Best Practices and Procedures
E-Book, Englisch, 420 Seiten
ISBN: 978-0-12-800625-2
Verlag: Elsevier Science & Techn.
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)
Lawrence J. Fennelly is an internationally recognized authority on crime prevention, security planning and analysis, and on the study of how environmental factors (CPTED), physical hardware, alarms, lighting, site design, management practices, litigation consultants, security policies and procedures, and guard management contribute to criminal victimization.Mr. Fennelly was previously employed with Apollo Security, Computershare, Inc., as well as a sergeant at Harvard College, employed by the Harvard University Police Department in Cambridge, Massachusetts. He was trained as a crime prevention specialist and served in this capacity for over 21 years at Harvard. He was also the department's training officer and assistant court officer. As part of his role as an officer at Harvard, Larry also was a deputy sheriff in both Suffolk and Middlesex counties (Massachusetts). Mr. Fennelly is a frequent speaker and lecturer on CPTED, physical security, school crime, and other issues. He serves as an expert witness who works closely with attorneys in defense as well as plaintiff cases, assisting in case preparation, offering knowledgeable questions to ask the opposing side, etc. He has also done a considerable amount of consultant work throughout the United States. His experience ranges from identifying vulnerabilities to conducting security and lighting surveys, working with architects to design and implement security, and developing long range guard training programs and risk assessments of various facilities. He is also a prolific author. His titles include such well-known security books as 'Crime Prevention Through Environmental Design,' 'Effective Physical Security,' and 'Handbook of Loss Prevention and Crime Prevention.'
Autoren/Hrsg.
Weitere Infos & Material
1;Front Cover;1
2;The Handbook for School Safety and Security: Best Practices and Procedures;4
3;Copyright;5
4;Dedication;6
5;Contents;10
6;Foreword;28
7;Preface;30
8;About the Editors and Contributors;32
8.1;Editors;32
8.2;Contributors;32
9;Part 1: Approaches and Best Practices for School Crime Prevention;40
9.1;Chapter 1: Best Practices—A Sixteen-Point Master Plan;42
9.1.1;Introduction;42
9.1.2;Part A. Administrative Procedures;42
9.1.3;Part B. Physical Security (See Part II);44
9.2;Chapter 2: Threats and Hazards at Educational Institutions;50
9.2.1;Educational Institutions;50
9.2.2;Threats and Hazards at Educational Institutions;50
9.2.3;Protection for Educational Institutions;51
9.2.4;School Districts;51
9.2.5;Legislation for School Districts;52
9.2.6;Protection for School Districts;52
9.2.7;Colleges and Universities;55
9.2.7.1;Legislation for Colleges and Universities;55
9.2.7.2;Protection for Colleges and Universities;56
9.2.8;Safety and Fire Protection at Educational Institutions;57
9.3;Chapter 3: Security Assessments and Prevention for K-12 Schools;58
9.3.1;Introduction;58
9.3.2;Crime Prevention Through Environmental Design;58
9.3.2.1;School CPTED Survey/Assessment 2 ;58
9.3.2.2;School CPTED Survey or Assessment 4 ;59
9.3.2.3;Security CPTED Assessment;60
9.3.3;Tragedies;61
9.3.4;Conclusion;62
9.3.5;Appendix A:. U.S. Secret Service Threat Assessment Suggestions;62
9.3.6;Appendix B:. School Safety and Security Checklist;63
9.4;Chapter 4: CPTED Applications for Schools;70
9.4.1;Introduction;70
9.4.2;Situational Approaches;70
9.4.3;Objectives for School Environments;71
9.4.4;Crime Environments;71
9.4.4.1;Crime Environment: Parking Lots;72
9.4.4.1.1;Crime environment problem;72
9.4.4.1.2;CPTED strategies;72
9.4.4.1.3;CPTED design directives;72
9.4.4.2;Crime Environment: School Grounds;73
9.4.4.2.1;Crime environment problem;73
9.4.4.2.2;CPTED strategies;73
9.4.4.2.3;CPTED design directives;74
9.4.4.3;Crime Environment: Corridors;74
9.4.4.3.1;Crime environment problem;74
9.4.4.3.2;CPTED strategies;75
9.4.4.3.3;CPTED design directives;75
9.4.4.4;Crime Environment: Classrooms;75
9.4.4.4.1;Crime environment problem;76
9.4.4.4.2;CPTED strategies;76
9.4.4.4.3;CPTED design directives;76
9.4.4.5;Crime Environment: Restrooms;76
9.4.4.5.1;Crime environment problem;76
9.4.4.5.2;CPTED strategies;76
9.4.4.5.3;CPTED design directives;76
9.4.4.6;Crime Environment: Locker Rooms;77
9.4.4.6.1;Crime environment problem;77
9.4.4.6.2;CPTED strategies;77
9.4.4.6.3;CPTED design directives;77
9.4.5;Conclusion;77
9.5;Chapter 5: An Overview of School Safety and Security;78
9.5.1;Introduction;78
9.5.1.1;Defining the Threat;79
9.5.2;Core Recommendations for Prevention and Mitigation;79
9.5.2.1;Threat Assessment Programs;79
9.5.2.2;Physical Security;80
9.5.3;Core Recommendations for Preparedness;80
9.5.3.1;Minimum Safety Standards;80
9.5.3.2;Community Collaboration;80
9.5.3.3;Standardize Emergency Plans;80
9.5.3.4;Emergency Training and Drills;80
9.5.4;Core Recommendations for Response;80
9.5.4.1;Best Practice Incident Response Plans;80
9.5.4.2;Tactical Site Mapping Data;80
9.5.4.3;Video Surveillance;81
9.5.5;Core Recommendations for Recovery;81
9.5.5.1;Family Reunification;81
9.5.5.2;Mental Health Plans;81
9.5.5.3;Continuity of Operations;81
9.5.6;Prevention and Mitigation;81
9.5.6.1;Threat Assessment;82
9.5.6.1.1;Indication of dangerousness;82
9.5.6.1.2;The Secret service’s safe school initiative;83
9.5.6.1.3;Conclusion of the safe school initiative;83
9.5.6.1.4;What is meant by concerning behaviors;84
9.5.6.2;Preventing Violence;84
9.5.6.3;Physical Security in Schools;84
9.5.6.3.1;Natural surveillance;86
9.5.6.3.2;Access control;86
9.5.6.3.3;Territoriality;87
9.5.6.3.4;Eleven components of more secure school entrances;87
9.5.7;Preparedness;91
9.5.7.1;All-Hazards Plans;92
9.5.7.2;Run/Hide/Fight;92
9.5.7.3;Applying Run-Hide-Fight;92
9.5.7.3.1;Contact;93
9.5.7.3.2;Location;93
9.5.7.4;General Intruder Response Guidelines;93
9.5.7.4.1;Run;93
9.5.7.4.2;Hide;93
9.5.7.4.3;Fight;94
9.5.7.5;Run;94
9.5.7.6;Hide;95
9.5.7.6.1;Barricade;96
9.5.7.6.2;Blockade;96
9.5.7.6.3;Tie Off;97
9.5.7.7;Fight;97
