Cache – storehouse of weapons
Cadaver - corpse
Cadence – rise and fall of sound, tempo, rhythm, pace, intonation, modulation, tone
Cadge – steal, sneak, take, beg, get away with
Callous – rude, coldhearted, uncaring, unsympathetic, pitiless, thick-skinned
Calorific – causing heat, fattening, high energy, high in calories
Cameo – biography, character part, small part, cameo role
Canard – a false report, fiction, fable
Canker – deadening tissue, scourge, blight, pest, menace, bane
Cant – hypocrisy, insincerity, false piety, humbug,
Cantankerous – complaining, irritable, tetchy, belligerent, grouchy
As people didn’t know the thousands of corpses that changed into carrion and finally soiled, the cache of Maoist weapons is also unknown. The callous killings of the people haven’t been ended though some canards have been submitted and cameo of peace have been played. The canker of war has been more calorific that has got further celerity due to the cant of the demagogues. The cantankerous leaders have again come to canvass for winning the election. They will cadge the sovereignty of the people with their cadences.
Canter – gallop, run, trot, jog, sprint
Canvass – collect support, campaign, electioneer, solicit votes, survey, poll, test
Capitulate – surrender, give in, give up, cede, relent, yield, submit
Caprice – whim, impulse, quirk
Carafe – wine container, flask, decanter
Carapace – shell, case, exterior, sleeve, sheath
Careen – lurch, zigzag, stagger, wind, twist, crisscross, meander
Carillon – bells, doorbell, glockenspiel
Carnal - fleshy
Carousal – a merry drinking party
Carping – complaining, moaning, nit-picking, grousing, critical, discontented
Carrion – rotten after cadaver
Cataclysm – catastrophe, disaster, upheaval, calamity, debacle, tragedy, deluge
Catcall – shouting, jeer, hiss, boo, taunt, insult, mockery
Catechism – a religious book giving instruction, dialecticism
Caulk – adhesive
The capricious leaders are making canter to the houses of the people careening in poverty. The cataclysm of the war hasn’t got caulk. The carnal cataclysm have forced some of the aristocrats capitulate however they have been one at carousal. The demagogues have been catcalled some of the times; however they are just bravado and hypocrisy. Catechisms of the cadres and carillons of their guns have destroyed the very carapace of the innocent people. Now their houses have been full of carafe and cistern. Their films have not been censured even though they have been ceding the rights of the people. The centaur of leaders is making a merry-go-round.
Cavalier – arrogant, offhand, inconsiderate, haughty, casual, careless
Cavil – quibble, complain, carp, niggle
Cede – give in territory, relinquish, abandon
Celerity – speed, alacrity, haste, briskness
Censure – criticize, fault, reprimand, condemn, reproach, denounce, deprecation, scorn, contempt
Centaur – mythical creature
Centrifugal – eccentric, tending to move away from the center
Centrifuge – machine that separates, extractor or separator
Cerebration – thought
Centripetal – towards the center
Certitude – certainty
Cession - cede
Chafe – rub, scrape, abrade, annoy
Chaff – dust of wheat (joke –v)
Chaffing – bantering
Chagrin – not grin, annoyed, vexation
Chalice – a drinking vessel, goblet, glass, cup
Chameleon – volatile, color changing lizard
Chary – wary, cautious, suspicious, mindful
Chase – run after, cut indentation, emboss
Chasten – discipline, punish, reprimand, censure, castigate
Checkered – past life, checkered career
Cherubic – angelic, divine, holy
Chisel – tool, carve
Chivalrous – gallant, mannerly,
Choleric – bad-tempered
Chortle – chuckle
Churlish – rude, boorish, coarse, truculent, grumpy
Cipher – unimportant person, code
Circumvent – avoid, evade, dodge, thwart, elude
Cistern – tanker, reservoir, boiler
Clairvoyant – fortuneteller, telepathist, mind reader
Clamber – climb by crawling
The mountaineers clambered for two hours and establish a bivouac on the top.
Clamor – loud noise
Clangor – long noise
Clapper – tongue of bell
Clarion – brass, clear sounding
Communion – time to drink food in commemorating Christ, spiritual union
Clavicle – collarbone
Cleave – cut, slash, slice, smite, chop
Clemency – mercy, mildness, leniency, pity, harshness (antonym)
Climactic – climax, very exciting, most important
Clime – climate of a particular region
Clique – group, circle, faction, set, gang, elite
Cloister – monastery, convent,
Clout – influence, power, authority, sway, political clout
Cloying – syrupy, over-sweet, sticky, sugary, clean (antonym)
Coalesce – amalgamate
Coddle – pamper, mollycoddle, indulge, overprotect, cosset, fuss over, spoil, cocoon
Codicil – addition, supplement, appendix, postscript, rider
Cog – tooth, component, part, gear, mechanism
Cognizance – knowledge, understanding
Coiffure – hairstyle
Colander - strainer, sieve
Collate – triangulate, collect, gather, assemble,
Collateral – security, guarantee
Collation - a light meal, snacks, banquet, buffet, spread, feast
Colloquy – informal conversation, interaction
Colloquium – conference, seminar
Collusion – conspiracy, complicity, connivance
Comatose – in coma, deep sleep, unconscious
Comely – attractive
Commiserate - sympathize, pity, empathize, console
Complicity – collusion, connivance, participation, support
Comport – to behave in a particular way
Compunction – remorse, regret, scruple, reluctance, qualm
Concatenate – combine two strings to form a single one
Concede – admit, confess, grant, give in, allow, give up, forfeit
Conceit – self-importance, pride, vanity, smugness, snobbery, arrogance, modest (antonym)
Concerted – collaborative, mutual, solitary (antonym)
Conclave – private meeting, assembly, council, caucus
Concoct – to make food by mixing food items
Concur – agree, correspond, coincide, harmonize
Condescend
1. to do something below one’s position, deign
We had to wait almost an hour before he condescended to see us.
2. Bestow courtesies with superior year
The king condescended to grant ordinance to the friends of the condemned man.
Condign – condign punishment is the one that is appropriate to the crime
Condiment – a sauce etc. that is used to give flavor to food
Conduit – aqueduct, passageway for fluids
A person or organization that is used to pass things or information to other people or places
Conflagration – great fire
Conflate – to put two or more things together to make new things.
Confluence – the place where two rivers meet
Confound – to confuse
Congeal – coagulate, thicken
Congenial – pleasant and likeminded friends
Congenital – existing since birth
Conjure – practicing magic, summon devil, to perform magic tricks in order to entertain people, especially tricks using quick hand movements
Connivance – helping in doing something wrong, abet, accomplice,
The crime was committed with the connivance of police officer
Connubial – related to marriage, the relationship between husband and wife
He extended a connubial bliss.
Conscript – to make somebody join the armed forces, conscription
He was conscripted in army in 1939.
Consecrate
- To state officially in a religious ceremony that something is holy and can be used for religious purposes
- To make bread and wine into the body and blood of Christ.
- To consecrate somebody means to state officially that somebody is now a priest
Conservatory – school of fine arts
Cosign
- Deliver officially
- To put somebody or something in order to get rid of it
What I didn’t want was to see mother consigned to an old peoples’ home
Consort – the husband or wife of a ruler
Construe – to understand the meaning of a word or sentence
Contempt – lack of respect accompanied by a feeling of intense dislike
Contend – to say that somebody is true in an argument
Contention – angry disagreement between people
Contiguous – adjoining, abutting, neighboring
Continence – the control of feeling especially of having sex
Contingent - a group of people representing a place or organization, contingent of peacekeepers
- Dependent on or conditional
Acceptance of the course is contingent on your examination result.
Contortions - twisting or distortions, gnarled
Contraband – illegal trade, trafficking, racketing
Contravene – contradict, oppose, transgress, infringe (the company was found guilty of contravening safety regulations
Contrite – penitent, remorseful, rueful, ruthful (her contrite tears did not influence the judge when he imposed sentence.
Contrived – forced, artificial, not spontaneous, planned in advance and not genuine (a contrived situation)
Contumacious – lacking respect for authority (the contumacious mob shouted defiantly at the police)
Contusion – an injury to part of the body that doesn’t break the skin, bruise
Convene – assemble
Convoke – call together, convocation
Conveyance – vehicle, transfer
Coquette – flirt, attracting sexually
Cornice – a decorative boarder around the top of the wall
Cornucopia – plethora of knowledge
Corrugated – shaped into a series of regular folds that look like waves
Countenance – face
Countermand – cancel earlier order or command
Cow – intimidate, to frighten somebody in order to make them obey
Cozen – cheat, swindle, hoodwink
Crabbed – sour, peevish, bad-tempered
Crass – insensitive, unrefined, grossly insensible
Very stupid and showing no sympathy and understanding
Credo – creed, belief
Crestfallen – disappointed, annoyed
Cringe – shrink back, as if in fear
Crone – an ugly old woman
Crypt – secret, mysterious, hidden
Cubicle – small chamber used for sleeping
Cull – to kill a number of animals to reduce its quantity
Culminate – attainment of highest position
Culpable – deserving blame
Cupidity – greed
Curmudgeon – churlish or miserly individual, bad tempered old man
Cynical – a person not caring that something might hurt other people, if their some advantage for him or her
Cynosure – object of general attention (he was a cynosure when he was at his teen).
Saturday, February 27, 2010
Thursday, February 25, 2010
Workshop at Dhading Besi
A two day workshop was held in Dhading Besi. It facilitated English teachers to conduct listening and speaking test in SLC examination.
What was done in the workshop?
Day 1 (2066-11-09)
1. Early in the morning Dipesh Silwal (School Supervisor) came to receive us from DEO in the hotel (Janajibika). We managed the time and venue for the workshop
2. We had planned to start at 11 but due to the late arrivals of the participants we started the program at 12:30
3. We had introduction at first, in their introduction they shared their names, school, year of experience, and their experience as an examiner of practical test of English.
4. I presented the issues, provided related handouts and asked for the difficulties they face, and asked them to discuss and come to a common conclusion.
5. The focus of the discussion was on the use of curriculum, specification grid, conducting classes for listening and speaking, conducting practical examination of English, etc.
6. We ended the 1st day workshop at 4:15.
Day 2 (2066 – 11 – 10)
1. The program started at 7:15 with the review of last days work.
2. At first we have two demonstration exams of speaking test. One of the participants acted as examiner and the other as examinee.
3. After the observation each group discussed on the measures to be taken to mitigate the possible challenges of handing speaking in real setting.
4. A handout on the measures to be taken to conduct speaking test was provided and a follow up discussion was made.
5. After a demonstration of speaking test a demonstration of listening test was made. One of the participants acted as an examiner and rest of the other participants acted as examinees.
