schoolshootingsFINAL

Problems That Lead to School Violence: 

Problems That Lead to School Violence Media Violence in movies & television programs Violent music which contains wild rhythms and loud noises Easy access to guns and other weapons. No or inappropriate punishments for acts of violence. Lack of ability to cope with emotions and societal problems Seeing violence as a means of dealing with situations that youth cannot cope with. Dysfunctional family. Psychological disorders. The degradation of morality in all aspects of life Television Music In school Poor Role Models Media School Leaders School officials Conflict with teachers

Facts About Youth Violence: 

Facts About Youth Violence Less than 1% of all homicides among school-aged children (5-19 years of age) occur in or around school grounds or on the way to and from school. 65% of school-associated violent deaths involve students 11% involve teachers or other staff members 23% involve community members who were killed on school property. 83% of school homicide or suicide victims are males. 28% of the fatal injuries occur inside the school building 36% of fatal injuries occur outdoors on school property 35% of fatal injuries occur off campus.

School Shootings in the USA: 

School Shootings in the USA

School Shootings Nationwide by Grade Level 1992-2002: 

School Shootings Nationwide by Grade Level 1992-2002

Number of Deaths in School Shootings: 

Number of Deaths in School Shootings

Slide7: 

Shootings vs. Other Methods of Killing 1992-2002

 School shootings in NYC1992-2002: 

 School shootings in NYC 1992-2002    

Slide9: 

Gradual Change in Student Problems Public School Teachers Rate the Top Disciplinary Problems

Slide10: 

Reasons for Deaths 1992-2002

Causes of School Violence: 

Causes of School Violence Depreciating social and moral values Social pressures Academic pressures School Standards Depression Isolation and peer rejection Breakdown in communication Poor parenting Emotional Disturbance Proof of Manhood Revenge Alcohol or drugs Emotional Gratification School bullying verbal & physical abuse Lack of counseling Victim of violence Media by age 18, a child has seen 40,000 murders most of one’s life is spent watching Poverty TV Internet porn Violent computer games Temptation of accessible gun

Economic Makeup of Where School Shootings Occurred: 

Economic Makeup of Where School Shootings Occurred

Seriousness of Problems: 

Seriousness of Problems

MOST SERIOUS CAUSES: 

MOST SERIOUS CAUSES

BULLET COMPARISONS: 

BULLET COMPARISONS A gun leaves its markings on the bullet as the bullet passes through the gun. Bullet comparisons are made between the bullet found at the crime scene and the test fired bullet to link suspect to crime. The diameter of the gun barrel is measured between opposite lands. If a bullet found at the crime scene has the same caliber as the firearm, it most probably was fired from the gun. If rifling impressions found on the bullet match the rifling pattern found in the barrel of the question firearm, attempts are made to make a match between the individual markings of the barrel and the bullet. Bullet Striations Bullet found at Crime Scene Test-Fire bullet

Types of Striation Marks : 

Types of Striation Marks Chamber Marks The most common type of striation marks. Develops after a cartridge is fired. Produced when guns are fired and the cases expand and press against the walls of the chamber. Sides are scratched as the bullet exits the chamber. Shear Marks Made by GLOCK pistols Found on cartridge case primers. Marks are produced when the case moves backwards from recoil and the primer sets in the firing pinhole. Sliding Chamber Mark Shear Mark

Properties of Cartridge Cases: 

Properties of Cartridge Cases Most cartridge cases are made out of plastic, steel, and brass. Materials used to make cartridge cases are softer than the ones used to make the firearm. Any surface of the cartridge case that comes in contact with the interior of the firearm may be scratched. Pulling the trigger releases the weapon’s firing pin, causing it to strike the primer, which in turn ignites the powder. Expanding gases generated by the burning gunpowder propel the bullet forward through the barrel. As the bullet is marked on its passage through the barrel so is the shell impressed with markings by its contact with the metal surfaces of the weapon’s firing and loading mechanisms. With the use of a comparison microscope, test fired cartridges are compared with cartridges recovered from a crime scene Unknown Cartridge Cases

