Unit 4 Emergency Response

Emergency response (fire, law enforcement, emergency medical) Evacuation. Rescue operations. Preventative measures (sandbagging) Role of Emergency Management. Instructor notes: The third stage in response is taking immediate actions to protect the public and property.

Unit 4 provides guidance on how to analyze, select and segment priority and influencing audiences. Obtaining information about the demographics, geography, knowledge, values, aspirations, beliefs, media habits and emotions of the audience in relation to the emergency can help identify the most important groups of people to target for the communication response.
An Emergency Response Unit is a name for a law enforcement or other civil government entity that is trained and equipped to respond quickly to emergency situations. In some instances, such a designation is given to a Special Weapons and Tactics unit, although it can also be used for units intended to respond to natural disasters and other situations not requiring the use of weaponry.
A company’s emergency response plan should address all potential workplace emergencies. In this unit, elements of an emergency action plan, fire prevention plan, training, emergency response teams, as well as other information vital to your safety in the workplace, will be addressed.
IASC Reference Group on Mental Health and Psychosocial Support in Emergency Settings. Interim Guidance: Scaling-up COVID-19 Outbreak Readiness and Response Operations in Humanitarian Settings. Including Camps and Camp-like Settings. IFRC, IOM, UNHCR, WHO. Course Resources. The following course resources are available.

Emergency Response Game

Columbia Southern Protecting Court Personnel High Profile Case Paper

January 12, 2021

Discussion BoardUnit: Performance and Compensation 3 10/24

January 12, 2021

Assignment: A “reader response” essay is simply a way for you, as a reader, to respond in writing to a specific issue that troubles, fascinates, enlightens, or illuminates something within your chosen text(s). While I will not give specific provocations (or questions) to you about where to concentrate your writing, I hope to offer many questions and issues during the lectures and class discussions.

My only designations are that you should write about the material that we have read, viewed, and discussed in Unit’s Two and Three. Thus: Dexter and Natural Born Killers, our readings from Natural Born Celebrities, and any concepts discussed in the discussion sections or lectures within those areas.

Example questions/topics: Compare the levels of violence in Dexter or Natural Born Killers–and the supposed purpose for this visual violence on screen. What do the filmmakers or directors want us to see in their work? Why are they doing it? Are the filmmakers critiquing violence or just sensationalizing it? Theorize about why Dexter and Mickey/Mallory have become pop culture icons? What are they fulfilling for their audiences? Other ideas could be built from any discussion question in the last two units work.

Specifics: These reader responses should be two-pages in length, double-spaced, with one inch margins, and normal pitch fonts. Longer writing will not garner you a better grade, so use the format to show your precision, focus, and support clearly within the space allowed. The work should be, otherwise in MLA or APA format, with a thesis or argument.

Resources: Your will not be required to use any resources to complete these essays, outside of our classroom text, Natural Born Celebrities or the films under consideration. If you choose to use quotations from any text, however, please use the MLA or APA format for citations.

MLA: http://owl.english.purdue.edu/owl/resource/747/02/ (Links to an external site.)Links to an external site.

APA: http://owl.english.purdue.edu/owl/resource/560/02/ (Links to an external site.)Links to an external site.

Rubric

Reader Response Essays will be graded according to the following rubric.

