The English Curriculum in the People's Republic of China

The status and role of English as a school subject in China has fluctuated wildly because of its desirable but sensitive connotations. English is the language of world trade and communications, which makes its study an important strategy in implementing internationally-oriented policies for "modernization", while its historical overtones of imperialism, capitalism and even barbarianism are unwelcome for those who prefer more self-reliant and isolationist approaches. This paper traces the career of the English curriculum in China since 1949, with particular reference to the junior secondary school curriculum, through an analysis of the national syllabus and textbooks. It identifies five distinct periods and analyses the major forces of curriculum change, the dynamics of curriculum design, and the principal features of models for change in each of the periods. It is argued that the overall process of policy-making, and curriculum development specifically, has been characterized by a complexity and pattern of development which is not adequately recognized in existing portrayals that have focused on the relationship between macro political shifts and educational policies, and have emphasized the role of the state

The acoustic, the digital and the body: a survey on musical instruments

This paper reports on a survey conducted in the autumn of 2006 with the objective to understand people's relationship to their musical tools. The survey focused on the question of embodiment and its different modalities in the fields of acoustic and digital instruments. The questions of control, instrumental entropy, limitations and creativity were addressed in relation to people's activities of playing, creating or modifying their instruments. The approach used in the survey was phenomenological, i.e. we were concerned with the experience of playing, composing for and designing digital or acoustic instruments. At the time of analysis, we had 209 replies from musicians, composers, engineers, designers, artists and others interested in this topic. The survey was mainly aimed at instrumentalists and people who create their own instruments or compositions in flexible audio programming environments such as SuperCollider, Pure Data, ChucK, Max/MSP, CSound, etc

Design enquiry: tacit knowledge and invention in science

For some years there has been discussion and speculation on the subject of "design enquiry" and a number of people, for example Richard Buchanan and Clive Dilnot , have looked for forms of enquiry appropriate to, or fruitful for, design as an academic and professional discipline. From a different perspective, Ranulph Glanville has suggested that the relationship between design and science might be redefined to acknowledge similarities of method that are disguised by forms of narrative employed by scientists. However most contributions in these debates deal with generalisations so I would like to propose some specific ways in which designers can explore and develop the concepts and practices of design enquiry. In particular I would like to discuss a kind of enquiry where designers can play a role in forming and pursuing questions which arise in the natural sciences and I will suggest that this role might be extended into some other fields. In doing so I will make reference to the subject of tacit knowledge, a concept which was formalised by Michael Polanyi in his consideration of the philosophy of science 50 years ago and which has attracted continuing interest (his 1958 book, Personal Knowledge, was reprinted most recently in 1998 and 2002), but also some shallow interpretation since then. I believe that Polanyi has a great deal to offer the design community, perhaps more in some respects than the widely cited work of Donald Schon who dealt with general questions of practice relevant to many disciplines while Polanyi addressed the relationship between enquiry and creativity in a very direct way. </p

Young People’s Workforce Reform Programme : evaluation report

"The Children's Workforce Development Council (CWDC) commissioned Ecorys and H.J. Giller & Associates to independently evaluate the 2008–2011 Young People's Workforce Reform Programme (YPWRP). The YPWRP was introduced in 2008 as part of a ten year government strategy to help develop help develop a more skilled, confident workforce able to work in an effective and integrated way to deliver the best possible outcomes for young people. The main evaluation methodology used was semi-structured interviews with stakeholders, supplemented by telephone surveys and a small number of focus groups and event observations. Desk review of programme information was also undertaken. This summary assesses the main YPWRP strands and workstreams along with its cross cutting themes of communications and data collation in light of intended outcomes. It concludes by assessing the outcomes of the programme overall." - page iv

Designing with Users

1.1 The past 2-3 years has seen a resurgence of interest in the creation of pedestrian priority places. This interest has largely been stimulated by the advent of "traffic calming". There are two important differences however, compared to previous phases of interest in "pedestrian issues". Firstly, the emphasis is shifting beyond the town centre to residential and district centres. Secondly the interest is stimulated as much by `green issues' as by `pedestrian issues', meaning that people's interests are much broader than merely improving conditions for pedestrians. This new concern has led to fresh attention being focused on the design of pedestrian places and design processes. This attention is not only relevant to pedestrian places. All around us are transport systems, facilities and structures which at some point have been "designed". All too often these extensively researched projects still create dissatisfaction amongst the people who use them. The reasons for this dissatisfaction are numerous and need to be understood in order to provide better work and design in the future. In this paper we discuss how we might set about designing such places in order to produce satisfaction to these people who have to use them. We argue that the appropriate method should be a user-centred design. We define what this means and compare it with more conventional perspectives/approaches to design. For simplicity we have shown in Figure 1 the essence of the user-centred approach to design. 1.2 The term `design' is used to mean the exercise of a process to bring together all the requirements of the space and an endeavour to satisfy these requirements. Design as here used deals with the issues of function, cost, timing and effectiveness in use. The intangible functions of safety, comfort, attractiveness, visual appearance, respect for location are included, not just the usual interpretation of "Design" by non-designers, who think of it solely as the aesthetic aspects. Design is interpreted to mean an understanding of a continuing process - not just the first design of the project. But most importantly, here, design means design in terms of satisfaction of the user, not just satisfaction of the designer! The term `user' refers to those people who will have to live, work, shop, visit, walk around, drive through or look at the final project

