Why space matters in technological innovation systems—Mapping global knowledge dynamics of membrane bioreactor technology

Studies on technological innovation systems (TISs) often set spatial boundaries at the national level and treat supranational levels as a geographically undifferentiated and freely accessible global technological opportunity set. This article criticizes this conceptualization and proposes instead to analyze relevant actors, networks and processes in TIS from a relational perspective on space. It develops an analytical framework which allows investigating innovation processes (or ‘functions’) of a TIS at and across different spatial scales. Based on social network analysis of a co-publication dataset from membrane bioreactor technology, we illustrate how the spatial characteristics of collaborations in knowledge creation vary greatly over relatively short periods of time. This finding suggests that TIS studies should be more reflexive on system boundary setting both regarding the identification and analysis of core processes as well as in the formulation of policy advice.     

我国房车旅游发展影响因子研究--基于灰色关联分析

文章根据2007—2013年我国房车旅游发展相关数据,应用灰色关联分析法,以灰色综合关联度为量度指标,对我国房车旅游发展的影响因子进行判识,揭示了影响我国房车旅游发展的主导因子是：人均国内生产总值、城镇居民人均消费和互联网上网人数。本文从实证的角度为我国房车旅游的发展提供了科学决策的依据,旨在推动和促进我国房车旅游进一步发展。     

Examining the unique contributions and developmental stability of individual forms of relational reasoning to mathematical problem solving

Relational reasoning, a higher-order cognitive ability that identifies meaningful patterns among information streams, has been suggested to underlie STEM development. This study attempted to explore the potentially unique contributions of four forms of relational reasoning (i.e., analogy, anomaly, antinomy, and antithesis) to mathematical problem solving. Two separate samples, fifth graders (n = 254) and ninth graders (n = 198), were assessed on their mathematical problem solving ability and the different forms of relational reasoning ability. Linear regression analysis was conducted, with participants’ age, working memory, and spatial skills as covariates. The results showed that analogical and antithetical reasoning abilities uniquely predicted mathematical problem solving. This pattern demonstrated developmental stability across a four-year time frame. The findings clarify the unique significance of individual forms of relational reasoning to mathematical problem solving and call for a shift of research direction to reasoning abilities when exploring dissimilarity-based relations (opposites in particular).     

旅游情境下的乡村仪式展演与文化变迁

留存于中国乡土社会中的古老仪式,作为民间宗教信仰文化的表征,历来颇受各领域学者们关注。文章在旅游情境中透视乡村仪式"展演",并与之文化变迁做尝试性地辩证讨论,认为作为"展演"的乡村仪式是全球化背景下,民族旅游蓬勃发展的产物。"地方性文化"在"社会剧场"中呈现出剧烈而明显的文化变迁,它影响着地方认同而又被其影响,需要协同社区参与发展和保护。     

文化和语境在大学生英语交际能力培养中的作用

学生英语交际能力薄弱的根源在于缺乏本族语语言文化及目标语语言文化的对比输入、教师在课堂上的语言输入脱离实际的情景语境和文化语境,以及学生缺乏相关的交际活动等等。文化、语境、交际是大学英语教学中相辅相成的三要素,大学英语教师应树立文化教学理念,运用多种教学方法和教学手段,创造出有效的语境,使学生在模仿实际的文化和语境中进行交际活动,从而达到培养其英语交际能力的教学目标。     

格值模糊描述逻辑L-ALCN的Duquenne-Guigues基

描述逻辑和形式概念分析都是以概念为基础的形式系统,在处理信息方面它们各有优缺点,近年来,研究者们将两者结合在一起,取长补短.本文将形式概念分析的方法引入描述逻辑,研究了格值模糊描述逻辑系统L-ALCN模型的Duquenne-Guigues基问题.首先介绍了L-ALCN的语法、语义和形式概念分析的基本知识,根据L-ALCN的特点,重新定义了描述背景下内涵、伪内涵及有穷基底的理论框架,证明了L-ALCN系统中Duquenne-Guigues基底的存在性,给出了相应的算法并指出了L-ALCN中Duquenne-Guigues基底是可靠的、完备的和非冗余的.     

Relational equality in education: what,how, and why?

Relational equality is broadly understood to be about relating to others as moral equals. I consider three questions of relational equality as applied to education: what, how, and why? Relational equality is important on a macro (societal) level, a meso (school) level structuring of relationships, and a micro (interpersonal relationships) level. I focus on micro level relational equality in schools, and connect theoretical perspectives from two neighbouring fields: education and humanistic counselling, suggesting that we might usefully draw on theory from humanistic counselling to inform our understanding of how egalitarian interpersonal relationships might manifest in education. I emphasise the importance of considering what we are trying to communicate through our behaviour and suggest that in order to treat someone as a moral equal, educators should work towards communicating empathy, unconditional positive regard, and congruence. Such an understanding gives a clearer focus for increasing equality than broader understandings of relational equality, and greater scope for challenging inequality than distributive accounts.