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Brett Anitra Gilbert 《Research Policy》2012,41(4):734-742
The fate of regions and industries are often intertwined. When industries thrive, regions and their constituents benefit. However, when industries decline, regions often require new paradigms to replace the old paradigms, and infuse new economic life into the region. This study enhances understanding of the regional characteristics that hinder or promote creative destruction. It enlightens the field on the geographic origins of creative destruction by theorizing about a region's structural (determined by industry clustering and regional knowledge), social demography and political economy attributes, and their influence on the region's capacity to incubate creative destruction. 相似文献
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W.B. Nottingham 《Journal of The Franklin Institute》1931,211(6):751-755
In connection with a study of small thyratrons recently published, certain results seemed to indicate that 1,000 micro-seconds were required to set up conduction, but an investigation using a cathode-ray oscillograph definitely shows that good conduction can be set up in 10 to 20 micro-seconds. A satisfactory explanation of the earlier result, not requiring a time lag, has been suggested by O. W. Livingston of the General Electric Company. 相似文献
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W.B. Nottingham 《Journal of The Franklin Institute》1928,206(1):43-55
Probe measurements have been made in cadmium, thallium and carbon arcs by sweeping the probe through the arc at a constant velocity and measuring the current collected by the throw on a ballistic galvanometer with different probe potentials applied. The voltage-current characteristic was analyzed to get a measure of the positive ion concentration, the average electron temperature and the space potential by the Langmuir method. The cathode falls found were each equal to, or only slightly higher than, the ionization potential of the active gas, and were 9.0 volts in the cadmium arc, 6.5 volts in the thallium arc and 5.0 volts in the carbon arc. The last value is to be compared with the ionization potential of the cyanogen molecule of 4.4 volts. The anode fall found in the carbon arc was 16.5 volts. These values for the carbon are agree almost exactly with the “forward” and “back” E.M.F.'s measured by Duddell and others at the cathode and the anode but not identified by them as the cathode and anode falls. The electron velocities were found to be Maxwellian with average velocities sufficiently high to account for the ionization known to exist. Over parts of the are stream where the fields were found to be large the electrons showed corresponding increases in average temperature and evidence that only about three-quarters of the energy gained by the electrons from the field between collisions is lost by the lectrons while the remaining quarter is retained and made evident by the steady increase in the electron temperature. As the current flowing through the arc was increased, the radiation per unit volume and also the positive ion current per unit length of the probe were found to increase very rapidly indicating an increase in the efficiency of the ionization process as the current increases. It is thought that this observation is closely related to the fact that the voltage drop across the arc decreases as the arc current increases. 相似文献
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Paula Nottingham 《Teaching in Higher Education》2016,21(7):790-806
The renewed emphasis on developing flexible learning practices in higher education (HE) underscores the importance of understanding pedagogies for students who are based in the workplace or undertake significant work-related elements of study. This paper draws on research that explores how work-based learning (WBL) pedagogy operates in UK HE using three main perspectives that help to conceptualise the existing range of practice: discipline-centred, learner-centred and employer-centred. Data were collected from 20 academic practitioners with expertise in WBL using qualitative interviews, documents and observations at 14 different institutions from 7 regions in England. The research findings suggest that there are both commonalities and distinctive attributes across the range of practice that influence how academics develop and orient their pedagogy. It is argued that the characteristics and discursive features of these WBL perspectives present pedagogical approaches that could be adapted to inform more flexible mainstream provision. 相似文献
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This article explores the idea of pedagogic affect in both onsite and online graphic design learning spaces, and speculates on the role that this affect plays in the formation of the design student. I argue that embodied design knowledge is built by interactions with design professionals, activities that mimic the daily work of designers, and practices of display such as exemplar student work galleries within design schools. Therefore bodies in motion, and the places they move within, take on more importance in the making‐up of a graphic design student than we may expect. This idea has obvious implications for online design learning. Drawing on concepts from both Actor‐Network Theory (ANT) and Non‐Representational Theory (NRT), this article works three empirical instances of affect. The analysis presented is targeted towards exploring the contribution of affect to teaching in onsite and online learning spaces. As the practices described here carry through time and space to other design schools, the findings put forward have implications for a broad suite of practices in design education. Thinking through how affect plays out in the onsite design school points the way towards the creation of more vibrant online learning spaces. 相似文献