Identifying Marks on Cartridge Cases: 

Identifying Marks on Cartridge Cases Loading a cartridge into the firearm would lead to the transfer of unique identifiable marks. Marks can be transferred without the firing of the cartridge. Two types: Striated Action Marks “Scratches” are formed as the cartridge case collides against the the firearm’s inner surface. Impressed Action Marks “Scratches” produced when the cartridge case impacts the firearm with enough velocity or pressure to leave an indented mark. Image of pieces of recovered bullets.

PRIMER RESIDUE ON HANDS: 

PRIMER RESIDUE ON HANDS As a weapon is fired, gunpowder and primer residue are deposited. Primers begin the ignition process in cartridges. Primers commonly contain lead styphnate, barium nitrate, and antimony sulfide compounds. Most modern primer compounds are lead and/or barium free. Detection of residues provides information as to whether or not an individual recently fired a weapon. Dermal Nitrate Test Requires the application of hot paraffin to the suspect’s hand. After drying into a solid crust, the paraffin is tested with the chemical diphenylamine. Measuring the Amount of Barium and Antimony on Relevant Hand Swab hands with cotton moistened with 5% nitric acid Test for barium and antimony. Major Elements of Primer Residue on Hand Antimony (Sb) Barium (Ba) Lead (Pb) Less Common Elements of Primer Residues Aluminum (Al) Sulfur (S) Tin (Sn) Calcium (Ca) Potassium (K) Chlorine (Cl) Silicon (Si) Gunshot residue, containing lead, antimony, and barium

GUNPOWER RESIDUES: 

GUNPOWER RESIDUES Pressure behind the bullet as it exits the muzzle blows the gunshot residues out of the barrel under high velocity. Gunshot residues are ejected from the barrel in a cone-shaped pattern. The farther the gun was fired, the wider and less concentrated the “smoky cone-shaped pattern” becomes. Different Forms of Gunpowder ball- more aerodynamic, travels quickly flake disc others The distance from which a gun or rifle was fired is determined by comparison of the powder residue pattern located on the victim’s clothing or skin against test patterns made when a suspect’s weapon is fired at varying distances from the target. Powder residue left on fabric.

Gunpowder Residues Used to Determine the Distance From Which the Weapon Was Fired: 

Gunpowder Residues Used to Determine the Distance From Which the Weapon Was Fired At distances of less than12 inches heavy concentrations of visible gunshot residues will usually be deposited. As the firearm gets closer to its target the residue concentrations increase and the actual size or diameter to the pattern gets smaller. At around 18-24 inches most firearms will start to deposit considerable concentrations of gunshot residues. When the muzzle of the firearm gets next to or is in contact with the target the shot will rip, tear, and/or melt the material of the target. A great deal of gunshot residues will be found around the margins of the area of contact or near the entrance hole.

Firearms Evidence Collection and Processing Policy: 

Firearms Evidence Collection and Processing Policy Take photographs of the weapon. Keep notes on the condition of the weapon found and take action to render it safe. Unload the weapon unless blood, hair, fibers, prints, etc. prohibit handling. Process the weapon for prints. Package weapon in an envelope or paper bag separately from the ammunition and/or magazine. The ammunition should be placed in a paper envelope or paper bag. Ammunition found in a gun must be submitted to the crime lab. Any boxes of similar ammunition found in a suspect’s possession should be placed in a paper container and sent to the crime lab. Bullets and/or cases found at a crime scene should be packaged separately and placed in paper envelopes or in small cardboard pillboxes. Label gun with name, caliber, serial number, investigator’s initials and request specifying what the weapon is to be examined for. Maintain a chain of custody. Maintain standards at crime scene and in the crime lab.

