基于生物免疫学原理的海西城市群土地综合承载力研究

本文根据免疫学原理,从土地承载力(包括天然的、获得性的)和人口社会经济发展压力两个方面构建综合评价指标体系,将生物免疫学模型进行修正后与状态空间模型相结合,以海峡西岸城市群为例,对2006-2012年期间土地综合承载力时空分异特征及可持续发展状态进行综合测评。研究表明:在2006-2012年期间,承载力和压力二者的变化趋势夹角总体上由正转负,可持续发展趋势不太乐观;对2006年、2012年两个评价时点承载潜力对比分析发现,初步判断为超载的面积比重由72.9%扩大到90.3%,承载潜力内部差距正在逐渐拉近,承载潜力空间上均呈现“总体沿海高于内陆,局部山区和发展节点较低”的分布特征,与海峡西岸城市群的地势、开发密度的空间格局密切相关;未来应通过提高资源利用效率、改变发展方式等来调节承载力与压力之间的平衡,并重视引导各类社会经济要素在空间上的科学合理分布来促进城市群内部协调发展。     

基于CBF-SS策略的大流识别算法

在分析大流识别算法中的散列方法和计数方法的优缺点的基础上,针对网络流的重尾分布特性,提出一种能够有效结合散列方法和计数方法优点的大流识别算法CBF-SS(counting Bloom filter & space saving).该算法首先采用改进的计数型布鲁姆过滤器(counting Bloom filter,CBF)过滤掉大部分的小流,然后通过SS(space saving)计数算法识别出网络中的大流.理论分析和实验结果表明,CBF-SS算法具有较低的时间复杂度和空间复杂度,在大流识别效果上远优于SS等算法.     

高校图书馆内部空间设计策略及其文化影响

[目的/意义]在高校图书馆功能和运行模式转变背景下,通过图书馆内部设计,改善学习环境、人文环境,进一步彰显校园文化特色,对图书馆立足服务职能、提高图书馆文化影响力起着积极的作用。[方法/过程]结合国内外先进图书馆的不同特色,以北京农业职业学院图书馆内部空间建设实践为例,探讨高校图书馆内部空间设计应考虑的方面及其重要性。[结果/结论]概括总结出提高和完善高校图书馆内部空间设计的“6个注重”设计策略和“4项文化”影响因素。     

突发医暴事件舆论情感能量域空间模型构建

[目的/意义]医暴舆论空间积聚的情感能量推动观点衍化并深刻影响事件发展趋势,识别不同维度的情感认知且关注能量特征可有效循迹医患冲突的情感焦点。[方法/过程]以情感维度为能量源、情感能量特征为能量波构建医暴舆论情感能量域空间模型,能量源基于关键词云划分为自我认知、民生民意、社会发展三大维度,能量波以各认知维度的情感倾向、情感强度与扩散速度综合刻画能量趋势,最终依据能量域模型立体剖析突发医暴事件舆论空间。[结果/结论]结果显示,能量域空间模型能够真实反映医暴舆论情感演化趋势;各能量源均持续积聚负向情感能量;民生民意为医暴舆论的情感焦点。     

高校图书馆空间规划方法——以同济大学图书馆为例

[目的/意义]"双一流"建设背景下,高校图书馆的基本要素"人、资源、空间"已发生重大变化,同济大学图书馆基于用户需求研究图书馆空间规划策略,为图书馆的服务创新和业务转型提供支撑和可行性方案。[方法/过程]探索图书馆空间规划设计需求分析方法,通过内容分析、案例研究、调查问卷等方法了解图书馆发展趋势和用户需求,基于需求分析提出新空间布局的关键要素、功能布局、特征及框架,为同济大学图书馆的创新发展提出可行性建议。[结果/结论]空间服务已成为未来图书馆发展的重要服务模式,探索高校图书馆空间规划方法及关键要素,提出基于用户的空间规划框架,有助于提升图书馆服务创新能力。     

A demographic and epistemological divide: problematizing diversity and equity education in traditional,rural teacher education

This study documents the experience of an Asian woman faculty in the rural Mountain West as it relates to difficulties teaching predominantly White preservice teachers about the importance of diversity and social justice to prepare them adequately with skills and materials for their P-12 classrooms in a rapidly changing world. The current challenge has its origins in US history (the macro-level) and continues into the present (the micro-level) beyond the preservice teachers to include college of education colleagues and administrators, and community members. Using nexus analysis to reveal this larger picture, the hope is to develop actions to keep the problem from persisting into the future. This study is geography-specific in that not all rural areas are predominantly White, nor do they all share the same worldview. The results suggest that rural university communities remain predominantly White in their demographic makeup and crucial actors often hold fast to Whiteness and White ignorance. This is problematic – the need to transform and change is urgent in rural teacher education programs.     

