Description
For this learning module, please study the following materials. You will need to understand the concepts presented here to complete the assignments.
Read:
Phillips B. D. Neal D. M. & Webb G. R. (2022). Introduction to emergency management and disaster science (3rd ed.).
Chapter 2: “Emergency Management Careers”
Chapter 5: “Preparedness”
Spillane, J. (2005). Distributed Leadership. The Educational Forum, 69, 143-150.
Module 2 Lecture.pdf
Discussion Assignment
The first line of the PPD-8 reads, “This directive is aimed at strengthening the security and resilience of the United States through systematic preparation for the threats that pose the greatest risk to the security of the Nation…”
The directive defines “resilience” as “the ability to adapt to changing conditions and withstand and rapidly recover from disruption due to emergencies.”
Discussion Question: How does an emergency manager comply with a mandate to strengthen resilience (i.e. ability to adapt to change) through systematic preparation?
400 words and 2 sources
Unformatted Attachment Preview
**Disclaimer**
This syllabus is to be used as a guideline only. The information provided is a summary of topics to be covered in the class.
Information contained in this document such as assignments, grading scales, due dates, office hours, required books and materials may be from
a previous semester and are subject to change. Please refer to your instructor for the most recent version of the syllabus.
Course Number & Title
PAF 552: Integrated Emergency Management
Prerequisites
Graduate Status
Faculty
Professor
Name: Pete Smith
Email address: [email protected]
Office hours: Arranged via email
Academic Associate
Name: Chris Elg
Email address: [email protected]
Office hours: Arranged via email
Required Text:
Introduction to Emergency Management, Authors: Brenda D. Phillips, David M. Neal & Gary
Webb (Third Edition)
Catalog Description
From antiquity disasters and emergencies have plagued mankind. Effective preparation for
and management of these events make it possible to mitigate the consequences. This course
critically assesses the foundations and strategies of emergency management. It is designed
to expand the student’s thinking, analysis and ability to communicate within the world of
emergency management.
Focal issues include the four phases of emergency management: mitigation, preparedness,
response and recovery. An analysis of past disasters will be used to discuss their impacts on
policy formation and contemporary strategies. The role, duties and importance of the
Emergency Manager as it relates to FEMA’s all-hazards approach will be discussed throughout
the course.
Learning Outcomes
At the completion of this course, students will be able to:
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Define Emergency Management;
List and describe the four phases of emergency management;
Evaluate various methods of mitigating the effects of disasters;
Describe the Stafford Act and list requirements for entitled relief;
Discuss various aspects of a “whole community” approach to emergency management;
Identify elements of the National Incident Management System (NIMS);
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Critically evaluate the integration of the core capabilities of the National Response
Framework;
Understand and describe the structure of the Department of Homeland Security
Course Philosophy
Pedagogy is an educational method of teaching that involves skill development. It is a
directed approach that is concerned with the how, when and what students learn. It
is me telling you what you must know.
Andragogy is a method that assumes the students are mature learners that shape their own
learning experience based on personal goals, life experience and a desire to produce practical
solutions to problems. It is a mix of theory and practice. It is we having a meaningful
exchange of ideas with each other.
Students are expected to participate in both methods of learning through the use of online
lectures, Independent Study courses, supplemental readings (pedagogy), and through robust
exchanges on the discussion board (andragogy).
Course Schedule & Grading
Activities used for instruction and assessment of learning include: discussion board
participation, lectures, supplemental readings, quizzes/exam and successful completion of the
independent study courses.
Online Expectations:
An essential facet of online learning is the exchange that takes place on the discussion board
(as described in the Course Philosophy). Students are expected to contribute meaningfully at
least two times for each Discussion Board topic. Each student is required to author an original
thread and at least one response to another’s post. Ongoing discussion is certainly encouraged,
but only the posts proffered prior to the deadline of the respective week count toward your
grade.
Students may use references in their posts if necessary, but the point of the exercise is not to
author research, but to engage in a healthy, organic discussion. Open your mind, type your
thoughts and try to enjoy the graduate school experience.
* Remember this is an accelerated class so students are essentially doing two weeks’ worth of
work each week. The discussion posts should reflect that.
It is interesting to read the diverse perspectives posed by students. All are encouraged to read
as many of the discussion board posts as possible to supplement their learning experience.
Often there are many exceptional, thought provoking posts that make online learning even
richer than that of the traditional classroom.
Exam:
There are two exams—the midterm and the final. They consist of fill-in-the-blank, multiple
choice and True/False and both are open book.
