1:00–2:30 1 st Round of Tuesday, June 7 th Afternoon Breakout Sessions (45 minutes)

1. 1:00–2:30 1st Round of Tuesday, June 7th Afternoon Breakout Sessions (45 minutes) Eastern Kentucky University: Developing Informed, Critical and Creative Thinkers in Emergency Management

2. Fred May, Ph.D., Associate Professor, Homeland Security (A Critical Thinking Professor of the Year, 2011) Christy Hardin: M.S., Emergency Management; Deputy Director, DeKalb County Emergency Management, Alabama; Adjunct Faculty and Facilitator William Buchanan: M.S., Emergency Management; Adjunct Faculty and Facilitator; Doctoral Student, University of Southern Mississippi. Melody Buchanan: M.S. Emergency Management; Adjunct Faculty and Facilitator. Eastern Kentucky University Presenters:

3. Eastern Kentucky University • HLS 201 – Introduction to Emergency Management • Fred May and Melody Buchanan • HLS 451 – Emergency Preparedness and Response • Fred May and William Buchanan • HLS 461 – Hazard Mitigation and Disaster Recovery • Fred May and William Buchanan • HLS 830 – Hazards and Threats to Homeland Security • Fred May, Christy Hardin, Melody Buchanan • SSE 890 – Evolution of Emergency Management • Fred May, Melody Buchanan, Christy Hardin Courses to be discussed:

4. TOPICS: • Foundation for Critical Thinking • Elements, • Standards • Traits. INTRODUCTION:

6. Center for Critical Thinking and Moral Critique • Sonoma State University • Each year it sponsors an annual International Conference on Critical Thinking and Educational Reform.

7. High Order Thinking: • 8 elements • 9 standards • 7 traits Tac – part 3 – critical thinking

8. 8 elements of critical thinking

9. 9+ standards of critical thinking

10. Opposites – Low order thinking • Think: • Unclearly • Inaccurately • Imprecisely • Irrelevantly • Shallowly • Narrowly • Illogically • Insignificantly • Unfairly • Tec.

11. 5 intellectual Traits • Positives: • Humility • Courage • Empathy • Integrity • Perseverance • Faith in Reason • Fairmindedness • Opposites: • Arrogance • Cowardice • Egocentric • Dishonesty • Lack of Follow-Through • Doubt in Reason • Bias

12. GRADUATE LEVEL COURSE APPLICATIONS IN HLS 830 – HAZARDS AND THREATS TO HOMELAND SECURITY

13. Thinking is driven by questions • The art of Socratic Questioning Socratic Questioning in Thinking

14. DISASTER SYSTEMATICS • 1) Continuity Sequence of Related Terms • Socratic Questioning Systems for CHANGE • 7 DISASTER RELATED TERMS >>>>>> CHANGE • 2) Disasters as Cascading Threat Models • Socratic Questioning Systems • Disasters are cascading sequences • 3) Critical and Creative Thinking • Elements, Standards, and Traits TAC 1: threefold analysis for change

15. THREEFOLD ANALYSIS FOR CHANGE CRITICAL THINKING CONTINUITY SEQUENCE TAC CASCADING MODELS

16. SOCRATIC QUESTIONING TOWARD CHANGE

17. SOCRATIC PROCESS - BASIC DOMINO CONCEPT – WHAT HAPPENS NEXT?

18. Vargas, Venezuela, Debris Flow (December 1999) The Socratic Systems Model Fragmented Thinking Model

19. Models that ask questions throughout • Questions: • What happens next? • How can emergency managers arrive at change? • Models based on embedded hypotheses: • Concepts • Hypotheses ask: If “this”, then “this/what?”. • Probabilistic threat questions: • If the Primary Threat Happens what is the probability of the other threats happening? Socratic Modeling – IT’S ALL IN THE QUESTIONS

20. PART 2 – DISASTERS AS SOCRATIC THREAT SYSTEMS - models

22. PATHWAYS ARE WORK HORSE

23. Selection of threat pathways

24. Application of continuity sequence for change/improvement

25. 8 Elements of Critical Thinking (about CHANGE): What is the purpose of analyzing this pathway? What is the question at issue in analyzing? What are the information, data, facts, etc.? What are the interpretations/conclusions? What are the concepts, hypotheses, theories? What are our assumptions, presuppositions? What are the implications and consequences? What are our points of view/frames of reference?

