hs7000 8 syllabus

HS7000-8 Homeland Security and Terrorism(3 credits)

Syllabus Effective Date: 4/30/2013

Course Description:This course serves as an introduction to the study of homeland security and will provide an overview of the practical discipline including readings on the various government agencies involved in different aspects of homeland security. The course will also include an overview of the terrorist threat faced today and an examination of how that threat came into being.

Number Of Activities: 8

Learning Outcomes:1. Assess the terrorist threat faced by the United States.2. Compare and contrast non-terrorist threats to people and critical infrastructure.3. Generalize the missions of government agencies involved in securing the United States.4. Compare and contrast the concepts of mitigation, prevention, and preparation.5. Compare and contrast the actions of local, state, and federal levels of government with regard to response and recovery.6. Compare and contrast the effects of technology on government and private agency ability to prevent and react to current manmade and natural disasters.7. Evaluate the future of Homeland Security operations.

Course Concepts:1. Terrorist and non-terrorist threats2. Missions of U.S. Government Agencies3. Mitigation, prevention, and preparation4. Response and recovery actions5. Manmade and natural disasters6. Technology in disaster recovery efforts7. The future of Homeland Security operations

Primary Resources:These resources are required to complete the course.

There is no primary text for this course. All course readings will be completed via documents found online in the Mentor Site, the Learner site, or in the Course Resources section of the Course Forum.

Additional Resources:These resources must be used to complete the assignments.

Document/OtherAhmad, R., & Yunos, Z. (2012). A dynamic cyber terrorism framework. International Journal of Computer Science and Information Security 10 (2), 149-158 http://search.proquest.com.proxy1.ncu.edu/docview/1038456529/fulltextPDF/13A8DD100B461C273BA/1?accountid=28180%20 Document/OtherFederal Emergency Management Agency. (2012). Plan, prepare, and mitigate. http://www.fema.gov/plan-prepare-mitigate

Document/OtherHelfstein, S. (2009). Governance of terror: New institutionalism and the evolution of terrorist organizations. Public Administration Review 69 (4), 727-739 http://search.proquest.com.proxy1.ncu.edu/docview/197179552/fulltextPDF/13A8DD473121F844A7C/1?accountid=28180 Document/OtherKeene, S. D. (2011). Terrorism and the internet: A double-edged sword. Journal of Money Laundering Control 14 (4), 359-370 http://search.proquest.com.proxy1.ncu.edu/docview/900083145/fulltextPDF/13A8DDF2E1036F7BE9B/1?accountid=28180 Document/OtherLarson, M., & Fowler, K. (2009). Anticipation is in the eye of the beholder: Top-level managers see Things differently when it comes to crises preparedness. Journal of Business and Management 15 (2), 129-141 http://search.proquest.com.proxy1.ncu.edu/docview/211515142/fulltextPDF/13A8DD60F54198CA3D1/1?accountid=28180 Document/OtherLowther, A. B. (2009). Terrorism's unanswered questions. Westport, CT Praeger Publishers. http://psi.praeger.com.proxy1.ncu.edu/doc.aspx?d=/books/gpg/C35322/C35322-61.xml Document/OtherNilsen, A., & Olsen, O. (2007). Resistance or acceptance? Mitigation strategies in risk management. Risk Management 9 (4), 255-270 http://search.proquest.com.proxy1.ncu.edu/docview/232628396/fulltextPDF/13A8DD7CACDA396EA6/1?accountid=28180 Document/OtherWright, M. (2008). Technology & terrorism. Forensic Examiner 17 (4), 13-20 http://search.proquest.com.proxy1.ncu.edu/docview/207639023/fulltextPDF/13A8DD9634E61CFCFE9/1?accountid=28180 MP3U.S. Department of Homeland Security. (2003). The national strategy for the physical protection of critical infrastructures and key assets. http://www.dhs.gov/xlibrary/assets/Physical_Strategy.pdf Document/OtherU.S. Department of Homeland Security. (2008a). National incident management system. http://www.fema.gov/pdf/emergency/nims/NIMS_core.pdf Document/OtherU.S. Department of Homeland Security. (2008b). National response framework. http://www.fema.gov/pdf/emergency/nrf/nrf-core.pdf Document/OtherU.S. Department of Homeland Security. (2009). National infrastructure protection plan. http://www.dhs.gov/xlibrary/assets/NIPP_Plan.pdf Document/OtherU.S. Department of Homeland Security. (2012). Organization. http://www.dhs.gov/organization

