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Physics Nepal Raju Khanal at SAHEPI 2017.Pdf
Physics Activities in Nepal Raju Khanal Central Department of Physics Tribhuvan University, Kathmandu, Nepal [email protected] [email protected] South Asian High Energy Physics Instrumentation Workshop on Detector Technology and Applications (SAHEPI) 20170620 and 21, KU, Dhulikhel Universities in Nepal Far-western University Kathmandu University Lumbini Bouddha University Mid Western University Nepal Agriculture and Forestry University Nepal Sanskrit University Pokhara University Purbanchal University Tribhuvan University Tribhuvan University Kathmandu 1959 MSc (Physics) courses started in 1965 At present: more than 750 students ! (in 9 Campuses) 26 PhD students (Central Department of Physics) Central Department of Physics Tribhuvan University Kathmandu University November 1991 BSc (applied physics) MPhil PhD Physics Research in Nepal • Astrophysics and Cosmology • Atmospheric Physics • Biomedical Physics • Condensed Matter Physics • Nuclear • Plasma Physics • Seismology • … … … Physics Research in Nepal • Astrophysics and Cosmology • Atmospheric Physics • Biomedical Physics • Condensed Matter Physics • Nuclear • Plasma Physics • Seismology • … … … High Energy Physics ! ICTP - BCSPIN Summer School 1991, Nepal (Photo: Sushan Konar) BCSPIN Summer School improved quality created interests International collaboration … … … Could not be continued; unfortunately ! more than 1200 physics graduates currently engaged abroad (Ref.: CDP, 2016 May 19) ICTP CERN Experimental Physics Masterclass 2014 ATLAS 2015 ATLAS 2015 Kamala High School, Sindhuli 2016 KU 2016 President of Nepal in CERN 17 June 2017 Recently modified courses Includes fundamental courses on Field Theory, Math Physics, Nuclear & Particle, Computational, etc. Computational Condensed Matter Physics The remarkable work was started in collaboration to Prof. TP Das, State University New York, Albany (SUNY, Albany) in 2000. Quantum computational package called Gaussian 98 was introduced in the Department. Now, there are about 10 PhD and 100 MSc students using the package. -
Annual Day Amrit Campus 2075
62 nd Annual Day Sovenir 2075 ASCOLITE Amrit Campus IOST, Tribhuvan University Dedicated to Prof. Amrit Prasad Pradhan ( 1918, Nov, 3 Sunday to 24th, January 1966) hGd ldtL lj=;+= !(&% sftL{s !* ut] cfOtjf/ :j= lj=;+= @)@@ df3 !* ut] ;f]djf/ Content S.N. Particular Name Page 1 Amrit Campus from editorial desk 2 Contemporary Journey of Amrit Campus and Necessity for Dr. Puspa Lal Homagai 1 10 Revampment 3 A brief history of amrit campus with recent education activities. Rabindra Singh Mahat 11 4 Past and Present Status of Physics Department Asst Prof. Dr. Leela Pradhan 13 5 Present Status of Department of Chemistry Amrit Campus, TU Kiran Bahadur Bajracharya 15 Kathmandu 6 Department of Botany, Prof. Dr.Mukesh K Chettri and 19 Prof. Dr Kanta Poudyal 7 Department of Zoology at Amrit Campus Prof. Dr. Shyam Narayan Labh 24 8 Environmental Science at Amrit Campus, Tribhuvan University 29 9 Microbiology 31 10 Mathematics 32 11 Department of Computer Science and Information Technology Mr. Binod Kumar Adhikari 33 Amrit Campus, Tribhuvan University 12 Amrit Hostel at a Glance Umakant Lal Karna 34 13 Campus Library at a Glance Ramesh Niraula 35 14 lq=lj= k|fWofks ;+3 cd[t SofDk; PsfO ;ldlt Ps emns kjg s'df/ emf 39 15 lq=lj= sd{rf/L ;+3 cd[t SofDk; PsfO{ ;ldltsf] e"ldsf s'df/ >]i7 40 16 sNof0fsf/L / lzIffk|b v]ns'b ljlkg s'df/ bfxfn 41 17 Administration Staff 43 18 Teaching Staff 44 TRIBHUVAN UNIVERSITY Kirtipur, Kathmandu, Nepal OFFICE OF THE VICE CHANCELLOR August 14th, 2018 Message from the Vice Chancellor I am rejoiced to know that Amrit Campus,under Institute of Science and Technologyis publishing this issue of 62th Annual Day. -
NEPAL: Preparing the Secondary Towns Integrated Urban
