Why SQC?

                                                                                         Samarpan SQC group, The Sudesha School

The Students’ quality circle (SQC) is the new approach in the student’s circle. We the students of The Sudesha School also started SQC in our school from 2072 B.S. We had limited knowledge on this approach. Nobody was to help us. Our principal was very much interested in this approach. So with the help of Quest Nepal we attended the Hub convention organized in LA hub. This was our landmark in the field of SQC. Without much knowledge on it we dared to take part in case study presentation. Our presentation was very weak. We were lacking several tools and approaches. The master trainer gave us valuable feedbacks, thanks to Mr. Nirajan Adhikari sir, Singe Lama sir and Sarita Dewan Mam. Then we went to national convention in Butwal with help from Mr. Roshan Thapa. These people have valuable contribution on us to develop our approach towards SQC.

This year has been amazing year. We have got direct support from our respected facilitator Narayan Sapkota. His zeal towards SQC is amazing. After he was trained he has helped us in every way possible. The SQC has become part of our life. We have developed so much positive aspects on us. We have developed our positive attitude on us. We have developed wider dimensions on the problem solving.

Following are the benefits we have got through SQC practice

i.                    We have become independent our self

ii.                  We have developed problem solving attitude

iii.                We have started thinking critically on any issues

iv.                We have learnt the lesson of dedication and hard work

v.                  We have learnt the  QC tools for research

vi.                We have learnt the computer technologies through SQC

vii.              We have developed our confidence level

viii.            We have developed our presentation skills.

So SQC has given us a good platform to grow and blossom ourselves. We have known and understood that opportunities come once on us in life we have to grab it. We know last but never the least it’s never too late. The only thing we regret is that we got to practice SQC late in our schools but will be used wider in other dimensions of life. We know SQC is journey not destiny.

article

Teaching science in school level: Possibilities and Perspectives

                                                                                 Narayan Sapkota

Science is heart of all subjects. The massive discoveries in the field of science has shrinked world into a small ball. The world has been a global village. Even the activities done in one polar to other polar regions can be live telecasted. 

        Though the science reached in apex in 19^th and 20^th century, in Nepal history of science is in neo stage. Until the panchayat regime the nationalist education policy had kept science as an elective subject in secondary level. After the re instalment of democracy in 2046 from 2048 only Nepal introduced the science as hard core subject in national curriculum.

Now according to the education planning commission of 2055 B.S. The science has been designed to teach as stratified level. The basic level, primary level and secondary level science has level wise objectives. The overall objectives of teaching science in school level can be inumerated in four categories viz; to develop the scientific concept, to develop the life skills to use and handle the scientific tools and overall development of scientific attitude.

          The basic level science is also called introductory level science. In this level the students will be able to simply get introduced bout the fundamentals of science. In this level students will develop their positive attitude towards the scientific world. Basic level science develops the scientific attitude among the students whereas secondary science provides the basic skills of use and handling of materials around us.

Problems of teaching science in school level

Teaching science in school level is not an easy task. There are lots of circumstances that we have to cope with. First and foremost it the elementary level of study and we have to be extra visional. Some of the problems can be listed as follows:

1.      Lack of competent man power: Teaching has never been an attractive profession in Nepal. The man power who is in awaiting for other jobs have been appearing in teaching field as an intermediate pass time. So definitely in science also there is problem. There aren’t qualified man power. Science academics are opportunists. Teaching has been waiting place. If we ask anyone of the science students definitely teaching is last options so the man power who did not get excel in other fields have chosen this occupation so there are hardly good and competent teachers.

2.      Lack of resources: In context of Nepal there are hardly minimal resources in science. In most of the schools there are not any laboratories. The science lab has been squeezed in a locker or a small dark room. So science without the practical, what can we expect.

3.      Reluctant administration: The school management has been pessimistic for the investment in science in school level no doubt science is an expensive subject. The tools and techniques are very expensive. Their handling is another challenge. So management are never comfortable to invest. So science has been mare theoretical rather than practical.

4.      Grade teaching: Grade teaching provides intensive care of the students. It has so many benefits but this is the one of the causes of lackluster in science. A single teacher cannot teach the all the subjects with accuracy and with full potential. If the teacher is of science background than it is all right but from other subjects we can’t imagine so science has met accident.