Supplemental References & Readings:These resources are not required, but may provide assistance in completing your work for this course. Please copy and paste any web links listed below into your browser to view the websites.Northcentral University Library Guide for this course:

http://library.ncu.edu/research_help/guide.aspx?guide_id=516

General Information:

Credit Hours:

With the faculty mentored approach at Northcentral University, credit hours are amassed in a course through student-to-faculty interaction, contact with course-specific content,

assignments, and other asynchronous activities. At Northcentral, students can expect to devote between 135-144 hours for each 3-credit course.

Course Participation:

Federal Financial Aid regulations, which Northcentral observes for all students, require that students regularly participate in courses in which they are enrolled. All students must log into the course room at least once per week in order to avoid being noted as a non-participant. Students must use the Northcentral messaging system on the course web site to contact faculty. Should you be unable to participate in your course, you must contact your Academic Advisor who can advise you on the consequences of withdrawing from your course.

Preliminaries/Pre-Course Survey:

Students should review the Student web site http://learners.ncu.edu and Course Catalog, which contains all relevant policies and procedures. Students should also complete the Pre-Course Survey. The survey goes directly to the faculty and gives the faculty information about new students entering the course.

Assignment Submissions:

The assignment header should include the student's last name, first initial, course code, dash, and assignment number (DoeJXXX0000-1) justified to the left and the page number justified to the right. Faculty may request students to submit an assignment cover sheet, located under University Documents on the student site. Assignments that do not include cover sheets should have an APA style title page.

The file submittal format consists of the student's last name, first initial, course code, dash, and assignment number (no spaces between characters): DoeJXXX0000-1. Files may be submitted in Word or in the program with which the file was created. Faculty may request resubmission of an assignment using a different file format or program if they cannot access a submitted assignment.

Faculty have the discretion to allow and request resubmission of any assignment, with these provisos: Comprehensive Exam courses are excluded; graded assignments with objectively correct answers (e.g., statistics assignments) may not be resubmitted; the bulk loading policy may not be violated; the policy that assignments may not be submitted after a course end date may not be violated. Students may decline to resubmit assignments. Faculty cannot request resubmissions in cases of suspected AI violations.

Schedule for Course Completion:

Students may submit assignments early, but the required due date must be met. Faculty will not accept bulk assignments except as explained below under “Submittal Turn-Around Schedule”. Submitting assignments in the order assigned will ensure progression according to academic standards and following the design of the course.

Submittal Turn-Around Schedule:

Faculty have 3 days from the assignment due date to grade and return assignments. If an assignment is submitted early, the faculty may return it prior to the required return date, but they have until 3 days from the assignment due date to return feedback. If an

assignment is submitted late, faculty have 3 days from the date of submission to grade and return the assignment. If, for whatever reason, the faculty does not return the assignment within 3 days, the student can submit their next assignment to maintain his/or her assignment due date requirement. Other than these circumstances, students are not allowed to bulk upload assignments. Some courses may have exceptions. Please carefully read all course syllabi. Note: Turn-around time for courses in the dissertation sequence, excluding CMP courses, range up to 21 calendar days.

Activity Submission Schedule:

The Academic Week at Northcentral University begins on Monday and ends the following Sunday night at 11:59:59 pm Arizona time. The due dates for 8 week courses arerequired due dates.

Northcentral University has designed programs and courses around best practices in adult and online learning theory. Students will gain maximum benefit from courses when they are participating fully in each week's activities and assignments according to the course schedule; a total of 8 activities will be completed during an 8 week course with each activity due weekly, no later than Sunday at 11:59:59 pm. The University's late policy supports effective time management skills for maximum classroom success.

