Is Nobel Peace Prize 2010 really controversial?
Md. Masum Billah
Jailed Chinese dissident Liu Xiaobo has been named the winner of the 2010 Nobel Peace Prize. Making the announcement in Oslo, the head of the Norwegian Nobel committee said Mr. Lu was 'the foremost symbol of the human rights struggle in China."Several countries including the US, France and Germany called for his immediate release. Norwegian Nobel Committee chairman Thorbjoern Jagland admitted he knew the choice would be controversial. He told local television before the announcement you would understand when you hear the name. Mr. Liu, 54 perhaps China's best known dissident is serving a 11-year term on subversion charges, in a cell 500 miles from Beijing and remains unknown to most Chinese.Liu Xiaobo is one of three people to have received the prize while incarcerated by their own government, after the Burmese opposition leader Aung San Suu Kyi in 1991 and the German pacifist Carl von Ossietzky in 1935. By awarding the prize to Mr Liu, the Norwegian Nobel Committee has provided an unmistakable rebuke to Beijing's authoritarian leaders at a time of growing intolerance for domestic dissent and a spreading unease internationally over the muscular diplomacy that has accompanied China's economic rise.
The Nobel peace prize committee's announcement on October 8th vehemently infuriated Chinese leaders. It may well give extra ammunition to hardliners in China who argue that the West is bent on undermining Communist Party rule. The award of the peace to Liu Xiaobo , therefore, is a nice way to undermine China, the greatest threat to the U.S. in Asia. Any dissident who helps portray countries antagonizing the US as brutal is eligible and many have gotten Nobel Peace prizes. Did any Latin American dissent of the US Dictators ever receive a Nobel Prize? No, they were all exterminated by CIA trained and funded Death Squads.
Did Mao Tse-Tung, Mohandas Ghandi and other men who liberated their people and who are considered by historian 'Men of Universal Destiny' receive a Nobel? Of course, not. Did Henry Kissinger receive a Nobel for the US war and defeat in Vietnam? Sure he did.
China reacted with outrage in 1989 when the Nobel peace prize was awarded to the Dalai Lama, the Tibetan leader in exile, to all appearances as a rebuke to the government for having crushed the Tiananmen Square protests earlier that year. Though China regards Tibet as an integral part of the nation, Mr. Liu stands apart as an ethnic Han Chinese who has devoted himself to addressing the politics of China .Mr. is precisely the kind of dissident that they partly regards as most threatening. He is a seasoned campaigner, a veteran of the Tiananmen protests who has shown no sign of succumbing to the party's intimation in spite of three period of incarceration over the past two decades. He is a mildly spoken literary critic. Who has created the sort of consensus that is unusual to forge among China's infighting intellectuals? Mr. Liu's Charter 08, a document that calls for democracy was signed initially by more than 300 liberal thinkers. It struck a reasoned tone to which radicals and moderate alike could subscribe.
The debate over universal values that it helped to fuel still rages within the party today. Mr. Liu was arrested in December 2008 two days before the charter 08 was made public. The authorities chose Christies Day 2009 to announce his 11 year jail term for 'inciting subversion of state power.'
There is likely to be much online comment in support of Mr. Liu's award in China but the Nobel prize is unlikely to galvanize any concerted protest acting such as the party would find difficult to suppress. There will be an upsurge in demands from abroad for Mr. Liu's release. Yet major Western powers are little inclined to jeopardize their relationships with China for the sake of individual dissidents. Just two months after Mr. Lu's arrest, Hillary Clinton, America's secretary of state said after a visit to Beijing that she had raised human rights but 'our prestige on these issues can't interfere with the global economic crisis, the global climate change crisis and the security crisis.'China is a past master of defecting Western concern about its treatment of dissidents. In the late 1980s, Deng Xiaoping spoke dismissively to his colleagues about the West's response to the sentencing in 1979 of a dissident, Wei Jingsheng to 15 years in prison. "We put Wei Jingsheng behind bars, didn't we, he boasted, did that damage China's reputation? We haven't released him but China's image has not been tarnished by that. Our reputation improves day by day.
In a move that in retrospect appears to have been counterproductive, a senior Chinese official had warned the Norwegian committees' secretary that giving the prize to Mr. Liu would adversely affect relations between the two countries. The committee in announcing the prize Friday noted that China the world's second biggest economy should be commended for lifting hundreds of millions of people out of poverty. But it chastised the government for ignoring basic rights guaranteed by the Chinese Constitution and in the international conventions to which Beijing is a party. In practice, these freedoms have proved to be distinctly curtailed for China's citizen. Committee members said adding China's new status must entail increased responsibility.
The Chinese Foreign Ministry reacted angrily to the news, calling it a desecration of the peace prize and said it would harm Norwegian -Chinese relations. The Chinese government summoned Norway's ambassador to protest the award, a spokesman for the Norwegian Foreign Ministry told. The Nobel Committee giving the peace prize to such a person runs completely contrary to the aims of the prize, Ma Xhaoxu, a spokesman said. Liu Xiaobo is a criminal who has been sentenced by Chinese judicial departments for violating Chinese law.Headlines about the reward were nowhere to be found in the Chinese-language state media or on the country's main internet portals. Broadcasts about Liu Xiaobo on CNN which reach only luxury compound and hotels in China were blackened out throughout evening. The prize is an enormous psychological boost for China' beleaguered reform movement and an affirmation of the two decades Mr. Liu has spent advocating peaceful political change in the face of unremitting hostility from enshrining Chinese Communist Party.
Blacklisted from the academic and barred from publishing in China, Mr. Liu has been harassed and detained repeatedly since 1989 when he stepped into the dram playing out on Tiananmen Square by staging a hunger strike and then negotiating the peaceful retreat of student demonstrators as thousands of soldiers stood by with rifles drawn.' "Tiananmen Square would have been a field of blood on June 4 if not for the work of Liua dn the others to broker a peaceful withdrawal from the square", said Gao Yu, a veteran journalist and fellow dissident who was arrested in the hours before the tanks began moving through the city.
Common people put forward comments on the announcement. Here goes one comment against the decision. "Every country has its own faith and culture. You Western countries shouldn't look at us through your own eyes. We have our own faith and culture to follow. Since Liu Xiaobo is Chinese, he must follow Chinese rules. So he is not the human rights fighter and he doesn't' deserve the prize. " says Penghong, Chngdu, Sichuan. On the contrary, Hoien L Cadogan, Hong Kong China says "What else can be more encouraging and touching to happen to the democracy in China? This is a beginning of worldwide recognition of the striving democratic movement in China. The award will certainly bring more attention from the world on the democratic situation in China." Actually, it does not necessarily suggest a safer candidate that demands worldwide consensus, but a candidate that more likely represents what the Nobel Peace Prize represents.
(Md. Masum Billah can be reached at mmbillah2000 @yahoo.com)
Sunday, October 31, 2010
Thursday, October 28, 2010
Tareq Aziz
World leaders appeal for Tareq Aziz’s life
Iraq is still on the centre stage of world politics. Iraq’s Supreme Court found its former deputy premier Tareq Aziz guilty of deliberate murder and crimes against humanity sentencing to death the long-time international face of the Saddam Hussein regime. There is no word as of yet when Tariq Aziz will be hanged. Aziz surrendered to American forces in 2003 after Baghdad fell. His boss Saadam Hussein, was captured later that year, higing deep inside a hole in the ground and was hanged in 2006.A stone-faced and haggard –looking Aziz listened as Judge Mahmoud Saleh al-Hasan read the verdict. After sufficient evidence against Tareq Aziz that he committed and participated in deliberate murder and crimes against humanity the court decided to issue the death sentence. His role in eliminating religious parties has also been raised. He suffered a stroke on October 22 and was transferred to a hospital in the US base at Balad, 70 kilometers north of Baghdad, a US run prison in the Iraqi capital where he has been detained.
Tareq Aziz was born on April 28, 1936 near Mosul. For eight years, foreign minister during the First Gulf War, he was subsequently appointed deputy prime minister. A Chaldean Christian, he has always made little account of his religious affiliation, in favor of his Arab and Iraqi sentiments. In February 2003 he was also received by Pope John Paul II in last minute attempts by the regime to prevent the invasion of the country. He was the Foreign Minister from 1983 to 1991 and Deputy Prime Minister since 1979 to 2003 of Iraq. He was a staunch activist of the then –banned Ba’ath Arab Socialist Party. His actual name was Mikhail Yuhanna, but he changed his name to Tareq Aziz to allay any hostile sentiments towards his Christian heritage. Aziz studied English at the Baghdad University of Fine Arts and later worked as a journalist, before joining the Ba’ath Party in 1957. In 1963 he was the editor of the newspaper Aj-Jamahir and al Thawra, the newspaper of the Ba’th party. In April 1980 he survived an Iranian –backed assassination attempt carried out by members of the Islamic Dawa Party. In the attack, members of Islamic Dawa Party threw a grenade at Aziz in central Baghdad. The attack killed several people. Aziz had known Saddam since the 1950s, but was kept outside the close Sunni Muslim circle of the president’s fellow clansmen from the central town of Tikrit even as he rose to become the top Christian in the Ba’athist government. Critics of the US-led occupation claimed Aziz was held as a political prisoner to avenge his often eloquent and erudite verbal assaults on Washington and London. After British and US air strikes on Baghdad in 1998, he laid into the international community. In early 2003, Aziz embarked on a high profile of European capitals in a failed bid to prevent the US-led invasion.
Tareq Aziz began to rise through the ranks of Iraqi politics after the Ba’ath party came to power in 1968. He served as a member of the Regional Commander, the Ba’ath Party’s highest governing organization from 974 to 1977 and in 1977 became a member of Saddam’s Revolutionary Command Council. In 1979 Aziz became Deputy Prime Minister of Iraq and worked as a diplomat to explain Iraq’s policies to the world. When Iraq invaded Kuwait in 1990, Tareq Aziz served as the international spokesman in support of the military action. He claimed the invasion was justified because Kuwait’s increased oil production was harming Iraqi oil revenues. He consumed Arab states for ‘subservience to the US hegemony the Middle East and their support for punitive sanctions. On January 9, 1991 Aziz was involved in the Geneva Peace Conference which included the United States Secretary of State, James Baker. The goal of the meeting was to discuss a possible resolution to the occupation of Kuwait. On February 14, 2003 Aziz had an audience with Pope John Paul II and other officials in Vatican City. Where according to a Vatican sentiment he communicated the wish of the Iraqi government to co-operate with international communities . Because of security concerns, Saddam rarely left Iraq, so Aziz would often represented Iraq at high-level diplomatic summits.
In his first interview since Aziz was captured shortly after the fall of Baghdad more than seven years ago, Iraq’s former deputy prime minister and longtime face to the world said ‘the United States would cause the death of Iraq if it continued to withdraw its combat forces.’ ‘We are all victims of America and Britain,’ they killed our country in many ways, when you make a mistake you need to correct a mistake not leave Iraq to its death.’he told the Guardian from his prison cell in Baghdad. Speaking only days after Obama confirmed that the US would be ending its combat mission in Iraq this month with the withdrawal of thousands of troops; Aziz said the country was in a worse state than before the war. For thirty years Saddam built Iraq and now it is destroyed. There are more than sick than before, hungrier. The people don’t have services. People are being killed every day in the tens, if not hundreds. He clandestinely said that Obama is a hypocrite as he is leaving Iraq to the wolves.
‘Wars are wars, and there are reasons for them. He said that Saddam did not lie. He claimed. He did not change the facts. ‘He is someone for whom I have a great respect and love. He is a man who history will show served his country.’ Thus Aziz still proves his loyalty to Saddam. Saddam built the countryman deserved the people. ‘I cannot accept your judgment that he was wrong.’ He threw questions to the world. Didn’t Churchill make mistakes? Didn’t Brown make mistakes? Did the British ministers stand up at that and point out the lives of their leaders? He gives the solution also saying ‘No. they spoke later.’
