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This is an up-to-date independent study course training manual produced by the Federal Emergency Management Agency (FEMA) on animals in disasters, module A, awareness and preparedness (IS-10). The course overview states:

“Why should emergency management officials be concerned with animals in disasters? After all, they are responsible for the safety of humans, not animals. However, according to the American Veterinary Medical Association, 58.9 percent of all U.S. households own animals. For this reason, the care of animals in disasters is important to the care of humans. This course aims to bring together emergency management officials and the animal-care community to share resources, authority and expertise. This course does not intend to provide details on the care of animals in disasters, but to promote personal responsibility of animal owners and care providers. It also guides emergency managers in the recruitment and use of local community resources to define, develop, teach, and implement a disaster response. Each community must tailor its plan to meet its own needs. The purpose of this course is two-fold. Module A is intended to increase awareness and preparedness among animal owners and care providers. It includes sections on typical hazards, how these affect animals and what can be done by responsible owners to reduce the impact of disasters. It is also intended to help animal owners, care providers and industries to better understand emergency management. Module A will heighten awareness of the special issues that emergency managers need to consider when incorporating animal-care annexes into their emergency operations plans.”

Unit 1: Overview. * Unit 2: Introduction. Why are animals an important consideration in disasters? This unit describes the animal-care community, the societal impact of animal ownership and introduces the concept of the human-animal bond as a major factor affecting animal owners in disasters. * Unit 3: The four phases of emergency management. This unit introduces the activities of mitigation, preparedness, response and recovery and addresses government and individual responsibilities for carrying out these activities. * Units 4 through 6: Defining the risks and applying the four phases of emergency management. * Units 7 and 8: The care of animals in disasters. * Unit 9: Module A final examination. * Unit 10: Appendices.

This is the complete course manual made available by FEMA as part of the Emergency Management Institute Independent Study program, described this way by FEMA:

FEMA’s Independent Study Program is one of the delivery channels that the Emergency Management Institute (EMI) uses to provide training to the general public and specific audiences. Within the Department of Homeland Security, the Federal Emergency Management Agency, United States Fire Administration, operates the Emergency Management Institute (EMI). EMI produces independent study courses to train the general public as well as specific target audiences. The EMI Independent Study program consists of self-paced courses designed for people who have emergency management responsibilities and the general public. . .and college credit can be obtained through a for-fee service. Each Independent Study Course includes lessons with practice exercises and a final examination. Students who score 75 percent or better are issued a certificate of achievement from EMI. Course completion times vary from two to fourteen hours, depending on the course and the student’s background.

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This is an up-to-date independent study course training manual produced by the Federal Emergency Management Agency (FEMA) on building for the earthquakes of tomorrow (IS-8). It states: “The goal of this training course is to provide the students with the tools, information, and planning guidance they need to effectively deal with and prepare for the implementation of the EO and its consequences. At the conclusion of this course, the students will be able to: Describe the intent and implications of the EO and the consequences of noncompliance; Describe how the EO will affect the built environment; Describe the theory and practice of the EO, hazard mitigation, and the need/rationale for including seismic provisions in building codes; Compare EO standards and local codes to determine substantive differences and deficiencies; and Develop a plan of action to achieve compliance if local codes do not comply with the EO.”

“Executive Order 12699 – Seismic Safety of Federal and Federally Assisted or Regulated New Building Construction – was signed by President George Bush in 1990 and became effective only in February 1993. We cannot escape the threat of an earthquake, but we can mitigate the damage caused by earthquakes. That is the purpose of Executive Order 12699: to prepare our communities by using building codes that ensure structures that are built to withstand an earthquake with reduced risk of injury or loss of life and devastation to the built environment. Unit 1: Course Introduction * Unit 2: Executive Order 12699 * Unit 3: Earthquake Causes and Characteristics * Unit 4: Earthquake Effects – This unit examines an earthquake’s primary effects on the natural and built environments. * Unit 5: Protecting Your Community – This unit discusses the importance of mitigation practices and helps you to establish a seismic safety program tailored to your community’s needs. * Unit 6: Evaluating Your Community’s Safety.”

