Volume 3, Number 1Spring 2013
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ILEETA Journal Digital Archive
2013
The ILEETA Journal
The supplied archive preserves two 2013 issues: Volume 3, Number 1 (Spring) and Volume 3, Number 3 (Fall). Volume 3, Number 2 is not present. The issues document editorial succession, evidence-based aspirations, ILEETA’s tenth-anniversary period, and a widening range of instructor-development material.
Historical-use notice: These journals are period documents. Their terminology, legal analysis, technology, products, medical assumptions, and training recommendations may not reflect current evidence, law, policy, or ILEETA positions. The abstracts below are modern editorial summaries, not quotations.
Volume 3, Number 1Spring 2013
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Volume 3, Number 3Fall 2013
Open issue PDF
Volume 3, Number 1
Spring 2013
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Roy Bethge is listed as editor, Steve Ashley as managing editor, Brian Hill for officer safety, and Kevin Davis for reviews; instructor development is marked open. Harvey Hedden’s editorial memorializes charter member and advisory-board member Brian Stover.
Featured articles
Guns and Other Weapons in School
Historical abstract: Cohen surveys why students may bring guns, knives, or improvised weapons to school and why detection is difficult. He connects household and community access, motives, concealment, school climate, reporting, and prevention, arguing that the problem extends beyond firearms alone. The article is written from a school-safety perspective and encourages collaboration among educators, families, students, and law enforcement. As a historical source, it shows the journal responding to heightened concern about school violence while broadening the discussion from a single weapon type to behavior, access, and institutional awareness.
Topics: School safety; weapons detection; prevention; youth violence
APA-style citation: Art Cohen. (2013). Guns and Other Weapons in School. The ILEETA Journal, 3(1), 6-7.
Take Their Breath Away
Historical abstract: Gillis examines breathing, fatigue, friction, and positional pressure during ground encounters. Drawing parallels to combat sports, he argues that officers can sometimes use body position and controlled pressure to reduce an opponent’s energy without relying solely on strikes or joint techniques. He distinguishes this concept from strangulation while acknowledging that force decisions depend on the level of threat. The article reflects a period effort to translate grappling experience into law-enforcement tactics and to make physiological limits part of scenario discussion, especially when officers become exhausted during prolonged physical resistance.
Topics: Ground fighting; positional control; fatigue; defensive tactics
APA-style citation: Tom Gillis. (2013). Take Their Breath Away. The ILEETA Journal, 3(1), 8-9.
Volume 3, Number 3
Fall 2013
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Roy Bethge appears as executive editor, with Mary Grace Barbye as product review editor, Brian Hill for officer safety, Thom Dworak for instructor development, and Kevin Davis for reviews. Bethge calls for research- and evidence-based material while previewing layout changes for 2014.
Featured articles
Reaching the Clarity Threshold: Training to Take Action in Uncertain Times
Historical abstract: Zimmerman explores how officers decide to act when information is incomplete, threats are uncertain, and delay also carries risk. She describes a “clarity threshold” at which accumulated cues support action and argues that training should expose students to ambiguity rather than always presenting obvious threats and solutions. Scenarios can help officers recognize relevant information, update mental models, and explain why action became reasonable at a particular moment. The article reflects the journal’s sustained interest in naturalistic decision-making and offers trainers a language for discussing hesitation without reducing complex judgments to reaction speed alone.
Topics: Decision-making; uncertainty; scenario training; threat recognition
APA-style citation: Laura Zimmerman. (2013). Reaching the Clarity Threshold: Training to Take Action in Uncertain Times. The ILEETA Journal, 3(3), 3-5.
The Ethical Warrior: Developing a Cop’s Protector Mindset
Historical abstract: Hoban rejects a popular maxim advising officers to maintain a plan to kill everyone they meet and proposes a protector mindset instead. He links awareness, confidence, physical competence, emotional control, and ethical clarity, arguing that a commitment to protect life can support decisive action under stress. The article presents moral values as operational rather than ornamental: purpose helps officers choose and explain force while resisting fear, anger, or ego. Historically, it marks an important alternative within “warrior” discourse, reframing the concept around protection of self, partners, bystanders, and even violent suspects when possible.
Topics: Ethics; protector mindset; emotional control; use-of-force purpose
APA-style citation: Jack E. Hoban. (2013). The Ethical Warrior: Developing a Cop’s Protector Mindset. The ILEETA Journal, 3(3), 6-9.
Active Learning - the Difference Between Experiential, Problem-Based, and Case-Based Learning
Historical abstract: Avery distinguishes three active-learning approaches that are often treated as interchangeable. Experiential learning centers on realistic activity followed by reflection and feedback; problem-based learning organizes inquiry around an open problem; case-based learning uses a bounded account to analyze decisions and alternatives. She argues that instructors should select methods according to learning outcomes rather than novelty and that experience alone does not guarantee learning. The article is significant within ILEETA’s history because it translates adult-education research into practical curriculum language, reinforcing the journal’s movement toward more deliberate, evidence-aware instructor development.
Topics: Active learning; adult education; curriculum design; reflection
APA-style citation: Kerry Avery. (2013). Active Learning - the Difference Between Experiential, Problem-Based, and Case-Based Learning. The ILEETA Journal, 3(3), 26-28.