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9. Continuum Skyrme Hartree-Fock-Bogoliubov theory with Green's function method for neutron-rich Ca, Ni, Zr, Sn isotopes

Author

Huo, En-Bo, Sun, Ting-Ting, Li, Ke-Ran, Qu, Xiao-Ying, and Zhang, Ying

Subjects
Nuclear Theory
Abstract

The possible exotic nuclear properties in the neutron-rich Ca, Ni, Zr, and Sn isotopes are explored with the continuum Skyrme Hartree-Fock-Bogoliubov theory formulated with the Green's function method. The available experimental two-neutron separation energies $S_{\rm 2n}$ and one-neutron separation energies $S_{\rm n}$ are well reproduced. Much shorter drip lines predicted by $S_{\rm n}$ are obtained compared with those by $S_{\rm 2n}$. The systematic studies of the neutron pairing energies $-E_{\rm pair}$ shown that values of the odd-$A$ nuclei are much smaller in comparison with those of the neighboring even-even nuclei due to the absent contribution of pairing energy by the unpaired odd neutron. By investigating the single-particle structures, the rms radii and the density distributions, the possible halo structures in the neutron-rich Ca, Ni, and Sn isotopes are predicted, in which the sharp increases of rms radii with significant deviations from the traditional $r\varpropto A^{1/3}$ rule and very diffuse spatial distributions in densities are observed. By analyzing the contributions of different partial waves to the total neutron density $\rho_{lj}(r)/\rho(r)$, the orbitals locating around the Fermi surface especially those with low angular momenta are found the main reason causing the extended nuclear density and large rms radii. Finally, the numbers of the neutrons $N_{\lambda}$~($N_0$) occupied above the Fermi surface $\lambda_n$~(in the continuum) are discussed, the behaviors of which are basically consistent with those of pairing energy, supporting the key role of the pairing correlations in the halo phenomena., Comment: 10 figures

Published
2022

26. Structural Barriers to Inclusive Education for Children with Special Educational Needs and Disabilities in China

Author

Qu, Xiao

Abstract

Inclusion has been increasingly recognised as a global common goal in education. In China, inclusive education for children with special educational needs and disabilities is currently practised as 'Learning in Regular Classrooms' (LRC). However, not only has the inclusion policy frequently been criticised as failing to provide clear, systematic, or consistent strategies, but also the actual practices of LRC have also been found to merely concern children's physical integration into the mainstream settings. This discussion paper explores key structural barriers to inclusive education through reviewing policies within the wider education ecosystem that are relevant to the theme of inclusion but outside the LRC policy itself. The analysis illustrates how the complex and interlocked structural barriers embedded within the wider context of current education policies pose persisting constraints for inclusion to progress in China, and how these structural barriers unique to the Chinese education system also reflect the common 'wicked problems' for practising inclusive education globally. The paper discusses five main education structures: neo-liberal education policies, national college entrance examination system, teacher evaluation system, staffing quota system and the 'combine medicine and education' policy. The conclusion illustrates the complexity and main issues facing future inclusion policy reforms and highlights key objectives for policy change. It indicates that, for inclusion reforms to be effective, broader changes are needed within the wider education ecosystem.

Published
2022
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35. A Critical Realist Model of Inclusive Education for Children with Special Educational Needs and/or Disabilities

Author

Qu, Xiao

Abstract

Despite the clear global inclusion agenda, gaps remain in the translation of the philosophical acceptance of inclusive education into effective teaching practices. Regarding children with special educational needs and/or disabilities, support for segregated schools hinged on the positivist, medical model of disability still challenges inclusive education that is driven by the interpretivist, social and rights-based models. The debates that are for or against inclusion usually take these two polarised paradigms, which need to be openly addressed if disagreements are to be resolved. This theoretical discussion paper applies the framework of critical realist stratified ontology to offer new insights and clarity to understanding special and inclusive education. The analysis suggests three-dimensional critical realist models of disability and inclusive education. The aim is to seek theoretical groundings to bridge the paradigm division between the medical and the social models. This may help to make sense of the contradictions and inconsistencies in views and practices regarding educational exclusion and inclusion. The conclusion contends that the medical and the social model perspectives can find philosophical common ground, and that different fields of professionals can and need to work inclusively together towards different depths of children's best interests.

Published
2022
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36. Chinese Teachers' Views of Educational Exclusion of Children with Disabilities in Relation to Equality

Author

Qu, Xiao

Abstract

This paper examines one key theme of 'education and equality' arising from a qualitative study that explores what special and inclusive education may mean for Chinese primary schools. The focus is on unpacking teachers' interpretations, values, and deeper assumptions of the 'equality' concept. Drawing from 37 interviews with mainstream primary school teachers in a Chinese city, this paper illustrates that teachers may perceive the concept of 'educational equality' in terms of equal treatment and preferring utilitarian principles than equality. The analyses show how teachers' understanding surrounding 'education and equality' informs their views and attitudes of the inclusion and exclusion of children with disabilities. This paper intends to draw attention to and highlight the importance of the need for Chinese teachers to think more deeply about educational equality beyond equal treatment. Responding to utilitarian perspectives in special and inclusive education, the paper reminds the importance of recognising that inclusion in its broad sense has the benefits of improving education and society for all, not just for the few in minority. The conclusion suggests areas for further investigations.

Published
2022
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44. Inclusive education in Chinese primary schools : a critical realist analysis

Author

Qu, Xiao, Alderson, P., and D'Souza, P.

Subjects
371.9
Abstract

This qualitative study critically examines the exclusion and inclusion of children with special educational needs and/or disabilities in Chinese primary schools. The settings are four mainstream schools and two special schools in one large city in East Coast China. The research investigates how 37 mainstream school teachers view and practise exclusion and/or inclusion. Underlying influences are examined, taking into account the contexts of the local schools, the education systems, and broader Chinese society. The study aims to offer a deeply contextualised understanding of inclusive education in China, beyond its current practice and national policy of 'Learning in Regular Classrooms'. Informed by critical realism, the thesis analyses inclusion on the four planes of social being: bodies in material relations with nature, interpersonal relations, social structures and inner being. The thesis illustrates the importance of analysing inclusive education critically, holistically, and coherently at all four planes of social being. Disability and inclusion are understood through the critical realist concept of stratified ontology: the Empirical, the Actual and the Real. The intention is to reconcile conflicts between the medical and the social models of disability and to move the inclusion debates forward, in China and elsewhere. The analysis aims to uncover the real forces behind educational inclusion and exclusion in Chinese schools. Confucianism is not often associated with inclusion, but the possibility of Confucianism, rather than human rights, offering practical advocacy for inclusion is explored. Also highlighted is the crucial need for teachers to believe in inclusion and see it as benefiting all children. The internalised values and motives can be powerful drives for inclusion despite structural barriers and practical difficulties. The thesis explores the restructuring of values, caring for inner wellbeing, and building relationships as approaches to enable real transformation in schools and society towards greater inclusion.

Published
2019

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