Testing the palaeoclimatic significance of the Northern Irish bog oak record

We present an analysis of the Northern Irish bog oak record presented in Turney et al. (2005) for the last 4500 years. The record is compared with a compiled peatland water table record from the same region and palaeohydrological data from northern England and mid-latitude Europe. It is apparent that there is no consistent relationship between the population frequency of Irish bog oaks and the palaeohydrological reconstructions, illustrating that the record is not reflecting wetness changes in peatlands. We suggest that the bog oaks should be scrutinised on a within-site and a site-by-site basis to assess the spatial coherency of the shifts in tree populations and the synchronicity of phases of germination and dying off (GDO). Further work is needed to critically examine the controls on the establishment and demise of bog oaks on Irish peatlands before these data can be used as a palaeoclimate proxy. Only then can they be used to test solar forcing of Holocene climate change.

Patch antenna with linear polarisation tilt control

The design of a linearly-polarised agile antenna is presented. The antenna is fed by a quasi-lumped coupler which has the ability to tune the magnitude ratio between its two outputs from -30 dB to 15 dB by modifying the bias of two varactor diodes. In this way the relative power fed to each orthogonal port of a patch antenna can be varied. Consequently, tilt control of the radiated linearly-polarised waves is achieved over a range of 90 degrees.

The effect of statistics anxiety on students’ predicted and actual test scores

This study investigated the effect of statistics anxiety and attitudes on first year psychology students’ predicted and actual statistics class test scores. A total of 52 students completed the Statistics Anxiety Rating Scale and estimated their class test scores one week before their test at the end of first year. Regression models were conducted with the six attitude and anxiety subscales as predictors and the predicted and actual test scores as criterion variables. The results showed that computation self concept and fear of asking for help accounted for 37% of the variance in predicted test scores. However, when actual test scores were analysed the significant predictors were worth of statistics and interpretation anxiety, which accounted for 20% of the variance. These results suggested that while statistics anxiety does influence students’ perceptions of their competence it appears to have less effect on their actual performance. Results also suggested that students were unaware of their own statistical competence. Remedial action is required to address the level of statistics anxiety experienced by first year undergraduate psychology students, as it appears to result in unrealistic assessments of their ability and has detrimental effects on their statistics self-efficacy.