His love for the country and his clinging to political ideology deserve world’s attention. ‘I was the foreign minister of the country and I had to defend the country and do everything possible to explain our position. I stayed on the side of right.’ Throughout the next decade of UN-enforced sanctions and the oil for food program, Aziz claimed he and Saddam managed to nourish all Iraqis and maintain stability throughout the country. Even during the time of sanctions which is a difficult time in the life of any country every man woman and child was taking 2000 calories per day. Aziz confirmed they had waged war on Iraq for eight years, so Iraqis had right to deter them. Saddam had to defend the dignity of Iraq. He had to show that he was neither wrong nor weak. Bush and Blair lied intentionally. They were both pro-Zionist. They wanted to destroy Iraq for the sake of Israelis, not for the sake of the US and Britain. His tone reflects true love for the country, loyalty towards his boss and attachment to his ideology really deserve salute. The foreign ministry of Moscow, Greek president and Vatican appeal for Tareq Aziz’a life and not to carry out the death sentence on humanitarian grounds. We also endorse their views .
Md. Masum Billah
Program Manager: BRAC Education Program
Cell: 01714-091431
Email: mmbillah2000@yahoo.com
Iraq is still on the centre stage of world politics. Iraq’s Supreme Court found its former deputy premier Tareq Aziz guilty of deliberate murder and crimes against humanity sentencing to death the long-time international face of the Saddam Hussein regime. There is no word as of yet when Tariq Aziz will be hanged. Aziz surrendered to American forces in 2003 after Baghdad fell. His boss Saadam Hussein, was captured later that year, higing deep inside a hole in the ground and was hanged in 2006.A stone-faced and haggard –looking Aziz listened as Judge Mahmoud Saleh al-Hasan read the verdict. After sufficient evidence against Tareq Aziz that he committed and participated in deliberate murder and crimes against humanity the court decided to issue the death sentence. His role in eliminating religious parties has also been raised. He suffered a stroke on October 22 and was transferred to a hospital in the US base at Balad, 70 kilometers north of Baghdad, a US run prison in the Iraqi capital where he has been detained.
Tareq Aziz was born on April 28, 1936 near Mosul. For eight years, foreign minister during the First Gulf War, he was subsequently appointed deputy prime minister. A Chaldean Christian, he has always made little account of his religious affiliation, in favor of his Arab and Iraqi sentiments. In February 2003 he was also received by Pope John Paul II in last minute attempts by the regime to prevent the invasion of the country. He was the Foreign Minister from 1983 to 1991 and Deputy Prime Minister since 1979 to 2003 of Iraq. He was a staunch activist of the then –banned Ba’ath Arab Socialist Party. His actual name was Mikhail Yuhanna, but he changed his name to Tareq Aziz to allay any hostile sentiments towards his Christian heritage. Aziz studied English at the Baghdad University of Fine Arts and later worked as a journalist, before joining the Ba’ath Party in 1957. In 1963 he was the editor of the newspaper Aj-Jamahir and al Thawra, the newspaper of the Ba’th party. In April 1980 he survived an Iranian –backed assassination attempt carried out by members of the Islamic Dawa Party. In the attack, members of Islamic Dawa Party threw a grenade at Aziz in central Baghdad. The attack killed several people. Aziz had known Saddam since the 1950s, but was kept outside the close Sunni Muslim circle of the president’s fellow clansmen from the central town of Tikrit even as he rose to become the top Christian in the Ba’athist government. Critics of the US-led occupation claimed Aziz was held as a political prisoner to avenge his often eloquent and erudite verbal assaults on Washington and London. After British and US air strikes on Baghdad in 1998, he laid into the international community. In early 2003, Aziz embarked on a high profile of European capitals in a failed bid to prevent the US-led invasion.
Tareq Aziz began to rise through the ranks of Iraqi politics after the Ba’ath party came to power in 1968. He served as a member of the Regional Commander, the Ba’ath Party’s highest governing organization from 974 to 1977 and in 1977 became a member of Saddam’s Revolutionary Command Council. In 1979 Aziz became Deputy Prime Minister of Iraq and worked as a diplomat to explain Iraq’s policies to the world. When Iraq invaded Kuwait in 1990, Tareq Aziz served as the international spokesman in support of the military action. He claimed the invasion was justified because Kuwait’s increased oil production was harming Iraqi oil revenues. He consumed Arab states for ‘subservience to the US hegemony the Middle East and their support for punitive sanctions. On January 9, 1991 Aziz was involved in the Geneva Peace Conference which included the United States Secretary of State, James Baker. The goal of the meeting was to discuss a possible resolution to the occupation of Kuwait. On February 14, 2003 Aziz had an audience with Pope John Paul II and other officials in Vatican City. Where according to a Vatican sentiment he communicated the wish of the Iraqi government to co-operate with international communities . Because of security concerns, Saddam rarely left Iraq, so Aziz would often represented Iraq at high-level diplomatic summits.
In his first interview since Aziz was captured shortly after the fall of Baghdad more than seven years ago, Iraq’s former deputy prime minister and longtime face to the world said ‘the United States would cause the death of Iraq if it continued to withdraw its combat forces.’ ‘We are all victims of America and Britain,’ they killed our country in many ways, when you make a mistake you need to correct a mistake not leave Iraq to its death.’he told the Guardian from his prison cell in Baghdad. Speaking only days after Obama confirmed that the US would be ending its combat mission in Iraq this month with the withdrawal of thousands of troops; Aziz said the country was in a worse state than before the war. For thirty years Saddam built Iraq and now it is destroyed. There are more than sick than before, hungrier. The people don’t have services. People are being killed every day in the tens, if not hundreds. He clandestinely said that Obama is a hypocrite as he is leaving Iraq to the wolves.
‘Wars are wars, and there are reasons for them. He said that Saddam did not lie. He claimed. He did not change the facts. ‘He is someone for whom I have a great respect and love. He is a man who history will show served his country.’ Thus Aziz still proves his loyalty to Saddam. Saddam built the countryman deserved the people. ‘I cannot accept your judgment that he was wrong.’ He threw questions to the world. Didn’t Churchill make mistakes? Didn’t Brown make mistakes? Did the British ministers stand up at that and point out the lives of their leaders? He gives the solution also saying ‘No. they spoke later.’
His love for the country and his clinging to political ideology deserve world’s attention. ‘I was the foreign minister of the country and I had to defend the country and do everything possible to explain our position. I stayed on the side of right.’ Throughout the next decade of UN-enforced sanctions and the oil for food program, Aziz claimed he and Saddam managed to nourish all Iraqis and maintain stability throughout the country. Even during the time of sanctions which is a difficult time in the life of any country every man woman and child was taking 2000 calories per day. Aziz confirmed they had waged war on Iraq for eight years, so Iraqis had right to deter them. Saddam had to defend the dignity of Iraq. He had to show that he was neither wrong nor weak. Bush and Blair lied intentionally. They were both pro-Zionist. They wanted to destroy Iraq for the sake of Israelis, not for the sake of the US and Britain. His tone reflects true love for the country, loyalty towards his boss and attachment to his ideology really deserve salute. The foreign ministry of Moscow, Greek president and Vatican appeal for Tareq Aziz’a life and not to carry out the death sentence on humanitarian grounds. We also endorse their views .
Md. Masum Billah
Program Manager: BRAC Education Program
Cell: 01714-091431
Email: mmbillah2000@yahoo.com
Tuesday, October 5, 2010
Lest we forget Aminul Alam
Lest we forget Aminul Alam, Executive Director- BRAC International
Our dear Amin Bhai , the Executive Director of BRAC International, passed away on October 02, 2010 ending his eventful life which was dedicated to the welfare and service of the toiling masses and the down trodden . The BRAC family members, well wishers and beneficiaries of BRAC received the news of his sad demise with extremely heavy heart. Aminul Alam was a potential, brave, confident and gigantic personality who gave the dream of Sir Fazle Hasan Abed’s hope to make a hunger free country into reality . BRAC has imprinted its footprint across Bangladesh and beyond. The remotest part of the country where electricity is a rare phenomenon and modern communication is far remote has been touched by BRAC. Presently ten countries in the world proclaim their recognition practically in the poverty alleviation procession of BRAC reaching the hard core poor community who experienced life just as a vacuum of frustration. BRAC poverty alleviation model and BRAC Primary School model have been replicated in various countries in African countries in particular all over the globe in general.
Amin Bhai, was bold and quick enough to take any decision which contributed a great deal to the fast expansion of BRAC both at home and abroad. He introduced just the reverse learning of slow pace of official work without any paper documentation. He used to hold everything in his brain just like a computer. Paper work was hardly available with him. He could remember thousands of BRAC staff by name. One cannot but get astonished to see his sharp memory. This god gifted treasure he sacrificed for the poor whose cry hardly reach the metropolitan snobs. Yes, he really has taken a permanent position in the heart of these ever neglected populace. I could not control my tears when I found the poor women was continuously shedding tears learning and witnessing his dead body.During the flood BRAC people spent sleepless night under his guidance. When some young people made a little bit delay in performing their duties he just cried ‘How do you mange to wear ironed shirt when the affected people are striving to survive, when their cattle heads are being washed away by flood? Work for them and with them if you are really BRAC staff.”
From a small seed to the present gigantic body of BRAC is greatly indebted to his untiring and ceaseless effort and uncompromising attitude towards the staff. He believed in ‘ Work is life’ he started his career as a Program Organizer working far from the madding crowd and living with the poor ,helpless and landless which taught him how to love the poor, how to stand beside them and how to win their heart. This learning and experience contributed to raise him to the envious position of Executive Director, BRAC International. Unthinkable rise indeed! Who saw him and worked with him in the field could not make their eyes believe how potential, active, energetic, brave and quick decision maker a person was Mr. Aminul Alam! Tremendous mental strength helped him win the insurmountable odds.
Still I remember how long time he spent in the Viva-Voce examination when he was selecting me for BRAC Education Programme. He asked me “How much actually do you earn now.’ Listening to my answer he told me ‘We cannot offer you so much money now. He also told me that English teachers are scarce in the city of Dhaka. You are an English teacher, definitely your earning is very handsome but BRAC will offer you a minimum salary. I don’t know whether it would satisfy you. Learning my writing potential he just uttered, “You would be a suitable person to develop our education materials.”
Actually he left no branch of BRAC untouched. Everywhere his footprint and constant physical and mental presence made everybody always ready and active. Usually, people kept themselves busy and limited within their particular world of work and hardly bother about other phenomena. But Amin Bhia used to roam about each and every corner of BRAC efforts and as an upshot of it, BRAC now enjoys international status and earned world recognition as the resort to alleviating poverty, offering health service to the outreach and quality education for the vast number of children who remained away from the formal way of learning and ensuring quality education in the secondary and tertiary levels. He took keen interest everywhere and every corner to prove his utmost dedication to the organization.
He has suddenly jumped into his eternal journey making us followers. As we are also rushing towards that path, we pray to Almighty Who knows better and Whose everything seems extremely mysterious to us is earnestly requested to rest him peace in heaven which is the ultimate goal of all. Amin Bhai rest in peace ,you did not make time to rest here. Now sleep. All the family members of BRAC pray for you. Abed Bhai has greatly shocked as you stood beside him just like a strong pillar. Really you were the Field Marshall of BRAC as Mary Chen, Lecturer in Public Policy, Harvard University has said. You are a legend of BRAC.
Md. Masum Billah
Programme Manager: BRAC Education Programme, PACE
Cell: 01714-091431
Email: mmbillah2000@yahoo.com
Our dear Amin Bhai , the Executive Director of BRAC International, passed away on October 02, 2010 ending his eventful life which was dedicated to the welfare and service of the toiling masses and the down trodden . The BRAC family members, well wishers and beneficiaries of BRAC received the news of his sad demise with extremely heavy heart. Aminul Alam was a potential, brave, confident and gigantic personality who gave the dream of Sir Fazle Hasan Abed’s hope to make a hunger free country into reality . BRAC has imprinted its footprint across Bangladesh and beyond. The remotest part of the country where electricity is a rare phenomenon and modern communication is far remote has been touched by BRAC. Presently ten countries in the world proclaim their recognition practically in the poverty alleviation procession of BRAC reaching the hard core poor community who experienced life just as a vacuum of frustration. BRAC poverty alleviation model and BRAC Primary School model have been replicated in various countries in African countries in particular all over the globe in general.
