Law enforcement officers and crime scene technicians must use caution and protect themselves at all times from contracting AIDS or hepatitis. Bodily fluids must always be treated as though they were infectious.
Crime scene technicians most often use dust particle masks or N-95 masks at routine crime scenes. They are considered the most common type of respiratory protection. These masks are considered to be disposable and should be discarded after one use.
It is imperative that all personnel involved in entering and processing the crime scene wear personal protective equipment (PPE). This consists of items of clothing that are non-porous like crime scene suits, nitrile gloves (double gloving recommended), face mask and eyewear protection.
These items will protect the CSI from exposure to blood borne pathogens, most chemical/drug residues, and other contaminents that are health hazards. In addition hair nets, and booties over the shoes will help avoid contamination of the crime scene.
Research the following points, and write a 4–6-page paper fully explaining each point:
Identify and explain four exceptions to the exclusionary rule established by the US Supreme Court that allow for the search and/or seizure of evidence without a warrant.
Patent medicines used to be dispensed by pharmacists in powder form using a pharmacist’s/or druggist’s fold. Explain this method of packaging and why it has been adopted by Crime Scene Investigators for packaging trace evidence.
How should investigators handle trace evidence that is stuck on an object found at the crime scene? Explain the exception to this procedure.
When a motor vehicle, boat or aircraft is present, what special considerations should the Crime Scene Investigator take?
We can write this or a similar paper for you! Simply fill the order form!
To complete this assignment, you will be a) finding and selecting a scholarly journal article, and b) writing a paper.
In your paper include the following:
a. In the top left corner put your full name, FCS 444, Scholarly Journal Article Review, and the date
Principle of sex therapy
Write sections b – e below in full-sentence paragraph format.
b. The title of the article, full names of author(s), and publisher
c. Description of the study conducted.
This includes not only the findings but their research question (what they attempted to discover), variables (what elements they observed), participants (who they studied), methodology (how they went about their research), and findings (their conclusion).
Principle of sex therapy
This material will be presented differently depending upon whether the research was quantitative, qualitative, mixed-methods, meta-analysis, etc.
d. How this study adds to the field of sexology (the study of sex)
e. Your personal reaction to the study
f. Upload your peer-reviewed scholarly journal article (in pdf format) in the discussion forum located in Canvas.
We can write this or a similar paper for you! Simply fill the order form!
In this study (Renshaw et al, 2012 ); results indicated that there is a link to psychological stress and the need for intervention strategies for spouses of service members with symptoms of combat related PTSD.
This article shines light on the need for increased counseling opportunities for returning military personnel, it is important that a cohesive transition back into civilian or continued military life occurs not only for the service member but for the spouse and their families as well. This article is current and published within the last two years.
Additionally, the article is considered scholarly and credible in their research as it was retrieved from peer a reviewed journal, by author’s who are well- known researchers in this particular field of study.
In fact, the authors of this article, “Distress in spouses of service member with symptoms of combat-related PTSD: Secondary traumatic stress or general psychological stress?” (Renshaw et al, 2011, p. 465), conducted their research via a grant from The National Institute of Child Health and Human Development.
To have this award, the researchers must have research endeavors underway and all researchers are affiliated with major universities who conduct research of this magnitude on a regular basis.
In this article (Taft, Schumm, Jeremiah, Panuzio, & Proctor, 2008), discuss military wives stress reactions when their husbands were deployed. They further highlight how education and mental health care personnel can help to identify these stress symptoms for those who might be at risk of a mental health diagnosis.
With this knowledge, it allows for intervention prior to the symptoms becoming more psychologically damaging.
This article is of interest to professional counseling as the issue of stress and trauma to relationships can occur with spouses, who are deployed and those remaining at home.
With the intent to keep the family unit intact during and after deployments, it is necessary to implement early prevention strategies. Studies like this are helpful in recognizing these potential issues.
This article is current and published in the last five years from a scholarly, peer reviewed journal. In addition, the authors are considered experts in their field and are affiliated with the Veterans Affairs of Boston, Harvard Medical and the National Center for PTSD.
Wexler & McGrath (1991) study the relationship between trauma and stress syndrome in military wives whose husbands have been deployed. The goal of this study indicates a need for additional support and the opportunity for networking and groups of military wives to share experiences and explore different coping mechanisms.
Additionally, it suggests counseling for those who need more professional support (Wexler & McGrath, 1991, p. 517). While this journal article is twenty years old and may be considered aged documentation in some academic circles; the topic lends to the discussion of empirical research conducted regarding this theme.
In this light, it is considered viable to continued research of active combat of United States military action and those military personnel who have been exposed to active combat in deployment.
This article is considered scholarly and credible in their research as it was retrieved from peer a reviewed journal, based on an empirical study, endorsed by the American Psychological Association, and written author’s well- known researchers in this particular field of study.
Annotated Bibliography
Elizabeth Crisomia
Grand Canyon University: UNV 503
March 20, 2019
According to Blevins and Khanna (2016), screening students for substance abuse that is not alcohol may be difficult. This is because substances may include hard drugs such as cocaine and heroin.
Specific questions targeting specific drugs would likely result in informed and useful information in the collection of data. Their article revealed that substance use involves not only alcohol abuse but also binge drinking and the misuse of prescribed medicine.
While others may not be harmed from taking those drugs, others get negatively affected by the abuse of substances. Gaining critical knowledge of the prevalence of specific drug use would help in preventing associated health, behavioral, and social problems.
The article is a knowledgeable study since it is derived from the psychiatric time’s database. Therefore, the findings have a high likelihood of becoming valid and useful in the field of psychology.
