1. School Shootings Across America

2. 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
School
Leaders
School officials
Conflict with teachers

3. 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.

4. School Shootings in the USA

5. School Shootings Nationwide by Grade Level 1992-2002

6. Number of Deaths in School Shootings

7. Shootings vs. Other Methods of Killing 1992-2002

8. School shootings in NYC 1992-2002

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

10. Reasons for Deaths

11. 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

12. Economic Makeup of Where School Shootings Occurred

13. Seriousness of Problems

14. MOST SERIOUS CAUSES

15. Bullet found at Crime Scene
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

16. 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

17. 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

18. 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.

19. 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

20. 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.

21. 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 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.

22. 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.

23. 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

24. 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.

25. 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.
Students walk through the doors of Columbine High to reclaim their school for the first time since the April 20 shootings.

26. New York City Policy Target Gun Trafficking: The No More Fear Kit
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

27. 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)
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.

28. 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

29. 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.

30. 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.

31. 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.

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

33. References
Slide 1:
Slide 2:
iume.tc.columbia.edu/chocies/briefs/choices05.html
Slide 3:
Slide 4: abcnews.go.com/sections/us/DailyNews/schoolshootings html
Slide 5:
Slide 6: news.bbc.co.uk/1/hi/education/ stm
Slide 7:

34. References Slide 8: cnn.com/2002/US/01/15/ny.school.shooting/
Slide 9:
Slide 10:
Slide 11:
kidshealth.org/parent/emotions/feelings/school_violence_p2.html
Slide 12:
Slide 13:
Slide 14:
Slide 15:

35. References Slide 16: www.firearmsid.com/A_BulletID.htm
Slide 18:
Slide 19:
Slide 20:
vc/2my/my2_bullet.html
Slide 21:
Slide 22:
Slide 23: ojjdp.ncjrs.org/pubs/gun_violence/sect08-a.html

36. References Slide 24: www.ed.gov/pubs/SafeandSmart/
Slide 25:
Slide 26:
Slide 27: The Bronx High School of Science security
Slide 28: N/A
Slide 29: N/A
Slide 30: N/A
Slide 31:

37. Leaders/Coordinators
Jessica Sarah Bayner
Kaity Cheng
Theresa Diu
Dorota Pazdrowska
Shari Schultz
credits

38. Graphic Artists Nicole Tracy Carlos Kaity Cheng Erin Dickerson
Theresa Diu
Marina Goldenberg
Irina Gusin
Jihea Park
Adina Zilberman
credits

39. Main Production Staff 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
credits

40. Production Staff credits 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
credits

41. Production Staff (cont'd)
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
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
Jesse Vilinsky
Mai Van Vu
Cindy Wang
Martin Weisz
Nick Williams
Kenneth Wong
Timothy Bodine Wright
Adam Yarina
Keila Zambrana
Xingjian Zhao
Julia Zhu
credits