In August 2017, Hurricane Harvey made landfall in Texas. The Category 4 hurricane had measured wind speeds of 130 mph (215 m/h). Despite the high wind speed, it is the flooding events from the associated rainfall that caused the most damage. As a result of the flooding, 103 lives were lost, 15,000 homes were destroyed, and 250,000 additional homes were damaged (1). The estimated cost is $125B which makes this event the second-costliest natural disaster in the US. (2)
The purpose of this assignment is to review a report prepared by the Conference Board of Canada (1), which studied the event to identify lessons learned. The purpose of their report was to provide emergency management professionals a resource to improve the emergency management cycle and reduce the cost of future disasters.
Produce a summary of this report. The report is located in CuLearn. The summary should include:
1.A summary of the event;
2.A summary of the 4 pillars of the emergency management cycle (preparation, response, recovery, and mitigation). Specifically, for each pillar, summarize what steps were taken, what was the outcome, and what were the lessons learned. For example, how did the government prepare, was it sufficient, and what should they do in the future.
3.A comparison, with respect to emergency response, to other events such as Hurricane Sandy, Katrina, or the hurricanes of 2020.
Sample Solution
âA pupil seeking admission who has Touretteâs syndrome is being interviewed for a place at the school. He makes inappropriate comments during the interview and for this reason is not selected for admission. The fact that the school did not know that the pupil had Touretteâs syndrome may not be a defence because no attempt was made by the school to establish if there was a particular reason for this behaviour. His could constitute unlawful discrimination arising from a disabilityâ. This case study and that the C of P clearly state that all SEN students must be treated fairly within schoolsâ admissions policies and without discrimination as described in the Equality Act. What actions stated in the EA have an effect on SEN students in schools? As previously mentioned the EA (2010) brought together the numerous anti-discrimination laws and the EA makes it illegal to discriminate against a person with a disability. Within schools it is illegal to adopt policies which maybe illegal against students with a disability. Direct discrimination as described under the EA would involve less favourable treatment âbecause of a protected characteristicâ. The EA (2010) is clear that any form of direct discrimination cannot be justified. Direct discrimination can arise from unconscious prejudice.Schools under the EA, cannot make assumptions about individual students within protected characteristic groups. âWithin schools direct discrimination is related to a childâs disability, for example, not allowing a child with a disfigurement to appear in a school play because of their looks. Direct discrimination is unlawful, irrespective of the schools motives or intentions, and regardless of whether the less favourable treatment of the child was conscious or unconsciousâ. (Hills 2012 p14).>
âA pupil seeking admission who has Touretteâs syndrome is being interviewed for a place at the school. He makes inappropriate comments during the interview and for this reason is not selected for admission. The fact that the school did not know that the pupil had Touretteâs syndrome may not be a defence because no attempt was made by the school to establish if there was a particular reason for this behaviour. His could constitute unlawful discrimination arising from a disabilityâ. This case study and that the C of P clearly state that all SEN students must be treated fairly within schoolsâ admissions policies and without discrimination as described in the Equality Act. What actions stated in the EA have an effect on SEN students in schools? As previously mentioned the EA (2010) brought together the numerous anti-discrimination laws and the EA makes it illegal to discriminate against a person with a disability. Within schools it is illegal to adopt policies which maybe illegal against students with a disability. Direct discrimination as described under the EA would involve less favourable treatment âbecause of a protected characteristicâ. The EA (2010) is clear that any form of direct discrimination cannot be justified. Direct discrimination can arise from unconscious prejudice.Schools under the EA, cannot make assumptions about individual students within protected characteristic groups. âWithin schools direct discrimination is related to a childâs disability, for example, not allowing a child with a disfigurement to appear in a school play because of their looks. Direct discrimination is unlawful, irrespective of the schools motives or intentions, and regardless of whether the less favourable treatment of the child was conscious or unconsciousâ. (Hills 2012 p14).>
