Metal Distribution and Short-Time Variability in Recent Sediments from the Ganges River towards the Bay of Bengal (India)

The Ganges River receives inputs from highly populated cities of India (New Delhi, Calcutta, among others) and a strong influence of anthropogenic activities until reaching the Bay of Bengal. It is a seasonal river with 80% of discharges occurring between July and October during monsoon. The land-based activities next to the shore lead to discharges of untreated domestic and industrial e uents, inputs of agricultural chemicals, discharges of organic matter (cremations), and discharges of chemicals from aquaculture farms. In spite of the UNESCO declaring Human Patrimony the National Park Sundarbans, located in the delta, contamination has increased over time and it dramatically intensifies during the monsoon period due to the flooding of the drainage basin. Vertical element distribution (Cd, Co, Hg, Ni, Pb, and Zn) was studied in sediments collected in di erent stations towards the Hügli Estuary. Results determined no vertical gradient associated with the analyzed sediment samples, which informs about severe sediment dynamic in the area that probably relates to tidal hydrodynamics and seasonal variation floods. The multivariate analysis results showed di erent associations among metals and in some cases between some of them (Co, Zn, Pb, and Cu) and the organic carbon. These allow the identification of di erent geochemical processes in the area and their relationship with the sources of contamination such as discharge of domestic and industrial e uents and di use sources enhanced by the monsoons. Also, an environmental risk value was given to the studied area by comparing the analyzed concentrations to quality guidelines adopted in other countries. It showed an estimated risk associated with the concentration of the metal Cu measured in the area of Kadwip

CULTURAL HISTORICAL ACTIVITY THEORY: A FRAMEWORK FOR WRITING CENTER ANALYSES

From the recognized beginning of the laboratory movement in composition instruction, teachers have sought to employ new and more practical methods useful in developing student writing. Such trends continue today as new generations of students enter the academy and new challenges emerge. From such conditions, we might see how components within a system of activity work together to meet objectives and develop outcomes within the shared dialectic of an activity system. Individuals and groups increase the potential for contradiction identification, thus, opportunities for solutions increase through mediational activities. With this idea in mind, this dissertation reviews writing center-related scholarship from 1887 through today to trace emerging contradictions in laboratory teachings epochal movements. The end goal, then, is to define how resolutions to those contradictions have given rise to our modern conceptualization of the writing center. Using Cultural-Historical Activity Theory (CHAT), this dissertation interprets the development of writing centers from their earliest beginnings. Through the evaluation of textual artifacts, I present the development of current writing center praxes in stages: a Formative Period; an Interim or Clinical Period; a Modern period; a Theoretical Period, and an emerging Activist Period. As a result, I look to provide modern writing center practitioners with a thorough history of writing center practices: what shaped them, through what contradictions they arose, what precipitated those contradictions, what resolved them, and what lies ahead. As communities like writing centers re-create themselvesthrough pushing and pulling, conflict and resolution, tension and releasethey birth new conceptualizations of realities. In the end, this dissertation uses CHAT to present a narrative about the development of writing center work that continues to unfold in new and dynamic ways. As a result, what may be most useful through this historical analysis is the way in which writing center practitioners may use CHAT to chart a way forward using the very framework used as the basis of this projects analysis. Today, writing centers may offer new ways to address a pedagogical order designed to challenge racism, homophobia, and other injustices through ongoing reading groups, curricular revision, and other faculty development efforts. Through learning our history, I believe we may more adequately position ourselves to shape our futures

Teachers\u27 and Principals\u27 Perceptions Regarding the Implementation of Project Based Learning

The majority of teachers in a medium-sized, rural, low socioeconomic high school in the U.S. state of Arkansas were not implementing mandated project-based learning (PjBL) or were not implementing the method with fidelity, which was problematic because students may not have been reaping benefits associated with the method. The reasons underlying those conditions were not well understood. Therefore, the purpose of this study, which was reflected in the study\u27s 2 main research questions, was to better understand why teachers at the focus school were not implementing PjBL or were not implementing PjBL with fidelity and to generate potential solutions for improving teacher implementation of PjBL. Concepts from Ajzen and Fishbein\u27s theory of planned behavior, Bandura\u27s self-efficacy theory, and Deci and Ryan\u27s self-determination theory served as a foundation for understanding the conceptual framework in this study, teacher behavior. In this generic qualitative study, data were collected from 28 teachers using an online anonymous qualitative survey, and from 3 principals using a focus group. Documents from faculty and personnel meetings did not yield usable data. Open and axial coding were used to analyze the survey and focus group data. Results showed that teachers may not implement PjBL or may not implement it with fidelity because (a) they are not knowledgeable about PjBL, (b) they have a negative attitude toward PjBL, (c) they do not feel confident in their ability to implement PjBL, (d) they are not motivated to implement PjBL, and/or (e) they do not have the needed supports to implement PjBL. Results of this study could be used by stakeholders to improve teacher implementation of PjBL at the focus school, which could lead to positive social change in the form of improved student engagement, motivation, and achievement

