The document discusses the Joint Staff Antiterrorism Level I Training Application, which has provided online antiterrorism training to over 5 million DOD personnel. It was developed in 2001 to standardize antiterrorism training and make it more accessible. The training includes introductory material on terrorism, scenarios tailored for different user groups, and historical examples. It has been continuously updated and expanded since to incorporate policy changes and user feedback. It has become a key resource for meeting antiterrorism training requirements across the DOD.
This week’s forum discussion is all about training and equipment. TakishaPeck109
This week’s forum discussion is all about training and equipment. In general, personal protection specialists and details exist to protect human capital. Organizations employ or contract security professionals solely for risk optimization and it is important to understand this before determining what training, skills, or equipment may be necessary to complete the mission. Without a solid understanding of the various risks and threats the client faces, it would be difficult to determine the operational needs of the detail. “Conducting security surveys with an integrated risk management approach, when done in a proactive way, can help provide more cost-effective and successful [protection] programs” (Kovacich & Halibozek, 2016). However, June lays out a few “universal” areas of necessary training in Introduction to Executive Protection which include threat assessment and risk analysis, emergency medicine, advance planning and defensive tactics, and etiquette (June, 2016). In my opinion, security details need individuals who are trained in these five core aspects of protection to be successful, regardless of the threat profile. And in-service training should reflect that. It is important to routinely train and evaluate teams and individuals to increase proficiency because training is primarily focused on “how and when to react” (p. 151).
There are also some essential skills that personal protection specialists should have to be effective. In high threat protection, we generally consider making holes and plugging holes to be the most essential, but the reality is that the greatest threat most clients face is ordinary and shared by everyone in the modern world: vehicle accidents. Driving is a critical foundational skill that all protection specialists should have. Traveling is a necessity in most industries, and it is generally understood that clients in high threat environments are at the greatest risk when moving from point A to B. And routine vehicle accidents are not the only issue. Because attacks on principle are largely functions of time and opportunity, the client is most vulnerable while underway. In general, this promotes driving at faster rates of speed to reduce time on the road, further highlighting the importance of having skilled and capable drivers on security details.
In addition to training and skill requirements, equipment is a major consideration in protective operations. The vehicle is a critical piece of equipment in protective operations (McGovern, 2011) and proper loadout is a big part of success during an incident. Typical loadouts generally include communications equipment, emergency medical supplies such as first aid kits and AEDs, and extradition equipment (APUS, 2020). Properly staging the vehicle and conducting familiarization training is equally important. For example, the Toyota LC200 has become the gold standard for protective operations worldwide and up-armored variants are used by nearly every single state, non ...
ASEAN Critical Information Infrastructure Protection FrameworkETDAofficialRegist
The main purpose of the study and its point of action is to develop regional critical information infrastructure (CII) resilience practices by identifying CII that have strategic imperatives and developing coordinated approaches for cybersecurity protection. The scope of this project study is based on the ASEAN ICT Masterplan 2020 which aims to strengthen information security and assurance among ASEAN Member States (AMS).
Unit III Case StudyWater Outage ScenarioFor this assignment, s.docxmarilucorr
Unit III Case Study
Water Outage Scenario
For this assignment, students are required to answer questions about the scenario below.
You are the president of a university with an enrollment of 10,000 students. On Tuesday at 8:15 am, facility management has informed you that a major water main break has occurred outside of your main campus building near the site of a newly constructed research building. Law enforcement is also on scene as this situation is suspected to be an eco-terror attack.
Found spray painted on the wall was the following message: “Experiment on yourselves. This is your last warning.” As a result of this water main break, the following situations have developed:
· There is no water on the main campus and in the five large dormitories that house 2,000 students.
· The water main break impacts the HVAC cooling system and the data center for the campus.
· All building services, such as toilets, drinking water, water suppression systems, and dining facilities, are out of water.
· The damage is extensive, and it is going to take 36 hours for the water company to fix the damage.
· Due to the lack of water, the buildings must be closed per the health department’s health codes.
· Security and facilities management personnel will need to stay onsite to perform fire watch for the buildings and to escort the utility workers in and out of the facilities.
· Security will also be assisting law enforcement in their investigation at the crime scene.
· The data center will not be staffed.
· No other students and staff can stay in the facilities.
· The students living in dormitories will require some type of temporary housing.
· The students on meal cards will require meals.
· The university will have to determine makeup policies for missed classes.
Review what you have learned about the purpose of the Planning “P” incident action plan (IAP), and Incident Command System (ICS) forms. Then, based on the scenario above, determine how you would address the following issues by answering the following question:
1. Assess the situation.
a. Would this situation require an activation of the university’s ICS? Why?
b. Would this situation require an IAP? Why?
2. Develop initial strategies.
a. What are the incident priorities?
b. Create three SMART (specific, measureable, achievable, realistic, time-phased) objectives.
