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balbharatineelbad94 · 8 days ago

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Unlocking Academic Excellence: The Journey to the Best CBSE Results in Neelbad, Bhopal

Introduction: Why Academic Results Still Matter in the Modern Education Landscape

In today’s ever-evolving education system, excellence is defined not just by grades but by holistic development. Yet, academic results remain a crucial benchmark to measure a school’s effectiveness in delivering quality education. Among emerging educational zones in Bhopal, Neelbad has garnered attention for nurturing institutions that consistently deliver the best CBSE results in Neelbad.

The focus on performance, paired with innovation and affordability, is attracting parents looking for a reliable academic path for their children. This article explores how Neelbad’s schools are setting academic standards, while also highlighting the attributes that make them comparable to the top 10 CBSE schools in Bhopal.

The Significance of CBSE in Shaping Futures

The Central Board of Secondary Education (CBSE) offers a uniform, well-researched curriculum that prepares students for national-level competitive exams. A strong CBSE foundation enhances analytical ability, concept clarity, and adaptability. Thus, schools that deliver the best CBSE results in Neelbad are contributing to long-term student success, not just short-term achievements.

The Rise of Neelbad as an Educational Hub

Once known primarily for its residential and semi-rural appeal, Neelbad is now recognized for academic excellence. Several institutions here have proven their merit by consistently securing high board examination scores. With improved connectivity and infrastructure, families are now exploring options in Neelbad for quality schooling at affordable fees.

One of the reasons behind this educational transformation is the rise of the best school in Neelbad with low fees, which manages to deliver value-driven, result-oriented education without being financially overwhelming for families.

Key Attributes Behind the Best CBSE Results in Neelbad

1. Focused Curriculum Delivery

Schools that excel in board results ensure strong alignment with CBSE guidelines. Syllabi are covered systematically, revisions are regular, and assessments are mapped to board standards.

2. Trained and Experienced Faculty

Academic excellence is impossible without capable educators. Teachers in these schools undergo periodic training, stay updated with NEP policies, and adopt dynamic classroom methods to enhance learning outcomes.

3. Student-Centric Teaching Methods

Classroom strategies prioritize understanding over memorization. Regular discussions, doubt-clearing sessions, and concept mapping help students grasp subjects thoroughly.

4. Individual Attention and Mentorship

Top-performing schools identify students who need additional support and provide focused mentoring. Regular PTMs and progress tracking ensure that parents are part of this journey.

Infrastructure That Enhances Academic Focus

Students thrive in environments that are clean, spacious, and inspiring. The school with best infrastructure in Neelbad includes:

Smart boards and digital tools for interactive lessons

Science and computer labs with updated equipment

Dedicated reading zones to promote independent learning

Exam preparation rooms and group study halls

AV rooms for multimedia-based learning experiences

This focus on infrastructure contributes directly to better academic results by supporting varied learning styles and study environments.

Academic Planning and Strategic Execution

Schools delivering the best CBSE results in Neelbad adopt structured planning techniques:

Year-long academic calendars with built-in revision blocks

Weekly progress evaluations and mini-assessments

Continuous and Comprehensive Evaluation (CCE) to monitor both academic and co-scholastic areas

Sample paper solving and time management workshops

Integration of mock board exams in class X and XII

These strategies ensure students are well-prepared, confident, and consistent in their performance.

Building Success from the Ground Up: Pre-Primary and Primary Years

Strong CBSE performance begins with a solid foundation. Schools contributing to top results often have integrated pre-primary and primary sections. Institutions recognized as the best pre primary school in Bhopal or the best preschool in Bhopal follow early childhood methodologies that nurture cognitive and emotional development.

These programs emphasize:

Phonetic language instruction

Number sense through play

Sensory development activities

Storytelling, music, and dance integration

Habit formation and life skills development

Such foundational excellence builds a learning mindset that supports future academic achievements.

Continuous Assessment and Feedback Loops

CBSE emphasizes learning through multiple assessments. Schools in Neelbad adopt this through:

Regular class tests and projects

Parent updates and digital report cards

Feedback from teachers during counseling sessions

Performance comparison with prior benchmarks

This continuous feedback system reduces last-minute stress and boosts student confidence—key contributors to producing the best CBSE results in Neelbad.

Co-Curricular Activities as Academic Catalysts

Holistic education complements academic rigour. Schools in Neelbad ensure co-curricular engagement through:

Debate, quiz, and elocution competitions

Science exhibitions and math labs

Art, craft, and creative writing sessions

Sports and physical development programs

These activities enhance student focus, discipline, and mental agility—all of which translate into better academic performance. It’s no surprise that such schools are often considered part of the best CBSE schools in Bhopal.

Affordable Excellence: Making Results Accessible

Neelbad proves that excellence doesn’t have to be expensive. The best school in Neelbad with low fees offers:

CBSE-aligned learning paths

Well-structured fee payment plans

Scholarship programs for meritorious and underprivileged students

Affordable transport and meal plans

This democratizes access to high-quality education, enabling more students to aim for top academic results.

Parent Involvement and Academic Success

Parental support plays a pivotal role in achieving strong results. Schools that achieve the best CBSE results in Neelbad actively involve families through:

Workshops on exam preparation techniques

Counseling sessions on managing stress and expectations

Regular academic updates via apps or digital portals

Engagement during project submissions and school events

The active triangle of student-teacher-parent drives consistent improvement.

Student Wellness and Academic Balance

Results cannot come at the cost of health. Schools that perform well in CBSE exams offer structured wellness initiatives:

Yoga and mindfulness sessions

School counselors and wellness coaches

Balanced timetables with built-in recreation time

Stress management seminars before exams

Such balance allows students to perform better without burnout—a trait that positions these schools among the top 10 CBSE schools in Bhopal.

Higher Secondary Excellence: A Result-Oriented Focus

For classes IX to XII, schools implement exam-focused learning modules:

Specialized subject coaching

Mentorship by board-experienced teachers

Preparation for competitive exams like JEE/NEET alongside CBSE board

Board pattern answer writing practice

This senior wing academic model ensures that Neelbad remains a leader in producing high board scores and academic excellence.

Building Career Pathways Through Result-Oriented Schooling

Schools that secure the best CBSE results in Neelbad also focus on career guidance:

Subject selection counseling after Class VIII

Regular aptitude and interest assessments

Career talks by industry experts and alumni

Mentorship for competitive exam readiness

This approach connects strong academic performance with career clarity and real-world preparedness.

Reputation Among Parents and Educators

Schools that rank consistently high in board results build a reputation for academic integrity, professionalism, and reliability. Parents searching for a CBSE school in Bhopal near me often find that Neelbad institutions come highly recommended due to their result-driven and student-friendly approach.

Conclusion: Academic Excellence Rooted in Values

Achieving top board results requires more than just textbooks and tuition. It involves structured planning, dedicated teaching, supportive infrastructure, and emotional care. Neelbad stands out as a model of how focused leadership and strategic education delivery can drive outstanding performance, year after year.

Whether you're looking for the best private school in Bhopal, the best preschool in Bhopal, or simply the CBSE school in Bhopal that promises results and values, Neelbad offers the perfect combination of affordability, accessibility, and academic strength.

Choose a school that not only nurtures ambition but transforms it into achievement—choose the one that delivers the best CBSE results in Neelbad.

#cbse school in bhopal near me #top 10 cbse schools in bhopal

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atplblog · 5 months ago

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Price: [price_with_discount] (as of [price_update_date] - Details) [ad_1] This book of Computer Applications for ICSE Class 10 Java with BlueJ includes the last 10 years (from 2010-2019) solved board question papers for the examination of Computer Applications for Grade 10, as conducted by the CISCE (Council for the Indian School Certificate Examinations). No board exam papers for the year 2020 ad 2021 are included as due to Covid-19, the Computer Applications Board Exam for Year 2020 and 2021 were not held. But it includes fully solved year 2020 ICSE Specimen paper by the CISCE Board and the latest reduced syllabus for the year 2022 board exam. Get yourself familiarized with the style, type and pattern of questions asked in the previous years boards.This textbook companion enables time bound practice of important topics and concepts. All questions are fully solved and their answers in Java programming language are provided. Solving these papers on your own is the time-tested proven way to secure over 95% overall marks in the ICSE Board exam. The aim of writing this book is to enable all students to practice these question papers. This guide will help them prepare for board exams, pre-boards, prelims, school terms, assignments, java projects, mock tests and computer science timed tests. These papers act as a sample of most likely question bank expected to be asked in the prelims, preboard or board exams. After this self-assessment, the student is fully ready when he or she has to appear in the final board examination for the new academic year. Publisher ‏ : ‎ Notion Press (13 November 2020) Language ‏ : ‎ English Paperback ‏ : ‎ 108 pages ISBN-10 ‏ : ‎ 1637142870 ISBN-13 ‏ : ‎ 978-1637142875 Item Weight ‏ : ‎ 1 kg 50 g Dimensions ‏ : ‎ 20.3 x 25.4 x 4.7 cm Country of Origin ‏ : ‎ India [ad_2]

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rachnasagargrp · 4 years ago

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annieboltonworld · 4 years ago

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Juniper Publishers- Open Access Journal of Environmental Sciences & Natural Resources

Status of Edible Fishes of Lower Gangetic Delta In Terms of Heavy Metalss

Authored by Abhijit Mitra

Abstract

We analyzed concentrations of zinc, copper, lead and cadmium in ten commercially valuable finfish and shellfish species in the lower stretch of the River Ganga in April, 2016 using a Perkin-Elmer Sciex ELAN 5000 ICP mass spectrometer and expressed as mg kg-1 dry weight.In finfish species the concentrations of Zn, Cu, Pb and Cd ranged from 2.05±0.13 - 111.55±1.38, 1.26±0.11 - 53.15±0.60, BDL - 3.05±0.21 and BDL - 1.32±0.11 respectively. Concentrations in shrimp species ranged as follows: Zn: 1.19±0.06 - 141.21±1.50, Cu: 1.02±0.05 - 92.40±0.93, Pb: BDL - 2.01±0.17 and Cd: BDL in all the sampling stations. In crab the concentrations ranged from 11.65±0.10 - 213.66±1.60 for Zn, 6.18±0.11 - 109.23±1.00 for Cu, BDL - 9.99±0.79 for Pb and BDL - 1.48±0.07 for Cd. Metals in the soft body mass of oyster ranged from 21.44±0.28 - 202.78±1.49 for Zn, 8.66±0.09 - 69.14±0.79 for Cu, BDL - 8.02±0.26 for Pb and BDL for Cd. The concentration of metals was significantly affected by the sampling site and fish species. Heavy metals in the edible parts of the investigated fish species were compared with the permissible safety levels for human uses.