This is the complete course manual made available by FEMA as part of the Emergency Management Institute Independent Study program, described this way by FEMA:

FEMA’s Independent Study Program is one of the delivery channels that the Emergency Management Institute (EMI) uses to provide training to the general public and specific audiences. Within the Department of Homeland Security, the Federal Emergency Management Agency, United States Fire Administration, operates the Emergency Management Institute (EMI). EMI produces independent study courses to train the general public as well as specific target audiences. The EMI Independent Study program consists of self-paced courses designed for people who have emergency management responsibilities and the general public. . .and college credit can be obtained through a for-fee service. Each Independent Study Course includes lessons with practice exercises and a final examination. Students who score 75 percent or better are issued a certificate of achievement from EMI. Course completion times vary from two to fourteen hours, depending on the course and the student’s background.

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This is an up-to-date compendium of three U.S. Army Soldier and Biological Chemical Command (SBCCOM) publications relating to biological weapons terrorism. A well-executed, covert biological terrorism attack could produce large numbers of casualties, overwhelm a community’s or state’s emergency resources, and present a catastrophic public health and medical emergency. Public Law 104-201 – The Defense Against Weapons of Mass Destruction Act of 1996 (also known as the Nunn-Lugar-Domenici Domestic Preparedness Act) provided the nation’s first responders with training, equipment and exercises regarding emergency response to weapons of mass destruction (WMD). The Secretary of Defense was mandated to develop and carry out a program to improve the responses of federal, state, and local agencies to emergencies involving biological and chemical weapons. One product of this initiative is the Biological Warfare Improved Response Program (BWIRP), developed under the auspices of the U.S. Army Soldier and Biological Chemical Command (SBCCOM). SBCCOM led a multi-agency task force that formulated an integrated emergency response approach to a terrorist’s use of a biological weapon (BW). Documents in this compendium:

CRIMINAL AND EPIDEMIOLOGICAL INVESTIGATION REPORT – This joint publication of the DoD and the National Domestic Preparedness Office (NDPO) reports on a workshop in 2000 on the coordination of the epidemiological and criminal investigations that would take place after a bioterrorism attack. Law enforcement and the medical/public health community typically conduct their investigations independently. The goal of the workship was: “To identify methods to establish information-sharing relationships between the law enforcement community and the medical/public health community, at all levels of government; to ensure the timely exchange of critical information; and to rapidly identify a terrorist incident involving biological agents. These relationships should build upon existing policies and procedures whenever possible and establish new mechanisms when necessary.” This report is a product of the panel’s discussions and is intended to assist the law enforcement and medical/public health communities in resolving the coordination problem.. The first section discusses the process used to arrive at the conclusions in this report. The second section briefly discusses the core issues that drove the discussions among the respective panelists. The final section contains the panelists’ conclusions and suggestions to facilitate improved coordination between the law enforcement and the medical/public health communities. The conclusion addresses four key areas: 1. WHAT – What information is necessary for each investigation? 2. WHO/WHEN – Who gets this information? When should the individual or group get the information? 3. HOW – Understanding that there are barriers to free exchange of some information, how can the law enforcement and medical/public health communities work to improve the exchange? 4. DECISIONS – What are the critical decision points in each investigation?

MASS CASUALTY TERRORISM HEALTHCARE – In order to manage this potentially huge casualty load that would result from a covert bioterrorist attack, the BWIRP team developed the Modular Emergency Medical System (MEMS) concept. The MEMS addresses the gap in casualty care resources that would exist in most medical care jurisdictions today if a large number of BW victims were to seek treatment from neighborhood area hospitals. The MEMS is based on the rapid organization of two types of expandable patient care modules, the Neighborhood Emergency Help Center (NEHC) and the Acute Care Center (ACC). The MEMS concept also includes a Medical Command and Control (MCC) element, Casualty Transportation System (CTS), Community Outreach, Mass Prophylaxis, and Public Information components. This serves to introduce key characteristics of the MEMS concept and modules and presents an overview of

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This is an up-to-date independent study course training manual instructor guide produced by the Federal Emergency Management Agency (FEMA) on terrorism and emergency management. The course goal is stated as follows:

“This course is an introduction to political terrorism, ranging from low-level acts of threats and acts of violence that may represent significant risk to human life and property to large-scale acts of violence using “weapons of mass destruction” that may have devastating, long-term effects. The course will address the following: The nature of terrorism and its many forms; Policies and programs to reduce the risk that terrorism presents to society; Policies and programs to manage terrorist events; and Policies and programs to manage the consequences of terrorist violence.” Primary course objectives include:

“1. Students will develop an understanding of the complexity of the American federal system and how it affects policy making, fiscal relations, and policy management. 2. Students will develop an understanding of the complexity of government programs in terms of the participation by agencies and actors from Federal, State and local governments and, to a lesser extent, the involvement of actors from the nonprofit and private sectors. 3. Students will develop an understanding of bureaucratic politics and how politics affects policy design, decision making, program implementation, and administration. 4. Students will develop an understanding of international law and how governments deal with international problems. 5. Students will develop an understanding of the administrative processes involved in managing major disasters.”

