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

“Tales and Adventures”: G.A. Henty’s Union Jack and the Competitive World of Publishing for Boys in the 1880s’

In the competitive publishing environment of the late nineteenth century, writers and magazines had to distinguish themselves carefully from potential rivals. This article examines how G.A. Henty’s quality boys’ weekly, Union Jack (1880-83), attempted to secure a niche in the juvenile publishing market by deliberately distinguishing itself from other papers as a literary, imperialist and “healthy” publication. The article explores the design and marketing techniques of the magazine, its status as a fiction paper, the high calibre of its contributors, and its aggressive rhetoric in targeting an exclusively masculine audience. It argues that while Union Jack was marketed as a niche publication, it eventually failed to distinguish itself sufficiently to survive in an extremely competitive environment

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

Successful futures, successful curriculum: What can Wales learn from international curriculum reforms?

The proposed Curriculum for Wales 2022 presents a bold new vision for curriculum, teaching and learning. Together with its focus on four key purposes, it affords substantially more flexibility and autonomy to teachers and schools, positions learners as central to curriculum decision making, promotes active forms of pedagogy and 21st century skills, and reduces specification of curriculum content. Like other ‘new curriculum’ examples around the world, it brings with it a complex set of interacting curricular elements, with challenges including curriculum design capability and the agency required of those working with the curriculum. In this article we discuss challenges and opportunities for this curriculum reform in light of international curriculum experience. In particular, we highlight the need for attention to the accountability, professional learning, and social network context necessary for the realization of national curriculum aspirations in Wales

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