Nicholas Jackson Professor Bell HSEM Internship Section 02 July 18, 2018 First Internship Report This internship that I applied for is a Cap Team 2 Supervisor position that is responsible for assisting in the operation of a department. Not only does this job require me to assist with one department but it also has three parts. These three parts consist of GM receiving, Grocery receiving, and HBA Pharmacy and cosmetics. In order to fulfill this position, their ae expected number of roles, duties, and job-related responsibilities, you must complete throughout the facility as necessary. Before being promoted to this position, I was a Cap Team 2 associate that unloaded the truck and stocked all grocery. There were a plethora of skills and techniques that I have learned to get this promotion. These essential functions of my job are very important to complete before the night shift ends. As the Supervisor, over 20+ associates, I must maintain my area by ensuring that everyone is following the company’s policies and procedures, making sure that any claims and returns must be put away into its correct bins and zoning the area. The supervisor is always the last one to leave each area and I must mark off the rest of the associates. To be qualified for the supervisor position, you must be able to successfully complete all required trainings and assessments according to the job descriptions. Usually the trainings would take at least 2 weeks and the assessments could take about one or two full days. My first week on the job was a little fast paced and seemingly overwhelmed. However, after just a few hours of working and training, I was able to take those techniques and put those to work for my associates. I had to ensure that the GM receiving truck was to be done in at least two and a half hours and make sure my associates has cold water at all times. The shift typically beings a 2pm and the truck should be done no later than 4:30pm. When the truck is finished, all associates take a grocery cart over and then take their code 15, which is a 15-minute break. After their 15 minutes has passed, all associates are to come to the Grocery receiving to receive their assigned isles, by the supervisor. Once everyone has their assignments, my job is to down stack the pallets off the Grocery remix truck and put it on carts for them to grab and go work freight. Part of my intern is to also maintain the safety and cleanliness of the GM and Grocery back rooms. I must ensure that no debris or large items are on the floor and must sweep every hour. The back room must be neat daily. I must help my associates understand what needs to be done and how to maneuver so that is it more effective. I am also well trained on all big equipment that we use daily to move large items around. When changes happen due to weather issues or accidents, must know what to do at all times and remain calm in any situation. As the Supervisor I must treat all my associates with the upmost respect and in a fair manner. I act as a semi counselor when some associates need to talk, and I could also refer them to a salaried member of management or higher authority, if the situation goes beyond my control. Nicholas Jackson Professor Nojang Savannah State University HSEM 3140 Diversity Issues November 16, 2018 Introduction (Juntunen 2005) • In society today, Race and Ethnicity focuses on the aspects of disaster preparedness and communication • This social vulnerability issue underlines impacts and infrastructure as it relates to race & ethnicity and HSEM • In all regions of the US, everyone has experienced disasters both natural and manmade. Racial and Ethnic groups are blind sided by the information given pre, during, and post hazard events because of certain factors that make them vulnerable • Research findings show that racial and ethnic groups perception of risk were mixed (A. Fothergill, E. Maestas and J.D. Darlington, 1983) Discussion • Preparedness. Racial and ethnic communities were less likely to have had disaster educational opportunities (Faupel, Ephraim, Phillips, 1992) • White Anglos were prepared more than other races (Blanchard-Boehm, 1997) o Whites are able to make structural changes to mitigate the damages o Insurance is most likely to be bought from the White population • Levels of communication and response warnings. (A. Fothergill et al, 1986) -Warnings received o Emergency broadcasting o Tornado sirens o News media o Social Media o EVACUATION -Communication Most minority households most likely depend on relatives to seek important information (Morrow, 1997) o Anglos received formal information through English language sources o Latinos received informal information through family and friends o 14% relied on Spanish-speaking TV (Gladwin, Peacock, 1997) o 32% listened to