Natural polymers as alternative consolidants for the preservation of waterlogged archaeological wood

In recent years, there has been increased interest in examining alternative polymers for the conservation of archaeological artefacts, particularly waterlogged timbers, providing better, renewable, greener alternatives to poly(ethylene glycol) (PEG). The degradation of PEG consolidants in the timbers of the sixteenth century warship Mary Rose has been examined and the rheological and thermal properties of PEG have been compared with its monomethyl and dimethyl ethers and several polysaccharide consolidants (chitosan, guar, and 2-hydroxyethyl cellulose) in order to evaluate their potential as alternative consolidants for the conservation of waterlogged wooden artefacts. Additionally, the effect of the polymers on the archaeological wood was characterised by thermogravimetric analysis and solid-state nuclear magnetic resonance spectroscopy. The results suggest that the future of conservation technologies lies with polysaccharide consolidant materials, which show enhanced compatibility with wooden artefacts with no detectable side effects while also being cheap, with extremely low toxicity, renewable, and sustainably resourced.     

External and internal assessment in the final examination in secondary schools in Slovenia

This article examines the introduction of the final examination as an external national system of assessment of students in the transition from secondary school to university education. Since 1991 Slovenia has followed foreign models, the British one in particular; however, it has also considered its own traditional system of education. Students take the final examination (the matura) in three compulsory and two elective subjects; of which sociology can be one. A case study considering this subject demonstrates how external assessment can be fine tuned using internally supervised and assessed project work, in which seminar essays are produced. This article conducts a qualitative and quantitative analysis of the essays and structured questions forming the written examination; the same procedure is applied in the case of seminar essays. Also included are the opinions and experiences of students regarding their preparations for the final examination and their work in the seminars; the students’ feedback is decidedly positive. So far, the external and the internal results have shown little correlation, a fact that points to certain problems in the final examination assessment system. The positive results in sociology, considered in this contribution, suggest that it would be worthwhile applying similar assessment strategies in other subjects. It is, however, impossible to provide a straightforward answer to the question of a positive impact of the final examination on the desired improvement in the quality of the education process.     

University stakeholders,intergenerational relationships and lifelong learning: a European case study

ABSTRACT

This study describes and analyzes the role of a Senior Programme of the University of Lleida (Catalonia, Spain) aimed at fostering older people’s lifelong learning, active ageing, social participation, and intergenerational relationships. Based on qualitative Action Research and Participant Observation, this article examines the participation of senior students as stakeholders in this Programme and in two European projects, SIforAGE and TOY, developed between 2012 and 2017. The findings reveal the importance of these learning and research activities to promote intergenerational solidarity, the quality of life of older people, and the development and improvement of the Senior Programme itself.     

Constructing model of teachers’ innovative behaviour in school environment

Teachers’ innovative behaviour influences not only their teaching practices and professional habits, but also has an impact on students’ creation of novel and original ideas. In spite of the increasing demand for innovative behaviour, and also relatively high academic achievements of Estonian students in international comparison, teachers in Estonia often do not use innovative teaching practices, according to Teaching and Learning International Survey (TALIS). This study explores possible school environmental factors that may support the innovative behaviour of teachers. A model, where self-efficacy as a trait and different types of teaching practices as behaviour, are components of the model of teachers’ innovative behaviour. It is supposed that teachers’ innovative behaviour appears in school environments and may be supported by the following factors: interaction and involvement, need and freedom for innovation. The study is carried out as a secondary data analysis, based on a sample of TALIS survey. The results indicate that although the three factors mentioned do not constitute the integrated phenomenon, they do describe different aspects of a teachers’ innovative behaviour.     

Development and evaluation of an e-learning course for deaf and hard of hearing based on the advanced Adapted Pedagogical Index method

Web-based and adapted e-learning materials provide alternative methods of learning to those used in a traditional classroom. Within the study described in this article, deaf and hard of hearing people used an adaptive e-learning environment to improve their computer literacy. This environment included streaming video with sign language interpreter video and subtitles. The courses were based on the learning management system Moodle, which also includes sign language streaming videos and subtitles. A different approach is required when adapting e-learning courses for the deaf and hard of hearing: new guidelines must be developed concerning the loading and display of video material. This is shown in the example of the e-learning course, ECDL (European Computer Driving Licence). The usability of the e-learning course is analyzed and confirmed using two methods: first, the Software Usability Measurement Inventory (SUMI) evaluation method, and second, the Adapted Pedagogical Index (AdaPI), which was developed as part of this study, and gives an index to measure the pedagogical effectiveness of e-learning courses adapted for people with disabilities. With 116 participants, of whom 22 are deaf or hard of hearing, the e-learning course for the target group has been found suitable and appropriate according to both evaluation methods.     

Children’s Participation in Slovene Preschools: The Teachers’ Viewpoints and Practice

This article presents part of the research performed in a project from 2008 to 2013, regarding the introduction of the Reggio Emilia approach to Slovene preschool educators. The study’s aim was to recognize the possible influence of the training—from 2009 to 2011—in this project on educators’ viewpoints and the promotion of children’s participation in practice. We believe that a potential reform of the Slovene national curriculum should establish the participation of children as one of its key principles. It seems that the two-year intensive training of educators, followed by projects in preschool practice, has been a successful step in this direction.     

“You Don't Understand,This is a New War!” Analysis of Hate Speech in News Web Sites' Comments

Because news websites' comments have become an important space of spreading hate speech, this article tries to contribute to uncovering the characteristics of Internet hate speech by combining discourse analyses of comments on Slovenian news websites with online in-depth interviews with producers of hate speech comments, researching their values, beliefs, and motives for production. Producers of hate speech use different strategies, mostly rearticulating the meaning of news items. The producers either are organized or act on their own initiative. The main motive of soldiers and believers is the mission; they share characteristics of an authoritarian personality. The key motives of the players are thrill and fun. The watchdogs are motivated by drawing attention to social injustice. The last two groups share the characteristics of a libertarian personality.     

Center for Czechoslovak Exile Studies in Olomouc: Survey of the Past Twenty Years of Activity (1993–2013)

The article describes activities of the Center for Czechoslovak Exile Studies in Olomouc particularly for the period 2004–2013. During this period the center acquired many significant archival collections.     

Remembering Nina Lenček, 18 January 1924–25 November 2014

Columbia University Libraries’ longtime Slavic & East European Studies Librarian Nina Len?ek passed away on November 25, 2014, at the age of 90. On January 22, 2015, a large group of her friends, family, and colleagues gathered at Butler Library to remember, honor, and celebrate her remarkable life and legacy.