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Monday, November 3, 2025

Definition of Mental Health

Definition of Mental Health

  1. The adjustment of human being two would and to each other with the maximum of effective and happiness – Karl Manninge (1983)
  2. A Dynamics state in which feelings and behaviour that is age appropriative and congruent with the local and cultural norms – Robins, (1982)
  3. According to WHO Mental Health is a state of complete physical mental & social welling & not merely the observe of disease or infirmity -

§   A positive attitude towards self
§  Growth, Development and the ability for self actualization. 
§  Integration
§  Autonomy
§  Perception of Reality     
§  Environmental Mastery

 

Types of emotional disorders

Types of emotional disorders 

Ø   Anxiety and Depression

Ø   Self-injury behaviour

Ø   Suicide 

Ø   Pschosis  

Ø   Disruptive behaviour disorder 

Ø   Eating disorder 

Ø   Risk taking behaviour 

Ø   Sex-related Maladaptive Behaviour 

Ø   Learning disorder

Role of Teachers and House Masters in Promoting Mental Health of students

Role of Teachers and House Masters in Promoting Mental Health   

  •  Healthy relationship
  •  Provide a safe and healthy outlet for ventilation 
  •  Identify the Problems
  •  Normalize the feelings and other support 
  •  Suggest proactive copping strategies
  •  Create a long-term plan for support mental Health
  •  Promote the feelings of connectedness among peer group
  •  Never above the child's trust 


Sunday, November 2, 2025

To find the Determination of Contents of Tooth Powder

JAWAHAR NAVODAYA VIDYALAY,SONIPAT(HR) Chemistry Investigatory Project

PROJECT REPORT

To find the Determination of Contents of Tooth Powder

Exam. Roll No. :

Class                 :

Name              :

CERTIFICATE

This is to certify that this bonafide project work in the subject of chemistry has been done by ______________   of class XII science in the academic year 2015-2016  and submitted to AISSCE practical examination conducted by CBSE at Embassy of India School Moscow  on _______________

TEACHER IN CHARGE               PRINCIPAL

INTERNAL EXAMINER           EXTERNAL EXAMINER

Aim : To find the Determination of Contents of Tooth Powder/To test the acid and basic radicals in the toothpowder

Theory:

Toothpowder is a powder used with hands or with a toothbrush to clean and maintain the aesthetics and health of teeth. Toothpowder is used to promote oral hygiene: it can aid in the removal of dental plaque and food from the teeth, aid in the elimination and/or masking of halitosis and deliver active ingredients such as fluoride or xylitol to prevent tooth and gum disease

While the exact formula of each brand of toothpaste is proprietary, most toothpowders contain the same basic ingredients. These include:

Fluoride: Perhaps the most important toothpowders ingredient is fluoride. Fluoride incorporates itself into tooth enamel making your teeth more resistant to acids produced by plaque bacteria, as well as acids found in fruit juices, soda (both regular and diet) and certain foods. In toothpowders, fluoride is found in the form of sodium monofluorophosphate, stannous fluoride, or sodium fluoride.

Abrasives: Abrasives give toothpowders its cleaning power. They remove stains and plaque, as well as polish teeth. Common abrasives include calcium phosphates, alumina, calcium carbonate, and silica. Toothpowders should be abrasive enough to remove plaque and stains, but not abrasive enough to damage tooth enamel. Damaged tooth enamel also causes yellowing as the thinned enamel reveals the yellowish dentin layer below. Over the years, manufacturers have been quietly reducing the abrasiveness of their toothpowders.

Preservatives: Preservatives prevent the growth of microorganisms in toothpowders and eliminate the need to refrigerate toothpowders. Common preservatives include sodium benzoate, methyl paraben, and ethyl paraben.

Flavoring Agents: These are added to improve the taste of toothpowders. You may have noticed that toothpowders have very strong flavoring.This is necessary to cover up the horrid taste of most detergents, especially SLS.

Sweeteners: Sweeteners also improve the taste of toothpowders. Most toothpowder sweeteners are artificial and contribute very little to cavity formation. Saccharin is a common toothpowder sweetener

TEST FOR ACID RADICAL:

Experiment

Observation

Inference               

Dilute sulphuric acid test

A small amount of salt was treated with 1-2 ml of dilute sulphuric acid.

Colourless and odourless gas.

 

Brisk effervescence and evolution of carbon  
dioxide which turns lime water milky.

CO32 – may be  Present

[1] To the solution of the salt dilute HCl was added.
[2] To the solution of the salt magnesium sulphate solution was added.

[1] Brisk effervescence and evolution of carbon  
    dioxide which turns lime water milky.
[2] White precipitate was obtained.

CO3 2– confirmed    

TEST FOR ACID RADICAL:

Experiment

Observation

Inference               

Dilute sulphuric acid test

A small amount of salt was treated with 1-2 ml of dilute sulphuric acid.

No Observation

CO32 – SO32 – 

S2 –  NO 2     are absent

Concentrated sulphuric acid test           

A small amount of salt was treated with 1-2 ml of conc.sulphuric acid.

 No Observation

 

Cl  Br  I   NO3
CH3COO   are absent

 

 Salt solution + conc.HNO3 , boiled. Then + Ammonium molybdate solution + boiled.

