Unit 1
Education and Humanity
"The roots of education are bitter, but the fruit is sweet." — Aristotle
Reading
Education First
Before you read
a. Who are these people?
b. What are they known for? How did education contribute to their success in life? Discuss with a partner.
c. What do you think the text is about?
Now read the speech by Malala delivered at the United Nations Youth Assembly on 12 July 2013.
Today, it is an honour for me to be speaking again after a long time. Being here with such honourable people is a great moment in my life. I don’t know where to begin my speech. I don’t know what people would be expecting me to say. But first of all, thank you to God for whom we are all equal, and thank you to every person who has prayed for my fast recovery and a new life. I cannot believe how much love people have shown me. I have received thousands of good-wish cards and gifts from all over the world. Thank you to all of them. Thank you to the children whose innocent words encouraged me. Thank you to my elders whose prayers strengthened me.
I would like to thank God for whom we are all equal and thank you to every person who has prayed for my fast recovery and a new life. I cannot believe how much love people have shown me. I have received thousands of good-wish cards and gifts from all over the world. Thank you to all of them. Thank you to the children whose innocent words encouraged me. Thank you to my elders whose prayers strengthened me.
This is the legacy of change that I have inherited from Muhammad—the prophet of mercy, Jesus Christ, and Lord Buddha. This is the legacy I have received from Martin Luther King, Nelson Mandela, and Muhammad Ali Jinnah. This is the philosophy of non-violence that I have learned from Gandhi Jee, Bacha Khan, and Mother Teresa. And this is the forgiveness that I have learned from my mother and father. This is what my soul is telling me: Be peaceful and love everyone.
We realize the importance of light when we see darkness. We realize the importance of our voice when we are silenced. In the same way, when we were in Swat, the north of Pakistan, we realized the importance of pens and books when we saw the guns.
The wise saying, The pen is mightier than the sword," was true. The extremists are afraid of books and pens. The power of education frightens them. They are afraid of women. The power of the voice of women frightens them. And that is why they killed 14 innocent medical students in the recent attack in Quetta. And that is why they killed many female teachers and polio workers in Khyber Pakhtunkhwa and FATA. That is why they are blasting schools every day—because they were and they are afraid of change, afraid of the equality that we will bring into our society.
I remember that there was a boy in our school who was asked by a journalist, "Why are the Taliban against education?" He answered very simply. By pointing to his book, he said, "A Talib doesn’t know what is written inside this book." They think that God is a tiny, little conservative being who would send girls to hell just because of going to school. The terrorists are misusing the name of Islam and Pashtun society for their own personal benefits. Pakistan is a peace-loving democratic country. Pashtuns want education for their daughters and sons. And Islam is a religion of peace, humanity, and brotherhood Islam says that it is not only each child’s right to get education, but rather it is their duty and responsibility.
Peace is necessary for education. In many parts of the world, wars and conflicts stop children from going to their schools. We are really tired of these wars. Women and children are suffering in many parts of the world in many ways. Young girls have to do domestic child labor and are forced to get married at an early age. Poverty, ignorance, injustice, racism, and the deprivation of basic rights are the main problems faced by both men and women.
Today, I am focusing on women’s rights and girls’ education because they are suffering the most. There was a time when women social activists asked men to stand up for their rights. But this time, we will do it by ourselves. I am not telling men to step away from speaking for women’s rights; rather, I am focusing on women being independent to fight for themselves.
Now it’s time to speak up.
So today, we call upon the world leaders to change their strategic policies in favor of peace and prosperity.
We call upon the world leaders that all peace deals must protect women and children’s rights. A deal that goes against the dignity of women and their rights is unacceptable.
We call upon all governments to ensure free compulsory education for every child all over the world.
We call upon all governments to fight against terrorism and violence, to protect children from brutality and harm.
We call upon the developed nations to support the expansion of educational opportunities for girls in the developing world.
We call upon all communities to be tolerant—to reject prejudice based on caste, creed, sect, religion, or gender. To ensure freedom and equality for women so that they can flourish. We cannot all succeed when half of us are held back.
We call upon our sisters around the world to be brave—to embrace the strength within themselves and realize their full potential.
We want schools and education for every child’s bright future. We will continue our journey to our destination of peace and education for everyone. No one can stop us. We will speak for our rights, and we will bring change through our voice. We must believe in the power and the strength of our words. Our words can change the world.
Because we are all together, united for the cause of education. And if we want to achieve our goal, then let us empower ourselves with the weapon of knowledge and let us shield ourselves with unity and togetherness.
We must not forget that millions of people are suffering from poverty, injustice, and ignorance. We must not forget that millions of children are out of schools. We must not forget that our sisters and brothers are waiting for a bright, peaceful future.
So let us wage a global struggle against illiteracy, poverty, and terrorism—and let us pick up our books and pens. They are our most powerful weapons.
One child, one teacher, one pen, and one book can change the world.
Education is the only solution. Education first
—Malala Yousafzai
मलाला युसुफजाईको संयुक्त राष्ट्र युवा सभामा दिइएको भाषण (१२ जुलाई २०१३)
आज, लामो समयपछि फेरि बोल्न पाउँदा मलाई ठूलो गौरव भइरहेको छ। यस्ता सम्माननीय व्यक्तिहरूसँग यहाँ हुनु मेरो जीवनको ठूलो क्षण हो। मैले आफ्नो भाषण कहाँबाट सुरु गर्ने, मानिसहरूले मबाट के कुरा अपेक्षा गर्नुहुन्छ भन्ने मलाई थाहा छैन। तर सर्वप्रथम, हामी सबैलाई बराबर बनाउने भगवानलाई धन्यवाद, र मेरो छिटो स्वास्थ्यलाभ र नयाँ जीवनको कामना गर्ने हरेक व्यक्तिलाई ढुक्क छ। मानिसहरूले देखाएको यो प्रेमको अतिशयतालाई म विश्वास गर्न सकिरहेको छैन। मैले संसारभरबाट हजारौं शुभकामना कार्ड र उपहारहरू प्राप्त गरेँ। ती सबैलाई धन्यवाद। बालबालिकाहरूलाई धन्यवाद, जसको निष्कपट शब्दहरूले मलाई प्रोत्साहित गर्यो। मेरा जेठ्याहरूलाई धन्यवाद, जसको प्रार्थनाले मलाई बलियो बनायो।
हामी सबैलाई बराबर बनाउने भगवानलाई धन्यवाद र मेरो छिटो स्वास्थ्यलाभको कामना गर्ने हरेक व्यक्तिलाई ढुक्क छ। मानिसहरूले देखाएको यो प्रेमको अतिशयतालाई म विश्वास गर्न सकिरहेको छैन। मैले संसारभरबाट हजारौं शुभकामना कार्ड र उपहारहरू प्राप्त गरेँ। ती सबैलाई धन्यवाद। बालबालिकाहरूलाई धन्यवाद, जसको निष्कपट शब्दहरूले मलाई प्रोत्साहित गर्यो। मेरा जेठ्याहरूलाई धन्यवाद, जसको प्रार्थनाले मलाई बलियो बनायो।
यो परिवर्तनको विरासत हो जुन मैले मुहम्मद—दयाका पैगम्बर, येशू ख्रीष्ट र भगवान बुद्ध बाट प्राप्त गरेँ। यो विरासत मैले मार्टिन लुथर किङ, नेल्सन मन्डेला र मुहम्मद अली जिन्ना बाट पाएँ। यो अहिंसाको दर्शन हो जुन मैले गान्धीजी, बाचा खान र मदर टेरेसा बाट सिकेँ। र यो क्षमा हो जुन मैले आमा र बुबाबाट सिकेँ। मेरो आत्माले यही भनिरहेको छ: शान्त रहनुहोस् र सबैलाई माया गर्नुहोस्।
हामीले अँध्यारो देखेपछि प्रकाशको महत्त्व बुझ्छौं। हामी चुप लागेपछि आफ्नो आवाजको महत्त्व बुझ्छौं। त्यस्तै गरी, पाकिस्तानको उत्तरी भाग स्वातमा बन्दुकहरू देखेपछि हामीले कलम र किताबको महत्त्व बुझ्यौं।
यो बुद्धिमत्तापूर्ण उखान सत्य थियो: "कलम तरबारभन्दा बलियो हुन्छ।" चरमपन्थीहरू किताब र कलमबाट डराउँछन्। शिक्षाको शक्तिले तिनीहरूलाई त्रास दिन्छ। तिनीहरू महिलाहरूबाट डराउँछन्। महिलाहरूको आवाजको शक्तिले तिनीहरूलाई डराउँछ। र यही कारणले उनीहरूले भर्खरै क्वेटामा गरिएको आक्रमणमा १४ जना निर्दोष चिकित्सा विद्यार्थी हत्या गरे। यही कारणले उनीहरूले खैबर पख्तूनख्वा र फाटामा धेरै महिला शिक्षक र पोलियो कर्मी हत्या गरे। यही कारणले उनीहरू हरेक दिन विद्यालयहरू उडाइरहेका छन्—किनभने उनीहरू परिवर्तनबाट डराएका थिए र छन्, हामीले समाजमा ल्याउने समानताबाट डराएका छन्।
मलाई सम्झना छ, हाम्रो विद्यालयमा एउटा केटा थियो जसलाई एक पत्रकारले सोधे, "तालिबान शिक्षा विरुद्ध किन छ?" उसले सरल उत्तर दियो। आफ्नो किताबतिर औंल्याउँदै उसले भन्यो, "तालिबलाई यस किताबभित्र के लेखिएको छ भन्ने थाहा छैन।" तिनीहरूले भगवानलाई एउटा सानो, संकीर्ण सोचको प्राणी मान्छन् जसले विद्यालय जाने भरमा केटीहरूलाई नरकमा पठाउँछ। आतंकवादीहरूले आफ्नै व्यक्तिगत लाभका लागि इस्लाम र पख्तून समाजको नाम दुरुपयोग गर्दैछन्। पाकिस्तान शान्तिप्रिय लोकतान्त्रिक देश हो। पख्तूनहरूले आफ्नी छोरी र छोराहरूका लागि शिक्षा चाहन्छन्। र इस्लाम शान्ति, मानवता र भ्रातृत्वको धर्म हो। इस्लामले भन्छ कि शिक्षा पाउनु प्रत्येक बच्चाको अधिकार मात्र होइन, बरु उनीहरूको कर्तव्य र जिम्मेवारी हो।
शिक्षाका लागि शान्ति आवश्यक छ। विश्वका धेरै भागहरूमा युद्ध र द्वन्द्वले बालबालिकाहरूलाई विद्यालय जानबाट रोक्छ। हामी यी युद्धहरूबाट साँच्चै थाकेका छौं। महिला र बालबालिकाहरू विश्वका धेरै ठाउँहरूमा विभिन्न तरिकाबाट पीडित भइरहेका छन्। युवतीहरूले घरेलु बालश्रम गर्नुपर्छ र अल्प उमेरमै विवाह गर्न बाध्य हुन्छन्। गरिबी, अज्ञानता, अन्याय, जातिवाद र आधारभूत अधिकारहरूबाट वञ्चित हुनु पुरुष र महिला दुवैले सामना गर्ने मुख्य समस्याहरू हुन्।
आज, म महिला अधिकार र बालिका शिक्षामा केन्द्रित गर्दैछु किनभने उनीहरू सबैभन्दा बढी पीडित छन्। एउटा समय थियो जब महिला सामाजिक कार्यकर्ताहरूले पुरुषहरूलाई उनीहरूको अधिकारको लागि खडा हुन आग्रह गर्थे। तर यो पटक, हामी आफैंले यो गर्नेछौं। म पुरुषहरूलाई महिला अधिकारको लागि बोल्नबाट हटाउन भन्दैन, बरु महिलाहरू आफैं आफ्नो लागि लड्न स्वतन्त्र बन्नुपर्छ भन्नेमा केन्द्रित गर्दैछु।
अब बोल्ने समय आएको छ।
त्यसैले आज, हामी विश्व नेताहरूलाई आह्वान गर्दछौं कि उनीहरूको रणनीतिक नीतिहरू शान्ति र समृद्धिको पक्षमा परिवर्तन गरुन्।
हामी विश्व नेताहरूलाई आह्वान गर्दछौं कि सबै शान्ति सम्झौताले महिला र बालबालिकाको अधिकार संरक्षण गर्नुपर्छ। महिलाको गौरव र उनीहरूको अधिकार विरुद्धको सम्झौता अस्वीकार्य छ।
हामी सबै सरकारहरूलाई आह्वान गर्दछौं कि विश्वभरिका प्रत्येक बालबालिकालाई निःशुल्क अनिवार्य शिक्षा सुनिश्चित गरुन्।
हामी सरकारहरूलाई आह्वान गर्दछौं कि आतंकवाद र हिंसा विरुद्ध लड्नुहोस्, बालबालिकालाई निर्ममता र हानिबाट जोगाउनुहोस्।
हामी विकसित राष्ट्रहरूलाई आह्वान गर्दछौं कि विकासशील विश्वमा बालिकाहरूका लागि शैक्षिक अवसरहरू विस्तार गर्न सहयोग गरुन्।
हामी सबै समुदायहरूलाई आह्वान गर्दछौं कि सहिष्णु बन्नुहोस्—जात, सम्प्रदाय, धर्म वा लिङ्ग आधारित पूर्वधारणालाई अस्वीकार गर्नुहोस्। महिलाहरूले फस्टाउन सकून् भन्नका लागि स्वतन्त्रता र समानता सुनिश्चित गर्नुहोस्। आधा जनसंख्या पछि पारिएको अवस्थामा हामी सबै सफल हुन सक्दैनौं।
हामी विश्वभरिकी हाम्रा बहिनीहरूलाई आह्वान गर्दछौं कि साहसी बन्नुहोस्—आफूभित्रको शक्तिलाई आत्मसात गर्नुहोस् र आफ्नो पूर्ण क्षमता बुझ्नुहोस्।
हामी प्रत्येक बच्चाको उज्यालो भविष्यका लागि विद्यालय र शिक्षा चाहन्छौं। हामी सबैका लागि शान्ति र शिक्षाको हाम्रो गन्तव्यतर्फको यात्रा जारी राख्नेछौं। कसैले हामीलाई रोक्न सक्दैन। हामी आफ्नो अधिकारका लागि बोल्नेछौं र आफ्नो आवाज मार्फत परिवर्तन ल्याउनेछौं। हामीले आफ्ना शब्दहरूको शक्ति र बलमा विश्वास गर्नुपर्छ। हाम्रा शब्दहरूले संसार परिवर्तन गर्न सक्छन्।
किनभने हामी सबै शिक्षाको उद्देश्यका लागि एकजुट छौं। र यदि हामी हाम्रो लक्ष्य हासिल गर्न चाहन्छौं भने, आउनुहोस् हामी ज्ञानको हतियारले आफूलाई सशक्त बनाऔँ र एकताले आफूलाई कवच प्रदान गरौं।
हामीले यो नबिर्सौं कि लाखौं मानिसहरू गरिबी, अन्याय र अज्ञानताबाट पीडित छन्। हामीले यो नबिर्सौं कि लाखौं बालबालिका विद्यालयबाहिर छन्। हामीले यो नबिर्सौं कि हाम्रा दिदीबहिनी र दाजुभाइहरू उज्यालो, शान्तिपूर्ण भविष्यको प्रतिक्षामा छन्।
त्यसैले आउनुहोस्, निरक्षरता, गरिबी र आतंकवाद विरुद्ध विश्वव्यापी संघर्ष सुरु गरौं—र आफ्ना किताब र कलमहरू उठाऔं। तिनीहरू हाम्रा सबैभन्दा शक्तिशाली हतियार हुन्।
एक बच्चा, एक शिक्षक, एक कलम र एक किताबले संसार परिवर्तन गर्न सक्छ।
शिक्षा नै एकमात्र समाधान हो। शिक्षा पहिले।
—मलाला युसुफजाई
Vocabulary:
- Achieve : Accomplish : प्राप्त गर्नु
- Activists : Campaigners : कार्यकर्ता
- Afraid : Scared : डराएको
- Assembly : Gathering : सभा
- Attack : Violent act : आक्रमण
- Benefits : Advantages : लाभ
- Bitter : Having a sharp taste; unpleasant : कडा; तीतो
- Blasting : Exploding : उडाउने
- Brotherhood : Fraternal unity : भ्रातृत्व
- Brutality : Cruelty : निर्ममता
- Caste : Social class : जात
- Compulsory : Mandatory : अनिवार्य
- Conservative : Traditionalist : रूढिवादी
- Conflicts : Disputes : द्वन्द्व
- Creed : Religious belief : धार्मिक विश्वास
- Darkness : Absence of light : अँध्यारो
- Deals : Agreements : सम्झौता
- Deprivation : Denial of rights : वञ्चना
- Democratic : Relating to democracy : लोकतान्त्रिक
- Destination : Goal of a journey : गन्तव्य
- Dignity : Self-worth : गौरव
- Education : Process of learning : शिक्षा
- Embrace : Accept willingly : आत्मसात गर्नु
- Embrace : Hold closely; accept : अपनाउनु
- Empower : Grant power : सशक्तिकरण
- Encouraged : Motivated : प्रोत्साहित
- Ensure : Make certain : सुनिश्चित गर्नु
- Equality : State of being equal : समानता
- Expecting : Anticipating : अपेक्षा
- Expansion : Growth : विस्तार
- Extremists : Radical thinkers : चरमपन्थी
- Faced : Confronted : सामना गरिएको
- Favor : Support : पक्षमा
- Fight : Combat : लड्नु
- Flourish : Thrive : फस्टाउनु
- Flourish : Thrive : फस्टाउनु
- Focusing : Concentrating : केन्द्रित
- Forced : Compelled : बाध्य
- Forgiveness : Pardoning : क्षमा
- Frighten : Scare : डराउनु
- Freedom : Liberty : स्वतन्त्रता
- Goal : Objective : लक्ष्य
- Global : Worldwide : विश्वव्यापी
- Hell : Place of punishment after death : नरक
- Humanity : Human beings collectively; compassion : मानवता
- Ignorance : Lack of knowledge : अज्ञानता
- Illiteracy : Inability to read/write : निरक्षरता
- Importance : Significance : महत्त्व
- Independent : Self-reliant : स्वतन्त्र
- Inherited : Received from ancestors : पैतृक
- Inherit : Receive from ancestors : पाउनु
- Innocent : Not guilty : निर्दोष
- Injustice : Unfairness : अन्याय
- Journalist : News reporter : पत्रकार
- Journey : Travel : यात्रा
- Labor : Work : श्रम
- Leaders : Rulers : नेताहरू
- Legacy : Something inherited : विरासत
- Medical : Relating to medicine : चिकित्सा
- Mercy : Compassion : दया
- Mightier : More powerful : बलियो
- Misusing : Using improperly : दुरुपयोग
- Moment : Very short time : क्षण
- Necessary : Essential : आवश्यक
- Non-violence : Peaceful resistance : अहिंसा
- Opportunities : Chances : अवसर
- Openness : Willingness to accept : खुलापन
- Pashtun : Ethnic group : पख्तून
- Peace-loving : Preferring peace : शान्तिप्रिय
- Personal : Private : व्यक्तिगत
- Philosophy : Study of knowledge/truth : दर्शन
- Policies : Plans of action : नीतिहरू
- Pointing : Indicating : औंल्याउँदै
- Potential : Latent ability : क्षमता
- Poverty : Extreme poorness : गरिबी
- Prejudice : Preconceived bias : पूर्वधारणा
- Prophet : Messenger of God : पैगम्बर
- Protect : Keep safe : संरक्षण गर्नु
- Prosperity : Economic success : समृद्धि
- Racism : Discrimination by race : जातिवाद
- Realize : Understand clearly : बुझ्नु
- Reject : Refuse : अस्वीकार गर्नु
- Religion : System of faith : धर्म
- Responsibility : Duty : जिम्मेवारी
- Rights : Entitlements : अधिकार
- Sect : Religious group : सम्प्रदाय
- Shield : Protective barrier : ढाल
- Silenced : Made quiet : चुप लगाइएको
- Solution : Answer to a problem : समाधान
- Speak up : Express opinion : बोल्नु
- Stand up : Rise to feet; defend : खडा हुनु; बचाव गर्नु
- Step away : Withdraw : हट्नु
- Strategic : Relating to strategy : रणनीतिक
- Strength : Power : शक्ति
- Strengthened : Made stronger : बलियो बनाइएको
- Struggle : Conflict : संघर्ष
- Suffering : Experiencing pain : पीडित
- Terrorists : Violence practitioners : आतंकवादी
- Tired : Needing rest : थाकेको
- Tiny : Very small : अत्यन्त सानो
- Tolerance : Acceptance of differences : सहिष्णुता
- Unacceptable : Not acceptable : अस्वीकार्य
- Violence : Physical force : हिंसा
- Wage : Engage in (struggle) : सुरु गर्नु
- Weapon : Tool for fighting : हतियार
- Wisdom : Knowledge : ज्ञान
Ways with words
A. Find the words from the text which mean the following.
a. A messenger or representative, especially one on a diplomatic mission
- Prophet
b. The state or quality of being worthy of honor or respect
- Dignity
c. Harm done to someone in response to harm
- Punishment
d. A person who holds extreme views in political or religious matters
- Extremist
e. Sympathetic pity and concern for the sufferings or misfortunes of others
- Mercy
f. A person who is believed to speak for God
- Prophet
g. The study of the nature of knowledge, reality, and existence
- Philosophy
h. The use of physical force so as to injure, abuse, damage, or destroy
- Violence
i. An unreasonable dislike of a particular group of people or things
- Prejudice
B. Match the words on the left with their opposite meanings on the right.
a. honour = iv. disgrace
b. innocent = iii. guilty
c. brutality = i. kindness
d. forgiveness = v. punishment
e. illiteracy = ii. literacy
C. Using dictionary Dictionary contains at least three forms of information about a word:
pronunciation, word class and meaning. Look at the following dictionary entry of the words ‘humanity’ and ‘humanize’ (Oxford Advanced Learner’s Dictionary 9th edition):
humanity/hjuːˈmænəti/ noun
1 [U] people in general: He was found guilty of crimes against humanity.
2 [U] the state of being a person rather than a god, an animal or a machine: The story was used to emphasize the humanity of Jesus. united by a sense of common humanity
3 [U] the quality of being kind to people and animals by making sure that they do not suffer more than is necessary; the quality of being humane: The judge was praised for his courage and humanity. OPP inhumanity
4(the) humanities [pl.] the subjects of study that are about the way people think and behave, for example literature, language, history and philosophy: The college offers a wide range of courses in the arts and humanities. humanize(BrE also -ise) /ˈhjuːmənaɪz/ verb~sth to make sth more pleasant or suitable for people; to make sth more HUMANE: These measures are intended to humanize the prison system.
a. Study the dictionary entry and answer these questions.
i. What is the headword in the first entry?
- Humanity
ii. How many meanings of the word 'humanity' are given?
- 4 meanings
iii. What do the abbreviations U, OPP, pl, and sth stand for?
- U = Uncountable noun
- OPP = Opposite
- pl = Plural
- sth = Something
iv. What is the British English spelling of 'humanize'?
- Humanise (BrE also '-ise')
v. How is the word 'humanize' pronounced?
- /ˈhjuːmənaɪz/
vi. If we say "Every person should have the sense of humanity," which meaning of 'humanity' is applied?
- Meaning 3: "The quality of being kind to people and animals by making sure they do not suffer more than is necessary."
b. Arrange the following words in alphabetical order.
i. advance analysis amuse assure allergy attain aid anxiety acute agreement
- acute, advance, agreement, aid, allergy, amuse, analysis, anxiety, assure, attain
ii. smoke small smart speaking smelling smoothly smuggler smashed smearing smallpox
- small, smallpox, smart, smashed, smearing, smelling, smoke, smoothly, smuggler, speaking
iii. terminal terminate terminology termite terms terrace terrible terribly territory terror
- terminal, terminate, terminology, termite, terrace, terrible, terribly, territory, terror, terms
c. Make a list of five new words from the reading text, write their meanings, and use them in sentences.
1. Legacy (noun) – Something handed down from the past.
- "Nelson Mandela left a powerful legacy of peace and equality."
2. Non-violence (noun) – The practice of avoiding physical force.
- "Gandhi promoted non-violence as a way to achieve freedom."
3. Extremist (noun) – A person with radical views.
- "The government is fighting against extremist groups."
4. Prosperity (noun) – Wealth and success.
- "Education leads to the prosperity of a nation."
5. Tolerance (noun) – Acceptance of different beliefs.
- "We must teach children the value of tolerance."
Comprehension
Answer the following questions.
a. Why did the speaker receive thousands of good-wish cards and gifts from all over the world?
= Malala received thousands of good-wish cards and gifts because people around the world were moved by her bravery after she survived an assassination attempt by the Taliban for advocating girls' education. They prayed for her recovery and showed their support and love.
b. According to the speaker, what are hundreds of human rights activists and social workers struggling for?
= They are struggling for justice, peace, and equality—fighting against terrorism, violence, and oppression to ensure basic rights for all, especially education for children.
c. What has she learnt from Gandhi?
= Malala has learned the philosophy of non-violence from Gandhi. She believes in peaceful resistance and change without using force.
d. In what sense is peace necessary for education?
= Peace is necessary for education because wars and conflicts prevent children from going to school. Without stability, schools are destroyed, teachers are attacked, and fear stops learning.
e. According to the speaker, what are the main problems faced by both men and women?
= The main problems are:
- Poverty
- Ignorance (lack of education)
- Injustice
- Racism
- Deprivation of basic rights
f. What is Malala calling upon all governments?
= She demands that governments:
- Ensure free, compulsory education for every child.
- Fight terrorism and violence to protect children.
- Support girls' education in developing nations.
- Reject discrimination based on gender, religion, or caste.
g. What is the main message of this speech?
= The main message is: Education is the most powerful weapon to fight poverty, terrorism, and injustice. Malala urges global unity to ensure every child—especially girls—gets an education, as it is the key to peace, equality, and a better future.
Critical Thinking
a. All children have the right to quality education. How can we ensure this right to every child? Discuss the role of the government and the parents to make sure that every child can attend school.
= Ensuring Quality Education for Every Child
To guarantee every child's right to education, both governments and parents must work together:
- Government's Role:
- Build more schools, especially in rural areas
- Train and adequately pay teachers
- Provide free education and necessary materials
- Enforce compulsory education laws
- Offer scholarships for underprivileged children
- Parents' Role:
- Prioritize education over child labor
- Support children's learning at home
- Treat sons and daughters equally regarding education
- Maintain regular communication with teachers
b. Do you think that there is still discrimination between sons and daughters in terms of providing education in our country? What strategies do you suggest to overcome such discrimination against girls?
= Yes, discrimination persists in many areas:
- Current Situation:
- Sons often prioritized for education when resources are limited
- Early marriage still prevents girls from continuing education
- Safety concerns for girls traveling to school
- Solutions:
- Community awareness programs
- Girls' scholarship programs
- Safe transportation systems
- Female teacher recruitment in rural areas
- Strict enforcement of laws against child marriage
c. A Chinese philosopher Confucius said, “If your plan is for one year, plant rice; if your plan is for ten years, plant trees; if your plan is for one hundred years, educate children.” What is the meaning of this saying? Elaborate this with examples
= This proverb emphasizes education's long-term value:
- 1 Year Plan (Rice): Immediate needs (food)
- 10 Year Plan (Trees): Medium-term investments
- 100 Year Plan (Education): Societal transformation
Example:
- Singapore invested heavily in education since independence, transforming from poor to developed nation
- Finland's education focus made it a global leader in innovation
Writing
a. Recall your school days. Write in three paragraphs of an event that you always remember
= One unforgettable event was our annual science fair. I worked for weeks on a volcano model that actually erupted during my presentation. The principal awarded me first prize, boosting my confidence in science. This experience taught me the value of preparation and perseverance.
b. "Education empowers a person". Elaborate this statement giving examples of your personal experience.
= Education transformed my life in multiple ways:
- Learning English helped me access global knowledge
- Computer classes enabled me to start a small business
- Financial literacy education helped my family manage money better
For example, my nutrition studies helped improve my family's health choices.
Grammar
Word classes
A. Word class refers to the category of words of similar form or function. Another name of word class is a parts of speech. In the text below, certain words are underlined. While you read, try to identify which word class they belong to.
Most governments around the world have temporarily closed educational institutions in an attempt to contain the spread of the COVID-19 pandemic. These nationwide closures are impacting over 60% of the world’s student population. Some 1 billion students and youth across the planet are affected by school and university closures due to the COVID-19 outbreak. Several other countries have implemented localized closures impacting millions of additional learners. UNESCO is supporting countries in their efforts to mitigate the immediate impact of school closures, particularly for more vulnerable and disadvantaged communities, and to facilitate the continuity of education for all through remote learning.
The Global Education Coalition launched by UNESCO seeks to facilitate inclusive learning opportunities for children and youth during this period of sudden and unprecedented educational disruption. Investment in remote learning should both mitigate the immediate disruption caused by COVID-19 and establish approaches to develop more open and flexible education systems for the future. The Global Coalition members and prospective members are encouraged to pledge for the protection of learners’ personal information, privacy and security.
In the text, the underlined words belong to different word classes or parts of speech.
governments - noun
temporarily - adverb
affected - verb
and - conjunction
in - preposition
immediate - adjective
the - determiner
B. Classify the underlined words into different word classes.
a. The man who is wearing glasses is my uncle’s friend.
= who - relative pronoun
wearing - verb
my - possessive determiner
b. I bought a round table in the supermarket.
= round - adjective
the - definite article
c. Alas, she is dead.
= Alas - interjection
dead - adjective
d. Hari works very hard all the time but his wife is very lazy.
= very - adverb
but - conjunction
e. I have never been to Japan.
= never - adverb
been - verb
C. Read a paragraph of an English newspaper and make a list of about 20 words. Categorize them into different ‘Word classes’. You can refer to the grammar book for help.
1. government - noun
2. announced - verb
3. new - adjective
4. quickly - adverb
5. but - conjunction
6. during - preposition
7. the - article
8. crisis - noun
9. effective - adjective
10. immediately - adverb
Speaking
Expressing good wishes
We use certain pattern to express good wishes.
A. Read this conversation. Notice the expressions used to express good wishes and underline them.
Ali: Hello Anju, are you coming to Rita's house tonight?
Anju: No, I'm afraid. I can't.
Ali: Why? Don't you want to join us at the birthday party?
Anju: Of course, I would love to. But I have a speech contest tomorrow. I have to prepare for that.
Ali: Ok, I understand! I wish you all the best.
Anju: Thanks.
Ali: You're welcome, Anju.
Pasang: Hello Lhakpa, I didn't see you in school yesterday.
Lhakpa: That's because I didn't come.
Pasang: Really? Why?
Lhakpa: I was sick. I had a fever and my father took me to hospital to check whether I had dengue fever or not.