Competency	Exceeds Expectation (3)	Meets Expectation (2)	Does Not Meet Expectation (1)	No Evidence (0)
Evaluation 6.1 Outcomes 3, 4, 6, 8	Interpretation of readings that incorporates personal and critical responses seamlessly with fresh insight and energy.	Interpretation of readings adequately incorporates both personal and critical responses.	Interpretation of readings lacks appropriate balance between personal and critical insight.	Does not turn in assignment.
Synthesis 6.2 Outcomes 1, 2, 3, 4,5	Incorporates primary and secondary sources using MLA Documentation Style perceptively and creatively in ways that contribute to new knowledge while still retaining personal writing style.	Incorporates primary and secondary sources using MLA Documentation Style adequately without particularly fresh insights while still retaining personal writing style.	Primary and secondary sources rarely used if at all, without adequate MLA. Documentation. Insights are predictable and do not contribute to new knowledge. Writing is not commensurate with usual style of a college student.	Does not turn in assignment.
Analysis 6.3 Outcomes 1,2,3	Provides convincing connections between texts and offers clear and creative critiques through close readings to illustrate main point of essay.	Provides connections between texts that are obvious but nonetheless interesting. Writer adequately critiques the primary readings through close readings, though does not offer critical insight.	Connections between texts remain vague and undeveloped. Presents a critique not supported by close readings.	Does not turn in assignment.
Application 6.4 Outcomes 4, 5, 6, 7,	Literary and critical terminology used appropriately and with ease throughout the paper.	Employs literary and critical terminology adequately in parts of the paper.	Rarely uses literary and critical terminology, misuses it, or omits it altogether.	Does not turn in assignment.
Content of Communication 6.5 Outcomes 5. 6, 7, 8	Includes carefully chosen passages from literary and critical texts as well as personal statements that illustrate point of essay, and helps reader see texts in new ways.	Adequately includes representative passages from literary and critical texts as well as personal statements to illustrate point of essay.	Rarely provides specific passages for analysis, instead offering plot summary with little or no interpretation of texts.	Does not turn in assignment.
Technical Skill in Communicating Outcomes 4, 5, 6,	Employs conventions of Standard Written English in a well-organized, fully developed project/paper.	Employs conventions of Standard Written English in a well-organized, adequately developed project/paper.	Illogical statements, lack of development and organization, and persistent problems with use of Standard Written English interferes with reader’s ability to understand the point of the paper.	Does not turn in assignment.

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LAFD Spokesperson: Erik Scott

LOS ANGELES - In the Los Angeles Fire Department's continuing efforts to meet the challenges of our increasing EMS call load and the increasing number of homeless individuals, our EMS Bureau is in the process of implementing a pilot program called the LAFD SOBER (Sobriety Emergency Response) Unit. This pilot project is anticipated to be staffed by a Firefighter, working alongside a Los Angeles Homeless Services Authority (LAHSA) outreach worker.

The LAFD, in collaboration with the County Department of Health Services (DHS), is working on plans to bring publicly intoxicated patients to a new Sobering Center located in Fire Station 9’s district (Skid Row area), rather than transporting these patients to an emergency department (ED). It is anticipated that the LAFD SOBER Unit pilot will begin in Fall 2016, which will be in coordination with the future opening of the new DHS Sobering Center.

The SOBER Unit is a 12 month pilot program, which will identify public and serial inebriates and perform a medical clearance exam in the field to identify any acute medical issues that warrant ambulance transport to an ED. If the patient is medically cleared, the SOBER Unit will transport these individuals to the Sobering Center, where the patient can be monitored while they get sober, and then get placed into an appropriate detox program and transitional housing.

Unit 4 Emergency Response Example

This innovative pilot program will provide our department with the opportunity to staff an experimental new resource to get public and serial inebriates the help that they need, while decreasing the number of responses and ambulance transports for these patients, many of whom are EMS 'super users', residents who summon emergency medical services many times a month - and sometimes several times each day.

Unit 4 Emergency Response Template

A detailed analysis of LAFD data shows the top 40 super users were responsible for approximately 2,000 calls to the City's 9-1-1 system last year. These callers, often experiencing the chronic effects of drug and alcohol abuse, have historically been taken to a hospital emergency room by paramedic ambulance, where following elaborate tests, further care offered by nurses and physicians is often refused. Many of these patients depart the hospital, only to return the same day in a ceaseless cycle that limits the availability of both paramedics and critically needed hospital beds. The cascading effect has placed an unnecessary burden on the region's health network. This program will also help free up ED beds, which decreases time firefighters are waiting for a ED bed to become available, therefore expediting firefighters availability to handle additional 9-1-1 calls quicker.

Nypd Emergency Response Unit

Our hope is this innovative program will make a significant difference for the most vulnerable adults in our community, and also have a significant positive impact on our busiest resources in the field.