A canary yellow ppt. was obtained.

PO43– confirmed

TEST FOR BASIC RADICAL

Experiment

Observation

Inference               

Test for ammonium (ZERO GROUP)

A little of soda lime was added to the salt on a watch glass and rubbed with few drops of water.

No Gas evolved

NH4+ is absent.

 To the salt solution dil. HCl was added.

No  ppt. was formed

Gr-I ( Pb2+) is absent.

To the filtrate of the above solution H2S gas was passed.

No  ppt. was formed

Gr-II ( Pb2+ ,Cu 2+, As 3+)  absent.

To the filtrate few drops of conc. HNO3 was added and H2S gas was boiled off and filtered. To the filtrate NH4Cl and NH4OH were added.

No  ppt. was formed


Gr-III ( Fe3+) absent

To the filtrate of the above solution H2S gas was passed.

No  ppt. was formed

Gr-IV(Mn2+,Zn2+,Ni2+,Co2+)Radicals absent

GROUP –V   ANALYSIS  {The ppt. of group-V was dissolved in hot dil. acetic acid and divided into three parts:}

Experiment

Observation

Inference               

[1] First part + Ammonium oxalate solution

White ppt. was obtained


Ca2+ confirmed


RESULT: The given Salt contains  carbonate  (CO32 –)   &  Phospahte PO43– as anion  & Calcium Ca2+as cation.

Conclusion:

Several of the ingredients in toothpastes are found by some environmentally damaging or hazardous to the personal health.

These ingredients include:

•Artificial flavoring 
• Artificial colors 
• Triclosan 
• Sodium bicarbonate (baking soda) 
• Detergents 
• Fluoride
• Preservatives such as Methylparaben and Ethylparaben-parabens 
• Pyrophosphate

Homemade tooth powders are made by mixing  3 parts baking soda (cleanser) thoroughly with 1 part salt (the abrasive). As a direct result of these concerns, some people have started making their own tooth paste instead, which -while still not completely ecologic due to the use of baking soda- still eliminates much environmentally or health damaging ingredients. Also, commercial toothpowders are made which are less or even non-environmentally damaging. Such preparations are made from herbal resins, propolis and myrrh.


Friday, October 31, 2025

BES - 062 Unit -2 Leadership Styles

Unit -2 Leadership Styles 

Leadership : art of convincing people or group of individuals to act in accordance to achieve common objectives.

Different Leadership Styles:  SAALT CD-3

    Supportive Leadership

    Autocratic Leadership

    Authoritative Leadership

    Laissez – Faire Leadership

    Transformation Leadership

    Consulting Leadership

    Directive Leadership

    Democratic Leadership

    Delegating Leadership

Unit -3  Professional Values PRT FD

Practicing pluralism 

Responsibility 

Truthfulness 

Fairness 

Dignity

Ethical Practices : ME-5

Moral dilemma

Ethical relationship with the profession

Ethical relationship with learners

Ethical relationship with colleagues

Ethical relationship with parents

Ethical relationship with community and other stakeholders

Unit – 4  Managing Conflict

Conflict is a situation in which people involved in that situation have incompatible goals, thoughts or emotions.

Causes of conflict :- Differences in goal, cognitive processing, affective expressions, personality, perceptions, values and interests, power and status and scarcity of resources.

Types of conflict :- I-5

Intrapersonal

approach – approach conflict

avoidance – avoidance conflict

approach – avoidance conflict

Interpersonal

Intragroup

Intergroup

Intra-organizational

 Functional and dysfunctional conflict                                                                                                                                   

POSITIVE

Negative

Improves awareness                 

Decreased and poor communication

Expends analytical thinking           

Decreased trust and cohesiveness

Diffuses tension and increases group cohesiveness                    

Increased tension Decreased

Promotes healthy competition

satisfaction

Brings attitudinal & org. change

High attrition rate

Approaches to conflict resolution :- CCA AC

Collaboration  

Competition

Accommodation

Avoidance

compromise

BES - 062 Unit -1 Interpersonal Processes

Unit -1 Interpersonal Processes

Transactional Analysis

The method of T.I. was developed by Eric Berne. He believed that childhood experiences are the basis for the development of personalities. It is used to understand human interaction as well as for therapy.

Three ego states :  CAP

C – Child ego (Irrational, purely based on emotion)

A – Adult ego (based on logic, rationality)

P – Parent ego (behaviour,thoughts and feelings copied from parents)

Types of transactions CCU

1. Complementary 2. Crossed 3. Ulterior

Life Position Analysis : refers to basic beliefs about self and others that is used to justify one’s behavoiur and decisions.Four life positions:

I’m ok and you’re ok (I+ U+)

I’m ok and you’re not ok (I+ U-)

I’m not ok and you’re ok (I- U+)

I’m not ok and you’re not ok (I-U-)

Types of transactions CCU

1. Complementary 

2. Crossed 

3. Ulterior

Life Position Analysis : refers to basic beliefs about self and others that is used to justify one’s behavoiur and decisions.

Four life positions:I’m ok and you’re ok (I+ U+)

I’m ok and you’re not ok (I+ U-)

I’m not ok and you’re ok (I- U+)

I’m not ok and you’re not ok (I-U-)





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