Tuesday, February 7, 2023

Direct and Indirect Speech/Narration (Reported Speech)

 DIRECT AND INDIRECT SPEECH

(Designed especially for class 9, 10, SEE examinees, class 11 and 12)

                   - Yagya Kumar Niraula

Direct and Indirect Speech/Narration     (Reported Speech):

Change in Tenses

1. If the reporting verb is in the past tense, the tense of the verb in the reported speech must be changed to one of the four forms of the past tense.

She said, "She likes dancing."

She said that she liked dancing.

2. In some cases, the simple past tense becomes unchanged.

She said," Columbus discovered America in 1492."

She said that Columbus discovered America in 1492.

3. The following changes need to be made to the modal auxiliary verbs:

shall/will+ V1- should/would + V1

will have - would have

would/could/might/ought + V1- no change

must (necessity) - had to

shall have - should have

must (duty/law/truth) - no change

may/can+ V1- might/could + V1

Changes in Time and Place References

Places

here     -   there

this      -     that

these     -   those

come    -    go

Time

now  -  then

today  -  that day

tonight  -  that night

this week  -  that week

tomorrow  -  the following day/the next day 

yesterday  -  the previous day

Direct Speech

Direct speech repeats, or quotes, the exact words spoken. When we use direct speech in writing, we place the words spoken between inverted commas ("....") and there is no change in these words. We may be reporting something that's being said NOW (for example a telephone conversation), or telling someone later about a previous conversation.

Examples:

She says "What time will you be home?"

She said "What time will you be home?" and I said "I don't know! "

"There's a fly in my soup!" screamed Simone.

Ram said, "There's an elephant outside the window."

Indirect/Reported Speech

Reported speech is usually used to talk about the past, so we normally change the tense of the words spoken. We use reporting verbs like 'say','tell', 'ask', and we may use the word 'that' to introduce the reported words. Inverted commas are not used.

She said, "I saw him." 

She said that she had seen him .

'That' may be omitted:

She told him that she was happy.

She told him she was happy.

'Say' and 'tell'

Use 'say' when there is no indirect object.

He said that he was tired.

Always use 'tell' when you say who was being spoken to (i.e. with an indirect object).

He told me that he was tired.

Tense Change

The changes are shown below:

Simple present  -  Simple past

She said, "I always drink coffee."

She said that she always drank coffee.

Present continuous  -  Past continuous

"I am reading a book", he explained.

He explained that he was reading a book.

Simple past  -  Past perfect

"Ram arrived on Saturday", he said.

He said that Ram had arrived on Saturday.

Present perfect  -  Past perfect

"I have been to Spain", he told me.

He told me that he had been to Spain.

Past perfect  -  Past perfect

"I had just turned out the light," he explained.

He explained that he had just turned out the light.

Present perfect continuous  -  Past perfect continuous

They complained, "We have been waiting for hours".

They complained that they had been waiting for hours.

Past continuous  -  Past perfect continuous

"We were living in Paris", they told me.

They told me that they had been living in Paris.

Future  -  Present conditional

"I will be in Geneva on Monday", he said.

He said that he would be in Geneva on Monday.

Future continuous  -  Conditional continuous

She said, " I'll be using the car next Friday".

She said that she would be using the car next Friday.

NOTE:

1. You do not need to change the tense if the reporting verb is in the present, or if the original statement was about something that is still true. 

Example:

He says he has missed the train but he'll catch the next one.

We explained that it is very difficult to find our house.

2. These modal verbs do not change in reported speech:

might, could, would, should, ought to

Example:

We explained that it could be difficult to find our house.

She said that she might bring a friend to the party.

Time/place references change when using reported speech

Example:

"I will see you here tomorrow ", she said. 

She said that she would see me there the next day.

The most common of these changes are shown below:

Examples:

Today  -  that day

"I saw him today", she said.

She said that she had seen him that day.

Yesterday  -  the day before

"I saw him yesterday ", she said.

She said that she had seen him the day before.

The day before yesterday  -  two days before

"I met her the day before yesterday ", he said.

He said that he had met her two days before.

Tomorrow  -  the next/following day

"I'll see you tomorrow ", he said.

He said that he would see me the next day.

The day after tomorrow  -  in two days time/ two days later

"We'll come the day after tomorrow ,"they said.

