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Monday, August 30, 2010
"A creative idea for using an office supply"
Hi, today i am going to introduce a excellent product to you, it is Memory Book accessories by C-Line Products. These hottest pages come in a range of styles to suit whatever you are into. Three ring binders and two post albums could easily fitted inside in it. No need to trim. And 12" x 12" can be holded in each page.It is free from PVC(Polyvinyl Chloride), no acid. The archival quality is super.
Sunday, August 29, 2010
Education sees rescue, but not from Superman.
While Washington is consumed with whether our president is secretly a Muslim, or born abroad, possibly in outer space, I'd like to talk about some good news. But to see it, you have to look at America from the bottom up, not from the top (Washington) down.
What you'll see from down there is that there is a movement stirring in this country around education. From the explosion of new charter schools to the new teachers' union contract in D.C., which will richly reward public school teachers who get their students to improve faster and weed out those who don't, Americans are finally taking their education crisis seriously. If you don't want to stand on your head, then just go to a theater near you after Sept. 24 and watch the new documentary "Waiting for Superman."
Directed by Davis Guggenheim, who also directed Al Gore's "An Inconvenient Truth," "Waiting for Superman" takes its name from an opening interview with Geoffrey Canada, founder of the Harlem Children's Zone. HCZ has used a comprehensive strategy, including a prenatal Baby College and social service programs at its charter schools to forge a new highway to the future.
Canada's point is that the only way to fix our schools is not with a Superman or a super-theory. No, it's with supermen and superwomen pushing super-hard to assemble better-trained teachers working with the best methods under the best principals supported by involved parents.
"One of the saddest days of my life was when my mother told me Superman did not exist," Canada says in the film. "I read comic books and I just loved 'em . . . 'cause even in the depths of the ghetto you just thought, 'He's coming . . . he always shows up and he saves all the good people.'"
Then when he was in fourth or fifth grade, he asked, "Ma, do you think Superman is actually [real]?" She told him the truth. "I was crying because there was no one . . . coming with enough power to save us."
"Waiting for Superman" follows five kids and their parents who aspire to obtain a decent public education but have to enter a bingo-like lottery to get into a good charter school, because their home schools are failures.
Guggenheim kicks off the film explaining that he was all for sending kids to local public schools until "it was time to choose a school for my own children, and then reality set in. My feelings about public education didn't matter as much as my fear of sending them to a failing school. . . . I'm lucky. I have a choice. Other families pin their hopes to a bouncing ball, a hand pulling a card from a box or a computer that generates numbers in random sequence. Because when there's a great public school there aren't enough spaces, and so we do what's fair. We place our children . . . in the hands of luck."
This movie is about the people trying to change that. The film's core thesis is that for too long our public school system was built to serve adults, not kids. For too long we underpaid our teachers and compensated them instead by giving them union perks. Over decades, though, those perks accumulated to prevent reform in too many districts. The best ones are now reforming, and the worst are facing challenges from charters.
The movie challenges all the adults who run our schools - teachers, union leaders, principals, parents, school boards, charter-founders, politicians - with one question: Are you putting kids and their education first?
Because we know what works, and it's not a miracle cure. It is the whatever-it-takes-tenacity of the Geoffrey Canadas; it is the lead-follow-or-get-out-of-the-way ferocity of the Washington and New York City school chancellors, Michelle Rhee and Joel Klein.
And it is the quiet heroism of millions of public and charter school teachers and parents who do put kids first - so no Americans ever again have to play life bingo with their kids, or pray to be rescued by Superman.
What you'll see from down there is that there is a movement stirring in this country around education. From the explosion of new charter schools to the new teachers' union contract in D.C., which will richly reward public school teachers who get their students to improve faster and weed out those who don't, Americans are finally taking their education crisis seriously. If you don't want to stand on your head, then just go to a theater near you after Sept. 24 and watch the new documentary "Waiting for Superman."
Directed by Davis Guggenheim, who also directed Al Gore's "An Inconvenient Truth," "Waiting for Superman" takes its name from an opening interview with Geoffrey Canada, founder of the Harlem Children's Zone. HCZ has used a comprehensive strategy, including a prenatal Baby College and social service programs at its charter schools to forge a new highway to the future.
Canada's point is that the only way to fix our schools is not with a Superman or a super-theory. No, it's with supermen and superwomen pushing super-hard to assemble better-trained teachers working with the best methods under the best principals supported by involved parents.
"One of the saddest days of my life was when my mother told me Superman did not exist," Canada says in the film. "I read comic books and I just loved 'em . . . 'cause even in the depths of the ghetto you just thought, 'He's coming . . . he always shows up and he saves all the good people.'"
Then when he was in fourth or fifth grade, he asked, "Ma, do you think Superman is actually [real]?" She told him the truth. "I was crying because there was no one . . . coming with enough power to save us."
