upon assisting citizens in preparing for
emergencies and disasters, thereby saving lives, minimizing property
damage and reducing the impact on the environment and the economy.

## Launching of the Annual Preparedness Program

Each year, the governor proclaims April to be "Disaster Preparedness
Month." The announcement provides program officials with an opportunity
to bring widespread awareness to the yearlong campaign, which begins wit
the launching of the *April All-Hazard Disaster Preparedness Campaign.*

An extensive yet highly effective packet of preparedness materials is
created for distribution during this period, and available throughout
the year in both paper and online versions (which are accessed directly
from the Program's web site. Additionally, previous years' campaign
materials are available on this website as well.)

The campaign is maintained throughout the year, with planned activities
and announcements occurring during all twelve months. In addition to the
principal information packet described above, supplemental materials
related to seasonal disasters are created and distributed in accordance
with activities specific to those disasters or other subjects.

## A Roadmap To Citizen Preparedness

The Preparedness Program's educational materials are the key to the
program's success. Each year, in fact, the Preparedness Program receives
various awards for both the design and the achievement of these
educational materials (the most significant of these awards being those
received over several consecutive years from the International
Association of Emergency Managers (IAEM).) One of their most visual
resources is the "Roadmap to preparedness in Washington State".

Within this single, colorful poster, placed upon the back side of a
Washington State highway map, Washington State residents and visitors
are able to learn about both the individual disasters from which they
are at greatest risk, and the various practices they can adopt to
protect themselves and their families (this poster is offered as a
sidebar to the chapter, and can be found online by accessing
[http://emd.wa.gov/5-prep/trng/pubed/04-campaign/EMD%20Preparedness%20Roadmap.pdf](http://emd.wa.gov/5-prep/trng/pubed/04-campaign/EMD Preparedness Roadmap.pdf).)
Like a traditional roadmap, which guides readers on their journey across
various highways and roads, the "Roadmap of Emergency Preparedness for
Washington Residents and Travelers" gives readers the directions they
need to ensure that they are prepared should a disaster occur, without
spelling out the step-by-step actions they must take. The more detailed
instructions are provided through the various events, publications, and
classes that occur continuously throughout the year as part of the
greater overall educational program.

In addition to providing recommendations on personal actions that can be
taken in accordance with the five color-coded alert levels of the
Homeland Security Alert System, the roadmap provides 'Home Safety Action
Step' advice describing the following recommended actions:

-   Create a Home Safety Plan

-   Assemble Disaster Supply Kits

-   Learn First Aid and CPR

-   Search for Home Hazards

-   Reduce/Eliminate Home Hazards

-   Identify Your Resources

-   Learn Basic Search and Rescue

-   Put Your Plan Into Action

-   Practice Your Safety Plan

The hazards detailed on this 'roadmap', presented in an historical
context specific to Washington State, are:

-   Winter Weather

-   Earthquakes

-   Wildland Fires

-   Floods

-   Windstorms

-   Landslides

-   Volcanoes

-   Hazardous Materials

-   Tsunami

-   Drought

**The Preparedness Campaign and the Information Packet**

In addition to the Roadmap, a packet full of preparedness materials is
distributed each April with the launching of Disaster Preparedness
Month. Following the April events, each month of the year includes a
feature emphasizing an individual part of the emergency planning
process. By the end of the year, therefore, any citizen who participates
in the campaign should have a complete disaster preparedness plan, and
be ready to face any disaster that might occur in Washington State.

Guiding each year's activities is a Disaster Planning Calendar, which
runs from April to the following April (in accordance with the schedule
of the campaign). To supplement this calendar are various materials,
expanding upon the information in the calendar and the roadmap, which
help citizens make their disaster planning easier and more meaningful.
Even the folder within which the campaign materials are delivered helps
citizens to become more prepared, as 911 emergency information and
materials for adults and children are contained in the folder's left
pocket.

The following section describes the contents of this folder, which makes
up the heart of the Preparedness Campaign.

## The Emergency Preparedness Planning Calendar

[http://emd.wa.gov/5-prep/trng/pubed/04-campaign/EMD%20WA%20Calendar%202004.pdf](http://emd.wa.gov/5-prep/trng/pubed/04-campaign/EMD WA Calendar 2004.pdf)

This document has been designed in the format of an open-paneled
calendar (traditional wall calendar format). On the top panel of each
month is information about an action that can be taken to reduce
hazards, information about a specific natural or technological hazard,
and specific preparedness measures for the hazard described. On the
bottom panel is the actual calendar. For each month, in the page title,
is a specific goal to be accomplished, such as "Creating Your Home
Safety Plan," or "Preparing Disaster Supply Kits." In the right-hand
margin of each of these pages is a checklist that corresponds to the
specific actions that must be taken to accomplish the monthly goal.

In using the format of a calendar, EMD has created a tool that is likely
to be used by residents as it is a dual-use solution (provides the date
and provides preparedness information.) Each upper-face 'lesson' is
viewed for a full month, increasing the chances that the information
will be retained. Readers are also given an easily accomplished
checklist of activities, presented in a 12-month timeframe to
realistically address most peoples' busy schedules, such that
preparedness does not feel 'overwhelming.' For any of the activities
that are more complex or require information beyond what is provided,
the supplementary material is at hand.

**911 And Your Wireless Phone**

[http://emd.wa.gov/5-prep/trng/pubed/04-campaign/EMD%20911%20Wireless.pdf](http://emd.wa.gov/5-prep/trng/pubed/04-campaign/EMD 911 Wireless.pdf)

This one-page fact sheet gives residents the information they will need
to make emergency calls from their cellular telephones -- something most
people have never been instructed about. The fact is, calling in an
emergency from a cell phone is different than a house phone, and without
proper instruction, time is wasted, needed information (such as exact
location and the identity of the caller) is often omitted, and the
result is often an increased risk to victims. This document provides
concise yet effective information on how emergencies are reported by
cell phones from a caller in a car, in the wilderness, and in a boat.

**Statewide Earthquake Drill Fact Sheet (See Sidebar 3)**

[http://emd.wa.gov/5-prep/trng/pubed/04-campaign/EMD%20Earthquake%20Drill.pdf](http://emd.wa.gov/5-prep/trng/pubed/04-campaign/EMD Earthquake Drill.pdf)

An impressive endeavor, conducted each year as a component of the April
Disaster Preparedness Month activities, is the Statewide Earthquake
Drill. This one-page fact sheet details the instructions explaining how
the drill is conducted. The Statewide Earthquake Drill is described in
greater detail below.

## Disaster Preparation Handbook; An Emergency Planning and Response Guide

[http://emd.wa.gov/5-prep/trng/pubed/04-campaign/EMD%20Disaster%20Prep%20Hndbk%202004.pdf](http://emd.wa.gov/5-prep/trng/pubed/04-campaign/EMD Disaster Prep Hndbk 2004.pdf)

This is the heart of the Disaster Education program. It is a genuinely
user-friendly reference guide for disaster preparedness and public
health, which is thoughtfully designed to address the risks faced
specifically by Washington State residents. Instead of presenting topics
in a start-to-finish, cover-to-cover format that few people might find
the time to read, the 40-page booklet is designed so that each topic is
a one- or two-page standalone lesson that can be utilized without having
read any other part of the guide. Additionally, the guide addresses the
needs of a diverse population, including children and adults,
businesses, special needs populations, and Spanish speakers (additional
materials for speakers other than English and Spanish can be downloaded
from the website. Languages include Amharic, Arabic, Cambodian, Chinese,
Farsi, Ilocano, Korean, Laotian, Romanian, Russian, Serbo-Croatian,
Somaly, Spanish, Tagalog, Tigrigna, Ukranian, Vietnamese.)

