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This manual is intended to provide guidance for the protection of school buildings and their occupants from natural disasters, and the economic losses and social disruption caused by building damage and destruction. This volume concentrates on grade schools, K-12. This publication covers earthquakes, floods, and high winds. Its intended audience is design professionals and school officials involved in the technical and financial decisions of school construction, repair, and renovations. This publication stresses that identification of hazards and their frequency and careful consideration of design against hazards must be integrated with all other design issues, and be present from the inception of the site selection and building design process. Chapters 1-3 present issues and background information that are common to all hazards. Chapters 4-6 cover the development of specific risk management measures for each of the three main natural hazards. Chapter 1 opens with a brief outline of the past, present, and future of school design. Chapter 2 introduces the concepts of performance-based design in order to obtain required performance from a new or retrofitted facility. Chapter 3 introduces the concept of multihazard design and presents a general description and comparison of the hazards, including charts that show where design against each hazard interacts with design for other hazards. Chapters 4, 5, and 6 outline the steps necessary in the creation of design to address risk management concerns for protection against earthquakes, floods, and high winds, respectively. A guide to the determination of acceptable risk and realistic performance objectives is followed by a discussion to establish the effectiveness of current codes to achieve acceptable performance. A list of acronyms used in the manual are appended. (Contains 13 tables and 124 figures.)

This teacher guide features five hands-on science units designed for elementary school students using an interdisciplinary approach. The first four units are presented at three different grade levels: K-2, 3-4, and 5-6. Units include: (1) "Defining an Earthquake"; (2) "Why and Where Earthquakes Occur"; (3) "Physical Results of Earthquakes"; (4) "Measuring Earthquakes"; and (5) "Earthquake Safety and Survival." (Contains 17 references.) (YDS)

This manual presents guidance to engineers, architects, building officials, and prospective shelter owners concerning the design and construction of community shelters that will provide protection during tornado and hurricane events. The manual covers two types of community shelters: stand-alone shelters designed to withstand high winds and the impact of windborne debris during tornadoes, hurricanes, or other extreme-wind events; and internal shelters specially designed within an existing building to provide the same wind and missile protection. The shelters are intended to provide protection during a short-term, high-wind event, such as a tornado or hurricane. Shelter location, design loads, performance criteria, and human factor criteria that should be considered for the design and construction of such shelters are provided, as are case studies to illustrate how to evaluate existing shelter areas, make shelter selections, and provide construction drawings, emergency operation plans, and cost estimates. Included in the appendices is a case study involving a school shelter design in Kansas. Other appendices provide site assessment checklists; a benefit-cost analysis model for tornado and hurricane shelters; another case study of a stand-alone community shelter (North Carolina); wall sections, doors, and hardware that passed the missile impact tests; and design guidance on missile impact protection levels for wood sheathing. (GR)

One of the changes experienced during the past decade has been the occurrence of human-caused disasters. With the rise in the number of such complex events, the Center for Mental Health Services has updated this training manual to assist mental health administrators and workers in developing the training components of crisis counseling. This manual introduces the trainer to the Crisis Counseling Program model, the scope and limits of the program, and elements required for effective service design and delivery. It presents essential information on how the disasters affect children and adults; the importance of tailoring the program to fit the community; descriptions of effective disaster mental health interventions; and strategies for preventing and managing worker stress. The manual contains the following sections: (1) "Background and Overview"; (2) "Responses to Disaster"; (3) "Disaster Reactions of Potential Risk Groups"; (4) "Stress Prevention and Management"; (5) "Setting up Disaster Mental Health Services Training"; (6) Comprehensive Training Course Outline"; and (7) "Additional Training Needs and Options." (Contains 56 references.) (JDM)

This field manual is intended for mental health workers and other human service providers who assist survivors following a disaster. It provides the basics of disaster mental health, with both specific and practical suggestions for workers. Essential information is included about disaster survivors' reactions and needs such as dealing with grief; anxiety over safety for themselves and others; eating and sleeping problems; and the need to talk over the events. Helping skills are described with guidance for when to refer survivors on for further professional assistance. Specific information is provided on how to assist potential risk groups such as children; older adults; people with mental disorders; people in group facilities; and different cultural and ethic groups. The material in this manual is condensed from material contained in the Training and Manual for Mental Health and Human Service Workers in Major Disasters, Second Edition. (JDM)

