Available on Monday, January 13, 2020 12:01 AM EST until Sunday, January 19, 2020 11:59 PM EST Must post first.

IMPORTANT: If you have not done so, review the “Discussion” Grading Rubric and Discussion Board section in the Course Syllabus before posting your first weekly Discussion Board post (FOR ALL WEEKLY DISCUSSIONS ALWAYS PROVIDE APA STYLE AND FORMAT IN-TEXT CITATIONS IN YOUR INITIAL COMMENTARIES CONNECTED TO LISTED APA STYLE AND FORMAT REFERENCES AT THE END OF THE INITIAL COMMENTARY – AGAIN USE THE PROPER APA STYLE AND FORMAT FOR ALL CITATIONS AND REFERENCES). 

Review the Arlington County, VA 9/11 After Action Report “Introduction” through page 14 and “Annex C” Part I (Arlington, VA Law Enforcement) and Part III (Federal Bureau of Investigation) at: http://arlingtonva.s3.amazonaws.com/wp-content/uploads/sites/21/2014/04/after_report  and,
Review the document regarding the Arlington, VA 9/11 response to the Pentagon and the NYPD 9/11 World Trade Center responses at: https://www.ncjrs.gov/pdffiles1/nij/227346
 
Review the Executive Summary of the Boston Marathon Bombing After-Action Report at: http://www.mass.gov/eopss/docs/mema/after-action-report-for-the-response-to-the-2013-boston-marathon-bombings  (It may be necessary to copy, paste, and search the ip address)

After not merely reading but also critically thinking about the contents of the three documents, separately and distinctively explain:  

(1) How the content of the three documents contribute to your understanding of the value of studying and the need to study local response to terrorism, and,
 

(2) Provide your perception of the operational and practical value of the information contained in the three documents for law enforcement planning and preparedness.

Do not merge your responses to Item (1) and Item (2).  Provide separate paragraphs.

IMPORTANT: For this Module and each succeeding Module your initial response must be posted no later than Thursday at 11:59 PM Eastern and include no less than 250 words (no maximum – provide a full response) excluding any and all wording in the APA in-text citations and listed references that may be included in your initial post. There is NO maximum wording limitation for your postings. Each week you must also respond to the initial posts of no less than two classmates no later than 11:59 PM Eastern on Sunday. Be sure to open all responses to classmates with civility, courteously, and respectfully with a salutation and by name with an appropriate closing.

You must start a thread before you can read and reply to other threads 

CRM 365

SAINT LEO UNIVERSITY

COLLEGE OF EDUCATION AND SOCIAL SERVICES

DEPARTMENT OF CRIMINAL JUSTICE

CRM 365 Local Response to Terrorism

3 CREDITS

Spring I 2020

Instructor:
Dr. Delmar P. Wright

Office:
Fort Lee Center

Phone:
(O) 804-861-9634

Fax:
804-861-1816

email:
D2L Classlist email Browser

Class Meets: Mondays – 5 PM to 7:30 PM Eastern

Office Hours: Mondays 11:00 AM to 5 PM Eastern

Course Prerequisite: none

Catalog Description

This course provides a comprehensive overview of the need to plan for the possibility of a terrorist event on the local level. A terrorist event could take place that restricts or retards the state and federal government’s response to a local community. The course will give the student the tools needed to prepare a local agency for immediate response to an event in his or her community. The course will give an introduction to the National Incident Management System and will provide the student with the information necessary to ensure local government compliance with federal law.

 

Text(s)

Walsh, D. W., et al. (2012). National Incident Management System: Principles and Practice. (2nd ed.). Sudbury, MA: Jones and Bartlett. ISBN-13: 978-0-7637-8187-3. ISBN-10: 0-7637-8187-8

American Psychological Association. (2020). Publication Manual of the American Psychological Association (7th ed.). Washington, DC

Commercial software program templates are available for purchase to assist in the correct formatting for use of APA. One example is found at http://www.perrla.com/

Saint Leo University Core Value:

Community

. Saint Leo University develops hospitable Christian learning communities everywhere we serve. We foster a spirit of belonging, unity, and interdependence based on mutual trust and respect to create socially responsible environments that challenge all of us to listen, to learn, to change, and to serve.

