Effective Communication - Emergency Management Institute ...

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UNIT 3: COMMUNICATING IN AN EMERGENCY Reference Library Summary and Transition In this unit, you reviewed various communication media and considered the relationships among the method of delivery, the message, and the target audience. You also applied what you learned to your community’s Warning and Communication annexes. In the next unit, you will learn how to identify groups within communities that require different types of communication to meet their needs. Before proceeding to the next unit, take a few minutes to complete the Knowledge Check on the next page. For More Information FEMA EMI Course 272: Warning Coordination English Online: http://eleaston.com/english.html Gunning Fog Index: http://pimacc.pima.edu/~ddoell/tw/gfiex.html Guide to Grammar and Writing: http://webster.commnet.edu/mla/ Plain Language Action Network (PLAN): http://www.plainlanguage.gov USFA – Fire Safety Education Resource Directory – DEALING WITH THE MEDIA – Book/Manual/Guide: www.usfa.fema.gov/fserd/pro_med1_list.htm “Talking About Disaster” www.fema.gov/pte/talkdiz “Needed: The Right Information at the Right Time”: www.annenberg.nwv.edu/pubs/disas/disas5.htm National Incident Management System (NIMS): www.fema.gov/NIMS National Response Plan (NRP): http://www.fema.gov/emergency/nrf/ Effective Communication Page 3.19
UNIT 3: COMMUNICATING IN AN EMERGENCY Check Knowledge Check Carefully read each question and all of the possible answers before selecting the most appropriate response for each test item. Circle the letter corresponding to the answer that you have chosen. Complete all of the questions without looking at the course material. 1. Which of the following methods of communication is least useful to inform the public of a collapsed bridge? a. AM radio traffic update b. Television c. Magazine feature story d. Ham radio 2. During an emergency, which of the following is likely to be true? a. People will listen more closely because they need the information badly. b. People are automatically able to filter out unnecessary information. c. People are busy with survival and do not need information. d. People have additional challenges that make it harder to comprehend information. 3. Which of the following pieces of information could be deleted from a 15-second Public Service Announcement on drinking water safety? a. The city water supply is contaminated. b. Paul Lining has been named Director of Public Works. c. Water should be boiled before it is used or consumed. d. The “boil water” edict is in force until further notice. 4. Which statement is most useful to commuters listening to their radios on their morning drive to work? a. Avoid Interstate 80 between exits 12 and 13 because of a major accident. Seek alternate routes to I-80 to enable emergency personnel to respond. b. There is a problem on I-80. c. Are you noticing that traffic is building on Interstate 80? There were work crews on I-80 between exits 12 and 13, which required all traffic to merge into a single lane as it passed. Traffic has been backed up for an average of 6 miles all morning. Then there was a multiple-car accident that was reported by a driver from his cellular phone. The event is still unfolding. d. Taking advantage of matching Federal funds, our Department of Public Works is making long overdue repairs to I-80. Local road crews will be hard at work this week, including today. Effective Communication Page 3.20
Page 1 and 2: Effective Communication Independent
Page 3 and 4: TABLE OF CONTENTS Page Unit 4: Iden
Page 5 and 6: Course Overview
Page 7 and 8: COURSE OVERVIEW FEMA’s Independen
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Page 17 and 18: UNIT 2: BASIC COMMUNICATION SKILLS
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UNIT 6: EFFECTIVE ORAL COMMUNICATIO
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UNIT 8: COURSE SUMMARY Introduction
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UNIT 8: COURSE SUMMARY Communicatin
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UNIT 8: COURSE SUMMARY Effective Or
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UNIT 8: COURSE SUMMARY Next Steps Y
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APPENDIX A: JOB AIDS Sample busines
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FINAL EXAM 1. Differences in previo
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FINAL EXAM 14. One reason to select
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