Amin Bhai, was bold and quick enough to take any decision which contributed a great deal to the fast expansion of BRAC both at home and abroad. He introduced just the reverse learning of slow pace of official work without any paper documentation. He used to hold everything in his brain just like a computer. Paper work was hardly available with him. He could remember thousands of BRAC staff by name. One cannot but get astonished to see his sharp memory. This god gifted treasure he sacrificed for the poor whose cry hardly reach the metropolitan snobs. Yes, he really has taken a permanent position in the heart of these ever neglected populace. I could not control my tears when I found the poor women was continuously shedding tears learning and witnessing his dead body.During the flood BRAC people spent sleepless night under his guidance. When some young people made a little bit delay in performing their duties he just cried ‘How do you mange to wear ironed shirt when the affected people are striving to survive, when their cattle heads are being washed away by flood? Work for them and with them if you are really BRAC staff.”
From a small seed to the present gigantic body of BRAC is greatly indebted to his untiring and ceaseless effort and uncompromising attitude towards the staff. He believed in ‘ Work is life’ he started his career as a Program Organizer working far from the madding crowd and living with the poor ,helpless and landless which taught him how to love the poor, how to stand beside them and how to win their heart. This learning and experience contributed to raise him to the envious position of Executive Director, BRAC International. Unthinkable rise indeed! Who saw him and worked with him in the field could not make their eyes believe how potential, active, energetic, brave and quick decision maker a person was Mr. Aminul Alam! Tremendous mental strength helped him win the insurmountable odds.
Still I remember how long time he spent in the Viva-Voce examination when he was selecting me for BRAC Education Programme. He asked me “How much actually do you earn now.’ Listening to my answer he told me ‘We cannot offer you so much money now. He also told me that English teachers are scarce in the city of Dhaka. You are an English teacher, definitely your earning is very handsome but BRAC will offer you a minimum salary. I don’t know whether it would satisfy you. Learning my writing potential he just uttered, “You would be a suitable person to develop our education materials.”
Actually he left no branch of BRAC untouched. Everywhere his footprint and constant physical and mental presence made everybody always ready and active. Usually, people kept themselves busy and limited within their particular world of work and hardly bother about other phenomena. But Amin Bhia used to roam about each and every corner of BRAC efforts and as an upshot of it, BRAC now enjoys international status and earned world recognition as the resort to alleviating poverty, offering health service to the outreach and quality education for the vast number of children who remained away from the formal way of learning and ensuring quality education in the secondary and tertiary levels. He took keen interest everywhere and every corner to prove his utmost dedication to the organization.
He has suddenly jumped into his eternal journey making us followers. As we are also rushing towards that path, we pray to Almighty Who knows better and Whose everything seems extremely mysterious to us is earnestly requested to rest him peace in heaven which is the ultimate goal of all. Amin Bhai rest in peace ,you did not make time to rest here. Now sleep. All the family members of BRAC pray for you. Abed Bhai has greatly shocked as you stood beside him just like a strong pillar. Really you were the Field Marshall of BRAC as Mary Chen, Lecturer in Public Policy, Harvard University has said. You are a legend of BRAC.
Md. Masum Billah
Programme Manager: BRAC Education Programme, PACE
Cell: 01714-091431
Email: mmbillah2000@yahoo.com
Why Communicative English
Why Communicative English
As a global language the position of English now stands supreme. How to communicate more effectively and using less effort among the individuals, institutions and nations has been a grave concern over the ages. Still the pronunciation and ways of teaching English differ from country to country and institution to institution in the same country even.. The way of teaching English has been used as grammar translation method which gives the learners the idea of accuracy rather than using it more comfortably in the real life situation. Of course, accuracy cannot be avoided in any way. The main components of teaching and learning English are translating the ideas and contents from a language into English, which sheds spontaneity. Spontaneous use of language gives the users more freedom. Usually and naturally an individual uses his/her mother tongue more spontaneously than any other language he/she learns through efforts. Necessarily learning a language spontaneously tends to give a comfort, which narrows the gap between mother tongue and that particular language.
It is not necessary to learn mother tongue in educational institutions for communicating ideas. Rather it is learnt from the situation and environment. It is mainly for communication. Accuracy is ignored here. This language may not be appropriate in the universal situation. Suppose the local language of Chittagong or Noakhali or Barisal may not be well comprehensive to the people of other parts of Bangladesh. But the people of these areas very effectively communicate with each other to satisfy their practical needs. Again, these languages may not be used in writing purposes .English has also assumed different pronunciations in different parts of the world which are obviously different from the native speakers. Even in native countries it is pronounced differently. In the midst of these situations a common comprehensive English has evolved throughout the globe. This situation has been termed as mutual intelligibility i.e. a kind of English understandable to the people of different parts of the world. The pronunciation and accent may not be same but nobody bothers about it or nobody minds it. The purpose of communication is the focal point here. If the purpose is served, the use of language is successful.
So the main focus of learning English is for communication purpose. As we don’t have English environment to teach the people English in real situation, a controlled situation is created in the classroom to teach it. From controlled to semi-guided and then to free practice has been pursued in teaching the communicative English.
As each language is based on particular structures, the communicative English cannot avoid to teach the learners those structural patters. But the way of teaching and practicing them is different from what they were done and taught before coming this method. Teaching exclusive grammatical rules and putting much importance on them is termed by the specialists traditional way to teach English. In this methodology learners gained much more accuracy but not so fluency and spontaneity in using the language for which it is meant. Many learners gathered both accuracy and fluency through the traditional method. Of course common learners lacked it .
It is generally expected that the common learners should learn English for their practical purposes like getting jobs, running business and marinating all kinds of individual , organizational and stately affairs very effectively. The skills earned in using English broadens the way of getting good jobs.
As fully English learning environment cannot be created to contribute to practical teaching , a controlled situation is created to teach English to the students. Structures and grammars are taught from the context that is from the lessons they are taught. Teacher is to work a lot for this kind of teaching and learning. As teachers are to find out the ways and grammars used and hidden in the context. To develop that kind of skill and competency in the teachers, specialised training is a must. Due to the lack of the training the objectives of teaching communicative English may not reach its desired goal. But it is a matter of good news that training programmes have already been taken up by both in the government and private sectors and they are leading the training programmes gradually towards the way of success.
After the introduction of Communicative English in the secondary and Higher Secondary levels how far the change in teaching and learning English has been brought remains a questions to the conscious citizens of the country. Have our students who have passed the SSC or HSC examinations developed their four skills necessary for communication? Of course, time is not ripe enough to ask these questions but we should see whether the path is leading to the right direction. However, several training programmes have been taken up by ELTIP( English Language Teaching Improvement Project), BRAC and UKBET( United Kingdom and Bangladesh Education Trust) to prepare our secondary school teachers to deal with the English For Today and to develop their teaching abilities. The materials produced on the basis of the techniques of EFT. Again, question arises how far the training materials address the practical issues.
English For Today has been produced on the basis of four skills namely speaking. reading, listening and writing . We are making our teachers acquainted with the four skills and the ways how to deal with the different lessons and units of EFT in the class. Teachers are made acquainted with different techniques of teaching like pair work, group work, chain drill, choral drill, elicitation etc. to deal with the text and four skills and the trained teachers have already formed some ideas about theses things. We are not sure whether they are implementing the techniques in the class fully or partially but we have at least sensitised them. Removing the shyness of the students as well as of the teachers through training has been at least partially successful as our trained teachers speak or try to speak English in the class . I observed the situation in the teacher’s forum and visiting different schools.
The introduction of communicative English has not yet been embraced by most of the teachers, students and guardians .It is very usual because since the people of our country started learning English they had been following traditional method. The present day scholars who are at the helm of affairs are the product of that English. They developed a solid foundation of English through the grammar translation method. Now the world has changed a lot. Global communication has assumed a very important shape and phenomenon. Bangladesh as a poor country has to communicate with the outside world for having donation, relief, job , scientific cooperation, mass communication and what not. The channels of communication have multiplied as well. People having the quality of communication in English is necessarily preferred and hence the English knowing people and individuals are in good demand in the world market. The graduates produced by our colleges and universities miserably lack this phenomenon. The graduates of our neighbouring countries like India, Sri Lanka and Pakistan prove their worth in this line which has opened scope world wide for them. Necessarily these countries also earn much foreign exchange through the exportation of their English skilled manpower. Even Dhaka city sees many Indian and Sri Lankan people in many of the executive posts mainly because of their having strong ability to communicate in English. Now it has come to the realisation of our policy makers that we are being deprived globally in many fields due to the lack of communicative ability of our graduates.
Communication does necessarily not mean only oral communication. It can be of written or even through signs and beckons. But oral communication attaches much importance. The English we used to teach our students could not directly help them develop their oral communication in English. The present approach wants to develop that side of our students through some controlled and created practice and situation. It should be in everybody’s consideration that written communication is also not less important and it cannot be done trough inaccurate English. Accuracy earned or learned through communicative English is a new idea. Accuracy learned or earned through it calls for huge study and practice as students are encouraged to memorise or learn grammatical rules. They must learn them through the context and situation. Teaching through context and situation has evolved as a great challenge as trained, innovative and hard working teachers are hardly available in our educational arena particularly in the primary and secondary levels. To train them up has further appeared as a big challenge both for the government as well as for the organizations concerned. However, conducting research on these issues and finding out ways and means to address the situation s has started appearing though in limited scales.
Curriculum and textbooks need to be revised simultaneously with teachers training. Books which fail to give interest to the students will hardly bring benefit for them . Ample colourful pictures, stories along with practical situational lessons and dialogues may rouse interest among the learners Trained teachers will create the controlled and guided situations in the classroom. These multifarious steps can come to our learners with the message of communicate approach which will really help them communicate in their real life situations.
Md. Masum Billah
Programme Manager:
Post Primary Basic And Continuing Education(PACE) Programme
BRAC Head Office, Dhaka.
Phone: 9355253 (home)
01714-091431(cell)
As a global language the position of English now stands supreme. How to communicate more effectively and using less effort among the individuals, institutions and nations has been a grave concern over the ages. Still the pronunciation and ways of teaching English differ from country to country and institution to institution in the same country even.. The way of teaching English has been used as grammar translation method which gives the learners the idea of accuracy rather than using it more comfortably in the real life situation. Of course, accuracy cannot be avoided in any way. The main components of teaching and learning English are translating the ideas and contents from a language into English, which sheds spontaneity. Spontaneous use of language gives the users more freedom. Usually and naturally an individual uses his/her mother tongue more spontaneously than any other language he/she learns through efforts. Necessarily learning a language spontaneously tends to give a comfort, which narrows the gap between mother tongue and that particular language.
It is not necessary to learn mother tongue in educational institutions for communicating ideas. Rather it is learnt from the situation and environment. It is mainly for communication. Accuracy is ignored here. This language may not be appropriate in the universal situation. Suppose the local language of Chittagong or Noakhali or Barisal may not be well comprehensive to the people of other parts of Bangladesh. But the people of these areas very effectively communicate with each other to satisfy their practical needs. Again, these languages may not be used in writing purposes .English has also assumed different pronunciations in different parts of the world which are obviously different from the native speakers. Even in native countries it is pronounced differently. In the midst of these situations a common comprehensive English has evolved throughout the globe. This situation has been termed as mutual intelligibility i.e. a kind of English understandable to the people of different parts of the world. The pronunciation and accent may not be same but nobody bothers about it or nobody minds it. The purpose of communication is the focal point here. If the purpose is served, the use of language is successful.
So the main focus of learning English is for communication purpose. As we don’t have English environment to teach the people English in real situation, a controlled situation is created in the classroom to teach it. From controlled to semi-guided and then to free practice has been pursued in teaching the communicative English.
