Jashore Board 2019 English Second Paper Subject Code: 108 Time––3 hours; Full marks––100 [N. B. ––The figures in the right margin indicate full marks. Answer all the questions.] Jashore Board 2019 English Second Paper Part A: Grammar (Marks 60) 1. Fill in the blanks in the following text with articles (a/an/the) as necessary. Some of the blanks may not require an article. Put a cross (x) in those blanks : Industry is (a) — key to success in our life. (b) — industrious can prosper in life. (c) — man who does not undertake (d) — hard work can never go (e) — long way in (f) — world. Many (g) — man is not aware of (h) — significance of (i) — diligence for which they cannot reap (j)— benefit of success. 2. Complete the following text with suitable prepositions : Patriotism is the quality inherent (a) — a man. This is why, he feels a natural attachment (b) — his native land. Love (c) — motherland is necessary for the betterment of a nation. The people who are patriotic are noted (d) — their patriotism. They are different (e) — other people. Their contribution does not sink (f) — oblivion. They are worthy (g) — praise. They lay down their lives for the good of the country. They are not unaware (h) — their status in the society. They are celebrated (i) — their patriotism. They should not be looked down (j) — in any way. 3. Complete the sentences with suitable phrases/words given in the following box would you mind was born let alone had better there what does ….. look like as if would rather as soon as have to (a) — flying in the sky? I think you will enjoy a lot. (b) — was a king named Robert Bruce. He was very famous. (c) He — and brought up in Bangladesh. This is a very beautiful country. (d) Bangladesh is an emerging power in the world cricket. But we—struggle more to win the world cup. (e) He cannot tell my name, — my address. He is really a liar. (f) —the earth—? It’s not completely round. (g) We — walk fast than get on the train. The train is very crowded. (h) The class started — I reached my college. I was really lucky. (i) You look so weak. You — go home as early as possible. (j) The man pretended — he had been very poor. So, we disliked him. 4. Complete the sentence using suitable clauses/phrases. (a) We cannot buy a car if —. It costs a lot of money. (b) You are now very helpless. Call me whenever —. (c) The man was so weak that —. He should consult with a doctor. (d) Since it was raining heavily —. We stayed at home. (e) Though he is dull of hearing, —. He can make a good result. (f) Danger comes when—. So, we have to be careful in our life. (g) When I was a child,—. I was fond of playing cricket. (h) Hardly had we seen the police when ––. Thus we were saved. (i) Speak the truth or—. A truthful man is always honoured everywhere. (j) He took –– in lieu of  biology. Biology is difficult for him. 5. Read the test and fill in the gaps with the correct form of verbs as per subject and context: 0.5 x 10-5 Kuakata, locally (a) — (know) as Sagar Kannya (b) — (be) an uncommon scenic spot of Bangladesh. Kuakata (c) — (take) its origin from the story of a ‘Kua’ or well-dug on the sea-shore. It (d) — (allow) a visitor to watch both the sunrise and the sunset from the beach. The beach (e) — (have) a typical natural setting. This sandy beach (f) — (slope) gently into the bay and (g) — (bathe) there is as pleasant as is swimming or diving. Fishing boats (h) — (ply) in the Bay of Bengal and (i) — (surf) waves add to the vibrant colours of Kuakata. Steps (j) — (take) to preserve the beauty of the famous beach. 6. Go through the following sentences and change as directed: (a) An honest man is honoured everywhere by all. (active) (b) He is not only a teacher but also a singer. (simple) (c) Though we are improving very fast, we have to work hard for the country. (compound) (d) Very few cricket teams in the world are as unpredictable as Pakistan. (superlative) (e) My friend came to me to get help from us. (complex) 7. Change the following narrative style by using indirect speeches : “Have you learnt your lessons?” father said to Arman. “No. I’ve forgotten,” said he. “That’s very bad. You must be more careful about your preparation for the examination. By doing so, you can make a good result,” said his father. “Thank you very much for your timely advice.” 8. Identify the unclear pronoun references in the following paragraph. Where necessary, rewrite the sentences so that all pronoun references are clear : Both educated and uneducated women are at present as important as men in our society. She constitutes nearly half of our total population. No country can make real progress keeping half of it in darkness. Without the upliftment of our women, it is not at all possible. Again, without education, women cannot be uplifted. So proper education should be given to her in order that they can work hand in hand with them in all development programmes. 9. Read the following text and use modifiers as directed in the blank spaces : Air and water are the most (a) — (pre-modify the noun with an adjective) elements of the environment. But we are polluting them (b) — (post modify the verb with an adverb). Mills and factories use fuel (c) —(post modify the verb with an infinitive) their products. The burning of this fuel creates smoke (d) — (post modify the verb with an adverbial). Motor vehicles also pollute the air, (e) — (use an appositive). Water is polluted by (f) — (pre-modify the noun with a quantifier) kinds of waste and filth. We also contaminate water (g) — (post-modify the verb with a present participle phrase) into it. Farmers use (h) — (pre-modify the noun with an adjective) fertilizers and insecticides and pollute water. (i) — (pre-modify the noun with a past participle) water is (j) — (pre-modify the adjective with an intensifier) harmful for health. 10. Use appropriate sentence connectors in the blank spaces of the following passage. Honesty is a noble virtue. The man (a) — possesses this uncommon quality is the happiest man in the world. Truly speaking, a man should have trustworthiness. (b) — nobody believes a liar. A liar may prosper for the time being. (c) — ultimately he goes to the dogs. (d) — we should be honest in our life. It is believed that honesty is the best policy. (e) — dishonesty is the sign of downfall. God helps those who are honest, (f) — dishonest people are cursed. Childhood is the best time, (g) — children should be taught honesty. It is seen that children follow their parents. (h) — parents should be honest. (i) — children should be allowed to mix with those friends who are really honest. (j) — they build up their character. 11. Read the passage and then write the antonym or synonym of the underlined words as directed below Courtesy is a virtue in a man. It goes without saying that courtesy costs us nothing but gives a lot. So, you should be courteous. You must have politeness. People will disrespect and dislike you if you are discourteous. Nobody likes discourtesy. Try to be gentle from your student life. You can win the heart of your enemy by being courteous. You can ensure removal of hatred and anger by embracing your enemy. Courtesy can remove the bitter relationship and improve mutual understanding and cordiality among people. (a) virtue (synonym): (b) a lot (synonym): (c) courteous (antonym): (d) discourtesy (synonym): (e) win (antonym): (f) enemy (synonym): (g) ensure (synonym): (h) anger (antonym): (i) remove (synonym): (j) cordiality (antonym). 12. Then are ten errors in the use of punctuation marks in the following text. Rewrite the text correcting the errors: Jerry: I can chop some wood today. Writer: But I’ve a boy coming from the orphanage. Jerry: Im the boy Writer: You/But you’re very small in size. Jerry: Size doesn’t matter chopping wood. Some of the big boys don’t chop well, Ive been chopping wood for a long time. Writer: Very well theres the axe. Go ahead see what you can do Part B : Composition (Marks 40) 13. Suppose, you are Apurba/Amina studying at ‘X’ College in Dhaka. You want to go on a Study Tour somewhere with your classmates. Now, on behalf of your classmates of your college, write an application to the principal seeking permission to arrange a Study Tour. 14. Think that you are a local reporter of the Daily Star. Recently your college has arranged the prize giving ceremony in the college compound. Now, write a report of about 120-150 words on it. Give a title to your report. 15. Write a paragraph describing The Advantages and Disadvantages of Facebook’ in about 100-150 words. 10 16. Write a short composition on ‘Childhood Memories’. Write within at least 200 words but don’t exceed 250 words. Key Part-A 1.         (a) the (b) The (c) The (d) x (e) a (f) the (g) a (h) the (i) X (j) the 2.         (a) in (b) to (c) for (d) for (e) from (f) into (g,) of (h) of (i) for 0) upon 3.         (a) Would you mind (b) There (c) was born (d) have to (e) let alone (f) What does  look like (g) would rather (h) as soon as (i) had better j) as if 4 (a) We cannot buy a car if we don't get a loan. It costs a lot of money. (b) You are now very helpless. Call me whenever you need help. (c) The man was so weak that he could not walk. He should consult with a doctor. (d) Since it was raining heavily, we could not go to the field. We stayed at home. (e) Though he is dull of hearing, he is serious about his study. He can make a good result. Danger comes when it is feared. So, we have to be careful in our life. (g) When I was a child, I used to play cricket. I was fond of playing cricket. (h) Hardly had we seen the police when we cried for help to save us. Thus we were saved. (i) Speak the truth or you will be punished. A truthful man is always honoured everywhere. He took biology in lieu of Elective Math. Biology is difficult for him. 5. (a) known (b) is (c) takes (d) allows (e) has (0 slopes (g) bathing (h) plying (i) surfing (j) should be taken 6, (a) All honour an honest man everywhere. (b) He is both a teacher and a singer. (c) We are improving very fast but we have to work hard for the country. (d) Pakistan is one of the most unpredictable cricket teams in the world. (e) My friend came to me so that he could get help from us. 7. Father asked Arman if he (A) had learnt his (A) lessons. Arman replied in the negative and said that he (A) had forgotten. Father told him that that was very bad. He (F) added that Arman had to be more careful about his (A) preparation for the examination and by doing so, he (A) could make a good result. Arman thanked him (F) very much for his (F) timely advice. S. Both educated and uneducated women are at present as important as men in our society. Women constitute nearly half of our total population. No country can make real progress keeping half of its population in darkness. Without the upliftment of our women, the progress is not at apossible. Again, without education, women cannot be uplifted. So proper education should be given to them in order that they can work hand in hand with men in all development programmes. 9.         (a) important/significant (b) unwisely/heavily (c) to produce (d) all the time / in large-scale (e) most essential thing for us (f) all (g) throwing industrial waste (h) chemical (i) Polluted j) very 10. (a) who (b) because/as/for (c) but (d) So/Therefore (e) whereas (0 On the other hand (g) when (h) so (i) Moreover j) because 11. (a) goodness / morality (b) plenty (c) rude (d) impoliteness/ rudeness (e) lose (f) opponent / foe (g) confirm/certify (h) calmness (i) eliminate/eradicate (j) rudeness/harshness 12.         Jerry  :  I can chop some wood today. Writer : But I've a boy coming from the orphanage. Jerry :   I'm the boy. Writer:  You? But you're very small in size. Jerry:    Size doesn't matter chopping wood. Some of the big boys don't chop well. I've been chopping wood fora long time. Writer : Very well. There's the axe. Go ahead see what you can do. Ad Ad

Rajshahi Board – 2019 English Second Paper Subject Code: 108 Time––3 hours; Full marks––100 [N. B. ––The figures in the right margin indicate full marks. Answer all the questions.] English (compulsory) second paper Part A Grammar (60 Marks) 1. Fill in the blanks in the following text with articles as necessary. Some of the blanks require an article. Put a cross (x) in those blanks. The national flag represents (a) — independence of (b) — country. Ours is (c) — independent country. Hence, we have a national flag symbolizing our independence. (d) — cloth of flag is made of (e) — cotton Silk or linen. Our flag is rectangular in shape maintaining (f) — ratio of its length and breadth 10:6. There are different sizes of national flag. The background of our flag is green which symbolizes our life and energy. In the middle point of the flag there is (g) — blood-red circle representing our hard struggle and bloodshed. (h) — red circles represents the heroic bloodshed of (i) — martyrs. The national flag plays (j) — vital role in the life of a nation. 2. Complete the text with suitable prepositions. When the sun was setting (a) — the treetops, the jailor came (b) — the room of Socrates to bid him prepare (c) — death. In those days, people were sentenced to death by giving a cup (d) — poison in Athens. Socrates knew this and he nodded (e) — the jailor. Bursting (f) — tears the jailor went out of the room and returned (g) — a cup of hemlock. Socrates lifted the cup to his lips. His pupils tried to keep back their tears but soon the room was filled (h) — the sound of weeping. With the cup of poison (i) — hand, Socrates said, “What is the strange sound? I have heard that a man should die (j) — peace. So, be silent and have patience.” 3. Complete the sentences with suitable phrases/words given in the box. had better let alone what does ……. look like as soon as as as if there would you mind would rather was born it (a) Our spring is very charming. During spring various kinds of flowers bloom. — seems that everything has got a new life. (b) Baby: Mom, — an owl — ? (c) Don’t disturb me. You — leave me alone at this moment. (d) The poor man — starve than beg. (e) — exists no life on Mars. (f) — taking tea with me? (g) Sir Walter Scott was both a poet and a novelist. He — in 1771. (h) She acts — she were mad. (i) — we reached the station, the train started. (j) He did not even see a hill — a mountain. 4. Complete the sentences using suitable clauses/phrases. (a) Florence Nightingale wanted to be a nurse with a view to —. (b) She was thirty years old when —. (c) If a man sows good seed, —. (d) I got up late today. Let’s take a taxi so that —. (e) A village doctor is a person who —. He is the best friend to the villagers. (f) She said, “It is high time we —.” (g) I wish I could fly in the sky. If I had the wings of a bird, I —. (h) I don’t know why you go there, most probably—. (i) But all sorts of attempts to solve food problem will fail unless —. (j) He who follows two hares —. 5. Read the text and fill in the gaps with the correct form of verbs as per subject and context. A poor man was once (a) — (put) in a jail, although he (b) — (do) no wrong. After a long time the king of the state (c) — (visit) the jail and the man told him that he was innocent but a (d) — (file) against him by some of his enemies. The king (e) — (inquire) privately and in (f) — (find) that it was true. He (g) — (give) the man some money and set him free. He went straight the market. In a shop there, wild birds (h) — (keep) in cages for sale. He said to the shopkeeper, “I wish to buy all the birds of your shop. These birds unjustly (i) — imprison and I like to (j) — (set) them free.” 6. Read the following sentences and change them as directed in the bracket. (a) Tell me your age. (Complex) (b) Some poets are at least as great as Tennyson. (Superlative) (c) What though the field be lost! (Assertive) (d) My watch was lost. (Active) (e) He confessed that he was guilty. (Simple) 7. Change the narrative style by using indirect speeches. A cat hearing that a hen was laid up sick in her nest, paid her a visit of condolence and said, “How are you, my dear? What can I do for you? Only tell me. Is there anything in the world that I can bring for you?” “Thank you,” said the hen. “Do you be good enough to leave me, and I have no problem but I shall soon be well.” 8. Identify the unclear pronoun references in the following paragraph. Where necessary, rewrite the sentences so that all pronoun references are clear. Salam and Salma are siblings. They read in a local primary school. Salam is in class five where her sister Salma reads in class three. They go to school together. Sometimes they take rickshaw because it is five kilometers away from their home. Today, she is going to school with her father because her brother Salam is sick. He is taking medicine and bed rest. 9. Read the following text and use modifiers as directed in the blank spaces. Taking food is essential. We take food (a) — (use an infinitive phrase to post-modify the verb). We cannot survive on earth if we do not take food. In fact, (b) — (use a quantifier to pre-modify the noun phrase) living beings need to take food. But it is a matter of great regret that (c) — (use possessive to pre-modify the noun) food is being adulterated. (d) — (use a noun-adjective to modify the noun) adulteration is increasing (e) — (use an intensifier to pre-modify the adverb) alarmingly that we cannot stop it. (f) — (use a determiner to pre-modify the noun phrase) dishonest businessmen use (g) — (pre-modify the noun) chemicals in food and fruits to make illegal and quick money. But they do not think about (h) — (use a possessive to pre-modify the noun) health. (i) — (use present participle) adulterated food, people get sick. They are often attacked with different fatal diseases. So, (j) — (use a gerund) food safety is a must today. 10. Use appropriate sentence connectors in the blank spaces of the following passage. Unemployment is a great problem in our country. (a) — it is the burning question of the day (b) — almost all the countries of the world suffer from the curse of unemployment problem. (c) —Bangladesh is the worst sufferer of this so-called problem. (d) — nowhere in the world this problem is so acute as in our country. (e) — there are many reasons behind it. (f) — our country is industrially backward. (g) — our system of education fails to give a student an independent start of life. (h) — it has little provision for vocational training. (i) —our students and youths have false sense of dignity. (j) — they run after jobs blindly. 11. Read the passage and then write the antonym or synonym of the words as directed below. Human life is dynamic. Everyone, therefore, must have a plan to do something or to be something in life. And that is one’s aim in life. A man without an aim has no direction and car as expected. So, everyone should choose a profession which suits him most. The choice profession depends on one’s taste, interest, aptitude and ability. These vary from person to person. Teaching is a noble profession. The teachers are nation-builders. They educate the children and train them to become good and useful citizen in future. (a) dynamic (antonym): (b) plan (antonym): (c) aim (synonym): (d) direction synonym (e) profession (synonym): (f) suit (antonym): (g) aptitude (antonym): (h) vary (synonym): (i) educate (synonym): (j) citizen (antonym). 12. There are ten errors in the use of punctuation marks in the following text. Rewrite the text correcting the errors. Youve cut off your hair, asked Jim, laboriously as if he had not arrived at that patent fact yet even after the hardest mental labour. Cut it off and sold it, said Della. Dont you like me just as well anyhow Im me without my hair arent I Jim looked about the room curiously. You say your hair is gone he said with an air of almost idiocy. Key Second Paper Part-A 1.         (a) the (b) a (c) an (d) The (e) x (f) the (g) a h) the (i) the j) a 2          (a) behind (b) into (c) for (d) of (e) to (f) into (g) with (h) with (i) in j) in 3.         (a) It (b) what does      look like (c) had better (d) would rather (e) There (f) Would you mind (g) was born (h) as if (i) as soon as 0) let alone 4 (a) Florence Nightingale wanted to be a nurse with a view to serving the sick and distressed people. (b) She was thirty years old when she got married. (c) If a man sows good seeds, he is sure to get good crops. (d) I got up late today. Let's take a taxi so that we can reach college in time. (e) A village doctor is a person who can give treatment in minor health problems. (f)        She said, "It is high time we started for the station." (g) I wish I could fly in the sky. If I had the wings of a bird, I would fly at large. (h) I don't know why you go there, most probably, you feel free there. (i)         But all sorts of attempts to solve food problem will fail unless we reduce the current population growth. (j) He who follows two hares catches neither. 5.         (a) put (b) did (c) visited (d) was filed (e) inquired (f) found (g) gave (h) were kept (i) were unjustly imprisoned j) set 6,         (a) Tell me what your age is. (b) Tennyson is not the greatest of all poets. (c)        It does not matter if the field is lost. (d) I lost my watch. (e)        He confessed his guilt. 7. A cat hearing that a hen was laid up sick in her nest, paid her a visit of condolence and asked her dearly how she was. He also asked her what he could do for her. He again asked her to tell him if there was anything in the world that he could bring for her. The hen thanked him. She requested him to be good enough to leave her. She added that she had no fear but slid would soon be well. 8. Salam and Salina are siblings. They read in a local primary school. Salam is in class five whereas his sister, Salma reads in class three. They go to school together. Sometimes they take rickshaw because their school is five kilometers away from their home. Today, Salma is going to school with her father because Salam is sick. Salam is taking medicine and bed rest. 9.         (a) to get energy (b) all (c) this (d) Food (e) so (1) Some (g) harmful / poisonous (h) people's (i) taking/eating/having 0) ensuring 10. (a) In fact (b) True that (c) Unfortunately / But (d) Truly speaking (e) Obviously (f) First of all (g) Secondly (h) In fact (i) Most importantly j) So / In addition - 11. (a) static (b) disorganization/disorder (c) goal/purpose (d) course/ trend (e) occupation /job (f) misfit/ displease (g) inability (h) differ (i) teach j) alien/non-citizen 12 "You've cut off your hair?" asked Jim, laboriously, as if he had not arrived at that patent fact yet, even after the hardest mental labour. "Cut it off and sold it," said Della. "Don't you like me just as well, anyhow? I'm me without my hair, ain't I?" Jim looked about the room curiously. "You say your hair is gone?" he said, with an air almost of idiocy. Ad Ad

Chattagram Board 2019 English Second Paper Subject Code: 108 Time––3 hours; Full marks––100 [N. B. ––The figures in the right margin indicate full marks. Answer all the questions.] Part A Grammar (60 Marks) 1. Fill in the blanks in the following text with articles (a/an/the) as necessary. Some of the blanks may not require an article. Put a cross (X) in those blanks. What is patriotism? It is (a) — noble virtue. It inspires (b) — man to dedicate his life to the freedom and development of his (c) — country. (d) — man without patriotism is no better than (e) — beast. A true patriot is honoured by (f) — his countrymen. He thinks for (g) — betterment of his country. On (h) — contrary, (i) — unpatriotic man thinks only of his own interest. Those who die for (j) — country, are true patriots. 2. Complete the text with suitable prepositions. What are the qualities of a good student? A good student is always attentive (a) — his studies. He is never indifferent (b) — his studies. He does not learn things (c) — rote. He is always curious and innovative. He does not hunt only (d) — traditional guide-books. His thirst (e) — knowledge knows no bounds. He does not confine himself (f) — the traditional studies. He is aware (g) — the current affairs (h) — the world. He listens (i) — his teachers and abides (j) — their advice. 3. Complete the sentences with suitable phrases/words given in the box. no sooner had unless what does …. look like in order to as if what if there let alone was born it (a) Accessibility to higher education in our country is very difficult. Students must work hard — get themselves admitted into universities. (b) Time is very important in our life. You cannot prosper in life — you make the best use of time. (c) The students were talking in the class. — the teacher entered the class than they stopped talking. (d) He proceeded — he had never seen me. His behaviour shocked me. (e) The man is very weak. He cannot walk a mile — five miles. (f) I’m in short of time. — the train is late? (g) Once — lived a farmer. He had four sons. (h) Have you seen a camel? — it —? (i) — is unfortunate that many students spoil their time by using Facebook. (j) Joynul Abedin was a great artist. He — in Kishoreganj. 4. Complete the sentences using suitable clauses phrases. (a) English is an international language. So, to keep pace with the process of globalization —. (b) I am an early riser. I am used to —. (c)You are getting fat. If you want to lose weight, —. (d) Many people of our country are illiterate. They do not know —. (e) Women constitute half of the total population. No progress is possible —. (f) An unhealthy man cannot enjoy life. A proverb goes that —. (g) She loves reading. She will be reading while we —. (h) Habit of eating is also important for good health. We should eat a balance diet —. (i) Environment pollution is a serious problem nowadays. We should plant trees —. (j) Environment is polluted in many ways. It is high time —. 5. Read the text and fill in the gaps with the correct form of verbs. Man is a social and rational being. He (a) — (have) freedom of choice, thought and expression. But everybody should (b) — (consider) that he is not the only person in a society. There (c) — (be) many persons in the society. They (d) — (have) the same right that one (e) — (expect) from one’s society. So to (f) — (form) a peaceful society one should be watchful to see that other’s rights are not violated. Every citizen must (g) — (cultivate) the habit of obeying the rules and regulations of the society. Selfishness (h) — (not help) the society. Rather it (i) — (destroy) the peace and happiness of others. So, we all (j) — (think) of the greater interest of the society. 6. Read the text and change the sentences as directed. (a) Tea is the most popular drink. (comparative) (b) Tea helps us remove our fatigue. (Passive) (c) Almost everyone enjoys tea. (Negative) (d) Bangladesh is one of the tea producing countries. (Compound) (e) Bangladesh exports tea and earns a lot of foreign exchange. (Simple) 7. Change the narrative style by using indirect speeches. “Whose picture is it?” I asked. “A little girl’s of course,” said Grandmother. “Can’t you tell?” “Yes, but did you know the girl?” “Yes, I knew her,” said Granny, “But she was a very wicked girl and I shouldn’t tell you about her.” 8. Identify the unclear pronoun references in the following text and rewrite the sentences so that all pronoun references are clear. Do you know the importance of trees? They are our best friends. Our existence on earth will be at stake without it. We inhale oxygen which trees produce. Again, we exhale carbon dioxide which it absorbs Besides, we get food from trees and firewood to cook it. But some irresponsible people cut down trees indiscriminately. It should be brought to light. Furthermore, one should take keen interest to plant more trees so that we can live comfortably on earth. 9. Read the following text and use modifiers as directed in the blank spaces. We can’t think of our existence without language. It plays a (a) — (use an intensifier) important role in our life. We use language from the time we wake up (b) — (post-modify the verb) till we go to bed at night. We use language not only in our (c) — (pre-modify the noun) hours but also in our dreams. We use language (d) — (use an infinitive) what we feel and to say what we like or dislike. We also use language (e) — (post-modify the verb with an infinitive) information. Language is (f) — (pre-modify the adjective) present in our life. It is an (g) — (pre-modify the noun) part of our life. As an (h) — (pre-modify the noun) nation, we also have a language. But we had to struggle (i) — (post-modify the verb) to establish the right of our language. Many (j) — (pre-modify the noun) sons sacrificed their lives for the language. 10. Use appropriate sentence connectors in the blank spaces of the following passage. We must be aware of the dangers of smoking. It is harmful to us in various ways. It causes various diseases (a) — blood pressure, heart attack, bronchitis, cancer, etc. (b) — it pollutes air (c) — smoking causes harm to (d) — the smokers (e) — the non-smokers who remain by them. (f) —we should give up smoking. (g) — it is (h) — great an addiction to get rid of (i) — nothing is impossible for us. (j) — we are determined to give up it, we can certainly do it. 11. Read the passage and then write the antonym or synonym of the words which are underlined. Children are our best assets. They always like to listen to fascinating stories. But if the stories are uninteresting. they lose interest. There should not be anything immoral in the stories for children. Again, stories should not be so long that they can make children impatient. Stories should not even contain anything illogical or anything that can make children indifferent to their studies. The stories should be instructive leading the children to be perfect morally and ethically. Parents and teachers can play a vital role here in guiding the children what to choose and what not. (a) fascinating (antonym): (b) interest (synonym); (c) impatient (antonym); (d) immoral (synonym): (e) contain (synonym): (f) illogical (antonym); (g) indifferent (synonym): (h) perfect (antonym); (i) instructive (synonym): (j) ethical (antonym). 12. There are ten errors in the use of punctuation marks in the following text. Rewrite the text correcting the errors. Student : Excuse me sir. May I come in? Teacher : Yes come in. Student : Thank you sir. Teacher : What can I do for you Student: Would you kindly make me clear about the use of this punctuation mark Teacher : Didnt you attend my class yesterday? Student : No sir. I did not come. Teacher: Why You must not miss any class. Student : Ill never miss any class sir. Key Part-A 1.         (a) a (b) a (c) x (d) A (e) a (0 x (g) the (h) the (i) an j) the 2.         (a) to (b) to (c) by (d) for (e) for (f) to (g) of (h) of (i) to j) by 3.         (a) in order to (b) unless (c) No sooner had (d) as if (e) let alone (f) What if (g) there (h) What does       look like (i) It  j) was born 4.         (a) English is an- international language. So, to keep pace with the process of globalization we must learn English. (b) I am an early riser. I am used to getting up early and having a walk in the morning. (c) You are getting fat. If you want to lose weight, you have to take physical exercise. (d) Many people of our country are illiterate. They. do not know how to read or write. (e) Women constitute half of the total population of our country. No progress is possible without their contribution. (f) An unhealthy man cannot enjoy life. A proverb goes that "a sound mind lives in a sound body". (g) She loves reading. She will be reading while we are playing in the field. (h) Habit of eating is also important for good health. We should eat a balanced diet so that we can be healthy. (i) Environment pollution is a serious problem nowadays. We should plant trees in order to reduce the effect of environment pollution. (j) Environment is polluted in many ways. It is high time we stopped polluting our environment. 5.         (a) has (b) consider (c) are (d) have (e) expects (f) form (g) cultivate (h) does not help (i) destroys j) should think 6.         (a). Tea is more popular than any other drink. (b) We are helped by tea to remove our fatigue. (c) There are only a few who does not enjoy tea. Or, There is hardly anyone who does not enjoy tea. (d) There are many tea producing countries and Bangladesh is one of them. (e) Bangladesh earns a lot of foreign exchange by exporting tea. 7. 1 asked Grandmother whose picture it was. Grandmother replied that it was of course a little girl's picture. She asked me if I could not tell that. I replied in the affirmative and asked her if she had known the girl. Grandmother replied in the affirmative and said that she had known her, but she (Girl) had been a very wicked girl and she (G) should not tell me about her(Girl). 8. Do you know the importance of trees? They are our best friends. Our existence on earth will be at stake without them. We inhale oxygen which trees produce. Again, we exhale carbon dioxide which trees absorb. Besides, we get food from trees and firewood to cook food. But some irresponsible people cut down trees indiscriminately. These people/ Indiscriminate cutting down of trees should be brought to light. Furthermore, we should take keen interest to plant more trees so that we can live comfortably on earth. 9.         (a) very (b) in the morning (c) waking (d) to express (e) to communicate (f) always (g) integral (h) independent (i) hard 0) valiant/brave 10. (a) like (b) Besides (c) Moreover/Again (d) not only (e) but also (f) So / Therefore (g) But / However (h) Actually (i) But 0) If 11. (a) unattractive (b) attraction (c) patient/persevering (d) wicked/ dishonest (e) comprise / have (f) logical/ rational (g) uninterested (h) imperfect/flawed/defective (i) informative/ educational 0) unethical /immoral 12. Student:     Excuse me, sir. May I come in? Teacher :         Yes, come in. Student:           *Thank you, sir. Teacher:          What can I do for you? Student :          Would you kindly make me clear about the use of this punctuation mark? Teacher:          Didn't you attend my class yesterday? Student:           No, sir. I did not come. Teacher:          Why? You must not miss any class. Student:           I'll never miss any class, sir. Part-B. Writing Part Ad Ad

1. Read the passage and answer the questions A and B. I caught sight of her at the play, and in answer to her beckoning, I went over during the interval and sat down beside her. It was long since I had last seen her, and if someone had not mentioned her name I hardly think I would have recognized her. She addressed me brightly. "Well, it's many years since we first met. How time does fly! We're none of us getting any younger. Do you remember the first time I saw you? You asked me to luncheon." Did I remember? It was twenty years ago and I was living in Paris. I had a tiny apartment in the Latin quarter overlooking a cemetery, and I was earning barely enough money to keep body and soul together. She had read a book of mine and had written to me about it. I answered, thanking her, and presently I received from her another letter saying that she was passing through Paris and would like to have a chat with me; but her time was limited, and the only free moment she had was on the following Thursday; she was spending the morning at the Luxembourg and would I give her a little luncheon at Foyot's afterwards? Foyot's is a restaurant at which the French senators eat, and it was so far beyond my means that I had never even thought of going there. But I was flattered, and I was too young to have learned to say no to a woman.... I had eighty francs (gold francs) to last me the rest of the month, and a modest luncheon should not cost more than fifteen. If I cut out coffee for the next two weeks I could manage well enough. I answered that I would meet my friend-by correspondence- at Foyot's on Thursday at half-past twelve. She was not so young as I expected and in appearance imposing rather than attractive. She was, in fact, a woman of forty... and she gave me the impression of having more teeth, white and large and even, than were necessary for any practical purpose. She was talkative, but since she seemed inclined to talk about me I was prepared to be an attentive listener. I was startled when the bill of fare was brought, for the prices were a great deal higher than I had anticipated. But she reassured me. "I never eat anything for luncheon," she said. "Oh, don't say that!" I answered generously. "I never eat more than one thing. I think people eat far too much nowadays. A little fish, perhaps. I wonder if they have any salmon."..................... A. Choose the correct answer from the alternatives. 1☓5 = 5 (a) What does the word 'essential' mean?  (i) minor (ii) inessential (iii) important (iv) modest (b) The word 'playwright' refers to —.  (i) novelist (ii) dramatist (iii) poet (iv) prose writer (c) 'I was startled when the bill of fare was brought.'- What does it imply?  (i) the writer got panicked  (ii) the bill of fare was very high  (iii) the writer was seized with panic to see the bill of fare  (iv) the writer was aware of the bill of fare (d) Foyot's is an expensive restaurant in -.   (i) Amsterdam (ii) London (iii) Paris (iv) Monaco (e) What does the phrase 'to keep body and soul together' mean?  (i) to repeat (ii) to lose (iii) to win (iv) to survive (f) The word 'beckon' in the text means —.  (i) draw (ii) call  (iii) wait (iv) gesture (g) Where did the writer live?  (i) Paris (ii) Vienna (iii) Berlin (iv) London (h) Where was the apartment that the writer lived in?  (i) Picadilly Street, London (ii) Red Square, Moscow  (iii) Latin Quarter, Paris (iv) Coventry Street, London (i) What did the lady want to have with the writer?  (i) secret meeting (ii) a ride (iii) a chat (iv) a river cruise (j) The writer's apartment was —.  (i) spacious (ii) not so large (iii) very large (iv) tiny (k) What did the apartment overlook?  (i) a garden (ii) a cemetery (iii) a playground (iv) a kiln (l) The lady wrote that she was free on —.  (i) Sunday (ii) Saturday (iii) Thursday (iv) Friday (m) What was Foyots'?  (i) a club (ii) a market (iii) a theatre (iv) a restaurant (n) Who eat at Foyot's?  (i) senators (ii) labourers (iii) writers (iv) common people (o) How was the lady?  (i) reticent (ii) reserved (iii) talkative (iv) dumb (p) How much money did the writer have?  (i) forty francs (ii) sixty francs (iii) eighty francs (iv) seventy francs (q) The probable age of the lady was —.  (i) 18 years (ii) 27 years (iii) 40 years (iv) 35 years (r) The bill of fare — the writer.  (i) mocked (ii) startled (iii) infuriated (iv) annoyed (s) The writer planned to cut out coffee for —.  (i) two months (ii) two seasons (iii) two weeks (iv) two days (t) What did the lady seem to have more than usual?  (i) hair (ii) teeth (iii) fingers (iv) pimples (u) What is the meaning of 'beckon'?  (i) to light a torch  (ii) meat of pigs   (iii) to call someone with visual expression (iv) to call one with loud voice (v) What do you mean by 'interval'?  (i) usual time  (ii) night   (iii) off-time  (iv) time for playing games (w) What does the word 'anticipate' mean?  (i) conjecture (ii) believe (iii) recall (iv) suspect (x) 'Correspondence' means —.  (i) conspiracy  (ii) communication by letters  (iii) confirmation  (iv) contact through phones (y) The word 'generously' actually means —.  (i) gorgeously (ii) greatly (iii) highly (iv) kindly (z) The writer met the lady for the second time at a —.  (i) football match (ii) music concert (iii) play (iv) movie theatre (aa) The word 'expensive' means —.  (i) cheap (ii) costly (iii) available (iv) of reduced price (bb) The writer possessed a tiny —.  (i) house (ii) apartment (iii) hotel (iv) ground (cc) What is the closest meaning of the word 'irony'?  (i) riddle (ii) joke (iii) fun (iv) paradox (dd) The phrase 'take someone to task' means —.  (i) to praise (ii) to admire (iii) to flatter (iv) to rebuke (ee) "She was not so young as I expected and in appearance imposing rather than attractive."– What does it mean?  (i) the exceptional beauty of the guest (ii) unexpected appearance of the guest  (iii) the notable personality of the guest (iv) all of them (ff) Why did the writer accept the lady’s proposal?  (i) he was compelled  (ii) he was blandished   (iii) he wanted to spend the money (iv) he was too old to say no to her (gg) What does the word flatterer in the passage refer to?  (i) extol (ii) laud (iii) adulator (iv) defile (hh) The word impression mentioned in the passage means —.  (i) choice (ii) liking (iii) idea (iv) manner (ii) The term 'Latin quarter' refers to —.  (i) a posh area (ii) an ordinary place where common people live  (iii) a section of Paris popular with students and writers (iv) a busy area (jj) The word 'modest' stands for —.  (i) tolerable (ii) humble (iii) attractive (iv) moderate (kk) "I was too young to have learned to say no to a woman" — What does the writer mean by this?  (i) He was flattered by her proposal (ii) He did not know what to say  (iii) He wanted to meet her (iv) He had enough money (ll) A play is —.  (i) a game  (ii) a picture   (iii) a theatre performance (iv) activities of children (mm) The word 'overlook' stands for —.  (i) command (ii) have a view of (iii) notice (iv) fail to (nn) The luncheon is a — by William Somerset Maugham.  (i) novel (ii) film (iii) short story (iv) prose (oo) How could he recognize her?  (i) seeing her beckoning (ii) sitting beside her (iii) by someone's help  (iv) asking her name Answer (A):  (a) (iii) important (b) (ii) dramatist (c) (iii) the writer was seized with panic to see the bill of fare (d) (iii) Paris (e) (iv) to survive (f) (ii) call (g) (i) Paris (h) (iii) Latin Quarter, Paris (i) (iii) a chat (j) (iv) tiny (k) (ii) a cemetery (l) (iii) Thursday (m) (iv) a restaurant (n) (i) senators (o) (iii) talkative (p) (iii) eighty francs (q) (iii) 40 years (r) (ii) startled (s) (iii) two weeks (t) (ii) teeth (u) (iii) to call someone with visual expression (v) (iii) off-time (w) (i) conjecture (x) (ii) communication by letters (y) (iv) kindly (z) (iii) play (aa) (ii) costly (bb) (ii) apartment (cc) (iv) paradox (dd) (iv) to rebuke (ee) (ii) unexpected appearance of the guest (ff) (ii) he was blandished (gg) (iii) adulator (hh) (iii) idea (ii) (iii) a section of Paris popular with students and writers (jj) (iv) moderate (kk) (i) He was flattered by her proposal (ll) (iii) a theatre performance (mm) (ii) have a view of (nn) (iii) short story (oo) (i) seeing her beckoning B. Answer the following questions. 2☓5 = 10 (a) What do you know about the writer's meeting? (b) What is Foyot's? (c) How did the writer manage to offer the woman a lunch at Foyot's? (d) What do you know about the writer's residence? (e) What was the age of the woman and how was the woman by nature? (f) How were the writer's days going on in Paris? (g) Why did the lady want to meet the writer? (h) How was the lady's appearance? (i) What aspects of the lady annoyed the writer? (j) What do you think the subject-matter of the story is? (k) How was the writer's income? (l) What did the woman want from the writer and why? (m) How did the woman look? (n) What did the writer feel when the bill of fare was brought and why? (o) How did the woman assure him? (p) Why had the writer never even thought of going Foyot's? Explain briefly. (q) What was the topic of the second letter written by the lady to the writer? What did the writer answer? (r) “If someone had not mentioned her name I hardly think I would have recognized her.” Why did the writer say so? (s) What does the writer want to mean when he says, “I was too young to have learned to say no to a woman”? Explain briefly. (t) Do you think that the writer was disappointed to see the lady? Give reasons for your answer. (u) What was the financial condition of the writer when he lived in a small apartment in Paris? (v) Why couldn't the writer recognize the lady at the play? (w) What did the admirer write in her first and second letters? (x) Where was the lady supposed to be on Thursday morning? (y) How did the writer calculate on spending his money before meeting his admirer at the Foyot's? (z) What was the topic of the first letter written by the lady to the writer? Did the writer answer it? Answer (B):   (a) The writer met with the woman at one play during the interval by answering to her beckoning.  (b) Foyot's is a restaurant in Paris. It is very expensive. Rich people specially French senators eat here.  (c) The writer was young enough to say 'no' to any woman. So he decided to offer her a luncheon at    Foyot's restaurant by cutting out coffee for the next two weeks.  (d) The writer lived in a tiny apartment in the Latin quarter overlooking a cemetery in Paris.  (e) The woman was forty years old and by nature she was talkative and fond of eating.  (f) The writer was living in a tiny apartment in Paris. He was compelled to be economical to keep body and soul together.  (g) The lady apparently seemed to admire the writer and therefore wanted to meet him for the same reason. But in fact, she was gluttonous and wanted to deceive the writer to eat costly foods. That's why, she wanted to meet him.  (h) The lady appeared to be a woman of nearly 40 years of age. Her appearance seemed to be imposing rather than attractive. She had white and large teeth, which were more in number than were practically necessary.  (i) The lady's unattractive appearance, talkativeness and gluttonous nature annoyed the writer.  (j) The subject-matter of the story is the greedy and gluttonous nature of a woman.  (k) The writer earned barely enough money to keep body and soul together.  (l) The woman wanted a little lunch from the writer. Because she was greedy and gluttonous.  (m) The woman was of the age of forty. She was not so beautiful and attractive to look at. She possessed more teeth than necessary.  (n) The writer felt startled when the bill of fare was brought. Because the prices were higher than the writer's expectation.  (o) The woman assured him by saying that she never ate more than one thing for luncheon.  (p) The writer had never thought of going there because it was the most expensive restaurant in Paris where the French Senators often visit.   (q) A little luncheon at Foyot's was the topic of the second letter written by the lady to the writer. The writer's answer was yes as he was too young to have learned to say no to a woman.   (r) The writer said the above statement because he was expecting a young and attractive lady rather than a woman of forty.  (s) The writer realized that he was blandished by the writer due to his lack of experience and that's why he said "I was too young to have learned to say no to a woman."  (t) Yes, I think the writer was disappointed to see the lady. He was expecting the lady to be young and attractive but he saw a woman of forty years of age.  (u) Financially the writer was in a poor condition when he was living in a small apartment in Paris. He was earning barely enough money to keep body and soul together.  (v) The writer couldn’t recognize the lady at the play because it had been long since he had last seen her.   (w) The admirer in her first letter wrote appreciating about the writer’s book. In her second letter she expressed her desire to meet him at Foyot's.  (x) On Thursday morning the lady was supposed to be in the Luxembourg.  (y) The writer had eighty francs for the rest of the month. He thought if he cut out coffee for the next two weeks, he could manage well enough. Thus he calculated on spending his money before meeting his admirer.  (z) The topic of the first letter of the lady to the writer was a book written by the writer. Yes, the writer answered it. Bangla Translation বাংলা অনুবাদঃ  একটি নাটক দেখতে গিয়ে আমি তাকে দেখেছিলাম এবং তার ইশারায় সাড়া দিয়ে বিরতির সময় তার পাশে বসেছিলাম। তার সাথে আমার দেখা হয়েছে অনেক বছর আগে এবং যদি না কেউ তার নাম ধরে ডাকতো আমি তাকে হয়ত চিনতে পারতাম না। সে প্রফুল্লতার সাথে আমাকে সম্বোধন করল। “আচ্ছা, আমাদের প্রথম দেখার পর অনেক বছর হয়ে গেছে। সময় কত দ্রুত যায়! আমরা কেউই এখনও যুবক নই। আমি প্রথম যেদিন তোমাকে দেখেছিলাম তা কি তোমার মনে পড়ে? তুমি আমাকে দুপুরের খাবারের জন্য আমন্ত্রণ করেছিলে।” আমার কি মনে পড়েছিল? বিশ বছর আগের কথা এবং আমি প্যারিসে বাস করতাম। সমাধিক্ষেত্রের সম্মুখবর্তী ল্যাটিন কোয়ার্টারে আমার একটি ছোট অ্যাপার্টমেন্ট ছিল; এবং কোনোক্রমে খেয়ে পড়ে বেঁচে থাকার জন্য আমি যথেষ্ট আয় করতাম। সে আমার একটি বই পড়েছিল এবং সে সম্পর্কে আমাকে লিখেছিল। আমি তাকে ধন্যবাদ জানিয়ে একটি উত্তর লিখেছিলাম এবং সম্প্রতি আমি তার কাছ থেকে আরেকটি চিঠি পেয়েছিলাম যাতে সে লিখেছিল যে, সে প্যারিসের পাশ দিয়ে যাচ্ছিল এবং আমার সাথে কথা বলতে চায়, কিন্তু তার সময় সংক্ষিপ্ত এবং তার একমাত্র অবসর সময় ছিল পরবর্তী বৃহস্পতিবার; সে সকালে লুক্সেমবার্গে থাকবে এবং ফয়ট্’সে অল্প কিছু দুপুরের খাবারের জন্য যদি আমি তাকে আমন্ত্রণ করব কিনা? ফয়ট’স্ হচ্ছে একটি রেস্তোরা যেখানে ফ্রান্সের উচ্চতম রাষ্ট্রীয় পরিষদের সদস্যরা খায় এবং এটি আমার সাধ্যের এত বাহিরে ছিল যে, আমি কখনো সেখানে যাবার কথা চিন্তা করতে পারি নি। কিন্তু আমাকে তোষামোদ করা হয়েছিল এবং আমি এত যুবক ছিলাম যে কোনো মহিলাকে না বলতে শিখিনি .......... আমার কাছে সারা মাস চলার জন্য আশি ফ্রাঙ্ক ছিল (সোনার ফ্রাঙ্ক) এবং একটি পরিমিত দুপুরের খাবার পনের ফ্রাঙ্কের বেশি হওয়ার কথা না। যদি আমি পরবর্তী দু’সপ্তাহ কফি বাদ দিয়ে দিই তাহলে ভালোভাবেই চালিয়ে যেতে পারব। আমি চিঠির মাধ্যমে জানিয়ে দিলাম যে আমি আমার বন্ধুর সাথে পরের বৃহস্পতিবার সাড়ে বারোটার সময় ফয়ট্’সে সাক্ষাৎ করব। আমি যেমনটা আশা করেছিলাম সে ততটা যুবতী ছিল না এবং তার চেহারা আকর্ষণীয় অপেক্ষা বিস্ময়কর ছিল। সে ছিল প্রকৃতপক্ষে চল্লিশ বছরের এক মহিলা........ এবং তার ছিল অনেক বেশি, সাদা ও বড় বড় দাঁত যা বাস্তব ক্ষেত্রে প্রয়োজন হয় না। সে ছিল বাঁচাল, কিন্তু যখনই সে আমার সম্পর্কে কিছু বলা শুরু করেছিল আমি মনোযোগী শ্রোতা হবার প্রস্তুতি নিয়েছিলাম। যখন খাবারের তালিকা নিয়ে আসা হলো আমি অবাক হয়েছিলাম কারণ খাবারের মূল্য আমার প্রত্যাশার চেয়ে অনেক বেশি ছিল। কিন্তু সে আমাকে আশ্বস্ত করেছিল। “আমি দুপুরের খাবারে কিছু খাই না,” সে বলেছিল। “ওহ, এভাবে বলবেন না!” আমি ভদ্রভাবে বললাম। “আমি একটার বেশি কিছু কখনো খাই না। আমি মনে করি লোকজন আজকাল খুব বেশি খাবার খায়। অল্প মাছ, হয়তো তাদের কাছে যদি কোনো স্যামন মাছ থাকে।”..................... 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1. Read the passage and answer the questions A and B. Children's right to education also implies that the school they go to will have a pleasant and learning-friendly environment where everyone will have an enjoyable time. Teachers will be kind, caring and supportive and children will feel relaxed. No harsh words will be spoken to them and special care will be taken of children with learning disabilities.  That, unfortunately is not the general picture in our schools. The system of education in our part of the world does not allow children much freedom, and classrooms look more like cages where they are pent up for hours. Rabindranath Tagore (read his "An Eastern University" in Unit Six) found it unacceptable; so did William Blake (1757-1857), an English poet and painter, whose favourite subjects included children. In his poem "The School Boy" Blake writes about a young boy who is unhappy with his school where dour-faced teachers give joyless lessons. He would rather like to be outdoors and enjoy the summer day. He pleads with his parents to rescue him from the drudgery of school.  A. Choose the correct answer from the alternatives. 1☓5 = 5 (a) Children should have a — environment at school.  (i) strict (ii) serious (iii) challenging (iv) friendly (b) Teachers should be —.  (i) strict (ii) harsh (iii) supportive (iv) joking (c) — words should be spoken to children.  (i) Harsh (ii) Study-related (iii) Mild (iv) Funny (d) Blake's "school-boy" is — with his school.  (i) angry (ii) happy (iii) unhappy (iv) excited (e) Teachers usually give — lectures in class.  (i) inspiring (ii) joyless (iii) ridiculous (iv) terrifying (f) Education is a/an — for children.  (i) obligation (ii) right (iii) burden (iv) game (g) Children need to be — in class.  (i) relaxed (ii) disobedient (iii) pressurized (iv) captive (h) The word 'enjoyable' best means —.  (i) happy (ii) mocking (iii) irritating (iv) encouraging (i) The meaning of 'supportive' is —.  (i) fan (ii) helpful (iii) disturber (iv) voter (j) What is the synonym of 'harsh'?  (i) handsome (ii) hard (iii) cruel (iv) pleasing (k) What does the word 'disability' mean?  (i) inability (ii) difficulty (iii) laziness (iv) i & ii (l) 'Dour-faced' means —.  (i) friendly (ii) amicable (iii) caring (iv) harsh (m) The word 'plead' best means —.  (i) interrogate (ii) plot (iii) ask (iv) please (n) What is a synonym of 'drudgery'?  (i) toil (ii) hard work (iii) dreadful work (iv) monotonous work Answer (A): (a) (iv) friendly (b) (iii) supportive (c) (iii) Mild (d) (iii) unhappy (e) (ii) joyless (f) (ii) right (g) (i) relaxed (h) (i) happy (i) (ii) helpful (j) (iii) cruel (k) (iv) i & ii (l) (iv) harsh (m) (iii) ask (n) (iv) monotonous work B. Answer the following questions. 2☓5 = 10 (a) What does children's right to education imply? (b) What did Rabindranath find our education system to be? (c) Who was William Blake? (d) What do you know about his poem "The School Boy"? (e) What should the teachers be? Answer (B): (a) What does children's right to education imply? Children's right to education means that schools should have a pleasant and learning-friendly environment where students enjoy their time. Teachers should be kind, caring, and supportive, making sure that children feel relaxed. There should be no harsh words, and special attention should be given to children with learning disabilities. (b) What did Rabindranath find our education system to be? Rabindranath Tagore found the education system in our part of the world to be too strict and limiting. He believed that children were not given much freedom, and classrooms felt like cages where they were forced to sit for hours. (c) Who was William Blake? William Blake (1757-1857) was an English poet and painter. He often wrote about children and their struggles in society. (d) What do you know about his poem "The School Boy"? In his poem "The School Boy," Blake describes a young boy who feels unhappy at school. The strict and joyless lessons make him feel trapped, and he would rather be outdoors enjoying nature. He pleads with his parents to free him from school so that he can be happy. (e) What should the teachers be? Teachers should be kind, caring, and supportive. They should create a positive and relaxed environment for children and avoid using harsh words. They should also give special care to children who have learning difficulties. Bangla Translation বাংলা অনুবাদঃ  শিশুদের শিক্ষার অধিকার এও ইঙ্গিত করে যে তাদের স্কুলে আনন্দময় ও শিক্ষা বান্ধব পরিবেশ থাকবে যেখানে প্রত্যেকে উপভোগ্য সময় কাটাবে। শিক্ষকরা হবেন সদয়, যত্নশীল ও সহায়তাপূর্ণ এবং শিশুরা স্বাচ্ছন্দ্য বোধ করবে। তাদেরকে কোনো রূঢ় বাক্য বলা হবে না আর দুর্বল শিক্ষার্থীদের বিশেষ যত্ন নেয়া হবে। দুর্ভাগ্যজনকভাবে এটি আমাদের স্কুলের সাধারণ চিত্র নয়। বিশ্বের এ প্রান্তের শিক্ষা-ব্যবস্থায় শিশুরা যথেষ্ট স্বাধীনতা পায় না, আর শ্রেণিকক্ষগুলোকে মনে হয় খাঁচার মত যেখানে তারা ঘণ্টার পর ঘণ্টা দীর্ঘশ্বাস ফেলে। রবীন্দ্রনাথ ঠাকুর (ইউনিট ছয়-এ তাঁর “প্রাচ্যীয় বিশ্ববিদ্যালয়” নামের প্রবন্ধ পড়) একে অগ্রহণযোগ্য বলে ধরে নিয়েছিলেন; অনুরূপ চিন্তা করেছিলেন ইংরেজ কবি ও চিত্রশিল্পী উইলিয়াম ব্লেইক (১৭৫৭-১৮৫৭), যাঁর প্রিয় বিষয়গুলোর অন্তর্ভুক্ত ছিল শিশুরা। ব্লেইক তাঁর “The School Boy” কবিতায় একজন কিশোরের কথা লিখেছেন যে তার স্কুল নিয়ে অসুখী, যেখানে কঠোর চেহারা ধারণ করা শিক্ষকরা আনন্দহীন পাঠদান করেন। সে বরং ঘরের বাইরে গ্রীষ্মের দিন উপভোগ করতে চাইবে। স্কুলের একঘেয়েমি থেকে মুক্তি দিতে সে তার মা-বাবাকে অনুরোধ জানাচ্ছে। Ad Ad

