Title: Addressing the Student Dropout Crisis After +2 in Nepal: Causes, Impacts, and Sustainable Solutions
Introduction
Nepal is experiencing a concerning trend: a significant number of students are discontinuing their education after completing the +2 level. This dropout phenomenon is influenced by various factors, including government policies, students' aspirations to study abroad, and the allure of better opportunities overseas. Understanding these causes is crucial for developing effective strategies to retain students and ensure their continuous academic and professional growth within Nepal.
Causes of Student Dropout After +2
1. Limited Employment Opportunities
Despite possessing academic qualifications, many graduates face challenges in securing employment due to a mismatch between their skills and the job market's demands. The National Statistics Office's 2024 report indicates that the unemployment rate among youths aged 15-24 has risen to 22.7%, highlighting the scarcity of job opportunities for young individuals.
2. Desire for Higher Education Abroad
The perception of better educational quality and career prospects abroad motivates many students to pursue studies overseas. Countries like the United States, the United Kingdom, Australia, Japan, and Canada are popular destinations for Nepali students seeking advanced degrees and improved career opportunities.
3. Economic Constraints
The financial burden of continuing education, coupled with limited access to scholarships and financial aid, forces many students to abandon their academic pursuits. Additionally, the necessity to contribute to family income leads some students to prioritize work over further education.
4. Outdated Curriculum and Teaching Methods
The current educational curriculum often fails to align with the evolving demands of the global job market. Students are frequently taught through rote learning methods, which do not foster critical thinking or practical skills, making them less competitive in both domestic and international job markets.
5. Lack of Career Guidance
Insufficient career counseling and guidance leave students uncertain about their future paths. Without proper mentorship, students may struggle to make informed decisions about their education and career, leading to confusion and eventual dropout.
Potential Solutions to Minimize Dropout Rates
1. Curriculum Reform and Skill Development
Updating the curriculum to include practical skills and aligning it with industry needs can enhance students' employability. Incorporating vocational training and technical education programs can provide students with hands-on experience and prepare them for the workforce.
2. Strengthening Career Counseling Services
Establishing robust career counseling centers in schools and colleges can assist students in making informed decisions about their academic and professional futures. These centers can provide guidance on various career options, higher education opportunities, and job market trends.
3. Financial Support and Scholarships
Increasing the availability of scholarships and financial aid can alleviate the economic burden on students and encourage them to continue their education. Government and private sector initiatives can play a pivotal role in providing financial support to deserving students.
4. Promoting Entrepreneurship
Encouraging students to pursue entrepreneurship can create new avenues for employment and reduce dependency on traditional job markets. Educational institutions can offer programs that teach entrepreneurial skills and provide resources to support startup ventures.
5. Government Policy and Infrastructure Improvement
The government should invest in improving educational infrastructure, ensuring that schools and colleges are well-equipped and conducive to learning. Additionally, policies that promote job creation and economic development can provide students with opportunities to apply their skills within the country.
Conclusion
The issue of student dropout after +2 in Nepal is multifaceted, involving economic, educational, and social factors. Addressing these challenges requires a concerted effort from the government, educational institutions, and society at large. By implementing comprehensive reforms and support systems, Nepal can retain its talented youth and foster a thriving, self-sustaining economy.
Raju Kumar KarkiPrincipal
Brighter Academy, Simara
ReplyDeleteA Red, Red Rose
Summary
“A Red, Red Rose” begins by describing the speaker`s love for a beloved with images that are beautiful but not necessarily long-lasting.
The speaker begins with an image of the beloved that emphasizes her youth and beauty, suggesting a love that is enthusiastic but likely to fade with time. Meanwhile, saying that the speaker`s love for her is like a new rose implies that this is a new relationship, with all the freshness and excitement of a developing romance. If the speaker`s love is just like a new rose, maybe it won`t last very long.
The speaker then says this love is like “a melody / That`s sweetly played in tune”. But again, instruments can go out of tune, just as flowers can fade. Then, however, the speaker goes on to emphasize how long this love will last. The speaker uses three images to measure how long these feelings of love will last: the seas going dry, the rocks melting, and the sands of life running out. It seems now that the speaker`s love, far from lasting only as long as a flower, will actually endure longer than human life.
In the final stanza, the speaker bids farewell to the beloved, as if the speaker is planning to leave on a journey. This promise implies that, just as long stretches of time could not exhaust the speaker`s love for the beloved, a long stretch of distance cannot keep the speaker from her. And the length of this journey now seems short, just “awhile”, compared to the near-infinite time the speaker`s love will last. It seems, then, that love like the speaker’s is powerful enough to make earthly obstacles (like physical distance) feel insignificant. The moment of farewell in the final stanza highlights the speaker’s core argument: love that lasts forever is also love that allows for change over time.
1. What is the theme of the poem?
ReplyDeleteThe overriding theme of “A Red, Red Rose” is the power of love. In this poem, the speaker wishes to emphasize not just the love he has for his beloved, but the strength of that love and its power to endure in the most trying of circumstances. The speaker is so deeply in love with his “bonnie lass”, or beautiful young woman, that he pledges his love to her from now until the seas run dry.
b. Why does the speaker make a prayer to the God, but not to a king, a billionaire or a scientist?
ReplyDeleteThe God is the creator of all beings. The God is immortal and all creatures are created and destroyed by him. The remote of all creatures life is in the hand of the God. A king, a billionaire and a scientist are nothing in front of the God. They are just humans created by the God. They are born to die but the Lord is immortal. Hence the speaker makes a prayer to the God, but not to a king, a billionaire or a scientist.
2.Who are the ‘poor creatures’? Why does the speaker call them ‘poor creatures’?
ReplyDeleteThe ‘poor creatures’ mean all the innocent creatures that are on planet earth. The speaker calls them ‘poor creatures’ because they are born to die and it is not sure whether they can see another morning or not.
Multiculturalism as a Major Issue in the Story "Neighbours"
ReplyDeleteMulticulturalism is one of the major issues in Tim Winton's short story "Neighbours." The story shows how people from different countries, cultures, languages, and traditions can live together peacefully and support one another.
At the beginning of the story, the young couple feels uncomfortable living among immigrant families. They consider themselves different and do not understand their neighbours' customs, languages, and lifestyles. Because of these cultural differences, they remain distant and hesitant to interact with others.
However, as time passes, the neighbours begin helping the couple in many ways. They share food, offer gardening advice, celebrate festivals together, and provide emotional support during the woman's pregnancy. When the couple's baby is born, the entire neighbourhood celebrates the occasion with great joy, regardless of cultural or linguistic differences.
The story highlights that human kindness, cooperation, mutual respect, and understanding are more important than differences in culture, religion, or language. The immigrant families create a strong sense of community where everyone cares for one another. Through these experiences, the young couple overcomes their prejudice and learns to appreciate cultural diversity.
In conclusion, Neighbours presents multiculturalism as a positive force that promotes unity, friendship, tolerance, and social harmony. The story teaches that people from diverse cultural backgrounds can live together happily when they respect, help, and understand each other.
"Neighbour is a companion on marriage and funeral procession." Explain.
ReplyDeleteThe statement "Neighbour is a companion on marriage and funeral procession" means that neighbours are the people who stand by us during both the happiest and the saddest moments of life. They share our joy during celebrations like weddings and support us with sympathy and help during times of sorrow, such as funerals.
This idea is clearly reflected in Tim Winton's short story "Neighbours." At first, the young couple feels isolated because they are surrounded by immigrant neighbours from different cultural backgrounds. However, as they get to know each other, the neighbours become like an extended family. They help the couple with gardening, share food, care for them during pregnancy, and celebrate the birth of their baby. Their love, cooperation, and concern show that true neighbours are always ready to help in times of both happiness and difficulty.
The story teaches that good neighbours are invaluable companions in every stage of life. They build strong communities through kindness, mutual respect, and support, proving that humanity is more important than cultural or linguistic differences.
Literary Devices
ReplyDelete1. Simile
A simile is a figure of speech that compares two different things using the words "like" or "as."
Example: "My love is like a red, red rose."
Here, the poet compares his beloved (or his love) to a beautiful red rose to emphasize her beauty and freshness.
2. Symbolism
Symbolism is the use of an object, person, or idea to represent a deeper meaning.
Example: The red rose symbolizes love, beauty, passion, and romance, while the melody symbolizes the sweetness and harmony of true love.
3. Imagery
Imagery is the use of descriptive language that appeals to our senses (sight, sound, smell, taste, and touch) to create vivid mental pictures.
Example: The image of a red rose and a sweetly played melody helps readers clearly imagine the beauty and sweetness of the poet's beloved and his love.
4. Alliteration
Alliteration is the repetition of the same consonant sound at the beginning of nearby words.
Example: "So fair art thou, my bonnie lass."
The repetition of the /f/ sound creates a musical effect and emphasizes the beloved's beauty.
5. Assonance
Assonance is the repetition of the same vowel sound in nearby words.
Example: "Till a' the seas gang dry."
The repeated long /iː/ vowel sound in words like seas creates a smooth, melodious rhythm that reflects the depth and continuity of the poet's love.
A Respectable Woman
ReplyDelete"A Respectable Woman" is a short story by kate chopin that explores human emotions, temptation, and inner conflict. The story centers on Mrs. Baroda, a wealthy, married woman who lives happily with her husband, Gaston Baroda, on a sugar plantation.
Mrs. Baroda is disappointed when she learns that Gouvernail, Gaston's old college friend, will stay with them for a week or two. She had been hoping to spend some peaceful and private time with her husband. Before meeting Gouvernail, she imagines him as a tall, serious, and unfriendly man wearing eyeglasses. However, when he arrives, she discovers that he is quite different. He is quiet, polite, thoughtful, and does not demand attention from anyone. He enjoys sitting alone on the porch and smoking a cigar.
Although Gouvernail is calm and respectful, his quiet nature makes Mrs. Baroda feel uncomfortable. She tries to understand him and treats him kindly, but his silence and reserved personality confuse her. Gradually, she begins to feel an unexpected attraction toward him. These feelings create a painful conflict within her because she wants to remain a loyal and respectable wife.
Unable to deal with her emotions, Mrs. Baroda decides to leave for the city while Gouvernail is still visiting. She does not reveal the real reason for her departure to her husband. Gaston cannot understand why his wife dislikes such a gentle and harmless guest.
The story ends with an unexpected and ambiguous conclusion. Later, Mrs. Baroda tells her husband that Gouvernail should visit them again. She confidently says, "I have overcome everything! You will see. This time I shall be very nice to him." The ending is left open to interpretation. Readers are unsure whether she has truly overcome her attraction to Gouvernail or whether she has decided to give in to her hidden feelings. This uncertainty makes the story thought-provoking and memorable.
A Respectable Woman
ReplyDeleteAnswer the Following Questions
a. Why was Mrs. Baroda unhappy with the information about Gouvernail’s visit to their farm?
Mrs. Baroda was unhappy because she had been looking forward to spending a peaceful and uninterrupted time alone with her husband. Gouvernail’s visit would disturb the rest and privacy she had expected.
b. How was Gouvernail different from Mrs. Baroda’s expectation?
Before meeting him, Mrs. Baroda imagined Gouvernail as a tall, slim, cynical man wearing eyeglasses and keeping his hands in his pockets. However, she found him to be a quiet, polite, and thoughtful man who was neither very tall nor cynical and did not match the image she had created in her mind.
c. How does Mrs. Baroda compare Gouvernail with her husband?
Mrs. Baroda compares Gouvernail with her husband by their personalities. Gaston is friendly, frank, and talkative, whereas Gouvernail is quiet, reserved, and speaks very little.
d. Why and how did Mrs. Baroda try to change Gouvernail’s solitary habits?
Mrs. Baroda wanted Gouvernail to become more friendly and sociable so that he would feel comfortable in their home. She tried to achieve this by treating him warmly, talking to him kindly, and offering him generous hospitality.
e. How does Gaston disagree with his wife about Gouvernail’s character?
Gaston believes that Gouvernail is a gentle, polite, and harmless guest who never causes any trouble. He does not understand why Mrs. Baroda dislikes him and thinks that her opinion of Gouvernail is unfair.
f. Why is Gaston surprised by his wife’s expression towards the end of the story?
Gaston is surprised because Mrs. Baroda had earlier shown dislike for Gouvernail and even left the plantation during his visit. However, at the end of the story, she herself suggests inviting Gouvernail again and promises to be very kind to him, which completely changes her earlier attitude.
1. What is the cause of conflict in Mrs. Baroda’s mind? What role does Mrs. Baroda’s being a respectable woman play in the story?
ReplyDeleteThe conflict in Mrs. Baroda’s mind arises from her unexpected attraction to Gouvernail, her husband’s close friend. Although she is happily married, she finds herself emotionally drawn to him, which creates a struggle between her personal desires and her moral values.
Mrs. Baroda’s identity as a respectable woman plays a crucial role in the story. She believes in loyalty, dignity, and social morality, so she tries to suppress her feelings instead of acting on them. Rather than expressing her attraction, she leaves the plantation to avoid Gouvernail and protect her marriage. Her inner conflict highlights the tension between human emotions and social expectations, making her character both realistic and psychologically complex.
The Oval Portrait
ReplyDeleteSummary
‘The Oval Portrait’ (1842) is one of the shortest tales Edgar Allan Poe ever wrote. In just a few pages, he offers a powerful story about the relationship between art and life, through the narrator’s encounter with the oval portrait of a young woman in a chateau in the Apennines. The story repays close analysis because of the way Poe offers his story as a subtle commentary on link between life and art.
First, a brief summary of this briefest of stories. The narrator, wounded and delirious, has sought shelter in an old mansion with his valet or manservant, Pedro. He holes up in one of the rooms, and contemplates the strange paintings adorning the walls of the room, and reads a small book he had found on the pillow of the bed, which contains information about the paintings. At around midnight, he adjusts the candelabrum in the room and his eye catches a portrait he hadn’t previously noticed, in an oval-shaped frame, depicting a young girl on the threshold of womanhood.
The narrator is captivated by this portrait, which seems so life-like; but he soon becomes appalled by it. He turns to the book and reads the entry detailing the history behind the oval portrait. The woman depicted in it was the young bride of the painter, and was a perfect wife in every respect – except that she was jealous of her husband’s art that distracted him from her. The artist paints a portrait of his wife, and becomes more and more obsessed with capturing her likeness, until he ends up spending all of his time gazing at the portrait of his wife, and hardly any time looking at her. She becomes weaker and weaker, dispirited from losing her husband’s love as he stops paying her attention and becomes more and more preoccupied with the painting. When he has just about finished the portrait and turns to regard his wife, it is to find that she has died.
Central Idea of "The Oval Portrait" by Edgar Allan Poe
ReplyDeleteThe central idea of "The Oval Portrait" is that an excessive obsession with art can destroy real life and human relationships. The story shows how a painter becomes so devoted to creating a perfect portrait of his wife that he ignores her health and happiness. As he completes the painting, his wife dies, symbolizing that he has sacrificed life itself for art.
The story also explores the themes of:
The conflict between art and life.
Obsession and sacrifice.
The danger of pursuing perfection at the cost of love and humanity.
In one sentence (for exams):
The central idea of "The Oval Portrait" is that blind devotion to art and the pursuit of perfection can destroy love, life, and human relationships.
Reference to the context
ReplyDeletea. What is the central theme of the story? Who is the woman depicted in the oval portrait?
The central theme of the story “The Oval Portrait” presents the confusing relationship between art and life. This story has shown the destructive power or the addiction of art and love. Both art and love can lead anyone towards perfection whereas they can bring destructive results in anyone’s life too. Although the artist of this story has become successful through his artistic work but his wife became a victim. She lost her husband so extremely that she doesn’t reveal her pains and sufferings and lose her life. This story also suggests that a women’s beauty collapsed her to death.
The woman depicted in the oval portrait is the wife of a passionate painter who has painted this oval portrait.
C. Complete each sentence in an appropriate way.
ReplyDeletea. He passed the exam although he hadn't prepared well.
b. She climbed the mountain in spite of her leg injury.
c. He did not give any alms to the beggars even though he earned a lot.
d. In spite of his poor eyesight, he is conducting online courses.
e She does not go to parties, though she is very sociable.
f. He could not pass the test, in spite of his ten attempts.
g. He refused to eat anything despite having an appetite.
h. He could not score goods grades in the SEE exams in spite of his hard with private coaching.
i. She accepted the job although she couldn't meet her salary expectation.
j. Even though we had planned everything carefully, we could not complete our mission
Sample Autobiography
ReplyDeleteMy Autobiography
My name is Raju Karki. I was born in Nepal and grew up in a loving family that always encouraged me to study and become a responsible person. From an early age, I was curious, hardworking, and eager to learn new things.
I completed my school education with dedication and developed a strong interest in the English language and education. Throughout my academic journey, I participated in different school activities that helped me build confidence, leadership, and communication skills.
I believe that education has the power to transform lives. Therefore, I always try to improve my knowledge and inspire others to do the same. I enjoy reading books, learning new skills, and helping students achieve their goals.
Like everyone else, I have faced challenges in life. However, I have learned that patience, determination, and hard work are the keys to overcoming difficulties. Every challenge has made me stronger and wiser.
My dream is to contribute to society through education and become a source of inspiration for others. I hope to continue learning throughout my life and make a positive difference in my community.
This is a brief story of my life. I am proud of my journey so far and look forward to achieving greater success in the future.
Sample Autobiography of Laxmi Prasad Devkota
ReplyDeleteMy name is Laxmi Prasad Devkota. I was born on November 12, 1909, in Kathmandu, Nepal. From my childhood, I was deeply interested in reading, writing, and learning. My parents encouraged me to value education, honesty, and hard work.
I studied at Tri-Chandra College and later completed my higher education in law. Although I studied law, my true passion was literature. I devoted my life to writing poems, essays, dramas, and epics that reflected the lives, hopes, and struggles of ordinary people.
People lovingly call me the "Mahakavi" (Great Poet) of Nepal because of my contribution to Nepali literature. My famous works include Muna Madan, Shakuntala, Sulochana, and many other poems and essays. Through my writings, I tried to promote humanity, compassion, equality, and love for the nation.
Besides being a writer, I also served Nepal in different public positions, including as the Minister of Education. I believed that education and literature could bring positive change to society.
My life was not free from hardships. I experienced financial difficulties and personal losses, but I never stopped writing. Every challenge strengthened my determination to serve my country through literature.
I passed away on September 14, 1959, but my writings continue to inspire readers across generations. I believe that literature has the power to awaken people's minds and hearts. My greatest wish has always been to encourage people to value humanity, wisdom, and kindness.
My Autobiography
ReplyDeleteMy name is Safal Sharma, and I am a student of Grade 11 at Brighter Academy. I was born on 15 May 2009 in Simara, Bara, Nepal. My father's name is Ramesh Sharma, and my mother's name is Sita Sharma. They are loving, caring, and hardworking parents who have always encouraged me to study well and become a good human being.
Since my childhood, I have believed that hard work, dedication, and discipline are the keys to success. I always try to complete my assignments on time, attend classes regularly, and respect my teachers and parents. I am an obedient student who follows school rules sincerely. I am also loyal and respectful to my seniors and maintain friendly relationships with my classmates and juniors.
I enjoy reading books, learning new things, and participating in school activities. Every challenge motivates me to work harder and improve myself. I believe that honesty, kindness, and perseverance help a person achieve success in life.
My dream is to become a successful and responsible person who contributes positively to society. I know that achieving my goals requires continuous learning, patience, and determination. Therefore, I promise to remain disciplined, dedicated, and hardworking throughout my life.
This is the story of my life so far. I am grateful to my parents, teachers, and friends for their constant support and guidance. With confidence and sincere effort, I hope to make my family, my school, and my nation proud in the future.
Writing
ReplyDeleteWrite a short autobiography featuring your childhood life using the following guidelines.
I was born in a small village of north - eastern part of Nepalgunj District. I’m from a middle class family. There are five members in my family including me. First of my respected Father who is tailor, then my lovely mother she is House wife. Other my family members are a eldest brother and a younger sister and both of them are studying too.