The article provides relevant and critical information on how substance abuse significantly contributes to mental health problems. The information provided would further help in reducing the negative outcomes of substance abuse among students.
Chan, R. C. H., & Mak, W. W. S. (2016). Common sense model of mental illness: Understanding the impact of cognitive and emotional representations of mental illness on recovery through the mediation of self-stigma. Psychiatry Research, 246, 16–24. https://doi-org.lopes.idm.oclc.org/10.1016/j.psychres.2016.09.013
Chan and Mak (2016) sought to understand how self-stigma from the cognitive and mental perception of people in recovery affects clinical and personal healing of people.
Stigmatization may not only come from external factors but also internal elements such as personal beliefs as well. Their cross-sectional study showed that self-stigma has a significant role in enabling individual illness influence the recovery process in mental health illnesses.
As a result, the authors recommended management programs that were aimed at eliminating misconceptions, emotions, and related beliefs and perceptions of mental illnesses. The article is from the U.S. National Library of Medicine National Institute of Health.
The authors are also professors from the department of psychology in Hong Kong thereby making the information provided helpful in understanding how mental health treatment models could be improved.
Mental illnesses should be eliminated to promote effective recovery processes among affected individuals. Elimination of negative emotional energies among affected individuals is critical in towards developing self-management techniques in the recovery process of individuals.
Welsh, J. W., Knight, J. R., Hou, S. S.-Y., Malowney, M., Schram, P., Sherritt, L., & Boyd, J. W. (2017). Association Between Substance Use Diagnoses and Psychiatric Disorders in an Adolescent and Young Adult Clinic-Based Population. Journal of Adolescent Health, (6). https://doi-org.lopes.idm.oclc.org/10.1016/j.jadohealth.2016.12.018…
We can write this or a similar paper for you! Simply fill the order form!
The Nature & Purpose of the Assignment
In recent years, the field of psychology has received more attention in the general media than it had before. That is, many of our discoveries have been published in scientific journals or presented at professional meetings, but they rarely had the opportunity to enlighten non-scholars. With the newer popularity of psychological writing, more and more people have gotten the opportunity to learn about the field and how it applies to their lives. The response papers for our course are an opportunity for you to learn some of these lessons and write about them.
For these assignments, you will be selecting from a number of articles that I offer from “pop” (non-academic) sources. You will read the article and apply it to our course. The specific areas I expect you to address are below in the rubric, which I will use to determine your grade. I recommend using the three main content areas below as a beginning outline so that you are providing what I am asking for.
Each paper must be submitted before class on its due date or it will be considered late. Please upload it to the Turnitin link on our course’s BlackBoard site. I recommend doing so in enough time that you can run an Originality Report before your final submission; This allows you to see whether your wording too closely resembles the author’s or another source’s, constituting plagiarism.
These are all articles that I have read and found interesting for a number of reasons, and I hope that you will too. I will also periodically ask you to tell others in the class about your article so that they might have some benefit from it as well.
Grading Rubric
Article Summary (25%): Does the summary indicate sufficient comprehension of the article? Does the focus rest on the important elements that would enable someone who has not read the article to know whether it is worth reading?
Application to Course Material (25%): Does the student apply the article to material from the course or vice versa? Is the link between the article and the text clear and sensible?
Article Critique (25%): Does the student bring in sufficient personal perspective to offer a reasonable critique? Does the student offer a logical or evidence-based response to the article’s author? Is the degree to which the student agrees with the author clear and supported?
Writing Quality (25%): Is the writing college-level? Is the writing clear and free of grammatical errors? Does the student use appropriate word choices and demonstrate a command of the language?
short (2-3 pages, double-spaced, Times New Roman 12 pt. font) response to a “pop” article related to psychology. I will post the article on Brightspace, and you will submit your response electronically as a Word Document (DO NOT paste your response in the comment box – those files are unreadable and will lose 25% per week it is late) on Brightspace via the designated assignment link. More on this assignment soon. Your response paper essentially must contain two sections: 1) a reasonable summary of the article sufficient that it is clear that you read the entire article, 2) a thorough thoughtful expression of your thoughts, feelings, agreement/disagreement with the article’s position or that of the individuals portrayed within; relevance/connection to course material or discussions; how the article has or has not changed your perspective about the article topic; any other unique perspectives you have to offer in response to having read the article
Other tips for writing a better paper:
Use no more than 1 or 2 direct quotes (preferably none)
This is scientific writing, not story telling (so don’t be “flowery”)
If you know you struggle with writing, get someone to read your work before you turn it in (being careful not to get help with the content)
Make your point as clearly as possibleClarify which points are yours and which are the author’s
Use the article attached for writing the paper.
We can write this or a similar paper for you! Simply fill the order form!
*Respond to an active shooter on campus of Ohio State University in Columbus, Ohio.
This requires minimum of 5 pages of core information as you can see you will have around 9-10 pages total with the cover page and index, etc.
EMERGENCY PREPAREDNESS PLAN PROJECT:
WHAT IS AN EMERGENCY PREPAREDNESS PLAN?
An emergency preparedness plan is a document developed to guide the administering of resources to prepare for, mitigate, respond to, and evaluate crises of all kinds, e.g., natural disasters, mass shootings, terrorist incidents, large-scale fires, incidents at nearby nuclear power plants. There is no set format or length, though the approach taken in this class is the development of a comprehensive plan on the assume that such a plan covers all aspects of any kind of shorter plan that to which a student may be required to contribute in the future. As an example, we will use the Regional Hazard Mitigation Plan Update of the West Texas Council of Governments, completed in July 2018.