6. After the demonstration a follow up discussion was made on the possible challenges in conducting listening test in real manner.
7. We had discussion about time allotment, rubrics etc. to be followed in pre-listening, while listening and post listening stages.
8. We discussed on scoring techniques and mechanics for both listening and speaking tests.
9. We also discussed on the construction of test items on listening and speaking tests considering reliability, validity, coverage, level of difficulties other ethical issues to be considered during the conduction of listening and speaking test.
10. We discussed on dealing with the examinees having difficulty in listening and speaking.
11. And finally, the groups were asked to make some code of conducts with agreement, they were collected and a 14 point code of conduct was finalized. They felt committed to follow the code of conduct which I took as the findings of two days workshop.
12. At the end we take a photo in group and declared that the workshop was ended at 10:45.
What was done in the workshop?
Day 1 (2066-11-09)
1. Early in the morning Dipesh Silwal (School Supervisor) came to receive us from DEO in the hotel (Janajibika). We managed the time and venue for the workshop
2. We had planned to start at 11 but due to the late arrivals of the participants we started the program at 12:30
3. We had introduction at first, in their introduction they shared their names, school, year of experience, and their experience as an examiner of practical test of English.
4. I presented the issues, provided related handouts and asked for the difficulties they face, and asked them to discuss and come to a common conclusion.
5. The focus of the discussion was on the use of curriculum, specification grid, conducting classes for listening and speaking, conducting practical examination of English, etc.
6. We ended the 1st day workshop at 4:15.
Day 2 (2066 – 11 – 10)
1. The program started at 7:15 with the review of last days work.
2. At first we have two demonstration exams of speaking test. One of the participants acted as examiner and the other as examinee.
3. After the observation each group discussed on the measures to be taken to mitigate the possible challenges of handing speaking in real setting.
4. A handout on the measures to be taken to conduct speaking test was provided and a follow up discussion was made.
5. After a demonstration of speaking test a demonstration of listening test was made. One of the participants acted as an examiner and rest of the other participants acted as examinees.
6. After the demonstration a follow up discussion was made on the possible challenges in conducting listening test in real manner.
7. We had discussion about time allotment, rubrics etc. to be followed in pre-listening, while listening and post listening stages.
8. We discussed on scoring techniques and mechanics for both listening and speaking tests.
9. We also discussed on the construction of test items on listening and speaking tests considering reliability, validity, coverage, level of difficulties other ethical issues to be considered during the conduction of listening and speaking test.
10. We discussed on dealing with the examinees having difficulty in listening and speaking.
11. And finally, the groups were asked to make some code of conducts with agreement, they were collected and a 14 point code of conduct was finalized. They felt committed to follow the code of conduct which I took as the findings of two days workshop.
12. At the end we take a photo in group and declared that the workshop was ended at 10:45.
Thursday, February 18, 2010
I Learnt the Following Words
Beseech – implore, beg, request, press, demand
Beset – overwhelmed, snowed under, inundated, beleaguered, plagued
Besmirch – defame, slander, sully, tarnish, damage, taint
Bestial – humane (antonym), foul, beastlike, repulsive
Betoken – augur, portend, promise, divine, signify, indicate
Betroth – affiance, engage, plight
Bevy – horde, crowd, throng, flock, group
Bicker – dispute, quarrel, squabble, wrangle
Bigotry – prejudice, racism, intolerance, narrow-mindedness, chauvinism
Bilious – caused by gall or bile that comes from liver
Bilk – deceive or trick, con, swindle, defraud, bamboozle, dupe
Billow – bulge, swell, balloon, to fill something with air
Bivouac – temporary encampment
Bland – adj – insipid, weak, tasteless, spicy (antonym), featureless lackluster, mediocre
Blandish – cajole, coax with flattery,
Blare – a loud noise
Blasé – nonchalant, laid back, cool, relaxed, unconcerned, offhand, uptight (antonym)
Blatant – obvious, barefaced, unashamed, furtive (antonym)
Bleak – miserable, austere, drab, dreary, hopeless, gloomy, futile
Bouillon - A thin soup of meat or fish or vegetable stock
Bowdlerize – censor, expurgate, amend
Brackish – salty, saline, briny
Braggadocio – vain and empty boasting
Braggart – boaster
Brandish – wield, handle, flourish
Bravado – audacity, boldness, daring, boasting, show
Brawn – muscle, brute force
Brazen – bold, barefaced, unashamed, blatant, discreet (antonym)
Brindled – pattern of grey color
Bristle – hair, spine, spike, v- stand up, rise, poke out
Brittle – easily broken, fragile, delicate
Broach – mention, approach, raise, try out, put an agenda for discussion
Brocade – cloth, fabric etc, with decoration in sofa etc
Brooch – clip of sari, badge, pin, ornament, trinket, accessory
Brook – to tolerate, allow, accept, countenance, suffer, sanction
Browbeat – badge, pester, annoy, bully, cudgel, nag, coerce, intimidate
Brunt – force, impact, burden, substance, bear the brunt (ph), I will bear the brunt of the loss,
Buffoonery – clown, joker, comedian etc’s cloth
Bugaboo – an imaginary monster to frighten children
Bullion – metal bar, gold bar or ingots
Bulwark – fortification, embankment, earthwork, barricade, rampart, wall, stronghold, aegis
Bungle – botch, mismanage, ruin, do badly, make a mess of, succeed (antonyms)
Burlesque – parody, caricature, travesty, mockery, lampoon, satire, vaudeville, revue, extravaganza,
Kali beseeches me to come to the room at the time of meal. Sometimes we have some minor bickering due to the beset of problems that came after 16 month of our betrothing. The daughters came as betokens of our trouble. Now we are living almost a bestial life, however, there is much happiness than misery. Before our engagement she was one of the members of the bevies of beauties.
She is also a practitioner of meditation that tries to explore the wisdom hidden inside in her soul but I am nonchalant on that, nonetheless we have no bigotry views. She doesn’t brag her wisdom, neither does she bilk nor blandish me for doing so. She says it relives from bilious thought that comes in our mind. She can’t meditate when the noise pollution is blare around the ambience. She stays like in bivouac when she is practicing meditation. Her devotion has not been so bland except the last year when she was pregnant betokening our future to be bleak.
She had to avoid brackish food items as she was suffering from hypertension. She was provided with bouillon as her teeth were brittle due to obstetric causes. Though she was a powerful lady to deliver two babies at a time she never became a braggart that gave a severe brandish to the one who shared braggadocio with her. Their bravado was blatant.
Beset – overwhelmed, snowed under, inundated, beleaguered, plagued
Besmirch – defame, slander, sully, tarnish, damage, taint
Bestial – humane (antonym), foul, beastlike, repulsive
Betoken – augur, portend, promise, divine, signify, indicate
Betroth – affiance, engage, plight
Bevy – horde, crowd, throng, flock, group
Bicker – dispute, quarrel, squabble, wrangle
Bigotry – prejudice, racism, intolerance, narrow-mindedness, chauvinism
Bilious – caused by gall or bile that comes from liver
Bilk – deceive or trick, con, swindle, defraud, bamboozle, dupe
Billow – bulge, swell, balloon, to fill something with air
Bivouac – temporary encampment
Bland – adj – insipid, weak, tasteless, spicy (antonym), featureless lackluster, mediocre
Blandish – cajole, coax with flattery,
Blare – a loud noise
Blasé – nonchalant, laid back, cool, relaxed, unconcerned, offhand, uptight (antonym)
Blatant – obvious, barefaced, unashamed, furtive (antonym)
Bleak – miserable, austere, drab, dreary, hopeless, gloomy, futile
Bouillon - A thin soup of meat or fish or vegetable stock
Bowdlerize – censor, expurgate, amend
Brackish – salty, saline, briny
Braggadocio – vain and empty boasting
Braggart – boaster
Brandish – wield, handle, flourish
Bravado – audacity, boldness, daring, boasting, show
Brawn – muscle, brute force
Brazen – bold, barefaced, unashamed, blatant, discreet (antonym)
Brindled – pattern of grey color
Bristle – hair, spine, spike, v- stand up, rise, poke out
Brittle – easily broken, fragile, delicate
Broach – mention, approach, raise, try out, put an agenda for discussion
Brocade – cloth, fabric etc, with decoration in sofa etc
Brooch – clip of sari, badge, pin, ornament, trinket, accessory
Brook – to tolerate, allow, accept, countenance, suffer, sanction
Browbeat – badge, pester, annoy, bully, cudgel, nag, coerce, intimidate
Brunt – force, impact, burden, substance, bear the brunt (ph), I will bear the brunt of the loss,
Buffoonery – clown, joker, comedian etc’s cloth
Bugaboo – an imaginary monster to frighten children
Bullion – metal bar, gold bar or ingots
Bulwark – fortification, embankment, earthwork, barricade, rampart, wall, stronghold, aegis
Bungle – botch, mismanage, ruin, do badly, make a mess of, succeed (antonyms)
Burlesque – parody, caricature, travesty, mockery, lampoon, satire, vaudeville, revue, extravaganza,
Kali beseeches me to come to the room at the time of meal. Sometimes we have some minor bickering due to the beset of problems that came after 16 month of our betrothing. The daughters came as betokens of our trouble. Now we are living almost a bestial life, however, there is much happiness than misery. Before our engagement she was one of the members of the bevies of beauties.
She is also a practitioner of meditation that tries to explore the wisdom hidden inside in her soul but I am nonchalant on that, nonetheless we have no bigotry views. She doesn’t brag her wisdom, neither does she bilk nor blandish me for doing so. She says it relives from bilious thought that comes in our mind. She can’t meditate when the noise pollution is blare around the ambience. She stays like in bivouac when she is practicing meditation. Her devotion has not been so bland except the last year when she was pregnant betokening our future to be bleak.
She had to avoid brackish food items as she was suffering from hypertension. She was provided with bouillon as her teeth were brittle due to obstetric causes. Though she was a powerful lady to deliver two babies at a time she never became a braggart that gave a severe brandish to the one who shared braggadocio with her. Their bravado was blatant.
Saturday, February 13, 2010
I Shouldn't Pay Fee
Smiles – Reflections of Happiness!!!
The class is crowded, but it is a good indication that all children have come to the school – a successful part of the RtF program. There is 100% enrollment of the children in the adjoining villages. The children love to come to school, smile with friends and teacher, talk with them, dance with them, sing with them, play with them … … … this is what a true child friendly environment is. They are not taught but the environment conducive for learning makes them learn and they are learnt without explicitly knowing when they learnt … this is what a child-centered teaching means. The teacher knows the areas of weaknesses and areas of strengths of each and every child and provides remedial teaching when necessary. With the accruement of the progress report throughout the year the children are promoted … that is what a true implementation of CAS and LPP is.
