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Policy Directive

“Strengthening Communities Through Shared Knowledge” (DHS, 2014).

From all perspectives the National Response Plan and Lessons Learned website were developed to increase the overall success while responding to any event. The ability to measure success and weakness, while also providing a forum to disseminate critical information and learn from it is a tremendous resource for communities across the Nation.

Presidential Policy Directive (PPD-8)

Presidential Policy Directive (PPD)-8, which went into effect 30 March, 2011, directed the development of a National Preparedness Goal, which is “a secure and resilient nation with the capabilities required across the whole community to prevent, protect against, mitigate, respond to, and recover from the threats and hazards that pose the greatest risk” (National Preparedness Goal, 2011). Additionally, PPD-8 also directs an annual National Preparedness Report (PPD-8, 2011). This annual National Preparedness Report is basically structured from the National Preparedness Goal, to include the five identified mission areas of Prevention, Protection, Mitigation, Response, and Recovery. Each mission area contains core capabilities which relate to one or more specific mission areas. Additionally, within the National Preparedness Goal, there are three core capabilities (Planning, Public Information and Warning, and Operational Coordination) which are considered common core capabilities and are included in all five mission areas (National Preparedness Goal, 2011).

Department of Homeland Security. (2012, March 30). National Preparedness Report. Washington D.C.

Department of Homeland Security. (2014, January 14). Lessons Learned Information Sharing LLS.gov. Retrieved from https//www.llisdhs.gov

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National Preparedness Report

Research and report on the status of any 1 of the 3 tasks below. Don’t tell us what PPD8 is; tell us what’s going on with one of the 3 tasks assigned within the PPD!

a. How did the DHS structure the NPR and what principle tools were used to develop the Key Findings or,

b. Select any one of the 31 core capabilities and address your own assessment of the key findings and data within that capability with special attention to the weakness[es] described. You should try to connect this weakness to your own deductions about DHS weakness[es] you revealed in Week 1, or,

c. How will the DHS measure progress in fixing the NPR identified weaknesses.

Instructions: Your initial post should be at least 350 words.

Use APA format and include citations

Lesson

National Preparedness Report

Required annually by Presidential Policy Directive 8: National Preparedness, the NPR summarizes national progress in building, sustaining, and delivering the 31 core capabilities outlined in the National Preparedness Goal (“the Goal”). The NPR is considered “a baseline evaluation of the progress made to date toward building, sustaining, and delivering the core capabilities described in the Goal” (DHS, 2012). The report analyzes all 31 core capabilities and assesses each for successes and weaknesses.

Along with the NPR, DHS developed a website that is used to track any weaknesses from a particular response (https://www.llis.dhs.gov). This site includes many documents, mitigation best practices, knowledge base and the core capabilities initiative. When you review the core capabilities section, it is evident that the National Preparedness Report was created to “Strengthening Communities Through Shared Knowledge” (DHS, 2014).

From all perspectives the National Response Plan and Lessons Learned website were developed to increase the overall success while responding to any event. The ability to measure success and weakness, while also providing a forum to disseminate critical information and learn from it is a tremendous resource for communities across the Nation.

Presidential Policy Directive (PPD-8)

Presidential Policy Directive (PPD)-8, which went into effect 30 March, 2011, directed the development of a National Preparedness Goal, which is “a secure and resilient nation with the capabilities required across the whole community to prevent, protect against, mitigate, respond to, and recover from the threats and hazards that pose the greatest risk” (National Preparedness Goal, 2011). Additionally, PPD-8 also directs an annual National Preparedness Report (PPD-8, 2011). This annual National Preparedness Report is basically structured from the National Preparedness Goal, to include the five identified mission areas of Prevention, Protection, Mitigation, Response, and Recovery. Each mission area contains core capabilities which relate to one or more specific mission areas. Additionally, within the National Preparedness Goal, there are three core capabilities (Planning, Public Information and Warning, and Operational Coordination) which are considered common core capabilities and are included in all five mission areas (National Preparedness Goal, 2011).

Department of Homeland Security. (2012, March 30). National Preparedness Report. Washington D.C.

