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William Elliot Griffis (1843 - 1928) graduated from Rutgers College in 1869 and taught four years in Fukui and Tokyo. After his return to the United States, he devoted himself to his research and writing on East Asia throughout his life. He authored 20 books about Japan and five books about Korea including, Corea: The Hermit Nation (1882), Corea, Without and Within: Chapters on Corean History, Manners and Religion (1885), The Unmannerly Tiger, and Other Korean Tales (1911), A Modern Pioneer in Korea: The Life Story of Henry G. Appenzeller (1912), and Korean Fairy Tales (1922). In particular, his bestseller, Corea: The Hermit Nation (1882) was reprinted numerous times through nine editions over thirty years. He was not only known as \"the foremost interpreter of Japan to the West before World War I but also the American expert on Korea. After his death, his collection of books, documents, photographs and ephemera was donated to Rutgers.The Korean materials in the Griffis Collection at Rutgers University consist of journals, correspondence, articles, maps, prints, photos, postcards, manuscripts, scrapbooks, and ephemera. These papers reflect Griffis's interests and activities in relation to Korea as a historian, scholar, and theologian. They provide a rare window into the turbulent period of late nineteenth- and twentieth-century Korea, witnessed and evaluated by Griffis and early American missionaries in East Asia. The Korea Letters in the William Elliot Griffis Collection are divided into two parts: letters from missionaries and letters from Japanese and Korean political figures. Newly available and accessible through this collection, these letters develop a multifaceted history of early American missionaries in Korea, the Korean independence movement, and Griffis's views on Korean culture.

Abstract—Study of the morphological features and chemical composition of the ultrapotassic lavas from the Gaussberg volcano (East Antarctica) revealed two generations of clinopyroxene phenocrysts. These two groups of clinopyroxenes show distinct genetical trends that could not appear during the fractional crystallization. The first group (I) consists of high magnesian (Mg# 79–92) diopside. The second group (II) consists of more ferrous clinopyroxene grains (Mg# 59–69) (“green cores”), which are usually partly resorbed and contain zones of different composition. The Group I differs from the Group II in its higher contents of Ti, Cr, Ni and lower contents of Fe and Al. The characteristics of the natural samples were compared to the run products of the crystallization experiments with the Gaussberg ultrapotassic melt.. Based on these observations, it is proposed that the Group I (magnesian) is in equilibrium with the lamproitic melts, whereas ferrous Group II may be the relicts of clinopyroxene grains formed from the different, probably earlier portions of magma. This suggests a multistage activation of melting and associated crystallization processes in the magmatic system of the Gaussberg volcano and possible heterogeneity of a magma source.

TRansforming Instruction in Undergraduate Mathematics via Primary Historical Sources (TRIUMPHS) is a multi-year, multi-institution collaborative project funded by the US National Science Foundation aimed at developing and testing student projects based on primary historical sources related to the original or subsequent development of core topics in today’s tertiary mathematics curriculum. In addition to developing a broad range of projects and supporting their site testing by instructors across the US and Canada, TRIUMPHS includes a major Evaluation-with-Research component that is studying the effects of their classroom use on students and instructors. Our goal in this article is to share an overview of our research efforts related to the student learning experience—and as importantly, the tale of how we arrived at them—with others engaged in the effort to transform instruction in the field of undergraduate mathematics education. We provide a summary of three research initiatives undertaken by TRIUMPHS: a metadiscursive rules investigation based on Sfard’s theory of commognition, an exploratory study of the concepts of transgressive actions and boundary crossings (first put forth by Polish psychologist Jozef Kozielecki) within the context of student learning of mathematics, and an examination of the different views students hold regarding the nature of mathematics. Additionally, we offer methodological reflections on how we revised our research questions and analytic tools based on theoretical constructs from mathematics education and beyond as the project unfolded over the first 6 years.

Despite the challenges that primary historical sources present for students and instructors alike, engaging students with such sources as part of their mathematical learning experiences is an increasingly common instructional practice. Yet research on teaching and learning with primary sources remains a niche activity. It is thus reasonable to ask whether the use of primary sources merits broader attention from the mathematics education community. This article explores this question through the lens of Sfard’s commognitive theory of learning, which views mathematics as a discourse and mathematical learning as the process of becoming a participant in that discourse. Importantly, commognitive tenets apply to interpretations of mathematical development at both the historical and individual levels. I use these tenets to analyze a particular type of student project that adopts a guided reading approach to primary sources. Specifically, I examine examples of such projects that have been developed and used in the US to teach core mathematical topics at the university level since 2003, using commognitive theory to characterize the potential learning opportunities they afford. As with all instructional materials, these opportunities can be missed in classroom implementation. Nevertheless, the discourses represented in different instructional materials render some learning opportunities easier to offer students, while constraining the possibility of others. I thus also briefly examine some of the differences between these primary source projects and the standard textbooks that they are intended to replace.

