APA style with 3 or more references 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? 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 Mea.

1. APA style with 3 or more references
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.

2. 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?
Project Criteria
Unacceptable
Minimal
Competent
Effective

3. 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

4. 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

5. 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.

6. 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

7. 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