Department of Homeland Security. (2014, January 14). Lessons Learned Information Sharing LLS.gov. Retrieved from https//www.llisdhs.gov

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, sustaining, and delivering the 31 core capabilities

Required annually by Presidential Policy Directive 8: National Preparedness, the NPR summarizes national progress in building, sustaining, and delivering the 31 core capabilities outlined in the National Preparedness Goal (“the Goal”). The NPR is considered “a baseline evaluation of the progress made to date toward building, sustaining, and delivering the core capabilities described in the Goal” (DHS, 2012). The report analyzes all 31 core capabilities and assesses each for successes and weaknesses.

Along with the NPR, DHS developed a website that is used to track any weaknesses from a particular response (https://www.llis.dhs.gov). This site includes many documents, mitigation best practices, knowledge base and the core capabilities initiative. When you review the core capabilities section, it is evident that the National Preparedness Report was created to “Strengthening Communities Through Shared Knowledge” (DHS, 2014).

From all perspectives the National Response Plan and Lessons Learned website were developed to increase the overall success while responding to any event. The ability to measure success and weakness, while also providing a forum to disseminate critical information and learn from it is a tremendous resource for communities across the Nation.

Presidential Policy Directive (PPD-8)

Presidential Policy Directive (PPD)-8, which went into effect 30 March, 2011, directed the development of a National Preparedness Goal, which is “a secure and resilient nation with the capabilities required across the whole community to prevent, protect against, mitigate, respond to, and recover from the threats and hazards that pose the greatest risk” (National Preparedness Goal, 2011). Additionally, PPD-8 also directs an annual National Preparedness Report (PPD-8, 2011). This annual National Preparedness Report is basically structured from the National Preparedness Goal, to include the five identified mission areas of Prevention, Protection, Mitigation, Response, and Recovery. Each mission area contains core capabilities which relate to one or more specific mission areas. Additionally, within the National Preparedness Goal, there are three core capabilities (Planning, Public Information and Warning, and Operational Coordination) which are considered common core capabilities and are included in all five mission areas (National Preparedness Goal, 2011).

Department of Homeland Security. (2012, March 30). National Preparedness Report. Washington D.C.

Department of Homeland Security. (2014, January 14). Lessons Learned Information Sharing LLS.gov. Retrieved from https//www.llisdhs.gov

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United States Government

Lessons Notes, Week 2 The Three Branches of Government: Congress and the Presidency ATTACHED

John Yoo, From Memorandum Opinion for the Deputy Counsel to the President (September 25, 2001) Karen Greenberg and Joshua Dratel. The Torture Papers: The Road to Abu Ghraib. 2005. ATTACHED

Michael Cairo, from “The Imperial Presidency Triumphant” in Christopher Kelly’s, ed. Executing the Constitution (SUNY, 2006) ATTACHED

Thomas E. Mann and Norman J. Ornstein, from The Broken Branch: How Congress is Failing America and How to Get Back on Track (Oxford University Press, 2006)

Lee Hamilton, from How Congress Works (Indiana University Press, 2004)

Miller, William, “Is Congress a Dysfunctional Institution?” Taking Sides (2014) on pp. 85-90. ATTACHED

ANSWER

Since the ratification of the US Constitution, the United States Congress has declared war only 5 times; The War of 1812, The Mexican War, the Spanish-American War and World War I and World War II. Yet, in this more than 225 year period, US armed forces have been used abroad more than 200 times to carry out US objectives under the leadership of the president.

Since the 1930s, we have seen the modern president grow in informal power and with this an increase in the war powers of the presidency.

Evaluate the following question:

In today’s international arena, should the president have unilateral powers to commit the armed forces in conflict abroad? Why or why not?

To assist you in your response, please read the article “”Does the President Have Unilateral War Powers?” in the eBook Taking Sides on pages 61-66. ATTACHED

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Evaluate the following question

Lessons Notes, Week 2 The Three Branches of Government: Congress and the Presidency ATTACHED

John Yoo, From Memorandum Opinion for the Deputy Counsel to the President (September 25, 2001) Karen Greenberg and Joshua Dratel. The Torture Papers: The Road to Abu Ghraib. 2005. ATTACHED

Michael Cairo, from “The Imperial Presidency Triumphant” in Christopher Kelly’s, ed. Executing the Constitution (SUNY, 2006) ATTACHED

Thomas E. Mann and Norman J. Ornstein, from The Broken Branch: How Congress is Failing America and How to Get Back on Track (Oxford University Press, 2006)

Lee Hamilton, from How Congress Works (Indiana University Press, 2004)

Miller, William, “Is Congress a Dysfunctional Institution?” Taking Sides (2014) on pp. 85-90. ATTACHED

ANSWER

Since the ratification of the US Constitution, the United States Congress has declared war only 5 times; The War of 1812, The Mexican War, the Spanish-American War and World War I and World War II. Yet, in this more than 225 year period, US armed forces have been used abroad more than 200 times to carry out US objectives under the leadership of the president.

