What is marketing

1. You see a gorgeous girl at a party. You go up to her and say: “I am very rich. Marry me!” – That’s Direct Marketing”

2. You’re at a party with a bunch of friends and see a gorgeous girl. One of your friends goes up to her and pointing at you  says: “He’s very rich. “Marry him.” -That’s Advertising”

3. You see a gorgeous girl at a party. You go up to her and get her telephone number. The next day, you call and say: “Hi, I’m very rich. “Marry me – That’s Telemarketing”

4. You’re at a party and see gorgeous girl. You get up and straighten your tie, you walk up to her and pour her a drink, you open the door (of the car)for her, pick up her bag after she drops it, offer her ride and then say:”By the way, I’m rich. Will you “Marry Me?” – That’s Public Relations”

5. You’re at a party and see gorgeous girl. She walks up to you and says:”You are very rich! “Can you marry ! me?” – That’s Brand Recognition”

6. You see a gorgeous girl at a party. You go up to her and say: “I am very rich. Marry me!” She gives you a nice hard slap on your face. – “That’s Customer Feedback”

7. You see a gorgeous girl at a party. You go up to her and say: “I am very rich. Marry me!” And she introduces you to her husband. – “That’s demand and supply gap”

8. You see a gorgeous girl at a party. You go up to her and before you say anything, another person come and tell her: “I’m rich. Will you marry me?” and she goes with him – “That’s competition eating into your market share”

9. You see a gorgeous girl at a party. You go up to her and before you say: “I’m rich, Marry me!” your wife arrives. – “That’s restriction for entering new markets”

******

 

Laloo at Microsoft !

Laloo Prasad sent his Bio Data – to apply for a post in Microsoft Corporation, USA .A few days later he got this reply:     Dear Mr. Laloo Prasad, You do not meet our requirements. Please do not send any further correspondence. No phone call shall be entertained.  Thanks,  Bill Gates 

In the other hand, Laloo Prasad jumped with joy on receiving this reply.  He arranged a press conference:

“भाईयो और बहेनो, आपको जानकर खुसि होगि की हमको अमि्रकामे नुकरि मिल गई है” Everyone was delighted. Laloo Prasad continued……“अब हम आप सबको अपना नियुक्ति पत्रको पढकर सुनायङ्गे पर नियुक्ति पत्र अंग्रजीमे है, ईसलिए साथ-साथ हिन्दीमे भि ट्रान्सलेट करुङ्गा”

Dear Mr. Laloo Prasad—प्यारे लालुप्रसाद भैया You do not meet—आपतो मिल्ते हि नहि हो

Our requirement—हमको जरुरत है

Please do not send any furthur correspondance—अब लेटर भेटर भेजनेका कौनो जरुरत नहिं

No phone call—फोनवाका भि जरुरत नहिं Shall be entertained—बहुत खातिर कि जाएगी

Thanks—आपको बहुत बहुत धन्याबाद

Bill Gates—तोहार भैया ।

Maoists Transfer Nepalese Money from India to Switzerland

By Halshi Bash

I am a Swiss national and practice Buddhism. I have been to Lumbini, Nepal, the birth place of Siddharta Gautama and other places like Kathmandu, Pokhara, Lukla, Gorkha and several Himalayan regions, many times. I love Nepal the way Nepalese do.

The reason I have so much affection towards Nepal may be because my professor and mentor, the late Tony Hagen, renowned economist and very popular with Nepalese people, loveed Nepal more than his own country, Switzerland. He never tired of talking about Nepal.

Though I am a native of Zurich, the German speaking city of Switzerland, I am currently residing in Rue de Rhone (Rhone lane or avenue) of Geneva, the French speaking part of the Swiss confederation. I have been here three years because of my employment contract with the Swiss Bank, “Credit Suisse”. All of Switzerland‘s major banks are located within walking distance.

It is the reason most of the employees of different banks come to a very popular eatery, “cafe de Geneve” to have their breakfast and lunch. At these times, we always try to outsmart our colleagues and friends of different banks by initiating a very hot or new item of talk. Swiss tradition is that whoever has a new or very hot topic is considered to be a smarter than the others. But the topic should be genuine and authentic. Anyone can lose his or her image for a whole lifetime if he or she tells an unreliable story. So, the Swiss people have a habit of speaking based on authenticity.

Very recently, we were all outsmarted by our friends at another bank. I was particularly shocked because the topic was related to Nepal, my dream country and by faith my mother country because Buddhism was born in Nepal.

The very hot item of talk was so shocking that if the people of Nepal listened to it, they would have a million watt electric shock. The leaders of the Maoist Party including ministers of the present Nepal Government, namely, Prachanda (Pushpa K. Dahal), Dr. Baburam Bhattarai, Krishna Mahara, Hishila Yami and others were here to transfer a huge amount of money from Indian Banks to major Swiss Banks. The amount of that money is even more shocking because it is in the hundreds of million Euros. If the people of Nepal ask the Swiss Government, it can influence the Swiss Banks for the disclosure of the amounts and the account holders.

