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Topics - Raisa

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1
Bangladesh Studies / ZERO HUNGER
« on: Yesterday at 08:36:46 AM »
Rapid economic growth and increased agricultural productivity over the past two decades have seen the number of undernourished people drop by almost half. Many developing countries that used to suffer from famine and hunger can now meet the nutritional needs of the most vulnerable. Central and East Asia, Latin America and the Caribbean have all made huge progress in eradicating extreme hunger.

These are all huge achievements in line with the targets set out by the first Millennium Development Goals. Unfortunately, extreme hunger and malnutrition remain a huge barrier to development in many countries. 795 million people are estimated to be chronically undernourished as of 2014, often as a direct consequence of environmental degradation, drought and loss of biodiversity. Over 90 million children under the age of five are dangerously underweight. And one person in every four still goes hungry in Africa.

The SDGs aim to end all forms of hunger and malnutrition by 2030, making sure all people – especially children – have access to sufficient and nutritious food all year round. This involves promoting sustainable agricultural practices: supporting small scale farmers and allowing equal access to land, technology and markets. It also requires international cooperation to ensure investment in infrastructure and technology to improve agricultural productivity. Together with the other goals set out here, we can end hunger by 2030.

Source : https://www.bd.undp.org/content/bangladesh/en/home/sustainable-development-goals/goal-2-zero-hunger.html

2
Area of Attention Required for Fulfilling the unfinished MDGs
 Unemployment and underemployment is still persistent especially among the young people
between 15 to 24 years of age.
 Addressing stunting and wasting will be a major concern to improve nutritional wellbeing.
 Reducing income inequality and the low economic participation of women remain as matter of
concerns.
 Primary education completion rate and the adult literacy rate are yet to obtain.
 Quality of education is a challenge at the primary and higher secondary levels.
 Inequalities remain in maternal health.
 Prevalence of malaria is still high even though death incidences are reduced.
 Prevalence of TB and TB mortality targets are yet to be achieved.
 Tree coverage and proportion of protected terrestrial and marine areas is much less.
 Access to safe water for all is still a challenge.
 One-third population are not using improved sanitation.
 Capacity to raise public resources domestically is limited.



source :http://brri.portal.gov.bd/sites/default/files/files/brri.portal.gov.bd/page/637ff401_77bd_4246_a17a_589f890b050b/SDGs%20presentation%20for%20BINA%2012.02.18_f.pdf

3
Macroeconomics / urbanization
« on: August 28, 2021, 07:22:47 PM »
Bangladesh is a lower-middle-income country located in the South Asian region with a population of 160 million. The country is split into eight divisions and sixty-four districts to help with the administrative process. Like other developing countries, Bangladesh is also going through rapid urban growth over the last few decades. According to the Planning Commission report 2013, the level of urbanization in this country is increasing at an expeditious rate of 23.30 (2011), which was only 8.78 in the year 1974.
The increased migration of rural people to the urban areas has resulted in increased poverty in the urban areas. In fact, rapid urbanization has led to concentration of poverty in urban areas more than rural areas over time which has been coined as "urbanization of poverty". This is because the cities are overcrowded and are unable to create enough opportunities. There are not enough jobs and facilities for all. Many are under-employed while some are unemployed even in large cities. Cost of living in urban areas is also higher than rural areas—a substantial part of their income is spent on housing since the demand for housing is very high compared to supply in cities, particularly in large cities such as Dhaka and Chottogram.
First, the urban poor need support through a comprehensive social safety net program. Second, more investment is required in basic amenities such as healthcare, education, water and sanitation in the poor urban areas. Third, they should have access to finance so that the youth and the women can become entrepreneurs. Fourth, skills development, training, and access to technology will help the poor find better jobs. Fifth, better urban planning and investment are needed for improving the conditions of slums and housing of the poor. Finally, urban poverty can be tackled to a large extent by developing the rural economy which is already transforming. More investment in rural infrastructure and facilities will check migration from rural to urban areas and reduce pressure on the cities.


4
Macroeconomics / blue economy
« on: August 28, 2021, 07:20:56 PM »
According to the World Bank the blue economy is the "sustainable use of ocean resources for economic growth, improved livelihoods, and jobs while preserving the health of ocean ecosystem."
Bangladesh has 710 km long coastline with an exclusive economic zone of 200 Nautical Miles inside the Bay of Bengal. Marine fisheries contribute 19.40 per cent of the total fish production of the country. Besides, on an average, 81.0 per cent of the international tourists visit Cox's Bazaar in Bangladesh. The ocean of Bangladesh is contributing a noteworthy role to its overall socio-economic growth through enhancing the economic activities across the country and especially to the coastal zone at southern part.Blue Economy has the prospect to contribute Bangladesh economy on a much higher level. Twenty six potential Blue Economy sectors have been identified by the MoFA which include the fishery, maritime trade and shipping, energy, tourism, coastal protection, maritime safety and surveillance for development of blue economy in Bangladesh.
Bangladesh has huge potential in coastal tourism. Globally, coastal tourism has a huge market segment and represents 5 per cent of world GDP and contributes 6-7 per cent of total employment. In 150 countries, it is among the top export earners. It is the main source of foreign exchange for half of the Least Developed Countries (LDCs). Coastal tourism includes beach-based recreation and tourism; (b) tourist activities in proximity to the sea; boating including yachting and marinas.

