Accelerated hydrothermal degradation of fibres of Phormium tenax (New Zealand flax)

Solid-phase microextraction (SPME)–gas chromatography (GC)–mass spectrometry (MS) has been applied to the analysis of acetic acid and furfural that are emitted from the fibres of Phormium tenax (Xanthorrhoeaceae) [New Zealand flax] during degradation. Accelerated hydrothermal ageing of fibres of the Ruawai cultivar of P. tenax for 55 days at 70 °C resulted in the production of acetic acid at a level greater or equal to 1.65 mg g^–1 fibre. This corresponds to only 8.5% of the acetyl groups present in the fibres. These groups are an important source of acetic acid, which is capable of damaging the fibres. The rate of production of acetic acid suggests that a heritage object made from the fibres of P. tenax, that was stored in damp ambient conditions, would undergo significant deterioration after a relatively short period. Other volatile products released during ageing included furfural, a series of short to medium chain aliphatic aldehydes that were derived from the oxidation of long chain unsaturated fatty acids on the fibres and a small group of products that were derived from carotenoids. The levels of furfural were determined to be approximately 0.75% of the potential production but at these levels, furfural could contribute to unpleasant odours from unventilated items. Fibres from six cultivars of P. tenax were found to release acetic acid and furfural all at the same rate. The levels of acetic acid that can be generated from these fibres are sufficiently high that low moisture levels and continuous change of air is required to minimize degradation of cultural objects that are made from these fibres and displayed in museum halls.     

The informationist: building evidence for an emerging health profession

Background:

To encourage evidence-based practice, an Annals of Internal Medicine editorial called for a new professional on clinical teams: an informationist trained in science or medicine as well as information science.

Objectives:

The study explored the effects of informationists on information behaviors of clinical research teams, specifically, frequency of seeking information for clinical or research decisions, range of resources consulted, perceptions about access to information, confidence in adequacy of literature searches, and effects on decision making and practice. It also explored perceptions about training and experience needed for successful informationists.

Methods:

Exploratory focus groups and key interviews were followed by baseline and follow-up surveys conducted with researchers and clinicians receiving the service. Survey data were analyzed with Pearson''s chi-square or Fisher''s exact test.

Results:

Comparing 2006 to 2004 survey responses, the researchers found that study participants reported: seeking answers to questions more frequently, spending more time seeking or using information, believing time was less of an obstacle to finding or using information, using more information resources, and feeling greater satisfaction with their ability to find answers. Participants'' opinions on informationists'' qualifications evolved to include both subject knowledge and information searching expertise.

Conclusion:

Over time, clinical research teams with informationists demonstrated changes in their information behaviors, and they valued an informationist''s subject matter expertise more.

Highlights

• Informationist involvement in traditional team activities—going on rounds and searching and critically evaluating the literature—increased over time.
• As the relationship between a clinical team and informationist developed, activities expanded to include projects such as development of wikis, databases, and websites.
• Clinical teams came to view subject knowledge as key to an informationist''s preparation; however, their expertise as information scientists was valued most highly.
• “Initiative,” approaching research staff in their workplace, was the one personal trait focus group participants agreed on as most desirable for an informationist.
• When first introduced to the concept, researchers cited customization of services to team needs as a major benefit.

Implications

• To assure a successful informationist program, libraries must be prepared to commit time and money.
• Whether informationists or not, librarians should be prepared to support users'' increased need for genetics and molecular biology information.

     

The Impact of Teaching Preparation Practices on Self-Efficacy Toward Teaching

Coursework in teaching, fieldwork, and supervised teaching experiences were examined as predictors of counselor education doctoral students’ (N = 149) self-efficacy toward teaching. Results revealed that all 3 variables related significantly to self-efficacy toward teaching. Results suggested that students’ satisfaction with supervision of teaching was particularly important in strengthening self-efficacy.     