Mr. Moti by Rahad Abir Economy and education are two major factors that segregate people in a society. ‘Mr. Moti’ is a story by a Bangladeshi writer Rahad Abir. Read the two sections of the story and try to understand the identity of people belonging to different social classes. Also, think about how the human world and animals/birds are inter-related. Ameen is seventeen when the war breaks out. One Monday; after supper, he announces he will go to war. Sonabhan shrieks in surprise. You want to leave me alone? Il won't take long, Ma, he assures her. I’ll be back soon after die training. That night Sonabhan cannot sleep. After sun-up, she opens the duck coop. The flock streams out, stretches and quacks around her for their morning meal. She lakes longer than usual. She mixes water with rice husks in an earthen bowl and puts it down. They gobble it up in five minutes and head for the pond. Ameen has let out the chickens by’ dien. He lifts Iris 12-week-old cockerel, Moti, and sits on the veranda. During his breakfast he doesn't strike up any conversation. Having noticed Sonabhan’s puffy eyes, he knows not to mention last night’s subject. He casts his glance to the side, down at die cockerel eating rice in silence. Today is haat bar ( market day) Sonabhan has arranged the things Ameen will lake to die bazaar to sell. Two dozen eggs, a sheaf of areca nuts, a bottle gourd. The bazaar is about a mile away. Ameen wears his short-sleeved floral shirt over his lungi. He whistles as he looks into the cloudy mirror to comb his hair. Placing the rattan basket on his head before selling off, he hollers: I’m off', Ma. Sonabhan watches him go along the bank of the little river. For the first time it occurs to her diat Ameen has grown up. He has reached the height of his dead father, has his long neck and straight shoulders. In that moment, Sonabhan realizes it’s not the war. it’s the fighting that Ameen is fascinated with. Like his dead father, he is crazy about bullfighting, cockfighting and boat racing. The same stubbornness flows in his blood. Once he decides on something, nothing can stop him. Her little son! Now a man. Even up to his fifteenth birthday barely a day passed without neighbours appearing with a slew of complaints. Sometimes one or two turned up from other villages. They peeked into the house and asked, Does Ameen live here? Sonabhan would sigh. What did he do? Your son stole my date juice! Emptied the juice pots hanging on the date trees’ Sonabhan would sigh again. Then ask the visitor to pardon him. She hated saying that she’d raised her son alone. If she could spare them, she would bring half a dozen eggs and hand them to the visitor: Please take these for your children. At night, Sonabhan climbs out of her bed, clutches the hurricane lamp and tiptoes into Ameen’s room. She stands by his bed, looks at her sleeping son. He snores like his father. He has her light skin and button nose. She touches his cheek. Uis broad forehead. She suppresses a desire to lie beside him. Like the old days, when she slept cuddling her baby. A warning comes from old Chowkidar’s young wife. Watch your rooster, she threatens. I don't want him in my house again. If someone touches my boy, Sonabhan responds, they'll see the consequences. She grounds Moti for an entire day. It makes him sad. His forlorn captivity crucifies her. She sets him loose the following morning. Some boys come and ask Sonabhan to lend them Moti for cockfighting at a fair. They are happy to pay. Never, she tells them. He is my son. Monday dawns without Mod’s crowing. His cold body is resting on its right side. Lying against the basket. Eyes closed. His kingly head down. With Mod’s basket in her lap, Sonabhan is motionless. She put Moti to rest beside her husband’s grave. She sighs, plods across the empty yard, steps onto an empty veranda, crawls into an empty home and sits on the edge of an empty bed. Another morning breaks.... Noon and afternoon come and go.. ..The birds in the coops quack and crow....No one lets them out. For the first time, Sonabhan’s doors do not open. Note: The excerpts of “Mr. Moti” are selected from the complete story included in When the Mango Tree Blossomed: Fifty Short Stories from Bangladesh edited by Niaz Zaman. Multiple-choice questions based on the text: What major factors are mentioned in the passage as segregating people in society? a) Economy and education b) Family and religion c) Language and culture d) Wealth and power Answer:  a) Economy and education How old is Ameen when the war breaks out? a) 15 b) 17 c) 20 d) 21 Answer:  b) 17 Why is Sonabhan unable to sleep the night after Ameen announces he will go to war? a) She is worried about Ameen leaving her alone b) She is ill c) She is angry with Ameen d) She is worried about the war itself Answer:  a) She is worried about Ameen leaving her alone What animal does Ameen have in the story? a) A dog b) A rooster c) A cow d) A goat Answer:  b) A rooster What items does Sonabhan prepare for Ameen to take to the bazaar? a) Two dozen eggs, a bottle gourd, and areca nuts b) Eggs, rice, and sugar c) Fish, vegetables, and fruits d) Only eggs and areca nuts Answer:  a) Two dozen eggs, a bottle gourd, and areca nuts How does Sonabhan first realize Ameen has grown up? a) He is taller than she is b) He has his father's physical features c) He talks about the war d) He helps with household chores Answer:  b) He has his father's physical features What is Ameen’s attitude toward fighting, according to Sonabhan? a) He is interested in fighting because of his father's legacy b) He dislikes fighting and wants peace c) He is only interested in boat racing d) He is afraid of fighting Answer:  a) He is interested in fighting because of his father's legacy What does Sonabhan do when she hears that Ameen has stolen date juice? a) She scolds him b) She apologizes and offers eggs to the visitor c) She ignores the complaint d) She punishes him immediately Answer:  b) She apologizes and offers eggs to the visitor How does Sonabhan react when Moti is grounded? a) She is happy to punish him b) She feels sad for Moti and sets him free the next day c) She forgets about him d) She asks Ameen to discipline him Answer:  b) She feels sad for Moti and sets him free the next day What is the final fate of Moti in the story? a) He is sold in the bazaar b) He is injured in a fight c) He dies and Sonabhan buries him d) He escapes from the house Answer:  c) He dies and Sonabhan buries him A Answer the following questions: 1.        Why is the rooster called Mr. Moti? 2.       Is the writer trying to compare the son with the rooster? What are the reasons for doing so? 3.       Why is the story a Bangladeshi story? Which war is referred lo in the story? 4.        Do you know what cocklighting is? 5.        What do you think about the mother-son relationship? B Make a list of words from the story that have cultural connotations. Make use of them in a conversation between two friends in your class. C In our culture, sons are believed to follow their father's ways and daughters are found similar with their mothers. Do you see that kind of belief in the story? Discuss it with your friends and bring examples from your own life if you are compared with your father or mother. D. Arrange a debate on the motion: “Man is known by his work, not by his looks.’* Questions with Answers: A. Answer the following questions: Why is the rooster called Mr. Moti? The rooster is called Mr. Moti  because Sonabhan loves him like her son . She does not see him as just a bird. To her, he is family . The name "Moti"  means "pearl"  in Bengali. Pearls are rare and valuable . The name shows how much she cares for him . She feeds him and protects him . She never lets anyone take him . Some boys want Moti for cockfighting . Sonabhan says no. She cannot let him get hurt or die . To her, he is like a child . Is the writer trying to compare the son with the rooster? Why? Yes, the writer compares Ameen with Moti . Both are strong and stubborn . Ameen loves fighting and adventure . Moti is also expected to fight . Sonabhan cares for both of them . She cannot stop them from facing dangers . Ameen is like his father , who also loved fights and challenges . Moti dies suddenly . Sonabhan fears Ameen may not return from war . The story shows her love and worries . Why is the story a Bangladeshi story? Which war is in the story? The story is Bangladeshi  because it shows village life and traditions . It talks about markets, farming, and cockfighting . It also shows a mother’s love for her son . The war in the story is the Bangladesh Liberation War of 1971 . Many young boys left home to fight . Ameen is one of them. Sonabhan does not want him to go . She knows she cannot stop him . The story shows the pain of many mothers during the war . What is cockfighting? Cockfighting is a sport  where two roosters fight . People bet money  on the winner. Sometimes, the roosters have sharp blades on their legs . This makes the fight more dangerous . The fight continues until one rooster is too weak or dies . Some people enjoy watching . Others think it is cruel . The birds get badly hurt . In many places, cockfighting is banned  because it is too violent . What do you think about the mother-son relationship? Sonabhan and Ameen share a deep bond . Sonabhan raised Ameen alone . She protected and cared for him . When he was younger, he was naughty and playful . He often got into trouble . Sonabhan always forgave him . Now, Ameen is growing up . He wants to join the war . Sonabhan cannot stop him . She feels proud but afraid . She already lost her husband. She does not want to lose Ameen too . The story shows a mother’s love and pain . B. Make a list of words from the story that have cultural connotations. Make use of them in a conversation between two friends in your class. Words with Cultural Connotations: Lungi  – A traditional garment worn by men in rural areas, often for casual wear or daily work in Bangladesh. Bazar  – A local market, where people buy and sell goods in a village or town, a central part of daily life in many parts of Bangladesh. Moti  – The name of the rooster, symbolizing something precious or dear. In Bengali, "Moti" means "pearl," which carries a cultural significance of something valuable. Areca nuts  – A common snack and trade item in rural Bangladesh, often sold in markets. These nuts are significant in both daily life and traditional customs. Date juice  – A traditional drink made from the sap of date trees. It’s common in rural Bangladesh and is a part of local cuisine. Hurricane lamp  – A type of oil lamp, often used in rural areas where electricity may not be available. It reflects the traditional way of life in the countryside. Cockfighting  – A traditional, although controversial, activity in Bangladesh where roosters fight. This practice is linked to cultural festivities and rural traditions. Chowkidar  – A guard or watchman, usually a person responsible for protecting property or keeping an eye on the neighborhood. In rural Bangladesh, this is a common occupation. Conversation between two friends using these words: Friend 1:  "Did you see Ameen in his lungi  yesterday? He was headed to the bazar  with his rattan basket  on his head." Friend 2:  "Yes, he looked just like the old days! My grandfather used to wear a lungi  when he would go to the bazar . Speaking of the bazar , have you tried the fresh areca nuts  they sell there? They’re delicious!" Friend 1:  "I love those! And I’ve also seen people selling date juice  near the market. It’s a special drink, and so refreshing in the heat." Friend 2:  "I remember last year, there was a cockfighting  event during the festival. People were so excited, but I just couldn’t get myself to watch. It’s hard to support something that harms animals." Friend 1:  "I agree, but it's part of their tradition. Anyway, have you heard about the new chowkidar  hired for the neighborhood? I heard he’s very strict about security." Friend 2:  "I haven’t met him yet, but I hope he’s as effective as the last one. The place feels a lot safer with someone watching over." This conversation highlights the cultural aspects of daily life, using words that are deeply rooted in the traditions of rural Bangladesh. C. In our culture, sons are believed to follow their father's ways and daughters are found similar with their mothers. Do you see that kind of belief in the story? Discuss it with your friends and bring examples from your own life if you are compared with your father or mother. In the story, there is a clear reflection of the cultural belief that sons follow in their father’s footsteps. Ameen, Sonabhan’s son, shows characteristics and interests that are very much like his late father. For instance, Ameen is fascinated by activities such as cockfighting , bullfighting , and boat racing , all of which were also his father’s passions. The writer shows that Ameen’s stubbornness and his decision to go to war are qualities he shares with his father. This idea is reflected in the mother-son relationship, where Sonabhan sees her son growing into a man much like his father, with the same traits, interests, and stubbornness. Personal Example: In my own life, I sometimes feel that I share certain qualities with my father, especially in how we handle responsibilities and problem-solving. For example, my father is very calm and methodical when it comes to managing challenges, and I’ve noticed that I tend to approach situations with a similar calmness. Similarly, my sister is very much like my mother in her nurturing and caring nature, especially when it comes to helping others. This kind of cultural belief is often seen in families, where sons are expected to inherit their father's traits, and daughters often resemble their mothers in terms of their behavior or temperament. Discussion with Friends: Friend 1:  "I think Ameen in the story really follows his father’s way of thinking and doing things, especially with his love for cockfighting  and fighting in general. It’s like his father’s spirit lives on in him." Friend 2:  "Yes, it’s interesting how Sonabhan sees Ameen as growing up to be like his father. I feel like I’m the same with my dad. I share his calmness and logic. It’s as if I learned from his actions more than his words." Friend 1:  "And my sister is so much like my mom. The way she takes care of things and always knows what to do is exactly like my mom." This conversation highlights how the belief of sons following their father's ways and daughters resembling their mothers is something many people can relate to in their own families. D. Arrange a debate on the motion: “Man is known by his work, not by his looks.” Opening statement (Affirmative side): "I strongly believe that a person’s true identity is shaped by the work they do, not their physical appearance. It is through our actions, accomplishments, and contributions to society that we truly make our mark. A person who dedicates themselves to helping others, creating something meaningful, or achieving success in their chosen field is defined by these actions. Just like in the story of Mr. Moti , Ameen’s character is defined by his actions and his values rather than his appearance. His decision to go to war, his stubbornness, and his interests reflect who he truly is, not just his looks." Opening statement (Negative side): "While it’s true that a person’s work is important, their looks also play a significant role in how they are perceived by society. First impressions are often based on appearance, and people’s opportunities or social interactions are influenced by how they look. For instance, in the professional world, certain appearances can give individuals an advantage in job interviews or public image. While actions define us in the long term, our appearance often impacts how we are first received and understood by others." Further Argument (Affirmative side): "True, first impressions are based on looks, but it is the work, the effort, and the personality behind that appearance that ultimately define who a person is. In the case of Ameen, his work and his decisions speak louder than how he looks, as his mother Sonabhan realizes when he grows up. It’s his actions that make him memorable, not his looks." Further Argument (Negative side): "While I agree that actions are important, we cannot completely ignore the influence of looks. In today’s world, appearance often matters as much as the work we do. This is true in media, entertainment, politics, and even in daily interactions. Our appearance can open doors or close them, and it can influence how others treat us, regardless of the work we do." Bangla Translation Lesson 1: Mr. Moti” by Rahad Abir Economy and education are two major factors that segregate people in a society.অর্থনীতি এবং শিক্ষা দুটি প্রধান উপাদান যা সমাজে মানুষকে আলাদা করে। ‘Mr. Moti’ is a story by a Bangladeshi writer Rahad Abir.‘মিস্টার মটি’ একটি গল্প, যা বাংলাদেশি লেখক রাহাদ আবীর লিখেছেন। Read the two sections of the story and try to understand the identity of people belonging to different social classes.গল্পের দুটি অংশ পড়ুন এবং চেষ্টা করুন বিভিন্ন সামাজিক শ্রেণীর মানুষের পরিচয় বুঝতে। Also, think about how the human world and animals/birds are inter-related.এছাড়া, চিন্তা করুন কীভাবে মানব জগত এবং পশু/পাখি একে অপরের সাথে সম্পর্কিত। Ameen is seventeen when the war breaks out.যখন যুদ্ধ শুরু হয়, আমিনের বয়স সতেরো। One Monday, after supper, he announces he will go to war.একটি সোমবার, রাতের খাবারের পর, সে ঘোষণা দেয় যে সে যুদ্ধে যাবে। Sonabhan shrieks in surprise. You want to leave me alone?সোনাবান অবাক হয়ে চিৎকার করে। তুমি আমাকে একা ছেড়ে যেতে চাও? "I won’t take long, Ma," he assures her. "I’ll be back soon after the training.""আমি বেশি সময় নেব না, মা," সে তাকে আশ্বস্ত করে। "প্রশিক্ষণ শেষে দ্রুত ফিরে আসব।" That night Sonabhan cannot sleep.সেই রাতে সোনাবান ঘুমাতে পারে না। After sun-up, she opens the duck coop.সূর্যোদয়ের পর, সে হাঁসের খাঁচা খুলে। The flock streams out, stretches, and quacks around her for their morning meal.হাঁসগুলো বের হয়ে যায়, stretching করে এবং তার চারপাশে কাঁকড়িয়ে তাদের সকালের খাবারের জন্য। She takes longer than usual.সে স্বাভাবিক সময়ের চেয়ে বেশি সময় নেয়। She mixes water with rice husks in an earthen bowl and puts it down.সে একটি মাটির পাত্রে পানি ও চালের ভুষি মিশিয়ে রাখে। They gobble it up in five minutes and head for the pond.তারা পাঁচ মিনিটের মধ্যে খাবার খেয়ে নেয় এবং পুকুরের দিকে চলে যায়। Ameen has let out the chickens by then.তখনই আমিন হাঁসগুলো ছেড়ে দিয়েছে। He lifts his 12-week-old cockerel, Moti, and sits on the veranda.সে তার ১২ সপ্তাহ বয়সী মোরগ, মটি, তুলে নিয়ে বারান্দায় বসে। During his breakfast he doesn’t strike up any conversation.তার নাস্তার সময় সে কোনো কথা বলার চেষ্টা করে না। Having noticed Sonabhan’s puffy eyes, he knows not to mention last night’s subject.সোনাবানের ফোলা চোখ দেখে, সে জানে রাতে যা ঘটেছিল সে বিষয়ে কিছু বলবে না। He casts his glance to the side, down at the cockerel eating rice in silence.সে তার দৃষ্টি পাশের দিকে নিয়ে যায়, চুপচাপ চাল খাচ্ছে মোরগটির দিকে তাকিয়ে। Today is haat bar, market day.আজ হাট, বাজারের দিন। Sonabhan has arranged the things Ameen will take to the bazaar to sell.সোনাবান আমিনের জন্য বাজারে বিক্রির জন্য কিছু জিনিস প্রস্তুত করেছে। Two dozen eggs, a sheaf of areca nuts, a bottle gourd.দুই ডজন ডিম, এক মুঠো সুপারি গাছের বাদাম, একটি লাউ। The bazaar is about a mile away.বাজারটা প্রায় এক মাইল দূরে। Ameen wears his short-sleeved floral shirt over his lungi.আমিন তার শর্ট স্লিভ ফুলেল শার্ট পরিধান করে, লুঙ্গির উপর। He whistles as he looks into the cloudy mirror to comb his hair.সে হালকা সুরে বাঁশির শব্দ করে মেঘলা আয়নায় তার চুল আঁচড়ানোর জন্য তাকিয়ে থাকে। Placing the rattan basket on his head before setting off, he hollers: "I’m off, Ma."বাঁশের ঝুড়ি তার মাথায় রেখে যাত্রা শুরুর আগে, সে উচ্চস্বরে চিৎকার করে, "আমি চলে যাচ্ছি, মা।" Sonabhan watches him go along the bank of the little river.সোনাবান তাকে ছোট নদীর তীরে চলে যেতে দেখেন। For the first time it occurs to her that Ameen has grown up.এটাই প্রথম বার সোনাবানের মনে হয় যে আমিন বড় হয়ে গেছেন। He has reached the height of his dead father, has his long neck and straight shoulders.সে তার মৃত বাবার উচ্চতা অর্জন করেছে, তার দীর্ঘ গলা এবং সোজা কাঁধ আছে। In that moment, Sonabhan realizes it’s not the war, it’s the fighting that Ameen is fascinated with.সেই মুহূর্তে, সোনাবান বুঝতে পারে যে এটি যুদ্ধ নয়, এটি লড়াই যা আমিনকে মন্ত্রমুগ্ধ করেছে। Like his dead father, he is crazy about bullfighting, cockfighting, and boat racing.তার মৃত বাবার মতো, সে ষাঁড়ের লড়াই, মোরগের লড়াই এবং নৌকা দৌড় নিয়ে পাগল। The same stubbornness flows in his blood.একই জেদ তার রক্তে প্রবাহিত হয়। Once he decides on something, nothing can stop him.একবার সে কিছু সিদ্ধান্ত নিলে, কিছুই তাকে থামাতে পারে না। Her little son! Now a man.তার ছোট ছেলে! এখন একজন পুরুষ। Even up to his fifteenth birthday, barely a day passed without neighbors appearing with a slew of complaints.তার পনেরোতম জন্মদিন পর্যন্ত, একটি দিনও এমন যায়নি যখন প্রতিবেশীরা একগুচ্ছ অভিযোগ নিয়ে উপস্থিত না হতো। Sometimes one or two turned up from other villages.কখনো কখনো এক বা দুটি প্রতিবেশী অন্য গ্রাম থেকে আসত। They peeked into the house and asked, "Does Ameen live here?"তারা বাড়ির মধ্যে উঁকি দিয়ে জিজ্ঞেস করত, "আমিন কি এখানে থাকে?" Sonabhan would sigh. "What did he do?"সোনাবান দীর্ঘশ্বাস ফেলত। "সে কী করেছে?" "Your son stole my date juice! Emptied the juice pots hanging on the date trees!""তোমার ছেলে আমার খেজুরের রস চুরি করেছে! খেজুর গাছের রসের হাঁড়ি খালি করেছে!" Sonabhan would sigh again.সোনাবান আবার দীর্ঘশ্বাস ফেলত। Then ask the visitor to pardon him.তারপর অতিথিকে তার ক্ষমা চাওয়ার অনুরোধ করত। She hated saying that she’d raised her son alone.সে ঘৃণা করত যে তাকে বলতে হয়েছিল যে সে একা তার ছেলে বড় করেছে। If she could spare them, she would bring half a dozen eggs and hand them to the visitor: "Please take these for your children."যদি সে তাদের সাহায্য করতে পারত, সে অতিথির জন্য আধ ডজন ডিম এনে দিত: "দয়া করে এগুলো আপনার সন্তানদের জন্য নিয়ে যান।" At night, Sonabhan climbs out of her bed, clutches the hurricane lamp, and tiptoes into Ameen’s room.রাতে, সোনাবান তার বিছানা থেকে উঠে, হারিকেন বাতি ধরেন এবং চুপিচুপিই আমিনের রুমে ঢুকে পড়েন। She stands by his bed, looks at her sleeping son.সে তার বিছানার পাশে দাঁড়িয়ে, তার ঘুমন্ত ছেলেকে দেখে। He snores like his father.সে তার বাবার মতো खरাতির শব্দ করে। He has her light skin and button nose.তার উজ্জ্বল ত্বক এবং বোতাম আকারের নাক আছে। She touches his cheek, his broad forehead.সে তার গাল স্পর্শ করে, তার চওড়া কপাল স্পর্শ করে। She suppresses a desire to lie beside him.সে তার পাশে শুয়ে পড়ার ইচ্ছেকে দমন করে। Like the old days, when she slept cuddling her baby.পুরানো দিনগুলির মতো, যখন সে তার শিশুকে কোলে নিয়ে ঘুমাতো। A warning comes from old Chowkidar’s young wife.পুরনো চৌকিদারের তরুণ স্ত্রীর কাছ থেকে একটি সতর্কতা আসে। "Watch your rooster," she threatens. "I don’t want him in my house again.""তোমার মোরগের দিকে খেয়াল রাখো," সে হুমকি দেয়। "আমি আর তাকে আমার বাড়িতে দেখতে চাই না।" "If someone touches my boy," Sonabhan responds, "they’ll see the consequences.""যদি কেউ আমার ছেলেকে স্পর্শ করে," সোনাবান জবাব দেয়, "তারা পরিণতি দেখতে পাবে।" She grounds Moti for an entire day.সে মটিকে একদিন পুরোপুরি বন্দী করে রাখে। It makes him sad.এটি তাকে দুঃখিত করে তোলে। His forlorn captivity crucifies her.তার একাকী বন্দীদশা সোনাবানকে অত্যাচারিত করে। She sets him loose the following morning.সে পরের সকালে তাকে মুক্তি দেয়। Some boys come and ask Sonabhan to lend them Moti for cockfighting at a fair.কিছু ছেলেরা আসে এবং সোনাবানকে মটিকে মেলার মোরগ লড়াইয়ের জন্য ধার দিতে বলে। They are happy to pay.তারা খুশি হয়ে পেমেন্ট করতে চায়। "Never," she tells them. "He is my son.""কখনো না," সে তাদের বলে। "সে আমার ছেলে।" Monday dawns without Moti’s crowing.সোমবার সকালে মটির ডাকে ছাড়া দিন শুরু হয়। His cold body is resting on its right side.তার ঠান্ডা দেহ তার ডান পাশে শুয়ে আছে। Lying against the basket.ঝুড়ির পাশে শুয়ে। Eyes closed.চোখ বন্ধ। His kingly head down.তার রাজকীয় মাথা নিচে। With Moti’s basket in her lap, Sonabhan is motionless.মটির ঝুড়ি তার হাঁটুর উপরে রেখে সোনাবান নির্দিষ্ট হয়ে থাকে। She puts Moti to rest beside her husband’s grave.সে মটিকে তার স্বামীর কবরের পাশে শুইয়ে দেয়। She sighs, plods across the empty yard, steps onto an empty veranda, crawls into an empty home, and sits on the edge of an empty bed.সে দীর্ঘশ্বাস ফেলে, খালি আঙিনায় হাঁটে, খালি বারান্দায় ওঠে, খালি বাড়িতে ঢোকে এবং একটি খালি বিছানায় বসে। Another morning breaks... Noon and afternoon come and go...আরেকটি সকাল আসে... দুপুর এবং বিকেল যায়... The birds in the coops quack and crow... No one lets them out.খাঁচার পাখিরা কাঁকড়িয়ে ডাকছে... কেউ তাদের বের করে না। For the first time, Sonabhan’s doors do not open.এটাই প্রথম বার, সোনাবানের দরজা খোলেনি। Bangla Translation মি. মতি” আমিনের বয়স সতেরো বছর যখন যুদ্ধ শুরু হয়। এক সোমবার; রাতের খাবারের পর, সে ঘোষণা করে যে সে যুদ্ধে যাবে। সোনাভান অবাক হয়ে চিৎকার করে বলে। তুমি কি আমাকে একা রেখে যেতে চাও? আমি বেশি সময় নেব না, মা, সে তাকে আশ্বস্ত করে। ডাই ট্রেনিংয়ের পর আমি শীঘ্রই ফিরে আসব। সেই রাতে সোনাভান ঘুমাতে পারে না। সূর্য ওঠার পর, সে হাঁসের খাঁচা খুলে দেয়। পালগুলি তাদের সকালের খাবারের জন্য তার চারপাশে স্রোত বয়ে বেড়ায়, প্রসারিত হয় এবং ডাকে। সে স্বাভাবিকের চেয়ে বেশি সময় ধরে জলাবদ্ধ থাকে। সে একটি মাটির পাত্রে চালের খোসার সাথে জল মিশিয়ে রাখে এবং তা রাখে। তারা পাঁচ মিনিটের মধ্যে তা খেয়ে ফেলে এবং পুকুরের দিকে রওনা দেয়। আমিন মুরগির বাচ্চাগুলোকে ছেড়ে দিয়েছে। সে ১২ সপ্তাহ বয়সী আইরিস, মতিকে তুলে বারান্দায় বসে আছে। নাস্তার সময় সে আর কোন কথা বলে না। সোনাভানের ফোলা চোখ দেখে, গত রাতের প্রসঙ্গ উল্লেখ না করেই সে জানে। সে একপাশে তাকিয়ে থাকে, চুপচাপ ভাত খাচ্ছে মোরগের দিকে। আজ হাই বার। বাজারের দিন। সোনাভান আমিন বাজারে বিক্রি করার জন্য যা যা করবে তার সব ব্যবস্থা করে রেখেছে। দুই ডজন ডিম, এক শেফ সুপারি, একটি লাউ। বাজার প্রায় এক মাইল দূরে। আমিন তার লুঙ্গির উপর তার ছোট হাতার ফুলের শার্ট পরে আছে। সে মেঘলা আয়নার দিকে তাকিয়ে চুল আঁচড়াতে শিস দেয়। বেতের ঝুড়ি মাথায় রেখে বিক্রি করার আগে সে চিৎকার করে বলে: "আমি যাচ্ছি", মা। সোনাভান তাকে ছোট্ট নদীর তীরে যেতে দেখছে। প্রথমবারের মতো তার মনে হয় আমিন বড় হয়ে গেছে। সে তার মৃত বাবার উচ্চতায় পৌঁছেছে, তার লম্বা ঘাড় এবং সোজা কাঁধ। সেই মুহূর্তে সোনাভান বুঝতে পারে এটা যুদ্ধ নয়। এটা সেই লড়াই যা আমিনের মুগ্ধতা। তার মৃত বাবার মতো, সে ষাঁড়ের লড়াই, মোরগের লড়াই এবং নৌকা দৌড়ের প্রতি পাগল। একই জেদ তার রক্তে প্রবাহিত হয়। একবার সে কিছু করার সিদ্ধান্ত নিলে, কেউ তাকে থামাতে পারে না। তার ছোট ছেলে! এখন একজন পুরুষ। এমনকি তার পনেরতম জন্মদিন পর্যন্ত প্রতিবেশীরা নানা অভিযোগ নিয়ে হাজির না হয়ে এমন একটি দিনও পারত না। মাঝে মাঝে অন্য গ্রাম থেকে দু-একজন এসে হাজির হত। তারা ঘরে উঁকি দিয়ে জিজ্ঞাসা করত, আমিন কি এখানে থাকে? সোনাভান দীর্ঘশ্বাস ফেলত। সে কী করত? তোমার ছেলে আমার খেজুরের রস চুরি করে! খেজুর গাছে ঝুলন্ত রসের পাত্র খালি করে। সোনাভান আবার দীর্ঘশ্বাস ফেলত। তারপর দর্শনার্থীকে ক্ষমা করতে বলত। সে বলতে ঘৃণা করত যে সে তার ছেলেকে একা লালন-পালন করেছে। যদি সে তাদের বাঁচাতে পারত, তাহলে সে আধা ডজন ডিম এনে দর্শনার্থীর হাতে দিত: দয়া করে এগুলো তোমার বাচ্চাদের জন্য নিয়ে যাও। রাতে, সোনাভান বিছানা থেকে উঠে হারিকেন ল্যাম্প ধরে পা টিপে টিপে আমিনের ঘরে ঢুকে পড়ে। সোনাভান বিছানার পাশে দাঁড়িয়ে তার ঘুমন্ত ছেলের দিকে তাকায়। সে তার বাবার মতো নাক ডাকে। তার হালকা ত্বক এবং নাকের বোতাম। সে তার গাল স্পর্শ করে। তার কপাল প্রশস্ত। সে তার পাশে শুয়ে থাকার ইচ্ছা দমন করে। আগের দিনের মতো, যখন সে তার বাচ্চাকে জড়িয়ে ধরে ঘুমাতো। বুড়ো চৌকিদারের যুবতী স্ত্রীর কাছ থেকে একটি সতর্কবাণী আসে। তোমার মোরগের দিকে নজর রাখো, সে হুমকি দেয়। আমি আর তাকে আমার বাড়িতে চাই না। যদি কেউ আমার ছেলেকে স্পর্শ করে, সোনাভান সাড়া দেয়, তারা পরিণতি দেখতে পাবে। সে মতিকে সারাদিনের জন্য মাটিতে ফেলে। এতে সে দুঃখিত হয়। তার অসহায় বন্দীদশা তাকে ক্রুশে দেয়। পরের দিন সকালে সে তাকে ছেড়ে দেয়। কিছু ছেলে এসে সোনাভানকে মেলায় মোরগ লড়াইয়ের জন্য মতিকে ধার দিতে বলে। তারা খুশি মনে টাকা দেয়। কখনও না, সে তাদের বলে। সে আমার ছেলে। সোমবার ভোর হয় মোদের ডাক ছাড়াই। তার ঠান্ডা শরীর ডানদিকে শুয়ে আছে। ঝুড়ির সাথে শুয়ে আছে। চোখ বন্ধ। তার রাজকীয় মাথা নিচু। কোলে মোদের ঝুড়ি নিয়ে সোনাভান নিশ্চল। সে তার স্বামীর কবরের পাশে সোম তো রেসিতে শুয়ে আছে। সে দীর্ঘশ্বাস ফেলে, খালি উঠোন পেরিয়ে, খালি বারান্দায় পা রাখে, হামাগুড়ি দিয়ে একটি খালি বাড়িতে প্রবেশ করে এবং খালি বিছানার কিনারায় বসে। আরেকটি সকাল আসে.... দুপুর আর বিকেল আসে আর যায়.. .. খামারের পাখিরা ডাকে আর ডাকে....কেউ তাদের বের হতে দেয় না। প্রথমবারের মতো, সোনাভানের দরজা খোলে না। 100 words/phrases extracted directly from the text Word/Phrase Pronunciation English Meaning Bangla Meaning Example Sentence Economy /ɪˈkɒn.ə.mi/ The wealth and resources of a country অর্থনীতি The economy of the country grew rapidly. Segregate /ˈsɛɡ.rɪ.ɡeɪt/ To separate or divide পৃথক করা The law was designed to segregate communities. Identity /aɪˈden.tɪ.ti/ The characteristics that define someone পরিচয় His identity as a writer is well-known. Social classes /ˈsəʊ.ʃəl klæsɪz/ Groups divided by status or wealth সামাজিক শ্রেণি Different social classes exist in every society. Supper /ˈsʌp.ər/ An evening meal রাতের খাবার We had supper before heading to bed. Shriek /ʃriːk/ A loud, high-pitched scream চিৎকার করা She let out a shriek of surprise. Assure /əˈʃɔːr/ To guarantee something আশ্বস্ত করা He assured her that he would return soon. Quack /kwæk/ The sound made by a duck হাঁসের ডাক The ducks quacked loudly in the morning. Earthen /ˈɜː.ðən/ Made of earth or clay মাটির তৈরি She served the rice in an earthen bowl. Gobble /ˈɡɒb.l̩/ To eat quickly and greedily গোগ্রাসে খাওয়া The ducks gobbled up the food within minutes. Pond /pɒnd/ A small body of still water পুকুর The ducks swam in the pond behind the house. Cockerel /ˈkɒk.ər.əl/ A young male chicken মোরগ He held the cockerel gently in his arms. Veranda /vəˈræn.də/ A covered, open area in front of a house বারান্দা He sat on the veranda, watching the sunrise. Puffy /ˈpʌf.i/ Swollen or bloated ফুলে ওঠা Her puffy eyes showed that she had been crying. Bazaar /bəˈzɑːr/ A marketplace বাজার Ameen headed to the bazaar with his goods. Sheaf /ʃiːf/ A bundle of grain or objects আঁটি She prepared a sheaf of areca nuts for selling. Rattan /ˈræt.ən/ A material from palm stems বেত He carried a basket made of rattan. Stubbornness /ˈstʌb.ən.nəs/ The quality of being inflexible একগুঁয়েমি His stubbornness reminded her of his father. Forlorn /fəˈlɔːn/ Pitifully sad নিরাশ্র The forlorn look on her face was heartbreaking. Captivity /kæpˈtɪv.ɪ.ti/ The state of being confined বন্দিত্ব Moti’s captivity saddened Sonabhan deeply. Clutches /ˈklʌtʃ.ɪz/ Grasps or holds tightly আঁকড়ে ধরা She clutched the lamp tightly in her hand. Hurricane lamp /ˈhʌr.ɪ.keɪn læmp/ A type of lamp used during storms হারিকেন বাতি She lit the hurricane lamp and walked outside. Tiptoe /ˈtɪp.təʊ/ Walking quietly on the toes পায়ের আঙ্গুলে ভর দিয়ে হাঁটা She tiptoed into her son’s room at night. Cuddling /ˈkʌd.lɪŋ/ Holding someone closely for comfort আলিঙ্গন করা She missed cuddling her son when he was a baby. Forbearance /fɔːˈbeə.rəns/ Patient self-control ধৈর্য She showed great forbearance when dealing with the neighbors. Fascinated /ˈfæs.ɪ.neɪ.tɪd/ Deeply interested or attracted মুগ্ধ He was fascinated by tales of war. Plod /plɒd/ To walk heavily and slowly ভারী পায়ে হাঁটা She plodded across the yard with Moti’s basket. Consequences /ˈkɒn.sɪ.kwənsɪz/ The results of an action পরিণাম There will be consequences if you harm him. Motionless /ˈməʊ.ʃən.ləs/ Without movement নিশ্চল She sat motionless with the basket on her lap. Dawn /dɔːn/ The first light of day ভোর Monday dawned without the rooster crowing. Empty /ˈemp.ti/ Not filled ফাঁকা The house felt empty without her son. Stream /striːm/ To move in a continuous flow প্রবাহ The ducks streamed out of the coop in the morning. Word/Phrase Pronunciation English Meaning Bangla Meaning Example Sentence Breaks out /breɪks aʊt/ To begin suddenly হঠাৎ শুরু হওয়া The war broke out unexpectedly. Announce /əˈnaʊns/ To make a public declaration ঘোষণা করা He announced he would go to war. Shriek /ʃriːk/ A loud, high-pitched scream চিৎকার করা She let out a shriek of surprise. Assures /əˈʃʊəz/ To reassure or guarantee আশ্বস্ত করা He assures her that he will return soon. Sun-up /ˈsʌnʌp/ The time when the sun rises সূর্যোদয় She woke up at sun-up to start her day. Coop /kuːp/ A small enclosure for poultry মুরগির খামার The chickens were in the coop for the night. Flock /flɒk/ A group of birds or animals ঝাঁক The flock of ducks ran toward the water. Stretch /strɛtʃ/ To extend or spread out প্রসারিত করা The birds stretched their wings. Meal /miːl/ Food served for eating খাবার She prepared a meal for her family. Rice husks /raɪs hʌsks/ The outer covering of rice ধানের খোসা She mixed rice husks in the food for the birds. Gobble /ˈɡɒb.l̩/ To eat something quickly and greedily গোগ্রাসে খাওয়া The ducks gobbled up the food. Basket /ˈbɑːskɪt/ A container made of woven material ঝুড়ি He carried the eggs in a basket. Sigh /saɪ/ To exhale deeply due to emotion দীর্ঘশ্বাস ফেলা She sighed when remembering the past. Hates /heɪts/ To strongly dislike something ঘৃণা করা She hates saying her son is alone. Pardon /ˈpɑː.dən/ To forgive or excuse ক্ষমা করা She asked for his pardon. Tiptoe /ˈtɪp.təʊ/ To walk quietly using one's toes পায়ের আঙ্গুলে হাঁটা She tiptoed into his room not to wake him. Snores /snɔːz/ To breathe loudly while sleeping ঘুমের সময় নাক ডাকা He snores just like his father. Broad /brɔːd/ Wide in scope or width চওড়া He has a broad forehead like his father. Desire /dɪˈzaɪə/ A strong feeling of wanting something ইচ্ছা She suppressed her desire to lie beside him. Cabin /ˈkæbɪn/ A small room or house made of wood কুটির They lived in a small wooden cabin by the river. Consequences /ˈkɒn.sɪ.kwənsɪz/ Results or effects of an action পরিণাম The consequences of the decision were dire. Lend /lɛnd/ To give temporarily ধার দেওয়া She refused to lend Moti for the fight. Refused /rɪˈfjuːzd/ To decline or say no to something অস্বীকার করা She refused to let anyone borrow Moti. Rooster /ˈruːstər/ A male chicken মোরগ The rooster crowed loudly in the morning. Watch /wɒtʃ/ To look at carefully দেখা করা She watches him leave for the bazaar. Respond /rɪˈspɒnd/ To reply or answer উত্তর দেওয়া Sonabhan responds firmly when her rooster is threatened. Crowing /ˈkrəʊɪŋ/ The sound a rooster makes মোরগের ডাক The crowing of the rooster wakes everyone. Resting /ˈrɛstɪŋ/ Relaxing or lying down বিশ্রাম নেওয়া The rooster was resting against the basket. Motionless /ˈməʊ.ʃən.ləs/ Not moving অচল She sat motionless on the veranda. Plod /plɒd/ To walk slowly and heavily ভারী পায়ে হাঁটা She plodded across the empty yard. Edge /ɛdʒ/ The outer or limit of something সীমানা She sat at the edge of the bed. Whisper /ˈwɪspər/ To speak softly and quietly ফিসফিস করে বলা She whispered her prayers for her son. Thread /θrɛd/ A thin string of material সুতা She sewed the pieces of fabric with a thread. Glance /ɡlæns/ A quick look এক নজর He cast a glance at the cockerel. Pray /preɪ/ To ask or request through devotion প্রার্থনা করা She prayed for his safe return. Trust /trʌst/ To have confidence in someone বিশ্বাস She trusted him to come back. Feeling /ˈfiːlɪŋ/ An emotional state অনুভূতি She could sense the feeling of loss. Lonely /ˈləʊnli/ Alone or isolated একা The house felt lonely after Ameen left. Store /stɔːr/ To keep for future use সংরক্ষণ করা She stored the eggs in a safe place. Empty /ˈemp.ti/ Not filled ফাঁকা The house was empty without Ameen’s presence. Quiet /ˈkwaɪət/ Silent or calm শান্ত The morning was unusually quiet. Begging /ˈbɛɡɪŋ/ To ask for something in a desperate way ভিক্ষা চাওয়া They were begging for forgiveness. Consequences /ˈkɒn.sɪ.kwənsɪz/ Results of actions পরিণাম There were severe consequences for his actions. Instinct /ˈɪnstɪŋkt/ A natural tendency or behavior স্বভাব His instinct to protect was strong. Mourn /mɔːrn/ To grieve or feel sorrow শোক পালন করা She mourned the loss of her rooster. Disappointment /ˌdɪsəˈpɔɪntmənt/ A feeling of sadness due to unmet expectations হতাশা She felt deep disappointment at the news. Grow up /ɡrəʊ ʌp/ To become an adult বড় হওয়া Ameen had grown up in front of her eyes. Dead /dɛd/ No longer alive মৃত His father had passed away years ago. Fare /fɛə/ The cost of transportation ভাড়া Ameen paid the fare to the bazaar. Crowed /krəʊd/ The act of a rooster calling মোরগ ডাকা The rooster crowed loudly at dawn. Auction /ˈɔːkʃən/ A public sale of goods or property নিলাম They went to the auction to sell Moti. Ad Ad Summary Ameen is 17 years old when the war begins. One evening, after dinner, he tells his mother, Sonabhan, that he wants to go to war. She is shocked and asks if he wants to leave her alone. Ameen promises that he will return soon after training. That night, Sonabhan cannot sleep. In the morning, she feeds the ducks and takes longer than usual. Ameen also lets out the chickens and sits on the veranda with his pet cockerel, Moti. He eats breakfast in silence, avoiding his mother’s sad eyes. It is market day, and Sonabhan prepares eggs, areca nuts, and a bottle gourd for Ameen to sell. He dresses in his floral shirt and lungi, combs his hair, and calls out to his mother before leaving. As she watches him go, she realizes that he has grown up. He looks just like his father, who loved bullfighting, cockfighting, and boat racing. Ameen also has the same stubbornness. Once he decides something, no one can stop him. When Ameen was younger, he often got into trouble. Neighbors would come to complain that he stole their date juice. Sonabhan would always apologize and sometimes give eggs to the complainants. She never told them that she raised Ameen alone. One night, she checks on Ameen while he sleeps. He looks like his father and snores just like him. She feels the urge to lie beside him, like when he was a baby, but she resists. One day, a neighbor warns Sonabhan to keep her rooster away. Sonabhan gets angry and locks Moti up for a day. But she feels guilty and releases him the next morning. Later, some boys ask to borrow Moti for a cockfight, but Sonabhan refuses, saying Moti is like her son. On Monday morning, Moti is found dead. His body lies cold in the basket. Sonabhan buries him next to her husband’s grave. Afterward, she feels completely empty. She walks slowly through the house, sits on the bed, and does nothing. The next morning, the sun rises, but she does not open her door. The birds quack and crow, but no one lets them out. For the first time, her house remains closed. সারাংশ আমিনের বয়স সতেরো যখন যুদ্ধ শুরু হয়। এক সন্ধ্যায়, রাতের খাবারের পর, সে তার মা সোনাভানকে জানায় যে সে যুদ্ধে যাবে। সোনাভান অবাক হয়ে বলে, "তুমি আমাকে একা রেখে যেতে চাও?" আমিন তাকে আশ্বস্ত করে যে প্রশিক্ষণের পর সে দ্রুত ফিরে আসবে। সেই রাতে, সোনাভান ঘুমোতে পারে না। সকালে, সে হাঁসদের খাওয়ায়, কিন্তু আজ তার একটু বেশি সময় লাগে। আমিনও মোরগ-মুরগির খোঁয়াড় খুলে দেয় এবং বারান্দায় বসে তার পোষা মোরগ, মোতিকে কোলে নেয়। সে চুপচাপ নাশতা খায় এবং মায়ের দুঃখী চোখের দিকে তাকায় না। আজ হাটবার। সোনাভান আমিনের জন্য কিছু ডিম, পান সুপারির ছড়া এবং একটি লাউ প্রস্তুত করে দেয়। আমিন তার ফুলেল শার্ট ও লুঙ্গি পরে, আয়নায় চুল আঁচড়ে, মাথায় ঝুড়ি নিয়ে বিদায় জানিয়ে বেরিয়ে পড়ে। সোনাভান তাকিয়ে দেখে যে আমিন বড় হয়ে গেছে। সে এখন তার বাবার মতো লম্বা, শক্তপোক্ত। আমিনের বাবা যেমন ষাঁড়ের লড়াই, মোরগ লড়াই, নৌকা বাইচ পছন্দ করতেন, আমিনও তেমনি লড়াইয়ের প্রতি আকৃষ্ট। একবার কোনো কিছু ঠিক করলে, তাকে কেউ আটকাতে পারে না। ছোটবেলায় আমিন অনেক দুষ্টুমি করত। প্রতিবেশীরা প্রায়ই এসে অভিযোগ করত যে সে তাদের খেজুর রস চুরি করেছে। সোনাভান দীর্ঘশ্বাস ফেলে দুঃখ প্রকাশ করত। মাঝে মাঝে কিছু ডিম দিয়ে প্রতিবেশীদের সন্তুষ্ট করত, কিন্তু কখনো বলেনি যে সে একাই ছেলেকে বড় করছে। এক রাতে, সে আমিনের ঘরে গিয়ে তাকে ঘুমোতে দেখে। আমিন তার বাবার মতোই দেখতে, আর তার মতোই নাক ডাকায়। সোনাভানের ইচ্ছে হয় ছেলেকে আগের মতো জড়িয়ে ধরে ঘুমোতে, কিন্তু নিজেকে সামলে নেয়। একদিন, এক প্রতিবেশী সতর্ক করে বলে, "তোমার মোরগটাকে সাবধানে রাখো!" এতে সোনাভান রেগে গিয়ে মোতিকে একদিন বন্দী রাখে, কিন্তু পরে তার দুঃখ হয় এবং সকালে ছেড়ে দেয়। কিছু ছেলেরা মোতিকে মোরগ লড়াইয়ে নেওয়ার জন্য টাকা দিতে চায়, কিন্তু সোনাভান স্পষ্ট জানিয়ে দেয়, "সে আমার ছেলে।" সোমবার সকালে, মোতি মরে যায়। তার ঠান্ডা নিথর দেহ ঝুড়ির পাশে পড়ে থাকে। সোনাভান তাকে তার স্বামীর কবরের পাশে কবর দেয়। এরপর সে একেবারে নিঃস্ব অনুভব করে। ধীর পায়ে বাড়ি ঘুরে বেড়ায়, বিছানায় বসে থাকে, কিছুই করে না। পরদিন সকালে, সূর্য ওঠে, দুপুর-বিকেল চলে যায়, কিন্তু সোনাভানের দরজা খোলে না। হাঁস-মুরগিরা ডাকতে থাকে, কিন্তু কেউ তাদের ছাড়ে না। জীবনে প্রথমবারের মতো, তার ঘর বন্ধই রয়ে যায়। Theme of the Story This story explores the themes of war, loss, motherhood, and emotional emptiness . The Impact of War  – Ameen is young and excited to go to war, but his mother, Sonabhan, is heartbroken. She knows that war is dangerous and that she might lose her only son. The story shows how war affects not only the soldiers but also the families they leave behind. Mother’s Love and Sacrifice  – Sonabhan loves Ameen deeply. She raised him alone and always protected him, even when he got into trouble. She sees him as her little boy, but now he is a grown man making his own choices. This shows the painful side of motherhood—letting go. Loss and Loneliness  – Sonabhan has already lost her husband, and now she fears losing Ameen. When her beloved rooster, Moti, dies, it symbolizes the deeper loss she feels inside. The house that was once full of life becomes empty, showing her deep loneliness. Emotional Emptiness  – At the end, Sonabhan does not open her door, does not feed the animals, and does not move. This shows how grief can make a person numb and lifeless. She has lost everything—her husband, her rooster, and soon, possibly, her son. The silence of her house reflects the emptiness in her heart. গল্পের মূলভাব এই গল্পে যুদ্ধ, ক্ষতি, মাতৃত্ব, এবং মানসিক শূন্যতা  তুলে ধরা হয়েছে। যুদ্ধের প্রভাব  – আমিন তরুণ এবং যুদ্ধের জন্য উচ্ছ্বসিত, কিন্তু তার মা সোনাভান ভীষণ দুঃখিত। সে জানে যুদ্ধ বিপজ্জনক, এবং সে তার একমাত্র ছেলেকে হারাতে পারে। গল্পটি দেখায় কিভাবে যুদ্ধ শুধু সৈন্যদেরই নয়, তাদের পরিবারকেও গভীরভাবে আঘাত করে। মায়ের ভালোবাসা ও ত্যাগ  – সোনাভান আমিনকে অনেক ভালোবাসে। সে একা তাকে বড় করেছে এবং সবসময় রক্ষা করেছে, এমনকি যখন আমিন দুষ্টুমি করত তখনও। সে এখনও আমিনকে ছোট ছেলের মতো দেখে, কিন্তু এখন সে নিজেই সিদ্ধান্ত নিচ্ছে। এটি মাতৃত্বের কষ্টের দিকটি দেখায়—সন্তানকে ছেড়ে দিতে শেখা। ক্ষতি ও একাকীত্ব  – সোনাভান ইতিমধ্যে তার স্বামীকে হারিয়েছে, এখন তার মনে হচ্ছে আমিনকেও হারাতে পারে। যখন তার প্রিয় মোরগ, মোতি মারা যায়, এটি তার ভেতরের আরও গভীর এক শূন্যতার প্রতীক। যে ঘর একসময় প্রাণবন্ত ছিল, তা ধীরে ধীরে ফাঁকা হয়ে যায়, যা তার একাকীত্ব প্রকাশ করে। মানসিক শূন্যতা  – শেষের দিকে, সোনাভান দরজা খোলে না, হাঁস-মুরগিকে খেতে দেয় না, এবং কোথাও নড়াচড়া করে না। এটি দেখায় কিভাবে শোক একজন মানুষকে অনুভূতিহীন ও প্রাণহীন করে তুলতে পারে। সে তার সবকিছু হারিয়েছে—স্বামী, প্রিয় মোরগ, এবং শীঘ্রই হয়তো তার ছেলেকেও। তার ঘরের নিস্তব্ধতা তার হৃদয়ের শূন্যতাকে প্রকাশ করে।

1. Read the passage and answer the questions A and B. Accessibility to higher education implies that students get the opportunity to get university education and sufficient support from educational institutions. Increasing enrolment at the secondary and higher secondary level puts pressure on higher educational institutions. But due to limited capacity, only a small number of students may be enrolled in universities. Thus, each year a large number of students are denied access to higher education. Also, due to poverty and increase in educational expenses, students of the lower middle class do not get easy access to higher education. Moreover, those who get places in the universities have limited access to avail all kinds of diversified educational facilities relating to their study fields.  Only about 12 percent of graduates enter higher educational institution. More than 80 percent of these students are admitted to NU affiliated colleges. Others are absorbed by the public and private universities. In the last two decades. there has been a substantial rise in the number of students in private universities. According to the UGC Annual Report 2010, the number rose from 88,669 in 2005 to 2,00,752 in 2010.  Public Universities are the first choices of most students. The public universities offer a wide range of subjects in Science. Commerce, Liberal Arts, Humanities, Engineering and Technology, Law, Education and Medicine. Public universities attract the best minds to teaching although monetary compensation for teachers is anything but attractive. Library, laboratory, Internet and research facilities are much better there than anywhere else in the country. Seminars, symposiums, lectures, workshops, debates, and exhibitions are often held in these institutions and there is ample scope for national and international exposure for promising young knowledge seekers. Moreover, public universities offer residential and boarding facilities at low cost/subsidized rates. A. Choose the correct answer from the alternatives. 1☓5 = 5 (a) Most of the students prefer —.  (i) Private Universities  (ii) Public Universities   (iii) National Universities (iv) World Universities (b) What is the meaning of the word 'private'?  (i) public (ii) non-government (iii) official (iv) universal (c) What is the synonym of the word 'residential'?  (i) suburban (ii) business (iii) industrial (iv) manufactured (d) What percentage of students fail to get admitted into public universities?  (i) 30% (ii) 80% (iii) 65% (iv) 90% (e) What is the closest meaning of the word 'promising'?  (i) discouraging (ii) hopeful (iii) inauspicious (iv) unlikely (f) Synonym of 'accessibility' is —.  (i) disability (ii) inaccessibility (iii) availability (iv) ability (g) What does the word 'sufficient' mean?  (i) ample (ii) deficient (iii) insufficient (iv) spacious (h) What is the closest meaning of the word 'exposure'?  (i) disclose (ii) publicize (iii) revelation (iv) make known (i) What does the word 'ample scope for' mean?  (i) enough opportunity (ii) sufficient (iii) no opportunity (iv) meagre (j) "Thus each year a large number of students are denied access to higher education." What does it imply?  (i) all the students do not get benefit of tertiary education  (ii) lack of seat in tertiary education  (iii) all the students get chance  (iv) both i & ii (k) What does the word- 'best minds' mean in the given passage?  (i) best students (ii) decent students (iii) decent teachers (iv) best teachers (l) Synonym of 'imply' is —.  (i) connotates (ii) offers (iii) pays (iv) donates Answer (A): (a) (ii) Public Universities (b) (ii) non-government (c) (i) suburban (d) (ii) 80% (e) (ii) hopeful (f) (iii) availability (g) (i) ample (h) (iii) revelation (i) (i) enough opportunity (j) (iv) both i & ii (k) (iv) best teachers (l) (i) connotates  B. Answer the following questions. 2☓5 = 10 (a) Why is higher education important? (b) Which are the NU affiliated colleges? (c) What is the full meaning of 'UGC'? What was the Annual Report 2010 of UGC about private universities? (d) What are the differences between public and private universities in Bangladesh? Give your own view briefly. (e) Why are public universities the first choice of most students? (f) What are the benefits of a public university? (g) How many NU affiliated colleges provide tertiary level education? What courses of studies do they offer? (h) Which things put pressure on higher educational institutions and how? (i) Do you think that private universities in Bangladesh can play an important role in case of higher education? Place comment in support of your answer. Answer (B): (a) Since education is the backbone of a nation, higher education is important for the people of a nation to keep pace with the developed world. Higher education means higher knowledge which is the potential key for an individual to get better job, better salary, to enjoy higher dignity in the society. Moreover, it offers ample scope for national and international exposures for talented students.  (b) NU affiliated colleges are those colleges which are granted affiliation for graduate and post graduate education by the National University. More than 80% of the students who fail to get admitted into public colleges or universities, receive higher education in these colleges.  (c) The full meaning of 'UGC' is 'University Grant Commission'. According to the UGC Annual Report 2010, the number of students rose from 88,669 in 2005 to 2,00,752 in 2010.  (d) The differences between public and private universities are given below: (i) Getting admission in public universities is not so easy as there are lots of competitions. But private universities don't have this competition. (ii) The quality of education in public university is higher than private university.  (iii) Most of the private universities are commercial but public universities are totally different from this point of view.  (e) Public universities are the first choice of most students because they provide a wide range of subjects in different disciplines, engage talented teachers, provide better library, laboratory and research facilities, create ample scope for national and international exposure and offer residential and boarding facilities at a low cost.  (f) The benefits of public universities are many. They are (i) offering a wide range of subjects, (ii) talented teachers, (iii) providing better library, laboratory and research facilities, (iv) arranging seminars, meetings and debates, (v) creating enough scope for individual exposure etc.  (g) At present about 1400 NU affiliated colleges provide tertiary level education in Bangladesh. Most of them offer B.A (Pass) education of three year duration. Only one third of them offer B.A (Honors) courses and some offer M.A degrees as well.  (h) Increasing enrolment at the secondary and higher secondary level puts pressure on higher educational institutions. Nowadays, a great number of students apply for higher studies in different public universities and medical colleges in our country. But, the capacity of admitting students to these universities and colleges is very much limited. Thus it puts pressure on the institutions.  (i) The number of private universities is increasing a lot and many students get admission in these private universities. If these universities ensure quality education environment for students, I think then private universities in Bangladesh can play an important role in case of higher education. MCQs (Multiple Choice Questions): What does accessibility to higher education imply? a) Only financial support from educational institutions b) The opportunity to get university education and sufficient support c) Increased enrollment at the secondary level d) Free access to education for all students Answer: b) The opportunity to get university education and sufficient support What is the main issue regarding access to higher education mentioned in the passage? a) Limited scholarship opportunities b) Limited capacity of higher educational institutions c) Lack of qualified teachers d) Overcrowded secondary schools Answer: b) Limited capacity of higher educational institutions How many students graduate each year in relation to higher education access? a) 80% b) 12% c) 50% d) 10% Answer: b) 12% Where do the majority of students get admitted for higher education? a) Private universities b) Public universities c) NU affiliated colleges d) Foreign universities Answer: c) NU affiliated colleges Which university sector has seen a substantial rise in enrollment over the last two decades? a) Public universities b) Private universities c) International universities d) Local colleges Answer: b) Private universities According to the UGC Annual Report 2010, how many students were enrolled in private universities in 2010? a) 88,669 b) 2,00,752 c) 1,00,000 d) 5,00,000 Answer: b) 2,00,752 Which type of university is considered the first choice for most students? a) Private universities b) Public universities c) International universities d) Technical colleges Answer: b) Public universities What subjects do public universities offer? a) Only engineering and medicine b) A wide range of subjects including Science, Commerce, and Humanities c) Business only d) Limited subjects like arts and commerce Answer: b) A wide range of subjects including Science, Commerce, and Humanities What is the state of monetary compensation for teachers in public universities? a) Very attractive b) Attractive compared to private sector c) Not attractive d) Depends on the subject taught Answer: c) Not attractive What facilities are better in public universities compared to other institutions? a) Playground facilities b) Internet and research facilities c) Food facilities d) Hostel accommodations Answer: b) Internet and research facilities Bangla Translation বাংলা অনুবাদঃ   উচ্চশিক্ষার দিকে অভিগম্যতা বলতে শিক্ষার্থীদের বিশ্ববিদ্যালয়ে শিক্ষার সুযোগ ও শিক্ষাপ্রতিষ্ঠান থেকে পর্যাপ্ত সহায়তা পাওয়াকে বুঝায়। মাধ্যমিক ও উচ্চ মাধ্যমিক পর্যায়ে তালিকাভুক্ত শিক্ষার্থীদের সংখ্যা বৃদ্ধি উচ্চশিক্ষার প্রতিষ্ঠানগুলোতে চাপ সৃষ্টি করছে। কিন্তু সীমিত ধারণক্ষমতার কারণে খুব কম সংখ্যক শিক্ষার্থী বিশ্ববিদ্যালয়ে তালিকাভুক্ত হতে পারে। এভাবেই, প্রতি বছর অনেক সংখ্যক শিক্ষার্থীরা উচ্চশিক্ষার সুযোগ থেকে বঞ্চিত হচ্ছে। দারিদ্র্য ও শিক্ষার ব্যয় বৃদ্ধির কারণেও নিæ মধ্যবিত্ত পরিবারের ছেলেমেয়েরা উচ্চ শিক্ষার সহজ সুযোগ পায় না। অধিকন্তু যারা বিশ্ববিদ্যালয়ে পড়ার সুযোগ পায়, তারা তাদের লেখাপড়ার বিষয়ের সাথে সম্পৃক্ত বিভিন্ন সুযোগ সুবিধা সীমিতরূপেই পায়।  শুধু ১২ শতাংশ স্নাতক উচ্চশিক্ষার প্রতিষ্ঠানে প্রবেশ করে। তাদের মধ্যে ৮০ শতাংশের বেশি শিক্ষার্থী জাতীয় বিশ্ববিদ্যালয় অধিভুক্ত কলেজগুলোতে ভর্তি হয়। অন্যরা সরকারি ও বেসরকারি বিশ্ববিদ্যালয়গুলোতে নিয়োজিত থাকে। গত দুদশকে বেসরকারি বিশ্ববিদ্যালয়গুলোতে শিক্ষার্থী সংখ্যা উল্লেখযোগ্য হারে বেড়েছে। ২০১০ সালে ইউজিসি এর বার্ষিক প্রতিবেদন অনুযায়ী ২০০৫ সালে এ সংখ্যা ৮৮,৬৬৯ থেকে বেড়ে ২০১০ সালে ২,০০,৭৫২ এ দাঁড়িয়েছে। পাবলিক বিশ্ববিদ্যালয়গুলো অধিকাংশ শিক্ষার্থীর প্রথম পছন্দ। পাবলিক বিশ্ববিদ্যালয়গুলোতে বিজ্ঞান, বাণিজ্য, সাহিত্যকলা, মানবিক, প্রকৌশল ও প্রযুক্তি, আইন, শিক্ষা ও চিকিৎসাবিদ্যা ইত্যাদি নানাবিধ বিষয় থাকে। পাবলিক বিশ্ববিদ্যালয়গুলো সবচেয়ে মেধাবী লোকদের শিক্ষকতার দিকে টেনে নেয় যদিও তাদের আর্থিক দিকটি ততটা আকর্ষণীয় নয়। দেশের অন্যান্য জায়গার তুলনায় সেখানে লাইব্রেরী, গবেষণাগার, ইন্টারনেট এবং গবেষণার সুবিধা অনেক বেশি। সেমিনার, আলোচনা সভা, বক্তৃতা, কর্মশিবির, বিতর্ক এবং প্রদর্শনী এসব প্রতিষ্ঠানে প্রায়ই অনুষ্ঠিত হয় এবং সেখানে সম্ভাবনাময় তরুণ জ্ঞান আহরণকারীদের জন্য জাতীয় ও আন্তর্জাতিক পর্যায়ে পরিচিতির এক পর্যাপ্ত সুযোগ রয়েছে। অধিকন্তু পাবলিক বিশ্ববিদ্যালয়গুলো স্বল্প খরচে বা আর্থিক অনুদান দিয়ে থাকা খাওয়ার ব্যবস্থা করে থাকে। Short Questions with Elaborate Answers: What are the main challenges students face in accessing higher education?Answer: The main challenges include limited capacity in universities, resulting in a large number of students being denied access to higher education. Moreover, financial barriers such as poverty and rising educational expenses make it difficult for students from lower-middle-class backgrounds to afford higher education. Even those who gain admission to universities often have limited access to diverse educational resources like libraries, research facilities, and other academic support. How has the number of students in private universities changed over the years?Answer: Over the past two decades, there has been a significant increase in the number of students attending private universities. According to the UGC Annual Report 2010, the number of students enrolled in private universities rose from 88,669 in 2005 to 2,00,752 in 2010, reflecting the growing popularity and expansion of private institutions. What makes public universities the preferred choice for students?Answer: Public universities are the preferred choice due to the wide variety of subjects they offer, such as Science, Commerce, Liberal Arts, Humanities, Engineering, Law, and Medicine. These universities attract highly qualified teachers and offer better facilities like libraries, laboratories, and research opportunities compared to other institutions. Additionally, public universities provide residential and boarding facilities at subsidized rates, which is an added advantage. What role do public universities play in the development of students' knowledge?Answer: Public universities play a significant role in enhancing students' knowledge through a combination of quality education, research facilities, and exposure to national and international opportunities. These universities regularly organize seminars, symposiums, lectures, and workshops, providing students with valuable experiences and fostering their intellectual growth. What are the advantages and disadvantages of attending private universities?Answer:Advantages:  Private universities often have smaller class sizes, more modern facilities, and flexible course options. They may also offer better student support services and extracurricular activities. Disadvantages:  They tend to be more expensive than public universities, and the quality of education can vary significantly. Private universities may also offer fewer subjects and research opportunities compared to public institutions. How does poverty affect students' access to higher education?Answer: Poverty makes it harder for students from lower-middle-class families to afford the rising costs of higher education, including tuition fees, textbooks, and other expenses. As a result, many talented students are forced to abandon their higher education dreams, limiting their future opportunities and career prospects. What factors contribute to the overcrowding in universities?Answer: Factors such as an increasing number of students completing secondary and higher secondary education, limited capacity of educational institutions, and inadequate funding contribute to overcrowding in universities. The demand for university education exceeds the available spots, leading to a situation where many students are unable to secure admission. What benefits do public universities offer in terms of research and academic development?Answer: Public universities provide students and faculty with access to extensive research facilities, including libraries, laboratories, and funding for academic projects. These institutions encourage intellectual development by hosting events like seminars and debates, fostering collaboration between students and faculty, and promoting research on both national and international issues. What role do teachers play in public universities, despite low salaries?Answer: Teachers in public universities play a crucial role in shaping the future of students by providing high-quality education, mentorship, and guidance. Despite the low salaries, many teachers are passionate about their subjects and committed to contributing to the academic growth of their students. They often work with limited resources to ensure the best possible education for their students. Why is it important to improve access to higher education?Answer: Improving access to higher education is essential for ensuring that all students, regardless of their socio-economic background, have the opportunity to develop their skills, pursue their academic interests, and contribute to the country's economic and social progress. It helps bridge inequality gaps, promotes social mobility, and ensures a more educated and skilled workforce. Ad Ad

The Parrot’s Tale Rabindranath Tagore 1.              Once upon a time there lived a bird. It was unlettered. It sang but couldn’t recite a word of scripture. It hopped and it flew but lacked all sense of manners. The King said, “Such a bird is of no use. Yet it devours fruit from the forest, bringing down the profits of fruiterers in the royal market.” He summoned the Minister and commanded. “Educate the bird!” 2.                   The task of educating the bird fell on the King’s nephews, his sisters’ sons. The Learned men of the court deliberated long. They pondered the reasons behind the ignorance of the creature in question. The conclusion: the bird’s nest made of straw and twigs could not hold much knowledge. Therefore, the first thing needed was a proper cage. The royal scholars received handsome fees and happily went home.   A goldsmith set to work on a gilded cage. It turned out to he of such exquisite workmanship that people from far and near crowded round for a look. Some said. ‘'This is education par excellence/’ Others said, "Even if it learns nothing, it has got the cage. What a lucky bird.” The goldsmith was delighted to get a bagful of money as reward and went home at once. A teacher came to give lessons to the bird. He took a pinch of snuff and declared, "This isn’t a matter of just a few texts?’ One of the royal nephews sent for scribes. They made multiple copies of various texts until there was a veritable mountain. "Bravo!” exclaimed those who saw it, "There is no room for any more knowledge?’ The scribes loaded their wages onto bullocks and merrily headed home. They would never again want for anything. The nephews were constantly busy looking after the expensive cage. Repairs were always under way. Anyone who saw the endless dusting, wiping and polishing had to agree that there was "marked improvement”. A large maintenance crew was needed, and more personnel to supervise them. They all got handsome monthly salaries, which they saved in their wooden chests. Even their cousins came to live with them in cushioned comfort. 4.                The world is short of many things but not detractors . They said. "The cage looks better no doubt, but has anyone taken notice of the bird?” This was reported to the King. He said to a nephew, "What’s this T hear?” "Your Majesty,” replied the nephew, "If you wish to hear the truth, summon the goldsmiths, the scholars, the scribes, the maintenance crew and their supervisors. Those who haven’t got a share of the royal bounty are resorting to slander.” Even-thing became clear to the King and he rewarded his nephew with a gold chain. 5.                 The King wished to see for himself at what an awesome pace the bird’s schooling was going on. One day he turned up at the schoolroom with his friends, counselors and courtiers. At once the musicians at the gate struck up on their many wind and percussion instruments. The teachers shook their sacred tufts of hair as they loudly chanted mantras, and all the workmen, labourers, goldsmiths, scribes and their numerous cousins raised slogans in praise of the King. A nephew commented, “Your Majesty can see how things are going on." “Astonishing!" replied the King, “the din isn’t negligible.” “Not only the noise,” said the nephew. “The meaning behind it isn’t negligible either.” The King was pleased and walked out of the gate to mount his elephant when one of the fault-finders, who had been lurking behind the bushes, shouted, “Have you seen the bird, Your Majesty?” The King was startled. He said, “There! I’d forgotten about it. We haven't seen the bird.” He went back and said to the teacher, “We must sec the manner in which you conduct the lessons.” A demonstration followed. It pleased the King no end. The manner was so advanced that the bird was hardly visible. It seemed not at all necessary to see the bird. The King was satisfied that there was no flaw in the arrangements. Inside (lie cage there was neither any grain nor a drop of water. Only reams of texts were being torn and lite pieces of paper thrust into the bird’s mouth with the point of a quill. Not only had the singing stopped, there wasn’t even scope for screeching. It was thrilling to watch. This time, as the King mounted the elephant he ordered the officer entrusted with twisting the ears of mischief-makers to deal with the fault-Under. 6.                    Predictably, the bird weakened with every passing day. and lay half-dead. The tutors considered it a good sign. Still, out of innate bad habit it would look out at the morning light and flutter its wings in a reprehensible manner. In fact, on some days it would try to cut the wires of the cage with its feeble beak. “What impudence!” the Inspector of Police commented. Then the blacksmith arrived with his furnace, bellows and hammer and anvil. What thunderous hammering began then. A chain was fastened on the bird’s foot and its wings were trimmed. The King’s brothers-in-1 aw looked greatly annoyed as they shook their heads and said, “It’s not just that the birds in this kingdom are stupid, they are also ungrateful.” Then the teachers, armed with quill in one hand and lance in the other, gave a memorable demonstration of teaching. The blacksmith’s trade flourished to such an extent that gold ornaments bedecked his wife's body, and the Police Inspector’s alertness earned him a medal. 7. The bird died. When it died was not known. Thanks to the godforsaken detractors the rumour went round. "The bird is dead.” The King called his nephew and said.” What is this I hear?” “Your Majesty.” the nephew replied, “the bird’s education has been completed.” The King asked, “Does it hop?" “God forbid,” said the nephew. “Does it still fly?” “No.” “Does it still sing?” “No.” “Does it screech if it isn’t fed?" “No.” “Bring it to me so that I can see it,” said the King. The bird came. Along with it came the Inspector, a guard, a cavalry officer. The King pressed the bird; it made no sound, not even a squeak. Only its stomach let out the rustling noise of dry pieces of paper. Outside, the green shoots of early spring sighed in the southerly breeze, filling the sky above the budding forest trees with wistful melancholy. MCQs with Answers Who was given the task of educating the bird? a) The King b) The Minister c) The King’s nephews d) The teacher Answer: c) The King’s nephews What was the bird’s nest made of? a) Gold b) Straw and twigs c) Metal d) Leaves Answer: b) Straw and twigs Who made the cage for the bird? a) The Minister b) The goldsmith c) The teacher d) The royal nephews Answer: b) The goldsmith What did the bird’s cage symbolize? a) The bird’s freedom b) The bird’s education c) The bird’s imprisonment d) The bird’s happiness Answer: b) The bird’s education How did the scribes contribute to the bird's education? a) By feeding the bird b) By writing texts c) By training the bird to sing d) By cleaning the cage Answer: b) By writing texts What did the King think about the bird’s education after observing it? a) It was progressing well b) There were flaws in the arrangements c) It was the best education ever d) It was not progressing at all Answer: b) There were flaws in the arrangements What did the King do when he found the bird weakened and barely alive? a) Gave the bird food and water b) Ordered the bird to be released c) Ordered the bird’s wings to be trimmed d) Ignored the bird’s condition Answer: c) Ordered the bird’s wings to be trimmed What was the bird unable to do by the end of its education? a) Fly b) Sing c) Hop d) All of the above Answer: d) All of the above What was the public reaction after the bird died? a) It was mourned by all b) Rumors spread about its death c) People were happy d) No one noticed Answer: b) Rumors spread about its death What noise did the bird make when it was presented to the King? a) A song b) A squeak c) Rustling of dry paper d) Nothing at all Answer: c) Rustling of dry paper Bangla Translation বাংলা অনুবাদঃ   তোতাপাখির গল্প রবীন্দ্রনাথ ঠাকুর ১. একসময় এক জায়গায় একটি পাখি বাস করত। এটি অশিক্ষিত ছিল। এটি গান গাইত কিন্তু শাস্ত্রের একটি শব্দও আবৃত্তি করতে পারত না। এটি লাফিয়ে লাফিয়ে উড়ে যেত কিন্তু তার সমস্ত শিষ্টাচারের অভাব ছিল। রাজা বললেন, "এরকম পাখির কোনও লাভ নেই। তবুও এটি বনের ফল খেয়ে ফেলে, রাজকীয় বাজারে ফল চাষীদের লাভ নষ্ট করে।" তিনি মন্ত্রীকে ডেকে আদেশ দিলেন। "পাখিটিকে শিক্ষিত করুন!" ২. পাখিটিকে শিক্ষিত করার দায়িত্ব রাজার ভাগ্নে, তাঁর বোনের ছেলেদের উপর বর্তায়। রাজসভার জ্ঞানী ব্যক্তিরা দীর্ঘক্ষণ আলোচনা করলেন। তারা প্রশ্নবিদ্ধ প্রাণীটির অজ্ঞতার কারণগুলি নিয়ে চিন্তা করলেন। উপসংহার: খড় এবং ডাল দিয়ে তৈরি পাখির বাসা খুব বেশি জ্ঞান রাখতে পারেনি। অতএব, প্রথমে প্রয়োজন ছিল একটি উপযুক্ত খাঁচা। রাজকীয় পণ্ডিতরা মোটা অঙ্কের পারিশ্রমিক পেয়ে খুশি মনে বাড়ি ফিরে গেলেন। একজন স্বর্ণকার সোনালী খাঁচা তৈরির কাজ শুরু করলেন। দেখা গেল তার কারিগর এতটাই সূক্ষ্ম যে, দূর-দূরান্ত থেকে মানুষ তাকে দেখার জন্য ভিড় জমালো। কেউ কেউ বললো, "এটা তো শিক্ষার উৎকর্ষতা/" অন্যরা বললো, "যদিও সে কিছুই না শেখে, তবুও খাঁচাটা তার কাছেই আছে। কত ভাগ্যবান পাখি।" স্বর্ণকার এক থলি ভর্তি টাকা পুরষ্কার হিসেবে পেয়ে খুশি হয়ে তৎক্ষণাৎ বাড়ি চলে গেল। একজন শিক্ষক পাখিটিকে পাঠ দিতে এলেন। তিনি এক চিমটি নুন নিয়ে বললেন, "এটা কেবল কয়েকটি লেখার ব্যাপার নয়?" রাজকীয় ভাগ্নেদের একজন লেখকদের ডেকে পাঠালেন। তারা বিভিন্ন লেখার একাধিক কপি তৈরি করলেন যতক্ষণ না একটি সত্যিকারের পাহাড় তৈরি হয়ে গেল। "শাবাশ!" যারা এটি দেখেছিল তারা চিৎকার করে বললো, "আর কোন জ্ঞানের জায়গা নেই?" লেখকরা তাদের বেতন ষাঁড়ের উপর চাপিয়ে আনন্দের সাথে বাড়ি চলে গেল। তারা আর কখনও কিছু চাইবে না। ভাগ্নেরা দামি খাঁচাটির দেখাশোনা করতে ব্যস্ত ছিল। মেরামতের কাজ সর্বদাই চলছিল। যারাই অবিরাম ধুলোবালি, মোছা এবং পালিশ করতে দেখেছেন তাদের সকলকেই একমত হতে হয়েছিল যে "উল্লেখযোগ্য উন্নতি" হয়েছে। একটি বিশাল রক্ষণাবেক্ষণ কর্মীর প্রয়োজন ছিল, এবং তাদের তত্ত্বাবধানের জন্য আরও কর্মীর প্রয়োজন ছিল। তারা সকলেই মাসিক বেতন পেতেন, যা তারা তাদের কাঠের বাক্সে জমা করে রেখেছিলেন। এমনকি তাদের চাচাতো ভাইরাও তাদের সাথে আরামে থাকতে এসেছিলেন। ৪. পৃথিবীতে অনেক কিছুর অভাব আছে কিন্তু নিন্দুকদের নয়। তারা বললেন। "খাঁচাটি দেখতে নিঃসন্দেহে আরও ভালো, কিন্তু কেউ কি পাখিটির দিকে নজর দিয়েছে?" রাজার কাছে এই খবর জানানো হয়েছিল। তিনি এক ভাগ্নেকে বললেন, "এটা কি শুনছো?" "মহারাজ," ভাগ্নে উত্তর দিল, "যদি আপনি সত্য শুনতে চান, তাহলে স্বর্ণকার, পণ্ডিত, লেখক, রক্ষণাবেক্ষণ কর্মী এবং তাদের তত্ত্বাবধায়কদের ডেকে আনুন। যারা রাজকীয় অনুগ্রহের অংশ পাননি তারা অপবাদ দিচ্ছেন।" রাজার কাছে সবকিছু স্পষ্ট হয়ে গেল এবং তিনি তার ভাগ্নেকে একটি সোনার হার দিয়ে পুরস্কৃত করলেন। ৫. রাজা নিজেই দেখতে চেয়েছিলেন পাখির পড়াশোনা কত ভয়াবহ গতিতে চলছে। একদিন তিনি তার বন্ধু, পরামর্শদাতা এবং সভাসদদের সাথে স্কুল কক্ষে উপস্থিত হলেন। সাথে সাথে গেটে থাকা সঙ্গীতশিল্পীরা তাদের অসংখ্য বাতাস এবং বাদ্যযন্ত্র বাজাতে শুরু করলেন। শিক্ষকরা তাদের পবিত্র চুলের টুকরো নাড়িয়ে জোরে মন্ত্র উচ্চারণ করলেন, এবং সমস্ত শ্রমিক, শ্রমিক, স্বর্ণকার, লেখক এবং তাদের অসংখ্য চাচাতো ভাইয়েরা রাজার প্রশংসায় স্লোগান দিলেন। এক ভাগ্নে মন্তব্য করলেন, "মহারাজ দেখতে পাচ্ছেন কীভাবে সবকিছু চলছে।" "আশ্চর্যজনক!" রাজা উত্তর দিলেন, "হট্টগোল তুচ্ছ নয়।" "শুধুমাত্র শব্দ নয়," ভাগ্নে বললেন। "এর পিছনের অর্থও তুচ্ছ নয়।" রাজা খুশি হয়ে হাতিতে চড়তে দরজা থেকে বেরিয়ে গেলেন, ঠিক তখনই ঝোপের আড়ালে লুকিয়ে থাকা দোষ খুঁজে বের করার জন্য একজন লোক চিৎকার করে বলল, "মহারাজ, আপনি কি পাখিটি দেখেছেন?" রাজা চমকে উঠলেন। তিনি বললেন, "ওই! আমি ভুলেই গিয়েছিলাম। আমরা পাখিটি দেখিনি।" তিনি ফিরে গিয়ে শিক্ষককে বললেন, "আপনার পাঠদানের পদ্ধতি আমাদের অবশ্যই পর্যবেক্ষণ করতে হবে।" এরপর একটা বিক্ষোভ দেখা গেল। রাজার খুব একটা ভালো লাগল না। রীতি এত উন্নত ছিল যে পাখিটি খুব একটা দেখা যাচ্ছিল না। পাখিটিকে দেখার কোনও প্রয়োজন ছিল না বলে মনে হচ্ছিল। রাজা সন্তুষ্ট হলেন যে ব্যবস্থায় কোনও ত্রুটি ছিল না। খাঁচার ভেতরে (কোনও দানা বা এক ফোঁটা জলও ছিল না। কেবল লেখার টুকরো ছিঁড়ে পাখির মুখে হালকা কাগজ ঢোকানো হচ্ছিল। গান গাওয়া বন্ধ হয়ে গিয়েছিল, এমনকি চিৎকার করারও কোনও সুযোগ ছিল না। এটি দেখতে রোমাঞ্চকর ছিল। এবার, রাজা হাতিতে চড়ার সময় তিনি দুষ্টুদের কান মুচড়ানোর দায়িত্বে থাকা অফিসারকে দোষ-ত্রুটি মোকাবেলা করার নির্দেশ দিলেন। 6. অনুমানযোগ্যভাবে, পাখিটি দিন দিন দুর্বল হয়ে পড়ল। এবং অর্ধমৃত অবস্থায় পড়ে রইল। শিক্ষকরা এটিকে একটি শুভ লক্ষণ বলে মনে করলেন। তবুও, সহজাত খারাপ অভ্যাসের কারণে এটি সকালের আলোর দিকে তাকিয়ে নিন্দনীয়ভাবে ডানা নাড়ত। আসলে, কিছু দিন এটি দুর্বল ঠোঁট দিয়ে খাঁচার তারগুলো কেটে ফেলার চেষ্টা করো। "কি নির্লজ্জতা!" পুলিশ ইন্সপেক্টর মন্তব্য করলেন। তারপর কামার তার চুল্লি, হাপর, হাতুড়ি আর নেহাই নিয়ে এলো। তারপর কী প্রচণ্ড হাতুড়ির শব্দ শুরু হলো। পাখির পায়ে শিকল বেঁধে ডানা ছাঁটাই করা হলো। ৬. আন্দাজ করা যায়, পাখিটি দিন দিন দুর্বল হয়ে পড়ে এবং আধমরা অবস্থায় পড়ে থাকে। শিক্ষকরা এটাকে শুভ লক্ষণ বলে মনে করতেন। তবুও, সহজাত বদঅভ্যাসের কারণে সে সকালের আলোর দিকে তাকিয়ে নিন্দনীয়ভাবে ডানা নাড়ত। আসলে, কিছু দিন সে তার দুর্বল ঠোঁট দিয়ে খাঁচার তারগুলো কেটে ফেলার চেষ্টা করত। "কি নির্লজ্জতা!" পুলিশ ইন্সপেক্টর মন্তব্য করলেন। তারপর কামার তার চুল্লি, হাপর, হাতুড়ি আর নেহাইয়ে এলো। তারপর কী প্রচণ্ড হাতুড়ি মারা শুরু হলো। পাখির পায়ে শিকল বেঁধে ডানা ছাঁটাই করা হলো। রাজার ভাইবোনেরা মাথা নাড়তে নাড়তে খুবই বিরক্ত দেখাচ্ছিল এবং বলল, "এই রাজ্যের পাখিরা কেবল বোকা নয়, তারা অকৃতজ্ঞও।" তারপর শিক্ষকরা, এক হাতে কলম এবং অন্য হাতে বর্শা নিয়ে, শিক্ষাদানের এক স্মরণীয় প্রদর্শনী করলেন। কামার ব্যবসা এতটাই সমৃদ্ধ হয়েছিল যে তার স্ত্রীর শরীরে সোনার অলঙ্কার শোভা পেয়েছিল এবং পুলিশ ইন্সপেক্টরের সতর্কতা তাকে একটি পদক এনে দিয়েছিল। ৭. পাখিটি মারা গেল। কখন এটি মারা গেল তা জানা যায়নি। ঈশ্বর-বিমুখ নিন্দুকদের জন্য ধন্যবাদ, গুজব ছড়িয়ে পড়ে। "পাখিটি মারা গেছে।" রাজা তার ভাগ্নেকে ডেকে বললেন, "এটা কি শুনছি?" "মহারাজ।" ভাগ্নে উত্তর দিলেন, "পাখিটির শিক্ষা সম্পন্ন হয়েছে।" রাজা জিজ্ঞাসা করলেন, "এটা কি লাফিয়ে ওঠে?" "ঈশ্বর না করুন," ভাগ্নে বললেন। "এটা কি এখনও উড়ে?" "না।" "এটা কি এখনও গান গায়?" "না।" "খাওয়া না দিলে কি চিৎকার করে?" "না।" "এটা আমার কাছে এনে দাও যাতে আমি এটা দেখতে পারি," রাজা বললেন। পাখিটি এলো। তার সাথে ইন্সপেক্টর, একজন প্রহরী, একজন অশ্বারোহী অফিসারও এলো। রাজা পাখিটিকে চাপ দিলেন; সে কোনও শব্দ করল না, এমনকি একটি চিৎকারও করল না। কেবল তার পেট থেকে শুকনো কাগজের টুকরোর খসখসে শব্দ বের হচ্ছিল। বাইরে, বসন্তের প্রথম দিকের সবুজ অঙ্কুরগুলি দক্ষিণা বাতাসে দীর্ঘশ্বাস ফেলছিল, উদীয়মান বনের গাছের উপরে আকাশকে বিষণ্ণ বিষণ্ণতায় ভরে তুলেছিল। Short Questions with Elaborate Answers What was the King’s attitude towards the bird at the beginning of the story? The King initially thought the bird was of no use because it could neither recite scriptures nor demonstrate good manners. He was concerned about how it consumed the fruit from the forest, affecting the profits of fruiterers in the royal market, leading him to command that the bird be educated. How did the royal scholars contribute to the bird's education? The royal scholars recognized that the bird’s lack of knowledge was due to its inadequate nest, which could not hold much knowledge. To solve this, they decided the bird needed a proper cage to accommodate its education, leading to the creation of a beautiful gilded cage by a goldsmith. What was the role of the scribes in the bird’s education? The scribes made multiple copies of various texts, creating a massive collection of writings. This was believed to be a necessary part of the bird’s education, symbolizing the accumulation of knowledge. However, this did not directly contribute to the bird learning anything useful. What is the significance of the bird’s cage? The cage symbolizes the idea that the bird’s education was being enhanced. It was a beautiful gilded structure, representing the investment made into the bird’s schooling. The focus, however, shifted more to the cage than to the actual well-being or education of the bird. How did the King’s nephews manage the bird’s education? The King’s nephews were responsible for looking after the bird and its education. They ensured that the cage was constantly maintained and that it was always cleaned and polished. They became preoccupied with the physical condition of the bird’s cage rather than focusing on the bird’s actual learning. What was the public’s opinion about the bird’s education? While the royal family and officials focused on the physical aspects of the bird’s education (like the cage and the texts), detractors criticized the system, pointing out that while the cage was splendid, no one had noticed whether the bird had actually learned anything or not. What did the King observe when he visited the schoolroom? The King saw the chaos surrounding the bird’s education, including the noise created by the musicians, teachers, and workers. However, when he looked at the bird itself, he realized that despite all the apparent progress, the bird was not really learning anything. It was weakened and had stopped singing or flying. What measures were taken to prevent the bird from showing rebellious behavior? The bird’s instinct to resist was curbed by cutting its wings and chaining it, symbolizing the suppression of its natural freedom and behavior in favor of the rigid structure of the education system. What was the bird’s fate in the end? The bird ultimately died. It became so weak and deprived of basic needs like food and water that it could no longer sing, fly, or even make noise. The education system had turned the bird into a lifeless creature, symbolizing the failure of an education system focused only on formalities rather than actual learning. What lesson can be learned from the story of the bird? The story of the bird highlights the dangers of focusing too much on external appearances or superficial aspects of education (like the cage and the texts) while neglecting the real needs of the learner. It criticizes the empty formalities that do not lead to genuine knowledge or growth. Ad Ad vocabulary words  with their Bangla meanings: Abandon  – পরিত্যাগ করা Absurd  – অযৌক্তিক Accomplish  – সফলভাবে সম্পন্ন করা Accumulate  – সঞ্চয় করা Adapt  – অভিযোজিত হওয়া Aggressive  – আক্রমণাত্মক Allegiance  – আনুগত্য Ample  – পর্যাপ্ত Astonish  – বিস্মিত করা Baffle  – বিভ্রান্ত করা Behold  – দেখুন Benefit  – উপকার Betray  – বিশ্বাসঘাতকতা করা Bizarre  – অদ্ভুত Blunder  – ভুল Brilliant  – উজ্জ্বল Bureaucracy  – সরকারি ব্যবস্থাপনা Catalyst  – উদ্দীপক Cautious  – সতর্ক Charismatic  – আকর্ষণীয় Coerce  – জোরপূর্বক করতে বাধ্য করা Commence  – শুরু করা Conceal  – গোপন করা Confident  – আত্মবিশ্বাসী Contemplate  – চিন্তা করা Convene  – আহ্বান করা Convoluted  – জটিল Courageous  – সাহসী Critique  – সমালোচনা Curious  – আগ্রহী Dazzling  – চমকপ্রদ Deficiency  – অভাব Delicate  – নরম Deteriorate  – খারাপ হওয়া Diligent  – পরিশ্রমী Distort  – বিকৃত করা Doubtful  – সন্দেহজনক Efficient  – দক্ষ Emerge  – উদিত হওয়া Enlighten  – জ্ঞানী করা Enthusiastic  – উচ্ছ্বসিত Essential  – অপরিহার্য Examine  – পরীক্ষা করা Exemplify  – উদাহরণ দেওয়া Exhilarating  – উত্তেজনাপূর্ণ Feasible  – সম্ভাব্য Frustrate  – হতাশ করা Grievous  – গম্ভীর Hesitate  – দ্বিধা করা Hypocrite  – চূড়ান্ত প্রতারণাকারী Ignite  – জ্বালানো Imminent  – অতি নিকটবর্তী Impartial  – নিরপেক্ষ Incorporate  – অন্তর্ভুক্ত করা Indifferent  – উদাসীন Infer  – অনুমান করা Influential  – প্রভাবশালী Inquire  – জিজ্ঞাসা করা Intricate  – জটিল Jovial  – আনন্দদায়ক Lackluster  – সাদাসিধা Lament  – শোক করা Lethargic  – অলস Magnify  – বৃহৎ করা Malicious  – ক্ষতিকারক Meticulous  – যত্নশীল Morale  – মনোবল Notorious  – কুখ্যাত Obscure  – অস্পষ্ট Obsolete  – পুরনো Occasion  – উপলক্ষ্য Perplex  – বিভ্রান্ত করা Plagiarize  – নকল করা Plausible  – বিশ্বাসযোগ্য Procrastinate  – পিছিয়ে রাখা Rational  – যৌক্তিক Rejuvenate  – পুনরুজ্জীবিত করা Reluctant  – অনিচ্ছুক Resilient  – সহনশীল Revitalize  – পুনর্নির্মাণ করা Scorn  – তিরস্কার Subtle  – সূক্ষ্ম Sustained  – টেকসই Tangible  – স্পষ্ট Tolerate  – সহ্য করা Trivial  – তুচ্ছ Ubiquitous  – সর্বত্র বিরাজমান Unanimous  – একমত Vague  – অস্পষ্ট Vibrant  – উজ্জ্বল Warrant  – আইনগত অনুমতি Whimsical  – চঞ্চল Worthy  – উপযুক্ত Zealous  – উৎসাহী Vulnerable  – সংবেদনশীল Skeptical  – সন্দেহপ্রবণ Mediocre  – মাঝারি Exorbitant  – অত্যধিক Resent  – ক্ষোভ প্রকাশ করা Contribute  – অবদান রাখা