For my part, as a person having deep affection towards Nepal, I will do my best to find things in details but the Nepali people should understand my limitations as an Assistant Manager. The Nepali people should ask the Swiss Government to freeze the money as soon as possible otherwise the Swiss politicians could be bribed by the Banks to keep the Bank’s secrecy.

It has also been said that some European Union members are helping the Maoists to transfer money to Swiss Banks. Why are the capitalist western countries helping extremist radical Maoists is beyond my understanding which could be a good subject of research for the people of Nepal.

Halshi Bash
Geneve, Switzerland (CH)

 

State and Local Information for foreigner

Most States have career information delivery systems (CIDS), which may be found in secondary and postsecondary institutions, as well as libraries, job training sites, vocational-technical schools, and employment offices. A wide range of information is provided, from employment opportunities to unemployment insurance claims.Whereas the Handbook provides information for occupations on a national level, each State has detailed information on occupations and labor markets within their respective jursidictions. State occupational projections are available at: http://www.projectionscentral.com

AlabamaDirector, Labor Market Information Division, Alabama Department of Industrial Relations, 649 Monroe St., Room 422, Montgomery, AL 36131. Telephone: (334) 242-8859.
Internet: http://dir.alabama.gov

AlaskaChief, Research and Analysis Section, Department of Labor and Workforce Development, P.O. Box 25501, Juneau, AK 99802-5501. Telephone: (907) 465-4518.
Internet: http://almis.labor.state.ak.us

ArizonaResearch Administrator, Arizona Department of Economic Security, P.O. Box 6123 SC 733A, Phoenix, AZ 85005-6123. Telephone: (602) 542-5984.
Internet: http://www.workforce.az.gov

ArkansasDivision Chief, Labor Market Information, Department of Workforce Services, P.O. Box 2981, Little Rock, AR 72203-2981. Telephone: (501) 682-3198.
Internet: http://www.arkansas.gov/esd

CaliforniaChief, State of California Employment Development Department, Labor Market Information Division, P.O. Box 826880, Sacramento, CA 94280-0001. Telephone: (916) 262-2160.
Internet: http://www.calmis.cahwnet.gov

ColoradoDirector, Labor Market Information, Colorado Department of Labor and Employment, 633 17th St., Suite 600, Denver, CO 80202-3660. Telephone: (303) 318-8850.
Internet: http://www.coworkforce.com/lmi/

ConnecticutDirector, Office of Research, Connecticut Department of Labor, 200 Folly Brook Blvd., Wethersfield, CT 06109-1114. Telephone: (860) 263-6275.
Internet: http://www.ctdol.state.ct.us/lmi

DelawareChief, Office of Occupational and Labor Market Information, Department of Labor, 4425 N. Market St.-Fox Valley Annex, Wilmington, DE 19809-1307. Telephone: (302) 761-8069.
Internet: http://www.delawareworks.com/oolmi/welcome.shtml

District of ColumbiaChief, Office of Labor Market Research and Information, 64 New York Ave. NE., Suite 3035, Washington, D.C. 20002. Telephone: (202) 671-1633.
Internet: http://www.does.dc.gov/does

FloridaDirector, Labor Market Statistics, Agency for Workforce Innovation, MSC G-020, 107 E. Madison St., Tallahassee, FL 32399-4111. Telephone: (850) 245-7205.
Internet: http://www.labormarketinfo.com

GeorgiaDirector, Workforce Information and Analysis, Room 300, Department of Labor, 223 Courtland St., CWC Building, Atlanta, GA 30303. Telephone: (404) 232-3875.
Internet: http://www.dol.state.ga.us/em/get_labor_market_information.htm

GuamChief Economist, Guam Department of Labor, P.O. Box 9970, Tamuning, GU 96931. Telephone: (671) 475-7062. http://www.onestopcareer.gov.gu

HawaiiChief, Research and Statistics Office, Department of Labor and Industrial Relations, 830 Punchbowl St., Room 304, Honolulu, HI 96813. Telephone: (808) 586-8999.
Internet: http://www.hiwi.org

IdahoChief, Research and Analysis Bureau, Department of Commerce and Labor, 317 West Main St., Boise, ID 83735-0670. Telephone: (208) 332-3570.
Internet: http://lmi.idaho.gov

IllinoisDeputy Director of Workforce and Career Information, Illinois Department of Employment Security, Economic Information and Analysis Division, 33 South State St., 9th Floor, Chicago, IL 60603. Telephone: (312) 793-2316.
Internet: http://lmi.ides.state.il.us

IndianaDirector, Research and Analysis – Indiana Workforce Development, SE 211, 10 North Senate Ave., Indianapolis, IN 46204-2277. Telephone: (317) 232-7460.
Internet: http://www.in.gov/dwd

IowaPolicy and Information Division, Iowa Workforce Development, 1000 East Grand Ave., Des Moines, IA 50319-0209. Telephone: (515) 281-6642.
Internet: http://www.iowaworkforce.org/lmi

KansasDirector, Kansas Department of Labor, Labor Market Information Services, 401 SW Topeka Blvd., Topeka, KS 66603-3182. Telephone: (785) 296-5058.
Internet: http://laborstats.dol.ks.gov

