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CJ 251 Terrorism/Domestic Preparedness
Cain, Thomas L.


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

Course

CJ 251 Terrorism/Domestic Preparedness

Semester

U1B 2012 BL

Faculty

Cain, Thomas L.

Title

Adjunct Faculty

Degrees/Certificates

Business Organization: Security Management, Webster University 2003, Master Of Arts
Criminal Justice, Park University 2001, Bachelor of Science

Office Location

Building 1105, Ft. Bliss, Texas

Office Hours

4:30 to 5:00 or as needed

Daytime Phone

915-568-4871

Other Phone

915-345-8848

E-Mail

thomas.cain02@park.edu

thomas.l.cain.civ@mail.mel

Web Page

http://parkonline.org

Semester Dates

Jun 4, 2012 - Jul 29, 2012

Class Days

Monday and Wednesday

Class Time

5:00 - 7:30 PM

Credit Hours

3


Textbook:

Introduction to Homeland Securty: Understanding Terrorism with an Emergency Management Perspective
1st Edition
David A. McEntire, Ph.D.
Wiley, 2008
ISBN: 978-0-470-12752-0
355 pages

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.

http://www.fema.gov/
http://www.asisonline.org/
http://www.redcross.org/
http://www.dhs.gov/index.shtm/

Course Description:
CJ251 Terrorism and Domestic Preparedness: An introductory study of the criminal justice systems response to threats of terrorism. The course explores terrorism and its impact on the development and maintenance of organizational responses to homeland security requirements. It considers the need for coordination and cooperation among diverse agencies required for planning and implementing domestic preparedness strategies. It examines the public policy environment within the context of organizing criminal justice agency responses to terrorist threats. 3:0:3

Educational Philosophy:
The educational philosophy of the professor is based on creating an opportunity for students to shape their professional development by means of interactive based lectures, reading,, and dialogs exploring ideas from fellow students as well as with the professor. Promoting a three tier approach of instruction consisting of lectures, research projects and a series of written and oral evaluations supported with classroom discussions and encouraged student participation, the objective of introducing the student to an in-depth examination of the course curriculum is satisfied.

Learning Outcomes:
  Core Learning Outcomes

  1. Apply the definitions, ideas, and concepts of terrorism and homeland security to discussions about criminal justice organizational responses.
  2. Differentiate the structural features of terrorism, homeland security, and domestic preparedness.
  3. Identify current issues, trends, programs, and strategies in criminal justice agency responses to threats of terrorism.
  4. Explain the historical, cultural, political, and socioeconomic factors associated with terrorism.
  5. Compare and contrast government policy responses to terrorism and homeland security.
  6. Analyze issues bearing on the expanding role of local criminal justice organizations in responding to the national and international threat of terrorism.
  7. Evaluate organizational approaches in responding to homeland security requirements and mandates.


  Instructor Learning Outcomes
  1. Assemble the history of terrorism in the world in relationship to the United States philosophy of Homeland Security.
  2. Define the role of local, state and federal agencies in responding to terrorist threats
  3. Examine the role of the Emergency Manger in relationship to terrorism and domestic preparedness
  4. Explore the various terrorist behavior models offered and explore behavior modification options
Core Assessment:

Students will write a consolidated, thematic Essay discussing four (4) primary issues:

ISSUE #1: The impact that international terrorism has had on United States homeland security policies.

ISSUE #2: The appropriate roles of local communities and law enforcement agencies in a national strategy for protecting the homeland.

ISSUE #3: How organizational bureaucracy inhibits cooperation across federal, state, and local jurisdictions.

ISSUE #4: What can be done to improve interagency cooperation.  

The assignment will be completed in two drafts. The first draft, due by Sunday of Week 4 will address Issues #1 and 2.  The second part, due by Sunday of Week 7 will address Issues #1, 2, 3, and 4, and include recommended revisions (if any) from the instructor.