Course Goals/Objectives

As a result of this course, students will

1. Describe the role of the Saint Leo University core value of Community in designing a local response to terrorism.

2. Relate lessons learned from past incidents and exercises to the needs of local jurisdictions.

3. Recognize the importance of planning for a terrorist attack

4. Obtain the knowledge to prepare a response and containment plan in the event of a terrorist attack.

5. Evaluate existing local plans for response and containment of a terrorist attack.

6. Plan and conduct a training exercise involving a local response to a hypothetical terrorist attack.

7. Obtain the necessary knowledge to prepare a local agency for compliance with the National Incident Management System requirements.

8. Articulate the responsibilities and authority of local government in a terrorist situation.

9. Develop expertise necessary to prepare a local agency for compliance with the National Incident Management System requirements.

Topics

· Assessing the terrorist threat

· Developing the situation and assumptions about a terrorist threat

· Direction and control for terrorist incidents

· Communicating during terrorist incidents

· Disseminating warnings during terrorist incidents

· Emergency public information

· Taking protective action during a terrorist incident

· Planning for mass care following a terrorist incident

· Planning health and medical needs in a terrorist incident

· Managing resources in a terrorist incident

· Roles and responsibilities in a terrorist incident

Course Policies

Students with Disabilities:

Appropriate academic accommodations and services are coordinated through the Office of Disability Services, which is located in Kirk Hall Room 121. Students with documented disabilities who may need academic accommodation(s) should email their requests to

adaoffice@saintleo.edu

or call x8464.

For more information, please review the Policy and Procedure Manual on the Disability Services web page at

http://www.saintleo.edu/SaintLeo/Templates/Inner.aspx?pid=391

Academic Honor Code

The Academic Honor Code is published in its entirety in the Saint Leo University Catalog. The first paragraph is quoted below:

As members of an academic community that places a high value on truth and the pursuit of knowledge, Saint Leo University students are expected to be honest in every phase of their academic life and present as their own work only that which is genuinely theirs. Unless otherwise specified by the professor, students must complete homework assignments by themselves (or if on a team assignment, with only their team members). If they receive outside assistance of any kind, they are expected to cite the source and indicate the extent of the assistance. Each student has the responsibility to maintain the highest standards of academic integrity and to refrain from cheating, plagiarism, or any other forms of academic dishonesty.

PROTECTION OF THE ACADEMIC ENVIRONMENT:

Cell phones, headphones, or earphones are not to be used at any time in the classroom other than during official breaks declared by the professor. The professor will deduct a minimum of 2 points from your final course grade for each violation.

 

Disruption of academic process is the act or words of a student in a classroom or teaching environment which in the reasonable estimation of a faculty member: (a) directs attention away from the academic matters at hand, such as noisy distractions, persistent, disrespectful or abusive interruptions of lecture, exam or academic discussions, or (b) presents a danger to the health, safety or well-being of the faculty member or students. Education is a cooperative endeavor – one that takes place within a context of basic interpersonal respect. We must therefore make the classroom environment conducive to the purpose for which we are here. Disruption, intentional and unintentional, is an obstacle to that aim. We can all aid in creating the proper environment, in small ways (such as turning off beepers and cell phones, and neither chatting nor sleeping in class), and in more fundamental ways. So, when we speak in class, we can disagree without attacking each other verbally, we wait to be recognized before speaking, and no one speaks in a manner or of off-

topic

content that disrupts the class. Any violation of this policy may result in disciplinary action. Please refer to the Student Handbook for further details.

 

Attendance Policy

An educational program centered on classroom instruction is predicated on the concept of class attendance at scheduled class sessions. Should a student be required to miss a class, it is the student’s responsibility to promptly notify the instructor. The instructor is required to keep attendance records in compliance with various federal regulations. Student absences can have a deleterious effect on the student’s grade or the continuing eligibility for financial assistance. At the end of the term there will be a 2.0 point overall term grade reduction for each absence and a term letter grade reduction for each absence in excess of two excused or unexcused absences during an eight week term. If a federal holiday, e.g., Memorial Day, causes a single class not to be held and there are only seven scheduled class meetings, there will be a letter grade reduction for each absence in excess of one excused or unexcused absence. Students are expected to attend all classes held during the term. The instructor is not responsible for providing class materials or notes missed due to individual absences or late class arrivals.