As each language is based on particular structures, the communicative English cannot avoid to teach the learners those structural patters. But the way of teaching and practicing them is different from what they were done and taught before coming this method. Teaching exclusive grammatical rules and putting much importance on them is termed by the specialists traditional way to teach English. In this methodology learners gained much more accuracy but not so fluency and spontaneity in using the language for which it is meant. Many learners gathered both accuracy and fluency through the traditional method. Of course common learners lacked it .
It is generally expected that the common learners should learn English for their practical purposes like getting jobs, running business and marinating all kinds of individual , organizational and stately affairs very effectively. The skills earned in using English broadens the way of getting good jobs.
As fully English learning environment cannot be created to contribute to practical teaching , a controlled situation is created to teach English to the students. Structures and grammars are taught from the context that is from the lessons they are taught. Teacher is to work a lot for this kind of teaching and learning. As teachers are to find out the ways and grammars used and hidden in the context. To develop that kind of skill and competency in the teachers, specialised training is a must. Due to the lack of the training the objectives of teaching communicative English may not reach its desired goal. But it is a matter of good news that training programmes have already been taken up by both in the government and private sectors and they are leading the training programmes gradually towards the way of success.
After the introduction of Communicative English in the secondary and Higher Secondary levels how far the change in teaching and learning English has been brought remains a questions to the conscious citizens of the country. Have our students who have passed the SSC or HSC examinations developed their four skills necessary for communication? Of course, time is not ripe enough to ask these questions but we should see whether the path is leading to the right direction. However, several training programmes have been taken up by ELTIP( English Language Teaching Improvement Project), BRAC and UKBET( United Kingdom and Bangladesh Education Trust) to prepare our secondary school teachers to deal with the English For Today and to develop their teaching abilities. The materials produced on the basis of the techniques of EFT. Again, question arises how far the training materials address the practical issues.
English For Today has been produced on the basis of four skills namely speaking. reading, listening and writing . We are making our teachers acquainted with the four skills and the ways how to deal with the different lessons and units of EFT in the class. Teachers are made acquainted with different techniques of teaching like pair work, group work, chain drill, choral drill, elicitation etc. to deal with the text and four skills and the trained teachers have already formed some ideas about theses things. We are not sure whether they are implementing the techniques in the class fully or partially but we have at least sensitised them. Removing the shyness of the students as well as of the teachers through training has been at least partially successful as our trained teachers speak or try to speak English in the class . I observed the situation in the teacher’s forum and visiting different schools.
The introduction of communicative English has not yet been embraced by most of the teachers, students and guardians .It is very usual because since the people of our country started learning English they had been following traditional method. The present day scholars who are at the helm of affairs are the product of that English. They developed a solid foundation of English through the grammar translation method. Now the world has changed a lot. Global communication has assumed a very important shape and phenomenon. Bangladesh as a poor country has to communicate with the outside world for having donation, relief, job , scientific cooperation, mass communication and what not. The channels of communication have multiplied as well. People having the quality of communication in English is necessarily preferred and hence the English knowing people and individuals are in good demand in the world market. The graduates produced by our colleges and universities miserably lack this phenomenon. The graduates of our neighbouring countries like India, Sri Lanka and Pakistan prove their worth in this line which has opened scope world wide for them. Necessarily these countries also earn much foreign exchange through the exportation of their English skilled manpower. Even Dhaka city sees many Indian and Sri Lankan people in many of the executive posts mainly because of their having strong ability to communicate in English. Now it has come to the realisation of our policy makers that we are being deprived globally in many fields due to the lack of communicative ability of our graduates.
Communication does necessarily not mean only oral communication. It can be of written or even through signs and beckons. But oral communication attaches much importance. The English we used to teach our students could not directly help them develop their oral communication in English. The present approach wants to develop that side of our students through some controlled and created practice and situation. It should be in everybody’s consideration that written communication is also not less important and it cannot be done trough inaccurate English. Accuracy earned or learned through communicative English is a new idea. Accuracy learned or earned through it calls for huge study and practice as students are encouraged to memorise or learn grammatical rules. They must learn them through the context and situation. Teaching through context and situation has evolved as a great challenge as trained, innovative and hard working teachers are hardly available in our educational arena particularly in the primary and secondary levels. To train them up has further appeared as a big challenge both for the government as well as for the organizations concerned. However, conducting research on these issues and finding out ways and means to address the situation s has started appearing though in limited scales.
Curriculum and textbooks need to be revised simultaneously with teachers training. Books which fail to give interest to the students will hardly bring benefit for them . Ample colourful pictures, stories along with practical situational lessons and dialogues may rouse interest among the learners Trained teachers will create the controlled and guided situations in the classroom. These multifarious steps can come to our learners with the message of communicate approach which will really help them communicate in their real life situations.
Md. Masum Billah
Programme Manager:
Post Primary Basic And Continuing Education(PACE) Programme
BRAC Head Office, Dhaka.
Phone: 9355253 (home)
01714-091431(cell)
Using games in teaching English
There goes a common perception that all learning should be serious and solemn in nature and that if one is having fun and there is hilarity and laughter, then it is not really learning. Almost all the guardians, school authorities and even many teachers strongly hold this opinion. Hence, they don’t want the teachers to sue any game in the classroom particularly in the language class. They think it to be the wastage of time in the class. But nowadays language specialists, researchers and textbook writers opine that using games in the language class is one of the most essential and effective tools to teach language. Though playing games it is possible to learn and teach a language as well as enjoy oneself at the same time. One of the best ways to do this is through games. Language learning is a hard task which can sometimes be frustrating. Constant effort is required to understand, produce and manipulate the target language. Well-chosen games are invaluable as they give students a break and at the same time allow students to practice language skills. Games are highly motivating since they are amusing and at the same time challenging. Furthermore, they employ meaningful and useful language in real contexts. Games are highly motivating because they are amusing and interesting. They can be used to give practice in all language skills and be used to practice many types of communication. Language learning is really a difficult task, effort is required at every moment and must be maintained over a long period of time. Games help and encourage many learners to sustain their interest and work. Games also help the teacher to create contexts in which the language is useful and meaningful. The learners want to take part and in order to do so must understand what others are saying or have written and they must speak or write in order to express their own point of view or give information.
Many experienced textbook and methodology manuals writers have argued that games are not just time-filing activities but a have a great education value. W.R. Lee holds that most language games make learners use the language instead of thinking about learning the correct forms (19179:2). He also says that games should be treated as central not peripheral to the foreign language teaching programme. A similar opinion is expressed by Rchard Amato, who believes games to be fun but warns against overlooking their pedagogical value, particularly in foreign language teaching. There are many advantages of using games; games can lower anxiety, thus making the acquisition of input more likely. They are highly motivating and entertaining, and they can give shy students more opportunity to express their opinions and feelings. They normally don’t want to express themselves. But through games their hidden potential can be discovered and they feel encouraged and secure to tell their opinions. Games also enable learners to acquire new experiences within a foreign language which are not always possible during a typical lesson. Furthermore, to quote Richard Amato, ‘they add diversion to the regular classroom activities, break the ice,’ they to introduce new ideas. In an easy, relaxed atmosphere which is created by using games, students’ member things faster and better. So, using games seems to be a good medicine teaches a language in a friendly atmosphere.
Games encourage, entertain, teach, and promote fluency. If not for many of these reasons, they should be used just because they help students see beauty in a foreign language and not just problems that at times seem overwhelming. It’s a very important thing that learners think English to be a very boring subject. It is full of problems. When games are introduced, they definitely dispel these notions from their minds and will prepare to learn it through fun and interest. Games ought to be at the heart of teaching foreign languages. Rixon suggests that games be used at all stages of the lesson, provided that they are suitable and carefully chosen. Games have been shown to have advantages and effectiveness in learning vocabulary in various ways. First, games bring in relaxation and fun for students, thus help them learn and retain new words more easily. Second, games usually involve friendly competition and they keep learners interested. These create the motivation for learners of English to get involved and participate actively in the learning activities. Third, vocabularies games bring real world context into the classroom and enhance students’ use of English in a flexible, communicative ways.
Therefore, the role of games in teaching and learning vocabulary cannot be denied. However, in order to achieve the most from vocabulary games, it is essential that suitable games are chosen. Whenever, a game is to be conducted, the number of students, proficiency level, cultural context, timing, learning topic, and the classroom settings are factors that should be taken into account. In conclusion, learning vocabulary through game is an effective and interesting way that can be applied in any classrooms. It is suggested that games are used not only for mere fun, but more importantly, for the useful practice and review of language lessons, thus leading toward the goal of improving learners’ communicative competence. Games are fun and children like to play them. Through games children experiment, discover and interact with their environment. ‘The game context makes the foreign language immediately useful to the children. It brings the target language to life.’--- Lewis 1999.The game makes the reasons for speaking plausible even to reluctant children.
Through playing games, students can learn English the way children learn their mother tongue without being aware they are studying , thus without stress, they can learn a lot. Even, shy students can participate positively. But a game must be more than just fun, a game should involve ‘friendly’ competition, it should keep all of the students involved and interested. A game should encourage students to focus on the use of language rather than on the language itself. A game should give students a chance to learn, practice or review specific language materials. In an effort to supplement lesson plans in the English as Second Language classroom, teachers often turn to games. The justification for using games in the classroom has been well demonstrated as benefiting students in a variety of ways. These benefits range from cognitive aspects of language learning to more cooperative group dynamics.
Md. Masum Billah
Programme Manager: BRAC Education Program, PACE
Cell: 01714-091431
Email: mmbillah2000@yahoo.com
There goes a common perception that all learning should be serious and solemn in nature and that if one is having fun and there is hilarity and laughter, then it is not really learning. Almost all the guardians, school authorities and even many teachers strongly hold this opinion. Hence, they don’t want the teachers to sue any game in the classroom particularly in the language class. They think it to be the wastage of time in the class. But nowadays language specialists, researchers and textbook writers opine that using games in the language class is one of the most essential and effective tools to teach language. Though playing games it is possible to learn and teach a language as well as enjoy oneself at the same time. One of the best ways to do this is through games. Language learning is a hard task which can sometimes be frustrating. Constant effort is required to understand, produce and manipulate the target language. Well-chosen games are invaluable as they give students a break and at the same time allow students to practice language skills. Games are highly motivating since they are amusing and at the same time challenging. Furthermore, they employ meaningful and useful language in real contexts. Games are highly motivating because they are amusing and interesting. They can be used to give practice in all language skills and be used to practice many types of communication. Language learning is really a difficult task, effort is required at every moment and must be maintained over a long period of time. Games help and encourage many learners to sustain their interest and work. Games also help the teacher to create contexts in which the language is useful and meaningful. The learners want to take part and in order to do so must understand what others are saying or have written and they must speak or write in order to express their own point of view or give information.
Many experienced textbook and methodology manuals writers have argued that games are not just time-filing activities but a have a great education value. W.R. Lee holds that most language games make learners use the language instead of thinking about learning the correct forms (19179:2). He also says that games should be treated as central not peripheral to the foreign language teaching programme. A similar opinion is expressed by Rchard Amato, who believes games to be fun but warns against overlooking their pedagogical value, particularly in foreign language teaching. There are many advantages of using games; games can lower anxiety, thus making the acquisition of input more likely. They are highly motivating and entertaining, and they can give shy students more opportunity to express their opinions and feelings. They normally don’t want to express themselves. But through games their hidden potential can be discovered and they feel encouraged and secure to tell their opinions. Games also enable learners to acquire new experiences within a foreign language which are not always possible during a typical lesson. Furthermore, to quote Richard Amato, ‘they add diversion to the regular classroom activities, break the ice,’ they to introduce new ideas. In an easy, relaxed atmosphere which is created by using games, students’ member things faster and better. So, using games seems to be a good medicine teaches a language in a friendly atmosphere.