3. Assign resources to the SMART objectives.
a. Are there resource restraints that the university may have for this incident?
4. Determine the next operational period.
a. What is the operational period: 8 hours, 10 hours, or 12 hours?
b. When should the next operational period begin, and why?
5. Determine which ICS forms should be used to complete the IAP for the university.
a. What ICS forms should be used to complete the IAP for the university?
b. Why did you choose these forms?
Your paper should consist of no less than two pages, not counting the title page and reference page. All citations and references used should be formatted using A ...
Week 4 DiscussionCOLLAPSETop of FormOverall Rating· 1· .docxcockekeshia
Week 4 Discussion
COLLAPSE
Top of Form
Overall Rating:
· 1
· 2
· 3
· 4
· 5
· 1
· 2
· 3
· 4
· 5
"Security Monitoring" Please respond to the following:
· Considering your place of employment or your home computing environment, discuss in detail the way in which in-depth (or layered) defense is employed to enhance security in your chosen environment.
· According to the textbook, Intrusion Detection Systems (IDS), which can be categorized as Host IDS (HIDS) and Network IDS (NIDS), is a means of providing real-time monitoring. Compare and contrast HIDS and NIDS, and provide at least one (1) example identifying when one (1) would be more appropriate to use over the other. Provide a rationale to support your chosen example.
Bottom of Form
This syllabus was developed for online learning by Ervin C. Deck Wiscasset
MGMT_408__online_syllabus_0415
MGMT 408
Airport Management
Online Course Syllabus
Credit Hours: 3
Delivery Method: Online (Internet /Canvas)
Required Course Materials
Wells, A. T., & Young, S. Y. (2011). Airport planning & management (6th
ed.). New York, NY: McGraw-Hill.
ISBN: 978-0-0714-1301-5 Hardcover
ISBN: 0-07-143606-5 E-Book
American Psychological Association. (2010). Publication manual of the
American Psychological Association (6th ed.). Washington, DC:
Author.
ISBN: 978-1-4338-0561-5
(APA website: http://www.apastyle.org/manual/index.aspx)
Federal Aviation Administration. (FAA). (current issue). Airport master
plans. (Advisory Circular No. 150/5070-6B). Washington, DC:
Author.
Federal Aviation Administration. (FAA). (current issue). Airport master plans. (Advisory Circular
No. 150/5070-6B). Washington, DC: Author.
Federal Aviation Administration. (FAA) (current issue). Architectural, engineering, and planning
consultant services for airport grant project. (Advisory Circular No. 150/5100-14D).
Washington, DC: Author.
Note, required CFRs and FAA documents are freely available on the FAA Website. Internet
links are provided in the modules where the documents are applicable and in the Resources
content area along with links for supplemental materials related to aviation management.
http://www.apastyle.org/manual/index.aspx
Page 2 of 8
.
Suggested Supplemental Materials
Federal Aviation Administration. (FAA). (current issue). National Environmental Policy Act
(NEPA) Implementing Instructions for Airport Actions. (Order No. 5050.4B). Washington,
DC: Author.
United States Code of Federal Regulations. (CFR). (current issue). Title 49 part 23, Participation
of disadvantaged business enterprise in concessions. Washington, DC: Government
Printing Office.
United States Code of Federal Regulations (CFR). (current issue). Title 49 part 1542: Airport
Security. Washington, DC: Government Printing Office.
Federal Aviation Administration. (FAA). (2009–2013). Report to Congress: National plan of
integrated airports system (NPIAS). Washin.
This week’s forum discussion is all about training and equipment. TakishaPeck109
This week’s forum discussion is all about training and equipment. In general, personal protection specialists and details exist to protect human capital. Organizations employ or contract security professionals solely for risk optimization and it is important to understand this before determining what training, skills, or equipment may be necessary to complete the mission. Without a solid understanding of the various risks and threats the client faces, it would be difficult to determine the operational needs of the detail. “Conducting security surveys with an integrated risk management approach, when done in a proactive way, can help provide more cost-effective and successful [protection] programs” (Kovacich & Halibozek, 2016). However, June lays out a few “universal” areas of necessary training in Introduction to Executive Protection which include threat assessment and risk analysis, emergency medicine, advance planning and defensive tactics, and etiquette (June, 2016). In my opinion, security details need individuals who are trained in these five core aspects of protection to be successful, regardless of the threat profile. And in-service training should reflect that. It is important to routinely train and evaluate teams and individuals to increase proficiency because training is primarily focused on “how and when to react” (p. 151).
