国外创新网络研究述评与区域共生创新战略

创新网络是企业创新在地理空间和战略关系层面上的综合体现。在经济地理视角下,本文重点从企业层面的联盟创新网络,产业层面的集群创新网络,以及区域层面的共生创新网络加以具体评述与分析。在企业层面,强调企业在网络当中的核心地位,以及如何通过企业战略联盟构建创新网络;在产业层面,强调产业集群要素对创新网络影响,更倾向刻画创新网络是一种以产业地理空间为边界的整体性创新网络;在区域层面,跨越企业所处的产业边界,基于生态共生思想提出区域共生创新网络的新范式。最后,提出创新网络未来的研究应重点关注企业、产业与区域三个层面的协同演化,突破传统区域创新网络的空间特征和地理格局,探讨如何构架一个具有层次性、协同性和互动开放性的区域生态共生创新网络。     

全球海洋知识枢纽研究——以上海市为例

21世纪被联合国称为"海洋世纪",海洋已成为国际竞争的主要领域。随着实体物流的增加,货流对城市所带来的交通拥堵、环境污染等负面影响也日益显现。因此在上海大力建设国际航运中心过程中,要由以工业经济为基础的实体枢纽港建设向以知识经济为基础的虚体海洋知识枢纽转变。归纳了全球海洋知识枢纽的内涵、特征和服务范围,以伦敦、挪威、新加坡为三种类型,总结了发达国家建设海洋知识枢纽的经验和原则,提出上海建设全球海洋知识枢纽的战略选择,认为要以建设全球海洋知识枢纽为切入点,一方面要发展航运金融、海上保险等高端航运服务业,另一方面也可以利用雄厚的制造业基础和技术创新能力,大力发展海洋研发,鼓励船舶技术转让、技术开发和与之相关的船舶技术咨询、技术服务等。     

中外犯罪地理规律实证研究

任何一种犯罪都是犯罪行为者在特定的地理时空内进行的,因此,犯罪行为无不受地理环境的影响而呈现出地理规律性。本文用犯罪地理学、行为地理学和人类生物学的观点,结合国内外犯罪规律实证研究,系统地探讨了犯罪的行为地理规律、自然地理规律、社会地理规律和犯罪的人工环境规律。这些犯罪规律实证研究,在理论上有利于促进犯罪地理学和犯罪学的发展,在实践上可为制定犯罪防控决策提供科学依据。     

西汉东海郡所辖戚县、建陵、东安侯国地望考辨

西汉东海郡所辖戚县及建陵、东安二侯国地望历来众说纷纭,通过对史料和各家之说的梳理,本文认为戚县地望在今临沂市,鲁王子刘遂之建陵侯国地望在今枣庄市峄城区,东安侯国地望在今枣庄市山亭区。     

中国民歌文化的地域特征及其地理基础

在简述民歌文化研究状况的基础上,作者分析了中国民歌文化区形成的历史基础;并从文化地理的角度,探讨了民歌文化的地域整合性。然后将全国民歌文化区分为七大区域,包括:以江南小调为代表的"江南水乡风格",以北方号子为代表的"粗犷刚劲风格",以"信天游"、"花儿"为代表的"西北高原风格",以云、贵、川山歌为代表的"西南高原风格",以长调为特色的"北方草原风格",异域风格的新疆民歌以及高山雪原上的民歌,作者还论述了各区域民歌文化的特征及形成的地理基础。     

地理邻近促进产学研协同创新吗?——基于多维邻近整合的视角

运用偏最小二乘法（PLS）构建结构方程模型,将多维邻近整合到统一的研究框架,分析地理邻近对跨区域产学研协同创新绩效的影响。结果显示：地理邻近是多维邻近的第一维,其他邻近都是在地理邻近的影响下作用于产学研协同创新绩效;社会邻近虽然正向作用于技术邻近和关系邻近,但是不能间接通过技术邻近和关系邻近正向影响产学研协同创新绩效;制度邻近和关系邻近对产学研协同创新的影响很显著。为了实现科技资源优化聚集,有必要加快制度、市场和基础设施的一体化建设。     

人文主义地理学与地理学人本传统的复兴

实证主义地理学是通过"认识论翻转"确定均质化空间而保证其有效性的,这在根本上规定了实证主义方法论中人文世界的隐没。人类科学理性的缔造经过"认识论翻转",确保了其割裂人文世界的普世价值观,并随着实证主义在近现代的成功和学科建制化而得到制度保障。这一历程在显示实证主义对地理学神圣指导作用的同时,暗含了其对地理学分工的不适。在"认识论翻转"层面上,人文主义地理学对地理学研究传统进行了"否思":①重新评估了地理学的本体论问题,使人文世界定位于地理学研究领域之内;②发展了针对人文世界的整体主义方法论,但并非对实证主义的反判;③人文主义地理学的立足点伦理和价值是内在的而非实证主义外在的;④人文主义地理学讨论的知识论要求"本体论-认识论与方法论-价值论"的联通以获得具有人性的世界图景。     

Fucking geographers! Or the epistemological consequences of neglecting the lusty researcher’s body

This article investigates the dichotomy within research on sexuality between the desiring body of the informant on the one hand and the non-desiring body of the researcher on the other. Despite earlier calls to acknowledge and include the eroticisms of the researcher, accounts where the desiring researcher’s body is a central focus remain exceptions to the rule. The main goal of this intervention is to investigate why the absence of the lusty researcher’s body seems to endure. I will first explore some of the reasons researchers might feel inhibited to self-disclose their desires, to continue with uncovering some of the techniques used to sustain the cover of the asexual, disembodied researcher. Afterwards, I will discuss my own experiences as a (junior) researcher in the field, mainly my own discomfort and embarrassment to be perceived as a desiring woman-researcher, and trace how this has informed my own research trajectory. I conclude by suggesting that writing down our negotiations between the validity of our research versus how much we are willing to self-disclose might be a first step towards an improved inclusion of lust and desire in sex research.     

What Sort of Geographical Education for the Anthropocene?

As the Anthropocene concept gains in prominence, there is opportunity to explore it as a social and cultural process, not merely as a matter of scientific definition and debate. This paper seeks to sketch some of the social dimensions of the Anthropocene, in terms of anxiety about the human future, about risk, and about environmental limits. It considers how the term encapsulates a prophetic sense of concern and unease about people's place in nature, the very thing that the embrace of industrial capitalism was supposed to remove. It then explores four open‐ended attributes of a geographical education for the Anthropocene. These are: first, engaging critically with digital technologies; second, countering grand narratives with local encounters; third, setting hope alongside gloom; and fourth, remembering the past as well as the future. The purpose of such attributes is to prepare students for creative encounters with the uncertainties of the Anthropocene. The implications for educational practice are then considered, including the role of active and community‐based learning strategies within a university conceived of as a place of classrooms without borders.