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27,335 results on '"Civil Defense"'

1. Absence of Education in Civil Defence Education: Nationalising Education and Its Actors and Knowledge

Author

Wirthová, Jitka and Barták, Tomáš

Abstract

This paper focuses on the relationship between agency and knowledge within the context of rising nationalism and populism. The case is the Czech debate over the reintroduction of civil defence education (CDE). It was abandoned in 1989 but recently, many new and contradictory calls for its return have appeared. We aim to gain an understanding of what the nationalising of education does with actorship in educational governance and how agency is achieved in pushing or criticising nationalist claims in education. The dataset consists of media entries, strategic documents, and interviews. We argue that the populist repertoire intervened significantly in "defining" what is the problem that some groups wanted to solve by a renewal of CDE. This situation stabilised the position of security-military expertise as reasonable knowledge, which concealed the educational nature of the problem and thus denied educational actors a role in agency. The role of the state structures responsible for education was problematised and set the difference of the Czech case in the European context regarding educational governance. We conclude that contemporary nationalists' claims concerning education may be seen as a sign of the changing role of expert knowledge that camouflaged defence education as an educational problem.

Published
2023
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2. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference: e-Learning 2021, Part of the Multi Conference on Computer Science and Information Systems (MCCSIS 2021) (15th, Virtual, July 20-23, 2021)

Author

International Association for Development of the Information Society (IADIS), Nunes, Miguel Baptista, Isaias, Pedro, Nunes, Miguel Baptista, Isaias, Pedro, and International Association for Development of the Information Society (IADIS)

Abstract

These proceedings contain the papers of the 15th International Conference on e-Learning (EL 2021), which was organised by the International Association for Development of the Information Society (IADIS), July 20-22, 2021. This conference is part of the 15th Multi Conference on Computer Science and Information Systems (MCCSIS), July 20-23, 2021, which had a total of 456 submissions. Due to an exceptional situation caused by the COVID-19 pandemic, this year the conference was hosted virtually. The e-Learning (EL) 2021 conference aims to address the main issues of concern within e-Learning. This conference covers both technical as well as the non-technical aspects of e-Learning. The conference accepted submissions in the following seven main areas: (1) Organisational Strategy and Management Issues; (2) Technological Issues; (3) e-Learning Curriculum Development Issues; (4) Instructional Design Issues; (5) e-Learning Delivery Issues; (6) e-Learning Research Methods and Approaches; and (7) e-Skills and Information Literacy for Learning. [Individual papers are indexed in ERIC.]

Published
2021

3. Civil Protection through Adult and Continuing Education in Germany. A Scoping Review of an Emerging Research Field

Author

Sophie Lacher and Matthias Rohs

Abstract

Since the end of the Cold War, Germany has been considered a largely safe country. But increasing terrorism, the COVID-19 pandemic, the war in Ukraine, and national flood disasters with serious consequences have led to growing attention to civil protection issues in politics and society. Thereby the reduction of possible risks is closely linked to rescue forces being well trained and the population being adequately informed about how to behave during disasters. Thus, adult learning is central to reducing risks associated with disasters. This paper, therefore, examines what works are available from adult and continuing education research on disaster protection in Germany after the 2nd World War. The results of this first comprehensive scoping review in this field show that pedagogical issues in disaster risk reduction are addressed by various disciplines. Most of these are practice-oriented and aim for the development of pedagogical concepts. High-quality scientific works that are empirically based or oriented towards the development of theoretical foundations, are hardly to be found. Overall, this in-depth research thus reveals a large research gap in the field of adult pedagogical research on the area of disaster education in Germany.

Published
2023
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4. Civic Media Practice Facilitating Democratic Process in Two Environmental Community-Engaged Research in Taiwan

Author

Loan, Phan Thi and Hsu, Wan Ting

Abstract

Environmental protection is an increasing concern across Taiwan. Facebook and LINE enjoy high penetration in Taiwan, are potential platforms for democratizing the research process. Citizens participate in evaluating their environment, contributing to its protection as well as having voice in decision making in the environment community-engaged research (eCEnR) than ever before. However, along with increased citizen engagement, researchers also see a decreased trust in institutions, including government, media, and news. Based on in-depth interviews with organizers and participants, the analysis of posts on Facebook group, LINE messages, and websites of two ongoing eCEnRs, we assessed the impact of civic media practice on the democratic process. This article analyzes how social networking sites or applications function in four activities of the democratic process. Network building, discussion forums, distributed ownership and persistent input help organizations overcome distrust of institutions and enhance civic media's ability to foster connections and create more usable interfaces between communities and institutions.

Published
2019

5. Defense Research Capacity at Historically Black Colleges and Universities and Other Minority Institutions: Transitioning from Good Intentions to Measurable Outcomes. A Consensus Study Report

Author

National Academies, National Academy of Sciences, National Academies, National Academy of Engineering, National Academies, National Academy of Medicine, DeLoatch, Eugene M., McClain, Aliecia R., Jackson, Leigh Miles, DeLoatch, Eugene M., McClain, Aliecia R., Jackson, Leigh Miles, National Academies, National Academy of Sciences, National Academies, National Academy of Engineering, and National Academies, National Academy of Medicine

Abstract

Historically Black Colleges and Universities (HBCUs) and other minority institutions (MIs) represent a valuable resource to expand the Department of Defense's (DoD) government and extramural workforce and science and technology enterprise. The more than 400 public and private HBCUs, Tribal Colleges and Universities, Hispanic-Serving Institutions, and other two- and four-year MIs are positioned to make strong and uniquely important contributions to the defense research enterprise, offering DoD an opportunity to widen its talent pool and diversify STEM research and ultimately strengthen its ability to support national security. "Defense Research Capacity at Historically Black Colleges and Universities and Other Minority Institutions" examines the status of DoD research at HBCUs and MIs, including the methods and means necessary to advance research capacity at these institutions in order to comprehensively address the national security and defense needs of the United States. This report offers recommendations to guide DoD, Congress, HBCU/MIs, and partnering entities in supporting and strengthening the role of these institutions in defense research. A strategic commitment will translate into increased opportunities for HBCU/MIs to diversify the future American academic, industrial, and government STEM workforce upon which DoD will depend. [Contributors to the report include the Committee on Defense Research at Historically Black Colleges and Universities and Other Minority Institutions; the Board on Higher Education and Workforce; and Policy and Global Affairs.]

