Spatial Data Usage,Spatial Thinking and Spatial Knowledge Generation: The Case of Planning Practitioners in Arequipa,Peru

Spatial thinking and spatial knowledge generation in decision-making are still not mature fields of study in planning research, despite these being crucial elements in addressing the issues of the twenty-first-century city. This article contributes to their understanding by exploring their interrelationships with spatial data usage. Through storylines, it analyzes the arguments that planning practitioners offer in support of infrastructure-led decisions in Arequipa (Peru), before and after spatial data usage. The article concludes that spatial data usage improve spatial thinking to different extents, yet suggests aligning spatial data generation and the inclusion of GIS-based spatial analyses with the spatial knowledge needed by routine planning practice.     

客观性与境域性——道德实在论的收敛

道德实在论是应对道德多元主义而兴起的。它为寻求道德的确定性,收敛到道德的客观性,但这面临着事实和价值之间的矛盾。因而,它又收敛到人类都有关于建立美好社会的愿望的共识,但这种观点不仅面临着理想人以及知识和信仰之间跳跃的问题,而且将其设为目标来追求,还会导致专制和道德虚无主义的困境。只有走出理论思辨,采取局部的实践哲学的方法和根本的存在论境域的方法,才能解决自己的困境。     

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。     

女性特色教育与女性性别学科问题关系研究

高等教育中存在的女性性别学科问题一直困扰着人们,此问题的产生有女性生理、心理方面的原因,也有社会文化方面的原因,其中最主要的原因在于过去的教育模式中存在男性中心主义倾向,某些学科体系的构建不适合女性学习。引入女性特色教育,可以根据女性身心特点,选择、建构适合女性学习的学科体系,改变性别意识缺失的高等教育现状,对无社会性别意识教育进行有效纠偏。     

Otherness and empathy—implications of Lévinas ethics for social work education

This paper examines the concept of otherness in Lévinas’ ethics and raises related issues regarding the limits of empathy on philosophical grounds. This study also identifies and discusses a number of linguistic, social and cultural barriers that can establish such limits on practical grounds. This paper raises various considerations for social work educators teaching empathy. Such considerations suggest that social work educators could adopt a stance of ‘understanding and not understanding’ and a dialectical approach in using knowledge and skills. Furthermore, this study challenges the common assumption that empathy leads to compassionate action. Apart from empathy, moral commitment is necessary to engage in such action. This article discusses such moral commitment in relation to Lévinas’ notions of face and responsibility that place ethics before knowledge. Hence, the present study brings the attention of social work educators back to the importance of nourishing virtue and the moral character of students.     

Retrofitting Drucker: Knowledge work under cognitive capitalism

This article uses Peter Drucker's work vector-like, to carry the thesis of cognitive capitalism into the management field. Drucker's prophetic insights into the knowledge society are juxtaposed with recent, Italian autonomist Marxist-inspired analyses of capitalism's cognitive phase. If the capacity to create knowledge – or what autonomists call the ‘general intellect’ – is becoming the key productive force, arguably there is a need for a full-blown social form of knowledge management. Our reading of Drucker thus retrieves the one worthwhile thing from the rubble of normative knowledge management. It is the idea of society-level knowledge management premised on a universal and unconditional guaranteed basic income (GBI; or social wage). Basic income represents not just a social investment in knowledge, which Drucker himself called for, but also compensation for biolabour's augmented social productivity. With Drucker as the steppingstone, we conclude, the autonomist tradition merits greater attention from critical management and organisational scholars interested in factoring class and gender back into the knowledge management equation.     

城市品牌研究的知识图谱分析

运用知识图谱这种可视化的文献分析工具,对城市品牌研究文献进行分析。研究表明:(1)2007~2011年,城市品牌研究文献数量迅速增加,城市品牌研究开始成为热点。(2)从关键词共现分析看,城市品牌研究主要建立在讨论城市品牌建构路径和城市品牌建设具体方法上。(3)从文献共被引关系看,城市品牌研究可以分为品牌本身的讨论、宜居城市的生活环境以及市民的身体健康与城市品牌的关系、城市品牌与城市营销之间的关系三个阶段。进而指出,城市品牌研究的重点方向应该是对城市品牌的影响因素及形成过程、城市品牌评价系统的研究。     

高端装备制造业知识网络有效性影响因素分析

分析影响高端装备制造业知识网络有效性的五个因素,构建知识网络有效性模型并进行仿真分析,得出结论:企业为提高知识吸收能力和知识释放意愿所做投入在一定范围内可以提升知识网络有效性,投入超过一定值后,这种提升作用不再明显;企业较高的知识水平、企业间良好的合作关系与适当的知识势差可以提高知识网络有效性,并根据仿真结果提出相关建议。     

Beyond mere information transfer: The importance of a relational approach to market-related internal communication

Despite the significance of relationship management in any information provision or exchange, public relations scholarship has typically focused on examining the underlying internal communication processes from a transactional perspective. These processes are frequently associated with organizational information dissemination, overlooking other critical contents to make strategic decisions. This study draws market information processing into the debate about internal communication, providing a greater understanding of how a relational approach can improve market intelligence dissemination. Results show that an effective management of market knowledge requires the use of such an approach, which in turn, cultivates the shared interpretation of market information and innovation performance. The findings stimulate fresh discussion about the nature and development of internal communication knowledge and practice.     

小学校长服务型领导对教师知识分享行为的影响研究

以山东省248名小学教师为有效样本，探讨了服务型领导、教师同事信任、情感承诺和教师知识分享行为之间的关系。研究结果显示：服务型领导与教师知识分享行为显著相关；教师同事信任部分居间联系了服务型领导与知识分享行为之间的关系；教师同事信任部分居间联系了服务型领导与情感承诺之间的关系；情感承诺对服务型领导与知识分享行为关系的中介作用不显著。