Homeland Security and Emergency Management - Research Paper Example

 Critical thinking in Homeland Security and emergency management Introduction Critical thinking skills in Homeland Security and emergency management The terrorist attacks that occurred in 2001 in the United States have greatly altered security and safety issues in the country. The whole nation fully depends on Homeland Security in ensuring that there is a decrease in the terrorism level in the United States. It is therefore important for all stakeholders in Homeland Security to develop the appropriate strategies necessary in dealing with uncertainties. Apart from this, it is important that they understand the effects of Homeland Security on the American government and society. The only sure way through which public servants can deal with challenges and high service demand is through the acquisition of reasoning and thinking skills. Professionals in Homeland Security encounter many problems that can only be solved through critical thinking. The lack of these skills in dealing with manmade and natural disasters could cause mass destruction. The discussion in this paper will analyze the importance of critical thinking in the prevention of natural and manmade disasters. Research question Can critical thinking skills help in preventing natural and manmade disasters? Hypotheses The first hypothesis is that federal officials who have critical thinking skills are able to promote good communication in order to prevent natural and manmade disasters. In addition, federal officials who lack critical thinking skills are unable to promote communication in Homeland Security, which increases the chances of terrorist attacks. Federal officials who appreciate the need for critical thinking skills are able to invent alternative means of promoting communication in order to curb terrorist attacks. Reasons for successful terrorist attacks in the US Different reasons have been offered on why terrorist attacks occurred in 2011 in the U.S. The commission report of 9/11 states that the major reason why the U.S. was unable to prevent terrorism was lack of proper communication. Human beings are consistently unwilling to share information with each another. As a result, terrorism is inevitable. Most informational arteries were blocked, which prevented the adequate sharing of vital information. Although intelligence agencies did their best, they were unable to prevent the attacks because most information was withheld, stalled, ignored or distorted. Another reason why the terrorist attacks occurred was lack of application of critical thinking skills. Federal officials ignored the importance of these skills in unblocking communication arteries. In addition, they were unable to invent new ways through which communication could be promoted (Kiltz, 2009). Although the United States had been warned concerning the terrorist attacks, most leaders failed to perform their duties to ensure that these attacks were avoided. An example of this is the Homeland Security secretary, known as Michael Chertoff. He was among many other leaders that failed in their duties by ignoring the threats of terrorist attacks. Being the president’s chief advisor on matters concerning disasters, he was unable to execute appropriate organizational decisions. Due to his dormancy during the attacks, soldiers were unable to access the necessary supplies and equipment that would be useful in preventing attacks. It was therefore difficult for them to respond to the terrorist attacks. All these are indications that Michael Chertoff lacked critical thinking skills. His inadequacies were also the reason why he was unable to analyze, interpret and evaluate necessary information in helping to curb the problems that were experienced in the U.S. due to Hurricane Katrina (Kiltz, 2009). The problems experienced during Hurricane Katrina and those experienced in the 9/11 attacks were a clear indication of inadequate preparedness and lack of critical thinking skills among the leaders. America was unable to eradicate large-scale disasters (Peerbolte & Collins, 2011). It is recommended that a critical thinking curriculum be provided for American students pursuing courses that entail the provision of security. Most universities have developed degree programs concerning homeland management. The main reason for this is to ensure that all students are well equipped with critical and thinking skills that would enable them to deal with disastrous situations. However, it has not been easy for colleges to institute such programs because most individuals fail to appreciate the need for these skills in the school curriculum (Kiltz, 2009). Literature review Different scholars have proposed ways through which critical thinking could help in the well-being of Homeland Security and emergency management. Piegorsch (2007) noted that urban areas in the United States are more vulnerable to terrorist attacks than rural areas. He therefore suggested that emergency managers should be provided with adequate critical skills that they could use to promote safety in their areas of jurisdiction. In addition, critical thinking skills enable managers to analyze data and thus utilize legitimate information in boosting security (Piegorsch & El-Shaarawi, 2007). Lack of critical thinking makes managers tolerate fantasy documents without considering their impact on people’s security. According to Birkland (2009), fantasy documents lack the necessary information that could be used by federal officials in dealing with real life situations. In addition, these documents make it difficult for managers to command different situations. The utilization of fantasy documents by students makes them lack the necessary information concerning the importance of critical thinking skills. It is assumed that an emergency manager with critical thinking skills avoids fantasy documents in decision-making and bench marking (Birkland, 2009). On the other hand, McEntire proposed that vulnerability conceptualization is important in the provision of guidelines that are necessary for practitioners. He further observed