Owlie Skywarn helps us all prepare for bad weather

October 26, 2012

With the threat of an unusual “Frankenstorm” pre-Halloween hurricane possibly combined with a blizzard about to hit the East Coast in the next few days, I found myself with a dozen others at the store last night buying batteries, flashlights and bottled water. Next to me was a mother with two small children, one of whom asked loudly, “Mommy, why is everybody buying batteries and water?” I chuckled to myself as I looked at the frazzled adults and wondered how she’d explain what the fuss was about. With the rise in severe weather events in the United States and the related rise in media coverage about these creating anxiety in both young and old, parents and teachers have a lot of “‘splaining” to do to children.

NOAA Owlie Skywarn's Weather BookFortunately, NOAA, the National Oceanic and Atmospheric Administration, in conjunction with FEMA (the Federal Emergency Management Association) and the American Red Cross, have prepared a terrific new booklet, Owlie Skywarn’s Weather Book, to explain different types of severe weather and how to prepare for each.

Although formatted to appeal to children, with “Owlie Skywarn” the cartoon weather owl introducing topics on most pages, this booklet is valuable for all ages.

The book covers the gamut of severe weather, from hurricanes and tornadoes to lightning, floods and winter storms.

For each type of weather, Owlie explains what it is, what kind of alerts or warnings may be issued and by whom, how to prepare in advance (if possible), and how to react while it is happening. For example, a great page illustrates a car safety kit every driver should have if he or she lives in places that get deep snow. Still other pages tell you where to go and how to protect yourself when a tornado warning is issued by NOAA’s National Weather Service, or over the Emergency Alert System, whether at home, school, office, store, outdoors or in a car.

Sprinkled throughout are anecdotes from real people and towns that make the advice come alive. One is the story of a retired National Park Ranger who has been struck by lightning seven times and lived to tell the tale (albeit now with lightning rods all over his home). Yikes! Fascinating (and intimidating) weather facts are included like the fact that the most snow in one month in the United States actually fell in Tamarack, California, in 1911: a whopping 32.5 feet or 390 inches (or 10 meters for our non-US readers)!

At the end of the book are quizzes and activities that can be used by a family at home or teachers in school with children to help ensure the lessons get through that severe weather is not to be played with.

My recommendation to parents, teachers, well, really everyone is get a copy of Owlie Skywarn’s Weather Book, read it, prepare, and keep it with your other extreme weather supplies. These are lessons worth repeating often. I’ve got my copy with my spare batteries and my NOAA weather emergency radio.

P.S. And to that mother in the flashlight and batteries aisle preparing for Hurricane Sandy: You will be happy to know that the answer to your daughter’s question about why everyone is buying batteries and water can be found on page 6.

HOW DO I OBTAIN “Owlie Skywarn’s Weather Book”?

  • Buy it online 24/7 at GPO’s Online Bookstore.
  • Buy it at GPO’s retail bookstore at 710 North Capitol Street NW, Washington, DC 20401, open Monday-Friday, 9am to 4pm, except Federal holidays, (202) 512-0132.

Find this and other books about Weather and Climate on our new online bookstore.

About the Author:  Michele Bartram is Promotions Manager for GPO’s Publication and Information Sales Division in Washington, DC, and is responsible for online and offline marketing of the US Government Online Bookstore (http://bookstore.gpo.gov) and promoting Federal government content to the public.

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Hawks vs. Doves: The Joint Chiefs and the Cuban Missile Crisis

October 18, 2012

50 years ago this week, the world stood on the brink of nuclear war as the Cuban Missile Crisis unfolded. The United States finally decided to first blockade rather than immediately attack Cuba to prevent the Soviet Union from finishing installation of missiles that could reach the continental United States. This article introduces the little-known story of the battles between the “hawks” and the “doves” in the Kennedy Administration as related in a new publication, The Joint Chiefs of Staff and National Policy, Vol. 8, 1961-1964.

When President John F. Kennedy finally announced the naval blockade of Cuba and the reasons for it on national television, Americans huddled together, practiced nuclear drills, and prayed for some peaceful solution to prevent all-out nuclear war. Only decades later did the full story of brinkmanship, bravado and brilliance come out about what really happened behind the scenes during those two weeks.

Image Credit: The Arizona State Library, Archives and Public Records

A little known side of the story comes from the top military commanders who were serving the Kennedy administration during the crisis, found in the surprisingly fascinating book titled The Joint Chiefs of Staff and National Policy, Vol. 8, 1961-1964, from the Office of Joint History of the Joint Chiefs of Staff.

The Joint Chiefs of Staff during the Kennedy Administration

This accounting of the Joint Chiefs of Staff during this tumultuous period in the history of American foreign affairs goes beyond the normal third party historian’s post mortem, since the author was actually able to meet with several members of the joint chiefs in the 1970’s to add more of their personal insights, including Admiral Arleigh Burke, Admiral George Anderson, General Lyman Lemnitzer, Chairman during 1960-1962, and the Chairman who succeeded him, General Maxwell D. Taylor.