5.      Time relevant curriculum: There isn’t the time relevant curriculum. The curriculum that was taught 50 years back is still being taught so this has not met with the need of time. The old curriculum should be updated.

           Future perspectives and solutions:

1.      Adequate resources: the resources are to be made adequate. The classes should be equipped with user friendly furniture, there should be sufficient materials and space in practical laboratories. Only   then the classes and teaching learning process will go effectively. The facilitator should also design activities according to the local environment and easily accessible resources. One should go for no cost ,low cost and only to high cost.

2.      Grade teaching should be replaced by level teaching: This method is based on the level wise subject expect to teach. Instead of grade teaching if we look for the subject wise teaching then students will get subject. Though grade teaching is not in higher classes it should also be removed from basic level. Only then base of students will be good and excel in higher classes.

3.      Updated curriculum: the curriculum should be updated frequently and in need base. The school teacher can develop their own curriculum in need base. That will help to manage resources and after all teaching learning process will be effectively.

4.      Science friendly administration: if we get the science friendly admin it is widely easier to work with. If the administration has studied science that is very nice otherwise faculty has be able to convince the  administration.

So , science has brightest future ,it is mother of all the disciplines . Let’s make it better.

          सम्झनाको  तरेलीमा

                                                  नारायण सापकोटा

                                                    s.l.c २०५९

माघको महिना तराइको धुम्म परेको मौसम साझ पर्ने आटेको बेलामा बाख्रा खेदेर घरमा जाने तरखरमा थिए एक्कासी मेरी बाल साखा लक्ष्मी कुदेर आइपुगिन।  तराइको धन काटे पछि को घुल्ला फाँटमा।  उनको स्वास बढेर आइरहेको थियो। उनि मलाइ केहि भन्न खोज्दै थिइन्।  एकछिन पछी उनले त्यो खबर बताइन- मेरो पोखरा बाट एउटा चिठी आएको छ  भनेर ।  उनले त्यो पनि भनिन कि म गण्डकी बोर्डडिंग स्कूलमा पास भए भनेर।  एकछिन आफै पत्ताईन्  होइन होला भन्ने मात्रै पर्यो। त्यो खबर झुटो होला भनेर।  मेरो त्यो बाल सुलाभ  मनमा के  खेल्यो अहिले ठयाक्कै  भन्न त म सक्दिन तर मलाई तेसै तेसै कुदेर घरमा जानु मन लाग्यो। बाख्रा लक्ष्मी लाइ खेद्न लगाएर म घर तिर टाप कसे।  मेरो घरमा एक किसिम को बेग्लै माहोल थियो मान्छे जम्मा भैसकेका थिए। सबैले मलाई बधाई दिन थाले । म त खुसि भए कि अलमल भए केहि भन्नि  सक्दिन।  सबैले मलाई हेर्ने नजर फेरिएको । एक सानो परिचय बिहिन बालक आज  सबैको नजर को पात्र हुनुको गर्ब तेसका बाजे हासो उठेर आउछ अहिले।  तेस्पछि  मेरो ठुल्दाजु ले भोलि नै पोखरा जाने कुरो गर्नु भो। एक पटक सबैलाई सम्झे मेरा बाल सखा  लक्ष्मी, शिव।  हो म उनीहरुलाई छोडेर जादै छु। म उनि हरुसंग इट्टा को गाडी खेल्न पाउने छैन, नहर मा गएर पौडी खेल्न पाउने छैन .....हो म पराइ ठाउमा जादै छु।  तर फेरी मन बुझाए जस्तो लाग्छ।  बिहानै  बुटवल हुदै पोखरा जाने कुरो लगभग पक्का भो। रात भरि निद्रा लागेन।  सबै कुरा सम्झिए ....बिहानै उठियो पनि तयार भएर जाना लागियो । तेही बेला मा मेरी ठुली आमाले रु. २० दिनु भो बाबु बिस्कुट खायेस भनेर।