9.5.7.8;Operational Environment Analysis;98
9.5.8;Response;98
9.5.8.1;Observe;101
9.5.8.2;Orient;101
9.5.8.3;Decide;101
9.5.8.4;Act;101
9.5.9;Recovery;101
9.5.9.1;Resources;103
9.5.9.2;Mental Health;103
9.5.9.3;Family Reunification Functions;105
9.5.9.4;Business Resumption;106
9.6;Chapter 6: Empowerment of Crisis Management in Emergencies;108
9.6.1;Introduction;108
9.6.2;Case Study: Kennesaw State University;108
9.6.2.1;What Prompted This Directional Change?;109
9.6.2.2;Evolution of the Program;109
9.6.2.3;Certified Emergency Response Team;110
9.6.3;Talking the Talk Is Fine, but Walking the Walk Is Where the Rubber Meets the Road;110
9.7;Chapter 7: Prevention and Student Safety for K-12;112
9.7.1;Introduction;112
9.7.2;Solutions;112
9.7.2.1;It Will Never Happen Here and We Don’t Have a Problem with Bullying, Cyber Bullying, Suicide, Violence, and Abuse…;113
9.7.2.2;Do You Agree That One Youth Suicide Is One Too Many?;113
9.7.2.3;Do Students, Faculty, Staff, Third Parties, and Community Members Know Information Your Threat Assessment Team Doesn’t Kno ...;113
9.7.2.4;Our School Has an Incident-Reporting System and/or Hotline Service so We Are Covered…;114
9.7.2.5;Why Is Only 1 or 2 Out of Every 10 Incidents/Concerning Behaviors Reported? 5 How Many Incident Reports Does Your Threat A ...;114
9.7.2.6;Did You Know Nearly Every Post-event Report After a Lawsuit, Suicide, and Targeted Shooting Has Revealed That Multiple Inc ...;115
9.7.2.7;We Have Armed Guards, SROs, and/or Our Police Department so We Are Covered…;115
9.7.2.8;We Have Handbooks, Policies, and Procedures so We Are Prepared…;116
9.7.2.9;We Have an Antibullying Program so We Are Set…;116
9.7.2.10;We Don’t Have Funding in Our Budget…;116
9.7.2.11;Can We Learn About Prevention from Smokey the Bear?;117
9.8;Chapter 8: Think Prevention and Think Safety;118
9.8.1;Introduction;118
9.8.2;Safe Travel;118
9.8.3;Top Eight Steps;119
9.9;Chapter 9: Understanding How to Use the Process Hazard Analysis (PHA) and the Layers of Protection Analysis (LOPA);124
9.9.1;Introduction;124
9.9.2;Process Hazard Analysis;124
9.9.3;Layers of Protection Analysis;125
9.9.4;Using LOPA;127
9.10;Chapter 10: Mass Notification Requirements for Our Children’s Schools;130
9.10.1;Introduction;130
9.10.2;Notifying the Masses;130
9.10.3;Recent Regulatory Activities;131
9.10.3.1;1990 Clery Act;131
9.10.3.2;2008-2009 Department of Education Higher Education Opportunity Act;131
9.10.3.2.1;Annual security report: reporting;131
9.10.3.2.2;Policy of emergency notification;131
9.10.3.2.3;Policy of emergency response and evacuation;132
9.10.3.2.4;Testing of emergency response and evacuation;132
9.10.3.2.5;Notification required: Unless it compromises efforts to assist victim;132
9.10.3.3; Nfpa 72;133
9.10.3.4;Planning and Implementing Mass Notification Systems;133
9.10.3.5;Redundancy and Reliability;133
9.10.4;National Standards;133
9.10.4.1;National Incident Management System, the Incident Command System, and the National Response Framework;133
9.10.4.2;Effective Planning Starts with Risk Assessment;133
9.10.5;Compliance and Enforcement;134
9.10.5.1;Clery Act and DOE ;134
9.10.5.2;Authority Having Jurisdiction;134
9.10.5.3;Alarming Statistics for K-12;135
9.10.6;Mass Notification Role and Its Importance;135
9.10.7;Conclusion: Addressing Gaps;136
9.11;Chapter 11: You Get What You Pay For (Or When Free Is Not Really Free): Commentary and Insight on Free Security Consulting ...;138
9.11.1;The Need to do Something;138
9.11.1.1;Free” Consulting Services Trap;138
9.11.1.2;Qualified or Unqualified?;138
9.11.2;Reality—You Get What You Pay For;139
9.11.3;Liability;140
9.11.4;The Right Way;141
9.11.4.1;Assessment;141
9.11.4.2;Mitigation Strategy;141
9.11.5;Still Considering So-Called Free Services?;142
9.11.5.1;Ask Why;142
9.11.5.2;Check References and Relevance;142
9.11.5.3;Importance of Protecting Your Information;142
9.11.6;Author’s Recommendations;143
9.12;Chapter 12: An Access Control Template for K-12 Schools;146
9.12.1;Introduction;146
9.12.2;Property Perimeter;146
9.12.3;Building Perimeter;147
9.12.4;Visitor and Vendor Management;148
9.12.5;Hallways and Classrooms;149
9.12.6;Conclusions;150
9.13;Chapter 13: “Crime Risk” versus “Feeling Safe” in Schools: True and False Risk Assessment in Schools;152
9.13.1;Introduction;152
9.13.2;Risk Assessment;152
9.13.3;Feeling Safe;152
9.13.3.1;Why Do People Feel Insecure?;153
9.13.3.2;Quite Right to Fear Crime When You’re Young!;153
9.13.3.2.1;Sources: national and schools;154
9.13.3.3;Crime Risks for Youngsters;154
9.13.3.4;Crime Risk and Feeling Safe in Schools;155
9.13.3.5;Feeling Safe;155
9.13.4;Conclusion;156
9.14;Chapter 14: Partnering with Local First Responders and Public Safety Officials;158
9.14.1;Introduction;158
9.14.2;Law Enforcement;158
9.14.3;Fire/EMS;160
9.14.4;Emergency Management;160
9.14.5;Conclusion;160
9.15;Chapter 15: Emergency Management Procedures;162
9.15.1;Americans with Disabilities Act;163
9.16;Chapter 16: Policy and Procedures for Schools;166
9.16.1;Introduction;166
9.16.1.1;Employee Manual;166
9.16.2;Security Manual;166
9.16.3;Constructing Policy and Procedures;167
9.16.4;Report Writing;168
9.16.5;Conclusion;168
10;Part 2: Approaches to Physical Security;170
10.1;Chapter 17: An Overview of Physical Security Technology for Schools: What Security Technologies to Consider for Schools—Fi ...;172
10.1.1;Introduction;172
10.1.2;Overarching Concerns and Considerations;172
10.1.2.1;Recent Laws (Passed and Pending);172
10.1.2.2;Mass Notification Regulations;173
10.1.2.3;Daily Training and Incident Modes;173
10.1.2.4;Movies and Television Shows Lie;173
10.1.2.5;Does It Play Nicely with IT?;173
10.1.2.6;New Cloud Service Options;174
10.1.2.6.1;Benefits;174
10.1.2.6.1.1;Flexibility;174
10.1.2.6.1.2;Limited maintenance;174
10.1.2.6.2;Drawbacks;174
10.1.2.6.2.1;Limited interfaces;174
10.1.2.6.2.2;Security;174
10.1.2.6.2.3;Internet connection/bandwidth;175
10.1.2.7;Data, Data, Everywhere!;175
10.1.3;Physical Security Technologies;175
10.1.3.1;Tiered Technology Approach;175
10.1.3.2;Physical Security Information Management/Command and Control;175
