融入思政教育的轨道交通信号控制综合型实验设计——以计算机联锁系统实验为例

轨道交通信号控制类课程是交通工程专业(信息方向)的重要专业课程。本文依据该方向学科特色和轨道交通信号控制类课程设置,以计算机联锁系统实验为例,以综合性实验设计为主线,探讨了综合性系列实验的设计思路、内容安排、教学模式,并提出了实验课程与思政教育结合的策略。     

Naming beyond the white settler colonial gaze in educational research

In this article, I describe the ways educational research often calls us out our names, meaning that educational researchers often name communities not as they are but as the academy needs them to be along damaging logics of erasure and deficiency. I use Morrison’s concept of the White gaze, Tuck’s concepts of damage-centered and desire-based research, and other contemporary scholarship on settler colonialism, White supremacy, and education to offer ways of naming in educational research beyond the White settler gaze. Finally, I look to hashtag naming in current social movements (e.g. #BlackLivesMatter, #DearNativeYouth #NotYourModelMinority) to imagine educational research that understands the naming of the communities of our work as informed by movement speech, the sort of naming that can save lives and show us and others who we are and desire to be.     

The academic career: a study of subjectivity,gender and movement among women university lecturers

Changes in the higher education system have resulted in increased demands on effectiveness and marketisation. These demands have changed what it means to do academic work. In this study, 19 female academic lecturers have been interviewed in order to get them to reflect upon their opportunities and conditions in career. The aim is to analyse how this specific group manoeuvres; that is their 'becoming subjectivity' in academic career. This means an interest in analysing their locations, positions as well as their material and discursive conditions. The results show how many see teaching as important in career, but also as a trap that restrains them in their chances of research advancement. Several express that a lot of teaching drain the time and energy needed for other opportunities in career. There are also a few who experience teaching as a place where people actually collaborate more than compete and find alternative career strategies. Even so, these women appear caught in their careers, which can relate to gender, and to the experience of ‘incapacity’ to find directions in a more competitive structure.     

宁波轨道交通投融资思考与建议

轨道交通项目需要占用大量建设资金,给政府带来沉重的财政负担。宁波的轨道交通项目资金来源为传统的“政府+银行”模式。该模式无法改变宁波轨道交通投融资渠道狭窄的局面,政府依然承载投资、经营及还债的沉重压力。公私合作的PPP模式在轨道交通上已有良好的实践经验,该模式通过让社会资本承担轨道交通项目可营利部分的建设与运营,发挥了社会资本擅长经营、擅长承担风险的优势,让政府回到市场监督与社会服务的最初角色。     

基于车辆自动定位系统数据的地面公共交通运行时间可靠性分析(英文)

为了给公交线路车辆调度提供重要参数及给公交运营管理和居民公交出行提供决策依据,应用车辆自动定位系统数据对公共交通运行时间可靠性进行了分析. 基于对公共交通运行时间的统计分析,提出变异系数、分布宽度、运行速度、堵率、规划时间、预留时间等 6 个指标,构建了公共交通运行时间可靠性评价分析框架. 苏州市某公交线路实例分析结果表明,所提出的评价指标体系简单直观,能有效反映该线路公交车辆运行的效率和稳定性,且公共交通运行时间可靠性具有随不同时段变化的特征.     

轨道交通对城市发展的影响合肥高教园区周边轨道交通3号线建筑群为例

随着社会的发展,轨道交通建筑成为越来越多的建筑设计师关注研究的课题。城市的扩张,土地资源的稀缺共同提出城市轨道交通与建筑群必须立体化。轨道交通在解决交通问题的同时,轨道交通建筑也影响着城市建筑群的发展变化。合肥轨道交通三号线建筑群的建立为新站区周边城市建筑群带来较大影响,我们将从城市规划的角度,梳理轨道交通对城市规划和城市经济发展的影响。     

#Fallism and alter-globalisation: South African student movements as multi-institutional responses to globalisation

ABSTRACT

The South African student movements collectively referred to as #Fallism or #MustFall were more than resistance to fee increases. They were, and continue to be, movements targeting multiple institutions of Western coloniality and globalisation in tertiary education to establish economic and social equity, placing #Fallism within the broader global backlash against neoliberalism, neoconservativism, and Westernisation. This article makes three core claims: (1) modes of domination in globalisation are multi-institutional, thus alter-globalisation movements are also multi-institutional, (2) The goals of #Fallism in South Africa were, in part, related to alter-globalisation, and (3) #Fallism should be considered as a multi-institutional, alter-globalisation movement.     

#Eduresistance: a critical analysis of the role of digital media in collective struggles for public education in the USA

From Facebook-coordinated high-school walkouts to compelling Internet-based protest art that has accompanied recent teacher strikes, grassroots education activism in the USA has gone digital. Despite the proliferation of research on the mediatisation of education policy, few studies have explored the ways in which activists for public education engage with Web 2.0 technologies. This paper makes a contribution to this under-researched area by exploring selected activist accounts including Parents Across America, United Opt Out National, and the PS 2013 campaign in New York City. I draw on critical, feminist, and cultural studies theories of education and social movement media to analyse activist media practices in a policy and political milieu dominated by corporate media and neoliberal governance structures. The analysis reveals that progressive education activists strategically deploy digital media to amplify voice, build collective identity, and disseminate alternative knowledge to enable direct action. A situated analysis also reveals significant differences in activist media practice which are shaped by particular political histories and geographies. The paper concludes with a discussion about future lines of inquiry into the role of digital media in collective struggles for public education.     

Our stories matter: storytelling and social justice in the Hollaback! movement

ABSTRACT

As feminist and anti-racist scholars and activists have long known, which stories predominate and which are marginalised is always a question of power and authority – about who is entitled to speak, and who has the authority to decide the meanings of words and actions. Storytelling can be used as a tool for social justice, as exemplified by the international feminist movement Hollaback! and its regional and worldwide struggle to end street harassment and make public spaces accessible for everyone. This article examines the practice of sharing stories within one specific Hollaback! group, highlighting the timeliness of the online storytelling technologies promoted by the movement and considering this work as an example of extra-academic feminist education. The article concludes by questioning to what extent feminists manage to formulate their own localised struggles through storytelling within the feminist movement as a whole.