Course Assignments:

One activity is due each week, no later than Sunday at 11:59:59 pm AZ time. For instance, in week 1, Activity #1 must be completed during that week and must be submitted no later on Sunday evening at 11:59:59 pm AZ time. Each week follows this schedule. Assignments submitted after the original deadline will be considered late, and graded according to the faculty's discretion. Papers submitted 7 or more days beyond the original due date will not be accepted. For example, if an assignment is due on Sunday at or before 11:59:59 pm AZ time, that same assignment will not be accepted if received any time on the following Sunday. No assignments will be accepted after the last day of class.

Academic Integrity:

Academic integrity includes the commitment to the values of honesty, trust, fairness, respect, and responsibility. Appropriate credit of others for the scientific work and ideas applies to all forms of scholarship, not just publications. The submission of another person’s work represented as that of the student’s without properly citing the source of the work will be considered plagiarism and will result in an unsatisfactory grade for the work submitted or for the entire course, and may result in academic dismissal. Assignments will be submitted by the faculty member to TurnItIn.com for originality evaluation. Self-plagiarism is the act of presenting one’s previously used work as an original work. Self-plagiarism is inconsistent with honesty and truthfulness in scholarship. Northcentral University faculty and students should discuss the expectations of each activity at the beginning of the class. There should be a clear understanding between the faculty member and student regarding the use of prior work in the class. The faculty member must indicate if the student’s response must be an original work or if the student may use prior work in their response to a new activity. Course Learning Assessment/Course Grade:

Students are expected to complete all performance requirements for the course and to demonstrate mastery of the course concepts and course learning outcomes. This may require students to use library resources and to document research with citations, bibliographies, and references as applicable in completing their coursework. Mastery of course concepts may require demonstration of critical thinking and communication skills by a combination of term papers, self-assessments, quantitative reasoning, interviews, observations, written assignments, or other activities.

Mastery of course concepts as demonstrated by successfully completing the performance requirements will determine the grade for this course. Students must follow directions and assignment requirements in the syllabus.

Grading Scale:

The following chart shows the percentages of points awarded to the letter grade for Undergraduate and Graduate grades.

Undergraduate Scoring

Graduate Scoring

Numerical Points

Letter Grade Numerical Points

Letter Grade

100-94 A 100-94 A93-90 A- 93-90 A-89-87 B+ 89-87 B+86-83 B 86-83 B82-80 B- 82-80 B-79-77 C+ 79-77 C+76-73 C 76-73 C72-70 C- 72-0 F69-67 D+ 66-63 D 62-0 F

Northcentral Grading Rubric:

The grading of each assignment is based on the percentages in the Northcentral Grading Rubric: 70% content and 30% presentation. The percentage is calculated by dividing the actual points earned by the total number of points possible for an activity, with the resulting percentage determining the letter grade for the activity or course. Click on the following link to view the rubric: http://learners.ncu.edu/writingcenter/dw_template.aspx?wc_id=10.

Exceptions to the Rubric:

Certain courses/activities do not warrant a written product. Examples include math courses involving solving equations or courses that contain multiple choice exams. In these cases, the writing portion of the rubric does not apply. Scoring for these courses will be based on how many items were answered correctly out of the total number of items possible.

Course Overview

Section 1: Homeland Security Threats

Activity 1: The History of Terrorism (15 Points)Activity 2: Other Threats Beyond Terrorism (10 Points)Activity 3: Government Agencies (10 Points)Section 2: The Emergency Management CycleActivity 4: Mitigation, Risk Reduction, and Preparedness (10 Points)Activity 5: Response and Recovery (10 Points)Section 3: Technology and Homeland SecurityActivity 6: Technology in Disaster Management (10 Points)Section 4: Future ExpectationsActivity 7: Preparing for the Future (10 Points)Activity 8: Signature Assignment: Future Expectations (25 Points)

Section 1: Homeland Security Threats

Course Resources The Resources area for this course contains a variety of reference materials that will help you to complete the course activities. It is suggested that you become familiar with these resources before you begin the activities.

While textbooks are often integral for a doctoral-level course, increasing emphasis on primary sources is expected. In every doctoral-level course, students should find, read, and comment on peer-reviewed articles and synthesize their readings with their own ideas.

Library References used for research need to be peer reviewed/scholarly journals, which can be found by searching the Northcentral University Library databases. These journals typically have the following characteristics:

- Articles are reviewed by a panel of experts before they are accepted for publication.- Articles are written by a scholar or specialist in the field.- Articles report on original research or experimentation.- Articles are often published by professional associations.- Articles utilize terminology associated with the discipline.

