ML20235M956
| ML20235M956 | |
| Person / Time | |
|---|---|
| Site: | Seabrook  |
| Issue date: | 02/21/1989 |
| From: | Filderman L AMERICAN RED CROSS BLOOD SERVICES, WASHINGTON REGION, MASSACHUSETTS, COMMONWEALTH OF |
| To: | |
| Shared Package | |
| ML20235K640 | List: |
| References | |
| OL, NUDOCS 8902280518 | |
| Download: ML20235M956 (98) | |
Text
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cf UNITED STATES OF AMERICA--
~ NUCLEAR REGULATORY COMMISSION-ATOMIC SAFETY AND' LICENSING' BOARD' Before_the Administrative ~ Judges:
Ivan W.
Smith, Chairman l
Dr. Richard F.
Cole y
Kenneth A. McCollom
)
In the' Matter.of
)
Docket'Nos. 50-443-OL
)
50-444-OL PUBLIC SERVICE COMPANY
)
(Off-Site EP)
OF NEW HAMPSHIRE,.EI AL.
)
)
(Seabrook Station', Units 1 and 2)
)
' February 21, 1989
)~
TESTIMONY OF LYNNE D.
FILDERMAN.ON BEHALF OF THE ATTORNEY GENERAL FOR THE COMMONWEALTH OF MASSACHUSETTS ON JI CONTENTION 39, CONCERNING PRE-EMERGENCY INFORMATION
- I.
SMMMARY_QE_ TESTIMONY Ms._Filderman's testimony concerns the contents, form, and overall effect of the pre-emergency information.
The first segment is devoted to discussion of the calendar'and the inconsistencies, ambiguities and omissions that are contained therein.
Her discourse on documents intended for the transient population includes the " calendar" analysis with respect to content and form and also raises issues related to dissemination.
The theme throughout this testimony is that effective pre-emergency information will educate the reader about the nature of the risk, the warnings to be issued, and
-the protective actions to take.
1 PD f e as! 8 O
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1 Specific items which prevent the informational " packet" L
from being effective include the failure to refer the transient reader to the phone book insert; the ambiguity regarding ORO/ government relationship; inconsistency with which protective actions are dealt with; failure to acquaint the i
public with assisting the special needs individuals with protective measures; ambiguity regarding'" closing" beaches.
II. 1HIRQDUCTIQH Q:
Can you please state your name and briefly describe your professional qualifications?
A:
My name is Lynne Filderman.
I have been a public education consultant since 1983.
My clients have included several national and international organizations and agencies.
)
prior to June of 1983, I worked for eight years in the field of science and technology policy analysis.
My experience in designing information for hazards is summarized below.
l l - _ _ _ _ _ _ _ - _.
s For eighteen months during 1982 and 1983, I worked at J.F.
Coates, Inc. conducting research.
Primarily, I developed a summary primer on natural hazards and their correspondent risks for the National Science Foundation.
Through this experience I became familiar with the social science literature regarding disasters.
In 1983, I was project manager for J.F.
Coates, Inc.
on a study for the National Weather Service, entitled "The Future of Telecommunications and the Dissemination of Weather Information."
This enabled me to gain expertise as to the nature of risks arising from a variety of hazards, the social context of such risks and the warning systems and dissemination mechanisms of natural hazard information.
In 1984, as an independent consultant, I designed criteria for the development of community educational programs as part of a challenge grant program at the Federal Emergency Management Agency.
These criteria were employed for the selection of ten projects from across the nation for development and implementation.
Since 1984, I have been working as an independent consultant with the Children's Television Workshop ("CTW")
on their natural hazards education project.
I have developed all background materials used to familiarize CTW with matters relating to educating the public on natural hazards.
I have also been involved in the research and _
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L' Development of all CTW's public_ education materials L_
F relating to. risks, warnings and' responses ~to. natural (6-
' hazards, periodically, I make presentations'and conduct L
workshops,. bringing the aforementioned materials to various
)
1:
3 communities around the nation.
My. focus through my CTW activities has.been hazard education, family preparedness and the role of the media.
As a result'of developing state-of-the-art education materials, I,haveLgained
. expertise in the design of effective public education.
materials.
Since.1985, I have worked as an independent consultant-for.the American National Red Cross on their disaster community education project.
This work involves'the
~!
development of a national strategy for community education l
about the nature, risks, and. responses to disasters.
I a
have developed and authored many informative and educational documents on earthquakes, fires and severe-
. weather.occurances.
In addition, I have written guidance materials on strategies for developing and implementing Red Cross community-based hazard education activities and programs.
These have been distributed nationwide.
I have trained local Red Cross chapter staff and volunteers around the natica in using these materials to meet local needs during an emergency.
I have provided technical oversight and creative input into video productions and television i
.- c
- public? service announcements concerning hazard' awareness I
and education.
I oversee a Red. Cross chapter's development:
i i
of'public education material related to hazardous 4
substances.
I am the Red Cross liaison to the~ National' Weather Service for public education regarding' hazard awareness.
In addition, I am.the project leader for-th'e, development ~of public education materials with for The Weather Channel.
Presently, I am a senior associate with-the Corporate Response Group for. matters related to public education materials.
III.
TESTIMONY Q:
In your view, what is the purpose of pre-emergency information?
A:
The primary purpose of public education activities in general.and pre-emergency information in particular is to educate individuals regarding "what to do" in the event of an emergency.
As a matter of course, educating them in "what to do" entails educating them in three matters'.
The first is the nature of the hazard and the threat it represents.
It is not unusual that serious injury or death can arise as a result of people not recognizing the nature of a threat and how the danger could affect them.
For example, during Hurricane Camile in 1969, one of the l
i largest ever to strike the U.S.,
there were many deaths at the Hotel Richilieu where people stayed to wait out the storm not recognizing the risks posed by the storm search.
The entire Hotel was washed away. l
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,*L In addition to educating people as to.the nature of the threat, effective information must'let people know how,.
when and why warnings will be given.
If recipients don't understand what-a warning means and therefore can't take appropriate protective actions, then the warning is less.
effective.
The third element of effective pre-emergency information is to inform the public regarding=what protective actions to take.
Indeed, knowing what j
protective action to take is critical.
Oftentimes,
. disaster related deaths result from an individual taking l
'l inappropriate actions.
For example, many of the deaths in the Big Thompson flood of 1976 and the Wichita Falls tornado of 1979'were the result of-inappropriate behavior, where individuals attempting to escape from the danger area in their cars.
When faced with a threat, a person will have to adapt a generalized protective action directive to meet his or her. specific situation.
With proper educational information having been made available, the individual at
' risk.will understand the nature of the threat, understand the warnings being given, and will take the appropriate action.
i The three components I have described ealier --
awareness of the nature of the risk; understanding the warnings to be issued; and knowing what protective actions to take -- comprise the model for any hazard awareness and education effort.
It is important to realize that the mere
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existence of,information does not necessarily mean.itiwill',
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Lbe;receivedfor understood..As a finalfpoint, I;mightMadd>
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[thatlin myfexperience, a successful. pre-emergency or:publicy 1
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educational effort entails the.=following: ~ targeting:
'i specific _ audiences with information' tailored to: meet.their;
.needs;;using a_ variety of. media'in a complemen6'ry fashion;.
a Lcontinuing to reinforce _the information; and(developinglandf
~
interpersonal? communication: geared to achieve maintaining the' educational objective.
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4 Q ': 'Using your.three criteria model,'how do you; determine.the.
1 effectiveness of particular1information?
e A:-.I guage whether these criteria have been met by examining the content, form, and disseminate ~on of the'information.
4,
In addition,-I look at the overall plan, in other words, how the particular informational items fit into the big
. picture in terms of the public's overall perception and awareness of'the risk, the warnings to be-issued and the expected response to those warnings.
Q:
What pre-emergency information have you examined in putting together this' testimony?
A:
To my knowledge, with the exception of the Farmers' t
Brochure which I am not' opining on, the items that comprise q
all of the SPMC-pre-emergency information are the following:
A.
Emergency plan Information Calendar, which includes a special needs response card and an adhesive sticker, which is to'be mailed to households in the EPZ and l-handed out in the community.
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B.
'An' adhesive stickerJ1ike the one'foundLin'the calendar
-which:is to be mailed out to businesses and institutions.
C.
posters:with emergency information for display at-
!special and public f acilities within' tlie EPZ,' Lo be
~
distributed to'large employers and special=
. f acilit'ies.
(One has-" Emergency Bus Information"'and-one has " Massachusetts Emergency. plan Information". ):
D.
Flyersccontaining emergency'informatio~n be'made
~
availableLto transients.
(In English and French.).
E.
Flyers containing ir. formation on-bus routes to be made available to transients.
(In English and French.)
F.
A~ sign co'ntaining information regarding EBS channels.:
It is not made clear in the Applicants' plan where-this sign would be displayed.
(In English and French.)
G.
A special.needs poster to be distributed to various.
groups which contains a telephone number to. call.
H.
Letter to employers and owners of. businesses.
Copies and reductions or the above listed items are in.
the Appendix to this testimony.
l W
I would like to point out at this time.that though the Plan calls for a Telephone Book insert, to my knowledge,
)
i that document has not been identified as part of the j
pre-emergency packet.
This is a serious omission.
Also, in the absence of correspondent pre-emergency-informational messages transmitted through the public 1
media, the messages and import of the aforementioned l 1 l
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pre-emergency materials will be greatly. diffused.
In?my,
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-opinion, an emergency informationEcampaign that does not
- p include multi-media' elements is
- deficient.
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. I want..to. add;that oneJof the flyers g
In addition,E.
\\e produced for my review,'and apparently intended:for distribution to transients, wasJalmostfentirely scratched h
1mit.
Also, the drafts to the posters'are clearly in-t unfinished' form.
I am' assuming that changes to these documents will be in accordance with suggestions made by c
i FEMA'in its 7/27/88 RAC Review.
Accordingly, I have looked to that document for information pertaining to these materials.
I cannot comment at all on some of the aspects of these documents because.certain revisions, for example, the graphic depictions that might accompany the text, are not indicated anywhere.
Obviously,.I-do not. intend my testimony to apply to any subsequently revised draft ofjan item presently before me.
Q:
Earlier, you. mentioned that.your analysis of pre-emergency information entails examination of content, form, dissemination'and overall plan.
A:
Yes.
That's r'ight.
e Q:
Can you begin by addressing the content of the various documents described earlier?
