Related Curriculum Research Articles

Design of Primitive Shell for Multi-Process Micro-Kernel Embedded OS on ARM

This paper describes the design and implementation of primitive shell for an embedded OS in technical details, including creation of root file system on SD card, overview of the primitive shell, key techniques of implementing essential shell commands. The primitive shell is designed based on the multi-process micro-kernel embedded operating system on ARM developed by the author of this paper. The shell command files are designed simple and compact particularly suited for embedded related curriculum teaching as well as embedded operating system research.

Design of SD Card Driver and Tiny FS for Multi-Process Micro-Kernel Embedded OS on ARM

This paper describes the design and implementation of SD card driver and tiny file system for multi-process micro-kernel embedded operating system on ARM in technical details, including structure of device driver, key techniques of designing SD card driver, architecture of the tiny file system, a brief description of its designing and a demo example. The SD card driver and tiny FS are implemented with GNU tool chain by the author of this paper. Practice proves that the system can be used for not only embedded application developments but also related curriculum teaching.

Examining patient safety education in pre-registration nursing curriculum: Qualitative study

Background: Patient safety education has become an important tool to shape the future safety behaviour of health care professionals. The World Health Organisation has recently advocated eleven patient safety themes that need to be addressed in any health care educational curriculum. It is not known at this stage how far pre-registration adult nursing curriculum addresses these patient safety themes. Aims: To examine the views of nursing students and faculty members on patient safety education in a pre-registration adult nursing curriculum in relation to the WHO’ patient safety themes. Method: Qualitative method, utilising 20 semi-structured interviews with pre-registration adult nursing students and faculty members (10 students and 10 faculty members). The data were analysed thematically. Findings: Three main themes emerged from the participants’ views: ‘Not explicitly linked to patient safety’, ‘Mismatch between theory and practice’ and ‘The role of the mentor in practice’. The power imbalance between the students and staff in clinical placement appeared to have rendered many students reluctant to challenge unsafe practice. Conclusion: Patient safety education needs to be more visibly taught in nursing education. The nursing curriculum’ content, teaching and delivery methods may need to be reconsidered to better address the relevant WHO’ patient safety themes, but also to accommodate the unique context of each nursing educational system.

Design of Mini Multi-Process Micro-Kernel Embedded OS on ARM

This paper describes the design and implementation of a mini multi-process micro-kernel embedded Unix-like operating system on ARM platform in technical details, including MMU and memory space mapping, init process, inter-process communication, process management, TTY and tiny shell, multi-level priority-queue schedule, and signaling. The mini OS is developed on Linux platform with GNU tool chain by the author of this paper. The architecture of the mini OS is analogous to that of Minix. Based on it, other operating system components such as file system, network management, and copy-on-write can be appended to form a full-featured embedded operating system. The mini OS can be used for both embedded system application development and related curriculum teaching.

Design of ARM Based Tiny Multi-Process Mono-Kernel

This paper describes the key techniques for designing and implementing an ARM based tiny multi-process mono-kernel, including architecture of multi-process mono-kernel, init process creation, system calls, process management, interrupt-mode UART and simple TTY, etc. The entire kernel is developed on Linux platform with GNU tool chain by the author of this paper from scratch. On the premise of implementing essential functions of an ordinary embedded operating system, the kernel is designed as simple as possible, made up of only 3,600 lines of code, therefore suited to both embedded operating system research and embedded related curriculum teaching.

Design of NIC Driver and Simple IP for Multi-Process Micro-Kernel Embedded OS on ARM

This paper describes the design and implementation of NIC driver and simple IP for an embedded OS in technical details, including the key techniques of designing NIC driver, ether net interface, ARP, IP and ICMP routines. The network routines are implemented for the ARM based multi-process micro-kernel embedded operating system developed by the author of this paper on Linux platform with GNU tool chain. A shell command, ping, is designed to show the effect of network performance. Based on the NIC driver, UDP, TCP and socket routines can be designed further. This multi-process micro-kernel embedded operating system with network capabilities is suitable and helpful for both embedded operating system research and related curriculum teaching.

