Академический Документы
Профессиональный Документы
Культура Документы
March 2010
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Contents
Topic.................................................................................... Page No
Introduction to Security Industry..................................................... 2 PSISA and Code of Conduct Basic Security Procedures ............................................................. 22 Report Writing and Statement Taking ........................................... 27 Health and Safety........................................................................... 37 Emergency Response Preparedness .............................................. 41 Canadian Legal System ................................................................. 47 Legal Authorities ........................................................................... 52 Effective Communications ............................................................ 75 Sensitivity Training ....................................................................... 93 Resistance Management Guide (Use of Force Model) ................. 97
Instructional Objectives
(1) Participant to review selected components of the Private Investigators & Security Guards Act - 1966. Participant to review the 22 Coroners Jury Recommendations respecting the Patrick Shand Inquest. Participant to review the implementation of Bill 159 Private Security and Investigative Services Act (PSISA). Participant to identify and articulate the Key Reforms respecting regulations development. Participant to identify and articulate the Regulations development. Participants to identify and articulate the Code of Offences. Participants to identify and articulate the training & testing components. Various positions within the Security Industry.
(2)
(3)
(4)
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Use of Force training which identifies the hazards of ____________________ and ________________________.
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This includes; photograph, license number, company name and classification. When not in uniform, identification must be readily available.
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____________________ by members of the public in relation to the provision of security services. Access to this body should be readily ________________________________ and widely publicized.
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o Provincial Testing Standards April 15, 2010. o Specialized Training Under Development.. The Bill replaces the Private Investigators and Security Guards Act (1966) and now regulates private investigators, security guards and those who are in the business of selling the services of private investigators and security guards. The Minister had developed regulations setting out a code of conduct for private investigators and security guards.
Interpretation
Security Guard now described as a person who performs work for remuneration that consists primarily of guarding or protecting persons or property. Examples of the types of work referred to include: (a) Those acting as a ____________________. (b) Acting as ____________________; and (c) Those performing services to prevent the ________________________ through theft or sabotage in an industrial, commercial, residential or retail environment.
Mandatory Requirements
No person is eligible to hold a license under this Act unless, The person possesses a ________________________________________ ________ record, and Is ________ years old or older. Has successfully ___________________ all prescribed training and testing. If at any time subsequent to being issued a license, a person ceases to meet a requirement set out in the Act, the person shall ___________________ to act or offer services under the license and ___________________ the license to the Registrar within 5 days. For the purposes of the Act, a person possesses a clean criminal record if, The person has ___________________ convicted of a prescribed offence under the Criminal Code of Canada, the Controlled Drugs and Substances Acts (Canada) or any other Act of Canada; or
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The person has been convicted of such an offence and a _____________ under the Criminal Records Act (Canada) has ____________ granted.
Key Reforms
1. Mandatory Licensing. 2. Mandatory Training/Testing. 3. License Portability. 4. Business Registration. 5. License Appeals Process. 6. Public Complaints Process. 7. Regulations Development.
Mandatory Licensing
____ Security require to be licensed. ____ Exemptions in industry. Current exemptions included; In-house security like those working for retailers, bars, healthcare, special event locations, casinos, campus and hotels. Municipal employees performing security related duties. Corp of Commissionaires. ____ Private Investigators require to be licensed. Including those who __________________ (as defined in the Act) as a __________ job function and those who conduct investigations into peoples actions. This may include persons performing the role of Risk Manager, Human Resources, Internal Investigations, etc. Cost of licensing is ____ per year / per person. Dual licensing is ____ per year / per person. Note: Licensing of Investigators will also include the Mandatory Training and Mandatory Testing provisions.
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Overseen by the Ministry of Community Safety and Correctional Services. No exemptions for licensing requirements. Came into force - _____________________.
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o A private career college. o An agency licensed under the PSISA to sell security guard/private investigator services. o A business entity registered under the PSISA that employs in house staff. Ministrys program can also be offered by a business entity that falls under one of the previous categories or if it enters into a service agreement with licensed agencies or registered business entities. Trainers are required to ____________________________ based on the Ministrys curricula which was made publicly available on May 30, 2008. Security guard courses must consist of at least ________________________ and include certification in Emergency First Aid. Private Investigator courses must consist of at least _______________________ hours. Students will only be considered to have completed training if they attended the course in its ________________. _____ web-based training permitted. No trainer certification process. Registration required for some trainers. Licensed agencies and registered businesses that provide training which does not conform to the Ministrys curricula may ______________________ to deliver training and found guilty of a _______________ under the PSISA. Trainers to __________________________ the Ministry with a list of students who have completed their course.
Tier 2: Specialized Training Standard Tier 2 Details being developed and to be _________________ with Ontario Police College standards. Will include training in use of force, handcuffs and batons. Will require re-certification. Canadian General Standards Board (CGSB) is a Federal standards agency. Approved by the Standards Council of Canada. CGSB 2008 (version #133.1 2008) replaced 1999 version.
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License Portability
Individually licensed not linked to specific firm. Security Practitioners and Private Investigators _______________ from one firm to the next without having to reapply for a license each time. No need for individual insurance.
Business Registration
Entities whose primary business is not to provide security services but who employ security practitioners and / or investigators, ________ be registered. Includes; Retail Sector, Hospitals, Bars, Municipalities, Special Event locations, constructions sites, etc. Came Into Force August 23, 2008.
Regulations Development
1. Code of Conduct Ontario Regulation - #363/07. 2. Uniforms Ontario Regulation - #362/07.
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3. Equipment - Ontario Regulation - #366/07. 4. Vehicles - Ontario Regulation - #364/07. 5. Animals - Ontario Regulation - #365/07. 6. Exemptions - Ontario Regulation - #435/07. 7. Term of License - Ontario Regulation - #367/07. 8. Clean Criminal Record - Ontario Regulation - #360/07. 9. Information to be provided to the Registrar - Ontario Regulation - #361/07. 10. Record Keeping Requirements - Ontario Regulation - #434/07. 11. Insurance Ontario Regulation - #462/07. 12. Training & Testing April 15, 2010.