रात भरि को नाइट बसको यात्रा , बिहानै पोखरा पुगियो। ओह हो पोखरा कति राम्रो माछापुच्छ्रे आइना जस्तै तर तेस्का बजे जाडो त के भन्नु र खै। एउटा होटेल मा खान खै ओरि हामि एउटा ठुलो गेट  भएको ठाउमा आइपुग्यौ। स्कूल  मा दाजुले कके के गर्नु भो सायद मेरो चासो परेन या मैले बुजिन। १० बजे अली अली नबुजिने आवाज भएको दुब्लो दुब्लो मान्छे संग कुरा भो। पछि थाहा भो उहा त दयाराम सर पो हुनुहुदो रहेछ।   सबै प्रक्रिया पुरा गरि  एक महिना पछि स्कूल  लाग्ने भनेर घर फर्कियो मा ध्र्रै खुसि भए किनकि १ महिना भित्र मा फेरी ईट्टा को गाडी खेल्ने छु साथि भाइ संग मज्जाले नहर मा पौडी खेल्ने छु।

एक महिना तेत्तिकै बित्यो। २०५२ साल फागुन ३ गते पोखरा को लागी लागियो। स्कूल मा पुगेर ओफ्फिस बाट सबै समान बुजियो र होस्टेल को बास। आमा को काख बाट ९ वर्षकै उमेर मा रात बिताउनु को पिडा। हिमाल चुली होस्टेल को ड्रोमैत्री १ को झ्याल निर को बुंक बेड को माथि ...

सुरुमै भेट भए मेरो जन्म थलो आर्घखाचिका साथी सुरेन्द्र आचार्य जसलाई हामि पछि भैरुस भनेर जिस्काउथियौ।  तेसै गरि गुल्मी का साथी सुशील खरेल मेरा मिल्ने साथि भए।  कारण सुरेन्द्र अर्को सेक्सन।  पहिलो दिन बेलुकी को खाना खाने बेलामा अच्चम को घटना भो। त्यो दिन सायद सोमबार थियो र डाइनिंग हलमा खाना को बेला मासु रहेछ म मासु खान थाल थाप्दै थिए एक्कासी बामदेव सरले भैसीको मासु खान्छ भन्दा मैले एक्कासी थाल हटाउदा मामाले दिन लागेको मासु भुइमा खसो ...सायद लम्बु ममा होला।  

आर्को दिन स्कूल जाने दिन बिहानै खान खाइ  ओरि ड्रेस लगाउने बेला मा टाई लगाउन नजानेर तेस्का बाजे।  आफुले चिनेका सुरेन्द्र र सुशील तेसमाथि  म जस्ता ल्वाठ। बडो फसाद पर्यो धन्न हाम्रा होस्टेल गुरु गणेश सरले  बनाइँदिनु भो।

स्कूल गएपछि आर्को चटक मैच्यांग गुरु आमा आउनु भो नेपाली मा सबै भनेर जानु भो ,तेस्पछि  दिल शोभा मम्यम इन्लिश मा मकै भुटे जस्तै पट्ट. आफ्नो १२ बाजी हाल्यो नि। केहि बुजिन। ओह हो कस्तो ठाउमा आए भनेर आफैलाई ताजुब लागो रुन मन पो लाग्यो।  मैले अरुले जस्तो कसरि होला बुज्ने? गाउ मा जाने पल्टेको म तेहा  कुहिरोको काग पो भैयो।

इन्ग्लिश न जान्नेलाई छुट्टै क्लास को बेबस्था हुने भो। माया ठकुरी म्याम न भएको भए मेरो हालत के हुने थियो ? उहाको माया र सिकाईले फर्स्ट टर्मिनल मा फर्स्ट डीभिजन मा पास भैयो। तेस पछाडी मलाइ फर्केर हेर्नु परेन।  पछि पछि म त जान्ने मा पो गनिन पुगे। रमाइलो लाग्दै गयो। निरन्तर पढ्दै गए। केहि गर्न सक्छु जस्तो लाग्यो। साथि भाइ चिनियो।  सहयोग पाइदै गइयो।  मैचंग म्याम को लाइफमा ठुलो हात छ। पहिलो दिन देखि नै हौसला न भएको भए सायद मात्र सायद मा यो ठाउमा आउथे होला ??????????उहा का प्रेरक गीत कथा आदि आज सम्झेर मुसुक्क हास्न पाउदा आनन्द हुन्छ। उहा र चंद्रकात सरले गर्दा  जानी न जानी कबिता लेख्ने भएको छु। उहाको प्रेरणाले ४ क्लास मा लेखेको कविता अझै याद आउछ –

घर तिर जादा हेर हरियाली बन

छहारीमा बस्दा खेरि खुसि हुन्छ मन\\\\\\\

पार्वती म्याम क अमरका कथा सुनेर आफुपनि तेस्तै बहादुर र ज्ञानी बनु जस्तो लाग्थ्यो। ति कथा कसरि भुल्न सकूँ ला र ? उहाले सिकाएको आर्को गीत याद आउछ –

green green green ......

green all around...