Introduction

Pollution of environment represents a major problem in both developed and underdeveloped countries. Among the different categories of pollutants persistent environmental contaminants are the worst in context to human health. Emissions of harmful substances have negative effects on the natural environment and human health [1]. When the consequences of environmental pollution become visible, it is often too late to prevent and chronic toxic effects, impossible to notice at the initial stage of the process, may manifest themselves after many years [2]. That is the main reason why it is imperative to conduct periodic pollution monitoring of aquatic environments. Heavy metals are stable and persistent environmental contaminants of aquatic environments. They occur in the environment both as a result of natural processes and as pollutants from human activities [3,4]. Some metals like Zn and Cu, which are required for metabolic activity in organisms, lie in the narrow "window" between their essentiality and toxicity. Other heavy metals like Cd and Pb, may exhibit extreme toxicity even at low levels under certain conditions, thus necessitating regular monitoring of sensitive aquatic environments [5-7]. From an environmental point of view, coastal zones can be considered as the geographic space of interaction between terrestrial and marine ecosystems that is of great importance for the survival of a large variety of plants, animals and marine species [8]. The coastal zone receives a large amount of metal pollution from agricultural and industrial activity [9]. Adverse anthropogenic effects on the coastal environment include eutrophication, heavy metals, organic and microbial pollution and oil spills [10]. The discharge of these wastes without adequate treatment often contaminate the estuarine and coastal water with conservative pollutants (like heavy metals), many of which accumulate in the tissues of resident organisms like fishes, oysters, crabs, shrimps, seaweeds etc. In many parts of the world, especially in coastal areas and on smaller islands, shellfish is a major part of food, which sulies all essential elements required for life processes in a balanced manner [11]. The shellfish (particularly the shrimp) is also the major exportable item of countries like India and therefore keenly related to economy of the country. Hence, it is important to investigate the levels of heavy metals in these organisms to assess whether the concentration is within the permissible level and will not pose any hazard to the consumers [12].

In Indian sub-continent the mighty River Ganga (~ 2500 km) is the reservoir of a wide spectrum of fishes distributed in different ecological habitats. The lower stretch of the River Ganga (known as Hooghly estuary) sustains about 256 species of finfish and is the breeding ground of several commercially important shellfish like shrimps, crabs and oysters (Penaeus s., Scylla serrata, Saccostrea sp., Crassostrea sp. Etc.). The River Ganga emerges from a glacier at Gangotri, about 7010 m above mean sea level in the Himalayas and flows down to the Bay of Bengal covering a distance of 2525 km. In this length, Ganga passes along 29 class-I cities (population over 1,00,000), 23 class-II cities (population between 50,000-1,00,000) and 48 towns having less than 50,000 population. About 50% of Indian population lives in the Ganga basin, and there are about 100 urban settlements with a total population of about 120 million on its banks [13]. The delta of Ganga may be said to start from Farakka in the maritime state of West Bengal.

The Gangetic delta, at the apex of Bay of Bengal is recognized as one of the most diversified and productive ecosystems of the Tropics. The deltaic lobe is unique for its wilderness, mangrove gene pool and tiger habitat. However due to intense industrial activities in the upstream zone, and several anthropogenic factors, the western part of the deltaic complex is exposed to pollution from domestic sewage and industrial effluents leading to serious impacts on biota [14]. The presence of Haldia port- cum-industrial complex in the downstream region of the River Ganga (also known as the Hooghly River) has accelerated the pollution problem with a much greater dimension [15]. The organic and inorganic wastes released from these industries and urban units contain substantial concentrations of heavy metals. The central part of the delta (encompassing the surroundings of Matla River) is relatively less stressful in terms of industrial discharge. Due to siltation of the Bidyadhari channel the area does not receive any water suly from the Hooghly River in the western sector and is therefore tide-fed in nature receiving the tidal flux from the Bay of Bengal (average salinity = ~32 psu). The present paper aims to highlight the concentration of selective heavy metals (Zn, Cu, Pb and Cd) in the muscle tissue of five common finfish species namely Polynemusparadiseus, Tenualosa ilisha, Liza parsia, Liza tade and Stolephorus commersonii, two commonly edible shrimp species Penaeus monodon and Penaeus indicus, crab species Scylla serrata and soft body parts of two oyster species Saccostrea cucullata and Crassostrea madrasensis collected from four stations distributed in two sectors (western and central Indian Sundarbans) of the lower Gangetic region.

Materials and Methods

Description of the study site

Two sampling sites were selected each in the western and central sectors of Indian Sundarbans, a Gangetic delta at the apex of the Bay of Bengal. The deltaic complex has an area of 9630 sq. Km and houses 102 islands. The western sector of the deltaic lobe receives the snowmelt water of mighty Himalayan glaciers after being regulated through several barrages on the way. The central sector on the other hand, is fully deprived from such suly due to heavy siltation and clogging of the Bidyadhari channel since the late 15th century [16]. The western sector also receives wastes and effluents of complex nature from multifarious industries concentrated mainly in the upstream zone. On this background four sampling stations (two each in western and central sectors) were selected (Table 1) and (Figure 1) to analyze the concentrations of heavy metals in the common edible finfish and shellfish species inhabiting the zone.

Sampling of Specimen

Five commonly edible finfish species (Polynemus paradiseus, Tenualosa ilisha, Liza parsia, Liza tade and Stolephorus commersonii), two shrimp species (Penaeus monodon and Penaeus indicus), crab species (Scylla serrata) and two oyster species (Saccostrea cucullata and Crassostrea madrasensis) were collected during low tide condition from the selected stations (Table 1) during a rapid EIA study from 10th April to 25th April, 2016. The collected samples were stored in a container, preserved in crushed ice, and brought to the laboratory for further analysis. Similar sized specimens of each species were sorted out for analyzing the metal level in the muscle of finfish, shrimps, crabs and soft body parts of oyster.

Analysis

a) Inductively Coupled Plasma - Mass Spectrometry (ICP-MS) is now - a - day accepted as a fast, reliable means of multi-elemental analysis for a wide variety of sample types [17]. A Perkin-Elmer Sciex ELAN 5000 ICP mass spectrometer was used for the present analysis. A standard torch for this instrument was used with an outer argon gas flow rate of 15 L/min and an intermediate gas flow of 0.9 L/min. The alied power was 1.0 kW. The ion settings were standard settings recommended, when a conventional nebulizer/spray is used with a liquid sample uptake rate of 1.0 mL/min. A Moulinex Super Crousty microwave oven of 2450 MHz frequency magnetron and 1100 Watt maximum power Polytetrafluoroethylene (PTFE) reactor of 115 ml volume, 1 cm wall thickness with hermetic screw caps, were used for the digestion of the collected biological samples. All reagents used were of high purity available and of analytical reagent grade. High purity water was obtained with a Barnstead Nanopure II water-purification system. All glass wares were soaked in 10% (v/v) nitric acid for 24 h and washed with deionized water prior to use.

The analyses were carried out on composite samples of 10 specimens of each species having uniform size. This is a measure to reduce possible variations in metal concentrations due to size and age. 20 mg composite sample from each species of finfish and shellfish were weighed and successively treated with 4 ml aqua regia, 1.5 mL HF and 3 ml H2O2 in a hermetically sealed PIFE reactor, inside a microwave oven, at power levels between 330-550 Watt, for 12 min to obtain a clear solution. The use of microwave-assisted digestion aears to be very relevant for sample dissolution, especially because it is very fast [18-20].

After digestion, 4 ml H2BO3 was added and kept in a hot water bath for 10 min, diluted with distilled water to make up the volume to 50 ml. Taking distilled water in place of biological samples and following all the treatment steps described above the blank process was prepared. The final volume was made up to 50 ml. Finally, the samples and process blank solutions were analyzed by ICP-MS. All analyses were done in triplicate and the results were expressed with standard deviation.

The accuracy and precision of our results were checked by analyzing standard reference material (SRM, Dorm 2). The results indicated good agreement between the certified and the analytical values (Table 2).

b) Statistical analysis

A logarithmic transformation was done on the data to improve normality. Analysis of variance (ANOVA) was performed to assess whether heavy metal concentrations varied significantly between sites and species; possibilities less than 0.01 (p < 0.01) were considered statistically significant. All statistical calculations were performed with SPSS 9.0 for Windows.

Results and Discussion

Heavy Metals in Finfish

The species-wise variation was not uniform for all the metals. Zn accumulated as per the order Liza parsia > Liza tade > Tenualosa ilisha > Polynemus paradiseus > Stolephorus commersonii (Figure 2). Cu accumulated as per the order Liza parsia > Tenualosa ilisha > Polynemus paradiseus > Liza tade > Stolephorus commersonii (Figure 3). Pb accumulated as per the order Liza parsia > Tenualosa ilisha > Polynemus paradiseus > Liza tade > Stolephorus commersonii (Figure 4). In case of Cd the order was Liza parsia > Tenualosa ilisha > Liza tade (Figure 5) [21] pointed out that the affiance of metal uptake from contaminated water and food may differ in relation to ecological needs, metabolism, and the contamination gradients of water, food and sediment, as well as other factors, such a salinity, temperature and interacting agents.

The selected finfish species in the present study have different food preference and different behavioral pattern e.g., Liza parsia, Liza tade, Polynemus paradiseus, and Stolephorus commersonii are resident fish species in the study area, while Tenualosa ilisha exhibit migration from coastal region (~ salinity = 20-30 psu) to freshwater system in the upstream zone of the River Ganga for breeding. These factors may be attributed to species-wise variation of heavy metals in the study zone.

The spatial variation of bioaccumulation followed the order station 1 > station 2 > station 3 > station 4, which may be related to different degree of contamination in different location. The Zn concentration in all the finfish species (except Liza parsia in station 1) were found to be lower than the recommended maximum level allowed in food as prescribed by the World Health Organization [22]. Furthermore the selected heavy metals in finfish muscle (except Zn in Liza parsia in station 1) were also within the permissible limits for human consumption as indicated by the Food and Agricultural Organization [23]. In case of Cu, the concentration in Polynemus paradiseus (in station 1), Tenualosa ilisha (in stations 1 and 2), Liza parsia (in stations 1 and 2) were higher than the WHO (1989) limit, but the Cu concentration in all the fish samples were within the FAO (1992) limit. Pb concentration in Polynemus paradiseus, Tenualosa ilisha and Liza parsia in station 1 and Liza parsia in station 2 exceeded the WHO (1989) limit, but they were all within the limit of FAO (1992). Cd concentration in Tenualosa ilisha, Liza parsia and Liza tade in station 1 exceeded the WHO (1989) limit, but remained within the 0.05 - 5.5 m range of FAO (1992) for Cd in fish.

Heavy metals in shrimp

Zn being an essential element for normal growth and metabolism of animals, exhibited highest accumulation in the shrimp muscle when compared with the other three metals. According to the results obtained, the zinc levels in the shrimps from station 1 (Nayachar Island) facing the Haldia port-cum- industrial complex were highest, which were higher than the permissible level, i.e., 400 m in crustacean tissue [24].

These levels also exceeded the recommended maximum level of Zn allowed in food by World Health Organization which is 100 m [22]. The concentrations of Zn in shrimps from other three stations were much below the permissible limit for human consumption (Figure 6). We observed significant variations of Zn in shrimp muscle between the stations and also between the shrimp species (p < 0.01).

Levels of Coer in shrimps from the selected stations (except for station 1) ranged from 1.02±0.05 to 17.02±0.31 ng/g, far below the normal permissible range, i.e., 120 m as recommended for the crustacean tissue (Franklin, 1987). In case of station 1 the value ranged from 70.88±0.89 to 92.40±0.93 ng/g (Figure 7). These values are higher than the recommended value of Cu in food, which is 30 m as prescribed by WHO (1989).

High concentration of Pb was observed in shrimp muscle from station 1 (1.38±0.10 in Penaeus monodon and 2.01±0.17 in Penaeus indicus). Station 2 is within the navigational route of the ships and tankers in the Hooghly channel through which the wastes of the upstream region find way to Bay of Bengal. Hence shrimps sampled from this station exhibited considerable concentrations of Pb in the muscle. Stations 3 (Gosaba) and 4 (Satjelia island) are in the central sector of Gangetic delta, almost without any industrial activities which may be attributed to low concentrations of lead in the shrimp samples collected from these areas (Figure 8).