10.1.3.3;Video Management Systems;176
10.1.3.4;Cameras;176
10.1.3.5;Monitors;177
10.1.3.6;Recording;177
10.1.3.7;Analog, Digital, Standards Compliant?;177
10.1.3.8;Digital Video Analytics;178
10.1.3.9;Mass Notification Systems;178
10.1.3.10;Access Control, Badging, and Visitor Management;179
10.1.3.10.1;Access control;179
10.1.3.10.2;Badging system;180
10.1.3.10.3;Visitor management;180
10.1.3.11;Fire and Intrusion Central Monitoring;180
10.1.3.11.1;User-owned central station or monitoring center;181
10.1.3.11.2;Independent third-party central station;181
10.1.3.11.3;Security-supplier-owned central station;181
10.1.3.12;Intrusion Detection Systems;181
10.1.3.12.1;Balanced magnetic contacts;181
10.1.3.12.2;Motion detection;181
10.1.3.13;Other Alarm System Features;182
10.1.3.14;Fire Alarm Systems;182
10.1.3.14.1;Conventional versus addressable;182
10.1.3.14.2;Fire alarm components;182
10.1.3.15;School Bus Security Technology;183
10.1.4;Summary;183
10.2;Chapter 18: Hardware Function Choices and Lockdown Procedures: K-12 and University Classrooms ;184
10.2.1;Introduction;184
10.2.2;Theoretical Discussion on Classroom Intruder Function: Keying Options;184
10.2.2.1;Exterior-Side Keying;184
10.2.2.2;Interior-Side Keying;185
10.2.3;Points to Consider on Hardware/Function;186
10.2.3.1;Pros and Cons of Office Function Locks;186
10.2.3.1.1;Pros;186
10.2.3.1.2;Cons;187
10.2.3.2;Pros and Cons of Storeroom Function;187
10.2.3.2.1;Pros;187
10.2.3.2.2;Cons;187
10.2.3.3;Classroom Intruder Function;187
10.2.3.4;Electronic Lock Functions;187
10.2.3.4.1;New classroom security function;187
10.2.4;School Security Door Hardware Upgrade Project;188
10.2.4.1;Step 1: What do You Have Already?;188
10.2.4.1.1;Physical locking devices;188
10.2.4.1.2;Master key system(s);189
10.2.4.1.3;Access control;189
10.2.4.2;Step 2: What Do You Want to Get?;190
10.2.4.2.1;Classrooms, gyms, libraries, multipurpose rooms, cafeterias, and auditoriums;190
10.2.4.2.2;Exterior doors;190
10.2.4.2.3;Key system(s);190
10.2.4.2.4;Access control;190
10.2.4.3;Step 3: How Do You Get There?;191
10.2.4.4;Step 4: Maintain Systems;191
10.2.5;Conclusion;191
10.2.6;Appendix A:. Sample Employee Key Request Form and Sign-Out Sheet;191
10.2.7;Appendix B:. Glossary of Terms and Definitions;194
10.3;Chapter 19: Security Lighting for Schools;198
10.3.1;Introduction;198
10.3.2;Cost and ROI;198
10.3.3;Illumination 2 ;199
10.3.4;Types of Lamps 3 ;200
10.3.5;Lighting Equipment;201
10.3.6;Twenty-Five Things You Need to Know About Lighting for Your School 4 ;202
10.3.7;Energy Management;203
10.3.8;Lighting Checklist;204
10.3.9;Protective Lighting Checklist;204
10.3.10;Lighting Levels for Your School Complex;205
10.3.11;Lighting Definitions;206
10.3.11.1;Lumens;206
10.3.11.2;Reflectance;206
10.3.11.3;CRI;207
10.3.11.4;Corrected Color Temperature;207
10.3.12;Lighting Systems;207
10.3.13;Web Sites;207
10.3.14;Appendix:. Lighting Description;208
10.4;Chapter 20: Intrusion Detection Systems for Schools;210
10.4.1;Introduction;210
10.4.2;Threat or Risk;210
10.4.3;Components of Alarm Systems;211
10.4.4;Perimeter Protection;211
10.4.5;Area/Space Protection;213
10.4.6;False Alarms;219
10.4.7;Application;219
10.4.8;Object/Spot Detection for Schools;220
10.4.9;Alarm Control;220
10.4.10;Alarm Transmission/Signaling;221
10.4.11;Alarms Deter Crime;222
10.4.12;False Alarms in Your School;223
10.4.13;Alarm Equipment Overhaul;223
10.4.14;Additional Resources;224
10.4.15;Conclusion;225
10.4.16;Appendix A:. Glossary for Alarm Systems 1 ;225
10.4.17;Appendix B:. Smoke Detectors;230
10.4.18;Appendix C:. Alarm Certificate Services Glossary of Terms Certificate Types 2 ;231
10.4.18.1;Definitions;231
10.4.18.2;Standards;232
10.4.19;Appendix D:. Fire Classifications;232
10.4.19.1;Use of Fire Extinguishers;232
10.5;Chapter 21: Video Technology Overview for Schools;234
10.5.1;Overview;234
10.5.2;The Video System;237
10.5.2.1;The Role of Light and Reflection;237
10.5.2.2;The Lens Function;239
10.5.2.3;The Camera Function;242
10.5.2.4;The Transmission Function;243
10.5.2.5;The Monitor Function;244
10.5.2.6;The Recording Function;244
10.5.2.7;Scene Illumination;245
10.5.2.8;Natural Light;245
10.5.2.9;Artificial Light;247
10.5.2.10;Scene Characteristics;248
10.5.2.11;Target Size;248
10.5.2.12;Reflectivity;248
10.5.2.13;Effects of Motion;250
10.5.2.14;Scene Temperature;250
10.5.2.15;Lenses;251
10.5.2.16;FFL Lens;251
10.5.2.17;Zoom Lens;251
10.5.2.18;Varifocal Lens;251
10.5.2.19;Panoramic—360° Lens;253
10.5.2.20;Covert Pinhole Lens;253
10.5.2.21;Special Lenses;254
10.5.2.22;Cameras;254
10.5.2.23;The Scanning Process;256
10.5.2.24;Raster Scanning;257
10.5.2.25;Digital and Progressive Scan;258
10.5.2.26;Solid-State Cameras;258
10.5.2.26.1;Analog;259
10.5.2.26.2;Digital;259
10.5.2.26.3;Internet;259
10.5.2.27;LLL-Intensified Camera;259
10.5.2.28;Thermal Imaging Camera;260
10.5.2.29;Panoramic—360° Camera;260
10.5.2.30;Transmission;261
10.5.2.30.1;Hard-wired;261
10.5.2.30.2;Coaxial cable;261
10.5.2.30.3;UTP;262
10.5.2.30.4;LAN, WAN, intranet, and internet;262
10.5.2.30.5;Wireless;263
10.5.2.30.6;Fiber optics;263
10.5.2.30.7;Switchers;263
10.5.2.30.8;Standard;264
10.5.2.30.9;Microprocessor controlled;264
10.5.2.30.10;Quads and multiplexers;265
10.5.3;Monitors;266
10.5.3.1;Monochrome;267
10.5.3.2;Color;267
10.5.3.3;CRT, LCD, plasma, HD, displays;268
10.5.3.4;Audio/Video;269
10.5.3.5;Recorders;269
10.5.3.5.1;VCR;269
10.5.3.5.2;DVR;270
10.5.3.5.3;Optical disk;270
10.5.3.5.4;Hard-Copy video printers;270
10.5.3.6;Ancillary Equipment;270
10.5.3.6.1;Camera housings;272
10.5.3.6.2;Standard rectangular;272
10.5.3.6.3;Dome;272
10.5.3.6.4;Specialty;272
10.5.3.7;Plug and Play;272
10.5.3.8;Pan/Tilt Mounts;272
10.5.3.9;VMD;274
10.5.3.10;Screen Splitter;274
10.5.3.11;Camera Video Annotation;275
10.5.3.11.1;Camera ID;275
10.5.3.11.2;Time and date;275
10.5.3.11.3;Image reversal;275
10.5.4;Summary;275
10.5.5;Appendix:. Glossary of Terms;276
10.6;Chapter 22: Access Control, Access Badges, and Biometrics Characteristics for Schools;280
10.6.1;Introduction;280
10.6.2;Access Control;280
