Density Based Traffic Control

The project is aimed at designing a density based dynamic traffic signal system where the timing of signal will change automatically on sensing the traffic density at any junction. Traffic congestion is a severe problem in most cities across the world and therefore it is time to shift more manual mode or fixed timer mode to an automated system with decision making capabilities. Present day traffic signaling system is fixed time based which may render inefficient if one lane is operational than the others. To optimize this problem we have made a framework for an intelligent traffic control system. Sometimes higher traffic density at one side of the junction demands longer green time as compared to standard allotted time We, therefore propose here a mechanism in which the time period of green light and red light is assigned on the basis of the density of the traffic present at that time. This is achieved by using PIR(proximity Infrared sensors). Once the density is calculated, the glowing time of green light is assigned by the help of the microcontroller (Arduino). The sensors which are present on sides of the road will detect the presence of the vehicles and sends the information to the microcontroller where it will decide how long a flank will be open or when to change over the signal lights. In subsequent sections, we have elaborated the procedure of this framework

To show is to know? The conceptualization of evidence and discourses of vision in social science and education research

The demand for evidence in particular forms shapes contemporary educational policy, curriculum studies’ debates over the politics of knowledge “versus” wisdom, and research into classroom practice. This paper provides a genealogical trace that examines the arbitrary and historical linkage of discourses of vision (especially when vision becomes visuality) and the conceptualization of evidence (especially when evidence becomes empiricism-as-density). The analysis elaborates two counter-memories of post-ocular and post-empiricist debates over truth claims that educators have engaged amid the formation of Western social sciences. The counter-memories open consideration of the uneven legacies, politics and problems operating through forms of rationality now popular in ethico-redemptive sciences. The final section links nodal points in historical debates to the rethinking of evidence and vision in contemporary movements such as big data and mindfulness practices. The paper concludes with consideration of the changing, polarizing and reiterative aspect of networked power and different tactics of reason that social science, educational and curriculum inquiry face in the twenty-first century

Animal magnetism and curriculum history

This article elaborates the impact that crises of authority provoked by animal magnetism, mesmerism, and hypnosis in the 19th century had for field formation in American education. Four layers of analysis elucidate how curriculum history’s repetitive focus on public school policy and classroom practice became possible. First, the article surveys external conditions of possibility for the enactment of compulsory public schooling. Second, “internal” conditions of possibility for the formation of educational objects (e.g., types of children) are documented via the processes of différance that were generated from within the experiences of confinement. Third, the article maps how these were interpenetrated by animal magnetic debates that were lustered and planished in education’s emerging field, including impact upon behavior management practices, the contouring of expertise and authority, the role of Will in intelligence testing and child development theories, and the redefinition of public and private. Last, the article examines implications for curriculum history, whether policy- or practice-oriented, especially around the question of influence, the theorization of child mind, and philosophies of Being