Published
2022
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6. The Factors That Influence Transfer of Training and Its Effect on Organizational Citizenship Behaviour

Author

Nik Nazli, Nik Nadian Nisa and Sheikh Khairudin, Sheikh Muhamad Hizam

Abstract

Purpose: This paper aims to identify the relationship between organizational learning culture, psychological contract breach, work engagement, training simulation and transfer of training, to examine the effect of transfer of training on organizational citizenship behaviour and to determine the mediating effect of transfer of training on the relationship between organizational learning culture, psychological contract breach, work engagement and training simulation with organizational citizenship behaviour. This study investigated these relationships in the context of public sector organizations in Malaysia. Design/methodology/approach: The data for this study were collected by using the purposive sampling from Malaysian Civil Defence Force or Angkatan Pertahanan Awam (APM) employees who attended a disaster preparedness training programme between March to May 2015. The questionnaire was the main tool for the data gathering. The data were analysed using structural equation modelling technique using AMOS 22 version software. Findings: The findings showed that work engagement and training simulation are the factors that influence the transfer of training, and there is a positive effect of the transfer of training on the organizational citizenship behaviour. The result also demonstrated that the transfer of training is the mediator in the relationship between work engagement, training simulation and organizational citizenship behaviour. Research limitations/implications: This study focuses on public sector areas which is Malaysia Civil Defense Force (APM). No interview session was conducted due to the time constraint in completing this study. Originality/value: This study extends the existing understanding of factors that influence transfer of training and the effect of transfer of training on employees and organization. In other words, through the positive transfer of training, organizations not only attain positive returns on their training investment but also improve the performance and the work attitude of the organization's employees.

Published
2018
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7. The Delivery: A Case Study in Bioterrorism Preparedness.

Author

Cosh, Judith, Davis, Kim, Fullwood, Angela, Lippek, Maryann, and Middleton, Jill

Abstract

This paper describes a bioterrorism incident at a Connecticut elementary school. Flowers sent to a teacher were permeated with anthrax spores that infected the teacher, 12 of her students, 3 office staff members, and an administrator. The teacher subsequently died. The Connecticut Department of Public Health confirmed that the students and staff had been exposed to anthrax. After describing the incident, the paper details the various procedures and plans created conjointly by district and school administrators, teachers, parents, community members, and officials from the local health department, police department, fire department, and medical community. The district looked to the Federal Emergency Management Agency for guidance. The plans included steps to prevent bioterrorism attacks; an update of the school's and district's crisis-management plan; a training program for all personnel, including part-time staff, substitute teaches, volunteers, and district office staff; the installation of a crisis team coordinator at each school in the district; and the creation of guidelines for helping children, and the community, cope with the aftereffects of a crisis. (WFA)

Published
2003

8. A Federal Employee's Family Preparedness Guide.

Author

Office of Personnel Management, Washington, DC.

Abstract

This document outlines what families can do before, during, and after an emergency. The first section covers preparations that can be made before an emergency occurs and includes the creation of a family emergency plan and an "emergency go kit," which can save time if one has to evacuate or go without heat, electricity, or water for a long time. Issues that can be important such as prescription medicines, pets, assisting neighbors, and knowing the plans of local school systems, are described. The second section covers information important after an emergency has occurred, such as how to prepare your home to be a shelter, what to do in the event of a power outage, how to obtain clean water, and how to evacuate your home. The final sections describe ways to handle various kinds of emergencies, including natural disasters; biological threats; chemical threats and; nuclear explosions and radiological contamination. The guide concludes with information on recovering from an emergency. The document contains a list of sources, key telephone numbers, and additional resources. (SLR)

Published
2003

9. Photographs and Pamphlet about Nuclear Fallout. The Constitution Community: Postwar United States (1945 to Early 1970s).

Author

National Archives and Records Administration, Washington, DC. and Lawlor, John M.

Abstract

In August 1945, the United States unleashed an atomic weapon against the Japanese at Hiroshima and Nagasaki and brought an end to World War II. These bombs killed in two ways -- by the blast's magnitude and resulting firestorm, and by nuclear fallout. After the Soviet Union exploded its first atom bomb in 1949, the Cold War waged between the two superpowers. The arms race resulted in nuclear weapons testing.These tests consisted of above ground and below ground explosions of nuclear devices. The above-ground explosions generated nuclear fallout. This lesson relates to the duties and powers of the president and Congress, to provide for national civil defense in the event of war, as set forth in the Preamble, in Article I, Section 8, Paragraph 18, and in Article II, Section 3, Clause 1 of the Constitution. The lesson uses eight primary source documents dealing with nuclear fallout, six photographs, an artist's rendering of a fallout shelter, and a pamphlet entitled "Facts about Fallout." It correlates to the National History Standards and to the National Standards for Civics and Government. The lesson provides the historical background about the atom bomb (with three resources); and suggests diverse teaching activities for classroom implementation, including pamphlet analysis, compare and contrast, photograph analysis, and student research projects. Appended are a photograph analysis worksheet and the primary source documents. (BT)

Published
2000

10. Law Enforcement. Ohio's Competency Analysis Profile.

Author

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

Abstract

This Ohio Competency Analysis Profile (OCAP), derived from a modified Developing a Curriculum (DACUM) process, is a current comprehensive and verified employer competency program list for law enforcement. Each unit (with or without subunits) contains competencies and competency builders that identify the occupational, academic, and employability skills needed to enter this occupational area. Within that outline are three levels of items: core, advancing, and futuring. Core items are essential to entry-level employment. Advancing items are needed to advance in a given occupation. Futuring items are needed to enter and remain in an occupation 3 to 4 years from now. This profile contains 15 units: (1) orientation; (2) legal aspects; (3) communication skills; (4) human relations skills; (5) first aid and emergency care; (6) defensive tactics; (7) driving; (8) patrol; (9) investigation; (10) traffic enforcement; (11) civil emergencies; (12) prisoner booking and handling; (13) private security; (14) specialized units; and (15) employability skills. (NLA)

Published
1991

11. Radar: Human Safety Net

Author

Ritz, John M.

