!!!!!!!DISCUSSION POST!!!!

Filling Up Your Tool Kit
Competencies Addressed in This Discussion
Competency 1: Assess the phenomenon of school violence.
Competency 2: Explore offender-related communications relative to school violence pre-event, during the event, and post-event.
Competency 3: Characterize contagion of violence.
Competency 4: Explain the use of threat assessment in pre- through post-secondary education.
Competency 5: Communicate effectively in writing.
Introduction: Filling Up Your Tool Kit
In the fields of criminal justice and emergency management training you will almost constantly hear the phrase, “use this to fill up your tool kit,” by those conducting your training.
The theory behind the creation of a personal or professional tool kit is that you should keep a personal or professional knowledge or research database, library, or tool kit of the nationally approved and globally accepted practices relative to responding to a critical incident and mass casualty events no matter the cause stored in a safe location.
You may not have need of this information for years but, if and when the emergency occurs, all you will have to do is open your tool kit and proceed accordingly. We never know what the future holds for us or what we may be called upon to respond to, or what unexpected and active critical incident we may find ourselves in the middle of, but with a full tool kit, you can be the difference between control and effective response or chaos.
It is worth repeating the quote attributed to Edmund Burke (17291797), “Those who don’t know history are doomed to repeat it.” Do not find yourself on the side of forgotten history. Choose instead to remember all of those seated in schools doing their school work until shots rang out; those seated in a theater ready to watch a movie when shots rang out; those shopping in a mall when shots rang out; those traveling and reporting to work when the planes struck the south and north towers of the World Trade Center, and the Pentagon. Remember and reflect on those who made the conscious choice to take action and force the aircraft they were aboard downward at 500 mph in to the ground in Somerset County, Pennsylvania.
To be clear, we are not looking for you to be heroes, we are not asking that you place yourself or others in mortal danger, we are simply assisting you in filling up your tool kit so that if and when the time comes you can effectively, ethically, and professionally respond to your communities’ needs if and when the time presents itself.
Review the resources listed below, other resources you have seen in this course, and resources you found through your own research:
In “Prior Knowledge of Potential School-Based Violence: Information Students Learn May Prevent a Targeted Attack,” review:
The 10 key findings of the USSS NTAC’s SSI on pages 34.
The final two findings that may be most useful in detecting and preventing future attacks on page 4.
In “Guide for Developing High-Quality School Emergency Operations Plans,” review:
“The Planning Process,” pages 523.
“Plan Content,” pages 2328.
“A Closer Look,” pages 3767. Review the sub-topics 14.
Figure 2: Traditional EOP Format, page 18.
Instructions
In your main post:
Describe the sources of the data used by the USSS NTAC and FEMA in the two resources above, relative to recognizing and preventing targeted attacks.
Assess the accuracy of the data in those two resources, relative to recognizing and preventing targeted attacks.
Explain how the information you have learned in this unit can be used to mitigate threats to schools in your community.
Create a short description for each of three resources (other than two listed above) you would include in your tool kit. Be sure to include a link to each resource so that your peers can also review your choices.
Discussion Objectives
The competencies addressed in this discussion are supported by discussion objectives, as follows:
Competency 1: Assess the phenomenon of school violence.
Describe the sources the data used by the USSS NTAC and FEMA in the two resources referenced in the discussion, relative to recognizing and preventing targeted attacks.
Create a short description for each of three resources you would include in your tool kit.
Competency 2: Explore offender-related communications relative to school violence pre-event, during the event, and post-event.
Assess the accuracy of the data in those two resources relative to recognizing and preventing targeted attacks.
Explain how the information you have learned in this unit can be used to mitigate threats to schools in your community.

