Review the information at the following two websites and any hyper-links: 

https://www.fbi.gov/news/testimony/intelligence-sharing-with-federal-state-and-local-law-enforcement-10-years-after-9-11

 

AND
 

http://www.dhs.gov/fusion-centers-and-joint-terrorism-task-forces

 

 You may be required to cut and paste and search the first ip address.

After reviewing the two separate documents, identify and separately discuss a minimum (there is no maximum) of six specific and well-explained and detailed enlightenments/take-aways (Take-aways might include personal learning about the subject, applied learning, growth in understanding, knowledge development in the subject, improved awareness prompted by the materials, value-added to your subject matter toolbox, subject matter knowledge enhanced by the materials, etc.) from the documents related to identified practices and/or policies and/or procedures and/or processes and/or tools related to collaborative law enforcement (Federal, State, Local, Tribal) information sharing/joint efforts to address terrorism.

Remember to in-text cite and reference each of the three documents/sites provided.

 Module Five addresses JTTF, FIG, and Fusion Center efforts. Herewith you will find a copy of an actual June 3, 2015 affidavit associated with a shooting of an ISIS inspired suspect in Boston, MA incident to a JTTF investigation: http://i2.cdn.turner.com/cnn/2015/images/06/03/david.wright.complaint

“Going on vacation” mentioned in the affidavit means going to commit violent Jihad.

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

Asja Merritt

This week’s reading discussed briefly the topic of fusion centers and joint terrorism task forces. These two teams are joined together to help protect our nation by sharing vital homeland security information. Even though they work together they each have their own unique functions. Fusion centers gather, analyze, and share comprehensive crimes, hazards, and terrorism information to inform local, regional, and national threat analysis and prevention efforts. In contrast, JTTFs primarily focus on providing investigative support to open FBI counterterrorism investigations. The article went further on explaining how each of these forces work. The second article was a testimonial from the FBI explaining the organizations attempt on sharing information related to national security.

Gary Cothran

After reading the testimony from Eric Velez-Villar Assistant Director, Directorate of Intelligence Federal Bureau of Investigation I learned that information and intelligence gathered by the FBI regarded terrorism is distributed throughout 3 other entities: Fusion Centers, the FBI’s Field Intelligence Groups (FIGs), and the FBI’s Joint Terrorism Task Forces (JTTFs) (“Intelligence Sharing with Federal, State, and Local Law Enforcement 10 Years After 9/11”, 2012). I also gained a better understand that even though similar in their role as fusion centers, Federal Intel Groups gather intelligence for the fusion centers and provides all terrorist intelligence to the JTTF (“Intelligence Sharing with Federal, State, and Local Law Enforcement 10 Years After 9/11”, 2012). The most important takeaway from my readings is the unified approach that the FBI as created from the lowest level of law enforcement to different federal agencies. Having standardized operating procedures ensure that all lines of communication stay available and information flows smoothly.

After reviewing the fusion center and joint terrorism task forces website, I learned about different cases in which fusions cell prevented attacks or incidents from occurring. The main takeaway was the importance of Fusion centers, FIGs, JTTFs, and SLTTs as they all work collectively in the prevention of terrorist attacks and incidents. They all work hand in hand from the collection of intelligence gathering from the FIGs and Fusion centers to the execution of interdiction carried out by the JTTF. In January 2008, the Virginia Fusion Center along with the Illinois Statewide Terrorism and Intelligence Center prevented a Virginian man from driving across the country and killing a female and her companion following be a school shooting (“Fusion Centers and Joint Terrorism Task Forces”, 2016). Another takeaway is that the Department of Homeland Security Office of Intelligence and Analysis assisted the National Network of Fusion Centers to develop and implement their capabilities (“Fusion Centers and Joint Terrorism Task Forces”, 2016).

Asja Merritt

This

week’s

reading

discussed

briefly

the

topic

of

fusion

centers

and

joint

terrorism

task

forces.

These

two

teams

are

joined

together

to

help

protect

our

nation

by

sharing

vital

homeland

security

information.

Even

though

they

work

together

they

each

have

their

own

unique

functions.

Fusion

centers

gather,

analyz
e,

and

share

comprehensive

crimes,

hazards,

and

terrorism

information

to

inform

local,

regional,

and

national

threat

analysis

and

prevention

efforts.

In

contrast,

JTTFs

primarily

focus

on

providing

investigative

support

to

open

FBI

counterterrorism

investi
gations.

The

article

went

further

on

explaining

how

each

of

these

forces

work.

The

second

article

was

a

testimonial

from

the

FBI

explaining

the

organizations

attempt

on

sharing

information

related

to

national

security.