Image: President John F. Kennedy meets with the Joint Chiefs of Staff. Photograph includes: (L-R) United States Marine Corps General David Shoup; United States Army General Earle Wheeler; United States Air Force General Curtis LeMay, President Kennedy; Chairman of the Joint Chiefs of Staff General Maxwell Taylor; United States Navy Admiral George Anderson. West Wing Lawn.  White House. Washington, D.C. Credit: Robert Knudsen. White House Photographs. John F. Kennedy Presidential Library and Museum, Boston

What results is an interesting amalgam of history and a peek into the tensions between military joint chiefs and the civilians to whom they reported. Describing the relationship of the Kennedy administration and the military establishment, author Walter S. Poole says: “During 1961-1962, relations between the JCS and their civilian superiors were often awkward and even confrontational” particularly between Secretary of Defense Robert S. McNamara and Lemnitzer.

The old-school Joint Chiefs were concerned about the new approach to foreign policy being espoused by the Kennedy administration, and tensions grew. According to the author:

“What most concerned the JCS was an apparent erosion of US credibility that emboldened communist leaders to pursue more adventurous policies. President John F. Kennedy and Secretary of Defense Robert S. McNamara pursued what they conceived as more flexible approaches to strategy and crisis management.”

Quick Background on the Cuban Missile Crisis

In 1962, the Soviet Union was losing the arms race with the United States. In late April 1962, Soviet Premier Nikita Khrushchev conceived the idea of placing intermediate-range missiles in Cuba to double the Soviet strategic arsenal and provide a real deterrent to a potential U.S. attack against the Soviet Union from the Jupiter missiles the U.S. had just placed in Turkey.  Ever since the failed Bay of Pigs invasion the previous year, Fidel Castro felt a second attack by the U.S. on Cuba was inevitable, so he agreed to host the missiles as protection.

Image: Initial U.S. intelligence estimates of possible U.S. targets within range of the nuclear-capable Soviet SS-4 medium-range ballistic missiles (MRBMs) and SS-5 intermediate-range ballistic missiles (IRBMs) found by the U-2 spy plane surveillance photographs if they were launched from Cuba.  Credit: Bettmann/CORBIS

On October 15, 1962, the National Photographic Intelligence Center confirmed that secret reconnaissance photographs from an American U-2 spy plane flight the day before were finally able to definitively prove the suspicion that Soviet medium-range and intermediate-range ballistic missiles capable of hitting Atlanta, the Midwest, Washington, DC, and even Los Angeles and Seattle were indeed in place and in the process of being installed and ready in Cuba within days. In response, President Kennedy and Secretary McNamara assembled the Executive Committee of the National Security Council call “ExComm” as a task force that, together with the Joint Chiefs of Staff and experts from the State Department and other intelligence agencies, would debate the United States’ options to deter the Soviets from nuclear escalation.

To Blockade, Strike or Invade?

Earlier in September 1962, after cloud-obscured U-2 photos had hinted at Soviet build-up in Cuba, the Joint Strategic Survey Council had submitted a recommendation for blockading rather than invading Cuba, on grounds that a blockade would be less dramatic, require smaller resources, cause fewer casualties, and be more plausibly related to upholding the Monroe Doctrine. In his 1823 annual message to Congress, President James Monroe had established this doctrine followed by the U.S. ever since that warned European countries not to interfere in the Western Hemisphere, stating “that the American continents… are henceforth not to be considered as subjects for future colonization by any European powers.”

However, as the crisis unfolded, the primary debate among the military commanders of the Joint Chiefs was over whether to carry out an all-inclusive attack against Soviet and Cuban forces on the island or a surgical strike confined to just attacking the missiles themselves, the nuclear storage sites, and Soviet MiG planes.

Both President Kennedy and McNamara thought that an all-inclusive attack would inevitably lead to invasion of Cuba, and then possible counter-attacks elsewhere by the Soviets or escalation to all-out war.

But General Taylor reported that the Joint Chiefs and the combatant commanders felt “so strongly about the dangers inherent in [only] the limited strike that they would prefer taking no military action. They feel it’s opening up the United States to attacks which they can’t prevent, if we don’t take advantage of surprise.” Taylor added that his personal inclination was “all against invasion, but nonetheless trying to eliminate as effectively as possible every weapon [present in Cuba] that can strike the United States”.

According to the reports by the author, the Joint Chiefs were opposed to only attacking the medium-range ballistic missiles themselves, saying it would incur “an unacceptable risk” and that not attacking the enemy’s planes would expose the continental United States and Puerto Rico to air attack and could cause unnecessary casualties among the garrison at Guantanamo and the forces assembling for invasion.  Instead, the JCS initially recommended “also hitting tactical missiles, aircraft, ships, tanks, and other appropriate targets, as well as imposing a ‘complete’ blockade.”


