Critical discourse analysis of perspectives on knowledge and the knowledge society within the Sustainable Development Goals

Critical discourse analysis (CDA) is employed to analyze discourses of knowledge and the knowledge society in the Sustainable Development Goals (SDGs). Discourse analysis is a collective name for a number of scientific methodologies for analyzing semiosis, namely how meaning is created and communicated though written, vocal or sign language. Employing a genealogical approach which locates discourses in the field of prior discourses, two prior discourses of the knowledge society are identified in the key document of the SDGs. The concepts knowledge and knowledge society are found to have a marginal position within the main policy document “Transforming our world,” adopted by the United Nations in September 2015. The techno‐scientific‐economic discourse is found to be dominant at the level of implementation and of goals, while there is some evidence of the pluralist‐participatory discourse at the level of vision and strategy. Analysis of some of the policy advice provided by international organizations and civil society indicates that more pluralist‐participatory discourses on knowledge were represented when the SDGs were being formulated. Developed countries and the corporate sector were very influential in determining the final text and were probably instrumental in excluding more transformational discourses and maintaining the status quo.     

认知问题和群知识浅析

研究群知识的形式模型有助于澄清抽象的哲学概念以及概念之间的关系。然而，目前群知识的形式化的处理方法和哲学所讨论的群知识是相脱离的。对群知识的形式化的定义可称为集体知识，是关于公共问题的分布知识以及公共知识和全分布知识之间的桥梁。所有的知识都是基于对主体的不同概念的区分而获得的。为了对认知群和集体知识进行模型，需要引入新的克里普模型，即认知群模型。定义一个好的群知识有助于对基于群知识的更高层次的哲学讨论。     

Quantal Risk Assessment Database: A Database for Exploring Patterns in Quantal Dose‐Response Data in Risk Assessment and its Application to Develop Priors for Bayesian Dose‐Response Analysis

Quantitative risk assessments for physical, chemical, biological, occupational, or environmental agents rely on scientific studies to support their conclusions. These studies often include relatively few observations, and, as a result, models used to characterize the risk may include large amounts of uncertainty. The motivation, development, and assessment of new methods for risk assessment is facilitated by the availability of a set of experimental studies that span a range of dose‐response patterns that are observed in practice. We describe construction of such a historical database focusing on quantal data in chemical risk assessment, and we employ this database to develop priors in Bayesian analyses. The database is assembled from a variety of existing toxicological data sources and contains 733 separate quantal dose‐response data sets. As an illustration of the database's use, prior distributions for individual model parameters in Bayesian dose‐response analysis are constructed. Results indicate that including prior information based on curated historical data in quantitative risk assessments may help stabilize eventual point estimates, producing dose‐response functions that are more stable and precisely estimated. These in turn produce potency estimates that share the same benefit. We are confident that quantitative risk analysts will find many other applications and issues to explore using this database.     

后发企业如何构建创新网络—基于知识架构的视角

构建创新网络是后发企业快速进行技术追赶的重要路径。那么，针对不同的企业，构筑什么样的创新网络是有效的? 为了深化以往的创新网络研究，从知识架构的视角出发，聚焦于网络层次的合作伙伴配置，构建了以产业特征为情境条件，知识基宽度/深度为焦点企业特征，知识异质性/质量为创新网络节点组成特征，高创新追赶绩效为结果变量的逻辑模型。结论显示，有三种相应的架构类型能够获取高创新追赶绩效。此外，在不同的产业特征情境下，不同的企业分别可以采用相应的架构类型取得更好的绩效。以此，为后发企业构建有效创新网络提供了理论和实践的借鉴。     

学习迁移的系统理论:PPEE理论模型的建构和意义

学习是人类社会永恒的主题。为了更好地利用过去的经验，增强学习效果，个人和组织进行学习迁移具有重要意义。学习迁移是指将在以往通过学习或解决问题所获得的经验，用于解决之后所遇到的问题。本文力图建立系统的学习迁移理论，研究人、问题、环境的因素对于学习迁移的影响。本文采用理论推导的研究方法，在前人研究的基础上，提出相应的理论模型。本文运用系统的观点，构建了学习迁移的PPEE理论模型，认为人的因素、问题的因素、人和问题的交互作用、以及环境的调节作用，会共同影响学习迁移的效果。本理论主要从五个方面论述学习迁移的机制。首先，将人的因素按照不同层面划分为后端基本能力、中端心理过程、前端知识结构，讨论了其各自对学习迁移效果的直接影响。其次，将问题的因素划分为形象相似性和抽象相似性，并根据这两个维度构建了四种问题间关系类型，并探究了其与学习迁移效果之间的关系。第三，同时考虑人的因素和问题的因素，研究了二者之间的互动对于学习迁移效果的影响。第四，将环境因素划分为时间紧迫性和空间重要性两个维度，探讨了人和环境，以及问题和环境之间的互动对学习迁移效果的影响。第五，基于系统整体的方面，研究人、问题、环境三者之间的互动对学习迁移效果的交互影响。本文还认为，该模型不仅适用于个人，也同样适用于团队、组织、地区、甚至国家和社会等各个层面，影响各个层面主体的学习迁移。本文最后总结了研究的理论和实践贡献，并提出了未来研究课题。本文对丰富学习理论、特别是学习迁移理论，以及推动教育和管理实践的发展进步具有重要的意义。     