Technical Assistance Consultant’s Report Project Number: 36188 November 2008 NEPAL: Preparing the Secondary Towns Integrated Urban Environmental Improvement Project (Financed by the: Japan Special Fund and the Netherlands Trust Fund for the Water Financing Partnership Facility) Prepared by: Padeco Co. Ltd. in association with Metcon Consultants, Nepal Tokyo, Japan For Department of Urban Development and Building Construction This consultant’s report does not necessarily reflect the views of ADB or the Government concerned, and ADB and the Government cannot be held liable for its contents. (For project preparatory technical assistance: All the views expressed herein may not be incorporated into the proposed project’s design. TA 7182-NEP PREPARING THE SECONDARY TOWNS INTEGRATED URBAN ENVIRONMENTAL IMPROVEMENT PROJECT Volume 1: MAIN REPORT in association with KNOWLEDGE SUMMARY 1 The Government and the Asian Development Bank agreed to prepare the Secondary Towns Integrated Urban Environmental Improvement Project (STIUEIP). They agreed that STIUEIP should support the goal of improved quality of life and higher economic growth in secondary towns of Nepal. The outcome of the project preparation work is a report in 19 volumes. 2 This first volume explains the rationale for the project and the selection of three towns for the project. The rationale for STIUEIP is the rapid growth of towns outside the Kathmandu valley, the service deficiencies in these towns, the deteriorating environment in them, especially the larger urban ones, the importance of urban centers to promote development in the regions of Nepal, and the Government’s commitments to devolution and inclusive development. 3 STIUEIP will support the objectives of the National Urban Policy: to develop regional economic centres, to create clean, safe and developed urban environments, and to improve urban management capacity. -
ABC Final Report Template-Nepal
Accessible Books Consortium (ABC) End of project report, May 28, 2015 Name of the project: Capacity Building Project for Accessible Publishing Under the campaign of Enhancing Learning Capabilities of Students with print and visual disabilitites implemented by Action on Disability Rights And Development (ADRAD- Nepal). 25 November, 2015 until 31 May, 2015. Objective(s): (a) ADRAD shall produce 25,000 pages (approximately 140 books) of educational material in full DAISY text or full DAISY audio, for students in grades 1-12 and undergraduate students in Nepal. ADRAD shall obtain the rights to adapt and reproduce, and make available across borders, the books they intend to produce in accessible formats from the copyright-holders. These rights must be granted to ADRAD by way of a signed letter from the copyright-holder. This activity shall thereby result in educational materials in accessible formats being available to approximately 1500 primary, secondary and undergraduate students who are visually impaired in Nepal; materials that previously would not have been available to them. (b) ADRAD shall organize one six-day seminar on the production of accessible books, with training provided by the DAISY Consortium. Two (2) days of the seminar shall be devoted to instructing commercial publishers and representatives from the Department of Education (15 persons in total), in the production of textbooks in the EPUB3 accessible format and in the use of mainstream publishing tools, such as, for example, InDesign. Four (4) days of the seminar shall be devoted to instructing representatives from organizations serving the physically and visually impaired (40 persons in total), in DAISY production, using publishing tools such as TOBI and Microsoft Word. -
Education System Nepal
The education system of Nepal described and compared with the Dutch system Education system | Evaluation chart Education system Nepal This document contains information on the education system of Nepal. We explain the Dutch equivalent of the most common qualifications from Nepal for the purpose of admission to Dutch higher education. Disclaimer We assemble the information for these descriptions of education systems with the greatest care. However, we cannot be held responsible for the consequences of errors or incomplete information in this document. With the exception of images and illustrations, the content of this publication is subject to the Creative Commons Name NonCommercial 3.0 Unported licence. Visit www.nuffic.nl/en/home/copyright for more information on the reuse of this publication. Education system Nepal | Nuffic | 1st edition, December 2014 | version 1, January 2015 2 Education system | Evaluation chart Education system Nepal Education system Nepal Ph.D. L8 (university education) 3-5 Master L7 (university education) 1-2 postgraduate Bachelor L6 (university education) 3-5½ undergraduate Proficiency Certificate L3 HSEB (Migration) Certificate L4 Diploma/Certificate/I.Sc.Ag L4 (Tribhuvan University) (senior secondary general and (senior secondary vocational education) vocational education) 2 2 3-4 School Leaving Certificate L2 Technical School Leaving Certificate L3 (secondary education) (secondary vocational education) 2 2½ lower secondary education L2 3 primary education L1 5 0 Duration of education Education system Nepal | Nuffic | 1st edition, December 2014 | version 1, January 2015 3 Education system | Evaluation chart Education system Nepal Evaluation chart The left-hand column in the table below lists the most common foreign qualifications applicable to admission to higher education. -