5
Macroeconomics / Corruption
« on: August 28, 2021, 07:19:35 PM »
Bangladesh is a small country in South asia but corruption here is not that small. Corruption here  may originate from want, the immorality of people, lack of transparency, unsolved problems, unfinished works, vicious politicos, weak administration and many after relevant things. All the sectors of the government and the administration are corrupted severely as well. No department of either government or non-government like ministry, office, school, college, university, law court, police station, hospital, etc. is beyond the reach of corruption. Even the victims of accident and the dying patients are not left untouched by corruption. It has become customary in our country that nothing is done without the intervention of corruption.
Corruption has a terrible effect on all the parts of society. It leads the country to anarchism. Law and order situation become deteriorated for corruption. The difference between the poor and rich widens day by day. All the development procedures of the government become useless for the cause of corruption. However, this is a humiliating condition for us a nation. It has spoilt our image in the home and abroad. Above all, foreign donors and the investors become reluctant observing the large scale of the practice of corruption

6
Research Ideas / How to write a research methodology
« on: July 10, 2019, 12:41:52 PM »
n your thesis or dissertation, you will have to discuss the methods you used to do you research. The methodology or methods section explains what you did and how you did it, allowing readers to evaluate the reliability and validity of the research. It should include:

The type of research you did
How you collected and/or selected your data
How you analyzed your data
Any tools or materials you used in the research
Your rationale for choosing these methods
The methodology section should generally be written in the past tense.
Step 1: Explain your methodological approach
Begin by introducing your overall approach to the research. What research problem or question did you investigate, and what kind of data did you need to answer it?

Quantitative methods (e.g. surveys) are best for measuring, ranking, categorizing, identifying patterns and making generalizations
Qualitative methods (e.g. interviews) are best for describing, interpreting, contextualizing, and gaining in-depth insight into specific concepts or phenomena
Mixed methods allow for a combination of numerical measurement and in-depth exploration
Depending on your discipline and approach, you might also begin with a discussion of the rationale and assumptions underpinning your methodology.

Was your aim to address a practical or a theoretical research problem?
Why is this the most suitable approach to answering your research questions?
Is this a standard methodology in your field or does it require justification?
Were there any ethical or philosophical considerations?
What are the criteria for validity and reliability in this type of research?
In a quantitative experimental study, you might aim to produce generalizable knowledge about the causes of a phenomenon. Valid research requires a carefully designed study with controlled variables that can be replicated by other researchers.

In a qualitative ethnographic case study, you might aim to produce contextual real-world knowledge about the behaviors, social structures and shared beliefs of a specific group of people. As this methodology is less controlled and more interpretive, you will need to reflect on your position as researcher, taking into account how your participation and perception might have influenced the results.

Step 2: Describe your methods of data collection
Once you have introduced your overall methodological approach, you should give full details of the methods you used to conduct the research. Outline the tools, procedures and materials you used to gather data, and the criteria you used to select participants or sources.

Quantitative methods
 Surveys
Describe where, when and how the survey was conducted.

How did you design the questions and what form did they take (e.g. multiple choice, rating scale)?
How did you find and select participants?
Did you conduct surveys by phone, mail, online or in person, and how long did participants have to respond?
What was the sample size and response rate?
You might want to include the full questionnaire as an appendix so that your reader can see exactly what data was collected.

 Experiments
Give full details of the tools, techniques and procedures you used to conduct the experiment.

How did you design the experiment (e.g. between-subjects or within-subjects)?
How did you find and select participants?
What tools or technologies did you use in the experiment?
In experimental research, it is especially important to give enough detail for another researcher to reproduce your results.

 Existing data
Explain how you gathered and selected material (such as publications or archival data) for inclusion in your analysis.

Where did you source the material?
How was the data originally produced?
What criteria did you use to select material (e.g. date range)?
Quantitative methods example
The survey consisted of 5 multiple-choice questions and 10 questions that the respondents had to answer with a 7-point Lickert scale. The aim was to conduct the survey with 350 customers of Company X on the company premises in The Hague from 4-8 July 2017 between 11:00 and 15:00. A customer was defined as a person who had purchased a product from Company X on the day of questioning. Participants were given 5 minutes to fill in the survey anonymously, and 408 customers responded. Because not all surveys were fully completed, 371 survey results were included in the analysis.