गण्डकी का सम्झना कति हो कत्ति छन् बयान गरि साध्य छैन ...म पुरानो भएहोला तर सम्झना ताजै छ  मन मा।  स्टुडि आओरको सम्झंना। साथीभाई संग का  रमाइला पल। मोजाको बलको क्रीकेट। बनक ब्याट को क्रिकेट।

आज गण्डकी बाट टाढा भएपनी ति सम्झनाले कहिले टाढा बन्न  दिदो रहेनछ, गण्डकीको ५० बर्ष पुगेको खबरले त आझै गर्बले छाती फुलेर आउछ।  सबैलाई मेरो स्कूल भनेर भन्न पाउदा सिर ऊचो हुन्छ।  

आफ्नो कार्य क्षेत्र मा सफल हुदा मेरो गण्डकी को कारणले भन्न पाउदा जति आनन्द अरु मा हुदो रहेन छ।  आज गण्डकी बाट भौतिक रुपमा बिदा भएको १२ वर्ष पुग्यो। तेस्पछी  कति ठाउँमा पढीयो तर मेरो भन्न आउदै आउदैन। म जहाँ भए पनि मेरो सफलतामा गण्डकी छ मेरो नशा नशा मा गण्डकी छ  रही रहने छ।  प्रमोद खरेलले गाए  जस्तै

म छु यहा  धेरै टाढा मेरो मन छ  पोखरामा ......

                                 ईति

My visit to Lumbini

My visit to Lumbini

 1. Introduction

Educational tour is the best way to get knowledge about anything. To get knowledge about historical, religious and natural importance of Lumibini our school organized a four days long educational tour from 25^th-28^th of Kartik 2071. We students of grade 9 and 10 including teachers headed towards Lumbini which lies at the distance of 227 km away from Kathmandu valley. Altogether we were 40 students and 8 teachers including school staff. To make our tour fruitful we have designed some objectives.

2. Objectives

a)       To know about cultural and religious importance of Lumbini.

b)       To gain knowledge about life of Lord Buddha.

c)       To know about geographical and climatic condition of Lumbini.

3. Methodology

We had adapted different methods to collect the necessary information.

I) Primary source

We collected the information through our own eye witness. We also took interviews of local people and monks.

II) Secondary sources

We collected the required information from brochure given by Lumbini Development Trust. We bought some books and also flushed our curiosity through internet.

4. Findings

Lumbini lies in Kapilvastu district of western Terai. Like other terai districts it is a hot place throughout the year with normal temperature 20-24^oC. Lumbini is a plain with Mahabharat hill range to the north and Indian boarder to the south.

We found there is easy access of transportation to Lumbini. At the main gate, we saw an inscription installed by the UNO. There is written “Lumbini the birthplace of Gautam Buddha has been listed under world heritage list. It deserves protection and promotion for the beneficiary of humanity”. Then we saw the ruins of Buddha’s palace there. We also saw the birthplace of Lord Buddha. When we moved from there, we found an ancient pond where Maya Devi took bath after giving birth to Lord Buddha.

We moved ahead from there and we found ancient and important epigraphic evidence which proves Buddha was born in Nepal. It was Asoka pillar. This pillar was erected by emperor Asoka of India. In Lumbini, we visited different monasteries which were built by different nations to show respect towards Lord Buddha.

