Murderous Muslims blowing up schools churches and shopping malls in this country will be stepping across a line from which there will be no retreat.
leftist/Dems/Libs/Progressives who seek to blame US will be ground up under the same wave of retribution that will send every Muslim (including the moderates) into hiding.
America will not stand for innocent bloodshed on our shores again. 9/11 has faded into our memories. But it cannot be said that America did not answer.
If Islamic Fascists do something equally demonic, America will rise up. Libs and their political correct nonsense will be swept aside while strong brave determined American men and women do what needs to be done.
"Preparing American School's for Beslan-Type Terrorist Attacks Biot Report #482: November 30, 2007 The September 1-3, 2004, Beslan school attack hit the nerve of American school safety experts Michael Dorn and son Chris Dorn, who published their insights in Innocent Targets: When Terrorism Comes to School (2005). (1) The authors examine school-related terrorism from a global perspective, insisting that international events such as the Beslan school attack have implications for American schools. The Dorns currently run Safe Havens International, a nonprofit organization whose mission is to help schools improve their school safety programs, according to its website. (2) Detailed background information on the Beslan school terrorist attack is available elsewhere. (3-5) The Dorns examine several important issues, including why terrorists target school children and what schools can do to prepare for terrorist attacks. They note that attacks by terrorists on schoolchildren are rare, but high-visibility events. I. Why do Terrorists Target School Children? Terrorists target schools (and school buses) for at least seven reasons, according to the Dorns. The seven reasons, listed briefly below, are an introduction to the Dorns’ thinking. Interested readers should read the entire (slim) Dorn book to understand the authors’ full treatment of the school terrorism threat. First, terrorists choose schools, particularly elementary schools, because schools are relatively “soft targets”. The term “soft target” is a military term referring to an unarmored or undefended target. For example, schools typically “do not have the level of physical security of many other potential targets such as airports, government buildings and military installations”, which are “hard targets”, note the Dorns. (6) Analysis of past school-related terrorist events shows that elementary schools and school buses are particularly vulnerable to attack, more so than other types of school-related targets, because they are such soft targets. (6) “Very few elementary schools have a dedicated school resource officer on staff or have established other security measures which are more common at middle and high schools,” note the Dorns. (7) In addition, researchers John R. Lott and William M. Landes argue that the federal Gun Free School Zones Act (1996), which seeks to reduce gang-related violence by prohibiting guns in school zones, has produced the unintended (perverse) consequence of making schools a more attractive target for disturbed people who want to end their own lives in a dramatic killing spree. (8-10) Second, terrorists may choose schools because schools are powerful symbolic targets. Schools educate the next generation of people to take the reins of society. Adults of all ages throughout society have special relationships with school-age children (e.g., their sons and daughters, grandchildren, nieces and nephews, neighbors’ children, pupils). A terrorist attack on a school removes any illusion that one is safe anywhere, and permanently stains the entire community. Yellow school buses are plentiful, symbolic, lightly protected, and an extension of the school itself. As such they are an extremely vulnerable target for terrorists, caution the Dorns. Third, terrorists may choose schools because of “the potential for mass casualties with large numbers of children as victims.” (6) Terrorists today seek opportunities to maximize the loss of human life, as exemplified in the Moscow theater attack in 2002, the Beslan school attack in 2004, the Alfred P. Murrah Building bombing in 1995, and attacks on the World Trade Center in 1993 and 2001. Schools congregate large numbers of people at a predictable time and place each day, including normal school days and special events, such as athletic events and graduation ceremonies. Because of this fact, school emergency preparedness plans must address the potential for mass casualty incidents, note the Dorns. (11) Fourth, terrorists may choose schools because “attacks on innocent children evoke a strong emotional reaction” among adults who, incidentally, the terrorists are indirectly targeting. The reaction is especially intense because children are incapable of protecting themselves, and adults, who should be protecting children in the school setting, have failed, in the light of a successful terrorist attack, to fulfill this strong societal obligation and human value. (11) “By targeting school children, terrorists can make people feel an inability to protect the children in their life”, the Dorns argue. (6) Fifth, terrorists may target schools because their attacks draw intensive media coverage. (11) Terrorists regale in this coverage. Intense media coverage may promote future terrorist acts. This fact produces well-meaning media specialists in a bind as to how much and what to air. Sixth, terrorists may target schools because aggressive intervention by the government during an attack may harm innocent children, i.e., during government efforts to secure the release of hostages. This is a win-win situation for the terrorists. “In the minds of terrorists...this type of contention may make the suffering of innocent children acceptable because the children’s suffering is linked to the government the terrorists are attacking”. (11) Seventh, terrorists may target schools because they “have the ability to justify in their minds that the terrible pain they inflict is an acceptable cost in the furtherance of their objectives”. (11) From the perspective of the terrorist, schools are as good a target as any. (11) II. What Can Schools Do? Each school needs to create and regularly update a school safety and security plan designed for results, declare the Dorns. School personnel need training in the plan. The plan then needs activation periodically to improve personnel response competence and to continuously improve the plan based on lessons learned during its activation, i.e. drills or exercises. Detailed instructions on creating a school safety plan and performing exercises is available at the U.S. Department of Education’s website (http://www.ed.gov/admins/lead/safety/emergencyplan...) and in Jane’s Safe School Planning Guide for All Hazards by Mike Dorn, Gregory Thomas, Marleen Wong, and Sonayia Shepherd (2004). Probably the first most important hurdle for many school administrators is to believe that a school massacre could happen in their school, and understand how hard it is to control the process and the damage once the attack is in progress. The element of denial or breeziness (We can handle that, a gunman in the hallway? No problem!) that such an