Games encourage, entertain, teach, and promote fluency. If not for many of these reasons, they should be used just because they help students see beauty in a foreign language and not just problems that at times seem overwhelming. It’s a very important thing that learners think English to be a very boring subject. It is full of problems. When games are introduced, they definitely dispel these notions from their minds and will prepare to learn it through fun and interest. Games ought to be at the heart of teaching foreign languages. Rixon suggests that games be used at all stages of the lesson, provided that they are suitable and carefully chosen. Games have been shown to have advantages and effectiveness in learning vocabulary in various ways. First, games bring in relaxation and fun for students, thus help them learn and retain new words more easily. Second, games usually involve friendly competition and they keep learners interested. These create the motivation for learners of English to get involved and participate actively in the learning activities. Third, vocabularies games bring real world context into the classroom and enhance students’ use of English in a flexible, communicative ways.
Therefore, the role of games in teaching and learning vocabulary cannot be denied. However, in order to achieve the most from vocabulary games, it is essential that suitable games are chosen. Whenever, a game is to be conducted, the number of students, proficiency level, cultural context, timing, learning topic, and the classroom settings are factors that should be taken into account. In conclusion, learning vocabulary through game is an effective and interesting way that can be applied in any classrooms. It is suggested that games are used not only for mere fun, but more importantly, for the useful practice and review of language lessons, thus leading toward the goal of improving learners’ communicative competence. Games are fun and children like to play them. Through games children experiment, discover and interact with their environment. ‘The game context makes the foreign language immediately useful to the children. It brings the target language to life.’--- Lewis 1999.The game makes the reasons for speaking plausible even to reluctant children.
Through playing games, students can learn English the way children learn their mother tongue without being aware they are studying , thus without stress, they can learn a lot. Even, shy students can participate positively. But a game must be more than just fun, a game should involve ‘friendly’ competition, it should keep all of the students involved and interested. A game should encourage students to focus on the use of language rather than on the language itself. A game should give students a chance to learn, practice or review specific language materials. In an effort to supplement lesson plans in the English as Second Language classroom, teachers often turn to games. The justification for using games in the classroom has been well demonstrated as benefiting students in a variety of ways. These benefits range from cognitive aspects of language learning to more cooperative group dynamics.
Md. Masum Billah
Programme Manager: BRAC Education Program, PACE
Cell: 01714-091431
Email: mmbillah2000@yahoo.com
Using games in teaching English
Using games in teaching English
There goes a common perception that all learning should be serious and solemn in nature and that if one is having fun and there is hilarity and laughter, then it is not really learning. Almost all the guardians, school authorities and even many teachers strongly hold this opinion. Hence, they don’t want the teachers to sue any game in the classroom particularly in the language class. They think it to be the wastage of time in the class. But nowadays language specialists, researchers and textbook writers opine that using games in the language class is one of the most essential and effective tools to teach language. Though playing games it is possible to learn and teach a language as well as enjoy oneself at the same time. One of the best ways to do this is through games. Language learning is a hard task which can sometimes be frustrating. Constant effort is required to understand, produce and manipulate the target language. Well-chosen games are invaluable as they give students a break and at the same time allow students to practice language skills. Games are highly motivating since they are amusing and at the same time challenging. Furthermore, they employ meaningful and useful language in real contexts. Games are highly motivating because they are amusing and interesting. They can be used to give practice in all language skills and be used to practice many types of communication. Language learning is really a difficult task, effort is required at every moment and must be maintained over a long period of time. Games help and encourage many learners to sustain their interest and work. Games also help the teacher to create contexts in which the language is useful and meaningful. The learners want to take part and in order to do so must understand what others are saying or have written and they must speak or write in order to express their own point of view or give information.
Many experienced textbook and methodology manuals writers have argued that games are not just time-filing activities but a have a great education value. W.R. Lee holds that most language games make learners use the language instead of thinking about learning the correct forms (19179:2). He also says that games should be treated as central not peripheral to the foreign language teaching programme. A similar opinion is expressed by Rchard Amato, who believes games to be fun but warns against overlooking their pedagogical value, particularly in foreign language teaching. There are many advantages of using games; games can lower anxiety, thus making the acquisition of input more likely. They are highly motivating and entertaining, and they can give shy students more opportunity to express their opinions and feelings. They normally don’t want to express themselves. But through games their hidden potential can be discovered and they feel encouraged and secure to tell their opinions. Games also enable learners to acquire new experiences within a foreign language which are not always possible during a typical lesson. Furthermore, to quote Richard Amato, ‘they add diversion to the regular classroom activities, break the ice,’ they to introduce new ideas. In an easy, relaxed atmosphere which is created by using games, students’ member things faster and better. So, using games seems to be a good medicine teaches a language in a friendly atmosphere.
Games encourage, entertain, teach, and promote fluency. If not for many of these reasons, they should be used just because they help students see beauty in a foreign language and not just problems that at times seem overwhelming. It’s a very important thing that learners think English to be a very boring subject. It is full of problems. When games are introduced, they definitely dispel these notions from their minds and will prepare to learn it through fun and interest. Games ought to be at the heart of teaching foreign languages. Rixon suggests that games be used at all stages of the lesson, provided that they are suitable and carefully chosen. Games have been shown to have advantages and effectiveness in learning vocabulary in various ways. First, games bring in relaxation and fun for students, thus help them learn and retain new words more easily. Second, games usually involve friendly competition and they keep learners interested. These create the motivation for learners of English to get involved and participate actively in the learning activities. Third, vocabularies games bring real world context into the classroom and enhance students’ use of English in a flexible, communicative ways.
Therefore, the role of games in teaching and learning vocabulary cannot be denied. However, in order to achieve the most from vocabulary games, it is essential that suitable games are chosen. Whenever, a game is to be conducted, the number of students, proficiency level, cultural context, timing, learning topic, and the classroom settings are factors that should be taken into account. In conclusion, learning vocabulary through game is an effective and interesting way that can be applied in any classrooms. It is suggested that games are used not only for mere fun, but more importantly, for the useful practice and review of language lessons, thus leading toward the goal of improving learners’ communicative competence. Games are fun and children like to play them. Through games children experiment, discover and interact with their environment. ‘The game context makes the foreign language immediately useful to the children. It brings the target language to life.’--- Lewis 1999.The game makes the reasons for speaking plausible even to reluctant children.
Through playing games, students can learn English the way children learn their mother tongue without being aware they are studying , thus without stress, they can learn a lot. Even, shy students can participate positively. But a game must be more than just fun, a game should involve ‘friendly’ competition, it should keep all of the students involved and interested. A game should encourage students to focus on the use of language rather than on the language itself. A game should give students a chance to learn, practice or review specific language materials. In an effort to supplement lesson plans in the English as Second Language classroom, teachers often turn to games. The justification for using games in the classroom has been well demonstrated as benefiting students in a variety of ways. These benefits range from cognitive aspects of language learning to more cooperative group dynamics.
Md. Masum Billah
Programme Manager: BRAC Education Program, PACE
Cell: 01714-091431
Email: mmbillah2000@yahoo.com
There goes a common perception that all learning should be serious and solemn in nature and that if one is having fun and there is hilarity and laughter, then it is not really learning. Almost all the guardians, school authorities and even many teachers strongly hold this opinion. Hence, they don’t want the teachers to sue any game in the classroom particularly in the language class. They think it to be the wastage of time in the class. But nowadays language specialists, researchers and textbook writers opine that using games in the language class is one of the most essential and effective tools to teach language. Though playing games it is possible to learn and teach a language as well as enjoy oneself at the same time. One of the best ways to do this is through games. Language learning is a hard task which can sometimes be frustrating. Constant effort is required to understand, produce and manipulate the target language. Well-chosen games are invaluable as they give students a break and at the same time allow students to practice language skills. Games are highly motivating since they are amusing and at the same time challenging. Furthermore, they employ meaningful and useful language in real contexts. Games are highly motivating because they are amusing and interesting. They can be used to give practice in all language skills and be used to practice many types of communication. Language learning is really a difficult task, effort is required at every moment and must be maintained over a long period of time. Games help and encourage many learners to sustain their interest and work. Games also help the teacher to create contexts in which the language is useful and meaningful. The learners want to take part and in order to do so must understand what others are saying or have written and they must speak or write in order to express their own point of view or give information.
Many experienced textbook and methodology manuals writers have argued that games are not just time-filing activities but a have a great education value. W.R. Lee holds that most language games make learners use the language instead of thinking about learning the correct forms (19179:2). He also says that games should be treated as central not peripheral to the foreign language teaching programme. A similar opinion is expressed by Rchard Amato, who believes games to be fun but warns against overlooking their pedagogical value, particularly in foreign language teaching. There are many advantages of using games; games can lower anxiety, thus making the acquisition of input more likely. They are highly motivating and entertaining, and they can give shy students more opportunity to express their opinions and feelings. They normally don’t want to express themselves. But through games their hidden potential can be discovered and they feel encouraged and secure to tell their opinions. Games also enable learners to acquire new experiences within a foreign language which are not always possible during a typical lesson. Furthermore, to quote Richard Amato, ‘they add diversion to the regular classroom activities, break the ice,’ they to introduce new ideas. In an easy, relaxed atmosphere which is created by using games, students’ member things faster and better. So, using games seems to be a good medicine teaches a language in a friendly atmosphere.
Games encourage, entertain, teach, and promote fluency. If not for many of these reasons, they should be used just because they help students see beauty in a foreign language and not just problems that at times seem overwhelming. It’s a very important thing that learners think English to be a very boring subject. It is full of problems. When games are introduced, they definitely dispel these notions from their minds and will prepare to learn it through fun and interest. Games ought to be at the heart of teaching foreign languages. Rixon suggests that games be used at all stages of the lesson, provided that they are suitable and carefully chosen. Games have been shown to have advantages and effectiveness in learning vocabulary in various ways. First, games bring in relaxation and fun for students, thus help them learn and retain new words more easily. Second, games usually involve friendly competition and they keep learners interested. These create the motivation for learners of English to get involved and participate actively in the learning activities. Third, vocabularies games bring real world context into the classroom and enhance students’ use of English in a flexible, communicative ways.
Therefore, the role of games in teaching and learning vocabulary cannot be denied. However, in order to achieve the most from vocabulary games, it is essential that suitable games are chosen. Whenever, a game is to be conducted, the number of students, proficiency level, cultural context, timing, learning topic, and the classroom settings are factors that should be taken into account. In conclusion, learning vocabulary through game is an effective and interesting way that can be applied in any classrooms. It is suggested that games are used not only for mere fun, but more importantly, for the useful practice and review of language lessons, thus leading toward the goal of improving learners’ communicative competence. Games are fun and children like to play them. Through games children experiment, discover and interact with their environment. ‘The game context makes the foreign language immediately useful to the children. It brings the target language to life.’--- Lewis 1999.The game makes the reasons for speaking plausible even to reluctant children.
Through playing games, students can learn English the way children learn their mother tongue without being aware they are studying , thus without stress, they can learn a lot. Even, shy students can participate positively. But a game must be more than just fun, a game should involve ‘friendly’ competition, it should keep all of the students involved and interested. A game should encourage students to focus on the use of language rather than on the language itself. A game should give students a chance to learn, practice or review specific language materials. In an effort to supplement lesson plans in the English as Second Language classroom, teachers often turn to games. The justification for using games in the classroom has been well demonstrated as benefiting students in a variety of ways. These benefits range from cognitive aspects of language learning to more cooperative group dynamics.
Md. Masum Billah
Programme Manager: BRAC Education Program, PACE
Cell: 01714-091431
Email: mmbillah2000@yahoo.com
Saturday, October 2, 2010
BRAC Education ( Ranking Universities)
Ranking Higher Educational Institutions
Ranking the universities is a crucial task. It entails one’s thinking on how to rank the universities. What should be the criteria--- results, research, number of students, size of the university, infra-structure, quality of teachers or students, graduated students’ employment history, the age of the university should come under ranking criteria. To rank a university these points need to be taken into consideration very critically or some of these in a cluster to be considered. These criteria differ from university to university and from public to private universities. However, ranking has to be done with a view to developing the standard and quality through competition, which remains quite absent at present. University Grants Commission should shoulder the vital task regarding this issue. Actually, question arises what the UGC does in connection with ensuring quality of education of the universities. A strong body comprising education experts of various levels and categories needs to be established as third eye to monitor the overall performance and general activities of the universities. Topmost importance should be given so that no political colour can touch the body. But how far can it be ensured?