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Display or represent as his, her or its own a licence that was not issued to them. Display or represent as valid a licence that has been suspended or revoked. Refrain from using __________________________________________ language or actions that are otherwise uncivil to any member of the public. Refrain from exercising ___________ force. Came into force August 23rd, 2007.
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Term security or security guard ___________________ to the outermost piece of the uniform. Identification tag with the security guards ____________________ affixed to the outermost piece of the uniform. The uniform must not have rank chevrons (exemption is Corp of Commissionaires). If uniform includes a shirt with a collar, the shirt must ___________ black or navy blue. The trousers must not have __________, other than reflective safety strips, down the sides. The uniform must not include a _________________ forage cap. Came into force August 23rd, 2007.
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Dog may not be used unless it is first trained to obey the commands of the handler or person the dog is accompanying. Dog may only respond to aggression against the dogs handler. Dog may not kill or seriously injure people or animals. Came into force August 23rd, 2007.
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Shall provide Registrar with a __________________ its employees (Security and Investigators). Including personal information respecting representatives. Deadline to register company with Ministry was August 23rd, 2008. Came into force August 23rd, 2007.
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Business Entity will ___________________________ investigator and security guard to the Ministry. Business Entity will __________________________ _____has been provided including the credentials of the trainer. Business Entity will supply evidence that they are ______________ against the risks associated to the use of handcuffs, batons and firearms. Business Entity will maintain a ______________________ detailing each time handcuffs, batons and firearms are issued and to whom they were issued. Equipment log will also contain the _________ of handcuffs, batons and firearms issued and a description of ___________ they were carried. Business Entity will supply a ______________________ setting out the need for the investigator or security guard to carry the handcuffs, baton or firearms. If there is a requirement for a dog to accompany a security guard, records must be retained qualifying that the security guard has received _______________ in how to handle the dog. Business Entity must maintain policies and procedures on dogs feedings, housing, transportation, veterinary care, etc. Business Entity will maintain records every time a dog is issued to a security guard. Business Entity must maintain records for a minimum of ______________ or if involved in a proceedings, until the conclusion of the matter. Use of Force Reports to be maintained for ______________ or if involved in a proceedings, until the conclusion of the matter. Came into force August 23rd, 2007.
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Security patrol. Mobile patrol services. Concierge services. By-law enforcement. Licensed premises / entertainment sites that include ________________________. Executive protection that include bodyguards.
Principles of Loss Preventions Provides services for shopping entities. Manages / mitigates shrinkage. May _______________________________ individuals. May provide services in _______________________________ capacity. May be involved in ___________________ investigations. May perform the role of a secret shopper.
Principles of Security Patrol Provides a _________________ security function. Provides services at a private or public property entity. Generally _______________ patrols. Observed in; shopping centers, office buildings, healthcare sites, malls, corporate sites, etc.
Principles of Mobile Patrol Services Generally requires a full class G drivers licence. May require meeting minimum age requirements to fulfill insurance guidelines. Operates a _______________ security patrol car. Patrols various properties and sites. Responds to ______________________. May include supervisor roles.
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Generally performs security related tasks _________________ backup and without a partner. Requires being competent, confident and self-reliant.
Principles of Concierge Services Generally performs tasks in apartment or condominium facilities. Requires high-end customer/client interaction and pristine __________________________ skills (Verbal Judo). May respond to ____________________ (e.g. elevator stoppage, fire alarms, etc). Duties generally performed in a uniform, business casual or suit and tie. May require sitting or standing for extended periods of time. May require familiarity with the Residential Tenancy Act. Requires strong ____________________ skills.
Principles of By-Law Enforcement May perform parking enforcement duties on private property. May be in ___________________ to other security related duties.
Principles of Licensed Premises/Entertainment Facilities Services known as; doorman, bouncer, etc. Provides services at bars, taverns, hotels, motels, etc. Working within premises where ______________________ are served or sold. May require familiarity with the Liquor License Act. Requires Smart Serve Training Program.
Principles of Executive Protection Services known as; _______________________. Provides services for VIPs, VVIPs, executives, talent, etc. May require familiarity with various Federal/Provincial Statutes.
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Requirements of Security Provision May be required to protect _____________________________. May be requested to _________________________________ (zero touch policy). May be required to consider _________________________. May be _____________________ for actions or lackof. May be required to intervene up to and including ______________, remove, etc. Proved services as an ambassador for the client/company. Demonstrate organizational skills and the ability to multi-task. May be required to work ________________ shifts. Constantly changing environment.
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Instructional Objectives
Security guards need to be able to respond to changes in their environment which includes; (1) (2) (3) (4) The function of traffic control. The process of ensuring safety for all persons. The process of monitoring/managing access and departure of persons and vehicles. The impact of drug use in the context of safety for all.
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- Dangerous/vulnerable items. - Persons working late. - Graffiti - __________ and old. - Abandoned vehicles. - Persons _______________ (trespassing). - ______________ Lighting. - _____________ Signage. - _________________ Persons. - Question Dont touch! machines that are generally not running. - Be aware and check on operational _____________ on pressure gauges and panels. - Have _______________ readily available if you suspect there is a challenge. - Do not attempt to fix or adjust machinery. - Be aware and _______________ persons appearing nervous or paranoid. - Be aware and monitor persons constantly _____________ around. - Be aware and monitor persons possessing oversized bags. - Be aware and monitor persons with a ____________ carried over their arm. - Be aware and monitor persons _________________ direct eye contact be aware of potential cultural reasons. - Be aware and monitor areas with ___________ coat hangers. - Be aware and monitor persons who _______________ in area for excessive amounts of time. - Be aware and monitor persons who avoid _________________ to sales staff but handle merchandise regularly. - To control and monitor the _____________________________ of all persons to a secured property while delaying, deterring or refusing access to unauthorized persons. - To _________________ groups of people to prevent or mitigate disorderly or undesirable behavior.