A:
Yes.
I'll begin with the calendar.
Because it is often impossible to separate content'from form, please understand F
that I address both of these matters in the same answer. -
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.The first thing I notice about the'information l --
. imparted'to meLby.way of-the calendar is that I'm'not sure who is doing'what.
It is not clear to the. reader that:the-g i
L Emergency plan.is one that could or would be executed ~
entirely by the;New Hampshire Yankee Offsite Response Organization-("NHY ORO").
Although the calendar mentions-in its introductory'section on'page 1-that NHY " developed an' emergency plan for your city or town,"'the extent'of the-role that governmental entities would have is not-clear'.
~
Q:
Why is this.significant?
A:
Well, for. starters, Supp. 1 of NUREG 0654(G)(1) (e) states that "special steps should be taken".in pre-emergency information to " describe the role of the Offsite Response Organization vs. the State and local organizations during an emergency."
As a developer of public information,.I know that it is of critical importance that the reader understand who will be acting in a leadership role during an emergency.
Because an-emergency response is usually initiated.and staffed by state and local. governments,. the reader expects. exactly that, unless' informed otherwise..
.This.information should be straightforward and unambiguous.
If there is to be some deviance from what is normally expected, the reader should know ahead of time what to expect.
The calendar tells the reader that ORO would be
" prepared to assist" state and local officials.
It does not give a clue as to what type of assistance will.be provided, or what officials, will be assisted.
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w In short,'the: calendar information'does not make:it
+
' clear'that'the-Emergency Plan is not' endorsed by the State of. Massachusetts or-local government,Jnor'does the calendar make clear what, if:any, role government; officials will U'
Jactual'ly heve.
Information for transients should also be clear on this point.
l JAs-long as I'm on this topic, I would like to add tiiat it is extremely important that educational information disseminated to the publicfbe consistent in its overall
. message and content.
I had occasion.to review some material that had been. disseminated to the public from NHY j
ORO, a copy of which is' contained in.the Appendix'to this I
testimony as Attachment I.
That information'contains'the
~
followiiig statements:
"we'vefdrawn up a plan that can be effectively implemented with or without the participation of state and local officials" and "[N!!Y'ORO volunteers']
exper.ience qualifies them to carry out the-jobs that public safety officials would normally perform during an emergency."
This information.is not consistent with the information in the calendar about the ORO's " assisting" government officials.
In general, when preparing educational and pre-emergency information, it is always better to avoid inconsistency or ambiguity among and between related documents.
Otherwise, the entire effort to achieve the desired result is hindered.
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-Q:.Do.iyou have any observations regarding the' content of the-calendar?
. A':
Oh yes.
/I think the actual format is problematic.
For 7
example,!the two page flip-up style is very. confusing.
It-would;be easici to read if each page were'self-contained'as recommended,by FEMA in its' rep-ll Review.
The insertion of the special=needs response card, which I will discuss i
p later, also causes significant confusion.
.I.f. pre-emergency information is to be maintained'and L
presumably relied-upon in an emergency, it is imperative
-that' the most important information be up front andlat the major focal point.
In its rep-11, at pages 8'and'9,' FEMA suggests:the same approach.
The most importantEinformation
, 3
'in the calendar concerns what people should do..
Here thel first thing people should do is turn on their radio to hear q
the EB5 information.
The list of stations and their.
frequencies should be in a more prominent' position.
In this-calendar, one must flip to the second page to find them.
i Concerning the special needs " response card," which has been inserted in between pages one and two, I cannot emphasize enough that this is a bad place to put this card.
Those not responding to that survey may.very well 1
leave the card intact.
Its inclusion at this place I
obscures the very important message about the EBS stations.
Moreover, the EBS list should be included along 1
6 with the directive on page one to " turn on your radio," not on a separate page following the-response card.
Also, the four emergency classification levels ("ECLs") need to appear along with the list of EBS stations since these are I
the same warning terms people will hear when they receiv an EBS message.
This is fundamental.
People need to know what the warning signals are and what the warning terminology means.
As long as I've mentioned the warning terminology, I want to point out that it is confusing to label these ECLs only as " kinds of emergencies," as the calendar does on the top half of page 3.
As I already stated, people should be made aware that these are the terms that will actually be broadcast in an emergency, and that the decision to announce the " level" of the emergency by use of one of these terms will determine subsequent protective actions to be taken.
In terms of recommended protective actions, the calendar is not at all clear regarding what circumstances would warrant an evacuation from the beach areas.
All the reader knows from reading the top of page 2 is that the beaches are to be " closed" at a " site area" or " general" j
1 emergency.
Does " closed" mean that people there are to evacuate the area?
The information contained in the calendar is ambiguous on this point.
Again, failure to I
clarify this will result in a failure by the public to understand what the warning means and to take appropriate actions upon receipt of that warning.
If closing the beaches does net mean that people need to evacuate the
area, it is unclear at what ECL beach goers wauld have to evacuate.
people need to know this.
This should be I
clarified in the section describing the ECLs.
The ECLs which would lead to the activation of the siren and any possible protective actions need to be clarified.
The manner in which the calendar presents this l
1 is less than straightforward.
l I
Q:
What other problems have you noticed with respect to the calendar?
A:
In the section labeled "How To Take Shelter," on the bottom half of page 2, the reader is told:
"If you must go outdoors, cover your nose and mouth with a wet cloth."
There is no guideline or clue as to what circumstances might demand that you venture outdoors during a radiological release.
Although educational materials regarding the effect of radiation should not be included at the front of the calendar, nonetheless there should be some language emphasizing why going outdoors is not recommended and that it should only be considered in matters of extreme urgency, for example, to bring indoors a child.who is outside after there has been a direction to shelter.
The Section on "How To Take Shelter" should also mention whether a protective action to shelter means that most commerce in affected areas should cease.
If in fact sheltering does mean this, then information of this nature may help in dissuading anyone contemplating a venture outdoors.
In addition, there is no guidance as to how quickly a response is needed.
Q:
What about the section on "How To Evacuate" which runs down the right hand column of page 2 onto part of page 3?
4
~
A:
This-section'does notLmention'whether' earlier;information.
ri-
- pertainingLto recommended' methods.of respiratory protection
~
g is. appropriate here.
It fails to include and reinforce earlier she'Itering'information for those who will be driving their' cars out~of the area, such as "close car windows and vents."
Inithe subsection entitled "Where To Go,"~the' reader-is informed that'lua or she can register, meet family,..get referrals to Cong'regate Care Centers and obtain monitoring
.and decontamination "if desired".
There is no clue aslto why one should register or why one should have such a desire to be monitored or decontaminated.
Moreover, if monitoring and decontamination is necessary'as a result of q
having been' exposed, the importance of this function should not'be undermined by relegating it to a discretionary, if not casual, consideration.
Further,-it is still. unclear what the differences are between a Reception Center and a Congregate Care Center.
Q:
What is your opinion of Section 6,
" Evacuation Plans For-Special Groups"?
A:
I must reiterate at this point the extremely confusing nature of the "two page flip-up" format.
This section runs all over the place.
It would be more easily read if it were c>r.tained on the same page, like any other text would read. !.
_J
The subsection on " Schoolchildren" does not inform the reader as to the ECL which would prompt an evacuation of schools.
In addition, it fails to mention the existence, or non-existence, of school specific. plans which would be implemented in an evacuation.
I have mentioned earlier that lack of specificity as to the authority figures responsible for evacuating school children is inappropriate.
It is unclear why school children would be "first [taken]
to the reception center for monitoring" while other residents would presumably seek out this service if they
" desired".
It is also unclear whether the monitoring of i
school children would be a matter of course regardless of the circumstances.
Such a lack of clarity can result in a confused public response.
FEMA rep-11 recommends that information provide a rationale for the precautionary evacuation of school children.
This information has been omitted.
There is nonsensical language in the third paragraph, miodle column, on the top of page 3.
This is hopefully typographical.
The subsection on "The Handicapped" is incomplete in terms of imparting necessary pre-emergency information to those with special needs.
There is no alternative to wiitten dissemination of information in the SpMC.
FEMA Guidance Memoranda 24 at 4 makes clear that people with differing special needs each require the development of a
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rdiffer'ent(methodology'for conveying pre-emergency" information.
'Thefsummary paragraph.to'SpMC $3.7.2. states l
p that. sections of the flyer'and the calendar'will{be devotedL to information for people with disabilities.
In my opinion,-' reliance on the response card contained.within the' calendar and the special needs poster does not serve to impart emergency information to those with;special needs.
FEMA Guidance Memorandum 24-recommends that emergency-information include language on the nature of the vulnerability'of special needs residents to a' radiological emergency so that'theyLmight " prepare for and deal with~the problem."
'In' addition, "[t]he general public needs to be acquainted with ways of assisting handicapped persons'with.
appropriate protective measures."
No such information
-appears in the calendar or flyer nor are_there any E
provisions in the SpMC for dissemination of' pre-emergency information by any means other than print.
Based on FEMA Guidance Memorandum 24, such a limited manner of dissemination is inappropriate.
This point bears on one I made earlier, concerning the fact that a successful informational effort entails targeting specific audiences with information tailored to meet their needs.
In short, there is not even a discussion of protect've actions to be taken by or administered for people with special needs.
I think I have covered all the main points in the emergency information section of the calendar. _ My -
discourse on " people at the Beaches" which concerned this l
omission of information pertaining to sheltering and the ambiguity regarding evacuation was set forth earlier.
I
. concerned me.
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.______________________--_-____-____a
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, 'N o Q: 'What is that?.
.1 A:
It appears under.the section~ called " Good Neighbor Assistance".
The calendar does notLaddressihow we should
" check *'on neighbors.
Earlier instruction. advised not to use the telephone.
Should the' reader use the phone here?.
The earlier message should be either distinguished or:
reinforced at this point.
Q:
Do you have any comments as.to other' sections of the calendar?
A:
Yes.
There should be a reminder of protective actions to take when' evacuating on the map page orRon the map instruction page.
Similarly, if you are to take an
" Emergency Bus", protective actions for-bus riders should be listed on.p.
7.
In the section on page 11, entitled "About Radiation",
it is not made clear what is meant by " exposure",'why the threat of exposure to radiation entails certain protective actions, nor is it explained how protective actions can reduce or eliminate the risk.
people need such.information in order to adapt generalized protective actions to meet their specific situations.
