sdfghjsdfghjksdfghj fhjkasdfghjksdfghj sdfsdfghj dfgdfg dfgjfghjk fifghj fghjkldfghjk A Study of Teachers' Perceptions Regarding the Collaboration of Parents and Educators in the Teaching-Learning Process of Disabled Children at the Primary Level in Pakistan Introduction The primary socialization environment for children and young people is their teachers and their families, who share the same goal of passing on basic professional and transferrable skills to everyone. For support children's cognitive and behavioral needs in particular, as well as their healthy growth and ability to participate in society, educators and families must learn to teach short- and long-term practices that support healthy living. Thought Approach helps to determine what kind of adults we want to lead our nations and the world? It's a solid reality where children are the future. (LeBron et al., 2015) The context of the objectives of this research project is critically evaluated by a literature search, which was carried out from the perspective of different authors. In addition, the study includes design considerations for a qualitative approach, Sampling and data collection strategy to help you collect reliable information. Therefore, this study is helpful in investigating this issue as it promotes inclusive educational practices in the education sector in general and elementary schools in Pakistan. Background and Context: However, At the community level in Pakistan, each community has its own definition of parent-teacher collaboration. Increased participation in career choice statements or educational measures (e.g., special education or disciplinary actions) is spelled out in writing of several cantons (such as Islamabad). Other cantons just recognize parents' rights to information and consultation when defining cooperation. However, In many cantons, active Parental involvement in teacher decision-making is not explicitly mentioned or expressed in a way that leaves much room for interpretation (Barnard et al., 2004). As a result, Many teachers can develop their own ideas About parental involvement and decide to whatextent you want to involve parents. Despite the lack of consistent design practices, teachers and families align communication and collaboration toward common goals and give them a positive and constructive direction (Lizard et al., 1982). A strong relationship between family and teachers is a prerequisite for a successful academic career for students. This trend is also reflected in teachers of children with neurodiversity, such as Autism Spectrum Disorders (ASC), living in underdeveloped countries like Pakistan. These words indicate constructive changes. However, It can be extremely difficult for teachers to develop meaningful relationships with families (et al., 1997). On the one hand, this challenge is due to the historical separation of family and school: In the Pakistani education system, the home was responsible for the upbringing and care of

1. By: Waseem Anwar
Classification of Organic
Compounds

2. Introduction
Organic
Molecules
Other classes of
Organic Molecules
Hydrocarbons
[C & H only]

3. Classification of Organic Compounds
 Organic compounds constitute about 90% of all compounds.
 Depending upon the arrangement of carbon atoms in their
structure, organic compounds are broadly categorized into
1. Acyclic or Open Chain compounds
2. Cyclic or Closed Chain compounds

4. Acyclic or Open Chain Compounds
 The carbon atoms are present in the form of an open chain.
 This chain may either be a straight chain or a branched chain.
 These were initially known as Aliphatic compounds because the
compounds of this class were derived from either animal or
vegetable fats
 Straight Chain Compounds: The carbon skeleton is in the form of
a straight chain.
Examples:
 n-Propane CH3-CH2-CH3
 Propene CH2=CH-CH3
Branched Chain Compounds: The carbon skeleton is in the
form of a branched chain.
Examples: Isobutylene

5.  They are marked by the presence of one or more closed chains or
ring of atoms in their structure.
 Depending on whether there is a presence of any other atomapart from
carbon in the constitution of the ring, they are further classified as:
 Homocyclic or Carbocyclic Compounds
 Heterocyclic Compounds
Homocyclic or Carbocyclic Compounds
 The rings in these compounds are entirely made up of carbon atoms.
 No other atom is present in the ring skeleton.
 These can be further divided into two sub-classes:
 Alicyclic Compounds
 Aromatic Compounds
Cyclic or Closed Chain Compounds

6. Alicyclic Compounds
This name is attributed to their resemblance to Aliphatic
compounds in their properties.
 Compound that is both aliphatic and cyclic
 The examples of this category include cyclopropane, cyclobutane,
cyclopentane, cyclohexane, etc.
Aromatic Compounds
 These are cyclic unsaturated compounds.
 They derive their name from the Greek word Aroma which means
“fragrant smell” since most of these compounds bear a pleasant smell.
 These are further classified into two types:
 Benzenoid Aromatic Compounds
 Non-Benzenoid aromatic Compounds

7. i). Benzenoid Aromatic Compounds:
• together in their structure, they can be further classified as
• Monocyclic, Bicyclic, Tricyclic.
• ii). Non-Benzenoid aromatic Compounds:
 They are characterized by the presence of a single benzene
ring to which other groups are attached.
 They are characterized by the presence of one or more fused or
isolated benzene rings as well as their derivatives in their structure.
 Depending upon the number of benzene rings that are fused
Anilin

8. Bicyclic and Tricyclic Compounds
 These are characterized by the presence of two or more rings in their
structure.
 Examples include Naphthalene, Phenanthrene as well as Anthracene.
Phenanthren
e
Naphthalene
Anthracen
eNon-Benzenoid Aromatic Compounds
 Aromatic compounds that contain other highly unsaturated rings in place of
the
benzene ring are called non-benzenoid aromatic compounds.
 Examples include
Azulen
e
Tropolon
e

9. When one or more heteroatoms such as oxygen, nitrogen, sulphur,
boron, silicon etc, are present in the ring such compounds are known
as heterocyclic compounds.
Alicyclic heterocyclic compounds: Aliphatic heterocyclic compounds
that contain one or more heteroatoms in their rings
Heterocyclic Compounds
Aromatic heterocyclic compounds: Aromatic heterocyclic
compounds that contain one or more heteroatoms in their ring skeleton