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Instructional Objectives
(1) (2) (3) (4) Participant to identify and articulate competencies respecting Memo Book notes. Participant to identify and articulate competencies respecting Incident reports. Participant to identify and articulate the completion of Use of Force Reports. Participant to identify and articulate competencies respecting taking of Statements for victims / witnesses. Participant to identify and articulate competencies respecting the preparation of Written Statements. Participant to identify and articulate competencies respecting the Giving of Statements.
(5)
(6)
The Judicial Process: A Trial is _______ an examination of the ______________. A Trial ______ an examination of the _____________. Good notes prevent you from being held _______________ for lack of content or specific information. Helps _______________ rigorous cross examination. Assists you, as a witness, to ___________ your memory. If you write things down at the time or while fresh in your memory, you can ________________________________ effectively. If you do not, __________________ and you cannot remember and testify effectively.
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Explains ________ happened. Convinces the ____________________. ______________ the guilty. Protects the ______________.
Keeping Good Notes: Protects your ________________. Is your ______________ when challenged in court. Your memory ______ as time passes.
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Do Not _________. Do Not Give Your _____________. Use As Much ______________ As Possible.
Questions? ________ notes are they? Tell me ____________________ you made them? Did you ___________________ in making your notes?
What to Record?
What? Date, Shift, ____________ Conditions. Persons with you, persons spoken to @ the scene. Location of ___________________.
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means
of
entry,
furniture
Continuity of Evidence The _________________ found. ______ found it. Who did I _______ about it. Who did I __________________ to? ______ was it moved? Times!!!!!!!!!!!!!
Develop a System
Be prepared to show YOUR SYSTEM of how you: Prepare your ___________. Prepare your ___________. ________ Statements.
Rough Notes
Use of rough notes, scrap paper or any other material, you must __________________ and ___________________ with your regular notes. Be prepared to _____________ why. A well prepared answer will make you a ______________ witness.
Include
Chronological Order
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________________ of info received from other people. ____________ that you spoke to people or when you received information.
Your Notes
Does Neatness Count? Yes, And you must be __________________ your own notes. Notes must be ____________ for disclosure or you will have to type them out.
Results
Good note taking creates a ____________________ witness. This creates more _____________________ & less time in court. Good note taking will ______________ YOU!
Detail
Notes to ______________ your memory. Give __________________ in your reports. Identify: Everyone that __________________. Explain their __________.
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Remember! Your reports and statements will be _______________________ who know nothing of this event. Your report must ________________ them. Includes statements of witnesses: _______________ report OR
Impartial
Dont be afraid to ___________ a good statement or gesture a suspect does. Strengthens your __________________.
Detail
Terminology Use terms that _____________________ you observed or took. _______________. _______________. Use ____________ reports and incidents to ____________ your actions and report. Refer the reader to the fact that this incident was ____________ on CCTV.
Analysis
Your information may profile: ___________ other incidents may occur. The ___________________________ in other areas not previously covered. Need for _________ Security Officers.
Be Professional
__________________. __________________. __________________.
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__________________.
Detail
The 5 Ws. Legal / Medical Terms. Communications or Directions __________________________ for them to make an informed decision before the event took place.
Injuries
Detail ___________________ not only to the subject, but to yourself or others who were injured. Identify persons who were ______________ with injury, but not injured.
Training
Include _________________ you have received. How your training ________________ to the event.
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Recording
Written by you or by them. Review and __________. Tape Recorded. Video Taped.
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Professional
Be Professional! Use a ____________ when possible. Be _____________ when possible. _____________ your actions. REMEMBERThe reader doesnt know! Articulate ___________ story.
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Instructional Objectives
(1) (2) Participants to identify and articulate the Occupational Health and Safety Act (OSHA). Participants to identify and articulate the revisions to the OHSA Bill 168 December 15, 2009. Participants to identify and articulate the Workplace Hazardous Material Information System (WHMIS). Participants to identify and articulate Work Refusal.
(3)
(4)
Ministry of Labour Inspectors has broad powers to; - ___________ any workplace. - Investigate any _________________ hazardous situation. - Investigate any work refusal. - Order _______________ with the Act and its Regulations. - Initiate prosecutions. - All employers, supervisors and workers ________ assist and cooperate with Inspectors. Also covered under this Act is; - Workplace owners, - Constructors, - Suppliers of equipment or materials.
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WHMIS was developed by labour, industry and Federal, Provincial and Territorial Governments. Applies to all ____________________ covered by the Occupational Health and Safety Act and to all Federal Government workplaces.
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Instructional Objectives
(1) Participant to identify and articulate risk factors with respect to Emergency Response and Preparation. Participant to identify and articulate fire emergencies with respect to Emergency Response and Preparation. Participant to identify and articulate bomb emergencies with respect to Emergency Response and Preparation. Participant to identify and articulate weapons emergencies with respect to Emergency Response and Preparation. Participant to identify and articulate suspicious packages with respect to Emergency Response and Preparation. Participant to identify and articulate explosive devices with respect to Emergency Response and Preparation. Participant to identify and articulate emergency response procedures with respect to Emergency Response and Preparation. Participant to identify and articulate roles of security with respect to Emergency Response and Preparation. Participant to identify and articulate duty of care with respect to Emergency Response and Preparation. Participant to identify and articulate the principles of protecting and securing a crime scene with respect to Emergency Response and Preparation.
(2)
(3)
(4)
(5)
(6)
(7)
(8)
(9)
(10)
Responding to Emergencies
Security guards __________ have to respond to a variety of emergency situations. They may be required to perform a _______________ of functions during an emergency and understand the importance of scene management. Security guards may also need to prevent or mitigate __________________ to risk.