Major natural and human-caused disasters deeply affect children, and they have a special vulnerability to such events. The importance of providing crisis counseling recovery assistance within the context of their special world cannot be over emphasized. The information in this manual provides both theory and guidance to individuals concerned with the mental health needs of children who experience major disasters. It is designed as a supplement to the Manual for Mental Health and Human Service Workers in Major Disasters. At the time of the disaster, children are often left to the care of unfamiliar persons and provided limited explanations about what occurred. Specifics of how the many aspects of a disaster affect children are explained, and particularly how their reactions differ from adults. Chapters include: (1) "The World of Childhood and the Developing Child"; (2) "Reactions of Children to Disasters"; (3) "Helping the Child and Family"; and (4) "Guidelines for Caregivers, Mental Health and Human Service Workers." Appendix A is Agency Assistance in Disasters and Appendix B is Web Sites for additional resources. (Contains 30 references.) (JDM)

Noting that the most assistance adults can provide to a child during a disaster is to be calm, honest, and caring, this brochure provides suggestions for helping children cope with natural and other disasters. The brochure details how children's typical reactions vary with their age, describes how families can prepare for disasters, and suggests ways to meet children's emotional needs by creating a reassuring environment after experiencing a disaster. How to teach children to call for help if needed is also outlined. In addition, the pamphlet lists five additional publications available on disaster preparedness. (KB)

There have been well over 200 Presidentially declared disasters in the United States in the past 5 years. No state has been spared. The costs associated with these events are staggering. Communities can take responsibility for alleviating the impact of natural disasters to ensure citizen safety, prevent damage to facilities, prevent delays of businesses, and to protect families and homes. This guidebook outlines four steps to take to help build a disaster resistant community: forming partnerships, assessing risk, prioritizing needs, and communicating with various organizations in the community. The guidebook provides a framework from which to work, ideas on how to approach building a disaster resistant community, and examples of what has worked in other communities. Mitigation measures for community growth and for improving code enforcement are highlighted. Five case studies are presented that illustrate success of business partnerships, mitigation measures, importance of risk assessment, protecting schools and the children and teachers in them, and the success of proper mitigation. (Includes 12 checklists with worksheets to be used as a guide for enlisting community partners, identifying risks and resources, mitigation measures, and event planning and media contacts. Contains the address and phone number for each of the 10 regional FEMA offices.) (AVC)

The intent of this document is to provide technical guidance to school district facility managers for linking specific incremental seismic retrofit opportunities to specific maintenance and capital improvement projects. The linkages are based on logical affinities, such as technical fit, location of the work within the building, cost saving opportunities, and scheduling benefits. The key tool to be used to make these linkages is a series of matrices that represent a number of categories of maintenance/capital improvement projects typically undertaken by school districts. Users of the document will typically undertake the following sequence: (1) identify a maintenance/capital improvement project about to be planned or undertaken and go to the applicable matrix or matrices; (2) identify the building types in which the project will be undertaken and note all the applicable seismic retrofit opportunities; (3) review the applicable retrofit measure descriptions provided and incorporate some or all of the applicable measures; and (4) use risk analysis to help in prioritizing a large number of applicable retrofit measures. (Contains 21 line drawings.) (RJM)

This preparedness guide explains and describes tornadoes, and includes safety information for schools. A tornado is defined as a violently rotating column of air extending from a thunderstorm to the ground. The guide explains the cause of tornadoes, provides diagrams of how they form, describes variations of tornadoes, and classifies tornadoes by strength. Maps and statistics are given for several outbreaks across the United States. The guide shows how weather radar provides information on developing storms. Maps and charts reveal the frequency of tornadoes and number of deaths caused by tornadoes in each state. The public can stay informed about storms by listening to weather radio or other media. Environmental clues are a dark, often greenish sky, a wall cloud, large hail, or a loud roar. Dangers that often accompany thunderstorms are flash floods, lightning, damaging winds, and large hail. Suggestions are given for safety before and during a tornado. Every school should develop a severe weather action plan and have frequent drills. Hospitals, nursing homes, and other institutions should develop a similar plan. A family disaster plan involves the following steps: (1) gather information about hazards; (2) meet with your family to create a plan; (3) implement your plan; and (4) practice and maintain your plan. Contains numerous photographs. (KS)

