Assignment Requirements

1.Click Launch Presentation to view the interactive media piece Hurricane Katrina. Describe that scenario briefly.
2.Assume you are the leader in charge of responding to the situation. You do not have a communications media specialist or public information officer working for you, and the press is expecting a statement.
3.Conduct research on reliable sources and use your professional experience to develop a crisis communications plan with necessary steps that any organization can follow to address media in a crisis situation.
4.Highlight the key elements in a crisis communication plan focused on ethical principles and protecting the public.
5.Draft the strategy you and your organization would follow to address media in this particular crisis:
1.Explain how and when you would first respond with a statement.
2.Compose a written press release appropriate for print, online, and live media.
3.Compose a tweet (Twitter statements restricted to 140 characters or less) relevant to the situation.
6.Summarize your findings and conclusions.
Requirements:
Hurricane Katrina

Launch Presentation | Transcript
•Written communication: Develop accurate written communication that conveys the overall goals of the project and does not detract from the overall message. Your paper should demonstrate graduate-level writing skills.
•Number of pages: 3–4 double-spaced. (Note: page count does not include Cover Page or References).
•References: Your reference list must include at least six sources. You must use proper APA style to list your references. Refer to the Capella Online Writing Center’s APA Style and Formatting module for more information.
•Formatting: Use APA formatting, including: correct in-text citations, proper punctuation, double-spacing throughout, proper headings and subheadings, no skipped lines before headings and subheadings, proper paragraph and block indentation, no bolding and no bullets. Refer to the APA Style and Formatting module for more information.

Hurricane Katrina

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A newspaper article and two journal articles paper clipped together:
A key partner in the team: Psychology’s role in emergency preparedness.

What predicts psychological resilience after disaster? The role of demographics, resources, and life stress.

Mental Heath Crisis – New Orleans feels pain of mental health crisis.

Newspaper article paper clipped to three photographs:
‘Toxic Gumbo’ Lurks in Water.

•Photograph description 1: Doorway of apartment with visible flood lines and sign declaring it “Unhabitable”. Flood silt on ground. Photo by Infrogmation.
•Photograph description 2: A view of the damage left behind after hurricane katrina. The flood waters from the levy failure rose into the attic of this house.
•Photograph description 3: Biloxi, Mississippi, September 3, 2005 – A member of the Indiana Task Force 1 Urban Search and Rescue team and his canine partner enter a damaged house to search for victims of Hurricane Katrina. Photograph by Mark Wolfe/FEMA.

Photographs grouped together with a paper clip:
•Photograph description 1: September 4, 2005 – Residents of Biloxi, Mississippi, search through donations for items they need. Hurricane Katrina destroyed the property of many residents of the Mississippi gulf coast.
•Photograph description 2: Red Cross relief center, Freret Street near Napoleon Avenue, Uptown New Orleans, after Hurricane Katrina. Photo by Infrogmation.
•Photograph description 3: Mobile, Mobile County, Alabama. September 3, 2005 – Hurricane Katrina Supply staging area. Sergeant Henry Henry of the National Guard Loads water to be taken to a distribution center. Photograph by Marvin Nauman/FEMA.

Photograph with a note paper clipped to it:
•Photograph and note description: Metarie, Louisiana: I-10 at Causeway Boulevard, August 31, 2005. In the great floods of most of Greater New Orleans in the aftermath of Hurricane Katrina, this was the area of the last bit of unflooded passable highway out of town, and hence was one of the main evacuation station for Hurricane Katrina victims.

Newspaper Clipping
Why New Orleans Levees Failed.

Field notebook on mold with a photograph as a bookmark:
Molds: All molds have the potential to cause health effects. Molds produce allergens, irritants, and in some cases, toxins that may cause reactions in humans. The types and severity of symptoms depend, in part, on the types of mold present, the extent of an individual’s exposure, the ages of the individuals, and their existing sensitivities or allergies. Specific reactions to mold growth can include the following: Allergic reactions, asthma, hypersensitivity pneumonitis, irritant effects, and opportunistic infections.
Allergic Reactions: Inhaling or touching mold or mold spores may cause allergic reactions in sensitive individuals. Allergic reactions to mold are common. These reactions can be immediate or delayed. Allergic responses include hay fever-type symptoms, such as sneezing, runny nose, red eyes, and skin rash (dermatitis). Mold spores and fragments can produce allergic reactions in sensitive individuals regardless of whether the mold is dead or alive. Repeated or single exposure to mold or mold spores may cause previously non-sensitive individuals to become sensitive. Repeated exposure has the potential to increase sensitivity.
Asthma: Molds can trigger asthma attacks in persons who are allergic (sensitized) to molds. The irritants produced by molds may also worsen asthma in non-allergic (non-sensitized) people.
Hypersensitivity Pneumonitis: Hypersensitivity pneumonitis may develop following either short-term (acute) or long-term (chronic) exposure to molds. The disease resembles bacterial pneumonia and is uncommon.
Irritant Effects: Mold exposure can cause irritation of the eyes, skin, nose, throat, and lungs, and sometimes can create a burning sensation in these areas.
Opportunistic Infections: People with weakened immune systems (i.e., immune-compromised or immune-suppressed individuals) may be more vulnerable to infections by molds (as well as more vulnerable than healthy persons to mold toxins). Aspergillus fumigatus, for example, has been known to infect the lungs of immune-compromised individuals. These individuals inhale the mold spores which then start growing in their lungs. Trichoderma has also been known to infect immune-compromised children.