10.6.3;Designated Restricted Areas;280
10.6.4;Degree of Security for Your School;281
10.6.5;Considerations;281
10.6.6;Perimeter Access Control;281
10.6.7;Employee Screening;282
10.6.8;Identification System;282
10.6.9;ID Methods;282
10.6.10;Personal Recognition System;282
10.6.11;Single Card/Badge System;283
10.6.12;Card/Badge Exchange System;283
10.6.13;Multiple Card/Badge System;283
10.6.14;Mechanized/Automated Systems;283
10.6.15;Card/Badge Specifications;284
10.6.16;Visitor Identification and Lobby Control in Your School;284
10.6.16.1;Visitors;285
10.6.16.2;Cleaning Teams;285
10.6.16.3;Students, Faculty, and Staff in the School After Normal Operating Hours;285
10.6.16.4;Enforcement Measures;285
10.6.16.4.1;Access control;286
10.6.16.4.2;Duress code;287
10.6.16.4.3;Access-control rosters;287
10.6.16.4.4;Methods of control;287
10.6.16.4.4.1;Escorts;287
10.6.16.4.4.2;Two-person rule;287
10.6.16.4.4.3;Security controls of packages, personal property, and vehicles;288
10.6.16.4.4.4;Building design;288
10.6.16.4.4.5;Layered levels of security;288
10.6.16.4.4.6;Access cards;289
10.6.16.4.4.7;Badges;290
10.6.16.4.4.8;Biometrics characteristics 1 ;291
10.6.16.4.4.9;Types of biometrics devices;291
10.7;Chapter 23: Fire Alarm Systems for Schools;294
10.7.1;Introduction;294
10.7.2;Fire Codes;294
10.7.3;NFPA 72;297
10.7.4;Voice Systems or ECSs;299
11;Part 3: Approaches to Operational Issues, Specific Threats, and Solutions;302
11.1;Chapter 24: A Look at School Security in Australia;304
11.1.1;Introduction;304
11.1.2;Reduce Overall Crime;304
11.1.3;Conclusion;306
11.2;Chapter 25: Prevention of Crime in and Around High Schools: Lessons in Implementation and Dissemination;308
11.2.1;The Safe and Secure Schools (3S) Matrix: How Mature Is a Safety and Security Policy?;308
11.2.1.1;Denial;310
11.2.1.2;Awakening;310
11.2.1.3;Breakthrough: Research Showing the Risks, Victims, Offenders, and Incidents;311
11.2.1.3.1;Victimization (staff and pupils), incidents, and seriousness of offenses/offenders;312
11.2.1.4;Start of the Management Stage: Six Types of Focus Groups;313
11.2.1.4.1;CPTED focus group;313
11.2.1.4.2;Registration and monitoring;314
11.2.2;Conclusion;317
11.3;Chapter 26: Operational Issues, Specific Threats, and Solutions;320
11.3.1;Active Shooter;320
11.3.2;A.L.I.C.E. (Alert-Lockdown-Inform-Counter-Evacuate) Training;320
11.3.3;Background Investigations and Background Checks;321
11.3.3.1;Background Checks of Employees;322
11.3.3.2;Informational Websites for Background Screening;323
11.3.4;Bullet-Resistant Doors, Windows, and Whiteboards (see Section “Glass and Windows” for Additional Information on this Topic);323
11.3.4.1;Minimal Glass 4 ;324
11.3.5;Bullying;324
11.3.6;Chemical Labs;324
11.3.7;Community Policing and Schools: Components and Benefits;324
11.3.7.1;Community Policing Components;325
11.3.7.2;A Focus on Prevention;325
11.3.7.3;Building Trust;325
11.3.7.4;Not a Quick Fix;325
11.3.7.5;Benefits of Community Policing;325
11.3.8;Computer Labs, Music Rooms, the Library, and the Gymnasium;326
11.3.9;Clery Act Compliance—K-12;326
11.3.10;Cyber Bullying;327
11.3.10.1;Summary Trends;328
11.3.10.2;Cell Phone Safety;328
11.3.10.3;Geo-Tagging Features;329
11.3.10.4;Social Media Safety;329
11.3.11;Cyber Crime Security;330
11.3.12;Driving Safety on and Around School Property;330
11.3.12.1;School Traffic Safety Resources;331
11.3.13;Fear of Crime;331
11.3.14;Fire Alarms and Building Evacuation;332
11.3.14.1;Summary;333
11.3.15;Fires and Fire Extinguishers 12 ;333
11.3.16;Gay, Lesbian, and Transgender Issues;334
11.3.17;Glass and Windows 13 ;334
11.3.17.1;Types of Glass;334
11.3.17.2;Glass and Security;335
11.3.17.3;Bullet-Resistant Materials, Bullet-Resistant Glazing for a Secure School;337
11.3.18;Global Harmonization Systems (MSDS and HazCom);339
11.3.19;Guns Versus No Guns in Schools;339
11.3.20;Identity Theft;340
11.3.20.1;What Should You Do if You or Your Child is the Victim of Identity Theft? 17 ;340
11.3.21;Latch-Key Kids;341
11.3.22;Liability;341
11.3.22.1;Manage Your Risk and Your Liability! 19 ;343
11.3.23;Lighting;344
11.3.23.1;Turning Off All Lights;345
11.3.24;Mentally Ill and Challenged (Active Shooters);345
11.3.25;Metal Detectors;346
11.3.26;Noninstructional Areas;347
11.3.26.1;The Cafeteria and the Kitchen;347
11.3.26.2;Loading Docks/Receiving Area;347
11.3.26.3;Parking Lots;347
11.3.27;Physical Security;347
11.3.28;Keys and Access Control Badges;347
11.3.29;Access Control Badge Reader;348
11.3.30;Doors;348
11.3.31;Bollards;348
11.3.32;Windows;348
11.3.33;Intercoms;348
11.3.34;Lighting;348
11.3.35;Video Surveillance;349
11.3.36;Intrusion Alarm Systems (Alarm Systems);349
11.3.37;Policies, Procedures, Guidelines, and Standards;349
11.3.38;Standards;349
11.3.39;Guidelines;350
11.3.40;Regulations;350
11.3.41;Auditors;350
11.3.42;Best Practices;350
11.3.43;A Crisis;350
11.3.44;Restrooms and Locker Rooms;350
11.3.45;Risk and Protective Factor Assessments;350
11.3.46;School Bus Drivers;351
11.3.46.1;School Bus Driver Training;351
11.3.46.2;Cause of Vandalism;352
11.3.46.3;Vandalism Prevention 24 ;353
11.3.46.4;Schools Are an Easy Target;353
11.3.46.5;Patrol;354
11.3.46.6;Intrusion Alarms;354
11.3.46.7;Graffiti 25 ;355
11.3.47;School Lockdowns;355
11.3.48;School Partnerships;356
11.3.49;School Security Officers 27 ;356
11.3.50;The Security Officer;356
11.3.51;SROs;356
11.3.52;School Uniforms;357
11.3.53;School Watch Programs;357
11.3.54;Security—How Much Is Enough?;357
11.3.54.1;Ten Steps to Improve Security;358
11.3.55;Situational Crime Prevention Using CPTED Concepts 28 ;358
11.3.55.1;What is the CPTED Concept using CPTED Applications?;358
11.3.55.2;The Situational Approach;359
11.3.56;Student Lockers;359
11.3.57;Tailgating (Through Access Control);359
11.3.58;Training;360
11.3.58.1;Key Elements for a Successful Program;360
11.3.59;Vandalism and Graffiti 30 ;361
11.3.60;Video Surveillance Systems—Six Secrets;362
11.3.61; Watch D.O.G.S;362
11.3.62;Websites with Additional Information for School Safety and Security;362
11.3.63;Control Software for Schools/Parents/Guardians;362