Independent Study Courses:
Successful completion of the class requires each student to complete the following
Independent Study courses through FEMA:
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IS-230.d, Principles of Emergency Management.
IS-800.d, National Response Framework.
These courses may be accessed at: http://www.training.fema.gov/IS/
Simply hover over “Independent Study” in the banner and it will list a number of classes.
Click the link for the appropriate course. On the right side of the page you will see the header
“TAKE THIS COURSE.” Click on the link below it that reads “Interactive Web Based Course.”
Proof of completion of each course must be uploaded prior to the due date noted in the course
outline. Simply upload a copy of the certificate using the link provided in the appropriate
week.
NOTE: The certificates of completion for these courses often take one or two days to
receive. If you wait until the due date to complete the online course, it is unlikely that
you will be able to upload the certificate prior to the deadline. Please plan accordingly.
Course Grading:
Participation in Discussion Posts
Completion of Independent Studies
Mid-Term Exam
Term Project
Final Exam
Total Grade
20%
20%
20%
20%
20%
100%
Online Course
This is an online course. There are no face-to-face meetings. You can log into your course via
MyASU or https://my.asu.edu.
Email and Internet
ASU email is an official means of communication among students, faculty, and staff. Students
are expected to read and act upon email in a timely fashion. Students bear the responsibility
of missed messages and should check their ASU-assigned email regularly.
All instructor correspondence will be sent to your ASU email account.
Course Time Commitment
This three-credit course requires approximately 135 hours of work. Please expect to spend
around 18 hours each week preparing for and actively participating in this course.
Late or Missed Assignments
Notify the instructor BEFORE an assignment is due if an urgent situation arises and the
assignment will not be submitted on time. Published assignment due dates (Arizona Mountain
Standard time) are firm. Please follow the appropriate University policies to request
an accommodation for religious practices or to accommodate a missed assignment due to
University-sanctioned activities.
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Submitting Assignments
All assignments, unless otherwise announced, MUST be submitted to the designated area of
Blackboard. Do not submit an assignment via email.
Drop and Add Dates/Withdrawals
This course adheres to a compressed schedule and may be part of a sequenced program,
therefore, there is a limited timeline to drop or add the course. Consult with your advisor and
notify your instructor to add or drop this course. If you are considering a withdrawal, review
the following ASU policies: Withdrawal from Classes, Medical/Compassionate Withdrawal, and
a Grade of Incomplete.
Grade Appeals
Grade disputes must first be addressed by discussing the situation with the instructor. If the
dispute is not resolved with the instructor, the student may appeal to the department chair
per the University Policy for Student Appeal Procedures on Grades.
Student Conduct and Academic Integrity
Academic honesty is expected of all students in all examinations, papers, laboratory work,
academic transactions and records. The possible sanctions include, but are not limited to,
appropriate grade penalties, course failure (indicated on the transcript as a grade of E), course
failure due to academic dishonesty (indicated on the transcript as a grade of XE), loss of
registration privileges, disqualification and dismissal. For more information,
see http://provost.asu.edu/academicintegrity. Additionally, required behavior standards are
listed in the Student Code of Conduct and Student Disciplinary Procedures, Computer,
Internet, and Electronic Communications policy, and outlined by the Office of Student Rights &
Responsibilities. Anyone in violation of these policies is subject to sanctions.
Students are entitled to receive instruction free from interference by other members of the
class. An instructor may withdraw a student from the course when the student’s behavior
disrupts the educational process per Instructor Withdrawal of a Student for Disruptive
Classroom Behavior.
Appropriate online behavior (also known as netiquette) is defined by the instructor and
includes keeping course discussion posts focused on the assigned topics. Students must
maintain a cordial atmosphere and use tact in expressing differences of opinion. Inappropriate
discussion board posts may be deleted by the instructor.
The Office of Student Rights and Responsibilities accepts incident reports from students,
faculty, staff, or other persons who believe that a student or a student organization may have
violated the Student Code of Conduct.
Prohibition of Commercial Note Taking Services
In accordance with ACD 304-06 Commercial Note Taking Services, written permission must be
secured from the official instructor of the class in order to sell the instructor’s oral
communication in the form of notes. Notes must have the note taker’s name as well as the
instructor’s name, the course number, and the date.
Course Evaluation
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Students are expected to complete the course evaluation. The feedback provides valuable
information to the instructor and the college and is used to improve student learning. Students
are notified when the online evaluation form is available.