Written Assignments and the APA Format:

The Department of Criminal Justice recognizes the value of excellence in writing for students in Criminal Justice. In part, each professor is expected to provide guidance on improving a student’s writing skills. Students are required to use only the current APA (American Psychological Association) format to write and develop a scholarly paper for submission in the Social Sciences. APA has been adopted by the Department as its writing standard for all academic written assignments. No other writing style is acceptable.

APA is the American Psychological Association, and the style is one of many in the academic world used to regulate the language, citations, procedure and formatting of manuscripts and other examples of writing in the social sciences. Please be consistent throughout each written paper. For on-line and distance learning courses, refer to APA Guide under Resources on the Course Menu for APA specifics.

For on-ground traditional courses, refer to the APA Manual for Publication, 7th edition for guidance. Moreover, an on-line reference for APA; inclusive of a sample cover page, abstract page, reference page, and research paper, can be accessed at the following website:

For each scholarly paper and individual assignment(s), the work will be assessed using an individual grading rubric for each assignment. This tool and process helps the students identify and Professor measure the key points necessary to successfully complete written or group assignments. Wikipedia is not an appropriate source for any scholarly writing and should not be used for any assignments in this course.

Turnitin.Com

All written papers (research and reaction) are submitted in

Turnitin.com

via the course “assignment” dropbox and therefore there is no requirement for a turnitin.com Class Identification # or Password or separate submission.

This is a writing intensive course. Turnitin.com is a plagiarism identification service that can also assist students with term paper reference methodology. The Turnitin.com tool compares your writing against all published sources and also checks against a wide range of work

It is highly recommended that all students access Turnitin.com and read about the service prior to use. The analysis provided by turnitin.com lets the professor see the use of information contained in a submitted item.

Turnitin provides for a wide range of outcomes in its analysis. For the most part, when an analysis links large amounts of un-cited or improperly referenced information, this is problematic. This tool makes it easy to assess whether the student created a paper by using information they found in various resources and completed a “cut and paste” job to develop the paper. This is not an acceptable method to develop and write scholarly papers and may result in an academic standards violation for plagiarism.

Assignments

Submit all assignments by the date and time due. Late papers will be considered for emergent reasons only, and may be graded at the end of the term. All work must be completed individually and personally unless specifically noted as a group assignment. Submit each week’s assignments in the designated areas for that week only unless explicitly advised by the professor to do otherwise.

Discussion Board Participation (Review the Grading Rubric)

Students are required to participate in online Discussion Board postings of no less than 250 words each Thursday of the Module/Week due and no later than 11:59 PM Eastern. You must also respond to the initial Discussion Board postings of at least two classmates each Module/Week due no later than Sunday at 11:59 PM Eastern, or a minimum of 2.5 points will be deducted from your overall score for the Discussion Board posting for that Module/Week.

Your Discussion Board submissions must be posted on the Discussion Board for review by the entire class. Do not post your input as attachments. Do not use emoticons or inappropriate lower case letters in your posts. Do not cut and paste from the internet. Late Discussion Board submissions have no value and will not be accepted under any circumstances. Your posts must be scholarly and professional and void of the use of wording that may be considered “patently offensive” by any member of the class.

Reaction Papers (Review the Grading Rubric)

In addition to Discussion Board postings, you must submit APA style and formatted Reaction Papers of no less than 800 words (12 pitch), excluding the wording in the Cover page, Abstract page, and Reference page. The papers are due no later than Sunday at 11:55 PM Eastern during Modules/Weeks 2, 3, 4, and 5. Your Reaction Papers must be in full APA style and format including the cover page, abstract page, in-text citations, properly placed page numbers, running heads, and a reference page identifying all sources. Your Reaction Papers must address a minimum of one full chapter of the assigned textbook readings for the Module.

No more than 25 % of each written assignment in this course may be attributed to referenced sources. Your papers must be 75% original thought. Again, your cited work and quotations must not exceed 25%. Failure to properly use in-text citations or required quotation formatting will be considered evidence of potential Academic Honor Code violations. The submission of writings from prior courses, classes, schools, colleges, or universities to fulfill assignment requirements in this class will be referred as a potential Academic Code Violation.

It is strongly suggested you follow the following logical flow in presenting your reaction paper: critical overview of the entire reading, significant facts or information disclosed, and a conclusion based upon inductive or deductive reasoning flowing from the assigned reading. A Reaction Paper is designed to develop and sharpen your critical thinking, cognitive skills, and problem-solving abilities, as well as your writing skills. Your objective in writing this assignment is to clearly articulate your assessment of the information presented by the author(s) and to formulate and clarify your position on or reaction to the writings.

