ভালোবাসা

যারা ভালোবাসা কে শ্রদ্ধা করে
তারা কখনো সত্যিকারের
ভালোবাসা পায় না !!!
আর
যারা মনে করে ভালোবাসা হচ্ছে
টাইম পাস
তারা সত্যিকারের ভালোবাসা পায়,
সেটা তারা শ্রদ্ধা করেনা,

kiss Jadavpur University

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ki je din aslo .................hai upor oula mai tuni 1000 bosor baste dou....amer onek dakher baki ache
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 kiss  Jadavpur University
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nayu

 WE ARE FRIEND
 Mudassar Husain

Flame test

Flame test

Description:  Small amounts of different salts are burned in the flame of a Bunsen burner.  Sodium burns orange, potassium - purple/blue, barium - green, and lithium – red

Concept:   When an element is burned, the electrons will be excited.  Then as these electrons fall back from one energy level to another, they will emit photons of light.  These photons will have different colors depending on the element and its discrete energy levels.  That is, different wavelengths of light (colors) will be emitted when the electrons of  different elements go down the step(s) between their energy level(s).  Each element will have its own set of steps, therefore each will have its own color.

 

Procedure: 

            Dip the wire loop of a glass rod into the water/con.HCI

            Use this wet loop to pick up some salt.

            Hold the salt in the flame and burn to show color.

            Do the same for all salts, being sure to use a different glass rod-with-wire loop

for each salt.  Also be careful not to drop any salt onto the Bunsen burner.

Clean-up:  Be sure to turn the gas off if you use a Bunsen burner.  In rm. 122 you will need to have Alice open the cupboard to get to the gas valve.  Wash wire loops well to

ensure all salt is removed.  Clean off any salt that might have dropped onto the Bunsen burner or propane torch.

Flame Test Colors

Li⁺                                        Deep red (crimson)

Na⁺                                       Yellow

K⁺                                         Violet

Ca²⁺                                      Orange-red

Sr²⁺                                      Red

Ba²⁺                                      Green

Cu²⁺                                     Blue-green

Cu¹⁺                                     Green

Cu²⁺                                     Blue

Fe                                         Yellow to red-orange (depending on anion and charge of Fe); in
                                               rare cases, can form complex ion with a deep blue color

Fe²⁺                                      yellow-green (depending on the anion)

Fe³⁺                                      orange-red (depending on the anion)

Co²⁺                                     Pink      

Cr³⁺                                      Violet  to Green

Ni²⁺                                      Green

Mn²⁺                                    Pink

Pb³⁺                                      blue-green (Pb²⁺ and Pb⁴⁺ are colorless)

V²⁺                                       violet

V³⁺                                       blue-green

MnO₄^-                                  Purple (Mn w/ +7 oxidation state is purple)

CrO₄^2-                                  Yellow

Cr₂O₇^2-                                Orange

Cu(NH₃)₄²⁺                         Dark Blue; produced when ammonia is added to Cu²⁺ solutions

FeSCN²⁺                              Red-brown, Wine-red to dark orange

CoCl₄^2-                                Blue (Co²⁺ with HCl will form a CoCl₄^2- complex that is blue)

Ti(H₂O)₆³⁺                           Purple

 

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much love
nayu

WE ARE FRIEND
Mudassar Husain

me in NTTC

In my B.Ed student life me with my sir , mam , and my friends.......

Happy birthday to Apabrita Bhattacharya

happy birthday to your 19 years 0 months 0 days
or 228 months 0 days
or 991 weeks 3 days
or 6,940 days
or 166,560 hours
or 9,993,600 minutes
or 599,616,000 seconds..........................

