Incident command center

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Question Description

Write a 350- to 700-word incident action plan for the following scenario:

A major wildfire continues to grow. As the incident commander answer the following:

  • Who needs to be notified?
  • What needs to be done?
  • Who is responsible for doing it?
  • How do we communicate with each other?
  • What is the procedure if someone is injured?

Note: You need to coordinate with response partners from all levels of government and the private sector when writing the incident action plan.

Format your assignment consistent with APA guidelines.

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Week 3: SEC/481: Security Capstone: R2 Emergency and Critical Incident Response • • • • (2008). It takes training to make a plan. Security: Solutions for Enterprise Security Leaders, 45(9), 144-145. Anderson, A. I., Compton, D., & Mason, T. (2004). Managing in a dangerous world - the National Incident Management system. Engineering Management Journal, 16(4), 3-9. Bouchard, J. (2016). Crisis management. Research Starters - Education, 1-12. Foster, A., & Lipka, S. (2007). Lessons from a tragedy. Chronicle of Higher Education, 53(34), A12-A13. Education & Training It Takes Training to Mai(e a Pian A n emergency response plan that provides the necessary structure for managing critical incidents is of vitaJ importance to any enterprise. Those organizations with an emergency response plan have created and circulated elaborate policies and procedures designed to deal with a variery of emergency and disaster situations. Such plans detaii specific actions to take in the event of a catastrophic event or emergency and outline specific steps during the ensuing recovery effort. However, far too often, this is where the planning process ends. Typically, the planning document is filed away and forgotten until a critical incident occurs. Complementing the plan should be ongoing training and testing. Training and Testing Aitt-r the plans been finalized, communicated to all affected personnel and integrated into the organization's standard operating procedures, ic must be thoroughly tested. h will not work properly unless realistic training is provided and thoroughly tested prior to implementation. Testing the plan helps to identiiy problem areas, as well as inherent v/eaknesses, that must be corrected in order to ensure that the plan will work as designed. Training and testing serve to identify these areas to enhance coordination and communication among emergency response personnel. The first step in the training process is to assign a security or life safety staff member responsibility for developing overall training. Additionally, a determination must be made as to the following: • Who will actually perfortn the training? • Who will be trained? • What type of training activities will be employed? • What materials and equipment will be needed? • When will the training take place? • Where will the training take place? • How long will the training last? • How will the training be evaluated and Before a real emergency, tiie security operation needs a response pian. However, that plan weakens without ongoing training anti testing. by w h o m r ' How will the training activities be documented? • How will special circumstances be handled? • How will training costs and expenses be budgeted? Critiques and evaluations are an important training component and must be conducted after each training session. Sufficient time should be allotted for the critique and any resulting recommendations should be forwarded to the emergency planning team tor further review and action. Additionallv, chief security officers (CSO) should consider how to involve outside groups and agencies in the training and evaluation process. This helps avoid conflicts and increase coordination and communication when a critical incident does occur. Emergency response training can take a variety of forms. FEMA's Emergency Management Guide for Business and Industry describes types of training activities that can be considered: These include: • Orientation and education sessions — Sessions designed to provide information, answer questions, and identify needs and The Advantages of Home Study T he increasing cost of traditional education and training, coupled with the soaring cost of gas to travel to a site, have made home and online study more attractive. The International Foundation for Protection Officers (IFPO), established as a nonprofit in 1988, has over the years been an educational source tor training and certification of protection officers and security supervisors from the commercial and proprietary sectors. Associate and corporate membership are available. In addition, IFPO developed a number of comprehensive distance delivery courses: the Basic Protection Officer (BPO), the Certified Protection Officer (CPO) program, the Security Supervision and Management (SSMP) program and the Certified in Security Supervision and Management (CSSM) program. All programs center on a self-paced schedule of home study. More information at www.ifpo,org. September 20DS • SECURITV • SECUR1TYMAGAZINE.COM concerns. Tabictop exercise — This is a cost efficienr and efFective way to have members of rhe emergency planning team, as well as key management personnel, meet in a conference room setting co discuss roles and responsibilities and identify areas of concern. Walk-through drill — The emergency planning team and response teams actually perform their emei^ency response functions. Functional drills - Designed to test specific functions such as medical response, emergency notifications, and communications procedures, although not necessarily at the same time. The drill is then evaluated by rhe various panicipants and problem areas are Identified. Evacuation drill — Participants walk the evacuation route to a prc-designated area where procedures for accounting for all personnel are tested. Participants are asked to make note of potential hazards along the way and the emergency response plan is modified accordingly. Full-scale exercise — An emergency is simulated as dose to real as possible. Involves management, emergency response personnel, employees, as well as outside groups and agencies that wouid also be involved in the response. Practical "hands-on" training provides security and life safety personnel with opportunities to use skills taught and to learn new techniques and procedures. For emergency response training, simulations such as tahletop exercises, drills and full-scale exercises are particularly valuable for practicitig decision-making skills, tactical techniques and communications. Moreover, simulations serve to determine deficiencies in planning and procedures that can lead to modifications to the emergency response plan. Evaluating the Emergency Response Plan Regardless ot the tiaiiimg schedule selected, the CSO should conduct a formal audit of the entire plan at least once a year. In addition to the yearly audit, evaluate and modify the plan if necessary: • After each critical incident • When there has been a change in personnel or responsibilities • When the layout or design of a facility changes • When there is a change in policies or procedures Of course, any modifications or changes to an emergency response plan, training and testing should be communicated to affected personnel as soon as possible. Similarly, changes to the planning document should be incorporated and distributed in a timely manner. And, remember, that plan will not work properly unless realistic training is provided and it is thoroughly tested prior to implementation in an actual emergency. The training and testing activities should be ongoing. SECURITY About the Source This material, edited tor space and style, is authored by Ernest G. Vendrell, CPP, CPO, CEt^, and originaliy appeared in Protection News, the publication of the International Foundation tor Protection • After each drill or exercise Otticers (IFPO). Entrance control solutions by Magnetic Autocontrol Security with Technology: For over 40 years Magnetic Autocontrol has been one of the leading manufacturers of barrier systems and sets the technology standards worldwide. Our durable high-quality barriers offer you best economic perspectives and highest security even with high application frequency. Maximum reliability and constant performance High security with low closing forces Maintenance-free, uniform and compact solutions As online- and offline version available Automatic opening in case of povwer failure Permanent adjustment of drive unit Please visit us at ASIS Booth #4143 Magnetic Automation Corp 3160Murrell Road Rockledge, FL 32955 TEL: +1 321 635 8585 FAX:+1 321 635 9449 Email: info@magnetic-usa.com Web: www.ac-magnetic.com For free intormation circle 240 or visit www.securitymagazinexom/webcard SECURITYMAGAZINE.COM • SECURITV • September 2008 Authors: Foster, Andrea Lipka, Sara Source: Chronicle of Higher Education. 4/27/2007, Vol. 53 Issue 34, pA12-A13. 2p. 1 Color Photograp Section: DARK DAY IN BLACKSBURG Safety and risk-management experts debate Virginia Tech's response AS ADMINISTRATORS at colleges around the country closely followed news of the deadly shootings at Virginia Tech, many of them met on their campuses to discuss what they could do to try to prevent a similar tragedy. The risk managers and other officials interviewed for this article were hesitant to criticize Virginia Tech for its response, but shaken by the incident, and by the idea that it could have happened anywhere, they began to weigh the lessons of last week. Emergency-notification procedures received much of their attention. Among the questions administrators dealt with was how to notify students and employees of a critical incident, when to do so, and what to say--to convey necessary information without causing widespread panic. Efficient communication is the most important element of an institution's disaster response, risk and crisis experts said, but getting an announcement across a campus is a difficult task. "Emergency-notification systems are becoming more and more important, but at 7 o'clock in the morning, how do you get a message out to everyone on your campus that they shouldn't be there?" said Richard W. Bell, director of risk management