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Unit V Annotated Bibliography

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Kayla Jordan
Columbia Southern University
July 26, 2022
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Explosive Weapons of Mass Destruction
Thesis Statement: Minnesota State fair is one of the events in the United States that is more
likely to be attacked using explosive weapons of mass destruction due to its high average daily
attendance.
A. Introduction
I.
Explosives are the most common weapons of mass destruction that are likely to be
conducted on United States soil.
II.
One of the reasons this WMD attack has a higher chance of taking place is that most
materials can be made at home without requiring much expertise or sophisticated
equipment (Reed-Schrader et al., 2017).
B. Location and Demographics of the Affected Population
I.
Minnesota State Fair is attended by the people residing in the State of Minnesota and
few visitors (local and foreign tourists).
II.
The state fair is held at the state fairgrounds in Falcon Heights (adjacent to the Saint
Paul campus of the University of Minnesota) (Firestone & Hedberg, 2020).
III.
Falcon Heights City has about 5,500 residents.
IV.
The fair attracts about 1.6 million people for a period of 12 days and all kinds of
people in terms of gender, race, age, education, etc.
C. List of agencies that would respond
I.
Federal Emergency Management Agency (FEMA)
II.
The Department of Justice (DOJ)
III.
Federal Bureau of Investigation (FBI)
IV.
The Department of Agriculture (USDA)
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V.
The Department of Health and Human Services (HHS)
VI.
Department of Veterans Affairs (Smith & Burkle, 2019).
VII.
The Environmental Protection Agency (EPA)
VIII.
The Department of Energy (DOE)
IX.
The Nuclear Regulatory Commission (NRC)
X.
The American Red Cross
XI.
The Department of Defense (DoD),
XII.
The Office of Homeland Security
D. Basic Information and Main Ideas about Salafi-jihadi military organization
I.
Salafi-jihadi military organizations, mainly Al Qaeda, pose the greatest threat to
the values and security of European and American citizens.
II.
This group has developed an expansive network of partnerships with small local
groups that sympathize with the larger group.
III.
Al Qaeda and ISIS are more than terrorist groups as they are considered
insurgencies.
IV.
These groups (Al Qaeda and ISIS) intend to bring the war to the west to achieve
their grand strategic goal of establishing a global caliphate.
V.
The current counter-terrorism policies do not promise the safety of the
homeland/American people.
E. Explosive Weapons of Mass Destruction Over-View
I.
Explosive weapons can be categorized into two groups.
II.
High-order explosives undergo detonation and result in high-pressure blast waves.
III.
Low-order explosives go through degradation and do not have blast wave
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F. Agency Responsible for Coordinating Response to an Attack
I.
FEMA (Federal Emergency Management Agency) is one of the agencies in the
United States Department of Homeland Security
II.
Its core work is to coordinate the role federal government in disaster preparation,
prevention, and relief.
III.
It helps people before, during, and after an attack or any other form of a disaster
such as hurricanes, floods, earthquakes, etc.
IV.
FEMA leads the country by developing collaborative relationships, delivering
federal assistance, and giving resources to help individuals and communities
review, create, and continuously improve their capabilities
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References
Firestone, M. J., & Hedberg, C. W. (2020). Consumer interest and preferred formats for
disclosure of restaurant inspection results, Minnesota 2019. Journal of food protection,
83(4), 715-721. https://doi.org/10.4315/JFP-19-517
Göldner-Ebenthal, K., & Elsayed, A. (2019). Salafi jihadi armed groups and conflict (de-)
escalation. https://d1wqtxts1xzle7.cloudfront.net/65197807/20200326
Pichtel, J. (2016). Terrorism and WMDs: awareness and response. CRC Press.
Reed-Schrader, E., Hayoun, M. A., Kropp, A. M., & Goldstein, S. (2017). EMS Weapons Of
Mass Destruction And Related Injury. https://europepmc.org/article/nbk/nbk441954
Smith, E. C., & Burkle, F. M. (2019). Paramedic and emergency medical technician reflections
on the ongoing impact of the 9/11 terrorist attacks. Prehospital and disaster medicine,
34(1), 56-61. https://doi.org/10.1017/S1049023X18001255
UNIT V STUDY GUIDE
Nuclear and Radiological Hazards
Course Learning Outcomes for Unit V
Upon completion of this unit, students should be able to:
2. Characterize the types of weapons of mass destruction (WMDs).
2.1 Identify research pertaining to use of a specific WMD.
4. Examine how the use of weapons of mass destruction (WMDs) impacts society.
4.1 Summarize information related to WMDs and terrorism.
Course/Unit
Learning Outcomes
2.1
4.1
Learning Activity
Unit Lesson
Chapter 5, pp. 139–191
Article: “Beyond the Dirty Bomb: Re-Thinking Radiological Terror”
Article: “Responding to ‘Dirty Bombs’”
Unit V Annotated Bibliography
Unit Lesson
Chapter 5, pp. 139–191
Article: “Beyond the Dirty Bomb: Re-Thinking Radiological Terror”
Article: “Responding to ‘Dirty Bombs’”
Unit V Annotated Bibliography
Required Unit Resources
Chapter 5: Nuclear and Radiological Hazards, pp. 139–191
In order to access the following resources, click the links below.
The goal of terrorism is to instill fear and create destruction and devastation. Global nuclear technology
advancements have increased the risk of nuclear proliferation and created widespread challenges in
protecting the nuclear landscape. The following article helps to tie in this information with the lesson material.
Read pages 151–163 of the resource below.
Acton, J. M., Brooke Rogers, M., & Zimmerman, P. D. (2007). Beyond the dirty bomb: Re-thinking radiological
terror. Survival, 49(3), 151–168.
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
t=true&db=tsh&AN=25970219&site=ehost-live&scope=site
Responding to a nuclear and radiological hazard requires knowledge of the type of radioactive disbursement
device (RDD) employed in the attack. First responders must first be assured that the attackers have been
dealt with and the threat of further attacks has been removed. Before the first responders are deployed,
personnel must be appropriately equipped to enter the attack area and be cognizant of continuing nuclear
and radiological hazards and fallout material. The following article assists in linking this information to the
lesson material.
Petroff, D. M. (2003). Responding to ‘dirty bombs’. Occupational Health & Safety, 72(9), 82–88.
https://search-proquestcom.libraryresources.columbiasouthern.edu/docview/221030916?accountid=33337
HLS 3301, Weapons of Mass Destruction
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Unit Lesson
UNIT x STUDY GUIDE
Title
The content for this unit lesson is presented through PowerPoint with audio below. On each slide, click
on the audio icon to play the audio. You can refer to these lessons as needed.
Unit V Presentation
PDF version of Unit V
Presentation
Suggested Unit Resources
In order to access the following resource, click the link below.
Nuclear attacks by a radioactive disbursement device (RDD) are assumed to be possible but highly unlikely.
Preparing for a dirty bomb attack that disperses radioactive material is crucial to understanding the nuclear
and radiological hazards and risks associated with a nuclear attack. This accurate information sheet helps to
explain the critical aspects of a nuclear WMD event.
National Academy of Sciences, National Academy of Engineering, National Research Council of the National
Academies, U.S. Department of Homeland Security. (n.d.). Nuclear attack.
https://www.dhs.gov/xlibrary/assets/prep_nuclear_fact_sheet.pdf
HLS 3301, Weapons of Mass Destruction
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