Task Type: Individual Project    Deliverable Length: 1,000–1,250 words    Points Possible: 100       Weekly tasks or assignments (Individual or Group Projects) will be due by Monday and late submissions will be assigned a late penalty in accordance with the late penalty policy found in the syllabus. NOTE: All submission posting times are based on midnight Central Time. The Johnson county emergency manager, the city of Smith police chief, and the state of chaos director of homeland security are working together to plan for evacuations of citizens and their pets and livestock during wildfires, which are prevalent in their region each summer. During the last round of fires this past summer, several critical issues surfaced.  People were reluctant to leave pets and livestock behind, but it was critical that they evacuate quickly to save their own lives. Some people were caught sneaking back into the area to liberate their animals, and one woman was severely injured by returning to a closed area for a pet. People often attempted to defend their own properties from fire with water hoses, fire repellents, and with makeshift earthen berms. Trying to force them to leave their land led to several confrontations and even a few arrests for physical altercations. These encounters also consumed precious time and resources. Shelters that could be ready quickly had very limited space on short notice. More space could be arranged, but it often took 24 hours or longer to coordinate larger areas. None of the currently designated shelters permit pets. Residents of vulnerable areas complained that they had little advance warning of an approaching fire. They received no word when an "all clear" was called. Residents who were evacuated more than once are publicly demanding that local and state leadership take proactive preventative measures. You are a planner within one of the three agencies listed in the scenario. In developing plans for crisis response, you have found the scientific method to be extremely effective, especially because it helps to identify empirical evidence that supports predicting behavior and prescribing policy. Based on the scenario, you must do the following: Assignment Guidelines Develop three (3) separate research questions with regard to the wildfire information above. In 1,000–1,250 words, address the following For each research question, explain why the research question has merit and how it is tied to lessons learned from the past fire season. Consider and present arguments for what real-world applicability answering each question could provide to your agency. For each research question, develop three (3) separate hypotheses that could be tested. For each hypothesis, identify the independent and dependent variables. Explain why the causality between these variables goes in the direction you claim that it goes. (In other words, make clear why the variables cannot logically be reversed.) Explain and defend what type(s) of evid.

1. Task Type:
Individual Project
Deliverable Length:
1,000–1,250 words
Points Possible:
100
Weekly tasks or assignments (Individual or Group Projects) will
be due
by
Monday and late submissions will be assigned a late penalty in
accordance with the late penalty policy found in the syllabus.
NOTE: All submission posting times are based on midnight
Central Time.
The Johnson county emergency manager, the city of Smith
police chief, and the state of chaos director of homeland
security are working together to plan for evacuations of citizens
and their pets and livestock during wildfires, which are
prevalent in their region each summer. During the last round of
fires this past summer, several critical issues surfaced.
People were reluctant to leave pets and livestock behind, but it
was critical that they evacuate quickly to save their own
lives. Some people were caught sneaking back into the area to
liberate their animals, and one woman was severely injured by
returning to a closed area for a pet.
People often attempted to defend their own properties from fire
with water hoses, fire repellents, and with makeshift earthen
berms. Trying to force them to leave their land led to several
confrontations and even a few arrests for physical
altercations. These encounters also consumed precious time and
resources.
Shelters that could be ready quickly had very limited space on

2. short notice. More space could be arranged, but it often took 24
hours or longer to coordinate larger areas. None of the currently
designated shelters permit pets.
Residents of vulnerable areas complained that they had little
advance warning of an approaching fire. They received no word
when an "all clear" was called.
Residents who were evacuated more than once are publicly
demanding that local and state leadership take proactive
preventative measures.
You are a planner within one of the three agencies listed in the
scenario. In developing plans for crisis response, you have
found the scientific method to be extremely effective, especially
because it helps to identify empirical evidence that supports
predicting behavior and prescribing policy. Based on the
scenario, you must do the following:
Assignment Guidelines
Develop three (3) separate research questions with regard to the
wildfire information above.
In 1,000–1,250 words, address the following
For each research question, explain why the research question
has merit and how it is tied to lessons learned from the past fire
season.
Consider and present arguments for what real-world
applicability answering each question could provide to your
agency.
For each research question, develop three (3) separate
hypotheses that could be tested.
For each hypothesis, identify the independent and dependent
variables.
Explain why the causality between these variables goes in the
direction you claim that it goes. (In other words, make clear
why the variables cannot logically be reversed.)
Explain and defend what type(s) of evidence you might examine
to test each hypothesis.
Ensure your research questions and hypotheses are specifically
related to your agency or argue why and how questions and