Information literacy is a set of skills that help you to find and appropriately apply information. The Northcentral University Library has developed a tutorial based on the ACRL (Association of College and Research Libraries) Information Literacy Standards and is intended to raise awareness on how one effectively interacts with information. Review the Information Literacy Tutorial to become familiar with information literacy at Northcentral.

Writing Center Northcentral values your progress and success as a scholarly writer. Please access the Writing Center from your student home page to see a wide variety of writing tips and examples to help you as you compose written submissions for this and other Northcentral courses.

The Writing Center also contracts with SmartThinking, an online 24/7 tutoring service that offers assistance in mathematics, statistics, finance, and writing. You can contact SmartThinking from the home page of the Writing Center.

Dissertation Center The Dissertation Center is a valuable reference area for research methods and products specific to Northcentral standards. You will find a rich variety of resources that will help you through the scholarly research process, as well as a complete collection of dissertations written by Northcentral Ph.D. students.

Introduction

Homeland Security requires protecting the nation from all types of hazards. However, since September 11, 2001, terrorism often seems to have garnered more attention than other types of threats. In this section, you will have an opportunity to consider terrorist and other threats to the United States.

Required Reading:Please refer to each Activity for required readings within Activity Resources.

Activity 1: The History of Terrorism (15 Points)Terrorism has evolved with regard to the primary motivating factors to the techniques used. A consistent objective has been to cause fear and to generate an action by someone or some group that is not the direct victim of the attack. In this week’s assignments, you will assess this history of terrorism and the importance of these changes.

Activity Resources

Helfstein, S. (2009) . Lowther, A. B. (2009) ., Chapters: All chapters from “Terrorism” to “A Social Psychological

Perspective on Terrorist Behavior”

Spotlight on Skills: APA Form and Style Throughout this course and others here at Northcentral University, you are required to follow APA form and style when preparing assignments. If you are unfamiliar with APA form and style, take this tutorial: The Basics of APA Style. Are you already familiar with APA form and style? Keep up with the 2010 changes by taking this tutorial: What's New in the Sixth Edition. Check out this blog for deeper discussions and examples: APA Style Blog. You can also visit: Frequently Asked Questions about APA Style.

Quick tip: Use the Library Guide: A Library Guide has been prepared for many of the courses you will complete at Northcentral University. This guide contains specific articles, websites, and/or peer reviewed journals that can help you in preparing your assignments or add to your overall knowledge of the topic. You may access the Library Guide for this course here.

Spotlight on Skills: Develop Your Logical Thinking SkillsIn this assignment, and in many others here at Northcentral University, you will be called upon to present your ideas, make arguments, and defend a point of view. All of this calls for logical thinking skills that provide the framework for presenting an argument. Review the Jones, R. (2010) article to learn more about what constitutes a good argument.

Skill Builder: Preparing the Discussion PostThis week, you will be entering into a discussion with your instructor. See Preparing the Discussion Post for more information on how to prepare a discussion assignment.

Main Task Part 1 (10 points): Examine the Evolution of Terrorism within the United States Terrorism is not a new threat to the citizens of the United States or other nations. An assessment of the history of terrorism can aid in achieving an understanding of the threat today. In order to place the current threat in perspective, provide an assessment of the evolution of terrorism in relation to the threats the United States confronts today. Address the following points in your paper:

Changes in terrorist motivation over time Changes in terrorist tactics over time Changes in weaponry and methods used by terrorists over time Adaptation of targets to the threat

Support your paper with at least five (5) scholarly or professional resources. In addition to these specified resources, other appropriate scholarly resources, including older articles, may be included.

Length: 5-7 pages not including title and reference pages

Your paper should demonstrate thoughtful consideration of the ideas and concepts that are presented in the course and provide new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards. Be sure to adhere to Northcentral University's Academic Integrity Policy.

Submit your document in the Course Work area below the Activity screen.