Samples of various Emergency Preparedness Plans will be available on Blackboard for you to review. These examples serve as guides and tools to use as you work on your project.
THE COURSE ASSIGNMENT
This class culminates in the preparation of an emergency preparedness plan. Parts of this plan are written and discussed over the course of the semester, and Week 15 of the course is set aside to complete the plan. Students will be a jurisdiction or agency of interest for which a plan will be written, and students are encouraged to use for their plan a setting in which they envision working in the future or are already working in today. Examples of settings that creates plans are as follows:
• A state or local government entity or agency, e.g., city government, police department, fire department
• A federal agency required to respond to a crisis or assist in recovery
• A business or nonprofit agency planning for the continuity of operations during or after a crisis
• A nonprofit agency engaged in disaster relief, e.g., American Red Cross, Salvation Army, Samaritan’s Purse
Undergraduate students will create a plan dealing with a single hazard. Graduate students will create an “all hazards” plan.
There is no minimum page length or number of sources required for this assignment.
Please note, this project will be your final exam. Weeks 15 – 16 have been designated as work weeks for this project.
COMPONENTS OF THE PLAN
At a bare minimum, the plan will contain the follow components:
• Section 1: An introduction summarizing the background of the plan and the scope of authority of the sponsoring agency.
• Section 2: A summary of the planning process, including time frames for the development of the plan, hazard mitigation, and the ways in which stakeholders were incorporated in the process.
• Section 3: A profile of the jurisdiction or agency highlighting demographic, social, and economic factors.
• Section 4: A risk overview and description of hazards, including a thorough description of the hazard, the potential extent of the hazard, a summary of historical occurrences of the hazard, and the possibility for future events. In the West Texas plan, this work encompasses several sections as the the plan works through each identified hazard.
• Section 5: A mitigation strategy and actions, past and future. This work is also multiple sections in the West Texas plan.
• Section 6: Activities to maintain and update the plan.
Clark University Active Shooter Emergency Plan
Revised January 11, 2013
Clark University – Active Shooter Emergency Plan
Contents
Purpose………………………………………………………………………………………………………………………………… 3 Applicability ………………………………………………………………………………………………………………………….. 3 Attachments …………………………………………………………………………………………………………………………. 3 Definition ……………………………………………………………………………………………………………………………… 3 Roles and Responsibilities ………………………………………………………………………………………………………. 3
Clark University Police ………………………………………………………………………………………………………… 3 University Communications ………………………………………………………………………………………………… 4 Dean of Students ……………………………………………………………………………………………………………….. 4 The Dean of College and the Dean of Graduate Studies…………………………………………………………..4 Human Recourses………………………………………………………………………………………………………………. 4 Counseling Services ……………………………………………………………………………………………………………. 4 Incident Commander………………………………………………………………………………………………………….. 4 Physical Plant…………………………………………………………………………………………………………………….. 4 Emergency Communications Team……………………………………………………………………………………….4
Protocol ……………………………………………………………………………………………………………………………….. 5 Attachment A: Prior to an Active Shooter Event………………………………………………………………………… 6 Encountering or Coping with Threats and Violence…………………………………………………………………6 For an angry or hostile person. ………………………………………………………………………………………… 6 For a person shouting, swearing, or threatening ………………………………………………………………… 6 For someone threatening you or others with a gun, knife, or other weapon. ………………………… 6 General Safety Tips…………………………………………………………………………………………………………….. 6 Attachment B: During an Active Shooter Event …………………………………………………………………………. 7 Active Shooter Emergency Safety Guidelines ………………………………………………………………………… 7 General Guidelines to Remember:………………………………………………………………………………………..7 Immediate Action: ……………………………………………………………………………………………………………… 7 Unsecuring The Area ………………………………………………………………………………………………………….. 9 Law Enforcement Response ………………………………………………………………………………………………… 9 Clark Alerts: …………………………………………………………………………………………………………………….. 10 Attachment C Characteristics of an Active Shooter ………………………………………………………………….. 11
2 rev. 1/11/2013
Attachment A: Attachment B: Attachment C: Definition
Prior to an Active Shooter Event.
During an Active Shooter Event – Active Shooter Emergency Safety Guidelines. Characteristics of an Active Shooter.
Clark University – Active Shooter Emergency Plan Purpose
The purpose of the Active Shooter Emergency Plan is written to identify departments and their responsibilities in response to an active shooter event or a potential active shooter event (hostile armed person on campus). Applicability
This plan applies to Clark University Main Campus located at 950 Main Street, Worcester, MA 01610. Attachments
The following attachments to this Emergency Plan have been assembled from various Government, Police, and other documentation concerning Active Shooter safety guidelines. Because of the unpredictability of Active Shooter events, these are guidelines and should be used as such.
Active Shooter is defined as one or more subjects who participate in a random or systematic shooting spree demonstrating their intent to continuously harm or kill others. These situations are dynamic and evolve rapidly, demanding immediate deployment of law enforcement resources to stop the shooting and limit harm or loss of life to innocent victims.
Roles and Responsibilities Clark University Police
The Clark University Police Department’s prime responsibility is to protect the Clark University Community and will be the first responder to an active shooter incident. The actions taken for this type of incident will have the following objectives:
• Immediately engage the assailant(s)
• Evacuate the victims
• Direct affected individuals to medical care, interviews, and counseling
• Preserve the crime scene for investigation
The University Police will maintain and follow Clark University Police Active Shooter Protocols based on National, State, and Local Law Enforcement accepted practices and guidelines for dealing with active shooter incidents on campus.
