Running head ACTION AND PREPAREDNESS1ACTION AND PREPAREDNES.docx

Running head: ACTION AND PREPAREDNESS 1
ACTION AND PREPAREDNESS 4
Tanearea Smith
These documents showed that knowing this information before
something tragic happens is very vital to saving lives and
minimizing the amount of damage and lives are lost. In each
case of terrorism described in these documents the local
responders were caught of guard and not prepared to respond in
the way they should have. Things that they needed like
communication were lacking and because of this the response to
these attacks was not as helpful as it could have been though
they did a great job with the training and skills they had. Not
only had they not been trained for an attack of this nature they
had also not been trained for an attack of this caliber. When
these attacks took place most people were in shock that
anything like these attacks could even happen on American soil
so its needless to say they had no clue how to react.
Increasing the awareness of terrorist attacks is a very important
part of helping be ready. A lot of us as Americans including our
Law enforcement and emergency teams felt before these attack
the this could never happen to us, this was simple miseducation
on lack of education on the topic. Even after seeing the

devastation suffered after these attacks some still believe that
now more than ever we are some how to secure to be attacked
again. This out of all of the things to be taught about countering
terrorism is the one thing is can be easily done and make a huge
impact. Just the knowledge that we are not safe from terror will
give people a different mind set, it will put them on alarm and
allow them to do other things that will be a help In countering
this threat almost with out thinking.
Nicolette Wilson
The documents that were provided was a good look into how the
emergency responses acted on September 11, 2001, in
Arlington, Va.; as well as in Boston on April 15, 2013. The
Pentagon attack was not organized at first because the two
pagers did not send out the pages to all the pagers. The paging
system also failed when it sent out the pages hours after the
attack. (Arlington, 2001). Most of the individuals who received
the pages did not know what they meant. In the Boston
bombings in less than 40 minutes the Unified Command shifted
the operations to Unified Command Center in a Westin Hotel.
It is important to understand what to do in a terrorist attack.
Understanding who to call or who to put on alert is a crucial
part to getting injured victims to hospitals in time to save them.
This also will come into account for moving died bodies once
personal can do so. The attacks on September 11, 2001 in New
York left the NYPD unprepared and shocked as to do. The
Boston bombings were a little more organized. “Following the
explosions on Boylston Street, emergency responders (police,
fire and EMS), BAA medical volunteers from Alpha Medical
Tent, and numerous spectators and bystanders quickly
responded to the critically injured, triaging their injuries and
facilitating their transport to area hospitals.” (After Action
Report for the Response to the 2013 Boston Marathon
Bombings, 2013).

Due Date: 11:59 p.m. EST, Sunday of Unit 1
Points: 100
Overview:
For this assignment, you will choose a multicultural children’s
book from the list provided to evaluate
and then answer a set of questions. There are 10 questions
included, each worth 10 points.
Instructions:
Choose one (1) of the multicultural children’s books provided in
Unit 1 to evaluate.
Then, in the assignment link in Blackboard, discuss each of the
following questions using
complete sentences that explain your ideas:
1. Provide a brief summary of the book and share why you
chose it.
2. How might the book help children gain a greater appreciation
of themselves or those
around them?
3. Does the story accurately portray the culture of the
characters?
4. Does the story avoid offensive expressions, negative
attitudes, or stereotypical
representations?

5. Are the events, situations, and objects depicted historically
accurate?
6. Does the story exemplify good storytelling?
7. Does the story include words and phrases from the culture
being depicted?
8. Is the story explicit and precise about the cultural roots of the
group being depicted?
9. Does the story accurately reflect the values inherent to the
culture being depicted?
10. Does the story acknowledge the diversity of experiences
within a particular cultural group?
*These questions are adapted from Charlotte Huck’s Children’s
Literature: A Brief Guide
Requirements:
• Use your own words and include the in-text citation for any
resources you may use when
answering some of these questions.
o For example, if you are citing your textbook, use the in-text
citation: (Kiefer & Tyson,
2019) and the reference: Kiefer, B. Z., Tyson, C. A., Parsons
Barger, B., Patrick, L. &
Reilly-Sanders, E. (2019). Charlotte Huck’s children's
literature: A brief guide (3rd ed.).
New York, NY: McGraw-Hill Education.
CHS203 – Children’s Literature and Language Arts
Unit 1 Assignment: Evaluating Multicultural Books
• Be sure to use appropriate paragraph breaks and keep your

writing free from spelling and
grammatical errors.
Be sure to read the criteria below by which your work will be
evaluated before you write and
again after you write.
Assignment Question Rubric
Each question of the assignment will be graded using the
following criteria:
CRITERIA Deficient Needs Improvement Satisfactory
Proficient
(0% - 59%) (60% - 79%) (80% - 89%) (90% - 100%)
Content
(40%)
Subject matter is
minimally
addressed.
Opinions are
offered, but
arguments lack
scholarly backing.
Subject matter is

adequately
addressed.
Arguments are
partially supported
by scholarly
research.
Subject matter is
fairly well
addressed.
Arguments are
supported by
scholarly research
but could be
further elaborated
with specific
details.
Subject matter is
thoroughly
addressed.
Arguments are
well elaborated
and fully
supported by
scholarly research
and specific
examples.
Structure and
Flow
(40%)
Flow is poor.

Paragraphing is
inappropriate.
Transitions are
minimal or absent.
Significant
redundancy is
evident.
Flow is adequate.
Paragraphs may
be too long or too
short. Transitions
are minimal, and
redundancy is
evident.
Flow is good.
Paragraphing is
mostly
appropriate.
Transitions are
present, and
redundancies are
minimal.
Flow is excellent.
Paragraphing is
clear, and
transitions are
smooth and
consistent.
Inappropriate
redundancies are
absent.
Clear and

Professional
Writing and APA
Format
(20%)
Errors impede
professional
presentation;
writing and
formatting
guidelines are not
followed.
Numerous errors
exist that interfere
with a
professional
presentation.
Writing and
formatting
guidelines are
being followed but
have a few errors
that do not
impede
professional
presentation.
Writing and
formatting
guidelines are
being followed

and are clear and
professional. APA
compliant with no
to minimal errors
when applicable.
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 [email protected]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=39
1
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
JurisdictionsGrading (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.
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 ([email protected]) 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
[email protected].
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
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

In orde
Week 7
Module 7
to:
· Know Roles and Responsibilities in a Terrorist Incident
Due No Later Than
Read and review Chapters 12
Submit your APA Research Paper
Study for the Final Exam to be taken in Module 8
Week 8

Module 8
to:
· Understand Other Factors to Consider
Due No Later Than
Read and review textbook Chapter 13
Complete Final Examination
Revised Spring 2020
Saint Leo University

Running head ACTION AND PREPAREDNESS1ACTION AND PREPAREDNES.docx

Running head ACTION AND PREPAREDNESS1ACTION AND PREPAREDNES.docx

Recommended

Recommended

More Related Content

Similar to Running head ACTION AND PREPAREDNESS1ACTION AND PREPAREDNES.docx

Similar to Running head ACTION AND PREPAREDNESS1ACTION AND PREPAREDNES.docx (19)

More from healdkathaleen

More from healdkathaleen (20)

Recently uploaded

Recently uploaded (20)

Running head ACTION AND PREPAREDNESS1ACTION AND PREPAREDNES.docx