"Waiting for Superman" follows five kids and their parents who aspire to obtain a decent public education but have to enter a bingo-like lottery to get into a good charter school, because their home schools are failures.
Guggenheim kicks off the film explaining that he was all for sending kids to local public schools until "it was time to choose a school for my own children, and then reality set in. My feelings about public education didn't matter as much as my fear of sending them to a failing school. . . . I'm lucky. I have a choice. Other families pin their hopes to a bouncing ball, a hand pulling a card from a box or a computer that generates numbers in random sequence. Because when there's a great public school there aren't enough spaces, and so we do what's fair. We place our children . . . in the hands of luck."
This movie is about the people trying to change that. The film's core thesis is that for too long our public school system was built to serve adults, not kids. For too long we underpaid our teachers and compensated them instead by giving them union perks. Over decades, though, those perks accumulated to prevent reform in too many districts. The best ones are now reforming, and the worst are facing challenges from charters.
The movie challenges all the adults who run our schools - teachers, union leaders, principals, parents, school boards, charter-founders, politicians - with one question: Are you putting kids and their education first?
Because we know what works, and it's not a miracle cure. It is the whatever-it-takes-tenacity of the Geoffrey Canadas; it is the lead-follow-or-get-out-of-the-way ferocity of the Washington and New York City school chancellors, Michelle Rhee and Joel Klein.
And it is the quiet heroism of millions of public and charter school teachers and parents who do put kids first - so no Americans ever again have to play life bingo with their kids, or pray to be rescued by Superman.
TWO VERSION
Short version:
Is there any physical reason why a sunset should look different than a sunrise? The only differences between the two situations that I can think of is that the atmosphere should be cooler during a sunrise than a sunset. There's also the accumulated smog consideration if you're near a city, i.e. there will be very little smog at sunrise vs quite a bit at sunset.
Long version:
I was just looking at a nice coastline picture and trying to figure out whether it was a sunset on an easterly facing coast or sunrise on a westernly facing coast when it occured to me that the two situations should be roughly symmetric and so you shouldn't be able to tell the difference. I commented on this to a friend of mine, intending to get a chuckle out of sharing the experience, when he said that you can tell the difference by the colors in the sky.
Now my friend isn't a physicist (or a meteorologist, for that matter), but he does do a lot of backpacking and has seen his fair share of sunrises and sunsets so there's a good chance he knows what he's talking about. I haven't been able to convince myself that there would be any real difference between the two though.
Is there any physical reason why a sunset should look different than a sunrise? The only differences between the two situations that I can think of is that the atmosphere should be cooler during a sunrise than a sunset. There's also the accumulated smog consideration if you're near a city, i.e. there will be very little smog at sunrise vs quite a bit at sunset.
Long version:
I was just looking at a nice coastline picture and trying to figure out whether it was a sunset on an easterly facing coast or sunrise on a westernly facing coast when it occured to me that the two situations should be roughly symmetric and so you shouldn't be able to tell the difference. I commented on this to a friend of mine, intending to get a chuckle out of sharing the experience, when he said that you can tell the difference by the colors in the sky.
Now my friend isn't a physicist (or a meteorologist, for that matter), but he does do a lot of backpacking and has seen his fair share of sunrises and sunsets so there's a good chance he knows what he's talking about. I haven't been able to convince myself that there would be any real difference between the two though.
Saturday, August 28, 2010
Developing the skill of report writing
There was a clash between the police and the students of Rajshahi University. Some students and workers were injured. The clash originated from a trifle issue. A second year student of History department got hurt a little bit when he was getting down from a local bus at the university gate. He instantly rebuked the helper and the driver. The same helper and driver reached Natore and told their union the matter. They came with bamboo, lathi, hockey sticks and arms and pounced on the students at the university gate. They started beating any student they met at the gate and the at the adjacent area. Students of the resident halls came to learn the news and they came to the spot in groups. The also started counter beating the attackers. The two sides fought and chased and counter chased for about one hour. Then two platoons of riot police arrived on the scene and brought the situation under control. They arrested some of the students and attackers. A tense situation is prevailing there.
A bus stand
A bus stand is a halting place for buses. Generally, it stands outside the town or city and sometimes it may stand in a town or a city as well. Passengers wait here for buses. When a bus arrives some passengers get down from it and some passengers get into it. All day long, buses come and go and it continues till midnight.
Most bus-stands have their sheds whereas some are open. Passengers wait here and take rest. Bus helpers and conductor shout to attract the passengers. Hawkers also shout to sell betel leaves, cigarettes, biscuits, chocolates, drinking water, newspaper etc. There are some tea stalls and other stalls in a bus stand. Some pickpockets and muggers loiter here to seek opportunity and create troubles. Moreover, it remains dirty and unhygienic place. Many diseases can spread from here. Steps should be taken to improve the condition of a bus stand as it is a very important and necessary place for all of us.