They said that they would come in two days time/ two days later.

Next week/month/year  -  the following week/month/year

"I have an appointment next week ", she said.

She said that she had an appointment the following week .

Last week/month/year  -  the previous/week/month/year

"I was on holiday last week ," he told us.

He told us that he had been on holiday the previous week .

ago  -  before

"I saw her a week ago ," he said.

He said he had seen her a week before.

this (for time)  -  that

"I'm getting a new car this week," she said.

She said she was getting a new car that week.

this/that (adjectives)  -  the

"Do you like this shirt?,"  he asked.

He asked if I liked the shirt.

here  -  there

He said, "I live here."

He told me he lived there .

Other changes

In general, personal pronouns change to the third person singular or plural, except when the speaker reports his own words:

Example: 

He said, "I like your new car." 

He told her that he liked her new car.

I said, "I'm going to my friend's house." 

I said that I was going to my friend's house.

QUESTION FORMS

1. Normal word order is used in reported questions, that is, the subject comes before the verb, and it is not necessary to use 'do' or 'did' :

"Where does Ram live?" 

She asked him where Ram lived.

2. Yes/No questions

This type of question is reported by using 'ask' + 'if /whether + clause.

"Do you speak English?" 

He asked me if I spoke English.

"Are you British or American?" 

He asked me whether I was British or American.

"Is it raining?" 

She asked if it was raining.

"Have you got a computer?" 

He wanted to know whether I had a computer.

"Can you type?" 

She asked if I could type.

"Did you come by train?" 

He enquired whether I had come by train.

"Have you been to Pokhara before?" 

She asked if I had been to Pokhara before.

3. Question words

This type of question is reported by using 'ask' (or another verb like 'ask') + question word + clause. The clause contains the question, in normal word order and with the necessary tense change.

"What is your name?" he asked me. 

He asked me what my name was .

"How old is your mother?," he asked. 

He asked how old her mother was.

The policeman said to the boy, "Where do you live?"

The policeman asked the boy where he lived.

"What time does the train arrive?," she asked. 

She asked what time the train arrived.

"When can we have dinner?," she asked. 

She asked when they could have dinner.

Ram said to Hari, "Why are you so late?" 

Ram asked the Hari why he was so late.

Orders, Requests, Suggestions

1. When we want to report an order or request, we can use a verb like 'tell' with a to-clause.

Examples:

He told me to go away.

The pattern is verb+indirect object+ to-clause.

(The indirect object is the person spoken to.)

Other verbs used to report orders and requests in this way are: command, order, warn, ask, advise, invite, beg, teach, forbid.

Examples: 

The doctor said to me, "Stop smoking."

The doctor told me to stop smoking .

"Get out of the car," said the policeman. 

The policeman ordered him to get out of the car .

"Could you please be quiet," she said. 

She asked me to be quiet.

The man with the gun said to us, "Don't move."

The man with the gun warned us not to move.

2. Requests for objects are reported using the pattern ask+for+object :

Examples: 

"Can I have an apple?", she asked.

She asked for an apple.

"Can I have the newspaper, please?" 

He asked for the newspaper.

"May I have a glass of water?" he said. 

He asked for a glass of water.

"Sugar, please." 

She asked for the sugar.

"Could I have three kilos of onions?" 

He asked for three kilos of onions.

3. Suggestions are usually reported with a that-clause.'That' and 'should' are optional in these clauses:

She said, "Why don't you get a mechanic to look at the car?"

She suggested that I should get a mechanic to look at the car. 

          OR 

She suggested I get a mechanic to look at the car.

Other reporting verbs used in this way are:  insist, recommend, demand, request, propose.

Examples:

"It would be a good idea to see the dentist", said my mother.

My mother suggested I see the dentist.

The dentist said, "I think you should use a different toothbrush". 

The dentist recommended that I should use a different toothbrush.

My manager said, "I think we should examine the budget carefully at this meeting." 

My manager proposed that we examine the budget carefully at the meeting.

"Why don't you sleep overnight at my house?" she said. 

She suggested that I sleep overnight at her house.

Hopes, Intentions and Promises

When we report an intention, hope or promise, we use an appropriate reporting verb followed by a that-clause or a to-infinitive:

"I'll pay you the money tomorrow." 