event could happen to them is very strong among many school administrations, and is source of amazement to informed observers, including many parents and students. III. Could a Beslan School Disaster Happen in the United States? Another American writer-consultant named John Gudick published bestselling Terror at Beslan: A Russian Tragedy with Lessons for America’s Schools (2005), which he based on his research at the site of the Beslan massacre beginning weeks after the incident in September 2004. Gudick is president of Archangel, a non-profit organization “providing a broad scope of security and anti-terror training and services”, e.g., hostage negotiation training, executive protection. (12) Gudick says he had access to some of the Russian Special Forces involved in the hostage situation. Gudick believes that a Beslan-type school disaster is waiting to happen in the U.S. One of his many insights is that the Columbine school shootings in 1999 taught law enforcement to prepare for at most two gunmen, but that Beslan has changed the formula (30-40 men stormed the school). Law enforcement should be preparing for the event of several dozen terrorists entering and taking over an American school, rather than one or two, argues Gudick. Gudick speaks to eight must-dos and must-haves to achieve a desirable outcome in the face of future school terrorist attacks in the U.S. A brief overview of the eight elements is below, but interested readers may benefit from reading the entire book to obtain the full flavor of Gudick’s approach to school terrorist preparedness and response. First, schools must contact their law enforcement to provide training for schools to deal with hostage and assault situations. (13) “Relevant police departments must begin preparing programs and providing training for local teachers and school officials. Schools must work hand-in-hand with them to consider and develop protocols for mass emergency situations and to share knowledge of the chronology of events to be anticipated in a hostage situation.” (13) Second, school authorities must “establish emergency lock down procedures that are current, well constructed, and ready for immediate action in the event of a terrorist siege”. This is one area in which security experts agree. No longer can we respond to every problem by sending our children into the parking lots or fields outside the schools. In the terror attack of the future, this is where the assailants can most easily position shooters and car bombs, which necessitates not only lock down procedures but planned collection points and evacuation routes different from those historically used for fire drills.” (13) Third, police must have school blueprints, floor plans and diagrams. Fourth, school officials should videotape walk-throughs of the entire school and have them available for police or deliver them to the police, keeping a copy for themselves...It is important to remember the terrorists will do their preparatory work well.” (14) Fifth, development and ongoing care of the channels of communication between law enforcement and local schools will facilitate handling of crises when they arise. Gudick, like the Dorns, emphasizes the need to develop radio protocols for school bus drivers. “Few targets are as attractive as school buses for not only capturing large numbers of children, but providing unquestioning access to a school in vehicles which can surreptitiously hold large numbers of people with myriad weapons and explosives. (14) Sixth, school security and surveillance systems can “provide the ability to monitor the goings on in a school, or to know what threats or attacks exist and in what sector.” However, Gudick cautions, terrorists who attack a school target will be in control very quickly, and may use the surveillance equipment to monitor breaching of the building by police in their assault against the terrorists. “America has prepared its schools’ security for threats from within, designed to protect property and life from students acting in an aggressive fashion or stealing property,” notes Gudick. “For this reason they are usually directed at corridors and doorways throughout the school. If taken over, the existence of these systems will only provide the terrorists with a significant advantage, eliminating the need for dividing their forces throughout the school to monitor ingress points.” (15) One way to solve the problem of terrorists taking over the school surveillance system to their own advantage is to rig schools with recessed and hidden cameras, with both the monitor and control of the system outside the school building, contends Gudick. This set up “might deny the terrorists even the knowledge of the existence of the camera system and give law enforcement the advantage of remote viewing of terrorist movements, numbers, fortification and hostage location. Certainly, gambling casinos in Las Vegas and throughout the gaming cities of America have highly developed systems which could be put in schools, allowing terrorists the false belief that they have total control of the cameras, while law enforcement controls another, hidden system throughout the school... These systems are very expensive, but what value do we place on our children’s lives?” concludes Gudick. (15) Seventh, school officials need to gather intelligence on who is gathering intelligence on their schools. “Counter-intelligence efforts should not stop at just keeping an eye out for anyone suspicious watching the school,” notes Gudick. School officials must be vigilant for people asking for school plans, diagrams, and blueprints of buildings, and for information on security systems. Al Qaeda’s Manchester Document informs its readers that fully 80% of all necessary intelligence can be gathered from open sources.” (16) Eighth, teachers and school administrators need to be trained and armed, says Gudick. “Many would be happy to receive this training at their own expense,” he argues. “Teachers and school administrators could undergo a certified and approved training program, allowing them to retain their firearms in the school. Parents could do likewise, just as many parents already travel to and from their children’s schools with the very concealed weapons they are legally authorized to carry, though under most states’ statutes not in schools. Could armed teachers and parents prove an effective fighting force against 50 well-trained, combat hardened and committed terrorists with automatic assault weapons and explosives? Unlikely. But their presence and ability to fight back might just save some lives, or force the terrorists to alter their plan in the initial attack, denying them complete control of the facility and thereby preventing many from ending up as hostages and facing the same fate as the children at Beslan,” declares Gudick. (17) IV. Summary The school terrorism-readiness books by the Dorns and John Gudick present valuable insights and ideas to ponder. Their biggest contribution is increasing awareness and educating school administrators and law enforcement on the important need to upgrade and reform school safety systems in the age of domestic and foreign terrorism.""
Be Ready. Be Vigilint. They would not give it SECOND THOUGHT, and the internet could activate theiro loose cells in the US already in place.