‘Scarier than another storm’: values at risk in the mapping and insuring of US floodplains

How do people respond to the ways in which insurance mediates environmental risks? Socio‐cultural risk research has characterized and analyzed the experiential dimension of risk, but has yet to focus on insurance, which is a key institution shaping how people understand and relate to risk. Insurance not only assesses and communicates risk; it also economizes it, making the problem on the ground not just one of risk, but also of value. This article addresses these issues with an investigation of the social life of the flood insurance rate map, the central technology of the U.S. National Flood Insurance Program (NFIP), as it grafts a new landscape of ‘value at risk’ onto the physical and social world of New York City in the aftermath of Hurricane Sandy. Like other risk technologies, ubiquitous in modern societies as decision‐making and planning tools, the map disseminates information about value and risk in order to tame uncertainty and enable prudent action oriented toward the future. However, drawing together interview, ethnographic, and documentary data, I find that for its users on the ground, the map does not simply measure ‘value at risk’ in ways that produce clear strategies for protecting property values from flooding. Instead, it puts values‐beyond simply the financial worth of places‐at risk, as well as implicates past, present, and future risks beyond simply flooding. By informing and enlarging the stakes of what needs protecting, and from what, I argue that plural and interacting ‘values at risk’ shape how people live with and respond to environmental risks that are mediated by insurance technologies.     

户外健康教学活动中乡村幼儿园教师运用专业知识现状的调查

保护幼儿的生命和健康是幼儿园教育工作的首位。对甘肃六个经济落后县域的乡村幼儿园教师进行问卷调查和访谈，了解到乡村幼儿园教师对待户外健康教学活动的态度是积极的、户外健康教学活动实施的胜任水平有待提高、教学理论支持户外健康教学活动的实施不尽如人意、对幼儿运动负荷量的把握情况不容乐观、对户外健康教学活动与游戏活动的关系理解不清晰。提出调动乡村幼儿园男教师设计与实施健康教学活动的热情、开展丰富乡村幼儿园教师教学理论知识的专项培训、通过专题研讨帮助乡村幼儿园教师理解幼儿运动负荷量的重要性、分析优秀案例帮助乡村幼儿园教师厘清教学和游戏的关系等建议。     

Seeing the system: Systemic gender knowledge to support transformational change towards gender equality in science

Scholars agree that gender inequality is systemic and that participants in gender equality interventions need knowledge on gender inequality processes. However, a detailed view on the specific characteristics of this knowledge is as yet missing. This article aims to contribute to gender equality interventions by conceptualizing and visualizing systemic gender knowledge as an important condition for transformational change. Combining gender and participatory system dynamics literature, this article first introduces the concept of systemic gender knowledge. This concept captures two main characteristics that make gender knowledge systemic: knowledge on the interaction of gender inequality processes and endogenous thinking, here implying a focus on the organization as the relevant level of analysis. In addition to this conceptual contribution, the research contributes methodologically to the gender inequality intervention literature by designing a visualization process, translating written texts into system dynamics models which enable exploration of systemic gender knowledge. Finally, the research contributes empirically by exploring the systemic gender knowledge of participants in two science research institutes of a Dutch university, finding shifts in both characteristics of systemic gender knowledge. This enables researchers to discern whether gender equality interventions lead to increases in systemic gender knowledge, thus supporting transformational change.     

The Career Decision‐Making Difficulties Questionnaire: A Case for Item‐Level Interpretation

The Career Decision‐Making Difficulties Questionnaire (CDDQ; Gati, Krausz, & Osipow, 1996) has long been demonstrated as a useful instrument for career counseling practice. Several case studies have demonstrated how and why using the CDDQ facilitates the career counseling process (e.g., Amir, Gati, & Kleiman, 2008; Gati & Levin, 2014; Levin & Gati, 2014). This study explores how an in‐depth analysis of a case study conducted at the item level can provide career counselors with a richer understanding of their clients’ needs. The case study also emphasizes how administering and providing feedback on the CDDQ in career counseling sessions is likely to foster working alliances. The study concludes by presenting an intervention map based on the CDDQ taxonomy.     

100 key research questions for the post‐2015 development agenda

The Sustainable Development Goals (SDGs) herald a new phase for international development. This article presents the results of a consultative exercise to collaboratively identify 100 research questions of critical importance for the post‐2015 international development agenda. The final shortlist is grouped into nine thematic areas and was selected by 21 representatives of international and non‐governmental organisations and consultancies, and 14 academics with diverse disciplinary expertise from an initial pool of 704 questions submitted by 110 organisations based in 34 countries. The shortlist includes questions addressing long‐standing problems, new challenges and broader issues related to development policies, practices and institutions. Collectively, these questions are relevant for future development‐related research priorities of governmental and non‐governmental organisations worldwide and could act as focal points for transdisciplinary research collaborations.