The University Police is authorized to issue a Clark Alert immediately and directly to the Clark Community without consulting the Emergency Response Team Incident Commander when an active shooter on campus has been confirmed.
3 rev. 1/11/2013
Clark University – Active Shooter Emergency Plan
University Communications
• University Communications is responsible for ongoing communications relative to the event.
• Provide back up for issuing Clark Alerts and updating the Emergency Information Telephone
Lines and Emergency/Safety Website.
Dean of Students
• The Dean of Students is responsible for assisting in the recognition of students at risk.
• Should a threat present itself, the Dean will call together the Threat Assessment Team to review
the situation. The team will consist of the Dean of Students, the Chief of University Police, the
Director of Counseling Services, and any others who may be helpful in the situation.
• Assisting students after the event
• Coordinating the preparedness of the counseling resources available to assist all students in this
type of event.
The Dean of College and the Dean of Graduate Studies
• The Deans are responsible for assisting in the recognition of students at risk by notifying the school faculty of procedures concerning student’s behavior and how to register those concerns with the Dean of Students.
• Should a threat present itself, the Dean will utilize the Threat Assessment Team described above, to review the situation.
• Assisting students after the event Human Recourses
• Human Resources is responsible for assisting in the recognition of employees at risk. Should a threat present itself, the Director of Human Resources will utilize the HR Threat Assessment Team to review the situation. The team will consist of the Director of Human Resources, Chief of University Police, Employee Assistance Program (EAP) resources and others as required.
• Assisting employees after the event Counseling Services
• Counseling Services is responsible for providing assistance in the recognition of students at risk.
• Counseling Services is responsible for coordination of additional outside counseling services that
may be needed to assist students.
Incident Commander
??Activate the Emergency Response Plan Physical Plant
??Is responsible as necessary after the event, for the clean-up and restoration of facilities impacted / damaged in the course of any Active Shooter incident as soon as crime scene restrictions are removed.
Emergency Communications Team
??The Emergency Communications Team is comprised of staff trained to send out Clark Alerts and update the Campus Safety website. They may be contacted during an Active Shooter incident and instructed to initiate a Clark Alerts emergency message per the Safety and Emergency Communications Plan.
4 rev. 1/11/2013
Clark University – Active Shooter Emergency Plan
??The Business Manager is responsible for administering the Clark Alerts system. Protocol
Active shooter events cannot be predicted to follow any pattern and therefore the following protocol will act as a sequencing guideline for this type of situation:
• In the event that a notice is received, at the University Police Office either from a campus source, off-campus telephoned warning, or transfer from the Worcester Police Department of a 911 call that a:
• Gun or weapon has been found on campus.
• Person with a gun is on campus.
• Active Shooter – has fired shots on campus.
(University Police will be notified by the Worcester Police Department of any calls to 911)
• The University police will respond in the following way:
• If (Gun or Weapon) is found, the responding officer will follow appropriate protocol for
removal of weapon.
• If person with gun is on campus and is a danger to him/herself only, the responding
officer will follow appropriate protocol for the situation.
• If person with gun is a danger to others the responding officer will notify the dispatcher
to follow the University Police Active Shooter Protocol.
• Notify the Chief
• Follow Dispatcher protocol for Active Shooter.
• If it is determined immediately that an active shooter incident is occurring from the
phone call received, the Officer in Charge and the Dispatcher will follow the University Police Active Shooter Protocol.
• For Active Shooter on campus, the Dispatcher will immediately;
• Advise all officers to respond to the incident
• Will contact the WPD
• Will initiate the sending of a Clark Alert per Dispatchers Active Shooter Protocol
• The Incident Commander will activate the Emergency Response Plan and designate a location to assemble the Emergency Response Team.
• The Emergency Response Team and the Core Team will assemble at the Incident Control Center when it is safe to do so to coordinate recovery assistance to the victims and families, media information releases, and other appropriate action as necessary.
5 rev. 1/11/2013
Clark University – Active Shooter Emergency Plan
Attachment A:
Prior to an Active Shooter Event
Encountering or Coping with Threats and Violence
The following guidelines were taken from a United States Office of Personnel Management document on “Dealing with Violence in the Workplace”, which summarize the actions you should (or should not) take when encountering a hostile or threatening situation.
For an angry or hostile person.
• Stay calm
• Listen attentively
• Maintain eye contact
• Be courteous
• Be patient
• Keep the situation in your control
For a person shouting, swearing, or threatening
• Signal a coworker, that you need help (Use a duress alarm (panic button) or code words).
• Do not make any calls yourself.
• Have someone call the University Police (X7575)
For someone threatening you or others with a gun, knife, or other weapon.
• Stay calm
• Quietly signal for help (Use a duress alarm or code words)
• Maintain eye contact
• Stall for time
• Keep talking – but follow instructions from the person who has the weapon
• Do not risk harm to yourself or others
• Never try to grab a weapon
• Watch for a safe chance to escape to a safe area
General Safety Tips
• Whether working on campus or attending class, take ownership of making sure your location is safe
• Be aware of your surroundings (e.g. location of exits, doorways, windows, phones, etc.)
• Report suspicious persons to CUPD immediately
• Program SUPD dispatch (508) 793-7575 into your cell phone.
• Be aware of the blue campus emergency phone locations
6 rev. 1/11/2013
Clark University – Active Shooter Emergency Plan
Attachment B:
During an Active Shooter Event
Active Shooter Emergency Safety Guidelines
The following guidelines cannot cover every possible situation that might occur. Nevertheless they serve as an awareness and training tool likely to reduce the number of injuries or death if followed as soon as a situation develops.