We also observed significant statistical differences in Pb concentrations in shrimp muscle between the stations and also between the selected shrimp species (p < 0.01). Except for station 1, levels of lead in shrimp muscle from three locations were below the permissible level which is 4.0 μg/g for crustacean tissue [24]. When compared with the recommended value of WHO (1989) in context to consumption of shrimp as food (2 m for Pb), the concentrations in Penaeus indicus in station 1 was above this level (Figure 4). All the shrimp species of stations 1 and 2 exhibited higher value than recommended by FAO (1992). Concentration of Cd was below detectable level (BDL) in shrimp tissue in all the sampling stations (Figure 9).

Heavy metals in crab

In Scylla serrata heavy metals accumulated as per the order Zn > Cu > Pb > Cd. The metal level in this group of crustacean is influenced by moulting as the process is known to play a major role in metal mobilization. Hence in the present study we considered marketable sized crab (aroximately 120 gm in weight) to avoid the interference of the ecdysis process. The concentrations of Zn, Cu, Pb and Cd in the muscle ranged from 11.65±0.10 - 213.66±1.60 for Zn, 6.18±0.11 - 109.23±1.00 for Cu, BDL - 9.99±0.79 for Pb and BDL - 1.48±0.07 for Cd respectively. These values are much higher (except stations 3 and 4) in most cases than the recommended levels of WHO (1989) for heavy metals in food (Figure 6-9). Reports on metal concentration in crabs under natural conditions for coastal waters of India are limited [25-27] and the present data therefore can serve as a baseline figure for the species particularly in the Gangetic delta region.

Heavy metals in oyster

The trace metal in soft mass of oyster results from the net balance between the process of metal uptake and metal loss [28]. The distribution of trace metals followed the order Zn > Cu > Pb> Cd. Oyster species could not be collected from station 1 because of their absence due to low aquatic salinity (~ 6.50 psu). The low salinity of station 1 due to freshwater discharge from the Farakka barrage has made the habitat unsuitable for the survival of oysters (that normally require salinity between 10 - 32 psu).

In the present study area oyster is not consumed as food by the local inhabitant, but considering its wide use as seafood in other parts of the world the soft body tissue was examined for Zn, Cu, Pb and Cd whose values ranged from 21.44±0.28 - 202.78±1.49 mg kg-1, 8.66±0.09 - 69.14±0.79 mg kg-1, BDL - 8.02±0.26 mg kg-1 and BDL respectively. The concentrations of Zn, Cu and Pb in oysters of station 2 exceeded the permissible limits of WHO (1989).

Spatial variation of heavy metals in finfish and shellfish

Heavy metal contamination of the environment has been occurring for centuries, but its extent has increased markedly in the last fifty years due to technological developments and increased consumer use of materials containing these metals. Pollution by heavy metals is a serious problem due to their toxicity and ability to accumulate in the biota [29]. There is still a general concern about the impact of metals in the aquatic environment [30]. Heavy metals have contaminated the aquatic environment in the present century due to intense industrialization and urbanization. The Gangetic delta is no exception to this usual trend. The rapid industrialization and urbanization of the city of Kolkata (formerly known as Calcutta), Howrah and the newly emerging Haldia complex in the maritime state of West Bengal has caused considerable ecological imbalance in the adjacent coastal zone [31]. The Hooghly estuary, situated on the western sector of the Gangetic delta receives drainage from these adjacent cities, which have sewage outlets into the estuarine system. The chain of factories and industries situated on the western bank of the Hooghly estuary is a major cause behind the gradual transformation of this beautiful ecotone into stinking cesspools of the megapolis [31]. The lower part of the estuary has multifarious industries such as paper, textiles, chemicals, pharmaceuticals, plastic, shellac, food, leather, jute, tyres and cycle rims [32]. In addition to industrial discharges, proliferation of tourism units has also contaminated the environment to a great extent particularly around Digha (station 2).

These units are point sources of heavy metals in the estuarine and coastal waters. Due to toxic nature of certain heavy metals, these chemical constituents interfere with the ecology of a particular environment and on entering into the food chain they cause potential health hazards, mainly to human beings. It was reported by several workers that the discharge of heavy metals into the sea through rivers and streams results in the accumulation of pollutants in the marine environment especially within shrimps [33]. Thus shellfish and shellfish products can be used for monitoring potential risk to humans because these are directly consumed by a large population [34]. Bioaccumulation patterns of metals in shellfish muscle can be utilized as effective indicators of environmental metal contamination [35,36]. According to many researchers, some shellfishes by virtue of their mobile nature are not fair indicator of aquatic contamination, but their regular consumption by human beings makes it absolutely necessary to monitor their different organs, particularly the muscles. The present study is therefore important not only from the safety point of view of human health, but also from the quality point of view as many of these shellfish species have high export value.

Of the four metals studied in the present work, Zn and Cu are essential elements while Pb and Cd are non-essential elements for most of the living organisms. The concentrations of zinc and coer in all the finfish and shellfish species were relatively higher, compared to the concentration of other metals in same samples. It can be explained because these metals (Cu and Zn) are essential elements required by animals for metabolic process. Zinc and coer aear to diffuse passively (probably as a soluble complex) the gradients created by adsorption of membrane surfaces and are found in blood proteins metallothioneins [37] concluded that different tissues of aquatic animals provide and/or synthesize non-exchangeable binding sites resulting in different accumulation levels.

The primary sources of Zn in the present geographical locale are the galvanization units, paint manufacturing units and pharmaceutical processes, which are mainly concentrated in the Haldia industrial sector (Station 1). Reports of high concentrations of Zn were also highlighted in the same environment by earlier workers [14,15,31].

The main sources of Cu in the coastal waters are antifouling paints [38], particular type of algaecides used in different aquaculture farms, paint manufacturing units, pipe line corrosion and oil sludges (32 to 120 m). Ship bottom paint has been found to produce very high concentration of Cu is sea water and sediment in harbours of Great Britain and southern California [39,40]. In the present study area, the major source of Cu is the antifouling paints used for conditioning fishing vessels and trawlers apart from industrial discharges (that is predominant around station 1). Station 2 (Digha) is not only the site for tourism and beach recreational activities, but it is also a major fish landing station in northeast coast of India, where large number of fishing vessels and trawlers contaminate the water with Cu. This is the reason why Cu was detected in considerable quantity in the fish muscle of station 2. Traces of Cu in the samples of stations 3 and 4 (which is totally an industry- free zone) may also be related to use of antifouling paints to keep the fishing vessels and passenger boats free from biofoulers.

Pb is a toxic heavy metal, which finds its way in coastal waters through the discharge of industrial waste waters, such as from painting, dyeing, battery manufacturing units and oil refineries etc. Antifouling paints used to prevent growth of marine organisms at the bottom of the boats and trawlers also contain lead as an important component. These paints are designed to constantly leach toxic metals into the water to kill organisms that may attach to bottom of the boats, which ultimately is transported to the sediment and aquatic compartments. Lead also enters the oceans and coastal waters both from terrestrial sources and atmosphere and the atmospheric input of lead aerosols can be substantial. Station 1 is exposed to all these activities being proximal to the highly urbanized city of Kolkata, Howrah and the newly emerging Haldia port - cum - industrial complex, which may be attributed to high Pb concentrations in the finfish, shrimp and crab muscle. Because of the low salinity of station 1 (~6.5 psu during the study period) oyster could not be found in this zone.

The main sources of Cd in the present geographical locale are electroplating, manufacturing of Cd alloys, production of Ni- Cd batteries and wielding. No trace of Cd was recorded in the shrimp muscle from stations 3 and 4, which are located almost in industry-free zone surrounded by mangrove vegetation. The accumulation of Cd in the soft body parts of oyster is a cause of concern as many Government departments and NGOs have initiated pilot scale oyster culture in the lower Gangetic region as means of alternative livelihood [41].

Conclusion

Sea foods are a cheap and the most accessible source of animal protein for the coastal inhabitants. However, there is a growing amount of evidence that seafood could be potentially harmful to human health as these are contaminated from heavy metals. In the Gangetic delta region of the tropics few studies have been carried out to assess the magnitude of contamination in commercially important finfish and shellfish species. This study revealed that the commercially important marine organisms in the lower Gangetic delta, at the apex of Bay of Bengal have been contaminated by heavy metals to a greater degree and exceeds the recommended safety levels for consumption at station 1 in the western sector owing to intense industrialization. Antifouling paints used for conditioning vessels and trawlers are also the major sources of heavy metals in the system that is ultimately deposited in the organisms. Strict regulation for the usage of heavy metals and frequent monitoring and controlling programmes are needed to check heavy metal contamination of marine organisms in the area that may potentially cause greater threats to human and ecological health [42].

For more articles in Open Access Journal of Environmental Sciences & Natural Resources please click on: https://juniperpublishers.com/ijesnr/index.php

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theliberaltony · 6 years ago

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via Politics – FiveThirtyEight

For years, the estimates of nonfatal gunshot injuries published by the Centers for Disease Control and Prevention have grown increasingly unreliable — in 2017, they were more suspect than ever. But researchers have continued to cite the numbers as authoritative. Last year, a CDC spokesperson defended the data, saying the agency’s experts were “confident that the sampling and estimation methods are appropriate.”

Now the CDC is taking measures to curtail the spread of its most unreliable estimates. The 2016 and 2017 gun injury figures have been hidden on the agency’s public data portal, with a footnote stating “Injury estimate is not shown because it is unstable.” The CDC will hide unstable estimates for all injury types within the next six months, according to a spokesperson. Also, the option to include statistical information about how reliable or unreliable the estimates are is now enabled by default. Until recently, it was disabled by default.

The changes follow reporting by FiveThirtyEight and The Trace, a nonprofit news organization covering gun violence in America,1 that highlighted the unreliable estimates.

The CDC’s gun injury estimate was vulnerable to unreliability in part because of how few hospitals are surveyed in the data set that feeds it. When one hospital is replaced by another in the database the CDC uses, the changeover can cause the injury estimate to swing drastically. The CDC now says it is exploring the feasibility of collecting data from more hospitals, which would improve the estimate’s reliability.

An analysis by The Trace and FiveThirtyEight shows just how sensitive the current model is to changes in the sample. There’s no national database dedicated to tracking shooting incidents, so the CDC uses a more general injury database managed by the Consumer Product Safety Commission. The number of gun injuries treated in each hospital in the database is fed into a statistical model that extrapolates a national estimate. The smaller the number of hospitals in the pool, the larger the effect each one has on the estimate. Over time, hospitals leave the sample for a variety of reasons and are replaced.

The trouble is, the departing hospital and its replacement may treat very different numbers of injuries. From at least 2000 to 2010, a hospital labeled Primary Sampling Unit 41 submitted data to the CPSC’s panel. Raw numbers published by the CDC and CPSC show that this hospital treated a very small number of gunshot injuries: fewer than 10 each year from 2005 to 2010, and just 20 total over that six-year span. When this hospital dropped out of the database in 2010, it was replaced halfway through 2012 with a different one that treated a dramatically larger number of gun wounds: 793 during its first full year in the dataset.2

Using methods developed in a 2017 paper that demonstrated the effect of hospital replacements in a larger but similar database, we analyzed data from the CDC and CPSC to measure the impact of this one substitution. The new hospital added over 22,000 nonfatal gun injuries to the 2015 national estimate — more than 100 times greater than the most ever contributed by its predecessor.3 This hospital — one of the 60 or so used in the sample — accounts for over one quarter of the total estimated gunshot injuries that year, which is the most recent data available.