Individual preparedness topics addressed in the guide (in order)
include:

-   How To Use 911

-   Emergency Planning for Business

-   Preparing Your Family For Disasters

-   Disaster Tips for People With Visual Disabilities

-   Disaster Tips for the Hearing Impaired

-   Disaster Tips for People With Medical Needs

-   Disaster Tips for People With Mobility Disabilities

-   Helping Children After a Disaster

-   Preventing the Spread of Germs / Cover Your Cough

-   Terrorism

-   Shelter In Place

-   Bomb Threats

-   Chemical Warfare Agents

-   Radioactive Materials

-   Anthrax

-   Smallpox

-   Methamphetamine Labs

-   Preparing Your Household for Emergencies (also in Spanish)

-   Checklist of Disaster Emergency Supplies (also in Spanish)

-   Power Outages / Using a Generator During Power Outages

-   Turning Off the Utilities

-   How To Secure Your Water Heater

-   Purifying Household Water

-   Household Fires

-   Preparing For Winter Storms

-   Windstorms

-   Floods

-   Landslides and Mudflows

-   Earthquakes

-   Volcanoes

-   Tsunamis

# Drop, Cover and Hold Drill Fact Sheet

# [**http://emd.wa.gov/5-prep/trng/pubed/04-campaign/EMD%20Drop%20Cover%20Hold%20Drill.pdf**](http://emd.wa.gov/5-prep/trng/pubed/04-campaign/EMD Drop Cover Hold Drill.pdf)

This fact sheet describes to residents how to react during an
earthquake. Additionally, tips are provided that address specific
locations where people may be during the earthquake that are not
necessarily addressed in traditional instruction (such as while driving,
in a stadium or theater, or on a sidewalk near a building.)

## How the Smart Family Survived a Tsunami

[http://emd.wa.gov/5-prep/trng/pubed/04-campaign/EMD%20Tsunami%20K-6.pdf](http://emd.wa.gov/5-prep/trng/pubed/04-campaign/EMD Tsunami K-6.pdf)

This is an 18-page guide for children in grades K-6, which describes
through the use of a narrative involving cartoon animals the events that
would transpire should a tsunami occur. The guide explains to children
the science behind the hazard, the response that will occur, and the
damage likely to follow in the disaster's aftermath. Finally,
information that is 'brought home to the parents' -- a proven method of
increasing family disaster preparedness - is included as the final three
pages of the booklet.

## Know What To Do During Chemical Emergencies

[http://emd.wa.gov/5-prep/trng/pubed/04-campaign/Child%20Shelter%20Worksheet.pdf](http://emd.wa.gov/5-prep/trng/pubed/04-campaign/Child Shelter Worksheet.pdf)

Although a portion of this information is provided in the Disaster
Preparation Handbook, preparing for chemical emergencies is complex and
requires greater explanation. In truth, very few Americans are familiar
with the response to chemical emergencies, and therefore have only the
most basic understanding of the response that would be necessary in
order to protect their health and life. This document was developed in
the form of a two-sided, 1.5 by 2 foot poster. The first side contains
information (with detailed illustrations) describing what to do during a
chemical emergency. The second side has a quiz and games to help
children more easily learn the material.

## Learning About Natural Disasters With Coloring Pages and Word Puzzles

[http://emd.wa.gov/5-prep/trng/pubed/04-campaign/EMD%20Natural%20Disasters%20K-2.pdf](http://emd.wa.gov/5-prep/trng/pubed/04-campaign/EMD Natural Disasters K-2.pdf)

This publication is a 24-page coloring book, designed for very young
children in grades k-2. The guide explains to children in a very basic
but interesting way (using cartoons, puzzles, math games, mazes and
rhyming text) how to react to various disaster scenarios.

**Announcement for State 911 Day (September 11^th^)**

[http://emd.wa.gov/5-prep/trng/pubed/04-campaign/EMD%20911%20Day.pdf](http://emd.wa.gov/5-prep/trng/pubed/04-campaign/EMD 911 Day.pdf)

This flyer announces a day where the state recognizes the importance of
the emergency 911 system, and uses the occasion to educate the public
about its use. The event is sponsored by EMD and the National Emergency
Number Associate (NENA).

## Announcement for September as Weather Radio Awareness Month

[http://emd.wa.gov/5-prep/trng/pubed/04-campaign/EMD%20Weather%20Radio%20Awareness.pdf](http://emd.wa.gov/5-prep/trng/pubed/04-campaign/EMD 911 Day.pdf)

This announcement describes the importance of the NOAA Weather Radio,
and describes in brief detail what a weather radio is and how a resident
can acquire one.

## How To Be Safe If A Lahar Flows Down The Mountain

[http://emd.wa.gov/5-prep/trng/pubed/04-campaign/EMD%20Lahar%20K-6.pdf](http://emd.wa.gov/5-prep/trng/pubed/04-campaign/EMD Lahar K-6.pdf)

This 26-page guide is designed for children in grades K-6. Like the
publication described above, How the Smart Family Survived a Tsunami,
this guide explains to children the science behind lahars, the response
that will follow should the hazard occur, and the damage likely to be
found in the disaster's aftermath. Also, information that is 'brought
home to the parents' is included at the end of the booklet.

## Washington Earthquake Country Poster

[**http://emd.wa.gov/5-prep/trng/pubed/03-campaign/eq-poster.pdf**](http://emd.wa.gov/5-prep/trng/pubed/03-campaign/eq-poster.pdf)

This final resource is a 16-inch X 22-inch poster explaining in very
simple language how to react should an earthquake occur. By using vivid
images, the viewer's attention is easily captures, and the succinct
language and effective graphic design ensure that very little time is
required to learn the simple lesson conveyed.

## The Roadmap to Emergency Preparedness for Washington Residents and Travelers

[http://emd.wa.gov/5-prep/trng/pubed/04-campaign/EMD%20Preparedness%20Roadmap.pdf](http://emd.wa.gov/5-prep/trng/pubed/04-campaign/EMD Preparedness Roadmap.pdf)

This publication is described in detail above in the introduction to
this section.

##### Additional Educational Activities Performed Throughout The Campaign

**Training in Schools**

Emergency preparedness training is provided to Washington's schools.
This training includes delivery of the *All Hazard Safety Workshop For
Schools*, in addition to training on the development of all hazard
school plans. EMD recommends that schools, colleges and childcare
facilities all maintain proper preparation for a major disaster. They
teach that in the event of a disaster, administrators and teachers will
need to be self-sufficient, thus relying on their own resources to care
for students and others until outside help is available at a later hour
or day. Specifically, the EMD recommends that schools:

-   Conduct a \"hazard hunt\" to find non-structural hazards in
    classrooms and offices.

```{=html}
<!-- -->
```
-   Secure and anchor equipment and furniture\-- including bookshelves,
    cabinets, computers, typewriters, water heaters, other gas
    appliances and lab equipment that may present a threat during an
    earthquake.

-   Encourage all staff and students to participate in the planning
    process and to prepare a disaster plan for their families.

