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A POTENTIAL PARADIGM FOR EMERGENCY MANAGEMENT Jessica Jensen North Dakota State University Department of Sociology, Anthropology, and Emergency Management.

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Presentation on theme: "A POTENTIAL PARADIGM FOR EMERGENCY MANAGEMENT Jessica Jensen North Dakota State University Department of Sociology, Anthropology, and Emergency Management."— Presentation transcript:

1 A POTENTIAL PARADIGM FOR EMERGENCY MANAGEMENT Jessica Jensen North Dakota State University Department of Sociology, Anthropology, and Emergency Management ja.jensen@ndsu.edu 701(231)-5762

2 Inspiration for presentation  Ritzer (1979) Integrated Sociological Paradigm  Problem he addressed  What was included  Why it failed  Why inspiring

3 EM theory  Current state of affairs:  Lack of Direction, focus, and clarity Means of synthesis and integration Framework  As a whole Rudderless, no walking legs  Stunted development  For example…

4 Theoretical issues  General theoretical issues confronting the area of study  Purview  Key concepts  Central questions  Identification/ownership of existing theory  Methods  Criteria for the establishment of new knowledge

5 What can help?  The obvious  but not-so-simple  The not-so-obvious  but simpler

6 Paradigms  Key authors and definitions  Simply  Philosophical or theoretical framework  “Way of seeing the world”  What it is not  A theory  Causal model  Everything to all people

7 Paradigm building  Step One:  Determine what EM studies and tries to explain  Step Two:  Determine how to study and explain EM phenomena  Step Three:  Visualize  Step Four:  Use, refine and debate, discuss  And repeat

8 What does EM study?  Area of study that examines how human beings, organizations, and government create, interact, and cope with hazards, risk, vulnerabilities, and associated events  Vis a Vis profession(s) of emergency management  EM phenomena

9 Second Step: How to study and explain EM phenomena  Key concepts  Context  Macro and micro  Objective and subjective  Time and space bound  Dynamic nature

10 Third Step: Possible visualization  Attention to handout

11 Potential application in teaching  Help students  Generally  More specifically Key concepts Other factors Change Interdependence Relationships  Help faculty

12 Potential application in research  Conceptualization  Research design  Questions related to: Any one aspect Synthesis, integration Dynamism Change over time Effectiveness and efficiency

13  Methods: Beyond single case study approach Longitudinal Historical analysis  Analysis

14 Broader implications for discipline  Focus  A rudder  Purpose  Development

15 Next steps  Use, refine  Debate, discuss  Repeat


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