When making a substitution in the database, the CPSC attempts to match the replacement hospital to the original based on some characteristics, such as its geographic location and size. But according to Guohua Li, editor-in-chief of the medical journal Injury Epidemiology and founding director of Columbia University’s Center for Injury Science and Prevention, the CDC’s methodology doesn’t take into account factors like the volume of gun injuries treated, which leaves the estimate vulnerable to dramatic jumps like this one. He says the quickest way to address the problem would be to adjust the methodology to account for the larger volume of gun injuries.

The CDC acknowledges that hospitals that have recently been added to the system have been adding more gunshot injuries to the national estimate than the hospitals they replaced. “The influence of a gradually changing roster of participating hospitals does not translate to poor data quality,” the spokesperson from the CDC said in an email, “but rather reflects the varying characteristics of these hospitals.”

Other gun injury estimates are less susceptible to the distortions that hospital selection can introduce. The Healthcare Cost and Utilization Project, another database under the Department of Health and Human Services, uses data from more than 950 hospitals to create its own gun injury estimate — far more than the CDC. Among multiple sources of national gun injury data that The Trace and FiveThirtyEight reviewed last year, the CDC’s was the only data set that consistently showed an increase in gunshots from year to year — an indicator that its estimates are out of step with other reliable data sources.

In May, the CDC’s leader acknowledged that the numbers needed to be fixed. Responding to an inquiry by 11 senators, CDC Director Robert Redfield wrote in a letter that the agency intends to “improve the precision and accuracy of [its] non-fatal firearm injury estimates.”

One solution would be to add more hospitals to the sample. “By expanding the roster of participating hospitals,” Redfield wrote, “the influence of any one hospital should be reduced and more stable estimates should be attainable.”

The CDC and CPSC are currently in the process of evaluating the system that is generating the national injury estimate, along with whether it needs to be expanded and how much it would cost to do so.

Sen. Bob Menendez, the New Jersey lawmaker who led the group that wrote the original letter this spring, is continuing to keep pressure on the agency. A new letter signed by him and four other Democratic senators says that “the CDC’s explanation falls short” and pushes Department of Health and Human Services Secretary Alex Azar for clarifications about several of the points in Redfield’s response.

Li is happy the CDC is willing to make a change. “But I wish they had acknowledged the problems identified in a more straightforward way.”

#IFTTT #Politics – FiveThirtyEight #politics #538 #Sean Campbell and Daniel Nass

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myinquicksale · 3 years ago

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nodehunter228 · 4 years ago

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Study Guide Content Mastery Teacher Edition Chemistry

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rachnasagargrp · 4 years ago

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Get Latest CBSE Sample Paper (MCQ) Science for 2021 Term 1 Board Exams- Rachna Sagar

Together with CBSE Sample Paper, Science has been designed as per the special scheme of assessment vide CBSE Circular No. 75/2021 for Term 1 ( For 2021 Nov-Dec Examination ) for Class 10 has been prepared as per the latest assessment pattern.

Together with EAD Science Sample Paper (with answers) is a perfect step-by-step approach to ensure one’s readiness for Term 1 board examination. This Sample Paper for Class 10 assists the students with the right practice and approach to the newest MCQ pattern.

EAD—Easy, Average, Difficult

The content matter in this EAD 12+1 Science Sample Paper Class 10 has been arranged as complete papers with three levels of difficulty—Easy, Average and Difficult (EAD).

Easy: The first set of papers in this CBSE Sample Paper 2021 is based on 'Easy' concept, thus contains Multiple Choice Questions of simple level, which a student can attempt at the beginning of the preparatory stage.

Average: The next set based on 'Average' concept (MCQs) is graded to a level of difficulty to test mid-level preparedness for the examination.

Difficult: The challenging papers allocated to the third set based on 'Difficult' concept are a test of complete preparedness for the examination.

The EAD sample paper is a self-test drive for the students.

Key Features

This Sample Paper includes:

CBSE (2021-2022) Term 1 Sample Paper.

3 Sample Papers each of Easy, Average & Difficult level.

2 Pre-Board Papers based on CBSE pattern.

1 Mock Paper Based On CBSE Pattern with OMR Sheet.

Includes Assertion Reasoning and Case-Based Objective Type Questions.

The 4-Step Process

Step 1 The students are advised to attempt the set of EASY Papers first and obtain at least 80% marks to move onto the next set of papers which is Average.

Step 2 If the student obtains 75% marks in the AVERAGE category of this EAD 12+1 Science Sample Paper Class 10, he/she can switch to the next category, i.e., Difficult.

Step 3 If 70% marks in DIFFICULT category have been obtained, the students are expected to take the PRE-BOARD PAPERS that are exactly based on the CBSE pattern.

Step 4 Attempt the MOCK PAPER (given at the end) for a final-go for your board exam preparations.

Why EAD Latest Sample Papers?

Learning gets strengthened with practice and its evaluation uplifts the preparation. The answers of the MCQs have been given at the end of each Sample Paper for evaluation purposes. The CBSE Sample Papers for class 10 All Subjects 2021-2022 have been prepared by a panel comprising experienced teachers, tabulators and examiners, who have jointly come up with a student-friendly approach to prepare the students for the forthcoming CBSE Board Examination. Repetitive practice of CBSE Sample Papers for class 10 All Subjects 2021-2022 will surely help the students to make their mark in the CBSE Board Examination.

Good Luck!

#BOARD PAPERS #term 1 Science Sample Paper Class 10 #EAD sample paper #Term 1 CBSE Sample Papers for class 10 #CBSE Sample Paper #Class 10 #CBSE Class 10 #board exams #CBSE Sample Papers for class 10 #Term 1 Sample Papers for class 10

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entrancei0012 · 4 years ago

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Important question for class 10 maths

In class 10 every student is in pressure of syllabus and it increased because of performance pressure in board marks. Scoring good marks in class 10 board exam need proper strategies and planning. Always starts with NCERT text book and follow the basic rules to learn maths. Important question for class 10 maths will help in last minute preparation.

Strategies to score good marks in class 10 maths

1. Read theory given in NCERT text book, Go through each and every conceptual detail.

2. Try to note down all important derivation and concepts with important formulas.

3. Do solve all questions given in the exercise of NCERT text book. All questions given in the ncert text book are very important for CBSE board exam.

4. Never miss the class of maths.Do solve questions every day.

Right Approach to use Important question for class 10 maths

Academic team of entrancei having senior teacher who have decade of experience prepared Important question for class 10 maths. The basis of these Important question for class 10 maths are previous year CBSE board papers, sample papers ,new pattern of CBSE board. The right approach to use Important question for class 10 maths is use it in when you have completed the syllabus. Must be use in revision time. We have uploaded all Important question for class 10 maths in chapter wise. Download chapters wise questions and try to solve it by yourself without use of solutions. Read the instruction mentioned in entrancei about how to use Important question for class 10 maths. Read the entire article about class 10 maths.

Important question for class 10 Science

Class 10 science consist of 16 chapters and all most all are important in term of CBSE class 10 board . In final board exam questions are asked from every chapter so will not discuss about the important chapter. Focus of every chapter read every chapter form NCERT and to score full marks in class 10 science must follow the following tips.

Tips to score good marks in class 10 science

1. Start your preparation as early as possible.

2. Never miss your class 10 science class in school or tuition.

3. Making notes is key factor, so start preparing your notes for class 10 science form day 1

4. NCERT is must for CBSE class 10 board exam . Read NCERT text book solve all questions given in Exercise of NCERT and try to prepare your own answer of the questions asked in exercise.

5. Solve and practice all questions given in entrancei Important question for class 10 Science section.

Why Entrancei Important question for class 10 Science

Academic team of entrancei consist of very senior and dedicated teacher having years of experience prepared Important question for class 10 Science. While preparing Important question for class 10 Science our academic team taken into consideration of all previous year questions and gone through in depth NCERT theory. Exercise of ncertare also taken care while preparing Important question for class 10 Science .Entrancei team uploaded Important question for class 10 Science for all 16 chapters of class 10 science. What is the best approach to use Important question for class 10 Science is elaborated in the page? Read it now.

Class 10 Chemistry

Chemistry is a subject of chemical reaction and mechanism of reaction. In class 10 science it is one part of science subject. Need specific attention to excel. Class 10 science consist of 16 chapters among which almost 6 are form chemistry . Academic team of entrancei prepared detail notes for class 10 chemistry which includes all important chemistry formula and theory . We have added few more topics in class 10 chemistry section to give you additional subject depth . If you are preparing for JEE or NEET foundation course entrancei class 10 chemistry is highly recommend by several teachers and school principals.

How to use class 10 chemistry

Class 10 Chemistry notes are prepared by expert faculty member. And cover extensive concepts with solved examples and questions. These class 10 chemistry notes are helpful to build solid foundation of the subject and build in depth concept for the upcoming class . Each chapter is subdivided into subtopic read the topic from NCERT text book and then move to entrancei class 10 chemistry notes prepared by academic team of entrancei.

Right Approach for class 10 chemistry

Before reading the study material of entrancei for chemistry one must read the theory form NCERT text book. Once you have build a conceptual clarity than only move to entrancei class 10 chemistry notes. Academic team of entrancei prepared all theory with proper basic information of each chapter and extensively try to cover entire chapter in best possible way. One must try to solve all MCQ based questions given in the exercise section of the chapter and try to prepare your own notes of each and every chapter. How to use and class 10 chemistry and what the benefits of class 10 chemistry read the full articles from the given link.

NCERT solutions for class 11 Chemistry

If you are preparing for JEE or NEET with CBSE board the best available book is NCERT text book . Now a days all most all competitive entrance exam are being conducted by NTA and the most recommended book for class 11 chemistry is NCERT . One must follow few important key points before preparing for CBSE board or class 11 final exam like .

Tips to score good marks in class 11 chemistry

Chemistry is subject of fundaments so one must focus on foundation of the subject . to build solid foundation in class 11 chemistry start reading the theory from the NCERT text book . start with the understanding in mole concept . read the chapter do solve all the question given in the exercise of NCERT text book with the help of NCERT solutions for class 11 Chemistry . NCERT solutions for class 11 Chemistry is prepared by academic team of entrancei on which each question is solved step by step method . all information motioned in the NCERT solutions for class 11 Chemistry are taken form NCERT text book itself to score good marks in class 11 final exam .

Why NCERT solutions for class 11 Chemistry from entrancei

Academic team of entrancei prepared a in-depth study material apart from NCERT solutions for class 11 Chemistry like detail notes for class 11 chemistry, sample papers of class 11 chemistry . Each chapter of class 11 chemistry not only consist of detail theory to improve your concept but also consist of sufficient number of questions with solution . our expert explains all questions of NCERT text book with required details and example .

Notes are key factor to score good marks in class 11 chemistry

While preparing notes form class 11 chemistry one must target the NCERT text book read the theory given in NCERT text book , note down the important line in your note book. Solve all questions given in the text book with information mentioned in the NCERT.

