Candice Shamsher · Assess the situation.- You have to know w.docx

Candice Shamsher
· Assess the situation.- You have to know what type of situation
that you are dealing with to be able to handle it efficiently. You
don’t want your officers running into a gun fight when its
actually a fire. What kind of situation are we dealing with? How
many suspects are involved? Where is it taking place. There are
all things to consider when accessing the situation.
· Identify the danger zone. – Knowing where the danger zone is
will keep the public out of harm’s way when dealing with the
situation.
· Establish an inner perimeter. - This would be the location
where only authorized people would be allowed. This allows for
law enforcement agents to keep control on the situation at hand.
· Establish an outer perimeter. – I believe this falls along the
same lines with the outer perimeter. This allows for some access
to the safe parts.
· Establish the incident command post. – This will help with
keeping control of the situation. All information would be
streamlined to this location. This is critical as with a ICP,
everyone knows where their information is coming to and they
know exactly where to report.
· Establish the staging area. – Another critical piece because it
allows a central location where resources can flow in and out
of.
· Request additional resources. – This is critical because if
additional resources are needed, law enforcement knows how or
who to go to.
I believe that the NIMS & ICS policy philosophy is something
that needs to be embraced by all of law enforcement as it can be
looked to as a blueprint or better yet, a guideline to what needs
to be done in case of catastrophe. Without this, it is easy for a

critical piece to missed which could eventually result in more
loss of lives
George Jay
Assess the situation is the first critical task for law
enforcement; being able to understand what the situation is
immediate could save lives. Law enforcement will respond to a
call for shots fired and have to determine if its an active shooter
or something different. We see this during the Las Vegas
shooting were Las Vegas police officers discovered they were
dealing with an active shooter. The next task would be to
identify the danger zones. The officer who becomes the Isdent
commander will have to start mapping out the hot, warm, and
cold zone so that Emergency responders understand where to
go. You don't want fire arriving in the hot zone while an active
shooter is being engaged. having the tools to complete this task
is essential. "Watch commanders and lieutenants use command
stations that contain dry-erase boards, markers, notepads, and
folders containing checklists from the department's critical
incident management guide for various situations"(Phibbs &
Snawder, 2014). The inner perimeter has to be established
before the outer perimeter to protect the local population and
ensure no one goes into a hostile situation. Once the inner
perimeter has been established, you can use additional resources
to develop an outer perimeter.
The outer perimeter will help with the standoff distance to the
incident by using emergency recourse to bock off roads that will
lead to the scene. During the ongoing situation, the incident
command post is being set up." By managing the incident scene
earlier and more effectively, officials may not need to request
as many assets. They ultimately could demobilize the ones on
the scene faster, thus, saving money for the taxpayer"(Phibbs &
Snawder, 2014). Part of the Incident commander's responsibility
will be setting up the staging area. The staging area allows the

IC to know what resources are on-site and be able to dispatch
those resources to the correct area to save lives and control the
overall incident. Lastly, If the event develops into large-scale
critical incidents, additional resources could be needed. Having
mutual aid agreements with other outside agencies is crucial for
successful responses to massive critical incidents.
The importance of the NIMS and ICS is not the structure, but it
allows different agencies who are responding to understand the
overall operation of the scene. "Breaking down the barriers that
prevent organizations from using ICS is imperative today, when
regional responses to significant incidents are becoming more
common"(Phibbs & Snawder, 2014). Knowing other agencies'
capabilities will benefit the overall incident and help first
resonders.
Candice Shamsher
·
Assess
the
situation.
-
You
have
to
know

what
type
of
situation
that
you
are
dealing
with
to
be
able
to
handle
it
efficiently.
You
don’t

want
your
officers
running
into
a
gun
fight
when
its
actually
a
fire.
What
kind
of
si
tuation

are
we
dealing
with?
How
many
suspects
are
involved?
Where
is
it
taking
place.
There
are
all
things

to
consider
when
accessing
the
situation.
·
Identify
the
danger
zone.
–
Knowing
where
the
danger
zone
is

will
keep
the
public
out
of
harm’s
way
when
d
ealing
with
the
situation.
·
Establish
an
inner
perimeter.

-
This
would
be
the
location
where
only
authorized
people
would
be
allowed.
This
allows
for
law

enforcement
agents
to
keep
control
on
the
situation
at
hand.
·
Establish
an
outer
perimeter.
–
I

belie
ve
this
falls
along
the
same
lines
with
the
outer
perimeter.
This
allows
for
some
access
to
the

safe
parts.
·
Establish
the
incident
command
post.
–
This
will
help
with
keeping
control
of
the
situation.

All
information
would
be
streamlined
to
this
location.
This
is
critical
as
with
a
ICP,
everyone
knows
where

their
information
is
coming
to
and
they
know
exactly
where
to
report.
·
Establish
the
staging
area.
–

Another
critical
piece
because
it
allows
a
central
location
where
resources
can
flow
in
and
out
of.
·