Since I’m a student, my daily routine focuses on studying and classes. I usually wake up at 6:00 am and do my daily routines like brushing my teeth, taking a shower and getting ready for class. After which I check my notes and revise for the day. My classes usually used to start by 8:00 am and ends by 1:00 pm. I used to attend classes regularly. After classes, I hang out with my friends for a while and go back home. I reach home and then usually take a nap till 4:30 pm. After taking a nap, I go out and play. I usually come back by 6 and have a bath. After which I get ready to study and by 9:00, I go to the bed.
I used to play a lot with my siblings. I remember very fondly the games we use to play. Especially, in the evenings, we used to go out in the park with our sports equipment. Each day we played different games, for example, football on one day and cricket on the other. These memories of playing in the park are very dear to me. Most importantly, I remember this instance very clearly when we went out for a picnic with my family. We paid a visit to the zoo and had an incredible day. My mother packed delectable dishes which we ate in the zoo. My father clicked so many pictures that day. When I look at these pictures, the memory is so clear, it seems like it happened just yesterday. Thus, my childhood memories are very dear to me and make me smile when I feel low.
To:
ReplyDeleteFrom:
Subject:
Dear Friend,
I hope you are fine and doing well in your studies. Today I want to tell you about the contributions of Prithvi Narayan Shah in the unification of Nepal.
Prithvi Narayan Shah was the king of Gorkha. Before unification, Nepal was divided into many small kingdoms. These kingdoms often fought with one another, making the country weak. Prithvi Narayan Shah started a campaign to unite them into one nation.
Because of his strong leadership, courage, and good planning, many small states became part of one united Nepal. He also encouraged national unity and worked to protect the country from foreign influence. His efforts laid the foundation of modern Nepal.
For these reasons, Prithvi Narayan Shah is remembered as the founder of modern Nepal. We are proud of his great contribution to our country's history.
Please write back and tell me about the history of the country where you live.
Yours lovingly,
Dipen Shrestha
1. Transitive Verb (TV)
ReplyDeleteRule: A transitive verb needs a direct object (someone or something that receives the action).
Pattern:
Subject + Verb + Object
Examples:
Bhawana drinks milk.
He painted a picture.
She wrote a letter.
Tip: Ask "What?" or "Whom?" after the verb.
He painted what? → a picture ✔ (Transitive)
2. Intransitive Verb (IV)
Rule: An intransitive verb does not take a direct object. The action ends with the subject.
Pattern:
Subject + Verb
Examples:
The dog barked.
My sister swims.
The lion roars.
Tip: If you cannot answer "What?" or "Whom?" after the verb, it is usually intransitive.
3. Linking Verb (LV)
Rule: A linking verb does not show action. It connects the subject with information about the subject (a noun, pronoun, or adjective).
Common linking verbs:
be (am, is, are, was, were)
become
seem
look
feel
smell
taste
sound
appear
remain
Examples:
His father looks handsome.
He became a watchman.
The weather is hot.
This bread smells good.
Easy Formula
Verb + Object → Transitive
Verb only (no object) → Intransitive
Verb + Subject Complement (adjective/noun) → Linking
The main "characters" are:
ReplyDelete• The Speaker (Poet / "I") – Julia de Burgos herself, representing an independent woman searching for her own identity and freedom.
• Men / Patriarchal Society – Symbolic figures representing male dominance, social expectations, and traditional gender roles that try to control women.
• Women (symbolically) – Represent all women who struggle against oppression and seek equality and self-identity.
In short (for NEB exams):
• Main Character: The speaker ("I") / Julia de Burgos.
• Other Symbolic Character: Patriarchal society (men), representing the forces that restrict women's freedom.
Class: 11
ReplyDeleteWho are you little 'i'?
E.E. Cummings
The central idea of "Who Are You, Little I?" by is that every human being, no matter how small or young, is unique, curious, and full of wonder about life and the universe.
The poem shows a little child looking at their reflection in a raindrop and asking, "Who are you, little i?" Through this simple question, the poet explores self-identity, innocence, imagination, and the beauty of nature. The poem suggests that even the smallest individual has a special place in the vast world and is connected to the larger universe.
Reference beyond the text
ReplyDeletea. How does nature inspire the speaker in “who are you, little i”? Explain.
Nature inspires the speaker a lot in "who are you, little i". The beauty of nature has made him to go back into his beautiful childhood experience. He finds himself as a little boy of five or six years old in his childhood. He used to look at the beautiful golden sunset and feels for the beautiful way of the transition of the day into the night.
b. Recall a childhood moment when you felt closely connected with nature. Describe the time and place as well as your feelings and thoughts about it.
I was born and raised in the busy city of Kathmandu. My father works there. I grew up in the midst of the city, with little connection to nature. As I was about to take my school graduation exams my father announced that we would go to our native village in the long vacation. My happiness knew no bound. It was like a dream coming true. Finally I was in my native village. It was so different. Opposite to the hustle and bustle of the busy city, it was so calm and tranquil. It was first time I saw a milking cow. Otherwise I used to think that all produce come from super markets or dairies. The next morning my grand pa took me to our paddy field. I was surprised to see the vast stretch of greenery. It was so different from the concrete jungle of the place where I live. The chirping of birds in mango groves was so sweet. It was not like a caged bird. I never knew before that winds can play so delightfully. There I learnt how to connect with nature. I enjoyed sun rises and sunsets, which were always covered by the big buildings of my city. We stayed there for about a month. But I shall never forget my first introduction with nature.
Who are you, little i?
ReplyDeleteSummary
“Who are you, little i” is a very short poem written by E.E. Cummings in the twentieth century. Cummings was a poet, playwright, and a novelist born in Cambridge. In this poem he is reminiscing about his childhood and his adult years. The speaker had a carefree life in his childhood. As a child, he had a lot of fun. He likes different nature activities. His childhood has many memories which are reflected in his adulthood. Currently, as an adult, he can no longer enjoy the moments as he did as a child.
The speaker stands by the window in the poem. He wonders "Who are you, little i?" because it had been a long time since he had felt this childish magic. He looked out the window at night and watched the sun set at the end of the day. This very incident reminds the poet of his childhood days. As a boy, he assumed the setting sun as the golden sun and enjoyed looking at the beauty of the setting sun.
Then he talks about the very reality of life i.e. sufferings of human being which is inevitable in everybody`s life. As an adult man, the speaker`s days are turning into night. This means that he can no longer stay being suffered but rather accepts the death happily. This shows how death can be a solution to a painful life.
As an adult, he has no choice but to remember his childhood happiness. Now, he cannot enjoy to the fullest as a child due to his maturity and various worries about his adult life. So that the speaker feels nostalgic for not being able to bring back the good times full of happiness. The speaker brought a lot of fresh memories related to nature. Therefore, this poem reflects the poet's strong relationship with nature and its influence on him.
Short Answer Questions (2 marks)
ReplyDeleteWhat is the central idea of the poem Who Are You, Little I?
Why does the speaker call himself/herself "little i"?
What does the "raindrop" symbolize in the poem?
How does the poem express the innocence and curiosity of childhood?
What is the significance of the title Who Are You, Little I?
Long Answer Questions (5 marks)
Explain the theme of the poem with suitable examples.
Discuss how E. E. Cummings presents self-discovery and identity in the poem.
How does the poet connect the individual with nature and the universe?
Describe the use of imagery and symbolism in the poem.
Why is the poem considered a celebration of childhood innocence?
Summary of 'A Devoted Son'
ReplyDelete"A Devoted Son" is a short story written by Anita Desai. It tells the story of Rakesh, a hardworking and intelligent young man, and his father, Varma.
Rakesh is the first educated son in a poor family. His parents work very hard and make many sacrifices so that he can study. Their efforts are rewarded when Rakesh stands first in the medical examination in the whole country. Everyone praises him because, despite his great success, he remains humble and respectfully touches his father's feet.
Later, Rakesh receives a scholarship to study in the USA. After completing his studies and training in famous hospitals, he returns to India instead of staying abroad. He marries a simple village girl chosen by his mother, becomes a successful doctor, and eventually opens his own clinic. He earns a good reputation and becomes one of the richest doctors in the town.
After Rakesh's mother dies, his father becomes old and sick. As a doctor, Rakesh takes great care of him. He gives him medicine, reads the newspaper to him, and helps him every day. However, he also stops his father from eating sweets, fried food, and other unhealthy foods. Although Rakesh does this to protect his father's health, Varma feels that his son is controlling his life and taking away the small pleasures he still enjoys. He even secretly asks his grandchildren to bring him jalebis.
In the end, the story shows that love and duty can sometimes create misunderstandings. Rakesh believes he is being a devoted son by caring for his father, but his father feels unhappy because he has lost his freedom. The story leaves the readers to decide whether Rakesh's devotion is true love or too much control.
A Devoted Son( Questions-Answers)
ReplyDeletea. How did the morning papers bring an ambience of celebration to the Varma family?
The morning papers announced that Rakesh had topped the medical examination in the country. His family became very happy and proud. Friends and neighbours came to congratulate them, creating a joyful atmosphere.
b. How did the community celebrate Rakesh’s success?
The neighbours visited Rakesh's house with flowers, garlands, gifts, and congratulations. The house became full of happiness, just like a festival.
c. Why was Rakesh’s success a special matter of discussion in the neighbourhood?
Rakesh was the first educated son of a poor family. His parents had sacrificed a lot for his education. People also admired him because he touched his father's feet after hearing about his success.
d. How does the author make fun with the words ‘America’ and ‘the USA’?
Mr. Varma proudly insisted on saying "the USA" instead of "America." The author uses this to create gentle humour and show his father's pride.
e. How does the author characterize Rakesh’s wife?
The author describes Rakesh's wife as simple, uneducated, traditional, kind, and good-natured. She is obedient and caring.
f. Describe how Rakesh rises in his career.
Rakesh completed his medical education, studied in the USA on a scholarship, returned to India, worked in a city hospital, became its director, and later opened his own clinic. He became a famous and successful doctor.
g. How does the author describe Rakesh’s family background?
Rakesh belonged to a poor family. His father worked for a kerosene seller, and his mother was a housewife. Although they had little money, they sacrificed everything to educate their son.
h. What is the impact of Rakesh’s mother’s death on his father?
After his wife's death, Mr. Varma became lonely, weak, and often ill. He complained about many health problems and became unhappy.
i. What did Rakesh do to make his father’s old age more comfortable?
Rakesh took great care of his father. He brought him tea, read the newspaper to him, gave him medicine, helped him walk, and looked after him every day.
j. Why did the old man try to bribe his grandchildren?
The old man bribed his grandchildren so that they would secretly bring him jalebis and other sweets, which Rakesh did not allow him to eat.
k. Are Mr. Varma’s complaints about his diets reasonable? How?
No, Mr. Varma's complaints are not completely reasonable. Rakesh was trying to protect his father's health by giving him a proper diet. However, the old man felt unhappy because he could not eat the food he liked. Thus, while Rakesh's actions were right from a medical point of view, his father felt that his freedom had been taken away.
Question (5 marks)
ReplyDelete1. Do you call Rakesh a devoted son? Give reasons.
Yes, I call Rakesh a devoted son. He always did whatever his parents have advised or wanted him to do like; good academic performance, crucial part of a boy’s life which is marriage, and also choosing to get back to his own nation and live with his family though he could earn a lot of more money living in the USA. Though Rakesh stucked at some part of giving his father a happy life but he had tried his best. He always used to separate time for his old father despite of being very busy in his professional life. He never wanted his father to suffer. Hence, I think that Rakesh is a devoted son in the sense that he is able to put his own wishes aside for their betterment
2. Dr Rakesh is divided between a doctor and a son. As a son, he loves his father and worries about his weakening health but as a doctor, he is strict on his father’s diet and medicine. In your view, what else could Rakesh have done to make his father’s final years more comfortable?
ReplyDeleteAns- With no doubt Rakesh is a good son and a good inspiring doctor. Though he did remain devoted to his father. Actually he is divide between a doctor and a son. In my view, Rakesh could have been more polite and respectful in his behaviour with his father in the final years. He could have let his old father take the lead and give him the same independence and freedom because it is the age where parents feel like they are left behind. Rakesh could have also given his father some personal space and let him dictate how and when his son help him. His loud-speaking made his father very troublesome and miserable. So, if he had spoke to his father politely and in respectful way, he could have made his father’s final years more comfortable.
I Was My Own Route
ReplyDeleteSummary
'I Was My Own Route' is a poem written by Julia de Burgos, a writer of Carolina. Puerto Rico, who collected the experiences of a literary writer, journalist and the freedom fighter. Her poems are full of racial and gender sentiments where she provokes the equality between male and female and the black and the white race. She has been also regarded as a contemporary Latino writer who depicts how the women are burdened with the patriarchal ideologies from the past. Therefore, de Burgos urges the women to detach themselves from the past so as to redefine their own identity.
The poem 'I was My Own Route' has altogether 6 stanzas. Each stanza expresses the powerful feelings of the poet who is always remaining in between masculinity and her own femininity. She begins her poem reflecting her past feelings when she wished to convert herself as the wishes of the men. In such acts, she has found a hide and seek game between her own instinct and the instinct of the patriarchal society. The same game inspired herself to move forward to investigate a new path that is totally new for all. Though it is challenging, she joyfully accepted it.
In discovering a new path, she moves alone mainly to get her internal happiness and a feeling of intimate liberation. She has described her journey to a new path beautifully where she faced a serious problem in balancing herself and the truth of the time. However, she expresses her joy in discovering a new route of her life that has no history, even she doubts for its future. Anyways she is happy enough living in the present and waiting for the response of the time. To denote this, she has repeated a line in the poem. “a game of hide and seek with my being but l was made of nows". This refrain has captured the main essence of the poem. The poem is written in free verse and it is the perfect example of a poem of the marginalized community.
Questions - Answers (2 marks)
ReplyDeleteI Was My Own Route
a. Why did the speaker try to be the way men wanted her to be?
The speaker tried to be the way men wanted because society expected women to obey men. However, she did not want to remain under male control. She wanted to become independent and fight against gender discrimination.
b. What do you understand by her feet ‘would not accept walking backwards’?
The line means that the speaker refused to live as a weak and dependent woman. She wanted to move forward with confidence, choose her own path, and gain freedom and equality.
c. Who are the old guards? Why did they grow desperate?
The old guards are the people who strongly believe in the traditional male-dominated society. They became desperate because the speaker challenged their beliefs and encouraged women to become free and independent.
d. How did the speaker have ‘a feeling of intimate liberation’?
The speaker felt a deep sense of freedom when she stopped following the path made by men. She created her own way in life and became confident, independent, and self-reliant despite many difficulties.
e. Why did the speaker’s desire to follow men warp in her?
The speaker's desire to follow men changed because she realized that women were treated unfairly. She wanted to break old traditions, live with dignity, and use her abilities freely instead of depending on men.
Present Simple – Rules of Use
ReplyDeleteUse the Present Simple when talking about:
• Habits and routines
• I get up at 5 o'clock every morning.
• General truths and scientific facts
• Water boils at 100°C.
• The moon goes round the earth.
• Permanent situations
• Nisha speaks English very well.
• Timetables or fixed schedules
• The bus leaves at 8 a.m.
• Stative verbs (verbs that describe states, not actions), such as:
• know, believe, understand, like, love, hate, want, need, remember, seem, think (opinion), taste (state), belong
• I don't understand.
• Do you believe in God?
• This sauce tastes good.
Present Continuous – Rules of Use
Use the Present Continuous when talking about:
• Actions happening now
• We are waiting for you.
• Temporary actions
• She is having a shower.
• Changing or developing situations
• I'm getting hungry.
• The river is flowing very fast.
• Temporary situations around the present time
• I am not listening to the radio.
• Trends or ongoing changes
• More people are using digital payments.
Quick Tip
• Present Simple = Habit, Fact, Routine, Permanent State
• Present Continuous = Happening Now, Temporary Action, Ongoing Change
ReplyDeleteतुष्टिकरणको नीति (Policy of Appeasement) भनेको आक्रमणकारी वा विस्तारवादी राष्ट्रका अनुचित मागहरूलाई युद्ध टार्ने उद्देश्यले स्वीकार गर्ने नीति हो। पहिलो विश्वयुद्धपछि बेलायत र फ्रान्सले विशेष गरी जर्मनीका शासक एडोल्फ हिटलरप्रति यही नीति अपनाएका थिए। उनीहरूले हिटलरका केही सर्त र विस्तारवादी कदमहरू स्वीकार गरेमा अर्को ठूलो युद्ध नहुने विश्वास गरेका थिए।
तर यो नीति नै दोस्रो विश्वयुद्ध हुनका प्रमुख कारणहरूमध्ये एक बन्यो। यसको कारणहरू यस प्रकार छन्–
1. हिटलरको आत्मविश्वास बढ्यो। बेलायत र फ्रान्सले विरोध नगरेकाले हिटलर अझ साहसी बने र लगातार नयाँ क्षेत्रहरू कब्जा गर्न थाले।
2. भर्साय सन्धिको उल्लङ्घन रोकिएन। जर्मनीले सैन्य शक्ति बढाउँदा र सन्धिका नियम तोड्दा पनि मित्र राष्ट्रहरूले कडा कदम चालेनन्।
3. अस्ट्रिया र सुडेटेन क्षेत्रको विलय सम्भव भयो। बेलायत र फ्रान्सले म्युनिख सम्झौतामार्फत हिटलरलाई सुडेटेन क्षेत्र दिए, जसले उनको विस्तारवादी नीति अझ बलियो बनायो।
4. राष्ट्रसंघ कमजोर बन्यो। आक्रमणकारी राष्ट्रहरूलाई प्रभावकारी रूपमा रोक्न नसक्दा अन्तर्राष्ट्रिय शान्ति कायम हुन सकेन।
5. पोल्याण्डमाथिको आक्रमण भयो। तुष्टिकरण नीतिबाट उत्साहित हिटलरले सन् १९३९ मा पोल्याण्डमाथि आक्रमण गरे। त्यसपछि बेलायत र फ्रान्सले जर्मनीविरुद्ध युद्ध घोषणा गरे र दोस्रो विश्वयुद्ध सुरु भयो।
निष्कर्ष:
यसरी, युद्ध रोक्ने उद्देश्यले अपनाइएको तुष्टिकरणको नीति उल्टै हिटलरको आक्रामकता र विस्तारवादी महत्वाकांक्षालाई बढावा दिने कारण बन्यो। त्यसैले दोस्रो विश्वयुद्ध हुनमा तुष्टिकरणको नीति एक महत्त्वपूर्ण जिम्मेवार कारण मानिन्छ।
Letter to the Editor: Solving the Garbage Problem
ReplyDeleteTo
The Editor,
The Kathmandu Post
Kathmandu, Nepal
Subject: Solving the Garbage Problem
Sir/Madam,
Through the columns of your esteemed newspaper, I would like to draw the attention of the concerned authorities and the public to the growing problem of unmanaged garbage in our towns and cities.
Garbage is often thrown on roadsides, in rivers, and in open spaces. This creates a foul smell, spreads diseases, pollutes the environment, and spoils the beauty of our surroundings. The problem is becoming more serious due to rapid urbanization and a lack of proper waste management.
To solve this problem, the local government should ensure regular garbage collection, provide enough dustbins in public places, and promote recycling and composting. Strict action should be taken against those who dump waste carelessly. Public awareness campaigns should also be conducted to encourage people to keep their surroundings clean.
I hope the concerned authorities will take immediate steps to address this issue and make our communities cleaner and healthier.
Yours faithfully,
Raju Kumar Karki
Simara, Bara
18 August 2026
Grammar
ReplyDelete1. Complete the sentences by choosing the correct verbs from the brackets.
a. Everyone (has/have) problems in their life. Countries also (has/have) problems, and so (do/does) the world. One of the greatest problems (is/are) the growing population. The population in some countries (is/are) huge.
b. A number of my friends (love/loves) riding bicycles, but neither my brother nor my sister (own/owns) a cycle. At 4 o’clock, either my mother or father (is/are) coming to pick me up in a car.
c. The pair of shoes on the floor (is/are) mine. The shoes (was/were) made in China. The three thousand rupees I spent on them (was/were) worth it.
