Must post first.

Instructors are to develop their own respective course materials. Hard copies and websites used and provided in this class are not to be shared with instructors in other classes.

Please visit and fully review (including clicking on and viewing the embedded FBI Portland Holds Threat Response Training) the entire FBI site at: 

https://www.fbi.gov/news/stories/terrorist-incident-response-training-1

and the hyper-link at the end and carefully and closely read the Navy Yard Shooting After Action Report at: http://www.policefoundation.org/wp-content/uploads/2015/05/Washington-Navy-Yard-After-Action-Report

It may be neccesary to cut and paste the web addresses and search in order to access the above two sites.

This is a two part discussion assignment.

First, After reviewing the web documents and the Webliography videos. Draw upon your critical and strategic thinking. Explain separately and distinctively how the training is critical to (1) Preparedness (2) Prevention – Mitigation (3) Response, and (4) Recovery. Be specific – do not generalize and include cited readings from your textbook as well as the web documents provided above in formulating your four responses (note the cycle printed on the cover of your textbook).

Secondly, Separately discuss the learning points you derive from the observations, summaries, and recommedations based upon the observations, in the Navy Yard After Action Report.

The Navy Yard case was not a terrorist attack but the same response factors would apply in cases involving terrorists, e.g., San Bernardino. 

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

Tanearea Smith

As with anything training is key, it is important because it gives the responders involved i the information and skills they need to respond to any situation and in some cases a specific situation. First they must know what the situation is and how to identify it, then it is important for them to know who to respond in the safest manner that will not but them or the people involved in any more danger than is already presented it self. `the importance of training being uniform and all groups or law enforcement being trained in the same way is so that in the event something happens they will all be on one accord in their response. Not being on the same page about responding to an attack could lead to more lives lost and time wasted trying to get on the same page before actually being able to respond.

The Navy Yard After Action Report first pointed out how ill prepared the officers and people working in the building really were. The shooter engaged with multiple officers no of which were prepared or trained properly to respond and take down the shooter. Unfortunately this lead to the death of multiple officers before the shooter was taken down and multiple people working in the building loading their lives also. Twelve people died in this mass shooting, this made it clear that even if some training was being given on what to do in the case of a mass shooting, it was not enough training or did not explain fully what should be done or the roles of the people who would be engaging the shooter first. Unfortunately this lake of training lead to lives being lost. Through out this class i have realized that places that would be seen as most secure by the people on the outside and possibly the people that work within are in most cases the most ill prepared for a incident to take place. This is complacencies and it kills.

Nicolette Wilson

In this, I will be using a lot of examples from when I worked in the Combat Support Hospital and use some of what has happened to me as examples of preparedness, prevention, response, and recovery while still trying to cover the reading material.

Preparedness is important because you do not want to be put in a situation where you don’t know what is going on. For example, if you are a medic and you get sick from the sight of blood then maybe that’s not the job for you. So be prepared for any and everything (at least in the medical field) is better than being hesitant in a life or death moment. Prevention is to make sure that when put in a situation you are looking for any and all things that can help you get out of a situation or help to your advantage. You want to prevent further harm to your patient and to other crew members, but you also want to make sure that you are safe and can be protected if anything were to happen. “Not long after, the Bureau—in partnership with the Department of Homeland Security (DHS)—formulated plans for a training exercise series to ensure that American law enforcement, other public safety first responders, and private sector entities had coordinated, effective response plans in place in case this type of complex terror attack ever occurs at a U.S. public venue.” (FBI, 2014)

The response is easy you must respond quickly because it is a life or death situation. Most times you get little to no sleep when you are on call for a mission but that is life. In most situations, you have a backup crew there as well to help assist. I can remember one day I got 7 calls back to back it seemed like once I got back to the base another call would come in, we had enough time to fuel up grab more supplies and go out again. So, the response it sometimes letting people know ahead of time what you need and don’t need so that it is ready for you and you don’t have to wait for it. Recovery is always the hardest. It hard because you are generally recovering a fallen comrade or friend. But if luck you are just recovering the equipment that was used. Sometimes recoveries were good because you knew you were getting back people alive those were the best ones.

 

“The environment created several tactical disadvantages. When Alexis shot and injured the MPD officer, Alexis was hiding in a dense cubicle area with narrow pathways. The officer was making his way down the pathway, clearing cubicles as he passed, and believes that his radio, which was not attached to an earpiece, may have given away his location.” (Team, 2014) This was a huge take away for me. I thought that all walkie talkies for law enforcement had earpieces. Also, I knew that cubicles in office buildings were the hardest to clear because there are too many hiding places.