Since the 1930s, we have seen the modern president grow in informal power and with this an increase in the war powers of the presidency.

Evaluate the following question:

In today’s international arena, should the president have unilateral powers to commit the armed forces in conflict abroad? Why or why not?

To assist you in your response, please read the article “”Does the President Have Unilateral War Powers?” in the eBook Taking Sides on pages 61-66. ATTACHED

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Choose An Article From The Suggested Reading List

Choose an article from the Suggested Reading List, or locate another peer-reviewed article on exercises. Create a title page, and write a two-page essay article review (500 words). In the critical analysis, include the following:

 Introduction: Introduce the subject of the article.

 Discussion: Identify and describe the concepts or points in the article.

 Results/Conclusion: Discuss the outcome or conclusion of the article.

 Personal analysis: Describe how the information in the article builds or applies to the material in the textbook about exercises.

Suggested Reading

Beedasy, J., & Ramloll, R. (2010). Lessons learned from a pandemic influenza triage exercise in a 3D interactive multiuser virtual learning environment-Play2Train. Journal of Emergency Management, 8(4), 53-61.

Cook, D., Nazir, N., Skalacki, M., Grube, C., & Choi, W. (2011). Impact of a multidisciplinary disaster response exercise. Journal of Emergency Management, 9(4), 35-43.

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 management style 

Environments within society are imperative to the outcomes of lifestyles and most importantly humanity. As stated in Romans 12-2 (NIV), “Do not conform to the pattern of this world, but be transformed by the renewing of your mind. Then you will be able to test and approve what God’s will is his good, pleasing and perfect will.” This scripture is imperative in be vital in environments both one is accustomed to and/or the one not accustomed to. The two environment for discussion involve confronting and not confronting brutal facts, which both present are in today’s society.

       The first environment having experience with involves a third world country, which villages did not confront the brutal facts, where the people and the truth were not heard do to the oppression of warlords/government.  The villages in multiple African countries depended on humanitarian aid to help survive deriving from bread, water and medicines.  These people didn’t have the education nor knowledge to know the truth do to scares tactics and inhumane activity of warlords.  The villagers only contained faith and the survival of the fittest mentality to live the only life they knew poverty.

       The second environment I currently have experience with is livening in the United States, which brutal facts are ascertained and have tremendous opportunity to be heard derived from the United States Constitution.  The United States Constitution derived from Christian beliefs provides opportunity for one to be heard and truths to be given or obtained.  The brutal facts of sin, hate, and history are confronted with voices heard by both society and the world.  The freedoms this environment provides, allows for opportunity and goals to be reached.

       The contrast teaches us how to construct an environment where truth is heard by learning from other societies within environments that cannot bear the truth.  According to CNN, "The solution lies in good, ethical leadership, strong and enforceable laws against corruption, severe sanctions for corruption crimes underpinned by a national culture of promoting ethics from family to national level” (Veselinovic, 2016).  The environment created to give opportunity without corruption along with Christian beliefs allows for truth to be heard backed by a structured government and Constitution.  Learning from mistakes and utilizing scripture to better self and society is vital in constructing a positive environment allow for truth to be heard.

The Christian Worldview helps develop this environment by trying to live by God’s world and upholding the scripture of the Bible to portray this positive environment of allowing truth to be told along with the peoples voices being heard utilizing quality ethical behavior. As David stated “The Lord reigns forever; he has established his throne for judgment. He rules the world in righteousness and judges the people with equity. The Lord is a refuge for the oppressed, a stronghold in times of trouble. Those who know your name trust in you, for you, Lord have never forsaken those who seek you” (Psalm 9:7-10 NIV).

The environment justified by the Christian Worldview relates to the ethical components of the Meese and Ortmeier text by the way a society’s ethical behavior relates to the scripture. According to the text “ethics is learned sporadically from early childhood through adulthood as people acquire values and participate in societal system” (Ortmeier & III, 2010, p. 59). This is vital to the Christian Worldview in regards to the product of the environment being raised with Christian values and code of conducts. As ethics is imperative to Christians, numerous challenges are apparent in culturally diverse environments without Christian views (p.59). As stated in Colossians 3:23, “Whatever you do, work at it with all your heart, as working for the Lord, not for human masters.”