26. EXAMPLE 1: CASCADING THREAT MODEL Christy Hardin

27. Example 2: Cascading Threat Model Melody Buchanan

28. Graduate Level Course – Eastern Kentucky University APPLICATIONS IN SSE 890 – EVOLUTION IN EMERGENCY MANAGEMENT

29. Continuity Sequence (CS) Gradualism / Punctuated Equilibrium (GPE) Critical and Creative Thinking (CCT) TAC 2: THREEFOLD ANALYSIS FOR CHANGE

30. TAC 2 MODEL

31. SOCRATIC QUESTIONING • How does hazard relate to threat(s)? • How do threats relate to risk? • How does risk relate to vulnerability(ies)? • How does vulnerability relate to loss(es)? • How do losses relate to consequence(s)? • How do consequences relate to change?

32. CCT ASKS AN ADDITIONAL 8 QUESTIONS

33. TAC 2 SUMMARY MODEL

34. Hurricane Betsy DISCUSSION BOARD: ANSWERS TO CS QUESTIONING

35. Hazard - The hazard for this event is a hurricane or tropical cyclone.  These naturally occurring events are associated with climatological conditions within an ocean, sea, or similar body of water.  Hurricanes develop in open water and depending on the wind and water currents, water temperature, and proximity to land will travel.  The hurricanes produce high winds (similar to a tornado), high waves, and a storm surge (wall of water pushed ashore as the storm encounters land).Threat - The threat associated with this disaster is that the hurricane will travel onto land and the high winds will damage structures, trees, utility poles, and other facilities.  Additionally the storms can create floods which will also damage property and land.  The storm surge is also a major threat as it has enough force to move structures and damage otherwise threatened infrastructure such as roads and bridges.Risk - The risk of receiving damage from a hurricane depends on location.  Since hurricanes are generated over ocean-like bodies of water, shorelines abutting those water bodies are at risk of being impacted by a hurricane.  However, while all shorelines are at risk of impact, not all shorelines share the same risk.  Historical tracking of hurricanes has shown that some areas are more prone to being hit by a hurricane than others.  And their risk continues to rise as more people move into the area.Vulnerability - Structures and facilities located near shorelines are vulnerable to hurricanes.  The closer the structures are to the shore the more the damage they will receive from a hurricane.  It is important to note depending on the strength of the storm the affects can be felt far inland. CS ANSWERS ABOUT CHANGE, PART 1

36. Loss - This hurricane created significant losses.  There were 76 deaths and approximately $14B in damage to homes, businesses, infrastructure, and other facilities and buildings. Consequence - The consequence of this event is that there were countless disaster victims needed help of all types. Change - The change came from this hurricane included the Southeast Hurricane Disaster Relief Act and in future years the Disaster Relief Acts of 1966, 1969, 1970 and the National Flood Insurance Act of 1968. CS ANSWERS ABOUT CHANGE, PART 2

37. The actions taken by Congress to pass the Southeast Hurricane Disaster Relief Act is an example of punctuated equilibrium since it was driven by this event and occurred shortly after the event.  The future Disaster Relief Acts and National Flood Insurance Act cannot be directly linked to just this event and were a result of many years of disasters so they represent gradualism. G / PE ANSWERS ABOUT RATE OF CHANGE