A brief history of terrorism is stated:

“Terrorism has been used in political and nonpolitical conflicts since humans were cave dwellers. Terrorism is distinguished from other forms of violence or threats in terms of its intended impact and victims. Terrorism is also a matter of perception. An act may be perceived differently by different individuals and groups. Defining terrorism precisely has been a serious problem because “one man’s terrorist is another man’s freedom fighter.” If you agree with the cause, you don’t call them terrorists. By most legal and political definitions, terrorism involves: a) the use or threat of extraordinary violence; b) goal-directed or rational behavior; c) the intent to have a psychological impact broader than the immediate victims; and d) the choice of victims for their symbolic, rather than their instrumental, value. In essence, terrorism involves the use or threat of violence that is beyond what is “usual” or common in a society. Terrorism is goal-directed or rational behavior and not just the acts of crazy people. There is a purpose, although it may be difficult to discern. ! Terrorism may be politically motivated, but it may also be religiously, criminally, or even economically motivated. The “protection rackets,” forcing store owners and residents to pay for “protection” from outsiders or the gang operating a scheme, has been a common form of criminal terrorism. The message, the threat, is all important and the intent is to communicate it to a target group. Dead victims are not terrorized, but their families, friends, political allies, coworkers, and others are.”

This is the complete instructor guide made available by FEMA as part of the Emergency Management Institute Independent Study program, described this way by FEMA:

Within the Department of Homeland Security, the Federal Emergency Management Agency, United States Fire Administration, operates the Emergency Management Institute (EMI). EMI produces independent study courses to train the general public as well as specific target audiences. The EMI Independent Study program consists of self-paced courses designed for people who have emergency management responsibilities and the general public. . .and college credit can be obtained through a for-fee service. Each Independent Study Course

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This is an up-to-date compendium of four U.S. Army Soldier and Biological Chemical Command (SBCCOM) publications relating to biological weapons terrorism. A well-executed, covert biological terrorism attack could produce large numbers of casualties, overwhelm a community’s or state’s emergency resources, and present a catastrophic public health and medical emergency. Public Law 104-201 – The Defense Against Weapons of Mass Destruction Act of 1996 (also known as the Nunn-Lugar-Domenici Domestic Preparedness Act) provided the nation’s first responders with training, equipment and exercises regarding emergency response to weapons of mass destruction (WMD). The Secretary of Defense was mandated to develop and carry out a program to improve the responses of federal, state, and local agencies to emergencies involving biological and chemical weapons. One product of this initiative is the Biological Warfare Improved Response Program (BWIRP), developed under the auspices of the U.S. Army Soldier and Biological Chemical Command (SBCCOM). SBCCOM led a multi-agency task force that formulated an integrated emergency response approach to a terrorist’s use of a biological weapon (BW). Documents in this compendium:

CRIMINAL AND EPIDEMIOLOGICAL INVESTIGATION HANDBOOK – This joint publication of the DoD, FBI, and Justice Dept. provides an introduction to epidemiological and criminal terrorist investigations and identifies potential conflicts law enforcement and public health personnel will encounter during their respective biological incident investigations and to provide potential solutions. Contents include: Potential Barriers; Responding to a Biological Attack; PUBLIC HEALTH – Public Health Investigation Goals, Public Health Epidemiological Investigations; LAW ENFORCEMENT, Law Enforcement Investigation Goals, Law Enforcement Criminal Investigations, JOINT OPERATIONS, Joint Investigative Information, Effective Information Exchange, Sharing Sensitive Information, Decision Trees, Statutes and Directives, Acronyms, Glossary.