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Bomb threats are generally received via a telephone call. It is vital to gather precise information: 1. Utilize a threatening phone call ______________. Almost all entities will have one in their operations manual. 2. After the call, ______________ the building manager on a land line phone asap. 3. All parties generally gather with ______________ being called to respond. 4. Security and building operations staff will normally perform a ______________________________ as they know the facility better than anyone else. 5. Refer to your work site standing orders for specifics respecting search procedures and protocols. 6. When searching, it is important to _______________ all areas searched and provide that information to the search coordinator. 7. In the event a suspicious package is located, _________ the location and details such as size, colour, position, odour or smell. 8. Do not _______________________ the package. 9. Once police arrive they will meet the search coordinator and ________________ the person who initially received the phone call. 10. The police will require the ______________ of the search and location of any suspicious packages. 11. Police in concert with building management will decide whether to ________________ the building. 12. Follow the ________________ of the police and building management as required. 13. Advise clients/patrons that there is a building emergency and as a _________________, an evacuation order has been issued. 14. Once the event concludes, a detailed and thorough _______________ needs to be prepared that includes; dates, times, names and badge numbers, etc. 15. During the event, ensure that your ______________ (if applicable) is utilized to record as much information as possible.
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Call
1. Your name, location and contact number. 2. The exact location of the suspect(s). 3. Details of your observations. 4. The number of suspect(s) involved. 5. Description of the suspect(s) that include; gender, race, approximate size, build, clothing, features that include tattoos, facial hair, etc. 6. Description of the type and number of weapons the suspect(s) is/are carrying. 7. Include description of any duffle bag or backpack the suspect(s) are carrying. 8. The number, condition and location of victim (if applicable).
Contact building management and advise them of the situation. _________________ elevators, escalators and building systems to stop or mitigate movement. If safe to do so, _____________ at the security desk to answer calls for assistance. Management may __________ a warning message to be broadcast. Security Patrol Officers may be able to: 1. Assist with the physical _______________ of the elevators, escalators and service lifts. 2. Assist with ________________ access control. 3. Assist police with ______________ with respect to the building and access.
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Evacuation Procedures
Management shall immediately notify police providing them with all available information. Police shall be informed of the site __________ person and where to meet them upon their arrival. At this point, the police will dispatch officers to the scene and a decision will be made whether the Explosives Disposal Unit (EDU) will be notified. While awaiting the EDU, management shall if required: 1. Direct the __________________ of persons at risk. 2. Establish the ______________ control of the area and ensure if one approaches or attempts to move the object. 3. Attempt to establish _______________ of the object. It may be legitimate property left behind in error. Normal procedure should be consistent with a bomb threat. A detailed ______________ of the facility should be performed as there may be more than one object. Once the event concludes, a detailed ____________ needs to be submitted with dates, times, names and badge numbers of all persons involved.
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Instructional Objectives
(1) (2) (3) (4) (5) (6) (7) Participant to identify and articulate the principles of the Criminal Court System. Participant to identify and articulate the principles of the Ontario Evidence Act. Participant to identify and articulate the principles of Criminal Law. Participant to identify and articulate the principles of Provincial Law. Participant to identify and articulate the principles of Municipal Law. Participant to identify and articulate the principles of Case/Common Law. Participant to identify and articulate the principles of the Hierarchy of the Court System. Participant to identify and articulate the principles of the Admissibility of Evidence.
(8)
Provincial / Territorial Courts Each province and territory, with the exception of Nunavut, has a provincial/territorial court and these courts hear cases involving either federal or provincial/territorial laws. Provincial / territorial courts deal with most criminal offences, family law matters (except divorce), young persons in conflict with the law (1 to 17 years), traffic violations, provincial/territorial regulatory offences and claims involving money up to a certain amount (as set by the jurisdiction in question). Private disputes involving limited sums of money may also be dealt with at this level in Small Claims Courts. In addition, all preliminary inquiries (hearings to determine whether there is enough evidence to justify a full trial) in serious criminal cases, take place before the provincial/territorial courts.
The Personal Information Protection and Electronic Documents Act (PIPEDA) is the Act governing the collection and storage of personal information and data. As a security guard in Ontario, you will be generally governed under the Ontario Evidence Act and PIPEDA.
Evidence Preparation
For any serious crime: 1. Do not ____________ anything. 2. ______________ the area and call police. 3. Do not let anyone ______ until police arrive where they will assume control. 4. __________ everything you have seen and our touched. 5. Do not ___________ the crime scene until police direct you to do so. 6. Do not ____________ information to the media or others not directly involved with the crime scene.
Collection of Evidence
Collecting evidence is a very complex task for most serious personnel. The following steps should be followed when collecting evidence: 1. Secure the item(s). 2. Preserve the item(s). 3. Identify the item(s). 4. Maintain continuity of the item(s). 5. Log / document the item(s). Being able to identify evidence, document, collect and package evidence correctly from a crime scene is a difficult task. It is preferred practice to leave the collection of evidence to the police. Secure the evidence in a _______________ and _________ the bag with evidence tape and fill out an evidence tag. To be admissible in a court of law, physical evidence must be properly documented and be
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identified by every person that has handled it. This chain of command begins with the person who first ________________ the physical evidence. Preservation of evidence must ensure that the evidence is not ___________________. Ensure that each piece of evidence is sealed in its own evidence bag. Always _______ across the evidence tape with initials and date of collection. Identify the item fully on the evidence tag and attach it to the bag. A property ___________ is attached to the evidence package and must be signed over to the evidence custodian. Every time the evidence is handled, the property receipt needs to be _______________ and the property log needs to be up-dated. Secure the evidence in a _______________ and ________ the bag with evidence tape and fill out an evidence tag. To be admissible in a court of law, physical evidence must be properly documented and be identified by every person that has handled it. This chain of custody begins with the person who first _____________ the physical evidence.
