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 threats
2. Missions of U.S. Government Agencies
3. Mitigation, prevention, and preparation
4. Response and recovery actions
5. Manmade and natural disasters
6. Technology in disaster recovery efforts
7. 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/Other
Ahmad, 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/Other
Federal Emergency Management Agency. (2012). Plan, prepare, and mitigate.
http://www.fema.gov/plan-prepare-mitigate

Document/Other
Helfstein, 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/Other
Keene, 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/Other
Larson, 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/Other
Lowther, 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/Other
Nilsen, 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/Other
Wright, M. (2008). Technology & terrorism. Forensic Examiner 17 (4), 13-20
http://search.proquest.com.proxy1.ncu.edu/docview/207639023/fulltextPDF/13A8DD9634E 61CFCFE9/1
?accountid=28180
MP3
U.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/Other
U.S. Department of Homeland Security. (2008a). National incident management system.
http://www.fema.gov/pdf/emergency/nims/NIMS_core.pdf
Document/Other
U.S. Department of Homeland Security. (2008b). National response framework.
http://www.fema.gov/pdf/emergency/nrf/nrf-core.pdf
Document/Other
U.S. Department of Homeland Security. (2009). National infrastructure protection plan.
http://www.dhs.gov/xlibrary/assets/NIPP_Plan.pdf
Document/Other
U.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 A
93-90 A- 93-90 A-
89-87 B+ 89-87 B+
86-83 B 86-83 B
82-80 B- 82-80 B-
79-77 C+ 79-77 C+
76-73 C 76-73 C
72-70 C- 72-0 F
69-67 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 Cycle
Activity 4: Mitigation, Risk Reduction, and Preparedness (10 Points)
Activity 5: Response and Recovery (10 Points)
Section 3: Technology and Homeland Security
Activity 6: Technology in Disaster Management (10 Points)
Section 4: Future Expectations
Activity 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 Skills
In 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 Post
This 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 terroristthreatfaced 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 Threats
In 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 contrastnon-terroristthreats 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 Agencies
You 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 ofgovernmentagencies involved in securing the United States.
Section 2: The Emergency ManagementCycle
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.
Required Reading:
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
Setting
In 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

Learning Outcome: 4
 Compare and contrastthe 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 Recovery
In 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 contrastthe actions of local,state, and federal levels of governmentwith regard to response and
recovery.
Section 3: Technologyand 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.
Required Reading:
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 Management
Compare 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 contrastthe effects of technology on governmentand 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.
Required Reading:
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

Main Task Part 1 (5 points): Prioritize Resources for Future Preparation
In 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
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 Expectations
In 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 Securityoperations.
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
Main Task: Prepare a Briefing on Future Expectations in Emergency Management
For 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
Learning Outcomes: 2, 6, 7
 Compare and contrastnon-terroristthreats to people and critical infrastructure.
 Compare and contrastthe effects of technology on governmentand private agency ability to prevent and react to
current manmade and natural disasters.
 Evaluate the future of Homeland Securityoperations.
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: 4/30/2013
Copyright (C) 2013 Northcentral University
10000 E. University Drive, Prescott Valley, Arizona 86314 USA
www.ncu.edu . p: 928-541-7777 . f: 928-541-7817

Hs7000 8 syllabus

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