The ecological metaphor in the sociology of occupations and professions

2016 ◽  
pp. 31-48 ◽  
Author(s):  
Robert Dingwall
Keyword(s):  
1996 ◽  
Vol 19 (2) ◽  
pp. 203-204 ◽  
Author(s):  
Ulric Neisser

AbstractKoriat & Goldsmith are right in their claim that the “ecological” and “traditional” approaches to memory rely on different metaphors. But the underlying ecological metaphor is notcorrespondence(which in any case is not a metaphorical notion): it isaction. Remembering is a kind of doing; like most other forms of action it is purposive, personal, and particular.


Edulib ◽  
2018 ◽  
Vol 2 (2) ◽  
Author(s):  
Dian Arya Susanti

Digital library services in the implementation creating an ecological metaphor of information technology perspective. An ideal ecological information will create an ideal interaction between people, technology, values and activities. In the implementation, in Indonesia, the paradigm of the library problem where it presence is still underestimated, so that the implementation of a digital library is only done half-heartedly. The existence of a state to resist change may be one of the causes of this situation. Or maybe not.


2007 ◽  
Vol 40 (8) ◽  
pp. 235-238
Author(s):  
Ekanem Edet ◽  
David Wright ◽  
Graham Street

2012 ◽  
Vol 2012 ◽  
pp. 90-96
Author(s):  
Cheryl LaFrance

Dancer-choreographer Nova Bhattacharya uses the ecological term “edge-effect” to describe her experience within the choreographic process where her bharatanatyam training and her contemporary dance creativity overlap to create a lingua franca. Hari Krishnan, dancer-choreographer and scholar, describes his work as “constantly ruptured” within his “post-post-modern experience.” This paper argues that the creative processes underlying the respective contemporary dance-making practices of Nova Bhattacharya and Hari Krishnan are cultural ecosystems demonstrating the rich dynamic of the edge-effect at the intersection of bharatanatyam and contemporary dance aesthetics and themes. Within the edge-effect, both reception and rupture occur as artistic identities evolve. Furthermore, reception and rupture occur within the performance venue as the performers' and audiences' worlds overlap—another negotiated edge-effect. While the ecological metaphor of the edge-effect helps to conceptualize these interactive spaces, the sociological metaphor of a “dynamic nucleus” (Lloyd Wong) helps us to theorize the nature and energy of the critically reflective exchanges occurring, between contemporary and bharatanatyam sensibilities, in both the studio and concert theater. The edge-effect and dynamic nucleus metaphors build on Homi Bhaha's concept of the “cultural interstices” within which individual and communal identities are initiated and culture is located. Additionally, these metaphors expand on Guillermo Gômez-Peña's theory of “multihybrid identities, in a constant process of metamorphosis” as today's “border-culture” becomes tomorrow's institutional art. This paper provides dance scholars with a way of conceptualizing the energy of dance as a cultural force influencing experiences of hybridity and identity for performers and audiences within intercultural contexts.


Author(s):  
Arthur Tatnall ◽  
Bill Davey

To those of us involved in research and teaching in information systems (IS), it is clear that curriculum innovation and change is complex, and anything but straightforward. The amount of control that individual IS academics have over the curriculum varies between universities. In some cases there is complete control over curriculum content whereas in others just control over delivery with content determined externally. This article concentrates on the former situation but still has some relevance to the later. All curriculum innovation is complex (Fullan, 1993) due to the involvement of a large number of human actors, but in information systems curriculum change this is particularly so due to the need to consider the part played by such non-human actors (Latour, 1996) as the technology itself. We will argue that if you want to understand how IS curriculum is built, you need to use models and metaphors that relate to how people interact with each other, with the environment, and with non-human artifacts. One such approach is provided by the ecological metaphor described in this article in which we argue that systems of education may be seen as ecosystems containing interacting individuals and groups. The interactions between these will sometimes involve co-operation and sometimes competition, and may be interpreted in terms of these forces along with mechanisms for minimizing energy expenditure. In this article we will examine the application of this metaphor to curriculum change in information systems.


Diwan ◽  
2017 ◽  
Vol 9 (1) ◽  
pp. 693-700
Author(s):  
Awliya Rahmi

This article examines ecological metaphor, a branch and specification of studies in ecolinguistic science (interdisciplinary study between ecology and linguistics). The author observes the traditional Kerinci parno document delivered in a traditional wedding procession. From the collected data, the author finds that the parno contains ecological lexical with metaphorical traits parno. In accordance with the parno context that the author chose, the parno of marriage, the meaning of the metaphor in ecological lexical is the advice from ninik mamak (the custom leders) for the bride and groom. It also conveys the description of single men, and the description of agreement between the couple.


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