Instructional Objectives
(1) Participant to identify and articulate the Personal Information Protection and Electronics Documents Act 2000 C. 5 - (PIPEDA). Participant to identify and articulate the Employment Standards Act - 2000. Participant to identify and articulate the Labour Relations Act. Participant to identify and articulate the Liquor Licence Act. Participant to identify and articulate the Provincial Offences Act - 1990. Participant to identify and articulate the Residential Tenancies Act - 2006. Participant to identify and articulate the Trespass to Property Act. Participant to identify and articulate Tort Law.
PIPEDA
Once the information is no longer required, the information shall be destroyed. Storage & Destruction The methods of ______________ should include: 1. Physical measures (e.g. locked filing cabinets and restricted access to offices). 2. Organizational measures (e.g. security clearances). 3. Technological measures (e.g. the use of passwords and encryption). 4. Personal information that is no longer required to fulfill the identified purpose should be destroyed, erased, or made anonymous. 5. Organizations shall develop guidelines and implement procedures to govern the destruction of personal information.
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1. To facilitate collective bargaining between employers and trade unions that is the freelydesignated representatives of the employees. 2. To recognize the importance of workplace parties _________________ to change. 3. To promote flexibility, productivity and employee ________________ in the workplace. 4. To encourage __________________ between employers and employees in the workplace. 5. To recognize the importance of economic growth as the foundation for mutually beneficial relations amongst employers, employees and trade unions. 6. To encourage co-operative _________________ of employers and trade unions in resolving workplace issues. 7. To promote quick _____________ of workplace disputes.
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11. Subsection 10 does not apply to a person 18 years of age who is employed on premises in which the sale or service of liquor is authorized while the person is on the premises during the course of his or her employment. Unlawful Possession or Consumption. 2. No person shall have or consume liquor in any place other than; (a) a residence, (b) premises in respect of which a license or permit is issued. (c) a private place as defined in the Regulations.
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(2) A school board has all the rights and duties of an occupier in respect of its school sites as defined in the Education Act. 2. (1) Every person who is not acting under a right or authority conferred by law and who, (a) without the express permission of the occupier, the proof of which rests on the defendant (i) enter on premises when entry is prohibited under the Act or, (ii) engages in an activity on premises when the activity is prohibited under this Act or, (b) does not leave the premises immediately after he or she is directed to do so by the occupier of the premises or a person authorized by the occupier, is guilty of an offence and on conviction is liable to a fine or not more that $2,000. Arrest without Warrant on Premises. 9. (1) A police officer, or the occupier of premises, or a person _________________ by the occupier may arrest without warrant any person he or she believes on reasonable and probable grounds to be ___________________________________ in contravention of section 2.
Tort Law
A tort could be considered a wrong involving a breach of duty that results in an ________________ to a person or damage to the property of another. A tort is distinguished from a breach of a contract in that a tort is a __________________________________ established by law whereas a breach of contract results from a failure to meet an obligation created by an agreement between parties. An intentional tort would be an injury inflicted by positive, willful, and aggressive conduct, or by design, as opposed to an injury caused by negligence or resulting from an accident. If a security guard arrests and handcuffs a person, they owe the arrested person a _____________________________. Intentional acts leading to injury could result in _____________________.
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Authorized by Law
Where a __________________________ a person to follow a course of action.
In Good Faith
With ____________________________. Free from any ______________________________________.
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Ordinary Force
_____________ an arrested individual to the security office, ____________________ an individual from committing an assault, etc.
Reasonable Grounds
Your belief system and opinion based on a set of facts or circumstances, which _____________________ an ordinary, cautious and prudent person that you had a
Found Committing
__________________ the person ______________________ an offence (caught in the act).
Includes seeing a person commit an offence and ______________________________________ until they are arrested.
Arrest
An arrest is completed when you take or get ____________________ a person with the __________________________ them.
Actus Reus
The criminal offence, the act of _________________ the offence.
Mens Rea
The guilty mind, development of the __________________ the offence.
Indictable Offence
An offence described as _______________________ in nature where greater penalties are imposed. Examples include Murder, Robbery, Sexual Assault, etc.
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Summary Offence
Any offence generally considered to be __________________ in nature. Examples include Indecent Exposure, Cause a Disturbance.
Prohibited Weapon
(a) a knife that has a blade that opens automatically by _______________________ pressure applied to a button, spring or other device in or attached to the handle of the knife, or (b) any weapon, other than a firearm, that is _______________ to be a prohibited weapon.
Public Place
Includes any place to which the public ______________ as of right or by invitation, express or implied.
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(ii)
is ______________________________ ____________________________.
by
persons
who
have
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Case Law R. v. Brisson (1982). This court matter stated that section 37 need not be put to the jury in every case where self-defense is suggested. There must be some evidence, sufficient to give an air of reality to the defense, before it need be left with the jury. Case Law R. v. Whynot (Stafford) (1983). This case ruled that no person has the right in anticipation of an assault that might not happen, to apply force to prevent the imaginary assault. A person seeking the justification of this section must be faced with an actual assault. Case Law R. v. Mulder (1978). This case ruled that the use of force permitted by this section is proportionate force and must not be more than is necessary to prevent an assault. Case Law R. v. Scopelliti (1981). This case ruled that section 41(1) might apply to the occupier of commercial premises, as well as a dwelling house. This section of the Criminal Code does not require an arrest to be made in order for the use of force to be applicable. Similar to the process of breach of the peace, force may be used; a person may be physically removed, and held temporarily without an arrest. Police should be aware that there is even no requirement for police to be notified if or when this section is utilized (unlike a citizen arrest procedure).
(c) To ___________________________ of any person, discharges a firearm, air gun or air pistol at any person, whether or not that person is the one mentioned in paragraph (a), (b) or (c), is guilty of an indictable offence and liable to imprisonment for a term not exceeding fourteen years.