Pasang: 1 am sorry to hear that. And then? It's negative, isn't it?
Lhakpa: Yes, but I still have cough.
Pasang: I wish you a quick recovery. Get well soon.
Lhakpa: Thank you. I hope so.
B. Work in pairs. Write how you would express good wishes in these situations.
a. Your sister is taking an IELTS test.
You: Hey, are you ready for your IELTS test tomorrow?
Sister: Almost! I'm still a bit nervous.
You: Don’t worry, I wish you the best of luck! You’ve prepared so well.
Sister: Thank you! That means a lot.
b. One of your friends is attending a job interview and you meet him/her in the street.
You: Hey Ramesh! All dressed up—what’s the occasion?
Ramesh: I have a job interview in 30 minutes.
You: Oh wow! Good luck! I hope you get the job.
Ramesh: Thanks! I really needed that.
c. It's your friend's birthday.
You: Happy Birthday, Sita!
Sita: Thank you!
You: May your day be filled with happiness and fun. I wish you a wonderful year ahead!
Sita: Aww, you're so sweet. Thanks again!
d. Your friend is leaving for a holiday abroad and you meet her at the airport.
You: Hey Alina! Just about to fly?
Alina: Yes! I'm so excited.
You: Have a safe flight and a fantastic holiday! Enjoy every moment.
Alina: Thank you! I’ll send you pictures!
Ali: You're welcome, Anju.
D. Say the contracted forms and the full forms of the verbs correctly.
Notice that full forms have weak forms of pronunciation.
I'm /aɪm/ feeling tired. I am /aɪ əm/feeling tired.
He's /hiz/ watching TV. He is /hi ɪz/watching TV.
It’s /ɪts/ ready now. It is /ɪt ɪz/ready now.
She's lost the key. She has lost the key.
Janak's gone out. Janak has gone out.
We're working hard. We are working hard.
I've composed a song. I have composed a song.
They'll come soon. They will come soon.
I'd like to have a cup of tea. I would like to have a cup of tea.
Who's your favourite singer? Who is your favourite singer?
Project Work
Visit a woman who is famous in your community. Ask her questions how she was able to attend school and the struggle she made for education. Prepare a poster of her life story and present it in class
1. What challenges did you face getting an education?
2. Who supported your educational journey?
3. What kept you motivated during difficult times?
4. How has education changed your life?
5. What advice do you have for girls today?
Poster Presentation Tips:
- Use a timeline format for her life story
- Include inspirational quotes
- Add photos (with permission)
- Highlight key achievements
- Use bright colors and clear fonts
Additional Speaking Practice:
Try these expanded contractions in sentences:
1. "We'll (we will) be arriving at 8:00 if there's (there is) no traffic."
2. "They'd (they would) love to come, but they've (they have) prior commitments."
3. "I'd (I had) finished my work when you called, so I'm (I am) free now."
Remember that context determines whether 'd represents "had" or "would":
- Past perfect: "She'd (had) left before I arrived"
- Conditional: "She'd (would) love to meet you"
Unit 2 Communication
FREE WRITING
The most effective way
I know to improve your writing is to do freewriting exercises regularly. At
least three times a week. They are sometimes called “automatic writing,”
“babbling,” or “jabbering” exercises. The idea is simply to write for ten
minutes (later on, perhaps fifteen or twenty). Don’t stop for anything. Go
quickly without rushing. Never stop to look back, to cross something out, to
wonder how to spell something, to wonder what word or thought to use, or to
think about what you are doing. If you can’t think of a word or a spelling,
just use a squiggle or else write, “I can’t think of it.” Just put down
something. The easiest thing is just to put down whatever is in your mind. If
you get stuck it’s fine to write “I can’t think what to say, I can’t think what
to say” as many times as you want; or repeat the last word you wrote over and
over again; or anything else. The only requirement is that you never stop.
Freewriting exercise
is important. It must be a piece of writing which, even if someone reads it,
doesn’t send any ripples back to you. It is like writing something and putting
it in a bottle in the sea. The teacher less class helps your writing by
providing maximum feedback. Freewriting helps you by providing no feedback at
all. When I assign one, I invite the writer to let me read it. But also tell
him to keep it if he prefers. I read it quickly and make no comments at all and
I do not speak with him about it. The main thing is that a freewriting must
never be evaluated in any way; in fact, there must be no discussion or comment
at all.
Here is an example of
a fairly coherent exercise (sometimes they are very incoherent, which is fine):
I think I’ll write
what’s on my mind, but the only thing on my mind right now is what to write for
ten minutes. I’ve never done this before and I’m not prepared in any way—the
sky is cloudy today, how’s that? Now I’m afraid I won’t be able to think of
what to write when I get to the end of the sentence— well, here I am at the end
of the sentence—here I am again, again, again, again, at least I’m still
writing—Now I ask is there some reason to be happy that I’m still writing—ah
yes! Here comes the question again—What am I getting out of this? What point is
there in it? It’s almost obscene to always ask it but I seem to question
everything that way and I was gonna say something else pertaining to that but I
got so busy writing down the first part that I forgot what I was leading into.
This is kind of fun oh don’t stop writing—cars and trucks speeding by somewhere
out the window, pens clittering across peoples’ papers. The sky is still
cloudy—is it symbolic that I should be mentioning it? Huh? I dunno. Maybe I
should try colors, blue, red, dirty words—wait a minute—no can’t do that,
orange, yellow, arm tired, green pink violet magenta lavender red brown black
green—now that I can’t think of any more colours—just about done—relief? Maybe.
Freewriting may seem
crazy but actually it makes simple sense. Think of the difference between
speaking and writing. Writing has the advantage of permitting more editing. But
that’s its downfall too. Almost everybody interposes a massive and complicated
series of editing between the time words start to be born into consciousness
and when they finally come off the end of the pencil or typewriter onto the
page. This is partly because schooling makes us obsessed with the “mistakes” we
make in writing. Many people are constantly thinking about spelling and grammar
as they try to write. I am always thinking about the awkwardness, wordiness,
and general mushiness of my natural verbal product as I try to write down words
But it’s not just
“mistakes” or “bad writing” we edit as we write. We also edit unacceptable
thoughts and feelings, as we do in speaking. In writing there is more time to
do it so the editing is heavier: when speaking, there’s someone right there
waiting for a reply and he’ll get bored or think we’re crazy if we don’t come
out with something. Most of the time in speaking, we settle for the
catch-as-catch-can way in which the words tumble out. In writing, however, there’s
a chance to try to get them right. But the opportunity to get them right is a
terrible burden: you can work for two hours trying to get a paragraph “right”
and discover it’s not right at all. And then give up.
Editing, in itself, is
not the problem. Editing is usually necessary if we want to end up with
something satisfactory. The problem is that editing goes on at the same time as
producing. The editor is, as it were, constantly looking over the shoulder of
the producer and constantly fiddling with what he’s doing while he’s in the
middle of trying to do it. No wonder the producer gets nervous, jumpy,
inhibited, and finally can’t be coherent. It’s an unnecessary burden to try to
think of words and also worry at the same time whether they’re the right words.
The main thing about
freewriting is that it is none-editing. It is an exercise in bringing together
the process of producing words and putting them down on the page. Practiced
regularly, it undoes the ingrained habit of editing at the same time you are
trying to produce. It will make writing less blocked because words will come
more easily. You will use up more paper, but chew up fewer pencils.
Next time you write;
notice how often you stop yourself from writing down something you were going
to write down. Or else cross it out after it’s written. “Naturally,” you say,
“it wasn’t any good.” But think for a moment about the occasions when you spoke
well. Seldom was it because you first got the beginning just right. Usually it
was a matter of a halting or even garbled beginning, but you kept going and
your speech finally became coherent and even powerful. There is a lesson here
for writing: trying to get the beginning just right is a formula for failure -
and probably a secret tactic to make yourself give up writing. Make some words,
whatever they are, and then grab hold of that line and reel in as hard as you
can. Afterwards you can throw away lousy beginnings and make new ones. This is
the quickest way to get into good writing.
The habit of
compulsive, premature editing doesn’t just make writing hard. It also makes
writing dead. Your voice is damped out by all the interruptions, changes, and
hesitations between the consciousness and the page. In your natural way of
producing words there is a sound, a texture, a rhythm - a voice - which is the
main source of power in your writing. I don’t know how it works, but this voice
is the force that will make a reader listen to you, the energy that drives the
meanings through his thick skull. Maybe you don’t like your voice; maybe people
have made fun of it. But it’s the only voice you’ve got. It’s your only source
of power. You better get back into it, no matter what you think of it. If you
keep writing in it, it may change into something you like better. But if you
abandon it, you’ll likely never have a voice and never be heard. Freewritings
are vacuums. Gradually you will begin to carry over into your regular writing
some of the voice, force, and connectedness that creep into those vacuums. Peter
Elbow.
एकाइ २ : सञ्चार (Communication)
स्वतन्त्र लेखन (Free
Writing)
मेरो
विचारमा आफ्नो लेखन क्षमता सुधार्ने सबैभन्दा प्रभावकारी उपाय भनेको नियमित रूपमा स्वतन्त्र लेखन (Freewriting)
अभ्यास गर्नु हो। कम्तीमा हप्तामा तीन
पटक यो अभ्यास गर्नुपर्छ। यसलाई कहिलेकाहीँ "स्वचालित लेखन (Automatic
Writing)", "बर्बराउने लेखन (Babbling)" वा "जबरिङ (Jabbering)" पनि भनिन्छ।
यस
अभ्यासको मुख्य उद्देश्य भनेको
लगातार दस मिनेटसम्म (पछि
गएर पन्ध्र वा बीस मिनेटसम्म पनि) निरन्तर लेख्नु हो। कुनै पनि कारणले बीचमा
रोकिनु हुँदैन। छिटो लेख्नुपर्छ, तर हतार गरेर होइन।
लेख्दै
गर्दा पछाडि फर्केर हेर्ने, कुनै कुरा काट्ने,
हिज्जे सही छ कि छैन भनेर सोच्ने, कुन
शब्द वा विचार प्रयोग गर्ने भनेर अलमलिने वा आफूले के लेखिरहेको छु भनेर सोचिरहनु
हुँदैन।
यदि
कुनै शब्द सम्झन सकिएन वा हिज्जे थाहा भएन भने एउटा घुमाउरो चिन्ह (Squiggle) बनाएर
छोड्न सकिन्छ वा "मलाई
यो सम्झना आएन।"
भनेर लेख्न सकिन्छ। मुख्य कुरा भनेको
केही न केही लेखिरहनु हो।
सबैभन्दा
सजिलो उपाय भनेको त्यस समयमा मनमा आएको जुनसुकै कुरा पनि कागजमा उतार्दै जानु हो।
यदि केही पनि सोच्न सकिएन भने
"मलाई के लेख्ने थाहा छैन,
मलाई के लेख्ने थाहा छैन..." भनेर चाहेजति पटक दोहोर्याएर पनि लेख्न सकिन्छ। वा अन्तिम
लेखेको शब्दलाई बारम्बार दोहोर्याउन सकिन्छ। जे गरे पनि हुन्छ, तर बीचमा लेख्न बन्द गर्नु हुँदैन।
स्वतन्त्र लेखन किन महत्त्वपूर्ण छ?
स्वतन्त्र
लेखन अत्यन्त महत्त्वपूर्ण अभ्यास हो। यस्तो लेखाइ यस्तो हुनुपर्छ कि कसैले पढे
पनि त्यसले लेखकलाई कुनै प्रतिक्रिया नदियोस्। यो समुद्रमा एउटा बोतलभित्र चिठी
राखेर फालिदिएजस्तै हो।
शिक्षकविहीन
कक्षाले लेखन सुधार्नका लागि धेरै प्रतिक्रिया (Feedback)
दिन्छ,
तर स्वतन्त्र लेखनले कुनै पनि
प्रतिक्रिया दिँदैन।
जब
म विद्यार्थीलाई स्वतन्त्र लेखन गर्न दिन्छु,
म त्यसलाई मलाई पढ्न दिन आग्रह गर्छु।
तर यदि उसले आफूसँगै राख्न चाहे भने त्यसलाई पनि स्वीकार्छु।
यदि
मैले पढेँ भने पनि म छिट्टै पढ्छु र कुनै टिप्पणी गर्दिनँ। त्यसबारे लेखकसँग कुनै
छलफल पनि गर्दिनँ।
सबैभन्दा
महत्त्वपूर्ण कुरा के हो भने
स्वतन्त्र लेखनलाई कुनै पनि प्रकारले
मूल्याङ्कन गर्नु हुँदैन। वास्तवमा यसबारे कुनै टिप्पणी वा छलफल नै हुनु हुँदैन।
स्वतन्त्र लेखनको एउटा उदाहरण
"म अहिले मेरो मनमा आएको कुरा लेख्छु भन्ने सोचिरहेको छु। तर
अहिले मेरो मनमा भएको एउटै कुरा भनेको दस मिनेटसम्म के लेख्ने भन्ने हो।
मैले
यस्तो अभ्यास पहिले कहिल्यै गरेको छैन र कुनै तयारी पनि गरेको छैन। आज आकाश बादलले
ढाकिएको छ, त्यसैबारे लेखूँ त?
अब
मलाई डर लागिरहेको छ कि यो वाक्य सकिएपछि के लेख्ने होला।
लौ, वाक्यको
अन्त्यमा आइपुगेँ।
फेरि
पनि अन्त्यमा पुगेँ।
फेरि...
फेरि...
कम्तीमा
म अझै लेखिरहेको त छु।
अब
म आफैँलाई सोध्छु—अझै लेखिरहेकोमा खुसी हुनुपर्ने कुनै कारण छ?
ओहो!
फेरि उही प्रश्न आयो।
मलाई
यसबाट के फाइदा भइरहेको छ?
यसको
उद्देश्य के हो?
यस्तो
प्रश्न बारम्बार सोध्नु त झन्डै अनुचितजस्तै लाग्छ,
तर म हरेक कुरामा यस्तै प्रश्न गर्छु।
म
यसैसँग सम्बन्धित अर्को कुरा भन्न खोजिरहेको थिएँ,
तर सुरुको कुरा लेख्नमै यति व्यस्त भएँ
कि के भन्न लागेको थिएँ भन्ने नै बिर्सिएँ।
यो
त रमाइलो पनि लागिरहेको छ।
नरोकिनु, लेखिरहनु।
झ्यालबाहिर
कतै गाडी र ट्रकहरू तीव्र गतिमा गुडिरहेका छन्।
मानिसहरूको
कागजमा कलम चल्ने आवाज सुनिन्छ।
आकाश
अझै बादलले ढाकिएको छ।
मैले
त्यसलाई बारम्बार उल्लेख गर्नु कुनै सङ्केत हो त?
मलाई
थाहा छैन।
सायद
अब रङहरूको नाम लेखौँ—
निलो,
रातो,
(नराम्रो शब्दहरू...)
एकछिन...
त्यो
त लेख्न भएन।
सुन्तले,
पहेंलो,
हात
थाक्न थाल्यो।
हरियो,
गुलाबी,
बैजनी,
म्याजेन्टा,
ल्याभेन्डर,
रातो,
खैरो,
कालो,
हरियो...
अब
त थप रङहरूको नाम पनि सम्झन सकिनँ।
अब
लगभग सकिन लाग्यो।
राहत? सायद।"
स्वतन्त्र लेखन पहिलो नजरमा पागलपनजस्तो
लाग्न सक्छ, तर
वास्तवमा यसको आधार अत्यन्त सरल र व्यावहारिक छ।
बोल्ने र लेख्ने कार्यबीचको फरकबारे
सोचौँ। लेखाइको एउटा ठूलो फाइदा भनेको लेखिसकेपछि त्यसलाई सम्पादन (Editing)
गर्न सकिन्छ। तर यही
सुविधा कहिलेकाहीँ यसको कमजोरी पनि बन्छ।
प्रायः सबै मानिसले कुनै शब्द आफ्नो
मनमा जन्मिन थालेदेखि त्यो कागजमा लेखिएर नआउन्जेलसम्म धेरै पटक सम्पादन गर्छन्।
यसरी धेरै सोच्ने र सुधार्ने प्रक्रियाले लेखनलाई कठिन बनाइदिन्छ।
यसको एउटा प्रमुख कारण विद्यालयीय
शिक्षा पनि हो। विद्यालयमा लेखाइका गल्तीहरू (Mistakes) मा धेरै जोड दिइने भएकाले मानिसहरू
लेख्दा सधैँ हिज्जे, व्याकरण
तथा वाक्य सही छ कि छैन भनेर चिन्तित भइरहन्छन्।
म आफैँ पनि लेख्दा शब्दहरू कति मिलेका
छन्, वाक्य कति सुन्दर
बनेका छन्, कतै
अनावश्यक रूपमा लामा वा अस्पष्ट त छैनन् भन्ने सोचिरहन्छु।
तर लेख्ने क्रममा हामीले सम्पादन गर्ने
कुरा केवल गल्तीहरू मात्र
होइनन्। हामीले आफूलाई मन नपरेका विचार, भावना वा अरूलाई अस्वीकार्य लाग्न सक्ने
कुराहरू पनि हटाउने प्रयास गर्छौं।
बोल्दा पनि हामी यस्तो गर्छौं, तर लेख्दा सोच्ने समय धेरै हुने भएकाले
सम्पादन झन् बढी हुन्छ।
जब हामी कसैसँग कुरा गरिरहेका हुन्छौँ,
अगाडिको व्यक्ति
तुरुन्तै उत्तरको प्रतीक्षामा हुन्छ। यदि धेरै समय चुप लाग्यौँ भने ऊ दिक्क मान्न
सक्छ वा हामीलाई अनौठो सम्झन सक्छ। त्यसैले बोल्दा शब्दहरू जस्तो आउँछन्, त्यस्तै बोलिदिन्छौँ।
तर लेख्दा भने सबै कुरा मिलाएर, सही बनाएर मात्र लेख्न सकिने अवसर
हुन्छ।
यही अवसर कहिलेकाहीँ ठूलो बोझ पनि बन्छ।
एउटा अनुच्छेदलाई पूर्ण
रूपमा सही बनाउन दुई घण्टासम्म मेहनत गर्न सकिन्छ। तर
अन्त्यमा त्यो अझै पनि सन्तोषजनक नलाग्न सक्छ। त्यसपछि धेरैजसो मानिस लेख्नै
छोडिदिन्छन्।
सम्पादन (Editing) नै समस्या होइन
सम्पादन आफैँमा खराब कुरा होइन।
यदि राम्रो लेख तयार पार्नुपर्छ भने
सम्पादन आवश्यक हुन्छ।
समस्या त्यतिबेला हुन्छ जब लेखन
र सम्पादन एउटै समयमा हुन्छ।
यसलाई यस्तो कल्पना गर्न सकिन्छ—
लेख्ने व्यक्ति (Producer) काम गरिरहेको हुन्छ, तर सम्पादन गर्ने व्यक्ति (Editor)
उसको काँधमाथिबाट
सधैँ हेरिरहेको हुन्छ। उसले लेख्ने प्रत्येक शब्दमा हस्तक्षेप गर्छ, सच्याउँछ, रोक्छ र फेरि सोच्न लगाउँछ।
यसले लेखकलाई चिन्तित, अस्थिर र आत्मविश्वासहीन बनाउँछ।
फलस्वरूप, उसले आफ्ना विचारहरू स्वाभाविक रूपमा
व्यक्त गर्न सक्दैन।
एकै समयमा उपयुक्त शब्द खोज्नु र त्यो
सही शब्द हो कि होइन भनेर चिन्ता गर्नु अनावश्यक बोझ हो।
स्वतन्त्र लेखनको
मुख्य विशेषता
स्वतन्त्र लेखनको सबैभन्दा ठूलो विशेषता
भनेको यसमा सम्पादन हुँदैन।
यो अभ्यासको उद्देश्य भनेको मनमा आएका
शब्दहरूलाई कुनै रोकावट बिना सीधै कागजमा उतार्नु हो।
यदि यो अभ्यास नियमित रूपमा गरियो भने,
लेख्ने बेलामा एकै
साथ सम्पादन गर्ने बानी विस्तारै हट्दै जान्छ।
यसले लेख्न सजिलो बनाउँछ, किनकि शब्दहरू पहिलेभन्दा धेरै सहज
रूपमा आउन थाल्छन्।
सायद यसरी धेरै कागज खर्च होला, तर धेरै पेन्सिल भने चपाउनु पर्दैन।
अर्को पटक तपाईं लेख्न बस्दा एउटा कुरा
ध्यान दिनुहोस्। लेख्दै गर्दा तपाईंले कति पटक आफूलाई कुनै कुरा लेख्नबाट रोक्नुहुन्छ?
वा कुनै कुरा
लेखिसकेपछि त्यसलाई काटेर हटाइदिनुहुन्छ?
तपाईं भन्न सक्नुहुन्छ, "स्वाभाविकै हो, त्यो राम्रो थिएन।"
तर एकछिन सोच्नुहोस्—तपाईंले कहिले राम्रोसँग बोलेको अनुभव
गर्नुभएको थियो?
प्रायः त्यसको कारण सुरुको वाक्य एकदम
सही भएको होइन।
धेरैजसो अवस्थामा सुरुआत अलि अड्किँदै,
हिच्किचाउँदै वा
अलमल्ल हुँदै भएको हुन्छ। तर तपाईं बोलिरहनुभयो, र अन्ततः तपाईंको कुरा स्पष्ट, व्यवस्थित र प्रभावशाली बन्दै गयो।
यसबाट लेखनका लागि पनि एउटा
महत्त्वपूर्ण पाठ सिक्न सकिन्छ।
सुरुदेखि नै सबै कुरा पूर्ण रूपमा सही
बनाउन खोज्नु असफलताको सूत्र हो। वास्तवमा, यो लेख्नै छोड्ने एउटा लुकेको बहाना पनि
हुन सक्छ।
त्यसैले सुरुमा जे शब्द मनमा आउँछन्,
तिनै लेख्न
थाल्नुहोस्। त्यसपछि ती शब्दहरूको आधार समातेर निरन्तर अगाडि बढ्नुहोस्।
पछि आवश्यक परे कमजोर सुरुआतलाई हटाएर
नयाँ सुरुआत लेख्न सकिन्छ।
राम्रो लेखनतर्फ पुग्ने सबैभन्दा छिटो
उपाय यही हो।
अत्यधिक सम्पादनको
असर
लेख्ने क्रममा बारम्बार सम्पादन गर्ने
बानीले लेखनलाई केवल कठिन मात्र बनाउँदैन, त्यसले लेखनलाई
निर्जीव (Dead)
पनि बनाइदिन्छ।
तपाईंको आफ्नै आवाज (Voice) चेतनाबाट कागजमा पुग्ने क्रममा हुने
अनेकौँ रोकावट, परिवर्तन
र हिच्किचाहटका कारण हराउँदै जान्छ।
शब्दहरू स्वाभाविक रूपमा जन्मिने
प्रक्रियामा एउटा विशेष ध्वनि, बनावट, लय र शैली हुन्छ।
यही नै तपाईंको आफ्नो आवाज (Voice) हो।
यही आवाज नै तपाईंको लेखनको सबैभन्दा
ठूलो शक्ति हो।
मलाई यो कसरी काम गर्छ भन्ने पूर्ण
रूपमा थाहा छैन। तर यही आवाजले पाठकलाई तपाईंको कुरा ध्यानपूर्वक सुन्न बाध्य
बनाउँछ। यही ऊर्जाले तपाईंको विचार र अर्थलाई पाठकको मनसम्म पुर्याउँछ।
आफ्नै आवाजको महत्त्व
सायद तपाईंलाई आफ्नो लेख्ने शैली मन
नपर्ला।
सायद अरू मानिसहरूले तपाईंको लेखन वा
बोल्ने शैलीको मजाक पनि उडाएका होलान्।
तर याद राख्नुहोस्—
तपाईंसँग भएको यही एउटा मात्र आवाज हो।
यही तपाईंको सबैभन्दा ठूलो शक्ति हो।
त्यसैले आफूले जस्तो लेख्न सक्नुहुन्छ,
त्यही शैलीमा फेरि
लेख्न सुरु गर्नुहोस्।
यदि तपाईं लगातार लेखिरहनुभयो भने,
समयसँगै तपाईंको
लेख्ने शैली अझ राम्रो बन्दै जानेछ।
तर यदि आफ्नै शैलीलाई पूर्ण रूपमा
त्याग्नुभयो भने, सम्भवतः
तपाईंको आफ्नै आवाज कहिल्यै विकसित हुनेछैन, र तपाईंका विचारहरू अरूसम्म प्रभावकारी
रूपमा पुग्न पनि सक्नेछैनन्।
स्वतन्त्र लेखनको
अन्तिम लाभ
स्वतन्त्र लेखन भनेको कुनै दबाब वा
मूल्याङ्कन नभएको खाली स्थान (Vacuum) जस्तै हो।
नियमित अभ्यास गर्दै जाँदा स्वतन्त्र
लेखनमा विकसित भएको आफ्नो आवाज, शक्ति, प्रवाह र विचारहरूको सम्बन्ध विस्तारै
तपाईंको सामान्य लेखनमा पनि देखिन थाल्छ।
यसरी तपाईंको लेखन अझ स्वाभाविक,
प्रभावकारी र जीवन्त
बन्छ।
A. Crossword Puzzle Answers
Down
1. Obsess
– to be preoccupied with a single topic or emotion.
2. Creep
– to move slowly and quietly in a particular direction.
3. Coherent
– orderly, logical and consistent.
Across
2. Jabber
– to utter rapidly or unintelligibly.
3. Interpose
– to insert something between other things.
4. Scrawl
– an unreadable handwriting.
B. Use the following words in sentences of your own.
1. Massive
o
The earthquake caused massive
damage to many houses.
2. Consciousness
o
He lost consciousness after the
accident.
3. Catch-as-catch-can
o
During the picnic, we ate in a catch-as-catch-can
manner.
4. Give
up
o
Never give up your dreams.
5. Abandon
o
The captain refused to abandon the
sinking ship.
6. Lousy
o
I had a lousy day because of
the bad weather.
7. Editing
o
Editing improves the quality of
writing.
C. Word Formation: Adjectives and Adverbs
b. Complete the table
|
Adjectives |
Adverbs |
Nouns |
Adjectives |
|
careful |
carefully |
rain |
rainy |
|
perfect |
perfectly |
bush |
bushy |
|
automatic |
automatically |
spice |
spicy |
|
certain |
certainly |
snow |
snowy |
|
fair |
fairly |
blood |
bloody |
|
general |
generally |
cloud |
cloudy |
|
heavy |
heavily |
bag |
baggy |
|
proud |
proudly |
mood |
moody |
|
rapid |
rapidly |
noise |
noisy |
|
proper |
properly |
air |
airy |
|
final |
finally |
cream |
creamy |
|
common |
commonly |
dust |
dusty |
|
beautiful |
beautifully |
ease |
easy |
|
frequent |
frequently |
ice |
icy |
|
hungry |
hungrily |
oil |
oily |
|
fun |
funnily |
hand |
handy |
|
healthy |
healthily |
greed |
greedy |
|
hill |
hilly |
C. (c) Fill in the blanks
i. Pramila is playing quietly.
ii. Hari speaks very loudly.
iii. Mukesh is a careful
driver.
iv. The test was easy,
and we finished in time.
v. He is fitting the automatic
door in my house.
vi. My uncle speaks perfectly
Chinese.
vii. It was raining very heavily.
viii. She looked very calm,
but I am sure she was feeling very nervous.
Comprehension
a. Why
is freewriting also called ‘automatic writing’?
Freewriting is called automatic
writing because the writer writes continuously without stopping to
think, edit, or correct mistakes. The words come naturally from the mind.
b. How
do you differentiate writing from speaking?
Writing and speaking are different
in several ways. Speaking is spontaneous and immediate, while writing allows
time for planning, editing, and revising. In speaking, people usually express
ideas quickly, but in writing they often think carefully before putting words
on paper.
c. What
is the biggest obstacle in the writing process, according to Elbow? Do you
agree with him? Why? Why not?
According to Peter Elbow, the
biggest obstacle is editing while writing. Writers worry too
much about grammar, spelling, and choosing the right words, which interrupts
the flow of ideas.
Yes, I agree
because overthinking often prevents writers from expressing their ideas freely
and confidently.
d. How
can freewriting overcome ‘writer’s block’?
Freewriting helps overcome writer's
block by encouraging writers to keep writing without stopping or judging their
ideas. It allows thoughts to flow naturally and builds confidence.
e. What
do you mean by ‘voice’ in writing?
'Voice' in writing means the
writer's unique style, personality, tone, and way of expressing ideas. It makes
the writing original and interesting.
f.
Elbow uses a simile to explain that freewriting "is like writing something
and putting it in a bottle in the sea." What does this mean? Explain.
This means that freewriting is done
without expecting any response, criticism, or evaluation. The writer simply
expresses thoughts freely, just as a message in a bottle is sent into the sea
without knowing who will read it.
Critical Thinking
a. How
does the author persuade readers in this essay? What is he trying to
communicate to the readers?
The author persuades readers by
giving logical explanations, examples, and personal experiences. He wants
readers to understand that freewriting is an effective way to improve writing
skills, reduce fear of making mistakes, and develop confidence.
b.
Elbow said, freewriting "is an exercise in bringing together the process
of producing words and putting them down on the page." Do you agree with
his statement? Why? Why not?
Yes, I agree. Freewriting allows
writers to express ideas immediately without interruption. This develops
creativity, fluency, and confidence in writing.
c. How
did you learn to write? What was particularly difficult in writing? What
inspired you to write? What are some of the challenges that you still face
while writing?
I learned to write through regular
practice at school and by reading books. At first, grammar, spelling, and
organizing ideas were difficult. My teachers and books inspired me to write.
Although I have improved, I still sometimes find it challenging to organize
ideas clearly and choose the most appropriate words.
Writing
A. Freewriting (Sample Paragraph)
Topic: My Favourite Season
My favourite season is spring
because everything looks fresh and beautiful. Flowers bloom in different
colours and birds sing sweet songs. The weather is pleasant and neither too hot
nor too cold. People enjoy going outside and spending time in nature. I like
walking in the garden and watching butterflies. Spring makes me feel happy and
energetic. It is the best season for outdoor activities and enjoying natural
beauty.
B. Paragraph Organization
Topic
Sentence
Students require more
recreational time in order to better focus on lessons in class.
Concluding
Sentence
Clearly, physical exercise
is just one of the necessary ingredients for improving student scores on
standardized tests.
C. Paragraph Writing
a. My School Library
My school library is one of my
favourite places. It is clean, quiet, and well-organized. There are many books
on science, literature, history, and other subjects. Students can read
newspapers, magazines, and reference books. The librarian is helpful and
encourages us to read regularly. The library provides a peaceful environment
for learning. I enjoy spending my free time there because it helps me increase
my knowledge.