Federal Policy: 

Federal Policy Develop a Comprehensive Communities Program to suppress violence in target neighborhoods Improve intergovernmental and community relationships Develop strategies to identify causes of violence Develop a comprehensive strategy for serious, violent, and chronic Juvenile offenders: Community-based prevention based on risk and resource assessment, interventions, and institutional care services. Develop & Enforce a crime gun interdiction initiative: Tracing crime guns Identifying patterns Understanding connections among firearms and youth violence Developing strategies for illegally trafficking firearms Working with firearm dealers to reduce illegal firearm sales Working with courts to prosecute cases effectively

New York State Policy: 

New York State Policy Fight Crime: Invest in New York Kids Anti-crime organization 125 police chiefs, sheriffs, prosecutors and crime victims The After School Corporation Non-profit organization Establishes quality after-school programs in the state.

Slide25: 

Students walk through the doors of Columbine High to reclaim their school for the first time since the April 20 shootings. New Security Policy After Columbine Tragedy On April 20, 1999 at Columbine High School Two students from the school fired from a multi-gun arsenal and tossed homemade bombs throughout the school. 12 students and one teacher were killed. Both shooters committed suicide. Security improvements after the tragic shooting Identification badges to be worn by all students and faculty at all times 16 color video cameras were installed inside the school and on the school grounds. The number of outside entrances was reduced. A third uniformed guard was enlisted to join a roving patrol, which includes an armed sheriff's deputy.

New York City Policy: 

New York City Policy Target Gun Trafficking: Interrogation of perpetrators and accomplices in gun crime cases about where guns were obtained. Receipts for gun purchases Use of metal detectors and hand-held metal detectors The No More Fear Kit A student survival kit that includes: A pocket bible Reading packets concerning the 9/11 tragedy and the Columbine shootings The Advantage After School Program The extended Day/Violence Prevention program and New York City’s Beacon program Provides major funding for after-school programs to reduce violence after school

School Safety Plan at the Bronx High School of Science: 

School Safety Plan at the Bronx High School of Science Notification to Principal/designee, Superintendent and the NYPD SSA. Follow the “Intruder Procedures” as outlined in the School Safety Plan. Decision to evacuate to be made by Principal in consultation with NYPD/SSD. Notify the Emergency Information Center (EIC) (718) 935-3210. Evacuate the premises following the Egress Route(s) outlined in the School Safety Plan. Evacuated students and staff with attendance information are to be sent to the Evacuation Location as identified in the School Safety Plan if the building can not be re-entered. Floor Wardens as per the School Safety Plan should be appointed to each floor to assist in the evacuation. Floor Plans are to be readily available in the Principal’s Office, Library, Custodian’s Office, Security Office and Neighboring School(s). Identify means of communicating with perpetrator(s) e.g. Telephone, Payphone or PA system. Identify location, number of shooter(s). If possible, identify the number and names of shooter(s). If possible retrieve the pedigree of shooter(s) with home contact numbers. Identify location, number and extent of injured. If possible retrieve the pedigree of victims with home contact numbers and make notifications as necessary. SSA and Principal will notify their respective Supervisors and arriving agencies, with pertinent and vital information. If the building can not be re-entered, the Office of Pupil Transportation must be notified for those children who take the bus home. For those children who are picked up from school, the parents/guardians need to be called and advised of the situation and staff should remain at the evacuated school to direct the parents/guardians to the Evacuation Location for pickup.

Strengths of Existing Policies: 

Strengths of Existing Policies Educational programs for teachers, students, parents, and members of the community: Information Counseling services Conflict resolution After School Programs Beneficial to the students without good home lives, so that they have a place to be instead of the streets where violent activities can ensue. Metal Detectors in Schools Seize weapons from the students that can potentially be used against other students, faculty, parents, and members of the community Gun Control Laws Age requirement Purchasing Seizing Illegal weapons The number of shootings decrease if the students cannot obtain weapons

Weaknesses of Existing Policies: 

Weaknesses of Existing Policies Metal detectors give students & faculty the feeling of distrust and humiliation. Walk-through metal detectors are: Expensive Not suitable for the physical design of schools Cause inconvenience for students & faculty Metal detector searches can face legal challenges under the Fourth Amendment which states that people be free of unreasonable searches and seizures.