Healthy individuals are usually not vulnerable to opportunistic infections from airborne mold exposure. However, molds can cause common skin diseases, such as athlete’s foot.

•Photograph description: A living room after hurricane Katrina. Furniture is tossed about and covered with fallen sheetrock and insulation.

Single Photograph 1
Photograph description: Post Hurricane Katrina photo. Fallen, elevated water tower and smashed building in Buras, Louisiana.

Single Photograph 2
Photograph description: President George W. Bush says goodbye to New Orleans Mayor Ray Nagin Friday, Sept. 2, 2005, before boarding Air Force One, after spending the day touring those areas left devastated by Hurricane Katrina. White House photo by Eric Draper.

Two newspaper articles paperclipped together:
Medical lifelines lost to the storm.

New Orleans deaths up 47%.

Brochure Booket with sticky notes:
Federal Support

Fact Sheet

List of Authorities

Shelter Guidance

National Response Framework

U.S. Department of Defense News Transcript and Photograph
Special Defense Department Briefing with Commander of Joint Task Force Katrina

•Photograph description: Lt. Gen. Russel Honoré. Commander, Joint Task Force Katrina

Expanded Mitigation Strategies Memo
HMGP Expanded Mitgation Stratagies Planning Grant Pilot for Gulf Coast States with hurricanes Katrina, Rita and Wilma Declarations

Blanco Press Release
Govenor Blanco Declares State of Emergency

Hurricane Mediation Program Brochure
Brochure

Hurricane Mediation Program

The Bush Administration and Federalism: a Retrospective
National Academy of Public Administration Standing Panels on the Federal System

File folder labeled “Related Articles” with three articles and a photograph inside:
Sang Ok Choi – Emergency Management: Implications from a Strategic Management Perspective.

Pandey, Sanjay K. – Public Information Technology and E-Governance: Managing the Virtual State.

Kapucu, Naim – Lessons of Disaster: Policy Change after Catastrophic Events.

•Photograph description: September 4, 2005 — REsidents of Biloxi, Mississsippi, search through donations for items they need. Hurricane Katrina destryoed tehproperty of many residents of the Mississippi gulf coast. – FEMA/Mark Wolfe

Portable Video Player 1
News clip of news interviewer and two rescue workers walking through streets of New Orleans in the aftermath of Hurricane Katrina.

James: If you do not see it you cannot describe it.

News anchor: James and Jill work in some of the most difficult surroundings immaginable.

James: The water is basically sewage. The smells that we’ve encountered… I have never smelled anything like it. It is just a thick, black, tarry water and it is everywhere. It is in all these homes and these buildings.

Jill: You don’t see things like this.

News anchor: Jill Norman of Mankato has treated hundreds of patients since arriving here in New Orleans. We talked as we walked along garbag filled streets, the smell of rotting food and worse fills the air.

Jill: You know if it was not taken over by water or destroyed by the wind, or whatever happened down here.

Video Player 2
Series of news clips.

Clip 1: News clip of rescue workers preparing for the storm.

Interviewer: What do you have for last minute preparations here?

Interviewee: Uh, we are trying to close off the roads so that, uh, hopefully we can stop some of the flood waters from running down here.

Interviewer: What is your name?

Interviewee: I am Mayor Phillip Capatano

Clip 2: Footage of traffic jam heading out of New Orleans

Clip 3: Handheld footage of hurricane victims shot outside the New Orleans Superdome after the Hurricane, including a baby with a sticker labeled “reject” on his diaper.

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Hurricane Katrina
0ur text describes Hurricane Katrina on p. 75. In this paper, describe Hurricane Katrina, its strength by the “Saffir-Simpson Hurricane Scale,” and the extent of its damage, and the losses to the cities involved. What are some suggestions to prevent a repeat of the tragedy of New Orleans and other coastal cities in the wake of this event?

Page Requirements: 2- 3 pages for content, and a reference page.
Writing Style: Your choice of APA, MLA, Chicago, etc.
Sources: at least three sources (websites, and you can use the text as one source).
Font: Times New Roman or Calibri, 12 point font.
Page Layout: one inch margins, double spacing, and do not double space student ID information.
Format: Word document (.rtf or .doc.).

Hurricane Katrina
0ur text describes Hurricane Katrina on p. 75. In this paper, describe Hurricane Katrina, its strength by the “Saffir-Simpson Hurricane Scale,” and the extent of its damage, and the losses to the cities involved. What are some suggestions to prevent a repeat of the tragedy of New Orleans and other coastal cities in the wake of this event?

Page Requirements: 2- 3 pages for content, and a reference page.
Writing Style: Your choice of APA, MLA, Chicago, etc.
Sources: at least three sources (websites, and you can use the text as one source).
Font: Times New Roman or Calibri, 12 point font.
Page Layout: one inch margins, double spacing, and do not double space student ID information.
Format: Word document (.rtf or .doc.).