OR
b. Moral Values I Like Most
Honesty is the moral value I like
most. An honest person is trusted and respected by everyone. Honesty teaches us
to speak the truth and behave sincerely. It builds good relationships and
develops self-confidence. Honest people are responsible and fair in their actions.
Although being honest is sometimes difficult, it always brings peace and
happiness. Therefore, everyone should practice honesty in daily life.
Grammar
B. Rewrite the sentences
a. I often watch
television.
b. Have you ever
been to Janakpur?
c. They sometimes
play football on Saturdays.
d. The weather is always
bad in November.
e. We seldom have
fish for dinner.
f. Pritam doesn't usually
get up before seven.
g. I was very tired and I was also
hungry.
h. Did you both
enjoy the flight?
C. Rewrite the sentences correctly
a. I have never
understood her.
b. We are often
invited to the parties.
c. We were all
tired, so we all fell asleep.
d. Rajan always
drives to work.
e. Pradip hardly ever
watches television, but he reads newspapers a lot.
f. We enjoyed the party very
much.
g. My brother speaks English fluently.
Unit 3
Media and Society
Social Media: Its Influence and Control over
People’s Lives
What comes to
your mind when you hear the term ‘Social Media’? Perhaps, some people think the
social as the media that makes them able to meet and communicate with people
around the world. While some others think that, it is the channel that gives
them the chance to send and receive information. Others might see it as the
tool to get many updates from people who we follow and a part of a new
marketing strategy.
Nowadays, social
media seems like a big part of our life. When you have no reply to your text
from you friend, you can greet them on Facebook. When you want to listen to
music or watch a music video from your favourite singer you can go to YouTube.
When you just wake up and open your eyes, you don’t have to walk outside to get
the newspaper, just take your phone and scroll your Twitter timeline then
you’ll get the information. Blog and Forum are also types of social media
because they allow you to share “what you English: Grade 11 23 think” about
articles, pictures, videos and so on. Social media not only allows the users to
share about their profession, major of study, works and company, addresses,
political views and religion, but also allows them to find a job and to find
the employees required. In fact, everything looks and feels easier to do with
social media
But from the
examples above, I have a question in my mind. “If everything looks and feels
easier to do with social media, isn't something strange? Isn't society
extremely dependent on social media? How strongly can social media influence
and control people’s lives?” This question leads me to recall a very
interesting case in Indeonesia that happened about some years ago. In August
2008, there was a woman who was known by Indonesian people as Prita Mulyasari.
Her case began when she wrote about her disappointment about the services of a
Hospital in Jakarta. She wrote everything about the hospital and the bad
services that she got from the doctors, nurses and administration staff. Then
she sent a message to her friends on the mailing list. Actually, she just tried
to remind her friends to be more selective in choosing the hospital and to be
more careful in accepting many kinds of services. But, her message became a big
problem after her friend shared it to a website (The People’s Forum) which so
many read and commented about the issue.
In September
2008, the management of the hospital reported Prita Mulyasari for the bad news
she has spread about the hospital. The management of the hospital claimed for
material loss of about Rp.161 million as a replacement for clarification in
national newspapers and Rp.100 million for immaterial losses. She wasn’t only
to pay for the hospital losses but she was also detained in May 2009. After 8
months she went through the inspection and verification process and was
convicted by the court for violating the law about using the ICT (Information
and Communication Technology). This case got rapidly spread among Indonesian
people. As common issues, there are always pros and cons. Although the
Indonesian people didn't justify what Prita had done against the hospital, most
of them really cared about her life and her condition and tried to help her, at
least to pay the amercement.
The first
Facebook account which was made by some people is (https://www.facebook.
com/KoinPeduliPrita). They were spreading “Bantu Bebaskan Prita” or “Help Free
24 English: Grade 11 Prita” among Indonesian People and approached them to help
Prita by collecting the coins. It didn’t take a long time. Many volunteers,
social workers, activists, students and even artists came together to help her.
They were collecting many coins from people on the street, office, and even an
entertainment centre. Some singers also held a charity concert to help her. In
December 2009, the campaign was concluded and they succeeded in collecting the
coins to help Prita, about Rp. 825 million. The money was extremely worth it
for Prita, although she still had to go through the period of detainees.
However, the money was very helpful for her not only to pay the amercement but
also for her life, considering she had two kids to bring up. I’m not trying to
spread bad news about my country or discredit someone or some institutions. I
am just trying to make you believe that social media has the strength to
influence and control people’s lives. Prita’s case clearly explains to us that
social media were able to make people’s life get worse or get better. It
certainly does not mean that we need to stay away or become anti-social media.
People are stronger than social media because we can easily think before we act
and think before we speak. There is nothing to be worried about if we are wise
when we share something on social media. Aulia Maharani Karli
एकाइ ३ : सञ्चार
माध्यम र समाज (Media and
Society)
सामाजिक सञ्जाल :
मानिसहरूको जीवनमा यसको प्रभाव र नियन्त्रण
‘सामाजिक सञ्जाल (Social Media)’
भन्ने शब्द सुन्नासाथ
तपाईंको मनमा के आउँछ?
सायद केही मानिसहरूका लागि सामाजिक
सञ्जाल भनेको संसारभरिका मानिसहरूसँग भेट्न र संवाद गर्न सकिने माध्यम हो। केहीका
लागि यो सूचना आदान–प्रदान
गर्ने माध्यम हो। अरू केहीले यसलाई आफूले पछ्याएका मानिसहरूको गतिविधिबारे जानकारी
पाउने तथा नयाँ बजार प्रवर्द्धन (Marketing) गर्ने प्रभावकारी माध्यमका रूपमा
लिन्छन्।
आजकल सामाजिक सञ्जाल हाम्रो जीवनको
अभिन्न अङ्ग बनेको छ।
यदि तपाईंले साथीलाई सन्देश पठाउँदा
उत्तर आउँदैन भने, फेसबुकमार्फत
अभिवादन गर्न सक्नुहुन्छ।
यदि तपाईंलाई आफ्नो मनपर्ने गायकको गीत
सुन्न वा संगीत भिडियो हेर्न मन लाग्यो भने, युट्युबमा गएर सजिलै हेर्न सक्नुहुन्छ।
बिहान उठ्नेबित्तिकै समाचारपत्र किन्न
बाहिर जानुपर्दैन। आफ्नो मोबाइल उठाएर ट्विटर (X) को टाइमलाइन स्क्रोल गरे पुग्छ, सबै समाचार प्राप्त हुन्छ।
ब्लग (Blog) र फोरम (Forum) पनि सामाजिक सञ्जालका प्रकार हुन्,
किनकि तिनले लेख,
तस्बिर, भिडियो आदिबारे आफ्ना विचार व्यक्त
गर्ने अवसर दिन्छन्।
सामाजिक सञ्जालले प्रयोगकर्तालाई आफ्नो
पेशा, अध्ययनको विषय,
काम, कम्पनी, ठेगाना, राजनीतिक विचार र धर्मबारे जानकारी साझा
गर्न मात्र होइन, रोजगारी
खोज्न र आवश्यक कर्मचारी फेला पार्न पनि सहयोग गर्छ।
वास्तवमा, सामाजिक सञ्जालका कारण धेरै कामहरू
पहिलेभन्दा सजिला र सहज भएका छन्।
सामाजिक सञ्जालप्रति
निर्भरता
तर माथिका उदाहरणहरू हेर्दा मेरो मनमा
एउटा प्रश्न उठ्छ।
"यदि सामाजिक सञ्जालका कारण सबै कुरा यति
सजिलो भएको छ भने, के यो केही अस्वाभाविक होइन? के समाज अत्यधिक रूपमा सामाजिक सञ्जालमा
निर्भर भइसकेको छैन? सामाजिक सञ्जालले मानिसहरूको जीवनलाई कति हदसम्म प्रभाव पार्न
र नियन्त्रण गर्न सक्छ?"
यही प्रश्नले मलाई केही वर्षअघि
इन्डोनेसियामा घटेको एउटा निकै रोचक घटनाको सम्झना गरायो।
अगस्ट २००८ मा प्रिता मुल्यासारी (Prita
Mulyasari) नामकी
एक महिलाको घटना इन्डोनेसियाभर चर्चित भएको थियो।
यो घटनाको सुरुवात उनले जकार्तास्थित
एउटा अस्पतालबाट प्राप्त गरेको कमजोर सेवाप्रति असन्तुष्टि व्यक्त गर्दै लेख
लेखेपछि भएको थियो।
उनले अस्पतालका डाक्टर, नर्स तथा प्रशासनिक कर्मचारीबाट आफूले
पाएको नराम्रो सेवाबारे विस्तृत रूपमा लेखिन्।
त्यसपछि उनले उक्त सन्देश आफ्ना
साथीहरूलाई मेलिङ लिस्ट (Mailing List)
मार्फत पठाइन्।
उनको उद्देश्य आफ्ना साथीहरूलाई अस्पताल
छनोट गर्दा सावधानी अपनाउन र स्वास्थ्य सेवा लिँदा सचेत रहन आग्रह गर्नु मात्र
थियो।
तर, उनका एक साथीले त्यो सन्देश "द पिपुल्स फोरम (The People's
Forum)" नामक
वेबसाइटमा सार्वजनिक गरेपछि त्यो विषय व्यापक रूपमा फैलियो।
धेरै मानिसहरूले त्यसबारे पढे, प्रतिक्रिया दिए र छलफल गर्न थाले।
सेप्टेम्बर २००८ मा उक्त अस्पतालको
व्यवस्थापनले प्रिता मुल्यासारी विरुद्ध
अस्पतालको बदनाम गरेको आरोप लगाउँदै मुद्दा दायर गर्यो।
अस्पतालले राष्ट्रिय पत्रपत्रिकामा
आफ्नो प्रतिष्ठा पुनःस्थापना (स्पष्टीकरण) गर्न लागेको खर्चबापत करिब १६१
मिलियन इन्डोनेसियाली रुपिया (Rp. 161 million) र मानसिक क्षतिपूर्तिबापत १००
मिलियन रुपिया (Rp. 100 million) माग गर्यो।
प्रिताले अस्पताललाई क्षतिपूर्ति
तिर्नुपर्ने मात्र भएन, उनलाई मे
२००९ मा पक्राउ गरी हिरासतमा समेत राखियो।
आठ महिनासम्म अनुसन्धान र प्रमाण
परीक्षणको प्रक्रिया चलेपछि अदालतले सूचना तथा सञ्चार प्रविधि (ICT) सम्बन्धी कानुन उल्लङ्घन गरेको ठहर
गर्दै उनलाई दोषी ठहर गर्यो।
यो घटना इन्डोनेसियाभरि तीव्र गतिमा
फैलियो।
यस्ता घटनामा जस्तै, यस विषयमा पनि पक्ष र विपक्ष (Pros
and Cons) दुवै प्रकारका धारणा
थिए।
धेरै मानिसहरूले प्रिताले
अस्पतालविरुद्ध गरेको कार्यलाई पूर्ण रूपमा सही मानेनन्। तर पनि अधिकांश
इन्डोनेसियाली नागरिकहरूले उनको अवस्था र जीवनप्रति सहानुभूति व्यक्त गरे र उनलाई
सहयोग गर्ने प्रयास गरे। कम्तीमा पनि अदालतले तोकेको जरिवाना (Amercement) तिर्न सहयोग गर्ने उद्देश्य उनीहरूको
थियो।
‘बन्तु बेबस्कन प्रिता’ अभियान
केही व्यक्तिहरूले फेसबुकमा "Koin Peduli Prita" नामक अभियान सुरु गरे।
यस अभियानको मुख्य नारा थियो—
"Bantu
Bebaskan Prita", अर्थात् "प्रितालाई मुक्त गर्न सहयोग गरौँ।"
यस अभियानमार्फत इन्डोनेसियाली
नागरिकहरूलाई प्रितालाई सहयोग गर्न सिक्का (Coins) सङ्कलन गर्न आग्रह गरियो।
यो अभियान छोटो समयमै अत्यन्त लोकप्रिय
बन्यो।
धेरै स्वयंसेवक, समाजसेवी, अधिकारकर्मी, विद्यार्थी तथा कलाकारहरू यस अभियानमा
सहभागी भए।
उनीहरूले सडक, कार्यालय, व्यापारिक केन्द्र तथा
मनोरञ्जनस्थलहरूमा गएर मानिसहरूबाट सिक्का सङ्कलन गरे।
केही प्रसिद्ध गायक–गायिकाहरूले पनि प्रितालाई सहयोग गर्न च्यारिटी
कन्सर्ट (Charity Concert) आयोजना गरे।
अभियानको सफलता
डिसेम्बर २००९ मा यो अभियान सम्पन्न
भयो।
यस अभियानबाट करिब ८२५
मिलियन इन्डोनेसियाली रुपिया (Rp. 825 million) सङ्कलन गरियो।
यो रकम प्रिताका लागि अत्यन्त
महत्त्वपूर्ण साबित भयो।
यद्यपि उनले अझै कानुनी प्रक्रिया र
हिरासतको समय पूरा गर्नुपर्ने थियो, यो रकमले उनको जरिवाना तिर्न मात्र होइन, उनको दैनिक जीवन चलाउन पनि ठूलो सहयोग
गर्यो।
विशेष गरी उनका दुई साना सन्तानको
पालनपोषणका लागि यो आर्थिक सहयोग अत्यन्त उपयोगी बन्यो।
लेखकको सन्देश
म आफ्नो देशको बदनाम गर्न, कुनै व्यक्ति वा संस्थाको प्रतिष्ठामा
आँच पुर्याउन वा कसैलाई होच्याउन यो घटना प्रस्तुत गरिरहेको होइन।
मेरो उद्देश्य केवल तपाईंलाई यो विश्वास
दिलाउनु हो कि सामाजिक सञ्जालमा मानिसहरूको जीवनलाई
प्रभाव पार्ने र परिवर्तन गर्ने असाधारण शक्ति हुन्छ।
प्रिताको घटनाले स्पष्ट रूपमा देखाउँछ
कि सामाजिक सञ्जालले मानिसको जीवनलाई नराम्रो पनि बनाउन सक्छ र राम्रो पनि
बनाउन सक्छ।
तर यसको अर्थ हामीले सामाजिक सञ्जालबाट
टाढा बस्नुपर्छ वा यसको विरोध गर्नुपर्छ भन्ने होइन।
वास्तवमा मानिस सामाजिक सञ्जालभन्दा शक्तिशाली
हुन्छ, किनकि
मानिससँग सोच्ने क्षमता हुन्छ।
हामीले कुनै कुरा पोस्ट
गर्नु अघि सोच्न सक्छौँ र बोल्नु अघि विचार गर्न सक्छौँ।
यदि हामी सामाजिक सञ्जालमा कुनै पनि
सामग्री साझा गर्दा बुद्धिमानी र जिम्मेवारीपूर्वक व्यवहार गर्छौँ भने चिन्ता
लिनुपर्ने कुनै कारण छैन।
लेखिका : Aulia Maharani Karli
A. Find the words from the text that have the following
meanings.
a. A personal or corporate
website. Answer: Blog
b. A job requiring
expertise in a particular field. Answer:
Profession
c. A feeling of sadness.
Answer:
Disappointment
d. Put under custody. Answer:
Detained
e. Found guilty. Answer:
Convicted
f. Breaking or disregarding
rules or system. Answer:
Violating
g. Advantages and
disadvantages. Answer: Pros and cons
h. A non-statutory monetary
penalty. Answer: Amercement
B. Use the following prepositional verbs in sentences.
1. Apologize to: I
apologized to my teacher for being late.
2. Adapt to: She
adapted to the new environment quickly.
3. Devote to: He
devoted his life to helping poor people.
4. Refer to:
Please refer to your textbook.
5. Reply to: She
replied to my email immediately.
6. Admire for: We
admire her for her honesty.
7. Apply for: He
applied for a government job.
8. Pray for: We
prayed for the victims.
9. Scold for: The
teacher scolded him for cheating.
10. Vote for: Many
people voted for the new candidate.
11. Aim at: The
hunter aimed at the target.
12. Arrive at: We
arrived at the station on time.
13. Glance at: She
glanced at her watch.
14. Look at: Look
at the blackboard.
15. Bring up: She
brought up an important issue.
16. Agree on: They
agreed on the plan.
17. Comment on: He
commented on my post.
18. Concentrate on:
Students should concentrate on their studies.
19. Rely on: You
can rely on me.
20. Count on: We
count on your support.
21. Grow up: I
grew up in a village.
22. Escape from:
The prisoner escaped from jail.
23. Recover from:
He recovered from his illness.
24. Resign from:
She resigned from her job.
25. Suffer from:
He suffers from asthma.
26. Separate from:
Oil separates from water.
27. Worry about:
Don't worry about me.
28. Argue about:
They argued about money.
29. Boast about:
He boasts about his success.
30. Dream about: I
dream about my future.
31. Acquaint with:
I acquainted him with the rules.
32. Agree with: I
agree with your opinion.
33. Charge with:
The police charged him with theft.
34. Trust with:
She trusted me with her secret.
35. Confuse with:
Don't confuse me with my brother.
36. Believe in: I
believe in hard work.
37. Involve in: He
was involved in the project.
38. Succeed in:
She succeeded in the examination.
39. Specialize in:
The doctor specializes in heart surgery.
40. Absorb in: He
was absorbed in reading.
Comprehension
A. Fill in the gaps with appropriate words/phrases from the
text.
a. People are using social
media for individual as well as ______ purposes.
Answer: marketing
b. Social media is not only
a platform of sharing views, but also a platform of ______.
Answer: finding jobs and employees
c. The hospital wanted
Prita to pay Rp. 100 million for ______.
Answer: immaterial losses
d. Some singers organized
______ to help Prita.
Answer: a charity concert
e. The campaign to help
Prita was able to collect Rp. ______.
Answer: 825 million
B. Answer these questions.
a. How
do you define social media?
Answer:
Social media is an online platform that allows people to communicate, share
information, ideas, photos, videos, and connect with others.
b.
Social media has been an integral part of modern life. How?
Answer:
It helps people communicate, receive news, share opinions, promote businesses,
find jobs, and stay connected with friends and family.
c. Why
do people use Facebook and YouTube?
Answer:
People use Facebook to communicate and stay connected with friends, while
YouTube is used for watching and sharing videos.
d. What
is a blog? How can it be beneficial to us?
Answer:
A blog is a website where people publish articles, opinions, and information.
It helps people share knowledge and learn from others.
e. Was
Prita's intention bad when she sent a message to her friends?
Answer:
No. She only wanted to warn her friends to be careful while choosing a
hospital.
f. How
did Prita's message become a big problem?
Answer:
Her friend posted the message on a public website, where it spread rapidly and
attracted public attention.
g. Why
was she convicted by the court?
Answer:
She was convicted because the court found her guilty of violating the ICT law.
h. What
was the purpose of the campaign, "Bantu Bebaskan Prita"?
Answer:
The purpose of the campaign was to collect money and public support to help
Prita pay the fine and support her family.
i. How
are people stronger than social media?
Answer:
People are stronger than social media because they can think carefully before
speaking or sharing information online.
Critical Thinking
a. Does
social media have positive impact in the society? Discuss.
Answer:
Yes, social media has many positive impacts. It helps people communicate
instantly, share knowledge, promote businesses, spread awareness, and support
social causes. However, it can also spread fake news, cyberbullying, and
addiction if used irresponsibly. Therefore, social media should be used wisely.
b. How
do you compare virtual communication and face-to-face communication?
Answer:
Virtual communication is fast and convenient because people can communicate
from anywhere. Face-to-face communication is more personal and effective
because it includes eye contact, body language, and immediate responses. Both
forms of communication are useful depending on the situation.
Writing
a.
Explain the advantages and disadvantages of social media giving your position
in it.
Answer:
Social media has become an important part of our daily life. It helps people
communicate with friends and relatives across the world. It is useful for
education, business, entertainment, and sharing information. Students can learn
new skills and access educational resources easily.
However, social media also has
disadvantages. Excessive use wastes time and may cause addiction. It can spread
fake news, cyberbullying, and privacy problems. Some people misuse social media
to spread hatred and misinformation.
In my opinion, social media is
beneficial if it is used responsibly and wisely. We should use it for learning
and positive purposes while avoiding its harmful effects.
b. What
is cyber bullying? What are its effects? How can it be stopped?
Answer:
Cyber bullying is the act of harassing, threatening, or insulting someone
through the internet or social media. It can cause stress, anxiety, depression,
low self-esteem, and fear.
Cyber bullying can be stopped by
reporting abusive accounts, blocking offenders, using privacy settings,
educating people about responsible internet use, and enforcing strict cyber
laws.
Grammar
B. Complete the following sentences using the correct
prepositions of direction.
a. Prem drove Milan ______
the airport.
Answer: to
b. The plane landed ______
the runway.
Answer: onto
c. The kids climbed ______
the monkey bars.
Answer: onto
d. Manish and Richa moved
the table ______ the dining room.
Answer: into
e. Ganesh almost fell
______ the river.
Answer: into
f. Lalit and Sarita took
the bus that was heading ______ the university.
Answer: towards
C. Complete the sentences with the correct preposition.
a. While we were hiking
______ the forest, we saw a mountain lion.
Answer: through
b. The leopards walked in a
circle ______ the baby giraffe before they attacked.
Answer: round
c. Go ______ the building
and turn left.
Answer: into
d. She ran ______ home when
she was eighteen.
Answer: away from
e. Raindrops ran ______ the
windscreen making it difficult to see the road.
Answer: down
f. Hemanta put the plate
______ the table and began to eat his dinner.
Answer: onto
g. The frightened deer
disappeared ______ the forest.
Answer: into
h. We were driving ______
the City Centre when we had an accident.
Answer: towards
i. The smoke from the fire
went ______ into the sky.
Answer: up
Unit 4
History and Culture
Qin
Dynasty
The Qin Dynasty
has a short duration (221-206 BCE), but very important in Chinese history. It
followed the Zhou Dynasty (1046-256 BCE) and it ended when Liu Bang became the
king of Han in 206 BCE (the formal beginning of the Han Dynasty). Despite its
brevity, the Qin Dynasty left important marks on Chinese culture. In fact, the
name "China" is derived from the name Qin (“Ch’in” in former
Romanisation systems). Following the Zhou Dynasty, China became involved in a
seemingly endless conflict between the various regions for supreme control of
the country. This period of conflict has come to be known as The Warring States
Period (426-221 BCE). A series of victories by the state of Qin towards the end
of the Warring States Period resulted in their complete conquest of China in
221 BCE when the Qin Empire unified China for the first time in its history.
Origins of
the Qin Kingdom
During the Zhou
Dynasty, China was never a unified kingdom. The Zhou government bore a strong
resemblance to some of the forms of feudalism in medieval Europe, which is why
the Zhou age is sometimes referred to as a feudal age. China was composed of a network
of city-states loyal to the Zhou king, from which military and political control
spread over the surrounding farming villages.
About 771 BCE, a
barbarian invasion drove the Zhou rulers eastwards. During this time, the state
of Qin became responsible for guarding the western frontier and they gradually
moved eastward and eventually occupied the original Zhou domains. Thus, the Qin
became a close ally of the Zhou and they also had marriage relations with the
Zhou ruling class. King Ping of Zhou (770-720 BCE) transferred titles of the
nobility and huge estates to the chief of Qin. Many Chinese historians consider
this event as pivotal for the state of Qin. The Qin was, at that time, very
aware of the fact that they could be a great power. The elevation to nobility
of the Qin meant that the Qin could become more ambitious and better fend off
attacks from surrounding regions. As a consequence, these centuries spent
fighting non-Chinese tribes helped the Qin gain invaluable experience in
warfare and territorial expansion. Of the many Chinese states, the Qin had the
advantage of a favourable location: Its territory in modern Shaanxi Province is
well guarded from the east by mountains and gorges and has easy access to the
North China plain through the Yellow River passes. No major battle ever took
place in the Qin’s heartland.
During the Warring
States period, all the states in China were trying to draw more power and
prestige to themselves. The states of Qin and Chu were the strongest which was
due, in part, to the locations of these two states being able to command vast
resources. They were also able to expand their borders without fear of
immediate conflict, unlike the other states, and so could obtain still further
resources. This benefit, and others such as the size of the Qin army and their
expert use of the chariot, contributed to their success in warfare. The Qin had
all of the resources and advantages but what finally gave them victory over the
other states was their ruthlessness in battle. The Qin statesman Shang Yang
(356-338 BCE) advocated total war and a disregard for the polite policies of
battle which the Chinese Generals had always adhered to. His lessons were
implemented by Ying Zheng, King of the Qin, who emerged victorious from the
Warring States Period and proclaimed himself Shi Huangdi - `first emperor' - of
China in 221 BCE. About 230 BCE, when the final campaign to unify China began,
it is estimated that the Qin controlled one-third of all the land under
cultivation in China and one-third of China’s total population.
Achievements
in the Qin Dynasty
Early in the Qin
Empire, the practice of Legalism reached its peak in Chinese history. This idea
of state policy was devised by Shang Yang who came to Qin as a foreign advisor.
Qin was lacking, early on, in skilled intellectuals and politicians and,
therefore, had to look beyond its borders for talented people. Shang Yang was
one of those foreign talented persons and he would have a lasting influence on
the Qin Empire. During his time as a minister, Shang Yang radically renovated
the policies of government but, in fact, he simply revived a practice which was
already present for years: a form of government with a focus on greater
efficiency and less adherence to tradition in which strict adherence to the
letter of the law was made paramount. Emperor Shi Huangdi approved of Shang
Yang's policies and implemented them across his realm.
This form of
government consisted of a collectivisation programme and the decimation of
aristocratic power. Farmers were freed from serfdom and Shi Huangdi reduced the
power of the aristocracy. The people throughout the empire were now supposed to
bear collective responsibility for each other. If a person did not behave
according to the rules, then others were required to report to him. If they did
not do this, they were quartered or beheaded. Fear and control were the key
features of this political system. In addition, one's personal importance to
the empire was also a key element. If you, as a person, meant nothing to the
state, you actually meant nothing objectively; your life was meaningless. Those
who contributed the most to the state were highly rewarded while those whose
lives were considered of no consequence were sent to work as slaves on Shi
Huangdi's building projects such as the Great Wall of China, the Grand Canal,
and the roads which increased ease of trade and travel.
Another result
of the Legalism of Shi Huangdi was that scholarship was strongly suppressed and
literacy denied to the majority of the populace. Shi Huangdi believed that
uneducated people were easier to control and so the people should remain stupid
so that they would never think to doubt who was in charge of the empire. This
policy resulted in the burning of books on a large scale and, in 212 BCE, on
the advice of his chief advisor Li Siu, Shi Huangdi had scholars executed on a
large scale. Books were banned throughout the empire, as was teaching, except
for subjects touching upon the Grand Canal re-written history of the Qin
Dynasty, Legalism, or the personal glory of Shi Huangdi. It was not until the
later Han Dynasty that books were recovered from hiding and repaired, and
literacy was again available to the people of China. Although Shi Huangdi and
Shang Yang's Legalism (as well as Li Siu's policies) were hated by many at the
time (and have been generally frowned upon by scholars of the period), later
the Qin kings and emperors of China were well aware of the strong impact that
Legalism had on the efficiency and strength of the state. Legalism helped to
create a superior army, a disciplined bureaucracy, an obedient populace, and
the unquestioned authority of a strong central government. This bureaucratic
model became the standard for the Chinese government and is still maintained in
some form today. Although Confucianism was preferred in later dynasties,
Legalism continued to exert a strong influence in China. It was often the case
that the harsh Legalism was glossed over with just a different name and, quite
often, as `Confucianism'.
The End of
the Qin Empire
In the year 210
BCE emperor Shi Huangdi died on a journey through the realm. The people were
told that these trips were designed for the inspection of the empire but later
evidence suggests that the emperor was looking for an elixir of immortality. In
his later years, Shi Huangdi became obsessed with death and the hope of eternal
life. In constant fear of assassination, it is said, he never slept in the same
room of his palace two nights consecutively and he ordered the construction of
his elaborate tomb (including his Terracotta Army of 8,000 warriors) early on
in his reign. The cause of his death is still unknown. Li Siu (c. 280–208 BCE),
the then prime minister of the recently deceased emperor, tried to hide the
fact that Shi Huangdi was deceased in any possible way. He brought the
emperor's body back to the capital along with carts of dead fish to mask the
smell of the corpse. Along with Zhao Gao (died 208/207 BCE), Li Siu contrived
to place Hu Hai on the throne. Hu Hai was the weak second son of Shi Huangdi.
Due to the weakness of Hu Hai, the oppressed people of China grew bolder and
soon began to revolt. Through a series of uprisings and rebel alliances, the
Qin authority was overthrown in the year 206 BCE in the capital of Xianyang.
The Imperial House was massacred and the Qin Dynasty was thus at an end. A
complicated series of battles followed for the honour of being the successor to
the Qin Dynasty which resulted in the period known as the Chu-Han Contention in
which Xiang-Yu of the state of Chu fought Liu Bang of Han for supremacy. Liu
Bang emerged victorious following Xiang-Yu's defeat at the Battle of Gaixia in
202 BCE. Liu Bang (247 BCE- 195 BCE) was applauded as a man of the people and,
after his victory, founded the Han Dynasty.
Legacy of the
Qin Dynasty
As mentioned
previously, Legalism had a lasting effect on the entirety of Chinese history.
The Qin Dynasty created the standard of bureaucratic government and the
Legalistic policies first initiated by the Qin are still seen in China today.
In addition, the dynasty left a wonder of ancient artwork: The Terracotta Army
in Xi'an. This tomb reflects the character of the Chinese emperor and his
unending desire to be immortal. The Terracotta Army also exemplifies what
Chinese society at that time was able to produce once it had been formed as a
state. The most famous legacy left by the Qin is The Great Wall of China.