Looking around the class, there are posters, blackboard on their reach, warm carpet on top of floor-bed and well-ventilated clean and bright room. No desks, no benches, no chairs but a floor that gives them a lot of comfort and the environment comparable to an ideal home of the remote district Rukum.
If it is a normal school day and it is 9:30 AM, then all children are in the assembly line of their respective grades. A student would be found narrow-casting the school news for the day, a senior student holding a microphone gives a speech on the topic of his interest and all children listen carefully.
Today Market, Not School!!
The girl should have gone to school that day. The time the picture was taken was just 9:30 AM – the time for going to school. The market is far and the load will be heavy that goes against child rights. There should have been school bag on her back, a pen in her pocket and a box with Tiffin. On our curiosity to learn the specific cause, we asked her, “Why didn’t you go to school today?” The timid girl stopped with surprise and didn’t speak any. Addressing her mother we again inquired, “Why didn’t you send her to the school today?” In a rather shy and hesitating voice she replied, “We are going to the market to carry loads” and continued her untoward trip. The answer was enough. The pragmatics and socioeconomic status of the people that we observed during the visit were answering several questions of this type. We met many girls and boys of such types during our field visit. Some of them were found carrying ghee and honey to the nearest market, which were bartered with sugar and salt.
Case 2: A Helpless Girl
Asmita Gharti (name changed) is a girl of 15 and studies in Grade 8 in Shree Mahendrea Lower Secondary School, Lekhpakha of Salyan district. Even though her parents have not passed away she has been an orphan. When her beloved father caught up with a psychiatric disease and lost his mind her mother decided to have a second marriage and ran away with a guy of her village. The home doesn’t become a home for a 15 year old girl when there are no parents giving them love and affection. What she could do? She decided to go with her eloped mother and started staying with her step father. “I have no home, that home is the home of them” says Asmita. She further adds, “My mother loves me; neither the step - father hates me but I couldn’t be happy. If my father had been healthy … [full of tears in her eyes]… there would have been my home but…”
These days when she talks about her academic needs such as for buying exercise books and pens the step-father and her mother turn their deaf ears. RtF has helped her by providing with 18 pieces of exercise book, 10 pieces of pens, a set of dress (shirt, middy and trouser), a set of geometry box, and a dictionary. these materials have been a great asset for her studies but every day, every month, every year she is in need of such and such materials to continue her studies. The future couldn’t be rewritten without continuous support to fulfill her basic needs. Moreover, the depression she has been imbued will be a strong obstacle to turn the pages of her golden future. “I would have been pleased if I could have got more help of such types from CWIN even if I have the problem of food, clothes and shelter” says she.
These days when she talks about her academic needs such as for buying exercise books and pens the step-father and her mother turn their deaf ears. RtF has helped her by providing with 18 pieces of exercise book, 10 pieces of pens, a set of dress (shirt, middy and trouser), a set of geometry box, and a dictionary. these materials have been a great asset for her studies but every day, every month, every year she is in need of such and such materials to continue her studies. The future couldn’t be rewritten without continuous support to fulfill her basic needs. Moreover, the depression she has been imbued will be a strong obstacle to turn the pages of her golden future. “I would have been pleased if I could have got more help of such types from CWIN even if I have the problem of food, clothes and shelter” says she.
Case 1: A Girl in Poverty
Prativa Nepali (name changed) is a student of Shree Balkalyan Secondary School that lies in Siddheswori VDC of Salyan District. She studies in Grade 8 and her performance is moderate.
She is the first daughter of her parents. There are six members in her family but now her father has gone to India for earning. Her mother is a farmer, a porter and a housewife. Though she is a normal girl at her teen but her life has not been so normal. She has to do hard labor in the morning and in the evening. She comes to school in the day but not always. She does her homework at night.
Prativa was born in poverty, has been nurtured in poverty and struggling to break the vicious cycle of abject poverty. The amount of crops they grow in a small patch of land suffices only for three months. When somebody asks her mother for carrying load, that becomes a fortunate time for her family because she gets 120 rupees a day but this so called fortune knocks her door only occasionally (one or two times in a month). At the time of planting and harvesting crops her mother gets opportunity to work in the field of others that yield little amount of grains as wage and the day would be great day for their stomachs. Her father left home 7 months ago, but has been able to send just 1000 IC so far. Prativa says, “We are in debt of 20,000 rupees that is getting much more every month with its additive interests”.
The RtF program that has been making various interventions to write the golden future of the children like Prativa has not been able to respond effectively. “Once, when I was in Grade 7 CWIN [a PNGO implementing RtF] provided me with a bag, 1 dozen dot pens, 18 pieces of exercise books, and dress. Perhaps, that was the happiest moment of my life but when I passed and started studying in Grade 8 I have not got any. The life is more aggravated now than it was in the past and I am helpless.”
She is the first daughter of her parents. There are six members in her family but now her father has gone to India for earning. Her mother is a farmer, a porter and a housewife. Though she is a normal girl at her teen but her life has not been so normal. She has to do hard labor in the morning and in the evening. She comes to school in the day but not always. She does her homework at night.
Prativa was born in poverty, has been nurtured in poverty and struggling to break the vicious cycle of abject poverty. The amount of crops they grow in a small patch of land suffices only for three months. When somebody asks her mother for carrying load, that becomes a fortunate time for her family because she gets 120 rupees a day but this so called fortune knocks her door only occasionally (one or two times in a month). At the time of planting and harvesting crops her mother gets opportunity to work in the field of others that yield little amount of grains as wage and the day would be great day for their stomachs. Her father left home 7 months ago, but has been able to send just 1000 IC so far. Prativa says, “We are in debt of 20,000 rupees that is getting much more every month with its additive interests”.
The RtF program that has been making various interventions to write the golden future of the children like Prativa has not been able to respond effectively. “Once, when I was in Grade 7 CWIN [a PNGO implementing RtF] provided me with a bag, 1 dozen dot pens, 18 pieces of exercise books, and dress. Perhaps, that was the happiest moment of my life but when I passed and started studying in Grade 8 I have not got any. The life is more aggravated now than it was in the past and I am helpless.”
Friday, February 12, 2010
Dang District
Dang, a district of Rapti Zone, has the headquarters at Ghorahi. Politically, it is divided into 2 municipalities 39 VDCs and 13 Ilakas. The two municipalities are Tulsipur and Gorahi (headquarters). It covers an area of 2,955km² abutting Salyan, Rolpa and Pyuthan districts to the North; India to the South; Kapilvastu and Arghakhanchi to the East; and Surkhet and Banke to the West. Approximately 192, 955 square kilometer of land is covered by forest. The temperature ranges from 25 to 40 degree Celsius.
According to the Census Report (2001) the total population of the district is 462,380 comprising 233, 422 females and 228, 958 males. The average density of population is 156.47 square kilometers with 83.3 percent rural population. The majority of the people living in the district are Tharus. The system of Kamalary Pratha (indentured servitude) has been declared eradicated but the practice at grassroots level still persists due to abject poverty among Dalit and Janajati communities.
About 58% of the total population is literate with 47% women literacy. In total only 45.85% of the girls enroll in the school and the percentage of female teacher is just 16%. There are 339 primary, 61 lower secondary, 85 secondary, and 27 higher secondary schools in the district. The number of community based ECD centers are 507. There are 5 institutions providing tertiary level education. The district has achieved 86.32% NER and 118. 32% GER at Grade one. 8.93 % of the total primary level students leave their studies as dropouts and 15.76% repeat the same class.
Various I/NGOs are working in various sectors in Dang District. Save the children works in collaboration with Dalit NGO Coordination Committee (DNGOCC) for the implementation of RtF program. The partnership was started in 2002 and has covered10 VDCs. They are Halwar, Hapur, Narayanpur, Bijauri, Dharna, Dhikpur, Dhanauri, Sreegaun, Panchakule, and Purandhara. The program has made interventions to 87 schools including 58 primary schools.
According to the Census Report (2001) the total population of the district is 462,380 comprising 233, 422 females and 228, 958 males. The average density of population is 156.47 square kilometers with 83.3 percent rural population. The majority of the people living in the district are Tharus. The system of Kamalary Pratha (indentured servitude) has been declared eradicated but the practice at grassroots level still persists due to abject poverty among Dalit and Janajati communities.
About 58% of the total population is literate with 47% women literacy. In total only 45.85% of the girls enroll in the school and the percentage of female teacher is just 16%. There are 339 primary, 61 lower secondary, 85 secondary, and 27 higher secondary schools in the district. The number of community based ECD centers are 507. There are 5 institutions providing tertiary level education. The district has achieved 86.32% NER and 118. 32% GER at Grade one. 8.93 % of the total primary level students leave their studies as dropouts and 15.76% repeat the same class.
Various I/NGOs are working in various sectors in Dang District. Save the children works in collaboration with Dalit NGO Coordination Committee (DNGOCC) for the implementation of RtF program. The partnership was started in 2002 and has covered10 VDCs. They are Halwar, Hapur, Narayanpur, Bijauri, Dharna, Dhikpur, Dhanauri, Sreegaun, Panchakule, and Purandhara. The program has made interventions to 87 schools including 58 primary schools.
Salyan District
Salyan, a district of Rapti Zone, has the headquarters at Khalanga. Politically, it is divided into 47 VDCs and 11 Ilakas. It covers an area of 1, 951 square kilometers adjoining with Rolpa in the East, Surkhet and Bardia in the West, Rukum and Jajarkot in the North and Dang and Banke in the South. Approximately 128, 205 hectors of land is covered by forest where only 23.34% of the total land is arable. The temperature ranges from 3 to 31 degree Celsius.
According to the Census Report (2001) the total population of the district is 247,447comprising 124, 895 females and 122, 549 males. The average density of population is 146 square kilometers. The majority of the people living in the district are Bahuns and Chhetries (49%) followed by Janajati (28%) and Dalit (19%).
About 44.45% of the total population is literate and women literacy is just 40.77%. There are 445 primary, 341 lower secondary, 55 secondary, and 18 higher secondary schools in the district. There are 4 campuses providing tertiary level education.
Various I/NGOs are working in various sectors in Dang District. Save the children works in collaboration with Child Workers in Nepal (CWIN) for the implementation of RtF program. The program VDCs are Hiwalcha, Laxmipur, Tribeni, Jhimpe, Damachaur, Lekhpokhara, Syanikhal, Dandagaun, Banjhakanda, and Siddheshori. There are 2 higher secondary, 9 secondary, 12 lower secondary, and 60 primary schools getting supports from RtF program. There are 53 ECDs, 20 Youth Clubs, and 57 Child Clubs.
