Text

Transportation Security Personnel Training Manual. Vol 1. 2A,2B & 3
	ML20147D979
Person / Time
Issue date:	12/19/1978
From:	; NRC OFFICE OF STANDARDS DEVELOPMENT
To:	;
References
	NUREG-0465, NUREG-465, NUDOCS 7812200316
	Download: ML20147D979 (620)
	v • d • e

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NUREG-0465 Vol.1 i Final i

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7812200316 Office of Standards Development U. S. Nuclear Regulatory Commission

Available from National Technical Information Service Springfield, Virginia 22161 Price: Printed Copy $9.25 ; Microfiche $3.00 The price of this document for requesters outside of the North American Continent can be obtained from the National Technical Information Service.

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NUREG 0465 Vol.1 Final TRANSPORTATION SECURITY PERSONNEL TRAINING MANUAL f

i l

f Office of Standards Development U.S. Nuclear Regulatory Commission Washington, D.C 20555

a

.y INSTRUCT 0R'S GVIDE i

VOLUME I 1

TABLE OF CONTENTS SECTION VOLUME I, INTRODUCTION AND RATIONALE PAGE NO.

1

SUMMARY

AND SCOPE. . . . . 1-1 2 SELECTION OF QUALIFIED PERSONNEL I-23 3 PRE-TRAINING .

1-39 4 RE-TRAINING. .

1-44 5 INSTRUCTOR SELECTION CRITERIA. . 1-47 6 TRAINING SITE SELECTION CRITERIA . . . . 1-50 7 CLASSROOM TACTICAL PROBLEM . . 1-54 8 STUDENT EVALUATION . . . .. I-63

- 9 EQUIPMENT, MATERIALS, AND ESTIMATED EXPENSE FOR COURSE . . .. . I-71 l . .

l 10 PHYSICAL EXERCISE. . . I-79 11 TERRORISM. . .. . . I-85 l 12 SEARCH AND RESTRAINT OF PRISONERS. . I-89 13 CRIMINAL PROCEDURES. . . .. .. 1-93 j

14 INTRODUCTION TO CRIMINAL LAW . . ... .. I-97 l 15 CRIMINAL LAW . . . . . . 1-101 16 RULES OF CONDUCT - ETHICS. . . . 1-105 17 USE OF FORCE . .. .. 1-109 18-22 FIREARMS QUALIFICATION TRAINING. .

18 .38 Caliber Revolver Course. . 1-113 19 Shotgun Qualification Course . . 1-124 20 CN Gas Course. . .. . . 1-128 21 AR 15 Rifle Course . .

1-132 22 Shoot-Don' t-Shoot Course .. . . 1-137 23 SELF DEFENSE . . . .. 1-141 24 ARREST AUTHORITY . . ... . . 1-146 25 CIVIL LIABILITY. . . . .. . 1-150 i

Table of Contents (Cont'd) l SECTION VOLUME I, INTRODUCTION AND RATIONALE PAGE NO.

26 REPORT WRITING .

.. 1-154 27 STRESS .

. 1-158 28-33 TACTICS. . .

l 28 Observation and Perception . . 1-162 29 Dismounted Tactics . . . .. 1-166 30 Transport Vulnerability. . . . 1-171 31 The Police Ruse. . .. ... 1-176 l 32 Ambush Situations. .. ... 1-181 33 Mounted Tactics. . .. . .. 1-185 VOLUME II, PART A, INSTRUCTOR'S GUIDE LIST OF FIGURES FOR VOL. II. v 1 INTRODUCTION TO COURSE .. . II-A-1 2 PHYSICAL EXERCISE. . . . . ... II-A-5 3 TERRORISM. . . . . . . .. . . ... II-A-52 4 FIELD SEARCH ann RESTRAINT .. .. .. II-A-73 5 CRIMINAL PROCEDURES. . .. . II-A-102 6 INTRODUCTION TO CRIMINAL LAW . . . . II- A- l l 3 7 0FFENSES AGAINST PROPERTY. . . II-A-125 8 RULES OF CONDUCT-ETHICS. .. . II-A-158 9 USE OF FORCE . . . . . . II-A-171 10-15 FIREARMS QUALIFICATION COURSE. . .

10 .38 Revolver Course. . .. .. .. . . II-A-180 11 Shotgun Qualification Course ... . . II-A-232 12 CN Gas Course. . . . . . ... II-A-244 13 AR 15 Rifle Familiarization & Qualification Course . II-A-252 14 Indoor Crossman Shoot-Don't-Shoot System .... . II-A-291 15 Firearms Appendices. . . . .. II-A-300 ii

Table of Contents (Cont'd)

SECTION VOLUME II, PART B, !NSTRUCTOR'S GUIDE PAGE NO.

16 SELF DEFENSE . . . . . . . II-B-1 17 ARREST AUTHORITY . . . . . Il-B-46 18 CIVIL LIABILITY. . . II-B-61 19 REPORT WRITING . . . II-B-107 20 STRESS . . . . . . . Il-B-123 21-26 TACTICS. . . . .

21 Observation and Perception . . II-B-140 22 Dismounted Tactics . . . . . II-B-156 l 23 Transport Vulnerability. . . . . Il-B-177 24 The Police Ruse. . . . . . . Il-B-202 25 Ambush Situations. . . . . . . . . Il-B-247 26 Mounted Tactics. . . . . . . . . . II-B-278 27 SITUATIONAL TRAINING SCENARIOS . . . II-B-446 VOLUME III, STUDENT GUIDE 1 INTRODUCTION TO THE COURSE . . . . . . . III-1 i

2 PHYSICAL EXERCISE PROGRAM. . . . .. . III-7 3 TERRORISM. . . . . . . . III-22 4 FIELD SEARCH AND RESTRAINTS. . . . . . . 111-54 5 CRIMINAL PROCEDURES. . . . . . . . . . 111-60 6 INTRODUCTION TO CRIMINAL LAW . . . . . . . III-66 7 0FFENSES AGAINST PERSONS AND PROPERTY. . 111-71 8 RULES OF CONDUCT . . . . . . . 111-94 9 USE OF FORCE . . . .. . . . . . . . . 111-99 10-14 FIREARMS QUALIFICATION COURSE. . . . . . . . .

10 .38 Revolver Course. . . . . . . . . III-103 11 Shotgun Qualification Course . . . . . .. . 111-120 12 CN Gas Course. .. . . .. . 111-124 13 AR 15 Rifle Familiarization and Qualification Course . 111-128 14 Indoor Crossman Shoot-Don't-Shoot System . . . . . 111-144 iii

Table of Contents (Cont'd)

SECTION VOLUME III, STUDENT GUIDE PAGE NO.

15 SELF DEFENSE . 111-147 16 ARREST AUTHORITY , . . . . . . 111-164 17 CIVIL LIABILITY. . . . . 111-170 18 REPORT WRITING . . 111-185 19 STRESS . . . . . III-192 20-24 TACTICS. . . .

20 Observation and Perception . . 111-197 21 Dismounted Tactics . III-203 22 Police Ruse. . . . . 111-207 23 Ambush Situations. . . . 111-216 24 Mounted Tactics. . . . . . 111-226 l-l l

l iv

( _ . . _ _ . . _ _ _ _ . . _ _ _ _ _ _ _ _ _ _ - - -

FIGURES - VOLUME II SECTION PAGE NO.

FIGURE TITLE

..... . 2 II-A-33 1 PHYSICAL EXERCISE 1 . .. . ..

.. 2 II-A-34 2 PHYSICAL EXERCISE 2 . ... .

.. 2 II-A-35 3 PHYSICAL EXERCISE 3 .. . ..

PHYSICAL EXERCISE 4 . . . . 2 II-A-36 4 . . . .

. .. 2 II-A-37 5 PHYSICAL EXERCISE 5 . . . .. . .

PHYSICAL EXERCISE 6 . .. .. 2 II-A-38 6 .. . . .

PHYSICAL. EXERCISE 7 . . .. .. . . 2 II-A-39 7

... .. 2 II-A-40 8 PHYSICAL EXERCISE 8 . .

.. 2 II-A-41 9 PHYSICAL EXERCISE 9 . . . . ..

PHYSICAL EXERCISE 9A. .. . . ... 2 II-A-42 9A .. .

...... 2 II-A-43 10 PHYSICAL EXERCISE 10. . ... .

.... .. 2 II-A-44 11 PHYSICAL EXERCISE 11. .... .

l l .. 2 II-A-45 i 12 PHYSICAL EXERCISE 12. . .... ... .

PHYSICAL EXERCISE 12A ...... ...... . 2 II-A-46 12A .

PHYSICAL EXERCISE 13. .... . .. . . . . 2 II-A-47 13 ..

PHYSICAL EXERCISE 14. ... ....... . 2 II-A-48 14 ...

PHYSICAL EXERCISE 15. . ....... .. ... 2 II-A-49 15 .

PHYSICAL EXERCISE 16. .. . ... .... . 2 II-A-50 16 ..

2 II-A-51 17 PHYSICAL EXERCISE 17. . . . .. ... .

WHO'S INVOLVED AND WHY. .. . .. .... 3 II-A-70 18 .. .

19 NINE CHARACTERISTICS COMMON TO THE MAJORITY OF TERRORIST ACTS. .... .. .. . .. .. 3 II-A-72 ACTIONS OF THE GUARD CONDUCTING A FIELD SEARCH. . . . 4 II-A-85 20 FIELD SEARCH AND RESTRAINT, NO 1 . . ... . 4 II-A-86 21 FIELD SEARCH AND RESTRAINT, N0. 2 . . .. ..... 4 II-A-87 22 POSITIONING THE PRISONER. . ..... .. 4 II-A-88 23 ...

v

FIGURES - VOLUME II (Cont'd)

FIGURE TITLE SECTION PAGE NO.

24 FIELD SEARCH AND RESTRAINT, NO. 3 .. . . 4 II-A-89 25 FIELD SEARCH AND RESTRAINT, NO. 4 . . .

4 II-A-90 26 FIELD SEARCH AND RESTRAINT, NO. 5 ... . 4 II-A-91 27 FIELD SEARCH AND RESTRAINT, NO. 6 . . . . .. 4 II-A-92 28 FIELD SEARCH AND RESTRAINT, NO 7 . ... .. 4 II-A-93 29 FIELD SEARCH AND RESTRAINT, NO. 8 . . . 4 II-A-94 30 HANDCUFFING THE PRISONER. . .. . . 4 II-A-95 31 FIELD SEARCH AND RESTRAINT, NO. 9 . . .. . . 4 II-A-96 32 FIELD SEARCH AND RESTRAINT, NO. 10. . . . . . .. . 4 II-A-97 33 FIELD SEARCH AND RESTRAINT, NO. 11. .. . . .. . 4 II-A-98 34 FIELD SEARCH AND RESTRAINT, NO. 12. . . ... . 4 II-A-99 35 FIELD SEARCH AND RESTRAINT, NO. 13. . . ... . . . 4 II-A-100 36 FIELD SEAkCH AND RESTRAINT, NO. 14. . .. .. . 4 II-A-101 37 INTRODUCTION TO CRIMINAL LAW. . .. . .. .. . 6 II-A-124 38 GUN PORT SHOOTING, NO. 1. . ... ... . . .. 10 II-A-221 39 GUN PORT SHOOTING, NO. 2. . . . .. . . ... .. 10 II-A-222 40 GUN PORT SHOOTING, NO. 3. .. . ..... . . 10 II-A-223 41 GUN PORT SHOOTING, NO. 4. . ... . .... . 10 II-A-224 42 GUN PORT SHOOTING, NO. 5. . . . . .. 10 II-A-225 43 GUN PORT SHOOTING, NO. 6. . . . .. 10 II-A-226 44 GUN PORT SHOOTING, NO. 7. . .. ..... 10 II-A-227 45 GUN PORT SHOOTING, N0. 8. . . . .. .. . 10 II-A-228 46 GUN PORT SHOOTING, NO. 9. . .. . . .. . 10 II-A-229 47 GUN PORT SHOOTING, NO. 10 . . . ..... . . 10 II-A-230 48 GUN PORT SHOOTING, NO. 11 . . . . . ..... . 10 II-A-231 vi

FIGURES - VOLUME II (Cont'd)

SECTION PAGE NO.

FIGURE TITLE 49 SHOTGUN PUMP ACTION . . . .

11 II-A-243 50 AR, 15, NO. 1 . . . . . . 13 II-A-279 51 AR, 15, NO. 2 . . . . . . . . . 13 II-A-280 52 AR, 15, NO. 3 . . . . . . . . . . . . 13 II-A-281 53 AR, 15, NO. 4 . . . . . 13 II-A-282 54 AR, 15, NO. 5 . . . . . . . . . 13 II-A-283 55 AR, 15, NO. 6 . . . 13 II- A-284 56 AR, 15, NO. 7 . . . . . . . 13 II-A-285 57 AR, 15, NO. 8 . . . . . . . . 13 II-A-286 58 AR, 15, NO. 9 . . . 13 II-A-287 59 AR, 15, NO. 10 . . . . . . . . . . . . 13 II-A-288 60 AR, 15, NO. 11 ... . . . . . . . 13 II-A-289 61 AR, 15, NO. 12 .. . . . . . . . . 13 II-A-290 62 DEFENSIVE TACTICS, NO. 1. . . . . . . . . 16 II-B-7 63 DEFENSIVE TACTICS, NO. 2. . . . . . . . . . . . 16 II-B-9 64 REPORT WRITING, NO 1 . . . . . . . . . 19 II-B-121 65 REPORT WRITING, NO. 2 . . . . . . . . . . . . 19 II-B-122 66 OBSERVATION AND PERCEPTION, NO. 1 . . . . . . . 21 II-B-154 67 OBSERVATION AND PERCEPTION, NO. 2 . . . . . . 21 II-B-155 68 DISMOUNTED TACTICS, NO. 1 . . . . . . . 22 II-B-170 69 DISMOUNTED TACTICS, NO. 2 . . . . . . . 22 II-B-171 70 DISMOUNTED TACTICS, NO. 3 . . . . . . 22 II-B-172 71 DISMOUNTED TACTICS, NO. 4 . . . . . . . . . 22 II-B-173 72 DISMOUNTED TACTICS, NO. 5 . . . . . . . . . . 22 II-B-174 vii

FIGURES - VOLUME II (Cont'd)

FIGURE TITLE SECTION PAGE NO.

73 OISMOUNTED TACTICS, N0. 6 .. . 22 II-B-175 74 DISMOUNTED TACTICS, NO. 7 . . . 22 II-B-176 75 TRANSPORT VULNERABILITY, NO. 1. ... . 23 II-8-191 76 TRANSPORT VULNERABILITY, NO. 2. .. . . 23 II-B-192 77 TRANSPORT VULNERABILITY, NO. 3. . . . 23 II-B-193 78 TRANSPORT VULNERABILITY, NO. 4. . . . . . 23 II-B-194 79 TRANSPORT VULNERABILITY, NO. 5. . 23 II-B-195 80 TRANSPORT VULNERABILITY, NO. 6. . . . .. . 23 II-B-196 81 TRANSPORT VULNERABILITY, NO. 7. . . 23 II-B-197 82 TRANSPORT VULNERABILITY, NO. 8. . .. .. . 23 Il-B-198 83 TRANSPORT VULNERABILITY, NO. 9. . . .. .. . 23 II-B-199 84 TRANSPORT VULNERABILITY, NO. 10 . . . . .. 23 II-B-200 85 TRANSPORT VULNERABILITY, NO. 11 . ..... 23 II-B-201 86 THE POLICE RUSE, N0. 1. . ...... . . . 24 II-B-229 87 THE POLICE RUSE, NO. 2. . . . . . ... .. 24 II-B-230 88 THE POLICE RUSE, NO. 3. . . . .. .. . .. .. 24 II-B-231 l 89 THE POLICE RUSE, NO. 4. ..... . . .... 24 II-B-232 90 THE POLICE RUSE, NO. 5. . . . .... . . . 24 II-B-233 91 THE POLICE RUSE, NO. 6. . . . .. . .. . 24 II-B-234 92 THE POLICE RUSE, NO. 7. ... . . 24 11-B-235 93 THE POLICE RUSE, NO. 8. . . .. . . . 24 II-B-236 94 THE POLICE RUSE, NO. 9. . . . . ... . . 24 II-B-237 95 THE POLICE RUSE, NO. 10 . ... . . . . ... 24 II-B-238 96 THE POLICE RUSE, NO. 11 ... ... .. .. . 24 II-B-239 viii

FIGURES - VOLUME II (Cont'd) l SECTION PAGE NO.

FIGURE TITLE THE POLICE RUSE, NO. 12 .

. 24 II-B-240 97 THE POLICE RUSE, NO. 13 . .

24 II-B-241 98 THE POLICE RUSE, NO. 14 . 24 II-B-242 99 .

THE POLICE RUSE, NO. 15 . 24 II-B-243 100 .

THE POLICE RUSE, NO. 16 . . . 24 II-B-244 101 .

THE POLICE RUSE, NO. 17 . . . . 24 II-8-245 102 THE POLICE RUSE, NO. 18 . . . .

24 11-B-246 103 AMBUSH SITUATION, NO. 1 .

25 II-B-266 104 AMBUSH SITUATION, NO. 2 . . . . .

25 II-B-267 105 AMBUSH SITUATION, NO. 3 . . . . . 25 II-B-268 106 .

AMBUSH SITUATION, NO. 4 . 25 II-B-269 107 AMBUSH SITUATION, NO. 5 . . .

25 II-B-270 108 .

AMBUSH SITUATION, NO. 6 . . 25 II-B-271 109 AMBUSH SITUATION, NO. 7 25 II-B-272 110 AMBUSH SITUATION, NO. 8 . 25 II-B-273 111 . .

AMBUSH SITUATION, NO. 9 . 25 II-B-274 112 AMBUSH SITUATION, NO.10. 25 11-B-275 113 AMBUSH SITUATION, NO. 11. 25 II-B-276 114 . . .

AMBUSH SITUATION, NO. 12. . . 25 II-B-277 115 MOUNTED TACTICS, NO. 1. 26 II-B-290 116 MOUNTED TACTICS, NO. 2. 26 II-B-291 117 MOUNTED TACTICS, NO. 3. . 26 11-B-292 118 MOUNTED TACTICS, NO. 4. . 26 II-B-295 119 ix

FIGURES - VOLUME II (Cont'd)

FIGURE TITLE SECTION PAGE NO.

120 MOUNTED TACTICS, NO. 5. . . . . . 26 II-B-298 121 MOUNTED TACTICS, NO. 6. . . . . . . 26 II-B-301 122 MOUNTED TACTICS, NO. 7. .

26 II-B-302 123 MOUNTED TACTICS, NO. 8. .. . . . . 26 II-B-303 124 MOUNTED TACTICS, NO. 9. . . . . . . . 26 II-B-304 125 MOUNTED TACTICS, NO. 10 . . . . . . . 26 II-B-305 126 MOUNTED TACTICS, NO. 11 . . . . . . 26 II-B-310 127 MOUNTED TACTICS, NO. 12 . ..

26 II-B-315 128 MOUNTED TACTICS, NO. 13 . . . . . . . . 26 II-B-317 129 MOUNTED TACTICS, NO. 14 .. . . . 26 II-B-319 130 MOUNTED TACTICS, N0. 15 .

26 11-B-320 131 MOUNTED TACTICS, NO. 16 . . . . . . . . 26 11-B-323 132 MOUNTED TACTICS, NO. 17 . .. . . . . . 26 II-B-324 133 MOUNTED TACTICS, NO. 18 . .. . . . . 26 II-B-325 134 MOUNTED TACTICS, NO. 19 .. . . . . 26 II-B-328 135 MOUNTED TACTICS, NO. 20 . . . .

26 II-B-330 136 MOUNTED TACTICS, NO. 21 . . . . . . 26 II-B-332 137 MOUNTED TACTICS, NO. 22 .. . . . . . . . 26 II-B-335 138 MOUNTED TACTICS, NO. 23 . .

26 11-B-340 139 MOUNTED TACTICS, NO. 24 . . . . 26 II-B-344 140 MOUNTED TACTICS, NO. 25 . . 26 II-B-346 141 MOUNTED TACTICS, NO. 26 . . . . 26 II-B-348 142 MOUNTED TACTICS, NO. 27 . . . . . 26 II-B-350 143 MOUNTED TACTICS, NO. 28 . . . . . . . . 26 II-B-352 X

FIGURES - VOLUME II (Cont'd)

SECTION PAGE NO.

FIGURE TITLE 144 MOUNTED TACTICS, NO. 29 . . . . . . 26 II-B-354 145 MOUNTED TACTICS, NO. 30 . . . . . . . . 26 II-B-356 146 MOUNTED TACTICS, NO. 31 . . . . . . . . . 26 II-B-359 147 MOUNTED TACTICS, NO. 32 ... . . . . . 26 II-B-362 148 MOUNTED TACTICS, NO. 33 . . . . . 26 II-B-365 149 MOUNTED TACTICS, NO. 34 . . . . . . . . 26 II-B-368 150 MOUNTED TACTICS, NO. 35 .. . . . . . . . 26 II-B-371 151 MOUNTED TACTICS, NO. 36 . . . . 26 II-B-374 152 MOUNTED TACTICS, NO. 37 . . . . . . . 26 II-B-377 153 MOUNTED TACTICS, NO. 38 . . . . . 26 II-B-380 154 MOUNTED TACTICS, NO. 39 . . . . . . . . . 26 II-B-383 155 MOUNTED TACTICS, NO. 40 . . . . . . . . . 26 II-B-386 156 MOUNTED TACTICS, NO. 41 . ... . . . . . 26 II-B-389 157 MOUNTED TACTICS, NO. 42 . . . . . . . 26 II-B-392 158 MOUNTED TACTICS, NO. 43 . . . .. . . . . . . . 26 II-B-395 159 MOUNTED TACTICS, NO. 44 . . . . . . . . . . 26 II-B-398 160 MOUNTED TACTICS, NO. 45 . . . . . . . 26 II-B-401 161 MOUNTED TACTICS, NO. 46 . . . . . 26 II-B-404 162 MOUNTED TACTICS, NO. 47 . . . . 26 II-B-407 163 MOUNTED TACTICS, NO. 48 . . . . 26 II-B-410 164 MOUNTED TACTICS, NO. 49 . . . . 26 II-B-413 165 MOUNTED TACTICS, NO. 50 . .. . 26 II-B-416 166 MOUNTED TACTICS, NO. 51 . . . . 26 II-B-419 xi

FIGURES - VOLUME II (Cont'd)

FIGURE TITLE SECTION PAGE NO.

167 MOUNTED TACTICS, NO. 52 . . . . . . . 26 II-B-422 168 SITUATIONAL TRAINING. . . . 27 II-B-450 169 SITUATIONAL TRAINING SCENARIO . . . 27 II-B-494 d

3 Xii ' =

SNM Guard Training _

1 1

SECTION 1

SUMMARY

AND SCOPE I-1

SBJna Ciuard Training ..

Summary and Scope Scope of the Project

1. The broad objective of the Transportation Security Personnel Training Manual is to furnish general information and reference material that may be used as guidance for developing training programs to train security personnel to protect special nuclear materials and nuclear facilities against thef t and sabotage as required by 10 CFR Part 73. Specific objectives of the training manual are to provide guidance for developing training material and to provide guidance for developing courses of instruction for security personnel, Course material is presented in a format that can be readily adapted to the preparation of training programs. Personnel completing a similar or equivalent training program should be capable and qualified to execute the duties prescribed for them.

The lesson plans and study guides contained in the manual can ass'ist in achiev- ,

ing this capability.

2. The objective of the lesson plans in the training manual is to provide guidance to instructors in helping them to prepare lectures, demonstrations, field training, and examinations. The objective of the study guide material

presented therein is to assist students in gaining a general understanding .

of what they should learn and what they can do to prepare for a lesson, demonstration, or field exercise. -

3. Nothing contained in this manual shall be construed to either (1) take precedence over, (2) serve as an adjunct to, or (3) serve as an exten-sion of Title 10 of the Code of Federal Regulations. This training manual I

is intended to make available assistance and guidance for developing security training programs to persons interested in utilizing such assistance and guidance.

I-2 L.____________-___._________-

SNM Guard Training

4. The basic assignment was to develop a course of instruction for guards of j

special nuclear materials being transported by truck (in transit). At the outset, it was intended that the finished product would consist of something more than a topic outline, but something less than word-for-word content. As the project matured. it was found that, for most uses, it was necessary to approach the latter degree more closely, and the materials enclosed consist of just about all the basic information that would be needed to actually teach the course.

5. A second major emphasis at the beginning of the project was to arrive at a system for selecting and evaluating guard personnel. This material is found in this volume.

Methodology The development of this training manual was not constrained to existino or proposed regulations so long as the information was still "real world" and had practical application. The major elements consisted of:

(1) Review of past training of SNM drivers and guards.

(2) Review of topics which are given in the Regional Police Recruit Academy.

(3) A review of the material presented at the USNRC Safeguards Contingency Planning meeting in April,1976.

(4) Review of materials taught in "similar" training programs, other police academies.

(5) Onsite visits to an SNM Transport Company and their personnel actively engaged in SNM protection and transport.

(6) Informal meetings and brainstorming of possible topics.

(7) Input from Sandia representatives involved in SNM Transport Safeguards.

(8) Preliminary review of the literature available.

(9) Informal meetings with college ROTC instructors with tactics and combat experiences on ambushes, etc.

1-3

SNM Guard Training (10) Assignment of major topics to specific personnel.

(11) Review of available specific literature.

(12) Preliminary meetings to approve or disapprove course content.

(13) Preliminary testing of elements:

(a) development of 'gunport' shooting program & construction of mockup (b) testing evaluation system on a recruit class (c) testing of isometrics and aerobics program on police recruits (d) testing of .223 rifle for penetration & deviation (e) individuals sent to FBI firearms school, development and testing of shotgun skip-fire course with police recruit class (f) testing or .223 rifle course with police recruits (including females).

(14) Formal course content development along with rationale' statements.

(15) Development of training aids, overheads, slide programs.

(16) Review of existing & proposed regulations.

Detailed review of existing and proposed regulations and related material which could have acted as a " constraint" upon the research was deliberately delayed until the course content was nearly firm. It was felt that this would be a more original approach and would not unduly influence the staff with what might or might not be relevant topics.

Format of Materials Developed The actual text of material which constitutes the 4-week course "SNM Guard Training" is found in the two volumes labeled " Instructor Guide" Each of the topics has a cover sheet, a synopsis of the unit, a list of behavioral objectives (performance based), the instructor outline, and where appropriate, a sample written test. Also attached to each unit is a materials and equip- -

ment needed sheet and a page or two of the " evaluation" sheets which were '

developed for the program. Where applicable, specific skills are designated for which the instructor would watch. In a few instances, instructor reference materials are also attached to the unit.

I-4 ,

L_--- - _ _ _ - - - - - - - _ - - - - - - - - - - - ---_-----_--_------- -- _ _ - - - _ _

i

)

SNM Guard Training The fourth volume consists of a " Student Guide" for the course. Where the course is actually taught..the instructors hand out note-taking guides, handouts, copies of visuals, and other material with which the student builds himself (or herself) a reference book to take with them when they leave. It is important that this occur, since review is the key to retention of material, and writing down notes has been shown to be effective as an aid to recall and understanding. The system of note-taking guides has been tested with police recruits and found to be of particular importance with students not used to notetaking and outlining materials. They can quickly see where they failed to record sufficient data.

The first volume is labeled " Introduction" Volume, and it contains both '

Such a reference may be general and specific rationale' for course content.

of use to instructors preparing to teach a unit.

Al= ;ttained in this book are the collateral collections of data d e v e'. .t , nec which are not in themselves " course" content. This includes:

Summary and Scope Criteria for Selection of Guard Personnel j

A System for Evaluation of Student Personnel Pretraining Assumptions (what students should know before the course)

Instructor Selection Criteria -

Training Facility Selection Criteria Equipment, Materials, Personnel and Cost Estimates for the Course ,

A System for Retraining of Personnel Further Comments It should be quickly obvious to those familiar with the process of pre-paring training programs, that this one did not start at the logical place, that being a precise ".iob analysis" or " occupational analysis." The difference l

occurs because several individuals were quite familiar with the tasks, having I-5 ,

b

SNM Guard Training prepared and taught similar classes before and having had frequent contact with practitioners and the NRC over the past several years. In some cases, such as with " Guard Selection" suggestions, considerable tire was spent with guards and company representatives of an ShM transport company. In each case, the indi-vidual assigned to prepare a particular section did have some knowledge in his ,

area and was frequently an authority in the field. '

L The use of perforr.ance-based behavioral objectives is important to the course. The instructional naterial itself is keyed to then, the test '

cuestions are keyed to them, and various skill evaluation sheets are keyed to them. We feel that most of them are valid. Where differences in opinion could develop, it should be kept in nind that they at least do furnish a method whicn could be used to test for a given guard's ability to function in a position. They may well be, in fact, the key to the whole program and should be given close attention by evaluators.

A further precaution should be rade about taking eierents out of context in this project. It is an interdependently derived system, and it was not intended as anything but a '% hole" apnroach to training SNM driver / guards.

The section on tactics, for example, is alrost worthless except when teken in context of the skills and information previously presented on the law, use of force, etc.

A period of intensive evaluatic , such as suggested for the last two days of this program, is very inportant for several reasons. First, course develoo-ment and evaluation will not autonatically occur unless time is budgeted for it. If it is inportant, then provide for it. Don't assune that it will happer..

Secondly, if the evaluation instruments used throughout the course are valid and sufficient objective docurentation can be collected, this is the logical tine to make a deternination as to whether or not a student should continue in the career field. A good period of vbserved " probation" helps further, but the nearly 4 weeks of close observation by instructors should be captured at the end of the course and ased to eliminate at least obvious misfits.

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SNM Guard Training Regarding the length, of the course, 4 weeks is a long time to ask students to be away from their employment and homes. Contractors having to pay students' salaries have-a right to object to over-long and unnecessary training. It is assumed that such costs would be passed along to " customers", but one should make an effort, at least, to keep such costs at a minimum. On tne other hand, the magnitude of the problems encountered play a role. What is truly " expensive"? .

Guard training or guard failure? In arriving at a 4-week-long course, the staff tried to (1) permit pre-training where at all possible and (2) include only those subjects which could not be omitted without danger. When the subject matter was' typed up and examined, it was estimated that it would take "x" number of hours to teach it. These hours were then added up, and, in fact, it was only after the program had been completed that we knew how long it took to present. To preconceive of how long training should take and then find topics to fill that time span is not only backwards but dangerous.

Staff tried to give due consideration to the contractor's liability and responsibility for sound fiscal policy. Staff tried to balance "possible" with " probable" and felt that the end product contained here does in fact deal 1

with both. Staff feels that the .223 rifle should be taught because it is probable that attackers will be at least that well armed themselves. Staff feels that revolvers should be used instead of automatics because it is possible for malfunctions to occur with automatics. Considering the manifold dangers in such a malfunction, possible had to be considered.

I In conclusion, staff feels that,the perhaps invisible strength of this course lies in the fact that it is essentially a foundation course which introduces skills and information to be built upon throughout the career of the student. It is preparation for a career which teaches methods with which [

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to add to the basic store of knowledge later on. Staff feels that it is a method i by which the risks of private transportation of SNM can be minimized to a level of acceptability which meets both government and private industry needs, i

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In-Transit SNM Guard Training Project i

Summary ;

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1. Materials prepared consist of: :

a. Rationale's documents accompanying each " lesson" which give reasons for selecting that topic and the course content itself.

b. Synopsis and behavioral objectives for the lesson.

c. List of materials and equipment needed for the lesson. ,

d. An instructor's guide (the actual presentation) with acompanying visuals such as slide programs and overheads, anc 1

e. A student note-taking guide for the lesson.

This has been done for each segment of the course. ;

2. Additional Investigation was done regarding collateral subjects:

a. A system for the selection and evaluation of guard applicants, with suggested testing instruments. ,

b. A system of classroom and field evaluation of students. !

c. Suggestions for selecting training facilities and instructional :

personnel.

d. Estimated costs and materials for conducting the course.

e. huggested pre-training which should occur before students report to a central site for their " basic". '

f. A system of in-service training to follow the initial course,

with suggestions for some course content. ;

3. Attached is a model 4 week schedule of classes, the synoptic statements ;

about each " lesson", and a sample lesson. ,

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SNM Guard Training 1 Hour Stress i

The general purpose of this course is to gain an appreciation for stress as a phenomenon which exists in daily living. In addition, students will be exposed to major symptoms of stress which may be identified in self and others and I

develop some techniques to reduce stress which may result from on and off job l

experiences.

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1 Hour Dismounted Tactics This presentation is designed to introduce students to the basic elements of individual movement while on foot. It introduces concepts such as field of fire, cover and concealment, movement under fire, and estimating direction and range. It is designed to be augumented by practical exercises in the field at a later time.

8 Hours Mounted Tactics The lesson on mounted tactics deals with critical issues such as, (1) :

organizing to move, (2) convoy structure, (3) organizing to halt, (4) reconnaisance !

and screening activities of escorts, (5) radio security. (6) alert responses, and (7) ambush responses. Countersurveillance is included. !

A technique employed is the use of figures or overhead transparencies of graphic and photographic scenes depicting "real-life" situations. Have student

' response sheets attached which enable staff to evaluate responses in depth at a .

later time.

l 1 Hour Citizens Arrest This course on arrest authority is to make the guard aware of when and how l

he can make a citizens arrest. The guard needs to know that he can make an arrest if necessary, but he must know the limits of this authority. Generally, I-9 s

SNM Guard Training the only authority he will have is as a " citizen." He should be able to explain probable cause and know the difference between a felony and a misdemeanor arrest.

i Hour Report Writing The purpose of this course is to improve the report writing of the student.

Included will be a section on field note taking. A section on the quality of reports. The final section should have the students write a short incident I report. The student must be able to write a good report if the terrorists are later to be taken into custody. Even though it is not the job of guards to appre-t hend by writing a good report, they may prevent a future attack by the same terrorist.

10 Hours Physical Exercise Exercise is important to proper job performance because the driver / guard may be called upon for strenuous activity. Exercise is also important for keeping alert and well which will offset the sedentary existence normally experienced by those confined to driving or sitting, such as SNM guards. A program of l exercises has been specially designed to fit this occupational group. Part one i

consists of isometric exercises and part two consists of aerobics. The aerobic

. xercise program introduces the student to a type of physical fitness related tc how much oxygen your body could deliver to you should it be needed. Jogging is the method selected ~here. A minimum of 15 wet.s is needed to bring the

student up to the suggested level of an 8-minute mile. l 1 Hour Field Search and Restraints i The purpose of this course is to enable the student to become proficient in searching and securing a subject who may have surrendered during or after an attack and before assistance has arrived. Also, he should learn the correct method for using handcuffs in securing a subject for his safety and the safety 1

of SNM shipments.

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SNM Guard Training 1 Hour Code of Conduct .

The code of conduct-ethics course is designed to give the guard pride and a sense of being a professional. The guard needs to have pride in the job and loyalty to his country and employer. This course should help develop these traits.

1 Hour Terrorism The purpose of this course is to make the student aware of the potential threat that terrorism poses. Included is a background on terrorist. attacks in the United States. Also, included is a profile of people involved in terrorism, as well as identif'ication of the various groups in the United States. The student should become aware of terrorist methods, as well as what terrorists could do with an SNM shipment.

1 Hour Criminal Procedures " Arrest Through Release" A course lecture to enable the student to see what the process is when a suspect is arrested. This will take the student through the criminal process from arrest through trial. There will be special emphasis placed on the parts of the process that they could be involved in. The student should then be aware of what a personal complaint form consists of and what he would need to do at the tri al .

4 Hours Crimes Against Persons and property This section is designed to make the SNM guards aware of the various laws that might be applicable to their situation. It will cover crimes against persons and crimes against property. Included will be murder, assault, robbery, burglary, larceny and tampering with motor vehicles.

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55BJrL1 C3uard 1' raining i 1 Hour Introduction to Criminal Law This course is designed to introduce the student to criminal law. It )

should prepare the student for follow up courses on actual violations of various laws. Included will be classification of crimes, some of the nost common defenses fcr crime, as well as the purposes of punishment.

10 Hours Defensive Tactics The purpose of this unit is to make the guard aware of ways to defend himself in hand-to-hand combat. Since the guard may be defending himself, and the shipment, we will treat the subject mainly in the self defense rather than "how to attack." The guards should learn some basic escapes and counterattacks.

They should learn the vulnerable points of the body and how parts of their own body can be used as weapons. This knowledge could prevent the gdard from becom-ing a hostage. i 1 Hour Use of Force 5

This hour will be used to explain the use of force to the guards. To t explain about deadly and non-deadly force. This will help the guard in deter-

mining when and_how much force he is allowed to use in defense of property. He i should also understand the retreat doctrine in relation to deadly force.

1 Hour Observation and Perception t

This topic alerts the student SNM guard to his need to sharpen his skills as an observer. Each of the senses is discussed as it applies to the job, but emphasis is on " sight" development in observation. Simple practical exercises are presented and short " practice" skills are introduced which the student can use to sharpen his abilities later on.

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i 6 Hours Shotgun The shotgun qualification course is designed to develop the guard's pro-ficiency with the shotgun. Thus, the guard should fire in various combat posi- !

tions using five silhouettes, in line, with the rangemaster calling the targets to be fired on. This should help the guard in learning to shoot rapidly as well as accurately.

2 Hours Criminal Liability vs. Civil Liability .

The purpose of this section is to make the student aware of civil lia- ;

bili ty. The student will get some of the very basics of liability such as negligent acts and the reasonable man standard. Also included will be areas of liab'lity which the guard might encounter such as assault and battery. This section will also cover the liability situation when defending property and aiding a law enforcement officer. This section should enable the guard to act with more certainty when defending a shipment.

2 Hours CN Gas There are many ways that CN gas could penetrate the transport vehicle and ,

force the guards out. Therefore, this CN gas course will teach the guard how ta wear, rijur', and clear the M 9 chemical agent protective mask.

8 Hours AR 15 There may be times that guards in the escort vehicles have to fire from a distance. The AR 15 rifle course was aesigned for familiarization and qualifica-6 tion with the AR 15 rifle.

The course will instruct the student in sighting and adjusting the sights ,

of the rifle, in the nomenclatore of the weapon, and how to disassemble and assemble the weapon. The student should then fire the weapon for qualification.

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4 Hours Indoor Bul h Eye i

Since the guard will receive his basic firearms training before arriving at '

the central training site, this course should determine if the guards are quali-fied to proceed with the advanced firearms training. The guard should fire 72 rounds at 50 feet on the bulls eye target. He should fire with the weak hand as well as the strong hand.

+ Hours Indoor _ Pol _ ice Course On the indoor police course the guard should fire from both the 25-foot line and the 50-foot line at the colt 8-30 silhouette target. The guards should fire from several shooting positions and should also fire within certain time limits. This will introduce the guards to positions they may have to fire in a combat situation when seeking cover, such as the prone position.

4 Hours NRA National Police Course On the National Rifle Association Police Course, the guards should draw, crouch, and fire without sighting their weapon. They should fire from a barricade position in this course, and all fire should be done within certain time limits.

This course should help develop instinct shooting. Instinct shooting may save the shipment and 'he guard's life should they suddenly be attacked while outside their vehicle.

4 Hours FBI Double Action There may be times when the guard will have to fire very fast and at a ciese range. When firing the FBI double action course, the student should fire from the 7-yard line, 15-yard line and the 25-yard line. He should draw, assume the firing position, and fire. Some of the firing should be unaimed and some aimed.

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SNM Guard Training RATIONALE' DOCUMENT 4 Hours Night Firing The darkness of night would aid a potential attacker; therefore, the students should be instructed on the double action night firing course. The student should identify his target with one blink of a flashlight and fire. He should also fire et the target without using a flashlight, and he should be ,

required to reload his weapon in the dark. Some of the firing should be time fire. The student should be able to fire a 50% or above on this course.

4 Hours Gun Port Shooting The guard should fire from a simulated gun port with the .38 pistol and the 12-gauge pump shotgun. The instructor should call the gun port to fire from, and the student should decide what position to use. The guard should also be required to wear a gas mask while firing certain portions of this ' course. If attacked, the Juard would have to fire from the gun ports. This is a difficult task without traininj.

4 Hours Shoo t-Don ' t-Shoo t Learning to shoot is just part of carrying a handgun; the guard must still make the decision of when to shoot. This should be done in the shoot-don't-shoot course. The guard should use a CO 2 istol to fire during actual situa-tions that will be shown on a screen. Af ter the guard fires, the pr ]jector will stop, and the guard can see if he made the right decision and if he hit what he fired at.

1 Hour Introduction to Course Since the students will be entering a new environment they will have many q ues tions . The purpose of this one hour block will be to explain to the student l what he will be experiencing in the following days. This time will also allow l the student to ask questions about things he is concerned with.

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SNM Guard Training RATIONALE' DOCUMENT 3 Hours Police Ruse i The " police ruse" topic treats the threat that attackers may disguise ;

themselves as police in order to place a ship. ment in a better position to be a ttacked. The habit of " police watching" may be taught with the 'use of figures '

or overheads of police appearances which, if applied, should greatly reduce the risk. Sample situations are discussed and solutions are suggested. A technique is included for " automatically" upsetting attackers' timetables.

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F MODEL TRAINING SCHEDULE ,

4 WEEKS BASIC TRAINING CENTRAL TRAINING SITE 4

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SNM Guard Training DAY l - MORNING 8:00 1 hour1.157407e-5 days 2.777778e-4 hours 1.653439e-6 weeks 3.805e-7 months Introduction to Course 9:00 1 hour1.157407e-5 days 2.777778e-4 hours 1.653439e-6 weeks 3.805e-7 months Code of Conduct 10:00 1 hour1.157407e-5 days 2.777778e-4 hours 1.653439e-6 weeks 3.805e-7 months Terrorism 11:00 1 hour1.157407e-5 days 2.777778e-4 hours 1.653439e-6 weeks 3.805e-7 months Stress DAY l - AFTERN0ON 1:00 4 hours4.62963e-5 days 0.00111 hours 6.613757e-6 weeks 1.522e-6 months Indoor Bulls Eye Course DAY 2 - MORNING 8:00 1 hour1.157407e-5 days 2.777778e-4 hours 1.653439e-6 weeks 3.805e-7 months Introduction Criminal Law 9:00 1 hour1.157407e-5 days 2.777778e-4 hours 1.653439e-6 weeks 3.805e-7 months Criminal Procedures 10:00 1 hour1.157407e-5 days 2.777778e-4 hours 1.653439e-6 weeks 3.805e-7 months Search and Restraint >

11:00 1 hour1.157407e-5 days 2.777778e-4 hours 1.653439e-6 weeks 3.805e-7 months P.E.

DAY 2 - AFTERN0ON 1:00 4 hours4.62963e-5 days 0.00111 hours 6.613757e-6 weeks 1.522e-6 months AR 15 CLASSR0OM DAY 3 - MORNING 8:00 2 hours2.314815e-5 days 5.555556e-4 hours 3.306878e-6 weeks 7.61e-7 months Crimes Against Property 10:00 2 hours2.314815e-5 days 5.555556e-4 hours 3.306878e-6 weeks 7.61e-7 months Defense Tactics PAY g 3 - AFTERN0ON 1:00 4 hour: AR 15 Rifle - Range 1 DAY 4 - MORNING 8:00 2 hours2.314815e-5 days 5.555556e-4 hours 3.306878e-6 weeks 7.61e-7 months Crimes Against Persons 10:00 2 hours2.314815e-5 days 5.555556e-4 hours 3.306878e-6 weeks 7.61e-7 months P.E. l DAY 4 - AFTERN0ON 1:00 1 hour1.157407e-5 days 2.777778e-4 hours 1.653439e-6 weeks 3.805e-7 months Shotgun, Classroom 2:00 3 hours3.472222e-5 days 8.333333e-4 hours 4.960317e-6 weeks 1.1415e-6 months Shotaun, Range 1-18 l

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SNM Guard Training DAY 8 - MORNING 8:00 1 hour1.157407e-5 days 2.777778e-4 hours 1.653439e-6 weeks 3.805e-7 months Transport Vulnerability I

9:00 1 hour1.157407e-5 days 2.777778e-4 hours 1.653439e-6 weeks 3.805e-7 months Defense Tactics 10:00 2 hours2.314815e-5 days 5.555556e-4 hours 3.306878e-6 weeks 7.61e-7 months P.E.

, DAY 8 - AFTERN0ON I

( 1:00 4 hours4.62963e-5 days 0.00111 hours 6.613757e-6 weeks 1.522e-6 months FBI Double Action Course l

l DAY 9 - MORNING 8:00 3 hours3.472222e-5 days 8.333333e-4 hours 4.960317e-6 weeks 1.1415e-6 months Police Ruse 11:00 1 hour1.157407e-5 days 2.777778e-4 hours 1.653439e-6 weeks 3.805e-7 months P.E.

DAY 9 - AFTERN0ON 1:00 4 hours4.62963e-5 days 0.00111 hours 6.613757e-6 weeks 1.522e-6 months Gun Port Shooting DAY 9 - NIGHT 8:00 4 hours4.62963e-5 days 0.00111 hours 6.613757e-6 weeks 1.522e-6 months Night Firing DAY 10 - MORNING NO CLASSES DAY 10 - AFTERN0ON 1:00 4 hours4.62963e-5 days 0.00111 hours 6.613757e-6 weeks 1.522e-6 months Shoot-Don' t-Shoot DAY 5 - MORNING 8:00 1 hour1.157407e-5 days 2.777778e-4 hours 1.653439e-6 weeks 3.805e-7 months Use of Force 9:00 2 hours2.314815e-5 days 5.555556e-4 hours 3.306878e-6 weeks 7.61e-7 months Liability 11:00 1 hour1.157407e-5 days 2.777778e-4 hours 1.653439e-6 weeks 3.805e-7 months P.E.

DAY 5 - AFTERN0ON 1:00 2 hours2.314815e-5 days 5.555556e-4 hours 3.306878e-6 weeks 7.61e-7 months Shotgun Range 3:00 2 hours2.314815e-5 days 5.555556e-4 hours 3.306878e-6 weeks 7.61e-7 months CN Gas Course I-19

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_ DAY 6 - MORNING 8:00 1 hour1.157407e-5 days 2.777778e-4 hours 1.653439e-6 weeks 3.805e-7 months Test and Critique Citizens Arrest :

9:00 1 hour1.157407e-5 days 2.777778e-4 hours 1.653439e-6 weeks 3.805e-7 months 10:00 1 hour1.157407e-5 days 2.777778e-4 hours 1.653439e-6 weeks 3.805e-7 months Report Writing :

11:00 1 hour1.157407e-5 days 2.777778e-4 hours 1.653439e-6 weeks 3.805e-7 months Defense Tactics !

DAY 6 - AFTERN0ON 1:00 4 hours4.62963e-5 days 0.00111 hours 6.613757e-6 weeks 1.522e-6 months Indoor Range - PPC i

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DAY 7 - MORNING ,

8:00 1 hour1.157407e-5 days 2.777778e-4 hours 1.653439e-6 weeks 3.805e-7 months Observation and Perception >

9:00 1 hour1.157407e-5 days 2.777778e-4 hours 1.653439e-6 weeks 3.805e-7 months Dismounted Tactics 10:00 2 hours2.314815e-5 days 5.555556e-4 hours 3.306878e-6 weeks 7.61e-7 months Defense Tactics l l^

j DAY 7 - AFTERN0ON 1:00 4 hours4.62963e-5 days 0.00111 hours 6.613757e-6 weeks 1.522e-6 months National Police Course

' Outdoor Range t

DAY 11 - MORNING-8:00 1 hour1.157407e-5 days 2.777778e-4 hours 1.653439e-6 weeks 3.805e-7 months Test and Critique 9:00 2 hours2.314815e-5 days 5.555556e-4 hours 3.306878e-6 weeks 7.61e-7 months Ambush 11:00 1 hour1.157407e-5 days 2.777778e-4 hours 1.653439e-6 weeks 3.805e-7 months P.E. .

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. DAY 11 - AFTERNOON 1:00 2 hours2.314815e-5 days 5.555556e-4 hours 3.306878e-6 weeks 7.61e-7 months Mounted Tactics 3:00 2 hours2.314815e-5 days 5.555556e-4 hours 3.306878e-6 weeks 7.61e-7 months Defense Tactics i

DAY 12 - MORNING i

8:00 2 hours2.314815e-5 days 5.555556e-4 hours 3.306878e-6 weeks 7.61e-7 months Mounted Tactics i 10:00 2 hours2.314815e-5 days 5.555556e-4 hours 3.306878e-6 weeks 7.61e-7 months P.E. - Qualification Test DAY 12 - AFTERN0ON 1:00 4 hours4.62963e-5 days 0.00111 hours 6.613757e-6 weeks 1.522e-6 months Dismounted Tactics Situation I

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SNM Guard Training DAY 13 - MORNING 8:00 2 hours2.314815e-5 days 5.555556e-4 hours 3.306878e-6 weeks 7.61e-7 months Mounted Tactics 10:00 2 hours2.314815e-5 days 5.555556e-4 hours 3.306878e-6 weeks 7.61e-7 months Defense Tactics DAY 13 - AFTERN0ON 1:00 4 hours4.62963e-5 days 0.00111 hours 6.613757e-6 weeks 1.522e-6 months Situation Training Truck Stop Evaluaticn DAY 14 - MORNING 8:00 2 hours2.314815e-5 days 5.555556e-4 hours 3.306878e-6 weeks 7.61e-7 months Mounted Tactics Class 10:00 6 hours6.944444e-5 days 0.00167 hours 9.920635e-6 weeks 2.283e-6 months Rest Stop Attack Situational Training DAY 15 - MORNING 8:00 8 hours9.259259e-5 days 0.00222 hours 1.322751e-5 weeks 3.044e-6 months Mounted Tactics Situational Training DAY 16 - MORNING 8:00 8 hours9.259259e-5 days 0.00222 hours 1.322751e-5 weeks 3.044e-6 months Restaurant Scenes Situational Training .

DAY 16 - NIGHT 8:00 4 hours4.62963e-5 days 0.00111 hours 6.613757e-6 weeks 1.522e-6 months Night Exercise Situational Training DAY 17 - MORNING NO CLASSES DAY 17 - AFTERNOON 1:00 4 hours4.62963e-5 days 0.00111 hours 6.613757e-6 weeks 1.522e-6 months Situational Training Infiltration 1-21

SNM Guard Training l DAY 18 - MORNING 8:00 4 hours4.62963e-5 days 0.00111 hours 6.613757e-6 weeks 1.522e-6 months Critique DAY 18 AFTERN0ON 1:00 2 hours2.314815e-5 days 5.555556e-4 hours 3.306878e-6 weeks 7.61e-7 months Luncheon Graduation, class photo l 3:00 2 hours2.314815e-5 days 5.555556e-4 hours 3.306878e-6 weeks 7.61e-7 months Personal time DAYS 19 & 20 Staff Critique and Evaluations A

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1 SECTION 2 UNIT TITLE: SELECTION OF QUALIFIED PERSONNEL 9

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SNM Guard Training BASIC ASSUMPTIONS The task of training SNM driver / guards is unique indeed. No model is presently available for selecting potential personnel. On the surface it appears that throe options are open for consideration.

1. Select trainees who have little or no experience as either ,

commercial carriers or security guards.

2. Select trainees who have security experience but no com-mercial driving experience.

3. Select trainees who have commerical driving experience but no security experience.

Option #1 is appealing since it may be easier to train a naive subject to perform in a specific and predictable manner as opposed to training an experienced person to " unlearn" old habits which may be counterproductive. The obvious limitations to option #1:

i A. Training a person to drive safely as well as function as a security guard would be impossible in the proposed time frame of two-four weeks.

B. Infiltration by a terrorist group or foreign government would appear to be easiest within this option since no training or experience is necessary.

Option #2 has the least appeal of the three possibilities for the following reasons:

A. Experienced security guards must inevitably come from either the private security force or law enforcement agencies.

According to The Report of the Task Force on Private Security, training, experience, standards and goals in the private sector lack uniformity (at best), !

and there are strong indications that most security guards are only minimally effective in dealing with the common thief. His training and experience would undoubtedly be insufficient to deal with terrorist groups or foreign agents.

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SNM Guard Training Trainees with law enforcement backgrounds would seem to be much better ;

candidates. However, a major function of law officers is to pursue and apprehend ,

the criminal element and these activities it would seem somewhat difficult to retrain a good law officer to " search for safe haven" as opposed to " chase and ;

arrest."

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Option #3 seems to have the greatest appeal. Skills and experience developed j while driving commercial vehicles would generalize quickly and easily to armored ;

t rac tors . Drivers with long term " safe driving" records are accustomed to driving at high rates of speed and reacting quickly to highway emergencies. In addition, comradery among " truckers" is well known and this is seen as beneficial in the event of terrorist attack.

Infiltration would also appear to be more difficult since safe driving records take time to develop. Terrorist groups are more apc to act impulsively rather than l

develop a " plan" which might take years to consummate. The foreign agent seems a more likely infiltrator but maintaining a " cover" for any great length of time is difficult.

In the absence of definitive models, it appears that option #3 (training drivers ,

to be driver / guards) is the most feasible at this time. Thus, the remaining portions of this segment are contingent upon this basic assumption.

Primary emphasis in the screening process is placed on selecting qualified personnel who will not only perform efficiently but preferably make a career as a :

professional SNM driver / guard, o

1 Since the major portion of the driver / guard function is routinely moving nuclear i materials from one location to another and yet the threat of a highjack is constant, i unique personality traits and characteristics are sought in personnel. I I

The nature of the job seems to demand a person who might be described as intelligent, enterprising, alert, mature, clear thinking, precise and able to !

mobilize resources quickly in an emergency. Personnel should be patriotic, law 1

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! SNM Guard Training and order oriented, sincere, honest, reliable and take a clear stand on moral issues.

f They should accept authofity, energetically pursue objectives, and emphasize personal '

4 success and achievement. In addition, they should be independent, self reliant, self confident team members who know their jobs well and seem comfortable with long, irregular hours, tight quarters, extended periods of time without contact with home and family, and able to tolerate the constant threat of violence.

The selection process is composed of the following elements: ,

I. Job Description i

Formal Application II.

III. Screening Interview t

IV. Psychological Examinations V. Physical. Examinations VI. Background Investigation VII. Pre-training VIII. Training IX. Post Training Evaluation ,

X. Job Placement on Probationary Basis :

1. Job Description .

l SNM driver / guards are skilled and highly trained professionals. They are specifically selected for their ability to safely transport nuclear materials ,

with commercial vehicles. In addition to exercising the usual highway courtesy and caution, these driver / guards should protect their cargo even at the risk of bodily harm to self or others.

Minimum qualifications include:

1. Commercial drivirg experience which includes an excellent safety record. Experience and safety are characteristics which may be ,

defined differently from carrier to carrier but, in general, a '

! driver / guard should have a recent experience which includes 100,000 highway miles over a 15-month period without a chargeable accident or a moving traffic violation. In addition, the driver / guard nay ,

not be hired if he has been discharged by any commercial carrier.

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2. At least 21 years of age at the time of employment.

3. Have no phisical defectt that would hinder job performance.

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Have a high school diploma or pass an equivalent examination. '

5. . Be mentally competent and capable of performing in an armed capacity.

6. Be emotionally stable and morally responsible.

7. Have security clearance.

8. Satisfactorily complete a certified driver / guard training course.

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11. SNM driver / guard application l Directions:

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Although this is a long and involved application form, each section has a specific purpose. Therefore, please complete each item to the best of your knowledge and ability.

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, SOCIAL SECURITY #

1. NAME: ,

(last) (first) (...i ddl e )

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2. LIST ANY NAME OR NAMES YOU MAY HAVE USED OTHER THAN THE AB0VE (I NAME, ALI AS OR NICKNAME. )

BIRTHDATE: ___/_ /_ BIRTHPLACE: __,

3. AGE:

(city) (state)

4. ARE YOU A UNITED STATES CITIZEN 7 NUMBER OF DEPENDENTS

5. MARITAL STATUS:

6. CURRENT RESIDENCE: ,

(city) (state)

(street)

CURRENT BUSINESS PHONE:

7. CURRENT HOME PHONE:

8. LIST ANY PREVIOUS RESIDENCE OVER THE PAST FIVE YEARS: (street, city and state) l

9. WHERE AND WHEN DID YOU ATTEND SCHOOL (S)?

CITY STATE DATE SCHOOL l

IF NOT, HAVE YOU COMPLETED THE GED OR

10. ARE YOU A HIGH SCHOOL GRADUATE?

ITS EQUIVALENT? PLEASE IDENTIFY WHEN THE GED WAS PASSED I-29

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11. WHERE AfiD WHEN DID YOU ATTEND COLLEGE (S)?

l DATE COLLEGE DEGREE CITY STATE l 1

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12. PREVIOUS MILITARY EXPERIENCE:

DATE TYPE OF DUTY DUTY STATION i

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13. DATE AND TYPE OF MILITARY DISCHARGE: i

14. PREVIOUS EMPLOYMENT EXPERIENCE: (begin with most recent position and go back at least five years):

DATE POSITIOff EMPLOYER LOCATION SUPERVISOR r

15. LIST THE NAMES AND ADDRESSES OF THREE PERSONAL REFEREliCES (not work related): '

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16. DESCRIBE ANY PHYSICAL LIMITATION OR CONDITION EXPERIENCED IN THE LAST FIVE YEARS !

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17. DESCRIBE ANY CRIMINAL CHARGES, INDICTMENTS OR CRIMINAL CONVICTIONS:

18. DESCRIBE ANY TRAFFIC VIOLATIONS (other than parking violations):

19. LIST THE NAMES OF THREE BANKS, LOAN COMPANIES OR DEPARTMENT STORES THAT CAN SUPPLY CREDIT

REFERENCES:

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20. HOW WOULD YOU FEEL ABOUT TAKING A JOB WHICH WOULD REQUIRE YOU TO BE AWAY FROM l YOUR FRIENDS AND FAMILY FOR EXTENDED PERIODS OF TIME (perhaps three weeks):

21. HOW WOULD YOU FEEL ABOUT TAKING A JOB WHICH WOULD REQUIRE LONG AND IRREGULAR WORKING HOURS?

22. DO YOU HAVE ANY CONCERNS ABOUT TRAVELING BY AIR, SHIP OR RAIL?

23. WOULD YOU 1, AVE OBJECTIONS TO CARRYING WEAPCN IN THE PERFORMANCE OF YOUR JOB 7

24. WOULD YOU BE ABLE TO USE A FIREARM TO PROTECT YOURSELF OR YOUR CARGO?

25. WOULD YOU BE WILLING TO UNDERGO BOTH A PHYSICAL AND PSYCHOLOGICAL EXAMINATION TO SECURE AND MAINTAIN YOUR JOB 7 I-31 I

SNM Guard Training

26. WOULD YOU GIVE YOUR PERMISSION TO UNDERGO A SECURITY CLEARANCE PROCEDURE?

27. WOULD YOU BE WILLING TO UNDERGO AN INTENSIVE TWO-FOUR WEEK TRAINING PROGRAM 7 !

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28. BRIEFLY, WHY DID YOU APPLY FOR THIS POSITION?

29. BRIEFLY DESCRIBE SALARY AND FRINGE BENEFITS YOU CONSIDER NECESSARY FOR JOB SATISFACTION? .

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30. WHAT JOB RELATED QUESTIONS 00 YOU HAVE?

CURRENT DATE: / / APPLICANT'S SIGNATURE I-32

1 SNM Guard Training III. Screening Interview The screening interview is a two-party communication. Althocgh somewhat subjective, it allows both parties an opportunity to assess the job situation.

I Employer responsibility should include: !

1. Clarify any statement in the application form. Some applicants may have more highly developed speaking skills than manifested in the written application. l

2. Clarify reasons for seeking this job.

3. Clarify career objectives. j

4. Indicate job requirements, positive as well as negative aspects.

5. Clarify salary and fringe benefits.

6. Answer any applicant's question that'does not violate security.

4 If the employer is satisfied with the applicant's demeanor, attitude and minimum qualifications, then a specific time for psychological testing and :

physical examinations may be established. In addition, the employer should secure written permission to perform a security clearance procedure. ,

E IV. Psychological Examination Properly conducted, pre-employment screening should aid employers in selecting potentially capabie and trustworthy employees prior to expensive and time-consuming background investigations.

Specifically the psychological examination seems necessary to accomplish three functions:

1. Applicants should be screened for their ability to profit from rather costly and sophisticated training.

2. Applicants should be screened for major psychological problems that would render them unacceptable for employment involving the protection of nuclear materials while carrying deadly weapons.

3. Applicants should be screened in terms of orobable productivity and low turnover rates.

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SNM Guard Training The Shipley Institute of Living Scale is recommended as a quick and inexpensive measure o'f current intellectual functioning. It can be adminis-tered, scored and interpreted by employers with minimum psychological training.

The scale consists of a vocabulary test and an abstract-thinking test. 7 Intellectual impairment is measured by the extent to which an individual's abstract thinking falls short of his vocabulary. This deficit is conveniently expressed in the C.Q. (Conceptual Quotient).

For screening purposes, the following guidelines are offered: :

1. Minimum performance is defined as a vocabulary raw score of 23.

Lower scores suggest insufficient verbal background for success in driver / guard training.

2. In addition, a minimum performance is defined as a C.Q. of 90. ,

Lower C.Q,'s suggest mild degrees of mental deterioration whe N vocabulary is relatively unaffected but the capacity for abstract thinking and reasoning declines rapidly. That is, the applicant is a high risk in terms of ability in making accurate decisions in a novel situation.

Since this particular instrument is quickly administered (total testing time of twenty minutes) and easily interpreted, it is recommended that the employer not proceed with further testing unless minimum performances are achieved by the applicant.

4 A second screening device, Rotter I-E Scale, is also easily administered, scored and interpreted. The instrument measures locus of control. That is, does a person see himself as being externally controlled or is he in control of his own destiny. It is recommended that " internals" be selected for driver / guard training since they are:

1. More alert to those aspects of the environment which provides useful information.

2. Actively take steps to improve environmental conditions.

3. Place greater value on skill and achievement and are more concerned with their own ability.

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SNM Guard Training _- .,

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4. Resistive to subtle attempts of external influence.

5. More active in managing their own affairs. >

6. Refer to inner standards of excellence.

7. More consistent in beliefs and behavior across varying situations.

8. More cognitively active.

Although this is an experimental instrument, it is thought to measure the characteristics of independence, self-confidence and self reliance so essential to the driver / guard profession.

The Minnesota Multiphasic Personality Inventory is the third recommended instrument. Although it may be administered by minimally trained osychological personnel, it njust be scored and interpreted by a qualified professional.

Obviously this multi-scaled device is designed to identify those applicants with severe psych'ological problems. However, in addition to usual,30-70 normality band on all sub-scales, a preferred profile has been developed within the band which hopefully identifies many of the personal, social, emotional and intel-lectual components essential for success in the SNM driver / guard profession.

Guidelines are as follows:

1. Cannot say scale (?) - there may be many reasons which account for why a person may place a large number of items in the "cannot say" category but in any case, it suggests a personality that may have difficulty in reaching decisions. It is suggested that no more than 10 items be left unmarked.

2. Lie scale (L) - low scorers tend to be perceptive, socially responsive, self eliant and independent. Generally judged to be effective rs. No raw score above 10 is recommended.

3. r srmity scale (F) - low scorers are described as conforming sople. That is, they perceive the world in much the same way as most people view it. No score above 4 is recommended.

4. Correction scale (K) - raw scores between 8-15 typify persons who are neither personally defensive nor exhibitionists of personal faults.

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5. Hypochondriasis (1) - low scorers (raw score of no more than 12) are described as energetic and intensely pursue goals. They are typically free of unde concern over adverse reactions of others.

6. Depression (2) - low scorers (raw score of no more than -17) are .i seen as personalities that emphasize success anu productive achievement. They appear to be natural and confident.

7. Hysteria (3) - high scorers (raw scores between 17-27) are depicted '

as fair minded, enterprising, assertive, alert, mature and clear thinking.

. 8. Psychopathic (4) - low scorers (raw scores between 10-19) are typically reliable, conventional, conforming, and accepting of authori ty. ,

9. Masc.ulinity-femininity (5) - low scorers (raw scores between 10-21) are described as balanced, cheerful, self-confident and independent.

10. Paranoia (6) - high scorers (raw scores 8-15) are thought to be energetic, industrious, poised, rational and clear thinking.

11. Psychasthenia (7) - low scorers (raw scores 13-23) are seen as f

efficient, capable and able to mobilize resources effectively and easily, i

12. ' Schizophrenia (8) - low scorers (raw scores 12-22) are described 4

as precise, internally controlled with restraint in behavior.

13. Hypomania (9) - low scorers (raw scores 9-17) typically are reliable, practical people who take a clear stcnd on moral issues. *

14. Introversion (0) - low scorers (raw scores 6-25) are described as [

realistic, sociable and competitive.

In addition to these guidelines, a pattern analysis which includes peau and slope would be used.

In summary, the strengths of the proposed psychological examination are: l

1. Adrrinistration could be done by an employer with minimal psychological ;

expertise.

! 2. Administration time is about two hours.

3. Cost would be minimal to the employer. ;

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4. The battery hypothetically measures essential elements. Weaknesses of tne pro'posal: ,

1. Lag time between administration and interpretation by a professional psychologist.

2. The battery remains untested. That is, followup validity, studies must be made. !

V. Physical Examination Prior to driver / guard training, applicants should be screened in terms of their physical suitability for the profession. It is recommended that minimum !

requirements be established for physical reactions of the body during times of stress such as heart rate and respiration rate while running "in place" or on a treadmill. .In addition, clinical evidence of habitual alcohol abuse or drug abuse should be established and strictly regulated.

VI. Background Investigations Background investigations should be conducted prior to the training phase and after successful completion of physical and psychological examinations.

Since employers often conduct background investications via telephone nr form letter, they often do ngt provide sufficient data for effective verifi-cation and evaluation. Therefore, although costly and time consuming, field investigations by an independent agency are seen as the only reliable technique to verify such things as:

1. Proof of age, education and citizenship

2. Arrest and/or conviction information

3. Use of drugs and/or alcohol

4. Credit ratings l

5. Previous employment record i

6. Military service record

7. Personal characteristics such as honesty, dependability, loyalty, judgment and initiative. I i

8, Affiliations with subversive groups or organizations that advocate l violence.

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l VII. Pre-training It is recommende'd that pre-training be conducted at the site of the I contractor. The carrier during this phase has the opportunity to eliminate any potential trainee who demonstrates difficulty with standard company policies and procedures or criteria established by the central training site. I i

VIII. Training !

It is recommended that high performance standar s be established during the training phase as a technique for personnel selection.

l Paper and pencil tests as well as situational tests are planned to not only train but evaluate performance of the trainee. A trainee may expect to receive some remedial instruction but when criterion cannot be met within a reasonable time limit, he should be counseled out of the profession.

IX. Post Training Evaluation 4

9 Upon conclusion of the training phase, instructors should analyze the performance of each trainee on an individual basis and make one of the following i

recommendations to the employer:

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1. Certify on a probationary basis.

2. Retraining in one or more units of instruction.

3. Do not certify.

X. Job Placement on a Probationary Basis Since no screening procedure is perfect, it is recommended that certifi-cation and job placement be established on a probationary basis. That is, the j supervisor must be responsible for determining:

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1. Competence in performing duties.

