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consider the Shia infidels . On the other hand, Deobandi followers are more flexible in comparison, and generally do not support killing Shia unless they...data.worldbank.org/indicator/SP.URB.TOTL.IN.ZS; Gross National Income (GNI) converted to international dollars using purchasing power parity rates. World...and working strength, where required. The trust reportedly manages foreign funds of JeM and was one of Osama bin Laden’s sources of income . The trust
Full Text Available Objective: To determine the knowledge of HIV/AIDS among primary school pupils in north central area of Nigeria. Methods: 2 000 randomly selected primary school pupils in and around eastern part of Idoma area of Benue state were interviewed using an open-ended questionnaire. Data analysis was done with EPI-INFO 2000. The Chi-square test was used for statistical analysis and the 0.05 level of significance was adopted. Results: A totle of 1 010 males and 990 females at ages between five and sixteen years were drawn from 10 primary schools in the area. Pupils in the higher classes were more knowledgeable and sex difference was not statistically significant. Certain misconceptions were noted. Conclusions: There is need for health education for all cadres of primary school pupils in the area, which will increase the awareness of the disease.
Full Text Available Injuries to the teeth range from minor coronal fractures to total avulsion. If the injuries cause totl avulsion or luxation, there will be varying levels of injuries to the periodontal ligament, alveolus and microvascular supply. Management of the injured teeth ranges from inspection and treatment which includes stabilization by splinting. Usually splinting is accomplished by a segment of arch bar. Due to the ebsence of arch bar appliances, dentists often referred patients to an oral surgeon. It would cost extra time, for an immediate action to help the patients. This paper is a case report of a traumatized tooth which has been successfully stabilized with acid etched wire-composite. The use of composite resin is considered as a quick and an easy solution for dental trauma therapy.
Teachers on the Leading Edge (TOTLE) is an Earth Science teacher professional development program featuring Pacific Northwest active continental margin geology. To engage middle-school teachers and students, TOTLE workshops: (1) invite novice learners to geophysical studies of tectonics, earthquakes, and volcanoes; (2) provide access to EarthScope research; and (3) explain geologic hazards as understandable aspects of living on the ``leading edge'' of the North American continent. Fundamental concepts and observations progress from global patterns, to regional context, and then to local applications. For example, earthquakes are concentrated near tectonic plate boundaries such as the Cascadia subduction zone between the Juan de Fuca and North American plates. Earthquake hazards include liquefaction and landslides that are affected by regional and local geology. And relative earthquake hazard maps provide comparisons of hazards on county, city, and neighborhood scales. Inquiry-based field investigation of coastal ghost forests and Cascadia tsunami geology stimulates learning about Cascadia great earthquakes and tsunamis and provides a case study of scientific discovery. Field studies of volcanic mudflow (lahar) deposits from Mt Hood and Mt Rainier highlight volcanic hazards to rapidly increasing populations that live near recently active Cascade volcanoes. We emphasize the importance of infrastructure engineering and emergency preparedness in preventing geologic hazards damage, injuries, and deaths in order to: (1) demonstrate how Geoscience research leads to improved engineering designs that mitigate hazards; (2) align lessons with national and state K-12 science education standards that focus on science, technology, and societal connections; and (3) avoid fatalism and develop a culture of geologic hazards awareness among future citizens of the Pacific Northwest.
Wilson, Jessica M.; Farley, Kevin J.; Carbonaro, Richard F.
