Yellowing of Oil-Based Paints

Summary

The cause of yellowing of oil-based paints has been investigated by analysing drying oils simultaneously by iodometry (to determine the degree of oxidation) and by colorimetry. It was found that yellowing of drying oils can be attributed to co-oxidation reactions of contaminants. Yellowing level is closely related to the extent of drying and appears to be unaffected by increase in temperature, the addition of driers, or linolenate content.     

Conceptions of first‐year university students of the constituents of matter and the notions of acids and bases

Preconceptions of first‐year university students of the constituents of matter and the notions of acids and bases were investigated on a total of 400 students. The procedure used consisted of free interviews, semi‐structured interviews and questionnaires.

It was found that the constituents of matter were well known to students, but that interactions between these constituents were either totally unknown or were the subject of severe misconceptions. The students’ knowledge tended to be qualitative and formal, with a worrying lack of connection with everyday life.     

The treasure within: Learning to know, learning to do, learning to live together and learning to be. What is the value of that treasure 15 years after its publication?

This is an English translation of a speech held by French economist and politician Jacques Delors, former President of the European Commission, on 7 November 2011 at the opening of the International Congress on Lifelong Learning in Donostia/San Sebastián, Spain. Fifteen years after the International Commission on Education for the Twenty-first Century submitted its report entitled Learning: The treasure within to UNESCO, Delors briefly reviews the four pillars of education and then considers the current growth of continuing education, its primary functions and general trends. Next, he discusses how basic education and continuing education might be combined into a lifelong learning approach. This is followed by some thoughts about the educational society and the challenges of current changes it is facing which include the challenge of globalisation, the phenomenon of contemporary individualism, the influence of the media and modern technologies and the dominant economic (market-orientated) ideology. Delors concludes his speech by stressing that lifelong learning is essential for gaining self-esteem and the ability to take control of one’s own life.     

Non-formal vocational education in Uganda: Practical empowerment through a workable alternative

This article reflects on the potential of non-formal vocational education in Uganda to improve the quality of life of those excluded from formal education. Based on an exploration of humanizing development theorists Sen, Freire and Nyerere, together with two case studies, practical empowerment is described as a desirable outcome of education for development. Practical empowerment includes acquiring marketable skills as well as capabilities to critically give direction to one's life. Although education leading to this outcome is desirable for all, non-formal vocational education can reach those currently excluded from formal education, thus enhancing their empowerment by equipping them with useful skills and knowledge.     

Motivation to read in grades K – 2: a cross-cultural perspective

ABSTRACT

We examined early elementary children’s reading motivation in four different countries. Results revealed that reading motivation is a stable construct in countries like Chile, Finland, Greece, and the United States. Motivation to read followed similar patterns across the countries, with increased scores at the end of the school year. This trend differs from what has been reported in the literature for older students. Significant gender differences were observed mainly for Finnish and Greek students. Understanding early reading motivation from a cross-cultural perspective can help identify commonalities in the initial development of reading motivation, and deepen our understanding about how it may differ in different cultural contexts.     

Enhancing teacher moral judgment in difficult political times: Swimming upstream

Teachers at eight elementary schools in a large metropolitan school district participated in a multi-year program of professional ethical dilemma discussions that took place at monthly school meetings over a two-year or three-year period and focused on real-life situations faced by elementary school teachers. Discussions were structured using the Four Component Model of Moral Judgment. The DIT-2 served as a measure of moral judgment. Results proved to be counterintuitive; teacher moral judgment did not improve over time. We discuss the implications of promoting moral and democratic sensibilities at a time when American classrooms are tightly controlled and teachers held accountable for student performance on high stakes tests.