#Important question for class 10 maths #Important questions for class 10 science #class 9 maths #JEE Mains question papers

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kidznmore · 4 years ago

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HOW TO WRITE BOARD EXAMS

2/11/2020 READING TIME -5 MINUTES

Introduction

Board exams are off the edge almost. Children are left with a few months to complete, revise, and write the syllabus. Now one needs to know how to write the answers to make them clear for the checker. Let me give you an example of when I was in class 12th, I thought of starting my exam from the part which contained maximum marks but wasted too much time on it because of which I missed the 1markers which I knew by heart! Let us get started for the next few minutes and know what to do(because it is pretty necessary)!

Also, you can always have a good hint from the sample question paper. It has a question or two in common. It is always preferred to grab as much as you can.

KNOW WHERE TO START FROM

As you get the question paper, you will get 15minutes of reading time. Those are the most important ones. Start reading the question paper and set the fields of questions you know. Initialize your exam with the answers for which you are very confident. You will start feeling confident then and there. Do not be under-confident if you are unsure about any of the questions! Children usually get it wrong there. Always write everything you know relevant to the question asked.

HOW TO WRITE

Many of you might be nervous and think of filling the sheets. But NO, write precise and relevant because none of the checkers will have that much time to read your tales. Always try to use high-frequency words (KEYWORDS) than the usual ones for a better impression. You will not have all the time in the world to write beautifully, but you can always make your sheet neat by giving perfect spacing and lining. Give headings-sub headings that ensure your answer in the paragraph. Now it does not take much time to draw a line with a pencil and scale.

Social media effects:

The use of short forms is everywhere, but you should be responsible enough to avoid the use of abbreviations anywhere.

ATTEMPT

DO NOT LEAVE ANY QUESTIONS. Even if you have a little hint about the question, write that. There are chances that the examiner gives you 1 or 2 marks out of a 5marker. Sometimes, a 'question to be attempted is out of the syllabus, but if you, attempt it you will get assured 100% marks. Grab all the tiny bits out of your answer paper is the only rule.

For example- If you are unsure how to complete a trigonometry question? You will still remember formulae related to it!

KEYWORDS

The checker always looks for the terms and keywords. Try to give keywords as headings it provides more clarity to the reader to know even without reading what is in the text. By this method, you can easily score pretty well without the teacher paying much attention to your content. Did you find it useful?

Even if you do not know the answer go for writing a few related terms in sentence form. It is one of the best boards hack one should know because it is certainly not a school exam where the teacher would have all the time in the world to check your answer. They get more than lakhs of answer sheets, with hardly 5minutes for one answer sheet. Again they have more than 10-15years of experience, so why take a chance?

DO NOT BE NERVOUS

Many of you might be 10th graders, it will be your first board exam, but you should treat it the same as your school exam and avoid the pressure. If you are nervous, you will never be able to put in your 100% effort because half of you will be exhausted thinking about what will happen? and the other half of your mind tends to create silly mistakes.

As mentioned in the article, there might be a few questions you will not know, but you should never panic, I repeat NEVER. It will impact you pretty badly and lead to a perfect downfall! Which we certainly do not want. Even if you are unsure, use the keyword hack explained above. Let me tell you an incident which happened with a friend of mine she had not studied a chapter in social science (chapter name was THE REVOLT OF 1857) by the end of class 12th it is very natural to have it on tips but, she was more of a school bunker! So, all she had was a few keywords from which she formed in sentences, and she did score well.

RECHECK

Always recheck your answer sheet once completed. This is very beneficial. It’s like a forever hack that will improve your marks ALWAYS.

You will find all the silly mistakes like spell errors or plus-minus errors, maybe use of the wrong terminology pretty well then, and you will be able to get through with your goal sure enough. If you want to know more about the checking criteria, visit here.

Summary

Initializing with how to present the answers and, always attempt all questions. The use of keywords is mandatory in any case (maybe you can buy a ULIKE or XAMidea to have the flow charts, they have all the keywords as the last moment preparation might be a 1hour revision). Keep your mental health neutral during exam time. MENTAL HEALTH IS THE KEY TO SUCCESS. And always double-check whatever you write and understand the context of the question because sometimes it happens that you are overconfident and get the answers interchanged, it can surely be a great disaster.

I hope this helps you all!

Good luck 2020-2021, 10th-12th students. I hope you pass with flying colors using these hacks also do comment and tell me if you have any more doubts regarding anything!

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indianremovalactessay996 · 5 years ago

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vignaniasacademy · 5 years ago

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18-04-2020 Daily Current Affairs & News Analysis

Read UPSC Current affairs and Daily News Analysis from Best IAS Academy in Bangalore Vignan IAS Academy Reserve Bank of India (RBI) has announced NBFCs get ₹50,000-cr. liquidity booster The Reserve Bank of India (RBI) has announced a host of measures to provide liquidity support to non-banking financial companies (NBFCs), apart from giving them certain benefits for loans extended to the commercial real estate sector. About: Banks have to invest the funds availed under targeted long-term repo operation (TLTRO), in investment grade bonds, commercial paper, and non-convertible debentures of NBFCs. Small and mid-sized NBFCs and micro-finance institutions (MFIs) should receive at least 50% of these funds. Banks can avail ₹50,000 crore through the targeted long-term repo operation. The first auction of TLTRO for ₹25,000 crore will be conducted on April 23. The RBI has also decided to provide special refinance facility of ₹50,000 crore to NABARD, SIDBI and NHB to enable them to meet sectoral credit needs. The regulator has also allowed non-banking institutions to extend the date for commencement for commercial operations (DCCO) by an additional one year, without treating the same as restructuring, if the project is delayed due to reasons beyond the control of the promoter. Source : The Hindu (Economy) Read UPSC Current affairs and Daily News Analysis from Best IAS Academy in Bangalore Vignan IAS Academy The scientist who visualised the first human coronavirus was virologist June Almeida

The scientist who visualised the first human coronavirus was virologist June Almeida. She pioneered the technique of electron microscopy, used for viral diagnosis, and became the first individual to see the human coronavirus in 1965. About: June Dalziel Almeida (1930 – 2007) was a Scottish virologist who, with little formal education, became a Doctor of Science and a pioneer in virus imaging, identification and diagnosis. She discovered a new type of coronavirus. She published Manual for rapid laboratory viral diagnosis in 1979. Almeida produced the first images of the rubella virus using immune-electronmicroscopy. David Tyrrell and Almeida worked on characterising a new type of coronavirus. This family includes the SARS virus and the SARS-CoV2 virus that causes COVID-19. Source : Indian Express (Science & Technology) The US Centers for Disease Control and Prevention (CDC) issued guidelines for people who are at increased risk of getting severely ill from Covid-19

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About: This mobile application is developed by the National Informatics Centre to facilitate farmers and traders in searching transport vehicles for movement of Agriculture and Horticulture produce. Transportation will become easier with this app as it will help farmers and traders for transporting produce from farm gate to mandi and mandi to mandi all over the country. The App will also facilitates traders in transportation of perishable commodities by Refrigerated vehicles. This Mobile App will be made available in eight languages in Android version initially, and is ready for pan-India use. Source : All India Radio (Economy) Read UPSC Current affairs and Daily News Analysis from Best IAS Academy in Bangalore Vignan IAS Academy Centre for Fire Explosive & Environment Safety (CFEES), Delhi along with HPO 1, using its expertise in mist technology for fire suppression, has developed automatic mist based sanitiser dispensing unit

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stcrsaligned · 5 years ago

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sunset headcanon using these prompts.

1. What does their bedroom look like? (expanded this to her studio unit, since that means it's all her bedroom) It's messy. Her bedroom is really the loft space in her unit. The stairs to the loft space are littered with her shoes on nights where she comes home from a show with the Rainbooms and just goes to bed. The bed is never made. The bookshelves above her bed space are neatly organized though as these books are often the ones that comfort her the most on nights when she has nightmares. She has a nightstand and a small dresser in the loft space. The nightstand has things like her retainer, hair scrunchies, notebooks and pens, about 80 half-used chapsticks, a bottle of lotion, stuff like that.

The dresser isn't full of clothes (she keeps those in a wardrobe near the bathroom). The dresser is mostly old notebooks full of ideas or assorted notes that don't mean much any more. Things that she can't quite get rid of live in that dresser.

The rest of the unit is pretty messy too. She has close hung over a beaten up couch (the couch itself has a blanket that Rare made her). There's old takeout on a small end-table next to the couch. Her TV console has DVDs, video games, books, some sheet music. There's also a plant for no disernable reason other than AJ came by at some point and said she needed living things. There's also a plant above her dresser near the bathroom because she liked the look of hanging plants.

The wardrobe and dresser are both near the bathroom. The wardrobe barely shuts because of the mix of clothes and she sort-of stashes her laundry bin in there and it's more than overflowing.

Her dresser is half-neat. There's a space for her jewelery and it never quite makes it back into the jewelry box. She swears Rarity will haunt her for this.

Under the stairs are some boxes, and her amps. Along the wall of the stairs to her bed are her guitars. She keeps her flame one above the landing for ease of use.

Her desk is under the loft bed and is the only clean place. With her depth studies on magic & the world she lives in, she needs to keep it clean to think. She has a white board on one of her walls that has scribbles of notes and trailed thoughts. There's books lining the shelves here. Some library books, stolen from when she was bad.

The bathroom in the loft is barely a room. It's a toilet, sink and shower cramed into a closet space. The kitchenette near the front door is worse. She has a hot-plate instead of a stove, which is fine since she doesn't cook. She has a 4-foot-tall fridge with a small freezer component. There's a sink and enough counter space for her microwave and dishes (if she ever washes them).

2. Do they have any daily rituals? It does depend on the day. She wakes up early on school days since the Rainbooms have 0 period band practice. Though, "early" usually means about 20-minutes before she needs to leave. She grabs a shower, changes, gets her guitar and school stuff, and runs off. After classes, she has a part-time job at the mall, then either goes to one of the girls' house to study and do homework or goes home. She's fairly smart and can get through her work quickly (not as quick as Twi, but pretty quick). Any time after her work is done, she often starts looking into magic and will stay up late doing that.

3. Do they exercise, and if so, what do they do? How often? Sunset loves running. She tries to work it into her schedule, but usually the most running she does is to school when she's late. She doesn't mind traditional work outs, but she feels freest running.

4. What would they do if they needed to make dinner but the kitchen was busy? Sunset is queen of microwave dinners because she cannot cook and she usually forgets. If the kitchen is truly busy, she will forgo food or just talk to whoevers cooking and pray for a bite to eat.

5. Cleanliness habits (personal, workspace, etc.) Personal cleanliness is good. Although her workplace is a mess (see her bedroom), Sunset takes great care in her personal appearance. She really wants to control the perception of people, so she's fairly clean and looks it. She's only ever a slob in her own home.

6. Eating habits and sample daily menu She's bad at eating. Mostly, she tends to get wrapped up in something and forgets to eat, so when she does eat, it's a lot at one time (like a vacuum). Her daily meal is often coffee in the morning, huge lunch at school with whatever is available (& sweets Pinkie brings in), dinner at the mall if she can swing it or dinner with the girls if they're hanging out, and only like an apple at home.

7. Favorite way to waste time and feelings surrounding wasting time Sunset doesn't really like to waste time? She likes to be constantly doing something to push away her thoughts. If she's wasting time it's with her friends either with music, shenanigans, shopping, or fashion.