-   Send information home to parents on the facility\'s emergency
    policies and procedures.

-   Update information on \"emergency notification cards.\"

-   Conduct in-service training workshops on first aid, shelter
    management, damage assessment and other related topics for the
    staff.

-   Dedicate a special class or assembly to address the effects of
    disasters and the importance of proper preparation.

-   Display preparedness information in high traffic areas.

-   Assemble preparedness kits, which include important safety
    information and first aid supplies.

-   Know the safest place in each room. Identify the locations of all
    exits, utility shut-off valves/switches, and storage sites for
    emergency supplies and equipment.

-   Know how, where and when to evacuate.

-   Conduct drills to test emergency plans and procedures. Make sure you
    test communications systems, evacuation plans, search and rescue
    activities and first aid techniques.

-   Conduct fund-raising activities to raise money for preparedness
    supplies and equipment.

Additionally, they stress the following areas where special
consideration is merited:

-   Infants will not understand or respond to emergency instructions.
    Therefore, special emphasis should be placed on ensuring their
    environment is as safe as possible. For example, cribs should be
    placed away from untreated windows and tall unsecured bookcases and
    shelves that may slide or topple. At a minimum, a three-day supply
    of water, juices, formula, diapers, food, and clothing should be
    stored. Strollers, wagons, and cribs with wheels should be used to
    transport infants if evacuation is necessary.

-   Toddlers may be able to understand simple emergency instructions.
    Some staff instruct younger children to take the drop, cover and
    hold position by using the command, \"kiss your knees.\" Besides the
    supplies mentioned for infants, it is also a good idea to have
    plenty of toys available and activities planned to occupy their
    attention. An extra supply of diapers should be maintained, even if
    toddlers are toilet trained.

-   Children with special needs require all of the above, plus
    additional assistance. Provisions for utilizing the help of extra
    staff, parents and older children should be included in an emergency
    plan. (From EMDWMD, N/D)

## Training Performed in Local Jurisdictions

A train-the-trainer program has been designed, which is delivered to
each local jurisdiction. The program was created to assist locals in the
development and implementation of their local disaster preparedness
public education programs.

**Statewide Earthquake Drill**

Each April, as part of Disaster Preparedness Month, an Earthquake "Drop,
Cover, and Hold" Drill is performed. The 15-minute drill is held in the
morning, from 9:45 to 10:00. EMD encourages that people conduct this
drill, as it is promoted Statewide, in their homes, in schools, or at
the workplace. They also recommend that the event be used as a
'springboard' for introducing the discussion of other topics related to
earthquake safety.

During the earthquake drill, radio and television broadcasters across
the state transmit a message encouraging all citizens of Washington to
stop current activities and take appropriate earthquake safety action.
Materials are provided to assist citizens in conducting the drill.

## State 911 Day

September 11^th^ has been proclaimed State 911 day by the governor, in
recognition of the emergency services State residents depend upon in all
emergencies. The day is used to promote the correct use of the 911
system through the use of press events and educational materials.

**Weather Radio Awareness Month**

EMD reserves the month of September to promote the use of the NOAA
weather radio. EMD uses the weather radio as a means to communicate with
the public and to transmit warnings in times of active or impending
disaster. The event gives EMD staff a chance to focus attention on the
devices, teach residents about how they are used and what they are used
for, and increase the number of households that have a weather radio
available.

**Pet Disaster Preparedness Public Service Announcements**

EMD has designed several public service announcements (PSAs) that teach
residents about the importance of considering the welfare of their pets
when planning for and responding to disasters. Their video "Pets Are
Family Too" won a First Place Award from the International Association
of Emergency Managers (IAEM).

**Publications Specific to individual disasters distributed throughout
the year**

Finally, each month a different hazard is featured by EMD, as listed in
the Emergency Preparedness Catalog. EMD uses periodic opportunities like
these to focus on specific hazards, supplementing previously distributed
materials with more hazard specific publications.

## Budget

The annual operating budget of this program, which comes out of the
Washington State Military Department budget (under Education Programs),
has remained below \$400,000 since its inception. . In fiscal year 2004,
the allocated budget was \$356,000. For fiscal year 2005, \$367,000 has
been approved. A dedicated staff of 1.6 full time employees (equivalent)
carries out all the tasks described above.

##### Results

-   Each year, the month of April is proclaimed "Disaster Preparedness
    Month". Maintaining this tradition ensures that Washington residents
    recognize the significance of the Campaign and heed its educational
    lessons.

-   Informational materials are widely distributed to state agencies,
    local emergency management offices, schools, hospitals, tribes,
    libraries, businesses and the general public. Widespread
    distribution ensures that the greatest percentage of residents is
    reached.

-   The annual statewide earthquake drill is maintained year after year.
    Additionally, posters and other informational materials that were
    distributed have served to reinforce the "Drop, Cover and Hold"
    procedure.

-   Mini-campaigns were distributed throughout the year highlighting
    seasonal hazards in Washington State. These informational materials
    were distributed to local emergency management jurisdictions for use
    with their citizens.

-   During the spring months, selected school administrators throughout
    the state have received instruction on the Incident Command System
    (used by the response agencies (fire, police, EMS) in response to
    minor and major disasters.) With the assistance of The Office of the
    Superintendent of Public Instruction, dozens of classes reaching
    hundreds of representatives charged with first-response in the event
    of a serious incident have been conducted.

-   Each year, EMD receives national awards, many of which are
    first-place awards, the International Association of Emergency
    Managers for disaster preparedness materials and the disaster
    preparedness campaign packet. The Western States Seismic Policy
    Council also presented the program with its Overall Award of
    Excellence for the design and distribution of "Nisqually 6.8", a
    brochure commemorating the anniversary of the 2001 Nisqually
    Earthquake. (WMDEMD, 2003)

**[References:]{.underline}**

State of Washington. 2004. Agency Activity Inventory by Agency. Military
Department.

Thurman, Barbara. 2004. Disaster Preparedness Month Introductory Letter.
Washington Military Department Emergency Management Division.

Washington Military Department Emergency Management Division. 2002. Fact
Sheet: Disaster Preparedness Public Education.

Washington Military Department Emergency Management Division (2). 2002.
Fact Sheet: Vision, Mission, and Organization.

Washington Military Department Emergency Management Division (3). 2002.
Fact Sheet: Emergency Management Exercise Assistance.

Washington Military Department Emergency Management Division (4). 2002.
Fact Sheet: State Emergency Management Training.

Washington Military Department Emergency Management Division. 2003.
Washington Emergency Management Division 2003 Activity Report.

Washington Military Department Emergency Management Division. N/D.
Public Disaster Education School and Child Care Preparedness Fact Sheet.

**Sidebar 2.2.1: "April is Preparedness Month in Washington; Statewide
Drop, Cover, Hold Drill Set for April 22" -** Washington State Emergency
Management Division Press Release, March 29, 2004.

CAMP MURRAY, Washington. Government agencies, businesses, schools and
citizens will use Preparedness Month to review emergency response plans
and to participate in the statewide earthquake drill on April 22.

Washington's Military Department, Emergency Management Division (EMD),
the Federal Emergency Management Agency, and city and county emergency
management agencies will highlight the importance of practicing
preparedness and increasing awareness of disaster planning during the
month-long campaign, said Gov. Gary Locke.

