Assessing stains on historical documents using hyperspectral imaging

Hyperspectral imaging can be an important tool for the assessment and documentation of the state of preservation of an object. Over time, documents that have experienced heavy usage will inevitably show evidence of handling, which can include staining. In this paper, the use of hyperspectral imaging is described for enhancing the assessment of the visual properties of stains. The use of imaging software (ENVI) is also described for quantitatively assessing the extent of staining in two different documents. Single 10 nm bandpass images can be useful assessing darker stains with well defined boundaries. In one document (a treaty), the faint discolouration on one page made the extent of staining difficult to assess visually. A false colour density slice (450 nm) provided a topographical image which was useful for enhancing the contrast between stained and unstained paper. In this type of image, the degree of discolouration could be correlated to optical density and the amount of staining on a page could then be related to the number of pixels for a given absorbance range. In a second document (a prayer book), the staining was more extensive and some of the stains were dark in appearance. This document also contained a lot of text that was written using a dark irongall ink, which limited the use of a density slice at a single bandpass. In this document, pixel unmixing was successfully used to quantitatively determine the extent of staining. The measurement tool provided with the Nuance? Imaging System made it possible to quantitatively describe the size of the stain in terms of the number of pixels as well as its appearance in terms of average optical density.     

Impulsive cognitive tempo in severe and mild learning disabled children

The purpose of the study was to compare the performance of severe and mild learning disabled children to normal children on a problem-solving task. The three types of children were assessed on the Matching Familiar Figures task, which provides a measure of impulsivity during problem-solving tasks. Results indicated that on the MFF, LD children, as a group, were more impulsive than normal children, and severe LD were more impulsive than mild LD children. Impulsivity scores were correlated with reading achievement, indicating a relationship between problem-solving strategy and academic performance. Educational implications are discussed regarding the usefulness of the reflection-impulsivity dimension in the area of learning disabilities and the applicability of the MFF as a diagnostic and evaluative measure.     

The Slosson as a predictor of Wide Range Achievement Test performance

This study investigated the efficacy of predicting academic achievement as measured by the Wide Range Achievement Test, using the Slosson Intelligence Test For Children and Adults as the predictor. Ninety-five children referred for psychological evaluations in a five-county area in southeastern Nebraska were given both instruments, and a regression analysis was conducted where the Slosson IQ scores were separately regressed on Reading, Spelling and Arithmetic standard scores from the Wide Range Achievement Test. The results indicated that the Slosson IQ significantly predicts Wide Range standard scores. Derived regression equations are reported.     

Scientific storytelling: A narrative strategy for scientific communicators

Courses: Science communication, public speaking, technical communication, professional and/or management communication

Objectives: This activity about scientific and technical communication uses narrative principles to communicate complex information to broader audiences. Upon completion of the activity, students will be able to:

• (1)?Explain the four fundamental elements of Cohen’s framework for creating memorable anecdotes.

• (2)?Identify the four elements of Cohen’s framework in sample scientific presentations.

• (3)?Provide examples of how to apply Cohen’s framework to communicate complex information.

• (4)?Identify one or two complex concepts in their subject area that would benefit from a narrative approach.

• (5)?(Optional) Use Cohen’s framework to create a narrative relevant to their subject area.

     

Language Does Matter: But There is More to Language Than Vocabulary and Directed Speech

In response to Golinkoff, Hoff, Rowe, Tamis-LeMonda, and Hirsh-Pasek's (2018) commentary, we clarify our goals, outline points of agreement and disagreement between our respective positions, and address the inadvertently harmful consequences of the word gap claim. We maintain that our study constitutes a serious empirical challenge to the word gap. Our findings do not support Hart and Risley's claim under their definition of the verbal environment; when more expansive definitions were applied, the word gap disappeared. The word gap argument focuses attention on supposed deficiencies of low-income and minority families, risks defining their children out of the educational game at the very outset of their schooling, and compromises efforts to restructure curricula that recognize the verbal strengths of all learners.     

Researching computer‐based collaborative learning in inclusive classrooms in Cyprus: The role of the computer in pupils' interaction

This paper discusses the results of a study of the role of the computer in scaffolding pupils' interaction and its effects on the disabled (D) pupils' participation and inclusion in the context of socio‐cultural theories and the ideals of inclusive education. The study investigated the interactions of pairs of D and non‐disabled (ND) pupils working together on computer‐based tasks, in mainstream primary schools in Cyprus. Twenty dyads of pupils (each comprising a D child and an ND peer) were observed and videotaped while working together at the computer. Data analyses were based on the collaborative nature of events for the non‐verbal interaction and the functional–structural approaches for verbal interaction. Through application of video analyses, seven central aspects of interaction were identified: helping behaviours, motivation, self‐confidence, peer‐acceptance, affection, positive and negative socio‐emotional status, and the input of the computer. Results of the study showed that the computer was a mediational scaffolding agent of the other six areas of the participants' interaction as it: (1) was an important interactional agent in initiating and terminating a conversation, (2) facilitated interaction and participation, as an intellectual and physical tool, (3) promoted different styles of interaction (not always positive ones) through the various input and output devices, by differentiating participation. Hence, the computer emerged as the third party in the collaborative activity which provided various opportunities and motivations for interaction.     

The relative and absolute risks of disadvantaged family background and low levels of school resources on student literacy

There has been a long-lasting debate of whether the effects of family background are larger than those of school resources, and whether these effects are a function of national income level. In this study, we bring a new perspective to the debate by using the concepts of relative risk and population attributable risk in estimating family and school effects. The study uses data from the Programme of International Student Assessment (PISA), a large international comparative study of the skills of 15-year-old students in 43 countries. The study finds that: (1) there is a curvilinear association between family effects, measured by both relative and attributable risk, and national income level; (2) there is no association between school effects and national income level; (3) the risk associated with low levels of family background is larger than that of low levels of school resources, regardless of national income level.