Study of the stability of a series of synthetic colorants applied with styrene-acrylic copolymer, widely used in contemporary paintings, concerning the effects of accelerated ageing

This study examines the materials of a contemporary pictorial artwork, belonging to the Macedonian Museum of Contemporary Art in Thessaloniki (Greece), and needing conservation. The combined use of micro-FTIR and micro-Raman spectroscopy allowed the identification of almost all painting materials. Moreover, the stability of a series of synthetic pigments towards accelerated ageing is investigated in applications using the contemporary binding medium styrene-acrylic copolymer. The pigments in question are: Hansa yellow PY3 and PY74, quinacridone PV19 and PR122, naphthol AS PR112, phthalocyanine green PG7 and blue PB15, dioxazine PV37, van Dyck brown PBk11, ivory black PBk9, and titanium dioxide PW6. The organic pigments were applied alone or mixed with titanium dioxide, in rutile form or as a mixture of rutile/anatase. The experimental swatches were subjected to ageing tests, and subsequently studied as to colour changes by means of colorimetric measurements, and as to the molecular structure differentiations by infrared spectroscopy in reflectance mode. The ageing tests included exposure to high temperature and humidity (90 °C, 60% RH) and to ultraviolet radiation (350 nm, 30 °C and 50% RH, with a substantial temperature increase at 90 °C for 3 days). The greater colour difference is caused by high temperature and humidity, whereas paint layers containing TiO₂, and especially the mixture of the forms rutile/anatase, prove very susceptible to ultraviolet radiation, demonstrating a significant colour difference and extended molecular changes.     

Sensory integrative therapy as an intervention procedure with Grade One “at risk” readers ‐‐ a three year study

The study was concerned with assessing the effectiveness of sensory integrative therapy as an intervention method on a group of grade one children ‐‐ predicted to be “at risk” for later reading failure. Following two half‐hour therapy sessions per week over twenty‐four weeks, the experimental group performed significantly higher than the control group on measures of reading ability. These gains were maintained over a two‐year non‐intervention period.     

Influences on the struggle over content: considering two fine art studio practice curricula in developing/ed contexts

This paper considers the influences of curricula content on the nuances of teaching and learning practices, and the ways in such influences are complicated by the contexts within which they are situated. Generated data from within the particularity of two fine art schools, one operating from the developed world in the global ‘north’ and another the developing world in the ‘south’, considers how they have negotiated the contemporary push from the professional community of practice, led by ‘western’ artmaking, towards the discourse-interest of contextualism in fine art practice education, compared to the focus on skills and mastery of more out-dated formalism. Particular emphasis is placed on the significance of such influences and pressures on the structures and cultures of teaching and learning.     

An Analysis of Four Institutional Strategies for Staff Development

This paper describes four different approaches through which an institution can provide a programme for academic staff training and development. The advantages and disadvantages of each approach are analysed with the help of a recently developed theory which seeks to explain why some innovations are successful while others fail. This analysis may contribute towards the development of institutional strategies to ensure the survival—if not the revival—of staff development in universities in the United Kingdom.     

Do oarsmen have asymmetries in the strength of their back and leg muscles?

The aim of this study was to establish whether asymmetry of the strength of the leg and trunk musculature is more prominent in rowers than in controls. Nineteen oarsmen and 20 male controls matched for age, height and body mass performed a series of isokinetic and isometric strength tests on an isokinetic dynamometer. These strength tests focused on the trunk and leg muscles. Comparisons of strength were made between and within groups for right and left symmetry patterns, hamstring: quadriceps ratios, and trunk flexor and extensor ratios. The results revealed no left and right asymmetries in either the knee extensor or flexor strength parameters (including both isometric and isokinetic measures). Knee extensor strength was significantly greater in the rowing population, but knee flexor strength was similar between the two groups. No difference was seen between the groups for the hamstring: quadriceps strength ratio. In the rowing population, stroke side had no influence on leg strength. No differences were observed in the isometric strength of the trunk flexors and extensors between groups, although EMG activity was significantly higher in the rowing population. Patterns of asymmetry of muscle activity were observed between the left and right erector spinae muscles during extension, which was significantly related to rowing side (P < 0.01). These observations could be related to the high incidence of low back pain in oarsmen.     

Aspiring to include versus implicit ‘othering’: teachers' perceptions of inclusive education in Wales

Wales, one of the four nations of the UK, is currently undergoing major education system-level reform. From the curriculum, through to a new additional learning needs (ALN) system, there is a renewed focus on inclusive education. Research has shown the importance of teachers' attitudes towards inclusion in creating inclusive learning environments. This research study is based on data from a survey of teachers in Wales (n = 253) exploring their perceptions of inclusive education. Thematic analysis of open-text responses revealed that while teachers were able to articulate the ‘ideal’ of inclusion, these positive ideals were often caveated by both implicit othering of learners with ALN and by the explicit limitations of behaviour, training, and finance and resources. This article critically evaluates the implications of teacher perceptions of inclusive education in Wales, suggesting that without a change in teacher attitudes, the vision of an inclusive education system may be compromised.