Image: A meeting of the Executive Committee of the National Security Council in the Cabinet Room during the Cuban Missile Crisis, October 29, 1962, 10:10-10:58am. Clockwise from left: Attorney General Robert F. Kennedy (standing); Assistant Sec. Defense Paul Nitze; Dep. USIA Dir. Donald Wilson; Special Counsel Theodore Sorensen; Exec. Sec. NSC Bromley Smith; Special Assistant McGeorge Bundy; Sec. Treasury Douglas Dillon; Vice President Lyndon B. Johnson; Ambassador  Llewellyn Thompson; William C. Foster; CIA Dir. John McCone (hidden); Under Secretary of State George Ball (hidden); President John F. Kennedy; Sec. State Dean Rusk; Sec. Defense Robert McNamara; Dep. Sec. Defense Roswell Gilpatric; Chairman JCS Gen. Maxwell Taylor. Credit: Photo by Cecil Stoughton, JFK Library ST-A26-18-62

The Blues vs. the Reds

Even more fascinating was the story of the war gaming techniques used. To quickly develop two alternative scenarios for the President to consider, the ExComm task force split into two groups that constantly exchanged position papers and critiqued each other’s work. The “Blues,” who were to prepare the scenario for a surprise air strike, included General Maxwell Taylor, Robert Kennedy, Treasury Secretary Douglas Dillon, Director McCone, Dean Acheson, and McGeorge Bundy. The “Reds,” drafting the blockade option, included Chief of U.S. Naval Operations Adm. George Anderson, Marine Corps Commandant David Shoup, Secretary Rusk, Deputy Secretary Gilpatric, and Theodore Sorensen.

Image: On October 11 last week, certain documents from Attorney General Robert F. Kennedy’s personal papers about the Cuban Missile Crisis were declassified. In it was the above personal list of who RFK thought among the ExComm were the “Hawks” who favored an air strike (shown in the right column labeled “Strike”) vs. the “Doves” who favored a blockade of Cuba (in the left column). Note that the “Chiefs” meaning the Joint Chiefs of Staff along with General Taylor are shown on the “Hawks” Strike side of his list on the right.  Source: The National Security Archive

In less than two days, two complete scenarios were prepared and presented to President Kennedy on October 20, with competing input coming from the Pentagon and the State Department.

From this insider accounting of events, we learn that the Chairman thought that the probable sequence of events to be green-lighted would be: a political approach; a warning; air attack on the missile sites; blockade; and, if necessary, invasion, with the earliest air strike date set for October 21 (optimally the 23rd), and an invasion to begin on October 28.

However, to find out exactly what happened and how the drama played out behind the scenes, pick up a copy of this fascinating book.

HOW DO I OBTAIN “The Joint Chiefs of Staff and National Policy, Vol. 8, 1961-1964”?

  • Buy it online 24/7 at GPO’s Online Bookstore.
  • Buy it at GPO’s retail bookstore at 710 North Capitol Street NW, Washington, DC 20401, open Monday-Friday, 9am to 4pm, except Federal holidays, (202) 512-0132.

Find this and other Government publications about Cuba in our Cuba collection.

About the Author:  Michele Bartram is Promotions Manager for GPO’s Publication and Information Sales Division and is responsible for online and offline marketing of the US Government Online Bookstore (http://bookstore.gpo.gov) and promoting Federal government content to the public.

4 Comments | Department of Defense, Military History, Nuclear, Presidents, Soviet Union / Russia, U.S. Air Force, U.S. Army, U.S. Coast Guard, U.S. Department of State, U.S. Marines, U.S. National Guard, U.S. Navy | Tagged: , , , , , , , , , , , , , , , , , , , , , | Permalink
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Exporting Made Simple

October 2, 2012

Guest blogger, GPO Public Relations Specialist Emma Wojtowicz, reviews the newly revised edition of the best-selling publication on exporting for U.S. businesses.

The U.S. Government Printing Office (GPO) entered the eBook market through an agreement with Google in December of 2010. Since that time, GPO has expanded its eBook distribution partnerships to include Apple, Google, Barnes & Noble, OverDrive, Ingram, Zinio digital magazines, and other online vendors to make Federal titles available in digital magazine or eBook format.

One popular title that is available in eBook format through many of our vendors as well as in print format is the 10th Edition Revised “A Basic Guide to Exporting”, a publication by the Department of Commerce. This publication supports President Obama’s National Export Initiative (NEI), which brings together the efforts of the public and private sector to increase U.S. exports. According to the U.S. Secretary of Commerce Gary Locke, 95 percent of the world’s consumers exist outside of the United States, and only 1 percent of the U.S.’s 30 million companies export their goods to these other markets.

A Basic Guide to Exporting is a how-to guide for small and medium-sized business to export their products. The publication is broken down into 17 chapters with each chapter focusing on one step of the exporting process from determining if exporting is right for your business to placing your products in foreign markets. The book defines export-related terminology so each topic is clear. Many questions are asked forcing the reader to assess each topic and thoroughly evaluate if exporting will work for them.

The book is also motivational; each chapter ends with a case study or profile of a successful company reflecting on their export experience identifying challenges, solutions, and lessons learned.