AI in The Classroom: Pros, Cons and The Role Of EdTech Companies By Olufemi Shoimbi Artificial intelligence has the potential to revolutionise the way we leant and teach. As a tool in the classroom, Al can provide students with personalised learning experiences, automate repetitive tasks and provide instant feedback. However, it also has its limitations. Let us explore the pros and cons of AI as a tool in the classroom, address the concern that AI could be a threat to teachers’ and instructors’ jobs and discuss the role of edtech companies in advancing this AT use case. Advantages of Al in the Classroom One of the main advantages I see of AI in the classroom is personalised learning. Al-powered educational tools can analyse data on student performance and provide tailored support to improve their grades. AI can also provide instant feedback. For example. Al-powered educational tools can provide students with immediate feedback on their work, allowing them to identify and correct mistakes quickly. Another advantage of AI is its ability to automate repetitive tasks. It can grade assignments and quizzes, which can free up teachers’ lime for other tasks, such as lesson planning and providing more one-on-one attention to students. There are already a few AI tools that support learning in classroom or workplace contexts. For example, Ahura is an AT-powered learning assisant that tracks learning habits by observing attention and engagement. Kncwton offers an adaptive learning platform that provides personalized learning experiences for students. Querium is an Al-powered tutor that provides students with step-by-step tutoring on math problems and builds personalized lesson plans. ALEKS is an Al-powered learning platform that provides individualized learning paths based on students' strengths and weaknesses. Carnegie Learning offers an Al-powered tutor that helps students improve their math skills by providing personalised learning based on their performance. There's also Smart Sparrow, which allows users to provide constructive feedback that is unique to each student. Finally, Gradescope is an Al-powered grading tool that automates the grading process, which can free up teachers' time and allow them to provide more individualised attention to students. These are just a few examples of Al tools with applications in the classroom. It is important to note that these tools should not replace teachers but rather assist them in their work. Downsides and Challenges of AI in the Classroom Some teachers and instructors may see AI as a threat to their jobs, believing it will automate their tasks and make them redundant. Bui il is important to note that Al is not meant to replace teachers but rather to assist them in then work. AI is a tool and should be developed and used as such. There are also negatives to consider, one of which is the cost of developing and implementing Al-powered educational tools. This can be a significant barrier for schools and teachers who need more resources to invest in AI technology. There is also the lack of human interaction and emotional support that students receive when using Al-powercd educational tools. While Al can provide personalized learning and instant feedback, it cannot replace the human and emotional support that students need to succeed, and relying loo heavily on Al-powered educational tools may impact students negatively. Privacy concerns are also a limitation of AI in the classroom. Al-powered educational tools may collect and store sensitive personal data, which raises concerns about privacy and security. The Role of EdTech Companies Edtech companies play a crucial role in advancing the use of AI in the classroom and ensuring that it is used ethically and responsibly. To do so. they should consider the following: 1.    Cost: The cost of developing and implementing M-powercd educational tools can be a significant barrier for schools and teachers. Edtech companies should work to make AI technology accessible to a broader range of schools and teachers and explore alternative funding options, such as grants or partnerships, to help offset the costs. 2.     Unman interaction: Al-powered educational tools cannot replace the human and emotional support that students need to succeed. Edtech companies should aim to develop AI tools that augment, rather than replace, the role of teachers and provide students with a well-rounded education that includes both personalized learning and human interaction. 3.    Privacy and security: Privacy concerns are a significant limitation of AI in the classroom. Edtech companies must ensure that the sensitive personal data collected and stored by Al-powered educational tools are properly secured and that privacy is maintained. 4.    Improved Al capabilities: Current Al-powered educational tools have limitations, such as a lack of creativity and originality and a limited understanding of context. Edtech companies should aim to improve Al capabilities and overcome these limitations to create more advanced, innovative and effective Al tools for the classroom. 5.    Ethical considerations: Edtech companies should consider die ethical implications of AI technology in education and develop Al tools in a transparent, fair and responsible manner. They must also ensure that they develop and use AI tools in accordance with the laws and regulations governing data privacy, security and intellectual property. In conclusion AI has the potential to be a valuable addition to the classroom. Still, edtech companies should develop AI tools with caution and in collaboration with teachers, educators and students to ensure that they are helpful, ethical and effective in meeting the needs of learners. I believe that AI could revolutionise the way we teach and learn. A.      Write true or false beside the following statements. 1.      AI is always beneficial for students and teachers. 2.       AJ tools can provide personalised learning experiences for students. 3.          The cost of implementing Al-base-d educational tools is not high. 4.          Current Al-powercd educational tools arc full of creativity and originality. 5.          Al-powered educational tools can replace the human and emotional support. 6.       Al-powered educational tools can provide students with immediate feedback on their work B.       Write answers to the following questions 1.      What sort of repetitive tasks can be done by AI? 2.          What advantages do you get in using Al-based educational toots? 3.       What disadvantages are there of using Al-based educational tools? 4.       Name some of the AI tools that various cd-tech companies have created and their functions? 5. “AI can make a student lazy and not study at all.” -Do you agree with this statement? Justify your stance and explain this statement. A. Write true or false beside the following statements. False  - AI is not always beneficial for students and teachers; it has both advantages and limitations. True  - AI tools can provide personalized learning experiences for students. False  - The cost of implementing AI-based educational tools can be high. False  - Current AI-powered educational tools are not full of creativity and originality; they have limitations. False  - AI-powered educational tools cannot replace the human and emotional support that students need. True  - AI-powered educational tools can provide students with immediate feedback on their work. B. Write answers to the following questions. What sort of repetitive tasks can be done by AI? AI can automate tasks like grading assignments, quizzes, and providing immediate feedback, which frees up teachers' time for other tasks like lesson planning and giving individualized attention to students. What advantages do you get in using AI-based educational tools? AI-based tools provide personalized learning experiences, instant feedback, and automate repetitive tasks, helping teachers save time. These tools also tailor support based on individual student needs, improving performance. What disadvantages are there of using AI-based educational tools? Some disadvantages include high costs, lack of human interaction and emotional support, privacy concerns, and the potential for over-reliance on technology, which might affect student development. Name some of the AI tools that various EdTech companies have created and their functions. Ahura : Tracks learning habits by observing attention and engagement. Knewton : Offers an adaptive learning platform for personalized experiences. Querium : Provides step-by-step tutoring for math problems. ALEKS : Creates individualized learning paths based on students' strengths and weaknesses. Carnegie Learning : A tutor to help improve math skills based on performance. Smart Sparrow : Provides unique feedback for each student. Gradescope : Automates the grading process, freeing up teacher time. “AI can make a student lazy and not study at all.” - Do you agree with this statement? Justify your stance and explain this statement. I disagree with this statement. While AI can automate certain tasks and provide personalized learning, it does not replace the need for active engagement from students. If used properly, AI can enhance the learning process by providing additional support and immediate feedback, motivating students to improve. However, if students become too reliant on AI, it could potentially reduce their initiative to study independently, but this would be more about how AI is integrated into learning rather than an inherent flaw of AI itself. Multiple Choice Questions (MCQs) What is one of the main advantages of AI in the classroom? a) It replaces teachers b) It provides personalized learning c) It removes the need for assessments d) It stops students from making mistakes Answer: b) It provides personalized learning Which AI tool tracks learning habits by observing attention and engagement? a) Kncwton b) Gradescope c) Ahura d) Querium Answer: c) Ahura What task can AI automate in the classroom to free up teachers' time? a) Conducting lessons b) Grading assignments c) Providing emotional support d) Teaching students Answer: b) Grading assignments What is one downside of AI in the classroom? a) It can make teachers redundant b) It provides too much emotional support c) It eliminates privacy concerns d) It ensures complete human interaction Answer: a) It can make teachers redundant Which AI tool provides personalized learning paths based on students' strengths and weaknesses? a) Smart Sparrow b) ALEKS c) Carnegie Learning d) Gradescope Answer: b) ALEKS What is a challenge of AI in education regarding emotional support? a) AI can never replace human interaction b) AI gives too much emotional support c) AI is more emotional than teachers d) Students feel more supported by AI than humans Answer: a) AI can never replace human interaction What role do EdTech companies play in AI in education? a) They should make AI tools inaccessible to some schools b) They should provide only basic AI tools c) They must ensure AI tools are developed ethically and responsibly d) They should replace teachers with AI Answer: c) They must ensure AI tools are developed ethically and responsibly What is one limitation of AI-powered educational tools? a) They provide too much data b) They lack creativity and understanding of context c) They replace the need for feedback d) They have no cost Answer: b) They lack creativity and understanding of context What is an ethical consideration that EdTech companies should address in AI development? a) How to replace teachers b) Ensuring AI tools comply with laws on data privacy c) Making all AI tools free of charge d) Making AI tools only for advanced students Answer: b) Ensuring AI tools comply with laws on data privacy Why should AI-powered educational tools not replace teachers? a) They don't provide feedback b) They lack human emotional support c) They are too expensive d) They can't assess student performance Answer: b) They lack human emotional support Short Answer Questions with Elaborate Answers What is personalized learning, and why is it beneficial in the classroom?Answer:  Personalized learning refers to using AI tools to tailor educational content and experiences to individual students based on their strengths, weaknesses, and learning habits. This approach is beneficial as it helps students learn at their own pace and addresses their specific needs, leading to better understanding and improvement in their academic performance. How does AI provide instant feedback to students? Answer:  AI-powered educational tools can provide instant feedback by automatically grading assignments or quizzes and pointing out mistakes immediately. This allows students to understand what they did wrong and make corrections on the spot, accelerating the learning process and improving retention. How can AI help automate repetitive tasks for teachers? Answer:  AI can automate tasks such as grading assignments, quizzes, and tests, which are time-consuming for teachers. This automation frees up time for educators, allowing them to focus more on lesson planning, providing individualized instruction, and offering personalized attention to students. What are some AI tools currently used in the classroom, and what do they do?Answer:  Examples of AI tools include Ahura, which tracks learning habits, Knowtton, an adaptive learning platform, and Querium, which provides step-by-step tutoring for math problems. These tools assist in personalizing learning experiences, giving immediate feedback, and helping students with specific subjects, making learning more efficient and tailored. What concerns do teachers have regarding AI in the classroom? Answer:  Teachers may be concerned that AI could replace their jobs by automating their tasks and diminishing the human aspect of education. However, it is important to understand that AI is meant to assist teachers, not replace them, and that human interaction and emotional support remain essential components of the teaching process. How can EdTech companies ensure AI tools are accessible to all schools?Answer:  EdTech companies can collaborate with schools to make AI tools more affordable by offering grants, partnerships, and exploring alternative funding options. This ensures that even schools with limited resources can access the benefits of AI-powered educational tools. What are the privacy concerns associated with AI in the classroom? Answer:  AI-powered educational tools often collect sensitive personal data about students, including performance data and learning habits. This raises concerns about the security of this data and the potential for misuse. It is crucial that companies ensure proper data protection measures to maintain student privacy. Why is human interaction important in the classroom, even with AI tools?Answer:  Human interaction is vital in the classroom as it provides emotional support, motivation, and personalized guidance that AI cannot offer. Teachers also play a key role in understanding students' emotional needs and offering mentorship, which AI tools, despite their benefits, cannot replace. What are some limitations of AI in the classroom, and how can they be overcome?Answer:  AI in the classroom has limitations, such as a lack of creativity, understanding of context, and emotional intelligence. These limitations can be overcome by improving AI capabilities, making it more adaptive, and ensuring it complements human instruction rather than replacing it. How should AI tools be developed to ensure they are ethical? Answer:  AI tools should be developed in accordance with ethical guidelines, ensuring transparency, fairness, and accountability. EdTech companies must respect data privacy laws, avoid bias in AI algorithms, and ensure that AI tools are designed to enhance, rather than replace, human instruction. Bangla Translation বাংলা অনুবাদঃ   কৃত্রিম বুদ্ধিমত্তা আমাদের ঝোঁক এবং শেখানোর পদ্ধতিতে বিপ্লব আনার সম্ভাবনা রাখে। শ্রেণীকক্ষে একটি হাতিয়ার হিসেবে, Al শিক্ষার্থীদের ব্যক্তিগতকৃত শেখার অভিজ্ঞতা প্রদান করতে পারে, পুনরাবৃত্তিমূলক কাজগুলিকে স্বয়ংক্রিয় করতে পারে এবং তাৎক্ষণিক প্রতিক্রিয়া প্রদান করতে পারে। তবে, এর সীমাবদ্ধতাও রয়েছে। আসুন আমরা শ্রেণীকক্ষে একটি হাতিয়ার হিসেবে AI এর সুবিধা এবং অসুবিধাগুলি অন্বেষণ করি, শিক্ষক এবং প্রশিক্ষকদের চাকরির জন্য AI হুমকি হতে পারে এই উদ্বেগের সমাধান করি এবং এই AT ব্যবহারের ক্ষেত্রে এডটেক কোম্পানিগুলির ভূমিকা নিয়ে আলোচনা করি। শ্রেণীকক্ষে Al এর সুবিধা শ্রেণীকক্ষে AI এর আমি যে প্রধান সুবিধাগুলি দেখতে পাই তার মধ্যে একটি হল ব্যক্তিগতকৃত শেখা। Al-চালিত শিক্ষামূলক সরঞ্জামগুলি শিক্ষার্থীদের কর্মক্ষমতার উপর তথ্য বিশ্লেষণ করতে পারে এবং তাদের গ্রেড উন্নত করার জন্য উপযুক্ত সহায়তা প্রদান করতে পারে। AI তাৎক্ষণিক প্রতিক্রিয়াও প্রদান করতে পারে। উদাহরণস্বরূপ। Al-চালিত শিক্ষামূলক সরঞ্জামগুলি শিক্ষার্থীদের তাদের কাজের উপর তাৎক্ষণিক প্রতিক্রিয়া প্রদান করতে পারে, যা তাদের দ্রুত ভুল সনাক্ত করতে এবং সংশোধন করতে দেয়। AI এর আরেকটি সুবিধা হল পুনরাবৃত্তিমূলক কাজগুলিকে স্বয়ংক্রিয় করার ক্ষমতা। এটি অ্যাসাইনমেন্ট এবং কুইজগুলিকে গ্রেড করতে পারে, যা অন্যান্য কাজের জন্য শিক্ষকদের লোম মুক্ত করতে পারে, যেমন পাঠ পরিকল্পনা এবং শিক্ষার্থীদের প্রতি আরও একের পর এক মনোযোগ প্রদান। শ্রেণীকক্ষ বা কর্মক্ষেত্রের প্রেক্ষাপটে শেখার জন্য ইতিমধ্যেই কিছু AI টুল রয়েছে। উদাহরণস্বরূপ, Ahura হল একটি AT-চালিত লার্নিং অ্যাসিসট্যান্ট যা মনোযোগ এবং ব্যস্ততা পর্যবেক্ষণ করে শেখার অভ্যাস ট্র্যাক করে। Kncwton একটি অভিযোজিত লার্নিং প্ল্যাটফর্ম অফার করে যা শিক্ষার্থীদের জন্য ব্যক্তিগতকৃত শেখার অভিজ্ঞতা প্রদান করে। Querium হল একটি Al-চালিত টিউটর যা শিক্ষার্থীদের গণিত সমস্যাগুলির উপর ধাপে ধাপে টিউটরিং প্রদান করে এবং ব্যক্তিগতকৃত পাঠ পরিকল্পনা তৈরি করে। ALEKS হল একটি Al-চালিত লার্নিং প্ল্যাটফর্ম যা শিক্ষার্থীদের শক্তি এবং দুর্বলতার উপর ভিত্তি করে ব্যক্তিগতকৃত শেখার পথ প্রদান করে। Carnegie Learning একটি Al-চালিত টিউটর অফার করে যা শিক্ষার্থীদের তাদের কর্মক্ষমতার উপর ভিত্তি করে ব্যক্তিগতকৃত শেখার মাধ্যমে তাদের গণিত দক্ষতা উন্নত করতে সহায়তা করে। এছাড়াও Smart Sparrow রয়েছে, যা ব্যবহারকারীদের প্রতিটি শিক্ষার্থীর জন্য অনন্য গঠনমূলক প্রতিক্রিয়া প্রদান করতে দেয়। অবশেষে, Gradescope হল একটি Al-চালিত গ্রেডিং টুল যা গ্রেডিং প্রক্রিয়া স্বয়ংক্রিয় করে, যা শিক্ষকদের সময় খালি করতে পারে এবং শিক্ষার্থীদের আরও ব্যক্তিগতকৃত মনোযোগ প্রদান করতে দেয়। এগুলি শ্রেণীকক্ষে অ্যাপ্লিকেশন সহ Al টুলের কয়েকটি উদাহরণ। এটি মনে রাখা গুরুত্বপূর্ণ যে এই সরঞ্জামগুলি শিক্ষকদের প্রতিস্থাপন করা উচিত নয় বরং তাদের কাজে সহায়তা করা উচিত। শ্রেণীকক্ষে AI এর অসুবিধা এবং চ্যালেঞ্জ কিছু শিক্ষক এবং প্রশিক্ষক AI কে তাদের চাকরির জন্য হুমকি হিসেবে দেখতে পারেন, তারা বিশ্বাস করেন যে এটি তাদের কাজগুলিকে স্বয়ংক্রিয় করবে এবং তাদের অপ্রয়োজনীয় করে তুলবে। Bui il মনে রাখা গুরুত্বপূর্ণ যে Al শিক্ষকদের প্রতিস্থাপনের জন্য নয় বরং তাদের কাজে সহায়তা করার জন্য তৈরি করা হয়েছে। AI একটি হাতিয়ার এবং এটিকে সেভাবেই তৈরি এবং ব্যবহার করা উচিত। এছাড়াও নেতিবাচক দিকগুলি বিবেচনা করার মতো, যার মধ্যে একটি হল Al-চালিত শিক্ষামূলক সরঞ্জামগুলি বিকাশ এবং বাস্তবায়নের খরচ। এটি স্কুল এবং শিক্ষকদের জন্য একটি উল্লেখযোগ্য বাধা হতে পারে যাদের AI প্রযুক্তিতে বিনিয়োগের জন্য আরও সম্পদের প্রয়োজন। Al-powercd শিক্ষামূলক সরঞ্জামগুলি ব্যবহার করার সময় শিক্ষার্থীরা যে মানবিক মিথস্ক্রিয়া এবং মানসিক সহায়তা পায় তার অভাবও রয়েছে। যদিও Al ব্যক্তিগতকৃত শিক্ষা এবং তাৎক্ষণিক প্রতিক্রিয়া প্রদান করতে পারে, এটি শিক্ষার্থীদের সাফল্যের জন্য প্রয়োজনীয় মানবিক এবং মানসিক সহায়তা প্রতিস্থাপন করতে পারে না এবং Al-চালিত শিক্ষামূলক সরঞ্জামগুলির উপর প্রচুর নির্ভরতা শিক্ষার্থীদের নেতিবাচকভাবে প্রভাবিত করতে পারে। গোপনীয়তার উদ্বেগও শ্রেণীকক্ষে AI এর একটি সীমাবদ্ধতা। Al-চালিত শিক্ষামূলক সরঞ্জামগুলি সংবেদনশীল ব্যক্তিগত তথ্য সংগ্রহ এবং সংরক্ষণ করতে পারে, যা গোপনীয়তা এবং নিরাপত্তা সম্পর্কে উদ্বেগ তৈরি করে। এডটেক কোম্পানিগুলির ভূমিকা শ্রেণিকক্ষে এআই-এর ব্যবহারকে এগিয়ে নিতে এবং এটি নীতিগত ও দায়িত্বশীলভাবে ব্যবহার করা নিশ্চিত করতে এডটেক কোম্পানিগুলি গুরুত্বপূর্ণ ভূমিকা পালন করে। এটি করার জন্য। তাদের নিম্নলিখিত বিষয়গুলি বিবেচনা করা উচিত: ১. খরচ: এম-পাওয়ারসিডি শিক্ষামূলক সরঞ্জামগুলি তৈরি এবং বাস্তবায়নের খরচ স্কুল এবং শিক্ষকদের জন্য একটি উল্লেখযোগ্য বাধা হতে পারে। এডটেক কোম্পানিগুলির উচিত স্কুল এবং শিক্ষকদের বিস্তৃত পরিসরের জন্য এআই প্রযুক্তি অ্যাক্সেসযোগ্য করে তোলার জন্য কাজ করা এবং খরচ পূরণে সহায়তা করার জন্য অনুদান বা অংশীদারিত্বের মতো বিকল্প তহবিল বিকল্পগুলি অন্বেষণ করা। ২. মানবহীন মিথস্ক্রিয়া: আল-চালিত শিক্ষামূলক সরঞ্জামগুলি শিক্ষার্থীদের সফল হওয়ার জন্য প্রয়োজনীয় মানবিক এবং মানসিক সহায়তা প্রতিস্থাপন করতে পারে না। এডটেক কোম্পানিগুলির লক্ষ্য হওয়া উচিত এমন এআই সরঞ্জামগুলি তৈরি করা যা শিক্ষকদের ভূমিকা প্রতিস্থাপন করার পরিবর্তে বৃদ্ধি করে এবং শিক্ষার্থীদের একটি সুসংহত শিক্ষা প্রদান করে যাতে ব্যক্তিগতকৃত শিক্ষা এবং মানবিক মিথস্ক্রিয়া উভয়ই অন্তর্ভুক্ত থাকে। ৩. গোপনীয়তা এবং সুরক্ষা: গোপনীয়তা সম্পর্কিত উদ্বেগগুলি শ্রেণীকক্ষে এআই-এর একটি উল্লেখযোগ্য সীমাবদ্ধতা। এডটেক কোম্পানিগুলিকে নিশ্চিত করতে হবে যে আল-চালিত শিক্ষামূলক সরঞ্জামগুলি দ্বারা সংগৃহীত এবং সংরক্ষণ করা সংবেদনশীল ব্যক্তিগত তথ্য সঠিকভাবে সুরক্ষিত এবং গোপনীয়তা বজায় রাখা হয়। ৪. উন্নত আল ক্ষমতা: বর্তমান আল-চালিত শিক্ষামূলক সরঞ্জামগুলির সীমাবদ্ধতা রয়েছে, যেমন সৃজনশীলতা এবং মৌলিকত্বের অভাব এবং প্রেক্ষাপট সম্পর্কে সীমিত বোধগম্যতা। এডটেক কোম্পানিগুলির উচিত আল ক্ষমতা উন্নত করার লক্ষ্য রাখা এবং আরও উন্নত, উদ্ভাবনী তৈরি করার জন্য এই সীমাবদ্ধতাগুলি অতিক্রম করা। Ad 40 Vocabulary with Bangla Meaning Revolutionise  – বিপ্লব ঘটানো Personalised  – ব্যক্তিগতকৃত Automate  – অটোমেটিক করা Feedback  – প্রতিক্রিয়া Limitations  – সীমাবদ্ধতা Tool  – উপকরণ Assist  – সহায়তা করা Performance  – পারফরম্যান্স Task  – কাজ Redundant  – অপ্রয়োজনীয় Privacy  – গোপনীয়তা Security  – নিরাপত্তা Data  – তথ্য Habits  – অভ্যাস Adaptive  – অভিযোজিত Interactive  – পারস্পরিক ক্রিয়া Emotional  – আবেগপূর্ণ Mentorship  – পরামর্শদাতা Ethical  – নৈতিক Transparency  – স্বচ্ছতা Fairness  – ন্যায্যতা Accountability  – দায়িত্ববোধ Innovation  – উদ্ভাবন Creativity  – সৃজনশীলতা Engagement  – অংশগ্রহণ Engagement  – সংলগ্নতা Platform  – প্ল্যাটফর্ম Implementation  – বাস্তবায়ন Privacy  – গোপনীয়তা Transparent  – স্বচ্ছ Develop  – উন্নয়ন করা Barrier  – বাধা Understanding  – বোঝাপড়া Companion  – সঙ্গী Integrate  – একীভূত করা Challenge  – চ্যালেঞ্জ Repetitive  – পুনরাবৃত্ত Assistive  – সহায়ক Student-centered  – ছাত্র-কেন্দ্রিক Sustainability  – স্থায়িত্ব Ad

The New School When she saw the gate of the new school, Totto-chan stopped. The gate of the school she used to go to had fine concrete pillars with the name of the school in large characters. But the gate of this new school simply consisted of two rather short posts that still had twigs and leaves on them. "This gate's growing," said Totto-chan. "It'll probably go on growing till it's taller than the telephone poles ! " The two "gateposts" were clearly trees with roots. When she got closer, she had to put her head to one side to read the name of the school because the wind had blown the sign askew. "To-mo-e Ga-ku-en." Totto-chan was about to ask Mother what “Tomoe” meant, when she caught a glimpse of something that made her think she must be dreaming. She squatted down and peered through the shrubbery to get a better look, and she couldn't believe her eyes. "Mother, is that really a train! There, in the school grounds!" For its classrooms, the school had made use of six abandoned railroad cars. To Totto- chan it seemed something you might dream about. A school in a train! The windows of the railroad cars sparkled in the morning sunlight. But the eyes of the rosy-cheeked little girl gazing at them through the shrubbery sparkled even more. “I Like This School!” A moment later, Totto-chan let out a whoop of joy and started running toward the "train school," calling out to Mother over her shoulder, "Come on, hurry, let's get on this train that's standing still." Startled, Mother began to run after her. Mother had been on a basketball team once, so she was faster than Totto-chan and caught hold of her dress just as she reached a door. “You can't go in yet,” said Mother, holding her back. “The cars are classrooms, and you haven't even been accepted here yet. If you really want to get on this train, you'll have to be nice and polite to the headmaster. We're going to call on him now, and if all goes well, you'll be able to go to this school. Do you understand?” Totto-chan was awfully disappointed not to get on the "train" right away, but she decided she had better do as Mother told her. "All right," she said. And then added, "I like this school a lot." Mother felt like telling her it wasn't a matter of whether she liked the school but of whether the headmaster liked her. But she just let go of Totto-chan's dress, took hold of her hand, and started walking toward the headmaster's office. All the railroad cars were quiet, for the first classes of the day had begun. Instead of a wall, the not very spacious school grounds were surrounded by trees, and there were flower beds full of red and yellow flowers. The headmaster's office wasn't in a railroad car, but was on the right-hand side of a one- story building that stood at the top of a semicircular flight of about seven stone steps opposite the gate. Totto-chan let go of Mother's hand and raced up the steps, then turned around abruptly, almost causing Mother to run into her. "What's the matter?" Mother asked, fearing Totto-chan might have changed her mind about the school. Standing above her on the top step, Totto-chan whispered to Mother in all seriousness, "The man we're going to see must be a stationmaster!" Mother had plenty of patience as well as a great sense of fun. She put her face close to Totto-chan's and whispered, “Why?” Totto-chan whispered back, "You said he was the headmaster, but if he owns all these trains, he must be a stationmaster." Mother had to admit it was unusual for a school to make use of old railroad cars, but there was no time to explain. She simply said, "Why don't you ask him yourself! And, anyway, what about Daddy? He plays the violin and owns several violins, but that doesn't make our house a violin shop, does it?" "No, it doesn't," Totto-chan agreed, catching hold of Mother's hand. The Headmaster When Mother and Totto-chan went in, the man in the office got up from his chair. His hair was thin on top and he had a few teeth missing, but his face was a healthy color. Although he wasn't very tall, he had solid shoulders and arms and was neatly dressed in a rather shabby black three-piece suit. With a hasty bow, Totto-chan asked him spiritedly "What are you, a schoolmaster or a stationmaster?" Mother was embarrassed, but before she had time to explain, he laughed and replied, "I'm the head-master of this school." Totto-chan was delighted. "Oh, I'm so glad," she said, “because I want to ask you a favor. I'd like to come to your school.” The headmaster offered her a chair and turned to Mother. "You may go home now. I want to talk to Totto-chan." Totto-chan had a moment's uneasiness, but somehow felt she would get along all right with this man. "Well, then, I’ll leave her with you," Mother said bravely, and shut the door behind her as she went out. The headmaster drew over a chair and put it facing Totto-chan, and when they were both sitting down close together, he said, "Now then, tell me all about yourself. Tell me anything at all you want to talk about." "Anything I like?" Totto-chan had expected him to ask questions she would have to answer. When he said she could talk about anything she wanted, she was so happy she began straight away. It was all a bit higgledy-piggledy, but she talked for all she was worth. She told the headmaster how fast the train went that they had come on; how she had asked the ticket collector but he wouldn't let her keep her ticket; how pretty her homeroom teacher was at the other school; about the swallows' nest; about their brown dog, Rocky, who could do all sorts of tricks; how she used to go snip- snip with the scissors inside her mouth at kindergarten and the teacher said she mustn't do that because she might cut her tongue off, but she did it anyway; how she always blew her nose because Mother scolded her if it was runny; what a good swimmer Daddy was, and how he could dive as well. She went on and on. The headmaster would laugh, nod, and say, "And then?" And Totto-chan was so happy she kept right on talking. But finally she ran out of things to say. She sat with her mouth closed trying hard to think of something. "Haven't you anything more you can tell me?" asked the headmaster. What a shame to stop now, Totto-chan thought. It was such a wonderful chance. Wasn't there anything else she could talk about, she wondered, racking her brains? Then she had an idea. She could tell him about the dress she was wearing that day. Mother made most of her dresses, but this one came from a shop. Her clothes were always torn when she came home in the late afternoon. Some of the rips were quite bad. Mother never knew how they got that way. Even her white cotton panties were sometimes in shreds. She explained to the headmaster that they got torn when she crossed other people's gardens by crawling under their fences, and when she burrowed under the barbed wire around vacant lots. So this morning, she said, when she was getting dressed to come here, all the nice dresses Mother had made were torn so she had to wear one Mother had bought. It had small dark red and gray checks and was made of jersey, and it wasn't bad, but Mother thought the red flowers embroidered on the collar were in bad taste. "Mother doesn't like the collar," said Totto-chan, holding it up for the headmaster to see. After that, she could think of nothing more to say no matter how hard she tried. It made her rather sad. But just then the headmaster got up, placed his large, warm hand on her head, and said, "Well, now you're a pupil of this school." Those were his very words. And at that moment Totto-chan felt she had met someone she really liked for the very first time in her life. You see, up till then, no one had ever listened to her for so long. And all that time the headmaster hadn't yawned once or looked bored, but seemed just as interested in what she had to say as she was. Totto-chan hadn't learned how to tell time yet, but it did seem like a rather long time. If she had been able to, she would have been astonished, and even more grateful to the headmaster. For, you see. Mother and Totto-chan arrived at the school at eight, and when she had finished talking and the headmaster had told her she was a pupil of the school, he looked at his pocket watch and said, "Ah, it's time for lunch." So the headmaster must have listened to Totto-chan for four solid hours! Neither before nor since did any grown-up listen to Totto-chan for as long as that. And, besides, it would have amazed Mother and her homeroom teacher to think that a seven-year-old child could find enough to talk about for four hours nonstop. Totto-chan had no idea then, of course, that she had been expelled and that people were at their wit's end to know what to do. Having a naturally sunny disposition and being a bit absent-minded gave her an air of innocence. But deep down she felt she was considered different from other children and slightly strange. The headmaster, however, made her feel safe and warm and happy. She wanted to stay with him forever. That's how Totto-chan felt about Headmaster Sosaku Kobayashi that first day. And, luckily, the head-master felt the same about her. A.    Now answers of the following questions. a)        What is the excerpt about? b)       How did Totto-chan react when she realized dial the school had railroad cars as classrooms? c)       How long did Totto-chan talk to the headmaster, Sosaku Kobayashi? What does dial tell you about the headmaster? Short Questions with Elaborate Answers: a) What is the excerpt about? The excerpt is from a story about a young girl named Totto-chan, who visits a new school for the first time. She is amazed to see that the school has railroad cars as classrooms, which sparks her curiosity and excitement. The narrative captures her innocent perspective as she interacts with her mother and the headmaster. The story highlights her joyful nature and her initial impression of the unconventional school. b) How did Totto-chan react when she realized that the school had railroad cars as classrooms? When Totto-chan realized that the school used railroad cars as classrooms, she was thrilled and astonished. She couldn't believe her eyes and even thought it was something from a dream. She was so excited that she immediately ran toward the "train school," expressing her delight and joy at the sight of it. The idea of learning in a train was completely novel to her and added to the charm of the school in her eyes. c) How long did Totto-chan talk to the headmaster, Sosaku Kobayashi? What does that tell you about the headmaster? Totto-chan talked to the headmaster for about four hours. This shows that the headmaster was very patient, kind, and genuinely interested in what she had to say. He listened attentively, without interrupting or getting bored, which made Totto-chan feel heard and valued. His patience and willingness to engage in conversation reflect his understanding and caring nature, making him a unique and welcoming figure in Totto-chan's life. MCQs with Answers: What did Totto-chan see at the gate of the new school? a) Concrete pillars with the school's name b) Two short posts with twigs and leaves c) A large wooden gate d) A modern steel gate Answer: b) Two short posts with twigs and leaves How did Totto-chan describe the gate of the new school? a) Old and rusty b) Growing c) Beautifully painted d) Sturdy and large Answer: b) Growing What was unique about the classrooms in the new school? a) They were made of wood b) They were located in old houses c) They were inside railroad cars d) They were under trees Answer: c) They were inside railroad cars How did Totto-chan feel when she saw the railroad cars? a) Shocked b) Excited c) Confused d) Scared Answer: b) Excited Why did Totto-chan run toward the train? a) To catch a ride b) To explore the train c) Because she thought it was part of the school d) To talk to the headmaster Answer: c) Because she thought it was part of the school What did Mother tell Totto-chan when she tried to enter the train? a) She could go inside after school started b) She should wait for the train to start c) She needed to be polite to the headmaster d) She could not go in yet because it was locked Answer: c) She needed to be polite to the headmaster What did Totto-chan think about the headmaster when she saw him? a) He must be a stationmaster b) He was a strict teacher c) He was a friendly man d) He was very tall Answer: a) He must be a stationmaster How did the headmaster react when Totto-chan asked if he was a stationmaster? a) He was upset b) He laughed and explained he was the headmaster c) He ignored her d) He told her to leave Answer: b) He laughed and explained he was the headmaster What did the headmaster do after Totto-chan talked for a long time? a) He asked her to stop talking b) He gave her a break c) He told her she was a pupil of the school d) He asked her to tell more stories Answer: c) He told her she was a pupil of the school How long did the conversation between Totto-chan and the headmaster last? a) 30 minutes b) 1 hour c) 4 hours d) 2 hours Answer: c) 4 hours Bangla Translation বাংলা অনুবাদঃ   নতুন স্কুল নতুন স্কুলের গেট দেখে তোত্তো-চান থমকে গেলেন। স্কুলের গেট সে আগে স্কুলের নাম বড় বড় অক্ষর লেখা সূক্ষ্ম কংক্রিটের স্তম্ভে যেত। কিন্তু এই নতুন স্কুলের গেটটিতে কেবল দুটি ছোট খুঁটি ছিল যেগুলোতে এখনও ডালপালা এবং পাতা ছিল। "এই গেটটি বাড়ছে," তোত্তো-চান বললেন। "এটি সম্ভবত বাড়তে থাকবে যতক্ষণ না এটি টেলিফোনের খুঁটির চেয়েও লম্বা হয়!" দুটি "ফটকের" মধ্যে স্পষ্টতই শিকড়যুক্ত গাছ ছিল। যখন সে কাছে এলো, তখন তাকে স্কুলের নাম পড়ার জন্য মাথা একপাশে রাখতে হয়েছিল কারণ বাতাস বইছিল সাইনবোর্ডটি উল্টো। "তো-মো-এ গা-কু-এন।" তোত্তো-চান মাকে জিজ্ঞাসা করতে যাচ্ছিলেন "তোমো" এর অর্থ কী, ঠিক তখনই তিনি এমন কিছুর ঝলক দেখতে পেলেন যা তাকে ভাবতে বাধ্য করেছিল যে সে নিশ্চয়ই স্বপ্ন দেখছে। সে বসে পড়ল এবং ঝোপঝাড়ের মধ্য দিয়ে ভালো করে দেখার জন্য তাকালো, আর সে নিজের চোখ বিশ্বাস করতে পারছিল না। "মা, এটা কি সত্যিই একটা ট্রেন! ওখানে, স্কুলের মাঠে!" তার শ্রেণীকক্ষের জন্য, স্কুলটি ছয়টি পরিত্যক্ত রেলওয়ে গাড়ি ব্যবহার করেছিল। টোটো- চানের কাছে এটা এমন কিছু মনে হয়েছিল যা তুমি স্বপ্নে দেখতে পারো। ট্রেনের মধ্যে একটি স্কুল! সকালের সূর্যের আলোয় রেলওয়ে গাড়ির জানালা জ্বলজ্বল করছিল। কিন্তু ঝোপঝাড়ের মধ্য দিয়ে তাদের দিকে তাকিয়ে থাকা গোলাপী গালওয়ালা ছোট্ট মেয়েটির চোখ আরও আরও জ্বলজ্বল করে উঠল। "আমি এই স্কুলটি পছন্দ করি!" কিছুক্ষণ পরে, টোটো-চান আনন্দের এক ঝলক বের করে "ট্রেন স্কুল" এর দিকে দৌড়াতে শুরু করল, মাকে কাঁধে ধরে ডাকতে লাগল, "এসো, তাড়াতাড়ি চলো, চলো এই ট্রেনটি দাঁড়িয়ে আছে।" চমকে মা তার পিছনে দৌড়াতে শুরু করলেন। মা একবার বাস্কেটবল দলে ছিলেন, তাই সে তোত্তো-চানের চেয়ে দ্রুত ছিল এবং দরজায় পৌঁছানোর সাথে সাথে তার পোশাক ধরে ফেলল। “তুমি এখনও ভেতরে যেতে পারো না,” মা তাকে ধরে বলল। “গাড়িগুলো ক্লাসরুম, আর তোমাকে এখনও এখানে ভর্তি করা হয়নি। যদি তুমি সত্যিই এই ট্রেনে উঠতে চাও, তাহলে তোমাকে প্রধান শিক্ষকের সাথে ভালো এবং ভদ্র হতে হবে। আমরা এখনই তার সাথে দেখা করব, এবং যদি সবকিছু ঠিকঠাক হয়, তাহলে তুমি এই স্কুলে যেতে পারবে। বুঝতে পারছো?” তোত্তো-চান "ট্রেনে" না উঠতে পেরে ভীষণ হতাশ হয়ে পড়েছিল, কিন্তু সে সিদ্ধান্ত নিল যে মা তাকে যা বলেছিলেন তাই করা উচিত। "ঠিক আছে," সে বলল। তারপর যোগ করল, "আমি এই স্কুলটি খুব পছন্দ করি।" মা তাকে বলতে চাইল যে এটা তার স্কুল পছন্দ কিনা তা নয় বরং প্রধান শিক্ষক তাকে পছন্দ করেন কিনা তা। কিন্তু সে তোত্তো-চানের পোশাক ছেড়ে দিল, তার হাত ধরে, এবং প্রধান শিক্ষকের অফিসের দিকে হাঁটতে শুরু করল। সব রেলগাড়ি নীরব ছিল, কারণ দিনের প্রথম ক্লাস শুরু হয়ে গিয়েছিল। দেয়ালের পরিবর্তে, খুব প্রশস্ত নয় এমন স্কুলের মাঠ গাছপালা দিয়ে ঘেরা ছিল, এবং সেখানে লাল এবং হলুদ ফুলে ভরা ফুলের বিছানা ছিল। প্রধান শিক্ষকের অফিসটি রেলগাড়িতে ছিল না, বরং একটি একতলা ভবনের ডানদিকে ছিল যা প্রায় সাতটি পাথরের অর্ধবৃত্তাকার উড়ানের উপরে দাঁড়িয়ে ছিল গেটের বিপরীতে ধাপে ধাপে। তোত্তো-চান মায়ের হাত ছেড়ে দিয়ে সিঁড়ি বেয়ে উপরে উঠে গেল, তারপর ঘুরে দাঁড়াল হঠাৎ, প্রায় মা তার সাথে ধাক্কা খেয়ে পড়ে গেল। "কি ব্যাপার?" মা জিজ্ঞাসা করলেন, ভয়ে তোত্তো-চান হয়তো স্কুল সম্পর্কে তার মন পরিবর্তন করেছেন। উপরের সিঁড়িতে তার উপরে দাঁড়িয়ে, তোত্তো-চান মাকে সম্পূর্ণ ফিসফিসিয়ে বললেন গম্ভীরভাবে, "আমরা যে লোকটিকে দেখতে যাচ্ছি সে অবশ্যই একজন স্টেশনমাস্টার!" মা প্রচুর ধৈর্যের পাশাপাশি মজার অনুভূতিও দেখিয়েছিলেন। তিনি তোত্তো-চানের দিকে মুখ করে ফিসফিসিয়ে বললেন, "কেন?" তোত্তো-চান ফিসফিসিয়ে বললেন, "তুমি বলেছিলে সে হেডমাস্টার, কিন্তু যদি সে সব এই ট্রেনের মালিক হয়, তাহলে সে অবশ্যই একজন স্টেশনমাস্টার।" মাকে স্বীকার করতে হয়েছিল যে একটি স্কুলের জন্য পুরানো রেলওয়ে গাড়ি ব্যবহার করা অস্বাভাবিক ছিল, কিন্তু ব্যাখ্যা করার সময় ছিল না। তিনি কেবল বললেন, "তুমি কেন তাকে নিজেই জিজ্ঞাসা করো না! আর যাই হোক, বাবা সম্পর্কে কী? সে বেহালা বাজায় এবং বেশ কয়েকটি বেহালার মালিক, কিন্তু এতে আমাদের বাড়ি বেহালার দোকান হয় না, তাই না?" "না, তা নয়," তোত্তো-চান সম্মতি জানালেন, মায়ের হাত ধরে। প্রধান শিক্ষক মা এবং তোত্তো-চান যখন ভেতরে ঢুকলেন, তখন অফিসের লোকটি তার চেয়ার থেকে উঠে দাঁড়ালেন। তার চুল পাতলা ছিল এবং তার কয়েকটি দাঁত ছিল না, কিন্তু তার মুখের রঙ ছিল সুস্থ রঙের। যদিও সে খুব লম্বা ছিল না, তার কাঁধ এবং বাহু শক্ত ছিল এবং সুন্দরভাবে একটি জীর্ণ কালো থ্রি-পিস স্যুট পরেছিল। তাড়াহুড়ো করে ধনুকের সাথে, তোত্তো-চান তাকে উৎসাহের সাথে জিজ্ঞাসা করলেন, "তুমি কি, একজন স্কুলমাস্টার নাকি স্টেশনমাস্টার?" মা লজ্জা পেলেন, কিন্তু ব্যাখ্যা করার সময় পাওয়ার আগেই, তিনি হেসে উত্তর দিলেন, "আমি এই স্কুলের প্রধান শিক্ষক।" তোত্তো-চান খুশি হলেন। "ওহ, আমি খুব খুশি," তিনি বললেন, "কারণ আমি তোমার কাছে একটি অনুগ্রহ চাইতে চাই। আমি তোমার স্কুলে আসতে চাই।" প্রধান শিক্ষক তাকে একটি চেয়ার দিলেন এবং মাকে বললেন। "তুমি এখন বাড়ি যেতে পারো। আমি তোত্তো-চানের সাথে কথা বলতে চাই।" তোত্তো-চানের এক মুহূর্তের জন্য অস্বস্তি হচ্ছিল, কিন্তু কোনওভাবে মনে হচ্ছিল সে এই লোকটির সাথে সব ঠিকঠাক করে নেবে। "আচ্ছা, তাহলে, আমি ওকে তোমার কাছে রেখে যাচ্ছি," মা সাহসের সাথে বললেন, এবং তার পিছনে দরজা বন্ধ করে দিলেন। Ad Ad Vocabulary with Bangla Meaning: Gate  – প্রবেশদ্বার Pillars  – স্তম্ভ Concrete  – কংক্রিট Twigs  – ডালপালা Shrubbery  – গুল্মজাতীয় উদ্ভিদ Abandoned  – পরিত্যক্ত Classroom  – শ্রেণীকক্ষ Railroad  – রেলপথ Sparkle  – ঝিলমিল করা Hasty  – তাড়াহুড়ো Embarrassed  – বিব্রত Spiritedly  – প্রাণবন্তভাবে Uneasiness  – অস্বস্তি Bravely  – সাহসিকতার সাথে Burrowed  – গর্তে প্রবেশ করা Expelled  – বহিষ্কৃত Disposition  – মনোভাব Absent-minded  – মনোযোগহীন Shabby  – পুরনো এবং অবহেলিত Grateful  – কৃতজ্ঞ Whispered  – ফিসফিস করে বলা Delighted  – আনন্দিত Nodded  – মাথা ঝাঁকানো Rambling  – এলোমেলো কথা বলা Listen  – শোনা Patience  – ধৈর্য Sociable  – সামাজিক Violet  – বেগুনি Impression  – ধারণা Spontaneous  – স্বতঃস্ফূর্ত Reassured  – আশ্বস্ত করা Familiar  – পরিচিত Torn  – ছিঁড়ে যাওয়া Eager  – আগ্রহী Tearful  – চোখে জল আসা Joyful  – আনন্দিত Vibrant  – উজ্জ্বল Curiosity  – কৌতূহল Strange  – অদ্ভুত Adorable  – চমৎকার

S M Sultan Sheikh Mohammed Sultan, widely known as S M Sultan, was a distinguished Bangladeshi painter renowned for his distinctive personal and artistic style. Born on August 1923, in Jessore. Bangladesh, Sultan is often remembered as a bohemian artist who traveled extensively. Despite his unique vision, he only achieved widespread recognition later hi life. His work was first showcased in Dhaka hi 1976. and a significant retrospective organized by the Goethe Institut. Dhaka in 1987 solidified his status as a major artist. Despite coming from an underprivileged background, S M Sultan made his mark in the art world through sheer passion and his ability to build enduring connections. Although his family could not afford his education at the Calcutta School of Arts, he received a special recommendation that allowed him to study there for three years. His very simple  but highly philosophic art, which features nature and the    people of Bangladesh, has become the prime source of inspiration for the new generation of painters. Sultan's characters were fanners, rural women, children, animals, and even pets. Die main feature of his paintings is the muscular farmers, with extensive muscles and godly physical stature which make his farmers larger than life. Sultan took little care of his finished works, and many are lost. Tie was unconcerned about using materials that would preserve. Sultan's song was never about a legacy of artwork but of ideas. Apart from being awarded prestigious awards, accolades, and being featured in top art institutions. Sultan received wide press coverage and laudatory critical reviews in renowned newspapers like the New York Tunes. Washington Post. The Telegraph. Tire Times, The Guardian, Le Monde, and many more. He became internationally acclaimed as a great painter of classic dimensions. Sultan received tlic Ekushcy Padak. Swadhinata Padak. Bangladesh Charu Shilpi Sangsad Padak. and other prestigious awards. Multiple Choice Questions (MCQs) What was S M Sultan known for in the art world? a) His sculptures b) His paintings featuring rural life c) His photography d) His architectural designs Answer: b) His paintings featuring rural life When did S M Sultan first showcase his work in Dhaka? a) 1960 b) 1976 c) 1980 d) 1990 Answer: b) 1976 Where was S M Sultan born? a) Dhaka b) Jessore c) Kolkata d) Chittagong Answer: b) Jessore Which institution did S M Sultan attend to study art? a) Dhaka Art College b) Calcutta School of Arts c) London School of Art d) Paris Art School Answer: b) Calcutta School of Arts What was a distinctive feature of S M Sultan’s paintings? a) Use of bright colors b) Depiction of nature and rural people c) Abstract forms d) Use of modern materials Answer: b) Depiction of nature and rural people Which physical characteristic is highlighted in Sultan’s paintings of farmers? a) Tall stature b) Muscular build c) Small size d) Fragility Answer: b) Muscular build How did S M Sultan view the preservation of his artworks? a) He was meticulous about preserving them b) He didn’t care about preserving his works c) He stored his paintings in museums d) He sold them to collectors Answer: b) He didn’t care about preserving his works Which of the following awards did S M Sultan receive? a) The Nobel Prize b) Ekushcy Padak c) Booker Prize d) Grammy Award Answer: b) Ekushcy Padak How was S M Sultan’s legacy reflected in his art? a) Through his famous works b) Through the ideas conveyed in his works c) Through his popularity d) Through his commercial success Answer: b) Through the ideas conveyed in his works Which of the following newspapers praised S M Sultan's artwork? a) The Daily Star b) The New York Times c) The Wall Street Journal d) The Economist Answer: b) The New York Times Short Answer Questions with Elaborate Answers Who was S M Sultan, and what is he famous for? Answer:  S M Sultan, born in 1923 in Jessore, Bangladesh, was a distinguished Bangladeshi painter famous for his unique personal style. He is renowned for his paintings that feature rural life, especially farmers, women, children, and animals. His works are philosophically simple yet profound, often depicting larger-than-life muscular farmers. Sultan became a major figure in the art world later in life, with his first exhibition in Dhaka in 1976. What was the significance of S M Sultan's exhibition in Dhaka in 1976? Answer:  The exhibition in 1976 marked the first time S M Sultan’s works were showcased in Dhaka, bringing him recognition in the Bangladeshi art scene. The significant retrospective in 1987 by the Goethe Institut, Dhaka, solidified his status as a prominent artist internationally. Why did S M Sultan’s family have difficulty affording his education, and how did he manage to study art? Answer:  S M Sultan came from an underprivileged background, making it difficult for his family to afford his education. Despite this, he received a special recommendation that allowed him to study at the prestigious Calcutta School of Arts for three years. What is the main theme in S M Sultan’s artwork? Answer:  The main theme of S M Sultan’s artwork revolves around the rural life of Bangladesh, depicting farmers, rural women, children, and animals. His art is deeply connected to nature and human life in the rural areas of Bangladesh, portraying the strength and resilience of the people. How did S M Sultan's portrayal of farmers in his paintings stand out? Answer:  Sultan’s portrayal of farmers was distinctive because he depicted them as larger-than-life figures with muscular builds and godly physical stature. These farmers were often shown as symbols of strength and hard work, representing the backbone of rural society. What was S M Sultan’s attitude towards the preservation of his artworks? Answer:  S M Sultan was unconcerned about preserving his artworks. He took little care in using materials that would help in the long-term preservation of his paintings. His focus was not on leaving behind a legacy of physical works but rather on conveying ideas through his art. What international recognition did S M Sultan receive for his work? Answer:  S M Sultan received widespread international recognition, with his work being featured in major newspapers like The New York Times, The Washington Post, The Guardian, and Le Monde. He also received prestigious awards such as the Ekushcy Padak and the Swadhinata Padak. What impact did S M Sultan have on the new generation of artists in Bangladesh?Answer:  S M Sultan’s art became a significant source of inspiration for a new generation of painters in Bangladesh. His simple yet philosophical approach to art, focusing on rural life and human strength, continues to influence young artists today. What prestigious awards did S M Sultan receive for his contributions to art? Answer:  S M Sultan received several prestigious awards, including the Ekushcy Padak, Swadhinata Padak, and the Bangladesh Charu Shilpi Sangsad Padak, acknowledging his immense contributions to the art world. Why did S M Sultan become a "bohemian artist," and how did this influence his work? Answer:  S M Sultan was considered a "bohemian artist" because of his unconventional lifestyle, which included extensive travel and living a free-spirited life. This lifestyle influenced his art, allowing him to explore different aspects of human life, especially rural Bangladesh, with a personal and unique vision. Bangla Translation বাংলা অনুবাদঃ   এস এম সুলতান শেখ মোহাম্মদ সুলতান, যিনি এস এম সুলতান নামে পরিচিত, একজন বিশিষ্ট বাংলাদেশী চিত্রশিল্পী ছিলেন যিনি তাঁর স্বতন্ত্র ব্যক্তিগত এবং শৈল্পিক শৈলীর জন্য বিখ্যাত। ১৯২৩ সালের আগস্টে যশোরে জন্মগ্রহণ করেন। বাংলাদেশে, সুলতানকে প্রায়শই একজন বোহেমিয়ান শিল্পী হিসেবে স্মরণ করা হয় যিনি ব্যাপক ভ্রমণ করেছিলেন। তাঁর অনন্য দৃষ্টিভঙ্গি সত্ত্বেও, তিনি কেবল পরবর্তী জীবনে ব্যাপক পরিচিতি অর্জন করেছিলেন। ১৯৭৬ সালে ঢাকায় তাঁর কাজ প্রথম প্রদর্শিত হয়েছিল এবং গ্যোটে ইনস্টিটিউট কর্তৃক আয়োজিত একটি উল্লেখযোগ্য পূর্ববর্তী প্রদর্শনী। ১৯৮৭ সালে ঢাকা একজন প্রধান শিল্পী হিসেবে তাঁর মর্যাদাকে দৃঢ় করে তোলে। সুবিধাবঞ্চিত পটভূমি থেকে আসা সত্ত্বেও, এস এম সুলতান তাঁর আবেগ এবং স্থায়ী সংযোগ গড়ে তোলার দক্ষতার মাধ্যমে শিল্প জগতে তার স্থান করে নিয়েছিলেন। যদিও তার পরিবার কলকাতা স্কুল অফ আর্টসে তার শিক্ষার খরচ বহন করতে পারেনি, তিনি একটি বিশেষ সুপারিশ পেয়েছিলেন যা তাকে তিন বছর সেখানে পড়াশোনা করার সুযোগ দেয়। তাঁর খুব সরল কিন্তু অত্যন্ত দার্শনিক শিল্প, যা প্রকৃতি এবং বাংলাদেশের মানুষদের বৈশিষ্ট্যযুক্ত, নতুন প্রজন্মের চিত্রশিল্পীদের জন্য অনুপ্রেরণার প্রধান উৎস হয়ে উঠেছে। সুলতানের চরিত্রগুলো ছিল পাখাওয়ালা, গ্রামীণ নারী, শিশু, পশুপাখি, এমনকি পোষা প্রাণীও। তার চিত্রকর্মের প্রধান বৈশিষ্ট্য হলো পেশীবহুল কৃষক, যার পেশীবহুলতা এবং ঈশ্বরীয় শারীরিক গঠন তার কৃষকদের জীবনের চেয়েও বড় করে তোলে। সুলতান তার সমাপ্ত কাজের খুব একটা যত্ন নিতেন না, এবং অনেকগুলি হারিয়ে যায়। টাই এমন উপকরণ ব্যবহার সম্পর্কে উদ্বিগ্ন ছিলেন না যা সংরক্ষণ করা সম্ভব। সুলতানের গান কখনও শিল্পকর্মের উত্তরাধিকার সম্পর্কে ছিল না বরং ধারণা সম্পর্কে ছিল। মর্যাদাপূর্ণ পুরষ্কার, প্রশংসা এবং শীর্ষ শিল্প প্রতিষ্ঠানে স্থান পাওয়ার পাশাপাশি। নিউ ইয়র্ক টিউনস, ওয়াশিংটন পোস্ট, দ্য টেলিগ্রাফ, টায়ার টাইমস, দ্য গার্ডিয়ান, লে মন্ডে এবং আরও অনেক বিখ্যাত সংবাদপত্রে সুলতান ব্যাপক সংবাদপত্র কভারেজ এবং প্রশংসাসূচক সমালোচনা পেয়েছেন। তিনি ধ্রুপদী মাত্রার একজন মহান চিত্রশিল্পী হিসেবে আন্তর্জাতিকভাবে প্রশংসিত হয়েছিলেন। সুলতান একুশ পদক, স্বাধীনতা পদক, বাংলাদেশ চারু শিল্পী সংসদ পদক এবং অন্যান্য মর্যাদাপূর্ণ পুরষ্কার পেয়েছেন। Ad Vocabulary Words with Bangla Meanings Distinguished  – খ্যাতিমান Renowned  – প্রসিদ্ধ Bohemian  – মুক্তমনা Philosophic  – দার্শনিক Muscular  – পেশিবহুল Legacy  – উত্তরাধিকার Accolades  – সম্মান Retrospective  – পশ্চাদপট প্রদর্শনী Exhibition  – প্রদর্শনী Underprivileged  – পিছিয়ে পড়া Special recommendation  – বিশেষ সুপারিশ Artistic  – সৃজনশীল Inspiration  – অনুপ্রেরণা Rural  – গ্রামীণ Resilience  – স্থিতিস্থাপকতা Unconventional  – প্রচলিত নয় Enduring  – স্থায়ী Influence  – প্রভাব Prestigious  – সম্মানজনক Sculpture  – ভাস্কর্য Stature  – উচ্চতা Philosophy  – দর্শন Self-taught  – আত্মশিক্ষিত Recognition  – স্বীকৃতি Internationally  – আন্তর্জাতিকভাবে Art institution  – শিল্প প্রতিষ্ঠান Acclaim  – প্রশংসা Artistic style  – শিল্পী শৈলী Charitable  – দানশীল Connection  – সম্পর্ক Prestige  – মর্যাদা Socially conscious  – সামাজিক সচেতন Excellence  – উৎকর্ষতা Abstract  – বিমূর্ত Philanthropy  – দানশীলতা Expression  – অভিব্যক্তি Aesthetic  – সৌন্দর্যগত Transformation  – রূপান্তর Motivation  – প্রেরণা Fame  – খ্যাতি Ad

