美国特殊教育中的“联合教学”模式简介

一、'联合教学'模式的提出 多年来,对多数有能力缺陷的学生提供隔离教育是学校教育的主流,美国<能力缺陷个体教育法>的颁布和正在执行的各项规定促进了能力缺陷学生教育环境的变换.早期的努力是在公立学校提供特殊教育计划,但不和普通的学生在一起.随后就有一场在普通教育校园为特殊学生建立各种计划的运动;教育家还把有轻度能力缺陷的学生进行了更多的分类,把他们转移到特殊教育资源教室.

Seismogenic fault and topography control on the spatial patterns of landslides triggered by the 2017 Jiuzhaigou earthquake

Jiuzhaigou National Park, located in northwest plateau of Sichuan Province, is a UNESCO World Heritage Site, and one of the most popular scenic areas in China. On August 8, 2017, a Mw 6.5 earthquake occurred 5 km to the west of a major scenic area, causing 25 deaths and injuring 525, and the Park was seriously affected. The objective of this study was to explore the controls of seismogenic fault and topographic factors on the spatial patterns of these landslides. Immediately after the main shock, field survey, remote-sensing investigations, and statistical and spatial analysis were undertaken. At least 2212 earthquake-triggered landslides were identified, covering a total area of 11.8 km^2. Thesewere mainly shallow landslides and rock falls. Results demonstrated that landslides exhibited a close spatial correlation with seismogenic faults. More than 85% of the landslides occurred at 2200 to 3700 m elevations. The largest quantity of landslides was recorded in places with local topographic reliefs ranging from 200 to 500 m. Slopes in the range of ~20°-50° are the most susceptible to failure. Landslides occurred mostly on slopes facing east-northeast(ENE), east(E), east-southeast(ESE), and southeast(SE), which were nearly vertical to the orientation of the seismogenic fault slip. The back-slope direction and thin ridge amplification effects were documented. These results provide insights on the control of the spatial pattern of earthquake-triggered landslides modified by the synergetic effect of seismogenic faults and topography.

Cross-Cultural Bioethics at an International University in Japan

Ritsumeikan Asia Pacific University （APU） in Beppu city, Japan has a large body of students from well over 90 countries, especially from the Asia Pacific region, including Japanese, Korean, Chinese, Thai, Vietnamese, and Indonesian students. To improve analytical thinking skills among college students, a course on ＂bioethics＂ was introduced and offered in two consecutive semesters to undergraduate students for which 245 students registered at each semester. The course was taught in the form of 14 lecture and discussion sessions, each for 95 minutes based on the content of A Cross-Cultural Introduction to Bioethics （2006） edited by Darryl Macer, and reviewed a wide variety of ethical and bioethical issues. In the next semester, the students received a similar teaching content that was rearranged to reflect the 15 universal principles of bioethics and human rights covered in the Bioethics Core Curriculum （2008）. Case studies were also added to each unit of the Core Curriculum with the support of the UNESCO＇s Asia Pacific Regional Office, Bangkok （Case Studies for Bioethics 2010）. To evaluate the results of teaching and to compare the achieved objectives between the two groups of students, a short questionnaire was given to all students who finished the course and took up the final written examination. In the whole, 454 students （225 in group I and 229 in group 2） completed the course and took the final examination and 427 （218 in group 1 and 209 in group 2） responded to the questionnaire which inquired into their interest in the discussion of bioethical issues： why they believed they were important, and what they had learned through them. The results of the questionnaire have been examined and compared to evaluate the success of ＂bioethics＂ in stimulating the interest and thinking ability of the students and enriching their experience of a cross-cultural discussion over bioethical issues using universal principles as general guidance. The result of this examination was so impressive that from 2011 bioethics has been formalized into the reformed curriculum of our international school.

Educational Application for Special Needs Is a Learning Tool the Way Forward？

As the 21st century brings in a revolutionary change in the way students study at schools and universities, technology continues to play a crucial role in helping students achieve more conceptual and practical knowledge of topics taught in classrooms. Students with special needs too are now able to study in a general classroom setting, access relevant technologies and use them for higher cognitive development, helping them integrate with their surroundings. However, existing literature shows that though multiple learning tools exist that do enhance learning in special needs students, they either cater to specific areas of development such as Mathematics and English, or that are targeted towards a specified category of studentswith special needs such as autism and cerebral palsy. Furthermore, despite multiple laws and regulations supporting the right to education launched by the UAE （United Arab Emirates） government for special needs students, there seems to exist a need to provide classrooms across the country with educational applications that have a universal approach particularly in the UAE in order to include students with almost any special needs. This paper looks closely at the existing literature and highlights this gap, especially in the UAE and proposes to develop such a tool based on existing learning concepts.

Feasibility of College Japanese Major and Japanese Joint Training Projects

In recent years, university exchanges between China and Japan is more active, we can see that in the joint efforts of China and Japan, the scale of cooperation is expanding, understanding and friendship between the young people are gradually deepened. The long- term stability of University conducted exchanges and cooperation in education with Japan is the concrete manifestation of China＇ s opening-up. Therefore, what＇ s the meaning of joint training of undergraduate education in universities？ This paper studies on ＂2 ＋ 2＂ program between our college and the west of the international University of Japan. We analysis the favorable and unfavorable factors in joint training programs, clarify the necessity and feasibility of acting joint training programs, and provide some reference for the development of our joint training program.