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A Potential paradigm for Emergency Management

This presentation explores the need for a new paradigm in emergency management, addressing the lack of direction, focus, and clarity in the current state of affairs. It discusses the potential for synthesis and integration, providing a framework for a more effective and efficient approach to studying and explaining emergency management phenomena.

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A Potential paradigm for Emergency Management

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  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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