500
Russell C. Coile
during actual disasters.
Conclusions
First, schools and universities should include terrorist attacks in their
emergency planning, so that all of the personnel who have emergency
responsibilities in a disaster are aware of their roles in this type of event.
All administrators should review their disaster planning to insure that
they have a plan which is appropriate both for their location and local
conditions and also includes terrorism aspects. What are the local natural
hazards -- hurricanes, fl oods, earthquakes, or whatever? Weapons of mass
destruction, cyber-terrorism, arson and bombs should also be considered.
What are the cost-effective actions which might be taken now to reduce
potential damage in the future from natural hazards and terrorism. Planning
for terrorism incidents should also address other complicating issues. A
terrorist incident with a nerve gas may suddenly have people collapsing, so
that the fi rst responder need to have personal protection. There also may
be a possibility of a secondary explosive device rigged to injure the fi rst
responders who arrive to rescue the original victims.
Second, school and university security administrators should talk to
the local fi re, police and emergency management agency and ask them
to come and inspect their facilities. The police may have suggestions as to
what might be done such as roving patrols to increase campus security at
night to deter arson, installing burglar alarms in science laboratories and
computer labs, installing motion-sensing lighting outside buildings, etc.
Third, the campus administrators should contact the FBI and discuss
their concerns. Talk to the nearest FBI offi ce and fi nd out what the FBI would
like the administrators to do. For example, the FBI needs to be notifi ed as
soon as possible and needs local help to preserve the `crime scene' until
they get there. As a matter of fact, disaster plans and training might include
procedures to be followed concerning telephone bomb threats such as put
out by the University of California, Davis, reference (23). It is suggested
that, `When a bomb threat is received over the telephone, the person taking
the message should keep the caller talking as long as possible and make
written notes of the following: the time and date of the call; the assumed age
and sex of the caller; any distinguishing speech characteristics; what was
said by the caller as precisely and completely as possible; any background
noise that may help identify the source of the call; and the phone number
of the caller (if your phone is equipped with this function).
Summary :
Second, school and university security administrators should talk to the local fi re, police and emergency management agency and ask them to come and inspect their facilities. It is suggested that, `When a bomb threat is received over the telephone, the person taking the message should keep the caller talking as long as possible and make written notes of the following: the time and date of the call;
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