Spanish-language radio (Gladwin, Peacock, 1997) • Impact(s). There is a disproportionately high percentage of disaster-connected deaths among ethnic minorities (Trainer, Hutton 1972) - Most studies do not break down the statistics or physical impacts and infrastructure on racial and ethnic (A. Fothergill et al, 1986) Physical o 4% of White families had at least one family member injured (Moore 1958) o 12% of Black families had multiple family members injured (Moore 1958) o In the state of Ohio, 3.2% of all tornado victims were black o Additionally, that number was well below Ohio’s black population which was 9.1% (Bolin, Bolton 1986) Psychological Emotional stress and trauma can occur during and after a disaster event. (Green 1993) o Research was shown that the black population was more stabled than the white population, in tornadoes in Mississippi. (Perry, Perry, 1959) o The fear level in earthquakes is relatively high in women and Hispanics (Goltz, J.D, L.A. Russell, L.B. Bourque, 1992) o However, the least fearful are the Whites and Asians (Goltz et. al. 1992) o Low income o Low educational levels • Infrastructure. The bulk of the research shows that majority of the ethnic population live in old apartment buildings, that contain unreinforced masonry (URM). (Bolton et al, 1993; Cooper, Laughy, 1994) o These URM building are for low-income ethnic groups o Making them more susceptible to harsh damages in disasters (Bolton et al, 1993; Cooper, Laughy, 1994) • Perception of risks for racial and ethnic groups. The concept of risk refers to the probability of experiencing harm or hazards. Hazards refers to threats to people and the things they value. ... Interpretations and other subjective judgments about risks are known as risk perceptions (Slovic, 2000). o Caused by disasters the ethnic groups had previously experienced (Furseth, 1983) o Research also discovered differences in earthquake threats in Southern California o Anglos o Blacks o Mexican-Americans Conclusion (Mileti, D.S., 1999) • Address the issues of housing for ethnic groups • Policy changes to decrease risk and vulnerability • Address the vulnerability or racial and ethnic groups • Address the community involvement with the racial and ethnic groups • Environmental-justice researchers efforts race and ethnic inequalities in disaster risk Reference Juntunen, L. 2005. Addressing Social Vulnerability to Hazards. Disaster Safety Review 4(2):3–10. Faupel, C.E., S.P. Kelley and T. Petee (1992) The Impact of Disaster Education on Household Preparedness for Hurricane Hugo. International Journal of Mass Emergencies and Disasters 10(1): 5–24. Fothergill, A. (1996) Gender, Risk, and Disaster. International Journal of Mass Emergencies and Disasters 14(1): 33–56. Gladwin, H. and W.G. Peacock (1997) Warning and Evacuation: A Night for Hard Houses. In W.G. Peacock, B.H. Morrow and H. Gladwin (eds.) Hurricane Andrew: Ethnicity, Gender, and the Sociology of Disasters. Routledge, New York. Goltz, J.D., L.A. Russell and L.B. Bourque (1992) Initial Behavioral Response to a Rapid Onset Disaster: A Case Study. International Journal of Mass Emergencies and Disasters 10(1): 43–69. Green, B.L. (1993) Mental Health and Disaster: Research Review. Paper for the National Institute of Mental Health, Violence and Traumatic Stress Research Branch, Washington. Bolin, R. (1986) Disaster Impact and Recovery: A Comparison of Black and White Victims. International Journal of Mass Emergencies and Disasters 4(1): 35–50. P.A. Bolton (1986) Race, Religion, and Ethnicity in Disaster Recovery. Institute of Behavioral Science, University of Colorado, Boulder. Bolton, P.A., E.B. Liebow and J.L. Olson (1993) Community Context and Uncertainty Following a Damaging Earthquake: Low-Income Latinos in Los Angeles, California. The Environmental Professional 15: 240–47. Cooper, F. and L. Laughy (1994) Managing Hazards in a Changing Multinational World. Unpublished paper. Goltz, J.D., L.A. Russell and L.B. Bourque (1992) Initial Behavioral Response to a Rapid Onset Disaster: A Case Study. International Journal of Mass Emergencies and Disasters 10(1): 43–69. Mileti, D.S. (1999) Disasters by Design: A Reassessment of Natural Hazards in the United States. Joseph Henry Press, Washington. Perry, R.W. and M.R. Greene (1982) The Role of Ethnicity in the Emergency Decision Making Process. Sociological Inquiry 52(4): 306–34. Trainer, P. and J. Hutton (1972) An Approach to the Differential Distribution of Deaths and Disaster. Paper presented at the meeting of the Midwest Council on Social Research in Aging, Kansas City. Green, B.L. (1993) Mental Health and Disaster: Research Review. Paper for the National Institute of Mental Health, Violence and Traumatic Stress Research Branch, Washington
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