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Mineral-specific issues in 3D scanning and printing for digital collections, outreach and display
Get PDFThree-dimensional (3D) scanning and 3D printing of natural history specimens presents interesting opportunities for informal and formal science education, as well as specimen preservation and display. Museum staff in several museums have begun scanning and making specimens available online. However, very few mineral specimens are available as scanned 3D objects, because minerals present unique challenges in scanning. Specifically, their variable surface reflection properties (“luster”) and surface complexities make them complicated specimens to reproduce. This paper examines the variables involved in 3D scanning and 3D printing mineral specimens, lays out criteria for ideal candidates, and presents workarounds to common problems. In general, ideal mineral candidates for 3D scanning and 3D printing are opaque, with no overlapping components that create obscured cavities, have a distinctive form or habit, and have light colour and dull or earthy luster. Non-ideal candidates can still successfully scan and print, though workarounds are often require
Making Moco: A Personal History
Get PDFThis contribution describes the path of my nearly forty-year quest to understand the special ligand coordinated to molybdenum and tungsten ions in their respective enzymes. Through this quest, I aimed to discover why nature did not simply use a methyl group on the dithiolene that chelates Mo and W but instead chose a complicated pyranopterin. My journey sought answers through the synthesis of model Mo compounds that allowed systematic investigations of the interactions between molybdenum and pterin and molybdenum and pterin-dithiolene and revealed special features of the pyranopterin dithiolene chelate bound to molybdenum
Acculturation and suicide-related risk in ethnoracially minoritized youth in the US: a scoping review and content analysis of the empirical evidence
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Among Asian-American/Pacific Islander, Hispanic/Latinx, and Black youth, the US born have higher risk of suicidal thoughts and behaviors (attempts and death-by-suicide) than first-generation migrants. Research has focused on the role of acculturation, defined as the sociocultural and psychological adaptations from navigating multiple cultural environments. Methods
Using content analysis, we conducted a scoping review on acculturation-related experiences and suicide-related risk in Asian-American/Pacific Islander, Hispanic/Latinx, and Black youth (henceforth described as “ethnoracially minoritized adolescents”), identifying 27 empirical articles in 2005–2022. Results
Findings were mixed: 19 articles found a positive association between acculturation and higher risk for suicide ideation and attempts, namely when assessed as acculturative stress; 3 articles a negative association; and 5 articles no association. Most of the research, however, was cross-sectional, largely focused on Hispanic/Latinx youth, relied on demographic variables or acculturation-related constructs as proxies for acculturation, used single-item assessments for suicide risk, and employed non-random sampling strategies. Although few articles discussed the role of gender, none discussed the intersections of race, sexual orientation, or other social identities on acculturation. Conclusion
Without a more developmental approach and systematic application of an intersectional research framework that accounts for racialized experiences, the mechanisms by which acculturation may influence the risk of suicidal thoughts and behavior remain unclear, resulting in a dearth of culturally responsive suicide-prevention strategies among migrant and ethnoracially minoritized youth
The F@$#-Up’s Guide to Reclaiming and Reimagining My Student Identity Through Pedagogical Partnerships
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What do students and teachers talk about when they talk together about feedback and assessment? Expanding notions of feedback literacy through pedagogical partnership
No full textResponding to calls for partnership among students and teachers in feedback and assessment, this study explores the question: What do students and teaching staff talk about when they talk together about feedback and assessment? We used reflexive thematic analysis to interpret 15 hours of conversation involving 14 students and 22 staff members as they collaborated to redesign feedback practices in eight courses by co-creating a plan for change. The results revealed that participants largely focused on the challenges of feedback and assessment, such as university policy, lack of time and student disengagement. However, when they dug deeper into challenges within their sphere of control, conversations opened spaces for students to actively participate and contribute their knowledge. Students displayed intellectual candour and expanded notions of what counts as feedback to them, disentangling feedback from assessment to advance continuous feedback practices in supportive classroom environments. We argue that both student and teacher feedback literacy can be developed when teaching staff are willing to listen to students but that partnership processes that build and enhance feedback literacies are neither automatic nor straightforward. Further research to understand the conditions that enable partnership to build staff and student feedback literacy would advance collective knowledge