8. Favorite indulgence and feelings surrounding indulging Sunset indulges in magic, more than she should considering what it did to her last time. But she wants to find the limits. She's a researcher and now with Twi, she can look into it. I don't think she realizes it's indulging though.

9. Makeup? She typically wears eye liner, does her eyebrows, and sometimes wears red lip stick, but she doesn't have time for full face all the time.

10. Neuroses? Do they recognize them as such? She's more relaxed. Twi has more of the neuroses. Sunset is only neurotic about her home study space.

11. Intellectual pursuits? Magic primarily. She wants to know what makes her powers work and why. She wants to know the connection between the realms.

12. Favorite book genre? Her comfort books are young adult/new adult contemporary. She doesn't like fantasy -- feels she's lived too much of it.

13. Sexual Orientation? And, regardless of own orientation, thoughts on sexual orientation in general? Bisexual. She thinks people should live and love the way they want to as long as they aren't hurting anyone.

14. Physical abnormalities? (Both visible and not, including injuries/disabilities, long-term illnesses, food-intolerances, etc.) I don't like the way this question is worded, but PTSD.

15. Biggest and smallest short term goal? Play an official gig with the Rainbooms and make new friends

16. Biggest and smallest long term goal? Understand why magic is reactive to friendship and therapy.

17. Preferred mode of dress and rituals surrounding dress Dresses more punk, switches often between studded skirts and pants, wears a lot of leather and jean, her color swatches are orange, purple, hot pink, and black.

18. Favorite beverage? Smoothies, but she never has time or money for them.

19. What do they think about before falling asleep at night? Anxieties. Usually that her friends hate her. She really has to force herself through exercises Shy taught her.

20. Childhood illnesses? Any interesting stories behind them? Nope.

21. Turn-ons? Turn-offs? Ons: intelligence and friendship Offs: Gloating, hatred, selfishness

22. Given a blank piece of paper, a pencil, and nothing to do, what would happen? She would probably doodle, surprisingly.

23. How organized are they? How does this organization/disorganization manifest in their everyday life? Not vary and it drives Twi and Rare up a wall! Her notes for her own work are organized, but everything else is just chaos!

24. Is there one subject of study that they excel at? Or do they even care about intellectual pursuits at all? Sunset has a real strong grasp of magic itself after so many years of study. She really does like to look into other pursuits (especially with science since that was less common in her original realm). But she doesn't like literature as much unless it's for enjoyment and will focus more on musical pursuits.

25. How do they see themselves 5 years from today? Finishing a degree in neurosciences with a thesis on exploring the use of magic within the brain.

26. Do they have any plans for the future? Any contingency plans if things don’t workout? She really wants to tour with the Rainbooms, but she's worried the girls are going to focus on their dreams (And that it doesn't include the Rainbooms). So she's focused on her dream of getting a neuroscience degree.

27. What is their biggest regret? Turning into a demon and ignoring friendship.

28. Who do they see as their best friend? Their worst enemy? Princess Twilight is her best friend (though, she does love SciTwi, she knows there's a difference).

I think Adagio is closest to her worst enemy. Sunset really doesn't trust her, and even though Sunset wants her to change, the two just grate on each other.

29. Reaction to sudden extrapersonal disaster (eg The house is on fire! What do they do?) Sunset thinks clearly and comes up with a logical quick solution.

30. Reaction to sudden intrapersonal disaster (eg close family member suddenly dies) Sunset shuts down hard and shuts everyone out.

31. Most prized possession? Her journal for communicating with Princess Twilight.

32. Thoughts on material possessions in general? She's had to give up a lot, so there's not much she would ever want to take with her. But she thinks you should keep things that mean something as long as it doesn't hinder you from growth.

33. Concept of home and family? Without blood relations in the new realm, Sunset relies on the girls to be her family. The new realm is definitely "home" and her birth-realm was definitely not.

34. Thoughts on privacy? (Are they a private person, or are they prone to ‘TMI’?) Sunset is pretty private about her personal problem. She's not prone to TMI. She listens a lot more.

35. What activities do they enjoy, but consider to be a waste of time? Doodling.

36. What makes them feel guilty? Her past. She has really struggled to get over it and she is growing. She works hard to not think about it and even more to be better than it.

Ruining peoples lives, manipulating them, stealing, and forsaking friendship are her worst sins and she tries to work on everyone of those.

37. Are they more analytical or more emotional in their decision-making? It depends on the situation. Analytical in physical issues, and emotional in personal issues.

38. Would they consider themselves a Type A or Type B personality? Type A trying to be a Type B

39. What recharges them when they’re feeling drained? Music.

40. Would you say that they have a superiority-complex? Inferiority-complex? Neither? She used to have a superiority-complex. She now has neither.

41. How misanthropic are they? She's not.

42. Hobbies? Music, studying, magic.

43. How far did they get in formal education? What are their views on formal education vs self-education? She's in high school and could definitely complete college. She thinks education is important and thinks it depends on the person. certain subjects she can self-teach, but she knows she needs help and more "formal" education for others.

44. Religion? None.

45. Superstitions or views on the occult? She is not very superstitious, and feeds into the occult with her magic search.

46. Do they express their thoughts through words or deeds? Deeds at this point.

47. If they were to fall in love, who (or what) is their ideal? Sunset is looking for companionship. She really values intelligence and sharing that together. Her ideal person is out of reach forever now (and she knows that, and she's happy for her). She wanted a princess and the version in this world is definitely her friend and maybe she could fall in love with her, but she knows it's not the same. Princess Twi was someone who cared for her and saw past all her shit and wanted to help her be better which is what Sunset needs. But they were also so good at figuring things out together. They were willing to listen and share and she needs that.

48. How do they express love? Through actions. Coffee on the desk while the others working. A kiss on the side of the head. Flirting from across the room. Love songs.

49. If this person were to get into a fist fight, what is their fighting style like? Sunset is no-hold-bar. She fights dirty. She's scrappy and unafraid.

50. Is this person afraid of dying? Why or why not? Yes. Sunset definitely has the feeling of needing to be remember (she tries to shake this, but it's definitely still deep in her). Dying means people might not remember her. I think if she got over that, she wouldn't fear dying.

#& sunset // headcanon

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embibeme · 5 years ago

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NCERT Solutions for Class 12 Biology

The Central Board of Secondary Education (CBSE) conducts Board Examination for Biology. CBSE provides Biology as an elective for the Science Students. The students who aspire to get admission in the Medical Colleges or related field generally opt for the Biology Subject. Biology holds equal importance as other subjects who opt for this subject. Some students tend to take this subject lightly and pay more attention to Physics, Chemistry and Mathematics. If you have opted for this subject, it is equally important to score good marks in Biology as it is important for the other subjects.

Read the following article to know about the Chapters for Class 12 Biology. You will be able to view and download the Free Solutions for Class 12 Biology. Also follow the Preparation Tips for better preparation and to complete the syllabus in less time.

CLICK HERE FOR NCERT SOLUTIONS FOR CLASS 12

Class 12 Biology Chapters

Chapter 1: Reproduction in Organisms

Chapter 2: Sexual Reproduction in Flowering Plants

Chapter 3: Human Reproduction

Chapter 4: Reproductive Health

Chapter 5: Principles of Inheritance and Variation

Chapter 6: Molecular Basis of Inheritance

Chapter 7: Evolution

Chapter 8: Human Health and Disease

Chapter 9: Strategies for Enhancement in Food Production

Chapter 10: Microbes in Human Welfare

Chapter 11: Biotechnology: Principles and Processes

Chapter 12: Biotechnology and its Applications

Chapter 13: Organisms and Populations

Chapter 14: Ecosystem

Chapter 15: Biodiversity and Conservation

Chapter 16: Environmental Issues

CLICK HERE FOR FREE CLASS 12 BIOLOGY SOLUTIONS

Class 12 Biology Preparation Tips

Rote learning without understanding will not lead to long term results. The students should focus on understanding the concept. You should follow the preparation tips given below which will help you in systematic study leading to completion of the syllabus in lesser time.

You should start with the topics that have more weightage. Click Here to know the marks distribution for each unit.

Always start preparation with the NCERT book. It is the base for your study.

Do not focus on rote learning. Read and understand the topics thoroughly.

Practise the questions given after each topic simultaneously.

Once you have completed the syllabus, you should solve the CBSE sample papers in the stipulated time.

The students should also practise the previous year papers and the practise questions from other sources like internet or reference books as well.

While solving the sample papers, make sure that you complete the test in the designated time. This will help you to complete the board exam within the allotted time limit.

Practise as many sample papers as you can. It also helps in concept clarity and develops confidence for the subject.

Practise diagrams on a seperate notebook and label them properly. Many times only diagrams are asked as questions. Drawing neat well labelled diagrams will help you attain good marks.

You should study regularly and do not skip days of studying.

Make proper notes in a separate notebook or mark/ highlight important points in your textbook. This will help you in revision.

Now that we have provided you with the complete syllabus, direct link to download the NCERT Solutions for Class 12 Biology. We hope that you will not have any difficulty finding the correct answers when you will study the chapters. Do not forget to follow the Best Preparation Tips for Class 12 Biology to study in a systematic manner and complete the syllabus in advance so that you have enough time left for the revision as well.

#ncert solutions #embibe #biology

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comm302strickland · 6 years ago

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Fall 2019: DRAFT of Syllabus

COMM 302-002 Research Methods (Fall 2019)

Instructor: Strickland, Michael, M.A. Class Time and Location: 3:00–4:15 pm (T/TH) at Multipurpose Classroom Building Room 203 Office: C-217 (T: 426-4328) E-mail: [email protected] Office Hours: Before/After class, or by appointment

COURSE DESCRIPTION & OBJECTIVES

This course is designed to shed light on the foundations and applications of scientific research in communication. In this class, students will learn new ways of asking and answering questions that will alter your approach to our mediated world. In particular, this course’s objectives include: 1) understand scientific research methods and basic concepts of research evaluation; 2) learn when to use the most appropriate method to investigate a certain research question; 3) learn how to design and conduct communication research; and 4) learn how to interpret the meaning of numerical results. Students will practice some basic statistics to learn how to interpret data tables and statistical relationships.

This course has three sections: the nature of social science research in general, quantitative methods (e.g., survey, experiment, and content analysis), and qualitative methods (e.g., observation techniques, interview). Once you learn diverse research methods and related concepts, your critical thinking and reasoning to see communication research in terms of how it is done, how it could be done better, and how it can be done to answer specific questions will all be enhanced. Some of you may have reluctant feelings about this course because you think that this course has little to do with your career goals. However, I want to remind you that all areas (e.g., communication, journalism, public relations, management, and marketing) begin with a solid foundation in research, and all areas are consistently related to the research process.

COURSE READINGS

REQUIRED:

Stacks, D.W. (2016) Primer of Public Relations Research, Third Edition. ISBN: The Guilford Press; Third edition 9781462522705

RECOMMENDED:

Keyton, J. (2015). Communication research: Asking questions, finding answers (4th ed.). NY: McGraw-Hill.

Pyrczak, F., & Bruce, R. R. (2011) Writing empirical research reports (8th eds.). LA: Pyrczak Publishing. American Psychological Association (2009). Publication manual of the American Psychological Association (6th ed.). Washington, DC.