Violent incidents, such as an active shooter, can occur on University grounds or within close proximity of the Campus with little or no warning. An active shooter is considered to be a suspect or assailant whose activity is immediately causing serious injury or death, and has not been contained. Active shooter situations are dynamic in nature and demand an immediate response to the situation by the community and law enforcement to stop the shooting and prevent further harm to the community.
In general, how you respond to an active shooter is dictated by the specific circumstances of the situation. If you should find yourself in an active shooter situation, try to remain calm — your actions will influence others, trust your instincts, and call x7575 (508 793 7575) as soon as possible.
The University Police along with local and state police have adopted accepted law enforcement response procedures to contain and terminate such threats as quickly as possible. The following guidelines taken from those sources will enable you to take appropriate actions for yourself and are intended for emerging or in progress situations.
General Guidelines to Remember:
• Remain Calm
• Trust Your Instincts
• Act Smart
• Make Good Decisions
• Take Care of Yourself
• Take Care of Others
Immediate Action:
Shelter in Place (SIP) is a protective action to stay inside a building to avoid external hazards such as severe weather (such as tornado), hostile intruder, or a hazardous material release. When Shelter in Place is warranted, you will be appropriately advised by police, fire, safety or University officials via emergency notification system, University web site, or other appropriate means.
General Steps to Shelter in Place for an active shooter situation:
• Stay where you are or go into the nearest room with a door.
• Secure the immediate area. Whether a classroom, residence hall room, office, or restroom.
• If able, lock or barricade the door. Block the door using whatever is available: desks, tables,
file cabinets, other furniture, books, etc.
• After securing the door, stay behind solid objects away from the door as much as possible.
• If an assailant enters your room and leaves, lock or barricade the door behind him/her.
7 rev. 1/11/2013
Clark University – Active Shooter Emergency Plan
• If safe to do so, allow others to seek refuge with you.
• Take appropriate steps to reduce your vulnerability:
• ?? Close blinds or curtains.
• ?? Close and block windows.
• ?? Turn off radios and computers.
• ?? Silence cell phones.
• ?? Place signs in exterior windows to identify your location and the location of injured
persons.
• ?? Keep people calm and quiet.
• ?? After securing the room, people should be positioned out of sight and behind items that
might offer additional protection – walls, desks, file cabinets, bookshelves, etc.
• ?? Do not sound fire alarms. This may cause others to flee the buildings and put them at
risk.
• Wait for the “all-clear” message from authorities
Unsecured Areas. If you find yourself in an open area, immediately seek protection:
• Put something between you and the assailant.
• Consider trying to escape, if you know where the assailant is and there appears to be a
safe escape route immediately available to you. Escape routes may include the
surrounding neighborhood.
• If in doubt, find the safest area available and secure it the best way you can.
Call x7575 (508 793 7575). Program this emergency number into your cell phone. Be aware that the emergency telephone systems may be overwhelmed during this type of incident. All emergency situations should be reported to the campus enforcement by dialing X7575. You may hear multiple rings but stay on the line. Be prepared to provide the dispatcher with as much information as possible, such as the following:
• What is happening.
• Where you are located, including building name and room numbers.
• Number of people at your specific location.
• Injuries if any, including the number of injured and types of injuries.
• Your name and other information as requested.
Try to provide information in a calm clear manner so that the X7575 dispatcher quickly can relay the information to responding emergency personnel.
What to report. Try to note as much as possible about the assailant, including:
• What exactly did you hear – e.g., gunshots, explosions, etc.
• Specific location of the assailant.
• Number of assailants.
• Gender, race, and age of the assailant.
• Language of commands used by the assailant.
• Clothing color and style.
• Physical features- e.g., height, weight, facial hair, glasses.
• Type of weapons- e.g., handguns, rifle, shotgun, explosives.
• Description of any backpack or bag.
• Do you recognize the assailant? Do you know his/her name?
8 rev. 1/11/2013
Clark University – Active Shooter Emergency Plan
Treat the injured. The X7575 dispatcher will notify law enforcement and other emergency services such as EMS, Fire and Rescue. EMS, Fire and Rescue will respond to the site, but will not be able to enter the areas until the area is secured by law enforcement. You may have to treat the injured as best as you can until the medical personnel are allowed to enter the area that was involved. Remember basic first aid:
• For bleeding apply pressure and elevate. Many items can be used for this purpose – e.g., clothing, paper towels, feminine hygiene products, newspapers, etc,
• Reassure those in the area that help will arrive – try to stay quiet and calm. Unsecuring The Area
• The assailant may not stop until his objectives have been met or until engaged and neutralized by law enforcement.
• Always consider the risk of exposure posed by opening the door for any reason.
• Attempts to rescue people outside a secure area only should be made if it can be done
without further endangering the people inside the secured area.
• Be aware that the assailant may bang on the door, yell for help, or otherwise attempt to
entice you to open the door of a secured area.
• If there is any doubt about a threat to the safety of the individuals inside the room, the
area needs to remain secured until you receive an “all-clear” message.
Law Enforcement Response
University Police will immediately respond to the area, assisted by other local law enforcement agencies. Remember, help is on the way. It is important for you to:
• Remain inside a secured area.
• Law enforcement will locate, contain, and stop the assailant.
• The safest place for you to be is inside a secure room.
• The assailant may not flee when law enforcement enters the building, but instead may
target arriving officers.
Injured Person. Initial responding officers will not treat the injured or begin evacuations until the threat is neutralized and the area is secure.