We describe an exploration informed by transgressionism and supported by data collected from students’ report of learning abstract algebra via curriculum materials where primary historical sources are central to their design, namely Primary Source Projects (PSPs). PSPs require students to actively engage with primary source texts written by historical mathematicians and counter students’ more traditional mathematical learning experiences. We explore the components forming transgressive triads consisting of outcomes of transgressive actions taken to overcome boundaries encountered in students’ study of mathematics. Particularly, we focus on transgressive actions undertaken by students and provide exemplars identified from data to empirically support our theoretical conceptualisations. We end with a discussion by proposing research that draws upon transgressions in both learning mathematics via PHS in particular and with regard to other approaches in undergraduate mathematics education which may place students in contexts in which their familiar is made unfamiliar.

The Cuban government has made a significant investment in biomedical research, resulting in important accomplishments unparalleled by other countries of comparable population size and gross domestic product. This development, however, has been under mined by a continuous exodus of professionals to other countries. What factors drive the decision of many scientists to abandon an apparently thriving research and development environment? This article provides a view of the rise of the Cuban biotechnology research effort from the bench scientist’s perspective. Cuban biotechnology was born with intrinsic obstacles: politicization, secrecy, and the absence of safeguards against conflicts of interest. Guiding principles to counteract these limitations and rationally manage brain drain are discussed. La inversión del gobierno cubano en investigaciones biomédicas ha resultado en importantes logros no igualados por otras naciones con similar producto interno bruto. No obstante, este desarrollo ha sido frenado por un continuo éxodo de profesionales a otros países. ¿Cuáles factores explican que muchos profesionales decidan abandonar una empresa aparentemente próspera? Este artículo revela la experiencia de un científico que vivió el surgimiento de la biotecnología cubana desde el laboratorio. La biotecnología cubana nació con varios obstáculos: politización, secretismo y ausencia de aseguramientos contra conflictos de interés. Este artículo discute algunos principios rectores para contrarrestar estos obstáculos, así como manejar racionalmente la fuga de cerebros.

This work was developed to present a conceptual and preliminary analysis of the concepts and criteria for estimating the Energy Return on Investment (EROI). In this work, methods based on monetary studies, Life Cycle Analysis (LCA) were discussed and a dynamical systems modeling was proposed. In this respect, we made a mathematical development, defining the state and auxiliary variables and the adjustment parameters necessary to study the problem. Some criteria and influencing factors were defined, in the medium and long term, the sustainability of the energy system and seek to incorporate them into relevant areas of discussion and education, encouraging their dissemination and reviews. It is sought to discuss the issues and considerations for a standardized methodology that allows comparisons and decision-making, in order to minimize environmental impact.

At California State University, Northridge (CSUN), many students lack the skills needed to locate, analyze, and apply essential contexts associated with primary sources. Using these sources requires critical inquiry, which is a fundamental theme in pedagogy, the California State University system's Core Competencies, and the Association of College and Research Libraries Framework for Information Literacy for Higher Education. The authors piloted a Guided Resource Inquiry (GRI) tool that enables teaching faculty and librarians to create course assignments integrating online primary sources. These assignments deliver relevant information literacy tutorials to students using a single interface. With the GRI students better understood the nature of primary sources and how to analyze them critically in their course work. Additionally, students more fully understood the research process, and were more likely to use primary and archival materials in the future.

Although recent archival scholarship promotes the use of primary sources for developing students' analytical research skills, few studies focus on standards or protocols for teaching or assessing archival instruction. Librarians have designed and tested standards and learning assessment strategies for library instruction, and archivists would do well to collaborate with and learn from their experience. This study examines lessons learned from one such collaboration between an instructional services librarian and archivist to evaluate and enhance archival instruction in the University Archives' Student Life and Culture Archival Program (SLC Archives) at the University of Illinois at Urbana-Champaign Library. Based on evaluative data from a student survey and in-depth interviews, the authors offer strategies for successfully meeting and exceeding learning outcomes for archival intelligence.

This book explores the diverse understandings of the archaeological record in both historical and contemporary perspective, while also serving as a guide to reassessing current views. Gavin Lucas argues that archaeological theory has become both too fragmented and disconnected from the particular nature of archaeological evidence. The book examines three ways of understanding the archaeological record - as historical sources, through formation theory and as material culture - then reveals ways to connect these three domains through a reconsideration of archaeological entities and archaeological practice. Ultimately, Lucas calls for a rethinking of the nature of the archaeological record and the kind of history and narratives written from it.