Novera Ahmed Novera Ahmed was the pioneer of modern sculpting in Bangladesh. She is also one of the most under- and misrepresented artists in the country. When describing the works of the first modern Bangladeshi sculptor Novera Ahmed, Shilpacharja Zainul Abedin proclaimed ‘’What Novera is doing now will take us a long time to understand - she is that kind of artist." This aptly describes her progressive thoughts in the field of sculpture. Novera Ahmed was born in a culturally inclined family in Chittagong, where she was inspired by her mother’s skills in making dolls' houses out of clay and became fascinated with working with three-dimensional forms. As /Mimed was educated in London and Florence, her sculptural vocabulary was based on a combination of western ideas and folk traditions. Many of her artefacts were based on village lives and folk motifs, of which she was a keen observer. She also incorporated Buddhist themes in her works, and developed an individual style that depicted the experiences of women. In August 1960, Novera Ahmed had her first solo exhibition organised on the ground floor of Central Public Library (now Dhaka University Library). It was the first-ever solo sculpture exhibition by any sculptor of Bangladesh (East Pakistan back then). It was inaugurated by General Azam Khan of the Pakistan Anny, who was so impressed with her work that he gave her a grant oft? 10.000 to promote sculpture as an art form. She used cement, wood, plaster and stone for the material for her sculptures. In the early 1960s, upon the Pakistan Art Council's invitation, she moved to West Pakistan and produced many works there. In 1962, she traveled to Bombay to leant Bharatanatyam, and a year later moved to Paris where she remained for the rest of her life. She lived in Thailand from 1968 to 1970 and had her second solo exhibition in Bangkok's Alliance ITancaise in 1970. At that time she was using remains from plane crashes of American airplanes from the Vietnam War. Novera Ahmed was one of the original designers of (he Shaheed Minar, in which she collaborated with Hamidur Rahman. She was awarded the Ekushey Padak in 1997 in absentia, and an exhibition was arranged from her works left behind in Dhaka in April-May, 1998 Multiple Choice Questions (MCQs) Who is considered the pioneer of modern sculpting in Bangladesh? a) Zainul Abedin b) Novera Ahmed c) Hamidur Rahman d) General Azam Khan Answer: b) Novera Ahmed What did Zainul Abedin say about Novera Ahmed’s work? a) "She is a misunderstood artist." b) "She will be understood in time." c) "Her works are too complicated." d) "She is the best sculptor." Answer: b) "She will be understood in time." Where was Novera Ahmed born? a) Dhaka b) Chittagong c) Paris d) Bombay Answer: b) Chittagong What inspired Novera Ahmed to pursue sculpture? a) Her father's profession b) Her mother's skills in making dolls' houses out of clay c) Her travels to Europe d) Her education in London Answer: b) Her mother's skills in making dolls' houses out of clay In which country did Novera Ahmed receive her education in sculpture? a) Italy and India b) France and England c) London and Florence d) Bangladesh and Thailand Answer: c) London and Florence What themes did Novera Ahmed incorporate into her sculptures? a) Buddhist themes and folk motifs b) Political themes and war c) Modern urban life d) Animal forms Answer: a) Buddhist themes and folk motifs Where was Novera Ahmed’s first solo exhibition held? a) Dhaka University b) Central Public Library c) Bangladesh National Museum d) Alliance Francaise in Paris Answer: b) Central Public Library Who inaugurated Novera Ahmed’s first solo exhibition? a) General Azam Khan b) Shilpacharja Zainul Abedin c) Hamidur Rahman d) Novera Ahmed herself Answer: a) General Azam Khan Which material did Novera Ahmed use for her sculptures? a) Clay and bronze b) Cement, wood, plaster, and stone c) Metal and glass d) Paper and fabric Answer: b) Cement, wood, plaster, and stone What significant project was Novera Ahmed a part of? a) Designing the Shaheed Minar b) Creating the National Museum c) Designing the Liberation War monument d) Creating the Parliament building Answer: a) Designing the Shaheed Minar Short Answer Questions with Elaborate Answers Who is Novera Ahmed, and what was her contribution to the arts in Bangladesh?Answer:  Novera Ahmed is considered the pioneer of modern sculpting in Bangladesh. She was a visionary artist who brought a new perspective to sculpture by blending Western artistic traditions with local folk motifs. She is also recognized for incorporating Buddhist themes into her works. Through her individual style, Novera Ahmed depicted women’s experiences, significantly influencing the art scene in Bangladesh. What did Zainul Abedin mean when he described Novera Ahmed’s work?Answer:  Zainul Abedin, a prominent Bangladeshi artist, acknowledged that Novera Ahmed’s work was ahead of its time. He believed that her ideas were progressive and complex, suggesting that it would take time for people to fully understand her artistic approach and the depth of her work. How did Novera Ahmed’s early life influence her artistic journey?Answer:  Novera Ahmed grew up in a culturally rich environment in Chittagong, where she was inspired by her mother’s craftsmanship in making clay dolls' houses. This early exposure to working with three-dimensional forms sparked her interest in sculpture, leading her to explore and develop her own unique artistic expression. What kind of formal education did Novera Ahmed receive, and how did it shape her work?Answer:  Novera Ahmed was educated in London and Florence, where she was exposed to Western ideas and techniques in sculpture. This education allowed her to combine Western artistic concepts with traditional Bangladeshi and folk influences, which became central to her work, making it distinctive and innovative. What were the main themes in Novera Ahmed’s sculptures?Answer:  Novera Ahmed’s sculptures were deeply rooted in the observation of village life, folk traditions, and the experiences of women. She also integrated Buddhist themes into her works. Her sculptures often portrayed emotional depth, cultural heritage, and the strength and struggles of women, making them both culturally significant and socially relevant. How did Novera Ahmed’s first solo exhibition impact her career?Answer:  Novera Ahmed’s first solo exhibition in 1960, held at the Central Public Library in Dhaka, was a groundbreaking moment in the history of art in Bangladesh. It was the first-ever solo sculpture exhibition by a Bangladeshi artist. The exhibition gained significant attention, and she received a grant from General Azam Khan, which helped her promote sculpture as an art form in Bangladesh. Why did Novera Ahmed move to West Pakistan in the early 1960s?Answer:  Novera Ahmed moved to West Pakistan in the early 1960s after receiving an invitation from the Pakistan Art Council. During her time there, she continued to create and exhibit her work, which further developed her artistic career and allowed her to expand her influence in the region. What was significant about Novera Ahmed’s exhibition in Bangkok in 1970?Answer:  Novera Ahmed’s exhibition in Bangkok in 1970 was significant because she used remains from plane crashes of American airplanes from the Vietnam War in her sculptures. This exhibition showed her willingness to experiment with unconventional materials, and it also marked her global presence as an artist. How did Novera Ahmed contribute to the Shaheed Minar’s design?Answer:  Novera Ahmed was one of the original designers of the Shaheed Minar, a national monument in Bangladesh that commemorates those who died in the 1952 Language Movement. She collaborated with Hamidur Rahman on its design, contributing to a key symbol of Bangladesh’s identity and independence. What awards and recognitions did Novera Ahmed receive for her work?Answer:  Novera Ahmed was awarded the Ekushey Padak in 1997, one of the highest civilian awards in Bangladesh. She received this honor posthumously, reflecting her lasting influence on the art community and recognition of her contributions to Bangladeshi culture and sculpture. Bangla Translation বাংলা অনুবাদঃ   নভেরা আহমেদ নভেরা আহমেদ ছিলেন বাংলাদেশে আধুনিক ভাস্কর্যের পথিকৃৎ। তিনি দেশের সবচেয়ে অবহেলিত এবং ভুলভাবে উপস্থাপন করা শিল্পীদের একজন। প্রথম আধুনিক বাংলাদেশী ভাস্কর নভেরা আহমেদের কাজের বর্ণনা দিতে গিয়ে শিল্পাচার্য জয়নুল আবেদীন ঘোষণা করেছিলেন, "নভেরা এখন যা করছেন তা বুঝতে আমাদের অনেক সময় লাগবে - তিনি সেই ধরণের শিল্পী।" এটি ভাস্কর্যের ক্ষেত্রে তার প্রগতিশীল চিন্তাভাবনার যথাযথ বর্ণনা দেয়। নভেরা আহমেদ চট্টগ্রামের একটি সাংস্কৃতিকভাবে আগ্রহী পরিবারে জন্মগ্রহণ করেছিলেন, যেখানে তিনি তার মায়ের মাটির পুতুলের ঘর তৈরির দক্ষতায় অনুপ্রাণিত হয়েছিলেন এবং ত্রিমাত্রিক রূপ নিয়ে কাজ করার প্রতি আগ্রহী হয়েছিলেন। /মিমেদ লন্ডন এবং ফ্লোরেন্সে শিক্ষিত হওয়ার সাথে সাথে, তার ভাস্কর্যের শব্দভাণ্ডার পশ্চিমা ধারণা এবং লোক ঐতিহ্যের সংমিশ্রণের উপর ভিত্তি করে তৈরি হয়েছিল। তার অনেক শিল্পকর্ম গ্রামীণ জীবন এবং লোকজ মোটিফের উপর ভিত্তি করে তৈরি ছিল, যার মধ্যে তিনি একজন তীক্ষ্ণ পর্যবেক্ষক ছিলেন। তিনি তার কাজে বৌদ্ধ বিষয়বস্তুও অন্তর্ভুক্ত করেছিলেন এবং মহিলাদের অভিজ্ঞতা চিত্রিত করে এমন একটি স্বতন্ত্র শৈলী তৈরি করেছিলেন। ১৯৬০ সালের আগস্টে, নভেরা আহমেদ কেন্দ্রীয় পাবলিক লাইব্রেরির (বর্তমানে ঢাকা বিশ্ববিদ্যালয় গ্রন্থাগার) নিচতলায় তার প্রথম একক প্রদর্শনী আয়োজন করেছিলেন। এটি ছিল বাংলাদেশের (তৎকালীন পূর্ব পাকিস্তান) কোনও ভাস্কর দ্বারা প্রথম একক ভাস্কর্য প্রদর্শনী। এটি উদ্বোধন করেন পাকিস্তান অ্যানির জেনারেল আজম খান, যিনি তার কাজ দেখে এতটাই মুগ্ধ হয়েছিলেন যে তিনি তাকে ভাস্কর্যকে শিল্প হিসেবে প্রচারের জন্য প্রায়শই ১০,০০০ ডলার অনুদান দিতেন। তিনি তার ভাস্কর্যের জন্য সিমেন্ট, কাঠ, প্লাস্টার এবং পাথর ব্যবহার করতেন। ১৯৬০-এর দশকের গোড়ার দিকে, পাকিস্তান আর্ট কাউন্সিলের আমন্ত্রণে, তিনি পশ্চিম পাকিস্তানে চলে আসেন এবং সেখানে অনেক শিল্পকর্ম তৈরি করেন। ১৯৬২ সালে, তিনি ভারতনাট্যম শেখার জন্য বোম্বে ভ্রমণ করেন এবং এক বছর পরে প্যারিসে চলে যান যেখানে তিনি তার বাকি জীবন কাটিয়ে দেন। তিনি ১৯৬৮ থেকে ১৯৭০ পর্যন্ত থাইল্যান্ডে ছিলেন এবং ১৯৭০ সালে ব্যাংককের অ্যালায়েন্স আইটানকেসে তার দ্বিতীয় একক প্রদর্শনী করেছিলেন। সেই সময় তিনি ভিয়েতনাম যুদ্ধের সময় আমেরিকান বিমানের বিমান দুর্ঘটনার ধ্বংসাবশেষ ব্যবহার করছিলেন। নভেরা আহমেদ ছিলেন শহীদ মিনারের মূল ডিজাইনারদের একজন, যেখানে তিনি হামিদুর রহমানের সাথে সহযোগিতা করেছিলেন। ১৯৯৭ সালে তাঁর অনুপস্থিতিতে তাঁকে একুশে পদক প্রদান করা হয় এবং ১৯৯৮ সালের এপ্রিল-মে মাসে ঢাকায় তাঁর রেখে যাওয়া শিল্পকর্মের একটি প্রদর্শনীর আয়োজন করা হয়। Ad Vocabulary with Bangla Meaning Pioneer  – পথপ্রদর্শক Underrepresented  – যথাযথভাবে উপস্থাপিত না হওয়া Misrepresented  – ভুলভাবে উপস্থাপিত Progressive  – উদীয়মান / অগ্রগতিশীল Sculpture  – ভাস্কর্য Artefact  – ঐতিহাসিক বস্তু Motif  – প্রতীক / চিহ্ন Incorporate  – অন্তর্ভুক্ত করা Bharatanatyam  – ভারতীয় classical নৃত্যরূপ Exhibition  – প্রদর্শনী Grant  – অনুদান Material  – উপাদান Cement  – সিমেন্ট Plaster  – চুন Collaboration  – সহযোগিতা Buddhist  – বৌদ্ধ Themes  – থিম / বিষয় Folk  – লোককথা / জাতিগত Culturally inclined  – সাংস্কৃতিকভাবে প্রবণ Village life  – গ্রামীণ জীবন Traditional  – ঐতিহ্যবাহী Solo  – একক Influence  – প্রভাব Exposed  – প্রকাশিত Innovative  – উদ্ভাবনী Unique  – অনন্য Deeply rooted  – গভীরভাবে প্রতিষ্ঠিত Emotional depth  – আবেগপূর্ণ গভীরতা Socially relevant  – সামাজিকভাবে প্রাসঙ্গিক Experiment  – পরীক্ষা Conventional  – ঐতিহ্যগত Global presence  – বৈশ্বিক উপস্থিতি Monument  – স্মৃতিস্তম্ভ Identity  – পরিচয় Recognition  – স্বীকৃতি Civilian  – অসামরিক Honor  – সম্মান Posthumously  – মৃত্যুর পর Influence  – প্রভাব Contribution  – অবদান Ad

Craft While art is considered intuitive and visionary, craft is seen to be a practical application of certain skills for producing objects of everyday use that are often beautiful to look at, such as pottery, metal and wood work, cane and bamboo items, jewelry, musical instruments like ektara, dhol or flute and textile items. People who practice a craft are called crafts persons or artisans who pick up their skills under the guidance of older and more experienced artisans. The training they receive is thus on-the-job, and artisans often come from the same family. Bangladesh has a rich tradition of craft as the country' has been, until very recently, dependent on agriculture, and most people lived in villages. Rural communities relied on artisans to supply them with necessary household items. But communities also needed objects to help them with social occasions such as weddings, religious rituals, festivals and personal use. They also needed items for use in trade and commerce. Craftworks thus range from winnowing baskets to clay oil lamps, from hand held fans to metal coins. As artisans worked with their hands to produce domestic and decorative objects, these came to be known as handicrafts. An artwork bears the signature of its creator, and the value of a painting, graphic art or sculpture depends on (he stature of the artist. No such tiling happens in case of craft work. The maker of a terracotta doll or a shatranji  (cotton floor mat) remains anonymous but the work retains a personal touch. When we look at a thirty' year old nakshikantha we wonder at its motifs and designs that point to the artistic talent of its maker. The fact dial we don’t, know her name or any other details about her doesn’t lake anything away from our appreciation of the maker’s skill. Indeed, the intimate nature of the kantha and the tactile feeling it generates animate the work and make it very inviting. A craftwork is a dynamic object—always evolving and always abreast of changing tastes and needs. Changes in lifestyle and material conditions have an impact on craftworks and their production. But certain forms, motifs, styles and aesthetic preferences change little over lime, suggesting that a craftwork can function as a stable signifier of community values and preferences over time. 10 Multiple Choice Questions (MCQs) with Answers What distinguishes craft from art? a) Craft is visionary, while art is practical b) Craft is practical and produces useful objects, while art is intuitive and visionary ✅ c) Both are the same d) Craft is only made by machines How do artisans typically learn their craft? a) By attending university b) Through self-study c) Under the guidance of experienced artisans ✅ d) By reading books Why was craft important in rural Bangladesh? a) It was a luxury for the rich b) It provided necessary household items and items for trade ✅ c) It was only for decoration d) It was a new industry What are handicrafts? a) Objects made by machines b) Objects created by artisans using their hands ✅ c) Only jewelry and musical instruments d) Only textiles Which of the following is an example of craftwork? a) A digital painting b) A machine-made sculpture c) A handwoven nakshikantha ✅ d) A printed book What makes craftwork different from artwork? a) Craftwork is always mass-produced b) Craftwork does not bear the maker’s signature ✅ c) Craftwork is never decorative d) Art is always practical Why do some craftworks remain unchanged over time? a) They are too difficult to change b) They serve as stable representations of community values ✅ c) Artisans do not innovate d) There is no demand for change What is a nakshikantha? a) A type of painting b) A hand-stitched quilt with decorative motifs ✅ c) A metal sculpture d) A musical instrument How does lifestyle change impact craftwork? a) It has no effect on craftwork b) It leads to the complete disappearance of craft traditions c) It influences materials, styles, and production ✅ d) It makes craftwork more expensive What is one feature that makes craftwork appealing? a) The anonymity of the artisan but the presence of a personal touch ✅ b) The high price c) The lack of artistic expression d) The uniformity in design 10 Short Questions with Elaborate Answers How is craft different from art? Craft is practical and focuses on creating useful objects like pottery, textiles, and jewelry, while art is more about personal expression and vision. Art is often signed by the creator, while craftwork remains anonymous but retains a personal touch. How do artisans acquire their skills? Artisans learn their skills through hands-on experience, often under the guidance of experienced family members or master artisans. This on-the-job training allows knowledge to pass down generations. Why was craftwork essential in rural Bangladesh? Before industrialization, people in villages relied on artisans for everyday items such as baskets, tools, and textiles. Crafts also played a role in social and cultural events like weddings and religious festivals. What are some examples of traditional Bangladeshi craftworks? Examples include nakshikantha (embroidered quilt), shatranji (cotton floor mat), pottery, cane and bamboo products, terracotta dolls, and handmade jewelry. Why do craftworks often remain anonymous? Unlike art, craftworks are created for functional purposes, and artisans usually do not sign their creations. However, the designs and craftsmanship still reflect their skill and artistic talent. How do lifestyle changes impact craft production? As lifestyles evolve, so do craft materials, designs, and uses. For example, modern fabrics have influenced traditional textiles, and changing tastes have led to new decorative motifs in handicrafts. What makes nakshikantha unique? Nakshikantha is a hand-stitched quilt decorated with intricate designs and motifs that often tell personal or cultural stories. Each piece reflects the artisan’s creativity and traditional skills. How does craftwork reflect community values? Certain styles, motifs, and techniques remain consistent over time, showing the cultural and aesthetic preferences of a community. Crafts also preserve traditional skills and heritage. What is the role of artisans in trade and commerce? Artisans create items like handwoven textiles and pottery that are sold locally and internationally. In the past, craft production was crucial for trade, especially in the muslin industry. Why do people still appreciate craftwork today? Despite industrialization, handmade crafts are valued for their uniqueness, cultural significance, and intricate workmanship. Many people prefer handcrafted items over mass-produced goods for their authenticity. Bangla Translation বাংলা অনুবাদঃ   শিল্পকে স্বজ্ঞাত এবং দূরদর্শী হিসেবে বিবেচনা করা হলেও, শিল্পকে দৈনন্দিন ব্যবহারের জিনিসপত্র তৈরির জন্য নির্দিষ্ট দক্ষতার ব্যবহারিক প্রয়োগ হিসেবে দেখা হয়, যা দেখতে প্রায়শই সুন্দর, যেমন মৃৎশিল্প, ধাতু এবং কাঠের কাজ, বেত এবং বাঁশের জিনিসপত্র, গয়না, একতারা, ঢোল বা বাঁশির মতো বাদ্যযন্ত্র এবং টেক্সটাইল জিনিসপত্র। যারা কোনও শিল্পকর্ম করেন তাদের বলা হয় কারিগর বা কারিগর যারা বয়স্ক এবং আরও অভিজ্ঞ কারিগরদের নির্দেশনায় তাদের দক্ষতা অর্জন করেন। তাই তারা যে প্রশিক্ষণ পান তা হল কর্মক্ষেত্রে, এবং কারিগররা প্রায়শই একই পরিবার থেকে আসে। বাংলাদেশের শিল্পের একটি সমৃদ্ধ ঐতিহ্য রয়েছে কারণ দেশটি সম্প্রতি পর্যন্ত কৃষির উপর নির্ভরশীল ছিল এবং বেশিরভাগ মানুষ গ্রামে বাস করত। গ্রামীণ সম্প্রদায়গুলি প্রয়োজনীয় গৃহস্থালীর জিনিসপত্র সরবরাহের জন্য কারিগরদের উপর নির্ভর করত। কিন্তু সম্প্রদায়গুলিকে বিবাহ, ধর্মীয় আচার, উৎসব এবং ব্যক্তিগত ব্যবহারের মতো সামাজিক অনুষ্ঠানে সাহায্য করার জন্য জিনিসপত্রেরও প্রয়োজন ছিল। তাদের ব্যবসা-বাণিজ্যে ব্যবহারের জন্য জিনিসপত্রেরও প্রয়োজন ছিল। তাই শিল্পকর্মের মধ্যে রয়েছে ঝাড়ু থেকে মাটির তেলের বাতি, হাতে ধরা পাখা থেকে ধাতব মুদ্রা পর্যন্ত। যেহেতু কারিগররা তাদের হাত দিয়ে ঘরোয়া এবং সাজসজ্জার জিনিসপত্র তৈরি করত, তাই এগুলি হস্তশিল্প হিসাবে পরিচিতি লাভ করে। একটি শিল্পকর্ম তার স্রষ্টার স্বাক্ষর বহন করে এবং একটি চিত্রকর্ম, গ্রাফিক শিল্প বা ভাস্কর্যের মূল্য শিল্পীর মর্যাদার উপর নির্ভর করে। কারুশিল্পের ক্ষেত্রে এই ধরনের কোনও টাইলিং করা হয় না। একটি পোড়ামাটির পুতুল বা শতরঞ্জি (সুতির মেঝের মাদুর) তৈরির নির্মাতা অজ্ঞাত থাকে তবে কাজটি ব্যক্তিগত স্পর্শ ধরে রাখে। যখন আমরা ত্রিশ বছর বয়সী নকশিকাঁথার দিকে তাকাই, তখন আমরা এর মোটিফ এবং নকশাগুলি দেখে অবাক হই যা এর নির্মাতার শৈল্পিক প্রতিভার ইঙ্গিত দেয়। আমরা যে ডায়াল জানি না, তার নাম বা তার সম্পর্কে অন্য কোনও বিবরণ জানি না তা নির্মাতার দক্ষতার প্রতি আমাদের উপলব্ধি থেকে কোনও কিছুকে দূরে সরিয়ে দেয় না। প্রকৃতপক্ষে, কাঁথার অন্তরঙ্গ প্রকৃতি এবং এটি যে স্পর্শকাতর অনুভূতি তৈরি করে তা কাজটিকে সজীব করে তোলে এবং এটিকে খুব আকর্ষণীয় করে তোলে। একটি কারুশিল্প একটি গতিশীল বস্তু - সর্বদা বিকশিত হয় এবং সর্বদা পরিবর্তনশীল রুচি এবং চাহিদার সাথে তাল মিলিয়ে চলে। জীবনযাত্রা এবং বস্তুগত অবস্থার পরিবর্তন কারুশিল্প এবং তাদের উৎপাদনের উপর প্রভাব ফেলে। তবে কিছু রূপ, মোটিফ, শৈলী এবং নান্দনিক পছন্দগুলি চুনের তুলনায় খুব কম পরিবর্তিত হয়, যা ইঙ্গিত দেয় যে একটি কারুশিল্প সময়ের সাথে সাথে সম্প্রদায়ের মূল্যবোধ এবং পছন্দগুলির একটি স্থিতিশীল সূচক হিসাবে কাজ করতে পারে। Ad 40 Vocabulary Words with Bangla Meanings Artisan  – কারিগর Handicraft  – হস্তশিল্প Pottery  – মৃৎশিল্প Textile  – বস্ত্রশিল্প Jewelry  – গহনা Musical instrument  – বাদ্যযন্ত্র Ektara  – একতারা Dhol  – ঢোল Flute  – বাঁশি Cane  – বেত Bamboo  – বাঁশ Weaving  – বয়নশিল্প Metalwork  – ধাতুশিল্প Woodwork  – কাঠের কাজ Trade  – বাণিজ্য Commerce  – ব্যবসা Winnowing basket  – ধান ওড়ানোর ঝাঁপি Clay lamp  – মাটির প্রদীপ Fan  – পাখা Terracotta  – পোড়ামাটির শিল্প Nakshikantha  – নকশিকাঁথা Shatranji  – শতরঞ্জি Motif  – নকশা Design  – নকশা Tactile  – স্পর্শগত Decorative  – অলংকারমূলক Functional  – ব্যবহারিক Signature  – স্বাক্ষর Anonymous  – অজ্ঞাতপরিচয় Tradition  – ঐতিহ্য Heritage  – সাংস্কৃতিক উত্তরাধিকার Aesthetic  – নান্দনিক Symbolic  – প্রতীকী Evolution  – বিবর্তন Community  – সমাজ Culture  – সংস্কৃতি Preservation  – সংরক্ষণ Innovation  – নতুনত্ব Material  – উপাদান Lifestyle  – জীবনধারা Ad

On the island of Crete, the fearsome Minotaur, a creature that was half-man and half-bulk terrorized the inhabitants. To contain the beast. King Minos enlisted the help of Daedalus, a masterful architect and inventor. Daedalus constructed an intricate labyrinth so complex that escape was nearly impossible. Once the Minotaur was imprisoned within the maze. King Minos believed he had the perfect trap for his enemies, who would be sent into the labyrinth to meet a gruesome end. However. King Minos, no longer needing Daedalus, cruelly imprisoned the inventor and his son, Icarus, within the same labyrinth. Yet, Daedalus, familiar with the labyrinth's design, managed to escape with Icarus. After fleeing, they found themselves stranded on the island with no means of escape by sea. Observing the birds Hying above. Daedalus was inspired to craft wings from leathers and wax for himself and his son. He warned Icarus to fly at a moderate height—too close to the sea, and the wings would become heavy with moisture; loo close to the sun. and the wax would melt. Initially, Icarus heeded his lather’s advice, but soon, overwhelmed by die excitement of the flight, he soared higher and higher, forgetting the warning. As he ascended, the sun’s heat melted the wax binding his wings. Helplessly, Icarus plummeted into the sea and drowned, leaving Daedalus to fly on alone, devastated by his son's tragic fate, lie eventually reached Sicily, where he mourned Icarus and named the sea where his son fell the Icarian Sea in his memory. Multiple Choice Questions (MCQs) Who helped King Minos imprison the Minotaur? a) Icarus b) Daedalus c) Varaha d) King Dharmaketu Answer: b) Daedalus What did Daedalus create to escape the labyrinth with Icarus? a) A boat b) Wings made of feathers and wax c) A magical spell d) A secret tunnel Answer: b) Wings made of feathers and wax What was the consequence of Icarus flying too high? a) He was caught by the Minotaur b) His wings melted from the sun’s heat c) He got lost in the labyrinth d) He fell into the sea Answer: b) His wings melted from the sun’s heat What did Daedalus name the sea where Icarus fell? a) Mediterranean Sea b) Icarian Sea c) Aegean Sea d) Ionian Sea Answer: b) Icarian Sea Who was Khona in Bangla folklore? a) A queen b) A royal astrologer c) A weather expert and farmer’s helper d) A mythological queen of the sea Answer: c) A weather expert and farmer’s helper Why was Khona punished by the rulers? a) For being too wise b) For disobeying the king c) For predicting the future d) For speaking out against the rulers Answer: d) For speaking out against the rulers What does the saying "Jodi borshe magher shesh, dhonyi raj ar punyi desh" mean? a) If the crops grow well, the kingdom will prosper b) If it rains at the end of winter, the kingdom will prosper c) The king must always listen to the people d) The ruler controls the weather Answer: b) If it rains at the end of winter, the kingdom will prosper What was Khona's original name? a) Lila b) Khona c) Icarus d) Mihir Answer: a) Lila Who cut out Khona’s tongue? a) Her husband Mihir b) Varaha c) King Dharmaketu d) The rulers Answer: d) The rulers What was the name of the astrologer who predicted Mihir’s future? a) Varaha b) Daedalus c) Dharmaketu d) Lila Answer: a) Varaha Short Questions with Answers Why did King Minos imprison Daedalus and his son? King Minos imprisoned Daedalus and his son Icarus after using Daedalus’ expertise to trap the Minotaur in the labyrinth. Once the Minotaur was contained, King Minos no longer needed Daedalus' services and cruelly decided to lock him and his son in the very labyrinth that had been used to trap the creature. What was the role of Daedalus in the myth of the Minotaur? Daedalus was a brilliant inventor and architect who designed the labyrinth to trap the Minotaur, a fearsome beast. His intricate design ensured that anyone placed inside would be unable to escape. This allowed King Minos to rid his kingdom of enemies, as they were sent into the labyrinth and met their doom. How did Daedalus and Icarus escape the labyrinth? Daedalus and Icarus escaped the labyrinth after being imprisoned there by King Minos. Daedalus, familiar with the labyrinth's design, crafted wings out of feathers and wax. They flew out of Crete, but Icarus, ignoring his father's warnings, flew too close to the sun, causing his wings to melt and leading to his tragic fall. What happened to Icarus after he ignored Daedalus' warning? Icarus became overwhelmed with excitement during their escape and flew higher than his father had instructed. He flew too close to the sun, which melted the wax holding his wings together. As a result, Icarus fell into the sea and drowned, leaving Daedalus heartbroken and to fly on alone. Who was Khona and what was her contribution to farming knowledge? Khona, originally named Lila, was a renowned woman in Bangla folklore, famous for her extraordinary ability to predict weather patterns and help farmers with agricultural advice. She shared her wisdom through short, rhyming verses called "Khona's Words" that were easy to remember and practical for farmers to use in their daily lives. Why was Khona punished by the rulers? Khona's wisdom and defiance of the ruling class led to her punishment. Despite her valuable knowledge for the common people, her ability to challenge authority angered the rulers, and they ordered that her tongue be cut out to silence her, hence she became known as "Khona," meaning someone who cannot speak. What is the significance of the saying "Jodi borshe magher shesh, dhonyi raj ar punyi desh"? This saying is deeply connected to the agricultural cycles and weather patterns in Bengali culture. It means that if it rains at the end of the Magh month (the last month of winter), it signals a prosperous year ahead for the kingdom and the land, indicating good harvests and a flourishing country. How did Khona's wisdom live on despite her punishment? Although Khona was punished by the rulers, her wisdom lived on through the verses she created, which were passed down from generation to generation. Her teachings continued to benefit the people, especially the farmers, ensuring that her knowledge and influence endured long after her physical silence. What was the relationship between Lila and Mihir in the story? Lila, originally a royal astrologer, married Mihir, the son of Varaha, the royal astrologer who had initially predicted Mihir’s unfortunate fate. Lila and Mihir eventually found Varaha and proved that his predictions had been wrong, restoring peace and reconciliation between them. What did Varaha predict about Mihir's future and how was it proven wrong? Varaha predicted that Mihir would face a troubled life and die young, so he set Mihir afloat in a copper pot to save him. However, Mihir was found and raised by another king in Sri Lanka, disproving Varaha's gloomy prophecy. Mihir grew up to lead a successful life, which ultimately proved Varaha's prediction wrong. Bangla Translation বাংলা অনুবাদঃ   ক্রিট দ্বীপে, ভয়ঙ্কর মিনোটর, একটি প্রাণী যা অর্ধেক মানুষ এবং অর্ধেক বিশাল ছিল, বাসিন্দাদের আতঙ্কিত করে তুলেছিল। জন্তুটিকে আটকাতে। রাজা মিনোস একজন দক্ষ স্থপতি এবং উদ্ভাবক ডেইডালাসের সাহায্য নেন। ডেইডালাস এত জটিল একটি জটিল গোলকধাঁধা তৈরি করেছিলেন যে পালানো প্রায় অসম্ভব ছিল। একবার মিনোটরকে গোলকধাঁধার মধ্যে বন্দী করা হয়েছিল। রাজা মিনোস বিশ্বাস করেছিলেন যে তার শত্রুদের জন্য তার কাছে নিখুঁত ফাঁদ রয়েছে, যাদেরকে ভয়ঙ্কর পরিণতির মুখোমুখি হতে গোলকধাঁধায় পাঠানো হবে। যাইহোক, রাজা মিনোস, আর ডেইডালাসের প্রয়োজন ছিল না, আবিষ্কারক এবং তার পুত্র ইকারাসকে একই গোলকধাঁধার মধ্যে নিষ্ঠুরভাবে বন্দী করেছিলেন। তবুও, ডেইডালাস, গোলকধাঁধার নকশার সাথে পরিচিত, ইকারাসকে নিয়ে পালাতে সক্ষম হন। পালিয়ে যাওয়ার পর, তারা নিজেদেরকে দ্বীপে আটকা পড়ে থাকতে দেখেন সমুদ্রপথে পালানোর কোনও উপায় নেই। উপরে হাইং করা পাখিদের পর্যবেক্ষণ করা। ডেইডালাস নিজের এবং তার পুত্রের জন্য চামড়া এবং মোম থেকে ডানা তৈরি করতে অনুপ্রাণিত হয়েছিলেন। তিনি ইকারাসকে সতর্ক করে দিয়েছিলেন যে, সমুদ্রের খুব কাছে উড়তে হবে, আর ডানাগুলো আর্দ্রতায় ভারী হয়ে যাবে; সূর্যের খুব কাছে চলে যাবে। আর মোম গলে যাবে। প্রথমে, ইকারাস তার ফেনার পরামর্শ মেনে চলেন, কিন্তু শীঘ্রই, উড়ানের উত্তেজনায় অভিভূত হয়ে, তিনি সতর্কীকরণ ভুলে গিয়ে আরও উঁচুতে উড়ে যান। তিনি যখন উপরে উঠতে থাকেন, সূর্যের তাপে তার ডানা বাঁধা মোম গলে যায়। অসহায়ভাবে, ইকারাস সমুদ্রে পড়ে যান এবং ডুবে যান, ডেডালাসকে একা উড়তে ছেড়ে দেন, তার ছেলের করুণ পরিণতিতে বিধ্বস্ত হয়ে, অবশেষে সিসিলিতে পৌঁছান, যেখানে তিনি ইকারাসের জন্য শোক প্রকাশ করেন এবং তার ছেলে যেখানে পড়েছিল তার স্মৃতিতে সেই সমুদ্রের নাম রাখেন ইকারিয়ান সাগর। vocabulary words from the text with their Bangla meanings: Island  - দ্বীপ Fearsome  - ভয়ংকর Minotaur  - অর্ধেক মানুষ, অর্ধেক ষাঁড়ের পৌরাণিক প্রাণী Terrorized  - আতঙ্ক সৃষ্টি করেছিল Inhabitants  - বাসিন্দারা Contain  - বন্দী রাখা Enlisted  - তালিকাভুক্ত করা / সাহায্য চাওয়া Architect  - স্থপতি Inventor  - আবিষ্কারক Intricate  - জটিল Labyrinth  - গোলকধাঁধা Impossible  - অসম্ভব Prisoned  - বন্দী করা Believed  - বিশ্বাস করতেন Trap  - ফাঁদ Enemies  - শত্রুরা Cruelly  - নিষ্ঠুরভাবে Escape  - পালানো Stranded  - আটকা পড়া Observing  - পর্যবেক্ষণ করা Inspired  - অনুপ্রাণিত Craft  - তৈরি করা Feathers  - পালক Wax  - মোম Moderate  - মাঝারি Ascended  - উপরে উঠল Melted  - গলে যাওয়া Plummeted  - নিচে পড়ে যাওয়া Drowned  - ডুবে মারা যাওয়া Mourned  - শোক প্রকাশ করল Predicting  - পূর্বাভাস দেওয়া Verses  - ছড়া / কবিতা Defiance  - অবাধ্যতা / বিরোধিতা Punished  - শাস্তি দেওয়া Tongue  - জিহ্বা Astrologer  - জ্যোতিষী Rescued  - উদ্ধার করা Jealous  - ঈর্ষান্বিত Silence  - চুপ করানো Benefit  - উপকার করা Ad

Khona Jodi borshe magher shesh. dhonyi raj ar punyi desh. If it rains at the end of Magh (last month of Winter), the kingdom will prosper. The mystery that connects seasons with soil and crops with rain was no secret to her. She realized the interdependence dial links people and climate in myriad ways. She was Khona. The mythical story of Khona is deeply rooted in Banglafolklore. Khona. originally named Lila, was an incredible woman with a gift for predicting weather and understanding the ways of farming. I ler wisdom was shared through memorable, rhyming verses known as "Khona’s Words" or "Khonar Bochon." These sayings, though simple and easy to remember, were filled with deep knowledge and practical advice for farmers. Khona used her knowledge to help the peasants, but her actions often challenged die ruling class. The rulers, not pleased with her defiance, punished her cruelly by cutting out her tongue. Thus, she became known as Khona, which means "someone who cannot speak." Despite this harsh punishment, her wisdom lived on through her sayings, which have been passed down for over 1500 years. There arc many versions of Khona’s story. One retelling goes like this: in the kingdom of DeyuInagar, there was a royal astrologer named Varaha who served King Dharmaketu. Sadly. Vanilla’s wife died while giving birth to their son. Mihir. Worried about his son’s future. Varaha saw in the stars that Mihir was destined for a life of trouble and death. Heartbroken, Varaha decided to save Mihir by placing him in a copper pot and setting the pot afloat on the river Viddyadhory. The baby was found and rescued in Sri Lanka, where he was raised by the king. As be grew up in the royal court, he married the king's daughter; an astrologer herself, named Lila. Lila and Mihir managed to find Varaha and prove that his predictions about Mihir’s future had been wrong. Varaha. though surprised by his mistake, was thrilled to see his son again and welcomed both Mihir and Lila warmly. They were soon introduced to the royal court and became royal astrologers themselves. Even though Lila was now a royal astrologer, she kept in touch with the local farmers. She learned a lot from them and found that they shared valuable knowledge through short, easy-to-remember verses. Lila began to use these simple verses to explain her own complex astrological knowledge. Varaha, feeling jealous and angry, ordered his son to punish Lila by cutting out her longue, hoping to silence her. However, Khona’s story and her knowledge remained alive. Her wisdom about nature-oriented farming continued to benefit the people of the land. A.     Write the meanings of the following words/phrascs: i.     deeply rooted ii.      interdependence iii.      practical advice iv.     challenged (he ruling class v.     . silenced vi.      shared wisdom vii.      benefited the people viii.       proved wrong Now write five sentences with each of these phrases in your notebook. B.       Answer the following questions: i.        Describe in your own words how Khona helped the farmers. ii.       Why did the ruling class feel threatened by Khona’s knowledge? iii.    What qualities made Khona’s wisdom endure, despite the punishment she received? iv.     Why arc Khona’s words still relevant to our life today? v.       What reasons can you find for Khona being considered a leader of peasants? Answer: A. Meanings of the Following Words/Phrases: Deeply rooted  – Strongly established or firmly connected to something for a long time. Interdependence  – A mutual connection where two or more things rely on each other. Practical advice  – Useful suggestions or guidance that can be applied in real-life situations. Challenged the ruling class  – Questioned or opposed the authority or power of the rulers. Silenced  – Forced to stop speaking or expressing opinions. Shared wisdom  – Knowledge or experience that is passed on to others. Benefited the people  – Helped or improved the lives of the community. Proved wrong  – Showed that someone's belief or prediction was incorrect. B. Answer the Following Questions: Describe in your own words how Khona helped the farmers. Khona used her deep knowledge of agriculture and astrology to guide farmers in understanding the best times for planting and harvesting crops. She shared her wisdom through simple and memorable rhyming verses, making it easy for farmers to follow her advice. Her sayings helped them predict weather changes, avoid natural disasters, and improve their farming techniques. Why did the ruling class feel threatened by Khona’s knowledge? The ruling class felt threatened by Khona’s knowledge because it empowered ordinary farmers, giving them independence and wisdom that could challenge the authority of the rulers. Her practical advice made peasants less reliant on the rulers' decisions. Additionally, her popularity and influence over the people made the rulers fear losing their control over society. What qualities made Khona’s wisdom endure, despite the punishment she received? Khona’s wisdom endured because it was simple, practical, and beneficial to the common people. Her teachings were passed down through easy-to-remember rhyming verses, ensuring their survival over generations. Despite being silenced, her followers continued spreading her knowledge, valuing her insights about nature, farming, and seasonal changes. Why are Khona’s words still relevant to our life today? Khona’s words remain relevant today because they provide timeless agricultural wisdom that aligns with modern environmental and farming practices. Her insights about nature, climate patterns, and sustainability still help farmers make informed decisions. Additionally, her story highlights the importance of knowledge, free speech, and standing up against injustice, lessons that continue to inspire people today. What reasons can you find for Khona being considered a leader of peasants? Khona is considered a leader of peasants because she dedicated her knowledge to improving their lives. She spoke on behalf of the common people, challenging the ruling class and empowering farmers with practical guidance. Her deep understanding of agriculture and her ability to communicate wisdom in a way that farmers could easily understand made her a true leader and protector of the working class. Bangla Translation বাংলা অনুবাদঃ   খোনা জোড়ি বর্ষে মাঘের শেষ। ধোনি রাজ আর পুণ্যি দেশ। যদি মাঘ মাসের শেষে (শীতের শেষ মাস) বৃষ্টি হয়, তাহলে রাজ্য সমৃদ্ধ হবে। মাটির সাথে ঋতু এবং বৃষ্টির সাথে ফসলের সংযোগ স্থাপনের রহস্য তার কাছে গোপন ছিল না। তিনি বুঝতে পেরেছিলেন যে পারস্পরিক নির্ভরশীলতা মানুষ এবং জলবায়ুকে অসংখ্য উপায়ে সংযুক্ত করে। তিনি ছিলেন খোনা। খোনার পৌরাণিক কাহিনী বাংলা লোককাহিনীতে গভীরভাবে প্রোথিত। খোনা, যার আসল নাম লীলা, আবহাওয়ার ভবিষ্যদ্বাণী এবং কৃষিকাজের পদ্ধতি বোঝার প্রতিভাধর একজন অবিশ্বাস্য মহিলা ছিলেন। "খোনার কথা" বা "খোনার বোচন" নামে পরিচিত স্মরণীয়, ছন্দময় পদগুলির মাধ্যমে আমার জ্ঞান ভাগাভাগি করা হয়েছিল। এই উক্তিগুলি, যদিও সহজ এবং মনে রাখা সহজ, কৃষকদের জন্য গভীর জ্ঞান এবং ব্যবহারিক পরামর্শে পরিপূর্ণ ছিল। খোনা কৃষকদের সাহায্য করার জন্য তার জ্ঞান ব্যবহার করত, কিন্তু তার কাজগুলি প্রায়শই শাসক শ্রেণীকে চ্যালেঞ্জ জানাত। শাসকরা, তার অবাধ্যতায় সন্তুষ্ট না হয়ে, তার জিহ্বা কেটে তাকে নিষ্ঠুর শাস্তি দিত। এইভাবে, তিনি খোনা নামে পরিচিত হন, যার অর্থ "কথা বলতে পারে না এমন কেউ"। এই কঠোর শাস্তি সত্ত্বেও, তার জ্ঞান তার বাণীর মাধ্যমে বেঁচে ছিল, যা ১৫০০ বছরেরও বেশি সময় ধরে চলে আসছে। খোনার গল্পের অনেক সংস্করণ রয়েছে। একটি পুনরালোচনা এইরকম: দেউইনগর রাজ্যে, বরাহ নামে একজন রাজকীয় জ্যোতিষী ছিলেন যিনি রাজা ধর্মকেতুর সেবা করতেন। দুঃখের বিষয় হল, ভ্যানিলার স্ত্রী তাদের পুত্রের জন্ম দেওয়ার সময় মারা যান। মিহির। ছেলের ভবিষ্যৎ নিয়ে চিন্তিত। বরাহ নক্ষত্রের মধ্যে দেখতে পান যে মিহিরের জীবন কষ্ট ও মৃত্যুর দিকে ঠেলে দেওয়া হবে। হৃদয় ভেঙে যাওয়া বরাহ মিহিরকে একটি তামার পাত্রে রেখে পাত্রটি বিদ্যাধোরী নদীতে ভাসিয়ে দিয়ে বাঁচানোর সিদ্ধান্ত নেন। শ্রীলঙ্কায় শিশুটিকে খুঁজে পাওয়া যায় এবং উদ্ধার করা হয়, যেখানে রাজা তাকে লালন-পালন করেন। রাজসভায় বেড়ে ওঠার পর, তিনি রাজার কন্যাকে বিয়ে করেন; একজন জ্যোতিষী, যার নাম লীলা। লীলা এবং মিহির বরাহকে খুঁজে বের করতে সক্ষম হন এবং প্রমাণ করেন যে মিহিরের ভবিষ্যৎ সম্পর্কে তার ভবিষ্যদ্বাণী ভুল ছিল। বরাহ, যদিও তার ভুল দেখে অবাক হয়েছিলেন, তবুও তিনি তার ছেলেকে আবার দেখে রোমাঞ্চিত হন এবং মিহির এবং লীলা উভয়কেই উষ্ণভাবে স্বাগত জানান। শীঘ্রই তাদের রাজদরবারে পরিচয় করিয়ে দেওয়া হয় এবং তারা নিজেরাই রাজকীয় জ্যোতিষী হয়ে ওঠেন। যদিও লীলা এখন একজন রাজকীয় জ্যোতিষী ছিলেন, তিনি স্থানীয় কৃষকদের সাথে যোগাযোগ রাখতেন। তিনি তাদের কাছ থেকে অনেক কিছু শিখতেন এবং দেখতে পেতেন যে তারা ছোট, সহজে মনে রাখা যায় এমন শ্লোকগুলির মাধ্যমে মূল্যবান জ্ঞান ভাগ করে নেন। লীলা তার নিজস্ব জটিল জ্যোতিষশাস্ত্রীয় জ্ঞান ব্যাখ্যা করার জন্য এই সহজ শ্লোকগুলি ব্যবহার করতে শুরু করেছিলেন। বরাহ, ঈর্ষান্বিত এবং রাগান্বিত হয়ে, তার ছেলেকে লীলাকে চুপ করানোর আশায় তার দীর্ঘায়ু কেটে শাস্তি দেওয়ার নির্দেশ দেন। যাইহোক, খোনার গল্প এবং তার জ্ঞান বেঁচে ছিল। প্রকৃতি-ভিত্তিক কৃষিকাজ সম্পর্কে তার জ্ঞান দেশের মানুষের উপকারে আসতে থাকে। More Exercise: Multiple Choice Questions (MCQ) 1. What was Khona's real name? a) Lila b) Mihir c) Varaha d) Dharmaketu Answer: a) Lila 2. What is the meaning of "Khona"? a) A wise astrologer b) Someone who cannot speak c) A powerful ruler d) A royal priest Answer: b) Someone who cannot speak 3. What was the purpose of "Khonar Bochon"? a) To entertain the royal court b) To teach farmers about astrology c) To provide practical farming advice d) To predict the king’s future Answer: c) To provide practical farming advice 4. Who was Varaha? a) Khona's father-in-law b) A farmer who taught Khona c) The king of Sri Lanka d) A powerful warrior Answer: a) Khona's father-in-law 5. What was Mihir’s destiny according to Varaha’s prediction? a) He would become a king b) He would live a troubled life and die young c) He would become a famous astrologer d) He would be a great ruler Answer: b) He would live a troubled life and die young 6. How did Mihir survive despite Varaha’s prediction? a) He was hidden in the forest b) He was placed in a copper pot and sent down the river c) He was taken to another kingdom by a soldier d) A sage blessed him with a long life Answer: b) He was placed in a copper pot and sent down the river 7. Why was Varaha jealous of Khona? a) She married Mihir against his wishes b) She was more respected than him in the royal court c) Her wisdom and knowledge became more popular than his d) She insulted him in front of the king Answer: c) Her wisdom and knowledge became more popular than his 8. What was the main theme of Khona’s teachings? a) Warfare strategies b) Astrology and weather-based farming c) Spiritual and religious practices d) Trade and commerce Answer: b) Astrology and weather-based farming 9. What was the reason behind Khona’s punishment? a) She challenged the ruling class with her knowledge b) She refused to obey the king’s orders c) She tried to overthrow the ruler d) She helped Mihir escape from prison Answer: a) She challenged the ruling class with her knowledge 10. How has Khona’s legacy survived over time? a) Her teachings were recorded in books b) Her sayings were passed down through generations c) Statues were built in her honor d) A festival is held every year in her memory Answer: b) Her sayings were passed down through generations Short Answer Questions with Answers 1. Who was Khona, and why is she famous?Answer:  Khona, originally named Lila, was a legendary woman known for her wisdom in astrology and agriculture. She became famous for her sayings, called "Khonar Bochon," which provided practical farming advice. Despite being silenced by having her tongue cut out, her knowledge was passed down for generations. 2. What role did Khona play in helping farmers?Answer:  Khona observed nature and used astrological knowledge to guide farmers. She created simple, rhyming verses that helped them predict weather patterns, decide when to plant crops, and manage agricultural practices efficiently. 3. Why did the ruling class oppose Khona?Answer:  The rulers disliked Khona because her knowledge and advice empowered farmers, reducing their dependence on the ruling class. Her growing influence threatened those in power, leading to her punishment. 4. What was the significance of "Khonar Bochon"?Answer:  "Khonar Bochon" was a collection of short, poetic sayings that conveyed deep agricultural and meteorological knowledge. They were easy to remember and helped farmers make practical decisions about their crops and seasons. 5. How did Mihir survive despite Varaha’s prediction?Answer:  Varaha predicted a troubled future for Mihir and set him afloat in a copper pot on the river. However, Mihir was rescued in Sri Lanka, raised in a royal family, and later returned to prove his father’s prediction wrong. 6. Why did Varaha become jealous of Khona?Answer:  Varaha was a respected royal astrologer, but Khona’s simple and effective way of explaining astrology gained more popularity. This made him jealous, leading him to order her punishment. 7. What does the saying "Jodi borshe Magher shesh, dhonyi raj ar punyi desh" mean?Answer:  This saying means that if it rains at the end of the Bengali month of Magh, the land will be fertile, and the kingdom will prosper. It reflects Khona’s understanding of seasonal rainfall and its impact on agriculture. 8. How did Khona’s legacy survive despite her punishment?Answer:  Even though Khona was silenced, her wise sayings continued to be shared orally by farmers and common people. Over time, they became an important part of Bengali folklore and agricultural knowledge. 9. What was the connection between Khona and Mihir?Answer:  Mihir was Khona’s husband. He was the son of Varaha, the royal astrologer, who initially predicted a troubled life for him. Later, Mihir and Khona worked as astrologers in the royal court. 10. Why is Khona still relevant today?Answer:  Khona’s teachings are still valuable because they provide timeless agricultural wisdom. Her sayings help farmers understand seasonal changes, predict rainfall, and follow sustainable farming practices, making her legacy important even in modern times. Ad Ad Vocabulary words from the passage along with their Bangla meanings: Mystery  - রহস্য Connects  - সংযোগ করে Seasons  - ঋতুসমূহ Soil  - মাটি Crops  - ফসল Rain  - বৃষ্টি Interdependence  - পারস্পরিক নির্ভরতা Climate  - জলবায়ু Mythical  - পৌরাণিক Folklore  - লোককথা Predicting  - পূর্বাভাস দেওয়া Understanding  - বোঝাপড়া Wisdom  - প্রজ্ঞা Memorable  - স্মরণীয় Verses  - শ্লোক Sayings  - প্রবাদ Practical  - ব্যবহারিক Advice  - পরামর্শ Peasants  - কৃষক Defiance  - অবাধ্যতা Rulers  - শাসক Punished  - শাস্তি দেওয়া Cruelly  - নির্মমভাবে Despite  - সত্ত্বেও Passed down  - প্রজন্ম থেকে প্রজন্মে হস্তান্তর Retelling  - পুনঃকথন Astrologer  - জ্যোতিষী Royal  - রাজকীয় Predictions  - ভবিষ্যদ্বাণী Heartbroken  - দুঃখে ভেঙে পড়া Destined  - নির্ধারিত Trouble  - বিপদ Rescued  - উদ্ধার করা Introduced  - পরিচিত করানো Jealous  - ঈর্ষান্বিত Punish  - শাস্তি দেওয়া Silence  - নীরব করা Knowledge  - জ্ঞান Nature-oriented  - প্রকৃতিনির্ভর Benefit  - উপকার