"I encourage all citizens to increase their knowledge and awareness of
proper safety measures to follow before, during, and after a natural or
man-made disaster," Locke said.\
According to U.S. Department of Homeland Security Federal Emergency
Management Agency Regional Director John Pennington, it\'s a good time
to take a break from our workaday routine to reevaluate our disaster
preparedness plans and restock emergency kits.

\"Calendar observances like Disaster Preparedness Month help us stop
\'meaning to do the right thing,\' and actually carve out the time to do
it,\" said Pennington. \"A current all-hazards disaster preparedness
plan and emergency kit that allows for three days of reasonable
self-sufficiency in terms of food, water and prescription medication is
everyone\'s responsibility.\"

Preparedness month activities include a statewide earthquake drill on
April 22 between 9:45 a.m. and 10 a.m. The drill will commence with a
statewide Emergency Alert System message over radio and television
stations about what to do when the ground starts to shake.

Disaster preparedness materials will feature a state roadmap with
preparedness planning tips and historical information, a preparedness
calendar, a disaster preparedness handbook, and 9-1-1 information and
materials for both adults and children.

For further assistance with disaster planning, persons may contact local
emergency management offices. A listing of those offices can be found on
EMD's website at www.emd.wa.gov . Campaign materials also are available
to download from the EMD website. Barbara Everette Thurman, EMD public
education manager, can provide additional preparedness information at
(253) 512-7047.

**Sidebar 2.2.2: Statewide Earthquake Drill -- Washington is Earthquake
Country**

![](media/image10.png){width="5.992361111111111in"
height="8.140277777777778in"}
**[http://emd.wa.gov/5-prep/trng/pubed/04-campaign/EMD%20Earthquake%20Drill.pdf](http://emd.wa.gov/5-prep/trng/pubed/04-campaign/EMD Earthquake Drill.pdf)**

**Illustration 2.2.1: Washington Governor Locke Proclamation of Disaster
Preparedness Month.**

![](media/image11.png){width="5.99375in" height="7.745138888888889in"}

**Illustration 2.2.2: Disaster Preparedness Campaign Refrigerator Magnet
(<http://emd.wa.gov/5-prep/trng/pubed/02-campaign/02-cmpn-idx.htm>)**

![](media/image12.png){width="3.8069444444444445in"
height="3.8645833333333335in"}

**Illustration 2.2.3: Disaster Preparedness Campaign Refrigerator
Magnet**

**(<http://emd.wa.gov/5-prep/trng/pubed/02-campaign/02-cmpn-idx.htm>)**

![](media/image13.png){width="3.790277777777778in"
height="3.8027777777777776in"}

# Case Study 2.3: The Emergency Management Institute & Its Role In Emergency Management Education in the U.S.

###### Introduction

The Federal Emergency Management Agency's (FEMA) Emergency Management
Institute (EMI) is the leading provider of emergency management training
and education in the United States. This case study examines EMI's
position within the realm of emergency management training development
and delivery, and explores the core program concepts that are integral
to the success of its training program, including: performing functional
and task analyses, implementing multiple training delivery modes,
collaborating with states and other allied agencies, utilizing
world-class instructors, and expanding university-based disaster and
emergency management education. This case study also details EMI's
training philosophy and the evolution of its course offerings between
1981 and 2003, as well as EMI special programs that impact and influence
future EMI program planning.

The goal of this case study is to detail how and why EMI functions as a
training organization, and to discuss its role in current and future
emergency management education in the United States.

###### History & Background

With the passing of President Carter's Reorganization Plan No. 3 (1978),
the Federal Government's civil defense mandate and mission was
transferred from the Defense Civil Preparedness Agency (DCPA) to the
newly-created Federal Emergency Management Agency (FEMA). In 1979, FEMA
purchased St. Joseph College, a former liberal arts college for women in
Emmitsburg, MD, to serve as the National Fire Academy (NFA) training
facility. In 1981, the former DCPA Staff College relocated from Battle
Creek, MI to Emmitsburg and reopened the site as the Emergency
Management Institute (EMI). In that same year, the training facility was
entered into the Federal records as the National Emergency Training
Center (NETC), which currently houses the U.S. Fire Administration
(USFA), NFA and EMI.

Since opening, the NETC has consistently promoted the professional
development of the fire and emergency response communities and their
allied professionals through trainings, exercises, and workshops. Today,
the 107-acre Emmitsburg, MD campus is equipped with training classrooms,
student lodging, dining and recreational facilities, a Learning Resource
Center (LRC), a Publications Center, and several specialized facilities,
including: the Arson Burn Laboratory, Fire Prevention Laboratory,
Simulation and Exercise Laboratory, television studio, and four computer
laboratories.

###### The Emergency Management Institute

In the United States, EMI is the leading source for developing and
delivering emergency management training to enhance capabilities and
ensure interoperability of Federal, state, local, and tribal government
personnel, volunteer organizations, and public and private sectors. EMI
develops emergency management curriculum and administers resident,
non-resident, and independent study courses with an "all-hazards" focus,
including natural hazards (e.g., tornadoes, earthquakes, floods) and
technological hazards (e.g., terrorism, hazardous materials,
radiological incidents). Additionally, EMI administers courses in the
areas of professional development, exercise design and evaluation,
integrated emergency management, leadership, instructional methodology,
and public information.

EMI also offers courses at the Noble Training Center (NTC) on the former
Fort McClellan military installation in Anniston, AL. The NTC training
courses focus on preparedness for mass casualty events in response to
both natural and technological disasters and acts of terrorism. NTC
courses are targeted for medical and healthcare personnel.

### **Resident Courses**

EMI conducts resident courses, which are conducted on-site at the
Emmitsburg, MD campus facility, 47 weeks per year and serving
approximately 8,000 participants annually and 450 students at any given
time. There are a total of 454 dormitory rooms on campus of which EMI is
allotted 210 rooms and NFA 240 rooms on a weekly basis. Resident
courses, which run between two days and two weeks, are offered in the
areas of mitigation, preparedness and technology, professional
development, disaster operations and recovery, and integrated emergency
management. Through Congress' Student Stipend Program, which dates back
to DCPA Staff College operations, students need not pay tuition or
lodging costs, and transportation costs to and from the campus are
generally reimbursed to the student; the only non-refundable costs to
students are meal tickets and local transportation at their point of
departure. Such measures have served to greatly expand the program's
accessibility.

EMI has several benchmark resident courses of note, including the
Integrated Emergency Management Course (IEMC), which was originally
developed in 1982. IEMC courses are broken into two general categories:
hazard specific (e.g., hazardous materials or earthquakes) or community
specific (e.g., directed toward specific states, counties, cities, or
tribal communities). IEMCs bring public officials and emergency
management personnel together in a realistic disaster situation to give
participants the practical application of functions associated with
disaster response. IEMCs emphasize the importance of integrating
functions, organizations, resources, and individuals across all phases
of emergency management.

### **Non-resident Courses**

Through a cooperative agreement FEMA has established with state
emergency management agencies, a significant portion of EMI training are
conducted away from the Emmitsburg facility. Approximately 100,000
individuals participate in these non-resident programs annually. There
are three primary advantages provided by the cooperative agreements
established with the states, including:

-   Elimination of duplicative training efforts

-   Facilitation of course delivery closer to the local source, and

-   Maximized use of EMI's finite facility space

Non-resident courses developed by EMI and taught by the states are
offered in the areas of mitigation, preparedness and technology,
professional development, disaster operations and recovery, integrated
emergency management, and chemical stockpile emergency preparedness.