COMPARISON OF DECONTAMINATION TECHNOLOGIES FOR BIOLOGICAL AGENTS ON SELECTED COMMERCIAL SURFACES (including painted wallboard, carpet, cement, fabric, metal)

MASS CASUALTY TERRORISM HEALTHCARE – COMMUNITY OUTREACH, MASS PROPHYLAXIS, IMPROVING LOCAL AND STATE AGENCY RESPONSE TO BIOLOGICAL TERRORISM – In order to manage this potentially huge casualty load that would result from a covert bioterrorist attack, the BWIRP team developed the Modular Emergency Medical System (MEMS) concept. The MEMS addresses the gap in casualty care resources that would exist in most medical care jurisdictions today if a large number of BW victims were to seek treatment from neighborhood area hospitals. The MEMS is based on the rapid organization of two types of expandable patient care modules, the Neighborhood Emergency Help Center (NEHC) and the Acute Care Center (ACC). The MEMS concept also includes a Medical Command and Control (MCC) element, Casualty Transportation System (CTS), Community Outreach, Mass Prophylaxis, and Public Information components. This serves to introduce key characteristics of the MEMS concept and modules and presents an overview of the MEMS as one possible approach to use in planning a response to biological terrorism. The MEMS is a highly adaptable planning guide that provides options and points of consideration that can be integrated in or tailored to any existing emergency plan to suit specific jurisdictional requirements.

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This is an up-to-date publication of the U.S. Army Soldier and Biological Chemical Command (SBCCOM), Chemical Weapons Improved Response Program (CWIRP) relating to chemical weapons terrorism. It is a vital reference and superb source of official information, with practical emergency information and guidance:

GUIDELINES FOR RESPONDING TO AND MANAGING A CHEMICAL WEAPONS OF MASS DESTRUCTION TERRORIST EVENT (Domestic Preparedness Chemical Team) – CWIRP Playbook – The partners in the CWIRP process formed four functional groups: Emergency Response; Law Enforcement; Health and Safety; Emergency Management. CWIRP conducted a series of exercises called Baltimore Exercise (BALTEX) that consisted of tabletop, functional, and workshop formats to assist members of the functional groups in recognizing the magnitude of a chemical incident and to identify the key issues that needed resolution. The issues covered in the Playbook are intended to be applicable to the majority of jurisdictions across the country (large, small, metropolitan, rural). The Playbook is written to be as generic as possible. It is divided into sections that focus on the sequence of response to a chemical incident. These sections are separated into the following areas: Pre-Incident Plans and Procedures; Initial Response – The First Hour; Follow-On Response – The First Day; Long-Term Response and Recovery. Each section identifies the functional group issues and recommendations as they pertain to that stage of the response. Some of the topics covered: Chemical Protective Equipment, Response Plans, Training, Decontamination, Accountability and Identification, Intelligence Sharing, SWAT tactics, Use of Aviation Assets, Antidote Kits, Off-site Casualty Relocation Centers, Patient Tracking, Hospital Resupply, Medical Examiner, Patient Identification, Materials Support, Dispatch, Scene Safety, Triage Protocols, Perimeter Security, Crowd Control, Witness Tracking, Interviewing, Debriefing, Airspace Management, Hospital Security, Logistics for Sustained Operations, Evidence Collection, Disposition of Animal Carcasses, Mental Health Concerns, HazMat Teams.

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This is an up-to-date independent study course training manual produced by the Federal Emergency Management Agency (FEMA) on decision making and problem solving in emergency management (IS-241). The course overview states:

“Being able to make decisions and solve problems effectively is a necessary and vital part of the job for every emergency manager, planner, and responder. This course is designed to improve your decision-making skills. It addresses: The decision-making process; Decision-making styles; Attributes of an effective decision maker; Ethical decision making and problem solving.”