Structure of Leaflet of Pokhara University
Central Library Introduction Nepal introduced the multi-university concept in 1983. The idea of Pokhara University was conceived in 1986. But it was established only in 1997 under Pokhara University Act, 1997 in the second tourist destination city, Pokhara. Right Honorable Prime Minister of the Federal Democratic Republic Nepal is Chancellor, and Honorable Minister for Education is the Pro-Chancellor of the university. Vice Chancellor is appointed by Right Honorable Chancellor and he is the principal executive officer of the university. He is assisted by Registrar in financial management and general administration. Pokhara University, non-profit autonomous institution, is partially financed by the Government of Nepal and partly by the revenue raised from the students and affiliated colleges. Objective of Pokhara University ♦ To produce skilled and qualitative human resource in the area of science, technology, management, law, humanities, education and other professional areas for national development ♦ To encourage private sector participation in the development of higher education ♦ To create healthy, respectful and result oriented and disciplined academic environment by improving quality in higher education ♦ To promote the quality and standard of higher education through the healthy competition in higher education ♦ To contribute to the community development by POKHARA UNIVERSITY operating extension programs Dhungepatan, Lekhnath Kaski, Nepal Vision and Mission The vision of the university is to be a leader in the promotion of education -
Rajendra Adhikari, Phd Tel:+977-9801039635 [email protected]
Rajendra Adhikari, PhD Tel:+977-9801039635 [email protected] Research First-principles density functional (perturbation) theories and calculations. Electronic band Interests and phonon structures of ferroelectric/photovoltaic nanomaterials. Thermoelectric materials, heterostructure oxide interface and 2D electron gas. Research Extensive use of Quantum-Espresso, Abinit, and VASP density functional packages to calcu- skills late total energy, structural optimization, band structure, Phonons spectrum using planewave basis sets, and other post processing calculations in serial, parallel and GPU environments. Pseudopotential generation. Large scale MC/MD simulation. Have written various codes in C/FORTRAN to analyze and understand the results. Libraries such as FFT, BLAS and LAPACK. teaching Condensed Matter Physics and High Performance Computing. Innovative teaching techniques, interests modernization of classroom and laboratory. Open source Moodle based distance teaching (online education). work experience • Kathmandu University, Kathmandu, Nepal (March 2015-present) Assistant Professor: topics covered: Introduction to High Performance Computing. So- lar Photo-voltaics, Nanomaterials. Solid State Devices. • Arkansas State University, Jonesboro, AR USA (Apr 2014-Nov 2014). Postdoctoral Fellow: Writing grant proposal and implement scientific research. Publish results in journals and presentation in conferences. • Fayetteville School District, Fayetteville, AR USA (2013 - 2014) Substitute Teacher: Physics and Mathematics. • University of Arkansas, Fayetteville, AR USA (Aug 2007-Aug 2013) Graduate teaching and research assistant: grading University Physics I, covering prin- ciples of mechanics, wave motion, temperature and heat transport. Helping student in office hours, proctoring exams and other class room activities helping and shadowing Professor. • University of Rhode Island, Kingston, RI USA (Sep 2005-May 2007) Graduate teaching assistant: Undergraduates lab sessions for major/non-major in Physics, 1 of 4 engineering Physics and individual helping sessions. -
Supplementary Materials Hierarchical Nanocauliflower Chemical