11.3.64;Cell Phone Safety Reviews;363
11.3.65;Cyberbullying;363
11.3.66;Gaming Systems;363
11.3.67;Key Logger Software and Spyware;363
11.3.68;Security;363
11.3.69;Sex Offenders;363
11.3.70;Social Media Helpful Sites;363
11.3.71;Terrorism and Violence;364
11.3.72;Working with Architects;364
11.3.73;Zero Tolerance VERSUS GUIDELINES FOR CRIMINAL BEHAVIOR;364
11.4;Chapter 27: 100 Things You Need to Know About School Security;366
11.4.1;Introduction;366
11.4.1.1;1. Help is Available;366
11.4.1.2;2. Security Means Different things to Different People;366
11.4.1.3;3. There are Two Essential Questions in Security Management;367
11.4.1.4;4. There is a Science to Understanding and Managing Risk;368
11.4.1.5;5. There are Many Dimensions to Consequences;368
11.4.1.6;6. There are Two Sides to Security Vulnerabilities;369
11.4.1.7;7. Planning is Essential to Effective Security Risk Management;369
11.4.1.8;8. There are Key Considerations in Every School Security Management Plan;369
11.4.1.9;9. Written Security Policies are Important, and Provide a Solid Foundation to Defending Litigation;370
11.4.1.10;10. Security Procedures are Role Dependent;370
11.4.1.11;11. Related Procedures Should be Compiled into Instruction or Rules;370
11.4.1.12;12. Your School will have Some Policy and Procedure Differences from Other Schools;370
11.4.1.13;13. Security Strategies Need to be Able to be Escalated and Deescalated in a Consistent Manner;371
11.4.1.14;14. Not everyone Needs to Know Everything About Your Security;372
11.4.1.15;15. Policies and Procedures should be Reviewed Regularly and After Events;372
11.4.1.16;16. It’s OK to Make Assumptions as Long as they are Documented and Tested;372
11.4.1.17;17. Regular Drills are Important, but Desktop Exercises can be an Invaluable Insight for Difficult-to-Rehearse Scenarios;372
11.4.1.18;18. The Composition of Off-Campus Emergency Kits should be Reviewed Regularly and Kits Updated;373
11.4.1.19;19. The Locations of Off-Campus Emergency Kits must be Known by, or Accessible to, Emergency Services Personnel and the Sc ...;373
11.4.1.20;20. Security Awareness has Two Dimensions;373
11.4.1.21;21. You don’t Know what you don’t Know;374
11.4.1.22;22. Terminology is Important;374
11.4.1.23;23. Training goes Hand in Hand with Implementing Policies and Awareness;374
11.4.1.24;24. Training Requirements for Administration, Teaching, and Maintenance Staff will Vary;375
11.4.1.25;25. Incident Reporting, Recording and Analysis are Different Things;375
11.4.1.26;26. Reporting and Recording of Even Minor Matters of Note can be Important;375
11.4.1.27;27. Providing Feedback to those Who Report Incidents and Observations Lets them Know that What they did was Worthwhile;375
11.4.1.28;28. Schools have Legal and Regulatory Reporting Obligations;376
11.4.1.29;29. Rewarding Individual Contributions to Security and Safety not Only Acknowledges that Person, but also Reinforces Secur ...;376
11.4.1.30;30. It is as Important to Document Awareness Communications, Training, and Drills, as it is to do so for Security-Related ...;376
11.4.1.31;31. Providing Staff and Bus Drivers with Specific Training on Handling and Defusing Aggressive Behavior can have Follow-up ...;376
11.4.1.32;32. As Difficult as it is, Schools must be Conscious of and Effectively Manage Issues Relating to Child Custody, Domestic ...;376
11.4.1.33;33. Zero is an Easy Number to Remember as Far as Tolerance is Concerned;377
11.4.1.34;34. Emergency Services Personnel will Likely Appreciate the Opportunity to Train at Your School;377
11.4.1.35;35. Emergency Services Access should be Arranged in Advance;377
11.4.1.36;36. Emergency Contact Lists for School Personnel Need to be Maintained;377
11.4.1.37;37. Schools should Actively Look for Opportunities to Involve Students in Safety and Security Management;378
11.4.1.38;38. Fingerprints and Photographs can be Fun;379
11.4.1.39;39. There are Important Roles for Law Enforcement Personnel in Schools;379
11.4.1.40;40. Defense-in-Depth is not Limited to Physical Layers of Protection;379
11.4.1.41;41. Pre-employment Screening doesn’t Last Forever;379
11.4.1.42;42. There is always a Need for Induction Training and Ongoing Professional Development;380
11.4.1.43;43. Knowing your Neighbors and Actively Engaging with them Helps Reduce Possible Points of Friction and Potentially Builds ...;380
11.4.1.44;44. The Media can be a Valuable Resource as Well as a Potentially Dangerous Source of Threat;380
11.4.1.45;45. Learn from the Experiences of others with the Media;380
11.4.1.46;46. An Emergency Box can be Highly Valuable as a Classroom Project;380
11.4.1.47;47. In Preparing Emergency Plans and Resources, it is Important to Consider Staff, Students, and Visitors with Special Nee ...;381
11.4.1.48;48. Having a Dedicated Phone for Emergency Services Communication can Save Time and Frustration During an Incident;381
11.4.1.49;49. There are International Standards that can be Followed for Advice on Crisis Management Teams and Incident Command Syst ...;381
11.4.1.50;50. More than One Family Reunification Site may be Needed;382
11.4.1.51;51. Information Events at Evacuation and Reunification Centers can be Valuable Opportunities to Engage with the School Com ...;382
11.4.1.52;52. There are Ten Stages to Acute Traumatic Stress Management 2 ;382
11.4.1.53;53. No Two Schools are Identical, so Local Planning is Critical to Successfully Mitigating Risks;382
11.4.1.54;54. It is Vital to have Considered a Range of Internal Communication Options for Use During Emergencies, and that Everyone ...;383
11.4.1.55;55. School Communities Comprise Talented Individuals with a Host of Skills and Expertise;383
11.4.1.56;56. Social Media can Seriously Impair or Facilitate Outcomes during an Incident;383
11.4.1.57;57. Compromised Social Media Accounts can Cause Major Disruption;384
11.4.1.58;58. Privacy Markings and Caveats on Documents Facilitate Compliance with Information Security Requirements;384
11.4.1.59;59. Following CPTED Guidelines can Contribute to the Prevention of Criminal Activity on School Campuses;385
