Tanearea Smith As with anything training is key, it is importa.docx

Tanearea Smith
As with anything training is key, it is important because it gives
the responders involved i the information and skills they need to
respond to any situation and in some cases a specific situation.
First they must know what the situation is and how to identify
it, then it is important for them to know who to respond in the
safest manner that will not but them or the people involved in
any more danger than is already presented it self. `the
importance of training being uniform and all groups or law
enforcement being trained in the same way is so that in the
event something happens they will all be on one accord in their
response. Not being on the same page about responding to an
attack could lead to more lives lost and time wasted trying to
get on the same page before actually being able to respond.
The Navy Yard After Action Report first pointed out how ill
prepared the officers and people working in the building really
were. The shooter engaged with multiple officers no of which
were prepared or trained properly to respond and take down the
shooter. Unfortunately this lead to the death of multiple officers
before the shooter was taken down and multiple people working
in the building loading their lives also. Twelve people died in
this mass shooting, this made it clear that even if some training
was being given on what to do in the case of a mass shooting, it
was not enough training or did not explain fully what should be
done or the roles of the people who would be engaging the
shooter first. Unfortunately this lake of training lead to lives
being lost. Through out this class i have realized that places that
would be seen as most secure by the people on the outside and
possibly the people that work within are in most cases the most
ill prepared for a incident to take place. This is complacencies
and it kills.

Nicolette Wilson
In this, I will be using a lot of examples from when I worked in
the Combat Support Hospital and use some of what has
happened to me as examples of preparedness, prevention,
response, and recovery while still trying to cover the reading
material.
Preparedness is important because you do not want to be put in
a situation where you don’t know what is going on. For
example, if you are a medic and you get sick from the sight of
blood then maybe that’s not the job for you. So be prepared for
any and everything (at least in the medical field) is better than
being hesitant in a life or death moment. Prevention is to make
sure that when put in a situation you are looking for any and all
things that can help you get out of a situation or help to your
advantage. You want to prevent further harm to your patient and
to other crew members, but you also want to make sure that you
are safe and can be protected if anything were to happen. “Not
long after, the Bureau—in partnership with the Department of
Homeland Security (DHS)—formulated plans for a training
exercise series to ensure that American law enforcement, other
public safety first responders, and private sector entities had
coordinated, effective response plans in place in case this type
of complex terror attack ever occurs at a U.S. public venue.”
(FBI, 2014)
The response is easy you must respond quickly because it is a
life or death situation. Most times you get little to no sleep
when you are on call for a mission but that is life. In most
situations, you have a backup crew there as well to help assist. I
can remember one day I got 7 calls back to back it seemed like
once I got back to the base another call would come in, we had
enough time to fuel up grab more supplies and go out again. So,
the response it sometimes letting people know ahead of time
what you need and don’t need so that it is ready for you and you

don’t have to wait for it. Recovery is always the hardest. It hard
because you are generally recovering a fallen comrade or friend.
But if luck you are just recovering the equipment that was used.
Sometimes recoveries were good because you knew you were
getting back people alive those were the best ones.
“The environment created several tactical disadvantages. When
Alexis shot and injured the MPD officer, Alexis was hiding in a
dense cubicle area with narrow pathways. The officer was
making his way down the pathway, clearing cubicles as he
passed, and believes that his radio, which was not attached to an
earpiece, may have given away his location.” (Team, 2014) This
was a huge take away for me. I thought that all walkie talkies
for law enforcement had earpieces. Also, I knew that cubicles in
office buildings were the hardest to clear because there are too
many hiding places.
Tanearea Smith
the responders involved i the
information and s
kills they need to respond to any situation and in some cases a
specific situation. First
they must know what the situation is and how to identify it, then
it is important for them to know who
to respond in the safest manner that will not but them or the p
eople involved in any more danger than
is already presented it self. `the importance of training being
uniform and all groups or law enforcement
being trained in the same way is so that in the event something
happens they will all be on one accord in
their

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

In
this
,
I
will
be
using
a
lot
of
examples
from
when
I
worked
in
the
Combat

Support
Hospital
and
use
some
of
what
has
happened
to
me
as
examples
of
preparedness,
prevention,
response,
and

recovery
while
still
trying
to
cover
the
reading
material.
Preparedness
is
important
because
you
do
not
want
to

be
put
in
a
situation
where
you
don’t
know
what
is
going
on.
For
example,
if
you
are

a
medic
and
you
get
sick
from
the
sight
of
blood
then
maybe
that’s
not
the
job
for

you.
So
be
prepared
for
any
and
everything
(at
leas
t
in
the
medical
field)
is
better
than

being
hesitant
in
a
life
or
death
moment.
Prevention
is
to
make
sure
that
when
put
in
a

situation
you
are
looking
for
any
and
all
things
that
can
help
you
get
out
of
a
situation

or
help
to
your
advantage.
You
want
to
prevent
further
harm
to
your
patient
and
to
other
crew

members,
but
you
also
want
to
make
sure
that
you
are
safe
and
can
be
protected
if
anything

were
to
happen.
“Not
long
after,
the
Bureau
—
in
partnership
with
the
Department
of
Homeland
Security
(DHS)
—
form
ulated

plans
for
a
training
exercise
series
to
ensure
that
American
law
enforcement,
other
public
safety
first
Tanearea Smith

