Research relevance, 'knowledge transfer' and the geographies of CASE studentship collaboration   总被引：1，自引：0，他引：1  

David Demeritt  Loretta Lees 《Area》2005,37(2):127-137

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 Then, we draw on unpublished data from the Economic and Social Research Council (ESRC) to explore the geographies of CASE studentship allocation and participation.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.  相似文献   

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

Juanita Sundberg 《Geoforum》2005,36(1):17-28

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.  相似文献   

DMSP/OLS夜间灯光数据研究成果知识图谱分析     

李小敏  郑新奇  袁涛 《地球信息科学学报》2018,20(3):351-359

利用CitesSpace软件对1997-2017年DMSP/OLS夜间灯光数据进行知识图谱分析,梳理国内外研究热点与演化历史,发掘研究难点,为后来研究者提供方向。本文选取Web of Science 核心数据集数据库收录的文献,进行合著特征分析、关键词共现分析和文献共被引分析。结果表明：① 夜间灯光数据相关研究最活跃的国家、机构和作者分别是美国、中国科学院和Elvidge;② 社会经济条件估计（人口、人口密度和电力）和城市扩展变化监测一直是国内外研究的热点和前沿;③ 目前的研究难点是如何减少灯光溢出效应以及灯光过饱和现象对研究精度的影响;④ 研究学科交叉性强,涉及地理学、测绘科学与技术、应用经济学、社会学等领域。因此,未来的研究趋势主要表现在数据处理方法的优化、研究领域的拓展以及深化已有研究成果3个方面。  相似文献   

Time to talk knowledge     

Mike Taylor 《New Zealand geographer》2019,75(2):85-92

As part of the secondary school qualification repackaging, the Ministry of Education has requested the geography education community define what constitutes their “critical body of knowledge.” In this article, I discuss three knowledge‐oriented themes focused on: (a) recent assessment trends in geography; (b) the predictive value of NCEA Level 3 geography with 100‐level success and (c) the nature of knowledge as expressed by the New Zealand Curriculum and assessment. Taken together, these themes suggest a need for a serious conversation about knowledge in school geography, as a pre‐cursor to the re‐design of the geography standards matrix.  相似文献   

论虚拟地理环境对地理知识的表达与共享     

林珲  张春晓  陈旻  郑新奇 《遥感学报》2016,20(5):1290-1298

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。  相似文献   

《地图学》多元教学方法改革与实践     

马晶 《测绘科学》2016,41(5):173-176

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。  相似文献   

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

Merje Kuus 《The Professional geographer》2016,68(4):546-553

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.  相似文献   

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

Jerry T. Mitchell  George Roy  Stephannie Fritch  Brandy Wood 《制图学和地理信息科学》2018,45(4):292-304

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.  相似文献   

面向知识服务的地质资料管理转型研究     

李敏  傅洁  陈安蜀  李磊  王国明  曾乐 《地质与资源》2021,30(1):92-98

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述及数据关联技术,以期对地质资料管理转型起到参考作用.  相似文献   

Knowledge integration in sustainability governance through science-based actor networks     

《Global Environmental Change》2021

Understanding how science, technology and innovation can best help to accelerate progress in achieving sustainable development remains a grand challenge for researchers and practitioners. In the context of the global consultation process for preparing a post-2015 Sustainable Development Agenda, various science-based actor networks have emerged, aiming to translate research into political decision-making and to inform transformations towards sustainability. Over the last years, these networks seem to have taken an ever-growing role in structuring the science-policy interface in global sustainability governance. The question arises, however, how they understand and organize ‘scientific knowledge integration’ in sustainability politics.This study offers a structured comparison of twelve global science-based actor networks engaged in the implementation of the Sustainable Development Goals. It shows that these networks use two types of strategies to foster scientific knowledge integration in sustainability governance. A new framework emerges, in which each strategy corresponds to two main approaches of scientific knowledge integration: The entrepreneurial strategy generally seeks to advance advice-oriented and solution-oriented knowledge processes, while assessment-oriented and learning-oriented processes in scientific knowledge integration are mainly promoted through a mediating strategy.  相似文献