2. Are the following sentences correct? If not, correct them.
a. Everyone of the workers receive the same benefits.
b. There is two gerbils in my bathroom.
c. Both of my friends live in Kathmandu.
d. Scissors is used to have our hair cut.
e. You and your friends are welcome to join us.
f. Are the news on at five or six?
g. The man with all his children live in the city.
h. Mathematics are Prem's favourite subject, while Economics is Alina's favourite subject.
2. Read the passage and answer the following questions as given below: (10 Marks)
ReplyDeleteRead the following passage and answer the questions.
Technology has changed the way people learn and communicate. Today, students can attend online classes, search for information on the internet, and work together with classmates using digital tools. These facilities have made learning easier and more interesting.
However, the misuse of technology can create problems. Many students spend too much time on social media and online games instead of studying. Excessive screen time may affect their health and reduce physical activity. Therefore, students should use technology wisely and balance it with reading, exercise, and family time. Responsible use of technology helps students gain knowledge, develop skills, and prepare for the future.
A. Answer the following questions. (5×1=5)
a. How has technology changed the learning process?
b. What do many students spend too much time on?
c. Mention one negative effect of excessive screen time.
d. How should students use technology?
e. What is the benefit of using technology responsibly?
B. Find the words from the passage that mean the following. (5×1=5)
a. communicate
b. misuse
c. excessive
d. balance
e. responsible
Total: 10 Marks
Consumer Rights (उपभोक्ता अधिकार)
ReplyDeleteसमूह छलफल (१ घण्टा) – उत्तरसहित
समूह–१: उपभोक्ता अधिकार भनेको के हो? नेपालमा उपभोक्ताका मुख्य अधिकारहरू।
उत्तर:
उपभोक्ता अधिकार भनेको वस्तु वा सेवा खरिद गर्दा प्रत्येक उपभोक्ताले पाउने कानुनी तथा नैतिक अधिकार हो।
मुख्य अधिकारहरू:
- सुरक्षित वस्तु तथा सेवा प्राप्त गर्ने अधिकार।
- सही र पूर्ण जानकारी पाउने अधिकार।
- उचित मूल्यमा गुणस्तरीय वस्तु तथा सेवा प्राप्त गर्ने अधिकार।
- आफ्ना गुनासा राख्ने र क्षतिपूर्ति पाउने अधिकार।
- छनोट गर्ने अधिकार।
- उपभोक्ता शिक्षाको अधिकार।
समूह–२: बजारमा उपभोक्ताले भोग्ने प्रमुख समस्याहरू
उत्तर:
- म्याद नाघेका वस्तु बिक्री हुनु।
- नक्कली तथा कम गुणस्तरका सामान।
- मूल्यसूचीभन्दा बढी मूल्य लिनु।
- तौल तथा नापमा ठगी हुनु।
- गलत विज्ञापन गरेर उपभोक्तालाई झुक्याउनु।
- बिल नदिनु वा कर छल्नु।
समाधान:
- सामान खरिद गर्दा म्याद, गुणस्तर र लेबल जाँच गर्ने।
- सधैं बिल लिने।
- ठगी भए सम्बन्धित निकायमा उजुरी गर्ने।
समूह–३: उपभोक्ताको कर्तव्य के–के हुन्?
उत्तर:
- सामान खरिद गर्नु अघि गुणस्तर जाँच गर्ने।
- म्याद समाप्ति मिति हेर्ने।
- बिल वा रसिद सुरक्षित राख्ने।
- गलत काम देखेमा सम्बन्धित निकायमा जानकारी दिने।
- सामानको सही प्रयोग गर्ने।
- वातावरणमैत्री वस्तु प्रयोग गर्न प्रोत्साहन गर्ने।
समूह–४: नेपालमा उपभोक्ता संरक्षणमा सरकारको भूमिका
उत्तर:
- उपभोक्ता संरक्षणसम्बन्धी कानुन लागू गर्ने।
- बजार अनुगमन गर्ने।
- कालोबजारी तथा ठगी नियन्त्रण गर्ने।
- दोषी व्यवसायीलाई कारबाही गर्ने।
- उपभोक्ता सचेतना कार्यक्रम सञ्चालन गर्ने।
- गुनासा सुन्ने र समाधान गर्ने व्यवस्था मिलाउने।
समूह–५: अनलाइन किनमेल (Online Shopping) मा अपनाउनुपर्ने सावधानी
उत्तर:
- विश्वसनीय वेबसाइट वा विक्रेताबाट मात्र खरिद गर्ने।
- ग्राहकको समीक्षा (Review) हेर्ने।
- मूल्य र वस्तुको विवरण राम्रोसँग पढ्ने।
- सुरक्षित डिजिटल भुक्तानी प्रयोग गर्ने।
- सामान प्राप्त भएपछि मात्र पुष्टि गर्ने।
- शंकास्पद लिंक वा ठगीबाट सावधान रहने।
समूह–६: विद्यालय, परिवार र समाजले उपभोक्ता सचेतना कसरी बढाउन सक्छ?
उत्तर:
- विद्यालयमा उपभोक्ता अधिकारसम्बन्धी कार्यक्रम सञ्चालन गर्ने।
- परिवारमा खरिद गर्दा बिल लिने बानी बसाल्ने।
- सञ्चारमाध्यमबाट जनचेतना फैलाउने।
- सामाजिक संस्थाहरूले तालिम तथा अभियान सञ्चालन गर्ने।
- युवा क्लब र विद्यालयले र्याली, वक्तृत्व तथा पोस्टर प्रतियोगिता आयोजना गर्ने।
प्रतिनिधिलाई सोध्न सकिने प्रश्नहरू (उत्तरसहित)
१. उपभोक्ता भनेको को हो?
उत्तर: वस्तु वा सेवा खरिद गरी प्रयोग गर्ने व्यक्ति उपभोक्ता हो।
२. बिल लिनु किन आवश्यक छ?
उत्तर: उजुरी, साटफेर वा क्षतिपूर्ति माग्न प्रमाणका रूपमा आवश्यक हुन्छ।
३. म्याद नाघेको सामान प्रयोग गर्दा के हुन्छ?
उत्तर: स्वास्थ्यमा गम्भीर असर पर्न सक्छ।
४. उपभोक्ता अधिकार उल्लङ्घन भए के गर्ने?
उत्तर: बिलसहित सम्बन्धित सरकारी निकाय वा उपभोक्ता संरक्षण संस्थामा उजुरी गर्ने।
५. नक्कली सामान कसरी चिन्ने?
उत्तर: लेबल, ब्रान्ड, म्याद, मूल्य र गुणस्तर जाँच गर्ने तथा आधिकारिक विक्रेताबाट मात्र खरिद गर्ने।
निष्कर्ष
सचेत उपभोक्ताले आफ्नो अधिकार मात्र होइन, आफ्नो कर्तव्य पनि पूरा गर्छ। सही जानकारी, बिल लिने बानी, गुणस्तर जाँच र आवश्यक परे उजुरी गर्ने संस्कृतिले उपभोक्तालाई सुरक्षित बनाउँछ र स्वस्थ बजार व्यवस्थाको विकास हुन्छ।
Description of Comedian
ReplyDeleteCharlie Chaplin was a famous English comedian, actor, filmmaker, and music composer. He became popular during the silent film era and is best known for his character called "The Tramp." He was born on April 16, 1889, in London, England, and is remembered as one of the greatest people in the history of cinema.
Chaplin had a very difficult childhood. His family was poor, and he had many hardships. Before he was nine years old, he had to live in a workhouse twice. His mother struggled to support the family, and later she became mentally ill and was admitted to a hospital.
At the age of 19, Chaplin started performing as a stage actor and comedian. Later, he moved to the United States and joined the film industry in 1914. His funny acting and unique style quickly made him popular. He created the famous character "The Tramp," which people around the world loved.
Chaplin wrote, directed, produced, edited, acted in, and even composed music for most of his films. He worked very hard and always wanted his movies to be perfect. His excellent acting, creativity, and unforgettable performances made him one of the greatest comedians of all time.
Central Idea of A Matter of Husbands
ReplyDeleteThe central idea of "A Matter of Husbands" is that appearances can be deceptive, and people can use clever words and acting to hide the truth. Through humor and irony, Ferenc Molnar shows how jealousy, trust, and deception affect relationships. The Famous Actress uses her acting skills to convince the young wife that the affair is only an act, while in reality it is true. The play also suggests that people often perform different roles in everyday life, just as actors do on stage.
In one sentence (for NEB exams):
The play highlights how deception, jealousy, and the power of acting can hide the truth and influence people's beliefs.
Characters in A Matter of Husbands
ReplyDelete1. The Famous Actress (Main Character)
A beautiful, intelligent, and confident actress.
Clever and highly skilled at acting, both on and off the stage.
Uses her wit and persuasive words to hide her affair.
Manipulative but calm and self-controlled.
Represents deception and the power of performance.
2. The Earnest Young Woman
A young, innocent, and devoted wife.
Honest, emotional, and deeply loves her husband.
Becomes jealous after finding evidence of the affair.
Easily believes the actress's explanation.
Represents trust, innocence, and human vulnerability.
3. The Husband
The husband of the Earnest Young Woman.
Has a secret love affair with the Famous Actress.
Hides in the closet throughout the conversation.
Deceitful and unfaithful.
Appears only at the end of the play, revealing the truth behind the affair.
Major Characters: The Famous Actress and the Earnest Young Woman.
Minor Character: The Husband (appears only at the end but plays an important role in the twist).
नाटक: "मोबाइलको कैदी"
ReplyDelete(मोबाइल लत सम्बन्धी सचेतनामूलक हास्य–भावनात्मक नाटक)
समय: २० मिनेट
पात्रहरू
1. रोहन – कक्षा ९ को विद्यार्थी (मोबाइलको लत लागेको)
2. आमा
3. बुबा
4. सुमन – रोहनको साथी
5. शिक्षक
6. उद्घोषक (Narrator)
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दृश्य–१ : बिहानको घर
(अलार्म बज्छ। रोहन मोबाइलमा गेम खेलिरहेको हुन्छ।)
आमा: रोहन! सात बजिसक्यो। विद्यालय जानु छैन?
रोहन: (मोबाइलबाट आँखा नहटाई) पाँच मिनेट, आमा!
बुबा: त्यो पाँच मिनेट त हिजोदेखि सकिएको छैन।
आमा: खाना पनि चिसो भयो।
रोहन: मोबाइल खेल्दै खान्छु।
बुबा: मोबाइल तिम्रो साथी होइन, मालिक बनेको छ।
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दृश्य–२ : विद्यालय
(शिक्षक पढाइरहेका छन्। रोहन लुकाएर मोबाइल चलाइरहेको छ।)
शिक्षक: रोहन, म पढाउँदै छु कि मोबाइल?
रोहन: (आत्तिँदै) सर... समय हेरेको।
शिक्षक: समय हेर्न ३० मिनेट लाग्छ?
(सबै विद्यार्थी हाँस्छन्।)
शिक्षक: आजको परीक्षामा तिमीले ५ मध्ये १ अंक ल्यायौ। कारण के हो?
रोहन: (लाज मान्दै) मोबाइल...
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दृश्य–३ : साथीको सम्झाइ
सुमन: साथी, पहिले तिमी खेलकुदमा पहिलो हुन्थ्यौ। अहिले त मैदान नै बिर्सियौ।
रोहन: गेम जित्दा रमाइलो लाग्छ।
सुमन: तर जीवनको खेल हार्दै छौ। मोबाइलले समय खान्छ, सपना पनि खान्छ।
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दृश्य–४ : दुर्घटना
(रोहन मोबाइल हेर्दै सडक पार गरिरहेको हुन्छ। गाडीको हर्न बज्छ।)
ड्राइभरको आवाज: ए भाइ! मोबाइल हेरेर हिँड्ने?
(रोहन जोगिन्छ। सबै डराउँछन्।)
रोहन: आज त ठूलो दुर्घटना हुन सक्थ्यो।
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दृश्य–५ : परिवर्तन
बुबा: हामी मोबाइलको विरोधी होइनौँ, यसको गलत प्रयोगको विरोधी हौँ।
आमा: समय मिलाएर प्रयोग गर, जीवन सजिलो हुन्छ।
शिक्षक: प्रविधि हाम्रो सेवक हुनुपर्छ, मालिक होइन।
रोहन: आजदेखि पढाइ, खेलकुद र परिवारलाई समय दिन्छु। मोबाइल आवश्यक कामका लागि मात्र चलाउँछु।
सुमन: अब फेरि पुरानो रोहन फर्कियो।
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अन्तिम दृश्य
उद्घोषक अगाडि आउँछ।
उद्घोषक:
«"मोबाइल आफैँमा खराब होइन। यसको अत्यधिक प्रयोगले पढाइ, स्वास्थ्य, सम्बन्ध र भविष्य बिगार्न सक्छ। समयको सही व्यवस्थापन गरौँ, प्रविधिलाई सही तरिकाले प्रयोग गरौँ।"»
सबै पात्र (एकै स्वरमा):
«"मोबाइलको सही प्रयोग गरौँ, भविष्य उज्यालो बनाऔँ!"»
(सबैले दर्शकतर्फ अभिवादन गर्छन्। पर्दा बन्द हुन्छ।)
नाटक: "स्क्रिनपछाडिको अन्धकार"
ReplyDelete(एकै पर्दामा सकिने १५–२० मिनेटको नाटक)
पात्रहरू (३ जना):
- आर्यन – कक्षा १० को विद्यार्थी, मोबाइलको लत लागेको
- आमा
- बुबा
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(एक मात्र दृश्य)
(मञ्चमा एउटा सोफा, टेबल र एउटा कुर्सी। आर्यन सोफामा बसेर मोबाइलमा गेम खेलिरहेको छ। कानमा इयरफोन छ। आमा पटक–पटक बोलाउँछिन्।)
आमा: आर्यन! खाना तयार भयो। आउ बाबु।
आर्यन: (मोबाइलबाट आँखा नहटाई) पछि खान्छु।
आमा: बिहानदेखि यही मोबाइल... न पढाइ, न आराम।
आर्यन: आमा, प्लीज! डिस्टर्ब नगर्नुस्।
(बुबा प्रवेश गर्छन्।)
बुबा: छोरा, अर्को महिना SEE परीक्षा छ। किताब कहिले खोल्ने?
आर्यन: (झर्किँदै) सबैलाई मोबाइल चलाउन पाइन्छ। मलाई मात्र किन रोक्नुहुन्छ?
बुबा: रोक्न खोजेको होइन, बचाउन खोजेको हो।
आर्यन: तपाईंहरू पुरानो सोचका मानिस!
(आमा र बुबा एकअर्कालाई हेर्छन्।)
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(केही समय बितेको संकेत। आर्यन फेरि मोबाइलमै।)
आमा: विद्यालयबाट फोन आएको थियो।
आर्यन: किन?
आमा: तिम्रो नतिजा आएको छ... तिमी तीन विषयमा अनुत्तीर्ण भएका छौ।
(आर्यन केही क्षण मौन हुन्छ तर फेरि मोबाइल समात्छ।)
बुबा: अझै पनि मोबाइल?
आर्यन: अर्को पटक राम्रो गर्छु।
बुबा: अर्को पटक भनेर आज गुमाएको समय फर्किँदैन।
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(अचानक मोबाइलमा गेम खेल्दै हिँड्ने अभिनय गर्छ। कुर्सीमा ठोक्किन्छ, मोबाइल भुइँमा खस्छ र फुट्छ।)
आर्यन: (आत्तिँदै) मेरो मोबाइल!
आमा: चोट त लागेन?
आर्यन: (रिसाउँदै) तपाईंहरूले गर्दा यस्तो भयो!
बुबा: मोबाइल फुटेको दुःख छ, तर तिम्रो भविष्य फुट्दै गएको दुःख हामीलाई धेरै छ।
(केही क्षण मौनता। आर्यन बिस्तारै टेबलमा रहेको आफ्नो नतिजा हेर्छ। अनुत्तीर्ण लेखिएको हुन्छ।)
आर्यन: (भावुक हुँदै) मैले... मैले के गरिरहेको थिएँ?
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चरम बिन्दु
आर्यन: आमा... बुबा... मैले तपाईंहरूको कुरा कहिल्यै सुनिनँ। साथीहरू, गेम, र मोबाइलमै संसार देखेँ। आज न पढाइ रह्यो, न राम्रो नतिजा, न तपाईंहरूको विश्वास।
(आमा आँसु पुछ्छिन्।)
आमा: हामीलाई अंकभन्दा पनि तिम्रो भविष्यको चिन्ता थियो, बाबु।
बुबा: गल्ती सबैबाट हुन्छ। तर गल्ती स्वीकार गर्ने मानिस नै ठूलो हुन्छ।
(आर्यन दुवैको अगाडि घुँडा टेक्छ।)
आर्यन: आमा... बुबा... मलाई माफ गरिदिनुहोस्। मैले तपाईंहरूको माया बुझिनँ। आजदेखि मोबाइल मेरो मालिक होइन, म मोबाइलको मालिक बन्छु। पढाइमा ध्यान दिन्छु, तपाईंहरूको विश्वास कहिल्यै तोड्ने छैन।
(आमाले उठाएर अँगालो हाल्छिन्। बुबाले काँधमा हात राख्छन्।)
आमा: यही परिवर्तन नै हाम्रो सबैभन्दा ठूलो खुसी हो।
बुबा: सम्झ, प्रविधि राम्रो हो, तर त्यसको दास बन्नु हुँदैन।
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अन्त्य
तीनै जना दर्शकतर्फ फर्केर एकै स्वरमा:
«"मोबाइलको सही प्रयोग गरौँ, आफ्नो भविष्य र परिवारको खुसी जोगाऔँ।"»
(बत्ती बिस्तारै निभ्छ। पर्दा बन्द।)
नाटक: "Last Seen"
ReplyDelete(मोबाइल एडिक्सनमा आधारित एकै पर्दामा सकिने १५–२० मिनेटको नाटक)
पात्रहरू (३ जना):
1. आर्यन – मोबाइलको अत्यधिक लत लागेको विद्यार्थी
2. सुमित – उसको मिल्ने साथी
3. निरज – अर्को साथी, समझदार र जिम्मेवार
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(एक मात्र दृश्य)
(तीनै जना पार्कमा बसिरहेका छन्। सुमित र निरज कुरा गरिरहेका छन्। आर्यन भने मोबाइलमा गेम खेलिरहेको छ।)
सुमित: आर्यन, आज त क्रिकेट खेल्न जाने भनेका थियौँ नि!
आर्यन: (आँखा नउठाई) तिमीहरू जाऊ। म यो लेभल जितेर आउँछु।
निरज: तिमीले यस्तो भन्दै छ महिना भयो। अहिले त तिमी हामीसँगभन्दा मोबाइलसँग बढी कुरा गर्छौ।
आर्यन: मोबाइलमा सबै कुरा छ—साथी, गेम, भिडियो, रमाइलो।
सुमित: तर वास्तविक साथीहरू पनि यहीँ छौँ।
आर्यन: (हाँस्दै) मोबाइल बिना एक घण्टा पनि बस्न सक्दिनँ।
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(केही समयपछि)
निरज: तिम्रो परीक्षाको नतिजा आयो?
आर्यन: (लापरबाही) थाहा छैन। हेरेको छैन।
सुमित: विद्यालयमा सबैले तिम्रो बारेमा कुरा गरिरहेका थिए। पहिले पहिलो हुने विद्यार्थी, अहिले अनुत्तीर्ण!
आर्यन: (चुप लाग्छ, तर फेरि मोबाइल निकाल्छ।)
निरज: तिमी बदलिनै चाहँदैनौ?
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(अचानक)
(आर्यन मोबाइल हेर्दै सडक पार गर्न लाग्छ। सुमित र निरज डराउँछन्।)
सुमित: आर्यन! अगाडि गाडी!
(दुवैले तानेर जोगाउँछन्। ठूलो दुर्घटना हुनबाट बच्छ।)
आर्यन: (डराउँदै) आज त... म मर्न पनि सक्थेँ।
निरज: हो। मोबाइलको एउटा नोटिफिकेशनले तिम्रो जीवन नै सकिन सक्थ्यो।
(केही क्षण मौनता।)
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चरम दृश्य
आर्यन: (भावुक हुँदै)
तिमीहरू सही थियौ। मैले मोबाइललाई जीवन बनाइदिएँ। पढाइ गुमाएँ, साथीहरू गुमाएँ, अनि आज त ज्यान पनि गुम्न सक्थ्यो।
सुमित: अझै समय छ, साथी।
आर्यन: (आँखा रसाउँदै)
आज बिहान आमा–बुबाले पनि मलाई सम्झाउनुभएको थियो। मैले उहाँहरूलाई उल्टै रिसाएँ। उहाँहरूको मन कति दुखेको होला!