Syllabus Disclaimer
The syllabus is a statement of intent and serves as an implicit agreement between the
instructor and the student. Every effort will be made to avoid changing the course schedule
but the possibility exists that unforeseen events will make syllabus changes necessary. Please
remember to check your ASU email and the course site often.
Accessibility Statement
In compliance with the Rehabilitation Act of 1973, Section 504, and the Americans with
Disabilities Act as amended (ADAAA) of 2008, professional disability specialists and support
staff at the Disability Resource Center (DRC) facilitate a comprehensive range of academic
support services and accommodations for qualified students with disabilities.
Qualified students with disabilities may be eligible to receive academic support services and
accommodations. Eligibility is based on qualifying disability documentation and assessment of
individual need. Students who believe they have a current and essential need for disability
accommodations are responsible for requesting accommodations and providing qualifying
documentation to the DRC. Every effort is made to provide reasonable accommodations for
qualified students with disabilities.
Qualified students who wish to request an accommodation for a disability should contact the
DRC by going to https://eoss.asu.edu/drc, calling (480) 965-1234 or emailing [email protected].
To speak with a specific office, please use the following information:
ASU Online and Downtown Phoenix Campus
University Center Building, Suite 160
602-496-4321 (Voice)
Polytechnic Campus
480-727-1165 (Voice)
West Campus
University Center Building (UCB), Room 130
602-543-8145 (Voice)
Tempe Campus
480-965-1234 (Voice)
Computer Requirements
This course requires a computer with Internet access and the following:
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Web browsers (Chrome, Internet Explorer, Mozilla Firefox, or Safari)
Adobe Acrobat Reader (free)
Adobe Flash Player (free)
Microphone (optional) and speaker
Technical Support
This course uses Blackboard to deliver content. It can be accessed through MyASU
at http://my.asu.edu or the Blackboard home page at https://myasucourses.asu.edu
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To monitor the status of campus networks and services, visit the System Health Portal
at http://syshealth.asu.edu/.
To contact the help desk call toll-free at 1-855-278-5080.
Student Success
This is an online course. To be successful:
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check the course daily
read announcements
read and respond to course email messages as needed
complete assignments by the due dates specified
communicate regularly with your instructor and peers
create a study and/or assignment schedule to stay on track
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PAF 552
For this learning module, please study the following materials. You will need to understand the
concepts presented here to complete the assignments.
Read:
•
•
•
Phillips B. D. Neal D. M. & Webb G. R. (2022). Introduction to emergency
management and disaster science (3rd ed.).
o Chapter 2: “Emergency Management Careers”
o Chapter 5: “Preparedness”
Spillane, J. (2005). Distributed Leadership. The Educational Forum, 69, 143-150.
Module 2 Lecture.pdf
Discussion Assignment
The first line of the PPD-8 reads, “This directive is aimed at strengthening the security and
resilience of the United States through systematic preparation for the threats that pose the
greatest risk to the security of the Nation…”
The directive defines “resilience” as “the ability to adapt to changing conditions and withstand
and rapidly recover from disruption due to emergencies.”
Discussion Question: How does an emergency manager comply with a mandate to strengthen
resilience (i.e. ability to adapt to change) through systematic preparation?
400 words and 2 sources
Hello Scholars!
This is Lecture #2. This week we will be discussing emergency managers, leadership and emergency
management. If you haven’t had a chance to watch The Essential Emergency Manager, now would be a
good time.
So what is emergency management and how do you become a manager?
“Emergency management” has been happening since the beginning of civilization. Humans have always
come together to address adversity. This is true regardless of the hazard.
It isn’t the practice of managing emergencies that is new. It is how government organizes around this
duty that is new and changing. It can be argued that this began in the U.S. with the institutionalization of
emergency management in the 1979 formation of FEMA. Since then, you can see a continual evolution
of the discipline both within government and outside of it.
FEMA’s definition of emergency management is as follows, “Emergency management is the managerial
function charged with creating the framework within which communities reduce vulnerability to hazards
and cope with disasters.”
Three things stand out to me in this definition. First, emergency management is community centric.
Second, the management (emergency manager) is a function within the community to create a
framework. And finally, that the framework created is to reduce vulnerability and cope with disasters.
(NOTE: Using the textbook material, your professional experience and your
education background I encourage you to consider what “community,”
“vulnerability,” “hazard,” and “disaster” mean to both you and the discipline of
emergency management. The discussion questions at the end of Chapter 2 may
help stimulate your thoughts.)
