HUMANS IN THEIR ECOLOGICAL SETTING Flashcards

1
Q

IS THE INTERDISCIPLINARY OR TRANSDISCIPLINARY STUDY OF THE RELATIONSHIP BETWEEN HUMANS AND THEIR NATURAL, SOCIAL, AND BUILT ENVIRONMENTS

A

HUMAN ECOLOGY

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2
Q

AS A DISCIPLINE WAS TECHNICALLY BORN WHEN ERNST HAECKEL USED THE WORD “OEKOLOGIE” IN 1866 TO DESCRIBE THE STUDY OF AN ORGANISM’S RELASTIONSHIP TO ITS ENVIRONMENT

A

ECOLOGY

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3
Q

COMPOSED OF CONCEPT FROM ECOLOGY LIKE INTERCONNECTIVITY, COMMUNITY BEHAVIOR, AND SPATIAL ORGANIZATION.

A

HUMAN ECOLOGY

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4
Q

KNOWN AS THE BULL’S EYE MODEL

DEVOLOPED BY ERNEST BURGESS

SPATIALLY ARRANGED IN A SERIES OF RINGS

ASSUMES AN ISOTROPIC PLAIN

LAND MAY RESTRICT GROWTH OF CERTAIN SECTORS

THE MODEL DOES NOT FIT POLYCENTRIC CITIES

INNER CITY IS POOR WHILE SUBURBS ARE WEALTHY.

A

CONCENTRIC ZONE MODEL

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5
Q

CONCENTRIC MODEL OF HUMAN ECOLOGY

A

SOCIOLOGY
PSYCHOLOGY
SOCIAL PSYCHOLOGY
HUMAN ECOLOGY

-PUBLIC POLICY
-COMMUNITY
-ORGANIZATIONAL
-INTERPERSONAL
-INDIVIDUAL

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6
Q

WAS AN AMERICAN ANTHROPOLOGIST KNOWN BEST FOR HIS ROLE IN DEVELOPING “THE CONCEPT AND METHOD” OF cultural ecology, AS WELL AS SCIENTIFIC THEORY OF CULTURE CHANGE

A

JULIAN HAYNES STEWARD

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7
Q

CALLED FOR A FUTURE WHEN ALL PLANNING WOULD “HUMAN ECOLOGICAL PLANNING” BY DEFAULT. always bound up in human’s relationship with their environments.

A

IAN McHARG

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8
Q

was a GEOGRAPHER WHO CONSIDERED HUMAN ECOLOGY TO BE UNIQUE FIELD OF GEOGRAPHY.

REGARDED HUMAN ECOLOGY AS THE RELATION BETWEEN GEOGRAPHY AND THE ENVIRONMENT AND DIVIDES IT INTO 3 AREAS:
1. ECONOMIC GEOGRAPHY (NEEDS AND WANTS)
2. POLITICAL GEOGRAPHY (ORGANIZATION)
3. SOCIAL GEOGRAPHY (CONNECTION BETWEEN PEOPLE)

A

HARLAN H. BARROWS

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9
Q

WAS AN URBAN SOCIOLOGIST WHO CONSIDERED HUMAN ECOLOGY AS THE STUDY OF RELATIONSHIP BETWEEN BIOTIC BALANCE AND SOCIAL EQUILIBIRUM.

EMPHASIZED THE CULTURAL STRUCTURE OF HUMAN SOCIETY WHICH HE SEPARATED INTO GROUPS:
-ECOLOGICAL,
-ECONOMIC,
-POLITICAL, AND ;
-MORAL.

A

ROBERT EZRA PARK

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10
Q

a psychologist, worked for the US
government during World War II to
change people’s attitudes toward
RATIONING.

HE USED THE ENVIRONMENT TO DESCRIBE THE MENTAL ENVIRONMENT, EXPANDING HUMAN ECOLOGY INTO THE WORLD OF THE MIND.

