Search

This study conducted four voyages of the surface of the waters of the Miaodao Archipelago in August 2018, October 2018, March 2019 and June 2019. In the seawater quality survey, 100 stations were set up to analyze the distribution of physicochemical parameters such as water temperature, pH, dissolved oxygen, chemical oxygen demand, dissolved inorganic nitrogen, PO4-P, total nitrogen, total phosphorus, petroleum hydrocarbons. The nutritional status and organic pollution status of the sea area were evaluated. The results showed that the mean value of water temperature was (16.8±5.69)℃, the average pH was 8.13±0.074, the average DO concentration was (8.62±1.46) mg/L, the average COD concentration was (0.85±0.29) mg/L, the average DIN concentration was (0.0706±0.0545) mg/L, the average PO4-P concentration was (0.0706±0.0545) mg/L, the average TN concentration was (0.255±0.148) mg/L, and the average TP concentration was (0.0133± 0.00639) mg/L, the average concentration of petroleum hydrocarbons was (0.0135±0.00755) mg/L. The physical and chemical parameters of the waters of the Miaodao Archipelago basically meet the Class II seawater quality standards. The water quality eutrophication index of the monitoring station in the sea area is basically < 1, and the nutritional status of the sea area is basically poor nutrition. The water quality of the sea area was evaluated by the organic pollution evaluation index method, and the water quality level of 96% of the monitoring stations in the four months was good.

According to national statistics, there is a growing need for qualified educators in early intervention and early childhood special education (EI/ECSE). Almost all of the nation's school districts are reporting shortages in special education teachers (Boe & Cook, 2006; McLeskey & Billingsley, 2008). A project funded by the United States Department of Education, Office of Special Education Programs (OSEP) was designed to serve this need to prepare high-quality EI/ECSE personnel (e.g., Infant/Toddler and Preschool Special Educators). The project is a community-based program focusing on systematic supervised learning in diverse environments and includes three project goals, which were originally guided by the Division for Early Childhood Recommended Practices (DEC-RP, Sandall, Hemmeter, Smith, & McLean, 2005). The purpose of this paper was to examine the quality of a federally funded educator preparation program in EI/ECSE through the evaluation of key components in the syllabi related to the project goals. Consistent with the literature presented, this review was effective for measuring the quality of the preparation program (Feuer et al., 2013). The findings of this systematic review of the course syllabi will point the program faculty towards the next step for improving the contents of course syllabi with the ultimate goal to improve the quality of the educator preparation program. This review was conducted prior to newest release of the DEC-RP (2014) and the Council of Exceptional Children-EI/ECSE Initial Specialty Set (2012). The goals represent community-based, evidence-based, and culturally responsive instruction.

To ensure the EI/ECSE course alignment with the OSEP project's curriculum, it is the expectation that all courses embed aspects of the three goals in the syllabus and the specified components: (a) learning objectives, (b) readings, and (c) assignments. Despite freedom to design and structure course syllabi and the course itself, course instructors are motivated to clearly describe course objectives, assignments, and readings to ensure expectations match student outcomes (Stanny, Gonzalez, & McGowan, [26]). The remaining four course syllabi were not included in this review due to the courses serving as a dual requirement for another special education degree program and taught by a professor in the general special education department, as opposed to the EI/ECSE program. When exploring the ECSE 602 course in more detail, the reviewers found that the list of required readings were also embedded into the course schedule, aligning with the "weekly topic" (course objectives) and the weekly assignments (see Appendix C for the ECSE 602 Course Schedule). [Extracted from the article]

Nanostructured hexagonal InN overlayers were heteroepitaxially deposited on vertically oriented c-axis GaN nanorods by metal-organic chemical vapor deposition. InN overlayers grown in radial directions are featured by a nonpolar heteroepitaxial growth mode on GaN nanorods, showing a great difference from the conventional InN growth on (0001) c-plane GaN template. The surface of InN overlayers is mainly composed of several specific facets with lower crystallographic indices. The orientation relationship between InN and GaN lattices is found to be [0001]InN∥[0001]GaN and [11_00]InN∥[11_00]GaN. A strong photoluminescence of InN nanostructures is observed. [ABSTRACT FROM AUTHOR]