Without information on the nature of the threat of ionizing radiation exposure, and its relationship to protective actions, individuals could take inappropriate action in an emergency.
In addition, the graphic of a woman sunbathing does little to educate the reader as to the dangers of ionized radiation.,
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4 ;
^
Q:. What-is your, opinion asuto the other items'.that.you-have
-examined?
,A:
Thecadhesive.;sti'cker contains no informatin on what actions-toitake other than turn on-the radio.- -Also, it:does not refer;the reader:to a source of outside information (1.e.':
telephone book insert).
As such, it is inadequate as.a-stand alone i' tem.
In:essen.ce, because the information contained in documents other than the calendar.are abbreviated. versions-of.the calendar information itself,.the problems discussed with respect to the calendar content _are duplicated here.
Recognizing that abbreviated calendar information~is
.appropriateffor other formats, to repeat and condense inconsistentLor ambiguous information is problematic.
'According to.NUREG 0654, information that is geared toi transients should refer them "to the telephone directory or other source of local emergency information."
As I mentioned earlier in my testimony, the pre-emergency information for transients doesn't even include a telephone book insert nor does.it mention what "other' source of local emergency information" is available for reference.
As such, there is no way to implement the NUREG guidance.
In my opinion, this sort of omission is a fundamental flaw.
One of the flyers I examined which is designed for transients will apparently contain information similar to that contained in the calendar.
This information is - _ _ _ _ _ _ - _ - _ _ _ _ _ _ _ _ _
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described-in Attachment B to the RAC Review dated'7/27/88.
As I have already' intimated,:it is: unusual to opine on l
-documents reviewed in this manner.
However, assuming ~that Attachment B becomes manifest,.I' offer the following opinion..
I
" Panel 1" infomation is unclear as to who-is:the authority responsible for initiating and carryingLout'the response.
It also doesn't'tell the reader'that t'his'is a
-utility-plan not: endorsed'by state or local government.
Again, the general expectation is that government will do this.
If. the scenario will' be dif f erent -- tell the: reader, and tell her in-a straightforward way.
Also, this
~
information is unclear as to the nature-of the risk it addresses.
i Panel 3 concerns " Protection-for transients" yet' H
doesn't address beach-going transients in any inanner.
Where the goal of an informational document is to educate the reader as to how you will be warned, wh'at to do and what to expect, leaving a segment of the intended population without a clue as to either is a serious omission.
Aside from resulting in a lack of informing readers in general, it contributes to an overall sense that the information directed to the public is incomplete.
In terms of having consistent and unambiguous information, material on recommended actions to shelter or evacuate - - _ _ _ _ _ _ - - - - _ - _. _
-1
should.be explained for all members of the population to l
whom the materials are addressed.
If there is a reason j
that one protective action will be inappropriate or impossible for a particular group, that should be made 1
clear.
l As in the Evecuation Section of the Calendar, information in Panel 4 provides no recommendation for 1
respiratory protective measures for drivers.
FEMA REP-ll at 11 states that both the shelter and evacuation sections should include information on respiratory protection.
Panel 5 information pertaining to certain beach areas is confusing.
As was stated earlier concerning calendar information, what does it mean that "these areas could be i
closed."
Would beach areas in other segments of the EPZ be also " closed?"
The reader should know why particular or special actions would be taken for certain areas.
- Again, the point is to enable the reader to understand the nature of the threat, know what the warnings mean and know what actions to take.
Panel H dealing with information on school children is problematic for the same reasons as similar information in the calendar is problematic.
Panel 6 concerns " Kinds of Emergencies."
As I stated earlier in my comments on similar calendar information, i
ECLs (or EALs as they are called here) should be tagged as !
E.
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..theDterms.which will correspond to those issued through:
t EBS.
Language..concerning the." closing" of certain beaches is confusing for reasons mantioned earlier.
In addition, it is. confusing.to have the. statement-that certain beaches "would be. closed" preceding the directive to "[b]e prepared.
to:take action'such as sheltering or evacuating".when, in fact, it' does not appear.whether one can seek shelter at 1
certain beach areas.
This information should appear with the Siren /EBS informatin for tne reasons stated' earlier regarding the calendar.
The'other flyer, containing the evacuation' routes, is not~ effective on its own.
Like other items which have.been discussed, it shculd include some language concerning the nature of the threat, the warnings to be issued, and the protective actions to be taken.
While this.information
- would not be' expected to be as thorough as that which could be contained in a document like the calendar, it should at least be mentioned so the reader has some knowledge of I
events precipitating and concerning an evacuation.
Suggesting to a transieni or visitor that they look for the evacuation route "for.your city or town" is confusing.
The transient or visitor may not know what city or town they should claim as their own.
In addition, it is not clear where transients should go or what their ultimate destination should be.
The flyer reads as though all transients and visitors should go to a reception center.
It is unclear from the print materials whether visitors and <
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1 transients lshould go.'to.the reception center. 'Norfl's it apparent what they shou'1d use for guidance in making such a-decision.
Lack of.such' instruction will create' confusion.
inthe cruci'al moment.
The flyers also' fail to recommend whether.any protective.respiratoryjactions should be.taken'in the'svent of an evacuat, ion.
The'two posters which I reviewed were similar to the flyers in that one contained mostly information. pertaining' to.-the." Emergency Plan" and one contained " Emergency Bus:
Information".
The poster with the:" Emergency Plan
-Information" contains abbreviated information similar to that. contained in.the calendar and the informational
. flyer.
Although itcis not expected that the poster would or.could go into the detail'that the calendar does, information therein is still lacking. 'ECLs should be "i
mentioned and the reader should know that these are the l
terms she will hear on the EBS.
If these posters are to be placed'at areas for which sheltering will apparently.not be recommended,-that should be explained so that the information on sheltering is not confusing to the reader.
The poster concerning Emergency Bus'Information is not effective on its own.
Even if the poster were placed adjacent to the informational poster, it should still contain information as to ECLs.
The sign which lists the EBS stations to tune into should also list the ECLs. f-
.-___1_:__
., ;.< J'
.,3 The purpose of the=Special Needs poster is to elicit-the names ofJthose who would presumablyLreceive some "special" pre-emergency information.
.However, to my knowledge, ' ttiere Eis, no pre-emergency. informa tion other than that-which.I have examined which would be made'available-to.
those with special needs.
As.such, there is no information
. correlating to the recommendation of.NUREG 0654(1)(e), Rev.
1, Supp.
1.
Q:
We-have covered the. content and form of the pre-emergency-information.
Can you.talkLnow about any problems you have with. respect-to dissemination.
A:' Well,-I've already mentioned the obvious problem I have with the. dissemination procedures for the Special Needs 1
poster.
But I haven't-mentioned the problems that I foresee in.
disseminating pre-emergency.information to the thousands of l
day-trippers who arrive in the Massachusetts EpZ beach l;
areas in the summer.
Q:
What problems are those?
A:
Well, first~there is no certain method to deliver any pre-emergency information whatsoever to these persons.
I understand that people from Canada and New England go to.
these beaches.
For those who live outside the EpZ, the 1
only pre-emergency information they will receive is that which they obtain upon their arrival in the beach areas.
I understand that the'NHY-ORO will be sending informatin to the hotels and motels in the area.
But this may reach only a fraction of the total population of transient beach- -
- ;; ~ u -
?9
.. i 4.
-SA.
y '+
goers, and none of the day-trippers.
.The day-trippers
-present a real problem.
'O'
- Regarding transients, Lit is important that they t
receive ~.information which isfunambiguous and consistent.
p The information distribution mechanism (mailing materials to hotels and parks) is anything but. assured.
In my
]
opinion, ittis uncertain that transients would even receive.
~
the materials designed for them.
l Moreover,.t-o the extent.that materials available-to.
i L
transients does not impart.to.them.how they will be warned, what t'o' expect, and.what to do -- such material will not serve.its purpose.-
[
Q:
What are your feelings about the overall effect of the-pre-emergency information materials?
A:-
Throughout this testimony I have articulated my. concern over various ambiguities, inconsistencies and omissions.
Briefly stated, examples include the following:
omission of telephone book insert; ambiguity as to the' role of NHY' ORO and government; failure..to tailor information for and disseminate emergency information to people with disabilities; ambiguous relationship between protective j
actions and effects of radiation; inconsistency with which the protectiva action to shelter is handled; omission of
{
information acquainting the public with assisting special needs individuals with protective measures; ambiguity l
regarding " closing" beaches and evacua' tion.
1 l l
I
-i
57.,4 1
~
' ~~
~ ~
~ ~ ~ ~
~
T Q a e ' ^ ~*
i.
- Overall,.I think that-these' issues create an.
incomplete and confusing. picture.
Ultimately, ambiguity,-
'inc'onsistencyfand serious omissions in an educational:
.effortLof this nature serve to undermine the intentiof'the campaign which is,'of course,- to inform people')as to(what they should.do, when and how.
Overall, when viewed in the aggregate, the'typesEof-problems I have-addressed and the patterns that have:'become' apparent ~ through-my discussion work to create a public that t.
t.
is :less informed as'-to the plan and less likely to respond as-planned in an emergency than they,would have been ha'd
=
the entire informational " package" been more straightforward and more consistent'in its content'.
4 _ = _
a
-Q: -Thank-You Ms. Filderman.
I'think that's all for now.
A:
You are quite welcome.
, 1
i s,
- .o
~c.
February 21, 1989 APPENDIX.
)
i Testimony of Lynne Filderman regarding JI 39 i
i l
l In the Matter of PUBLIC SERVICE CO.
l OF NEW HAMPSHIRE, et al.
(Seabrook Station)
Docket Nos. 50-443-OL 50-444-OL l
1
n-l->
1 l
e t
~ TABLE OF CONTEN_T.S a
A.
- Emergency Plan'Information Calendar....~..................
-1 B.
Emergency Information Adhesiv'e Sticker....................
2 3..
l C..
Mass. Emergency Plan Information Posters.................
24 D.
Emergency Information Flyers for Transients......'........
43-Bus ~R'oute Information Flyers for Transients.......'......
151 E'1 F.
'EBS Information Sign......................................
54 I G.
Special'Needs Poster.....................................'.:56
'H.
Letter.to employers'and owneru of businesses..............'57 I.
Public>Information. Brochure..............................
59-l l
1 w_:_-
Public Education Materials' Natural Hazards, Weather / Earth, Creation, Planning, Development.