Although the present structure does not date from the Qin Dynasty, it was begun
under Shi Huangdi, as was the Grand Canal, and the roads which today link the
cities of China and the countryside. The Qin did more than just found a dynasty
in China: they brought a continent together. Gabriel Peralta
एकाइ ४ : इतिहास र
संस्कृति (History and
Culture)
छिन (Qin) राजवंश
छिन (Qin) राजवंशको शासनकाल छोटो (ई.पू. २२१–२०६) भए पनि चिनियाँ इतिहासमा यसको
अत्यन्त महत्वपूर्ण स्थान छ। यो राजवंश झोउ (Zhou) राजवंश (ई.पू. १०४६–२५६) पछि आएको थियो र ई.पू. २०६ मा लिउ
बाङ (Liu Bang) हान
राज्यका राजा बनेपछि यसको अन्त्य भयो। यही घटनाबाट हान (Han) राजवंशको औपचारिक सुरुवात भएको मानिन्छ।
शासनकाल छोटो भए पनि छिन राजवंशले
चिनियाँ संस्कृति र इतिहासमा गहिरो प्रभाव छोडेको थियो। वास्तवमा "चाइना (China)" भन्ने नाम पनि "छिन (Qin)" शब्दबाट आएको हो (पुरानो रोमन
लिप्यन्तरणमा "Ch'in")।
झोउ राजवंशपछि चीनका विभिन्न राज्यहरू
देशमाथि सर्वोच्च शासन कायम गर्न निरन्तर युद्धमा संलग्न भए। यस अवधिलाई "युद्धरत राज्यहरूको काल (The
Warring States Period)" (ई.पू. ४२६–२२१)
भनिन्छ।
यस अवधिको अन्त्यतिर छिन राज्यले लगातार
विजय हासिल गर्यो र अन्ततः ई.पू. २२१ मा सम्पूर्ण चीनलाई आफ्नो अधीनमा ल्यायो।
यसरी छिन साम्राज्यले चीनलाई इतिहासमै पहिलो पटक एकीकृत राष्ट्र
बनायो।
छिन राज्यको उत्पत्ति
झोउ राजवंशको समयमा चीन एउटा एकीकृत
राष्ट्र थिएन।
झोउ शासन प्रणाली मध्ययुगीन युरोपको
सामन्तवादी (Feudal) शासन
प्रणालीसँग धेरै मिल्दोजुल्दो थियो। त्यसैले झोउ काललाई सामन्तवादी युग (Feudal Age)
पनि भनिन्छ।
त्यतिबेला चीन झोउ राजाप्रति निष्ठावान्
धेरै साना–साना
नगर–राज्यहरूको समूह
थियो। ती राज्यहरूले वरपरका कृषि गाउँहरूमा सैनिक र राजनीतिक नियन्त्रण कायम
गर्थे।
करिब ई.पू. ७७१ मा विदेशी (बर्बर)
जातिहरूको आक्रमणका कारण झोउ शासकहरू पूर्वतर्फ सर्न बाध्य भए।
यस समयमा छिन राज्यलाई पश्चिमी सीमाको सुरक्षा
गर्ने जिम्मेवारी दिइयो।
क्रमशः छिन राज्य पूर्वतर्फ विस्तार
हुँदै गयो र अन्ततः झोउ राज्यको पुरानो भूभाग आफ्नो नियन्त्रणमा ल्यायो।
यसरी छिन राज्य झोउको निकट सहयोगी
बन्यो। उनीहरूबीच वैवाहिक सम्बन्ध पनि स्थापना भयो।
झोउका राजा पिङ (King Ping of Zhou)
(ई.पू. ७७०–७२०) ले छिनका शासकलाई उच्च पदवी तथा
विशाल जमिन प्रदान गरे।
धेरै चिनियाँ इतिहासकारहरूले यस घटनालाई
छिन राज्यको इतिहासमा अत्यन्त महत्वपूर्ण मोडका रूपमा लिन्छन्।
त्यस समयसम्म छिन राज्यले आफू भविष्यमा
शक्तिशाली राष्ट्र बन्न सक्ने सम्भावना बुझेको थियो।
उच्च पदवी प्राप्त गरेपछि छिन राज्य अझ
महत्वाकांक्षी बन्यो र छिमेकी राज्यहरूको आक्रमण सफलतापूर्वक प्रतिरोध गर्न सक्षम
भयो।
धेरै वर्षसम्म गैर–चिनियाँ जातिहरूसँग युद्ध गर्नुपरेका
कारण छिन राज्यले युद्धकला, सैनिक
रणनीति र भू–विस्तारमा
अमूल्य अनुभव प्राप्त गर्यो।
छिन राज्यको शक्ति
चीनका धेरै राज्यहरूमध्ये छिन राज्यको
भौगोलिक अवस्थिति अत्यन्त अनुकूल थियो।
हालको शान्सी (Shaanxi) प्रदेशमा रहेको यसको भूभाग पूर्वतर्फ
पहाड र खोँचहरूले सुरक्षित बनाएको थियो।
यस्तै, पहेंलो नदी (Yellow River)
का मार्ग हुँदै उत्तर
चीनको विशाल मैदानसम्म सजिलै पुग्न सकिन्थ्यो।
यस कारण छिन राज्यको मुख्य क्षेत्रमा
कुनै ठूलो युद्ध भएको थिएन।
युद्धरत राज्यहरूको
काल (The Warring States
Period)
युद्धरत राज्यहरूको अवधिमा चीनका सबै
राज्यहरू आफ्नो शक्ति र प्रतिष्ठा बढाउने प्रयासमा थिए।
तीमध्ये छिन (Qin) र चु (Chu) राज्य सबैभन्दा शक्तिशाली थिए। यसको
मुख्य कारण यी दुवै राज्यको अनुकूल भौगोलिक अवस्थिति थियो। उनीहरूसँग प्रशस्त
प्राकृतिक स्रोत–साधन
थिए।
अन्य राज्यहरूको तुलनामा उनीहरूले
तत्काल कुनै ठूलो युद्धको डर बिना आफ्ना सीमाहरू विस्तार गर्न सके। यसरी उनीहरूले
अझ धेरै स्रोत–साधन
प्राप्त गरे।
यसका अतिरिक्त छिन राज्यको विशाल सेना,
रथ (Chariot) को कुशल प्रयोग तथा अन्य सैनिक
सुविधाहरूले पनि युद्धमा सफलता प्राप्त गर्न महत्त्वपूर्ण भूमिका खेले।
छिन राज्यसँग विजयका लागि आवश्यक सबै
स्रोत र सुविधा थिए। तर अन्ततः उनीहरूको सफलताको मुख्य कारण युद्धमा देखाएको निर्दयता
(Ruthlessness) थियो।
छिनका प्रसिद्ध राजनीतिज्ञ शाङ
याङ (Shang Yang) (ई.पू.
३५६–३३८) ले पूर्ण
युद्ध (Total War) को
नीति अपनाउन सुझाव दिएका थिए।
उनले चिनियाँ सेनापतिहरूले परम्परागत
रूपमा अपनाउँदै आएका शिष्ट तथा मर्यादित युद्ध नियमहरूको बेवास्ता गर्न आग्रह गरे।
उनका विचारहरू छिनका राजा यिङ
झेङ (Ying Zheng) ले
व्यवहारमा लागू गरे।
युद्धरत राज्यहरूको अवधिमा विजय प्राप्त
गरेपछि उनले आफूलाई "शी हुआङ्दी (Shi Huangdi)",
अर्थात् "चीनका प्रथम सम्राट" घोषणा
गरे।
यो घोषणा उनले ईसा पूर्व २२१ मा
गरे।
ईसा पूर्व २३० तिर चीनलाई पूर्ण रूपमा एकीकरण गर्ने
अन्तिम अभियान सुरु हुँदा छिन राज्यको नियन्त्रणमा चीनको कुल खेतीयोग्य जमिनको
करिब एक तिहाइ तथा कुल जनसङ्ख्याको पनि एक
तिहाइ भाग रहेको अनुमान गरिन्छ।
छिन राजवंशका
उपलब्धिहरू (Achievements
in the Qin Dynasty)
छिन साम्राज्यको प्रारम्भिक कालमा कानूनवाद
(Legalism) नामक
शासन प्रणाली चिनियाँ इतिहासमा सबैभन्दा प्रभावशाली अवस्थामा पुगेको थियो।
यो राज्य सञ्चालनको सिद्धान्त शाङ
याङ (Shang Yang) ले
विकास गरेका थिए। उनी विदेशी सल्लाहकारका रूपमा छिन राज्यमा आएका थिए।
त्यतिबेला छिन राज्यमा दक्ष विद्वान् र
राजनीतिज्ञहरूको अभाव भएकाले बाहिरबाट योग्य व्यक्तिहरू ल्याउनुपर्ने अवस्था थियो।
शाङ याङ त्यस्ता प्रतिभाशाली
विदेशीमध्ये एक थिए। उनले छिन साम्राज्यमा दीर्घकालीन प्रभाव पारे।
मन्त्रीका रूपमा कार्यरत हुँदा उनले
सरकारका नीतिहरूमा ठूलो परिवर्तन गरे।
वास्तवमा उनले नयाँ प्रणाली सिर्जना
गरेका होइनन्, बरु
पहिलेदेखि केही मात्रामा प्रयोग हुँदै आएको शासन प्रणालीलाई अझ प्रभावकारी बनाए।
यस प्रणालीको मुख्य उद्देश्य
परम्पराभन्दा कानुनको कडाइका साथ पालना र प्रशासनिक
दक्षता बढाउनु थियो।
सम्राट शी हुआङ्दी ले
शाङ याङका नीतिहरू स्वीकार गरे र सम्पूर्ण साम्राज्यभर लागू गरे।
कानूनवाद (Legalism) को शासन प्रणाली
यस शासन प्रणालीमा सामूहिक उत्तरदायित्व
(Collective Responsibility) लाई
विशेष महत्त्व दिइएको थियो।
यसले अभिजात वर्ग (Aristocracy) को शक्ति कमजोर बनायो।
किसानहरूलाई दासत्व (Serfdom) बाट मुक्त गरियो।
सम्राट शी हुआङ्दीले कुलीन वर्गको
प्रभाव घटाए।
अब सम्पूर्ण साम्राज्यका नागरिकहरू
एकअर्काप्रति सामूहिक रूपमा जिम्मेवार मानिन्थे।
यदि कसैले कानुन उल्लङ्घन गर्यो भने
अन्य मानिसहरूले त्यसको सूचना दिनुपर्ने थियो।
यदि कसैले अपराध लुकायो भने उनीहरूलाई
पनि कडा सजाय दिइन्थ्यो। कतिपय अवस्थामा शरीरका चार भाग पारेर मारिन्थ्यो (Quartered)
वा शिरच्छेद (Beheaded)
गरिन्थ्यो।
यस शासन प्रणालीका मुख्य आधार डर
(Fear) र कडा
नियन्त्रण (Control) थिए।
यसका अतिरिक्त, राज्यका लागि व्यक्तिको उपयोगिता पनि
अत्यन्त महत्त्वपूर्ण मानिन्थ्यो।
यदि कुनै व्यक्ति राज्यका लागि उपयोगी
थिएन भने उसको जीवनको कुनै मूल्य छैन भन्ने धारणा राखिन्थ्यो।
राज्यलाई धेरै योगदान दिने व्यक्तिलाई
ठूलो पुरस्कार दिइन्थ्यो।
तर राज्यका लागि महत्वहीन ठहरिएका
व्यक्तिहरूलाई दास बनाएर चीनको महान् पर्खाल (Great Wall
of China), ग्रान्ड
क्यानाल (Grand Canal) तथा
व्यापार र यातायात सहज बनाउने सडक निर्माणजस्ता विशाल परियोजनाहरूमा काम गर्न
लगाइन्थ्यो।
कानूनवाद (Legalism) का अन्य प्रभावहरू
सम्राट शी हुआङ्दी को
कानूनवादी शासन प्रणालीको अर्को महत्त्वपूर्ण परिणाम शिक्षा र विद्वत्तामाथिको कडा
नियन्त्रण थियो।
विद्वानहरूको स्वतन्त्र अध्ययनलाई
दबाइयो र अधिकांश जनतालाई शिक्षाबाट वञ्चित गरियो।
शी हुआङ्दीको विश्वास थियो कि अशिक्षित
मानिसहरूलाई नियन्त्रण गर्न सजिलो हुन्छ।
त्यसैले उनले जनतालाई शिक्षित हुन नदिने
नीति अपनाए, ताकि
उनीहरूले शासनप्रति प्रश्न उठाउन नसकून्।
यस नीतिका कारण ठूलो मात्रामा पुस्तकहरू
जलाइए।
ईसा पूर्व २१२ मा उनका प्रमुख सल्लाहकार ली
सि (Li Siu) को
सल्लाहअनुसार धेरै विद्वानहरूलाई मृत्युदण्ड दिइयो।
साम्राज्यभरि पुस्तकहरू प्रतिबन्धित
गरिए।
पढाइ–लेखाइ पनि निषेध गरियो, तर केही विषयहरूलाई भने अनुमति दिइएको
थियो। ती विषयहरूमा—
·
ग्रान्ड
क्यानाल,
·
छिन
राजवंशको पुनर्लिखित इतिहास,
·
कानूनवाद
(Legalism),
·
तथा
सम्राट शी हुआङ्दीको महिमा
समावेश थिए।
पछि हान राजवंश आएपछि
लुकाइएका पुस्तकहरू पुनः फेला पारिए, मर्मत गरिए र जनताले फेरि शिक्षा प्राप्त गर्ने अवसर पाए।
त्यस समयमा धेरै मानिसहरूले शी हुआङ्दी,
शाङ याङ तथा ली सिका
नीतिहरूको विरोध गरेका थिए।
यद्यपि, पछि आएका धेरै चिनियाँ सम्राटहरूले
कानूनवादले राज्यलाई बलियो बनाउन खेलेको भूमिकालाई स्वीकार गरे।
यस नीतिले—
·
शक्तिशाली
सेना,
·
अनुशासित
प्रशासन,
·
आज्ञाकारी
नागरिक,
·
तथा
बलियो केन्द्रीय सरकार
निर्माण गर्न महत्त्वपूर्ण योगदान दियो।
यही प्रशासनिक प्रणाली पछि चिनियाँ शासन
व्यवस्थाको आधार बन्यो।
आज पनि यसको प्रभाव कुनै न कुनै रूपमा
चीनको प्रशासनमा देख्न सकिन्छ।
पछि कन्फ्युसियनवाद (Confucianism)
लाई बढी प्राथमिकता
दिइए पनि कानूनवादको प्रभाव समाप्त भएन।
धेरै अवस्थामा कानूनवादलाई फरक नाम दिएर
लागू गरिन्थ्यो, र
कतिपय अवस्थामा त्यसलाई कन्फ्युसियनवाद कै
रूपमा प्रस्तुत गरिन्थ्यो।
छिन साम्राज्यको
अन्त्य (The End of the
Qin Empire)
ईसा पूर्व २१० मा सम्राट शी हुआङ्दी आफ्नो
साम्राज्यको भ्रमणका क्रममा मृत्यु भए।
जनतालाई ती यात्राहरू साम्राज्यको
निरीक्षणका लागि गरिएको भनिएको थियो।
तर पछि प्राप्त प्रमाणहरूले उनी अमरत्व
दिने औषधि (Elixir of Immortality) खोजिरहेका थिए भन्ने देखाउँछन्।
आफ्नो जीवनको अन्तिम समयमा उनी मृत्युको
अत्यधिक डरले ग्रस्त भएका थिए।
हत्याको डरका कारण उनले लगातार दुई रात
एउटै कोठामा कहिल्यै सुत्दैनथे।
उनले शासनकालको प्रारम्भमै आफ्नो विशाल
समाधि निर्माण गर्न आदेश दिएका थिए।
यस समाधिमा ८,००० वटा टेराकोटा सैनिक (Terracotta
Army) पनि निर्माण गरिएका
थिए।
उनको मृत्युको वास्तविक कारण आजसम्म
स्पष्ट हुन सकेको छैन।
त्यतिबेला प्रधानमन्त्री ली
सि (Li Siu) ले
सम्राटको मृत्यु भएको कुरा सकेसम्म गोप्य राख्ने प्रयास गरे।
उनले सम्राटको शव राजधानीमा फर्काउँदा
दुर्गन्ध लुकाउन शवसँगै मरेका माछाले भरिएका गाडाहरू पनि
ल्याएका थिए।
पछि झाओ गाओ (Zhao Gao) सँग मिलेर उनले शी हुआङ्दीका दोस्रो
छोरा हु हाई (Hu Hai) लाई सम्राट बनाए।
तर हु हाई कमजोर शासक थिए।
उनको कमजोरीका कारण लामो समयदेखि पीडित
चिनियाँ जनता विद्रोह गर्न थाले।
धेरै विद्रोह र बिद्रोही समूहहरूको
संयुक्त आक्रमणपछि ईसा पूर्व २०६ मा राजधानी सियानयाङ (Xianyang) मा छिन शासनको अन्त्य भयो।
शाही परिवारको सामूहिक हत्या गरियो र
यसरी छिन राजवंश समाप्त भयो।
त्यसपछि चीनको उत्तराधिकारी बन्न धेरै
युद्धहरू भए।
यस अवधिलाई चु–हान संघर्ष (Chu–Han Contention)
भनिन्छ।
यस संघर्षमा चु राज्यका सियाङ यु (Xiang Yu)
र हान
राज्यका लिउ बाङ (Liu Bang) बीच सत्ता प्राप्तिका लागि युद्ध भयो।
ईसा पूर्व २०२ मा गाइस्या (Battle of Gaixia)
को युद्धमा सियाङ
युको पराजय भएपछि लिउ बाङ विजयी भए।
लिउ बाङलाई जनताले जनताको
नेता का रूपमा सम्मान गरे।
उनले पछि हान राजवंश (Han Dynasty)
स्थापना गरे।
छिन राजवंशको विरासत
(Legacy of the Qin
Dynasty)
पहिले उल्लेख गरिएझैँ कानूनवाद
(Legalism) ले
चिनियाँ इतिहासमा दीर्घकालीन प्रभाव पारेको थियो।
छिन राजवंशले केन्द्रीकृत प्रशासन (Bureaucratic
Government) को
आधार स्थापना गर्यो। छिन राजवंशले सुरु गरेका कानूनवादी नीतिहरूको प्रभाव आज पनि
चीनको शासन प्रणालीमा कुनै न कुनै रूपमा देख्न सकिन्छ।
यसका अतिरिक्त, छिन राजवंशले विश्वलाई एउटा अद्भुत
प्राचीन कलात्मक सम्पदा पनि प्रदान गर्यो, जसलाई टेराकोटा सेना (Terracotta Army)
भनिन्छ। यो सियान
(Xi'an) शहरमा
अवस्थित छ।
यस विशाल समाधिले सम्राट शी
हुआङ्दी को व्यक्तित्व तथा उनको अमर
बन्ने असीम चाहना लाई स्पष्ट रूपमा देखाउँछ।
टेराकोटा सेनाले त्यतिबेलाको चिनियाँ
समाज राज्यका रूपमा संगठित भएपछि कति उत्कृष्ट कलाकृति र निर्माण गर्न सक्षम थियो
भन्ने पनि प्रमाणित गर्दछ।
चीनको महान् पर्खाल (The Great Wall of China)
छिन राजवंशले छोडेको सबैभन्दा प्रसिद्ध
सम्पदा भनेको चीनको महान् पर्खाल (The Great
Wall of China) हो।
आज देखिने पर्खालको अधिकांश भाग छिन
राजवंशको समयमा बनेको होइन।
तर यसको निर्माण कार्य सम्राट
शी हुआङ्दी कै शासनकालमा सुरु गरिएको थियो।
उनीकै शासनकालमा ग्रान्ड
क्यानाल (Grand Canal) को
निर्माण पनि सुरु भयो।
यसैगरी चीनका विभिन्न शहरहरू र
गाउँहरूलाई जोड्ने धेरै सडकहरूको निर्माण पनि यही समयमा प्रारम्भ भयो।
यी सडकहरूले व्यापार, यातायात र सम्पर्कलाई धेरै सहज बनाए।
A. Match the words with their meanings.
|
Question |
Answer |
|
a. brevity |
v. lasting only for a short time |
|
b. conquest |
vii. victory over a place or people by
use of military force |
|
c. resemblance |
i. the state of being alike |
|
d. barbarian |
ii. a member of an uncivilised group
of people or culture |
|
e. ally |
x. one state united to another by a
treaty |
|
f. nobility |
iii. state of being noble in
character, quality or rank |
|
g. ruthlessness |
ix. character of having no pity or
compassion |
|
h. decimation |
viii. the killing or destruction of a
large number of a population |
|
i. harsh |
vi. cruel |
|
j. elixir |
iv. liquid that is believed to cure
all ills |
B. Use the following words in sentences.
1. Invasion: The
invasion destroyed many villages.
2. Disregard: We
should not disregard the school rules.
3. Paramount:
Education is of paramount importance.
4. Populace: The
populace welcomed the new king.
5. Revolt: The
people started a revolt against the ruler.
6. Assassination:
The assassination shocked the entire country.
7. Serfdom: Many
farmers suffered under serfdom.
D. List of Ten Homographs
1. Present
– present
2. Record
– record
3. Contest
– contest
4. Protest
– protest
5. Address
– address
6. Increase
– increase
7. Conduct
– conduct
8. Object
– object
9. Permit
– permit
10. Export –
export
Comprehension
A. Complete the table.
|
Question |
Answer |
|
Qin Dynasty Period |
221–206 BC |
|
Zhou Dynasty Period |
1046–256 BC |
|
Warring States Period |
426–221 BC |
|
Unification of China by Qin |
221 BC |
|
First Emperor of Qin Dynasty |
Shi Huangdi (Ying Zheng) |
|
Death of Shi Huangdi |
210 BC |
|
Liu Bang Period |
206 BC (Founder of Han Dynasty) |
B. Answer these questions.
a. Why
is the Zhou Age called a feudal age?
Answer:
The Zhou Age is called a feudal age because China was divided into many small
states ruled by feudal lords who were loyal to the Zhou king.
b. What
is the location advantage of the Qin?
Answer:
The Qin state had fertile land, natural barriers like mountains and valleys,
and easy access to the North China Plain through the Yellow River.
c. What
contributed to the success in the warfare as described in the text?
Answer:
A strong army, military reforms, favorable geography, abundant resources, and
the ruthless strategy of total war contributed to Qin's success.
d. Why
did the Qin invite the foreign advisor, Shang Yang?
Answer:
The Qin invited Shang Yang because they lacked skilled administrators and
needed his advice to strengthen the government and military.
e. What
were the key features of the Qin political system?
Answer:
The Qin political system was based on Legalism, strict laws, severe
punishments, centralized administration, and collective responsibility.
f. How
were the people treated during the Qin Period?
Answer:
People were ruled under strict laws. They were heavily controlled, punished
harshly for crimes, and forced to work on large construction projects.
g. Why
did Shi Huangdi stop educating ordinary people?
Answer:
He believed that uneducated people were easier to control and less likely to
question the government.
h. What
did the Qin achieve by the Legalism in practice?
Answer:
Legalism helped the Qin establish a strong central government, maintain law and
order, strengthen the army, and unify China.
i. Why
did Shi Huangdi never sleep in the same room for two consecutive nights?
Answer:
He feared assassination and wanted to protect himself from enemies.
j. What
are the everlasting marks of the Qin Dynasty?
Answer:
The Great Wall of China, the Terracotta Army, the Grand Canal, the road
network, and a centralized government are the everlasting marks of the Qin
Dynasty.
Critical Thinking
a. The
Great Wall and the Taj Mahal are the creations of autocratic rulers. Present
your view.
Answer:
I agree that both monuments were built under autocratic rulers. They are
remarkable achievements that reflect great architectural skill. However, they
also required heavy taxes and forced labor, causing suffering to many people.
b. How
do you describe the pros and cons of feudalism?
Answer:
Pros: It maintained local administration, provided protection,
and encouraged loyalty among rulers.
Cons: It created
inequality, exploited peasants, limited freedom, and often led to conflicts
among feudal lords.
Writing
a. Write an email to your friend living abroad stating the
contributions of Prithvi Narayan Shah in the unification of Nepal.
Subject:
Contributions of Prithvi Narayan Shah
Dear Friend,
I hope you are doing well. Today I
want to tell you about Prithvi Narayan Shah, the founder of modern Nepal.
Before his rule, Nepal was divided into many small kingdoms. He united these
kingdoms and established Nepal as a single nation in the eighteenth century. He
strengthened national unity, improved administration, and protected Nepal from
foreign influence. Because of his great contribution, he is known as the Father
of the Nation.
I hope this information will help
you understand Nepal's history.
Yours lovingly,
ABC
b. Paragraph on Political Movements in Nepal
1.
Establishment of Democracy (1951)
The establishment of democracy in
1951 ended the Rana autocracy and introduced democratic governance in Nepal. It
gave people fundamental rights and political freedom.
2.
First General Election (1959)
Nepal held its first democratic
election in 1959. B. P. Koirala became the first elected Prime Minister,
strengthening democratic practice.
3.
Dismissal of Elected Government (1960)
King Mahendra dismissed the elected
government and introduced the Panchayat system, ending multiparty democracy.
4.
National Referendum (1980)
The referendum allowed people to
choose between the Panchayat system and a multiparty system. Although the
Panchayat system continued, some reforms were introduced.
5.
People's Movement I (1990)
The movement restored multiparty
democracy and established constitutional monarchy with fundamental rights.
6.
People's Movement II (2006)
This movement ended absolute
monarchy and paved the way for Nepal to become a Federal Democratic Republic.
Grammar
A. Classify the verbs
Regular
Verbs
·
transferred
·
occupied
·
guarded
·
moved
Irregular
Verbs
·
drove
·
became
B. Complete the texts
a.
The Maya established a very
advanced civilisation in the jungles of the Yucatan. However, their culture had
disappeared by the time Europeans first arrived in
the New World.
b.
When I turned on the
radio yesterday, I heard a song that was popular when I was
at the basic level of my study. It took me back to some old
memories.
c.
I was looking for a job. I applied
for a job last week. Fortunately, I got it and now I am a job
holder.
C. Complete the sentences
a. Newton saw
an apple falling from the tree.
b. Ramesh Bikal wrote
many popular stories.
c. My jacket is
expensive. It cost me Rs. 5000.
d. She got
up early in the morning yesterday.
e. When I was
small, my father taught me at home.
f. Why did you throw
the cap away?
D. Put the verb into the correct form
a. I went to see
the film, but I did not enjoy it.
b. I met
Rojina in town a few days ago.
c. It was very warm,
so I took off my coat.
d. Though the bed
was very comfortable, I did not sleep very well.
e. I started
a new job last week.
f. He was
too busy in the office yesterday.
Unit 5 Life and Love
The
Looking Glass
New Year's Eve.
Nellie, the daughter of a landowner and general, a young and pretty girl,
dreaming day and night of being married, was sitting in her room, gazing with
exhausted, half-closed eyes into the looking-glass. She was pale, tense, and as
motionless as the looking-glass.
The non-existent
but apparent vista of a long, narrow corridor with endless rows of candles, the
reflection of her face, her hands, of the frame - all this was already clouded
in mist and merged into a boundless grey sea. The sea was undulating, gleaming
and now and then flaring crimson.
Looking at
Nellie's motionless eyes and parted lips, one could hardly say whether she was
asleep or awake, but nevertheless she was seeing. At first, she saw only the
smile and soft, charming expression of someone's eyes, then against the
shifting grey background there gradually appeared the outlines of a head, a
face, eyebrows, beard. It was he, the destined one, the object of long dreams
and hopes. The destined one was for Nellie everything, the significance of
life, personal happiness, career, fate. Outside him, as on the grey background
of the looking-glass, all was dark, empty, English: Grade 11 43 meaningless.
And so it was not strange that, seeing before her a handsome, gently smiling
face, she was conscious of bliss, of an unutterably sweet dream that could not
be expressed in speech or on paper. Then she heard his voice, saw herself
living under the same roof with him, her life merged into his. Months and years
flew by against the grey background. And Nellie saw her future distinctly in
all its details.
Picture followed
picture against the grey background. Now Nellie saw herself one winter night
knocking at the door of Stepan Lukitch, the district doctor. The old dog
hoarsely and lazily barked behind the gate. The doctor's windows were in
darkness. All was silence.
"For God's
sake, for God's sake!" whispered Nellie. But at last the garden gate
creaked and Nellie saw the doctor's cook. "Is the doctor at home?"
"His honour's asleep," whispered the cook into her sleeve, as though
afraid of waking her master. "He's only just got home from his fever
patients, and gave orders he was not to be woken." But Nellie scarcely
heard the cook. Thrusting her aside, she rushed headlong into the doctor's
house. Running through some dark and stuffy rooms, upsetting two or three
chairs, she at last reached the doctor's bedroom. Stepan Lukitch was lying on
his bed, dressed, but without his coat, and with pouting lips was breathing
into his open hand. A little night-light glimmered faintly beside him. Without
uttering a word Nellie sat down and began to cry. She wept bitterly, shaking
all over.
"My husband
is ill!" she sobbed out. Stepan Lukitch was silent. He slowly sat up,
propped his head on his hand, and looked at his visitor with fixed, sleepy
eyes. "My husband is ill!" Nellie continued, restraining her sobs.
"For mercy's sake come quickly. Make haste. . . . Make haste!"
"Eh?"
growled the doctor, blowing into his hand. "Come! Come this very minute!
Or . . . it's terrible to think! For mercy's sake!"
And pale,
exhausted Nellie, gasping and swallowing her tears, began describing to the
doctor her husband's illness, her unutterable terror. Her sufferings would have
touched the heart of a stone, but the doctor looked at her, blew into his open
hand, and - not a movement.
I'll come
to-morrow!" he muttered. "That's impossible!" cried Nellie.
"I know my husband has typhus! At once . . . this very minute you are
needed!"
"I . . . er
. . . have only just come in," muttered the doctor. "For the last
three days I've 44 English: Grade 11 been away, seeing typhus patients, and I'm
exhausted and ill myself. . . . I simply can't! Absolutely! I've caught it
myself! There!"
And the doctor
thrust before her eyes a clinical thermometer. "My temperature is nearly
forty. . . . I absolutely can't. I can scarcely sit up. Excuse me. I'll lie
down. . . ." The doctor lay down.
"But I
implore you, doctor," Nellie moaned in despair. "I beseech you! Help
me, for mercy's sake! Make a great effort and come! I will repay you,
doctor!" "Oh, dear! . . . Why, I have told you already. Ah!"
Nellie leapt up
and walked nervously up and down the bedroom. She longed to explain to the doctor,
to bring him to reason. . . . She thought if only he knew how dear her husband
was to her and how unhappy she was, he would forget his exhaustion and his
illness. But how could she be eloquent enough?
"Go to the
Zemstvo doctor," she heard Stepan Lukitch's voice.
"That's
impossible! He lives more than twenty miles from here, and time is precious.
And the horses can't stand it. It is thirty miles from us to you, and as much
from here to the Zemstvo doctor. No, it's impossible! Come along, Stepan
Lukitch. I ask of you a heroic deed. Come, perform that heroic deed! Have pity
on us!"
"It's
beyond everything. . . . I'm in a fever . . . my head's in a whirl . . . and
she won't understand! Leave me alone!"
"But you
are in duty bound to come! You cannot refuse to come! It's egoism! A man is
bound to sacrifice his life for his neighbour, and you . . . you refuse to
come! I will summon you before the Court."
Nellie felt that
she was uttering a false and undeserved insult, but for her husband's sake she
was capable of forgetting logic, tact, sympathy for others. . . . In reply to
her threats, the doctor greedily gulped a glass of cold water. Nellie fell to
entreating and imploring like the very lowest beggar. . . . At last, the doctor
gave way. He slowly got up, puffing and panting, looking for his coat.