343 Robbery
Every one commits robbery who (a) Steals, and for the purpose of extorting whatever is stolen or to prevent or overcome resistance to the stealing, _________________________ violence to a person or property; (b) Steals from any person and, at the time he steals or immediately before or immediately thereafter, wounds, beats, strikes, or ______________________________ to that person; (c) Assaults any person ________________________ from him; or (d) Steals from any person __________________ with an offensive weapon or imitation thereof.
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(b) Breaks and enters a place ________________ an indictable offence therein, or (c) ________________ of a place after (i) Committing an indictable offence therein, or (ii) Entering the place with intent to commit an indictable offence therein, Is guilty of an indictable offence.
(d) A pen or an enclosure in which fur-bearing animals are kept in captivity for breeding.
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174 Exposure
For the purposes of this section, a person is nude who is so clad to _______________ against public decency or order.
(b) Is nude and ____________________ while on private property, whether or not the property is his own is guilty of an offence punishable on summary conviction.
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265(1) Assault
A person commits an assault when; (a) Without the consent of another person, he ___________________ intentionally to that other person, directly or indirectly. (b) He _______________________, by an act or a gesture, to apply force to another person, if he has, or causes that other person to believe on reasonable grounds that he has, present ability to effect his purpose; or (c) While ______________________________ a weapon or an imitation thereof, he accost or impedes another person or begs.
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322(1) Theft
Every one commits theft who fraudulently and without color of right, ________ or fraudulently and without color of right ________________ to his use or to the use of another person, anything, whether animate or inanimate, with intent; (a) To deprive, __________________________, the owner of it, or a person who has a special property or interest in it, or the thing or his property or interest in it; (b) To pledge it or deposit it as security; (c) To part with it under a condition with respect to its return that the person who parts with it may unable to perform; or (d) To deal with in such a manner that it ______________________ in the condition in which it was at the time it was taken or converted.
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430(1) Mischief
Every one commits mischief who willfully, (a) Destroys or ________________ property. (b) _______________ property dangerous, useless, inoperative or ineffective. (c) Obstructs, interrupts or interferes with the ___________________, enjoyment or operation of property, or (d) Obstructs, interrupts or interferes with any person in the lawful use, ______________ or operation of property.
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(d) By virtue of his office, Is, if he acts on ___________________, justified in doing what he is required or authorized to do and in using as much as force as ___________________ for that purpose. Section 25(1) confirmed with Eccles v. Bourgue (1973) which absolves anyone of blame who does something that they are required or authorized by law to do and authorizes the use of as much force as is necessary to do it.
26 Excessive Force
Every one who is authorized by law to use force is _______________________ for any ___________ thereof according to the _______________________ of the act that constitutes the excess.
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(b) To prevent anything being don, that on reasonable grounds, he believes would, if it were to be done, __________________________ mentioned in paragraph (a). Section 27 of the Criminal Code was viewed via R. v. Scopelitti (1981), which stated that the use of deadly force could only be justified either in self-defense or in preventing the commission of a crime likely to cause immediate and serious injury.
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Case Law R. v. Brisson (1982). This court matter ruled that section 34(1) may be invoked only if there is not intention to cause death or grievous bodily harm and no more force than necessary is used. Section 34(2) affords justification where there was no intention to kill. The involved person must believe that they were going to be killed. Case Law R. v. Antley (1963). This court matter ruled that a person need not be reduced to a state of frenzy (fight or flight) in resisting an attack before self-defense is available. Neither must a person wait to be struck first before using any force against the attacker. This court ruling also stated that a person is not required to retreat when the subject in question is a trespasser. Providing force is necessary, force may be used as long as no more force than was necessary for that purpose. Case Law R. v. McIntosh (1995). This court matter ruled that section 34(2) is available even to a person who was initially the aggressor. Although section 34(1) includes the statement without having provoked the assault, section 34(2) does not. The bottom line is that this court ruling indicated that if this is what Parliament wants (in terms of providing availability to initial aggressors) then that is what they will get.
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. . . . . . . . . .
Instructional Objectives
(1) (2) (3) (4) (5) (6) (7) (8) (9) (10) (11) (12) (13) (14) (15) (16) To define the term effective communications. To define and articulate the goals of effective communications. To define and articulate the first contact approach. To identify and articulate verbal communications. To identify and articulate the barriers to effective communications. To identify and articulate non-verbal communications. Malcolm Gladwell BLINK (7 Seconds in the Bronx). To identify and articulate kinesics body language. To identify and articulate kinesics potential danger cues. To define and articulate Verbal Strategies. To articulate on how to improve communications. To identify and articulate the 10 phrases to Avoid of Verbal Judo. To identify and articulate the 5 Steps to Generating Voluntary Compliance. To Identify and articulate the Awareness Spectrum. To Identify and articulate conflict prevention strategies. To Explore Personal Preparation Principles.
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Presumption Exercise
What do you presume about the information you have just heard?
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Perception Exercise
To demonstrate the perception of communications, try the following exercise. Listen carefully to the story you are about to hear. Once you have done so, answer the following questions. Questions: 1. A man appeared after the owner turned off the lights. ____ True _____ False _____ Dont Know
2. The robber was a man. ____ True _____ False _____ Dont Know
3. This situation happened at night. ____ True _____ False _____ Dont Know
4. The businessman was the owner. ____ True _____ False _____ Dont Know
5. The person who opened the cash drawer was the owner. ____ True _____ False _____ Dont Know
6. While there was money in the cash drawer, the story did not say how much money. ____ True _____ False _____ Dont Know
7. The person who appeared did not demand money. ____ True _____ False _____ Dont Know
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8. Someone opened a cash drawer. ____ True _____ False _____ Dont Know
9. The robber demanded money. ____ True _____ False _____ Dont Know
10. The storeowner scooped up the cash drawer contents and ran away. ____ True _____ False _____ Dont Know
11. A businessman turned off the lights when a person appeared. ____ True _____ False _____ Dont Know
12. No one demanded the contents of the cash drawer. ____ True _____ False _____ Dont Know
13. The following events occurred in the store: a cash drawer was opened; a person ran out of the store; the contents of the cash drawer were scooped up. ____ True _____ False _____ Dont Know
14. The person who appeared opened the cash drawer. ____ True _____ False _____ Dont Know
15. In the story, only three persons were involved; the owner of the store; a police officer; and the man who demanded money. ____ True _____ False _____ Dont Know
How did you do? Do not be embarrassed if you did not do too well. Many people do not on these types of quizzes. Why do you think this happens? Remember, that people sort communications according to their prior experience. Some people will hear the communication where others may fill in the gaps when information appears to be missing. Most people will make assumptions about the story.