Technology, and the Media i
and laplementation of Programs
~
Lynne D. Filderaan 402 Clayborn Ave. e3 Takoma Park, MD. 20912 (301) 595-6080 1980 Current Clients American National Red Cross, Washington, D.C.
Children's Television Workshop, New York Organization of American States, Washington, D.C.
Work Objectives To develop and implement public awareness / education / training e
programs through innovativs tschniques.
To incorporate av knowledge and experience regarding natural /.
e technological r2 sks and public concerns / belief s/ perceptions into prograss at the National, State and local level.
i To serve as a liaison between the public and institutions by e
translating technical information to the public and decision-sakers.
To upgrade technological and natural hazard planning incorpor-a ating research, trends in the oopulation, new technologies, and by anticipating future risks.
Also through development of curr-iculus and tratning progress.
To reach broad segaents of the population through the use of the e
media and cosaunity-cased strategies.
Professional Experience Five years as an independent consultant to government, private firms, and non-profit organt:ations - specializing in education, information and training needs of the public and prof essionals, and the sedia. " -
Octeter 1986 to the present - Natural Hazards Risk Technical e
Editor / Writer to the Organization of American States.
Previde overall technical information and editor of a textbook designed to assist planners use remote sensing techniques and satellite data to integrate natural hazard mitigation seasures into Latin Aeerican and Caribbean development projects.
August 1984 to the present - Content Consultant to the e
Children's Televisten Workshop's Natural Hazard Project.
Providing natural hazard empertise to their aulti sedia public education project on " Children, Natural Hazards and the Media' Source for natural hasard information, issues and social context in research, dsysloosent and production of culti-sedia sateriais.
Conducting markshops for the effective use of asters als in communities around the country.
\\
~
June 1995 to the present m Content Consultant and Interia e
Project Leader for the American Red Cross' Disaster Consunity Eduettien Project.
Providing expertise and guidance in development of a
\\
comprehensive' national strategy and new educational products.
j In lead. role, developed concept and urete substantial partice of joint Red Cross / Weather Channel 12 page tabloid newspaper, The-deather-Times.
One and a half aillion copies distributed throughout the country.
Also, technical consultant on joint video, "Out of. Hara 's Way. "
Technical and creative advise on devolepsent of three nationwide public service announcements.
Developed extensive outline f or hazard education training e
sa*ual.for EC/ Planning for the Energency Management Institute.
Developed guidelines and criteria for National project selection e
for the development of deaanstratten emergency public information projects for the Office of Public Affairs, FEMA.-
Resulted in the development of 11 canaunity-based. projects related to. increasing awareness and involvement in disaster preparedness.
Consultant on the completion of the National Earthquake e
Education and Training Management Plan for Triton. Corp. for FEMA.
Identified additional training and education needs, criteria for prioritizing implementation plans, and other tasks for project completten.
Trained as a Public Affairs Officer in'a Disaster by the e
i Red Cross and Trained as a Tornado Spotter by the National Weather Service.
5:r years in cultural progranaing, sedia relations, grantdriting and implementation.
, workshop planning Twelve years of experience in research, project. planning, and policy anal responses to natural hazards. scientific and technological tesues, future issue ysis of information and future-scenarios to the public and to decision-makersi Three years experience in designing and taplementing public involvement Niagara. N.Y. and Seabrook, New Haershire. nuclear and ha:ardo prograss in Research Proindte p.
--Natural Nazards: People and Places.
i Societal Respense to Natural Hazards. The laplications of Demographic Change for proaared der tfre leationel' teienes Foundetten.Research Associate at J.F. Coates, Inc.
1992-1983.
--The National Weather Service and the Future of Disseminating Weather Information.
Pref ect Manager at J.F. Coates, Inc. perparet f or tfrer Service.
1933.
National Westner
--Public involvement Progran for the U.S. Office of Technology As Waste Management Study.
~
sessment's Nuclear Consultant representing George Washington University for L______________________.____-.______
--Public Concerns and Alternative Nuclear Power Systems. Researen Assistant at The Program of Poliiy Studies in Science and Technology, George Washington University for the U.S. Department of Energy.
1978-1980.
--The Future of Water and the Bureau of Reclamation.
Research Associate at J.F.
Coates, Inc. ter U.S. Department of Interior. 1981.
--Water Supply Management in D.C.: An Institutional Assessment. Research Assistant l
- for George Washington University for District of Columbia Government. 1981.
--An Exploratory Technology Assessment of Computer Assisted Makeup and lasging Systees. Research Assistant for George Washington University for the j
National Science Foundation. 1900-1981.
j
--Strategy for Decisions: American Postal Workers Union and the Coesunication Revolution. Research Assistant at George Washington University for the American Postal Workers Union. 1980.
I
--U.S. Industrial-Technological Strategy: Case Studies of the Development of Skylab and Nuclear Power in the U.S.
Research Assistant at Soorge Washington University for the Japan External Trade Consission.
1976.
l Publications THE WEATHER TIMES.
American Red Cross and The Weather Channel, April 1988.
Chapter Activities in Disaster Coasunity Education: A Resource Guide, American Red Cross, Nevesbar 1986.
i
'High Technology and Natural Hatards, Part I and Part !!", Federal Easrgency Management Agency Newlsetter, January / February and March / April 1984.
Cc-author with Robert Anthony and Henry Hitchcock, "Public Concerns Method A Means of Assessing Alternative Policies," Ispact Assessment Journal,1983.
J Co author of nine of the research reports listed above.
(
Presentations k
' Earthquake Education", February 1958, dinner speaker at the Earthquake Engineering j
Research Institute's Annual Conference, Phoenix, Arizona.
" Teaching FMlies About Hurrricanes and Media !ssues', December 1987, National Weather Serette's Warning / Preparedness Meteorologist's Conf erence, Norman, Oklahoma.
1
' Designing Public Education Prograse: A Current Perspective
- October 1987, paper j
j presented at the Risk Cosaunication Workshop of the Middlesex Flood Hazard Center, Hertfordshire, U.K,
" Teaching Feistlies About Hurricanes', June iff7, Association of State Floodplain l
Manager 's Conf erence, Seattle, Washington.
l 1
I-l
' Teaching Families About Hurricanes Introducing BIS 81RD 8et Ready for Hurricanes",
Aortl 1987, plenary presentation at the National Hurricane Conf erence, Orlando, Florida.
" Children, Natural Harares and the Media", Nevesbar 1986, Caribbean and South Aeerican delegation te the Partners of the Americas, Washington, D.C.
' Children, Natural Hazards and the Median involving the American Red Cross', Npvember 1996, presentation at the American Red Cross Conference on Esergency and International Operations, Hollywood, Florida.
" Children,, Natural Harards and the Media', July 1986, plenary presentation 10th Annual Natural Hazard Research Application and Inf orestion Center's Worksho to the Boulder, Colorado.
'Research on Children, Natural Hazards and the Media", May 1986, Partners of the Americae, Washington, D.C.
'An Overview of Public Awareness and Education Activities in the U.S.
The I
Disaster Community Education Task Force Meeting, Washington I
i
'Inf ormation and Training Needed to !sprove Response to Today's Disasters *, Ju 1985, Natural Hazard Research App!! cation and Inforestion Center's Annual W Boulder, Colorado.
' Overview - Natural Phenomena, NatuPat Hazards, Natural Disasters', June Children's Television Workshop Natural Hazard Seelnar, New York.
- 1933, i
' Teaching Children About Matura! Hazards'. May 1985, Easrgency '95, Washington "The Children's Television Workshop's Natural Hazards Project *, January 1985, Partnerships Against Fire Conf erence, Crystal City, Virginia.
t
'The Future of Risks fras Natural Hatards', July 1993, Natural Hazard Research Application and Inf ormation Center's Annual Workshop, aculder, Colorado.
i "The National Weather Service and the Future of Disseminating Weather Inf orma January 1983, Briefing to the Director of the National Weather Service, Silver Spring, Maryland.
'Fublic Concerns and the Future of Nuclear Power *, November 1982, American So of Mechanical Engineers, Wasnington, D.C.
Education M.A. in Science. Technology and Public Policy, DecisiansaMng.' Thesis- 'The Role of the Public in Technologicalthe Geo August 1981.
M B.A. in Ps logy, Minor = Sociology, American University,1973.
Membership Charter Member of the Association of International Disaster Experts (AIDEI), 1983.
Invited Meeter of the Editorial Board of the Association of Aesteur Wea Observers (AAWO),
1986 Member of the Nam York ' Acadsay of Sciences,1987 April 1988
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Special Emergency Help You or someone you know might need special help in an emergency. If so, please fill out this card now so we can pla'n ahead. This information will be kept conndential and will be used for emergency planning only. Note: If you have special needs, be sure to 611 out this card each year.
Please do so even if you live in the area only part of the year.
Name Mailme Address City state Zip Code Phone Number
'Homen a Work i Z Please check if your mailing address is in a different town than the town where you live.
If different. give name of town where you live:
Z Please check if you live in the area only part of the year and give months when you are here:
Special directions te get to your house:
Help Needed (Check only those that apply. Please tell how many people in your household would need this help.)
Fold here Number of People Z Need a ride during an emergency C Walker Z Wheelchair user O Have own wheelchair O Bedridden (can use reclining seat)
O Bedridden tneed stretcher)
O Life-sustaining equipment O Tank-type respirator (iron lung)
O Suction machine (pump)
O Curaisse-type respirator (chest)
O Hemodialysis (kidney machine)
O Rocking bed O Intermittent positive pressure respirator O Electrically operated respirator O Special air conditioner t reason for it)
Z Check if used 12 or more hours a day C Other type oflife-sustaining equipment tPlease be specinc.)
O Sight impaired O Nud notincation in addition to sirens because of hearing impairment O Other O Please check if special needs persons are enrolled in a program out of the home.
O Please check if any adult in your household cannot speak English.
What language do they speak?
Person sending in this card who can be called to verify information:
Name Phna. h her aHomei i Work i
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N New Hampshire NO POST.
Yankee NECESSA' MAILED I UNITED f C
BUSINESS REPLY MAIL FIRST CLASS PERMIT NO. 2 SEABROOK, N.H.
M POSTAGE WILL BE PAID BY ADDRESSEE NEW HAMPSHIRE Y ANKEE EMERGENCY PREPAREDNESS OFFICE h
SEABROOK STATION P.O. BOX 300 SEABROOK, N.H. 03874-9990 N0 h
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emergency instructions.
