PAD 4390 National Flood Insurance Program Discussion
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
PAD 4390 National Flood Insurance Program Discussion
Post your response to one of the following discussion questions for Module 4, HMP Chapter 6 and Godschalk et al. Chapter 1 (pp. 14-16); Module 5, HMP Chapter 7; and Module 6, HMP Chapter 8. Please note the # of the question for which you comment. Your initial response for each selected question must be at least 250 words. Please add a word count at the end for each response. Cite the weekly readings and other sources, if needed, to support your comment. You also have to comment on one initial response from other students.
Q1: Explain why the United States government has been described as a “patchwork” system, and how this structure may create conflicting goals among local, state, and national agencies.
Q2: What are the differences between the Robert T. Stafford Disaster Relief and Emergency Act enacted in 1988 and the Disaster Mitigation Act of 2000 with respect to 1) the requirement of mitigation plan-making; 2) the way mitigation is incorporated and promoted in emergency management; and 3) the mitigation grant programs that are open to the states and locals?
Q3: What is NFIP? How does NFIP function as a federally subsidized program for mitigation? Why is it considered as a mitigation program other than a preparedness practice?
Q4: What are the management areas in hazard mitigation where states play a direct role? (Hint: check the Key Issues in the M5 PPT)
Q5: What are the fundamental powers that local governments possess and utilize for growth development in the context of mitigating the impacts of natural hazards? Give each power an example from the local management practice.
Q6: Compare the roles and functions of federal, state, and local governments in managing land use for hazard mitigation purposes. Please be specific when talking about each level of government [e.g., ownership of land, the authority of making land use management regulations, risk management mechanisms (ordinances vs. incentives, vs. risk communication/education), and so on].
Explain why the United States government has been described as a “patchwork” system, and how this structure may create conflicting goals among local, state, and national agencies. \Answer:The United States has been labeled as a “patchwork” system because “lack of centralization and high degree of pluralism” (module 4, slide 4). The United States government has too many different programs dedicated to fix and solve the same problem. The division of government and roles in what branch or hierarchy of government is constantly lost. It is very difficult for citizens to express an issue in their community when there maybe too many or no organization to communicate to. This can become very conflicting because work and blame can easily be directed to the wrong areas and possibly never be taken care of because of the lack of divided work, knowledge, and government. Goals for certain areas in a state might cause setbacks in major fixes and repairs after a storm or disaster. These setbacks could be caused by government limitations that have not been made clear. For example, highway damage from a fatal storm could be delayed if local or state government officials don’t know who handles what. This could lead to damage and deterioration of the highway and cause more civil accidents. The United States costant “patchwork” will do more harm than good. Clear guidelines of what level of government handles what problems will diminish this problem and allow work and problems to be settled faster. Whether it is disastrous or not. Patchwork in the United States has been taken to an extreme level and is constantly being overdone. If this continues no major damage will correctly be repaired and can cause harm to citizens in the area.
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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