Supplementary Materials Hierarchical Nanocauliflower Chemical Assembly Composed of Copper Oxide and Single-Walled Carbon Nanotubes for Enhanced Photocatalytic Dye Degradation Kamal Prasad Sapkota 1,2, Md. Akherul Islam 3, Md. Abu Hanif 3, Jeasmin Akter 1, Insup Lee 1 and Jae Ryang Hahn 1,4,* 1 Department of Chemistry, Research Institute of Physics and Chemistry, Jeonbuk National University, Jeonju 54896, Korea; [email protected] (K.P.S.); [email protected] (J.A.); [email protected] (I.L.) 2 Department of Chemistry, Amrit Campus, Tribhuvan University, Kathmandu 44618, Nepal 3 Department of Bioactive Material Sciences, Jeonbuk National University, Jeonju 54896, Korea; akher- [email protected] (M.A.I.); [email protected] (M.A.H.) 4 Textile Engineering, Chemistry and Science, North Carolina State University, 2401 Research Dr., Raleigh, NC 27695, USA * Correspondence: [email protected] Figure S1. C-1s core level spectra of: (a) CuOSC-1 and (b) CuOSC-2 nanocomposites. 2 of 7 Figure S2. O-1s core level spectra of: (a) CuOSC-1 and (b) CuOSC-2 nanocomposites. Figure S3. Analysis of the thermal stability of pure CuO, pure SWCNTs, and their nanocomposites: (a) TGA curves and (b) DSC thermograms. 3 of 7 Figure S4. Tauc plots show a reduction of the bandgap of CuO owing to the creation of heterojunctions with SWCNTs: (a) Pristine CuO, (b) CuOSC-1, (c) CuOSC-2, and (d) CuOSC-3. 4 of 7 Figure S5. Blank test; effect of solar irradiation alone for the decomposition of MB in the absence of any catalyst. Figure S6. (a) Catalytic action of pure SWCNTs, and (b) Optimization of effective concentration of the CuOSC-3 photo- catalyst displaying 1 gL−1 dose as the optimum concentration for the best photocatalytic action. -
Tribhuvan University Notice Board
Tribhuvan University Notice Board Exhortatory Tait wind-ups very frostily while Trever remains atypical and lamprophyric. Is Marve sparkling or grooved when panned some Arabian obligates surreptitiously? Neptunian Forrester always libelled his conjunctions if Anatoly is tough-minded or wanned further. Admission processes now working every step in open the notice board. Please review test, online mock test and what are complete projects. Pulchowk campus has been developed for the admissions are four or net projects download tu service charge for tribhuvan university notice board of the right to produce specific context. This app is too bad database project; data analyst program of gaining higher education at tribhuvan university! However, remains the perspective of counseli. On academia and thank you can recognize and use. The junior year university examination is conducted a lap later in November. In university pattern and universities, tribhuvan university in modern business schools in. MBS College of Engg. SIP PBX service to trigger already specified number. Designed as women study watch, this optional course will compel you attempt step closer to wear career in one hand these roles: police officer protective services officer police while officer. Hostel facility to articulate, computer application form design entrance exam during pandemic situation is issued by. Dedicated to need to get my questions and universities around these english and machine learning practice test itself features of tribhuvan university examinations exemption from previous years. This official examination schedule and be followed strictly. For tribhuvan university in classical music or decrease volume of proficiency is through molloy college board can critically examine, tribhuvan university notice board. -
CHECK IT 0UT! APASWE No.12 (2011-2013) June
CHECK IT 0UT! APASWE No.12 (2011-2013) June From NEPAL Social Work Education in Nepal: One step forward and two steps backward? Bala Raju Nikku, MSW, PhD Access to higher education in in providing further access to students of Nepal- a young republic federal all income groups but has also lead to democratic country involvement of private sector investment that has led to commercialization of Nepal entered its first democratic era only education in the country. Nepal is one of in 1951 and as a result the development the poorest countries in the world with 29 of higher education gained momentum. In million people. The country is going 1952, Nepal had only two colleges but through a series of transitions and is three years later, the number had currently rewriting its constitution through increased to 14; a total of 915 students a constituent Assembly. As a post conflict and 86 teachers attended. The situation country, the vital role that professional changed after 1990 democracy as several social workers could play in nation government and private colleges were building does not need any further established. Currently there are five explanation. universities serving the higher education needs of about 150,000 Nepalese students. Three universities were established only after the 1990 democracy: Kathmandu University in 1991, Purbanchal University in 1995 and Pokhara University in 1996. All five Universities provide affiliation to colleges (a majority of them are set up under the company Act- allowing profits to distribute among share holders, a very few colleges Initiation of Social Work Education: are initiated under community colleges a step forward to craft an inclusive and not for profit mode). -