Qualitative methods
 Interviews or focus groups
Describe where, when and how the interviews were conducted.

How did you find and select participants?
How many people took part?
What form did the interviews take (structured, semi-structured, unstructured)?
How long were the interviews and how were they recorded?
 Participant observation
Describe where, when and how you conducted the observation.

What group or community did you observe and how did you gain access to them?
How long did you spend conducting the research and where was it located?
How did you record your data (e.g. audiovisual recordings, note-taking)?
 Existing data
Explain how you selected case study materials (such as texts or images) for the focus of your analysis.

What type of materials did you analyze?
How did you collect and select them?
Qualitative methods example
In order to gain a better insight into the possibilities for improvement of the product range, semi-structured interviews were conducted with 8 returning customers from the main target group of Company X. A returning customer was defined as someone who usually bought products at least twice a week from Company X. The surveys were used to select participants who belonged to the target group (20-45 years old). Interviews were conducted in a small office next to the cash register, and lasted approximately 20 minutes each. Answers were recorded by note-taking, and seven interviews were also filmed with consent. One interviewee preferred not to be filmed.
source : https://www.scribbr.com/dissertation/methodology/

7
Clinical Pharmacy / Are We Closer to Curing the Common Cold?
« on: January 22, 2019, 09:31:16 AM »
source https://www.healthline.com/health-news/are-we-closer-to-curing-the-common-cold#1

Imagine if the common cold, something that affects billions of people every year, could be cured.

Perhaps we are a step closer to that dream.

Scientists say they’ve made a breakthrough by analyzing a ribonucleic acid (RNA) genome of the human parechovirus (HPeV), a virus that causes the common cold and polio, along with hand, foot, and mouth disease.

Experts say the news is promising, but curing the common cold is nothing to sneeze at.Cracking the code
Scientists from the University of York, University of Leeds, and University of Helsinki, announced their findings in the journal Nature Communications.

“The common cold infects more than two billion people annually, making it one of the most successful viral pathogens, so we are excited to make this crucial step forward,” Professor Reidun Twarock, a mathematical biologist at the University of York’s Departments of Mathematics and Biology, and the York Centre for Complex Systems Analysis, said in a release.

The breakthrough stems from the discovery of a “hidden code” found within HPeV that is responsible for formation of the virus.
Imagine if the common cold, something that affects billions of people every year, could be cured.

Perhaps we are a step closer to that dream.

Scientists say they’ve made a breakthrough by analyzing a ribonucleic acid (RNA) genome of the human parechovirus (HPeV), a virus that causes the common cold and polio, along with hand, foot, and mouth disease.

Experts say the news is promising, but curing the common cold is nothing to sneeze at.

Read more: Get the facts on the common cold »


Cracking the code
Scientists from the University of York, University of Leeds, and University of Helsinki, announced their findings in the journal Nature Communications.

“The common cold infects more than two billion people annually, making it one of the most successful viral pathogens, so we are excited to make this crucial step forward,” Professor Reidun Twarock, a mathematical biologist at the University of York’s Departments of Mathematics and Biology, and the York Centre for Complex Systems Analysis, said in a release.

The breakthrough stems from the discovery of a “hidden code” found within HPeV that is responsible for formation of the virus.


Now that the code has been found, the research team is trying to figure out what drugs to use to target and destroy it.

“The coding works like the cogwheels in a Swiss watch,” Professor Peter Stockley from the Astbury Centre for Structural Molecular Biology at the University of Leeds, said in a release. “We now need a drug that has the same effect as pouring sand into the watch. Every part of the viral mechanism could be disabled.”

Dr. Andrew Nye, DO, of the Orlando Health Physicians Family Medicine Group, says the research is fascinating.

“The common cold is actually not just one virus, but a whole host of many different viruses,” he told Healthline. “One of the largest groups is the coronavirus, and there’s a number of different subviruses that belong to that family. So the researchers have identified a structural weak point, if you will, in terms of how all of these viruses package and assemble the shield around themselves. It’s very promising because if a medication could be developed to attack those specific sites, you would ideally be able to attack that whole family of viruses — not just one species, but many different species.”

Nye said it appears the researchers have identified some valuable targets.

“A medication or class of medications that attack these sites would likely be effective for a good amount of time, so that’s pretty exciting,” he said. “The more basic level you can attack a virus on, its basic level of construction, the more success you’re going to have.”

“Being able to target the cold virus would be brilliant,” Dr. Hilary Hawkins, of the Orlando Health Physician Associates, told Healthline. “I’m not sure if it’s possible because there are so many variants of the cold virus. It’s exciting that they’re looking into this as a possibility, but it’s very early.”


Read more: Flu shots and the 2017 vaccine »

A persistent ailment
The common cold certainly lives up to its name. It’s very common.

The average adult gets two to four colds per year, while children typically get more. It’s the most frequent infectious disease in humans.

