unit 4
Instructions
Based on your reading, discuss the problem caused by imperfect intelligence about a potential adversary’s capabilities and intentions in obtaining and using a WMD. Review the three views given in the textbook of when it is appropriate to take military action in self-defense. Which camp do you fall in? Why?
Your journal entry must be at least 200 words. No references or citations are necessary.
the three are
the strict constructionist school
the unilateralist school
the reasonable necessity school
unit 6
Instructions
Your textbook describes the challenges and mass hysteria that would be present in a widespread biological attack. It also discusses the different ways that people might react. Some will take themselves to the hospital because they become psychosomatic, clogging the hospital with unnecessary walk-in patients. On the other hand, others will refuse to be vaccinated and will risk spreading the biological agent.
In addition, watch this short video segment on Responsible Reporting of a Bioterrorism Attack (Segment 10 of 15) to get a better insight about response to a hypothetical bioterrorism attack on a U.S. city.
Click here to view the video.
Click here to view the video transcript.
In this environment, what would you do if you were the decision-maker following a widespread biological attack? Contrast the two models of public health response discussed in the textbook (coercive and cooperative) to a bioterrorism attack, and describe how they might be employed in a bioterrorism attack response. Explain the process of decontamination and how it impacts a bioterrorism event and the importance of tracking a bioterrorism attack on the population.
Your assignment must be at least two pages in length and in APA style. You are required to use at least one outside source besides the textbook. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying APA citations. Ensure that your assignment begins with an introduction.
unit 8
Instructions
In one of this unit’s case studies from your textbook, “Predicting Peril of the Peril of Prediction? Assessing the Risk of CBRN Terrorism,” Gregory Koblentz discusses three different schools of thought regarding the likelihood of a CBRN terrorist attack: optimism, pessimism, and pragmatism. He further asserts that heuristics and biases play a role in which school of thought a layperson or an expert might fall into.
Which school of thought do you fall into? What heuristics and biases do you think have influenced your opinion? Is there anything that you found in this reading that has made you question or rethink your opinion? Would a quantitative risk assessment be helpful in determining the likelihood of a terrorist chemical, biological, radiological, nuclear, or high-yield explosive (CBRNE) attack in the United States?
In this paper, consider the political, philosophical, and religious perspectives of the various actors in the war on terror and how they affect their perceptions of risk. Also, include a discussion of how future technologies may affect major casualties concerning current nonproliferation treaties and agreements and calculations, and document your reasoning.
This reflection paper should be a minimum of two pages in length and is an opportunity for you to express your thoughts about the assignment. Reflection writing is a great way to study because it increases your ability to remember the course material.
Expert Solution Preview
Introduction:
In the field of medicine, it is crucial for medical college students to develop a deep understanding of various aspects and challenges related to their profession. As a medical professor, my responsibility is to create college assignments and evaluate students’ performance to ensure their comprehensive learning. In this assignment, I am presented with three different questions related to topics such as military action in self-defense, public health response to a bioterrorism attack, and the likelihood of a CBRN terrorist attack.
Answer to Unit 4 Question:
The problem caused by imperfect intelligence about a potential adversary’s capabilities and intentions in obtaining and using a WMD can have severe consequences. It limits the ability to accurately assess the threats and leads to uncertainties in decision-making processes. This imperfect intelligence creates a challenging environment where the potential risks may be underestimated or misunderstood, potentially compromising national security.
The textbook presents three views on when it is appropriate to take military action in self-defense: the strict constructionist school, the unilateralist school, and the reasonable necessity school. Each of these schools has its own perspectives and justifications.
Personally, I align more with the reasonable necessity school. This approach believes that military action should be taken in self-defense when it is reasonably necessary to protect the state and its people from imminent harm. It takes into account both the capabilities and intentions of the adversary, as well as the potential risks involved. The reasonable necessity school considers proportionality, taking action only to the extent necessary to mitigate the threat.
Answer to Unit 6 Question:
In the event of a widespread biological attack, as a decision-maker, my primary focus would be on minimizing the immediate and long-term impact on public health. The two models of public health response discussed in the textbook are coercive and cooperative.
The coercive model emphasizes strict control, enforcement of quarantine measures, and compulsory vaccination to contain the spread of the biological agent. This approach prioritizes the immediate safety but may result in resistance from the public.
On the other hand, the cooperative model relies on community engagement, clear communication, and voluntary compliance. It aims to build trust, involve the public in decision-making, and promote cooperation for effective response and containment measures.
Decontamination is a vital process in managing a bioterrorism event. It involves removing or neutralizing the biological agent from affected environments, surfaces, and individuals. Proper decontamination protocols are crucial to prevent further spread of the agent and protect the population.
Furthermore, tracking a bioterrorism attack on the population is essential to gather data, identify patterns, and assess the impact. It helps in allocating resources, implementing targeted interventions, and mitigating the long-term consequences of such an attack.
Answer to Unit 8 Question:
Regarding the likelihood of a CBRN terrorist attack, I find myself falling into the pragmatism school of thought. Pragmatism acknowledges the potential risks and threats posed by CBRN terrorism but does not overestimate or underestimate them. It emphasizes a balanced approach, considering both the possibilities and the limitations in terms of preventive measures and response capabilities.
Heuristics and biases may influence one’s opinion regarding the likelihood of a CBRN attack. Factors such as personal experiences, media portrayal, and individual cognitive biases can shape one’s perception.
This reading has made me question and rethink my opinion regarding the quantitative risk assessment. While it can be helpful in determining the likelihood of a CBRNE attack, it may have limitations due to uncertainties and the dynamic nature of terrorist threats. It is essential to consider qualitative factors, geopolitical contexts, and the evolving nature of terrorism.
Future technologies may affect major casualties concerning current nonproliferation treaties and agreements. Advancements in technology can provide tools for early detection, preventive measures, and prompt response to CBRN attacks. However, they also raise concerns about the potential misuse of technologies and the need for updated regulations and international collaborations to manage emerging challenges effectively.
In conclusion, these assignments provide an opportunity for medical college students to delve into important topics related to national security, public health, and risk assessment. By critically analyzing these issues, students can develop a broader understanding of the challenges they may face in the medical field and contribute to the ongoing efforts in ensuring the safety and well-being of the population.
