EMERGENCY PLANNING PROFESSION

Emergency Planning Management

Emergency Planning Management

Introduction

In recent years, as the profession of emergency management has evolved, there has been a growing interest in the need for more training of the nation's risk and emergency managers. The most important element of the evolution of this profession has been the growing number of academic programs for emergency management, both undergraduate and graduate (Abbott and Otto 2006) and the increasing number of research professionals in management situations emergence as a first career choice. The profession has seen the inclusion of specialized training initiatives focused on leadership and management skills, increased interest in the program accreditation, certification, professional standards, and measuring performance. Also evident is the growing diversity within the profession, with more subjects or groups involved, and greater involvement of business and other NGOs.

Although all these interests, and diversity of the various efforts related to the profession of emergency management is promising, the activities are not coordinated. Rather, it consists of the individual efforts of each of the companies or organizations and institutions. It is necessary to clarify what is needed in this field. The distinction between "competition" or "performance" training (such as that offered by the Emergency Management Institute (EMI) now) and theory-based training offered by institutions of the award of diplomas must be defined. This document is a first step in determining the character of nations entered higher education on the risks and opportunities for emergency management. This document outlines the educational opportunities and identifies gaps in current risk management and emergency education (WAHLE and Beatty, 2003). Discussion

The educational opportunity at the university provides the theory with very little training. Why is this case? How can we link the theoretical development of the training? What does the nation in the future? What the nation now step in a vision of the needs, but rather a reactionary mixture of courses that have come together to face the law for specific hazards and specific responses. Curriculum is not exhaustive, but an accumulation of issues related to hazards and disasters. We must seize this evil energy in a new direction. Leadership is needed for a vision of how to link theory and performance-based training in a curriculum for emergency management education. Emergency managers now face the problems that have rarely encountered before. Should include physical and social complex systems, complete test results and provide long-term solutions to recurring problems. To overcome these difficulties, education in emergency management should include the interdisciplinary and holistic. Programs should use curricula that address the real problems related to the relationship of risk and sustainability (Mileti, 1999).

This will require new interdisciplinary curricula that focus on reducing the risk of sustainability (Mileti 1999:13-14). We must address the crucial question of how thinking and learning can be improved so that new ways of promoting the learning of new forms of deeper and more complete showing that when administrators made use of parrot slogans empty, or accept without thinking.

In the near future, the emergency managers change and progress at work and ...