Design of Process Management for ARM Based Multi-Process Mono-Kernel

This paper describes design and implementation of process management for ARM based multi-process mono-kernel, including creation of init process, process fork, process exit, process waiting, process switching and process schedule. An example is provided at the final of the paper to show the effect of process management for the mono-kernel. The entire kernel is developed from scratch by the author of this paper on Linux with GNU tool chain, suitable not only for further research but also as embedded OS design demo for related curriculum teaching.

Framing the geography national curriculum

ABSTRACTThis article looks briefly at the background development of geography in successive versions of the national curriculum, before focusing on the GA's recent campaign for geography. Initially this sought to make the case for disciplined subject knowledge, fit for a 21st-century curriculum, and so to counter the erosion of geography in English schools; with the 2010 election of the coalition government, the GA's campaign developed into a sophisticated and ultimately successful attempt to secure geography's place in a revised national curriculum. The article analyses the draft proposals for the new geography national curriculum (GNC) in relation to the government's curriculum aims, and compared with the GA's own proposals.With the perspective of a quarter of a century, it is possible to see several intriguing parallels between the origins of the first GNC and the GA's response to it, and to ask questions about the place and purpose of the national curriculum such as the balance between central prescription and professional judgement, and the idea of entitlement. It suggests that the GA's approach to disciplined ‘curriculum making’ may ultimately be a more sustainable one.

Single-sex schooling in Trinidad and Tobago: a holistic exploration

Single-sex schooling has been proposed as a way of addressing the disengagement of boys; the disproportion of gender in certain subjects; stereotyped gender images, and the labelling of some subjects as ‘masculine’ or ‘feminine’. However, there exists no clear research evidence to support such claims. Despite the lack of empirical data, there is still a call in some quarters for more single-sex schooling. This paper looks at single-sex schooling in Trinidad and Tobago where one-quarter of secondary state schools are single sex. The experiences of children in these single-sex schools are explored—not through narrowly defined descriptors of academic success but through a holistic consideration of children’s learning experiences within such an environment. This exploration finds that it is naïve to segregate children based on their sex and recommends that, in their efforts to improve schooling for all, policy-makers undertake a more thorough examination of the curriculum in relation to the complex needs of all the individuals who make up that society.

A Case Study on Development of an Integrated, Multidisciplinary Dental Curriculum

Calls for fundamental reform of dental education were made twice in the twentieth century. More recently, spurred by the work of the American Dental Education Association's Commission on Change and Innovation in Dental Education (ADEA CCI), North American dental educators have again begun advocating for major curriculum reform in order to develop in students the higher order thinking skills required for the contemporary practice of dentistry. This case study describes the process of curricular reform at one school designed to move from a traditional siloed curriculum to one that uses case-based, integrated multidisciplinary courses to improve teaching and learning. The process was broad-based and comprehensive and included a schoolwide values clarification exercise and agreement on desired characteristics of an ideal graduate. Stakeholders agreed that the reform curriculum should incorporate inter- and multidisciplinary courses, case-based and active learning strategies, and concepts from adult learning theory. The new curriculum model is comprised of five unique but related curriculum "strands," each managed by a small group of interdisciplinary faculty content experts. Challenges in the development and implementation of the reform curriculum are discussed, and an assessment plan is presented.

The Institutionalization of Multicultural Education as a Global Policy Agenda

This study examines the institutionalization of policies and curriculum standards for multicultural education across countries. We used two sources of cross-national data on education: the World Data on Education (WDE) compiled by the UNESCO International Bureau of Education (World data on education, 2007) and the data from the Curriculum Questionnaire of the Trends in International Mathematics and Science Study (TIMSS) 2007. WDE was used to gather country profiles regarding policies for multicultural education, and the data from the TIMSS 2007 Curriculum Questionnaire allowed us to look cross-nationally at multicultural curriculum standards for mathematics and science. The main findings of this study show that countries with more linkages to global civil society were significantly more likely to have national policies and curriculum standards for multicultural education. The significant effect of the linkages to global civil society persisted even after a range of other national-level characteristics were held constant. Such a persistent effect suggests the possibility that individual countries’ adoption of multicultural education policies and related curriculum standards may not simply be a national functional response; it may also be an institutional embodiment of universalistic world models and principles that emphasize the ontological status of the individual as the primordial constituent of global civil society.