Lessons on earthquake safety involving planning, preparation, and practice are presented in this booklet for teachers. Included are classroom activities designed for K-6 students, teaching notes, "Learning Links" that summarize interdisciplinary connections, a set of 15 masters for reproducing transparencies, handouts, and worksheets. Part 1 shows students how to recognize an earthquake and take immediate positive action. Part 2 teaches students to identify and eliminate hazards in the classroom and home. The third part presents information on creating class-devised emergency kits and offers strategies for students to share their knowledge of earthquake preparedness. Part 4 describes an earthquake simulation and drill, and stresses the importance of discussion and problem-solving sessions and developing student self-competence. (7 references) (LMI)

Information to assist the school community develop and adapt a self-sufficient safety program for its school is presented in this workbook. Steps involved in the planning process are outlined in section 2. Section 3 describes how to estimate potential earthquake impact and how to identify hazards. The fourth section discusses what to expect and avoid during an earthquake, the importance of drills, and protective measures. Section 5 prepares staff to implement first aid, search and rescue, fire control, and other priority actions. The sixth section examines alternative means of communication during disruption of telephone and power services and offers suggestions for parent communication. The last section examines responsibilities of staff in the aftermath of the disaster, with a focus on short-term and extended shelter plans. (LMI)

This program guide outlines the development of and provides guidelines for implementing a model community education project entitled: Fire Education and the News. Developed to encourage fire departments and local television stations to work together to produce in-depth new programing on fire safety, the Fire Education and the News program provides on-site technical assistance, telephone and written consultation, and financial support to local fire departments and news stations so that they can produce a locally-relevant fire safety mini-documentary. The following topics are discussed in the guide: the potential impact of the broadcasts, the background of the Fire Education and the News program, the way in which the program works, highlights of project-developed programs aired in 10 cities throughout the country, guidelines for organizing a similar program, and a sample day-to-day production schedule. Also included in the guide are sample publicity releases and procedures for use in evaluating the project's impact. (MN)

Two fire education programs for young children are described. The basic principles of both programs are the same: keep it short, make it fun, and get the children involved. The first program addresses what to do if clothes catch fire, teaching about matches, and exiting during a fire (crawling under smoke, raising windows, and unlocking doors). Instructional strategies and activities are outlined for three age groups in the second program: infants/toddlers, children 3-5 years old, and children 6-8 years old. Since infants/toddlers cannot care for themselves, concepts suggested to be taught to their caretakers include the dependence of infants/toddlers upon adults, the need for constant adult supervision, and the need to remove hazards to make childrens' environment safe. Activities for 3-5 year olds are suggested to foster the dual nature of fire (friendly but dangerous); stop/drop/roll technique to smother clothing fires; danger of matches; image of firefighter; and simple fire escape procedures. In addition to reinforcing the previous concepts, it is suggested that 6-8 year olds be taught basic components of fire, role and operation of the fire department, home/community hazards (such as flammable liquids, lighters, and matches), and how to correctly report a fire. (Author/JN)

This videotape teaches about the threat and power of fire, presents some fire prevention tips, and suggests ways a person can protect himself or herself from a fire. The emphasis of the video and the accompanying facilitator's guide is on getting out of a building safely. Included with the guide is a self-assessment which allows participants to determine their own knowledge levels after the video presentation. (SLD)