According to the Census Report (2001) the total population of the district is 247,447comprising 124, 895 females and 122, 549 males. The average density of population is 146 square kilometers. The majority of the people living in the district are Bahuns and Chhetries (49%) followed by Janajati (28%) and Dalit (19%).
About 44.45% of the total population is literate and women literacy is just 40.77%. There are 445 primary, 341 lower secondary, 55 secondary, and 18 higher secondary schools in the district. There are 4 campuses providing tertiary level education.
Various I/NGOs are working in various sectors in Dang District. Save the children works in collaboration with Child Workers in Nepal (CWIN) for the implementation of RtF program. The program VDCs are Hiwalcha, Laxmipur, Tribeni, Jhimpe, Damachaur, Lekhpokhara, Syanikhal, Dandagaun, Banjhakanda, and Siddheshori. There are 2 higher secondary, 9 secondary, 12 lower secondary, and 60 primary schools getting supports from RtF program. There are 53 ECDs, 20 Youth Clubs, and 57 Child Clubs.
Rukum District
Situated in Rapti Zone of Midwestern Development Region, Rukum is one of the remote districts of Nepal. It needs no other name since it became one the war affected district during insurgency. Now, people living a penurious life since long have increased hopes and desires as some of the INGOs and NGOs have made it a target district.
Rukum adjoins with Baglung and Magdi to the Eastern part; Jajarkot to the West; Dolpa to the North; and Salyan and Rolpa to the South. It covers 2,887 square kilometers of land. The headquarters is at Musikot Khalanga. The district is divided into 2 Constituencies, 11 Ilakas and 43 VDCs. The altitude ranges from 754 meters to 6,000 meters and temperatures from 0.47 to 34.40 degree Celsius. From almost all parts of the district Mt. Sisne can be seen.
According to the Census report (2001) there are a considerable number of Magar people. They are 29.58 in percentage. The Chhetris, the dominant caste in the district, occupy 38.14 %. There are 15.39% Kami and 4.48% Damai. There are a large portion people speaking Kham Magar language as mother tongue.
Most of the parts are hills with only 10.26% arable land. About 59.50% of total land is covered by forest. Rukum district has many could-be-tourist-spots places, but due lack of information, many of them remain unexplored.
Among 43 VDCs there are 10 VDCs with RtF program interventions. They are Sakh, Bhalakcha, Khalanga (HQ), Chaukhabang, Rugha, Khara, Chhibang, Syalapakha, Muru and Peugha. The schools getting RtF support are 75 in total including 51 primary, 15 lower secondary, 8 secondary, and 1 higher secondary. There are 60 ECDs in the program areas.
Rukum adjoins with Baglung and Magdi to the Eastern part; Jajarkot to the West; Dolpa to the North; and Salyan and Rolpa to the South. It covers 2,887 square kilometers of land. The headquarters is at Musikot Khalanga. The district is divided into 2 Constituencies, 11 Ilakas and 43 VDCs. The altitude ranges from 754 meters to 6,000 meters and temperatures from 0.47 to 34.40 degree Celsius. From almost all parts of the district Mt. Sisne can be seen.
According to the Census report (2001) there are a considerable number of Magar people. They are 29.58 in percentage. The Chhetris, the dominant caste in the district, occupy 38.14 %. There are 15.39% Kami and 4.48% Damai. There are a large portion people speaking Kham Magar language as mother tongue.
Most of the parts are hills with only 10.26% arable land. About 59.50% of total land is covered by forest. Rukum district has many could-be-tourist-spots places, but due lack of information, many of them remain unexplored.
Among 43 VDCs there are 10 VDCs with RtF program interventions. They are Sakh, Bhalakcha, Khalanga (HQ), Chaukhabang, Rugha, Khara, Chhibang, Syalapakha, Muru and Peugha. The schools getting RtF support are 75 in total including 51 primary, 15 lower secondary, 8 secondary, and 1 higher secondary. There are 60 ECDs in the program areas.
Sycophancy
Sycophancy is also called bootlicking in colloquial English. The exercisers of this tradition are called sycophants or toadies. Perhaps, the word is not in the repertoire of your active vocabulary, you might have been suffering, if not have suffered, to some extent by its application. Have you ever felt that somebody who is less capable than you is getting better position than yours? Have you ever felt that your employer is misjudging your performance and devotion because you disliked being attached informally than your colleagues? Have you ever felt that somebody backbiting you with the employer and you are pushed back? If yes, then you have already been victimized by the application of sycophancy.
Sycophancy may have a national and global influence. If you are a government employee you might have experienced it. Unlike this, if you are employed in private sectors the experience might be more disgusting because businessman, as an employer, has the right to hire and fire his/her employees. His/her individual perception, along with his bootlickers, decides whether you are to be demoted or terminated.
The toadyism, perhaps, developed and extended with the human civilization itself. The sycophants and its agents are everywhere. Nobody can prove that he/she is not a sycophant at all. Neither have they accepted that they are sycophant. Then, why this tradition has been adopted and practiced globally with the extension of privatization?
Mostly, sycophants are weaker in their professionalism as they have less caliber and talents. They do have narrow professional horizon. They think that their present achievement is ultimate one. Therefore they remain worried whether they could satisfy employers’ whims. On the other hand, this tendency has been able to engulf the majority of the national, private as well as international organizations/institutions since some employees bear a rotten principle that they can’t get promotion without the demotion of their colleagues. They are proud of their unnecessary attachment with the employers. They never realize how they are being exploited but they act as though they know everything. Most of the sycophants cannot figure out their real position. Neither can they recognize their hidden caliber.
Though the sycophants are jealous towards others progress they never try to construct the road of their future. Their tragedy with their nearest and dearest godfather is very tragic. However, this is a divine chance that makes them realize their wrongdoings. Unfortunately, they are totally ruined by the time they come to know their ethics.
Sycophancy may have a national and global influence. If you are a government employee you might have experienced it. Unlike this, if you are employed in private sectors the experience might be more disgusting because businessman, as an employer, has the right to hire and fire his/her employees. His/her individual perception, along with his bootlickers, decides whether you are to be demoted or terminated.
The toadyism, perhaps, developed and extended with the human civilization itself. The sycophants and its agents are everywhere. Nobody can prove that he/she is not a sycophant at all. Neither have they accepted that they are sycophant. Then, why this tradition has been adopted and practiced globally with the extension of privatization?
Mostly, sycophants are weaker in their professionalism as they have less caliber and talents. They do have narrow professional horizon. They think that their present achievement is ultimate one. Therefore they remain worried whether they could satisfy employers’ whims. On the other hand, this tendency has been able to engulf the majority of the national, private as well as international organizations/institutions since some employees bear a rotten principle that they can’t get promotion without the demotion of their colleagues. They are proud of their unnecessary attachment with the employers. They never realize how they are being exploited but they act as though they know everything. Most of the sycophants cannot figure out their real position. Neither can they recognize their hidden caliber.
Though the sycophants are jealous towards others progress they never try to construct the road of their future. Their tragedy with their nearest and dearest godfather is very tragic. However, this is a divine chance that makes them realize their wrongdoings. Unfortunately, they are totally ruined by the time they come to know their ethics.
Role of Daily Print Media in Protection of Human Rights
Journalism is recognized as the fourth organ of a state. It has a cardinal role to play for the overall development of a country and its citizens. The fundamental rights of each and every citizen of a nation should be ensured which include right to life, liberty and security; right to education, right to freedom of thought, right to freedom of opinion and expression, right to work, right to conscience and religion. The rights that are fundamental to the citizen of the world are called human rights. Universal Declaration of Human Rights (1948) has identified human rights as fundamental to the achievement of peace and progress. Media, the most important asset of human civilization and development, should be responsible for the protection of human rights. If the media don’t bring the events of human rights violation in the right time, there won’t be any agency to protect the right of the people. In a sense, it seems that human rights wouldn’t be implemented if there were no media advocating it.
The year 2006 saw an unprecedented protest of innocent people for their right and freedom in the name of Jana Andolan(II).Though the protest lasted for only nineteen days, the seed of the protest was already sowed in the name of a decade long Maoist insurgency. During this dark decade of violence, Nepali people suffered heavily which can't be expressed in words. There are a number of cases of human rights violation in Nepal. Both parties (government and rebels) became responsible for such violations. According to INSEC Reports (2006) there were 66411 cases of abduction and 4938 cases of murder from rebel side whereas the government killed 8341 people. State and Maoist killed 350 children in connection with 'people's war'. Many people throughout the country have suffered massive human rights abuses arising from the long-standing conflict. Various laws have been formed to protect the rights of the people. Nepal has signed and ratified international agreements. But the implementation of these laws and agreements are very weak. Human rights are limited only in document but not in practice. Sometimes, the government does not want to publish the incident of violation of human rights where the government itself is involved.
The media should play a vital role to safeguard human rights. Furthermore it has to be responsible as a watchdog to inspect the cases of the abuse of the power and politics, especially in conflict situation. Accurate media reporting on human rights issue is crucial to counter abuse. Without a critical mass on the issues of the human rights violation, human rights cannot get the right position in our society. There are support mechanisms at hand for human rights and media communities to raise awareness and pressure. Human rights issues raised by the daily print media create pressure for human rights violators. But many times media don’t bring the event in to surface or gives biased information. Many cases of human rights violation didn't get place in the newspaper in the past. The publishing houses, which are affiliated to government, are reluctant to publish the news of this kind. Here is a great surprise, as if all the newspaper are responsible for the protection of human rights then how fruitful it is to hide the human rights violations made by the government. If the newspaper like Gorkhapatra has to be a free newspaper then it should bring the facts news and views concerning human rights violation. It wouldn’t be a wrong idea if we suggested Government to bring Gorkhapatra under the parliament.
However, we are not in the position to blame the newspapers only. There are several cases where the government put censorship to publish news freely, especially during the time of emergency. The king and his fellowmen compelled newspaper to restrict in publishing the news concerning human right violation. Hundreds of reporters were found abducted, tortured and restricted from collecting the news. Not only rebels but also security forces killed reporters and seized media houses. The freedom of press is confined only on the golden pages of acts and declarations. The royal regime treated journalists and press in an uncivilized and imprudent way. Independent Nepalese media became victim of such a treatment of the royal regime directly. Nepalese journalists have done wonderful jobs by using their professional skills in the difficult situation and by being involved in the federation of Nepalese Journalist's to fight for press freedom. They have been successful in protecting their profession through their continuous struggle for press freedom and thus safeguarding people right to information.