Main Task Part 2 (5 points): Discuss the Evolution of Terrorism Initiate a discussion of your concepts, ideas, and thoughts on the history of terrorism. The goal is for you to express your thoughts regarding the key points of the evolution of terrorism over time and within the United States. Being able to describe and define the history of terrorism successfully is important to lay a foundation to prepare for countering terrorism today and in the future, from both domestic and foreign threats. This discussion will be open-ended to afford you the opportunity to interact with your course instructor and possibly other students during the course.

Please note that your content post is due by 11:59:59 on Wednesday of this week. Once this is complete please post a response post by 11:59:59 on Sunday, the due date of this week’s assignment.

Length: Content post 150-200 words; response post 75-100 words.

Both your content post and your response post should reflect a collegial attitude, be free of grammar and spelling errors, and include criteria mentioned above.

Post the response into the Activity Discussion Forum area below the Activity screen.

Learning Outcome: 1 Assess the terrorist threat faced by the United States.

Activity 2: Other Threats Beyond Terrorism (10 Points)Although it may seem as if the only threat faced by the United States is terrorism, a number of natural and other man-made types of threats endanger American citizens and property. These threats cannot be ignored; they may easily be considered the most likely threat requiring a response, especially at the local and state government levels. Therefore, it is essential that people working in the Homeland Security field understand threats other than terrorism and do not become fixated only on terrorist activities and events.

Activity Resources

U.S. Department of Homeland Security. (2003) ., pages 1-83 U.S. Department of Homeland Security. (2009) ., pages 1-44

Main Task: Compare and Contrast Other Types of ThreatsIn order to demonstrate an understanding of these other threats, prepare a paper where you compare and contrast three such threats to people and critical infrastructure. In your paper, be sure to address:

Natural threats Manmade threats Combinations of natural and manmade threats





Learning Outcome: 2 Compare and contrast non-terrorist threats to people and critical infrastructure.

Activity 3: Government Agencies (10 Points)A number of government agencies are involved in securing the United States from man-made and natural threats. Understanding these agencies’ missions is necessary for someone working in the Homeland Security field so that they know the appropriate agency to contact about direct tasks and responsibilities.

Activity Resources

U.S. Department of Homeland Security. (2012) . (Specifically, the Mission: http://www.dhs.gov/mission)

Spotlight on Skills: Developing a Power Point presentation For this assignment, you will prepare a Power Point presentation. For help in using this tool, review this PowerPoint Tutorial.

Main Task: Explain the Missions of Specific Government AgenciesYou are a staff officer in the Department of Homeland Security preparing to brief a new political appointee. The new staff member works for a senator who sits on a key Homeland Security Oversight Committee. Prepare a PowerPoint slide briefing that explains the missions of at least five government agencies involved in securing the United States. In the presentation, be sure to explain the following:

Agency mission Agency capabilities and limitations Geographic orientation if it affects the mission

Incorporate appropriate animations, transitions, and graphics as well as “speaker notes” for each slide. The speaker notes may be comprised of brief paragraphs or bulleted lists.

Support your presentation with at least five (5) scholarly or professional resources. In addition to these specified resources, other appropriate scholarly resources may be included.

Length: 12-15 slides (with a separate reference slide)Notes Length: 200-350 words for each slide

Be sure to include citations for quotations and paraphrases with references in APA format and style. Save the file as PPT with the correct course code information. Upload the completed assignment in the Activities area of the course.

Learning Outcome: 3 Generalize the missions of government agencies involved in securing the United States.

Section 2: The Emergency Management Cycle

The cycle of mitigation, preparation, response, and recovery has characterized emergency management operations for years. With the advent of the Department of Homeland Security and the increased emphasis on this cycle, it is important to understand the applicable concepts. In this section, you will research and discuss these concepts in relation to the threats faced by the United States today.


Activity 4: Mitigation, Risk Reduction, and Preparedness (10 Points)Actions to mitigate the effects and prevent damage from natural and manmade disasters are essential elements of any emergency management plan. A failure to plan ahead and to prepare for potential disasters invites unnecessary loss of life and property.