• You may need to explain this to others in order to calm them.
• Once the threat is neutralized, officers will begin treatment and evacuation.
Evacuation. Responding officers will establish safe corridors for persons to evacuate.
• This may be time consuming.
• Remain in secure areas until instructed otherwise.
• You may be instructed to keep your hands on your head or drop to the ground.
• You may be searched.
• You may be escorted out of the building by law enforcement personnel – follow their direction.
• After evacuation, you may be taken to a staging or holding area for medical care, interviewing, or counseling.
• Once you have been evacuated you will not be permitted to retrieve items or access the area until law enforcement releases the crime scene.
9 rev. 1/11/2013
Clark University – Active Shooter Emergency Plan
Clark Alerts:
A Clark Alert message will be broadcast as soon as possible for this type of emergency situation. This message may be sent using any or all of the Clark Alerts communication methods (text message, email, voice message).
• Depending on the available information, the initial message may inform you of where the incident that is occurring. If no specific location is provided, the entire campus should be considered the area at risk.
• If you are inside the area described, you should follow the guidelines above.
• If you are not inside the area described, you should follow the guidelines to stay in place
and not come to the area involved.
• Communications, including the use of cell phones, land line phones, and the internet, of
a non-emergency nature, should be kept to a minimum during the event.
Once the incident has been resolved, you will receive an additional Clark Alert message to notify you of the incident status and provide further directions. In order to receive a Clark Alert message, be sure your Clark Alert contact information is up to date by visiting the Clark Alerts Updater channel on ClarkYOU (you.clarku.edu).
10 rev. 1/11/2013
Clark University – Active Shooter Emergency Plan
Attachment C
Characteristics of an Active Shooter
The following is a list of characteristics commonly associated with active shooter suspects. The list is compiled from descriptions of past active shooters and is not meant to be a comprehensive list describing all active shooters.
• Active shooters usually focus on assaulting persons with whom they come into contact. Their intention to cause bodily harm is usually an expression of hatred or rage rather than the commission of a crime.
• An active shooter is likely to engage more than one target. Active shooters may be intent on killing a number of people as quickly as possible.
• Generally the first indication of the presence of an active shooter is when he or she begins to assault victims.
• Active shooters often go to locations where potential victims are close at hand, such as classrooms, libraries, dining halls and gymnasiums.
• Tactics such as containment and negotiation, normally associated with stand-off incidents may not be adequate in active shooter events. Active shooters typically continue their attack despite the arrival of emergency responders.
• Active shooters are often better armed than the police, sometimes making use of explosives, booby traps, and body armor. Active shooters are not limited to the use of firearms in accomplishing their attacks on victims. They may use bladed weapons, or any tool that, in the circumstance in which it is used, constitutes deadly physical force.
• Active shooters may have a planned attack and be prepared for a sustained confrontation with the police. Historically, active shooters have not attempted to hide their identity or conceal the commission of their attacks. Escape from the police is usually not a priority of the active shooter.
• Active shooters may employ some type of diversion, such as smoke bombs or set off fire alarms.
• Active shooters may be indiscriminate in their violence or they may seek specific victims.
• Active shooters may be suicidal, deciding to die in the course of their actions either at the
hand of others or by a self-inflicted wound.
• Active shooters usually have some degree of familiarity with the building or location they
choose to occupy.
• Active shooter events or an active shooter may go inactive by going to a barricaded status
with access to victims.
11 rev. 1/11/2013
EMERGENCY PREPAREDNESS PLAN PROJECT: WHAT IS AN EMERGENCY PREPAREDNESS PLAN?
An emergency preparedness plan is a document developed to guide the administering of resources to prepare for, mitigate, respond to, and evaluate crises of all kinds, e.g., natural disasters, mass shootings, terrorist incidents, large-scale fires, incidents at nearby nuclear power plants. There is no set format or length, though the approach taken in this class is the development of a comprehensive plan on the assume that such a plan covers all aspects of any kind of shorter plan that to which a student may be required to contribute in the future. As an example, we will use the Regional Hazard Mitigation Plan Update of the West Texas Council of Governments, completed in July 2018.
Samples of various Emergency Preparedness Plans will be available on Blackboard for you to review. These examples serve as guides and tools to use as you work on your project.
THE COURSE ASSIGNMENT
This class culminates in the preparation of an emergency preparedness plan. Parts of this plan are written and discussed over the course of the semester, and Week 15 of the course is set aside to complete the plan. Students will be a jurisdiction or agency of interest for which a plan will be written, and students are encouraged to use for their plan a setting in which they envision working in the future or are already working in today. Examples of settings that creates plans are as follows:
• A state or local government entity or agency, e.g., city government, police department, fire department
• A federal agency required to respond to a crisis or assist in recovery
• A business or nonprofit agency planning for the continuity of operations during or after a crisis
• A nonprofit agency engaged in disaster relief, e.g., American Red Cross, Salvation Army,
Samaritan’s Purse
Undergraduate students will create a plan dealing with a single hazard. Graduate students will create an “all hazards” plan.
There is no minimum page length or number of sources required for this assignment.
Please note, this project will be your final exam. Weeks 15 – 16 have been designated as work weeks for this project.
COMPONENTS OF THE PLAN
At a bare minimum, the plan will contain the follow components:
• Section 1: An introduction summarizing the background of the plan and the scope of authority of the sponsoring agency.
• Section 2: A summary of the planning process, including time frames for the development of the plan, hazard mitigation, and the ways in which stakeholders were incorporated in the process.
