Determination of anionic profiling of improvised explosive devices from different types of low explosive material

Improvised explosive devices or also known as homemade explosive devices are frequently abused for public terrorism. This types of explosive devices are well fabricated and made in improvised manner by incorporating military or commercially sourced explosive. It is often used for terrorism as the material of the devices are readily available at low cost and can be obtain legally without any suspicion from the sellers. Chemical composition of explosives holds a lot of useful information in establishing a link between a perpetrator and a bombing case. Analysis of post-blast explosive and pre-blast explosive is equally important since the chemical reaction during explosion will change the product of the composition. Different types of explosive material are also expected to give different composition profiling. In this study, four types of pyrotechnics explosives packed in pipe bombs were utilized via sampling exercise. Cotton swabbing technique was employed as method extraction as it is easy to perform, rapid, less solvent use and lab time are reduced.The determination of anionic inorganic constituents of improvised explosives were performed using ion chromatography. Post blast residues were analyzed to compare the changes of inorganic ions to its origin from pre blast samples. Inorganic ions were separated using Metrosep A SUPP 5 column and an eluent consisting of 1.0 mmol/L of NaHCO3 with 3.2 mmol/L Na2CO3. Anions of interest including NO2-, NO32-, PO42-, SO42-, SCN-, and ClO4- have been successfully separated within 60 minutes. Types and amount of anion detected are different from different materials of explosive devices

Conceptualising Orientation and Mobility Practices within the Expanded Core Curriculum

This paper intends to examine the orientation and mobility practices within the Expanded Core Curriculum The study conceptualises and methodologically sheds light on the practices of orientation and mobility O M within the expanded core curriculum ECC for visually impaired learners O M practices have become significant as these are essential in independence and one of the main components of the expanded core curriculum of visually impaired learners The O M practices are done in the school boundaries by O M experts to facilitate and accommodate visually impaired learners for better independence However owing to these practices but not as part of the expanded core curriculum results are less responsive to visually impaired learner s needs Aziz 2007 Existing research has focused on O M practices which are the integral part of the expanded core curriculum for the independence of visually impaired as most were not conducted to address the O M within the expanded core curriculum for visually impaired learner s Therefore this study attempts to conceptualise the orientation and mobility practices within the expanded core curriculu

Investigations on humic acid removal from water using surfactant-modified zeolite as adsorbent in a fixed-bed reactor

Natural organic matter (NOM) is ubiquitous in aquatic environments and has recently become an issue of worldwide concern in drinking water treatment. The major component of NOM is humic acids (HA). In this study, a natural zeolite (mordenite) was modified employing hexadecyltrimethylammonium bromide (HDTMA) to enhance greater efficient sites for sorption of HA. The natural zeolite and surfactant-modified zeolite (SMZ) were characterized by X-ray diffraction (XRD), Fourier-transform infrared spectrometer (FT-IR), N-2 Adsorption-desorption isotherms and BET-specific surface area, thermographic analysis, derivative thermographic analysis (TGA-DTA) and Field emission scanning electron microscopy (FESEM). A fixed-bed reactor was used for the removal of HA and the effects of different experimental parameters such as HDTMA loading levels, HA solution flow rate, solution pH and eluent concentration were investigated. The results indicated that the SMZ bed with HDTMA loading of 75% of external cation exchange capacity (ECEC) at a flow rate of 2 BV/h and pH of 10 showed the greatest enhanced removal efficiency of HA while ethanol solutions (25% v/v) with feed flow rate of 2 BV/h were sufficient for complete regeneration of SMZ and desorption of HA. Measurements of surface area of SMZ indicated that a monolayer formation of the surfactant at those conditions allowed the optimum removal of HA

Understanding the parental involvement in promoting an effective orientation and mobility acquisition among visually impaired children within the expanded core curriculum in Lahore, Pakistan

This proposed for a research be carried out towards understanding the parental involvement in promoting an effective orientation and mobility (O&M) acquisition among visually impaired children within the expanded core curriculum in Lahore, Pakistan. Orientation and mobility skills are deemed important in preparing visually impaired children towards their independence. Although O&M skills are considered as one of the main components of the expanded core curriculum for visually impaired children, these skills, however, are not explicitly integrated into the expanded core curriculum. As a result, M&O skills are found less acquired by the visually impaired children in Lahore, Pakistan. Moreover, the literature has also shown that Pakistani visually impaired children are experiencing a lack of parental involvement in their O&M skills acquisition, although it is widely recognized that parental involvement is essential for such skills acquisition. Due to the lack of research on parental involvement in the O&M skills acquisition among visually impaired children in Pakistan, a study, is proposed to be conducted to gain understanding on the matter through interviews with the parents of visually impaired children at two secondary level schools in Lahore, Pakistan. A semi-structured interview strategy will be employed to provide more insights into the roles of parents towards the acquisition of O&M skills among their visually impaired children in Lahore, Pakistan. This proposal further discusses the methodology deemed appropriate for this study

