Government Response to Hurricane Katrina

Government Response to Hurricane Katrina National strategy for homeland security requires collaborative efforts by both the National Incident Management Systems (NIMS) and National Response Framework (NRF) to prepare for and provide a unified national response to disasters. Effective incident management of catastrophic events requires coordination of relevant stakeholders. Both the NIMS and NRP, the Federal and State agencies have responsibility for addressing any disaster and emergencies through pooling resources together. However, the framework faces myriad of challenges including meagre resources and malfunctioning local governments. These challenges effective response to disasters such as Katrina (Walsh, Christen Jr, Lord, Miller, 2011). Impacts of the changes on the programs in response to Katrina. The changes are necessary in providing guidelines on the response by the both the State and Federal governments in the event on major disasters such as Katrina. NIMS provides proactive approach for the response team in preparation, prevention and mitigation of the effects of Katrina. On the other hand, NRF details national disaster response principle, responsibilities and structures which lead to a coordinated response to disaster. Therefore, these changes make response to disasters more efficient and effective (Walsh, Christen Jr, Lord, Miller, 2011). Necessities of changing in the existing National Response Plan (NRP) to the current National Response Framework(NRF). Unlike NRP, the NRF puts in place a single, robust approach to domestic disaster management. NRF outlines effective ways of preventing, preparing for, response to Hurricane Katrina when it occurs in any state especially in the vulnerable areas. Moreover, NRF is an all-hazards plan within the framework of National Incident Management System (NIMS). Nevertheless, establishment of NRF was mandated by the Homeland Security Act of 2002 to integrates the National Contingency Plan (NCP) and other national-level contingency plans in responding to Hurricane Katrina. Therefore, it establishes the structure and mechanisms for national-level policy and operational direction for domestic disaster management (Wise, 2006). Response to hurricane Katrina dictated by the todays NRF and NIMS. The all-hazards approach is cost effective due coordination among organizations involved in the four parts of emergency management: mitigation, preparedness, response, and recovery in achieving common goal, that is, Hurricane Katrina. The response allows sharing of costs by the organizations involved thus reducing the cost borne by each state in mounting response to Hurricane Katrina (Walsh, Christen Jr, Lord, Miller, 2011). Emergency management at the local level and implementation of the NRF in response to Katrina. Local jurisdictions are responsible for ensuring the public safety and welfare of their residents during emergencies by mobilizing resources for the same. The NRF implementation does not therefore, usurps state responsibility and jurisdiction when responding to a disaster but provide framework for such response (Walsh, Christen Jr, Lord, Miller, 2011). It is therefore, imperative to note that National strategy for homeland security requires collaborative efforts by both the National Management Systems and National Response Framework (NRF) to prepare for and provide a unified national response to disasters. The all-hazards approach is cost effective and efficient in emergency response during Hurricane Katrina (Wise, 2006). References Walsh, D., Christen Jr, T. H., Lord, G., Miller, G. (2011). National incident management system: Principles and practice. . New York: Jones Bartlett Publishers. Wise, R. C. (2006). Organizing for homeland security after Katrina: Is adaptive management whats missing? Public Administration Review, 66(3), 302-318.