The Most Effective and Feasible Policy: 

The Most Effective and Feasible Policy Stricter gun control laws for the purchase and use of guns. Use of metal detectors and security cameras strategically placed to help locate and seize weapons. Individual and group guidance and educational programs for students, parents, faculty and community to develop strategies to identify the causes of violence and learn how to effectively deal with areas of concern. Increase the number of security guards and roving patrols (teachers, administrators, parents, retirees, members of the community) inside the school building, on school grounds and in the community. Create prevention task forces with school officials, the Department of Education and local government to develop prevention policies and actions. Clear and simple reporting procedures. Immediate contact of law enforcement agencies. More severe penalties of offenders. Development of an evacuation plan. Hot line to notify parents/guardians.

Slide31: 

I will never bring a gun to school; I will never use a gun to settle a dispute; I will use my influence with my friends to keep them from using guns to settle disputes. My individual choices and actions, when multiplied by those of young people throughout the country, will make a difference. Together, by honoring this pledge, we can reverse the violence and grow up in safety.

Slide32: 

The Bronx High School of Science Forensic Science 2002-2003 Ms. Mary Villani, Teacher Sections: SBF6-01, SBF6-03, SBF6-05, SBF6-06

Slide33: 

Slide 1: www.time.com/time/daily/special/photo/denvershooting/4.html www.time.com/time/daily/special/photo/denvershooting/5.html www.the-eggman.com/rants/guns_viol_1.html www.time.com/time/daily/special/photo/denvershooting/2.html Slide 2: www.politicsol.com/popup.html www.ericcass.uncg.edu/virtuallib/violencebook.html iume.tc.columbia.edu/chocies/briefs/choices05.html www.parentssource.com/give.article.11.20.00.html Slide 3: www.cdc.gov/ncipc/factsheets/schoolvi.htm Slide 4: abcnews.go.com/sections/us/DailyNews/schoolshootings990420.html Slide 5: www.nssc1.org/savd/savd.htm Slide 6: news.bbc.co.uk/1/hi/education/247783.stm www.nssc1.org/savd/savd.htm Slide 7: www.nssc1.org/savd/savd.htm

Slide34: 

Slide 8: cnn.com/2002/US/01/15/ny.school.shooting/ www.educationupdate.com/april01/cover_stancik.html www.cnn.com/US/9805/22/school.reduced.violence/index.html www.abcnews.go.com/sections/us/shootings_side1205 Slide 9: www.rppi.org/education/ps234.html Slide 10: www.nssc1.org/savd/savd.htm Slide 11: www.alfred.edu/teenviolence/shootings/html www.alfred.edu/teenviolence/dangerous_students.html www.alfred.edu/teenviolence/potential_violence.html kidshealth.org/parent/emotions/feelings/school_violence_p2.html Slide 12: www.afsc.org/youthmil/200104/schoolshoot.htm Slide 13: www.cmpa.com/mediamon/mm070899.htm Slide 14: www.alfred.edu/teenviolence/shootings.html www.tlc.state.tx.us/research/facts/youthviolence.html www.bctf.cca/researchreports/94wlc01/report.pdf Slide 15: www.cnn.com/specials/maps

Slide35: 