KentuckyResearch and Statistics Branch, Office of Employment and Training, 275 East Main St., Mail Stop 2-WG, Frankfort, KY 40621. Telephone: (502) 564-7976.
Internet: http://www.workforcekentucky.ky.gov

LouisianaDirector, Research and Statistics Division, Department of Labor, 1001 North 23rd St., Baton Rouge, LA 70804-9094. Telephone: (225) 342-3141.
Internet: http://www.laworks.net 

MaineDirector, Labor Market Information Services Division, Maine Department of Labor, 19 Union St., Augusta, ME 04332. Telephone: (207) 287-2271.
Internet: http://www.state.me.us/labor/lmis/index.html

MarylandMaryland Department of Labor, Licensing and Regulations, Office of Labor Market Analysis and Information, Room 316, 1100 North Eutaw St., Baltimore, MD 21201. Telephone: (410) 767-2250.
Internet: http://www.dllr.state.md.us/lmi/index.htm

MassachusettsAssistant Director of Economic Research, Massachusetts Division of Unemployment Assistance, 19 Staniford St., Boston, MA 02421. Telephone: (617) 626-6556.
Internet: http://www.detma.org/LMIdataprog.htm

MichiganDirector, Bureau of Labor Market Information and Strategic Initiatives, Department of Labor and Economic Growth, 3032 West Grand Blvd., Suite 9-100, Detroit, MI 48202. Telephone: (313) 456-3100.
Internet: http://www.michlmi.org

MinnesotaResearch Director, Department of Employment and Economic Development, Labor Market Information Office, 1st National Bank Building, 332 Minnesota St., Suite E200, St. Paul, MN 55101-1351. Telephone: (651) 296-6545.
Internet: http://www.deed.state.mn.us/lmi

MississippiChief, Labor Market Information Division, Mississippi Department of Employment Security, 1235 Echelon Pkwy., Jackson, MS 39213. Telephone: (601) 321-6262.
Internet: http://mdes.ms.gov

MissouriLMI Research Manager, Missouri Economic Research and Information Center, P.O. Box 3150, Jefferson City, MO 65101-3150. Telephone: (573) 751-3637.
Internet: http://www.missourieconomy.org

MontanaResearch and Analysis Bureau, P.O. Box 1728, Helena, MT 59624. Telephone: (406) 444-2430.
Internet: http://www.ourfactsyourfuture.org 

NebraskaAdministrator, Nebraska Workforce Development-Labor Market Information, Nebraska Department of Labor, P.O. Box 4600, Lincoln, NE 68509-4600. Telephone: (402) 471-2600.
Internet: http://www.dol.state.ne.us/nelmi.htm 

NevadaChief, Research and Analysis, Department of Employment, Training and Rehabilitation, 500 East Third St., Carson City, NV 89713-0020. Telephone: (775) 684-0387.
Internet: http://www.detr.state.nv.us/lmi/index.htm

New HampshireDirector, Economic and Labor Market Information Bureau, New Hampshire Employment Security, 32 South Main St., Concord, NH 03301-4587. Telephone: (603) 228-4123.
Internet: http://www.nhes.state.nh.us/elmi

New JerseyDirector, Division of Labor Market and Demographic Research, Department of Labor and Workforce Development, P.O. Box 388, Trenton, NJ 08625-0388. Telephone: (609) 984-2593.
Internet: http://www.state.nj.us/labor/lra

New MexicoResearch Chief, New Mexico Department of Labor, Economic Research and Analysis, 501 Mountain Rd. NE, Albuquerque, NM 87102. Telephone: (505) 222-4684.
Internet: http://www.dol.state.nm.us/dol_lmif.html

New YorkDirector, Research and Statistics, New York State Department of Labor, State Office Campus, Room 400, Albany, NY 12240. Telephone: (518) 457-3805.
Internet: http://www.labor.state.ny.us/workforceindustrydata/index.asp

North CarolinaDirector, Labor Market Information Division, Employment Security Commission, 700 Wade Ave., Raleigh, NC 27605. Telephone: (919) 733-2936.
Internet: http://www.ncesc.com

North DakotaLabor Market Information Manager, Job Service North Dakota, P.O. Box 5507, Bismarck, ND 58506-5507. Telephone: (701) 328-3136.
Internet: http://www.jobsnd.com/data/index.html

OhioDirector, Bureau of Labor Market Information, Office of Workforce Development, Ohio Department of Job and Family Services, 4300 Kimberly Pkwy., Columbus, OH 43232. Telephone: (614) 752-9494.
Internet: http://www.ohioworkforceinformer.org

OklahomaLabor Market Information, Oklahoma Employment Security Commission, P.O. Box 52003, Oklahoma City, OK 73152. Telephone: (405) 557-7221.
Internet: http://www.oesc.state.ok.us/lmi/default.htm

OregonOregon Employment Department, Attention: Research Division, Room 207, 875 Union St. NE., Salem, OR 97311. Telephone: (503) 947-1200.
Internet: http://www.qualityinfo.org/olmisj/OlmisZine

