iosr-JRME   Volume-4 ~ Issue-5 ~ Sep-Oct 2014

Abstract: An accurate determination, recording and transfer of jaw relation records from patients to the articulator is essential for the dental restoration function, facial appearance and maintenance of patient's oral health. As unsatisfactory maxilla-mandibular relationship will eventually lead to failure of complete dentures and necessitate time consuming and costly repairs. Facebow plays an integral part of this maxilla-mandibular relationship transfer from the patient mouth to that of the articulator. Thus, this article attempts to discuss the facebow and its significance in dental restoration treatment..

[1]. Pichford JH. A re-evaluation of the axis orbital plane and the use of orbital in face-bow transfer record. J ProsthetDent 1991;66:349-55.
[2]. Weinberg LA. An evaluation of the face bow mounting.J Prosthet Dent 1961;11:32-42.
[3]. Christensen RL. Rationale of the facebow in maxillarycast mounting. J Prosthet Dent 1959;9:388-93.
[4]. Academy of Prosthodontics. Glossary of prosthodontic terms. J Prosthet Dent 2005;94:10-92
[5]. Gonzalez JB" Kingery RH. Evaluation of planes of reference for orienting maxillary casts on articulators. JProsthet Dent 1968;76:329-36.
[6]. Bailey JO, Nowlin TP. Evaluation of the third point of reference for mounting maxillary casts on the Hanau articulator. J Prosthet Dent 1984;51:199-201.

Abstract: Over the years the research endeavours in social sciences have been directed towards producing profound discoveries about humankind and the society they live in. Now-a-days qualitative research has been flourishing in many fields of the social sciences. Rapid social change and the resulting diversification of life scenarios are increasingly confronting social researchers with new social contexts and perspectives. There is a specific relevance for qualitative research to the study of social contexts and life situations. This has lead to the development of several social theories and social research methods which have still continued to develop in order to understand the diverse social problems. The challenge for social scientists and researchers worldwide is to continue in the search for a unified consensus on what methodology is to be adopted for research for meeting the emerging diverse needs of humankind and the society. This thought has led to the proliferation of pluralism or multi-method research in which the researcher synthesizes multiple research methodologies in order to study social problems in a holistic way. This concept of pluralism in research has to a greater extend subverted methodological tribalism which had existed till the recent past. This paper focuses on the philosophical assumptions as guidelines to research paradigms have influenced the development of social research theory and social research methods towards pluralism. This paper intends to explore pluralism in qualitative Social Science researches as it may be applied methodologically and philosophically. In this context, the paper heeds a thought on refocusing pluralistic qualitative research in terms of its needs and demands based on the level and depth of the study undertaken.

Key Terms: Qualitative research, methodological pluralism, research paradigms, philosophical assumptions

[1]. Barker, C., & Pistrang, N. (2005). Quality Criteria under Methodological Pluralism: Implications for Conducting and Evaluating Research. American Journal of Community Psychology, 35(3/4), 201-211.
[2]. Bednarz, D. (1985). Quantity and quality in evaluation research: a divergent view. Evaluation and Program Planning, 8: 289-306.
[3]. Bhaskar, R.(1978). A Realist Theory of Science, Hassocks: Harvester Press.
[4]. Blaikie, N. (2007). Approaches to Social Inquiry, 2nd edition, Cambridge: Polity.
[5]. Bryman, A. (2007). Barriers to integrating quantitative and qualitative research. Journal of Mixed Methods Research, 1 (1), 8-22.
[6]. Bryman, Alan. (1988). Quantity and Quality in Social Research, London, Unwin Hyman.
[7]. Campbell, Donald T. & Julian C. Stanley. (1963). Experimental and Quasi-Experimental Designs for Research. Boston: Houghton Mifflin

Abstract: Aim and Objective: To study different imaging findings in patients presenting with tuberous sclerosis Materials &Methods: We present neuroimaging findings in three children with tuberous sclerosis showing different brain findings on MRI and ct brain scans. Result:We report the neuroimaging findings of 3 cases, two aged 12 years and one aged 2 years who clinically presented with delayed development and epilepsy with findings of subependymal giant cell astrocytoma, calcified tubers, transmantile cerebral white matter migration lines, subependymal nodules and cerebral atrophy. Conclusion: Tuberous sclerosis also known as Bourneville pringle disease is an autosomal dominant genetic disease that is characterised by the presence of multiple hamartomas in various organs. Two separate genes have been reported that have been mutated or deleted kin patients with TSC. TSC1 gene codes for the protein hamartin and TSC2 which codes for protein tuberin. Neuroimaging plays an important role in making the diagnosis of TSC as around 95% of affected patients show abnormalities in the brain.

