基于扎根理论的众创空间创新机制研究

基于扎根理论的研究方法,在对19个国家级或省级众创空间样本研究基础上构建众创空间创新机制模型。研究发现:众创空间的创新机制核心要素为基础禀赋、网络能力、制度环境、网络嵌入性和创新方式五类,其中,基础禀赋与网络能力为创新能力生产阶段要素,信任嵌入、承诺嵌入、信息共享、联合解决和制度环境为网络嵌入性阶段要素,利用式创新与探索式创新为创新绩效生成阶段要素;众创空间的创新能力是创新绩效的前因基础,网络嵌入性是创新能力与创新绩效的中介因素,制度环境是创新能力与嵌入性要素的调节因素。     

n维Lorentz变换

以Clifford代数为工具，讨论n维Minkowski空间的性质，得到n维Minkowski空间的Lorentz变换。     

A note on the Marcinkiewicz integral operators on F_p~(α,q)

In this paper, we shall prove that the Marcinkiewicz integral operator μ, when its kernel satisfies the L1-Dini condition, is bounded on the Triebel-Lizorkin spaces. It is well known that the Triebel-Lizorkin spaces are generalizations of many familiar spaces such as the Lebesgue spaces and the Sobolev spaces. Therefore, our result extends many known theorems on the Marcinkiewicz integral operator. Our method is to regard the Marcinkiewicz integral operator as a vector valued singular integral. We also use another characterization of the Triebel-Lizorkin space which makes our approach more clear.     

关于Orlicz空间中范数的一个等价命题

证明了在Orlicz空间中下面三个条件等价(1)inf{‖x‖0∶‖x‖=1} >1; (2)sup{‖x‖∶‖x‖0 =1}<1 ; (3)M∈△2∩ 2.     

Addressing the Sex Abuse Crisis in Communities of Faith and Learning

Abstract

This paper argues that educational communities of faith and learning (e.g. Catholic colleges and universities) are especially primed to face into the pain and reality of the sex abuse crisis in honest and constructive ways. Citing the need for strategic collaboration between mental health professionals and religious educators, it calls for pedagogies which: are trauma-informed and utilize the insights of neuroscience; promote open dialogue in the face of organizational silence; foster safe and courageous spaces; attend to the dangerous memory and deep impacts which accompany survivors of the sex abuse. It argues that failure to address the sex abuse crisis with open and interdisciplinary discourse fosters a null curriculum that will only serve to have corrosive implications.     

Orlicz空间的WR和WMLUR

给出了赋Orlicz范数的Orlicz函数空间WMLUR和WR的判据．     

The challenges of establishing social learning spaces at a Johannesburg university student residence: Student views

This article reports on two cycles of a Participatory Action Research (PAR) study on student experiences of the process of establishing social learning spaces in a Johannesburg university student residence. We draw on Wenger’s (2009) notion of ‘social learning spaces’ to explore the manner in which students mediate their social and institutional identity, expose power imbalances in terms of decision-making and determine influences on their learning. We argue that learning is facilitated by social engagement and suggest that the conceptualisation and implementation of social learning spaces, although a complex and protracted process, is valuable for students’ social and academic development, particularly in a residence environment. Data were collected via semi-structured interviews, analysed using content analysis, and interpreted through a Cultural Historical Activity Theory (CHAT) lens. The findings point to the complexity of establishing social learning spaces (SLS) in a student residence environment with students experiencing multiple tensions in the process, including struggles with collaborative learning, difficulties in developing agency and the challenges of traversing power relations.     

Conservation laws for energy and momentum in curved spaces

In arbitrary Riemannian 4-spaces, continuity equations are constructed which could be interpreted as conservation laws for the energy and momentum of the gravitational field. Special attention is given to general relativity to obtain, of natural manner, the pseudotensors of Einstein, Landau-Lifshitz, Mller, Goldberg and Stachel, and also the conservation equations of Komar, Trautman, DuPlessis and Moss.     

‘We dominate the basement!’: how Asian American girls construct a borderland community

This article, based on two years of ethnographic fieldwork, explores the ways in which eight Asian American immigrant high school girls construct a borderland community, which they call the ‘Basement Group,’ after the place where they gather at school. While the girls struggle with displacement in the borderlands, including isolation in their family homes and alienation in formal classes, they have sufficient creativity and improvisational skills to invent a borderland community where they can reject mainstream values and beliefs as well as affirm diversity and cultural hybridity. Examining the possibilities and constraints of youth-led space, this article reveals the otherwise unseen sense of belonging, desires, and capacities of these Asian American immigrant girls who navigate lives in-between multiple nation states, cultures, and traditions. The article illuminates the power and possibilities of youth-created spaces that reflect the strengths, assets, and possibilities that marginalized immigrant youth possess.     

关于Lorentz变换公式的几种错误理解

评述了社会上有关Lorentz变换公式的三种陋见，指出这三种陋见是与文章作者对Lorentz变换公式的曲解或无知有关。