This videotape describes the nonstructural areas within a school that can be damaged and create hazards for students, teachers, and staff during and after an earthquake; and discusses preventive measures to lower the injury potential from these hazards. It confirms that the best procedure to use during an earthquake to protect oneself from nonstructural injury is to go beneath desks and tables. Preventive techniques to make interior, nonstructural areas safer during an earthquake are examined, such as those used for shelving, filing cabinets, gas cylinders, shelf contents, glass windows, and water heaters. Where to find additional information on nonstructural hazard risk reduction is provided. (GR)

Designing schools to make them more earthquake resistant and protect children from the catastrophic collapse of the school building is discussed in this videotape. It reveals that 44 of the 50 U.S. states are vulnerable to earthquake, but most schools are structurally unprepared to take on the stresses that earthquakes exert. The cost to the community to rebuild destroyed school buildings is large; but just as important is that schools often help support the community's recovery efforts following a disaster, so the loss of the school building impedes that effort. Schools can be designed to resist earthquakes, and the types of design considerations needed to avoid structural collapse are examined. Both exterior and interior considerations in seismic design are explored, and the proof that seismic design works in preventing school building damage and the relative cost of incorporating this design approach are discussed. (GR)

A videotape that describes what earthquakes are, and examines the disaster planning schools can develop during the first few minutes following an earthquake to assure students and staff survive. The kinds of destruction likely to happen during a damaging earthquake are highlighted. The videotape stresses the need for children and staff to know what to do during and after an earthquake; explains evacuation procedures to use; and discusses potential hazards to avoid, inside and outside the school building. It stresses that a school's disaster preparedness plan must assume that there will be no outside help right after an earthquake, and explains the important areas to address. The videotape discusses the decision making needs during the first hour right after an earthquake, including staff training for hazards such as fires and searching procedures; and explains that plans should be tested and retested as the school's conditions change. (GR)

The evolution of socially connected networks of influence has created new ideological dimensions that motivate an individual to radicalize and to commit acts of violent extremism and terrorism. This thesis explored the viability of using social network analysis (SNA) as a tool in the nation's Threat and Hazard Identification Risk Assessment (THIRA) framework to determine whether factors (such as relationships and motivations) can be used to reduce the vulnerability of a community at risk of radicalization and violent extremism and to build resilience. Using literature that described core SNA principles and related fields of study, a theoretical framework was developed to illustrate how extremist ideologies and motivations are socialized within a particular network. This theoretical framework is assessed through a multi-case study analysis, examining an individual's radicalization process and programs to counter violent extremism in Australia and Scotland. This analysis ultimately suggested that incorporating the SNA methodology could be beneficial if included in the THIRA process. This thesis illustrates how a community could be provided the opportunity to mitigate against the process of radicalization by developing and targeting core capabilities that may help them build social capital and trust and to increase efficiency and availability of information sharing and social support intended to improve individual and community resilience.

The purpose of this document is to assist urban areas in the development of a recovery plan for their region following a major, catastrophic CBR incident. There are several elements to this document including instructions, plan outline and example, suggested process, FAQs, and resources. The plan walks through a generic outline of an all-hazards framework that includes various sub-chapters. The outline can serve as a template and includes such items as assumptions, background, multiagency coordination, Stages of Recovery, Recovery Support Functions and the CBR Annexes. The process section discusses key activities. The FAQ section addresses such questions as: Why should our region care about having a regional recovery plan? Who will write it? What is the goal of the regional recovery plan? How will it be sustained? Finally, the Resources section identifies resources that can be used by local jurisdictions., The original document contains color images.

The National Incident Management System (NIMS) provides a systematic, proactive approach to guide departments and agencies at all levels of government, nongovernmental organizations, and the private sector to work seamlessly to prevent, protect against, respond to, recover from, and mitigate the effects of incidents, regardless of cause, size, location, or complexity, in order to reduce the loss of life and property and harm to the environment. NIMS works hand in hand with the National Response Framework (NRF)[ADA475884]. NIMS provides the template for the management of incidents, while the NRF provides the structure and mechanisms for national-level policy for incident management. Originally issued on March 1, 2004, by the Department of Homeland Security (DHS), the NIMS document has been revised to incorporate best practices and lessons learned from recent incidents. The NIMS revision also clarifies concepts and principles, and refines processes and terminology throughout the document. A wide range of feedback was incorporated while maintaining the core concepts of NIMS., The original document contains color images. All DTIC reproductions will be in black and white.

