高校突發(fā)事件的應(yīng)急管理外文翻譯--學(xué)校計(jì)劃和準(zhǔn)備工作的情況

1、中文 中文 3960 3960 字本科畢業(yè)設(shè)計(jì)（論文）外 文 翻 譯原文： 原文：Status of School Districts’ Planning and PreparednessAs we have noted in prior reports, emergency management requires coordinated planning and implementation by a variety of pa

2、rticipants. Effective emergency management requires identifying the hazards for which it is necessary to be prepared (risk assessments); establishing clear roles and responsibilities that are effectively communicated and

3、 well understood; and developing, maintaining, and mobilizing needed capabilities, such as people, skills, and equipment.The plans and capabilities should be tested and assessed through realistic exercises that identify

4、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 t

5、heir particular areas are prone 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,

6、who should be involved in emergency planning and response for schools, and the roles of the various participants will vary by type and size of the emergency incident. For large-scale emergencies, effective response is li

7、kely 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 government on topics related to the

8、se 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 als

9、o recognized the importance of certain of these practices in our prior address multiple hazards. Based on our survey of school districts, we estimate that 95 percent of all school districts have written emergency managem

10、ent 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 recommended pr

11、actices 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 expecte

12、d.The extent to which school districts’ emergency management plans and planning activities are consistent with other recommended practices varies: Develop Roles and Responsibilities for School Community Members. Based on

13、 our survey of school districts, most districts have written roles and responsibilities in their plans for staff such as superintendents, building engineers or custodians, principals, teachers, and nurses. Develop Roles

14、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 Inci

15、dent Management 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. Devel

16、op Procedures for Communicating with Key Stakeholders. Central to district emergency plans is the inclusion of procedures for communicating with key stakeholders such as staff, parents, and students, including those who

17、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 Limited-English Proficient parents and stude

18、nts, 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 perce