高校突发事件的应急管理外文翻译--学校计划和准备工作的情况

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1、中文 3960 字 本科毕业设计（论文） 外 文 翻 译 原文： Status of School Districts Planning and Preparedness As we have noted in prior reports, emergency management requires coordinated planning and implementation by a variety of participants. Effective emergency management requires identifying the hazards for which it is

2、 necessary to be prepared (risk assessments)； establishing clear roles and responsibilities that are effectively communicated and well understood； and developing, maintaining, and mobilizing needed capabilities, such as people, skills, and equipment. The plans and capabilities should be tested and a

3、ssessed through realistic exercises that identify strengths and areas that need improvement, with any needed changes made to both plans and capabilities. The hazards that school districts may face will vary across the country depending upon the natural hazards to which their particular areas are pro

4、ne and an assessment of other risks for which they need to be prepared, such as pandemic influenza or the discharge of hazardous substances from nearby chemical or nuclear plants. Similarly, who should be involved in emergency planning and response for schools, and the roles of the various participa

5、nts will vary by type and size of the emergency incident. For large-scale emergencies, effective response is likely to involve all levels of government federal, state, and local nongovernment entities, such as the Red Cross, and the private sector. The type of guidance available from the federal gov

6、ernment on topics related to these recommended practices varies significantly； in some instances, federal agencies provide detailed instructions on how to implement recommended practices while, in other instances, guidance is less detailed. We have also recognized the importance of certain of these

7、practices in our prior reports on emergency management.We have noted the importance of realistic training exercises followed by a careful assessment of those exercises. Those with whom the school districts should coordinate and train will vary by the type and size of the emergency. For example, for

8、a potential pandemic flu or other major infectious outbreak, planning and working with local health authorities is critical. Almost all school districts have taken steps to prepare for emergencies, including developing written plans, but some plans do not address federally recommended practices such

9、 as establishing procedures for special needs students and procedures for continued student education in the event of an extended closure. Additionally, many school districts do not have procedures for training regularly with first responders and community partners. Many school districts, those with

10、 and without emergency management plans, have undertaken activities to prepare for emergencies. Based on our survey of school districts, we estimate that 93 percent of all school districts conduct inspections of their school buildings and grounds to identify possible vulnerabilities in accordance wi

11、th recommended practices. Of those school districts, 87 percent made security enhancements to their school facilities and grounds as a result of these inspections. Security enhancements included adding or enhancing equipment to communicate with school employees, strengthening the perimeter security

12、of the school, and enhancing access controls. In addition to conducting vulnerability assessments, many school districts carry out a number of other activities to prepare for emergencies such as conducting some type of school drill or exercise and maintaining a storage location for and replenishing

13、emergency supplies such as food, water, and first-aid supplies, as recommended. Additionally, school districts took responsibility for a number of activities to prepare for emergencies at the district level such as negotiating the use of school buildings as community shelters and identifying securit

14、y needs in schools. These activities can vary by locality depending on community needs and include oversight, coordination with other entities, and training. Most school districts have developed written emergency management plans that address multiple hazards. Based on our survey of school districts

15、, we estimate that 95 percent of all school districts have written emergency management plans with no statistical difference between urban and rural districts. Of those school districts that have written emergency plans, nearly all (99.6 percent) address multiple hazards in accordance with recommend

16、ed practices to prepare for emergencies. However, the specific hazards addressed by plans vary. (See fig. 2.) In some instances, the hazards included in emergency plans are specific to local conditions, which is to be expected. The extent to which school districts emergency management plans and plan

17、ning activities are consistent with other recommended practices varies: Develop Roles and Responsibilities for School Community Members. Based on our survey of school districts, most districts have written roles and responsibilities in their plans for staff such as superintendents, building engineer

18、s or custodians, principals, teachers, and nurses. Develop Roles and Responsibilities for First Responders and Community Partners. Based on our survey, we estimate that 43 percent of school districts use the Incident Command System (ICS) established by DHS as part of the National Incident Management

19、 System (NIMS) to establish the roles and responsibilities of school district officials, local first responders, and community partners during an emergency, in accordance with recommended practices. Develop Procedures for Communicating with Key Stakeholders. Central to district emergency plans is th

20、e inclusion of procedures for communicating with key stakeholders such as staff, parents, and students, including those who are Limited-English Proficient. Our survey finds that roughly three-quarters of all school districts have not included written procedures in their plans for communicating with

21、Limited-English Proficient parents and students, in accordance with federally recommended practices. Develop Procedures for Special Needs Students. Although the number of special needs students in the schools is growing, our survey finds that an estimated 28 percent of school districts with emergency management plans do not have specific provisions for them in their emergency management plans. Education officials told us that