There are also some essential skills that personal protection specialists should have to be effective. In high threat protection, we generally consider making holes and plugging holes to be the most essential, but the reality is that the greatest threat most clients face is ordinary and shared by everyone in the modern world: vehicle accidents. Driving is a critical foundational skill that all protection specialists should have. Traveling is a necessity in most industries, and it is generally understood that clients in high threat environments are at the greatest risk when moving from point A to B. And routine vehicle accidents are not the only issue. Because attacks on principle are largely functions of time and opportunity, the client is most vulnerable while underway. In general, this promotes driving at faster rates of speed to reduce time on the road, further highlighting the importance of having skilled and capable drivers on security details.
In addition to training and skill requirements, equipment is a major consideration in protective operations. The vehicle is a critical piece of equipment in protective operations (McGovern, 2011) and proper loadout is a big part of success during an incident. Typical loadouts generally include communications equipment, emergency medical supplies such as first aid kits and AEDs, and extradition equipment (APUS, 2020). Properly staging the vehicle and conducting familiarization training is equally important. For example, the Toyota LC200 has become the gold standard for protective operations worldwide and up-armored variants are used by nearly every single state, non ...
ASEAN Critical Information Infrastructure Protection FrameworkETDAofficialRegist
The main purpose of the study and its point of action is to develop regional critical information infrastructure (CII) resilience practices by identifying CII that have strategic imperatives and developing coordinated approaches for cybersecurity protection. The scope of this project study is based on the ASEAN ICT Masterplan 2020 which aims to strengthen information security and assurance among ASEAN Member States (AMS).
Unit III Case StudyWater Outage ScenarioFor this assignment, s.docxmarilucorr
Unit III Case Study
Water Outage Scenario
For this assignment, students are required to answer questions about the scenario below.
You are the president of a university with an enrollment of 10,000 students. On Tuesday at 8:15 am, facility management has informed you that a major water main break has occurred outside of your main campus building near the site of a newly constructed research building. Law enforcement is also on scene as this situation is suspected to be an eco-terror attack.
Found spray painted on the wall was the following message: “Experiment on yourselves. This is your last warning.” As a result of this water main break, the following situations have developed:
· There is no water on the main campus and in the five large dormitories that house 2,000 students.
· The water main break impacts the HVAC cooling system and the data center for the campus.
· All building services, such as toilets, drinking water, water suppression systems, and dining facilities, are out of water.
· The damage is extensive, and it is going to take 36 hours for the water company to fix the damage.
· Due to the lack of water, the buildings must be closed per the health department’s health codes.
· Security and facilities management personnel will need to stay onsite to perform fire watch for the buildings and to escort the utility workers in and out of the facilities.
· Security will also be assisting law enforcement in their investigation at the crime scene.
· The data center will not be staffed.
· No other students and staff can stay in the facilities.
· The students living in dormitories will require some type of temporary housing.
· The students on meal cards will require meals.
· The university will have to determine makeup policies for missed classes.
Review what you have learned about the purpose of the Planning “P” incident action plan (IAP), and Incident Command System (ICS) forms. Then, based on the scenario above, determine how you would address the following issues by answering the following question:
1. Assess the situation.
a. Would this situation require an activation of the university’s ICS? Why?
b. Would this situation require an IAP? Why?
2. Develop initial strategies.
a. What are the incident priorities?
b. Create three SMART (specific, measureable, achievable, realistic, time-phased) objectives.
3. Assign resources to the SMART objectives.
a. Are there resource restraints that the university may have for this incident?
4. Determine the next operational period.
a. What is the operational period: 8 hours, 10 hours, or 12 hours?
b. When should the next operational period begin, and why?
5. Determine which ICS forms should be used to complete the IAP for the university.
a. What ICS forms should be used to complete the IAP for the university?
b. Why did you choose these forms?
Your paper should consist of no less than two pages, not counting the title page and reference page. All citations and references used should be formatted using A ...
Week 4 DiscussionCOLLAPSETop of FormOverall Rating· 1· .docxcockekeshia
Week 4 Discussion
COLLAPSE
Top of Form
Overall Rating:
· 1
· 2
· 3
· 4
· 5
· 1
· 2
· 3
· 4
· 5
"Security Monitoring" Please respond to the following:
· Considering your place of employment or your home computing environment, discuss in detail the way in which in-depth (or layered) defense is employed to enhance security in your chosen environment.
· According to the textbook, Intrusion Detection Systems (IDS), which can be categorized as Host IDS (HIDS) and Network IDS (NIDS), is a means of providing real-time monitoring. Compare and contrast HIDS and NIDS, and provide at least one (1) example identifying when one (1) would be more appropriate to use over the other. Provide a rationale to support your chosen example.
Bottom of Form
This syllabus was developed for online learning by Ervin C. Deck Wiscasset
MGMT_408__online_syllabus_0415
MGMT 408
Airport Management
Online Course Syllabus
Credit Hours: 3
Delivery Method: Online (Internet /Canvas)
Required Course Materials
Wells, A. T., & Young, S. Y. (2011). Airport planning & management (6th
ed.). New York, NY: McGraw-Hill.