The book does not provide all of the answers, but serves as a central resource for how to export. There are many Government agencies, trade centers and associations, financial institutions, and seminars that exist and are available to give advice and guide companies. The publication lists each of these resources, explains their services and how they can be helpful, and provides website links and phone numbers for contacting each resource.

Forms are often a complicated part of any process – including exporting – and this publication is very helpful with forms. When referencing forms that may need to be filled out, the book includes a picture of the form and explains how to fill it out item by item. This book is the Government’s version of “Exporting Made Simple.”

A Basic Guide to Exporting is usable in eBook format because the information is broken down and well-organized making it easy to navigate on any mobile device or eReader. The eBook format is helpful because there are websites listed for outside resources and the reader can click on the websites and directly access the resource’s web page.

Regardless of what format is used to read this publication, A Basic Guide to Exporting is excellent guide for small and medium sized companies interested in learning how to export their products.

Other popular export-related Federal publications including a subscription to the latest regulations concerning import/ export can be found on our Essential Publications about Exporting collection.

HOW DO I OBTAIN “A Basic Guide to Exporting”?

  • Buy it at GPO’s retail bookstore at 710 North Capitol Street NW, Washington, DC 20401, open Monday-Friday, 9am to 4pm, except Federal holidays, (202) 512-0132.
  • Find it in a library.

2 Comments | Business, Department of Commerce, International | Tagged: , , , , , , , , | Permalink
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Quiz: Are you smarter than an 8th grade Civics student?

September 20, 2012

Flash cards. They may bring back memories of studying for a big exam like the SAT or GRE, or they may remind you of elementary school when they were used as a great way to learn your numbers and letters.

But did you know that the US Government Printing Office produces flash cards for the U.S. Citizenship and Immigration Services’ Office of Citizenship under the Department of Homeland Security?

This week marked an important milestone for all U.S. citizens as the 225th anniversary of the signing of the Constitution of the United States of America.

September 17 is now commemorated annually as Constitution & Citizenship Day, a time to reflect on the rights, honors and privileges of being a U.S. citizen, so I thought it was a perfect time to introduce our readers to the Civics Flash Cards.

The Civics Flash Cards are one of the most popular products sold in the US Government Bookstore as a tried and true way for immigrants and to learn about U.S. history and government while preparing for the United States naturalization test.  These easy-to-use flash cards (available in English and now also in Spanish) contain each of the 100 civics questions and answers contained on the United States naturalization test, and are updated when there is a change of leadership in the White House or Congress.

The Civics Flash Cards also feature interesting historical photos and relevant captions, thus providing additional civic learning opportunities, making them ideal not only for use as an instructional tool for U.S. citizenship preparation, but also in standard American social studies classes or home schooling. For example, one card contains a picture of Jeannette Rankin, the first woman to be elected to the U.S. House of Representatives, while another shows Hiram Revels of Mississippi, the first African American U.S. Senator, elected in 1870.

A description of the Spanish version of the Civics Flash Cards:

Recién actualizadas para 2012, las Tarjetas Flash de Educación Cívica en Español ayudarán a a los inmigrantes a aprender sobre la historia de los EE.UU. y del gobierno mientras se preparan para el exámen de naturalización. Estas tarjetas de memoria fáciciles de utilizar contienen cada una de las 100 preguntas y respuestas cívicas (sobre la historia y el gobierno) del exámen de naturalización estadounidense, y conllevan fotos históricas y leyendas pertinentes a que proporcionen el aprendizaje cívico adicional.

Failing grade in civics for American kids… and maybe their parents?

In 2010, The Department of Education administered the National Assessment of Educational Progress or NAEP test, known as the nation’s report card, to 27,000 4th-, 8th- and 12th-grade students throughout the United States.

The New York Times reported that the civics examination results were dismal, as “fewer than half of American eighth graders knew the purpose of the Bill of Rights… and only one in 10 demonstrated acceptable knowledge of the checks and balances among the legislative, executive and judicial branches.”

Of the high school students who took the NAEP, 75% “were unable to demonstrate skills like identifying the effect of United States foreign policy on other nations or naming a power granted to Congress by the Constitution.”

Reading through the flash cards, it makes me wonder how many native U.S. citizens— parents and children— could correctly pass the test given to immigrants aspiring to become citizens?

See how you compare to these 8th and 12th graders on these questions constructed from information on the Civics Flash Cards

(Hint: I provide the correct answers at the end of this post ;-) since they are trickier than one would think!)


Another question


And finally, some geography:

HOW CAN YOU OBTAIN a copy of the Civics Flash Cards for the Naturalization Test, either the English Version or the Spanish Version?

You may also be interested in our other Constitution and Citizenship products, such as the pocket edition of the Constitution and Declaration of Independence. Click here to shop our entire Citizenship Collection.

Correct Answers to the Flash Card Poll Questions:

1)      Which of these does NOT represent one of the powers of the Federal Government under our Constitution? To provide protection & safety such as police and fire services is a function of state and local governments.

2)      Which of these are responsibilities that are only for United States Citizens?  Only citizens may vote in a Federal election, serve on a jury, or run for Federal office such as U.S. Senate or House of Representatives and for most state and local offices. Unfortunately, everyone has to pay Federal taxes, citizen or not!