“I am the First Accused. I hold a Bachelor's Degree in Arts and practised as an attorney in Johannesburg for a number of years in partnership with Oliver Tambo. I am a convicted prisoner serving five years for leaving the country' without a permit and for inciting people to go on strike at the end of May 1961. At the outset. I want to say that the suggestion made by the State in its opening that die struggle in South Africa is under the influence of foreigners or communists is wholly incorrect. I have done whatever I did, both as an individual and as a leader of my people, because of my experience hi South Africa and my own proudly felt African background, and not because of what any outsider might have said. In my youth in the Transkei I listened to the elders of my tribe telling stories of the old days. Amongst the tales they related to me were those of wars fought by our ancestors in defence of the fatherland. The names of Dinganc and Bambata. Hintsa and Makana, Squngthi and Dalasile, Moshoeshoe and Sekhukhuni. were praised as the glory of the entire African nation. I hoped (lien that life might offer me the opportunity to serve my people and make my own humble contribution to their freedom struggle. This is what has motivated me in all that I have done in relation to the charges made against me in this case. L-] In the statement which I am about to make I shall correct certain false impressions which have been created by Slate witnesses. [...] The African National Congress was formed in 1912 to defend rhe rights of rhe African people which had been seriously curtailed by the South .Africa Act. and which were then being threatened by the Native Land Act. For thirty-seven years - that is until 1949 - it adhered strictly to a constitutional struggle. It put forward demands and resolutions; it sent delegations to the Government hi the belief that African grievances could be settled through peaceful discussion and that Africans could advance gradually to full political rights. Even after 1949, the ANC remained determined to avoid violence. At this time, however, there was a change from the strictly constitutional means of protest which had been employed in the past. The change was embodied in a decision which was taken to protest against apartheid legislation by peaceful, but unlawful, demonstrations against certain laws. Pursuant to this policy the ANC launched the Defiance Campaign, in which I was placed in charge of volunteers. This campaign was based on the principles of passive resistance. More than 8,500 people defied apartheid law’s and went to jail. Yet there was not a single instance of violence in the course of this campaign on the part of any defier. I and nineteen colleagues were convicted for the role which we played in organizing the campaign, but our sentences were suspended mainly because the Judge found that discipline and non-violence had been stressed throughout. Government lias always sought to label all its opponents as communists. This allegation has been repeated in the present case, but as I will show, the ANC is not, and never has been, a communist organization. hi 1960 there was the shooting at Sharpevillc. which resulted in the proclamation of a state of emergency and the declaration of the ANC as an unlawful organization. My colleagues and I, after careful consideration, decided that we would not obey this decree. The African people were not part of the Government and did not make the laws by which they were governed. We believed in the words of the Universal Declaration of Human Rights, that 'the will of the people shall be the basis of authority of the Government,' and tor us to accept the banning was equivalent to accepting the silencing of the Africans for all time. The ANC refused to dissolve, but instead went underground. [-.] Some of this may appear irrelevant to this trial. In fact, I believe none of it is irrelevant because it will, T hope, enable the Court to appreciate the attitude eventually adopted by die various persons and bodies concerned in the National Liberation Movement. When 1 went to jail in 1962, die dominant idea was that loss of life should be avoided. I now know that this was still so in 1963. I must return to June 1961. What were we, the leaders of our people, to do? Were we to give in to die show of force and the implied threat against future action, or were we to fight it and, if so, how? We had no doubt that we had to continue the light. Anything else would have been abject surrender. Our problem was not whether to fight, but was how to continue the fight. We of the ANC had always stood for a non-racial democracy, and we shrank from any action which might drive the races further apart than they already were. But the hard facts were that fifty years of non-violence had brought the African people nothing but more and more repressive legislation, and fewer and fewer rights. L-J It is true, as I have already stated, that I have been influenced by Marxist thought. But this is also true of many of the leaders of the new independent Stales. Such widely different persons as Gandhi, Nehru, Nkrumah, and Nasser all acknowledge this fact. We all accept the need for some form of socialism to enable our people to catch up with the advanced countries of this world and to overcome their legacy of extreme poverty. But this does not mean we arc Marxists. [-] I have been influenced in my thinking by both West and East. All this has led me to feel that in my search for a political formula, I should be absolutely impartial and objective. I should tie myself to no particular system of society other than of socialism. I must leave myself free to borrow the best from the West and from the East... [-1 Our fight is against real, and not imaginary, hardships or. to use the language of the State Prosecutor, ’so-called hardships.’ Basically, we light against two features which are the hallmarks of African life in South Africa and which are entrenched by legislation which we seek to have repealed. These features are poverty and lack of human dignity, and we do not need communists or so-called 'agitators’ to teach us about these timings. [-] The highest-paid and the most prosperous section of urban African life is in Johannesburg. Yet their actual position is desperate. Poverty goes hand in hand with malnutrition and disease. The incidence of malnutrition and deficiency diseases is very high amongst Africans. Tuberculosis, pellagra, kwashiorkor, gastro-enteritis. and scurvy bring death and destruction of health. The incidence of infant mortality is one of the highest in the world. [...] The complaint of Africans, however, is not only that they are poor and the whites are rich, but that the laws which are made by the whites are designed to preserve this situation. There arc two ways to break out of poverty. The first is by formal education, and the second is by the worker acquiring a greater skill at his work and thus higher wages. As far as Africans are concerned, both these avenues of advancement are deliberately curtailed by legislation. The present Government has always sought to hamper Africans in their search for education. One of their early acts, after coming into power, was to stop subsidies for African school feeding. Many African children who attended schools depended on this supplement to their diet. This was a cruel act. There is compulsory education for all white children at virtually no cost to their parents, be they rich or poor. Similar facilities are not provided for the African children, though there are some who receive such assistance. African children, however, generally have to pay more for their schooling than whites. According to figures quoted by the South African Institute of Race Relations in its 1963 journal, approximately 40 per cent of African children in the age group between seven to fourteen do not attend school. For those who do attend school, the standards are vastly different from those afforded to white children. [..] The Government often answers its critics by saying that Africans in South Africa are economically better off* than the inhabitants of the other countries in Africa. I do not know whether this statement is true and doubt whether any comparison can be made without having regard to the cost-of-living index in such countries. But even if it is true, as far as the African people are concerned it is irrelevant. Our complaint is not that we arc poor by comparison with people in other countries, but that we are poor by comparison with the white people in our own country, and that we are prevented by legislation from altering this imbalance. The lack of human dignity experienced by Africans is the direct result of (he policy of white supremacy. White supremacy implies black inferiority. Legislation designed to preserve white supremacy entrenches this notion. [...] This then is what the ANC is fighting. Their struggle is a truly national one. Il is a snuggle of the African people, inspired by their own suffering and their own experience. It is a struggle for the right to live. During my lifetime I have dedicated myself to this struggle of the African people. I have fought against white domination, and I have fought against black domination. 1 have cherished the idea! of a democratic and free society in which all persons live together in harmony and with equal opportunities. It is an ideal which I hope to live for and to achieve. But if needs be, it is an ideal for which I am prepared to die. Nelson Mandela - April 20, 1964 Answer the following questions: i.        What is different in Mandela's speech from the previous two speeches? ii.      Do you think the mention of the African heroes from ancient tales is important? Why? iii.      Do you find Mandela patriotic and nationalistic in his speech? How? iv.    How docs the speech cover the major rights which the Africans were being deprived of by the Whites? v.      How do you think Mandela is defending his involvement with communism? vi.    How did Mandela map the gradual change that occurred in the ANC policy? vii. Select a few key words that can be used to describe Mandela’s speech. viii. If you are asked to pick a statement from the speech, which would you choose and why? ix.      Do you think education, economy and health arc inter-related? How? x.      Are you familiar with the terms like ‘democracy’ and ‘Marxism’? Look up their definitions online. Key: i. What is different in Mandela's speech from the previous two speeches? Mandela's speech differs from the previous ones in its deeply personal and historical perspective. He not only defends his actions but also provides a comprehensive history of the African struggle against oppression. Unlike the earlier speeches, which might have been more defensive or politically focused, Mandela's speech is emotional, patriotic, and visionary. It highlights his personal journey, the suffering of Africans, and his commitment to democracy and equality. ii. Do you think the mention of the African heroes from ancient tales is important? Why? Yes, the mention of African heroes is important because it connects the anti-apartheid struggle to a long tradition of resistance against oppression. By referencing historical figures like Dingane, Bambata, and Moshoeshoe, Mandela shows that the fight for freedom is not new but part of African heritage. It also inspires people to continue resisting injustice and strengthens their national identity. iii. Do you find Mandela patriotic and nationalistic in his speech? How? Yes, Mandela’s speech is both patriotic and nationalistic. He expresses deep love for his country by dedicating his life to the struggle for equality. He does not seek power for himself but fights for the rights of all South Africans, regardless of race. His nationalism is evident when he refuses to accept the dominance of either white or black people, advocating instead for a democratic, free society where all races live together in harmony. iv. How does the speech cover the major rights which the Africans were being deprived of by the Whites? Mandela highlights key rights that Africans were denied: Political Rights  – Africans had no say in the government and were banned from political participation. Economic Rights  – They were trapped in poverty by laws restricting education and skilled work. Educational Rights  – African children had poor access to schooling, while white children received free education. Human Dignity  – Apartheid laws made black people inferior to whites and deprived them of basic respect and freedom. Freedom of Expression  – The ANC was banned, and protests were violently suppressed. v. How do you think Mandela is defending his involvement with communism? Mandela clarifies that, while he has been influenced by Marxist ideas, he is not a communist. He argues that many leaders, including Gandhi and Nehru, have taken ideas from socialism without being communists. He also states that his fight is based on the realities of African oppression, not foreign ideologies. He emphasizes that his goal is to achieve equality and economic justice, not to impose communism. vi. How did Mandela map the gradual change that occurred in the ANC policy? Mandela traces the ANC’s transformation over time: 1912–1949  – The ANC followed a constitutional, peaceful struggle, sending petitions and delegations. 1949–1960  – Peaceful but unlawful protests like the Defiance Campaign began. 1960  – After the Sharpeville Massacre, the ANC was banned, and leaders like Mandela decided to go underground. 1961 Onward  – Realizing that fifty years of non-violence had failed, the ANC reconsidered its methods, though it still aimed to avoid unnecessary violence. vii. Select a few key words that can be used to describe Mandela’s speech. Patriotic Inspirational Defiant Historical Emotional Revolutionary Visionary viii. If you are asked to pick a statement from the speech, which would you choose and why? "I have cherished the ideal of a democratic and free society in which all persons live together in harmony and with equal opportunities. It is an ideal which I hope to live for and to achieve. But if needs be, it is an ideal for which I am prepared to die." This statement is powerful because it shows Mandela’s deep commitment to justice. It reflects his courage, willingness to sacrifice for his people, and unwavering belief in equality. It also became one of the most famous lines from the speech, inspiring generations worldwide. ix. Do you think education, economy, and health are inter-related? How? Yes, education, economy, and health are closely connected: Education  improves job opportunities and helps people earn better wages, strengthening the economy. A strong economy  provides better healthcare facilities and higher living standards. Good health  allows people to work, study, and contribute to society. Mandela highlights how the apartheid system deliberately restricted education and economic opportunities for Africans, which in turn led to poverty and poor health conditions. x. Are you familiar with the terms like ‘democracy’ and ‘Marxism’? Look up their definitions online. Democracy  – A system of government in which the people have the power to choose their leaders through free and fair elections. It promotes equality, freedom, and human rights. Marxism  – A political and economic theory developed by Karl Marx, which advocates for a classless society where the means of production are owned by the people rather than by private individuals or corporations. Multiple Choice Questions What was Nelson Mandela convicted for before giving this speech? a) Treason b) Inciting people to strike and leaving the country without a permit c) Armed robbery d) Forming a new political party Answer: b) Inciting people to strike and leaving the country without a permit Who was Mandela’s law partner before his imprisonment? a) Walter Sisulu b) Oliver Tambo c) Desmond Tutu d) Steve Biko Answer: b) Oliver Tambo According to Mandela, which factor did not influence his fight for freedom? a) Foreign influence b) His African background c) The stories of African elders d) The suffering of his people Answer: a) Foreign influence What was the African National Congress (ANC) initially formed to oppose? a) British rule b) The apartheid system c) The South Africa Act and Native Land Act d) Capitalism Answer: c) The South Africa Act and Native Land Act How long did the ANC maintain a strictly constitutional struggle? a) 20 years b) 50 years c) 37 years d) 10 years Answer: c) 37 years What was the purpose of the Defiance Campaign led by Mandela? a) To use violence to overthrow the government b) To peacefully and unlawfully protest apartheid laws c) To negotiate with the white government d) To encourage African people to move to other countries Answer: b) To peacefully and unlawfully protest apartheid laws Why was the ANC declared an unlawful organization in 1960? a) It allied with communists b) It encouraged workers to strike c) It was linked to violent uprisings d) The government responded to the Sharpeville Massacre by banning it Answer: d) The government responded to the Sharpeville Massacre by banning it According to Mandela, what was one of the greatest hardships faced by Africans? a) Lack of democracy b) Corruption within the ANC c) Tribal divisions d) Government instability Answer: a) Lack of democracy What major event in 1960 influenced Mandela’s decision to change his strategy? a) The Defiance Campaign b) The Sharpeville Massacre c) The formation of the Pan-African Congress d) The Rivonia Trial Answer: b) The Sharpeville Massacre How did the apartheid government restrict African access to education? a) By providing fewer schools for African children b) By increasing school fees for African students c) By removing school feeding subsidies d) All of the above Answer: d) All of the above What does Mandela mean when he says he fought against both white and black domination? a) He opposed any form of racial supremacy b) He wanted to create a new ruling class c) He believed in a mixed-race government d) He believed neither race could rule effectively Answer: a) He opposed any form of racial supremacy Why does Mandela mention historical African leaders in his speech? a) To honor their role in fighting for freedom b) To prove his knowledge of African history c) To encourage the government to respect them d) To emphasize the importance of war Answer: a) To honor their role in fighting for freedom How does Mandela defend his connection to Marxist ideas? a) By saying he believes in complete government control b) By stating that many African leaders were also influenced by socialist ideas c) By claiming he never read Marxist books d) By saying communism is the best political system Answer: b) By stating that many African leaders were also influenced by socialist ideas What phrase does Mandela use to describe his ultimate goal? a) "The dream of equality" b) "The fight for peace" c) "A democratic and free society in which all persons live together in harmony" d) "An African revolution for justice" Answer: c) "A democratic and free society in which all persons live together in harmony" What does Mandela say about poverty and inequality in South Africa? a) That Africans suffer more than people in other African countries b) That whites and blacks are equally affected by poverty c) That white-made laws keep Africans poor and prevent them from advancing d) That the government has tried to fix economic inequality Answer: c) That white-made laws keep Africans poor and prevent them from advancing Bangla Translation “আমিই প্রথম অভিযুক্ত। আমি কলায় স্নাতক ডিগ্রি অর্জন করেছি এবং অলিভার ট্যাম্বোর সাথে অংশীদারিত্বে বেশ কয়েক বছর ধরে জোহানেসবার্গে আইনজীবী হিসেবে কাজ করেছি। আমি একজন দণ্ডিত বন্দী, যিনি ১৯৬১ সালের মে মাসের শেষের দিকে দেশ ছাড়ার অনুমতি ছাড়া এবং ধর্মঘটে জনগণকে উস্কে দেওয়ার জন্য পাঁচ বছর কারাদণ্ড ভোগ করেছেন। শুরুতেই। আমি বলতে চাই যে, রাষ্ট্র কর্তৃক দক্ষিণ আফ্রিকার সংগ্রাম বিদেশী বা কমিউনিস্টদের প্রভাবে পরিচালিত হচ্ছে বলে যে প্রস্তাব দেওয়া হয়েছিল তা সম্পূর্ণ ভুল। আমি যা করেছি তা একজন ব্যক্তি হিসেবে এবং আমার জনগণের নেতা হিসেবে, দক্ষিণ আফ্রিকার অভিজ্ঞতা এবং আমার নিজের গর্বিত আফ্রিকান পটভূমির কারণে করেছি, এবং কোনও বহিরাগত ব্যক্তি কী বলেছে তার কারণে নয়। ট্রান্সকেইতে আমার যৌবনে আমি আমার উপজাতির প্রবীণদের পুরনো দিনের গল্প বলতে শুনেছিলাম। তারা আমাকে যে গল্পগুলি বলেছিল তার মধ্যে ছিল পিতৃভূমির প্রতিরক্ষায় আমাদের পূর্বপুরুষদের দ্বারা সংঘটিত যুদ্ধের গল্প। ডিঙ্গাঙ্ক এবং বাম্বাটার নাম। হিন্টসা এবং মাকানা, স্কুংথি এবং ডালাসিল, মোশোয়েশো এবং সেখুখুনি সমগ্র আফ্রিকান জাতির গৌরব হিসেবে প্রশংসিত হয়েছিল। আমি আশা করেছিলাম (যে জীবন আমাকে আমার জনগণের সেবা করার এবং তাদের স্বাধীনতা সংগ্রামে আমার নিজস্ব অবদান রাখার সুযোগ দেবে। এই মামলায় আমার বিরুদ্ধে আনা অভিযোগের ক্ষেত্রে আমি যা কিছু করেছি তাতে এটাই আমাকে অনুপ্রাণিত করেছে। L-] আমি যে বিবৃতি দিতে যাচ্ছি তাতে আমি স্লেট সাক্ষীদের দ্বারা তৈরি কিছু ভুল ধারণা সংশোধন করব। [...] ১৯১২ সালে আফ্রিকান জাতীয় কংগ্রেস গঠিত হয়েছিল আফ্রিকান জনগণের অধিকার রক্ষার জন্য, যা দক্ষিণ আফ্রিকা আইন দ্বারা গুরুতরভাবে হ্রাস পেয়েছিল এবং যা তখন নেটিভ ল্যান্ড অ্যাক্ট দ্বারা হুমকির সম্মুখীন হয়েছিল। সাঁইত্রিশ বছর ধরে - অর্থাৎ ১৯৪৯ সাল পর্যন্ত - এটি একটি সাংবিধানিক সংগ্রামের প্রতি কঠোরভাবে মেনে চলে। এটি দাবি এবং সমাধান পেশ করে; এটি সরকারের কাছে প্রতিনিধিদল পাঠিয়েছিল এই বিশ্বাসে যে আফ্রিকানদের অভিযোগ শান্তিপূর্ণ আলোচনার মাধ্যমে নিষ্পত্তি করা যেতে পারে এবং আফ্রিকানরা ধীরে ধীরে পূর্ণ রাজনৈতিক অধিকারে এগিয়ে যেতে পারে। ১৯৪৯ সালের পরেও, ANC সহিংসতা এড়াতে দৃঢ়প্রতিজ্ঞ ছিল। তবে, এই সময়ে, প্রতিবাদের কঠোরভাবে সাংবিধানিক উপায় থেকে একটি পরিবর্তন এসেছিল। যা অতীতে ব্যবহার করা হয়েছিল। এই পরিবর্তনটি বর্ণবাদ বিরোধী আইনের বিরুদ্ধে শান্তিপূর্ণ কিন্তু বেআইনি কিছু আইনের বিরুদ্ধে বিক্ষোভের মাধ্যমে প্রতিবাদ করার সিদ্ধান্তের মাধ্যমে প্রতিফলিত হয়েছিল। এই নীতি অনুসারে ANC অবাধ্যতা অভিযান শুরু করে, যেখানে আমাকে স্বেচ্ছাসেবকদের দায়িত্ব দেওয়া হয়েছিল। এই অভিযানটি নিষ্ক্রিয় প্রতিরোধের নীতির উপর ভিত্তি করে তৈরি হয়েছিল। 8,500 জনেরও বেশি মানুষ বর্ণবাদ আইন অমান্য করে কারাগারে যান। তবুও এই অভিযানের সময় কোনও অবাধ্যের পক্ষ থেকে সহিংসতার একটিও ঘটনা ঘটেনি। আমি এবং উনিশজন সহকর্মীকে এই অভিযান পরিচালনায় আমাদের ভূমিকার জন্য দোষী সাব্যস্ত করা হয়েছিল, কিন্তু আমাদের সাজা স্থগিত করা হয়েছিল কারণ বিচারক দেখেছিলেন যে শৃঙ্খলা এবং অহিংসার উপর জোর দেওয়া হয়েছিল। সরকার সর্বদা তার সমস্ত বিরোধীদের কমিউনিস্ট হিসাবে চিহ্নিত করার চেষ্টা করেছে। এই অভিযোগটি বর্তমান মামলায় পুনরাবৃত্তি করা হয়েছে, তবে আমি যেমন দেখাব, ANC কোনও কমিউনিস্ট সংগঠন নয় এবং কখনও ছিল না। হাই 1960 সালে শার্পভিলে গুলি চালানো হয়েছিল। যার ফলে জরুরি অবস্থা ঘোষণা করা হয় এবং ANC-কে একটি বেআইনি সংগঠন হিসেবে ঘোষণা করা হয়। আমার সহকর্মীরা এবং আমি, সাবধানে বিবেচনা করার পর, সিদ্ধান্ত নিই যে আমরা এই ডিক্রি মানি না। আফ্রিকান জনগণ সরকারের অংশ ছিল না এবং তারা যে আইন দ্বারা পরিচালিত হত তা তৈরি করেনি। আমরা মানবাধিকারের সর্বজনীন ঘোষণাপত্রের কথায় বিশ্বাস করতাম, যে 'জনগণের ইচ্ছাই সরকারের কর্তৃত্বের ভিত্তি হবে', এবং আমাদের জন্য নিষেধাজ্ঞা মেনে নেওয়া আফ্রিকানদের চিরকালের জন্য নীরব করে দেওয়া মেনে নেওয়ার সমতুল্য। ANC বিলুপ্ত হতে অস্বীকৃতি জানায়, বরং আত্মগোপনে চলে যায়। [-.] এর কিছু অংশ এই বিচারের ক্ষেত্রে অপ্রাসঙ্গিক বলে মনে হতে পারে। প্রকৃতপক্ষে, আমি বিশ্বাস করি এর কোনওটিই অপ্রাসঙ্গিক নয় কারণ এটি, আশা করি, জাতীয় মুক্তি আন্দোলনের সাথে জড়িত বিভিন্ন ব্যক্তি এবং সংস্থাগুলির দ্বারা গৃহীত মনোভাবকে উপলব্ধি করতে আদালতকে সক্ষম করবে। ১৯৬২ সালে যখন আমি জেলে যাই, তখন প্রধান ধারণা ছিল যে প্রাণহানি এড়ানো উচিত। আমি এখন জানি যে ১৯৬৩ সালেও এটি ছিল। আমাকে ১৯৬১ সালের জুনে ফিরে যেতে হবে। আমাদের জনগণের নেতাদের কী করার ছিল? যদি আমরা শক্তি প্রদর্শন এবং ভবিষ্যতের পদক্ষেপের বিরুদ্ধে অন্তর্নিহিত হুমকির কাছে আত্মসমর্পণ করি, নাকি আমাদের এটির বিরুদ্ধে লড়াই করতে হয় এবং যদি তাই হয়, তাহলে কীভাবে? আমাদের কোন সন্দেহ ছিল না যে আমাদের আলো চালিয়ে যেতে হবে। অন্য কিছু হত চূড়ান্ত আত্মসমর্পণ। আমাদের সমস্যা ছিল লড়াই করা কিনা তা নয়, বরং লড়াই চালিয়ে যাওয়া। আমরা ANC-এর সদস্যরা সর্বদা একটি অ-বর্ণবাদী গণতন্ত্রের পক্ষে দাঁড়িয়েছিলাম, এবং আমরা এমন কোনও পদক্ষেপ থেকে সরে এসেছি যা জাতিগুলিকে তাদের আগের চেয়ে আরও দূরে ঠেলে দিতে পারে। কিন্তু কঠিন তথ্য হলো, পঞ্চাশ বছরের অহিংসার ফলে আফ্রিকান জনগণ আরও বেশি করে দমনমূলক আইন প্রণয়ন এবং কম বেশি অধিকার অর্জন করেছে। এল-জে আমি আগেই বলেছি, এটা সত্য যে আমি মার্কসবাদী চিন্তাধারা দ্বারা প্রভাবিত হয়েছি। কিন্তু নতুন স্বাধীন স্টেলের অনেক নেতার ক্ষেত্রেও এটি সত্য। গান্ধী, নেহেরু, নক্রুমা এবং নাসেরের মতো বিভিন্ন ব্যক্তিত্বরা সকলেই এই সত্যটি স্বীকার করেন। আমরা সকলেই সমাজতন্ত্রের কোনও না কোনও রূপের প্রয়োজনীয়তা স্বীকার করি যাতে আমাদের জনগণ এই বিশ্বের উন্নত দেশগুলির সাথে তাল মিলিয়ে চলতে পারে এবং তাদের চরম দারিদ্র্যের উত্তরাধিকার কাটিয়ে উঠতে পারে। কিন্তু এর অর্থ এই নয় যে আমরা মার্কসবাদী। [-] আমি পশ্চিম এবং পূর্ব উভয়ের দ্বারা আমার চিন্তাভাবনায় প্রভাবিত হয়েছি। এই সমস্ত কিছু আমাকে অনুভব করতে পরিচালিত করেছে যে রাজনৈতিক সূত্রের সন্ধানে, আমার সম্পূর্ণ নিরপেক্ষ এবং বস্তুনিষ্ঠ হওয়া উচিত। সমাজতন্ত্র ছাড়া আমার অন্য কোনও নির্দিষ্ট সমাজের ব্যবস্থার সাথে নিজেকে আবদ্ধ করা উচিত নয়। পশ্চিম এবং প্রাচ্য থেকে সেরাটা ধার করার জন্য আমাকে নিজেকে মুক্ত রাখতে হবে... [-১ আমাদের লড়াই বাস্তব, কাল্পনিক নয়, কষ্টের বিরুদ্ধে অথবা রাষ্ট্রপক্ষের ভাষা ব্যবহার করার জন্য, 'তথাকথিত কষ্টের' বিরুদ্ধে। মূলত, আমরা দুটি বৈশিষ্ট্যের বিরুদ্ধে আলোকপাত করি যা দক্ষিণ আফ্রিকার আফ্রিকান জীবনের বৈশিষ্ট্য এবং যা আইন দ্বারা প্রতিষ্ঠিত যা আমরা বাতিল করতে চাই। এই বৈশিষ্ট্যগুলি হল দারিদ্র্য এবং মানবিক মর্যাদার অভাব, এবং এই সময় সম্পর্কে আমাদের শেখানোর জন্য আমাদের কমিউনিস্ট বা তথাকথিত 'আন্দোলনকারীদের' প্রয়োজন নেই। [-] শহুরে আফ্রিকান জীবনের সর্বাধিক বেতনভোগী এবং সবচেয়ে সমৃদ্ধ অংশ জোহানেসবার্গে। তবুও তাদের প্রকৃত অবস্থান হতাশাজনক। দারিদ্র্য অপুষ্টি এবং রোগের সাথে হাত মিলিয়ে যায়। আফ্রিকানদের মধ্যে অপুষ্টি এবং অভাবজনিত রোগের প্রকোপ খুব বেশি। যক্ষ্মা, পেলাগ্রা, কোয়াশিওরকর, গ্যাস্ট্রো-এন্টেরাইটিস এবং স্কার্ভি মৃত্যু এবং স্বাস্থ্যের ধ্বংস ডেকে আনে। শিশু মৃত্যুর ঘটনা বিশ্বের সর্বোচ্চগুলির মধ্যে একটি। [...] তবে আফ্রিকানদের অভিযোগ কেবল এই নয় যে তারা দরিদ্র এবং শ্বেতাঙ্গরা ধনী, বরং শ্বেতাঙ্গদের দ্বারা প্রণীত আইনগুলি এই পরিস্থিতি বজায় রাখার জন্য তৈরি করা হয়েছে। দারিদ্র্য থেকে বেরিয়ে আসার দুটি উপায় রয়েছে। প্রথমটি হল আনুষ্ঠানিক শিক্ষা, এবং দ্বিতীয়টি হল শ্রমিক তার কাজে আরও দক্ষতা অর্জন করে এবং এর ফলে উচ্চ মজুরি অর্জন করে। আফ্রিকানদের ক্ষেত্রে, অগ্রগতির এই উভয় পথই ইচ্ছাকৃতভাবে আইন দ্বারা সীমাবদ্ধ করা হয়েছে। বর্তমান সরকার সর্বদা আফ্রিকানদের শিক্ষার সন্ধানে বাধা দেওয়ার চেষ্টা করেছে। ক্ষমতায় আসার পর তাদের প্রাথমিক পদক্ষেপগুলির মধ্যে একটি ছিল আফ্রিকান স্কুলের খাবারের জন্য ভর্তুকি বন্ধ করা। স্কুলে পড়া অনেক আফ্রিকান শিশু তাদের খাদ্যের জন্য এই সম্পূরকটির উপর নির্ভর করত। এটি ছিল একটি নিষ্ঠুর কাজ। ধনী বা দরিদ্র, সকল শ্বেতাঙ্গ শিশুদের জন্য বাধ্যতামূলক শিক্ষা তাদের পিতামাতার কাছ থেকে কার্যত বিনামূল্যে। আফ্রিকান শিশুদের জন্য একই রকম সুযোগ-সুবিধা প্রদান করা হয় না, যদিও কিছু লোক এই ধরনের সহায়তা পায়। তবে, আফ্রিকান শিশুদের সাধারণত তাদের স্কুলের জন্য শ্বেতাঙ্গদের তুলনায় বেশি অর্থ প্রদান করতে হয়। ১৯৬৩ সালের সাউথ আফ্রিকান ইনস্টিটিউট অফ রেস রিলেশনস-এর জার্নালে উদ্ধৃত পরিসংখ্যান অনুসারে, সাত থেকে চৌদ্দ বছর বয়সী আফ্রিকান শিশুদের প্রায় ৪০ শতাংশ স্কুলে যায় না। যারা স্কুলে যায়, তাদের মান শ্বেতাঙ্গ শিশুদের তুলনায় অনেক আলাদা। [..] সরকার প্রায়শই তার সমালোচকদের উত্তরে বলে যে দক্ষিণ আফ্রিকার আফ্রিকানরা আফ্রিকার অন্যান্য দেশের বাসিন্দাদের তুলনায় অর্থনৈতিকভাবে ভালো*। আমি জানি না এই বক্তব্যটি সত্য কিনা এবং সন্দেহ আছে যে এই দেশগুলির জীবনযাত্রার ব্যয় সূচক বিবেচনা না করে কোনও তুলনা করা যেতে পারে কিনা। কিন্তু যদি এটি সত্য হয়, তবে আফ্রিকান জনগণের ক্ষেত্রে এটি অপ্রাসঙ্গিক। আমাদের অভিযোগ এই নয় যে আমরা অন্যান্য দেশের মানুষের তুলনায় দরিদ্র, বরং আমরা আমাদের নিজস্ব দেশের শ্বেতাঙ্গদের তুলনায় দরিদ্র, এবং আইন দ্বারা আমাদের এই ভারসাম্যহীনতা পরিবর্তন করতে বাধা দেওয়া হচ্ছে। আফ্রিকানদের মানবিক মর্যাদার অভাব শ্বেতাঙ্গ শ্রেষ্ঠত্বের নীতির প্রত্যক্ষ ফলাফল। শ্বেতাঙ্গ শ্রেষ্ঠত্ব কালো হীনমন্যতাকে বোঝায়। শ্বেতাঙ্গ শ্রেষ্ঠত্ব রক্ষার জন্য প্রণীত আইন এই ধারণাটিকে দৃঢ়ভাবে প্রতিষ্ঠিত করে। [...] এএনসি তাই এই লড়াই করছে। তাদের সংগ্রাম সত্যিকার অর্থে জাতীয় সংগ্রাম। তারা আফ্রিকান জনগণের আলিঙ্গন, তাদের নিজস্ব দুর্ভোগ এবং তাদের নিজস্ব অভিজ্ঞতা দ্বারা অনুপ্রাণিত। এটি বেঁচে থাকার অধিকারের জন্য সংগ্রাম। আমার জীবদ্দশায় আমি আফ্রিকান জনগণের এই সংগ্রামে নিজেকে উৎসর্গ করেছি। আমি শ্বেতাঙ্গ আধিপত্যের বিরুদ্ধে লড়াই করেছি, এবং আমি কৃষ্ণাঙ্গদের বিরুদ্ধে লড়াই করেছি। আমি একটি গণতান্ত্রিক এবং মুক্ত সমাজের ধারণাকে লালন করেছি যেখানে সকল মানুষ একসাথে সম্প্রীতি এবং সমান সুযোগের সাথে বাস করে। এটি এমন একটি আদর্শ যার জন্য আমি বেঁচে থাকতে এবং অর্জন করতে আশা করি। তবে প্রয়োজনে, এটি এমন একটি আদর্শ যার জন্য আমি মরতেও প্রস্তুত। নেলসন ম্যান্ডেলা - ২০ এপ্রিল, ১৯৬৪ Ad vocabulary words from Nelson Mandela’s speech, along with their Bangla meanings: A – E Abolish  – বাতিল করা Abuse  – অপব্যবহার, নির্যাতন Accuse  – অভিযুক্ত করা Advocate  – সমর্থক, পক্ষসমর্থন করা Apartheid  – বর্ণবাদী শাসন Appeal  – আবেদন করা Arbitrary  – খামখেয়ালী, স্বেচ্ছাচারী Arrest  – গ্রেপ্তার করা Authority  – কর্তৃপক্ষ Ban  – নিষিদ্ধ করা Bias  – পক্ষপাতিত্ব Brutality  – নিষ্ঠুরতা Campaign  – প্রচার অভিযান Censorship  – সেন্সরশিপ, নিয়ন্ত্রণ Civil disobedience  – অসহযোগ আন্দোলন Colonialism  – উপনিবেশবাদ Commitment  – প্রতিশ্রুতি Compromise  – আপস করা Constitution  – সংবিধান Conviction  – দোষী সাব্যস্ত হওয়া F – J Defy  – অবজ্ঞা করা, অমান্য করা Democracy  – গণতন্ত্র Deprivation  – বঞ্চনা Despair  – হতাশা Discrimination  – বৈষম্য Disobedience  – অবাধ্যতা Dominance  – আধিপত্য Emancipation  – মুক্তি, স্বাধীনতা Equality  – সমতা Ethnic  – জাতিগত Exile  – নির্বাসন Exploit  – শোষণ করা Fairness  – ন্যায়বিচার Famine  – দুর্ভিক্ষ Freedom  – স্বাধীনতা Harassment  – হয়রানি Harmony  – সম্প্রীতি Humiliation  – অপমান Imprisonment  – কারাবাস Injustice  – অবিচার K – O Inequality  – অসমতা Inhumane  – অমানবিক Inspiration  – অনুপ্রেরণা Integrity  – সততা Judgment  – বিচার Justice  – ন্যায়বিচার Lawful  – আইনসম্মত Liberty  – মুক্তি Mandate  – ম্যান্ডেট, আদেশ Marginalized  – প্রান্তিককরণ Massacre  – গণহত্যা Militant  – উগ্রবাদী, সংগ্রামী Minority  – সংখ্যালঘু Movement  – আন্দোলন Neglect  – অবহেলা Oppression  – দমনপীড়ন Outrage  – চরম ক্ষোভ Overthrow  – পতন ঘটানো Patriotism  – দেশপ্রেম Peaceful  – শান্তিপূর্ণ P – T Persecution  – নিপীড়ন Persistence  – স্থায়িত্ব, লেগে থাকা Petition  – আবেদন Political  – রাজনৈতিক Poverty  – দারিদ্র্য Powerless  – অসহায় Prejudice  – কুসংস্কার Protest  – প্রতিবাদ Punishment  – শাস্তি Racism  – বর্ণবাদ Rebellion  – বিদ্রোহ Refugee  – শরণার্থী Resistance  – প্রতিরোধ Revolution  – বিপ্লব Rightful  – ন্যায়সঙ্গত Segregation  – বর্ণবাদী বিভাজন Suppression  – দমন Surveillance  – নজরদারি Torture  – নির্যাতন Tyranny  – অত্যাচারী শাসন Ad

Leela Nag: First Female Student of the Department of English. Dhaka University- In 1921, Leela Nag (also known as Leela Roy for her marriage with Anil Chandra Roy. an Indian National Congress leader) was the first woman to be admitted to the M.A in English at the University of Dhaka. Breaking patriarchal barriers, Leela Nag established the identity of the Department of English from the very beginning as a platform for progressive and liberal ideas. Although her decision to join the Department of English was initially met with resistance, she achieved her goal with a special permission from the then Vice Chancellor Philip Hartog and fulfilled her dream of graduating from the University of Dhaka. In 1923, she was the first woman to receive an M.A. from the Department of English. But Leela Nag’s legacy goes beyond the confines of classrooms. While she was a student, she formed the Dhaka Women’s Committee and raised hinds for the 1921 Bengal flood victims. She was actively involved in the empowerment of women in society. In 1923, she founded Deepali Sangha which served as a training institute for anti-colonial activists. Between 1927 and 1928, she established the first self-defense institute for girls in Bengal. Then, at the 1928 Calcutta Congress Session, she presented a paper on the history' of women’s movement in Bengal as a delegate, and by 1929. Leela Nag had successfully founded 12 flee primary schools for girls. Apart from her contribution to women's emancipation, Leela consistently voiced her opinions in politics as well. She had been imprisoned on several occasions. When the Subcontinent was embroiled in turmoil during the Partition. Leela Nag set up camps for victims of Noakhali riots in 1940. and for abandoned women and refugees from East Bengal in 1947. In 1946, she was the only Bengali woman elected to rhe Constituent Assembly of Bengal. Leela Nag broke the glass ceiling on so many levels that it is very difficult to Emit her to being only a feminist. She fulfills all the criteria of citizen, rebel, reformer, social activist and a change agent. Looking at the other women who studied in the Department of English much later, we can trace these features of social activism in them as well. * *Thc texts in the boxes are selected and revised from an article written by Farhanaz Rabbani. Associate Professor at the Department of English of Dhaka University, published in the EDAS (English Department Alumni Society) Chronicle in 2022. Though the women mentioned in the texts are pioneers in the field of English education in Bangladesh, their history is hardly known to us. Now let us look at Nag’s legacy in the following excerpt : While Leela Nag made headlines during the 1947 Partition, Nadera Begum, another student of the Department of English, was making headlines in 1949. Coming from an affluent political family, Nadera Begum was a strong Marxist who was among the leading women rebels of her time. In 1949, she was expelled from the University of Dhaka for fighting for the rights of the fourth-class employees of the University. She was the only woman seen standing near Sheikh Mujibur Rahman during those protests. In Cheman Ara’s article entitled The Women who broke the barricades’ (published in The Daily Star. Feb 21, 2020), it is slated: ‘'Names of Nadera Begum, Hamida Khalun. Nurjahan Murshid. Afsari Khanam, Rani Mukherjee and Lili Haque also shine through in the history of the Language Movement.” Nadera Begum was a shining example of the multi generational feminism that was evident among the women both students and teachers of the Department of English. This is why, during the tumultuous 60s, soon after the Language Movement, we can find yer another woman as a valiant fighter against oppression. Razia Khan Amin, who joined as a faculty member of the department in 1962, showcased her activism through her writing and her cultural interests. She had completed her B.A. and M.A. in English from the Department of English. University' of Dhaka and proceeded to do her M.A. in English from the University of Birmingham on a scholarship from the British Council. She was simultaneously an educationist, a theatre actor, a journalist, columnist, a poet, and a celebrated writer. Among the prestigious awards she received arc the PEN Lay Writing Award (1956). Ilie Pope Gold Medal (1957), Bangla Academy Literary Award (1975), Ekushey Padak (1997), and the Anannya Literature Award (2003). Amit) exposes the brutality of the 1971 Liberation War through stark images in her poems. In her poem, ‘Argus Under Anaesthesia’, she writes: “A mother frenzied by the roar of mortars Throttled her whining infant; Its life for die life of millions” In yet another poem, ‘God in the Goblet’, a melancholic tone addresses all the martyrs and the intellectuals who were mercilessly killed in 1971. References to “Muneer” the “playwright, pioneer". “Hyder the Tagore-scholar". “Fazle the Physician" and "the novelist Kaiser" form a tribute to the sacrifices of scholars of Bangladesh. Being a scholar herself Amin had a unique approach to depicting the lives of women. In her poem ‘The Old Man and the Girl' she breaks tire silence and speaks out against child marriage and sexual oppression. MCQ Questions with Answers: Who was the first female student to be admitted to the M.A in English at the University of Dhaka? a) Nadera Begum b) Leela Nag c) Razia Khan Amin d) Hamida Khalun Answer:  b) Leela Nag In what year did Leela Nag receive her M.A. in English from the University of Dhaka? a) 1921 b) 1923 c) 1925 d) 1927 Answer:  b) 1923 What was the name of the self-defense institute for girls founded by Leela Nag? a) Deepali Sangha b) Dhaka Women’s Committee c) Nari Shakti Institute d) Self-Defense School Answer:  a) Deepali Sangha Which significant political event did Leela Nag set up camps for victims? a) The Language Movement b) The Bengal Famine c) The Partition of Bengal in 1947 d) The 1971 Liberation War Answer:  c) The Partition of Bengal in 1947 What was the primary focus of the Deepali Sangha established by Leela Nag? a) Women’s rights b) Anti-colonial activism c) Education for girls d) Rural development Answer:  b) Anti-colonial activism Who was the only Bengali woman elected to the Constituent Assembly of Bengal in 1946? a) Nadera Begum b) Leela Nag c) Razia Khan Amin d) Hamida Khalun Answer:  b) Leela Nag Which organization did Nadera Begum fight for the rights of the fourth-class employees of? a) University of Dhaka b) The Indian National Congress c) The Dhaka Women’s Committee d) The British Raj Answer:  a) University of Dhaka What was the key contribution of Razia Khan Amin in the 1971 Liberation War? a) Leading the Language Movement b) Writing about the brutality of the war c) Teaching at the University of Dhaka d) Founding the Deepali Sangha Answer:  b) Writing about the brutality of the war What prestigious award did Razia Khan Amin receive in 1997? a) Ekushey Padak b) Bangla Academy Literary Award c) PEN Lay Writing Award d) Pope Gold Medal Answer:  a) Ekushey Padak Which poem by Razia Khan Amin addresses the brutality of the 1971 Liberation War? a) God in the Goblet b) Argus Under Anaesthesia c) The Old Man and the Girl d) The Martyrs' Song Answer:  b) Argus Under Anaesthesia Short Answer Questions with Elaborate Answers: Who was Leela Nag and what were her contributions to education and women's rights in Bangladesh? Leela Nag, also known as Leela Roy, was the first female student to be admitted to the M.A. in English at the University of Dhaka in 1921. She made a significant contribution to women's empowerment and social activism. She founded the Dhaka Women's Committee, raised funds for flood victims, and set up the first self-defense institute for girls in Bengal. Nag also contributed to anti-colonial movements and was a strong advocate for women's rights, founding 12 primary schools for girls. Her legacy includes her role as a pioneer of both education and women's rights in Bangladesh. What was the historical significance of Leela Nag's achievement in 1923? In 1923, Leela Nag became the first woman to receive an M.A. in English from the University of Dhaka. This was a groundbreaking achievement as it broke patriarchal norms and provided a platform for women in higher education. Her success highlighted the progressive changes taking place in Bengali society, despite societal resistance to women pursuing education at the time. Describe the impact of Leela Nag's Deepali Sangha on women's activism in Bengal. Deepali Sangha, founded by Leela Nag in 1923, served as a significant training ground for anti-colonial activists. It provided young women with the tools to fight against colonial rule and contribute to the nation's freedom struggle. The organization also played a crucial role in the empowerment of women, providing them with education and promoting their active involvement in social and political movements. How did Leela Nag contribute during the Partition of 1947? During the Partition of 1947, Leela Nag set up camps for the victims of the Noakhali riots and for abandoned women and refugees from East Bengal. Her humanitarian efforts during such a difficult time reflect her deep commitment to social justice and her activism for the rights of the marginalized. What role did Nadera Begum play in the political activism of 1949? Nadera Begum, a Marxist and political activist, was expelled from the University of Dhaka in 1949 for her involvement in fighting for the rights of the university's fourth-class employees. She was an important figure in the political activism of the time and stood alongside Sheikh Mujibur Rahman during protests, demonstrating her leadership in the fight for workers' rights and social equality. How does Nadera Begum represent multi-generational feminism in the context of the Department of English at Dhaka University? Nadera Begum's activism reflects the multi-generational feminism seen in the Department of English at Dhaka University, as she continued the legacy of strong, politically active women like Leela Nag. Her involvement in Marxist movements and struggles for workers' rights continued to inspire future generations of women, demonstrating that feminism and activism were consistent themes within the department over time. What were Razia Khan Amin's contributions to the literary and cultural fields? Razia Khan Amin, a prominent faculty member of the Department of English, was a versatile figure in education, literature, and the arts. She was a poet, writer, journalist, and theatre actor, with awards such as the Bangla Academy Literary Award and Ekushey Padak. Her poetry, particularly related to the 1971 Liberation War, has been a crucial part of documenting the war's brutality and reflecting on the impact on women and intellectuals in Bangladesh. How did Razia Khan Amin address child marriage and sexual oppression in her writings? In her poem "The Old Man and the Girl," Razia Khan Amin spoke out against the social issues of child marriage and sexual oppression. Through her writing, she broke the silence surrounding these issues, providing a platform for discussing the plight of women and girls in Bangladeshi society. Her work continues to inspire conversations about gender equality and women's rights. What are some of the awards Razia Khan Amin received throughout her career? Razia Khan Amin received numerous prestigious awards for her contributions to literature and the arts, including the PEN Lay Writing Award (1956), the Pope Gold Medal (1957), the Bangla Academy Literary Award (1975), the Ekushey Padak (1997), and the Anannya Literature Award (2003). These accolades recognize her significant impact on the literary and cultural landscape of Bangladesh. How did Leela Nag’s activism influence the future generations of women in Bangladesh? Leela Nag’s activism laid the foundation for future generations of women in Bangladesh to pursue education and fight for their rights. Through her work in women's empowerment, education, and anti-colonial movements, she demonstrated that women could take on leadership roles in social and political activism. Her legacy inspired many women, including those from the Department of English, to continue her fight for gender equality and social justice. Bangla Translation বাংলা অনুবাদঃ   লীলা নাগ: ইংরেজি বিভাগের প্রথম মহিলা ছাত্রী। ঢাকা বিশ্ববিদ্যালয়- ১৯২১ সালে, লীলা নাগ (ভারতীয় জাতীয় কংগ্রেস নেত্রী অনিল চন্দ্র রায়ের সাথে বিবাহের কারণে লীলা রায় নামেও পরিচিত) ছিলেন ঢাকা বিশ্ববিদ্যালয়ে ইংরেজিতে এম.এ. ডিগ্রি অর্জনকারী প্রথম মহিলা। পুরুষতান্ত্রিক বাধা ভেঙে, লীলা নাগ প্রথম থেকেই প্রগতিশীল এবং উদারপন্থী চিন্তাভাবনার প্ল্যাটফর্ম হিসেবে ইংরেজি বিভাগের পরিচয় প্রতিষ্ঠা করেন। যদিও ইংরেজি বিভাগে যোগদানের সিদ্ধান্ত প্রাথমিকভাবে প্রতিরোধের সম্মুখীন হয়েছিল, তবুও তিনি তৎকালীন উপাচার্য ফিলিপ হার্টগের বিশেষ অনুমতি নিয়ে তার লক্ষ্য অর্জন করেন এবং ঢাকা বিশ্ববিদ্যালয় থেকে স্নাতক ডিগ্রি অর্জনের স্বপ্ন পূরণ করেন। ১৯২৩ সালে, তিনি ইংরেজি বিভাগ থেকে এম.এ. ডিগ্রি অর্জনকারী প্রথম মহিলা। কিন্তু লীলা নাগের উত্তরাধিকার শ্রেণীকক্ষের সীমানার বাইরেও বিস্তৃত। ছাত্রী থাকাকালীন তিনি ঢাকা মহিলা কমিটি গঠন করেন এবং ১৯২১ সালের বাংলার বন্যার্তদের জন্য সাহায্যের হাত বাড়িয়ে দেন। তিনি সমাজে নারীর ক্ষমতায়নে সক্রিয়ভাবে জড়িত ছিলেন। ১৯২৩ সালে, তিনি দীপালি সংঘ প্রতিষ্ঠা করেন যা উপনিবেশবিরোধী কর্মীদের প্রশিক্ষণ প্রতিষ্ঠান হিসেবে কাজ করে। ১৯২৭ থেকে ১৯২৮ সালের মধ্যে, তিনি বাংলায় মেয়েদের জন্য প্রথম আত্মরক্ষা প্রতিষ্ঠান প্রতিষ্ঠা করেন। এরপর, ১৯২৮ সালের কলকাতা কংগ্রেস অধিবেশনে, তিনি একজন প্রতিনিধি হিসেবে বাংলায় নারী আন্দোলনের ইতিহাসের উপর একটি প্রবন্ধ উপস্থাপন করেন এবং ১৯২৯ সালের মধ্যে। লীলা নাগ মেয়েদের জন্য ১২টি প্রাথমিক বিদ্যালয় সফলভাবে প্রতিষ্ঠা করেন। নারীমুক্তিতে অবদান ছাড়াও, লীলা ধারাবাহিকভাবে রাজনীতিতেও তার মতামত প্রকাশ করেছিলেন। তিনি বেশ কয়েকবার কারাবরণ করেছিলেন। দেশভাগের সময় যখন উপমহাদেশ অস্থিরতায় জর্জরিত ছিল। লীলা নাগ ১৯৪০ সালে নোয়াখালী দাঙ্গার শিকারদের জন্য এবং ১৯৪৭ সালে পূর্ব বাংলা থেকে পরিত্যক্ত নারী এবং শরণার্থীদের জন্য শিবির স্থাপন করেছিলেন। ১৯৪৬ সালে, তিনিই ছিলেন বাংলার গণপরিষদে নির্বাচিত একমাত্র বাঙালি মহিলা। লীলা নাগ এত স্তরে কাঁচের সিলিং ভেঙে ফেলেছেন যে তাকে কেবল একজন নারীবাদী হিসেবে উপস্থাপন করা খুবই কঠিন। তিনি নাগরিক, বিদ্রোহী, সংস্কারক, সমাজকর্মী এবং পরিবর্তনের প্রতিনিধিত্বকারী সকল মানদণ্ড পূরণ করেন। অনেক পরে ইংরেজি বিভাগে পড়াশোনা করা অন্যান্য নারীদের দিকে তাকালে, আমরা তাদের মধ্যেও সামাজিক সক্রিয়তার এই বৈশিষ্ট্যগুলি খুঁজে পেতে পারি। * *বাক্সগুলিতে লেখাগুলি ফারহানাজ রব্বানীর লেখা একটি নিবন্ধ থেকে নির্বাচিত এবং সংশোধিত, যা EDAS (ইংরেজি বিভাগ প্রাক্তন ছাত্র সমিতি) এ প্রকাশিত হয়েছে। ২০২২ সালে ক্রনিকল। যদিও লেখাগুলিতে উল্লেখিত নারীরা বাংলাদেশে ইংরেজি শিক্ষার ক্ষেত্রে অগ্রগামী, তাদের ইতিহাস আমাদের খুব কমই জানা আছে। এবার আসুন নাগের উত্তরাধিকার সম্পর্কে নিচের অংশে আলোচনা করি: ১৯৪৭ সালের দেশভাগের সময় লীলা নাগ যখন সংবাদ শিরোনামে এসেছিলেন, তখন ইংরেজি বিভাগের আরেক ছাত্রী নাদেরা বেগম ১৯৪৯ সালে সংবাদ শিরোনামে ছিলেন। একটি ধনী রাজনৈতিক পরিবার থেকে আসা নাদেরা বেগম ছিলেন একজন শক্তিশালী মার্কসবাদী যিনি তার সময়ের নেতৃস্থানীয় নারী বিদ্রোহীদের মধ্যে একজন ছিলেন। ১৯৪৯ সালে, বিশ্ববিদ্যালয়ের চতুর্থ শ্রেণীর কর্মচারীদের অধিকারের জন্য লড়াই করার জন্য তাকে ঢাকা বিশ্ববিদ্যালয় থেকে বহিষ্কার করা হয়েছিল। সেই বিক্ষোভের সময় শেখ মুজিবুর রহমানের পাশে দাঁড়িয়ে থাকা একমাত্র মহিলা ছিলেন তিনি। চেমন আরার লেখা "The Women who broke the barricades" (২১শে ফেব্রুয়ারী, ২০২০) শিরোনামে লেখা হয়েছে: "নাদেরা বেগম, হামিদা খালুন। নূরজাহান মুর্শিদ। আফসারী খানম, রণ মুখার্জি এবং লিলি হকের নামও ভাষা আন্দোলনের ইতিহাসে উজ্জ্বল।" নাদেরা বেগম ছিলেন বহু-প্রজন্মের নারীবাদের এক উজ্জ্বল উদাহরণ যা ইংরেজি বিভাগের ছাত্রী এবং শিক্ষক উভয়ের মধ্যেই স্পষ্ট ছিল। এই কারণেই, ভাষা আন্দোলনের পরপরই, ষাটের দশকের উত্তাল সময়ে, আমরা নিপীড়নের বিরুদ্ধে একজন সাহসী যোদ্ধা হিসেবে আরও একজন নারীকে খুঁজে পাই। রাজিয়া খান আমিন, যিনি ১৯৬২ সালে বিভাগের অনুষদ সদস্য হিসেবে যোগদান করেছিলেন, তার লেখালেখি এবং সাংস্কৃতিক আগ্রহের মাধ্যমে তার সক্রিয়তা প্রদর্শন করেছিলেন। তিনি ঢাকা বিশ্ববিদ্যালয়ের ইংরেজি বিভাগ থেকে ইংরেজিতে বি.এ. এবং এম.এ. সম্পন্ন করেছিলেন এবং ব্রিটিশ কাউন্সিলের বৃত্তি নিয়ে বার্মিংহাম বিশ্ববিদ্যালয় থেকে ইংরেজিতে এম.এ. ডিগ্রি অর্জন করেছিলেন। তিনি একই সাথে একজন শিক্ষাবিদ, একজন নাট্য অভিনেতা, একজন সাংবাদিক, একজন কলামিস্ট, একজন কবি এবং একজন বিখ্যাত লেখিকা ছিলেন। তিনি যে মর্যাদাপূর্ণ পুরষ্কারগুলি পেয়েছিলেন তার মধ্যে রয়েছে পেন লে রাইটিং অ্যাওয়ার্ড (১৯৫৬)। ইলি পোপ স্বর্ণপদক (১৯৫৭), বাংলা একাডেমি সাহিত্য পুরস্কার (১৯৭৫), একুশে পদক (১৯৯৭) এবং অনন্যা সাহিত্য পুরস্কার (২০০৩)। অমিত) তার কবিতায় স্পষ্ট চিত্রের মাধ্যমে ১৯৭১ সালের মুক্তিযুদ্ধের বর্বরতা প্রকাশ করেছেন। 'আর্গাস আন্ডার অ্যানেস্থেসিয়া' কবিতায় তিনি লিখেছেন: "মর্টারের গর্জনে উন্মত্ত এক মা তার কান্নাকাটি করা শিশুকে শ্বাসরুদ্ধ করে তুলেছিলেন; লক্ষ লক্ষ মানুষের জন্য এটি জীবন" 'গবলেটে ঈশ্বর' নামে আরেকটি কবিতায়, ১৯৭১ সালে নির্মমভাবে নিহত সকল শহীদ এবং বুদ্ধিজীবীদের উদ্দেশ্যে একটি বিষণ্ণ সুর তুলে ধরা হয়েছে। "নাট্যকার, পথিকৃৎ" "মুনির" এর উল্লেখ। "হায়দার দ্য টেগোর-পণ্ডিত"। "ফজল দ্য ফিজিশিয়ান" এবং "ঔপন্যাসিক কায়সার" রূপে Vocabulary words from the text with their Bangla translations: Admired – প্রশংসিত Patriarchal – পিতৃতান্ত্রিক Barriers – বাধা Identity – পরিচয় Resistance – প্রতিরোধ Permission – অনুমতি Legacy – উত্তরাধিকার Empowerment – ক্ষমতায়ন Victims – শিকার Anti-colonial – উপনিবেশবিরোধী Activists – কর্মী Self-defense – আত্মরক্ষার Institute – প্রতিষ্ঠান Delegate – প্রতিনিধি Constituent – গঠনমূলক Assembly – সভা Feminist – নারীবাদী Reformer – সংস্কারক Social – সামাজিক Change agent – পরিবর্তনকারী Rebellious – বিদ্রোহী Language Movement – ভাষা আন্দোলন Bengal – বঙ্গ Tuneful – সুরেলা Literary – সাহিত্যিক Emancipation – মুক্তি Brutality – নির্মমতা Martyrs – শহীদ Intellectuals – বুদ্ধিজীবী Sacrifices – ত্যাগ Child marriage – শিশু বিবাহ Oppression – নিপীড়ন Discrimination – বৈষম্য Eminent – বিশিষ্ট Historical – ঐতিহাসিক Pioneers – অগ্রদূত Tumultuous – অস্থির Cultural – সাংস্কৃতিক Scholar – পণ্ডিত Awards – পুরস্কার Ad Passage-2 Passage-3

Wangari Maathai   Learn about the contribution of a great woman to our environment “We have a special responsibility to the ecosystem of this planet. In making sure that other species survive we will be ensuring the survival of our own.” The first African woman and first environmentalist awarded the Nobel Peace Prize, Wangari Maathai (1940-2011) received that honour in 2004 as the founder of the Green Belt Movement in Kenya, a nonprofit organization dedicated to planting trees, environmental conservation, and women's rights. Maathai introduced the idea of planting trees with the people and developed it into a broad-based, grassroots organization designed to conserve the environment and improve women’s quality of life. In 1986 The Green Bell Movement established a Pan African Green Belt Network and has introduced over 40 individuals from other African countries to its approach. The Movement set both short and long-term objectives. The overall aim has been to create public awareness of the need to protect the environment through free planting and sustainable management. More specifically, it has initiatives to promote and protect biodiversity, to protect the soil, to create jobs especially in the rural areas, to give women a positive image in the community and to assert their leadership qualities. Il promotes food security and assists people to make the link between environmental degradation and many of the problems they face, including poverty and livelihood insecurity; Over its first 20 years, many of the Movement's objectives have been achieved. Environmental awareness has been greatly increased in the world, and many women's groups have sold millions of seedlings to the Movement, using the income to meet immediate domestic needs such as education of their children or investing it in other income-generating ventures. Tree planting has become an honourable activity and many people have adopted it. In later years Maathai's own work had focused on the human rights situation in Kenya. Standing up for a democratic, multi-ethnic Kenya, she was subjected to defamation, persecution, detention and physical attacks. Maathai received numerous awards and honorary degrees. Time Magazine identified her as one of 100 most influential people in the world in 2005, and Forbes Magazine as one of 100 most powerful women in the world. In 2007 she was awarded the Nelson Mandela Award for Health and Human Rights, in 2010 the Lions Humanitarian Award and the International Freedom Award. She died from cancer in 2011, but her legacy continues in many projects worldwide, such as in ‘Plant for the Planet: The Billion Tree Campaign’. Answer the following questions: ii.    What is ecosystem? Can you make an assessment of the Bangladeshi ecosystem? iii.    What does the word ‘multi-ethnic’ mean? Do you see multi-ethnicity in Bangladesh? If yes, where and how? iv.       Is biodiversity necessary for the environment? Why? v.        Apply the words ‘Broad-based’ and 'grassroots’ in separate sentences. vi.    Why do you think that the Nobel Peace Prize awarded to Wangari Maathai is justified? vii.     What do you understand by food security? Answer ii. What is an ecosystem? Can you make an assessment of the Bangladeshi ecosystem? An ecosystem is a natural system where living things like plants, animals, and microorganisms interact with each other and their surroundings, such as air, water, and soil. It is important because all the elements in an ecosystem depend on each other to survive. The ecosystem in Bangladesh is rich and diverse, with forests, rivers, wetlands, and coastal areas. One of the most famous ecosystems in Bangladesh is the Sundarbans, which is home to the Royal Bengal Tiger and many other species. However, the ecosystem is facing serious challenges due to deforestation, pollution, and climate change. Many rivers are being polluted, and forests are being cut down for agriculture and urban development. To protect the Bangladeshi ecosystem, it is important to take action by planting trees, reducing pollution, and preserving biodiversity. iii. What does the word ‘multi-ethnic’ mean? Do you see multi-ethnicity in Bangladesh? If yes, where and how? The word "multi-ethnic" means having people from different ethnic or cultural backgrounds living together in the same place. A multi-ethnic society includes groups with different languages, traditions, and customs. Bangladesh is a multi-ethnic country. While most of the population is Bengali, there are many indigenous communities, such as the Chakma, Marma, Garo, Santal, and Manipuri. These groups mainly live in the Chittagong Hill Tracts, Sylhet, and Mymensingh regions. They have their own unique languages, clothing, festivals, and traditions. For example, the Chakma people celebrate Biju, which is their New Year festival, while the Santals have their own traditional dances and songs. The presence of these communities makes Bangladesh culturally diverse. iv. Is biodiversity necessary for the environment? Why? Biodiversity is very important for the environment because it keeps nature balanced. Different species depend on each other to survive. If one species disappears, it can affect the entire ecosystem. For example, if bees disappear, many plants will not be pollinated, which will reduce food production. Biodiversity also helps in fighting climate change because trees and plants absorb carbon dioxide and keep the air clean. Many medicines come from plants and animals, so if biodiversity is lost, we might lose important medical discoveries. When biodiversity is protected, it helps improve soil fertility, ensures food security, and makes the environment healthier for all living beings. Without biodiversity, ecosystems would collapse, and life on Earth would become more difficult. v. Apply the words ‘Broad-based’ and 'grassroots’ in separate sentences. The government introduced a broad-based education program that included students, teachers, and parents to improve the school system. The villagers started a grassroots movement to clean the local river and protect it from pollution. vi. Why do you think that the Nobel Peace Prize awarded to Wangari Maathai is justified? Wangari Maathai truly deserved the Nobel Peace Prize because she worked for both environmental conservation and human rights. She started the Green Belt Movement, which encouraged people to plant trees to stop deforestation and soil erosion. This movement not only helped the environment but also created jobs for rural women, giving them financial independence and a stronger role in society. Her efforts were not limited to tree planting; she also fought for democracy and justice in Kenya. Even though she faced persecution and attacks, she continued her work with courage. She showed the world that protecting nature and empowering people are closely connected. Her contributions made a long-lasting impact, and even after her death, her ideas continue to inspire environmental movements worldwide. This is why her Nobel Peace Prize was completely justified. vii. What do you understand by food security? Food security means that every person has enough food to eat at all times and that the food is safe, nutritious, and available. It is not just about having food but also about having access to healthy and balanced meals that support a good life. For food security to exist, there must be a stable food supply, and people should be able to afford it. If there is food shortage, high prices, or poor-quality food, then people suffer from hunger and malnutrition. In many countries, food security is a major issue because of climate change, wars, and economic problems. In Bangladesh, floods and cyclones sometimes damage crops, making it harder for people to get food. To ensure food security, governments and communities must work together to improve farming, reduce food waste, and provide support to people in need. Multiple-Choice Questions (MCQs) with Answers: Multiple-Choice Questions (MCQs) with Answers: 1. What was Wangari Maathai the first African woman to achieve? a) Winning the Nobel Prize in Literature b) Becoming a president c) Winning the Nobel Peace Prize d) Becoming a UN Secretary-General Answer: c) Winning the Nobel Peace Prize 2. What was the main goal of the Green Belt Movement? a) Providing education for all children b) Planting trees and promoting environmental conservation c) Developing new industries in Kenya d) Encouraging people to move to cities Answer: b) Planting trees and promoting environmental conservation 3. In which year was Wangari Maathai awarded the Nobel Peace Prize? a) 1999 b) 2004 c) 2010 d) 2011 Answer: b) 2004 4. What did the Green Belt Movement achieve in its first 20 years? a) It built schools across Kenya b) It introduced tree planting as a global business c) It increased environmental awareness and empowered women d) It focused only on reducing pollution in Kenya Answer: c) It increased environmental awareness and empowered women 5. How did the Green Belt Movement help rural women? a) It provided them with scholarships b) It helped them earn income by selling tree seedlings c) It trained them to work in factories d) It offered free health services Answer: b) It helped them earn income by selling tree seedlings 6. What challenges did Wangari Maathai face for her activism? a) She received national awards b) She was given land for her efforts c) She faced persecution, detention, and attacks d) She was promoted to a government position Answer: c) She faced persecution, detention, and attacks 7. What is the meaning of ‘multi-ethnic’ in the passage? a) A country where people speak one language b) A society made up of different ethnic groups c) A movement supporting women’s rights d) A type of environmental protection method Answer: b) A society made up of different ethnic groups 8. What major issue did the Green Belt Movement address apart from the environment? a) Economic policies b) Women’s rights and leadership c) International trade agreements d) Tourism development Answer: b) Women’s rights and leadership 9. What international recognition did Wangari Maathai receive in 2007? a) The International Freedom Award b) The Nelson Mandela Award for Health and Human Rights c) The Lions Humanitarian Award d) The Time Magazine Award Answer: b) The Nelson Mandela Award for Health and Human Rights 10. What project continued Maathai’s legacy after her death? a) The Billion Tree Campaign b) The Nobel Peace Program c) The African Women’s Leadership Group d) The Kenya Climate Change Project Answer: a) The Billion Tree Campaign Short Questions with Elaborate Answers: 1. What was the main vision behind Wangari Maathai’s Green Belt Movement? The Green Belt Movement was founded to promote environmental conservation and improve women’s lives. Maathai believed that planting trees could help fight deforestation, soil erosion, and climate change while also providing economic opportunities for rural women. Through this movement, she aimed to empower women by involving them in tree planting and creating a grassroots effort to restore the environment. 2. How did the Green Belt Movement benefit women in Kenya? The movement allowed women to earn money by selling tree seedlings, helping them become financially independent. It also gave them leadership roles in their communities, improving their social status. Additionally, it raised awareness about environmental issues and their connection to poverty, showing women how they could take an active role in solving these problems. 3. Why was Wangari Maathai awarded the Nobel Peace Prize? Wangari Maathai was awarded the Nobel Peace Prize in 2004 for her work in environmental conservation, human rights, and democracy. Her Green Belt Movement not only helped restore Kenya’s forests but also empowered women and fought for democratic rights. She stood against government corruption and was a symbol of courage and leadership. 4. What are the short-term and long-term objectives of the Green Belt Movement? In the short term, the movement focused on raising awareness about environmental conservation and encouraging tree planting. It also aimed to create jobs, especially for women, and improve food security. In the long term, the movement sought to protect biodiversity, prevent land degradation, and inspire similar efforts in other countries. 5. How did Wangari Maathai contribute to democracy and human rights in Kenya? Besides her environmental work, Maathai fought for political freedom and social justice. She stood against government corruption and worked to establish a democratic, multi-ethnic society. Her activism led to persecution, detention, and even physical attacks, but she remained committed to her cause. 6. What impact did the Green Belt Movement have on global environmental efforts? The movement inspired many other countries to adopt similar conservation strategies. It helped create a global awareness of the importance of afforestation and sustainable environmental management. Projects like the Pan African Green Belt Network and the Billion Tree Campaign were influenced by Maathai’s work. 7. What challenges did Wangari Maathai face while leading her movement? She faced strong opposition from the government, including defamation, imprisonment, and violence. Some people resisted her efforts because they did not understand the importance of environmental conservation. Despite these challenges, she continued her work with determination. 8. What was the significance of the Billion Tree Campaign? The Billion Tree Campaign, inspired by Maathai’s work, encouraged people around the world to plant trees to combat deforestation and climate change. It showed that individuals and communities could take direct action to improve the environment. 9. What role did education play in Wangari Maathai’s achievements? Education played a crucial role in her success. She was the first East African woman to earn a PhD and used her knowledge to educate people about the environment. Her education helped her develop effective strategies for conservation and women’s empowerment. 10. How can people today continue Wangari Maathai’s legacy? People can continue her legacy by planting trees, protecting biodiversity, reducing pollution, and advocating for environmental policies. Supporting women's leadership in conservation and spreading awareness about the connection between environmental health and social justice are also important ways to honor her work. Bangla Translation বাংলা অনুবাদঃ   ওয়াঙ্গারি মাথাই আমাদের পরিবেশে একজন মহান নারীর অবদান সম্পর্কে জানুন "এই গ্রহের বাস্তুতন্ত্রের প্রতি আমাদের একটি বিশেষ দায়িত্ব রয়েছে। অন্যান্য প্রজাতির বেঁচে থাকা নিশ্চিত করার মাধ্যমে আমরা আমাদের নিজস্ব বেঁচে থাকা নিশ্চিত করব।" নোবেল শান্তি পুরষ্কার প্রাপ্ত প্রথম আফ্রিকান মহিলা এবং প্রথম পরিবেশবিদ, ওয়াঙ্গারি মাথাই (১৯৪০-২০১১) ২০০৪ সালে কেনিয়ার গ্রিন বেল্ট আন্দোলনের প্রতিষ্ঠাতা হিসেবে এই সম্মান পেয়েছিলেন, যা গাছ লাগানো, পরিবেশ সংরক্ষণ এবং নারী অধিকারের জন্য নিবেদিত একটি অলাভজনক সংস্থা। মাথাই মানুষের সাথে গাছ লাগানোর ধারণাটি চালু করেছিলেন এবং এটিকে পরিবেশ সংরক্ষণ এবং নারীর জীবনযাত্রার মান উন্নত করার জন্য ডিজাইন করা একটি বিস্তৃত-ভিত্তিক, তৃণমূল সংগঠনে রূপান্তরিত করেছিলেন। ১৯৮৬ সালে গ্রিন বেল আন্দোলন একটি প্যান আফ্রিকান গ্রিন বেল্ট নেটওয়ার্ক প্রতিষ্ঠা করে এবং অন্যান্য আফ্রিকান দেশ থেকে ৪০ জনেরও বেশি ব্যক্তিকে এর পদ্ধতির সাথে পরিচয় করিয়ে দেয়। এই আন্দোলন স্বল্পমেয়াদী এবং দীর্ঘমেয়াদী উভয় লক্ষ্য নির্ধারণ করেছিল। সামগ্রিক লক্ষ্য ছিল বিনামূল্যে বৃক্ষরোপণ এবং টেকসই ব্যবস্থাপনার মাধ্যমে পরিবেশ রক্ষার প্রয়োজনীয়তা সম্পর্কে জনসচেতনতা তৈরি করা। আরও স্পষ্ট করে বলতে গেলে, জীববৈচিত্র্যের প্রচার ও সুরক্ষা, মাটি রক্ষা, বিশেষ করে গ্রামীণ এলাকায় কর্মসংস্থান সৃষ্টি, সমাজে নারীদের একটি ইতিবাচক ভাবমূর্তি প্রদান এবং তাদের নেতৃত্বের গুণাবলী প্রতিষ্ঠার জন্য এর উদ্যোগ রয়েছে। Il খাদ্য নিরাপত্তা প্রচার করে এবং পরিবেশগত অবক্ষয় এবং দারিদ্র্য ও জীবিকার নিরাপত্তাহীনতা সহ তাদের সম্মুখীন হওয়া অনেক সমস্যার মধ্যে সংযোগ স্থাপনে মানুষকে সহায়তা করে; প্রথম ২০ বছরে, আন্দোলনের অনেক লক্ষ্য অর্জন করা হয়েছে। বিশ্বে পরিবেশ সচেতনতা ব্যাপকভাবে বৃদ্ধি পেয়েছে এবং অনেক নারী গোষ্ঠী আন্দোলনে লক্ষ লক্ষ চারা বিক্রি করেছে, আয় ব্যবহার করে তাদের সন্তানদের শিক্ষার মতো তাৎক্ষণিক পারিবারিক চাহিদা মেটাতে বা অন্যান্য আয়-উৎপাদনমূলক উদ্যোগে বিনিয়োগ করতে। বৃক্ষরোপণ একটি সম্মানজনক কার্যকলাপে পরিণত হয়েছে এবং অনেকেই এটি গ্রহণ করেছে। পরবর্তী বছরগুলিতে মাথাইয়ের নিজস্ব কাজ কেনিয়ার মানবাধিকার পরিস্থিতির উপর দৃষ্টি নিবদ্ধ করেছিল। একটি গণতান্ত্রিক, বহুজাতিক কেনিয়ার পক্ষে দাঁড়ানোর সময়, তিনি মানহানি, নির্যাতন, আটক এবং শারীরিক আক্রমণের শিকার হন। মাথাই অসংখ্য পুরষ্কার এবং সম্মানসূচক ডিগ্রি অর্জন করেছিলেন। ২০০৫ সালে টাইম ম্যাগাজিন তাকে বিশ্বের ১০০ জন প্রভাবশালী ব্যক্তির একজন হিসেবে এবং ফোর্বস ম্যাগাজিন তাকে বিশ্বের ১০০ জন সবচেয়ে ক্ষমতাশালী নারীর একজন হিসেবে চিহ্নিত করে। ২০০৭ সালে তিনি স্বাস্থ্য ও মানবাধিকারের জন্য নেলসন ম্যান্ডেলা পুরস্কার, ২০১০ সালে লায়ন্স হিউম্যানিটেরিয়ান পুরস্কার এবং আন্তর্জাতিক স্বাধীনতা পুরস্কারে ভূষিত হন। ২০১১ সালে তিনি ক্যান্সারে আক্রান্ত হয়ে মারা যান, কিন্তু বিশ্বব্যাপী অনেক প্রকল্পে তার উত্তরাধিকার অব্যাহত রয়েছে, যেমন 'প্ল্যান্ট ফর দ্য প্ল্যানেট: দ্য বিলিয়ন ট্রি ক্যাম্পেইন'। Ad vocabulary words from the text with their Bangla meanings: Responsibility  - দায়িত্ব Ecosystem  - পরিবেশতন্ত্র Species  - প্রজাতি Survival  - বেঁচে থাকা Environmental  - পরিবেশগত Conservation  - সংরক্ষণ Founder  - প্রতিষ্ঠাতা Nonprofit  - অলাভজনক Grassroots  - মূলভিত্তি Organization  - সংগঠন Quality  - গুণমান Objective  - উদ্দেশ্য Awareness  - সচেতনতা Sustainable  - টেকসই Biodiversity  - জীববৈচিত্র্য Initiative  - উদ্যোগ Leadership  - নেতৃত্ব Degradation  - অবক্ষয় Poverty  - দারিদ্র্য Livelihood  - জীবিকা Rural  - গ্রামীণ Persecution  - নির্যাতন Defamation  - মানহানি Detention  - আটক Democratic  - গণতান্ত্রিক Multi-ethnic  - বহুজাতিক Recognition  - স্বীকৃতি Influential  - প্রভাবশালী Honour  - সম্মান Legacy  - উত্তরাধিকার Campaign  - অভিযান Empowerment  - ক্ষমতায়ন Participation  - অংশগ্রহণ Plantation  - বাগান Humanitarian  - মানবিক Suffering  - দুর্ভোগ Corruption  - দুর্নীতি Freedom  - স্বাধীনতা Securities  - নিরাপত্তা Ethnic  - জাতিগত Ad Passage-2 Passage-3