Keywords: Tubers, astrocytoma, subependymal nodules, atrophy, transmantile lines

[1]. Katz JS et al: Intraventricular lesions in tuberous sclerosis complex: a possible association with the caudate nucleus. J NeurosurgPediatr. 9(4):406-13, 2012
[2]. Dobashi Y et al: Mammalian target of rapamycin: a central node of complex signaling cascades. Int J ClinExpPathol. 4(5):476-95, 2011
[3]. Hake S: Cutaneous manifestations of tuberous sclerosis. Ochsner J. 10(3):200-4, 2010

[4]. Takanashi J, Sugita K, Fujii K et-al. MR evaluation of tuberous sclerosis: increased sensitivity with fluid-attenuated inversion recovery and relation to severity of seizures and mental retardation. AJNR Am J Neuroradiol. 1995;16 (9): 1923-8. AJNR Am J Neuroradiol (abstract) - Pubmed citation

[5]. Goh S, Butler W, Thiele EA. Subependymal giant cell tumors in tuberous sclerosis complex. Neurology. 2004;63 (8): 1457-61. Neurology (full text) - Pubmed citation

Abstract: The researcher empirically investigated the perceptions of Business Education Students on the relevance of Entrepreneurship Education at the Colleges of Education in Edo State. The main purpose of this research was to find out the perceptions of Business Education students on the relevance of Entrepreneurship Education. In order to empirically investigate this study, the researcher raised four (4) research questions. Related literatures were reviewed and the Entrepreneurial Event Model (EEM) developed by Shapero and Sokol in 1982 was used in explaining the various socio-cultural factors relevant in entrepreneurial venture. The survey design was used in the study. Eight hundred and ten (810) Business Education students from both Colleges of Education in the state formed the population of the study out of which a sample size of one hundred and sixty two (162) students was selected using the proportionate stratified random sampling technique. The instrument used was the questionnaire titled: Business Education Students' Perceptions of Socio-Cultural factors in Entrepreneurship Education Questionnaire (BESPSEEQ) and it was divided into two sections – A and B. Section A consist of the demographic information of the respondents while section B consist of twenty five (20) opinion statements structured in 4-point rating scale. The instrument was validated by three (3) experts and the test re-test method of reliability was used in obtaining reliability co-efficient of 0.78. The instrument was administered to the respondents with the help of research assistants and the data collated was subjected to statistical analyses. The descriptive and inferential statistical tools were used in analyzing the data. The findings revealed that financial factor, family factor and cultural factor have relevance in entrepreneurship. It also revealed that skills and Entrepreneurship Education has impact on economic development. One of the recommendations advanced by the researcher was that government should provide accessible and affordable loan facilities for graduates of the programme

[1]. Adejimola, A.S. & Olufunmilayo, T. (2009). Spinning off an Entrepreneurship Culture among Nigerian University Students; Prospects and Challenges. African Journal of Business Management, 3(1), 80-88.
[2]. Akpomi, M.E. (2009). Achieving Millennium Development Goals (MDGs) through Teaching Entrepreneurship Education in Nigeria Higher Education Institutions (HEIs). Eur. J. Soc. Sci. 8 (1), 154-157.
[3]. Akudolu, L.R. (2010). A Curriculum framework for Entrepreneurship Education in Nigeria. Unizik Orient Journal of Education, 5 (2), 1-16.
[4]. Babalola, J.B. (2010). Eyeing Sustainable Development. Entrepreneurship: Entrepreneurship Climate must Change in Nigeria, Ibadan: Lineage Publishing House.
[5]. Ediagbonya, K. (2013). The Roles of Entrepreneurship Education in Ensuring Economic Empowerment and Development. Journal of Business Administration and Education, 4(1), 35-46.
[6]. Ewhrudjakpor, C. (2008). Poverty and its Alleviation: The Nigerian Experience. Journal of International Social Work, 51(4), 519-531.

Abstract: All kinds of discovery are the consequences of the scientific thinking. Galileo Galilee, Einstein, Lavoisier, James watt, Ampere, Newton, C.B.Raman, Aryabhatta etc. all became a well known Scientist only by their scientific thinking and restless experiments. The way of thinking leading from examples to the rule or the law creation and vice- versa are the indication of scientific thinking. The human mind continues thinking always but randomly, it in this manner cannot yield any useful product. When the mind continues thinking in a definite direction, associating one fact to the next, then the mind becomes able to reach and find out the useful yield or product. Scientific thinking demands the answers for the prime questions generating from "why" and "how". Associative observation of natural elements and matter, thinking over the natural process of growth, seeking the steps of natural phenomena and processes, critical thinking over the developed scientific theories, continuity and regularity in directional thinking, seeking clarity against a doubt, open-mindedness and prejudice free, complete listening and interpretation of statements, seeking reasons of any event, seeking effects of conditions, divergent thinking at regretting situation, convergent thinking at multi-factors, reflective thinking in gap, inductive thinking in examples, deductive thinking in formula, concept of science contents, procedural activities as scientific methods are the most essential elements to compose the mind of scientific thinking. Scientific productivity of a nation depends upon the extent of the development of scientific thinking among the people of the country.