at Loyola University New Orleans. "We don't have an effective method to do that." Colleges can use e-mail, telephone-broadcast systems, online postings, and public-address systems, but inevitably some people will not get the message, Mr. Bell said. Students may wake up minutes before class and run out the door, and employees may already be pulling into parking lots. Some security experts and members of the media have argued that Virginia Tech officials should have notified the campus sooner that there had been a shooting, but others are unsure an earlier warning would have minimized the deaths (See article on Page A13). Risk and safety experts scrambled last week to come up with other possible means of thwarting a violent attack-more surveillance cameras, maybe, or more campuswide public-address systems, which few institutions now have. Installing speakers outdoors, as well as in all campus buildings, would be "a massive undertaking," said Rebecca L. Adair, risk manager at Iowa State University. "But it could very well be where we need to head." Another measure she and others proposed was an emergency-notification system by cellphone text message (See article on Page A16). On the day of the shootings, a Virginia Tech spokesman said the university had been developing such a system in recent months. LOCKDOWN PROCEDURES Over the past few decades, violence, natural disasters, and other crises on college campuses have spurred new security measures, like swipe cards for building entrances, emergency telephone and lighting systems, and evacuation procedures. In considering where the Virginia Tech incident may lead, experts also pointed to lockdowns. To respond to a gunman on the loose, they said, a college might want to develop a plan to quickly secure a campus perimeter, as well as dozens or hundreds of buildings. The chief of police and director of public safety at the University of Maryland at Baltimore, Cleveland Barnes, pointed last week to his institution's computer-controlled door-lock system, which allows the police to lock all exterior doors and some interior doors in seconds. (The doors are locked only from the outside, to allow people a means of escape.) Many institutions, such as Cornell and Drexel Universities and the University of Pennsylvania, sent campuswide email messages last week to remind students of their emergency procedures. At many colleges, officials reviewed policies with an eye toward updating or testing them. Meanwhile, some consultants promoted their services for ensuring campus safety. Sheldon E. Steinbach, a prominent higher-education lawyer, criticized them for opportunistically hawking their wares to the fearful. As for another common fear among colleges--legal liability--one expert said that Virginia Tech's would be limited. Families of the students and professors who died there may sue the university, but it will be largely protected under the legal concept of sovereign immunity. Sovereign immunity prohibits an individual from suing a state institution like Virginia Tech in federal court, said William E. Thro, solicitor general of the Commonwealth of Virginia. Family members of the victims could file negligence lawsuits in state court against the commonwealth, he said, but they could collect no more than $100,000 each--assuming they prevailed in litigation. Was 2 Hours Too Long? AT 7:i5 A.M. on April 16, the Virginia Tech Police Department received a 911 call about shootings in West Ambler Johnston Hall. More than two hours passed before officials informed students and employees of the incident, by e-mail and telephone messages, at 9:26. After a second 911 call, about shootings in Norris Hall, officials issued another warning within five minutes. Should the first warning have come sooner? The answer is not so simple. If police officers interpreted the first incident as a domestic dispute, a two-hour interval seems reasonable, say experts on crisis planning. "The common pattern is that these are one-on-one or one-on-two types of events. They don't typically erupt into larger threats," said Ann H. Franke, a lawyer and a consultant to colleges on risk management. "I don't think an institution with tens of thousands of students would cease operations." But incidents similar to the dormitory shootings at Virginia Tech have usually resulted in the assailant's quick suicide. When the shooter is at large, the situation becomes dire. The Virginia Tech police said they thought the shooter had fled the campus. "If there is that unknown, that kind of information would be what you were trying to communicate," said Rebecca L. Adair, risk manager at Iowa State University. "There should be measures to get that information out as soon as possible." If the first warning had come sooner, some people may have stayed home, or in their dorms or offices, and locked their doors. But not everyone, said Richard W. Bell, director of risk management at Loyola University New Orleans: "I don't think that within two hours the whole campus could be notified that there was a problem and they needed to stay put." Many students and employees were probably in transit that morning. Others might not have