References

by Pierce

Communication should be open and ongoing and never one-way. Often when a person feels they will not be listed to or given an opportunity to be heard they will stop communicating. Additionally, communication needs to be truthful. Communications that hedge on the truth by being ambiguous or equivocal lead to unethical communication (Meese & Ortmeier, 2010). Ethical communication flows from the top to the bottom in organizations (Wray-Bliss, 2013). Individual ethics are on display in every conversation, in every communication, and every interaction that a person engages in. Although it may be uncomfortable confronting the truth, the consequences of denying the brutal facts can be more severe. Collins (2001) stated one of the distinctive forms of disciplined thoughts for the great companies was their focus on the brutal facts of reality. Collins goes on to say that each company had to face the brutal facts and make adjustments for company gains. As supervisors and leaders, we must confront the brutal facts of our employees’ and subordinates’ actions.

As a supervisor, I have had situations where I had to take action without all of the facts. This led to difficulties in future conversations with the subordinate(s) who felt they were not given the opportunity to tell their side of what happened and to defend themselves. Additionally, a breakdown in communication resulted which led to a lack of confidence and trust. Sitting down with the affected officer and having an open and candid conversation where all the facts were “laid on the table”, we were able to repair much of the damage that had been cause, and make huge strides at restoring trust and confidence. Furthermore, I was able to re-evaluate myself as a supervisor and make adjustments in my management style to ensure I do a better job of listening and gathering facts before taking impulsive actions.

There have been other times I have had subordinates tell me they did not like the way things were being done. As a young line supervisor this was sometimes difficult for me to accept. As I grew and matured as a leader I came to understand that I needed to empathize with how they felt and make changes if possible. However, when things could not be changed, my subordinates knew why and understood I was still concerned about their opinions.

As Christians, we must rely on God and know that He is in control. Even when we do not know all of the facts, we know who is in control. We trust God will do what He says which will be best for us. Moses and the Israelites found this out as they went to take the land of Canaan (Numbers 13, Holy Bible). Spies came back and said the land was good, but inhabited by giants. Only Caleb and Joshua said they could take the land with God on their side. The brutal truth was they were outnumbered and the Canaanites were larger than them. However, their vision of taking the land was based on the Word of God saying it was their land to take. We know when we follow God’s word everything will work out the way He intends. We are told in Romans 8:28 (NKJV) “And we know that all things work together for good to those who love God, to those that are called according to His purpose.”

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expand on your work-related experience so that you get to know one another

formal education and pursue an advanced graduate degree. As you reflect on the title of this learning module, “Igniting Your Passion,” consider your topics of interest in fields related to education. What factors contributed to your decision? Have you considered how you might pursue your passion in your course work? What expectations do you have of yourself and of the degree program?

In this Discussion, you will introduce yourself to your colleagues and Instructor with whom you will share a learning community and focus on the topics that ignite your passion as well as the passions of your colleagues.

By Day 4 of Week 1
Post a description of the work you are doing in your professional practice. Also, expand on your work-related experience so that you get to know one another and begin building a network with your colleagues as you journey through your program.

Then, explain what motivated you to pursue an advanced graduate degree in education and identify three topics of interest in fields related to education that ignite your passion. Finally, explain why these topics are important to you.

Assignment 1: Transformative Agents of Positive Change
In the Discussion, you identified three topics in the field of education that ignite your passion and that may inform yourend product in your program of study.

In this Assignment, you will address, in more detail, the topics about which you are passionate, why you have decided to pursue an advanced graduate degree, and what you hope to accomplish with your degree.

Consider the information you shared with your colleagues and reflect on what your colleagues shared with you in the Discussion posts and responses. Ask yourself what impact you would like to make in the areas about which you are passionate and what changes you would like to implement. Think about how advancing your education might contribute to you making a difference in the areas about which you are passionate.

This triangle has three layers with the widest layer at the top, narrowing in the middle layer, and ending with the most narrow layer at the bottom. The top, wide layer is labeled topics, the narrower, middle layer is labeled “issues,” and the bottom, most narrow layer is labeled “problems.”