The final draft must provide complete and equitable treatment of all issues and questions.  External research should be integrated to provide a consolidated examination of the fundamental ideas being expressed. All submissions must include the following technical components: 

  • A cover or title page.
  • Minimum length: The first draft will contain a body of text, with a minimum of 1,000 typed words (about 4 pages double-spaced, 12 point font), excluding cover, abstract, table of contents, appendices, and reference pages. The final draft will contain a body of text, with a minimum of 2,000 typed words (about 8 pages double-spaced, 12 point font), excluding cover, abstract, table of contents, appendices, and reference pages.
  • A reference page containing a minimum of 5 course-external resources (i.e., excluding the course textbook and content from the course) used and cited in the essay.

Written in APA or other acceptable formal research writing style (e.g., MLA, Chicago, etc.).

Link to Class Rubric

Class Assessment:

Research Paper and Class Presentation 20%...................................200 points
 
Class Presentation 10%..................................................................100 points
 
Course Final Exam 30%................................................................300 points
 
Mid-Term Exam 20%....................................................................200 points
 
Quizzes 10%..................................................................................100 points
 
Class Discussions and Participation 10%..........................................100 points
 
Total = 1000 points = 100%

Grading:

A...............90% - 100% or 900 to 1000 points
 
B...............80% - 89% or 800 to 899 points
 
C...............70% - 79% or 700 to 799 points
 
D...............60% - 69% or 600 to 699 points
 
F................59% or 599 points

Late Submission of Course Materials:
A 10% grade reduction will be imposed for every day an assignment is submitted past the due date up to 4 days without prior approval of the instructor. After 4 days the student will receive a final grade of F for the assignment.

Classroom Rules of Conduct:
All students are expected to participate in classroom discussions, while respecting the views of their fellow students, instructor and other presented materials. While open individual expressions are encouraged, each member of the class is to remain respective and courteous all times. Cell phones will be placed on vibrate at all times, in the event of any emergency, students will excuse themselves from the classroom to received personal calls, thus eliminating as much distraction as possible.  Each student is responsible for completing all assigned readings prior to class and to be prepared to discuss all topics related to the week’s curriculum schedule. In addition students are responsible for completing all out class assignments and be prepared to present their final product to the instructor on or before the scheduled due date as identified by the class syllabus. If for any reason a student will miss a schedule class meeting, they need to notify the instructor within 1 hour if possible of the scheduled start of the class. In the event a is student to be deployed or encounters an emergency that would impede on meeting class requirements, they must make prior arrangements with the instructor to satisfy the course requirements.  The Park University policy concerning class attendance will be strictly enforced. ACADEMIC HONESITY IS NON-NEGOTIABLE.

Course Topic/Dates/Assignments:

Week 1
Jun 4, 2012
Introduction to Homeland Security: Understanding terrorism with Emergency Management
 
Chapter 1, Understanding a National Priority: 9/11 Homeland Security and Emergency Management
McEntire pp: 2-23
 
Jun 6, 2012
Chapter 2, Identifying Terrorism: Ideologically Motivated Acts of Violence
McEntire pp: 26-40
 
Week 2
Jun 11, 2012
Chapter 3, Recognizing the Causes of Terrorism: Differing Perspective and the Role of Ideology
McEntire pp: 42-62
 
Jun 13, 2012
Chapter 4, Comprehending Terrorists and their Behavior: Who they are and What they do
McEntire pp: 64-86
 
1st Quiz
 
Week 3
Jun 18, 2012   
Chapter 5, Uncovering the Dynamic Nature of Terrorism: History and Chance over Time
McEntire pp: 88-106
 
Jun 20, 2012 
Chapter 6: Evaluating a Major Dilemma: Terrorism the Media and Censorship
McEntire pp: 108-124
 
Week 4 
Jun 25, 2012
Chapter 7: Contemplating a Quandary: Terrorism, Security and Liberty
McEntire pp: 126-140
 
Jun 27, 2012 
Chapter 8: Preventing Terrorist Attacks: Toot Cause, Law, Intelligence, Counter-Terrorism and Border Control
McEntire pp: 142-175
 