! 2. Compatibility with other employees.

3. Changes in physical, emotional, intellectual, or social requirenents.

4. Staying current with new guidelines, regulations, etc.

After one year of successful employment and the annual retraining exercise,

! the employee would receive permanent certification.

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SECTION 3 f

UNIT TITLE: PRE-TRAINING E

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SNM Guard Training The purpose of the 49-hour block of pre-training suggested by us is threefold. .

1 First it allows each independent contractor the opportunity to train their own ,

people on their own equipment. It also allows contractors the opportunity to train l their people on the company's standard operating procedures.

The second reason for pre-training is that it would save money for the con-tractor. The contractor should be able to put this program on for less money than the central training site, if for no other reason than the fact that the guards would already have sleeping and eating facilities (home). The contractor may also save money in that if someone is chosen as a student and he can't make it, they will have the opportunity to wash him out.

The third and final reason for pre-training is that it prepares the student for future classes at the central training site, thus shortening the time the student must spend there.

Listed below are the classes suggested to be taught during pre-training. A short paragraph accompanies each class explaining what it should consist of and why it is necessary. Hours can be added to this by the contractor as he feels necessary, such as additional time for a piece of equ1pment.

8 Hours Basic First Aid ,

Due to the type of job that these guards will be doing, basic first aid is essential. It should consist of the American Red Cross " Multi-Media" course. This is a carned course and instructors can be found anywhere that there is a Red Crass office. Some time should also be spent on dealing with first aid problems that might arise out of exposure to radioactive material.

20 Hours Preliminary Range Instruction and Qualification on the Bulls Eye Target With a .38 Revolver If the students have this training before they arrive they should be able to move into more advanced training on firearms. The training should consist of preliminary range instruction and safety as well as cleaning and care of the weapon.

Each of the students should also be able to fire a qualifying score on the bulls eye target.

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l 9 SNM Guard Training 2 Hours Use of Radio Equiprent 2

Since each contracto'r might well have different types of radio comunications, it woWi be better for them to instruct their wn people. The course should con-sist of basic operating procedures as well as company, State, and Federal regulations dealing with this area. l 2 Hours Check Calls, Code P.outine, and Transport Documents When Dealing With 5NM I i

Since each contractor will have his own methods of raking check calls and his !

own code as well as his own shipping docurents, it would be easier for them to teach '

their own pecole. This class should consist of the call in and code procedures l to be used when making a trip. It should also cover the filling out of transport '

r docuncnts as well as Federal, State, and company regulations dealing with 'this area. !

2 Hours Company Standard Operating Procedures Wnen Dealing With SNM i

This tire would be for the company to instruct their people on company pro- ,

cedures to use when hauling an SNM shipment. Examples of these procedures would be when to wear the uniform, how to fill out travel logs, when and wha. labeling needs to be done, and any other procedures that deal with company policy. The -

company is in a better position to instruct on its own policy, therefore this instruction should be given in the pre-training, ,

2 Hours Characteristics of Radioactive Material I This should consist of a basic introduction to radioactive material. It ,

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I should make the driver aware of sore basic definitions as well as the different ,

types of radiation. '

i 1 Hour Radiation Monitor, Film Badges and Equionent !

Each company may have different mnitoring equipment, therefore this section !

should be included in pre-training. This section should make the guard aware of 5 the monitoring equipment used, and how and when he should use it. '

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v 1 Hour Radiation Safet_v ,

This section should make the guard aware of safety rethods to be followed when !

dealing with SfN. It should make him aware of how long he can be in an area before

being endangered and what he car, do to make certain of his own and others' safety. (

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i Hour Emergencies With SNM This section should make the guard aware of possible emergencies with SNM that he mioht encounter, such as a leaking container, or an accident, or fire. The guard should be informed of what he can do and who he should contact if confronted with one of these types of emergencies.

l 1 Hour Exam The exam should be thorough and include everything that has been taught during l the pre-training. If the students fail to achieve a passing score, then the company ,

will be able to drop them from the progrem.

l 8 Hours Defensive Driving Course This is a cour.se that will help the guards to drive defensively, thus avoiding accidents. It may also help them should they be fleeing from an ambush site. A vehicle carrying SNM that gets involved in an accident may cause iust as many problems as a stolen SNM shipment.

1 Hour Firemanship This should be a 1-hour class on the nature of fires. Also included should be the use of firefighting equipment such as extinguishers. Since each contractor will ,

have his own type of equipment it would be practical for them to give this instruction.

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SNM Guard Training RE-TRAINING-After the guards finish the basic training course at the central training site they should receive on-the-job refresher training. This should consist of urdate information and refresher information. The following are some suggestions oi l refresher training.

A. Criminal Law

1. Review of items in basic training class

2. Recent court rulings B. Mounted Tactics - Situations C. Dismounted Tactics - Siroations D. Terrorism - Update E. Use of Force F. Citizen Arrest G. Surveillance Techniques and Countermeasures H. Defensive Tactics The refresher training can be prepared at the central training site in the form of an SNM guard retraining bulletin to reduce the cost and assure uniformity.

These bulletins'can be prepared on a sound-page system. The sound-page system's mechanics are simple. It requir,es no elaborate filming, processing, projection system or carrel. One side of a sound-page is plain, white bound-like paper which can be imaged by writing, drawing and typing, by using a mimeo, copier, paste-ups, or by just about any other conventional method.

The other side is coated with a magnetic film which can hold up to four minutes of recorded sound.

The sound-page system can be sent through the mail. It is a system that is' not as easily compromised as most recorded systems.

In addition to the suggested retraining listed above, it is also recommended that the guard be requalified on the range every six nonths in order to maintain his proficiency with his handgun.

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__.9 If the guards are going to stay proficient, they should return to the central training site for three days of advanced training each year. This would also enable the central training site to evaluate problems that were encountered by the guards during the year and work out possible solutions.

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3 SECTION 5 UNIT TITLE: INSTRUCTOR SELECTION CRITERIA I

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INSTRUCTOR SELECTION CRITERIA f

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SNM Guard Training INSTRUCTOR SELECTION CRITERIA

1. Teaching experience, at the adult level, preferably.

2. Background of experience permitting discretionary judgment with " grey" areas of curriculum. (Police, security, military, etc. )

3. A degree of " Command Presence" sufficient to permit control in situational training and classroom discussions.

4. Formal education to the baccalaureate level with some preparation in behavioral sciences, to assure good general knowledge.

5. Experience with and working understanding of common personnel evaluation practices.

6. Sufficient experience and/or training to permit the teaching of about one-fourth of the course topics.

7. Even dispositio.n, compatibility, sense of humor and tact to increase class-room success and staff harmony.

8. No major physical handicaps which would prohibit active particpation as an umpire or actor in situational training. '

9. Ability with the English language and diction sufficient to lecture and give commands in situational exercises with a probability of no misunder-standing of the spoken words.

10. An enthusia'stic attitude toward the importance of the course to national security and the ability to, instill patriotism and enthusiasm in students.

11. Citizenship in the U.S. for security purposes.

12. Personal integrity of a nature sufficient to preclude being compromised as a security risk.

13. Sufficient experience with emergency or crisis sit'uations to indicate probable calm action and decisonmaking in training incidents such as heart attacks, vehicular accidents, firearms emergencies, and related occurrences common to vigorous training. This would include basic first aid capability.

14. Administrator - special qualifications:

a. All of the previous attributes.

b. Administrative experience with budget control, personnel management and organizational concepts.

c. Supervisory or administrative experience in an area outlined in Criteria No. "2" and/or in adult education programs.

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SECTION 6 UNIT TITLE: TRAINING SITE SELECTION CRITERIA 1-50

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TRAINING SITE SELECTION CRITERIA ;

1. Perhaps it would be practical and cost effective for the training site to ;

be affiliated with existing administrative support for purposes of maintenance, fiscal managenent, and related functions, and to aid in assuring continuity ;

of program. Affiliation with an agency experienced in training techniques requirements offers some apparent benefits. Much of the curriculum is of ,

" police type" topics and techniques. A police academy setting typically has such capability, as do some military facilities.

Following are specific's for consideration.

2. Access to both indoor and outdoor firearms range facilities

a. Indoor - for inclement weather which could wreck a 3-week course logisti-cally. ;

b. Outdoor - to handle shotgun, rifles, combat courses, smoke, and gas. '

3. Access to terrain suitable for situational training. A sparsely developed ,

area like a military base with little-used roadways for some degree of' privacy during exercises. I

4. Reasonable access to library and resource material for staff development and curric0 lum growth. Permanence of staff and curriculum development ability would aid in production of in-service programs and in the modifica-tion of existing material.

5. Facilities on site or nearby for housing students and/or staff.

6. Classroom space for two groups of about 15-20 students

a. Optimal size 15

b. Blackboards, lighting, adequate heat and air conditioning.

c. Degree of privacy ;

7. Staff offices on site.

l 8. Storeroom for equipment and supplies, to include weapons and armunition.

9. Ready access to physical training facilities.

10. Ready access to good general medical facilities due to nature of training !

activities.

11. Reasonable geographical location for moderate training weather, reduced travel time for participants, and access to adequate air service and highways.

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SNM Guard Training

12. The facility should have a basic 24-hour physical security system to safe-guard training materials dealing with sensitive topics.

13. A motor veh'icle pool would add to ease of operation.

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t A progressive college located close to a major SNM transporting activity which has a . police academy and a staff of experienced guard trainers seems a reasonable idea for locating a transportation training facility.

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SNM Guard Training CLASSROOM TACTICAL PROBLEM INSTRUCTOR: This page is designed for insertion into a routine topic in the SNM guard training program. Start the soundpage machine with no previous announcement to the class. At the end of the exercise, you are to collect all completed papers for staff evaluation.

SOUNDPAGE SCRIPT:

"May I have your attention, please! Put all other work and materials aside for a moment. You are tc assume thut you are on duty guarding an SNM shipment in transit. You are to write your response on the form provided or or, a blank piece of paper.

I The situation begins N0W."

"You have just stopped for fuel and chow. All other guards are inside eating. You are standing guard beside the transport.

Suddenly you observe the gas station Deing robbed. You are less than 20 yards away from the robber.. what are your rights as a citizen? And what action do you take?"

" Continue to write until the instructor tells you to stop. You have approximately two minutes."

INSTRUCTOR: Two minutes after the narration stops, you are to shut off the .

soundpage machine. At this point, you should advise the class, "STOP writing! You may finish the sentence you are now writing.

Do not begin another sentence. Be sure your name and today's date are at the top of the page. Pass your papers to the front of the class."

After papers have been received, begin class discussion of actions taken. Call on students for a specific reason rather than per-mitting wholesale talking. Failure to catch a comment where a student made an unsafe suggestion .Tay allow him to think he has taken a proper action in his response to the exercise.

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SNM Guard Training i CLASSROOM TACTICAL PROBLEM INSTRUCTOR: This page is designed for insertion into a routine topic in the SNM guard training program. Start the soundpage machine with no previous announcement to the class. At the end of the exercise, you are to collect all completed papers for staff evaluation.

SOUNDPAGE SCRIPT:

"May I have your attention, please! Put all other work and materials aside for a moment. You are to assume that you are on duty guarding an SNM shipment in transit. You are to write your response on the form provided or on a blank piece of paper.

The situation begins~ N0W."

"You have just stopped for chow and gas. You and another guard are outside guarding the shipment. The other guard is standing by the side of the truck to observe the fueling process.

Suddenly your see a man approach your partner. Your partner then raises his hands in the air and appears to be captured. Outline the steps you would take.... And then explain how much force you could use and why?"

" Continue to write until the instructor tells you to stop. You have approximately three minutes."

INSTRUCTOR: Three minutes after the narration stops, you are to shut off the soundpage machine. At this point, you should advise the class, "STOP writing! You may finish the sentence you are now writing.

Do not begin another sentence. Be sure your name and today's date are at the top of the page. Pass your papers to the front of the class."

After papers have been received, begin class discussion of actions taken. Call on students for a specific reason rather then per-mitting wholesale talking. Failure to catch a comment where a student made an untafe sLggestion may allow him to think he has taken a proper action in his response to the exercise.

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SNM Guard Training -

CLASSROOM TACTICAL PROBLEM INSTRUCTOR: This page is designed for insertion into a routine topic in the SNM guard training program. Start the soundpage machine with no previous announcement to the class. At the end of the exercise, you are to collect all completed papers for staff evaluation.

SOUNDPAGE SCRIPT:

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"tiay I have your attention, please! Put all other work and materials aside for a moment. You are to assume that you are on duty guarding an SNM shipment in transit. You are to write your response on the form provided or on a blank piece of paper. The I situation begins N0W."

"The convoy comes under attack. You return fire to protect the shipment until police support units arrive, but before the support units arrive you capture one of the attackers."

"The attacker turns out to be a female. Outline what steps you would take with the prisoner until police arrive."

" Continue to write until the instructor tells you to stop. You have approximately two minutes."

INSTRUCTOR: Two minutes after the narration stops, you are to shut off the soundpage machine. At this point, you should advise the class, "ST,0P writing! You may finish the sentence you are now writing.

Do not begin another sentence. Be sure your name and today's date are at the top of the page. Pass your papers to the front of the class."

After papers have been received, begin class discussion of actions taken. Call on students for a specific reason rather than per-mitting wholesale talking. Failure to catch a comment where a student made an unsafe suggestion may allow him to think he has taken a proper action in his response to the exercise.

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SNM Guard Training CLASSROOM TACTICAL PROBLEM INSTRUCTOR: This page is designed for insertion into a routine topic in the SNM guard training program. Start the soundpage machine with no previous announcement to the class. At the end of the exercise, you are to collect all completed papers for staff evaluation.

SOUNDPAGE SCRIPT:

"May I have your attention, please! Put all other work and materials aside for a moment. You are to assume that you are ;

on duty guarding an SNM shipment in transit. You are to write your response on the form provided or on a blank piece of paper. !

The situation begins N0W." j l

"While in transit, your partner continuously talks to femal'es '

on the CB. During the course of some of these conversations, he mentions such things as your shipment, your destination, and your route. You have asked him if this is wise to put out over the CB.

You also advised your supervisor of the problem and he has taken no action. The problem continues throughout the trip. When you arrive back at your home terminal what action should you take, if any, and why?"

" Continue to write until the instructor tells you to stop. You have approximately two minutes."

INSTRUCTOR: Two minutes after the narration stops, you are to shut off the soundpage machine. At this point, you should advise the class, "STOP writing! You may finish the sentence you are now writing.

Do not begin another sentence. Be sure your name and today's date are at the top of the page. Pass your papers to the front of the class."

INSTRUCTOR: After papers have been received, begin class discussion of actions taken. Call on students for a specific reason rather than per-mitting wholesale talking. Failure to catch a comment where a student made an unsafe suggestion may allow him to think he has taken a proper action in his response to the exercise.

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SNM Guard Training Instructor Copy j Unit

Title:

Loeson

Title:

TACTICS OVERHEAD NO. 10 SCENE: ESCORT VEHICLE STOPPED BY POLICE The following elements have been noted regarding the scene. It is not practical to list all possible tactical possibilities, but it is intended to furnish you with a discussion guide. ENC 0URAGE students to contribute information, but keep discussion on a reasonable level. Be cautious of going so far afield that key points become confused or lost. List any new important class contributions.

IMMEDIATE DANGER POTENTIAL: (LOW-MODERATE-HIGH) DUET 0: (1) and (2) BELOW INSTRUCTOR, NOTE THESE ELEMENTS:

1) Police officer looks too young - long hair - sunglasses

2) Police officer is getting out of the car with a rifle in hand

3) Car says joplin - are they out of their jurisdiction?

(4) Stopped at the bottom of a slope - out of vision DISCUSSION QUESTIONS SUGGESTED:

a Could this be an ambush? Why? Why not?

b Does this look like a police officer? Why? Why not?

c Is this standard procedure that the police use?

TO ENC 0URAGE DISCUSSION, CHANGE THE SCENE SHOWN TO INCLUDE:

a) A police car pulled to the front b) Not even being close to Joplin, Missouri c) Officers placing guards under arrest OTHER POINTS BROUGHT OUT IN CLASS DISCUSSION (LIST):

I-59

SNM Guard Training TACTICAL SITUATION STUDENT RESPONSE STUDENT: INSTRUCTOR COPY SITUATION NUMBER: 10 IN RESPONSE TO THIS SITUATION, I WOULD IMMEDIATELY:

ALERT CONV0Y VEHICLES TO A (Ty,3) l AFTER TAKING THIS IMMEDIATE ACTION, I WOULD A'_S0:

PAY CLOSE ATTENTION TO SEE IF ANYTHING IS OUT OF ORDER IF IN ARMORED VEHICLE AND BEHIND ESCORT - STAY BACK IF IN ARMORED VEHICLE AND IN FRONT OF ESCORT - STOP STUDENT MAY INCLUDE A SKETCH IN THE AREA BELOW IF IT WOULO HELP EXPLAIN HIS ACTION I-60

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SNM Guard Training ,

CLASSR0OM TACTICAL PROBLEM INSTRUCTOR: This page is designed for insertion into a routine topic in the SNM guard training program. Start the soundpage machine with no previous announcement to the class. At the,end of the exercise, ,

you are to collect all completed papers for staff evaluation.

SOUNDPAGE SCRIPT:

"May'I have your attention, please! Put all other work and materials aside for a moment. Your are to assume that you are on duty guarding an SNM shipment in transit. Your are to write your response on the form provided or on a blank piece of paper.

The situation begins N0W."

"Your CB radio suddenly begins to make this noise (sound of very loud music). Your other radio receivers also are producing these noises (sound of static and other music). What will you do?"

" Continue to write until the instructor tells you to stop. You have approximately one minute."

INSTRUCTOR: One minute after the narration stops, you are to shut off the sound-page machine. The counter on the machine should read approximately "50" at this point. At this point, you should advise the class.

"STOP writing! You may finish the sentence you are now writing.

Do not begin another sentence. Be sure your name and today's date are at the top of the page. Pass your papers to the front of the class."

After papers h' ave been received, begin class discussion of actions taken. Call on students for a specific reason rather than per-mitting wholesale talking. Failure to catch a comment where a student made an unsafe suggestion may allow him to think he has taken a proper action in his response to the exercise.

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SNM Guard Training TACTICAL OVERHEAD #75 Accompanies this Soundpage CLASSROOM TACTICAL PROBLEM INSTRUCTOR: This page is designed for insertion into a routine topic in the SNM guard training program. Start the soundpage with no previous announcement to the class. At the end of the exercise, you are to collect all completed papers for staff evaluation.

SOUNDPAGE SCRIPT: (SCENE: POLICE OFFICER STANDING, T.O. #75)

"May I have your attention please! Put all other work and materials aside for the moment. You are to assume that you are on duty guarding an SNM shipment in transit. You are to write your response on the form provided or on a blank piece of paper.

The situation begins N0W."

Narrator: "This is the entrance to a truck stop and restaurant.

The next such restaurant is 50 miles away. As you and your partner enter, the officer stops you. . ."

Deputy Sheriff: "Just a minute there! You guys can't come in here with those damned guns on! Get the hell out of.here, you damn idiots!"

Narrator: " Write it out! Just what will you do and say? You .

have one minute."

INSTRUCTOR: One minute after the narration stops, you are to shut off the soundpage machine. At this point, you should advise the class, "STOP writing! You may tinish the sentence you are now writing.

Do not begin another sentence. Be sure your name and today's date are at the top of the page. Pacs your papers to the front of the class."

After papers have been received, begin class discussion of actions taken. Call on students for a specific reason rather than per-mitting wholesale talking. Failure to catch a comment where a student made an unsafe suggestion may allow him to think he has +

taken a proper action in his response to the exercise.

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SECTION 8 .

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UNIT TITLE: STUDENT EVALUATION t I

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l SNM Guard Training INSTRUCTIONS ON USING THE SKILLS EVALUATION FORM OBJECTIVES: Many important details do not lend themselves to the written test format. The taks the student will need to perform in his job call for ability to make judgements, react quickly, and execute many manipulative skills. Instructors must spot failure which could lead to future problems on the job. While '

you will not detect every deficiency, patterns should develop over the course of the entire program.

(1) Be fair to the student. Have a reason in mind for every mark you make on the evaluation sheet. It is normal to react in a negative fashion to some students, but you should be able to document it if your reactions are valid.

(2) Do not allow your personal empathy or sympathy for a student to enter into to evaluation. It is proper to want to " help" students do well. It is improper to neglect to mark down a deficiency. After all, unless a pattern shows up, your particular tally mark won't mean that much anyway, and IF a pattern shows up, it could be important to a lot of people!

(3) Carry the skills sheet with you on a clipboard at all times when you are observing or instructing that skill. Your memory may not be good enough to permit " recall" evaluations. ,

(4) If your instructional activity keeps you too busy to evaluate at the time, ask a fellow instructor to " assist" you so that one of you can watch for problems.

(5) Be sure that you have minimum performance levels in mint EFORE beginning to evaluate. Don't wait until later and decide, "I don't think Fred did well enough." You may be allowing prejudice to shade your score.

. (6) Exercise discretion in taking down tally marks of deficiency. Students who.

spot your pattern may react in a negative fashion. Occasionally make " stray" marks on the form for GOOD performance, or delay making a tally for a minute ,

or.two (just don't forget it). It may well be that, after you have names, '

etc., well in mind, you can delay evaluation until the group takes a break. !

(7) Study the form well. Discuss evaluation with fellow instructors before beginning the instruction / evaluation process.

(8) See that one copy of the evaluation finds it way back to your instructional unit file. Patterns which show up there may help YOU present it better next time!

EXAMPLES OF EVALUATION SITUATIONS ARE INCLUDED ON THE NEXT PAGE.

i THEY ARE NOT INTENDED TO COVER EVERY POSSIBLE PROBLEM, BUT MAY j ^10 YOUR UNDERSTANDING 0F THE PROCESS. ,

I-65

SNM Guard Training EXAMPLES IN USING THE SKILLS EVALUATION FORM (1) The student cannot reload his revolver in the time allotted. Make a tally mark, then give him another chance. He still fails to do it within the time frame established. Make another tally. It requires you to re-instruct him through " holding the revolver in the hand properly." Tally this with.a designation (if you can determine it) as to WHY you had to go over it again (physical deficiency, etc.).

You could ask, "Isn't that too much downgrading of the student for this one activity?...Wouldn't one tally mark take care of it?" No! You are indicating (1) he couldn't do it with normal instruction which sufficed for the rest of the class, (2) it wasn't a freak thing, he really can't do it, and (3) you have spotted the critical thing...the deficiency which may keep him from performing other skills on the job later on. Don't think of tally marks so much as grades, but rather as indicators of potential I trouble in the future. '

(2) The student was practicing an arm-lock in self defense class. He used so much force that his partner was in exteme pain. Tally "Used unsafe method."

Explain your tally mark in the space provided below (you could wait and do this after the class breaks). Here, you can't afford to let him try it again without re-instruction. He could break his partner's arm! By itself, '

this tally mark may not mean much, but if " unsafe" shows up again and again, the student will probably create a lot of grief to someone on the job.

(3) The class should be doing 10 push-ups as preparation for physical training class. One student you notice only does 6. It could be " physical deficiency", -

or, more likely it is " cheating." He took the easy way out because he didn't think he would be caught. (Be sure he KNEW he was supposed to do 10.)

(4) The student is short-tempered with his classmates and rude to instructors.

Tally " attitude problem" and say "why." He will have to be able to get along i with fellow guards in close confinement later on, and a lot of tally marks might help spot something like a sociopathic personality disorder. If he fails to perform because of an attitude problem, mark BOTH tally blocks. ;

Again, these are not " grades" as you are accustomed to thinking of them, but indicators.

(5) During the restaurant scenario where his partner is kidnapped, the student fails to take action. He just " stands there" waiting to be told, or he may mask this with something like making a joke out of the whole thing. He could have done something, but probably he just can't make decisions in time. Tally " slow at decisionmaking." Now, there may be another reason why he didn't respond in this particular situation. It may be better to tally " reluctance to perform" or both, if you can determine it. Maybe he can't bring himself to violence even when his partner is in danger? Each ,

instance must be recorded...then you MUST try to find out WHY it happened.

REMEMBER! PATTERNS OF BEHAVIOR ARE WHAT ARE MOST IMPORTANT, BUT THERE WILL BE NO PATTERNS UNLESS EACH INSTRUCTOR TALLIES INCIDENTS.

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l SNM Guard Training The problem of student evaluation is handled in four different fashions. The task was to develop a systematic approach using scme quantifiable methods.

Instructors have recognized the " gut feeling" reactions they develop after dealing with students, but putting a label on the feeling has been difficult.

This system provides for at least some "hard" evidence of the nature of which, we feel, has stirred those gut reactions.

l NOTE: The system was tested over a short span with a police recruit academy class. Results were insufficient. Not enough data was collected, but, indications were good that this could be done.

Components of student evaluation should be:

1. Written test questions keyed to behavioral objectives.

2. Firearms proficiency scores.

3. Situational situation critiques.

4. In classroom evaluation sheets. -

5. Skills evaluation sheets. .

Theoretically there should be overlapping patterns. Some other con-siderations include: l 1 Evaluation sheets should be made on most of the classes in order

. to see the patterns appear.

2. Evaluators and instructors should meet every two days and review evaluation forms to check for a student developing any patterns.

Then the student should be discussed to determine if there are any reasons for patterns to develop that are not the student's fault.

If it is determined that it is the student's fault, then the course of action taken should be decided by a committee consisting in part of Evaluators and Instructors.

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SNM Guard Training

3. The conmittee should also have a psychologist present during all meetings.

4. The evaluation will help determine student competency beyond the written exam.

5. The skills evaluation will help determine the student's level of proficiency in certain areas where a written test is not a true measure of their ability.

6. The committee needs to have a clear understanding of what the items on the evaluation sheet are measuring, so that all evaluators are measuring the same traits.

7. The importance of the job calls for using all available methods of evaluation that can help weed out incompetence.

8. .There is no sure way to say when a student has enough indicator marks to worry about him. It should be a committee decision based on each individual case where the marks show up.

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SNM Guard Training 1

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Classroom /Cognative Evaluation l l

INSTFlUCTIONS: MAKE ONE TALLY MARK FOR EACH OCCURRENCE. YOU MAY EXPLAIN MARKS FURTHER.

Unit: Date:

Lesson: Evaluator:

Alphabetical Student List S1 52 S3 S4 SS 56 S7. S8 S9 S10 S 11 S12 513 S14 S15 Area of Concern Noted:

(1) Unable to answer question in classroom.

(2) Fails to ask questions but doesn't understand.

(3) Enters discussion with incorrect concept.

(4) Wiu not enter into class discussion freely.

(5) Was wrong, re-instructed and still fails to grasp.

(6) Unable to apply concept to hypothetical problem.

(7) Displays temper quickly, or is argumentative.

(8) Dishonest, lies, bluffs or will not admit error.

(9) Attitude toward others or class material.

(10) Alertness, quickness, keeps up with class.

(11) Other Evalustor Explanation: trefer to area number and student number)

Distribution: Original to instructional unit file. Copy to student personnel file.

1-69

SNM Guard Training Skills Evaluation INSTRUCTIONS: MAKE ONE TALLY MARK FOR EACH OCCURRENCE. EXPLAIN EACH MARK MADE.

Unit: Lesson:

Skill: Date: Evaluator:

Alphabetical Student List 51 S3 54 S5 S6 S7 58 l52 SS S10 S11 S12 S13 S14 S15 Daficisney Noted (1) Failed to perform in min. time limits.

(2) Used unsafe method.

(3) Cheated or used unfair pract!CO.

(4) Attitude proDiem.

(5) Slow at decision making.

(6) Reluctance to perform.

(7) Had to be re instructed.

(a) Manual awkwardness (b) not attentive (c) Physical deficiency (d) Cognative deficiency (8) Unable to perform ski'l at minimal level.

t (9) Other

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EmpiEnc'ticm: (identify by problem numeer and student number)

SPECIAL INSTRUCTIONS TO EVALUATOR (MINIMUM LEVEL OF PERFORMANCE, ETC.)

Dirtribution: Original to instructienal unit file. Copy to student personnel file.

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4 SECTION 9 UNIT TITLE: EQUIPMENT, MATERIALS, AND ESTIMATED EXPENSE FOR COURSE I-71

SNM Guard Training EQUIPMENT, MATERIALS, AND ESTIMATED EXPENSE FOR COURSE 3

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SNM Guard Training CONTENTS PAGE f EQUIPMENT FOR CLASS OF 15 1-2 EXPENDABLES LIST 3 PERSONNEL LIST 4 SITUATIONAL TRAINING EXPENSE 5 i

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EQUIPMENT FOR CLASS OF 15

$ AS OF 1978 ESTIMATED ESTIMATED ITEM TOTAL ITEM QUANTITY COST COST AR 15 8 $ 261.25 $ 1,567.50 REMINGTON 12 GAUGE MODEL 870 6 144.55 867.30 PUMP SHOTGUNS (BEAD SIGHTS) 2 CROSSHAN CO GAS PISTOLS 6- 20.00 120.00 CLAY PIGEON THROWER 1 27.99 CROSSMAN SHOOT-DON'T-SHOOT SYSTEM 1 2,500.00 SITUATIONAL SHOOT-DON'T-SHOOT 8mm 6 50.00 300.00 FILMS MEGAPHONE (HAILER JR. MODEL S-203) 4 79.95 319.80 MUFF TYPE EAR PROTECTORS DESIGNERS 25 1 3.36 334.00 FOR RIFLES l M9 RIOT CONTROL. CHEMICAL AGENT 20 66.00 1,320.00 ,

PROTECTIVE MASK ARMOR CAR MOCK-UP (SEE APPENDIX B) 3 100.00 300.00 FLASHLIGHTS 20 4.99 99.75 CLEANING KITS (38 SPECIAL) 15 4.96 74.40 AR 15 CLEANING KITS 8 4.96 39.68 AR 15 (MAGAZINES 20 ROUNDS) 32 6.00 192.00 OVERHEAD PROJECTOR 1 190.00 CONVENTIONAL N0. 145 STOP WATCH 2 99.25 198.50 SMITH & WESSON 4" BARREL 38 SPECIAL 16 135.00 2,160.00 COMBAT MASTERPIECE MODEL NO.- 15 CAROUSEL SLIDE PROJECTOR 1 200.00 ,

SOUNDPAGE RECORDER PLAYER 1 349.00 VIDEO TAPE RECORDER 1 3,200.00 SOUNDPAGE PLAYER MODEL 626 1 259.00 1-74

SNM Guard Training EQUIPMENT FOR CLASS OF 15- (CONTINUED)

ESTIMATED ESTIMATED ITEM TOTAL ITEM QUANTITY COST COST AUDIO SOUNDPAGE PRINTER 1 $ 500.00-MODEL 629 SOUNDPAGE RECORDER PLAYER 1 29.95 HARDC0VER CARRYING CASE FIRST AID KIT 2 $ 43.55 87.10 WATER COOLER 2 7.50 15.00 LUXOR MOBILE AV CAB'INET AND BASE 3 76.50 229.50 FILING CABINETS 2 125.00 250.00 IBM TYPEWRITER 1 600.00 4 BINOCULARS 6 92.50 555.00 1 100.00 SCREEN (PROJECTION) 3-CHANNEL PORTABLE C-B RADIO 5 200.00 ,1,100.00

$17,985.47 I-75

SNM Guard Training EACH 3 WEEK CLASS SESSION EXPENDABLES LIST

$ AS OF 1978 ESTIMATED ESTIMATED ITEM TOTAL ITEM QUANTITY COST COST COLT B-30 SILHOUETTE TARGETS 45 $ .24 $ 10.25 COLT POLICE SILHOUETTE TARGETS 300 25.00 75.00 BULLS EYE TARGETS 30 .08 4.80 CLAY PIGEONS (808 WHITE) '. 50 .026 4.00

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CN GAS GRENADES 6 13.25 79.50

.223 REMINGTON AMMUNITION 1500 .30 450.00

.38 SPECIAL SEMI WADCUTTER 9000 .07 630.00 AMMUNITION RELOADS

4 BUCKSHOT 12 GAUGE AMMUNITION 300 .31 92.20 RIFLED SLUGS 12 GAUGE AMMUNITION 150 .36 54.30

8 SHOT 12 GAUGE AMMUNITION 150 .14 21.00 i SM0KE GRENADES 24 5.83 140.00 HAND-HELD FLARES 12 26.70 320.00 t

OVERHEAD PROJECTOR BULBS 2 5.00 10.00 SLIDE PROJECTOR BULBS 2 5.00 10.00 SOUNDPAGES 1 00 .67 67.00 NOTEBOOKS 15 3.00 45.00 MISCELLANE0US STUDENT SUPPLIES 200.00 MISCELLA;NE005 0FFICE SUPPLIES 400.00 RENTAL CLASSROOM AND 0FFICE SPACE 1,600.00

$4,213.05 I-76

SNM Guard Training PERSONNEL

$ AS OF 1978 QUANTIT_Y COST INSTRUCTORS 3 $ 8,562.86 Based on $12.50 hour5.787037e-4 days 0.0139 hours 8.267196e-5 weeks 1.9025e-5 months FICA .0575 Indirect cost .37 120 HOURS DIRECTOR-INSTRUCTOR 1 $ 3,902.80 Based on $17.00 hour0 days 0 hours 0 weeks 0 months ;

FICA .0575 Indirect cost .37 160 HOURS t

SECRETARY l $ 1,142.00 l Based on $5.00 hour0 days 0 hours 0 weeks 0 months FICA .0575 Indirect Cost .37 160 HOURS

$ 13,607.66 i

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SNM Guard Training SITUATIONAL TRAINING EXPENSE

$ AS OF 1978 TOPIC RENTED VEHICLES TOTAL DISM0UNTED TACTICS 6 x 6 hrs. x $6 $216.00 RESTAURANT SCENE 8 x 8 hrs. x $6

$288.00 MOUNTED TACTICS 6 x 6 hrs. x $6 6 @ $25 $366.00 NIGHT EXERCISE 6 x 6 hrs. x $6 4 0 $25 $316.00 >

TRUCK STOP EVALUATION 4 x 6 hrs. x $6 4 @ $25 $244.00 INFILTRATOR 4 x 6 hrs. x $6 4 @ $25 $244.00 REST STOP ATTACK 6 x 6 hrs. x $6 5 0 $25 $341.00 MISCELLANEOUS MILAGE $100.00

$2,115.00 (USING OFF DUTY POLICE)

TOTAL ESTIMATED COST FOR FIRST COURSE - $37,921.18 TOTAL ESTIMATED COST OF EACH ADDITIONAL COURSE - $24,148.76 I-78

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SNM Guard Training RATIONALE' DOCUMENT INTRODUCTION AND IS0 METRICS AEROBIC EXERCISES Lesson

Title:

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Unit

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PHYSICAL EXERCISE TIME REQUIRED TO PRESENT THIS TOPIC: 10 HOUR (S).

CONTENTS (1) SYNOPSIS OF THE LESSON OR UNIT ,

(2) BEHAVIORAL OBJECTIVES FOR TOPIC (3) RATIONALE' FOR SELECTING TOPIC (4) SPECIFIC RATIONALE FOR CONTENT 1

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i Synopsis r Exercise is important to proper job performance because the driver / guard may be called upon for strenuous activity. It is also important that to keep alert and well, steps be '

taken to offset the sedentary existence normally experienced by those confined to driving or sitting as are SNM guards. A program of exercises has been specially designed to fit .

this occupational group. Part one consists of isometric exercises and part two consists of aerobics.

P Behavioral Objectives l

k (1) Explain the relationship between coronary heart disease and sedentary existence. ,

(2) Explain why a program of exercise is important to a person engaged in driving <

or guard work with SNM.

(3) Demonstrate understanding of " tolerance" of exercise.

(4) Explain basic principles and values of isometric exercises to a person doing your job.

(5) Demonstrate by performance, knowledge of each exercise outlined. .

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SNM Guard Training Synopsis The aerobic exercise program introduces the student to a type of physical fitness related to how much oxygen your body could deliver to you should it be needed. Jogging is the method selected here. A minimum of 15 weeks is needed to bring the student up to the suggested level of an 8-minute mile.

Behavioral Objectives (1) The student should be able to show why aerobic exercise is important to job per-formance capability.

(2) At the end of the training program, the student should be able to jog the distance of 1 mile within 17 minutes 30 seconds without experiencing signs of overstraining ;

as outlined within the lesson. !

(3) The student should demonstrate a willingness and intention to pursue the program of aerobics outlined.

(4) Demonstrate ability to check for signs of overstrain from exercise.

1 I-82

i SNM Guard Training RATIONALE' DOCUt1ENT REFERENCE TO COMMENTARY INSTRUCTOR COPY RATIONALE' FOR SELECTING TOPIC (1) SNM guards have a unique job that requires them to be in top physical shape, but to do the type of job, are unable to maintain most physical exercise programs on a regular schedule. The isometric course was selected to enable the guard to exercise while he is confined and on the road.

(2) Staying alert is one of the problems faced by SNM guards.

During trips by individuals of over 5 hours5.787037e-5 days 0.00139 hours 8.267196e-6 weeks 1.9025e-6 months duration, it was found that using isometrics in the vehicle increased alertness, to the point of restoring the driver to " wide awake" status as well as providing valuable exercise.

(3) Isometric exercises are designed to build muscular strength, but they do not significantly strengthen the cardiovascular system. A system of AEROBICS has been incorporated to perform the function of building the heart and blood vessels. Coronary heart disease has been shown to be twice as frequent in sedentary occupations (such as this one).

(4) There are many aerobic exercises which stimulate heart ;

and long activity. But jogging was selected because no special equipment is needed for the exercise.

(5) Jogging will help prepare the guard for a combat situa-tion where running may be required.

(6) Jogging can achieve the desired heart and lung stimula-tion required to produce beneficial changes in the body in very short periods of exercising. But it should be noted that the proposed program was designed for persons 31 to 39 years of age, and more lead time should be used for older guards.

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SNM Guard Training RATIONALE' DOCUMENT REFERENCE TO COMMENTARY INSTRUCTOR COPY SPECIFIC RATIONALE' (1) The problem with some exercise systems is getting the student to actively accept the program. The isometric program and a calisthenics program was tested on a Police Recruit Class It was found that the isometric program was accepted much better by the recruits than the calis-thenics program.

(2) With the isometric exercises, the student cannot normally overtax himself, but will continuously strengthen his muscular endurance and increase his stamina.

(3) Since the guard's occupation is sedentary and confining in nature, the program of isometrics should strengthen the guard, help prevent fatigue, and help him adapt to stress.

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SECTION 11 ,

UNIT TITLE: TERRORISM e b

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SNM Guard Training RATIONALE' DOCUMENT i

Lesson

Title:

l Unit

Title:

TERRORISM i

TIME REQUIRED TO PRESENT THIS TOPIC: 1 HOUR (S).

CONTENTS (1) SYNOPSIS OF THE LESSON OR UNIT (2) BEHAVI0llAL OBJECTIVES FOR TOPIC (3) RATIONALE' FOR SELECTING TOPIC (4) SPECIFIC RATIONALE FOR CONTENT b

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SNM Guard Training Synopsis ,

The purpose of this hour is to raake the student aware of the rotential threat that terrorism pos'es. Included will be a background on terrorists' attacks in the United States. Also included should be a profile of people involved in terrorism as well as identification of the various grc sps in the United State 3. The student should become aware of terrorist methods as well as what te'rrorists could do with an SNM shipment.

Behavioral Objectivas ;

1. The student should be able to define terrorism.

2. The student should be able to list the most common types of terrorism.

3. The student should be able to list connon characteristics of a terrorist.

4. The student should be able to point out tne motivations of most terrorists.

5. The should will be able to identify several of the terrorist groups in the United States.

6. The student should be able to list some of the capabilities of terrorist groups.

7. The student should be able to list characteristics common to the majority of terrorist acts.

8. The student should be able to point out the consequ nces of a lost SNM shipment.

9. The student should be able to point out what the future holds for terrorism.

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SNM' Guard Training RATIONALE' DOCUMENT REFERENCE TO COMMENTARY INSTRUCTOR COPY RATIONALE' FOR SELECTING TOPIC (1) Perhaps the biggest threat to an SNM shipment lies in terrorist acts.

(2) The guard should be better prepared to deal with these attacks if he has at least a basic knowledge in this area.

SPECIFIC RATONALE' (1) The guard should understand why and what types of terrorism.

Therefore, it must be defined and the most common types I A, B, C, D identified.

(2) A profile of a terrorist will give the guard a better idea of the type of people he could encounter in a III A terrorist attack. ;

(3) If the guard has an understanding of the terrorist's reasons for becoming a terrorist, it will help him understand just III B how far they might go.

(4) By identifying some of the terrorist groups the guard will be able to see just how many different groups there are IV and some of the incidents they are believed to be involved in.

(5) If the guard has some knowledge of their capabilities, he will not make the mistake of underestimating a terrorist V A, B attack.

(6) The guard should pay closer attention to the seriousness of his job if he is aware of the methods that might be VI, VII employed by a terrorist group. He should also be willing to put up more resistance if he is aware of what the consequences of a lost shipment could be.

(7) By looking at the future of terrorism, the guard should become aware that terrorism will continue to be a major VIII concern to SNM shipments.

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SNM Guard Training RATIONALE' DOCUMENT Loeson

Title:

Unit

Title:

SEARCH AND RESTRAINT OF PRISONERS TIME REQUIRED TO PRESENT THIS TOPIC: 1 HOUR (S).

CONTENTS (1) SYN 0PSIS OF THE LESSON OR UNIT (2) BEHAVIORAL OBJECTIVES FOR TOPIC (3) RATIONALE' FOR SELECTING TOPIC (4) SPECIFIC RATIONALE' FOR CONTENT I-90

SNM Guard Training Synopsis The purpose of this hour is to enable the student to become proficient in searching and securing a subject who may have surrendered during or after an attack and before assistance has arrived. Also, he should learn the correct method in using handcuffs in securing'a subject for his safety and the safety of SNM shipments. i 1

Behavioral Objectives

1. The student should be able to position a prisoner.

2. The student should be able to safely search a prisoner.

3. The student should be able to safely recover weapons from prisoners.

4. The student should be able to safely secure a prisoner.

5. The student should be able to properly handcuff a prisoner.

6. The student should be able to double lock the handcuffs.

I-91

SNM Guard Training RATIONALE' DOCUMENT REFERENCE TO COMMENTARY INSTRUCTOR COPY RATIONALE' FOR SELECTING TOPIC -

(1) While it is not the intent to take attackers into custody so much as it is for the shipment to escape, there will be times when the guard may have no choice but to kill or capture an attacker so that other tasks may be done.

(2) A prisoner who might still be armed is a continuing threat to the shipment. The same applies to his being ,

l restrained until local law enforcement officials can l respond to take custody. Guards should have the capability, therefore, to search and restrain. i SPECIFIC RATIONALE' ;

(1) " Wall Search" is the method of search selected P. 2, 111 for presentation based on police experience and literature. Where an actual wall is not available the side of a truck or auto suffices. Since the prisoner is badly off balance, he cannot move to >

attack or escape without " telegraphing" his action.

(2) Guards may have to hold their prisoners for some time P. 3, IV before arrival of support elements. Handcuffs enable a lone guard to keep a prisoner secure while he still guards over his shipment.

(3) Handcuffs should be issue items of a standard brand P. 3 IV so that police can easily release a prisoner turned over to them. (Keys are interchangable on major brands.)

I-92

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SECTION 13 >

i UNIT TITLE: CRIMINAL PROCEDURES i r

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SNM Guard Training RATIONALE' DOCUMENT I.SSSon

Title:

- ARREST THROUGH RELEASE Unit

Title:

CRIMIfLAL PROCEDURES TIME REQUIRED TO PRESENT THIS TOPIC: 1 HOUR (S).

CONTENTS (1) SYNOPSIS OF THE LESSON OR UNIT (2) BEHAVIORAL OBJECTIVES FOR TOPIC (3) RATIONALE' FOR SELECTING TOPIC (4) SPECIFIC RATIOMLE' FOR CONTENT I-94

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t SNM Guard Training Synopsis A one-hour lecture to enable the student to learn what process is to be used when a suspect.is arrested. This will take the student through the criminal process '

from arrest through trial. There should be special emphasis placed on the parts of the process that they could be involved in.

4 B@havioral Objectives

1. Student should be able to list the steps in the criminal justice process.

2. Student should be able to list the steps that he will be involved in.

3. Student should be able to explain his involvement in each of the steps.

4. Student should be able to list what is required in a personal complaint form.

I-95

SNM Guard Training RATIONALE' DOCUf1ENT REFERENCE TO COMMENTARY INSTRUCTOR COPY

, RATIONALE' FOR SELECTING TOPIC i

I (1) Since the guard will be involved with the criminal justice system anytime someone makes an attack on a shipment, he should be aware of the various stages.

(2) The guard could also be called on to play an important role at some later stages. Therefore, he needs an understanding of what occurs after the arrest. i 1

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SPECIFIC RATIONALE' (1) An arrest warrant is based upon a signed and sworn II A 3 statement called a complaint. Therefore, the guard needs to know what information is necessary in the complaint.

(2) The preliminary hearing determines if the criminal action IV will proceed any further. The guard could be called upon to testify and therefore needs to be very familiar with this area.

(3) The suppression hearings deal with the admissibility of VI evidence. The guard may have to testify to procedures he observed the police were involved in, as well as what he actually took part in.

(4) The guard may be the only witness to have observed the VII attacker. Therefore, he would be a key witness at the trial e i should have a good understanding of what takes place at , criminal trial.

(5) Since the entire outcome of the trial may depend on VII E 2 the testimon/ of the guard, he should be aware of some of the basic r'eles on testifying.

1-96

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t SECTION 14 i.

UNIT TITLE: INTRODUCTION TO CRIMINAL LAW ;

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I-97

SNM Guard Training RATIONALE' DOCUMENT i Lesson

Title:

Unit

Title:

- Introduction to Criminal Law I

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I TIME REQUIRED TO PRESENT THIS TOPIC: 1 HOUR (S),

-t (1) Synopsis of the lesson or unit (2) Behavioral objectives for topic (3) Rationale' for selecting topic .

(4) Specific rationale' for content I-98

1 SNM Guard Training RATIONALE' DOCUMENT Lasson

Title:

Unit

Title:

INTRODUCTION TO CRIMINAL LAW TIME REQUIRED TO PRESENT THIS TOPIC: 1 HOUR (S).

CONTENTS (1) SYNOPSIS OF THE LESSON OR UNIT (2) BEHAVIORAL OBJECTIVES FOR TOPIC (3) RATIONALE' FOR SELECTING TOPIC (4) SPECIFIC RATIONALE' FOR CONTENT I-99 A

l SNM Guard Training I Synopsis 1 l

A one-hour course designed to introduce the student to criminal law. It should prepare the student for followup courses on actual violations of various laws. Included will be classification of crimes and some of the most common defenses'for such crimes, as well as the purposes .of punishment. i s

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Behavioral Objectives

1. The student should be able to explain what a crime is.

2. The student should be able to list the classification of crime.

3. The student should be able to explain the purposes of punishment. -

4. The student should be able to list where criminal law comes from. ,

5. The student should be able to expl'ain the differ,ence between criminal t intent and the criminal act.

6. The student should be able to list the two types of criminal intent.

7. The student should be able to explain " reasonable doubt."

I-99 B ;

SNM Guard Training RATIONALE' DOCUMENT REFERENCE TO COMMENTARY INSTRUCTOR COPY ,

RATIONALE' FOR SELECTING TOPIC (1) The guard should have a basic knowledge of criminal law because many of his actions depend on the seriousness of the crime.

(2) The guari s citizens arrest authority depends on whether the violation is a misdemeanor or a felony. He cannot make this determination without a basic knowledge of criminal law. ,

(3) The amount of force the guard can use in self-defense and in effecting an arrest depends on his knowledge of criminal law.

SPECIFIC RATIONALE' (1) The guard should have an understanding of the purposes II of punishment so that he understands why it is important to make someone answer for their crime.

(2) Since the guard may have occasion to enforce the III law he should be aware of where our criminal laws come from.

(3) The guard needs to understand criminal intent, because IV A an occurrence might not be a crime unless the guard can establish criminal intent.

(4) The guard also must understand how criminal intent and IV B criminal act fit together. Without this knowledge the guard could encounter problems such as trying to make an arrest or the use of force when he has no legal right to do so.

(5) Since the guard may play a major role at the trial he VI needs to be aware of some of the common defenses used by defendants. This knowledge will enable the guard to be of greater assistance in the prosecution of violators.

l 1-100 l_________________.____ _

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SECTION 15 ;

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UNIT TITLE: CRIMINAL LAW !

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L SNM Guard Training.

RATIONALE' DOCUMENT Lesson

Title:

CRIMINAL LAW Unit

Title:

CRIMES AGAINST PROPERTY AfiD PERSONS l

TIME REQUIRED TO PRESENT THIS TOPIC: 4 HOUR (S).

i CONTENTS 2 !

t (1) SYNOPSIS OF THE LESSON OR' UNIT (2) BEHAVIORAL OBJECTIVES FOR TOPIC (3) RATIONALE' FOR SELECTING TOPIC '

(4) SPECIFIC RATIONALE FOR CONTENT 0

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I-102 i

SNM Guard Training Synopsis This section is designed to make SNM guards aware of the various laws that might be applicable to their situation. It will cover crimes against persons and crimes against property. Included will be murder, assault, robbery, burglary, larceny, and tampering with motor vehicles.

I Bohavioral Objectives

1. Student should be able to list the elements of murder.

2. Student should be able to list the elements of assault.

3. Student should be able to list the elements of robbery.

4. Student should be able to list the elements of larceny.

5. Student should be able to list the elements of burglary.

6. Student should be able to list the elements of tampering with motor vehicle.

I-103

SNM Guard Training RAT 10NALE' DOCUMENT REFERENCE TO COMMENTARY INSTRUCTOR COPY RATIONALE' FOR SELECTING TOPIC (1) The guard should have a knowledge of the law in order to determine how much force can be used to repel an attack.

(2) The guard should know criminal law so that he knows when he has a right to arrest.

(3) The guard should have to help the police in their deter-

, mination of what an individual should be charged with.

l l

(4) Examples of Missouri law were used only to give the guard ;

a general idea of how one state's laws read.

(5) The crimes which are covered are done so in a general way so that they are explained in a way that would apply to the majority of states.

(6) The crimes pkked are the orjes that guards would be most likely to encounter on the job.

SPECIFIC RATIONALE' (1) The guard needs to understand assaults because self-defense is often based upon whether you were attacked ASSAULT first.

(2) Since the goal of most attacks would be to steal the shipment, the guard should know what constitutes larceny. LARCENY (3) The guard may be faced with robbery. Therefore, he needs to know what separates larceny from robbery. ROBBERY (4) Murder is covered so that the guard is able to assist the police with the necessary information should one MURDER occur. It should also make the guard sware of the fact that he himself must be careful.

1-104

SECTION 16 UNIT TITLE: RULES OF CONDUCT - ETHICS L

e I-105 '

SNM Guard Training RAT 10NALE' DOCUMENT Losson

Title:

RULES OF CONDUCT - ETHICS Unit

Title:

RULES OF CONDUCT - ETHICS TIME REQUIRED TO PRESENT THIS TOPIC: 1 HOUR (S).

CONTENTS (1) SYNOPSIS OF THE LESSON OR UNIT (2) BEHAVIORAL OBJECTIVES FOR TOPIC (3) RATIONALE' FOR SELECTING TOPIC '

(4) SPECIFIC RATIONALE FOR CONTENT I-106

SNM Guard Training i

Synopsis The Code of Conduct - Ethics Course is a one-hour course designed to give the guard pride and a sense of being a professional. -

s Bohavioral Objectives

1. The lesson should motivate the guard.

2. The lesson should instill loyalty in the guard.

3. The lesson should help develop pride in the job.

4. The lesson should develop alertness.

1 I-107

SNM Guard Training RATIONALE' DOCUMENT l l

REFERENCE TO COMMENTARY INSTRUCTOR COPY RATIONALE' FOR SELECTING TOPIC ,

(1) To employ and retain guards of the highest quality, the guard should be aware of what conduct is expected of him.

(2) The security of our country depends on how well the guard does his job. Therefore, he needs to be motivated.

(3) Code of Conduct and Ethics can contribute to ESPRIT DE CORPS and professionalism among the guards.

SPECIFIC RATIONALE' (1) The guard should be aware of the laws that affect him I, VI, IV -

and his job, and he should be motivated to believe in the law.

(2) If the guard is not aware of how his personal conduct, II, IV, V, VII both on and off the job, could adversely affect his mission, an SNM shipment could be lost.

(3) This section alerts the guard to the serious nature of III the job and establishes the concept of personal courage as a key element of his task.

(4) The guard should be willing to , place his mission above VIII friendships or other interpersonal relations with co-workers.

I-108

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' 1 SECTION 17 ,

UtlIT TITLE: USE OF FORCE !

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RATIONALE' DOCUMENT !

Lesson

Title:

i USE OF FORCE Unit

Title:

l i

TIME REQUIRED TO PRESENT THIS TOPIC: 1 HOUR (S). ,

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CONTENTS-(1) SYN 0PSIS OF THE LESSON OR UNIT (2) BEHAVIORAL OBJECTIVES FOR TOPIC c

(3) RATIONALE' FOR SELECTING TOPIC l (4) SPECIFIC RATIONALE FOR CONTENT '

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l C SNM Guard Training i

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Synopsis This hour will be used to explain the use of force to the guards. To explain i about deadly and non-deadly force. This will help the guard in determining when and how much force he is allowed to use.

I Behavioral Objectives

1. The student should be able to explain what self-defense is and when he is entitled to use it.

2. The student should be able to explain reasonable force as it relates to self-defense.

3. The student should be able to list the circumstances when he can use non-deadly force.

4. The student should be able to list the circumstances when he can use deadly force.

5. The student should be able to explain the retreat doctrine.

6. The student should be able to explain about the defense of property, d

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SNM Guani Training RATIONALE' DOCUMENT REFERENCE TO COMMENTARY INSTRUCTOR COPY RATIONALE' FOR SELECTING TOPIC (1) The guard may be subject to attack, therefore he needs to know how much force he can use to repel that attack.

(2) A guard who doesn't know his legal rights and hesitates to use force could cause the loss of a shipment.

(3) A guard who uses deadly force when it is unnecessary opens himself as well as his employer to a civil action.

SPECIFIC RATIONALE' (1) The guard should understand the condit' ions that must II exist before he is entitled to use force.

(2) There may be times where force is needed to repel an IV attack, but not deadly force. Therefore, the guard should know and understand the use of nondeadly as well as deadly force.

(3) There are only certain times that the guard would be V, VI justified in using deadly force. The guard should understand them so that if the situation arises the guard will be able to act with certainty and speed.

o I-112

l 5

SECTION 18 UNIT TITLE: FIREARMS QUALIFICATION TRAINING

.38 CALIBER REVOLVER COURSE i

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SNM Guard Training.

RATIONALE' DOCUMENT Lesson

Title:

.38 CALIBER REVOLVER COURSE Unit

Title:

FIREARMS QUALIFICATION TRAINING TIME REQUIRED TO PRESENT THIS TOPIC: 24 HOUR (S).

CONTENTS (1) SYNOPSIS OF THE LESSON OR UNIT ,

(2) BEHAVIORAL OBJECTIVES FOR TOPIC (3) RATIONALE' FOR SELECTING TOPIC (4) SPECIFIC RATIONALE FOR CONTENT I-114

_ .=. _ _

i SNM Guard Training Synopsis On the indoor bulls eye course the guard should fire 72 rounds at 50 feet !

on the bulls eye target. He should fire with the weak hand as well as the strong hand. This will determine if the guards are qualified to proceed with the advanced firearms training, i

i Behavioral Objectives

1. The student should be able to safely load and unload his weapon.

2. The student will demonstrate, while firing, the way he uses proper safe gun handling procedures while on the range.

3. The student should be able to demonstrate that he can follow directions given, during firing, by the rangemaster.

4. The student should be able to fire a 70% or + 70% degree of accuracy on this course.

1-115

SNM Guard Training Synopsis On the indoor police course the guard should fire from both the 25-foot l 1 line and the 50-foot line at the colt B-30 silhouette target. The guards

, should fire from several shooting positions, and should also fire within certain time limits. This will introduce the guards to positions they may have to fire in a combat situation.

l F

Behavioral Objectives

l. The student should be able to safely load and unload his weapon.

1

2. The student should be able to load and fire his weapon within certain time limits. ,

3. The student will demonstrate, while firing, the way he uses proper safe gun handling procedures while on the range.

4. The student should be able to demonstrate that he can follow directions ,

given, during firing, by the rangemaster.

5. The student should be able to fire a 70% or a +70% degree of accuracy on this course.

Y I-116

4E f wit.ing l

!$][Il()}3S3Si On the National Rifle Association National Police Course the guards should draw crouch and fire without sighting his weapon. They should fire from a barricade position in this course, and all fire should be done within certain time limits. This course should help develop instinct shooting.

t Behavioral Objectives l .. The student should be able to safely load and unload his weapon.

2. The student should be able to load and fire his weapon within certain i time limits.

3. The student will demonstrate, while firing, the way he uses proper safe gun handling procedures while on the range.

4. The student should be able to demonstrate he can follow directions given, during firing, by the rangemaster.

5. The student should be able to fire a 70% or +70% degree of accuracy on this course.

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I-117

SNM Guard Training

'l Synopsis When firing the FBI double action course the student should fire from the 7-yard line,15-yard line and the 25-yard line. He should draw, assume the l firing position and fire. Some of the firing should be unaired and some aired. l l

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Behavioral Objectives e 1. The student should be able to safely load and unload his weapon. !

2. The student should be able to load and fire his weapon within certain )

4 time limits.

r

3. The student will demonstrate, while firing, he uses proper safe gun ;

handling procedures while on the range. '

j 4 The student should be able to demonstrate he can follow directions given. !

during firing, by the rangemaster. j i

5. The student should be able to fire a 70% or +70% degree of accuracy on this course, l j

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d I-118 r

I SNM Guard Training Synopsis The guard should fire from a simulated gun port with the .38 pistol and the 12-gauge pump shotgun. The instructor should call the gun port to fire from, and the student should decide what position to use. The guard should also be required to wear a gas mask while firing certain portions of this course.

B@havioral Objectives

1. The guard should be able to safely fire through a gun port. [

2. The guard should be able to fire through a gun port safely with a gas mask. ,

3. The guard should be able to fire a 50% or +50% degree of accuracy through a gun port.

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I-119

SNM Guard Training Synopsis On the double-action night firing course, the student should identify his target with one blink of a flashlight and fire. He should also fire at the target without using a flashlight, and he should be required to reload his weapon in the dark. Some of the firing should be time fire.

i Behavioral Objectives

1. The student should be able to s'afely load and unload his weapon in the dark.

2. The student should be able to load and' fire his weapon within certain time ,

limits. '

3. The student will demonstrate, while firing, the way he uses proper safe '

gun handling procedures while on the range.

4. The student should be able to demonstrate he can follow directions given, during firing, by the rangemaster.

5. The student should be able to fire a 50% cr +50% degree of accuracy on this course. ,

k I-120

SNM Guard Training RATIONALE' DOCUMENT REFERENCE TO COMMENTARY INSTRUCTOR COPY RATIONALE' FOR SELECTING TOPIC (1) The guard should be qualified at the local site with the

.38 special revolver. Most local sites will have a range available for this purpose and this will save a great deal of time which can then be used for advanced firearms train-ing. The indoor bulls eye course is to check the guard's qualification to determine if he is ready to proceed with the advanced training. The guard may also use his own firearm in the advanced training; therefore, this course should also determine if the weapon is sighted and working ,

p roperly.

(2) This course was selected as a preliminary course to intro- !

duce the guards to silhouette shooting on a reduced silhouette target. It should also serve to introduce the guard to the different shooting positions and time limit fire to prepare the guard for advanced training.

(3) The National Rifle Association's National Police Course is widely used by police in training officers for combat shooting. It also helps develop accuracy in a combat situa-tion when a guard is drawing his weapon and firing with little or no warning.

(4) The FBI Double Action Course b widely used in training police officers by both the police agencies and the FBI for close combat situations, it helps develop accuracy with close non-aimed instinctive shooting.

(5) Since darkness will give an attacker a very great advantage, a guard may have to defend his shipment at night. The ,

double-action night firing course was selected to give the guard this skill. This course is used by the police and FBI to train officers for combat night firing.

(6) The guards inside the armored truck cab may have to defend -

their shipment from inside the vehicle. Therefore, they should have some training in gun port shooting.

SPECIFIC RATIONALE' (1) Since the SNM guards will rely on local law enforcement for support, the .38 special revolver was selected as the weapon to be used as a sidearm. Most law enforcement agencies issue .38 special revolvers to their officers. Therefore, ammunition could be exchanged between guards and police officers.

1-1 21

I SNM Guard Training RATIONALE' DOCUMENT l

REFERENCE TO COMMENTARY INSTRUCTOR COPY (2) The .38 special revolver is recommended because the guard can reduce stoppages in a matter of seconds. But, the automatic could require disassembly to reduce a stoppage, which could result in the death of the guard and the loss of an SNM shipment.

(3) Shooting positions selected for advanced training (standing kneeling, sitting, and prone) should enable the guard to become proficient in firing from any position he finds necessary to take advantage of existing cover.

(4) The guard should be trained to fire with both the weak hand and strong hand which should enable him to use existing cover and enable him to be able to continue to protect a shipment if he receives an injury to one of his arms. '

(5) The guard may become involved in a fire fight (attack) in which his life and the security of the shipment may depend on how fast he can return fire, reload and fire again.

Therefore, time limit fire was incorporated into the course of fire.

4 (6) The police silhouette target should be used in firing the outdoor firing courses. This will best represent shooting at an individual. This should enable the student to become proficient at shooting for maximum neutralization. ,

(7) The Colt Bulls Eye Target was selected to determine how ;

the guard is grouping his shots. It also provides an aiming t point which the silhouette target does not provide for qualification purposes.

(8) The guards should be introduced to barricade shooting to enable him to fire proficiently from cover. LESSON 3 Page 2 (9) The courses allow the student to practice drawing and LESSON 3 Page 2 assuming a position before firing.

(10) The student should become proficient in partially loading his weapon. This should enable him to load a few rounds and close the cylinder correctly to fire the first round.

(11) Since an attack can come at night as well as during the LESSON 5 Page 2-3 day, the student should be able to locate his attacker and fire on him at night without becoming a target himself.

1 (12) The guard should develop the skill of loading his weapon LESSON 5, A-B-C-E-F '

in total darkness. Page 2-3-4 I-122

SNM Guard Training RATIONALE' s>CUMENT REFERENCE TO COMMENTARY INSTRUCTOR COPY (13) The guard needs to be able to fire from a gun port with LESSON 6 Page 2 some degree of accuracy. Firing from the simulated (pn port should familiarize him with this type of shooting.

(14) The .38 revolver courses were written for both indoor and outdoor ranges. All of the courses could be adjusted for outdoor ranges only, although it would be an advantage to have the indoor range in case of i-clement weather.

(15) A 70% or +70% degree of accuracy for day firing and a 50%

or +501 for night firing was selected for qualification.

This is the standard qualification score used by most police agencies and the National Rifle Association. This score was also required when the course was test fired during a Police Recruit Academy Firearms Training Class.

(16) The .38 wad-cutter anununition was selected for training purposes to prevent mistakes in scoring. The wad-cutter will cut a hole where the bullet enters the target.

(17) A 50% or +50% degree of accuracy was selected for port hole shooting after several test firings were made by several individuals.

(18) NIOSH is referred to throughout the firearms course. NIOSH has developed several guidelines and regulations pertaining to firing ranges. Therefore, their proposed standards are attached in Appendix A.

I-123

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i SECTION 19 t i

UNIT TITLE: FIREARMS QUALIFICATION TRAINING j SHOTGUN' QUALIFICATION COURSE !

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I-124

SNM Guard Training RATIONALE' DOCUMENT 1.eSSon Tit}e: SHOTGUN OUALIFICATION COURSE Unit

Title:

FIREARMS O!!Al IFICATION TRAINING TIME REQUIRED TO PPESENT THIS TOPIC: 6 HOUR (S).

CONTENTS (1) SYNOPSIS OF THE LESSON OR UNIT (2) BEHAVIORAL OBJECTIVES FOR TOPIC (3) RATIONALE FOR SELECTING TOPIC (4) SPECIFIC RATIONALE FOR CONTENT l

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I-125

SNM Guard Training Synopsis The shotgun qualification course is designed to ocvelop the guard's proficiency with the shotgun. Thus, the guard should fire in various combat positions.using five silhouettes, in line, with the rangemaster calling the targets to be fired on.

Behavioral Objectives ,

l. The' student should be able to fire a 70% or +70% degree of accuracy.

2. The student should be able to field strip the Remington 870 pump shotgun.

3. The student should be able to fire from the prone, kneeling and standing positions with accuracy.

4. The student should be able to quickly locate and fire on his target.

f I-126

SNM Guard Training RATIONALE' DOCUMENT REFERENCE TO COMMENTARY INSTRUCTOR COPY l

RATIONALE' FOR SELECTING TOPIC (1) In situations where a person is firing from a vehicle or from a concealed location, the guard should have a weapon which can saturate the suspected position. Therefore, the.

shotgun qualification course was selected.

(2) The guard should have a weapon he can fire through a gun port that has more fire power.than the .38 revolver.

SPECIFIC RATIONALE' (1) The 12-gauge pump shotgun is the standard shotgun used by police agencies; therefore, ammunition could be exchanged between police and guards.

(2) Stoppages can easily be corrected with the pump shotgun. III, A Page 2 (3) The pump shotgun can be fired through a gun port.

(4) The shotgun can be skipfired under a vehicle to disable III, E Page 3 an attacker using a vehicle for cover.

(5) The #4 buckshot round has 34 pellets as opposed to 9 pellets in the #00 buckshot round, giving more saturation of the target and virtually the same penetration.

(6) The shotgun slug has a high stock force, and it will penetrate a standard vehicle door.

(?) Shooting trap should help to develop perception. III, F Page 3 (8) Firing from the gun port should help the guard develop ,

some degree of accuracy and familiarize him with shooting a shotgun through a gun port.

(9) A 70% or +70% degree of accuracy was selected for qualification. This is the standard qualification score .

used by most police agencies. This score was also required when the course was test fired during a Police Recruit Academy Firearms Training Class.

1-127

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i SECTION 20 ,

l UNIT TITLE: FIREARMS QUALIFICATION TRAINING CW GAS COURSE 8

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SNM Guard Training RATIONALE' DOCUMENT Lesson

Title:

CN GAS COURSE Unit

Title:

FIREARMS OUALIFICATION TRAINING TIME REQUIRED TO PRESENT THIS TOPIC: 2 HOUR (S).

CONTENTS (1) SYNOPSIS OF THE LESSON OR UNIT (2) BEHAVIORAL OBJECTIVES FOR TOPIC (3) RATIONALE' FOR SELECTING TOPIC (4) SPECIFIC RATIONALE' FOR CONTENT I-129

SNM Guard Training Synopsis This CN gas course should teach the guard how to wear, adjust, and clear the M 9 chemical agent protective mask.