"Here it
is!" cried Nellie, helping him. "Let me put it on to you. Come along!
I will repay you. . . . All my life I shall be grateful to you. . . ."
But what agony!
After putting on his coat, the doctor lay down again. Nellie got him up and
dragged him to the hall. Then there was an agonizing to-do over his galoshes,
his overcoat. . . . His cap was lost. . . . But at last Nellie was in the
carriage with the English: Grade 11 45 doctor. Now they had only to drive thirty
miles and her husband would have a doctor's help. The earth was wrapped in
darkness. One could not see one's hand before one's face. . . . A cold winter
wind was blowing. There were frozen lumps under their wheels. The coachman was
continually stopping and wondering which road to take.
Nellie and the
doctor sat silent all the way. It was fearfully jolting, but they felt neither
the cold nor the jolts.
"Get on,
get on!" Nellie implored the driver.
At five in the
morning, the exhausted horses drove into the yard. Nellie saw the familiar
gates, the well with the crane, the long row of stables and barns. At last, she
was at home.
"Wait a
moment, I will be back directly," she said to Stepan Lukitch, making him
sit down on the sofa in the dining-room. "Sit still and wait a little, and
I'll see how he is going on.
" On her
return from her husband, Nellie found the doctor lying down. He was lying on
the sofa and muttering.
"Doctor,
please! . . . doctor!"
"Eh? Ask
Domna!" muttered Stepan Lukitch. "What?"
"They said
at the meeting . . . Vlassov said . . . Who? . . . what?"
And to her
horror Nellie saw that the doctor was as delirious as her husband. What was to
be done? "I must go for the Zemstvo doctor," she decided.
Then she saw
against the grey background how her husband every spring was in straits for
money to pay the interest for the mortgage to the bank. He could not sleep, she
could not sleep, and both racked their brains till their heads ached, thinking
how to avoid being visited by the clerk of the Court.
She saw her
children: the everlasting apprehension of colds, scarlet fever, diphtheria, bad
marks at school, separation. Out of a brood of five or six, one was sure to
die.
The grey
background was not untouched by death. That might well be. A husband and wife
cannot die simultaneously. Whatever happened one must bury the other. And
Nellie saw her husband dying. This terrible event presented itself to her in
every detail. She saw the coffin, the candles, the deacon, and even the
footmarks in the hall made by the undertaker.
"Why is it,
what is it for?" she asked, looking blankly at her husband's face. And all
the previous life with her husband seemed to her a stupid prelude to this.
Something fell
from Nellie's hand and knocked on the floor. She started, jumped up, and opened
her eyes wide. One looking-glass she saw lying at her feet. The other was
standing as before on the table.
She looked into
the looking-glass and saw a pale, tear-stained face. There was no grey
background now. "I must have fallen asleep," she thought with a sigh
of relief.
Anton Chekhov
एकाइ ५: जीवन र प्रेम
ऐना (The Looking Glass)
–
एन्टोन
चेखभ
नयाँ वर्षको पूर्वसन्ध्या थियो। जमिनदार
तथा एक जना जनरलकी छोरी नेली, जो
एउटी जवान र सुन्दरी युवती थिई र दिनरात विवाहको सपना देखिरहन्थी, आफ्नै कोठामा बसेर थकित र आधा बन्द
आँखाले ऐनातर्फ हेरिरहेकी थिई। उनी फिक्का, तनावग्रस्त र ऐनाजस्तै निश्चल थिई।
ऐनामा देखिने लामो र साँघुरो गल्ली,
दुवैतर्फ अनन्तसम्म
बलिरहेका मैनबत्तीहरूको पङ्क्ति, आफ्नै अनुहार, हात र ऐनाको फ्रेमको प्रतिबिम्ब—यी सबै बिस्तारै कुहिरोले ढाकिएर एउटा
असीमित खैरो समुद्रमा विलीन भए। त्यो समुद्र हल्का हल्का तरङ्गित हुन्थ्यो,
चम्किन्थ्यो र
कहिलेकाहीँ राताम्मे भएर झल्किन्थ्यो।
नेलीका निश्चल आँखा र अलिकति खुलेका ओठ
हेर्दा उनी सुतेकी हुन् कि जागै छन् भनेर छुट्याउन गाह्रो थियो। तर उनी केही
देखिरहेकी थिई। सुरुमा उनले कसैको कोमल मुस्कान र मनमोहक आँखा देखिन्। त्यसपछि
खैरो पृष्ठभूमिबाट बिस्तारै एउटा टाउको, अनुहार, भौँ र दाह्रीको आकृति देखा पर्न थाल्यो।
उही थियो—उनको भाग्यले जुराएको जीवनसाथी, जसको बारेमा उनले लामो समयदेखि सपना
देखेकी र आशा राखेकी थिई। नेलीका लागि त्यो व्यक्ति नै सबैथोक थियो—जीवनको अर्थ, व्यक्तिगत सुख, भविष्य, भाग्य र सफलताको आधार। ऊबाहेक संसारका
अरू सबै कुरा ऐनाको खैरो पृष्ठभूमिजस्तै अन्धकारमय, खाली र अर्थहीन लाग्थे।
त्यसैले जब उनले आफ्ना अगाडि एउटा
सुन्दर र मृदु मुस्कान भएको अनुहार देखिन्, उनी अवर्णनीय आनन्दले भरिइन्। त्यो
यस्तो मीठो सपना थियो, जसलाई
शब्द वा लेखाइमा व्यक्त गर्न सकिँदैनथ्यो।
त्यसपछि उनले उसको स्वर सुनिन्। आफू
उसैसँग एउटै घरमा बसेर जीवन बिताइरहेको देखिन्। उनको जीवन उसका जीवनसँग पूर्ण
रूपमा मिसिएको थियो। महिनाहरू र वर्षहरू खैरो पृष्ठभूमिमा बित्दै गए। नेलीले आफ्नो
भविष्यका सबै दृश्यहरू अत्यन्त स्पष्ट रूपमा देखिन्।
खैरो पृष्ठभूमिमा एकपछि अर्को दृश्य
देखा पर्न थाले।
अब नेलीले आफूलाई एउटा जाडो रातमा
जिल्लाका चिकित्सक स्टेपान लुकिचको घरको ढोकामा पुगेको देखिन्। घरको गेटभित्र बूढो
कुकुरले अल्छी र होर्से स्वरमा भुकिरहेको थियो। डाक्टरको घरका झ्यालहरू अँध्यारा
थिए। चारैतिर पूर्ण शान्ति थियो।
“भगवानका लागि... भगवानका लागि...”
नेलीले बिस्तारै
भनिन्।
केही बेरपछि बगैंचाको ढोका चर्र गरेर
खुल्यो र डाक्टरकी भान्से महिला बाहिर आइन्।
“डाक्टर घरमै हुनुहुन्छ?” नेलीले सोधिन्।
“हुजुर अहिले सुतिरहनुभएको छ,” भान्सेले आफ्नै बाहुलामा मुख छोपेर
फुसफुसाउँदै उत्तर दिई, “उहाँ
भर्खरै ज्वरोका बिरामीहरू हेरेर फर्कनुभएको हो र कसैले पनि नब्युँझाउनू भनेर आदेश
दिनुभएको छ।”
तर नेलीले त्यो कुरा खासै सुनिनन्। उनले
भान्सेलाई पन्छाउँदै सिधै डाक्टरको घरभित्र दौडिइन्। अँध्यारा र गुम्सिएका कोठाहरू
पार गर्दै, दुई–तीनवटा कुर्सी लडाउँदै अन्ततः उनी
डाक्टरको सुत्ने कोठामा पुगिन्।
स्टेपान लुकिच ओछ्यानमा पल्टिरहेका थिए।
उनले कोट भने लगाएका थिएनन्। उनी आफ्ना फुलेका ओठले खुला हातमा सास फुकिरहेका थिए।
छेउमा एउटा सानो रातको बत्ती मधुरो उज्यालो दिइरहेको थियो।
नेली केही नबोली उनको छेउमा बसिन् र रुन
थालिन्। उनी शरीरभरि काँप्दै बेस्सरी रुदै थिई।
“मेरो श्रीमान् बिरामी हुनुहुन्छ!”
उनले रुँदै भनिन्।
डाक्टर चुपचाप बसे। उनी बिस्तारै उठे,
एउटा हातले टाउको
अड्याए र निद्राले भरिएका आँखाले नेलीतर्फ हेरे।
“मेरो श्रीमान् धेरै बिरामी हुनुहुन्छ,”
नेलीले फेरि भनिन्,
“कृपया तुरुन्तै
जानुहोस्। छिटो गर्नुहोस्... भगवानका लागि!”
“एँ?” डाक्टरले आफ्नै हातमा सास फुक्दै भने।
“अहिल्यै जानुपर्छ! एकछिन पनि ढिलो गर्न
मिल्दैन। सोच्न पनि डर लाग्छ। कृपया दया गर्नुहोस्!”
त्यसपछि नेलीले आफ्ना श्रीमान्को रोग र
आफूले भोगिरहेको असह्य डरको विवरण सुनाउन थालिन्। उनको पीडाले ढुङ्गाको मुटु पनि
पग्लिन्थ्यो। तर डाक्टरले केवल उनलाई हेरे, आफ्नै हातमा सास फुकिरहे र कुनै प्रतिक्रिया
जनाएनन्।
“म भोलि आउँछु,” उनले बिस्तारै भने।
“त्यो असम्भव छ!” नेली चिच्याइन्। “मलाई थाहा छ, उहाँलाई टाइफस भएको छ। तपाईंलाई अहिले
नै चाहिएको छ।”
“म... भर्खरै फर्केको हुँ,” डाक्टरले थकित स्वरमा भने। “पछिल्ला तीन दिनदेखि टाइफसका बिरामीहरू
हेर्दै हिँडिरहेको छु। म आफैँ पनि थाकेको छु, बिरामी छु। म आउन सक्दिनँ। मलाई पनि
ज्वरो लागेको छ।”
यति भन्दै उनले एउटा क्लिनिकल थर्मोमिटर
नेलीतर्फ देखाए।
“मेरो तापक्रम लगभग चालीस डिग्री पुगेको
छ। म बस्नसमेत सक्दिनँ। माफ गर्नुहोस्।”
यति भनेर उनी फेरि ओछ्यानमा पल्टिए।
“तर
डाक्टर, म तपाईंलाई विन्ती
गर्छु,” नेली निराश हुँदै
कराइन्। “म
तपाईंको खुट्टामा पर्छु। कृपया मलाई मद्दत गर्नुहोस्। एकपटक ठूलो साहस देखाएर मेरो
साथ आउनुहोस्। म तपाईंलाई उचित पारिश्रमिक दिनेछु।”
“अहो! मैले त तपाईंलाई भनिसकेको छु,”
डाक्टरले थकित स्वरमा
भने।
नेली एक्कासि उठिन् र बेचैन भएर कोठाभरि
हिँड्न थालिन्। उनी डाक्टरलाई आफ्नो अवस्था बुझाउन चाहन्थिन्। उनलाई लाग्यो,
यदि डाक्टरले उनको
श्रीमान् उनीका लागि कति प्रिय छन् र उनी कति दुःखी छिन् भन्ने बुझ्न सक्नुभयो भने,
उहाँले आफ्नै थकान र
रोग बिर्सेर अवश्य साथ दिनुहुन्थ्यो। तर आफ्नो भावना कसरी स्पष्ट रूपमा व्यक्त
गर्ने?
“जेम्स्टभो (जिल्ला परिषद्) का
डाक्टरकहाँ जानुहोस्,” स्टेपान
लुकिचले भने।
“त्यो असम्भव छ,” नेलीले उत्तर दिइन्। “उहाँ यहाँबाट बीस माइलभन्दा टाढा
बस्नुहुन्छ। अहिले समय अत्यन्त मूल्यवान् छ। घोडाहरूले पनि त्यति लामो यात्रा सहन
सक्दैनन्। हाम्रो घरबाट तपाईंको घर तीस माइल टाढा छ, अनि यहाँबाट जेम्स्टभोका डाक्टरकहाँ
पुग्न फेरि त्यत्तिकै दूरी पार गर्नुपर्छ। त्यसैले त्यो सम्भव छैन। कृपया आउनुहोस्,
स्टेपान लुकिच। म
तपाईंलाई एउटा वीरतापूर्ण काम गर्न आग्रह गरिरहेकी छु। हामीमाथि दया गर्नुहोस्।”
“यो मेरो सामर्थ्यभन्दा बाहिरको कुरा हो,”
डाक्टरले भने। “मलाई कडा ज्वरो आएको छ। मेरो टाउको
घुमिरहेको छ। तर तपाईंले बुझ्न चाहनुहुन्न। मलाई एक्लै छोडिदिनुहोस्।”
“तर तपाईंको कर्तव्य नै बिरामीलाई हेर्न
जानु हो,” नेलीले
दृढ स्वरमा भनिन्। “तपाईं
जान अस्वीकार गर्न सक्नुहुन्न। यो त स्वार्थ हो। मानिसले आफ्ना छिमेकीका लागि
आफ्नो जीवनसमेत बलिदान गर्नुपर्छ, तर तपाईं जान मानिरहनुभएको छैन। आवश्यक परे म तपाईंविरुद्ध
अदालतमा उजुरी दिन्छु।”
नेलीलाई थाहा थियो, उनले डाक्टरलाई अन्यायपूर्ण र कठोर आरोप
लगाइरहेकी छन्। तर आफ्नो श्रीमान्को ज्यान बचाउनका लागि उनी तर्क, शिष्टाचार र अरूप्रतिको सहानुभूति सबै
बिर्सन तयार थिइन्।
उनका धम्कीहरूको उत्तरमा डाक्टरले एक
गिलास चिसो पानी हतारहतार पिए। त्यसपछि नेली भिखारीले झैँ बारम्बार विन्ती गर्न
थालिन्।
अन्ततः डाक्टर राजी भए। उनी बिस्तारै
उठे। हाँफ्दै र सास फेर्दै आफ्नो कोट खोज्न थाले।
“यो लिउनुहोस्,” नेलीले भनिन्। उनले डाक्टरलाई कोट
लगाइदिइन्। “अब
छिटो आउनुहोस्। म तपाईंलाई उचित पारिश्रमिक दिनेछु। जीवनभर तपाईंप्रति कृतज्ञ
रहनेछु।”
तर त्यो पनि एउटा कठिन परीक्षा थियो। कोट
लगाएपछि डाक्टर फेरि ओछ्यानमै पल्टिए। नेलीले फेरि उठाइन् र उनलाई समातेर बैठक
कोठासम्म ल्याइन्। त्यसपछि उनका गलोस (रबरका जुत्ता), ओभरकोट र टोपी खोज्न निकै समय लाग्यो।
टोपी त हराएकै थियो।
अन्ततः नेली र डाक्टर घोडागाडीमा चढे।
अब तीस माइलको यात्रा पूरा गरेपछि उनका श्रीमान्ले चिकित्सकको उपचार पाउने थिए।
चारैतिर घना अन्धकार छाएको थियो। आफ्नै
हातसमेत देख्न सकिने अवस्था थिएन। चिसो जाडोको हावा तीव्र गतिमा चलिरहेको थियो।
बाटोभरि जमेको बरफका डल्लाहरू थिए। गाडीवान बारम्बार रोकिन्थ्यो र कुन बाटो जाने
भनेर अन्योलमा पर्थ्यो।
नेली र डाक्टर पूरै बाटोभरि मौन बसे।
बाटो अत्यन्त उकालो–ओरालो
र धक्कामय थियो। तर उनीहरूलाई न चिसोको अनुभव भयो, न धक्काको।
“छिटो चलाउनुहोस्! अझ छिटो!” नेली बारम्बार गाडीवानसँग अनुरोध
गरिरहेकी थिइन्।
बिहान पाँच बजेतिर थाकेका घोडाहरू
अन्ततः घरको आँगनमा पुगे। नेलीले आफ्नै घरको परिचित ढोका, चरखी भएको इनार, लामो गोठ र भकारीहरूको पङ्क्ति देखिन्।
अन्ततः उनी घर पुगिन्।
“एकछिन बस्नुहोस्,” उनले स्टेपान लुकिचलाई भोजनकक्षको
सोफामा बसाल्दै भनिन्। “म
तुरुन्तै फर्कन्छु। पहिले उहाँको अवस्था कस्तो छ भनेर हेरेर आउँछु।”
तर जब उनी श्रीमान्को कोठाबाट फर्किइन्,
उनले डाक्टरलाई
सोफामै पल्टिएको अवस्थामा भेटिन्। उनी बेसुरमा केही बर्बराइरहेका थिए।
“डाक्टर! कृपया... डाक्टर!” नेलीले बोलाइन्।
“एँ?... डोम्नालाई सोध...” डाक्टर बर्बराए।
“के भन्नुभयो?”
“बैठकमा भनेका थिए... भ्लासोभले भनेका
थिए... को?... के?...”
यो दृश्य देखेर नेली भयभीत भइन्। डाक्टर
पनि उनका श्रीमान्जस्तै प्रलाप बोल्न थालेका थिए।
“अब के गर्ने?” उनले सोचिन्।
“अब त जेम्स्टभोका डाक्टरलाई नै लिन
जानुपर्छ।”
त्यसपछि नेलीले फेरि ऐनाको खैरो
पृष्ठभूमिमा आफ्नो भविष्यका नयाँ दृश्यहरू देख्न थालिन्।
हरेक वसन्तमा उनका श्रीमान्लाई बैंकको
धितो (Mortgage) को
ब्याज तिर्न पैसा जुटाउन अत्यन्त कठिन हुन्थ्यो। त्यसका कारण उनी रातभर सुत्न
सक्दैनथे। नेली पनि निदाउन सक्दिनथिन्। दुवैले अदालतका कर्मचारी ऋण असुल्न आउलान्
भन्ने चिन्ताले टाउको दुख्ने गरी उपाय सोचिरहन्थे।
त्यसपछि उनले आफ्ना सन्तानहरूलाई
देखिन्। उनीहरूका लागि सधैं कुनै न कुनै चिन्ता भइरहन्थ्यो—रुघाखोकी लाग्ने डर, स्कार्लेट ज्वरो, डिप्थेरिया जस्ता रोग लाग्ने सम्भावना,
विद्यालयमा नराम्रो
नतिजा आउने चिन्ता, अनि
छोराछोरीसँग छुट्टिनुपर्ने पीडा।
यदि पाँच–छ जना सन्तान भए पनि तीमध्ये कम्तीमा एक
जनाको मृत्यु अवश्य हुनेजस्तो उनलाई लाग्यो।
त्यो खैरो पृष्ठभूमिमा मृत्युको छायाँ
पनि स्पष्ट देखिन्थ्यो।
यो त स्वाभाविक नै थियो। श्रीमान् र
श्रीमती एकै समयमा त मर्न सक्दैनन्। एक जनाले अर्कोको अन्त्येष्टि गर्नैपर्छ।
अब नेलीले आफ्ना श्रीमान्को मृत्युको
दृश्य देखिन्।
त्यो भयावह घटना उनले एक–एक विवरणसहित देखिन्। उनले कफिन देखिन्,
बलिरहेका मैनबत्तीहरू
देखिन्, धार्मिक विधि सम्पन्न
गरिरहेका डिकन (चर्चका सहायक धर्मगुरु) देखिन्, यहाँसम्म कि शव बोक्न आएका मानिसहरूले
घरको भुइँमा छोडेका जुत्ताका डामसमेत देखिन्।
उनले आफ्ना श्रीमान्को अनुहारतर्फ
हेर्दै स्तब्ध भएर भनिन्,
“किन यस्तो भयो? यसको अर्थ के हो?”
अचानक उनलाई आफ्ना श्रीमान्सँग बिताएको
अघिल्लो सम्पूर्ण जीवन यो दुःखद अन्त्यको केवल एउटा निरर्थक प्रस्तावना (Prelude)
मात्र जस्तो लाग्न
थाल्यो।
यत्तिकैमा उनको हातबाट केही वस्तु खस्यो
र भुइँमा बज्रियो।
उनी झसङ्ग भइन्।
एक्कासि उठेर उनले आँखा ठूला पारेर
चारैतिर हेरिन्।
एउटा ऐना उनको खुट्टामुनि भुइँमा खसेको
थियो। अर्को ऐना भने पहिलेझैँ टेबुलमाथि ठडिएको थियो।
उनले फेरि ऐनातर्फ हेरिन्।
त्यहाँ उनले आफ्नै फिक्का, आँसुले भिजेको अनुहार देखिन्।
अब ऐनामा त्यो खैरो पृष्ठभूमि थिएन।
नेलीले लामो सास फेर्दै मनमनै भनिन्,
“सायद म निदाएकी रहेछु।”
A. Match the words with their meanings.
|
Question |
Answer |
|
a. exhausted |
vi. tired |
|
b. apparent |
vii. clear |
|
c. vista |
i. vision |
|
d. undulating |
ii. wavy |
|
e. destined |
iii. predetermined |
|
f. stuffy |
v. suffocating, airless |
|
g. restrain |
iv. prevent, hinder |
B. Meaning, Word Class and Sentences
|
Word |
Meaning |
Word
Class |
Sentence |
|
implore |
to beg earnestly |
Verb |
I implored
my teacher to give me another chance. |
|
despair |
complete loss of hope |
Noun/Verb |
He fell into despair after losing the match. |
|
beseech |
to request urgently |
Verb |
The villagers beseeched the government for help. |
|
eloquent |
fluent and persuasive |
Adjective |
She gave an eloquent speech. |
|
whirl |
to spin rapidly |
Verb/Noun |
The leaves whirled in the wind. |
|
egoism |
excessive self-interest |
Noun |
His egoism
made him unpopular. |
|
agony |
extreme pain or suffering |
Noun |
She cried in agony after the accident. |
|
delirious |
confused due to illness or fever |
Adjective |
The patient became delirious with high fever. |
|
delusive |
misleading or deceptive |
Adjective |
Success without hard work is a delusive idea. |
|
compensate |
to make up for loss |
Verb |
The company compensated the workers fairly. |
|
mortgage |
loan secured on property |
Noun |
They took a mortgage to buy a house. |
|
brood |
a group of young birds or children |
Noun |
The hen looked after her brood. |
|
prelude |
an introduction to something |
Noun |
The meeting was a prelude to the final decision. |
C. Difference
·
-ing adjectives describe the person
or thing.
·
-ed adjectives describe how
a person feels.
Example:
·
The movie was interesting.
·
I was interested in the movie.
D. Choose the correct word.
a. Sarita was shocked
to hear about the earthquake.
b. I think that rainy days in
winter are depressing.
c. The football match was very exciting.
d. The meals at Delight Café are satisfying.
e. I've got nothing to do. I'm bored.
f. Tanka is very good at telling
funny stories. He can be very amusing.
g. The teacher's explanation was confusing.
h. He is such a boring
person.
i. I will be surprised
if she does well in her test.
j. Are you interested
in politics?
E. Fill in the blanks
a. I never get bored
when I study grammar.
b. Teachers must use interesting
materials.
c. Most students are interested
in fairy tales.
d. I never get frightened
when I speak English.
e. I am really excited.
Comprehension
a. Who was Nellie? What did she use to dream of?
Answer: Nellie was
the daughter of a landowner and a general. She used to dream of getting married
and living a happy life with her future husband.
b. What was she doing with the looking glass?
Answer: She was
sitting in front of the looking glass, staring into it and imagining her future
life.
c. Why did she go to the doctor on one winter night?
Answer: She went
to the doctor because her husband was seriously ill with typhus and needed
immediate medical treatment.
d. What was Stepan Lukitch doing when she reached his bedroom?
Answer: He was
lying on his bed, exhausted and ill, breathing into his hand.
e. Why was the doctor not ready to go to see her husband?
Answer: He was
exhausted after treating patients for several days and was suffering from a
high fever himself.
f. Why did Stepan Lukitch suggest Nellie to go to the Zemstvo
doctor?
Answer: He
suggested it because he was too sick and weak to visit her husband.
g. Nellie said, "Come, perform that heroic deed! Have pity on
us!" What was that pity to be done?
Answer: She wanted
the doctor to come to her house and save her husband's life despite his
illness.
h. When Nellie said, "I must have fallen asleep." What
does it mean?
Answer: It means
that everything she had seen in the looking glass was only a dream or
imagination.
i. What is the main theme of the story?
Answer: The main
theme is that love, hope, fear, and imagination are closely connected with
human life, and the future is uncertain.
Critical Thinking
a. "The looking glass (mirror)" is used as a symbol in
the story. What does it symbolise?
Answer: The
looking glass symbolises imagination, dreams, hopes, fears, and the uncertainty
of the future. It reflects Nellie's inner thoughts and emotions rather than
reality.
b. Chekhov employs the magic trick in the story, using a very
elegant transition from reality to imagination to reality sequence. Discuss its
relevance to the life of young people.
Answer: Young
people often imagine and dream about their future. Like Nellie, they hope for
happiness and success but also worry about possible problems. Chekhov shows
that while dreams inspire us, we should also remain realistic and prepared for
life's uncertainties.
Writing
An Interesting Dream
Last week, I had an interesting
dream. I dreamed that I was flying over beautiful mountains and rivers. I
visited many wonderful places and met kind people who welcomed me warmly.
Everything looked colorful and peaceful.
Suddenly, I found myself standing
on the top of Mount Everest. I felt proud and happy because I had achieved
something impossible. Just as I was enjoying the beautiful view, I woke up.
Although it was only a dream, it inspired me to work hard and achieve my goals
in real life.
Grammar
B. Match the expressions
|
Question |
Answer |
|
a. I'll have tea, please. |
iii. Deciding |
|
b. I'm going to meet my uncle. |
iv. Expressing a prior plan |
|
c. The day will be lovely tomorrow. |
v. Predicting a future action |
|
d. It's going to be a lovely day. |
vii. Predicting with evidence |
|
e. I won't tell anyone. |
i. Promising |
|
f. I'll take you to the movies. |
vi. Offering |
|
g. I'll tell your parents. |
ii. Threatening |
C. Choose the correct answer
a. A: Are you busy this evening? B: Yes, I……………….the
movies. (will go/am going to)
b. A: Where are you going for holiday this summer? B: Not
sure yet. Maybe I………..to Ilam. (will go/am going to)
c. I think you……..like this movie. (will /are going to )
d. I can’t join you at the party, I………..be away for two
weeks. (will /am going to)
e. This exercise looks really hard. I…………….help you. (will/am going to)
f. A: Hello. Can I speak to Sima, please? B: Just a minute.
I………get her. (will/am going to) g. Perhaps she………pass
the exam. (will/is going to)
h. ‘I haven’t got my phone.’ ‘That’s OK. I………..lend you
mine.’ (will/am going to)
D. Complete the sentences
a. I will call her
now.
b. I am going to watch
it on Saturday.
c. I will switch
it off.
d. They will like
the presents.
e. What is he going to
study?
f. I will tell him
the news.
g. I will answer
it.
h. I will tell the
teacher.
Unit 6
Health and Exercise
You May
Scoff…
Who needs diets
and exercise? There are plenty of other ways to stay slim. The holidays are a
time of excess. Eat, drink and be merry, for tomorrow we diet - or perhaps not!
Unfortunately, we do not all have the self-discipline and determination it
takes to cut back on cake and hit the gym. But fear not - there could be other
ways to shift the fat and stay trim.
Just to get this
straight, if you over-eat and underexercise you will gain weight. However,
growing evidence suggests that other factors also contribute to excess
adiposity. Last year, David Allison at the University of Alabama in Birmingham,
Ala., highlighted this when he discovered that humans are not alone in piling
on the pounds. He looked at wild animals, lab animals, even animals kept on the
same highly controlled diets for decades, and found that all were becoming
heavier (Proceedings of the Royal Society B, vol. 279, p. 1626). Allison
concludes that whatever factors are fattening up the animals that live around
us might also help explain the human obesity epidemic.
That being the
case, identifying these alternative factors should give us new ways to fight
the bulge. The good news is that researchers worldwide are beginning to do just
that. It is not yet known how much each factor contributes to obesity, but we
can nevertheless suggest ways of avoiding them – and some are far less painful
than dieting or pounding the tarmac.
Get
vaccinated
If you catch a
cold this holiday season, you may have to stock up on new clothes as well as
tissues. That’s because at least one common cold virus has been linked to
obesity. Nikhil Dhurandhar of the Pennington Biomedical Research Centre in
Louisiana discovered that adenovirus-36 (AD-36) boosts both the number of fat
cells in the body and the amount of fat inside these cells. He also found that
obese people are nearly three times as likely as those of healthy weight to
test positive for AD-36 antibodies, indicating current or past infection
(Obesity, vol. 14, p. 1905). Another study reported that children with AD-36
antibodies weighed an average of 23 kilograms more than children without them
(Paediatrics, vol. 126, p. 721). The “fat effect "of AD-36 might persist
for several years in humans, although nobody knows for sure. Meanwhile, another
10 microbes have been reported to make animals fatter. While it sounds alarming,
this could actually be good news in the fight against flab. “If indeed some
infections contribute to obesity in people, we could have a potentially very
simple and effective prevention strategy – vaccination, “says Dhurandhar.
Chill!
While extreme stress
tends to make people lose weight, the everyday kind can have the opposite
effect. So, for the sake of your waistline, take a deep breath, and don’t let
the festive family bickering get to you. Failing that, try giving the new-year
diet a miss. One recent study found that moderate calorie restriction made mice
much more sensitive to stress, and this effect persisted once the diet was
over. The mice went on to choose more high-fat food than those that had never
had their food restricted (Journal of Neuroscience, vol. 30, p. 16399).
Brain imaging
studies by Rajita Sinha, director of the Yale Stress Centre at Yale University
showed that stress increases activity in the ventral striatum, a region
associated with reward and habits (Neuropsychopharmacology, vol. 36, p. 627).
“So it increases craving for high calorie foods in those who have a habit of
consuming them,” she says. Instead of counting calories, she recommends
mindfulness, stress reduction and meditation techniques to cultivate an
awareness of how your thoughts and behaviour can undermine your health. “They
can help with taking control over the urges and stress-related eating of
high-calorie food”.
Everybody say
“om”.
Over the past
three decades, homes in the US and UK have become warmer. Fiona Johnson at
University College London and colleagues think this may be making us fatter
(Obesity Review, vol. 12, p.543). Simona Bo of the University of Turin, Italy,
agrees. In a study of more than 1500 middle-aged adults, her team found that
those whose home temperatures ranked in the top third were about twice as
likely to become obese over the six-year period of the research (International
Journal of Obesity, vol. 35, p.1442).
