Lighting design by the interflection method

Proposed international terminology¹ used in the paper is as follows: pharos F = luminous flux (lumen), pharosage D - luminous flux density (lumen m^?2, helios H = generalized brightness (pharosage per unit solid angle, expressed in blondels).     

Computerized personal information systems for research scientists

A personal information system is defined as a system for supporting the acquisition, storage and retrieval of information by individuals. For research scientists, such a system is centred around the storage and retrieval of bibliographic references. A survey of the literature, not only of computerized personal indexes, but also of the information needs of research, and the use of information by scientists, provides guidelines for the design of computerized personal information systems. It is concluded that the personal information system should not only help scientists to manage their document collections, but should enable them to represent the structure of the literature by creating and storing links between document records. A computerized personal information system should also be integrated with other personal software, such as electronic mail and word-processing packages.     

Teacher perspectives on peer relation problems of young children

The purpose of this study is to investigate teacher perspectives on peer relation problems of young children. Examined are teacher definition of and assessment criteria for peer relation problems, and the most poignant peer relation problem perceived by teachers. Three experienced American preschool teachers are interviewed and observed for one year. It is found that the teachers define children’s peer relation problems as part of developmental processes and individual differences. The teachers judge peer relation problems in terms of children’s emotional well-being, intentions, and social skills, and perceive children’s control of others as the most serious peer relation problem in the classroom. It is posited that the teachers’ perspectives rely on the emotional and motivational bases of children’s relationships with peers. The related issues are discussed and implications for teaching practices are provided.     

Rapid separation of bacteriorhodopsin using a laminar-flow extraction system in a microfluidic device

A protein separation technology using the microfluidic device was developed for the more rapid and effective analysis of target protein. This microfluidic separation system was carried out using the aqueous two-phase system (ATPS) and the ionic liquid two-phase system (ILTPS) for purification method of the protein sample, and the three-flow desalting system was used for the removal of salts from the sucrose-rich sample. Partitioning of the protein sample was observed in ATPS or ILTPS with the various pHs. The microdialysis system was applied to remove small molecules, such as sucrose and salts in the microfluidic channel with the different flow rates of buffer phase. A complex purification method, which combines microdialysis and ATPS or ILTPS, was carried out for the effective purification of bacteriorhodopsin (BR) from the purple membrane of Halobacterium salinarium, which was then analyzed by sodium dodecyl sulfatepolyacrylamide gel electrophoresis and matrix-assisted laser desorption∕ionization time-of-flight. Furthermore, we were able to make a stable three-phase flow controlling the flow rate in the microfluidic channel. Our complex purification methods were successful in purifying and recovering the BR to its required value.     

Modeling with light

The problem of making solid objects appear as they are—three-dimensional—is largely a matter of lighting. The subject occurs in the education of children, in the illumination of statuary, in photography, and in television; and the treatment has been almost entirely qualitative and empirical.This paper attempts to raise the problem to the quantitative level by introducing a numerical modeling ratio and by showing how the lighting can be predetermined by calculation to give any desired modeling, without recourse to the cut-and-try methods prevalent in the past.     

Proposed standard solar-radiation curves for engineering use

A wealth of data on sunlight has been obtained by astrophysicists, meteorologists, and others; but this information has been scattered through the literature and has not been generally available to engineers.The present paper correlates some of the data and specifies a proposed standard spectral-distribution curve for sunlight outside the atmosphere. Methods are given also for the calculation of the spectral irradiation curve for any elevation above sea level and for any air mass, and these methods lead to proposed standard curves to be used in engineering calculations dealing with direct sunlight at sea level.These curves are checked against independent data on total irradiation, ultraviolet irradiation, illumination, and color temperature. In all cases, the agreement between calculated and experimental results gives confidence in the validity of the proposed curves for various engineering applications.     

Attribution style of adolescents with school-reported social,emotional and behavioural difficulties

The aim of the study was to investigate the relationships between attribution style and social, emotional and behavioural difficulties (SEBDs), and to explore differences in attribution tendencies between adolescents with and without SEBDs. In total, 72 adolescents attending a school in London were recruited; 27 were receiving support for SEBDs from the behaviour and education support team at their school and 45 were recruited from the main school population. Participants completed the Children’s Attribution Style Questionnaire and the Strengths and Difficulties Questionnaire. A multivariate analysis of variance revealed that adolescents with SEBDs had a more negative attribution style, made more stable attributions of negative events and reported fewer internal attributions of positive events than students without SEBDs. The findings highlight the importance of cognitive factors in providing a basis for interventions intending to address young people’s behaviour and cater for the heterogeneous nature of SEBDs.