He promised to pay me the money the next day.

             or

He promised that he would pay me the money the next day.

Other verbs used in this pattern include: 

hope, propose, threaten, guarantee, swear .

Examples:

"I'll be back by lunchtime."

He promised to be back by lunchtime.

              or

He promised that he would be back by lunchtime.

"We should arrive in London before nightfall."

They hoped to arrive in London before nightfall.

                  or

They hoped they would arrive in  London before nightfall.

"Give me the keys to the safe or I'll shoot you!"

He threatened to shoot me if I didn't give him the keys to the safe.

                      or

He threatened that he would shoot me if I didn't give him the keys to the safe.

                                 ***

Sunday, February 5, 2023

Influence of Gadgets on Students' Lives

 


1. Write an essay on 'Influence of Gadgets on Students' Lives' in about 150 words.

Answer:

Gadgets have become an integral part of modern students' lives, influencing nearly every aspect of their daily routines. The widespread availability and use of smartphones, laptops, and tablets have made information and communication more accessible than ever before. Students can now study online, collaborate with classmates, and access an abundance of learning resources at their fingertips.

However, excessive gadget use can also have negative effects on students. It can lead to decreased attention spans, decreased physical activity, and poor sleep habits, which can have a significant impact on their health and well-being. Additionally, constant exposure to technology can lead to social isolation, decreased face-to-face communication skills, and an unhealthy addiction to screens.

In conclusion, while gadgets have brought about numerous benefits for students, it is important to use them in moderation. Students should strive for a healthy balance between technology use and physical activity, social interaction, and personal time. Gadgets can be incredibly useful tools, but it is up to each individual to use them in a responsible and beneficial way.

                                ***

Saturday, February 4, 2023

A Dialogue Between Two Friends Who Are Planning for Their Educational Tour

1. Write a dialogue between two friends who are planning for their educational tour. Write at least six exchanges.

Answer : 

Ram : Hey, what's up? I heard we're going on an educational tour next week.

Hari : Yeah, that's right ! I'm so excited ! Have you started planning yet?

Ram: Not really, I was thinking we could plan it together. Where do you want to go?

Hari : I was thinking about visiting Pokhara where we can go boating on Fewa Lake and visit different museums which have a lot of interesting exhibitions on science, history, and art.

Ram : That sounds like a great idea. We can also visit Devis Falls, Mahendra Cave and Gupteshwar Mahadev Cave while we're there.

Hari : Definitely ! And we can also go to World Peace Stupa.

Ram : That's a good idea. What about transportation? Do you think we should rent a car or take a bus tour?

Hari : I think a bus tour would be easier and more convenient. We wouldn't have to worry about parking or navigating the city.

Ram : That's a good point. We can also use the extra time to rest and prepare for the next day's activities.

Hari : Exactly ! And we can also learn about the city and its history from the tour guide.

Ram : Alright, let's go with a bus tour. Let's reserve the bus.

Hari : Sounds good to me ! Let's get started !

                              ***

Federalism in Nepal

 

1. Write an essay on 'Federalism in Nepal'.

Answer:

Federalism in Nepal

Federalism in Nepal refers to the political and administrative system that divides power between a central government and constituent states. This system of government was adopted in Nepal after the country underwent significant political changes, including the abolition of its monarchy and the establishment of a federal democratic republic in 2008.

Federalism in Nepal is a decentralized system of government, meaning that power is shared between the central government and the seven states that make up the country. The central government is responsible for national security, foreign affairs, monetary policy, and other important matters, while the states are responsible for areas such as education, health, and local administration.

The introduction of federalism in Nepal was a response to long-standing demands from ethnic and regional groups for greater representation and autonomy. Prior to federalism, Nepal was dominated by the Kathmandu-centric political elite, leading to a sense of marginalization among minority groups and regional populations. Federalism has helped to address this imbalance by giving these groups a greater voice in the political process and allowing them to shape policies and decisions that directly impact their communities.

Despite its advantages, federalism in Nepal has also faced several challenges. One of the main challenges has been the lack of clarity regarding the allocation of powers and responsibilities between the central government and the states. This has led to disputes over jurisdiction, with both the central government and the states claiming authority over certain areas.

