中国城市尺度科学知识网络与技术知识网络结构的时空复杂性

知识在产业集聚、区域创新中的地位越来越突出,城市知识储量及其在区域知识网络中的地位对城市的综合竞争力有重要影响。学术论文合作与专利合作是知识溢出的体现形式,是科学和技术发展的重要成果,也是度量区域创新能力的主要指标。以2000-2009年中国生物技术领域合著论文和共同申请专利的信息为原始数据,分别构建中国城市间科学知识网络(scientific knowledge network,SKN)与技术知识网络(technological knowledge network,TKN)。运用复杂网络与地学空间分析方法,从整体网络结构特征、择优链接性、中心城市及其自我网络的空间特征等方面进行分析,探究知识溢出的时空复杂性。研究表明:1 SKN和TKN具有无标度网络特征;SKN节点度数的异质性高于TKN。2两种网络均呈异配性,即城市选择合作对象存在明显择优链接性,知识溢出具有粘着性和空间依赖性。3 SKN中心城市具有明显的等级结构,空间分布总体呈"大分散小集聚"特点;TKN中心城市层级结构不明显,尚未形成明显极化中心。4 SKN中心城市自我网络的合作空间,由最初的沿海省会城市间的合作转向长三角、珠三角、京津冀等区域间和沿海城市与内陆城市间的合作,区域间知识溢出明显;TKN中心城市自我网络仍多分布于沿海城市和少数中西部省会城市,区域间知识溢出不明显。5 SKN中心城市及其自我网络的时空演变存在等级扩散和传染扩散的现象,符合时空梯度推移规律,且空间等级梯度逐渐向扁平化转变;TKN中心城市及其自我网络的时空演变以等级扩散为主,时空梯度推移现象不明显。研究结论为量化知识溢出及知识溢出网络结构的时空演化过程提供新的研究视角,对城市创新政策的制定有一定借鉴意义。     

上海天文台2004年度的科研工作

简要回顾了中国科学院上海天文台2004年科研及相关工作情况。     

动态网页数据库教学方法探索

以任务教学法和难题教学法为理论基础,研究了在学科教学当中,如何用最有效的方法帮助学生建立动态网页数据库的知识体系.从实践层面上分析了网页数据库教学的基本特点,并提出了该课程教学的若干原则.在实践层面上,为同行工作者提供了一个可供借鉴的课程模型,最终达到培养学生的兴趣和能力的双重教学目的.     

REVIEWS OF GEOGRAPHIC SOFTWARE

Geographic Software Reviewed in this article: LIFE TABLES and the LESLIE MATRIX. CONDUIT MENTMAP2 . Lawrence W. Carstensen Jr . PC-MATLAB , Version 1.0. The Math Works, Inc. QUICKMAP , version 1.0. Sammamish Data Systems, Inc. SYSTAT: THE SYSTEM FOR STATISTICS , Version 2.1, Systat Inc. USA DISPLAY . Instant Tecall     

Knowledge based systems for risk assessment of the subsurface of contaminated sites

Computer-based risk evaluation methods are practical tools to compare automatically and evaluate contaminated sites. HYDRISK is an example of adequate knowledge-based systems: HYDRISK evaluates hydrogeological properties and chemical criteria relevant to contaminant transport with respect to the necessary remedial actions. It works at a high investigative level and enables geologists and engineers to draw differentiated conclusions for selecting remediation methods for the contaminated site. HYDRISK emphasizes space and time dependent aspects of the contaminant transport. It is supported by a geographic information system (GIS) to display the evaluation results. Some ideas on considering the spatiotemporal variability of relevant parameters by means of geostatistical methods and numerical models will be given.     

Terrain Pattern Recognition and Spatial Decision Making for Regional Slope Stability Studies

A terrain partition scheme is presented that allows the identification of regions with high landslide risk in natural terrain zones on the basis of geomorphometric criteria from moderate resolution DEMs. The key factor being the terrain segmentation to aspect regions (regions formed by points preserving the same aspect direction) instead of using an artificial regular-grid terrain partition scheme. The study area is in western Greece (NW Peloponnesus) whereas a moderate resolution digital elevation model with spacing 75 m is used. Landslide inventory analysis and knowledge conceptualization identified that the landslide susceptibility of a particular aspect region is high, if the mean elevation is low and the mean gradient is high. Each aspect region was parametrically represented on the basis of its mean gradient and elevation. The domain of each parameter was divided to seven slices (classes) on the basis of the observed density. Subsequent knowledge based mapping identified aspect regions with high landslide susceptibility for the following spatial rule: (a) “mean slope in class 6 or 7” and (b) “mean elevation in class 1 to 5”. Alternatively the rule is expressed as mean slope to be equal or greater than 15^∘ whereas mean elevation to be in the range 0 to 750 m. These identified zones correspond to regions where historical landslides occurred (populated coastal areas in the North) as well as to south regions (natural terrain zone) where no landslide record is available, because of the limitations posed by the natural terrain landslide mapping program in Greece. The presented terrain segmentation technique combined to the spatial decision-making process, provided both an object framework for integrating geomorphometric parameters and a method for landslide risk analysis in natural terrain zones.     

智能化专题地图快速设计制作研究

本文根据专题地图智能化快速设计制作的需求,提出以构建专题地图智能化设计知识库为驱动实现专题地图快速设计制作的模式。在分析其他领域知识和知识库概念的基础上,兼顾该领域的特点,对此模式中知识和知识库的概念重新进行界定。文中以河南省交通图设计为例,基于混合式表示法和此模式下知识库的新特性,构建了专题地图设计知识库的框架体系并进行了阐述。     

The Trade and Industries of Western South America

Abstract

This research was based on an instructional module developed and used to investigate whether GIS can be used to enhance fourth grade students' geographic knowledge and map skills. Another goal was to identify challenges the teachers and the students face using GIS.

Findings from the study suggest that using GIS in the classroom helps students improve their geographic knowledge and maps skills. In addition, this study found that the students' geographic content knowledge tended to improve gradually and the knowledge transferred to the subsequent lessons, while certain map skills tended to develop in a more specific manner.     

Defining Appalachia: Public Policy and Regional Dynamics in Appalachia's Low-income Counties, 1965-2000

Abstract

The extant literature on place location learning resolves in varying degrees that place location knowledge (PLK) is deficient in the United States and abroad. This is particularly true for younger school-attending age groups. This study has three main aims: to investigate the validity of that claim in regard to secondary-level students in Dublin by testing their PLK; to assess what characteristics of tested place locations render some sites more visible in students' eyes than others; and to investigate statistically what traits of the respondents shape their PLK. The implications of these findings on geographic education and future research are also discussed.     

River Views of Beginning Pre-service Teachers: Content Knowledge Use

Abstract

How beginning teachers organize themselves to teach new or unfamiliar topics is an important issue for research. This paper discusses information about rivers in pre-service teachers' lessons taught to fourth grade students. Lessons were videotaped and transcribed for analysis. The data consisted of all information about rivers found in the lessons. Lesson content was analyzed for accuracy, coherence, centrality, over-simplification, and undue emphasis.

Seven kinds of problems with lesson content occurred because the beginning teachers lacked sufficient knowledge about rivers. Inaccurate information was either presented or allowed to stand unchallenged in the lessons. The lessons lacked coherence, because the beginning teachers tended to make passing references to concepts. About twice as many of the lesson concepts were peripheral to the study of rivers, the problem of centrality. The relationships between some river-related ideas were misunderstood or ignored. Both physical and human geography concepts were consistently over-simplified. The recreational use of rivers was consistently over-emphasized.