人脸识别的分析与实现

计算机人脸识别在人机情感交互中起着非常关键的作用．人脸识别的基本过程及其实现，主要对人脸候选区域的确定做了一些分析说明，分别采用了人脸的肤色测试和眼唇部定位两种方法．     

Play of the unconscious in pre-service teachers’ self-reflection around race and racism

Reading psychoanalytic theory of the unconscious desire for wholeness in the light of the notion of white racial supremacy, this study explores a constituted difficulty that self-reflection around the issues of race and racism confronts by exploring three white male pre-service teachers’ emotional experiences inscribed in their responses to the process of engaging in self-reflection. The pervasiveness of strong emotional reactions to the process of engaging in self-reflection spoke volumes not only about how uncomfortable the participants felt in the face of ambivalence, incommensurability and vulnerability but also about their active resistance against their emotional states to defend their unconscious desire for wholeness that is intensified by the forces of white racial supremacy. This study also seeks to elaborate problems inherent in teachers’ self-reflection and why and how unknown and unconscious emotional world filters and at times hinders the participants’ willingness to inquire into their own relationship to race and racism. In the final section, the author discusses how the findings may be used to imagine how teachers’ unknown and unconscious emotional world can become subjective curriculum which in turn becomes a foundation for students’ learning or lack thereof and also informs the field of teacher education engaging in critical self-reflection.     

“I Solemnly Swear that I Am up to No Good”: Mapping My Way through TESOL Teacher Education

ABSTRACT

This article documents my 2-year sojourn from voicelessness – in the face of normalizing discourses about race, privilege, and difference in teacher education scholarship – to an authentic voice capable of addressing normalizing discourses from a position of inclusivity. This journey has involved my face-to-face and even mediated engagement with a critical community of human scholars. In difference to most self-study work, it has included my dialogic engagement with literary (Audre Lorde and Gloria Anzaldúa) and popular (J. K. Rowling’s Harry Potter series) textual critical partners. In highlighting the role of these textual partners in my self-study research, I draw upon the field of cognitive poetics and reader response theory to push against the boundaries of self-study practice and methodology.     

Unearthing white academics’ experience of teaching in higher education in South Africa

The real and imagined racial differences and similarities between groups of students and staff have consequences in everyday experiences in South Africa. One aspect of engaging with the challenges facing higher education transformation post-Apartheid is through understanding how the racialized context interacts with the experience of teaching. This paper reports on what the narratives of four white academics reveal about their experience of teaching at the University of Cape Town (UCT). It analyses indicators of their identity as white academics and how they are both positioned and actively position themselves in relation to students and other academics at UCT. Their narratives reveal how academics simultaneously grapple with the privileges and limitations that accompany identifying as white. These tensions are explored through issues of black student development amid an alienating institutional culture and opposition to the behaviour of their white colleagues.     

上帝的儿女都有翅膀--关于奥尼尔的同名剧作

奥尼尔在此剧中主要从精神领域表现人受环境的迫使和自身的不能自己，借人物灵魂的自我挣扎来展开冲突，描述了种族偏见和歧视带来的恶果，在人物自我的精神对抗和分裂中完成了吉姆与埃拉两个悲剧性格。作者在埃拉身上更多体现了种族间通婚的特殊纠葛，而在吉姆身上更多体现的是婚姻本身固有的纠葛，而这一切都源于奥尼尔对生活的悲剧性认识。     

种族批判法学的后现代性分析

美国的种族批判法学是20世纪80年代后期从批判法律研究运动中分离出来的一股新的法学思潮。种族批判法学的后现代性主要体现在其法律实体观和法学方法论两个方面。具体说来，体现在种族批判法学概念的多元性、种族批判法学对法律中立性的质疑以及种族批判法学的方法论等几个方面。     

Reframing success: participatory impacts of storytelling in a PAR collaborative with Latinx middle school students

ABSTRACT

This article examines the participatory impact of a storytelling project on a small group of Latinx English learners in a sixth grade classroom. The storytelling project unexpectedly emerged as a positive ripple effect from a Participatory Action Research (PAR) initiative to foster civic empowerment among middle school students in an English Language Development classroom in Northern California during the 2014–2015 academic year. As the university researcher and classroom teacher worked together on the PAR project, they came to understand the importance of storytelling for this group of students and agreed to create a safe classroom space with appropriate instructional support for the students to develop and write their stories in English. Although the PAR project failed to produce an Action Plan based on students’ research findings, the storytelling ripple effect from the PAR initiative had a transformative impact on the students as they constructed counter-stories to dominant discourses that marginalize and dehumanize Latinx immigrant students and their families. Through the process of writing and reading their stories aloud in English, the Latinx English learners successfully positioned themselves as resilient, hard-working students who are fully capable of participating in civic programs, projects, or debates with their native English-speaking peers.     

A critical feminist and race critique of Thomas Piketty’s Capital in the Twenty-first Century

Abstract

Thomas Piketty’s Capital in the Twenty-first Century documents the foreboding nature of rising wealth inequality in the twenty-first century. In an effort to promote a more just and democratic global society and rein in the unfettered accumulation of wealth by the few, Piketty calls for a global progressive annual tax on corporate capital. Employing a critical feminist and race perspective on the political economy, this article examines Piketty’s historical understanding of inequality, and considers how his proposed solution to redistribute corporate profits through a global tax on corporate capital would impact the racialized, gendered, and geographically based inequalities experienced by marginalized girls and women, including access to education, employment, and other basic needs. The article argues that Piketty’s proposed solution would leave corporate strategies for accumulating wealth untouched, and would do little to transform the durable, deeply entrenched inequalities experienced by poor, racialized girls and women.     

Making moral migrants? Exploring the educational aspirations of Black African and Caribbean boys in a New York City public school

ABSTRACT

Drawing on 48 in-depth interviews with Black immigrant and second-generation boys at Bridgewood secondary school in New York City, this article points out how the high educational aspirations expressed by Black African and Caribbean boys are strategically deployed as features of an ethnic project to counter anti-immigrant sentiments and anti-Black racism in US society. The findings indicate that in a context of rising xenophobia along with the historical and continual stereotypes of Black people in the US, participants’ aspirations for elite higher education function as strategies to enhance their individual and ethnic reputations. High educational aspirations were also used to justify emigration to and worth within the US. At its core, this article illustrates how participants mobilized aspirations to represent themselves as moral migrants and ‘worthy’ ethnic minorities. Moral claims and ethnicity-based campaigns associated with aspirations are problematized because they reinforce the hierarchical racial order that informs US society.     

提高耐久跑能力的创新研究

在中学体育教学中 ,耐久跑是一项主要的运动项目 ,但学生对此缺乏兴趣。在本校 99、0 0两个高一实验班中 ,采用实验的方法 ,充分运用学生创新求变的心理 ,激发学生的学习兴趣 ,发挥学生的主观能动性 ,提高了学生的耐久跑水平