SUMMARY OF COURSE REQUIREMENTS:

Your final grade is based on scores obtained in all graded work you do for this course. Grading scales are: A+ (above 97%); A (94 – 96.999%); A- (90 – 93.999%); B+ (87 – 89.999%); B (84 – 86.999%); B- (80 – 83.999%); C+ (77 – 79.999%); C (74 – 76.999%); C- (70 – 73.999%); D+ (67 – 69.999%); D (64 – 66.999%); D- (60 – 63.999%); and F (59% and below).

INDIVIDUAL ASSIGNMENTS (400 POINTS)

Class Participation ................................................... Quizzes .................................................................. Library Resources...................................................... Literature Review Critique .......................................... Data Analysis ......................................................... In-class Exam .........................................................

20 100 50 30 100 100

GROUP ASSIGNMENTS (600 POINTS)

Group Contract ......................................................... Peer evaluation ......................................................... Group Participation ................................................... Research Critique Papers and Presentations .................. Applications of Research Designs ................................. Research Project Paper and Presentation ........................

P/F P/F 50 120 80 350 TOTAL 1,000 POINTS

* Total points and assignments are subject to change at instructor’s discretion. Students will be notified of any change. REQURIEMENTS FOR WRITING ASSIGNMENTS

All assignments in this course should be original, NOT a recycled topic submitted for another course. All writing must be presented in clear, compelling, and grammatically correct papers and be typed in 12 font size and double-spaced with one-inch margins. Also, students are required to follow the APA writing style (6th ed.). The guide and samples of the APA writing style will be made available on Blackboard (BB). Each student is responsible for knowing and following the format requirements. All writing assignments should be uploaded to BB in time AND submitted as a hard copy of your paper at the beginning of class. If your paper fails to follow the requirements noted above, 3% to 20% of the assigned grade will be deducted.

General Tips For Writing:

• All sources should be listed in paper and references following the APA writing format.

• Periods and commas go inside quotation marks (“." or “ ,"). Please adhere to this convention.

• Use direct quotes sparingly. Direct quotes should comprise no more than 5-10% of the total word count of the essay. If the use of direct citations is considered necessary, note the page number with the author’s last name and publication year (Thomson, 2012, p. 237).

• Write from the third-person point of view (he, she, it). Do NOT use the first-person (I, we) or second-person (you) point of view unless specifically allowed in the assignment.

• After you give an author's full name once, then use the author's last name in the remainder of your paper. Do not use the author's first name alone.

• For in-text references, when first noted in paper, all authors’ last names should be presented (Thomson, Kang, Shipka, & Kim, 2011). For sources with more than three authors, note the first author’s last name and use “et al.” for others (Thomson et al., 2012) from the second.

INDIVIDUAL ASSIGNMENTS (400 POINTS)

Class Participation (20 points) The instructor reserves the right to give you in-class exercises without a notice. Your class participation will be evaluated based on consistent attention and contribution to in-class activities including lectures and discussion.

Quizzes (100 points) The quizzes will be given anytime during class. You should complete each chapter/lecture and come prepared to take the quiz. You will take 10-12 quizzes during the semester (10 points each). Only the best 10 scores of them count toward your grade after the TWO LOWEST scores are dropped. Quizzes are based on the lecture, assigned readings, and in- class exercises for that particular class period. The format of the quizzes will vary: short answer, T/F, fill-in-the-blank, and/or multiple-choice questions.

ONLY ONE missed quiz can be excused if you submit official documentation (e.g., a doctor’s appointment slip, prescription, etc.) stating a legitimate reason for your absence on the date of the given quiz. This documentation must be submitted within one week of the missed quiz date. Excused quizzes will be not counted in the calculation of your final quiz grade, so that you will still be able to drop your lowest quiz grade.

Library Resources (50 points) Regardless of the type of research, good library skills are essential in this course. This assignment is designed to familiarize students with the resources available through Albertsons library. A specific guide will be provided in class.

Literature Review Critique (30 points) To learn how to write a literature view of research paper, you will analyze and critique the literature view of one research paper provided by Dr. Kang. A specific guide will be discussed in class later.

Data Analysis (100 points) To learn how to analyze and interpret quantitative and qualitative data, three assignments will be required: TWO of quantitative data (70pts) and ONE of qualitative data (30pts). You will able to learn how to run SPSS (Statistical Package for the Social Sciences) with real-world data provided by Dr. Kang and how to analyze qualitative data such as fields notes and analytical memos. Specific guides will be provided later.

In-Class Exam (100 points) There will be ONE in-class exam. Examination date and time will be toward the end of the semester. Check your schedule. Exam is a mixture of multiple-choice, T/F, fill-in-the blank, and essay format. Most of the questions will come from lectures given in class, the text book, and in-class activities. A make-up exam is offered only under dire and verified circumstances (i.e., serious illness or accident, family crisis, etc.). In such circumstances, you are expected to notify me via email prior to the exam time with some form of documentation. If an adequate notification is not done before the scheduled exam time, a penalty of one full letter grade is applied to the subsequent make-up exam.

GROUP ASSIGNMENTS (600 POINTS)

Each student will be assigned a group. Each group will design and conduct a research project throughout the entire semester. The project will involve a variety of assignments including research critique and presentation, applications of research methods, and a final research project. Every member of a groups is required to actively participate in and contribute to group projects. Sixty percent of the total points for the class come from group projects. Students are expected to work closely with one another, and behave responsibly.

Group Contract (P/F) Each group is required to create a group contract and submit the contract all group members signed. The intent of contract is all group members are valuable contribute to perform all tasks necessary for the completion of this course. Failure to follow the contract will result in a lowered grade for the class.

Peer Evaluations (P/F) After completing each group assignment, group members will evaluate each group member’s performance, including themselves. Students will rank each participant on a scale of 1 to 5, with 1 being poor and 5 being excellent. The evaluations will be reflected in each group assignments grade. Failure to submit peer evaluations ON TIME will be applied to the group participation grade.

Group Participation (50 points) This course requires each student’s active and close collaboration with group members. Student’s performance on each group project will be graded based on group members’ evaluations as well as my observation (10 pts per project). Group participation will include each student’s complying group contract, attending at group meetings, completing each assignment on time, behaving in an appropriate manner, demonstrating supportive attitudes, and ultimately making valuable contribution to each project.

Research Critique and Presentation (120 points) Each group will select TWO of research articles provided by the instructor, for a 4-to 5-page paper (50 pts per) and 5-10 minute in-class presentations (10 pts per). Specific guides and presentation schedule will be discussed at the beginning of the course.

Applications of Research Designs (80 points) The primary aim of this assignment is to practice research designs which students will learn in class. Each group will work on two research design assignments (40 pts each). Specific guides will be provided later.

Research Project Paper and Presentation (350 points) Final research project is designed to lead students to do their own research from reviewing the literature, collecting and analyzing data, and discussing findings. The project will involve a variety of assignments, including research proposal (P/F), research prospectus and in-class presentation (100 pts), final paper (200 pts), research poster (30 pts), and presentation (20 pts) at the poster session. Detailed instructions will be discussed later.

GROUND RULES/EXPECTATIONS:

Class Attendance Students are expected to attend all class sessions. Your class attendance will be considered based on attendance sheets, which will be circulated at the beginning of class. Any excuse absence will be considered only based on official documentation such as the case of a documented emergency or documented student illness (certified by a physician’s signed statement that the student was too ill to attend class at the designated time on the designated date), death in the student’s immediate family (verified by a newspaper obituary or equivalent document), or participation in an official event sponsored by BSU (again, verified with the appropriate documentation). An excuse for official events also should be presented to me in advance. In the event of an illness or family death, I should be contacted and the verified excuses presented as soon as possible.

I will present materials in class that is not discussed in the reading, and you will be responsible for that material on examinations. If you miss a class, it is your responsibility to get lecture, DVDs, and/or exercise notes for that day by checking Blackboard. As for group assignments, your group members rely on you to attend team meetings and turn in your best effort for the project.

Deadlines One of the critical expectations of this class is that you meet your deadlines. All assignments must be submitted and/or uploaded on BB on the due dates. You should be responsible for any work lost due to technical problems (e.g., computer or printer problems).

Penalty assessments for late submissions begin once the assignments have been collected. A deduction of 10% off the assigned grade is applied to late submissions turned in within the first 24 hours (for example, from the time that assignments are collected on Tuesday until the same time on Wednesday). Assignments submitted within the second 24 hours will result in a deduction of 20% off the assigned grade. After that (a total of 48 hours), the grade is a 0% (much worse than an “F”). For late submissions, emailed assignments are acceptable considering the possibility you could not meet the instructor after class.

If you are medically unable to submit the assignment in class, please email it to the instructor before the class by 4:00 p.m. of the due date with an explanation. Official documentation stating a legitimate reason for an emailed submission is required within one week.

Academic Honesty This course will strictly adhere to the University policies regarding individual integrity, and students are expected to conduct themselves professionally at all times, demonstrating highest levels of respect for the instructor and other students at all times. Any work done for this class is assumed-and required-to be your own. Cheating, plagiarism, or any form of academic dishonesty is not acceptable. Academic plagiarism is a serious offense. Any student violating the policy will receive a grade of F in this course. Just to be clear, this includes every unacknowledged use of materials written by others (even sentences or obvious paraphrases without quotes). More information to avoid plagiarism can be found at http://owl.english.purdue.edu/owl/resource/589/01/. Any incidences of academic dishonesty will be reported to the Office of Student Rights and Responsibilities (http://osrr.boisestate.edu/scp-fa/). Please see the University’s guidelines for further information on this matter (http://osrr.boisestate.edu/scp-codeofconduct/).

Classroom Courtesy Classes will start on time. If late to class, students should enter the room as quietly as possible. Regarding electronic devices, students should make their cell phones silent before class. In order to excel in this course, students are allowed to use a laptop for note-taking purpose. However, students who will use their laptops should turn off Wi-Fi capacity in class as noted in class participation.

Class discussion will occur in an environment of mutual respect for opinions, ideologies, and points of view. During class discussion please treat others with respect. Monopolizing classroom discussion, side conversations, reading the newspaper, text messaging, preparing for another class during this class, writing a letter to your significant other---these are all examples of classroom disrespect. Disrespecting your fellow classmates or your instructor will NOT be tolerated.

Blackboard (BB) and Email All information in this course including lecture slides and instruction for assignments will be made available on blackboard (https://blackboard.boisestate.edu/webapps/login/). You should check BB and emails as frequently as you can. Questions concerning course content are always welcome during class. Please raise your hand and when called upon, you may ask your question respectfully. Also, please feel free to meet me before or after class or by making an appointment.

Special Needs If you have special conditions, such as physical or learning disabilities, which will make it difficult to complete class work in the time, format, quantity, or quality required or which will necessitate special academic accommodations, you must let me know within the first week of the semester so that an appropriate plan of action can be implemented in conjunction with the Educational Access Center (https://eac.boisestate.edu/new-eac-students/).

Final Research Paper by 11:59 pm on Dec. 12 (S); Peer evaluation #6

*This syllabus provides a general guideline for the course; deviations may be necessary. It is the student’s responsibility to attend class and regularly check Blackboard to be aware of announced schedule changes.

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biomedgrid · 6 years ago

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Biomed Grid| Evaluation of Neuropharmacological Activities of Methanolic and Aqueous Extracts of Citrus Reticulata(Rutaceae) Fruit Peels

Abstract

Introduction: Herbal medicines are getting more interest because of their cost-effective, eco-friendly attributes and proper reprieve from disease condition. The present study was designed to evaluate the anxiolytic activity potentials in peels of Citrus reticulata (Family: Rutaceae) in Libya.