After the establishment of real democracy in Nepal, there are some lights of rosy hopes on the face of innocent Nepali citizens. But, their hope will not be fulfilled until and unless press takes some significant steps to protect potential human rights violation. Most of the human rights violation cases are found in rural areas where most of the people are illiterate and under privileged in terms of political, social and cultural awareness. They themselves don’t know what are their rights. Press should be able to make them realize their rights so that they can feel how they are deprived of their facilities. For this, press can give priorities to these news and views, which really advocate these marginalized people. Besides filling the pages of the newspaper with glamorous pictures and articles such news and views should be given first priority. Reporters should get adequate training to collect the news, which are related to human rights violations. Journalism should be fostered in its true principle. Newspaper should be politically unbiased in the case of human rights protection. Some newspapers, which have political inclination with some political parties, are playing the role of villains by hiding the ground reality. Such kind of inclination practice should be rooted out from the entire field of journalism. The federation of Nepalese Journalists should implement its unanimous rules and regulation in order to develop the field of journalism in Nepal.
Finally, human rights and press freedom are intractably interlinked. The aim of these two facets of democracy will not be complete in the absence of one. These two facets should work hand in hand in proper co-ordination. For the freedom of the press there should be the protection of human rights and vice-versa. Nonetheless, the daily print media should take the primary step, as they are the only means, which have access to all citizens. For the wholehearted practice of democracy press has a significant role to play without which none of the organs of the state could have eyes to see the activities done by the advocates of the democracy.
The year 2006 saw an unprecedented protest of innocent people for their right and freedom in the name of Jana Andolan(II).Though the protest lasted for only nineteen days, the seed of the protest was already sowed in the name of a decade long Maoist insurgency. During this dark decade of violence, Nepali people suffered heavily which can't be expressed in words. There are a number of cases of human rights violation in Nepal. Both parties (government and rebels) became responsible for such violations. According to INSEC Reports (2006) there were 66411 cases of abduction and 4938 cases of murder from rebel side whereas the government killed 8341 people. State and Maoist killed 350 children in connection with 'people's war'. Many people throughout the country have suffered massive human rights abuses arising from the long-standing conflict. Various laws have been formed to protect the rights of the people. Nepal has signed and ratified international agreements. But the implementation of these laws and agreements are very weak. Human rights are limited only in document but not in practice. Sometimes, the government does not want to publish the incident of violation of human rights where the government itself is involved.
The media should play a vital role to safeguard human rights. Furthermore it has to be responsible as a watchdog to inspect the cases of the abuse of the power and politics, especially in conflict situation. Accurate media reporting on human rights issue is crucial to counter abuse. Without a critical mass on the issues of the human rights violation, human rights cannot get the right position in our society. There are support mechanisms at hand for human rights and media communities to raise awareness and pressure. Human rights issues raised by the daily print media create pressure for human rights violators. But many times media don’t bring the event in to surface or gives biased information. Many cases of human rights violation didn't get place in the newspaper in the past. The publishing houses, which are affiliated to government, are reluctant to publish the news of this kind. Here is a great surprise, as if all the newspaper are responsible for the protection of human rights then how fruitful it is to hide the human rights violations made by the government. If the newspaper like Gorkhapatra has to be a free newspaper then it should bring the facts news and views concerning human rights violation. It wouldn’t be a wrong idea if we suggested Government to bring Gorkhapatra under the parliament.
However, we are not in the position to blame the newspapers only. There are several cases where the government put censorship to publish news freely, especially during the time of emergency. The king and his fellowmen compelled newspaper to restrict in publishing the news concerning human right violation. Hundreds of reporters were found abducted, tortured and restricted from collecting the news. Not only rebels but also security forces killed reporters and seized media houses. The freedom of press is confined only on the golden pages of acts and declarations. The royal regime treated journalists and press in an uncivilized and imprudent way. Independent Nepalese media became victim of such a treatment of the royal regime directly. Nepalese journalists have done wonderful jobs by using their professional skills in the difficult situation and by being involved in the federation of Nepalese Journalist's to fight for press freedom. They have been successful in protecting their profession through their continuous struggle for press freedom and thus safeguarding people right to information.
After the establishment of real democracy in Nepal, there are some lights of rosy hopes on the face of innocent Nepali citizens. But, their hope will not be fulfilled until and unless press takes some significant steps to protect potential human rights violation. Most of the human rights violation cases are found in rural areas where most of the people are illiterate and under privileged in terms of political, social and cultural awareness. They themselves don’t know what are their rights. Press should be able to make them realize their rights so that they can feel how they are deprived of their facilities. For this, press can give priorities to these news and views, which really advocate these marginalized people. Besides filling the pages of the newspaper with glamorous pictures and articles such news and views should be given first priority. Reporters should get adequate training to collect the news, which are related to human rights violations. Journalism should be fostered in its true principle. Newspaper should be politically unbiased in the case of human rights protection. Some newspapers, which have political inclination with some political parties, are playing the role of villains by hiding the ground reality. Such kind of inclination practice should be rooted out from the entire field of journalism. The federation of Nepalese Journalists should implement its unanimous rules and regulation in order to develop the field of journalism in Nepal.
Finally, human rights and press freedom are intractably interlinked. The aim of these two facets of democracy will not be complete in the absence of one. These two facets should work hand in hand in proper co-ordination. For the freedom of the press there should be the protection of human rights and vice-versa. Nonetheless, the daily print media should take the primary step, as they are the only means, which have access to all citizens. For the wholehearted practice of democracy press has a significant role to play without which none of the organs of the state could have eyes to see the activities done by the advocates of the democracy.
Corporal Punishment
Some of the behavioral psychologists claim that corporal punishment can remove some of the negative learning habits of the children. To some extent negative reinforcement can foster some of the developmental aspects of the children, nevertheless, various researches on the ‘effect of punishment on child development’ have shown that corporal punishment doesn’t help for the overall development of the children.
The first thing we should always keep in mind is that no child is born with bad habits. It’s the environment around him where s/he is nurtured make the child to have bad habits. They may learn if the teacher or the parents fear them of corporal punishment but the learning of this kind can’t be effective and long lasting as well. Learning should be creative but not imposed in any case. So in my opinion there is no point in punishing students physically. Constructive counseling can bring more fruitful results than corporal punishment.
The first thing we should always keep in mind is that no child is born with bad habits. It’s the environment around him where s/he is nurtured make the child to have bad habits. They may learn if the teacher or the parents fear them of corporal punishment but the learning of this kind can’t be effective and long lasting as well. Learning should be creative but not imposed in any case. So in my opinion there is no point in punishing students physically. Constructive counseling can bring more fruitful results than corporal punishment.
LUCK OR LABOUR
The desired world never comes, however, all people follow it and they have to end up their life without residing in that world. Everybody knows that the world of fantasy is unachievable because it does not exist in reality. The thought of utopian living has emerged in the human being from the very beginning of its civilization. All the living beings like to have their happy and romantic life. No one tries to be indulged in the world of misery and sorrow. Getting success in life is also a very vast thing to be elaborated. Perhaps, the crystal clear definition of ‘success’ has not been made yet; moreover, trying to define it in saturated way is also like chasing a wild goose. First of all, the term itself is vague as no wise guy can claim that he has achieved this or that much amount of success. It cannot be quantified, neither measured! In reality the more success you get, the more unachievable you feel. Your thirst of getting success never finishes until you are finished up.
Most of the people think that the key to success depends on your labour/hard work. The number of people advocating luck is also not less. They claim that whatever happens, happens because of your luck. They can easily convince you in each and every event of your success or failure. For example: you are a candidate for a job. Suppose you are selected, and they would say you, “Congratulation! You are a lucky person.” They never consider that you were capable enough to get that job. One the other hand, if you lose the job they say that you were not fortunate for attaining that kind of achievement. So it becomes very difficult to come out from the world of this dilemma on whether luck or labour is dominant to get success. As most of the middle-thinkers argue that labour and luck are not the thoughts to be considered as binary concepts. They should never be put in either…or condition since the chances of the coexistence is always higher. Precisely telling, your desired goal can be achieved only when you are both industrious and fortunate. These two facets of success cannot work independently. One who wants to get success must be laborious and lucky.
If this is the fact then, is it possible to have both of them i.e. luck and labour? The second one depends on you. It means if you want, you can labour hard, work for day and night and avail your time in some constructive and progressive work. You can be more industrious today than you were yesterday. But it is impossible to attain the first facet i.e. luck. People do have different views on the attainment of luck. Some believe that the luck depends on the deeds (karma) of your previous life (past life). If you had done good things for the welfare of common people and you had well worshipped the almighty god then you can be lucky, otherwise not. Luck is not the thing that can be acquired; rather it is inherited or predetermined before your birth. Some astrologists are in the strong stand that your birth decides your fortune. They believe that the position of the heavenly bodies (planets and stars) at the time of your birth decide everything of your future life. No other environmental factors in which you will be/are nurtured can affect your life. In this way, what we can allude is that; it is never possible to be lucky or unlucky. And the concept of luck is still in the womb of mystery. Whether it has a role to play in our life is also beyond empirical evidences. No scientist has been able to prove absolutely that luck has something to do in our life. The influence of stars and planets at the time of birth for the determination of one’s future is also beyond scientific experimentation. Moreover, we should not believe in the things that are subtle and under reality. So the most important thing for us to get success is not to believe in luck but be industrious and hardworking that undoubtedly keeps us up and up leading to the optimum level of achievement. Let us give a dam care to luck and whole-heartedly enjoy in the work we have done for the betterment of our future. Work is worship! Labour is luck!
Most of the people think that the key to success depends on your labour/hard work. The number of people advocating luck is also not less. They claim that whatever happens, happens because of your luck. They can easily convince you in each and every event of your success or failure. For example: you are a candidate for a job. Suppose you are selected, and they would say you, “Congratulation! You are a lucky person.” They never consider that you were capable enough to get that job. One the other hand, if you lose the job they say that you were not fortunate for attaining that kind of achievement. So it becomes very difficult to come out from the world of this dilemma on whether luck or labour is dominant to get success. As most of the middle-thinkers argue that labour and luck are not the thoughts to be considered as binary concepts. They should never be put in either…or condition since the chances of the coexistence is always higher. Precisely telling, your desired goal can be achieved only when you are both industrious and fortunate. These two facets of success cannot work independently. One who wants to get success must be laborious and lucky.