3)      Which of these states does NOT border Canada? Of all of these, only Wisconsin does not share a border with Canada. All the international border states with our northern neighbor are (east to west): Maine, New Hampshire, Vermont, New York, Pennsylvania (border on Lake Erie), Ohio (also border on Lake Erie), Michigan, Minnesota, North Dakota, Montana, Idaho, Washington and Alaska.

About the Author:  Michele Bartram is Promotions Manager for GPO’s Publication and Information Sales Division and is responsible for online and offline marketing of the US Government Online Bookstore (http://bookstore.gpo.gov) and promoting Federal government content to the public.

12 Comments | Children, Civics and Citizenship, Department of Education, Department of Homeland Security, U.S. Citizenship and Immigration Services | Tagged: , , , , , , , , , , , , , , , | Permalink
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Social Security Facts and Figures

September 10, 2012

Guest blogger, GPO Public Relations Specialist Emma Wojtowicz, reviews a new publication giving the “Fast Facts & Figures” about the U.S. Social Security System.

The Federal Government offers many publications to educate and inform the public. If there is a topic that interests you or that you want to learn more about, Government publications are a great resource. Not all publications are long, dense and written as legal briefs.

Fast Facts & Figures About Social Security, 2011 is a 36-page booklet that accomplishes what the title suggests – providing readers with fast facts and figures about Social Security.

Social Security is always a hot topic with election-year fact checkers, and this annual publication does a good job breaking down the information so the reader can understand and better grasp this important topic.

The introduction describes the publication as a “chartbook” which it is with at least one chart, graph, or table on each page. This is a smart way to present the information because it allows the reader to gain a lot of knowledge from just scanning each page.

Like most Government-related publications there are many acronyms that readers are not familiar with, luckily, this publication includes a list of abbreviations and acronyms on the second page which is helpful for understanding the content, such as OASI which stands for Old-Age and Survivors Insurance.

The data focuses on Social Security programs for retired workers and their dependents, disabled workers and their dependents, and survivors of a deceased worker, which benefits or assists over 59.2 million Americans.

Here are some of noteworthy Social Security facts and figures for 2011:

  • Of all adults receiving monthly Social Security benefits, 44% are men and 56% are women.
  • The recipients of Social Security benefits are  64% retired workers, 15% disabled workers, 12% survivors of decreased workers, and 9% dependents of a retired or disabled worker.
  • The average Social Security benefit for a worker who retires at full retirement age is $1,176 per month, and the maximum Social Security benefit a worker who retired at full retirement age can receive is $2,366 per month.
  • The average Social Security benefit for the children of a deceased worker is $750 per month.
  • Social Security is financed from three sources: 82% from payroll taxes, 15% from interest earned on Government bonds held by trust funds, and 3% from income taxes on Social Security benefits.
  • For 73% of single elderly (nonmarried aged) beneficiaries (and 54% of elderly couples receiving benefits) in 2011, Social Security provided at least 50% of their total income. Social Security benefits make up over 90% of the total income for 43% of single elderly recipients (and 22% of elderly couples), making Social Security benefits a critical source of monthly income for them to live on (See image below).

The one downside to this publication is that is does not thoroughly explain how Social Security benefits are calculated for recipients; there is a benefit formula, but it is not easy to understand. Despite that negative, the publication provides thorough data in an easy to read format that helps familiarize readers with Social Security.

HOW MAY I OBTAIN “Fast Facts & Figures About Social Security, 2011”?

  • Buy it online 24/7 at GPO’s US Government Online Bookstore.
  • Buy it at GPO’s retail bookstore at 710 North Capitol Street NW, Washington, DC 20401, open Monday-Friday, 9am to 4pm, except Federal holidays, (202) 512-0132.
  • Find it in a library.

1 Comment | Health and Human Services, Social Security Administration (SSA) | Tagged: , , , , , , , , , , , , , , | Permalink
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US Geological Survey and the Science of Hurricanes

August 30, 2012

Having family and friends who live on the coastlines of North Carolina, South Carolina, Florida, and the Gulf Coast, I find myself glued to the weather stations following the latest hurricane reports whenever late August rolls around.

Today, folks along the Gulf Coast and particularly Plaquemines Parish outside of New Orleans are dealing with the wind and flood damage of slow-moving Hurricane Isaac that made landfall on the seventh anniversary of the devastating Hurricane Katrina on August 28, 2005.

Image: Advance projection of the track of Hurricane Isaac as of August 27, 2012, vs. Katrina in 2005. Source: University of Miami/ Rosenstiel School of Marine & Atmospheric Science 

Thus, it seems like a good time to talk about the great work of the U.S. Geological Survey (USGS) and their role in hurricane response and prediction of their impact.

The USGS Mission

The USGS is a bureau of the US Department of the Interior and its mission is to “provide the Nation with reliable, impartial information to describe and understand the Earth. This information is used to minimize loss of life and property from natural disasters; manage water, biological, energy, and mineral resources; enhance and protect the quality of life; and contribute to wise economic and physical development.”

