纸条检测法对第85窟壁画空鼓灌浆脱盐效果的评估

实验得出不损伤壁画的纸条检测法与壁画表面盐分含量的关系,并以此为根据,采用纸条法测定壁画表面盐分的含量状态,评价壁画空鼓灌浆后脱盐的效果.结果表明壁画空鼓灌浆所带人的水分激活了地仗中的盐分,使盐分运移并大量地富集到壁画的表面.保护笔的脱盐效果十分显著,纸条法测得保护笔脱盐后Cl-浓度降低约10个ppm,相当于保护笔脱盐可以减少了壁画表面地仗中所含1.6%的Cl-的量,即可以去除掉未灌浆区域壁画表面盐分的80%.实验证明纸条法可以应用于壁画脱盐效果的检验.     

The Theory of Planned Behaviour as a framework for understanding parental experiences with homework

Research into parental homework-related experiences has predominantly focused on parental attitudes to homework. This research has shown that parental attitudes can affect the formation of attitudes in children and subsequently their academic success. Most research has focused on a secondary school context, but there is still a lack of knowledge within primary school contexts. The present study qualitatively investigated parental homework-related experiences in a Scottish primary school context and the factors influencing these experiences, using the Theory of Planned Behaviour as a framework. Semi-structured interviews were conducted with 13 Scottish parents (12 mothers, mean age [M] = 35, standard deviation [SD] = 2.7; and one father, age = 38 years) and were analysed using a hybrid approach to Thematic Analysis. The three themes identified were: “theory of planned behaviour”, “factors influencing parental control” and “coping mechanisms”. Parents provided help with homework regardless of their attitude to homework but their homework experience was influenced by factors encountered during homework and the coping mechanisms adopted.     

Reliability and validity of two tests of soccer skill

Twenty-four players from the 1st/2nd (elite) and 24 players from the 3rd/4th (non-elite) university football teams were recruited to evaluate the Loughborough Soccer Passing Test (LSPT) and Loughborough Soccer Shooting Test (LSST) as tools to assess soccer skill. The LSPT requires players to complete 16 passes as quickly as possible. The LSST requires players to pass, control, and shoot the ball to targets on a full-sized goal. Participants completed two main trials each separated by at least one day. During both trials, the participants were given practice efforts before recording the mean of the next two (LSPT) or 10 (LSST) attempts as the performance score. For the LSPT, the mean time taken, added penalty time, and overall performance time were less in the elite players (elite: 43.6 s, s = 3.8; non-elite: 52.5 s, s= 7.4; P= 0.0001). For the LSST, there was no difference in the mean points scored per shot between groups (elite: 1.34, s = 0.46; non-elite: 1.28, s = 0.53). However, the elite players had higher mean shot speed (elite: 80 km h(-1), s = 4.5; non-elite: 74 km h(-1), s = 4.2; P < 0.0001) and performed each shot sequence faster (elite: 7.87 s, s= 0.29; non-elite: 8.07 s, s= 0.35; P= 0.037) than the non-elite players. Performance on both tests was more repeatable in elite players. In conclusion, the LSPT and LSST are valid and reliable protocols to assess differences in soccer skill performance.     

Measuring academic Self-Concept in children: A comparison of two scales

While numerous studies attest to a relationship between academic self-concept and achievement, a variety of measures of self-concept have been used, and the equivalence of these instruments has received limited attention. In this investigation, the Self-Concept of Ability Scale (SCAS) and the newer and less examined Self-Perception of Attainment Scale (SPAS) were compared for their ability to predict achievement in reading as measured by the California Achievement Test (CAT). We predicted that: (a) both scales would be significant predictors of reading achievement, (b) when used as single predictors, the SCAS would have significantly greater weight than the SPAS, and (c) a linear combination of these scales would have greater weight than either scale alone. Using 187 eighth-grade students, we confirmed that both scales were significant predictors of achievement in reading and that a linear combination of the two accounted for more variance than either scale alone. We did not find, however, that the SCAS was a significantly better predictor than the SPAS.     

The relationship among attributions,divergent thinking,and retention of nonsense syllables and nonrelated words

Students' employment of meaning through cognitive strategies in a retention task was explored in terms of attributional assignment and/or divergent thinking. Students were randomly assigned to either a list of nonsense syllables or nonrelated words. Attributional assignment was measured by Lefcourt's Multidimensional-Multiattributional Causality Scales (MMCS – IV); divergent thinking was measured by Guilford's tests of Fluency, Flexibility, and Originality. A questionnaire assessing students' beliefs regarding success and failure was also administered. No relationship was found among attributional assignment as measured by the MMCS-IV, divergent thinking, and retention. Strategy use was not related to retention. Students' attributional beliefs regarding failure were predictive of retention for the nonsense syllables. Discussion suggests the need to distinguish between tactic and strategy through analysis of metacognitive processes. Interpretation of the results may indicate that the divergent-thinking measures were not sensitive enough and/or the retention task did not require these divergent-thinking skills.     

Practice-focused ethics in Australian engineering education

The paper focuses on educational changes we see as necessary for future graduates to take up the emerging social and ethical challenges of their profession. This paper summarizes some Australian initiatives, presents some of our approaches to teaching ethics and suggests some ways to encourage both the study of ethics and actual ethical practice. The practice of engineering in Australia is guided by a Code of Ethics developed by the Institution of Engineers, Australia (IEAust). There is an expectation that Australian educators will guide students to develop the abilities to make ethical decisions and an appreciation of ethical conduct. The authors endorse the view that ethics issues should be included as an intrinsic part of engineering curricula. Wego further, and suggest that the social impact and the international and global nature of engineering practice call for an extension of traditional ethical frameworks to incorporate treatment of questions of social responsibility, including the issue of sustainability. We outline changes in engineering education in Australia over the past two decades, indicating some of the effects of these changes on the culture of engineering and the ways in which ethics issues are being conceptualized and taught. Experience at the University of Technology, Sydney (UTS) is our main focus because UTS is widely recognized as a leader in engineering education in Australia. Wedescribe the restructuring of our undergraduate programme so as to focus on engineering practice issues and discuss its implications for practice-focused ethics in engineering education.     

The Inside Story of Science City—An Outdoor Public Science Exhibition

Science City is an outdoor exhibition, supported by the National Science Foundation (NSF) and created by the New York Hall of Science (NYHS). It was designed to increase public awareness of, and interest in, the science and technology of daily life by creating a series of exhibits that people would “find” in public places in New York City. Using the streets and structures of the city to present the science and technology of everyday life in order to reach the non-museum-going public, eye-catching exhibits and signs were placed along fences, on streets and buildings and in subway stations and parks. The development and installation of museum exhibits for public urban spaces requires skills and experience that stretch beyond the expertise of a science-technology museum exhibition staff. This article discusses and compares on- and off-site exhibition development.