If this is the fact then, is it possible to have both of them i.e. luck and labour? The second one depends on you. It means if you want, you can labour hard, work for day and night and avail your time in some constructive and progressive work. You can be more industrious today than you were yesterday. But it is impossible to attain the first facet i.e. luck. People do have different views on the attainment of luck. Some believe that the luck depends on the deeds (karma) of your previous life (past life). If you had done good things for the welfare of common people and you had well worshipped the almighty god then you can be lucky, otherwise not. Luck is not the thing that can be acquired; rather it is inherited or predetermined before your birth. Some astrologists are in the strong stand that your birth decides your fortune. They believe that the position of the heavenly bodies (planets and stars) at the time of your birth decide everything of your future life. No other environmental factors in which you will be/are nurtured can affect your life. In this way, what we can allude is that; it is never possible to be lucky or unlucky. And the concept of luck is still in the womb of mystery. Whether it has a role to play in our life is also beyond empirical evidences. No scientist has been able to prove absolutely that luck has something to do in our life. The influence of stars and planets at the time of birth for the determination of one’s future is also beyond scientific experimentation. Moreover, we should not believe in the things that are subtle and under reality. So the most important thing for us to get success is not to believe in luck but be industrious and hardworking that undoubtedly keeps us up and up leading to the optimum level of achievement. Let us give a dam care to luck and whole-heartedly enjoy in the work we have done for the betterment of our future. Work is worship! Labour is luck!
On Animal Rights
Obviously, animals are useful for human beings. They are a part of human life. They are used for food, dairy products, entertainment and some experimentation. Besides these they are one of the fundamental parts of our eco-system.
Advocates of animal rights have different views and approaches to the issue. While some animal rights activists advocate total animal liberation, many animal welfare organizations take a more moderate approach, working for practical improvement of the relationship between animals and humans. There are some organizations in the international level concerned with the protection of animals such as American Society for the Prevention of Cruelty to Animals (ASPCA), the Humane Society of the United States, and People for the Ethical Treatment of Animals (PETA) etc.
Several research studies on the behaviour of animals have already proved that they also deserve intelligence and ability to understand the world. Most of the theories applicable for the humans, so far emerged, have their experiment on animals. Behavioral, psychologists claim that human behaviour can be predicted from the study of the behaviour of animals.
So, in my opinion, there must be a strong legal provision for the protection of animal rights in our country as well. In the name of worshipping god and goddesses we have the tendency of slaughtering innocent creatures in temples. The pet animals, especially oxen and mules, suffer a lot due to the cruel and inhumane deeds. We are proud of being a supreme animal and have unkind rule over other animals, which came to exist before than us in this earth. Had they had the advanced means of communication like ours they would have been ruling the world. I don’t think they would have been cruel rulers like us.
Advocates of animal rights have different views and approaches to the issue. While some animal rights activists advocate total animal liberation, many animal welfare organizations take a more moderate approach, working for practical improvement of the relationship between animals and humans. There are some organizations in the international level concerned with the protection of animals such as American Society for the Prevention of Cruelty to Animals (ASPCA), the Humane Society of the United States, and People for the Ethical Treatment of Animals (PETA) etc.
Several research studies on the behaviour of animals have already proved that they also deserve intelligence and ability to understand the world. Most of the theories applicable for the humans, so far emerged, have their experiment on animals. Behavioral, psychologists claim that human behaviour can be predicted from the study of the behaviour of animals.
So, in my opinion, there must be a strong legal provision for the protection of animal rights in our country as well. In the name of worshipping god and goddesses we have the tendency of slaughtering innocent creatures in temples. The pet animals, especially oxen and mules, suffer a lot due to the cruel and inhumane deeds. We are proud of being a supreme animal and have unkind rule over other animals, which came to exist before than us in this earth. Had they had the advanced means of communication like ours they would have been ruling the world. I don’t think they would have been cruel rulers like us.
Language
Language is defined variously, Henry Sweet, an English phonetician and language scholar, stated: “Language is the expression of ideas by means of speech-sounds combined into words. Words are combined into sentences, this combination answering to that of ideas into thoughts.” The U.S. linguists Bernard Bloch and George L. Trager formulated the following definition: “A language is a system of arbitrary vocal symbols by means of which a social group cooperates.” Any succinct definition of language makes a number of presuppositions and begs a number of questions. A number of considerations enter into a proper understanding of language as a subject:
Every physiologically and mentally normal person acquires in childhood the ability to make use, as both speaker and hearer, of system of vocal communication that comprises a restricted set of noises resulting from movements of certain organs within his throat and mouth. By means of these he is able to impart information, to express feelings and emotions, to influence the activities of others, and to comport himself with varying degrees of friendliness or hostility toward persons who make use of substantially the same set of noises.
Different systems of vocal communication constitute different languages; the degree of difference needed to establish a different language cannot be stated exactly. No two people speak exactly alike; hence, one is able to recognize the voices of friends over the telephone and to keep distinct a number of unseen speakers in a radio broadcast. Yet, clearly, no one would say that they speak different languages. Generally, systems of vocal communication are recognized as different languages if they cannot be understood without specific learning by both parties, though the precise limits of mutual intelligibility are hard to draw and belong on a scale rather than on either side of a definite dividing line. Substantially different systems of communication that may impede but do not prevent mutual comprehension are called dialects of a language. In order to describe in detail the actual different speech patterns of individuals, the term idiolect, meaning the speech habits of a single person, has been coined.
Normally, people acquire a single language initially—their first language, or mother tongue, the language spoken by their parents or by those with whom they are brought up from infancy. Subsequent “second” languages are learned to different degrees of competence under various conditions, but the majority of the world's population remains largely monolingual. Complete mastery of two languages is designated as bilingualism; in a few special cases—such as upbringing by parents speaking different languages at home—speakers grow up as bilinguals, but ordinarily the learning, to any extent, of a second or other language is an activity superimposed on the prior mastery of one's first language and is a different process intellectually.
Language, as described above, is species-specific to man. Other members of the animal kingdom have the ability to communicate, through vocal noises or by other means, but the most important single feature characterizing human language (that is, every individual language), against every known mode of animal communication, is its infinite productivity and creativity. Human beings are unrestricted in what they can talk about; no area of experience is accepted as necessarily incommunicable, though it may be necessary to adapt one's language in order to cope with new discoveries or new modes of thought.
Animal communication systems are by contrast very tightly circumscribed in what may be communicated. Indeed, displaced reference, the ability to communicate about things outside immediate temporal and spatial contiguity, which is fundamental to speech, is found elsewhere only in the so-called language of bees. Bees are able, by carrying out various conventionalized movements (referred to as bee dances) in or near the hive, to indicate to others the locations and strengths of nectar sources. But nectar sources are the only known theme of this communication system. Surprisingly, however, this system, nearest to human language in function, belongs to a species remote from man in the animal kingdom and is achieved by very different physiological activities from those involved in speech. On the other hand, the animal performance superficially most like human speech, the mimicry of parrots and of some other birds that have been kept in the company of humans, is wholly derivative and serves no independent communicative function. Man's nearest relatives among the primates, though possessing a vocal physiology very similar to that of humans, have not developed anything like a spoken language.
Language interacts with every other aspect of human life in society, and it can be understood only if it is considered in relation to society. This article attempts to survey language (both spoken and written) in this light and to consider its various functions and the purposes it can and has been made to serve. Because each language is both a working system of communication in the period and in the community wherein it is used and also the product of its past history and the source of its future development, any account of language must consider it from both these points of view.
The science of language is known as linguistics. It includes what are generally distinguished as descriptive linguistics and historical linguistics. Linguistics is now a highly technical subject; it embraces, both descriptively and historically, such major divisions as phonetics, grammar, and semantics, dealing in detail with these various aspects of language.
Every physiologically and mentally normal person acquires in childhood the ability to make use, as both speaker and hearer, of system of vocal communication that comprises a restricted set of noises resulting from movements of certain organs within his throat and mouth. By means of these he is able to impart information, to express feelings and emotions, to influence the activities of others, and to comport himself with varying degrees of friendliness or hostility toward persons who make use of substantially the same set of noises.
Different systems of vocal communication constitute different languages; the degree of difference needed to establish a different language cannot be stated exactly. No two people speak exactly alike; hence, one is able to recognize the voices of friends over the telephone and to keep distinct a number of unseen speakers in a radio broadcast. Yet, clearly, no one would say that they speak different languages. Generally, systems of vocal communication are recognized as different languages if they cannot be understood without specific learning by both parties, though the precise limits of mutual intelligibility are hard to draw and belong on a scale rather than on either side of a definite dividing line. Substantially different systems of communication that may impede but do not prevent mutual comprehension are called dialects of a language. In order to describe in detail the actual different speech patterns of individuals, the term idiolect, meaning the speech habits of a single person, has been coined.
Normally, people acquire a single language initially—their first language, or mother tongue, the language spoken by their parents or by those with whom they are brought up from infancy. Subsequent “second” languages are learned to different degrees of competence under various conditions, but the majority of the world's population remains largely monolingual. Complete mastery of two languages is designated as bilingualism; in a few special cases—such as upbringing by parents speaking different languages at home—speakers grow up as bilinguals, but ordinarily the learning, to any extent, of a second or other language is an activity superimposed on the prior mastery of one's first language and is a different process intellectually.
Language, as described above, is species-specific to man. Other members of the animal kingdom have the ability to communicate, through vocal noises or by other means, but the most important single feature characterizing human language (that is, every individual language), against every known mode of animal communication, is its infinite productivity and creativity. Human beings are unrestricted in what they can talk about; no area of experience is accepted as necessarily incommunicable, though it may be necessary to adapt one's language in order to cope with new discoveries or new modes of thought.
Animal communication systems are by contrast very tightly circumscribed in what may be communicated. Indeed, displaced reference, the ability to communicate about things outside immediate temporal and spatial contiguity, which is fundamental to speech, is found elsewhere only in the so-called language of bees. Bees are able, by carrying out various conventionalized movements (referred to as bee dances) in or near the hive, to indicate to others the locations and strengths of nectar sources. But nectar sources are the only known theme of this communication system. Surprisingly, however, this system, nearest to human language in function, belongs to a species remote from man in the animal kingdom and is achieved by very different physiological activities from those involved in speech. On the other hand, the animal performance superficially most like human speech, the mimicry of parrots and of some other birds that have been kept in the company of humans, is wholly derivative and serves no independent communicative function. Man's nearest relatives among the primates, though possessing a vocal physiology very similar to that of humans, have not developed anything like a spoken language.
Language interacts with every other aspect of human life in society, and it can be understood only if it is considered in relation to society. This article attempts to survey language (both spoken and written) in this light and to consider its various functions and the purposes it can and has been made to serve. Because each language is both a working system of communication in the period and in the community wherein it is used and also the product of its past history and the source of its future development, any account of language must consider it from both these points of view.
The science of language is known as linguistics. It includes what are generally distinguished as descriptive linguistics and historical linguistics. Linguistics is now a highly technical subject; it embraces, both descriptively and historically, such major divisions as phonetics, grammar, and semantics, dealing in detail with these various aspects of language.
Tuesday, February 9, 2010
Shree Prathamic School, Halwar
This small school lies in Ward No. 2 of Halwar VDC in Dang District. The school can be reached in 30 minutes drive from Tulsipur. The school has one building of good condition and one with leaking roof that needs immediate renovation. The ground is slope and the students are in danger of falling down when played. It has a toilet and water facility recently been managed with the RtF help. The people living there are of backward community and being affected severely by Kamalary system.