Activity Resources

Federal Emergency Management Agency. (2012) . U.S. Department of Homeland Security. (2003) ., Pages 1-83 U.S. Department of Homeland Security. (2008a) ., Pages 1-21

Main Task: Compare and Contrast Mitigation, Risk Reduction, and Preparation Within an Urban SettingIn this assignment, you are preparing a brief to the newly elected mayor as an emergency management operations supervisor for a city of approximately 100,000 people. Prepare a PowerPoint presentation briefing to address the following issues:

Compare and contrast the concepts of mitigation, risk reduction, and preparation. Identify and assess the consequences of disasters affecting typical urban infrastructure. Provide

specific examples to illustrate your ideas. Include the support that may be potentially required from outside agencies and municipalities. Address infrastructure and elements of the population with special needs.


Support your presentation with at least five (5) scholarly or professional resources. In addition to these specified resources, other appropriate scholarly resources may be included.



Learning Outcome: 4 Compare and contrast the concepts of mitigation, prevention, and preparation.

Activity 5: Response and Recovery (10 Points)When a disaster occurs, first responders and other support personnel and agencies must react to assist the people affected by the tragedy, and then help the community recover from the effects. Planning can simplify and expedite the recovery process by ensuring assets are in place to support the effort, and that all involved personnel are aware of their required duties.

Activity Resources

Nilsen, A., & Olsen, O. (2007) . U.S. Department of Homeland Security. (2008a) ., pages 23-80 U.S. Department of Homeland Security. (2008b) ., pages 1-53

Main Task: Analyze Governmental Roles in Disaster RecoveryIn a paper, compare and contrast the actions of local, state, and federal levels of government concerning their response to and recovery from a specific disaster. Use specific examples, including real world events, to support your ideas. In your paper’s analysis, be sure to address the following issues:

Support relationships across levels of government Incident lead role Legal responsibilities and restrictions Compare and contrast the roles of the various levels of government





Learning Outcome: 5 Compare and contrast the actions of local, state, and federal levels of government with regard to response and recovery.

Section 3: Technology and Homeland Security

Technology changes constantly and provides an advantage to the person or effort that is prepared to capitalize on such change. In this section, you will have an opportunity to analyze the effects of technology on homeland security from the view of government as well as their opponents, including terrorists.


Activity 6: Technology in Disaster Management (10 Points)Technology can provide an advantage to governments and private agencies in their plans and capabilities to cope with the effects of a manmade or natural disaster. However, technology also may help a terrorist inflict damage on an intended target.

Activity Resources

Ahmad, R., & Yunos, Z. (2012) . Keene, S. D. (2011) . Larson, M., & Fowler, K. (2009) . Wright, M. (2008) .

Main Task: Critique the Use of Technology in Disaster ManagementCompare and contrast the effects of technology on government and private agency abilities to prevent and react to current manmade and natural disasters. In your paper, you should address the following as a minimum:

How technology reduces the impact of a disaster. How technology might assist a terrorist in enhancing the effects of an attack. New risks associated with technological change. Provide detailed examples of current

technological changes.


Length: 5-7 pages not including title or reference pages



Learning Outcome: 6 Compare and contrast the effects of technology on government and private agency ability to prevent and react to current manmade and natural disasters.

Section 4: Future Expectations

Homeland Security operations can change due to the decisions of a new government administration, a change in technology, or a newly developing threat. In this section, you will have the opportunity to consider how Homeland Security operations may change in the future.


Activity 7: Preparing for the Future (10 Points)One aspect of emergency management and disaster recovery is that any manmade threat will change over time. Weather patterns also may change, which can affect natural disasters. Therefore, change is inevitable and one must work hard to always remain as prepared as possible.

Activity Resources

U.S. Department of Homeland Security. (2008a) ., pages 31-39 U.S. Department of Homeland Security. (2008b) ., pages 27-74

Main Task Part 1 (5 points): Prioritize Resources for Future PreparationIn this course, you examined a variety of threats and actions necessary to prepare for and respond to different types of disasters. Managers always have to prioritize activities because resources are usually limited. That prioritization can have negative consequences if the event, with a low likelihood of occurrence and a low priority for preparation, then occurs. In this assignment, consider that you are the city emergency manager for your home town. Prepare a memorandum for the mayor that critiques the prioritization of resources to be applied in preparation for various types of emergencies that might occur. Include outside research based on your local area if available to you. Address the following points as a minimum:

Expected emergencies Resources on hand Resources needed from neighboring communities Resources needed from outside the local area at higher levels of government

Support your memorandum with at least two (2) scholarly or professional resources. In addition to these specified resources, other appropriate scholarly resources, including older articles, may be included.