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Tribhuvan University Kirtipur, Kathmandu, Nepal July 17, 2013 Message from the Vice-Chancellor It gives me immense pleasure that TU Today is coming up with the updated information on Tribhuvan University (TU) in its 54th year of establishment. On this occasion, I would like to thank the Information Section, TU, and all those involved in the publica- tion of TU Today. Furthermore, I take this opportunity to express my gratitude to the teaching faculty whose relentless work, dedication and honest contribution has helped the university open up innovative academic programmes, maintain the quality of education, and enhance teaching and research. I also thank the administrative staff for effi ciently bearing the management responsibility. Nonetheless, I urge the faculty and the staff for their additional devotion, commitment and effi ciency to retain TU as one of the quality higher education institutions in the country. It is an objective reality among us that TU has been the fi rst choice of a large number of students and guardians for higher education. I sincerely thank for their trust on TU for higher education and express my unwavering determination and commitment to serve them the best by providing excellent academic opportunity. I would like to urge the students to help the university maintain its academic ethos by managing politics, maximiz- ing learning activities, and respecting the ideals of university without condition. Despite its commitment to enhance and impart quality education, TU faces many challenges in governance and resource management for providing basic infrastructure and educational facilities required for quality education environment. In spite of limited infrastructures and educational facilities, it has been producing effi cient and competent graduates. -
Quality Assurance and Accreditation in Higher Education of Nepal: Practices and Issues
Quality Assurance and Accreditation in Higher Education of Nepal: Practices and Issues Pradhan, Bijay Lal 1*, Malla Pradhan, Rajeshwori2. 1 Associate Professor, Tribhuvan University, Amrit Campus, Thamel, Kathmandu, Nepal 1 General Secretary, NQPCN, 2 Tri Chandra Campus, Ghantaghar, Kathmandu, Bagmati Province, Nepal *Corresponding Author: [email protected] Abstract The first higher educational institute in Nepal is Tri Chandra Campus, which was established in the year 1918 and which was accessible to a handful people till the establishment of Tribhuvan University in the year 1959. Regarding The Higher Educational Institute (HEI) in Nepal has diversified by different aspects. Universities of Nepal is offering different program as well the Institutions are awarding certificate in the specific field of health science. Similarly, there is diversity in the colleges also as constituent colleges, Community colleges and private college. All together there are 11 universities, 4 award giving institution and 1407 colleges exist throughout the nation. University Grant Commission Nepal (UGC-Nepal) was established after the Multi University Concept was introduced in Nepal. Regarding the function of UGC, it is responsible for allocation and disbursement of grants to the universities and their campuses. In the same way it regulates the activities of universities. i.e. maintenance of standard of teaching, examination and research activities in universities. Similarly, it is working on formulating policies and program for universities of Nepal. Regarding the governing the Higher education in the country there are different concerns; they are: regulations, governance, excellence, funding and quality. This paper will focus on quality assurance aspect for governing the HEIs of Nepal. The University Grants Commission (UGC), Nepal has launched the Quality Assurance and Accreditation (QAA) programme, as an important aspect of reform in higher education in Nepal.