The Emergency Support Functions (ESFs) structure provide the structure for coordinating Federal interagency support for a Federal response to an incident. The ESFs are mechanisms for grouping functions most frequently used to provide Federal support to States and Federal-to-Federal support, both for declared disasters and emergencies under the Stafford Act and for non-Stafford Act incidents. The Support Annexes describe how Federal departments and agencies; State, tribal, and local entities; the private sector; volunteer organizations; and nongovernmental organizations (NGOs) coordinate and execute the common functional processes and administrative requirements necessary to ensure efficient and effective incident management. During an incident, numerous procedures and administrative functions are required to support incident management. The actions described in the Support Annexes are not limited to particular types of events but are overarching in nature and applicable to nearly every type of incident. In addition, they may support several Emergency Support Functions (ESFs). Examples include public affairs, international affairs, and worker safety and health. The Support Annexes may be fully or partially implemented without the Secretary of Homeland Security coordinating Federal operations. The Incident Annexes describe the concept of operations to address specific contingency or hazard situations or an element of an incident requiring specialized application of the Framework. The overarching nature of functions described in these annexes frequently involves either support to or cooperation of all Federal departments and agencies involved in incident management efforts to ensure seamless integration of and transitions between preparedness, prevention, response, recovery, and mitigation activities. As of January 2008, the Incident Annexes published with the National Response Plan remain in effect., The National Response Framework (NRF) is a guide to how the Nation conducts all-hazards response. The National Response Framework, in conjucntion with these annexes, supersedes the corresponding sections of the National Response Plan (2004, with 2006 revisions); this document contains the Emergency Support Function Annexes, the Support Annexes and the Incident Annexes. See ADA475884 for the base core National Response Framework document. The original document contains color images.

The Year 2000 (Y2K) transition created one of the greatest emergency preparedness challenges ever faced by the Federal Emergency Management Agency (FEMA) and State and local emergency management organizations in the United States. This event was unique in the annals of emergency management because it had the potential to affect many different geographical areas and systems simultaneously. FEMA's normal mission of reducing loss of life and property and protecting America's critical infrastructure from all types of disasters made it a key Federal Agency involved in Y2K preparations. FEMA used an Executive Secretariat, including representatives from all major Agency components, to lead the Y2K program. FEMA approached the problem from three perspectives: information technology, emergency preparedness, and response. This structured management approach was effective, providing coordinated decisions allowing for quick actions on the Agency's part. FEMA also supported the President's Council on Year 2000 Conversion, chairing the Emergency Services Sector Working Group, and leading the Catastrophic Disaster Response Group Federal Departments and Agencies in preparing for potential responses to Y2K consequences. The Y2K transition resulted in few disruptions and was successful in large part because of extensive preparedness, technical assistance, and outreach activities on the part of FEMA and many other organizations., Presented at the International Command and Control Research and Technology Symposium (ICCRTS) (5th) held in Canberra, Australia, on 24-26 Oct 2000.

This report examines the environmental behavior and fate of nonradioactive hazardous chemicals, methods for assessing environmental impacts, and alternatives for achieving land decontamination and cleanup. Nonradioactive hazardous chemicals can be reactive, corrosive, or toxic. Reactive chemicals may be explosive, flammable, or capable of undergoing spontaneous change upon exposure to air, water, or a mixture of other chemicals. Toxic chemicals a high probability of being carcinogenic, mutagenic, teratogenic, or lethal to humans and wildlife. The major pathways of entry into the environment are accidents in handling and storage, industrial accidents, illegal or accidental dumping, leaching from buried toxic wastes, land-treatment of waste waters, herbicide and pesticide use, and use of industrial products. Keywords: Countermeasures, organic chemicals, toxic metals, food-chain pathways, assessment models, land decontamination.