PennsylvaniaDirector, Center for Workforce Information and Analysis, Pennsylvania Department of Labor and Industry, 220 Labor and Industry Building, Seventh and Forster Sts., Harrisburg, PA 17121. Telephone: (877) 493-3282.
Internet: http://www.paworkstats.state.pa.us

Puerto RicoEconomist, Labor Market Information Office, P.O. Box 195540, San Juan, Puerto Rico 00919-5540. Telephone: (787) 754-5347.
Internet: http://www.net-empleopr.org/almis23/index.jsp

Rhode IslandAssistant Director, Labor Market Information, Rhode Island Department of Employment and Training, 1511 Pontiac Ave., Cranston, RI 02920. Telephone: (401) 462-8767.
Internet: http://www.dlt.ri.gov/lmi/

South CarolinaDirector, Labor Market Information Department, South Carolina Employment Security Commission, 631 Hampton St., Columbia, SC 29202. Telephone: (803) 737-2660.
Internet: http://www.sces.org/lmi/index.asp

South DakotaDirector, Labor Market Information Center, Department of Labor, 420 S. Roosevelt St., Aberdeen, SD 57402-4730. Telephone: (605) 626-2314.
Internet: http://www.state.sd.us/dol/lmic/index.htm

TennesseeDirector, Research and Statistics Division, Department of Labor and Workforce Development, 500 James Robertson Pkwy., 11th Floor, Nashville, TN 37245-1000. Telephone: (615) 741-2284.
Internet: http://www.state.tn.us/labor-wfd/lmi.htm

TexasLabor Market Information, Texas Workforce Commission, 9001 North IH-35, Suite 103A, Austin, TX 75753. Telephone: (512) 491-4800.
Internet: http://www.tracer2.com

UtahDirector of Workforce Information, Utah Department of Workforce Services, 140 East 300 South, Salt Lake City, UT 84111. Telephone: (801) 526-9401.
Internet: http://jobs.utah.gov/opencms/wi

VermontChief, Research and Analysis, Vermont Department of Labor, P.O. Box 488, Montpelier, VT 05601-0488. Telephone: (802) 828-4202.
Internet: http://www.labor.vermont.gov

Virgin IslandsChief, Bureau of Labor Statistics, Department of Labor, P.O. Box 303359, St. Thomas, VI 00803-3359. Telephone: (340) 776-3700.
Internet: http://www.vidol.gov 

VirginiaDirector, Economic Information Services, Virginia Employment Commission, 703 East Main St., Room 327, Richmond, VA 23218. Telephone: (804) 786-5496.
Internet: http://velma.virtuallmi.com

WashingtonDirector, Labor Market and Economic Analysis, Washington Employment Security Department, P.O. Box 9046, Olympia, WA 98507-9046. Telephone: (360) 438-4804.
Internet: http://www.workforceexplorer.com

West VirginiaWORKFORCE West Virginia, Research, Information and Analysis Division, 112 California Ave., Charleston, WV 25303-0112. Telephone: (304) 558-2660.
Internet: http://www.wvbep.org/bep/lmi

WisconsinDirector, Bureau of Workforce Information, Department of Workforce Development, 201 E. Washington Ave., Madison, WI 53702. Telephone: (608) 266-8212.
Internet: http://worknet.wisconsin.gov/worknet

WyomingManager, Research and Planning, Wyoming Department of Employment, P.O. Box 2760, Casper, WY 82602-2760. Telephone: (307) 473-3807.
Internet: http://doe.state.wy.us/lmi

Job Search Methods in America

Personal contacts. Eighty percent of available jobs are never advertised, and over half of all employees get their jobs through networking, according to BH Careers International. Therefore, the people you know—friends, family, neighbors, acquaintances, teachers, and former coworkers—are some of the most effective resources for your job search. The network of people that you know and the people that they know can lead to information about specific job openings that are not publicly posted. To develop new contacts, join student, community, or professional organizations.School career planning and placement offices. High school and college placement offices help their students and alumni find jobs. They allow recruiters to use their facilities for interviews or career fairs. Placement offices usually have a list of part-time, temporary, and summer jobs offered on campus. They also may have lists of jobs for regional, nonprofit, and government organizations. In addition to linking you to potential employers, career planning offices usually provide career counseling, career testing, and job search advice. Some have career resource libraries; host workshops on job search strategy, résumé writing, letter writing, and effective interviewing; critique drafts of résumés; conduct mock interviews; and sponsor job fairs.Employers. Through your library and Internet research, develop a list of potential employers in your desired career field. Employer Web sites often contain lists of job openings. Web sites and business directories can provide you with information on how to apply for a position or whom to contact. Even if no open positions are posted, do not hesitate to contact the employer and the relevant department. Set up an interview with someone working in the same area in which you wish to work. Ask them how they got started, what they like and dislike about the work, what type of qualifications are necessary for the job, and what type of personality succeeds in that position. Even if they don’t have a position available, they may be able to put you in contact with other people who might hire you, and they can keep you in mind if a position opens up. Make sure to send them your résumé and a cover letter. If you are able to obtain an interview, be sure to send a thank-you note. Directly contacting employers is one of the most successful means of job hunting.Classified ads. The “Help Wanted” ads in newspapers list numerous jobs. You should realize, however, that many other job openings are not listed, and that the classified ads sometimes do not give all of the important information. They may offer little or no description of the job, working conditions, or pay. Some ads do not identify the employer. They may simply give a post office box to which you can mail your résumé, making follow-up inquiries very difficult. Some ads offer out-of-town jobs; others advertise employment agencies rather than actual employment opportunities.When using classified ads, keep the following in mind:

• Do not rely solely on the classifieds to find a job; follow other leads as well.
• Answer ads promptly, because openings may be filled quickly, even before the ad stops appearing in the paper.
• Read the ads every day, particularly the Sunday edition, which usually includes the most listings.
• Beware of “no experience necessary” ads. These ads often signal low wages, poor working conditions, or commission work.
• Keep a record of all ads to which you have responded, including the specific skills, educational background, and personal qualifications required for the position.

Internet networks and resources. The Internet is an invaluable resource. Use it to find advice on conducting your job search more effectively; to search for a job; to research prospective employers; and to communicate with people who can help you with your job search. No single Web site will contain all the information available on employment or career opportunities, so in addition to the Web sites listed below, use a search engine to find what you need. The different types of sites that may be useful include general career advice sites, job search sites, company Web sites, trade and professional association Web sites, and forums. Internet forums, also called message boards, are online discussion groups where anyone may post and read messages. Use forums specific to your profession or to career-related topics to post questions or messages and to read about other peoples’ job searches or career experiences.In job databases, remember that job listings may be posted by field or discipline, so begin your search using keywords. Some Web sites provide national or local classified listings and allow job seekers to post their résumés online. When searching employment databases on the Internet, it usually is possible to send your résumé to an employer by e-mail or to post it online.CareerOneStop is a database consisting of three separate career resource tools. It can be accessed on the Internet at: http://www.CareerOneStop.org, or by telephone at: (877) 348-0502. Alternatively, each resource tool can be accessed directly at its own Internet address.America’s Job Bank allows you to search through a database of more than 1 million jobs nationwide, create and post your résumé online, and set up an automated job search. The database contains a wide range of mostly full-time private sector jobs that are available all over the country. Job seekers can access America’s Job Bank at: http://www.ajb.org.America’s Career InfoNet provides information on educational, licensing, and certification requirements for different occupations by State. It also provides information on wages, cost of living, and employment trends, and helps job seekers identify their skills and write résumés and cover letters. Job seekers can access America’s Career InfoNet at: http://www.acinet.org.America’s Service Locator provides listings of local employment service offices which help job seekers find jobs and help employers find qualified workers at no cost to either. At the State employment service office, an interviewer will determine if you are “job ready” or if you need help from counseling and testing services to assess your occupational aptitudes and interests and to help you choose and prepare for a career. After you are “job ready,” you may examine available job listings and select openings that interest you. A staff member can then describe the job openings in detail and arrange for interviews with prospective employers. Job seekers can access America’s Service Locator at: http://www.servicelocator.org. A list of offices is also in the State government telephone listings under “Job Service” or “Employment.”Using Internet Resources to Plan your Future, a U.S. Department of Labor publication, offers advice on organizing your Internet job search. It is primarily intended to provide instruction for job seekers on how to use the Internet to their best advantage, but recruiters and other career service industry professionals will find information here to help them also. How to Use the Internet in your Job Search; The Job Search Process; and the Career-Related Pages, other U.S. Department of Labor Internet publications, each discusses specific steps that job seekers can follow to identify employment opportunities. Included are daily tips and hints, plus a large database of links and job search engines. Check with your State employment service office, or order a copy of these and other publications from the U.S. Government Printing Office’s Superintendent of Documents. Telephone: (202) 512-1800. Internet: http://bookstore.gpo.gov or http://www.doleta.gov.State employment service offices. The State employment service, sometimes called the Job Service, operates in coordination with the U.S. Department of Labor’s Employment and Training Administration. Local offices, found nationwide, help job seekers to find jobs and help employers to find qualified workers at no cost to either. To find the office nearest you, look in the State government telephone listings under “Job Service” or “Employment.”Job matching and referral. At the State employment service office, an interviewer will determine if you are “job ready” or if you need help from counseling and testing services to assess your occupational aptitudes and interests and to help you choose and prepare for a career. After you are “job ready,” you may examine available job listings and select openings that interest you. A staff member can then describe the job openings in detail and arrange for interviews with prospective employers.Services for special groups. By law, veterans are entitled to priority for job placement at State employment service centers. If you are a veteran, a veterans’ employment representative can inform you of available assistance and help you to deal with problems.State employment service offices refer people to opportunities available under the Workforce Investment Act (WIA) of 1998. WIA reforms Federal employment, adult education, and vocational rehabilitation programs to create an integrated, “one-stop” system of workforce investment and education activities for adults and youths. Services are provided to employers and job seekers, including adults, dislocated workers, and youths. WIA’s primary purpose is to increase the employment, retention, skills, and earnings of participants. These programs help to prepare people to participate in the State’s workforce, increase their employment and earnings potential, improve their educational and occupational skills, and reduce their dependency on welfare, which will improve the quality of the workforce and enhance the productivity and competitiveness of the Nation’s economy.Federal Government. Information on obtaining a position with the Federal Government is available from the U.S. Office of Personnel Management (OPM) through USAJOBS, the Federal Government’s official employment information system. This resource for locating and applying for job opportunities can be accessed through the Internet at http://www.usajobs.opm.gov or through an interactive voice response telephone system at (703) 724-1850 or TDD (978) 461-8404. These numbers are not tollfree, and charges may result.Professional associations. Many professions have associations that offer employment information, including career planning, educational programs, job listings, and job placement. To use these services, associations usually require that you be a member; information can be obtained directly from an association through the Internet, by telephone, or by mail.Labor unions. Labor unions provide various employment services to members, including apprenticeship programs that teach a specific trade or skill. Contact the appropriate labor union or State apprenticeship council for more information.Private employment agencies and career consultants. These agencies can be helpful, but they may charge you for their services. Most operate on a commission basis, with the fee dependent upon a percentage of the salary paid to a successful applicant. You or the hiring company will pay the fee. Find out the exact cost and who is responsible for paying associated fees before using the service.Although employment agencies can help you save time and contact employers who otherwise might be difficult to locate, the costs may outweigh the benefits if you are responsible for the fee. Contacting employers directly often will generate the same type of leads that a private employment agency will provide. Consider any guarantees that the agency offers when determining if the service is worth the cost.Community agencies. Many nonprofit organizations, including religious institutions and vocational rehabilitation agencies, offer counseling, career development, and job placement services, generally targeted to a particular group, such as women, youths, minorities, ex-offenders, or older workers.