Abstract

Radar is a technology that can be used to detect distant objects not visible to the human eye. A predecessor of radar, called the telemobiloscope, was first used to detect ships in the fog in 1904 off the German coast. Many scientists have worked on the development and refinement of radar (Hertz with electromagnetic waves; Popov with determining the distance of lightening strikes; Hulsmeyer with detection of metallic objects). During World War II, radar was further developed by several nations (including the U.K. and U.S.) to detect planes and ships that were entering into a nation's coastal zones. This early warning system allowed time for military forces to prepare to defend themselves (position troops with antiaircraft guns and artillery and to get aircraft squadrons into the air) and for civilians to seek shelter (air-raid shelters and basements). A U.S. Navy radar technician supposedly identified incoming Japanese planes in the attack on Pearl Harbor in 1941, but the reporting officer did not trust the findings with the new technology, since it was so unreliable at that time. Consequently, no warnings were issued prior to the attack, and many U.S. naval ships and aircraft were destroyed and countless lives were lost. This information resource will explain the concept of radar technology. It will review how a radar system works and some applications where it is used every day. Activities for learning more about radar will be presented.

Published
2016

12. A Golden Age of Security and Education? Adult Education for Civil Defence in the United States 1950-1970

Author

Preston, John

Abstract

A number of authors consider that the early period of US security and education (1950-1970) was in some way a "golden age" where there was a prevailing societal orientation towards civil defence. This is supported, to some extent, through "Duck and Cover" type activities in schools and in community preparedness efforts. This article considers whether this portrayal is necessarily correct in the case of adult education. From an analysis of previously classified historical archives in the US National Archives II at the University of Maryland, I consider the success of the civil defense adult education programme (CDAE), and earlier adult education courses, from 1950 to 1970. Rather than being a "bottom-up" process, CDAE was imposed on educators directly through an executive order. There was considerable resistance to the CDAE from other areas of government, from states and from students. CDAE had limited success only so much as the Department of Health and Welfare (DHEW) was able to reconcile it with their own educational objectives. The article concludes by considering the implications of these findings for contemporary adult education for emergencies.

Published
2015
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13. First Steps towards an Interactive Real-Time Hazard Management Simulation

Author

Gemmell, Alastair M. D., Finlayson, Ian G., and Marston, Philip G.

Abstract

This paper reports on the construction and initial testing of a computer-based interactive flood hazard management simulation, designed for undergraduates taking an applied geomorphology course. Details of the authoring interface utilized to create the simulation are presented. Students act as the managers of civil defence utilities in a fictional town, and have to respond to changes in local conditions to prevent a flood disaster. An SMS messaging service presents the managers with real-time situation updates, and enables them to respond immediately. No significant difference is observed between the standard of student performance under these conditions of authentic assessment in the simulation and that attained in the other, more traditional, elements of assessment in the course. Future refinements intended to overcome identified weaknesses in the simulation are outlined. (Contains 2 figures, 3 tables and 1 note.)

Published
2010
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14. Bordering the Civic Imaginary: Alienization, Fence Logic, and the Minuteman Civil Defense Corps

Author

DeChaine, D. Robert

Abstract

Current figurations of the "immigration problem" in the United States challenge our understanding of the rhetoricity of contemporary bordering practices. The public discourse of the Minuteman Civil Defense Corps serves to chart the alienization of undocumented migrants and the enactment of alien abjection on the U.S.-Mexico border. Alienization promises an antidote to majoritarian anxieties regarding national disunity in the form of a shoring-up of cultural boundaries that border-crossing subjects render troublesome. Ultimately, the fence logic engendered by groups such as the Minutemen reveals how struggles over the boundaries of citizenship both enable and limit an affect-charged civic imaginary. (Contains 81 notes.)

Published
2009
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15. Gender, Militarism and the View of the Future: Students' Views on the Introduction of the Civilian Service in Serbia

Author

Milojevic, Ivana and Markov, Slobodanka

Abstract

What are some of the obstacles to demilitarization of society? What role does worldview in general, and views of gender, future and peace in particular, play in this process? What could be some aspects of the intervention when educating students and the wider community for peace? This article discusses the results from a pilot study that investigated undergraduate students' attitudes to the introduction of the civilian service in Serbia. It reviews students' responses, intending to investigate the connections between perspectives on peace, future and gender. It also reports how students negotiate the confusing terrain of multiple discourses and narratives in regard to these issues. (Contains 2 notes.)

Published
2008
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16. Protect and Survive: 'Whiteness' and the Middle-Class Family in Civil Defence Pedagogies

Author

Preston, John

Abstract

"Civil defence pedagogies" normalise continuous emergency through educational channels such as school, community and adult education. Using critical whiteness studies, and critiques of white supremacy from critical race theory, as a conceptual base, the protection of whiteness, and particularly the white middle-class family, is considered to be centrally important to civil defence in education. Civil defence is not only classed and state-centred, but a racialised and eugenic discourse where the state considers not necessarily the survival of the majority of white people, but the continuity of whiteness to be prioritised above the survival of people of colour. Within these policies, the enterprising white, middle-class, suburban family has provided a key role as main reference, beneficiary, activist and supporter of civil defence pedagogies. Through the use of policy analysis and documentation from the USA in the 1950s and the UK in the 1980s, I discuss representations of the family, race and class in civil defence pedagogies. Although whiteness is contextualised by geography and history, there is congruence in terms of the eugenic tendencies of these seemingly innocuous pedagogies. (Contains 2 figures and 1 note.)

Published
2008
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17. Prepare Your School for Chemical, Biological, and Radiological Threats

Author

Sechena, Ruth

Abstract

Recent accidents highlight that chemical, biological, and radiological (CBR) agent exposure risk isn't just about terrorism. In this article, the author, a parent and public health physician, wrestles with the fact that total protection from CBRs is probably not feasible in her son's or in the majority of American schools. Capital investments, for special air filtering and pressurization, protective equipment, exhausting and purging, etc., that might reduce risk, are huge. Therefore, she urges, that to maximize protection, school districts must approach CBR planning from a community-wide perspective. However, the problem is that engaging local emergency planners--such as fire, police, and county health departments--and actually coming up with a coordinated response plan, takes a lot of time. The result is that many local schools still await district guidelines and some schools don't even have basic evacuation and shelter-in-place protocols. Without these simple plans, many children could be injured or die needlessly. Here, the author discusses the importance of conducting a (CBR) exposure readiness in schools. In general, two basic tools are used to protect children and staff. The first is school evacuation, and the second is shelter-in-place.