निरज: अहिले पनि ढिलो भएको छैन। घर गएर सबैभन्दा पहिले के गर्छौ?
आर्यन: (दृढ स्वरमा)
सबैभन्दा पहिले आमा र बुबासँग माफी माग्छु। उहाँहरूको विश्वास फेरि जित्ने प्रयास गर्छु। मोबाइल आवश्यक कामका लागि मात्र प्रयोग गर्छु।
सुमित: यही हो असली जित।
निरज: गेम जित्नुभन्दा जीवन जित्नु ठूलो कुरा हो।
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अन्त्य
तीनै जना दर्शकतर्फ फर्कन्छन्।
आर्यन:
«"मोबाइल हाम्रो साथी हुन सक्छ, तर मालिक होइन।"»
सुमित:
«"स्क्रिनको चमकभन्दा परिवारको माया धेरै उज्यालो हुन्छ।"»
निरज:
«"मोबाइलको सही प्रयोग गरौँ, आफ्नो भविष्य र सम्बन्ध जोगाऔँ।"»
तीनै जना (एकै स्वरमा):
«"आजैदेखि मोबाइलको दास होइन, यसको सही प्रयोगकर्ता बनौँ!"»
(पर्दा बन्द।)
A. The Idea of 3Rs in Garbage Management
ReplyDeleteThe 3Rs—Reduce, Reuse and Recycle—are important principles of proper garbage management. Reduce means using fewer things and avoiding unnecessary products so that less waste is produced. Reuse means using things again instead of throwing them away, such as using old bottles, bags and containers. Recycle means processing waste materials such as paper, plastic, glass and metal to make new products. The 3Rs help reduce the amount of garbage, save natural resources and energy, and keep our environment clean. Therefore, everyone should follow the principle of 3Rs to manage garbage effectively and protect the environment.
Letter to the Editor: Solving Garbage Problems
ReplyDelete45, Shanti Tole
Bharatpur, Chitwan
24 August 2026
To
The Editor
The Kathmandu Post
Kathmandu
Subject: Solving Garbage Problems
Dear Sir/Madam,
I would like to draw the attention of the concerned authorities and the general public towards the growing problem of garbage management in Nepalese cities. Unmanaged garbage has made our cities dirty and has created serious health and environmental problems.
First of all, garbage should be separated into biodegradable and non-biodegradable categories at the source. Organic waste can be used to produce compost, while paper, plastic, glass and metal can be recycled. The government should provide proper waste collection facilities and encourage people to follow the principles of Reduce, Reuse and Recycle.
The government can also provide compost bins to households and encourage farmers and waste-pickers to participate in waste management. Public awareness programmes should be conducted regularly. People who throw garbage randomly should be fined, while those who manage waste properly should be encouraged.
Landfills alone cannot solve the problem. Therefore, the government, local authorities and citizens must work together to find sustainable solutions. If proper waste segregation, recycling and composting are practised, our cities can become cleaner and healthier.
I hope your newspaper will publish this letter and help draw the attention of the concerned authorities towards this serious issue.
Yours faithfully,
Aarav Sharma
1. Should
ReplyDeleteShould + base verb (V1) is used to give advice, suggestions, recommendations, or opinions.
Structure:
Subject + should + V1
Examples:
You should learn English.
You should visit the museum.
People should keep their eyes on the road.
Meaning: It is a good idea to do something.
2. Shouldn't (Should not)
Shouldn't + base verb (V1) is used to give negative advice—to say that something is not a good idea.
Structure:
Subject + shouldn't + V1
Examples:
Children shouldn't drink too many sugary drinks.
You shouldn't leave your work unfinished.
You shouldn't roam around unnecessarily.
Meaning: It is a bad idea or not advisable to do something.
3. Had better
Had better + base verb (V1) is used to give strong advice or a warning, especially when there may be a negative consequence if the advice is not followed.
Structure:
Subject + had better + V1
Examples:
I had better go now, or I'll be late.
We had better get to the airport by 2 pm, or we may miss the flight.
You had better study hard, or you may fail.
Meaning: It is strongly advisable to do something.
1. Rules of Should
ReplyDelete1. Should gives ordinary advice or suggestion.
Example: You should study hard.
2. Should is less forceful.
Example: You should see a doctor.
3. Should does not necessarily indicate a bad consequence.
Example: You should exercise regularly.
4. Should is followed by the base form of the verb (V1).
should + V1
Example: You should go.
5. Negative form:
should not / shouldn't + V1
Example: You shouldn't waste your time.
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2. Rules of Had Better
1. Had better gives strong advice or a warning.
Example: You had better study hard.
2. Had better is more forceful than should.
Example: You had better leave now.
3. Had better often suggests a possible bad consequence.
Example: You had better study, or you may fail.
4. Had better is followed by the base form of the verb (V1).
had better + V1
Example: You had better go.
5. Negative form:
had better not + V1
Example: You had better not waste your time.
Easy way to remember
Should → ordinary advice
Had better → strong advice/warning + possible consequence
1. Rules of Should
ReplyDelete• Should gives ordinary advice or suggestion.
Example: You should study hard.
• Should is less forceful.
Example: You should see a doctor.
• Should does not necessarily indicate a bad consequence.
Example: You should exercise regularly.
• Should is followed by the base form of the verb (V1).
should + V1
Example: You should go.
• Negative form:
should not / shouldn't + V1
Example: You shouldn't waste your time.
2. Rules of Had Better
• Had better gives strong advice or a warning.
Example: You had better study hard.
• Had better is more forceful than should.
Example: You had better leave now.
• Had better often suggests a possible bad consequence.
Example: You had better study, or you may fail.
• Had better is followed by the base form of the verb (V1).
had better + V1
Example: You had better go.
• Negative form:
had better not + V1
Example: You had better not waste your time.
Easy way to remember
Should → ordinary advice
Had better → strong advice/warning + possible consequence
Grammar
ReplyDeleteB. Use the words from the brackets to complete the sentences.
a. This house is very small. I want to buy a much bigger one. (much / big)
b. I liked the magic show. It was far more exciting than I’d expected. (far / exciting)
c. It was very cold yesterday. It’s a bit warmer today. (a bit / warm)
d. The warmer the weather the better I feel. (good)
e. An average American earns considerably higher than an average Nepali. (considerably / high)
f. Health care in Nepal is not as expensive as it is in the US. (expensive)
g. I think the problem is far more complicated than it seems. (far / complicated)
h. You are driving very fast. Would you please drive a bit slowly? (a bit/ slowly)
i. Your handwriting is not legible. Can you write a bit neat? (a bit/ neat)
C. Rewrite the following sentences with the sentence beginnings given below.
a. Kabir is less intelligent than he pretends. He is not as intelligent as he pretends.
b. I am busy today but I was busier yesterday. I’m not as busier as I was yesterday.
c. Hari has lived in Kathmandu for 10 years but Bikram for 20 years. Bikram has lived in Kathmandu 10 years more than Hari.
d. I used to study 12 hours a day but nowadays I study only 5 hours a day. I don’t study as much as I used to do.
e. It’s a very good room in our hotel. In fact, it’s the best compared to other.
f. He earns 30 thousand rupees a month but spends 40 thousand. He spends more than he earns.
g. There is no other mountain higher than Mt. Everest in the world. Mt. Everest is the highest mountain in the world.
h. The place was nearer than I thought. It was not as far as I thought.
i. Bharat can play better than Mohan. Mohan can’t play as good as Bharat.
Grammar:
ReplyDeleteB. Use the words from the brackets to complete the sentences.
a. This house is very small. I want to buy a __________ one. (much / big)
b. I liked the magic show. It was __________ than I’d expected. (far / exciting)
c. It was very cold yesterday. It’s __________ today. (a bit / warm)
d. The warmer the weather, the __________ I feel. (happy)
Grammar: Questions Only
ReplyDeleteB. Use the words from the brackets to complete the sentences.
a. This house is very small. I want to buy a __________ one. (much / big)
b. I liked the magic show. It was __________ than I’d expected. (far / exciting)
c. It was very cold yesterday. It’s __________ today. (a bit / warm)
d. The warmer the weather, the __________ I feel. (happy)
Class -11
ReplyDeletePut in had better or should.
a. I think you ______ learn English to enroll in a university course.
b. It's a great film. You ______ go and see it.
c. I have to meet my friend in ten minutes. I ______ go now or I'll be late.
d. These biscuits are delicious. You ______ try one.
e. We ______ get to the airport by 2 pm or else we may miss the flight.
f. When people are driving, they ______ keep their eyes on the road.
g. I ______ get up early tomorrow. I've got a lot to do.
1. Should — General advice or recommendation
ReplyDeleteUse should + V1 when giving advice, recommendation, or saying what is a good idea.
• a. I think you should learn English to enroll in a university course.
• b. It’s a great film. You should go and see it.
• d. These biscuits are delicious. You should try one.
• f. When people are driving, they should keep their eyes on the road.
• g. I should get up early tomorrow. I’ve got a lot to do.
Rule:
Subject + should + V1
2. Had better — Strong advice / warning
Use had better + V1 when there is a strong reason, danger, or possible bad result if the advice is not followed.
• c. I had better go now or I’ll be late.
→ If I don't go now, I may be late.
• e. We had better get to the airport by 2 pm or else we may miss the flight.
→ If we don't get there by 2 pm, we may miss the flight.
Rule:
Subject + had better + V1 + or else / otherwise + bad result
Easy way to remember:
• Should = normal advice
• Had better = strong advice + possible bad consequence
A Matter of Husbands
ReplyDeleteSummary
"A Matter of Husbands" is a witty one-act comedy by the Hungarian playwright Ferenc Molnar, played entirely between two characters: a Famous Actress and an Earnest Young Woman. The young woman calls on the celebrated actress with a desperate plea: to give her back her husband.
The Earnest Young Woman is convinced that her husband has fallen in love with the Famous Actress, and her evidence seems damning. A florist has revealed that her husband sends the actress flowers, and one day he left a love letter lying on the table: a letter apologizing that he could not call on the actress, and offering her a thousand kisses.
The Famous Actress does not deny the facts. Instead, with perfect theatrical skill, she spins a charming explanation: husbands who feel neglected at home, she says, often stage a make-believe affair with an actress precisely so that their wives will grow jealous and love them more attentively again. Actresses, she claims, kindly play along with such little comedies all the time for the sake of reuniting families. The letter, the flowers, all of it, she assures her visitor, was only her husband's clever trick to win back his wife's affection.
The gullible young wife is completely convinced. Overjoyed, she thanks the actress and hurries home, resolved to love her husband better than ever. Then comes the play's delicious twist: the moment the visitor is gone, the actress calls out, and the husband steps out of the closet, where he has been hiding throughout the entire conversation. The affair was real after all, and the actress has just talked her lover's wife out of her suspicion with a masterpiece of acting. The play is a light satire on deception, jealousy and the theatrical performances people give in everyday life.
Understanding the text
ReplyDeleteAnswer the following questions.
a. What favour does Earnest Young Woman ask from The Famous Actress?
Earnest Young Woman asks a favour of return her husband from The Famous Actress because she loves her husband very much but she comes to know The Famous Actress has stolen her husband from her.
b. What, according to The Earnest Young Woman, are the indications that her husband has fallen in love with Famous Actress?
According to the Earnest Young Woman, her husband sends flowers to The Famous Actress. She comes to know about it from a florist. One day, her husband forgets the love letter on table, which says her husband is unable to call the Famous Actress and beg apology offering her thousands of kisses.
c. Is Earnest Young Woman convinced by the argument of Famous Actress? How?
According to the basic conversation between Earnest Young Woman and famous Actress, it Seems as Earnest Young Woman is convinced by argument of Famous Actress.
The Famous Actress tells her that Earnest Young Woman's husband has done that love affair with the actress so that she gets jealous and regains love from her. She tells her that many actresses easily accept such proposal for the sake of reunion of the families.
d. Where is the Earnest Young Woman’s husband hiding himself as they are talking about him?
According to the play, the Earnest Woman’s husband appears at the end of the play when the Famous Actress calls him to come When Out of her boudoir. This means throughout the entire play the Earnest Young Woman's husband is hiding in the famous Actress boudoir.
e. When do you feel that Famous Actress is really good at acting?
I feel the famous Actress is really good at acting when she tells the Earnest Young Woman that her husband is playing a game upon her to make her jealous so that she will change her personality and can try to impress him her by any means. She asks for lock of hair, which the Earnest Young Woman brings with her. She says Alfred has that because her hair-dresser may steal and give it to him.
f. How do we come to know that Famous Actress and the husband of Earnest Young Woman are in love?
From the final part of the play we come to know that famous Actress and the husband of Earnest Young Woman are in love. Alfred is called to come out of the Famous Actress boudoir. It's obvious that the Earnest Young woman is fooled and they are in love.
g. Write down the plot of the play in a paragraph.
A Matter of Husbands is a one-act written by most celebrated and controversial play wright Ferenc Molnar. This play sheds light on the role of actors on the stage and in real life and how much they are capable of keeping us in an illusion.
In the beginning, the Earnest Young Woman rushes to the Famous Actress angrily, asking her to return her husband. The famous Actress boldly denies, that she has stolen her husband. She says she knows him because once the contract for a case has given to him. Earnest Young Woman tells her that her husband sends her flowers and writes love letter. She reads her husband's love letter for the actress.
Upon the circumstance, the actress smiles and still begins to deny that she has received any flowers or any letters from him. Now she fools Earnest Young Woman by saying that a misunderstanding may have arrived between her and her husband. She makes Earnest Young Woman believe that her husband has been playing with her to make her jealous and gain her love back. Then, the Earnest Young woman innocently realizes her misdeed and begs sorry with her. Earnest Young Woman leaves the stage and the famous Actress calls Alfred to come out of her boudoir.
The main characters in Trifles by Susan Glaspell are:
ReplyDelete1. Mrs. Minnie Wright – The wife of John Wright. She never appears on stage, but she is the central character whose life and actions drive the story.
2. John Wright – Minnie's husband, who has been murdered before the play begins. He also does not appear on stage.
3. Mrs. Hale – A neighbor of the Wrights. She gradually understands Minnie's lonely life and sympathizes with her.
4. Mrs. Peters – The sheriff's wife. At first she supports the investigation, but she eventually empathizes with Minnie and helps conceal important evidence.
5. George Henderson – The county attorney, who leads the investigation into John Wright's murder.
6. Henry Peters – The sheriff and husband of Mrs. Peters. He searches the farmhouse for evidence but overlooks the clues found by the women.
7. Lewis Hale – A neighboring farmer who discovered John Wright's body and reported the murder.
These characters highlight the play's themes of gender roles, justice, isolation, and the different perspectives of men and women.
Central Idea of Facing Death
ReplyDeleteThe central idea of August Strindberg’s Facing Death is self-sacrificing parental love in the midst of poverty, suffering and family conflict. Monsieur Durand is a poor and helpless father who suffers because of debt, hunger and the cruelty of his daughters. Although his daughters blame and disrespect him, he does not reveal their mother's faults because he wants them to preserve their love and respect for her. In the end, Durand sacrifices his own life by setting fire to the house and taking poison so that his daughters can receive the insurance money and escape poverty.
The play also presents the harsh realities of poverty, financial hardship, misunderstanding and loneliness. Durand's death is tragic, but it demonstrates his unconditional love and willingness to sacrifice everything for his children. Thus, the play suggests that true parental love can remain strong even in the face of suffering, rejection and death.
Characters in Facing Death by August Strindberg
ReplyDelete1. Monsieur Durand
Monsieur Durand is the protagonist and tragic hero of the play. He is a widower, a former railway worker and the father of three daughters. He runs a small boarding house but is suffering from extreme poverty and debt. Despite being treated badly by his daughters, he remains patient, silent and self-sacrificing. He hides the truth about his wife's mistakes so that his daughters can continue to love their mother. Finally, he sets fire to the house and takes poison so that his daughters can receive the insurance money. He represents parental love, sacrifice, suffering and dignity in the face of death.
2. Adèle
Adèle is Durand's eldest daughter. She is more sympathetic and responsible than her sisters. She understands some of her father's suffering and helps with the household. However, she is also affected by the family's poverty and difficult circumstances. Her character provides a contrast to the bitterness and cruelty of Theresa.
3. Annette
Annette is Durand's second daughter. Like her sisters, she lives in poverty and has developed resentment toward her father. She has accepted the negative view of Durand that her mother taught them. Her character helps show how the family's problems have damaged the relationship between the father and his daughters.
4. Theresa
Theresa is Durand's youngest and most bitter daughter. She treats her father with open contempt and is often cruel toward him. She blames him for the family's miserable condition without knowing the complete truth about her mother's financial mistakes. Her behaviour makes Durand's final sacrifice particularly tragic because he dies for daughters who have treated him badly.
5. Monsieur Durand's Late Wife
Although she does not appear on stage, Durand's late wife is an important character in the background. She wasted the family's inheritance through reckless spending and speculation. She also taught her daughters to blame their father for the family's problems. Durand nevertheless protects her memory by keeping her faults secret. Her influence is therefore central to the family's suffering.
6. René
René is Durand's little son who died in childhood. He does not appear in the action, but he is emotionally important to Durand. Durand keeps a candle burning in his memory. René symbolizes innocence, lost happiness and Durand's deep paternal love.
Character relationship in brief
Monsieur Durand → Father and tragic hero
Adèle → Eldest daughter, relatively sympathetic
Annette → Second daughter, resentful
Theresa → Bitter and openly cruel daughter
Late wife → Cause of much of the family's financial and emotional suffering
René → Deceased son, symbol of Durand's love and memories
Rules
ReplyDelete1. Although
Although means “यद्यपि / भए पनि”. It is used to show contrast between two ideas.
Rules:
• Although + Subject + Verb
• Although he was poor, he was happy.
• Although it was raining, we went out.
• Although can come at the beginning or in the middle of a sentence.
• Although she was tired, she continued working.
• She continued working although she was tired.
• Do not normally use but with although.
* Although he was poor, but he was honest.
- Although he was poor, he was honest.
Structure:
Although + S + V, S + V.
2. However
However means “तर पनि / तथापि / यद्यपि”. It connects two contrasting sentences or ideas.
Rules:
• However is usually used between two complete sentences.
• He is poor. However, he is happy.
• He is poor; however, he is happy.
• It can also be used after a semicolon:
• He studied hard; however, he failed the exam.
• However + adjective/adverb can also mean “जति ... भए पनि”:
• However difficult the question is, I will try.
• However carefully he works, he sometimes makes mistakes.
• Do not use although and however in the same simple contrast structure.
* Although he is poor, however, he is happy.
- Although he is poor, he is happy.
- He is poor. However, he is happy.
Structure:
Sentence 1. However, Sentence 2.
or
Sentence 1; however, Sentence 2.
3. In spite of
In spite of means “बावजुद / भए तापनि”.
Rules:
• In spite of + noun
• In spite of the rain, we went out.
• In spite of his poverty, he is happy.
• In spite of + V-ing
• In spite of being poor, he is happy.
• In spite of working hard, he failed.
• In spite of + the fact that + Subject + Verb
• In spite of the fact that he was poor, he bought a car.
• In spite of the fact that she was tired, she continued working.
Important:
* In spite of of — incorrect
* In spite the rain — incorrect
- In spite of the rain — correct
Structures:
In spite of + noun
In spite of + V-ing
In spite of + the fact that + S + V
4. Despite
Despite also means “बावजुद / भए तापनि” and has almost the same meaning as in spite of.
Rules:
• Despite + noun
• Despite the rain, we went out.
• Despite his poverty, he is happy.
• Despite + V-ing
• Despite being poor, he wears expensive clothes.
• Despite working hard, he failed.
• Despite + the fact that + S + V
• Despite the fact that he was tired, he continued working.