Slide 16: www.firearmsid.com/A_BulletID.htm Slide 17: www.firearmsid.com/A_BulletID.htm www.firearmsid.com/Galleries/BulComp/a_bcompgal.htm Slide 18: www.firearmsid.com/A_CCID.htm www.geocities.com/j_ksinha/cidch.html www.adtdl.army.mil/cgi-bin/atdl.dll/fm/19-20/Ch9.html Slide 19: www.firearmsid.com/A_CCID.html www.adtdl.army.mil/cgi-bin/atdl.dll/fm/19-20/Ch9.html www.cci.ca.gov/Reference/peb/peb15.pdf Slide 20: www.firearmsid.com/A_CCID.html www.chemistry.org/portal/a/c/s/1/acsdisplay.html?DOC= vc/2my/my2_bullet.html Slide 21: www.firearmsid.com/A_distanceGSR.htm www.microbeam.com/applications/Gun%20Shot%20Residue.htm Slide 22: www.firearmsid.com/A_distanceGSR.htm Slide 23: ojjdp.ncjrs.org/pubs/gun_violence/sect08-a.html

Slide36: 

Slide 24: www.ed.gov/pubs/SafeandSmart/ www.50states.com/flag/nyflag.htm Slide 25: www.rockymountainnews.com/drmn/columbine/ www.crime-sceneinvestigator.net/evidenc3.html Slide 26: www.nyssba.org/adnews/employee/employee052200.3.html Slide 27: The Bronx High School of Science security Slide 28: N/A Slide 29: N/A Slide 30: N/A Slide 31: www.pledge.org/pledges/pledge_older.html

Slide37: 

Jessica Sarah Bayner Kaity Cheng Theresa Diu Dorota Pazdrowska Shari Schultz

Slide38: 

Nicole Tracy Carlos Kaity Cheng Erin Dickerson Theresa Diu Marina Goldenberg Irina Gusin Jihea Park Adina Zilberman

Slide39: 

Amit Bagga Donald Brown Jesun Chun Erica Fink Drew Gewuerz Babitha Haridas Rachel Herrmann Ivy Lau Kimberly Liao Cassie Magesis Elizabeth Nunge Jihea Park Jintana Pornpitaksuk Ryo Shibata Rondette-Amoy Smith Robert Wu Tina Yao Jane Yu Adina Zilberman

Slide40: 

Jordan Alexander Lashawn Ayrers Ursula Bailey Sheena Balasubramanian Peter Bazyluk Elizabeth Berger Dianna Bryan Benjamin Calev Jessica Carr Rebecca Chaikin John Chang Nadia Chaudhury Joyce Chen Luiza Chiacu Jaclyn Christoforatos Monica Clavijo Adrian Cohen Carly Creed Jacqueline Cruz Danielle Davis Kal Dellaportas Amanda Diaz Heather Dieguez Tess Dougherty Kai-Marie Edwards Matthew Fortier Keri Galitsis Maria Gervits Leora Giacoia Marina Goldenberg James Hartnett Rebecca Hetey Lauren Hinds Michael Huang Tiffany Huang Erica Huie Catherine Iftode Pavlyn Jankov Joanna Jia Hee Jee Jo Erin Johnson Maheswanri Kadiya Edie Kaminsky Michael Kang Elsie Kauffmann Justin Kern Rejendra Khairam Emran Khan Grace Kim Jessica Kwok Joanie Kwok Venita Latchman Loretta Lau David Lee Erica Lee Irene Lee Susan Lee Eva Lei Lin Leung

Slide41: 

Charles Poladian Olga Putilina Stephanie Rix Christopher Rojas Sean Roken Patrice Thompson Manny Sabatino Shikha Sangeeta Daniel Satterwhite Lenny Sher Andrew Sofer Billy Song Christina Stolz Joanna Thapa Michael Tomm Montgomery Tong Danielle Turso Carlos Valencia Milton Lewis Jacob Ling Leonardo Lospoto Alexander Mackler Sara Mantin Jane Mao Sofia Mavronasios Phillip McCook Michael Melendez Denika Mitchell Maarit Moran Alison Moy Paul Novaro Adenike Olanrewaju Leonard Pak Angela Pang Lisa Pao Chris Pavlou Jesse Vilinsky Mai Van Vu Cindy Wang Martin Weisz Nick Williams Kenneth Wong Timothy Bodine Wright Adam Yarina Keila Zambrana Xingjian Zhao Julia Zhu