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Research Theory in Homeland Security and Emergency Management

Emergency management, homeland security, and criminal justice are all fields that may be approached academically but certainly have a large practitioner’s base. This means that while some social scientists may be intently studying phenomena and behaviors occurring within professions related to these areas of expertise, many professionals in these lines of work may or may not have academic degrees related specifically to what they do each day. A third group, practitioner scholars, has combined an educational background with professional expertise and serves as a bridge between the two ends of the spectrum. 

 

In your agency, the deputy uses old-fashioned techniques and does not necessarily embrace the idea that advanced degrees enhance an individual’s capabilities. However, a new chief has recently been appointed, and he believes education is tremendously valuable to crisis responders at any level. He also believes that theory and practice can be closely and successfully linked, even in daily operations.

 

You are considered a practitioner-scholar in your agency. Because of your remarkable education and demonstrated intellect, your manager has tasked you with drafting an information paper for your colleagues that explains how and why theory has a role in daily operations. You are informed you should also include arguments on the value of social science research and how such science can aid practitioners in performing their missions.

Primary Task Response: Within the Discussion Board area, write 400–600 words that respond to the following questions with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. Be substantive and clear, and use examples to reinforce your ideas:

In your own words, why do you think research theory has a daily role in the fields of homeland security and emergency management? Explain.

 

How valuable do you feel the use of social science research is to homeland security and emergency management practitioners? Explain.

 

Specifically, how do you think social science research can aid practitioners in performing their missions? Explain.

 

Why do you think some practitioners are resistant to seeking out higher education? Explain.

 

Should practitioners be required to obtain certain levels of education? Why or why not?

  • What homeland security or emergency management related research, if any, have you recently examined? Summarize.
  • Do you feel that the results of the research contain valuable data to the fields? Why or why not?
  • If you have not recently examined any homeland security or emergency management related research, what type(s) of research are you most interested in studying throughout this course? Why?
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    Project Criteria Unacceptable Minimal Competent Effective Mastery Subtotals
    (15/75) 0 – 8 points: 9 – 10 points: 11 points: 12 – 13 points: 14 – 15 points: 0
    Produce Meaningful Discussion with Peers Student neither address the questions nor provides response comments to other students’ pieces of writing; does not make a contribution to the discussion OR makes a very weak contribution. Student does not contribute to the discussion. Student produces weak response comments to other students’ pieces of writing.  Student makes a contribution to the discussion by producing mostly complete response comments to other students’ pieces of writing.  Student advances the discussion by producing complete response comments to other students’ pieces of writing. Student makes a highly significant contribution to the discussion by producing ample and complete response comments to other students’ pieces of writing.
    (15/75) 0 – 8 points: 9 – 10 points: 11 points: 12 – 13 points: 14 – 15 points: 0
    Analyze Key Course Concepts Student shows no evidence of analysis. Demonstration of learning is not apparent OR creates very weak analysis. Student shows little evidence of analysis. Learning and comprehension are not demonstrated.  Student shows some evidence of analysis. Answers lack significant explanation, relevance, or inclusion of key points.  Student shows evidence of analysis. Answers are mostly complete and encourage further discussion. Student shows ample evidence of analysis. Answers are thought-provoking and encourage further discussion. 
    (15/75) 0 – 8 points: 9 – 10 points: 11 points: 12 – 13 points: 14 – 15 points: 0
    Apply Course Concepts to Student’s Own Experience There is no evidence of personal reflection; the student does not show how course concepts apply to his/her own experience OR evidence is very weak. There is sparse evidence of personal reflection; the student does not show how course concepts apply to his/her own experience. More is missing than is present. There is some evidence of personal reflection; the student partially shows how course concepts apply to his/her own experience. Could be more fully elucidated. There is evidence of personal reflection; the student shows how course concepts apply to his/her own experience. Additional details could be provided, but basic content is covered. There is abundant evidence of personal reflection; the student shows how course concepts apply to his/her own experience.
    (9/75) 0 – 5 points: 6 points: 7 points: 8 points: 9 points: 0
    Examine Ideas Using Proper Grammar, Punctuation and Form Grammar detracts from the organization and focus. Errors in punctuation and form (including style, as required) are so severe they interfere with the response’s meaning. Grammar detracts from the organization and focus. Errors in punctuation and form (including style, as required) are present. Grammar is mostly solid in the main post and this largely complements the organization and focus. Very basic mastery of punctuation and form (including style, as required). Grammar is solid in the main post and this complements the organization and focus. Proper use of punctuation and form (including style, as required) with minimal errors.  Grammar is strong in the main post and this complements the organization and focus. Proper use of punctuation and form (including style, as required). Evidence of good writing.
    (6/75) 0 – 4 points: 4 points: 5 – 4 points: 5 points: 6 points: 0
    Investigate Impact of New Learning Gained from Course Materials, Readings, Problems, Chats, References, and Reflections Demonstration of course resources is not apparent. The student fails to demonstrate learning on the topic.  Very little use of any class resources; more is missing than is actually utilized. The student demonstrates significantly incomplete learning.  Partially complete use of the class resources. The student demonstrates thoughtful but not introspective learning.  Mostly complete use of the class resources. The student demonstrates somewhat thoughtful and introspective learning, potentially tying in outside resources.  Complete use of the class resources. The student demonstrates thoughtful and introspective learning, potentially tying in outside resources. 
    (9/75) 0 points:       9 points: 0
    Timeliness of Submission: Main Discussion Board Posting The main post was not submitted on time.       The main post was submitted on time.
    (6/75) 0 points:       6 points: 0
    Timeliness of Submission: At Least Two Responses Both responses were not submitted on time.       Both responses were submitted on time.
    Grading Key Range       TOTALS
    Mastery 68 – 75 Earned Point Total 0
    Effective 60 – 67
    Competent 53 – 59 Total Possible Points 75
    Minimal 45 – 52
    Unacceptable 44 ?  Letter Grade F