Mid-Term Review
Mid-Term Exam
1st Research Paper Draft due
 
Week 5
Jul 2, 2012
Chapter 9: Protecting Against Potential Attacks: Threat Assessment and Security Enhancement
McEntire pp: 178 - 200
 
Jul 4, 2012
Chapter 10: Preparing for the Unthinkable: Readiness for Terrorism
McEntire pp: 202-228
 
Week 6 
Jul 9, 2012
Chapter 11: Responding to Attacks: Important Functions and Coordination Mechanisms
McEntire pp: 230-255
 
Jul 11, 2012
Chapter 12: Recovering from Impacts: Short-Term and Long-Term Measures
McEntire pp: 257-279
 
2nd Quiz
 
Week 7
Jul 16, 2012
Chapter 13: Looking Towards the Future: Forthcoming Challenges and Opportunities
McEntire pp: 281-314
Class Presentations and Final Draft due
 
Jul 18, 2012
Class Presentations continue
 
Week 8
Jul 23, 2012
Class Presentation continue
Final Exam Review
 
Jul 25, 2012
Final Exam
Class Presentations

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2011-2012 Undergraduate Catalog Page 93

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. from Park University 2011-2012 Undergraduate Catalog Page 93

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2011-2012 Undergraduate Catalog Page 96

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Evaluation                                                                                                                                                                                                                                                 
Outcomes
1-7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
Demonstrates a thorough appraisal of the researched information.  The essay is presented as a congruous and thoughtful exposition of ideas. Demonstrates a satisfactory appraisal of the researched information.  The essay is presented as a thoughtful exposition of ideas. Demonstrates a minimal appraisal of the researched information.  The essay is presented as a disparate exposition of ideas. Demonstrates no appraisal of the researched information.  The essay is presented as an incongruous exposition of ideas. 
Synthesis                                                                                                                                                                                                                                                  
Outcomes
1-7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
A consolidated, thematic integration of the fundamental issues. Extends research well beyond minimum requirements. A basic compilation of the fundamental issues, but integration of research into a theme is fragmented. A response to some individual issues with insufficient research and consolidation of ideas. No evidence of combining researched material into a consistent whole. 
Analysis                                                                                                                                                                                                                                                   
Outcomes
1-7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
Completely examines the fundamental issues. Analyzes key elements using more than the minimum of 5 course-external sources. A basic examination of the fundamental issues, but may miss a few points.  Analyzes key elements using a minimum of 5 course-external sources. A rudimentary examination of the fundamental issues. Analyzes key elements using 1 to 4 course-external sources. Fails to examine the fundamental issues. It uses no course-external sources. 
Application                                                                                                                                                                                                                                                
Outcomes
1-7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
Multiple instances (more than 5) demonstrating the application of terminology and concepts specific to the course core learning outcomes throughout. A demonstration (at least 5 instances) of the application of terminology and concepts specific to the course core learning outcomes throughout. A minimal demonstration (between 1 and 4) of the application of terminology and concepts specific to the course core learning outcomes throughout. Fails to demonstrate an application of terminology and concepts specific to the course core learning outcomes. 
Content of Communication                                                                                                                                                                                                                                   
Outcomes
1-7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
Conveys complete and exceptional information on the fundamental issues. Conveys sufficient information on the fundamental issues. Conveys minimal information on the fundamental issues. Conveys no information on the fundamental issues. 
Technical Skill in Communicating                                                                                                                                                                                                                           
Outcomes
1-7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
Contains all required technical components specified in the assignment
Contains fewer than five formatting, grammatical or spelling errors.
 
Contains most required technical components.  Contains no more than 10 formatting, grammatical or spelling errors but errors do not detract from understanding. Contains few required technical components.  Contains more than 10 formatting, grammatical or spelling errors that detract from understanding. Contains no required technical components. There are so many formatting, grammatical, or spelling that it is difficult to read. 

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Last Updated:5/2/2012 4:40:25 PM