11.4.1.60;60. Loose Bricks, Rocks, and Construction Waste can cause Harm to People and Property;385
11.4.1.61;61. Using Rocks can Serve Practical Purposes in Landscaping, but Care Needs to be Taken that they don’t become Weapons or ...;386
11.4.1.62;62. Location Identification can Save Valuable Time and Improve Incident Analysis;386
11.4.1.63;63. Numbering and Labeling Car Parking Bays can Reduce Confusion and Improve Reporting;387
11.4.1.64;64. Lights don’t Prevent Crime, but they May Reduce the Opportunity for Some Types of Crime;387
11.4.1.65;65. The Type of Light Chosen for an Application can have Unintended Consequences;387
11.4.1.66;66. Scheduled Maintenance on Lights Saves Money and Reduces Risks;387
11.4.1.67;67. Horticultural Maintenance is Important for Natural Surveillance, as Well as Perceptions of Safety;388
11.4.1.68;68. Challenging Unknown Persons on Campus Requires an Ability to Know who Belongs;388
11.4.1.69;69. Signage Helps Reduce Confusion and Spot Potential Intruders;388
11.4.1.70;70. Signage can be Reinforced with Trail Markers;389
11.4.1.71;71. Electronic Access Control doesn’t Always Equal Improved Security;389
11.4.1.72;72. There is a Difference between Access Control and Access Prohibition;389
11.4.1.73;73. The LED (indicator light) on a Movement Detector can be Used by an Offender to Establish Vulnerabilities;389
11.4.1.74;74. Testing Intruder Alarm Systems should Include Verification that the Correct Zones are Being Displayed;389
11.4.1.75;75. There are Three Broad Objectives for CCTV Cameras, and it is Important to Know what it is you Want;390
11.4.1.76;76. Video from School CCTV Cameras May be able to Be Accessed or Even Compromised by Offenders;390
11.4.1.77;77. The Time and Date on CCTV Systems should be Checked;390
11.4.1.78;78. Documented Specifications, or At Least Well-Defined Briefs, should be Prepared for any Works Involving Security-Relate ...;390
11.4.1.79;79. Any Work on Security-Related Systems should be Commissioned by a Member of Staff or Suitably Qualified Consultant;391
11.4.1.80;80. All Routine and Breakdown Maintenance on Security-Related Systems should be Logged;391
11.4.1.81;81. It is Necessary to Clearly Define Requirements for Security Patrols and Alarm Response;391
11.4.1.82;82. Core Factors Relating to Contract Compliance are not Key Performance Indicators;391
11.4.1.83;83. Having Clearly Defined Objectives for Security-Related Systems can Save Money and Avoid Disappointment;391
11.4.1.84;84. Exit Interviews should be Conducted with Staff and Longer-Term Contractors Leaving the School;392
11.4.1.85;85. Property Marking and Asset Management is a Good Investment, if you Choose the Right Strategies;392
11.4.1.86;86. Radio-Frequency Identification can Enhance Asset Management;392
11.4.1.87;87. Covert Asset Identification has a Place, but does have Limitations;393
11.4.1.88;88. The Most Commonly Exploited Vulnerability in Schools is Poor Key Control;393
11.4.1.89;89. Electromagnetic Locks Need to be Maintained;393
11.4.1.90;90. Rapid Removal of Graffiti Reduces the Likelihood of Being Retargeted;394
11.4.1.91;91. Orienting Administration Work Positions can Enhance Natural Surveillance;394
11.4.1.92;92. Convex Mirrors in Hallways and Stairwells have Multiple Benefits;394
11.4.1.93;93. Managing Bus Loading and Unloading Enhances Safety and Reduces Provocations;394
11.4.1.94;94. Having Designated Bus Queuing Areas in General Proximity of the Loading/Unloading Zone Enhances Efficiency and Safety;394
11.4.1.95;95. Teachers Supervising Student Collection Zones Need to Be Aware of Special Needs Students and Students with Adverse Fam ...;395
11.4.1.96;96. Courts have Held that Schools have a Responsibility to Act on Off-Campus Threats;395
11.4.1.97;97. Third-Party Use of School Facilities can Reduce Crime Opportunities;395
11.4.1.98;98. Scheduling Third-Party Activities in Different Areas of the School can Increase Crime Opportunities;395
11.4.1.99;99. Security Strategies Need to be Reviewed Whenever there is a Higher Concentration of Attractive Assets;396
11.4.1.100;100. There can be Opportunities to Integrate Risk Management Strategies into the Curriculum;396
12;Appendix 1. ASIS International’s List of School Security Websites Associations, Organizations, Publications;398
12.1;Websites;398
12.1.1;ABC’s of School Safety, American Association of School Administrators;398
12.1.2;In the Spotlight, School Safety, the National Criminal Justice Reference Service;398
12.1.3;Keep Schools Safe, School Safety and Security Center;398
12.1.4;Lessons Learned, School Emergency Planning, U.S. Department of Homeland Security;398
12.1.5;National School Safety Center;399
12.1.6;Safe and Drug-Free Schools, U.S. Department of Education;399
12.1.7;School Violence, Centers for Disease Control and Prevention;399
12.1.8;School Safety, National Institute of Justice’s (NIJ’s) Office of Science and Technology, the National Law Enforcement and ...;399
12.1.9;Office of Community Oriented Policing Services (COPS), U.S. Department of Justice;399
12.1.10;School Violence Fact Sheets, Center for the Study and Prevention of Violence, University of Colorado at Boulder;400
12.2;Associations and Organizations;400
12.2.1;International Association of Campus Law Enforcement Administrators (IACLEA);400
12.2.2;National Alliance for Safe Schools (NASS);400
12.2.3;National Association of School Resource Officers (NASRO);400
12.2.4;National Association of School Safety and Law Enforcement Officers (NASSLEO);400
12.2.5;Security On Campus, Inc.;400
12.3;Publications;401
12.3.1;Adams, Jeffrey A.; Sinai, Joshua, Protecting Schools and Universities from Terrorism: a Guide for Administrators and Teach ...;401
12.3.2;Bove, Vincent, Listen to Their Cries: Calling the Nation to Renewal from Columbine to Virginia Tech, Vincent Bove Publishi ...;401
12.3.3;Deadly Lessons: Understanding Lethal School Violence: Case Studies of School Violence Committee, National Academy Press, W ...;401
12.3.4;Dinkes, Rachel, Indicators of School Crime and Safety: 2011, Dept of Justice, National Center for Education Statistics, 20 ...;401