Req
uest
additional
resources.
–
This
is
critical
because
if
additional
resources
are
needed,
law
enforcement
knows
how

or
who
to
go
to.
I
believe
that
the
NIMS
&
ICS
policy
philosophy
is
something
that
needs

to
be
embraced
by
all
of
law
enforcement
as
it
can
be
looked
to
as
a
blueprint
or

better
yet,
a
guideline
to
what
needs
to
be
done
in
case
of
catastrophe.
Without
this,
it
is

easy
for
a
critical
piece
to
missed
which
could
eventually
result
in
more
loss
of
lives
George Jay

enforcement;
being able to understand what the situation is immediate could
save lives. Law enforcement will respond to a call for shots
fired
and have to determine if its an active shooter or
something
Candice Shamsher
- You have to know what type of
situation that you are
dealing with to be able to handle it efficiently. You don’t want
your officers
running into a gun fight when its actually a fire. What kind of
situation are we
dealing with? How many suspects are involved? Where is it
taking place.
There are all things to consider when accessing the situation.
the danger zone. – Knowing where the danger zone is
will keep the
public out of harm’s way when dealing with the situation.
- This would be the location
where only
authorized people would be allowed. This allows for law
enforcement agents
to keep control on the situation at hand.
– I believe this falls along the
same lines with
the outer perimeter. This allows for some access to the safe
parts.
– This will help with
keeping control of
the situation. All information would be streamlined to this

location. This is
critical as with a ICP, everyone knows where their information
is coming to
and they know exactly where to report.
ging area. – Another critical piece because it
allows a
central location where resources can flow in and out of.
– This is critical because if
additional
resources are needed, law enforcement knows how or who to go
to.
I believe that the NIMS & ICS policy philosophy is something
that needs to
be embraced by all of law enforcement as it can be looked to as
a blueprint
or better yet, a guideline to what needs to be done in case of
catastrophe. Without this, it is easy for a critical piece to
missed which
could eventually result in more loss of lives
George Jay
enforcement;
being able to understand what the situation is immediate could
save lives. Law enforcement will respond to a call for shots
fired
and have to determine if its an active shooter or something
Name(s):
______________________________________________
Project Title: _________________________________

of 2
CHEM 1002 – Flame Challenge Rubric
Criteria 5 points Very Good
2.5 points
Satisfactory
0 points
Unacceptable Score Comments
Length
Video: Is 3:30 - 4:00
minutes in length
Written: Is 450 to 500
words
Graphic: Is 2-4 Pages
Video: Within 10 seconds
over/under of the Very
Good length criteria
Written: Within 5 words
over/under of the Very
Good word criteria
Graphic: 1 page or 5 pages
The submission is longer or
shorter than the
satisfactory rubric value

Significance
Demonstrates scientific
substance and depth.
Presents accurate
chemistry material and is
able to communicate the
answer to “What is Global
Warming?” in accessible
ways.
Covers topic but does not
use chemical principles to
communicate chemistry of
topic. Or uses chemical
principles, but not in an
accurate manner.
Does not give adequate
coverage of topic.
Chemistry
content
The information presented
is accurate
There are a number of
minor mistakes or one

major mistake in chemistry
content
Major mistakes or
inaccuracies in chemistry
content
OR
There is not any chemistry
content included
Appropriate
for audience
The content is appropriate
for an 11-year old to
understand without prior
science knowledge
Parts of the material are
presented at the correct
level, but some scientific
jargon or other material that
would confuse an 11-year
old is present without an
explanation for those who
don’t know those words
The material is presented at
a level that is much too

advanced, or is so
simplified that the most
critical content is lost
Page 2 of 2
Other Constructive Comments:
Organization
Has clear statement.
Maintains focus
throughout; summarizes
main points. Has a clear
beginning, middle, and
end.
Parts of the project are well
organized, but significant

portions are disorganized or
confusing.
Does not provide focus for
project, is disorganized and
confusing
Original
Content
All content (images, music,
graphics, charts, etc.) is
original to the authors
There is not option for
“satisfactory” in this
category
Uses content that is not
original and created by
authors
Total
Score
Out of
30

CRM 365SAINT LEO UNIVERSITYCOLLEGE OF
EDUCATION AND SOCIAL SERVICES
DEPARTMENT OF CRIMINAL JUSTICE
CRM 365 Local Response to Terrorism3 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 or call x8464.
For more information, please review the Policy and Procedure
Manual on the Disability Services web page at
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.
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. If a federal holiday, e.g.,
Memorial Day, causes a single class not to be held and there are
only seven scheduled class meetings, 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 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
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
JurisdictionsGrading (Be sure to review the Grading Rubrics
below)

Reaction Papers (4) 60
Written Discussions (8)
80
Mid-Term Exam 80
Final Exam
80
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.
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
0-20
1 - 5

6 - 10
11 - 15
16 -20
Clearly identifies focus and critically analyzes and discusses the
topic
0-20
1 - 5
6 - 10
11 - 15
16 - 20
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
0-20
1 - 5
6 - 10
11 - 15
16 - 20
Perspectives presented in a clear concise manner
0-20
1 - 5
6 - 10
11 - 15
16 - 20

evaluating the reaction papers.
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
Five percent or less of sentences are awkward, incorrectly

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
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 () 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 .
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 (). 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
"
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)
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
Identify a research paper topic from the listing in the Course
Syllabus
Track your module progress
Week 2
Module 2
to:
· Develop the Situation and Assumptions About a Terrorist
Threat
· Determine Direction and Control for Terrorist Incidents
Due No Later Than
Read through the entire module
Read and review Chapters 3&4

Submit your selected Research Paper topic to Dr. Wright via the
Classlist email function
Complete and submit the Reaction Paper based on the assigned
text readings
Week 3
Module 3
to:
· Describe Communicating During Terrorist Incidents
· Describe Disseminating Warnings during Terrorist Incidents
Due No Later Than
Read and review Chapters 5-6
text readings

Week 4
Module 4
to:
· Describe Emergency Public Information
· Describe Protective Action During a Terrorist Incident
Due No Later Than
text readings
Week 5
Module 5

to:
· Plan for Mass Care Following a Terrorist Incident
Due No Later Than
Read and review Chapter 9
Complete Mid-Term Examination
text readings
Week 6
Module 6
to:
· Discuss Planning Health and Medical Needs in a
Terrorist Incident
· Manage Resources in a Terrorist Incident

Due No Later Than
11:59 PM Thursday …

Candice Shamsher · Assess the situation.- You have to know w.docx

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