I

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Behavioral Objectives

1. The student should be able to adjust the protective mask.

2. The student should be able to clear the protective mask.

3. The student should be able to wear the mask for four minutes in CN gas without being affected by the gas.

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1-130 i

SNM Guard Training ,

RATIONALE' DOCUMENT REFERENCE TO COMMENTARY INSTRUCTOR COPY RATIONALE' FOR SELECTING TOPIC (1) CN and CS gas may be used by attackers, and the guard would have to correctly wear a chemical agent protective mask to protect his shipment if gas is used.

SPECIFIC RATIONALE' ,

l (1) The M 9 riot control chemical agent protective mask was

' selected because the cost of the mask is low, being govern-

, ment surplus. They are also easily acquired.

.(2) CN gas was selected for this course as opposed to CS gas.

CS gas can cause vomiting as an after effect.

(3) The M 9 gas mask is used for training police officers.

The mask has proved to be very successful.

(4) Each student should be required to stay in the gas chamber for four minutes after applying his mask. This is normally the time used in police training.

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1-131

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SECTION 21 UNIT TITLE: FIREARMS QUALIFICATION TRAINING ,

AR 15 RIFLE COURSE 1

1

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1-132

SNM Guard Training RATIONALE' DOCUMENT AR 15 RIFLE COURSE Lesson

Title:

Unit

Title:

FIREARMS QUALIFICATION TRAINING TIME REQUIRED TO PRESENT THIS TOPIC: 8 HOUR (S).

C_0NTENTS (1) SYNOPSIS OF THE LESSON OR UNIT (2) BEHAVIORAL OBJECTIVES FOR TOPIC (3) RATIONALE' FOR SELECTING TOPIC (4) SPECIFIC RATIONALE FOR CONTENT l

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SNM Guard Training Synopsis The AR 15 Rifle Course was designed for familiarization and qualification with the AR 15 Rifle.

The course should instruct the student in sighting and adjusting the sights of the rifle and in the nomenclature of the weapon and how to disassemble and assemble the weapon. The student should then fire the weapon for qualification.

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Behavioral Objectives

1. Each student should be able to sight the AR 15 rifle.

2. Each student should understand the nomenclature of the AR 15.

3. Each student should be able to disassemble the AR 15.

4. Each student should be able to assemble the AR 15.

5. Each student should be able to fire a 70% or +70% degree of accuracy with the AR 15.

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SNM Guard Training RATIONALE' DOCUMENT j REFERENCE TO I COMMENTARY INSTRUCTOR COPY !

l RATIONALE' FOR SELECTING TOPIC (1) If an SNM shipment comes under attack, the attackt.rs may have long range weapons, as well as short range weapons.

The SNM guard escort vehicles should give cover fire to the shipment vehicle. This can not be done with the short range weapons (.38 revolver, 12-gauge shotgun) so the '

guard should have a long range weapon.

(2) The AR 15 rifle is a semiautomatic weapon that is easily maintained and can deliver up to 15 rounds per minute without seriously overheating. This can provide more effective cover fire-for the shipment.

SPECIFIC RATIONALE' (1) The AR 15 rifle was selected because the guards can correct stoppages in a very short period of time.

(2) The AR 15 rifle can be fired through the windshield of a vehicle with accuracy. The deflection is too small to be important.

(3) The AR 15 will pierce the door of a vehicle and sti 1 have enough velocity to neutralize an attacker inside a s ehicle.

When the weapon was test fired on a 1967 Chevy, using Federal semi-jacketed sof t point 55 grain bullet, it was found the bullet fired through a door would pierce both doors of the vehicle.

(4) The AR 15 is a light weapon with very little recoil enabling the guard to find the target and fire again quickly if a second round is needed on the same target.

(5) The AR 15 can be zeroed at 100 yards and by simply flipping II, C-2, Page 3 the rear sight be zerced for 250 yards.

(6) The shooting positions selected for this course should III, B Page 6 enable the guard to become proficient in firing from any position he finds necessary to take advantage of existing cover.

(7) Since the AR 15 is equipped only with a peep sight, the III, A Page 4-5 guard should be instructed on the correct use of a peep sight.

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SNM Guard Training RAT 10NALE' DOCUl"iENT l

REFERENCE T0 1 COMMENTARY INSTRUCTOR COPY j

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(8) Since the guard needs to be able to maintain the weapon and IV, Page 6 and reduce stoppages, he should be instructed on the disassembly Handout and assembly of the weapon. This part of the course was given to police recruits and all were able to perform this part of the course satisfactorily.

(9) ' Since the AR 15 has the capability of the fl'ip sight, from 100 yards to 250 yards, the course of fire was laid out for a maximum distance of 100 yards. This will allow the course to be fired on most outdoor ranges.

(10) A 70% or +70% degree of accuracy was selected for qualifi-cation since this is the standard qualification score used by most police agencies.

(11) The AR 15 rifle is basically'the same as the U.S. Army M16 rifle.

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SNM Guard Training RATIONALE' DOCUMENT l.eSSon Tit}e; SH33f-DON'T-S OJT COURSE Unit

Title:

FIREG MS OJALIFICATION TRAININ's TIME REQUIRED TO PRESENT THIS TOPIC: 4 HOUR (S),

CONTENTS (1) SYNOPSIS OF THE LESSON OR UNIT (2) BEHAVIOPAL OBJECTIVES FOR TOPIC (3) PATIONALE' FOR SELECTING TOPIC (4) SPECIFIC PATIONALE FOR CONTENT t

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d SNM Guard Training i

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Synopsis !

The guard should use a 2CO gas pistol to fire during actual situations that ;

would be shown on a screen. Af ter the guard fires, the projector should be stopped and the guard can then see if he made the right decision, and if he hit what he i

fired at.

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1. The guard should be able to make a quick decision. I

2. The guard should know when to shoot. l

3. The guard should be able to see if the action he took was correct or incorrect.

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SNM Guard Training RATIONALE' DOCUMENT REFERENCE TO COMMENTARY INSTRUCTOR COPY RATIONALE' FOR SELECTING TOPIC (1) Since it is impossible to place a guard into an actual combat situation, this course was developed to determine the guard's ability to decide when to shoot and when not to shoot.

SPECIFIC RATIONALE' (1) This system has been in use for the past three years at a police academy and has been very successful in training i new officers in when to shoot and when not to shoot.

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i SECTION 23 >

UNIT TITLE: SELF DEFENSE ~ I r

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SELF DEFENSE Unit

Title:

TIME REQUIRED TO PRESENT THIS TOPIC: 10 HOUR (S).

CONTENTS (1) SYNOPSIS OF THE LES50fl OR UNIT (2) BEHAVIORAL OBJECTIVES FOR TOPIC (3) RATIONALE' FOR SELECTING TOPIC (4) SPECIFIC RATIONALE' FOR CONTEtlT I-142

SNM Guard Training l

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Synopsis The purpose of this 10-hour unit is to make the guard aware of ways to defend himself in hand-to-hand combat. Since the guard will be defending himself and the shipment, we will treat the subject mainly in the self-defense mode rather than "how to attack." The guards should learn some basic escapes and counterattacks.

They should learn the vulnerable point of the body and how parts of their own body can be used as weapons.

1. The student will be abl Behavioral Objectives

1. The student should be able to list and explain the basic principles of self defense.

2. The student should be able to point out the vulnerable points of the body.

3. The student should be able to list what parts of his body are potential weapons.

4. The student should be able to demonstrate the use of the parts of his body that are potential weapons.

5. The student should be able to demonstrate the escapes from a front grab.

6. The student should be able to demonstrate the escapes from a choke hold.

7. The student should be able to demonstrate the escapes from pressure holds.

8. The student should be able to demonstrate the escapes from bear hugs.

9. The student should be able to demonstrate the escapes when attacked from the side or rear.

10. The student should be able to demonstrate various throws.

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SNM Guard Training RATIONALE' DOCUMENT REFERENCE TO i COMMENTARY INSTRUCTOR COPY l l

RATIONALE' FOR SELECTING TOPIC l (1) There may be times that the guard cannot or should not use his firearms. Therefore he should have some other weapons available.

(2) The methods of self defense that have been selected are easily learned and retained.

(3) These methods have been tested on a police recruit academy class and were easily learned and retained.

SPECIFIC RATIONALE' (1) The basic principles should enable the guard to defend I himself, plus it should help the guard learn the other methods easier.

(2) The guard should know the vulnerable areas of the body so V that he may protect himself from his opponent.

(3) Since tre occasion may arise where the guard has no other VI weapon than his body, he should be aware of how to use the various parts of his body as defensive weapons.

(4) The guard may be attacked from the front in many cases, II, III, IV therefore; he needs to know'how to escape. In some instances, escape is enough, but the guard should also be able to respond after he escapes.

(5) If the attack is a serious one, the attacker may try to I, II, III choke the guard. Therefore, the guard should be able to escape and defend himself from this kind of attack.

(6) In the majority of attacks the attacker may attempt to I, II, III strike the guard. The attacker mignt also try to use a knife on the guard. Therefore, the guard should know how to block his opponent's attack.

(7) Two of the most conmon holds that the guard might encounter I, II, III are the full nelson and a headlock. Therefore, the guard should know how to escape and respond under these circumstances.

(8) The bear hug is another method of attack that the guard I, II, III, IV may encounter in an unarmed attack. Therefore, he should know how to escape and respond if he encounters this.

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SNM Guard Training RATIONALE" DOCUMENT REFERENCE TO CGi+1ENTARY INSTRUCTOR COPY I, II, III. V, VI (9) There may be times, such as during a surprise attack, where the guard is attacked from the side or rear. The guard should be able to escape and defend himself from such an attack.

I, II, III

. (10) The throws selected are ones that can be mastered easily.

The guard should have this weapon in his arsenal so that he can handle even the most persistent attackers.

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r SECTION 24 UNIT TITLE: ARREST AUTHORITY I I

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SNM Guard Training RATIONALE' DOCUMENT CITIZENS ARREST Lesson

Title:

ARREST AUTHORITY Unit

Title:

TIME REQUIRED TO PRESENT THIS TOPIC: 1 HOUR (S).

CONTENTS (1) SYN 0PSIS OF THE LESSON OR UNIT (2) BEHAVIORAL OBJECTIVES FOR TOPIC (3) RATIONALE' FOR SELECTING TOPIC (4) SPECIFIC RATIONALE' FOR CONTENT I

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SNM Guard Training Synopsis The purpose of this hour on Arrest Authority is to make the guard aware of when and how he might make a citizens arrest. The guard should know that he can make an arrest if necessary, but he must know the limits of this authority. Generally, the only authority he will have is as a." citizen "

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4 B@havioral Objectives

1. The student should be able to explain when he should or should not arrest.

2. The student should be able to point out when he can arrest on a misd'meanor.

3. The student should be able to point out when he can arrest for a felony.

4. The student should be able to explain probable cause.

5. The student should be able to point out the possible liability problems.

6. The student should be able to explain his duty to come to the aid of a law enforcement officer.

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SNM Guard Training RAT 10NALE' DOCUi1ENT REFERFNCE TO COMMENTARY INSTRUCT 0P <Y RATIONALE' FOR SELECTION TOPIC (1) The occasion may arise where the guard may need to detain an individual who interferes with a shipment in some manner.

If this individual is not detained and made to answer for his crime, there will be no deterrence for future events. .

(2) The guard may not be making many arrests, but he should know what auth( rity he has.

(3) Having no official capacity, the guard should become a;>

of citizens arrest authority.

SPECIFIC RATIONALE' al a- III A-1, 2 (1) Even though the guard may not deal with misdemeanor tions as a general rule, he should know that there are only certain types of misdemeanors that he can arrest for.

(2) There may be times when the guard doesn't actually see the III A-3 crime but has knowledge of it. He should be aware that

" presence" means more than seeing an event.

(3) The guard should know that he has citizens arrest authority III B-2 for any felony committed in bis presence.

(4) The guard should be aware that when dealing with felonies III C-2 he has the right to make a citizens arrest if he has reasonable or probable cause.

III (5) Since probable cause is a difficult concept to understand it should be clearly defined and examples used to illustrate it.

III (6) All definitions and examples should be court decisions since it is the court that determines if probable cause exists.

(7) The guard should be aware of the possible liability problem IV so that he can be sure that his actions are correct.

V (8) When the police arrive, the guard may be c lled upon to assist. The guard should be aware of what actions by the police can be considered a call for assistance.

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UNIT TITLE: CIVIL LIABILITY' .

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. Lesson

Title:

P CIVIL LIABILITY Unit

Title:

TIME REQUIRED TO PRESENT THIS TOPIC: 2 HOUR (S).

CONTENTS .

(1) SYNOPSIS OF THE LESSON OR UNIT (2) BEHAVIORAL OBJECTIVES FOR TOPIC (3) RATIONALE' FOR SELECTING TOPIC l (4) SPECIFIC RATIONALE' FOR CONTENT b

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SNM Guard Training Synopsis The purpose of this two-hour section is to make the student aware of civil liability. The student should get a basic understanding of the liability such as negligent acts and the reasonable man standard. Also included should be instruction in areas of liability which the guard mioht encounter such as assault and battery. This section should also cover the liability involved when defending property and aiding a law enforcement officer.

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Bohavioral Objectives ,

1. The student should be able to define negligence.

2. The student should be able to define the reasonable man standard.

3. The student should be able to list the characteristics of the reasonable. man.

4. The student should be able to list the areas of liability connected with assault and battery.

5. The student should be able to list the areas of liability connected with a homicide.

6. The student should be able to list the areas of liability connected with aiding a police officer.

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SNM Guard Training RATIONALE' DOCUMENT REFERENCE TO INSTRUCTOR COPY COMMENTARY -

RATIONALE' FOR SELECTING TOPIC (1) The guard may encounter trouble and have to defend himself and the shipment. Therefore, he should be aware of his criminal and civil liability.

(2) If the guard makes a mistake and someone gets hurt it Therefore, could be ed srrassing for the nuclear industry.

if the guard is aware that he may be liable, 'ie should use better judgment.

(3) This section should also give the guard a bt.tter under-standing of just how much force he can use without running into any problems.

SPECIFIC RATIONALE' I, II (1) The guard should understand that even if he does not intend on hurting someone, and it happens because of negligence on his part, he could be liable.

II-D (2) The guard should be aware that when dealing with negli-gence he will be held to the reasonable man standard.

Therefore, the section on reasonable man was included.

III (3) The guard should be aware of both criminal and civil liability that can be connected with assault and battery.

Therefore, the section on assault and battery is detailed to clarify this issue.

IV (4) While defending a shipment the guard may have to use deadly force. Therefore, the section on liability that deals with homicides was included.

V (5) Since there may be times when the guard may be requested to assist law enforcement officers, he should be aware of his limitations and liability.

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I SECTION 26 UNIT TITLE: REPORT WRITING k

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SNM Guard Training RATIONALE' DOCUMENT Lesson

Title:

Unit

Title:

REPORT WRITING TIME REQUIRED TO PRESENT THIS TOPIC: 1 HOUR (S).

CONTENTS ,

(1) SYNOPSIS OF THE LESSON OR UNIT (2) BEHAVIORAL OBJECTIVES FOR TOPIC (3) RATIONALE' FOR SELECTING TOPIC (4) SPECIFIC RATIONALE FOR CONTENT 1-155

SNM Guard Training Synopsis The purpose of this-hour would be to improve the report writing ability of the student. Included should be a section on field note taking and a section on the quality of reports. The final section should have the students write a short incident report.

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1. The student should be able to list the advantages of field note taking.

2. The student should be able to list the qualities of a good report.

3. The student should be able to list the questions a report should answer.

4. The student should be able to write an incident report.

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SNM Guard Training RATIONALE' DOCUMENT REFERENCE TO COMMENTARY INSTRUCTOR COPY RATIONALE' FOR SELECTING TOPIC

1. Guards may have incidents occur that could have been avoided had previous information been passed on. There-iore_ a section on report writing should help to assure that necessary information reaches supervisors.

2. If an SNM shipment is attacked, the apprehension of the perpetrators may depend on the quality of the report written by the guards.

SPECIFIC RATIONALE' FOR CONTEET II

1. The guards should approach the report writing with a better attitude if they realize the importance of the report.

III

2. The guards may not have the opportunity to write their reports until much later after the incident occurs. They also may have to go to court.at a later date.

IV

3. If the guards write their reports by answering the necessary questions there should be less chance of romsthing being left out.

V

4. The quality of the guards' reports should be better if they follovt the four "C's".

VI

5. The practice report should give the guards a chance to put to work what they have learned.

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SECTION 27 I :

UNIT TITLE: STRESS ,

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Title:

Unit

Title:

STRESS TIME REQUIRED TO PRESENT THIS TOPIC: 1 HOUR (S).

L CONTENTS (1) SYNOPSIS OF THE LESSON OR UNIT ,

(2) BEHAVIORAL OBJECTIVES FOR TOPIC ,

(3) RATIONALE' FOR SELECTIrJG TOPIC ,

(4) SPECIFIC RATIONALE FOR CONTENT i

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SNM Guard Training Synopsis The purpose of this hour is to gain an appreciation for stress as a phenomenon which exists in daily living. Ia ad:!ition, students may be exposed to major symptoms of stress which may be' identified in self and others and develop some techniques to reduce stress which may result from on and off job experiences.

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1. The student should be able to describe the symptoms of strass.

2. the student should be able to rscognize the symptoms of stress in himself.

3. The student should be able to describe some techniques for relieving stress

. both on the job as well as Off the job.

4. The student should be able to discuss where to seek help if stress reactions become severe.

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l SNM Guard Training RATIONALE' DOCUMENT REFERENCE TO I

COMMENTARY INSTRUCTOR COPY RATIONALE' FOR SELECTING TOPIC (1) Perhaps the most incontestable statement that can be made about stress is that it belongs to everyone--businessmen, college professors, mothers, children, factory wo-kers, truck drivers and SNM driver / guards.

(2) Most people have learned to adjust their behavior to every-day strains of life and stay within a particular adaptive range. However, when that range is exceeded as the result of real or imagined danger, then emotional and/or physical symptoms emerge.

(3) Moving potentially dangerous. materials from one place to another through potentially dangerous streets and highways with the added potential' threat of a highjack suggests that the SNM driver / guard is subject to unusual levels of human stress.

(4) Obviously an employee cannot' function adequately on the job nor can he remain a productive member of society without specific knowledge of stress related symptoms and specific techniques to relieve stress.

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SECTION 28 UNIT TITLE: TACTICS - OBSERVATION AND PERCEPTION I-162

SNM Guard Training 6

RATIONALE' DOCUMENT Lesson

Title:

1 OBSERVATION & PERCEPTION [

m TICS Unit

Title:

TIME REQUIRED TO PRESENT-THIS TOPIC: 1 HOUR (S). g

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CONTENTS i (1) SYN 0PSIS OF THE LESSON OR UNIT (2) BEHAVIORAL OBJECTIVES FOR TOPIC (3) RATIONALE' FOR SELECTING TOPIC (4) SPECIFIC RATIONALE FOR CONTENT 4

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SNM Guard Training Synopsis This one-hour topic should alert the student to a need to sharpen his skills as an observer. Each of the senses is discussed as it applies to the job, but emphasis is on " sight" development in observation. Simple practical exercises are presented and short " practice" skills are introduced which the student can use to sharpen his 2bilities later on.

r Behavioral Objectives (1) The student should be able to list the " senses" which were presented in-class and briefly DISCUSS how each relates to his job.

(2) The student should be able to tell what is meant by " systematic" observation.'

(3) The student should be able to accurately describe a person and event after brief exposure to the situation.

(4) The student should be able to tell what is meant by different " observer's sectors" for driver / guards.

(5) The student should be able to describe at least two methods by which you can improve your ability to observe which you can do AFTER leaving the training center.

(6) The student should be able to point out the major differences between observing at night time and during day time.

(7) The student should be able to describe the effect DIM light has en our job.

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SNM Guard Training RATIONALE' DOCUMENT !

REFERENCE TO COMMENTARY INSTRUCTOR COPY l

RATIONALE' FOR SELECTING TOPIC The key to survival in most situations is to be observant enough to spot an incident in its infancy. Interpretation of data is always dependent upon accurate observation of the data.

Both police and military training efforts include segments on observation. Practical experience of staff members has shown that observation skills can be improved with practice.

SPECIFIC RATIONLE' FOR CONTENT (1) Night blindness spot, per U.S. Army training manuals. p. 2 II, E, 2 (2) Shooting low in dim light, per Iannone's cited book and p. 2 II, E, 5 practical experience of staff.

(3) Dividing up sectors of observation with two persons in the p. 2, II, F vehicle has been tested by staff members over several years of police experience and has shown to be an absolute neces-sity. Failure to divide responsibility leaves " unseen" areas.

(4) " Intuition" as a 6th sense has been demonstrated by staff p. 3 VI members repeatedly, where subliminal perception or " hunches" are based on past similar experience.

(5) The practical exercise attached has been tested on about o. 4 i 15 groups of recruit and in-service officers at the Regional Police Academy in Joplin, Mo. with excellent results. It serves to motivate students to the topic and demonstrates personal shortcomings in observation.

(6) The in-class handout references are two common " games" used p. 5 in police patrol cars by staff members both on routine patrol and on long trips. They have been shown to improve observation skills and keep participant interest higher.

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i SNM Guard Training RATIONALE' DOCUMENT 1.OSson Titlet DISMOUNTED TACTICS TACTICS Unit

Title:

TIME REQUIRED-TO PRESENT THIS TOPIC: 1 HOUR (S).

l CONTENTS (1) SYNOPSIS OF THE LESSON OR UNIT (2) BEHAVIORAL OBJECTIVES FOR TOPIC (3) RATIONALE' FOR SELECTING TOPIC <

(4) SPECIFIC RATIONALE FOR CONTENT l

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SNM Guard Training Synop, sis This one-hour classroom presentation is designed to introduce students to the basic elements of individual movement while on foot. It introduces concepts such as field of fire, cover and concealment, movement under fire, and estimating direction and range. It is designed to be augmented by practical exercises in the field at a later time.

1 Bohavioral Objectives

1. The student should be able to state why dismounted tactics are important to his job.

2. The student should be able to interpret the " field of fire" of a given terrain.

3. The student should be able to explain the difference between cover and con-cealment and their uses.

4. The student should be able to demonstrate the " spider drop" over low obstacles.

5. The student should be able to move from one position to a remote one under simulated enemy fire by using proper methods.

6. The student should be able to demonstrate the high and low crawl.

7. The student should be able to list measures necessary for safe night operation on foot.

8. The student should be able to estimate range in 100 yard increments up to 1000 yards.

9. The student should be able to use the " clock" method of referring to an object's location.

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l SNM Guard Training RATIONALE' DOCUMENT 4

REFERENCE TO COMMENTARY INSTRUCTOR COPY RATIONALE' FOR SELECTING TOPIC Guards may have to operate on foot, essentially as

" individuals" should (1) their vehicle become disabled, (2) they respond to reinforce another unit of the team, or (3) they be attacked while dismounted.

They need some of the infantryman's skills in order to defend against an adversary with success; however, they will '

need these skills VERY infrequently when compared to skills such as driving, etc. For this reason, very few skills have been presented here. The more ba' sic and simple the skills, the less problem with " disuse".

SPECIFIC RATIONALE' FOR CONTENT (1) " Field of fire" is briefly treated without more compli- p . 1. II. A.

cated terms. Here, it simply means an area which could be hit by the subject firing.his weapon.

(2) The overhead or figures which deal with " field of fire" p . 1. II. A.

have subtle complexities:

(assume flat terrain)

G1 is limited on lateral fire by the wall G2 is in Gl's field of fire (G = Guard)

Al is in Gl's field even though concealed Al is in G2's field but prrbably is safe since G2 can't see him (A~= Attacker)

A representation of an insocent" family is included to bring up the issue of considering what all IS in your field of fire...

p. 1. II. B. 3. c.

(3) The classroom is the place for the guard to begin to think about whether or not his vehicle is really " cover" for him.

He should incorporate this concept into his future plans.

(4) The " spider drop" should enable guards to jump from heights p. 1. II. C. 1.

without normal injury.

(5) The Army's depiction of the high and low crawl are used p. 2. II. D. 2 in the overhead or figure to avoid needless replication.

(6) The night firing session included in the firearms training p. 2. II. E.

unit further augments student understanding of muzzle flash from his weapon. During that segment he should also be shown the dangers of using flashlights for firing. He should encounter these again in the night tactical exercise.

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SNM Guard Training RATIONALE' DOCUMENT REFERENCE TO COMMENTARY INSTRUCTOR COPY (7) The " clock" method is standard with police and military p. 2. II. F. 1.

for referring to position. This method has been used under emergency stress with very good results (as opposed to yelling "Look out!").

(8) The " football field" standard of measurement was chosen as p. 2. II. F 2.

the basic unit due to past experience of individuals with the concept. At about 100 yards, to estimate in yards would cause about an 8' error in the mind of one used to thinking in meters. There are no commonly known measured "100 meter" samples for i.he student to familiarize himself with. Switching from yards to meters on the AR 15 rifle sight will not be a significant error.

(9) Practical application of some skills is delayed until the p. 3. IV.

class "goes to the field" as some are " dirty" and still simple enough to permit recall within a week.

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.SECTION 30 UNIT TITLE: TACTICS - TRANSPORT VULNERABILITY ,

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SNM Guard Training RATIONALE' DOCUMENT Lesson

Title:

TRANSPORT VULNERABILITY Unit

Title:

TACTICS I

TIME REQUIRED TO PRESENT THIS TOPIC: 1 HOUR (S).

CONTENTS (1) SYNOPSIS OF THE LESSON OR UNIT .

(2) BEHAVIORAL OBJECTIVES FOR TOPIC (3) RATIONALE' FOR SELECTING TOPIC !

(4) SPECIFIC RATIONALE FOR CONTENT i

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SNM Guard Training t

Synopsis l This one-hour lecture invites frank discussion from students about weaknesses of the transport vehicle of which they should be aware.

Transparency photographs or figures of a vehicle can be used to guide dis-cussion of specific areas of the vehicle.

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1. Student should be able to describe major weaknesses in a standard SNM transport vehicle as viewed in general and from all (4) four sides.

2. Student should be able to discuss general strengths of the transporter which provide protection for him in an assault situation.

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SNM Guard Training RATIONALE' DOCUMENT REFERENCE TO COMMENTARY INSTRUCTOR COPY RATIONALE' t 3 ELECTING TOPIC Tactical planning should be initially based on known qualities such as how far a weapon will fire. It includes knowing your own weaknesses, since that is a planning element which your enemy may share with you. It can be assumed that a potential attacker can easily photograph transport vehicles with telephoto lenses and pick out weaknesses at their leisure.

A guard who is unaware of danger cannot protect against it very well . He may (properly) elect to abandon his vehicle if under certain type of attack. For him to fail to do so invites ineffectual counteraction.

It is felt that specific details of transport vulnerability is information useful to an attacker which should be denied him if possible; hence, student notes are deleted as a possible sou rce.

SPECIFIC RATIONALE' F0'R SELECTING TOPIC

1. Telling students of a test at the end of the lesson moti-vates them to pay strict attention and to raise questions each time they are vague about a potential question.

2. It is impossible to probe all potential transporters at p. 1, I.A.

this stage. A prototype is the only one treated in this discussion.

3. Our interpretation for weaknesses is based on extended p. 2, II.C.

personal observation of the vehicle, and past experience with armored vehicles, military and civilian.

4. Discussion deliberately closes on a positive note for p. 5, VI purposes of morale, as well as being a method of introduc-ing the student to the possibility of using his vehicle as a weapon in the tactical lessons which follow.

5. The use of a test overhead or handout figures at this point p. 7, VII.

is designed because:

a. Students will have no notes or copies of overheads or figures from which to study for a later test, !

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b. It is important that instructors can evaluate student grasp of content in some fashion, and

c. It serves as a review.

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SNM Guard Training RATIONALE' DOCUMENT REFERENCE TO COMMENTARY INSTRUCTOR COPY I

6. It is doubtful that students will know enough weaknesses p. 7, VII, D.

to list two at each arrow. This is to force him to his limits of recall. It may also force him to more deeply consider vulnerabilities if he can't casually list one or two.

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7. Discussion of test at this point avoids any misconceptions p. 7,.VII, E.

becoming ingrained in student and permits discovery of any new points which students discovered in " limits" test.

It also gives the instructor an opportunity to explain why p. 7, VII, F.

the test seemed so hard. Failure to do this would leave the student disheartened about his abilities to successfully complete the course and decrease classroom morale.

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I SECTION 31 i

i UNIT TITLE: TACTICS - THE POLICE RUSE

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SNM Guard Training RATIONALE' DOCUMENT

! Lesson

Title:

THE POLICE RUSE Unit

Title:

TACTICS !

l TIME REQUIRED TO PRESENT THIS TOPIC: 3 HGUR(S).

CONTENTS (1) SYNOPSIS OF THE LESSON OR UNIT (2) BEHAVIORAL OBJECTIVES FOR TOPIC (3) RATIONALE' FOR SELECTING TOPIC (4) SPECIFIC RATIONALE FOR CONTENT.

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SNM Guard Training Synopsis The 3-hour " Police Ruse" topic treats the threat that attack may disguise themselves as police in order to place a shipment in a better 'pos ion to be attacked. The habit of " police watching" is taught with the use of overheads or figures of police appearances which, if applied, should greatly reduce the risk.

Sample situations are discussed and solutions are suggested. A technique is included for " automatically" upsetting at' tackers' timetables.

Behavioral Objectivas (1) Students should be able to list the key components of a police uniform and their appearance, and the value of knowing this. ,

(2) Stud nts should be able to tell how to effectively prevent falling into the police ruse.

(3) The student should be able to tell why " police watching" is an important habit to develop.

.(4) The student should be able to discuss appearance characteristics of police cruisers and the importance of recognizing them.

(5) The student should be able to discuss police roadblock techniques as to proper vs. improper.

(6) The student should be able to describe proper actions to be taken when the police ruse is suspected or discovered.

(7) The student should be able to explain the method of " automatically" ruining a potential attacker's timetable of action.

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SNM Guard Training RATIONALE' DOCUMENT REFERENCE TO COMMENTARY INSTRUCTOR COPY GENERAL RATIONALE' FOR SELECTING TOPIC It is the opinion of the authors that, next to outright ambush, the police ruse is the method most likely to be employed by an enemy wanting to actually steal a shipment. Any motorist is "at the mercy" of police to a degree. They do not know if the police have any authority, but are afraid to question this.

SNM guards are vulnerable to " assuming" that a police order is for public safety purposes. A police disguise cloaks an attacker with all of this built-in " omnipotence."

The police are looked on as another part of the " team" in l thwarting an attack. This further disarms guards when they think they are dealing with the police.

SPECIFIC RATIONALE' FOR COURSE CONTENT ,

(1) The A.E.R.P. overhead or figure is used repeatedly through- p. 2. E.

out the tactics section. It is done deliberately to instill habitual recall. The "A" for alerting the convoy assures i that potential danger does not 90 without convoy notice, yet, by keeping the " alert" within the convoy, guards will not hesitate to use it, whereas they might if they had to call central control.

(2) We do not intend to form a mold into which police must fit p. 2. II. A. 1 or be discarded. This section is to teach identity points which guards can use for " filing information". The section dealing with uniforms and equipment is essentially

" nomenclature" for the guard's use in observing. It gives them a label to attach rather than vague observations they may not recall.

(3) Routes should become pretty well fixed, and if guards are p. 2. II. A. 2 observant, they should soon know the appearance of most police appearances along their routes. This forewarns them for encounters which they may need to immediately evaluate. It is hoped that they would at least " alert" the convoy of any police encounter, so that they can be stand-ing by while the " evaluation" of the officers is being done.

p. 3. II. A. 4 l

(4) Causing st: dents to write down the words is a tool to con-vince them you mean what you say, and it aids recall. Use of an overhead or figures visually supplements the learning.

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SNM Guard Training RATIONALE' DOCUMENT REFERENCE TO COMMENTARY INSTRUCTOR COPY (5) Properly trained police would not actually block a road p. 20, IV. A. 3 with a car or any other device. They may make a maze through which the traffic must weave, but civil liabili.ty suits have broken the police practice of placing too danger -

ous an obstacle in front of an unsuspecting motorist. This being the reason for not blocking the road itself, it is a universal precaution.

(6) It is felt that all convoy vehicles should be equipped with p. 22. V. B. 4 a " dominator" style electronic siren-public address system device. This is standard police issue, is easily mounted and has a multitude of purposes. First, its use tends to prove to police that your vehicle is indeed " official."

They can be mounted in plain view or under the hood. They have quickly activated alarm tones on them which can be heard up to 1/2 mile away in many cases, sometimes more.

It gives crews the ability to talk to police and others without exiting the vehicle. Police can talk back with their own "PA" system. Absence of this is a serious equipment error, as we have discovered in situational training scenarios. '

(7) It is axiomatic in police work that "If you don't know, p. 23., 4 don'ti"s If you are uncertain as to how to proceed, police sure aren't going to use violence.

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SECTION 32 !

UNIT TITLE: TACTICS - AMBUSH SITUATIONS P

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SNM Guard Training RATIONALE' DOCUMENT Lesson

Title:

AMBUSH SITUATIONS Unit

Title:

TACTICS TIME REQUIRED TO PRESENT THIS TOPIC: 2 HOUR (S).

CONTENTS (1) SYNOPSIS OF THE LESSON OR UNIT (2) BEHAVIORAL OBJECTIVES FOR TOPIC (3) RATIONALE' FOR SELECTING TOPIC (4) SPECIFIC RATIONALE FOR CONTENT l

I-182

SNM Guard Training Synopsis The lesson on ambush situations deals with a working knowledge of ambush

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techniques that could be used on an SNM shipment. The student should be aware of why the attackers might use certain types of ambush situations, and what type of ambush may be used.

Behavioral Objectives

1. The guard will know the potential use of explosives by an ambush team.

2. The guard will know ambush patterns for certain terrain.

3. The guard will be aware of the variables with which an attacker must deal.

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SNM Guard Training RAT 10NALE' DOCUMENT REFERENCE TO COMMENTARY INSTRUCTOR COPY GENERAL RATIONALE FOR INCLUDING THE TOPI.C_

(1) To "know your enemy" is axiomatic. One needs to further be able to anticipate his actions in order to plan against or ant' cipate them. The SNM guard is vulnerable to a planned attack against his shipment while in transit. The lesson is included so that the guard may begin to think along the same lines probably being used by the adversary.

(2) Some physical and terrain features lend themselves to a potential ambush. Guards who are aware of these may assume an " alert status" as indicated IF they are aware of the hazard.

SPECIFIC RATIONALE' FOR INCLUDING SUBJECT MATTER j (1) U.S. Army FM 21-75 contains excellent material on P.1, I. B how to stage an ambush. There is no need to "re-invent" the wheel, therefore it fs used as core material.

(2) Guards should be aware that any real or stages 'P. 2, III. A.

" disaster" will draw police away from normal capability to protect the shipment and should therefore upgrade the convoy alert status.

(3) "Getting out a message" is considered a critical task of the guard. Preclusions.are therefore mentioned. P. 3.D.

(4) Although the transparencies or figures used are pp. 5 thru 11 modified from US Army graphics, the concepts are com-pletely applicable to civilian convoy use. The use of this visual aid enables students to grasp implications more thoroughly than lectures or handouts alone.

(5) Enough military trained specialists are around to p . 6. d.

assure that a terrorist group may have familiarity with the advantages of anti-personnel mines. SNM guards may not be award of this and therefore are at least alerted here.

(6) It is felt that the " British Version" ambush tactic p. 11. 8.

is the most likely to succeed of any presented and is therefore dealt with last. Students should have already grasped various elements of the British version by this time. Note that " reinforcements" are dealt with effectively.

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SECTION 33 !

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SNM Guard Training RATIONALE' DOCUMENT TACTICS Losson

Title:

MOUNTED TACTICS Unit Title, TIME REQUIRED TO PRESENT THIS TOPIC: 8 HOUR (S).

CONTENTS (1) SYNOPSIS OF THE LESSON OR UNIT (2) BEHAVIORAL OBJECTIVES FOR TOPIC ;

(3) RATIONALE' FOR SELECTING TOPIC (4) SPECIFIC RATIONALE FOR CONTENT I-186

i SNM Guard Training =

i Synopsis The 8-hour lesson on Mounted Tactics deals with critical issues such as, (1) organizing to move, (2) convoy structure, (3) organizing to halt, (4) reconnaissance and screening activities of escorts, (5) radio security, (6) alert responses, and (7) ambush responses. Countersurveillance is included.

A technique employed is the use of figures or overhead transparencies of graphic and photographic scenes depicting "real-life" situations with which the teams may need to deal. Many of these situations have student response sheets attached which enable staff to evaluate responses in depth at a later time.

Behavioral Objectives The student should be able to describe the guard's role in each of the above outlined tasks. He should, more specifically:

Prepare detailed descriptions on student response sheets with a high degree of skill to any situations presented for his consideration. A high degree of skill would be that sufficient to prevent loss of his shipment in the setting presented.

1-187

SNM Guard Training RATIONALE' DOCUMENT REFERENCE TO COMMENTARY INSTRUCTOR COPY GENERAL RATIONALE' FOR SELECTING TOPIC It is self-evident that the topic belongs. It is estimated that it will take 8 hours9.259259e-5 days 0.00222 hours 1.322751e-5 weeks 3.044e-6 months to teach this course.

It is impossible to predict how long a given group of students will take in responding to the figures or tactical overheads.

Some, who grasp content slowly, may drag out the discussion time, yet the instructor should be sure he is leaving no misunderstandings.

SPECIFIC RATIONALE' FOR CONTENT No attempt is made to be precise about pre-movement P. 1, II.

activity. This is not in the hands of the quards themselves j and, in fact, will be established " ritual" when the new i guard arrives. The course is not to train administrative l personnel or dispatchers at their job. i Standard police practices for raids is to keep all raid P.-2. B. 1.

members together once the location and time of the raid have been disclosed. There have'been frequent cases where this was not done and word "somehow" leaked out. Professional team members do not object to it and, in fact, feel more secure in their own safety because of it.

No attempt is made to thoroughly indoctrinate the team P.3.C.2.

as to appearance of bombs. About the time they recognize a given object, its form is changed. A false sense of security is imparted when you "think" you.know what a device looks like. The authors have participated in many bomb searches for lunch boxes, packages, pieces of pipe, and other things which don't look like bombs at all.

Fuel needs to be watched. It is simple to encase a P.3.C.2.d.

chemical material in slowly dissolving gelatin capsules which will later erupt in flame.

Ambush responses are derived from U.S. Army Field Manuals, talking with a number of combat vets from "real life" and personal experiences in police and military life.

It is felt likely that any real ambush attempt will have sufficient manpower and firepower to succeed in an least immobilizing the shipment. Delay of the attackers until help arrives makes some sense. Getting out a message so that an incident does not go undiscovered for a long period makes more sense. Authors feel that average police response will be inadequate to the situation.

I-188

ImicEnM33s "" " "" "'^"' '

U.S. NUCLE AR RE GULATORY COMMISSION 117 7J BIBLIOGRAPHIC DATA SHEET NUREG 0465 Vol 1 4 iiT LE AGD SUBTITLE (Acid Volume Na, af appregnat*1) 2. (Leav.? htmk }

Transportation Security Personnel Training Manual _

3. 'tE C PIENT 'S ACCE SSION NO.

7. AuT HOsisi Operational Systems Inc., Arlington, Va.; To^u HteOru couetE TcD Argonne National Laboratory; and NRC Staff "Toyember I "{cjf8

9. PL HF ORAliNG OHGANIZATION N AME AND M AILING ADD RESS (Io /ude 7<p Cod <-) DAT E HLPOHT (SSuf D Argonne National Laboratory uos m l vc An 9700 South Cass Avenue Araonne, Illinois 60439 c. (tea e uwn

6. (Lo* ave blsak)

12. SPONSoHING OHG ANIZ ATION NAME AND, MAILING ADDRE SS //ncluda lip Codef ,,

U.S. Nuclear Regulatory Commission Office of Standards Development NT Washington, D.C. 20555 "' yj ."^AY065' B&R No.10-19-03-05 13 TYPE OF REPORT PE HIOD COVE HE D (/nclusive defes/

Training Manual 15 SUPPLEME:N T AH'r NOTES 14. (Leave h/mk/

l& ABS TR ACT (200 worc's or hess)

As required by 10 CFR Part 73, this training manual provides guidance to assist licensees in the development of transportation security personnel training and qualifications programs.

The information contained in the manual typifies the level and scope of training for personnel assigned to perform security related tasks and job duties associated with the protection of nuclear material during tran.portation.

17. KE.Y WOH DS AND DOCUME NT AN ALYSIS 17a DE SC RIP T OHS 17b IDE NTifit.RS/OPEN ENDE:D TE RMS 18 AVAILAutt lTY STATEMENT 19. SE CURITY CLASS (This report / 21 NO OF PAGES

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NUREG-0465 Vol. 2 - Part A Final TRANSPORTATION SECURITY PERSONNEL -

TRAINING MANUAL t

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{.Nh@n$1 N

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i Office of Standards Development U. S. Nuclear Regulatory Commission l

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Available from National Technical Information Service Springfield, Virginia 22161 Price: Printed Copy $12.04 Microfiche $3.00 The price of this document for requesters outside of the North American Continent can be obtained from the National Technical Information Service.

N UR EG-0465 Vol. 2 - Part A Final TRANSPORTATION SECURITY PERSONNEL TRAINING MANUAL Office of Standards Development U. S. Nuclear Regulatory Commission Washington, D.C. 20555

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l 1NSTRUCT0R'S GUIDE VOLUME I I--Q l

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TABLE OF CONTENTS SECTION VOLUME I, INTRODUCTION AND RATIONALE PAGE NO.

1

SUMMARY

AND SCOPE. . . ................. I-l 2 SELECTION OF QUALIFIED PERSONNEL . . . . . ....... I-23 3 PRE-TRAINING , . . . . . . . . . ..... I-39 4 RE-TRAINING. . .......... ......... I-44 5 INSTRUCTOR SELECTION CRITERIA. . . . .... ..... 1-47 6 TRAINING SITE SELECTION CRITERIA .... ...... I-50 7 CLASSROOM TACTICAL PROBLEM ... .. .. . .. I-54 8 STUDENT EVALUATION . .... . .. .... ... I-63 9 EQUIPMENT, MATERIALS, AND ESTIMATED EXPENSE FOR COURSE . . . . ... ...... . ..... . I-71 10 PHYSICAL EXERCISE. . . . . . . . .. ... . .. I-79 i

11 TERRORISM. . . . . . . . . . . . . ........ .. I-85 12 SEARCH AND RESTRAINT OF PRISONERS. . . ...... . I-89 13 CRIMINAL PROCEDURES. . ........... 1-93 14 INTRODUCTION TO CRIMINAL LAW . . . .. .... .. I-97 15 CRIMINAL LAW . ... .. .... . . .. 1-101 16 RULES OF CONDUCT - ETHICS. . . . . . . ....... 1-105 17 USE OF FORCE . . . . . . . . .... . ... 1-109 18-22 FIREARMS QUALIFICATION TRAINING. . . . . ... .

18 .38 Caliber Revolver Course. . . ..... .... 1-113 19 Shotgun Qualification Course . .... . .. .. 1-124 20 CN Gas Course. . ... . . . ......... 1-128 21 AR 15 Rifle Course . . . ......... ..... 1-132 22 Shoot-Don't-Shoot Course . . .. ...... I-137 23 SELF DEFENSE ..... ............... I-141 24 ARREST AUTHORITY . . . . . . . . . . . . . . . . . . . . . 1-146 25 CIVIL LIABILITY. . . . . . . . . . . . . . . . . . . . . . I-150 i

Table of Contents (Cont'd)

SECTION VOLUME I, INTRODUCTION AND RATIONALE PAGE NO.

26 REPORT WRITING . ......... ...... .. I-154 27 STRESS . . ..... ........ ...... 1-158 28 TACTICS. . . . . ... ..... ........

28 Observation and Perception . . . . ...... I-162 29 Dismounted Tactics . . . . . ........... 1-166 30 Transport Vulnerability. . . . . . .. . ... 1-171 31 The Police Ruse. . ...... ...... .... I-176 32 Ambush Situations. . . ................ 1-181 33 Mounted Tactics. . . ............... . 1-185 VOLUME II, PART A, INSTRUCTOR'S GUIDE LIST OF FIGURES FOR VOL. II. .. ........... v 1 INTRODUCTION TO COURSE . . .. ......... II-A-1 2 PHYSICAL EXERCISE. . . . . .. .... ..... II-A-5 3 TERRORISM. . ... . .......... .. II-A-52 4 FIELD SEARCH AND RESTRAINT . ... . .... ... II-A-73 5 CRIMINAL PROCEDURES. . . ...... ........ II-A-102 6 INTRODUCTION TO CRIMINAL LAW . . ........... II-A-113 7 0FFENSES AGAINST PROPERTY. ... .... ..... II-A-125 8 RULES OF CONDUCT-ETHICS. . . . . . . . . . . . . . . .. II-A-158 9 USE OF FORCE . . . ....... ...... . ... II-A-171 10-15 FIREARMS QUALIFICATION COURSE. .... .. .....

10 .38 Revolver Course. . . . . . . . . . . ....... II-A-180 11 Shotgun Qualification Course . ............ II-A-232 12 CN Gas Course. . ......... ....... ... II-A-244 13 AR 15 Rifle Familiarization & Qualification Course . .. II-A-252 14 Indoor Crossman Shoot-Don't-Shoot System ........ II-A-291 15 Firearms Appendices. . . . . . . . . . . . . ...... II-A-300 ii

Table of Contents (Cont'd)

SECTION VOLUME II, PART B, INSTRUCTOR'S GUIDE PAGE NO.

16 SELF DEFENSE . . .... . ..... .... II-B-1 17 ARREST AUTHORITY . .. .. . ........... II-B-46 18 CIVIL LIABILITY. . . .... .. . . .. ... II-B-61 19 REPORT WRITING . . . . . . ... . . . ... II-B-107 20 STRESS . . . ... ..... .. .. . ... II-B-123 21-26 TACTICS. . . ..... .. .. ...

21 Observation and Perception . . . . .. . .. .. 11-B-140 22 Dismounted Tactics . . . . . . .... ..... II-B-156 23 Transport Vulnerability. . . . . .. ... II-B-177 24 The Police Ruse. . . . . . . . . . . . .... . II-B-202 25 Ambush Situations. . . . ... ...... . II-B-247 26 Mounted Tactics. .... ...... . .. II-B-278 27 SITUATIONAL TRAINING SCENARIOS ... .... .... II-B-446 VOLUME III, STUDENT GUIDE 1 INTRODUCTION TO THE COURSE . . ..... ..... III-l 2 PHYSICAL EXERCISE PROGRAM. . . . ... . ... III-7 3 TERRORISM. . . . . ... ... . ......... 111-22 4 FIELD SEARCH AND RESTRAINTS, . . . ..... .... 111-54 5 CRIMINAL PROCEDURES. . . . .. ......... III-60 6 INTRODUCTION TO CRIMINAL LAW . . . . . .... III-66 7 0FFENSES AGAINST PERSONS AND PROPERTY. . .... ... III-71 8 RULES OF CONDUCT . . . . . . . . . . . . . . . .... III-94 9 USE OF FORCE . . . . . . . . . . . . . . . . . . . .. III-99 10-14 FIREARMS QUALIFICATION COURSE. . . ..... ....

10 .38 Revolver Course. . .. .. ........ .... 111-103 11 Shotgun Qualification Course . .... ......... III-120 12 CN Gas Course. . . . . . ................. III-124 13 AR 15 Rifle Familiarization and Qualification Course .. 111-128 14 Indoor Crossman Shoot-Don't-Shoot System . . ....... 111-144 iii

Table of Contents (Cont'd)

VOLUME III, STUDENT GUIDE PAGE NO.

SECTION 15 SELF DEFENSE . . . . . . . . . . . . . . . . . . . . . . . III-147 16 ARREST AUTHORITY . . . . . . . . . . . ... ..... III-164 17 CIVIL LIABILITY. . . . . . ......... ..... 111-170 18 REPORT WRITING . . . . . . . . . ........ ... III-185 19 STRESS . . . . . . . . . . . . . . . . . . . . . . ... III-192 20-24 TACTICS. . . . . . . . . . . . . . . . . . . . . . . . .

20 Observation and Perception . . . . . . . . . . . . . . . . III-197 21 Dismounted Tactics . . . . . . . . . . ...... .. III-203 22 Police Ruse. ... ........ .......... III-207 23 Ambush Situations. ..... ........ ..... III-216 24 Mounted Tactics. . . . . . . . . . . . . . ....... III-226 L

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FIGURES - VOLUME II FIGURE TITLE SECTION PAGE NO.

1 PHYSICAL EXERCISE 1 . . . . . . . . . . . . . . . . . . . 2 II-A-33 2 PHYSICAL EXERCISE 2 . ................ 2 II-A-34 3 PHYSICAL EXERCISE 3 . . . . . . . . ... .. .... 2 II-A-35 4 PHYSICAL EXERCISE 4 . .... ....... ..... 2 II-A-36 5 PHYSICAL EXERCISE 5 . . . . . ............ . 2 II-A-37 6 PHYSICAL EXERCISE 6 . . . . . . ........ . . 2 II-A-38 7 PHYSICAL EXERCISE 7 . . . ........... ... 2 II-A-39 8 PHYSICAL EXERCISE 8 . . . . . . . . . ........ 2 II-A-40 9 PHYSICAL EXERCISE 9 . . . . . . . . . . . . . . . . .. 2 II-A-41 !

9A PHYSICAL EXERCISE 9A. . . . . . . . ... .... 2 II-A-42 10 PHYSICAL EXERCISE 10. . . . . . . . . . . . . . . . . . . 2 II-A-43 11 PHYSICAL EXERCISE ll. . . . .............. 2 II-A-44 12 PHYSICAL EXERCISE 12. . . . . . . . . . . . . . ... 2 II-A-45 12A PHYSICAL EXERCISE 12A . . . . . . . . . . . . ..... 2 II-A-46 13 PHYSICAL EXERCISE 13. . . . . . . ........... 2 II-A-47 I 14 PHYSICAL EXERCISE 14. . . . . . . ............ 2 II-A-48 15 PHYSICAL EXERCISE 15. . . . . . . . . . . ....... 2 II-A-49 16 PHYSICAL EXERCISE 16. ......... ....... 2 II-A-50 17 PHYSICAL EXERCISE 17. . ............... 2 II-A-51 18 WH0'S INVOLVED AND WHY. . . . . . . . . . . . . . . . 3 II-A-70 19 NINE CHARACTERISTICS COMMON TO THE MAJORITY OF TERRORIST ACTS. . . . . . . . . . . . . . . .. .. 3 II-A-72 20 ACTIONS OF THE GUARD CONDUCTING.A FIELD SEARCH. . . . . . 4 II-A-85 21 FIELD SEARCH AND RESTRAINT, N0. 1 . . . . . . . . ... 4 II-A-86 22 FIELD SEARCH AND RESTRAINT, NO. 2 . . . . . . . . . . . . 4 II-A-87 23 POSITIONING THE PRIS0NER. . . . . . . . . . . . . . . . . 4 II-A-88 v

FIGURES - VOLUME II (Cont'd)

FIGURE TITLE SECTION PAGE NO.

24 FIELD SEARCH AND RESTRAINT, NO. 3 . .......... 4 II-A-89 l 25 FIELD SEARCH AND RESTRAINT, NO. 4 . . . . . . . . .... 4 II-A-90 f 26 FIELD SEARCH AND RESTRAINT, NO. 5 . . . . . . . . . . . 4 II-A-91 j i

27 FIELD SEARCH AND RESTRAINT, NO. 6 . . ........ 4 II-A-92 28 FIELD SEARCH AND RESTRAINT, NO. 7 . . . . . . . . . . . 4 II-A-93 l 29 FIELD SEARCH AND RESTRAINT, N0. 8 . . . . . . . . .. . 4 II-A-94 j 30 HANDCUFFING THE PRISONER. . . . ... ..... . 4 II-A-95 31 FIELD SEARCH AND RESTRAINT, NO. 9 . . . . . . . . . . . . 4 II-A-96 i 32 FIELD SEARCH AND RESTRAINT, NO. 10. . ........ 4 II-A-97 33 FIELD SEARCH AND RESTRAINT, NO. 11. . . , . . . . . . . 4 II-A+98 34 FIELD SEARCH AND RESTRAINT, NO. 12. . . . . . . . . . . . 4 II-A-99 35 FIELD SEARCH AND RESTRAINT, N0. 13. . . . . . . . . . . . 4 II- A-100 36 FIELD SEARCH AND RESTRAINT, NO. 14. . . . . . . . . .. 4 II-A-101 37 INTRODUCTION TO CRIMINAL LAW. . . . . . . . . . . . . . . 6 II-A-124 38 GUN PORT SHOOTING, NO. 1. , . . . . . . . . . . . . . . . 10 II-A .!21 39 GUN PORT SHOOTING, NO. 2. . . . . . . . . . . . . . . . . 10 II-A-222 40 GUN PORT SHOOTING, NC. 3. . . . .... ....... 10 II-A-223 41 GUN PORT SHOOTING, NC. 4. . ......... .. . 10 II-A-224 42 GUN PORT SHOOTING, NO. 5. . . . . . . . ........ 10 II-A-225 43 GUN PORT SHOOTING, NU. 6. . .......... .. 10 II-A-226 44 GUN PORT SHOOTING, NO. 7. . . . . . . . . . . . . . . . . 10 II-A-227 45 GUN PORT SHOOTING, NO. 8. . . . . . . . . . ...... 10 II-A-228 46 GUN PORT SHOOTING, MC). 9. . .............. 10 II-A-229 47 GUN PORT SHOOTING, NO. 10 . . . . . . . . . . . ... 10 II-A-230 48 GUN PORT SHOOTING, NO. 11 . . . . . . . . . . . . . . . . 10 II-A-231 vi

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I FIGURE TITLE SECTION PAGE NO.

49 SHOTGUN PUMP ACTION . . . . . ... .. ,.. ... 11 II-A-243 50 AR, 15, NO. 1 . . ....... .......... 13 II-A-279 51 AR, 15, NO. 2 . . . . . . . . ..... ... .. 13 II-A-280 52 AR, 15, NO. 3 . . . . . . . .. .... .. .... 13 II-A-281 53 AR, 15, NO. 4 . . ............ ....... 13 II-A-282 54 AR, 15, NO. 5 . . . . . . ... ........... 13 II-A-283 55 AR, 15, NO. 6 . . . ...... ............ 13 JI-A-284 56 AR, 15, NO. 7 . . . . . . . . . . . . ......... 13 II-A-285 57 AR, 15, NO. 8 . . . . ........ .... ... 13 II-A-286 58 AR, 15, NO. 9 . . .,......... ....... 13 II-A-287 59 AR, 15, NO. 10 ..

.................. 13 II-A-288 60 AR, 15, NO. 11 .............. .... .. 13 II-A-289

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61 AR, 15, NO. 12 .............. ...... 13 II-A-290 62 DEFENSIVE TACTICS, NO. 1. . . . . . . . . . . . . . . . . 16 II-B-7 1

63 DEFENSIVE TACTICS, NO. 2. . . . . . . . . . . . . . . . . 16 II-B-9 64 REPORT WRITING, NO. 1 . . . .... ......... 19 II-B-121 i 65 REPORT WRITING, NO. 2 ................ 19 II-B-122 66 OBSERVATION AND PERCEPTION, NO. 1 . . . . . . . . . . . . 21 II-B-154 67 OBSERVATION AND PERCEPTION, NO. 2 . . . ... .... 21 II-B-155 68 DISMOUNTED TACTICS, NO. 1 . ............ 22 II-B-170 1

69 DISMOUNTED TACTICS, NO. 2 . . . . . . . . . . . . . . . . 22 II-B-171 70 DISMOUNTED TACTICS, N0. 3 . . . . . . . . . . . . . . . . 22 II-B-172 71 DISMOUNTED TACTICS, NO. 4 . . . . . . . . . . . . . . . . 22 II-B-173 72 DISMOUNTED TACTICS, N0. 5 . . . . . . ....... . 22 II-B-174 vii I

l FIGURES - VOLUME II (Cont'd)

SECTION PAGE NO.

FIGURE TITLE DISMOUNTED TACTICS, NO. 6 . . . ............ 22 II-B-175 73 74 DISMOUNTED TACTICS, NO. 7 . . . . . . . . . . . ... 22 II-8-176 TRANSPORT VULNERABILITY, NO. 1. . . . . . . . . . . .. 23 11-8-191 75 TRANSPORT VULNERABILITY, NO. 2. . . . . . . . . . .. . 23 11-B-192 76 TRANSPORT VULNERABILITY, NO. 3. . . . . . . . ... . 23 11-B-193 77 78 TRANSPORT VULNERABILITY, N0. 4. . . . . . . . .. ... 23 II-8-194 79 TRANSPORT VULNERABILITY, N0. 5. . . . . . . . . . . . . . 23 II-8-195 80 TRANSPORT VULNERABILITY, N0. 6. . . . . . . . . . . . . . 23 II-B-196 81 TRANSPORT VULNERABILITY, NO. 7. . . . . . . . . . . . . . 23 II-8-197 TRANSPORT VULNERABILITY, NO. 8. . . . ......... 23 11-8-198 82 83 TRANSPORT VULNERABILITY, NO. 9. . . . . . . . . . . . . . 23 II-8-199 84 TRANSPORT VULNERABILITY, N0. 10 . . . . . . . . . . . . . 23 II-8-200 85 TRANSPORT VULNERABILITY, NO. 11 . . . . . . . . , , . . . 23 II-B-201 86 THE POLICE RUSE, NO. 1. . ..... ......... 24 II-B-229 87 THE POLICE RUSE, NO. 2. . . . ....... .... 24 II-8-230 THE POLICE RUSE, M0. 3. . . .............. 24 II-B-231 88 THE POLICE RUSE, NO. 4. . . . . . . . ......... 24 II-B-232 89 90 THE POLICE RUSE, NO. 5. . . . . . . . . . . . . . . . . . 24 II-8-233 THE POLICE RUSE, NO. 6. . . . . . . . . . . . . . . . . . 24 I1-B-234 91 92 THE POLICE RUSE, NO. 7. . . . . . . . . . ....... 24 II-8-235 93 THE POLICE RUSE, NO. 8. . ............ .. 24 II-B-236 THE POLICE RUSE, NO. 9. . . . . . . . . . . . ..... 24 II-8-237 94 THE POLICE RUSE, NO. 10 . . . . . . . . . . . . . . . . . 24 11-B-238 95 96 THE POLICE RUSE, NO. 11 . . . . . . . . . . ...... 24 II-B-239 viii

i FIGURES - VOLUME II (Cont'd) 1 FIGURE TITLE SECTION PAGE NO.

97 THE POLICE RUSE, NO. 12 . . . . . . . . . . . . . . . 24 II-B-240 98 THE POLICE RUSE, NO. 13 . . . . . . . . . . . . . . . 24 II-B-241 99 THE POLICE RUSE, NO. 14 . . . . . . . . . . . . . . 24 II-B-242 100 THE POLICE RUSE, NO. 15 . . . . . . . . . . . . . . . . 24 II-B-243 9 101 THE POLICE RUSE, N0. 16 . . . . . . . . . . . . . . . . . 24 II-B-244 102 THE POLICE RUSE, NO. 17 . . . . . . . . . . . . , . . . 24 II-B-245 103 THE POLICE RUSE, NO. 18 . . . . . . . . . . . . . . . . 24 II-B-246 104 AMBUSH SITUATION, NO. 1 . . . . . . . . . . . . . . . . 25 II-B-266 105 AMBUSH SITUATION, NO. 2 . . . . . . . . . . . . . . . 25 II-B-267 4 106 AMBUSH SITUATION, NO. 3 . . . . . . . . . . . . . . 25 II-B-268 l 1

107 AMBUSH SITUATION, NO. 4 . '

. . . . . . . . . . . . . . 25 II-B-269 108 AMBUSH SITUATION, NO. 5 . . . . . . . . . . . . . . . . 25 II-B-270 l

109 AMBUSH SITUATION, NO. 6 . . . . . . . . . . . . . . . . 25 11-B-271 l l

110 AMBUSH SITUATION, NO. 7 . . . . . . . . . . . . . . . . 25 II-B-272 )

111 AMBUSH SITUATION, NO. 8 . . . . . . . . . . . . . . . . 25 II-B-273 112 AMBUSH SITUATION, NO. 9 . . . . . . . . . . . . . . . 25 II-B-274 113 AMBUSH SITUATION, NO. 10. . . . . . . . . . . . . . . 25 II-B-275 114 AMBUSH SITUATION, NO. 11. . . . . . . . . . . . . . . 25 11-B-276 115 AMBUSH SITUATION, NO. 12. . . . . . . . . . . . . . . . 25 II-B-277 j 116 MOUNTED TACTICS, N0. 1. . . . . . . . . . . . . . . . . 26 II-B-290 117 MOUNTED TACTICS, NO. 2. . . . . . . . . . . . . . 26 II-B-291 118 MOUNTED TACTICS, NO. 3. . . . . . . . . . . . . 26 II-B-292 119 MOUNTED TACTICS, NO. 4. . . . . . . . . . . . . . . . . . 26 II-B-295 I

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FIGURES - VOLUME II.(Cont'd)

SECTION PAGE NO.

FIGURE TITLE MOUNTED TACTICS, N0. 5. . . . . . . . . . . . . . . . . 26 II-B-298 120 121 MOUNTED TACTICS, NO. 6. . . . . ..... . ... 26 II-B-301 MOUNTED TACTICS, NO. 7. . . . . ....... . ... . 26 11-B-302 122 123 MOUNTED TACTICS, NO. 8. . . . . . . . . . . ... . . . 26 II-B-303

MOUNTED TACTICS, NO. 9. . . . ...... . 26 11-B-304 124 ...

125 MCUNTED TACTICS, NO. 10 . . . . . . . . . . . . . . . . . 26 II-B-305 126 HOUNTED TACTICS, NO. 11 ....... . ....... 26 II-B-310 MOUNTED TACTICS, NO. 12 . . . . . . . . . . . . . . . . . 26 TI-B-315 127 MOUNTED TACTICS, NO. 13 . . . . . . . . . . . . . . . . . 26 11-B-317 128 129 MOUNTED TACTICS, NO. 14 . . . . . . . . . . ...... 26 II-B-319 130 MOUNTED TACTICS, NO. 15 . . . . . . . . . . ...... 26 II-B-320 MOUNTED TACTICS, NO 16 ..... ....... ... 26 11-B-323 131 132 MOUNTED TACTICS, NO. 17 . . . . . . . . . . . . . . . . . 26 II-B-324 133 MOUNTED TACTICS, NO. 18 . . . . . . . ... ...... 26 II-B-325 134 MOUNTED TACTICS, NO. 19 . , . . .. ...... .. 26 11-B-328 135 MOUNTED TACTICS, N0. 20 . . . . . . . . . . . . . . . 26 II-B-330 136 MOUNTED TACTICS, NO. 21 . . . ... .. .... .... 26 11-B-332 137 MOUNTED TACTICS, NO. 22 . . . . . . . . . . . . . . . . . 26 II-B-335 138 MOUNTED TACTICS, NO. 23 . . . . ..... ....... 26 11-B-340 139 MOUNTED TACTICS, NO. 24 . . .... ..... .. 26 II-B-344 140 MOUNTED TACTICS, NO. 25 . . . .. ... ..... 26 II-B-346 141 MOUNTED TACTICS, NO. 26 . . . . . . . . . .... 26 II-B-348 142 MOUNTED TACTICS, NO. 27 . . . . . . . . . . . . . . . . . 26 11-B-350 143 MOUNTED TACTICS, NO. 28 . . . . . . . . . . . . . . . . . 26 II-B-352 x

FIGURES - VOLUME II (Cont'd)

FIGURE TITLE SECTION PAGE NO.

144 MOUNTED TACTICS, NO. 29 ...... . .. .. ... 26 II-B-354 145 MOUNTED TACTICS, NO. 30 ... . ........... 26 II-B-356 146 MOUNTED TACTICS, NO. 31 . .. . .... .. 26 II-B-359 147 MOUNTED TACTICS, N0. 32 . . ....... ..... . 26 II-B-362 148 MOUNTED TACTICS, NO 33 . . . . . .. ... ....... 26 II-B-365 149 MOUNTED TACTICS, NO. 34 . . . . . . ........ . 26 II-B-368 150 MOUNTED TACTICS, NO. 35 . . . . ..,......... 26 II-B-371 151 MOUNTED TACTICS, NO. 36 . ..

. .. ...... .... 26 II-B-374 152 MOUNTED TACTICS, NO. 37 . . . . ... ... .... 26 II-B-377 153 MOUNTED TACTICS, NO. 38 . . . . . . . .. ...... 26 II-B-380 154 MOUNTED TACTICS, NO. 39 . . . . .. ......... 26 II-B-383 155 MOUNTED TACTICS, N0. 40 . . . . . . . . ... ... 26 II-B-386 156 MOUNTED TACTICS, NO. 41 . . . . . . . . . . . . . . . . . 26 II-B-389 157 MOUNTED TACTICS, NO. 42 . . . . . . . . . . ...... 26 II-B-392 158 MOUNTED TACTICS, NO. 43 . . . . . . . . . ... ... 26 II-B-395 159 MOUNTED TACTICS, NO. 44 . . . . . . . . . . . . . . . . . 26 II-B-398 160 MOUNTED TACTICS, NO. 45 ...... ..... .... 26 II-B-401 161 MOUNTED TACTICS, NO. 46 . . . . . . . . . . . . . . . . . 26 II-B-404 162 MOUNTED TACTICS, NO. 47 .. ....... ... .. 26 II-B-407 163 MOUNTED TACTICS, N0. 48 ........... .... 26 II-B-410 164 MOUNTED TACTICS, NO. 49 . . . . . ........ .. 26 'II-B-413 165 MOUNTED TACTICS, NO. 50 . . . . . . . ..... .. 26 11-8-416 166 MOUNTED TACTICS, NO. 51 . . . . . . . . . . . ..... 26 II-B-419 xi

1 FIGURES - VOLUME II (Cont'd)

SECTION PAGE NO.

FIGURE TITLE

....... 26 II-B-422 167 MOUNTED TACTICS, NO. 52 . . . ....

............... 27 II-B-450 168 SITUATIONAL TRAINING. . .

..... 27 II-B-494 169 SITUATIONAL TRAINING SCENARIO . . . . . . . .

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SECTION 1 i

i UNIT TITLE: INTRODUCTION.TO COURSE i

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II-A-1

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SNM Guard Training i

i Synopsis Since the students will be entering a new environment they will have many questions. The purpose of this one hour block will be to explain to the student '

what he will be experiencing in the following days. This time vill also allow i

the student to ask questions about things that he is concerned with, :

Behavioral Objectives T

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Il-A-2

SNM Gunrd Trcining I

Unit: INTRODUCTION TO COURSE Lesson: Page:

I. Purpose of the program Notes A. Wnat you learn here will be important to the security of the cargo.

B. What you learn here will be important for your own safety should you be attacked.

C. What you learn here will be important to the very security of-the country.

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II. Overs sew of course

.A. Go over classes B. Explain the situational training C. Explain the tactical overheads :

D. Explain the testing l E. Explain the firearms qualifications III. Student notetaking A. Explain the student handouts B. Explain the purpose of the notebook C. Give each student a handout on notetaking IV. Classroom conduct A. Expected to be present every day B. Expected to be on time C. Expected to pay attention to instructors D. No disruptions of class will be allowed E. Expected to take notes F. Expected to participate in classroom discussions G. Expected to participate in situational exercises H. Failure to follow any of the rules will cause your dismissal from the program.