ISBN: 978-0-0714-1301-5 Hardcover
ISBN: 0-07-143606-5 E-Book
American Psychological Association. (2010). Publication manual of the
American Psychological Association (6th ed.). Washington, DC:
Author.
ISBN: 978-1-4338-0561-5
(APA website: http://www.apastyle.org/manual/index.aspx)
Federal Aviation Administration. (FAA). (current issue). Airport master
plans. (Advisory Circular No. 150/5070-6B). Washington, DC:
Author.
Federal Aviation Administration. (FAA). (current issue). Airport master plans. (Advisory Circular
No. 150/5070-6B). Washington, DC: Author.
Federal Aviation Administration. (FAA) (current issue). Architectural, engineering, and planning
consultant services for airport grant project. (Advisory Circular No. 150/5100-14D).
Washington, DC: Author.
Note, required CFRs and FAA documents are freely available on the FAA Website. Internet
links are provided in the modules where the documents are applicable and in the Resources
content area along with links for supplemental materials related to aviation management.
http://www.apastyle.org/manual/index.aspx
Page 2 of 8
.
Suggested Supplemental Materials
Federal Aviation Administration. (FAA). (current issue). National Environmental Policy Act
(NEPA) Implementing Instructions for Airport Actions. (Order No. 5050.4B). Washington,
DC: Author.
United States Code of Federal Regulations. (CFR). (current issue). Title 49 part 23, Participation
of disadvantaged business enterprise in concessions. Washington, DC: Government
Printing Office.
United States Code of Federal Regulations (CFR). (current issue). Title 49 part 1542: Airport
Security. Washington, DC: Government Printing Office.
Federal Aviation Administration. (FAA). (2009–2013). Report to Congress: National plan of
integrated airports system (NPIAS). Washin.
Why is it getting harder to train the cybersecurity workforce? (ExtendedVersion)Seungjoo Kim
Even in this pandemic situation, thank you for making and running the HITCON 2021 so well. Thank you for giving me the chance to talk!
This presentation is revised by reinforcing Q&A. Look forward to seeing you offline next year!
Name________________PowerPoint Test Instructions1. Start.docxhallettfaustina
Name________________
PowerPoint Test Instructions
1. Start PowerPoint and open the file Test 1 and save it to your desktop as Your Name PowerPointTest 1.
2. Format the slides using the Facet design theme with a blue varient.
3. Go to slide 3 and change the layout to Two Content.
4. Insert an appropriate graphic relating to computers.
5. Create a 3 pt. picture border around the graphic that is any color that matches the chosen picture.
6. Move and size the graphic to fit on the slide without covering any of the text (you may place it anywhere you like)
7. Insert a slide after slide 3. The title will be Advertising. Insert the following information
Social Media (main bullet)
Facebook (sub-bullet)
Twitter (sub-bullet)
Radio Commercials (main bullet)
Newspapers (main bullet)
Dallas Morning News (sub-bullet)
Local college papers (sub-bullet)
8. At the end of the presentation insert a new slide. The title of the slide will be User Cost
9. Create a table that is 2 columns by 3 rows
10. Add the following information to the table
Basic
Premium
Pay per download
Unlimited downloads
$3.99 each
$19.99
11. Center the text in the top row of the table.
12. Format the table using the table design Light Style 2-Accent 1.
13. On slide 2 create a banner from shapes that includes the words “#1 Provider”. Change the font to Algerian 24 pt.
14. Change the color of the banner to any green color you want.
15. On slide 4 convert the text to SmartArt using Converging Radial style found in the Relationships section. Change the color to Colorful Range- Accent Colors 2 to 3. Change the SmartArt Style to 3-D Cartoon.
16. Go to slide 2 and insert the following in the speaker note area: “List all the areas where we are the number one provider.”
17. Set a random bars transition for all slides.
18. Using the slide master, change the heading on all slides to Castellar 36 pt.
19. On slide 2, 3, and 4 animate the bullets to by flying in from the left side.
20. Add your name as a footer to the slides.
21. Set the timings for each slide to 5 seconds
22. Check your spelling and save the presentation.
23. Save the presentation.
24. Set up the PowerPoint to print the presentation as handouts so it prints 6 slides per sheet. Do a screen shot of the backstage print preview. You can use the Snipping Tool or the PRNTSCRN button. Save the screen shot as Test 1 Print Preview. Submit the files Your Name PowerPoint Test 1 and Test 1 Print Preview in eCampus. Close out of PowerPoint.
Running Head: HUMAN ERROR MANAGEMENT
1
HUMAN ERROR MANAGEMENT
2
Research Manuscript
Course
Professor
Date
Abstract
Commercial aviation has evolved in terms of training to include crew resource management(CRM) – a shift from cockpit training. As such, CRM can be evaluated and validated, its limitations, such as inefficient cross-cultural outlook, are highlighted. An inclusive framework that focuses on human error management to enhance its acceptance in the commercia.
