FTIR Measurement of Cellulose Microfibril Angle in Historic Scots Pine Wood and Its Use to Detect Fungal Decay

Microfibril angle (MFA) – the orientation of cellulose fibres in the S2 layer of the secondary cell wall – is a key determinant of the stiffness and strength of timber. The microfibril angle depends on the way in which the timber was grown and its position within the tree. Microfibril angle can be measured by X-ray diffraction and other methods, but the methods in current use are slow or require advanced instrumentation. The aim of this study was to explore the use of polarised Fourier transform infrared (FTIR) microscopy as a relatively fast and inexpensive method for measuring MFA in historic Scots pine (Pinus sylvestris L.). The FTIR measurements were calibrated against X-ray measurements of MFA in modern Scots pine. We observed a wide range in MFA values and a radial pattern of MFA similar to modern Scots pine in undecayed Scots pine heartwood from sixteenth and seventeenth century beams in Scottish secular buildings. The density of the heartwood was also similar to modern plantation-grown Scots pine despite the much slower growth rate recorded in the ring widths of the historic timber. The sapwood, which had been attacked by both insect pests and fungi, showed an erratic reduction in density and a large increase in MFA compared to the modern material. The increased sapwood MFA was attributed to selective destruction of the S2 layer of the wood cell walls by fungal decay. Using MFA measurements in conjunction with density offers the possibility to estimate the mechanical properties of sound historic pine timber, to detect fungal decay more sensitively than by density alone, and to distinguish between pest and fungal attack in a way that relates directly to the remaining mechanical performance of the timber.     

Hear Greer: voices in the archive

In the 1990s Germaine Greer began recording her audio diaries. At the same time the author was attempting to find a suitable buyer for her archive. While the intention of the audio diaries was to record Greer’s past doings, she was also revealing a more private domestic side of her everyday life. The Germaine Greer Archive sits at the intersection of history and invention and tells the many stories of Germaine Greer, herself stating, ‘The archive will put matters right for posterity… supposing posterity should be interested’.     

Flexible coursework delivery to Australian postgraduates: How effective is the teaching and learning?

The educational implications of non-traditional delivery methods atpostgraduate level are not yet well understood. A major question is whetheradvantages of access and flexibility are accompanied by trade-offs inlearning experiences and outcomes. In this paper we address the effectivenessof delivery methods currently used in postgraduate coursework programs inAustralia. We draw heavily on a national study of flexible delivery methodsin postgraduate education, conducted in 1995.Following a nation-wide survey, we investigated the effects of deliverytechnologies on learning and teaching in seven postgraduate courses.Information was collected, mostly by taped interview, from staff andstudents, and also from course documentation. We present here a typology,based on teaching and learning characteristics, by which we found it usefulto group delivery methods. We identify and discuss four major issuesconcerning the effects of these delivery methods on learning and on teaching,under the headi ngs learner control of learning, interaction and socialexchange, teachers as supporters of student learning and feedback inteaching. As well, we report, according to the typology, the effects ofspecific technologies on teaching and learning.We conclude that on the score of encouraging intellectual independencemany non-traditional delivery methods are fairly robust – on managingcomplexity or uncertainty and encouraging a lively critical inquiry, theyfare less well. From what we have seen, the most effective strategies atpostgraduate level use integrated delivery approaches to create flexiblelearning environments with premiums on individual time management andpractical application of learning. Considerably more detailed evaluation ofthe resulting learning outcomes is needed.     

An investigation of the use of cellulose-based materials to gap-fill wooden objects†

The conservation of wooden objects is complicated by their response to changes in their environment. In particular, filling voids in wooden objects can be difficult when their dimensions might be expected to alter over time. A short survey of conservators showed that a wide variety of materials have been, and are being used for this purpose. Following conservation work undertaken on a wooden coffin, the author wished to investigate the properties of cellulosic materials and their suitability in the conservation of wooden objects. This paper shares the results of experiments that were conducted to determine the way in which hydroxypropyl cellulose (HPC) and paper pulp fills respond in various conditions, as compared to other fill materials used by conservators. The compatibility of the HPC and paper pulp fills with wood is satisfactory enough to be able to recommend their use in the conservation of wooden artefacts, but ideally further experiments would be carried out, and on a wider variety of fill materials.     

The development and validation of the Interpersonal Support in Physical Activity Consultations Observational Tool

This study describes the development and psychometric characteristics of an observational instrument that examines four aspects of interpersonal support (or lack of) provided during physical activity (PA) promotion consultations (i.e., Autonomy Support, Involvement, Structure and Interpersonal Control), as identified by Self-determination Theory (SDT). The reliability and validity of the Interpersonal Support in Physical Activity Consultations Observational Tool (ISPACOT) were examined within an exploratory randomised control trial. Recorded consultations (N = 42) conducted by qualified PA advisors (N = 14) at 13 leisure centres across the West Midlands (UK) were rated. Intra-class correlation coefficients (ICC) indicated moderate to high inter-rater reliability for overall interpersonal support (0.80), and the Autonomy Support (0.74), Involvement (0.73) and Structure (0.91) dimensions, but low reliability for Interpersonal Control (0.35). The advisors, who conducted PA promotion consultations that were rated as low in their interpersonally supportive features, were perceived by their clients as being less supportive (F(1,10) = 5.0, p <.05). Ratings on the ISPACOT differentiated advisors who were trained in SDT principles and those who were not. Overall, the findings provided preliminary evidence for the reliability and convergent validity of the ISPACOT.     

Scaffolding literacies across the Bachelor of Education program: an argument for a course‐wide approach

Contemporary teacher educators often find themselves teaching large numbers of students from increasingly diverse backgrounds an expanded curriculum in a university environment characterised by cost‐cutting and a climate of “user pays”. Ensuring that students graduate with sufficiently well‐developed literacy skills to equip them to prepare future generations for the complex literacy requirements of contemporary society can be challenging. Informed by data from a longitudinal, qualitative study of 10 students' literacy development across the four years of a Bachelor of Education course, we propose a range of strategies that can be used to develop effective literacy practices. Through careful mapping of the assessment requirements over a four year degree, and by setting tasks which require students to engage with complex reading material and which offer a high degree of challenge coupled with adequate support, staff can assist students to develop the range of literacy practices required for success at university and in their future teaching careers.