Promoting Civic Behavior through Civic Education

Artical By : Richard A. Nuccio,

Director of Civitas International Programs at the Center for Civic Education

Presented at the National Symposium on “The Role of the National System of Education in Promoting Civic Behaviour” Kingdom of Morocco, High Council of Education

The education of young people to assume their responsibilities as citizens in a democratic society should be the central mission of schools. For many contemporary educators this assertion may appear debatable in first part of the 21st century, but it would not have been for most of the history of the public education system in the United States. The primary impetus for establishing public schools in the United States was to educate a diverse American population into a literate and informed citizenry. Our public school system was established in order to make Americans one people, or as it says on the Great Seal of the United States printed on the back of each dollar bill, E Pluribus Unum, Out of Many, One. In his farewell address, our first President, George Washington, argued for the creation of “institutions for the general diffusion of knowledge” and made a classic argument for investing in education in a democratic society. These were his words: “In proportion as the structure of a government gives force to public opinion, it is essential that public opinion should be enlightened.”

Let me put his words in more contemporary English for the sake of translation. Washington was arguing that if the voice of the people is to be given significant weight in government then the people must be educated to play an enlightened and responsible role. The development of the American public school system in the 19th century was based on this vision that all education had civic purposes and that every teacher was a civics teacher. Evidence of the centrality of that vision to our school system is the fact that 40 of our 50 state constitutions underline the importance of civic literacy; 13 state constitutions identify the central purpose of their educational system as promoting good citizenship, democracy, and free government.[1]