II-A-3

SNM Guard Training INTRODUCTION TO THE 2

Unit: COURSE Lesson: Page:

V. Grading procedures PJotes A. Will be graded on written exams B. Will be graded on the notebook C. Will be graded on the use of weapons D. Will be graded on your ability to demonstrate what you have learned.

E. Will be graded on your attitude towards the training program.

VI. Sensitivity of material A. What you learn here should be treated on a need to know (NTK) basis B. It should not be discussed with anyone other '

than fellcw workers and instructors.

C. Your notebook should also be treated the same way.

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II-A-4 ,

SECTION 2 UNIT TITLE: PHYSICAL EXERCISE

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h SNM Guard Training Instructor Copy Unit

Title:

PHYSICAL EXERCISE PROGRAM I

PART I Leeson

Title:

INTRODUCTION AND IS0 METRICS 3

I II-A-6 l

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SNM Guard Training EXERCISE PRECAUTIONS NOTICE

('l ) Before beginning the programs of exercise, students must furnish physician's certification that they are free from condition or disease which would make it hazardous to perform exercise.

(2) Instructors are NOT to push students past points where symptions of over-strain occur.

(3) Should symptoms of overstrain occur, st'idents are to reduce their level of

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exercise until such symptoms' do not occur. Symptoms are discussed in the lesson for AEROBIC EXERCISES.

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SNM Guard Training Synopsis Exercise is important to proper job perfonnance becasue the driver / guard may be be called upon for strenuous activity. It is also important to keeping alert and well that steps be taken to offset the sedentary existence normally experi-enced by those confined to driving or sitting as are SNM guards. A program of Part exercises has been specially designed to fit this occupational group.

one consists of isometric exercises and part two consists of aerobics.

f Behavioral Objectives (1) Explain the relationship between coronary heart disease and sedentary existence.

(2) Explain why a program of exercise is important to a person who drives or i who rides while protecting SNM in transportation.

(3) Demonstrate understanding of " tolerance" of exercise.

(4) Explain basic principles and values of isometric exercises to a person doing ;

your job.

(5)

Demonstrate by perfonnance, knowledge of each exercise outlined.

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II-A-8

SNM Gunrd Trcining PHYSICAL EXERCISE Lesson: PART I I Unit: PROGRAM Page:

INTRODUCTION ;

Notes l Currently, more and more occupational activities are l being performed by machines and physical exertion has there- I fore become largely obsolete. Mounting evidence in perti- l nent literature has pointed out that lack of physical activ- j ity has and will continue to become an increasing problem in a mechanized society. (1, p. 307; 5, p. 3)

Many authorities (1, p. 310; 2, p. 675; 4, p. 37) have inferred that as a consequence of this reduction of essen-tial physical exertion, there is a greater danger that the vitality of the human-organism, which is readily adaptable to change in functional demands, may become seriously affected.

Drawing information from many sources, Kraus and Raab (5, p.1) indicated that coronary heart disease is twice as frequent in the sedentary as in the active; that 80 per-cent of low back pain in patient; reporting to psychiatrists is due to lack of physical activity; that the physically active show better adaptability to stress; less neuro-muscular tension, and less fatigability; and that active individuals age later, do not tend toward rbesity, have lower blood pressure, are stronger and more supple, and have greater breathing capacity and lower pulse rate. Based upon these contentions, exercise for adults appears to be extremely important, expecially among individuals engaged in sedentary occupations. Due to the increasing concern for the physical fitness of members of one such group, ,

those who are involved in driving vehicles and who are confined to these vehicles over an extended period of time. I l

I II-A-9

SNM Gucrd Trcining PHYSICAL EXERCISE Unit: PROGRAM Lesson: PART I Page: 2 The following exercise program includes both isometric tes end aerobic phases. The isometrics are readily adaptability to minimum amount of space and do not require a great deal of time, although they do not sufficiently stimulate the cardio-vascular system in order to force the development of endurance. Both of these programs including activities for each are discussed under separate categories.

USES OF EXERCISE Befnre starting an exercise program, a physical exam-ination should be administered by your physician in order to determine any abnormalities that might preclude some exercises.

Individuals vary in their. ability to perform given amounts of exercise. The suitability of the following exercises depends upon the individual's tolerance for exer-cise. This tolerance is best determined by progressing gradually through the sequences of the exercises. As the individual gradually learns his own tolerance for axercise, the possibility of strain and overdoing in the early stages is minimized.

For the person who has not engaged in vigorous activity for a long period of time, more exploration will be required to determine the tolerance level. For the person of low tolerance, the possibility of muscle soreness should be considered. A rule of thumb is that if soreness persists past the second day following the workout, the exercise has prot' ably beeh too strenuous.

Also, the questions usually arises, "How frequently should a person exercise?" It might be said that once a week is not often enough, that every day is not necessary, II-A-10

SNM Gunrd Tmining PHYSICAL EXERCISE Unit: PROGRAM Lesson: PART I Page: 3 l

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and that three or four alternate days of the week is about hu l right. Another question is "How vigorous should each ses-sion of exercice by?" This is a highly individualized mat-ter, but for the person who is beginning an exercise program, enough activity to induce slight tiredness is adequate. 1 The following discussion about isometrics and aerobic

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programs includes information concerning the progression and intensification of exercise.

ISOMETRIC EXERCISES An isometric contraction may be defined as the force exerted and the resistance being the same, so that no shortening or lengthening of the muscle takes place. 46 is sometimes called a held muscular contraction.

Improvement in strength in a relatively short time can be achieved through an isometric conditioning program.

Isometric exercise involves the production of tension in motionless muscles for brief periods of time. The recom-mendation of these "no-movement" type exercises is based on scientific facts that have demonstrated the efficiency of this program in developing strength. For example, experi-ments in which repeated contractions have been used to the 1

point of exhaustion showed no further gain in strength than !

could be attained through one maximum contraction held for I approximately ten seconds.

Another advantage of isometric exercise is that it is a safe program; the individual is the judge of his own capaci ties . Other types of resistance exercise involve overcoming a definite amount of resistance whereas isometric exercise allows the individual a maximum contraction while functioning within his own limitations.

II-A-ll i

SNM Gucrd Treining PHYSICAL EXERCISE PART I 4

. Unit: PROGRAM Lesson: Page:

The principle of progression, involved in all develop- ,

mental programs, can be applied to isometric exercise. This is a result of the ability to increasingly exert higher levels of tension. Adaptations are made to the specific demands imposed upon the organism. In the isometric exer-cises it is possible to increase the demands as more strength is developed. As the ability to exert more force is developed, strength is progressively elevated.

The following isometric exercises may be done indi-vidually and require no special equipment. The resistance should be applied for 6 to 10 seconds for each exercise, counting one-thousand-one, one-thousand-two, etc.

A. Neck and Shoulders

1. Neck Flexion

a. Place both hands on your forehead

b. Attempt to pull your head fomard as you resist with your hands

c. Resist at two different positions, with neck straight and with the neck in flexion

d. Resist from 6 to 10 seconds, counting one-thousand-one, one-thousand-two, etc.

2. Neck Extension

a. Place both hands behind your head with the fingers laced together f l

II-A-12

1 SNM Guard Training l l

PHYSICAL EXERCISE Unit: PROGRAM Lesson: PART I Page: 5 I

b. Attempt to push your head backward as you Notes resist with your hands

c. Resist at two different positions, with neck straight and with the neck in flexion I

3. Lateral Neck Flexion l

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a. Place one hand on the side of your head

b. Attempt to push your head to the side, bringing your ear toward your shoulder

c. Resist at two different positions, from lateral flexion of the neck opposite the )

hand on your head and with the neck straight )

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'iticulder Flexion (Lift Arms Forward)

a. Sit at a desk or immovable table

b. Raise your arms forward until the backs of your hands are touchino the desk in front of your body

c. Keep your back straight

d. Attempt to lift the desk for 6 to 10 seconds l l

5. Shoulder Shrug )

a. Sit in your chair I

b. Grasp your chair alongside your buttocks ;

c. Attempt to shrug your shoulders, maintaining i hold on your chair as though you were trying to lift it l

d. Pull for 6 to 10 seconds II-A-13

SNM Guard Training PHYSICAL EXERCISE

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Unit: PROGRAM Lesson; Page:

6. Shoulaer Blade Pinching Notes

a. Sit in your chair

b. Put your hands behind your head, fingers laced

c. Pull your elbows backward as far as you can, pinching your shoulder blades together, pushing for 6 to 10 seconds

d. Keep your abdominal mu:cles tight and your back straight B. Shoulders and Back

1. Push-up off chair

a. Raise your feat off the floor

b. Place your hands on your chair, and pull your abdominal muscles in

c. Slowly try to raise the buttocks off the chair, hold for 6-10 seconds, and slowly lower buttocks to the chair

2. Supine Push-Up

a. Lie on your back, arns along sides, and palms on floor

b. Attempt to raise the pelvis from the floor while the head, hands, and heels naintain contact with the floor, hold for 6-10 seconds

c. If the position illustrated is not achieved, attenpting to reach the position will pro-gressively increase tolerance until the position can be achieved.

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SNM Gurrd Training ,

PHYSICAL EXERCISE Unit: PROGRAM Lesson: PART I Page:

C. Wrist, Arms, Chest, and Upper Back htu

1. Wrist Flexion

a. Sit in chair with one of your upper arms against body and in flexed position

b. Place opposite hand on fist of flexed arm

c. Attempt to flex the wrist by bringing thumbside toward forearm (radial flexion)

b. Reverse procedure by placing hand on little-finger side of fist and attempt to flex the ,

wrist by forcing the little finger side j toward the forearm I I

2. Palm Squeeze

a. From a sitting position, lace fingers together, palms touching

b. Raise elbows to horizontal position and push palms together, hold for 6-10 seconds

3. Elbow Extension

, a. From a sitting position, place the outside of your hands against the side of two immov-able objects

b. Attempt to extend (straighten your elbows) by pushing against the objects

c. Flex your elbows at different positions so that you work the triceps at various angles II-A-15

SNM Guard Training PHYSICAL EXERCISE

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Unit: PROGRAM Lesson: Page:

4. Elbow Flexion Notes 1

a. From a sitting position, place the palms of your hands under an immovable object

b. Attempt to flex the elbows by trying to lift the object

c. To exercise all of the muscles that flex the elbow, this exercise should be donc by bring-ing the thumb toward the shoulder and by trying to lift the object by bringing the back of the hand toward the shoulder

5. Elbow Flexion and Extension (Alternate Exercise to 3 & 4)

a. If no object is available to apply resistance against; the following technique may be used

b. From a sitting position, attempt to flex one ann while resisting with the opposite arm

c. The procedure may be reversed by attempting to extend the flexed arm by resistance from the opposite arm D. Abdominal Exercises

1. Sitting Abdominal Exercise

a. While driving a vehicle, pull your abdominal muscles in hard and hold for 6-10 seconds

b. This may be repeated several times during the course of a trip II-A-16

SNM Gucrd Trcining PHYSICAL EXERCISE PART I '

Unit: PROGRAM Lesson: Page:

2. Sit-Ups Notes

a. Lie on your back with your knees and hips flexed, feet on the bed near your buttocks, fingers laced behind your head

b. Keep your elbows out straight and raise the upper body off the bed above six inches

c. Hold for 6-10 seconds and slowly return to the starting position E. Legs and Hips .

1. Quadriceps Strengthening (Front of thigh)

a. From a sitting position, raise one foot slightly off floor keeping leg bent at the knee and grasp front of lower leg (shin) J

b. Attempt to extend (straiahtn) the lower leg against the resistance

c. Repeat exercise for other leg I

l

2. Hamstrings strengthening (back of thigh)

a. From a sitting position, raise one foot off floor keeping leg in slightly flexed posi-tion and grasp back of lower leg (calf)

b. Attempt to flex the lower leg against the resistance

c. Repeat exercise for other leg II-A-17

SNM Gu::rd Treining PHYSICAL EXERCISE PART I Unit: PROGRAM Lesson: Page:.

3. Squeeze Legs Together g

a. Sit in a chair with the feet spread about 18 inches apart

b. Cross your arms, placing your left palm on the inside of the right knee, and your right palm on the inside of the left knee

c. Attempt to squeeze your legs together as you resist with your hands.

4. Push The Legs Aparts

a. Sit in a chair with the feet about 12 inches apart

b. Place the right palm on the outside of the right knee, and the left palm on the outside of the left knee

c. Attempt to push your legs apart as you resist with your hands.

II-A-18

SNM Guard Training Instructor Copy Unit

Title:

PHYSICAL EXERCISE PROGRAM PART II Lesson

Title:

AEROBIC EXERCISE

\

II-A-19

SNM Guard Training _

Synopsis The aerobic exercise program introduces the student to a type of physical fitness related to how much oxygen your body could deliver to you should it be needed.

A minimum of 15 weeks is needed to bring Jogging is the method selected here.

the student up to the suggested level of an 8-minute mile.

Bshavioral Objectives The student should be able to show why aerobic exercise is important to job (1) performance capability.

I At the end of the training program, the student should be able to jog the (2) distance of 1 mile within 17 minutes 30 seconds without experiencing signs overstraining as outlined within the lesson. ,

The student should demonstrate a willingness and intention to pursue the (3) program of aerobics outlined. .

Demonstrate ability to check for signs of overstrain from exercise.

(4)

II-A-20

SNM Gunrd Trcining PHYSICAL EXERCISE Unit: PROGRAM Lesson: PART II Page: I Basically, aerobic exercises refer to those which Notes can be performed with the amount of oxygen the body can supply. There are many exercises such as jogging, swimming laps, and cycling that stimulate heart and lung activity for a time period sufficiently long to produce beneficial changes in the body. These types of exercises have one thing in conrnon: as the individual works hard, the demand for oxygen is forced.

Dr. Kenneth Cooper (3, p.16) believes the main objective of an aerobic exercise program is to increase the maximum amount of oxygen that the body can process within a given time. This is called the aerobic capacity.

The development of aerobic capacity essentially depends upon efficient lungs, a powerful heart, and a good vascular system and because it reflects the conditions of these ]

vital organs, the aerobic capacity is a good index of over- l all physical fitness.

Though there are many exercises that may be classified as aerobic, a suggested jogging program is outlined for men / women who would fall into the beginners category. It should be. recognized that individuals may either accelerate or decelerate these suggested times and distance according to their present tolerance for exercise. There is a very key phrase to follow: " train, don't strain." Many people are tempted to overstrain themselves in an exercise program.

There are two simple ways to tell if you are exercising too hard during any stage of your condit'oning program.

Check 1: Symptoms During Exercise. Signs of over-exertion during exercise are tightness o'r pain in the chest, severe breathlessness, lightheadedness, dizziness, l l

II-A-21

SNM Gucrd Trcining PHYSICAL EXERCISE PROGRAM PART II 2 Unit: Lesson: Page:

loss of muscle control and nausea. When any of these .

symptoms are experienced, stop exercising immediately. Notes Check 2: Recovery tieart Rate. Five minutes after exercise, count your pulse. If it is still over 120, this is a sign that the exercise was too strenuous. Ten minutes ,

after exercise, check your pulse again. It should be back below 100; if it is not, let up a little on your exercise program. Your pulse may be checked by feeling either at the throat or the wrist. Use a watch with a second hand.

Count the pulse for ten seconds and multiply by six, or count for fifteen seconds and multiply by four.

Another important point.to remember is that exercise should be done regularly. Regularity in exercise is an important safety precaution. Now-and-then exercise will not help build and keep fitness. It will not increase your aerobic capacity nor will it strengthen your heart so that it can stand a really tough workout.

The following jogging program should enable most adult men and women to eventually attain a fitness level in performing a mile run in eight minutes.

In addition to the jogging program the class should be divided into teams in order to play some organized sports. This will develop competition among the guards as well as relieve some of the stress of classroom instruction. !

The amount of time allowed between jogging and organized sports will be left up to the instructor. This type of exercise program was tested on the 9th Police i Recruit Academy and was very successful. It is also recommended the instructors take part in the organized sports as umpires or participants. The following are some suggested sports: football, softball and basketball.

II-A-22

Jogging Exercise Program Distance Time Week (Miles) (Min.) Frequency / Week 1 1.0 17.30 4 2 1.0 15:45 4 3 1.0 14:15 4 4 1.0 13:30 4 5 1.0 11:45 4 6 1.0 11:15 4 7 1.0 10:30 4 8 1.0 9:50 4 i

9 1.0 9:45 2 and 1.5 16:00 2 l

10 1.0 9:30 2 and 1.5 15:45 2 11 1.0 9:00 2 and 1.5 14:30 2 12 1.0 8:45 2 and 1.5 14:00 2 13 1.0 8:30 2 and 2.0 19:00 1 14 1.0 8:15 2 and 2.0 18:30 1 15 1.0 8:00 2 and 2.0 18:00 1 II-A-23

SNM Guard Training Examination Student: Date:

Unit: PHYSICAL EXERCISE PROGRAM Lesson:

i i

l i

II-A-24 ;

e SNM Guard Training ,~,.

(1) Driver / Guards lead an inactive life. Their chances of having coronary heart disease may be greater than those of active, exercising people.

Occurrence of this disease is: ,

_(A) About the same for each group (B) Twice as great for the inactive persons (C) Ten times as great for the inactive persons

.(D) Twenty times as great for inactive persons t

(2) Soreness which persists past the _ following a workout indicates that the exercise was probably too strenuous.

(3) To be beneficial, you should exercise about days a week.

(4) In performing isometric exercises, you should hold each position for l

(length of time).

(5) To check for overstrain, count your pulse 5 minutes after exercise.

If the pulse is still over , it is a sign the exercise was too strenuous.

(6) List 5 of the 6 symptoms of overstrain which occur during exercise.

1.

2.

3.

4.

5.

II-A 25

SNM Gucrd Trcining Classroom /Cognative Evaluation INSTRUCTIONS: MAKE ONE TALLY MARK FOR EACH OCCURRENCE. YOU MAY EXPLAIN MARKS FURTHER.

Unit: PHYSICAL EXERCISE PROGRAM Date:

Lesson: INTRODUCTION & IS0 METRICS Evaluator:

Alphabetical Student List S1 S2 S3 S4 S5 S6 S7. S8 S9 S10 S11 S12 S13 S14 S15 Area of Concern Noted:

(1) !; nib le to answer question in Classroom.

(2) Fails to ask questions but doesn't understand.

(3) Enters discussion with incorrect concept.

(4) Will not enter into class discussion freely.

(5) Was wrong, re-instructed and still fails to grssp.

(6) Unable to apply concept to hypothetical problem.

(7) Displays temper quickly, or is argumentative.

(8) Dishonest, lies, bluffs or w31 not admit error.

(9) Attitude toward others or class material.

(10) Alertness, quickness, keeps up with class.

(11) Othe.

l l

Evalustor Explanation: (refer to area number and student number) l Distribution: Original to instructional unit fue. Copy to student personnel file.

II-A-E6

1 SNM Guard Training Classroom /Cognative Evaluation INSTRUCTIONS: MAKE ONE TALLY MARK FOR EACH OCCURRENCE. YOU MAY EXPLAIN MARKS FURTHER. j 1

I Unit: PHYSICAL EXERCISE PROGRAM Date: !

, Lesson: PART 2. AEROBIC EXERCISE Evaluator:

Alphabetical Student List S1 S2 S3 S4 SS S6 S7. S8 59 S10 S11 S12 513 S14 S15 i Area of Concern Noted:

(1) Unable to answer questioa in classroom.

(2) Fails to ask questions but doesn't understand.

(3) Enters discussion with incorrect concept.

(4) Will not enter into class discussion freely.

(5) Was wrong, re-instructed and still fails to grasp.

(6) Unable to apply concept to hypothetical problem.

(7) Displays temper quickly, or is argumentative.

(8) Dishonest, lies, bluffs or will not admit error.

(9) Attitude toward others or class material.

(10) Alertness, quickness, keeps up with class.

(11) Other 1

Evaluator Explanation: (refer to area number and student numbert I

l Distribution: Original to instructional unit file. Copy to s vdent personnel file.

II-A-27 l

SNM Guard Training Skills Evaluation t INSTRUCTIONS: MAKE ONE TALLY MARK FOR EACH OCCURRENCE. EXPLAIN EACH MARK MADE.

Unit: PHYSICAL EXERCISE PROGRAM LESSON:

Skill: INTRODUCTION & IS0 METRICS Date: Evaluator:

Alphabetical Student List S1 S2 S3 S4 SS S6 S7 S10 S11 S12 S13 S14 S15 S8l59 Dsficisncy Noted (1) Failed to perform in min, time limits.

(2) Used unsafe method.

(3) Cheated or used unfair practice.

(4) Arti'ude problem.

(5) Slow at decision making.

(6) Reluctance to perform.

(7) Had to be re-instructed.

l (a) Marn.al awkwardness (b) not attentive (c) Physical deficiency (d) Cognative deficiency (8) Unable to perform skill at minimal level.

(9) Other Explanation: (identify by problem number and student number)

I SPECIAL INSTRUCTIONS TO EVALUATOR (MINIMUM LEVEL OF PERFORMANCE, ETC.)

Distribution: Original to instructional unit file. Copy to student personnel file. !

II-A-Q

SNM Guard Training Skills Evaluation i

INSTRUCTIONS: MAKE ONE TALLY MARK FOR EACH OCCURRENCE. EXPLAIN EACH MARK MADE.

l Unit: PHYSICAL EXERCISE Lesson: PART 2, AEROBICS Skill: J0GGING Date: Evaluator:

l l

l Alphabetical Student List S1 S2 S3 S4 S5 S6 S7 S8 59 S10 511 S12 S13 514 S15 Deficiency Noted (1) Failed to perform in min. time limits.

(2) Used unsafe method.

(3) Cheated or used unfair

. practice.

(4) Attitude problem (5) Slow at decision making.

I (6) Reluctance to perform.

(7) Had to be re-instructed.

l (a) Manual awkwardness (b) not attentive (c) Physical deficiency (d) Cognative deficiency (8) Unable to perform skilt at minimal level.

(9) Other l

Explanation: (identary by prootem riuinber and student riumber)

SPECIAL INSTRUCTIONS TO EVALU ATOR (MINIMUM LEVEL OF PEF. FORM ANCE, ETC.)

Distribution: Original to instruct:onal unit file. Copy to student personnel file.

II-A-29

4 9

SNM Guard Training Materials & Supplies List 1

Unit: PHYSICAL EXERCISE , Lesson:

The instructor should be sure the following materials and supplies are on hand in advance of the '

scheduled time of presentation. -

Checkmark U) indicates that the item may be needed.

Itsm Description X-mark shows that the item will be needed!

(1) Special classroom area (2) 16 mm, movie projector & screen (3) 35 mm. slide projector & screen ,

(4) Film Strip Projector & screen +

(5) Overhead Transparency Projector & screen (6) VTR monitor / player (7) Audio Tape Cassette Player (8) Special Student Clothing (9) WEAPONS' (10) AMMUNITION: Type Rds./ student (11) Range Supplies (Bullhcrn, ear protecters, targets, etc.) ,

(12) Drinking Water & cups i (13) Speciallighting or flashlights 3 (14) Refe'rence Materials P

II-A-30

SNM Guard Training Materials & Supplies List dnit: PHYSICAL EXERCISE Lesson. 2 The instructor should be sure the following materials and supplies are on hand in advance of the sc'.seduled time of presentation.

Checkrnark (/) Indicates that the item rney be needed, itsm Description X.enark shows that the itern veill be needed!

(1) Special classroom area ,10GGING-AREA X (2) 16 mrn. movie projector & screeri (3) 35 mm. slide projector & screen (4) Film Strip Projector & ucreen (5) Overhead Transparency Projector 8. screen (6) VTR monitor / player (7) Audio Tapo Cassette Player (8) Special Student Clothing J0GGING_SH0E.b_ SWEAT SUIT X (9) WEAPONS (10) AMMUNITION: Type Rds./ student (11) Range Supplies (Bullhorn, ear protecters, targets, etc.)

(12) Drinking Water & cups /

(13) Speciallighting or flashlights (14) Reference Materials II-A-31

Selected Bibliography

1. Astrand, P. O.

1956 " Human Physical Fitness With Special Reference to Set and Age." Physiological Review, XXXVI, Part III (July),

307-335.

2. Balke, B., and R. W. Ware 1959 "An Experimental Study of Physical Fitness of Air Force Personnel." United States Armed Forces Medical Journal, X, 675-688.

3. Cooper, K. H.

1979 The New Aerobics. New York: Bantom Books, Inc.

4. Cureton, T. K.

1969 The Physiological Effects of Exercise Programs on Adults, Springfield, Illinois: Charles C. Thomas

5. Kraus, H., and W. Raab 1961 Hypokinetic Disease. Springfield, Illinois: Charles C.

Thomas ;

II-A-32

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SECTION 3
~~- UNIT TITLE: TERRORISM ,~~
~~t I i 6~~
+
v I i I II-A-52 _ . _ _ _ _ _ _ _ _ _ - - - - _ .-____-__x--__-___
1 SNM Guard Training Synopsis The purpose of this hour is to make the student aware of the potential threat that terrorism poses. Included will be a background on terrorists attacks in the United States. Also, included will be a profile of people involved in ter.e 'sm as well as identification of the various groups in j i the United States. The student will become aware of terrorist methods as well as what terrorists could do with an SfC1 shipment. l l 1 a
)
~~i i Behavioral Objec+.ives 1~~
1. The student will -be able to define terrorism.

2. The student will be able to list the most common types of terrorist.

3. The student will be able to list common characteristics of a terrorist.

4. The student will be able to point out the motivations of most terrorists.
l
5. The student will be able t~o identify several of the terrorist groups in the United States.

6. The student will be able to list some of the capabilities of terrorist groups. .
~~Hty of -~~
7. The student will be able to list characteristics common to the l terrorist acts.

8. The student will be able to point out the consequences of a lost SNM shipment.

9. The student will be able to point out what the future holds for terrorism.
II-A-53
SNM Guard Trcining I Unit: TERRORISM Lesson: Page: I. INTRODUCTION Notes A. A tactic or technique by means of which a violent
~~'r :t of the threat thereof is used for the prime purpose of creating overwhelming fear for coercive purposes. (Report of Task Force p. 3)~~
~~8. The treat of violence, individual acts of violence, or a campaign of violence designed primarily to instill fear (Terror: Crime of the privileged (p.11)~~
~~C. Violence for effect - not r.ecessarily for the effect of the victim - but rather the people - fear is the intended effect. D. Three most common types: ;~~
1. Political terrorism - Violent criminal behavior designed primarily to generate fear for political purposes (Task Force p.11)

2. Non-political terrorism - Violent criminal behavior designed primarily for momentary gain.

a. Organized Crime

3. Urban Guerrillas - Very similar to a ter-4 rorist but his goal is revolution.
II. HOW TERRORISTS EFFECT YOU A. The nature of the material you'have makes you a potential victim of a terrorist attack. II-A-54
SNM Guard Trcining Unit: TERRORISM Lesson: . Page: 2
1. The chance of making a weapon.

2. The possibility of radiological pollution. Notes III. WH0'S INVOLVED AND WHY?
~~A. Terrorist Profile FIG. 18~~
1. Tends to be between 22 and 25 years of age.

2. Mainly males but the female population is growing. Typically females tend to be more violent than males.

3. Usually single. '

4. Usually urban.

5. Middle or upper class.

6. Many students and professional people.
~~I B. Reason's for Being a Terrorist FIG. 18~~
1. Political - Some groups advocate overthrow of a form of government - some just have a minor complaint such as the civil rights in i the 60's - the students who were against the Vietnam war and wanted the U.S. to bring all its troops home - against the conditions that they live in - such as ghettos.

2. Sociological Factors - Upper and middle class youth no longer have to work. Yet they see their affluence in contract with 3/4 of the world which live in dire poverty.
l II-A-55 l l
SNM Guard Training 3 Unit: TERRORISM Lesson:- Page:
~~3. Psychological Factors - Its possible that Notes the urge to destruct is somehow bound up in some individuals psychological structure.~~
Some violence may also be traced to the human's secret love of violence. Also many of the terrorists can be suspected of i-paranoia. IV. IDENTIF1 CATION OF THE VARIOUS GROUPS A. Black Muslims - Primarily a religious and commercial group - only blacks as members - randomly killed 14 whites in San Francisco - most other violence involves killing police and each other. B. Republic of New Africa (RNA) - Had separatist goals - some of their members were charged with murder, assault, and waging war against the State of Mississippi. C. Black Panther Party (BPP) - Urged blacks to arm themselves for self defense and liberation. The group has slowed its violent action down but still has several hundred members. D. Black Liberation Army (BLA) - Offshoot of the Black Panthers - have been responsible for several police killing - police believe that most members have been killed or imprisoned. E. Fueryas Armadas de Liberacion Nacional Puertoniquena (FALN) Their main idea is that Puerto Rico should be independent - but they are also concerned II-A-56
SNM Gu::rd Training 4 Unit: TERRORISM Lesson: _ Page: with exploitation by bankers and stockbrokers - are suspected of 27 bombings - with little conc 9en Notes for life - located in hew York, Chicago, Philadel-phia and Washington, D.C. F. American Indian Movement (AIM) - Their main goal is for better treatment of American Indians. The main things they have done are shootouts with Federal officials. G. WeatherUndergroungOrganization(WUl-Grand-person of American Revolutionary organization - they go in for bombings, but their bombings are usually preceded by warning call they have been ! credited with the bombing of the Capitol, Pentagon - 19 bombings total. H. Symbionese Liberation Army (SLA) - Made up of ; prison reform-minded radicals and members of a prison group called the Black Cultural Asso-ciation. Their first activity was the killing of an Oakland school superintendent. Their next ) big act was the kidnapping of Patricia Hearst. J Their last known activity was the bombing of the j 1 Hearst mansion. l I. New World Liberation Front (NWLF) - Based in San Francisco Bay area - use about the same techniques as the weather underground - in 1975, 22 bombings were attributed to this group. j J. Red Guerilla Family - San Francisco Bay area - Group came to be known in 1975 with the bombing of an FBI Office (Task Force). l II-A-57 l
SNM Guard Trcining OMSM U nit:.__ Lesson: Page: V. CAPARILITIES Notes A. We know that terrorists groups are very familiar with explosives. We also know that they have access to wide variety of weapons. One of the more advanced weapons that has made , its way into the harias of terrorist groups is and SA-7 Strella anti-aircraft missile. A rough estimate on just weapons loss mostly by thef t from the Department of Defense. In 1974 a total of 1,515 weapons, in 1975, 1,034 weapons were lost. For six years preceding 1975, a grand total of 11,000 weapons were lost plus over one mission rounds of ammunition per year. B. Nine Characteristics Common to the Majority of FIG. 19 Terrorist Acts
1. The use of violence as a method of system-atic persuasion.

2. The selection of targets and victims with maximum propaganda value.

3. The use of unprovoked attacks.

4. The selection of acts that gain maximum publicity with minimum risk to the terrorist

5. The use of surprise to overcome counter-measure.

6. The use of threats, harassment, and violence to create ar, atmoshpere of fear.

7. The lack of recognition of civilians or women and ch11dren as " noncombatants."
II-A-58
SNM Gurrd Trsining , l TERRORISM Unit: Lesson: Page:_
8. The use of propaganda to maximize the effect of violence and to achieve political Notes or economic goals.

9. The perpetration of terroristic acts by groups whose only loyalty is to each other (prevention of terroristic crimes).
VI. HOW WOULD A TERRORIST GET A SNM SHIPMENT? A. Steal a Shipment - One possibility is theft of l a shipment. Although, this would not be their easiest method of creating an incident, it is still a potential threat. B. Explode a Shipment - This method would not put , the SNM into the hands of the terrorist enabling l them the possibility of making a weapon, but the I bombing of a shipment or threat of bombing would serve several of their intended purposes. VII. CONSEQUENCES OF A LOST SHIPMENT OF SNM t- i A. _ Blackmail l
1. U.S. Government would be a very likely victim to blackmail should a shipment fall into the hands of a terrorist group. T'hi s blackmail could be for financial gains or it could be for the Government to meet certain conditions.

2. Company would also be very easy prey for a large sum of money.
II-A-59
SNM Gu::rd Trcining Unit: TERRORISM Lesson: Page: 7 B. Potential Weapon Notes
1. The knowledge to make a nuclear weapon is accessible to anyone with a little digging.