Avoid “I will . . .” and “My paper will . . .” and “This paper will . . .” constructions in your writings. In other words, the use of “I” and “My” and “We” in your written work must be avoided.

Research Paper (Review the Grading Rubric): A major component of this class is a minimum 2250-word term APA research paper excluding the words in the Cover page, Abstract page, and Reference page. It represents a substantial effort on your part to research and write an in-depth paper. No more than 25 % of the written assignment in this course may be attributed to referenced sources. Your paper must be 75% original thought. Again, your cited work and quotations must not exceed 25%. You must use and cite a minimum of five primary sources with no more than two being internet sources in the text and on the Reference page. Dictionaries and encyclopedias are not appropriate or considered adequate as referenced sources. Turnitin.com reports provide the instructor with the word count in addition to the percentage of wording attributable to other sources. Do not cut and paste from other sources. Your failure to cite sources by using in-text citations and failure to use APA quotation formatting where necessary will result in referrals as potential Academic Code Violations. Papers may not be submitted from previous courses or classes to fulfill this course requirement and will be referred as a potential Academic Code Violation.

You must select a research topic from the following listing and use your research to relate the topic to local response to terrorism while
integrating the Saint Leo Core Value of Community:

Local Law Enforcement Involvement in Joint Terrorism Task Forces

Local Law Enforcement Involvement in Fusion Centers

El Paso Intelligence Center Capabilities and Local Response to Terrorism

The Intricacies of Local Law Enforcement Mutual Aid Agreements

Local Law Enforcement Continuity of Operations Plans

Response and Incident Command System in Mass Shooting Situations

The Incident Command System and the 9/11 Pentagon Attack

The Incident Command System and the World Trade Center 9/11 Attacks

The Incident Command System and the Boston Marathon Bombing

Local L.E. Cultivation and Development of Informants for Terrorism Investigations

Local Police Community Outreach and Counterterrorism

Local Law Enforcement Intelligence Units (e.g., NYPD, LAPD, etc)

Local Law Enforcement Planning and Preparation for Terrorist Attacks

“Homeland-Policing Model” and Local Law Enforcement

Protection of Critical Infrastructures in Local Jurisdictions

Grading (Be sure to review the Grading Rubrics below)

Reaction Papers (4) 60

Written Discussions (8)
80

Mid-Term Exam 80

Final Exam

80

Research Paper

100

Total

400

Grading Scale

A    
94-100%
Exceptional

A-   
90-93% 
Superior

B+   
87-89%
Excellent

B     
84-86%
Very Good

B-   
80-83%
Good

C+   
77-79%
Above Average

C     
74-76%
Average

C-    
70-73%
Below Average

D+    
67-69%
Marginal

D      
60-66%
Poor

F   
< 60% Failure

Grading Rubric: Following is the grading rubric to be used in evaluating the research paper.

Rating:

Exceptional corresponds to an A (93-100%). Performance is outstanding; significantly above the usual expectations.

Proficient corresponds to a grade of B to A- (83-92%). Skills and standards are at the level of expectation.

Basic corresponds to a C to B- (73-80%). Skills and standards are acceptable but improvements are needed to meet expectations well.

Novice corresponds to a D (65 – 72%). Performance is weak; the skills or standards are not sufficiently demonstrated at this time.

0 This criterion is missing or not in evidence.

0-20

1 – 5

6 – 10

0-20

1 – 5

6 – 10

11 – 15

16 – 20

0-20

1 – 5

6 – 10

11 – 15

16 – 20

0-20

1 – 5

6 – 10

11 – 15

16 – 20

Criteria

Rating

0

Novice

Basic

Proficient

Exceptional

The paper extensively develops the topical issue and clearly demonstrates an understanding of the Saint Leo University Core Value of Community as it relates to addressing Local Response to Terrorism

0-20

1 – 5

6 – 10

11 -15

16 – 20

Show depth and understanding of the subject, with appropriate issue analysis

11 – 15

16 -20

Clearly identifies focus and critically analyzes and discusses the topic

Meets acceptable college level standards with respect to form, substance, grammar and spelling, and APA style and format, i.e., separate cover/title page, separate Abstract page, in-text citations, headings and sub-headings, separate References page; all with an appropriate running head and properly placed page numbers

Perspectives presented in a clear concise manner

Grading Rubric: Following is the grading rubric to be used in evaluating the reaction papers.