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Emergency sur le plan Plan d'urgence Information pour le Massachusetts
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Pour la Station Seabrook If you hear a siren g u y,,g If you hasr a steady arsn -3 to 5 m= :as-Si VOUS eDteDdeZ D9ifh tune to one of these Emerprev Broadcast une M De System radio stacons as once for emergency instruccona.
Si vous entendez une snos quiimet im mgnal conunu - pnd.nt 3 4 5 mmatas -
A51 Radio N Radio metra rous imm k nemment a ricoate (ane de ces stanons de radio du Srsume N Im RYT PM de Ratiin difumon dTrgence pour etn an wcG1 411
'"ur*** d'* in8'r"maaa en cas de atuanon A
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etions for your protectioD Raaio.w Radio N WHAV 1490 ETT 92.5 If thegwynggij3guey atfeabrook gg ggy gg,.;
Stacoq yoo coa.a oe told to do one of trase Ce qu,il faut faire pour l
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Take er.co md n and clo.e au win-vous proteger dows and dmrs. Tarn of all soarcas of cat.
mde azr, ruch as heanns and cooling s73-S'il y avait one stnazion d'arpnm a la D sr.nou suren..mm. n.o tems and fans. Ist ares baru cbwn. Close Stacian Seabrook. on pourr:2t tous dire de Pm== *ans mann 4. cran.,, ors
[*.' ",",",,
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7 chimnee Cnas af.er Eres are o=. @
fan rune de ces cnosec dS*b'8 d"** *:r' 'P"5bi
- Metsas.vons & rabrL Ran:rez & t'mtdnear Ersenase. Drits out of the arms m your own car. 5ee rugpstad routes as nght.'
et femar tantas les portas et fandtres.
si uus am d.mus tam not Other to::ss mar be g) Ten on de radio be-Bouchar tentas les soartas d'azr tunant d,
"[f~"."s C 4 M "of @
cause of condamons at the cme. Fouow the restanear comme les a.ppands de chauf-d E.st de Prepara:aa En Cas dLin:e Emergener BroadcaJt frstem stacon fap et (air condiconna, et les racD-as r-c2.t.nwu, as 1000 m Lateurs. I m e=*r las feux dans les chemi.
instrue': ens.
nees s'etemdn d eux-mimes. Fer=a les y
There u a recr:non centar for each city and de chamn= una Wue am (euz en town in ce to cule Emerpace Pf=nni-g Zone around Seabrook 5tacon. See 1 Ass Cvacnas les liens. Conduust retre propre at ngar. Too won]d go to your r,mpoon voiture pour quistar la region iEdlitur.
evntar :ar these sernaec "as aus inndmm sugpm 4 dmnet
- Reguiranon and informamon
- * * '"*E'"*
- A plam to meet adult famdy Nmhan who donnas & la radio salon les czrtonstaneus trad gated neoads;ely,
,o w %h du coomant. Sever las hatraccons de la a Referru 17.'A or, non,, yeavfould s:ay du S m & M m on w
if roo would not be starms wr.h f.a.ma;n or dTp is D y a un cancre (accued pour chaque edle fneeds c;,o.a
- Jr..__i ' ;.;.. -.
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a Stonnenas for radiacon exposurv and de-faisant parce de la Zone de Plana 5csoon conta==amon if deand.1.i.r:an to the En Cas dTrpace couvrant 10 mdes autour de la stacon Seabrook ivoir la hste Emerancy Brundcast 5estam stamons for i dnne Vous trs: a votre cancre (accued artru:=ona.
,,,,g _
pour bena6cer de:
j Schooie-idren would be ulen-*j-s A
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- L'inscrtpoon et :ss rennetsnecents.
j s, '"You woT12c pich tnem up den.
- Un endroit ou retrocTer das membm a
l Emeram t'ves would take people widout adultas de recre famdle qui auraient era j
cars to sc.e recepoon center for the6r town.
Bas rouw tnformanon amould W ava.Liaale E'" # $ #
N de= aunt n vous n'aUer pas enez das J
Lf een need sm-e.ior=aton ci are hand-ama cu dans to:e famlue.
Une L.r.e de bic=enu d a: cud pour tempee:. :en:.aet de New Hamire j
ea:hers.
Yankee f.ceranee P eoarect.au O5ce
- Un con:r6te d' az:nnson a::: radiacons Lot a: I et t=e deconta=manon a tous le desirer.
(co)) * ' W iEco=tzt les statenJ du Syr:a=e de Rad;ocS.trion dTrience d
pour etre au cot: act des instruccocal las eccliers seront e==enes dans das
,, m enu d accueil. C'est !a su "SS ATTACHMENT C
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o Carres d'cccu il Evcenatian routes Am:sbury Nawburv Salisburv
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Plum Island:
Salisoun Beach:
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Rte.107A North Plum Island Tpk.
Rte. IA South C"
iSouth Hampton West. Turn left en 4which becomes
.t RdJ to Rte.108 Ocean Ave. South to Beach Rda, across
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South to Haverhill Rolfe's Lane South U.S. Rte.1. to Rte.
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to Rte.110 East to to Rte. lA South 110 West to I 95
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into Beverly. Turn South to Rte. 62 114 East iExit 42A) right (Wests onto East ' Exit 50) into f%
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j to 1101 Turnpike Federal St then left Beverly. Turn right
/
,i b-Rd., North Andover.
onto River St., to 44 onto Bridge St., then River St., Beverly.
right onto her St.,
Nonh Andover East o/3farket St>
- 44
8'"
mwchusetts Electric South of Elm St.:
Or, Plum Island' Bemly.
Com mny Rte.110 to 1495 Tpk. West. Turn left South to Rte. I't4 on Ocean Ave. South
.Mlliiiiik South of 1101 Tumpike Road East iExit 42A) to to Rolfe's Lane to Beach Rd; Rou:e 114i 1101 Turnpike Rd.,
Hanover St. to U.S.
U.S. Rte.1 South t Cenars aaccueilpour~-
North Andover.
Rte 1 South to Rte.
Rte. 62 East into Amsarv 62 East into Bev-Beverly. Turn right ygg West of 3 fain St.:
erly. Turn right onto onto Bridge St., then Wes: Newburv Hillside Ave. South, Bridge SL then right onto River St.,. "
across Rte.110, to right onto River St.,
to 44 River SL, s ;
1Y4 E t Ent 4 O
D ver St.,
Begv
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B A$ dover.
Enland including fofNewbury
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Rte.113 West (Main
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1 West ofHillside U.S. Rte.1 South to Sta to Groveland to
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Rte. 62 East ink Rte. 97 North /113
%.NJ Rte.110 West to Beverly. Turn right West to Rte.12-o
-A as ;
Mernmac.12ft on nght onto River St.,
Rte.114 East ISalem
- Ns_"&d?
.nto Bridge R, den South iBridge St.) to Broad St. to I.495
- &/
South to Rte.114 6 44 Rim SL East < Erit 42A) to Tpka to 1101 Turn-Beverly.
pike E Nore Beverty 1101 Turnpike Rd.,
North Andover.
Or, I.95 South to Andover.
%=rhusetts Electric Commnv Rte' 62 East Exit Or. Rte. I?0 West t Qr. Rte.113 West 44 Rzver' Street
- 50) h W7-Oinm ntJ to Grove-1-195 South to Rte.
Turn n. ht onto land to Rte. 97 Ceru:rrs d'accuerlpour-g 114 East iExit 42A)
Bridge St then North 113 West to Newbury to 1101 Turnpike nght onto her I-495 South to Rte.
Newburyport Rd.. North Andover.
St. to 44 River St.,
114 East iExit 42A) 4 Enury B***fl -
to 1101 Turnpike f
Merrimac East of Church St.:
Or Rte.1A South Rd.. North Andover.
I Rte.110 to Broad St.
iso Beverly. Tinn
- ggyf3, South to I.495 South right onto Federal South St. East to to Rte.114 East SL then leR onto I-95 South to Rtc' (Exit 42Ai to 1101 River St to 44 133 Wen to Rte.125 Turnpike Rd.. North ~ River St Beverly.
South to Rte.114 Andover.
Ea t Mem Tpu e Newburyport 1101 Turnpike Rd.,
West of Church St.:
Rte.110 West to
{ast of ((cte St.:.
North Andover.
- ~^^ '" "2C" I-495 South to Rte.
114 East Exit 42.0 mmes 9 u 7 to 1101 Turnpike S uth g e -
Iurn r,e.,.n ra Rd.. North Andover.
Aen M =
1 69 m.if i
-As-3
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1 Newburyport t
East ofState St.:
His L. r ast iwnich
'acomes n:e. IA -
Souths into Hov=vi7 Tyrn richt nea TM-eral at.. Inen 1 eft M tn.L4'
'Ricae$t_Eeenelv "
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KHigh St. East twhich becomes LA South) to Green St.
to Hanover St. to U.S. Rte.1 South to Rte. 62 East into Beverly. Turn right j
onto Bridge St., then right onto River St.,
to 44 River St.,
i Beverly.
Between Broad &
4 I
State Sts.:
U.S. Rte.1 South to 1
Rte. 62 East into I
Beverly. Turn right onto Bridge St., then
}
right onto River St.,
to 44 River St.,
Beverly.
West ofBroad St.:
Rte.113 West to I.95 South to R:e. 62 East iExit 50) into Beverly. Tum right onto Bridre St.. then
~
right onto River St.,
to 44 River St.,
Beverly.
t
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Emergency P07
. Plan Information For Seabrook Station If You Hear a Siren If you hear a steady siren -3 to 5 minutes -
tune to one of these Emergency Broadcast System radio stations at once for emergency instructions.
AM Radio FM Radio WilAV 1490 WLYT 92.5 w u,1 a.1 A
^
Actions for Your Protection
.w If there were an emerrency at Seabrook Stations *fouTouTIEeTd to d$ one of these things:
Take shelter. Go indoors and close all win-dows and doora. Turn off all sources of out-side air, such as heating and cooling sys-tems and fana,let fires burn down. ose chimney Ques after fires are out.g 6 Evacuate. Drive out of the area in your own car. See suggested routes at right.)
Other routes may be given on the radio be-cause of conditions at the time. Follow the Emergency Broadcast System station instruccons.