Note: As you move through your courses and begin to investigate topics that call for educational change, it will be very important for you to narrow your focus. The purpose of completing an advanced course of study is not for you to tackle and change the entire world but to begin your professional journey by focusing on a meaningful, targeted problem within the scope and the time frame available. As you can see from the inverted triangle, topics are broad, issues are subcomponents of topics, and problems are specific, narrowly focused statements for investigation. As you collect more and more information and begin to critically analyze the topic and the issues, you must begin to synthesize information to refine your target issue to a manageable size—the problem statement. This will demand that you begin to work on the skills of synthesis and advanced academic writing.

By Day 7 of Week 1
Submit a 3- to 4-page paper that includes the following:

A description of the experiences and motivations that have led you to pursue an advanced graduate degree.
An explanation of how the three topics you addressed in the Discussion relate to issues in education.
A description of a problem related to each issue—a problem you would want to help solve.
At least two goals you hope to accomplish as a result of obtaining your degree.
An explanation of how your pursuit of the topics you identified can enable you to become a transformational agent of positive change. Provide specific examples.
Learning Resources
Note: To access this module’s required library resources, please click on the link to the Course Readings List, found in theCourse Materials section of your Syllabus.

Required Readings
Walsh, M. L., Pezalla, A., & Marshall, H. R. (2014). Essential guide to critical reading and writing. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

“Introduction” (pp. 1–6)
Chapter 7, “Strategies for Typical Assignments” (pp. 81–90)
Purdue University. (2014). Online Writing Lab: Logic in argumentative writing. Retrieved from https://owl.english.purdue.edu/owl/resource/659/1/

Case Study Documents (PDF files)

Scenario for your chosen case study
Documents 1–4 of your chosen case study
Beginning in Module 2, you will begin to complete assignments related to a case study. For the Looking Ahead in this module, you will read through each case study to select the one you want to address throughout the course. Select the case that most aligns with your interests.

By Day 7 of Week 1, you must e-mail your case study selection to the Instructor.

Note: Each case study includes a basic scenario and supporting documents related to the case.

Download to your computer the case study documents related to the case you have selected. You will refer to these documents in assignments throughout the course.

To access the Case Study documents, click Case Studies on the course overview page.

Required Media
Laureate Education (Producer). (2014). Introduction to the degree paths [Video file]. Baltimore, MD: Author.

Each faculty member shares an introductory message.

Note: The approximate length of this media piece is 8 minutes.

Laureate Education (Producer). (2014). Refining your doctoral topic [Video file]. Baltimore, MD: Author.

Student interviewees explain how they identified their topics and share tips for finding information. Students also explain how and why they began their doctoral journeys.

Note: The approximate length of this media piece is 4 minutes.

Optional Resources
Oros, A. L. (2007). Let’s debate: Active learning encourages student participation and critical thinking. Journal of Political Science Education, 3(3), 293–311.

Retrieved from the Walden Library databases.

Laureate Education (Producer). (2014). Transformational story [Multimedia file]. Baltimore, MD: Author.

Toolkit

The Toolkit, located in the Course Overview page, contains a variety of resources that will support you in this course and throughout your program. You are strongly encouraged to create your own internet-based toolkit. You can save the course toolkit documents to this personal toolkit and begin adding additional resources as you locate them. See the Toolkit document entitled “Build Your Own Toolkit” for suggestions about how to start your own toolkit.

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vironmental justice and vibrant federalism, also embody contractarianism

Contractarianism in the sense of privileging rights over administrative costs and convenience is incorporated into several aspects of contempo- rary administrative law. For instance, the absence of standing requirements gives everyone a right to comment on proposed rules in informal rulemak- ing and to file freedom of information requests. The procedural due pro- cess protection provided in adjudications is another example. Executive orders seeking to protect specific values in federal rulemaking, such as en- vironmental justice and vibrant federalism, also embody contractarianism.

Public Administrative Instrumentalism

Public administration in the United States is instrumental, rather than con- tractarian, in its outlook. It pervasively emphasizes cost-effectiveness in

1. Regulatory takings of “noxious” or injurious property are more complicated. See Lucas v. South Carolina Costal Council (1992).

9780813348810-text.indd 187 5/14/14 4:09 PM

Rosenbloom, David H.. Administrative Law for Public Managers, Routledge, 2013. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/csusb/detail.action?docID=1652860. Created from csusb on 2019-11-22 18:06:40.

.

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