Shivering
obviously burns energy, but you don’t need to be freezing for your body to chew
through extra calories. Most fat on our bodies is a type called white fat. But
when temperatures get down to about 18°C, brown fat – which is abundant in
babies and which adults mostly carry around their necks – starts burning energy
to warm you up. Unfortunately, if you were not regularly exposed to cold, your
brown fat deposits shrink and so too does your capacity to burn off that extra
holiday treat. Any change will help, though, says Johnson. You burn steadily
less energy as environmental temperatures rise from 15°C to 28°C. “So turning
down the thermostat by any amount is likely to have some small effect,” she
says. Do try this at home.
Watch the
packaging
As well as looking at the nutritional
labeling, you might also want to watch the actual material your food comes
wrapped in. Some plastic packaging and cans contain endocrine disrupter
chemicals that can leach into food and drinks, and evidence is starting to link
some of these to expanding waistlines. Endocrine disrupters change the normal
functioning of hormones. Many interfere with the functioning of the thyroid,
which produces hormones that regulate metabolic rate. One group, known as
phthalates, also seems to activate a receptor in the cell nucleus called PPAR
(peroxisome proliferatoractivated receptor)-gamma, involved in storing fat and
metabolizing glucose. In 2010, a team led by Elizabeth Hatch at Boston
University reported that men with a bigger body mass index (BMI) and waist
circumference had higher blood concentrations of metabolites of phthalate 56
English: Grade 11 (International Journal of Andrology, vol. 33, p.324). Other
research has linked obesity to exposure to bisphenol A, which is another
endocrine disrupter. Debate continues over whether these chemicals are harmful
or not, and avoiding them is tricky. But look out for PVC packaging – labeled
“Type 3” for recycling purpose – which can contain phthalates or bisphenol A.
And be especially wary when buying fatty foods in which endocrine disrupters
tend to accumulate, posing a potential double threat.
Turn down the
lights
If your idea of
a holiday workout is lifting glasses of beer late into the night, then it’s not
just the extra calories you need to worry about. Randy Nelson and his team at
Ohio State University in Columbus found that mice exposed to light at night
weighed 10 per cent more at the end of the eight-week study than mice that had
experienced a standard light/dark cycle, even though they ate the same total
number of calories and did the same amount of exercise (Proceedings of the
National Academy of Sciences, vol. 107, p.18664). Several other studies have
found that shift work makes people fatter. Light at night might alter circadian
clock genes, changing an individual’s metabolism, Nelson suggests, “It’s
difficult to specify an appropriate light cycle for everyone,” he adds. But he
recommends keeping a consistent pattern throughout the week and, if possible,
avoiding blue wavelengths of light at night (New Scientist, 7 May, p.44).
Produced by many LED bulbs, these are known to be especially disruptive to the
circadian system.
Move to the
country
A brisk walk or
jog outdoors can only help in the battle against the bulge, unless you are
doing it in a busy city. Breathing polluted air can cause extra fat to
accumulate around your stomach and also make your cells less sensitive to
insulin, increasing your risk of developing type 2 diabetes. “We believe that
air pollution plays a very important role in the current obesity epidemic,”
says Xiaohua Xu of Ohio State University. Xu exposed young mice to air heavily
polluted with fine particles for 6 hours a day, five days a week, and found
that after 10 weeks they had about 50 per cent more abdominal fat than mice
that were fed the same diet but inhaled filtered air. The fatter mice also had
elevated blood levels of a protein involved in inflammation called tumour
necrosis factor-alpha. Xu believes this may help explain the changes to their
fat cells, as well as their deceased sensitivity to insulin.
Another study
found a strong link between levels of fine particulate air pollution and the
prevalence of type 2 diabetes in North Americans (Diabetes Care, vol. 33,
p.2196). “We were shocked that the association held up as well as it did,” says
John Pearson at Harvard University, who led the research. Fine particles can
blow around the globe so you can never entirely escape them, even if you can
afford to move out of the city. But if you have a choice, it still might be
worth picking a rural ramble over an urban jog.
Have a lie-in
If you need an excuse for spending more time
in bed during the holidays, this could be it: too little sleep can make you
fat. Simona Bo of the University of Turin, Italy, found that the adults who
became obese during her six-year study slept an average of about 6.3 hours a
night, compared with about 7.2 hours for those who maintained a healthier body
weight. The link between sleep and weight held even when her team took into
account other important causes of obesity, such as low level of physical
activity. Rachael Taylor at the University of Otago, New Zealand, has found
that children aged between 3 and 5 who sleep less than the average of 11 hours
a night are also more likely to be overweight or obese by the time they are 7
years old. (BMJ, vol. 342, p. 2712) Sleep deprivation reduces the secretion of
leptin, a hormone that suppresses appetite, and increases levels of ghrelin, a
hormone that stimulates appetite. “Or it could be as simple as less sleep means
more time to eat”, says Taylor. Either way, an extra hour in bed sure beats
going to the gym.
Emma
Young
एकाइ ६ : स्वास्थ्य र
व्यायाम
तपाईंले हाँसोमा
उडाउन सक्नुहुन्छ… (You
May Scoff…)
कसलाई आहार नियन्त्रण (डाइट) र व्यायाम
चाहिन्छ? दुब्लो
र स्वस्थ रहनका लागि अरू पनि धेरै उपायहरू छन्।
बिदाको समय प्रायः अत्यधिक खानपिन र
रमाइलो गर्ने समय हो। “आज खाऊ,
पिऊ
र रमाइलो गर; भोलिदेखि डाइट सुरु गरौँला”
भन्ने सोच धेरैको
हुन्छ। तर दुर्भाग्यवश, सबैसँग
केक, मिठाइ वा धेरै खाने
बानी नियन्त्रण गर्ने आत्मअनुशासन र नियमित रूपमा जिम जाने दृढ इच्छा हुँदैन। तर
चिन्ता नगर्नुहोस्। शरीरको अतिरिक्त बोसो घटाएर तन्दुरुस्त रहने अन्य उपायहरू पनि
हुन सक्छन्।
सबैभन्दा पहिले एउटा कुरा स्पष्ट गरौँ।
यदि तपाईंले आवश्यकता भन्दा बढी खानुभयो र पर्याप्त व्यायाम गर्नुभएन भने तौल
बढ्छ। तर अहिलेका अनुसन्धानहरूले देखाएका छन् कि मोटोपन (Obesity) बढ्नुमा खानपिन र व्यायाम मात्र
जिम्मेवार छैनन्। अन्य धेरै कारणहरूले पनि यसमा भूमिका खेल्छन्।
गत वर्ष अमेरिकाको अलाबामा
विश्वविद्यालयका
वैज्ञानिक डेभिड एलिसनले एउटा रोचक तथ्य पत्ता लगाए। उनले
मानिस मात्र होइन, जङ्गली
जनावर, प्रयोगशालाका जनावर
तथा धेरै वर्षदेखि एउटै नियन्त्रित आहारमा राखिएका जनावरहरू पनि क्रमशः मोटा हुँदै
गएको देखे। त्यसैले उनले निष्कर्ष निकाले कि मानिस वरिपरिका जनावरलाई मोटाउने
कारणहरूले मानिसमा बढिरहेको मोटोपनको महामारी पनि केही हदसम्म व्याख्या गर्न
सक्छन्।
यदि यस्तो हो भने, ती वैकल्पिक कारणहरू पहिचान गर्न सकेमा
मोटोपन नियन्त्रण गर्ने नयाँ उपायहरू पनि भेट्टाउन सकिन्छ। खुसीको कुरा के छ भने,
संसारभरका
अनुसन्धानकर्ताहरू अहिले यिनै कारणहरूको खोजीमा लागिरहेका छन्। यद्यपि प्रत्येक
कारणले कति असर गर्छ भन्ने अझै निश्चित भइसकेको छैन, तर तिनीहरूबाट बच्ने केही उपायहरू भने
सुझाउन सकिन्छ। तीमध्ये केही उपाय त कठोर डाइट गर्ने वा धेरै दौडधुप गर्नेभन्दा
निकै सजिला र कम पीडादायी छन्।
खोप लगाउनुहोस् (Get Vaccinated)
यदि यस बिदाको समयमा तपाईंलाई सामान्य
रुघाखोकी लाग्यो भने, रुमाल
मात्र होइन नयाँ लुगा पनि किन्नुपर्ने अवस्था आउन सक्छ। किनकि सामान्य
रुघाखोकी गराउने एउटा भाइरस पनि मोटोपनसँग सम्बन्धित भएको पाइएको छ।
लुइजियानाको पेनिङ्टन बायोमेडिकल रिसर्च
सेन्टरका
वैज्ञानिक निखिल धुरन्धरले एडेनोभाइरस–३६ (AD-36) नामक भाइरसले शरीरमा बोसोका कोषहरूको
संख्या बढाउने र ती कोषभित्र बोसोको मात्रा पनि बढाउने कुरा पत्ता लगाए।
उनले अर्को तथ्य पनि फेला पारे। मोटोपन
भएका मानिसहरूमा AD-36 भाइरसविरुद्धको
प्रतिरक्षा (एन्टिबडी) स्वस्थ तौल भएका मानिसको तुलनामा करिब तीन
गुणा बढी पाइयो। यसको अर्थ उनीहरू अहिले वा पहिले
यो भाइरसबाट संक्रमित भएका थिए।
अर्को अनुसन्धानले देखायो कि AD-36
को एन्टिबडी भएका
बालबालिकाको तौल, एन्टिबडी
नभएका बालबालिकाको तुलनामा औसतमा २३ किलोग्राम बढी थियो।
यो भाइरसको “मोटोपन बढाउने प्रभाव” मानिसमा धेरै वर्षसम्म रहन सक्छ कि
सक्दैन भन्ने कुरा अझै निश्चित भएको छैन। यसबाहेक, अन्य करिब १० प्रकारका सूक्ष्मजीवहरूले पनि
जनावरलाई मोटा बनाउने कुरा अनुसन्धानबाट देखिएको छ।
पहिलो नजरमा यो कुरा डरलाग्दो लाग्न
सक्छ। तर वास्तवमा मोटोपन नियन्त्रणका लागि यो राम्रो समाचार पनि हुन सक्छ। यदि
केही संक्रमणले वास्तवमै मानिसमा मोटोपन बढाउँछन् भने, खोप (Vaccination) मार्फत यसको रोकथाम गर्न सकिने सम्भावना
धेरै छ।
तनाव कम गर्नुहोस्! (Chill!)
धेरै ठूलो तनावले मानिसको तौल घटाउन
सक्छ, तर दैनिक जीवनमा हुने
सामान्य तनावले यसको ठीक उल्टो असर गर्न सक्छ। त्यसैले आफ्नो शरीरलाई स्वस्थ राख्न
गहिरो सास लिनुहोस् र चाडपर्वका बेला हुने पारिवारिक झगडाले आफूलाई धेरै असर गर्न
नदिनुहोस्।
यदि त्यसो गर्न सक्नुभएन भने, नयाँ वर्षको डाइट सुरु गर्ने योजना केही
समयका लागि स्थगित गर्नुहोस्।
हालै गरिएको एउटा अनुसन्धानमा मुसालाई
केही समयसम्म कम क्यालोरी भएको खाना दिइयो। त्यसपछि ती मुसाहरू सामान्य अवस्थाको
भन्दा तनावप्रति धेरै संवेदनशील बने। डाइट समाप्त भएपछि पनि त्यो असर कायमै रह्यो।
त्यसपछि ती मुसाहरूले पहिलेभन्दा धेरै बोसोयुक्त खाना रोज्न थाले, जबकि कहिल्यै डाइट नगरेका मुसाहरूले
त्यस्तो गरेनन्।
येल विश्वविद्यालयको येल स्ट्रेस सेन्टरकी निर्देशक राजिता सिन्हाले मस्तिष्कको स्क्यान (Brain
Imaging) मार्फत अर्को
महत्त्वपूर्ण कुरा पत्ता लगाइन्।
तनाव हुँदा मस्तिष्कको भेन्ट्रल
स्ट्रायाटम (Ventral Striatum) नामक भाग बढी सक्रिय हुन्छ। यो भाग
पुरस्कार (Reward) प्राप्त
गर्ने भावना र बानीसँग सम्बन्धित हुन्छ।
उहाँका अनुसार,
"यदि कसैलाई उच्च क्यालोरी भएको खाना
खाने बानी छ भने, तनावले
त्यस्तो खाना खाने इच्छा अझ बढाउँछ।"
त्यसैले उनी केवल क्यालोरी गन्नुभन्दा
पनि सचेतता (Mindfulness), तनाव नियन्त्रण (Stress
Reduction) र ध्यान
(Meditation) गर्ने
सल्लाह दिन्छिन्।
यस्ता अभ्यासहरूले आफ्ना सोच र
व्यवहारले स्वास्थ्यमा कसरी नकारात्मक असर पारिरहेका छन् भन्ने कुरा बुझ्न मद्दत
गर्छ। साथै, यसले
तनावका कारण उत्पन्न हुने धेरै खाने इच्छा नियन्त्रण गर्न पनि सहयोग गर्छ।
त्यसैले सबैले मिलेर भन्नुहोस्—
"ॐ"
घर अलि चिसो राख्नुहोस्
पछिल्ला तीस वर्षमा अमेरिका र बेलायतका
घरहरू पहिलेभन्दा धेरै न्यानो हुन थालेका छन्।
युनिभर्सिटी कलेज लन्डनकी फिओना जोन्सन र
उनका सहकर्मीहरूका अनुसार यही कारणले मानिसहरू मोटा बन्दै गएका हुन सक्छन्।
इटालीको ट्युरिन विश्वविद्यालयकी सिमोना बो पनि
यस कुरामा सहमत छिन्।
उनले १,५०० भन्दा बढी मध्यम उमेरका मानिसमाथि
गरिएको छ वर्ष लामो अनुसन्धानमा के पत्ता लगाइन् भने—
जसको घरको तापक्रम सबैभन्दा बढी थियो,
उनीहरू अन्य
मानिसहरूको तुलनामा करिब दुई गुणा बढी मोटोपनको सिकार बने।
हामी काँप्दा शरीरले धेरै ऊर्जा खर्च गर्छ।
तर शरीरलाई अतिरिक्त क्यालोरी जलाउन अत्यधिक चिसो हुनु आवश्यक छैन।
हाम्रो शरीरमा दुई प्रकारका बोसो
हुन्छन्—
·
सेतो बोसो (White Fat) – शरीरमा धेरै मात्रामा पाइने बोसो।
·
खैरो बोसो (Brown Fat) – विशेष गरी शिशुहरूमा धेरै पाइने र
वयस्कमा मुख्यतः घाँटी वरिपरि रहने बोसो।
जब वातावरणको तापक्रम करिब १८°
सेल्सियस पुग्छ,
तब खैरो बोसो सक्रिय
हुन्छ र शरीरलाई न्यानो बनाउन ऊर्जा जलाउन थाल्छ।
तर यदि मानिस सधैँ धेरै न्यानो
वातावरणमा बस्यो भने, खैरो
बोसो बिस्तारै घट्दै जान्छ। त्यससँगै शरीरले अतिरिक्त क्यालोरी जलाउने क्षमता पनि
कम हुँदै जान्छ।
फिओना जोन्सनका अनुसार,
तापक्रम १५° सेल्सियसदेखि २८° सेल्सियससम्म बढ्दै
जाँदा शरीरले क्रमशः कम ऊर्जा खर्च गर्छ।
त्यसैले घरको तापक्रम अलिकति मात्र
घटाउँदा पनि केही न केही सकारात्मक प्रभाव पर्न सक्छ।
घरमा यो उपाय अपनाएर हेर्नुहोस्।
खानाको प्याकेजिङमा
ध्यान दिनुहोस् (Watch
the Packaging)
खाना किन्दा त्यसमा रहेको पोषणसम्बन्धी
विवरण (Nutrition Label) मात्र होइन, त्यसलाई
प्याक गरिएको सामग्री (Packaging Material)
मा पनि ध्यान दिनु
आवश्यक छ।
केही प्लास्टिकका प्याकेट र टिनका
डिब्बामा अन्तःस्रावी प्रणालीमा असर गर्ने रसायन
(Endocrine Disrupting Chemicals) हुन्छन्। यी रसायनहरू खाना वा पेय
पदार्थमा मिसिन सक्छन्। अहिलेका अनुसन्धानहरूले यस्ता रसायन र मोटोपन बीच
सम्बन्ध रहेको देखाउन थालेका छन्।
यी रसायनहरूले शरीरका हर्मोनहरूको
सामान्य कार्यमा अवरोध पुर्याउँछन्। विशेष गरी, धेरैजसोले थाइराइड ग्रन्थिको कार्यलाई असर गर्छन्। थाइराइडले
शरीरको मेटाबोलिक दर (Metabolic Rate)
नियन्त्रण गर्ने
हर्मोन उत्पादन गर्छ।
यस्ता रसायनमध्ये एउटा समूहलाई फ्थालेट्स
(Phthalates) भनिन्छ।
यसले शरीरको कोषभित्र रहेको PPAR-गामा (Peroxisome
Proliferator-Activated Receptor Gamma) नामक रिसेप्टरलाई सक्रिय बनाउँछ। यो
रिसेप्टरले शरीरमा बोसो सञ्चय गर्ने र ग्लुकोजको
चयापचय (Metabolism) गर्ने
कार्यमा महत्त्वपूर्ण भूमिका खेल्छ।
सन् २०१० मा बोस्टन विश्वविद्यालयका एलिजाबेथ ह्याचको नेतृत्वमा गरिएको अनुसन्धानले देखायो
कि शरीरको तौल सूचकाङ्क (BMI) र कम्मरको घेराइ बढी
भएका पुरुषहरूको रगतमा फ्थालेट्सका अवशेष (Metabolites) पनि बढी मात्रामा पाइएका थिए।
अन्य अनुसन्धानहरूले बिस्फेनोल–ए (Bisphenol A) नामक अर्को रसायन पनि मोटोपनसँग
सम्बन्धित हुन सक्ने देखाएका छन्।
यद्यपि यी रसायनहरू वास्तवमै कति
हानिकारक छन् भन्ने विषयमा अझै अनुसन्धान र बहस जारी छ। साथै, यिनबाट पूर्ण रूपमा बच्न पनि सजिलो छैन।
तर सम्भव भएसम्म PVC (Type–3) लेखिएको प्लास्टिकको प्याकेजिङबाट बच्नु
राम्रो हुन्छ, किनकि
यसमा फ्थालेट्स वा बिस्फेनोल–ए
हुन सक्छ।
विशेष गरी धेरै बोसोयुक्त खाना किन्दा
अझ बढी सावधानी अपनाउनु आवश्यक छ, किनकि यस्ता रसायनहरू बोसोयुक्त खानामा सजिलै जम्मा हुन्छन्।
यसले शरीरमा दोहोरो जोखिम निम्त्याउन सक्छ।
बत्तीको उज्यालो कम
गर्नुहोस् (Turn Down the
Lights)
यदि तपाईंका लागि बिदाको समयमा गर्ने
मुख्य "व्यायाम" भनेको राति अबेरसम्म साथीभाइसँग बसेर बियरका गिलास
उठाउनु हो भने, तपाईंले
केवल अतिरिक्त क्यालोरीको मात्र होइन, रातिको उज्यालोको पनि चिन्ता गर्नुपर्छ।
ओहायो स्टेट विश्वविद्यालयका र्यान्डी नेल्सन र
उनका अनुसन्धान टोलीले मुसामाथि एउटा अध्ययन गरे।
आठ हप्तासम्म रातिको उज्यालोमा राखिएका
मुसाहरू सामान्य दिन–रातको
चक्रमा राखिएका मुसाको तुलनामा करिब १० प्रतिशत बढी तौल भएका थिए।
यो रोचक कुरा थियो, किनकि दुवै समूहका मुसाले उस्तै
मात्रामा खाना खाएका थिए र उस्तै मात्रामा व्यायाम पनि गरेका थिए।
अन्य धेरै अनुसन्धानहरूले पनि रातको
पालो (Shift Work) मा
काम गर्ने मानिसहरूमा मोटोपन बढी हुने देखाएका छन्।
र्यान्डी नेल्सनका अनुसार, रातिको उज्यालोले शरीरको सर्केडियन
घडी (Circadian Clock Genes) लाई असर गर्न सक्छ। यसले शरीरको चयापचय प्रणाली (Metabolism)
मा परिवर्तन ल्याउन
सक्छ।
उहाँले भन्नुहुन्छ,
"सबैका लागि उपयुक्त उज्यालोको निश्चित
समय निर्धारण गर्न गाह्रो हुन्छ।"
तर उहाँको सुझाव छ—
·
हरेक
दिन सकेसम्म समान समयमा सुत्ने र उठ्ने बानी बसाल्नुहोस्।
·
राति निलो
प्रकाश (Blue Light) बाट
सकेसम्म बच्नुहोस्।
आजकल प्रयोग हुने धेरै LED बल्बहरूबाट निस्कने निलो प्रकाशले शरीरको जैविक
घडी (Circadian System) मा
विशेष रूपमा नकारात्मक असर पार्ने कुरा अनुसन्धानले देखाएको छ।
ग्रामीण क्षेत्रमा
बसाइँ सर्नुहोस् (Move to
the Country)
खुला हावामा छिटोछिटो हिँड्नु वा दौडिनु
शरीरको अतिरिक्त बोसो घटाउनका लागि निकै लाभदायक हुन्छ। तर यदि तपाईं धेरै
प्रदूषित सहरमा व्यायाम गर्दै हुनुहुन्छ भने, त्यसले अपेक्षित लाभ नदिन पनि सक्छ।
वायु प्रदूषण भएको
हावा सास फेर्दा पेट वरिपरि अतिरिक्त बोसो जम्मा हुन सक्छ। यसले शरीरका कोषहरूलाई इन्सुलिन प्रति
कम संवेदनशील बनाउँछ, जसका
कारण टाइप–२ मधुमेह हुने
जोखिम पनि बढ्छ।
ओहायो स्टेट विश्वविद्यालयका सियाओहुआ स्यु (Xiaohua Xu)
भन्छन्,
“हामीलाई विश्वास छ कि अहिले विश्वभर
बढिरहेको मोटोपनको समस्यामा वायु प्रदूषणले महत्त्वपूर्ण भूमिका खेलेको छ।”
उनले युवा मुसाहरूलाई प्रति
दिन ६ घण्टा, हप्ताको ५
दिन, अत्यधिक
प्रदूषित हावामा राखे। १० हप्तापछि, ती मुसाहरूको पेटमा, समान खाना खाएर पनि सफा हावा सास फेर्ने
मुसाको तुलनामा करिब ५० प्रतिशत बढी बोसो जम्मा
भएको पाइयो।
त्यस्ता मुसाहरूको रगतमा Tumour Necrosis Factor–Alpha (TNF-α) नामक सूजन (Inflammation) सँग सम्बन्धित प्रोटिनको मात्रा पनि बढी
थियो।
स्युका अनुसार, यही सूजनका कारण बोसोका कोषहरूमा
परिवर्तन आउनुका साथै इन्सुलिनप्रतिको संवेदनशीलता पनि घटेको हुन सक्छ।
अर्को अनुसन्धानले सूक्ष्म
धुलोका कण (Fine Particulate Air Pollution) को मात्रा बढी भएका स्थानहरूमा टाइप–२ मधुमेह पनि
बढी देखिएको जनाएको छ।
हार्भर्ड विश्वविद्यालयका जोन पियर्सन, जसले उक्त अनुसन्धानको नेतृत्व गरेका
थिए, भन्छन्,
“यो सम्बन्ध यति स्पष्ट देखिएला भन्ने
हामीलाई विश्वास नै लागेको थिएन।”
यद्यपि यस्ता सूक्ष्म धुलोका कणहरू हावासँगै
संसारभर फैलिन सक्छन्, त्यसैले
पूर्ण रूपमा बच्न सम्भव छैन। तर यदि छनोट गर्ने अवसर छ भने, सहरको प्रदूषित सडकमा दौडिनुभन्दा
गाउँको स्वच्छ वातावरणमा हिँड्नु वा दौडिनु बढी लाभदायक हुन्छ।
पर्याप्त निद्रा
लिनुहोस् (Have a Lie-in)
यदि तपाईं बिदाको समयमा केही समय बढी
सुत्न चाहनुहुन्छ भने, त्यसका
लागि यो एउटा राम्रो कारण हुन सक्छ।
पर्याप्त निद्रा नपुग्दा पनि मानिस
मोटाउन सक्छ।
इटालीको ट्युरिन विश्वविद्यालयकी सिमोना बोले गरेको छ वर्ष लामो अनुसन्धानले देखायो कि अध्ययन अवधिमा मोटोपन भएका
मानिसहरू रातमा औसत ६.३ घण्टा मात्र सुत्थे,
जबकि स्वस्थ तौल कायम
राख्ने मानिसहरू औसत ७.२ घण्टा सुत्थे।
यो सम्बन्ध शारीरिक गतिविधिको मात्रा
जस्ता अन्य कारणहरूलाई पनि ध्यानमा राखेपछि पनि यथावत् देखियो।
त्यस्तै, न्युजिल्यान्डको ओटागो विश्वविद्यालयकी रेचल टेलरले ३ देखि ५ वर्षका बालबालिकामा अध्ययन गर्दा, प्रतिरात औसत ११ घण्टाभन्दा कम सुत्ने बालबालिका सात
वर्षको उमेरसम्म पुग्दा अधिक तौल वा मोटोपन हुने
सम्भावना बढी रहेको पत्ता लगाइन्।
निद्राको कमी हुँदा शरीरमा लेप्टिन
(Leptin) नामक
भोक कम गराउने हर्मोनको स्राव घट्छ।
त्यसैगरी घ्रेलिन (Ghrelin) नामक भोक बढाउने हर्मोनको मात्रा बढ्छ।
रेचल टेलरका अनुसार,
“वा यसको सरल कारण पनि हुन सक्छ—कम सुत्ने मानिससँग खाना खाने समय बढी
हुन्छ।”
जुनसुकै कारण भए पनि, एक घण्टा बढी सुत्नु जिममा गएर कडा
व्यायाम गर्नु भन्दा धेरै सजिलो उपाय हुन सक्छ।
–
एम्मा
यङ
A. Match the words with their meanings.
|
Question |
Answer |
|
a. in spite of what has just been
said or referred to |
nevertheless |
|
b. a strong desire or impulse |
craving |
|
c. the ability to continue trying
to do something although it is very difficult |
determination |
|
d. to attract attention to or
emphasize something important |
highlighted |
|
e. arguing about things that are
not important |
bickering |
|
f. not having things or conditions
that are usually considered necessary |
deprivation |
|
g. continue to exist |
persist |
|
h. soft loose flesh on a person's
body |
flab |
|
i. to improve or increase something |
boost |
|
j. a limiting condition on
something |
restriction |
Sentences
1. Nevertheless:
It was raining; nevertheless, we played football.
2. Craving:
She had a craving for chocolate.
3. Determination:
With determination, he passed the exam.
4. Highlighted:
The teacher highlighted the important points.
5. Bickering:
The children kept bickering over toys.
6. Deprivation:
Sleep deprivation can affect health.
7. Persist:
Never persist in bad habits.
8. Flab:
Regular exercise helps reduce flab.
9. Boost:
Fruits boost our immunity.
10. Restriction:
There is a speed restriction on this road.
B. Words ending in –ion and –ness
–ion
·
education
·
information
·
vaccination
·
restriction
·
pollution
·
discussion
·
collection
·
communication
·
protection
·
celebration
–ness
·
happiness
·
sadness
·
kindness
·
goodness
·
weakness
·
darkness
·
awareness
·
illness
·
politeness
·
neatness
C. Silent Letter Words
a.
Silent b
climb, dumb, doubt, comb, thumb,
debt, lamb
b.
Silent d
Wednesday, handsome, sandwich,
handkerchief
c. Silent
h
hour, honest, honour, heir, ghost,
ghee, exhaust, exhibition
d.
Silent k
know, knee, knowledge, knit, knife
e.
Silent n
column, autumn, condemn, hymn, damn
f.
Silent p
receipt, cupboard, pneumonia,
psychology
Comprehension
A. Write whether the following
statements are True, False or Not Given.
a. During the
holidays people eat and drink more than usual.
Answer:
True
b. Getting too
little exercise and eating too much is the reason why people put on weight.
Answer:
False
c. David Allison’s
research involved studying rats under laboratory conditions.
Answer:
False
d. You may need to
go shopping for clothes if you come down with a cold.
Answer:
True
e. Adenovirus-36
(AD-36) decreases the percentage of fat in the fat cells.
Answer:
False
f. Vaccination
against infections could be used in the future to prevent obesity.
Answer:
True
g. People under
severe stress can experience breathing difficulties.
Answer:
False
h. A study
indicates that mice that have never been on a diet choose fatty food, when
given a choice between high-calorie or low-calorie food products.
Answer:
True
i. Rajita Sinha
has been studying the connection between brain activity and behaviour.
Answer:
True
j. Specific
hormones regulate our appetite.
Answer:
True
B. Answer the following questions.
a. In
what sense are the holidays a time of excess? When can a person gain weight?
Answer: Holidays
are a time of excessive eating, drinking and celebration. A person gains weight
when they eat too much and exercise too little.
b.
According to David Allison, which factor contributes to excess obesity?
Answer: David
Allison says that environmental and biological factors, including those
affecting animals, may contribute to obesity.
c.
What, according to Dhurandhar, can be the way of preventing fatness?
Answer: Dhurandhar
believes that vaccination against certain infections, such as AD-36, may help
prevent obesity.
d. What
is the relationship between chill and obesity? How can saying 'om' help reduce
fatness?
Answer: Everyday
stress can increase cravings for high-calorie foods and lead to obesity. Saying
"om" through meditation helps reduce stress and control unhealthy
eating habits.
e. Why
is it necessary to be careful while buying plastic packaged fatty foods?
Answer: Plastic
packaging may contain harmful chemicals such as phthalates and bisphenol A that
can enter fatty foods and contribute to obesity.
f. Why
does Nelson suggest avoiding blue wavelengths of light at night?
Answer: Blue light
disturbs the body's circadian rhythm, affects metabolism and may increase the
risk of obesity.
g. How
does breathing polluted air affect one's fatness?
Answer: Polluted
air causes fat to accumulate around the stomach, reduces insulin sensitivity
and increases the risk of obesity and type-2 diabetes.
h. What
is the link between sleep and weight?
Answer: Too little
sleep increases appetite by changing hormone levels, leading to overeating and
weight gain.
Critical Thinking
a. What
do you do to keep yourself fit? What food do you avoid and why?
Answer: I keep
myself fit by exercising regularly, walking every morning, drinking plenty of
water and eating fresh fruits and vegetables. I avoid junk food, sugary drinks
and oily foods because they increase body weight and can cause health problems.
b.
Healthy citizens are the greatest asset of a country. What can a state do to
keep her citizens healthy?
Answer: The state
should provide quality healthcare services, promote healthy eating, encourage
regular exercise, ensure clean drinking water and sanitation, reduce pollution,
organize health awareness programs, provide vaccination and make parks and
sports facilities available to the public.