Contents include: Decisions in Emergency Management; Case Study: Sebring County; Decision Points; What’s at Stake? * Unit 2: The Decision-Making Process – Problem Solving vs. Decision Making; Where Does the Process Begin? Case Study: Evacuate? Or Not? The Starting Point; Problem-Solving Model; Step 1: Identify the Problem; What Is a “Problem”? Delineating the Problem Parameters Step 1 Job Aid: Checklist for Identifying, Defining, and Analyzing Problems; Step 2: Explore Alternatives; Case Study: What Are Your Options? Techniques for Generating Alternatives Criteria for Evaluating Alternatives Step 2 Job Aid: Criteria for Evaluating Alternatives Step 3: Select an Alternative Case Study: What’s Your Best Option? Step 3 Job Aid: Best Solutions; Step 4: Implement the Solution; Step 4 Job Aid: Action Planning Checklist; Activity: Implementing a Solution; Step 5: Evaluate the Situation; Step 5 Job Aid: Checklist for Evaluating the Results * Unit 3: Identifying Decision-Making Styles and Attributes – Introduction; What Is Psychological Type? What Are Preferences? Using Type Inventories to Determine Preferences The Myers-Briggs Type Indicator; Preferences and Decision Making; Your Type—What Does It Mean for Decision Making? What Does It Mean to Flex? Activity: Where Should You Flex? Who Decides? * Delegating the Decision; Job Aid 3-1: Selecting a Decision-Making Approach; Successful Group Decision Making; Avoiding “Groupthink” Job Aid 3-2: Reaching Consensus; Activity: Individual or Group Decision? What Is an Effective Decision Maker? Attributes of an Effective Decision Maker; Activity: Identifying Your Strengths and Limitations.

This is the complete course manual made available by FEMA as part of the Emergency Management Institute Independent Study program, described this way by FEMA:

FEMA’s Independent Study Program is one of the delivery channels that the Emergency Management Institute (EMI) uses to provide training to the general public and specific audiences. Within the Department of Homeland Security, the Federal Emergency Management Agency, United States Fire Administration, operates the Emergency Management Institute (EMI). EMI produces independent study courses to train the general public as well as specific target audiences. The EMI Independent Study program consists of self-paced courses designed for people who have emergency management responsibilities and the general public. . .and college credit can be obtained through a for-fee service. Each Independent Study Course includes lessons with practice exercises and a final examination. Students who score 75 percent or better are issued a certificate of achievement from EMI. Course completion times vary from two to fourteen hours, depending on the course and the student’s background.

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This is an up-to-date independent study course training manual produced by the Federal Emergency Management Agency (FEMA) providing a citizen’s guide to disaster assistance (IS-07). The course overview states:

“A disaster can disrupt our lives with little or no notice. Since disasters occur so infrequently, we often fail to give them much thought before they happen. When disaster does strike, citizens may be caught unprepared for the variety of questions that arise about how to protect themselves, their families, and their property. After the emergency is over, they confront additional crucial needs for information. Where can they get help? What assistance is available? This independent study course will address these issues and explain the importance of pre-disaster preparedness. It is intended for the general public as well as those in the emergency management community who want to obtain a basic understanding of disaster assistance. It is not the purpose of the course to be an operations manual for disaster assistance programs. This course has five units:

Unit One, Introduction to Disaster Assistance, will provide an overview of disaster assistance and explain the responsibilities of communities, voluntary agencies, State government, and the Federal government in providing relief services. It will also deal with common misconceptions about disaster assistance. Unit Two, How Communities and States Deal With Disasters, will describe the response and recovery activities that occur at both the local and the State levels in the event of a disaster. Unit Three, Overview of Federal Assistance, will describe the role of the Federal government in disaster assistance and provide a brief history of Federal disaster relief. The process by which a Presidential disaster declaration is made will be explained, and Federal assistance programs will be discussed. Unit Four, Federal Disaster Assistance in Action, will describe common sources of information about Federal major disaster assistance and explain how individuals and communities can obtain this assistance. Unit Five, The Citizen’s Role in Disaster Preparedness, will present preparedness activities that help individuals and families prepare to survive a disaster.”

This is the complete course manual made available by FEMA as part of the Emergency Management Institute Independent Study program, described this way by FEMA:

FEMA’s Independent Study Program is one of the delivery channels that the Emergency Management Institute (EMI) uses to provide training to the general public and specific audiences. Within the Department of Homeland Security, the Federal Emergency Management Agency, United States Fire Administration, operates the Emergency Management Institute (EMI). EMI produces independent study courses to train the general public as well as specific target audiences. The EMI Independent Study program consists of self-paced courses designed for people who have emergency management responsibilities and the general public. . .and college credit can be obtained through a for-fee service. Each Independent Study Course includes lessons with practice exercises and a final examination. Students who score 75 percent or better are issued a certificate of achievement from EMI. Course completion times vary from two to fourteen hours, depending on the course and the student’s background.