Your memo should demonstrate thoughtful consideration of the ideas and concepts that are presented in the course and provide new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards where appropriate. Be sure to adhere to Northcentral University's Academic Integrity Policy.


Main Task Part 2 (5 points): Discuss Future ExpectationsIn Week 1, you initiated a discussion of your concepts, ideas, and thoughts on the history of terrorism. The goal of this discussion is for you to summarize your thoughts on the key points of terrorism moving forward for future application. Being able to successfully discuss the possible characteristics of terrorism that may appear in the future will assist Homeland Security professionals in preparing for that future and not falling victim to a surprise. This discussion will be open-ended to afford you the opportunity to interact with your course instructor and possibly other students during the course.

Please note that your content post is due by 11:59:59 on Wednesday of this week. Once this is complete please post a response post by 11:59:59 on Sunday, the due date of this week’s assignment.

Length: Content post 150-200 words; response post 75-100 words.

Both your content post and your response post should reflect a collegial attitude, be free of grammar and spelling errors, and include criteria mentioned above.

Post the response into the Activity Discussion Forum area below the Activity screen.

Learning Outcome: 7 Evaluate the future of Homeland Security operations.

Activity 8: Signature Assignment: Future Expectations (25 Points)Future expectations can include changes in the types of threats faced and the potential impact of disaster events because of actions taken in the present to mitigate those effects. For example, increased physical security initiatives such as guards, inspectors, and barriers can reduce the likelihood of a successful terrorist attack. Improvements in flood control can reduce the effects of a hurricane in a coastal area. Enhancements in information technology can speed the flow of information and enhance the ability to communicate. Such changes can make it easier to order evacuations and mobilize resources to respond to a disaster. In this activity, you will have an opportunity to consider the changes noted in the readings and your research to then provide an assessment of potential revisions in emergency management.

Activity Resources

U.S. Department of Homeland Security. (2008a) ., pages 31-39 U.S. Department of Homeland Security. (2008b) ., pages 27-74

Main Task: Prepare a Briefing on Future Expectations in Emergency ManagementFor this assignment, you have a new supervisor in your coastal county emergency management agency. It is your job to brief him/her on the agency’s current plans to adjust operations due to changes you expect in technology and the threats you face. Prepare a PowerPoint slide briefing that offers an evaluation of the future conditions you may face in emergency management once you clearly have identified them for your new supervisor. Propose actions for your agency to employ. Be sure to include the following points:

What threats do you currently face as a threat and what new threats (manmade and natural) do you see as future possibilities?

Identify any information technology changes that exist or may exist, for your agency and any instigators of possible manmade threats.

Determine other security system changes that your supervisor must acknowledge.


Support your presentation with at least seven (7) scholarly or professional resources. In addition to these specified resources, other appropriate scholarly resources may be included.



Learning Outcomes: 2, 6, 7 Compare and contrast non-terrorist threats to people and critical infrastructure. Compare and contrast the effects of technology on government and private agency ability to prevent and react to current manmade and natural disasters. Evaluate the future of Homeland Security operations.

Post Course Survey:Complete the Post Course Survey after submitting your final assignment. The Post Course Survey goes directly to the University and provides information used in both course and Mentor evaluation and assessment. The Post Course Survey is located in the Course Review section of the Learner web site. THE RESPONSES ARE ANONYMOUS.

Receiving Your Final Grade:The final grade should be posted by your Mentor within one week following the course end date. The registrar will send an e-mail notifying you of your grade, and the grade will appear under the Course Review section on your Learner site.

Syllabus Effective Date: 4/30/2013Copyright (C) 2013 Northcentral University

10000 E. University Drive, Prescott Valley, Arizona 86314 USAwww.ncu.edu . p: 928-541-7777 . f: 928-541-7817

hs7000 8 syllabus

Education

demonstrate thoughtful consideration

insights relating directly

academic integrity policy

syllabus effective date

include criteria mentioned

including older articles

current apa standards

homeland security operations