Published
2005

18. On Patriotic Education in the Cadet Corps of the Ministry for Civil Defense, Emergencies, and Natural Disasters

Author

Galanin, Iu

Abstract

The author discusses the current trend of cadet education in Russia. At the present time, more than fifty cadet schools have been set up in Russia. In the light of this trend among cadet schools, the author contends that patriotic education is an important subject matter that should be taught to young people aspiring to enroll in cadet schools. The author explains that "patriotic education" means instilling in the child a dedication to the most important spiritual values: the inculcation of patriotic feelings, concern for the interests of their country, a readiness for self-sacrifice for the sake of the country, fidelity to the Fatherland in times of military ordeal, and a feeling of pride for the heroic past of their country. The author explains that patriotic education both in the schools and in the cadet corps are best served by the course "Principles of Life Safety." This course is based on the laws "On Defense," "On Civil Defense," "On Protection of the Environment," and other decrees of the government. The course is being offered in all schools of the country from the first through the eleventh grades. It has a unified conception and scientific program. It focuses on both teaching a healthy way of life and providing applied physical training.

Published
2004

19. Vocational Education and Defense Preparedness Seminar Proceedings (Arlington, Virginia, September 29-October 1, 1982).

Author

Department of Defense, Washington, DC., American Vocational Association, Arlington, VA., and Department of Education, Washington, DC.

Abstract

These proceedings provide an overview of the major areas covered at a seminar on the relationship between vocational education and defense preparedness. Discussed first are strategies for improving collaborative efforts by vocational education and the Department of Defense for the purpose of increasing defense preparedness. The next five sections of the volume summarize the major ideas and outline the illustrative programs that conference participants introduced in their discussions of the following topics: a defense-related industrial base and Department of Defense active military forces, civilian employees, reserve military forces, and military accessions. Examined in the concluding chapter are the major points raised pertaining to each of these five areas as well as other roles for vocational education with respect to collaboration, outreach, and greater use of facilities and resources. Appendixes to the proceedings include a seminar agenda as well as remarks by the Deputy Secretary of Defense, the Secretary of Education, the executive director of the American Vocational Association, and the Assistant Secretary of Vocational and Adult Education. (MN)

Published
1982

20. Search and Rescue. Auxiliary Operational Specialty Course. Student Text.

Author

Coast Guard, Washington, DC.

Abstract

This text, based on the National Search and Rescue (SAR) Plan, was prepared to provide a course of study on common procedures for SAR operations so that any basically qualified person in the U.S. Coast Guard Auxiliary can effectively accomplish a SAR mission and act as on-scene commander if required. There are 13 chapters: Introduction to Search and Rescue, The National SAR Plan, The Search and Rescue Incident, Rescue Coordination Center, SAR Facilities, Search and Rescue Planning, Search Area Coverage, Search Patterns, SAR Communications, SAR Seamanship, SAR Administration, Public Information and Legal Aspects of SAR, and SAR Drills. A glossary and supplementary graphs and tables are appended. It is noted that regulations, procedures, and policies that apply to SAR on a national basis are explained in detail, but that individual districts have established supplemental methods which should be considered in teaching this subject. (HD)

Published
1974

21. Environmental Hazards and Systems Schools. Technical Report No. 81.

Author

Defense Civil Preparedness Agency (DOD), Washington, DC., Office of Education (DHEW), Washington, DC., Tennessee Univ., Knoxville. School Planning Lab., and Dexter, Arthur

Abstract

The purpose of this study was to ascertain the feasibility of incorporating certain protective concepts into selected systems-constructed schools. These concepts were to be incorporated at a minimal cost increase, with minimal sacrifice of amenities, and with no detrimental effect on facility configuration. The environmental hazards taken into consideration were earthquakes, tornadoes, hurricanes, and noise. The five schools selected for analysis are currently in use. The design changes are offered as suggestions that might be incorporated into future designs in order to better protect the inhabitants of the facility. Photographs may reproduce poorly. (Author/MLF)

Published
1973

22. School Emergency Planning Guide.

Author

New Jersey State Dept. of Education, Trenton. and Colavita, Leon

Abstract

This booklet is intended to aid local school superintendents and other school administrators in preparing comprehensive contingency plans to meet various emergency situations. Although it was developed by the State of New Jersey Department of Education, most of the booklet is equally applicable to schools in other states as well. It is organized in three major sections, which discuss the responsibilities of different school personnel for preparedness planning, examine procedures for developing school emergency plans, and present planning checklists for several different types of emergencies. In addition, the appendix contains a sample local school board resolution for emergency planning, a sample organizational chart showing the responsibility of school district personnel in emergencies, and a list of resource agencies in the state of New Jersey that can aid local schools in preparing their emergency plans. (JG)

Published
1973

23. Nuclear Weapons Effects (Self-Teaching Materials).

Author

Defense Civil Preparedness Agency (DOD), Battle Creek, MI.

Abstract

Developed by the Civil Defense Preparedness Agency, this autoinstructional text deals with nuclear weapons effects. The destructive effects of an atomic blast are first introduced, and then long-term radioactive consequences are stressed. (CP)

Published
1975

24. 'Your Chance to Help.' Casualty Prevention and Care Materials. Medical Supplement to 'Your Chance to Live.' Student Manual: SM 3-12-B 1976. Teacher Manual: IG 3-12-B 1976. Final Report.

Author

Far West Lab. for Educational Research and Development, San Francisco, CA. and Banathy, Bela H.