Very Important:
There is no “of” after despite.
* Despite of the rain
- Despite the rain
* Despite of being poor
- Despite being poor
Easy way to remember:
Although → S + V
Although he was poor, he was happy.
However → Sentence + However + Sentence
He was poor. However, he was happy.
In spite of → Noun / V-ing
In spite of his poverty, he was happy.
In spite of being poor, he was happy.
Despite → Noun / V-ing
Despite his poverty, he was happy.
Despite being poor, he was happy.
Common mistakes
* Although he was poor, but he was happy.
- Although he was poor, he was happy.
* Despite of the rain
- Despite the rain.
* In spite the rain
- In spite of the rain.
* In spite of he was poor
- In spite of the fact that he was poor.
* He was poor, however he was happy.
- He was poor. However, he was happy.
-He was poor; however, he was happy.
१. विश्वव्यापीकरण (Globalization) को अर्थ
ReplyDelete• विश्वका विभिन्न देश, समाज र अर्थतन्त्रबीच सम्बन्ध र अन्तरनिर्भरता बढ्ने प्रक्रियालाई विश्वव्यापीकरण भनिन्छ।
• यसले वस्तु, सेवा, पूँजी, प्रविधि, सूचना, ज्ञान तथा विचारको विश्वव्यापी आदान–प्रदान बढाउँछ।
• यातायात, सञ्चार र प्रविधिको विकासले विश्वलाई ‘विश्वगाउँ’ (Global Village) जस्तो बनाएको छ।
• यसको प्रभाव आर्थिक, सामाजिक, सांस्कृतिक, राजनीतिक र वातावरणीय क्षेत्रमा देखिन्छ।
२. विश्वव्यापीकरणका प्रमुख आयामहरू
क. आर्थिक (Economic)
• विश्वव्यापी बजारको विस्तार।
• बहुराष्ट्रिय कम्पनी र उद्योगको विकास।
• वस्तु तथा सेवाको अन्तर्राष्ट्रिय व्यापारमा वृद्धि।
ख. सामाजिक–सांस्कृतिक (Social-cultural)
• भाषा, कला, साहित्य, संगीत र संस्कृतिको आदान–प्रदान।
• विभिन्न संस्कृतिबीच सम्पर्क र अन्तरक्रिया बढ्नु।
ग. राजनीतिक (Political)
• अन्तर्राष्ट्रिय कूटनीतिमा परिवर्तन।
• SAARC, BIMSTEC, European Union, United Nations जस्ता अन्तर्राष्ट्रिय संस्थाको प्रभाव।
घ. वातावरणीय (Environmental)
• जलवायु परिवर्तनजस्ता विश्वव्यापी समस्यामा अन्तर्राष्ट्रिय सहकार्य।
• वातावरण संरक्षणका लागि देशहरूबीच साझेदारी।
३. विश्वव्यापीकरणको महत्त्व
विद्यार्थीले यी ६ बुँदा याद गर्न सक्छन्:
• अन्तर्राष्ट्रिय गरिबी कम गर्न सहयोग गर्छ।
• प्रविधिको विकासमा योगदान पुर्याउँछ।
• कम्पनीहरूको बजार विस्तार र नाफामा वृद्धि हुन्छ।
• राष्ट्रहरूबीच असल सम्बन्ध र अन्तरनिर्भरता बढाउँछ।
• संस्कृति विश्वभर फैलिन्छ।
• राष्ट्रिय अर्थतन्त्रको अन्तर्राष्ट्रियकरण हुन्छ।
४. विश्वव्यापीकरणका चुनौतीहरू
• वातावरण विनाश हुन सक्छ।
• स्थानीय अर्थव्यवस्था कमजोर हुन सक्छ।
• शक्तिशाली राष्ट्रहरूको प्रभुत्व कायम हुन सक्छ।
• स्थानीय पुँजी, प्रविधि र सीप विस्थापित हुन सक्छ।
• राजनीतिक अस्थिरता बढ्न सक्छ।
• राष्ट्रियता र सार्वभौमिकतामा नकारात्मक प्रभाव पर्न सक्छ।
• परनिर्भरता बढ्न सक्छ।
• अल्पविकसित देशमा जनशक्ति पलायन र व्यापार घाटा बढ्न सक्छ।
५. स्थानीयकरण (Localization) को अर्थ
• कुनै वस्तु, सेवा वा प्रविधिलाई निश्चित स्थानीय क्षेत्रको आवश्यकता र परिस्थितिअनुसार प्रयोग वा विकास गर्ने प्रक्रियालाई स्थानीयकरण भनिन्छ।
• स्थानीयकरणले स्थानीय स्रोत, श्रम, सीप, पुँजी र प्रविधिको अधिकतम प्रयोगमा जोड दिन्छ।
• यसको मुख्य उद्देश्य स्थानीय आवश्यकता पूरा गर्दै स्थानीय विकास र आत्मनिर्भरता बढाउनु हो।
सजिलो उदाहरण
विश्वव्यापीकरण: विदेशबाट आधुनिक प्रविधि ल्याएर प्रयोग गर्नु।
स्थानीयकरण: त्यही प्रविधिलाई आफ्नो स्थानीय आवश्यकता, भाषा र परिस्थितिअनुसार प्रयोग गर्नु।
६. स्थानीयकरणको महत्त्व
• स्थानीय श्रम, पुँजी र प्रविधिको उच्चतम प्रयोग हुन्छ।
• स्थानीय मौलिक संस्कृति संरक्षण र प्रवर्द्धन हुन्छ।
• जनताकेन्द्रित विकासमा सहयोग पुग्छ।
• राष्ट्रियता र स्थानीय पहिचानको प्रवर्द्धन हुन्छ।
• वातावरण संरक्षणमा सहयोग पुग्छ।
७. स्थानीयकरणका चुनौतीहरू
• श्रम, पुँजी र प्रविधिको स्रोत सीमित हुन सक्छ।
• विश्वमा विकसित नयाँ वस्तु तथा प्रविधिबाट विमुख हुन सकिन्छ।
• प्रतिस्पर्धी बजारको अभाव हुन सक्छ।
विद्यार्थीलाई बुझाउनुपर्ने मुख्य अन्तर
विश्वव्यापीकरणस्थानीयकरणविश्वव्यापी सम्बन्धमा जोडस्थानीय आवश्यकता र स्रोतमा जोडअन्तर्राष्ट्रिय बजारमा जोडस्थानीय बजारमा जोडविदेशी वस्तु/सेवा/प्रविधिको प्रयोग बढ्छस्थानीय वस्तु/सेवा/प्रविधिको प्रयोग बढ्छअन्तरनिर्भरता बढाउँछआत्मनिर्भरता बढाउन सहयोग गर्छविश्वव्यापी संस्कृति फैलिन्छस्थानीय संस्कृति संरक्षण गर्छ
परीक्षाका लागि एक लाइनमा
विश्वव्यापीकरण = विश्वलाई नजिक ल्याउने प्रक्रिया।
स्थानीयकरण = स्थानीय स्रोत, आवश्यकता र पहिचानलाई प्राथमिकता दिने प्रक्रिया।
१. सूचना तथा सञ्चार प्रविधि (ICT) को अर्थ
ReplyDeleteसूचना तथा सञ्चार प्रविधि (Information and Communication Technology–ICT) भन्नाले सूचना सङ्कलन, प्रशोधन, भण्डारण, प्रसारण र आदान–प्रदान गर्न प्रयोग गरिने प्रविधिलाई बुझिन्छ।
उदाहरणहरू
• कम्प्युटर
• मोबाइल फोन
• इन्टरनेट
• इमेल
• टेलिभिजन
• रेडियो
• भिडियो कन्फरेन्स
• वेबसाइट तथा विभिन्न डिजिटल एपहरू
२. सूचना तथा सञ्चार प्रविधिको महत्त्व
विद्यार्थीले यी बुँदा विशेष रूपमा याद गर्ने:
• सूचना छिटो प्राप्त गर्न सकिन्छ।
• सञ्चारलाई सरल, छिटो र सस्तो बनाउँछ।
• शिक्षण–सिकाइलाई प्रभावकारी बनाउँछ।
• विश्वका विभिन्न ठाउँका मानिससँग सम्पर्क गर्न सकिन्छ।
• व्यापार तथा व्यवसाय विस्तार गर्न सहयोग गर्छ।
• अनलाइन बैंकिङ तथा डिजिटल कारोबार गर्न सकिन्छ।
• सरकारी सेवा अनलाइनबाट प्राप्त गर्न सहयोग गर्छ।
• ज्ञान र सीपको विकासमा सहयोग पुर्याउँछ।
• रोजगारीका नयाँ अवसर सिर्जना गर्छ।
• आपत्कालीन अवस्थामा सूचना छिटो प्रवाह गर्न सहयोग गर्छ।
३. सामाजिक सञ्जाल (Social Media)
अर्थ
इन्टरनेटको माध्यमबाट मानिसहरूले सूचना, विचार, फोटो, भिडियो तथा सन्देश आदान–प्रदान गर्ने डिजिटल माध्यमलाई सामाजिक सञ्जाल भनिन्छ।
उदाहरण
• Facebook
• YouTube
• TikTok
• Instagram
• Messenger
• X (Twitter)
• WhatsApp
४. सामाजिक सञ्जालको महत्त्व / सकारात्मक पक्ष
• साथी तथा आफन्तसँग सजिलै सम्पर्क गर्न सकिन्छ।
• समाचार तथा सूचना छिटो प्राप्त हुन्छ।
• शैक्षिक सामग्री प्राप्त गर्न सकिन्छ।
• व्यवसाय तथा उत्पादनको प्रचार गर्न सकिन्छ।
• ज्ञान, विचार र अनुभव आदान–प्रदान गर्न सकिन्छ।
• सामाजिक जागरण फैलाउन सहयोग गर्छ।
• रचनात्मक प्रतिभा प्रस्तुत गर्ने अवसर दिन्छ।
• आपत्कालीन सूचना तथा सहयोगको आदान–प्रदान गर्न सकिन्छ।
५. सामाजिक सञ्जालका नकारात्मक पक्ष / चुनौती
• समयको दुरुपयोग हुन सक्छ।
• अध्ययनमा नकारात्मक प्रभाव पर्न सक्छ।
• गलत तथा भ्रामक सूचना फैलिन सक्छ।
• साइबर अपराध तथा साइबर बुलिङ हुन सक्छ।
• व्यक्तिगत गोपनीयता तथा सुरक्षामा खतरा हुन सक्छ।
• लत लाग्न सक्छ।
• ठगी तथा अनलाइन अपराधको जोखिम हुन्छ।
• अश्लील तथा अनुपयुक्त सामग्रीको प्रभाव पर्न सक्छ।
• मानसिक तनाव तथा सामाजिक सम्बन्धमा समस्या आउन सक्छ।
• फेक अकाउन्ट तथा नक्कली समाचारबाट मानिसहरू भ्रमित हुन सक्छन्।
६. सामाजिक सञ्जाल प्रयोग गर्दा अपनाउनुपर्ने सावधानी
• आफ्नो पासवर्ड कसैलाई नदिने।
• अपरिचित व्यक्तिसँग व्यक्तिगत जानकारी साझा नगर्ने।
• शंकास्पद link नखोल्ने।
• कुनै सूचना सत्यापन गरेर मात्र शेयर गर्ने।
• गोपनीयता (Privacy) settings प्रयोग गर्ने।
• सामाजिक सञ्जालमा समयको उचित व्यवस्थापन गर्ने।
• साइबर बुलिङ वा ठगी भएमा सम्बन्धित निकायलाई जानकारी दिने।
परीक्षाका लागि सम्झने सूत्र
ICT = सूचना प्राप्ति + सञ्चार + प्रविधि
Social Media = सम्पर्क + सूचना आदान–प्रदान + विचार अभिव्यक्ति
सकारात्मक प्रयोग → ज्ञान, सञ्चार, शिक्षा, व्यवसाय
नकारात्मक प्रयोग → लत, गलत सूचना, साइबर अपराध, गोपनीयताको जोखिम
१. साइबर अपराधको अर्थ
ReplyDeleteकम्प्युटर, मोबाइल, इन्टरनेट वा अन्य डिजिटल प्रविधिको प्रयोग गरी गरिने गैरकानुनी कार्यलाई साइबर अपराध भनिन्छ।
सरल भाषामा:
इन्टरनेट र डिजिटल प्रविधिको माध्यमबाट गरिने अपराध = साइबर अपराध।
२. साइबर अपराधका प्रमुख प्रकार
• ह्याकिङ (Hacking) – अनुमति बिना कम्प्युटर वा अनलाइन खातामा प्रवेश गर्नु।
• फिसिङ (Phishing) – नक्कली वेबसाइट, इमेल वा सन्देशमार्फत पासवर्ड तथा अन्य गोप्य जानकारी लिन खोज्नु।
• साइबर बुलिङ (Cyber Bullying) – इन्टरनेट वा सामाजिक सञ्जालमार्फत कसैलाई धम्क्याउने, अपमान गर्ने वा दुःख दिने।
• अनलाइन ठगी (Online Fraud) – इन्टरनेटको माध्यमबाट झुक्याएर पैसा वा अन्य सम्पत्ति हडप्नु।
• पहिचान चोरी (Identity Theft) – अरू व्यक्तिको व्यक्तिगत जानकारी वा पहिचान दुरुपयोग गर्नु।
• गोपनीयता उल्लङ्घन – अनुमति बिना व्यक्तिगत फोटो, भिडियो वा सूचना सार्वजनिक गर्नु।
• नक्कली खाता निर्माण – अरूको नाम वा पहिचान प्रयोग गरी फेक अकाउन्ट बनाउनु।
• भाइरस/मालवेयर फैलाउनु – कम्प्युटर वा मोबाइललाई क्षति पुर्याउने हानिकारक सफ्टवेयर फैलाउनु।
३. साइबर अपराधका असरहरू
• आर्थिक क्षति हुन सक्छ।
• व्यक्तिगत गोपनीयता भङ्ग हुन्छ।
• महत्वपूर्ण सूचना तथा डाटा चोरी हुन सक्छ।
• व्यक्तिको प्रतिष्ठामा क्षति पुग्न सक्छ।
• मानसिक तनाव तथा डर उत्पन्न हुन सक्छ।
• संस्था वा देशको महत्वपूर्ण प्रणालीमा क्षति पुग्न सक्छ।
• सामाजिक सञ्जालमा गलत सूचना तथा अफवाह फैलिन सक्छ।
४. साइबर अपराधबाट बच्ने उपाय
विद्यार्थीले विशेष रूपमा याद गर्ने ७ उपाय:
• बलियो पासवर्ड प्रयोग गर्ने।
• OTP, PIN र पासवर्ड कसैलाई नदिने।
• अपरिचित link वा attachment नखोल्ने।
• सामाजिक सञ्जालमा व्यक्तिगत जानकारी धेरै सार्वजनिक नगर्ने।
• शंकास्पद वेबसाइट तथा अकाउन्टबाट सावधान रहने।
• महत्त्वपूर्ण अकाउन्टमा Two-Factor Authentication (2FA) प्रयोग गर्ने।
• साइबर अपराध भएमा अभिभावक, शिक्षक वा सम्बन्धित निकायलाई तुरुन्त जानकारी दिने।
परीक्षाका लागि छोटो उत्तर
साइबर अपराध भनेको कम्प्युटर, मोबाइल, इन्टरनेट वा अन्य डिजिटल प्रविधिको प्रयोग गरी गरिने गैरकानुनी कार्य हो। ह्याकिङ, फिसिङ, साइबर बुलिङ, अनलाइन ठगी, पहिचान चोरी र गोपनीयता उल्लङ्घन यसका उदाहरण हुन्
Trifles
ReplyDeleteSummary
Trifles (1916) is a one-act play by the American playwright Susan Glaspell, based on a real murder trial she had covered as a young reporter. The play is set in the gloomy, abandoned farmhouse of John Wright, who has been found strangled in his bed with a rope. His wife, Mrs. Wright, has been arrested on suspicion of the murder.
The county attorney, the sheriff and the neighbouring farmer Mr. Hale, who discovered the death, search the house for evidence of a motive. Their wives, Mrs. Peters and Mrs. Hale, wait in the kitchen, and the men mock the women for worrying over "trifles" like Mrs. Wright's frozen jars of preserves, her unfinished quilt and her untidy kitchen. But it is exactly these trifles that tell the real story. While the men search the bedroom and barn and find nothing, the women read the kitchen like a diary of a desperate life.
They remember that Mrs. Wright was once Minnie Foster, a pretty, lively town girl who sang in the choir: thirty years ago, before her cold, hard husband shut her up in a lonely farmhouse without children, company or even a telephone. Then they find the evidence the men are looking for: quilt stitching that suddenly goes wild with nervousness, an empty birdcage with a violently broken door, and finally, wrapped in silk in her sewing box, a dead canary: its neck wrung. John Wright had killed the songbird, the one joyful thing in his wife's caged life, and she had killed him the same way, with a knot around his neck.
Understanding what Minnie's life had been, the two women silently agree to hide the dead bird, the key evidence of motive, from their own husbands and the law. The play's central themes are gender, isolation and justice: the men, blinded by their sense of superiority, find nothing, while the women weigh Minnie's years of suffering against the law and quietly deliver their own verdict.
Understanding the text
ReplyDeleteAnswer the following questions.
a. Do you believe that Mrs. Wright killed her husband? Explain.
Yes, I believed that Mrs. Wright killed her husband. After listening to the conversation of two womens they were comparing Mrs. Wright before marriage life and after marriage life. By this we can understand that Mrs. Wright had very wonderful life before marriage and after marriage, her life was boring. She couldn't sing talk to anybody, depressed and her bird was killed by her husband. So, in case of revenge she killed her husband.
b. Do you think Mr. Wright’s death would have been uncovered if Mr. Hale hadn’t stopped by the Wrights’ home?
No, I don't think Mr. Wright's death would have been uncovered if Mr. Hale hadn't stopped by the Wright's home because if Mr. Hale hadn't stopped by the Wrights' home, nobody would ever know about Mr. Wright's death as the location of the house was quite far from the road and the news of his death will remain suppressed.
d. How does Mrs. Peters’ homesteading experience connect her to Mrs. Wright?
Mrs. Peter end up protecting Minnie Wright by hiding the strangled canary, which could be used as key evidence against her. Although Mrs. Peter's is the sheriff's wife and married to the law she comes to the same conclusion as Mrs. Wright and ultimately acting on her behalf. In this way Mrs. Peter's home steading experience connects her to Mrs. Wright.
e. How do the women’s perspectives on men differ?
The woman's perspectives on men differ by the fact that the mens are powerful and have become stupid and lazy but the women have no power except that of intelligence, which allows them to manipulate the men.