2. Sale of the SNM to a foreign country giving them the potential of a nuclear weapon.
C. Radiological Pollution VIII. FUTURE OF TERRORISM For the immediate future there appears little doubt that the toll of terrorist related crimes will increase. Since 1973, the increase in the U.S. has been threefold. It is believed by many experts that U.S. targets at home end abroad will be increasingly more inviting to the terrorist because of their symbolic importance as bastions of the mnst powerful capitalistic nation on earth. Another reason for the continued growth of terrorism is that the ste+1stics of terror show th.;t the terrorist has an; A. 87% probability of actually seizing hostages; B. 79% chance that all members of the terrorist . team would escape punishment or death, whether or not they successfully seized hostages; C. 40% chance that all ce some demands would be met in operations where something more than just passage or exit permission was demanded. D. 29% chance of full compliance with such demands; II-A-60
SNM Guard Training TERRORISM 8 Unit: Lesson: Page: _ E. 83% chance of success where safe passage or exit, for the terrorist themselves or for others Notes was the sole demand; F. 67% chance that, if concessions to the principal demands were rejected, all or virtually all mem-bers of the terrorist team could still escape alive by going underground, accepting safe passage in lieu of their original demands, or surrendering to a sympathetic government; and G. Virtually a 100% probability of gaining major publicity whenever that was one of the terrorist's goals. (Terror: The Crime of the Privileged.) Deakin, Thomas J. F.B.I. Law Enforcement Bulletin. Oct. ,1974 The Legacy of Carlos Marighella ASIS Committee on Terrorist Activities Sabotage Bombs and Bomb Threats, Oct. 1976 Nassel, Conrad V. Terror: The Crime of the Privileged; An Examination and Prognosis submitted for publication Aug., 1976, Journal of Po'. ice Science and Administration. Task Force on Disorders and Terrorism. December 1976 Private Security Advisory Council. Prevention of Terroristic Crimes; Security Guidelines for Business, Industry and other Organizations. May 1976 II-A-61
SNM Guard Training Unit: TERRORISM Lesson: Page: After Action Report of Terrorist Activities 20th Olympic Games, Munich, West Germany. Notes 1
\
II-A-62
i SNM GUARD E X A M I N A'T I O N i l
~~~ STUDENT:~~
DATE: UNIT: TERRORISM LESSON: II-A-63
SNM Guard Training 1 Define terrorism.
~~2. List the three most common types of terrorism. Briefly define their purpose or goals.~~
~~A. B. i C.~~
~~3. What are the three most common reasons that a person becomes involved in ,~~
~~terrorism? A. B. C. II-A-64~~
~~-. _. . . . -,. _ - - . . . . - _ . = . . - - _ - - - . .- - - -~~
~~SNM Guard Training~~
~~4. What could be the consequences of a lost SNM shipment?~~
s 6 i II-A-65
SNM Guard Training Classroom /Cognative Evaluation INSTRUCTIONS: MAKE ONE TALLY MARK FOR EACH OCCURRENCE. YOU MAY EXPLAIN MARKS FURTHER. TERRORISM Date: Unit: Lesson: Evaluator: Alphabetical Student List S1 S2 S3 S4 S5 S6 S7. S8 S3 S10 S11 S12 S13 S14 S15 Area of Concern Noted: (1) Unable to answer question in classroom. (2) Fails to ask questions but doesn't understand. (3) Enters discussion with incorrect concept. (4) Will not enter into class discussion freely. (5) Was wrong, re-instructed and still fails to grasp. (6) Unable to apply concept to hypothetical p oblem. (7) Displays temper quickly, or is argumentative.
~~18) Dishonest, lies, bluffs or will not admit error.~~
(9) Attitude toward others or class ma'erial, (10) Alertness, qWckness, keeps up with class. (11) Other Evaluator Explanation: (refer to area number arid student nurnberi Distnbution: Original to instructional unit file. Copy to student personnel f;le. II-A-66
SNM Guard Training Materials & Supplies List Unit: TERRORISM Lesson: The instructor should be sure the following materials and supplies are on hand in advance of the scheduled time of presentation. Itsm Description Checkmark (/) indicates that the item may be needed. X-mark shows that the item wlH be neededt (1) Special classroom area (2) 16 mm. movie projector & screen (3) 35 mm. slide projector & screen (4) Film Strip Projector & screen (5) Overhead Transparency Projector & screen X (6) VTR monitor / player (7) Audio Tape Cassette Player (8) Special Student Clothing I (9) WEAPONS (10) AMMUNITION: Type Rds./ student (11) Range Supplies (Bullhorn, ear protectors, targets; etc.) (12) Drinking Water & cu,, (13) Speciallighting or flashlights (14) Reference Materials l l l II-A-67 l l
SNM Guard Training INSTRUCT 0R C0PY Unit: TERRORISM Lesson: Page: Notes Materials r aded for the one hour lecture on terrorism are as follows:
1. Overhead transparency projector

2. Projector screen

3. Overheads:
~~A. Who's Involved and Why? B. Nine Characteristics Common To The Majority of Terrorist Acts. C. Why Terrorism Continues To Grow~~
~~4. Handouts:~~
i A. Terror: The crime of the privileged, an examination and prognosis; l B. Copies of the overhead transparencies used; C. Student study guide. l II-A-68
I I l l WH0'S INVOLVED AND WHY? l l A. Terrorist profile l
1. Tends to be between 22 and 25 years of age.

2. Mainly males but the female population is growing. Typically females tend to be more violent than males, j

3. Usually single.
~~4 Usually urban. i~~
5. Middle or upper class.

6. Many students and professional people.
~~B. Reasons for being a terrorist~~
1. Political

2. Sociological factors

3. Psychological factors l
l II-A-69 1 i
WHO'S INVOLVED AND WHY? A. TERRORIST PROFILE
1. TENDS TO BE BETWEEN 22 AND 25 YEARS OF AGE.

2. MAINLY MALES BUT THE FEMALE POPULAT ON IS GROWING. TYPICALLY FEMALES TEND TO BE MORE VIOLENT THAN MALES.

3. USUALLY SINGLE.
~~, 4. USUALLY URBAN.~~
5. MIDDLE OR UPPER CLASS.

6. MANY STUDENTS AND PROFESSIONAL PEOPLE.
~~B. REASCN'S FOR BEING A TERRORIST~~
1. POLITICAL l

2. SOCIOLOGICAL FACTORS l

3. PSYCHOLOGICAL FACTORS Figure 18. Who's involved and Why II-A-70
~~Nine Characteristics Common to the Majority of Terrorist Acts~~
1. The use of violence as a method of systematic persuasion.

2. The selection of targets and victims with maximum propaganda value.

3. The use of unprovoked attacks.

4. The selection of acts that gain maximum publicity with minimum risk to the terrorist.

5. The use of surprise to overcome countermeasure.

6. The use of threats, harassment, and violence to create an atmosphere of fear. '

7. The lack of recognition of civilians or women and children as I
~~" noncombatants."~~
8. The use of propaganda to maximize the effect of violence and to achieve i political or economic goals.

9. The perpetration of terrocistic acts by groups whose only loyalty is to each other (prevention of terroristic crimes).
l l II-A-71
NINE CHARACTERISTICS C0pm0N TO THE MAJORITY OF TERRORIST ACTS
1. THE USE OF VIOLENCE AS A METHOD OF SYSTE-MATIC PERSUASION.

2. TuE SELECTION OF TARGETS AND VICTIMS WITH tu..\IMUM PROPAGANDA VALUE.

3. THE bSE OF UNPROV0KED ATTACKS.

4. THE SELECTION OF ACTS THAT GAIN MAXIMUM PUBLICITY WITH MINIMUM RISK TO THE TERRORIST.

5. THE USE OF SURPRISE TO OVERCOME COUNTEP-MEASURE.

6. THE USE OF THREAL , HARASSMENT, AND VIOLENCE TO CREATE AN ATMOSPHERE OF FEAR.

7. THE LACK OF RECOGNITION 0F CIVILIANS OR WOMEN AND CHILDREN AS " NONCOMBATANTS".

8. THE USE OF PROPAGANDA TO WXI!!!ZE THE EFFECT OF VIOLENCE AND TC SC' T'/E PO-LITICAL OR ECONOMIC GOALS.

9. THE PERPETRATION OF TERRORISTIC ACTS BY GROUPS WHOSE ONLY LOYALTY IS TO EACH OTHER (PREVENTION OF TERRORISTIC CRIMES).
Figure 19. Nine Characteristics Common to the Majority of Terrorist Acts II-A-72
1 SECTION 4 UNIT TITLE: FIELD SEARCH AND RESTRAINT i II-A-73
SNM Guard Training - Synopsis The purpose of this hour is to enable the student to become proficient.in searching and securing a subject who may have surrendered during or after an attack and before assistance has arrived. Also, he will learn the correct method for using handcuffs in securing a subject for his safety and the_ safety of SNM shipments. Bahavioral Objectives ;
1. The student will be able to position a prisoner.

2. The student will be able to safely search a prisoner.

3. The student will be able to safely recover weapons from prisoners.

4. The student will be able to safely secure a prisoner.

5. The student will be able to properly handcuff a prisoner.

6. The student will be able to double lock the handcuffs.
I II-A-74
i I SNM Guerd Training FIELD SEARCH AND RES M INTS Unit: Lesson: Page:
1. Introduction - The field search is a search of a person Notes in which every square inch is covered, l and weapons are removed. The guard must go inside the persons clothing to remove objects.that may be used as weapons. This includes anything that can be used to inflict injury on you.
The search should be so complete that the guard will detect anything from a ! pistol to a pen. q i II. Actions of the guard conducting a field search. FIG. 20 & 21 A. Do not allow the prisoner to remain on balance. B. Do not allow yourself to be caught off balance. C. Use only one hand to conduct the search - leaving the other free to hold your_ handgun or to control the prisoner. D. Keep your eyes on the suspect'a head and shoul-ders in order to detect innediately any movement which he might make. E. Make your commands to the prisoner clear and brief. F. Never walk between the prisoner and the cover-ing guard. G. Never turn your back on a suspect. 1 H. Stay well out of the prisoner's reach until h6 is in position to be searched, i l l II-A-75 l
SNM Cuard Tr~inin j FIELD SEARCH AND Unit: RESTRAINTS Lesson: Page: Notes
~~1. Grab and squeeze the clothing - do not simply pat it.~~
J. Do not search from the front. K. Do not abuse the prisoner, be professional. III. Positioning the Prisoner - The prisoner is ordered FIG. 23 to do the following. A. Keep his hands high above his head. FIG. 24 B. Walk to the wall and place his hands flat on it. FIG. 25 C. Move his feet back away from the base of the FIG. 26 & 27 wall or vehicle, keeping his hands flat on the wall or vehicle,
a. If the prisoner appears to be comfortable FIG. 28 in the position, he should be made to move his hands and feet further apart.

b. He must use the pressure of his hands on the wall or vehicle to keep from falling.
~~This will tend to tire the subject, thus reducing his ability to attack,~~
~~c. Spread his feet apart as far as possible FIG. P9 with toes pointing outward.~~
IV. Handcuffing the Pruuner FIG. 30 A. Order the prisoner to bring hi. right hand in FIG. 31 back of him and to suppot his weight with his lef t han:1. B. One handcuff is then pl *d on the right wrist FIG. 32 in such a manner as to have the prisoner's palm FIG. 33 facing outward. I I- A- 7f,
SNM Guard Training FIELD SEARCH AND d 't . RESTRAINTS Lesson: Page: Notes C. Order the prisoner to place his head on the FIG. 34 surface against which he was been placed. D. Order the prisoner to bring his left hand back , of him. (This must be done as soon as section C is completed in order to keep him off balance.) E. Slip the free end of the handcuff under the FIG. 35 suspect's belt and attach to the left wrist. F. Double-lock the handcuffs. FIG. 36 REVIEW II, III, TV i l l l II-A-77 l
( SNM GUARD EXAMINATION SWDENT: DATE: UNIT: FIELD SEARCH AND RESTRAINTS LESSON: 1 II-A-78
SNM Guard Training 1 i
~~1. When handcuffing a prisoner, what of the following should be done? l A. Hands behind his back.~~
~~B. Keyhole facing out. ; i C. Double lock the handcuffs D. A & B only E. All of the above~~
~~2. In conducting a field search you should:~~
A. Not allow the prisoner to remain on balance. B. Keep the prisoner off balance, but try to keep him in a comfortable position. , C. Grab and squeeze the clothing. . D. Search from the front. , E. All of the above. F. A & C only.
~~3. You must double lock the handcuffs because: ,~~
~~l A. To prevent the handcuffs from becoming too tight on the prisoner's wrist. B. To prevent the prisoner from opening the handcuffs. C. Both A & B. D. None of the above.~~
~~4. Who should you handcuff from the front?~~
A. Females B. A prisoner who gives up. C. All prisoners. j D. None of the above. ) I II-A-79
SNM Guard Training Classroom /Cognative Evaluation INSTRUCTIONS: MAKE ONE TALLY MARK FOR EACH OCCURRENCE. YOU MAY EXPLAIN MARKS FURTHER.
~~" Date:~~
Unit: Lesson: Evaluator: Alphabetical Student List 51 S2 S3 S4 SS S6 S7. S8 S9 l **.D S11 S12 S13 Sid 515 Area of Concern Noted: (1) Unable to answer question in classroom. (2) Fails to ask cuestions but doesn't understand. (3) Enters discussion with incorrect concept. (d) Will not enter into class discussion freely. (5) Was wrong, re-instructed and still fans to grasp. i6) Unable to apply concept to hypothetical problem (7) Displays temper quickly, or is argumentative. (8) Deshonest,Ises, bluf's or will not admit error
~~89) Attitude toward others or class material.~~
(10) Alertness, quickness, keeps up with class. (11) Other Evcluator Emplonation: (refer to area number and student number) Distnbution: Original to instructiormi unit file. Copy to student personnel file. II-A-80
f SNM Guard Training Skills Evaluation INSTRUCTIONS: MAKE ONE TALLY MARK FOR EACH OCCURRENCE. EXPLAIN L EACH MARK MADE. 4 i Unit:FlFt D SEARCH AND RFSTRAlflTS Lesson: Skill: Date: Evaluator: Alphabetical Student List S1 S2 S3 S4 S5 S6 57 58 59 S10 S11 St2 S13 S14 S15 , Deficiency Noted (1) Failed to pedorm in j min. time limits. ! (2) Used unsafe method. l l (3) Cheated or used unf air practice. (4) Attitude problem. (5) Slow at decisic r M ing. (6) Reluctance to perform. (7) Had to be re-instructed. (a) Manuel awkwardness (b) not attentive (c) Physical deficiency 1 (d) Cognative deficiency (8) Unable to perform skill at minimal level. (9) Other j l
~~. Explanation: (identify by problem number and student number) ll SPECIAL INSTRUCTIONS TO EVALU ATOR (MINIMUM LEVEL OF PERFORM ANCE, ETC.)~~
Distribution: Original to instructional unit file. Copy to student personnet f;ie. 11-A-81 1
SNM Guard Training Materials & Supplies List FIELD SEARCH AND Unit: RESTRAINT Lesson: The instructor should be sure the following materials and supplies are on hand in advance of the scheduled time of presentation. Checkmark (/) indicates that the item may be needed. Itsm Description X-mark shows that the item will be needed! (1) Special classroom area (2) 16 mm. movie projector & screen (3) 35 mm. slide projector & screen (4) Film Strip Projector & screen (5) Overhead Transparency Projector & screen (6) VTR monitor / player (7) Audio Tape Cassette Player (8) Special Student Clothing (9) WEAPONS (10) AMMUNITION: Type Rds./ student (11) Range Supplies (Bullhorn, ear protecters, targets, etc.) (12) Drinking Water & cups (13) Speciallighting or flashlights (14) Reference Materials -HANDCUFFS X II-A-82
SNM Guard Training i BIBLIOGRAPHY SECURING SUSPECTS, Police Science Services Inc., Washington, D.C. , International Association of Chiefs' of Police . Gaithersburg, Maryland t b h 9 3 1 l l II-A-83
II. Actions of the guard conducting a field search. A. Do not allow the prisoner to remain on balance. B. Do not allow yourself to be caught off balance. C. Use only one hand to conduct the search - leaving the other free to hold your handgun or to control the prisoner. D. Keep your eyes on the suspect's head and shoulders in order to detect immediately any movement which he might make. E. Make your commands to the prisoner clear and brief. F. Never walk between the prisoner and the covering guard. G. Never tuen your back on a suspect. H. Stay well out of the prisoner's reach until he is in position to be searched. I. Grab and squeeze the clothing - do not simply pat it. J. Do not search from the front. K. Do not abuse the prisoner, be professional. II-A-84
l
~~11. Actions of the guard conducting a field search. ;~~
A. *)o not allow t'he prisoner to remain on balance. B. Do not allow yourself to be caught off balance. C. Use only one hand to conduct the search leaving the other free to hold your gun or to control the pri soner. D. Keep your eyes on the suspect's head and shoulders in order to detect immediately any movement which he might make. E. Make your commands to the prisoner cl.ar and brtef. F. Never walk bettseen the prisoner and the covering guard. l G. Never turn your back on a suspect. H. Stay well out of the prisoner's reach until he is in position to be searched. I. Grab and squeeze the clothing - do not stmply pat it. J. Do not search from the front. K. Do not abuse the prisoner, be professional. l Figure 20. Actions of the Guard Conducting a Field Search II-A-85 )
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1:1. Positioning the Prisoner - The prisoner is ordered to do the following. A. Keep his hands high above his head. B. Walk to the ws11 and place his hands flat on it. C. Move his feet back away from the base of the wall or vehicle, keeping his hands flat on the wall or vehicle.
a. If the prisoner appears to be comfort-able in the position, he should be made to move his hands and feet further apart.

b. He must use the pressure of his hands on the well or vehicle to keep from falling.
~~This will tend to tire the sub. ject, thus reducing his ability to attack.~~
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sible with toes pointing outward. Figure 23. Positioning the Prisoner II-A-88
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!Y. Handevff f ng the Prisoner A. Orcer the prisoner to bring his right hand in back of him and to support his weight with his left hand. B. One handcuff is then placed on the right wrist in such a manner as to have the prisoner's palm facing outweed. C. Order the prisoner to place his head on the surf ace against which he has been placed. D. Order the prisoner to bring his lef t hand back of him. (This aust be done as soon as section C is completed in order to keep him off balance.) E. Slip the free end of the handcuff under the suspect's belt and attach to the left wrist. F. Double-lock the handcuffs. i l l l l Figure 30. Handcuffing the Prisoner II-A-95
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I SECTION 5 UNIT TITLE: CRIMINAL PROCEDURES 4-II-A-102 1
b SNM Guard Training l l Synopsis l A one hour lecture to enable the student to see what the process is when a suspect is arrested. This will take the student through the criminal process l from arrest through trial. There will be special emphasis placed on.the parts f of the process that they could be involved in. l l 4 Behavioral Objectives
1. Student will be able to list the steps in the criminal justice process.

2. Student will be able to list the steps that he will be involved in.

3. Student will be able to explain his involvement in each of the steps.

4. Student will be able to list what is required in a personal complaint form.
II-A-103
P SNM Gunrd Training ARREST THROUGH RELEASE 1 CRIMINAL PROCEDURES Unit: Lesson: Page:
~~1. Introduction Notes :~~
We will follow an individual through .the various steps in the criminal justice system. This will help you to see what happens to an individual from the time he is arrested until he is processed through the entire system. II. Arrest The first step will be the arrest of a sus-pect for the crime. The arrest may be made by you at the scene of the crime or it may be made i by the police. If the nrrest is made by the police it will usually be from information obtained from you. This would be such things as a pt.ysical description of the car. A physical description of the individual or individuals who were involved in the crime, and a detailed state-ment of the events that occurred. , I 9 A. Complaint
1. Most arrests made by the police offi-l cers will be made with a warrant.

2. A warrant of arrest is issued on the basis of a complaint.
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SNM Guerd Treining Unit: CRIN.4AL PROCEDURES Lesson: ARREST THROUGH RELEASE Page: 2 i es
~~3. The complaint must contain the following information.~~
A. The essential facts constituting the offense charged. B. The time and place of the commission , of the offense. C. The name of the accused or a reason-ably definite description if the name is not shown. D. It must be sworn to and signed by the ; person charging the offense. III. First Appearance A. Anyone arrested for a serious crime must be brought before a magistrate (judge) without unnecessary delay. 1 B. The purpose of the first appearance is so that the magistrate can inform the defendant of the charge against him, of his right to counsel, and of his right to have a preliminary examina-tion. Often times at this point bail is set for the defendant. II-A-105
SNM Guard Training 3 Unit: CRIMINAL PROCEDURES Lesson: ARREST THROUGH RELEASE Page. tes IV. Preliminary Hearing A. The purpose of the preliminary is to determine if there is probable cause to believe a crime has been consnitted and probable cause to believe that the defendant did in fact commit it. B. The defendant has an option on the preliminary hearing but if he wants one and you were involved in the original offense you will probably be called in to testify to the events that occurred. C. A preliminary hearing is not to determine inno-cence or guilt. V. Arraignment in the Court of Trial A. The purpose of this step is to once again inform the defendant of the charges against him. B. At this time the defendant will enter his plea to the charge. C. If the defendant pleads not guilty, the case will be set for trial. VI. Suppression Hearings A. These are hearings that might be held before the trial. II-A-106
SNM Guard Trcining Unit: CRIMINAL PROCEDURES 4 Lesson: ARREST THROUGH RELEASE P e-B. Purpose of these hearings is to determine the Notes legalities of items of evidence seized or any confessions obtained. C. Drivers may be called in to testify to proce-dures they observed being used by police officers concerning arrest and search procedures. D. This type of hearing will occur whenever the defense attorney files a legal document requesting the court to prevent the Government from intro-ducing items of evidence. VII. Trial A. Most trials we will be concerned about will be felony trials. B. Almost 80% of all defendants plead guilty in criminal cases. C. Of the 20% who do not plead guilty but go to trial, almost all of them are tried before a jury. D. If the defendant is found guilty the trial judge will also pass sentence. E. You nay be called upon to give testinon.y to the events that occurred. II-A-107 l l
SNM Gucrd Training 5 ARREST THROUGH RELEASE Unit: CRIMINAL PROCEDURES g Notes
1. The trial ray be as long as 1 year after the actual event. So some notetaking after the event occurs may help you reverber at the tire of the trial.

2. Sore tips on testifying are:
A. Tell the truth B. Don't be afraid of the lawyers C. Never lose your teeper D. Speak clearly E. Answer all questions directly F. If you don't know ad it it VIII. Hearing af ter Trial A. If the defendant is found guilty he will file a cotion requesting a new trial. If it is granted you would be called on to testify at the new trial. B. The defendant rey also file a notion asking the judge to set aside the ccnviction. C. Jury verdicts are not often set aside. IX. Appeals
~~'A . This is the last step in the criminal procedure.~~
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SNM Guard Training CRIMINAL PROCEDURES ARREST THROUGH RELEASE 6 Unit: Lesson: Page: l B. This is a procedure where another judge looks Notes i
)
over the case to make such that there were no l improper procedures during the trial. ; i C. This method is used by almost all people con- I victed of a crime but is usually not successful.
]
~~If the judge does decide that something was not right at the trial he will usually order a new : 1 trial. i i 1~~
~~'I I~~
~~i i c i II-A-109~~
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SNM Guard Training Examination Student: Date: ARREST THROUGH RELEASE Unit: CRIMINAL PROCEDURES Lesson: II-A-110
i i SNM Guard Trair.ing
~~1. List the steps in the criminal justice process and underline the ones yoi; would be involved in.~~
i
~~l l~~
~~i l l t l l l l i l~~
~~2. List the things that must be contained in a complaint.~~
i l l II-A-111 l l
SNM Guard Training Classroom /Cognative Evaluation INSTRUCTIONS: MAKE ONE TALLY MARK FOR EACH OCCURRENCE. YOU MAY EXPLAIN MARKS FURTHER. CRIMINAL PROCEDURES Date: Unit: Lesson: ARREST THROUGH RELEASE Evaluator: Alphabetical Student List S7. 58 59 Sto S11 S12 S13 514 515 S1 S2 S3 S4 S5 S6 Area of Concern Noted: (1) Unable to answer question in classroom. (2) Fails to ask questions but doesn't undersrand. (3) Enters discussion with incorrect concept. (4) Will not enter into class discussion freely. . (5) Was wrong re-instructed and still fails to grasp. (6) Unable to apply concept to hypothetical problem. (7) Displays temper quickly, or is argumentative. (8) Dishonest,;ies, bluffs ' or mil not admit error. (9) Attitude toward others or class material. (10) Alertness, quickness. keeos up with class. , (lin Otner Evaluator Explanation: (refer to area number and student number) Distribution: Original to instructional unit file. Copy to student personnel fiie. II-A-112
i SECTION 6 UNIT TITLE: INTRODUCTION TO CRIMINAL LAW i l I i l l , 1 1 j II-A-113
SNM Guard Training __- Synopsis It will One hour course ' designed to introduce the student to criminal . law. prepare the student for follow up courses on actual violations of various laws. Included will be classification of crimes, and sone nf the nost comon defenses for crime, as well as the purposes of punishnent. I Behavioral Objectives
1. The student will be able to explain what a crime is.

2. The student will be able to list the classifications of crime.

3. The student will be able to explain tne purpses of punishment.

4. The student will be able to list where criminal law comes from.

5. The student will be able to explain the difference between criminal intent and the criminal act.

6. The student will be able to list the two types of criminal intent.

7. The student will be able to explain " reasonable doubt."
i II-A-ll4 i
SNM Gunrd Training INTRO Unit: LAW Lesson: Page: INTRODUCTION TO CRIMINAL LAW Notes I. INTRODUCTION A. Crime - A violation of a public duty of such Fig. 37 public importance that the State takes notice of it and prosecutes in a proceeding in the name of the State. A wrong which the Government has determined is injurious to the public and hence, prosecutable in a criminal proceeding. B. Classification of Crime - Crimes can be broken down into two categories.
1. Misdemeanors - Less serious crime, usually Fig. 37 calls .for one year or less in the county jail.

2. Felony - Serious crimes - Call for time in the State penitentiary.
II. PURPOSES OF PUNISHMENT - There are several purposes Fig. 37 of punishment but for our purposes we will be concerned with four: A. To penalize the malefactor for his crime B. To set an example for others to deter them from committing like offenses C. To prevent the criminal from committing other offenses while he is being punished D. To reform the criminal ! III. SOURCES OF THE CRIMINAL LAW - Our criminal law comes Fig. 37 from five major sources. f-A. The Constitution of the United States of America B. Federal statutes l l II-A-ll5
SNM Guard Training INuo Unit: LAW Lesson: Page: Notes C. State constitutions D. State statutes E. Common law of England IV. CRIMINAL INTENT AND CRIMINAL ACT - Every crime is made up of two parts - the criminal intent and the criminal act. A. Criminal Intent - A state of mind wherein the person knows and desires the consequences of his act which, for purposes of criminal liability, must exist at the time the offense is committed. (47372d169,170). The existence of this state of mind is often impossible to prove directly; consequently, it must be determined from reasonable deduction such as the likelihood that the act in question would result in the consequent injury. (262 S.W. 2d 748, 751). Intent can be broken down into two general classes.
1. General Intent - Which must exist in all crimes

2. Specific Intent - Essential to certain crimes and which, as an essential elenent of the crime, must be proven beyond a rea-sonable doubt.
B. Criminal Act - Besides intent, every crime also includes an act. Moreover, the criminal intent must be concurrent with the act before there can be an offense. Thus one who in good faith, rents a taxicab in "A" city, and decides to rob II-A-ll6
SNM Gucrd Trcining
~~'AW INTRO Unit: Lesson: Page:~~
the driver while passing through "B" city, but Notes does nothing until he reaches "C" city, is guilty of robbery only in "C" city. V. CAPACITY TO COMMIT CRIME - Age and mentality have a direct bearing upon a persons capacity to conrnit a crime, but physical health does not. A person under. the age of seven is said not to have the mental capa-bility to form the intent necessary to commit a crime. A person who is in bad mental health will not be considered competent to form criminal intent. Although the above two do have a bearing on criminal intent, physical health has none. VI. DEFENSES FOR CRIME A. Justification for Crime - Generally speaking, FIG. 37 there is no justification for crime, but there are many situations where there are extenuating circumstances. With these cir-cumstances, what would normally be a crine is not. An example would be an assault. If you hit someone, it is an assault, but if he hits you first, it is self defense. B. Motive - That element which precipitates or FIG. 37 provokes intent. This is not a necessary element for the State to prove in order to win its. case, but by proving motive it some-times helps the State to prove the intent. A good motive is not a defense for committing a crime. (EX: Mercy killing - motive is good but it is still a crime) , II-A-117
SNM Guerd Trcining INTRO 4 Unit: LAW Lesson: Page: Notes C. Repentance - Is not a. defense. Just because a FIG. 37 criminal has repented since committing his crime is not an excuse. D. Insanity - Can be used as a defense for a crime FIG. 37 if the accused can show that at the time of com-mitting the crime he was:
1. He did not kr.ow the difference between right and wrong.

2. He did know the difference between right and wrono, he was acting under an irrestible impluse and was unable to control himself.

3. He did not know the act was contrary to the laws of God and man.
VII. PROOF 0F CRIME - The burden of proof of any crime lies on the State or prosecution. The State must prove their case beyond a recsonable doubt. A. Reasonable Doubt - The degree of certainty required of a juror for a legally valid deter-mination by him of the guilt of a criminal , l defendant. These words are used in instructions to the jury in a criminal trial to indicate that innocence is to be presumed unless guilt is so clearly proved that the jury can see that no
~~" reasonable doubt" remains as to the guilt of the person charged.~~
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SNM Guard Training ! Examination , Student: Date: Unit: INTRODUCTIO!4 TO CRIMINAL LAW Lesson: l 1 i i II-A-119
SNM Guard Training
1. Give a definition for crime.

2. List three purposes of punishment.

3. What two elements must be present before someone can be charged with a crime?
~~A. B.~~
~~4. What is the burden of proof in a criminal trial. Explain what it means.~~
A. B. Il-A-120
SNM Gunrd Trcining 1 Classroom /Cognative Evaluation l l INSTRUCTIONS: MAKE ONE TALLY MARK FOR EACH OCCURRENCE. YOU MAY EXPLAIN MARKS FURTHER. Unit: INTRODUCTION TO CRIMINAL LAW Date: Lesson: Evaluator: Alphabetical Student List S1 S2 S3 S4 SS 56 57. S8 S9 S10 S11 S12 S13 S14 SIS Area of Concern Noted: (1) Unable to answer question , in classroom. (2) Fails to ask questions but doesn't understand. i (3) Enters discussion with incorrect concept. (4) Will not enter into class discussion freely. (5) Was wrong. re-instructed and still fails to grasp. (6) Unable to apply concept to hypothetical problem. (7) Displays temper quickly, or is argumentative, (8) Dishonest, lies, bluffs or will not admit error. (9) Attitude toward others or class material. (10) Alertness, quickness. I keeps up with class. I 111) Other Evt.luator Explanation: (refer to area number and student numbert Distribution: Onginal to instructional unit file. Copy to student personnel file. II-A-121
SNM Guard Training __. I Materials & Supplies List - INTRODUCTION TO Unit: CRIMINAL LAtt Lesson: The instructor should be sure the following materials and supplies are on hand in advance of the scheduled time of presentation. Checkmark U) indicates that the item may be needed. Itam Description X-mark shows that the item will be neededi (1) Special classroom area (2) 16 mm. movie projector & screen , (3) 35 mm. slide projector & screen (4) Film Strip Projector & screen (5) Overhead Transparency Projector & screen (6) VTR monito'r/ player (7) Audio Tape Casse"e Player (8) Special Student Clothing r (9) WEAPONS i (10) AMMUNITION: Type Rds./ student (11) Range Supplies (Bullhorn, ear protecters, targets, etc.) (12) Drinking Water & cups i (13) Special lighting or flashlights ! 1 (14) Reference Materials II-A-122
I INTRODUCTION TO CRIMINAL LAW i I. CRIME - A violation of a public duty of such public importance that j the State takes notice of it and prosecutes in a proceedina in the name of the State. II. MISDEMEANOR - A less serious crime, usually calls for one year or less in the county jail. FELONY - A more serious crime - Calls for 1 year or more in the penitentiary. III. PURPOSES OF PUNISHMENT l l 1 A. To penalize ) B. To deter l C. To prevent l D. To reform I l IV. SOURCES OF THE CRIMINAL LAW l i A. U.S. constitution B. State constitution ; C. Federal statutes D. State statutes E. Common law l l V. DEFENSES FOR CRIME l l A. Justification i B. Motive ; C. Repentance D. Insanity II-A-123
INTRODUCTION TO CRININAL LAW
!. CRIME - A VIOL ATION OF A PUBLIC DUTY OF SUCH PUBLIC IWORTANCE THAT THE STATE TAKES NOTICE OF IT Ale PUNISHES IN A PROCEEDING IN THE NAME OF THE STATE. !!. M!sDEMEAMOR - A LESS SERIOUS CRIME, U5UALLY CALLS FOR ONE YEAR OR LESS th THE COUNTY JA!L.
FELONY - A E0RE SERIOUS CRIME - CALLS FOR 1 YEAR OR MORE IN THE PENITENTIARY. If1. PURPOSES OF PUN 15HENT A. TO PENALIZE B. TO DETER C. TO PREVENT
0. TO REFORM IV. SOURCES OF THE CRIMINAL LAW A. U.S. CONSTITUTION B. STATE CONSTITUT10N C. FEDERAL STATUTES

0. STATE STATUTES E. C0 pet 0N LAW Y. OEFENSES FOR CRIE A. JUSTIFICATION B. MOT!YE C. REPENTANCE

0. INSANITY Figure 37. Introduction to Criminal Law 11-A-124 I
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SECTION 7 UNIT TITLE: 0FFENSES AGAINST PROPERTY l II-A-125
SNM Guard Training .- - ._ Synopsis This section is designed to make SNP. guards aware of the various laws It will cover crimes against that might be applicable to their situation. Included will be murder, assault, robbery, persons and crimes against property. burglary, larceny, and tampering with notor vehicles. Behavioral Objectives
1. Student will be able to list the elements of murder.

2. Student will be able to list the elements of assault.

3. Student will be able to list the elements of robbery.

4. Student will be able to list the elements of larceny.

5. Student will be able to list the elements of burglary.

6. Student will be able to list the elements of tampering with motor vehicle.
II-A-126
SNM Guard Training l Example of a State Statute on Tampering with Motor Vehicle (Taken from Missouri revised statutes 1969) l l 560.175 TAMPERING WITH MOTOR VEHICLES -
~~1. No person shall drive, operate, use or tamper with a motor vehicle or trailer without the permission of the owner thereof. ,~~
1
2. No person shall, without the permission of the owner or person in charge thereof, climb upon or into, or swing upon any motor vehicle or trailer, whether the same is in motion or at rest, or sound the horn or other sound-producing device thereon, or attempt to manipulate any of the levers, starting device, brakes, or machinery thereof, or set the machinery in motion, or hold to such vehicle while riding a bicycle or other vehicle.

3. The provisions of this section :; hall apply to any person employed by the owner of such motor vehicle as a chauffeur or registered operator if the said motor vehicle is driven or operated, used or tampered with without the owner's knowledge or expressed consent, or in violation of his instructions.

4. No person shall knowingly ride in a motor vehicle which has been stolen or is being operated without the consent of the owner thereof.
Il-A-127
SNM Guard Trcining 0FFENSES AGAINST TAMPERING WITH MOTOR VEHICLES Unit: PROPER Y Lesson: Page: Notes I. INTRODUCTION - Tampering with a motor vehicle will differ from State to State. Missouri law is split into a felony section and a misdemeanor section. A. No person shall drive. operate, use or tamper with a motor vehicle or trailer without the per-mission of the owner thereof. B. No person shall, without the permission on the i owner or person in charge thereof, climb upon or into, or swing upon any motor vehicle or trailer, whether the same is in motion or at rest, or sound the horn or other sound-producing device thereon, or attempt to manipulate any of the levers, starting device, brakes, or machinery i thereof, or set the machinery in motion, or hold to such vehicle while riding a bicycle or other I vehicle. , P C. No person shall knowingly ride in a motor l vehicle which has been stolen or is being I operated without the consent of the owner l l thereof. I D. Sectier A is a felony and Sections B, C are misdemeanors in Missouri. II. PUNISHMENT - Section A above is a felony, Sections B, C are misdemeanors. This is Missouri's law, but several States have tampering statutes that are very similar. II-A-128
SNM Guard Training l Instructor Copy 1 0FFENSES AGAINST PERSONS Unit
~~Title:~~
~~ASSAULT AND BATTERY Lesson~~
~~Title:~~
L l II-A-129
SNM Gucrd Training . OFFENSES AGAINST 1 Unit: PERSONS Lesson: ASSAULT AND BATTERY
~~1. INTRODUCTION - Whenever we speak of an assault we have Notes in mind a battery which was attempted or threatened.~~
The attempt may have failed or it may have succeeded. If it failed, it constitutes an assault only. If it succeeded it is an assault and battery. II. ASSAULT A. Definition - An attempt with unlawful force, to inflict bodily injury upon another, accompanied by the apparent present ability to give effect to the attempt if not prevented. (125 p. 2d 681, 590). B. There are two distinct types of criminal assault.
1. Attempted - Battery Type: In some juris-dictions any attempted battery which fails is an assault, but in others the defendant must, in addition to making the attempt, have a "present ability" to injure his victim.

2. Intent-to-frighten type: In these juris-dictions recognizing this type of assault as a crine, the defendant must;

a. Resort to some threatening conduct,

b. With intent either to injure or to frighten, and

c. Succeed thereby in causing his victim to have a reasonable apprehension of immediate bodily hann.
II-A-130
SNM Guard Training l t 0FFENSES AGAINST Unit: PERSONS Lesson. ASSAULT AND BATTERY Page: Notes
~~III. BATTERY A. Definition - The unlawful application of force to the person of another. l B. Elements of battery:~~
1. The defendants conduct.(act of omission)

2. His " mental state," which may be an intent to kill or injure or perhaps the doing of an unlawful act; and

3. The hannful result to the victim, which may i be either a bodily injury or an offensive touching. i IV. AGGRAVATED ASSAULT - An assault where serious bodily injury is inflicted on the person assaulted. (282 l P. 2d 772.)
I 1 j V. PUNISHMENT - A simple assault and bmitery is just a misdemeanor, but an aggravated assault is a felony. II-A-131 l
SNM Guard Training ASSAULT AND BATTERY Example of a State statute on assault. (Taken from Missouri revised statutes 1969) Page 4070 559.180. ASSAULT WITH INTENT TO KILL - Every person who shall, on purpose and of malice aforethought, shoot at or stab another, or assault or beat another with a deadly weapon, or by any other means or force likely to produce death or great bodily harm, with intent to kill, maim, ravish or rob such person, or in the attempt to commit any burglary or other felony, or in resisting the execution of legal process, shall be punished by imprisonment in the penitentiary not less than two years. 559.190 FELONIOUS ASSAULT WITHOUT MALICE AFORETHOUGHT - Every person who shall be convicted of an assault with i.ntent to kill, or to do great bodily harm, or to commit any robbery, rape, burglary, manslaughter or other felony, the punishment for which assault is not herein before prescribed, !< shall be punished by imprisonment in the penitentiary not exceeding five years, or in the County jail not less than six months, or by a fine not less than one hundred dollars and imprisonment in the County jail'for not less than three months, or by a fine of not less than one hundred dollars. 559.220 COMMON ASSAULT - Any person who shall assault or beat or wound another, under such circumstances as not to constitute any other offense herein defined, shall, upon conviction, be punished by a fine not exceeding one hundred dollars, or imprisonment in the County jail not exceeding six months, or by both such fine and imprisonment. II-A-132
SNM Guard Training Instructor Copy Unit
~~Title:~~
~~0FFENSES AGAINST PROPERTY Loeson~~
~~Title:~~
LARCENY I 1 i I l I l II-A-133 l
SNM Gucrd Training 0FFENSES AGAINST 1 Unit: PROPERTY L.esson: LARCENY Pagm I Notes I. LARCENY - The trespassory taking and carrying away or the personal property of another with intent to steal it. The felonious taking and carrying away from any place the personal property of another witnout his c 1sent, by a person not entitled to the possession thereof, with the intent to deprive the owner of the property and convert it to the use of the taker or some person other than the owner. (53 So 2d 533,536). II. DEGREES OF LARCENY A. Most States have classified larceny into two degrees Grand larceny: The more serious of the two, 1. a felony.
~~2. Petit larceny: Less serious a misdemeanor.~~
~~B. The distinction between the two is a dollar value (Exception Mo. - $50 and over is GRAf!D.~~
~~$49.99 and under is PETIT).~~
~~III. ELEMENTS OF LARCENY A. Taking and carrying away~~
~~1. A defendant does not commit larceny of another person's property unless he takes, it in the sense of securing dominion over it.~~
II-A-134
SNM Guard Trcining 0FFENSES AGAINST LARCEN-Unit:_ PROPERTY lesson: Page:
~~2. The word carrying is not to be taken Notes literally, do not have to actually pick up and carry away. (Exception horse, car, truck)~~
B. Personal property of another - Must be personal property. (Exception wild animals) C. With intent to steal - or one must intend to deprive the owner of the possession of his property either permanently or for an unreason-able length of time, or intend to use it in such a way that the owner will probably be thus deprived of his property. II-A-135 l i
c SNM Guard Training . Instructor Copy OFFENSES AGAINST PROPERTY Unit
~~Title:~~
~~ROBBERY Leeson~~
~~Title:~~
II-A-136
SNM Guard Tr:1ning 0FFENSES AGAINST ROBBEM Unit: PROPERTY Lesson: Page: I. INTRODUCTION Notes A. Robbery, a felony in all jurisdictions, nay be thought of as larceny plus. B. All elements of larceny are necessary plus two ! additional ones. C. Most jurisdictions today divide robbery, for purposes of punishment, into simple robbery and aggravated robbery. Aggravated being armed , robber. II. ELEMENTS OF LARCENY A. Taking and carrying away. B. Personal property of another. C. With intent to steal. III. ADDITIONAL ELEMENTS OF ROBBERY - Robbery consists of the above element, plus the following two: A. The taking of the property must be from the person of the victim or in his presence. ,
~~1. Unlike larceny the victim must be there when the property is stolen. If it is personal property like a wallet or ring, no problem.~~
II-A-137
SNM Gu rd Trcining 0FFENSES AGAINST llnit. PROPERTY L.esscH1: Page: Presence is not so much a matter of eyesight, Notes 2. as it is one or proximity and control. The property taken in the robbery must be close enough to the victim and sufficiently under his control that, had the victim not been subjected to violence or intimidation by the robber, he could have prevented the taking. (Exception: A robber would be taking property from the victims presence if he tied the victim up in one room of the house and took something from another room of the house.) B. The taking must be accomplished by means of violence or intimidation.
1. Larceny from the person or presence of the victim is not robbery without this added element of force or fear.

2. Examples of larceny but not robbery would be purse snatching or pickpocketing. These would not be robbery because they did not have violence or intimidation.

3. The elements of force and fear of violence or intimidation are alternatives: If there is force, there need be no fear, and vice versa.
II-A-138 1 I
I SNM Guard Trcining i 0FFENSES AGAll4ST i Unit: PROPERTY lesson: ROBBERY p 3
4. It is sometimes said that the threat of Notes harm, for robbery, must be such as would, under the circumstances, arouse in the victim a reasonable fear of harm, or cause a rea-sonable man to be apprehensive of harm, or induce a reasonable person to part with his property.
~~IV. DEGREES OF ROBBERY A. Most State statutes distinguish between simple robbery and aggravated robbery, the most common aggravating factors being: ] l l~~
1. The robber was armed with a danoerous or i deadly weapon; )

2. The robber intended to kill or wound if resisted;

3. The robber actually inflicted bodily injury; and,

4. The robber had accomplices.
B. Simple robbery would be robbery without any of the above factors. l Il-A4139
SNM Guard Training instructor Copy OFFENSES AGAINST PERSONS Unit
~~Title:~~
~~MURDER Lesson~~
~~Title:~~
II-A-140
SNM Guard Training OFFENSES AGAINST Unit: PERSONS Lesson: MURDER Page: I. INTRODUCTION - Murder is a common law crime whose Notes : complete development required several centuries. . II. DEFINITION - The common law definition of murder is the unlawful killing of another living human being with malice aforethought. III. TYPES OF MURDER A. Typed according to the mental element
1. Intent-to-kill murder; ,

2. Intent-to-do-serious-bodily-injury murder;

3. Depraved-heart murder; and

4. Felony murder.
B. Most State statutes div u.! murder into degrees for purposes of awarding punishment. IV. INTENT-TO-KILL MURDER A. This is the most common type of murder B. One intends to cause a certain result under two different circumstances;
~~1. When he desires that result, whatever the likelihood of that result occurring and; II-A-141~~
~~SNM Guard Training 0FFENSES AGAINST 2 Unit: PERSONS Lesson~~
~~MURDER p When he knows that result is substantially 1 Notes 2.~~
~~certain to occur, whatever his desire concern-ing that result~~
a. An example of the first condition would be, A has an intent to kill B...when he fires his gun at B desiring to cause his death, though A's hand may be so unsteady or B so far away that A~ s chances of
~~' hitting B are small.~~
b. An example of the second condition would be, A has an intent to kill B when he fires a bullet from a high powered rifle at his enemy C, who is holding B in front of him as a human shield: forethought out in advance, premeditated. But even though A may be fond of B, though, of course, his actions demonstrate that he does not like B as a
much as he hates C, he knows that B is certain to be killed. V. INTENT-TO-D0-SERIOUS-B0DILY-INJURY MURDER A. Conduct, accompanied b.v an intent to do serious bodily injury but without an intent to kill, which legally causes another's death, constitutes murder, in the absence of circumstances of miti-gation, justification, or excuse. II-A-142
SNM Guard Training 0FFENSES AGAINST Unit: PERSONS Lesson: M ER Page: B. Example: If A fails to warn or rescue B, to Notes whom he owes a duty, desiring to cause him serious bodily injury, or (without such a desire) knowing that such injury is substantially sure to follow, and death to B results, A is guilty of the murder ; of B. VI. DEPRAVED-HEART MURDER l A. Extremely negligent conduct, which creates what ; a reasonable man would realize to be not only unjustifiable but also a very high degree of risk of death or serious bodily injury to another or to others , though unaccompanied by an intent to kill or do serious bodily injury which actually causes the death of another, may constitute murder. B. There is a dispute as to whether, in addition to creating this great risk, the defendant himself i must subjectively be aware of the great risk which I his conduct creates, in order to be guilty of murder. i l I VII. FELONY MURDER l l A. At the early common law, one whose conduct brought about an unintended death in the com-nission or attempted commission of a felony was ! guilty of murder. l l II-A-143
SNM Guard Training _ 0FFENSES AGAINST
~~" " page:~~
~~Unit: PERSONS Lesson: __~~
/
~~Notes B. Most States have limited the felony murder rule in one of the following ways:~~
1. By permitting its use only as to certain types of felonies;

2. By more strict interpretation of the require-ment of proximate or legal cause;

3. By a narrower construction of the time period during which the felony is in the process of commission;

4. By reguiring that the underlying felony be independent of the homicide. $
VIII. MANSLAUGHTER A. Includes homicides which are not bad enough to be murder but yet are bad enough to be criminal; B. Most States have it broken down into voluntary or involuntary manslaughter. IX. VOLUNTARY MANSLAUGHTER A. Consists of an intentional homicide committed under extenuating circumst'ances which mitigate, though they do not justify or excuse the killing; II-A-144
SNM Guard Training 0FFENSES AGAINST MURDER 5 PERSONS Unit: Lesson: Page: B. The principal extenuating circumstance is the Notes fact that the defendant when he killed the victim, was in a state of passion engendered in him by an adequate provocation. (A provocation which would cause a reasonable man to lose his normal self-control.) C. This provocation may also be referred to as a
~~" Heat of passion." The " passion" is usually anger but it may possibly be other emotions such as fright, terror, or wild desperation.~~
~~I D. There are four criteria that must be met before an intentional killing can be reduced to voluntary manslaughter:~~
1. There must be a reasonable provocation;

2. The defendant must have been in fact provoked;

3. A reasonable man so provoked would not have cooled off in the interval of time between the provocation and the delivery of the fatal blow, and;

4. The defendant must not in fact have cooled off d'uring that inter' val.
~~l l II-A-145~~
~~. . . . - .=.~~
SNM Guard Training 0FFENSES AGAINST MURDER 6 Unit: PERSONS Lesson. E. There are a few States that are starting to Notes recognize other extenuating circumstances.
1. Imperfect right of self-defense;

2. Imperfect right to prevent felony.
~~X. IiWOLUNTARY MANSLAUGHTER A. Criminal-negligence manslaughter~~
~~1. Most jurisdictions require that the defena-ants conduct create an unreasonable and high degree of risk of death or serious '~~
~~bodily injury to another person or to others.~~
~~2. A few jurisdictions require that in addition the defendant be conscious of the risk.~~
~~B. Unlawful-act manslaughter~~
1. Usually consists of death causing conduct in the commission of attempted commission of an unlawful act;

2. Unlawful act is generally a misdemeanor.
II-A-146
SNM Guard Training ; Instructor Copy l l Unit
~~Title:~~
~~0FFENSES AGAINST PROPERTY BURGLARY Lesson~~
~~Title:~~
l 1 II-A-147
SNM Guard Training 0FFENSES AGAINST BUR N Page: Unit: PROPERTY Lesson: - 2nd Degree Burglary: Burglary involving breaking and entering enclosures Notes besides dwelling places - every person who shall be convicted or breaking of which shall not be declared by any statute to this State to be bur-glary in the first degree, or any booth or tent, or any boat or vessel, or railroad car in which there shall be at the time any human being or any goods, wares, merchandise or other valuable thing kept or deposited, with the intent to steal or commit any crime therein, shall, on conviction be adjudged guilty of burglary in the second degree. I. INTRODUCTION - Criminal law can be broken down into several categories. For our purposes, it will be broken down into two. The first being crimes against property and the second being crimes against persons. II. BURGLARY - The breaking and entering of the dwelling house of another in the nighttime with intent to comit a felony (Perkins pp. 149). A. This definition of burglary is not really applicable for our needs but the elements are similar. B. Most States have enacted statutes to cover items such as automobiles and trucks.
~~1. This statute is often referred to as 2nd degree burglary and usually does not carry as stiff a penalty as ist degree.~~
II-A-148 )
NM Guard Training 0FFEf4SES AGAIT4ST
~~. PROPERTY BURGLARY 2 rut: Lesson: Page:~~
~~2. Missouri's statute on 2nd degree burglary Notes is as follows:~~
~~[I. ELEf1ENTS OF BURGLARY A. The breach (or the break) l Does not require any damage to, or destruc-1. tion of, the property. l l l~~
~~2. On the other hand, more is necessary than the mere crossing of an imaginary line.~~
~~l l~~
~~3. To enter through an open door or window is not a breaking.~~
~~A. The opening of a door or window ' hat is not locked or latched in a dreak. B. Possibly just opening wider a door or window that is already open could con-stitute the break.~~
4. The break is not limited to just the out-side door or window of a building. If the out-side door is open, and they have to break into a vault to get at the SNM, you will still have a break.

5. Constructive breaking can be the element of breach (Exception: sonehow you are tricked into opening the door).
II-A-149
SNM Gucrd Training 0FFENSES AGAINST
~~^ 3 Unit: PROPERTY Lesson: U Page:~~
~~B. The entry Notes -~~
1. Does not require the trespasser to get entirely within the truck.

2. If any part of his person comes within, it is sufficient for an entry.
I
a. This rule has been applied in very extreme situations. (Exception: A per-son's hand or fingers are momentarily within while he is opening the door or winoow.)

b. There may even be an entry though no part of the person is at any time in the building er vehicle. (Exception:
~~Would be to ieach in with a long pole or hook to bring something out.) C. The intent~~
1. Larceny is usually the purpose of burglary.

2. It is not essential to the crime of burglary that the subject succeeds in carrying out his intent.

3. States differ on the intent factor but most of them say that it must be with intent to commit a felony. (Exception: Murder, rape, arson, larceny, robbery.)
II-A-150
1 l i 1 [NM Guard Training l OFFENSES AGAINST !
^R
~~Jnit: PROP.ERTY lesson: Page: IV. PUf4ISHMENT Notes A. Felony~~
~~1. Missouri calls for not less than 5 nor more than 20 years imprisonment for 1st degree, ,~~
~~and not less than 2 nor more than 10 years imprisonment for 2nd degree felonies, j i i i l l l l I II-A-151 l~~
)
SNM Guard Training Examination Student: Date: 0FFENSES AGAINST PERSONS ^^L ^" ^ Unit: LOSSon: u II-A-1E2
u . . _. ..:_.m, _....2 --.. ._. ._u .- . . m. - - - w.. 4._u._ ,_ ;..2,_.t _ . . _ _ , . . _ . 3 h SNM Guard Training
1. (A) is walking towards the back of your truck. You approach and ask what he wants. (A) then turns around and hits you. 'What crime if any is (A) :
~~guilty of and explain your answer. 6 i I l~~
2. You go into a truck stop with your partner. He gets up to go to the restroom. After a few minutes you go to see what is taking him so long. l When you get in the hallway you see your partner being held hostage. Being the crack shot that you are you try to head shoot (A) who is holding a gun to your partner. But instead you hit and kill your partner. At this time l
~~(A) shoots at you but kills a waitress. Who is guilty of what and why? 1 S i 1 1 I II-A-153 l 1~~
~~,- ~ - - n .n , . . . - , . , _~~
I
SNM Guard Training
3. While you are gassing up at the good time truck stop you notice the attendant trying to cut the locking device in your back door. What if anything is he guilty of and why?

4. The trespassory taking and carrying away of the personal property of another with intent to convert it to the use of the taker. ,
A. Robbery B. Theft C. L,arceny D. Stealing E. None of the above II-A-154
SNM Guard Training
5. List the elements for the crime of robbery, r

6. You are stopped on fhe road by the highway patrol. Everybody but yourself gets out of the truck. The . highway patrol people turn out' to be terrorist and order you.to surrender the truck or they will shoot .the other guards.
Since they are your good friends you do turn the truck over to them. Shortly 'after, they are arrested. What if any crime will they be charged with and why? II-A-155
SNM Guard Trcining Classroom /Cognative Evaluation INSTRUCTIONS: MAKE ONE TALLY MARK FOR EACH OCCURRENCE. YOU MAY EXPLAIN MARKS FURTHER. Unit: OFFENSES AGAINST PERSONS Date: Lesson: ASSAULT AND BATTERY Evaluator: Alphabetical Student List S1 S2 S3 S4 SS S6 S7. S8 59 S10 S11 512 S13 S14 515 Area of Concern Noted: , (1) Unacle to answer question in classroom. (2) Fails to ask questions but doesn't understand. (3) Enters discussion with incorrect concept. (4) Will not enter into class discussion freety. (S) Nas wrong, re-instructed and still fails to grasp.
~~16) Unacle to apply concept to hypothetical problem.~~
~~(7) Displays temper quickly, or is argumentative. l (8) Dishonest. lies, b!uMs or wil; not admit error. I~~
~~19) Attitude toward others or class material.~~
l (10) Alertness, quicsness, keeps up with class. (11) Other Evslustor Explanation: (refer to area number and student numt.er) I Distrtbution: Origrnet to instructional unit file. Copy to student personnel file. II-A-156
SNM Guard Training 1 1 i BIBLIOGRADHY Crimes Against Persons and Property Perkins, Rollin M., and Ronald N. Boyce Criminal Law and Procedure, Mineola, New York: The Foundation Press, Inc., 1977. LaFave, Wayne R. and Austin W. Scott, Jr. Criminal Law, St. Paul, Minn.: West Publishing Co., 1972. Perkins, Rollin M, Criminal Law, Brooklyn: The Foundation Press, Inc. ,1957. l 1 i i 1 1 l II-A-157 1 l
SECTION 8 UNIT TITLE: RULES OF CONDUCT-ETHICS II-A-158 l
SNM Guard Training r Synopsis t The code of conduct-ethics course is a one hour course designed to give the guard pride and a sense of being a professional. l Behavioral Objectives
~~'l. The lesson will motivate the guard. l~~
2. The lesson will instill loyalty in the guard.

3. The lesson will help develop pride in' the job. !

4. The lesson will develop alertness. .
II-A-159
SNM Guard Training RULES OF CONDUCT.
~~'"* Lesson: Page:~~
Unit: ARTICLE I Notes HANDOUT I WILL SUPPORT AND MAINTAIN THE CONSTITUTION OF THE UNITED STATES I recognize the fundamental duty of every citizen to support I accept the Constitution and our system of Government. further, however, that the position which I hold places even greater responsibilities upon me to assure the safeguarding of the materials placed under my protection. To this end, I pledge my complete and total support, so that freedom in this republic will not t' diminished through act or failure on my part. It is the duo, ..,. every citizen'to support and main-tain the constitution but even more so for the people who hold a job that can affect the very security of the country and the constitution. It is the duty of the SNM guard to protect his shipment at all cost, and through this he not only maintains the Constitution but he protects the, lives of the people for whom the Constitution was written. ARTICLE II I WILL CONDUCT MY PRIVATE LIFE AS AN EXAMPLE TO OTHERS I accept that each of us must give up some things in order to enjoy the benefits derived from living together in a community. I realize that, due to the extreme importance of the , tasks I have agreed to undertake, I could be subject to unusual pressures such as threat of blackmail from II.A.160
SNM Guard Training RULES OF CONDUCT-Unit: ETHICS Lesson: page: subversive groups or others. I therefore recognize the Notes need to conduct my private as well as my official life in such a manner as to prevent incidents which could be used to exert improper pressure on me or my organization. It is extremely important for the SNM guards to keep their private lives moral and stable. If the SNM guard does not maintain his private life above reproach, he may become the blackmail target of a subversive or terrorist group. For the purpose of obtaining information that could result in the loss of an SNM shipment. The loss of a shipment could not only be a severe blow to our Government, but could also result in the loss of lives for the SNM guards trans. porting the shipment. ARTICLE III I WILL HAINTAIN COURAGE AND CALM IN THE FACE OF DANGER I realize that the nature of my occupation involves hazards to my person as well as to my shipment. I will remain alert so that these hazards may be minimized, and I will prepare myself for those which I cannot prevent. I accept
~~" courage" as that quality which causes us to perform our duty in spite of fear, and I will dilligently prepare myself so that I will be able to do that which must be done.~~
The danger involved in transporting an SNM shipment is always present. But a ny dangerous situations can be II-A-161
SNM Guard Training RULES OF CONDUCT- 3 Unit: ETHICS USSon* - hp Notes avoided simply by remaining alert to the environment around you. Of cour.se an attack could come even though you have remained alert. In this situation you must remain calm. You must make radio contact if you are going to get help. The only way this can be done is for the guard to remain calm. You must maintain your composure so the dispatcher can get the correct location in order to get help to you. While you are waiting for the help you must maintain courage in order to protect your SNM shipment and yourself. This will normally be for a very short period of time, but when under fire it can seem like hours. If you are going to save the shipment and stay alive you must maintain calm and be courageous to get the job done. ARTICLE IV I WILL PERFORM MY J03 WITH INTEGRITY _, LOYALTV, AND HONESTY I will consider myself personally responsible for the successful completion of the assignments which may be given me. I will be fair, sincere, loyal, forthright and upright with my country, my employer, and my fellows so that no one will have cause to thiiik ill of my acts or my intentions. A. Integrity is a trait a person has who is whole and complete with comon sense. B. Loyalty is a trait a person has when they are faithful to their country, friends, ideas and employer. II-A-162
BNM Guard Training RULES OF CONDUCT-ETHICS Jnit: LOSSon: Page: C. Honesty is a trait of a person showing fairness and Notes sincerity. A trait of a person who uses fair methods in all he attempts to do in li'fe. ARTICLE V I_ WILL KEEP SECRET THAT WHICH IS CONFIDED TO ME i IN MY OFFICIAL CAPACITY ficognizing that an adversary could profit from the infor-mation which I may possess. I will not divulge that which is imparted to me of a confidential nature, be it due to inten-tion, carelessness, or irresponsible behavior. In conducting your job of transporting SNM shipments you will have many things confided to you. Not only when shipments will move and their routes, but defensive tactics in defending and protecting the shipments. You will gain knowledge of the protection used at the plants and installa-tions where you make your pickup and deliveries. This must be kept secret if the plants and shipments are to be safe frcm attacks and infiltration. 1 II-A-163 j
SNM Guard Training RULES OF CONDUCT- 5 Unit: ETHICS g ARTICLE VI Notes I WILL MAKE MYSELF AWARE OF AND CONFORM TO ALL GOVERNMENTAL AND COMPANY REGULATIONS WHICH RELATE TO THE PERFORMANCE OF_M_Y JOB I charge myself with a special obligation to know and study those regulations and policies which have been established for the safeguarding and handling of the materials under my I care. I will keep posted on changes in both context and interpretation so that I will not fail in my responsibilities out of ignorance or laxity. You must stay aware of the Federal, State, local and ' company regulations concerning your job, and you must make a special effort to become familiar with changes in these regulations. No regulation can be effective unless every-one obeys them and does not try to extract more power from them than they are intended to give. l ARTICLE VII i I WILL BE ALERT FOR PERSONS WHO MAY SEEK IMPROPER . ADVANTAGE WITH ME THROUGH SPECIAL GIFTS OR FAVORS _ ; I will live up to the confidence which has been placed in me by refusing to accept gratuities 'or other influence which might cause me to relax my vigilance. I recognize that. there are those who could improperly profit by t soliciting my friendship falsely. H./A-164 ,
i SNM Guard Training . l l RULES OF CONDUCT-Unit: ETHICS Lesson: Page: 6 You must t ever on guard to live up to the respon- Notes sibility of the confidentiality that is placed on you. Be alert for someone who tries to gain favor with you. They may only be trying to gain favor with you to try and pick up bits of information that you may let slip. ARTICLE VIII ; I WILL IMMEDIATELY NOTIFY MY SUPERIORS OF THREATENING SITUATIONS l l i Being aware of the tragic consequences of failure to pro-tect the materials under my care, I will innediately advise { those placed above me of any rumors, information, or sus-picions of activity past, present, or future which might cause failure of the mission. I will be alert to hazards, mechanical or human, and consider it my trusted duty to prevent the'* occurrence. I wish to work in harmony with my fellows, bt.t will not place this wish above the needs of my country. Staying alert to dangers that could effect an SNM shipment does not just mean the time spent in transport, loading and unloading. But anything that may happen on duty or off duty. Yours is a special trust and one that will require your special attention be it on duty or off duty. II.A-165
SNM Gucrd Training RULES OF CONDUCT-Unit: ETHICS Lesson: Page: ARTICLE IX Notes I WILL KNOW AND HEED THE LIMITS WHICH ARE PLACEO UP0tlitE BY THE LAW Inasmuch as I have been appointed to carry out portions of the law of the land, I consider it also my task to know the limitations placed upon me by it. I will not act in an officious manner nor misuse any authority which I may have, in order that such law may not be held in disrespect because of my actions. If You must be aware of the limits placed upon you. the authority given you is misused by you it will not destroy the entire system, but will cast t. dark shadow upon it that will take many good men a long period of time to erase. It could also lead to the loss of your job and even criminal charges being filed against you. ARTICLE X I WILL NOT BE SATISFIED UNLESS THE MISSION IS ACCOMMPLISHED AND THE JOB IS PROPERLY DONE My job is perhaps one of the most important in the world today. Nuclear material and the energy which it can release may provide necessities for untold generations yet to come. Failure on my part may change the course of research or may actually permit tragedy to strike. I will not settle for a lesser degree than "well done."
SNM Guard Training - RULES OF CONDUCT-Jnit: ETHICS Le3 Son: Page: 8 Your job is perhaps one of the most important jobs in Notes
~~'the world ttday. The country as we know it today cannot~~
~~.. continue without energy, and we cannot grow without more~~
~~. energy. One energy source that can provide the energy needed is nuclear.~~
~~This makes the protectica of SNM shipments a most critical~~
~~, job. This is why we cannot settle for anything less than a job well done.~~
P t II-A-167
SNM Guard Training Examination . Student: Date: RULES OF CONDUCT - ETHICS Unit: RULES OF CONDUCT - ETHICS Lesson: 4 i r II-A-168
l SNM Guard Training
~~1. You have a knowledge that one of your fellow guards, who is married, is 'naving an affair with a local bar maid. You should:~~
~~A. Talk to the guard about the problem this could cause. B. Stay out of it and keep quiet. C. Inform your supervisor of the situation. l D. None of the above. i~~
~~2. Your partner has told your destination to a waitress during a food l stop. You should: ;~~
A. Talk to the guard about the problem this could cause. B. Stay out of it and keep quiet. C. Inform your supervisor of the situation. l D. None of the above. 4 3. Your partner is very unhappy with your employer. He feels your employer has given him a raw deal, and complains about the employer on several different occasions. You should: A. Talk to the guard about the problem this could cause. B. Stay out of it and keep quiet. C. Inform your supervisor of the situation. D. None of the above. E. Tell him to join a union. l
~~4. One of your fellow guards feels that regulations are silly, and violates them when he feels he can get away with it. You should:~~
A. Talk to the guard about the problem this could cause. B. Stay out of it and keep quiet. C. Inform your supervisor of the situation. D. Nor.e of the above. II-A-169 1
SNM Gucrd Trcining Classroom /Cognative Evaluation INSTRUCTIONS: MAKE ONE TALLY MARK FOR EACH OCCURRENCE. YOU MAY EXPLAIN MARKS FURTHER. Unit: RULES OF CONDUCT Date: Lesson: Evaluator: Nphtbetical Student List S1 S2 S3 S4 S5 t'a~ S7. S8 59 S10 S11 512 S13 S14 S15 i 1 Area of Concern Noted: (1) Unable to answer question in classroorn. (2) Fails to ask quections but doesn't un jerstand. (3) Enters discussion with incorrect concepi. (4) Will not enter into , _< discussion freely. (5) Was wror'g, re-instructed and still fails to grasp. ' (6) Unable to apply concept to hypothetical problern. (7) Displays temper quickly, or is argumentative.
~~.8) Dishonest, lies, bluffs or will not admat error.~~
(9) Attitude toward others or class material. (10) Alertness, quickness, keeps up with class. (11) Other Evsluttor Explar,ation: (refer to area number and student numberl a Distribution: Original to instructional unit file. Copy to student personnel fae. II-A-170
I i I 1 l l 1 i 1
~~-1 l~~
l l SECTION 9 I UNIT TITLE: USE OF FORCE 1 1 l J l b L II-A-171
ShJhd (3uard Training -. _ t
~~!3)fr10)jpsis This hour will be to explain the use of force to the guards. To explain about deadly and non-deadly force. This will help the guard in determining '~~
~~when and how much force he is allowed to use. 4 f Behavioral Objectives~~
1. The student will be able to explain what self defense is and when he is entitled to use it. ;

2. The student will be able to explain reasonable force as it relates to ;
~~self defense. f~~
3. The student will be able to list the circumstances when he can use non- l deadly force.

4. The student will be able to list the circumstances when he can use deadly force. ,

5. The student will be able to explain the retreat doctrine.
6, The student will be able--to' explain ~ about the defense of property. II-A-172 ,
SNM Guard Training - USE OF FORCE Unit: Lesson: Page:
~~1. Since the typical SNM guard has only the same authority Notes as that of a citizen, we will treat the use of force in that light.~~
II. SELF DEFENSE - One who is not the aggressor in an encounter is justified in using a reasonable amount of force against his adversary when he reasonably believes; A. That he is in immediate danger of unlawful bodily harm from his adversary and B. That the use of such force is necessary to avoid the danger (LaFave p. 391) ; i III. REASONABLENESS l A. It's only right that one who is attacked and has no opportunity to seek the law, should be able to l defend himself. l l B. As long as the steps taken in defense of oneself are reasonable he can't be held criminally liable. C. To be reasonable force the adversary force must be unlawful. IV. N0MDEADLY FORCE A. That type of force which is not calculated or likely to cause death II-A-173 i
SNM Guard Training ME OF FORCE Unit: Lesson: Page: B. An individual who is without fault may repel an h tes attack with nondeadly force when:
1. He has reasonable cause to believe that the attacker plans to commit a battery against him.

2. The amount of force he uses is not unreasonable under the circumstances

3. He can't avoid the loss of his usual rights unless he uses force C. When nondeadly force is used death may nevertheless result, but if the amount of force was reasonable there will De no criminal l'iability.
V. DEADLY FORCE A. Force which its user uses with the intent to cause death or serious bodily injury to another or which he knows creates a substantial risk of death or serious bodily injury to the other. B. A person who is without fault himself may use deadly force to save his own life, to prevent great bodily harm or to prevent the perpetration of a felony by surprise or violence against his person, home or property. II-A-174
SNM Guard Training Unit: USE OF FORCE Lesson:.. Page: C. Requirements for the use of deadly force are Notes
1. The attacker must act in such a way that an individual in the defenders position is in immediate fear of death or great bodily harm.

2. While this danger need not be real, it must '
~~appear to be well grounded to any reasonable person in the defenders situation.~~
~~3. The person who uses the deadly. force must not be the aggressor nor may he use excessive force under the circumstances (Perkins p. 881)~~
~~D. Retreat - Some jurisdictions have a so-called retreat doctrine. Which means that if one can retreat to safety without the use of deadly force, he should do so.~~
1. This is a minority view

2. Even in these jurisdictions one need not retreat unless he knows he can do it in safety, and never from his home or place of business.
VI. DEFENSE OF PROPERTY A. One whose lawful possession of property is threat-ened by the unlawful conduct of another, and who II-A-175
1 SNM Guard Training Unit: USE OF FORCE Lesson: Page: has no time to resort to the law for its protec- Notes tion, may take reasonable steps, including the use of force, to protect the property. (LaFave
p. 399) 1 B. In general, deadly force is not justified to prevent theft, but if your attempt to stop the theft with non-deadly force and the perpetrator attempts to ut.e deadly force, than you may also.
~~'II-A-176~~
SNM Guard Training Examination Student: Date: USE OF FORCE Unit: Lesson-II-A-177
SNM Guard Training
~~1. List the two conditions that you must reasonably believe exist before you use force in defense of yourself.~~
~~A. - B.~~
~~2. List the three requirements for the use of non-deadly force.~~
~~A. B. C.~~
3. Explain the requirements for the use of deadly force.

4. E.vnlain the rctreat doctrine.

5. Explain the requirements for the defense of property.
~~II-A-178 l~~
~~~s-,; a .;~~
I SNM Guard Training i Classroom /Cognative Evaluation INSTRUCTIONS: MAKE ONE TALLY MARK FOR EACH OCCURRENCE. YOU MAY EXPLAIN MARKS FURTHER. Unit: USE OF FORCE Data: Lesson: !! valuator: Alphabetical Student List S1 S2 S3 S4 55 S6 S7. 58 S9 510 S11 S12 S13 S14 SIS Area of Concern Noted: (1) Unable to answer questior in classrcom. l (2) Fails to ask questions but doesn't unders and. (3) Enters discussion with j incorrect concept. ' (4) Will not enter into class discussion freely. (5) Was wrong, re instructed and still fails to grasp. l
~~16) Unable to apply concept to hypothetical problem.~~
(7) Displays temper t,uicktw or is argumentative. e (8) Dishonest. lies, bluf's or will not admit error. (9) Attitude toward others or class material. (10) Alertness, quickness, 3 keeps up with class. (11) Other Evaluator Explanation: (refer to area number and student numberl s Distribution: Original to instructional unit file. Copy to student personnel file. II-A-179
e l i l 1 i SECTION 10 UNIT TITLE: FIREARMS QUALIFICATION COURSE t LESSON TITLE: .38 REVOLVER COURSE INDOOR BULLSEYE COURSE # 1 f f f II-A-180
SNM Guard Training , Synopsis On the indoor bullseye course the guard should fire 72 rounds at 50 feet ' on the bullseye target. He should fire with the weak hand as well as the strong hand. This will determine if the guards are qualified to proceed with the advanced firearms training. , l i Behavioral Objectives
1. The student will be able to safely load and unload his weapon.

2. The student will demonstrate, while firing, the way he uses proper safe gun handling procedures while on the range.

3. The student will be able to demonstrate that he can follow directions given, during firing, by the rangemaster.

4. The student will be able to fire a 70% or + 70% degree of accuracy on this course, i
i 4 l I 1 l Il- A-181
SNM Guard Training Unit: FIREARMS Lesson: Page: The course should require the student to fire a 70% or Notes
~~+70% degree of accuracy, If he fails to meet these standards he should be required to work with the instructor after the class in order to improve, since the class is for a four ]~~
hour period. f The targets should be the standard colt bullseye target. l There should be 72 rounds fired at 50 feet in the following order on an indoor range requirements suggested by NIOSH for OSH. . A. Standing, with the strong hand, fire 12 rounds, single , action, with no time limit. I B. Standing, with the weak hand, fire 12 rounds, single action, with no time limit. C. Standing, with the strong hand, fire 12 rounds, double action, with no time limit. ! D. Standing, with the weak hand, fire 12 rounds, double i action, with no time limit, E. Standing, with the strong hand, fire 12 rounds, double j action, within 40 seconds. F. Standing, with the weak hand, fire 12 rounds, double action, in 40 seconds. ; l II-A-182 ;
SNM Guard Training 1 1
~~#1 2 FIREARMS Unit: Lesson: Page:~~
Each student o '.he line should have another student Notes j behind him to act as coach for range safety and to help the shooter in correcting possible shooting mistakes, I l l 1 1 0 II-A-183
^
b
~~' SNM Guard Training FIREARMS #I Unit: Lesson: Page:~~
~~FOR RECORD Notes NO. ROUNDS TIME DISTANCE , POSITION Standing Strong hand 12 (SA)~~
50 feet Weak hand 12 (SA) 50 feet Strong hand 12 (DA)

50 feet Weak hand 12 (DA) 50 feet Strong hand 12 (DA) 40 sec. 50 feet Weak hand 12 (DA) 40 sec. 50 feet

SA Single action

DA Double action 1
II-A-184
SNM Guard Training Instructor Copy Unit
~~Title:~~
~~FIREARMS QUALIFICATION COURSE Leeson~~
~~Title:~~
.38 REVOLVER COURSE INDOOR NATIONAL POLICE COURSE #2 II-A-185
1 ! SNM Guard Training _ Synopsis - On the indoor police course the guard should fire from toth the 25 foot The guards should line and the 50 foot line at the Colt B-30 silhouette target. fire several shooting positions, and shculd also fire within certain time linits. This will introduce the guards to positions they may have to fire in a combat situation. Bshavioral Objectives
~~1. The student will be able to safely load and unload his weapon.~~
2. The student will be able to load and fire his weapon within certain tire limits. 3. The student will deconstrate, while firing, the way he uses proper safe gun handling procedures while on the range.
4. The student will be able to demonstrate that he can follow directions given, during firing, by the rangemaster.

5. The student will be able ',o fire a 70% or a +70% degree of accuracy on this course.
Il-A-186
BNM Guard Training jgjg FIREARMS #2 I LGSSon: Page: l Notes The course should require the student to fire a 70% or ;
~~+70% degree of accuracy. If he fails to meet the standards he should be required to work with the instructor after the class in order to improve, since.the class is for only a four hour period.~~
The targets should be the Colt B-30 silhouette target. There should be 24 rounds fired at 25 feet and 36 rounds fired - at 50 feet in the following order on an indoor range meeting requirements suggested by NIOSH for OSH. A, B. C, and D should be fired in a 2 min. 45 sec. time ' limit at 25 feet: A. Standing, at 25 feet, with the strong hand, At the firing range fire 6 rounds single action. " Demonstrate positions" B. Kneeling, at 25 feet, with the strong hand Firing positions are fire 6 rounds single action. illustrated in Appendix C C. Sitting, at 25 feet, with the strong hand, fire 6 rounds single action. D. Sitting, at 25 feet, with the strong hand, fire 6 rounds single action. E, F, G, and H should be fired in a 3 min. time limit at 50 feet: II-A-187
SNM Guard Train 1ng 2 FIREARMS
~~#2 Unit:~~
Standing, at 50 feet, with the strong hand, Notes E. fire 12 rounds double action. F. Kneeling, at 50 feet, with the strong hand, fire 6 rounds double action. G. Sitting, at 50. feet, with the strong hand, fire 6 rounds double action. H. Prone, at 50 feet, with the strong hand, fire 12 rounds double action. , L II-A-188
l I i SNM Gu:rd Trcining l i l
)
FIREARMS #2 Unit: Lesson: p,g,; 3 : FOR RECORD Notes INDOOR B-30 COLT SILHOUETTE TARGETS DISTANCE POSITION NO. ROUNDS TIME 25 feet Standing 6 Kneeling 6 2 min. 45 sec. Sitting 6 Prone 6 50 feet Standing 12 Kneeling 6 3 min. Sitting 6 Prone 12 II-A-189
SNM Guard Training Instructor Copy Unit
~~Title:~~
~~FIREARMS QUALIFICATION COURSE~~
~~.38 REVOLVER COURSE THE NATIONAL RIFLE ASSOCIATION Lesson~~
~~Title:~~
u m n e entier enung e b II-A-190
ShJh4 (3uard ]'rainirtg Synopsis e On the National Rifle Association National Police Course the guards sh6uld draw crouch and fire without sighting his weapon. They should fire from a barricade ! position in this course, and all fire should be done within certain time limits. This course will help develop instinct shooting. i l i E3:3I1Ervisarial ()lajcacrtisress
~~1. The . student will be able to safely load and unload his weapon.~~
~~;l j 2. The student will be able to load and fire his weapon within certain time~~
~~,' limits.~~
~~3. The student will demonstrate, while firing, the way he uses proper safe gun handling procedures while on the range.~~
4
4. The student will be able to demonstrate he can follow directions given, during firing, by the rangemaster.

5. The student will be able to fire a 70% or + 70% degree of accuracy on this course.
II-A-191
SNM Guard Training
~~" I Unit:~~
~~nREAmS Less on: Page: The course should require the student to fire a 70% or PJotes~~
~~+70% degree of accuracy. If he fails to meet the standards he should be required to work with the instructor after the class in order to improve, since the class is for only four hours.~~
The targets should be police silhouette targets. The course will fire 15 students at a time and should start with the students running through the course with empty weapons for practice. Then, running through the course with live rounds for familiarization, and then fire the course for record. There should be 120 rounds fired by each student. Each student should wear ear protectors on the outdoor range as recommended by HIOSH: The course should be fired as follows: A. At 7 yards student should load six rounds, draw crouch and fire then reload six and fire in a - crouched position, with a 25 sec. time limit. double action. B. Standing, at 25 yards with no suppert, with strong hand, six rounds, double action in 12 seconds. II-A.192 I
SNM Guard Training i FIREARMS #3 2 Unit: Lesson: Page:
]
C. At 50 yards, on command,' draw, assume sitting Notes position, fire 6 rounds, single action, then 1 assume prone position and fire 6 rounds single action, then 6 rounds left side of barricade single action and 6 rounds right side of barri-cade single actior, and 6 rounds left side of l barricade single action in a 2 min. 45 sec. time
~~.l imi t. l )~~
D. At 25 yards, on command, draw, assume kneeling position, fire 6 rounds, double action, then 6 rounds double action left side of barricade ; and 6 rounds double action right side of barri- l cade in a 90 second time limit. 3 J k T l II-A-193
SNM Guard Training 3
~~#3 p,g, Unit: FIREARMS Lesson:~~
Notes FOR RECORD THE POLICE SILHOUETTE TARGET. NO. ROUNDS TIME DISTANCE POSITION Crouch 12(DA) 25 sec. 7 yards 25 yards Standing (No support) 6(DA) 12 sec. 50 yards Sitting 6 (SA) Prone 6(SA) 2 min. 45 sec. Barricade 6L & 6R (SA) 25 yards Kneeling 6 (DA) Barricade 6L (DA) 90 sec. 6R(DA)
SA Single action

OA Double action

L Left

R Right 11-A-194
~~1 1 SNM Guard Training l Instructor Copy Unit~~
~~Title:~~
~~FIREARMS QUALIFICATION COURSE~~
~~.38 REVOLVER COURSE THE FEDERAL BUREAU OF INVESTIGATION Loccon~~
~~Title:~~
DOUBLE ACTION COURSE #4 II-A-195
SNM Guard Training Synopsis When firing the Fill double action course the student should fire from the He should draw, assume the firing 7 yard line,15 yard line and the 25 yard ling. Some of the firing should be unaimed and some aimed. position and fire. Behavioral Objectives
~~1. The student will be able to safely load and unload his weapon.~~
2. The student will be able to load and fire his weapon within certain time limits. 4 3. The student will denonstrate, while firing, he uses proper safe gun hnadling procedures while on the range. 4. The student will be able to demonstrate he can follow directions given, during firing, by the rangemaster. 5. The student will be able to fire a 70% or +70% degree of accuracy on this course. II- A-196
%M Guard Training na ARMS " I tit: Lesson: Page: The course should require the student to fire a 70% Notes or +70% degree of accuracy. If a student fails to meet ' these standards he should be required to work with the instructor after the class in order to improve since*the
~~- class is for only a four hour period.~~
~~The targets should be the police silhouette target.~~
~~. There should be 50 rounds fired in the following order on . an outdoor range meeting requirements suggested by NIOSH ' or OSH.~~
I A. At 7 yard line, load 6 rounds, draw and fire I one round on command, hip level, strong hand until ammunition is exhausted. Reload with a 4 rounds and fire two shots at a time on commar.d strong hand, hip level. 4 B. Repeat about 10 rounds, drawing with strong hand and shifting weapon to weak hand. C. The next 10 rounds are fired in 25 seconds. ' , First 5-shot string is fired with strong hand, second 5-shot string with weak hand. D. At 15 yard line, load with 6 rounds, draw and fire one shot on command with 3 second time limit per shot. II-A-197
y v. SNM Guard Training 64 2 FIRLX4,5 U n.t: i Lesson: Page:
)
j E. At 25 yard line, Icad with 5 rounds, on g corrand kneel, draa, and fire 5 rounds with 10 second time limit. Reload and repeat to finish course.. i I t II-A-198 l
SNM Guard Treining "4 Unit: FIREARMS ___ Lesson: page: THE POLICE SILh30ETTE TARGET Notes DISTANCE POSITION NO. ROUNDS TIME 7 yards Crouch 20 Or command 7 yards Crouch 10 25 sec. 15 yards Point shoulder 6 On command 3 sec. time limit 15 yards Point shoulder 4 6 ser. 25 yards Kneeling 5 10 sec. 25 yards Kneeling 5 10 sec. I 1 I II-A-199
SNM Guard Training Instructor Copy Unit
~~Title:~~
FIREARMS QUALIFICATIONS COURSE THEDbVL A F FIRING COURSE #5 Wson Title. 1 I l l l l II-A-200 l
SNM Guard Training l . - Synopsis l On the double action night firing course the student should identify his target with one blink of a flashlight and fire. He should also fire at the target l l without using a flashlight and he should be required to reload his weapon in-the dark. Some of the firing should be time fire. i l l l i Behavioral Objectives ! l
1. The student will be able to safely load and unload his weapon in the dark.

2. The student will be able to load and fire his weapon within certain time limits. l

3. The student will demonstrate, while firing, the way he used proper safe gun handling procedures while on the range. l

4. The student will be able to demonstrate he can follow directions given, during firing, by the rangemaster.

5. The student will be able to fire a 50% or +50% degree of accuracy on this course.
Il-A-201
yl
~~/NM Guard Training Unit: FIREARMS Lesson: " I Page:~~
~~The course should require the student to fire a 50% or Notes~~
+50% degree of accuracy. If he fails to meet these standards, he should be required to work with the instructor after the class in order to improve since the class is for only a four l bour period.
l The targets should be the police silhouette target. The course will fire 15 students at a time, and should start with the students running through the course with empty weapons for practice. Then running through the course with live rounds for familiarizatiun and then fire the course for record. There should be 90 rounds fired by each student. Each student *should wear ear protectors on the outdoor range as recorrended by flIOSH. The course should be fired as follows: A. The shooting position is the standard hip shooting position. The flashlight is held in the non-shooting hand at arm's length away from the side. Care must be taken not to nove the j flashlight back toward the body as the light is blinked. Moving the light in toward the body will draw an opponent's fire toward the body. The shooter loads on corrand, in total darkness, 6 rounds, and returns the gun to holster. He draws and fires one shot on cornand. The flashlight is used to briefly light the target simultaneously, or a split-second before each shot. The light should not be blinked until the revolver is drawn and the shooter is in the hip shooting position, ready to fire. II-A-202
L l SNM Guard Training Unit: FIREARMS Lesson: " Page: B. The shooter reloads 4 rounds, on command, again Notes while in the dark. At this point, it is essential for the shooter to know which way the cylinder of his revolver rotates when fired. After loading
~~4. rounds, upon command, the shooter draws 2 rounds, using one blink of the flashlight, then reholsters, draws and fires two more shots on command, using a single, quick blink of the light.~~
C. After completion of the flashlight phase, the shooter then fires 10 rounds in the same sequence, without benefit.of the flashlight. Even when shooting in the dark the shooter usually can see an outline of the target. l D. Using the point < shoulder position at the 15 yard line, the shooter loads on command in total darkness with six rounds, draws, and fires one round on connand within 4 seconds, using one rapid blink of the flashlight at arm's length, away from the shooter, and the shooter must assume a crouching ~ position, so as to reduce the opponents target area for return fire. E. The shooter reloads 4 rounds, on command, draws and fires all 4 from the same position, on one command, in 8 seconds, using one rapid blink of the flashlight to locate the target. Ten rounds are then fired from the 15 yard line in the same sequence without using the flashlight. II-A-203
SNM Guard Training
~~#5 Unit:-- FIREARMS Lesson: Page:~~
On the 25 yard line the shooter loads with Notes F. 5 rounds in total darkness. On comand, he drops to the shooting-side knee, and fires 5 shots in 12 seconds using one blink of the flashlight with each shot to locate t'ae target. After these 5 shots have been fired, weapons are holstered, the range lights are turned on and the shooters go forward. II-A-204 l
SNM Guard Training FIREARMS #5 4 Unit: Lesson: Page: THE POLICE SILHOUETTE TARGET Notes DISTANCE POSITION NO. ROUNDS TIME 7 yds. Hip shooting 6 1 Round on comand with 1 blink of flash-light 7 yds. Hip shooting 4 2 rounds on j comand with 1 l blink of flash- ! light l 7 yds. Hip shooting 6 1 round on comand with no light 15 yds. Point-shoulder 6 1 round on comand 4 sec. with 1 blink of flashlight 15 yds. Point-shoulder 4 8 sec. with 1 blink of flash-light 15 yds. Point-shoulder 6 1 round on comand 8 sec. no light 15 yds. Point-shoulder 4 8 sec, no light 25 yds. Kneeling 5 12 sec. with 1 blink of flash-light II-A-205 i
SNM Guard Training instructor Copy FIREARMS QUALIFICATION COURSE Unit
~~Title:~~
~~.38 REVOLVER COURSE Lc: son~~
~~Title:~~
SIMULATED GUN PORT PISTOL COURSE #6 II-A-206
SNM Guard Training Synopsis The guard should fire from a simulated gun port with the .38 pistol and the 12-gauge pump shotgun. The instructor should call the gun port to fire from, and . the student should decide what position to use. The guard should also be required to wear a gas mask while firing certain portions of this course. t 6 Behavioral Objectives i
1. The guard will be able to safely fire through a gun port. 4 l

2. The guard will be able to fire through a gun port safely with a gas mask. i 1

3. The guard will be able to fire a 50% of +50% degree of accuracy through a gun port.
11-A-207 l l l
SNM Guard Training Unit: FIREARMS lesson: Page" t Notes The course should use a simulated armor truck cab with five gun port positions. The instructor should spend a few minutes FIGS. 38 in the classroom showing the ctudent some of the firing posi- thru 48 , tions and the correct way to fire through a gun port. The Safety i weapon should be inserted as far as possible into the gun port Note before firing. The class should then be taken to the range to , fire the course. The instructor should tell the student which gun port - to fire from and the student should have to decide which firing position to use. ! t The course should require the student to fire a 50% or
+ 50% degree of accuracy from inside the mock-up. If a student fails to meet these standards, he should be required to work with the instructor after the class in order to improve since the class is for only a four hour period.
The tergets should be the colt police silhouette target 9 an outdoor range. There should be 72 rounds of .38 caliber wad cutters and 6 rounds of 12 gauge #4 buck fired on an outdoor range, and should start with the students running > through the course with live rounds for familiarization and then fire the course for record. The course will fire three students at a time. Each student should wear ear protectors , on the outdoor range as recommended by NIOSH. The course should be fired as follows: A. At 15 yard line, load 6 rounds, on command, one shot at each of two silhouette targets. Il-A-208
SNM Guard Training
#0
~~Unit:. FIREARMS Lesson: page:~~
B. Repeat step A with guard wearing gas mask. Notes l C. At'25 yard line, load 6 rounds, on command one shot at each of three silhouette targets. D. At 25 yard line, load three rounds of 12 gauge #4 ; buck, on command, one shot at each of three silhouette targets. E. Repeat step C with guard wearing gas mask. F. At 50 yard line, load 6 rounds, on command one shot at each of two silhouette targets. : G. Repeat step E, with guard Wearing gas mask. l .A d i 11-A-209
,1
SNM Guard Training Unit: FIREARMS Lesson: Page: 3 THE COLT POLICE SILHOUETTE TARGET Notes DISTANCE POSITION N0. ROUNDS TIME 15 yards Inside mock-up 6 On command 15 yards Inside mock-up 6 On command wearing gas mask 25 yards Inside mock-up 6 On command 25 yards Inside mock-up 3 12 gauge On command i 25 yards Inside mock-up 6 On command wearing gas mask 25 yards Inside mock-up 3 12 gauge On command wearing gas mask . 50 yards Inside mock-up 6 On command 50 yards Inside' mock-up 6 On command wearing gas mask
~~Mock-up - Simulated armor truck cab l~~
l II-A-210 1
SNM Guard Training , Examination j Student: Date: FIREAPsMS .38 REVOLVER COURSE Unit: Leshon. F 1 l I 't j ll-A-211
SNM Guard Training ._-
~~1. While you are firing and the rangemaster blows a whistle, you should:~~
~~A. Speed up your firing B. 5104 down, you are firing too fast C. Cease firing D. None of the above~~
~~2. When firing through a gun port' you should:~~
l A. Insert the weapon as far as possible into the gun port. B. Insert only the tip of the barrel. j C. Not insert any part of the weapon. l D. Hold your ears.
~~3. When using a barricade during firing, the weapon should:~~
~~A. Be held against the barricade to steady your airn.~~
B. Be held beside the barricade or extended beyond the barricade if possible. - i C. Not be touching the barricade. D. B&C. 4 When night firing the flashlight should be: A. Held next to the body. B. Held as far from the body as possible. C. Only blinked to locate the target. D. Left on until you have fired all your rounds. E. B&C. II-A-212 ,
1 SNM Guard Training' Skills Evaluation INSTRUCTIONS: MAKE ONE TALLY MARK FOR EACH OCCURRENCE. EXPLAIN EACH MARK MADE. Unit: FIREARMS QUALIFICATION COURSE Lesson: INDOOR BULLSEYE COURSE Skill: FIRE A .38 PISTOL AT A SILHOUETTE Date: Evaluator: l AKbt.1 Alphabetical Student List S1 S2 S3 S4 SS S6 S7 S8 59 S10 S11' S12 S13 S14 S15 Dsficiency Noted (1) Failed to perform in min. time limits. (2) Used unsafe method. (3) Chected or used unfair practice. (4) Attitude problem. (5) Slow at decision making. (6) Reluctance to perform. (7) Had to be re-instructed. (a) Manual awkwardness Ib) not attentive (c) Physical deficiency (d) Cognative deficiency (8) Unable to perform skill at minimallevel. (9) Other Explanation: (ider'tify by problem number and s;udent number) , 1 SPECI AL INSTRUCTIONS TO EVALU ATOR (MINIMUM LEVEL OF PERFORMANCE, E (C ) Distribution: Original to instructional unit file, Copy to student rersonnel file. II-A-213 l l^ _ _ - _ _ _ - _ _ - _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
SNM Guard Training Skills Evaluation INSTRUCTIONS: MAKE ONE TALLY MARK FOR EACH OCCURRENCE. EXPLAIN
~~' EACH MARK MADE.~~
Unit:SREARMSQUALIFICATIONCOURSE Lesson:IND0OR liATI0tlAL POLICE COURSE FIRE A .38 PISTOL AT A SILH0VETTE Skill: TARrJT Date: Evaluator: Alphabetical Student List S1 S2 S3 S4 .S 5 S6 S7 S8 59 S10 S11 S12 513 S14 S15 Deficiency Noted (1) Failed to perform in min time limits, (2) Used unsafe method. (3) Cheated or use-d unfair practice. . (4) Attitude problem. (5) Slow at decision making. i
~~16) Reluctance to perform.~~
~~(7) Had to be re-instructsd. i ta) Manual awkwardness (b) not attentive~~
?
~~l (C) Physical deficiency (d) Cognative deficiency~~
~~18) Unable to perform skill at minimallevel.~~
(9) Other , Explanation: (idenhty by problem number and student numberl SPECIAL INSTRUCTIONS TO EVALUATOR (MINIMUM LEVEL OF PERFORMANCE, ETC.) Distribution: Original to instructional unit file.. Copy to student personnel file. " 1I-A-214
SNM Guard Training ; i Skills Evaluation. INSTRUCTIONS: MAKE ONE TALLY MARK FOR EACH OCCURRENCE. EXPLAIN EACH MARK MADE. NATIONAL RIFLE ASSOCIATIOP Unit: FIREARMS QUALIFICATION COURSE Lesson:-HATiONAL-P0HCE10tfRSE - FIRE A .38 PISTOL AT A SILHOUETTE Skill TnoGE-T Date: Evaluator: Alphabetical Student List S1 S2 S3 S4 S5 56 57 58 59 S10 S11 S12 S13 S14 S15 Daficiency Noted ! (1) Failed to perform in j min. time limits. (2) Used unsafe method. l l (3) Cheated or used unfair l practice. (4) Attitude problem. (5) Slow at decision making. (6) Reluctance to perform. 1 I (7) Had to be re-instructed. ) (a) Manual awkwardness (b) not attentive Ic) Physical deficiency (d) Cognative deficiency (8) Unable to perform sk:ll at minimal level. I l (9) Other I Explanation: (identify by problem number and student number) SPECIAL INSTRUCTIONS TO EVALUATOR (MINIMUM LEVEL OF PERFORMANCE, ETC.) Distribution: Original to instructional unit file. Copy to student personnel file. 1 l II-A-215 i 1 l 1
~~. _ - . _ . i~~
SNM Gu::rd Training Skills Evaluation INSTRUCTIONS: MAKE ONE TALLY MARK FOR EACH OCCURRENCE. EXPLAIN EACH MARK MADE. Unit'. FIREARMS QUALIFICATION COURSE Lesson: FBI DOUBLE ACTION COURSE TlRE A .38 PISTOL AT A SILHOUETTE Skill: TARGET Date: Evaluator: Alphabetical Student List S1 S2 S3 S4 SS S6 S7 S8 59 S10 S11 S12 S13 S14 S15 I l l l D'aficiency Noted (1) Failed to perform in min. time limits. (2) Used unsafe method. (3) Cheated or used unfair practice. (4) Attitude problem. (5) Slow at decision making. (6) Reluctance to perform. (7) Had to be re-instructed. (a) Manual awkwardness (b) t'ot attentive (c) Physical deficiency (d) Cognative deficiercy (8) Unable to perform skill at minimal level. (9) Other Explanation: (identify by problem number and student number) r [ SPECIAL INSTRUCTIONS TO EVALU ATOR (MINIMUM LEVEL OF PERFORMANCE, ETC.) Distribution: Original to instructional unit file. Copy to student personnel file. II-A-216
SNM Guard Trcining I Skills Evaluation INSTRUCTIONS: MAKE ONE TALLY MARK FOR EACH OCCURRENCE. EXPLAIN EACH MARK MADE. l 1 Unit. FIREARMS QUALIFICATION COURSE DOUBLE ACTION f41GHT FIRIl1G l
'TIRFA78 P7 '0L AT ATIDIOUETTE Lesson: l Skill: TARGET Date: Evaluator: l Alphabetical Student Ust S1 S2 S3 S4 SS 58 59 56lS7 S10 S11 S12 S13 S14 S15 Dsficiency Noted (1) Failed to perform in min, time limits.
(2) Used unsafe method. (3) Cheated or used unfair practice. (4) Attitude problem. I (5) Slow at decision making. (6) Reluctance to perform. (7) Had to be re-instructed. {a) Manual awkwardness I (b) not attentive (c) Physical deficiency {d) Cognative deficiency (8) Unable to perform skill I at minimal level. ' (9) Ot5e< l Explanation: (identify by problem number and student number) ; I I i SPECIAL INSTRUCTIONS TO EVALUATOR (MINIMUM LEVEL OF PERFORMANCE, ETC.) Distribution: Original to instructional unit file. Copy to student personnel file. II-A-217 !
SNM Gucrd Training Skills Evaluation INSTRUCTIONS: MAKE ONE TALLY MARK FOR EACH OCCURRENCE. EXPLAIN EACH MARK MADE. ! FIREARMS QUALIFICATION COURSE Lesson: SIMULATED GUN PORT PISTOL COURSE Unit,-f'1RE A .38 PisivL AT A 51DIOUtlit TARGET Skill: Date: Evaluator: Alphabetical Student List
~~$1 S2 S3 S4 SS S6 S7 $8 59 S10 S11 S12 513 S14 S15 l~~
Dsficiency Noted (1) Failed to perform in min. time limits. (2) Used unsafe method. (3) Cheated or used unfair practice. (4) Attitude problem. (5) Slow at decision making. , (6) Reluctance to perform. (7) Had to be re-instructed. (a) Manual awkwerdness (b) not attentive (c) Physical deficiency , (d) Cognative deficiency i (8) Unable to perform skilt ; at minimal leset. , l (9) Other Explanation: (identify by problem number and student number) i SPECIAL INSTRUCTIONS TO EVALUATOR (MINIMUM LEVEL OF PERFORMANCE, ETC.) Distribution: Original to instructional unit file. Copy to student personnet file. II-A-218
SNM Guard Training [ Materials & Supplies List Unit: FIREARMS .38 REVOLVER COURSE Lesson: The instructor should be sure the following materials and supplies are on hand in advance of the i scheduled time of presentation Checkmark (/) indicates that the itsm may be needed. Item Der.cription X mark shows that the item will be needed! (1) Special classroom area -IND00R--0R-00T000R. RANGE X (2) 16 mm. movie projector & screen (3) 35 mm. slide projector & screen (4) Film Strip Projector & screen (5) Overhead Transparency Projector & screen (6) VTR monitor / player (7) Audio Tape Cassette Player (8) Special Student Clothind nosF Cl nTHING FOR RANGE X (9) WEAPONS ;1R RFV01 VFRR (10) AMMUNITION: TypSPEb L Rds./ student 6DO X (11) Range Supplies (Bullhorn, ear protecters, targets, etc.) X (12) Drinking Water & cups X (13))3#HEXK)tsgNflashlights X (14) )RahnutXIXMtXMK ._GASESM X i i e II-A-219 i 1
~~- - - . . . ~ , . . - - ~ , . - . - - - . - . , . .~~~
SNM Guard Training Scoring the police silhouette target A. Only X values will be added. B. After adding K values to get total score, divide the total score by the total number of points possible to get percentage achieved. C. Most police silhouette targets are numbered with K values and D values. K values are maximum neutralization zones, and D values are Jisabling zones. o See Appendix C inside cover for police silhouette target.
)
II-A-220 i
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Figure 38. Gun Port Shooting, No.1 II-A-221 l
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~~~~,-A-231 .- . - . - -- -~~~~
f t SECTION 11 , UNIT TITLE: FIREARMS QUALIFICATION COURSE LESSON TITLE: SH0TGUN QUALIFICATION COURSE l I II-A-232
i 1 i @NM Guard Training Synopsis l The shotgun qualification course is designed to develop the guards proficiency with the shotgun. Thus the guard should fire in various combat positions using five silhouettes, in line, with the rangemaster calling the targets to be fired on. 1 i Behavioral Objectives
1. The student will be able to fire a 70% or +70% degree of accuracy.