Abstract

This report concerns a project to analyze available materials and design and develop supplementary ones to prepare students in grades 7-12 to cope with medical emergencies in natural, technological, and national disasters. Section 1 defines the project. Section 2 summarizes conclusions of the analysis phase, which focused on three sets of materials: Medical Self-Help Training, the American Red Cross Standard First Aid Personal Safety book, and "Your Chance to Live." It describes the resulting five-section curriculum design: general requirements for a casualty prevention and care instructional program, program goals and curricular objectives, selection and organization of instructional content, selection and organization of learning experiences, and an evaluation plan. Section 3 discusses the four project phases of analysis, design, and development; materials development; materials revision and reproduction; and field testing. Findings of pilot and field testing are reported in section 4. Section 5 describes the project's products--a student manual and accompanying teacher's guide. Objective and summaries are provided for each of the ten chapters in the student manual. Illustrations, cover design, and story structure are discussed. The format of the teacher's manual is also described. Recommendations in section 6 focus on curriculum delivery system, dissemination/diffusion program, teacher orientation/training program, and revision and further development. (YLB)

Published
1976

25. The Challenge of Survival. Bulletin 1976, No. 16.

Author

Alabama State Dept. of Education, Montgomery. Div. of Instructional Services.

Abstract

This booklet is intended to accompany lessons dealing with threats to human survival. It addresses both natural and man-made disasters. Chapters present photos and diagrams along with descriptions of specific threats and suggested approaches to dealing with them. Chapters include: (1) Disasters, (2) Survival in the Nuclear Age, (3) Civil Preparedness in Other Nations, (4) Civil Preparedness in Time of Emergency, (5) Population and Pollution and Petroleum, (6) Air Pollution, (7) Noise Pollution, (8) Water Pollution, (9) Energy, (10) Drug Abuse Problems, (11) Crisis in the Streets, and a closing section of conclusions. (RE)

Published
1976

26. The Challenge of Survival: A Guide for Teachers. Bulletin No. 12. Revised 1975.

Author

Alabama State Dept. of Education, Montgomery. Div. of Instructional Services.

Abstract

This guide is devoted to development of instructional units dealing with threats to human survival. It addresses both natural and man-made disasters. Chapters include descriptions of specific threats and suggested approaches to dealing with them. Appendices present source information for films, free resource material, physical education material, resource agencies, and transparency masters. (RE)

Published
1975

27. Tornado Preparedness Planning.

Author

National Oceanic and Atmospheric Administration (DOC), Rockville, MD. National Weather Service.

Abstract

This pamphlet contains a set of guidelines for community leaders interested in developing preparedness plans for tornadoes and severe thunderstorms. Included in the guide is a list of the types of officials and agencies which should be involved in planning meetings. A set of suggestions for developing a community communications network and pre-season actions for local institutions and homeowners is presented. The guidelines are intended to develop community awareness and coordinated action by all persons or agencies involved and to ensure that proven procedures are adopted. A section of the text deals with educating the public concerning how to protect themselves from the hazards of these devastating natural phenomena. (SA)

Published
1978

28. Annual Report of the Governor of the Virgin Islands to the Secretary of the Interior for the Fiscal Year Ended June 30, 1977.

Author

Virgin Islands Governor's Office, Charlotte Amalie.

Abstract

Nineteen cabinet rank departments and 13 governmental agencies administer government affairs in the Virgin Islands. In fiscal year 1977 major government revenue sources included 48% contributed by collections from U.S. customs and 29% from taxes. Major expenditures were 48% of all funds going into commercial and industrial development, 13% toward education, and 12% into general executive government expenses. Tourism remained the most important industry; in fiscal year 1977 the total expended by visitors was estimated at $152 million. The population of the islands was about 100,000 with some 32,000 students enrolled in public and private schools. A downward trend is developing in public school enrollment, but overcrowding remained a serious problem, with many schools conducting double sessions. The first section of this report gives general information on the islands, including descriptions of geography, government, finances and taxes, economic development, and population. Sections two and three summarize activities of each of the cabinet rank departments, governmental agencies, and the College of the Virgin Islands. Some of the cabinet departments include the Departments of Commerce, Labor, Personnel, and Public Works. Among the 13 agencies are the Community Action Agency, National Guard, Public Television System, Port Authority, and Planning Office. Tabular data is given in such areas as education, finance, health, law enforcement, and water and power authority. (DS)

Published
1977

29. Radiological Defense Manual.

Author

Defense Civil Preparedness Agency (DOD), Washington, DC.

Abstract

Originally prepared for use as a student textbook in Radiological Defense (RADEF) courses, this manual provides the basic technical information necessary for an understanding of RADEF. It also briefly discusses the need for RADEF planning and expected postattack emergency operations. There are 14 chapters covering these major topics: introduction to radiological defense, basic concepts of nuclear science, effects of nuclear weapons, nuclear radiation measurement, radiological detection and measurement instruments, radioactive exposure rate calculations, radiological monitoring techniques and operations, protection from radiation, radiological decontamination, RADEF operations, RADEF planning, and implementing a RADEF plan. A glossary concludes the manual. (YLB)

Published
1977

30. United States Security and the Soviet Challenge. Report of a Wingspread Briefing (Racine, Wisconsin, June 29, 1978).

Author

Johnson Foundation, Inc., Racine, WI., Wisconsin Univ., Milwaukee. Inst. of World Affairs., Department of State, Washington, DC., and McLain, Douglas

Abstract

Six presentations, an introduction, and a summary discussion are included in this publication, which focuses on the various complex factors involved in the negotiation of arms control agreements with the Soviet Union. Titles of the six presentations are: (1) Critical Issues in the United States-Soviet Relationship; (2) Basic Elements of Strategic Theory: Military Relations in a Nuclear World; (3) United States Defense Capability; (4) A Closer Look at Soviet Capabilities; (5) Strengthening United States Security Through SALT; (6) How to Tell a Good SALT Treaty from a Bad One; and (7) Citizen Involvement in the SALT Debate. A concluding section contains questions and topics covered in panel discussions. Questions and topics were related to a basic proposition that strategic arms limitation agreements could enhance world security by restraining additional development of the mutually deterrent nuclear weapons systems of the United States and the Soviet Union. (NE)

Published
1979

31. Teaching about Conflict, Nuclear War and the Future.

Author

Denver Univ., CO. Center for Teaching International Relations., Zola, John, and Sieck, Reny