IS curriculum career tracks: a UK study

PurposeThe purpose of this paper is to present the results of a comprehensive study on the specialisations or career tracks supported by the Information Systems (IS) curriculum in the UK.Design/methodology/approachThe study utilises the recently published IS curriculum guidelines (IS 2010) to develop a method for ranking the career tracks of undergraduate IS courses in the UK.FindingsThe research presents a prioritised list of graduate IS careers by taking into account the entire IS course provision in the UK. At the same time, it offers data about the size of the IS curriculum in terms of universities in the UK and the number/type courses they offer.Research limitations/implicationsThe study relies on a previously undeveloped method for measuring career specialisations for UK IS graduates. Additional work is needed to validate the results through comparisons with alternative methods of measuring the careers supported by IS degree courses.Practical implicationsBy having concrete data about the state of the IS curriculum in relation to its employability opportunities, the IS academy can make more informed decisions about future curriculum development. Further comparative research can be undertaken to support arguments about the relevance of the IS curriculum to industry needs.Originality/valueThere has been no similar UK study on this scale which examines the state of the IS curriculum in relation to the career opportunities it offers. The development of the method for this study also offers insights into the structure and recommendations presented by IS 2010.

The State of PR Graduate Curriculum as We Know It

This longitudinal content analysis study uses the Commission on Public Relations Education’s 2006 report as a benchmark to determine whether master’s education in public relations has evolved over the past decade. Findings show a lack of uniformity across the 75 programs studied. In addition, there is a lack of adherence to the Commission on Public Relations Education’s recommended content areas. The authors theorize that the variety of academic homes and titles partly explains the lack of uniformity. But also graduate public relations curricula may lack standardization because of different models.

A Disciplinary Perspective

This article investigates the internationalization of public relations education, by examining public relations education in Australia, its relation with the public relations industry, and its growth in response to international student- and market-led demand. The discussion highlights the tensions within what is essentially an education project driven in part by stakeholders seeking to professionalize the industry and in part by university staff seeking academic legitimacy and disciplinary status for public relations within a rapidly changing higher education sector. Tensions between the local, national, and global contexts of higher education, and academic, industry and market factors are evident. In particular, the process of developing an internationalized curriculum exposes the narrow disciplinarity and weak theoretical foundations of a field, which emerged out of industry practice and is strongly influenced by U.S. scholarship. It is concluded that internationalization of the public relations curriculum offers scholars the possibility to address the ethnocentric values and narratives of their discipline and improve learning outcomes for students.

Taking a Longer View: Processes of Curriculum Development in the Department of Graphic Design at the University of Johannesburg

In the face of the complex array of competing pressures currently faced by higher education, globally, nationally and institutionally (Maistry, 2010; Clegg, 2005) academic staff who are required to reconceptualise their curricula are often tempted to focus on the immediate demands of the classroom rather than the broader knowledge and curriculum-related issues which inform pedagogical practice. In this paper we argue that opportunities should be created for staff to consider knowledge domains and the curriculum in all its dimensions from a distance and in a more nuanced, theoretically informed way (Clarence-Fincham and Naidoo, forthcoming; Luckett, 2012; Quinn, 2012). The paper aims to show how a model for curriculum development which mirrors the three tiers of Bernstein‟s pedagogical device was used in the field of Graphic Design as a means of facilitating a deeper, more explicit understanding of the nature of the discipline and the values underpinning it, the kind of curriculum emerging from it and the student identities associated with it. (Bernstein, 1999, 2000; Clarence-Fincham and Naidoo, forthcoming; Maton, 2007). Drawing on staff responses during early curriculum development workshops, examples from the curriculum as well as data emerging from group discussion and individual interviews, it identifies a range of positions about several aspects of the field of Graphic Design (Maton, 2009) and the related curriculum. This reveals both areas of agreement as well as contestation and provides a solid platform for further interrogation and development. Keywords : Bernstein; curriculum development; discipline; identity; pedagogic device; staff development.