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This is an up-to-date independent study course training manual produced by the Federal Emergency Management Agency (FEMA) on disaster basics in emergency management (IS-292). The first unit states:

“The Stafford Act is the result of years of congressional effort to provide relief during disasters and emergencies. This unit presents background information about the act. The act establishes the Presidential declaration process for major disasters and emergencies, provides for the implementation of disaster assistance, and sets forth the various disaster assistance programs. History and Philosophy of the Federal Assistance Program – Before 1950, there was no comprehensive disaster program. In 1950, Congress enacted the initial disaster relief program, Public Law 81-875. Under this law: Funding was authorized for a disaster relief program rather than a single-incident response. The responsibility for determining when Federal disaster relief is required was transferred from Congress to the President. Nearly 20 years later, the Disaster Relief Act of 1969 was enacted. This law introduced the concept of the Federal Coordinating Officer (FCO), and placed the management of Federal disaster relief under one individual who was appointed by the President. In April 1974, there was a series of devastating tornadoes that hit six Midwestern States. This event confirmed the need to add assistance to individuals and families to the Disaster Relief Program. As a result, the Disaster Relief Act of 1974 (Public Law 93-288) was established. Under this law: The Individual and Family Grant Program was established.

In November 1988, the Robert T. Stafford Disaster Relief and Emergency Assistance Act was passed. This act provided a framework for continued disaster relief. It also legislated a minimum 75 percent Federal/25 percent State and local cost sharing for the public assistance program. The Stafford Act refocused assistance for non-natural disasters, unless caused by fire, flood, or explosion, to a more limited scope. It also confirmed the importance of individual assistance and added an emphasis on mitigation of future losses. Disaster assistance programs included in the Stafford Act are: Individual Assistance in the form of individual and family grants and temporary housing. Public Assistance including grants for emergency work, repair and restoration, and debris removal. Mitigation grants to reduce long-term risk to life and property from natural or technological disasters.”

This is the complete course manual made available by FEMA as part of the Emergency Management Institute Independent Study program, described this way by FEMA:

FEMA’s Independent Study Program is one of the delivery channels that the Emergency Management Institute (EMI) uses to provide training to the general public and specific audiences. Within the Department of Homeland Security, the Federal Emergency Management Agency, United States Fire Administration, operates the Emergency Management Institute (EMI). EMI produces independent study courses to train the general public as well as specific target audiences. The EMI Independent Study program consists of self-paced courses designed for people who have emergency management responsibilities and the general public. . .and college credit can be obtained through a for-fee service. Each Independent Study Course includes lessons with practice exercises and a final examination. Students who score 75 percent or better are issued a certificate of achievement from EMI. Course completion times vary from two to fourteen hours, depending on the course and the student’s background.

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This is an important glossary of terms related to nuclear, biological, and chemical agents and defense equipment produced by the Army Center for Health Promotion and Preventive Medicine (USACHPPM) at Aberdeen Proving Ground. The introduction states:

“In this era of the sophisticated and complex, integrated battlefield, the threat of asymmetric warfare by opposing (national or terrorist) forces using Weapons of Mass Destruction (WMD) has become a very real issue. The number of nations capable of developing and possessing WMD is steadily increasing. Furthermore, the potential for the use of WMD can range from conflict, national war, or acts of terrorism and blackmail.

Our national leaders take the global NBC threat seriously. The threat of WMD is real, and the potential for devastating casualties is high for NBC agents. The U.S. Army Center for Health Promotion and Preventive Medicine (USACHPPM) has developed this Glossary to serve as a tool in providing an explanation of the terms, definitions, and the technical semantics associated with the discussion of NBC equipment, agents, and their potential effects.

The NBC threat will continue in planning for future conflicts as well as domestic and international terrorism. It is critical not only for our military to understand the threat of WMD, their impact on tactical operations, and the required preparations for managing casualties but for Federal, state, and local planners; first responders; and medical professionals to understand the WMD threat to civilian populations as well.

This Glossary is meant to be available to a wide audience of readers, to include those who will plan and develop new concepts and systems as well as those who may be called upon to implement plans and systems in response to the use of WMD.

By including terms relevant to the diverse backgrounds of users of this document, some terms may not be applicable to a particular group of readers but may still be of benefit by enhancing understanding of the terminology associated with the different aspects of WMD threats, impacts, responses and solutions. For the ease of the reader, the guide has been broken down into separate sections for General, Nuclear, Biological, and Chemical terminology.”

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