Grammar
B. Complete the sentences.
a.
Everyone has
problems in their life.
Countries also have
problems, and so does the world.
One of the greatest problems is
the growing population.
The population in some countries is
huge.
b.
A number of my friends love
riding bicycles, but neither my brother nor my sister owns a
cycle.
At 4 o'clock, either my mother or
father is coming to pick me up.
c.
The pair of shoes on the floor is
mine.
The shoes were
made in China.
The three thousand rupees I spent
on them was worth it.
C. Correct the sentences.
a. Every one of the workers receives
the same benefits.
b. There are two
gerbils in my bathroom.
c. Both of my friends live in
Kathmandu.
d. Scissors are
used to cut our hair.
e. You and your friends are welcome
to join us.
f. Is the news on
at five or six?
g. The man with all his children lives
in the city.
h. Mathematics is
Prem's favourite subject, while Economics is Alina's favourite subject.
Unit 7
Ecology and Development
Foresters
without Diplomas
The Green Belt
Movement started in my backyard. I was involved in a political campaign with a
man I was married to; I was trying to see what I could do for the people who
were helping us during our campaign, people who came from the poor communities.
I decided to create jobs for them: cleaning their constituency, planting trees
and shrubs, cleaning homes of the richer people in the communities, and getting
paid for those services. That never worked, because poor people wanted support
right away, and I didn’t have money to pay them before the people we were
working for had paid me. So I dropped the project but stayed with the idea.
Then, in 1976, two years after the first backyard idea, I was invited to join
the National Council of Women of Kenya.
We were into the
UN’s “women’ decade”, and I got exposed to many of the problems women were
facing: problems of firewood, malnutrition, lack of food and adequate water,
unemployment, soil erosion. Quite often what we see in the streets of our
cities, in the rural areas, in the slums, are manifestations of mistakes we
make as we pretend we are “developing”, as we pursue what we are now calling
maldevelopment. And so we decided to go to the women. Why? Well, I am a woman.
I was in a women’s English: Grade 11 63 organization. Women are the ones most
affected by these problems. Women are concerned about children, about the
future.
So we went to
the women and talked about planting trees and overcoming, for example, such
problems as the lack of firewood and building and fencing materials, stopping
soil erosion, protecting water systems. The women agreed, although they didn’t
know how to do it.
The next few
months we spent teaching them how to do it. We first called the foresters to
come and show the women how you plant trees. The foresters proved to be very
complicated because they have diplomas; they have complicated ways of dealing
with a very simple thing like looking for seeds and planting trees. So
eventually we taught the women to just do it using common sense and they did.
They were able to look for seeds in the neighborhood, and learn to recognize
seedlings as they germinate when seeds fall on the ground. Women do not have to
wait for anybody to grow trees. They are really foresters without a diploma.
We started on
World Environment Day, June 5, 1977; that’s when we planted the first seven
trees. Now, only two are still standing. They are beautiful Nandi flame trees.
The rest died. But by 1988, when we counted according to the records women sent
back to us, we had 10 million trees surviving. Many had already matured to be
used by the women. But the most important thing is that the women were now
independent; had acquired knowledge, techniques; had become empowered. They
have been teaching each other. We started with one tree nursery in the backyard
of the office of the National Council of Women. Today we have over 1,500 tree
nurseries, 99 percent run by women.
The women get a
very small payment for every seedling that survives. The few men who come are
extremely poor, so poor that they don’t mind working with women. Women do a lot
of work that requires caring. And I don’t believe that it is solely
indoctrination. Women started the environmental movement, and now it has become
a movement that even financial donors see they should put money in, because the
efforts are providing results. But the minute money is in, the men come in. I
would not be surprised that eventually the more successful the Green Belt
movement becomes, the more infiltrated it will be by men, who will be there
more for the economic benefit than the commitment.
Although men are
not involved in the planting at the nursery, they are involved in the planting
of trees on farms. These are small-scale farmers. In our part of Africa, men 64
English: Grade 11 own land; in some communities they own separate titles to the
land; in others there is still communal ownership, which is the tradition in
Africa. We are most successful in communities where women are involved in land
farming.
In Kenya, as in
so much of the African continent, 80 percent of the farmers and the fuel
gatherers are women. Women also keep animals. A large population of Kenyans are
nomadic communities: the Maasai, the Samburu, the Somalis, most of the northern
communities. We have been unsuccessful there. Yet this is where trees are much
needed. Areas that are green now will soon be a desert if not cared for.
We have been
approached by other countries, and in 1987 - 88 we launched what we hoped would
become an effort to initiate Green Belt like activities in other African
countries. Unfortunately, we have not been able to follow up. We started having
our own problems in Kenya because of our having criticized the government for
wanting to put up a big building in a Nairobi public park. But we are
encouraging an establishment of a Green Belt Centre in Nairobi, where people
can come and experience development that is community oriented, with community
decision-making, and with development appropriate to the region.
Funding is
always a problem. We never received any financial support from the Kenyan
government. They gave us an office which they took away as soon as we
criticized them. (In a way, it is good they didn’t give us money because they
would have withdrawn that.) We receive much of our support from abroad, mostly
from women all over this world, who send us small cheques. And the United
Nations Development Fund for Women gave us a big boost, $100,000 in 1981. We
also received support from the Danish Voluntary Fund and the Norwegian Agency
for International Development. In the US we are supported by the African
Development Foundation, which helped us make a film about the Green Belt
Movement in 1985. Information on the film can be obtained from the Public
Affairs Officer of the African Development Foundation, 1400 I Street, N.W.,
Washington D.C. 20005.
In the field, we
now have about 750 people who teach new groups and help with the compilation of
the reports, which we monitor to have an idea of what is happening in the
field. At the headquarters, we now have about 40 people. When we were kicked
out of our office, the headquarters moved back to my house; a full-circle
return to where we started.
But it’s 10
million trees later – not quite where we started. For myself, now that my two
boys and a girl are big - the last boy is still in high school when we have
English: Grade 11 65 trained enough women in leadership and fundraising, I
would love to go back into an academic institution. I do miss it. My filed is
biology. But I was into microanatomy and developmental anatomy. I would love to
be able to read more about community development and motivation and write about
the experience that I have had in the field. And perhaps train people on
grass-roots projects. But that will have to wait. I earn maybe a tenth of what
I could earn on the international market if I sold my expertise and energy, and
I’m sure many people would probably consider me a fool. At home the men don’t
believe that I don’t make a fortune out of the Green Belt Movement. But all
over the world we women do this sort of thing.
My greatest
satisfaction is to look back and see how far we have come. Something so simple
but meaning so much, something nobody can take away from the people, something
that is changing the face of the landscape. But my greatest disappointment has
been since I returned to Kenya in 1966 after my education in the United States.
When I was growing up and going through school, I believe that the sky is the
limit. I realized when I went home that the sky is not the limit, that human
beings can make the limit for you, stop you from pursuing your full potential.
I have had to fight to make a contribution. We lose so much from people because
we don’t allow them to think freely and do what they can. So they lose their
interest; their energy; the opportunity to be creative and positive. And
developing countries need all the energy they can get.
I tell people
that if they know how to read and write it is an advantage. But that all we
really need is a desire to work and common sense. These are usually the last
two things people are asked for. They are usually asked to use imposed
knowledge they do not relate to, so they become followers rather than leaders.
For example, because I criticized the political leadership, I have been
portrayed as subversive, so it’s very difficult for me to not feel constrained.
I have the energy; I want to do exactly what they spend hours in the UN talking
about. But when you really want to do it you are not allowed, because the
political system is not tolerant or encouraging enough.
But we must
never lose hope. When any of us feels she has an idea or an opportunity, she
should go ahead and do it. I never knew when I was working in my backyard that
I was playing around with would one day become a whole movement. One person can
make the difference.
Wangari
Maathai
एकाइ ७ :
पारिस्थितिकी र विकास
डिग्रीबिनाका वनकर्मी
(Foresters without
Diplomas)
–
वाङ्गारी
मथाई
ग्रीन बेल्ट आन्दोलन (Green Belt
Movement) मेरो
आफ्नै घरको पछाडिको आँगनबाट सुरु भएको हो।
त्यतिबेला म आफ्ना श्रीमान्सँग एउटा
राजनीतिक चुनावी अभियानमा संलग्न थिएँ। चुनावी अभियानका क्रममा हामीलाई सहयोग
गर्ने गरिब समुदायका मानिसहरूका लागि मैले के गर्न सक्छु भनेर सोच्न थालेँ।
मैले उनीहरूका लागि रोजगारी सिर्जना
गर्ने योजना बनाएँ। उनीहरूले आफ्नो निर्वाचन क्षेत्र सफा गर्ने, रूख र झाडी रोप्ने, धनी मानिसहरूको घर सफा गर्ने र त्यसबापत
पारिश्रमिक पाउने व्यवस्था गर्ने सोच थियो।
तर यो योजना सफल हुन सकेन। गरिब
मानिसहरूलाई तुरुन्तै पैसा चाहिन्थ्यो, तर मैले उनीहरूलाई काम गराएका मानिसहरूले मलाई पैसा नदिएसम्म
उनीहरूलाई तलब दिन सक्दिनथेँ।
त्यसैले मैले त्यो योजना त्यागेँ,
तर त्यसको मूल विचार
भने मनमै राखेँ।
पछि, सन् १९७६ मा, अर्थात् पहिलो प्रयासको दुई वर्षपछि,
मलाई केन्याको
राष्ट्रिय महिला परिषद् (National Council of Women of Kenya) मा सहभागी हुन निमन्त्रणा आयो।
त्यो समय संयुक्त राष्ट्रसंघले घोषणा
गरेको "महिलाहरूको दशक" चलिरहेको
थियो। त्यस क्रममा मैले महिलाहरूले भोगिरहेका धेरै समस्याहरूलाई नजिकबाट बुझ्ने
अवसर पाएँ।
उनीहरूले दाउरा अभाव, कुपोषण, खाद्यान्नको कमी, स्वच्छ पानीको अभाव, बेरोजगारी र माटो कटानजस्ता समस्याहरू
भोगिरहेका थिए।
हामीले शहरका सडकहरू, गाउँहरू र झुपडपट्टीहरूमा देख्ने धेरै
समस्याहरू वास्तवमा हामीले विकासको नाममा गरेका गल्तीहरूको परिणाम हुन्। आज हामी
जसलाई "कुविकास (Maldevelopment)"
भन्छौँ, ती समस्याहरू त्यसैका उदाहरण हुन्।
त्यसैले हामीले महिलाहरूलाई नै
केन्द्रमा राखेर काम गर्ने निर्णय गर्यौँ।
किन?
किनभने म स्वयं एक महिला थिएँ। म
महिलाहरूको संगठनमा काम गर्थेँ। यी सबै समस्याबाट सबैभन्दा बढी प्रभावित पनि
महिलाहरू नै थिए। उनीहरू आफ्ना बालबालिका र भविष्यप्रति बढी चिन्तित हुन्थे।
हामी महिलाहरूकहाँ पुग्यौँ र उनीहरूसँग
रूख रोप्ने, दाउराको
अभाव हटाउने, घर
निर्माण तथा बार लगाउने सामग्री उपलब्ध गराउने, माटो कटान रोक्ने र पानीका स्रोतहरूको
संरक्षण गर्ने विषयमा छलफल गर्यौँ।
महिलाहरू यस कार्यका लागि तयार भए। तर
उनीहरूलाई रूख कसरी रोप्ने भन्ने ज्ञान थिएन।
त्यसपछि हामीले केही महिनासम्म
उनीहरूलाई रूख रोप्ने तरिका सिकायौँ।
सुरुमा हामीले वन विभागका प्राविधिक (Foresters)
हरूलाई बोलायौँ,
ताकि उनीहरूले
महिलाहरूलाई रूख कसरी रोप्ने भनेर सिकाउन सकून्।
तर ती वन प्राविधिकहरूको काम गर्ने शैली
निकै जटिल थियो। उनीहरूसँग डिग्री थियो, त्यसैले उनीहरूले एउटा सामान्य कामलाई
पनि अत्यन्त कठिन बनाए। बीउ कसरी खोज्ने, कसरी रोप्ने भन्ने कुरालाई पनि उनीहरूले
धेरै जटिल रूपमा सिकाए।
अन्ततः हामीले महिलाहरूलाई आफ्नो
सामान्य बुद्धि (Common Sense) प्रयोग गरेर काम गर्न सिकायौँ।
उनीहरूले आफ्नै गाउँ–टोलमा बीउ खोज्न थाले। जमिनमा खसेका
बीउहरूबाट उम्रिएका बिरुवाहरू चिन्न सिके।
अब महिलाहरूले कसैले रूख हुर्काइदिने
प्रतीक्षा गर्नुपरेन।
उनीहरू वास्तवमै "डिग्रीबिनाका वनकर्मी" बने।
हामीले सन् १९७७, जुन ५, अर्थात् विश्व वातावरण दिवस (World
Environment Day) का
दिन यो अभियान सुरु गर्यौँ। त्यही दिन हामीले पहिलो सातवटा रूख रोप्यौँ।
आज तीमध्ये दुईवटा मात्र जीवित छन्।
ती सुन्दर नान्डी फ्लेम (Nandi Flame)
जातका रूख हुन्।
बाँकी सबै मरे।
तर सन् १९८८ सम्म आइपुग्दा, महिलाहरूले पठाएका अभिलेखअनुसार एक
करोड (१० मिलियन) रूखहरू जीवित रहेको तथ्याङ्क प्राप्त भयो। तीमध्ये
धेरै रूखहरू यति ठूला भइसकेका थिए कि महिलाहरूले दाउरा, काठ तथा अन्य आवश्यक कामका लागि प्रयोग
गर्न थालेका थिए।
तर यस अभियानको सबैभन्दा ठूलो उपलब्धि
भनेको महिलाहरू आत्मनिर्भर बन्नु थियो।
उनीहरूले नयाँ ज्ञान, सीप र प्रविधि सिके। उनीहरूमा
आत्मविश्वास बढ्यो र उनीहरू सक्षम बने। उनीहरूले आफूले सिकेका कुरा अरू महिलालाई
पनि सिकाउन थाले।
सुरुमा हामीसँग
राष्ट्रिय महिला
परिषद्को कार्यालयको पछाडिपट्टि एउटा मात्र बिरुवा उत्पादन केन्द्र (नर्सरी) थियो।
तर आज १,५०० भन्दा बढी नर्सरीहरू सञ्चालनमा
छन्, जसका ९९
प्रतिशत महिलाहरूले सञ्चालन गरेका छन्।
महिलाहरूले हुर्काएका प्रत्येक बिरुवा
सफलतापूर्वक बाँचेपछि उनीहरूलाई सानो रकम दिइन्थ्यो।
कहिलेकाहीँ केही पुरुषहरू पनि यस
कार्यक्रममा सहभागी हुन्थे। तर ती पुरुषहरू अत्यन्त गरिब हुन्थे। उनीहरू यति गरिब
थिए कि महिलासँगै काम गर्न उनीहरूलाई कुनै आपत्ति थिएन।
महिलाहरू स्वभावैले हेरचाह र संरक्षणसँग
सम्बन्धित काम राम्रोसँग गर्न सक्छन्।
मलाई लाग्दैन कि यो केवल समाजले सिकाएको
व्यवहार (Indoctrination) मात्र
हो।
वास्तवमा पर्यावरण संरक्षण आन्दोलनको सुरुवात
महिलाहरूले गरेका थिए।
पछि यो आन्दोलन यति सफल भयो कि विभिन्न
आर्थिक सहयोगदाता संस्थाहरूले पनि यसमा लगानी गर्न थाले, किनकि उनीहरूले यसका सकारात्मक
परिणामहरू देखेका थिए।
तर एउटा कुरा मैले अनुभव गरेँ।
जुनबेला यस अभियानमा धेरै पैसा आउन
थाल्यो, त्यहीबेला धेरै
पुरुषहरू पनि यसमा सहभागी हुन थाले।
मलाई कुनै आश्चर्य लाग्ने छैन यदि
भविष्यमा ग्रीन बेल्ट आन्दोलन अझ
सफल हुँदै जाँदा यसमा पुरुषहरूको सहभागिता अझ बढ्यो भने।
किनकि उनीहरूमध्ये धेरैजना वातावरणप्रतिको
प्रतिबद्धताभन्दा पनि आर्थिक लाभका लागि आउने सम्भावना हुन्छ।
यद्यपि नर्सरीमा बिरुवा उत्पादन गर्ने
काममा पुरुषहरूको खासै सहभागिता थिएन, तर खेतबारीमा ती बिरुवा रोप्ने काममा उनीहरू पनि सहभागी
हुन्थे।
ती सबै साना किसानहरू थिए।
हाम्रो अफ्रिकी समाजमा प्रायः जग्गाको
स्वामित्व पुरुषहरूसँग हुन्छ।
कतिपय समुदायमा प्रत्येक व्यक्तिको
छुट्टै जग्गाको लालपुर्जा हुन्छ भने, केही समुदायमा अझै पनि सामूहिक भूमि स्वामित्व (Communal
Ownership) कायम
छ, जुन अफ्रिकाको
परम्परागत व्यवस्था हो।
हामीले सबैभन्दा बढी सफलता त्यही
समुदायहरूमा पायौँ जहाँ महिलाहरू खेतीपातीमा सक्रिय रूपमा
सहभागी थिए।
केन्यामा, अफ्रिकाका धेरै देशहरूमा जस्तै, करिब ८० प्रतिशत किसान तथा दाउरा संकलन
गर्ने व्यक्तिहरू महिलाहरू हुन्।
महिलाहरूले घरपालुवा जनावरको हेरचाह पनि
गर्छन्।
केन्याका धेरै मानिसहरू घुमन्ते
(Nomadic) जीवन
बिताउँछन्। जस्तै—
·
मासाई
(Maasai)
·
साम्बुरु
(Samburu)
·
सोमाली
(Somalis)
·
तथा
उत्तरी क्षेत्रका अन्य समुदायहरू।
यी समुदायहरूमा भने हामीले खास सफलता
पाउन सकेनौँ।
तर विडम्बना के हो भने, रूखहरूको सबैभन्दा बढी आवश्यकता पनि
यिनै क्षेत्रमा छ।
यदि अहिले हरियाली देखिएका ती
क्षेत्रहरूको उचित संरक्षण गरिएन भने, निकट भविष्यमा ती मरुभूमि (Desert) मा परिणत हुन सक्छन्।
हामीलाई अफ्रिकाका अन्य देशहरूबाट पनि
यस्तै कार्यक्रम सुरु गर्न अनुरोध आउन थाले।
त्यसैले सन् १९८७–८८ मा हामीले अन्य अफ्रिकी देशहरूमा पनि ग्रीन
बेल्ट आन्दोलनजस्तै कार्यक्रम सुरु गर्ने प्रयास गर्यौँ।
तर दुर्भाग्यवश, हामीले त्यस कार्यलाई निरन्तरता दिन
सकेनौँ।
किनभने त्यतिबेलासम्म केन्यामै हामीले
आफ्नै समस्याहरू भोग्न थालेका थियौँ।
सरकारले नाइरोबीको सार्वजनिक पार्कमा एउटा ठूलो भवन बनाउन खोजेको थियो। हामीले
त्यस योजनाको विरोध गर्यौँ। त्यसपछि सरकारसँग हाम्रो सम्बन्ध बिग्रियो र विभिन्न
समस्याहरू उत्पन्न भए।
यद्यपि, हामी अझै पनि नाइरोबीमा एउटा ग्रीन बेल्ट केन्द्र (Green
Belt Centre) स्थापना
गर्ने प्रयास गरिरहेका छौँ।
यस केन्द्रमा आउने मानिसहरूले समुदायमा
आधारित विकास (Community-oriented Development), समुदायको सहभागितामा निर्णय गर्ने
प्रक्रिया (Community Decision-making) र स्थानीय आवश्यकता अनुसारको विकासको अनुभव प्राप्त गर्न
सक्नेछन्।
आर्थिक सहयोग (Funding)
आर्थिक स्रोत जुटाउनु हाम्रो लागि सधैँ
ठूलो चुनौती रह्यो।
हामीले केन्या सरकारबाट कहिल्यै आर्थिक सहयोग
पाएनौँ।
सरकारले सुरुमा हामीलाई एउटा कार्यालय
दिएको थियो। तर जब हामीले उनीहरूको आलोचना गर्यौँ, उनीहरूले त्यो कार्यालय पनि फिर्ता लिए।
एक हिसाबले हेर्दा, यो राम्रो पनि भयो।
किनभने यदि सरकारले हामीलाई पैसा दिएको
भए, आलोचना गरेपछि त्यो
पनि फिर्ता लिने थियो।
हामीले अधिकांश आर्थिक सहयोग विदेशबाट प्राप्त
गर्यौँ।
विशेष गरी संसारभरका धेरै महिलाहरूले स–साना रकमका चेकहरू पठाएर हाम्रो
अभियानलाई सहयोग गरे।
संयुक्त राष्ट्रसंघको महिला विकास कोष (United
Nations Development Fund for Women) ले सन् १९८१ मा १,००,००० अमेरिकी डलर सहयोग
गरेर हाम्रो अभियानलाई ठूलो ऊर्जा दियो।
त्यसैगरी हामीले डेनिस
स्वैच्छिक कोष (Danish Voluntary Fund) तथा नर्वेजियन अन्तर्राष्ट्रिय विकास निकाय
(Norwegian Agency for International Development) बाट पनि सहयोग प्राप्त गर्यौँ।
अमेरिकामा रहेको अफ्रिकी
विकास प्रतिष्ठान (African Development Foundation) ले सन् १९८५ मा ग्रीन बेल्ट आन्दोलन सम्बन्धी
वृत्तचित्र (Film) बनाउन
सहयोग गर्यो।
हालको अवस्था
हाल हाम्रो अभियानमा मैदान
स्तरमा करिब ७५० जना कार्यरत छन्।
उनीहरूले नयाँ समूहहरूलाई तालिम दिन्छन्,
प्रतिवेदन तयार गर्न
सहयोग गर्छन् र विभिन्न स्थानमा भइरहेको कामको अनुगमन गर्छन्।
मुख्य कार्यालय (Headquarters) मा अहिले करिब ४० जना कर्मचारी कार्यरत
छन्।
तर जब सरकारले हामीलाई कार्यालयबाट
निकालिदियो, हाम्रो
मुख्य कार्यालय फेरि मेरो आफ्नै घरमा सार्नुपर्यो।
यसरी हेर्दा, आन्दोलन फेरि त्यही ठाउँमा फर्कियो
जहाँबाट यसको सुरुवात भएको थियो।
तर एउटा कुरा भने निश्चित थियो—
१० मिलियन रूखहरू रोपिसकेपछि यो आन्दोलन
अब सुरुको अवस्थामा थिएन।
मेरो व्यक्तिगत चाहना
अहिले मेरा दुई छोरा र एक छोरी हुर्किसकेका
छन्। कान्छो छोरा अझै माध्यमिक विद्यालयमा पढिरहेको छ।
जब हामीले पर्याप्त महिलाहरूलाई नेतृत्व
विकास र आर्थिक स्रोत संकलन (Fundraising) सम्बन्धी तालिम दिन सफल हुनेछौँ,
त्यसपछि म फेरि शैक्षिक
संस्थामा फर्कन चाहन्छु।
मलाई विश्वविद्यालयको वातावरण धेरै
सम्झना आउँछ।
मेरो अध्ययनको मुख्य विषय जीवविज्ञान
(Biology) हो।
विशेष गरी मैले
सूक्ष्म शरीर रचना (Microanatomy)
र विकासात्मक
शरीर रचना (Developmental Anatomy) अध्ययन गरेकी थिएँ।
अब म समुदाय विकास, मानिसहरूलाई प्रेरित गर्ने उपायहरू तथा
मैले यस अभियानबाट सिकेका अनुभवहरूबारे अझ धेरै अध्ययन गर्न र पुस्तक लेख्न
चाहन्छु।
म जरा तह (Grassroots Level) का परियोजनाहरूमा काम गर्ने मानिसहरूलाई
पनि तालिम दिन चाहन्छु।
तर अहिले त्यो सम्भव भएको छैन।
यदि मैले आफ्नो ज्ञान र अनुभव
अन्तर्राष्ट्रिय बजारमा प्रयोग गरेको भए अहिले पाउने आम्दानीको झण्डै
दस गुणा बढी कमाउन सक्थेँ।
सायद धेरै मानिसहरूले मलाई मूर्ख पनि
ठान्लान्।
मेरो आफ्नै देशका धेरै पुरुषहरू अझै पनि ग्रीन
बेल्ट आन्दोलनबाट मैले धेरै पैसा कमाएकी छु भन्ने सोच्छन्।
तर संसारभरका धेरै महिलाहरूले
समाजसेवाको काम धन कमाउनका लागि होइन, समाज परिवर्तनका लागि गर्ने
गर्छन्।
मेरो जीवनको सबैभन्दा ठूलो सन्तुष्टि भनेको
पछाडि फर्केर हेर्दा हामीले कति ठूलो उपलब्धि हासिल गरेका रहेछौँ भन्ने देख्नु हो।
हामीले अत्यन्तै साधारण
कामबाट यस्तो परिवर्तन ल्यायौँ, जसको प्रभाव अत्यन्त ठूलो छ।
हामीले मानिसहरूलाई यस्तो सम्पत्ति
दिएका छौँ, जुन
कसैले पनि उनीहरूबाट खोस्न सक्दैन।
यस अभियानले प्राकृतिक वातावरणको स्वरूप नै परिवर्तन गरिरहेको
छ।
तर मेरो सबैभन्दा ठूलो निराशा भनेको
सन् १९६६ मा अमेरिकामा अध्ययन पूरा गरेर केन्या
फर्किएपछि अनुभव गरेको वास्तविकता हो।
जब म सानै थिएँ र विद्यालयमा पढ्थेँ,
मलाई लाग्थ्यो—
"मानिसले चाहे जे पनि गर्न सक्छ। उसको
सफलताको कुनै सीमा हुँदैन।"
तर आफ्नै देश फर्किएपछि मैले बुझेँ—
सीमा आकाशले होइन, मानिसहरूले नै बनाउँछन्।
मानिसहरूले अरूलाई उनीहरूको क्षमता
अनुसार अघि बढ्न नदिई रोक्न सक्छन्।
समाजमा केही योगदान दिनका लागि मैले
धेरै संघर्ष गर्नुपर्यो।
हामीले धेरै सक्षम मानिसहरू गुमाइरहेका
छौँ, किनभने उनीहरूलाई
स्वतन्त्र रूपमा सोच्न र आफ्नो क्षमता प्रयोग गर्न अवसर दिइँदैन।
फलस्वरूप उनीहरूले आफ्नो रुचि गुमाउँछन्,
ऊर्जा गुमाउँछन् र
सिर्जनशील तथा सकारात्मक बन्ने अवसर पनि गुमाउँछन्।
तर विकासशील देशहरूलाई त यिनै ऊर्जावान
र सिर्जनशील मानिसहरूको सबैभन्दा बढी आवश्यकता हुन्छ।
म मानिसहरूलाई सधैँ भन्छु—
पढ्न र लेख्न जान्नु ठूलो फाइदा हो।
तर वास्तवमा सफल हुनका लागि सबैभन्दा
आवश्यक कुरा भनेको—
·
काम गर्ने इच्छा (Desire to Work) र
·
सामान्य बुद्धि (Common Sense) हो।
दुर्भाग्यवश, मानिसहरूबाट यही दुई गुणको अपेक्षा
सबैभन्दा कम गरिन्छ।
बरु उनीहरूलाई अरूले थोपरिदिएको ज्ञान (Imposed
Knowledge) प्रयोग गर्न बाध्य
बनाइन्छ, जुन
उनीहरूको आफ्नै जीवनसँग मेल खाँदैन।
यसैले धेरै मानिसहरू नेता
बन्नुभन्दा अनुयायी (Follower) मात्र बन्न पुग्छन्।
उदाहरणका लागि, मैले राजनीतिक नेतृत्वको आलोचना गरेँ।
त्यसपछि मलाई राज्यविरोधी (Subversive)
व्यक्तिको रूपमा
चित्रण गरियो।
यसका कारण मलाई स्वतन्त्र रूपमा काम
गर्न निकै कठिन भयो।
मसँग ऊर्जा थियो।
म त्यही काम गर्न चाहन्थेँ, जसबारे संयुक्त राष्ट्रसंघ (UN) का बैठकहरूमा घण्टौँसम्म छलफल गरिन्छ।
तर जब वास्तवमै त्यस्तो काम गर्न
खोजिन्छ, राजनीतिक
प्रणाली पर्याप्त सहिष्णु (Tolerant) र प्रोत्साहनदायी (Encouraging)
नभएकाले त्यसलाई गर्न
दिइँदैन।
तर हामीले कहिल्यै आशा गुमाउनु हुँदैन।
यदि कसैलाई आफूले गर्न सक्ने कुनै
राम्रो विचार वा अवसर देखिन्छ भने, उसले त्यसलाई तुरुन्तै कार्यान्वयन गर्नुपर्छ।
मैले आफ्नै घरको पछाडिको आँगनमा काम
गरिरहँदा त्यो सानो प्रयास एक दिन विश्वप्रसिद्ध आन्दोलन बन्छ
भन्ने कल्पना पनि गरेकी थिइनँ।
त्यो एउटा सामान्य प्रयासबाट सुरु भएको
थियो।
तर त्यसले लाखौँ मानिसको जीवनमा
परिवर्तन ल्यायो।
यसैले म दृढतापूर्वक भन्छु—
"एउटा व्यक्तिले पनि ठूलो परिवर्तन
ल्याउन सक्छ।"
–
वाङ्गारी
मथाई
Ways with Words
A. Match the words with their meanings.
|
Question |
Answer |
|
a. constituency |
iv. electoral district |
|
b. pursue |
iii. to follow in an effort to
overtake or capture |
|
c. nomadic |
ii. living the life of roaming |
|
d. anatomy |
vi. art of studying the different
parts of any organized body |
|
e. subversive |
i. seeking or intended to overthrow an
established system or institution |
|
f. infiltrate |
v. to enter or gain access to an
organization, place, etc. secretly and gradually |
B. Two words with each prefix and sentences
mal-
·
malfunction
·
malpractice
Sentence: The
machine had a malfunction yesterday.
The doctor was punished for malpractice.
mis-
·
misunderstand
·
mislead
Sentence: Don't misunderstand
my words.
Some advertisements mislead customers.
un-
·
untidy
·
unfriendly
Sentence: His room
is always untidy.
The shopkeeper was unfriendly.
in-
·
incorrect
·
invisible
Sentence: Your
answer is incorrect.
Air is invisible.
pre-
·
preheat
·
preschool
Sentence: Preheat
the oven before baking.
She studies in a preschool.
il-
·
illogical
·
illiterate
Sentence: His
decision was illogical.
