Curriculum making in the new curriculum reform: Structure, process and meaning

Curriculum reform has played a central role in the educational changes in contemporary China. The government of the People’s Republic of China, being at the center of the centralized educational administration system, assumes the responsibility for designing and organizing the systemic reform initiatives. This is especially the case for what has been happening since the end of 1990s. At the turn of the new millennium, the Chinese government initiated the new round of national curriculum reform (NCR) for basic education which is also the eighth round of nation-wide curriculum reform since the founding of the Peoples’ Republic of China. This book will give insightful information on the state of Educational programs in China's immediate future and written by many educators in China's learning system

Zika Virus Induced More Severe Inflammatory Response Than Dengue Virus in Chicken Embryonic Livers

Dengue (DENV) and Zika virus (ZIKV) are important flaviviruses in tropical and subtropical regions, causing severe Dengue Hemorrhagic Fever (DHF)/Dengue Shock Syndrome (DSS) and microcephaly, respectively. The infection of both viruses during pregnancy were reported with adverse fetal outcomes. To investigate the effects of ZIKV and DENV infections on fetal development, we established an infection model in chicken embryos. Compared with DENV-2, the infection of ZIKV significantly retarded the development of chicken embryos. High viral loads of both DENV-2 and ZIKV was detected in brain, eye and heart 7 and 11 days post-infection, respectively. Interestingly, only ZIKV but not DENV-2 was detected in the liver. Even both of them induced apparent liver inflammation, ZIKV infection showed a more severe inflammatory response than DENV-2 infection based on the inflammation scores and the gene expression levels of IL-1β, TNF, IL-6, and TGFβ-2 in liver. Our results demonstrated that ZIKV induced more severe inflammatory response in chicken embryo liver compared to DENV-2, which might partially attribute to viral replication in liver cells. Clinicians should be aware of the potential liver injury associated with ZIKV infection in patients, especially in perinatal fetuses

Potential of Core-Collapse Supernova Neutrino Detection at JUNO

JUNO is an underground neutrino observatory under construction in Jiangmen, China. It uses 20kton liquid scintillator as target, which enables it to detect supernova burst neutrinos of a large statistics for the next galactic core-collapse supernova (CCSN) and also pre-supernova neutrinos from the nearby CCSN progenitors. All flavors of supernova burst neutrinos can be detected by JUNO via several interaction channels, including inverse beta decay, elastic scattering on electron and proton, interactions on C12 nuclei, etc. This retains the possibility for JUNO to reconstruct the energy spectra of supernova burst neutrinos of all flavors. The real time monitoring systems based on FPGA and DAQ are under development in JUNO, which allow prompt alert and trigger-less data acquisition of CCSN events. The alert performances of both monitoring systems have been thoroughly studied using simulations. Moreover, once a CCSN is tagged, the system can give fast characterizations, such as directionality and light curve

Detection of the Diffuse Supernova Neutrino Background with JUNO

As an underground multi-purpose neutrino detector with 20 kton liquid scintillator, Jiangmen Underground Neutrino Observatory (JUNO) is competitive with and complementary to the water-Cherenkov detectors on the search for the diffuse supernova neutrino background (DSNB). Typical supernova models predict 2-4 events per year within the optimal observation window in the JUNO detector. The dominant background is from the neutral-current (NC) interaction of atmospheric neutrinos with 12C nuclei, which surpasses the DSNB by more than one order of magnitude. We evaluated the systematic uncertainty of NC background from the spread of a variety of data-driven models and further developed a method to determine NC background within 15\% with {\it{in}} {\it{situ}} measurements after ten years of running. Besides, the NC-like backgrounds can be effectively suppressed by the intrinsic pulse-shape discrimination (PSD) capabilities of liquid scintillators. In this talk, I will present in detail the improvements on NC background uncertainty evaluation, PSD discriminator development, and finally, the potential of DSNB sensitivity in JUNO

Deng, Zongyi, Michael Young, Knowledge, and Curriculum: An International Dialogue, Journal of Curriculum Studies, 47(No. 6, 2015), 723-732.

Introduces six essays following this editorial preview that are concerned with commenting on Michael Young\u27s 2013 essay in this journal that called for curriculum theorist to address the question of what knowledge students are entitled to have access to in a curriculum; this essay summarizes the six essays around three topics derived from Young\u27s essay; commentaries are by curriculum theorist from USA, Singapore, South Africa, Sweden, USA, and Canada; Young\u27s response to these essays follows

Deng, Zongyi, Revisiting Curriculum Potential, Curriculum Inquiry, 41(December, 2011), 538-559.

Gives extensive analysis of the notion of curriculum potential within curriculum materials; refers to Schwab\u27s, Ben-Peretz\u27s, and the German Didaktik tradition\u27s treatment of curriculum potential; argues that interpreting curriculum materials for their educational potential requires unpacking curriculum content for its meaning and significance in particular instructional situations

Deng, Zongyi, Rethinking Curriculum and Teaching. In Oxford Research Encyclopedia of Education. On 24 Myy 2017. https://doi.org/10.1093/acrefore/9780190264093.013.55

Reviews efforts to define and distinguish curriculum and teaching; cites writers and sources that have dealt with these issues; suggests three notions of curriculum (as policy decisions, as programmatic decisions, and as instructional decisions); suggests three notions of teaching (as sociocultural practice, as institutional practice, and as deliberative classroom practice); argues for rethinking these concepts in light of global cultural changes of the 21st century

Powerful knowledge, educational potential and knowledge-rich curriculum: pushing the boundaries

Building on and going beyond Young and Muller’s theory of powerful knowledge, this article seeks to articulate a model of a future-oriented, knowledge-rich curriculum by invoking David Lambert’s capabilities approach and Bildung-centred Didaktik. The curriculum is knowledge rich in three respects. First, it is informed by a vision of education centrally concerned with the cultivation of human powers (understanding, capabilities, dispositions) predicated on the contribution of knowledge. Second, the construction of a school subject—in the form of curriculum frameworks, syllabuses, and guidelines–entails selecting and organizing content in terms of educational potential and its realization in classrooms. Third, classroom teaching entails unlocking the educational potential of the content of a school subject for developing human powers. The curriculum is future-oriented in the sense that it aims at the formation of autonomous and responsible individuals who can thrive and flourish in the present and future world