Research relevance, 'knowledge transfer' and the geographies of CASE studentship collaboration

The Co-operative Awards in Science and Engineering (CASE) studentship programme of the UK Research Councils provide one example of wider efforts internationally to encourage so-called 'knowledge transfer' and thereby harness publicly supported university research more closely to the goals of national competitiveness, regional economic development and local regeneration. In this paper we describe the implications of how the various UK research councils have interpreted the objectives and beneficiaries of 'knowledge transfer', both for the relative opportunities available to human and physical geographers for collaboration through CASE and for the sorts of values that their research must serve. Then, we draw on unpublished data from the Economic and Social Research Council (ESRC) to explore the geographies of CASE studentship allocation and participation. The broad regional and institutional patterns of participation we describe have important implications for ongoing debates in the UK about research selectivity and the role of the university as an engine of local development, while the striking disciplinary patterns of CASE participation, and in particular the overwhelming success of geographers in this competitive programme, provide an opportunity to reassess claims about whether and for whom geographical research is relevant.     

Looking for the critical geographer, or why bodies and geographies matter to the emergence of critical geographies of Latin America

This paper argues that critical geographies of Latin America begin with an analysis of how and why the bodies and geographies of geographers themselves matter. To focus on the geographer as a producer of knowledge is not to advocate the kind of navel gazing so abhorrent to many scholars. Rather, it is an effort to call attention to and critically assess how the geographer's embodied social position and geographic location inform the production of knowledge about and representations of Latin American people and nature. To illustrate how and why bodies and geographies matter, I draw from feminist and post-colonial theory and include examples from my own experiences and those of other researchers doing fieldwork in Latin American countries. I conclude by exploring the notion of situated knowledge as a tactic that writes bodies and geographies into academic texts. Ultimately, situating knowledge represents a political intervention and contribution to the broader goals of emancipatory politics shared by critical human geographers.     

论虚拟地理环境对地理知识的表达与共享

地理知识是通过对地理科学领域独特的背景、过程和结果进行解释而得到的知识。如何有效表达和共享地理知识是地理学研究和应用中的重要问题。本文首先将地理知识划分为3个层次,事实型知识、规则及控制型知识和决策型知识,分析了不同阶段地理语言对地理知识表达与共享的支持能力。对比地图和GIS语言,发现新一代地理语言—虚拟地理环境VGEs(Virtual Geographic Environments)能够较为全面地支持3个层次的地理知识。针对VGEs,从多个角度分析了其服务于地理知识表达与共享的能力,包括虚实结合理论、地理模型库及管理系统、动态可视化表达和异地协同工作环境。结合面向珠江三角洲地区空气质量研究问题的虚拟地理环境平台,对上述各方面进行了阐述。最后从地理知识生成、管理与应用角度对未来研究提出展望。     

《地图学》多元教学方法改革与实践

针对测绘工程专业传统的《地图学》课程教学中存在的只注重理论教学、教材内容陈旧、缺乏贴近学生实际和当前测绘科技发展的问题,该文提出《地图学》的多元教学方法,即将教书育人理念融入课堂教学、现代教学手段融入传统课堂及书本理论教学融入实践体验的教学方法。     

“To Understand the Place”: Geographical Knowledge and Diplomatic Practice

Diplomats produce a great deal of geographical knowledge: By reporting on distant places to their governments, they create particular understandings of political space. Yet these professionals rarely link their work to geography: What a geographer might call a geographical sensibility is labeled cultural knowledge by a diplomat. This article clarifies the relationship between geographical knowledge and diplomatic practice. Empirically, it draws from nearly 100 interviews with foreign policy professionals to offer a more “peopled” or quasi-ethnographic account of diplomacy than is usually available in scholarly literature. Conceptually, the article contributes to our understanding of how geographical knowledge is created inside diplomatic and bureaucratic institutions.     

GIS professional development for teachers: lessons learned from high-needs schools

University faculty partners from the Departments of Geography and Instruction and Teacher Education at a large, public university collaborated with K-12 teachers and the leadership of a rural school district in order to investigate the crosscutting content of science, mathematics, and geography through the integration of web-based GIS technologies. The project explored the critical connections among technology, pedagogy, and content with a particular emphasis on developing technology-enhanced, inquiry-based lessons in which the teachers and their students used GIS technologies to analyze, visualize, and present data in real-world contexts. The findings highlight the importance of well-structured professional development that builds community, integrates diverse content and pedagogical expertise, provides feedback and coaching, and is of sufficient duration to effect change.     

面向知识服务的地质资料管理转型研究

针对传统地质资料服务方式单一、数据共享困难等问题,提出了地质资料管理的转型方案.对面向知识服务的地质资料知识组织方式、知识检索以及知识管理理念如何指导地质资料服务等方面进行了探讨.以地质数据本体构建、基于关联数据技术的地质资料语义化组织以及基于地质大数据的知识检索模型搭建为转型手段,介绍了促进地质资料转型升级的语义化描...     

居住迁移对居民健康的影响研究进展述评

进入城市时代以来,居住环境与居民健康的联系愈发密切,尤其在“流动性"增强的大背景下,居住迁移对居民健康的影响问题受到广泛关注。论文结合知识图谱分析和文献研究法,系统评述居住迁移影响居民健康问题的最新进展。研究发现：① 近15 a来,该领域的文献数量逐年增多,关注度持续上升;文献空间分布主要集中在发达国家,但不同地区的研究内容存在显著差异。② 主要研究对象由“同质性群体”向“异质性群体”转变,从“一般性群体”向“特殊群体”转变;研究方法由数理统计向混合研究、综合应用转变。③ 研究视角经历“人口迁移—个体健康”“居住迁移—环境—个体健康”与“迁居轨迹—环境演变—个体健康发展”等3个演变阶段。④ 近期研究重点有：迁居行为与儿童健康,迁居时空特征与身心健康,住房生涯与身心健康,邻里环境、累积剥夺与健康发展等。结合以上分析,提出如下建议：注重“整合性”分析;关注城市内部迁居行为和多次迁居轨迹对居民健康的影响;扩大迁居引发的“环境”因素(如居住隔离、社会分异、职住空间错位等)研究;更多关注迁居对二代流动人口儿童健康的影响,侧重对非正规居住空间如“城中村”等的研究。     

中国城市价值链功能分工及其影响因素

价值链的空间重组正在深刻的改变着城市体系的经济景观,建立在价值链分工基础上的城市功能结构的研究已经成为经济地理学的重要课题。将中国上市公司500强企业网络划分为公司总部、商务服务、研究开发、传统制造、现代制造、物流仓储和批发零售七种类型功能区块,研究了中国城市价值链功能分工及其影响因素。结果发现：沿着价值链的功能分工已经成为中国城市体系经济景观的显著特征,功能多样化城市和功能专业化城市并存于中国城市体系,东部地区和城市密集地区的城市在价值链分工中占据了更好的地位;中国城市按照价值链中的优势功能可以划分为九种类型,少数城市转变为承载公司总部、研究开发、商务服务等多样化功能的高等级中心城市,而大量中小城市则转变为传统制造专业化基地;市场潜力、关键资源、区位条件、营商环境等城市属性特征是城市功能分工的重要影响因素,城市资源、区位可达性等属性特征的增强将提高城市成为总部基地、商务中心和研究基地的概率,而降低城市成为传统制造基地的概率。