Food for thought:
o Have you gone through the two pieces of writing?
o Can you identify some similarities or dissimilarities between them?
o You see, both the passages contain titles/heading.
o The first one contains date and place but the second one does not.
o How can you name them? i. e. What kind of composition is the first one and the second one?
Suggested answers:
o Both the passages contain titles/ headings.
o The first one contains date and the place at the beginning.
o It tells where the incident took place
o The second one gives some common ideas and messages, not the incident of a particular place.
o The first one is objective and second one subjective.
o The first one contains no individual comment, just description of what happened.
o The second kind of writing bears some individual comments.
The first kind of writing is known as report writing and the second kind is paragraph writing.
Some techniques of writing a report:
o Write a catchy title to attract the readers and it will reflect the whole total incident.
o Even the readers the reader will be able to hold an idea what actually happened/ the matter was without going through the report in detail.
o Your title will rouse curiosity among the readers which will lead them to read the description.
o Put the date and name of the place where the incident takes place.
o Try to write the information concisely and accurately
Now, let us see some catchy titles
o Bangladesh polls to be fairest: McCain
o ACC Chairman ready to quit
o RMC declared closed amid students' clash.
o Bangladesh Bank traces 88 loan defaulters.
o Pakistan refuges fugitive ' handover' demand
o Thai Parliament set to vote for new PM next week
Suppose, an accident took place and you are asked to make a report on it. What you will have to do then? You will have to write-----
(i) When the accident took place
(ii) Where it took place
(iii) What happened then/ result of the accident.
(iv) How it happened ( collided with two buses/ it a rickshaw to save a child/the driver lost control etc.)
(v) How was the scene of the spot ( many people gathered)
(vi) When did the police arrive
(vii) The latest situation.
These are the questions/points which are usually related to an accident.
You just give language to these points.
Don't get afraid to write the answers of the above questions/points
There may be some grammatical mistake but don't bother about them.
You are just learning. Learning is done through mistakes.
Write and get them checked by your teachers or at least ask them where you have confusion.
Some more situational examples:
Suppose you are asked to write a report on the annual prize giving ceremony of your college. In this case, you will have to think of the following points-----------------------
(i) When did it happen
(ii) Where was it held
(iii) What was the objective
(iv) Who was the chief guest
(v) Who were participants
(vi) When did the function start
(vii) Who presided over the function
(viii) What did the president and the chief guest say
(ix) When/ how was the function closed
When you are to write a report on natural calamity, consider the following points--------
(i) When did it take place
(ii) Which area was affected
(iii) How many houses and institutions were affected
(iv) How many people were injured
(v) How many died
(vi) The response of the authorities concerned
(vii) The latest situation
When you are asked to make a report on garment workers' agitation, you may consider the points given below-------------
(i) Where did it take place
(ii) How much loss was faced/ how was the anarchy
(iii) How many workers took part in the agitation
(iv) What were the demands of the workers
(v) How was response of the law enforcing agencies
(vi) What was the comments/ responses of the owners
Suppose you are to write a report on the issue of creating awareness on road safety. Your focuses will be --------
(i) When did it take place
(ii) Where it took place
(iii) What were the objective
(iv) Who participated in the program me
(v) What were the steps to be and already taken
Making a report on the depression at the Bay of Bengal will cover the things----------------
(i) Where did the depression originate
(ii) When will it may start coming to the shore
(iii) Where is its present situation
(iv) Where it may move forward
(v) What is the impression of it at coastal areas and other parts of the country
(vi) What about the fishing boats and nets
(vii) What are the preparation taken by the administration
Writing a report on Jhatka fishing may include these things------------------------------------
(i) Which river/ which areas usually jhatka fishing go on
(ii) How may jhatka fish are caught everyday
(iii) Which nets and how many nets are being used
(iv) What other small fishes are caught
(v) Which authorities seize current nets
(vi) What actions are taken by the authorities concerned
For the students:
The topic of report writing is taken from our everyday life, from our social, national, international and educational happenings. These are not unknown to us. Think of the practical aspects of these incidents and write them in simple English.
For the teachers:
o For making the students write a report on any topic/incident, allow them time for barnstorming.
o Help them giving hints on the incident.
o Help them also in their language aspects.
o Ensure that all the students participate in the activities in the class.
o When all the students participate in activities in the class, it means they are actively learning and the class becomes interesting for all.
Source- The Daily New Nation.