that ubiquitous guidelines could only work through the application of critical thinking. In order to ensure that critical thinking skills are well utilized, these skills should be cultivated in students pursuing courses in homeland security and emergency management. It is assumed that through the provision of these skills, the students will be able to solve different challenges concerning security in an effective manner (McEntire, 2007). According to Comfort (2007), cognition is the first step towards acquisition of critical thinking skills. Professionals should therefore ensure that they participate in research concerning the importance of cognitive skills (Demchak, Boin, & Comfort, 2010). Hurricane Katrina and the terrorist attacks witnessed in the United States in 2011 are a clear indication that students need programs that will enhance their critical thinking skills. Professors are therefore advised to ensure that they formulate the necessary courses in the nurturing of critical thinking skills. Homeland Security professors ought to teach their students through discussions, problem solving and questioning. It is through problem solving that students would be able to enhance their critical thinking skills. This is because the presentation of problems would require them to analyze and gather data that would be useful in providing effective solutions (Demchak, Boin, & Comfort, 2010). Due to different arguments that had been presented by different scholars, Darlington found it necessary to carry out a research on the effects of different programs offered by universities to promote these skills. In order to succeed, Darlington decided to analyze the program’s mission, curricula objectives, target audience and course description critically. In his research, he noted that these programs had some weaknesses. These weaknesses led to the failure of faster acquisition of critical thinking skills among students. Most students were not provided with skills such as argument analysis, inference making and critical evaluation. He therefore proposed that education offered to students should mainly be geared towards the promotion of questioning and thinking. Rote learning is highly discouraged in order to ensure that students become better leaders when dealing with catastrophes (Piegorsch & El-Shaarawi, 2007). This study is important because it helps in ensuring that the emergency managers who are appointed are able to protect the public against terrorist attacks. America suffered and is still suffering due to poor leadership in Homeland Security. It is therefore important to nurture critical thinking skills from a tender age because it ensures that a positive change is experienced in Homeland Security. This important step should not be embraced by America alone, but in countries all over the world (Birkland, 2009). Methodology Introduction The major goal of this research is to find out how critical thinking applies in the preparedness, response and recovery activities and programs in natural and manmade disaster response or disaster recovery in Homeland Security and emergency management. Proper sampling, target population, data collection instruments and data analysis procedures will therefore be vital in the study. Population target Different professionals such as information technology specialists, health care specialists, the defense department, the government, wholesalers and the public service department will be used for the targeted population. The target population will be able to give an adequate illustration of how critical thinking affects various populations. For instance, the defense team and wholesalers would respond differently to a disaster (Blessing, 2009). Population sample size In this exploratory study, 100 eligible managers on matters concerning emergency will participate. They will be chosen via phone and email. Out of these, 51 will take part during the assessment process. At the end of the sampling session, a minimum of 50 are expected to take part in the sampling process to determine how critical thinking could affect the preparation for natural and manmade disasters (Blessing, 2009). Data collection instruments For this exploratory study, the key instrument to be used for critical thinking test on emergency management and Homeland Security will be the Watson-Glaser Critical Appraisal for testing purposes. The main reason is that it is validated. It also meets the requirements of the administration such as the suitability of the intended audience that will be used for testing. In addition, it covers a wide geographical area (Blessing, 2009). Data analysis The data analysis method to be used will involve the use of mean scores of the people assessed using the information they provide. WGCTA-S database and related comparisons on emergency will be used. The publisher will use the raw data to conduct a statistical analysis. WGCTA-S will measure participants’ general performance and their scores in the five critical thinking skills (Blessing, 2009). Findings Preparedness Early preparation is vital for disasters and emergencies. Preparedness involves assessing the risks and determining their probability of occurrence. This can only be achieved through critical thinking. Preparedness involves individuals taking responsibility during the situations that arise as needed. Coordination of the events is also an indication of preparedness. Public entities and especially the Department of Disaster Management should be able to provide emergency services. Critical thinking ensures that the required resources are prepared for an emergency that may occur due to a disaster. The resources provided by the federal officials should be sufficient for the existing situation. As a result, through the analysis of any situation, one is able to think critically on how to utilize the basic resources available. In the event of a natural or manmade disaster, the affected would be mishandled due to poor preparations and lack of critical thinking by the officials. Critical thinking should be in place even before an emergency or disaster takes place. This is achieved by