The origin of the U.S. public school system in the search for civic literacy and virtue contrasts with the diverse missions these school systems identify as central today. Those missions include preparing students to be good economic units in an industrial production process; making students “happy” and “well-rounded;” preparing them to compete with other nations in science and math to ensure our technological and military superiority; and many others. Instead of occupying a central role in schools, civic education is relegated to the fringes of the educational curriculum, if it is included at all.On May 16, 2007 the latest National Assessment of Educational Progress (NAEP) Civics Report Card was issued. In the words of the Center for Civic Education’s Executive Director, Charles N. Quigley, the NAEP study is a confirmation of the neglect that many professionals in the field of civic education have known about for many years: that the vast majority of our young people are either not taught civics and government at all, or they are taught too little, too late, and inadequately. The results confirm the fact that the past several decades of educational policy and practice have focused more and more on developing the worker at the expense of the citizen. These findings are grounds for concern, and they call for a national response to remedy a serious deficiency in the education of American citizens.[2]Those of us who are advocates for the centrality of civic education in schools believe that there is a relationship between the drift of civic education to the periphery of our schools’ curriculum and the declining health of our democracy. Unfortunately, there are many signs of ill health in our democratic society. Increasing numbers of Americans are disengaged from civic and political institutions such as voluntary associations, religious congregations, community-based organizations, and political and electoral activities such as voting and being informed about public issues. Young people embody these trends and are less likely to vote and less interested in political discussion and public issues than either their older counterparts or young people of past decades.As an advocate for civic education I believe that citizenship must be learned and can be taught. For me and for the Center for Civic Education the restoration of a vibrant democratic society in the United States must focus on the school-based education of young people in the skills, knowledge, and attitudes that prepare them to be competent and responsible citizens. That is a task in which we have been engaged in the United States for some 40 years. What we have learned during that time is that the defects of traditional civic education, which allowed it to be so easily driven from prominence in the school curriculum, must be corrected if we are to restore civic education to its rightful place.A new model of civic education must place the student at the center of the learning process. It must use good curriculum materials that encourage critical thinking, teamwork, and interaction with classmates, teachers, parents, and the community. Teachers must receive high quality training in the use of materials and in how to collaborate with students in their own education.Descriptions of Project Citizen and Foundations of DemocracyProject Citizen, one of the Center’s signature curriculum materials, reflects this improved model of civic education. It is used in more than 60 countries and is the Center’s most widely adapted and implemented curriculum. Project Citizen equips students with the knowledge, attitudes, and skills required for competent and responsible participation in the political life of their communities. It engages students in a series of structured, cooperative learning activities guided by teachers and adult volunteers.Project Citizen has been recognized as a model community service program. An independent assessment of civic education programs funded by USAID from 1990 through 2000 found that Project Citizen had many of the characteristics of the most effective civic education programs. “It is highly participatory, it relates to issues that affect the participants in their daily lives, it produces tangible as well as intangible results, and it is firmly rooted in the community in which it takes place.”[3] The author also notes that the program provides students with a variety of research and communication skills that inform their participation, teach consensus-building and teamwork, and enhance their sense of efficacy as community members.Working in teams, students learn to interact with their government and community leaders through a five-step process that entails: (1) identifying a public policy problem in their community; (2) gathering and evaluating information about the problem; (3) examining and evaluating alternative solutions; (4) selecting and developing a public policy proposal to address the problem; and (5) developing an action plan to bring their proposed solution to authorities with the power to implement it.Project Citizen typically culminates with a simulated public hearing. Students’ work is displayed in a class portfolio containing a display section and documentation section. Students present their proposals to panels of representatives of their community, often including representatives of governmental agencies and civil society organizations. As many as 50% of Project Citizen classes worldwide implement their action plans and approximately 20% are implemented by governments.Project Citizen was designed initially to respond to a perceived need for greater knowledge of local government in the United States. It also reflected a concern that by focusing on national governmental institutions other curricula ignored the decentralized nature of American society and governmental authority. Students needed to understand their local governments better and to develop the skills necessary to interact with local authorities.For a program that was developed initially for an American context, Project Citizen has proven remarkably adaptable to other cultures. It has been introduced as a curriculum to some 70 countries and is being actively implemented in more than 60 on every inhabited continent. Although it flourishes in fully democratic societies, it has been adopted and is being used in many “hybrid” societies in which authoritarian governmental institutions and political cultures coexist with modernizing and reformist structures.Foundations of Democracy is a K-12 curricular program based on concepts fundamental to an understanding of politics and government, such as authority, privacy, responsibility, and justice. This multidisciplinary program draws upon such fields as political philosophy, political science, law, history, literature, and environmental studies to promote understanding, civic competence and responsible democratic citizenship.    * The Authority curriculum helps students (1) distinguish between authority and power, (2) examine different sources of authority, (3) use reasonable criteria for selecting people for positions of authority and for evaluating rules and laws, (4) analyze the benefits and costs of authority, and (5) evaluate, take, and defend positions on the proper scope and limits of authority.       The Privacy curriculum helps students (1) understand the importance of privacy in a free society, (2) analyze the benefits and costs of privacy, and (3) evaluate, take, and defend positions on the proper scope and limits of privacy.        The Responsibility curriculum helps students (1) understand the importance of responsibility in a free society, (2) analyze the benefits and costs of responsibility, (3) evaluate, take, and defend positions on how conflicts among competing responsibilities should be resolved, and (4) evaluate, take, and defend positions on personal responsibility.        The Justice curriculum helps students (1) understand and apply the basic principles of justice set forth in fundamental documents of democratic political and legal systems, (2) evaluate, take, and defend positions on the fair distribution of the benefits and burdens of society, on fair responses to remedy wrongs and injuries, and on fair procedures for gathering information and making decisions.A brief review of the adoption of the Center’s civic education programs region by region may help to explain why they have become such powerful tools for change.