According to the survey/research of The Times Higher Education (THE), top two hundred universities have been identified on thirteen criteria. Unfortunately, none of these two hundred universities exist in the South-Asia , let alone Bangladesh. Top of the list stands Harvard University, second position goes to California Institute of Technology, third Massachusetts Institute of Technology, fourth Stanford University and fifth category goes to Princeton university. It is more interesting that all the top five universities stand in the United States. Oxford and Cambridge occupy combine sixth position. In Asia University of Hong Kong tops the list but it stands 21st in the world standard. Second Asia University of Tokyo, third Pohao university of South Korea, fourth National University of Singapore and fifth Peking University of China. All these universities fall between 25 and 35th in the global ranking. The universities which publish less than fifty articles in the international standard journal have not been counted. None of the universities of Bangladesh stands even in the 1000th in the global ranking. What a shame for us. I don’t know whether it will sensitize the authorities concerned of the educational arena or not.It clandestinely shows how much less importance is given to research in our universities. Importance is given whether students have gone to welcome our leaders coming from foreign visit contributing to already unbearable traffic jam. When students don’t go there due to their examinations and other appointments they are detained by the student cadres of a particular party. How beautiful! Being a citizen of an independent country and studying in the highest seat of learning is to endure the detention of unruly student cadres, then there remains no place in the world to show the face. Definitely the position of our universities will stand hundreds of miles away from world ranking. Yes, our universities would occupy the top ten ranking if the criteria reverse. The contribution of present day student politics and how strong and expert our students are in using various sorts of arms including local lathies and also toll collecting from various sources to fatten their income. Some of our leaders once expressed that our student organization is enough to face the opposition. How beautiful! It is true that in many western countries political parties have research wings comprising of party intellectuals. On the basis of their research party decisions are made. What happens in our country?
There is no particular ranking among the private universities in Bangladesh, not among the public universities. Comparatively sound academic atmosphere prevails in Bangladesh University of Engineering and Technology and almost uniformed quality of students get admission here who value more academic affairs than political games in the campus. And the general universities more or less get plagued with various ills mostly originated from student politics. University Grants Commission conducted a ranking survey in 2004 only in private universities which ranked North-South University as first. But it hardly imprints any significance as the general beliefs and notion convince us all that North-South University occupies the first ranking university because of its academic excellence, faculties and brilliant productions. Another one is vying with North South that is BRAC University.
The Times Higher Education (THE) World University Rankings system published their annual ranking result for 2010-2011 on September 16 in collaboration with new ranking data provider Thomson Reuters. They collected data from more than 50 leading figures in the sector from 15 countries across every continent and through ten months of extensive consultation. The guiding principles THE followed in ranking the world universities are-----Teaching: the learning environment worth(30%) of the overall ranking score, Research: Volume, income and reputation (worth 30%),Citation: research influence (worth 32.5%)Industry income: innovation (worth(2.5%) and International mix: students and staff worth 5%.Scoring should be
-on research and innovative activities
--on the quality of teachers
--on the number of students admitted each year
--on campus quality and status (including libraries and all other facilities
-overall score ( DS Oliur Rahman September 24, 2010)
I think students’ employment status in the job market should be taken into consideration. Student’s entering the job market for the last five to ten years must be taken into consideration as it amply indicates the standard and imparting knowledge to the learners by the universities keeping pace with the present day world. Number of unemployed and low-employment matters much to the ranking
Once cadet college authorities expressed their dissatisfaction over not the brilliant cadet’s joining the armed forces and commented that cadet colleges were not coaching centers. Coaching centers just prepare the students for the examinations but educational institutions give holistic education to the learners, which contribute to their mental and psychological development. So, only result that means how many first classes or higher grades have been awarded to the learners may not be the only standard to rank the universities. Most of our private universities impart just the commercial subjects without giving them education in humanities. They don’t study literature or social science or science, just BBA and MBA and subjects like this, which can make a learner a businessman or business dealer, not a holistic man. Ranking the universities must receive these points.
With possible exception our private universities don’ t have any open campus to practice any physical games or sports or any kind of outdoor games and to roam about in the campus freely. Library facilities, gymnasiums, open theatre stages prove to be absolutely absent phenomena in private universities which the ranking between public and private universities, therefore, tend to be different.
Ranking of universities on some set and assumed criteria should be the order of the day. Private universities have mushroomed to respond to the fast expanding demand of tertiary level education without hiding some commercial or social status purpose may have the secret reason behind it. Different authorities to make regular surveys on academic and higher education related activities need to be emerged or to address the ebbing trend of quality education and hence creating a competition among the private universities. The set criteria must be well known to all so that any kind of lobbying and influencing and even corruption cannot happen when ranking will be done. Maintaining discipline in the campus must stand as one of the significant factors of ranking a university as discipline plays a key role to ensure a sound academic environment. In a chaotic campus students cannot give full attention to act of learning. Rater it stands in the way of imparting education normally.
BRAC offers a scholarship to the poor but meritorious students. So far it has distributed ‘ Medhabikash’ scholarship to twelve hundred students since its inception in 2005. On the basis of experiences gained through the process BRAC has decided to expand its scholarship program along with increasing the amount. Necessarily it is felt the amount of scholarship should vary according to the institutions students belong to. Hence, ranking plays a key factor. The Director of BRAC Education Program, Dr. Safiqul Islam , asked us to submit him the ranking of the higher educational institution of the country which really has thrown us into a perplexed situation as no such ranking has been done reasonably. It is greatly felt that it should have been.
It has been greatly felt that there must be a body or an organization to rank the higher educational institutions in the country, which should carefully and reasonably know how to differentiate between the technical such as BUET, KUET, CUET, RUET and general educational institutes. Then again medical colleges and agricultural universities and colleges and the general colleges offering honors courses should have separate ranking system. Until and unless the ranking is done nothing is understood which institution is teaching what and what sort of or amount of contribution it is giving to the nation. Very much traditionally institutions are being run year after year without any definite aims and objectives. No responsibility rests upon anybody. No competition among the institutions as it is found in the private schools and colleges and accordingly they vie with each other promising to offer better education and educational facilities. In respect of university and colleges such arrangements and competition must bring desired result. Under the initiative of the Ministry of Education an independent body must be formed to rank the higher educational institutions of the country on the basis of complex issues keeping the dividing line between private and public, college and universities.
Md. Masum Billah
Program Manager: BRAC Education Programme, PACE
Cell:01714-091431
Email: mmbillah2000@yahoo.com
Ranking the universities is a crucial task. It entails one’s thinking on how to rank the universities. What should be the criteria--- results, research, number of students, size of the university, infra-structure, quality of teachers or students, graduated students’ employment history, the age of the university should come under ranking criteria. To rank a university these points need to be taken into consideration very critically or some of these in a cluster to be considered. These criteria differ from university to university and from public to private universities. However, ranking has to be done with a view to developing the standard and quality through competition, which remains quite absent at present. University Grants Commission should shoulder the vital task regarding this issue. Actually, question arises what the UGC does in connection with ensuring quality of education of the universities. A strong body comprising education experts of various levels and categories needs to be established as third eye to monitor the overall performance and general activities of the universities. Topmost importance should be given so that no political colour can touch the body. But how far can it be ensured?
According to the survey/research of The Times Higher Education (THE), top two hundred universities have been identified on thirteen criteria. Unfortunately, none of these two hundred universities exist in the South-Asia , let alone Bangladesh. Top of the list stands Harvard University, second position goes to California Institute of Technology, third Massachusetts Institute of Technology, fourth Stanford University and fifth category goes to Princeton university. It is more interesting that all the top five universities stand in the United States. Oxford and Cambridge occupy combine sixth position. In Asia University of Hong Kong tops the list but it stands 21st in the world standard. Second Asia University of Tokyo, third Pohao university of South Korea, fourth National University of Singapore and fifth Peking University of China. All these universities fall between 25 and 35th in the global ranking. The universities which publish less than fifty articles in the international standard journal have not been counted. None of the universities of Bangladesh stands even in the 1000th in the global ranking. What a shame for us. I don’t know whether it will sensitize the authorities concerned of the educational arena or not.It clandestinely shows how much less importance is given to research in our universities. Importance is given whether students have gone to welcome our leaders coming from foreign visit contributing to already unbearable traffic jam. When students don’t go there due to their examinations and other appointments they are detained by the student cadres of a particular party. How beautiful! Being a citizen of an independent country and studying in the highest seat of learning is to endure the detention of unruly student cadres, then there remains no place in the world to show the face. Definitely the position of our universities will stand hundreds of miles away from world ranking. Yes, our universities would occupy the top ten ranking if the criteria reverse. The contribution of present day student politics and how strong and expert our students are in using various sorts of arms including local lathies and also toll collecting from various sources to fatten their income. Some of our leaders once expressed that our student organization is enough to face the opposition. How beautiful! It is true that in many western countries political parties have research wings comprising of party intellectuals. On the basis of their research party decisions are made. What happens in our country?
There is no particular ranking among the private universities in Bangladesh, not among the public universities. Comparatively sound academic atmosphere prevails in Bangladesh University of Engineering and Technology and almost uniformed quality of students get admission here who value more academic affairs than political games in the campus. And the general universities more or less get plagued with various ills mostly originated from student politics. University Grants Commission conducted a ranking survey in 2004 only in private universities which ranked North-South University as first. But it hardly imprints any significance as the general beliefs and notion convince us all that North-South University occupies the first ranking university because of its academic excellence, faculties and brilliant productions. Another one is vying with North South that is BRAC University.
The Times Higher Education (THE) World University Rankings system published their annual ranking result for 2010-2011 on September 16 in collaboration with new ranking data provider Thomson Reuters. They collected data from more than 50 leading figures in the sector from 15 countries across every continent and through ten months of extensive consultation. The guiding principles THE followed in ranking the world universities are-----Teaching: the learning environment worth(30%) of the overall ranking score, Research: Volume, income and reputation (worth 30%),Citation: research influence (worth 32.5%)Industry income: innovation (worth(2.5%) and International mix: students and staff worth 5%.Scoring should be
-on research and innovative activities
--on the quality of teachers
--on the number of students admitted each year
--on campus quality and status (including libraries and all other facilities
-overall score ( DS Oliur Rahman September 24, 2010)
I think students’ employment status in the job market should be taken into consideration. Student’s entering the job market for the last five to ten years must be taken into consideration as it amply indicates the standard and imparting knowledge to the learners by the universities keeping pace with the present day world. Number of unemployed and low-employment matters much to the ranking
Once cadet college authorities expressed their dissatisfaction over not the brilliant cadet’s joining the armed forces and commented that cadet colleges were not coaching centers. Coaching centers just prepare the students for the examinations but educational institutions give holistic education to the learners, which contribute to their mental and psychological development. So, only result that means how many first classes or higher grades have been awarded to the learners may not be the only standard to rank the universities. Most of our private universities impart just the commercial subjects without giving them education in humanities. They don’t study literature or social science or science, just BBA and MBA and subjects like this, which can make a learner a businessman or business dealer, not a holistic man. Ranking the universities must receive these points.
With possible exception our private universities don’ t have any open campus to practice any physical games or sports or any kind of outdoor games and to roam about in the campus freely. Library facilities, gymnasiums, open theatre stages prove to be absolutely absent phenomena in private universities which the ranking between public and private universities, therefore, tend to be different.
Ranking of universities on some set and assumed criteria should be the order of the day. Private universities have mushroomed to respond to the fast expanding demand of tertiary level education without hiding some commercial or social status purpose may have the secret reason behind it. Different authorities to make regular surveys on academic and higher education related activities need to be emerged or to address the ebbing trend of quality education and hence creating a competition among the private universities. The set criteria must be well known to all so that any kind of lobbying and influencing and even corruption cannot happen when ranking will be done. Maintaining discipline in the campus must stand as one of the significant factors of ranking a university as discipline plays a key role to ensure a sound academic environment. In a chaotic campus students cannot give full attention to act of learning. Rater it stands in the way of imparting education normally.
