FEMA Test Answers
 A. determine current level of preparedness/mitigation B. estimate severity C. determine probability D. identify hazards
 A. standardized, objective-based, and hazard-specific B. standardized, adaptable, and objective-based C. resource-driven, flexible, and all-hazards-based D. adaptable, hazard-specific, and resource-driven
 A. Colleges and universities often cover large geographical areas B. Colleges and universities are usually limited to a very small geographical area C. Colleges and universities are usually located next to industrial areas D. Colleges and universities are almost always located in the heart of a city
 A. emergency planning B. plan review C. interagency communication D. exercises
 A. Basic Plan B. Agency/Department Annexes C. Hazard-Specific Annexes D. Functional Annexes
 A. creating a plan that is specific to a building or a department, such as a plan for HAZMAT spills in the chemistry lab B. creating a plan to ensure uninterrupted service for all major departments on a college/university campus C. creating a plan for identifying and implementing actions to reduce or eliminate loss of life, property, and function D. creating a plan to ensure that the organization will be able to maintain mission-critical functions or resume them quickly after an event
 A. It increases awareness of hazards, risks, and vulnerabilities among all stakeholders B. It guides management decisions about resources for revision or creation of the emergency operations plan C. It reduces the likelihood of hazards occurring D. It makes it easier to respond to and mitigate potential emergencies
 A. what areas of the campus are vulnerable to hazards B. which hazards could affect the campus C. what campus assets will be affected by hazards D. how to increase student enrollment
 A. It provides a clearly defined chain of command due to its modular format B. It allows diverse incident management agencies to use their own distinct terminology C. It helps to ensure the efficient use of resources D. It helps to ensure the safety of responders, students, faculty, workers, and others
 A. include only on-campus personnel and groups likely to be involved in emergency response B. not include the President because he or she is too busy to be involved in emergency planning C. consider internal and external individuals who may play a role in various aspects of campus emergency planning and response D. not include the private sector because they do not have an interest in the institution
 A. drill B. seminar C. functional exercise D. tabletop exercise
 A. Annual National Preparedness Report B. Presidential Policy Directive 8 C. National Preparedness System D. National Planning System
 A. Public Information Officer B. EOC Manager C. Operations Officer D. Safety Officer
 A. use a narrow definition to focus your efforts more specifically on campus emergency planning and response B. use a broad definition to involve a wide variety of people who may have a role in campus emergency planning and response C. rely on city/county emergency management personnel to determine your stakeholders since it is their area of expertise D. include only executive-level faculty and staff since they are the decisionmakers
 A. Operations B. Command Staff C. Logistics D. Planning
 A. Those who need to provide input to the planning process (I) B. Those who need to be active participating members of the planning team (P) C. Those who need to be advised about the Plan (A) D. Those who dictate the content of the Plan (D)
 A. It familiarizes faculty staff with the emergency operations plan B. It allows for better coordination and cooperation C. It enables quick and accurate information sharing D. It establishes a process for personnel to follow that can be implemented right away
 A. Answer the question, “What’s in it for them?” B. Analyze what all the stakeholders have in common C. Emphasize the need for planning expertise D. Determine potential areas of conflict or confrontation
 A. avoid involving the President or Executive so they can focus on their administrative duties B. limit them to only those individuals who will be most directly involved in incident response C. limit them to on-campus individuals D. include a wide variety of people both internal and external to your campus
 A. property preservation B. environmental conservation C. life safety D. effective resource allocation
 A. workshop B. seminar C. functional exercise D. tabletop exercise
 A. workshop B. drill C. functional exercise D. tabletop exercise
 A. writing an emergency operations plan B. establishing an incident command post C. establishing an emergency operations center D. conducting a risk assessment
 A. utilities working B. fully equipped C. cheapest in day-to-day costs D. moderate start-up period required
 A. 90 days B. 2 to 3 weeks C. 1 year D. 6 months
 A. human-caused B. natural C. technological D. cultural
 A. ability to meet historical preservation requirements B. ability to meet current code C. ability to gain community support for rebuilding and repairs D. ability to secure funds for rebuilding and repairs
 A. tornado B. fire C. ice storm D. riots