Fully APA Style and Formatted

Fully APA Style and Formatted

Fully APA Style and Formatted

	Category	Problems	0-2	Some Weaknesses 3-5	Acceptable 6-9	Well Done 10-15
Coherence: Do sentences in paragraphs relate to one another in a logical way? Are relationships between paragraphs easily discernible? Is a minimum of one assigned chapter addressed in the body?	Main idea in most paragraphs cannot be identified; paragraphs have little or no discernible relationship to one another	Many paragraphs lack internal consistency; many transitions are weak or used inappropriately	A few paragraphs lack internal consistency; a few weak or unclear transitions	Paragraphs are internally consistent (i.e., one idea/theme runs through paragraph); transitions between paragraphs allow reader to easily follow thread of argument
Clarity/Conciseness: Are sentences structurally correct, succinct, and easy to understand and void of misspellings and grammatical errors?	More than 10 percent of sentences are awkward, incorrectly constructed, or wordy	Six to ten percent of sentences are awkward, incorrectly constructed, or wordy	Five percent or less of sentences are awkward, incorrectly constructed, or wordy	Sentences flow smoothly, are structurally correct, and convey the intended meaning; no wordiness
Formatting: Are formatting elements used appropriately to strengthen the document?	Formatting elements are confusing or inconsistent; lack of any formatting	Formatting elements often do not support main points; elements are not always used consistently	Formatting elements do not always support main points; elements are used consistently throughout the document	Formatting elements organize and highlight ideas as needed; formatting elements are used consistently throughout the document
Use of APA Style and Format				Fully APA Style and Formatted

Grading Rubric: Following is the grading rubric to be used in evaluating the discussion board submissions.

Category

0-2

3-4	5-7	8-10
Promptness and Initiative	Does not respond to issues; restricted participation	Late initial post and weak or no response to fellow student postings	Timely initial post and failure to respond to fellow student postings or weak responses	Timely initial post and rigorous responses to fellow student postings
Delivery of Post	Utilizes poor spelling and grammar in most posts; posts appear “hasty”	Errors in spelling and grammar evidenced in several postings	Few grammatical or spelling errors are noted in posts	Uses grammatically correct posts with rare misspellings
Relevance of Post	Posts input which is not related to the discussion content; Makes short or irrelevant remarks	Posts off topic; posts are short in length and offer no further insight into the topic	Posts input related to discussion content; prompts further discussion of topic	Posts input related specifically to discussion issue; Uses APA in-text citation(s) connected to listed source reference(s) in the body of initial postings for each Module
Expression Within the Post	Does not express opinions or ideas clearly; no connection to issue	Unclear connection to issue evidenced in minimal expression of opinions or Ideas	Opinions and ideas are stated clearly with occasional lack of connection to issue	Expresses opinions and ideas in a clear and concise manner with obvious connection to issue
Contribution to the Learning Community	Does not make effort to participate in learning community as it develops; seems indifferent	Occasionally makes meaningful reflection on group’s efforts; marginal effort to become involved with group	Attempts to direct the discussion and to present relevant viewpoints for consideration by group; interacts freely	Aware of needs of community; frequently attempts to motivate the group discussion; presents thoughtful and insightful approaches to issue

Bibliography

Cannon Memorial Library On-site Resources

Library Services

Librarians are available during reference hours to answer questions concerning research strategies, database searching, locating specific materials, and interlibrary loan (ILL). Contact Elana Karshmer (

elana.karshmer@saintleo.edu

) to arrange on-site library/research instruction for your class.

Cannon Memorial Library—MC2128
352-588-8258 (Main #)

33701 State Road 52

352-588-8259 (fax)

Saint Leo, FL 33574-6665
352-588-8477 (Reference Desk)

352-588-8476 (Circulation)

Cannon Memorial Library

The library also provides an 800 number and an email address for general reference services: 1-800-359-5945 or

reference.desk@saintleo.edu

.