The Natural Hazards part of the USGS mission sounds like the latest natural disaster movie script from Hollywood where the brilliant scientist comes in with the latest findings of pending disaster and how to avert it (Quite often, that “brilliant scientist” comes from USGS.)

The USGS Natural Hazards mission areas include:

The Coastal and Marine Geology Program conducts research on changes in the coastal and marine environment, whether naturally occurring or human induced. Contributing to the Natural Hazards mission, the program supports research on marine geohazards including earthquakes, tsunami, and underwater landslides, and on coastal change hazards from sea-level rise, erosion, and extreme storms including hurricanes.

Typical USGS Hurricane Support

While the National Oceanic and Atmospheric Administration (NOAA) and its National Weather Service is responsible for tracking and predicting the course of hurricanes (See the National Hurricane Center), the USGS’s research “focuses on understanding the magnitude and variability of the impacts of hurricanes and extreme storms on the sandy beaches of the United States. The overall objective is to improve the capability to predict coastal change that results from severe storms” and to “support management of coastal infrastructure, resources, and safety.

USGS science helps identify areas that may need to be evacuated due to their extreme vulnerability to hurricanes or where preventive measures are needed to mitigate some of their damaging effects.  When hurricanes strike, you can find critical information to help protect lives and property at the U.S. Geological Survey (USGS) hurricane website.

After all, according to the U.S. Geological Survey, “More than half of the U.S. population lives within 50 miles of a coast—and coastal populations are increasing. Many U.S. coastal areas, especially the Atlantic and Gulf coasts, will be in the direct path of hurricanes.”

USGS Response to the Hurricanes of 2005

Science and the Storms: The USGS Response to the Hurricanes of 2005 reports on the many and varied activities performed by the USGS in response to the four major hurricanes—Dennis, Katrina, Rita and Wilma— that hit the United States during that year.  Topics vary from flooding and water quality to landscape and ecosystem impacts, from geotechnical reconnaissance to analyzing the collapse of bridges and estimating the volume of debris caused by the hurricanes.

From the report we learn that some of the tasks performed by USGS were routine for them. After all, as employees of the Nation’s largest water, earth, and biological science and civilian mapping agency, USGS scientists have been studying hurricanes and hurricane-related impacts for decades:

[USGS scientists] have measured and studied flooding and water quality. They have used the latest technology—from satellite imagery and geographic information systems to lidar (light detection and ranging)—to view and analyze damage to the barrier islands and coastal wetlands that protect people and property. They have examined the effects of hurricanes on land, water, vegetation, and wildlife.

But the impact of the extraordinary 2005 hurricane season on the United States required a new level of study. It was a season of unfortunate hurricane “firsts” from the first year with: 13 hurricanes, 4 hurricanes of them hitting the U.S.,  and with 3 of them Category 5. This led the USGS scientists to perform “dozens and dozens of other studies that hurricane season,” including the following:

  • Examining the cycles of hurricanes and their relation to sea water surface temperature.
  • Looking at oil slicks and chemicals in the flood waters and the sediments in and around New Orleans
  • Studying the flood protection systems in New Orleans and surrounding areas.
  • Recording the effects of the hurricanes on manatees off the coast of Florida and on birds whose fall migration was disrupted by these ferocious storms.
  • Analyzing the destruction of bridges and measuring debris.
  • Studying the landscape of the Gulf Coast and measuring the enormous changes due to hurricane winds and flooding.

Chapter 1:The Need for Science in Restoring Resilience to the Northern Gulf of Mexico is an essay establishing the need for science in building a resilient coast.

Chapter 2: The Storms of 2005, includes some hurricane facts that provide hurricane terminology, history, and maps of the four hurricanes’ paths. Chapters that follow give the scientific response of USGS to the storms with the analysis and findings, including:

Chapter 3: Rescue and Response,  documents the U.S. Geological Survey’s (USGS) humanitarian rescue operations as well as its scientific responses to assess damages from the hurricanes, from the Mississippi River flood-protection system and bridges and to assess the coastal debris, oil slicks, and flooding in New Orleans.  Rescue operations by USGS personnel included boat rescue, delivery of food and water to isolated communities, and the geoaddressing of 911 calls, which merited the USGS a Service to America Medal award.

This was one of the more interesting stories in the book, showing how important fast-acting science can be in an emergency. As New Orleans’ streets flooded, emergency response officials suddenly realized that water rescue in a major metropolitan area was not a contingency they had planned for and that many emergency responders could not locate specific streets if they were all underwater, unrecognizable, or unfindable. Thus, the U.S. Geological Survey (USGS) was asked to apply geoaddressing to convert New Orleans street addresses on emergency calls into latitudinal and longitudinal coordinates that could be located by compass and GPS-wielding emergency responders in the field- on boats, in the air, or on land.