Marie Curie Early life Marie Curie nee Maria Sklodowska, was born in Warsaw on November 7, 1867, the daughter of a secondary-school teacher. From childhood she was remarkable for her prodigious memory, and at the age of 16 she won a gold medal on completion of her secondary education at the Russian lycee. Because her father, a teacher of mathematics and physics, lost his savings through bad investments, she bad to take work as a teacher and, at the same time, took part clandestinely in the nationalist “free university,” reading in Polish to women workers. Al the age of 18 she look a post as governess. From her earnings she was able to finance her sister Bronislawa's medical studies in Paris, with the understanding that Bronislawa would in turn later help her to get an education. .Move to Paris. Pierre Curie, and the first Nobel Prize In 1891. Sklodowska went to Paris and. now using the name Marie, began to follow the lectures of Paul Appell, Gabriel Lippmann, and Edmond Bouty al the Sorbonne. There she met many physicists who were already well known. Sklodowska worked far into the night in her student-quarters garret and virtually lived on bread and butter and tea. She came first in the licence examination of physical sciences in 1893. She began to work in Lippmann’s research laboratory' and in 1894 was placed second in the licence examination of mathematical sciences. It was in the spring of that year that she met Pierre Curie. Their marriage (July 25. 1895) marked the start of a partnership that was soon to achieve results of world significance, in particular the discovery' of polonium (so called by Marie in honour of her native land) in the summer of 1898 and that of radium a few' months later. Following Henri Becquerel’s discovery (1896) of a new phenomenon (which she later called “radioactivity”), Marie Curie, looking for a subject for a thesis, decided to find out if the property' discovered in uranium was to be found in other matter. She discovered that this was true for thorium al the same lime as G.C. Schmidt did. Turning her attention to minerals, she found her interest drawn to pitchblende, a mineral whose activity, superior to that of pure uranium, could be explained only by Ilie presence in the ore of small quantities of an unknown substance of very high activity. Pierre Curie then joined her in the work that she had undertaken to resolve this problem and that led to the discovery of the new elements, polonium and radium. While Pierre Curie devoted himself chiefly to the physical study of die new radiations Marie Curie struggled to obtain pure radium in the metallic state achieved with the help of the chemist Andre-Louis Debierne, one of Pierre Curie’s pupils. On the results of tliis research, Marie Curie received her doctorate of science in June 1903 and, with Pierre, was awarded the Davy Medal of the Royal Society. Also, in 1903, they shared with Becquerel the Nobel Prize for Physics for the discovery’ of radioactivity. I lie birth of her two daughters, Irene and Eve, in 1897 and 1904, did not interrupt Marie’s intensive scientific work. She was appointed lecturer in physics at the Ecole Normale Superieure for girls in Sevres (1900) and introduced there a method of teaching based on experimental demonstrations. In December 1904 she was appointed chief assistant in the laboratory directed by Pierre Curie. Death of Pierre and second Nobel Prize The sudden death of Pierre Curie (April 19,1906) was a bitter blow to Marie Curie, but it was also a decisive turning point in her career: henceforth she was to devote all her energy to completing alone the scientific work that they had undertaken. On May 13, 1906, she was appointed to the professorship dial had been left vacant on her husband’s death; she was the first woman to teach in the Sorbonne. In 1908 she became titular professor, and in 1910 her fundamental treatise on radioactivity was published. In 1911 she was awarded die Nobel Prize for Chemistry, for the isolation of pure radium. Throughout World War I, Marie Curie, with die help of her daughter Irene, devoted herself to the development of the use of X-radiography. In 1918 die Radium Institute, the staff of which Irene had joined, began to operate in earnest, and it was to become a universal centre for nuclear physics and chemistry. Marie Curie, now at the highest point of her fame and, from 1922. a member of the Academy of Medicine, devoted her researches to the study of the chemistry of radioactive substances and the medical applications of these substances. Death In 1934. Marie Curie died as a result of aplastic anemia caused by the action of radiation. Her contribution to physics had been immense, not only in her own work, the importance of which had been demonstrated by the award to her of two Nobel Prizes, but because of her influence on subsequent generations of nuclear physicists and chemists. Marie Curie, together with Irene Joliot-Curie. wrote the entry on radium for the 13th edition (1926) of the Encyclopaedia Britannica. In 1995 Marie Curie’s ashes were enshrined in the Pantheon in Paris; she was the first woman to receive this honour for her own acliievements. Her office and laboratory in the Curie Pavilion of the Radium institute are preserved as the Curie Museum. Multiple-Choice Questions (MCQs) 1. Where was Marie Curie born? a) Paris b) Warsaw c) London d) Berlin Answer: b) Warsaw 2. What was Marie Curie’s birth name? a) Marie Lippmann b) Maria Sklodowska c) Maria Becquerel d) Maria Pierre Answer: b) Maria Sklodowska 3. What subject did Marie Curie’s father teach? a) Chemistry b) Mathematics and Physics c) Biology d) History Answer: b) Mathematics and Physics 4. Why did Marie Curie work as a governess? a) To gain experience b) To support her father’s research c) To finance her sister’s medical studies d) To study in France Answer: c) To finance her sister’s medical studies 5. In which year did Marie Curie move to Paris? a) 1891 b) 1885 c) 1903 d) 1898 Answer: a) 1891 6. What element did Marie Curie name after her native land? a) Uranium b) Polonium c) Radium d) Thorium Answer: b) Polonium 7. In which year did Marie Curie win her first Nobel Prize? a) 1903 b) 1911 c) 1898 d) 1922 Answer: a) 1903 8. What tragic event happened in Marie Curie’s life in 1906? a) She lost her Nobel Prize b) She was diagnosed with cancer c) Pierre Curie died d) She was expelled from the Sorbonne Answer: c) Pierre Curie died 9. For which field did Marie Curie win her second Nobel Prize? a) Physics b) Medicine c) Chemistry d) Engineering Answer: c) Chemistry 10. What was the cause of Marie Curie’s death? a) Tuberculosis b) Cancer c) Aplastic anemia due to radiation exposure d) Heart disease Answer: c) Aplastic anemia due to radiation exposure Short Questions with Answers 1. Why did Marie Curie have to work as a teacher and governess in her early life? Marie Curie had to work as a teacher and later as a governess because her father lost his savings due to bad investments. To support her family and finance her sister Bronislawa’s medical education in Paris, she took up these jobs. She made an agreement with her sister that once Bronislawa became a doctor, she would help Marie continue her studies. 2. What challenges did Marie Curie face when she moved to Paris? When Marie Curie moved to Paris in 1891, she faced many difficulties. She lived in a small attic room and survived on minimal food, often eating only bread, butter, and tea. Despite financial hardships, she studied hard and excelled in physics and mathematics, securing the top position in her exams. 3. How did Marie Curie and Pierre Curie contribute to the discovery of radioactivity? Marie Curie was inspired by Henri Becquerel’s discovery of radiation in uranium and decided to investigate if other substances had similar properties. While studying pitchblende, she found that it emitted more radiation than pure uranium, leading to the discovery of polonium and radium. Pierre Curie joined her research, helping to study the physical properties of these elements, which led to their joint Nobel Prize in 1903. 4. Why did Marie Curie name the element "Polonium"? Marie Curie named the newly discovered element Polonium  in honor of her homeland, Poland. At the time, Poland was under Russian control and did not exist as an independent country. Naming an element after Poland was her way of bringing international recognition to her nation. 5. What was Marie Curie’s role at the Sorbonne after Pierre Curie’s death? After Pierre Curie’s sudden death in 1906, Marie Curie took over his position as a professor at the Sorbonne. She became the first woman to teach at the university. She continued their research alone and later became a full professor in 1908, making significant contributions to the field of radioactivity. 6. How did Marie Curie win her second Nobel Prize? Marie Curie won her second Nobel Prize in Chemistry in 1911  for successfully isolating pure radium. This was a groundbreaking achievement as it helped in the understanding of radioactive elements and their properties. She became the first person to win two Nobel Prizes in different fields. 7. What was Marie Curie’s contribution during World War I? During World War I, Marie Curie and her daughter, Irene, developed mobile X-ray units called "Little Curies" to help doctors treat wounded soldiers on the battlefield. She trained medical staff to use X-ray machines, which saved many lives by allowing quick and accurate diagnosis of injuries. 8. What was the significance of the Radium Institute? Marie Curie helped establish the Radium Institute in 1918 , which became a leading center for research in nuclear physics and chemistry. It focused on studying the medical applications of radioactive substances, leading to advancements in cancer treatment and other fields. Her daughter, Irene Joliot-Curie, also joined the institute and continued the family’s scientific legacy. 9. How did Marie Curie’s discoveries influence future scientific research? Marie Curie’s discoveries revolutionized physics and chemistry. Her research on radioactivity laid the foundation for nuclear energy and medical applications such as radiation therapy for cancer treatment . Her work inspired future generations of scientists, including her daughter Irene, who later won a Nobel Prize in Chemistry. 10. Why was Marie Curie’s legacy honored in the Pantheon in Paris? In 1995, Marie Curie’s ashes were enshrined in the Pantheon in Paris , making her the first woman to receive this honor for her own achievements . This recognition reflected her immense contributions to science and society. Her laboratory and office in the Radium Institute were preserved as the Curie Museum , ensuring that her legacy would continue to inspire future scientists. Bangla Translation বাংলা অনুবাদঃ   মেরি কুরি প্রাথমিক জীবন মেরি কুরি নী মারিয়া স্কলডোভস্কা, ১৮৬৭ সালের ৭ নভেম্বর ওয়ারশতে জন্মগ্রহণ করেন, একজন মাধ্যমিক বিদ্যালয়ের শিক্ষিকার কন্যা। শৈশব থেকেই তিনি তার অসাধারণ স্মৃতিশক্তির জন্য অসাধারণ ছিলেন এবং ১৬ বছর বয়সে তিনি রাশিয়ান লিসিতে মাধ্যমিক শিক্ষা সম্পন্ন করে স্বর্ণপদক জিতেছিলেন। যেহেতু তার বাবা, গণিত এবং পদার্থবিদ্যার শিক্ষক, খারাপ বিনিয়োগের কারণে তার সঞ্চয় হারিয়েছিলেন, তাই তিনি শিক্ষক হিসেবে কাজ করতে অস্বীকৃতি জানান এবং একই সাথে জাতীয়তাবাদী "মুক্ত বিশ্ববিদ্যালয়" তে গোপনে অংশগ্রহণ করেন, মহিলা কর্মীদের কাছে পোলিশ ভাষায় পড়াশুনা করেন। ১৮ বছর বয়সে তিনি গভর্নেস হিসেবে একটি পদের মতো দেখতেন। তার উপার্জন থেকে তিনি প্যারিসে তার বোন ব্রোনিস্লাওয়ার চিকিৎসা শিক্ষার খরচ বহন করতে সক্ষম হন, এই ধারণা নিয়ে যে ব্রোনিস্লাওয়া পরবর্তীতে তাকে শিক্ষা পেতে সাহায্য করবেন। .প্যারিসে চলে যান। পিয়েরে কুরি, এবং প্রথম নোবেল পুরস্কার ১৮৯১ সালে। স্কলডোভস্কা প্যারিসে যান এবং... এখন মেরি নাম ব্যবহার করে, পল অ্যাপেল, গ্যাব্রিয়েল লিপম্যান এবং এডমন্ড বাউটি আল দ্য সোর্বনের বক্তৃতাগুলি অনুসরণ করতে শুরু করেন। সেখানে তিনি অনেক পদার্থবিদদের সাথে দেখা করেন যারা ইতিমধ্যেই সুপরিচিত ছিলেন। স্কলডোভস্কা তার ছাত্র-কক্ষে রাত পর্যন্ত কাজ করতেন এবং কার্যত রুটি, মাখন এবং চা খেয়ে জীবনযাপন করতেন। ১৮৯৩ সালে তিনি ভৌত ​​বিজ্ঞানের লাইসেন্স পরীক্ষায় প্রথম হন। তিনি লিপম্যানের গবেষণাগারে কাজ শুরু করেন এবং ১৮৯৪ সালে গাণিতিক বিজ্ঞানের লাইসেন্স পরীক্ষায় দ্বিতীয় স্থান অর্জন করেন। সেই বছরের বসন্তে তিনি পিয়েরে কুরির সাথে দেখা করেন। তাদের বিবাহ (২৫ জুলাই, ১৮৯৫) একটি অংশীদারিত্বের সূচনা করে যা শীঘ্রই বিশ্ব তাৎপর্যপূর্ণ ফলাফল অর্জন করে, বিশেষ করে ১৮৯৮ সালের গ্রীষ্মে পোলোনিয়াম (যাকে মেরি তার জন্মভূমির সম্মানে ডাকতেন) এবং কয়েক মাস পরে রেডিয়ামের আবিষ্কার। হেনরি বেকেরেলের (১৮৯৬) একটি নতুন ঘটনা আবিষ্কারের পর (যাকে তিনি পরে "তেজস্ক্রিয়তা" বলে অভিহিত করেছিলেন), মেরি কুরি একটি থিসিসের জন্য একটি বিষয় খুঁজছিলেন, তিনি সিদ্ধান্ত নিয়েছিলেন যে ইউরেনিয়ামে আবিষ্কৃত বৈশিষ্ট্য অন্য কোনও পদার্থে পাওয়া যাবে কিনা। তিনি আবিষ্কার করেছিলেন যে জি.সি. শ্মিটের মতো একই চুনের ক্ষেত্রেও থোরিয়ামের ক্ষেত্রে এটি সত্য। খনিজ পদার্থের দিকে মনোনিবেশ করে, তিনি পিচব্লেন্ডের প্রতি তার আগ্রহ আকৃষ্ট হন, একটি খনিজ যার কার্যকলাপ, বিশুদ্ধ ইউরেনিয়ামের চেয়ে উচ্চতর, কেবলমাত্র খুব উচ্চ কার্যকলাপের একটি অজানা পদার্থের আকরিকের মধ্যে অল্প পরিমাণে ইলির উপস্থিতি দ্বারা ব্যাখ্যা করা যেতে পারে। পিয়ের কুরি এরপর তার সাথে সেই কাজে যোগ দেন যা তিনি সমাধানের জন্য গ্রহণ করেছিলেন এই সমস্যা এবং এর ফলে নতুন উপাদান, পোলোনিয়াম এবং রেডিয়াম আবিষ্কার হয়েছিল। পিয়ের কুরি নিজেকে প্রধানত নতুন বিকিরণের ভৌত অধ্যয়নে নিবেদিত করেছিলেন, মেরি কুরি পিয়ের কুরির অন্যতম ছাত্র রসায়নবিদ আন্দ্রে-লুই ডেবিয়েরনের সাহায্যে অর্জিত ধাতব অবস্থায় বিশুদ্ধ রেডিয়াম পেতে সংগ্রাম করেছিলেন। এই গবেষণার ফলাফলের ভিত্তিতে, মেরি কুরি ১৯০৩ সালের জুন মাসে বিজ্ঞানে ডক্টরেট ডিগ্রি লাভ করেন এবং পিয়েরের সাথে রয়েল সোসাইটির ডেভি পদক লাভ করেন। এছাড়াও, ১৯০৩ সালে, তারা তেজস্ক্রিয়তা আবিষ্কারের জন্য বেকেরেলের সাথে পদার্থবিদ্যায় নোবেল পুরষ্কার ভাগাভাগি করে নেন। ১৮৯৭ এবং ১৯০৪ সালে তার দুই কন্যা, আইরিন এবং ইভের জন্ম, মেরির নিবিড় বৈজ্ঞানিক কাজে বাধা সৃষ্টি করেনি। তিনি সেভ্রেসের ইকোল নরমালে সুপিরিয়রে (১৯০০) পদার্থবিদ্যার প্রভাষক নিযুক্ত হন এবং সেখানে পরীক্ষামূলক প্রদর্শনের উপর ভিত্তি করে শিক্ষাদানের একটি পদ্ধতি চালু করেন। ১৯০৪ সালের ডিসেম্বরে তিনি পিয়েরে কুরির নির্দেশে গবেষণাগারে প্রধান সহকারী নিযুক্ত হন। পিয়েরের মৃত্যু এবং দ্বিতীয় নোবেল পুরস্কার পিয়েরে কুরির আকস্মিক মৃত্যু (১৯ এপ্রিল, ১৯০৬) মেরি কুরির জন্য এক তীব্র আঘাত ছিল, কিন্তু এটি তার কর্মজীবনের একটি গুরুত্বপূর্ণ মোড়ও ছিল: এরপর থেকে তাকে তার সমস্ত শক্তি তাদের গৃহীত বৈজ্ঞানিক কাজ সম্পূর্ণ করার জন্য নিবেদিত করতে হয়েছিল। ১৩ মে, ১৯০৬ সালে, তাকে তার স্বামীর মৃত্যুর পর শূন্য থাকা অধ্যাপক পদে নিযুক্ত করা হয়; তিনি ছিলেন সোর্বনে প্রথম মহিলা শিক্ষকতা। ১৯০৮ সালে তিনি উপাধিপ্রাপ্ত অধ্যাপক হন এবং ১৯১০ সালে তেজস্ক্রিয়তার উপর তার মৌলিক গ্রন্থ প্রকাশিত হয়। ১৯১১ সালে বিশুদ্ধ রেডিয়ামের বিচ্ছিন্নতার জন্য তাকে রসায়নে নোবেল পুরষ্কার দেওয়া হয়। প্রথম বিশ্বযুদ্ধের সময়, মেরি কুরি, তার মেয়ে আইরিনের সহায়তায়, এক্স-রেডিওগ্রাফির ব্যবহারের উন্নয়নে নিজেকে নিবেদিত করেছিলেন। ১৯১৮ সালে রেডিয়াম ইনস্টিটিউট, যার কর্মীরা আইরিন যোগ দিয়েছিলেন, আন্তরিকভাবে কাজ শুরু করে এবং এটি পারমাণবিক পদার্থবিদ্যা এবং রসায়নের জন্য একটি সর্বজনীন কেন্দ্র হয়ে ওঠে। মেরি কুরি, যিনি এখন তার খ্যাতির সর্বোচ্চ পর্যায়ে এবং ১৯২২ সাল থেকে একাডেমি অফ মেডিসিনের সদস্য ছিলেন, তিনি তার গবেষণাগুলি তেজস্ক্রিয় পদার্থের রসায়ন এবং এই পদার্থের চিকিৎসা প্রয়োগের অধ্যয়নের জন্য উৎসর্গ করেছিলেন। মৃত্যু ১৯৩৪ সালে। মেরি কুরি বিকিরণের প্রভাবে সৃষ্ট অ্যাপ্লাস্টিক অ্যানিমিয়ায় মারা যান। পদার্থবিদ্যায় তাঁর অবদান অপরিসীম ছিল, কেবল তাঁর নিজের কাজেই নয়, যার গুরুত্ব তাঁকে দুটি নোবেল পুরষ্কার প্রদানের মাধ্যমে প্রমাণিত হয়েছিল, বরং পরবর্তী প্রজন্মের পারমাণবিক পদার্থবিদ এবং রসায়নবিদদের উপর তাঁর প্রভাবের কারণেও। মেরি কুরি, আইরিন জোলিওট-কুরির সাথে মিলে এনসাইক্লোপিডিয়া ব্রিটানিকার ১৩তম সংস্করণের (১৯২৬) জন্য রেডিয়ামের উপর একটি এন্ট্রি লিখেছিলেন। ১৯৯৫ সালে মেরি কুরির ছাই প্যারিসের প্যানথিয়নে সংরক্ষিত হয়; তিনিই প্রথম মহিলা যিনি তাঁর নিজস্ব কৃতিত্বের জন্য এই সম্মান পেয়েছিলেন। রেডিয়াম ইনস্টিটিউটের কুরি প্যাভিলিয়নে তাঁর অফিস এবং পরীক্ষাগার কুরি জাদুঘর হিসেবে সংরক্ষিত আছে। Ad vocabulary words  from the passage with their Bangla meanings : Prodigious  – বিস্ময়কর Clandestinely  – গোপনে Governess  – মহিলা গৃহশিক্ষক Finance  – অর্থায়ন করা Lecture  – বক্তৃতা Garret  – ছোট উপরের কক্ষ Licence examination  – অনুমোদন পরীক্ষা Partnership  – অংশীদারিত্ব Discovery  – আবিষ্কার Phenomenon  – ঘটনা Radioactivity  – তেজস্ক্রিয়তা Mineral  – খনিজ পদার্থ Pitchblende  – এক ধরনের তেজস্ক্রিয় খনিজ Superior  – উন্নত Resolve  – সমাধান করা Radiation  – বিকিরণ Obtain  – অর্জন করা Doctorate  – ডক্টরেট ডিগ্রি Award  – পুরস্কার প্রদান করা Contribution  – অবদান Intensive  – গভীর বা তীব্র Demonstration  – প্রদর্শন Chief assistant  – প্রধান সহকারী Bitter blow  – তীব্র আঘাত Turning point  – গুরুত্বপূর্ণ মোড় Professorship  – অধ্যাপকের পদ Fundamental  – মৌলিক Isolation  – পৃথকীকরণ X-radiography  – এক্স-রে প্রযুক্তি Development  – উন্নয়ন Institute  – প্রতিষ্ঠান Universal  – সার্বজনীন Application  – প্রয়োগ Aplastic anemia  – এক ধরনের রক্তস্বল্পতা Subsequent  – পরবর্তী Influence  – প্রভাব Preserve  – সংরক্ষণ করা Legacy  – উত্তরাধিকার Enshrine  – সম্মানের সাথে সংরক্ষণ করা Achievement  – সাফল্য Ad

Sharing the Earth is a collection of justice-oriented environmental writings. In this lesson, we will read an excerpt from the speech of Lord Ashley which he delivered in 1842. We will read three testimonies collected by Lord Ashley's commission that investigated a serious accident at Huskar Colliery, Yorkshire in 1838. During Iris investigation, he interviewed a large number of people working in Britain's factories and mines. Through the interviews, inhuman working conditions in the collieries, severe exploitations, and a worrying number of child labourers were revealed. The working conditions of these children were inhumane. Lord Ashley found very young children working as long as eighteen hours a day in mines and collieries, some attached by chains to heavy carts that they had to drag. Three testimonies gathered by Ashley’s Mines Commission are given below: Sarah Goodler, Age: 8 years. 'I'm a trapper* in the Gawber pit. It docs not tire me, but I have a trap without a light and I'm scared. I go at four and sometimes half past three in the morning, and I come out at five and half past. I never go to sleep. Sometimes I sing when I've light, but not in the dark; I dare not sing then. I don’t like being in the pit. I am very sleepy when I go sometimes in the morning." "I go to Sunday schools and read Reading made Easy." She knows her letters, and can read little words. They teach me to pray. She repeated the Lord's Prayer, not very perfectly, and ran on with the following addition: “God bless my father and mother, and sister and brother, uncles and aunts and cousins, and everybody else, and God bless me and make me a good servant. Amen.” “I have heard tell of Jesus many a time. 1 don't know why he came on earth, I'm sure, and I don't know why he died, but he had stones for his head to rest on. I would like to be at school far better than in the pit.” [’Trapper- The trapper in the coal mine was often the youngest member of the family working underground. Their job was to open and close the wooden doors (trap doors) that allowed fresh air to flow through the mine. They would usually sit in total darkness for up to twelve hours at a time, waiting to let the coal tub through the door.] Isabella Read, Age: 12 years. I am wrought with sister and brother, it is very sore work: cannot say how many rakes or journeys I make from pit's bot tom to wall face and back, it may about 30 or 25 on average; the distance varies from 100 to 250 fathom ( 1 fathom - 1.8 meters). 1   carry about l ewt. (equivalent of 50kg) and a quarter on my back; have to stoop much and creep through water, which is frequently up to the calves of my legs. Once I get down. I frequently fall asleep while wailing for coal from heal and fatigue. I do not like the work, nor do the lassies, but (hey arc made to like it. When the weather is warm there is difficulty in breathing, and frequently the lights go out. Man Barrett, Age: 14 years. I have worked down in pit for five years; my father works in the next pit: I have 12 brothers and sisters-all of them but one live at home; they weave, and wind, and hurry, one of them can read, none of die rest, can, or write; they never went to the day-school, but three of them go to Sunday-school; I come down in the pit at seven in the morning; I do not like working in the pit, but I am obliged to get a living; 1 work always without stockings, or shoes, or trousers; 1 wear nothing but my chemise; I have to go up and work with the men. They are all naked there; I have got well used to that, and don't care much about it now; I was afraid at first, and did not like it; but they never behave rudely to me. Answer the following questions: a.       What is your impression about these three children’s education? b.      Why were they afraid? c.       What was their working condition like? d.       How do you feel about their living situation? a. What is your impression about these three children’s education? The education of these children was extremely limited. Sarah Goodler, at eight years old, was learning to read small words and attended Sunday school. However, she was unaware of the purpose of Jesus' life and death, showing a lack of deeper education. Isabella Read, at twelve, had no formal education beyond basic work and could not describe how many rakes or journeys she made while working, highlighting her focus on labor rather than learning. Man Barrett's situation was similar: he worked with his family in the pit and was not able to attend school regularly, with only three of his siblings going to Sunday school. Overall, their education was overshadowed by the harsh working conditions they faced, limiting their chances for a better future. b. Why were they afraid? The children were afraid for various reasons related to their dangerous working environments. Sarah Goodler, for instance, was scared because she worked in total darkness, with no light, which made the job terrifying. Isabella Read experienced fear due to the hazardous conditions of her work, such as carrying heavy loads and stooping through water, which could lead to accidents. Man Barrett, initially afraid to work among naked men, eventually grew used to the situation, but his fear was rooted in the discomfort and unfamiliarity of his working environment. c. What was their working condition like? The working conditions were brutal and inhumane. Sarah Goodler worked in complete darkness with no light, sitting alone for long hours without rest, and her only comfort came from singing when she had light. Isabella Read had to carry heavy loads (about 50 kg) while stooping and crawling through water, making her job physically demanding and exhausting. Man Barrett worked without proper clothing, wearing only a chemise, and was surrounded by men in similar conditions, which, while not violent, was socially and emotionally disturbing for him. d. How do you feel about their living situation? The living situation of these children evokes sadness and discomfort. They were subjected to grueling labor at a very young age, with little to no support or protection. Their lack of proper education, physical hardship, and exposure to dangerous environments show a complete disregard for their well-being. They lived in fear, were deprived of basic comforts, and had no opportunities to enjoy childhood. It is deeply concerning that they were forced into such harsh conditions for survival, which reflects the exploitation of children during this period. Multiple Choice Questions (MCQs): How old was Sarah Goodler when she worked in the coal pit? a) 12 b) 14 c) 8 d) 10 Answer: c) 8 What was Sarah Goodler’s job in the coal mine? a) Raker b) Trapper c) Coal carrier d) Miner Answer: b) Trapper How many hours did Sarah work in the mine each day? a) 10 b) 18 c) 12 d) 8 Answer: c) 12 How much weight did Isabella Read carry while working? a) 10 kg b) 50 kg c) 75 kg d) 100 kg Answer: b) 50 kg What was a common condition in the mines according to Isabella Read? a) Cold weather b) Breathing difficulty c) Bright lights d) Clear water Answer: b) Breathing difficulty At what time did Man Barrett start working in the pit? a) 6 AM b) 8 AM c) 7 AM d) 9 AM Answer: c) 7 AM How old was Man Barrett when he started working in the pit? a) 12 b) 14 c) 16 d) 18 Answer: b) 14 How did Man Barrett feel about working with the men in the pit? a) He liked it b) He was afraid at first but got used to it c) He enjoyed the company d) He refused to work Answer: b) He was afraid at first but got used to it What did Sarah Goodler wish for? a) To become a teacher b) To work in the pit forever c) To go to school instead of working in the pit d) To visit a hospital Answer: c) To go to school instead of working in the pit What did Sarah Goodler pray for? a) To become a miner b) For good health c) For good work conditions d) For a good servant life Answer: d) For a good servant life Short Answer Questions: Why was Sarah Goodler scared in the coal pit? Sarah Goodler was scared because she worked in the darkness without light, and her job required her to wait in total darkness for long periods of time. This made her feel fearful, especially as she could not see anything around her. What was Isabella Read’s job in the coal mine, and what did she have to carry? Isabella Read’s job was to carry heavy loads from the bottom of the pit to the wall face and back. She had to carry about 50 kg of coal on her back, which was very difficult work. She often felt tired and fell asleep while waiting for coal. What challenges did Isabella face while working in the pit? Isabella faced several challenges. She had to stoop a lot and crawl through water, which sometimes reached her calves. She also struggled with breathing difficulties, especially in warm weather, and the lights in the pit often went out, making the work even harder. How did Man Barrett describe his experience working in the pit? Man Barrett described his work in the pit as difficult and uncomfortable. He had been working there since he was 9 years old and had to work without proper clothing. He wore only a chemise and worked with men who were also nearly naked. At first, he was afraid, but over time, he grew used to it. What did Sarah Goodler learn in Sunday school? Sarah Goodler learned to read a little and also learned to pray in Sunday school. She knew some basic words and was taught the Lord’s Prayer, which she recited. Her knowledge of religious teachings was limited, but she had heard of Jesus and learned to pray for her family and herself. How did Sarah Goodler feel about her work in the pit? Sarah Goodler didn’t like working in the pit. She found it very tiring, and she was often sleepy. She wished to be at school instead of working in the pit and expressed that she would prefer learning to being in the dark, dangerous mine. What was the working condition of Man Barrett in the pit? Man Barrett worked in extremely uncomfortable conditions. He did not wear proper clothing, and his work involved being around naked men in the pit. While he initially felt uncomfortable, he became accustomed to it over time. He also mentioned that there was no rudeness from the men, but the conditions were still harsh. What can we infer about the level of education for children working in mines from these testimonies? The testimonies show that children working in mines had little to no formal education. Sarah knew some letters and could pray, but she had no deeper understanding of subjects like Jesus' purpose. Isabella and Man had limited education, with Isabella mentioning that they were "made to like" their work, not school. What did the children in the testimonies hope for? The children hoped for a better life, especially a chance to go to school. Sarah Goodler expressed a desire to be at school instead of working in the pit, and Man Barrett was working because he had no choice, indicating a longing for better circumstances. What did Lord Ashley’s investigation reveal about child labor in the mines? Lord Ashley’s investigation revealed that many children were working in inhumane conditions in the mines, with some as young as 8 years old. These children worked extremely long hours, often up to 18 hours a day, in dangerous and dark conditions, and were subjected to severe exploitation without proper care or education. Bangla Translation বাংলা অনুবাদঃ   "আর্থ ভাগাভাগি" হলো ন্যায়বিচার-ভিত্তিক পরিবেশগত লেখার একটি সংগ্রহ। এই পাঠে, আমরা ১৮৪২ সালে লর্ড অ্যাশলির দেওয়া বক্তৃতা থেকে একটি তথ্য পাঠ করব। আমরা ১৮৩৮ সালে ইয়র্কশায়ারের হাস্কার কোলিয়ারিতে একটি গুরুতর দুর্ঘটনার তদন্তকারী লর্ড অ্যাশলির কমিশন কর্তৃক সংগৃহীত তিনটি সাক্ষ্য পাঠ করব। আইরিস তদন্তের সময়, তিনি ব্রিটেনের কারখানা এবং খনিতে কর্মরত বিপুল সংখ্যক লোকের সাক্ষাৎকার নিয়েছিলেন। সাক্ষাৎকারের মাধ্যমে, কয়লা খনিতে অমানবিক কর্মপরিবেশ, গুরুতর শোষণ এবং উদ্বেগজনক সংখ্যক শিশু শ্রমিকের পরিচয় পাওয়া গেছে। এই শিশুদের কাজের পরিবেশ ছিল অমানবিক। লর্ড অ্যাশলি খুব ছোট বাচ্চাদের খনি এবং কয়লা খনিতে দিনে আঠারো ঘন্টা পর্যন্ত কাজ করতে দেখেন, কিছুকে ভারী গাড়ির সাথে শিকল দিয়ে বেঁধে টেনে নিয়ে যেতে হত। অ্যাশলির খনি কমিশন কর্তৃক সংগৃহীত তিনটি সাক্ষ্য নীচে দেওয়া হল: সারা গুডলার, বয়স: ৮ বছর। 'আমি গবার পিটে একজন ফাঁদে আটকে আছি।' এটা আমাকে ক্লান্ত করে না, কিন্তু আমার একটা ফাঁদ আছে যেখানে আলো নেই এবং আমি ভয় পাই। আমি ভোর চারটেয়, মাঝে মাঝে সাড়ে তিনটেয় বের হই, আর মাঝে মাঝে সাড়ে পাঁচটায় বেরিয়ে আসি। আমি কখনো ঘুমাতে যাই না। মাঝে মাঝে আলো থাকলে গান গাই, কিন্তু অন্ধকারে না; তখন আমি গান গাইতে সাহস পাই না। আমি গর্তে থাকতে পছন্দ করি না। মাঝে মাঝে সকালে গেলে আমার খুব ঘুম আসে।" "আমি রবিবারের স্কুলে যাই এবং পড়া সহজ হয়ে যায়।" সে তার অক্ষর জানে, এবং ছোট ছোট শব্দও পড়তে পারে। তারা আমাকে প্রার্থনা করতে শেখায়। সে প্রভুর প্রার্থনা পুনরাবৃত্তি করে, খুব একটা নিখুঁতভাবে নয়, এবং নিম্নলিখিত সংযোজনটি দিয়ে দৌড়ে গেল: "ঈশ্বর আমার বাবা, মা, বোন, ভাই, চাচা, খালা, চাচাতো ভাই এবং অন্য সকলকে আশীর্বাদ করুন, এবং ঈশ্বর আমাকে আশীর্বাদ করুন এবং আমাকে একজন ভালো দাস করুন। আমিন।" "আমি যীশুর কথা অনেকবার শুনেছি। আমি জানি না কেন তিনি পৃথিবীতে এসেছিলেন, আমি নিশ্চিত, এবং আমি জানি না কেন তিনি মারা গেছেন, তবে তার মাথায় পাথর ছিল। আমি গর্তে থাকার চেয়ে স্কুলে থাকতে অনেক ভালোবাসতাম।" [’ট্র্যাপার- কয়লা খনিতে আটককারী ব্যক্তিটি প্রায়শই পরিবারের সবচেয়ে ছোট সদস্য ছিল যারা মাটির নিচে কাজ করত। তাদের কাজ ছিল কাঠের দরজা (ফাঁদের দরজা) খোলা এবং বন্ধ করা যাতে খনি দিয়ে তাজা বাতাস প্রবাহিত হতে পারে। তারা সাধারণত একবারে বারো ঘন্টা পর্যন্ত সম্পূর্ণ অন্ধকারে বসে থাকত, দরজা দিয়ে কয়লার টব প্রবেশের জন্য অপেক্ষা করত।] ইসাবেলা রিড, বয়স: ১২ বছর। আমি বোন এবং ভাইয়ের সাথে কাজ করি, এটি খুবই কষ্টকর কাজ: আমি বলতে পারি না যে আমি পিটের বট টম থেকে দেয়ালের মুখ এবং পিছনে কত রেক বা ভ্রমণ করি, এটি গড়ে প্রায় 30 বা 25 হতে পারে; দূরত্ব 100 থেকে 250 ফ্যাথম (1 ফ্যাথম - 1.8 মিটার) পর্যন্ত পরিবর্তিত হয়। 1 জনকে প্রায় 50 কেজি (সমতুল্য) এবং আমার পিঠে এক চতুর্থাংশ বহন করতে হয়; অনেক ঝুঁকে জলের মধ্য দিয়ে হামাগুড়ি দিতে হয়, যা প্রায়শই আমার পায়ের বাছুর পর্যন্ত হয়। একবার আমি নেমে আসি। আমি প্রায়শই নিরাময়ের জন্য কয়লার জন্য কাঁদতে কাঁদতে ঘুমিয়ে পড়ি এবং ক্লান্তি। আমার কাজটা ভালো লাগে না, লেসিদেরও না, কিন্তু (আরে, এই তোরণটা এমনভাবে তৈরি করা হয়েছে যাতে ভালো লাগে। আবহাওয়া গরম হলে শ্বাস নিতে কষ্ট হয়, এবং প্রায়শই আলো নিভে যায়। ম্যান ব্যারেট, বয়স: ১৪ বছর। আমি পাঁচ বছর ধরে গর্তে কাজ করেছি; আমার বাবা পাশের গর্তে কাজ করেন: আমার ১২ ভাইবোন আছে - তাদের মধ্যে একজন ছাড়া সবাই বাড়িতে থাকে; তারা বুনন করে, বাতাস চালায় এবং তাড়াহুড়ো করে, তাদের মধ্যে একজন পড়তে পারে, কেউ বিশ্রাম নিতে পারে না, লিখতে পারে না; তারা কখনও দিবা-বিদ্যালয়ে যায়নি, তবে তাদের মধ্যে তিনজন রবিবারের স্কুলে যায়; আমি সকাল সাতটায় গর্তে নেমে আসি; আমি গর্তে কাজ করতে পছন্দ করি না, তবে আমি জীবিকা নির্বাহ করতে বাধ্য; আমি সবসময় মোজা, জুতা, বা ট্রাউজার ছাড়া কাজ করি; আমি আমার কেমিজ ছাড়া কিছুই পরি না; আমাকে উপরে যেতে হবে এবং পুরুষদের সাথে কাজ করতে হবে। তারা সবাই সেখানে নগ্ন; আমি এতে অভ্যস্ত হয়ে গেছি, এবং এখন এটি নিয়ে খুব একটা মাথা ঘামাই না; প্রথমে আমি ভয় পেয়েছিলাম, আর পছন্দও করিনি; কিন্তু তারা কখনও আমার সাথে অভদ্র আচরণ করেনি। vocabulary words from the provided text, along with their meanings: Justice-oriented  - focused on fairness and equality. Excerpt  - a short part taken from a larger text. Testimonies  - statements or declarations made by witnesses. Colliery  - a coal mine or its operations. Inhumane  - cruel or not showing compassion. Exploitations  - the act of using someone unfairly for personal gain. Chains  - metal links used for fastening or binding. Trapper  - a person who opens and closes doors in a mine to allow airflow. Fathom  - a unit of depth, especially in the ocean (1 fathom = 1.8 meters). Wrought  - worked or shaped, often used for metal or craftsmanship. Sore  - causing physical pain or discomfort. Stooping  - bending forward or downward. Creep  - to move slowly and quietly, often in a crouched position. Calves  - the back portion of the lower leg. Fatigue  - extreme tiredness or exhaustion. Chemise  - a simple dress or undergarment. Obliged  - forced or required to do something. Rakes  - tools with a long handle used to gather material. Weave  - to form fabric by interlacing threads. Wind  - to twist or coil something, often used in textile work. Sunday-school  - religious education typically for children, held on Sundays. Darkness  - the absence of light. Pray  - to communicate with God or a higher power in a religious manner. Pit  - a large hole or mine where coal or other minerals are extracted. Revealed  - made something known or seen. Rudely  - in a manner that is not polite or respectful. Fearful  - feeling afraid or anxious. Accident  - an unfortunate event that happens unexpectedly. Difficulties  - problems or obstacles that make something harder to achieve. Breathing  - the act of taking air into the lungs. Fatigue  - extreme tiredness or weakness. Chained  - bound or held together with chains. Lights  - sources of illumination. Lord's Prayer  - a Christian prayer taught by Jesus. Sister  - a female sibling. Uncles  - male siblings of one's parents. Cousins  - children of one's uncles or aunts. Bless  - to ask for divine favor or protection. Work conditions  - the physical, mental, and emotional environment in which someone works. Ad

Chapter I I  was born in Tuckahoe, near Hillsborough, and about twelve miles from Easton, in Talbot county, Maryland. I have no accurate knowledge of my age, never having seen any authentic record containing it. By far the larger part of the slaves know as little of their ages as horses know of theirs, and it is the wish of most masters within my knowledge to keep their slaves thus ignorant. I do not remember to have ever met a slave who could tell of his birthday. They seldom come nearer to it than planting-time, harvest-time, cherry-time, spring-time, or fall-time. A want of information concerning my own was a source of unhappiness to me even during childhood. The while children could tell their ages. I could not tell why I ought to be deprived of the same privilege. 1 was not allowed to make any inquiries of my master concerning it. He deemed all such inquiries on the part of a slave improper and impertinent, and evidence of a restless spirit. The nearest estimate I can give makes me now between twenty-seven and twenty-eight years of age. 1 conic to this, from hearing my master say. sometime during 1835.1 was about seventeen years old. My mother was named Harriet Bailey. She was the daughter of Isaac and Betsey Bailey, both colored, and quite dark. My mother was of a darker complexion than either my grandmother or grandfather. My father was a white man. He was admitted to be such by all I ever heard speak of my parentage. The opinion was also whispered that my master was my father; but of the correctness of this opinion. I know nothing; the means of lenowing was withheld from me. My mother and I were separated when 1 was but an infant - before I knew her as my mother. It is a common custom, in the part of Maryland from which I ran away, to part children from their mothers al a very early age. Frequently, before the child has reached its twelfth month, its mother is taken from it, and hired out on some farm a considerable distance off. and the child is placed under the care of an old woman, too old for held labor. For what this separation is done, I do not know, unless it be to hinder the development of the child's affection toward its mother, and to blunt and destroy the natural affection of the mother for the child. This is the inevitable result. 1 never saw my mother, to know her as such, more than four or five times in my life; and each of these times was very short in duration, and at night. She was hired by a Mr. Stewart, who lived about twelve miles from my home. She made her journeys to sec me in die night, travelling the whole distance on foot, after the performance of her day’s work. She was a field hand, and a whipping is the penalty of not being in the field at sunrise, unless a slave has special permission from his or her master to the contrary—a permission which they seldom get, and one that gives to him that gives it the proud name of being a kind master. I do not recollect of ever seeing my mother by the light of day. She was with me in the night. She would lie down with me, and get me to sleep, but long before I waked she was gone. Very little communication ever took place between us. Death soon ended what little we could have while she lived, and with it her hardships and suffering. She died when I was about seven years old, on one of my master's farms, near Lee's Mill. I was not allowed to be present during her illness, at her death, or burial. She was gone long before I knew anything about it. Never having enjoyed, to any considerable extent, her soothing presence, her tender and watchful care, I received the tidings of her death with much the same emotions I should have probably fell at the death of a stranger. Questions: 1.      How did Douglass feel about not knowing his age? 2.      Why did Frederick Douglass not know who his father was, and why was there speculation that his master might have been his father? 3.      What references to racism did Douglass make in his writing? 4.      . How did Douglass feel about his mother's passing? 5.      How do you think Douglass’s early experiences shaped his views on slavery? How did Douglass feel about not knowing his age? Douglass felt unhappy about not knowing his age. He felt deprived of the same privilege that other children had, which was the ability to know their birthdays. This lack of knowledge about his age was a source of unhappiness for him even during childhood. Why did Frederick Douglass not know who his father was, and why was there speculation that his master might have been his father? Douglass did not know who his father was because the means of knowing this information were withheld from him. There was speculation that his master might have been his father, but Douglass did not know if this speculation was correct, as he had no way of confirming it. The secrecy surrounding his parentage left him without clarity on this matter. What references to racism did Douglass make in his writing? Douglass referenced racism through the systematic separation of children from their mothers in slavery. He described how mothers were often hired out at a distance, leaving their children behind with elderly women. This practice served to destroy the natural affection between mother and child, showing a cruel and dehumanizing practice rooted in racism. He also mentioned the assumption that his father was a white man, pointing to the racial divide in his lineage and the social implications of such an identity. How did Douglass feel about his mother's passing? Douglass felt distant and emotionally detached from his mother's passing. Since he had very little time with her, he received the news of her death with the same emotions he might have felt at the death of a stranger. He never had the opportunity to truly bond with her due to the separation enforced by slavery, which made her death less impactful for him at the time. How do you think Douglass’s early experiences shaped his views on slavery? Douglass’s early experiences shaped his views on slavery by demonstrating the cruelty and inhumanity inherent in the system. The forced separation from his mother, lack of knowledge about his age, and the emotional detachment from his family were all experiences that highlighted the dehumanizing effects of slavery. These formative experiences likely contributed to his later resolve to fight against slavery and advocate for freedom, as they exposed him to the profound injustices and suffering that slavery caused to individuals and families. Multiple Choice Questions (MCQs) Where was the author born? a) Hillsborough b) Easton c) Tuckahoe d) Talbot Answer: c) Tuckahoe What was the author’s age when he wrote this? a) 27-28 years old b) 30-31 years old c) 25-26 years old d) 35-36 years old Answer: a) 27-28 years old Why did the author not know his exact age? a) His birth certificate was lost b) Slaves were kept ignorant about their age c) His parents didn't tell him d) His master did not want him to know Answer: b) Slaves were kept ignorant about their age What did the author’s mother do for work? a) Housemaid b) A field hand c) A teacher d) A cook Answer: b) A field hand Why did the author’s mother visit him at night? a) She worked during the day b) She had permission to see him only at night c) She was afraid of her master d) She had no choice but to visit at night Answer: a) She worked during the day What happened to the author’s mother? a) She ran away with him b) She died when he was seven years old c) She was freed d) She was sold to another master Answer: b) She died when he was seven years old What was the custom in Maryland regarding slave children? a) Children were raised by their mothers b) Children were separated from their mothers at an early age c) Children were given a choice to live with their mother or not d) Children stayed with their mothers until they were 10 years old Answer: b) Children were separated from their mothers at an early age What is the likely reason for separating children from their mothers early? a) To teach children independence b) To destroy the natural affection between mother and child c) To make mothers more productive d) To keep mothers busy at work Answer: b) To destroy the natural affection between mother and child How did the author feel when he learned of his mother’s death? a) Sad and emotional b) Shocked and angry c) Like the death of a stranger d) Relieved Answer: c) Like the death of a stranger Who was believed to be the author’s father? a) His mother’s husband b) His master c) His uncle d) His grandfather Answer: b) His master Short Answer Questions with Elaborate Answers Where was the author born, and what is significant about his birthplace? The author was born in Tuckahoe, near Hillsborough, in Talbot County, Maryland. This location is significant because it is where the author spent much of his early life as a slave. It also represents a typical rural area where slavery was common. Why didn’t the author know his exact age? The author didn’t know his exact age because, as a slave, he was kept ignorant about such personal details. Slave owners often made sure their slaves didn’t have access to birth records or any personal information that would give them a sense of individuality or rights. How did the author describe the relationship between slave children and their mothers? The author described that slave children were often separated from their mothers at a very early age, sometimes before they could even recognize their mothers. This separation was intentional, meant to weaken the bond of affection between mother and child, making it easier for the system of slavery to operate. What were the conditions of the author's visits with his mother? The author’s visits with his mother were rare and brief. His mother worked as a field hand, and after finishing her daily work, she traveled long distances to see him at night. These visits were short, and the author never got to know his mother well, as she would leave before he woke up. What was the emotional impact of the author's separation from his mother? The emotional impact was significant. The early separation caused a lack of connection between the author and his mother, and when she passed away, he felt little emotion, almost as if a stranger had died. This shows the deep emotional toll that slavery took on both slaves and their families. How did the author react to the news of his mother’s death? When the author learned of his mother’s death, he felt indifferent, much like how he might have felt about the death of a stranger. He had never formed a strong emotional bond with her due to the early separation, and as a result, he did not feel the loss deeply. What was the role of the master in the author’s life? The author’s master played a significant role in his life, especially in keeping him ignorant of personal details like his birthdate. There is also an implication that the master might have been the author’s father, though this was never confirmed. Why did the author refer to his mother’s work as "field work"? The term "field work" refers to the labor slaves performed on farms, typically involving hard, manual labor such as planting, harvesting, and other agricultural tasks. The author’s mother, like many other slaves, worked in the fields. Why did the author say he never saw his mother by day? The author never saw his mother during the day because she worked long hours in the fields, starting at sunrise. After completing her labor, she would visit him at night. This schedule prevented them from spending time together during daylight hours. What was the custom regarding children and their mothers in the area where the author lived? The custom in the author’s area was to separate children from their mothers at an early age. This separation was cruel, as it prevented children from bonding with their mothers, and it also hindered the development of natural affection between them, making it easier for the system of slavery to continue. Bangla Translation বাংলা অনুবাদঃ   প্রথম অধ্যায় আমি হিলসবোরোর কাছে, টাকাহোতে এবং ইস্টন থেকে প্রায় বারো মাইল দূরে, মেরিল্যান্ডের ট্যালবট কাউন্টিতে জন্মগ্রহণ করেছি। আমার বয়স সম্পর্কে আমার কোন সঠিক জ্ঞান নেই, আমি কখনও এটি সম্বলিত কোন খাঁটি রেকর্ড দেখিনি। এখনও পর্যন্ত দাসদের একটি বড় অংশ তাদের বয়স সম্পর্কে ঘোড়াদের মতোই কম জানে, এবং আমার জ্ঞানের মধ্যে বেশিরভাগ প্রভুর ইচ্ছা তাদের দাসদের এতটা অজ্ঞ রাখা। আমি কখনও এমন কোনও দাসের সাথে দেখা করেছি বলে মনে করি না যে তার জন্মদিন সম্পর্কে বলতে পারে। তারা খুব কমই রোপণের সময়, ফসল কাটার সময়, চেরি-সময়, বসন্ত-সময় বা শরৎকালের চেয়ে এর কাছাকাছি আসে। আমার নিজের সম্পর্কে তথ্যের অভাব শৈশবেও আমার জন্য অসুখের কারণ ছিল। যখন শিশুরা তাদের বয়স বলতে পারত। আমি বলতে পারিনি কেন আমাকে একই সুযোগ থেকে বঞ্চিত করা উচিত। আমাকে আমার প্রভুর কাছে এটি সম্পর্কে কোনও জিজ্ঞাসা করার অনুমতি ছিল না। তিনি একজন দাসের পক্ষ থেকে এই ধরণের সমস্ত জিজ্ঞাসাকে অনুচিত এবং অভদ্র বলে মনে করেছিলেন, এবং একটি অস্থির আত্মার প্রমাণ বলে মনে করেছিলেন। আমার বয়স এখন সাতাশ থেকে আঠাশ বছরের মধ্যে। আমার মাস্টারের কথা শুনে আমার বয়স প্রায় সতেরো বছর। ১৮৩৫ সালের কোন এক সময়। আমার বয়স তখন প্রায় সতেরো বছর। আমার মায়ের নাম ছিল হ্যারিয়েট বেইলি। তিনি ছিলেন আইজ্যাক এবং বেটসি বেইলির কন্যা, দুজনেরই বর্ণ ছিল এবং বেশ কালো ছিল। আমার মা আমার দাদী বা দাদার চেয়েও কালো রঙের ছিলেন। আমার বাবা ছিলেন একজন শ্বেতাঙ্গ। আমার পিতৃপুরুষের কথা শুনে যতজন শুনেছেন, সকলেই তাকে এমনই বলে স্বীকার করেছেন। মতামতও কানে কানে শোনা গিয়েছিল যে আমার মাস্টারই আমার বাবা; কিন্তু এই মতামতের সঠিকতা সম্পর্কে। আমি কিছুই জানি না; আমার কাছ থেকে শ্বেতাঙ্গদের ত্যাগ করার উপায় গোপন রাখা হয়েছিল। আমি যখন শিশু ছিলাম তখন আমার মা এবং আমি আলাদা হয়ে গিয়েছিলাম - আমি তাকে আমার মা হিসেবে চিনতে পারার আগে। মেরিল্যান্ডের যে অংশ থেকে আমি পালিয়ে এসেছিলাম, সেখানে খুব অল্প বয়সেই বাচ্চাদের তাদের মায়ের কাছ থেকে আলাদা করা একটি সাধারণ রীতি। প্রায়শই, শিশুটি দ্বাদশ মাসে পৌঁছানোর আগেই, তার মাকে সেখান থেকে কেড়ে নেওয়া হয় এবং অনেক দূরে কোনও খামারে ভাড়া করা হয়। এবং শিশুটিকে একজন বৃদ্ধা মহিলার তত্ত্বাবধানে রাখা হয়, যিনি শ্রমের জন্য এত বৃদ্ধা। এই বিচ্ছেদ কেন করা হয়, আমি জানি না, যদি না এটি মায়ের প্রতি শিশুর স্নেহের বিকাশকে বাধাগ্রস্ত করে এবং সন্তানের প্রতি মায়ের স্বাভাবিক স্নেহকে ভোঁতা করে এবং ধ্বংস করে। এটাই অনিবার্য ফলাফল। আমি জীবনে চার-পাঁচবারের বেশি আমার মাকে দেখিনি, তাকে এইভাবে চিনতে পারিনি; এবং এই সময়গুলির প্রতিটি সময়কাল খুব কম ছিল, এবং রাতেও। আমার বাড়ি থেকে প্রায় বারো মাইল দূরে বসবাসকারী একজন মিস্টার স্টুয়ার্ট তাকে ভাড়া করেছিলেন। তিনি রাতে আমাকে খুঁজে বের করার জন্য তার যাত্রা করেছিলেন, তার দিনের কাজ শেষ করার পরে পুরো দূরত্ব পায়ে হেঁটে ভ্রমণ করেছিলেন। তিনি একজন ক্ষেতের কর্মী ছিলেন, এবং সূর্যোদয়ের সময় ক্ষেতে না থাকার শাস্তি হল চাবুক মারা, যদি না একজন দাস তার মালিকের কাছ থেকে বিশেষ অনুমতি পায় - এমন অনুমতি যা তারা খুব কমই পায়, এবং এমন অনুমতি যা তাকে দেয় যা তাকে একজন দয়ালু প্রভু হওয়ার গর্বিত নাম দেয়। দিনের আলোয় আমার মাকে কখনও দেখার কথা আমার মনে নেই। রাতে সে আমার সাথেই থাকত। সে আমার সাথেই শুয়ে আমাকে ঘুম পাড়িয়ে দিত, কিন্তু আমি ঘুম থেকে ওঠার অনেক আগেই সে চলে যেত। আমাদের মধ্যে খুব কম যোগাযোগই হত। মৃত্যুর ফলে আমরা যতটুকু বেঁচে ছিলাম, তার সবই শেষ হয়ে গেল, তার সাথে তার কষ্ট ও কষ্টও। আমার বয়স যখন প্রায় সাত বছর, লি'স মিলের কাছে আমার মালিকের খামারে। তার অসুস্থতার সময়, তার মৃত্যুতে বা সমাধিস্থলে আমাকে উপস্থিত থাকতে দেওয়া হয়নি। আমি কিছু জানার আগেই সে চলে গেল। তার প্রশান্তিদায়ক উপস্থিতি, তার কোমল ও সতর্ক যত্ন, আমি তার মৃত্যুর খবর ঠিক একই আবেগের সাথে পেয়েছি যা সম্ভবত একজন অপরিচিত ব্যক্তির মৃত্যুতে আমার অনুভূত হওয়া উচিত ছিল। vocabulary words from the text with their meanings in Bangla: Accurate  - সঠিক Authentic  - আসল Adversities  - দুর্দশা Inhibition  - প্রতিবন্ধকতা Privilege  - অধিকার Improper  - অনুচিত Impertinent  - অবহেলাকারী Estimate  - অনুমান Deprived  - বঞ্চিত Affection  - স্নেহ Journey  - যাত্রা Guardians  - অভিভাবকরা Persuaded  - রাজি করানো Motivators  - উদ্বুদ্ধকারী Overcome  - অতিক্রম করা Seldom  - বিরল Privilege  - বিশেষাধিকার Tidings  - সংবাদ Recollected  - স্মরণ করা Whispered  - ফিসফিসানো Hindered  - বাধাগ্রস্ত Soothing  - শান্তিদায়ক Hardships  - কষ্ট Suffering  - যন্ত্রণা Separation  - বিচ্ছেদ Custom  - রীতি Discipline  - শৃঙ্খলা Slaves  - দাসেরা Field hand  - মাঠের কর্মী Penalties  - শাস্তি Indifferent  - উদাসীন Oblivious  - অজ্ঞ Unhappiness  - দুঃখ Emotions  - আবেগ Recognized  - চিহ্নিত Harsh  - কঠোর Neglect  - অবহেলা Journey  - ভ্রমণ Discomfort  - অস্বস্তি Mistreatment  - অপব্যবহার Ad Ad

The success of Kalsindur girls reads like an epic. They started their journey with practically nothing. They didn't have any boots or jerseys to wear. Initially, they played wearing sal war  and kamij.  They also suffered from malnutrition. What made them win against all adversities then? What was the magic behind? Mohammad Mafiz Uddin was an assistant teacher at Kalsindur Government Free Primary School where Minati Rani Sheel was the head teacher. They observed the girls’ interests in football and decided to help. It was however not that easy. Girls playing football is still not a common picture in Bangladesh. Guardians were not convinced as they were used to seeing girls helping mothers with household chores. A farmer, an auto-rickshaw driver, a tea-shop owner or a housemaid mother couldn’t be that ambitious cither. But Minati Rani Sheel and Mohammad Mafiz Uddin persuaded them to allow (heir daughters to play. Being great motivators, the two teachers supported the girls in their effort to overcome the odds. They inspired them, created opportunities for them and took personal care of them. Soon the girls could prove themselves, shaking off their inhibition. Their success has also persuaded the villagers to come to their support. When the girls moved to the nearby secondary school and college, they did not have their Minati Maam and Mafiz Uddin Sir with them, but soon another motherly person offered her helping hand Mala Rani Sarkar, an Assistant Professor of History’ who was joined by one of her colleagues, Juel Mia. They agreed to coach die girls. Mr Jalaluddin. who was then the head teacher of the school, also supported them. Gradually the local community, public representatives and the local administration came forward. Bangladesh Football Federation also gave special attention to them and finally another football magician, Golam Robbani Choton, the coach of the Bangladesh Women's National Football Team, mentored these girls and helped them become complete professional footballers. Now people realise what their golden girls could bring for them. "When these gills go from one place to another, even the auto-rickshaw pullers don’t take any fare from them as they are the pride of the village. It’s a small token of recognition but it’s great’,” says Mala Rani Sarkar, the Team Manager of Kalismdur Women's Football Team. She also adds that Kalsindur would present more female footballers in future, as of 2021 they are grooming another 65 girls to play for the nation. Multiple-Choice Questions (MCQs) with Answers: What did the girls of Kalsindur initially lack when they started their journey? A) Football skills B) Jerseys and boots C) Coaches D) A football team Answer: B) Jerseys and boots Who was the assistant teacher who helped the Kalsindur girls in their football journey? A) Mohammad Mafiz Uddin B) Juel Mia C) Golam Robbani Choton D) Mr. Jalaluddin Answer: A) Mohammad Mafiz Uddin What was the initial challenge the girls faced in playing football? A) Lack of training facilities B) Family and societal resistance C) Injuries D) Unavailability of footballs Answer: B) Family and societal resistance Which teacher was the head teacher at Kalsindur Government Free Primary School? A) Mohammad Mafiz Uddin B) Minati Rani Sheel C) Mala Rani Sarkar D) Juel Mia Answer: B) Minati Rani Sheel Who helped the girls when they moved to the nearby secondary school and college? A) Minati Rani Sheel B) Mohammad Mafiz Uddin C) Mala Rani Sarkar D) Golam Robbani Choton Answer: C) Mala Rani Sarkar Who mentored the girls and helped them become professional footballers? A) Golam Robbani Choton B) Mr. Jalaluddin C) Juel Mia D) Mohammad Mafiz Uddin Answer: A) Golam Robbani Choton What recognition do the girls of Kalsindur receive in their village? A) They are given monetary rewards B) Auto-rickshaw drivers don’t take fare from them C) They have their own football ground D) They are made local celebrities Answer: B) Auto-rickshaw drivers don’t take fare from them What has been the impact of the girls’ success on their community? A) The community no longer supports them B) More girls are being encouraged to play football C) The community has started to ignore them D) The community prefers cricket over football Answer: B) More girls are being encouraged to play football Which of the following was one of the main obstacles the girls faced in their early journey? A) Lack of interest in football B) No financial support C) Guardians' disapproval of girls playing football D) No training programs for girls Answer: C) Guardians' disapproval of girls playing football How many girls were being groomed for football by 2021 in Kalsindur? A) 10 girls B) 50 girls C) 65 girls D) 100 girls Answer: C) 65 girls Short Questions with Elaborate Answers: How did the journey of Kalsindur girls in football start? The journey of the Kalsindur girls in football began with very little support. They lacked basic equipment such as boots and jerseys and played in traditional attire like salwar and kamij. Despite these challenges, their passion for football drove them to continue, and the support of their teachers, Minati Rani Sheel and Mohammad Mafiz Uddin, helped them overcome many difficulties. Why were the guardians initially against the girls playing football? The guardians were initially against the girls playing football because, in their community, it was uncommon for girls to engage in such activities. They were accustomed to seeing girls help their mothers with household chores, and the idea of girls playing football was considered unconventional. This resistance was a major barrier that the teachers had to overcome. Who were the first people to support the girls in their football journey? The first people to support the girls were their teachers, Minati Rani Sheel and Mohammad Mafiz Uddin. They recognized the girls' interest in football and decided to help them. These teachers not only motivated them but also worked hard to persuade the girls' guardians to allow them to play, even when society was against it. What role did the community play in the success of the Kalsindur girls? The community played a supportive role as the girls proved their skills and determination. Initially, the guardians were hesitant, but as the girls' success became apparent, the community, including local public representatives and the local administration, rallied behind them. The girls received recognition and support from local people, which boosted their morale. Who offered additional support to the girls when they moved to secondary school and college? When the girls moved to the nearby secondary school and college, they received support from Mala Rani Sarkar, an Assistant Professor of History, who offered her help. She was later joined by Juel Mia, and they became the new coaches for the girls, continuing the support they had received earlier from Minati Rani Sheel and Mohammad Mafiz Uddin. How did the girls become professional footballers? The girls' transition to professional footballers was facilitated by the mentorship of Golam Robbani Choton, the coach of the Bangladesh Women's National Football Team. His guidance, along with the continuous support from their teachers and the community, helped the girls improve their skills and achieve their dream of becoming professional football players. How did the girls’ success impact the perception of football for girls in their village? The success of the Kalsindur girls has significantly altered the perception of football for girls in their village. Their achievements have shown that girls can excel in sports traditionally considered male-dominated, and this has encouraged more families to support their daughters' involvement in football. It has also led to the grooming of more girls to play football for the nation. What is the significance of the support from local auto-rickshaw drivers? The support from local auto-rickshaw drivers, who no longer charge fare from the girls, symbolizes the pride the community feels for the girls' achievements. This gesture shows the respect and recognition the girls have earned and reflects the positive impact they have had on their village, representing their success as a community triumph. What are the long-term plans for football in Kalsindur? The long-term plan for football in Kalsindur involves continuing to nurture female football talent. By 2021, 65 girls were being groomed to play for the national team, demonstrating the ongoing commitment to producing more female footballers from Kalsindur. This initiative aims to further the success of the Kalsindur women's football team and continue its legacy. What is the ultimate message of the Kalsindur girls' success story? The ultimate message of the Kalsindur girls' success story is one of perseverance, empowerment, and breaking societal barriers. Despite starting with nothing, facing societal resistance, and overcoming various obstacles, the girls' dedication and the unwavering support of their teachers and community helped them achieve success. Their story is an inspiration for other girls and communities, showing that with determination and support, anything is possible. Bangla Translation বাংলা অনুবাদঃ   কলসিন্দুরের মেয়েদের সাফল্য এক মহাকাব্যের মতো। তারা তাদের যাত্রা শুরু করেছিল প্রায় কিছুই না নিয়ে। তাদের পরার জন্য কোন বুট বা জার্সি ছিল না। প্রথম দিকে তারা শালযুদ্ধ এবং কামিজ পরে খেলতেন। তারা অপুষ্টিতেও ভুগছিলেন। তখন তারা সমস্ত প্রতিকূলতার বিরুদ্ধে কেন জয়লাভ করেছিল? এর পেছনের জাদু কী ছিল? মোহাম্মদ মফিজ উদ্দিন কলসিন্দুর সরকারি বিনামূল্যে প্রাথমিক বিদ্যালয়ের একজন সহকারী শিক্ষক ছিলেন যেখানে মিনতি রানী শীল প্রধান শিক্ষিকা ছিলেন। তারা ফুটবলের প্রতি মেয়েদের আগ্রহ লক্ষ্য করেছিলেন এবং সাহায্য করার সিদ্ধান্ত নিয়েছিলেন। তবে এটি এত সহজ ছিল না। বাংলাদেশে এখনও মেয়েদের ফুটবল খেলা সাধারণ চিত্র নয়। অভিভাবকরা এতে আশ্বস্ত হতে পারেননি কারণ তারা মেয়েদের ঘরের কাজে মায়েদের সাহায্য করতে দেখে অভ্যস্ত ছিলেন। একজন কৃষক, একজন অটোরিকশা চালক, একজন চা-দোকানদার বা একজন গৃহকর্মী মা এত উচ্চাকাঙ্ক্ষী হতে পারেন না। কিন্তু মিনাতি রানী শীল এবং মোহাম্মদ মফিজ উদ্দিন তাদের (উত্তরাধিকারী কন্যাদের) খেলার অনুমতি দিতে রাজি করান। দুর্দান্ত প্রেরণাদাতা হিসেবে, দুই শিক্ষক মেয়েদের প্রতিকূলতা কাটিয়ে ওঠার প্রচেষ্টায় তাদের সমর্থন করেছিলেন। তারা তাদের অনুপ্রাণিত করেছিলেন, তাদের জন্য সুযোগ তৈরি করেছিলেন এবং তাদের ব্যক্তিগত যত্ন নিয়েছিলেন। শীঘ্রই মেয়েরা তাদের বাধা দূর করে নিজেদের প্রমাণ করতে পেরেছিল। তাদের সাফল্য গ্রামবাসীদেরও তাদের সমর্থনে আসতে রাজি করেছে। মেয়েরা যখন কাছের মাধ্যমিক বিদ্যালয় ও কলেজে চলে আসে, তখন তাদের মিনাতি মাম এবং মফিজ উদ্দিন স্যার তাদের সাথে ছিলেন না, কিন্তু শীঘ্রই অন্য একজন মাতৃতুল্য ব্যক্তি তাকে সাহায্যের হাত বাড়িয়ে দেন মালা রানী সরকার, যিনি ইতিহাসের সহকারী অধ্যাপক ছিলেন, যার সাথে তার এক সহকর্মী জুয়েল মিয়াও ছিলেন। তারা মেয়েদের প্রশিক্ষণ দিতে রাজি হন। মিঃ জালালউদ্দিন, যিনি তখন স্কুলের প্রধান শিক্ষক ছিলেন, তিনিও তাদের সমর্থন করেন। ধীরে ধীরে স্থানীয় সম্প্রদায়, জনপ্রতিনিধি এবং স্থানীয় প্রশাসন এগিয়ে আসেন। বাংলাদেশ ফুটবল ফেডারেশনও তাদের প্রতি বিশেষ মনোযোগ দেয় এবং অবশেষে আরেকজন ফুটবল জাদুকর, বাংলাদেশ মহিলা জাতীয় ফুটবল দলের কোচ গোলাম রব্বানী ছোটন, এই মেয়েদের পরামর্শ দেন এবং তাদের সম্পূর্ণ পেশাদার ফুটবলার হতে সাহায্য করেন। এখন মানুষ বুঝতে পারছে তাদের সোনার মেয়েরা তাদের জন্য কী আনতে পারে। "যখন এই ফুলগুলো এক জায়গা থেকে অন্য জায়গায় যায়, তখন অটোরিকশা চালকরাও তাদের কাছ থেকে কোনও ভাড়া নেয় না কারণ তারা গ্রামের গর্ব। এটি স্বীকৃতির একটি ছোট চিহ্ন কিন্তু এটি দুর্দান্ত," কালিসমদুর মহিলা ফুটবল দলের টিম ম্যানেজার মালা রানী সরকার বলেন। তিনি আরও বলেন যে কালসিন্দুর ভবিষ্যতে আরও বেশি মহিলা ফুটবলার উপহার দেবে, ২০২১ সাল নাগাদ তারা জাতির জন্য খেলার জন্য আরও ৬৫ জন মেয়েকে তৈরি করছে। Ad Ad vocabulary words from the passage along with their meanings in Bangla: Journey  - যাত্রা Practically  - প্রায় Adversities  - বিপদ, দুর্ভোগ Magic  - যাদু, শক্তি Motivators  - উত্সাহদাতা Persuaded  - বোঝানো Inhibition  - দ্বিধা, সংকোচ Success  - সাফল্য Guardians  - অভিভাবকরা Ambitious  - উচ্চাশাপূর্ণ Effort  - প্রচেষ্টা Overcome  - অতিক্রম করা Support  - সমর্থন Community  - সমাজ Administration  - প্রশাসন Recognition  - স্বীকৃতি Pride  - গর্ব Token  - প্রতীক Recognition  - সম্মান Grooming  - প্রশিক্ষণ, প্রস্তুতি Coach  - কোচ Mentored  - পরামর্শ দেওয়া Professional  - পেশাদার Footballer  - ফুটবল খেলোয়াড় Village  - গ্রাম Auto-rickshaw  - অটো রিকশা Fare  - ভাড়া Ambition  - উচ্চাশা Secondary School  - মাধ্যমিক বিদ্যালয় College  - কলেজ Assistant  - সহকারী Professor  - অধ্যাপক History  - ইতিহাস Public Representatives  - জনপ্রতিনিধি Local  - স্থানীয় Football Federation  - ফুটবল ফেডারেশন Community Support  - সমাজের সমর্থন National Team  - জাতীয় দল Girls' Empowerment  - মেয়েদের ক্ষমতায়ন Legacy  - ঐতিহ্য