2. The student will be able to field strip the Remington 870 pump shotgun.

3. The student will be able to fire from the prone, kneeling and standing positions I with accuracy.
~~~~; 4. The student will be able to quickly locate and fire on his target. ;~~~~
~~~~l II-A-233~~~~
~~~~~. - -~~~~
~~~~SNM Guard Training FIREARMS Unit: Lesson: Page: 1 The course should require the student to fire a 70% or - Notes~~~~
~~~~+70% degree of accuracy. Generally speakin?, any hit on the target counts when using buckshot or rifled slugs. The course '~~~~
should include' nomenclature of the Remington 870 pump shotgun, and in teaching the nomenclature each student should become proficient in field stripping the weapon, this should enable the student to locate and reduce stoppages as well as maintaining the weapon. If a student fails to meet these requirements he should be required to work with the instructor after the class in order to improve, since the class is for only a six hour period. a k
)
~~~~II-A-234~~~~
)
i
IM Guard Training 2 sit: FIREARMS Lesson: Page: 1 NOMENCLATURE CARE AND MAINTENANCE Notes 0F REMINGTON MODEL 870 SHOTGUN [. Nomenclature FIG. 49 A. The 870 shotgun is a 12 gauge, magazine-fed, pump operated shotgun. B. Parts and assemblies fully interchangeable with ! other 870's. C. Barrels instantly interchangeable without tools. D. Slide ejection. l l I. General date I' A. Weight 1/2 pounds. B. Overall length 1/2 inches. C. Stock length with recoil pad - 14 inches. D. Bead sights. E. 2-3/4 inch chamber. I. Practical disassembly and reassembly A. Demonstration by instructor. B. Practical by student. II-A-235
SNM Guard Training i FIREARMS.
~~~~- Unit: lesson: Page: 3~~~~
, . The targets should be the Colt police silhouette target. IVotes There shculd be 10 rounds of rifled slugs fired, 20 rounds of ! buckshot, and 10 rounds of #8 shot
~~~~fired in the following i order on an outdoor range meeting requirements suggested by NIOSH for OSH.~~~~
A. Sitting or kneeling at 50 yards using rifled slugs, one round in each of five silhouette targets in : 10 seconds. B. Prone at 50 yards using rifled slugs, one round in each of five silhouette targets in 10 seconds. . C. Standing at 25 yards aimed, fire using #4 buckshot, i on command, one shot at each of five silhouette targets. ' D. Standing at 25 yards unaimed, fire using #4 buckshot, . on command, one shot at each of five silhouette targets. E. Standing at 25 yards, using #4 buckshot, on command, one shot skip fired at each of five silho'uette targets. , F. Standing, using #8 shot,10 rounds at 10 clay pigeons. , i 1 k i i t II-A-236 ! a em - -- ' *
~~~~NM Guard Training __ _~~~~
nit: FIREARMS Lesson: ' Page: 4 G. Inside mock-up at 10 yards using #4 buckshot, on Notes command, one shot at each of two silhouette targets point fire. H. Inside mock-up at 25 yards using buckshot, on command, one shot at each of three silhouette targets using aimed fire. ! I i s e J i II- A-237
SNM Guard Training FIREARMS Unit: Lesson: Page: 5 THE COLT POLICE SILHOUETTE TARGET Notes RANGE LOAD TARGET POSITI0f! TIME 50 yds. Rifled One round Sitting 10 sec. slug in each of or five kneeling silhouette targets 50 yds. Rifled One round Prone 10 sec. slug in each of five silhouette targets 25 yds. #4 buckshot On command Standing On command one shot at aimed each of five silhouette targets 25 yds. #4 buckshot On command Standing On concand one shot at unained each of five silhouette targets 25 yds. #4 buckshot On conmand Standing On command one shot skip fired at each of five silhouette targets
~~~~#8 shot Clay pigeon Standing None .~~~~
10 rounds ' I II-A-238 i
sNM Guard Training. i Init: FIREARMS' lesson: Page: 6 lANGE LOAD. TARGET POSITION TIME Notes ' l0 yds. #4 buckshot On command Inside On command one shot at
~~~~Mock-up >~~~~
each of two point fire silhouette . targets i f5 yds. #4 buckshot On commar.d Inside On command , one shot
~~~~Mock-up at each aimed fire of three silhouette targets . .~~~~
~~~~' Mock-up - See Appendix B - Firing Port Simulator.~~~~
i t p I 1 I II-A-239
SNM Guard Training Examination Student: Date: . Unit: FIREARMS Lesson: SHOTGUN QUALIFICATION COURSE i i II-A-240
SNM Guard Training 4
~~~~1. The weight of the Remington Model 870 shotgun empty is A. 7-1/2 pounds' B. 8 pounds ]~~~~
~~~~C. 6-1/2 pounds l D. 7- pounds~~~~
~~~~2. You can interchange which of the following parts on the 870 shotgun.~~~~
~~~~A. Barrel B. Stock C. Trigger D. All the above~~~~
3. The 870 shotgun is a 12 gauge, pump shotgun.

4. When firing a slug from a shotgun you have to allow for the of the slug.
1
)
r II-A-241 l 1
SNM Guard Training Skills Evaluation INSTRUCTIONS: MAKE ONE TALLY MARK FOR EACH OCCURRENCE. EXPLAIN EACH MARK MADE. Unit:] REARMS QUALIFICATION COURSE
~~~~, Lesson: SHOTGUN QUALIFICATION COURSE~~~~
, FIRE A 21 GAUGE PUMP SHOTGUN AT A Skill: SIl H0llFTIE_.IARf1FT Date. Evaluator: I Alphabetical Student List St S2 S3 S4 SS S6 S9 510 S11 S12 513 S14 S15 S7 l S8 Deficiency Noted (1) Failed to perform in min time hmits. (2) Used unsafe method. (3) Cheated or used unfair practice. (4) Attitude problem. (5) Slow at decision making.
\
(6) Reluctance to perform. (7) Had to be re-instructed. (a) Manual awkwardness (b) not attentive (c) Physical dr.ficiency (d) Cognative deficiency {8) Unable to perform skill at minimallevel. (9) Other Explanation: tidentify by problem number and student number) SPECIAL INSTRUCTIONS TO EVALUATOR (MINIMUM LEVEL OF PERF ORMANCE, ETC.) Distribution: Original to instructional unit file. Copy to student personnel file. II-A-242 1 I
MIAAP ACHON s' M ocutLE
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~~~~6 "OADeMG g . P08T gTER;;a L ' . ACTION SAR LOOL I GUAE) dWETY me Figure 49. Shotgun Pump Action 11-A-243~~~~
~~~~.. . . .- . . , _ -. _ _ . . - . . . . _ . ~ . _ .~~~~
i 1 l I i I i SECTION 12 a UNIT TITLE: FIREARMS QUALIFICATION COURSE , l LESSON TITLE: Cil GAS COURSE i I i s Y II-A-244
SNM Guard Training ,
~~~~^l Synopsis This CN gas course should teach the guard how to wear, adjust and clear the ,~~~~
~~~~M 9 chemical agent protective mask. 1 1 t 4 k i L Behavioral Objectives~~~~
1. The student will be able to adjust the protective mask.

2. The student will be able to clear the protective mask. -
2
~~~~3. The student will be able to wear the mask for four minutes in CN gas without~~~~
[ being affected by the gas. I k II-A-245
SNM Guard Training __ FIREARMS Un.t: i Lesson: CN GAS COURSE Page: 1 This course should consist of instruction and practice Notes adjusting, clearing and wearing of the mask. Each student should be subjected to 30 seconds of CN gas before being allowed to remove the mask from the case and placing it in use. They should then wear the mask in the CN gas for four minutes before completing the two hour course. I. Masking Practical demonstration A. Take the mask from its protective case and by instructor remove the tape seal on the canister intake. (Affix the sealing tape to the side of the canister for future re-sealing.) B. Pull the head harness assemble over the head and let bottom strips fall down to back of neck. Irisert chin into chin well of the face piece. C. Tighten chin straps at bottom of face piece first, then temple straps and finally head straps. Adjust until the fit is comfortably tight. D. To check mask fit, place palm of hand over the canister intake and inhale. Mask should collapse to the wearer's face and remain collapsed until the wearer exhales. Readjust piece to correct for any leakage. II-A-246 l
SNM Guard Training Page' 2 l Unit: FIREARMS Lesson: CN GAS COURSE II. Breathing Notes i Prolonged periods of strenuous activity while wearing the mask will hasten fatigue. III. Leakage The seal of the mask around the face area may be l broken by the bobbing of the canister produced by running. Whenever possible, the canister should be held with one hand during rapid movement to reduce j vibration and avoid leakage. l
)
II-A-247 ;
SNM Guard Training Examination . Student: Date: Unit: FIREARMS Lesson. CN GAS COURSE 1 l l II-A-248
SNM Guard Training F
~~~~1. To check the chemical mask fit, place palm of hand over the canister and .~~~~
~~~~l l~~~~
~~~~2. When running while wearing the chemical mask, you should hold one hand on i the to avoid leakage.~~~~
l l l i l I l i II-A-249
I SNM Guard Training l Skills Evaluation : INSTRUCTIONS: MAKE ONE TALLY MARK FOR EACH OCCURRENCE. EXPLAIN EACH MARK MADE. j FIREARMS QUALIFICATION COURSE CN GAS COURSE , Unit: LESSON: ,
~~~~^ Evaluator:~~~~
~~~~Skill: Date: A!peabetgal Sweent L2st~~~~
~~~~$1 S2 S3 S4 55 S6 57 SB 55) Sio S11 St2 513 S14 515 {~~~~
l Dsficiency Noted j I (1) Fahec to perform in l l , men teme breits. { j j (2) Used unsafe method. [ (3) Cheated or used ur fair l l l practice, I l l (4) Attrude prot,iem. ; (5) Slow at cecision making, f 6) Peluctance to perdorm. (7) Had to be re-instructed , l ta) Marsal a*wwardness , (b) not attentPve (c) Physical def.caency 1 Id) Cognative deficiency CB) Unable to perdorm stil at miruma! sevet. m ! (9) Other 4 EAplanation: (identify ty prootem rumber and student number) i SPECIAL INSTRUCTIONS TO EVALUATOR (MINIMUM LEVEL OF PERFORMANCE ETC.) Distribution: Originai to instructional unit f;ie Ccpy to student personnel file. II-A-250 l I
~~~~.- . . . . - -- ._ = .- - - . _~~~~
SNM GuardTraining Materials & Supplies List Unit: FIREARMS Lesson: The instructor should be sure the following materials and supplies are on hand in advance of the scheduled time of presentation. Checkmark (/) indicates that the item may be needed, item Description X mark shows that the item will be needed! , (1) Special classroom area GUTD00R RANGE X (2) 16 mm. movie projector & screen (3) 35 mm. slide projector & screen (4) Film Strip Projector & screen (5) Overhead Transparency Projector & screen (6) VTR monitor / player ! (7) Audio Tape Cassette Player (8) Special Student Clothing LOOSE _CLQIHING_ EOR RANGE X (9) M(EBRQRM E4N LASLGRENADES X (10) AMMUNITION: Type Rds/ student , (11) Range Supplies (Bullhorn, annaleocexuxxpatuskx) X (12) Drinking Water & cups X (13) Speciallighting or flashlights (14) RRbtXUXKkbMX)(WXX GAS MASK X 6 1 251
SECTION 13 UNIT TITLE: FIREARMS QUALIFICATION COURSE LESSON-TITLE: AR 15 RIFLE FAMILIARIZATION AND QUALIFICATION COURSE II-A-252
' SNM Guard Training Synopsis The AR 15 rifle course was designed for familiarization and qualification with the AR 15 rifle. The course should instruct the student in sighting and adjusting the sights of the rifle, in the nomenclature of the weapon and how to disassemble and assemble the weapon. The stuoent should then fire the weapon for qualification. l I l Behavioral Objectives '
1. Each student will be able to sight the AR 15 rifle. I l

2. Each student will understand the nomenclature of the AR 15.

3. Each student will be able to disassemble the AR 15.

4. Each student will be able to assemble the AR 15.

5. Each student will be able to fire a 70% or +70% degree of accuracy with the AR 15.
II-A-253
SNM Guard Training FIREARMS Unit: lesson: Page: The course should include instruction on the nomencla- Notes ture of the AR 15, and in teaching the nomenclature each student should become proficient in field stripping the weapon. This should enable the student to locate and reduce stoppages as well as maintaining the weapon. I NOMENCLATURE, CARE AND MAINTENANCE l 0F THE AR 15 RIFLE I. Nomenclature For additional infor-A. The AR 15 rifle is a .233 cal. (5.56-mm), tion refer to U.S. magazine fed, gas operated shoulder weapon. Army Manual FM 23-9 It is designed for semi-automatic fire.
~~~~.B. The rifle is equipped with a flash suppressor.~~~~
C. The barrel is surrounded by two aluminum-lined fiberglass handguards which are notched to permit air to circulate around the barrel and further serve to protect the gas tube. D. A hard pad is attached to the butt of the stock to partially reduce the effects of recoil. E. An ejection port cover is provided to prevent dirt or sand from getting into the ejection port. The cover should be closed. It will open by the forward or rearward movement of bolt carrier. II-A-254
i SNM Guard Training
~~~~'I"'#""3 Unit: Lesson: Page: 2 II. General Data Notes A. Weights Pounds~~~~
1. Rifle without magazine 6.50 and sling

2. Firing weight (with sling and loaded magazine) 20 rounds 7.60 30 rounds 7.91 B. Lengths Inches

1. Rifle overall with flash 39 suppressor

2. Barrel with flash suppressor 21 C. Sights

1. Front - adjuc+able click-type post

a. Eachclickequals1.] inches (2.8 cent) per every 300 meters

2. Rear - adjustable, flip type.
~~~~Normal range setting is from~~~~
)
O to 300 meters; long range I setting, 300 to 460 meters. Each I notch of the windage drum equals 1.1 inches (2.8 centimeters) per every 100 meters of range. II-A-255
SNM Guard Training 3 UnitSIREARMS Lesson: Page: ! i Dperational characteristics Notes D. l
~~~~1. Muzzle velocity 3,250 feet per sec.~~~~
~~~~(approx.)~~~~
2. Muzzle energy 1,300 foot pounds (At the muzzle) (approx.)

3. . Maximum effective rate of fire

a. Semiautomatic 45 to 65 rounds per mirmte

b. Sustained rate of fire that the weapon can continue to deliver for an indefinite length of time without seriously overheating. 12 to 15 rounds per minute III. Marksmanship fundamentals A. Aiming

1. Sight picture In aiming, the firer is concerned with correctly pointing his rifle so the projectile will hit the target when he fires. To do this, he must have the rear sight, the front sight post, and the target or aiming point, in his proper relationship - known as sight picture.
A . correct sight picture is obtained when the sights are perfectly aline and the target is in the correct relationship II-A-256
1 SNM Guard Training FIREARMS Unit: Lesson: Page: 4 to the front sight post. Sight picture Notes includes two basic elements: Sight FIG. 50 alinement, and placement of the aiming point.
a. Sight alinement; To obtain correct sight alinement, the top center of the front sight post is exactly in the center of the rear sight operature. ,

b. Placement of the aiming point; The aiming point (target) is correctly placed when it is centered on and appears to touch the top of the front sight post. FIG. 51 and 52 B. Firing positions FIGS., 53 thru 57

1. Prone

2. Kneeling

3. Sitting

4. Standing IV. Practical disassembly and reassembly of M15.
A. Demonstration of instructor B. Practical by students The course was based on the U.S. Army M16 course, but modified to fit the needs of the SNM guards. This should be an eight hour course. Each student should fire 100 rounds. Thirty rounds at 50 yards on bullsey.e 1 targets to zero and to allow the student to adjust to II-A-257
SNM Guard Training s Unit: FIREARMS Lssson: Page: the weapon. Then the qualification course consisting Notes of the following order on an outdoor range meeting requirements suggested by NIOSH for OSH. II-A-258
SNM Gucrd Trcining FIREARMS Unit

Lesson: Page: 7 DISTANCE TARGET & ROUNDS POSITION Notes 50 yards Bullseye 5 rounds Standing 5 rounds Vmeeling 5 rounds Sitting 5 rounds Prone 75 yards Bullseye 5 rounds Standing 5 rounds Kneeling 5 rounds Sitting 10 rounds Prone 100 yards Colt silhouette target 5 rounds Kneeling i 10 rouads Sitting I 10 rounds Prone l
l l l I 11.A-259
SNM Guard Training _ _ . -_ _. Scoring the police silhouette target A. Only K values will be added. , B. After adding K values to got total score, divide the total score by the i total number of points possible to get percentage achieved. d A I f 11-A-260 l I
SNM Guard Training
~~~~.n_ _ - _ , -~~~~
EQUIPMENT AND SUPPLIES NEEDED ITEM , QUANTITY Colt B-30 silhouette targets 45 Colt police silhouette targets 300 Bullseye targets 60 AR 15 8 Remington 12 gauge model 870 pump shotguns (bead sights) 6 2 Crossman CO gas pistols 6 Clay pigeon thrower 1 Clay pigeons (Bob White) 144 Crossman shoot-don't-shoot system 1 Situational shoot-don't-shoot 8mm films 6 Megaphone (Hailer Jr. Model S-203) 2 Muff type ear protectors designed for rifles 25 M9 riot control chemical agent protective mask 20 CN gas grenades 6 1 mock-up (see Appendix B) 1 Flashlights 20 Overheads 40 Cleaning kits (38 special) 15 AR 15 (Magazines 20 rounds) 30 AR 15 cleaning kits 15
.223 Remington ammunition 1500 38 special semi wadcutter ammunition 9000 #4 buckshot 12 gauge 300 Rifled sluss 12 gauge 150 #8 shot 12 gauge 150 1
Overhead projector Conventional No. 145 stop watch 1 Smith & Wesson 4" barrel .38 special combat masterpiece 16 Model No.15 II-A-261
SNM Guard Training EQUIPMENT AND SUPPLIES (CONTINUED) ITEM QUANTITY Slide series on AR 15 1 Handouts on AR 15 15 Armor car mock-up 3 Indoor range Outdoor range II-A-262
l i SNM Guard Training i Handout FIREARMS Unit
~~~~Title:~~~~
~~~~AR 15 RIFLE COURSE Lesson~~~~
~~~~Title:~~~~
i
)
i II-A-263
SNM Guard Training FIREARMS HANDOUT #1 1 Um.t: Lesson: Page: Dissembly, assembly and function check of AR 15 rifle General A. The purpose of mechanical training is to give the guard a knowledge of the working parts of the AR 15 rifle so that he should understand its operation, be able to locate and reduce stoppages, and properly maintain the weapon. B. The guard should be authorized to disassemble l the AR 15 rifle to the extent called field strip- FIG. 58 Safety ping. This can be accomplished without super- Note vision and is adequate for normal maintenance. Handout
#2 N01E: The Guard should not attempt to remove / replace handguards when the upper and lower receivers are sepa ra ted C. The frequency of disassembly and assembly should be kept to the minimum consistent with proper maintenance and instructional requirements.
D. The AR 15 rifle is easily disassembled and a ssembl ed. No force is required to accomplish this function. II-A-264
1 { l SNM Guard Training Unit: FIREARMS "A" " Lesson: Page: E. As the weapon is disassembled, the parts Notes should be laid out from left to right in the order of removal on a table or other clean , surface. This makes assembly easier because the parts are assembled in the reverse order of disassembly. Clearing the AR 15 rifle The first consideration in handling any weapon is to , make it safe by clearing it. To clear the rifle-- A. Attempt to point the selector lever toward SAFE. If the weapon is not cocked, the selecto'r lever cannot be pointed toward SAFE. l If this is the case, do not cock the weapon I at this time; instead, go on to the next step - in clearing the weapon. I B. Remove the magazine by applying pressure on the magazine catch button with the index finger and allowing the magazine to fall clear of the weapon into your hand. CAUTION: Selector must be in the safe position during disassembly and assembly II-A-265
SNM Gunrd Trcining "A" # Page: 3 Unit: FIREARMS Lesson: C. Lock the bolt to the rear by grasping the Notes charging handle with the thumb and forefinger of the right hand, depressing the charging handle latch with the right thumb, and pulling to the rear, press the bottom of the bolt catch with the thumb or forefinger of the left hand when the bolt is fully rearward. Allow the bolt to move slowly forward until it engages the bolt catch and return the charging handle to its forward position. i D. Inspect the upper receiver and chamber area of the weapon by looking through the ejection l
~~~~port to assure that these areas contain no brass or ammunition.~~~~
E. Check the selector lever to assure that is points toward SAFE. Allow the bolt to go forward by pulling the charging handle fully to the rear and releasing it. Field stripping A. Disconnect the sling from the sling swivels at either end of the rifle. B. Handguard removal. II-A-266
1 SNM Guard Training i l Unit: FIREARMS lesson: HANDOUT #1 Page: I NOTE: Handguards should be removed only when visual Notes inspection (looking through the ventilation holes of the handguards) reveals rust, corrosion, or foreign matter around the gas tube and/or barrel of the rifle. Step 1. Place the recoil pad of the stock firmly on the ground or a table with the barrel pointing up. Step 2. Pivot the rifle so that the carrying handle (upper receiver) is facing away from you. Step 3. Place the fing~ers of one hand in i the ventilation holes in the top of the handguard near the receiver and, simultaneously, place the thumb on the bottom of the handguard. Step 4 Grip the slip-ring with the thumb and forefinger of the other hand. While pushing the slip-ring dovtn on the side from which the handguard is to be removed, lift up and out on the hand- j guard. l Step 5. Once one handguard is removed, the , other can be removed by repeating this procedure with the opposite hand. II-A-267
E' SNM Guard Training ! Unit: FIREAPJ'S lesson: N R Page: 5 NOTE: Handguards should not be removed / replaced when Notes the upper and lower receiver groups are separated because of potential damage to the forward i assist assembly. Care must be taken to prevent damage to the gas tube while the handcuards are removed. , C. Using the nose of a cartridge or a similar pointed object, press out (unseat) the takedown i pin until the upper receiver can swing free of the lower receiver.
-(
NOTE: The takedown pin does not come completely out : of the receiver, i t J D. Again using the nose of a cartridge, press out (unseat) the receiver pivot pin. Separate the upper and lower receiver groups and place the lower receiver group aside for the tirre being. I NOTE: The receiver pivot pin does not ccee out of the receiver. ! E. Pick up the upper receiver group: keep the I muzzle pointed to the left. Grasp the charging i handle, pressing in on the charging handle latch, and pull to the rear 5 to 7 centineters ; (2 to 3. inches). Grasp the bolt carrier and l pull it from the receiver. After the bolt , carrier is removed, the charging handle will fail free of its groove in the receiver when pulled to the rear. Place the upper receiver on a clean , surface. II-A-268 ; _ _ . _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ . i
SNM Guard Training Unit: FIREARMS Lesson: HANDOUT (1 Page: 6 F. To disassemble the bolt carrier group, press Notes out the firing pin retaining pin by using the nose of a cartridge or some similar object. Elevate the front of the bolt carrier and allow ' the firing pin to drop from its well in the bolt. Rotate the bolt until the cam pin is clear of the bolt carrier key and remove the cam pin by rotating it 90 degrees (1/4 turn) and lifting it out of the well in the bolt and bolt carrier. After the cam is removed, the bolt can be removed easily from its recess in the. bolt - carrier. To remove the extractor, apply pressure on the extractor body just to the rear of the ,
~
extractorpin(thiscompressestheextractor spring and reduces the pressure on the extractor l pin.) With the tip of the firing pin (or some similar pointed object) push the extractor pin from the bolt body. Release the pressure exerted on the extractor body and remove the extractor. The extractor spring should not be separated from the extractor. If it should become separated and is not damaged, it may be replaced by the user. When the spring is replaced, assure that the wide end of the spring is positioned in the recess of the , extractor. NOTE: The extractor should be removed only when necessary for cleaning. l Il-A-269 i l l
SNM Guard Training 7 Unit: FIREARMS Lesson: HANDOUT #1 Page:
~~~~!f BJotes G. The final step in disassembly is removal of the buffer assembly and action spring.~~~~
NOTE: The action spring is compressed and care must be taken when removing it, i f j Using the index finger of the left hand, push in on the buffer assembly. With the rose of a cartridge or some similar object push down on the buffer retainer. To remove the buffer assembly,the hammer must be pressed downward past the cocked position. After the body of the buffer assembly has cleared the hammer,the action spring can be withdrawn from the lower receiver. NOTE: While withdrawing the action spring, it may hang up on the buffer retainer. If this occurs, wi.pgling the action spring while withdrawing it will eliminate the resistance. Under no citcumstance should the action spring be pulled if resistance is encountered. H. This compleces field stripping. NOTE: Detailed disassembly consists of removing the remaining operating parts from the iuwer receiver and is not authorized at user level. The guard has no need to disassemble the weapon beyond field stripping. Only qualified maintenance personnel are authorized to remove an.y other parts from the weapon. II-A-270
c SNM Guard Training Unit: FIREARMS lesson: HAN UT #1 Page: l l Function Check Notes Each time the weapon is disassembled and a.ssembled, a function j check should be conducted. A complete function check consists of . checking the operation of the weapon while the selector lever is in the safe and semi position. The following sequence is used for a rapid, complete check. Any position of the check i may be used alone to determine the operational condition of any specific fire selection. A. Safe position 1
~~~~1. Cock the weapon, pull trigger, hammer should not fall.~~~~
NOTE: To cock the weapon, pull the-charging handle to the rear and release it. MAGAZINE--DISASSEMBLY, CLEANING AND ASSEMBLY General l There are two magazines available for use with the AR 15 rifle l -(a 20-round and a 30-round). Both magazines will function properly if a maintenance is performed when needed. To pro-perly perform maintenance on either magazine they must be disassembled. Disassembly A. The 20-round magazine is disassembled in the following manner: II-A-271
SNM Guard Training Unit: FIREARMS lesson: HANDOUT #1 page: 9 Hold the magazine in the left hand, open end Notes 1. to the left,short edge near the body.
2. Insert the nose of a cartridge into the hold in the base of the magazine, depress the spring steel lock band, and at the same time exert a slight pressure on the base, pushing it away from the body or toward the long edge of the magazine.

3. Slide the base forward until it is free of the tabs.
~~~~NOTE: Keep the left thumb over the magazine spring to prevent it from jumping out of the magazine.~~~~
~~~~4. To remove the magazine spring, disengage it from the tabs on the magazine, first from one side,and then from the other until it is free of the magazine.~~~~
~~~~~. The follower, attached to the end of the magazine f spring, must be canted in order to clear the tabs.~~~~
B. The 30-round magazine is disassembled in the same manner as the 20-round magazine except for the removal of the magazine base. The base of the 30-round magazine is removed in the following manner: 11-A-272 g - O 1 l
SNM Gunrd Tro' Jnit. FIREARMS
~~~~, ,, 33 c n; HAND 0UT #1 Page: 10~~~~
~~~~1. Hold the magazine in the left hanc open end to Notes ,~~~~
~~~~the left, short edge near the body.~~~~
2. Insert the nose of a cartridge into the hole in the. base of the magazine'and raise the rear of-the magazine base until the indentation on the base is clear of the magazine.

3. Slide the base fon'ard until it is free of l the tabs.
Cleaning ) The interior and exterior of the magazine body (20-round or 30-round), the magazine spring and magazine follower should be wiped clean with a
~~~~dry patch or cloth. After cleaning apply a light coat of lubricant to the body of the magazine or the magazine follower.~~~~
~ Assembly To assemble either magazine, the parts are replaced in the reverse order of removal. II-A-273
1 SNM Guard Training Handout Unit
~~~~Title:~~~~
~~~~FIREARMS AR 15 RIFLE COURSE Lesson~~~~
~~~~Title:~~~~
b h ( l l Il-A-274
SNM Gused Training Jnit: FIREARMS lesson: HAND 0UT #2 Page: I WARNING Notes There are certain safety procedures relative to the handling and firing of AR 15 rifles and ammunition which every guard should follow to avoid possible injury or death. DANGEROUS PROCEDURES lever interchange bolts and/or bolt carriers between two seapons. Bolts may appear the same, hwever, interchanging khem may result in incorrect headspace, which in turn may cause the weapon to blow up. Failure to remove wat;r from the barrel may result in the weapon blowing up. If the weapon has been submerged in water, exposed to heavy rain and/or dew, or l there is any reason to'believe there is excess moisture in the barrel, point the muzzle of the weapon toward the ground and pull the charging handle 2 to 3 inches to the rear, breaking - the seal formed by a chambered ro'und and allowing the water i to drain out of the barrel. Release the charging handle. When assembling the bolt carrier group, assure that the bolt cam pin is installed. The weapon may fire without it, but will blow ! 1 up. l If a noticeable difference in sound or recoil is experienced, further firing should be suspended. Either of these conditions
~~~~couldindicateenincompletepropellantcombustionandpresent the possibility that the projectile has not been propelled with ,~~~~
I sufficient force to clear the bore. In such instances, the weapon should be cleared and examined for the presence of unburned propellant grains in the receiver, or possible presence of a bullet remaining in the bore. These should be removed before further firing. l II-A-275 i
SNM Guard Training l Examination I Student: Date: FIREARMS AR 15 RIFLE COURSE Unit: Less a , t B i P h i
?
6 r II-A-276
Shahn (3uard 1' raining - 1 l
~~~~1. The AR.15 rifle is a:~~~~
~~~~i A. .223 cal. Magazine fed. B. C. 5.56 mm , D. All of the above~~~~
~~~~2. The AR 15 rifle weight with sling and loaded-20 round nagazine is: t A. 6.50' pounds ,~~~~
~~~~B. 7.91 pounds C. 7.60 pounds D. None of the above e~~~~
~~~~3. Sustained rate of fire that the weapon can continue to dcliver for an ;~~~~
indefinite length of time without seriously overheating is: A. 12 to 15 rounds per minute B. 10 to 12 rounds per minute ! C. 15 to 18 rounds per minute [ I. D. 45 to 65 rounds per minute l l
~~~~4. Nane the following parts of the AR 15 rifle. (Using an overhead of the AR 15)~~~~
A. B. C. i D. E. F. G. J H. l I. !
~~~~.J.~~~~
~~~~K. L. II-A-277 : f I~~~~
~~~~-w-ww ,~~~~
~~~~SNM Guard Training M. N. O. P. Q. R. S. T. U.~~~~
~~~~5. Name the following parts of the AR 15 rifle. (Using an overhead of the AR 15)~~~~
~~~~A. B. C. D. E. F. G. H. I. J. K. L. M. N. II-A-278 ;~~~~
~~~~~ . - . _ . . . .- . . . _ . . . . . . - . . .~~~~
~~~~1 i i~~~~
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i f,. ,., l . 1 Figm JJ. Corrut sight pictm. rig- 3 2. Corr"' # ' d**" 7 , ,,,, , g,, ,f g ,.,,. ., i l l Figure 50. AR,15, No.1 1 II-A-279 i
A A f \ A i e t . .. -4 i
~~~~.L. i J-i i~~~~
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~
v i I . . . - m .. t i 1 i I i l \ l 1 i i i i ! I I I
~~~~. ,ue Figure 51. AR,15, No. 2 .. .co m,..~~~~
II-A-280
TARGtt SuLd4TE
~
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~
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~~~~'PROInt? N00tT TO NIGet 700 tow Figure 52. AR,15, No. 3 11-A-281~~~~
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r s i 1 l Figure 53. AR,15, No. 4 l i l II-A-232
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Figure 54. AR,15, No. 5 II-A-283
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I I I I l I
DMEEROUS PROCEDURES i A. INTERCHMEING BOLTS l B. EXCESS M0!$TURE C. CAM PIN D. DIFFERENCE IN SOUND OR REC 0IL Figure 58. AR,15, No. 9 II-A-287
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1 ' Figure 61. AR,15, No.12 l II-A-290
I l l l l t i l I i l l
~~~~.4 I~~~~
~~~~SECTION 14~~~~
)
UNIT TITLE: FIREARMS QUALIFICATION COURSE I LESSON TITLE: IND0OR CROSSMAN SHOOT-DON'T-SHOOT SYETEM 1 l l l II-A-291 ; l
SNM Guard Training Synopsis The guard should use a 2CO gas pistol to fire during actual situations that should be shown on a screen. After the guard fires, the projector should stop so the guard can see if he made the right decision, and if he hit what he fired at. l Bahavioral Objectives
1. The guard will be able to make a quick decision.

2. The guard will know when to shoot. l t

3. The guard will be able to see if the action he took was correct or incorrect. .
t 6 i II-A-292
QM Guard Training l l FIREARMS TRAINING H - N' -S" I LESSON: Page: L 1 Broduction Notes The purpose of this lesson is to condition a guard to a up a total situation that may require deadly force, and make ecision whether to shoot or not to shoot. This should be e taking into consideration safety of fellow guards and izens, the legal factors relative to the case at hand, and ernative actions that could accomplish the same results. If guard decides to shoot, this action should be done decisively,
~~~~urately and with confidence.~~~~
The guard should react to the film as he would in the actual uation and uses his firearm as required. The shot stops projector, at which time, the student can see the accuracy his shot by observing the location of the hole on the paper, deterraine if his action was too late to prevent the suspect m firing. When the whole sequence is completed by the . dent, the ' film should be run again without the guard shooting. instructor should review the student's first performance the instructors note sheet. This note sheet can be found at end of this guide. It should be checked off as the guard goes ough the course so appropriate comments can be made at the of the film. After the training has been finished the asurement and evaluation performance score sheet" should be pleted. A copy is included at the end of this guide. The rd can be said to have completed the course successfully n receiving a composite score of 90% or better or at the el the instructor presets for the class. The student should eat the course until he has successfully passed the course. 1 II-A-293
l j ShlA4 Giuard T' raining INSTRUCTOR'S NOTE SHEET STUDENT _ DATE ) FILM NO. j l Directions: As the student is performing, complete the following during each. J incident situation. Use one sheet every time a student performs on the course. After the student is finished use this sheet as " points to stress" during the discussion of how well the student performs. Legal Grounds: Sound legal. basis, Reacting emotionally Gun not drawn, confused,
~~~~- Preparedness:~~~~
Alert Judgment: Did not call other convoy vehicles Underestimated abi.11ty of suspect, Adequate Observation: Did not take into consideration total extent of situation, over reacted, Was slow to react, _ was.in control Adequate, would have been killed Positioning of # body: Caught off guard, Good combat stance Comments: ,. Hits ., misses , early , late _, legal i
+
~~~~II-A-295-t 3~~~~
~~~~-4 _ ' _ _ . _ . _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ . _ _ _ _ _ _ _ _ _ _ _ _ _ _ . _ _ . _ _ _ _ _ _ _~~~~
~~~~SNM Gucrd Training FIREARMS TRAINING Unit. Lesson: SHOOT-DON'T-SHOOT Page: 2 Dn Line Instruction: Notes~~~~
~~~~1. Have the guard select the weapon he is going to use.~~~~
~~~~Have him holster the weapon as when on duty.~~~~
2. Indicate to the guard where he is to stand in relation to the screen and the stop control so that the shot l will stop the projector and the hit can be analyzed.

3. Read or paraphrase the following: l "The following scenes you are about to witness were based on situations that could occur. During these series of incidences you will take the part of one of the guards. You should conduct yourself as you would nonnally, given the set of factors each inci-dent projects. If you feel you should use your weapon, use it, and so on. If you shoot. the projector will automatically stop and we will eval-uate the accuracy of the shot, and whether the situa-tion was properly evaluated and the shot was warranted.
II-A-294 en+
i I SNM Guard Training l Measurement and Evaluation Performance Score Sheet ! Name Date overall Course score t i SUGGESTED MEASUREMENT: 90-100-oOTsTANO!NG 65-89 AVERAGE UNDEA E5-BELoW AVERAGE
+
E E .= 5 0 0 E (20) {15) (10) (0) CATEGORY 1: PROCEDURE l A. Approach to the situations physically or verbally i B. Preparedness (Gun holstered-drawn-alert-confused, etc.) ' C. Legal grounds (If shooting), D. Identification of targets (When applicable-subjects, etc.) E. i s CATEGORY ll: MENTAL RESPONSE A. Observation of situations (First impressions)
~~~~8. Attitude of participant (Handling situations- !~~~~
innocent bystanders etc.) , C. Judgment (Called for assistance, etc.) : D. Decisions (Right-wrong-late-early) , E. Confidence (Pressured excited-leisurely-aggressive) F. j CATEGORY lil: PHYSICAL RESPONSE : A. Self protection (Line of fire-evasiveness, etc.) _ B. Shooting postures (Stance-grip-aiming-weak hand) ., C. Speed (Drawing-firing-gun handung, etc.) ; D. Reloading (Remembering to reload-any conditions) E. Use of barricades (Proper use and position) F. - CATEGORY IV: USE OF FIREARMS A. Hits Misses Accuracy = B. Early shots (Could have waited) C. Late shots (Slow response) j D. Double action and double action performance . E. Safety practices F. i i II-A-296 l
)
i
SNM Guard Training DESCRIPTION OF MATERIALS NEEDED 2 A. Weapon - A CO gas operated pellet pistol -
a. . Ammunition -' lead pellets 2

b. CO gas cartridges available at most department stores.
B. Target - A steel backstop with a canvas' lining approximately 5-1/2 feet by 5-1/2 feet. Equipped for a roll of white paper to be placed to the rear of the top. This paper drops down over the front creating a projector screen. The paper also allows the guard to see the impact point after firing. C. Projector - A super eight cassette projector.
a. Cassettes are continuous loop films,

b. Several scenes could be' developed.
I
1. Guard taken hostage

2. Person looking around the trailer !

3. Attack on convoy

4. Etc.
~~~~D. Sound sensor- Connects to projector and stops projector when weapon is fired. Available from: Nova Productions, Inc. 328 South Main St., Butler, PA 16001 - 1 l j~~~~
)
II-A-297
1 i SNM Guard Training l Skills Evaluation l INSTRUCTIONS: MAKE ONE TALLY MARK FOR EACH OCCURRENCE. EXPLAIN EACH MARK MADE. , i Unit: FIREARMS Ot!At TFICATION CO!mRF Lesson: wnT.mu'T qwmT rnnasr Skill.TO TEST SPEED IN DECISION MAKING Date: Evaluator: Alphabetical Student List S1 S: S3 S4 SS S6 S7 SB S9 510 S11 S12 S13 St4 - S15 Dsficiency Noted (1) Failed to perform in min. time hmits. (2) Used unsafe method. (3) Cheated or used unfair practice. (4) Attitude probiern. I
~~~~45) Slow at decision making. r v~~~~
~~~~(6) Reluctance to perform. (7) Had to be re-instructed. (al Manual awkwardness ,~~~~
?
(b) not attentive (c) Physical deficiency . i (d) Cognative der.ciency s (B) Unable to perform ski'l at minimal level h (9) Other i i Empt'anation: (ident:fy by problem number ano student number) l
?
t SPECIAL INSTRUCTIONS TO EVALUATOR (MINtMUM LEVEL OF PERFORMANCE. ETC.) Distribution: urigmal to instruenonal unit fik. Copy to student personnet Ge. 11-A-298
SNM Guard Training Materials & Supplies List
Unit

FIREARMS Lesson: SHOOT-DON'T SHOOT ,
l The instructor should be sure the following materials and supplies are on hand in advance of the scheduled time of presentation. Checkmark (/) indicates that the item may be needed. Item Description X mark shows that the item will be needed! (1) Special classroom area (2) 16 mm. movie projector & screen (3) 35 mm. slide projector & screen I (4) Film Strip Projector & screen (5) Overhead Transparency Projector & screen (6) VTR monitor / player ; (7) Audio Tape Cassette Player I (8) Special Student Clothing 2 (9) WEAPONS r.0 gas _ guns _and_.pell ets X (10) AMMUNITION: Type Rds./ student (11) Range Supplies (Bullhorn, ear protecters, targets, etc.) (12) Drinking Water & cups (13) Speciallighting or flashlights (14) RXfR0000(XJWlRM)tta CROSSMAN"SH00T-DOR'.T_S1100T" FILMS X II-A-299
i 1 i 1 SECTION 15 Uh;T TITLE: FIREARMS QUALIFICATION COURSE FIREARMS APPENDICES i I l l 1 II-A-300 ,
i SNM Guned Trcining Unit: FIREARMS lesson: APPENDIX page: APPENDIX Notes A. NIOSH requirements
~~~~B. Armor truck mock-up drawing C. Shooting positions and police silhouette target II-A-301 4~~~~
SNM Guard Training APPENDIX A Unit: FIREARMS lesson: Page: Notes APPENDIX "A" r I II-A-302
SNM Gucrd Training Unit: FIREARMS lesson: APPENDIX A Page: I RECOMMENDATIONS AND DESIGN CONSIDERATIONS Notes To reduce and/or eliminate the health hazards associated i with indoor firing ranges the following design considerations and work practices are recommended. I. Design Considerations A. An optimum air supply would be 75 FPM at the firing line. The minimum air supply must be 50 FPM at the firing line. B. Filtered and conditioned air must be introduced behind the firing line to guarantee an evenly dis-tributed flow of air through the shooting positions. C. Supplied air inlets should be placed approximately ; 15 feet behind the shooter's position. ! D. The entire range facility should be maintained at a slightly negative pressure with respect to adjacent areas to prevent the escape of contaminants. This criteria suggests that exhaust air should exceed supplied air by 10%. E. For maximum efficiency exhaust ducts should be located behind and at the apex of the bullet trap. An alternative location is to place the exhaust ducts on the side walls slightly in front of the apex of the bullet trap. II-A-303
SNM Guard Trcining Unit: FIREARMS Lesson: APPENDIX A page: 2 F. A minimum down range conveying velocity of 35 FPM Notes must be maintained. G. When the 75 FPM rate is used a minimum of 25% of the air s.hould be exhausted 15-20 feet down range of shooting position and remaining 75% at the bullet trap. H. When the 50 FPM rate is used,100% of the air should be exhausted down range at the bullet trap. I. Each range should have its own ventilation system to prevent the circulation of contaminated air to other areas of the building. J. The supply and exhaust systems must be electrically interlocked, thereby eliminating an error in turning one system on and not the other. The system should operate on one fan speed only and not on variable fan speeds. K. Each range should be equipped with a floor drain and trap to facilitate cleaning by wet methods. The drain location should be approximately 20 feet down range of the firing line. The floor should slope 2-3 inches toward the drain. II-A-304
l BNM Gucrd Tr:Ining j l Jnit: FIREARMS Lesson: APPENDIX A Page: 3 l 1 L. To minimize the effect of peak sound pressure levels Notes on individuals in the indoor range, all reflecting walls should be covered with high efficiency sound absorbing : material such as fiberglass insulation covered with perfore.ted aluminum or steel sheets with openings equivalent to 10-15% of the area to permit easy access to the acoustical material for periodic replacement. The floors directly behind the shooting booths should be covered with acoustical flooring (carpet that has good acoustical absorption characteristics). M. Range officer quarters should be acoustically treated - to reduce noise levels. N. The bullet trap should never be anchored or attached to any structural support for the building. The energy of the bullet striking the trap can be trans- i mitted as noise and vibration throughout the building. l
~~~~0. The walls and surroundings could be painted in soft, l contrasting pastel colors to reduce the dungeon- l like effect.~~~~
P. The range should be equipped with range officers quarters, areas for cleaning weapons and storing materials, and with toilet and washing facilities. Q. All air being exhausted from the range should be filtered using a high efficiency particulate filter (HEPA)orequivalent. II-A-305 l
SNM Gurrd Training Unit: FIREARMS lesson: APPENDIX.A page: 4 II. Work Practices Notes A. The ventilation system should be in operation at all times while the range is in use and during clean-up. B. Sweeping the range should be accomplished by vacuum cleaninf or wet methods. Use of a broom, even with dust suppression compounds should be prohibited. C. At all times while cleaning, repairing, cr reclaiming lead in the bullet trap, a NIOSH approved respirator for the removal of lead dust and fumes must be worn. D. Proper ear protection should be provided for and worn by all individuals inside the firing area. The ear protectors should be selected on the basis of offering maximum protection. E. Ear plugs when worn must be properly fitted. F. In case of extremely loud weapons, both plugs and muffs should be worn simultaneously. G. A hearing conservation program should be instituted and yearly audiometric examinations given. II-A-306
I SNM Guard Trcining Ljnit: FIRFARMS Lesson: APPENDIX A Page: 5 l H. A rotation system should be instituted for the range officer oosition. It is suggested that one month of duty be followed by three months of alternate activity. This change is suggested not only to alleviate any possible lead absorption and prevent its accumulation, since this should be minimal fol-lowing the engineering changes, but to prevent undue psychological stresses associated with the position. I. Eating, drinking, and smoking in the range should be prohibited. J. A specific schedule must be established to perform maintenance and repair work to keep the range facili-ties operational and free of~ hazardous conditions. J II-A-307 I
SNM Guard Training , Unit: FIREARMS Lesson: APPENDIX B Page: Notes APPENDIX "B" l II-A-308 l
3 -a ...&- - - - ++ 5 - a g r 'n i 1 FIRING PORT SIMULATOR II-A-309
SNM Guard Trcining APPENDIX "C"
~~~~. Unit: flREA M Lesson: Page:~~~~
Notes APPENDIX "C" i l II-A-310
I i. 4 I I
~~~~'I1 I~~~~
THE FBI TACTICAL REVOLVER COURSE II-A-311
7 7 ' U.S. NUCLEAR REGUL ATORY COMMISSION Part A BIBLIOGRAPHIC DATA SHEET t NUREG 0465,' Vol'/. a 3
~~~~E TITLE AND SUBT sTLE (Add Volurne No, sf apptcynatel 2 (Lene biv'k)~~~~
~~~~Transportation Security Personnel Training Manual~~~~
3. RE CIPIENT'S ACCE SSION NO.

7. AUTHOR (S) Operational Systems Inc., Arlington, Va.; s. DATe HEeORr COvPLeTEo Argonne National Laboratory; and NRC Staff "TcIyember I "13f8

9. PERFORMING ORGANIZATION N AME AND MAILING ADDRESS (include lip Code / DATE REPORT ISSUED Argonne National Laboratory MONTH l YE AH 9700 South Cass Avenue Aroonne, Illinois 60439 c.(tea <e uan*/

8. (Leave blanki

12. SPONSORING ORGANIZATION NAME AND MAI, LING ADDRESS (/nclude Zip Codel U.S. Nuclear Regulatory Commission Office of Standards Development Washington, D.C. 20555 M,%NTRAn A206$
~~~~B&R No.10-19-03-05 l~~~~
~~~~13. TYPE OF REPORT PE HIOD COVE HE D (Inciasove dates)~~~~
Training Manual . 15, SUPPLEMENTARY NOTES 14, (Leave blank / 1G. ABSTR ACT (200 words or less> As required by 10 CFR Part 73, this training manual provides guidance to assist licensees in the development of transportation security p.ersonnel training and qualifications programs. The information contained in the manual typifies the level and scope of training for personnel assigned to perform security related tasks and job duties associated ; with the protection of nuclear material during transportation. l
17. KEY WORDS AND DOCUMENT AN ALYSis 17a DESCRIPTORS 17t). IDENTlflE RS/ OPE NS.NDE D TE RMS

18. AVAILABil.lTY STAT EMENT 19. SE CURITY CLASS (Thss report / 21. NO. OF PAGES

20. SECURITY CLASS (Thispapel 22. PRICE S
. N HC F OHM 335 (7 77)
l i UNIT E D ST ATE S NUCLEAR REGULATORY CO M MIS $10 N I ]: W ASHINGTON, D. C. 20555 POST AG E AN D F'E E S P 4ID U S N UCLE A R RE GU L ATOR Y OF F ICl a t BUSINESS COMMISSION gugmuggggg PF.N ALT Y F OR PHIV ATE USE, $300 U S Mall k d' i l l 4 1 i l
NUREG-0465 Vol. 2 - Part B Final TRANSPORTATION SECURITY PERSONNEL TRAINING MANUAL v,f. ... ,A y t l I l Office of Standards Development U. S. Nuclear Regulatory Commission 1
1 l I i J
~~~~-1 i~~~~
i4 o Available from ; National Technical Information Service Springfield, Virginia 22161 Price: Printed Copy $15.25; Microfiche $3.00 The price of this document for requesters outside of the North American Continent can be obtained ' from the National Technical Information Service. I t
NUREG-04G5 Vol. 2 - Part B Final TRANSPORTATION SECURITY PERSONNEL TRAINING MANUAL l l i l l l 1 Office of Standards Development U. S. Nuclear Regulatory Cornmission Washington, D.C. 20555
t INSTRUCT 0R'S GUIDE i V0LUME I .I - Ji j l l l l I l
TABLE OF CONTENTS SECTION . VOLUME I, INTRODUCTION AND. RATIONALE PAGE N0. 1
~~~~SUMMARY~~~~
AND SCOPE. . . . . . . . . . . . . . . . . . . . . 1-1 2 SELECTION OF QUALIFIED PERSONNEL . . . . . . . . . . . . . 1-23 3 PRE-TRAINING . . . . . . . . . . , . . . . . . . . . . . . I-39 4 R E-T RA I N I NG . . . . . . . . . . . . . . . . . . . . . . . . 1-44 5 INSTRUCTOR SELECTION CRITERIA. . . . . . . . . . . . . . . 1-47 6 TRAINING SITE SELECTION CRITERI A . . . . . . . . . . . . . 1-50 l 7 CLASSR0OM TACTICAL PROBLEM . . . . . . . . . . . . . . . . 1-54 ) l 8 STUDENT EVALUATION . . . . . ............... 1-63 9 EQUIPMENT, MATERIALS, AND ESTIMATED EXPENSE FOR COURSE , . . . . . . . . . . . . . . . ... . . . . . . . . I-71 I 10 PHYSICAL EXERCISE. . . . . . . . . . . . . . . . . . . . . I-79 l 11 TERRORISM. . . . . . . . . . . . . . . . . . . . . . . . . I-85 12 SEARCH AND RESTRAINT OF PRISONERS. . . . . . . . . . . . . I-89 13 CRIMINAL PROCEDURES. . . . . . . . . . . . . . . . . . . . 1-93 14 INTRODUCTION TO CRIMINAL LAW . . . . . . . . . . . . . . . I-97 15 CRIMINAL LAW . . . . . . . . . . . . . . . . . . . . . . . 1-1 01 16 RULES OF CONDUCT - ETHICS. . . . . . . . . . . . . . . . . 1-105 17 USE OF FORCE . . . . . . . . . . . . . . . . . . . . . . . 1-109 18-22 FIREARMS QUALIFICATION TRAINING. . . . . . . . . . . . . . 18 .38 Caliber Revolver Course. . . . . . . . . . . . . . . . I-113 19 Shotgun Qualification Course . . . . . . . . . . . . . . . I-124 20 CN Gas Course. . . . . . . . . . . . . . . . . . . . . . . I-128 21 AR 15 Ri fl e Course . . . . . . . . . . . . . . . . . . . . 1-132 22 Shoot-Don't-Shoot Course . . . . . . . . . . . . . . . . . 1-137 23 SELF DEFENSE . . . . . . . . . . . . . . . . . . . . . . . 1-141 24 ARREST AUTHORITY . . . . . . . . . . . . . . . . . . . . . 1-146 25 CIVIL LIABILITY. . . . . . . . . . . . . . . . . . . . . . 1-150 i
Table of- Contents (Cont'd) SECTION VOLUME I, INTRODUCTION AND RATIONALE PAGE NO. 26 REPORT WRITING . . . . . . . . . . . . . . . . . . . . . . 1-154 27 STRESS . . . . . . . . . . . . . . . . . . . . . . . . . . 1-158 28-33 TACTICS. . . . . . . . . . . . . . . . . . . . . . . . . . 28 Observation and Perception . . . . . . . . . . . . . . . . 1-162 29 Dismounted Tactics . . . . . . . . . . . . . . . . . . . . I-166 30 Tra nsport Vul nerabili ty. . . . . . . . . . . . . . . . . . 1-171 31 The Police Ruse. . . . . . . . . . . . . . . . . . . . . . 1-176 32 Ambu sh Si tua tions . . . . . . . . . . . . . . . . . . . . . 1-181 . 33 Mounted Tactics. . . . . . . . . . . . . . . . . . . . . . I-185 r i VOLUME II, PART A, INSTRUCTOR'S GUIDE LIST OF FIGURES FOR VOL. II. . . . . . . . . . . . . . . . v 1 INTRODUCTION TO COURSE . . . . . . . . . . . . . . . . . . II-A-1 2 PHYSICAL EXERCISE. . . . . . . . . . . . . . . . . . . . . II-A-5 3 TERRORISM. . . . . . . . . . . . . . . . . . . . . . . . . 'II-A-52 4 FIELD SEARCH AND RESTRAINT . . . . . . . . . . . . . . . . II-A-73 . 5 CRIMINAL PROCEDURES. . . . . . . . . . . . . . . . . . . . II-A-102 6 INTRODUCTION TO CRIMINAL LAW . . . . . . . . . . . . . . . II-A-113 7 0FFENSES AGAINST PROPERTY. . . . . . . . . . . . . . . . . II-A-125 8 RULES OF CONDUCT-ETHICS. . . . . . . . . . . . . . . . . . II-A-158 9 USE OF FORCE . . . . . . . . . . . . . . . . . . . . . . . II-A-171 10-15 FIREARMS QUALIFICATION COURSE. . . . . . . . . . . . . . . 10 .38 Revolver Course. . . . . . . . . . . . . . . . . . . . II-A-180 11 Shotgun Qualification Course . . . . . . . . . . . . . . . II-A-232 12 C N Ga s Co u rs e . . . . . . . . . . . . . . . . . . . . . . . II-A-244 13 AR 15 Rifle Familiariz6 tion & Qualification Course . . . . II-A-252 14 Indoor Crossman Shoot-Don't-Shoot System . . . . . . . . . II-A-291 15 Fi r ea rms Appendices . . . . . . . . . . . . . . . . . . . . II-A-300 11 l l
I Table of Contents (Cont'd) SECTION VOLUME II, PART B, INSTRUCTOR'S GUIDE PAGE NO. ' 16 S EL F D E FENSE . . . . . . . . . . . . . . . . . . . . . . . II-B 17 . ARREST AUTHORITY . . . . . . . . ............. II-B-46 18 CIVIL LIABILITY. . . . . . . . . . . . . . . . . . . . . . II-B-61 19 REPORT WRITING . . . . . . . . . . . . . . . . . . . . . . II-B-107 20 STRESS . . . . . . . . . . . . . . . . . . . . . . . . . . II-B-123 21-26 TACTICS. . . . .................... 21 Observation and Perception . . . . . . . . . . . . . . . II-B-140 ' 22 Dismounted Tactics . . . . . . . . . . . . . . . . . . . . II-B-156 23 Transport Vulnerabili ty. . . . . . . . . . . . . . . . . . II-B-177 24 The Police Ruse. . . . . . . . . . . . . . . . . . . . . . II-B-202 25 Ambush Si tua tions . . . . . . . . . . . . . . . . . . . . . II-B-247 26 Mounted Tactics. . . . . . . . . . . . . . . . . . . . . . II-B-278 27 SITUATIONAL TRAINING SCENARIOS . . . . . . . . . . . . . . II-B-446 , VOLUME III, STUDENT GUIDE 1- INTRODUCTION TO THE COURSE . . . . . . . . . . . . . . . . III-l 2 PHYSICAL EXERCISE PROGRAM. . . . . . . . . . . . . . . . . III-7 a 3 TERRORISM. . . . . . . . . . . . . . . . . . . . . . . . . 111-22 4 FIELD SEARCH AND RESTRAINTS. . . . . . . . . . . . . . . . 111-54 5 CRIMINAL PROCEDURES. . . . . . . . . . . . . . . . . . . . 111-60 6 INTRODUCTION TO CRIMINAL LAW . . . . . . . . . . . . . . . III-66 7 0FFENSES AGAINST PERSONS AND PROPERTY. . . . . . . . . . . III-71 8 RULES OF CONDUCT . . . . . . . . . . . . . . . . . . . . . 111-94 9 USE OF FORCE . . . . . . . . . . . . . . . . . . . . . . . 111-99 10-14 FIREARMS QUALIFICATION COURSE. . . . . . . . . . . . . . . 10 .38 Revolver Course. . . . . . . . . . . . . . . . . . . . 111-103 11 Shotgun Qualification Course . . . . . . . . . . . . . . . 111-120 12 CN Gas Course. . . . . . . . . . . . . . . . . . . . . . . 111-124 13 AR 15 Rifle Familiarization and Qualification Course . . . 111-128 14 Indoor Crossman Shoot-Don't-Shoot System . . . . . . . . . I11-144 iii
Table of Contents (Cont'd) r SECTION VOLUME III, STUDENT GUIDE PAGE NO. 4 15 SELF DEFENSE . . . . . . . . . . . . . . . . . . . . . . . 111-147 16 ARREST AUTHORITY . . . . . . . . . . . . . . . . . . . . 111-164 17 CIVIL LIABILITY. . . . . . . . . . . . . . . . . . . . . . 111-170 18 REPORT WRITING . . . . . . . . , . . . . . . . . . . . . 111-185 19 STRESS . . . . . . . . . . . . . . . . . . . . . . . . . . 111-192 20-24 TACTICS. . . . . . . . . . . . . . . . . . . . . . . . . . 20 Observation and Perception . . . . . . . . . . . . . . . . 111-197 - 21 D i smou n ted Ta c ti c s . . . . . . . . . . . . . . . . . . . . 111-203 22 Police Ruse. . . . . . . . . . . . . . . . . . . . . . . . 111-207 Ambu s h S i tua ti o ns . . . . . . . . . . . . . . . . . . . . . III-216 23 24 Mounted Tactics. . . . . . . . . . . . . . . . . . . . . . III-226 L t iv
i FIGURES - VOLUME II FIGURE TITLE SECTION PAGE NO. 1 PHYSICAL EXERCISE 1 . . . . . . . . . . . . . . . . . . . 2 II-A-33 2 PHYSICAL EXERCISE 2 . . . . . . . . . . . . . . . . . . . 2 II-A-34 3 PHYSICAL EXERCISE 3 . . . . . . . . . . . . . . . . . . . 2 II-A-35 4 PHYSICAL EXERCISE 4 . . . . . . . . . . . . . . . . . . . 2 II-A-36 5 PHYSICAL EXERCISE 5 . . . . . . . . . . . . . . . . . . . 2 II-A-37 6 PHYSICAL EXERCISE 6 . . . . . . . . . . . . . . . . . . . 2 II-A-38 7 PHYSICAL EXERCISE 7 . . . . . . . . . . . . . . . . . . . 2 II-A-39 8 PHYSICAL EXERCISE 8 . . . . . . . . . . . . . . . . . . . 2 II-A-40 9 PHYSICAL EXERCISE 9 . . . . . . . . . . . . . . . . . . . 2 II-A-41 9A PHYSICAL EXERCISE 9A. . . . . . . . . . . . . . . . . . . 2 II-A-42 10 PHYSICAL EXERCISE 10. . . . . . . . . . . . . . . . . . . 2 II-A-43 11 PHYSICAL EXERCISE 11. . . . . . . . . . . . . . . . . . . 2 II-A-44 12 PHYSICAL EXERCISE 12. . . . .............. 2 II-A-45 12A PHYSICAL EXERCISE 12A . . . . . . . . . . . . . . . . . 2 II-A-46 13 PHYSICAL EXERCISE 13. . . . . . . . . . . . . . . . . . . 2 II-A-47 14 PHYSICAL EXERCISE 14. . . . . . . . . . . . . . . . . . . 2 II-A-48 e 15 PHYSICAL EXERCISE 15. . . . . . . . . . . . . . . . . . . 2 II-A-49 16 PHYSICAL EXERCISE 16. . . . . . . . . . . . . . . . . . . 2 II-A-50 17 PHYSICAL EXERCISE 17. . . . . . . . . . . . . . . . . . . 2 II-A-51 18 WH0'S INVOLVED AND WHY. . . . . . . . . . . . . . . . . . 3 II-A-70 19 NINE CHARACTERISTICS COMMON TO THE MAJORITY OF TERRORIST ACTS. . . . . . . . . . . . . . . . . . . . . 3 II-A-72 20 ACTIONS OF THE GUARD CONDUCTING A FIELD SEARCH. . . . . . 4 II-A-85 21 FIELD SEARCH AND RESTRAINT, NO. 1 . . . . . . . . . . . . 4 II-A-86 22 FIELD SEARCH AND RESTRAINT, NO. 2 . . . . . . . . . . . . 4 II-A-87 23 POSITIONING THE PRISONER. . . . . . . . . . . . . . . . . 4 II-A-88 v
FIGURES - VOLUME II (Cont'd) FIGURE TITLE SECTION PAGE N0. 24 FIELD SEARCH AND RESTRAINT, NO. 3 . . . . . . . . . . . . 4 II-A-89 25 FIELD SEARCH AND RESTRAINT, NO. 4 . . . . . . . . . . . . 4 II-A-90 26 FIELD SEARCH AND RESTRAINT', NO. 5 . . . . . . . . . . . . 4 II-A-91 27 FIELD SEARCH AND RESTRAINT, NO. 6 . . . . . . . . . . . . 4 II-A-92 . 28 FIELD SEARCH AND RESTRAINT, NO. 7 . -. . . . . . . . ... 4 II-A-93 29 FIELD SEARCH AND RESTRAINT, NO. 8 . . . . . . . . . . . . 4 II-A-94 30 HANDCUFFING THE PRISONER. . . . . . . . . . . . . . . . . 4 II-A-95 31 FIELD SEARCH AND RESTRAINT, NO. 9 . . . . . . . . . . . . 4 II-A-96 32 FIELD SEARCH AND RESTRAINT, NO.10. . . . . . . . . . . . 4 II-A-97 33 FIELD SEARCH AND RESTRAINT, N0. 11. . . . . . . . . . . . 4 II-A-98 34 FIELD SEARCH AND RESTRAINT, NO.12. . . . . . . . . . . . 4 II-A-99 35 FIELD SEARCH AND RESTRAINT, NO.13. . . . . . . . . . . . 4 II-A-100 36 FIELD SEARCH AND RESTRAINT, NO. 14. . . . . . . . . . . . 4 II-A-101 37 INTRODUCTION TO CRIMINAL LAW. . . . . . . . . . . . . . . 6 'II-A-124 38 GUN PORT SHOOTING, NO. 1. . . . . . . . . . . . . . . . . 10 II-A-221 39 GUN PORT SHOOTING, NO. 2. . . . ............ 10 II-A-222 40 GUN PORT SHOOTING, NO. 3. . . . . . . . . . . . . . . . . 10 II-A-223 41 GUN PORT SHOOTING, NO. 4. . . . . . . . . . . . . . . . 10 ' II-A-224 42 GUN PORT SHOOTING, NO. 5. . . . . . . . . . . . . . . . . 10 II-A-225 43 GUN PORT SHOOTING, NO. 6. . . . . . . . . . . . . . . . . 10 II-A-226 44 GUN PORT SHOOTING, NO. 7. . . . . . . . . . . . . . . . . 10 II-A-227 , 45 GUN PORT SHOOTING, NO. 8. . . . . . . . . . . . . . . . . 10 II-A-228 46 GUN PORT SHOOTING, NO. 9. . . . . . . . . . . . . . . . . 10 II-A-229 47 GUN PORT SHOOTING, NO. 10 . . . . . . . . . . . . . . . . 10 II-A-230 48 GUN PORT SHOOTING, NO. 11 . . . . . . . . . . . . . . . . 10 II-A-231 vi
FIGURES - VOLUME II (Cont'd) FIGURE TITLE SECTION PAGE N0.
~~~~.49 SHOTGUN PUMP ACTION . . . . . . . . . . . . . . . . . . 11 II-A-243 1~~~~
j 50' AR , 1 5 , N0. ' l . . . . . . . . . . . . . . . . . . . . . . 13 II-A-279 51 AR , 15. NO . 2 . . . . . . . . . . . . . . . . . . . . . . 13 II-A-280 52 AR,'15, N0. 3 . . . . . . . . . . . . . . . . . . . . . . 13 II-A-281 53 AR, 15, NO. 4 . . . . . . . . . . . . . . . . . . . . . . 13 II-A-282 54 AR.-15,NO.5...................... 13 II-A-283 55 A R , 15 , NO . 6 . . . . . . . . . . . . . . . . . . . . . . 13 II-A-284 56 AR, 15, NO. 7 . . . . . . . . . . . . . . . . . . . . . . 13 II-A-285 57 AR, 15, NO. 8 . . . . . . . . . . . . . . . . . . . . . . 13 II-A-286 58 A R , 15 , NO . 9 . . . . . . . . . . . . . . . . . . . . . . 13 II-A-287 59 AR,15, NO.10 ..................... 13 II-A-288 60 AR,15, NO.11 ..................... 13 II-A-289 61 AR,15, NO.12 ..................... 13 II-A-290 62 DEFENSIVE TACTICS, NO. 1. . . . . . . . . . . . . . . . . 16 II-B-7
! 63 DEFENSIVE TACTICS, NO. 2. . . . . . . . . . . . . . . . . 16 II-B-9 l 64 REPORT WRITING, NO. 1 . . . . . . . . . . . . . . . . . . 19 II-B-121 l~ 65 REPORT WRITING, N0. 2 . . . . . . . . . . . . . . . . . . 19 II-B-122 66 OBSERVATION AND PERCEPTION, NO. 1 . . . . . . . . . . . . 21 II-B-154 67 OBSERVATION AND PERCEPTION, NO. 2 . . . . . . . . . . . . 21 II-B-155 68 DISMOUNTED TACTICS, NO. 1 . . . . . . . . . . . . . . . . 22 II-B-170-69 DI5 MOUNTED TACTICS, NO. 2 . . . . . . . . . . . . . . . . 22 II-B-171 l 4 1 70 DISMOUNTED TACTICS, NO. 3 . . . . . . . . . . . . . . . . 22 II-B l'2 71 DISMOUNTED TACTICS, NO. 4 . . . . . . . . . . . . . . . . 22 II-B-173 72 DISMOUNTED TACTICS, NO. $ . . . . . . . . . . . . . . . . 22 II-B-174 vii
FIGURES - VOLUME II (Cont'd) FIGURE TITLE SECTION PAGE NO. 73 DISMOUNTED TACTICS, NO. 6 . . . . . . . . . . . . . . . . 22 II-B-175 74 DISMOUNTED TACTICS, NO. 7 . . . . . . . . . . . . . . . . 22 II-B-176 75 TRANSPORT VULNERABILITY, N0. 1. . . . . . . . . . . . . . 23 II-B-191 76 TRANSPORT VULNERABILITY, NO. 2. . . . . . . . . . . . . . 23 II-B-192 77 TRANSPORT VULNERABILITY, NO. 3. . . . . . . . . . . . . . 23 II-B-193 78 TRANSPORT VULNERABILITY, NO. 4. . . . . . . . . . . . . . 23 II-B-194 79 TRANSPORT VULNERABILITY, NO. 5. . . . . . . . . . . . . . 23 II-B-195 80 TRANSPORT VULNERABILITY, NO. 6. . . . . . . . . . . . . . 23 II-B-196 81 TRANSPORT VULNERABILITY, NO. 7. . . . . . . . . . . . . . 23 II-B-197 82 TRANSPORT VULNERABILITY, NO. 8. . . ........... 23 II-B-198 83 TRANSPORT VULNERABILITY, NO. 9. . . . . . . . . . . . . . 23 II-B-199 84 TRANSPORT VULNERABILITY, NO.10 . . . . . . . . . . . . . 23 II-B-200 85 TRANSPORT VULNERABILITY, NO.11 . . . . . . . . . . . . . 23 II-B-201 86 THE POLICE RUSE, NO. 1. . . . . . . . . . . . . . . . . . 24 II-B-229 87 THE POLICE RUSE, N0. 2. . . . . . . . . . . . . . . . . . 24 II-B-230 88 THE POLICE RUSE, NO. 3. . . . . . . . . . . . . . . . . . 24 .I I- B-231 89 THE POLICE RUSE, NO. 4. . . . . . . . . . . . . . . . . . 24 II-B-232 90 THE POLICE RUSE, NO. 5. . . . . . . . . . . . . . . . . . 24 II-B-233 91 THE POLICE RUSE, NO. 6. . . . . . . . . . . . . . . . . . 24 II-B-234 92 THE POLICE RUSE, NO. 7. . . . . . . . . . . . . . . . . . 24 II-B-235 93 THE POLICE RUSE, NO. 8. . . . . . . . . . . . , . . . . 24 II-B-236 94 THE POLICE RUSE, NO. 9. . . . . . . . . . . . . . . . . . 24 II-B-237 95 THE POLICE RUSE,. NO. 10 . . . . . . . . . . . . . . . . . 24 II-B-238 96 THE POLICE RUSE, NO. 11 . . . . . . . . . . . , . . . . . 24 II-B-239 viii
FIGURES - VOLUME II (Cont'd) FIGURE TITLE SECTION PAGE N0. 97 THE POLICE RUSE, NO. 12 . . . . . . . . . . . . . . . . . 24 II-B-240 98 THE POLICE RUSE, .NO. 13 . . . . . . . . . . . . . . . . . 24 II-B-241 99 THE POLICE RUSE, NO. 14 . . . . . . . . . . . . . . . . . 24 II-B-242 100 THE POLICE RUSE, NO. 15 . . . . . . . . . . . . . . . . . 24 II-B-243 101 THE POLICE RUSE, N0. 16 . . . . . . . . . . . . . . . . . 24 'II-B-244 102 THE POLICE RUSE, NO. 17 . . . . . . . . . . . . . . . . . 24 II-B-245 103 THE POLICE RUSE, NO. 18 . . . . . . . . . . . . . . . . . 24 II-B-246 104 AMBUSH SITUATION, NO. 1 . . . . . . . . . . . . . . . . . 25 II-B-266 105 AMBUSH SITUATION, NO. 2 . . . . . . . . . . . . . . . . . 25 II-B-267 106 AMBUSH SITUATION, N0. 3 . . . . . . . . . . . . . . . . . 25 II-B-268 107 AMBUSH SITUATION, N0. 4 . . . . . . . . . . . . . . . . . 25 II-B-269 108 AMBUSH SITUATION, NO. 5 . . . . . . . . . . . . . . . . . 25 II-B-270-109 AMBUSH SITUATION, N0. 6 . . . . . . . . . . . . . . . . . 25 II-B-271 110 AMBUSH SITUATION, N0. 7 . . . . . . . . . . . . . . . . . 25 II-B-272 111 AMBUSH SITUATION, NO. 8 . . . . . . . . . . . . . . . . . 25 II-B-273 11P AMBUSH SITUATION, NO. 9 . . . . . . . . . . . . . . . . . 25 II-B-274 113 AMBUSH SITUATION, N0. 10. . . . . . . . . . . . . . . . . 25 II-B-275 114 AMBUSH SITUATION, NO. 11. . . . . . . . . . . . . . . . . 25 II-B-276 115 AMBUSH SITUATION, NO.12. ............... 25 II-B-277 116 MOUNTED TACTICS, NO. 1. . . . . . . . . . . . . . . . . . 26 II-B-290 117 MOUNTED TACTICS, NO. 2. . . . . . . . . . . . . . . . . . 26 II-B-291 118 MOUNTED TACTICS, N0. 3. . . . .,. . . . . . . . . . . . . 26 II-B-292 119 MOUNTED TACTICS, NO. 4. . . . . . . . . . . . . . . . . . 26 II-B-295 i .X
FIGURES - VOLUME II (Cont'd) FIGURE ~ TITLE SECTION PAGE NO. 120 MOUNTED TACTICS, NO. 5. . . . . . . . . . . . . . . . . 26 II-B-298 121 MOUNTED' TACTICS, NO. 6. . . . . . . . . . . . . . . . . . 26 II-B-301 122 MOUNTED TACTICS, NO. 7. . .' . . . . . . . . . . . . . . 26 II-B-302 123 MOUNTED TACTICS, NO. 8. . . . . . . . . . . . . . . . . . 26 II-B-303 124 MOU NTED TACTICS , NO. 9. . . . . . . . . . . . . . . . . . 26 II-B-304
'125 MOUNTED TACTICS, NO. 10 . . . . . . . . . . . . . . . . . 26 -II-B-305 126 MOUNTED TICTICS, NO. 11 . . . . . . . . . . . . . . . . . 26 II-B-310 ,
127 MOUNTED TACTICS , NO. 12 . . . . . . . . . . . . . . . . . 26 II-B-315 128 MOUNTED TACTICS, N0. 13 . . . . . . . . . . . . . . . . . 26 II-B-317 129 MOUNTED TACTICS, N0. 14 . . . . . . . . . . . . . . . . . 26 II-B-319 . 130 MOUNTED TACTICS, N0. 15 . . . . . . . . . . . . . . . . . 26 II-B-320 131 MOUNTED TACTICS, NO. 16 . . . . . . . . . . . . . . . . . 26 II-B-323 132 MOUNT ED T ACT I C S , NO 17 . . . . . . . . . . . . . . . . . 26 II-B-324 133 MOU NTED TACTICS, NO. 18 . . . . . . . . . . . . . . . . . 26 II-B-325 134 MUJNTED TACTICS , NO. 19 . . . . . . . . . . . . . . . . . 26 II-B-328 135 MOUNTED TACTICS, NO. 20 . . . . . . . . . . . . . . . . . 26 II-B-330 .{
+
i 136 . MOUNTED TACTICS, NO. 21 . . . . . . . . . . . . . . . . . 26 II-B-332 137 MOUNTED TACTICS, NO 22 . . . . . . . . . . . . . . . . . 26 .II-B-335 138 MOUNTED TACTICS, NO. 23 . . . . . . . . . . . . . . . . . 26 II-B-340 , 139 MOUNTED TACTICS, NO. 24 . . . . . . . . . . . . . . . 26 II-B-344 140 MOUNTED TACTICS, NO. 25 . . . . . . . . . . . . . . . . . 26 II-B-346 141 MOUNTED TACTICS, NO. 26 . . . . . . . . . . . . . . . .. 26 II-B-348 142 MOUNTED TACTICS, NO. 27 . . . . . . . . . . . . . . . . . 26 II-B-350 143 MOUN'ED TACTICS, NO. 28 . . . . . . . . . . . . . . . . . 26 II-B-352 t X r
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FIGURES - VOLUME II (Cont'd) FIGURE TITLE SECTION PAGE NO. 144 MOUNTED TACTICS, NO. 29 . . . . . . . . . . . . . . . . . 26 II-B-354 145 MOUNTED TACTICS, NO. 30 . . . . . . . . . . . . . . . . . 26 II-B-356 145 MOUNTED TACTICS, NO. 31 . . . . . . . . . . . . . . . . . 26 II-B-359 147 MOUNTED TACTICS, N0. 32 . . . . . . . . . . . . . . . . 26 II-B-362 ' 148 MOUNTED TACTICS, N0. 33 . . . . . . . . . . . . . . . . . 26 II-B-365 149 MOUNTED TACTICS, NO. 34 . . . . . . . . . . . . . . . . . 26 II-B-368 150 MOUNTED TACTICS, NO. 35 . . . . . . . . . . . . . . . . . 26 -II-B-371 151 MOUNTED TACTICS, NO. 36 . . . . . . . . . . . . . . . . . 26 II-B-374 ) 152 MOUNTED TACTICS, NO. 37 . . . . . . . . . . . . . . . . . 26 II-B-377 - 153 MOUNTED TACTICS, N0. 38 . . . . . . . . . . . . . . . . . 26 II-B-380 154 MOUNTED TACTICS, NO. 39 . . . . . . . . . . . . . . . . . 26 II-B-383 155 MOUNTED TACTICS, N0. 40 . . . . . . . . . . . . . . . . . 26 II-B-386 156 MOUNTED TACTICS, NO. 41 . . . . . . . . . . . . . . . . . 26 II-B-389 157 MOUNTED TACTICS, NO. 42 . . . . . . . . . . . . . . . . 26 II-B-392 158 MOUNTED TACTICS, NO. 4 3 . . . . . . . . . . . . . . . . . 26 II-B-395
159 MOUNTED TACTICS, NO. 44 . . . . . . . . . . . . . . . . . 26 II-B-398 160 MOUNTrD TACTICS, NO. 45 . . . . . . . . . . . . . . . . . 26 II-B-401 161 MOUNTED TACTICS, NO. 46 . . . . . . . . . . . . . . . . . 46 II-B-404 162 MOUNTED TACTICS, NO. 47 . . . . . . . . '. . . . . . . . . 26 II-B-407 1
. 163 MOUNTED TACTICS, NO. 48 . . . . . . . . . . . . . . . . . 26 II-B-410 l 164 MOUNTED TACTICS, NO. 49 . . . . . . . . . . . . . . . . . 26 II-B-413 165 MOUNTED TACTICS, NO. 50 . . . . . . . . . . . . . . . . 26 II-B-416 166 MOUNTED TACTICS, NO. 51 . . . . . . . . . . . . . . . . . 26 II-B-419 Xi i i i
FIGURES - VOLUME II (Cond) FIGURE TITLE SECTION PAGE NO. 1" MOUNTED TACTICS NO. 52 . . . . . . . . . . . . . . . . . 26 II-B-422 168 SITUATIONAL TRAINING. . . . . . . . .......... 27 II-B-450 169 SITUATIONAL TRAINING SCENARIO . . . . . . . . . . . . . . 27 II-B-494 I i F t xii
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Y* SECTION 16 UNIT TITLE: SELF DEFENSE I s I o i l 1 I II-B-1
SNM Guard Training instructor Copy Unit
~~~~Title:~~~~
~~~~SELF DEFENSE Lesson~~~~
~~~~Title:~~~~
BASIC PRINCIPLES l C h 11-B-2
SNM Guard Training Synopsis The purpose of this 10 hour unit is to make the guard aware of ways to defend himself in hand-to-hand combat. Since the guard may be defending himself and the shipment, we will treat the subject mainly as self defense rather than "how to attack." The guards should learn some basic esc 6 pes and counter moves. They should learn the vulunerable points of the body and how parts of their owr. body can be used as weapons. Behavioral Objectives
1. The student will be able to list and explain the basic principles of self defense. '

2. The student will be able to point out the vulnerable points of a body.

3. The student will be able to list what parts of his body are potential weapons.

4. The student will be able to demonstrate the use of the parts of his body that are potential weapons.

5. The student will be able to demonstrate the escapes from a front grab.

6. The student will be able to demonstrate the escapes from a choke hold.

7. The student will be able to demonstrate the escapes from pressure holds.

8. The student will be able to demonstrate the escapes from bear hugs.

9. The student will be able to demonstrate the escapes when attacked from the side or j rear. l

10. The student will be able to demonstrate various throws.
II-B-3 J 1 __ - - - - -- -
SNM Guard Trcining I Unit: SELF DEFENSE Lesson: BASIC PRINCIPLES Page: Notes
~~~~1. Introduction - there are three basic principles which apply to self defense.~~~~
i They are balance, momentum and leverage. II. Balance A. Basic motor skill B. Ability to resist the downward pull of gravity. C. Especially important when engaged in a fight D. Can't defend yourself from an unbalanced position E. Must understand'two aspects of balance
1. Keeping your own balance

