Use of Spanish broom (Spartium junceum L.) canvas as a painting support: Evaluation of the effects of environmental conditions

One of the problems in the field of cultural heritage is the degradation of artworks and especially paintings. They appear very sensitive to environmental conditions. In this work, Spanish broom canvas is proposed as a novel painting support. In order to assess the deterioration properties of this new type of canvas, three degradation processes (exposure to wet atmosphere, to acidic attack and to UV light) were simulated and investigated. The deterioration state of the samples was monitored with Infrared Spectroscopy (FT-IR) and Thermogravimetric Analysis (TGA). The structure of the canvas was also analyzed by Scanning Electron Microscopy (SEM). These techniques were successfully applied to study the occurrence significant changes of samples. The exposure to acidic and UV attack produced deep changes on the samples (only on the canvas surface in the case of UV light), while no significant effect was identified on the sample after the exposure to wet atmosphere. The results obtained from Spanish broom canvas are reported in comparison to flax canvas.     

The roles of science in technological innovation

One of the central issues in science policy during the past decade has been the extent to which the national levels of expenditure on scientific education and research influence the standard of living. This paper provides empirical evidence to show that the pay-off from this investment in science is more complex and indirect than previously supposed.     

Measurement of self-efficacy and proxy efficacy for middle school youth physical activity

This study developed youth self-efficacy (SEPA) and proxy efficacy (PEPA) measures for physical activity (PA). Proxy efficacy was defined as a youth's confidence in his or her skills and abilities to get others to act in one's interests to create supportive environments for PA. Each spring of their sixth-, seventh-, and eighth-grade years, middle school students completed SEPA and PEPA questions and then, for 3 days, recalled their previous day's after-school PA. Exploratory and confirmatory factor analyses revealed a four-factor structure (SEPA for 1-3 days, SEPA for 5-7 days, PEPA-Parents, PEPA-School). Across study years, SEPA 1-3 days and 5-7 days increased and PEPA-Parents and PEPA-School decreased. Initial levels of PEPA-Parents and SEPA scales were associated with initial levels of PA. From sixth through seventh grade, changes in SEPA scales were associated with changes in PA. Studies should test whether interventions targeting self-efficacy and proxy efficacy influence PA.     

Late information pick-up is preferred in basketball jump shooting

In this study we examined the timing of optical information pick-up in basketball jump shooting using an intermittent viewing technique. We expected shooters to prefer to look at the basket as late as possible under the shooting style used. Seven experts with a high shooting style and five experts with a low shooting style took 50 jump shots while wearing liquid-crystal glasses that opened and closed at pre-set intervals. In principle, under this constraint, the participants could control when they saw the basket by actively modulating the timing of their movements. Analyses of the phasing of the movements relative to the events defined on the glasses revealed that low-style shooters preferred to see the basket just before the ball passed their line of sight, whereas high-style shooters tended to view the basket from underneath the ball after it passed their line of sight. Thus, most shooters preferred to pick up optical information as late as possible given the adopted shooting style. We conclude that, in dynamic far aiming tasks such as basketball jump shooting, late pick-up of optical information is critical for the successful guidance of movements.     

Pedagogical Content Knowledge and the 2003 Science Teacher Preparation Standards for NCATE Accreditation or State Approval

The 2003 National Science Teachers Association Standards for Science Teacher Preparation (NSTA-SSTP) were developed to provide guidelines and expectations for science teacher preparation programs. This article is the fourth in a special JSTE series on accreditation written to assist science teacher educators in meeting the NSTA-SSTP. In this article, the authors discuss pedagogical content knowledge and how this is expressed in the NSTA-SSTP. Included are competencies and examples needed for a science teacher preparation program to document developing pedagogical content knowledge in preservice science teachers.     

Developing,Evaluating and Demonstrating the Use of a Conceptual Survey in Mechanical Waves

An understanding of mechanical waves is a pre‐requisite for the study of many topics in advanced physics, and indeed in many other disciplines. There have been many research studies in mechanical waves, all of which have revealed that students have trouble with the basic concepts. Therefore, in order for teachers to prepare appropriate instruction for their classes, it is useful to diagnose their students' conceptions—if possible before they enter class. It is for this purpose that many diagnostic instruments have been developed, often in the form of multiple‐choice tests. In this study, we have used the open‐ended Wave Diagnostic Test to develop a multiple‐choice conceptual survey in an evolutionary manner. The two‐year development procedure included open‐ended surveys and interviews involving 299 Thai students and 88 Australian students. The final version, called the Mechanical Waves Conceptual Survey, has been administered to 632 Australian students from high school to second‐year university and 270 Thai high school students. Standard statistical analyses show that the survey is reliable and valid. Further validity checks, including consultation with experts, were also carried out. The survey has four subtopics—propagation, superposition, reflection, and standing waves—and the teachers can choose the subtopics relevant for their students. In this paper we also demonstrate the use of a typical survey question to test students' conceptual understanding and identify common alternative conceptions.     

A Case Study and Analysis of a Successful and Collaborative Student-Centered Textbook Reserve Program in a Mid-Size Academic Library

This article presents an innovative textbook reserve program at a mid-sized academic library. Research conducted subsequent to the program’s launch showed a positive correlation between students’ use of the program and their perceived academic success. In addition, the program has proved effective at helping students with college affordability. The outlines of the program and the results of the survey are presented and contextualized in the framework of the local institution.