Another challenge is the lack of capacity and resources at the state level, which has made it difficult for the states to effectively carry out their responsibilities. This has been compounded by a lack of skilled personnel, poor infrastructure, and a limited tax base, making it difficult for the states to provide essential services to their citizens.

In conclusion, federalism in Nepal has been a positive step towards addressing the demands of ethnic and regional groups for greater representation and autonomy. However, the system still faces significant challenges, including the need for greater clarity in the allocation of powers and responsibilities, and the need for increased capacity and resources at the state level. These challenges will need to be addressed if federalism in Nepal is to be successful and fulfill its promise of creating a more inclusive, democratic, and equitable society.

                              ***

Thursday, February 2, 2023

Essays As Per Your Demand

 I have tried to provide you with some essays as per your demand today. These essays are useful especially for those who are preparing for their SEE examinations. Not only this, they are also equally useful for those who are in grade 9, 11 and 12. I would like to give you more through online channel as per your demand.                                                                     - Yagya Kumar Niraula

                                 
1. Write an essay on 'Martyr'.

Answer:

A martyr is a person who sacrifices his life or endures suffering for the sake of a cause or belief they hold dear. In religious contexts, a martyr is someone who dies for their faith, often as a result of persecution. In other contexts, a martyr can be someone who sacrifices himself for a cause, such as a political or social movement.

Martyrdom has been a part of human history for thousands of years, with many examples of people who have given their lives for their beliefs or causes. Throughout history, religious figures such as Jesus, Stephen, and Joan of Arc have been considered martyrs. In modern times, political activists such as Mahatma Gandhi and Martin Luther King Jr. are also seen as martyrs for their non-violent resistance to oppression and their efforts to bring about social change. 

In Nepal, there are many people who sacrificed their lives and got martyrdom. Among them Sukraraj Shastri, Gangalal Shrestha, Dharmabhakta Mathema and Dasharath Chanda are the four martyrs of Nepal who fought against the Rana regime.

Martyrdom can serve as a powerful symbol of bravery, selflessness, and dedication to a cause. For those who hold the same beliefs as the martyr, their sacrifice can inspire others to fight for the cause and can help to spread the message or ideology.

In conclusion, a martyr is a person who sacrifices himself or endures suffering for a cause or belief they hold dear. Throughout history, martyrdom has been a powerful symbol of bravery, selflessness, and dedication, and has inspired many to fight for their beliefs. However, it can also be a divisive issue, particularly in religious contexts where different groups may have conflicting interpretations of what it means to be a martyr.

2. Write an essay on 'Facebook'.

Answer:

Facebook is a social networking website that was launched in 2004 by Mark Zuckerberg while he was a student at Harvard University. It has since grown into one of the largest and most influential technology companies in the world.

Facebook allows users to create a personal profile, connect with friends and family, and share content such as photos, videos, and updates. The platform also includes features such as Groups, Pages, and Marketplace, which allow users to connect with others who share similar interests or goals, promote their business or brand, and buy and sell items within their local community.

In addition to its social media functions, Facebook has also played a major role in shaping the digital advertising industry. The company's vast user data and advanced targeting capabilities have made it an attractive platform for businesses looking to reach specific audiences with their advertising campaigns.

However, Facebook has also faced significant criticism and controversy over the years. The platform has been accused of spreading misinformation and hate speech, violating user privacy, and enabling the spread of false information, particularly during elections. As a result, Facebook has been subject to numerous regulations and investigations, and has taken steps to address these issues, such as increasing transparency and accountability around political advertising and partnering with fact-checkers to combat the spread of false information.

In conclusion, Facebook has had a profound impact on the way we communicate, connect, and consume information online. Despite its challenges, the platform continues to evolve and play an important role in the digital landscape, and will likely continue to shape the future of the internet for years to come.

3. Write an essay on the place that you have recently visited.

Answer:

I recently had the privilege of visiting Ilam and it was one of the most beautiful and breathtaking experiences of my life. Ilam is a tea-growing district located in the eastern part of Nepal and is renowned for its rolling hills, lush green forests, and breathtaking tea gardens. The district is surrounded by rolling hills, majestic mountains, and deep valleys, making it a truly stunning place to visit.