C H A P T E R 1 4 Risk Management and Worker Protec ti.docxRAHUL126667
C H A P T E R 1 4 Risk Management and Worker Protec tion 499
H R E X P E R I E N T I A L P R O B L E M S O L V I N G
Due to an increase in recent employee layoffs
because of economic conditions and the increased
risk of workplace violence, as well as an increase
in domestic restraining orders that several employ-
ees have recently obtained against former spouses,
company management has decided it is time to
take a proactive position and develop a workplace
violence action plan. There are many factors to
consider, as your company has three locations
and more than 500 employees. For information to
assist you in identifying workplace violence catego-
ries and prevention strategies, visit the website at
www.fbi.gov/publications/violence.pdf.
1. Which workplace violence categories are of
most concern to your company?
2. What steps and provisions do you need to
include in your workplace violence action plan?
Policing the workplace used to mean reminding
employees about personal phone calls and making
sure that paper clips did not disappear. But with
the computer revolution at work that began in the
1990s, checking on employee behavior at work
became considerably more technical. The threats
to data security, not to mention other threats for
potential lawsuits (e.g., sexual harassment), are now
more complex as well. New federal laws pertaining
to financial and medical records have put increased
pressure on companies to protect their data. But
auditing user privacy cannot be done without input
and buy-in from HR, notes a senior consultant with
an IT security firm in Massachusetts.
Whether the concern is in appropriate Internet
usage or transferring files outside the company, HR
may be the first to learn of a problem. Although the
possibility of outside attacks on the computer net-
work is a real problem, the threat of internal security
breaches is even greater. The growing insider prob-
lem and the sheer volume of electronic messages
coming into and out of a company (a large company
easily processes one million e-mails per day) present
HR with a challenge on data security policy devel-
opment, implementation, and enforcement.
HR may be asked to “identify personnel at
risk” who might require more stringent watch-
ing, such as people who are sending out résumés.
In many cases, people leaving organizations take
advantage of the opportunity to take intellectual
property with them. Security software identify-
ing employee behaviors will always require HR
involvement. Policy violations, banned sites, and
stealing identity data are examples. Companies
look very bad when sensitive customer or employee
data are stolen or leaked to the public. Employees
can easily resent the security measures and see the
security as “Big Brother” watching. However, the
growth of identity theft and spyware means that
more employees have been personally affected by
data security and are more likely to recognize the ...
Measuring Information Security: Understanding And Selecting Appropriate MetricsCSCJournals
Thanks to numerous information in newspapers about data leaks, advocacy for information security is no more that difficult. But on the practical side, it is usually tough time for information security professionals when they have to demonstrate the value of information security to their organizations; they have so much metrics available on hand that making the right selection is far from obvious. This paper is about understanding the metrics that are available and discussing how to use them in some specific less developed economies.
More Related Content
Similar to AT Level I Training Application Trains 5 Million
Why is it getting harder to train the cybersecurity workforce? (ExtendedVersion)Seungjoo Kim
Even in this pandemic situation, thank you for making and running the HITCON 2021 so well. Thank you for giving me the chance to talk!
This presentation is revised by reinforcing Q&A. Look forward to seeing you offline next year!
Name________________PowerPoint Test Instructions1. Start.docxhallettfaustina
Name________________
PowerPoint Test Instructions
1. Start PowerPoint and open the file Test 1 and save it to your desktop as Your Name PowerPointTest 1.
2. Format the slides using the Facet design theme with a blue varient.
3. Go to slide 3 and change the layout to Two Content.
4. Insert an appropriate graphic relating to computers.
5. Create a 3 pt. picture border around the graphic that is any color that matches the chosen picture.
6. Move and size the graphic to fit on the slide without covering any of the text (you may place it anywhere you like)
7. Insert a slide after slide 3. The title will be Advertising. Insert the following information
Social Media (main bullet)
Facebook (sub-bullet)
Twitter (sub-bullet)
Radio Commercials (main bullet)
Newspapers (main bullet)
Dallas Morning News (sub-bullet)
Local college papers (sub-bullet)
8. At the end of the presentation insert a new slide. The title of the slide will be User Cost
9. Create a table that is 2 columns by 3 rows
10. Add the following information to the table
Basic
Premium
Pay per download
Unlimited downloads
$3.99 each
$19.99
11. Center the text in the top row of the table.
12. Format the table using the table design Light Style 2-Accent 1.
13. On slide 2 create a banner from shapes that includes the words “#1 Provider”. Change the font to Algerian 24 pt.
14. Change the color of the banner to any green color you want.
15. On slide 4 convert the text to SmartArt using Converging Radial style found in the Relationships section. Change the color to Colorful Range- Accent Colors 2 to 3. Change the SmartArt Style to 3-D Cartoon.