That sounds simple enough. However that is a complex and sometimes arduous
task to accomplish. To be successful, an emergency manager must have more
than just knowledge, skills and abilities an employer requires. Your textbook introduces you to core
competencies that an emergency management professional should have. These personal characteristics
are offered up as being more valuable than skills themselves. To be an emergency manager, one must
understand and respect what the profession demands.
I offer to you, that one of the most important competencies is that of leadership. The attributes of
leadership are critically important to the role of an emergency manager. The emergency manager must
be able to motivate others to reach a common goal, and find
solutions to shared challenges. Knowing what has to be done,
who and what are required, and assigning tasks accordingly all
must be done in a timely manner. For this, the emergency
manager must have a vision and understand resources and
relationships both in government and beyond. To be an effective
leader an emergency manager cannot ‘command and control.’ An emergency manager should however
have a command presence, have vision for what must occur and be flexible and adaptable to quickly
changing incident dynamics.
(NOTE: If you are interested and have the time for supplemental reading, please take a look at: Marks of a
Leader by Robert C. Chandler, Ph.D.)
For those of you that are already working within the discipline or a similar field you have a head start on
practical experience related to these academic concepts and notions. I encourage you to seek
opportunities to broaden your experience where you can within the limits of what your employer will
allow. Knowledge and on the job experience are like tools. The more you have in your toolbox the better
you will be able to serve your community.
For those of you who are not employed in emergency management or related field I encourage you to
seek volunteer and internship opportunities. Similar to the above reasoning, this hands-on experience
will help not only with the understanding of your studies but will help bridge the gap from academics to
the workplace.
(NOTE: The Arizona Department of Emergency and Military Affairs’ Division of Emergency Management
has an internship program. If you are based in the Phoenix metropolitan area and are interested, please
contact me.)
As noted in your textbook, The National Governor’s Association (1979) first categorized emergency
management activities into four phases now referred to as preparedness, response, recovery and
mitigation. These are activities that take place before, during and after an emergency or disaster. Your
textbook refers to this as the “disaster life cycle.” It is important for an emergency manager to
understand the range of activities in these phases/life cycle so that challenges can be overcome using
the core competencies and leadership previously discussed.
The chart below from FEMA’s Emergency Management Institute is a helpful summation of each phase.
The Four Phases of Emergency Management
Mitigation
Preventing future
emergencies or minimizing
their effects
Includes any activities that prevent an emergency, reduce the
chance of an emergency happening, or reduce the damaging
effects of unavoidable emergencies.
Buying flood and fire insurance for your home is a mitigation
activity.
Mitigation activities take place before and after
emergencies.
Includes plans or preparations made to save lives and to help
response and rescue operations.
Preparedness
Preparing to handle an
emergency
Response
Evacuation plans and stocking food and water are both
examples of preparedness.
Preparedness activities take place before an emergency
occurs.
Includes actions taken to save lives and prevent further
property damage in an emergency situation. Response is
putting your preparedness plans into action.
Seeking shelter from a tornado or turning off gas valves in an
earthquake are both response activities.
Response activities take place during an emergency.
Includes actions taken to return to a normal or an even safer
situation following an emergency.
Recovery includes getting financial assistance to help pay for
the repairs.
Recovery activities take place after an emergency.
Responding safely to an
emergency
Recovery
Recovering from an
emergency
I suggest to you that it is helpful for this course to reference these in the context of emergency
management, the discipline. Rarely, if ever, is emergency management response akin to first response
elements. For example, command and control from on-scene incident management is replaced by
support and coordination from afar.
(NOTE: As scholars, I hope you are challenged by the difference between mitigation and prevention
(counter terrorism). While emergency managers address all-hazards, mitigation is still in practice a term
that is not inclusive of counter terrorism activities. This is the case despite emergency management being
shaped by terror incidents in recent history.)
You should also note that in practice, the lines between response and recovery are often very blurred.
They should be. These two areas should be complimentary.
Over the next few weeks we will delve deeper into each of these phases.
This concludes Lecture #2. Enjoy your week.
THE WHITE HOUSE
WASHINGTON
March 30 I
2011
PRESIDENTIAL POLICY DIRECTIVE!PPD-B
SUBJECT ,
National Preparedness
This directive is aimed at strengthening the security and
resilience of the United States through systematic preparation
for the threats that pose the greatest risk to the security
of the Nation, including acts of terrorism, cyber attacks,
pandemics, and catastrophic natural disasters.
