CHEMICAL ANALYSIS OF ENDOSULPHAN

Endosulfan is an easily available insecticide and mainly used for agricultural purposes. Hence most of the villagers use endosulfan for committing suicide. The recent cases reported in toxicological laboratories show that suicide with endosulfan is increasing in these days. Endosulfan causes most degree of death because of its toxic effects. The toxicology division of forensic science laboratory plays vital role in analysis of poisons through Criminal Justice System. In every death case which is connected to the criminal justice system, the human viscera of deceased are sent to forensic sciences department for analysis.In a case report, the toxicology division received human viscera of a deceased from the forensic medicine department where a person was declared death after consuming endosulfan due to severe stomach pain. It was brought to toxicology division of forensic science laboratory where the type of poison was identified and estimated. Two methods such as thin layer chromatography and UV Visible spectrophotometry were adopted to analyse the human viscera. The forensic analysis includes solvent extraction, identification and estimation

Character, Virtue and Education. Rehabilitating an Exemplarist Virtue Approach (Gurukul) to Moral Education

TABLE OF CONTENTS ACKNOWLEDGEMENTS iii TABLE OF CONTENTS v FIGURES AND TABLES xiii ABBREVIATIONS xiv BIBLIOGRAPHY xvii GENERAL INTRODUCTION RELEVANCE OF THE THEME 2 SCOPE OF THE STUDY 3 RESEARCH QUESTIONS 4 THE STRUCTURAL DIVISION OF THE STUDY 4 METHODOLOGICAL REMARKS 7 CHAPTER ONE FROM CHARACTER TO VALUE EDUCATION: A HISTORICAL ANALYSIS OF MORAL INSTRUCTION IN INDIA 1.1. SOME PRELIMINARY CLARIFICATIONS 11 1.2. ASSESSING THE PRACTICE AND IMPACT OF MORAL EDUCATION IN INDIA 13 1.2.1. THE GURUKUL SYSTEM OF EDUCATION 14 1.2.2. VIHARS AND MONASTERIES IN THE BUDDHIST PERIOD 18 1.2.3. MAKTABS AND MADRASAS IN THE MUGHAL ERA 20 1.2.4. MISSIONARY SCHOOLS 22 1.3. MORAL EDUCATION RESONATING IN VARIOUS EDUCATIONAL COMMISSIONS AND COMMITTEES 24 1.3.1. MORAL EDUCATION DURING THE PRE-INDEPENDENCE PERIOD 24 1.3.1.1. Indian Education Commission (1882) 25 1.3.1.2. Indian Educational Policy (1913) 25 1.3.1.3. The Religious Education Committee (1944) 26 1.3.2. MORAL EDUCATION IN THE POST-INDEPENDENCE PERIOD 27 1.3.2.1. University Education Commission (1948-1949) 28 1.3.2.2. Secondary Education Commission (1951-1953) 30 1.3.2.3. The Committee on Religious and Moral Instruction (1959) 31 1.3.2.4. The Education Commission (1964-1966) 32 1.3.2.5. National Policy on Education (1968) 34 1.3.2.6. National Policy on Education (1986) 34 1.3.2.7. National Policy on Education (With Modifications Undertaken in 1992) 35 1.3.2.8. Department-related Parliamentary Standing Committee on Human Resource Development: Report on Value Education (1996-1999) 37 1.3.3. NATIONAL CURRICULUM FRAMEWORKS AND MORAL EDUCATION 38 1.3.3.1. The Curriculum for the Ten-Year School: A Framework (1975) 39 1.3.3.2. The National Curriculum for Elementary and Secondary Education: A Framework (1988) 40 1.3.3.3. National Curriculum Framework for School Education (2000) 42 1.3.3.4. The National Curriculum Framework (2005) and its Position Paper on Education for Peace (2006) 43 1.3.3.5. Education for Values in School – A Framework (2012) 45 1.4. CRITICAL APPRAISAL AND FORECAST 