16. Go to slide 2 and insert the following in the speaker note area: “List all the areas where we are the number one provider.”
17. Set a random bars transition for all slides.
18. Using the slide master, change the heading on all slides to Castellar 36 pt.
19. On slide 2, 3, and 4 animate the bullets to by flying in from the left side.
20. Add your name as a footer to the slides.
21. Set the timings for each slide to 5 seconds
22. Check your spelling and save the presentation.
23. Save the presentation.
24. Set up the PowerPoint to print the presentation as handouts so it prints 6 slides per sheet. Do a screen shot of the backstage print preview. You can use the Snipping Tool or the PRNTSCRN button. Save the screen shot as Test 1 Print Preview. Submit the files Your Name PowerPoint Test 1 and Test 1 Print Preview in eCampus. Close out of PowerPoint.
Running Head: HUMAN ERROR MANAGEMENT
1
HUMAN ERROR MANAGEMENT
2
Research Manuscript
Course
Professor
Date
Abstract
Commercial aviation has evolved in terms of training to include crew resource management(CRM) – a shift from cockpit training. As such, CRM can be evaluated and validated, its limitations, such as inefficient cross-cultural outlook, are highlighted. An inclusive framework that focuses on human error management to enhance its acceptance in the commercia.
C H A P T E R 1 4 Risk Management and Worker Protec ti.docxRAHUL126667
C H A P T E R 1 4 Risk Management and Worker Protec tion 499
H R E X P E R I E N T I A L P R O B L E M S O L V I N G
Due to an increase in recent employee layoffs
because of economic conditions and the increased
risk of workplace violence, as well as an increase
in domestic restraining orders that several employ-
ees have recently obtained against former spouses,
company management has decided it is time to
take a proactive position and develop a workplace
violence action plan. There are many factors to
consider, as your company has three locations
and more than 500 employees. For information to
assist you in identifying workplace violence catego-
ries and prevention strategies, visit the website at
www.fbi.gov/publications/violence.pdf.
1. Which workplace violence categories are of
most concern to your company?
2. What steps and provisions do you need to
include in your workplace violence action plan?
Policing the workplace used to mean reminding
employees about personal phone calls and making
sure that paper clips did not disappear. But with
the computer revolution at work that began in the
1990s, checking on employee behavior at work
became considerably more technical. The threats
to data security, not to mention other threats for
potential lawsuits (e.g., sexual harassment), are now
more complex as well. New federal laws pertaining
to financial and medical records have put increased
pressure on companies to protect their data. But
auditing user privacy cannot be done without input
and buy-in from HR, notes a senior consultant with
an IT security firm in Massachusetts.
Whether the concern is in appropriate Internet
usage or transferring files outside the company, HR
may be the first to learn of a problem. Although the
possibility of outside attacks on the computer net-
work is a real problem, the threat of internal security
breaches is even greater. The growing insider prob-
lem and the sheer volume of electronic messages
coming into and out of a company (a large company
easily processes one million e-mails per day) present
HR with a challenge on data security policy devel-
opment, implementation, and enforcement.
HR may be asked to “identify personnel at
risk” who might require more stringent watch-
ing, such as people who are sending out résumés.
In many cases, people leaving organizations take
advantage of the opportunity to take intellectual
property with them. Security software identify-
ing employee behaviors will always require HR
involvement. Policy violations, banned sites, and
stealing identity data are examples. Companies
look very bad when sensitive customer or employee
data are stolen or leaked to the public. Employees
can easily resent the security measures and see the
security as “Big Brother” watching. However, the
growth of identity theft and spyware means that
more employees have been personally affected by
data security and are more likely to recognize the ...
Measuring Information Security: Understanding And Selecting Appropriate MetricsCSCJournals
Thanks to numerous information in newspapers about data leaks, advocacy for information security is no more that difficult. But on the practical side, it is usually tough time for information security professionals when they have to demonstrate the value of information security to their organizations; they have so much metrics available on hand that making the right selection is far from obvious. This paper is about understanding the metrics that are available and discussing how to use them in some specific less developed economies.