The AIA Foundation contracted with Mariana and Associates to design basement blast shelter areas in two buildings in Washington, DC. Alternate construction bids were received for both designs. FEMA decided to finance shelter construction at the National Rehabilitation Hospital (NRH) located at 106 Irving Street NW, and not to finance shelter construction at 727 15th Street NW. Incremental shelter construction cost estimates ranged between $37 and $110 per square foot above normal costs. Evaluation were performed for two questions: (1) the adequacy of design guidance provided to practicing architects and engineers by Protective Construction , TR-20 (Vol.4), and other existing references -- Found to be inadequate; and (2) the practical difficulties of incorporating shelter construction into otherwise typical building projects -- Found to be manageable, but difficult to schedule precisely. The shelters were designed to sustain 15 psi (pounds per square inch) overpressure.

This monograph describes the establishment and early development of the Federal Emergency Management Agency (FEMA), an agency established by the unique dynamics of a Presidential reorganization plan. It's primary focus is the leadership of FEMA's first Director, John W. Macy, Jr. The monograph: (1) traces the events leading to the President's submission of the reorganization plan; (2) presents the contemporary view from the Executive Office of the President; (3) summarizes the Congressional contribution; (4) describes the pre-activation events and FEMA's early months; (5) comments on the John Macy term; (6) compares Macy's FEMA with where FEMA is today; and, (7) presents conclusions that may be relevant to any FEMA Director's leadership and institutional policy., See also 3, ADA225923.

This monograph explores issues surrounding organizational behavior in disasters and its implications for future disaster planning. Emphasized are misconceptions about human and organizational behavior during large- and small- scale disasters, mythological beliefs that weaken disaster plans because they are not based on scientific evidence, and general principles that can be applied to enhance the effectiveness of disaster preparedness planning for natural and technological hazards., Monograph series 1984, Vol. 1, No. 2.

This monograph charts the evolution of the Federal Emergency Management Agency under the leadership of its third director, Julius W. Becton, Jr. The monograph reviews: (1) the Agency and the environment he inherited; (2) Becton, the man; (3) his policy goals; (4) his approach to implementation; (5) obstacles encountered; (6) his scan of the future for emergency management in the U.S.; (7) an assessment of the Becton administration at FEMA; and (8) conclusions relevant to Becton's impact on national policies for emergency management., See also 1 ADA225922.

This monograph examines the modern civil defense system from its inception to the present. The evolution of policies and programs is examined on the basis of five determinants: international crisis and change; quality and civil defense leadership and planning; congressional support and appropriations; presidential interest and support; and defense policy. This review is presented in terms of presidential administrations between 1945 and 1984. This monograph concludes that the U.S. cannot expect to achieve a significant level of attack preparedness at current budget levels; but that the Integrated Emergency Management System (IEMS) multi-hazard emergency management approach may be endorsed by the Congressional committees concerned.

This monograph is the third of a series intended to supplement existing training and research documents in certain aspects of emergency management. This monograph also provides information and practical assistance to administrators and faculty members wanting to incorporate emergency management into a formal university degree program of public administration.

A Pan American Airlines 707 departed San Francisco on June 28, 1965, bound for the Orient which -- after having flown over the ocean for approximately 10 minutes -lost the tip of its wing. Then, moments later, a much larger segment of the wing fell off, including one of the engines. In disaster response planning, it is well to keep in mind Murphy's Law -- that if anything bad can happen, it will happen at the worst possible moment. To make the situation even worse, all we have to do is remember O'Brien's Corollary: Murphy was an optimist. Once a disaster has occurred -- whether it be an airplane crash or a building collapse -- the response needed in the vast majority of instances will be very similar, if not the same. This is the basic theme of this monograph. Specifically, this monograph analyzes the effectiveness and efficiency of community and extra-community response(s) to the Kansas City Hyatt Regency Disaster; documents recommendations of rescue workers on the scene of the disaster and survivors; relates these recommendations of rescue workers on the scene of the disaster and survivors; relates these recommendations to air disaster response planning; and, proposes a strategy for use by airport executives that encourages the participation of airport financial executives, personnel of local emergency service agencies, and federal regulatory/licensing agencies in the development of integrated air disaster response plans.