12.3.5;Federal Bureau of Investigation, Crime in Schools and Colleges: A Study of Offenders and Arrestees Reported via National I ...;401
12.3.6;Federal Bureau of Investigation, Resources on School Violence, FBI, Washington, D.C., 2012;402
12.3.7;The Final Report and Findings of the Safe School Initiative: Implications for the Prevention of School Attacks in the Unit ...;402
12.3.8;Fox, James Alan and Harvey Burstein, Violence and Security on Campus: From Preschool Through College, ABC-CLIO/Praeger, Sa ...;402
12.3.9;Furlong, Michael; Morrison, Gale, Issues in School Violence Research, Haworth Press, Binghamton, 2004;402
12.3.10;Guide for Preventing and Responding to School Violence, 2nd ed., International Association of Chiefs of Police, Alexandria ...;402
12.3.11;Guide for Preventing and Responding to School Violence, International Association of Chiefs of Police, Alexandria, 1999;402
12.3.12;Journal of School Violence;403
12.3.13;Kellam, ShepPard, Preventing School Violence: Plenary Papers of the 1999 Conference on Criminal Justice Research and Evalu ...;403
12.3.14;Preventing School Violence: Plenary Papers of the 1999 Conference on Criminal Justice Research and Evaluation—Enhancing Po ...;403
12.3.15;Kidd, Donald H, The Prevalence of School-Related Violence: An Overview of Statistical and Perceptual Data, University of A ...;403
12.3.16;McCann, Joseph T, Threats in Schools: A Practical Guide for Managing Violence, Haworth Press, Binghamton, NY, 2002;403
12.3.17;Nicoletti, John; Spencer-Thomas, Sally, Violence Goes to College: The Authoritative Guide to Prevention and Intervention;403
12.3.18;O’Toole, Mary Ellen, The School Shooter: A Threat Assessment Perspective, FBI Academy, Quantico, VA, 1999;404
12.3.19;Pollock, William S, Prior Knowledge of Potential School-based Violence: Information Students Learn May Prevent a Targeted ...;404
12.3.20;Safe Schools Facilities Planner, Public Schools of North Carolina, State Board of Education, Raleigh, 1998;404
12.3.21;Safe School Initiative: An Interim Report on the Prevention of Targeted Violence in Schools, National Threat Assessment Ce ...;404
12.3.22;Threat Assessment in Schools: A Guide to Managing Threatening Situations and To Creating Safe School Climates, U.S. Secret ...;405
12.3.23;Uchida, Craig D. School-Based Partnerships: A Problem-Solving Strategy, Dept. of Justice (U.S.), Washington, D.C., 1999;405
12.3.24;Viollis, Paul, et al., Jane’s Workplace Security Handbook, Jane’s Information Group, Alexandria, 2002;405
12.3.25;Whaley, Jamie, Preventing School Violence: Resource Guide to Safe Schools, Aspen Publishers, Inc., Gaithersburg, 2001;405
12.3.26;Wheeler, Eugene D, Violence In Our Schools, Hospitals and Public Places: A Prevention and Management Guide, Pathfinder Pub ...;406
12.3.27;Whitaker, Leighton C, Campus Violence: Kinds, Causes, and Cures, Haworth Press, New York, NY, 1993;406
12.3.28;Wong, Marleen and James Kelly and Ronald D. Stephens, Jane’s School Safety Handbook, Jane’s Information Group, Alexandria, ...;406
13;Additional Resources;408
14;Index;410
About the Editors and Contributors
Editors
Lawrence J. Fennelly, Security Expert Witness and Consultant, Litigation Consultants Inc. Lawrence J. Fennelly is an internationally recognized authority on crime prevention, security planning and analysis, and on the study of how environmental factors (CPTED), physical hardware, alarms, lighting, site design, management practices, litigation consultants, security policies and procedures, and guard management contribute to criminal victimization. Mr. Fennelly was previously employed with Apollo Security and Computershare, Inc., as well as a sergeant at Harvard College, employed by the Harvard University Police Department in Cambridge, Massachusetts. He was trained as a crime prevention specialist and served in this capacity for over 21 years at Harvard. He was also the department’s training officer and assistant court officer. As part of his role as an officer at Harvard, Larry also was a deputy sheriff in both Suffolk and Middlesex counties (Massachusetts). Mr. Fennelly is a frequent speaker and lecturer on CPTED, physical security, school crime, and other issues. He serves as an expert witness who works closely with attorneys in defense as well as plaintiff cases, assisting in case preparation, offering knowledgeable questions to ask the opposing side, etc. He has also done a considerable amount of consultant work throughout the United States. His experience ranges from identifying vulnerabilities to conducting security and lighting surveys, working with architects to design and implement security, and developing long-range guard training programs and risk assessments of various facilities. He is also a prolific author. His titles include such well-known security tomes as “Crime Prevention Through Environmental Design,” “Effective Physical Security,” and “Handbook of Loss Prevention and Crime Prevention.” Marianna A. Perry, Training and Development Manager for Securitas Security Services USA, Inc. Marianna A. Perry is currently a training and development manager for Securitas Security Services USA, Inc. She also operates Loss Prevention and Safety Management, LLC and is adjunct faculty at Sullivan University (Kentucky). She is a former detective with the Kentucky State Police and was previously the director of the National Crime Prevention Institute (NCPI) at the University of Louisville. She is vice chair of the Crime Prevention and Loss Prevention Council and a member of the School Safety and Security Council. Marianna has been a contributing author for several security publications, has written numerous articles on safety and security topics, and is a frequent speaker on crime prevention topics. Marianna also develops training programs and conducts physical security assessments for educational institutions and other organizations. Contributors
