数据挖掘在商业智能中的应用

讨论了商业智能的基本概念和结构模型,阐述了数据挖掘在商业智能中的作用,并介绍了数据挖掘对象的分类方法和常用的数据挖掘技术。     

融合与构建:民国《孙子兵法》研究

近代《孙子兵法》研究是在构建学术和救亡战争的双重压力与动力下进行的,其间融合中西兵学,体现了强烈的学术自觉和民族自觉。《孙子兵法》研究在近代经历了地位重建的曲折过程,在这个否定之否定的过程中,无论是研究模式还是研究内涵都体现了浓重的融合中西的时代特点和反侵略战争的实践特点,这个时期的《孙子兵法》研究因此也更凸显了学术的百家之色和实践的应战之力,留给后人以巨大的智慧财富和宽广的思考空间。     

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).     

Associations between childhood abuse and interpersonal aggression and suicide attempt among U.S. adults in a national study

The aim of this study is to examine associations among childhood physical, emotional, or sexual abuse and violence toward self (suicide attempts [SA]) and others (interpersonal aggression [IA]). Data were obtained from the National Epidemiologic Survey on Alcohol and Related Conditions Waves 1 and 2 (n = 34,653). Multinomial logistic regression examined associations between type of childhood abuse and violence categories, adjusting for demographic variables, other childhood adversity, and DSM-IV psychiatric disorders. The prevalence of reported childhood abuse was 4.60% for physical abuse, 7.83% for emotional abuse, and 10.20% for sexual abuse. Approximately 18% of adults reported some form of violent behavior, distributed as follows: IA, 13.37%; SA, 2.64%; and SA with IA, 1.85%. After adjusting for demographic variables, other childhood adversity, and psychiatric disorders, each type of childhood abuse was significantly related to increased risk for each violence category as compared with the no violence category. Furthermore, the odds ratio of childhood physical abuse was significantly higher for SA with IA when compared with IA, and the odds ratio of childhood sexual abuse was significantly higher for SA and SA with IA when compared with IA. Childhood physical, emotional, and sexual abuse is directly related to the risk for violent behaviors to self and others. Both internalizing and externalizing psychiatric disorders impact the association between childhood abuse and violence. The inclusion of suicidal behaviors and interpersonal aggression and internalizing/externalizing psychiatric disorders within an integrated conceptual framework will facilitate more effective interventions for long-lasting effects of child abuse.     

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.     

Navigating privacy tensions when responding to online aggression at postsecondary institutions

Postsecondary institutions have a legal responsibility to ensure that students have access to a safe learning environment. While institutions adopt policies and hire administrators to protect students from harm, many are underprepared to support students when these harmful incidents happen online. This is of increased concern now that online aggression is pervasive across universities worldwide. While faculty, administrators and students agree that online aggression is a significant issue and that institutions ought to provide prevention and response services, there is concern that these efforts might violate privacy norms. We used the theory of privacy as contextual integrity (CI) to explore the tensions that postsecondary students and staff perceive regarding student privacy when responding to incidents of online aggression. To do so, we conducted focus groups with undergraduate students and student affairs administrators from a Historically Black College and University (HBCU) in the Mid-Atlantic USA. Our analysis surfaced three considerations that inform students' and staff's decision to report an incident of online aggression: their closeness to the person making the post, their perception of the online post content as a real threat and their knowledge of an authority figure who could help resolve the situation. We used CI theory to explain how these considerations can inform institutional policy, practice and future research.

Practitioner notes

What is already known about this topic

• Online aggression is a pervasive issue at postsecondary institutions worldwide that can contribute to psychological, academic and developmental issues.
• Postsecondary students and staff are unsure of how to respond to incidents of online aggression.
• There is a gap in policies and procedures for responding to online aggression at postsecondary institutions.

What this paper adds

• A novel use of Nissenbaum's (2010) theory of contextual integrity to understand students' and staff's perceptions of privacy.
• Students' and staff's decisions to intervene or report an online aggression incident are determined by their relationship to the perpetrator, the severity of the social media post and their knowledge of who to tell on campus.
• Students and staff are reluctant to inform the police out of fear of violence against the perpetrator.

Implications for practice and/or policy

• Raise awareness about responding to online aggression incidents.
• Implement online bystander intervention training programs to increase awareness and self-efficacy to intervene in unclear situations.
• Develop clear policies regarding online aggression, as well as a trustworthy procedure for how to respond.