Abstract

Designed for teachers of students in grades 5-12, the guide provides over 25 lesson plans and 45 student handouts for teaching units on conflict, nuclear war, and future studies. In the first unit, students define conflict, learn conflict-related vocabulary, illustrate knowledge of conflict types through the use of cartoons, recognize common elements of conflict, role play conflict situations, perceive situations from varying viewpoints, discover conflict resolution strategies, and acquaint themselves with the Cuban Missile Crisis and the concept of escalation. The nuclear war unit introduces students to moral dilemmas related to conflict and nuclear war topics, nuclear war vocabulary, differing views regarding nuclear strength, speculations on the future of the nuclear arms race, possible effects of nuclear war, and civil defense. Students locate member nations of NATO and the Warsaw Pact, learn about the nuclear weapons freeze through debate, express personal opinions related to nuclear war, and brainstorm reasons for pursuing a hopeful future. In addition to lesson plans and student handouts, reproductions of documents related to nuclear war topics are included. In the final unit on future studies, students envision a post-nuclear holocaust world, compare personal futures with futures of the world, recognize the effects of rapid changes, speculate on jobs and skills needed in the future, consider possible future problems, participate in decision making activities and debates, and synthesize previous lessons. Each lesson plan lists objectives, grade level, time requirements, materials, procedures, and follow-up activities. (LH)

Published
1984

32. Nuclear Age Education: A Report to the Legislature, as Required by Assembly Bill 3848 (1984).

Author

California State Dept. of Education, Sacramento.

Abstract

As required by Assembly Bill 3848, the California State Department of Education has produced this report to help the Legislature determine whether it should promote a program to make nuclear age education more widely available in the public schools and, if so, what type of program would achieve the most desirable results. In preparing the report, the department used data solicited from county offices of education and school districts, community organizations, other state departments of education, and students. It also reviewed current literature on nuclear age education. Recommendations were made in two broad areas. First, the Legislature should provide resources for the State Department of Education to: (1) develop in-service activities for teachers, administrators, and parents; (2) increase the coverage of nuclear age topics in teachers' and students' publications; and (3) work with community groups to ensure a balanced, unbiased approach to nuclear age education. Second, the Legislature should encourage school districts to: (1) provide release time and opportunities for in-service training; (2) incorporate nuclear age instruction in all appropriate subject areas; and (3) involve parent and community groups to ensure a balanced, unbiased approach. The appendixes include Assembly Bill Number 3848, survey materials, and a nine-page listing of books, studies, periodicals, and curriculum guides and other resources. (BZ)

Published
1986

33. Games That Teach. Classroom Activities on Individual and Community Disaster Preparedness for Elementary and Secondary Schools.

Author

Office of Civil Defense (DOD), Washington, DC.

Abstract

Thirty-four classroom games are listed in this self-contained guide for the purpose of teaching civil defense concepts and protective content as an integral part of the K-12 social studies curriculum. Objectives of the games in this book are: to develop an awareness of civil defense; to learn vocabulary used in civil defense functions; and, to provide experience in planning for survival in time of disaster. The book is arranged in two chapters. Chapter I, introductory in nature, defines the purpose of the book, the role of social studies in today's schools, the importance of civil defense content as part of the social studies curriculum, and discusses objectives of the games. Chapter II, presents games in a sequential manner progressing from the simple to the more complex. Preliminary information, directions, and explanations precede each game with content guides included for some. A bibliography enumerates books and publications of the government and other organizations. (Author/SJM)

Published
1971

34. Personal and Family Survival. Civil Defense Adult Education; Teacher's Manual.

Author

Office of Civil Defense (DOD), Washington, DC.

Abstract

A manual intended as an instructor's aid in presenting a Civil Defense Adult Education Course is presented. It contains 10 lesson plans: Course Introduction, Modern Weapons and Radioactive Fallout (Effects), Modern Weapons and Radioactive Fallout (Protection), National Civil Defense Program, National Shelter Program (Community Shelters), National Shelter Program (Home Shelters), Local Civil Defense and Community Shelter Plans, Survival on the Farm, Individual and Family Preparedness for Shelter Living, and Emergence from Shelters. (CK)

Published
1972

35. Support Assistants for Fire Emergencies; Student Manual, Part B. Firefighting for Civil Defense Emergencies.

Author

International Association of Fire Chiefs, New York, NY.

Abstract

A course designed to develop performance capabilities in the student of the fire service is presented in a manual. Each chapter is designed to give the student a basic understanding of the material covered in class. Specific objectives are: (1) To train "Support Assistant" B personnel to augment and assist firefighters, (2) To train personnel to instruct in emergency procedures, and (3) To train emergency firefighting personnel to supervise untrained people in the suppression of fires and the use of firefighting equipment and other resources. There are 15 chapters: Introduction, Alert and Fire Operations Plan, Fire Behavior, Ventilation, Forcible Entry, Ropes and Knots, Operating Characteristics of Portable Extinguishers, Hose and Hose Practices, Ladders, Protective Breathing Equipment, Hose Streams, Overhauling, Emergency Water Supplies, Pumping, and Rescue Under Fire Conditions. (Author/CK)

Published
1971

36. Support Assistants for Fire Emergencies; Student Manual, Part A. Firefighting for Civil Defense Emergencies.

Author

International Association of Fire Chiefs, New York, NY.

Abstract

A manual intended to help fire departments and Civil Defense organizations train people to support regular fire forces during a national emergency is presented. It contains 11 chapters: Introduction, Modern Weapons and Radioactive Fallout, Role of Fire Service in Civil Defense, Local Fire Department Organization, Role of Support Assistants in Civil Defense Fire Emergencies, Discipline and the Firefighter, Basic Concepts of Fire Behavior, Techniques of Fire Prevention and Fire Limitation, Fundamentals of Fire Suppression, Elementary Firefighting Techniques, and Shelter Duties. (CK)

Published
1971

37. Personal and Family Survival. Civil Defense Adult Education Course Student Manual.

Author

Office of Civil Defense (DOD), Washington, DC.

