Lecture 5 - Human Environment Relations Flashcards Preview

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Flashcards in Lecture 5 - Human Environment Relations Deck (13):


Sets of interrelated parts linked together to form a unified whole



Set of independent organisms, and their physical, chemical, and biological environment



Includes the atmosphere, hydrosphere, cryosphere, lithosphere, and biosphere


Anthropocentric (2)

-resources to be only those components of the environment with utility for humans
-elements of the environment don’t become resources until they have value for humans


Ecocentric (2)

-resources as existing independently of human wants and needs
-values aspects of the environment simply because they existed and accepts that they have the right to exist


Disciplinary (4)

-organized around the concepts, theories, assumptions, and methods associated with an academic discipline
-more in-depth understanding
-important connections with parts of the system isn’t considered and will not be taken to account
-geography: where the discipline specializes in synthesizing knowledge from many disciplines to understand differences among places


Multidisciplinary (3)

-obtain the in-depth insight of the disciplinary specialist but also gain the benefits of a broader view by drawing on specialist from various disciplines
-examine an issue and specialists work in isolation, or with others from the same discipline of profession, and provide separate reports, submitted to one person/group, who synthesizes the findings and insights
-both depth and breadth are achieved through synthesis of the findings of different specialists after they have completed their analyses


Cross-disciplinary (3)

-disciplinary specialist ‘crosses’ the boundaries of other disciplines and borrows concepts, theories, methods, and empirical findings to enhance their perspective
-does not actively engage with specialist from other disciplines but simply draws on their ideas, approaches, and findings (make connections)
-can involve misunderstanding of the borrowed material, using theories, concepts, and methods out of context, and over looking contradictory evidence, tests, or explanations


Interdisciplinary (5)

-disciplinary specialist crossing other disciplinary boundaries and engaging with other specialists from the very beginning of a research project
-achieve the benefit of both depth and breadth from the outset, as well as synthesis or integration
-requires more time because team of disciplinary specialists must meet and the start and then regularly throughout
-requires respect, trust, mutual understanding because one disciplinary specialist may question basic beliefs or assumptions that others take for granted
-requires patience and considerable self-confidence and a willingness to acknowledge their weaknesses


Transdisciplinary (3)

-extends interdisciplinary perspective by seeking a holistic understanding that crosses/transcends boundaries of many disciplines
-the problem or issue is usually not viewed as in the domain of any one discipline or profession
-‘health informatics’ brings together concepts and methods from medical and information sciences


Sustainable development (3)

-pursue development that meets the needs of the present without compromising the ability of future generations to meet their own needs
-consider intra and intergenerational equity
-re-examination of and shift in current values, policies, processes, and practices


Sustainable livelihoods (3)

-the conditions necessary to ensure that basic human needs are satisfied as well as other needs related to security and dignity through meaningful work
-at the same time minimizing environmental degradation, rehabilitating damaged environments, and addressing concerns about social justice
-aim to create diverse opportunities, efficiency, and sufficiency relative to basic needs while also achieving social equity and sensitivity regarding environmental integrity



The ability of a system to absorb disturbance and still retain its basic function and structure