A.      Read the following text and answer the questions The famous Greek philosopher Aristotle said. Humans are by nature social animals.’ What he meant was that human beings, by instinct, seek company of others and establish relationships, much like most animals of the wild, for companionship and for physical and emotional support. Unlike animals, however, human relationships give meaning to their existence and inspire them to do well in education, in workplace or in a profession. Relationships are of different kinds. Some are familial and intimate, formed by blood and by marriage; some are social like the ones we have with friends and some arc made in schools where we form close bonds with classmates and teachers. Relationships can also be fostered in workplaces, which may quickly change from professional to social. There are relationships also between human beings and animals, between children and their toys that they cannot part with. All these relationships keep us close to each other and provide us all kinds of support, love and affection. A person who has do family feels the pain of loneliness and isolation. There is no one to laugh or cry with him/her. When we share our joy with someone, it simply redoubles, and we when we suffer a loss and someone shares our sorrow, it lessens. Relationships are thus needed for our emotional health. To build relationships, we need to have trust and respect for each other, and love where this is needed. We cannot be selfish and possessive if we want to establish an effective relationship. But quite often we see people quarrelling and fighting with each other which only brings misery and loss to all. 1.                  Why is relationship so important? 2.                  What different types of relationships are there? 3.                  What happens to a person who has no family? 4.                  What are some of the preconditions of good relationship? Why is relationship so important? Relationships are important because they provide support, love, and affection, preventing loneliness and isolation. They help people share joy and sorrow, which contributes to emotional health and well-being. What different types of relationships are there? There are familial and intimate relationships formed by blood and marriage, social relationships like those with friends, relationships formed in schools with classmates and teachers, relationships in workplaces that can become social, and relationships between humans and animals or between children and their toys. What happens to a person who has no family? A person without a family feels the pain of loneliness and isolation, as there is no one to share their joys or sorrows with. What are some of the preconditions of a good relationship? To build a good relationship, trust, respect, and love are essential. Being unselfish and avoiding possessiveness are also important for establishing effective relationships. MCQs: Why did Aristotle say humans are social animals? a) Because they live in groups b) Because they seek companionship and support c) Because they are always happy d) Because they are physically strong Answer: b) Because they seek companionship and support What type of relationships are formed by blood and marriage? a) Social relationships b) Familial and intimate relationships c) Work relationships d) Relationships with animals Answer: b) Familial and intimate relationships Where can relationships quickly change from professional to social? a) In schools b) In workplaces c) In families d) In parks Answer: b) In workplaces What happens when we share our joy with someone? a) It stays the same b) It lessens c) It redoubles d) It disappears Answer: c) It redoubles What is needed to build relationships? a) Anger and greed b) Trust, respect, and love c) Jealousy and selfishness d) Money and power Answer: b) Trust, respect, and love What does a person without a family feel? a) Happiness b) Loneliness and isolation c) Peace d) Excitement Answer: b) Loneliness and isolation What type of relationships are formed with classmates and teachers? a) Familial relationships b) Social relationships c) Professional relationships d) Emotional relationships Answer: b) Social relationships What can relationships between children and their toys not be? a) Weak b) Temporary c) Parted d) Important Answer: c) Parted What does quarreling in relationships lead to? a) Happiness b) Success c) Misery and loss d) Friendship Answer: c) Misery and loss What is the result of selfishness in relationships? a) Stronger bonds b) Effective communication c) Broken relationships d) Peace and harmony Answer: c) Broken relationships Short Answer Questions: Why are relationships important in life? Relationships are important because they provide emotional support, love, and affection. They help people cope with challenges and offer companionship, making life more meaningful. Without relationships, people can feel lonely and isolated. What are the different types of relationships mentioned in the text? The text mentions familial relationships (formed by blood or marriage), social relationships (such as with friends), relationships in schools (with classmates and teachers), relationships in workplaces, and bonds between humans and animals or objects like toys. How do relationships affect our emotional health? Relationships help maintain good emotional health by providing someone to share our joys and sorrows with. When we share happiness, it increases, and when we share sorrow, it becomes less painful. Having supportive relationships prevents loneliness and isolation. What does Aristotle mean by saying humans are social animals? Aristotle means that humans have an innate desire to be around others and form connections. Just like animals form groups for survival, humans build relationships to feel supported emotionally and physically. How do relationships change in workplaces? In workplaces, relationships often start as professional but can develop into social relationships as colleagues get to know each other better. This change can lead to friendships that extend beyond work. What happens if someone doesn't have a family? A person without a family often feels lonely and disconnected. They don’t have anyone to share their happiness or sadness with, which can make life feel empty and difficult. Why is trust important in relationships? rust is vital because it creates a safe environment for open communication. Without trust, people may feel unsure and uncomfortable, making it hard to build strong connections with others. What should we avoid in relationships to make them healthy? To make relationships healthy, we should avoid being selfish and possessive. These behaviors can lead to conflicts and damage trust, making relationships difficult to maintain. Why do people sometimes fight in relationships? People may fight in relationships because of misunderstandings, jealousy, or disagreements. When people don’t communicate well or are too focused on themselves, it can cause arguments that harm the relationship. How do relationships between children and their toys reflect attachment? Children often form deep attachments to their toys, sometimes treating them like companions. These relationships provide comfort and security, showing how human beings can develop emotional bonds with objects, much like relationships with other people. Bangla Translation বাংলা অনুবাদঃ   বিখ্যাত গ্রীক দার্শনিক অ্যারিস্টটল বলেছিলেন, "মানুষ স্বভাবতই সামাজিক প্রাণী।" তিনি যা বোঝাতে চেয়েছিলেন তা হল, মানুষ সহজাতভাবে অন্যদের সঙ্গ খোঁজে এবং সম্পর্ক স্থাপন করে, অনেকটা বন্য প্রাণীর মতোই, সাহচর্য এবং শারীরিক ও মানসিক সহায়তার জন্য। তবে, প্রাণীদের থেকে ভিন্ন, মানুষের সম্পর্ক তাদের অস্তিত্বকে অর্থপূর্ণ করে এবং শিক্ষা, কর্মক্ষেত্র বা পেশায় ভালো করার জন্য অনুপ্রাণিত করে। সম্পর্কগুলি বিভিন্ন ধরণের। কিছু পারিবারিক এবং ঘনিষ্ঠ, রক্ত ​​এবং বিবাহের মাধ্যমে তৈরি হয়; কিছু সামাজিক, যেমন আমাদের বন্ধুদের সাথে থাকে এবং কিছু স্কুলে তৈরি হয় যেখানে আমরা সহপাঠী এবং শিক্ষকদের সাথে ঘনিষ্ঠ বন্ধন তৈরি করি। কর্মক্ষেত্রেও সম্পর্ক গড়ে তোলা যেতে পারে, যা দ্রুত পেশাদার থেকে সামাজিক হয়ে উঠতে পারে। মানুষ এবং প্রাণীদের মধ্যে, শিশুদের এবং তাদের খেলনাগুলির মধ্যেও এমন সম্পর্ক রয়েছে যা তারা আলাদা করতে পারে না। এই সমস্ত সম্পর্ক আমাদের একে অপরের কাছাকাছি রাখে এবং আমাদের সকল ধরণের সহায়তা, ভালবাসা এবং স্নেহ প্রদান করে। যার পরিবার আছে সে একাকীত্ব এবং বিচ্ছিন্নতার যন্ত্রণা অনুভব করে। তার সাথে হাসতে বা কাঁদতে কেউ নেই। যখন আমরা কারো সাথে আমাদের আনন্দ ভাগাভাগি করি, তখন তা দ্বিগুণ হয়ে যায়, আর যখন আমরা ক্ষতির সম্মুখীন হই এবং কেউ আমাদের দুঃখ ভাগাভাগি করে নেয়, তখন তা কমে যায়। তাই আমাদের মানসিক স্বাস্থ্যের জন্য সম্পর্ক প্রয়োজন। সম্পর্ক গড়ে তোলার জন্য, আমাদের একে অপরের প্রতি বিশ্বাস এবং শ্রদ্ধা থাকা প্রয়োজন, এবং যেখানে এটি প্রয়োজন সেখানে ভালোবাসা থাকা প্রয়োজন। আমরা যদি একটি কার্যকর সম্পর্ক স্থাপন করতে চাই তবে আমরা স্বার্থপর এবং অধিকারী হতে পারি না। কিন্তু প্রায়শই আমরা দেখি যে মানুষ একে অপরের সাথে ঝগড়া করছে এবং লড়াই করছে যা সকলের জন্য কেবল দুঃখ এবং ক্ষতি বয়ে আনে। Ad vocabulary words from the text with their meanings in Bangla: Philosopher – দার্শনিক Instinct – প্রবৃত্তি Companionship – সঙ্গ Emotional – অনুভূতিগত Support – সহায়তা Unlike – বিপরীত Existence – অস্তিত্ব Inspire – অনুপ্রাণিত করা Education – শিক্ষা Workplace – কর্মক্ষেত্র Profession – পেশা Familial – পারিবারিক Intimate – ঘনিষ্ঠ Social – সামাজিক Friend – বন্ধু School – স্কুল Classmates – সহপাঠী Teacher – শিক্ষক Fostered – লালিত Workplaces – কর্মস্থল Professional – পেশাদার Quickly – দ্রুত Human beings – মানবজাতি Animals – পশু Toys – খেলনা Isolation – একাকিত্ব Loneliness – একাকীত্ব Laugh – হাসা Cry – কাঁদা Joy – আনন্দ Redoubles – দ্বিগুণ হয় Sorrow – শোক Lessens – কমানো Health – স্বাস্থ্য Trust – বিশ্বাস Respect – শ্রদ্ধা Selfish – স্বার্থপর Possessive – অধিকারী Quarrelling – ঝগড়া করা Misery – দুঃখ Ad Passage-2 Passage-3

Butterfly Forever Chen Qiyou IT IS RAINING. The asphalt road looks cold and wet. It glitters with reflections of green, yellow, and red lights. We are talking shelter under the balcony. The green mailbox stands alone across (he street. Inside the big pocket of my white windbreaker is a letter for my mother in the South. Yingzi says she can mail the letter for me with the umbrella. I nod quietly and hand her the letter. "Who told us to bring only one small umbrella?" She smiles, opens up die umbrella, and is ready to walk across the road to mail die letter for me. A few tiny raindrops from an umbrella rib fall onto my glasses. With the piercing sound of a vehicle screeching to a halt, Yingzi’s life flics in the air gently, and then slowly falls back on the cold and wet road, like a butterfly at night. Although it is spring, it feels like deep autumn. All she did was cross the road to mail a letter for me. A very simple act. yet I will never forget it as long as T live. I open my eyes and remain standing under the balcony, blankly, my eyes filled with hot tears. All the cars in the entire world have stopped. People rush to the middle of the road. Nobody knows the one that lies on the road there is mine, my butterfly. Al this moment she is only five meters away from me, yet it is so far away. Bigger raindrops fall onto my glasses, splashing into my life. Why? Why did we bring only one umbrella? Then I see Yingzi again, in her white windbreaker, the umbrella above her head, crossing the road quietly. She is mailing the letter for me. The letter 1 wrote to my mother in the South. I stand blankly under the balcony and see. once again. Yingzi walking toward the middle of the road. The rain wasn't that big, yet it was the biggest rain in my entire life. Below is the content of the letter. Did Yingzi know? "Ma, I am going to many Yingzi next month." Summary: The story is set on a rainy day, with the protagonist and Yingzi seeking shelter under a balcony. The protagonist hands Yingzi a letter to mail to her mother in the South. Yingzi, in an attempt to help, takes the letter and steps out with only one small umbrella, crossing the street to post the letter. As she crosses, a vehicle screeches to a halt, and Yingzi is struck by the vehicle. In an instant, her life ends, and she falls gently onto the wet road, likened to a butterfly. The protagonist, standing helplessly under the balcony, watches as Yingzi falls, feeling a deep sense of loss and guilt, questioning why they only had one umbrella. As the protagonist sees a vision of Yingzi crossing the road again, they realize the irreplaceable value of her simple act of kindness and are left with the emotional weight of this loss. The story concludes with the content of the letter, which reads, “Ma, I am going to many Yingzi next month.” This final line adds emotional depth to the story, showing the bond between the protagonist and Yingzi, and the deep sorrow that will follow the tragic event. MCQs with Answers: What is the setting of the story? a) A sunny beach b) A rainy day c) A snowstorm d) A cold winter night Answer: b) A rainy day Where are the two characters sheltering from the rain? a) In a car b) Under a balcony c) In a shop d) In a park Answer: b) Under a balcony What is the protagonist's letter intended for? a) To a friend b) To a teacher c) To their mother in the South d) To the post office Answer: c) To their mother in the South What did Yingzi agree to do for the protagonist? a) Help with homework b) Mail the letter c) Bring an umbrella d) Carry groceries Answer: b) Mail the letter What happens to Yingzi when she crosses the road? a) She gets caught in the rain b) She trips and falls c) She is hit by a vehicle d) She reaches the mailbox safely Answer: c) She is hit by a vehicle How does the protagonist feel when Yingzi is hit? a) Happy b) Helpless and regretful c) Angry d) Indifferent Answer: b) Helpless and regretful What symbolizes Yingzi’s fragile life in the story? a) A car b) A butterfly c) A mailbox d) The road Answer: b) A butterfly What is the protagonist's main regret after Yingzi’s death? a) Not helping Yingzi b) Not bringing a second umbrella c) Not writing the letter earlier d) Not saying goodbye Answer: b) Not bringing a second umbrella How does the protagonist view the rain after Yingzi’s death? a) As a beautiful sight b) As a mild inconvenience c) As the biggest rain in their life d) As a sign of relief Answer: c) As the biggest rain in their life What is the final content of the letter? a) "I am coming home soon" b) "Ma, I am going to many Yingzi next month" c) "I miss you" d) "Please take care of yourself" Answer: b) "Ma, I am going to many Yingzi next month" Short Questions with Elaborate Answers: What happens when Yingzi steps out into the rain? Yingzi steps out with an umbrella to mail a letter for the protagonist. As she crosses the road, a vehicle screeches to a halt, and Yingzi is hit. The protagonist watches helplessly, filled with regret and sorrow. Yingzi falls gently onto the road, symbolized as a butterfly, fragile and fleeting. How does the protagonist feel when Yingzi is hit by the vehicle? The protagonist feels a deep sense of helplessness and guilt. They regret bringing only one umbrella and feel that they should have done more to protect Yingzi. The protagonist is overwhelmed with emotion and tears, realizing that they have lost Yingzi in such a sudden and tragic way. Why is Yingzi’s fall described as "like a butterfly"? Yingzi’s fall is described as “like a butterfly” to emphasize her fragility and the suddenness of her death. A butterfly is delicate and can be easily harmed, symbolizing how Yingzi’s life was lost in a brief moment, just like a butterfly’s short life. What is the protagonist’s main regret in the story? The protagonist’s main regret is that they only brought one small umbrella, which led to Yingzi crossing the road without proper protection. The protagonist wishes they could have done something to prevent Yingzi’s tragic death, feeling that if they had been more prepared, maybe Yingzi would have been safe. What is the significance of the letter in the story? The letter represents the protagonist’s connection to their mother in the South. It’s a simple but meaningful gesture that Yingzi is willing to help with. After Yingzi’s death, the letter becomes a symbol of the lost potential and the unfulfilled plans the protagonist had. It also highlights how small, kind acts can have a lasting impact. Why does the protagonist stand “blankly” under the balcony after the accident? The protagonist stands “blankly” under the balcony because they are in shock and overwhelmed by the suddenness of the tragedy. They are struggling to comprehend what has just happened and are frozen in disbelief as they process the loss of Yingzi. What does the protagonist mean by "the biggest rain in my entire life"? The protagonist refers to the rain as "the biggest rain" to show the emotional weight of the moment. While the rain itself is not particularly heavy, it becomes a symbol of the overwhelming sadness and grief the protagonist feels after Yingzi’s death. The rain mirrors their inner turmoil and sorrow. How does the protagonist describe the road after Yingzi’s death? After Yingzi’s death, the protagonist describes the road as a place where everything has stopped, symbolizing their emotional paralysis. It becomes a place of reflection, where the protagonist is left alone to deal with the consequences of the accident, feeling disconnected from the world around them. What is the significance of the protagonist’s vision of Yingzi walking again? The protagonist’s vision of Yingzi walking again with the umbrella symbolizes a moment of denial or a desperate wish to bring Yingzi back. It represents their yearning for the simple, kind act of Yingzi mailing the letter, even though they know she is gone. This vision underscores the protagonist’s grief and inability to let go. How does the story explore the theme of loss and regret? The story explores the theme of loss through the protagonist’s reaction to Yingzi’s death. The protagonist regrets not bringing a second umbrella and not doing more to protect Yingzi, leading to a deep emotional response. The story highlights how a single moment of loss can change everything and leave a person with unanswered questions and lingering feelings of guilt. Bangla Translation বাংলা অনুবাদঃ   1,890 / 5,000 প্রজাপতি চিরকাল চেন কিয়ু বৃষ্টি হচ্ছে। ডামার রাস্তাটি ঠান্ডা এবং ভেজা দেখাচ্ছে। সবুজ, হলুদ এবং লাল আলোর প্রতিফলনে এটি ঝলমল করছে। আমরা বারান্দার নীচে আশ্রয়ের কথা বলছি। সবুজ ডাকবাক্সটা রাস্তার ওপারে একা দাঁড়িয়ে আছে। আমার সাদা বাতাস চলাচলের যন্ত্রের বড় পকেটে দক্ষিণে আমার মায়ের জন্য একটা চিঠি। ইংজি বলে ছাতা দিয়ে সে আমার জন্য চিঠিটা ডাকতে পারে। আমি চুপচাপ মাথা নাড়ি এবং চিঠিটা তার হাতে তুলে দেই। "কে আমাদের কেবল একটা ছোট ছাতা আনতে বলেছে?" সে হেসে ছাতাটা খুলে রাস্তা পার হয়ে আমার জন্য চিঠি পাঠাতে প্রস্তুত। ছাতার পাঁজর থেকে কয়েকটা ছোট বৃষ্টির ফোঁটা আমার চশমার উপর পড়ে। গাড়ি থামার তীক্ষ্ণ শব্দে, ইংজির জীবন মৃদু বাতাসে উড়ে যায়, এবং তারপর ধীরে ধীরে ঠান্ডা ও ভেজা রাস্তায় ফিরে আসে, রাতের প্রজাপতির মতো। যদিও বসন্তকাল, এটা গভীর শরতের মতো মনে হয়। সে শুধু রাস্তা পার হয়ে আমার জন্য চিঠি পাঠায়। খুবই সাধারণ একটা কাজ। তবুও যতদিন বেঁচে থাকবো, আমি এটা কখনো ভুলবো না। আমি চোখ খুলে বারান্দার নিচে দাঁড়িয়ে থাকি, শূন্য দৃষ্টিতে, আমার চোখ গরম অশ্রুতে ভরে যায়। সারা পৃথিবীর সব গাড়ি থেমে গেছে। মানুষ ছুটে আসে রাস্তার মাঝখানে। কেউ জানে না যে রাস্তার উপর যেটা আছে সেটা আমার, আমার প্রজাপতি। এই মুহূর্তে সে আমার থেকে মাত্র পাঁচ মিটার দূরে, তবুও এটা অনেক দূরে। বৃষ্টির বড় ফোঁটা আমার চশমার উপর পড়ে, আমার জীবনে ছিটকে পড়ে। কেন? আমরা কেন কেবল একটি ছাতা এনেছিলাম? তারপর আমি আবার ইংজিকে দেখি, তার সাদা বাতাস চলাচলকারী যন্ত্রে, তার মাথার উপরে ছাতা, চুপচাপ রাস্তা পার হচ্ছে। সে আমার জন্য চিঠিটি ডাকছে। চিঠি ১ দক্ষিণে আমার মাকে লেখা। আমি বারান্দার নীচে খালি দাঁড়িয়ে দেখি। আবারও। ইংজি রাস্তার মাঝখানে হেঁটে যাচ্ছে। বৃষ্টি খুব বেশি ছিল না, তবুও এটি আমার জীবনের সবচেয়ে বড় বৃষ্টি ছিল। নীচে চিঠির বিষয়বস্তু দেওয়া হল। ইংজি কি জানতেন? "মা, আমি আগামী মাসে অনেক ইংজিতে যাচ্ছি।" Ad vocabulary words from the text along with their meanings in both English and Bangla: Asphalt English: A black, sticky substance used for paving roads. Bangla: পিচ, রাস্তার ঢালাই করার জন্য ব্যবহৃত কালো পদার্থ। Glitters English: To shine with a shimmering or sparkling light. Bangla: ঝলকানো, চমকানো। Intimidation English: The act of frightening or making someone feel afraid. Bangla: ভীতি, আতঙ্কিত করা। Humiliate English: To make someone feel ashamed or embarrassed. Bangla: লজ্জিত করা, অপমানিত করা। Vulnerable English: Capable of being easily hurt or harmed. Bangla: স্পর্শকাতর, নিরাপত্তাহীন। Regretful English: Feeling sorrow or disappointment about something. Bangla: অনুশোচনাপূর্ণ, দুঃখিত। Screeching English: A high-pitched, piercing sound. Bangla: চিৎকার করা, কেঁদে ওঠা। Piercing English: Sharp, intense, and penetrating. Bangla: তীক্ষ্ণ, ক্ষুরধার। Symbolize English: To represent something through symbols. Bangla: প্রতীক হিসাবে ব্যবহার করা। Fragile English: Easily broken, delicate. Bangla: ভঙ্গুর, নাজুক। Regret English: A feeling of sadness or disappointment about something. Bangla: আফসোস, দুঃখ। Blame English: To assign responsibility for a mistake or problem. Bangla: দোষারোপ করা। Disbelief English: The inability to accept that something is true. Bangla: অবিশ্বাস, বিশ্বাসহীনতা। Denial English: Refusal to acknowledge or accept the reality of something. Bangla: অস্বীকার, না মানা। Overwhelmed English: To be emotionally affected by something in a strong way. Bangla: আবেগপ্রবণ, অতি প্রভাবিত। Regretful English: Feeling sorry for something that happened. Bangla: অনুশোচনা। Tears English: Drops of clear salty liquid produced by eyes, usually from emotion. Bangla: অশ্রু। Shimmering English: To shine with a flickering or wavering light. Bangla: ঝিলমিল করা, ঝলকানো। Vision English: The ability to see or a mental image of something. Bangla: দৃষ্টি, চিত্র। Inconvenience English: A state of discomfort or difficulty caused by something. Bangla: অস্বস্তি, অসুবিধা। Sorrow English: A feeling of deep sadness or grief. Bangla: দুঃখ, শোক। Symbolism English: The use of symbols to represent ideas or qualities. Bangla: প্রতীকী রূপে ব্যবহার। Helpless English: Unable to do anything to improve a situation. Bangla: অসহায়, সাহায্যহীন। Impact English: The strong effect something has on someone or something. Bangla: প্রভাব, প্রভাবিত করা। Unfulfilled English: Not completed or not achieved. Bangla: অপূর্ণ, বাস্তবায়িত না হওয়া। Shocked English: Feeling surprised and disturbed due to an unexpected event. Bangla: চমকিত, হতবাক। Linger English: To stay longer than expected or necessary. Bangla: রয়ে যাওয়া, বিলম্ব করা। Unanswered English: Not responded to or addressed. Bangla: উত্তরহীন, অপ্রতিক্রিয়া। Desperate English: Feeling a great need or desire to do something. Bangla: হতাশ, তীব্র প্রয়োজন। Fleeting English: Lasting for a very short time. Bangla: ক্ষণস্থায়ী, অস্থায়ী।

The Burning Issue of Bullying In a study conducted in June 2021. it was found that 44.4 percent of school students hi Bangladesh suffered from bullying. Bullying typically refers to deliberate actions or repeated behaviour that can be verbal, physical, psychological, or social, which cause a serious extent of intimidation or offence to someone else. Such actions undermine, humiliate, and cause both physical and emotional harm to the subjects. Young students especially tend to be extremely vulnerable to bullying, mainly because many of them are not entirely aware of the concept - that is, victims do not realise that they are being bullied, and bullies do not realise that they are causing harm. In a report by Unesco published in October 2019, it was shown that 23 percent of school students in Bangladesh are victims of bullying. In another study conducted in June 2021, it was found that 44.4 percent of school students in Bangladesh suffered from bullying. These data give us an idea of the prevalence of bullying in our country and how it is becoming a pressing issue by the day. Existing data suggest that 44.4 percent of school students had experienced bullying victimisation. This is comparable to another study, according to a survey report by Unicef, which included a sample from 122 countries, where 35 percent of children aged between 13 and 15 years in Bangladesh said they experienced bullying at school. Many children start bullying others without the knowledge of the consequences, not realising that their actions may be hurtful, as die actions often leave diem with a feeling of authority over others. On die other hand, many children suffer from external trauma within their personal lives and tend to normalise crude behaviour within themselves, exerting their pent-up frustration on other children. Flipping the coin towards another perspective, many bullies have often been victims themselves. Mostly, bullies go on to suffer negative impacts further down the line. Issues in relationships with friends and family, difficulty coping with varying work environments, anxiety disorders, and many more problems may arise as they transition into adulthood. The victims of bullying, on the other hand, grow up with serious mental health issues, including depression, anxiety, inferiority complex, eating disorders, and loneliness. Moreover, bullied children may also resort to becoming bullies themselves, keeping the cycle going. Moreover, the counselling department of the school could also take initiatives such as organising workshops, conducting one-on-one sessions, and assigning a monitor among the students who would proactively address uncalled-for situations and inform teachers of them. Schools could also install complaint boxes which students can write to the authorities about any incidents that made them feel uncomfortable. To deal with such situations, students might also adopt a few strategies, such as standing up for each other, facing the bully in a group, and uniting against the bully to tackle him/her. As part of the development measure, they should be trained in groups from an early age to deal with such behaviour in a group. Questions a)        According to the study conducted in 2021, what percentage of students are victims of bullying? b)        What are the causes of bullying mentioned in the report above? c)        What are some of the probable effects of bullying on students? d)        Make a list of initiatives that can be done to prevent bullying in school. a) According to the study conducted in 2021, what percentage of students are victims of bullying? The study conducted in 2021 found that 44.4 percent  of school students in Bangladesh suffered from bullying. b) What are the causes of bullying mentioned in the report above? The causes of bullying mentioned in the report include: Lack of awareness : Many victims are unaware that they are being bullied, and many bullies don't realize that they are causing harm. Lack of knowledge about consequences : Children often start bullying others without understanding the consequences of their actions. Personal trauma : Some bullies may suffer from personal issues or external trauma in their lives and express their frustration by bullying others. Previous victimisation : Many bullies have often been victims themselves, which leads them to engage in bullying behavior. c) What are some of the probable effects of bullying on students? The probable effects of bullying on students include: Mental health issues : Victims of bullying often develop depression, anxiety, inferiority complex, eating disorders, and loneliness. Difficulty in relationships : Bullies may face issues in their relationships with friends and family, and experience difficulties in adjusting to work environments in the future. Long-term psychological trauma : Both bullies and victims may suffer from long-term effects, including anxiety disorders and other emotional issues as they grow older. Cycle of bullying : Bullying victims may become bullies themselves, perpetuating the cycle of bullying. d) Make a list of initiatives that can be done to prevent bullying in school. Organise workshops : Schools can organise workshops on bullying awareness and prevention. Conduct one-on-one sessions : The counselling department can conduct individual sessions to address specific cases of bullying. Appoint a monitor : A student monitor can be assigned to proactively address bullying situations and inform teachers. Install complaint boxes : Schools can set up complaint boxes where students can report bullying incidents anonymously. Encourage peer support : Students can be encouraged to stand up for each other and face bullies together in a group. Promote group unity : Schools can teach students to unite against bullying and address it collectively. Early training : Students should be trained from an early age on how to deal with bullying and how to handle such behavior in a group. MCQs with Answers What percentage of school students in Bangladesh suffered from bullying according to the study in June 2021? a) 35.6% b) 44.4% c) 50% d) 23% Answer: b) 44.4% What type of actions does bullying usually involve? a) Only verbal abuse b) Physical and psychological harm c) Only social media posts d) Only physical actions Answer: b) Physical and psychological harm Why are young students especially vulnerable to bullying? a) They are stronger than older students b) They don’t fully understand the concept of bullying c) They have a lot of friends d) They are very confident Answer: b) They don’t fully understand the concept of bullying How many children aged between 13 and 15 years in Bangladesh experience bullying according to Unicef’s survey? a) 50% b) 44.4% c) 35% d) 23% Answer: c) 35% What could happen to bullies later in life? a) They become successful leaders b) They face issues in relationships and work environments c) They become well-liked by everyone d) They have no problems later in life Answer: b) They face issues in relationships and work environments What mental health issues might victims of bullying face? a) Confidence and happiness b) Depression, anxiety, and eating disorders c) Only sadness d) They grow out of it quickly Answer: b) Depression, anxiety, and eating disorders What is one of the initiatives schools could take to prevent bullying? a) Ignore the issue b) Organize workshops and sessions c) Make bullying acceptable d) Encourage bullying among students Answer: b) Organize workshops and sessions What role can a student monitor play in preventing bullying? a) He/she can encourage bullying b) He/she can inform teachers about uncomfortable situations c) He/she can bully others d) He/she can ignore the bullying Answer: b) He/she can inform teachers about uncomfortable situations How can students protect each other from bullying? a) By bullying the bully b) By standing up for each other and facing the bully in a group c) By ignoring the situation d) By avoiding each other Answer: b) By standing up for each other and facing the bully in a group What is one possible result of children who are bullied? a) They become happy and successful b) They might start bullying others c) They forget about the bullying quickly d) They become famous Answer: b) They might start bullying others Short Questions with Answers What is bullying, and how does it affect the victims? Bullying refers to repeated actions, either physical, verbal, or psychological, meant to hurt or intimidate someone. It can cause both emotional and physical harm to the victims. Victims often feel humiliated, fearful, and isolated, and may develop serious mental health problems like anxiety or depression. Why is bullying more common in young students, especially in Bangladesh? Young students are vulnerable to bullying because they may not fully understand the concept. They may not realize when they are being bullied, and bullies may not be aware that their actions are harmful. Additionally, the concept of bullying is sometimes normalized in their environment. How can bullying affect a child's future? Bullying can leave lasting emotional scars on children. Victims may face mental health issues like depression and anxiety that can continue into adulthood. Bullies, on the other hand, may struggle with relationships, work environments, and may also develop mental health issues later in life. What is the role of schools in preventing bullying? Schools can play a significant role by educating students about bullying and creating a safe environment. This can be achieved through workshops, counseling, and involving students in monitoring and reporting bullying. Schools can also encourage peer support to help those affected by bullying. How can students help each other in a bullying situation? Students can help by standing up for each other when they witness bullying. They can confront the bully as a group, support the victim, and inform a teacher or counselor. Encouraging kindness and respect among peers can prevent bullying from occurring in the first place. What strategies could be adopted to deal with bullying at school? Some strategies include organizing workshops to raise awareness, creating safe spaces for students to report bullying, involving students in peer support roles, and ensuring teachers and school staff are trained to handle bullying cases effectively. Establishing clear rules and consequences for bullying is also essential. What is the impact of bullying on the bullies themselves? Bullies may experience negative consequences as well. They may have difficulties building healthy relationships and may develop issues such as anxiety or depression. Additionally, if bullying becomes a habitual behavior, it can lead to more serious consequences in adulthood, such as trouble at work or in social settings. Why is it important for society to listen to bullying victims? Listening to victims is crucial because it helps address the problem effectively. Victims often feel isolated and unheard, and providing a platform for them to speak out can help in identifying the root causes of bullying. It also empowers victims to seek help and reduces the stigma associated with being bullied. What is the relationship between bullying and mental health? Bullying can have a severe impact on mental health. Victims may suffer from anxiety, depression, and low self-esteem, which can affect their overall well-being. It is essential to address both the immediate effects of bullying and the long-term mental health issues that may arise as a result. What are the long-term effects of bullying on the victims? The long-term effects of bullying can include ongoing mental health problems such as depression, anxiety, and low self-worth. Victims may also struggle with forming healthy relationships in adulthood. In some cases, bullying victims may even become bullies themselves, continuing the cycle of harm. Bangla Translation বাংলা অনুবাদঃ   ২০২১ সালের জুনে পরিচালিত এক গবেষণায় দেখা গেছে যে বাংলাদেশের স্কুল ছাত্রছাত্রীদের ৪৪.৪ শতাংশই বুলিংয়ের শিকার। বুলিংয়ের অর্থ সাধারণত ইচ্ছাকৃতভাবে করা বা বারবার করা এমন আচরণ যা মৌখিক, শারীরিক, মানসিক বা সামাজিক হতে পারে, যা অন্যদের জন্য মারাত্মক ভয় দেখানো বা অপরাধের কারণ হয়। এই ধরনের কাজগুলি বিষয়গুলিকে দুর্বল করে, অপমান করে এবং শারীরিক ও মানসিক উভয় ক্ষতি করে। বিশেষ করে তরুণ শিক্ষার্থীরা বুলিংয়ের জন্য অত্যন্ত ঝুঁকিপূর্ণ, কারণ তাদের অনেকেই ধারণাটি সম্পর্কে সম্পূর্ণরূপে সচেতন নয় - অর্থাৎ, ভুক্তভোগীরা বুঝতে পারে না যে তাদের বুলিংয়ের শিকার করা হচ্ছে, এবং বুলিংয়ের শিকাররা বুঝতে পারে না যে তারা ক্ষতি করছে। ২০১৯ সালের অক্টোবরে প্রকাশিত ইউনেস্কোর একটি প্রতিবেদনে দেখা গেছে যে বাংলাদেশের ২৩ শতাংশ স্কুল ছাত্রছাত্রী বুলিংয়ের শিকার। ২০২১ সালের জুনে পরিচালিত আরেকটি গবেষণায় দেখা গেছে যে বাংলাদেশের স্কুল ছাত্রছাত্রীদের ৪৪.৪ শতাংশ বুলিংয়ের শিকার হয়েছে। এই তথ্যগুলি আমাদের দেশে বুলিংয়ের ব্যাপকতা এবং এটি কীভাবে দিন দিন একটি গুরুত্বপূর্ণ সমস্যা হয়ে উঠছে তার একটি ধারণা দেয়। বিদ্যমান তথ্য থেকে জানা যায় যে ৪৪.৪ শতাংশ স্কুল শিক্ষার্থী বুলিং-এর শিকার হয়েছে। ইউনিসেফের একটি জরিপ প্রতিবেদন অনুসারে, এটি অন্য একটি গবেষণার সাথে তুলনীয়, যেখানে ১২২টি দেশের একটি নমুনা অন্তর্ভুক্ত ছিল, যেখানে বাংলাদেশের ১৩ থেকে ১৫ বছর বয়সী ৩৫ শতাংশ শিশু বলেছে যে তারা স্কুলে বুলিং-এর শিকার হয়েছে। অনেক শিশু পরিণতি সম্পর্কে অজ্ঞতা ছাড়াই অন্যদের বুলিং শুরু করে, বুঝতে পারে না যে তাদের কাজগুলি ক্ষতিকারক হতে পারে, কারণ তাদের কাজগুলি প্রায়শই অন্যদের উপর কর্তৃত্বের অনুভূতি তৈরি করে। অন্যদিকে, অনেক শিশু তাদের ব্যক্তিগত জীবনে বাহ্যিক আঘাতের শিকার হয় এবং নিজেদের মধ্যে অভদ্র আচরণকে স্বাভাবিক করার প্রবণতা রাখে, তাদের চাপা হতাশা অন্য শিশুদের উপর চাপিয়ে দেয়। অন্য দৃষ্টিকোণের দিকে মুদ্রা উল্টে দেখলে, অনেক বুলিং-এর শিকার প্রায়শই নিজেরাই হয়েছে। বেশিরভাগ ক্ষেত্রে, বুলিং-এর পরে আরও নেতিবাচক প্রভাব পড়ে। বন্ধুবান্ধব এবং পরিবারের সাথে সম্পর্কের সমস্যা, বিভিন্ন কর্মপরিবেশের সাথে মানিয়ে নিতে অসুবিধা, উদ্বেগজনিত ব্যাধি এবং প্রাপ্তবয়স্ক হওয়ার সাথে সাথে আরও অনেক সমস্যা দেখা দিতে পারে। অন্যদিকে, বুলিংয়ের শিকাররা হতাশা, উদ্বেগ, হীনমন্যতা, খাদ্যাভ্যাসের ব্যাধি এবং একাকীত্বের মতো গুরুতর মানসিক স্বাস্থ্য সমস্যা নিয়ে বেড়ে ওঠে। তাছাড়া, বুলিংয়ের শিকার শিশুরা নিজেরাই বুলিংয়ের শিকার হতে পারে, যা চক্রটি চালিয়ে যেতে পারে। তাছাড়া, স্কুলের কাউন্সেলিং বিভাগ কর্মশালা আয়োজন, ব্যক্তিগত সেশন পরিচালনা এবং শিক্ষার্থীদের মধ্যে একজন মনিটর নিয়োগের মতো উদ্যোগ নিতে পারে যারা সক্রিয়ভাবে অপ্রয়োজনীয় পরিস্থিতি মোকাবেলা করবে এবং শিক্ষকদের সেগুলি সম্পর্কে অবহিত করবে। স্কুলগুলি অভিযোগ বাক্সও স্থাপন করতে পারে যা শিক্ষার্থীরা কর্তৃপক্ষের কাছে লিখতে পারে যে কোনও ঘটনা যা তাদের অস্বস্তিকর বোধ করে। এই ধরনের পরিস্থিতি মোকাবেলা করার জন্য, শিক্ষার্থীরা কয়েকটি কৌশলও গ্রহণ করতে পারে, যেমন একে অপরের পক্ষে দাঁড়ানো, একটি দলে বুলিংয়ের মুখোমুখি হওয়া এবং তাকে মোকাবেলা করার জন্য বুলিংয়ের বিরুদ্ধে একত্রিত হওয়া। উন্নয়নমূলক ব্যবস্থার অংশ হিসাবে, তাদের ছোটবেলা থেকেই দলে দলে প্রশিক্ষণ দেওয়া উচিত যাতে তারা একটি দলে এই ধরনের আচরণ মোকাবেলা করতে পারে। vocabulary words with their English and Bangla meanings: English Word Bangla Meaning Bullying হয়রানি Victim শিকার Vulnerable দুর্বল Harassment নির্যাতন Psychological মানসিক Physical শারীরিক Trauma আঘাত Frustration হতাশা Depression বিষণ্ণতা Anxiety উদ্বেগ Relationship সম্পর্ক Consequences পরিণতি Intimidation ভয় দেখানো Humiliation লজ্জা Isolation একাকীত্ব Empathy সহানুভূতি Counseling পরামর্শ Workshop কর্মশালা Strategy কৌশল Support সমর্থন Monitor নজরদারি Peer সহপাঠী Initiative উদ্যোগ Report প্রতিবেদন Complaint অভিযোগ School বিদ্যালয় Awareness সচেতনতা Environment পরিবেশ Mental health মানসিক স্বাস্থ্য Responsibility দায়িত্ব Impact প্রভাব Behavior আচরণ Authority কর্তৃত্ব Feedback প্রতিক্রিয়া Intervention হস্তক্ষেপ Bully হয়রানিকারী Consequence ফলাফল Abuse অত্যাচার Reinforce দৃঢ় করা Communication যোগাযোগ Equality সমতা Safety নিরাপত্তা Ad

Like many other South Asian countries, in Bangladesh, the gravity of sexual harassment in public space has been diluted and almost “normalised" through calling it ‘eve-teasing’. ‘Eve teasing’ is just another term for sexual harassment in public space or street harassment in Bangladesh and other South Asian countries. By using a benign word such as ‘teasing’ to express a behaviour that is grossly inappropriate, it reduces the extent of the action, therefore, we should use the word sexual harassment instead of “eve-teasing” in order to address this deep- seated problem of our society. Although late, policymakers in Bangladesh arc also finally realising that eve-teasing constitutes sexual harassment. There is no estimate on national prevalence of sexual harassment in public spaces in Bangladesh. However. Action Aid found, that 84% of women they surveyed (of 800 women and girls) in 2015 reported experiencing sexual harassment in the public. According to Ain O Salish Kendra (ASK), a legal aid organisation. 108 women were sexually harassed in Bangladesh between January and October 2018, of which eight women attempted suicide, and seven men were murdered when they protested these harassments. To allow social change regarding sexual harassment to take place in Bangladesh, it is imperative that we as a society listen more to the survivors, rather than blaming them. Starting from school-level interventions, public and private stakeholders must immediately begin to reframe the messaging around socialization of boys and girls and stop the propagation of stereotypical mind-set from parents, teachers and community to their children. 10 MCQs with Answers What is 'eve-teasing' in Bangladesh? a) A friendly joke b) A form of sexual harassment c) A cultural tradition d) A type of dance Answer: b) A form of sexual harassment Why is the term 'eve-teasing' problematic? a) It makes harassment sound less serious b) It is difficult to pronounce c) It is a foreign term d) It is not used in Bangladesh Answer: a) It makes harassment sound less serious How many women surveyed by Action Aid in 2015 reported experiencing sexual harassment in public? a) 50% b) 70% c) 84% d) 90% Answer: c) 84% What does Ain O Salish Kendra (ASK) do? a) Provides education b) Offers legal aid c) Conducts business training d) Manages hospitals Answer: b) Offers legal aid What happened to some men who protested against sexual harassment in 2018? a) They received awards b) They were murdered c) They were promoted in their jobs d) They were fined Answer: b) They were murdered What is one solution suggested to reduce sexual harassment in Bangladesh? a) Blaming survivors b) Educating children from a young age c) Encouraging silence d) Ignoring the issue Answer: b) Educating children from a young age Who needs to take action to stop sexual harassment, according to the text? a) Only the government b) Only the victims c) Society, including parents, teachers, and stakeholders d) Only schools Answer: c) Society, including parents, teachers, and stakeholders Why is it important to listen to survivors? a) To blame them for the incidents b) To learn from their experiences and bring change c) To discourage them from speaking out d) To ignore their stories Answer: b) To learn from their experiences and bring change What kind of mindset should be stopped to reduce harassment? a) Stereotypical thinking about gender roles b) Encouraging equality c) Teaching respect for all genders d) Promoting women's safety Answer: a) Stereotypical thinking about gender roles What is the main focus of the article? a) How to stop cybercrime b) The importance of tourism c) Addressing sexual harassment in Bangladesh d) Climate change problems Answer: c) Addressing sexual harassment in Bangladesh 10 Short Questions with Elaborate Answers in Easy English What is 'eve-teasing' and why is it a problematic term? 'Eve-teasing' is a term used in Bangladesh and South Asian countries to describe sexual harassment in public places. The problem with this term is that it makes sexual harassment sound like a small issue. The word 'teasing' means joking or playing, but sexual harassment is a serious problem. That is why people should use the term 'sexual harassment' instead. What percentage of women reported facing sexual harassment in public according to Action Aid in 2015? According to Action Aid, 84% of the 800 women and girls surveyed in 2015 said they experienced sexual harassment in public places. This shows that the problem is very common in Bangladesh. What are the consequences of sexual harassment according to Ain O Salish Kendra (ASK)? Ain O Salish Kendra (ASK) reported that in 2018, 108 women were sexually harassed in Bangladesh between January and October. Because of this, eight women tried to commit suicide. Additionally, seven men were murdered when they tried to stop the harassment. This shows that sexual harassment is a serious problem that affects many people. Why should society listen to survivors of sexual harassment instead of blaming them? Society should listen to survivors because they are the victims, not the ones at fault. Blaming them makes the problem worse and discourages them from speaking out. If we listen to them, we can understand their experiences and take action to stop harassment. How can schools help to reduce sexual harassment in Bangladesh? Schools can play a big role in stopping sexual harassment by teaching students about respect, equality, and the importance of treating others well. If children learn from a young age that harassment is wrong, they will grow up with better values. Schools can also create strict rules to stop bullying and harassment. What role do parents play in preventing sexual harassment? Parents are very important in preventing sexual harassment. They should teach their children to respect others and treat both boys and girls equally. Parents should also stop teaching harmful gender stereotypes, such as the idea that boys are strong and girls should be quiet. What are the dangers of normalizing sexual harassment? If people think sexual harassment is normal, they will not try to stop it. Victims will be afraid to speak up, and harassers will continue their bad behavior. This can make society more unsafe, especially for women and girls. Why is gender equality important in stopping sexual harassment? Gender equality means treating men and women the same. If boys and girls are treated equally from a young age, they will learn to respect each other. When there is gender equality, fewer people will believe that men have power over women, which can help stop harassment. How can the media help fight against sexual harassment? The media can spread awareness by showing the real impact of sexual harassment. News channels, social media, and TV shows can talk about the problem and encourage people to take action. If more people see the issue as serious, they will work to stop it. What is the overall message of the article? The article talks about how sexual harassment is a big problem in Bangladesh and should not be called 'eve-teasing' because that makes it sound less serious. It shows that many women face harassment, and even those who try to stop it can be harmed. The article says that to stop harassment, society must listen to survivors, educate children properly, and stop old ways of thinking that encourage gender inequality. Bangla Translation বাংলা অনুবাদঃ   দক্ষিণ এশিয়ার অন্যান্য অনেক দেশের মতো, বাংলাদেশেও, প্রকাশ্য স্থানে যৌন হয়রানির তীব্রতাকে 'ইভ-টিজিং' বলে অভিহিত করে প্রায় "স্বাভাবিক" করে তোলা হয়েছে। বাংলাদেশ এবং দক্ষিণ এশিয়ার অন্যান্য দেশে 'ইভ টিজিং' হল প্রকাশ্য স্থানে বা রাস্তার হয়রানির জন্য যৌন হয়রানির আরেকটি শব্দ। 'টিজিং' এর মতো একটি বিনয়ী শব্দ ব্যবহার করে এমন আচরণ প্রকাশ করা যা অত্যন্ত অনুপযুক্ত, এটি কর্মের পরিমাণ হ্রাস করে, তাই, আমাদের সমাজের এই গভীর সমস্যা মোকাবেলা করার জন্য "ইভ-টিজিং" শব্দটির পরিবর্তে যৌন হয়রানি শব্দটি ব্যবহার করা উচিত। যদিও দেরিতে হলেও, বাংলাদেশের নীতিনির্ধারকরাও অবশেষে বুঝতে পারছেন যে ইভ-টিজিং যৌন হয়রানি। বাংলাদেশে প্রকাশ্য স্থানে যৌন হয়রানির জাতীয় প্রকোপ সম্পর্কে কোনও অনুমান নেই। তবে। অ্যাকশন এইড দেখেছে যে, ২০১৫ সালে তাদের জরিপ করা ৮৪% মহিলা (৮০০ জন মহিলা ও মেয়ের মধ্যে) জনসমক্ষে যৌন হয়রানির শিকার হয়েছেন বলে জানিয়েছেন। আইন সহায়তা সংস্থা আইন ও সালিশ কেন্দ্র (ASK) অনুসারে। ২০১৮ সালের জানুয়ারী থেকে অক্টোবরের মধ্যে বাংলাদেশে ১০৮ জন নারী যৌন হয়রানির শিকার হয়েছেন, যার মধ্যে আটজন নারী আত্মহত্যার চেষ্টা করেছেন এবং এই হয়রানির প্রতিবাদ করতে গিয়ে সাতজন পুরুষকে হত্যা করা হয়েছে। বাংলাদেশে যৌন হয়রানির বিষয়ে সামাজিক পরিবর্তন আনার জন্য, সমাজ হিসেবে আমাদের উচিত ভুক্তভোগীদের দোষারোপ করার পরিবর্তে তাদের কথা আরও বেশি শোনা। স্কুল-স্তরের হস্তক্ষেপ থেকে শুরু করে, সরকারি ও বেসরকারি অংশীদারদের অবিলম্বে ছেলে ও মেয়েদের সামাজিকীকরণের বার্তা পুনর্গঠন শুরু করতে হবে এবং বাবা-মা, শিক্ষক এবং সম্প্রদায় থেকে তাদের সন্তানদের প্রতি স্টেরিওটাইপযুক্ত মানসিকতার প্রচার বন্ধ করতে হবে। Ad vocabulary words  from the passage with their Bangla translations : Harassment  - হয়রানি Eve-teasing  - যৌন হয়রানি (বাংলাদেশে ব্যবহৃত শব্দ) Sexual  - যৌন Public space  - গণপরিসর / জনসমাগমস্থল Street harassment  - রাস্তায় হয়রানি Benign  - নিরীহ / হালকা Inappropriate  - অনুপযুক্ত Deep-seated  - গভীরভাবে প্রোথিত Policymakers  - নীতিনির্ধারক Realising  - উপলব্ধি করা Constitutes  - গঠন করা / পরিগণিত হওয়া Prevalence  - ব্যাপকতা / প্রচলন Surveyed  - জরিপ করা Legal aid  - আইনগত সহায়তা Attempted  - চেষ্টা করা Suicide  - আত্মহত্যা Protested  - প্রতিবাদ করা Murdered  - হত্যা করা Social change  - সামাজিক পরিবর্তন Imperative  - অপরিহার্য Survivors  - বেঁচে থাকা ব্যক্তি Blaming  - দোষারোপ করা Interventions  - হস্তক্ষেপ / উদ্যোগ Stakeholders  - সংশ্লিষ্ট পক্ষ / অংশীদার Messaging  - বার্তা প্রদান / তথ্য প্রচার Socialization  - সামাজিকীকরণ Propagation  - প্রচার / প্রসার Stereotypical  - প্রচলিত ধারণা / গৎবাঁধা চিন্তাভাবনা Mindset  - মানসিকতা Community  - সমাজ / সম্প্রদায় Gender roles  - লিঙ্গভিত্তিক ভূমিকা Equality  - সমতা Discourage  - নিরুৎসাহিত করা Respect  - সম্মান Discrimination  - বৈষম্য Awareness  - সচেতনতা Victims  - ভুক্তভোগী Punishment  - শাস্তি Strict rules  - কঠোর নিয়ম Impact  - প্রভাব Passage-2 Passage-3

In Bangladesh. 35 percent students aged between 13 and 15 reported being bullied one or more days in 30 days or involved in a physical fight at least once in 12 months in 2014, says a new report. Globally, half of students aged between 13 and 15 worldwide around 150 million report having experienced peer-to-peer violence such as physical fights or forms of bullying, from their peers in and around school, according to the report released by UNICEF. The report is based on data from the Health Behaviour in School-aged Children: Cross-national Study  and the Global School-based Student Health Surveys. The data include 122 countries, representing 51 per cent of the global population of children between 13 and 15. The report finds that students experience other forms of violence at school, such as attacks in classrooms or physical punishment by teachers. About 720 million school-age children live in countries where they are not fully protected by law against forms of physical punishment at school, according to the report. “Education is the key to building peaceful societies, and yet, for millions of children around the world, school itself is not safe," said UNICEF Executive Director Henrietta Fore. “Every day, students face multiple dangers, including fighting, pressure to join gangs, bullying both in person and online- violent discipline, sexual harassment and armed violence. In the short-term this impacts their learning, and in the long-term it can lead to depression, anxiety and even suicide. Violence is an unforgettable lesson that no child needs to learn?' Globally, slightly more than one in three students between 13 and 15 said they experience bullying, according to the report. About one in three has been involved in physical tights. On the other hand, 17 million young adolescents in 39 industrialised countries have admitted bullying others al school, according to the report. While girls and boys are equally at risk of bullying, girls are more likely to become victims of psychological ibrms of bullying and boys are more at risk of physical violence and threats. The report notes that violence involving weapons in schools, such as knives and guns, continues to claim lives. It also says that in an increasingly digital world, bullies are disseminating violent, hurtful and humiliating content with the click of a button. Questions a)                   What picture of bullying among Bangladeshi young students is presented in the report? b)                  What percentage of students globally are victims of peer to peer bullying? c)                   Do boys and girls become victims of the same type of bullying? Explain. d)                   Is bullying a problem hi developing countries only? Answers in Easy English a) What picture of bullying among Bangladeshi young students is presented in the report?Answer:  The report shows that bullying is a big problem among young students in Bangladesh. In 2014, 35% of students aged 13-15 said they were bullied or had been in a physical fight at least once in a year. This means many students face violence in schools, which affects their mental and physical health. b) What percentage of students globally are victims of peer-to-peer bullying? Answer:  The report says that about one in three students  (or 33% ) aged 13-15 around the world have been bullied by their peers. This means that nearly 150 million students  have suffered from bullying in school. c) Do boys and girls become victims of the same type of bullying? Explain. Answer:  No, boys and girls experience different types of bullying. Boys  are more likely to face physical violence  like fighting or threats, while girls  are more often victims of psychological bullying , such as name-calling, social exclusion, or online harassment. This means that although both boys and girls are bullied, the way they are bullied is different. d) Is bullying a problem in developing countries only? Answer:  No, bullying happens in both developed and developing  countries. The report shows that even in rich and industrialized  nations, 17 million students  admitted to bullying others. This means bullying is a worldwide issue that affects students everywhere, no matter how developed a country is. 10 Multiple Choice Questions (MCQs) with Answers 1. What percentage of Bangladeshi students aged 13-15 reported being bullied or involved in physical fights in 2014? a) 20% b) 25% c) 35% d) 50% Answer: c) 35% 2. According to UNICEF, how many students worldwide aged 13-15 have experienced peer violence? a) 100 million b) 120 million c) 150 million d) 200 million Answer: c) 150 million 3. What is the main source of data used in the report on school violence? a) Global Education Census b) Cross-national Study and Global School-based Student Health Surveys c) International Student Safety Report d) United Nations School Safety Index Answer: b) Cross-national Study and Global School-based Student Health Surveys 4. How many school-age children live in countries where they are not fully protected by law from physical punishment? a) 500 million b) 600 million c) 720 million d) 1 billion Answer: c) 720 million 5. According to UNICEF, what is essential for building peaceful societies? a) Military strength b) Education c) Strict laws d) Economic growth Answer: b) Education 6. What are some dangers that students face in schools? a) Bullying b) Physical fights c) Online harassment d) All of the above Answer: d) All of the above 7. What can long-term exposure to school violence lead to? a) Better academic performance b) Depression, anxiety, and suicide c) Increased confidence d) Better social skills Answer: b) Depression, anxiety, and suicide 8. What percentage of students worldwide have reported experiencing bullying? a) 1 in 5 b) 1 in 3 c) 1 in 4 d) 1 in 6 Answer: b) 1 in 3 9. Which group is more likely to experience psychological bullying? a) Boys b) Girls c) Teachers d) Both boys and girls equally Answer: b) Girls 10. How has digital technology contributed to bullying? a) It has reduced bullying cases b) It has made bullying more difficult c) It allows bullies to spread harmful content easily d) It has no impact on bullying Answer: c) It allows bullies to spread harmful content easily 10 Short Answer Questions with Elaborate Answers 1. What is peer-to-peer violence, and how does it affect students? Answer:  Peer-to-peer violence refers to harmful actions like bullying, physical fights, or verbal abuse between students. It affects students by creating a hostile environment, lowering self-esteem, causing fear, and sometimes leading to mental health issues like anxiety or depression. 2. What did the UNICEF report reveal about school violence worldwide? Answer:  The report found that around 150 million students aged 13-15 experience school violence, including bullying, physical fights, and punishment by teachers. It also highlighted that many students face threats, gang pressure, and even armed violence. 3. Why is education important in reducing violence in schools? Answer:  Education helps build peaceful societies by teaching students respect, empathy, and problem-solving skills. A safe learning environment ensures that children can focus on studies without fear, improving their mental and emotional well-being. 4. How does school violence affect students in the long term? Answer:  School violence can cause lasting psychological damage, leading to depression, anxiety, and even suicidal thoughts. It can also affect academic performance, social skills, and future career opportunities. 5. What role does digital technology play in bullying? Answer:  Digital technology has made bullying easier as bullies can spread harmful, humiliating, or violent content online with just one click. Cyberbullying is now a major problem, as students can be harassed through social media and messaging platforms. 6. What types of bullying do boys and girls experience differently? Answer:  Boys are more likely to face physical bullying, such as fights or threats, while girls often experience psychological bullying, including name-calling, social exclusion, or online harassment. 7. How many students in industrialized countries admitted to bullying others?Answer:  According to the report, 17 million young adolescents in 39 industrialized countries admitted that they had bullied others at school. 8. Why is it important for schools to take action against bullying? Answer:  Schools must ensure a safe environment for students to learn and grow. Taking action against bullying helps prevent psychological harm, improves academic performance, and teaches students respect and empathy. 9. What is the impact of violence involving weapons in schools? Answer:  Violence involving weapons, such as knives and guns, can lead to severe injuries or even loss of lives. It creates fear and insecurity among students, making the school environment unsafe for learning. 10. What steps can be taken to prevent school violence and bullying? Answer:  Schools should enforce strict anti-bullying policies, educate students on respectful behavior, provide mental health support, and encourage victims to speak up. Parents and teachers should work together to identify and stop bullying early. Bangla Translation বাংলা অনুবাদঃ   বাংলাদেশে ২০১৪ সালে ১৩ থেকে ১৫ বছর বয়সী ৩৫ শতাংশ শিক্ষার্থী ৩০ দিনে এক বা একাধিক দিন ধর্ষিত হওয়ার কথা জানিয়েছে অথবা ১২ মাসে অন্তত একবার শারীরিক লড়াইয়ে জড়িত থাকার কথা জানিয়েছে, একটি নতুন প্রতিবেদনে বলা হয়েছে। ইউনিসেফের প্রকাশিত প্রতিবেদন অনুসারে, বিশ্বব্যাপী, ১৩ থেকে ১৫ বছর বয়সী প্রায় ১৫ কোটি শিক্ষার্থী স্কুলে এবং তার আশেপাশে তাদের সহকর্মীদের কাছ থেকে শারীরিক লড়াই বা ধর্ষনের মতো সহকর্মীদের সাথে সহিংসতার শিকার হয়েছে বলে জানা গেছে। স্কুল-বয়সী শিশুদের স্বাস্থ্য আচরণ: ক্রস-ন্যাশনাল স্টাডি এবং গ্লোবাল স্কুল-ভিত্তিক ছাত্র স্বাস্থ্য জরিপের তথ্যের উপর ভিত্তি করে এই প্রতিবেদন তৈরি করা হয়েছে। তথ্যটিতে ১২২টি দেশ অন্তর্ভুক্ত রয়েছে, যা ১৩ থেকে ১৫ বছর বয়সী শিশুদের বিশ্বব্যাপী জনসংখ্যার ৫১ শতাংশ। প্রতিবেদনে দেখা গেছে যে শিক্ষার্থীরা স্কুলে অন্যান্য ধরণের সহিংসতার সম্মুখীন হয়, যেমন শ্রেণীকক্ষে আক্রমণ বা শিক্ষকদের দ্বারা শারীরিক শাস্তি। প্রতিবেদন অনুসারে, প্রায় ৭২ কোটি স্কুল-বয়সী শিশু এমন দেশগুলিতে বাস করে যেখানে স্কুলে শারীরিক শাস্তির বিরুদ্ধে তাদের আইন দ্বারা সম্পূর্ণরূপে সুরক্ষিত করা হয় না। "শান্তিপূর্ণ সমাজ গঠনের মূল চাবিকাঠি হল শিক্ষা, তবুও, বিশ্বজুড়ে লক্ষ লক্ষ শিশুর জন্য, স্কুল নিজেই নিরাপদ নয়," ইউনিসেফের নির্বাহী পরিচালক হেনরিয়েটা ফোর বলেন। "প্রতিদিন, শিক্ষার্থীরা একাধিক বিপদের মুখোমুখি হয়, যার মধ্যে রয়েছে মারামারি, গ্যাংয়ে যোগদানের চাপ, ব্যক্তিগতভাবে এবং অনলাইনে উভয় ক্ষেত্রেই ধমক দেওয়া - সহিংস শৃঙ্খলা, যৌন হয়রানি এবং সশস্ত্র সহিংসতা। স্বল্পমেয়াদে এটি তাদের শেখার উপর প্রভাব ফেলে এবং দীর্ঘমেয়াদে এটি হতাশা, উদ্বেগ এমনকি আত্মহত্যার দিকেও নিয়ে যেতে পারে। সহিংসতা একটি অবিস্মরণীয় শিক্ষা যা কোনও শিশুর শেখার প্রয়োজন নেই?' প্রতিবেদন অনুসারে, বিশ্বব্যাপী, ১৩ থেকে ১৫ বছর বয়সী প্রতি তিনজন শিক্ষার্থীর মধ্যে একজনেরও বেশি বলেছেন যে তারা বুলিংয়ের শিকার হয়েছেন। প্রায় তিনজনের মধ্যে একজন শারীরিকভাবে অসুস্থ। অন্যদিকে, ৩৯টি শিল্পোন্নত দেশের ১ কোটি ৭০ লক্ষ কিশোর-কিশোরী স্কুলে অন্যদের বুলিংয়ের কথা স্বীকার করেছে, রিপোর্ট অনুসারে। যদিও মেয়েরা এবং ছেলেরা সমানভাবে বুলিংয়ের ঝুঁকিতে রয়েছে, মেয়েরা বুলিংয়ের মানসিক প্রভাবের শিকার হওয়ার সম্ভাবনা বেশি এবং ছেলেরা শারীরিক সহিংসতা এবং হুমকির ঝুঁকিতে বেশি। প্রতিবেদনে উল্লেখ করা হয়েছে যে স্কুলে ছুরি এবং বন্দুকের মতো অস্ত্র ব্যবহার করে সহিংসতা জীবন কেড়ে নিচ্ছে। এটি আরও বলেছে যে ক্রমবর্ধমান ডিজিটাল বিশ্বে, বুলিরাই একটি বোতামের ক্লিকেই হিংসাত্মক, ক্ষতিকারক এবং অপমানজনক বিষয়বস্তু ছড়িয়ে দিচ্ছে। Ad 40 vocabulary words from the text along with their Bangla meanings: English Word Bangla Meaning (বাংলা অর্থ) Bullying দুর্ব্যবহার, নির্যাতন Peer সমবয়সী, সহপাঠী Violence সহিংসতা, হিংস্রতা Physical শারীরিক, দৈহিক Report প্রতিবেদন, রিপোর্ট Adolescent কিশোর, তরুণ Discipline শৃঙ্খলা, নিয়মশৃঙ্খলা Threat হুমকি, ভয় দেখানো Harassment হয়রানি, নির্যাতন Punishment শাস্তি, দণ্ড Anxiety উদ্বেগ, দুশ্চিন্তা Depression বিষণ্নতা, হতাশা Victim শিকার, ক্ষতিগ্রস্ত ব্যক্তি Society সমাজ, সম্প্রদায় Protection সুরক্ষা, নিরাপত্তা Humiliation অপমান, লজ্জা Gang দল, সংঘ Pressure চাপ, দায়িত্ব Survey জরিপ, সমীক্ষা Global বিশ্বব্যাপী, বৈশ্বিক Percentage শতকরা হার, শতাংশ Industrialized শিল্পোন্নত, শিল্পায়িত Weapon অস্ত্র, হাতিয়ার Psychological মানসিক, মনস্তাত্ত্বিক Risk ঝুঁকি, বিপদ Digital ডিজিটাল, ইলেকট্রনিক Unsafe অনিরাপদ, ঝুঁকিপূর্ণ Education শিক্ষা, জ্ঞান Punishable শাস্তিযোগ্য, দণ্ডনীয় Complaint অভিযোগ, নালিশ Investigation তদন্ত, অনুসন্ধান Responsible দায়িত্বশীল, কর্তব্যপরায়ণ Affected প্রভাবিত, ক্ষতিগ্রস্ত Prevention প্রতিরোধ, রোধ Solution সমাধান, উপায় Cyber সাইবার, ডিজিটাল Awareness সচেতনতা, অবগত হওয়া Experience অভিজ্ঞতা, উপলব্ধি Encourage উৎসাহিত করা, অনুপ্রাণিত করা Society সমাজ, জনগোষ্ঠী Ad

