Non-invasive multi-technique investigation of artworks: A new tool for on-the-spot data documentation and analysis

The main advantage of a multi-technique non-invasive artwork investigations relies on the use of different spectroscopic techniques that give rise to complementary information. Despite the artworks complexity, this approach allows great insight into the artwork composition and alteration phases. However, difficulties arise from the great amount of heterogeneous interconnected data that has to be stored for a prompt analysis and preserved. A suitable tool to handle and analyse all the information on the fly is therefore crucial to optimize work, specially in in situ investigations. In this paper we present MOVIDA, a new tool for the data management and analysis of non-invasive investigations in the Cultural Heritage field that not only allows the digital preservation of all the information and knowledge, but can also be used as an analytical tool while the investigation is being developed. The software can be installed on any computer to record, elaborate and analyse the data on-the-spot. All the data generated can be managed within the same application and the information can be easily consulted, compared and related to the corresponding areas of the artwork. The software is self-comprehensive and user-friendly and can be used by all the professionals involved in the investigation and preservation of Cultural Heritage whatever their background and computer skills are.     

Orienting Scientific Progress

Science & Education -     

Psychological adjustment in bullies and victims of school violence

The present study examined psychosocial adjustment in the following four groups of students: victims, bullies, bully/victims and a control group of adolescents not involved in bullying or victimization problems. Psychosocial adjustment was measured considering as indicators: level of self-esteem, depressive symptomatology, perceived stress, feeling of loneliness, and a general measure of satisfaction with life. Participants (N=1319) were aged from 11 to 16 (47% male) and drawn from seven state secondary schools in Valencia (Spain). ANOVAs revealed significant differences among groups, reporting adolescents not involved a general better psychosocial adjustment; they had higher levels of self-esteem and satisfaction with life, and lower levels of depressive symptomatology, perceived stress and feeling of loneliness. The scores for this group were equivalent to those of bullies with respect to self-esteem, depressive symptomatology and loneliness. However, bullies perceived more stress and expressed less satisfaction with life, as did the other two groups, namely victims and bully/victims. Victims reported the strongest feelings of loneliness. Bully/victims seemed to share characteristics with both bullies and victims, though showing more similarities with the latter and a general poor psychosocial profile.     

Effects of knowing the task duration on players’ pacing patterns during soccer small-sided games

The aim of this study was to identify the influence of prior knowledge of exercise duration on players’ pacing patterns during soccer small-sided games. Twenty semi-professional male soccer players participated in this study. In the first game scenario, players were not informed how long they would be required to play the small-sided game and the activity was terminated after 20 min (Unknown Condition). In the second game scenario, players were told that they would play the small-sided game for 10 min, but immediately after completing the 10-min game, they were asked to complete another 10 min (Partially Condition). In the third game scenario, players were instructed that they would play the small-sided game for 20 min and then they completed the 20-min game (Known Condition). The results presented a tendency of higher values in all performance variables in the [0′–10′] min compared with the [10′–20′] min. As the players’ previous knowledge about the tasks duration increased, the performance between two moments tended to be similar. Considering the entire 20-min game duration, the Partially Condition of the exercise was the most demanding condition. In conclusion, the knowledge of shorter durations of the exercise seems to lead to an increase of exercise duration demand, and longer exercise durations possibly tend to decrease differences between full knowledge and not knowing the exercise duration.     

Is the prediction error of a regression model white?

With reference to the classical linear regression problem of Statistics, the whiteness of prediction errors is discussed. Two notions of prediction error are compared. It is shown that, if one tests the regression model on a smaller set of data than that used to estimate the model parameters, the errors will not be white.     

Special Theory of Relativity,Conceptual Change and History of Science

The problem of the learning of Special Theory of Relativity by secondary and college students is analysed. It is stressed that the results of the studies which attempted to evaluate students' learning are ambiguous and intriguing. Also the history of the emergence and acceptance of the theory by the scientific community itself at the beginning of the 20th century is analysed. Three fundamental steps are described: a) the publication of Lorentz's Transformation Equations, their interpretation in the context of the Electron Theory and their consequent acceptance by the scientific community; b) the presentation by Einstein of two postulates, namely the Relativity Principle and Einstein's Principle of the Invariance of the Speed of Light, and their partial acceptance; c) the rejection of the Electron Theory and the final acceptance of the Theory of Relativity simultaneously with the development of the General Theory of Relativity. The analogy between historical and learning processes provides some suggestions to improve the teaching of the theory.     

The impact of individual consultation on the teaching of younger versus older faculty

This study examines the effect of age of instructor on student ratings of teaching performance after individual consultation. Instructors self-presented over an 11-year period at a large Canadian university teaching service, where each received one of three interventions. End of term student ratings of the teaching of younger and older instructors are compared before consultation, immediately post consultation, and 1–3 years after year of consultation. Younger faculty obtained significantly improved ratings immediately after consultation, while older faculty achieved significant rating increases 1–3 years post consultation. Results from an earlier study on the impact of individual consultation on teacher ratings are reevaluated using this larger sample of faculty. Generally, results in this analysis parallel the original research. Consultation produced changes in student ratings both immediately after consultation as well as longitudinally, thus confirming the utility of intervention in producing enduring pedagogical improvements. Control analyses ensured that improvements were a result of the interventions and not an artefact of time.     

Irlen Colored Filters in the Classroom: A 1‐Year Follow‐Up

Colored filters are used to treat Irlen syndrome (IS), a controversial disorder posited to be the cause of a substantial proportion of reading difficulties. Previously, we found that Irlen colored filters do not produce any short‐term alleviation of reading difficulties in schoolchildren aged 7–12. Here, we tested whether colored filters show benefits with longer‐term use, in a subset of the original sample. We measured reading rate with and without filters in 18 children diagnosed with IS, who had been using the filters for 1 year, and compared the progression of their reading ability across the year against 10 poor‐reader control children. The Irlen‐treatment group did not read any faster when using their colored filter, and showed no disproportionate gain in reading progress across the year compared to controls. We conclude that Irlen filters do not benefit reading, even after 1 year of use.     

Peer and neighborhood effects: Citation analysis using a spatial autoregressive model and pseudo-spatial data

Spatial analysis approaches have been long since adopted in citation studies. For instance, already in the early eighties, two works relied on input-output matrices to delve into citation transactions among journals (Noma, 1982; Price, 1981). However, the techniques meant to analyze spatial data have evolved since then, experiencing a major step change starting from the turn of the century or so. Here I aim to show that citation analysis may benefit from the development and latest improvements of spatial data analysis, primarily by borrowing the spatial autoregressive models commonly used to identify the occurrence of the so-called peer and neighborhood effects. I discuss features and potentialities of the suggested method using an Italian narrow academic sector as a test bed. The approach proves itself useful for identifying possible citation behavior and patterns. Especially, I delve into the relationships between citation frequency at author level and years of activity, references, references used by the closest peers, self-citations, number of co-authors, conference papers, and conference papers authored by the nearby researchers.