the responders involved i the
information and skills they need to respond to any situation and
in some cases a specific situation. First
they must know what the situation is and how to identify it, then
it is important for them to know who
to respond in the safest manner that will not but them or the
people involved in any more danger than
is already presented it self. `the importance of training being
uniform and all groups or law enforcement
being trained in the same way is so that in the event something
happens they will all be on one accord in
their response. Not being on the same page about responding to
an attack could lead to more lives lost
and time wasted trying to get on the same page before actually
being able to respond.
prepared the officers and people working in
the building really were. The shooter engaged with multiple
officers no of which were prepared or
trained properly to respond and take down the shooter.
Unfortunately this lead to the death of multiple
officers before the shooter was taken down and multiple people
working in the building loading their
lives also. Twelve people died in this mass shooting, this made
it clear that even if some training was
being given on what to do in the case of a mass shooting, it was
not enough training or did not explain
fully what should be done or the roles of the people who would
be engaging the shooter first.
Unfortunately this lake of training lead to lives being lost.
Through out this class i have realized that
places that would be seen as most secure by the people on the
outside and possibly the people that
work within are in most cases the most ill prepared for a
incident to take place. This is complacencies

and it kills.
Nicolette Wilson
In this, I will be using a lot of examples from when I worked in
the Combat Support Hospital
and use some of what has happened to me as examples of
preparedness, prevention,
response, and recovery while still trying to cover the reading
material.
Preparedness is important because you do not want to be put in
a situation where you don’t
know what is going on. For example, if you are a medic and you
get sick from the sight of
blood then maybe that’s not the job for you. So be prepared for
any and everything (at least
in the medical field) is better than being hesitant in a life or
death moment. Prevention is to
make sure that when put in a situation you are looking for any
and all things that can help
you get out of a situation or help to your advantage. You want
to prevent further harm to
your patient and to other crew members, but you also want to
make sure that you are safe
and can be protected if anything were to happen. “Not long
after, the Bureau—in
partnership with the Department of Homeland Security (DHS)—
formulated plans for a
training exercise series to ensure that American law
enforcement, other public safety first
Instruction for Week 5 Discussion 2 Response only
Please Read First This

Guided Response: Respond to at least two of your fellow
students’ or instructor posts in a substantive manner and
provide information or concepts that they may not have
considered. Each response should have a minimum of 100
words. Support your position by using information from the
week’s readings. You are encouraged to post your required
replies earlier in the week to promote more meaningful and
interactive discourse in this discussion forum.
Below are the Two Discussion needed response (Follow the
instruction above to guide your responds)
Ruben Alvarado
Training is an important part of any organization and improving
the skills of the workers will make the organization stronger. In
my previous position, we had to develop training for the units
that were about to deploy and ensure that they understood the
material. We had to create the block of training and practical
exercises as there was none to start off with.
The first step is to identify the needed training to fill the skill
deficiency. The leader of the organization will have to id the
deficiency to develop the training plan. This could be anything
from an aspect of dealing with production to employee
interactions. To deliver the best training the team needs to

know what needs to be improved upon.
Once the issue is identified the leader will have to know the
audience and the time allotted for training. The first
consideration to understand the audience and their learning
ability. Facilities are faced with many challenges in developing
a world-class training program…Consideration must be given to
who is trained…Varying levels of background, educational
level, experience, and understanding are represented in most
facilities (Turner, 2017). How people will learn to make a
significant difference in how the training is going to be
administered. People in the group atmosphere may do better
with group discussions, while the people who work more
individually would benefit more from some of the online
training. This will be the defining aspect of how the training is
created and implemented.
How the individual will maximize learning to conveying to the
employees being trained who will help them add to the strategic
goals of the company. When people feel that they are a part of
the team they will get more out of the training. If the
individuals are just ordered to do the training, there will be no
value out of it. They will just complete it and take away
nothing.
Sophia Powell
When designing a training program, it is important to assess the
role of the organization, expectations of individuals, bridge the
gap between learning and individual difference as well as to
identify principles that enhance learning. In observing large
organizations that have had big growth curves, it is clear there
are certain characteristics that contribute to a business’s
success. An organization must have a clear vision that includes
goals for work ethic and a defining principles that serve as a

base for success. The organization must be clear about its
expectations, and develop a system of tools and resources for
employees to follow to be successful. The organizations goal
for success must also include their commitment to their
employee’s success. Many companies have an internal intranet,
where the company can upload many resources and tools. Here,
the company can provide educational resources, as well as
insight in to company affairs.
With the advancement of technology traditional teaching and
learning is beginning to change. Employees must be open to “e-
learning” opportunities, rather than the traditional in person
setting. As a result it is the duty of the organization to
encourage changes, so that individuals remain progressive in
their learning competencies (Blaga, page 44) In turning
“failures” into learning and teachable moments, feedback is a
method to overcome differences and challenges. As individuals
in the company are taught to excel in their roles, they must also
receive regular feedback. Often time feedback is requested from
employees actively seeking information on performance (Cascio
& Aguinis, page 398). However in developing a robust training
program, feedback should be offered so that learning never
ceases. This will allow for individuals to communicate more
efficiently to find commonality among differences of opinion. It
is important to enhance employee’s intellectual commitment and
encourage them to push past adversity to continue learning.
This involves management and leaders being available for
discussions and open to having transparent conversations.
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

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