A Multi Proxy Investigation of Moisture,Salt, and Weathering Dynamics on a Historic Urban Boundary Wall in Oxford,UK

ABSTRACT

Boundary walls are neglected but important parts of historic urban environments, and they are often prone to serious deterioration. Understanding moisture and salt dynamics within boundary walls can help infer the causes and dynamics of deterioration. This investigation investigates the patterns of moisture, salt, and deterioration on a 300 year old limestone boundary wall in Worcester College, Oxford. Multiple methods to assess moisture and salts within and across the wall (electrical resistivity tomography, handheld resistivity-based moisture meter, paper pulp poultices, scanning electron microscopy, inductively coupled plasma optical emission spectrometry, and ion chromatography of small scale sampling of deteriorated limestone) were used in conjunction with decay mapping of both sides of the wall. The salt weathering strongly correlates with severely weathered zones at the wall and salts, mainly sulfates, seem to be the main agent of decay processes. The combined results demonstrate that the environmental influences driving stone decay can differ on a very small scale even at a comparatively simple structure like a boundary wall, and that repairs can have adverse effects if the patterns of salt and moisture dynamics are not sufficiently known.     

Design and evaluation of a computer game for the learning of Information and Communication Technologies (ICT) concepts by physical education and sport science students

This study addresses the learning of Information and Communication Technologies (ICT) concepts by physical education and sport science students through a computer game. Its aims are: (a) the design of the prototype of a computer game aimed at supporting the development of an appropriate mental model about how a computer works by the students, and (b) the evaluation of the impact of the use of this prototype on students as to appeal, basic usability issues and learning outcomes. The most significant elements of the game prototype (narrative, characters, interface, scenarios, puzzles, gameplay) are presented in connection with the constructivist learning principles that guided the game design. A hundred and three (103) physical education and sport science students participated in the evaluation of the game prototype, which was conducted through pretest and posttest written questionnaires that elicited both quantitative and qualitative data. The data analysis showed that the game prototype was well-accepted as an alternative learning tool for ICT, compared to traditional learning tools, and that most game elements elicited average to positive responses from the students. It was also found that the game prototype had a significant positive effect on students’ knowledge regarding the concepts of input, program, output and their interplay, and that it helped certain students overcome their misconceptions and form more scientifically acceptable and elaborate mental conceptions about basic functions of a computer. Future improvements and extensions to the game as well as future research perspectives are discussed on the basis of the findings.     

Exploring preservice teachers' attitudes towards inclusion

This study responds to a call for research into existing teacher-education programmes and their impact on teacher candidates' attitudes. An inclusive education course that examined the difference between ‘soft inclusion’ (inclusion which addresses the issue of place rather than substance of learning) and genuine inclusion was used to explore pre-existing teacher candidate beliefs and assumptions. Using the Opinions Relative to Mainstreaming-Adapted, four classes of students from two different teacher-preparation programmes within the Faculty of Education at York University in Toronto, Canada, were surveyed pre- and post-course. A statistically significant change in the scores was found for all of the classes. A significant difference was also found between the changes in scores of the two programme groups. Results indicate that the course was successful at shifting preservice students towards inclusion and gave the students a foundation that will hopefully translate into practice.     

Changing the teaching/learning procedures in physics for agricultural engineering. A case study

The subject ‘Physical Fundamentals of Engineering’ for agricultural engineers in the University of Extremadura has long had high rates of students not attending classes, not presenting for examinations and, finally, failing the subject. During the 2007 and 2008 courses, the teaching/learning procedures were strongly modified. Analysis of the proportion of students taking final examinations and of the final marks shows that the new procedure leads to a satisfactory progress in most of the objectives, including a general improvement in their marks and pass rates. In particular, it was found that the new procedure needs to be maintained by the teachers for at least two courses for the greatest success.     

The Effects of Special Curricular Study of Mexican Culture on Anglo and Mexican-American Students’ Perceptions of Mexican-Americans

Anglo and Mexican-American students in six sixth-grade classrooms were randomly assigned to control or experimental conditions (four weeks of special curricular study of Mexican culture). The effect of the treatment on perceptions of MexicanAmericans was studied by having students respond anonymously to an attitude inventory. The posttest means were significantly lower than the pretest means for all groups, apparently as a consequence of greater honesty in responding. There were significant differences in the ethnic group means, but no sex difference. The length and intensity of the treatment were not sufficient to cause changes in the ethnic attitudes and stereotypes.     

Mail Surveys of Professional Populations

Because virtually all published research on the effect of a monetary gratuity has been in the context of public opinion polling or market research by sampling nonprofessional populations, a randomized experiment was conducted in a mail survey of 507 professional school and public librarians. A random half (Group E) had $1.00 attached as a small token of appreciation for their cooperation. The conventional questionnaire methodology was employed for Group C. In the initial mailing, the gratuity had a powerful influence on the rate of return—80% vs. 59%. Indeed, the response rate with the gratuity for the first mailing (80%) was higher than that obtained for Group C with two mailings (74%). (No gratuity was included for either group in the second mailing.) The return rate for Group E increased to 86% following the second mailing, an unusually high return rate for a mail survey even among professional populations. Even though professional populations typically have much higher response rates than the general population, a $1.00 gratuity can have a substantial effect on increasing the return rate and, consequently, can strengthen the external validity of survey findings.     

La integración de los niños sordos en el sistema escolar. El caso de Adela G.

Resumen

Este artículo intenta mostrar la integration escolar de los niños sordos desde un enfoque distinto de los cánones corrientes. Nuestro interés no se centra exclusivamente en el rendimiento escolar ni en el rendimiento logopédico, sino que procuramos insertar estos aspectos en una perspectiva etnográfica y diacrónica donde estudiamos a la persona evolucionando en los distintos medios sociales en que se desenvuelve.

A través de este análisis apuntamos a la elaboración de una metodología que permita comprender la integración socioescolar de estos niños, más allá de la sintomatologia del déficit y de los sistemas tradicionales de evaluación del rendimiento escolar.     

Science curricula design: analysis of authors’ ideological and pedagogical principles

The study analyses the extent to which the sociological message transmitted by the Official Pedagogic Discourse of the curriculum for Portuguese middle schools contains the ideological and pedagogical principles of its authors. The research is epistemologically and sociologically grounded, placing particular emphasis on Bernstein theory of pedagogic discourse. The ideological principles underlie broad educational aims and the pedagogical principles underlie characteristics of the pedagogic practice. Data was obtained through a semi‐structured interview with the authors and documental analysis of their publications. The results suggest that the authors were distinct in the ideological and pedagogical principles they valued and that discontinuities were evident between those principles and the curriculum message. These results are discussed and their consequences in terms of scientific learning are explored.