 A. The ICP provides policy direction for the EOC B. The EOC provides policy direction for the ICP C. The ICP directs all strategies and tactical decisions at the scene and makes requests for resources and support from the EOC D. The EOC directs all strategies and tactical decisions at the scene and makes requests for resources and support from the ICP
 A. identifying hazardous material management strategies B. planning for continued delivery of instruction C. planning for donation management D. identifying memorial activities
 A. tabletop exercises B. drills C. full-scale exercises D. functional exercises
 A. It decreases awareness of hazards, risks, and vulnerabilities among all stakeholders B. It encourages sharing with outside stakeholders to determine how their planning efforts fit into those on the campus C. It justifies funding allocations for some organizations D. It makes it easier to respond to and mitigate potential emergencies
 A. What we deliver B. How well we are doing C. Who we engage D. What we wish to achieve
 A. communications facilitation B. information collection and evaluation C. tactical decision making D. priority setting
 A. Ensure that all personnel are trained properly for the job(s) they perform B. Use ICS to manage active incidents only C. Identify and type all resources according to established standards D. Ensure communications interoperability and redundancy
 A. natural B. human-caused C. cultural D. technological
 A. Emergency Operations Plan B. resource typing list C. recovery plan D. public information system
 A. identifying methods to preserve medical records B. planning for resumption of transportation, housing, and food services C. identifying methods to evaluate degree completion D. planning for volunteer management
 A. accidental trips and falls B. loss of campus lighting and traffic signals C. loss of mass notification ability D. criminal activity
 A. utilities not working B. not equipped C. may be in a room typically used for other purposes D. shortest start-up period
 A. Emergency Support Function B. Traditional Functional C. Hazard-Specific D. Agency/Department-Focused
 A. The EOC may be permanent or temporary B. The EOC may be activated in advance of a potential incident C. The EOC may be a physical location or virtual D. The EOC may command the on-scene level of the incident
 A. The EOP involves fewer stakeholders B. The EOP planning process is simpler C. The EOP is more limited in scope D. The EOP is broader in scope
 A. National Incident Management System B. National Planning System C. National Preparedness System D. National Preparedness Goal
 A. exercises B. interagency communication C. emergency planning D. plan review
 A. Stakeholders may believe they lack the expertise to play an active role in planning B. Answering “What’s in it for them?” can help keep stakeholders engaged C. Some stakeholders may start out active and then fade away from participation D. Stakeholders are likely to remain actively engaged in the planning process because their job descriptions focus on that task
 A. Stakeholders usually understand the expertise and value they bring to the planning table B. If a stakeholder decides they don’t want to participate, there’s not much you can do about it C. Some stakeholders may start out active and then fade away from participation D. In an institution of higher education, stakeholders generally remain actively engaged because they are directed to by leadership
 A. Protection B. Prevention C. Response D. Mitigation E. Recovery
 A. International Association of Campus Law Enforcement Administrators (IACLEA) Potential Target Vulnerability Summary Worksheet B. Disaster-Resistant California Community Colleges (DRCCC) Risk and Vulnerability Assessment C. Hazard Mitigation Plan D. Risk and Vulnerability Assessment Model
 A. Emergency Operations Center B. Incident Command Post C. Executive Policy Group D. Disaster Recovery Center
 A. Provide information to complete a complete Plan draft B. Review the full Plan after it is created and integrate additional perspectives C. Provide information about the campus standard operations D. Provide information about resources, capabilities, threats, and risks
 A. Resource typing helps to avoid confusion by eliminating radio codes, institution-specific acronyms, and jargon B. Resource typing is used to designate the facilities in the vicinity of the incident area that will be used in the course of incident management activities C. Resource typing helps avoid confusion and enhances interoperability because everyone understands the capabilities of the resources D. Resource typing provides a unique standard for each user and makes it easier to fill positions with qualified personnel
 A. recovery plan B. map and utilities diagram C. policies, plans, procedures, and checklists D. primary and backup means of communications
 A. Define roles and responsibilities B. Provide information about the campus and the community C. Provide approval for the completed plan D. Clarify command structures
 A. establishing an emergency operations center B. conducting a risk assessment C. writing an emergency operations plan D. establishing an incident command post
 A. terrorism B. earthquake C. violence D. hazardous material spill