5. Conclusion and recommendation

We concluded that Lumbini is the birthplace of Lord Buddha. It keeps the glorious identity of Nepal and Nepalese all over the globe in the international society. The concerned authorities should make master plan to develop and promote Lumbini. We must work hard to protect and promote our fundamental identity and property i.e. Lumbini. Lumbini must be advertised in the international society to promote its tourism. Finally it’s our duty to protect and promote our national property Lumbini.

lets be present to mark the 100th week cleaning campaign of bagmati.

lets be present to mark the 100th week cleaning campaign of bagmati clea

SCIENTIFIC NAME AGRO-FORESTRY CROPS OF NEPAL

Common Fodder Trees of Nepal

Scientific Name	Family	English Name	Nepali Name
Brassiopsis hainla	Araliaceae	Chuletro	Chuletro
Alnus nepalensis	Betulaceae	Alder	Uttis
Garuga pinnata	Bursaraceae	Garuga	Dabdabe
Crateva unilocularis	Capparaceae	Crateva	Siplika or Sipligan
Terminalia bellirica	Combretaceae	Barro	Barro
Terminalia chebula	Combretaceae	Harro	Harro
Albizia lebbek	Fabaceae	Black Siris	Kalo Siris
Bauhinia longifolia	Fabaceae	Camel’s Foot Tree	Rato Tanki
Bauhinia variegata	Fabaceae	Camel’s Foot Tree	Koiralo
Erythrina strica/varigata	Fabaceae	Coral Tree	Faledo
Leucaena leucocephala	Fabaceae	Leucaena/ Ipil-Ipil	Ipil-Ipil
Tamarindus indica	Fabaceae	Tamarind	Imali
Celtis autralis	Fagaceae	European Nettle Wood	Khauri
Quercus semecarpifolia	Fagaceae	Khasru	Khasru
Litsea polyantha	Lauraceae	Litsea	Kutmero or Kutmiro
Melia azedarach	Meliaceae	Persian Lilae	Sano Bakaino
Melia composite	Meliaceae	China Berry	Thuli Bakaina
Artocarpus interga/heterophyllus	Moraceae	Jack Fruit	Rukh Katahar (Jack Fruit)
Artocarpus lakoocha	Moraceae	Monkey’s Jackfruit	Badahar
Ficus Bengalensis	Moraceae	Banaya Tree	Bar
Ficus Benjamina	Moraceae	Sami Peepal	Sami Pipal
Ficus cunia	Moraceae	Khanayo	Khanayo
Ficus glaberrima	Moraceae	Pakhauri	Pakhauri
Ficus hispida	Moraceae	Khasreto/Gedilo	Khasreto or Gelido
Ficus infectoria/lacor	Moraceae	Kavro	Kavro
Ficus nemoralis	Moraceae	Dudhilo	Dudhilo
Ficus nerifolia	Moraceae	Dudhilo	Dudhilo
Ficus racemosa	Moraceae	Dumri	Dumri
Ficus religiosa	Moraceae	Peepal Tree	Pipal
Ficus rosenbergii	Moraceae	Nevaro	Nevaro or Nimaro
Morus alba	Moraceae	White Mulberry	Seto Kimbu
Morus indica	Moraceae	Mulberry	Kimbu
Salix babylonica/tetraspermum	Salicaceae	Drooping Willow	Banis
Aesandra butyraceae	Sapotaceae	Nepalese Butter Fruit	Chuiri
Sauraria nepalensis	Saurariceae	Gogan	Gogan
Grewia optiva	Tiliaceae	Biul	Shyal Phusro
Premna bengalensis	Verbenaceae	Black Premna	Kalo Ginderi
Premna integrifolia	Verbenaceae	Premna	Ginderi

Ground Legumes

Scientific Name	Family	English Name	Nepali Name	Remark
Aeschynomene americana/falcata		Joint Vetch	Vetch
Arachis glabrata		Forage Peanut	Badame Ghash
Centrosema pubescens		Centro	Centro	Benth.
Chamaecrista rotundifolia		Wynn Cassia		Cv. Wynn
Clitoria ternatea		Butterfly Pea
Cyamopsis tetragonaloba L.		Guar/Cluster Bean
Lablab purpureus		Lablab Bean
Macroptilium atropurpurum		Aztec Atro/Siratro		(DC) Urb. Cv. Aztee
Medicago sativa		Lucerne
Neonotonia wihhtii		Glycine		Cv. Tinaroo
Pueraria thumbergiana/phaseoloides		Kudzu		Puero (Roxb.) Beneath
Stylosanthese guianensis		Common Stylo	Stylo	(Abul.) Sw.
Stylosanthese guinanensis Var. intermediate		Fine Stem Stylo	Stylo
Stylosanthese humilis		Towns Ville Stylo	Stylo	H.B.K.
Stylosanthese scabra Vog.		Shurbby Stylo	Stylo	Cv. Siran
Stylosanthese seabrana		Caatinga Stylo	Stylo
Trifolium alexandrium		Berseem	Berseem
Trifolium pretense		Red Clover
Trifolium repens		White Clover
Vigna anguiculata L.           (V. sinensis L.)		Cowpea	Bodi

