Workshop on Pristine Highlands Rocks and the early History of the Moon

Oxide composition of the Moon, evidence for an initially totally molten Moon, geophysical contraints on lunar composition, random sampling of a layered intrusion, lunar highland rocks, early evolution of the Moon, mineralogy and petrology of the pristine rocks, relationship of the pristine nonmore rocks to the highlands soils and breccias, ferroan anorthositic norite, early lunar igneous history, compositional variation in ferroan anosthosites, a lunar magma ocean, deposits of lunar pristine rocks, lunar and planetary compositions and early fractionation in the solar nebula, Moon composition models, petrogenesis in a Moon with a chondritic refractory lithophile pattern, a terrestrial analog of lunar ilmenite bearing camulates, and the lunar magma ocean are summarized

Mutants and SU(3)_q invariants

Details of quantum knot invariant calculations using a specific SU(3)_q-module are given which distinguish the Conway and Kinoshita-Teresaka pair of mutant knots. Features of Kuperberg's skein-theoretic techniques for SU(3)_q invariants in the context of mutant knots are also discussed.Comment: 17 pages. Published copy, also available at http://www.maths.warwick.ac.uk/gt/GTMon1/paper18.abs.htm

Somatization vs. Psychologization of Emotional Distress: A Paradigmatic Example for Cultural Psychopathology

This paper describes the developing area of cultural psychopathology, an interdisciplinary field of study focusing on the ways in which cultural factors contribute to the experience and expression of psychological distress. We begin by outlining two approaches, often competing, in order to provide a background to some of the issues that complicate the field. The main section of the paper is devoted to a discussion of depression in Chinese culture as an example of the types of questions that can be studied. Here, we start with a review of the epidemiological literature, suggesting low rates of depression in China, and move to the most commonly cited explanation, namely that Chinese individuals with depression present this distress in a physical way. Different explanations of this phenomenon, known as somatization, are explored and reconceptualized according to an increasingly important model for cross-cultural psychologists: the cultural constitution of the self. We close by discussing some of the contributions, both theoretical and methodological, that can be made by cross-cultural psychologists to researchers in cultural psychopathology

Proca equations derived from first principles

Gersten has shown how Maxwell equations can be derived from first principles, similar to those which have been used to obtain the Dirac relativistic electron equation. We show how Proca equations can be also deduced from first principles, similar to those which have been used to find Dirac and Maxwell equations. Contrary to Maxwell equations, it is necessary to introduce a potential in order to transform a second order differential equation, as the Klein-Gordon equation, into a first order differential equation, like Proca equations.Comment: 6 page

Young children as citizens: learning from practice in the early childhood setting

This paper examines enactments of young children’s citizenship in early childhood settings in England, which is an under researched area, in this study young children are positioned as social actors, competent and capable of making decisions and enacting citizenship. Values, child rights and citizenship are interconnected and often inseparable in practice. A mixed methods multiple-case study was conducted in England across several early childhood settings in the private and independent sector. Our findings indicate that young children enact citizenship through micro acts embedded into their day-to-day activities; such acts are often spontaneous in response to events or interactions. These are often pro-social in nature comprised as behaviours such as helping or showing concern for others. Our findings give visibility to the distinctive ways in which young children may enact citizenship including, for example, physical expressions

Navigating Tensions: Education Policy and the Science Teacher

Teachers of science are constantly experiencing changing education policies that impact on their daily working lives, e.g. a national or state-wide requirement to teach about the nature of science, or a school-wide requirement to use student peer assessment in the classroom. Such policies typically come ‘from outside’; they are not decisions made by individual teachers or small groups of teachers. They also come with authority and, often, powerful mechanisms of accountability, e.g. national assessment of student learning outcomes or teacher appraisal programmes. Teaching involves navigating these shifting policy environments whilst practising personal identity and associated beliefs about teaching. This results in many challenges, but also opportunities, for teachers. This paper elaborates on the form and role of education policy and what this means for teachers of science. Drawing upon studies of how science teachers experience education policy, the contexts of teachers’ work are characterised in terms of personal, internal (to school), and external themes. The paper then suggests features of school policy environments that can support better, and more sustainable, outcomes for teachers and other stakeholders