Public Policing vs Private Security Comparison

What are differences and similarities between the two roles? In the field of policing there are a couple different paths for an individual to choose from and they include private security and public policing. State government, city government, and towns normally provide the community with a public police force to enforce the laws and protect the citizens. Police officers are very important within a community but sometimes a private security can come in and help out and this frees up time for the public policing. Private security personnel generally work for a private company that handles their own dispatching, training and recruiting. Private security functions include loss-prevention duties or protective services that would not be handled by public policing. Private security also specializes in closed circuit monitoring services, secret level clearance, drive by patrol. Private security does not have the authority to arrest anyone either; however they can detain until law enforcement get there. Public policing officers are a function of the executive branch of government. Public officers are paid entirely from public funds that generate from grants, public sources, and revenues from taxes. Most private security organizations are paid from collecting a fee from their client. It is not uncommon for private security to go undercover like public police also, so that they can blend in the environment and be used as asset protection. The goals and training of private security and public policing are similar to each other. Private security and public policing are unique and successful in their own ways. The way that the private security and public policing organizations function and interact within each other is different; however they both function with leadership. The differences in public policing and private security would include the duties of the job. Police officers duties include responding to emergency calls, patrol public streets and monitor the traffic; private security may have the duty to be on duty at a supermarket or retail store, a bank or even drive an armored car. Some of the similarities of private security and public policing would be that they both hire men and women and both organizations are required to wear uniforms. The use of uniforms lets citizens know who security is and who the officers are. Both organizations offer in-house training. Some private security officers are permitted to carry guns just like public policing. How does leadership differ between the two roles? Public policing and private security both have a positive relationship with the criminal justice system but they are held to different standards. They use their resources to help work together when needed by sharing information, joint operations, networking, training and the development and promotion of state and federal legislation of mutual interest (Ortmeier, 2009). What is the relationship of each role with the criminal justice system? The relationship of each public policing and private security is that they both have the goal to deter crime. The public policing works to keep and prevent crime, maintains order, and responds to dispatched calls and reported crimes on public and private property. The relationship for private security is they can help out with terrorist threats, and other crimes that may affect the world, and in return that helps out the public policing in the fact that if they work together they can defend our homeland. What are the essential policies for each role? For private security the essential policies that would be needed would include to have a qualified staff, insurance, and have a license with that state, most are given after a background is checked at both federal and state levels. Some of the other policies that private security organizations should have would be the following : Acceptable Use Policy that defines what employees are allowed to do on company property, while using company resources and equipment, this should be made know to all staff so that there are no excuses or exceptions. There should be a privacy policy in effect; this is important because there are many laws and regulations that address privacy. Included in the privacy policy notification should be made that about the logging user activity, monitoring internet usage; including recording keystrokes. Password policy is another good policy to have in effect so that certain protocol is used when creating and issuing password within the company and included could be the account lockout protocol that will be used within the company. Destruction and Disposal policy which will define how and when to get rid of stuff. Storage and Retention policy will explain what items need to be kept for a number of years, things such as auditing date, financial history and customer information. The next policy would be an incident response policy and this policy would be to handle security breaches. Classification policy that way workers understand to use the information properly rather it is private or sensitive. Human resource policy and this should be covered in the way that employees are supervised, code of ethics, sort of like a company handbook one that will explain repercussions for certain behaviors and tardiness. Change management policy since one of the biggest threats to security is when things are unmanaged and unknown or even changed. The last policy for private security would be firewall policy and this would cover the essential components of the entire security structure, these are important to protect against cybercrimes. Public policing essential policies would include: use of force policy that explains how to not abuse the power of their authority, another police policy to have would be a policy on the code of ethics and this would define what ethical and non-ethical behavior is and what is expected of them as an officer of the law. Describe and discuss the importance of a comprehensive security plan, and its key components. The importance of a comprehensive security plan is in case something happens to the organization, it can somewhat be repairable to getting back on track. If an organization is aware of what the threats may be then they would know what they need to do to avoid these and prevent incidents from happening, instead of waiting for an incident to happen first. Developing a comprehensive security plan requires deliberate and methodical analysis. The purpose of the security analysis is to expose any security breaches so they can be addressed in a controlled manner and the comprehensive security plan can be created from a broad analysis. The analysis will keep resources in mind and will be directed based on the individual needs of the client and while protecting the assets of the company. The components of the comprehensive security plan include asset definition, vulnerability analysis, and threat assessment, selection of countermeasures and implementation of the plan. It is important to make policies for the client to follow along with their workers and these policies must be made know if they are expected to be followed. Incompetence and carelessness equals ncreased legal liability and financial loss. The key components consist of overlapping the features that provide mutual support and direction of the program: personnel, devices, procedures and policies. References Comprehensive Security Services, Inc. (2012). Retrieved from http://www. comprehensivesecurity. net Global Knowledge Training LLC. (2010). 10 Essential Security Policies. Retrieved from http://isaca. org Ortmeier, P. (2009). Introduction to security: O perations and management (3rd ed. ). Upper Saddle River, NJ: Pearson/Prentice Hall.