EMI has developed myriad non-resident courses that are taught by state
emergency management agencies, including its benchmark Professional
Development Series (PDS) - a series of seven independent study courses
that can be completed in distance learning mode. Originally developed in
1981, the PDS courses cover such topics as emergency planning and
effective communications, and provide a well-rounded set of fundamentals
for individuals active in the emergency management profession. To
further ensure that the non-resident courses are as accessible to local
participants as possible, EMI designed registration such that
individuals interested in taking the state-level non-resident courses
need only to contact their state training officer.

### **Independent Study Courses**

EMI also offers more than 40 self-paced independent study (IS) courses
designed for the general public and for individuals who have emergency
management responsibilities. Each year, more than 175,000 citizens,
community officials, and local first responders take EMI
distance-learning courses through the internet. IS courses can be taken
at any time, and from any location with internet connectivity. The
courses include a lesson plan, practice questions, and a final exam.
Students who pass the final exam with a score of 75% or better receive a
certificate of achievement from EMI. College credit can be obtained
following successful completion of certain IS courses. The IS program
covers course topics such as *Multi-Hazard Emergency Planning for
Schools*, *Decision Making and Problem Solving*, and *Incident Command
System (Basic)*.

#### 

#### **Learning Resource Center (LRC)**

The Emmitsburg campus Learning Resource Center (LRC) is a facility that
houses over 100,000 print and audiovisual reference materials to
facilitate student and faculty research on fire and emergency management
topics. The references materials are available to FEMA staff and NFA/EMI
students as supplements to classroom lectures and course materials.
Students can request LRC staff support in response to complex research
inquiries, such as literature searches, bibliography compilations, or
external document retrieval. Literature searches are also provided to
students online, thus increasing the range of accessibility, through the
use of the LRC's Online Card Catalogue.

###### The EMI Faculty

EMI training instructors include FEMA staff, local first responders,
content and subject matter experts (SMEs), and state training officers.
With an average of 20 years' experience, FEMA's training staff is
comprised of professionals with extensive histories in key program
areas, including mitigation, integrated emergency management, disaster
operations and recovery, and response. FEMA training employees are often
responsible for course development, course content and delivery, and
similar functions.

Small purchase contracts are used to hire SMEs on a week-by-week or
course-by-course basis, depending on the training need. These contracts
cover the instructor's expenses only, and are a great way for EMI to
liaison with SMEs who often provide valuable first-hand knowledge of
disaster response efforts following a major event. The cooperative
agreements EMI established with state emergency management agencies
enables state training officers to teach EMI non-resident courses in the
field.

###### Funding for EMI Programs

Historically, EMI's budget has averaged around \$10 million annually,
with variations often occurring in response to major events and varying
political climates. For example, immediately following the September
11^th^ terrorist attacks, EMI received an infusion of funds to develop
terrorism training. That funding slowly waned during the years that
followed. In contrast, FY 2005 funding will likely increase to address
EMI's new training course addressing the implementation requirements of
the new National Incident Management System (NIMS).

EMI funding is split between three program areas:

1.  The EMI disaster support account, which includes funds for training
    FEMA's disaster workforce;

2.  The Emergency management training account, which covers funds for
    training state/local/tribal representatives; and

3.  The National Training Center (NTC), which includes funds for NTC
    operations including building two dormitories and a dining hall
    onsite. The following chart depicts annual funding estimates to
    deliver training programs for FY 2000 through FY 2004:

![](media/image14.wmf)

The significant increase in funding during FY 2004 is largely in
response to the costs associated with acquiring NTC and readying it for
training. EMI's funding is directly applied to the delivery of training
programs themselves; not to administrative functions (e.g., staff salary
and benefits, which FEMA covers). Even so, EMI's budget is pre-set for
specific programs; as such, there are generally no discretionary funds
and little flexibility for reassigning funds as needed.

###### EMI's Relationship to NFA & Other Agencies

EMI and NFA are considered sister agencies under USFA. Both EMI and NFA
provide training and educational resources to the fire and emergency
management communities and their allied professionals, although NFA is
more heavily focused on addressing fire safety and response to
fire-related emergencies. Both EMI and NFA offer resident, non-resident,
and IS courses. EMI and NFA often partner to develop training in areas
such as Integrated Emergency Management System (IEMS), Incident Command
System (ICS), hazardous materials, terrorism, and simulation to expand
learning opportunities for their target audiences, maintain program
consistency, and eliminate duplicative efforts.

EMI recognizes that emergency management is, at its core, a coordination
function and therefore coordinates very closely with other Federal
agencies on the development and delivery of training programs. EMI has
synergistic relationships with Federal agencies, such as the Centers for
Disease Control and Prevention (CDC) and the National Weather Service
(NWS), as well as private sector organizations, including the American
Red Cross (ARC). EMI builds upon collaborative efforts that are relevant
to multiple agencies, and uses these relationships to develop courses
together or to modify existing courses for specific program needs.

###### EMI Special Programs -- Higher Education Project

One of FEMA's goals is to encourage the expansion of disaster and
emergency management education programs at colleges and universities. To
that end, EMI has implemented several projects to promote college-based
emergency management education for future emergency managers. EMI has
developed and maintains a list of U.S. colleges and universities that
offer certificate or degree programs in emergency management, as well as
compiled course syllabi and outlines of existing college-based emergency
management courses.

In cooperation with academia, EMI is developing curriculum for degrees
in emergency management based upon existing EMI training courses.
Additionally, EMI has instituted Higher Education Internships for
students enrolled in degree-granting emergency management programs.
EMI's effort to promote emergency management higher education is quite
timely in light of the huge upsurge in the last 10 years of
college-based emergency management programs (from five programs in 1995
to over 110 programs in 2004).

###### EMI's Training Philosophy

When EMI was first established, the staff was challenged with the task
of redefining their target audience in light of FEMA's mission. It
became necessary to evaluate FEMA's programs and determine whom were the
people actually implementing the programs and what type of training they
would need to successfully implement them. For example, the success of
FEMA's National Flood Insurance Program (NFIP) would require a course
that could meet the needs of a diverse training audience with floodplain
management responsibilities, including FEMA staff, state/local
floodplain managers, insurance lenders, building engineers, and local
elected officials.

With establishment of the EMI training program's ultimate goal being the
improvement of FEMA's programs at the local level, an in depth analysis
of the program and its training audience was required. Such a task could
only be accomplished through a function and task analysis. These
analyses required training developers to identify the knowledge, skills,
abilities, and attitudes that could "make or break" any attempts to
successfully implement a program or perform a job in the field. Over the
years, EMI began to examine attitude -- knowing enough about a subject
to explain, defend, and advocate for it -- as a critical element of its
function and task analysis. EMI recognized that success in the field
often required winning the hearts and minds of opposition and changing
people's perspectives through conviction and convincing argument.

Today, EMI continues to perform the function and task analysis to
determine what type of training should be developed to fill their
program needs. Training developers evaluate FEMA programs to determine
where frequent problems are occurring in specific programmatic areas and
which functions and tasks are not well performed. Additionally, EMI
staff now work closely with FEMA program staff to eliminate lag time
between policy and guidance development and training development. In
EMI's early years, program staff would develop and deliver policy and
guidance over a 1- to 2-year period before allowing training development
to proceed; at times, three to four years would pass before training
could be developed and ultimately delivered.