Shurb Legumes

Scientific Name	Family	English Name	Nepali Name	Remark
Desmodium introtum		Green leaf Desmodium		(Mill) Fawc. & Rendle
Desmodium ovalifolium		Common Desmodium
Desmodium uncinatum		Silver Leaf Desmodium		(Jacq.) DC
Flemingia macrophylla		Flemingia
Tephrosia candida		Mendola	Mendola

Common Fodder and Forage Crops

Scientific Name	Family	English Name	Nepali Name	Remark
Avena sativa L.		Fodder Oat
Euchlaena mexicana Schrad		Teosente	Makai Chari
Pennisatum americanum L.		Fodder Bajra		Leeke
Pennisatum typhoides (Burmf)		Fodder Bajra		Stapf & Hubb.
Sorghum bicolor L.		Fodder Sorghum	Sargam	Moench
Sorghum vulgarePres.		Fodder Sorghum	Sargham
Zea maysL.bicolor L.		Fodder Maize	Makai
Zea mexicana(Schrad) Kuntze		Teosinte	Makai Chari

Cultivated Grasses

Scientific Name	Family	English Name	Nepali Name	Remark
(Unknown)		Perennial Grass	Mulato	Brachiaria brizantha X B. ruziziensis
Brachiaria“Mulato”		—————	————-	Hybrid for Upland
Brachiaria decumbensStapf.
Brachiaria multica (Forsk) Stapf		Para Grass	Buffalo/ Water Grass
Cenchrus ciliaris L.		Buffel Grass
Chloris gayanaKunth.		Rhodes Grass
Cynodon dactylon L. pres.		Bermuda	Dubo
Dactylis glomerata		Cocksfoot
Desmostychia bipinnata			Kush
Imperata cylindrica			Siru
Melinis minutifolia Beauv.		Monkey Puzzle	Bandhar Dhapaune
Panicum maximum jacq.		Guinea Grass
Pannicum antidotale Retz		Blue Panic
Paspalum atratum		Palpasum
Pennisatum sp.		Naiper	Naiper
Pennisetum  pedicellatum			Dina Ghash	Trin.
Pennisetum clandestinumHochst. Ex. Chiov		Kikuyu Grass
Saccharum spontaneum		Kans	Kans
Seatria sphacelata				Sch. & Hubb.
Setaria ancepsStapf
Thysanolaena maxima		Broom Grass	Amrisho

