Taipei has been ranked as the most vulnerable city to a wider combination of risks. Although the Special Education Law addresses the consideration of disaster preparedness for students with disabilities enrolling in Special Education Schools, more attention needs to be given to the far larger number of students with disabilities enrolling in normal schools. These schools need to consider the care for students with different types and severe degrees of disabilities. The aim of the research is to investigate challenges of earthquake preparation and response for students with different severe degrees of disabilities who enrol in the special education classes in general primary schools. The objectives of the research include the following: (1) investigating the challenges and requirements for support of students with different severe degrees of disabilities; (2) examining the need and support for students with different degrees of disabilities during the earthquake response process; and (3) exploring the best practice in the curriculum building for students with different severity of disabilities. The purposive sampling was used to select four primary schools in Taipei as participant groups in the research. The research team used semi-structured interviews to interview eight participants: one special education class teacher and one administrator of each school were invited. Findings include the following: (1) ensuring the appropriate design of physical environment for earthquake response in schools, including rapid response, evacuation, and assembly points for students with different severe degrees of disabilities; (2) proposing suitable staff to student ratio to be planned for the response phase; (3) identifying the appropriate individualised curriculum and learning objectives to suit students with different severe degrees of disabilities.

International field trips provide opportunities for interdisciplinary or transdisciplinary learning experiences which can be transformative. Whilst these projects are becoming popular with increasing focus on internationalisation of the curriculum, tackling global challenges and encouraging student mobility, there is scant literature on the critical pedagogical approaches which support the design and delivery of transformative learning experiences. The study described herewith examined the transformative pedagogies used to facilitate learning during interdisciplinary and transdisciplinary field trips and placements. Objectives of the study included (1) evaluating the impact of two projects related to student interdisciplinary and transdisciplinary field trips; (2) identifying best practice of teaching and learning design; and (3) providing recommendations for future higher education (HE) arrangements. The findings show that transformative learning experiences must be carefully integrated into the design of international field trips, setting up pivotal learning moments and suitable challenges which enhance reflexivity, shared learning and problem-solving.

Mesenteric ischemia is an uncommon etiology of abdominal pain. Celiac axis compression syndrome is an extremely rare cause of mesenteric ischemia. The primary pathological mechanism is the external compression of the celiac trunk by median arcuate ligament. The clinical manifestation of celiac axis compression syndrome includes postprandial pain, diarrhea, and body weight loss. The diagnosis of this disease is usually difficult and depends on the angiography findings. For treatment, only percutaneous transluminal angioplasty and surgical intervention have been suggested in reviews in the literature. We, herein, report an unusual case of celiac axis compression syndrome and also review the literature pertaining to this disease.

Virtual worlds provide a new methodological framework for conducting emergency response exercises. The research attempts to evaluate whether the use of virtual worlds avoids recognized weaknesses of traditional emergency response exercises and facilitates further learning outcomes. The objectives of the article include, first, to examine whether the virtual worlds contribute to learning experiences for the emergency response exercises; second, to use a case study to evaluate and synthesize preliminary findings of the strategic flood response exercise; and third, to make recommendations for conducting a larger scale emergency response in an online Virtual Learning Environment. The preliminary findings suggest that the use of virtual worlds could potentially facilitate better learning outcomes and provide as an effective training methodology to the emergency communities. It also identifies the challenges of developing virtual world exercises, for instance, the need for better collaboration and communication between developers, academics, and end users.