Abstract

A manual providing general orientation on the subject of United States civil defense is presented. It can serve as a home reference and as a tool for an adult education class. The nine chapters are: U.S. Civil Defense, Modern Weapons and Radioactive Fallout, Public Fallout Shelters, Fallout Shelter Occupancy, Fallout Protection at Home, Community Shelter Planning, Preparing for Emergency Operations, Emergence from Shelters and Recovery, and Survival on the Farm. The appendix contains an outline for family emergency planning. (CK)

Published
1966

38. Catalog of Courses and Conferences, 1972-1973.

Author

Defense Civil Preparedness Agency (DOD), Battle Creek, MI.

Abstract

The types of courses, conferences, and workshops sponsored by the Defense Civil Preparedness Agency tuition-free are listed and described in this pamphlet. The training programs are not representative of all civil defense training available. The 21 courses and conferences listed are: Conferences for Public Officials; Conferences for Business and Industry; Shelter Management for Instructors' Course; Shelter Management Course; Civil Defense Management Course; Radiological Monitoring for Instructors' Course; Radiological Defense Officer; Civil Defense Planning and Operations Course; Emergency Operation Simulation; Personal and Family Survival Course; RAMONT (Radiological Monitoring Course); Workshops for School Officials; School Emergency Plans; Civil Defense Mangement and Planning and Operations (Civil Affairs); Basic Concepts of Civil Defense Radiation Control; Medical Self-Help Course; Rural Civil Defense Education Program; Industrial Civil Defense Management; Radiological Instructor Workshop; Civil Defense Career Development Program for Local Directors/Coordinators; and Career Development Graduate Seminar. Descriptions of two home study civil defense courses, a schedule of courses for Fiscal Year 1973, addresses of State Civil Defense Offices, a chart showing which courses and conferences are offered in each State, and addresses of DCPA Regional Offices are also provided. (DB)

Published
1972

39. In Time of Emergency. A Citizen's Handbook on Nuclear Attack and Natural Disasters.

Author

Office of Civil Defense (DOD), Washington, DC.

Abstract

A major emergency affecting a large number of people may occur anytime and any place. Natural disasters such as a flood, tornado, fire, hurricane, blizzard or earthquake, or an enemy nuclear attack on the United States may all constitute a major emergency. In any type of general disaster, lives can be saved if people are prepared for the emergency and know what actions to take when it occurs. This citizen handbook contains basic information on both nuclear attack and major natural disasters, and supplements any specific instructions issued by local governments due to unique conditions which may exist in some communities. Part I is concerned with nuclear attack and basic actions to take. Defined are the hazards of nuclear attack, warning signals, and a checklist of emergency actions. Also explained are fallout shelters, public and private; improvising fallout protection; supplies for fallout shelters; water, food, and sanitation in a shelter; fire hazards; and emergency care of the sick and injured. Part II discusses preparations and emergency actions that will help individuals cope with major natural disasters--floods, hurricanes, tornadoes, winter storms, and earthquakes. A subject index is included for quick reference. (BL)

Published
1968

40. Disaster Preparedness in YOUR School.

Author

Texas Education Agency, Austin. Div. of Adult and Continuing Education.

Abstract

A look at what to do in time of natural and man-made disasters is presented. Disasters covered include tornados, hurricanes, floods, fires, blizzards, and nuclear disaster. The responsibilities of the Board of Education, school superintendent, school principal, teachers, school nurse, custodian, students, bus drivers, and cafeteria workers are outlined. (CK)

Published
1972

41. Civil Defense, U. S. A.: A Programmed Orientation to Civil Defense. Unit 5. Governmental Responsibilities for Civil Defense.

Author

Defense Civil Preparedness Agency (DOD), Battle Creek, MI.

Abstract

A description of the laws and orders that provide necessary legal authorization for civil defense activities is provided. In addition, an outline of the responsibilities of all governments and the role of the private sector in civil defense is presented. Topics discussed include: (1) Legal authority for civil defense, (2) Civil defense responsibilities of the Department of Defense and the Office of Emergency Preparedness, (3) Civil defense responsibilities of other federal agencies, (4) Office of Civil Defense Regions, (5) State civil defense responsibilities, (6) Local responsibilities, (7) The local Civil Defense Coordinator, and (8) Rural civil defense, (9) Overall civil defense requirements. A test is included. (CK)

Published
1972

42. Civil Defense, U. S. A.: A Programmed Orientation to Civil Defense. Unit 4. Warning, Emergency Operations, and Support Programs.

Author

Defense Civil Preparedness Agency (DOD), Battle Creek, MI.

Abstract

The need for, and a description of, emergency functions required to save lives and protect property in nuclear or natural disasters are presented. Topics discussed include: (1) The Civil Defense Warning System, (2) Introduction to the Emergency Operations Program, (3) Five subprograms of the Emergency Operations Program, (4) Emergency Operations Plan, (5) Emergency Operating Center, (6) Emergency communications, (7) Damage estimation, (8) Radiological defense, (9) Review of Emergency operations subprograms, (10) Introduction to programs which support the Emergency Operations Program, (11) Civil defense research, (12) Civil defense federal aid programs, and (13) Civil defense training and education. Panel discussions and a test are included. (CK)

Published
1972

43. Civil Defense, U. S. A.: A Programmed Orientation to Civil Defense. Unit 3. Natural Disasters.

Author

Defense Civil Preparedness Agency (DOD), Battle Creek, MI.

Abstract

The effects of natural disasters and the implications which those effects have for community emergency preparedness are discussed. Major topics include: (1) Similarities and differences in types of responses required by a nuclear and natural disasters, (2) The civil defense function in natural disasters, (3) Vulnerability analysis, (4) Warning time for natural disasters, (5) Forms of warning for natural disasters, (6) Taking action following a warning, (7) Two types of planning: contingency and general measures planning, (8) Operational guidance available to local governments, (9) Preparedness actions in order of priority, and (10) Examples of rewards for having planned. Panel discussions and a test are included. (CK)

Published
1972

44. Civil Defense, U. S. A.: A Programmed Orientation to Civil Defense. Unit 2. Nuclear Weapons Effects and Shelter.

Author

Defense Civil Preparedness Agency (DOD), Battle Creek, MI.