It’s a challenging illness because it presents differently depending on the individual patient, says Hawkins.

“It’s not just one discrete thing like strep throat or pneumonia,” she says. “A cold can manifest itself as coughing and sneezing, or congestion, or a sore throat. The duration is different in everybody. It seems to target the immune system differently, to the point where it’s difficult to tease out exactly whether it’s a cold or something else.”

The common cold’s diversity is one of the factors that makes it difficult to find a cure. Nye says realistically it’s unlikely that the common cold will ever be fully eradicated.

“The cold is not just one virus, it’s dozens and dozens of different viruses,” he says. “Even if this medication or class of medications was successful against the host family of coronaviruses, you’re still going to have other viruses that this will not be effective for. And at some point, likely, the coronaviruses will have some mutation that will benefit them to resist this medication or class of medications. Short-term, I think there’s a lot of benefit. In terms of elimination, no, that’s not really realistic, I don’t think, just because these viruses are so pervasive that you have to eliminate them on a global scale pretty much simultaneously, which is not going to happen.”

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Read more: Lower your risk of getting the flu »

Giving it the cold shoulder
While everybody catches a cold now and then, there are precautions that can be taken to avoid it.

Hawkins says that washing your hands with soap and water is key, pointing out that the virus lives on surfaces that people are likely to be touching.

“I would say that most people seem to get sick when they travel,” she says. “Part of that is because you’re exposed to a whole new set of germs that you’re normally not exposed to. Also, people don’t realize the nastiness of planes. There have been studies done that show that the places where viruses — the cold virus especially — will stay is the tray tables. Wiping down your tray table, washing your hands before you eat if you can, and turning your body away from someone who’s coughing next to you are all key.”

If you do catch a cold, it’s important to monitor your symptoms so you can not only get healthy again, but avoid infecting those close to you.

Hawkins says that anyone who works with children or elderly people should exercise extra caution when it comes to returning to work.

“Certainly, if anyone has a fever, they should not be at work — and they shouldn’t be at work for at least a 24-hour period, until their fever has broken,” says Hawkins. “If you’ve been sick for two or three days, make sure to get rest and get plenty of fluids, but if you can work, you’re not necessarily putting anyone at danger.”



8
Business Administration / What is a Green Bank?
« on: July 29, 2018, 03:56:23 PM »
A Green Bank is dedicated public or non-profit finance entity designed to drive private capital into market gaps.

    A finance institution dedicated to increasing and accelerating investment in clean power goods and services.
    Its mission is to use finance tools to mitigate climate change.
    Unlike typical “banks” it does not take deposits, and its operations can be funded by governments or charitable contributions or both.
    It may deploy capital from public or private sources, invest on its own or in conjunction with private sector investors.
As focused institutions with specialized market and financing know-how, Green Banks are able to spark greater public and private clean energy investment. Green Banks use a range of techniques and approaches to engage market actors and capital providers, bridging market gaps that allow capital to flow at scale.

source http://coalitionforgreencapital.com/whats-a-green-bank-html/

9
source https://draxe.com/benefits-fasting/
The Definition of Fasting

What makes fasting seem so novel is that, with all the diet advice out there, the easiest might be to simply not eat. Of course, fasting isn’t the same as starving yourself, which is what many people think when they hear “fasting.” And yet, fasting isn’t a diet, either. The literal definition of fasting is to abstain from food and drink from a specific period of time; it’s been around for thousands of years, as spiritual fasting is a part of many religions. But in this context, I prefer looking at fasting as simply a change in eating patterns.

In place of three square meals a day or a handful of smaller meals throughout the day, you’ll have a specific window of time when you’re eating, whether it’s a few hours a day or certain days of the week. During that time, you can eat whatever you want. Of course, I say that within reason.

If you’re eating processed foods and potato chips, it’s unlikely you’ll reap the benefits of fasting. If that’s you, I encourage you to examine your diet before trying a fast. But if you practice fasting and stick to a mostly whole food diet, rich in fruits, veggies, lean proteins, healthy fats and raw dairy, you will see changes — and those occasional splurges on chocolate or cheese won’t have as big of an impact as they might if you were on a calorie-restrictive diet.

The beauty of fasting is that there isn’t one “right” way to do it. In fact, there are several types that are popular.
Different Types of Fasting
Intermittent Fasting

This type of fasting is also known as cyclic fasting. Intermittent fasting is a catch-all phrase for eating (and not eating) intermittently. In fact, almost all of the fasting methods below are types of intermittent fasting! Typical intermittent fast times range from 14 to 18 hours. The longest period any one of these plans would require you to abstain from solid food would be about 32–36 hours.
Time-Restricted Eating

If you practice time-restricted eating, you’ll abstain from food for anywhere between 12–16 hours. During your eating window, you can eat as much of your favorite healthy foods as you’d like. This is one of the most common methods of fasting.