The old man is illiterate.
dis-
·
dislike
·
disconnect
Sentence: I dislike
smoking.
Please disconnect the power supply.
im-
·
impossible
·
immature
Sentence: It is impossible
to finish today.
His behavior is immature.
re-
·
rebuild
·
rewrite
Sentence: They
will rebuild the bridge.
Please rewrite the paragraph.
ir-
·
irregular
·
irresponsible
Sentence: His
attendance is irregular.
It is irresponsible to waste water.
de-
·
decrease
·
deforest
Sentence: We
should decrease pollution.
People should not deforest hills.
non-
·
nonviolent
·
nonrenewable
Sentence: Gandhi
believed in nonviolent protest.
Coal is a nonrenewable resource.
Comprehension
Answer the following questions.
a. What
did Maathai decide to do for the community?
Answer: Maathai
decided to create jobs for poor people by encouraging them to clean their
communities, plant trees and shrubs, and provide cleaning services.
b.
Mention the problems faced by women in Kenya.
Answer: Women in
Kenya faced problems such as lack of firewood, malnutrition, shortage of food,
inadequate water, unemployment and soil erosion.
c. Why
did the speaker go to the women to talk about planting trees?
Answer: She went
to the women because they were the most affected by environmental problems and
were responsible for taking care of their families and the future.
d. What
is the most important achievement of the movement described in the text?
Answer: The most
important achievement was that women became independent, skilled, empowered and
successfully planted millions of trees.
e. Why
were the foresters’ ways not helpful to the women for planting trees?
Answer: The
foresters used complicated methods, while the women needed simple and practical
techniques that they could easily understand and apply.
f. When
and how did she start The Green Belt Movement?
Answer: She
started the Green Belt Movement on June 5, 1977 (World Environment Day)
by planting the first seven trees.
g. Why
do the donors want to provide money to the women?
Answer: The donors
wanted to support the women because their environmental work was producing
positive and successful results.
h. What
happened when the speaker criticized the political leadership?
Answer: She was
described as a subversive person, lost government support and faced many
difficulties.
i.
Mention the agencies that supported her movement.
Answer: The
agencies were:
·
United Nations Development Fund for Women
(UNIFEM)
·
Danish Voluntary Fund
·
Norwegian Agency for International Development
(NORAD)
·
African Development Foundation (USA)
Critical Thinking
a. Do
you think that the title "Foresters without Diplomas" is suitable to
the essay? How?
Answer: Yes. The
title is suitable because ordinary women, although they had no formal forestry
education or diplomas, successfully planted and protected millions of trees
using practical knowledge and common sense.
b. Can
a person make a difference in a society? Discuss with an example from a person
who has made a difference in your society.
Answer: Yes, a
single person can make a great difference in society. For example, Mahabir
Pun of Nepal has transformed rural communities by introducing internet
technology and promoting innovation. His efforts have improved education,
communication and development in remote areas.
Grammar
B. Difference among transitive, intransitive and linking verbs
Transitive
Verb
A transitive verb needs an object
to complete its meaning.
Example: She writes
a letter.
Intransitive
Verb
An intransitive verb does not need
an object.
Example: The baby cried.
Linking
Verb
A linking verb connects the subject
with a subject complement.
Example: She is
happy.
C. Identify the verbs
a. His
father looks handsome.
Verb: looks — Linking
Verb
b.
Bhawana drinks milk every day.
Verb: drinks — Transitive
Verb
c. He
became a watchman.
Verb: became — Linking
Verb
d. This
bread smells good.
Verb: smells — Linking
Verb
e. The
dog barked loudly.
Verb: barked — Intransitive
Verb
f. He
chased the dog.
Verb: chased — Transitive
Verb
g. My
sister swims fast.
Verb: swims — Intransitive
Verb
h. He
painted a picture.
Verb: painted — Transitive
Verb
i.
Radhika always asks questions.
Verb: asks — Transitive
Verb
j.
Anjana has long hair.
Verb: has — Transitive
Verb
Unit 8 Humour and Satire
इकाइ
८: हास्य र व्यङ्ग्य
A Few Kind Words for Superstition
अन्धविश्वासका
पक्षमा केही सकारात्मक शब्दहरू
In grave
discussions of “the renaissance of the irrational” in our time, superstition
does not figure largely as a serious challenge to reason or science.
Parapsychology, UFOs, miracle cures, transcendental meditation, and all the
paths to instant enlightenment are condemned, but superstition is merely
deplored. Is it because it has an unacknowledged hold on so many of us?
हाम्रो वर्तमान समयमा “अतार्किक सोचको पुनर्जागरण” सम्बन्धी गम्भीर बहसहरूमा अन्धविश्वासलाई तर्क वा विज्ञानका लागि गम्भीर चुनौतीका रूपमा खासै लिइँदैन। प्यारासाइकोलोजी (अलौकिक मानसिक शक्तिको अध्ययन), यूएफओ (उड्ने अज्ञात वस्तु), चमत्कारी उपचार, ट्रान्सेन्डेन्टल ध्यान, तथा तुरुन्तै ज्ञान वा आत्मज्ञान प्राप्त गर्ने विभिन्न उपायहरूको आलोचना गरिन्छ, तर अन्धविश्वासलाई भने केवल दुःखद वा खेदजनक कुरा मानेर छाडिन्छ। के यसको कारण अन्धविश्वासले हामीमध्ये धेरैको मनमा अझै पनि स्वीकार नगरिएको गहिरो प्रभाव जमाइरहेको हुन सक्छ?
Few
people will admit to being superstitious; it implies naiveté or ignorance. But
I live in the middle of a large university, and I see superstition in its four
manifestations, alive and flourishing among people who are indisputably
rational and learned.
थोरै मानिसहरूले मात्र आफू अन्धविश्वासी भएको स्वीकार गर्छन्, किनकि यसले भोलोपन वा अज्ञानता जनाउँछ। तर म एउटा ठूलो विश्वविद्यालयको बीचमा बस्छु, र त्यहाँ म अन्धविश्वासका चारवटा रूपहरू स्पष्ट रूपमा जीवित र फस्टाइरहेका देख्छु। ती रूपहरू निस्सन्देह तर्कशील, शिक्षित र विद्वान् मानिसहरूका बीचमा पनि विद्यमान छन्।
You did
not know that superstition takes four forms? Theologians assure us that it
does. First is what they call Vain Observances, such as not walking under a
ladder, and that kind of thing. Yet I saw a deeply learned professor of
anthropology, who had spilled some salt, throwing a pinch of it over his left
shoulder; when I asked him why, he replied, with a wink, that it was “to hit
the Devil in the eye.” I did not question him further about his belief in the
Devil: But I noticed that he did not smile until I asked him what he was doing.
तपाईंलाई अन्धविश्वासका चारवटा रूप हुन्छन् भन्ने थाहा थिएन? धर्मशास्त्रीहरूका अनुसार अन्धविश्वासका वास्तवमै चार प्रकार हुन्छन्।
पहिलो प्रकारलाई उनीहरू व्यर्थका आचरण (Vain Observances) भन्छन्। जस्तै, भर्याङमुनिबाट नहिँड्नु र यस्तै अन्य विश्वासहरू। एकपटक मैले मानवशास्त्रका अत्यन्त विद्वान् प्राध्यापकलाई नुन पोखिएपछि त्यसको एक चिम्टी देब्रे काँधमाथिबाट पछाडि फाल्दै गरेको देखें। मैले यसको कारण सोध्दा उनले आँखा झिम्काउँदै भने, "शैतानको आँखामा हान्न।" मैले त्यसपछि शैतानप्रतिको उनको विश्वासबारे थप प्रश्न गरिनँ। तर मैले एउटा कुरा भने याद गरेँ—मैले उनले के गरिरहेका छन् भनेर नसोध्दासम्म उनी मुस्कुराएका थिएनन्।
The
second form is Divination, or consulting oracles. Another learned professor I
know, who would scorn to settle a problem by tossing a coin (which is a humble
appeal to Fate to declare itself), told me quite seriously that he has resolved
a matter related to university affairs by consulting the I Ching. And why not?
There are thousands of people on this continent who appeal to the I Ching, and
their general level of education seems to absolve them of superstition. Almost,
but not quite. The I Ching, to the embarrassment of rationalists, often gives
excellent advice.
अन्धविश्वासको दोस्रो रूप भविष्यवाणी (Divination) हो, अर्थात् शकुन, भविष्यवाणी वा ओरेकलको सहारा लिनु। मैले चिनेका अर्का एक विद्वान् प्राध्यापक, जसले कुनै समस्या समाधान गर्न सिक्का उछालेर निर्णय गर्ने (जुन भाग्यलाई निर्णय गर्न अनुरोध गर्ने सामान्य तरिका हो) कार्यलाई तुच्छ ठान्थे, उनले भने विश्वविद्यालयसँग सम्बन्धित एउटा महत्त्वपूर्ण विषयको निर्णय आई चिङ (I Ching) को परामर्श लिएर गरेका थिए। उनले यो कुरा निकै गम्भीरतापूर्वक बताएका थिए। र त्यसो गर्नुमा आपत्ति नै के छ? यस महाद्वीपमा हजारौँ मानिसहरूले आई चिङको सहारा लिन्छन्, र उनीहरूको उच्च शैक्षिक स्तरका कारण उनीहरूलाई अन्धविश्वासी भन्न गाह्रो हुन्छ। झन्डै होइन भने पनि पूर्ण रूपमा होइन। तर्कवादीहरूलाई असहज बनाउने कुरा के हो भने, आई चिङले धेरैजसो अवस्थामा वास्तवमै निकै राम्रो सल्लाह दिन्छ।
The
third form is Idolatry, and universities can show plenty of that. If you have
ever supervised a large examination room, you know how many jujus, lucky coins,
and other bringers of luck are placed on the desks of the candidates. Modest
idolatry, but what else can you call it?
तेस्रो रूप मूर्तिपूजा (Idolatry) हो, र यसका प्रशस्त उदाहरण विश्वविद्यालयहरूमा पनि देख्न सकिन्छ। यदि तपाईंले कहिल्यै ठूलो परीक्षा हलको निरीक्षण गर्नुभएको छ भने, तपाईंलाई थाहा हुनेछ कि परीक्षार्थीहरूले आफ्नो डेस्कमा ताबीज (juju), भाग्यमानी सिक्का (lucky coin) तथा भाग्य ल्याउने विश्वास गरिएका अन्य वस्तुहरू राखेका हुन्छन्। यो सामान्य वा सानो स्तरको मूर्तिपूजा हो, तर यसलाई अरू के भन्न सकिन्छ र?
The
fourth form is Improper Worship of the True God. A while ago, I learned that
every day, for several days, a $2 bill (in Canada we have $2 bills, regarded by
some people as unlucky) had been tucked under a candlestick on the altar of a
college chapel. Investigation revealed that an engineering student, worried
about a girl, thought that bribery of the Deity might help. When I talked with
him, he did not think he was pricing God cheap because he could afford no more.
A reasonable argument, but perhaps God was proud that week, for the scientific
oracle went against him.
चौथो रूप भनेको साँचो ईश्वरको अनुचित पूजा (Improper Worship of the True God) हो। केही समयअघि मैले थाहा पाएँ कि धेरै दिनसम्म प्रत्येक दिन एउटा २ डलरको नोट (क्यानाडामा २ डलरका नोट चल्थे, जसलाई केही मानिसहरूले अशुभ मान्थे) कलेजको च्यापल (प्रार्थनास्थल) को वेदीमा रहेको मैनबत्तीको स्ट्यान्डमुनि लुकाएर राखिएको रहेछ। यसको अनुसन्धान गर्दा थाहा भयो कि एक जना इन्जिनियरिङका विद्यार्थी, जो एक युवतीको चिन्तामा थिए, उनले ईश्वरलाई घूस दिएमा आफ्नो काम बन्न सक्छ भन्ने सोचेका रहेछन्। जब मैले उनीसँग यसबारे कुरा गरेँ, उनले भने कि आफूले ईश्वरलाई सस्तो मूल्यमा किन्ने प्रयास गरेको होइन, किनभने उनीसँग त्यसभन्दा बढी पैसा थिएन। यो तर्क सुन्दा उचित जस्तै लाग्थ्यो। तर सायद त्यस हप्ता ईश्वर प्रसन्न हुनुहुन्थेन, किनभने वैज्ञानिक भविष्यवाणी (scientific oracle) ले उनको पक्षमा निर्णय दिएन।
Superstition
seems to run, a submerged river of crude religion, below the surface of human
consciousness. It has done so for as long as we have any chronicle of human
behaviour, and although I cannot prove it, I doubt if it is more prevalent
today than it has always been. Superstition, the theologians tell us, comes
from the Latin supersisto, meaning to stand in terror of the Deity. Most people
keep their terror within bounds, but they cannot root it out, nor do they seem
to want to do so.
अन्धविश्वास मानव चेतनाको सतहमुनि बगिरहने अपरिष्कृत धर्मको एउटा भूमिगत नदी जस्तै देखिन्छ। मानव व्यवहारको इतिहास लेखिन थालेदेखि नै यो यस्तै रूपमा विद्यमान रहेको छ। यद्यपि म यसलाई प्रमाणित गर्न सक्दिनँ, तर आजको समयमा अन्धविश्वास पहिलेको भन्दा बढी फैलिएको छ भन्ने कुरामा मलाई शंका लाग्छ। मेरो विचारमा, यो सधैँजस्तै अहिले पनि विद्यमान छ। धर्मशास्त्रीहरूका अनुसार ‘Superstition’ (अन्धविश्वास) शब्द ल्याटिन भाषाको supersisto बाट आएको हो, जसको अर्थ ‘ईश्वरप्रति भय र त्रासमा उभिनु’ भन्ने हुन्छ। धेरैजसो मानिसहरूले आफ्नो ईश्वरप्रतिको डरलाई केही हदसम्म नियन्त्रणमा राख्छन्, तर उनीहरू त्यो डरलाई पूर्ण रूपमा हटाउन सक्दैनन्, र हटाउन चाहन्छन् जस्तो पनि देखिँदैन।
The more
the teaching of formal religion declines, or takes a sociological form, the
less God appears to great numbers of people as a God of Love, resuming his
older form of a watchful, minatory power, to be placated and cajoled.
Superstition makes its appearance, apparently unbidden, very early in life,
when children fear that stepping on cracks in the sidewalk will bring ill
fortune. It may persist even among the greatly learned and devout, as in the
case of Dr. Samuel Johnson, who felt it necessary to touch posts that he passed
in the street. The psychoanalysts have their explanation, but calling a
superstition a compulsion neurosis does not banish it.
जति-जति औपचारिक धर्मको शिक्षा कमजोर हुँदै जान्छ वा धर्मले सामाजिक (समाजशास्त्रीय) रूप लिन थाल्छ, त्यति-त्यति धेरै मानिसहरूको नजरमा ईश्वर प्रेमका भगवान् (God of Love) भन्दा पनि सधैँ निगरानी गर्ने, डर देखाउने र रिसाउन सक्ने शक्तिशाली सत्ताका रूपमा देखिन थाल्छन्, जसलाई रिझाएर र फकाएर खुसी पार्नुपर्छ भन्ने धारणा बलियो बन्छ। अन्धविश्वास मानिसको जीवनमा कुनै निमन्त्रणा बिना नै धेरै सानै उमेरदेखि देखा पर्छ। उदाहरणका लागि, बालबालिकाले सडकको फुटपाथका चिरा (cracks) मा पाइला टेकेमा अशुभ हुन्छ भन्ने डर मान्नु यसको एउटा उदाहरण हो। यो अन्धविश्वास अत्यन्त विद्वान् र धर्मपरायण व्यक्तिहरूमा पनि रहिरहन सक्छ। उदाहरणका लागि, डा. स्यामुएल जोन्सनले सडकमा हिँड्दा आफूले पार गरेका खम्बाहरू (posts) छोइरहनु आवश्यक ठान्थे। मनोविश्लेषकहरू (Psychoanalysts) ले यसको आफ्नै व्याख्या दिन्छन्। तर अन्धविश्वासलाई ‘बाध्यकारी स्नायुरोग’ (Compulsion Neurosis) भनेर नामकरण गर्दैमा त्यो अन्धविश्वास आफैँ हट्दैन।
Many
superstitions are so widespread and so old that they must have risen from a
depth of the human mind that is indifferent to race or creed. Orthodox Jews
place a charm English: Grade 11 73 on their doorposts; so do (or did) the
Chinese. Some peoples of Middle Europe believe that when a man sneezes, his
soul, for that moment, is absent from his body, and they hasten to bless him,
lest the soul be seized by the Devil. How did the Melanesians come by the same
idea? Superstition seems to have a link with some body of belief that far
antedates the religions we know religions which have no place for such
comforting little ceremonies and charities.
धेरै अन्धविश्वासहरू यति व्यापक र यति पुराना छन् कि तिनीहरूको उत्पत्ति मानव मनको त्यस्तो गहिरो तहबाट भएको हुनुपर्छ, जहाँ जाति, वंश वा धर्मप्रति कुनै भेदभाव हुँदैन। रूढीवादी यहूदीहरू (Orthodox Jews) आफ्नो ढोकाको चौकोस (doorpost) मा ताबीज (charm) राख्छन्। चिनियाँहरू पनि (वा पहिले राख्थे) त्यसै गर्थे। मध्य युरोपका केही मानिसहरू विश्वास गर्छन् कि जब कुनै मानिसलाई हाच्छ्युँ आउँछ, त्यस क्षण उसका आत्मा शरीरबाट केही समयका लागि बाहिर निस्कन्छ। त्यसैले उनीहरू तुरुन्तै उसलाई आशीर्वाद दिन हतारिन्छन्, ताकि शैतानले उसको आत्मालाई कब्जा गर्न नसकोस्। तर मेलानेसियाका मानिसहरू (Melanesians) ले पनि यही विश्वास कसरी अपनाए? यसबाट के देखिन्छ भने अन्धविश्वासको सम्बन्ध त्यस्तो प्राचीन विश्वास प्रणालीसँग छ, जुन आज हामीले चिनेका धर्महरूभन्दा धेरै अघिदेखि अस्तित्वमा थियो। आजका धर्महरूमा यस्ता मनलाई ढाडस दिने साना-साना धार्मिक कर्मकाण्ड वा परोपकारी परम्पराहरू का लागि खासै स्थान छैन।
People
who like disagreeable historical ceremonies recall that when Rome was in
decline, superstition proliferated wildly, and that something of the same sort
is happening in our Western world today. They point to the popularity of
astrology, and it is true that sober newspapers that would scorn to deal in
love philters carry astrology columns and the fashion magazines count them
among their most popular features. But when has astrology not been popular? No
use saying science discredits it. When has the heart of man given a damn for
science?
इतिहासका अप्रिय घटनाहरू सम्झन रुचाउने मानिसहरू भन्छन् कि जब रोमन साम्राज्य पतनको अवस्थामा थियो, त्यतिबेला अन्धविश्वास अत्यन्त तीव्र रूपमा फैलिएको थियो। उनीहरूको भनाइअनुसार, आजको हाम्रो पश्चिमी समाजमा पनि त्यस्तै अवस्था दोहोरिँदै छ। उनीहरू ज्योतिषशास्त्र (Astrology) को बढ्दो लोकप्रियतालाई यसको प्रमाणका रूपमा प्रस्तुत गर्छन्। वास्तवमै, गम्भीर र प्रतिष्ठित समाचारपत्रहरू, जसले प्रेम आकर्षित गर्ने जादुई औषधि (love philters) जस्ता विषयलाई तिरस्कार गर्छन्, तिनैले पनि ज्योतिषसम्बन्धी स्तम्भ (astrology columns) प्रकाशित गर्छन्। त्यसैगरी, फेसन पत्रिकाहरू ले पनि ज्योतिषलाई आफ्ना सबैभन्दा लोकप्रिय सामग्रीहरूमध्ये एक मानेका छन्। तर ज्योतिष कहिले लोकप्रिय थिएन र? विज्ञानले ज्योतिषलाई गलत प्रमाणित गरिसकेको छ भनेर भन्नुको खासै अर्थ छैन। किनभने मानिसको हृदयले विज्ञानको कुरा कहिले पूर्ण रूपमा मानेको छ र?
Superstition
in general is linked to man’s yearning to know his fate, and to have some hand
in deciding it. When my mother was a child, she innocently joined her Roman
Catholic friends in killing spiders on July 11, until she learned that this was
done to ensure heavy rain the day following, the anniversary of the Battle of
Boyne, when the Orangemen would hold their parade. I knew an Italian, a good
scientist, who watched every morning before leaving his house, so that the
first person he met would not be a priest or a nun, as this would certainly
bring bad luck.
सामान्य रूपमा अन्धविश्वास मानिसको आफ्नो भविष्य जान्ने चाहना र त्यस भविष्यलाई केही हदसम्म आफैँले नियन्त्रण गर्न सकूँ भन्ने आकाङ्क्षासँग जोडिएको हुन्छ। जब मेरी आमा सानी थिइन्, उनले आफ्ना रोमन क्याथोलिक साथीहरूसँग मिलेर जुलाई ११ का दिन माकुराहरू मार्ने गर्थिन्। पछि मात्र उनले थाहा पाइन् कि त्यसो गर्नुको कारण भोलिपल्ट, अर्थात् बोयनको युद्ध (Battle of Boyne) को वार्षिकोत्सवका दिन, ठूलो वर्षा होस् भन्ने विश्वास रहेछ। त्यस दिन ओरेन्जमेन (Orangemen) ले आफ्नो परम्परागत जुलुस (parade) निकाल्ने गर्थे, र वर्षा भएमा त्यो जुलुस प्रभावित हुने विश्वास गरिन्थ्यो।
म एक जना इटालियन वैज्ञानिकलाई चिन्दथे। उनी अत्यन्त असल वैज्ञानिक थिए। तर पनि, हरेक बिहान घरबाट निस्कनुअघि उनी ध्यानपूर्वक हेर्थे कि आफूले सबैभन्दा पहिले भेट्ने व्यक्ति पादरी (priest) वा नन (nun) नहोस्। किनकि उनको विश्वास थियो कि यदि सबैभन्दा पहिले पादरी वा नन भेटिए भने त्यो दिन निश्चित रूपमा अशुभ हुन्छ।
I am not
one to stand aloof from the rest of humanity in this matter, for when I was a
university student, a gypsy woman with a child in her arms used to appear every
year at examination time, and ask a shilling of anyone who touched the Lucky
Baby; that swarthy infant cost me four shillings altogether, and I never failed
an examination. Of course, I did it merely for the joke or so I thought then.
Now, I am humbler.
Robertson
Davies
यस विषयमा म आफूलाई अरू मानिसहरूभन्दा फरक वा अछुतो ठान्दिनँ। किनभने म विश्वविद्यालयमा विद्यार्थी हुँदा, हरेक वर्ष परीक्षाको समयमा एउटा जिप्सी (घुमन्ते) महिला आफ्नो काखमा एउटा बच्चा बोकेर आउँथिन्। उनले 'भाग्यमानी बच्चा (Lucky Baby)' लाई छुने प्रत्येक व्यक्तिसँग एक शिलिङ (shilling) माग्थिन्। त्यो कालो वर्णको (swarthy) सानो बच्चाका कारण मैले जम्मा चार शिलिङ खर्च गरेँ, र मैले कहिल्यै पनि कुनै परीक्षा असफल भएन। निस्सन्देह, त्यस बेला मैले यो ठट्टाका लागि मात्र गरेको हुँ भन्ने सोच्थेँ। तर अहिले म पहिलेभन्दा धेरै विनम्र भएको छु।
— रोबर्टसन डेभिस
Vocabulary
A. Match the following.
|
Word |
Answer |
Meaning |
|
a.
transcendental |
iv |
spiritual,
nonphysical or mystical |
|
b.
deplore |
i |
to
feel or express strong disapproval of something |
|
c.
absolve |
vi |
set
free from blame, guilt, or responsibility |
|
d.
juju |
ii |
a
charm or fetish used by some West African peoples |
|
e.
crude |
iii |
natural
state |
|
f.
chronicle |
v |
a
written record of historical events |
B. Contextual meanings and sentences
1. Condemn
Meaning: to
criticize strongly
Sentence: People condemn cheating in examinations.
2. Terror
Meaning: extreme
fear
Sentence: The loud explosion filled everyone with terror.
3. Unbidden
Meaning: without
being invited
Sentence: Tears came unbidden to her eyes.
4. Persist
Meaning: continue
firmly
Sentence: He continued to persist despite many difficulties.
5. Devout
Meaning: deeply
religious
Sentence: My grandmother is a devout Hindu.
6. Banish
Meaning: drive
away
Sentence: Education can banish ignorance.
7. Creed
Meaning: religious
belief
Sentence: People of every creed deserve equal respect.
8. Hasten
Meaning: hurry
Sentence: We hastened to help the injured man.
9. Sober
Meaning: serious
Sentence: The judge gave a sober speech.
10. Scorn
Meaning: show
contempt
Sentence: We should not scorn poor people.
11. Yearning
Meaning: strong
desire
Sentence: She has a yearning to become a doctor.
12. Aloof
Meaning: distant
or reserved
Sentence: He remained aloof from the argument.
13. Swarthy
Meaning:
dark-skinned
Sentence: The swarthy man smiled warmly.
14. Humbler
Meaning: more
modest
Sentence: Success made him humbler than before.
C. Origins and sentences
1.
Minatory
Origin: Latin minari (to threaten)
Sentence: The teacher gave a minatory warning.
2.
Placated
Origin: Latin placare (to calm)
Sentence: She placated the angry customer.
3.
Cajoled
Origin: French cajoler (to persuade gently)
Sentence: He cajoled his friend into joining the trip.
4.
Antedates
Origin: Latin ante (before) + datum
(date)
Sentence: This temple antedates the modern city.
5.
Proliferated
Origin: Latin proles (offspring) + ferre
(to bear)
Sentence: Mobile phones have proliferated rapidly.
6.
Philter
Origin: Greek philtro (love charm)
Sentence: The story mentioned a magical love philter.
D. Five words beginning
with "super-"
1.
Supermarket
2.
Superman
3.
Supernatural
4.
Superhuman
5.
Superpower
Common
meaning
The prefix super- means above, beyond, over, or
greater than.
Meaning without the prefix
|
Word |
Without Prefix |
Meaning Changes |
|
Superman |
Man |
ordinary
person |
|
Supernatural |
Natural |
normal,
occurring in nature |
|
Superhuman |
Human |
ordinary
human |
|
Superpower |
Power |
ordinary
power |
|
Supermarket |
Market |
ordinary
market |
Comprehension
a.
According to the author, what are the four types of superstition?
Answer:
The four types of superstition are:
1.
Vain Observances
2.
Divination
3.
Idolatry
4.
Improper Worship of the True God
b.
Which language is the word "superstition" derived from? What does it
mean?
Answer:
The word "superstition" comes from the Latin word supersisto,
meaning to stand in terror of the Deity (God).
c.
How do psychologists understand superstition?
Answer:
Psychologists explain superstition as a compulsion neurosis, a
psychological habit caused by fear and anxiety.
d.
How does superstition differ from religion?
Answer:
Religion is based on faith, morality, and worship of God, whereas superstition
is based on irrational beliefs, fear, luck, and magical practices without
logical proof.
e.
What is the belief of some people in Middle Europe about sneezing?
Answer:
They believe that when a person sneezes, the soul leaves the body for a moment.
Therefore, they bless the person so that the Devil cannot seize the soul.
f.
In the author's view, why are people so fascinated by superstition?
Answer:
People are fascinated by superstition because they want to know their future
and believe they can influence or control it through lucky objects, rituals, or
beliefs.
Critical Thinking
a. What is the key takeaway of this essay?
Do you think this essay is satirical? Why?
Answer:
The main message of the essay is that superstition exists everywhere, even
among educated and intelligent people. Although science and education have
advanced, many people still follow irrational beliefs.
Yes, this essay is satirical because the author humorously points out the
contradictions in educated people's behavior. He uses irony and amusing
examples to criticize superstition without directly attacking those who believe
in it.
b. Can education bring change in the belief
of superstition? Present your arguments.
Answer:
Yes, education can reduce belief in superstition. Education develops
critical thinking, scientific reasoning, and logical decision-making. Educated
people are more likely to question irrational beliefs and seek evidence before
accepting them. However, education alone may not completely remove superstition
because many beliefs are influenced by culture, tradition, emotions, and fear.
Therefore, both education and awareness are necessary to overcome superstition.
Writing
a. Essay: Superstitions in My Community
(≈250 words)
Superstitions are common in my community. Many people
believe that seeing a black cat cross the road brings bad luck. Some avoid
cutting their nails at night because they think it causes misfortune. Others
believe that crows cawing near the house indicate the arrival of guests. During
festivals and special occasions, many people consult astrologers before making
important decisions such as marriage, business, or travel.
Some people also wear lucky rings, amulets, or sacred
threads to protect themselves from evil spirits. Before starting a new business
or buying a vehicle, they perform religious rituals to ensure success. Although
these customs are deeply rooted in tradition, many young people now question
such beliefs and prefer scientific explanations.
Education has helped reduce blind faith, but
superstition still exists because it is closely connected with culture and
family traditions. People often follow these practices without thinking about
their logical basis.
In my opinion, we should respect our cultural traditions
but avoid blind beliefs that create fear or prevent progress. We should rely on
science, reason, and evidence while preserving the positive values of our
culture.
b. Essay: "Superstition is
Prevalent in Every Walk of Life." Argue for or against.
Answer (For):
Superstition is prevalent in almost every walk of life.
People from different educational, social, and economic backgrounds believe in
lucky numbers, lucky days, astrology, charms, and omens. Even highly educated
people sometimes wear lucky objects before exams or interviews.
Many businesspeople perform rituals before opening a
new shop. Athletes often follow lucky routines before competitions. Students
carry lucky pens during examinations. These examples show that superstition
exists everywhere.
Although science has explained many natural events,
fear and uncertainty encourage people to believe in superstitions. Therefore,
superstition continues to influence human behavior across the world.
Grammar
B. Present Simple or
Present Continuous
a. Nisha speaks English very well.
b. Hurry up! We are waiting for you.
c. Excuse me! Do you speak English?
d. She is having a shower in the bathroom.
e. How often do you read a newspaper?
f. I'm sorry, I don't understand. Can you speak more
slowly?
g. You can turn off the radio. I am not listening to it.
h. I usually get up at 5 o'clock every morning.
i. Look! The river is flowing very fast.
j. Amrita doesn't seem very happy at the moment.
C. Correct the verbs
where necessary
a. Water boils at 100°C.
b. The water is boiling. Can you turn it off?
c. I must go now. It is getting late.
d. This sauce tastes really good.
e. I think this is your key.
f. Do you believe in God?
g. I usually go to school on foot.
h. Look! That man is trying to open the door of her car.
i. The moon goes round the earth.
j. I'm getting hungry. Let's go and eat.