Classroom Scenarios Essay

Mrs. Ross has her fourth grade students move their desks together into groups of 2 to do a group activity. She instructs them to pair with anyone they choose. Teresa raises her hand, â€Å"I don’t want to pair with Megan again because she doesn’t do any of the work. Can I have someone else? † Megan who is soft-spoken just looks down at the floor as the class waits for the teacher’s response. Mrs. Ross asks Teresa and Megan to come with her outside and instructs the class to carry on with the activity. 1. What level of mutual respect exists between students and the teacher in this scenario? How did mutual respect affect the classroom dynamics? How would you improve mutual respect in this classroom? A high level a mutual respect exists between students and the teacher in this scenario. Mrs. Ross had to trust the students at least a little bit in order for her to believe they could handle moving their desks around to do group work. Teresa showed respect for Mrs. Ross by raising her hand to properly voice her concern about her partner. Not only did she raise her hand, but she respected and trusted the teacher enough to feel safe expressing her feelings. Although soft-spoken, Megan could have found some way to negatively reply to what Teresa said. However, I believe she respected Mrs. Ross enough to know she could trust her to act in a fair and kind manner, so Megan waited quietly for her response. Mrs. Ross showed respect for the two girls when she asked them to come with her outside. She didn’t just ignore the issue or thoughtlessly assign another partner for Teresa. Mrs. Ross took the time to acknowledge their thoughts and feelings in private where she could assess the situation better without putting either of the girls on the spot. Finally, Mrs. Ross showed respect for the class when she trusted them to carry on with the activity while she stepped out of the class with Megan and Teresa. The class showed respect for Mrs. Ross by continuing to work while she steps outside the classroom for a moment. Mutual respect affected the whole classroom dynamic in a positive way. There was a feeling of cooperative learning. I am pleased with the high level of mutual respect shown in the classroom and find no need for improvement. 2. How well did the teacher handle herself in the scenario? What student-teacher interactions worked well and what did not work? How would you handle the situation? The teacher handled herself very well in this scenario. She could have chosen to react immediately to Teresa’s comment with disappointment and frustration, but instead she calmly asked the two girls to come with her outside. She even thought of the rest of the class and took the time to instruct them so they weren’t left hanging while she went out with Teresa and Megan. Teresa raised her hand, but did not wait to be called on before calling out to the teacher. It was good that she felt safe enough to express her concerns, but not good that she made Megan feel badly in front of the class. I hope, if I was a teacher given the same situation, that I would be able to handle myself in a similar manner. I would want Teresa to know in front of the class that she is to wait until she’s called on to speak, but discussing the rest of the details in front of the class would only put Megan even more in the spotlight and add to her discomfort. 3. What, if any, communication roadblocks are evident in this classroom? How could you remove the communication roadblocks? How would you communicate with the students to resolve this situation? I could not see any communication roadblocks in this classroom. It appears to me that the teacher communicated well with the students, and the students felt comfortable communicating with the teacher. To resolve this situation, I would remind Teresa specifically, as well as the class in general, to raise their hands and then wait to be called on before speaking. I would also ask my class to pay attention to all the instructions. The instructions Mrs. Ross gave told students they could choose their own partner. There was never a need for Teresa to comment on not wanting to be Megan’s partner as Mrs. Ross had already told students to pick their own partner. 4. What conflicts did you observe in this classroom? What conflict resolution methods could you use to resolve the conflicts in this classroom? Are there any peer mediation methods that you could use in this scenario? The conflict in the classroom was between Teresa and Megan. To resolve the conflict I would bring the two students together and have them work cooperatively on the issue with my guidance. I would want both students to feel free to speak their mind, feel listened to, and feel that they are an important part of the solution. I would want them to understand that they both need to be respectful, listen to each other, and try to understand the others’ point of view. As part of the process I would also expect them to work together to come to an agreement they both feel good about. I would not use peer mediation methods in a fourth grade class. 