 

Tanearea Smith

As with anything training is key, it is important because it gives the responders involved i the
information and s
kills they need to respond to any situation and in some cases a specific situation. First
they must know what the situation is and how to identify it, then it is important for them to know who
to respond in the safest manner that will not but them or the p
eople involved in any more danger than
is already presented it self. `the importance of training being uniform and all groups or law enforcement
being trained in the same way is so that in the event something happens they will all be on one accord in
their

response. Not being on the same page about responding to an attack could lead to more lives lost
and time wasted trying to get on the same page before actually being able to respond.

The Navy Yard After Action Report first pointed out how ill prepared th
e officers and people working in
the building really were. The shooter engaged with multiple officers no of which were prepared or
trained properly to respond and take down the shooter. Unfortunately this lead to the death of multiple
officers before the s
hooter was taken down and multiple people working in the building loading their
lives also. Twelve people died in this mass shooting, this made it clear that even if some training was
being given on what to do in the case of a mass shooting, it was not eno
ugh training or did not explain
fully what should be done or the roles of the people who would be engaging the shooter first.
Unfortunately this lake of training lead to lives being lost. Through out this class i have realized that
places that would be see
n as most secure by the people on the outside and possibly the people that
work within are in most cases the most ill prepared for a incident to take place. This is complacencies
and it kills.

Nicolette Wilson

In

this
,

I

will

be

using

a

lot

of

examples

from

when

I

worked

in

the

Combat

Support

Hospital

and

use

some

of

what

has

happened

to

me

as

examples

of

preparedness,

prevention,

response,

and

recovery

while

still

trying

to

cover

the

reading

material.

Preparedness

is

important

because

you

do

not

want

to

be

put

in

a

situation

where

you

don’t

know

what

is

going

on.

For

example,

if

you

are

a

medic

and

you

get

sick

from

the

sight

of

blood

then

maybe

that’s

not

the

job

for

you.

So

be

prepared

for

any

and

everything

(at

leas
t

in

the

medical

field)

is

better

than

being

hesitant

in

a

life

or

death

moment.

Prevention

is

to

make

sure

that

when

put

in

a

situation

you

are

looking

for

any

and

all

things

that

can

help

you

get

out

of

a

situation

or

help

to

your

advantage.

You

want

to

prevent

further

harm

to

your

patient

and

to

other

crew

members,

but

you

also

want

to

make

sure

that

you

are

safe

and

can

be

protected

if

anything

were

to

happen.

“Not

long

after,

the

Bureau
—
in

partnership

with

the

Department

of

Homeland

Security

(DHS)
—
form
ulated

plans

for

a

training

exercise

series

to

ensure

that

American

law

enforcement,

other

public

safety

first

Tanearea Smith

As with anything training is key, it is important because it gives the responders involved i the
information and skills they need to respond to any situation and in some cases a specific situation. First
they must know what the situation is and how to identify it, then it is important for them to know who
to respond in the safest manner that will not but them or the people involved in any more danger than
is already presented it self. `the importance of training being uniform and all groups or law enforcement
being trained in the same way is so that in the event something happens they will all be on one accord in
their response. Not being on the same page about responding to an attack could lead to more lives lost
and time wasted trying to get on the same page before actually being able to respond.

The Navy Yard After Action Report first pointed out how ill prepared the officers and people working in
the building really were. The shooter engaged with multiple officers no of which were prepared or
trained properly to respond and take down the shooter. Unfortunately this lead to the death of multiple
officers before the shooter was taken down and multiple people working in the building loading their
lives also. Twelve people died in this mass shooting, this made it clear that even if some training was
being given on what to do in the case of a mass shooting, it was not enough training or did not explain
fully what should be done or the roles of the people who would be engaging the shooter first.
Unfortunately this lake of training lead to lives being lost. Through out this class i have realized that
places that would be seen as most secure by the people on the outside and possibly the people that
work within are in most cases the most ill prepared for a incident to take place. This is complacencies
and it kills.

Nicolette Wilson

In this, I will be using a lot of examples from when I worked in the Combat Support Hospital
and use some of what has happened to me as examples of preparedness, prevention,
response, and recovery while still trying to cover the reading material.
Preparedness is important because you do not want to be put in a situation where you don’t
know what is going on. For example, if you are a medic and you get sick from the sight of
blood then maybe that’s not the job for you. So be prepared for any and everything (at least
in the medical field) is better than being hesitant in a life or death moment. Prevention is to
make sure that when put in a situation you are looking for any and all things that can help
you get out of a situation or help to your advantage. You want to prevent further harm to
your patient and to other crew members, but you also want to make sure that you are safe
and can be protected if anything were to happen. “Not long after, the Bureau—in
partnership with the Department of Homeland Security (DHS)—formulated plans for a
training exercise series to ensure that American law enforcement, other public safety first