Time-restricted eating is pretty simple to implement. If you finish dinner at 7 p.m., for instance, you wouldn’t eat anything again until at least 7 a.m. If you wanted to take it further, you’d extend the no-eating time until about 11 a.m. or 12 p.m. Because you’re sleeping for a large chunk of the “no eating” time, this is a good way to introduce fasting into your lifestyle and experiment without any major changes.
16/8 Fasting

Basically another name for time-restricted eating, here you’ll fast for 16 hours a day and then eat the other eight.
Alternate Day Fasting

Another type of intermittent fasting, alternate day fasting has you severely restricting the amount of calories you eat during fasting days, then eating to your stomach’s content on non-fasting days. Food isn’t completely off the table, but you’ll stick to about 25 percent of your normal caloric intake. Someone eating 2,000 calories would cut back to 500, for example. Alternate-day fasting isn’t necessarily a long-term plan, because it can become difficult to stick to, but it can be helpful to get a healthy habit in motion.
5:2 Diet

It’s very similar to alternate day fasting except here, you eat normally for five days of the week. On the other two, calories are restricted to about 500–600 calories a day.
The Warrior Diet

Here, you’ll stick to fruits and veggies during the day and then eat a well-rounded, larger meal in the evenings.
The Daniel Fast

This is a type of spiritual fasting. Based off of Daniel’s experiences in the Bible’s Book of Daniel, the Daniel Fast is a partial fast where vegetables, fruits and other healthy whole foods are featured prominently, but meat, dairy, grains (unless they’re sprouted ancient grains) and drinks like coffee, alcohol and juice are avoided. Most people follow this fast for 21 days in order to experience a spiritual breakthrough, have more time to reflect on their relationship with God or just to feel closer to what Daniel would have experienced in his time.

10
Business Administration / THE SEVENTH FIVE YEAR PLAN (2016-2020)
« on: June 02, 2018, 09:18:25 AM »
Over the past few decades, Bangladesh has made remarkable progress in raising incomes, reducing poverty and improving social indicators. The economy faced numerous challenges on various fronts: the global economic downturn of 2008-09 and a series of natural disasters to which Bangladesh is regularly susceptible that caused disruptions to economic activity. Owing to the exemplary resilience of its hardworking population, the country continues to make significant strides even under heavy odds, and, in 2015, Bangladesh was classified by the World Bank as a lower middle income country.

 

The Government’s Vision 2021 defines several economic and social outcomes for Bangladesh to achieve by 2021. To convert this Vision into long-term development targets, a Perspective Plan 2010-2021 was prepared.  The targets of Vision 2021 and the associated Perspective Plan 2010-2021 were to be achieved through the implementation of two five-year plans, the Sixth Five Year Plan (2011-15) and the Seventh Five Year Plan (2016-2020). The 6th FYP made solid progress in increasing per capita income and reducing poverty through a strategy of pro-poor economic growth.

Without deviating from the main thrust of the 6th FYP, the 7th FYP articulates new strategies, institutions and policies, while strengthening existing ones, to complete the remaining agenda of achieving the social and economic outcomes of the Vision 2021 and the Perspective Plan. The Government recognizes that in a market economy like Bangladesh, where the bulk of the economy is privately owned and managed, the role of planning is essentially indicative and strategic in nature, aimed at stimulating the private sector.  Nevertheless, there is an important complementary role for public investment programmes, particularly in areas where private investment will not happen. The planning process therefore involves focus on policies and programmes to support the private sector and to also formulate a strong medium-term public investment programme.
source http://www.plancomm.gov.bd/7th-five-year-plan-2/

11
Badminton / history of badminton
« on: May 26, 2018, 09:52:00 AM »

In the 5th century BC, the people in china then played a game called ti jian zi. A direct translation from this word 'ti jian zi' is kicking the shuttle. As the name suggest, the objective of the game is to keep the shuttle from hitting the ground without using hand. Whether this sport has anything to do with the History of Badminton is up for debate. It was however the first game that uses a Shuttle.

About five centuries later, a game named Battledore and Shuttlecock was played in china, Japan, India and Greece. This is a game where you use the Battledore (a paddle) to hit the Shuttlecock back and forth. By the 16th century, it has become a popular game among children in England. In Europe this game was known as jeu de volant to them. In the 1860s, a game named Poona was played in India. This game is much like the Battledore and Shuttlecock but with an added net. The British army learned this game in India and took the equipments back to England during the 1870s.

In 1873, the Duke of Beaufort held a lawn party in his country place, Badminton. A game of Poona was played on that day and became popular among the British society's elite. The new party sport became known as "the Badminton game". In 1877, the Bath Badminton Club was formed and developed the first official set of rules.

