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Northridge Birkland Chapter Discussion And Responses
Northridge Birkland Chapter Discussion And Responses
Order ID 53003233773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Northridge Birkland Chapter Discussion And Responses
Answer the following questions after you complete chapter 2, “Learning from Earthquakes and Hurricanes”. Then respond to two classmate’s posts once I submit this discussion post. Will have 12 hours to respond to classmates.
Part 1: What is the difference between hazard mitigation and disaster response policies? Are both types of policies just as important or is one more crucial then the other? Explain your response and your reasoning.
Part 2: What are the differences between hurricanes and earthquakes in terms of public involvement, interest group mobilization, governmental interest/agenda, and ultimately policy formation? How does Birkland use Congressional testimony between 1990-2002 to support his argument about the latter?
POST
Thank Ryan, here’s the classmate’s post. I have until 11pm pacific time today to respond. Maria Merino MartinezYesterdayNov 7 at 7:40pmManage Discussion EntryPart 1: Hazard mitigation is a form of prevention measures in order to reduce the consequences of a disaster as much as possible. The preference for policies “that employ land-use controls, improved building codes, or actuarially sound insurance programs” (Birkland ,p. 106). Long and short term solutions are thought out by government entities that support litigation dealing with natural disasters. As for disaster response policies, the government focuses on the aftermath of the event and how to reconstruct the affected area; little to no focus on the next disaster is spoken about. Both policies are important but the contradictions of the hazard mitigation policies dealing with funds opposes their core values. There has been no hazardous mitigation policymaking that has been made into law and many of its goals to financially assist potential targeted areas have been overshadowed by FEMA. The support for hazardous mitigation policy is limited because of the lack of “broad-based public interest groups”(Birkland, p.126). These interest groups would demand prevention strategies but no representative have spoken out about prevention matters. Part 2: First of all, the coverage of hurricanes is more prominent than the coverage of earthquakes. The public involvement is influenced by the media when it comes to covering earthquakes, they most likely all end up causing damages to the area but hurricanes might not. An earthquake can be measured by the magnitude scale and the media coverage would be greater and bring more viewers or readers would would be interesting in knowing about the damages it caused people. Also, when it comes to representatives to turn up in front of a committee, earthquake experts have a higher chance to promote their opinion if earthquake mitigation is on an agenda. As for the Congressional testimony used by Birkland to argue his position, he used a constructive coding scheme and how it selects those who will testify. Birkland also noted the appearance of those called to testify would rather speak about relief and recovery plans than talk about mitigation strategies. Yevangelina PoghosyanYesterdayNov 7 at 9:13pmManage Discussion EntryHi Everyone,
Northridge Birkland Chapter Discussion And Responses
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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