Improvement of termite resistance, dimensional stability and mechanical properties of pine wood by paraffin impregnation

Paraffin has been used as surface protection of wood throughout the ages but its use for impregnation to improve wood resistance to biodegradation is recent. This study determined the main improvements on wood properties with paraffin impregnation. Healthy Pinus pinaster Ait. wood was impregnated with paraffin at different levels using a hot–cold process. Weight gain, equilibrium moisture content and dimensional stability (ASE) at 35 and 65 % relative humidity, termite durability against Reticulitermes grassei (Clément), bending strength, bending stiffness (MOE) and Janka hardness were determined. Density increased from 0.57 to 0.99, ASE ranged between 38–96 % and 16–71 % for 35 and 65 % relative humidity, respectively. Equilibrium moisture content decreased from 9.9 and 12.0 % to 0.8 and 3.6 % for 35 and 65 % relative humidity. Termite durability improved from level 4 to level 3 of attack, and higher termite mortality was found in treated wood (52 % against 17 %). Bending strength (MOR) increased with paraffin weight gain, reaching a 39 % increase. MOE also increased by about 13 % for wood with a weight gain around 80 %. Janka hardness increased significantly reaching about 40 % for wood with 80 % weight gain. Paraffin impregnated wood has improved properties with regard to equilibrium moisture content, dimensional stability and density, bending strength and Janka hardness, and resistance against termites.

Leadership and Pedagogical Interaction as Predictors of Learning Outcomes in Physical Education

This research aims to understand the relative contribution of leadership styles and teacher-student and student-student pedagogical interaction concerning learning performance and academic achievement in Physical Education. A quantitative methodology was implemented, comprising a sample of 447 students attending a school grouping located in the coastal region of central Portugal. In order to verify the nature, the strength and the direction of the relations among the variables, correlation and multiple regression analyses were used. For this, scales already validated and used in other researches were applied. The results show that the learning performance and the academic achievement are significantly associated with teacher leadership styles and teacher-student and student-student pedagogical interaction. A stronger association was obtained with leadership styles, especially the democratic one. It should be mentioned that these factors provide a higher relative contribution to the learning performance than to the academic achievement. The analysis conducted highlights the importance of the democratic teacher leadership style and of the pedagogical interaction established within the classroom towards the improvement of students’ ability to understand the gains and the effort made in learning.

Leadership and Pedagogical Interaction as Predictors of Learning Outcomes in Physical Education

Problem Statement: This research aims to understand the relative contribution of leadership styles and teacher-student and student-student pedagogical interaction concerning the learning performance and academic achievement in physical education. Research Questions: Are the teacher leadership style and the teacher-student and student-student pedagogical interaction related to the learning performance and academic achievement in physical education in basic schooling? Purpose of Study: There are several factors that contribute for the explanation of learning outcomes, namely teacher leadership styles in the classroom, as well as teacher-student and student-student pedagogical interactions. These factors are considered to be essential in the teaching-learning process and in the subsequent improvement of educational outcomes. Research Methods: A quantitative methodology was implemented, comprising a sample of 447 students attending a School Grouping located in the Central Region of Portugal. In order to verify the nature, the strength and the direction of the relations among the variables, correlation and multiple regression analyses were used. For this, scales already validated and used in other researches were applied. Findings: The results show that the learning performance and the academic achievement are significantly associated with teacher leadership styles and teacher-student and student-student pedagogical interaction. A stronger association was obtained with leadership styles, especially the democratic one. It should be mentioned that these factors provide a higher relative contribution to the learning performance than to the academic achievement. Conclusions: This study sought to deepen the understanding of the explanatory factors of academic success concerning the teaching-learning process in physical education. The analysis conducted highlights the importance of the democratic teacher leadership style and of the pedagogical interaction established within the classroom towards the improvement of students' ability to understand the gains and the effort made in learning.