Multi-objective optimization design of bridge piers with hybrid heuristic algorithms

This paper describes one approach to the design of reinforced concrete (RC) bridge piers, using a three-hybrid multi-objective simulated annealing (SA) algorithm with a neighborhood move based on the mutation operator from the genetic algorithms (GAs), namely MOSAMO1, MOSAMO2 and MOSAMO3. The procedure is applied to three objective functions: the economic cost, the reinforcing steel congestion and the embedded CO₂ emissions. Additional results for a random walk and a descent local search multi-objective algorithm are presented. The evaluation of solutions follows the Spanish Code for structural concrete. The methodology was applied to a typical bridge pier of 23.97 m in height. This example involved 110 design variables. Results indicate that algorithm MOSAMO2 outperforms other algorithms regarding the definition of Pareto fronts. Further, the proposed procedure will help structural engineers to enhance their bridge pier designs.     

改革开放以来广西高校马克思主义理论教育的成绩与展望

改革开放30多年以来,广西高校在对大学生进行马克思主义理论教育的实践中取得了很多成绩。广西高校在今后的马克思主义理论教育中,要创新教育定位,优化师资队伍建设,以科研促进教学,加大经费投入,以增强马克思主义理论教育的实效性。     

大学生生命观现状调查及教育反思

在对大学生生命观现状进行科学调查的基础上,分析了当代大学生缺失科学生命观的原因,认为在以科学技术为主导的现代社会,大学生对生命意义的认知陷入误区,提出了从自我教育、家庭教育、学校教育和社会教育四方面加强当代大学生生命教育的建议。     

广州市海珠区疑似麻疹血清抗体检测结果分析

目的:根据广州市海珠区2007-2011年麻疹血清抗体检测结果,分析麻疹发病的性别、年龄与季节分布。方法:采用酶联免疫吸附试验(ELISA)检测麻疹IgM抗体,整理总结历年检测结果。结果:2007-2011年共收集到疑似病例血清409例,IgM抗体阳性病例153例,阳性率37.41%。春季阳性率高(40.53%),IgM抗体阳性年龄为3个月-40岁,8个月龄组阳性率最高(56.86%)。结论:麻疹IgM抗体的检测是快速确诊病例主要方法之一,冬春季仍是麻疹发病的高峰时段,1岁以下儿童是高发人群。     

教育硕士教育质量监测及其改进策略

质量是教育永恒的主题。文章针对教育硕士专业培养的现实问题,提出以学生参与为重点、以过程评价为核心、以社会评价为主体、以促进发展为目的为教育硕士培养质量监测的价值取向;坚持督和导的统一、点和面的统一、承和改的统一、知和行的统一是改进教育硕士培养质量的基本策略。     

Reading Angles in Maps

Preschool children can navigate by simple geometric maps of the environment, but the nature of the geometric relations they use in map reading remains unclear. Here, children were tested specifically on their sensitivity to angle. Forty‐eight children (age 47:15–53:30 months) were presented with fragments of geometric maps, in which angle sections appeared without any relevant length or distance information. Children were able to read these map fragments and compare two‐dimensional to three‐dimensional angles. However, this ability appeared both variable and fragile among the youngest children of the sample. These findings suggest that 4‐year‐old children begin to form an abstract concept of angle that applies both to two‐dimsional and three‐dimensional displays and that serves to interpret novel spatial symbols.     

DeVillar,Robert A et al ed (2013) Transforming education Peter Lang (New York & Bern) isbn 978‐1‐4331‐2037‐4 280 pp £25 (paper & e‐book; boards £96) http://www.peterlang.com/download/datasheet/77946/datasheet_312038.pdf

This book looks at how key areas of education are currently being revised all over the world—thus leading the reader to understand the new paradigms of the early 21^st century. It is a welcome volume that is a must for those genuinely interested in observing how education evolves internationally. If the content of this book could be relevant to you, I recommend that you arrange to borrow a copy for a while in order to decide. Jesús García Laborda     

Community and the myth of the ideal school: Circulation and appropriation of the Hamburg Gemeinschaftsschulen in Spain (1922–1933)

The progressive education movement was known in Spain from its very inception, and in fact many of its pedagogical theories and practices reached Spain before reaching other European countries. Yet traditional historiography has always maintained that Spain was never integrated in the progressive education movement, a misconception that helps explain the lack of research in the field. Recent historiographical research, however, has shown that numerous Spanish schools served as laboratories for the implementation of progressive education methods in the 1920s and 1930s. The Spanish educational system proved itself to be especially open to international innovation in general and Spain actually enjoyed a privileged position for the study of how innovative pedagogical ideas could be incorporated and appropriated. Proof of this affirmation can be found in the introduction and dissemination throughout Spain of the experimental public school movement of Hamburg known as Gemeinschaftsschulen.

This article will focus on the way this movement was received in Spain. We will examine the phenomenon from a double perspective, corresponding to the different positions that scholars found themselves in within the educational panorama of the time. On the one hand we will examine the role of the “grass-roots” educators who wished to change schools “from below”, starting with classroom practices. On the other hand we will take a look at the representatives of “high pedagogy”, who were intent on formulating a pedagogical theory on which to base a political–ideological model that would serve to change the school “from above”. Tensions arising among the different pedagogical groups, along with the ambiguity of the translation into Spanish of the term Gemeinschaftsschulen, led to the different groups appropriating the concept in different ways. The evolution of the term Gemeinschaftsschulen, from its original identification with a localised school experiment in Hamburg to its becoming a symbol for virtually all European school vanguards, will be addressed at the conclusion of the article.     

Finding Nexus: connecting youth work and research practices

Participation in educational and social research helps to develop understanding of how young people learn and to consider wider aspects of their lives to enable their voices to be heard and acted upon. Research also facilitates the articulation and sharing of methodologies across a range of professional practices. We assert that theory and practice in educational youth work offers a position of strength from which to undertake research. In making this assertion, we suggest cross‐disciplinarity between youth work and research practices in order to build research mindedness among youth workers who, through this nexus, are well‐placed to engage in practice based research. Drawing on discourses about young people, youth work and youth participation, we identify five elements of youth work practice that can be aligned with research processes: reflexivity; positionality and bias; insider cultural competence; rapport and trust; power relationships. The article examines how these elements are present in youth work and a range of research settings. We identify youth work methods and dispositions as enhancing research capacity which could also be useful in building participatory research methods in disciplinary areas beyond education. Yet, in making these connections, we also identify a range of factors that show this nexus as complex and contestable. Reflecting on the lessons learned from our experiences as youth work practitioners and academic researchers, we propose that finding nexus, which in this instance is between youth work and research paradigms, could inform educational research practices and contributes to developing a meaningful praxis.