In addition to evaluating the training audience and performing function
and task analysis, EMI also evaluates training delivery options (whether
through collaborative partnerships with the states, distance learning,
or onsite classroom instruction) to determine how best to reach their
target audiences. EMI looks at what skills are needed for successful job
performance and evaluates which setting is ideally suited for teaching
those skills. For example, public speaking for a floodplain manager is
best taught and practiced in the classroom and not through distance
learning.

###### Evolution of EMI Course Offerings From 1981 to 2003

In 1981, EMI's recognition of the importance of teaching emergency
management fundamentals led to the development of the Professional
Development Series (PDS) course (which is still in use today.) The PDS
course was modeled after the DCPA Staff College Career Development
Series, a similar program that was comprised of four courses and a
graduate seminar. Like its predecessor, EMI's initial course offerings
included an "all-hazards" training approach for the full spectrum of the
emergency management community -- from local officials to first
responders to paid volunteers.

In 1982, EMI began conducting its Integrated Emergency Management Course
(IEMC) series to stress the integration of individuals, organizations,
functions, and resources across all phases of emergency management.
Furthermore, EMI's FY 1982 proposed course schedule highlighted 45
course offerings in four core areas, including:

-   National security,

-   Natural hazards,

-   Technological hazards, and

-   Emergency management processes.

EMI's initial training activities related to national security focused
largely in the area of civil defense, as EMI had little in-house
expertise related to other national security components (e.g.,
mobilization, continuity of government, resource management, and
consequences of terrorism). As such, for FY 1982 curriculum planning,
EMI requested more specific guidance from FEMA regarding broad-based
national security curriculum.

For the 1982 plan year, national security training activities emphasized
attack preparedness, and the natural hazards training focused on
understanding the physical characteristics of natural events as well as
the human processes involved in managing them. The technological hazards
curriculum expanded during FY 1982 to include courses on hazardous
materials accidents, radiological hazards, energy and materials
shortages, and technological improvements and innovations. The emergency
management processes curriculum addressed strategies and skills needed
to implement comprehensive emergency management (e.g., managerial and
organizational skills).

In the early 1990s, EMI began to evaluate the technological capability
at the local level to receive courses through distance learning because
the demand and need for training had increased drastically over the
years. Since then, EMI has pushed to expand the online delivery of its
courses. Delivering courses online allows EMI to address the following
issues:

-   Accessibility -- it is easier to reach the masses and participants
    can take courses whenever they want;

-   Consistency -- the entire spectrum of course participants will hear
    the same messages in the training; and

-   Just-in-time delivery -- courses can be instantly augmented with
    toolkits and quick reference links to forms, reading materials, etc.

The scope and breadth of EMI's course offerings have expanded even
further in recent years, particularly following the September 11^th^
terrorist attacks and the creation of the Department of Homeland
Security (DHS) of which FEMA is now a component. One of the newest
features of EMI's offerings are their courses in public health. The
outbreak of SARS (Severe Acute Respiratory Syndrome) and the anthrax
mail attacks have illustrated the enormous emergency management
challenges such threats pose; as well as the need to integrate health
issues into emergency response planning. EMI now incorporates
bioterrorism attacks or mass casualty events (e.g., airplane crashes)
into its IEMC exercise simulations.

Additionally, EMI has expanded the number and frequency of course
offerings. In 2003, for example, EMI provided 282 resident course
offerings in the areas of mitigation, readiness and technology,
professional development, disaster operations and recovery, and
integrated emergency management. Approximately 8,947 students attended
resident courses at NETC, FEMA Headquarters (Washington, DC), FEMA
Regional Offices, NTC, or at Mt. Weather Emergency Assistance Center in
Berryville, VA.

In addition to the resident programs delivered by EMI, state emergency
management offices extensively used non-resident EMI courses to train
their emergency management personnel, and colleges and universities
participating in EMI's Higher Education Program taught EMI-developed
courses to both undergraduate and graduate students. Further, EMI mailed
190,802 course enrollment packets for 41 different IS courses, and
issued 190,116 course completion certificates. The IS program was
expected to grow by 55 percent in FY 2004.

### **EMI's Role in Future Emergency Management Education Programs**

One of FEMA's goals identified in its FY 2003 - 2008 Strategic Plan is
to reduce loss of life and property following a disaster. An objective
of that goal is to "Develop and implement a comprehensive training and
education plan for emergency management planners and responders." EMI is
leading the charge toward realizing this objective through:

1.  Continued development of innovative training programs that emphasize
    "all hazards" preparedness, leadership, new technology, and best
    practices in an ever-changing emergency management environment, and

2.  Encouraging continued emergency management education and development
    throughout an individual's career.

Additionally, EMI will continue to play a significant role in the
development and expansion of college-based emergency management programs
to prepare future emergency managers for increasingly complex emergency
management challenges. Future disaster resistant and resilient
communities will likely depend on government and private sector
professionals who have a broad understanding of emergency management
issues from both formalized training and first-hand experiences in the
field. EMI recognizes that steadily increasing numbers of colleges and
universities with emergency management degree programs is a trend in the
right direction toward preparing the future emergency management
workforce.

EMI may face challenges in their future efforts to continue developing
innovative training programs and expanding college-based emergency
management education. First, EMI needs to continue developing and
delivering training to meet the needs of a growing emergency management
community. With the upsurge of emergency management education programs
and continuing education for existing emergency management
professionals, EMI will need to continue leveraging its collaborative
relationships with states and other allied organizations to ensure that
it can keep up with training demand.

Additionally, funding considerations will certainly impact EMI's future
program planning efforts. Securing sufficient funds to continue
expanding the training program (including, developing new course
offerings, readying the NTC or building new facilities for resident
courses and simulations, hiring and retaining instructors, etc.) will be
critical to EMI meeting FEMA Strategic Plan goals -- without the
appropriate funding, EMI will be unable to keep up with training demand
or the development and delivery of new course content.

###### Conclusion

EMI has positioned itself as a leading provider of emergency management
training due to forward thinking in its approach to developing and
delivering emergency management curriculum. EMI's approach includes
several key concepts that are worth replicating in other emergency
management training programs, whether U.S. based or international.

Key to EMI's training program success is:

-   *Performing function and task analysis*: In developing "all-hazards"
    training for a specific program need, EMI performs a function and
    task analysis to determine what skills are needed for successful job
    performance and what training is needed to successfully teach
    required skills.

-   *Implementing multiple training delivery modes*: EMI offers
    resident, non-resident, and IS courses to maximize its reach in
    educating the emergency management community.

-   *Collaborating with states and other agencies*: EMI expands learning
    opportunities for its target audiences, maintains program
    consistency, and eliminate duplicative efforts by partnering with
    states and other agencies to develop and deliver relevant training.

-   *Using world-class instructors*: EMI is able to bring students
    real-world experiences from the perspectives of SMEs who teach EMI
    courses.

-   *Expanding disaster and emergency management education*: EMI is
    focused on addressing future complex emergency management challenges
    through college-based training and degree programs.

**[References:]{.underline}**

Blanchard, B. Wayne, Ph.D. 1985. "American Civil Defense 1945-1984: The
Evolution of Programs and Policies." FEMA 107:2(2). Emmitsburg, MD:
National Emergency Training Center.