Reference Hours

Monday – Thursday
9am-10pm

Friday

9am-6pm

Saturday

10am-6pm

Sunday

10pm-6pm

Online Catalog, “LeoCat” (All books & media)

Click on
Library Catalog (LeoCat)
on the Cannon Memorial Library website (

http://www.saintleo.edu/library

). Simple search choices are: title, author, keyword, subject, or journal title. Use advanced searching to set limits or expand your search choices. To borrow books from Cannon Memorial and have them shipped to you, use the
Interlibrary Loan and Document Delivery
link, complete the online request form, and submit it.

Saint Leo Library Online Resources

”
http://www.saintleo.edu/library

Saint Leo provides its own array of online databases and resources supporting online courses as well as Continuing Education classes. The following databases are available to Saint Leo students and faculty. Use the
Online Library Resources
link on the Library webpage and select
Databases
. You’ll be taken to the ID Validation screen (if you’re not already in the portal) where you enter your email address and email password to gain access. Once you’re logged in you can go back and reselect any of our databases without ever having to log in again.

CQ Researcher

(In-depth topical analysis by Congressional Quarterly)

EBSCO

(Comprehensive all-subject database, includes Business Source

Premier, Academic Source Premier, ERIC, ATLA)

LexisNexis

(Comprehensive all-subject resource, includes newspapers)

Literature Resource Center
(Comprehensive source for literary topics, includes Twayne Authors)

Newsbank: America’s Newspapers (625 U.S. newspapers)

ProQuest
(Comprehensive all-subject database, includes ABI/Inform Global and Theses and Dissertations)

PsycINFO

(APA abstracts and indexing for psychology subjects)

Westlaw

(Comprehensive legal resource)

Wilson

(Includes Education, Science, Humanities, & Business indexes)

Local Area Library Resources

Almost all public library systems offer free borrowing privileges to local community members, as well as free access to their online databases, including access from your home. The key is obtaining a library card. Check with your local library to find out how to get a borrower’s card.

Additionally, through a reciprocal agreement, university campus students have borrowing privileges at the University of South Florida. Be sure to bring a current Saint Leo student ID card and proof of current enrollment with you, if you want to borrow USF library books.

Course Outline

Students are expected to read all chapters assigned prior to each class meeting

Week 1

Module 1

Outcomes:
After completing this module the student will be able to:

· Assess the Terrorist Threat

Module 1 Assignments

Due No Later Than

Introduce yourself on the Class Introductions Discussion Board

11:59 PM Sunday EST/EDT

Read through entire Syllabus

Read and review textbook Chapters 1&2

Post discussion board response

11:59 PM Thursday EST/EDT

Post responses to at least two classmates

11:59 PM Sunday EST/EDT

Identify a research paper topic from the listing in the Course Syllabus

Track your module progress

Week 2

Module 2

Outcomes:
After completing this module the student will be able to:

· Develop the Situation and Assumptions About a Terrorist Threat

· Determine Direction and Control for Terrorist Incidents

Module 2 Assignments

Due No Later Than

Read through the entire module

Read and review Chapters 3&4

Post discussion board response

11:59 PM Thursday EST/EDT

Post responses to at least two classmates

11:59 PM Sunday EST/EDT

Submit your selected Research Paper topic to Dr. Wright via the Classlist email function

11:59 PM Sunday EST/EDT

Complete and submit the Reaction Paper based on the assigned text readings

11:59 PM Sunday EST/EDT

Track your module progress

Week 3

Module 3

Outcomes:
After completing this module the student will be able to:

· Describe Communicating During Terrorist Incidents

· Describe Disseminating Warnings during Terrorist Incidents

Module 3 Assignments

Due No Later Than

Read through the entire module

Read and review Chapters 5-6

Post discussion board response

11:59 PM Thursday EST/EDT

Post responses to at least two classmates

11:59 PM Sunday EST/EDT

Complete and submit the Reaction Paper based on the assigned text readings

11:59 PM Sunday EST/EDT

Track your module progress

Week 4

Module 4

Outcomes:
After completing this module the student will be able to:

· Describe Emergency Public Information

· Describe Protective Action During a Terrorist Incident

Module 4 Assignments

Due No Later Than

Read through the entire module

Read and review Chapters 7-8

Post discussion board response

11:59 PM Thursday EST/EDT

Complete and submit the Reaction Paper based on the assigned text readings

11:59 PM Sunday EST/EDT

11:59 PM Sunday EST/EDT

Track your module progress

Week 5

Module 5

Outcomes:
After completing this module the student will be able to:

