Identification of the materials used in an Eastern Jin Chinese ink stick

Chinese ink stick has a long history and a special importance in the Chinese culture. For the first time, Pyrolysis Gas Chromatography and Mass Spectrometry (Py-GC/MS) was used to identify the materials in an ancient Chinese ink stick. Four types of constituents could be detected in the archaeological ink stick of the Eastern Jin period (317–420 AD): (1) borneol (Chinese name bing piàn); (2) compounds related to essential oil or tar of conifer wood: cedrene, aromadendrane, cedrane, cuparene, cedrol, retene, methyl dehydroabietate and 9-methyl retene; (3) marker compounds from animal glue; (4) polycyclic aromatic hydrocarbons (PAHs) from soot. The information obtained through this study provides conclusive evidence for use of additives of borneol and cedar oil, binding media of animal glue and pine wood soot in the ancient ink stick.     

At the Intersection of Contemporary Descriptions of Science and Issues of Equity and Diversity: Student Teachers' Conceptions,Rationales, and Instructional Practices

Journal of Science Teacher Education -     

From professional lives to inclusive practice: Science teachers and scientists' views of gender and ethnicity in science education

To provide insight into issues of gender and ethnicity in science education, we examine the views of approximately 60 secondary science teachers and university scientists from three different research projects. In each project, participants and researcher explored the intersection of professional and personal identities; views of the nature of science; beliefs related to students' experiences in science education; and kinds of curricular and instructional strategies used to promote access and equity for all students. Participants' interviews were analyzed qualitatively for patterns across these four dimensions of inclusive science education. Analysis of data revealed a wide range of beliefs and experiences along each dimension. From our findings, we argue for careful examination of the ways identities shape instructors' professional experiences and educational practices; critical, constructive conversations about feminist science studies scholarship between professional developers and science teachers or scientists; and reasoned reflection on how views of students can inform recommendations for inclusive content and instruction. We conclude with the call for increased sophistication in the conceptualization and implementation of solutions to the “problem” of women and ethnic minorities in science education, for balancing recognition of systematic gender and ethnic bias with sensitivity to instructors and students' diverse interests and experiences. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 511–547, 2000     

Promoting Social and Emotional Learning in Second Grade Students: A Study of the Strong Start Curriculum

The promotion of social and emotional learning (SEL) in schools may help prevent emotional and behavioral problems of students. This study evaluated the effects of a SEL curriculum, Strong Start, on the social-emotional competence of 26 second grade students, using a quasi-experimental, non-equivalent control group design. Results revealed statistically significant and meaningful improvements in teacher ratings of students’ internalizing and peer-related pro-social behaviors, particularly for students at greater risk. Conversely, control group students experienced significant worsening of internalizing behaviors and decreased levels of peer-related pro-social behaviors. No changes were reported in externalizing behaviors for either group. Treatment integrity and social validity ratings of Strong Start were high. Limitations and implications of this study are addressed. The authors are listed alphabetically by last name and all shared equally in the preparation of this paper.     

Consortial Cataloging Guidelines for Electronic Resources: I-Share Survey and Recommendations

In 2009, the Consortium of Academic and Research Libraries in Illinois (CARLI) charged a task force to update and revise recommendations that address cataloging practice and catalog access to electronic resources for libraries participating in the I-Share union catalog. This article presents the results of a survey and recommendations developed by the 2009 Task Force that cover all types of e-resources. Issues covered include: single or separate records for electronic and print versions of a title; the use of aggregator-neutral and provider neutral records; the construction and placement of the Uniform Resource Locator (URL) and notes; and the use of vendor records.     

Thriving in community

In the final part of this series on student thriving, Laurie Schreiner describes how students who thrive turn outward and engage with the world through healthy interpersonal relationships and service to their communities.