Competencies Addressed in This Assignment
Competency 1: Assess the phenomenon of school violence.
Competency 2: Explore offender-related communications relative to school violence pre-event, during the event, and post-event.
Competency 3: Characterize contagion of violence.
Competency 4: Explain the use of threat assessment in pre- through post-secondary education.
Competency 5: Communicate effectively in writing.
Introduction
In the media Responding to the Threat of a Targeted Attack, there were many signs that a targeted school violence incident was imminent. Moving forward in time to post-event in the media, you will see that a tragedy was avoided.
Instructions
Using examples you see in the Responding to the Threat of a Targeted Attack media, supported by your assigned readings and Internet research, address the following:
Evaluate the overall response of the Riverbend City School System, Riverbend City Police Department, and the Riverbend City Threat Assessment Team to the potential incident of targeted school violence portrayed in the simulation.
Identify the role contagion of violence played in the simulation.
Analyze how contagion of violence could spread and be mitigated in future acts of targeted school violence.
Diagram the steps educational administrators or personnel should take from receipt of a credible pre-warning communication through activation of a Crisis Response Team and Professional Threat Assessment Team.
Identify the tactical advantages and disadvantages the Riverbend City responders had to consider, prioritize, manage, and implement relative to their response decision relating to overall public safety.
Explain the importance for students, educators, parents, and law enforcement to be able to recognize possible pre-offense offender communications relative to response, mitigation, and prevention of acts of targeted school violence.
Requirements
Your paper should meet the following requirements:
Written communication: Must be free of errors that detract from the overall message.
Resources and citations: Format according to current APA style and formatting guidelines.
Length of paper: 34 typed, double-spaced pages, not including the title page or the references page.
References: A minimum of three references. (If you create a hypothetical case, references will not be necessary.)
Font and font size: Times New Roman, 12 point.

THIS IS A DISCUSSION POST

Competencies Addressed in This Discussion
Competency 3: Compare different ethics systems in a criminal justice community and leadership context.
Competency 4: Articulate how personal biases affect ethical approaches to criminal justice dilemmas.
Introduction
In our society, criminals are seen as the enemy and fundamentally different from good people. Police are often seen as crime fighters in the army that fights the enemy. Good people accept and understand that police are in a war and must be allowed deference in their decision making. Police perception of their role as crime fighters will lead to certain decisions in their use of force, definition of duty, use of deception and coercion, and other decisions.
Police are also seen as public servants, who serve all people, including criminals. In this context, criminals are not a distinct group in that they shop, pay taxes, have kids and parents, and often are one’s next-door neighbors.
Police have limited ability to affect crime rates one way or the other since crime is a complex social phenomenon. The public favors a police approach that protects due process and equal protection over the use of force.
Instructions
In your main post, consider the historical development of police roles and the different ethics systems in a criminal justice community context, and respond to the following:
Differentiate ethical viewpoints and models of police as crime fighters and public servants.
Explain, as a criminal justice professional, how these opposing viewpoints may affect your perception of yourself and the public.
Examine the effect self-perception has on a criminal justice professional’s ethical behavior in carrying out his or her assigned duties.
Discussion Objectives
The competencies addressed in this discussion are supported by discussion objectives, as follows:
Competency 3: Compare different ethics systems in a criminal justice community and leadership context.
Differentiate ethical viewpoints and models of police.
Competency 4: Articulate how personal biases affect ethical approaches to criminal justice dilemmas.
Explain the effect of opposing ethical viewpoints on a criminal justice professional’s perception of self and the public.
Examine the effect of self-perception on a criminal justice professional’s ethical behavior.

Refer to Overview of federal efforts to prepare for and respond to Hurricane Maria

https://www.fema.gov/blog/2017-09-29/overview-federal-efforts-prepare-and-respond-hurricane-maria

Living through Hurricane Maria (2018): A lesson in resilience. FEMA.

https://www.fema.gov/disaster/updates/living-through-hurricane-maria-lesson-resilience

Many federal agencies were involved in the pre-and post-disaster of Hurricane Maria and Puerto Rico.

Pick two agencies and comment on their involvement. Do you see evidence of interagency communication and cooperation? Be specific.

The Container Security Initiative:
Refer to this required website from your Background readings:

https://www.cbp.gov/border-security/ports-entry/cargo-security/csi/csi-brief

Cargo must be checkedbut it is impossible to screen tens of millions of containers every year without bringing the global economy to its knees. The DHS mandate is for 100% screening of all shipping containers.
Do you think this is achievable without disrupting the global economy? Why or why not?
Remember to support your statements with examples and references, and challenge your classmates if you disagree!

