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ABSTRACTLight sensitive objects will fade on display. Collection managers and curators face the dilemma whether to spread fading over several similar objects or sacrifice one. This paper describes an experiment in which participants were asked how they would want to pass on a collection of seventeenth century hand-coloured maps to coming generations. Results show that while colour changes are hardly visible, both public and professionals do not perceive them as damage and prefer to spread fading. Once fading becomes clearly visible in all maps, the preference shifts to sacrificing one map. The tipping point lies around five just noticeable changes. This information can be used when selecting objects for exhibition. The outcome also implies it would be prudent to assess the degree of fading of much exhibited objects and consider whether and when to choose for a sacrifice strategy. 相似文献
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Minerva - This paper aims to explore disciplinary variation in valuation practices by comparing the way research groups accumulate credibility across four epistemic cultures. Our analysis is based... 相似文献
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J.Steph. van der Lingen 《Journal of The Franklin Institute》1921,191(5):651-677
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Katrine Okholm Kryger Vicky Jarratt Séan Mitchell Steph Forrester 《Journal of sports sciences》2017,35(10):953-959
Comfort has been shown to be the most desired football boot feature by players. Previous studies have shown discomfort to be related to increased plantar pressures for running shoes which, in some foot regions, has been suggested to be a causative factor in overuse injuries. This study examined the correlation between subjective comfort data and objective plantar pressure for football boots during football-specific drills. Eight male university football players were tested. Plantar pressure data were collected during four football-specific movements for each of three different football boots. The global and local peak pressures based on a nine-sectioned foot map were compared to subjective comfort measures recorded using a visual analogue scale for global discomfort and a discomfort foot map for local discomfort. A weak (rs = ?0.126) yet significant (P < 0.05) correlation was shown between the peak plantar pressure experienced and the visual analogue scale rated comfort. The model only significantly predicted (P > 0.001) the outcome for two (medial and lateral forefoot) of the nine foot regions. Subjective comfort data is therefore not a reliable measure of increased plantar pressures for any foot region. The use of plantar pressure measures is therefore needed to optimise injury prevention when designing studded footwear. 相似文献
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Katrine Okholm Kryger Séan Mitchell Diwei Zhou Steph Forrester 《Sports Engineering》2018,21(4):401-408
Touch/control football boots are reportedly designed for optimal passing and dribbling. Little research exists on the effect of boot design on touch/control performance and no validated protocol has been developed for assessing passing and dribbling from an equipment focus. This study aimed to assess the effect of upper padding on dribbling and passing performance using a test–retest reliable test setup. Eight university players performed a protocol of dribbling, short and long passing in football boots with 0 and 6 mm of upper padding (Poron foam). The protocol was completed twice; the 0-mm padding results were used for test–retest validation, while the 0-mm versus 6-mm padding results were used to investigate the effect of padding. Dribbling performance was assessed though completion time, number of touches applied and lateral deviation from cones and passing performance through ball velocity and offset from target. The protocol demonstrated good test–retest reliability and indicated no significant differences in any of the 12 performance variables between the 0- and 6-mm padded boots. These findings suggest an element of design freedom in the use of padding within football boot uppers without affecting dribbling or passing performance. 相似文献
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ABSTRACT In recent years, there has been growing interest in the role of affect within education. Within this paper, the authors make a distinction between affective pedagogy, which they refer to as ways of teaching that are designed to evoke particular emotional states, and affective knowledge, which they refer to as aspects of knowledge or knowing which seem to bring forth particular emotions organically. Using explicit grammar knowledge as a test case, they explore student teachers’ affective responses to learning, drawing upon interview data and observations made during a series of grammar courses. They argue that grammar learning is a potential source of pleasure, wonder and intensity. The findings provide an important counter-narrative to the prevailing discourse of grammar as dull and threatening. They also draw broader conclusions about the significance of affect in education, drawing upon affect theory and recent work on epistemic emotions. 相似文献
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The purposes and practices of student assessment in all sectors of education are contested. So when the members of a university department decide to collaborate in order to integrate their assessment requirements, what they enter into is a program of personal and collective review that begins to unmask the moral and political dynamics of curriculum and professional development. This article describes such a collaborative project, its processes and its products, as well as the dynamics of collective review as they relate to facilitation, organisational change, and comfortable versus critical collaboration. 相似文献