48 1.4.1. THE FAILURE OF COMMISSIONS AND COMMITTEES TO ADDRESS THE PROBLEM 49 1.4.2. SHIFT IN CONTENT AND TEACHER NEUTRALITY 51 1.4.3. THE NEGLECT OF EMOTIONS 52 1.4.4. THE SHIFT FROM CHARACTER TO VALUES 53 CHAPTER TWO MORAL VIRTUES AND EDUCATION POINTERS AND PROSPECTS 2.1. MORAL VIRTUE AND ITS EDUCATIONAL IMPLICATIONS 58 2.1.1. HABITUAL DISPOSITION/CHARACTER TRAITS 60 2.1.1.1. Meaning of Technai 61 2.1.1.2. The Meaning of Arêtè 61 2.1.2. VIRTUE AND EMOTION 63 2.1.2.1. Nurturing Emotional Literacy 64 2.1.2.2. Virtues of Self-control and Virtues of Attachment 67 2.1.2.3. Self-Regarding and Other-Regarding Virtues 70 2.1.3. VIRTUE AND CHOICE 73 2.1.4. VIRTUE AND MEAN 74 2.1.5. VIRTUE AND PRACTICAL WISDOM 76 2.1.6. VIRTUE AND MOTIVATION 78 2.1.7. VIRTUE AND CHARACTER 82 2.1.8. VIRTUE AND EDUCATION 84 2.1.9. VIRTUE AND EUDAIMONIA 87 2.2. REHABILITATING VIRTUES 88 2.3. VIRTUE ETHICS AND CHARACTER EDUCATION 90 CHAPTER THREE DIFFERENT APPROACHES TO MORAL EDUCATION 3.1. MORAL INDOCTRINATION 103 3.2. VALUES CLARIFICATION 107 3.2.1. PROCESSES OF VALUING 109 3.2.2. POSITIVE IMPACTS 110 3.2.3. THE LIMITATIONS OF VALUES CLARIFICATION 111 3.3. COGNITIVE DEVELOPMENTAL APPROACH 113 3.3.1. THE EMERGENCE OF DEVELOPMENTAL THEORY 114 3.3.2. STAGES OF MORAL DEVELOPMENT 118 3.3.3. COGNITION, DEVELOPMENT AND EDUCATION 123 3.3.3.1. Stimulating Thinking through Dialogue in Moral Development 126 3.3.3.2. Criticisms of Kohlberg’s Theory 130 3.4. CARE ETHICS THEORY 132 3.4.1. THE EMERGENCE OF CARE ETHICS 132 3.4.1.1. Gilligan’s Stages of Ethics of Care 135 3.4.1.2. The Tension between an Ethics of Care and an Ethics of Justice 138 3.4.2. CARING APPROACHES TO MORAL EDUCATION 141 3.4.3. COMPONENTS OF MORAL EDUCATION IN CARE ETHICS 144 3.4.4. LIMITATIONS OF CARE ETHICS 148 CHAPTER FOUR CHARACTER EDUCATION AS VIRTUE EDUCATION 4.1. THE RE-EMERGENCE OF CHARACTER EDUCATION 151 4.1.1. THE MEANING OF CHARACTER 155 4.1.2. CHARACTER AS VIRTUES 156 4.1.3. CHARACTER EDUCATION 159 4.2. TYPES OF CHARACTER EDUCATION 160 4.3. COMPONENTS OF CHARACTER 163 4.3.1. MORAL KNOWING AND GOOD CHARACTER 164 4.3.1.1. Improving Moral Awareness 166 4.3.1.2. Acquiring Knowledge of Moral Values 167 4.3.1.3. Perspective Taking and Moral Imagination 168 4.3.1.4. Moral Reasoning and Reflecting Morally 169 4.3.1.5. Decision Making and Its Executive Methods 171 4.3.1.6. Self-Knowledge as Self-Awareness 173 4.3.2. MORAL FEELING/AFFECT AND GOOD CHARACTER 174 4.3.2.1. Developing a Sense of Conscience 175 4.3.2.2. Self-Esteem/Self-Respect as Recognition of One’s Dignity 177 4.3.2.3. Empathy as Establishing Mutual Trust 178 4.3.2.4. Loving the Good as the Aim of Character Education 179 4.3.2.5. Self-Control through Training 180 4.3.2.6. The Virtue of Humility 180 4.3.2.7. Moral Sensitivity and Moral Behaviour 182 4.3.3. MORAL ACTION AND GOOD CHARACTER 183 4.3.3.1. Competence as the Precondition of Education 183 4.3.3.2. The Role of Will 184 4.3.3.3. Habit and Moral Action 184 4.3.3.4. Vision and Character 186 4.3.3.5. Freedom and Moral Choice 187 4.4. SOME CRITICAL REMARKS 190 CHAPTER FIVE TEACHING AS BOTH PROFESSION AND VOCATION 5.1. THE TEACHER, TEACHING AND CHARACTER DEVELOPMENT 195 5.1.1. THE FUNDAMENTAL NORMATIVE FEATURES OF EDUCATION AND TEACHING 198 5.1.2. THE MORAL AUTHORITY OF THE TEACHER AND RIVAL CONCEPTIONS 200 5.2. CONCEPTIONS OF EDUCATION: OCCUPATION, PROFESSION AND VOCATION 204 5.2.1. TEACHING AS AN OCCUPATION 205 5.2.2. TEACHING AS A PROFESSION 207 5.2.3. TEACHING AS A VOCATION 210 5.3. TEACHING BEYOND CALCULATION: METAPHORS AND ATTRIBUTES 221 5.3.1. TEACHER AS CULTURAL CUSTODIAN 222 5.3.2. TEACHER AS CARE-GIVER 223 5.3.3. TEACHER AS EMANCIPATOR AND LIBERATOR 227 5.3.4. THE TEACHER AS INSTRUCTIONAL LEADER AND CLASSROOM TECHNICIAN 228 5.3.5. TEACHER AS NEUTRAL AGENTS 231 5.3.6. TEACHER AS EXECUTIVE 233 5.3.7. TEACHER AS MODEL OF CHARACTER AND MORAL BEHAVIOUR 235 5.3.8. THE TEACHER AS A SOURCE OF CREATIVITY 236 5.4. THE CONCEPTION OF THE TEACHER IN INDIAN CULTURE AND DRAWING FRAMEWORKS 238 5.4.1. THE TEACHER AS DESIGNER OF THE NATION 239 5.4.2. TEACHER AS PHILOSOPHER, FRIEND, GURU AND GUIDE 240 5.4.3. PROVIDING A FRAMEWORK FOR TEACHERS 242 CHAPTER SIX AN EXEMPLARIST APPROACH TO VIRTUE EDUCATION 6.1. MORAL THEORY AND ITS FEATURES 246 6.1.1. THE EXEMPLARIST VIRTUE THEORY 250 6.1.2. EXEMPLARISM, THE TEACHER AND CHARACTER 252 6.2. THE VIRTUE APPROACH AND ITS CHRACTERISTICS 256 6.2.1. EDUCATING TO BE “MORALLY RESPONSIBLE” 258 6.2.2. EDUCATING TO BE “EMOTIONALLY INVOLVED” 260 6.2.3. EDUCATING TO BE “VIRTUOUS” 262 CHAPTER SEVEN UNDERSTANDING VIRTUE AND CHARACTER EDUCATION IN THE CATHOLIC CHURCH 7.1. PRE-CONCILIAR DEVELOPMENT: ESTABLISHING THE CONGREGATION FOR CATHOLIC EDUCATION 265 7.1.1. IMMENSA (1588) 266 7.1.2. QUOD DIVINA SAPIENTIA (1824) 266 7.1.3. SAPIENTI CONSILIO (1908) 267 7.1.4. SEMINARIA CLERICORUM (1915) 268 7.1.5. DIVINI ILLIUS MAGISTRI (1929) 268 7.1.6. SECTION SUMMARY 271 7.2. GRAVISSIMUM EDUCATIONIS AND THE POST-VATICAN II PAPAL DOCUMENTS ON VIRTUES AND CHARACTER 272 7.2.1. GENERAL OUTLINE OF GRAVISSIMUM EDUCATIONIS 273 7.2.2. CONTEXT OF GRAVISSIMUM EDUCATIONIS 274 7.2.3. PRINCIPLES OF GRAVISSIMUM EDUCATIONIS 275 7.2.3.1. Dignity of Man and Integral Formation 275 7.2.3.2. The Call for Service and Freedom 277 7.2.3.3. Teaching and Vocation 279 7.2.3.4. Principles of Education 279 7.2.4. VIRTUES AND CHARACTER IN GRAVISSIMUM EDUCATIONIS 281 7.2.5. AN APPRAISAL AND SOME CRITICAL REMARKS 282 7.3. THE CONCERNS OF THE POST-VATICAN II PAPAL DOCUMENTS ON EDUCATION 284 7.3.1. REGIMINI ECCLESIAE UNIVERSAE (1967) 285 7.3.2. PASTOR BONUS (1988) 285 7.3.3. EX CORDE ECCLESIAE (1990) 286 7.3.4. SECTION SUMMARY 287 7.4. POST-VATICAN II DOCUMENTS FROM THE CONGREGATION FOR CATHOLIC EDUCATION ON VIRTUE AND CHARACTER 287 7.4.1. THE CATHOLIC SCHOOL (1977) 288 7.4.2. LAY CATHOLICS IN SCHOOLS: WITNESS TO FAITH (1982) 290 7.4.3. THE RELIGIOUS DIMENSION OF EDUCATION IN A CATHOLIC SCHOOL: GUIDELINES FOR REFLECTION AND RENEWAL (1988) 292 7.4.4. THE CATHOLIC SCHOOL ON THE THRESHOLD OF THE THIRD MILLENNIUM (1997) 294 7.4.5. CONSECRATED PERSONS AND THEIR MISSION IN SCHOOLS: REFLECTIONS AND GUIDELINES (2002) 295 7.4.6. EDUCATING TOGETHER IN CATHOLIC SCHOOLS: A SHARED MISSION BETWEEN CONSECRATED PERSONS AND THE LAY FAITHFUL (2007) 296 7.4.7. EDUCATING TO INTERCULTURAL DIALOGUE IN CATHOLIC SCHOOLS: LIVING IN HARMONY FOR A CIVILIZATION OF LOVE (2013) 297 7.4.8. EDUCATING TODAY AND TOMORROW: A RENEWING PASSION (2014) 299 7. 5. A CRITICAL APPRAISAL AND TRANSITION 300 7.5.1. UNDERSTANDING THE LIMITATIONS OF VALUE 303 7.5.2. TRANSFORMING VALUES INTO VIRTUE 308 GENERAL CONCLUSION CRITICAL OVERVIEW 315 RECOMMENDATIONS AND SUGGESTIONS 327nrpages: 335status: publishe