Provision of educational facilities for visually impaired learners at tertiary level in Pakistan: a review study

The primary purpose of the present study is to describe a detailed review of the capabilities of visually impaired learners at tertiary level from an emic view point. The information was collected from visually impaired learners, who were studying in three universities in Islamabad, Pakistan; Quaid-e-Azam University, International Islamic University, and National University of Modern Languages (NUML). The findings of the research reveal the main issues which were encountered by the visually impaired learners at tertiary level. Further, they explained their educational approaches which were used by their institutes to overcome their difficulties. Regardless their feelings of less importance, they were facing educational atmosphere unfriendly, but experiences and feelings of the visually impaired learners’ much emphasized on the opinions of approval by their friends which appeared quite important to them. To enable the visually impaired learners in strengthening their participation at tertiary level, the study prescribes the need to go past incorporation and uniformity models to guarantee the value and equality in universities. To transform this in a routine practice learning institutes have to play a substantial part

Provision of educational facilities for visually impaired learners at tertiary level in Pkistan:a review study

The primary purpose of the present study is to describe a detailed review of the capabilities of visually impaired learners at tertiary level from an emic view point. The information was collected from visually impaired learners, who were studying in three universities in Islamabad, Pakistan; Quaid-e-Azam University, International Islamic University, and National University of Modern Languages (NUML). The findings of the research reveal the main issues which were encountered by the visually impaired learners at tertiary level. Further, they explained their educational approaches which were used by their institutes to overcome their difficulties. Regardless their feelings of less importance, they were facing educational atmosphere unfriendly, but experiences and feelings of the visually impaired learners’ much emphasized on the opinions of approval by their friends which appeared quite important to them. To enable the visually impaired learners in strengthening their participation at tertiary level, the study prescribes the need to go past incorporation and uniformity models to guarantee the value and equality in universities. To transform this in a routine practice learning institutes have to play a substantial part

Implementation of hots in mathematics: through the perspective of teachers

Implementation of Higher Order Thinking Skills in Mathematics can improve student achievement. Teachers play a major role in understanding and inculcate thinking skills in the class. The aim of these studies to identified pedagogy, accessibility, and assessment in teaching and learning Mathematics based on HOTS in the classroom. These pilot studies were conducted using a qualitative approach in which interviews involved two mathematics teachers from two different categories of schools. The findings indicated that teachers understand and get an overview of HOTS. They implement it in the classroom although there are various constraints. Collaboration learning and exploration is an approach that teachers used to implement HOTS in the instructional. Teachers use any medium of tools as their instructional media. Examinations and tests were used to evaluate student achievement. Despite HOTS was evaluated through the problem discussion, exercises, and student's presentation during of teach and learn in class. Time constraints, source constraints, and readiness of students are seen as problems encountered in implementing HOTS. However, it is can be overcome depends on the teacher initiative. In conclusion, the implementation of HOTS will be more efficient if the teacher can generate student achievement through active learning with a variety of sources in many forms

Persepsi guru terhadap pengaplikasian kemahiran berfikir aras tinggi (KBAT) dalam Reka Bentuk dan Teknologi (RBT) sekolah rendah

Reka Bentuk dan Teknologi (RBT) merupakan mata pelajaran baharu yang diperkenal dalam Kurikulum Standard Sekolah Rendah (KSSR) bertujuan untuk mengukuhkan kemahiran berfikir murid untuk menyediakan modal insan yang dapat bersaing pada peringkat global. Kurikulum RBT yang direka bentuk mampu menjadikan murid untuk menghasilkan produk yang kreatif dan berasaskan teknologi sekali gus menjadikan mata pelajaran ini wadah dalam mengaplikasikan kemahiran berfikir aras tinggi (KBAT). Pembentukan budaya KBAT bagi mata pelajaran RBT ini disandarkan sepenuhnya kepada pengetahuan isi kandungan dan kemahiran pedagogi guru serta kaedah pengaplikasian KBAT yang efektif semasa proses pengajaran dan pembelajaran dijalankan. Justeru, kajian rintis ini dilakukan untuk mengenal pasti tahap pengetahuan dan kemahiran pedagogi guru dalam mengaplikasikan KBAT kepada murid melalui mata pelajaran RBT. Seramai 36 orang guru di Daerah Kinta Utara, Perak yang mengajar mata pelajaran RBT terlibat dalam kajian ini. Hasil daripada kajian menunjukkan tahap pengetahuan isi kandungan guru RBT berada pada tahap sederhana (M = 2.558, SP = 0.379). Kemahiran pedagogi guru RBT pula berada pada tahap sederhana mahir (M = 2.625, SP =0.450), manakala penguasaan elemen kemahiran berfikir beraras tinggi dalam pengajaran dan pembelajaran RBT berada pada tahap sederhana (M = 2.754, SP = 0.444). Secara keseluruhannya kajian ini memberikan input bahawa para guru perlu memantapkan pengetahuan isi kandungan dan kemahiran pedagogi dalam kurikulum RBT bagi menerapkan KBAT semasa proses pengajaran dan pembelajaran dalam bilik darjah. Malahan, dapatan juga boleh dijadikan landasan bagi mencari model pengajaran dan pembelajaran yang terbaik bagi mengamalkan budaya KBAT dalam kalangan murid dalam bilik darjah