Complexation of iron by naturally-occurring and synthetic organic ligands has a large effect on iron oxidation and reduction rates which in turn affect the aqueous geochemistry of many other chemical constituents. In this study, the kinetics of FeII oxidation in the presence of the polyaminocarboxylate synthetic chelating agents ethylene glycol tetraacetic acid (EGTA) and trimethylenediamine-N,N,N‧,N‧-tetraacetic acid (TMDTA) was investigated over the pH range 5.50-8.53. Batch oxidation experiments in the presence of molecular oxygen were conducted using a 2:1 M concentration ratio of polyaminocarboxylate (ligand, L) to FeII. The experimental data resembled first order kinetics for the oxidation of FeII-L to FeIII-L and observed rate constants at pH 6.0 were comparable to rate constants for the oxidation of inorganic FeII. Similar to other structurally-similar FeII-polyaminocarboxylate complexes, oxidation rates of FeII-EGTA and FeII-TMDTA decrease with increasing pH, which is the opposite trend for the oxidation of FeII complexed with inorganic ligands. However, the oxidation rates of FeII complexed with EGTA and TMDTA were considerably lower (4-5 orders of magnitude) than FeII complexed to ethylenediaminetetraacetic acid (EDTA). The distinguishing feature of the slower-reacting complexes is that they have a longer backbone between diamine functional groups. An analytical equilibrium model was developed to determine the contributions of the species FeIIL2- and FeII(H)L- to the overall oxidation rate of FeII-L. Application of this model indicated that the protonated FeII(H)L species are more than three orders of magnitude more reactive than FeIIL2-. These rate constants were used in a coupled kinetic equilibrium numerical model where the ligand to iron ratio (TOTL:TOTFe) and pH were varied to evaluate the effect on the FeII oxidation rate. Overall, increasing TOTL:TOTFe for EGTA and TMDTA enhances FeII oxidation rates at lower pH and inhibits FeII oxidation
Robinson, S.; Ellins, K. K.; Semken, S. C.; Arrowsmith, R.
EarthScope's Education and Outreach (E&O) program aims to increase public awareness of Earth science and enhance geoscience education at the K-12 and college level. The program is distinctive among major geoscience programs in two ways. First, planning for education and public engagement occurred in tandem with planning for the science mission. Second, the NSF EarthScope program includes funding support for education and outreach. In this presentation, we highlight key examples of the program's accomplishments and identify emerging E&O opportunities. E&O efforts have been collaboratively led by the EarthScope National Office (ESNO), IRIS, UNAVCO, the EarthScope Education and Outreach Subcommittee (EEOSC) and PI-driven EarthScope projects. Efforts by the EEOSC, guided by an EarthScope Education and Outreach Implementation Plan that is periodically updated, focus EarthScope E&O. EarthScope demonstrated early success in engaging undergraduate students (and teachers) in its mission through their involvement in siting USArray across the contiguous U.S. Funded E&O programs such as TOTLE, Illinois EarthScope, CEETEP (for K-12), InTeGrate and GETSI (for undergraduates) foster use of freely available EarthScope data and research findings. The Next Generation Science Standards, which stress science and engineering practices, offer an opportunity for alignment with existing EarthScope K-12 educational resources, and the EEOSC recommends focusing efforts on this task. The EEOSC recognizes the rapidly growing use of mobile smart devices by the public and in formal classrooms, which bring new opportunities to connect with the public and students. This will capitalize on EarthScope's already prominent social media presence, an effort that developed to accomplish one of the primary goals of the EarthScope E&O Implementation Plan to "Create a high-profile public identity for EarthScope" and to "Promote science literacy and understanding of EarthScope among all audiences through
Granshaw, Frank Douglas
Virtual reality (VR) is increasingly used to acquaint geoscience novices with some of the observation, data gathering, and problem solving done in actual field situations by geoscientists. VR environments in a variety of forms are used to prepare students for doing geologic fieldwork, as well as to provide proxies for such experience when venturing into the field is not possible. However, despite increased use of VR for these purposes, there is little research on how students learn using these environments, how using them impacts student field experience, or what constitutes effective design in light of emerging theories of geocognition. To address these questions, I investigated the design and use of a virtual reality environment in a professional development program for middle school Earth science teachers called Teachers on the Leading Edge (TOTLE). This environment, called a virtual field environment, or VFE, was based largely on the field sites visited by the participants during summer workshops. It was designed as a tool to prepare the participants for workshop field activities and as a vehicle for taking elements of that experience back to their students. I assessed how effectively the VFE accomplished these goals using a quasi-experimental, mixed method study that involved a series of teaching experiments, interviews, participant surveys, and focus groups. The principle conclusions reached in this study are as follows: 1. In a field trip orientation experiment involving 35 middle school teachers, 90.6% of the participants stated a preference for VFE enhanced orientation over an alternative orientation that used photographs and static maps to complete a practice field activity. When asked about how the VFE prepared them for their field experience, the participants ranked it as most helpful for visualize the location and geography of the field sites. They ranked it lower for helping them visualize structural and geomorphic patterns, and ranked it as least