5. What changes would you make to help this classroom become more of a community? Why would developing this classroom into a community be important? I don’t see any changes I would make, but something I would talk to the class about to make the classroom become more of a community would be respect. I would plan a mini lesson on respect and how we treat others for another day. It would be important to help the class develop into a community because community members care about each other, look out for each other, and help each other when needed. I would want my class to work together cooperatively and build a positive learning environment where everyone would feel valued. Tenth Grade Classroom Scenario The bell has rung and Mr. Dunn’s tenth grade math class has settled into their seats. â€Å"Good morning! Let’s begin by having everyone pass their homework to the front of the class. † Tom walks into class 5 minutes late. Mr. Dunn asks, â€Å"Tom, do you have your homework? † Tom looks down at the floor when he answers, â€Å"No, I didn’t finish it. † Mr. Dunn asks, â€Å"Why not? You knew it was due today, right? † Tom just shrugs. Mr. Dunn asks the rest of the class, â€Å"Who else did not turn in their homework today? † Pamela did not do her homework, but is afraid to raise her hand. Mr. Dunn says, â€Å"Good job, class! I appreciate everyone who worked hard to get their work turned in on time. † Daniel chimes in, â€Å"Which is everyone except Tom! † The class laughs. Tom angrily gets out of his chair and storms out of the room as he says, â€Å"I’m sick of this stupid class. † 1.What level of mutual respect exists between students and the teacher in this scenario? How did mutual respect affect the classroom dynamics? How would you improve mutual respect in this classroom? There exists no mutual respect between the students and the teacher. Mr. Dunn’s only attempt at positive enforcement was telling the class â€Å"good job to those who did turn in their homework†. While this seems like praise to those who complied, those who didn’t are left feeling like failures. By Mr. Dunn singling Tom out and embarrassing him, he created a classroom of disrespect and the other students felt free to tease and laugh at Tom. Tom will now view Mr. Dunn as being indifferent if not an enemy and other students may fear if they do anything wrong they will be chastised and humiliated as well. We can see this playing out in the case of Pamela feeling afraid to admit she didn’t do her homework either. Students will not thrive in an environment where they do not feel comfortable and safe and where they risk public ridicule by their peers for not doing their work. To encourage mutual respect teachers should never single out a student in front of the class, but rather talk with him privately at a later time such as after class or when students are busy working. Before making any decisions about consequences for late work seek to understand the reason the student failed to follow through. Show concern and understanding when they are facing difficulties at home or otherwise. Use encouragement rather than negative words and discuss ways you can help them, such as creating a study plan. Make mutual respect a classroom rule that is enforced by consequences for violation. Never allow students to laugh at or embarrass another classmate or group of classmates. 2. How well did the teacher handle himself or herself in the scenario? What student–teacher interactions worked well and what did not work? How would you handle the situation? The teacher did not handle himself well in this situation. The student-teacher interactions were negative and the students were not willing to admit difficulties or problems to the teacher. None of the interactions described worked well. Tom left class because it was so negative. The teacher should handle this situation by having in place a policy for tardiness. The teacher should not waste time bringing attention to tardy students. Students should know what to do when they enter a classroom even if they are tardy. One way to handle tardiness – especially for older students like these ones is to have a required slip students must fill out when they are tardy explaining the reason. They should then have a place they put slips for the teacher to look at later. There should also be a policy for not having homework completed. If the teacher setup these policies at the beginning of the year he would not need to say anything when a student walks in late, the student would know what to do. The teacher put Tom on the spot by singling him out in front of his classmates, and then showed further disrespect by asking him why he didn’t do his homework. It is unnecessary to ask â€Å"you knew it was due today, right? † This statement doesn’t help the situation and is only demeaning to Tom. Most likely he knew the assignment was due and if he had forgotten he would have remembered as soon as Mr. Dunn asked for them. He should not dwell on something Tom cannot go back and remedy. The appropriate thing would be to talk to Tom privately and ask if he is having trouble remembering his assignments. He should show care and concern by offering to help Tom get organized and devise a way to remind himself to do the work. This teacher did not even take the time to find out why Tom had forgotten his homework. He may have had a very good reason in which case Mr. Dunn should consider allowing Tom to make it up. If Mr. Dunn had handled himself appropriately, Tom would not have been so upset as to get up and leave the classroom. Students should not be left feeling worthless and disrespected. 3. What, if any, communication roadblocks are evident in this classroom? How could you remove the communication roadblocks? How would you communicate with the students to resolve this situation? There were several communications roadblocks in place in this classroom. The biggest problem is that the teacher and students had no respect for each other. As stated before, if a teacher models respect for his students and sets in place policies for behavior and academics, his students have clear expectations and are more likely to respect one another. This saves teachers time having to deal with problems as they arise. After the rest of the class has received necessary instruction and direction, the teacher should talk privately with Tom about tardiness and missing homework. The teacher should take time to listen and allow Tom to maintain his dignity. 