Gary Cothran

After

reading

the

testimony

from

Eric

Velez
–
Villar

Assistant

Director,

Directorate

of

Intelligence

Federal

Bureau

of

Investigation

I

learned

that

information

and

intelligence

gathered

by

the

FBI

regarded

terrorism

is

distributed

throughout

3

other

entities
:

Fusion

Centers,

the

FBI’s

Field

Intelligence

Groups

(FIGs),

and

the

FBI’s

Joint

Terrorism

Task

Forces

(JTTFs)

(“Intelligence

Sharing

with

Federal,

State,

and

Local

Law

Enforcement

10

Years

After

9/11”,

2012).

I

also

gained

a

better

understand

that

even

t
hough

similar

in

their

role

as

fusion

centers,

Federal

Intel

Groups

gather

intelligence

for

the

fusion

centers

and

provides

all

terrorist

intelligence

to

the

JTTF

(“Intelligence

Sharing

with

Federal,

State,

and

Local

Law

Enforcement

10

Years

After

9/11”,

2
012).

The

most

important

takeaway

from

my

readings

is

the

unified

approach

that

the

FBI

as

created

from

the

lowest

level

of

law

enforcement

to

different

federal

agencies.

Having

standardized

operating

procedures

ensure

that

all

lines

of

communication

stay

available

and

information

flows

smoothly.

After

reviewing

the

fusion

center

and

joint

terrorism

task

forces

website,

I

learned

about

different

cases

in

which

fusions

cell

prevented

attacks

or

incidents

from

occurring.

The

main

takeaway

was

the

importance

o
f

Fusion

centers,

FIGs,

JTTFs,

and

SLTTs

as

they

all

work

collectively

in

the

prevention

of

terrorist

attacks

and

incidents.

They

all

work

hand

in

hand

from

the

collection

of

intelligence

gathering

from

the

FIGs

and

Fusion

centers

to

the

execution

of

inter
diction

carried

out

by

the

JTTF.

In

January

2008,

the

Virginia

Fusion

Center

along

with

the

Illinois

Statewide

Terrorism

and

Intelligence

Center

prevented

a

Virginian

man

from

driving

across

the

country

and

killing

a

female

and

her

companion

following

be

a

school

shooting

(“Fusion

Centers

and

Joint

Terrorism

Task

Forces”,

Asja Merritt

This week’s reading discussed briefly the topic of fusion centers and joint terrorism task
forces. These two teams are joined together to help protect our nation by sharing vital
homeland security information. Even though they work together they each have their own
unique functions. Fusion centers gather, analyze, and share comprehensive crimes, hazards,
and terrorism information to inform local, regional, and national threat analysis and
prevention efforts. In contrast, JTTFs primarily focus on providing investigative support to
open FBI counterterrorism investigations. The article went further on explaining how each of
these forces work. The second article was a testimonial from the FBI explaining the
organizations attempt on sharing information related to national security.

Gary Cothran

After reading the testimony from Eric Velez-Villar Assistant Director, Directorate of
Intelligence Federal Bureau of Investigation I learned that information and intelligence gathered by
the FBI regarded terrorism is distributed throughout 3 other entities: Fusion Centers, the FBI’s Field
Intelligence Groups (FIGs), and the FBI’s Joint Terrorism Task Forces (JTTFs) (“Intelligence Sharing
with Federal, State, and Local Law Enforcement 10 Years After 9/11”, 2012). I also gained a better
understand that even though similar in their role as fusion centers, Federal Intel Groups gather
intelligence for the fusion centers and provides all terrorist intelligence to the JTTF (“Intelligence
Sharing with Federal, State, and Local Law Enforcement 10 Years After 9/11”, 2012). The most
important takeaway from my readings is the unified approach that the FBI as created from the lowest
level of law enforcement to different federal agencies. Having standardized operating procedures
ensure that all lines of communication stay available and information flows smoothly.
After reviewing the fusion center and joint terrorism task forces website, I learned about
different cases in which fusions cell prevented attacks or incidents from occurring. The main takeaway
was the importance of Fusion centers, FIGs, JTTFs, and SLTTs as they all work collectively in the
prevention of terrorist attacks and incidents. They all work hand in hand from the collection of
intelligence gathering from the FIGs and Fusion centers to the execution of interdiction carried out by
the JTTF. In January 2008, the Virginia Fusion Center along with the Illinois Statewide Terrorism and
Intelligence Center prevented a Virginian man from driving across the country and killing a female
and her companion following be a school shooting (“Fusion Centers and Joint Terrorism Task Forces”,