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The Sender:
1. ________________________________________________________. 2. ________________________________________________________.
The Message:
1. _______________________________________________________.
The Medium:
1. _________________________________________________________.
_________________________________________________________. _________________________________________________________.
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The Receiver:
1. _________________________________________________________. 2. _________________________________________________________.
Response or Feedback:
1. _________________________________________________________.
Barriers to Communications
1. _________________________________________________________. 2. _________________________________________________________. 3. _________________________________________________________. 4. _________________________________________________________. 5. _________________________________________________________. 6. _________________________________________________________. 7. _________________________________________________________. 8. _________________________________________________________. 9. _________________________________________________________. 10. _________________________________________________________. 11. _________________________________________________________.
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Amadou Bailo Diallo. February 4, 1999. 4 NYUP plain-clothes officers 41 total shots fired. Officers acquitted of criminal charges at trial.
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Conscious Actions
Illustrator
1. ____________________________________________________________________ 2. ____________________________________________________________________ 3. ____________________________________________________________________ 4. ____________________________________________________________________
Emblems
1. _____________________________________________________________________ 2. _____________________________________________________________________ 3. _____________________________________________________________________ 4. _____________________________________________________________________ 5. _____________________________________________________________________
Regulator
1. _____________________________________________________________________ 2. _____________________________________________________________________ 3. _____________________________________________________________________
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Sub-Conscious Actions
Adapter
1. _____________________________________________________________________ 2. _____________________________________________________________________ 3. _____________________________________________________________________ 4. _____________________________________________________________________ 5. _____________________________________________________________________ 6. _____________________________________________________________________
Affect Display
1. _____________________________________________________________________ 2. _____________________________________________________________________
(1)
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(2)
Foot Posture
1. _______________________________________________________________ 2. _______________________________________________________________ 3. _______________________________________________________________ 4. _______________________________________________________________
(3)
Hand Posture
1. _______________________________________________________________ 2. _______________________________________________________________ 3. _______________________________________________________________ 4. _______________________________________________________________
(4)
Tense Muscles
1. _______________________________________________________________ 2. _______________________________________________________________
(5)
Skin Tone
1. _______________________________________________________________ 2. _______________________________________________________________
(6)
Breathing
1. _______________________________________________________________ _______________________________________________________________
2. _______________________________________________________________ _______________________________________________________________
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(7)
(8)
Eye Contact
1. _______________________________________________________________ _______________________________________________________________ 2. _______________________________________________________________ _______________________________________________________________
(3)
__________________________________________________________________
(2)
__________________________________________________________________ __________________________________________________________________
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(3)
__________________________________________________________________ __________________________________________________________________
Appropriate Timing
(1) ______________________________________________________________________________ ______________________________________________________________________________
(2)
Empathy
(1) ______________________________________________________________________________ ______________________________________________________________________________ (2) (3) _____________________________________________________________________________ _____________________________________________________________________________
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Use Repetition
(1) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
(2)
Encourage Trust
(1) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
(2)
(2)
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Awareness Spectrum
The Awareness Spectrum is a five-level colour coded which represents awareness. Your awareness level may change moment by moment and is impacted by factors that may include: Anxiety
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Level #1 White
(1) (2) (3) __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________
Level #2 Yellow
(1) (2) __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ (3) __________________________________________________________________ __________________________________________________________________
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Level #3 Orange
(1) (2) (3) __________________________________________________________________ __________________________________________________________________ __________________________________________________________________
Level #4 Red
(1) (2) __________________________________________________________________ __________________________________________________________________
(3)
_____________________________________________________
__________________________________________________________________
Level #5 Black
(1) (2) (3) __________________________________________________________________ __________________________________________________________________ __________________________________________________________________
Conflict Prevention Strategies (1) __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________
(2)
(3)
(4)
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(5)
__________________________________________________________________ __________________________________________________________________
(2)
(3)
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Instructional Objectives
(1) (2) (3) (4) (5) Participant to identify and articulate Culture. Participants to identify and articulate Sensitivity to Culture. Participants to identify and articulate Perception of Authority Figures. Participants to identify and articulate Diversity. Participants to identify and articulate The Price of Bias.
Definition of Culture
It is the total sum of the ___________________ built up by a group of human beings and transferred from one generation to another. The sum of attitudes, customs and beliefs that _________________ one group of people from another. Culture is _______________ through language, material objects, rituals, institutions and art, from one generation to the next.
Culture Sensitivity
Security can develop a better understanding of various ethnic groups by exploring: Shared value systems. Displayed traditions. Displayed habits. Types of foods. Ways of thinking. Attitudes or perceptions. Celebrated holidays. History. Displayed customs. Language spoken.
Positive View Points Helpful personality. Friendly and smart. Providing community service. Honestly preventing crime. Available when needed.
We need to go after those biases that cause pain or ______________ with our ability to function fairly and successfully.
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Continuously assess the situation and select the most reasonable option based on your perception at that point in time.