a. Keep a large base of support (1) Feet should be shoulder width apart from either a front position or a side position. If your feet are too far apart or too close to-gether, overall balance will be weakened,

b. Lower your center of gravity II-B-4
i SNM Gunrd Trcining 2 Unit: SELF DEFENSE Lesson: BASIC PRINCIPLES Page: Notes (1) Flex at the knees (2) Makes it hard for your opponent to place you in an unbalanced position.
2. Using your opponent's weakness

a. Look for weak points

b. Capitalize on his unbalance III. Momentum A. Momentum is the tendency of a moving object to continue moving unless stopped by another force.
B. Use your opponent's momentum to your advantage. IV. Leverage A. Leverage is using some part of your body or 4 your opponent's as a lever in order to place him at a disadvantage. B. You can also use your body as a lever in order to open your opponent up for followup blows. I 1 l II-B-5
~~~~l. .. . . . . . . . . . . . .~~~~
SNM Gucrd Training 3 Unit: SELF DEFENSE Lesson: BASIC PRINCIPLES Page: Notes V. Vulnerable Points - certain areas of the body which are particularly sus-ceptible to blows FIG. 62 A. Head and Neck
1. Eyes - blindness and pain

2. Nose - pain and watering of the eyes

3. Ears - heavy blow - brain concussion or death - lesser blow - shock or ruptured eardrums

4. Nape of the neck - temporary loss of consciousness - great force can cause death

5. Adam's apple - pain and breathlessness - hard blow can cause death

6. Temple - loss of consciousness - possible s
~~~~death B. Trunk~~~~
1. Collarbone - broken collarbone will cause pain and disable the attached arm

2. Solar Plexus - shock, breathlessness and possible internal injuries

3. Stomach - breathlessness and possibh internal injuries II-B-6 l
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vmammM* *** *! *h* S' Figure 62. Defensive Tactics, No.1 II-B-7
SNM Gu=rd Training 1 BASIC PRINCIPLES 4 -[Jnit. SELF DEFENSE Lesson: P e-Notes
4. Kidneys - pain, shock and internal injuries FIG. 62

5. Spine - pain or paralysis

6. Groin - extreme pain and disability C. Limbs i

1. Arm

2. Legs - kicks to the shin are very painful -
bones can be broken - knee only bends in one direction. Tendons and cartilaae can be torn by kicks. VI. Weapons FIG. 63 A. In a hand-to-hand situation whereyour life is 1n , danger or loss of the shipment is at hand, try to use anything at hand for a weapon. B. Natural Weapons
1. Hands - we are all familiar with the fist but there are several ways to use the hands.more effectively

a. Modified fist - make a normal fist except extend the knuckles of the i
first two fingers. II-B-8
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SNM Guard Training 5 Unit:_ SELF DEFENSE Lesson: BASIC PRINCIPLES Page: Notes
b. Padded fist - form a fist but use the meaty part of the fist (that part between the wrist bone and the large knuckle on the little finger).

c. Small fist - fold fingers at the second ,
~~~~knuckle makes for a sharper, more penetrating blow.~~~~
d. Knife edge of the hand - extend and join the fingers, position the thumb beside and slightly above the forefinger. Strike w.ith the meaty portion of the little finger edge of the hand.

e. Fingertips - extend and join the fingers with the thumb besides the forefinger.
~~~~Use the tips of the fingers as the strik-ing surface. Use this weapon only against soft targets.~~~~
f. Heel of hand - excellent defensive weapon c for striking opponent's chin or nose. r

2. Feet - extremely dangerous weapons because they are attached to powerful muscles and strong bones. Also they are usually protected by a shoe or boot.
~~~~II-B-10~~~~
~~~~'SNM Guard Training Unit: SEl_F DEFENSE L.esson: BASIC PRINCIPLES page: 6 Notes~~~~
a. Toe - if protected by a' shoe or boot is good fcr a penetrating blow.

b. Outside edge of shoe or' boot - excellent weapon for attacking the lower region of the leg.

c. Heel - particularly effective

3. Other parts of the body

a. Head - good as butting instrument

b. Teeth

c. Elbows

d. Knees l
l II-B-ll i
SNM Guard Training Instructor Copy Unit
~~~~Title:~~~~
~~~~SELF DEFENSE INSTRUCTIONAL METHODS Lesson~~~~
~~~~Title:~~~~
e II-B-12
SNM Guard Training ' Unit: SELF DEFENSE I.eSSon: ESCAPES (FRONTAL ATTA M) Pa e: 1 - \ Notes I. Introduction - There could be many occasions where guards would need to defend themselves SUGGESTED TIl1E FOR THIS without the use of weapons. It might be COURSE IS 2 HRS. while stopped at a truck stop or if over-come and all, weapons had been taken. II. Instruction method A. The first step will be to show a set of step-by-step slides while explaining each move. This should be repeated twice. The student should be able to follcw along on his handout. This first step should be done in a semi-dark room. i B. The second step would be to have the guards pair off. The instructor should then go through the slide series narrating each step. While the instructor is doing this the guards should be physically going through the same steps. One guard would be the attacker and the other the defender. This step should be repeated twice. C. The third step would se to turn on the lights and shut off the slides. The guards should be positioned so that the instructor can observe all of them at the same time. The instructor should then have the guards perform the move at a slow rate of speed without the benefit of slide or narration. This should be repeated twice. II-B-13
SNM Guard Training ESCAPES (FRONTAL ATTACK) 2 SELF DEFENSE Notes D. The instructor should then have the guards repeat the exercise twice at a slightly faster rate. E. The instructor should have the guards go through it twice at full speed. F. Now the instructor should have the guards switch roles so that the attacker now becomes the defender. G. The instructor should now start the procedure over, leaving out the first two steps, but going through each of the remaining steps. III. This section on self defense should be broken down into one and two hour segments. This will make it easier for the student to retain what is covered. In some instances the student should spend part of the hour learn-ing new methods and the remainder of the hour spent on practicing moves learned in the previous hours. Il-B-14
SNM Guard Training Instructor Copy Unit
~~~~Title:~~~~
~~~~SELF DEFENSE Leeson~~~~
~~~~Title:~~~~
ESCAPES (CHOKE) l l l l II-B-15
SNM Guard Training Page: I Unit: SELF DEFENSE Lesson: ESCAPES (CHOKE) Notes SUGGESTED Til1E FOR THIS
~~~~1. Simple Break (front choke)~~~~
COURSE IS 2 HRS. A. Opponent is choking you from the front. B. With your open hands you push inwards on his arms below his elbows. This is not effective ' unless his arms are out straight. C. If his arms are bent while he is attempting to choke you, you merely hit him underneath his arms with a pushing up motion. D .' YoJ then push the man back away.from you. E. If opponent's arms are bent - push up underneath his elbows. II. -Windmill (front choke) A. Opponent is choking you from the front. B. You come up with both anns (a double windmill) to ' the inside of his arms, this will break the hold. C. With the right or left arm, which still has i momentum,you strike to the chest or stomach area. l 111.Muggerschoke(rearchoke) l A. Opponent is choking you from the rear. II-B-16
l SNM Gucrd Training l Unit: SELF DEFENSE Lesson: ESCAPES (CHOKES) Page: 2 l t Notes B. Your first move will be to get air.
1. You hit his elbow with your open right hand.

2. This shifts his arm.

3. Enables you to place your neck in the V of his arm.
C. You shift your hips over to the right at the same time. D. With your left arm you drive your left elbow into his groin. E. Reach up with your left hand grabbing his right' wrist. F. Then slip your head out and pull his arm up in one l motion. This will leave opponent's body bent forward. G. Then drive your right knee into his chest. H. Take your right leg and sweep out his right leg hich will drive your opponent to the ground. IV. The student should spend the remaining time going through applications of the previously learned escapes. II-B-17
SNM Guard Training -_ _ _ _ Skills Evaluation INSTRUCTIONS: MAKE ONE TALLY MARK FOR EACH OCCURRENCE. EXPLAIN EACH MARK MADE. Unit: SELF DEFENSE Lesson:__EEAES_LCHQ);ESj Skill: DEMONSTRATE ABILITY Date: Evaluator: Alphabetical Student List S1 S2 S3 S4 S5 $6 S7 S8 59 S10 S11 S12 S13 S14 S15 Deficiency Noted (1) Faded to perform in min. time limits. (2) Used unsafe rrethod (3) Cheated or used unfair practice g4) Attitude problem. (5) Slow at decision rnant g
~~~~. (61 Reluctance to perform.~~~~
~~~~(7) Hed to be re-instruc%d-(dl Manuiel sakwardncr,3 ib) not attentive (c) Physical deficiency (d) Cognative def,ciency~~~~
18) Unable to perform skill at minimal ievei

19) Other Explanation: Udent4y by problem numoer and student number)
SPECIALINSTRUCTIONS TO EVALUATOR (MIN! MUM LEVEL OF PERFORMANCE, ETC$) Distribution: Origir at to instruct:cnal unit f;le. Copy to student perscnnel file II-B-18 l l 1 l 1
SNM Guard Training Instructor Copy i Unit
~~~~Title:~~~~
~~~~SELF DEFENSE l t l Lasson~~~~
~~~~Title:~~~~
~~~~BLOCKS ( l l l Il-B-19 i~~~~
~~~~-l l~~~~
~~~~SNM Gucrd Training~~~~
=
~~~~Unit: SELF DEFENSE Lesson: BL0cKS Page: 1 Notes~~~~
~~~~1. Overhand Block Opponent is throwing an overhand blow to your SUGGESTED TIME FOR THIS A.~~~~
head. COURSE IS 1 HR. B. Step into the man. C. At the same time bending your body at the knees , and going down. D. And throwing your left forearm up. t II. Underhand Block. A. Opponent is throwing an underhand blow to your body. B. You cross both your arms with the right arm over the left (crossing at the wrist) your arms will be down and out. C. You then move your right hand up and grab opponent's shoulder leaving your lef t hand in place. D. Pull your opponent's shoulder down while pushing your left arm up with his arm leaving him wide open for a knee to the chest. 11-B-20 i
SNM Gu::rd Trcining Unit: SELF DEFENSE Lesson: BLOCKS Page: 2 Notes III. Knife Thrust (overhand) A. Your opponent is making an overhand thrust with a knife or object. B. You block the blow with your left forearm. C. Run your right hand up and underneath his arm and lock your hands together. D. Apply pressure backwards to disarm opponent. IV. Knife Thrust (mid-section) A. Opponent makes a thrust to your mid-section. B. You use your cross arm block. C. Move your right hand up and grap his shoulder. 1 D. You then pull his shoulder down at the same time pushing his arm up with your left arm. ! j E. Follow through with a knee to the chest. l II-B-21
SNM Guard Training Skills Evaluation INSTRUCTIONS: MAKE ONE TALLY MARK FOR EACH OCCURRENCE. EXPLAIN EACH MARK MADE. Unit: SELF DEFENSE Lesson: BL_QLK_S Skill: DEMONSTRATE ABILITY Date: Evaluator: Alphabetical Student Let S1 52 S3 54 55 S6 S7 SB S9 S10 S11 S12 ' S13 S14 S15 Deficiency Noted (1) f ailed to perform in min. time limits , 42r Used unsa'e method.
~~~~13) Chested or used unf a<r practice.~~~~
(4) Att:tude problem. (5) Slow at decision rraking. (6) Reluctance to perform. (7) Had to be rednstructed. (a) Manual awawardness ib) not attentive tcl Physical deficiency (ci Cugneuve defic >ency (B) Unable to Ierform sktil at minimal level (9) Other Explanation: tidentify by problem numbe' and student number) SPECIAL INSTRUCTIOkS TO EVALU ATOR { MINIMUM LEVEL OF PERFCRMANCE, ETC.) Distribution: Original to instrt,ct<cnal untt file. Copy to student personnel fae. II-B-22 l
SNM Guard Training Instructor Copy Unit
~~~~Title:~~~~
~~~~SELF DEFENSE Lesson~~~~
~~~~Title:~~~~
ESCAPE (PRESSURE HOLD) 1 i e I l l, i l II-B-2 3 l
SNM Guard Training page: I Unit: SELF DEFENSE Lesson: ESCAPES (PRESSUREHOLD) Notes I. Toss over SUGGESTED TitiE FOR THIS COURSE IS 1 HR. A. Opponent has you in full nelson. B. Reach up and behind his head and interlock your fingers. C. Bend down into a semi-squat. D. Using your buttocks or hips bring hira up and over. II. Leg pick up A. Opponent has you in a full nelson. B. Step in behind the opponent with your right leg. C. Bend over and pick up iiis left leg with your left a nn. D. Lift his body up and off the ground. E. Then make elbow strikes to his head with your right elbow. F. Once opponent lets go you .an c then come back and strike him in the groin with a hammer fist. : II-B-24 l
SNM Gunrd Training l l Unit: SELF DEFENSE Lesson. ESCAPE (PRESSURE HOLD) P 2 Notes III. Headlock A. Opponent has you in a headlock. B. Raise your lef t arm up and over the attacker's f a ce'. C. Place the index finger of the left hand in a horizontal position directly under the nostrils and apply pressure upward and downward. D. This will cause the attacker to bend back over your lef t side (thigh). E. This will leave the opponent's groin and mid-section
~
open for followthrough strikes to be delivered with l your right hand. l II-B-25
SNM Guard Training Skills Evaluation INSTRUCTIONS: MAKE ONE TALLY MARK FOR EACH OCCURRENCE. EXPLAIN EACH MARK MADE. Unit:SELF DEFENSE Lesson: _EECAPE (FULL NELSON HEADLQCK) Skill: DEMO."! STRATE ABILITY Date: Evaluator: Alphabetical Student List 51 S2. S3 S4 SS S6 S7 58 S9 S10 S11 S12 S13 S14 S15 Deficiency Noted (1) Failed to perform in man. time limits. (2) Used unsafe method. (3) Cheated or used unfair practice. (4) Attitude probiem. (5) Slow at decision making. (6) Reluctance to perform. (7) Had to tie re-instructed. (a) Manual awkwardness (b) not attentive (c) Physical deficiency (d) Cognative deficiency (8) Unable to perform skill at minimal levet. (9) Other Explanation: tidentify by problem number and student number) SPECIAL INSTRUCTIONS TO EVALUATOR (MINIMUM LEVEL OF PERFORMANCE, ETC.) Distribution: Original to instructional unit file. Copy to student personnel file. II-8 26 i l
l SNM Guard Training Instructor Copy 1 i Unit
~~~~Title:~~~~
~~~~SELF DEFENSE ESCAPE (BEAR HUG) Losson~~~~
~~~~Title:~~~~
1 I i I II-B-27 l
SNM Guard Training . L Unit: SELF DEFENSE [,,esson: ESCAPE (BEAR HUG) page;1 l . Notes 1
~~~~1. Arms Bound j A. Opponent has you in a front bear hug with your SUGGESTED TIME FOR THIS i~~~~
arms bound to your side. COURSE IS 1 HR. B. Punch upward into opponent's. groin with the thumbs of both hands. ,, C. You then drive both your arms up with power r causing opponent's arms to break loose. D. You then turn your body 1/4 of a turn and drive your elbow up into opponent!s chin.
~~~~' II. Arms Lo,ose A. Opponent has you in a front bear hug with your I~~~~
arms loose. B. flace your left hand int'o the small of opponent's back and pull him into you. j C. With the palm of your right hand push up on opponent's chin at the same time continuing to pull in with your left hand. D. If opponent is very strong and you can't push his neck back, hesitate for a second, then snap your hand back causing opponent's neck to snap. II-B-28 l_____ _ _ _ _-_--__--____-______- _ _ _ __ ---- - - .
SNM Gucrd Trcining Unit: SELF DEFENSE Lesson: ESCAPE (FRONTAL ATTACK) Page: 2 i Notes III. Rear bear hug (arms bound) A. Opponent has you in a bear hug from behind and has your arms bound to your sides. B. Squat and drive your buttocks into his groin. C. At the same time drive your arms out forward and upward. IV. Rear bear hu9 (arms loose) A. Opponent has you in a bear bug from behind and your arms are loose. B. Step back behind the opponent C. Then straighten up your body. D. This will leave opponent's groin area open and you can deliver a hammer fist to the crotch. !
~
I".-B-29 l _ _ _ _ _ _ _ - _ _ _ _ _ _ _ _
SNM Guard Training _ , Skills Evaluation INSTRUCTIONS: MAKE ONE TALLY MARK FOR EACH OCCURRENCE. EXPLAIN , EACH MARK MADE. \ SELF DEFENSE Lesson: _fEAJ._LLELEAR_ttVG) Unit: Skill: DEMONSTRATE ABILITY . _ Date: Evaluator: Alphabetical Student List S1 S2 53 54 55 S6 S7 58 S9 S10 $11 S12 S13 S14 515 Deficiency No*'ad (1) F ailed to pei'orm in min. time lir iets. (2) Used unsa'e n ethod. (3) Cben*N or used unfair
~~~~, actic e.~~~~
~~(4) Attitude problem. (5) Slow at decision making. (G) Reluctance to perform. (7) Had to be re-instructed (a) Manual awkwardness (b) not attentNe (ci Physicat deficiency (d) Cognat+e deficiency~~
~~~~18) Onable to perform skill at niinimal level.~~~~
l9) Other Explanation: uder,tify by problem number and studect numberl SPECIAL INSTRUCTIONS TO EVALU ATOR (MINIMUM LEVEL OF PERFORMANCE, ETC.) Distribution: Original to instructior at unit file Copy to student personnel fik. . I 11-B-30
SNM Guard Training Instructor Copy Unit
~~~~Title:~~~~
~~~~SELF DEFENSE Lesson~~~~
~~~~Title:~~~~
ESCAPES (SIDE & REAR ATTACKS) l II-B-31
SNM Guard Training S APE (SIDE A M GS) Page: Unit: SELF DEFENSE lesson Notes I. These next two escapes should be used when you are grabbed SUGGESTED TIME FOR THIS from the side. COURSE IS 2 HRS. II. Spin-around A. Opponent grabs you from the side. B. You spin your body completely around so that you are behind the man. C. You then stike with your elbow to the opponent's back. D. .Or you can use a choke. III. Arm Windmill A. Opponent grabs you from the side B. You step into the opponent causing the arm he grabbed you with to bend. C. With a windmill swing of your arm you catch his arm behind and above his elbow. D. You follow through with this windmill swing which will hurt your opponent's arm (may take it out of socket). IV. The next two escapes will be when an opponent grabs you from the rear. II-B-32
SNM Gunrd Training I l Unit: SELF DEFENSE Lesson: ESCAPES (SIDE ATTACKS) page: 2 Notes V. Rear Windmill A. Opponent grabs you from behind. l B. You step back using a windmill motion of your arm l up and around his arms locking them up to your body. C. You can then strike with a hammerfist to the head. VI. Spin Under A. Opponent grabs you from the. rear. B. You step back and start to turn going underneath his arms until you can bring your head up on the other side of his arms. C. You then drive your elbow which can be reinforced with the other arm into the opponent's side or back. l l D. This escape may also be used for the rear choke. l l VII. With the remaining time the instructor should have the students go through the previous escapes. II-B-33
SNM Guard Training , i Skills Evaluation - INSTRUCTIONS: MAKE ONE TALLY MARK FOR EACH OCCURRENCE. EXPLAIN EACH MARK MADE. Unit. SELF DEFENSE Lesson: ESCAPE _(REAR & SIDE) Skill. DEMONSTRATE ABILITY Date: Evaluator: Alphabeticel Student L!st St S2 S3 S4 S5 S6 57 58 S9 S10 S11 S12 513 514 SIS Deficiency Noted (1) Failed to pe-form in min tirne lim ts (21 Used unsafe method. (3) Cheated or used unf 3lr prnt ce. 641 AntJe probtem
~~~~.~.~~~~
(5) Sit w at dec sion m king ! t6) Heluctance to perform m Had to be re mstruded dal Manuai ew6wardness 6__ . (c) not ettentive (c l Physical def2ctency (d) Cognative def.aency iB! Unovie to prfca"1 skili at min mal iesel
~~~~69) Other Explanation: (ident;fy by problem number and studer:t number)~~~~
SPECIAL INSTRUCTIONS TO EVALU ATOR (MINIMUM LEVEL OF PERFORMANCE, ETC.) Distribution: Original to instruct onal anit file Cerv to student personncl file. i II-B-34
SNM Guard Training Instructor Copy Unit
~~~~Title:~~~~
~~~~SELF DEFENSE Lesson~~~~
~~~~Title:~~~~
THROWS ll II-B-35
SNM Gusrd Training I Unit: SELF DEFENSE Lesson: THROWS Page: Notes I. Hip Toss SUGGESTED TIME FOR THIS A. Opponent is attacking you from the fron'. COURSE IS 2 HRS. B. Grab him by the front of his shirt and pull him towards you. C. Pull him across your hip and squat as he goes across. D. Lift up ynur hip and flip him. II. Ann Throw A. Step in with right foot. B. Drive your right arm up into his left arm pit. C. Grab hold of his shirt with the left hand. D. Throw him across your right leg. i III. Roll Over A. Opponent is attacking you from the front. B. Reach over the top of opponent and grab hold of his belt (or that area). C. You then roll over onto your back. II-B-36 i
SNM Guard Training i Unit: SELF DEFENSE Lesson: THROWS Page. 2 Notes D. Bring the man up and over your knees. IV. The remaining time should give the guards time to practice l l l l II-B-37
SNM Guard Training _ Skills Evaluation INSTRUCTIONS: MAKE ONE TALLY MARK FOR EACH OCCURRENCE. EXPLAIN EACH MARK MADE. Unit: SElf_DEEEftSL Lesson: Tunnus Skill: DEMONSTRATE ABIllIY Date: Evaluator: Alonabet cal Student List 51 S2 SJ S4 55 56 $7 58 53 510 511 S12 513 514 S'S Deficiency Noted in Fai#ed to perform in min tirre Imats. (2) Used urisafe methcd. , di Chea+ed or used unia r 5 acts c. (4) Attitude problem. (S) .elow at df.0%On making 9
~~~~56) Pe:uctance to petrm (7) Had to be re-instructed (a) Manual ask*ardness (b) not at'ent ve ic) Phys.cai defec.ency tdi Cognam (166ciency~~~~
+
l lBi Ur.4ble to per'orm sbli i at minimalievet G} Otter , Esplanation: he" tiff L y pecbiem nu rber and stucent numberl r _ _ _ i SPECIAL INSTRUCTIONS TO EVALUATOR { MINIMUM LEVEL OF PERFORMANCE, ETC.) Distribution: Original to instructier.al umt fHe. C py to strent rersonnel fi.e l l 11-B-38 l
SNM Guard Training Instructor Copy i I Unit
~~~~Title:~~~~
~~~~SELF DEFENSE Lesson~~~~
~~~~Title:~~~~
ESCAPES (FRONTAL ATTACK) i II-B-39
SNM Guard Training Unit: SELF DEFENSE Lesson: LSCAPES (FRONTAL ATTACK) Page: 1 Notes I. This will be a move used to escape from someone who grabs you from the front. 1 II. Crossover Drop - This move is mainly to escape. A. You coh over the top of his arms with both of your arms crossed and pull his anns into your chest. B. You then drop down to your knees or in a squat positisu. C. You then shove back on his. shoulders with the palms of your open hands causing him to fall and freeing yourself. III. Spinover Elbow / Strike - Th k is an esc:pa move that' will inflict mini 6: da;uge on your opponen* A. You step back with left foot and pull the man into you. B. You then spin over his arms with your right arm (this will pull your opponent into you e,en more). C. You then strike to the face with your right elbow (if you miss this strike you can then use a back fist to his face). II-B-40
SNM Gunrd Training Unit: SELF 0EFENSE Lesson: ESCAPES (FRONTAL ATTACK) page: 2 Notes IV. This escape will get you loose and probably injure your opponent. A. Grab the opponent's hand with your left hand, pull him in and hold him. B. Step back with your left foot this will cause your opponent to stretch out and put him off balance. C. Then hit the man underneath his elt,ows with your right fuream.9 D. Come back around with your right arm in a windmill and hit the top side of his arms. E. Follow up with back fist to the opponent's head using the same am that you just used to pull loose. I F. Then come in with an elbow to the chest or mid-section using the same arm. I II-B-41 i
SNM Guard Training Skills Evaluation INSTRUCTIONS: MAKE ONE TALLY MARK FOR EACH OCCURRENCE. EXPLAIN EACH MARK MADE. Unit:__SELLDIEENSE Lesson: ESCAPE (FRONT GRAB) Skill: DEMONSTRATE ABILITY Date: Evaluator: Alphabetical Stadent List S1 S2 S3 S4 SS S6 S7 S8 59 S10 S11 S12 513 S14 S15 Deficiency Noted (1) Failed to pedorm in min. time limits. (2) Used unsafe method. (3) Cheated or wed unfair practice. (4) Attitude problem. (5) Slow at decision making
~~~~16) Reluctance to perform.~~~~
~~~~(7) Had to be re-instructed. la) Manual awkwardness (b) not attentwe (c) Physical deficiency (d) Cognative deficiency (8) Unabie to perform skill at minimal level~~~~
~~~~19) Other Explanation: (identJy by problem number and student number)~~~~
SPECI AL INSTRUC110N's TO EVALUATOR (MINIMUM LEVEL OF PERFORMANCE, ETC.) Distr 6bution: Orig?nal to instructional unit file Copy to student personnel file. Il-B-42 I
SNM Guard Training Examination Student: Date: Unit: SELF DEFENSE Lesson: BASIC PRINCIPLES e II-B-43
SNM Guard Training . ,,_.
~~~~1. List the three basic principles of self defense. Explain how they are applicable.~~~~
~~~~A. B. C.~~~~
~~~~2. List eight of the vulnerable points of the body.~~~~
~~~~1 A. j B. C. D. E. F. G; H. 1 II-B-44~~~~
~~~~- - = - _ . . - .- . -- ._. . . .-~~~~
SNM Guard Training: ! Materials & Supplies List < Unit: SELF DEFENSE Lesson: BASIC PRINCIPLES The instructor should be sure the following materials and supplies are on hand in advance of the- - scheduled time of presentation. Checkmark (/) indicates that the item may be needed. Item Description X-mark shows that the item will be neededt (1) Special classroom area . LARGERQQfiMRLIUMBLING MATS X (2) 16 mm. movie projector & screen (3) 35 mm. slide projector & screen X (4) Film Strip Projector & screen (5) Overhead Transparency Projector & screen x (6) VTR monitor / player (7) Audio Tape Cassette Player (8) Special Student Clothing _SWEAI SllLIS X ; (9) WEAPONS . . (10) AMMUNITION: Type Rds./ student (11) Range Supplies (Bullhorn, ear protecters, targets, etc.) (12) Drinking Water & cups . (13) Speciallighting or flashlights ' (14) Reference Materials e II-B-45
i SECTION 17 UNIT TITLE: ARREST AUTHORITY Il-B-46
SNM Guard Training instructor Copy ; i 1 Unit
~~~~Title:~~~~
~~~~ARREST AUTHORITY l Lesson~~~~
~~~~Title:~~~~
CITIZENS ARREST l l l l l l l l 1 i i 1 1 i I II-B-47
SNM Guard Training _ Synopsis The purpose of this hour on Arrest Authority is to make the guard aware of when and how he might make a citizens arrest. The guard should know that he can make an arrest if necessary but he must know the limits of this authority. Generally, the only authority he will have is as a " citizen." Behavioral Objectivos
1. The student will be able to explain when he should or should not arrest.

2. The student will be able to point out when he could arrest on a misdemeanor.

3. The student will be able to point out when he can arrest for a felony.

4. The student will be able to explain probable cause.

5. The student will be able to point out the possible liability problems.

6. The student will be able to explain his duty to come to the aid of"a' law enforcement officer.
II-B-48
SNM Guard Training ARREST AUTHORITY CITIZENS ARREST g 1 Notes I. Introduction - Unless provided by special statutes, or special commission, the arrest authority of the SNM guard would be the same as a citizen. As.with criminial law, the authority will differ from state to state. II. Citizens Authority - Comes from English common law. Common law is a body of unwritten law, developed in England and based upon court decisions, and receives its binding force from traditional usage, custom and universal acceptance. III. Arrest Authority A. . In some jurisdictions a citizen may make an arrest for a breach of peace misdemeanor committed in his p r'esence.
~~~~1. When we speak of a breach of peace misdemeanor, we are speaking of a cri ne that causes or threatens direct harm to the public.~~~~
I
2. The offense known as a breach of the peace embraces a great variety of conduct destroying or menacing public order and tranquility. It includes not only vicient acts, but acts and words likely to produce violence in others. (301 U.S. 296, 308).
II-B-49
SNM Guard Training ARREST AUTHORITY $^"$ Page: Unit: lesson: Notes
3. When we say that it must be committed in his presence, we are speaking of actually seeing the offense being committed. However, it may be dark or your vision may be blocked or restricted, or for other reasons, and you may have to rely on your other senses.
Realizing this, courts have held that an offense . is committed in the police officer's presence if he is able to perceive it through any of his five senses -sight, hearing, touch, taste, and smell. (142 CAL. APP. 2d 400, 298 p. 2d 118) (California Court of Appeals, 1959). An offense is committed "in the presence" of a person when such person can testify to sufficient facts of his own knowledge to show that the offense in question has t'een committed. B. Generally a citizen may make an arrest for a felony committed in his presence.
1. This is basically like the misdemeanor rule.

2. Main dif ference is that it is not i
limited to certain felonies but any felony committed in the citiien's presence. 11-B-50 i
SNM Guard Training Unit: ARREST AUTHORITY Lesson: CITIZENS ARREST Page: 3 Notes C. When dealing with felonies a citizens arrest authority goes further than it does with a misdemeanor.
~~~~1. A citizen can arrest for any felony committed in his presence; ,~~~~
l
2. And a citizen can arrest when a felony has in fact been committed, and the i citizen has reasonable cause (or i probable cause) for believing that the f person arrested did in fact commit the l felony. l D. A citizen has more authority when dealing with felonies. The first thing he must be sure of is that a felony has occurred.

1. If you make a citizens arrest for a felony and no felony occurred, you can then become liable.

2. The second requirement for arresting I on a felony that is not committed in your presence is reasonable cause or probable cause to believe that the perso'n being arrested did in fact
~
commit the felony. II-B-51
SNM Gu:srd Training 4 U nit:__ mrsT MTHORITY lesson: CITIZENS ARREST page: Notes
a. Probable Cause - A requisite element of a valid arrest, which is the existence of facts and circumstances within one's knowledge and of which one has reasonably trustworthy information, which are sufficient in themselves to warrant a man of reasonable caution to believe that a crime has been committed.
~~~~(267 U.S. 732)~~~~
~~~~b. Some examples of reasonable cause or probable cause would be:~~~~
(1) In a Florida case the defendant was arrested by cattle watchman on suspicion of stealing a cow. The watchman had followed the defendant's truck after a game warden had seen the defendant near the pasture from which the cow was taken. The arrest was found to have been on reasonable grounds. (129 Fla. 841, 177 So. 195 (1937)) II-B-52
SNM Gunrd Training Unit: ARREST AUTHORITY Iesson: CITIZENS ARREST Page: 5 Notes 1 (2) In an Arizona case involving a shoplifter. Store detectives followed the defendant out of a building after he exhibited suspicious conduct in the store. The defendant, on confrontation abandoned the goods, but the female store detective arrested her. The court ruled that there were reasonable grounds to believe that the person arrested committed the unlawful act. (95 Ariz. 220,388p.2d429(1964)) (3) An example of a case where the courts determined that there was not reasonable cause was an Illinois case. Shortly before the* arrest several burglaries had been committed in the l I neighborhood. Also prior to the I arrest, the plaintiff had been seen in the company of several of the area's less reputable characters. The plaintiff's own character was somewhat tainted. The courts held these facts insufficient to constitutt probable cause for apprehension l by a privats person. 1 II-8-53 l
SNM Guard Training Unit: ARREST AUTHORITY Lesson: CITIZENS ARREST Page: 6 Notes IV. Liability A. If you made an arrest and later on it is determined that you made a mistake, civil liability may be used by the wronged party. It may take the form of a suit for false imprisonment. B. False Imprisonment - As a tort, the unjustified detention of a person. The restraint must be ' total so that it amounts to an imprisonment, mere obstruction, stopping, locking one out of his room, etc., is not enough. (219 F. 2d 622) The total restraint may, however, be of any appreciable duration. (70So,734) No physical force need be used so long as the victim reasonably believes that he is being restrained against his will. (195 S.W. 2d 312 (Steven H. Gifis Law Dictionary)) V. Aioing a law eforcement officer - in most jurisdictions you must come to the aid of an officer or you can be criminally liable. II-B-S4
i l SNM Guard Training Examination Student: __ Date: CITIZENS ARREST Unit: ARREST AUTHORITY Lesson: , l 1 4 i
~~~~- II-B-55 ---g .-,, , , ,- - - , - - -~~~~
~~~~SNM Guard Training _~~~~
~~~~- - = -~~~~
~~~~l. When can you arrest for a misdemeanor?~~~~
~~~~2, When can your arrest for a felony?~~~~
3. Explain probable cause as it relates to arrest and give an example.

4. Explain how you could encounter a civil liability problem after you have made an arrest.
II-B-56
SNM Guerd Training Classroom /Cognative Evaluation INSTRUCTIONS: MAKE ONE TALLY MARK FOR EACH OCCURRENCE. YOU MAY EXPLAIN MARKS FURTHER. Unit: ARREST AUTHORITY Date: ; Lesson: CITIZENS ARREST Evaluator: Alph abetical Student List 51 52 S3 S4 SS S6 S7. 58 $9 Sto S11 S12 S13 S14 515 Area of Concern Noted: ill Unable to answer question in classroom. (2) Fails to ask questions but doesn't understand. (3) Enters discussion with incorrect Concept. (4) Will not enter into class discussion freely. (5) Was wrong, re-instructed and still fails to grasp. (6) Unable to apply coM.ept to hypothetical problem. (7) Displays temper qui:kly, or is argumentative. (8) Dishonast, lies. bluffs or will not admit error. I (9) Attitude toward others or class material. (10) Alertness, quickness, keeps up with class. (11) Other Evalustor Explanation: (refer to area number and student number) Distribution: Original to instructional unit file. Copy to student personnei file. II-B-57
SNM Guard Training Skills Evaluation INSTRUCTIONS: MAKE ONE TALLY MARK FOR EACH OCCURRENCE. EXPLAIN EACH MARK MADE. U nit: _. ARRflLAVll10Bll.Y Lesson: riTizrfis ARREST Skill: MAKING AN ARREST FQB_A FELONY Date: Evaluator: A:phabetical Student List S1 52 S3 S4 S5 S6 S7 58 59 S10 511 S12 S13 S14 S15 Doficiency Noted (1) f ailed to pedorm in min time 1:rn>ts_ (2) Used unsafe tr.ethod (3) Cheated or used unfair practice. N) Attitude problem. (Si Stew at decision making. (6) Reluctance to perform. (7) Had to be re. instructed. (a) Manual awkwardness (b) not attentwe (c) Physical deficiency l id) Cognatwo deficiency (8) Unable to perforro ski!! at minimallevel. (9) Other Explanation: Udentify by problem number and student number) Student. shoul.d.32 ablLto_datermine_if_he_has-probabin cause_to._ arrest SPECIAL INSTHUCTIONS TO EVALUATOR (MINIMUM LEVEL OF PERFORMANCE, ETC.) Dictribution: Originai to instructional un;t file. Copy to student personnel file. II-B-58
SNM Guard Training 3 Skills Evaluation INSTRUCTIONS MAKE ONE TALLY MARK FOR EACH OCCURRENCE. EXPLAIN EACH MARK MADE. Unit: ARREST AVIliQRITY Lesson: _fillZENS ARREST Skill: MAKING &N ARRISl_E0FLA MISDEMEMOR Date: Evaluator: Alphabetical Student List ' S1 S2 S3 54 S5 S6 S7 58 S9 S10 S11 512 S13 S14 $15 f Deficiency Noted (1) Failed to perform in 3 min. time limits. . (2) Used unsafe method. (3) Cheated or usod unfair practice. , (4) Attitude problem. (5) Slow at decision rneking , (6) Reluctance to perform. (7) Had to be re instructed. ta) Manual awkwardness (b) not attentive (c) Physicci deficiency (d) Cognative deficiency
~~~~18) Unable te ;;;fstm skill at minimallevel (9) Other~~~~
)
Explanation: (identify by problem unber and student number) Student should be able to determine if he caftarresLarLE.iEulatedJELS.descanorm ) 1 SPECI AL INSTRUCTIONS TO EVALU ATOR (MINIMUM LEVEL OF PERFORMANCE, ETC.) Distribution: Original to instructional unit file. Copy to student personnel file. II-B-59 l
SNM Guard Training _ BIBLIOGRAPHY CITIZENS ARREST Perkins, Rollin M., and Ronald N. Boyce Criminal Law and Procedure Mineola, New York: The foundation Press, Inc.,1977 LaFave, Wayne R. and Austin W. Scott, Jr. Criminal Law St. Paul, Minn.: West Publishing Co.,1972 Perkins, Rollin M. Criminal Law, Brooklyn: The Foundation Press, Inc.,1957 II-B-60
l SECTION 18 UNIT TITLE: CIVIL LIABILITY II-B-61
I' SNM Guard Training Instructor Copy Unit
~~~~Title:~~~~
~~~~CIVIL LIABILITY Lesson~~~~
~~~~Title:~~~~
S II-B-62
SNM Guard Training l Synopsis l The purpose of this two hour section is to make the student aware of civil liability. The student will get some of the basics of liability such as negligent acts and the reasonable man standard. Also included will be areas l of liability which the guard might encounter such as assault and battery. This section should also cover the liability situation when definding property and aiding a law enforcement officer. Behaviora! Objectives
1. The student will be able to define negligence.

2. The student will be able to define the reasonable man standard.

3. The student will be able to list the characteristics of the reasonable man.
I
4. The student will be able to list the areas of liability connected with assault and battery.

5. The student will be able to list the areas of liability connected with l a homicide. !
I
~~~~6. The student will be able to list the areas of liability connected with I aiding a police officer.~~~~
1 II-B-63 I 1 l l
SNM Guard Tn:Ining Unit:_ CIVIL LIABILITY Lesson: Page: 1 Notes I. Civil Liability A. Tort - A wrong has resulted in a harm or which is about to result in a harc which is capable of being compensated in an action at law for damages. B. Burden of Proof - In a criminal trial the burden of proof is "beyond a t easonable doubt." In civil cases, only a preponderance of the evidence is needed. A preponderance means more than half. II. Tort Liability A. Negligence
1. Unavoidable accident: An unintended occur-rence which could not have been prevented by the exercise of reasonable care. Generally there is no liability.

2. Unreasonable risk: Negligence - is a matter of risk - of recognizable danger of injury it is conduct which falls below the standard established by law for the protection of others against unreasonable risk or harm.
~~~~II-8-64~~~~
~
~~~~SNM Guard Training~~~~
*I' 'IABI'I" Unit: Lesson: Page: 2-Notes
3. Negligence is conduct, and not a state of mind - usually negligence is caused by heedlessness or carelessness, but it may also exist where defendant has considered the possible consequences carefully and has exercised his own best judgment. The real basis of negligence is not careless-ness, but is behavior which should be recognized as involving unreasonable danger to others. I B. In negligence, the actor does not desire to bring about the consequences which follow or helieve that they will occur, but a reasonable man in his position would articipate them and guar'd against them.
C. The risks against which the actor is required to guard are those which society recognizes as sufficiently great to demand precaution. The probability and gravity of the risk must be balanced in every case, against the utility of the type of conduct in question. D. Reasonable Man Standard
~~~~1. The standard required of an indivicual is that of the supposed conduct under similar circumstances of the reasonable man of II-B-65~~~~
~~~~SNM Guard Training cI m LIABIL m lesson: Page: Unit: PJctes ordinary prudence, who represents a community ideal of reasonable behavior.~~~~
2. Characteristics of the Reasonable Man

a. Physical attributes of the actor himself (glasses, blind, etc.).

b. Normal intelligence and mental capacity (in the case of children and aged persons, a special standard is applied based upon what is rea-sonable to expect of one of the actor's age, intelligence, and experience).

c. Normal perception and memory and a minimum of experience and infor-mation common to all the community (limits of our strength, fire burns,etc.). (The law is actually not too kind to the sub-standard person.)

d. Any superior skill and knowledge that the actor has or holds himself out as having when he undertakes to act.
Il-B-66 i I
1 SNM Guard Training . t i Unit: CIVIL LIABIU TY Lesson- Page: 4 Notes III. Assault and Battery A. General Principles , Generally, intention to do harm is an essential element of the tort of assault and battery.
1. But wanton negligence can supply the element of intention to do harm;

2. And, trend today is simply to require negli-gence-(what would a reasonable man do under the same circumstances?);

3. Clearly, a person who, without negligence on his part, but merely by accident, comes in physical contact with another person, does not thereby commit an assault and battery.
~~~~B. Criminal Liability l~~~~
1. Self Defense 1

a. In General (1) The right of self defense is the right to resist force and violence by a sufficient quantum of force or violence applied by the person attacked to protect himself.
II-B-67 l
SNM Guard Trairiing 5 Unit: CIVIL LIABILITY lesson: Page: Notes (2) The situation must be such as to ., cause a person to reasonably believe l that injury to himself can be pre-vented only by the immediate inflic-tion of injury upon another.
~~~~b. Kind of Danger (1) As a general rule, only a present danger can be a legitimate justifi-cation for resort to self defense.~~~~
(2) Degree of Danger Required (a) This may control the amount of force used to repel. (b) Actual or reasonably apparent danger of losing life or suf-fering serious bodily injury will usually allow the use of deadly force to repel. (c) Less danger -only entitled to use force amounting to aggra-vated assault or simple assault to repel. Il-B-68 4
SNM Guard Training Unit: cIv1L LIABILITY Lesson: _ Page: 6 Notes
c. Reasonableness of Belief of Danger (1) If he honestly believes he was in such danger and, in light of the circumstances existing at the time, it is reasonable for him to enter-tain such belief.
~~~~(2) May look at the particular qualities of the defendant including his physical and mental make-up and nis experiences with such dangers.~~~~
d. Degree of Violence Permissible (1) It is not upon one acting in a moment of apparently impending peril to nicely gauge the proper quantum of force necessary to repel the assault, or to make the dis-tinction as to the minimum amount of force he should use, but that he may act on appearances.
(2) Depends on kind of attack--when attack creates peril of loss of life or great bodily injury, may defend by means fatal to assailant, only if it is necessary by exigency of attack. II-B-69 l
SNM Guard Training Unit: CIVIL LIABILITY Lesson: Page: 7 Notes (3) Depends on relative physical strength or parties. (a) Physical disparity between per-sons acting in self defense,and his attacker,is one of the cir-cumstances having a bearing on whether or not excessive force was used in self defense. (b) May use deadly force where per-son attacked is much weaker physically than assailant,
e. Retreat (1) Generally, one who is assciled may meet force with force without re-treating so long as he uses such force as is necessary, even though he might, with absolute safety, avoid the thieatened injury or bodily harm by retreating.
(2) Except, when taking life.of assail-ant, some jurisdictions require assault to be of a felonious nature befora the retreat requirement is waived.- (Forexampic,anassault with a deadly weapon in an attempt to steal.) II-B-70
~~~~. ~ . .~~~~
~~~~SNM Guard Training Unit: CIVIL LIABILITY- Lesson: Page: 0 Notes~~~~
~~f. Prevent Attack Some states allow you to attack if it appears an assault is imminent. However, generally, an actual attack must have begun. )~~
-l
2. Defense of Property

a. Generally --
l (1) May act in defense of property i 1 against an unlawful withholding j thereof. (2) The defense of the property of j another by a person who is under a duty to protect it may serve as l justification for an assault. 1 (3) To justify a resort to forcs in defense of property, the danger should be such as to induce one exercising reasonable and proper judgment to interfere to prevent consummation of the injury. (4) Use of dangerous weapon is exces-sive except in defense of dwelling. II-B-71
SNM Guard Training 9 Unit:_ CIVIL LIABILITY Lesson: Page: Notes (5) Query--if the theft of dangerous property would endanger life of innocent persons, is it reasonable to use deadly force to stop it? (For example, the theft of radio-active material.) Answer--probably yes, but the theft of the property also would amouni, to a felony and you may be able tp use deadly force to prevent a felony. See below.
~~~~b. Home (1) Right to defend home is given as well as right to evict trespassers.~~~~
(2) A person assaulted in his home may meet force with force. (3) May use deadly force only if rendered necessary by exigency of attack. (4) May use deadly force generally against one who outwardly intends or endeavors by violence or surprise to conrnit b~urglary,
~~~~c. On business of office premises the : r.e principles apply as apply to your owe home.~~~~
I:-5-72 1
SNM Gunrd Training _ Unit: CIVIL LIABILITY Lesson: Page: in-Notes
~~~~d. Against trespassers (note difference fromburglars)--trespasserswouldinclude someone climbing on or tampering with a motor vehicle.~~~~
~~~~(1)_ Generally l (a) No right to use force to punish trespassers. (b) No right to wound trespasser to eject him unless acting in self~~~~
~
defense, (c) Only such force as is reasonably f necessary to eject the trespasser. l (2) Notice--before usin? force to expel a trespasser, must give him notice to l leave unless it -is a violent ent.ry. l
~~~~e. Pennissible Degree of Force j~~~~
(1) May only use such force as appears reasonably necessary for that pur-pose and must stop short of endan-gering the life of the adversary or of putting adversary in danger of suffering great bodily harm, i l II-B-73
SNM Guard Training Unit: r.IVIL LIABILITY Lesson: Page: 11 Notes (2) Must first use moderate means before resorting to extreme measures in de-fense of property. (3) May not use force for protection of property after the necessity for such protection has passed (i.e., the fleeing tamperer).
f. Booby traps--generally, not permissible to be used to protect property.

3. Defense of third parties--not criminal where unintentionally done in making a justifiable assault.

4. Accident--see Civil Liability section--same rules apply.

5. Arrest--see Civil Liability section--same rules apply.
~~~~C. Civil Liability~~~~
1. Generally --

a. Criminal cases impose a higher emphasis on requirement that the assault be with the intent to do harm.
Il-B-74 1 l
l SNM Guard Training l Unit: CIVIL LIABILITY Lesson: Page: 12 Notes
~~~~b. Thus, negligence in causing harm by t~~~~
~~~~assault may not expose one to criminal liability where it may expose one to civil liability.~~~~
2. Self Defense

a. Generally --
(1) A person may use force against another person to protect himself from bodily harm which be believes will result,from conduct that is app 6rently intended to cause injury or is such as to put him in appren-hension thereof. (2) Also, generally, need not wait until the other has struck or is actually assaulting him or wait until the nature and method of attack are fully developed before he may resort to self defense. II-B-75 e
SNM Guard Training Unit: CIVIL LIABILITY Lesson: Page: 13 Notes NOTE: Whereas criminal liability requires a higher degree of ill will or wantonness before the defendant can be considered liable, the civil liability relaxes the requirement for appre-hension of danger. Thus, someone may be quilty criminally of assault for acting be-fore the danger has become obvious, whereas a civil liability may not be incurred in the same circumstances,. Conversely, however, someone may not be held liable criminally for assault where he has only acted negligently whereas he may be liable civilly,
~~~~b. Kind of Danger Required (1) Where act of self defense amounts to homicide or serious bodily harm, the threatened danger must be such that serious bodily harm or death is threatened.~~~~
(2) Where deadly force is not used as self defense the degree of danger J need only amount to a fear of some bodily injury. II-B-76 l ^ . I
SNM Gunrd Training Unit: CIVIL LIABILITY Lesson: Page: 14 Notes (3) In either case the danger should be imminent. Threats alone are not enough. There must be some overt act from which it may be inferred that the threats will be carried out. (4) Termination of danger--terminates the right to assault in self defense,
c. Reasonableness of Belief in Danger (1) Belief that other party intended bodily harm will not support self defense unless it was such a belief as a reasonable person of average prudence would have entertained under similar circumstances.
(2) Danger need not actually have existed. It is sufficient if it was reasonably believed to have existed, even where 1 such belief later turns out to have been mistaken. (3) The defendant's own judgment as to reasonableness of belief of danger is not the determining factor, but rather, what would an ordinary person under these circumstances believe is reasonable. II-B-77 L- - -
SNM Guard Training Unit: CIVIL LIABILITY Lesson: Page: 15
)
Notes NOTE: The difference between this and criminal liability. Under criminal liability the test is the reasonableness of the defendant's 3 belief under the circumstances whereas here it is based upon what an ordinary person would believe is reasonable. t
~~~~d. Justifiable Amount of. Force (1) Generally, may use that force wnich under the circumstances of the case appears reasonably necessary to prevent impending injury.~~~~
(2) Not probably excessive unless so r f much so as to appear to have been vindictive. ; l (3) Relative strength of the parties -l as affecting force used--difference ! ' of strength, sex, age, etc., may be considered. (4) Use of a Weapon (a) To use a weapon for reistance must have been in reasonable fear of lo'ss of life or great bodily harm. 11-B-78
SNM Guard Training l l Unit: rivil LIABILITY Lesson: Page: 16 Notes (b) Ge'nerally, not justified in using a weapon where attacking party is not armed.
e. Retreat Doctrine Generally, in cases of civil liability, ought to have retreated, especially where dangerous weapons were used in defense.

3. Defense of Property

a. Generally (1) Owner has a right to defend property against aggression'and may use force to do so. t
! (2) Intrusion must be wrongful or done in such a marsner as to cause owner i to reasonably believe it is wrongful ; and owner reasonably believes that intrusion can be prevented only by r immediate infliction of an assault. (a) Must use reasonable means to repel. j l (b) Must first have requested intruder to desist. Il-B-79
SNM Guard Training Unit: CIVIL LIABILITY Lesson: Page: 17 Nctes (3) Only a reasonable force and not a deadly force in defense of personal property. Deadly force is not usually justified unless necessary to prevent a felony,
~~~~b. Defense of Property of Third Party (1) The defender is in the same position as the owner of the property pro-vided he is under a legal duty to protect it.~~~~
~~~~(2) Also, where defender is agent of owner.~~~~
c. Defense of Property Against a Trespasse*
(1) May commit an assault to eject a trespasser. (2) A person lawfully on the property may be a trespasser if he remains on after requested to leave. (3) May only use as much force as is reasonably necessary to eject him. , II-B-80 4
SNM Guard Training Unit: CIVIL LIABILITY Lesson: Page: 18 Notes
~~~~d. Amount of force which may be used in defense of property.~~~~
(1) General rule--only as much force as is reasonably necessary to protect the property. (2) Relative strength of parties as well as age, sex, etc., may be considered in detennining amount of force. (3) Use of deadly weapon or force likely to produce serious bodily injury. (a) Generally, not justifiable in defense of property. (b) unless threat to property is accompanied by acts that amount l ' to assault on occupant, i.e., arson. (c) An exception--dwelling house that is occupied--occupant may use deadly force regardless of the threat to life. II-B-81
SNM Guard Training Unit: CIVIL LIABILITY lesson: page: 19 Notes NOTE: Criminal liability--you may use as much force as is necessary to repel the attack. Under civil liability you are not justified in using deadly force unless attack on pro-perty also threatens persons or it is a dwelling. (4) Booby Traps--not permitted. (5) Guard dogs--can amount to excessive force.
~~~~e. Notice of Aggressor (1) Generally, before using force to repel attack on property, must warn the intruder.~~~~
(2) Exceptions: (a) When he is forcibly intruding. (b) When he in engaging in a felony. (c) When warning would be useless. (d) When warning would be dangerous to the possessor of the property. 11-B-82
L SNM Guard Training i. Unit. CIVIL LIAPILITY Lesson: Page: 20 Notes (e) Property would be destroyed be-fore a warning could be given. (For example, someone about to throw a bomb on the property.)
4. Defense of Thira Parties Can act in aid of another, and an assault so committed is justified,1f it would have been justified if made by the person being rescued.

5. Accident

a. Accident is a good defense where assault is committed in performance of lawful act.

b. Therefore, when an innocent bystander is injured by a person lawfully defending himself (see above for lawfully defending) then the defender is not civilly liable.

