Downgraded curriculum? An analysis of knowledge in new curricula in Scotland and New Zealand

The development, since 2000, of new National Curricula across the Anglophone world signals a number of policy trends, including: a move from the explicit specification of content towards a more generic, skills-based approach; a greater emphasis on the centrality of the learner; and [ostensibly] greater autonomy for teachers in developing the curriculum in school. These policy shifts have attracted some criticism, especially from social realist writers, who claim that the new curricula downgrade knowledge. This paper offers a contribution to this debate; an empirically-based analysis of two new curricula, New Zealand’s Curriculum Framework and Scotland’s Curriculum for Excellence. We conclude that, while these curricula continue to accord considerable importance to knowledge in their statements of policy intent, the social realist critique is at least partially justified, since both curricula are characterised by a lack of coherence and mixed messages about the place of knowledge

Capturing variability in Model Based Systems Engineering

International audienceAutomotive model-based systems engineering needs to be dapted to the industry specific needs, in particular by implementing appropriate means of representing and operating with variability. We rely on existing modeling techniques as an opportunity to provide a description of variability adapted to a systems en- gineering model. However, we also need to take into account requirements related to backwards compatibility with current practices, given the industry experience in mass customization. We propose to adopt the product line paradigm in model-based systems engineering by extending the orthogonal variability model, and adapting it to our specific needs. This brings us to an expression closer to a description of constraints, related to both orthogonal variability, and to SysML system models. We introduce our approach through a discussion on the different aspects that need to be covered for expressing variability in systems engineering. We explore these aspects by observing an automotive case study, and relate them to a list of contextual requirements for variability management

Relative Reactivity of the Metal-Amido versus Metal-Imido Bond in Linked Cp-Amido and Half-Sandwich Complexes of Vanadium

Treatment of (η5-C5H4C2H4NR)V(N-t-Bu)Me (R = Me, i-Pr) and CpV(N-p-Tol)(N-i-Pr2)Me (Cp = η5-C5H5) with B(C6F5)3 or [Ph3C][B(C6F5)4] results in formation of the corresponding cations, [(η5-C5H4C2H4NR)V(N-t-Bu)]+ and [CpV(N-p-Tol)(N-i-Pr2)]+. The latter could also be generated as its N,N-dimethylaniline adduct by treatment of the methyl complex with [PhNMe2H][BAr4] (Ar = Ph, C6F5). Instead, the analogous reaction with the linked Cp-amido precursor results in protonation of the imido-nitrogen atom. Sequential cyclometalation of the amide substituents gave cationic imine complexes [(η5-C5H4C2H4NCR'2)V(NH-t-Bu)]+ (R' = H, Me) and methane. Reaction of cationic [(η5-C5H4C2H4NR)V(N-t-Bu)]+ with olefins affords the corresponding olefin adducts, whereas treatment with 1 or 2 equiv of 2-butyne results in insertion of the alkyne into the vanadium-nitrogen single bond, affording the mono- and bis-insertion products [(η5-C5H4C2H4N(i-Pr)C2Me2)V(N-t-Bu)]+ and [(η5-C5H4C2H4N(i-Pr)C4Me4)V(N-t-Bu)]+. The same reaction with the half-sandwich compound [CpV(N-p-Tol)(N-i-Pr2)]+ results in a paramagnetic compound that, upon alcoholysis, affords sec-butylidene-p-tolylamine, suggesting an initial [2+2] cycloaddition reaction. The difference in reactivity between the V-N bond versus the V=N bond was further studied using computational methods. Results were compared to the isoelectronic titanium system CpTi(NH)(NH2). These studies indicate that the kinetic product in each system is derived from a [2+2] cycloaddition reaction. For titanium, this was found as the thermodynamic product as well, whereas the insertion reaction was found to be thermodynamically more favorable in the case of vanadium.

Manganese(I)-Catalyzed H-P Bond Activation via Metal-Ligand Cooperation

Here we report that chiral Mn(I) complexes are capable of H-P bond activation. This activation mode enables a general method for the hydrophosphination of internal and terminal α,β-unsaturated nitriles. Metal-ligand cooperation, a strategy previously not considered for catalytic H-P bond activation, is at the base of the mechanistic action of the Mn(I)-based catalyst. Our computational studies support a stepwise mechanism for the hydrophosphination and provide insight into the origin of the enantioselectivity

Automated reasoning on feature models

Software Product Line (SPL) Engineering has proved to be an effective method for software production. However, in the SPL community it is well recognized that variability in SPLs is increasing by the thousands. Hence, an automatic support is needed to deal with variability in SPL. Most of the current proposals for automatic reasoning on SPL are not devised to cope with extra– functional features. In this paper we introduce a proposal to model and reason on an SPL using constraint programming. We take into account functional and extra–functional features, improve current proposals and present a running, yet feasible implementation

Impaired Cognitive Functioning in Patients with Tyrosinemia Type I Receiving Nitisinone

ObjectiveTo examine cognitive functioning in patients with tyrosinemia type I treated with nitisinone and a protein-restricted diet.Study designWe performed a cross-sectional study to establish cognitive functioning in children with tyrosinemia type I compared with their unaffected siblings. Intelligence was measured using age-appropriate Wechsler Scales. To assess cognitive development over time, we retrieved sequential IQ scores in a single-center subset of patients. We also evaluated whether plasma phenylalanine and tyrosine levels during treatment was correlated with cognitive development.ResultsAverage total IQ score in 10 patients with tyrosinemia type I receiving nitisinone was significantly lower compared with their unaffected siblings (71 ± 13 vs 91 ± 13; P = .008). Both verbal and performance IQ subscores differed (77 ± 14 vs 95 ± 11; P < .05 and 70 ± 11 vs 87 ± 15; P < .05, respectively). Repeated IQ measurements in a single-center subset of 5 patients revealed a decline in average IQ score over time, from 96 ± 15 to 69 ± 11 (P < .001). No significant association was found between IQ score and either plasma tyrosine or phenylalanine concentration.ConclusionPatients with tyrosinemia type I treated with nitisinone are at risk for impaired cognitive function despite a protein-restricted diet

Curriculum is - or should be - at the heart of educational practice

First paragraph: We write our first Editorial as Lead Editors of The Curriculum Journal against the political backdrop of turbulent scenes in the UK Parliament. On 12 March 2019, Members of Parliament voted (for a second time) to categorically reject the Prime Minister’s ‘deal’ for exiting the European Union. The following day, they voted almost as decisively to reject a ‘no deal’ exit from the EU. Despite this, at the time of writing it is still quite possible that the UK is spiralling inexorably towards a chaotic (some would say catastrophic) no deal Brexit, with long term effects on the prosperity and wellbeing of its citizens, on its future trading relations with the rest of the world, and ultimately upon its international standing and reputation.Editoria

School-based curriculum development in Scotland: Curriculum policy and enactment

Recent worldwide trends in curriculum policy have re-emphasised the role of teachers in school-based curriculum development. Scotland&rsquo;s Curriculum for Excellence is typical of these trends, stressing that teachers are agents of change. This paper draws upon empirical data to explore school-based curriculum development in response to Curriculum for Excellence. We focus on two case studies &ndash; secondary schools within a single Scottish local education authority. In the paper we argue that the nature and extent of innovation in schools is dependent upon teachers being able to make sense of often complex and confusing curriculum policy, including the articulation of a clear vision about what such policy means for education within each school