Educational Practices, Curriculum Design and Implementation at the MLT Diploma Program in Uganda

Contemporary curriculum design and implementation require the use of appropriate educational practices to enhance positive teaching and learning outcomes. This article discusses the study of educational practices and related curriculum antecedents applied during the design and implementation of the Medical Laboratory Technology (MLT) at Mulago Paramedical Schools in Uganda. This study utilized mixed methods (quantitative and qualitative) in which checklists, document analysis, questionnaires, focus group discussions, and interviews were used to gather data at different compliance levels. The sample comprised of 10 educators, 30 clinical supervisors and 63 students. This study revealed that the MLT diploma curriculum was implemented with a multi-disciplinary focus in order to develop confident and dependable health professionals that could function harmoniously in interdisciplinary collaborative teams. The study also revealed that the curriculum designers and educators complied with important curriculum antecedents in its design and implementation process and it’s clear that student-centered approaches were used. Furthermore, practicum training and strategies used oriented students to basic practical clinical skills and competencies. The use of a variety of educational practices during curriculum implementation made the teaching and learning process more friendly and interesting. It was concluded that considerable utilization of appropriate educational practices during curriculum development was critical. This area of curriculum development being extremely dynamic further research is needed to ensure continued relevance of curricula in the medical field.

Skills for managing safety risk, implementing safety task, and developing positive safety climate in construction project

Abstract The aim of this research is to understand what skills project management team should develop in order to manage construction safety risks, implement safety tasks, and develop safety climate. A review on current literature was conducted to develop a hypothetical skill model. Structural equation modelling method was used to test the hypotheses and develop the skill model. The results supported the research hypotheses by showing that the skill components positively influence safety management task implementation and safety climate development. The results further revealed that self-awareness, visioning, and apparent sincerity are the foundation skills and precursors of scoping and integration and self-management, which are the first-tier mediator skills. The second tier mediator skills include social awareness, social astuteness, and relationship management. It is suggested that construction organisations incorporate the training of these skills in their human resource development programs and that tertiary education institutions consider these skills in their construction management related curriculum.

English Language Curriculum Evaluation in Oman

This paper starts with highlighting some of the key literature regarding curriculum evaluation in general. It highlights the English Language teaching, schools, teachers and pupils in Oman. It also presents the main issues related curriculum development and process of curriculum evaluation.

Contemporary Chinese public relations education: development and challenges

This study provides a comprehensive update of Chinese public relations education. Particularly, it (1) examined the challenges facing Chinese public relations education and (2) explored the positive changes that have emerged in Chinese public relations education. Researchers conducted 49 face-to-face in-depth interviews with Chinese public relations educators, students, and professionals supplemented with a content analysis of 22 Web sites of Chinese universities with public relations programs. Major findings include: (1) absence of doctoral programs, (2) rigid public relations curriculum structure, (3) dominance of traditional public relations pedagogy, (4) lack of qualified public relations educators, and (5) inadequate institutional recognition. In addition to these key challenges that Chinese public relations education confronts, it has also been undergoing some promising changes. For example, public relations education is adjusting to meet the needs of students. Educators are developing both educational and professional expertise. Moreover, there has been a rise of government public relations in the context of China's rapid economic and political reform.

Teaching financial literacy: a survey of community‐based educators

AbstractA nationwide online survey of financial educators in adult community‐based financial education programmes in the US was conducted to examine teaching beliefs, related curriculum and teaching strategies used to reach underserved populations. A transformative learning theoretical framework was used to discover how financial education engages learners in relation to their own lives. Survey findings indicate in community‐based settings financial educators are largely White, female, college educated and with multiple years of experience; believe their role is to provide expert information to help learners make informed financial choices; and often adapt published materials to reflect the life circumstances of learners. Learners are more racially diverse than educators, most having attended high school, who identify their own financial need to attend the programmes. Programmes do not often target specific groups, are frequently free and can take place in a variety of face‐to‐face settings. Implications indicate best practices for financial educators require inclusive, culturally responsive pedagogies.