Environmentally-induced stone decay: the cumulative effects of crystallization–hydration cycles on a Lincolnshire oopelsparite limestone

An investigation has been undertaken at St Andrew’s church, Walpole St Andrew, Norfolk, to establish the underlying causes of the observed stone decay to the upper parts of the six stone piers. The stone decay was first recorded in the early 1930s. The salt-contaminated masonry within the church has been shown to undergo severe salt decay during the summer, with little damage occurring over the winter months. The south aisle piers have been shown to decay 2.5 times faster than the north aisle piers. Although crystallization–hydration cycles have been identified, the rate of decay is at its greatest when the cycling is relatively infrequent. This was not the expected trend. Furthermore, it has been shown that during extended periods where the ambient relative humidity is less than 75%, the rate of decay reaches a maximum. It is the length of this ‘drying’ period that apparently has the greatest influence on the rate of decay and could explain the significant difference in the rate of decay between the south and north aisle piers. The results have serious implications for passive conservation, where it is often recommended to lower the ambient relative humidity to well below the equilibrium relative humidity of the salt contaminant, to avoid crystallization–hydration cycles. Since, at the time of building, the church was situated on the coast, it is possible that the sodium chloride contamination occurred during the building process (1440–1520), particularly since the area was prone to sea-flooding at this time. Alternatively, the salt could have been applied as a treatment during the general restoration of 1897. Whatever the source of the salt, it seems likely that the ambient environment was changed by the insertion of a sealed floor in 1897, which could account for the onset of the salt decay.     

Learning More About Learning Improves Teacher Effectiveness

The present study examines the possibility that teacher knowledge about learning may have an impact on the effectiveness of a school. Thirty-two secondary qualified teachers engaged in a professional development program that provided a framework for reflective study of the learning process, analysis of key aspects of learning in their classes, and identification of the implications for teaching. Changes in teacher effectiveness were monitored in several ways: (1) changes in the display of effective teacher behaviours consistent with a social-constructivist model of learning, (2) changes in perceived ability to facilitate learning in classes, and (3) changes in student performance. The findings support the prediction that involvement in a systematic exploration of the learning process, with teachers explicating their knowledge of learning, has an direct impact, on the display of effective teaching behaviours and on teachers' personal explicit theory of learning.     

The contemporary librarian: Skills, knowledge and attributes required in a world of emerging technologies

Seventy-six librarians participated in a series of focus groups in support of research exploring the skills, knowledge and attributes required by the contemporary library and information professional in a world of ever changing technology. The project was funded by the Australian Learning and Teaching Council. Text mining data analysis revealed three main thematic clusters (libraries, people, jobs) and one minor thematic cluster (community). Library 2.0 was broadly viewed by participants as being about change whilst librarian 2.0 was perceived by participants as not a new creation but just about good librarian practices. Participants expressed the general belief that personality traits, not just qualifications, were critical to be a successful librarian or information worker in the future.     

Using information and communications technology as a pedagogical tool: a survey of initial teacher education in Scotland

Abstract

In common with other parts of the United Kingdom, teacher education in Scotland is facing a period of rapidly changing demands with respect to the use of information and communications technology (ICT), together with high levels of investment, rising expectations, and increased scrutiny and accountability. In this article, we present an account of a national survey of the ICT skills and attitudes of students entering and exiting from the teacher education institutions in Scotland in the session 1996-97. The students are extremely positive in their attitudes, their enthusiasm for ICT use in education is high and their aspirations clear – they expect ICT to permeate their professional work now and in the future. Their experiences during their period of training fall considerably short of their expectations. We discuss the reasons for some of the difficulties and consider the challenges faced by tutors in initial teacher education courses who must now ‘model the message’ of a learner-centred approach to the education of their students.     

"My Ladies Aren't Interested in Learning": Managers, Supervisors and the Social Context of Learning

This paper is based on a research project which examines the opportunities for and barriers to workplace learning amongst low-grade staff in the UK public sector. It examines the key role of managers and supervisors, who make many of the decisions about individuals' access to learning opportunities. Their perception of staff's willingness and need to learn is influenced by factors such as age, gender or the likelihood of career development. It is these managers who control the immediate work environment and the flow of information about learning opportunities. Innovative examples of workplace learning are described, yet the paper concludes that the reality for many low grade manual and routine clerical staff continues to be one of limited opportunities for workplace learning.     

International fieldschool reciprocity: using a whole-of-university approach to create positive change in Northern Uganda

ABSTRACT

International fieldschools to developing countries have become an important component of the university curriculum because they provide experiential learning and research skills, while also contributing a range of soft skills such as resilience, empathy, resourcefulness, critical thinking, and cross-cultural communication. Yet, with the increasing popularity of ‘developing world’ fieldschools, an ever-more pertinent question to ask is, cui bono? Who benefits when relatively ‘privileged’ students from wealthy countries travel to visit ‘underprivileged’ communities in poorer parts of the world? In this article, we contribute to the discussion about fieldschool reciprocity using data from a newly established program in Northern Uganda, established as part of the University of New South Wales’ UNSW2025 strategy. We show that a whole-of-university approach has significant benefits for staff and students from both institutions, more diffuse benefits for the wider Ugandan host community, as well as the potential to create synergies to leverage community transformation. We also look at challenges that include: power differentials, uncertainty in the field environment, sustainability, and the ability to maintain collaborative equity between institutions over the long term.