• Section 3: A profile of the jurisdiction or agency highlighting demographic, social, and economic factors.
• Section 4: A risk overview and description of hazards, including a thorough description of the hazard, the potential extent of the hazard, a summary of historical occurrences of the hazard, and the possibility for future events. In the West Texas plan, this work encompasses several sections as the the plan works through each identified hazard.
• Section 5: A mitigation strategy and actions, past and future. This work is also multiple sections in the West Texas plan.
• Section 6: Activities to maintain and update the plan.
DUE DATES
In order to make this project more convenient and organized for students, this project will be broken down into three parts. Each assignment is part of your final project grade, which is worth 500 points. Points will be deducted for any late submissions.
We can write this or a similar paper for you! Simply fill the order form!
Answer these two questions both somewhat long, half a page each.. and NO SOURCES!!
1.)What were the three most substantial acts imposed on the colonists by the British and explain why.
2.) Whiskey Rebellion….explain what caused the rebellion as the events that took place and the significance of the end to the rebellion
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
We can write this or a similar paper for you! Simply fill the order form!
Moore (2016) discusses the Five Principles of Appreciative Inquiry (5.1) in our reading assignment this week. After reviewing this pyramid, discuss which one of the five would you start with and why when dealing with a client/employee who is struggling with self-esteem? What method would you use to move that client/employee through all five levels?
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
We can write this or a similar paper for you! Simply fill the order form!
General causes of conflict and the result of that conflict
General causes of conflict and the result of that conflict
In the lecture,? we discuss general causes of conflict and the result of that conflict. What are some of those issues mentioned when it comes to the cause? What from chapter 5 (Moore) did you learn that would help you work with a client/employee who is having issues with conflict at work?
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
We can write this or a similar paper for you! Simply fill the order form!
Topic Proposal &
Annotated Bibliography
Focus: Analyzing a problem and describing the background and context of the problem; gathering and evaluating useful research resources for a problem/solution essay (Major Assignment 4); textual organization; drafting a strong introduction section
The third major assignment is made up of two common academic genres: the proposal and the annotated bibliography. Both of these genres are used to prepare to write a bigger project—in this case, the Problem/Solution Essay (Assignment #5). In other words, your proposal and annotated bibliography are meant to prepare you for the final assignment in the class. These assignments will help you test out your ideas and gather information for the final assignment.
Part 2: Annotated Bibliography
An annotated bibliography is a research tool that helps writers gather information and use it for their papers. You will compile an annotated bibliography of 6-10 reliable sources related to the problem and/or the solution you have chosen to write about. It includes full citations, and underneath each citation is a summary and description of how the source is useful to you (the writer) for your research. It is NOT written as an essay but instead as a list of entries.
The annotated bibliography should contain:
• Balanced points of view (include at least 2 different solutions and positions) – do not choose a side yet. Equally distribute the number of sources to the different solutions/positions you have found.
• Authentic sources (no personal blogs/websites, explicitly and inappropriately biased websites, etc.)
• Paraphrase – summarize and write in your own words. Do not simply copy and paste sentences, unless you find very interesting quotes that you want to use in your essay (but quotes should be used sparingly)
In your Annotated Bibliography, each entry will have 3 parts:
Citation: For each source that you find, write out a correct citation, including the hanging indent.
Summary: Summarize the main ideas of the source. The summary should be in your own words. If necessary, you can quote phrases (with clearly signaled quotation marks), but the purpose is to show that you understand the source and can explain its main points without needing to look back at the source.
Evaluation: Describe how this source will help you with Assignment #5. This paragraph can include a lot of information, such as: how this source is connected to your argument, specific information you plan to use in your final essay, how trustworthy the information is, if the source has a bias, how it is similar or different from your other sources, what information it is missing, how each source connects with the other sources on the bibliography i.e. how the source contradicts, supports, or relates to the other sources on the list.
Annotated Bibliography Requirements
• 6-12 entries
• A citation, summary paragraph, and evaluation paragraph for each entry
• 150-400 words for each entry
An example of annotated bibliography (summary + your evaluation):
Ehrenreich, B. (2001). Nickel and dimed: On (not) getting by in America. New York, NY: Henry
Holt and Company.
In this book of nonfiction based on the journalist’s experiential research, Ehrenreich attempts to ascertain whether it is currently possible for an individual to live on a minimum-wage in America. Taking jobs as a waitress, a maid in a cleaning service, and a Walmart sales employee, the author summarizes and reflects on her work, her relationships with fellow workers, and her financial struggles in each situation.
An experienced journalist, Ehrenreich is aware of the limitations of her experiment and the ethical implications of her experiential research tactics and reflects on these issues in the text. The author is forthcoming about her methods and supplements her experiences with scholarly research on her places of employment, the economy, and the rising cost of living in America. Ehrenreich’s project is timely, descriptive, and well-researched.
Criteria Failure to meet expectations Additional work required to meet expectations Expectations met Expectations exceeded
Citation Little information about the source for each entry is provided, and APA style is not used to format citations. Information about the source for each entry is provided using APA format, but citations lack some basic important information. Each entry has a proper APA citation with full information, but there are some instances of careless mistakes. Each entry has a full and proper citation following APA guidelines.
Summary Only a few minor ideas are listed from the source with no clear organization. Summary seems to include only a few main ideas, but mostly details are listed. Most of the main ideas seem to be accommodated in the summary in a fairly good organization. All main ideas seem to be accommodated in the summary in a well-organized way.