One of the highlights of my visit to Ilam was visiting the tea gardens. The tea gardens in Ilam are renowned for their beauty and quality of tea production. They are spread across the rolling hills, and the sight of these tea gardens with their neatly trimmed tea bushes, was simply awe-inspiring. The tea gardens were surrounded by lush green forests and the air was fresh and cool. The tea leaves grown in these gardens are of high quality and are exported to different parts of the world.

Another interesting aspect of Ilam was visiting the local villages. The people in these villages were warm, friendly, and hospitable. The architecture of the houses was traditional and unique, and the way of life in these villages was simple and peaceful. The villagers were mostly engaged in agriculture and tea production, and it was interesting to see how they went about their daily lives.

I also had the opportunity to visit Pathibhara Devi temple, a famous religious spot, at Kutidanda. Similarly, I also had the chance to observe the sun-rise from Antu Danda in the morning and it was a truly exhilarating experience. In Kanyam, I also visited Love Point which is locally known as Pirati Danda.

In conclusion, my visit to Ilam was one of the most memorable experiences of my life. The natural beauty of the district, combined with the friendly people, and the rich cultural heritage, make Ilam a must-visit destination in Nepal. I would highly recommend visiting Ilam to anyone who loves nature, adventure, and cultural experiences.

                                  ***

Tuesday, January 24, 2023

श्री सुनवर्षी मा.वि. अक्षरारम्भ कार्यक्रम संक्षिप्त निर्देशिका २०७९

 श्री सुनवर्षी मा.वि. अक्षरारम्भ कार्यक्रमका लागि                        संक्षिप्त निर्देशिका

बालबालिकालाई अक्षरारम्भ गराउँदा संस्कृतका आदिकवि वाल्मीकिको पहिलो श्लोक
"मा निषाद ! प्रतिष्ठात्वमगम: शाश्वती: समा: । यत्क्रौञ्चमिथुनादेकमवधी: काममोहितम् ।।"                    लाई शुद्धसँग भन्न सिकाएर अक्षर चिनाउने परम्परा छ ।

मैथुनरत क्रौञ्च दम्पती (कर्‍याङ्कुरुङ्को जोडी) मध्ये एउटालाई व्याधाले मारेको दृष्यबाट पीडित महर्षि वाल्मीकिका मुखबाट लौकिक संस्कृत पद्यका रुपमा अचानक निस्किएको श्लोकलाई संसारको पहिलो पद्य मानिएको छ भने लौकिक संस्कृत साहित्यमा प्रयुक्त प्रथम छन्दको उपमा पनि अनुष्टुप् छन्दले पाएको छ ।

उक्त श्लोकको अर्थ यस प्रकार रहेको छ:
"हे दुष्ट ब्याधा, तैँले प्रेममा मग्न क्रौंचपक्षी (कर्‍याङ्कुरुङ्)लाई मारिस्। तँलाई अब  कहिल्यै पनि प्रतिष्ठा प्राप्ति हुनेछैन र तैँले पनि वियोग भोग्नु पर्नेछ ।"
             - वाल्मीकि रामायण, बालकाण्ड, २:१५

सरस्वती माताका स्तोत्रहरू समेत शुद्धसँग उच्चारण गर्न सिकाउने ।

सरस्वती नमस्तुभ्यं, वरदे कामरूपिणी । 
विद्यारम्भं करिष्यामि सिद्धिर्भवतु मे सदा ।।

यस श्लोकको अर्थ यस प्रकार रहेको छ:
"वरदान दिने र मनोकामना पूरा गर्ने देवी सरस्वतीलाई नमस्कार छ। हे देवी, म मेरो अध्ययन शुरु गर्छु, कृपया मलाई सधैं सही बुझ्ने क्षमता प्रदान गर्नुहोस्।"

यो बाहेक सरस्वती माताका अन्य श्लोकहरू पनि बालबालिकाहरूलाई शुद्धसँग उच्चारण गर्न सिकाउनु पर्छ ।

                                  ***


Tuesday, January 10, 2023

२०७८ र २०७९ सालको शैक्षिक भ्रमणको वृत्तान्त

 २०७८ र २०७९ सालको शैक्षिक भ्रमणको वृत्तान्त 

              २०७८ सालको वृत्तान्त :

श्री सुनवर्षी माध्यमिक विद्यालय, रतुवामाई-५, मोरङ

शैक्षिक अवलोकन भ्रमण २०७८ मा सहभागी विद्यार्थी र शिक्षक एवं कर्मचारीहरूको नामावली विवरणः

भ्रमण मिति: २०७८/०८/१५ देखि चारदिने भ्रमण            भ्रमण स्थलहरू: तल उल्लेख गरिएको छ ।

         (क) सहभागी शिक्षक र कर्मचारीहरू:

१. यज्ञकुमार निरौला-प्र.अ.