Synthesis and characterization of cobalt(II) and zinc(II) complexes of poly(3-nitrobenzyli dene-1-naphthylamine-co-succinic anhydride)

AbstractThe cobalt(II) and zinc(II) complexes of poly(3-nitrobenzylidene-1-naphthylamine-co-succinic anhydride) were synthesized by the reaction of THF solution of the alternating copolymer with aqueous solution of cobalt(II) and zinc(II) acetates. The metal complexes were characterized by elemental analysis, magnetic measurements, IR, UV–Vis. and 1H NMR spectral studies. The elemental analysis of the metal polymer complexes suggests that the metal to ligand ratio is 1:2. Conductance measurements indicate the non electrolytic nature of both the complexes. Electronic spectrum and magnetic moment studies are taken into account for the geometry of cobalt complex. Thermal analysis data of the two metal–polymer complexes were reported. XRD data revealed the nanocrystalline nature of both the complexes. The SEM studies give the surface morphology of the complexes

Spectral, thermal, electrochemical, biological and DFT studies on nanocrystalline Co(II), Ni(II), Cu(II) and Zn(II) complexes with a tridentate ONO donor Schiff base ligand

<div><p>Co(II), Ni(II), Cu(II) and Zn(II) Schiff base complexes derived from 3-hydrazinoquionoxaline-2-one and 1,2-diphenylethane-1,2-dione were synthesized. The compounds were characterized by elemental analyses, molar conductance, magnetic susceptibility measurements, FTIR, UV–vis, ¹H NMR, ¹³C NMR, ESR, and mass spectral studies. Thermal studies of the ligand and its metal complexes were also carried out to determine their thermal stability. Octahedral geometry has been assigned for Co(II), Ni(II), and Zn(II) complexes, while Cu(II) complex has distorted octahedral geometry. Powder XRD study was carried out to determine the grain size of ligand and its metal complexes. The electrochemical behavior of the synthesized compounds was investigated by cyclic voltammetry. For all complexes, a 2 : 1 ligand-to-metal ratio is observed. The ligand and its metal complexes were screened for their activity against bacterial species such as <i>E. coli</i>, <i>P. aeruginosa,</i> and <i>S. aureus</i> and fungal species such as <i>A. niger</i>, <i>C. albicans,</i> and <i>A. flavus</i> by disk diffusion method. The DNA-binding of the ligand and its metal complexes were investigated by electronic absorption titration and viscosity measurement studies. Agarose gel electrophoresis was employed to determine the DNA-cleavage activity of the synthesized compounds. Density functional theory was used to optimize the structure of the ligand and its Zn(II) complex.</p></div

Studies on some Quinoxaline metal complexes: Synthesis, spectral characterization, electrochemical, antimicrobial, DNA interaction, molecular docking, and DFT studies

<p>Mononuclear Co(II), Ni(II), Cu(II), and Zn(II) complexes of N²,N³-bis(4-nitrophenyl)quinoxaline-2,3-diamine (<b>L</b>) were synthesized and characterized by various techniques. Octahedral geometry is given for Co(II), Ni(II), and Zn(II) complexes. The Cu(II) complex has been given distorted octahedral geometry. Electrochemical behavior, grain size, and surface morphology of the compounds were determined via cyclic voltammetry, powder XRD, and SEM analyses, respectively. The compounds were screened to test antimicrobial efficacy. DNA binding and DNA cleavage efficiencies of the synthesized compounds were also ascertained. Molecular modelling (molecular docking and DFT) studies of the synthesized compounds were also done.</p