Student Name COLL300 April 22, 2013 Abstract APA—Disaster Recovery and Public Education Abstract Two major catastrophic events have forced a nationwide reaction and prompted reevaluations of disaster planning, response and recovery: Hurricane Hugo in 1986, and the Gulf hurricane season of 2005. These catastrophes revealed major discrepancies in the recovery process as well as public education. Given the increase in public awareness of natural disasters, education becomes more crucial along with the need for local governments to become more proactive in preparation for and self-sufficiency throughout the duration of a disaster. This paper will provide examples of shortcomings in public education regarding disasters and offer suggestions for correcting this problem. It will also provide an overview of some long term recovery glitches and examples of methods that have proven successful in other areas. The suggestions and solutions are being taken from sources such as the Journal of Homeland Security and the United States Government Accountability Office. Other sources that have been consulted were produced by specialists being consulted by the emergency and disaster management leaders. Long term recovery and public education go hand in hand. When the members of a community know what situations they could be facing in a disaster, they will be better equipped to face, survive, and recover more effectively than those of the same community who have not been given crucial information. Long term recovery regarding members of a community who understand the importance of their role as citizens is much more effective than that of a helpless community who has not been given the proper tools. Keywords: disaster recovery and public education, Hurricane Hugo recovery, FEMA COLL300 Rubric Abstract Form Grading Criteria Assignment follows the standard design of an abstract and the general assignment form as outlined in the required reading. Percent of Grade 10% The primary focus is on synthesizing and summarizing the student’s paper. Focus/Thesis Content/Analysis Style/Organization Grammar/Mechanics 15% Student’s abstract summarizes the topic problem, highlights key research sources, and offers a solution. The assignment reveals thoughtful analysis. The abstract meets the expectations of collegiate writing; it is clear, concise, and engaging. Student has carefully proofread this assignment. The writing contains no grammatical or spelling errors. The student uses punctuation not only for clarity but also for rhetorical purposes. 45% 20% 10% 100%
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