One of the earliest western philosophers to consider nothing as a concept was parmanebts (5th century BC) who was a Greek philosopher of the monist school. He argued that "nothing" cannot exist by the following line of reasoning. To speak of a thing, one has to speak of a thing that exists. Since we can speak of a thing in the past, it must still exist (in some sense) now and from this concludes that there is no such thing as change. As a corollary, there can be no such things as coming-into-being, passing-out-of-being or not-being.
Despite the fact of existence stubbornly refuting Parmenides' conclusion, he was taken seriously by other philosophers, influencing, for instance, socrates and plato. Aristotle too, gives Parmenides serious consideration but concludes; "Although these opinions seem to follow logically in a dialectical discussion, yet to believe them seems next door to madness when one considers the facts."
Despite the fact of existence stubbornly refuting Parmenides' conclusion, he was taken seriously by other philosophers, influencing, for instance, socrates and plato. Aristotle too, gives Parmenides serious consideration but concludes; "Although these opinions seem to follow logically in a dialectical discussion, yet to believe them seems next door to madness when one considers the facts."
"We shall overcome"
Amra korbo joy (2)
Amra korbo joy nishchoi
Aha buker gobheer ache prottoi
Amra korbo joy nishchoi
We shall overcome (2)
We shall overcome someday
Oh deep in my heart
I do believe that
We shall overcome someday
Amader nei bhoi (2)
Amader nei aj ar
Aha buker gobheer ache prottoi
Amra korbo joy nishchoi
We are not afraid (2)
We are not afraid today
Oh deep in my heart
I do believe that
We shall overcome someday
Amra noi aka (2)
Amra noi aka aj ar
Aha buker gobheer ache prottoi
Amra korbo joy nishchoi
We are not alone (2)
We are not alone today
Oh deep in my heart
I do believe that
We shall overcome someday
Shoto je shathi (2)
Shoto je shathi moder
Aha buker gobheer ache prottoi
Amra korbo joy nishchoi
We shall live in peace (2)
We shall live in peace someday
Oh deep in my heart
I do believe that
We shall overcome someday
Amra korbo joy nishchoi
Aha buker gobheer ache prottoi
Amra korbo joy nishchoi
We shall overcome (2)
We shall overcome someday
Oh deep in my heart
I do believe that
We shall overcome someday
Amader nei bhoi (2)
Amader nei aj ar
Aha buker gobheer ache prottoi
Amra korbo joy nishchoi
We are not afraid (2)
We are not afraid today
Oh deep in my heart
I do believe that
We shall overcome someday
Amra noi aka (2)
Amra noi aka aj ar
Aha buker gobheer ache prottoi
Amra korbo joy nishchoi
We are not alone (2)
We are not alone today
Oh deep in my heart
I do believe that
We shall overcome someday
Shoto je shathi (2)
Shoto je shathi moder
Aha buker gobheer ache prottoi
Amra korbo joy nishchoi
We shall live in peace (2)
We shall live in peace someday
Oh deep in my heart
I do believe that
We shall overcome someday
Food additives are substances added to food to preserve flavor or enhance its taste and appearance. Some additives have been used for centuries; for example, preserving food by pickling (with vinegar), salting, as with bacon, preserving sweets or using sulfur dioxide as in some wines. With the advent of processed foods in the second half of the 20th century, many more additives have been introduced, of both natural and artificial origin
To regulate these additives, and inform consumers, each additive is assigned a unique number, termed as "E numbers", which is used in Europe for all approved additives. This numbering scheme has now been adopted and extended by the Codex Alimentarius Commission to internationally identify all additives,[1] regardless of whether they are approved for use.
E numbers are all prefixed by "E", but countries outside Europe use only the number, whether the additive is approved in Europe or not. For example, acetic acid is written as E260 on products sold in Europe, but is simply known as additive 260 in some countries. Additive 103, alkanet, is not approved for use in Europe so does not have an E number, although it is approved for use in Australia and New Zealand. Since 1987 Australia has had an approved system of labelling for additives in packaged foods. Each food additive has to be named or numbered. The numbers are the same as in Europe, but without the prefix 'E'.
To regulate these additives, and inform consumers, each additive is assigned a unique number, termed as "E numbers", which is used in Europe for all approved additives. This numbering scheme has now been adopted and extended by the Codex Alimentarius Commission to internationally identify all additives,[1] regardless of whether they are approved for use.
E numbers are all prefixed by "E", but countries outside Europe use only the number, whether the additive is approved in Europe or not. For example, acetic acid is written as E260 on products sold in Europe, but is simply known as additive 260 in some countries. Additive 103, alkanet, is not approved for use in Europe so does not have an E number, although it is approved for use in Australia and New Zealand. Since 1987 Australia has had an approved system of labelling for additives in packaged foods. Each food additive has to be named or numbered. The numbers are the same as in Europe, but without the prefix 'E'.
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