Comparison of oil and egg tempera paint systems using time-of-flight secondary ion mass spectrometry

Time-of-flight secondary ion mass spectrometry (ToF-SIMS) is quickly becoming a critical tool in the field of art conservation. This technique provides high-resolution spatial maps of both inorganic and organic components located within cross-sectional samples collected from works of art. With recent advances in surface analysis, ToF-SIMS can now be used to identify specific amino acids present in protein-containing materials as well as fatty acids in drying oils. For example, the detection of the ion fragment associated with the amino acid hydroxyproline can be used to confirm the use of animal glue in a paint sample. As an analytical technique, ToF-SIMS avoids the need for derivatization/silylation reagents, with no interference by the presence of pigments. Furthermore, the layered systems that are often encountered in historical paint samples remain intact throughout the analytical procedure. This allows for the co-localization of organic and inorganic species in specific layers (e.g. egg yolk paint atop a glue ground). Because of this ability to localize the analytical signal to approximately 6?µm or less, the mass spectral information can be used to produce mass-resolved and spatially-resolve images which can be correlated to previous studies of the same samples. In this study, ToF-SIMS was used to analyze a paint cross section obtained from a painting attributed to Raphael, and another from a painting by the Sienese artist Matteo di Giovanni.     

An Interview with Arlene G. Taylor

In this interview, conducted via email during August 2016, Dr. Arlene G. Taylor discusses her career as a cataloger, professor of cataloging and classification, and her work in professional associations. Topics include her early cataloging and teaching experiences, changes in both cataloging practice and the teaching of cataloging, subject analysis, and “aboutness” as compared with form/genre access, professional experiences outside the United States, and the future of MLIS programs.     

Hip and upper extremity kinematics in youth baseball pitchers

The purpose of this study was to examine the relationship between dynamic hip rotational range of motion and upper extremity kinematics during baseball pitching. Thirty-one youth baseball pitchers (10.87 ± 0.92 years; 150.03 ± 5.48 cm; 44.83 ± 8.04 kg) participated. A strong correlation was found between stance hip rotation and scapular upward rotation at maximum shoulder external rotation (r = 0.531, P = 0.002) and at ball release (r = 0.536, P = 0.002). No statistically significant correlations were found between dynamic hip rotational range of motion and passive hip range of motion. Hip range of motion deficits can constrain pelvis rotation and limit energy generation in the lower extremities. Shoulder pathomechanics can then develop as greater responsibility is placed on the shoulder to generate the energy lost from the proximal segments, increasing risk of upper extremity injury. Additionally, it appears that passive seated measurements of hip range of motion may not accurately reflect the dynamic range of motion of the hips through the progression of the pitch cycle.     

School English,literature and the knowledge-base question

This article takes up questions about knowledge and the school curriculum with respect to literary studies within subject English. Its intention is to focus on literary studies in English from the context of current waves of curriculum reform, rather than as part of the conversations primarily within the field of English, to raise questions about the knowledge agenda, and the knowledge-base agenda for teaching and teacher education. The selection of texts and form of study of literature within the English curriculum has long been an area of controversy. Without assuming a particular position on knowledge in this area, this article shows that important questions of what knowledge-base teachers are expected to bring to their work are elided both in current regulations and debates, and in research on ‘good teaching’ in this area. If ‘literary studies’ (as a discipline or university major) is itself an unstable and changing field, what kind of knowledge does a good English teacher bring to their work? This paper takes up these questions in the context of the Australian Curriculum and standards for teacher registration, but it also points to the way these issues about knowledge are of broader relevance for researchers and teacher education.     

Are there constraints on learned responses to odors from rewarded and nonrewarded rats?

This study determined if test rats could utilize biological odors, generated from donor rats receiving reward (R) and frustrative nonreward (N) treatments, to predict reward and nonreward goal events equally well. In Phase 1, two groups of test rats were exposed to R and N odors that signaled, respectively, either R and N goal events (“same” condition) or N and R goal events (“opposite” condition). Rats demonstrated significant discriminative use of these odors under both conditions. Subjects in the “opposite” condition, however, were slightly slower to learn the discrimination. Reversal learning was readily accomplished in Phase 2, regardless of the same-opposite factor. Thus, little evidence for a constraint on learning was found, and an interpretation in terms of interfering response tendencies and their habituation seemed favored.     

Developing networks of grass-roots science curriculum action

This paper describes an ongoing process of participatory curriculum development. It outlines some of the tensions which need to be explored in science curriculum development: debates about the nature of science, of society, of school science content and of learning theories. The process whereby action can arise from this debate is also explored. An example will be outlined of a network of science curriculum action which has developed from the work of a range of science education projects in Natal, South Africa. Specializations: science curriculum development from primary to tertiary level. Specializations: inservice primary science teacher development. Specializations: inservice teacher development, biology education. Specializations: environmental education, teacher development. Specializations: environmental education, teacher development.     

Relations of Children's Effortful Control and Teacher-Child Relationship Quality to School Attitudes in a Low-Income Sample

RESEARCH FINDINGS: The purpose of this study was to examine the relations of children's effortful control and quality of relationships with teachers to school attitudes longitudinally in an ethnically diverse and economically disadvantaged sample. Data were collected as part of a larger intervention project during mid-fall, winter, and late spring (ns = 823, 722, and 758, respectively) for 2 cohorts of 3- to 5-year-olds (collected during 2 different school years). Children's effortful control was assessed in the fall with parents' and teachers' reports and 2 behavioral measures. Teacher-child relationship quality was assessed mid-year with teachers' reports of closeness and conflict. Attitudes toward school were assessed in late spring using teachers' and students' reports of school avoidance and liking. Effortful control, in general, was positively correlated with teacher-child closeness and school liking and negatively correlated with conflict and school avoidance. Using structural equation modeling and controlling for sex and ethnicity, we found that effortful control was positively related to teacher-child relationship quality, which in turn was positively related to school attitudes. Furthermore, the relation of effortful control to school attitudes was mediated by teacher-child relationship quality. PRACTICE OR POLICY: Results provide evidence for the importance of relational processes that take place within the classroom context and have implications for teachers and clinicians working to increase school success in ethnic minority and low-income children.     

Engendering habits of mind and heart through integrative learning

Students are often exposed to an almost breathtaking array of curricular and cocurricular learning experiences, but how do we help them make meaning of their diverse learning? Simone Himbeault Taylor suggests pedagogical processes that promote reflection across learning experiences in a student‐centered approach to integrate learning.