The result was a database that USGS built in which each emergency call was represented by a point in a geographic information system (GIS). This data ended up being provided to a variety of emergency personnel and scientists from: the Louisiana Department of Wildlife and Fisheries (LDWF), the Louisiana State Police (LSP), the Louisiana Office of Homeland Security and Emergency Preparedness, Federal Emergency Management Agency (FEMA), Centers for Disease Control and Prevention (CDC), and Louisiana Geological Survey.

Chapter 4: How Technology Helps describes some of the critical technology that enables U.S. Geological Survey scientists to assess conditions before and after storms, including: near real-time geospatial monitoring systems, geospatial support for emergency responders, Web-accessible data, and satellite imagery.

Chapter 5: Landscape Changes documents the more severe changes to the Gulf Coast landscape resulting from these four hurricanes from Alabama to Texas, including plunging hundreds of miles of Louisiana coastline underwater; estuarine damage to barrier islands; erosion of beaches ; and the damages and loss of floodplain forest.

Chapter 6: Ecological Impacts covers the hurricanes’ effects on both vegetation and the animals that depend on Gulf Coast habitats on land and in water. Discussed in this section are migratory birds, coastal marsh vegetation, chenier forests, coastal floodplain forests, mangrove forests, estuaries, and the endangered manatee.

Image: USGS scientist illustrates the depth of sand deposition (74 inches) from Hurricane Rita in 2005 on Hackberry Beach chenier in Louisiana. Source: USGS Science and the Storms.

Chapter 7: Aquatic Environments reports on the many studies performed by USGS scientists devoted to analyzing waters affected by the flooding from the storms of 2005 and the chemical composition of contaminated sediments.

Chapter 8: Science and the Storms: the Science Continues is a compilation of relevant ongoing and future hurricane research for restoring a resilient coast.

Epilogue: The epilogue marks the second year anniversary of Hurricane Katrina.

Facts and Figures

Usefully, both English and metric measurements are used in the articles in anticipation of both general and scientific audiences in the United States and elsewhere, and the entire report is peer-reviewed to ensure the integrity and independence of the findings.

Furthermore, the publications is chock full of color photographs, illustrations and graphs, bringing the facts alive and conveying the stark devastation of a hurricane-ravaged coastline, such as before and after photographs of the Chandeleur Islands in Louisiana.

Conclusion

Thus, the purpose of Science and the Storms: The USGS Response to the Hurricanes of 2005 was to inform the American people of the USGS science that is available and ongoing in regard to hurricanes.

Hopefully, the lessons learned by USGS following the Hurricanes of 2005 will help inform our response to hurricanes in 2012.

HOW CAN YOU OBTAIN a print copy of Science and the Storms: The USGS Response to the Hurricanes of 2005?

  • Buy it at GPO’s retail bookstore at 710 North Capitol Street NW, Washington, DC 20401, open Monday-Friday, 9am to 4pm, except Federal holidays, (202) 512-0132.
  • Find it in a library.

About the Author:  Michele Bartram is Promotions Manager for GPO’s Publication and Information Sales Division and is responsible for online and offline marketing of the US Government Online Bookstore (http://bookstore.gpo.gov) and promoting Federal government content to the public.

4 Comments | Department of the Interior, Gulf Coast | Tagged: , , , , , , , , , , , , , , , , , , | Permalink
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Country Reports on Human Rights Practices

August 15, 2012

After watching Secretary of State Hillary Clinton’s interview about the State Department’s release of their Country Reports on Human Rights Practices for 2010, I had to blog about this important annual publication.

Image: U.S. Secretary of State Hillary Clinton presents latest Annual Human Rights Report (Read her remarks here.). Source:  State Department

In its 35th year for 2010, Country Reports on Human Rights Practices are Congressionally mandated reports produced by the U.S. Department of State that provide encyclopedic detail on human rights conditions in each of the 194 countries that are members of the United Nations.

The 2010 version available from GPO is a two-volume set that provides an overview of the human rights situation around the world as a means to raise awareness of human rights conditions, in particular as these conditions affect the well-being of women, children, racial and religious minorities, trafficking victims, members of indigenous groups and ethnic communities, persons with disabilities, sexual minorities, refugees, and members of other vulnerable groups.  Grouped by region, the country reports detail the situation in each member nation, and the set also provides an introduction and preface describing overall trends as well as detailed appendices.

What are Human Rights?

With the end of World War II, and the creation of the United Nations, the international community vowed to never allow atrocities like those experienced during the war to happen again. World leaders decided to complement the UN Charter with a road map to guarantee the rights of every individual everywhere, with the resulting document becoming The Universal Declaration of Human Rights.

 Image: In 1950, on the second anniversary of the adoption of the Universal Declaration of Human Rights, students at the UN International Nursery School in New York viewed a poster of the historic document. Source: United Nations

The Universal Declaration of Human Rights was proposed 64 years ago next month and adopted by the UN General Assembly on December 10, 1948. This defines the following universal human rights across all members of the United Nations:

Image: Universal human rights. Source: Jayara9re

The Best and the Worst List

The Country Reports also serve as a progress report in relation to previous years by outlining which countries are improving and which are backsliding as far as human rights are concerned. The 2010 reports praise Colombia, Guinea, and Indonesia for their marked improvements shown that year, and notes Ukraine for backsliding. Check the book for details on each country’s status.