Sexual choreographies of the classroom: movement in sexuality education

This paper is interested in thinking more about sexuality education at school. As such, it is concerned with a mundane and unacknowledged feature of the sexuality classroom – the mapping of movement. While human movement is a familiar focus of educational research, the movement of things is not. With reference to Barad’s concept of intra-activity, the paper maps human-non-human movements and characterises these as a sexual choreography of schooling. Instead of asking what does movement mean or reveal about sexuality education, I attend to the event movement inaugurates. Predominantly theoretical, the paper weaves together ideas from conventionally disparate disciplinary fields. These include Edensor’s concept of rhythm from geography, Eggermont’s notion of the choreography of schooling from education, and Barad’s spacetimemattering from quantum physics. This theorisation enables a recognition of movement as a force in human-non-human classroom intra-actions implicated in the becoming of sexuality education as event.     

Exploring the complex and non-linear evolution of Chinese international students’ experiences in US colleges

This article contests the narrative of Chinese international students (internationals for short) as passive and problematic to reveal the complexity and fluidity of their experiences. Simultaneously, it troubles the overly linear approach of stage theory in understanding internationals’ adjustment. Following nine first- and nine second-year students in US colleges over a year and involving them in semi-structured interviews and journal prompts, this research examined how they evolved. Findings show that while participants grew on academic and personal fronts, their experiences remained multi-dimensional, with second years being less sanguine and reporting challenges different from first years. This article argues that seeing Chinese internationals’ evolution as an uneven ascent affords a more nuanced understanding compared to a U-shape stage theory as it recognizes that while internationals are evolving, new situations provide challenges which they learn to overcome. Consequently, Chinese internationals’ growth troubles the deficit discourse around them and departs from pre-existing research around postgraduates. Findings spell implications for how the college community should enhance transcultural understanding and how future research around internationals could develop.     

Cooking the books: what counts as literacy for young children in a public library?

At a time when government funding cuts mean that public libraries face an uncertain future and need to make sure they stay relevant to young users and their families, this paper explores what counts as literacy for young children in a public library in a town in the East Midlands, UK. It is based on a study which adopted an ethnographic approach, drawing on Lefebvre's spatial theory to understand how a library space presents literacy to young children and their carers, and how this then shapes the literacy practices and events that happen in this space. The study shows that dominant discourses are bound up in what the library staff understand to be their role in promoting and supporting young children's literacy, and that, often, they organise the space and literacy events in ways that reflect these discourses. However this paper argues that it is not only the library staff that create space in the library, as carers and their children are sometimes seen to create alternative spaces which challenge and subvert the way the librarians would like the space to be used and understood.     

The uses of (digital) literacy

This article shares research facilitated by a multinational technology provider, converging mobile networked technology (tablets) used across school and home, a technology enhanced community ‘third space’ providing workshops for students aged 6–9 with their parents/carers. The approach taken avoids the instrumental measurement of functional digital literacy competences, but instead seeks to negotiate a more nuanced and complex understanding of the ‘uses of literacy’ [from Hoggart, R. 1957. The Uses of Literacy. London: Pelican] in digital contexts and in a deeply situated, specific local setting. Working with our findings, we later put Amartya Sen’s concept of capability [Sen, A. K. 2005. “Human Rights and Capabilities.” Journal of Human Development 6 (2): 151–166; Sen, A. K. 2008. “Capability and Well-Being.” In The Philosophy of Economics, edited by D. M. Hausman, 3rd ed., 270–293. Cambridge: Cambridge University Press] to work on our data in order to provide a discussion on how the digital literacy community might distinguish digital competences as functionings from the ‘uses’ of such competences for a broader range of capabilities.