4. What conflicts did you observe in this classroom? What conflict resolution methods could you use to resolve the conflicts in this classroom? Are there any peer mediation methods that you could use in this scenario? The main conflicts in this classroom are created by the teacher. The teacher publicly humiliated a student in front of the class because he was late and did not turn in his homework. The teacher also created an environment where it is ok to belittle your classmates. To resolve the conflict the teacher should talk to Tom individually and apologize for the way he handled the situation. Mr. Dunn should let Tom see that teachers make mistakes too and that they should not be exempt from apologizing. He should address Tom’s homework including why Tom didn’t finish it and what plan they can come up with that would help Tom remember in the future. He should then talk with the entire class and admit his mistake, emphasizing the rules of mutual respect. He should remind the class it is inappropriate to make fun of or embarrass a fellow student. There is not any real need for peer mediation with the students if the teacher is more respectful the students will be also. 5. What changes would you make to help this classroom become more of a community? Why would developing this classroom into a community be important? The most effective way to create a community in the classroom is to set the tone the first day of class. Allow the students to get to know each other, have group activities and team work projects. Allow and teach students to respect individual differences and celebrate the multitude of talents and cultural practices among classmates. When students feel like they are part of a group they perform better in school, are supported by their peers to do well and do not miss as much school; learning in this environment can be enjoyable and fulfilling. Students should learn to help and encourage one another. Set specific rules that the whole class can decide on together. Ask students what they think a caring, respectful classroom looks like. Brainstorm class rules with them and have them vote on which ones they feel are the most important. Have the students sign their names to a pledge that they will abide by the rules and work together to make the class a nice place to be. Enforce consequences of violation of these rules with consistency. Never put students down or make them feel incompetent – especially in front of others. Listen to students’ needs and treat them with respect if that is what you expect from them. Emphasize promoting positive behaviors rather than fixing negative ones. Help students learn moral values and develop a good work ethic rather than doing things simply because they are told. Rather than punishing for poor behavior, look for ways to correct problems by discussing consequences and choices.

Essay on The Power of Music - 2743 Words

â€Å"Music is the universal language of mankind† (Longfellow, thinkexist.com). When most people think about music they think of it as a subtle art. It is something that most people take for granted in their lives. It is fun to sing along to a song in the car, or to dance along at a party, etc... It is also a background noise in movies, or parties, or a variety of other places. Most people never stop and think about the transformative power that music can have on them. It should be made clear though that music does indeed have a transformative power. When a person is feeling depressed an upbeat song can lift their spirits up. The same is true for the opposite effect as well. If someone is feeling up, a sad and morose song can bring them back†¦show more content†¦While there are several interesting lines in this poem the lines that will be our focus are:†¨ For I have learned To look on nature, not as in the hour Of thoughtless youth, but hearing oftentimes The st ill, sad music of humanity, Not harsh nor grating, though of ample power To chasten and subdue. (Wordsworth 89-94) There are several questions about these lines that need to be answered before we can begin to make sense of what the author was trying to convey in these lines. First, it is prudent to understand what exactly the author means when he is talking about humanity. If one were to just use their own common sense, they would probably come to the conclusion that the author is talking about the general human nature of mankind. If one were to take this definition as the correct use of the word in the poem then the line could read as â€Å"The still, sad music of human nature†. While this reworking of the line clears up some questions, other questions remain. What exactly is the â€Å"still, sad music of human nature†? What exactly is Wordsworth talking about here? While there are certainly a great many things Wordsworth could be saying in this line, the most likely message he might be trying to convey is that the â€Å"still, sad music of human nature† is all the negative emotions that we, as humans, allow ourselves to feel on a daily basis. Evidence of this interpretation might be found further on in the poem when the narrator is speaking to his sister. â€Å"TheShow MoreRelatedMusic : The Power Of Music1741 Words   |  7 Pages Uses of Music The Power of Music Ariel Balda South Piedmont Community College Abstract Music is something has been around for a really long time. Music can be seen as a form in which artists express themselves but it could also benefit people that listen to it. Music has many uses for people. 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