Raymond V. Andersson, RSecP, ICPS, FSyI, AFAIM, International, National, and Corporate Security Professional Raymond Andersson is an international, national, and corporate security professional, employed in the national government sector in Australia. He is a member of the Australasian Council of Security Professionals (ACSP), the peak representational body for the security profession in Australia and New Zealand, and chairs its Ethics and Behaviour Standards Committee. Ray is a fellow of the Security Institute (FSyl), a United Kingdom-based professional body for security professionals. He is a member of ASIS International Queensland/Northern Territory Chapter and an active member and secretary of the ASIS International Crime and Loss Prevention Council. The Council establishes and sustains relationships for the common purpose of preventing crime, as well as encourages the exchange of effective security concepts and other information between law enforcement, private security, and ASIS. Ray was awarded the designation of International Crime Prevention Specialist (ICPS) on mastery and testing of the International Society of Crime Prevention Practitioners (ISCPP), International Crime Prevention Specialist Curriculum. ISCPP is a network of crime prevention practitioners whose mission is to provide leadership, foster cooperation, encourage information exchange, and seek involvement from all segments of society in the expansion and improvement of crime prevention programs internationally. Ray is an elected member and Northern Territory of Australia representative on the Australian Crime Prevention Council. The objectives for the Council are: to assist and promote the prevention of crime, to develop awareness and better understanding of the problems of crime and methods properly available to prevent it, to encourage participation by citizens in the prevention of crime and the alleviation of social injustices, and to provide a forum for the free discussion of crime prevention issues. Ray is an elected member of the Worshipful Company of Security Professionals which is the 108th and newest Livery Company of the City of London, a charitable organization providing education and health services to members of the security profession. Ray has been employed in private and public sector organizations providing advice on security and business risk, protective security, crime prevention, security and business policy and planning for over 28 years. He is also a registered security professional (RSecP) and associate fellow of the Australian Institute of Management (AFAIM). Mark H. Beaudry, Ph.D., CPP, Instructor, Researcher, and Author in Security Studies at Various Universities in Massachusetts Mark Beaudry is a retired intelligence chief and antiterrorism instructor from the United States Marine Corps. He is a security practitioner since 1976 and an educator since 1989 (adjunct for Northeastern University, UMass Lowell, Anna Maria College, and others). Dr. Beaudry received an Associate in Science degree in Criminal Justice from Mount Wachusett Community College, a Bachelor and Master of Science in Criminal Justice from Northeastern University, and a PhD in Criminal Justice at Capella University. Dr. Beaudry has also been a member of ASIS International since 1982 and a Certified Protection Professional (CPP) since 1996. He is an active participant in many groups within ASIS, including the Academic Practitioner Symposium, Crime Prevention and Loss Prevention Council, Critical Infrastructure Working Group, the Research Council (vice chair), and the Leadership Management and Practices Council (chair). Dr. Beaudry is a frequent contributor of articles and book reviews to security journals. He has authored the following publications and contributed chapters: • Authored, Contemporary Lodging Security, Butterworth-Heinemann, Woburn, MA. • Fennelly, Lawrence. Handbook on Crime Prevention and Loss Prevention. Butterworth-Heinemann, Woburn, MA. Contributed a chapter on lodging security. • ASIS Standing Committee on Lodging Security Anthology: Tactics that Work; An Overview of Security Management. • Workplace Violence Research Institute: Premises Security & Liability—Contributed a chapter on “Lodging Security.” • ASIS International Standard—Private Security Officer Selection and Training Guideline, committee member. • International Real Estate Management. Contributed chapter on “Managing Computer Security Risks.” • ASIS Protection of Assets Manual. Contributed chapter on “Terrorism.” • Co-authored, Security in the Year 2020, ASIS International. • PhD Dissertation: Faculty Perceptions of Factors to Develop a Paradigm for Security Studies. Gregory Bernardo, CHS-IV, CDT, CVI, Vice President, Aella Consulting Group, Inc. Gregory Bernardo, CHS-IV, CDT, CVI, is the vice president of Aella Consulting Group, Inc. In his career, Mr. Bernardo spent time with a major CCTV manufacturer (Vicon Industries) with responsibilities in design response and project engineering. Considerable time with this manufacturer was spent in engineering oversight of large-scale end-user projects in cooperation with the integrator and client. As a subject matter expert and strong application design and project management experience, Mr. Bernardo was with Ross & Baruzzini, a prestigious international architect and engineering firm, where he performed site surveys and security assessments, development of mitigation plans, systems design, bid project specification documentation, drafting, equipment and labor estimation, and grant writing. As a parent of a school-aged children and as a security professional, the subject of security within schools continues to be an area he addresses and maintains involvement. His involvement has been in many areas including national councils working to develop standards and continuing to provide information and expertise whenever possible. Mr. Bernardo has written other published works and holds design patents within the physical security field. Inge Sebyan Black, B.A., CPP, CFE, CPOI, Principal Consultant and Owner of Security Investigations Consulting Inge Sebyan Black, B.A., CPP, CFE, CPOI, is the principal consultant and owner of Security Investigations Consulting,...
