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

Inspiration for presentation

Ritzer (1979) Integrated Sociological Paradigm Problem he addressed What was included Why it failed Why inspiring

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…

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

What can help?

The obvious but not-so-simple

The not-so-obvious but simpler

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

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

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

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

Third Step: Possible visualization Attention to handout

Potential application in teaching Help students

Generally More specifically

Key concepts Other factors Change Interdependence Relationships

Help faculty

Potential application in research Conceptualization Research design

Questions related to: Any one aspect Synthesis, integration Dynamism Change over time Effectiveness and efficiency

Methods: Beyond single case study approach Longitudinal Historical analysis

Analysis

Broader implications for discipline Focus A rudder Purpose Development

Next steps

Use, refine Debate, discuss Repeat