Image: Human rights protestor in Syria holds sign in English aimed to worldwide audiences and media. Source: My San Antonio blog.

Three Trends Affecting Human Rights

The 2010 report discusses three important trends from the year including:

1)      Persecution of Vulnerable Groups: the continuing rise of violence, persecution, and official and societal discrimination of members of vulnerable groups, often racial, religious, or ethnic minorities or disempowered majorities;

2)      Repression of Civil Society and Growth of Advocacy Groups: the repression of civil society in different countries and the explosive growth of non-governmental advocacy organizations focused on a wide range of democracy and human rights issues and causes; and

3)      Rise of Web and Mobile Technology: “the dramatic growth of the Internet, mobile phones, and other connective technologies that allow instantaneous communications to billions of people across the globe.”

Further information on all three of these trends is more fully documented in the Introduction to this year’s report, as well as in specific country reports.

Persecution of “Vulnerable Groups”

The Country Reports on Human Rights Practices for 2010 outlined the negative trend of the continuing escalation of violence, persecution, and official and societal discrimination of members of vulnerable groups, often racial, religious, or ethnic minorities or disempowered majorities.

In many countries this pattern of discrimination extended to women; children; persons with disabilities; indigenous; lesbian, gay, bisexual, and transgender (LGBT) persons; and members of other vulnerable groups who lacked the political power to defend their own interests.

The report also notes that “often members of these groups were denied economic opportunity or the ability to abide by their social or cultural traditions or practices or were restricted in their ability to speak freely, to assemble peacefully, or to form associations or organizations.”

For example, the report notes that there is increasing exploitation of laborers and threats against workers for attempting to unionize in many countries, as well as increasing violence against members of the LGBT community.

Image: LGBT Human rights protestors in Honduras hold sign saying “Nuestros derechos también son humanos.” (“Our rights are also human.”). Source:  Ultima Hora (Honduras)

Civil societies rebel against repression: The rise of the “Arab Spring”

By the end of 2010 which is when this report finishes, the issues relating to repression of civil society were giving rise to the so-called “Arab Spring.” Maria Otero, Under Secretary for Democracy and Global Affairs at the U.S. State Department, noted that this report captured these conditions in Egypt and Iran that were leading to protests, and “some of the areas we are seeing changing in the Middle East as demonstrating the inability in those of societies of civil societies to express themselves as one of the problems that emerged.”

Tools of rebellion: The Internet, social media and mobile technology

One of the more interesting trends that added fuel to these rebellions was a key theme in the 2010 report, namely “the explosive way in which the Internet, mobile phones, and other types of types of technologies have emerged in order for different groups to be able to use them to promote democracy and to promote human rights.”

Image: Protestor holds sign that points out the importance of social media today to civil protests and movements. Source:  Linney Group

Smartphone-based social media such as Twitter, Facebook, YouTube and blogs played a critical role in extending the reach of opposition messages, which was validated by the University of Washington’s Project on Information Technology and Political Islam which assembled and analyzed data from more than 3 million tweets, gigabytes of YouTube content and thousands of blog posts about Tunisia and Egypt prior to the crisis in each country.

Image: Protester in Egypt holds up home-made sign at a protest rally that mentions both Facebook and the Egyptian uprising organizers’ Twitter hashtag #jan25. Inspired by the successful Tunisian Arab Spring revolution hashtag, #sidibouzid, the Egyptian hashtag #jan25 stands for January 25, 2011, the date the organizers launched the Egyptian civil uprising in Tahir Square. Photo by Essam Sharaf.

Who should read this?

Maria Otero says the State Department team sees this report as a “way of providing credible thoughtful, analytical information to all of those people around the world, whether it is non-governmental organizations, universities, other governments who are specifically looking at this issue.”

But in addition to serving scholars, reporters and analysts looking at the past, Otero says the State Department uses these reports as a source of information for present and future U.S. policy making, and sees them as a way activists and policy developers in this and other countries can help their own governments identify and decrease whatever abuses may exist, while at the same time increasing their own capacity to protect and to address the issues of human rights in their own countries.

It shows that there’s nothing wrong with reading about rights!

HOW CAN YOU OBTAIN a copy of the two-volume set of Country Reports on Human Rights Practices for 2010?

  • Buy it at GPO’s retail bookstore at 710 North Capitol Street NW, Washington, DC 20401, open Monday-Friday, 9am to 4pm, except Federal holidays, (202) 512-0132.
  • Find it in a library.

To find more U.S. government reports and publications about human rights reports,browse our online bookstore and search on “human rights”.

About the Author:  Michele Bartram is Promotions Manager for GPO’s Publication and Information Sales Division and is responsible for online and offline marketing of the US Government Online Bookstore (http://bookstore.gpo.gov) and promoting Federal government content to the public.

6 Comments | Congress, Department of State, Foreign Relations, Human Rights, Middle East, U.S. Department of State | Tagged: , , , , , , , , , , | Permalink
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