The defense of the United States in the face of emergencies covers a broad range of peacetime and war-related national security situations. It is a mission that FEMA is pursuing vigorously to meet government's most basic responsibility--the protection of the lives and property of its people.

This report presents a historical overview of the need for and development of a national flood hazard reduction program and a standard for implementing that program (Section I), the findings of the review of the 100-year base flood standard and E.O. 11988 (Sections II and III, respectively), and FEMA's conclusions and recommendations based upon that review (Section IV). Because the 100-year base flood standard predates E.O. 11988, is more fundamental, and has broader implications and impacts, it is discussed first. Background documentation (tasking memoranda, comments, and document sources) are contained in the appendices.

This report provides a summary of the best available statistics and estimates bearing on deaths, injuries, and property damage which have occurred over the past ten years as a result of a broad spectrum of disasters. Included in the summary are American National Red Cross statistics which bear on deaths, injuries and property loss. (Property losses are not computed in dollar terms, but in number of dwellings destroyed.) Also included is a compilation of FEMA outlays for a full range of Presidentially-declared major disasters and emergencies during the period 1970-1980.

Oil spills are a major concern in both offshore oil production and oil transport at sea. For an effective oil spill contingency plan to be formulated, one needs relevant environmental data. The objective of this study is to provide such information in a format that can be understood and used by decision makers in oil spill contingency planning and by scientific support personnel during actual spills. The concept that a report of this type should be available was initially developed during the grounding of the Argo Merchant. At that time it became apparent that there was no source of key climatological data available for pre-spill planning and post-spill mitigation purposes. This planning guide discusses the movement of oil at sea, presents relevant environmental data, and predicts the possible impact of oil spills on the marine environment. The hope is to provide the necessary environmental information to help mitigate adverse effects in the event of a major oil spill. The guide can also be used for spills of other types such as hazardous chemicals, since many of the governing environmental processes and impacted resources would be the same. This report is the second in a series designed to cover all U.S. Regional Response Areas. The first planning guide covered the New York Bight (Coastal Region II); this report is the Gulf of Marine/Georges Bank (Coastal Region I). (Author)

President Carter directed each of the Federal agencies responsible for dam safety to implement the new Federal Guidelines for Dam Safety on October 4, 1979. He also directed the major agency heads to report their progress toward implementing the Guidelines to the FEMA Director by January 31, 1980. This report summarizes and transmits these agency progress reports and two overall progress evaluation reports--one by a Federal Task Subcommittee of the Interagency Committee on Dam Safety and the other by a FEMA-sponsored independent consulting Panel. The reports show that agencies have made major progress in the areas of organizational management, operation and maintenance, periodic inspection, initiating emergency action planning, staff training, external reviews, interagency coordination, and initiating actions to correct major dam deficiencies. Problems remain in agency personnel staffing and funding for dam safety, correcting deficiencies in Federally-built or -assisted private dams, regulating mine tailings dams, implementing emergency action plans at hazardous dams, and performing systematic remedial work at deficient dams. Detailed information and insight about agency progress, remaining problems, and recommendations directed to FEMA and the other agencies for improving Federal dam safety procedures are contained in the three attached documents.

This report outlines relevant aspects of civil defense history and provides a general overview of public attitudes during the past 25 years. Public attitude findings are summarized under such topics as the international context, threat perception, general favorability, program support salience, perceptions of local programs perceptions of shelters as a survival resource, response to warning, and training and education impact. Findings are reviewed relevant to such special audiences as information seekers, youth, local governing bodies, volunteers and voluntary associations, and the community power structure. The credibility and acceptance of crisis relocation programs, home basement sharing, and blast shelter programs are discussed. The implications of the findings and their bearing on program development are reviewed.(Author)

This report is prepared in accordance with Section 11 of the Strategic and Critical Materials Stock Piling Act (50 U.S.C. et sec). A new format has been designed to more effectively present the information needed by the Congress. Specific information required to be reported by this Act includes: (1) information with respect to foreign and domestic purchases of materials during the preceding 6-month period; (2) information with respect to the acquisition and disposal of materials under this Act by barter, as provided for in section 6(c) of this Act, during such period; (3) a statement and explanation of the financial status of the National Defense Stockpile Transaction Fund and the anticipated appropriations to be made from the fund during the next fiscal year; and (4) such other pertinent information on the administration of this Act as will enable the Congress to evaluate the effectiveness of the program provided for under this Act and to determine the need for additional legislation. In response to this requirement, the report is divided into four major sections: Stockpile Purchase Program, Barter Program, Financial Status of the National Defense Stockpile Transaction Fund, and Stockpile Program Support Activities.

