Coastal Erosion Vulnerability in Mainland China Based on Fuzzy Evaluation of Cloud Models

Global climate change-induced sea-level rise and storm wave intensification, along with the large population densities and high-intensity human development activities in coastal areas, have caused serious burden and damage to China’s coasts, led to the rapid growth of artificial shorelines development, and formed a “new Great Wall” of reinforced concrete against the laws of nature. After the last ice age, transgression formed the different features of China’s coast. Depending on the types of geological and landform features, coasts are divided into 36 evaluation units, and 10 indicators are selected from natural aspects (including tectonics, geomorphology, sediment, and storms) and aspects of social economy (population, GDP, Gross Domestic Product), and cloud model theory is used to build a coastal erosion vulnerability evaluation index system in China. The results show that high grade (V), high-middle grade (IV), middle grade (III), low-middle grade (II), and low grade (I) coastal erosion vulnerability degrees account for 5.56, 13.89, 41.67, 33.33, and 5.56% of the Chinese coastlines, respectively. The coastal erosion vulnerability of the subsidence zone is significantly higher than that of the uplift zone. Reverse cloud model and analytic hierarchy process calculation show that the main factors that control coastal erosion vulnerability since the transgression after the last ice age are geological structure, topography and lithological features, and in recent years, the decrease in sea sediment loads and increase in reclamation engineering. Mainland China must live with the basic situation of coastal erosion, and this study shows that the index system and method of cloud modeling are suitable for the evaluation of the coastal erosion vulnerability of the Chinese mainland. This study provides a scientific basis for the adaptive management of coastal erosion, coastal disaster assessment and the overall planning of land and sea.

ԿՐԹՈՒԹՅԱՆ ՈՐԱԿԸ ՁԵՎԱՎՈՐՈՂ ՀԻՄՆԱԿԱՆ ԳՈՐԾՈՆՆԵՐԸ / MAIN FACTORS AFFECTING THE QUALITY OF EDUCATION

Հոդվածում ներկայացված են կրթության որակի վրա ազդող գործոնները, մասնավորապես ուսման դրդապատճառների ձևավորվածությունը: Դիտարկվում են ուսման դրդապատճառների ձևավորման վրա ազդող հիմնական պատճառները, այդ թվում՝ դասագրքերի բովանդակային, կառուցվածքային և գործառութային բաղադրատարրերը: Շեշտադրվում են հատկապես տարրական օղակից միջին օղակ անցման դասարանում ուսուցանվող ուսումնական առարկաների դասագրքերի բովանդակության խնդրահարույց հարցերը: Հոդվածի նպատակն է ընդգծել դասագրքերի նշանակությունը սովորողների ուսման դրդապատճառների ձևավորման գործում՝ որպես կրթության որակի ապահովման կարևոր պայման: / The article will deal with the factors influencing the quality of education, in particular, the formation of educational motivation. The main reasons affecting the development of learning motivations are considered including the content, structural and functional components of the textbooks. The problematic issues of the content of the textbooks of the subjects thought in the elementary school in the middle grade are emphasized. The purpose of this article emphasizes the importance of textbooks in developing students‘ learning motivation as an important condition for ensuring the quality of education.

Scaffolding Inference-Making for Adolescents With Disabilities That Impact Reading

Middle grade students with disabilities that impact reading, including learning disabilities (LD) in reading, high functioning autism (ASD), emotional and behavioral disorders (EBD), and students at-risk for reading failure due to the effects of poverty, often struggle to make knowledge-based inferences while reading informational texts. As a result, these populations of students are not able to read for understanding or learn from grade-level texts. Unfortunately, many special educators have had little preparation in how to develop their knowledge of inference-making or methods for explicitly teaching inference-making. Despite their lack of knowledge, special educators are often solely responsible for teaching skills that support reading comprehension, such as knowledge-based inference-making. This article provides special educators with information and resources to enhance their understanding of knowledge-based inferencing and methods for teaching knowledge-based inference-making to middle grade students with disabilities and those who are at risk for reading failure.