The International Badminton Federation (IBF) was formed in 1934 with 9 founding members.
 England
- Ireland
- Scotland
- Wales
- Denmark
- Holland
- Canada
- New Zealand
- France


Since then, major international tournaments like the Thomas Cup (Men) and Uber Cup (Women) were held. Badminton was officially granted Olympic status in the 1992 Barcelona Games. From 9 founding members, IBF now have over 150 member countries. The future of Badminton looks bright indeed.
source http://www.badminton-information.com/history-of-badminton.html

12
Basketball / history of basketball
« on: May 16, 2018, 11:54:05 AM »
source https://www.olympic.org/basketball-equipment-and-history
HISTORY
Basketball is a relatively new sport, invented in 1891. It has now grown into one of the most popular sports in the United States.


KEEPING STUDENTS FIT
Basketball was invented in December 1891 by Canadian James W. Naismith. An instructor at the YMCA Training School in Massachusetts, he sought a suitable indoor game to keep his students fit and warm during the cold New England winters. He formulated 13 rules, most of which still apply today. In 1893, the first women’s game was played at the Smith College, in Northampton, Massachusetts, USA.

PEACH BASKETS
Originally, basketball was played with peach baskets and balls had to be retrieved manually after each score. Subsequently, a hole was drilled into the bottom of the basket allowing the balls to be poked out with a long rod. In 1906, the peach baskets were finally replaced by metal hoops with backboards

ORANGE BALL
Basketball was originally played with a soccer ball. The first balls made specifically for basketball were brown, and it was only in the late 1950s that Tony Hinkle, searching for a ball that would be more visible to players and spectators alike, introduced the orange ball that is now in common use.

GLOBAL POPULARITY INCREASES
In the early 1900s, students from abroad who had studied in Springfield, started to spread the game. In the 1920s, the first international games were played and by 1950 the first World Championship for Men was held in Argentina. Three years later, in 1953, the first World Championship for Women took place in Chile.

OLYMPIC HISTORY
Basketball made its appearance at the Olympic Games in 1904 in St Louis as a demonstration sport, as the competition was held between only American teams and counted as an event of the Amateur Athletic Union (AAU of the USA) Championships.
At the Games in 1936 in Berlin, basketball joined the Olympic programme, where it has remained to this day. Women’s basketball debuted at the 1976 Games in Montreal.

The USA dominates international basketball and won all the titles up to 1972, the year it was defeated by the Soviet Union at the Munich Games. In the women’s event, the Soviets took gold in 1976, 1980 and 1992, and were later dominated by the Americans between 1984 and 2008, except in 1992.

In 1992 at the Barcelona Games, famous players from the National Basketball Association (NBA) were allowed for the first time to represent the USA. This team, known as the “Dream Team” in the international media, was undoubtedly the best basketball team ever formed. It delighted the public and widely dominated the Olympic tournament in 1992.

13
Meditation / 10 benefits of meditation for students
« on: May 15, 2018, 03:25:29 PM »
1. Rise in IQ levels
students-benefits-meditation-academic-improvment-iq w2Deep inside, everyone is an Einstein: students practicing meditation benefit from increases in brain function across the board.

Most dramatic increases occur in creative thinking, practical intelligence, and IQ (as measured by the ability to reason in novel situations, called “fluid intelligence”).
2. Academic stress goes down
Not only do their grades improve, but students who practice meditation report lower levels of stress.

six benefits of meditation for students_w
A STUDENT SHARES HIS EXPERIENCE on tm.org blog: “I used to hit a wall of fatigue about halfway through each day. Now, I meditate in the library for twenty minutes, and feel even better than I would if I had just gotten eight hours of sleep,” says Matthew Poulton (23) from Clementon, NJ.

They also have better concentration, more alertness, and greater resistance to the physical effects of stress during exams.
. Improved academic achievement
Meditating students show considerably improved academic performance — in one study, 41% of students allocated to the meditation group benefitted from improvement in both Math and English scores. Read more

4. Better focus
Thanks to their minds calming down, students doing meditation report a whooping 50% reductions in stress, anxiety, and ADHD symptoms.

This in turn triggers a positive chain reaction where an improved ability to focus better on tasks at hand results in increased brain processing and improved language-based skills. Read more

5. Brain integrity & efficiency
Not only does meditating make the brain sharper, it also helps to make it a more harmonious unit: university students who took up meditation were found to have changes in the fibers in the brain area related to regulating emotions and behavior.

Among other benefits, these changes again lead to better cognitive and intellectual performance.
6. Reduction in depression and anxiety
Doing meditation leads to significant reductions in depressive symptoms (an average of 48% lower than the non-meditating control group).

And that’s apparently true for everyone, including even those who have indications of clinically significant depression. Read more

7. Reduction in destructive addiction (drugs, alcohol)
There’s no harm in enjoying life. However, reigning in potentially addictive behaviour is a major key to success.