checked their e-mail or campus phones. And a determined killer might still have found a group of victims gathered inside, or opened fire on a sidewalk. Cho Seung-Hui, the gunman, knew the Virginia Tech campus. With his weapons concealed, he did not stick out. "It only takes seconds to do what he did in each of those instances," said Mr. Bell. "Unless there is a police officer at the right place at the right time, he's not going to intercept someone who wants to cause that kind of damage." --SARA LIPKA PHOTO (COLOR): Cho Seung-Hui, a Virginia Tech student, killed 30 people at Norris Hall, at the center of the campus. Administrators have closed the building for the rest of the semester. ~~~~~~~~ By Sara Lipka Contributed by Andrea Foster The Chronicle of Higher Education: (http://chronicle.com) 1-800-728-2803 Copyright of Chronicle of Higher Education is the property of Chronicle of Higher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. Managing in a Dangerous World-The National Incident Management System: EMJ EMJ Anderson, Anice I;Compton, Dennis;Mason, Tom Engineering Management Journal; Dec 2004; 16, 4; ProQuest Central pg. 3 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. RESEARCH STARTERS ACADEMIC TOPIC OVERVIEWS Crisis Management School Safety > Crisis Management Table of Contents Abstract Overview What is Crisis Management? What Constitutes a Crisis? Applications Crisis Prevention Studies Conducted After Columbine Preparation Crisis Management Materials Drills & Exercises Response Evacuation Lockdown Shelter in Place Recovery Crisis Intervention & Debriefing Managing Crises in Post-Secondary Schools Viewpoints Do Practice Drills Cause More Harm Than Help? The Effectiveness of Post-Crisis Counseling Conclusion Terms & Concepts Bibliography Suggested Reading Abstract Crisis management refers to the policies and procedures developed for handling emergency situations. Since crises vary in size and scope, methods and management procedures vary across grade levels and situations. The imperative steps to creating and implementing any effective crisis management plan are mainly prevention, preparation, response and recovery. Debates surround the value of emergency drills and post crisis counseling methods. Overview What is Crisis Management? Crisis management is a term that refers to the policies and procedures developed for handling emergency situations in public schools. The 1999 Columbine shootings, the terror attacks of September 11, 2001 and, more recently, the devastation caused by Hurricane Katrina, have prompted local and national governments to research the most effective ways to manage crises in schools. In 2002, the Department of Safe and Drug-Free Schools together with the Harvard School of Public Health, the Prevention Institute, and the Education Development Center developed a program entitled, "The Three R's to Dealing with Trauma in Schools: Readiness, Response and Recovery" designed to assist schools with crisis management ("Taking the Lead," 2007). In 2003, Education Secretary Rodney Paige and the Secretary of Homeland Security Tom Ridge launched a $30 million initiative providing grants to help schools buy safety equipment, train staff, parents and students in crisis management ("Taking the Lead," 2007). Crisis often strikes fast so reaction time must be quick. This can only happen when procedures are in place and have been practiced. When a crisis occurs, schools must evaluate the crisis in order to decide whether to evacuate, lockdown, or use schools as a shelter (Poland, 2007). Because every school community is different, it is important for schools to practice a variety of crisis management procedures to determine if they are appropriate. Schools should then personalize their plans to the needs of their community. Plans also should accommodate the age EBSCO Research Starters® • Copyright © 2014 EBSCO Information Services, Inc. • All Rights Reserved ​​​Crisis Management​ of the student population, as elementary school students will behave differently than middle or high school students (U.S. Department of Education, 2003). The Office o ...
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Tutor Answer

agneta
School: University of Maryland

Attached.

Running head: WILDFIRE MANAGEMENT

Wildfire Management
Student Name
Course/Number
Due Date
Faculty Name

1

WILDFIRE MANAGEMENT

2
Wildfire Management

It is important that any disaster that can be predetermined, be managed accordingly. This
will reduce the imminent negative effects that the disaster is likely to have both on people and on
the property. Such disaster includes fires, earthquakes, gun violence, explosions and even floods.
The action plans that several institutions come up with should be those that will be effective
when implemented. To ensure safety and implementation, these plans should be taken through
rigorous processes of testing (Anderson, Compton & Mason, 2004). This can be done by
providing education, whereby certain aspects of a plan are elaborated to its executors. There
could also be actual drills. Here a disaster is assumed to have occu...

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