Disaster Junkies Discussion Essay Paper Assignment
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Disaster Junkies Discussion Essay Paper Assignment
Here is where your previous ideas and education will blend well with this module. From the selected reading, present your evaluation of how well you think the BC community understands emergency response. Remember, they are not “disaster junkies.” In well-crafted paragraphs, present what you think is reasonable for BC personnel to understand and, as well, what you think should be expanded and thusly focused upon. Act as somewhat of a “chapter reviewer” of this section. Comment upon selected others when appropriate. The textual references for week five (Chapter 7) center on “emergency response.” It gets at business/organization understanding of this concept that may not be as familiar as are those in emergency management.
Jun 19, 2020 Jun 19 at 10:44pm
A business’s capacity significantly influences its long-term success, particularly in times of crisis to emergence response. Hence, the emergency response team (ERT) plays a significant role in keeping a business successful (Burtles, 2016). Resources, plans, and procedures are secondary to the ERT performance of a business. Performance concerns come to test in mitigating or confronting unique challenges and settings typical to a particular enterprise. Such dramatic incidents would instigate emotional responses and defense mechanisms by the ERT such as; taking refuge to a previous set up that successfully handled a related change in the past, restoring to a set up before the incident by activating “escape to the past” mechanism, accepting and taking action on the present incident, or adjust to an overwhelmed Misfit paradigm (Burtles, 2016). Assembling an effective ERT is thus essential to allow a justified and working emotional response and mechanism in times of both expected and unexpected incidents. The ERT team comprise of executives through which their actions help manage and control an emergency incident. In selecting a successful ERT, a combination of careful selection, thorough training, education and exercising, and appropriate tools for the job is highly recommended. To provide empowerment and control in a comfortable, familiar manner and respectfully, three management and control models are widely used in emergency response situations by the responsible authorities. These models include; Bronze model, silver, and gold control models (Burtles, 2016).
The ERT can make important decisions under pressure pivoted on a set of guidelines, as well as necessary reference information such as team structures and contact lists. To call for a well-coordinated, well-structured approach to business functions essential recovery, the ERT ought to be well empowered, well equipped to respond or deal with trauma, proper communication plans, and well exposed to practice and learning when it comes to a decision making unique to strange circumstances and pressure. Adopting a single point of control is essential in managing a loose collection of people in a dynamic project, and thus, it needs to be practical and look the part. The presence of logical structures is vital in having an active command and control post. Such logical structures would incorporate essential functions such as communication, administration, intelligence, and control.
Burtles, J. (2016). Principles and Practice of Business Continuity: Tools and Techniques (2nd ed.). Rothstein.
Edited by Ibrahim Alnami on Jun 19 at 10:44pm
In Emergency response it is important to note that it is the team members response that counts more than the performance of the team. Burtles and Noakes-Fry (2016) state very well that perhaps the single most important factor in determining the long-term success of an enterprise during a crisis such as a disaster or other major disruption is the performance of their emergency response teams. It is the team members performance of the day which counts rather than the procedures, plans, or resources (Burtles, 2016). I know this is proven true because when I was working in a behavioral health environment with children that were suffering with suicidal tendencies, I have seen up close how important response is to saving a child’s life. It was not the procedure or plan that saved a child’s life, it was the response team of the workers that stepped in with cognitive behavior therapy, or a specialized team that would talk a person down from cutting themselves with a knife. Response was critical in that type of work environment, and I could not agree more how Burtles and Noakes-Fry (2016) stated this.
Other important information in Chapter 7 discussed assembling the Right Emergency Response Team, having through training, education, and exercising, having appropriate tools for the job, command and control, communication, essential features and what to have access to during a disaster such as proper briefing area, phased incident management, and lack of certainty. Although all of these components are important for Emergency Response, I feel that command and control, and communication are the most important. They are the most important because without proper command and control, and no proper form of communication we would lose the structure and available access to get the job done and it would cause all of the other areas of importance to fail. Communication does fail and in Emergency Response and we need to work on the pre-planning phase of knowing alternate communication will be needed. As for command and control one must give the illusion that everything is fine and under control while using communication, administration, intelligence, and control of making sound decisions in a high stress situation.
Burtles and Noakes-Fry (2016) focus on command and control as a single point of control is the only effective way to manage a loose collection of people who are suddenly plunged into a dynamic project. Any other approach will lead to a loss of control as different groups divert from the original intention. Such diversion can be the result of differing interpretations or they may be due to the changes of circumstance as the situation evolves Burtles and Noakes-Fry (2016). I feel that the best example that is easy to picture is any personal working in the Emergency Department. They constantly are plunged with stress and have to find new ways to handle the new circumstances that come their way.
Burtles and Noakes-Fry (2016) discuss communication often but I like how the author discussed keeping in mind of his or her own viewpoints and needs. There should be an open dialog with absolute honesty. You cannot hide the truth; it will emerge with, or without, your help. Burtles and Noakes-Fry (2016).
BC during Emergency Response is important because pre-planning will help gain a better sense of control, and planning ahead will help eliminate the chance of not having the proper communication. Being prepared by having communication facilities set up such as phone lines for incoming and outgoing calls, and back up power, and satellite phones are effective during the pre-planning stages. The best takes away point from this Chapter would be Always be ready!
Burtles, J., & Noakes-Fry, K. (2016). Principles and Practice of Business Continuity?: Tools and Techniques (2nd ed). Brookfield, CT: Rothstein Publishing.
From the selected reading, I would say that the BC community has a good overall understanding of emergency response but is not necessarily well-oriented or focused on its role. I say this because, from my perspective, I believe the author in this chapter heavily discussed behavioral aspects, and command and control post requirements. The text could have answered the introduction goals of adding details on who does what, when, and how in the event of a disruption, differently. Still, the information presented is valuable and reasonable for BC personnel to understand. Probably, it could be found more useful for larger companies and organizations.
A good foundation on how emergency management agencies work as well as life-line services will come a long way toward preparing the plans for continuing the business operations. It will serve to understand the overall emergency response picture, establish timelines, and when assigning priorities. Even though I am unsure if the chapter objectives were met, I think that focusing on those three questions can allow different types of businesses to respond to the emergency effectively. Burtles (2016) also mentioned that the emergency response team’s performance is perhaps the most essential factor in determining the long-term success of the enterprise. Therefore, I think that the section on training, education, and exercise should be expanded.
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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