Goodbye to Projects? Working paper 1: Annotated bibliography on livelihood approaches and development interventions.

YesThis paper is one in a series of working papers prepared under a research project on Goodbye to Projects? The Institutional Impacts of a Livelihood Approach on Projects and Project Cycle Management. This is a collaborative project between the Bradford Centre for International Centre for Development (BCID) with the Economic and Policy Research Centre (EPRC), Uganda; Khanya ¿ managing rural change, South Africa; and, the Institute for Development Management (IDM), Tanzania. The project is supported by the UK Department for International Development (DFID) under their Economic and Social Research Programme (ESCOR).Department for International Developmen

Learning to communicate computationally with Flip: a bi-modal programming language for game creation

Teaching basic computational concepts and skills to school children is currently a curricular focus in many countries. Running parallel to this trend are advances in programming environments and teaching methods which aim to make computer science more accessible, and more motivating. In this paper, we describe the design and evaluation of Flip, a programming language that aims to help 11–15 year olds develop computational skills through creating their own 3D role-playing games. Flip has two main components: 1) a visual language (based on an interlocking blocks design common to many current visual languages), and 2) a dynamically updating natural language version of the script under creation. This programming-language/natural-language pairing is a unique feature of Flip, designed to allow learners to draw upon their familiarity with natural language to “decode the code”. Flip aims to support young people in developing an understanding of computational concepts as well as the skills to use and communicate these concepts effectively. This paper investigates the extent to which Flip can be used by young people to create working scripts, and examines improvements in their expression of computational rules and concepts after using the tool. We provide an overview of the design and implementation of Flip before describing an evaluation study carried out with 12–13 year olds in a naturalistic setting. Over the course of 8 weeks, the majority of students were able to use Flip to write small programs to bring about interactive behaviours in the games they created. Furthermore, there was a significant improvement in their computational communication after using Flip (as measured by a pre/post-test). An additional finding was that girls wrote more, and more complex, scripts than did boys, and there was a trend for girls to show greater learning gains relative to the boys

Assessing Health Beliefs about Colonoscopy

The purpose of this study was to assess by questionnaire health beliefs related to colorectal cancer screening ( colonoscopy) in a population 50 years of age and older. The Health Belief Model provided the theoretical framework for data collection. This study was a non-experimental exploratory survey. A total of 42 subjects (31% male and 69% female) completed a 14-item questionnaire that covered psychological factors including health beliefs. Descriptive statistics were used for data analysis. Results of this study shows there is a need for appropriate health education to trigger people to take preventive action ( colonoscopy). Community based health education programs should be designed to induce behavioral change, by teaching the client the benefits of prevention and early detection of colorectal cancer, to which the client is susceptible. Future health education programs guided by this research will greatly contribute to the reduction of highly preventable deaths from colorectal cancer while lowering the enormous cost of treating this condition

‘One big wheel’: young people’s participation in service, design, development and delivery (Sharing our experience, Practitioner-led research 2008-2009; PLR0809/080)

How do professionals and agencies seek the views of young people moving from participation to the implementation of service design and delivery? The research involved six white British young people from the Camborne, Pool and Redruth (CPR) area of Cornwall who, with the support of a senior social worker within the Schools Multi-Agency Resource Team (SMART) and other members of the team, became researchers themselves. The young people were involved in the process of designing questions and conducting semi-structured interviews with agencies such as Children’s Social Care, the police and the fire service to ask how young people are involved in service design and delivery. In addition to the semi-structured interviews, creative and solution focused methods were employed to identify a young person’s perception of services. The research process highlighted some surprising examples of service delivery for young people from agencies other than those set up to deliver ‘youth services’. Why has this developed and what recommendations can be made for further service design and delivery on front-line and strategic levels to achieve a true model of integrated practice, ensuring young people have a voice and are heard? Natasha Jame