Our national
preparedness is the shared responsibility of all levels of
government, the private and nonprofit sectors, and individual
citizens.
Everyone can contribute to safeguarding the Nation
from harm . As such, while this directive is intended to
galvanize action by the Federal Government, it is also aimed at
facilitating an integrated, all-of-Nation, capabilities-based
approach to preparedness .
Therefore, I hereby direct the development of a national
preparedness goal that identifies the core capabilities
necessary for preparedness and a national preparedness system
to guide activities that will enable the Nation to achieve the
goal.
The system will allow the Nation to track the progress
of our ability to build and improve the capabilities necessary
to prevent, protect against, mitigate the effects of, respond to,
and recover from those threats that pose the greatest risk to the
security of the Nation.
The Assistant to the President for Homeland Security and
Counterterrorism shall coordinate the interagency development of
an implementation plan for completing the national preparedness
goal and national preparedness system.
The implementation plan
shall be submitted to me within 60 days from the date of this
directive, and shall assign departmental responsibilities and
delivery timelines for the development of the national planning
frameworks and associated interagency operational plans
described below .
National Preparedness Goal
Within 180 days from the date of this directive, the Secretary
of Homeland Security shall develop and submit the national
preparedness goal to me, through the Assistant to the President
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for Homeland Security and Counterterrorism.
The Secretary shall
coordinate this effort with other executive departments and
agencies, and consult with State, local, tribal, and territorial
governments, the private and nonprofit sectors, and the public .
The national preparedness goal shall be informed by the risk of
specific threats and vulnerabilities – tak i ng into account
regional variations – and include concrete, measurable, and
prioritized objectives to mitig ate that risk . The national
preparedness goal shall define the core capabilities necessary
to prepare for the specific types of incidents that pose
the greatest risk to the security of the Nation, and shall
emphasize actions aimed at achieving an integrated, layered,
and all-of-Nation preparedness approach that optimizes the use
of available resources .
The national preparedness goal shall reflect the policy direction
outlined in the National Security Strategy {May 2010>, applicable
Presidential Policy Directives, Homeland Security Presidential
Directives, National Security Presidential Directives, and
national strategies, as well as guidance from the Interagency
Policy Committee process.
The goal shall be reviewed regularly
to evaluate consistency with these policies, evolving conditions,
and the National Incident Management System.
National Preparedness System
The national preparedness system shall be an integrated set of
guidance, programs, and processes that will enable the Nation to
meet the national preparedness goal.
Within 240 days from the
date of this directive, the Secretary of Homeland Security shall
develop and submit a description of the national preparedness
system to me, through the Assistant to the President for Homeland
Security and Counterterrorism.
The Secretary shall coordinate
this effort with other executive departments and agencies, and
consult with State, local, tribal, and territorial governments,
the private and nonprofit sectors, and the public.
The national preparedness system shall be designed to help
guide the domestic efforts of all levels of government, the
private and nonprofit sectors, and the public to build and
sustain the capabilities outlined in the national preparedness
goal. The national preparedness system shall include guidance
for planning, organization, equipment, training, and exercises
to build and maintain domestic capabilities.
It shall provide
an all-of-Nation approach for building and sustaining a cycle
of preparedness activities over time.
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The national preparedness system shall include a series of
i ntegrated national planning frameworks , coveri n g prevention,
protection, mitigation, response, and recovery _ The frameworks
shall be built upon scalable, flexible, and adaptable
coordinating structures to align key roles and responsibilities
to deliver the necessary capabilities . The frameworks shall be
coordinated under a unified system with a common terminology and
approach, built around basic plans t hat support the all – hazards
approach to preparedness and functional or incident annexes
to describe any unique requirements for particular threats or
scenarios, as needed . Each framework shall describe how actions
taken in the framework are coordinated with relevant actions
described in the other frameworks across the preparedness
spectrum .
The national preparedness system shall include an interagency
operational plan to support each na t ional planning framework .
Each interagency operational plan shall include a more detailed
concept of operationsi description of critical tasks and
responsibilities ; detailed resource, personnel, and sourcing
requirements ; and specific provisions for the rapid integration
of resources and personnel .
All executive departments and agencies wit h roles in the national
planning frameworks shall develop department-level operational
plans to support the interagency operational plans, as needed .
Each national planning f ramework shall include guidance to
support corresponding planning for State , local, tribal, and
territorial governments .
The national preparedness system shall include resource
guidance, such as arrangements enabling the ability to share
personnel.
