The reaction of pyrite with diphenyl ether

Diphenyl ether is converted into diphenyl sulfide (largely), dibenzofuran, phenoxybiphenyls, diphenoxybiphenyls, and several other sulfur- containing compounds by reaction with pyrite at 350-360[deg].Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/25032/1/0000459.pd

Yearbook II - PhD research in progress July 2007

An edited volume with contributions from seven PhD researchers in the school of Humanities and Social Sciences at the University of East London. Each contributor details their research work in progress. Topics in this volume include: reflections on ethnographic research, voluntary action in Indian famine relief 1877-1900, Modulating a Theoreticist ‘Momentum’, disclosures on lifestyle television, a feminist critique of trafficking in Europe, indigenous cultural influences on volunteering, communal self help in Kenya and religion, feminism and freethought 1830-1889

Currículo de la pre secundaria en Timor Oriental y su articulación con la secundaria general

Problemas herdados nas últimas décadas conduziram Timor-Leste a reestruturar os currículos do ensino pré-secundário – EPS – e do secundário geral – ESG.1 Atendendo à importância de uma adequada articulação vertical ao longo dos ciclos de escolaridade e diante do cumprimento de uma primeira edição completa do EPS, importa estudar se tal currículo está alinhado com o do ESG, em particular no que respeita às Ciências e Tecnologia. Este artigo centra-se na análise do currículo do EPS e na avaliação da sua articulação com o do ESG. Não obstante existam décalages entre o currículo prescrito, o implementado e o apropriado, é relevante haver sintonia no nível dos currículos para uma educação e formação de boa qualidade, fundamentais à consecução dos Objetivos de Desenvolvimento do Milénio.Problems inherited from the last decades have led Timor-Leste to restructure its pre-secondary – EPS – and general secondary – ESG – curricula. Considering the importance of an adequate vertical articulation throughout the schooling cycles and before the conclusion of the first complete edition of the EPS, it is necessary to study if such a curriculum is aligned with the one of the ESG, in particular with regard to Science and Technology. This article focuses on the analysis of the EPS curriculum and the evaluation of its articulation with the one of ESG. Notwithstanding the décalages among the prescribed, the implemented and the appropriate curricula, it is relevant to have a fine-tuning at this level to ensure good quality education and training, essential to achieve the millennium development goals.Des problèmes hérités des dernières décennies ont conduit le Timor-Oriental à restructurer ses programmes d’enseignement présecondaire – EPS –, ainsi que ceux de l’enseignement secondaire général – ESG. Compte tenu de l’importance d’une bonne articulation verticale tout au long des cycles scolaires etvu qu’une première édition complète de l’EPS a déjà été mise en place, il est important de vérifier si ce programme s’aligne bien à celui de l’ESG, particulièrement en ce qui concerne les Sciences et la Technologie. Cet article se concentre sur l’analyse du programme de l’EPS et sur l’évaluation de son articulation avec celui de l’ESG. Nonobstant certains décalages entre le programme prescrit, celui qui a été mis en œuvre et celui qui est approprié, il est nécessaire que les programmes soient en phase pour atteindre une éducation et une formation de qualité, fondamentales pour la réalisation des Objectifs du Millénaire pour le Développement.Problemas heredados en las últimas décadas hicieron que Timor Oriental reestructurase los currículos de la educación pre secundaria – EPS – y de la secundaria general – ESG. En función de la importancia de una adecuada articulación vertical a lo largo de los ciclos de escolaridad y frente al cumplimiento de una primera edición completa do EPS, importa estudiar si tal currículo está alineado con el del ESG, en particular en lo que concierne a las Ciencias y Tecnología. Este artículo se centra en el análisis del currículo del EPS y en la evaluación de su articulación con el del ESG. No obstante la existencia de décalages entre el currículo prescrito, el implementado y el apropiado, es relevante que haya sintonía a nivel de los currículos para una educación y formación de calidad, fundamentales para la consecución de los Objetivos de Desarrollo del Milenio

Pro-Social Practice Amongst the Akamba of Eastern Kenya: An Alternative Volunteering Paradigm?

The object of this thesis is the analysis of localised pro-social practices of the Akamba (Eastern Kenya). It explores how the social structures and values (socio-cultural organisation) inherent amongst the Akamba condition their 'helping practices'. Given that the relationship between these two phenomena, culture and pro-social practice, have not been analysed extensively, I develop a perspective and concept with which to launch the investigation. I adopt a conceptual framework shaped by my biography, previous research on volunteering and a commitment to local knowledge and practice. This study is qualitative and uses community group, key informant and semistructured interviews and participant observation. The focus of the investigation is Machakos District (Eastern Province, Kenya). The ways in which the respondents from this locality (Akamba) view volunteering and self-help and the role of local socio-cultural organisation in conditioning these practices is analysed. The thesis adopts an analytic framework based on volunteering as a 'universalised' concept. It then uses this framework as a prism through which to analyse localised forms of pro-social practice. The study finds that the orms of pro-social practices and the factors that contribute to participation in them are conditioned by the indigenous structures and values, inherent amongst the Akamba. Respondents participated in clan-based activities, collective work-parties, funeral ceremonies and formalised KRCS practice for various reasons. These included compulsion, reciprocity, and perceived opportunity, respectively. In analysing the intersections between universalised notions of volunteering and the forms of self help identified in this study, differences emerge. The thesis concludes that, on the basis of these differences, the practices evident amongst the Akamba are distinct from practices typically conceived as "volunteering". An alternative model of volunteering (opportunity-based volunteering) is suggested, as is the appreciation of a unique and distinctive form of localised helping practice (indigenous self help). The study therefore concludes that, in the case of Kenya, policies on volunteering may more accurately be perceived as policies on pro-social practices, in order to incorporate these different models of volunteering and self-help

Regional cooperation in chemistry among African countries

Meeting: Interfaculty Seminar on Cooperation in Science and Technology in Africa, 7 May 1981, Nairobi, K