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How do public information and public education link to emergency planning?/In your essay discuss the key difference between Public Education and Public Information, include the main goals of public education, and identify three of the barriers emergency management agencies face in getting people to take action following public education. Don’t forget to use case studies or examples to illustrate your points.

2. What do you see as some of the important issues in the managing of, and planning for spontaneous volunteers in emergency situations? (800 words.)

Essay of 2,400 words divided into three sections of 800 words each.

1. How do public information and public education link to emergency planning?(800 words.)
In your essay discuss the key difference between Public Education and Public Information, include the main goals of public education, and identify three of the barriers emergency management agencies face in getting people to take action following public education. Don’t forget to use case studies or examples to illustrate your points.

2. What do you see as some of the important issues in the managing of, and planning for spontaneous volunteers in emergency situations? (800 words.)

3. Read the provided readings, as well as locating some additional readings yourself, around the benefits and barriers of psychological debriefing and analyze the conflicting and consistent viewpoints.  (800 words.)

Note: you have to use in-text citation for EACHNEWIDEA or SUBTOPIC.

use these references with additional highly academic journals**:

Public Information Management: Director’s Guideline for Civil Defence Emergency Management Groups [DGL14/13] From: http://www.civildefence.govt.nz/assets/Uploads/publications/dgl-14-13-public-information-management-V2.pdf

Dufty, N. (2011). Engagement or education?.The Australian Journal of Emergency
Management, 26(3). 35-39.Retrieved from search.informit.com.au

McFarlane1, A. C., & Bryant2, R. A. (2007). Post-traumatic stress disorder in
occupational settings: anticipating and managing the risk. Occupational
Medicine, 57:404-410 doi:10.1093/occmed/kqm070

Regel, S. (2007). Post-trauma support in the workplace: the current status and
practice of critical incident stress management (CISM) and psychological
debriefing (PD) within organizations in the UK. Occupational
Medicine,57:411–416 doi:10.1093/occmed/kqm071

Kenardy, J. (2000). The current status of psychological debriefing. British Medical
Journal, 321(7268), 1032-3. Retrieved fromhttp://search.proquest.com

Begley, S. (2003, Sep 12). Is trauma debriefing worse than letting victims heal
naturally?.Wall Street Journal. Retrieved from
http://search.proquest.com/docview/398886196?accountid=8440

Deahl, M. (2000). Psychological debriefing: controversy and challenge. Australian
and New Zealand Journal of Psychiatry, 34(6), 929–939. Retrieved from
https://www.ebscohost.com/

Crisis Management of Tohoku; Japan Earthquake and Tsunami, 11 March 2011 from
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3469005/

Maher, A. (2005). The Definition and Principles of Volunteering: What’s All the Fuss
About?. Australian Journal of Emergency Management, 20(4). 3-5.

Fulmer, T.,  Portelli, L., Foltin, G. L., Zimmerman, R., Chachkes, E., &Goldfrank, L.
R. (2007). Organization-based Incident Management: Developing a Disaster
Volunteer Role on a University Campus. Disaster Management & Response,
5(3), 74–81. Retrieved fromwww.sciencedirect.com

Spontaneous Volunteer ManagementPlanning: Civil Defence Emergency Management BEST PRACTICE GUIDE [BPG3/06]. From https://www.portlandoregon.gov/pbem/article/505396

Earthquake SitesreachoverathirdofCantabrians:from http://www.nielsen.com/nz/en/press-room/2012/earthquake-sites-reach-over-a-third-of-cantabrians.html

Characteristics of a Disaster-resilient Community: A Guidance Note. From
https://practicalaction.org/docs/ia1/community-characteristics-en-lowres.pdf

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