२. सुरेन्द्रप्रसाद दाहाल-शिक्षक

३. नीलकण्ठ दाहाल-शिक्षक 

४. घनेन्द्रबहादुर चौहान-शिक्षक

५. खुशीराम डाँगी-शिक्षक

६. मिना तिम्सीना-शिक्षक

७. रामबहादुर घिमिरे-विद्यालय सहायक (लेखापाल) 

८. शेरबहादुर दाहाल-कर्मचारी 

         (ख) सहभागी विद्यार्थीहरू:

१. विनिता पौडेल (कक्षा-१२)

२. खुशी पराजुली (कक्षा-१२)

३. सीमा घिमिरे (कक्षा-१२)

४. एञ्जिला बस्नेत (कक्षा-१२)

५. मनिषा कार्की (कक्षा-१२)

६. कल्पना खत्री (कक्षा-१२)

७. सोनिशा तामाङ (कक्षा-१२)

८. सरोज प्रधान (कक्षा-१२)

९. जितेन्द्र सहनी (कक्षा-१२)

१०. निङ्गमा तामाङ (कक्षा-१२)

११. रोहनकुमार शाह (कक्षा-११)

१२. नमुना खड्का (कक्षा-१०)

१३. गीता राजवंशी (कक्षा-१०)

१४. परिना सुवेदी (कक्षा-१०)

१५. गंगा राया (कक्षा-१०)

१६. स्वस्तिका शाह (कक्षा-१०)

१७. अर्पना भट्टराई (कक्षा-१०)

१८. युजल आचार्य (कक्षा-१०)

१९. विवेक राजवंशी (कक्षा-१०)

२०. युनिक भट्टराई (कक्षा-१०)

२१. मिना कार्की (कक्षा-१०)

२२. तुलसा खँड्का (कक्षा-१०)

२३. सरस्वती तामाङ (कक्षा-१०)

२४. गौरव तामाङ (कक्षा-१०)

२५. सरिता सिटौला (कक्षा-९)

२६. युना भट्टराई (कक्षा-९)

२७. पूजा पासवान (कक्षा-९)

२८. सिर्जना ऋषिदेव (कक्षा-९)

श्री सुनवर्षी मा.वि.को २०७८ सालको चार-दिने  शैक्षिक अवलोकन भ्रमण २०७८ मंसिर १५ गतेका दिनदेखि शुरू गरी सफलताका साथ सम्पन्न गरिएको थियो ।

उक्त शैक्षिक अवलोकन भ्रमणका क्रममा हामीले भ्रमण गरेका महत्त्वपूर्ण स्थलहरू :

१. पोखराका गुप्तेश्वर गुफा, महेन्द्र गुफा, पाताले छाँगो, विश्व शान्ति स्तूप, फेवातालको तालबाराही मन्दिर (ढुंगामा चढेर), अन्तर्राष्ट्रिय पर्वतारोहण संग्रहालय, विन्ध्यवासिनी मन्दिर लगायतका स्थानहरू,

२. गोरखाको ऐतिहासिक दरबार एवं गोरखकाली मन्दिर दर्शन

३. मनकामना मन्दिर (केबलकार चढेर)

४. देवघाट धामका विभिन्न मन्दिर र आश्रमहरू,

५. सहिद स्मारक, हेटौंडा

६. लगायत अन्य सानातिना स्थलहरू समेत ।

एक रात पोखरा र एक रात मुग्लिङ बास बसियो र अन्य दुई रात बस यात्रा मै बिताइयो । 

२०७८ सालको शैक्षिक अवलोकन भ्रमणका क्रममा हामीलाई हर तरहले सहयोग गर्नुहुने अभिभावक ज्यूहरू, हाम्रा विद्यार्थीहरू लगायत सम्पूर्ण शुभेच्छुकहरूप्रति हार्दिक आभार प्रकट गरिन्छ ।


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              २०७९ सालको वृत्तान्त :