'The Gift In Wartine'
ReplyDelete-Tran Mong Tu
नेपाली अनुवाद
म तिमीलाई गुलाफहरू अर्पण गर्छु,
तिम्रो नयाँ चिहानमा गाडिएका।
म तिमीलाई मेरो विवाहको पहिरन अर्पण गर्छु,
घाँसले अझै हरियो रहेको तिम्रो चिहान ढाक्न।
तिमी मलाई पदकहरू दिन्छौ,
चाँदीका ताराहरूसहित,
र तिम्रो ब्याजमा भएका पहेँला चिन्हहरू,
जुन प्रयोग नभई अझै चम्किरहेका छन्।
म तिमीलाई मेरो जवानी अर्पण गर्छु,
हामी अझै प्रेममा हुँदा बिताएका ती दिनहरू।
मेरो जवानी त्यही बेला हरायो,
जब उनीहरूले मलाई त्यो नराम्रो खबर सुनाए।
तिमी मलाई रगतको गन्ध दिन्छौ,
तिम्रो युद्धको पोसाकबाट।
तिम्रो र तिम्रो शत्रुको रगत,
ताकि म भावुक हुन सकूँ।
म तिमीलाई बादलहरू अर्पण गर्छु,
जो गर्मीका दिनहरूमा मेरा आँखामाथि मडारिरहन्छन्।
म तिमीलाई चिसा जाडोहरू अर्पण गर्छु,
मेरो जीवनको वसन्त ऋतुको बीचमा।
तिमी मलाई मुस्कानविहीन ओठ दिन्छौ,
तिमी मलाई कोमलताविहीन बाहुहरू दिन्छौ,
तिमी मलाई दृष्टिविहीन आँखाहरू दिन्छौ,
र तिम्रो निश्चल शरीर दिन्छौ।
साँच्चै, म तिमीसँग क्षमा माग्छु।
म अर्को जीवनमा तिमीलाई भेट्ने वाचा गर्छु।
म यो बारुदको छर्रा (shrapnel) एउटा चिनोका रूपमा राख्नेछु,
जसको माध्यमबाट हामी एक-अर्कालाई चिन्न सक्नेछौँ।
ReplyDeleteChange the following questions into indirect speech:
1. Ram said to me, “Where do you live?”
2. She said to him, “Are you coming to the party?”
3. The teacher said to the student, “Why are you late?”
4. He said to me, “Have you finished your homework?”
5. Mother said to her son, “What are you doing?”
6. The stranger said to me, “Can you tell me the way to the hospital?”
7. Sita said to her friend, “Did you see the movie yesterday?”
8. The teacher said to me, “Who broke the window?”
9. He said to his brother, “When will you return?”
10. Father said to me, “Do you need any money?”
11. The police officer said to the driver, “Where were you going?”
12. She said to me, “Why have you not called me?”
13. Rina said, “Will you help me with this work?”
14. The manager said to the employee, “Have you completed the report?”
15. He said to me, “What did you buy from the market?”
16. The doctor said to the patient, “How are you feeling now?”
17. My friend said to me, “Do you know the answer?”
18. The principal said to the students, “Why were you making noise?”
19. She said to him, “Where can I find your office?”
20. The teacher said to the class, “Who wants to answer this question?”
Grammar
ReplyDeleteB. Complete the following sentences with however, although or in spite of.
a. In spite of, the fact that he is an octogenarian; he still leads an active life.
b. I still enjoyed the week although, the weather was bad.
c. He has passed MA. However, he hasn’t got a job.
d. Although, I had a headache, I enjoyed the movie.
e. Ramila didn’t get the job, in spite of, the fact that she had all the necessary qualifications.
f. In spite of, the fact that he had no money, he bought the car anyway.
g. We can go to the park for lunch although, the weather report says it's going to rain.
h. However, I speak English well, my first language is actually Maithili.
C. Combine the following sentences using the words given in brackets.
a. He was annoyed. He didn’t say anything. (although)
Although he was annoyed, he didn’t say anything.
b. Playing the stock market is exciting. It can be risky. (however)
Playing the stock market is exciting, however, it can be risky.
c. He works slowly. He never makes a mistake. (even though)
Even though he works slowly, he never makes a mistake.
d. It was raining. We still went to the park. (in spite of)
In spite of rain, we still went to the park.
e. Hark bought the watch. It was expensive. (despite)
Despite being expensive, Hark bought the watch.
f. He is very poor. He wears expensive clothes. (but)
He is very poor but wears expensive clothes.
D. Rewrite the following sentences using (a) although and (b) in spite of.
a. He had very little time, but he offered to help us.
- Although he had very little time, he offered to help us.
- In spite of having very little time, he offered to help us.
b. She is very poor, but she still wears expensive clothes.
- Although she is very poor, she still wears expensive clothes.
- In spite of being very poor, she still wears expensive clothes.
c. He's a millionaire, but he lives in a very small flat.
- Although he's a millionaire, he lives in a very small flat.
- In spite of being a millionaire, he lives in a very small flat.
d. They have a lot of money, but they are still not happy.
- Although they have a lot of money, they are still not happy.
- In spite of having a lot of money, they are still not happy.
e. The traffic was heavy, but we got there in time.
- Although the traffic was heavy, we got there in time.
- In spite of the heavy traffic, we got there in time.
Grammar
ReplyDeleteB. Complete the following sentences with however, although or in spite of.
a. ______ the fact that he is an octogenarian, he still leads an active life.
b. I still enjoyed the week ______ the weather was bad.
c. He has passed MA. ______, he hasn’t got a job.
d. ______ I had a headache, I enjoyed the movie.
e. Ramila didn’t get the job, ______ the fact that she had all the necessary qualifications.
f. ______ the fact that he had no money, he bought the car anyway.
g. We can go to the park for lunch ______ the weather report says it's going to rain.
h. ______ I speak English well, my first language is actually Maithili.
C. Combine the following sentences using the words given in brackets.
a. He was annoyed. He didn’t say anything. (although)
b. Playing the stock market is exciting. It can be risky. (however)
c. He works slowly. He never makes a mistake. (even though)
d. It was raining. We still went to the park. (in spite of)
e. Hark bought the watch. It was expensive. (despite)
f. He is very poor. He wears expensive clothes. (but)
D. Rewrite the following sentences using (a) although and (b) in spite of.
a. He had very little time, but he offered to help us.
b. She is very poor, but she still wears expensive clothes.
c. He's a millionaire, but he lives in a very small flat.
d. They have a lot of money, but they are still not happy.
e. The traffic was heavy, but we got there in time.
१. पहिलो पटक संविधानलाई मूल कानूनको रूपमा उल्लेख गर्ने संविधान कुन हो?
ReplyDelete२. संविधान सभा भनेको के हो?
३. नेपालमा हाल कार्यान्वयनमा रहेको संविधान कहिले जारी गरिएको हो?
४. मौलिक हक भनेको के हो?
५. नेपालको संविधानमा कतिवटा मौलिक हकको व्यवस्था गरिएको छ?
**छोटो उत्तर:**
१. संविधान सभाको महत्त्व लेख्नुहोस्।
२. नेपालको संविधानका कुनै सातवटा विशेषता उल्लेख गर्नुहोस्।
Reference to the Context
ReplyDeletea. Sketch the character of Monsieur Duran.
Monsieur Durand is the leading character of the one-act play ‘Facing Death’ written by August Strindberg. In this play, he is portrayed as a widower, the owner of the lodge and a former railway worker. He is financially weak and he has three daughters. They all live in the lodge. He has turned his living house into a lodge to make a living. In this play, Durand is a loving, caring and protective father who has a fragile relationship with his daughters. Due to bankruptcy, his living is being hard. He isn’t even receiving love from his daughters as they always despise him and blame him. But it is shown in the play that despite the hatred and dislike of his daughters, he gave his life for the sake of his daughters. Also, he is a devoted husband and keeps worrying about his dead son. He is a sad hero who deals with financial hardships before tragically giving his life for the sake of his daughters.
b. How do we know that the Duran family has reached a dead end?
By watching the sequence of his downfall and his miserable condition, we know that the Durand family has reached a dead end. Mr. Durand's family is completely bankrupt and is spending their life in the lodge, which he turned into his own house to make a living. They already have lost ancestral property.
Mr. Durand's household has been borrowing money from others for years so he is full of debt. There are bills in his name and he is unable to pay those bills. His condition is going worse and he has nothing to do. His daughters hat him and blame him all the town for that miserable condition though it was because of their mother's recklessness and stupid speculation.
His family is dying of hunger and starvation. His relationship with his daughters is not good. His debtors are forcing him to pay their bills whereas Durand is surviving by eating rat food. And in his mind, he has a plan to kill himself and burn his house. By this sequence of action, we know that the Durand family has reached a dead end.
The Gift in Wartime
ReplyDelete“The Gift in Wartime” by Tran Mong Tu is a poem about the pain, loss, and suffering caused by war.
In the first stanza, the speaker gives roses and a wedding dress to an unnamed person called “you.” These things represent love, happiness, and hope. In return, “you” gives the speaker medals, silver stars, and a badge. These things are connected with war and soldiers.
In the third stanza, the speaker gives their youth. In return, “you” gives them the smell of blood. This shows that war takes away the best years of a person's life and replaces happiness with violence and suffering.
Later, the speaker gives clouds and a sacrifice. The speaker sacrifices their beautiful springtime for the cold winter. However, “you” gives them lips without a smile and arms without tenderness. These images show sadness, loneliness, and a lack of love.
In the final stanza, the speaker receives shrapnel, or pieces of a bomb, from “you.” This makes it clear that “you” represents war. The speaker gives love, youth, happiness, and sacrifice, but war gives death, pain, violence, and sorrow in return.
Overall, the poem shows how war destroys love, youth, happiness, relationships, and human life. It presents the great suffering of people who are affected by war and shows that the gifts of war are actually pain, loss, and death.
1. What is the theme of the poem?
ReplyDeleteThe theme of the poem is the cruelty and inhumanity of the war and its negative impacts over humans. The poem talks about the tragedy caused by war. One life ends but many others are affected. After the untimely death of the soldier, his family and dear ones will suffer. Life is priceless, so there is no compensation for this great loss.
Important Long-Answer Questions
ReplyDelete1. How does Tran Mong Tu present the effects of war in the poem “The Gift in Wartime”? Explain.
2. What does the poem “The Gift in Wartime” suggest about the impact of war on human life?
3. Explain the contrast between the gifts given by the speaker and those given by “you” in the poem.
4. What do the “roses,” “wedding gown,” “medals,” “blood,” and “shrapnel” symbolize in the poem? Explain.
5. Who do you think “you” represents in the poem? Give reasons for your answer.
6. Why is the poem titled “The Gift in Wartime”? Explain the significance of the title.
7. How does the poet show the loss of love, youth and happiness caused by war? Discuss.
8. “War gives nothing but pain, suffering and death.” How is this idea expressed in “The Gift in Wartime”?
9. Describe the speaker’s sacrifices and the things she receives in return. What message does the poem convey?
10. “The Gift in Wartime” is an anti-war poem. Do you agree? Give reasons based on the poem.
1. Answer: Tran Mong Tu presents war as a source of pain, loss, violence and suffering in the poem “The Gift in Wartime.” The speaker gives beautiful things such as roses, a wedding gown, youth, clouds and sacrifice. These things represent love, happiness, hope and a peaceful life.
ReplyDeleteHowever, in return, the speaker receives medals, silver stars, the smell of blood, lips without a smile, arms without tenderness and shrapnel. These things represent war, death, sadness, loneliness and violence.
The poem shows that war destroys the beautiful things in human life. It takes away people's youth, love, relationships and happiness. Instead of giving peace, war brings bloodshed and death.
Thus, the poet strongly criticizes war and shows its terrible effects on human beings.
2. Answer: There is a strong contrast between the gifts given by the speaker and those given by “you” in the poem.
The speaker gives roses and a wedding gown, which represent love and happiness. The speaker also gives youth, clouds and sacrifice, which represent beauty, hope and the willingness to give up one's happiness.
In contrast, “you” gives medals, silver stars, a badge, the smell of blood, lips without a smile, arms without tenderness and shrapnel. These gifts represent war, violence, sadness, loneliness and death.
Therefore, the speaker gives valuable and beautiful things, while “you” gives painful and destructive things. This contrast shows that war takes away happiness and gives suffering in return.
3. Answer:The unnamed “you” in the poem can be understood as war. The gifts given by “you” strongly support this interpretation.
ReplyDeleteThe speaker receives medals, silver stars and a badge, which are associated with soldiers and war. The speaker also receives the smell of blood and shrapnel. These are clear signs of violence and destruction.
On the other hand, the speaker gives youth, love, happiness and sacrifice. War takes these beautiful things away and replaces them with suffering, loneliness and death.
Therefore, “you” is most likely a symbol of war. Through this symbolic “you,” the poet shows how war destroys human life and happiness.
4. Answer:The gifts in the poem have important symbolic meanings.
Roses symbolize love and beauty, while the wedding gown symbolizes marriage, happiness and a peaceful future. Youth represents the best and most valuable period of human life. Clouds suggest beauty, peace and hope, while sacrifice shows the speaker's willingness to give up personal happiness.
On the other hand, medals, silver stars and a badge represent military life and war. The smell of blood represents violence and death. Lips without a smile suggest sadness, and arms without tenderness suggest the loss of love and affection. Finally, shrapnel represents physical destruction and death caused by war.
Thus, the gifts symbolize the contrast between love and violence, happiness and suffering, and life and death.
5. Answer:The title “The Gift in Wartime” is meaningful and ironic. A gift is normally something pleasant that brings happiness. However, the gifts in this poem are mostly connected with pain, violence and loss.
The speaker gives roses, a wedding gown, youth, clouds and sacrifice. These gifts represent love, happiness, beauty and hope. In return, “you,” who can be understood as war, gives medals, blood, sadness, lack of tenderness and shrapnel.
The title therefore shows the cruel nature of war. The “gifts” of war are not really gifts because they bring suffering, destruction and death.
Thus, the title effectively expresses the main message of the poem: war takes away the beautiful things in human life and gives pain and loss in return.
6.Answer: Yes, I agree that “The Gift in Wartime” is an anti-war poem. Tran Mong Tu presents the destructive effects of war on human life.
ReplyDeleteThe speaker gives love, youth, happiness and sacrifice, but receives blood, sadness, loneliness and shrapnel in return. The images of blood, cold winters, lips without a smile, arms without tenderness and shrapnel clearly show the suffering caused by war.
The poem also shows that war destroys relationships and takes away people's youth and happiness. It does not provide anything truly valuable to ordinary people.
Therefore, the poem strongly opposes war and encourages readers to understand the importance of peace, love and human life.
7. Answer:Tran Mong Tu shows that war takes away love, youth and happiness from human beings. At the beginning of the poem, the speaker offers roses and a wedding gown, which symbolize love, beauty and a happy future.
The speaker also gives her youth, showing that she sacrifices the best period of her life because of war. Instead of receiving love and happiness, she receives the smell of blood. Later, she sacrifices her beautiful springtime for the coldness of winter.
The effects of war are further shown through the images of lips without a smile and arms without tenderness. These images suggest sadness, loneliness and the loss of affection. Finally, the speaker receives shrapnel, which represents violence and destruction.
Thus, the poet shows that war destroys love, takes away youth and replaces happiness with pain, loneliness and death.
8.Answer:The statement is clearly expressed in “The Gift in Wartime.” The poem presents war as a destructive force that takes away people's happiness and gives them pain and suffering.
The speaker gives beautiful things such as roses, a wedding gown and youth. These represent love, happiness and the best years of life. However, war gives the speaker medals, the smell of blood, lips without a smile, arms without tenderness and shrapnel.
The smell of blood represents death and violence. Lips without a smile represent sadness, while arms without tenderness represent the loss of love and affection. Shrapnel represents the physical destruction caused by war.
Therefore, the poem shows that war does not bring true happiness or benefit to human beings. It destroys love, youth, relationships and human life. The poet's message is that peace is much better than war.
9.Answer:The speaker makes many sacrifices because of war. At first, she gives roses and a wedding gown, which represent love and the hope of a happy married life. She then gives her youth, the most valuable period of her life.
The speaker also gives clouds and makes a sacrifice. She gives up her beautiful springtime and faces the coldness of winter. These sacrifices show that she loses her happiness, beauty and peaceful life.
In return, she receives things related to war and suffering. She receives medals, silver stars and a badge, followed by the smell of blood. She also receives lips without a smile, arms without tenderness and shrapnel.
The contrast between what she gives and what she receives shows the cruelty of war. She gives love, youth and happiness but receives pain, loneliness, violence and death.
10. Answer:Yes, I strongly agree that “The Gift in Wartime” is an anti-war poem. The poet presents the terrible effects of war rather than glorifying it.
The speaker gives roses, a wedding gown, youth and sacrifice, which symbolize love, happiness, beauty and hope. In return, she receives medals, blood, sadness, lack of tenderness and shrapnel. These images represent the violence and destruction caused by war.
The poem shows that war destroys people's dreams, relationships and peaceful lives. It takes away youth and happiness and leaves people with pain, loneliness and death.
The poet uses the contrast between the speaker's beautiful gifts and the cruel gifts of war to show that war is destructive and meaningless. Therefore, the poem strongly conveys an anti-war message and suggests that human beings should value peace, love and life.
हाम्रो राष्ट्रिय गौरव
ReplyDelete१. राष्ट्रिय गौरवको अर्थ
हाम्रो देशलाई संसारमा चिनाउने प्राकृतिक, सांस्कृतिक, ऐतिहासिक र धार्मिक सम्पदाहरूलाई राष्ट्रिय गौरव भनिन्छ।
नेपाल प्राकृतिक र सांस्कृतिक रूपमा धनी देश हो। नेपालका हिमाल, नदी, ताल, मन्दिर, ऐतिहासिक स्थान, कला, संस्कृति र परम्पराहरू हाम्रो राष्ट्रिय गौरव हुन्।
उदाहरण:
सगरमाथा
लुम्बिनी
पशुपतिनाथ मन्दिर
जानकी मन्दिर
नेपाली कला र संस्कृति
राष्ट्रिय झण्डा
राष्ट्रिय गान आदि।
२. बहुसांस्कृतिकता (Multiculturalism)
सरल अर्थ:
एउटै देशमा फरक–फरक जातजाति, भाषा, धर्म, संस्कृति, परम्परा र रहनसहन भएका मानिसहरू मिलेर बस्ने अवस्थालाई बहुसांस्कृतिकता भनिन्छ।
नेपाल बहुसांस्कृतिक देश हो।
नेपालमा विभिन्न:
जातजाति
भाषा
धर्म
संस्कृति
परम्परा
चाडपर्व
भेषभूषा
खानपान
पाइन्छन्।
उदाहरण:
नेपालमा विभिन्न समुदायका मानिसहरू बस्छन्। उनीहरूको भाषा, पोसाक, परम्परा र चाडपर्व फरक–फरक हुन सक्छन्।
जस्तै:
नेवार समुदायको आफ्नै संस्कृति छ।
थारू समुदायको आफ्नै संस्कृति छ।
गुरुङ, मगर, तामाङ, शेर्पा, राई, लिम्बू आदि समुदायका पनि आफ्नै भाषा र संस्कृति छन्।
त्यसैले विविधतामा एकता नेपालको विशेषता हो।
सांस्कृतिक सम्मिश्रण
फरक संस्कृतिका मानिसहरू एकअर्कासँग घुलमिल हुँदा एक संस्कृतिले अर्को संस्कृतिबाट केही कुरा सिक्छ र अपनाउँछ। यसलाई सांस्कृतिक सम्मिश्रण (Cultural Agglomeration) भन्न सकिन्छ।
यसले नयाँ र मिश्रित संस्कृतिको विकास गर्न सहयोग गर्छ।
३. नेपालीको वीरता (Valour of the Nepali)
नेपालीहरूलाई संसारमा वीर र साहसी मानिसका रूपमा चिनिन्छ।
नेपालले विभिन्न समयमा विदेशी शक्तिसँग युद्ध गरेको छ। नेपाली सैनिकहरूले कठिन परिस्थितिमा पनि साहस, बहादुरी, इमानदारी र देशप्रेम देखाएका छन्।
नेपालीको वीरताका मुख्य विशेषताहरू
1. साहसी – नेपालीहरू कठिन परिस्थितिसँग डराउँदैनन्।
2. बहादुर – युद्धमा बहादुरीपूर्वक लड्छन्।
3. इमानदार – आफ्नो कर्तव्यप्रति इमानदार हुन्छन्।
4. देशभक्त – देशको रक्षा गर्न तयार हुन्छन्।
5. अनुशासित – नियम र कर्तव्य पालना गर्छन्।
6. त्यागी – देशका लागि आफ्नो जीवनसमेत त्याग गर्न तयार हुन्छन्।
विश्वयुद्धमा नेपाली वीरता
पहिलो र दोस्रो विश्वयुद्धमा नेपाली सैनिकहरूले विभिन्न ठाउँमा युद्ध लडे। उनीहरूले उच्च साहस, बहादुरी र युद्धकौशल प्रदर्शन गरे।
यस कारण नेपाली वीरताको चर्चा संसारभरि भएको छ।
४. राष्ट्रिय झण्डा
नेपालको राष्ट्रिय झण्डा संसारका अन्य देशको भन्दा फरक र विशेष छ।
नेपालको झण्डामा:
दुईवटा त्रिकोण छन्।
माथिल्लो भागमा चन्द्रमा छ।
तल्लो भागमा सूर्य छ।
झण्डाको मुख्य रङ रातो हो।
चारैतिर निलो किनारा छ।
राष्ट्रिय झण्डाले नेपालको स्वतन्त्रता, वीरता, प्राकृतिक सम्पदा र राष्ट्रिय पहिचानलाई प्रतिनिधित्व गर्छ।
५. राष्ट्रिय गान
नेपालको राष्ट्रिय गानको नाम “सयौँ थुँगा फूलका” हो।
यसले नेपालका विभिन्न जातजाति, भाषा, धर्म, संस्कृति र क्षेत्रलाई एउटै राष्ट्रका रूपमा जोड्ने भावना व्यक्त गर्छ।
राष्ट्रिय गानले हामीमा:
देशप्रेम
राष्ट्रिय एकता
गौरव
आपसी सद्भाव
को भावना विकास गर्छ
राष्ट्रिय गौरव देशलाई चिनाउने महत्वपूर्ण सम्पदा
बहुसांस्कृतिकता विभिन्न संस्कृति मिलेर बस्ने अवस्था
सांस्कृतिक विविधता विभिन्न जाति, भाषा, धर्म र संस्कृतिको विविधता
नेपालीको वीरता नेपालीको साहस, बहादुरी र देशप्रेम
राष्ट्रिय झण्डा नेपालको राष्ट्रिय पहिचानको प्रतीक
राष्ट्रिय गान राष्ट्रप्रेम र राष्ट्रिय एकताको भावना जगाउने गीत
एक वाक्यमा पाठको सार:
नेपाल प्राकृतिक, सांस्कृतिक र ऐतिहासिक सम्पदाले सम्पन्न तथा विभिन्न जातजाति, भाषा, धर्म र संस्कृतिमा विविधता भएको वीर र स्वतन्त्र देश हो।
Facing Death
ReplyDeleteSummary
"Facing Death" is a one-act modern tragedy by the Swedish playwright August Strindberg. Its hero is Monsieur Durand (a widower, former railroad worker and father of three daughters) who runs a boarding house that was once his family home. The play takes place in his dining room, where the full misery of the family's situation unfolds in a single morning.