Studies looking at both students and adults find that daily Transcendental Meditation practice greatly reduces both substance abuse problems and antisocial behavior. In many cases, TM has been shown to be two or three times more effective than traditional drug prevention and education programs.

These results hold for all kinds of addictive substances — drugs, alcohol, cigarettes, prescription medications, and even food (which, by the way, can be as addictive as cocaine). Read more

8. Lower absenteeism, better behaviour
First step to academic glory: don’t miss a class!

Students who do meditation benefit from lower levels of absenteeism, lower levels of behavior incidents at school, and lower levels of suspension. Read more

students meditation happiness less stress anxiety

9. Lower risk of cardiovascular diseases
Stay healthy! Regular meditation practice helps students to reduce blood pressure, anxiety, and depression. It will all pay back in years to come.

As one study showed, students formerly at-risk of hypertension witnessed a major change in blood pressure already after a few months of meditating. These changes were associated with a 52% lower risk of developing hypertension later in their life. Read more

10. Happier, more confident students
Last but definitely not least — research finds that students who meditate daily get higher scores on affectionate, self-esteem, and emotional competence. Here’s your formula for happiness!
Source : https://tmhome.com/benefits/10-benefits-of-meditation-for-students/

14
Chess / Rules of playing Chess
« on: May 03, 2018, 01:13:27 PM »
Basic Moves
Almost everyone has a general idea of what chess is, even if they don't know how to play. Common questions for both beginners and non-players alike include "What chess pieces can jump?" (knights), "What pieces can become a queen?" (pawns), "What pieces only move diagonally?" (bishops), "What chess piece is next to the knight?" (bishop on one side, and rook on the other), and so forth. Beginners want to know what chess pieces can move where, and how to get them there without losing the game.

Each side starts out with 16 pieces, consisting of 8 pawns, 2 rooks, 2 knights, 2 bishops, and a king and a queen, all in the same color.

One important thing to note, as it is one of the most commonly asked question in regard to playing chess: Who goes first? White always goes first in chess.

In this section, we will cover each individual chess piece, how it moves and captures your opponent's pieces, and tips and tricks that apply specifically to that piece. If you have a good grasp on individual pieces but don't know how to set up the board or where each chess piece starts, you may want to head over to our board setup section.

 Chess Pawn

The pawn chess piece is often the most overlooked of all of the chess pieces. The piece itself is very simple. On most chess sets, the pawn chess piece is the smallest piece on the board. Each player begins a chess game with eight pawns, standing in front of their other eight chess pieces.

How A Pawn Chess Piece Moves
Pawns are both simple and complex in their movements. The pawn piece has the fewest options of any chess piece on the board in where it can move and it can only move forward until it reaches the other side of the board. Here are a few things to know about how a pawn chess piece moves:

Pawn chess pieces can only directly forward one square, with two exceptions.
Pawns can move directly forward two squares on their first move only.
Pawns can move diagonally forward when capturing an opponent's chess piece.
Once a pawn chess piece reaches the other side of the chess board, the player may "trade" the pawn in for any other chess piece if they choose, except another king.
How a Pawn Moves
Pawn Names & Terms
Not all pawns are created equal. Each pawn is named after the piece behind it. For example, the two outer pawns are called "Rook Pawns", while the pawns in front of the King and Queen at the start of a game are called "King Pawn" and "Queen Pawn" respectively. In addition, pawns on each side of the board are named. This is to help clarify which pawn is which, when referring to a Bishop Pawn, Knight Pawn or Rook Pawn. The pawns on the Queen's side of the board are called Queen side and the pawns on the King's side of the board are called King side. For example, at the start of the game, the pawn on the far left side would be called the QR-pawn (Queen Rook Pawn). The pawn second from the right at the start of the game would be called the KN-pawn (King Knight Pawn). Often, pawns are referenced as opposition. Your opponent's pawn directly across the board from your own pawn is called the "Counterpawn". Each pawn on your board begins the game with its own counterpawn. At the start of the game, all pawns are considered "unfree", or not able to reach the opposite side of the board because of its counterpawn. Once its counterpawn has been captured, the pawn is then considered "half-free". Each pawn on the board also has opposing pawns called "sentries". Sentries are the opponent's pawn chess pieces that sit directly across from it, but are to the left and right by one square. These pawns are the pieces your opponent could use to capture your pawn. While sentries can make it difficult for your pawn to cross the board, their obstruction of your piece is not absolute. Each of your own pawn chess pieces has "helpers". These are its neighboring pawn pieces that can be used to help the pawn chess piece cross the board. When trying to reach the other side of a board, a pawn piece is known as a "candidate". In most cases, your candidate piece would advance first, followed by its helper pieces, trying to ensure its safety. Once the sentries of a pawn piece have been captured, the pawn is now considered "free". This means it no longer has any opposing pawns in its path to reaching the other side of the board.