gaining and developing the right skills for handling disasters and ensuring efficiency in the tasks. In the process of ensuring preparedness for a disaster, the knowledge of relevant laws is vital. In addition, it is important to know ways of identifying and assessing risks, how to mitigate them and have proper management schemes for the available resources to be used during the disaster. There should be a clear chain of command in coordination and control for efficient service delivery to the people affected with the disaster. However, preparedness would not be beneficial in the absence of a critical thinker. Recovery Activities The recovery activities are meant to respond to disasters during and after the disaster. By adopting the right techniques through critical thinking, a lot can be achieved during the process. During recovery, there are many challenges requiring emergency responses that necessitate critical thinking. Recovery actions involve having the necessary insurance for natural disasters as well as related legal measures. In addition, identifying the resources that recovery aid will use to achieve and give efficient services is vital. Federal officials communicate on the proper use of the available resources and strategize on how to make sure that all those affected by the disaster are included in the distribution of resources (Alperen, 2011). Management of emergencies This entails identification of those managing the resources, the chain of command and their responsibilities. It is through management that information is analyzed and efficient decisions are made. The management should consider all the necessary instruments that should be utilized during the emergencies. This requires creativity in thinking, especially in areas concerned with health and safety measures, the security, environment, human resources, logistics, planning and maintenance. The managers are able to use the knowledge they have by applying it critically to the situation at hand (Alperen, 2011). Recommendations Preparedness skills should be enforced and enhanced for proper management of natural and human resources. Preparedness is also demonstrated by setting up the necessary structures. Through proper critical thinking, one is able to know the reasonable land use practices, use of lightning arresters in buildings, as well as how retrofitting or removing structures may cause a disaster. Smoke and fire alarms are measures that should be put in place. In addition, the establishment of warning systems on hazards and communication to the affected community should be reinforced (Walsh, 2012). Strategies should be developed in relation to the issues that may arise during a disaster. These could include activities such as training so that each individual is accountable and does not rely on someone else to carry out their responsibilities. Creativeness is very important in the event of a disaster. This is because some tasks may be overwhelming and creativeness may be required in order to achieve them. Engineering services such as inspections should be carried out. The community is also advised to plan adequately prior to any event (Walsh, 2012). Property protection and life safety are important skills used by critical thinkers. Life safety even in households is necessary. This includes identifying safe spots in which to shelter during disasters. In addition, proper channels for evacuations during a disaster should be in place. The use of fire extinguishers should be made part of every household’s security measures. Making first aid classes available to all is also important as part of the effort to protect property (Hadow et al, 2011). Appropriate measures should be taken to prepare for every kind of disaster. For instance, preparation for earthquakes is different from that for floods. Flooding requires the construction of barriers. Households that could be affected by hurricanes should identify regions that are resistant to the strong winds or build them in case none exists (Hadow et al, 2011). By putting all these measures in place, then security and emergency management will be adequately provided. Educating individuals on the importance of being prepared for a disaster and its management is vital. This will ultimately reduce property loss and loss of lives. Through open communications with the affected people, calmness and confidence in the procedure being carried out by the officials are enhanced. References Demchak, C. C., Boin, A., & Comfort, L. K. (2010). Designing Resilience: Preparing for Extreme Events. Pittsburgh: University of Pittsburgh Pre. Kiltz, L. (2009). Developing Critical Thinking Skills in. Journal of Homeland Security and emergence management , 1-23. McEntire, D. A. (2007). Disciplines, disasters, and emergency management: the convergence and divergence of concepts, issues and trends from the research literature. Barmighmam: Charles C Thomas Publisher. Peerbolte, S. L., & Collins, M. L. (2011). An Exploratory Research Design Further Demonstrating the Need for the Integration of Critical Thinking Skill Curricula in Homeland Security and Emergency Management Higher Education Academic Programs. Journal of Homeland Security and , 1-9. Piegorsch, W. W., & El-Shaarawi, A. H. (2007). Encyclopedia of Environmetrics, Volume 1. Nw York: John Wiley and Sons. Birkland, T. A. (2009). Lessons of disaster: policy change after catastrophic events. Georgetown: Georgetown University Press. Haddow, G. D., Bullock, J. A., & Coppola, D. P. (2011). Introduction to emergency management. Burlington, MA: Butterworth Heinemann. Walsh, D. W. (2012). National incident management system: Principles and practice. Sudbury, MA: Jones & Bartlett Learning. Alperen, M. J. (2011). Foundations of Homeland Security: Law and policy. Hoboken, N.J: John Wiley. Blessing, L. T. M., Chakrabarti, A., & Blessing, L. T. M. (2009). DRM, a design research methodology. Dordrecht: Springer. Pdf sources http://www.remluinc.com/news/developing_critical_thinking_skills.pdf http://ehis.ebscohost.com/eds/pdfviewer/pdfviewer?sid=64faf10a-7832-4d03-a0c8-cfbba30b124f%40sessionmgr4&vid=1&hid=103 Read More