Evaluation The writer provides almost no evaluation of the sources. The writer provides unclear/ vague evaluations of the sources. It is hard to understand how the sources will be used in major assignment 4. The writer provides mostly clear and critical evaluations of the sources. At times it may lack some information as to it will be used in major assignment
4. The writer provides very clear and critical evaluations of the sources in each entry.
Organization Entries does not have the expected 3 parts: citation, summary, and evaluation. Some of the entries has the expected 3 parts: citation, summary, and evaluation. Some may lack some parts. Most of the entries has the expected 3 parts: citation, summary, and evaluation. Each entry has the expected 3 parts: citation, summary, and evaluation.
Language Many incomplete or difficult to understand sentences that make the writer’s ideas unclear. Some sentences are confusing and difficult to understand. Obvious errors such as typos. Noticeable problems with sentence construction or word choice, but meaning is clear. Essay reads smoothly and is not difficult for readers.
We can write this or a similar paper for you! Simply fill the order form!
Purpose: This assignment is your opportunity to demonstrate your ability to apply sociological terms, concepts and theories to the world around us.
Groups: This is a group assignment. To start I will place you into groups of three to four people. Of course, people may drop the class between now and the end of the semester. If that happens you will continue with the group members that are left. There is one paper that the group will produce collectively.
Topic: Come up with a research question or topic to sociologically analyze. Use the guidelines below to apply the sociological perspective to your question or topic:
Guideline Questions:
1. What is your research question or topic? Why did you choose this question or topic?
2. What sociological terms, concepts or theories from our textbook can you use to better understand your topic (from course materials)? What assumptions or expectations do you have about what you will find based on the terms, concepts or theories that you’ve used? (at least 2)
3. Find at least two examples of sociological research that addresses your question or topic:
In general, how did the researchers investigate the question or topic?
What did they find?
What are the implications of their findings?
4. Compare what you expected to find (#2) to actual research findings (#3).
5. How does sociology help us better understand the social world we live in?
Final Paper: Your paper needs to be written in APA format and 7-8 pages in length. You will upload your paper as Word document. Focus most of your attention to addressing points 2 and 3. It is worth 100 points. I will not accept late assignments. The research you use must come from peer-reviewed, academic journals.
APA Format: You will find an APA format guide in the Week Five module. Your paper needs to be in APA format. The only exception is that you do not include an abstract for his paper.
Outside Sources: Click this Link (Links to an external site.)Links to an external site. to access academic journals through the WLAC Library website. Hover your cursor over “Databases” on the left menu and select “JSTOR”. You will need to enter a user name and password (there are instructions, all WLAC students have access). Once you’re in, click on “Advance Search”. You can type in keywords from your topic/questions to search for relevant articles. The last option listed on the page is the “Journal Filter”. Be sure to click on “Sociology” to limit your search to Sociology journals.
You must use peer-reviewed, academic journals. News sites (e.g., CNN, MSNBC), Wikipedia, and a simple google search are not appropriate.
My partner has finished part 2, for you to reference:
Question: What sociological terms, concepts or theories from our textbook can you use to better understand your topic (from course materials)? What assumptions or expectations do you have about what you will find based on the terms, concepts or theories that you’ve used? (at least 2)
Socialization is the process by which people accept the norms and values of the society by interacting with one another which results in both learning and teaching. It is vital for any individual to learn the norms of their culture in order to sustain in the society. Socialization is the key factor for passing on the beliefs, traditions, and values from one generation to the next. The role of media on socialization is something that can be seen only in recent times but it has become inevitable to imagine a scenario without media. The growth in technology is the reason for media to gain such importance and for it to be considered as an important aspect for socialization. The effect of media on socialization can be understood better, based on the theories of sociology.
Socialization via newspaper, books, radio, games, television and the Internet is one-sided and it offers no opportunity for two-way interaction. But socialization through these means has more influence than with personal interaction. This can be perceived based on conflict theory since the impact of media on socialization has both pros and cons. The transmission of information is very fast and far-reaching with the advent of technology and it has also become unimaginable to think socialization without the use of media. This kind of socialization transmits both good and bad information and children get to see and hear information that is not appropriate for their age. This kind of socialization can have serious consequences and this is not healthy for a society to grow and develop. But seeing the positive side of media on socialization it is easier to communicate with people across the world and interact with people belonging to varied culture and background.
The perception of media on socialization based on symbolic interactionism is another sociological concept that can be applied in this case. The use of technology itself is an act of symbolic representation of an individual’s position in society. The model of the computer owned by an individual, the brand of phone that one uses, the kind of games that one plays all indicate the social status of a person.
Technophiles are people who are fervent in using technology and with the growth in technology, the majority of the population come under the category of technophiles. Hence technology becomes a symbol of status for them. Facebook, which started, as a platform for socialization has become a symbol of status and amongst the youth, it has become a necessity in order to be on par with their peer groups. Possessing high tech gadgets, becoming members in social media groups, interacting with people across the world are all examples of symbolic interactionism. Twitter is another classic example where symbolic interactionism is evidently visible. It functions based on human interactions and it is refined through interpretation. Socialization happens when people interpret language and gestures. The number of followers in twitter reflects the fact that these followers are prepared to believe in that individual’s opinion and learn from that. It is apparent that the effect of media on socialization can be understood based on sociological concepts and can be comprehended in a better manner.
This is my part :
Question: Find at least two examples of sociological research that addresses your question or topic:
In general, how did the researchers investigate the question or topic?
What did they find?
What are the implications of their findings?
Our textbook (Free&Online) https://cnx.org/contents/02040312-72c8-441e-a685-20e9333f3e1d
We can write this or a similar paper for you! Simply fill the order form!