The school was established in 2020 BS. It has an SMC, PTA and Child Club whereas Mother Group and Youth Club are based at VDC level. There are about 170 students and 8 teachers maintaining 1:30 teacher – student ratio. There are 100% Dalit and Janajati students, however the teachers are from Brahmin and Chhetri castes. The number of female teacher is greater.
Though the promotion rate is 100% in figure the students don’t seem to have so competent as average test score is relatively low. In each class about 5-7 students leave school in the middle of the session because of rampant poverty. They have the problem of full-stomach food and clothes to wear.
The SMC and PTA have meetings near about 6-7 times in a year and parents visit the school when needed. The ECD class has carpet and floor-beds but other classes seem to be dusty and dark. Last year 8 students got academic support from RtF program but there are more needy students. Absenteeism is frequent because students have to work in their home for managing food.
The school was established in 2020 BS. It has an SMC, PTA and Child Club whereas Mother Group and Youth Club are based at VDC level. There are about 170 students and 8 teachers maintaining 1:30 teacher – student ratio. There are 100% Dalit and Janajati students, however the teachers are from Brahmin and Chhetri castes. The number of female teacher is greater.
Though the promotion rate is 100% in figure the students don’t seem to have so competent as average test score is relatively low. In each class about 5-7 students leave school in the middle of the session because of rampant poverty. They have the problem of full-stomach food and clothes to wear.
The SMC and PTA have meetings near about 6-7 times in a year and parents visit the school when needed. The ECD class has carpet and floor-beds but other classes seem to be dusty and dark. Last year 8 students got academic support from RtF program but there are more needy students. Absenteeism is frequent because students have to work in their home for managing food.
Nepal Rastriya Primary School, Dundra
This school lies in Ward No. 3 of Dhikpur VDC of Dang district - about 45 minutes drive from Tulsipur. The school looks beautiful with its colorful buildings, decorated classrooms with comfortable desks and benches. The school was established in 2036 BS and has not been managed by the community yet. The school has SMC, PTA and Child Club along with a Youth Club and Mother Group at village level. There are 7 teachers including the head teacher Mr. Mitra Lal Dangi.
The school is in good condition. It has gender friendly toilet with water facility. Spacious playground and well ventilated rooms are other positive features of the school. There are about 173 students in primary level with the majority of Janajati children. The average promotion rate is nearly 100% and the school has been able to implement CAS and LPP system for the assessment of the students, however about 5-7 students leave the school in the middle of the academic session. The average test score is 50% in each subject.
The SMC and PTA have frequent meetings and visits for the improvement of quality education. The school has got supports for ECD classroom management, fencing the compound, frames for desks and benches, and various educational materials such as kit box, academic posters, etc. The school has attempted to make School Improvement Plan (SIP). The teachers, students and SMC follow code of conducts made by them in consensus. The school is child-friendly and has been declared Zone o f Peace.
The school is in good condition. It has gender friendly toilet with water facility. Spacious playground and well ventilated rooms are other positive features of the school. There are about 173 students in primary level with the majority of Janajati children. The average promotion rate is nearly 100% and the school has been able to implement CAS and LPP system for the assessment of the students, however about 5-7 students leave the school in the middle of the academic session. The average test score is 50% in each subject.
The SMC and PTA have frequent meetings and visits for the improvement of quality education. The school has got supports for ECD classroom management, fencing the compound, frames for desks and benches, and various educational materials such as kit box, academic posters, etc. The school has attempted to make School Improvement Plan (SIP). The teachers, students and SMC follow code of conducts made by them in consensus. The school is child-friendly and has been declared Zone o f Peace.
Shree Ni Ma Bi, Bhitri Sakram
The school is located in Ward No. 4 of Bijauri VDC of Dang district that can be reached in 30 minutes drive from Tulsipur. The school was established in 2011 BS and has not been managed by the community yet. It has 1 building with good condition and rests of the three are in need of renovation. The school has an SMC, PTA and Child Club whereas the Youth Club and Mother Group are based at VDC level. They have distinctive portfolios and regular meetings.
There are nearly 270 students at primary level being taught by 12 teachers maintaining 1:32 teacher – student ratio. There are considerable numbers of Dalit and Janajati students. The school has almost 100% promotion rate with 3-5 students leaving the school as dropouts in each year. The average scores of the students in each subject are in the range of 50. Students become absent frequently at the time of planting and harvesting crops.
The school has got some supports from RtF program for doing various school improvement activities such as for the management of ECD classroom, for managing drinking water, materials for teaching and learning, etc. The school is child-friendly and code of conducts are listed for teachers, students and school management committee.
There are nearly 270 students at primary level being taught by 12 teachers maintaining 1:32 teacher – student ratio. There are considerable numbers of Dalit and Janajati students. The school has almost 100% promotion rate with 3-5 students leaving the school as dropouts in each year. The average scores of the students in each subject are in the range of 50. Students become absent frequently at the time of planting and harvesting crops.
The school has got some supports from RtF program for doing various school improvement activities such as for the management of ECD classroom, for managing drinking water, materials for teaching and learning, etc. The school is child-friendly and code of conducts are listed for teachers, students and school management committee.
Janashram Primary School, Hastanapur
This school is located at Ward No. 3 of Purandhara VDC of Dang district. The school was established in 2065 BS and now managed by the community. It takes one and half hour drive from Tulsipur municipality to reach to the school. The school has two buildings and one is in good condition.
The school has an SMC, PTA, and a Child Club. The mother group and youth club function at VDC level for various awareness raising programs such as preventing children from going to work in brick factories. These governing bodies have regular meetings.
It has about 300 students and 8 teachers. Hence the student-teacher ratio is nearly 1:50 now. The name of the head teacher is Kul Bahadur Dangi. The majority of students are from Dalit community including Janajati, Chhetri and Bahun. The school has achieved about 90% promotion rate. Less than 5 students have dropped out last year. The school has got various supports from RtF program such as for constructing building and toilets, books for library, carpet and floor beds, training for teachers and academic support for few selected needy students. The school has wide playground comfortable for playing.
The school has an SMC, PTA, and a Child Club. The mother group and youth club function at VDC level for various awareness raising programs such as preventing children from going to work in brick factories. These governing bodies have regular meetings.
It has about 300 students and 8 teachers. Hence the student-teacher ratio is nearly 1:50 now. The name of the head teacher is Kul Bahadur Dangi. The majority of students are from Dalit community including Janajati, Chhetri and Bahun. The school has achieved about 90% promotion rate. Less than 5 students have dropped out last year. The school has got various supports from RtF program such as for constructing building and toilets, books for library, carpet and floor beds, training for teachers and academic support for few selected needy students. The school has wide playground comfortable for playing.
Shree Shakti Kamalaxi Bhagawati Primary School, Dhungekateri
This small school lies in one of the remote parts of Salyan District. It is situated in Ward No. 6 of Laxmipur VDC. It takes about 4 hours drive from Shreenagar Bazaar. Established in 2064 BS, the school has an SMC, PTA and Child Club. Mother Group and Youth Club function at VDC level. The name of the head teacher is Bhup Bahadur Chalaune. The school is on top of hill both sides of which are covered with forest. The school has drinking water facility but no good toilet.
The school has about 100 students studying in narrow and dusty classrooms with uncomfortable seats and the rooms without ventilation. The blackboards are also not smooth and well painted. There are few dalits and Matwala caste people who are not listed as Janajati. The school has achieved 100% promotion however the number of repeaters and dropouts are not less. The special feature of the community is that there is an obligatory tendency of seasonal migration. About 25% of the total villagers climb down the hill and stay for 3 months during the time of planting and harvesting crops. The children who are compelled to go with their parents miss not only classes but final exams hence failed and repeat the classes.
The average score of the students is very low. Though the student-teacher ratio is only 1:20 there are only 4 teachers running 5 classes. The SMC and PTA have regular meetings and make occasional observations of the classes. One of the two buildings is in good condition being used for ECD class and staff room. About 26 sets of benches were provided by RtF program along with some educational materials such as kit box and posters. The school has code of conducts for teachers and students.
The school has about 100 students studying in narrow and dusty classrooms with uncomfortable seats and the rooms without ventilation. The blackboards are also not smooth and well painted. There are few dalits and Matwala caste people who are not listed as Janajati. The school has achieved 100% promotion however the number of repeaters and dropouts are not less. The special feature of the community is that there is an obligatory tendency of seasonal migration. About 25% of the total villagers climb down the hill and stay for 3 months during the time of planting and harvesting crops. The children who are compelled to go with their parents miss not only classes but final exams hence failed and repeat the classes.
The average score of the students is very low. Though the student-teacher ratio is only 1:20 there are only 4 teachers running 5 classes. The SMC and PTA have regular meetings and make occasional observations of the classes. One of the two buildings is in good condition being used for ECD class and staff room. About 26 sets of benches were provided by RtF program along with some educational materials such as kit box and posters. The school has code of conducts for teachers and students.
Shree Mahendrea Lower Secondary School, Lekhpakha
This school is located at Lekhpokhara 2 of Salyan district. It takes about 2 hours to reach to the school from Shreenagar Bazaar. The school was established in 2016 and it is regular (not yet managed by community). It has an SMC, PTA, Child Club and Mother Group. The Youth Club is at VDC level. It has 10 teachers and the name of the head teacher is Mr. Prem Bahadur Dangi.
It has about 300 students at primary level including a considerable number of Dalit and Janajati students. The school has achieved 100% promotion rate in last three years without any dropouts. Currently the student-teacher ratio is 53:1. Most of the teachers are trained and two of them have passed B. Ed. The governing boards such as SMC, PTA, VCPC, etc. have their regular meetings. The school’s 2 buildings are in satisfactory condition for which RtF support was provided. Toilets separate for boys, girls, and teachers have been constructed through the support from RtF. The program has provided supports for making benches and desks too. Besides various trainings to the teachers the program has provided carpet, books, uniform to the needy students, etc. The school is child-friendly and on the process of declaring School as Zone of Peace.
It has about 300 students at primary level including a considerable number of Dalit and Janajati students. The school has achieved 100% promotion rate in last three years without any dropouts. Currently the student-teacher ratio is 53:1. Most of the teachers are trained and two of them have passed B. Ed. The governing boards such as SMC, PTA, VCPC, etc. have their regular meetings. The school’s 2 buildings are in satisfactory condition for which RtF support was provided. Toilets separate for boys, girls, and teachers have been constructed through the support from RtF. The program has provided supports for making benches and desks too. Besides various trainings to the teachers the program has provided carpet, books, uniform to the needy students, etc. The school is child-friendly and on the process of declaring School as Zone of Peace.