Penerapan kemahiran berfikir aras tinggi (KBAT) dalam Kurikulum Reka Bentuk dan Teknologi (RBT) sekolah rendah

Kemahiran Berfikir Aras Tinggi (KBAT) yang diterapkan dalam kurikulum pendidikan negara menjadi aspirasi kepada pembentukan generasi yang mampu bersaing dan berjaya di peringkat global. Penekanan KBAT ini dikukuhkan dengan memperkenalkan mata pelajaran Reka Bentuk dan Teknologi (RBT) dalam Kurikulum Standard Sekolah Rendah (KSSR). Mata pelajaran RBT di ajar pada Tahap II di sekolah rendah sebagai satu usaha membangunkan modal insan abad ke-21 sekali gus menjayakan aspirasi tersebut. Sebagai pelaksana kepada kurikulum yang telah dibentuk, keberhasilan dalam menjayakan aspirasi ini bergantung penuh kepada keupayaan guru dan kemahiran guru. Namun begitu, guru-guru di sekolah masih mengamalkan kaedah konvensional dalam proses pengajaran dan pembelajaran malahan keupayaan untuk menerapkan KBAT juga masih rendah. Justeru, kertas konsep ini bertujuan untuk membincangkan kesediaan guru, masalah dan keperluan guru dalam melaksanakan pengajaran mata pelajaran RBT melalui integrasi KBAT di peringkat sekolah rendah. Guru perlu melengkapkan diri dengan pengetahuan dan kemahiran pedagogi KBAT dalam usaha untuk meningkatkan KBAT dalam kalangan murid. Pada masa ini, keperluan guru yang dikenal pasti ialah kursus pendedahan KBAT yang mengkhususkan kepada standard kandungan dan standard pembelajaran mata pelajaran RBT, penggunaan modul RBT, bahan maujud dan sumber bahan yang membantu pengajaran KBAT. Selain itu, sokongan dan perkembangan profesional yang berterusan dalam pengkhususan mata pelajaran RBT perlu diperkukuh agar guru-guru RBT dapat menguasai pengetahuan kandungan dan pedagogi dari segi teori dan praktikal yang dapat menjurus kepada penerapan KBAT di bilik darjah

Penerapan kemahiran berfikir aras tinggi (KBAT) dalam Kurikulum Reka Bentuk dan Teknologi (RBT) sekolah rendah

Kemahiran Berfikir Aras Tinggi (KBAT) yang diterapkan dalam kurikulum pendidikan negara menjadi aspirasi kepada pembentukan generasi yang mampu bersaing dan berjaya di peringkat global. Penekanan KBAT ini dikukuhkan dengan memperkenalkan mata pelajaran Reka Bentuk dan Teknologi (RBT) dalam Kurikulum Standard Sekolah Rendah (KSSR). Mata pelajaran RBT di ajar pada Tahap II di sekolah rendah sebagai satu usaha membangunkan modal insan abad ke-21 sekali gus menjayakan aspirasi tersebut. Sebagai pelaksana kepada kurikulum yang telah dibentuk, keberhasilan dalam menjayakan aspirasi ini bergantung penuh kepada keupayaan guru dan kemahiran guru. Namun begitu, guru-guru di sekolah masih mengamalkan kaedah konvensional dalam proses pengajaran dan pembelajaran malahan keupayaan untuk menerapkan KBAT juga masih rendah. Justeru, kertas konsep ini bertujuan untuk membincangkan kesediaan guru, masalah dan keperluan guru dalam melaksanakan pengajaran mata pelajaran RBT melalui integrasi KBAT di peringkat sekolah rendah. Guru perlu melengkapkan diri dengan pengetahuan dan kemahiran pedagogi KBAT dalam usaha untuk meningkatkan KBAT dalam kalangan murid. Pada masa ini, keperluan guru yang dikenal pasti ialah kursus pendedahan KBAT yang mengkhususkan kepada standard kandungan dan standard pembelajaran mata pelajaran RBT, penggunaan modul RBT, bahan maujud dan sumber bahan yang membantu pengajaran KBAT. Selain itu, sokongan dan perkembangan profesional yang berterusan dalam pengkhususan mata pelajaran RBT perlu diperkukuh agar guru-guru RBT dapat menguasai pengetahuan kandungan dan pedagogi dari segi teori dan praktikal yang dapat menjurus kepada penerapan KBAT di bilik darjah