The Durand family has reached a dead end. The grocer, the baker and the butcher all send their unpaid bills and refuse further credit; the household is starving, and Durand himself survives on scraps, even eating the food set out for the rats. The family inheritances from both sides were wasted long ago, chiefly through the recklessness and stupid speculation of Durand's late wife, yet she taught the daughters to blame their father for everything. The daughters, above all the bitter Theresa, treat him with open contempt, snatching away even his glass of milk, while he stays silent about their mother's faults so that they can keep loving her memory. His one indulgence is a candle burned for his beloved little son Rene, who died in childhood.
Durand carries other quiet sorrows: he even lies about his birthplace, hiding the fact that he left his homeland for love and once fought against it from the Swiss side, to protect his and his wife's reputation. But behind his passive suffering he has formed a terrible plan. He has already sold his life insurance to pay a pressing debt, and has kept up the payments on his fire insurance.
In the final scene the plan becomes clear: Durand sets fire to his own house and drinks poison, so that his daughters will collect five thousand francs of insurance money and escape their poverty. The play thus shows a father "facing death" deliberately and calmly: a modern tragedy in which the hero's downfall comes not from fate or kings, but from money, debt and a loveless family, and whose last act is one of self-sacrificing love for the very daughters who despised him.
1. Why does Monsieur Duran tell a lie about his birthplace?
ReplyDeleteMonsieur Durand tells a lie about his birthplace because he used to love a woman before his marriageable age. To marry that lady, he left his hometown and migrated to Switzerland. He tells a lie to protect his and his wife’s reputation. Also, he had fought against his homeland from the side of Switzerland. So he wanted to mask his humiliation. Therefore, he tells a lie.
A Sunny Morning
ReplyDeleteCharacters
Dona Laura, a handsome old lady of 70
Don Gonzalo, an old man of 70
Petra, maid of Laura
Juanito, servant of Gonzalo
Place: A park of Mardid (Spain)
Introduction
The one-act play, “A Sunny Morning – A Comedy of Madrid” is a hilarious comic play written by Serafin and Joaquin Alveraz Quintero, popularly known as the ‘Golden Boys of Madrid Theatre’. The entire play revolves around two major characters Don Gonzalo and Dona Laura, who in their youth were passionate lovers but estranged by the cruelty of the fate. After several years of their separation now in their 70’s both Don Gonzalo and Dona Laura accidentally meet in a park of Madrid but they are not able to recognise each other. As they begin to talk they slowly drifted to recall their past and soon they realise individually that they were passionate lovers of the past. However, they are unwilling to disclose their real identity and introduced themselves as friends of those lovers.
Characters in A Sunny Morning by Joaquín Álvarez Quintero and Serafín Álvarez Quintero
ReplyDeleteThe play has two main characters:
• Don Gonzalo – An elderly Spanish gentleman. He is proud, somewhat impatient and argumentative. In his youth, he was deeply in love with Laura. When he meets her again after many years, he initially does not recognize her.
• Doña Laura – An elderly lady and Don Gonzalo’s former lover. She is intelligent, lively, romantic and sentimental. She also remembers her past love and recognizes Gonzalo before revealing her identity.
Other characters
• Juanito – Don Gonzalo’s servant.
• Petra – Doña Laura’s maid/servant.
• The three priests – Minor characters who appear in the park.
The central characters are Don Gonzalo and Doña Laura. They were lovers in their youth but separated because of a misunderstanding. Years later, they meet again in a park and pretend not to recognize each other, although both eventually realize who the other person is. Their conversation allows them to relive their lost love without disturbing their present lives.
यहाँ कक्षा १० को सामाजिक अध्ययन विषयको पाठ 'सङ्घीय नेपाल र विकासको प्रादेशिक अवधारण
ReplyDelete१. सङ्घीयताको अर्थ
* उत्पत्ति: सङ्घीयतालाई अङ्ग्रेजीमा Federalism भनिन्छ। यो शब्द ल्याटिन भाषाको Foedus बाट आएको हो, जसको अर्थ सम्झौता वा सन्धि हुन्छ।
* परिभाषा: राज्यको शक्तिको बाँडफाँड गरी दुई वा सोभन्दा बढी तहका सरकारमार्फत शासन सञ्चालन गर्ने प्रणाली नै सङ्घीयता हो।
* स्वशासन र साझा शासन: सङ्घीयतामा तल्लो तहका सरकारले आफ्नो अधिकार क्षेत्रभित्र आफैँ शासन गर्ने (स्वशासन) र राष्ट्रिय सरोकारका विषयमा केन्द्रसँग मिलेर काम गर्ने (साझा शासन) अभ्यास हुन्छ।
नेपालको सङ्घीयताका आधार (३ 'स'):
१. सहकारिता: सबै तहका सरकारबीच आपसमा सहकार्य हुनु।
२. सहअस्तित्व: प्रत्येक तहको सरकारको संवैधानिक अस्तित्वलाई स्वीकार र सम्मान गर्नु।
३. समन्वय: विवाद रहित ढङ्गले काम गर्न आपसमा तालमेल मिलाउनु।
२. संवैधानिक अधिकारको बाँडफाँड
नेपालको संविधानले तीनवटै तहका अधिकारहरू अनुसूचीमा विभाजन गरेको छ:
* अनुसूची ५: सङ्घीय (केन्द्र) सरकारको एकल अधिकार।
* अनुसूची ६: प्रदेश सरकारको एकल अधिकार।
* अनुसूची ८: स्थानीय सरकारको एकल अधिकार।
* अनुसूची ७: सङ्घ र प्रदेशको साझा अधिकार।
* अनुसूची ९: सङ्घ, प्रदेश र स्थानीय तहको साझा अधिकार।
३. एकात्मक र सङ्घीय शासन व्यवस्थाबीच तुलना
| तुलनाको आधार | एकात्मक व्यवस्था | सङ्घीय व्यवस्था |
| शक्तिको केन्द्रीकरण | सम्पूर्ण अधिकार केन्द्र वा राजधानीमा सीमित हुन्छ। | अधिकार संविधानमार्फत नै विभिन्न तहमा बाँडफाँड हुन्छ। |
| स्थानीय स्वायत्तता | स्थानीय निकायहरू केन्द्रको नियन्त्रणमा हुन्छन्। | स्थानीय र प्रदेश सरकारहरू आफ्नो क्षेत्रमा स्वायत्त हुन्छन्। |
| सेवा प्रवाह | सामान्य कामका लागि पनि राजधानी वा सदरमुकाम धाउनुपर्ने हुन्छ। | घरदैलोमै सरकारी सेवाहरू सजिलै प्राप्त हुन्छन्। |
४. नेपालको सङ्घीय संरचना
नेपाललाई ७ प्रदेश र ७५३ स्थानीय तहमा विभाजन गरी तीन तहको सरकारको व्यवस्था गरिएको छ:
क) केन्द्र (सङ्घीय) सरकार
* व्यवस्थापिका: सङ्घीय संसद (प्रतिनिधि सभा + राष्ट्रिय सभा)
* कार्यपालिका: सङ्घीय मन्त्रिपरिषद् (अधिकतम २५ जना मन्त्री)
* न्यायपालिका: सर्वोच्च अदालत
ख) प्रदेश सरकार
* व्यवस्थापिका: प्रदेश सभा
* कार्यपालिका: प्रदेश मन्त्रिपरिषद्
* न्यायपालिका: उच्च अदालत
ग) स्थानीय सरकार
* व्यवस्थापिका: गाउँ सभा / नगर सभा
* कार्यपालिका: गाउँ कार्यपालिका / नगर कार्यपालिका
* न्यायपालिका: न्यायिक समिति (स्थानीय विवाद मिलाउन)
५. नेपालमा सङ्घीयताका सबल पक्ष (फाइदाहरू)
* सेवा प्रवाहमा सरलता: सिंहदरबारको अधिकार गाउँ-गाउँमा पुगेकाले सामान्य कामका लागि काठमाडौँ धाउनुपर्ने बाध्यता अन्त्य भएको छ।
* बसाइँसराइ व्यवस्थापन: स्थानीय तहमै शिक्षा, स्वास्थ्य र विकास पुगेकाले मानिसहरू आफ्नै क्षेत्रमा रोकिने अवसर सिर्जना भएको छ।
* प्रशासनिक जिम्मेवारीको बाँडफाँड: करिब ५५ प्रतिशत प्रशासनिक जिम्मेवारी प्रदेश र स्थानीय तहमा हस्तान्तरण गरिएको छ।
* राजस्व संकलनमा सुधार: करको दायरा फराकिलो भएको छ र चुहावट नियन्त्रणमा सहयोग पुगेको छ।
६. सङ्घीयताका चुनौतीहरू
१. बलियो राष्ट्रिय नीति कायम राख्नु: प्रदेशहरू अनुसार नीति फरक हुन सक्ने भएकाले राष्ट्रिय एकता र एउटै नीति कायम राख्न चुनौतीपूर्ण छ।
२. उत्तरदायित्व र समन्वय: अधिकार र जिम्मेवारी जुध्न सक्ने भएकाले कामको पन्छाउने प्रवृत्ति रोक्नु।
३. राष्ट्रियता र अखण्डता: क्षेत्रीय संकीर्णता बढेर देश विखण्डन हुन नदिनु।
४. खर्च कायम राख्नु: तीन तहको सरकार सञ्चालन गर्न धेरै बजेट चाहिने भएकाले सानो अर्थतन्त्र भएका देशका लागि खर्च धान्न कठिन हुनु।
के तपाईंलाई यस पाठबाट सोधिन सक्ने परीक्षा उपयोगी सम्भावित प्रश्नहरू वा थप स्पष्टीकरण चाहिन्छ?
The Treasure in the Forest
ReplyDeleteSummary
The story begins with two men, Evans and Hooker, “stranded British wastrels”, heading in a canoe towards a coral island in the heat of the noon sun, after having paddled all night from the mainland. Hooker is studying a map, which the narrator reveals they have stolen from a Chinaman, Chang-hi, whom they murdered during the theft. Chang-hi had by chance discovered the treasure left behind by a shipwrecked h4ish galleon, and had decided to rebury it elsewhere, at a location revealed by his map. One aspect of the map puzzles Evans and Hooker though; part of it is covered by little dashes pointing in every direction.
Evans and Hooker identify the spot indicated on the map, and after beaching their canoe they strike into the interior of the island, through the forest. They soon discover the identifying pile of stones just as the map says, but alongside it lies the purple and swollen body of a Chinaman who had evidently himself been looking for the treasure, as they can see some half-exposed yellow bars of gold in the hole he had been digging. The men assume the Chinaman to have been one of Chang-hi’s associates, who had decided to try and claim the treasure for himself.
Evans starts to pick up the gold ingots to take them back to the canoe, but as he does so feels a thorn prick. The two men load as much of the gold as they can drag back to the boat in Evans’s jacket and set off, but after about a hundred yards Evans’s arms start to ache, he becomes sweaty and he begins to convulse. Hooker, in rearranging the ingots on the jacket after Evans’s collapse, himself feels a thorn prick, and at last realizes the meaning of the little dashes on the map; Chang-hi had protected his treasure with thorns “similar to those the Dyaks poison and use in their blowing-tubes”.
The story ends as Hooker lies dying alongside the “still quivering” body of his companion.
Characters of Treasure in the Forest
ReplyDelete• Evan and Hooker
• They are the two main characters.
• They are greedy and dishonest treasure hunters.
• They find a map showing the location of hidden treasure.
• They go to an island to find the treasure.
• They are suspicious of others and are mainly motivated by wealth.
• Morris
• Morris is the man who originally hid the treasure.
• He is clever, suspicious, and revengeful.
• He knows that Evan and Hooker may try to steal his treasure.
• He protects the treasure by putting poison on the treasure boxes.
• His plan ultimately causes Evan and Hooker’s deaths.
• The Three Chinese Men
• They appear briefly in the story.
• They are connected with Morris and the treasure.
• Their presence helps create mystery and suspense in the story.
कक्षा १० सामाजिक
ReplyDelete१. रोजगारी भनेको के हो?
रोजगारी भनेको आयआर्जन गर्न गरिने मानसिक वा शारीरिक काम हो।
रोजगारीको मुख्य उद्देश्य आम्दानी गर्नु हो। यसबाट मानिसले आफ्नो जीवनस्तर सुधार गर्न, परिवारको आवश्यकता पूरा गर्न र गरिबी घटाउन सहयोग पाउँछ।
नेपालमा पर्याप्त रोजगारीका अवसर सिर्जना हुन नसक्दा धेरै नेपाली युवाहरू रोजगारीका लागि विदेश जाने गरेका छन्।
२. स्वदेशी र वैदेशिक रोजगारी
स्वदेशी रोजगारी
आफ्नै देशभित्र उपलब्ध रोजगारीलाई स्वदेशी रोजगारी भनिन्छ।
उदाहरण:
• नेपालमा शिक्षकको काम गर्नु
• नेपालमै व्यापार गर्नु
• उद्योग वा कार्यालयमा काम गर्नु
• कृषि तथा पर्यटन क्षेत्रमा काम गर्नु
वैदेशिक रोजगारी
आफ्नो देश छोडेर अर्को देशमा गई रोजगारी वा काम गर्नुलाई वैदेशिक रोजगारी भनिन्छ।
उदाहरण:
नेपालको नागरिक मलेसिया, कतार, संयुक्त अरब इमिरेट्स, साउदी अरब आदि देशमा गई काम गर्नु।
मुख्य फरक
स्वदेशी रोजगारीवैदेशिक रोजगारीआफ्नै देशमा गरिन्छविदेशी देशमा गरिन्छपरिवारसँग बस्न सजिलो हुन्छपरिवारबाट टाढा बस्नुपर्छदेशभित्रै आय सिर्जना हुन्छविदेशबाट रकम नेपाल भित्रिन्छस्थानीय विकासमा सहयोग पुग्छविप्रेषण बढाउन सहयोग पुग्छ
३. विप्रेषण (Remittance)
विदेशमा रोजगारी वा व्यवसाय गरेर नेपालीहरूले कमाएको रकम नेपालमा पठाउँछन्। यस्तो रकमलाई विप्रेषण भनिन्छ।
उदाहरण:
कतारमा काम गर्ने नेपालीले आफ्नो परिवारलाई नेपालमा पैसा पठायो भने त्यो पैसा विप्रेषण हो।
विप्रेषणको महत्त्व
• परिवारको आर्थिक अवस्था सुधार हुन्छ।
• शिक्षा र स्वास्थ्यमा खर्च गर्न सहयोग पुग्छ।
• घर निर्माण तथा व्यवसाय गर्न सहयोग हुन्छ।
• गरिबी घटाउन मद्दत गर्छ।
• देशमा विदेशी मुद्रा भित्रिन्छ।
• राष्ट्रिय अर्थतन्त्रमा योगदान पुग्छ।
४. नेपालमा वैदेशिक रोजगारीको इतिहास
नेपालमा वैदेशिक रोजगारीको इतिहास लामो छ। सन् १८१६ को सुगौली सन्धिपछि नेपाली युवाहरूलाई बेलायती सेनामा भर्ती गर्ने प्रक्रिया सुरु भएको मानिन्छ। नेपालीहरू पछि गोर्खा रेजिमेन्टमा समेत भर्ती हुन थाले।
त्यसैगरी, सन् १९५० को नेपाल–भारत सन्धिपछि नेपाली नागरिकलाई भारतमा र भारतीय नागरिकलाई नेपालमा रोजगारी तथा आवतजावत गर्न सहज वातावरण बनेको थियो।
हाल नेपाली युवाहरू रोजगारीका लागि विभिन्न देशमा जाने गरेका छन्।
५. नेपालीहरू वैदेशिक रोजगारीमा जाने प्रमुख देशहरू
नेपालीहरू रोजगारीका लागि जाने प्रमुख देशहरू:
• मलेसिया
• कतार
• संयुक्त अरब इमिरेट्स (UAE)
• साउदी अरब
• कुवेत
• अन्य खाडी तथा विभिन्न देशहरू
६. वैदेशिक रोजगारीमा जाने युवाको अवस्था
ReplyDeleteपाठमा दिइएको तथ्याङ्कले लामो समयसम्म वैदेशिक रोजगारीमा जाने नेपाली युवाको संख्या बढेको देखाउँछ। बीचका केही वर्षमा प्राकृतिक विपत्ति, कोभिड–१९ महामारी लगायतका कारण संख्या घटेको देखिन्छ। त्यसपछि पुनः वैदेशिक रोजगारीमा जानेहरूको संख्या बढेको छ।
तथ्याङ्कबाट देखिने मुख्य कुरा
• वैदेशिक रोजगारी नेपाली युवाको प्रमुख रोजगारीको माध्यम बनेको छ।
• रोजगारीका लागि खाडी मुलुक, मलेसिया आदि प्रमुख गन्तव्य हुन्।
• वैदेशिक रोजगारीबाट ठूलो मात्रामा विप्रेषण नेपाल भित्रिन्छ।
• तर, स्वदेशमै पर्याप्त रोजगारी सिर्जना गर्नु आवश्यक छ।
७. नेपालमा रोजगारीको अवस्था किन कमजोर छ?
नेपालमा पर्याप्त रोजगारी सिर्जना हुन नसक्नुका केही कारण:
• औद्योगिक क्षेत्रको पर्याप्त विकास नहुनु
• उद्योग तथा कलकारखानाको कमी
• लगानीको कमी
• सीपयुक्त रोजगारीको अवसर कम हुनु
• उत्पादनमूलक क्षेत्रमा पर्याप्त विकास नहुनु
• जनसंख्या तथा श्रमशक्तिको वृद्धि
• युवाका लागि पर्याप्त रोजगारीको अवसर नहुनु
८. स्वदेशमै रोजगारी सिर्जना गर्ने उपायहरू
नेपालमा वैदेशिक रोजगारीको निर्भरता कम गर्न स्वदेशमै रोजगारी सिर्जना गर्नुपर्छ।
प्रमुख उपायहरू
• उद्योग तथा कलकारखाना स्थापना गर्ने।
• कृषिको आधुनिकीकरण गर्ने।
• युवालाई सीपमूलक तथा व्यावसायिक तालिम दिने।
• पर्यटन क्षेत्रको विकास गर्ने।
• साना तथा घरेलु उद्योगलाई प्रोत्साहन गर्ने।
• उद्यमशीलता र स्वरोजगारलाई प्रोत्साहन गर्ने।
• देशमा लगानीको वातावरण बनाउने।
• बजारको मागअनुसार प्राविधिक तथा व्यावसायिक शिक्षा दिने।
• जलस्रोत, पर्यटन, कृषि आदि क्षेत्रको उपयोग गर्ने।
• वैदेशिक रोजगारीबाट फर्किएका युवाको सीप र पूँजीलाई स्वदेशमा प्रयोग गर्ने।
परीक्षाका लागि छोटा प्रश्न
१. रोजगारी भनेको के हो?