Between Mere Tolerance and Robust Respect: Mutuality as a Basis for Civic Education in Pluralist Democracies

This essay by Suzanne Rosenblith and Benjamin Bindewald is motivated by the question of how do those who value civic liberalism give the religiously orthodox a reason to engage in pluralist democratic deliberations in a manner that does not allow intolerance to undermine the foundations of liberal democracy. Introducing the idea of tolerance as mutuality — that is, a will to relationship — the authors argue, strikes a balance between those theories that are too demanding of the religiously orthodox and those that are not exacting enough. Applying the principle of tolerance as mutuality to the special space of public schools allows for a new way to conceptualize civic education in pluralist democracies.     

High-touch,low-tech: Investigating the value of an in-person library orientation game

Since 2011, the Kraemer Family Library at the University of Colorado Colorado Springs (UCCS) has offered Scrabble Scramble, an in-person, student-centered library orientation game, to incoming first-year students. This article describes our journey of developing, assessing, and refining Scrabble Scramble, which focuses on introducing first-year students to the basic services and resources of an academic library. Through analysis of student and library staff feedback survey results, this article reflects on the value of offering a student-centered, impactful, and personal orientation in an environment of rising student enrollment, steady staff numbers, and a trend to move orientation activities online.     

Asking more of Siri and Alexa: feminine persona in service of surveillance capitalism

This paper illuminates how gendered stereotypes can be leveraged to assuage anxieties surrounding artificially intelligent virtual assistants (AI VA). In particular, the analysis shows that these AI objects routinely traffic in normative gender roles of the feminine as caretaker, mother, and wife in order to obfuscate modes of surveillance, and mediate the relationship users and potential users have with late-capitalist market logics in the platform economy. Mobilizing essentialist feminine personas characterized in this paper as “digital domesticity,” artificially intelligent objects orient users to engage productively with surveillance capitalism as natural. To illustrate this relationship between femininity and surveillance, this paper focuses on two case studies of AI VA. The essay turns to Apple’s Siri and Amazon’s Alexa as emblematic of AI VA that perform a stereotypically feminine persona that invites users to participate in increasingly intimate forms of data exchange that in turn contribute to surveillance capitalism. The study of AI VA, like Siri and Alexa, demonstrates the significant rhetorical capacities of the feminine persona as they are applied to objects with weak (that is, limited) artificial intelligence.     

Learning to Learn From Data: Benchmarks and Instructional Communities

This article examines the use of interim assessments in elementary schools in the School District of Philadelphia. The article reports on the qualitative component of a multimethod study about the use of interim assessments in Philadelphia. The study used an organizational learning framework to explore how schools can best develop the capacity to utilize the potential benefits of interim assessments. The qualitative analysis draws on data from intensive fieldwork in 10 elementary schools and interviews with district staff and others who worked with the schools, as well as further in-depth case study analysis of 5 schools. This article examines how school leaders and grade groups made sense of data provided through interim assessments and how they were able to use these data to rethink instructional practice. We found substantial evidence that interim assessments have the potential to contribute to instructional coherence and instructional improvement if they are embedded in a robust feedback system. Such feedback systems were not the norm in the schools in our study, and their development requires skill, knowledge, and concerted attention on the part of school leaders.     

Preservice Secondary Science Teachers’ Teaching and Reflections During a Teacher Education Program

The 39 preservice teachers (PSTs) who participated in this study were enrolled in a masters program for secondary science teacher certification. Initially they held broad ideas about teaching and learning gleaned from their own experiences. Guided by the program course work, some PSTs embraced the pedagogical approaches introduced in the program, applied them in their teaching, and reflected on the outcomes. Their reflections showed that they were focused on keeping all of their students interested in science and on student participation in the process of meaning-making. Some PSTs embraced the program goals but struggled to achieve them in teaching. Others focused on transmission of content and did not attempt to develop an environment of student agency. There were nine career-changer PSTs and most of them remained teacher-centered throughout the program. The implications of student- and teacher-centered approaches adopted by the PSTs and the rationales provided by them are discussed in the paper.