The U.S. Water Resources Council contracted for this report to update and supplement Volumes 1 and 2 of Regulation of Flood Hazard Areas to Reduce Flood Losses which were prepared and published by the Council between 1968 and 1971. Volume 3 reviews accomplishments and problems of the decade of the 1970s in the use of floodplain regulations as one element of floodplain management. It suggests strategies for the 1980s for improving the quality of regulations and for combining regulations with other management tools to serve multipurpose state and local goals. As a supplement to Volumes 1 and 2, this report does not repeat earlier materials. The reader is assumed to be familiar with basic floodplain management concepts. Emphasis in this volume is on conclusions drawn from the experience of the 1970s and new directions for the 1980s. The report was prepared for the Council by Dr. Jon A. Kusler, an attorney and specialist in water resources systems, working under the guidance of an interagency task force. He is uniquely qualified to carry out this task, having been principally responsible for the research and writing of Volumes 1 and 2, and as the author of many studies on floodplain management during the last decade. The opinions expressed herein are those of Dr. Kusler.

The purpose of the guide is to provide civil defense and emergency management personnel with information concerning the basic principles of warning. The guide includes descriptions of the types of warning signals and their meaning, the Emergency Broadcast System (EBS), tests, exercise terms, basic steps in dissemination of warning, and criteria governing eligibility of National Warning System (NAWAS) terminals., Supersedes Civil Preparedness Guide CPG-1-14, 'Civil Preparedness Principles of Warning,' dated 30 Jun 77.

This publication was developed to provide guidance to local director/coordinators, and Radiological Defense (RADEF) staff, for designing and developing local RADEF support systems. In some communities, the application of this guidance may require only the realignment or improvement of already existing capabilities. In others, the design, development and implementation of additional capabilities may be necessary. The guide is designed to be a working tool. It contains guides, checklists, and worksheets to help in the development of the local RADEF support system. First, it should be read in total to provide a complete picture of the RADEF program. However, it is developed in sections which can stand alone and be used separately. This may result in minor repetition of some points. Most importantly, the guide is written from the point of view that a person need not be an expert in nuclear physics or fully understand the biological effects of radiation to help implement a local RADEF support system. If properly used, it will assist any community to develop a more reliable RADEF program.

The evolution of socially connected networks of influence has created new ideological dimensions that motivate an individual to radicalize and to commit acts of violent extremism and terrorism. This thesis explored the viability of using social network analysis (SNA) as a tool in the nation's Threat and Hazard Identification Risk Assessment (THIRA) framework to determine whether factors (such as relationships and motivations) can be used to reduce the vulnerability of a community at risk of radicalization and violent extremism and to build resilience. Using literature that described core SNA principles and related fields of study, a theoretical framework was developed to illustrate how extremist ideologies and motivations are socialized within a particular network. This theoretical framework is assessed through a multi-case study analysis, examining an individual's radicalization process and programs to counter violent extremism in Australia and Scotland. This analysis ultimately suggested that incorporating the SNA methodology could be beneficial if included in the THIRA process. This thesis illustrates how a community could be provided the opportunity to mitigate against the process of radicalization by developing and targeting core capabilities that may help them build social capital and trust and to increase efficiency and availability of information sharing and social support intended to improve individual and community resilience., http://archive.org/details/connectionsmongc1094551640, Deputy Director, Protection and National Preparedness/Office of Preparedness Integration and Coordination, Department of Homeland Security/Federal Emergency Management Agency, Washington, DC, Approved for public release; distribution is unlimited.