Shree Balkalyan Secondary School, Shiddheswori
This is another beautiful school located on the top of a small hill of Shiddheswori VDC, Ward No. 7 of Salyan District. The school has nice buildings and a spacious playground. The school was established in 2041 BS and it is still a regular school. The school has an inclusive SMC, PTA and Child Club. The Mother Group is based on VDC which works for the protection of the rights of the children. There is Youth Club and very active VCPC at VDC level.
There are about 45 students in average in each class and the number of teacher is 10. Though the students-teachers ratio is well maintained, majority of the teachers are locally hired. The VCPC and Youth Club initiatives for collecting money from various resources have been managing remunerations for the teachers. The main source of the income is forest from which VCPC provides money for running the school. The name of the head teacher is Mr. Shreelal Mandal.
A large portion of student number is occupied by Chhetri followed by Dalits. There are no students from Janajati. Though the average test score is very low the school has 100% promotion rate at primary level. Some of the students have left the school and enrolled in newly opened private boarding school. The school has got supports from RtF program in various titles such as for the construction of building, for making desks and benches, for library, kit box, and various trainings. The school is declared child friendly and zone of peace.
There are about 45 students in average in each class and the number of teacher is 10. Though the students-teachers ratio is well maintained, majority of the teachers are locally hired. The VCPC and Youth Club initiatives for collecting money from various resources have been managing remunerations for the teachers. The main source of the income is forest from which VCPC provides money for running the school. The name of the head teacher is Mr. Shreelal Mandal.
A large portion of student number is occupied by Chhetri followed by Dalits. There are no students from Janajati. Though the average test score is very low the school has 100% promotion rate at primary level. Some of the students have left the school and enrolled in newly opened private boarding school. The school has got supports from RtF program in various titles such as for the construction of building, for making desks and benches, for library, kit box, and various trainings. The school is declared child friendly and zone of peace.
Shree Bhagawati Primary, Dahachaur
This school lies in Ward No. 4 of Damachaur VDC in Salyan District. It was established in 2032 BS and it has not been managed by community yet. The name of the head teacher is Kali Bahadur Oli. The school can be reached in 3 hours from Shreenagar of Salyan. It is poor in physical infrastructure and the building itself is in danger of landslide during rainy seasons.
The school has an SMC composed of 11 members which functions as PTA as well. It has a child club but no active as such because they don’t have the practice of having meetings and having a responsible hand in decision making. There are 121 students dominated by Chhetri communities. There are about 20 Dalit students and Janajati students in the same ratio. The school has higher dropouts rate, however, none of the students have been made fail for last three years. There are 5 teachers with one having B. Ed.
Though it has been reported that the school has got supports like other schools under RtF program there are no noticeable improvement in the school. The classrooms are small and dusty; the ground is muddy and too narrow for the students to play. More crucial is that the school doesn’t have toilet.
The school has an SMC composed of 11 members which functions as PTA as well. It has a child club but no active as such because they don’t have the practice of having meetings and having a responsible hand in decision making. There are 121 students dominated by Chhetri communities. There are about 20 Dalit students and Janajati students in the same ratio. The school has higher dropouts rate, however, none of the students have been made fail for last three years. There are 5 teachers with one having B. Ed.
Though it has been reported that the school has got supports like other schools under RtF program there are no noticeable improvement in the school. The classrooms are small and dusty; the ground is muddy and too narrow for the students to play. More crucial is that the school doesn’t have toilet.
Pravat Secondary School, Dopai
Actually, this is a model school that needs no words of appreciation from both academic and physical point of view. The school is located in Ward No. 8 of Chhibang VDC of Rukum district. It takes 2 hours drive and nearly two and half hour walking from the district headquarter. The school was established in 2033 BS. Now it is managed by the community.
The name of the industrious head teacher (may be in the entire Rukum district) is Mr. Bijay Kumar Oli. He seems simple and humorous guy. He has been able to manage every necessity of the school by persuading community people. The school has active SMC and PTA. The Child Club is functional for carrying out various activities.
Despite all these facts, the classrooms are heavily crowded because of the lack of adequate number of teachers. More than 70 students study in a single class being facilitated by a single teacher, however, the school has good performance in terms of the promotion rate. Only 2-3 students leave school as dropouts. There are a considerable number of Dalit and Janajati students.
The school has got supports in various titles from RtF program such as school building construction, toilet construction, making playgrounds, making desks and benches, some books, posters and pamphlets. The school has separate class for deaf and dumb children. It has audio visual equipments for conducting various programs. There are separate rooms for rest, canteen, conference, meeting, guest, etc. But the program has been phased out since 2008 and the school is seeking for alternative resources for the continuity of the activities being practiced so far.
The name of the industrious head teacher (may be in the entire Rukum district) is Mr. Bijay Kumar Oli. He seems simple and humorous guy. He has been able to manage every necessity of the school by persuading community people. The school has active SMC and PTA. The Child Club is functional for carrying out various activities.
Despite all these facts, the classrooms are heavily crowded because of the lack of adequate number of teachers. More than 70 students study in a single class being facilitated by a single teacher, however, the school has good performance in terms of the promotion rate. Only 2-3 students leave school as dropouts. There are a considerable number of Dalit and Janajati students.
The school has got supports in various titles from RtF program such as school building construction, toilet construction, making playgrounds, making desks and benches, some books, posters and pamphlets. The school has separate class for deaf and dumb children. It has audio visual equipments for conducting various programs. There are separate rooms for rest, canteen, conference, meeting, guest, etc. But the program has been phased out since 2008 and the school is seeking for alternative resources for the continuity of the activities being practiced so far.
Janachetana Primary School, Kalimati
Located at Ward No. 5 of Sankh VDC, Rukum this is one of the nearest Schools we can reach within an hour from district headquarter Musikot, Khalanga. The school lies far below the road and it is dangerous for climbing down, however, the small children were found using the same slippery route. The school was established in 2052 BS. The school was completely destroyed during insurgency and only 3 years ago the school was again started. Another important feature of the school is that when the government brought the policy of teacher licensing none of the teachers of the school could get the license. Hence after the teachers were sacked new vacancy was announced and the existing teachers were hired. There are 6 teachers altogether and the name of the head teacher is Mrs. Prem Kumari Sharma.
The school is managed by community and governing by an SMC, a PTA and supported by Mother Group and a Child Club. The school runs up to Grade 5 with about 170 students. There are about 30 Janajati and about 15 Dalit students. The school has about 100% promotion rate in last 3 years. The SMC, PTA, MG and Child Clubs have their regular meetings. The school has got support for ECD classroom, for plastering and parapet construction, for construction of boys and girls toilets and cash support for many other purposes from RtF program. The school has drinking water facility too. The school is declared as Child-friendly school and School as Zone of Peace.
The school is managed by community and governing by an SMC, a PTA and supported by Mother Group and a Child Club. The school runs up to Grade 5 with about 170 students. There are about 30 Janajati and about 15 Dalit students. The school has about 100% promotion rate in last 3 years. The SMC, PTA, MG and Child Clubs have their regular meetings. The school has got support for ECD classroom, for plastering and parapet construction, for construction of boys and girls toilets and cash support for many other purposes from RtF program. The school has drinking water facility too. The school is declared as Child-friendly school and School as Zone of Peace.
Pipalnath Lower Secondary School, Bimaicha
This school is located in a very beautiful place of Rukum district. It’s on top of a sunny hill right in front of the Sisne Mountain. About 1 hour drive will lead you to Solabang and from there you have to walk on foot for three hours. A serpentine foot-trail in a rectangular slope leads you finally to a heaven-like elevated plain land with delicious climate. The name of the place is Bimaicha and it lies in Rugha 4, Rukum.
The buildings are beautiful, well roofed and local people are working for making the ground plain. Established in 2028 BS and managed by active SMC chairperson the school has good physical infrastructure. Khum Bahadur Budhathoki, the head teacher of the school is a very hardworking person. The school has PTA and Child Club also. There are about 250 students in the primary level. Majority of the students are from Chhetri community however nearly half of the students are from Janajati followed by the students from Dalit community.
The school has not achieved good promotion rate. Last year only 41% student passed Grade 1 and the percentage for Grade 5 is almost 100%. All failed students repeat the same class. The average score of the students is also not satisfactory despite appropriate student-teacher ratio (1:40). There are 9 teachers and majority of them have passed Intermediate Level.
The buildings are beautiful, well roofed and local people are working for making the ground plain. Established in 2028 BS and managed by active SMC chairperson the school has good physical infrastructure. Khum Bahadur Budhathoki, the head teacher of the school is a very hardworking person. The school has PTA and Child Club also. There are about 250 students in the primary level. Majority of the students are from Chhetri community however nearly half of the students are from Janajati followed by the students from Dalit community.
The school has not achieved good promotion rate. Last year only 41% student passed Grade 1 and the percentage for Grade 5 is almost 100%. All failed students repeat the same class. The average score of the students is also not satisfactory despite appropriate student-teacher ratio (1:40). There are 9 teachers and majority of them have passed Intermediate Level.
Bhim Kalyan Lower Secondary School, Banthakot
Nearly two hours drive and an hour walking from the district headquarters Musikot (Khalanga) led us to a small school named Bhim Kalyan Lower Secondary school. The school is located in the slope hill of Banthakot village that lies in Ward No 9 of the Muru VDC of Rukum district.
Established in 2050 BS in the land provided by a local philanthropist the school has 8 teachers including a supporting staff. The name of the head teacher is Mr. Yagya Bdr Oli and the SMC is headed by Mr. Jhuplala Oli. The school has a PTA, a Child Club and a Mother Group all working for writing the future of children through quality education. The school has nearly 330 students at primary level including an ECD class. The majority of the students are Chhetri followed by Dalit and Janajati.
The school has almost 100% promotion rate and about 60% average scores in each subject. The ground is muddy and the classes are small. The students are active in studies and interested in singing and dancing. There is a newly built toilet but without water. Water supply is available only for morning and no drinking water for the students.
Established in 2050 BS in the land provided by a local philanthropist the school has 8 teachers including a supporting staff. The name of the head teacher is Mr. Yagya Bdr Oli and the SMC is headed by Mr. Jhuplala Oli. The school has a PTA, a Child Club and a Mother Group all working for writing the future of children through quality education. The school has nearly 330 students at primary level including an ECD class. The majority of the students are Chhetri followed by Dalit and Janajati.
The school has almost 100% promotion rate and about 60% average scores in each subject. The ground is muddy and the classes are small. The students are active in studies and interested in singing and dancing. There is a newly built toilet but without water. Water supply is available only for morning and no drinking water for the students.
Subscribe to:
Posts (Atom)