→ आयआर्जन गर्न गरिने मानसिक वा शारीरिक कामलाई रोजगारी भनिन्छ।
२. वैदेशिक रोजगारी भनेको के हो?
→ आफ्नो देश छोडेर अर्को देशमा गई रोजगारी वा काम गर्नु वैदेशिक रोजगारी हो।
३. विप्रेषण भनेको के हो?
→ विदेशमा काम गर्ने नेपालीले आफ्नो देशमा पठाएको रकमलाई विप्रेषण भनिन्छ।
४. नेपालीहरू वैदेशिक रोजगारीमा जाने कुनै चार देशको नाम लेख्नुहोस्।
→ मलेसिया, कतार, संयुक्त अरब इमिरेट्स र साउदी अरब।
५. स्वदेशमै रोजगारी सिर्जना गर्ने कुनै चार उपाय लेख्नुहोस्।
→ उद्योग स्थापना, कृषिको आधुनिकीकरण, सीपमूलक तालिम र पर्यटन विकास।
६. वैदेशिक रोजगारीको एउटा सकारात्मक पक्ष र एउटा नकारात्मक पक्ष लेख्नुहोस्।
→ सकारात्मक पक्ष: विप्रेषणबाट परिवारको आर्थिक अवस्था सुधार हुन्छ।
→ नकारात्मक पक्ष: परिवारबाट टाढा बस्नुपर्छ र विभिन्न जोखिम सामना गर्नुपर्न सक्छ।
अब कुन भागमा ध्यान दिने?
कक्षा १०: सामाजिक अध्ययन
ReplyDeleteपाठ ४: वित्तीय शिक्षा र उपकरणहरू
१. वित्तको अर्थ (Meaning of Finance)
परिभाषा: वित्त भनेको रकम वा कोष (Fund) हो। आर्थिक कारोबार वा सम्पत्तिसँग सम्बन्धित गतिविधिहरूलाई वित्त भनिन्छ।
वित्तीय क्रियाकलाप: व्यापार-व्यवसायमा लगानी गर्ने, लगानीको व्यवस्थापन गर्ने, ऋण लिने-दिने, नाफा कमाउने र कमाएको नाफा अंशियारहरू (Shareholders) बिच बाँड्ने कार्यहरू यसअन्तर्गत पर्छन्।
इतिहास र वर्तमान: मानव सभ्यताको विकाससँगै अनौपचारिक वित्तीय क्रियाकलाप सुरु भएका हुन्। वर्तमान समयमा वित्तीय संस्थाहरूले देशको अर्थतन्त्रलाई सुदृढ बनाउन मुख्य भूमिका खेलिरहेका छन्।
२. वित्तीय शिक्षाको अवधारणा (Concept of Financial Education)
परिभाषा: आफूसँग भएको धन-सम्पत्ति र आम्दानीलाई सही, प्रभावकारी र मितव्ययी (सोचेर-सम्झेर) तरिकाले प्रयोग गर्न सिकाउने ज्ञान नै वित्तीय शिक्षा हो। यसलाई वित्तीय साक्षरता (Financial Literacy) पनि भनिन्छ।
विगतको अवस्था: विगतमा नेपालको वित्तीय प्रणाली साहु-महाजनको नियन्त्रणमा थियो। साहुहरूले सोझा र गरिब जनतालाई उच्च ब्याजदरमा ऋण दिई ठगी गर्थे। साथै, मानिसहरूले आफ्नो सम्पत्ति (सुन, चाँदी, नगद) घरमै वा जमिनमुनि गाडेर राख्ने गर्थे।
वर्तमान अवस्था: आजभोलि बैंक तथा वित्तीय संस्थाहरूको विकासले गर्दा मानिसहरूमा वित्तीय चेतना र ज्ञान बढेको छ।
३. कठिन तथा पारिभाषिक शब्दावली (Key Terms)
कोष (Fund): नगद रकम वा कुनै निश्चित उद्देश्यका लागि बचत गरी राखिएको रकम।
सम्पत्ति (Property/Assets): आफूसँग भएको धनमाल, जायजेथा वा रकम।
मुद्रा व्यवस्थापन (Money Management): सम्पत्ति र आम्दानीको सही सदुपयोग र बचत गर्ने तरिका वा कला।
The Treasure in the Forest
ReplyDeleteSummary
The story begins with two men, Evans and Hooker, “stranded British wastrels”, heading in a canoe towards a coral island in the heat of the noon sun, after having paddled all night from the mainland. Hooker is studying a map, which the narrator reveals they have stolen from a Chinaman, Chang-hi, whom they murdered during the theft. Chang-hi had by chance discovered the treasure left behind by a shipwrecked h4ish galleon, and had decided to rebury it elsewhere, at a location revealed by his map. One aspect of the map puzzles Evans and Hooker though; part of it is covered by little dashes pointing in every direction.
Evans and Hooker identify the spot indicated on the map, and after beaching their canoe they strike into the interior of the island, through the forest. They soon discover the identifying pile of stones just as the map says, but alongside it lies the purple and swollen body of a Chinaman who had evidently himself been looking for the treasure, as they can see some half-exposed yellow bars of gold in the hole he had been digging. The men assume the Chinaman to have been one of Chang-hi’s associates, who had decided to try and claim the treasure for himself.
Evans starts to pick up the gold ingots to take them back to the canoe, but as he does so feels a thorn prick. The two men load as much of the gold as they can drag back to the boat in Evans’s jacket and set off, but after about a hundred yards Evans’s arms start to ache, he becomes sweaty and he begins to convulse. Hooker, in rearranging the ingots on the jacket after Evans’s collapse, himself feels a thorn prick, and at last realizes the meaning of the little dashes on the map; Chang-hi had protected his treasure with thorns “similar to those the Dyaks poison and use in their blowing-tubes”.
The story ends as Hooker lies dying alongside the “still quivering” body of his companion
1. Why do you think Evan and Hooker took such a risk of finding the buried treasure on a desert island?
ReplyDeleteI think Evan and Hooker took such a risk of finding the buried treasure on a desert island because of their greed for wealth. They took it as a challenge and the risks as rewards. They were also attracted by the fact that it was the treasure left behind by a shipwrecked h4ish galleon which may cost millions of dollars. So they became crazy about the treasure and took such a risk of finding the buried treasure on a desert island.
2. How does greed lead to the tragic ending of the story?
ReplyDeleteThe Treasure in the Forest by H. G. Wells is a story that shows how greed can lead to destruction.
Evans and Hooker discover a map that leads them to a hidden treasure in a forest. They become excited and decide to find the treasure. They travel to the island and follow the directions on the map.
After reaching the place, they find the treasure hidden in the ground. However, the treasure has been poisoned with a deadly substance. While handling the treasure, both men are affected by the poison.
Instead of enjoying their wealth, they suffer and eventually die. Their desire to become rich makes them careless about the danger.
Thus, the story teaches us that excessive greed can destroy human life. It also reminds us that wealth is not more valuable than life.
class -11 (Literature Section)
ReplyDelete1. How is the title ‘A Sunny Morning’ justifiable? Discuss.
This play is set in a park in Madrid, Spain on a sunny morning. In this setting, the entire play has been presented. A sunny morning has provided an ideal setting for a reunion of two former lovers in their golden years. They argue, know each other, conceal their identities, admire, tell fabricated stories about their deaths, prefer to meet again the next sunny morning, and so on. From start to finish, the entire play continues to make us laugh hysterically while remaining in this setting of a sunny morning. As a result, the title 'A Sunny Morning' is quite appropriate, as it depicts a reconciliation of former lovers in a park with great humour.
Summary
ReplyDeleteThe play opens in the setting of a park where Dona Laura enters the park with the help of her maid, Petra and finds place to sit on a bench to feed the birds with breadcrumbs. Meanwhile, Don Gonzalo also enters the park with his servant, Juanito and hesitates to sit on other side of the bench, which was already occupied by Dona Laura. He even curses the priests for being occupied his bench on which he usually sits in every sunny morning. He looks negatively at every aspect of his life and goes on complaining whereas Laura expresses her grievances when others disturb her. In the beginning both of them are reluctant at each other but soon they tried to understand each other in the progress of their conversation.
Sharing a pinch of snuff between them softens their tone into friendliness. Soon their conversation stumbles upon reading books. This paves the way for the next level of their story. Dona Laura reads a poem from a book given by Don Gonzalo, which surprises them, that they were the lovers of several decades before and now talking about themselves. However, they do not want to disclose their true identities since they have lost seen each other in early youth. So, they spin fictitious stories where Laura identifies herself as a friend of ‘The Silver Maiden’ Laura Llorente while Don Gonzalo identifies himself as the cousin of Don Gonzalo.
Laura Llorente lived at Maricela in Valencia. She was known as ‘The Silver Maiden’ in her locality. Gonzalo would pass by on his horseback every morning under Laura’s house window and would toss a bouquet of flowers up to her balcony. In the afternoon, while he would return by the same path and catch a bouquet of flowers that she would toss him down. When Laura’s parents wanted to marry her to a merchant a duel was followed and the merchant was badly wounded by Gonzalo. Don Gonzalo fled away fearing of the consequences. Laura waited for days and months and not hearing from him for a long time she left her home one afternoon and went to the beach. While she was engrossed in Don Gonzalo’s thoughts she was washed away by the waves.
Don Gonzalo also tried to spin his version of a story about his supposed cousin. Gonzalo also loved Laura intensely. After injuring the merchant seriously, fearing the consequences, he took refuge in Seville and Madrid. He wrote many letters to her but her parents seized them. As there was no reply, in despair, he joined the army and went to Africa where he died in one of the trenches holding the flag of Spain and muttering the name of his love, Laura.
In reality, after two years of their separation, Laura married someone and settled down in her life. Similarly, Gonzalo disappointed over his lost love, three months later he too married a ballet dancer and settled down in Paris. Though, they were separated, in their hearts the yearning for the romantic love continued. When they met in the park after nearly 50 years both of them were able to recall their intense romantic affair. Although they came to know about each other in reality, they did not want to reveal, as they had lost their charming youth. Thus the play “A Sunny Morning entertains the audience.
कक्षा १० को सामाजिक अध्ययन विषय अन्तर्गत "पाठ ८: वित्तीय शिक्षा र उपकरणहरू"
ReplyDelete१. वित्त (Finance) भनेको के हो?
वित्त भनेको पैसा वा धनसम्पत्तिको सही व्यवस्थापन गर्नु हो। पैसा कसरी कमाउने, कहाँ लगानी गर्ने, नाफा-घाटा कसरी मिलाउने र कसरी बचत गर्ने भन्ने सम्पूर्ण आर्थिक गतिविधिहरू वित्तभित्र पर्छन्।
२. वित्तीय शिक्षा (Financial Education / Literacy)
आफ्नो धन-सम्पत्ति वा आम्दानीलाई नठगिईकन, सही र मितव्ययी (सोचेर-सम्झेर) तरिकाले प्रयोग गर्न सिकाउने ज्ञानलाई वित्तीय शिक्षा वा वित्तीय साक्षरता भनिन्छ।
* नेपालको वर्तमान अवस्था: नेपालमा करिब १८ प्रतिशत मानिसमा मात्र वित्तीय साक्षरता पुगेको छ। वित्तीय साक्षरताको कमीले गर्दा धेरै मानिसहरू साहु-महाजनको ठगी र उच्च ब्याजदरको मारमा पर्छन्।
* वित्तीय शिक्षाभित्र पर्ने कुराहरू:
* बैंकमा खाता खोल्ने र चलाउने तरिका।
* बैंकबाट ऋण (Loan) लिने र तिर्ने प्रक्रिया।
* धितो (Collateral), ब्याज र बचत सम्बन्धी जानकारी।
* डिजिटल बैंकिङ र बीमा (Insurance) सम्बन्धी ज्ञान।
३. वित्तीय शिक्षाको महत्त्व
* सही बजेट बनाउन: सीमित आम्दानीलाई सही ठाउँमा खर्च र बचत गर्न मद्दत गर्छ।
* ठगीबाट जोगिन: साहु-महाजनको चर्को ब्याज र वित्तीय जोखिमबाट बचाउँछ।
* रेमिट्यान्सको सही प्रयोग: वैदेशिक रोजगारीबाट आएको पैसालाई फजुल खर्च हुन नदिई उत्पादनमूलक क्षेत्रमा लगाउन सिकाउँछ।
* उद्यमशीलता: नयाँ व्यापार वा व्यवसाय सुरु गर्न र ऋणको सही प्रयोग गर्न मद्दत गर्छ।
४. वित्तीय उपकरणहरू (Financial Instruments)
वित्तीय प्रणालीमा पैसाको लेनदेन, व्यापार वा लगानी गर्न प्रयोग गरिने औजारहरूलाई वित्तीय उपकरण भनिन्छ। मुख्य वित्तीय उपकरणहरू तल दिइएका छन्:
क) मुद्रा (Currency)
* मुद्रा भनेको वस्तु तथा सेवा खरिद-बिक्री गर्ने वा विनिमय गर्ने माध्यम हो।
* नेपालमा नोट निष्कासन र मुद्रा व्यवस्थापनको काम केन्द्रीय बैंक अर्थात् नेपाल राष्ट्र बैंकले गर्छ।
* सफा नोट नीति (Clean Note Policy): नोटमा कोर्ने, कोर Ferr/स्टिच लगाउने गर्दा नोट चाँडै फाट्छ र राज्यको खर्च बढ्छ। त्यसैले नोटलाई सफा र सुरक्षित राख्नु हरेक नागरिकको कर्तव्य हो।
ख) बैंक कर्जा / ऋण (Bank Loan)
* कुनै व्यापार, अध्ययन वा घर निर्माणका लागि बैंक वा वित्तीय संस्थाबाट लिइने रकमलाई बैंक कर्जा भनिन्छ।
* धितो (Collateral): बैंकबाट ऋण लिँदा आफ्नो घर, जग्गा, सुन आदि सम्पत्ति धितोको रूपमा राख्नुपर्छ। (सरकारले हाल शैक्षिक प्रमाणपत्र धितो राखेर पनि ऋण दिने व्यवस्था गरेको छ।)
* ध्यान दिनुपर्ने कुरा: तोकिएको समयमा ऋण र ब्याज नतिरेमा जरिबाना लाग्छ, धितो लिलाम हुन सक्छ र मानिस कालोसूची (Blacklist) मा पर्न सक्छ।
परीक्षाका लागि सम्झनुपर्ने मुख्य बुँदाहरू:
* वित्त: पैसाको व्यवस्थापन।
* वित्तीय शिक्षा: पैसाको सही प्रयोग र बचत गर्ने ज्ञान।
* मुद्राको संरक्षक: नेपाल राष्ट्र बैंक।
* ऋण लिँदा ध्यान दिनुपर्ने: समयमै ब्याज र सावाँ भुक्तानी गर्ने।
धितोपत्र (Securities) भनेको कम्पनी वा सरकारले पुँजी जुटाउन जारी गर्ने आर्थिक साधन हो, जसले लगानीकर्तालाई स्वामित्व वा ऋणसम्बन्धी अधिकार प्रदान गर्छ।
ReplyDelete### धितोपत्रका मुख्य प्रकार
* सेयर (Share): कम्पनीको स्वामित्वको हिस्सा।
* ऋणपत्र (Debenture/Bond): कम्पनी वा सरकारले ऋण उठाउन जारी गर्ने साधन।
* म्युचुअल फन्ड (Mutual Fund): धेरै लगानीकर्ताको पैसा संकलन गरी विभिन्न क्षेत्रमा लगानी गर्ने कोषको एकाइ।
उदाहरण: कुनै कम्पनीले सर्वसाधारणलाई सेयर जारी गर्छ भने त्यस सेयरलाई धितोपत्र भनिन्छ।
### d. What do you think is the moral of the story?
ReplyDeleteThe moral of the story is that greed can lead to destruction. People sometimes take great risks to get money and treasure. In the story, Evan and Hooker brutally killed a Chinese man to get the hidden treasure. This shows that greed can make people selfish and cruel.
At the end of the story, both Evan and Hooker were poisoned. This shows that greed can bring suffering and death. Therefore, we should not be too greedy for money and wealth. We should be happy with what we have and focus on our dreams without harming others.
1. Interpret the story as a mystery story.
ReplyDeleteThe story “The Treasures in the Forest” is full of mystery. The story has fine descriptions of its mysterious setting and characters. It has a fine plot with various twists in characters' situations.It’s hard for a reader to predict what is going to happen next. The story is about two treasure hunters, Evans and Hooker who seek to find the hidden treasures in the forest left behind by a shipwrecked h4ish galleon. Some mysterious events are : Hooker murder Chang-hi, a Chinese man to steal the treasure map. Chang-hi grins at them when he gets murdered. They travel by canoe sailing towards the coral island. However, neither of them understands the intention behind it. The fearful surroundings of the forest and the final painful death of the characters create a kind of suspense among the readers. The poisonous thorns appear out to be the main cause of the death of the characters. All these things prove this story as a mystery story.
1. How is the title ‘A Sunny Morning’ justifiable? Discuss.
ReplyDeleteThis play is set in a park in Madrid, Spain on a sunny morning. In this setting, the entire play has been presented. A sunny morning has provided an ideal setting for a reunion of two former lovers in their golden years. They argue, know each other, conceal their identities, admire, tell fabricated stories about their deaths, prefer to meet again the next sunny morning, and so on. From start to finish, the entire play continues to make us laugh hysterically while remaining in this setting of a sunny morning. As a result, the title 'A Sunny Morning' is quite appropriate, as it depicts a reconciliation of former lovers in a park with great humour.
2. Was it wise for Dona Laura and Don Gonzalo to keep their identities secret? How might their secrets affect future meetings?
ReplyDeleteYes, it was wise for Dona Laura and Don to keep their identities secret. At the age of seventy, they both realized that they were former lovers who separated due to their ill-fate. But, they did a good job of not revealing their real identities. Both of them were quite old with weak physical conditions. They were not happy due to their old looks. At this age, the revelation of their reality would be vain. They thought it better to hide their identities and pretend to be unfamiliar. They chose the best way to enjoy their sweet youthful memories through fake means. Their secrets might affect them in their future meetings if they keep on lying in such a way. There was a high risk of the revelation of secrets due to their old age. If they reveal their realities unknowingly, they won't get to meet with each other in their upcoming future. Hence, it was wise for them to keep their identities secret.
Reference to the context
ReplyDeletea. Look at the extract below and answer the questions that follow:
“Yes, you are only twenty. (She sits down on the bench.) Oh, I feel more tired today than usual. (Noticing Petra, who seems impatient.) Go, if you wish to chat with your guard.”
i. Who is the speaker?
Dona Laura is the speaker.
ii. Who does ‘you’ refer to?
'You' refers to Dona Laura's maid Petra.
iii. Who is the ‘guard’ the speaker is talking to?
The 'guard' is the 'park's guard' the speaker is talking to.
b. Read the extract dialogue from the play and answer the questions that follow:
DONA LAURA: (Indignantly.) Look out!
DON GONZALO: Are you speaking to me, senora?
DONA LAURA: Yes, to you.
DON GONZALO: What do you wish?
DONA LAURA: You have scared away the birds who were feeding on my crumbs.
DON GONZALO: What do I care about the birds?
DONA LAURA: But I do.
DON GONZALO: This is a public park.
c. Who is Dona addressing by saying “Look out”?
Dona is addressing Don Gonzalo by saying "Look out"
d. What was Dona doing?
Dona was feeding breadcrumbs to pigeons in the park.
e. Who scared the birds? Are they pet birds?
Don Gonzalo scared the birds. No, they aren't pet birds.