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The crystal structure of 1-butyl-3-cyano-6-hydroxy-4-methyl-5-(2-nitrothiazolylazo) -2(1H)-pyridone (C14H14N6O4S, mol. wt. 362.37 a.m.u.) has been determined from X-ray diffraction data: monoclinic P2(1)/n, a=12.949(6) Angstrom, b=5.912(3) Angstrom, c=21.149(10) Angstrom, beta=90.23(5)degrees, V=1613(2) Angstrom(3), Z=4, D-c=1.49 g cm(-3), F(000)=752, mu(MoKalpha)=2.2 cm(-1), lambda(MoKalpha)=0.71073 Angstrom. The molecular structure is that of the hydrazone tautomer with an N-N distance of 1.341(9) Angstrom. The entire molecule is essentially planar except for the nitro and the butyl groups, The tautomeric form is stabilized by a strong intramolecular hydrogen bond [N ... O=2.615(9)Angstrom]. (C) 1997 Elsevier Science Ltd.

The structure of aminoethylammonium tartrate, C2H9N2+.C4H5O6-, is ionic. Ethylenediamine forms a very stable salt with tartaric acid, similar to C2H10N22+.2HPO(4)(2-).6H(2)O [Averbuch-Pouchot, Durif & Guitel (1987). Acta Cryst. C43, 1896-1898] and C2H10N22+.2C(4)H(5)O(6)(-).2H(2)O [Perez, (1977). Acta Cryst. B33, 1083-1087]. The protonated ethylenediamine monocations are linked to the tartrate anions by strong N-H ... O hydrogen bonds [N ... O 2.921(4), H ... O 2.083(4) Angstrom, N-H ... O 156.8(3)degrees]. The bond lengths and angles are comparable with corresponding values observed in related molecules.

C16H16O2, monoclinic, P12(1)/n1 (No, 14), a = 12.0005(7) Angstrom, b = 6.2388(9) Angstrom, c = 16.973(2) Angstrom, beta = 110.609(6)degrees, V = 1189.5 Angstrom(3), Z = 4, R-gt(F) = 0.047, R-w(F-2) = 0.108, T = 293 K.

In recent years, researchers and educators have been paying more attention to science education in early ages of children. Children's innate curiosity and interest in science, as well as the development and learning benefits of early childhood science instruction, are encouraging researchers and educators to study how to raise the quality of science education in early childhood education centers. Since the 'teacher' is one of the factors that either increases or decreases the quality of education, educators and researchers are looking for the ways to support early childhood teachers in science content and science education. To accomplish that, it is essential to determine the strengths and weaknesses of teachers in science teaching. The study is conducted to see if teacher candidates are qualified enough to teach science. In other words, the current study is interested in understanding early childhood education teacher candidates' qualifications in teaching young children science content and helping them develop science process skills. The results of the study are stated in the paper. © Sila Science.