· Plan for Mass Care Following a Terrorist Incident

Module 5 Assignments

Due No Later Than

Read through the entire module

Read and review Chapter 9

Post discussion board response

11:59 PM Thursday EST/EDT

Post responses to at least two classmates

11:59 PM Sunday EST/EDT

Complete Mid-Term Examination

11:59 PM Sunday EST/EDT

Complete and submit the Reaction Paper based on the assigned text readings

11:59 PM Sunday EST/EDT

Track your module progress

Week 6

Module 6

Outcomes:
After completing this module the student will be able to:

· Discuss Planning Health and Medical Needs in a Terrorist Incident

· Manage Resources in a Terrorist Incident

Module 6 Assignments

Due No Later Than

Read through the entire module

Read and review Chapters 10-11

Post discussion board response
Post responses to at least two classmates

11:59 PM Thursday EST/EDT
11:59 PM Sunday EST/EDT

Track your module progress

In orde

Week 7

Module 7

Outcomes:
After completing this module the student will be able to:

· Know Roles and Responsibilities in a Terrorist Incident

Module 7 Assignments

Due No Later Than

Read through the entire module

Read and review Chapters 12

Submit your APA Research Paper

11:59 PM Sunday EST/EDT

Post discussion board response
Post responses to at least two classmates

11:59 PM Thursday EST/EDT
11:59 PM Sunday EST/EDT

Study for the Final Exam to be taken in Module 8

Track your module progress

Week 8

Module 8

Outcomes:
After completing this module the student will be able to:

· Understand Other Factors to Consider

Module 8 Assignments

Due No Later Than

Read and review textbook Chapter 13

Post discussion board response
Post responses to at least two classmates
Complete Final Examination

11:59 PM Thursday EST/EDT
11:59 PM Sunday EST/EDT
11:59 PM Sunday EST/EDT

Revised Spring 2020
Saint Leo University

Running head: ACTION AND PREPAREDNESS 1

ACTION AND PREPAREDNESS 4

Tanearea Smith

These documents showed that knowing this information before something tragic happens is very vital to saving lives and minimizing the amount of damage and lives are lost. In each case of terrorism described in these documents the local responders were caught of guard and not prepared to respond in the way they should have. Things that they needed like communication were lacking and because of this the response to these attacks was not as helpful as it could have been though they did a great job with the training and skills they had. Not only had they not been trained for an attack of this nature they had also not been trained for an attack of this caliber. When these attacks took place most people were in shock that anything like these attacks could even happen on American soil so its needless to say they had no clue how to react.

Increasing the awareness of terrorist attacks is a very important part of helping be ready. A lot of us as Americans including our Law enforcement and emergency teams felt before these attack the this could never happen to us, this was simple miseducation on lack of education on the topic. Even after seeing the devastation suffered after these attacks some still believe that now more than ever we are some how to secure to be attacked again. This out of all of the things to be taught about countering terrorism is the one thing is can be easily done and make a huge impact. Just the knowledge that we are not safe from terror will give people a different mind set, it will put them on alarm and allow them to do other things that will be a help In countering this threat almost with out thinking.

Nicolette Wilson

 

The documents that were provided was a good look into how the emergency responses acted on September 11, 2001, in Arlington, Va.; as well as in Boston on April 15, 2013. The Pentagon attack was not organized at first because the two pagers did not send out the pages to all the pagers. The paging system also failed when it sent out the pages hours after the attack. (Arlington, 2001). Most of the individuals who received the pages did not know what they meant. In the Boston bombings in less than 40 minutes the Unified Command shifted the operations to Unified Command Center in a Westin Hotel.

It is important to understand what to do in a terrorist attack. Understanding who to call or who to put on alert is a crucial part to getting injured victims to hospitals in time to save them. This also will come into account for moving died bodies once personal can do so. The attacks on September 11, 2001 in New York left the NYPD unprepared and shocked as to do. The Boston bombings were a little more organized. “Following the explosions on Boylston Street, emergency responders (police, fire and EMS), BAA medical volunteers from Alpha Medical Tent, and numerous spectators and bystanders quickly responded to the critically injured, triaging their injuries and facilitating their transport to area hospitals.” (After Action Report for the Response to the 2013 Boston Marathon Bombings, 2013).