Methods: The peel of the fruits were separated and subjected to cold extraction using 99% Methanol and hot water extraction. The extracts obtained were screened for anxiolytic activity of extracts at 1.25 to 5 mg/Kg body weight concentrations and were assessed by Elevated Plus Maze.

Results: The results revealed that, both extracts treated animals have shown significant anxiolytic activity. From the results it was evident that citrus peel extract of Citrus reticulata exhibited significant anxiolytic activity.

Conclusion: From the results it was evident that Citrus reticulata has prominent activity in terms of parameters assessed in a dose dependent manner.

Keywords: Citrus reticulata; Anxiolytic activity; Psychopharmacology

Introduction

Human brain is a speculate in itself and is not explored entirely. It is a multifaceted gathering of interacting neurons and nuclei that control their own and each other’s activities in a dynamic manner, usually throughout chemical neurotransmission. Psychopharmacology is the scientific learning of the effect’s drugs encompass on mood, thinking, behavior and sensation. It is different from neuropsychopharmacology, which studies drug-induced alterations in the functioning of cells in the nervous system [1,2]. Two‐thirds of the psychotic, depressed, or anxious patients react to the currently available treatments, but the enormity of improvement is not very significant.

The majority of the drugs for these conditions used these days have adverse side effects so the need for better-tolerated, newer and more efficacious treatments is enduring far above the ground [3,4]. The main use of sedative–hypnotic and anxiolytic drugs is to promote calmness (sedatives or anxiolytics) or to create sleep (hypnotics– sedative). Human are exposed to states of restlessness and emotional tension. Anxiety always accompanies many medical and surgical conditions, and it is frequently an indication of psychiatric illness. When the symptoms turn into insufferable or interfere with the treatment of the underlying disease, and if counseling is not enough, drug treatment can be used to help patients manage with their anxiety [5]. There are many medicines are used to treat many psychotherapy and pharmacotherapy illness such as benzodiazepines, azapirones, and antidepressants and others [6].

Citrus reticulata (Rutaceae) is commonly known as naringin or Sentra (orange). It is a small spiny tree with thick top of slim branches, extensively grown in Egypt, Tunisia and Libya [7]. Mandarin is a collection name for this class of orange with thin, loose peel. The name ‘tangerine might be applied as an interchange name to the entire group, but in trade, it is usually limited to the types with red-orange skin. The fruit has aphrodisiac, laxative, tonic properties and astringent [8,9]. It is also used to alleviate vomiting [10,11]. The fruit peel controls the skin moisture, rough and softens hard skin and possess a cleaning effect on oily skin [12]. Chemical composition of the volatile oil of the fruit peels of this species has been reported [13-27]. The effects of the volatile oil of C. reticulata has been studied against Saccharomyces cerevisiae [18], pathogenic fungi, Penicilliums larvae, Schistosoma mansion, Aspergillus flavus, and other microorganisms [19-24]. The volatile oil of C. reticulata also demonstrates the anticancer activity [25-27]. The present paper describes the neuropharmacological Activities of methanolic and aqueous extracts of Citrus reticulata (Rutaceae) fruit peels of the essential oil of the fruit peel of C. reticulata of Tripoli region.

Materials and Methods

Collection of plant material and Preparation of aqueous extract

The oranges were bought from a shop in Tripoli (February 2019). The Citrus reticulata was identified and authenticated by a botanist. Orange rinds were peeled off carefully with the help of a sharp razor blade. Each rind sample was cut into smaller pieces and 30g mass of the sample was taken. The sample was initially rinsed with distilled water. The fresh peels (30 g) were added to 30 ml hot distilled water. In addition, another 30 g of the fresh peels were macerated in cold 99% methanol for three hours. After 3 hours of maceration at room temperature (28°C), the mixture was then was filtered under vacuum and the filtrate was stored at 4°C and used to treat animals as needed [28].

Experimental models

Swiss albino mice of either sex weighing about 18–28g (2–2.6-month-old) used for experimental purpose. They were housed in polypropylene cages in the air-conditioned room with the temperature maintained at 25±2 °C, and 12 h alternating light and dark cycles. The mice were provided with a nutritionally adequate diet and drinking water ad libitum throughout the study. Approval by the Animal Ethics Committee for the experimental procedures obtained.

Acute toxicity study

Acute toxicity was generally carried out for the determination of LD50 value in experimental animals. The aim of performing acute toxicity study is for establishing therapeutic index of a methanolic and aqueous extracts of Citrus reticulata and to ensure safety in-vivo. Acute toxicity test was performed in mice. All animals were fasted overnight before treatment and were given food one hour after aqueous and methanolic extracts. General behavior was also observed at 0.5, 1, 8, 12 and 24 h after administration. The number of animals that died after administration was traced daily for 7 days [29,30].

Elevated plus-maze test

Elevated plus-maze is simple apparatus to study neuroprotective effects [31,32] and anxiolytic responses produced by the test drugs. It is used to test almost all types of anxiolytic agents. Exposure of animals to novel maze alley suggests an approach-avoidance conflict which is stronger in open arm as compared to enclosed arm. Rodents (rats and mice) have an aversion for high and open space and prefer enclosed arm, consequently, spend a greater amount of time in enclosed arm. When animals enter open arm, they freeze, become immobile, defecate and show fear-like movements [33]. The cortisol plasma level is increased, as a true reflection of anxiety. Major advantages of this test procedure are:

a) It is less time consuming, simple and quick

b) no noxious stimuli (light or sound) or prior training is required, and

c) it is conventional and consistent procedure for studying anxiety response as well as anxiolytic action of drug [34,35].

Animals were weighed, numbered, and divided into five groups, each consisting 6 mice. One group was used as control (saline), second for standard drug (diazepam) treatment; groups 3-6 for aqueous Citrus reticulata extract treatment (1.25, 2.5, 3.75, 5.00 mg/kg, intra-peritoneally) and groups 7-10 for methanolic Citrus reticulata extract treatment (1.25, 2.5, 3.75, 5.00 mg/kg, intra-peritoneally). Animals were placed individually in the center of the maze, head facing toward open arm and stopwatch was started. The following parameters were noted for 5 min.

i. First favorite of mouse to open or closed arm.

ii. Number of entries in open arm (an arm entry defined as the entry of four paws into the arm).

iii. Average time each animal spends in open arm (Average time = total duration in the arm/number of entries) was estimated.

Saline and diazepam were injected to the control and standard groups respectively. Citrus reticulata extracts were injected to the test groups. After thirty minutes, animals were located individually in the center of the maze. Lastly, a comparison of the preference of the animals to open or enclosed arm, average time spent in open arm and the number of entries in open arm in each group were determined and recorded [36].

Statistical Analysis

Data were expressed by mean ± standard error mean. For comparison among the groups, we used analysis of variance with multiple comparisons by post-hoc Dunnett t-test method. The statistical significance of differences between the control and experimental groups was assessed by Dunnett’s two-sided t-tests (post-hoc tests). Statistical analysis was done using Statistical Package for the Social Sciences for windows (version 17.0, SPSS Inc., Chicago., USA). Statistical significance was considered P < 0.05 level.

Result

Acute toxicity study

With the growing amount of research about naringin as a component of the orange and its potential utilize within the pharmacological and food industries, illuminating its toxicological outline becomes increasingly significant. In the present study, the Citrus reticulata extracts were found to be safe up to 200 mg/kg orally. This present study is compared with other previous studies in which an oral single dose of 16 g/kg of naringin did not produce acute oral toxicity in rats [37].

Table 1: The number of entries (open and total) of mice in elevated plus maze.

Table 2: The time spent by mice on elevated plus maze in open and closed arms.

Tables 1 & 2 summarized the number of entries (open and total) of mice in elevated plus maze and the time spent by mice on elevated plus maze in open and closed arms, respectively.

Discussion

Recently, interests in powerful pharmacological properties and clinical applications of natural products for replacing synthetic drugs are rising. Despite of chief scientific and technological development in combinatorial chemistry, drugs obtained from natural products still create a huge contribution to drug discovery today. The citrus plant belongs to the family Rutaceae, comprising of about seventeen species found all over the tropical, subtropical and temperate regions [38,39]. Among the species, Citrus indica, Citrus ichangenesis Citrus latipes, Citrus megaloxycarpa, Citrus macroptera, Citrus jambhiri, Citrus aurantium, and Citrus reticulate are the most common. The genus citrus includes special essential fruits such as orange, mandarins, limes, lemons, and citrons grapefruits [38]. Even though, there are many groups of plants that are crucial in phytochemistry, citrus plantation has been assumed to be a valuable target for commercial agricultural and industrial practices in the world [40]. About 37 major components were identified from Citrus reticulata [41,42], and the major components were geranial (19.0%), geranyl acetate (3.9%), limonene (46.7%), neral (14.5%), nerol (2.3), β-caryophyllene (2.6), citronellal (1.3%), geraniol (3.5%), and neryl acetate (1.1%). Citrus oil also composed of aldehydes and esters being the lowest percentage components and about 97% monoterpenes with alcohols, with values ranging between 1.8 to 2.2% [43]. It has been reported that the identify of about 16-27 chemical constituents in the peel essential oil of C. reticulate was allocated including limonin and naringin and others [44-47].

Naringin is found in many plants. It is a flavonoid and was believed to relieve anxiety at the dose level below 3mg/kg when given intra-peritoneally. At high doses it has been reported to cause sedation but no muscle relaxant property [48]. The anxiolytic effect of naringin has been studies using mice 6-8 weeks old and 30g to 35g weight and the anxiolytic effect was confirmed using elevated plus maze and locomotors activity and these results are in consistency with the results obtained in (Table 1) & (Table 2). [48]. It has been reported that the diazepam 2 and 10 mg/kg dose were used which increased the number of open arm entries and percent of time spent in open arm as compared to saline control [48] and these results also are in consistency with the results obtained in (Table 1) & (Table 2).

The results obtained in (Table 1) & (Table 2). are also in agreements with studies done by Marder et al. [49,50], which have shown that naringin flavones (which is the main component of Citrus reticulata) at the level of dose 3 to 10 mg/kg to have excellent anxiolytic potential with no myorelaxation, sedation, or significant reduction in locomotor activity. It is reported that at high doses of narigine shows increase open arm exploration and decrease locomotor activity as shown from reduction in close arm eateries. Naringin and has anxiolytic and sedative potential at high doses. Naringin at dose 30 mg/ kg show a slight myorelaxant effect in the horizontal wire test [51]. It has been reported that naringin and its derivatives are mediators of GABA receptors and are supportive in relieving anxiety. This flavonoid also has some other targets such as Human Ether-a-go-go- Related Gene (hERG) voltage-dependent potassium channels and Inwardly Rectifying Potassium Channels (GIRK). This flavonoid has positive modulating effect on GIRK channels [52].

Conclusion

The present study demonstrated that the aqueous extract of peeled Citrus reticulata possess dose-dependent anxiolytic activity. Further, there is need to isolate, characterize, and screen the active principles that are responsible for its anxiolytic activity. Furthermore, there is need to find out the exact mechanism by which the Citrus reticulata extract exerts above effects. Further studies are needed to separate and confirm the active components and its effect on anxiety.

Acknowledgement

The authors gratefully acknowledge the technical support and valuable suggestions obtained from MS Amira Abdul Gbaj.

Conflict of interest

No Conflict of Interest.

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