6. Arrest

a. Generally, private person naking citizen's arrest is under s'ame privilege as law officer in using force to effectuate an arrest.
II-B-83
SNM Guard Training Unit: civil LIABILITY lesson: Page: 91 Notes
o. An arrest for a misdemeanor--you are not entitled to use shooting, killing or inflict bodily harm.

c. An arrest for a felony--may use deadly force here reasonable grounds to believe a felony has 'been comitted. (In citizen's arrest, should be a felony committed in his presence.)

d. May not use any more force than is necessary to effectuate the arrest.

e. Must inform the person that you are arresting him and what your are arresting ,
~~~~him for. IV. Homcide Defenses A. Arrest~~~~
1. Private Persons

a. Subject to same requirements as an officer making arrest.

b. May use as much force as appears necessary under the circumstances to affect the arrest, including killing.
4 II-B-84 l l
SNM Guard Tr:Ining t Unit: CIVIL LIABILITY lesson: page: 22 Notes
c. Must exercise ordinary caution in circum-stances where deadly force appears neces-sary without intending to take life, but if death results, it is justifiable,

d. May not use deadly force against a mere subject.

e. May be criminally liable if he did not in fact have reason to arrest.

2. Police Officers Authority

a. May only use as much force as reasonably necessary to make arrest.

b. Felonies--may use all the force necessary to overcome resistance.
(1) Mut be able to demonstrate that he tried in good faith to make the arrest without daadly force. , I (2) Degree of offense is not the deter-mining factor, but rather the degree of resistance by arrestee.
\
(3) Must have actually comitted felony, killing not justified if it turns out suspect had not committed it. II-B-85 I l l
SNM Guard Training Unit: CIVIL LIABILITY lesson: Page: 23 Notes (4) Some federal jurisdictions and some states require that a life must actually have been in danger, in cases of civil liab,i -. y .
~~~~c. Misdemeanor (1) No right to kill in arre', ting for misdemeanor.~~~~
~~~~(2) No right to use force likely to result in death,~~~~
~~~~d. If arrestee resists in such a manner as to threaten life of arresting officers, they may use deadly force regardless of crime being arrested for.~~~~
~~~~B. Self D+.fense~~~~
1. Generally - See roles relating to assault. ,

2. Existence of necessity to take life.
. a. The right to take a life ' (1) In self defense exists only in ex-tremity where no other practicable means to avoid the threatened harm are apparent to the person resort-ing to the right.
~~~~II-B-86 ! e s y~~~~
~~~~- =. . .- , . -~~~~
l SNM Guard Training i Unit: CIVIL LIABILITY lesson; page:. 24 Notes (2) Must have been, or reasonably to have believed to have been in im-minent danger of death, or great bodily hann. (3) Must have had no other means of avoiding death or injury, no avenue of escape open,
~~~~b. Belief of Slayer (1) It is the apparent rather than the real necessity of taking another's life which determines whether the killing was justifiable.~~~~
~~(2) The danger however - if not real, must bear all resemblances or reality or be manifestly so apparent as to l l cceate a reasonable belief of im-peiding danger to life and limb.~~
~~~~c. Reasonable of Belief of Hecessity I~~~~
(1) Must be reasonable grounds for the l belief of inninent danger. II-B-87 l
SNM Guard Training i
~~~~R #BRI" 25 Unit: . Lesson: Page:~~~~
Notes (2) If acting in good faith with rea-sonable judgment and discretion, it will be justified, even though in error. (3) May act on appearances of danger and will not be liable for mistake if actual extent of danger lies where attackers' weapon turns out to be unloaded.
~~~~.(4) Standard for determining reason-ableness.~~~~
(a) What the slayer believed under ! the circumstances. (b) Must be what a reasonable man, under the circumstances (from appearances and the actual state of things surrounding him), would do.
~~~~d. Circumstances affecting necessity of taking life.~~~~
(1) Fear alone is not enough. (2) Must be some act or demonstration which induces belief that attacked person was about to lose life or suffer great bodily harm. II-B-88
SNM Guard Training i i CIVIL LIABILITY Unit:. LESSON: Page: 26 Notes (3) Actual assault need not have taken place. (4) Presenting, drawing, attempting to draw weapons would furnish appear-ance of necessity. (5) Can consider firearm loaded unless you know it is not. (6) An unarmed attack by several ar.- sailants may cause fear of life.
~~~~e. Words and threats as constituting nec'essi ty.~~~~
(1) Cenerally, mere words-or threats are not t,ufficient to cause great necessity. (2) Threats can be considered when coupled with other acts which, stand-ing alo1e, would not appear to con-stitutt necessity. (3) Threats must have been communicated to defender.
~~~~f. Other Factors Affecting Necessity (1) Character or intoxication of as-sailant.~~~~
II-B-89 l
SNM Guard Training 27 ! CI m LIABILIM- l.eSson: Page: Unit: Notes (a) If accused knew of character it can be considered. (b) Intoxication of defendant can never be considered as circum-stance increasing necessity. (2) Courage or coward of defender is considered in some jurisdictions but general standard is whether the , defender's belief of necessity was reasonable. (3) Relative size and strength of defender and deceased. (a) Can ce considered !n determining reasonableness of defenders conduct. 4 (b) Can also be considered in deter-mining if defender could have subdued his assailant without killing him.
3. Duty to Avoid Necessity of Taking Life

a. In General II-B-90 1- .
SNM Guard Training I I I Unit: civil LIABILITY Lesson: Page: 28 Notes (1) Defender must have employed all means in his power, consistent with l his own safety, to avoid danger and avert the necessity to take another's life in order to protect himself. 1 (2) Duty to avoid assailant; one is not required to deviate from his or-dinary course of business or events in order to avoid contact with a potential assailant. (3) May bear arms in anticipation of I attack, but may not seek out and
~~~~" ambush" potential assailant.~~~~
~~~~a. Retreat (1) Generally (a) A difference in jurisdictions.~~~~
l (b) Common Law required a defendant to retreat "to the wall" before killing assai' ant. (c) Many jurisdictions have abandoned this theory. II-B-91
SNM Guard Training 29 Unit: civil LIABILITY lesson: _ Page: (2) Modification of Common Law Rule PJotes (a) If person assaulted without fault while.at a place he has a right to be and is put in rea-sonably apparent danger of losing life or great bodily harm, he may stand his grourd and repel force with force in-cluding the use of deadly force against his assailant. (b) Does not require the defender to try to find a way out when he is being assaulted. s (3) Where Retreat Would be Dangerous (a) Regardless of jurisdiction, not i required to retreat when it is not practical. (b) No required to retreat when it would put you in worse danger. (c) Not entitled to pursue the assailant if he retreats beyond point of present danger. (4) Where assailant is attempting to commit another felony (robbery, rape, arson, etc.), no need to retreat. II-B-92
SNM Guard Tr:Ining Unit: CIVIL LIABILITY Lesson: Pege: 30 Notes (5) Where attack is in one's own home no duty to retreat. l (a) Must still have reason tc be- a lieve life in danger. (b) Except when attack is from in-truder (See D below). (c) Curtilage is considered part of home for purposes of retreat doctrine. (d) Business considered same as a home for purpose of retreat doctrine.
~~~~c. Defense of Other Persons (1) Generally (a') Right and duty to protect a f spouse, child or other close relative.~~~~
(b) May apply to other persons whose ' lives are in peril, but right not as clear cut. (c) Must be in third person's pre-sence and not in vengence for violence already inflicted. II-B-93
SNM Guard Training 3I Unit: CIVIL LIABILITY lesson: Page: Notas (2) Circumstances justifying necessity (a) Must have been circumstances such as would have justified third person to have killed asssilant. (b) It is sufficient that circum-stances led defendant to rea-sonably believe that third per-son was in need of, and entitled to, defense. (c) Third person must not have pro-voked attack. (i) Concerned here with whether or not defendant knew that third person provoked I attack. (ii) Defendant is still enti-tied to reply on appear-ance that third person is in peril, unless circumstances would lead him to suspect that third person pro-I voked attack. II-B-94 m
l l SNM Guard Training T l Unit: CIVIL LIABILITY Lesson: Fage:_ 32 Notes
-d. Defense of Habitation (1) Generally (a) If an assault on a dwelling or an attempted forcible entry are made under circumstances as to create a reasonable c;yrehension that it is the design of the assailant to commit a felony or to inflict on the inhabitants a personal injury which may result ,
in 1.oss of life or great bodily l harm, and the danger that the design will be carried into exe- l cution is imminent and present, ! the lawful occupant of the dwelling may lawfully prevent the entry, even by taking the life of-the intruder. (b) Not automatically entitled to kill someone breaking into home. (c) Must be a reasonable belief that intruder intends personal harm or to commit a felony. (d) Once the entry has been com-pleted, must rely on under-lying principles of self defense II-B-95
SNM Gucrd Training Page: 33 Unit: CIVIL LIABILITY Lesson: Notes to determine if killing is justified. (2) Necessity to taking life to repel attack. (a) Same basic rules as apply when defending self from attack. (b) Danger must appear to be present and inaninent. . (c) Cannot use excessive force to repel intrusion. (d) Not required to nicely judge all the circumstances in moment of l excitement but are required to make a careful and proper use of your facilities under the circumstances to determine in good faith if reason exists to believe killing is necessary. (e) Intrusion in nighttine gives greater cause to believe life is endangered. II-B-96
l SNM Gucrd Training Unit: civil LIABILITY Lesson: Page: 24 Notes (3) What constitutes habitation - f generally only house, not cur- ! tilage too. l (4) Who is entitled to defend habitation. (a) Generally any lawful occupant. l l (b) Includes a renter or tenant. (5) Defense against intruder already in home. (a) Occupant has right to prevent infliction of a felony in his i home where life is in danger, but not entitled to kill intruder where felony already comitted. . (b) May use force to eject intruder, and if such ejection creates a danger to occupant's life may ' kill in self defense.
~~~~e. Defense of Property.~~~~
(1) Generally II-B-97
SNM Guard Training __ ,. . - - - _ _ _ _ - - - - _ = 1 36 Unit: CI * 'IABl'
~~~~Leccon: Page:~~~~
l BJotes (a) With the exception of a killing to prevent a felony (see below) killing to defend property generally not justified, e (b) Only when the danger to prop-erty also involves danger to
~~~~.he defendant (i.e., stealing a diabetic's insulin when there is no way to replace it is justified.~~~~
~~~~(c) Killing of a mere trespasser, where life is not endangered is not justified. (2) Killing to prevent theft or robbery (See below)~~~~
f.
~~~~Killing to Prevent a Crime (1) Generally (a) Killing to prevent a forcible or atrocious crime is justifiable.~~~~
(b) But only when'a matter of nec-essity and when all other methods of preventing the crime are exhausted. II-B-98 1 I l
A ,,sL J - 4 sd --m,w r -.' J SNM Guard Training l Unit: cIm LIABRIM lesson: Page: Notes (c) It is sufficient if the crime appears real even though it may not in fact be so. (d) If crime is abandoned may not kill perpetrator in pursuit. l 1 (2) Character of crime (a) Limited to crimes committed by forcible means, violence and surprise, for example: murder, robbery, burglary, arson, rape, etc. t (b) Not applicable to simple thef t, larceny, etc. l (c) Not applicable to misdemecmors, NOTE: There still appear to be some jurisdictions ! that authorize a killing to prevent any felony and also to prevent any trespass on one's land. Some jurisdictions recognize an absolute right to kill when arresting for a felony. However, most jurisdictions appear to be abandoning these positions or modifying them to include only those situatioris where life is actually l in danger. This manusi follows what is believed to be the most accurate in the law II-B-99 , 4
SNM Guard Training Unit: CIVIL LIABILITY lesson:_ page: 37 Note-and considering the purpose tnereof would recommend the use of force likely to produce death to only those situa-tions where circumstances reasonably appear to be that life is in danger unless such force is used. V. Liability for Coming to the Aid of an Officer A. No liability if arrest was legal and was made in i a legal manner. l 1 B. Where Citizen Acts l
1. In Good Faith

2. Known Public Officer

3. In response to call for assistance. He has same protection as officer has, even if arrest late turns out to have been illegal.
~~~~C. Presence of Officer~~~~
1. Officer must be physically present, or

2. Citizen acting in con ~ cert with or under direction of officer.
II-B-100 l
SNM Gucrd Training CIVIL LIABILITY Unit: Lesson: Page: '38 Notes
0. Request for Aid

1. Citizen could reasonably interpret officer's actions as calling for aid.

2. No precise words of' command are required as long as direction for assistance is evident from the language employed.

3. Request in citizen's presence.

4. Mode of request is immaterial as long as otiject is to. require a,ssistance.
~~~~VI. Areas of Liability J A. Official status of persen requesting aid, unknown.~~~~
1. Citizen acts at his own peril where official capacity unknown.

2. Should make diligent effort .o determine official capacity.
B. Where person assisting officer is person who instigated the complaint, he is liabic in event arrest is'later shown to have been unlawful. 1 II-B-101 l l
SNM Guard Training l Unit: CIVIL LIABILITY lesson: _ Page: 39 Notes C. Where citizen has reason to believe arrest is unlawful or without authority, he acts at his , own peril. D. Citizen liable for use of excessive force same as officer. 1 / 9 II-B-102 i
+
SNM Guard Training l Examination Student: Date: Unit: CIVIL LIABILITY Lesson: I 1 II-B-103
SNM Guard Training _ _ _ = _ _ . . ... _
l. Define: negligence

2. Define: reasonable man

3. Li.st the characteristics of the reasonable man.
1. 2. 3. 4. ( 4 Give an example of how you might incur liability connected with assault and battery. II-B-104
SNM Guard Training
5. Give an example of how you might incur liability connected with homicide.

6. If someone requests your aid and you are not sure if he is a police officer but you help him make an arrest, could you have a liability problem? Explain your answer.
l l I II-B-105
SNM Gunrd Training Classroom /Cognative Evaluation INSTRUCTIONS: MAKE ONE TALLY MARK FOR EACH OCCURRENCE, YOU MAY EXPLAIN MARKS FURTHER. Unit: CIVIL LIABILITY Date: Lesson: Evaluator: Alphabetical Student List 51 S2 S3 54 55 S6 S7. S8 59 S10 S11 S12 513 St4 515 I Area of Concern Noted: d (1) Unable to answer Question in classroom. (2) Faits to ask questions .e but doesn't understand, (31 Enters discussion with incorrect concept, (4) Will not enter into class discussion freely
~~~~15) Was wroM. re4nstructed and still f ails to grasp.~~~~
~~~~(6) Unable to apply concept to hypothetical problem, (7) Displays temper cuickly. or is argumentative.~~~~
~~~~18) Dishonest, lies. bluffs or will not admit error.~~~~
~~~~(9) Attitude toward others or class material. l I~~~~
~~~~00) Alertness, quickness.~~~~
keeps up with class. 111) Other Evaluator Explanation: trefer to area. number and student number) Distribution: Original to instructional unit file. Cooy to student personnei fae. Il-B-106 l 1 1 g
1
~~~~.4 SECTION 19 UNIT TITLE: REPORT WRITING t~~~~
1 II-B-107 1
SNM Guard Training instructor Copy Unit
~~~~Title:~~~~
~~~~REPORT WRITING Lesson~~~~
~~~~Title:~~~~
~~~~II-B-108 I~~~~
~~~~~.. . _ . - - .~~~~
~~~~I L l Sihlh4 (3uard l' raining ! l f 4 I i~~~~
~~~~!!3]fflC)[36!S.~~~~
The purpose of.this hour is to improve the report writing of the student. ' Included should be a section on field note taking. A section_on the quality of reports. The_ final section should have the students write a short incident report. I 1 l l Elettra,vicargal (;!ajectistens l
1. - Student will be'able to list the advantages to field note taking. !

2. The student will be able to list the quality of a good report. *

3. The student will be able to list _the questions a report should answer.

4. The student will be able to write an incident report.
II-B-109
SNM Guard Treining Page: I Unit: REPORT WRITING Lesson: Notes I. Introduction - A. This course is designed to be taught in two parts. B. Part 1 should be a 30-minute lecture. C. Part 2 should be to write an incident report from the facts contained in Section VI. l
~~~~.II. Purpose -~~~~
~~~~A. To make supervisors and fe,110w workers aware of all events. B. To convey your ' experience, in written form to someone who can then act.~~~~
~~~~1. The only way supervisors can be aware of what takes place on the road ., through ,~~~~
~~~~your report.~~~~
~~~~2. Since you don't have much contact with your supervisors - reports will be one way to impress a supervisor.~~~~
III. Field Note Taking - A. Information committed to memory is soon fargotten. II-B-110
SNM Guard Training Unit: REPORT WRITING LESSON: Page: a Notes
~~~~1. An event may occur while you are on the road - if you try to write a report from memory, a week later, you will leave out ,~~~~
~~~~information.~~~~
~~~~2. If your are involved in an event where an arrest takes place - you may be called ,~~~~
~~~~_upon at a much later date to testify - notes will aid you to be accurate. B. Notes are permanent.~~~~
1. Notes should be taken.at the time an incident occurs.

2. Clarity and completeness are fundamental to note taking. .
~~~~C. Notebook~~~~
1. A bound or loose-leaf

2. 3 x 6 inches l
I
3. Can be carried in top shirt pocket.

4. Save Notebook

5. Identify all entries with dote, time and location.
II-B-111
SNM Guard Training 1 I Unit: REPORT WRITING Lesson: Page: 3 i Notes ) i IV. Writing the Report
}
~~~~A. Gather the Facts i j~~~~
1. As soon as the incident occurs

2. Should be recorded in your notebook B. Outline

1. A device to assure a good organization of thought.

2. Outline make one job of writing easier

3. A good report should answer the questions FIG. 64

a. Who? - was involved j i

b. Where? - did it take place

c. When? - did it take place

d. How? - did it take place

e. What? - took place

f. Why? - it took place II-B-112 l
~~~~SNM Guerd Trcining Unit: REPORT WRITING Lesson: Page: 4 Notes V. Quality of Reports FIG. 64 A. Is the report complete?~~~~
1. Does it answer all the questions the reader may have in mind.

2. Does it contain partially stated facts B. Is the report concise?

1. Your report should be brief enough to be useful

2. The longer the report, the less likely it will be read I

3. Eliminate unnecessary words I
~~~~C. Is the report clear?~~~~
1. Your ideas should be conveyed without any misunderstanding on the part of the reader.

2. Use words that are specific, definite and correct.

3. Keep your sentence structure simple and to the point.
II-B-113
SNM Guard Training Unit. REPORT WRITING Lesson: Page: 5 Notes D. Is the report correct?
1. Should have correct information at hand.

2. Check spelling, grammar and punctuation.
MI VI. Practice Report - A. Put overhead on or display figure or handout B. Student should hand in completed report C. Overhead 4 While driv'ing down the road you notice a green FIG. 65-dids 1976 License #94-2510 IA. This car is r j occupied by two white males. The reason you noticed this car was because it passed you twice. When you stopped for gas I hour later, you i noticed this car again. It was parked next to a green pickup truck, a 1968 Ford License
#62310 f10. , occupied by a black male and a white female. The passenger of the car came over and asked what you were hauling. He said it must be important because he heard you talking to a woman on the C.B. about having guns with you.
When you toic him you didn't know what was in the truck, he lef t. You again observed this car 24 hours later as you were pulling in a security area to drop your load. When you noticed the 11-B-114
SNM Guard Training l Unit: REPORT WRITING 1.esson -- Page: 6 . Notes vehicle it was next to a blue station wagon License i
~~~~#36-3251 NEB. which was being driven by a temale who was accompanied by (4) four children. !~~~~
~~~~l I~~~~
~~~~l i~~~~
1 a 'I II-B-115
l SNM Guard Training l l Examination ! l Student: Date: Unit: REPORT FRITING Lesson: l i 1 II-B-ll6
SNM Guard Training ' l __ m __ _ ~ --
l. Why should you take careful field notes?

2. List the four C's of a good report.
1
~~~~3. What questions should a good report answer? I l~~~~
l l II-B-ll7 I l 1 1 l l
SNM Guard Training : Classroom /Cognative Evaluation l 1 INSTRUCTIONS: MAKE ONE TALLY MARK FOR EACP OCCURRENCE. YOU MAY EXPLAIN i MARKS FURTHER, l Unit: REPORT WRITING Date: ! Lesson: Evaluator: kphabetical Stadent List S1 S2 S3 54 55 56 S7. 58 59 S10 S11 512 513 Sid 515 I L I t Area of Concern Noted: (1) Unable to answer QJestion in classroom, (2) Fails to ask cuestions f but doesn't unce7 stand.
~~~~13) Enters discussion with incorrect concept.~~~~
141 Will not er ter into c. ass i discussion freely. ' (Si was wrong. re-instructed and still fa'is to grasp. r 4 i6) Unable to apply cor cept to hypcthetical prst.'lem.
=7) DrsD:Jys temper qsickly, D' :s argumer tative. ]
(B) Dishonest. Ges. bluffs [ j ] or wt i l not admit error l 1 (3) At*JtWe towFC Other$ or class material. (10) Aler*. ness, quickness, keeps up with class. 1111 Other Evaluator Explanation: trefer to area number and student number) . Otsinbution: Original to instructional unit hie Copy to student personnei file. 4 II-B-118
~~~~. . ~ - . .. . -.. . . . . - . . -.- -. -~~~~
~~~~1 i I. A-Report Should Answer '~~~~
~~~~l. Who? -~~~~
~~~~Was Involved i~~~~
~~~~2. Where? -~~~~
~~~~Did It Take Place~~~~
~~~~3. When? -~~~~
~~~~Did'It Take Place 4 How? - Did It Take Place~~~~
~~~~5. What? -~~~~
~~~~Took Place~~~~
~~~~6. Why? -~~~~
~~~~It Took Place II. Four C's Of A Good Report~~~~
1. Is The Report - COMPLETE?

2. Is The Report - CONCISE?

3. Is The Report - CLEAR?

4. Is The Report - CORRECT?
l l l I 3 k II-B-119
__ . . . - - - ._.= __ While driving down the road you notice a green Olds 1976 License #94-2510 IA. This car is occupied by two white males. The reason you noticed this car was because it passed you twice, i i When you stopped for gas (1) hour later, you noticed this car again. It 1 was parked next to a green pickup truck, a 1968 Ford License #63210 M0., occupied j by a black male and a white female. The passenger of the car came over and asked what you were hauling. He said it must be important because he heard you talking to a woman on the C.B. about having guns with you. When you told him you didn't know what was in the truck, he lef t. You again observed this car 24 hours later as you were pulling in a security area to drop your load. When you noticed the vehicle it was next to a blue station wagon License #36-3251 NEB. which was being driven by a female who was accompanied by (4) four children. l Il-B-120
l
~~~~!. A REPORT SHOULD ANSWER~~~~
~~~~1. WiiO? -~~~~
~~~~WAS INVOLVED~~~~
~~~~2. WHERE? -~~~~
~~~~010 IT TAKE PLACE~~~~
~~~~3. WHEN? -~~~~
~~~~DID IT TAKE PLACE i 1~~~~
~~~~4. HOW? -~~~~
~~~~DID IT TAKE PLACE l~~~~
~~~~5. WHAT? -~~~~
~~~~TOOK PLACE WHY? - IT TOOK PLACE II. FOUR C's OF A GOOD REPORT~~~~
1. IS THE REPORT - C_Of9_LETE7

2. IS THE REPORT - C,0NCIJE?

3. IS THE REPORT - CLEAR?

4. IS THE REPORT , CORRECT 7 l
Figure 64. Report Writing, No.1 II-B-121
WHILE DRIVING DOWN THE ROAD YOU NOTICE A GREEN , 1 OLOS 1976 LICENSE #94-2510 IA. Til!S CAR IS OCCUPIED CY Tuo WHITE t%LES. Tile REASON YOU N0ilCED Tills CAR WAS BECAUSE IT PASSED YO!' TWICE. l WhEN YOU STOPPED FOR GAS (1) HOUR LATER YOU j NOTICED THIS CAR AGAIN. IT WAS PARKED NEXT TO A GRELN PICKUP TRUCK, A 1968 FORD LICENSE #63210 NO., OCCUPIED BY A BLACK MALE AliD A WHITE FEMALE. THE PASSENGER OF THE CAR CAME OVER AND ASKED WHAT YOU WERE HAULING. HE SAID IT ff)ST BE IMPORTANT BECAUSE HE HEARD YOU TALK :,G TO A W0riAN Ci; Tile C.B. ABOUT HAV!f.G GU;45 WITH YOU. MIFH YOU TOLD HIM YOU DI9ti'T K:10W WHAT WAS IN THE TRUCK HE LEFT. YOU AGAIN, OBSERVED THIS CAR, 24 HOURS LATER AS YOU WERE PULLING I:1 A SECURITY AREA TO DROP YOUR LOAD. WHEN YOU NOTICED THE VEHICLE IT WAS NEXT TO A BLUE STATION WAGON LICENSE #36-3251 NEB. Wil!CH WAS BEING DRIVEN BY A FEMALE WHO WAS ACCOMPANIED BY (4) FOUR CHILDREN. 1 l Figure 65. Report Writing, No. 2 11-B-122 l
I j .- a 5 t .f SECTION 20 l f UNIT TITLE: STRESS l 1 4 ) i j 1 3 a 3 i .I 1 i l l i 1 i e i J II-B-123
SNM Guard Training Instructor Copy Unit
~~~~Title:~~~~
~~~~STRESS Leeson~~~~
~~~~Title:~~~~
l l II-B-124
SNM Guard Training Synopsis The general purpose of this hour is to gair an appreciation for stress as a phenomenon which exists in daily living. In addition, students may be exopsed to major symptons of stress which may be idar.tified in self and others and develop some techniques to reduce stress which my result from on and off job experiences. Behavioral Objectives
1. The student will be able to describe the sp ptoms of stress.

2. The student will be able to recognize the symptons of stress in himself.

3. The student will be able to describe some techniques for relieving stress both on the job as well as off the job.

4. The student will be able to describe where to seek help if stress reactions become severe.
II-B-125
SNM Guard Training Unit: STRESS Lessen: Page: 1 Notes I I. General Description of Stress i To a scientist, stress is any action or situation that l places special physical or psychological demands upon a person--anything that can unbalance his individual equilibrium. i And while the physiological response to such demands is sur-prisingly uniform, the forms of stress are innumerable. A divorce is stressful, but so is a marriage. Getting fired is stressful but so is getting a promotion. Stress may even be all but unconscious, like the noise of the city or the daily chore of driving a truck. Perhaps the one most inconteste able statement that can be made about stress is that it belongs to everyone--to businessmen, to professors, to mothers, to their children, factory workers, truck drivers, and SNti guards. In other words, the keyed-up feeling is part of the fabric of life. Our first real scientific evidence concerning. stress was developed in the 1920's by a physiologist by the name of Walter Cannon. In experiments with cats and dogs, Cannon proved that a complex animal body exhibits a single fundamental pattern of response to any challenge to'its equilibrium. The response will vary in its force, depending on how important the challenge is perceived to be. But the response will always follow the same general pattern. Dr. Cannon theorized that an animal or primitive man, faced by an enemy, will either prepare for combat or flee to safety; Cannon called this basic response to stress a
~~~~" fight or flight pattern." This stress response begins in the very center of the brain, in the hypothalamus, a bundle II-B-126~~~~
l SNM Guard Training Unit: STRESS L.esson: Page: 2 Notes of nerve cells that is no bigger than the tip of the thumb. It is a complex bundle. Among its nany functions are the ' regulation of growth, sex, and reproduction. It also helps to stimulate such emotions as fear, rage, and intense pleasure which in some degree almost invariably accompanies stress. In directing the basic physiological changes involved in stress, the hypothalamus acts in two ways. First, it controls the autonomic nervous system, which regulates the involuntary activities of the body's organs. Sccond, it activates the pituitary gland, which in turn orders the release of chemical ; messengers, or hormones directly in the blood stream. In some ways the two systems, nerves and hormones, reenter each other to produce powerful, unmistakable signals; and yet they also calance and check each other to keep the body from i running out of control. Taken together, they alter the func-tion of almost every part of the body. 1 I To begin with, many muscles of the body tense.and tighten I at the command of the autonomic nerves. Breathing becomes ; I deeper and faster, the heart rate rises, blood vessels con-strict raising the blood pressure and alnost completely closing the vessels just under the skin. The muscles of the face may contort in expressions of strong emotion; those of the nostrils and throat force these passages wide open. But other muscles suspend their function: the stomach and intes-tines temporarily halt digestion, while the muscles controlling the bowels and the bladder loosen. Perspiration increases, while the secretion of saliva and mucous decrease. The sense organs sharpen perception: in the case of the eye, for l II-B-127 l
SNM Guard Training 3 Unit: STRESS Lesson: Page: Notes example, psychologists discovered in the late 1960's that pupils, which open and close to adjust vision to suit available light,
~~~~' dilate involuntarily during the stress response, even when the intensity of external light does not increase.~~~~
Finally, autonomic nerves directly stimulate adrenal glands to release the hormones that generate that giddy exuberance f mixed with anxiety that is felt when the adrenalin is flowing, These same homones have an effect on the circulatory system and result in elevating heartbeat and blood pressure. These
'homones signal the spleen to release more red blood corpuscles, they enable the blood to clot more quickly and the bone marrow to produce more white blood corpuscles. The red blood cells carry oxygen that consume food substances to produce energy; to give this oxygen more fuel to burn, the adrenals increase the amount of fat in the blood and stimulate the liver to pro-i duce more sugar.
All these signals, conveyed by nerve impulses.and chemical surges, put the body in fighting trim; setting up behavior that is marvelously directed to meet any kind of a physical threat. Essentially, the body prepares for quick decisions, 2 vigorous action and defense against injury. Hearing and smell become more acute and the dilation of eye pupils permits extra light for more sensitive seeing; in these ways vital informa-tion about the outer world is gathered. Faster breathing brings in more oxygen, mucous membranes of the nose and throat shrink to widen these passages for easier air flow, in the body, the increased heart rate pumps extra blood with its richer loads of fuel and oxygen to the brain, lungs, and muscles; the resulting jump in energy production provides ; l II-B-128
SNM Guard Trcining l 1 Unit: STRESS Lesson: Page: 4
)
Notes strength for fight or flight. But blood leaves the vessels ' near the skin, and its clotting time shortens so that less blood will be lost if the body is wounded: a further precaution is the rapid proliferation of white blood cells, which counteract ) infection. Meanwhile, the skin perspires to flush out wastes , and cool the overheating system by evaporation. And the body conserves its store of energy for top priorty tasks.when it temporarily shuts down activity that are not needed for fight ) or flight, Digestion stops, the hunger inducing flow of saliva slows and the bowels and bladder relax. The alarm reaction of fight or flight apparently evolved over millions of years and serve our stone age ancestors admirably. The alans reaction of fight or flight made them ready in a flash to combat at peak efficiency or to run away, i depending upon their evaluation of the odds. Moreover, physi-cal exertion of the hunt served to burn up accumulated fuoi and so released emotional tension; the hunters could return to camp with pleasantly tired bodies and feelings of satis- ) faction of triumph. But once men settled down in complex l regulated societies, they found that neither the challenges nor the ways of meeting them were quite so simple. For thou-sands of years, it has not been considered good form to club a competitor over the head or to run away from him in any cowardly disgrace. Some parts of the stress response are almost comically inappropriate to modern situations: it does not help a businessman sweating over a budget to have super I acute hearing or quick clotting blood. l II-B-129 l 1 1
SNM Guard Training Unit: STRESS Lesson: page: 5 Notes Most people have learned to adjust their behavior to the everyday strains of life, dealing with it the best they ca.i with mortgages, and memos, and mothers-in-law and whether or not they can afford another vacation at the lake. In other words, they stay within a particular adaptive range. Blood pressure may rise when the monthly bank statement arrives, mixed up a little more than momentary anger. Yet, stresses pile up and can push behavior over the adaptive range. Oddly, , j there is also a bottom limit to this range and too little stress also has profound effects. When the needle on the strain gouge goes either too high or too low, there will be trouble ahead. II. Recognizing Stress Symptoms in Self and Others As anxiety mounts and the needle approaches the danger zone, unwelcome symptoms can appear. When an individual is ' faced with the state of overload--with information piling j up faster than the mind can process it and no apparent
~~~~solutions--his ability to improvise deteriorates, and his l~~~~
behavior regresses to simplier, more primitive responses sunrioned up from the past. A cautious person, under stress, l becomes even more cautious. A person who typically flees will be more likely to flee, that is, either actually or symbolically. Psychologists classify these reactions as avoidance, or denial reaction--all essentially ostrich like, of ten dangerous attempts to pretend that a problem does not exist or that it will go away very soon. However, if a II-B-130
1 SNM Guard Training I l Unit: STRESS lesson: page: 6 l Notes person is a gambler by nature, he will gamble; if he is a fighter he will fight. In a crisis, each apparently falls back on a solution he knows best. ! Gentlemen, you are currently being trained in a tense job I that may cause disease. The medical records of specialists who are in occupations involving high stress, suggest that l the incidence of diseases sucn as high blood pressure, diabetes, { l and peptic ulcers are far more common. This phenomenon is called a conversion symptom and it has obvious value to the ) individual who suffers with it. You see, his sickness removes f him from a situation he cannot handle and at the same time, ) permits him to see himself not as a malingerer or one incap-able of solving his problems, but simply as a person who is sick, Many sufferers begin to relish their ney! role and the attention, affection, and protection that they receive. And their retreat into a " sick row" can prove a convenient, though largely unconscious, solution not only for the person, but also for the people around him. A troubling or unacceptable mental state is transformed into a socially acceptable physical illness and everyone can concentrate on getting the patient well. But when sickness becomes an habitual defenso mechanism, a way of transforming recurrent psychological problems into treatable physical ones, still another psycho-somatic disorder can appear; that is, the person becomes a chronic hypochondriac. Now let me summarize some of the symptoms that you may recognize in yourself or you may recognize in others which are indications that the stress is becoming intolerable. II-B-131
SNM Gunrd Training ... Unit: STRESS Lesson: Pata.
?
~~~~Notes~~~~
~~~~1. That person bristles with the barely governable rage that seethes so often just below the surface.~~~~
~~~~Among the signs of this inner turmoil are things like a clenched fist or table pounding, various j nervous ticks, and grinding teeth.~~~~
~~~~2. The chronic hurrier who incessantly strives to accomplish too much in the amount of time '~~~~
~~~~generally alloted for these purposes. That person who seems to be in a state of urgency all the time.~~~~
3. The tendency always to compete with, or to challenge other people, whether the activity consists of a sporting contest or a game of cards or a simple discussion.

4. An exasperated dawdler who despises to wait in l l
~~~~a line or to wait to be seated in a restuarant.~~~~
~~~~5. Striving to think of or do two or more things simultaneously, thus doing both things poorly. l l~~~~
These people generally strive to accomplish toimuch or to participate in too many activi-ties, trying to stuff more and more into less and less time. In an attempt to save time, they create deadlines that doesn't exist, become obsessed with numbers and quantities rather than quality as a measure of success. Many have an aggressive drive that borders on II-B-132
i. SNM Gucrd Training Unit: STRESS Lesson: Page: 8 Notes habitual hostility. T. hey generally have few hobbies or diversions outside their work, feel almost guilty when they relax. Significantly, they also abuse their bodies. They tend to eat rich food, smoke and drink more than the average and consider regular physical exercise boring and a waste of time. III. Techniques For Relieving Stress Almost everywhere, countless men and women suffering from undefined worries and tensions reach for familiar home remedies. Such things as a martini or a glass of wine, a cigaretta, a ' soothing piece of apple struedel or chocolate cake, and most of all in our culture, pills, pills, pills are the most comon remedies. None j of these home remedies are particularly effective and all of them, each and every one, has a negative side effect. Therefore, these techniques are to be avoided both on the job as well as off the job. Now that I have told you what not to do, let's look i at some of the more appropriate approaches to stress control. Perhaps the most basic of all stress relief measures, and one the doctors are forever advocating to their patients, include a certain amount of regular, honest physical exercise, along with a diet that does not lean heavily on sugar, starches and fats. Il-B-133
SNM Guard Training Unit: smss Lesson: Page: Notes Although the physical effort of exercise has always provided relief from stress, it has only recently been undertaken for that purpose. Daily work was once largely physical, and respite from muscular labor has brought free time. Now that exercise is no longer so necessary for earning a living, it joins the many other activities (amusements, hobbies, vacations, travel) that are pursued for their own value as safety values to let off the pressures of everyday life. The need for outside interests is great for everyone no matter what your daily task happens to be. Activities which seem to be especially good are walking, swimming, bicycling, gymnastic exercises, fishing, gardening, almost any solitary kind of activity where relatively large amounts of physical energy are expended. Developing and maintaining a hubby such as stamp collecting or coin collecting, woodworking are excellent techniques for reducing tension. These activities require concentration which utilizes energy which might otherwise be directed at problems of daily living. Many americans are currently finding tension relief through a type of meditation. Perhaps the most popular meditative technique in the U.S. is transcedental medi-tation. It is a relatively simple technique which encourages one to achieve a state of conscious restful-l ness for twenty minutes twice a day, at home, in the truck, or even on the way to work. l l l l l r II-B-134 l l
SPJh4 Ciuarcil~s,aining l Unit: STRESS lesson: page: 10 1 l Notes When stress is too great to be relieved by ordinary means such as we have mentioned in earlier paragraphs, the stress ought to be removed. The kind of stress that we are concerned with in this presentation, of course, is job related stress. Therefore, what is recommended is a change of occupation. IV. Where To Seek Help If Reactions Become Severe This part of the presentation should be handled . through a discussion. In general, a driver / guard should report unusual stress reactions to his immedi-ate supervisor. Should the reactions be long-term and rather severe, professional phychological help should be sought. i II-B-135 I
SNM Guard Training Examination . Student: Date: Unit: STRESS Lesson:
~~~~'l II-B-136~~~~
~~~~l SNM Guard Training~~~~
~~~~= -~~~~
~~~~l. Give three symptoms of stress that you may recognize in yourself or others, l.~~~~
~~~~2. 3.~~~~
~~~~2. Give three improper techniques for reliving stress, 1.~~~~
~~~~2. 3.~~~~
~~~~3. Give three proper techniques for relieving stress. l 1.~~~~
II-B-137 l
SNM Guard Training ___ r_ ~ ~ - - _ _ . _ 2. 3. ll-B-138
SNM Guard Training Classroom /Cognative Evaluation ! INSTRUCTIONS: MAKE ONE TALLY MARK FOR EACH OCCURRENCE. YOU MAY EXPLAIN MARKS FURTHER. i Unit: STRESS Date: Lesson: Evaluator: Alphabetical Student List 51 52 S3 S4 SS 56 S7. 58 59 S10 G11 512 513 S14 SIS Area of Concern Noted: (1) Unatie to answer question a in classroorn. (2) Fasis to ask questions but doesn't unce stand. (3) Enters discussion with inccrrect concept. 6.46 Wal not erter into c; ass discussion freeiy
~~~~'51 Was wrong, re-instructed and still fails to grasp.~~~~
~~~~I6) Unable to apply concept to hypothetical prottem.~~~~
~~~~17) Disa!avs temper quickly, or is argumentatwe~~~~
~~~~;81 Distonest. lies. bluffs er will not admrt error.~~~~
(9) Attatode toward othe's or c: ass material. (10) Alertness, Quickness, keeps up with c ass. (11) Other I Evaluator Explanation: (refer to area numoer and student number) O Distribution: Originat to instructional unit file. Copy to student persor.as fae. Il-B-139 1
E SECTION 21 UNIT TITLE: TACTICS LESSON TITLE: #1. OBSERVATI0h'
~~~~PERLEPTION (1 hour)~~~~
II-B-140
l l ,
~~~~SNM Guard Training instructor Copy Unit~~~~
~~~~Title:~~~~
~~~~TACTICS Lesson~~~~
~~~~Title:~~~~
~~~~1. OBSERVATION & PERCEPTION (1 hour) i i~~~~
l l I I II-B-141 l l
t i ShilN1 Giuard irrainirtg , f 335 91()}) SIS f This one hour topic alerts the student SNM guard to his need to sharpen [ his skills as an observer. Each of the senses is discussed as it applies ! to the job, but emphasis is on " sight" development in observation. Simple [ practical exercises are presented and short " practice" sk' are intro- '! duced which the student can use to sharpen his abilities i n. , t E a f i i Behavioral Objectives :
1. The student should be able to list the " senses" which were presented in class and briefly DISCUS $ how each relates to his job. I l

2. The student should be able to tell what is neant by " systematic" observation. )
i
~~~~3. The student should be able to accurately describe a person and event i I~~~~
~~~~after brief exposure to the situation. 4 The student should be able to tell what is meant by different " observer's i sectors" for driver / guards.~~~~
~~~~5. The student should be able to describe at least two methods by which you can improve your ability to' observe which you (gn do AFTER leaving the. training center. .;~~~~
~~~~l l~~~~
6. The student should be able to point out the major differences between observing i at nighttime and during the daytime.

7. The student should be able to describe tne effect DIM light has on our job.
Il-B-142 l
SNM Guard Training TAC m s Unit: Lessen: I Page: I l l I Notes I. Observation and Perception Nathan F. Iannone, Principles of Police The abilities which you currently have may not be enough Patrol (McGraw-Hill, ; to make you a successful SNM guard. This includes the 1975) pp. 17 through 28. l abilities of your six basic " senses": l SIGHT, HEARING, SMELL, TOUCH, TASTE, AND " INTUITION" II. Sight A. We see what we " expect" to see, biased by experience and emotion. B.
The more you have seen and correctly inter-preted, the better become your abilities to do so. Some of these training exercises which follow are designed to expand your experience for just this reason. You should add to the "experi-ence" every day you work on the job.
~~~~C. Use a SYSTEMATIC approach to observing FIG. 66 1~~~~
~~~~1. Avoid haphazardly jumping around as i~~~~
~~~~l uou look at a scene~~~~
2. Have a starting poir t

3. Examine one sector then go to another II-B-143 l
I
- fiPJB4 Ciuartil'rt:ining ; l I . Unit: TAcTrcs Lesson: 1 Page: l Notes I I
~~~~4. With persons (and similar objects) start at the top and work down (describe them in this fashion too!)~~~~
l l D. Eyesight deficiency creates errors l \ l 1. Color blindness (red and green stop and go signals... placement varies). Even if you are not ralor blind, others who report to you may be.
~~~~2. Frequent eye checks are VITAL. Keep eyeglasses up to date. .~~~~
~~~~E. Daytime vs. nighttime vision , 1 1~~~~
1. Daytime...look directly at object ,

2. At night, look to one side of object. J (Your eyes have a blind spot at night h in the exact back of the eye.) !
~~~~1 Be sure class grasps~~~~
3. Going from dark to light (and back) l causes temporary blindness until your " night" blind spot pupils accommodate. Close one eye and "save" it when you have to look DISCUSSION 1
~~~~l at a bright light at night, etc. I QUESTION: How could~~~~
~~~~4. Dim light causes us to misjudge distances. this be bad on the f~~~~
job? Example? l II-B-144 l l l
SNM Guerd Training Unit: TACTICS Lesson: 1 Page: 2 Notes
~~~~5. Dim light causes us to SHOOT LOW as a rule, expecially with handguns (shorter sight radius).~~~~
~~~~F. Observing as a skill from a vehicle ,~~~~
1. We have old habits to break.

2. Divide up the viewing area. (Discuss figure) FIG. 67

3. Be sure you understand your area of responsi-bility with EACH team member.
ASSUMING YOUR PARTNER IS WATCHING CAN ALLOW A H ZARD TO DEVELOP T00 FAR BEFORE RECOGNIZING , IT. III. Hearing A. Have you had your hearing checked? (questior,cless) , DISCUSSION Always wear hearing protectors when firing SAFETY NOTE B. weapons, (will gradually cause hearing loss). , C. Interpreting where sounds come from:
~~~~1. Sound modified by hills, trees. Ever happen to you?~~~~
~~~~atmosphere, wind. DISCUSSION~~~~
~~~~2. Reverb of sound causes error in locating source of gunfire.~~~~
II-B-145
SNM Guard Training l 3 Unit: TACTICS Lesson: 1 Page: ; Notes l
~~~~3. Impossible in downtown cities to locate sources of gunfire (watch movies of Kennedy assination and see how agents '~~~~
~~~~were confused).~~~~
4. Turn your head slowly from one side to another to locate source. ,

5. We tend to think that loud signs are close (watch for this error).
IV. Smell DISCUSSION A. What might you detect this way that would be important? (Make list on blackboard.) Gunpowder, smoke, teargas, dust, etc. V. Touch A. You should be able to load your weapons (s) in the dark. Know radio controls by touch. Any others? B. DISCUSSION VI. Taste Less useful, perhaps. (Spoiled or drugged food' or drink?) II-B-146
SNM Guard Training l TAC m s Unit: Lesson: I Page: 4 l Nctes VII. Intuition l "6th sense" or " gut-feeling" often is your subconscious DISCUSSION experiences surfacing... listen. i PRACTICAL EXERCISE At some point toward the beginning of the lesson, have this i observation exercise done to demonstrate to the group that they cannot accurately describe without practice. NOTE: Class members should not be armed during the following scenario:
~~~~1. Use a person unknown to the class. (Do not use anotherinstructor.)~~~~
l
2. Person bursts into classroom shouting at instructor, then either strikes instructor or shoots at him with a blank weapon.and immediately exits.

3. After class has calmed down, tell them to INDIVIDUALLY write down:

a. Personal features (age, height, etc.)

b. Clothing worn

c. What the person did or said

4. Do not let the subject get too close to the SAFTEY NOTE class members (they may attempt to subdue him).
II-B-147
SNM Guard Tr:dning Unit: TACTICS Lesson: 1 Page: 5 Notes 4
5. Keep the incident simple, short.

6. Save all written descriptions by students.

7. Call the subject back into the room to verify (the class members will argue if the actual person is not there to prove given points).

8. Discuss thoroughly and compare descriptions.

9. Tell the class tnat this will be repeated at some later time to see if they are able to do it better. (Same instructor should repeat within a few day's, then compare results to prove to class that they can do better.)
(ASUSUAL,CLASSMEMBERSTOBEUNARMED) VIII. In-Class Handout Having discussed major areas, distribute the attached handout to class members. DISCUSS how each technique can be used by them AFTER leaving the central training site, i MOTIVATE and encourage class to use these l or similar methods. l II-B-148
SNM Guard Tr::Ining Unit: TACTICS Lesson: 1 Page: 6 Notes XI. Review key points in lecture. The class should have opportunities to utilize skills -in practical exercise situational training. II-B-149
SNM Guard Training ! Examination 1 Student: Date: Unit: TACTICS: Lesson: #1- Observation and Perception , b II-B-150
SNM Guard Trcining
~~~~- - - . - - . - . - - - - ~ ~ . - - - ~ ~ -~~~~
~~~~QUESTIONS ON OBSERVATION AND PERCEPTI0i;~~~~
1. What is meant by SYSTEMATIC OBSERVATION?

2. What do you need to do DIFFERENTLY at nighttime when observing objects?

3. Dim light typically causes us to shoot HIGl/ LOW (cross out one).
L' II-B-151
SNM Gucrd Training Classroom /Cognative Evaluation INSTRUCTIONS: MAKE ONE TALLY MARK FOR EACH OCCURRENCE. YOU MAY EXPLAIN MARKS FURTHER. Unit: TACTir3 Date: Lesson: #1: OBSERVATION Evaluator: Alphabetical Student List S1 S2 S3 S4 SS S6 S7. 58 S9 S10 S11 S12 S13 S14 S15 Area of Concern Noted: (1) Unable to answer question in classroom. (2) Fails to ask questions but doesn't understand. , (3) Enters discuss;on with incorrect concept. (4) Wilt not enter into class discussion freely. (5) Was wrong, re-instructed and still fasis to grasp.
~~~~16) Unable to apply concept to hypothetical problem.~~~~
~~~~'7) Displays temper quickly, or is argumentative.~~~~
(8) Dishonest, lies, bluf's or will not admit error. (9) Attitude toward others or class material. , {10) Alertness, cuickness, keeps up with class. (11) Other Erslustor Explanation: (refer to area number and student number) Distribution: Origmal to instructional unit file. Copy to student personnel file. II-B-152
~~~~~ . - -- _~~~~
SNM Guard Training Materials & Supplies List Unit: TACTICS Lesson: 1 The instructor should be sure the following materials a .d supplies are on hand in advance of the scheduled time of presentation. Checkmark y) indicates that the item may be t'ecded item Description X mara shows that the item will be needed? (1) Special classroom area BLACKBOARn X (2) 16 mm. movie projector & screen (3) 35 mm. slide projector & screen E (4) Film Strip Projector & screen (5) Overhead Transparency Projector & screen X (6) VTR monitor / player (7) Audio Tape Cassette Player (8) Special Student Clothing (9) WEAPONS _MUST BE lJtLARMED X (10) AMMUNITION: Type Rds./ student (11) Range Supplies (Bullhorn, ear protecters, targets, etc.) (12) Drinking Water & cups , (13) Special fighting or flashlights (14) Reference Materials 4 II-B-153
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~~~~u <- 4@s yW. Q 3 ,,W44h m.N.1Q$, ~eqtd,q~~~~
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Figure 66. Observation and Perception, No.1 .l II-B-154
i i i ROAD ! i HAZARD / DRIVER \- AREA r
/
l
. (BOTH) i it 2 i . \ .
f
~~~~\ i i~~~~
~~~~I t >~~~~
~~~~\ l* !~~~~
~~~~i i I r\. ! RIDER s.~~~~
~~~~'- l i~~~~
~~~~s. i s~~~~
~~~~OBSERVERS' SECTORS :.~~~~
~~~~/\, ~~~~~
~~~~i i~~~~
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~~~~. t i 1~~~~
~~~~4 Figure 67 Observation and Perception, No. 2 II-B-155~~~~
~~~~'I I~~~~
~~~~l s i i t I k~~~~
?
I 4 i SECTION 22 ; UNIT TITLE: TACTICS LESSON TITLE: DISMOUNTED TACTICS ; (1 hour) f I II-B-156
SNM Guard Training Instructor Copy Unit
~~~~Title:~~~~
~~~~TACTICS l Lc=on~~~~
~~~~Title:~~~~
DISMOUNTED TACTICS (1 hour) l 1 i i 1 i II-B-157
SNM Guard Training Synopsis This one hour topic alerts the student SNM guard to his need to sharpen his skills as an observer. Each of the senses is discussed at it applies to the job, but emphasis is on " sight" development in observation. Simple practical exercises are presented and short " practice" skil.ls are introduced which the student can use to sharpen his abilities later on. l i b Behavioral Objectives ,
~~~~1. The student should be able to list the " senses" which were presented in class and briefly DISCUSS how each relates to his job. !~~~~
The student should be able to tell what is meant by " systematic" observation. 2. l j 3. The student should be able to accurately describe a person and event af ter , brief exposure to the situation.
~~~~4. The student should be able to tell what is meant by different " observer's sectors" for driver / guards. !~~~~
i
~~~~5. The student should be able to describe at least two methods by which you can. improve ,~~~~
~~~~your ability to observe which you can do AFTER leaving the training center.~~~~
6. The student should be able to point out the major differences between observing at nighttime and during daytime, i

7. The student should be able to describe the effect DIM light has on our job.
II-B-158 , L b
SNM Guard Training l TACTICS Unit Lesson: DISMO.UNH D pa e 1 Note:s I. Introduction TELL STUDENTS THAT THE When will you have to use dismounted tactics? MAY EACH HAVE TO A. When your vehicle is disabled and you are forced PERFORM THESE SKILLS to leave it. (notivate) , B. When you are moving in to reinforce another team which is under fire, or C. When you are attacked while dismounted. ; THESE ARE SKILLS WHICH COULD SAVE YOUR LIFE! II. Basic Principles See FM 7-11B1 U.S. Army " Soldier's l A. Field of fire Manual," setn. 2.
1. Restrictions due to range of your (or FIG. 68 adversary's) weapons

2. Lateral restrictions (trees?)

3. Vertical restrictions (hills)
~~~~B. Cover and Concealment FIG 69 I~~~~
~~~~1. Cover = protection from fire. You are actually out of the enemy field of fire '~~~~
~~~~for the time. <~~~~
~~~~2. Concealment = something less than cover (hiding from view). You are still within field of fire.~~~~
II-B-159
SNM Gunrd Training Unit: TACTICS Lesson: DIStiOUNTED Page: 2 Notes
3. Examples of each? (ask class members)

a. Behind a rock?

b. Behind a bush?

c. In your vehicle (probably neither covered or concealed)?

4. Blending with your background.

5. Silhouette (skyline or background)
~~~~C. Clearing obstacles FIG. 70~~~~
1. The Spider Drop

2. Consider the need for speed j

3. Go under if possible, then around, then over (keeping as low as you can)
~~~~D. Fire support and movement under fire~~~~
~~~~1. Is this move really necessary? (Whenmight QUESTION CLASS ;~~~~
I it be?) Being a.dvanced upon. Position deteriorating. To improve position. 1 II-B-160 l l l
l SNM Guard Tmining l 1 Unit: TACTICS Lesson: DISMOUNTED page: 3
)
~~~~l Notes~~~~
2. Keep low when possible

a. Low and high crawl positions. FIG. 71

b. Running in crouch.

3. Use available cover and concealment

4. Go in quick, short bursts FIG. 72

5. Plan your route in advance

6. Use supporting fire if at all possible FIG. 73 (might not wish to give" away position ofsupport,however). ;
~~~~l E. Night operations~~~~
l. Remember . shine, noise, illumination l

2. How could you be less visible at night?
~~~~(take off shiny objects, silence loose keys, etc.: QUESTION CLASS~~~~
3. Remember eyesight problems from the lesson See: Tactics Lesson 1 on observation, for review

4. Don't . fire your weapon.if you can keep from it - recall muzzle fiash?

5. Response to flares (freeze, protect eyes)
II-B-161
SNM Guard Training Unit: TACTICS Lesson: DISMOUNTFn Page: 4 Notes F. Estimating direction and range
1. Use " clock" directions, with your direction of travel as N00N. FIG. 74

2. Use 100-yard distances (football field). (At 100 yards, yards and meters are essentially equal with about an 8 ft. error, which .is notsignificant.) Use multiples of the football field. Estimate a " bite sized" distance, then multiply by it.
III. Review of basics (Question over key points) IV. Practical application of skills to be done in the field during situational training. i l II-B-162 l 1 1
SNM Guard Training l Examination Student: Date: i Unit: TACTICS Lesson: DISt100NTED TACTICS l 1 l l 1 l l l l l I g l 1 l 1 II-B-163 l
SNM Guard Training .. _-_=. _ _ - _ _ DISMOUNTED TACTICS QUESTIONS
1. Explain the differences between COVER and CONCEALMENT.

2. You can see the enemy behind a bush. He IS/IS NOT within your field of fire. (Cross out one) i (This is primarily a " skills" section and should be nainly evaluated by I
that method.) i Il-B-164 i
l SNM Gunrd Trcining l Classroom /Cognative Evaluation INSTRUCTIONS: MAKE ONE TALLY MARK FOR EACH OCCURRENCE. YOU MAY EXPLAIN MARKS FURTHER. Unit: TACIJf5 Date: Lesson: DIRM0!!NTFD TACTICS Evaluator: Alphabet cal Student List S1 52 S3 S4 S5 56 57. S8 S9 S10 511 512 S13 514 S15 Area of Concern Noted: (1) Unab6e to answer question in classroom. (2) Fails to ask questions but doesn't understand. (3) Enters discussion with incorrect concept. (4) Will not enter into class discussion freely. (5) Was wrong, re-instructed and stili fails to grasp. (6) Unable to apply concept to hypothetical problem, , l7) Displays temper Quickly, or is argumentatwe. iB) Dishonest, lies, bluff s or will not admit error. (9) Attitude toward others or class material. (10) Alertness, quickness, keeps uo with c; ass. (11) Other Evaluator Explanation: (refer to area number and student number) Distnbution: Onginal to instructional unit file. Copy to student personnei file. II-B-165
SNM Guard Training _ Skills Evaluation INSTRUCTIONS: MAKE ONE TALLY MARK FOR EACH OCCURRENCE. EXPL AIN EACH MARK MADE. Unit. TACTICS DISt1OUNTED TACTICS - REFEnlWG~TUTOCATID~ N 0FlBJECTS~(RANGE Lesson: Skin: AND " CLOCK" DESIGNATION) Date: Evaluator: Alphabetical Staaent Led l 51 52 53 S4 55 S6 57 58 59 510 S11 512 S13 $14 S15 I Deficiency Noted , t1) Failed to perform in l man time limits l l2) Used unsafe method. (3) Cnea'ed or used unf air practice. (4) Attitude probtem. (5) Slow at decision rntkin0-
~~~~#d Reluctance to perfc.rm i?) Had to be re-instructed, ta! Manual p*kwardness ib) not et'entive (c) Physicai de ficiency td) Cognative deficier,cy~~~~
~~~~8; Unabie to pedorm skill at minimal level i9) Other Explanation: (; dent,fy by problem number and student number)~~~~
SPECIAL INSTHUCTIONS TO EVALUATOR (MINIMUM LEVEL OF PERFORMANCE, ET C.) Distribution: Onginal to instructior:al unit fde. Copy te student personnel fue II-B-166
SNM Guard Training Skills Evaluation INSTRUCTIONS: MAKE ONE TALLY MARK FOR EACH OCCURRENCE. EXPLAIN EACH MARK MADE. Unit: TACTJCS .. _ . _ Lesson: DISMOUMIEDJACTICS SIMULATED MOVEMENT UNDER FIRE BETWEEN Skill: TWO POINTS Date: Evaluator: Aiphabet.ca' Stacent List S1 S2 S3 54 SS 56 S7 58 SD S10 S11 S12 S13 S14 515 Deficiency Noted (1) Fa:ied to perform in min t.fre hmits Q Used unsa% method Q) Cheated cr used urdair prcctice. (4) Attitude probiem.
!5) S!ow at decision maw;ng IG) Petuctante to perfc-rm (7) Had to be re-instscted fa) Manuar awkwardness (b) not wt:enttve ic) Physical oeficiency (d) Cognadve dehciency (8) Unable to pedarm skill at minimal level.
19; Otter Explanation: Pcentify by prcb>em number and studert numter) SPECI AL INSTRUCTIONS TO EVALU ATOR (WFJIMUM LEVEL OF PERFORMANCE, ETC.) Distribution: Original to ; :structionai unit fue Copy to student personnel hie. II-B-167
h SNM Guard Training s Skills Evaluation INSTflUCTIONS: MAKE ONE TALLY MARK FOR EACH OCCURRENCE. EXPLAIN EACH MARK MADE. Unit: TACTICS Lesson: DISMOUNTED TACTICS _ Skill: LOW AND HIGH CRAWL Date: Evaluator: Alphabetical Student List S1 S2 $3 54 55 S6 S7 $8 59 S10 S11 S12 513 S14 S15 1 Dsficiency Noted (1) Failed to perform in min. time kmets. (2) Used unsafe method. (3) Chested or used unfair practice.
~~~~14) Attitude prob!em.~~~~
l$) Slow at decision making. (6) F4eluctance to perform. (7) Had to be re-instructed. (a) Manaaf awkwardness (b) not attentive (c) Physical deficiency (d) Cognatwe deficiency j (8) Unable to perform skill at minimal level. (9) Other Explanation: Odentify by problem number and student number) I SPECIAL INSTRUCTIONS TO EVALU ATOR (MINIMUM LEVEL OF PERFORMANCE, ETC.) Distribution: Original to instructional unit file. Copy to student personnel file. II-B-168 l l l l 1
SNM Guard Training Materials & Supplies List Unit: TACUCS Lesson:_. DEUDUhTED The instructor should be sure the following materials and supplies are on hand in advance of the scheduled time of presentation. Chethmark u) indicates that the item may be needed. Item Description X mark show s that tha item will be needeal (1) Special classrcom area (2) 16 mm. rrovie projector & screen (3) 35 mm. slide projector & screen (4) Film Strip Projector & screen (5) Overhead Transparency Projector & screen X l (6) VTR monitor / player (7) Audio Tape Cassette Player 1 I (8) Special Student Clothing
)
(9) WEAPONS _2_aR-lfLRlfLIS WITH SLINGS X (10) AMMUNITION: Type Rds./ student __ (11) Range Supplies (Bullhorn, ear protecters, targets, etc.) (12) Drinking Water & cups (13) Special lighting or flashlights (14) Reference Mater:als II-B-169 e
! FIELD OF FIRE Ni fA' g@N6'[^' l l l G2 '
~~~~\ \ '~~~~
G1 Figure 68. Dismounted Tactics, No.1 11-B-170
i SILHOUETTED 6tk f S , 1 V 3 J. ,
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k # ' Vi s ' 1. )ry 1p .\ , /, ) ' r-I ( Figure 69. Dismounted Tactics, No. 2 II-B-171
I 4 KEEP LOW l i ) l
~~~~/ l I i 'y 'N, '~~~~
3 ) [ l i NOT THIS THIS .i J i ', Figure 70. Dismounted Tactics, No. 3 II-B-172 1 I
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5.]* ..h 7 * , s. ..s. . . , i ,s. Figure 71 Dismounted Tactics, No. 4 Il-B-173
JON'~~ RUSF U\JER IIRE !! UNL ESS - - - - - - j.- illl
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~~~~_ . l [, l(.'l h 3;g. daw-1~~~~
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~~~~/s-SHORT B URSTS OF 2 - 3 SECONDS WHEN QPEN A REA MUST BE CROSSED TIME IS CRITICA:~~~~
CO VE R FJRE IS USE D Figure 72. Dismounted Tactics, No. 5 II-B-174
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Figure 73. Dismounted Tactics, No. 6 Il-B-175
II 1 YOUR ! RO U T E l t 12 . 11 2 1 r 10 2
~~~~9 3 8~~~~
~~~~4 ! 0 7 s 6 1 i Figure 74. 9ismounted Tactics, No. 7 11-B-176 i l l~~~~
~~~~-...--- - - . . . -- ~ . - . .-- - - -._ - . - - - . - . - - - - - - . . - - . . . - . - . . . - . . . - - . - . _ ,~~~~
i
?
i I l- l t t ! 1 i i I l i I ! ! i i i
~~~~. SECTION 23 1~~~~
l UNIT TITLE: TACTICS l j' LESSON TITLE: TRAl1 SPORT VULNERABILITY 4 I t l l I l l II-B-177 i 8 l 4 3 4 re w- vrwe-, * - - - - ,-mm-- --w.-m- - , , --me..--.-v.--,->m-.u. .re,+,. c-.,---.-wawww-s=
SNM Guard Training . Instructor Copy . Unit
~~~~Title:~~~~
~~~~ncn ce LOSson~~~~
~~~~Title:~~~~
TRANSPORT VULNERABILITY 3 1 II-B-178 I
SNM Guard Trdning Unit: TACTICS Lesson: TRANS. VUlN. Page: 1 Notes I. Introduction INSTRUCTOR: TELL CLASS
)
TO NOT TAKE NOTES OF THE During this lesson, we will examine the ares of LECTURE, SINCE TOO ftANY vulnerability of the SNM transport vehicle. While COPIES OF TRANSPORT eacn vehicle will differ slightly, we can make some WEAKNESS IS CARELESS. A . observations of a given vehicle which will help us TEST WILL BE GIVEN AS evaluate another we might be assigned to. THE TOPIC IS FINISHED. l I 1 A. General construction FIG 75
1. Specially built, armor plated, bullet (certain areas blocked resistant glast, off on figures to prevent unnecessary

2. Resembl'es a standard semi-transport in many identification) ways, but differs in many

3. Essentially designed for highway use

4. Can carry a crew of 2, 3 or 4 S. Radio equipped with several systems

6. Special connector betw an tractor and trailer

7. Weight makes loads limited II-B-179
~~~~SNM Guard Training Unit: TACTICS Lessen: e s. vutN. Page: 2 I Notes B. Other vehicles used '~~~~
l. DOE has similar armored vehicles t

2. Standard tractor-trailers have been usti r

3. Armored cars have been used .
~~~~II. Vulnerability of vehicle from front FIG 76 A. Study this overhead for a few minutes and think of vulnerable areas. B.~~~~
~~~~Let's mark some of the vulnerable spots you FIG 77 havepickedout. (nark with temporary E Den) ,~~~~
~~~~C. Samples of weak points which class members DISCUSSION have picked out:~~~~
1. Air intake above ' cab (can gas, smoke intake, rifle fire knock out air conditioner?

2. Are windows... bullet proof?
l
~~~~3. Are engine cooling system and engine itself vulnerable to armor piercing round?~~~~
l
~~~~4. Can lights can be easily knocked out, rendering night action difficult?~~~~
i l II-B-180 7 l
SNM Guard Training Unit: mms Lesson: M NERABILIU Page: Notes
5. Can standard tires be hit by small arms fires?

6. Can armor plate stop many AP rounds?

7. Is there a forward gun port?
III. Vulnerability of vehicle from the SIDE FIG. 78 A. For the time, let's consider just the tractor itself...we will talk about the trailer later. What are vulnerable spots on the side of the tractor...think about it for a minute. B.
~~~~Now, let's list some of the weak points you FIG. 79 have picked out: (use temporary pen only) l C. Sample weak points on SIDE of tractor:~~~~
i
1. Window (again)?

2. Tires?

3. Armor?

4. A/C units?

5. Antennae (also vulnerable from front)?
II-B-181
SNM Guned Training Unit: Tactics Lesson: VULNERARH ITY Page: 4 Notes
~~~~6. Gas tank (can this be attacked?)~~~~
~~~~(external bomb, bullet, agent in tank)? 7.- Open door or bullet into door lock (jem)?~~~~
~~~~8. Open or unlocked gun port?~~~~
IV. Any weak points on side of TRAILER? FIG. 80 A. Examine this overhead for a few minutes and look for weak points. B. Now, lets mark some of them again. FIG 81 (use temporary pen only C. Sample r ak points:
1. Tires (again)?

2. Direct breech thru thin wall?
i
3. Rear doors (invisible from inside cab)?

4. Hoses... hit by small arms fire or cut by individual...what would happen?
V. Vulnerability and weakness of vehicle as a unit. FIG. 82 , 1 A. We have looked at small segments of the vehicle and found weak points which an adversary might use to his advantage. Now, let's think of the vehicle as a whole...a sort of " system" of transport with this vehicle. II-B-lR2
SNM Gu:ard Training Unit: TACTICS Lesson: VULNERABILITY page; 5 Notes B. What are some general points of weakness which FIG. 83 we haven't mentioned before, but which would (use temporary pen only) apply to THIS kind of a vehicle. Lets list them. > C. General weaknesses or points of vulnerability:
1. First, it is HEAVY. It is designed for one thing, and that's paved road travel.

2. It is probably hard to steer.

3. It has mechanical troubles like all trucks.

4. Sealed ~ tractor (difficuities communicating with others outside, susceptable to gas, etc.
~~~~and completely dependant on the air condi-tioning system (can't roll down windows).~~~~
5. Highly visible (especially with placards).

6. Fairly easy to hit and disable.

7. It is doubtful that there is anything that is really bullet proof.

8. It obviously is going to have to stop periodically for fuel and crew comfort.
11-B-183
SNM Guard Training Unit: mms Lesson: VULNERABILITY Page, 6
9. Inclimate weather can shut it down.

10. It is pretty well blind to the rear.
I
~~~~11. It should be fairly easy to sabatoge IF access is gained to it. (like at fueling stops or if left unattended).~~~~
~~VI. Vehicle strengths A. Enough talk of weakness...what does this FIG. 84 suggest to you? Weakness? B. 'Let's conclude with some of the many good points of,a vehicle'such as this:~~
1. It is HEAVY... MASSIVE...like a tank in many respects (they are vulnerable tool).

2. Can be quickly dis' connected and driven away leaving trailer VERY difficult to move or enter thru rear), or it can be driven around as a base of fire, like a tank.

3. it is resistant to small arms fire (forces adversary to extreme measures and better equip-ment and plans). (" Casual"assaultsarenot probable. )
11-B-184
SNM Guard Training gg, TACTICS VULNERABILITY 7 Nctes
4. It carries a lot of equipment

a. Multiple radio systems (including walkie-talkies which will work for short distance frominside).

b. Fire extinguisher and first aid kit. !

c. Extra weapons, ammo, smoke, other aids !
~~~~to combat (adversary is limited as to materials he has available).~~~~
~~~~5. It is comfortable, cool (or warm)~~~~
~~~~Keeps crew " fitter" than attackers, fresh and able to respond.~~~~
6. Psychological advantage *

a. This may be a major factor in your favor.
~~~~3 b. Casuals won't interfere with you.~~~~
~~~~c. It impresses police and others with whom j~~~~
~~~~you will have to deal...it is obviously i not "just another vehicle."~~~~
~~~~d. It concerns the adversary. There is always docbt about whether or not they can really breech it.~~~~
II-B-185 i
SNM Guard Training i 8 Unit: TACTIC 5 Lesson: VULNERABILITY Page: j Notes l I VII. In class testing over subject i i You have been asked not to take notes over this material. 4 To be sure you have grasped it, a test will be given at i this point. INSTRUCTIONS A. Write your name and the date at the top B. Use very brief (one'or two word) answers FIG. 85 , C. Refer to the area of the vehicle which is indicated bf the numbered arrows. (Don't worry if an arrow doesn't point EXACTLY to the area you want to answer about.) i D. Try to list at least TWO weak points for each arrow. Do not use " weak points" but one time. (If you used
~~~~" tires" on the front, do not use " tires" as a weak point on the side, for example.)~~~~
ADMINISTER TEST (ABOUT 10 MIN.) . Any problems? EVALUATE E. Discuss test with class. l F. Inform student that he should not, in all probability, have been able to supply all answers. I i i I Il-B-186 l
1 1 SNM Guard Training Examination ! l l l Student: Date: Unit: Tactics Lesson: TRANSPORT VULNERABILITY
~~~~l l~~~~
t i i j II-B-187 1
SNM Guard Training
~~~~=.___ _ _ _, _- . _ _ _ _ _ .__~~~~
~~~~DATE: NAME: i 1 1~~~~
\
l' II-B-188
SNM Guard Training Classroom /Cognative Evaluation INSTRUCTIONS: MAKE ONE TALLY MARK FOR EACH OCCURRENCE. YOU MAY EXPLAIN MARKS FURTHER. Unit: TArTICR Date: Lesson: TRANSPORT VULNERABILITY Evaluator: Alphabetical Student Ust S1 52 S3 S4 SQ .I S6 57. S8 59 S10 S11 S12 S13 514 515 Area of Concern Noted: NI Unabie to answer cuest on in classroom. (2) Fails to ask questiors but doesn't understand. (3) Enters discussion with incorrect concept. (4) Well nct enter into class 1 d scussion freely. l iSi Was wrorg. re->nstructed and still fans to grasp. 61 Unable to apply concept to hypottietical problem. (7) D:spiays temper quicaiy. or is argumentat've. i
~~~~16) Dishonest, lies, blt,tfs or wol not admit error. {~~~~
l
~~~~'91 Attitude toward others l or class material. l (101 Alertness, quickness. l keeps up with c!ats. l (11) Otner j~~~~
i Evaluotor Eaplanation: trefer to area number and student nureber) Distr;but.on: Ceigenal to instruct:cna, unit file. Copy to stucert perst1nel fae. II-B-189
SNM Guard Training Materials & Supplies List VULitEP. ABILITY Unit: TACTICS Lesson: The instructor shou!d be sure the following materials and supp!ies are on hand in advance of the scheduled time of presentation. Ched.mrk u r ino:res -mite ven mer te need hem Description X-rnark s5cws na: tre s'em vilt t,e rer@d! (1) Special classroom area _ _._-. f (2) 16 mm, movie projector & screen l (3) 35 mm. slide projector & screen l _ (4) Film Str:p Projector & screen (5) Overhead Transparency Projector & screen xl I (6) VTR monitor / player ...__...__ l } l {7) Audio Tape Cassette Player f l (5) Special Student Clothing __ __ l 1 (9) V. E APON S ___._ . _ l - l {10) AMMUNITION: Typt: __ Rds./ student l (11) Range SuppUes (Bulihorn, ear protecters, targets, etc.) l l (12) Drinkirg Watcr & cups l (13) Specia! lighting or flash!ights __ l l j (14) Reference Materia ls _ _ _ l 11-B-190
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Figure 75. Transport Vulnerability, No.1 II-B-191
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