Keywords: Scientific Thinking, Convergent, Divergent, Directional thinking, and Associative observation

[1]. Anderson, Alfred, Dyrly, Kellogg, Kochendorfer & Meigand (1970). "Developing Children Thinking Through Science", Prentice Hall Inc, New Jersey, P-5.
[2]. Borg, W.L. & Gall, M.D. (1983). "Educational research: an Introduction", 4th Edition, Longman, New York, PP.24-26.
[3]. Chitambaram, J.B. (1977). "Introductory Rural Sociology", Wiley Eastern Ltd., New Delhi, 2nd Reprint, PP. 37-38.
[4]. Dewey, John (1933). "How We Think", D.C. Heath & Company, P-12.
[5]. Hillway, T. (1964). "Introduction to Research", 2nd Edition, Highter Mifflin Company, Boston.
[6]. Keeslar, Oreaon (1945). "A survey of Research Studies Dealing with the Elements of Scientific Methods as Objective of Introduction in Science", Science education, vol-29, PP.212-216.

Abstract: The purpose of this study is to observe the familiarity of the AR application especially its implementation in a learning environment, and to determine the effectiveness of AR application in the classroom. The use of Augmented Reality (AR) in the classroom has the potential to enhance the traditional learning method. This study uses AR technology to implement an AR-learning environment for preschool children. Although previous studies have indicated that the AR technology enhances learning effectiveness, some other issues may cause negative effects. Therefore, this study is carried out to measure preschool children's motivational level and engagement after implementing this technology in the classroom. Results suggest that the AR technology is effective in maintaining a high level of motivation and engagement among preschool children.

Keywords: Augmented Reality, early childhood education, education technology, preschool children.

[1] Boud, A. C., Haniff, D. J., Baber, C., & Steiner, S. J. Virtual reality and augmented reality as a training tool for assembly tasks. In Information Visualization, 1999. Proceedings. 1999 IEEE International Conference on, 1999 1999 (pp. 32-36). doi:10.1109/iv.1999.781532.
[2] Bruce, B. C., & Levin, J. A. (2001). Roles for New Technologies in Language Arts: Inquiry, Communication, Construction, and Expression Mahwah, NJ: Lawrence Erlbaum Associates. [ISBN: 0-8058-4518-6] In James Flood, Diane Lapp, James R. Squire,& Julie R. Jensen (Eds.) (2003), Handbook of research on teaching the English language arts).
[3] Clark, A., Dünser, A., & Grasset, R. (2011). An Interactive Augmented Reality Coloring Book. Paper presented at the SIGGRAPH Asia 2011, Hong Kong, China, December 12 – 15, 2011.
[4] Freitas, R., & Campos, P. (2008). SMART: A System of Augmented Reality for Teaching 2nd grade students. Paper presented at the Proceedings of the 22nd British HCI Group Annual Conference on People and Computers: Culture, Creativity, Interaction - Volume 2, Liverpool, United Kingdom.
[5] Harrington, M. C. R. (2006). Situational learning in real and virtual space: lessons learned and future directions. Paper presented at the ACM SIGGRAPH 2006 Educators program, Boston, Massachusetts.

Abstract: For many of the world's people, agriculture is both a source of food and a means of livelihood. In Kenya, the agriculture sector has immense contribution to the economy in terms of providing food, employment and foreign exchange among other roles. Women make essential contributions to the country's agricultural and rural economy. Besides their daily routine consisting of cooking, cleaning, and other domestic chores, women are heavily involved in all aspects of the country's agricultural sector; from crop production to livestock rearing. Secondary school girls' performance in agriculture is therefore vital for it determines their future ability to engage in productive agricultural activities that would enhance food security and generate income for the family and the society at large. Unfortunately, girls in Kirinyaga Central sub - county's public mixed day secondary schools continue to perform poorly in the Kenya Certificate of Secondary Education (KCSE) agriculture examination.

Key Words: Girls' performance in agriculture, Household chores, Parental Support, Parents' Education, Agriculture facilities, teachers' academic qualifications, Teachers' experience

[1]. Abdallah, A. A. & Noori, A. M. (2009). Parental involvement in students‟ mathematics achievement of fourth grade students at Al-shaqab Independent Primary School for girls. Unpublished work. Retrieved on 22nd may 2012 from http://www.education.gov.qa/research/samples/parental.pdf.
[2]. Achoka, K. S. J., Nafula, C. R & Oyoo, O. M. (2013). Negative cultural influence on secondary school girl - students‟ academic achievement in Bungoma County, Kenya. Journal of Education and Curriculum Development Research (JECDR), 1 (2)
[3]. Adewumi, M. G., Olojo, O. J. & Falemu, F. K. (2012). Roles of parent on the academic performance of pupils in elementary schools. International Journal of Academic Research in Business and Social Sciences, 2 (1).
[4]. Agwom, S. I. (2010). Improving the education industry towards meeting the Millennium Development Goals (MDGs): Perspective on the Motivational Factors. College of Education Gindiri.The Voice of Teachers, 1 (1).
[5]. Ajayi, O. K., & Muriana, O. K. (2011). Parents‟ education, occupation and real mother‟s age as predictors of students‟ achievement in mathematics in some selected secondary schools in Ogun State, Nigeria. Academic Leadership Live:The Online Journal, 9 (1). Retrieved on 4th April 2012 from http://www.academicleadership.org/article/print/parents-education-occupation-and-real-mothers-age-as-predictors-of-students"_achievement_in_mathematics