The situation you are facing is commonly known as cyber bullying. It is basically an act done by a person(s) against another person(s) by using electronic communication, e.g. social media. A few examples of cyber bullying are- causing someone harm by posting unwanted or private information, threatening a person by sending mean messages via emails, social networking websites, text or audio messages, spreading rumours via email or social networking sites, sharing private/embarrassing pictures, creating fake profiles, etc. In Bangladesh, cyber bullying is not just an act to be scorned at but is an offence punishable under the Information and Communication Technology (ICT) Act 2006. The Act, inter alia, provides that a person who deliberately publishes, in a website or in electronic form, any material which is fake and obscene or has the effect of corrupting persons who are likely to read, see or hear the material or causes to prejudice the image of a person or may hurl religious belief or instigate against any person, then the person publishing the material will be guilty of an offence under the Act. The punishment for such an offence is imprisonment and/or fine. Victims of cyber crimes (including cyber bullying) can lodge a complaint to the Bangladesh Telecommunication Regulatory Commission (BTRC) by calling al +880-29611111 or by emailing at btrc@btic.gov.bd . BTRC is supposed to take necessary' actions within 24 hours and the perpetrators will be brought to justice within 3 days after the complaint is fried. The government has also launched a cyber-crime helpline. Victims can call at +8801766678888 to submit their complaints. Furthermore, if the harassment amounts to criminal intimidation (threatening someone with injury to his/her person, reputation, property etc.), then the perpetrator may be liable to punishment as per the Penal Code 1860. The steps mentioned above should definitely be taken if the matter is serious. An important first step is the internal reporting process of the particular social media website or application. If we take Facebook, for example, photos and comments can be reported and the particular user can be blocked. Similar reporting systems are in place in most other popular social media websites or applications. 10 Multiple-Choice Questions (MCQs) with Answers 1. What is cyberbullying? a) A type of physical bullying b) A prank played on social media c) An act of harming someone using electronic communication d) A way to spread positive messages online Answer: c) An act of harming someone using electronic communication 2. Which of the following is an example of cyberbullying? a) Sending a greeting message online b) Posting private information without permission c) Sharing educational content d) Liking someone’s social media post Answer: b) Posting private information without permission 3. In Bangladesh, cyberbullying is considered: a) A minor issue b) A serious offence under the ICT Act 2006 c) A normal part of social media use d) A harmless joke Answer: b) A serious offence under the ICT Act 2006 4. According to the ICT Act 2006, publishing fake or obscene material online is: a) Encouraged b) Ignored c) A punishable offence d) Legal in some cases Answer: c) A punishable offence 5. What is the punishment for cyberbullying in Bangladesh? a) A warning letter only b) Only a fine c) Imprisonment and/or fine d) No punishment at all Answer: c) Imprisonment and/or fine 6. Who can victims of cyberbullying in Bangladesh contact to report a case? a) Local newspaper agencies b) Bangladesh Telecommunication Regulatory Commission (BTRC) c) Social media influencers d) The school principal Answer: b) Bangladesh Telecommunication Regulatory Commission (BTRC) 7. How soon is BTRC supposed to take action after a complaint? a) Immediately b) Within 24 hours c) Within a week d) After a month Answer: b) Within 24 hours 8. If cyber harassment involves criminal intimidation, the perpetrator may be punished under: a) The ICT Act 2006 only b) The Penal Code 1860 c) The school’s rulebook d) No law applies Answer: b) The Penal Code 1860 9. Which action can be taken as a first step against cyberbullying on social media? a) Reporting the post or user within the platform b) Ignoring the issue c) Deleting your own social media account d) Publicly shaming the bully Answer: a) Reporting the post or user within the platform 10. What is the helpline number for reporting cybercrime in Bangladesh? a) +880123456789 b) +88029611111 c) +8801766678888 d) +880999999999 Answer: c) +8801766678888 10 Short Answer Questions with Elaborate Answers 1. What is cyberbullying, and how does it affect people? Cyberbullying is the act of harming, threatening, or harassing someone using electronic communication, such as social media, emails, or text messages. It affects people emotionally and mentally, causing stress, anxiety, and sometimes depression. Victims may feel unsafe and lose confidence in using online platforms. 2. What are some common forms of cyberbullying? Common forms of cyberbullying include posting private or fake information about someone, sending hateful messages, spreading rumors, creating fake accounts to harass others, and sharing embarrassing pictures without permission. All of these actions can harm the victim’s reputation and mental well-being. 3. How does the ICT Act 2006 help prevent cyberbullying in Bangladesh? The ICT Act 2006 makes it illegal to publish false, obscene, or harmful content online. It ensures that people who engage in cyberbullying or any form of online harassment face punishment, which may include imprisonment or a fine. This law protects individuals from online abuse and promotes responsible use of the internet. 4. How can victims of cyberbullying in Bangladesh seek help? Victims can report cyberbullying to the Bangladesh Telecommunication Regulatory Commission (BTRC) by calling +880-29611111  or sending an email. The government has also set up a cybercrime helpline at +8801766678888 , which allows victims to file complaints and receive assistance. 5. Why is reporting cyberbullying important? Reporting cyberbullying helps stop online harassment and prevents the bully from harming others. It also ensures that the perpetrator faces consequences, making online spaces safer. Additionally, reporting helps authorities take legal action and spread awareness about the seriousness of cyberbullying. 6. What is criminal intimidation, and how is it related to cyberbullying? Criminal intimidation refers to threatening someone with harm to their life, reputation, or property. If cyberbullying involves such threats, it falls under criminal intimidation, and the perpetrator can be punished under the Penal Code 1860  in Bangladesh. 7. What steps can be taken to prevent cyberbullying? To prevent cyberbullying, people should: Keep their personal information private online Avoid engaging with online bullies Report and block harmful users Educate themselves and others about online safety Use strong passwords to secure accounts 8. How do social media platforms help in stopping cyberbullying? Social media platforms provide tools for users to report harmful content, block abusive users, and filter inappropriate messages. For example, Facebook allows users to report posts, photos, and comments , helping remove harmful content quickly. Most platforms have similar safety features. 9. How does cyberbullying compare to traditional bullying? Cyberbullying is different from traditional bullying because it happens online, where the bully can remain anonymous. It can spread quickly, affecting a large audience in a short time. Unlike traditional bullying, cyberbullying can happen at any time, making it harder for victims to escape. 10. Why is it important to create awareness about cyberbullying? Awareness helps people understand the dangers of cyberbullying and how to handle it. It encourages responsible online behavior and ensures victims know their rights and options for seeking help. Educating people about cyberbullying can lead to a safer and more respectful online environment. Bangla Translation আপনি যে পরিস্থিতির মুখোমুখি হচ্ছেন তা সাধারণত সাইবার বুলিং নামে পরিচিত। এটি মূলত একজন ব্যক্তি কর্তৃক অন্য ব্যক্তির বিরুদ্ধে ইলেকট্রনিক যোগাযোগ, যেমন সোশ্যাল মিডিয়া ব্যবহার করে করা একটি কাজ। সাইবার বুলিং এর কয়েকটি উদাহরণ হল- অবাঞ্ছিত বা ব্যক্তিগত তথ্য পোস্ট করে কারো ক্ষতি করা, ইমেল, সোশ্যাল নেটওয়ার্কিং ওয়েবসাইট, টেক্সট বা অডিও বার্তার মাধ্যমে খারাপ বার্তা পাঠিয়ে কাউকে হুমকি দেওয়া, ইমেল বা সোশ্যাল নেটওয়ার্কিং সাইটের মাধ্যমে গুজব ছড়ানো, ব্যক্তিগত/প্রতারণামূলক ছবি শেয়ার করা, জাল প্রোফাইল তৈরি করা ইত্যাদি। বাংলাদেশে, সাইবার বুলিং কেবল ঘৃণ্য কাজ নয় বরং তথ্য ও যোগাযোগ প্রযুক্তি (আইসিটি) আইন ২০০৬ এর অধীনে শাস্তিযোগ্য অপরাধ। এই আইনে, অন্যান্য বিষয়ের বিধান রয়েছে যে, যদি কোনও ব্যক্তি ইচ্ছাকৃতভাবে ওয়েবসাইটে বা ইলেকট্রনিক আকারে এমন কোনও উপাদান প্রকাশ করে যা জাল এবং অশ্লীল বা এমন ব্যক্তিদের দুর্নীতিগ্রস্ত করে যারা উপাদানটি পড়তে, দেখতে বা শুনতে পারে বা কোনও ব্যক্তির ভাবমূর্তি নষ্ট করে বা ধর্মীয় বিশ্বাসে আঘাত করতে পারে বা কোনও ব্যক্তির বিরুদ্ধে উস্কানি দিতে পারে, তাহলে উপাদানটি প্রকাশকারী ব্যক্তি আইনের অধীনে একটি অপরাধের জন্য দোষী সাব্যস্ত হবেন। এই ধরনের অপরাধের শাস্তি কারাদণ্ড এবং/অথবা জরিমানা। সাইবার অপরাধের শিকার ব্যক্তিরা (সাইবার বুলিং সহ) বাংলাদেশ টেলিযোগাযোগ নিয়ন্ত্রণ কমিশন (BTRC) -এ +880-29611111 নম্বরে কল করে অথবা btrc@btic.gov.bd ইমেল করে অভিযোগ দায়ের করতে পারেন। বিটিআরসি ২৪ ঘন্টার মধ্যে প্রয়োজনীয় ব্যবস্থা গ্রহণ করবে এবং অভিযোগ দায়েরের ৩ দিনের মধ্যে অপরাধীদের বিচারের আওতায় আনা হবে। সরকার একটি সাইবার-অপরাধ হেল্পলাইনও চালু করেছে। ভুক্তভোগীরা +8801766678888 নম্বরে কল করে তাদের অভিযোগ জমা দিতে পারবেন। অধিকন্তু, যদি হয়রানি অপরাধমূলক ভীতি প্রদর্শন (কারো ব্যক্তিত্ব, সুনাম, সম্পত্তি ইত্যাদির ক্ষতি করার হুমকি) হিসাবে গণ্য হয়, তাহলে অপরাধী ১৮৬০ সালের দণ্ডবিধি অনুসারে শাস্তির সম্মুখীন হতে পারেন। বিষয়টি গুরুতর হলে উপরে উল্লিখিত পদক্ষেপগুলি অবশ্যই নেওয়া উচিত। একটি গুরুত্বপূর্ণ প্রথম পদক্ষেপ হল নির্দিষ্ট সোশ্যাল মিডিয়া ওয়েবসাইট বা অ্যাপ্লিকেশনের অভ্যন্তরীণ রিপোর্টিং প্রক্রিয়া। উদাহরণস্বরূপ, যদি আমরা ফেসবুকের কথা বলি, তাহলে ছবি এবং মন্তব্য রিপোর্ট করা যেতে পারে এবং নির্দিষ্ট ব্যবহারকারীকে ব্লক করা যেতে পারে। অন্যান্য বেশিরভাগ জনপ্রিয় সোশ্যাল মিডিয়া ওয়েবসাইট বা অ্যাপ্লিকেশনগুলিতে একই ধরণের রিপোর্টিং সিস্টেম রয়েছে। । Ad 40 vocabulary words from the text with their Bangla meanings: English Word Bangla Meaning Cyberbullying সাইবার নিপীড়ন / হয়রানি Electronic বৈদ্যুতিক / ইলেকট্রনিক Communication যোগাযোগ Social media সামাজিক মাধ্যম Private ব্যক্তিগত Threatening হুমকিস্বরূপ Rumour গুজব Obscene অশ্লীল Punishable শাস্তিযোগ্য Offence অপরাধ Publish প্রকাশ করা Material উপাদান / বিষয়বস্তু Fake মিথ্যা / ভুয়া Corrupting দুর্নীতিগ্রস্ত করা Prejudice ক্ষতি করা / ক্ষতিকর প্রভাব Image চিত্র / ভাবমূর্তি Guilty দোষী Imprisonment কারাদণ্ড Fine জরিমানা Complaint অভিযোগ Perpetrator অপরাধী / দোষী ব্যক্তি Justice ন্যায়বিচার Lodge দাখিল করা / জমা দেওয়া Harassment হয়রানি Intimidation ভয় দেখানো / শাসানো Reputation খ্যাতি Property সম্পত্তি Law আইন Violation লঙ্ঘন Awareness সচেতনতা Secure নিরাপদ করা Blocking অবরুদ্ধ করা / বাধা দেওয়া Filtering ফিল্টার করা / বাছাই করা Platform প্ল্যাটফর্ম / মঞ্চ Abuse অপব্যবহার / নির্যাতন Helpline সহায়তা লাইন Anonymous বেনামী / পরিচয় গোপন Consequence পরিণাম Educate শিক্ষিত করা Respectful শ্রদ্ধাশীল / সম্মানজনক Ad

Our Bengali meals consist of live flavours of food bitter, savoury, hot, sour sides and desserts. The English eat only sweet and savoury preparations. They cannot tomach the hot stuff, and even less the sour. And possibly never even know that billers could be consumed. Hence English cuisine seems bland and tasteless to us. But the English can bake good cake-pastry-pudding, something they learned from the Italians. In my opinion, our sandesh and rasogolla are such delicacies that there is no reason to go bananas over those desserts. Egyptian cuisine is a close cousin of Indian food of the Mughlai variety. I might not be able to prove the theory but after tasting food in many countries, it is my firm belief that imitating the Taj Mahal of cooking, that the Mughals perfected alter coming to India (one should not forget that they could not master it in their own land as the Indian spices were unavailable in their motherland of Turkestan), the people in Afghanistan, Iran, the Arab hind, Egypt, even Spain, have been trying to build their own little Taj of cuisine. The reach of this gastronomy has spread to East Europe’s Greece, Hungary, Rumania, Yugoslavia, Albania and even Italy. I discovered all these theories many years later. At present Abul Asha and Claudette Chenier brought back samples of various dishes on a platter. I saw there was murg musallam. sheesh kebab  and live or six kinds of unknown items. The known ones did not really carry the aroma of Kolkata food but it mattered little. After eating Irish stew and Italian macaroni on the ship, our palates had lo£ all taste; so seeing these dishes made our mouths water. My heart was craving for a little boiled rice, fried bitter gourd, sonamoog daal  or yellow lentil, fried potol [pointed gourd] and fish curry—why was I daydreaming? Just rice and fish curry could do, but these were not available outside Bengal. So what was the point of such mourning? So I showed them the items from the platter I did not want. Peeking at the next table, I saw one man was about to start eating two cucumbers on a plate. How could two cucumbers, whatever the size might be. be enough for someone's dinner? I could not solve that puzzle by wracking my brain. That too, he was silting at a table in an eatery supplemented by sauces and chutneys. Even in a sophisticated country like England, people would bite into an apple right after buying it off the street. They did not have to enter a restaurant to eat it with a fork and knife with sauces and chutneys... Al that point I saw. instead of chewing the cucumber, thee man just pressed it in the middle and some polau-like substance mixed with a few things oozed out. I was surprised to no end. I told the restaurant owner that whatever be my luck, I ought to eat those cucumbers. Two cucumbers were served. After pressing them a little with a fork, the polau came out. The polau was mixed with small pieces of meal (what we call keema), slices of tomato and grated country cheese. I realised that all the stuffings had been put inside the boiled cucumber and finally it was fifed in ghee. the same principle as our dolma of fish and potol—the only difference was here they had stuffed the cucumber with polau, meal, tomato and cheese. Thus this was a truly superlative creation. And what taste! It melted the moment it touched my tongue. I had never eaten such a five-in-one dish. I also tasted another unique item Egyptian broad beau seeds. You must have seen the massive kegs of oil in the Alibaba film. In two or three such kegs, they put broad bean seeds and boil them overnight. Aller adding olive oil and some spices, they serve them from the morning. We ate them at midnight. What taste! I can still feel it in my mouth. Our pumpkin seeds are no match for this delicacy. Even Paul and Percy agreed that the soybeans of China would be far behind, never mind surpassing it. We heard that die king and the poor—everyone ate those beans twice a day. The restaurant owner told us that some pharoah liked it so much that he had forbidden his subjects to eat these beans! Hence the reason why people talk about (he whims of the pharaohs. I picked up its Arabic name—fool. The following is an incident from the following morning but as it is related to this item, 1 will narrate it here. Dozens of nationalities like the French, the Greeks, the Italians, the English lived in Cairo. So the city was adorned with signage in languages from around the world. The following morning when we were exploring the nodes and crannies of the city, I came across a signboard that said: Fool's Restaurant Paul, Percy and I noticed it together. We were lost for words and finally we burst out laughing. ‘A restaurant for stupid people?’ What did it really mean? At that point I suddenly remembered the word fool had been used in Arabic for the broad bean dish. Not meaning stupid people. Il meant this shopkeeper sold broad bean seeds. The three of us peeped inside the shop to see that all the customers had a plate of fool in front of them Multiple Choice Questions (MCQs) with Answers What flavors are common in Bengali meals? a) Only sweet and savory b) Bitter, savory, hot, sour, and desserts c) Hot and sweet only d) Bland and tasteless Answer: b) Bitter, savory, hot, sour, and desserts Why do Bengalis find English cuisine bland? a) It lacks spices and bitter flavors b) It contains too many sweets c) It is overly spicy d) It has too much oil Answer: a) It lacks spices and bitter flavors What is a strength of English cuisine? a) Making spicy curries b) Cooking delicious biryanis c) Baking cakes, pastries, and puddings d) Preparing seafood dishes Answer: c) Baking cakes, pastries, and puddings Which cuisine is similar to Indian Mughlai food? a) Chinese b) Egyptian c) French d) American Answer: b) Egyptian Why were Mughals unable to perfect their cuisine in their homeland? a) They lacked proper cooking techniques b) Indian spices were not available in Turkestan c) They preferred English cuisine d) Their food was already perfect Answer: b) Indian spices were not available in Turkestan What dish was surprisingly found stuffed inside cucumbers? a) Murg musallam b) Sheesh kebab c) Polau with meat, tomato, and cheese d) Rasogolla Answer: c) Polau with meat, tomato, and cheese What is "fool" in Arabic cuisine? a) A type of bread b) A broad bean dish c) A dessert d) A fruit Answer: b) A broad bean dish Why did the author find "Fool’s Restaurant" amusing? a) It had an unusual name in English b) The food was of poor quality c) It was meant for unintelligent people d) It served only desserts Answer: a) It had an unusual name in English What did the Pharaoh do regarding "fool"? a) Banned its consumption b) Encouraged people to eat it c) Imported it from China d) Used it as a religious offering Answer: a) Banned its consumption How did the author feel about the Egyptian stuffed cucumber dish? a) It was too spicy b) It was bland c) It was an exceptional five-in-one dish d) It was similar to Indian dal Answer: c) It was an exceptional five-in-one dish Short Answer Questions with Elaborate Answers Why do Bengalis find English food tasteless?Answer:  Bengalis find English food tasteless because it lacks variety in flavors. Bengali cuisine includes bitter, savory, hot, sour, and sweet tastes, while English food mainly has sweet and savory dishes. Since English people do not eat spicy or sour food, their dishes seem bland to Bengalis, who are used to strong flavors. What makes English people good at baking?Answer:  English people are good at baking cakes, pastries, and puddings because they learned these skills from the Italians. While they may not use many spices in their savory dishes, they have mastered the art of baking, creating delicious and well-textured desserts. Which cuisines are similar to Mughlai food, and why?Answer:  Egyptian cuisine is similar to Mughlai food. The author believes that after the Mughals perfected their cooking in India using Indian spices, other countries like Afghanistan, Iran, the Arab world, Egypt, and even Spain tried to create their own versions of this cuisine. This influence also spread to parts of Eastern Europe, such as Greece, Hungary, and Italy. Why couldn’t the Mughals develop their cuisine in their homeland?Answer:  The Mughals could not develop their cuisine in their homeland, Turkestan, because Indian spices were not available there. After coming to India, they had access to a variety of spices and ingredients, which allowed them to create rich and flavorful dishes that became famous as Mughlai cuisine. What kind of food did the author crave while on the ship?Answer:  While on the ship, the author craved traditional Bengali food like boiled rice, fried bitter gourd, yellow lentil (sonamoog daal), fried pointed gourd (potol), and fish curry. Although he saw different dishes like Irish stew and Italian macaroni, they did not satisfy his craving for simple, home-cooked Bengali meals. How was the cucumber dish in Egypt different from what the author expected?Answer:  The author expected the cucumber to be eaten raw, but he was surprised to see that it was stuffed with polau, minced meat, tomato, and cheese. After being filled, the cucumber was fried in ghee, making it a rich and flavorful dish. The taste was unique and completely different from anything he had eaten before. What is "fool" in Egyptian cuisine, and how is it prepared?Answer:  In Egyptian cuisine, "fool" is a dish made from broad bean seeds. The seeds are boiled overnight in large kegs, then mixed with olive oil and spices before being served. It is a popular dish that people eat daily, and even the Pharaohs loved it so much that one of them once banned others from eating it. Why did the author and his friends find the sign "Fool’s Restaurant" funny?Answer:  The author and his friends found the sign funny because, in English, "fool" means a stupid person. At first, they thought the restaurant was for foolish people. Later, they realized that "fool" in Arabic referred to the broad bean dish, meaning the restaurant specialized in serving this food. How did the author describe the taste of "fool"?Answer:  The author described "fool" as a delicious dish that was much better than pumpkin seeds or even Chinese soybeans. He was so impressed by its taste that he could still remember the flavor long after eating it. He also found it interesting that both rich and poor people in Egypt ate it daily. What does the author say about the influence of Indian cuisine in other countries?Answer:  The author believes that Indian Mughlai cuisine influenced many countries, including Afghanistan, Iran, the Arab world, Egypt, and even parts of Europe like Greece and Italy. He thinks that after seeing the perfection of Mughlai food in India, these countries tried to create their own versions using similar spices and cooking methods. Bangla Translation বাংলা অনুবাদঃ   আমাদের বাঙালি খাবারে তেতো, সুস্বাদু, গরম, টক এবং মিষ্টির জীবন্ত স্বাদ থাকে। ইংরেজরা কেবল মিষ্টি এবং সুস্বাদু খাবার খায়। তারা গরম খাবার খেতে পারে না, এমনকি টকও কম। এবং সম্ভবত কখনও জানে না যে বিলার্স খাওয়া যেতে পারে। তাই ইংরেজি খাবার আমাদের কাছে রুচিহীন এবং স্বাদহীন মনে হয়। কিন্তু ইংরেজরা ভালো কেক-পেস্ট্রি-পুডিং বেক করতে পারে, যা তারা ইতালীয়দের কাছ থেকে শিখেছে। আমার মতে, আমাদের সন্দেশ এবং রসগোল্লা এত সুস্বাদু যে এই মিষ্টির চেয়ে কলা বেশি পছন্দ করার কোনও কারণ নেই। মিশরীয় খাবার হল ভারতীয় মুঘলাই জাতের খাবারের ঘনিষ্ঠ চাচাতো ভাই। আমি হয়তো এই তত্ত্বটি প্রমাণ করতে পারব না কিন্তু অনেক দেশে খাবারের স্বাদ গ্রহণের পর, আমার দৃঢ় বিশ্বাস যে রান্নার তাজমহলের অনুকরণ করে, মুঘলরা ভারতে এসেই (ভুলে যাওয়া উচিত নয় যে তারা তাদের নিজস্ব দেশে এটি আয়ত্ত করতে পারেনি কারণ ভারতীয় মশলা তাদের মাতৃভূমি তুর্কিস্তানে পাওয়া যেত না) এর স্বাদ পেয়েছিল, আফগানিস্তান, ইরান, আরব হিন্দু, মিশর, এমনকি স্পেনের লোকেরাও তাদের নিজস্ব খাবারের ছোট্ট তাজ তৈরি করার চেষ্টা করছে। এই খাবারের প্রসার পূর্ব ইউরোপের গ্রীস, হাঙ্গেরি, রুমানিয়া, যুগোস্লাভিয়া, আলবেনিয়া এমনকি ইতালিতেও ছড়িয়ে পড়েছে। আমি এই সমস্ত তত্ত্ব অনেক বছর পরে আবিষ্কার করেছি। বর্তমানে আবুল আশা এবং ক্লডেট চেনিয়ার একটি থালায় বিভিন্ন খাবারের নমুনা নিয়ে এসেছিলেন। আমি দেখলাম সেখানে মুর্গ মুসাল্লাম, শীশ কাবাব এবং জীবন্ত বা ছয় ধরণের অজানা খাবার ছিল। পরিচিত খাবারগুলিতে আসলে কলকাতার খাবারের সুগন্ধ ছিল না তবে এর কোনও গুরুত্ব ছিল না। জাহাজে আইরিশ স্টু এবং ইতালিয়ান ম্যাকারনি খাওয়ার পর, আমাদের তালুতে খুব একটা স্বাদ ছিল না; তাই এই খাবারগুলি দেখে আমাদের মুখে জল চলে এসেছিল। আমার মনটা একটু সেদ্ধ ভাত, ভাজা করলা, সোনামুগ ডাল বা হলুদ ডাল, ভাজা পোটল [সূক্ষ্ম লাউ] এবং মাছের তরকারির জন্য আকুল হয়ে উঠছিল—আমি কেন দিবাস্বপ্ন দেখছিলাম? শুধু ভাত আর মাছের তরকারি দিয়েই তো পারতাম, কিন্তু বাংলার বাইরে এগুলো পাওয়া যেত না। তাহলে এত শোক করার কী দরকার ছিল? তাই আমি তাদের থালা থেকে যে জিনিসগুলো চাইনি সেগুলো দেখালাম। পরের টেবিলে উঁকি দিয়ে দেখলাম, একজন লোক এক প্লেটে দুটি শসা খেতে শুরু করেছে। কীভাবে দুটি শসা, আকার যাই হোক না কেন, কারো রাতের খাবারের জন্য যথেষ্ট হতে পারে? আমি আমার মস্তিষ্ককে ঝাঁকিয়ে সেই ধাঁধা সমাধান করতে পারছিলাম না। তাও, সে সস এবং চাটনি দিয়ে পরিপূরক খাবারের দোকানের টেবিলে পলি মেখে বসেছিল। এমনকি ইংল্যান্ডের মতো উন্নত দেশেও, মানুষ রাস্তা থেকে আপেল কিনে তা কামড়ে ধরত। সস এবং চাটনি দিয়ে কাঁটাচামচ এবং ছুরি দিয়ে তা খাওয়ার জন্য তাদের রেস্তোরাঁয় প্রবেশ করতে হত না... আমি এই জিনিসটা দেখেছি। শসা চিবানোর পরিবর্তে, তুমি শুধু মাঝখানে চেপে ধরলে কিছু পোলাওয়ের মতো পদার্থ কিছু জিনিসের সাথে মিশে বেরিয়ে গেল। আমি সীমাহীন অবাক হয়ে গেলাম। আমি রেস্তোরাঁর মালিককে বললাম যে আমার ভাগ্য যাই হোক না কেন, আমাকে সেই শসাগুলো খেতে হবে। দুটি শসা পরিবেশন করা হয়েছিল। কাঁটাচামচ দিয়ে একটু চেপে ধরার পর, পোলাও বেরিয়ে এল। পোলাওতে ছোট ছোট টুকরো (যাকে আমরা কিমা বলি), টমেটোর টুকরো এবং গ্রেটেড দেশীয় পনির মেশানো হয়েছিল। আমি বুঝতে পারলাম যে সমস্ত স্টাফিং সেদ্ধ শসার ভেতরে রাখা হয়েছে এবং অবশেষে এটি ঘি দিয়ে ভরা হয়েছে। আমাদের মাছ এবং পোটলের ডলমার মতো একই নীতি - একমাত্র পার্থক্য ছিল এখানে তারা পোলাও, মিল, টমেটো এবং পনির দিয়ে শসা ভরেছিল। এভাবে এটি সত্যিই একটি দুর্দান্ত সৃষ্টি ছিল। আর কী স্বাদ! আমার জিভ স্পর্শ করার সাথে সাথে এটি গলে গেল। আমি কখনও এমন পাঁচ-ইন-ওয়ান খাবার খাইনি। আমি আরেকটি অনন্য আইটেম মিশরীয় ব্রড বিউ বীজের স্বাদও নিয়েছিলাম। আপনি নিশ্চয়ই আলিবাবার ছবিতে বিশাল তেলের ক্যাগ দেখেছেন। দুই-তিনটি পাত্রে তারা মোটা শিমের বীজ রেখে সারারাত সেদ্ধ করে। জলপাই তেল আর কিছু মশলা যোগ না করে, সকাল থেকেই পরিবেশন করে। আমরা মধ্যরাতে খেয়েছি। কী স্বাদ! আমি এখনও মুখে অনুভব করতে পারি। আমাদের কুমড়োর বীজ এই সুস্বাদু খাবারের সাথে কোন তুলনাই করতে পারে না। এমনকি পল এবং পার্সিও একমত যে চীনের সয়াবিন অনেক পিছিয়ে থাকবে, তাকে ছাড়িয়ে যাওয়ার কথা তো দূরের কথা। আমরা শুনেছি রাজা এবং দরিদ্ররা - সবাই দিনে দুবার করে এই শিম খেত। রেস্তোরাঁর মালিক আমাদের বলেছিলেন যে কোনও ফারাও এটি এত পছন্দ করেছে যে সে তার প্রজাদের এই শিম খেতে নিষেধ করেছে! এই কারণেই মানুষ ফারাওদের কথা বলে (সেই ফ্যারাওদের ইচ্ছা)। আমি এর আরবি নামটি বেছে নিলাম - বোকা। পরের দিন সকালের একটি ঘটনা, কিন্তু যেহেতু এটি এই আইটেমের সাথে সম্পর্কিত, আমি এখানে এটি বর্ণনা করব। ফরাসি, গ্রীক, ইতালীয়, ইংরেজদের মতো কয়েক ডজন জাতীয়তা কায়রোতে বাস করত। তাই শহরটি বিশ্বের বিভিন্ন ভাষার সাইনবোর্ড দিয়ে সজ্জিত ছিল। পরের দিন সকালে যখন আমরা শহরের নোড এবং ক্র্যানিগুলি ঘুরে দেখছিলাম, তখন আমি একটি সাইনবোর্ড দেখতে পেলাম যেখানে লেখা ছিল: ফুলস রেস্তোরাঁ পল, পার্সি এবং আমি একসাথে এটি লক্ষ্য করলাম। আমরা শব্দ হারিয়ে ফেলেছিলাম এবং অবশেষে আমরা হেসে ফেললাম। ‘বোকা মানুষের জন্য একটি রেস্তোরাঁ?’ এর আসল অর্থ কী? সেই মুহুর্তে হঠাৎ আমার মনে পড়ল যে আরবি ভাষায় বোকা শব্দটি ব্রড বিন ডিশের জন্য ব্যবহৃত হয়েছিল। বোকা মানুষ মানে না। আমি বলতে চাইছিলাম যে এই দোকানদার ব্রড বিন বীজ বিক্রি করছিল। আমরা তিনজন দোকানের ভিতরে উঁকি দিয়েছিলাম দেখতে Ad 40 vocabulary words  from the text along with their Bangla translations : English Word Bangla Meaning (বাংলা অর্থ) Cuisine রান্না শৈলী / খাবারের ধরন Savoury সুস্বাদু / মসলাযুক্ত Bitter তেতো Sour টক Flavour স্বাদ / গন্ধ Bland নীরস / মসলাহীন Tasteless স্বাদহীন Delicacy সুস্বাদু খাবার Dessert মিষ্টান্ন / ডেজার্ট Craving প্রবল আকাঙ্ক্ষা Spices মসলা Ingredients উপাদান Palate স্বাদগ্রহণ ক্ষমতা Gastronomy রন্ধনশিল্প Influence প্রভাব Variety বৈচিত্র্য Exotic বিদেশী / বিরল Traditional ঐতিহ্যবাহী Sophisticated মার্জিত / উন্নত Aroma সুগন্ধ / সুবাস Bake বেক করা / ওভেনে রান্না করা Stew ঝোলযুক্ত রান্না Macaroni এক ধরনের পাস্তা Stuffing পুর (ভেতরে ভরা উপাদান) Fried ভাজা Minced meat কিমা মাংস Grated ঘষে কুঁচি করা Olive oil জলপাই তেল Restaurant রেস্টুরেন্ট / খাবারের দোকান Dish খাবারের পদ Exotic অদ্ভুত / বিরল Broad bean বড় শিম Pharaoh মিশরের প্রাচীন রাজা Forbidden নিষিদ্ধ Discover আবিষ্কার করা Serve পরিবেশন করা Unique অনন্য Surprised অবাক Melt গলে যাওয়া Laugh হাসা vocabulary words with their English meanings and Bangla translations: Meditation English:  A practice of focusing the mind to achieve a mentally clear and emotionally calm state. Bangla:  ধ্যান Centrifuge English:  A machine or device that rotates at high speed to separate substances. Bangla:  সেন্ট্রিফিউগ Nirvana English:  A state of perfect happiness, liberation from suffering. Bangla:  নির্বাণ Clarity English:  The quality of being clear, easily understood. Bangla:  স্পষ্টতা Swirl English:  To move in a twisting or spiraling motion. Bangla:  ঘুর্ণন Torrential English:  (Of rain) falling in large amounts. Bangla:  প্রবল Antidote English:  A remedy to counteract a poison or a harmful situation. Bangla:  প্রতিকার Flattering English:  Complimenting someone in a way that may not be completely truthful. Bangla:  প্রশংসামূলক Addiction English:  The state of being physically or mentally dependent on a particular substance or activity. Bangla:  আসক্তি Overwhelmed English:  Overcome with emotion or difficulty. Bangla:  অভিভূত Compulsive English:  Relating to an irresistible urge. Bangla:  আবেগপ্রবণ Debt English:  Money that is owed or due. Bangla:  ঋণ Horizon English:  The line where the earth and the sky appear to meet. Bangla:  দিগন্ত Tempted English:  To feel a desire or urge to do something. Bangla:  প্রলুব্ধ Mindful English:  Being aware of something or paying careful attention. Bangla:  সচেতন Indulgence English:  The action of allowing oneself to enjoy something, often excessively. Bangla:  ভোগবিলাস Reflection English:  The act of thinking deeply about something. Bangla:  প্রতিফলন Serenity English:  The state of being calm, peaceful, and untroubled. Bangla:  শান্তি Flow English:  The smooth and uninterrupted movement of something. Bangla:  প্রবাহ Ruined English:  Destroyed or greatly damaged. Bangla:  ধ্বংস Impulse English:  A sudden desire or urge to act. Bangla:  অনুপ্রেরণা Cling English:  To hold on tightly to something. Bangla:  আঁকড়ানো Evaluate English:  To judge or assess the value or quality of something. Bangla:  মূল্যায়ন Ego English:  A person’s sense of self-importance. Bangla:  অহংকার Gratitude English:  The quality of being thankful. Bangla:  কৃতজ্ঞতা Perception English:  The ability to see, hear, or become aware of something through the senses. Bangla:  উপলব্ধি Tranquil English:  Calm, peaceful. Bangla:  প্রশান্ত Skeptical English:  Doubtful or hesitant to believe something. Bangla:  সন্দিহান Resilient English:  Able to recover quickly from difficult conditions. Bangla:  প্রতিরোধী Hectic English:  Very busy or chaotic. Bangla:  ব্যস্ত Suffocating English:  Causing difficulty in breathing, or being overwhelmed. Bangla:  শ্বাসরোধকারী Grateful English:  Feeling or showing thankfulness. Bangla:  কৃতজ্ঞ Voluntary English:  Done by choice or without being paid. Bangla:  স্বেচ্ছায় Instinct English:  An innate, typically fixed pattern of behavior. Bangla:  প্রাকৃতিক প্রবৃত্তি Chronically English:  Persisting for a long time or constantly recurring. Bangla:  দীর্ঘকালীন Diversion English:  The action of turning something aside from its course. Bangla:  বিচ্যুতি Striving English:  Making a great effort to achieve or obtain something. Bangla:  প্রচেষ্টা Surge English:  A powerful forward or upward movement. Bangla:  স্ফীত Vivid English:  Producing powerful feelings or clear images in the mind. Bangla:  উজ্জ্বল Endurance English:  The ability to withstand hardship or exertion. Bangla:  সহ্যক্ষমতা

Instant vacations: Getting there through meditation Training the mind can get us to a place of flow more quickly. Meditation is one way to exercise our mental muscles. There are many types of meditation, but they all have the same objective: calming the mind, observing our thoughts and emotions, and centering our focus on a single object. The basic practice involves sitting with a straight back and focusing on your breath. Anyone can do it, and you feel a difference after just one session. By fixing your attention on the air moving in and out of your nose, you can slow the torrent of thoughts and clear your mental horizons. The Archer’s Secret The winner of the 1988 Olympic gold medal for archery was a seventeen ­year-old woman from South Korea. When asked how she prepared, she replied that the most important part of her training was meditating for two hours each day. If we want to gel belter al reaching a slate of flow; meditation is an excellent antidote to our smartphones and their notifications constantly clamoring for our attention. One of the most common mistakes among people starting to meditate is worrying about doing it 'Tight,” achieving absolute mental silence, or reaching “nirvana.” The most important thing is to focus on the journey. Since the mind is a constant swirl of thoughts, ideas, and emotions, slowing down the “centrifuge” even for just a few seconds can help us feel more rested and leave us with a sense of clarity. In fact, one of the things we learn in the practice of meditation is not to worry about anything that flits across our mental screen. The idea of killing our boss might flash into our mind, but we simply label it as a thought and let it pass like a cloud, without judging or rejecting it. It is only a thought—one of die sixty thousand we have every day, according to some experts. Meditation generates alpha and theta brain waves. For those experienced in meditation, these waves appear right away, while it might lake a half hour for a beginner to experience them. These relaxing brain waves are the ones that are activated right before we fall asleep, as we lie in the sun, or right after taking a hot bath. We all carry a spa with us everywhere we go. It’s just a matter of knowing how to get in—something anyone can do, with a bit of practice. Multiple-Choice Questions (MCQs) with Answers What is the main objective of meditation? a) To train the body b) To calm the mind and focus on a single object c) To focus on different objects d) To achieve nirvana instantly Answer: b) To calm the mind and focus on a single object What is the simplest way to meditate according to the article? a) Walking slowly b) Sitting with a straight back and focusing on your breath c) Listening to music d) Reading a book Answer: b) Sitting with a straight back and focusing on your breath What mistake do many people make when they start meditating? a) They meditate too long b) They focus on achieving perfect silence or nirvana c) They meditate in uncomfortable positions d) They use their phones during meditation Answer: b) They focus on achieving perfect silence or nirvana Which Olympic gold medalist is mentioned in the article? a) A 17-year-old woman from South Korea b) A 19-year-old man from the USA c) A 30-year-old man from Japan d) A 25-year-old woman from the UK Answer: a) A 17-year-old woman from South Korea How long did the South Korean archer meditate each day? a) 10 minutes b) 30 minutes c) 1 hour d) 2 hours Answer: d) 2 hours What does meditation help to reduce according to the article? a) Fatigue b) Stress c) The "centrifuge" of thoughts d) Hunger Answer: c) The "centrifuge" of thoughts Which brain waves are generated during meditation? a) Beta and gamma b) Alpha and theta c) Delta and lambda d) Sigma and omega Answer: b) Alpha and theta How long does it take for a beginner to experience alpha and theta brain waves? a) 5 minutes b) 15 minutes c) 30 minutes d) 1 hour Answer: c) 30 minutes What is suggested to avoid during meditation? a) Thinking about food b) Worrying about the thoughts passing through your mind c) Drinking water d) Sitting comfortably Answer: b) Worrying about the thoughts passing through your mind What is the "spa" mentioned in the article? a) A place where you can meditate b) A mental state you can reach through meditation c) A hot bath d) A type of yoga Answer: b) A mental state you can reach through meditation Short Questions with Answers What is meditation, and what does it aim to achieve? Meditation is a practice that involves calming the mind, observing our thoughts and emotions, and focusing on a single object, such as our breath. The goal is to slow down the constant swirl of thoughts and find clarity and peace. How does meditation help in reducing mental stress? Meditation helps by allowing us to focus on our breath or a specific thought, which slows down the constant flow of thoughts and emotions. This helps reduce stress and creates a sense of mental clarity and calmness. What mistake do people often make when they first start meditating? Many beginners focus too much on achieving absolute mental silence or reaching nirvana. This often leads to frustration. The key is to focus on the journey and accept that thoughts will come and go naturally. Why is focusing on breath important during meditation? Focusing on breath helps to anchor the mind and reduce distractions. It brings awareness to the present moment and helps slow down the racing thoughts, creating a sense of calm. What was the key to the South Korean archer's success? The South Korean archer won the 1988 Olympic gold medal largely due to her practice of meditating for two hours each day. Meditation helped her maintain focus and mental clarity during the competition. What is the "centrifuge" of thoughts? The "centrifuge" of thoughts refers to the rapid and constant swirl of ideas, emotions, and distractions in our minds. Meditation helps slow this mental turbulence, bringing us a sense of peace and clarity. How do meditation waves (alpha and theta) help during practice? Alpha and theta brain waves are associated with relaxation and calmness. They help activate a relaxed state of mind, which is similar to the mental state we experience just before sleep or after a bath. Why should we not worry about the thoughts that pass through our mind during meditation? Thoughts are natural, and they will come and go. Instead of focusing on them or judging them, meditation encourages us to label them as mere thoughts and let them pass without attachment or judgment. What do people often buy during moments of mental distraction? People often overspend or buy unnecessary items when distracted by notifications from their smartphones. Meditation can help reduce this type of impulsive behavior by calming the mind and improving focus. How does meditation create a "spa" experience? Meditation creates a mental "spa" experience by helping us relax, clear our minds, and achieve a sense of peace, similar to the relaxing effect of a physical spa. It’s about creating inner calm wherever we go. Bangla Translation বাংলা অনুবাদঃ   তাৎক্ষণিক ছুটি: ধ্যানের মাধ্যমে সেখানে পৌঁছানো মনকে প্রশিক্ষণ দিলে আমরা দ্রুত প্রবাহমান স্থানে পৌঁছাতে পারি। ধ্যান আমাদের মানসিক পেশীগুলিকে ব্যায়াম করার একটি উপায়। অনেক ধরণের ধ্যান আছে, কিন্তু তাদের সকলেরই একই উদ্দেশ্য: মনকে শান্ত করা, আমাদের চিন্তাভাবনা এবং আবেগ পর্যবেক্ষণ করা এবং একটি একক বস্তুর উপর আমাদের মনোযোগ কেন্দ্রীভূত করা। মৌলিক অনুশীলনের মধ্যে রয়েছে সোজা পিঠ দিয়ে বসে থাকা এবং আপনার শ্বাস-প্রশ্বাসের উপর মনোযোগ দেওয়া। যে কেউ এটি করতে পারে, এবং আপনি মাত্র একটি সেশনের পরেই পার্থক্য অনুভব করেন। আপনার নাক দিয়ে বাতাসের প্রবাহে মনোযোগ কেন্দ্রীভূত করে, আপনি চিন্তার স্রোতকে ধীর করতে পারেন এবং আপনার মানসিক দিগন্ত পরিষ্কার করতে পারেন। তীরন্দাজের গোপন রহস্য তীরন্দাজের জন্য ১৯৮৮ সালের অলিম্পিক স্বর্ণপদক বিজয়ী ছিলেন দক্ষিণ কোরিয়ার একজন সতেরো বছর বয়সী মহিলা। যখন জিজ্ঞাসা করা হয়েছিল যে তিনি কীভাবে প্রস্তুতি নিয়েছিলেন, তখন তিনি উত্তর দিয়েছিলেন যে তার প্রশিক্ষণের সবচেয়ে গুরুত্বপূর্ণ অংশ ছিল প্রতিদিন দুই ঘন্টা ধ্যান করা। যদি আমরা প্রবাহের একটি স্তরে পৌঁছাতে চাই; ধ্যান আমাদের স্মার্টফোন এবং তাদের বিজ্ঞপ্তিগুলির ক্রমাগত আমাদের মনোযোগ আকর্ষণের জন্য চিৎকার করার জন্য একটি দুর্দান্ত প্রতিষেধক। ধ্যান শুরু করা মানুষের মধ্যে সবচেয়ে সাধারণ ভুলগুলির মধ্যে একটি হল 'নিবিড়ভাবে' করার চিন্তা করা, পরম মানসিক নীরবতা অর্জন করা, অথবা "নির্বাণ" অর্জন করা। সবচেয়ে গুরুত্বপূর্ণ বিষয় হল যাত্রায় মনোনিবেশ করা। যেহেতু মন চিন্তা, ধারণা এবং আবেগের একটি অবিরাম ঘূর্ণায়মান, তাই মাত্র কয়েক সেকেন্ডের জন্যও "কেন্দ্রিক" ধীর করে দিলে আমাদের আরও বিশ্রাম বোধ করতে এবং আমাদের স্পষ্টতার অনুভূতি দিতে সাহায্য করতে পারে। প্রকৃতপক্ষে, ধ্যান অনুশীলনে আমরা যা শিখি তা হল আমাদের মানসিক পর্দা জুড়ে ভেসে ওঠা কোনও কিছু নিয়ে চিন্তা না করা। আমাদের বসকে হত্যা করার ধারণা আমাদের মনে ভেসে উঠতে পারে, কিন্তু আমরা কেবল এটিকে একটি চিন্তা হিসাবে চিহ্নিত করি এবং এটিকে বিচার বা প্রত্যাখ্যান না করে মেঘের মতো চলে যেতে দিই। এটি কেবল একটি চিন্তা - কিছু বিশেষজ্ঞের মতে, আমাদের প্রতিদিন ষাট হাজারের মধ্যে একটি। ধ্যান আলফা এবং থিটা মস্তিষ্কের তরঙ্গ তৈরি করে। যারা ধ্যানে অভিজ্ঞ তাদের জন্য, এই তরঙ্গগুলি তাৎক্ষণিকভাবে উপস্থিত হয়, যখন একজন নতুনের জন্য সেগুলি অনুভব করতে আধ ঘন্টা সময় লাগতে পারে। এই শিথিল মস্তিষ্কের তরঙ্গগুলি ঘুমানোর ঠিক আগে, রোদে শুয়ে থাকার সময়, অথবা গরম স্নানের ঠিক পরে সক্রিয় হয়। আমরা সকলেই যেখানেই যাই না কেন আমাদের সাথে একটি স্পা বহন করি। এটি কেবল কীভাবে প্রবেশ করতে হয় তা জানার বিষয় - যা যে কেউ করতে পারে, একটু অনুশীলনের মাধ্যমে। Ad vocabulary words with their English meanings and Bangla translations: Meditation English:  A practice of focusing the mind to achieve a mentally clear and emotionally calm state. Bangla:  ধ্যান Centrifuge English:  A machine or device that rotates at high speed to separate substances. Bangla:  সেন্ট্রিফিউগ Nirvana English:  A state of perfect happiness, liberation from suffering. Bangla:  নির্বাণ Clarity English:  The quality of being clear, easily understood. Bangla:  স্পষ্টতা Swirl English:  To move in a twisting or spiraling motion. Bangla:  ঘুর্ণন Torrential English:  (Of rain) falling in large amounts. Bangla:  প্রবল Antidote English:  A remedy to counteract a poison or a harmful situation. Bangla:  প্রতিকার Flattering English:  Complimenting someone in a way that may not be completely truthful. Bangla:  প্রশংসামূলক Addiction English:  The state of being physically or mentally dependent on a particular substance or activity. Bangla:  আসক্তি Overwhelmed English:  Overcome with emotion or difficulty. Bangla:  অভিভূত Compulsive English:  Relating to an irresistible urge. Bangla:  আবেগপ্রবণ Debt English:  Money that is owed or due. Bangla:  ঋণ Horizon English:  The line where the earth and the sky appear to meet. Bangla:  দিগন্ত Tempted English:  To feel a desire or urge to do something. Bangla:  প্রলুব্ধ Mindful English:  Being aware of something or paying careful attention. Bangla:  সচেতন Indulgence English:  The action of allowing oneself to enjoy something, often excessively. Bangla:  ভোগবিলাস Reflection English:  The act of thinking deeply about something. Bangla:  প্রতিফলন Serenity English:  The state of being calm, peaceful, and untroubled. Bangla:  শান্তি Flow English:  The smooth and uninterrupted movement of something. Bangla:  প্রবাহ Ruined English:  Destroyed or greatly damaged. Bangla:  ধ্বংস Impulse English:  A sudden desire or urge to act. Bangla:  অনুপ্রেরণা Cling English:  To hold on tightly to something. Bangla:  আঁকড়ানো Evaluate English:  To judge or assess the value or quality of something. Bangla:  মূল্যায়ন Ego English:  A person’s sense of self-importance. Bangla:  অহংকার Gratitude English:  The quality of being thankful. Bangla:  কৃতজ্ঞতা Perception English:  The ability to see, hear, or become aware of something through the senses. Bangla:  উপলব্ধি Tranquil English:  Calm, peaceful. Bangla:  প্রশান্ত Skeptical English:  Doubtful or hesitant to believe something. Bangla:  সন্দিহান Resilient English:  Able to recover quickly from difficult conditions. Bangla:  প্রতিরোধী Hectic English:  Very busy or chaotic. Bangla:  ব্যস্ত Suffocating English:  Causing difficulty in breathing, or being overwhelmed. Bangla:  শ্বাসরোধকারী Grateful English:  Feeling or showing thankfulness. Bangla:  কৃতজ্ঞ Voluntary English:  Done by choice or without being paid. Bangla:  স্বেচ্ছায় Instinct English:  An innate, typically fixed pattern of behavior. Bangla:  প্রাকৃতিক প্রবৃত্তি Chronically English:  Persisting for a long time or constantly recurring. Bangla:  দীর্ঘকালীন Diversion English:  The action of turning something aside from its course. Bangla:  বিচ্যুতি Striving English:  Making a great effort to achieve or obtain something. Bangla:  প্রচেষ্টা Surge English:  A powerful forward or upward movement. Bangla:  স্ফীত Vivid English:  Producing powerful feelings or clear images in the mind. Bangla:  উজ্জ্বল Endurance English:  The ability to withstand hardship or exertion. Bangla:  সহ্যক্ষমতা Ad

We spend money tor different reasons. We buy food, clothes or everyday essentials, pay for different services, entertain people, travel to places, help others in need or invest in business and thus spend money every day. In fact, spending is a part of our life. Spending may make us happy or unhappy depending on how and why we spend. When we spend money on tilings that we need and within our limit, it is good. When it becomes a compulsive behaviour, it makes life stressful. Unnecessary spending or spending beyond one’s means has some bad effects. For one tiling, it may lead to financial ruin or debt, and for another, it may create unhappiness within families. People who overspend are never satisfied with what they have. They always rush for brands, fashion items, designer clothes etc. Over a period of time it becomes an addiction which may eventually create psychological problems. Nowadays consumer items are displayed in stores or in advertisements in ways that they create a feeling of immediate need for them. We are constantly tempted to buy, use or consume things even when we do not have a genuine need. We all need to be careful here. Salespersons often encourage customers to buy things by flattering them. ‘This is a perfect match for you,* they would say. or 'You look so stunning in that dress.’ Never forget, they say the same thing to most of their customers. It is better not to be persuaded by such words. They use these words to please the customers as the more a customer buys, the higher the profit is. Overspending is not only related to shopping, it applies to oilier activities as well such as eating out. Many people buy too many items to cat in a restaurant. They can eal only some of them and the rest arc wasted. It’s not a responsible attitude. We cannot simply waste food because we have money to buy it. Young people in a shopping mall often look at an item on display and think ‘Oh I must buy this. I really need this.’ They may not have the money needed in their wallet. So they use credit cards but using them is like taking a loan. If the}' are not careful, the loans increase which might lead them to a debt-trap. Sometimes children insist on buying things that their parents cannot pay without stretching their budget. This may happen because the children’s friends also have them. It’s not fair as it becomes a burden for the parents. Finally, don't get trapped by the glossy advertisements on television or the Internet. You should rather ask yourself: “Do I need this?” The best way to control the habit of spending in not to think ‘What I need’, but ‘Can I do without it?’ Questions How does overspending make life difficult? What difference do you notice between ’I need this’ and 'Can 1 do without this'? Why does the author discourage buying with credit cards? Do you agree with the author's argument? Why/Why not? How does overspending make life difficult? Overspending can make life difficult by leading to financial ruin or debt. It can create stress, especially when people spend beyond their means. Additionally, overspending can cause unhappiness within families, as it may lead to constant dissatisfaction and addiction to material possessions like designer clothes and fashionable items. This compulsive behavior can also cause psychological problems over time. What difference do you notice between ‘I need this’ and ‘Can I do without this’? The phrase "I need this" reflects an immediate desire to purchase something, often based on impulse or external influence. It indicates a feeling of urgency or necessity. On the other hand, "Can I do without this?" encourages a more thoughtful approach, considering whether the item is truly essential or if it can be lived without. The second question promotes self-control and critical thinking before making purchases, avoiding unnecessary or impulsive spending. Why does the author discourage buying with credit cards? Do you agree with the author's argument? Why/Why not? The author discourages buying with credit cards because it can lead to taking on debt. Using credit cards may give an illusion of affordability, but if not paid off on time, it can result in increasing loans and eventually lead to a debt-trap.I agree with the author's argument, as relying on credit cards without proper control can make people overspend and create financial problems. It’s important to live within one’s means and avoid accumulating unnecessary debt. 10 Multiple Choice Questions (MCQs) What is the main problem caused by overspending? a) It makes people happy b) It leads to financial ruin or debt c) It creates a sense of satisfaction Answer: b) It leads to financial ruin or debt What happens when people overspend beyond their means? a) It brings joy to families b) It can create psychological problems c) It saves money for future use Answer: b) It can create psychological problems What do salespeople do to encourage people to buy? a) Offer discounts b) Flatter customers c) Give gifts Answer: b) Flatter customers What does overspending on food in a restaurant lead to? a) It creates happiness b) It results in wasting food c) It improves financial stability Answer: b) It results in wasting food Why are credit cards dangerous when not used carefully? a) They help save money b) They are easy to pay off c) They can lead to increasing debt Answer: c) They can lead to increasing debt What should you ask yourself before making a purchase? a) "Can I afford this?" b) "Do I need this?" c) "What will others think of this?" Answer: b) "Do I need this?" What is the author’s advice regarding shopping? a) Spend as much as you want b) Only buy what you truly need c) Never buy anything Answer: b) Only buy what you truly need What effect does excessive consumer advertising have on people? a) It encourages people to save more money b) It creates a sense of immediate need c) It makes people think they have enough Answer: b) It creates a sense of immediate need Why does the author mention credit cards in the context of overspending? a) To show how they help save money b) To explain how they lead to debt c) To encourage their use Answer: b) To explain how they lead to debt What should people do to avoid overspending on unnecessary items? a) Follow the latest trends b) Buy items on sale c) Consider if they can do without the item Answer: c) Consider if they can do without the item Short Questions with Elaborate Answers How can overspending lead to debt? Overspending can lead to debt because people often buy things they cannot afford. If they don’t have enough money, they may use credit cards or take loans to make purchases. Over time, if they can't pay off the balance, the debt grows, creating financial problems that are hard to escape. What are the consequences of buying things you don’t need? Buying things you don’t need can lead to wasting money. It can also make you feel unsatisfied because you may always want more things. Additionally, excessive buying may lead to debt and financial stress, especially if you keep purchasing without thinking about whether you truly need the items. Why is it important to avoid impulsive buying? Impulsive buying can lead to regret and financial trouble. Often, when people make impulse purchases, they don't think about whether the item is truly necessary or if it fits within their budget. This can create a cycle of unnecessary spending and financial instability. How do advertisements influence our spending behavior? Advertisements are designed to make us feel like we need something, even if we don’t. They often highlight the benefits of products in a way that makes us think we can't live without them. This emotional appeal can push us to buy things we don’t need or can’t afford. Why should we consider whether we can do without something before buying it? By asking ourselves whether we can do without something, we can prevent unnecessary purchases. It helps us focus on what is truly important, saving money and avoiding clutter in our lives. This mindset encourages responsible spending and better financial planning. What is the impact of overspending on family relationships? Overspending can cause stress and arguments in families. If one person constantly spends more than they should, it can lead to financial problems that affect everyone. It may create feelings of resentment or worry, damaging trust and harmony within the family. How does overspending affect mental health? Overspending can lead to stress and anxiety, as people may worry about how to pay off their debts. The constant pressure to keep up with trends or maintain a certain lifestyle can also cause feelings of guilt, shame, and frustration. Over time, this can lead to psychological problems. What role do credit cards play in overspending? Credit cards allow people to buy things they can't immediately afford, which can lead to overspending. If the balance isn't paid off quickly, interest adds up, creating more debt. This makes it easy to fall into a cycle of borrowing, which can be difficult to escape from. What are some ways to control unnecessary spending? To control unnecessary spending, you can create a budget and stick to it. Ask yourself if you really need an item before buying it, avoid impulse purchases, and wait a few days before making big decisions. Limiting exposure to ads and sales promotions can also help you resist the temptation to buy things you don’t need. Why should people be cautious of salespeople’s compliments when shopping? Salespeople often flatter customers to make them feel good and encourage them to buy things. However, these compliments are often not sincere and are meant to increase sales. It’s important to remain aware of this tactic and not let it pressure you into making purchases you don’t need. Bangla Translation বাংলা অনুবাদঃ   আমরা বিভিন্ন কারণে অর্থ ব্যয় করি। আমরা খাবার, পোশাক বা নিত্যপ্রয়োজনীয় জিনিসপত্র কিনি, বিভিন্ন পরিষেবার জন্য অর্থ প্রদান করি, মানুষকে বিনোদন দিই, বিভিন্ন জায়গায় ভ্রমণ করি, অভাবী অন্যদের সাহায্য করি বা ব্যবসায় বিনিয়োগ করি এবং এভাবে প্রতিদিন অর্থ ব্যয় করি। আসলে, ব্যয় আমাদের জীবনের একটি অংশ। ব্যয় আমাদের সুখী বা অসুখী করতে পারে আমরা কীভাবে এবং কেন ব্যয় করি তার উপর নির্ভর করে। যখন আমরা আমাদের প্রয়োজনীয় এবং সীমার মধ্যে টাইলিংয়ে অর্থ ব্যয় করি, তখন এটি ভাল। যখন এটি একটি বাধ্যতামূলক আচরণে পরিণত হয়, তখন এটি জীবনকে চাপযুক্ত করে তোলে। অপ্রয়োজনীয় ব্যয় বা নিজের সাধ্যের বাইরে ব্যয় করার কিছু খারাপ প্রভাব পড়ে। একটি টাইলিংয়ে, এটি আর্থিক ধ্বংস বা ঋণের দিকে নিয়ে যেতে পারে, এবং অন্যটির জন্য, এটি পরিবারের মধ্যে অসুখ তৈরি করতে পারে। যারা অতিরিক্ত ব্যয় করে তারা তাদের যা আছে তা নিয়ে কখনই সন্তুষ্ট হয় না। তারা সর্বদা ব্র্যান্ড, ফ্যাশন আইটেম, ডিজাইনার পোশাক ইত্যাদির জন্য তাড়াহুড়ো করে। সময়ের সাথে সাথে এটি একটি আসক্তিতে পরিণত হয় যা অবশেষে মানসিক সমস্যা তৈরি করতে পারে। আজকাল ভোগ্যপণ্য দোকানে বা বিজ্ঞাপনে এমনভাবে প্রদর্শিত হয় যে তারা তাদের তাৎক্ষণিক প্রয়োজনের অনুভূতি তৈরি করে। আমাদের প্রকৃত চাহিদা না থাকলেও আমরা ক্রমাগত জিনিস কিনতে, ব্যবহার করতে বা গ্রাস করতে প্রলুব্ধ হই। আমাদের সকলেরই এখানে সতর্ক থাকা উচিত। বিক্রেতারা প্রায়শই গ্রাহকদের তোষামোদ করে জিনিস কিনতে উৎসাহিত করেন। তারা বলবেন, 'এটা তোমার জন্য একটা নিখুঁত পোশাক,' অথবা 'এই পোশাকে তুমি দেখতে খুব সুন্দর দেখাচ্ছে।' ভুলে যাবেন না, তারা তাদের বেশিরভাগ গ্রাহককেই একই কথা বলে। এই ধরনের শব্দে প্ররোচিত না হওয়াই ভালো। তারা এই শব্দগুলি গ্রাহকদের খুশি করার জন্য ব্যবহার করে কারণ একজন গ্রাহক যত বেশি কিনবেন, লাভ তত বেশি হবে। অতিরিক্ত খরচ কেবল কেনাকাটার সাথে সম্পর্কিত নয়, এটি তেলযুক্ত কার্যকলাপের পাশাপাশি বাইরে খাওয়া-দাওয়ার ক্ষেত্রেও প্রযোজ্য। অনেকে রেস্তোরাঁয় খাবার খাওয়ার জন্য অনেক বেশি জিনিস কিনে থাকেন। তারা কেবল কিছু জিনিস খেতে পারেন এবং বাকিগুলি নষ্ট হয়ে যায়। এটি একটি দায়িত্বশীল মনোভাব নয়। আমরা কেবল খাবার নষ্ট করতে পারি না কারণ আমাদের কাছে এটি কেনার জন্য টাকা আছে। শপিং মলে তরুণরা প্রায়শই প্রদর্শনীতে রাখা কোনও জিনিস দেখে ভাবেন 'ওহ, আমাকে এটি কিনতে হবে। আমার এটি সত্যিই দরকার।' তাদের মানিব্যাগে প্রয়োজনীয় টাকা নাও থাকতে পারে। তাই তারা ক্রেডিট কার্ড ব্যবহার করে কিন্তু এগুলো ব্যবহার করা ঋণ নেওয়ার মতো। যদি তারা সতর্ক না থাকে, তাহলে ঋণ বেড়ে যেতে পারে যা তাদের ঋণের ফাঁদে ফেলে দিতে পারে। কখনও কখনও বাচ্চারা এমন জিনিস কেনার জন্য জোর দেয় যা তাদের বাবা-মা তাদের বাজেট না বাড়িয়ে পরিশোধ করতে পারে না। এটি ঘটতে পারে কারণ বাচ্চাদের বন্ধুদেরও এগুলো থাকে। এটি অন্যায় কারণ এটি বাবা-মায়ের জন্য বোঝা হয়ে ওঠে। পরিশেষে, টেলিভিশন বা ইন্টারনেটে চকচকে বিজ্ঞাপনের ফাঁদে পা দেবেন না। আপনার বরং নিজেকে জিজ্ঞাসা করা উচিত: "আমার কি এটা দরকার?" খরচ করার অভ্যাস নিয়ন্ত্রণ করার সর্বোত্তম উপায় হল 'আমার কী প্রয়োজন' ভেবে নয়, বরং 'আমি কি এটা ছাড়া চলতে পারি?'vocabulary words with their English and Bangla meanings: Overspending English: Spending more money than one can afford. Bangla: অতিরিক্ত ব্যয় Compulsive English: An irresistible urge or behavior. Bangla: অবাধ্য Temptation English: A desire to do something, often something wrong or unwise. Bangla: প্রলোভন Debt English: Money owed to someone. Bangla: ঋণ Addiction English: A state of being dependent on something. Bangla: আসক্তি Consumer English: A person who buys goods and services. Bangla: ভোক্তা Flatter English: To praise excessively, often insincerely. Bangla: প্রশংসা করা Suffocating English: Unable to breathe, or causing discomfort due to lack of air. Bangla: শ্বাসরোধকারী Responsibility English: The state of being accountable for something. Bangla: দায়িত্ব Wasted English: Used carelessly or without purpose. Bangla: অপচয় করা Considerate English: Showing concern for others' feelings and needs. Bangla: সহানুভূতিশীল Genuine English: Real and sincere. Bangla: প্রকৃত Flattery English: Excessive and insincere praise. Bangla: মধুর বাক্য Unnecessary English: Not needed or essential. Bangla: অপ্রয়োজনীয় Overconsumption English: Consuming more than necessary. Bangla: অতিরিক্ত খরচ Financial English: Relating to money or finance. Bangla: আর্থিক Tempted English: Attracted or lured into doing something. Bangla: প্রলুব্ধ Discipline English: The practice of training people to behave in a controlled way. Bangla: শৃঙ্খলা Impetus English: A driving force or motivation. Bangla: প্রেরণা Clutter English: A messy or disorganized collection of things. Bangla: অব্যবস্থাপনা Irresistible English: Too attractive or appealing to resist. Bangla: প্রতিরোধের উপায় নয় Excessive English: More than what is necessary or acceptable. Bangla: অতিরিক্ত Psychological English: Related to the mind or mental processes. Bangla: মানসিক Indulgence English: The act of allowing oneself to enjoy something, often excessively. Bangla: স্বাদ নেওয়া Financial ruin English: Total loss of money, often leading to bankruptcy. Bangla: আর্থিক ধ্বংস Budget English: An estimate of income and expenses for a certain period. Bangla: বাজেট Irresponsible English: Not showing care or concern for the consequences. Bangla: অবহেলা Accumulate English: To gather or collect over time. Bangla: সঞ্চয় করা Caution English: Care taken to avoid danger or mistakes. Bangla: সতর্কতা Excess English: An amount that is more than needed or expected. Bangla: অতিরিক্ত পরিমাণ Ad Ad Passage-2 Passage-3