To Prepare:

Review the World Health Organizations (WHO) global health agenda and select one global health issue (obesity) to focus on for this Assignment.
Select at least one additional country to compare to the U.S. for this Assignment.
Reflect on how the global health issue you selected is approached in the U.S. and in the additional country you selected.
Review and download the Global Health Comparison Matrix provided in the Resources.

The Assignment: (2-page Global Health Comparison Matrix; 1-page Plan for Social Change)

Part 1: Global Health Comparison Matrix

Focusing on the country you selected and the U.S., complete the Global Health Comparison Matrix. Be sure to address the following:

Consider the U.S. national/federal health policies that have been adapted for the global health issue you selected from the WHO global health agenda. Compare these policies to the additional country you selected for study.
Explain the strengths and weaknesses of each policy.
Explain how the social determinants of health may impact the global health issue you selected. Be specific and provide examples.
Using the WHOs Organizations global health agenda as well as the results of your own research, analyze how each countrys government addresses cost, quality, and access to the global health issue selected.
Explain how the health policy you selected might impact the health of the global population. Be specific and provide examples.
Explain how the health policy you selected might impact the role of the nurse in each country.
Explain how global health issues impact local healthcare organizations and policies in both countries. Be specific and provide examples.

Part 2: A Plan for Social Change

Reflect on the global health policy comparison and analysis you conducted in Part 1 of the Assignment and the impact that global health issues may have on the world, the U.S., your community, as well as your practice as a nurse leader.

In a 1-page response, create a plan for social change that incorporates a global perspective or lens into your local practice and role as a nurse leader.

Explain how you would advocate for the incorporation of a global perspective or lens into your local practice and role as a nurse leader.
Explain how the incorporation of a global perspective or lens might impact your local practice and role as a nurse leader.
Explain how the incorporation of a global perspective or lens into your local practice as a nurse leader represents and contributes to social change. Be specific and provide examples.

RESOURCES

https://www.who.int/about/vision/global_health_agenda/en/

PLEASE SEE ATTACHED FOR GLOBAL HEALTH COMPARISON MATRIX MENTIONED ABOVE!

To Prepare:

Review the Healthcare Program/Policy Evaluation Analysis Template provided in the Resources.
Select an existing community, state, or federal policy evaluation or choose one of interest to you and get approval to use it from your Instructor.
Review community, state, or federal policy evaluation and reflect on the criteria used to measure the effectiveness of the program or policy described.

The Assignment: (3 pages)

Based on the program or policy evaluation you selected (Medicare), complete the Healthcare Program/Policy Evaluation Analysis Template. Be sure to address the following:

Describe the healthcare program or policy outcomes.
How was the success of the program or policy measured?
How many people were reached by the program or policy selected?
How much of an impact was realized with the program or policy selected?
At what point in program implementation was the program or policy evaluation conducted?
What data was used to conduct the program or policy evaluation?
What specific information on unintended consequences was identified?
What stakeholders were identified in the evaluation of the program or policy? Who would benefit most from the results and reporting of the program or policy evaluation? Be specific and provide examples.
Did the program or policy meet the original intent and objectives? Why or why not?
Would you recommend implementing this program or policy in your place of work? Why or why not?
Identify at least two ways that you, as a nurse advocate, could become involved in evaluating a program or policy after 1 year of implementation.

RESOURCES

https://class.waldenu.edu/bbcswebdav/institution/USW1/202030_27/MS_NURS/NURS_6050/artifacts/USW1_NURS_6050_Shiramizu_et_al._2016.pdf

Healthcare Program/Policy Evaluation Analysis Template ATTACHED PLEASE SEE

You receive the following photograph from a homicide scene. The photograph depicts several bullet holes in a glass window. It is your job to determine the order of the bullets fired. Place in chronological order the first, second, and third bullets fired. You are required to write an essay explaining in detail how you reached this conclusion to include a discussion about how glass fractures. You also are required to discuss how analyzing glass fractures can assist investigators in reconstructing events at a crime scene.

Your essay should be 2- 3 pages in length, written in APA 6th edition format and include at least two references. Please refer to the grading rubric for further details.

Please see the attached document to complete this assignment.