Local and nonlocal knowledge typologies: technological complexity in the Irish knowledge space

This paper advances a measure of knowledge complexity to analyse for Ireland whether more complex knowledge is generated by local or foreign firms. Information on assignees, technological structure and global ownership contained within a recently developed Irish patent database forms the basis for distinguishing between technologies developed by local and nonlocal firms. Thereafter, our knowledge complexity index uses a modified bipartite network to link these technologies to their country of origin, i.e. local or nonlocal. Our results indicate that the most complex technologies tend to be produced in a few diverse regions. Furthermore, the majority of complex knowledge is generated in technology classes where the share of foreign activity is greater than local firms.     

Wissenschaftsstädte – Zur Bedeutung des Topos der ‘kreativen Stadt’ für die Wissensproduktion

Science Cities: What the Concept of the Creative City Means for Knowledge Production. – The article aims to show that the relationship of science and the city has changed since the 1970s in the context of the knowledgeable society. While cities have principally been regarded as the typical space of science, of new ideas and innovation for centuries, since the 1960s and 1970s universities, research institutes as well as industrial research institutes have relocated to the periphery of cities. There, however, these sites of knowledge have been organized in an ‘urban mode’. That means that the concept of the city as a place of science and innovation has determined the architectural, spatial, and social organization of these sites on the periphery of cities. Certain features of the city have been copied, such as social infrastructures, places of communication, restaurants, cafes etc., while others have been left out – housing, cinema, theatre etc. An ‘urban mode of knowledge production’ in the sense of a very stylized model of the city has become a tool to enhance the production of scientific and technological knowledge. – The article exemplifies this by focusing on a case study, namely of the so‐called ‘Science City’ of the Siemens Company in Munich‐Neuperlach.     

"每欲追风去,甘为汗漫游"——试论陶澍和魏源

陶澍、魏源都是中国近代史上最杰出、最有影响的人物,一个是道光年间最杰出的封疆大吏,一个是道光年间最杰出的思想家.他们都生长于湖南的资江之泮,既有深厚的友谊,又以幕主和僚属的关系长期共事.陶澍事业的成功,有魏源参赞谋划之力;魏源思想的成熟,则有陶澍提携培养之功.     

Scoping and conceptualising retailer internationalisation

The impacts and activities of international retailers have beenlargely ignored in the globalisation discourse. A possible reasonfor this is the absence, in international retailing, of conceptand theory that does not hang on the coat-tails of internationalproduction. The paper attempts to consider international retailingin its own right. Three linked questions are explored. Has theinternationalisation process of the large retailers resultedin an increase in the global concentration of sales? In whatways does the process of retailer internationalisation differfrom the internationalisation of production? What does the committedinternational retailer transfer to the host country during theinternationalisation process?     

明清时期广东五邑地区政区变迁研究

广东五邑地区以潭江流域为中心,是一个相对独立的地理单元,但该地的政区边界却打破了自然山川的界限。从明代到清初顺治年间,为了应对以民变为首的地方政治危机,朝廷先后在潭江流域设置了恩平、新宁、开平三县。这些县级政区的边界大致与潭江流域的地理分界线重合,地理单元的独立性开始作用于政区划界中。清代雍乾年间,形成了新会、鹤山、新宁、开平、恩平五县分治潭江流域的格局。同时,随着新会县核心政区地位的巩固,流域内各县整合为一个统县政区的倾向开始加强,为后世潭江流域的政区整合奠定基础。明清时期潭江流域的政区变迁体现了地理环境和地方政治局势在政区格局形成过程中的根本性作用。     

就石片台面研究问题答李炎贤

石片包括了各种类型台面的石片,石片台面的分类可以视为石片分类的一种。旧石器时代考古术语需要斟酌和规范。科学研究必须实事求是。     

Views and Commentaries: Composed Versus Simple Pasts: About Archaeologists and Their Partners