Abstract

Basic information about nuclear weapons is presented so that their effects can be meaningfully related to the defensive countermeasures which will be most effective against them. Major topics include: (1) Explosive power of nuclear weapons, (2) Major effects of nuclear explosions, (3) Two basic types of nuclear explosions, (4) Contrast between air and surface bursts, (5) Explosive power and destructiveness of different sizes of nuclear weapons, (6) Characteristics of a nuclear explosion, (7) The nature of fallout and its radiation, (8) Relationship between radiation and illness, (9) Review of the characteristics of fallout, (10) Detecting radiation, (11) Fallout shelters, (12) The National Shelter Program, (13) Types of Shelters, (14) Why a shelter is important, (15) Building your own fallout shelter, and (16) Stocking a shelter. Panel discussions and a test are included. (CK)

Published
1972

45. Civil Defense, U. S. A.: A Programmed Orientation to Civil Defense. Unit 1. Civil Defense - Protection Against What?

Author

Defense Civil Preparedness Agency (DOD), Battle Creek, MI.

Abstract

An explanation of the need for civil defense in nuclear and natural disasters is presented. A brief historical background of civil defense is given. Major topics include: (1) Types of disasters, (2) Probable objectives of a nuclear attack on the United States, (3) The major defensive measures against a nuclear attack, (4) Some reasons for low probability of direct hits on all targets in the United States, (5) Possibility of enemy intentional use of fallout as a means of destruction, (6) Basic goals of military and civil defense, (7) The two major functions of civil defense, and (8) Operational definition of civil defense. Also included are a panel discussion of four reasons why an enemy will not be able to hit all targets in the United States and a test. (CK)

Published
1972

46. Government in Emergency. Suggestions for Including Civil Defense Principles in the Social Studies Curriculum, Grades 1-12.

Author

Office of Civil Defense (DOD), Washington, DC.

Abstract

This handbook contains suggestions for teaching the facts, principles, and behaviors relevant to civil defense in social studies classes, grades 1-12. These classes were chosen as the entry point for civil defense education because the core of the civil defense concept is government in action with other community agencies to save lives and property in man-made or natural disasters. The materials are grouped by lower, intermediate, and secondary grade levels. Each section includes: 1) a general statement to the teacher including goals, suggestions for performance objectives, activities, and source materials; and, 2) 11 sample units are in three sections entitled: Acquainting Children with Civil Defense, Involving Children in Civil Defense, and The Student and Government in Emergency. Seven appendices include: a Student Checklist for School Emergencies, Outline for Family Emergency Planning, annotated bibliography, list of government films for the units, a glossary of terms, and rosters of State Civil Defense Officials and Education Coordinators. (Author/DJB)

Published
1970

47. Firefighting for Civil Defense Emergencies; Support Assistants for Fire Emergencies. Instructor Guide--Part B.

Author

International Association of Fire Chiefs, New York, NY.

Abstract

This guide has been developed for use in presenting part "B" of the course of instruction for Support Assistance for Fire Emergencies. It is arranged by class sessions of three hours each. Some of the sessions are divided into two or more sections covering specific subject areas. The intention is to include instruction which will extend the trainees capabilities; make him generally more useful; and qualify him to lead small groups of citizens to suppress small fires stemming from nuclear attack. Each of the eight lesson plans follows the same format: Course Title and Number; Objectives; Instructional Aids; Selected References; Suggested Films; Main Topic; and Teaching Points. (DB)

Published
1971

48. The Civil Defense Director/Coordinator: An Orientation to the Position. A Program of Instruction for Local Civil Defense Coordinators.

Author

Office of Civil Defense (DOD), Battle Creek, MI. Staff College. and Ruskjer, Nina L.

Abstract

This Staff College home study course of programmed instruction consists of five units and final examination. It requires 12-20 hours for completion. The outline emphasizes the main points being taught, and the introduction page contains important teaching points. In a unit, each page contains a bit of instruction known as a frame. There are responses at the close of each frame, from which the learner must select the best. A separate point is taught in almost every frame. This point will be learned by a study of the total situation contained in the frame, including the responses. This course attempts to show concepts, indicate positive attitudes and approaches, and provide certain basic information. Unit 1 discusses the legal authority for the civil defense coordinator's job. Unit 2 discusses the relationship of the local civil defense coordinator to local, state, and federal governments. Unit 3 discusses the categories of work in which the civil defense coordinator will be involved. Unit 4 discusses the knowledge needed for the job, and Unit 5 gives sources of support for the coordinator. (Author/CK)

Published
1971

49. Firefighting for Civil Defense Emergencies: Support Assistants for Fire Emergencies. Instructor Guide--Part A.

Author

International Association of Fire Chiefs, New York, NY.

Abstract

This instructor guide contains four lessons to be used in a course for Support Assistants for Fire Emergencies. The course is arranged by class sessions of three hours each, with each session divided into two or more sections. Each lesson plan has the same format: Course Title and Number; Objectives; Instructional Aids; Selected References; Suggested Films; and Main Topic with Teaching Points. Lesson plan number 1 covers the following: Course Introduction; Modern Weapons and Radioactive Fallout; and The Role of the Fire Service in Civil Defense. In lesson plan number 2, Basic Concepts of Fire Behavior, Techniques of Fire Prevention and Fire Limitation, and Fundamentals of Fire Suppression are the subject areas. The topics covered in lesson plan number 3 are Portable Extinguishers; Use of Portable Extinguishers; Miscellaneous Equipment; and Evacuation--Rescue--First Aid. Lesson plan number 4 concludes the course with Shelter Fire Guard Organization and Function; Shelter Fire Guard Operations; and Course Summary. It is recommended that students be given the opportunity to participate in the course as much as possible. (DB)

Published
1971

50. Schools in Kansas with Tornado Protection. Shawnee Mission Public Schools--District No. 512.

Author

Defense Civil Preparedness Agency (DOD), Battle Creek, MI. and Ward, Delbert B.

Abstract

Kansas and nearby Missouri are among the half-dozen states in America having the greatest frequency of tornadoes of any region in the world. This booklet describes a districtwide approach of designing and constructing tornado-resistant shelters as integrated parts of the school facilities. The design criteria for tornado protection also resulted in fallout radiation protection. The technical data for, drawings, and photographs of 18 schools are included. (Photographs and some floor plan sketches may reproduce poorly.) (Author/MLF)

Published
1973

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