श्री सुनवर्षी माध्यमिक विद्यालय, रतुवामाई-५, मोरङ

शैक्षिक अवलोकन भ्रमण २०७९ मा सहभागी विद्यार्थी र शिक्षक एवं कर्मचारीहरूको नामावली विवरणः

 भ्रमण मिति: २०७९/०९/२१ र २२ (दुईदिने भ्रमण)       भ्रमण स्थलहरू:  चारआली स्थित पाउ पाथीभरा, इलामको कुटिडाँडा स्थित पाथीभरा मन्दिर, इलामको कन्याम,श्रीअन्तु डाँडाबाट सूर्योदयको अवलोकन, झापाको अर्जुनधारा धाम, शताक्षी धाम र सुरूङ्गाको ह्याप्पी ल्याण्ड ।

         (क) सहभागी शिक्षक र कर्मचारीहरू:

१. यज्ञकुमार निरौला- प्र.अ.

२. सुरेन्द्रप्रसाद दाहाल- शिक्षक

३.नीलकण्ठ दाहाल- शिक्षक

४. खुसीराम डाँगी- शिक्षक

५. मीना घिमिरे- शिक्षक

६. वन्दना थापा- शिक्षक

७. रामबहादुर घिमिरे- लेखापाल (कर्मचारी) 

         (ख) सहभागी विद्यार्थीहरू:

१. रमा पोख्रेल- ७

२. नम्रता खड्का- ७

३. सन्देश खत्री-  ७

४. रबिन अधिकारी- ७

५. सुदीक्षा कार्की- ७

६. युनिष लुइँटेल- ८

७. भेषराज कार्की- ८

८. हेमन्त लुइँटेल- ८

९. आशिका आचार्य- ८ 

१०. सोहन आचार्य- ९

११. मनोज राजवंशी- ९

१२. केशव कार्की- ९

१३. नमिता खड्का- ९

१४. शिशिर पराजुली- ९

१५. मोनु आचार्य- ९ 

१६. कृतिका श्रेष्ठ- १०

१७. राजु मर्डी- १० 

१८. सरिता सिटौला- १०

१९. सिर्जना ऋषिदेव- १०

२०. निशान खड्का- १०

२१. कुसुम तामाङ- १०

२२. बुद्धिमान बस्नेत- १०

२३. आयुष थापा- १०  

२४. अंकित आचार्य- ११

२५. नमूना खड्का- ११

२६. विवेक राजवंशी- ११

२७. गंगा राया- ११ 

२८. रोहन कुमार शाह- १२

२९. सञ्जय बि.क.- १२

३०. रूपक कार्की- १२

२०७९ सालको शैक्षिक अवलोकन भ्रमणका क्रममा हामीलाई हर तरहले सहयोग गर्नुहुने अभिभावक ज्यूहरू, हाम्रा विद्यार्थीहरू लगायत सम्पूर्ण शुभेच्छुकहरूप्रति हार्दिक आभार प्रकट गरिन्छ ।


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                           सारांश : 

२०७८ सालको चारदिने शैक्षिक भ्रमणमा कक्षा ९, १०, ११ र १२ का गरी जम्मा २८ जना विद्यार्थीहरू र शिक्षक/कर्मचारी ८ जना सहित जम्मा ३६ जनाको टोली पोखरा, गोरखा दरबार, मनकामना मन्दिर, देवघाट धाम, सहिद स्मारक हेटौंडा लगायत अन्य सानातिना स्थलहरू समेतको अवलोकनका लागि गएका थियौं ।

त्यसै गरी २०७९ सालको दुईदिने शैक्षिक भ्रमणमा कक्षा ७, ८, ९, १०, ११ र १२ का गरी जम्मा ३० जना विद्यार्थीहरू र शिक्षक/कर्मचारी ७ जना सहित जम्मा ३७ जनाको टोली चारआली स्थित पाउ पाथीभरा, इलामको कुटिडाँडा स्थित पाथीभरा मन्दिर, इलामको कन्याम,श्रीअन्तु डाँडाबाट सूर्योदयको अवलोकन, झापाको अर्जुनधारा धाम, शताक्षी धाम र सुरूङ्गाको ह्याप्पी ल्याण्डको दर्शन/अवलोकनका लागि गएका थियौं ।

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