The analytical solutions for orthotropic cantilever beams (Ⅰ):Subjected to surface forces

This paper first gives the general solution of two-dimensional orthotropic media expressed with two harmonic displacement functions by using the governing equations. Then, based on the general solution in the case of distinct eigenvalues, a series of beam problems, including the problem of cantilever beam under uniform loads, cantilever beam with axial load and bending moment at the free end, cantilever beam under the first, second, third and fourth power of x tangential loads, is solved by the superposition principle and the trial-and-error methods.     

The analytical solutions for orthotropic cantilever beams （Ⅱ）：Solutions for density functionally graded beams

In this paper, the specific solutions of orthotropic plane problems with body forces are derived. Then, based on the general solution in the case of distinct eigenvalues and the specific solution for density functionally graded orthotropic media, a series of beam problem, including the problems of cantilever beam with body forces depending only on z or on x coordinate and expressed by z or x polynomial is solved by the principle of superposition and the trial-and-error method.     

The analytical solutions for orthotropic cantilever beams (II):Solutions for density functionally graded beams

INTRODUCTION Functionally graded materials (FGM) possesselastic constants and density that vary gradually withlocation within the material. In one kind of FGM,only the elastic constants vary continuously along oneor more directions, and in the other kind, only thedensity varies gradually with location. We call thelater one density functionally graded materials. Functionally graded materials have attractedmuch interest. Tutuncu and Ozturk (2001) obtainedclosed-form solutions…     

The analytical solutions for orthotropic cantilever beams (Ⅰ):Subjected to surface forces

This paper first gives the general solution of two-dimensional orthotropic media expressed with two harmonic displacement functions by using the governing equations. Then, based on the general solution in the case of distinct eigenvalues, a series of beam problems, including the problem of cantilever beam under uniform loads, cantilever beam with axial load and bending moment at the free end, cantilever beam under the first, second, third and fourth power ofx tangential loads, is solved by the superposition principle and the trial-and-error methods.     

The analytical solutions for orthotropic cantilever beams (Ⅱ): Solutions for density functionally graded beams

In this paper, the specific solutions of orthotropic plane problems with body forces are derived. Then, based on the general solution in the case of distinct eigenvalues and the specific solution for density functionally graded orthotropic media, a series of beam problem, including the problems of cantilever beam with body forces depending only on z or on x coordinate and expressed by z or x polynomial is solved by the principle of superposition and the trial-and-error method.     

综合学习的蓝图(上)——四元教学设计模式

本文对四元教学设计模式做出概述。该模式最初是由范梅里恩伯尔等人在20世纪90年代初期为设计综合能力的培训项目而开发的。本文论述了综合学习培训蓝图的结构及相应的教学方法,其基本观点是:学习任务、相关知能、支持程序和专项操练这四个彼此关联的元素,在综合学习蓝图中是必不可少的。文章讨论了与涉及综合能力有关的基本学习过程相匹配的教学方法,同时提供了"检索文献"培训蓝图的样例。     

The policy problem: the National Disability Insurance Scheme (NDIS) and implications for access to education

This paper explores the changing terrain of disability support policy in Australia. Drawing on a critical disability framework of policy sociology, the paper considers the policy problem of access to education for people with disabilities under recent reform by means of the National Disability Insurance Scheme (NDIS), which commenced full roll-out across the country from July 2016. The paper reviews NDIS reports, legislation and associated literature to consider how eligibility to scheme participation and education services are shaped, and how education is positioned in the development and implementation of the NDIS. The analysis highlights tensions that exist for people with disabilities and their families who both access the scheme and who might draw on its provision to support their education, because of the way the policy is oriented towards pathological categorisation, standardised outcomes and service delineation rather than integrated support and informed involvement. The paper concludes by arguing that despite the policy priority across Organisation for Economic Co-operation and Development countries of increasing lifelong learning opportunities, fragmented NDIS policy in Australia prevents people with disabilities from achieving this ideal.     

The role of the Support and Attention to Diversity Teacher (SADT) from a community-based perspective: Promoting educational success and educational inclusion for all

This article addresses the transformation of the role of the Support and Attention to Diversity Teacher (SADT), traditionally called special education faculty. The results are from a qualitative study in three inclusive preschool and elementary schools in Catalonia, Spain. The results demonstrate a transformation in the role of the SADT that mobilizes teachers, specialists and diverse agents in the community to join the work of educational support. The transformation of the SADT role fosters an improvement in the attention and learning of children in the classroom, and existing resources are optimized in collaboration with the entire educative community.