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Photo Pack: Schools

http://schools.surfaidinternational.org/photopacks/schools


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PEDAGOGICAL ANALYSIS

PEDAGOGICAL ANALYSIS FOR PHYSICAL SCIENCE

SET1

SET2

SET3


total download

Pictures of Muslims suffering at the hands of Indian Hindu

Fiber and fructose content of popular fruits

 Fiber and fructose content of popular fruits
 

Growing Healthy Kids

Tips for Families
with Preschoolers
of all Shapes
and Sizes

Scripts

Scripts

To use scripts, you need to have FireFox, Pale Moon, CometBird or Waterfox as your browser and must install an extension Called Greasemonkey or Scriptish :

koc

koc


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Inclusive Education

As to
United Nations Convention on the Rights of People with Disabilities, Article 24

1. States Parties recognize the right of persons with disabilities to education. With a view to realizing this right without discrimination and on the basis of equal opportunity, States Parties shall ensure an inclusive education system at all levels and life long learning directed to:

       (a) The full development of human potential and sense of dignity and self-worth, and the strengthening of respect for human rights, fundamental freedoms and human diversity;

       (b) The development by persons with disabilities of their personality, talents and creativity, as well as their mental and physical abilities, to their fullest potential;

       (c) Enabling persons with disabilities to participate effectively in a free society.

2. In realizing this right, States Parties shall ensure that:

       (a) Persons with disabilities are not excluded from the general education system on the basis of disability, and that children with disabilities are not excluded from free and compulsory primary education, or from secondary education, on the basis of disability;

       (b) Persons with disabilities can access an inclusive, quality and free primary education and secondary education on an equal basis with others in the communities in which they live;

       (c) Reasonable accommodation of the individual’s requirements is provided;

       (d) Persons with disabilities receive the support required, within the general education system, to facilitate their effective education;

       (e) Effective individualized support measures are provided in environments that maximize academic and social development, consistent with the goal of full inclusion.

3. States Parties shall enable persons with disabilities to learn life and social development skills to facilitate their full and equal participation in education and as members of the community. To this end, States Parties shall take appropriate measures, including:

       (a) Facilitating the learning of Braille, alternative script, augmentative and alternative modes, means and formats of communication and orientation and mobility skills, and facilitating peer support and mentoring;

       (b) Facilitating the learning of sign language and the promotion of the linguistic identity of the deaf community;

       (c) Ensuring that the education of persons, and in particular children, who are blind, deaf or deafblind, is delivered in the most appropriate languages and modes and means of communication for the individual, and in environments which maximize academic and social development.

4. In order to help ensure the realization of this right, States Parties shall take appropriate measures to employ teachers, including teachers with disabilities, who are qualified in sign language and/or Braille, and to train professionals and staff who work at all levels of education. Such training shall incorporate disability awareness and the use of appropriate augmentative and alternative modes, means and formats of communication, educational techniques and materials to support persons with disabilities.

5. States Parties shall ensure that persons with disabilities are able to access general tertiary education, vocational training, adult education and lifelong learning without discrimination and on an equal basis with others. To this end, States Parties shall ensure that reasonable accommodation is provided to persons with disabilities.

In promoting friendship and loyalty, and in safeguarding the commitment to freedom and peace, basic education can play a vital part. This requires, on the one hand, that the facilities of education be available to all, and on the other, that children be exposed to ideas from many different backgrounds and perspectives and be encouraged to think for themselves and to reason. Basic education is not just an arrangement for training to develop skills (important as that is); it is also a recognition of the nature of the world, with its diversity and richness, and an appreciation of the importance of freedom and reasoning as well as friendship. The need for that understanding – that vision – has never been stronger.

 Sen (2004)

The Convention was adopted by the UN General Assembly on 13 December 2006, and became open for signature by UN ­member states on 30 March 2007. It has now been adopted by 130 countries, including 31 Commonwealth members (as of January 2008), and ratified by 29 (including India, Jamaica, Kenya, Namibia and South Africa in the Commonwealth). States are currently examining their laws and practices to ensure that they can ratify the Conven­tion. Education, which is one of the social, economic and cultural rights covered by the Convention, is subject to the ‘progressive realisation’ clause (4.2), which states that a country will adopt these rights

to the maximum of its available resources and where needed, within the framework of international cooperation, with a view to achieving progressively the full realization of these rights …

However, states must plan and develop their capacity in line with the Convention from the moment of adoption. In education this will mean examining current legislation, practices and procedures to ensure the continuing development of their ­education systems so that all disabled children have access to education within an inclusive education system.

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B.Ed

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Mudassar Husain