There is a reception center for each city and town in the 10-mile Emergency Pianning Zone around Seabrook Station. iSee list 6
at righs.e You would go to your tweepuun i
center far these serdcas:
- Registration and information A place to meet adult family members who a Re e b
oYtcElN
~
if you would not be staying 37th femdv or friend.i "p;,g,,; A
., ;m;a S J.A:L
- Morutcring for radiation expo.12re and de-i contar-manon if desired. iListen to the Emergency Broadcast System stations for "28t'*'" "'A ifN1%',
Schoolchildren would be taken to -- ' ' rh '*-.---
tua.Yca would pick them up there.
Emerrenes i.tses_ would take people without cars to tne recepuon center for their town.
Bus rome informanon should be available where this poster is shown If you r.eed~nXJGination or are hand-icapped contact the New Hampshire Yankee Emergeoev Preparedneu Office now. at 1 ?^ ' ' ~i (feo))w n5L s ATTACHMENT C
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U l 'dorth:Amesbury Newbury Salisburv i
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Rte.107A North Plum Island Tpk.
' Rte. I A south r,/
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'l iSouth Hamptai, West. Turn lea on ishich twornes i
- Rd.: to Rte.105 Ocean Ave. South to Be.sch P,da, across South to Haverhill Rolfe's 12ne South U.S Rte.1. to Rte.
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to Rie.110 East to to Rte. I A South 110 Went to i+5
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into Beverly. Turn South to Rte. 62 1 ',
j ',%. L,5 114 East iEnt 42Al nght iWesti onto Eut 'Eut 50. into n 7. r_
to 1101 Turnpike Federal St.. then lea Beverly. Turn right j
Rd., North Andover.
onto River St to 44 onto Endee it., then U
7 North Andover East of.lfarket St/
Rn u St, Bes uly.
nght om Rnu St..
- Massachusetts Dectne South of Elm St.:
Or. Plum Island to u Rna et,
~ Company Rte.110 to I-195 Tpk. West. Turn lea Bes uly.
1101 Turnptke Road
- South to Rte. I14 on Ocean Ase. South 2 ;A South of thoute 114e East'Ent 42A to to Rolfe's lane to Beach Rd:
N'"E"*" 8'" A
1101 Turuptke Rd.,
Hanoser St. to U.S.
U.S. Rte.1 South to North Andover.
Rte. I South to Rte.
Rec. 62 East into ma West of.lfain St.:
62 East mto Bm Besulv Turn right
'F West Newbury Hillside Ave. South, uly. Turn ndt ma om Anb St, @en across Rte.110. to Bridge St., then nght onto Rsser : t.,
I-495 South to Rte.
right onto River St.,
to 44 Rner m.,
Dan =3 114 East iEmt 42A) to 44 Rnn :L Bep;,,w n j,,,
Rd... o dover.
I including e[ Newbury
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gg,_gg3 g g,51ain DN Atc; U.S. Rte.1 South to St.: to Gros eland to y/'
Rte.110 West to Rte. 62 East mto Rte. 97 North 113 Mernmac.14A on Beverly. Turn nght
- \\aT-Mir'g Broad St. to I-495 onto Bndge :L,then West to Rte.125 w
+
-j South to Rte. !!4 nabt om Rner SL South iBndge St.6 to 4
Rte.114 Eut iSalem Ear iE.ut 42Ai to to 44 Rau s, Beverly 1101 Turnptke Rd.,
Bes uly.
Tpk.i to 1101 Turn.
j pike Rd., Lrth Massachusetts Deetne North Andover.
Or,195 South to Andos er.
f Company Dr. R:e.110 West to RT4. 62 East E.ut
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Or. Rte.113 West l
44 River Street f495 South to Rte.
50s into Beverly.
(Tiain St. to Grove.
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Reception centertbr.
114 East iE.ut 42Ai
!and to Rte. 97 Newb to 1101 Turuptie North 113 ht to L
R L.
b 4Et t
Merrimac to 1101 Turnpike East ofChurch St.:
Or, Rte.1A South Rd., North Andover.
Rte.110 to Broad St.
in~to Beverit. Turn
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5.:
Emergency Bus Information For Newbury, Newburyport, and Salisbury l
If there were an emergency at Seabrook At the reception center, you cculd register, Statioy, or some other type of emergency, meet adult family members, and be referred j
you might need to evacuate. The Emergency to a place to stay. The center could also pro-Broadcast System radio stations would tell vide monitoring for radiation exposure and you if this were necessary. If you did not decontamination if desired.
have a car, you could take an emergency If you have questions or would have special bus to a reception center outside the area.
needs in an emergency, contact the New (See list below.)
Hampshire Yankee Emergency Prepared.
Buses would pick up riders along special ness Office now at 1(000)000-0000.
routes. The Emergency Broadcast System he If u hear a skady sires would tell you when buses would start I
three to five minutes - tune to one of these running in your town. It could also give Emergency Broadcast System radio you other bus route information.
stations at once for emergency instructions:
I l
AM Radio FM Radio City /rown Buses Go to This Receptior. Center WHAV 1490 WLYT 92.5 i
Newbury Massachusetts Electric (Note: The other side of this flyer has bus 5Yver Street inf unanon for Amesbury, Merrimac, and sb Beverly West NewburyJ
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1 DRAFT New Hampsh.ire Yankee l
i i
Newburyport Emergency Bus Information ATTACHMENT C
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Massachusetts An Emergency Plan i
tew n e vaniee mHr.opmte EInergency
. S-a n.w nn.1ea, -.1.nt.
Seahk. New Hamyhire. NHT has de i
Pian l
opedb emergency plan for each Mam n-setts e v ar town in the area arcro y
1 e
i 10 miles the Seabrook riant. T 1
InfOr1 Hat 10n l
P an wedd be ed to pme ym m ' e I
l event of anw snt at Seabrooc.
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For Seabrook Station This plan comd aim be used in o_er emer.
1 gencias. such as. floods, fins, hur tcanes, tar ;
/
nadoes. or scric daemical spills. hilar plans have been successfully used by'ocner cities l
and tawns d= ring emer
)
FLTG
'This plan was develo\\ ge
/
1 ped'to meet federal gor-r ernment rules.These rhied require l
i A
\\
- - m m p p a im at au m m.
I mermal nucicar powerplants, so a(5ctals can I
deal with emergencies' Tbh plan is tested j
regu'.ariy to be sure war wea.
l I
Thir, flyer extsams w the p wurks. It
{
tells you wha: todo in an emergecey. Please i
take the time to read it carefAv. KEEP I
THIS FLYERIN A SAFE ANDHA?fDY If ou havv any questions, please call the noncergency numoer below. We will.be happy to help yea.
3
/
1
/
Nep Hampshire Yan.kee Emergen Preparedness Office: 1(000Xm0000 J
i 2
{
Yankee l
l l
l ATTACHMENT D t..
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How[You Would Be E=crgency Phone 1
w,, _ w
' Told abo. t an m-=
u Emergency 6
l T
ne war Omite nm oron-ison is 1
'were an emergenc'r. a aren wo Pmpand to help in an emerpocy. If you s a steady three.to.6ia minme If-am bad' or 'need =paci=I help, all the Offsite Respon,se Fm ocy, Operations y:n this signal: _
' Centar. Dufring an emespney, these p' nne a
' 1. Go.
rir. Turn your 7.mo to an lines only for people who need help.'
\\
Br=dr"M.
~n. You 11 will be ld what to deiStaymg tuned to j
the radio dght te all.myr'woujid need to 1
1000 0000 do. Or, you t be inM to take other
~
jl How to Take Shelter k
- 2. Do not use yo tel imme except for a per.
-q
. sanal emergency.
ve the lines open for If there were an energency at Ser. brook Sta-i aF==1 business.
ne can do so without '
tion, you could be told to ?take shelter.* nis
~
usmg the phon, eh p to see if others
- neans to go indoors and close off soums 'of -
r
- have unders+
the sren and emergency outside air. You would only have to stay..
l
.n = mage. Th/is extra Ir.partant if you inside for a short time. If you are4 bid to take '
know som cannot well or nh shelter, this is whas you should do:
')
stand Eng well. -
inside your house some nearby i
b *1 ding.
{
Sch e'bnaineines. basoita and nur>
. Keep the radio f to an Emergency
- ing homes are provided wt:h tone ert.
i Broadcast S, ar=tian radios. In an emergency, these radi would
. Keep a pets idioars.
be automatically tuned to an Em-s%f
.Close wmdduli and doors.
l Brdadeant System station.
Turn off nng or cooling system that -
I r.f brsass in
- ' air. (Use such hestmg -
L-{
[
systems gely% procat life or health.)
Turn o ki' and bath exhaust fans and
... w j ;
y
'h. #_ __._1 attic f i
Do o t use Sreplanes or wood stoves. Iet the i
., goAc) fireIurn down. Close the dampers after fires y
Dunng an emergency, NHY Offsite Response off your clothes p.
ITifamznuonbtTicials would continually
. Stay indoors until you are told it is safe to
( review the situation. They would recommend -
go out.
]
_ i protective actions to' Ma==chusetts state and
. If you must go omdoors, cover your mouth i
i local ofIicials. They would also be pmpand to and nose with a folded, damp cloth.
j
.I ' assist in implementing the actions. In case of I
f en emergency, keep listening to an EBS F
station for specific instrue:xms for your city er town.~~
2 3
.p l
1 1
1
~
mam
)
You could be told to evacuate. Bis wenns to rartes may be ginn en the radis l
a"
'"*IISIons at tha tim 2. Fellow tha l
leave the area. If you are visatzng or worsmg in the evnenation area but live ont=/w it, ig :.m instnzenons. -,, _
leave the arer, immediately. If you live in the I
evacunhnn area, you may YetzIrn hM* to get to CO necessary belongmgs. Then leave tbc area.
%ere is a recepbon e,nr,r for eseb city and l
You should follow the instruenons grren mi town in the 10-mile Emergency Planning '
i the _. _.. -
E 85 si ur.
Zone around Seabroos Station. (See list l
e
.7 __eem.
inwia flyer.1 You would 5o your reception
{
3 What to Take with You -
a 7, g
. Do not try to take all of ymzr belongmgs.
