Using Q-methodology to study the metaphors of consumption for mobile phone users

Even before business has really come to grips with the intricacies of incorporating emarketing and e-commerce into their organisational strategies, they are now being encouraged to make significant investments in developing capabilities for mobile phone marketing. Fuelled once again by huge profit predictions reminiscent of the mid-1990s when speaking of e-commerce (Anckar and D’Incau 2002) marketers are tapping into this mobility. So, instead of having to drive consumers to web sites through the ‘sit and search’ context, marketers are now exploring ways to develop strategies to deliver relevant and timely information in a ‘roam and receive’ context directly to their potential customers anywhere, anytime, any place (Mort and Drennan 2002).

Modeling ex vivo hematopoiesis using chemical engineering metaphors

Ex vivo hematopoiesis is increasingly used for clinical applications. Models of ex vivo hematopoiesis are required to better understand the complex dynamics and to optimize hematopoietic culture processes. A general mathematical modeling framework is developed which uses traditional chemical engineering metaphors to describe the complex hematopoietic dynamics. Tanks and tubular reactors are used to describe the (pseudo-) stochastic and deterministic elements of hematopoiesis, respectively. Cells at any point in the differentiation process can belong to either an immobilized, inert phase (quiescent cells) or a mobile, active phase (cycling cells). The model describes five processes: (1) flow (differentiation), (2) autocatalytic formation (growth),(3) degradation (death), (4) phase transition from immobilized to mobile phase (quiescent to cycling transition), and (5) phase transition from mobile to immobilized phase (cycling to quiescent transition). The modeling framework is illustrated with an example concerning the effect of TGF-beta 1 on erythropoiesis. (C) 1998 Published by Elsevier Science Ltd. All rights reserved.

Learning organizations: Empirically investigating metaphors

Learning organizations are a special form of organization where enhancing learning is a strategy to increase intellectual capital. Developing learning organizations has become an imperative for many managers, since an organization's learning methods and rate may be the only source of sustainable competitive advantage. However, learning organization theory tends to be prescriptive and rhetorical, with empirical research still relatively new. This paper contributes to the literature by reporting case-study research in progress based on four Australian organizations. In the organizations studied, use of the learning organization metaphor was coupled with an emergent metaphor: organization as `family". By employing structure mapping of metaphor within analytical induction, both established methods but not combined before, this paper shows how theory might be developed from metaphor.

Constructing and reconstructing teaching roles: A focus on generative metaphors and dichotomies

Over the last several decades, a shift in thinking has brought to the fore the power of language as more than simply a method of expression. Indeed, language is a constituent part of social practices and social identity. For teachers, both pre-service and in-service, teaching roles are often represented through surface and generative metaphors, the latter of which are tacit. In order to study the way in which language, and in particular metaphor, influences thinking about teaching roles, the authors of this article combined their data to examine the metaphoric discourse of both pre-service and in-service teachers. Contextualizing two separate studies in their respective teacher education programs, this article highlights the obstacle of unexposed generative metaphors and the value of ongoing professional development. In addition, it emphasizes the importance of deconstructing traditional dichotomies as central to teacher education reform.

A pathology of the animal spirits – the clinical neurology of Thomas Willis (1621–1675) Part II – Disorders of intrinsically abnormal animal spirits

Thomas Willis (1621-1675), author of the classical work Cerebri Anatome (1664), was arguably the father of the modern era of neurology. His clinical neurology, as described in his Pathologiae Cerebri (1667) and De Anima Brutorum (1672), was largely derived from personal observations and not from traditional authorities and was based around his concept of the animal spirits, a fictitious entity in many ways analogous to the present day idea of the nerve impulse. This concept allowed him to develop a pathology of the animal spirits which embraced the whole content of the clinical neurology and psychiatry of his times. The anatomical and physiological background to Willis' concepts of animal spirit dysfunction, and those disorders he regarded as due to disturbed function of intrinsically normal animal spirits, have been dealt with in the previous part of this paper. The disorders he attributed to intrinsically abnormal animal spirits, dealt with in this part of the paper, comprised two categories. In one, the animal spirits possessed explosive properties, whilst in the other the abnormalities were non-explosive in their nature. The former category included epilepsy, hysteria and hypochondriasis, whilst the latter included mainly disorders now considered psychiatric e.g. delirium, melancholy, madness and stupidity. Willis' ideas about the pathogenesis of nervous system disorder seem never to have been generally accepted, partly because they appeared at a time when others were increasingly calling into question the existence of the animal spirits. Nevertheless, Willis' attempt to record and interpret all nervous system disease on the basis of disorder of function of a single underlying mechanism represents a formidable synthetic intellectual endeavour on the part of a very busy physician. (C) 2002 Elsevier Science Ltd. All rights reserved.

Media, 'Madness' and Ethical Journalism

This article analyses the way newspapers and journalists sometimes fail to acknowledge and resolve some of the contentious ethical dilemmas associated with reporting news. Its focus is on not exploiting and vilifying the vulnerable, especially people with mental illness, through sensationalism and inaccurate and imprecise use of medical terminology such as "psycho ". "schizo" or "lunatic ". Because ethics is central to our understanding of professionalism, this article uses professions and professionalism as benchmarks aginst which to analyse and critique how journalists and newspapers define and report news.Sometimes journalists fail the test of good ethical practice in terms of negative. outdated and inaccurate expressions they use in the news stories they report. Likewise, regulators of news industry standards appear not to recognize and sanction such reporting. The apparent inability to resolve these ethical dilemmas creates a context conducive to tolerance for, not acceptance of. unethical news reporting.

Doing educational development ambivalently: Applying post-colonial metaphors to educational development?

Post‐colonial theories about liminality, hybridity, unhomeliness, and identity form a novel lens through which to re‐theorise educational development work. Applying these conceptual frameworks allows practitioners and the academics they work with the opportunity to problematise some of educational development’s colonial underpinnings and assumptions. They also enable an exploration of the states of betweenness that form educational developers’ identities and impact implicitly and explicitly upon the nature of their changing practices. This paper seeks to read educational development and research supervisor development in particular “against the grain”. It also seeks to illustrate these concepts through some vignettes of my academic development practice.