The intent of SLPs 1-4 is for you to implement the topics and materials learnt in the course to a “real life” scenario relating to a terrorist attack on U.S. soil in a major city sports arena.
Each module’s Session Long Project builds upon the other, so you will add the modular sections within one document like chapters in a book.
You will prepare your “plan” to address your own selected city’s characteristics and capabilities (e.g., if you are from California, you can present a plan for the Staples Center Sports Arena, Dodger Stadium, or the Rose Bowl in Los Angeles; or if you are from the Oakland/San Francisco area, the 49ers’ Stadium in San Jose or The Raiders Stadium Complex in Oakland).
Follow the general scenario and additional information and updates provided in each Module.
YOU are the Emergency Manager (EM) for your City (of choice) and from this capacity and role you will address the SLP tasks.
Scenario General Description
Date – August 1, yyyy
The Threat – Intelligence agencies have intercepted (from a credible source) a terrorist organization’s communication regarding a general coordinated plan to use improvised explosive devices (IEDs) to detonate bombs at a major USA city’s sports arena during an event at an arena holding about 10,000 spectators:
Three to five suicide bombers strategically pre-position themselves around the arena. They detonate their bombs and self-destruct in order to guarantee mass panic and chaotic evacuation of the arena.
One or two large vehicle bombs (LVB) are placed in a parking facility near the entertainment complex.
Finally, expecting mass casualties, the adversary agents will detonate an additional series of devices in the lobby of the nearest hospital emergency room (ER).
Timeline – The communication states only a general timeline for the attack to be executed within the month of September. No specific date is identified.
Key Implications – Casualties (about 100 fatalities and 500 serious injuries) will result at all incident sites and will include civilians, emergency personnel, and the suicide bombers. The LVB detonation outside the venue will result in the largest number of fatalities and injuries due to the population density expected.
NOTE – Life in the city will not be disrupted and all planned public events are not to be cancelled at this time.
Module 1 SLP – NRF/NIMS – Assignment (You are the City EM)
Choose a city and venue. Profile the venue including number of people it will hold, who owns it, and who provides security and traffic control during events (Private Security or Local Law Enforcement). Use the venue’s web-site as a reference.
Include your venue’s schedule of events for the selected month (at least one per week).
Profile the closest hospital, including Trauma Level, number of beds, who owns the hospital, and who provides security for the facility. If the closest hospital is not a Level I Trauma Center, do the same profiling for the closest hospital that is a Level I Trauma Center.
Present maps/charts and photos of the locale, venue, and nearest hospital(s).
Using your selected city/county websites, profile the Law Enforcement Agencies responsible for responding to the venue and selected hospital(s). Do the same for Fire Departments and EMS services. Describe or list the special response teams each agency has – SWAT, Bomb Squads, Tactical EMS, etc.
Based on the NRF Guiding Principles—(a) engaged partnership; (b) tiered response; (c) scalable, flexible, and adaptable operational capabilities; (d) unity of effort through unified command; and (e) readiness to act—describe and summarize how you would prepare for such an incident at the state/city level. Use the following NIMS Cycle to describe your preparedness activities for both the venue and hospital, as well as the local response agencies (see http://www.coehsem.com/emergency-management-cycle/). Point out the priorities in your plan.
Image provided by Homeland Security Emergency Management http://www.coehsem.com/emergency-management-cycle/
SLP Assignment Expectations
Length: This SLP should be 3-5 pages, not counting the title page and references.
References: At least two references should be included from academic sources (e.g., peer-reviewed journal articles). Required readings are included. Quoted material should not exceed 10% of the total paper (since the focus of these assignments is critical thinking). Use your own words and build on the ideas of others. When material is copied verbatim from external sources, it MUST be enclosed in quotes. The references should be cited within the text and listed at the end of the assignment in the References section (preferably in APA format).
Organization: Subheadings should be used to organize your paper according to question.
Grammar and Spelling: While no points are deducted for minor errors, assignments are expected to adhere to standard guidelines of grammar, spelling, punctuation, and sentence syntax. Points may be deducted if grammar and spelling impact clarity.
For this project you are going to observe some light sources. You are going to observe the SPECTRA of those light sources. If you have a spectroscope, use that. If not, you can find a poor-man’s spectroscope in the form of a DVD or CD. The DVD does the same job as the diffraction grating in the spectroscope, that is, it spreads out the light from the source into its component colors. You studied spectra and spectrographs in Ch. 4. Remember? R-E-M-E-M-B-E-R ???
Let the light from the source shine in through the slit in the spectroscope (The one we handed out at the equipment distribution. If you don’t have one, let me know and maybe we can arrange another distribution). It takes some practice to produce a nice rainbow, or spectrum. For example the Sun delivers way more light than you need, but the Moon’s spectrum is tough to see because the Moon is much fainter than the Sun and only a narrow slit allows the light through. You will be able to see rainbows on the left and right, and even on top of the wavelength scale, depending on how you hold the spectroscope.
If you are rockin’ a DVD, well that’s just sad. Tilt the shiny side toward the light source, this way and that, and try to make a decent rainbow. Distant sources (like the Sun) will be easier, as will small sources (like a pen light or candle flame). Big sources like a TV screen or forest fire will be difficult: There will be fat, overlapping spectra.
Try observing the Sun, an incandescent light bulb, an LED light, a fluorescent light, a candle flame, gas flame from stove or propane torch, street light, red light from electric stove coil.
Draw me a picture of your observations. Make it look like a long bar, with sections representing the different colors. One bar for each spectrum/light source observed. With colored pencils you could indicate the colors and brightnesses. I would cry tears of joy if I saw real colors. If not that, at least label the parts of the spectrum in words, indicating colors and brightnesses. Send me a photo or scan of your picture.
I’d be pleased to see a few comments on what you’ve seen. For example, “I was surprised how little yellow light I saw in the spectrum of a candle flame. There definitely wasn’t much blue, but there was a lot of RED.”
I expect you to draw me at least SIX RAIBOWS, i.e., spectra. Each rainbow has several colors that you must show in your drawing. Be a careful observer and recorder. Don’t just make a kindergarten mess with your crayons. I know what these spectra are supposed to look like, so pay attention. This is easy points if you do a good job the first time. Many of your predecessors did not and brought great pain upon themselves.
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