.Take what you will need to be away for a
. Registration and infonnation -
few hours to a few days. (For nam,le, extra i A place to meet acult family members who I
clothine medical supplies: and cash. creait
{ had evacuated separately N r. -
FW d cards, I:chec.kboo.k If voo will be s:aying at
.'J_--; 4 E.r. c. f.;5 h _, M a.;;;n _,
1 a pubbe seer.er,. cyou snouac take b,rankacu
. Referral to a sWwnere yo. guld.,,
+fH I
ce w e crew ce u
stay i J
and pillows.)
yua would mot be staying with femHy or k
.yave nets agrqe,,ifgou will be staying at friends I
a p'Ili)! cYasher. You should also try to blonitoring for rarharion exposure and shelter liTestock, especially datry en tie, and deeDat*mi" dan if 6estred. (Listen to the i 4.5
,l give them feed and water.
Eme:
L-2.
for Alcoholie drtaks are not allowed at recep: ion mstruerions]
centers a M"f9" A
- ***'8 g
gjg-Evacuation Plans for i
"gQ
&,.pecial Groups S
- *I!!E25.,
=.~.u.,.,%@.,:
l d -
p
~
You would pick them f=i' - r-. C - "
bood Neighbor Assistance up there. If you wanted referral to a place to If your neighbors, relatives, or co. workers stay. roonitoring for radiation exposure. 3-ht might need help in avacuation, please enees
--...u., or other
. c u._ e.
en them before you leave.
belp, you would go to vour reception center If they need help you ennnot give, call first. You wo,nldp~eu meet gdren at 1(000'"C 00. Emergency worke:s will their E U T7u*are'as e'd not'to go to provide aid. {(Soe)'iS9 Ag. t.
the school to pic!c up your children.
I How to Travel
- Handicapped persons would receive ex:ra l
Use only one car (or%her vehicle' per help. If you have not already done so, please family. If wu hate room, please c! ecic :o see request help now from the NHY Emergency i
~
PT* PAT'd"'
- Office-if amoneselse needs a ride.
gg5 Keep the car radio tuned to an E: ;._.. -
)
Wyssem station.
k m
j l
-.---..-u.-_u._,
_._a_
ion center. Bus room svznM;Wfs,:Gwe mm8 7ERK]@ reb 4
bases to their russPt
. inf;rmation should be cv.a W where you Federal. state, and local efficids would be got this oyu.Ifyou need mom infor==n=,
told. All emergency facihties wculd be motact the XHY Emergency W'===
cperating. Emerg:ncy work:rs wruld be ready to d_o their jobs. The sirens would be
_ OEce now.
"#8 '" your radio to an EBS
' inf:rmauam for farmen is avadable to.
stadon to learn w.nat to a 3
belp farmecs plan how to procas livestock and crops is an emergency. For decalls call General emergency. ' Itis kind of event is g
elad as the most sersous. Radioactive 1(000)000 03X4.
u e-,ge.ug matter could go well beyond the plant site.
Federal, stata, and local nmcinis would be
~~
'Y 4
told.' All emergency facilities would be in full oPerstion. Emergency workers would be SaCh,y;Gund IM[OTCaI50D ready to belo the public. The sirens would be X/nig c,. _ emgAe.g sounded.\\ Turn c,n your rauzo to an EBS 3 Whensver -thing out of the ordinary N, learn what to do. E: p ep" - g happens at a nuclear power plant, the event i
is put into awaf feur ekves. You may hear l
' these terme For More Information
~
~~
Unusual event. A minor event has taken Call the New Hampshire Yankee
- place. No r"== of radioactive reatter is
- expected. Federal, state, and local officials
$$h@s ce, would be toe The NHY GL.'.m.~-,. N
" " * - " " ~ " -
nw=nbeen would be told. and Seabrook -
O NM N
Statian pla= staff would respond to the event. You would not have to do anyt'ning L
Alzrt. 'Ihis s also a minor event. Small amounts of radioactive matter could be relrased. Federal, state, and local oEcials would be taE The NHY Gh W= CEO Orgaresc would open special emergency
' freilities. a:xi plant conditions would be monitomd. A media center would give regular inix nation to the press. h-e-er.
I lib! in, : :"u bor. m A envMS
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North Andow.
1101 Turn ike Rd.
Rta.110 West to 195 Ria. 62 East into West ofNiasis, Aor.:
South to Ria. 62 East North Andover.
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ento Bridge St., then Marrunne. idt on Turn right onto Bridge right onto R;ver SL, Brand SL to I-495 SL, then right onto to 44 River mL, South to Ria.114 East River St., to 44 River 3* N I1-f
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62 East into Beverly.
114 East (Exit 42A) to -
Turn right onto Bridge rigbt onto R;2ver SL to 44 River mL, j
1101 Turnpika Rd.,
St., then right onto North ~ Andow.
River St., to 44 Riw Beverly.
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p mo Federal I
Eta.110 to Broad SL b 082 I*S ODt0 I
South to I 495 South 3:ver St. to 44 River j
to Rta.114 East (Exit O' ' 8 8 rI.
J 42Al to 1101 Turnpike Pd., North A:: dover.
1 West a(Chu.ch St.:
l Rta.110 West to I-495 L.
i South to Rza.1I4 East 1E.aht42 M sa t u t Turnpike Rd., North Andover.
l 4
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1 Information sur 2
l les situations d'urgence I
Pour la Station Seabrook Si vous entendez un son de sirsne continu
- pendant 3 n 5 minutes - scoutez une de ces stations de radio pour stre au courant des instructions.
Radio AM Radio FM l
WHAV 1490 WLYT 92.5 New Hampshire DRAFT
~ Yankee l
Bureau d'8 tat de Preparation En Cas d'Urgence ATTACHMENT F
pf sp s
Emergency InfOrmat10n For Seabrook Station If you hear a steady siren - 3 to 5 minutes tune to one of these radio stations for
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nistructions.
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New Hampshire Yankee
{
+y.
I Sumer 1988
Dear Employer:
l I would like to ask for your help in reaching your employees with i
important emergency information.
An emergency plan has been developed for everyone who lives in, works in, or visits this community. This plan would be used to protect the public in the event of an accident at Seabrock Station.
i This plan could also be used in response to other emergencies, such as floods, fires, hurricanes, or. toxic chemical spills. Similar plans have been i
successfully used by other corm 1 unities in response to emergencies such as I
these.
Each person who lives in this community will receive in the mail a 1988-89 calendar containing emergency planning information. However, many employees are likely to live beyond the local area. In addition, since the information is so important, it is a good idea to reinforce the message from several different sources.
Enclosed with this letter are materials which explain how the emergency plan works.
The materials, including a poster and flyer, _ describe what individuals should do to protect themselves and their families in case of an emergency. Please read these materials carefully, and then help us to inform your employees by distributing the materials to them. [If you need adattional copies, you can use the enclosed reply card to order more. The materials are alsc available in a French or French /English version.
Federal emergency planning guidelines recomend that such materials be displayed in prominent view. Here are some specific ways you might use these material s.
You can, of course, adapt these suggestions to your own circumstances.
1.
Self-sticking labels -- for attaching to employee lockers, time clocks, rest rcon mirrors, etc.
They can also be distributed along with paychecks to employees.
2.
Posters -- for posting in lobbies, lounges, halls, lunch rooms, offices, and on employee bul?etin boards.
3.
Flyers and bus route maps -- for distributing to employees. A supply can also be kept on hand for customers or visitors.
i i
New Hampshire Yankee Civision of Public Service of New Hampshire
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- f. k,W N ATTACHMENT H
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Nsw Hampshire Yankee og 44 Summer 1988 l
Dear Hotel,
Motel, or Restaurant Owner or Manager:
I would like to ask for your help in reaching your employees and guests with important emergency information.
An emergency plan has been developed for everyone who lives in, works in, or visits this comunity.
This plan would be used to protect the public'in the event of an accident at Seabrook Station.
f This plan could also be used in response to other emergencies, such as floods, fires, hurricanes, or toxic chemical spills. Similar plans have been successfully used by other comunities in response to emergencies such as these.
Each person who lives in this community will receive in the mail a 1988-89 calendar containing emergency planning information. However, many employees, as well as guests, are likely to live beyond the local area.
In addition, since the information is so important, it is a good idea to reinforce the message from several different sources.
Enclosed with this letter are materials which explain how the emergency plan works.
The materials, including a poster and flyer, describe what individuals should do to protect themselves and their families in case of an emergency. Please read these materials carefully, and then help us to inform your employees and guests by distributing the materials to them.[If you need
(
additional copies, you can use the enclosed reply card to order more. The materials are also available in a French or French /English version.
Federal emergency planning guidelines recommend that such materials be displayed in prominent view. Hera are some specific ways you might use these ma terial s.
You can, of course, ad5pt i.hese suggestions to your own circumstances.
1.
Self-sticking labels -- for attaching to employee lockers and time clocks, rest room mirrors, telephones, etc.
They can also be posted with other emergency information in guestrooms and distributed along with paychecks to empl oyees.
2.
Posters -- for posting in lobbies, lounges, halls, lunch rooms, offices, and on employee bulletin boards.
Nw Hampshire Yankee Division of Public Service of New Hampshire P.O. Box 300 Segbrook, NH 03874 rr r
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.:...,,, '. '..,.4..... j ..*a .:....,3.... is -.,. '.-., ;.. x .[.n -w ..x. e ' J.:., ' '. e )y g 1 s ' h. es - '~! l.1.. . c l' t mm m m m. ww.s i m -_ _ _ _ _ - UwentrimE3atuatioW ine plan New Hampshire Yankee has In New Hamnshire. plannine :s a submitted to the NRC for evaluation is cooperative effort. The state has sun-the product of months ofintensive work l' mitted and tested plans for the l-by a team of ve eran planners. They have New Hampshire towns. the collective e.:perience of 108 l'.S. l ] Massachusetts, however. refuses to ""CIear power plants behind them. j participate in the planning proce3. In e ve drawn up a plan that can be the fall of l'M. the governor announce.1 effectively implemented with or j that he would not submit emergenci without the participation of state and plans for the m borderine town < in c ! off,cials. Massachumt<. Since then, plannine The utility plan follows the same has been at a. tandstdl. Meann hile. NRC criteria mandated for state. New Hamp.-hire Yankre ha continued designed plans. And. it incorporates to make a c"o.i fait h ami .-t.une l eff..rt less ns le rned from testing the New (. l to "htain Ma83achu-ett.. ooperation. Hampshire plan. g 4 l w ch no succe,, our plan will responsibly manare 4 public safety in the Massachusetts A olution communities nea: Seabrook. g New Hampshire Yankee must act with ~~( prudence to secure the earliest possible heente for Seabrook Station. The plant's j timely operation will benefit customers. employees, shareholders. and the New England region as a whole. g j;, ,2,3 .,4 'j ~ Seabrook is completed. the energy is 'f N y v.mc -i ,5.1.
