Research on Social Integration: What Are The Problems?

THIS LIMITED REVIEW of research on the social integration of children with disabilities in mainstreaming programs showed that there are several factors which may explain the apparent inconsistencies within the research literature. The diverse groups of individuals involved necessitate that attention be paid to pertinent variables and that care must be taken when findings are generalized to other groups of children with disabilities. An issue of particular concern was the simplistic measuring techniques employed in some research, particularly where studies relied on a single technique such as sociometry. There is limited evidence to support the increased use of multivariate statistical procedures as a means of producing more consistent findings. While most studies reviewed did not incorporate special treatments, that is other than integrated settings, invariably such treatments produced positive outcomes. Studies involving research designs which used the social acceptance of normal children as the basis for assessing social integration frequently resulted in negative findings.     

一种基于Kalman滤波和能量原理的实时损伤识别方法(英文)

目的:建立一种损伤识别方法,能够实时地监测多自由度复杂结构中构件的损伤情况。方法:1.用能量原理对结构刚度进行解构,建立结构单元刚度和节点响应之间的关系;2.用Kalman滤波原理分析结构刚度的预测值和测量值,迅速对结构的刚度进行识别(图6–9);3.对每一步计算进行耗时监测,确保算法的实时性(图10)。结论:1.该方法能够较准确地得到结构的刚度信息,同时得出损伤单元的损伤位置和损伤量;并且收敛速度快,计算量小,具有很强的实时性和抗噪能力;2.对于本文的桁架结构,所有杆件刚度均能在0.4 s内收敛,平均每一荷载步计算时间约为0.0012 s,小于采样周期1/256 s,说明该方法可以迅速、准确地对结构进行实时的监测。     

Deliberative Democracy, Diversity and the Challenges of Citizenship Education

For democracies to thrive, citizens have to be taught to be democrats. How do people learn to be democrats in circumstances of diversity and plurality? We address this question via a discussion of three models of deliberative democracy: public reason (as exemplified by Rawls), discursive democracy (as exemplified by Benhabib) and communicative democracy (as exemplified by Young). Each of the three theorists contributes to an account of how to educate citizens by teaching talk. Against a commonly held assumption that the protection of diversity in a pluralist democracy requires a thin conception of citizenship education, we defend a thick conception that simultaneously fosters autonomy and participation without sacrificing tolerance of diversity.     

Learning/work: Turning work and lifelong learning inside out

CONFINTEA VI took place against the background of an uneven and contradictory social and economic impact of globalisation. This impact registered globally and locally, in both the political North and South, drawing new lines of inequality between “core” and “periphery”, between insiders and outsiders of contemporary society. Financial turmoil in the world has exacerbated levels of poverty and insecurity. The question is how work-related education and conceptions of learning might promote greater inclusion and security for those whose livelihoods are most severely affected by globalisation. The Belém Framework for Action implicitly recognises that lifelong learning and work cannot be discussed outside broader socio-economic and political contexts. The authors of this article draw substantially on research from around the world and argue for the re-insertion of “politics and power” into both the theory and practice of “lifelong learning” and “work”.     

Innovative learning spaces: class management and universal design for learning

Learning Environments Research - Recent and important changes in pedagogy design include flexible learning methods that address student diversity (universal design for learning–UDL) and...