Similar to AT Level I Training Application Trains 5 Million (20)
Measuring Information Security: Understanding And Selecting Appropriate Metrics
AT Level I Training Application Trains 5 Million
1. The GuardianThe Source for Antiterrorism Information
December 2006
Volume 8
Number 3
In This Issue
3 6th Biannual Force
Protection Equipment
Demonstration
(FPED)
6 Internal Locking
Devices
8 Pandemic
Influenza—
Controlling the
Threat, Managing the
Consequences
13 The Joint
Antiterrorism
Guide for Fixed
Installations Program
of Instruction
17 Joint Staff
Antiterrorism Level I
Training Application
Trains 5 Million
Personnel
20 Improved Vehicle/
Cargo Screener
Threat Detection
24 WOT Notes
A Joint Staff, Deputy
Directorate for
Antiterrorism/Homeland
Defense, Antiterrorism/
Force Protection Division
Publication
The Pentagon, Room
MB917; Washington, DC
20318
2. 17
In August 2001, the Joint Staff Deputy Directorate
for Antiterrorism/Homeland Defense (DDAT/HD)
launched the Antiterrorism (AT) Level I training appli-
cation to assist the Services, combatant commands
(COCOM), and Defense Agencies with training
personnel in the fundamentals of personal protective
measures to counter the terrorist threat. Shortly there-
after, the dramatic events of 11 September 2001 forced
the United States into a new era of combating terrorists
and the nations that support them. Since then, the AT
Level I training site has become a standard resource
for units to use to ensure their personnel have a basic
level of AT awareness. In addition, the AT Level I
Help Desk has supported a dialogue with the field that
has provided the Joint Staff with another forum for
discussing AT policy, tactics, and procedures.
Over the last 5 years, antiterrorism officers (ATO)
have increasingly relied on this resource for meeting
the training requirements specified in Department of
Defense Instruction (DODI) 2000.16, and the AT Level
I training application has become an integral part of
numerous AT programs throughout the Department
of Defense (DOD). In November 2006, a significant
training milestone was achieved: more than 5 million
DOD service members, civilians, contractors, and
family members had received training using the AT
Level I training application.
Background: Development and Structure of the AT
Level I Training Application
In 1999, the Joint Staff DDAT/HD sponsored an
investigation of the effectiveness of AT Level I training
as it was then provided by unit ATOs. Although
individual ATOs performed superbly, there were
simply not enough AT Level II, school-trained instruc-
tors to meet the need. Furthermore, defense policy was
moving in the direction of increasing the frequency
and content of training and expanding the training
population. Other issues included lack of uniformity
in the training presented and inaccessibility of training
for users in remote areas—especially members of the
Reserve Component preparing for deployment. The
study examined potential computer-based solutions
and concluded that Web-based training offered the
greatest economy, extensibility, and flexibility. At
the completion of the study, the Joint Staff leadership
decided to oversee and fund the development of an
online AT Level I training application.
To assist in its development and to ensure the
application supported the widest audience possible,
DDAT/HD formed a users group with the Services
and elicited survey responses from COCOM ATOs
and other AT subject matter experts. The users group
validated the objectives, themes, and teaching points
and provided inputs for instructional design. After
careful consideration, the users group formulated six
primary themes (see Figure 1) to guide the develop-
ment of training content:
n Be Anonymous—Blend in; do not be an easily
identifiable target
n Plan Ahead—Think ahead and choose safer options
n Be Aware—Look for suspicious persons and
activities
n Control Access—Prevent crime; maintain security
n Be Unpredictable—Change routes, routines, times,
and speeds
n Be a Team Player—Cooperate with unit security
measures.
These six themes were continuously woven into
each of the three sections of the application. The first
section of the application provides an introduction to
Joint Staff Antiterrorism Level I Training
Application Trains 5 Million Personnel
By John Jacques, Senior Operations Analyst, Homeland Security Services, Teledyne Brown Engineering
Anonymity Planning Awareness Access Unpredictability Teamwork
Figure 1. Six AT Awareness Themes Reinforced by Training
The Guardian • December 2006
3. terrorism and presents the six AT themes. This section
also presents general information about several
subjects of which all DOD personnel should be aware,
including how terrorists choose their targets, common
attack methods, how to determine the terrorist risk
in a particular area, how to recognize suspicious
behavior, Force Protection Condition (FPCON)
security measures they may observe at DOD installa-
tions, and actions they may wish to take as changes
are made to the Department of Homeland Security
(DHS) threat level system.
The second section of the
training application consists of four
scenarios tailored to the four types
of users: service members serving
in the continental United States
(CONUS), service members serving
overseas, DOD civilian employees
and contractors, and DOD family
members. By requiring the user
to select the best response to
various situations, these scenarios
emphasize the six AT themes in
airline security, ground security, hotel
security, residential security, security at a government
installation, and hostage survival. In the scenario
section, the AT Level I training application’s Smart
Interactive feature automatically adjusts the content
level to each user’s level of knowledge and experience.
If users select correct courses of action in response
to scenario situations, the level of difficulty in the
subsequent screens increases. If users select an incor-
rect course of action, the level of difficulty decreases.
Regardless of the level of difficulty applied during
completion of each scenario section,
all users are ultimately exposed to
the same content through a series of
remediation screens that discuss the
reason users’ choices were or were
not the most appropriate course of
action.
The third section of the training
provides numerous historical
examples for users to select based
on their individual interests and the
environment in which they serve.