It shall provide equipment guidance aimed at
nationwide interoperabilitYi and shall provide guidance for
national training and exercise programs, to facilitate our
ability to build and sustain the capabilities defined in the
national preparedness goal and evaluate progress toward meeting
t he goal.
The national preparedness system shall include recommendations
and guidance to support preparedness planning for businesses,
communities, families, and individuals .
The national preparedness sys t em shall include a comprehensive
approach to assess national preparedness that uses consistent
methodology to measure the operational readiness of national
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capabilities at the time of assessment , with clear, objective and
quantifiable performance measures, against the target capability
l evels identified in the national preparedness goal .
Building and Sustaining Preparedness
The Secretary of Homeland Security shall coordinate a
comprehensive campaign to build and sustain national
preparedness, including public outreach and community-based
and private-sector programs to enhance national resilience, the
provision of Federal financial assistance, preparedness efforts
by the Federal Government, and national research and development
efforts.
National Preparedness Report
Within 1 year from the date of this directive, the Secretary of
Homeland Security shall submit the first national preparedness
report based on the national preparedness goal to me, through
the Assistant to the President for Homeland Security and
Counterterrorism.
The Secretary shall coordinate this effort
with other executive departments and agencies and consult with
State, local, tribal, and territorial governments, the private
and nonprofit sectors, and the public.
The Secretary shall
submit the report annually in sufficient time to allow it to
inform the preparation of my Administration’s budget.
Roles and Responsibilities
The Assistant to the President for Homeland Security and
Counterterrorism shall periodically review progress toward
achieving the national preparedness goal .
The Secretary of Homeland Security is responsible for
coordinating the domestic all-hazards preparedness efforts of all
executive departments and agencies, in consultation with State,
local, tribal, and territorial governments , nongovernmental
organizations, private-sector partners, and the general publici
and for developing the national preparedness goal.
The heads of all executive departments and agencies with roles
in prevention, protection, mitigation, response, and recovery
are responsible for national preparedness efforts, including
department-specific operational plans, as needed, consistent
with their statutory roles and responsibil i ties .
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Nothing in this directive is intended to alter or impede the
ability to carry out the authorities of executive departments
and agencies to perform their responsibilities under law
and consistent with applicable legal authorities and other
Presidential guidance . This directive shall be implemented
consistent with relevant authorities, including the Post-Katrina
Emergency Management Reform Act of 2006 and its assignment of
responsibilities with respect to the Administrator of the Federal
Emergency Management Agency.
Nothing in this directive is intended to interfere with the
authority of the Attorney General or Director of the Federal
Bureau of Investigation with regard to the direction, conduct,
control, planning, organization, equipment, training, exercises,
or other activities concerning domestic counterterrorism,
intelligence, and law enforcement activities .
Nothing in this directive shall limit the authority of the
Secretary of Defense with regard to the command and control,
planning, organization, equipment, training, exercises,
employment, or other activities of Department of Defense
forces, or the allocation of Department of Defense resources.
If resolution on a particular matter called for in this directive
cannot be reached between or among executive departments and
agencies, the matter shall be referred to me through the
Assistant to the President for Homeland Security and
Counterterrorism .
This directive replaces Homeland Security Presidential Directive
(HSPD)-8 (National Preparedness), issued December 17, 2003, and
HSPD-8 Annex I (National Planning), issued December 4, 2007,
which are hereby rescinded, except for paragraph 44 of HSPD-S
Annex I .
Individual plans developed under HSPD-S and Annex I
remain in effect until rescinded or otherwise replaced .
Definitions
For the purposes of this directive :
(a) The term “national preparedness” refers to the actions
taken to plan, organize, equip, train, and exercise to build and
sustain the capabilities necessary to prevent, protect against,
mitigate the effects of, respond to, and recover from those
threats that pose the greatest risk to the security of the
Nation .
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(b) The term “security” refers to the protection of the Nation
and its people, vital interests, and way of life .
(c) The term “resilience” refers to the ability to adapt to
changing conditions and withstand and rapidly recover from
disruption due to emergencies.
(d) The term “prevention” refers to those capabilities
necessary to avoid, prevent, or stop a threatened or actual
act of terrorism.
Prevention capabilities include, but are
not limited to, information sharing and warning; domestic
counterterrorism; and preventing the acquisition or use
of weapons of mass destruction (WMD) .
For purposes of the
prevention framework called for in this directive, the term
“prevention” refers to preventing imminent threats.
(e) The term “prot.ection” refers to those capabil