Mutual Aid and Emergency Assistance: 2002 Update

The state legislature and constitution create and govern municipalities and grant them their powers and authority. As a general rnle, the powers and authority are limited to actions municipalities can take within their corporate limits. In Tennessee, however, the General Assembly has recognized that under certain circumstances, state residents benefit from local governments being able to provide assistance and services beyond their boundaries. Speci lically, Tennessee cities have the authority to enter into agreements with other local governments to cooperate and provide assistance in the provision of police, fire, public works and other services. These agreements may determine whether the Tennessee Governmental Tort Liability Act (Tennessee Code Annotated 29-20-101 et seq.) applies and whether a city is insured when acting outside its corporate limits. This bulletin outlines when, where and how a town or city may act beyond its corporate limits without exposing the municipality and its employees to potential additional liability. We also have attached model agreements and policies that wiII help give your city the greatest protection possible under current law

Pharmacokinetics and Bioavailability of Fluconazole in 2 Groups of Males with Human-Immunodeficiency-Virus (hiv) Infection Compared with Those in a Group of Males Without Hiv-Infection

Fluconazole pharmacokinetics, including absolute bioavailability, were determined for one group of controls (n = 10) and two groups of people with human immunodeficiency virus (HIV infection (those with CD4(+) T-cell counts of less than [n = 4] or greater than [n = 9] 200 cells per mm(3)). Twenty subjects received four doses of fluconazole; three doses were oral (50, 100, and 400 mg), and one dose was intravenous (either 50, 100, or 400 mg). The other three subjects received one or two doses. The groups were comparable in terms of the weight, body mass index, and estimated creatinine clearance of the subjects, but the people with HIV infection were older. Pharmacokinetic parameters indicated linearity in all subjects; the area under the plasma concentration-time curve and the maximum concentration increased in proportion to the dose. The fraction of an oral dose of fluconazole absorbed approximated unity in all three groups of subjects. The mean (+/- standard deviation) plasma clearance of fluconazole was lowest in the group of subjects with low CD4(+) T-cell counts; the value for this group was 0.74 +/- 0.19 liter/h, compared with 0.97 +/- 0.19 liter/h in the group with HIV infection and CD4(+) T-cell counts of greater than 200 cells/mm(3) and 1.18 a 0.23 liter/h in the group of control subjects (P < 0.05). The volume of distribution was lower in those with HIV infection (P = 0.04, corrected for weight). The half-life was longest in people with HIV infection and low CD4(+) T-cell counts (P = 0.01). This study has shown that some differences do exist between the pharmacokinetics of fluconazole in people with HIV infection and those in noninfected controls

Meeting their potential: the role of education and technology in overcoming disadvantage and disaffection in young people

This report is a review of literature, policy and reported practice, exploring the potential of technology to mitigate disaffection and disadvantage in education and raise attainment of those young people who are under-achieving in school or other educational settings

Climate adaptation by crop migration.

Many studies have estimated the adverse effects of climate change on crop yields, however, this literature almost universally assumes a constant geographic distribution of crops in the future. Movement of growing areas to limit exposure to adverse climate conditions has been discussed as a theoretical adaptive response but has not previously been quantified or demonstrated at a global scale. Here, we assess how changes in rainfed crop area have already mediated growing season temperature trends for rainfed maize, wheat, rice, and soybean using spatially-explicit climate and crop area data from 1973 to 2012. Our results suggest that the most damaging impacts of warming on rainfed maize, wheat, and rice have been substantially moderated by the migration of these crops over time and the expansion of irrigation. However, continued migration may incur substantial environmental costs and will depend on socio-economic and political factors in addition to land suitability and climate