As with the scenario section, the
historical examples are designed to reinforce the six
AT themes of the training. The historical examples
are composed primarily of past events involving US
service personnel; however, recently, these examples
have been expanded to include other types of terrorist
incidents relevant to deployment environments.
In addition to the online training described above,
users receive mandatory documents, including CJCS
Guide 5260, “Antiterrorism Personal Protection
Guide: A Self-Help Guide to Antiterrorism,” and
CJCS Pocket Card 5260, “Antiterrorism Individual
Protective Measures.” Users also receive a list of links
to sources of additional information on the terrorist
threat and information about how they can better
protect themselves, their family, and their units. Once
the three sections of the training are completed, each
user receives a certificate of completion with his or
her name and the completion date of the training. The
certificates also contain a user-
unique certificate number that ATOs
can use to facilitate tracking of AT
Level I training completion.
Continued Develop and
Enhancements
The initial development in 2001
provided two tracks of content for
service members serving in CONUS
and outside the continental United
States (OCONUS). Subsequently, a
major engineering expansion of the
site in 2002 added additional tracks
for DOD civilians, contractors, and dependents. All
scenario tracks, including the original service member
tracks, were then augmented with additional levels of
difficulty as part of the Smart Interactive implementa-
tion. Smart Interactive earned the AT Level I training
application the E-Learning Award for Government
Programs in 2002.
The second major reengineering effort occurred in
2004, when the AT Level I content was transferred to
the WorkForce Connections application software. The
transfer of the content to the WorkForce Connections
application allowed the Joint Staff
to meet new requirements for
Shareable Content Object Reference
Model (SCORM) compliance and
compliance with the Americans
with Disabilities Act (Section
508). The transfer to WorkForce
Connections also allowed the Joint
Staff to migrate AT Level I training
application hosting from the original
commercial server architecture to a
military server operated and main-
tained by the Defense Technical Information Center.
To keep content as fresh and relevant as possible,
DDAT/HD updates the site a minimum of three
times annually. Updates are designed to incorporate
changes in AT Level I training requirements, recom-
mendations from users in the field, changes in the
international security environment, and publication
of other training resources that can be integrated
into the course curriculum. DDAT/HD’s ability to
18
Figure 2. Potential Surveillance
Figure 3. Khobar Towers: One of the
Historical Examples
The Guardian • December 2006
4. quickly update content was demonstrated by the
publication of new airline security content within
1 week of 11 September 2001, the integration of
several new teaching points derived from the Joint
Personnel Recovery Agency’s Hostage Survival
Training Program, and the inclusion of improvised
explosive device situation and information screens in
the scenario framework. For the upcoming content
update, due to be published in January 2007, DDAT/
HD will strengthen the chemical, biological, radio-
logical, nuclear, or high-yield explosives (CBRNE)
content to reflect the newly published DODI 2000.16.
In addition, at the request of participants at the recent
J-34 AT Training Forum, content will be developed
to address the vulnerability of CONUS-based DOD
facilities located outside an installation perimeter.
Other enhancements to the site were considered but
found impractical. For example, ATOs asked whether
a means existed for confirming training results by
unit or organization. Such confirmation has numerous
technical and cost implications that make it infeasible.
In addition to these practical issues, this training
resource was not intended to replace customary ATO
reporting and tracking up the chain of command.
However, ATOs may confirm individual training
records with the user’s last name, first name, and last
four digits of his or her Social Security number. They
may also instruct users to submit their training results
by entering a designated e-mail address on the certifi-
cate screen.
AT Level I Support to Services, COCOMs, and Defense
Agencies
DDAT/HD’s primary goal in developing the AT
Level I training application was to support the AT
training needs of the Services, COCOMs, and defense
agencies. Before the application’s development, Level
I training was a requirement that often went unmet
or was a burden on an overtaxed ATO. The online AT
Level I training application provides a standardized
curriculum that meets AT training requirements,
allows users at remote locations to take the training
without the presence of an AT Level II-qualified
instructor, and enables ATOs to concentrate on other
aspects of their AT programs without having to
conduct frequent AT Level I training sessions.
Conclusion
Although it is subject to constant development
and enhancement, the AT Level I training applica-
tion has been a tremendous success since its incep-
tion—possibly the most successful online training
application within the Federal Government. Currently
training more than 100,000 DOD members monthly
and over 1.3 million annually, the AT Level I training
application has unquestionably enhanced knowledge
of personal protection measures to counter the
terrorist threat.
The DDAT/HD is always exploring ways to
enhance training content for the AT Level I training
application. All users are invited to submit recom-
mendations for additional teaching points or historical
examples. Recommendations should be forwarded to
at.trainingfeedback@tbe.com.
Figure 4: AT/FP Personnel Training
19
The Guardian • December 2006