BRAC offers a scholarship to the poor but meritorious students. So far it has distributed ‘ Medhabikash’ scholarship to twelve hundred students since its inception in 2005. On the basis of experiences gained through the process BRAC has decided to expand its scholarship program along with increasing the amount. Necessarily it is felt the amount of scholarship should vary according to the institutions students belong to. Hence, ranking plays a key factor. The Director of BRAC Education Program, Dr. Safiqul Islam , asked us to submit him the ranking of the higher educational institution of the country which really has thrown us into a perplexed situation as no such ranking has been done reasonably. It is greatly felt that it should have been.
It has been greatly felt that there must be a body or an organization to rank the higher educational institutions in the country, which should carefully and reasonably know how to differentiate between the technical such as BUET, KUET, CUET, RUET and general educational institutes. Then again medical colleges and agricultural universities and colleges and the general colleges offering honors courses should have separate ranking system. Until and unless the ranking is done nothing is understood which institution is teaching what and what sort of or amount of contribution it is giving to the nation. Very much traditionally institutions are being run year after year without any definite aims and objectives. No responsibility rests upon anybody. No competition among the institutions as it is found in the private schools and colleges and accordingly they vie with each other promising to offer better education and educational facilities. In respect of university and colleges such arrangements and competition must bring desired result. Under the initiative of the Ministry of Education an independent body must be formed to rank the higher educational institutions of the country on the basis of complex issues keeping the dividing line between private and public, college and universities.
Md. Masum Billah
Program Manager: BRAC Education Programme, PACE
Cell:01714-091431
Email: mmbillah2000@yahoo.com
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wk¶vi gv‡bv‡bœvq‡b wk¶K cÖwk¶Y GKwU AZ¨vekKxq kZ© | eª¨vK GB e¨vcviwU AZ¨š— ¸I“‡Z¡i mv‡_ we‡ePbv K‡i _v‡K | eª¨vK Zvi wbR¯^ cÖvBgvix ¯‹z‡ji wk¶K‡`i wbqwgZ cÖwk¶‡Yi e¨e¯’v K‡i _v‡K | cÖwk¶bexwnb †Kvb wk¶K mwVK wk¶v`vb A‡bK †¶‡ÎB Ki‡Z cv‡ibbv Kvib wk¶v`vb GKwU AvU© hv cÖwk¶b Qvov mvdj¨RbKfv‡e cwiPvjbv Kiv hvqbv| eª¨vK Zvi wk¶K‡`i wbqwgZ wi‡dªkv‡m©i Av‡qvRb K‡i _v‡K | eª¨vK wbR¯^ ¯‹z‡ji QvÎQvÎx‡`i K¬v‡m Dcw¯_wZ evov‡Z wk¶v_©x Ges AwffveK‡`i mv‡_ wbqwgZ †hvMv‡hvM i¶v K‡i _v‡K, K¬vm‡K Avb›`gq Kivi gva¨‡g wk¶v_©x‡`i ¯‹z‡ji cÖwZ AvKl©Y a‡i ivLvi †Póv K‡i | d‡j ‡`Lv hvq eª¨vK ¯‹y‡j wk¶v_©x Dcw¯’wZi nvi 96 kZvsk A_P miKvix cÖv_wgK we`¨vj‡q GB nvi cÂvk ‡_‡K lvU kZvs‡ki †ekx n‡PQbv | eª¨vK cÖv_wgK wk¶vi GB e¨vcvi¸‡jv miKvi‡K AvK…ó K‡i‡Q | ZvB cix¶vgyjKfv‡e miKvi eª¨v‡Ki nv‡Z †`‡ki gvÎ wekwU Dc‡Rjvi cÖv_wgK we`¨vjh¸‡jvi gv‡bvbœvq‡bi Rb¨ cÖwk¶b, ¯‹zj g¨v‡bR‡g›U Dbœhb Ges gwbUwis Kivi cªv_wgK `vwqZ¡ w`‡q‡Q | G‡Z wk¶K‡`i AvZswKZ nIqvi wKQy †bB | ‡`Lv hv‡PQ Zviv KwíZ A‡bK Mí eª¨v‡Ki weiƒ‡× ej‡Q RbgZ ‰Zwi Kivi Rb¨ | ‡KD †KD ej‡Qb cy‡iv cªv_wgK wk¶v †emiKvixKi‡bi bxib•v wn‡m‡e miKvi GB c`‡¶c wb‡q‡Q, Avevi †KD ej‡Q ‡`‡ki wk¶v eª¨vKxKi‡bi cvqZviv BZ¨vw` |
Avm‡j wk¶K‡`i gv‡bvbœqb, ¯‹zj g¨vbR‡g›U Dbœqb, wk¶v_©x‡`i Dcw¯—wZ evov‡bv, wk¶v_©x S‡o civ Kgv‡bv Ges m‡e©vcwi cÖv_wgK wk¶vi gv‡bvbœhb‡hi j¶¨‡K mvg‡b †i‡L miKvi GB wm×vš— wb‡q‡Qb | wKš‘ cÖv_wgK wg¶K‡`i Av‡›`vj‡bi gy‡L G‡nb GKwU gnZx D‡`¨vM †f‡¯— †h‡Z e‡m‡Q | Avgiv wK Avgv‡`i †`‡ki cÖv_wgK wk¶vi Dbœqb PvBbv ? Avgiv wK PvBbv †h Avgv‡`i cªv_wgK we`¨vj‡qi QvÎQÎxiv Avb›`Nb cwi‡e‡k covïbv Ki“K, we`¨vjq Zv†`i Kv‡Q AKl©Yxq n‡q DVyK? Avgiv Av‡M †`_‡Z †`B eª¨vK wK K‡i , cÖ_‡g Zv‡`i GB wekwU Dc‡Rjvq KvR Kivi my‡hvM †`B Zvic‡i wm×vš— †be eª¨v‡Ki nv‡Z evKx ¯‹zj¸‡jv †Q‡o †`e bvwK Ab¨ ‡Kvb wKQy Kie| ‡Kvb wKQy †`Lvi Av‡M Av‡›`vjb ïi“ K‡i w`‡j Avgiv wK K‡i eySe eª¨vK wK Ki‡Z hv‡PQ ? mwVKfv‡e †Kvb wKQz bv †R‡b Avgv‡`i Av‡›`vjb †Zv `y‡ii K_v gš—e¨ KivI wVK bq | Avgiv wK RvZxq ¯^v_© ‡`Le bvwK ¶z`ª ¯^v_© ‡`Le GK_vwUI fvjfv‡e eyS‡Z n‡e |
Avgiv Avm‡j Z…Zxq ‡Kvb cÖwZôv‡bi gwbUwis ev ch©‡e¶b Pvw”Q bv †Kb? ZvÕn‡j Avgiv wK Avgv‡`i `vwqZ¡ mwVKfve cvjb Kwi bv? gwbUwis Ges wdWe¨vK memgqB Avmj Ges mwVK nq kyaygvÎ ZLbB hLb Ab¨ †Kvb †PvL Agvi Kvh©vejx ch©‡&¶b K‡i Avi Zvi g‡a¨B Avgiv mwZ¨Kv‡ii wdWe¨vK cvB ms‡kvab Ges Dbœq‡bi Rb¨|
Avg‡`i †`‡ki wk¶vi gvb wb‡q h‡_ó cÖkœ Ges mskq Av‡Q hv Aw¯^Kvi Kivi †Kvb Dcvq †bB | wKš‘ GB †M-vevjvB‡Rk‡bi hy‡M Avgiv Avi wcwQ‡q vK‡Z cvwibv | mvg‡b Avgv‡`i GwM‡q †h‡ZB n‡e | †m Rb¨ wb‡Riv †nvK wKsev Ab¨ ‡Kvb cªwZôvb K©Z©y†nvK wk¶vi gvbvbœq‡bi Rb¨ Avgv‡`i c`‡¶c wb‡ZB n‡e |
Avgv‡`i †`‡ki cÖv_wgK wk¶v †emiKvix ch©v‡q cwiPvwjZ n‡e Avgiv GUv PvBbv, Avevi eZ©gv‡b †h Ae¯’vq cÖv_wgK we`¨vjq¸‡jv Pj‡Q †m Ae¯’vqI Pj‡Z †`qv hvqbv | G Ae¯’vi cwieZ©b NUv‡Z n‡e | cÖv_wgK we`¨vjq¸‡jv‡K AvKl©Yxq Ki‡Z n‡e, wk¶K wb‡qv‡M hZœkxj n‡Z n‡e, wk¶K cÖwk¶‡bi welqwU‡K me©v‡MÖ ¸i“Z¡ w`‡Z n‡e Ges m‡e©vcwi gvbm¤§Z wk¶v`vb wbwðZ Ki‡Z n‡e | G¸‡jv Kivi Rb¨ miKvix ev †emiKvix ej‡Z wKQz †bB, Avgv‡`i ‡hŠ_fv‡e KvR Ki‡Z n‡e | GLv‡b c¶ ev cÖwZc¶ ej‡Z wKQz †bB | ‡`k Avgv‡`i, mgm¨v Avgv‡`i, cÖv_wgK wk¶v Avgv‡`i AZGe Avgv‡`i mKj‡KB GwM‡q Avm‡Z n‡e |
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eª¨vK cÖavb Kvh©vjq
75, gnvLvjx, XvKv 1212 |
evmv: 134, Iqvc`v †ivW, (Ki‡Zvqv), cwk&Pg ivgcyiv, XvKv 1219 |
‡dvb: 9355253 (evmv), 01715-401267 (‡gvevBj)
B-‡gBj:mmbillah2000@yahoo.com
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Ó eª¨vK Zv‡`i cÖv_wgK we`¨vj‡q Gb wm wU we-Gi eB e¨envi K‡ibv , Zviv e¨envi K‡e Zv‡`i wbR¯^ eB | hvi A_© evsjv‡`‡k cªv_wgK we`¨vjq ‡h cÖwµqvq ‡jLvcov Kiv‡bv nq, eª¨v‡Ki †m e¨cv‡i mwZ¨Kv‡ii †Kvb AwfÁZv †bB | hw` †`‡ki g~j avivq cÖv_wgK wk¶vh Zv‡`i mwZ¨Kv‡ii AwfÁZv bv _v‡K Zvn‡j 20wU Dc‡Rjvi K‡qK nvRvi cÖv_wgK we`¨vj‡qi `vwqZ¡ Zviv †Kvb mvn‡m wb‡Z PvB‡Q? Ó Rbvi BKev‡ji GB Dw³ cÖms‡M Avwg ej‡Z PvB eª¨vK wek¦we`¨vjq ¯’vcb K‡i‡Q 2001 mv‡j, Zvi Av‡M eª¨v‡Ki †Kvb AwfÁZv wQjbv | eZ©gv‡b ‡emiKvix wek¦we`¨vjq¸‡jvi g‡a¨ Õeª¨vK wek¦we`¨vjqÕ ‡ek fvj Ae¯’v‡b Av‡Q , GK_v Avi ejvi A‡c¶v iv‡Lbv | eª¨v‡Ki digvj cÖvBgvix wk¶v cwiPvjbv Kivi AwfÁZv †bB Avi ZvB cÖv_wgK wk¶vi gv‡bvbœq‡b Ae`vb ivL‡Z cvi‡e bv , GK_vwU wVK Gfv‡e ejv hv‡ibv | eªª¨vK †h KvRB ïi“ K‡i Zv gvbm¤úbœ Dcv‡q Ki‡Z Pvq Ges Zv Kivi Rb¨ †`k I we‡`k †_‡K †mB ai‡bi we‡klÁ wb‡h G‡m Zv‡`i `viv KvRwU Kivq | eª¨vK mviv c„w_exi ey‡K me‡P‡q eo RvZxq Dbœqb ms¯’v, hv evsjv‡`‡ki Rb¨ GK weovU M‡e©i e¨vcvi | eª¨vK †`‡ki MwÛ †cwo‡q we‡`‡kI cv evwo‡q‡Q Ges AZ¨š— mvd‡j¨i mv‡_ ‡mme †`‡k KvR K‡i hv‡PQ | w`b w`b &Gme †`‡k eª¨v‡ei Kvh©µg we¯—vi jvf Ki‡Q | evsjv‡`‡ki mš—vbiv †mLv‡b ‡bZ©„¯’vbxq cwRk‡b Av‡Q | GwU wK Avgv‡`i Rb¨ M‡e©i e¨vcvi bq?
