Sol-gel auto combustion method was adopted to fabricate magnesium ferrite (MgFe2O4) nanoparticles. The structural and morphological properties was studied by XRD, FTIR, and SEM analysis. The average particle sizes of MgFe2O4 was in the range of 35–55 nm. The octahedral & Tetrahedral bond lengths, R AE (tetrahedral edge length), R BE (shared octahedral edge length) and R BEU (individual octahedral edge length), cationic radii (tetra and octa-sites) were also determined. The magnetic strength also showed direct reliance on bond angle and indirect to bond length. Hoping length L a and L b and bond angles are also measured. The frequency dependent conductivity and dielectric properties of MgFe2O4 were investigated by Impedance analyzer. The photocatalytic activity (PCA) is appraised against MB (methylene blue) dye and MgFe2O4 calcined at 800 °C showed promising degradation (78%) under visible light irradiation. The findings revealed that MgFe2O4 is can harvest the solar light, which could be employed for the remediation of wastewater contains textile dyes.

Objective: To analyze and compare the response of human pulpal pain with Bio-dentine and Endo-sequence root repair material as pulp capping agents. Study Design: Quasi-experimental study. Place and Duration of Study: Operative Dentistry Department, Armed Forces Institute of Dentistry, Rawalpindi Pakistan,from Feb 2019 to Aug 2020. Methodology: This study was performed on 100 maxillary and mandibular vital permanent molars with symptoms of reversible pulpitis. Patients were divided into two groups, with 50 patients in each group. In Group-A, Bio-dentine was used as a pulp capping agent whereas Endo-sequence root repair material was used for pulp capping in Group-B. Patients of both groups were then recalled after one week, one month and three months. A visual analogue scale was used to record the intensity of pain. Results: In a sample size of 100 patients, 16% were maxillary first molars, 4% were maxillary second molars, 26% were mandibular second molars, and 54% were mandibular first molars. Between Groups A and B, four patients from Group-A (8%) and three patients from Group-B (6%) complained of pain of mild category (1-3), according to VAS. The rest of the patients remained asymptomatic at 1 and 3-months follow-up (p-value=0.695). Hence no significant difference was found in the post-operative pain following pulp capping with Bio-dentine and Endo-sequence root repair material. Conclusion: Bio-dentine and Endo-sequence root repair material has comparable effectiveness. Hence, they can be used as suitable pulp capping agents.

A reverse brain drain trend has resulted in a significant shift in the mobility of highly skilled workers educated as international students in Western countries to Asian countries. This chapter explores the brain drain to reverse brain drain situation in South Asia and highlights the implications for South Asia and the United States of America through an extensive literature review. The author argues that understanding the effects of reverse brain drain for South Asia and the USA can be crucial, and special policies and governmental programs are required to manage the trend in South Asia, and fill the void of professional workers in the USA.

In this study, we explored the notions of cultural learning from non-western perspectives by focusing on the experiences of Chinese undergraduate students from the field of Public Health in the United States of America. We used Weick’s (1995) Sensemaking theory to understand how Chinese undergraduate students made sense of their experiences of learning about other cultures in both personal and professional spaces. We applied a qualitative research design and used interviews, a focus group, and reflection papers for data collection. We found that Chinese undergraduate students focused on social behaviors and attitudes. They used comparison as a tool to make sense of new experiences. Their sensemaking process shifted from simple to complex concepts, and guided learning helped them understand complex social issues related to public health in the U.S. They did not consider learning related to public health knowledge, English language, or life skills as cultural learning.