Purpose
The Resistance Management Guide has been designed to meet the specific needs of private security professionals and to ensure consistency with the recognized standard contained in the law enforcement National Use of Force Model. Both are graphical representations of the various elements involved in the process by which a private security or security practitioner assesses a situation and acts in a reasonable manner to ensure security practitioner and public safety. The Model assists in understanding why and in what manner a security practitioner may respond with force. As an aid to training, the Guide promotes continuous critical assessment and evaluation of each situation and assists in understanding and making use of a variety of options to respond to potentially violent situations.
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Neither the Resistance Management Guide nor the National Use of Force Model is intended to serve as a justification for a security practitioners use of force nor does it provide specific response options appropriate to a situation. These tools do provide a valuable framework for understanding and articulating the events associated with an incident involving use of force.
Principles:
Six basic principles underlie the Resistance Management Guide that is based on the National Use of Force Model. 1) The primary responsibility of a private security is to preserve and protect life. 2) The primary objective of any use of force is to ensure public safety. 3) Private security practitioner safety is essential to public safety. 4) The National Use of Force Model does not replace or augment the law; the law speaks for itself. 5) The National Use of Force Model was constructed in consideration of (federal) statute law and current case law. 6) The National Use of Force Model does not dictate policy to any agency.
Assess-Plan-Act
The process of continuous assessment also helps to explain how a behavior (and response option) can change from co-operative to assaultive (or from communication to lethal force) in a split second without passing through any other behavior or force options. The area adjacent to the situation contains the various subject behavior categories including cooperative, resistant, assaultive, and serious bodily harm or death. Perception and tactical considerations are interrelated and are therefore contained in the same area or ring of the model. Factors that the security professional brings to the situation that are unique to that individual and interact with both situational and behavioural factors to determine how the security
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practitioner may perceive or assess the situation. Further, the security practitioners perception of the situation may affect his/her assessment and, in turn his/her tactical considerations. The outer area of the model represents the users use of force options. These options range from security practitioner presence to communication skills, physical control techniques, intermediate weapons and lethal force. Though security practitioner presence and communication skills are not physical use of force options, they have been included to illustrate the full range of factors that have an impact on the behavior of the suspect.
Careful consideration of all possible factors within each of the above categories assist the security practitioner in understanding and responding to situations and in explaining to others how a particular situation was perceived, assessed and/or responded to.
Situation - Explanation
When responding to an incident, one must assess various aspects of the immediate situation. There are at least six different conditions that can characterize a situation. Each of these may become part of the assessment process. It should be noted that some of these factors might fall under more than one category.
Environment
There will be times when environmental conditions may affect the ones assessment of the situation.
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Number of Subjects
The number of people versus the number of subjects will affect the assessment of the situation.
Knowledge of Subject
Prior knowledge of the Subject may affect the assessment of the situation. The user may be aware of the subjects criminal history, reputation or have had a prior personal contact with him/her.
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where there is a pressing threat to public safety, an immediate response may be unavoidable. In other situations, conditions may allow the user to delay his or her response.
(1) ______________________________ (2) ______________________________ (3) ______________________________ (4) ______________________________ (5) ______________________________ (6) ______________________________ (7) ______________________________ (8) ______________________________ (9) ______________________________
Subject Behaviours
Central to the Assess-Plan-Act process is the behavior of the subject. The model records five different categories of subject behavior in the circle adjacent to the situation. The gradual blending of colours in this circle reflects the fact that the boundaries between categories are difficult to distinguish. It is often difficult to differentiate between categories of behavior. Into which category the subjects behaviour is directed is in part dependent upon the security practitioners perception. The following describes each of the five categories of subject behavior.
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Co-operative Behaviour ______________________________ ______________________________ ______________________________ ______________________________ Passive Resistant ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ Active Resistant ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ Assaultive ______________________________ ______________________________ ______________________________
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legitimate reasons, may feel the situation to be more threatening and demanding of a different response. The above list includes factors unique to the individual security practitioner, which interact with situational and behavioural factors to affect how the security practitioner perceives and ultimately assesses and responds to a situation.
Tactical Considerations (1) ______________________________ ______________________________ (2) ______________________________ ______________________________ (3) ______________________________ ______________________________ (4) ______________________________ ______________________________ (5) ______________________________ ______________________________ (6) ______________________________ ______________________________
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(7)
______________________________ ______________________________
(8)
______________________________ ______________________________
(9)
______________________________ ______________________________
The primary duty of the security practitioner is to protect life and property. However, when a situation escalates dangerously, or when the consequences of continued intervention seriously increase danger to anyone, the option to disengage may be considered appropriate. It is also recognized that due to insufficient time and distance or the nature of the situation, the option to disengage may be precluded. If the security practitioner determines the option to disengage to be tactically appropriate, the security practitioner may consider disengagement with the goal being containment (if appropriate) and consideration of other options, such as, seeking alternative cover, waiting for backup, specialty units, etc.
Use of Force Response Options (1) Presence ______________________________ ______________________________ ______________________________ ______________________________
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(2)
(3)
Physical Control Options ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________
(4)
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(5)
Summary
The Resistance Management Guide based on the National Use of Force Model (2004) represents the process by which a security practitioner assesses, plans and responds to situations that threaten public and security practitioner safety. The assessment process begins in the centre of the model with the situation confronting the security practitioner. From there, the assessment process moves outward and addresses the subjects behaviour and the security practitioners perceptions and tactical considerations. Based on the security practitioners assessment of the conditions represented by these inner circles, the security practitioner selects from the use of force options contained within the models outer circle. After the security practitioner chooses a response option, he/she must continue to Assess Plan and Act to determine if his or her actions are appropriate and/or effective or if a new strategy should be selected. The whole process should be seen as dynamic and constantly evolving until the situation is brought under control. Authority to use force separates the security professional from other members of society and the reasonable use of force is central to every security practitioners duties. The Resistance Management Guide (National Use of Force Model) provides a framework that guides the security practitioner in that duty.
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