Partnership is an equitable exchange of knowledge. In fact, the very nature and indisputability of imported and taught knowledge—the scientific one and here archaeological—question the nature of the traditional and ordinary knowledge of peoples concerned. These two kinds of knowledge differ in the nature of the facts recognized by each of them: scientific facts or tacit common knowledge facts built differently, and in the number and strength of the external allies they succeed in mobilizing. Even if they remain translatable one into the other at a certain cost, they are engaged in a race. The result seems lethal for traditional knowledge unless powerful nonscientific allies, opposed to this leveling standardization, get involved with researchers aware of the stake for the South but also for the North, committed for some centuries to a rationalization supported by science, its technics, and the socioeconomic powers able to fund them.Le partenariat est un échange équitable de savoirs. En réalité, la nature et l'indiscutabilité du savoir importé et inculqué—le savoir scientifique et ici archéologique—met en cause la nature du savoir ordinaire et traditionnel des peuples concernés. Ces deux formes de savoirs diffèrent par la nature des faits reconnus par chacun d'eux: faits scientifiques ou faits du savoir observationnel ordinaire, construits différemment, et par le nombre et la force des alliés extérieurs qu'ils réussissent à se donner. S'ils sont traduisibles l'un dans l'autre à un certaincoût, une course est néanmoins engagée entre eux. L'issue en semble fatale aux savoirs traditionnels à moins que des alliés puissants non-scientifiques, opposés à ce nivellement uniformisateur, s'engagent à leurs côtés avec l'appui des chercheurs conscients d'un enjeu qui concerne certes le Sud, mais aussi le Nord engagé depuis quelques siècles dans une rationalisation appuyée sur la science, ses techniques et les puissances socio-économiques capables de les financer.     

7. TOWARD A GENEALOGY OF THE RESEARCHER AS SUBJECT IN POST/DECOLONIAL PACIFIC HISTORIES

Recent discussion has drawn out some important differences between postcolonial and decolonial theories. The former are associated primarily with the work of South Asian scholars working in cultural, literary, or historical studies; decolonial scholarship, by contrast, is located in Latin America and has emerged from sociological critiques of dependency theory. Shifting the locus of debate to the Pacific centers another subject in globalizing critiques of colonialism: the historian in indigenous communities. In this article, I examine how the role of the researcher is conceptualized in Linda Tuhiwai Smith's landmark work Decolonizing Methodologies: Research and Indigenous Peoples (1999). Revealing tensions between objectivity and intersubjectivity, on the one hand, and between essentialist identity and hybridity, on the other, I ask why Smith's book hinges on dichotomizing nonindigenous and indigenous researchers, who are by turn enabled or constrained in a colonial present. I situate this late twentieth-century subject in a genealogy of indigenous engagement with history and anthropology in New Zealand and contemporary problems of historical justice.     

What is Geography? Perceptions of first year undergraduates in South Africa

Disciplines such as Geography are well placed to respond to the changing needs of society and the effective application of geographical knowledge to real-world problems. This project surveyed first year Geography undergraduates’ understanding of “What is Geography?”, both before and after an exercise in which geographic topics were identified within recent newspapers. The survey instrument employed was an anonymous, self-administered questionnaire, and was undertaken with first-year undergraduate Geography students at a university in South Africa. Results show that the exercise enabled students (n = 158) to more readily see the application of geographical knowledge to both environmental and social problems that they identified in the newspaper stories. Students also identified that studying Geography may be able to help them increase their skills, employment prospects and earning potential. These findings can help locate the disciplinary concerns and applicability of Geography in post-apartheid South Africa within the wider context of the twenty-first Century world.     

Dewey’s concept of experience for inquiry-based landscape drawing during field studies

The epistemological and educational philosophy of John Dewey is used as a theoretical basis to analyze processes of knowledge construction during geographical field studies. The experience of landscape drawing as a method of inquiry and a starting point for research-based learning is empirically evaluated. The basic drawing skills are acquired through an online drawing course. The main aim is to foster the self-organized acquisition of relevant skills to explore, describe and reflect on subjective mental and linguistic concepts in relation to scientific landscape models. The results, based on an evaluation of the students’ drawings, their responses to questionnaires and a review of students’ “reflective notes”, indicate that the approach motivated students to learn about the processes which formed the landscape and that the students perceived the method of inquiry after Dewey as a way to overcome cognitive dissonance.