Butler, Bonnie. 2004. Interview with Ms. Butler, Chief, Disaster
Operations & Recovery Branch, USFA. Emmitsburg, MD. November 22.
Conducted by Kia N. Braxton.

Federal Emergency Management Agency (FEMA). 2004. "FEMA\'s Training Of
Nation\'s Emergency Responders Emphasizes Leadership, Technology And
Best Practices." Release Number HQ-04-002, January 5.
<http://www.fema.gov/news/newsrelease.fema?id=10136>.

FEMA. 1981. "Emergency Management Institute: Proposed Fiscal Year 1982
Activities and Course Schedule." Pp. 4-21 (photocopy).

FEMA. 2004. "Emergency Management Institute Higher Education Project."
December 3.
<http://www.training.fema.gov/emiweb/downloads/highedbrief_course2.pdf>.

FEMA. 1998. "Integrated Emergency Management Course." FEMA 208.
Emmitsburg, MD: National Emergency Training Center. November.

FEMA. 2003. "A Nation Prepared: Federal Emergency Management Agency
Strategic Plan, Fiscal Years 2003 -- 2008."
<http://www.fema.gov/library/strategicplanfy03.shtm>.

FEMA website. N/D. [www.fema.gov](http://www.fema.gov/).

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

Harrison, Eileen. 2004. Interview with Ms. Harrison, Program Analyst,
Training Branch of the USFA (Via Telephone). December 9. Conducted by
Kia N. Braxton.

Matchette, Robert, et al. 1995. Guide to Federal Records in the National
Archives of the United States. Record Group 311: 1955-89. Washington,
DC: National Archives and Records Administration.
<http://www.archives.gov/research_room/federal_records_guide/federal_emergency_management_agency_rg311.html>.

U.S. Code. 1978. "Reorganization Plan No. 3 of 1978." 43 F.R. 41943, 92
Stat. 3788. <http://www.access.gpo.gov/uscode/title5a/5a_4_102_.html>.

U.S. Department of Homeland Security (DHS). 2003. Fact Sheet: "National
Emergency Training Center." June 26.
[http://www.dhs.gov/dhspublic/display?theme=
43&content=1040](http://www.dhs.gov/dhspublic/display?theme= 43&content=1040).

U.S. Fire Administration (USFA). 2004. "2004-2005 Training Catalog:
Catalog of Courses for the National Fire Academy and the Emergency
Management Institute." Washington, DC. U.S. Government Printing Office.

USFA. 1999. "Action Plan." November.
[http://www.usfa.fema.gov/downloads/
pdf/actplan.pdf](http://www.usfa.fema.gov/downloads/ pdf/actplan.pdf).

USFA website. N/D. [www.usfa.gov](http://www.usfa.gov/).

### **Illustration 2.3.1: Example of a FEMA EMI Course Certificate**

Source: [www.training.fema.gov/
emiweb/dfto/dftosrc.asp](http://www.training.fema.gov/emiweb/dfto/dftosrc.asp)

![](media/image15.jpeg){width="7.70625in" height="5.40625in"}

**Illustration 2.2.2: EMI Emmitsburg, MD Campus Photograph**

![](media/image16.jpeg){width="4.754861111111111in"
height="3.7416666666666667in"}

**Illustration 2.2.3: Photograph of a class at the EMI Emmitsburg, MD
Campus**

![](media/image17.jpeg){width="4.25in" height="2.808333333333333in"}

**Additional sources of information on tsunami readiness:**

-   Earthquakes, FEMA-159, August 1992, 169p.

-   Guidance for Local Officials, National Tsunami Hazard Mitigation
    Program, 2001, 58p.

-   Local Planning Guidance on Tsunami Response, California Office of
    Emergency Services, OES Earthquake Program, State of California,
    195p. <http://www.oes.ca.gov/>

-   StormReady Organization and Operations Manual for further
    information on the National StormReady Board and program.
    <http://www.stormready.noaa.gov/resources/fy2001manual.pdf>

-   Strategic Implementation Plan for Tsunami Mitigation Projects, NOAA
    Technical Memorandum, Pacific Marine Environmental Laboratory, NOAA,
    Dept. of Commerce.
    <http://www.pmel.noaa.gov/tsunami-hazard/loriplan.html>

-   Tsunami Curriculum - K-6 Grades, Washington State Military
    Department, Emergency Management Division, 2000, 67p.

-   Tsunami Curriculum - 7-12 Grades, Washington State Military
    Department, Emergency Management Division, 2000, 51p.

-   West Coast/Alaska Tsunami Warning Center\'s web page.
    <http://wcatwc.gov/> or <http://wcatwc.arh.noaa.gov/>

-   TsunamiReady Organization and Operations Manual.
    <http://www.stormready.noaa.gov/resources/fy2001manual.pdf>

-   NWS Pacific Tsunami Warning Center - <http://www.prh.noaa.gov/ptwc/>

-   1997-1999 activities of the Tsunami Mitigation Subcommittee: a
    report to the Steering Committee, National Tsunami Hazard Mitigation
    Program.
    <http://www.pmel.noaa.gov/tsunami-hazard/TsunamiActivitiesBooklet.pdf>

-   "How the Smart Family Survived a Tsunami" Childrens' Book -
    <http://emd.wa.gov/5-prep/trng/pubed/02-campaign/smart/smart-book.pdf>

-   State of Alaska TsunamiReady Annual Report (FY2003)
    <http://www.pmel.noaa.gov/tsunami-hazard/AK03Accomplishments.pdf>

## Additional sources of information on public education:

-   American Red Cross 'Be Prepared' -
    <http://www.redcross.org/services/disaster/beprepared/>

-   Centers for Disease Control Emergency Preparedness and Response -
    <http://www.bt.cdc.gov/>

-   Department of Homeland Security 'READY.GOV' -
    <http://www.ready.gov/>

-   FEMA "Are You Ready" Guide to Citizen Preparedness -
    <http://www.fema.gov/areyouready/>

-   Home Safety Council - <http://www.homesafetycouncil.org/index.aspx>

-   Humane Society of the United States Disaster Services -
    [http://www.hsus.org/hsus_field/hsus_disaster_center/index.html](http://www.hsus.org/)

-   Institute for Business and Home Safety - <http://www.ibhs.org/>

-   National Disaster Education Coalition -
    <http://www.disastereducation.org/>

-   National Weather Service Disaster Education -
    <http://www.nws.noaa.gov/education.php>

-   US Fire Academy Fire Safety Page -
    <http://www.usfa.fema.gov/safety/>

-   US Geological Survey Disaster Education -
    <http://www.usgs.gov/education/>

**Additional sources of information on the Emergency Management
Institute:**

-   Advanced Professional Series Courses -
    <http://www.training.fema.gov/emiweb/APS/>

-   FEMA Emergency Management Institute -
    <http://www.training.fema.gov/emiweb/>

-   Higher Education Project -
    <http://www.training.fema.gov/emiweb/edu/>

-   Independent Study Courses -
    <http://training.fema.gov/EMIWeb/IS/crslist.asp>

-   Integrated Emergency Management Course -
    <http://www.training.fema.gov/emiweb/IEMC/>

-   National Incident Management System (NIMS) Courses -
    <http://www.training.fema.gov/emiweb/IS/is700.asp>

-   Noble Training Center - [training.fema.gov/
    emiweb/ntc/](http://training.fema.gov/emiweb/ntc/)

-   Professional Development Series -
    <http://www.training.fema.gov/emiweb/PDS/>

## Glossary of Terms

Pacific Rim - referring to countries and economies bordering the Pacific
ocean, is an informal, flexible term which generally has been regarded
as a reference to East Asia, Canada, and the United States. At a
minimum, the Pacific Rim includes Canada, Japan, the People\'s Republic
of China, Taiwan, and the United States. It may also include Australia,
Brunei, Cambodia, Hong Kong/Macau, Indonesia, Laos, North Korea, South
Korea, Malaysia, New Zealand, the Pacific Islands, the Philippines,
Russia (or the Commonwealth of Independent States), Singapore, Thailand,
and Vietnam. As an evolutionary term, usage sometimes includes Mexico,
the countries of Central America, and the Pacific coast countries of
South America. (www.logisticsfocus.com/Glossary/glossary-p.asp)

Tsunami - a series of waves generated by an undersea disturbance such as
an earthquake.