38. Purpose/Goal/Objective - The author used this disaster to highlight that the larger, more catastrophic events needed assistance beyond what was provided in the Federal Disaster Relief Act of 1950. Question/Problem/Issue - The issue is that Congress began to realize that victims of larger events needed a different type of assistance than had been provided.  Since the events affected more than just an isolated group of people measures had to be taken that would help stabilize an entire regions economy. Information/Data/Facts/Observations/Experiences - The information provided shows that victims needed longer-term assistance, flood insurance, and loan forgiveness in order to recover from an event. Interpretation/Inference/Conclusions/Solutions - Congress saw the solution to these problems as more legislation and modifications to the current law.  This was accomplished through the Acts outlined above. ANSWERS TO CCT QUESTION – ANALYSIS OF CHAPTER READING ABOUT CHANGE, PART 1

39. Concepts/Theories/Definitions - The concept is that people living through catastrophic events don't just need temporary help to get past an inconvenience.  They need long term assistance that will help them and the community get re-established and functioning.  This is done through long term housing arrangements and loan forgiveness. Assumptions/Presuppositions - The assumption is that the damage is so great that people will not be able to return to a self-sustaining life until the local economy and conditions have stabilized and become normalized. Implications/Consequences - The consequence of utilizing this theory is that citizens become dependent upon the federal government for disaster relief. Point of View - My point of view is that the author did show that this event created change.  The federal government passed legislation that gave them more involvement in the response and restoration of a catastrophic event.  It also shows the government was thinking about complete restoration from an event and just short term fixes. ANSWERS TO CCT QUESTION – ANALYSIS OF CHAPTER READING ABOUT CHANGE, PART 2

40. Congress recognized the legislative efforts prior to 1964 were non-cohesive and unable to produce the desired results for major catastrophic events.  This resulted in a congressional mandated review of disaster relief efforts, multiple changes to the Federal Disaster Relief Act, and the National Flood Insurance Act of 1968. More federal involvement in response activities.  The updated Federal Disaster Relief Acts provided more and more funding for both government and individual needs.  Some of this assistance included relief of loans, greater designation of what constitutes a public facility, and definition that states must also participate in the response. Direct presidential involvement established.  President Johnson became directly involved in the responses to the 1964 Alaska Earthquake and Hurricane Betsy.  He took quick action with legislation and established a new role for the president as an active and engaged emergency manager.  This action set the foundation for the future of emergency management. THREE CONCLUSIONS RESULTING FROM DB

41. Christy Hardin Discussion of critical thinking and individual project guidance

42. UNDERGRADUATE LEVEL COURSES HLS 201 - EMERGENCY MANAGEMENT - CLASSROOM

43. Student Presentation CASE STUDIES – APPLICATION OF CCT

44. Hurricane Andrew

45. The purpose in the article is to indicate the failure to properly respond to Hurricane Andrew. The state and federal governments were not too sure on how to deal with the situation, which caused people to seek out their own food, shelter, and medicine. In lieu of the events, the Federal Response Plan was rewritten for future disasters. Purpose

46. Did FEMA properly coordinate with the federal and local government to provide adequate support for the victims of Hurricane Andrew in Dade County, Florida? Question at Issue

47. The hurricane struck on August 24, 1992 in Dade County, Florida The hurricane was a Category 4 hurricane State was hesitant for federal funds because there would be a 25 percent cost share January 15, 1993- Disaster Planning and Response Review Committee had to report their evaluation on the response to the hurricane Information

48. FEMA system was recognized as “broken”. This essentially meant that FEMA could not properly cooperate with both the federal and state governments FEMA could not properly communicate with the people through television, telephone, and radio. Due to this lack of communication, people were not informed of the services available to them Information

49. The author concludes that these events have prepared FEMA to make proper responses in future natural disasters. The Federal Response Plan was rewritten, which has moved the response in a more proper direction. From the debacle of Hurricane Andrew, this event has illustrated that FEMA should properly communicate with all levels of government rather than avoiding the state government Inference

50. Concepts