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cÖv_wgK wk¶vi `vwqZ¡ miKv‡ii | mve©Rbxb cÖv_wgK wk¶v ev¯—evqb Kivi `vwqZ¡I miKv‡ii | ‡mLv‡b hw` †Kvb ms¯’v fvMvfvwM K‡i `vwqZ¡ wb‡Z Pvq , Avgvi g‡b nq Avgv‡`i gZ Mixe †`‡k Zv †`v‡li wKQz bq | Avgiv hw` GKUz Mfxi `„wó w`‡q ZvKvB Zvn‡j cÖv_wgK wk¶vi wK nvj †`L‡Z cvB | gv‡bi Pog AebwZ | ‡`‡ki ivRavbx kni Ges gd¯^j kni¸‡jv‡Z we`¨gvb cÖv_wgK we`¨vjh¸‡jvi w`‡K wK Avgiv KLbI ZvwK‡q ‡`‡LwQ? KÕRb QvÎQvÎx GLv‡b fwZ© nh, KÕRb cvk K‡i cÂg †kªbx, hviv cvk K‡i Zv‡`i gvb †Kgb G welq¸‡jv wK KLbI †f‡e †`‡LwQ? ¯‹zj¸‡jvi cwi‡ekB ev wK? eÜzmyjf ev wk¶vcwi‡ek †mLv‡b Av‡Q wKbv? wk¶K‡`i wk¶v`v‡bi gvbB ev wK iKg?eª¨v‡Ki nv‡Z wKQz msL¨K cÖv_wgK we`¨vjq cix¶vg~jKfv‡e †Q‡o w`‡j Aš—Z G †¶‡Î gv‡bvbœh‡bi Rb¨ GKUv cÖwZ‡hvwMZv m„wó n‡Zv | bZzb me mgqB Avgv‡`i Rb¨ wKQ~ gsM‡ji evZ©v wb‡q Av‡m hv me mgq Avgiv MÖnb Ki‡Z PvBbv ev cvwibv |
Avm‡j eª¨vK wK Ki‡Z ”v‡”Q? eª¨v‡Ki cÖv_wgK wk¶v cwiPvjbvi †¶‡Î `yB hy‡Mi AwfÁZv i‡q‡Q | eª¨vK me mgqB KvR K‡i K‡i †k‡L Ges AwfÁZv AR©b K‡i | eª¨vK †`Lj mve©RbxY cªv_wgK wk¶v Pvjy nIqvi c‡iI A‡bK QvÎQvÎx S‡i co‡Q , wk¶vi AwaKvi †_‡K ewÂZ n‡P&Q jvL jvL wkky | miKv‡ii mxwgZ m¤&c` w`‡q GB S‡i covi nvi Kgv‡bv m¤&fe n‡”Qbv | ‡c‡Ui ZvwM‡` †h wkky ¯‹‡j ‡h‡Z cvi‡Qbv Zv‡`i Rb¨ wK Kiv hvq ? miKv‡ii Lv‡`¨i wewbg‡q wk¶v Kg©mywP ïe~ Kivi c„‡eI wk¶v_©xi Dcw¯’wZ evo‡Qbv | eª¨vK Ggb wKQy c`‡¶c Mªnb K‡i‡Q hv nvRvi nvRvi wkï‡K AbvbyôvwbK wk¶vi gva¨‡g Av‡jvi iv‡R¨ wb‡q G‡m‡Q | eª¨vK cÖv_wgK we`¨vjq¸‡jv‡Z cÖv_wgK †j‡f‡ji Kw¤ú‡UwÝ QvÎQvÎxiv AR©b Ki‡Q cuvP eQ‡ii cwie‡Z© Pvi eQ‡i | Zvic‡i Zviv hv‡PQ gva¨wgK we`¨vj‡q |
wk¶vi gv‡bv‡bœvq‡b wk¶K cÖwk¶Y GKwU AZ¨vekKxq kZ© | eª¨vK GB e¨vcviwU AZ¨š— ¸I“‡Z¡i mv‡_ we‡ePbv K‡i _v‡K | eª¨vK Zvi wbR¯^ cÖvBgvix ¯‹z‡ji wk¶K‡`i wbqwgZ cÖwk¶‡Yi e¨e¯’v K‡i _v‡K | cÖwk¶bexwnb †Kvb wk¶K mwVK wk¶v`vb A‡bK †¶‡ÎB Ki‡Z cv‡ibbv Kvib wk¶v`vb GKwU AvU© hv cÖwk¶b Qvov mvdj¨RbKfv‡e cwiPvjbv Kiv hvqbv| eª¨vK Zvi wk¶K‡`i wbqwgZ wi‡dªkv‡m©i Av‡qvRb K‡i _v‡K | eª¨vK wbR¯^ ¯‹z‡ji QvÎQvÎx‡`i K¬v‡m Dcw¯_wZ evov‡Z wk¶v_©x Ges AwffveK‡`i mv‡_ wbqwgZ †hvMv‡hvM i¶v K‡i _v‡K, K¬vm‡K Avb›`gq Kivi gva¨‡g wk¶v_©x‡`i ¯‹z‡ji cÖwZ AvKl©Y a‡i ivLvi †Póv K‡i | d‡j ‡`Lv hvq eª¨vK ¯‹y‡j wk¶v_©x Dcw¯’wZi nvi 96 kZvsk A_P miKvix cÖv_wgK we`¨vj‡q GB nvi cÂvk ‡_‡K lvU kZvs‡ki †ekx n‡PQbv | eª¨vK cÖv_wgK wk¶vi GB e¨vcvi¸‡jv miKvi‡K AvK…ó K‡i‡Q | ZvB cix¶vgyjKfv‡e miKvi eª¨v‡Ki nv‡Z †`‡ki gvÎ wekwU Dc‡Rjvi cÖv_wgK we`¨vjh¸‡jvi gv‡bvbœvq‡bi Rb¨ cÖwk¶b, ¯‹zj g¨v‡bR‡g›U Dbœhb Ges gwbUwis Kivi cªv_wgK `vwqZ¡ w`‡q‡Q | G‡Z wk¶K‡`i AvZswKZ nIqvi wKQy †bB | ‡`Lv hv‡PQ Zviv KwíZ A‡bK Mí eª¨v‡Ki weiƒ‡× ej‡Q RbgZ ‰Zwi Kivi Rb¨ | ‡KD †KD ej‡Qb cy‡iv cªv_wgK wk¶v †emiKvixKi‡bi bxib•v wn‡m‡e miKvi GB c`‡¶c wb‡q‡Q, Avevi †KD ej‡Q ‡`‡ki wk¶v eª¨vKxKi‡bi cvqZviv BZ¨vw` |
Avm‡j wk¶K‡`i gv‡bvbœqb, ¯‹zj g¨vbR‡g›U Dbœqb, wk¶v_©x‡`i Dcw¯—wZ evov‡bv, wk¶v_©x S‡o civ Kgv‡bv Ges m‡e©vcwi cÖv_wgK wk¶vi gv‡bvbœhb‡hi j¶¨‡K mvg‡b †i‡L miKvi GB wm×vš— wb‡q‡Qb | wKš‘ cÖv_wgK wg¶K‡`i Av‡›`vj‡bi gy‡L G‡nb GKwU gnZx D‡`¨vM †f‡¯— †h‡Z e‡m‡Q | Avgiv wK Avgv‡`i †`‡ki cÖv_wgK wk¶vi Dbœqb PvBbv ? Avgiv wK PvBbv †h Avgv‡`i cªv_wgK we`¨vj‡qi QvÎQÎxiv Avb›`Nb cwi‡e‡k covïbv Ki“K, we`¨vjq Zv†`i Kv‡Q AKl©Yxq n‡q DVyK? Avgiv Av‡M †`_‡Z †`B eª¨vK wK K‡i , cÖ_‡g Zv‡`i GB wekwU Dc‡Rjvq KvR Kivi my‡hvM †`B Zvic‡i wm×vš— †be eª¨v‡Ki nv‡Z evKx ¯‹zj¸‡jv †Q‡o †`e bvwK Ab¨ ‡Kvb wKQy Kie| ‡Kvb wKQy †`Lvi Av‡M Av‡›`vjb ïi“ K‡i w`‡j Avgiv wK K‡i eySe eª¨vK wK Ki‡Z hv‡PQ ? mwVKfv‡e †Kvb wKQz bv †R‡b Avgv‡`i Av‡›`vjb †Zv `y‡ii K_v gš—e¨ KivI wVK bq | Avgiv wK RvZxq ¯^v_© ‡`Le bvwK ¶z`ª ¯^v_© ‡`Le GK_vwUI fvjfv‡e eyS‡Z n‡e |
Avgiv Avm‡j Z…Zxq ‡Kvb cÖwZôv‡bi gwbUwis ev ch©‡e¶b Pvw”Q bv †Kb? ZvÕn‡j Avgiv wK Avgv‡`i `vwqZ¡ mwVKfve cvjb Kwi bv? gwbUwis Ges wdWe¨vK memgqB Avmj Ges mwVK nq kyaygvÎ ZLbB hLb Ab¨ †Kvb †PvL Agvi Kvh©vejx ch©‡&¶b K‡i Avi Zvi g‡a¨B Avgiv mwZ¨Kv‡ii wdWe¨vK cvB ms‡kvab Ges Dbœq‡bi Rb¨|
Avg‡`i †`‡ki wk¶vi gvb wb‡q h‡_ó cÖkœ Ges mskq Av‡Q hv Aw¯^Kvi Kivi †Kvb Dcvq †bB | wKš‘ GB †M-vevjvB‡Rk‡bi hy‡M Avgiv Avi wcwQ‡q vK‡Z cvwibv | mvg‡b Avgv‡`i GwM‡q †h‡ZB n‡e | †m Rb¨ wb‡Riv †nvK wKsev Ab¨ ‡Kvb cªwZôvb K©Z©y†nvK wk¶vi gvbvbœq‡bi Rb¨ Avgv‡`i c`‡¶c wb‡ZB n‡e |
Avgv‡`i †`‡ki cÖv_wgK wk¶v †emiKvix ch©v‡q cwiPvwjZ n‡e Avgiv GUv PvBbv, Avevi eZ©gv‡b †h Ae¯’vq cÖv_wgK we`¨vjq¸‡jv Pj‡Q †m Ae¯’vqI Pj‡Z †`qv hvqbv | G Ae¯’vi cwieZ©b NUv‡Z n‡e | cÖv_wgK we`¨vjq¸‡jv‡K AvKl©Yxq Ki‡Z n‡e, wk¶K wb‡qv‡M hZœkxj n‡Z n‡e, wk¶K cÖwk¶‡bi welqwU‡K me©v‡MÖ ¸i“Z¡ w`‡Z n‡e Ges m‡e©vcwi gvbm¤§Z wk¶v`vb wbwðZ Ki‡Z n‡e | G¸‡jv Kivi Rb¨ miKvix ev †emiKvix ej‡Z wKQz †bB, Avgv‡`i ‡hŠ_fv‡e KvR Ki‡Z n‡e | GLv‡b c¶ ev cÖwZc¶ ej‡Z wKQz †bB | ‡`k Avgv‡`i, mgm¨v Avgv‡`i, cÖv_wgK wk¶v Avgv‡`i AZGe Avgv‡`i mKj‡KB GwM‡q Avm‡Z n‡e |
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eª¨vK cÖavb Kvh©vjq
75, gnvLvjx, XvKv 1212 |
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