The variegated role of proximities in acquisitions by domestic and international companies in different phases of economic cycles

This paper aims at an understanding of acquisition processes in a strongly industrialized and export-oriented economy in Central Europe. Drawing on a proximity framework and behaviour theory, the paper investigates that the geographical proximity dimension is more influential than the cognitive proximity dimension. At the same time, cognitive proximity matters more for foreign firms investing into the economy than for domestic acquisitions. While the role of cognitive proximity diminished during the economic crisis, geographical proximity keeps its importance throughout the economic cycle. Moreover, cognitive proximity has become more important for acquisitions of large companies and less for SMEs.     

机器学习在神经精神疾病诊断及预测中的应用

多模态磁共振神经影像技术的发展为大脑工作原理研究及脑部疾病早期诊断提供了新的手段。当前多数神经精神性疾病的诊断仅依据其临床症状,缺少客观的神经影像生物学标志物。传统的基于组间比较的单变量分析仅能在组间水平进行推断,无法提供个体水平的诊断和预测,临床应用价值非常有限。机器学习技术可在不同水平对神经影像进行计算分析和研究,发现其中规律从而有效预测和分类未知数据,找出与脑疾病高度相关的脑区特征,提供个体水平的诊断并探测脑疾病的病理生理机制。本文对基于机器学习的神经影像分析步骤及机器学习在神经精神疾病智能诊断及预测研究中的应用进行综述,并对未来研究发展进行展望。     

Individual,project and organizational learning flows within a global project-based organization: exploring what,how and who

Project learning is a function of individuals’ internal cognitive processes, interpretation and integration of learning at the team and project level, and the organization's ability to institutionalize learning into practices. However, understanding of how learning unfolds between these levels remains limited. Using a single in-depth case study, this paper reports on how learning occurs between levels in a global project-based organization (PBO). Six bridging mechanisms are identified: (1) networks, (2) organizational initiatives, (3) power and politics, (4) coaching and mentoring, (5) culture of empowerment, and (6) temporality. The temporal nature of the projects paired with the global context offers the opportunity for a stable workforce to be deployed across geographical regions to form formal and informal networks that offer a parallel organizational structure for multilevel learning. Project managers (PMs), senior leaders and the project management office (PMO) engage differently in the learning process, depending on their degree of connectivity and power within the global organization.     

从“学”到“教”：——由学习模式的多样性看设计教学行为和质量

本文首先介绍大卫·科尔布的经验认知和学习模式理论,分析比较了有关研究在建筑设计课中的运用成果,特别是唐纳德·舍恩对建筑设计室教学基本方式的研究。本文指出,设计室教学法强调知识的操作转型而忽视了知识理解和成形。本文强调对学生个性和学习模式的多样性的认识的重要性,主张设计课的改革应从以学生为中心的学习模式的研究开始。     

研究生的学习状况及其影响因素探究——基于某省教育学研究生学习倦怠状况的调查与分析

教育学研究生普遍存在着相当程度的学习倦怠。导师指导、学习认知、学术科研活动参与状况、学习压力和挫折、年龄、工作经历以及身体健康状况与研究生学习倦怠的关系密切。从根本上改善研究生的学习状况,需要多方面协调一致、相互配合、共同努力。     

A Multiwavelet Neural Network‐Based Response Surface Method for Structural Reliability Analysis

A new multiwavelet neural network‐based response surface method is proposed for efficient structural reliability assessment. Although multiwavelet network can be used for approximating nonlinear functions, its application has been limited to small dimension problems due to computational cost. The new method expands the application of multiwavelet network to moderate dimension by introducing a series of intermediate nodes, and the number of these intermediate nodes is determined by the multiwavelet theory. Thus, a multidimensional function learning problem is transformed into a one‐dimensional function learning problem. Four examples involving one stochastic finite element‐based reliability problem illustrate the effectiveness of the proposed method, which indicate that the new method is more efficient up to 10 random variables than the classical multilayer perceptron‐based response surface method.     

研究性学习方法在空间认知与设计训练系列教学单元中的实践与应用——以建筑设计基础教学为例

天津大学建筑学院在建筑设计基础课程中,通过借鉴认知学理论和研究性学习理论,设立以空间为核心的空间认知与设计训练系列教学单元,进行相关教学实践。教学单元系列由人体尺度认知、城市认知与分析、经典建筑作品学习与分析、立方体空间设计、空间组合和空间建造六个单元组成,形成符合学生认知特点的序列,同时在教学中贯穿以研究性学习为主体的学习方法,取得了很好的教学效果。     

Hierarchical community classification and assessment of aquatic ecosystems using artificial neural networks

Benthic macroinvertebrate communities in stream ecosystems were assessed hierarchically through two-level classification methods of unsupervised learning. Two artificial neural networks were implemented in combination. Firstly, the self-organizing map (SOM) was used to reduce the dimension of community data, and secondly, the adaptive resonance theory (ART) was subsequently applied to the SOM to further classify the groups in different scales. Hierarchical grouping in community data efficiently reflected the impact of the environmental factors such as topographic conditions, levels of pollution, and sampling location and time across different scales. New community data not included in the training process were used to test the trained network model. The input data were appropriately grouped at different hierarchical levels by the trained networks, and correspondingly revealed the impact of environmental disturbances and temporal dynamics of communities. The hierarchical clusters based on a two-level classification method could be useful for assessing ecosystem quality and community variations caused by environmental disturbances.     

建筑施工技术课程“浸入式”教学环境构建研究

通过剖析建筑施工技术课程特点,借鉴加拿大外语教学"浸入式"教学法概念,分析了建立"浸入式"教学环境的必要性,提出了构建直接"浸入式"教学环境与间接"浸入式"教学环境的具体方法。构建"浸入式"教学环境有助于学生始终处于建筑施工现场学习理论知识,缩短认知进程,提高课程学习效果。     

建构主义理论下的学习空间设计初探

20世纪60年代末以来西方教育界所兴起的建构主义学习理论是一种培养人的创造性能力的认知理论。它强调的是以学习者为中心、学习者的主观体验、知识的建构机制和学习境脉的真实性。它主要关注如何为学习者提供自主学习的支撑性条件而非现成的知识。这种新的学习环境设计的理念也必将引起我们在校园规划和教学建筑设计中的重新思考和进一步探索。该文尝试以此理论为立足点,结合具体设计案例,对建构主义的学习环境和学习空间设计进行一次探讨,为实现传统学校建筑设计的转变提供可资借鉴的解决方案与方法策略。