学校分区问题混合元启发算法研究

中国城市义务教育学校采用单校划片或多校划片的方式确定招生范围,落实就近入学的法律要求。针对多校划片这一新的学校分区问题,提出“先学校分组,再学生分派”的策略进行划片,并设计了学校分组线性规划模型和学校分区混合元启发算法。分区算法包括初始解构造、邻域搜索算子、破坏重建扰动、集合划分问题（SPP）建模与求解等基本模块,在多启动迭代局部搜索（ILS）算法框架中进行问题求解。通过多启动、随机搜索、破坏重建扰动等机制提升算法的多样性,并引入SPP模型提升算法的全局寻优能力。选择一个县级市和一个市辖区分别进行学校划片实验,结果表明：混合元启发算法优化性能优异且收敛性好,适用于求解单校划片和多校划片问题;SPP模型在单校划片问题中具有明显的优势。     

Religion on the Fringe: the representation of space and minority religious facilities in the rural–urban fringe of metropolitan Sydney,Australia

This article examines land-use development applications for minority religious facilities in two local government areas on the rural–urban fringe of metropolitan Sydney, Australia. Using critical discourse analysis and underpinned by Lefebvre's (1991) conceptual triad of space, the work interrogates the way in which place identity is generated and codified both by land-use planners and local residents through spatial representation. This representation is revealed in discourses around the compatibility of minority religious facilities for particular zones, lack of a sufficient minority population and social disruption. These discourses reveal a construction of peri-urban space that is aligned with particular elite Anglo-Australian activities (horse riding and gentleman farms) and land uses (rural residential, small-scale agriculture and the ‘bush-church’). These case studies illustrate the potential for the creation of exclusionary, abstract space by urban planners but also the ways in which local residents use discoursive strategies to ensure the stability of their position as elites in rapidly changing spatial situations.     

Transportation Part II

Abstract

This article presents research on evaluating problem-based learning using GIS technology in a Singapore secondary school. A quasi-experimental research design was carried to test the PBL pedagogy (PBL-GIS) with an experimental group of students and compare their learning outcomes with a control group who were exposed to PBL but not GIS. The results show significant differences in the learning outcomes between the two groups. Specifically, students in the control group show more memorization skill while students in the experimental group demonstrate more analytical and evaluation skills. The conclusion is that learning with PBL-GIS pedagogy can result in higher-order learning outcomes.     

My word! Vocabulary and Geography Learning

Abstract

Geography learning places a high demand on children's vocabulary development because they know so few words useful for analyzing geographic phenomena and processes. Research shows that multiple experiences with new words are needed if children are to use them fluently in conversation, reading, and writing. This paper describes a variety of contexts that can provide children with the experiences needed to construct the meanings of new words. These include explorations and guided experiments during science instruction and additional discussion, reading, and writing activities during literacy instruction.     

Involvement Geography: The School Partnership Program In The Junior High School

Abstract

This article presents a family program that extends the materials and meeting times of the Michigan Model Family Geography Challenge, including suggestions on creating a successful family night program. The article focuses on developing positive school-community relationships by inviting local community members to participate in fun academic lessons. In addition to watching the news together nightly, families meet four times during an eight-week period to engage in hands-on geography related activities. One lesson is introduced during each session and families work together to complete assigned tasks. Following the activity, families join together to eat and socialize. The program enhances geographic knowledge (including current events), positive family interactions, and school outreach.     

Permafrost science and secondary education: direct involvement of teachers and students in field research

Permafrost and periglacial geomorphology are absent from the science curriculum in most secondary schools in the United States. This is an unfortunate situation given the recent increases in development and environmental concerns in northern latitudes and high-mountain areas, and the interesting examples of basic scientific principles found in the history of research on periglacial geomorphology and permafrost. In 1997 and 1998, a University of Delaware research group studying permafrost and periglacial geomorphology in northern Alaska participated in the National Science Foundation's (NSF) Teachers Experiencing the Antarctic and Arctic (TEA) Program. In each of these years, a high school teacher and a student traveled as part of the research team to the North Slope of Alaska. They learned about the landscape, collected active-layer thickness and temperature measurements, and assisted in data analysis. Results from studies of active-layer thickness variability and ground temperature contributed to a series of long-term observations and international research on the impacts of global climate change. Since their expeditions, the teachers have shared their experiences with their classrooms and communities in several ways, including public lectures and the Internet. Classroom activities are available to the public through the TEA web site (http://tea.rice.edu). This experience may heighten public awareness of permafrost and contribute to it becoming a useful part of the secondary curriculum.     

中小学避难建筑规划建设标准与容灾能力研究

已知避难建筑相较于场地型避难场所更有利于中长期避难,而目前我国城镇避难场所建设以场地型为主,建筑型避难场所存在严重不足。基于此,首先提出将中小学校舍建设为建筑型避难场所的重要性及可行性,并从空间利用角度对其可作为避难建筑的类型进行分析研究,指出中小学体育馆、食堂、宿舍和教室可建设为避难建筑;其次对我国城镇地区现状中小学校舍能够作为避难建筑的容灾能力进行分析,结果表明:现状满足100%的短期灾时避难人口的避难需求,以及满足60%的中长期灾时避难人口的避难需求;最后通过计算进行预测,可知随着城镇人口的增长,其所需的避难规模能够在日常城镇中小学校舍建设更新中逐步实现,大约需要未来20年时间基本可以实现中等规模灾害建筑型避难,大灾害长期避难能够满足100%的中长期灾时避难人口的避难需求,具有规划规模可实现性和可行性。     

The Application of GIS in Education Administration: Protecting Students from Hazardous Roads

Though enrolment by proximity is an official educational policy in Iran, the lack of clearly defined school attendance areas has resulted in an informal open enrolment system where parents may choose public schools outside their residential areas. Two major consequences of parental choice are longer commutes to schools and increased use of motor vehicle transport. To delineate school attendance areas for public female junior high schools in the city of Rasht in Northern Iran, this research used the multiplicatively weighted Voronoi diagram (MWVD) technique to construct school attendance areas. The approach was shown to be useful in developing countries like Iran where accident fatalities are not only disproportionately high but the public school system lacks sufficient educational diversity to offset the societal costs of opting out of neighbourhood schools. A GIS-based specialist package was used for constructing the proposed school attendance areas. Given the MWVD utility in demarcating spaces so that all journeys within them are closest to a chosen point, the research concluded that proposed school attendance areas can result in shorter and more convenient commutes on foot for students. This can eliminate the need to travel by vehicle for the overwhelming majority of students and thus make their journeys more convenient and safer.