StormReady - NWS designed StormReady to help communities better prepare
for and mitigate effects of extreme weather-related events. StormReady
also helps establish a commitment to creating an infrastructure and
systems that will save lives and protect property. Receiving StormReady
recognition does not mean that a community is storm proof, but
StormReady communities will be better prepared when severe weather
strikes.

TsunamiReady - an initiative that promotes tsunami hazard preparedness
as an active collaboration among Federal, state and local emergency
management agencies, the public, and the NWS tsunami warning system.

## Acronyms

ATWC -- Alaska/West Coast Tsunami Warning Center

CDC -- Centers for Disease Control and Prevention

CPR -- Cardio-Pulmonary Resuscitation

DCPA -- Defense Civil Preparedness Agency

DHS -- Department of Homeland Security

ECC -- Emergency Communications Center)

EMD -- Emergency Management Division

EMI -- Emergency Management Institute

EMPG -- Emergency Management Performance Grant

EMS -- Emergency Medical Services

EOC -- Emergency Operations Center

FEMA -- Federal Emergency Management Agency

IAEM -- International Association of Emergency Managers

ICS -- Incident Command System

IEMC -- Integrated Emergency Management Course

IEMS -- Integrated Emergency Management System

IS -- Independent Study (Course)

LRC -- Learning Resource Center

NAWAS -- National Warning System

NEMA -- National Emergency Management Association

NENA -- National Emergency Number Association

NETC -- National Emergency Training Center

NFA -- National Fire Academy

NFIP -- National Flood Insurance Program

NIMS -- National Incident Management System

NOAA -- National Oceanic & Atmospheric Administration

NTC -- Noble Training Center

NTHMP -- National Tsunami Hazard Mitigation Program

NWR -- National Weather Radio

NWS -- National Weather Service

PDS -- Professional Development Series

PSA -- Public Service Announcement

PTWC -- Pacific Tsunami Warning Center

SAME -- Specific Area Message Encoding

SARS -- Severe Acute Respiratory Syndrome

SME -- Subject Matter Expert

USCG -- United States Coast Guard

USFA -- United States Fire Academy

WCM -- Warning Coordination Meteorologist

WP -- Warning Point

WSMD -- Washington State Military Department

**Discussion Questions**

**General:**

> 1\. Where do preparedness programs and activities reside in local
> government and emergency management operations?
>
> 2\. What are the four phases of preparedness planning?
>
> 3\. What training opportunities are available for local emergency
> managers in preparedness?
>
> 4\. How do you recruit and involve community and business sector
> partners in preparedness programs and activities?
>
> 5\. Is there a limit to the amount a person, family, or community can
> be prepared?
>
> 6\. How much of a responsibility for preparedness rests with the
> individual? With the community? With the Federal Government?

**Washington State Emergency Management Division -- Comprehensive Public
Disaster Preparedness Campaign:**

> 1\. Identify and discuss the three programs comprising the Policy,
> Programs & Training Section of the Washington State Emergency
> Management Division (EMD).
>
> 2\. Discuss the goal of the Public Education Program and its focus on
> all-hazards disaster preparedness.
>
> 3\. Discuss your own experiences as they relate to any five of the
> topics addressed in the *Disaster Preparation Handbook: An Emergency
> Planning and Response Guide.*
>
> 4\. Discuss the types of preparedness training programs that can be
> conducted in schools and are included in the *All Hazard Safety
> Workshop for Schools.*
>
> 5\. Identify and describe two of the preparedness activities sponsored
> by Washington State EMD that involve the general public and emergency
> management officials and are implemented annually.

**TsunamiReady -- An Effective Tsunami Preparedness Program:**

> 1\. Identify the early efforts in tsunami public education and
> community preparedness.
>
> 2\. What is the goal of the National Weather Service TsunamiReady
> program?
>
> 3\. Name the three principal groups that collaborate in TsunamiReady
> to promote tsunami hazard readiness.
>
> 4\. Identify the five guidelines used in the TsunamiReady Program.
>
> 5\. Identify and discuss the two critical elements in the
> Communications and Coordination Center.
>
> 6\. Discuss the actions involved in the Community Preparedness
> guideline.
>
> 7\. Discuss possible obstacles communities might face in their drive
> to become TsunamiReady

**The Emergency Management Institute -- The Federal Role in Emergency
Management Education in the United States:**

> 1\. Name the principal services provided by EMI and its target
> audiences.
>
> 2\. What is unique about EMI's Integrated Emergency Management Course
> (IEMC)?
>
> 3\. Identify and discuss EMI's various course delivery systems.
>
> 4\. How has EMI's Higher Education Project impacted the development
> and delivery university level emergency management curriculum and
> courses?
>
> 5\. What impact does EMI's funding have on course development and
> delivery?
>
> 6\. Discuss EMI's Training Philosophy and how it is applied to course
> and curriculum development at EMI.
>
> 7\. How significant in regards to program exposure is the availability
> of online EMI courses?

## 

## Suggested Out Of Class Exercises

1.  Find out if your community is StormReady or Tsunami Ready. This can
    be done by accessing
    <http://www.stormready.noaa.gov/communities.htm>. If it is,
    interview your local manager about the difficulties they encountered
    in establishing StormReady in their jurisdiction. Find out if they
    plan to renew their status. If the community is not StormReady,
    discuss with the emergency manager the why the community is not
    storm ready, and find out what it would take to attain StormReady or
    TsunamiReady (if a Pacific coastal community) status.

2.  Find out what disaster preparedness public education is conducted in
    your community. Check with local and state government agencies, as
    well as non-governmental agencies (i.e., the American Red Cross).
    Suggest to your local emergency manager an event that could be held
    or a publication that could be developed that would help members of
    the community prepare for a risk for which they are vulnerable.

3.  Design a simple disaster preparedness tool that could be used in
    primary or secondary schools in your community. Discuss with your
    emergency manager the possibility of distributing the publication to
    the community's schools.

4.  Talk to a students in a local school about individual and family
    disaster preparedness.

5.  Find out if your college or university is currently offering FEMA
    EMI courses. If not, meet with representatives from your school to
    see if such courses could be offered, and help to implement them.

6.  Research the EMI Independent study courses online. Select one or
    more that you are interested in taking, and take the test for
    certification. Find out from your college or university if the
    course credits are transferable.