A

KURT LEWIN

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11
Q

an economist, saw a strong correlation
between ECONOMICS AND ECOLOGY based
around five basic similarities between the
two:
1. Both study individuals as members of a species
2. Both have a concept of equilibrium
3. Both involve a system exchange
4. Both imply some concept of development.
5. Both are subject to their equilibriums distorted
by policy

A

KENNETH E. BOULDING

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12
Q

an anthropologist, emphasized the role
that culture has in explaining the nature of
human societies.

He considered human society to be
dictated by much more than the
immediate physical environment and
biotic assemblage. The nature of local
group is determined by both local
adaptations and larger institutions

A

JULIAN HAYNES STEWARD

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13
Q

was a sociologist associated with the
University of Chicago.

McKenzie believed human ecology to be
concerned with the process of SPATIAL
grouping of interacting human beings or
of interrelated human institutions.

A

RODERICK D. McKENZIE

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14
Q

was a landscape architect and writer on
regional planning using natural systems.
He was the founder of the department of
landscape architecture at the University
of Pennsylvania in the United States.

His 1969 book Design with Nature pioneered
the concept of ecological planning.

A

IAN McHARG

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15
Q

an urban systems ecologist at the Chinese
Academy of Sciences, defines human ecology, in
Chinese terms as the science of the living state or
dynamics of the human being, driven by objective
and subjective factors.

It involves understanding, planning, and
management. According to Wang, Chinese
human ecologists are searching for a feasible
future for their nation that includes high efficiency,
sustainable development, and harmonious
relationships between social, economic, and
natural systems.

A

RUSON WANG

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16
Q

generally known as a British anthropologist,
contributed to human ecology in the realm of
the ECOLOGY OF THE MIND

He was opposed to the way scientists try to
reduce everything to matter; his goal was to reintroduce
the MIND INTO THE EQUATION. He
emphasized the importance of looking at the
world not just though reductionist logic, but to
understand the connections in the “pattern
which connects” all of our minds through stories.

A

GREGORY BATESON

17
Q

AS AN ASSUMPTION THAT EVERYTHIN INTERACTS WITH OTHER THINGS AND A BASIS FOR ALL FURTHER ANALYSIS.

A FUNCTION OF SCALE, BUT SHOULD BE EXTENDED TO BE A FUNCTION OF DIVERSITY AND COMPLEXITY

A

INTERACTION

18
Q

THE CONCEPT THAT ENTITIES ARE ORGANIZED ON LEVELS OF DIFFERENT SCALE FOR BETTER ANALYSIS

for example from the level of the
molecule, the individual, the family,
the community, the population, the
biosphere, or the universe.

A

LEVELS OF INTEGRATION

19
Q

People’s perception of a complex world is a
function of their ability to be able to
comprehend beyond the immediate, both in
time and in space.

A

FUNCTIONALISM

20
Q

are contentious topics in ecology;
current research shows that
ecosystems are less stable than
originally thought and high diversity
does not immediately translate into
high stability. These have not often
been applied to human ecology.

A

DIVERSITY AND STABILITY

21
Q

one way to understand human
ecology, however many topics are
more complex and it is important to
realize that systems analysis is only one
way to understand them and fairly
simplified.

Most systems are not closed
and therefore require simplification in
order to study them.

A

SYSTEMS ANALYSIS

22
Q

essential to human ecology because many of the problems of relations between humans and their environments are physical.

A

Spatial analysis

23
Q

holistic viewpoint is important to human ecology because it
recognizes that we can gain understanding of a system by looking at it as a whole.

A

GESTALT PERSPECTIVE

24
Q

Studies focusing on ONE SPECIFIC AREA.
Most institutions of higher learning
award degrees based on
monodisciplinary majors intended to
prepare students for work in a specific
discipline.

A

MONODISCIPLINARY

25
Q

A variety of subjects studied
concurrently.

A

MULTIDISCIPLINARY

26
Q

Integration between disciplines

A

INTERDISCIPLINARY

27
Q

A perspective that transcends
disciplines.

A

TRANSDISCIPLINARY