- d.u._ i needed, and the plant is safe. Seabr'ook JO lf 0 ~
i is a quality facility that has earned kt' i' \\ rM h { 5,96. f ff:$i h.(? high safety grades from the NRC. The only hurdle preventing licensing PMJ f ' <,Wi ! j,Y " ', is the offsite emergency planning issue i HMf I i }, / in Massachusetts. To clear this hurdle. I ( 4[' &p i New Hampshire Yankee has been forced j to develop and implement its own emer-1 gency response plan, called a utility plan. / g r f The utilit.s plan: An mersiew f ~ The difference between a utility plan and a state +ponsored plan is primarily b { ', in who implements it. Without the I MI state's participation. New Hampshire E, Yankee must successfully demonstrate i j I that it. the utility. can carry out the i / 4. l responsibilities of public safety officials lj [
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in the event of an emergency. To do so, C we have recruited a highly qualified team of emergency workers. They are skilled professionals, who live and What the phn doen N;ork in nearby Massachusetts and Developing a plan requires careful l w ew Hampshire communities. They care as much as you do about the research. numerous revisions, and exten-health and safety of their families. s ve review and testing. The result is a neighbors. and friends. logical. workable plan. New Hampshire Yankee's completed plan answers the following questions: Who should be notified in an emer-gency? The plan provides ways t.) l notify emergency responders; federal. state. and local officials: the public; and the news media about any i emergency. How will the plan be put into action? 8tep.hy4tep implementation proce-dures are in place. with coordinated command and control of all activities. - Co - l g - - u e.moucug MUw NUUMy FUM i th2 public? Depending upon the required into action response, a clear set of instructions is ,u in place. 31ost likely, people would be Who are the emergenc3 responders? asked to stay in the safety of their The skills of more than 800 volunteers homes or workplace and listen to the from New Hampshire Yankee Public radio for further instructions. Service of New Hampshire. Yankee The plan outlines: Atomic Electric Company, and New = where the public shouki go. England Electric System have been = how they should travel, and matched with appropriate emergency = how they will be cared for. response roles. Their experience The plan inchides specific procedures qualifies them to carry out the jobs for handling special vroups: that pubhe 3afety officials woubt nor- = scho. lchildren. "b N" M N # **"G- = hospitals and nursing home patients. = the handicapped. and a people without transportation. The plan thorot.ghly accounts for all ~, * ", ", " " ' ', * ". * ",, _,,,,,,, _,,, _ _,,,,. components needed to earry out an "lllf.~,,-", '.*n".;*.*,"l,';",,*ff;.*;~,,,, ::*;,,0,;" ::':"',.
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.~e- ~ = equipment. ~ - - ~ ~ ~< -~~r.. -~=.=;p ~~ ~~- -. .=~ - ~ ~ = contracted services. and -'ae~'--".~~ = personneb c e . -,.n - ~. a ~,. .n ne..e mev e m.an -.a. me. mea. au a aw. o w... a e.e We have more than the reiluired =. o
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numher of buses. ambulances. and "T. ~.","*.". * " *.*2,'*."f.",;*,0~. ',l7,, *' '***" " * *"*** emergency workers. .-a.ae.'.-,,.--=~---,~- - - - - - ~ ~ ~ - ~ - * ~ r.~..-. The In volume plan contains an a...e== cone =.a. n me.a.a.o. s ""'no m =~ aeae ee a - - " - - ' * " * * * " * " ~ -**'-~ integrated plan. accompany ing pro- ~,4:=,,-, ~;= ~,,~,;;l.;,,,,* ,- y,~. ~== cedures. and appendices. It has the ~~a~~a.-a,_=.~,.,----..-~. mv.n same capahih.. ties as a town or state- ~aa designed plan, wv "wv vws %6. L..L u es a Cw
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' - ~ - - - - - - The Independent Emergency Planning .\\dsisory Panel Our plan underwent rigorous scrutiny by an independent " blue ribbon panel These volunteers wmbined uith of experts, more than M4 contracted workers. Twelve members of that panel are proWe us with a team of 1..iOO profes. top 'evel experts in science, energy, and siona!3 *o implement the plan. Another safety. Three are residents of 31assa-2 ""rkers wouhi be available on a chusetts' 10 mile zone who are familiar stand h. ha is should they be needed I with the surrounding communities. for auuhar3 unctions. ~ 88* f P"' deop.l.','" have been staffed three The panel's objective was to scrutinize
- is a primary responder, our work so that we could produce the safest possible plan for residents and a m. Mars responder, and a third, emergency workers. The plan is an even back sp per3on for every position.
better one because of their contribution. What 13 pc of positions u ould Above is a note from the panel's the3 fill? chairman, fe rmer Congressman 3!ike There are more than..W types of posi. 31cCormack. to 31 massachusetts residents. It summarizes the panel..s mvolvement tions requiring a variety of skills. Some ind.. duals wouki serve as support per-ivi and reflects tneir feelings about the plan. sonnel with 31 massachusetts towns if there were an emergency at Seabrook Station. Others would act as traffic j l t coordinators, be part of a field monitor. How would solunteers be ing team, work in a public information notified? capacity, or he asked to notify nursing In the event of an emergency homes. schools, and other organizations. requicing a response, the offsite Volunteeri responsibilities fallinto tearn would he notified at home or I one of the following categories: work by a emputerized, automatic 11anagement - direction and coor-phone dialing system or through a dination of response activities. pager system. Emergency response support - All jobs will be performed with emergency medical and puHie services; one priority in mind: To ensure the e%rdination and dispatching of buses, safety of residents and emergency ambulances. and special venicles: and workers. coordination oflocal fire and police officials Preparing for action: Train l Traffic controliroad guides - ing and testing guidance of traffic flow during an evacuation. liase the emergency workers Radiation health - environmental receised training., assessment: emergency workers' radia-Each volunteer is being thoroughly tion protection; and momtoring and trained for his or her specific emer-decontamination services. gency response function. The train-Reception center support - activa-ing began in early September 1987 tion and operation of reception centers. and will be conducted over several Administrative support - clerical ser-months. The number of training ses-vices. building maintenance: purchas-sions varies for each position. ing ad supplies. In addition to training for specific SecurMy - guarding of emergency tasks required by the emergency 4 farilitie plan, the program also includes a -44 Public information - issuing prorr.pt generai classroom presentation on accurate informat;on for the public m eroergency planning and practical l an emergener. demonstrations in such araas as l Communications - coordination of emergency communications. This telephone and radio communications; will prcvide emergency workers maintenance of equipment with a broad understanding of the Town liaisons - provide communiem overali. integrated emergency tions link with.\\ massachusetts towr. response effort. of6ca. We w ant all volunteers to feel l Do they hase proious e.\\periente e mfortable and well prepared for l in the e rolei., their roles. i l The table below summarizes the Q professional backgrounds of our ,ga n..
- h emergency workers
= Radio commumeations a First aid 7 = Nuclear Navy or nuclear power plants = Management /superv:sion i = Executive management !l g*. E*
- Radiation: monitoring dose assess-p **
2' ment. decontamination i = Security = Firefighters , p ;;ce Will the plan be tested? = National Guard Yes. the plan will be thoroughly = Human services counseling tested. = Vehicle dispatching All emergency workers wdl par- = Public information ticipate in a drill of the plan. In both = Public speaking a practice drill and in the actual drill = Administrative support graded by federal authorities. workers will be observed and eval-uated on how well they perform their responsibilities. The plan will also be judged for how smoothly it is designed and carried out. 4 [- Emergency planning: Seabrook's emergency Some background planning zone There are 23 towns within the 10-mile Before Seabrook Station, or any other radius of Seabrook Station known as commer cial nuclear power plant in the U.S., is issued a full power operatinv the emergency planning zone (E,PZ): 1,, license. federal law requires that emer-m New Hampshire and six in ssachusetts. gency response plans be developed and teste'd for the area located within 10 The six Alassachusetts towns are miles of the plant site. Amesbury, Newbury, Merrimac New. Emergency plans are an important buryport. Salisbury, and West.Nejvbury. ~ The combmed resident and transient addition to Seabrook's multi-lavered safety systems and are a valuable com-populati n is approxim tely 82.000, munity resource. The purpose of the plans is to protect public health and safety. The U.S. Nuclear Regulatory Commission (NRC) and the nuclear power industry want to make sure the s public is well protected and well. a informed of what action to take, if any, l in the unlikely event of an ernergency. y,,;, An important community resource ) r Emergency response planning can e. prepare cities and towns to handle any type of emergency, from tornadoes to e a yy.,.J Doods, from hurricanes to industrial v' f ^ ' accidents. To date, plans have been approved s*f T for 108 nuclear power plants in 32 7' j c states across the econtry. These plans j have tweer been used for a nuclear eme rgency, but they have been used effectively for toxic chemical accidents and natural disasters. Five years ago, a chemical accident g,g,,.,g. ; y,.,,, m.,,,,,,,.7,y.g,,gg,, y 3,, in Louisiana released highly toxic gas in the middle of the night. Some 17.000 people were evacuated in just over two A team of experts,it cluding Civil hours. despite severe rains. Ofncials Defense personnel and local fire and credited the smooth response to an police officials, normally work together emergency plan drafted for a nearby with emergency planning specialists to nuckar power plant. The same plan develop response plans. This combina-was later used when a severe b >rri-tion of professional planning expertise cane struck, and local familiarity with the town and More recently. nuclear emergency its resources yields a valuable commu-response plans have helped New York nity tool: A document that outlines,in residents respond to dangerous floods, step by step fashion, instructions for enabled Pennsylvar.ia communities to carrying out a prompt, coordinated emer-mobilire quickly when tornadoes hit. gency response. This has been done in and helped California residents and New Hampshire with excellent results. tourists escape from fires. So widely recognized is the value of emergency planning that recent federal law requires communities to develop plans to deal with hazardous chemical accidents by October 17,1988. e " ^ - There is no question that effective emergency planning can be developed and carried out in the communities around Seabrook Station. i -W b; bh, /y ..,c h9 ~..3,2 ,a.
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