3. hypotheses appearing to be broad are in fact relevant for your
agency’s own use.
For each hypothesis, outline for your agency ways in which
potential findings from testing each hypothesis could be used in
plans or policies your agency should produce before the next
wildfire season (this should be estimated without knowing what
your actual findings will be).
For example, say that you choose to test a hypothesis stating the
following: "If a given fire is resolved during the darkness, there
will be more looters in the evacuated area."
To locate empirical evidence, you plan to examine crime
statistics for reports of looting in areas hit by wildfires.
You will also check dates and times to see how soon after the
fire the looting occurs.
Because it makes sense, you also will check whether more
expensive homes are looted more often than lower income
homes and look for patterns in these statistics.
Lastly, you decide to look at whether people with homes that
are completely destroyed (versus partially destroyed or
completely intact) report any evidence of looting.
If you test this hypothesis and find the evidence strongly
supports the causality you claim (a fire’s resolution during
darkness promotes looting), you might propose a plan or policy
that provides increased security in the area until homeowners
can return to and secure their property. You might further
recommend a process for notifying people that they can return
home.
If there does not seem to be any causality between darkness and
the incidence of looting, but looting still occurs, your
recommendations (as given above) might remain the same.
Lastly, if you find looting after fires is rare or nonexistent, you
might recommend the issue not be addressed anywhere in plans
and policies so that security resources can be conserved, but
anyone reading the policy will not be alerted to this leaner
security status.
Compile your research questions, hypotheses, and responses

4. into your final paper, and submit the file to your instructor.
All sources must be referenced using APA style.
Phase Resources:
Assessment: How Are You Smart?
Assessment: How Are You Smart?
Assessments
Ageless Learner provides a learning style manual self-
assessment from Marcia L. Conner that can be printed to score.
Visual, auditory, and tactile and kinesthetic learning styles are
covered. Learning Styles Assessment is at the top of the list on
this page.
Department of Homeland Security (DHS)
Official Web site of the Department of Homeland Security
(DHS).
Federal Emergency Management Agency (FEMA)
Official Web site of the Federal Emergency Management
Agency (FEMA). Contains information on types of disasters,
planning, recovery, rebuilding, and federal assistance.
How Your Learning Style Affects Your Use of Mnemonics.
This explanation of how the different learners use their learning
style to remember content focuses on visual learners, auditory
learners, and kinesthetic learners. Click "Memory Improvement"

5. in top-right navigation for memory aids.
Research Methods
A virtual course on the fundamentals of research methods.
Social Research Methods
A website for people involved in applied social research and
evaluation. You'll find lots of resources and links to other
locations on the Web that deal in applied social research
methods. The site offers an online statistical advisor that will
answer questions and lead you to an appropriate statistical test
for your data. It also includes a resource guide for learning
about structured conceptual mapping including links to general
introductory materials, research and case studies illustrating the
use of the method, and information about software. An online
hypertext textbook on applied social research methods that
covers everything you want to know about defining a research
question, sampling, measurement, research design and data
analysis is available, and an online workbook about manual
(i.e., dice-rolling) and computer simulation exercises of
common research designs, for students and researchers to learn
how to do simple simulations.
Steps of the Scientific Method
A Web page that contains information on the various elements
of scientific research.
The Relationship Between the Research Question, Hypotheses,
Specific Aims, and Long-Term Goals of the Project
Tutorial on formulating research questions.
The Vark Questionnaire: How Do I Learn Best?

6. When the learner completes this brief test, the assessment
provides scores for each learning style and preferred style of the
learner: visual, aural, reading and writing, and kinesthetic. This
Web site provides bulleted lists per preferred learning style
describing how to absorb information, how to study, and how to
perform well on a test.
Types of Research Questions
This site provides an overview of the different types of research
questions.