The Pawn Ram
When two pawns meet at squares directly in front of each other, they are considered part of a "ram". In basic terms, a ram occurs when two pawn pieces are blocking each other's movements across the board. When helper pawns get involved, a ram can be broken, allowing the pawn chess piece to move forward. Avoiding rams is important when attacking an opponent as it eliminates your ability to use the pawn in the attack. Pawns can be very useful tools as you play the game of chess. Gaining a more in-depth understanding of how to use pawns in chess is crucial to becoming a better chess player. Here are some great books we recommend for studying pawn play in chess:
The straight piece. That's the easiest way to describe the rook chess piece. In traditional sets, the piece looks kind of like a castle tower and begins each chess game as the outside corner pieces. Each player has two rook pieces to begin.

How A Rook Chess Piece Moves
The rooks are the most simple-moving chess pieces on the board. Their movements are only straight, moving forward, backward or side to side. At any point in the game, the piece can move in any direction that is straight ahead, behind or to the side. Here are a few things to know about how the Rook chess piece moves:

The rook piece can move forward, backward, left or right at any time.
The rook piece can move anywhere from 1 to 7 squares in any direction, so long as it is not obstructed by any other piece.
Castling
The rook piece is the only piece on the board that can participate in a "castling" move with the King piece. This is a move where the King piece and the rook piece work together, allowing the player to move two pieces at the same time. We'll discuss castling later.
When it comes to your chess set, the Knight chess piece is often the defining piece in the set. This piece offers the most chance for variety and uniqueness in a chess set and it is often the piece with the most detail. When it comes to the game of chess, the Knight chess piece is often the favorite piece and most unpredictable piece in the game. Many a game has been ended because of the make-or-break tactics with the Knight.

How A Knight Chess Piece Moves
The Knight chess piece moves in a very mysterious way. Unlike Rooks, Bishops or Queens, the Knight is limited in the number of squares it can move across. In fact, its movement is a very specific movement. The piece moves in a shape similar to the uppercase "L". Here are the specifics:

The Knight piece can move forward, backward, left or right two squares and must then move one square in either perpendicular direction.
The Knight piece can only move to one of up to eight positions on the board.
The Knight piece can move to any position not already inhabited by another piece of the same color.
The Knight piece can skip over any other pieces to reach its destination position.
Basic Tactics
Most experts prefer their Knight pieces to be "close to the action". Because of their strange movement, they can often cover weaknesses that other pieces leave. Knight pieces are also best employed near the center of the board and they are often one of the first pieces to reach the center area of the board. The Knight also has a unique ability to attack another piece without risking being attacked by the same piece (aside from other Knights, of course).
The Bishop chess piece is easily the most forgotten piece of all the chess pieces. From the beginners' perspective, the piece cannot do a whole lot to help out your game, considering each piece can only cover half of the board at a time and is quite vulnerable to attacks from straight on. But the bishop does have his place in the game of chess. In most chess sets, the piece is very traditional. It is a tall, slender piece with a pointed tip that has a strange cut made into it. Usually, the design doesn't change much, unlike the Knight piece, which has a lot of flair in its design.

How A Bishop Chess Piece Moves
The bishop chess piece is stuck moving in diagonals. Each player starts out with two bishop pieces, each one residing on its own color of square. Between both pieces, you can cover the entire board, but one piece can only cover one half of the board, only the colors of squares it started the game on.

The bishop can move in any direction diagonally, so long as it is not obstructed by another piece.
The bishop piece cannot move past any piece that is obstructing its path.
The bishop can take any other piece on the board that is within its bounds of movement.
Source https://www.wholesalechess.com/pages/new-to-chess/pieces.html

15
Life Science / Food-based dietary guidelines - Bangladesh
« on: May 02, 2018, 11:55:28 AM »
The guidelines are directed at the general public. The document includes messages for appropriate feeding of children under 2 years of age.

Food guide

Bangladesh uses a food pyramid divided into five levels of consumption. At the bottom of the pyramid is rice, bread and other cereals to be eaten liberally. On the second level one finds vegetables and fruits to be eaten liberally too. Then comes fish, meat, eggs and pulses followed by milk and dairy products, all to be eaten in moderation. Fats, oils and sugar are at the apex of the pyramid and should be eaten sparingly.

Messages

Eat a well-balanced diet with a variety of foods at each meal.
Consume moderate amounts of oils and fats.
Limit salt intake and condiments and use only iodized salt.
Consume less sugar, sweets or sweetened drinks.
Drink plenty of water daily.
Consume safe and clean foods and beverages.
Maintain desired body weight through a balanced food intake and regular physical activity.
Practise a healthy lifestyle with right cooking and healthy eating.
Eat additional food during pregnancy and lactation.
Practise exclusive breastfeeding for 6 months and start adequate complementary foods in time.
Source http://www.fao.org/nutrition/education/food-based-dietary-guidelines/regions/countries/bangladesh/en/

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