Scientific Name	English Name	Nepali Name	Family
Erythrina indica	Coral Plant	Faledo	Fabaceae
Bauhinia purpurea	Camel Foot plant	Tanki	Fabaceae
Tamarindus indica	Tamarind	Imili	Euphorbiceae
Gravellia robusta	Silver Oak	Kaiyo Plant	Proteaceae
Atrocarpus heterophyllus	jack Fruit	Rukh Katahar	Moracae
Nyctanthus arbutristis	Nyctanthus	Parijat	Oleaceae
Murrya paniculata	Murrya	Kamini	Rutaceae
Melastoma melabatricum	Indian Rhododendron	Ageri	Melastomaceae
Ficus benjamina	Banyan tree	Shami	Moraceae
Michelia champcta		Chanp	Magnoliaceae
Garciana magnistana	Mangosteen	Mangosteen	Clusiaceae/ Sapindaceae
Leucena leucocephala	Epil Epli	Epil	Leguminoseae
Cinnamomum camphora	Camphora	Kapur	Lauraceae
Citrus sp	Citrus	Kagati	Rutaceae
Atrocarpus heterophyllus	jack Fruit	Rukh Katahar	Moraceae
Largerstromia regime	Largerstromia	Thulo Ashare	Lythraceae
Thuja Sp	Thuja	Dhupi	Penaceae
Pterocarpus santalinus	Red Sandal Wood	Rakta Chandan	Fabaceae
Elaeocarpus ganitnus roxb		Rudrakshya	Tiliaceae
Camelia chinensis	Tea	Chiya	Rubiceae
Bambusa sp	Bamboo	Bans	Graminaceae
Ficus hipsida	Khasreto/Gedilo	Thotne or Khashreto	Moraceae
Albizzia lebbeck	Albizzia	Siris	Fabaceae
Tabernaemontana coronaria	Single TMC	TMC	Apocynaceae
Putranjiva roxburghii	Child Birth Plant	Putranjiva	Putranjivaceae
Ficus recuta	Rubber Plant	Rubber	Meraceae
Cinnamomum tamala	Tamala	Tej Patta	Lauraceae
Cinnamomum zylanicum		Dalchini	lauraceae
Zizyphus retundifera	Zizyphus	Bayer	Ramnaceae
Callistemon lanceolatus	Bottle Brush	Bottle Brush	Myrtacea
Psidiun guajava	Guava	Aamba	Myrtaceae
Aegle marmellos	Beel	Bel	Rutaceae
Innula cappa	Gayo	Gayo /Gai Tihare	Asteraceae
Tephrosia candida	Mendula	Mendula
Garuga piñata	Garuga Plant	Dabdabe
Litchi chinensis	Litchi	Litchi	Sapindaceae
Magnifera indica	Mango	Mango	Anacardiaceae
Ficus rosenbergii	Moraceae	Nevaro	Nevaro/Nimaro
Emblica officinalis	Amala	Amala	Euphoprbiceae
Ficus religiosa	Pupil Tree	Peepal	Moraceae
Ficus camia	Khanayo	Khanayo	Moraceae
Mucuna macrocarpa	Buldhangro	Buldhangro	Fabaceae
Ficus glaberrima	Pakhauri	Pakhauri	Moraceae
Caffia arabica	Coffee	Coffee	Rubiaceae
Bombax cibea	Shimal	Shimal	Bombaceae
Magnifera indica	Mango	Aanp	Anacardiaceae
Annona squmosa	Custard Apple
Psidium gujava	Guava	Aamba	Myrtaceae
Muas paradisica	Banana	Kera	Musaceae
Cannabis sativa	Cannabbis	Bhang or Gaaja

Scientific Name of plants listed below is copied from the link: http://www.forestrynepal.org/wiki/327

Fodder Trees of Nepal

FOR TERAI			FOR MIDHILLS
SN	Botanical Name	Nepali Name	SN	Botanical Name	Nepali Name
1	Albizzia procera	Seto siris	4	Brassiopsis hainla	Chuletro
2	Dalbergia sissoo	sisau	5	Castanopsis tribuloides	Musure katus
3	Ficus semicordata	khanyu	6	morus alba	Kimbu
4	Gmelina arborea	Gamari	7	Saurauria nepalensis	Gogan\Tingur
5	Grevia optiva	Bhimal	8	Albizzia odratissima	-
6	Acacia nilotica	Babul	9	Erythrina arborescens	Phaledo
7	Leuceana leucocephala	Ipilipil	10	Ficus roxburghii	Nimaro
8	Litsea monopetala	Kutmero	11	Ficus nimarolis	Dudhilo
9	Michelia champaca	Champ	FOR HIGH MOUNTAIN
10	Sesbania grandiflra	Dhaincha	SN	Botanical Name	Nepali Name
11	Terminali alata	Asna	1	Celtis australis	Khari
12	Zizyphus jujuba	Bayer	2	Quercus lamellosa	Thulo phalant
13	Ficus nimarolis	Dudhilo	3	Q.leucotricphora	Sano banjh
14	Azadirahta indica	Neem	4	Q. semecarpofolia	Khasru
FOR MIDHILLS			5	Salix babylonica
SN	Botanical Name	Nepali Name	6	Taxsus baccata	Lauth salla
1	Artocarpus lakoocha	Badhar	7	Populus ciliata	Banghe kath
2	Bauhinia purpurea	Tanki	8	Brassiopsis glomerulata	Kalo chuletro
3	Bauhinia variegata	Koiralo	9	Quercus lanata	Thulo banjh