[4]Central and Eastern Europe. The Center’s programs and Project Citizen in particular were promoted internationally by the Clinton Administration’s foreign policy as a way to respond to the emergence of numerous countries into democratic practice after the disintegration of the Soviet Union. It fit into the existing school curriculum easily because countries such as Poland, Hungary, the Czech Republic, Slovakia, and the Baltic states had “gaps” in their curricula that previously were filled by courses on Marxism-Leninism. Clearly, that subject matter was irrelevant to newly emerging democracies. Project Citizen served as a rapid response to the need to establish a curriculum based on democratic values and practices.In many societies, including the United States, civic education is contaminated by its association with traditional approaches to citizenship education that emphasize rote learning of national symbols and passive acceptance of governmental authority. Clearly, this could have been a problem for courses inserted into a space in the curriculum previously occupied by a discredited ideology imposed by an occupying power. However, Project Citizen because of its focus on the involvement and creativity of students in the learning process met with enthusiastic response on the part of most teachers and students. It did not “preach” democratic values, but rather showed students, teachers, parents, and the broader school and community how these values could be practiced to solve problems of significance to the students.Latin America and the Caribbean. The Latin American and Caribbean region was another area experiencing a wave of democratic values and practices in the 1990s. In this case the region had not been subjected to an external ideology, but was emerging from years of military dictatorship, authoritarian rule, and civil war. Although democracy had long been a part of Latin America’s philosophical tradition and its constitutions and formal institutions sometimes aped Anglo Saxon models, practical politics often departed substantially from democratic ideals. Deep social and economic inequalities, lack of literacy and formal schooling, and a tradition of corruption by pubic figures all contributed to an extremely weak democratic political culture. Project Citizen did not find gaps in an existing curriculum that it could readily fill. Rather its appeal seems to have been due to the need to provide concrete examples of the practical advantages of democracy.The Project Citizen curriculum faced problems in Latin America shared with many other cultures in which the language itself cannot easily express the concept of authoritative decisions taken by public institutions that affect significant numbers of people; what we call “public policy” in the English language. Neither Spanish, Portuguese, nor French, the most widely used languages in the region, distinguish between “politics” (the tactics and strategy of amassing and using power) and “public policy” (debating, creating, and implementing decisions that affect the public) and often require use of an English phrase or an extended definition to explain the concept. The region also does not have a tradition of drawing clear distinctions between the public and private spheres of life, another factor making explanation of public policy issues difficult. Project Citizen has, however, been able to overcome these obstacles and is used in more than 14 countries throughout the region.Asia. The wide acceptance of Project Citizen throughout some of the most populous states of Asia provides one answer to the question of whether Asian “culture” is not suited to the theory and practice of “Western” liberal democracy. In only two years Project Citizen has grown from a limited pilot program to one that is used by hundreds of thousands of students in China and India. These two countries present quite different contexts for the introduction of civic education curricula. China has made a successful transition to a market economy within a formally Communist political system. Marxism-Leninism remains a formal part of the school curriculum, but is widely seen as anachronistic and irrelevant to the future direction of the country. School authorities at the provincial level, where most educational decisions are made and funded in China, are concerned that they may be raising a generation of children who reject the formal citizenship and value education they receive, but receive no alternative within the educational system. Project Citizen, used as an extracurricular subject, does not challenge the existing civic education structure directly, but offers a modern, engaging, and substantive alternative to it. At a recent training of teachers for a pilot Project Citizen program in a province of more than 80 million inhabitants, the number two educational official for the province admonished the teachers to take their training seriously as “what you are doing today will prepare our students to make the next important transition for China from an authoritarian system to one based on democracy and the respect for human rights.”[5]India, the world’s largest democracy, has no fear of vibrant debate or expressions of public opinion. However, the size of its enormous political system and wide disparities of income and opportunity give few Indian children experience in grassroots democracy. Indian educators were skeptical initially that the United States had much to offer to India in the field of democracy education. However, when they saw Project Citizen’s implementation in neighboring countries such as Malaysia they recognized its potential contribution to Indian students. Project Citizen has spread there from pilot projects in eleven schools to hundreds of schools throughout the country. Most recently, it has been adopted by the Jawahar Navodaya Vidyalaya (JNV) schools, founded by assassinated former prime minister, Rajiv Gandhi. The JNV schools are free academies with the mission of providing a good quality, modern education to talented children predominantly from rural areas. Many of the children are the first in their families to attend school.Africa. African independence brought with it a wave of optimism and experiments in democratic rule that did not often endure. African schools usually reflected the repressive patterns of behavior practiced in the wider culture. Literacy levels are low and delivery of basic government services, including education, weak. Still, the Center’s programs have found an enthusiastic audience in many African countries including Nigeria, Senegal, South Africa, Malawi, Mauritius, and others. Africa is one of only two regions that have so far held regional Project Citizen showcases.Arab Civitas. You will hear from colleagues about the state of civic education in Jordan and Morocco. I will direct my comments specifically to the development and growth of Arab Civitas, a regional network of civic educators in the Arab Middle East and North Africa. Arab Civitas has its origin in a Civic Education Conference held at the Dead Sea, Jordan in 2003 where civic educators from a number of Arab countries pledged their support for a regional network to promote civic awareness of Arab persons and their aspirations in such a way that they will become active citizens who are aware of their rights and responsibilities and those of others.           From an initial three countries, Egypt, Jordan, and the West Bank and Gaza, Arab Civitas has grown into a network that includes Morocco, Lebanon, Yemen, Tunisia, Algeria, Bahrain, Egypt, Saudi Arabia, Qatar, Oman, Kuwait, and the UAE. There are in general terms three levels of progress among the Arab Civitas countries. Jordan and Morocco have extensive national programs and broad support from educational authorities at the regional and national level. Lebanon, Egypt, Yemen, Tunisia, and Algeria had had successful pilots of either Project Citizen and/or Foundations of Democracy and are working to develop national implementation of their activities. The remaining countries have introduced successfully Project Citizen or Foundations materials into selected schools. They face obstacles to national implementation either from limited funding and/or tentative support by national authorities.[6]            As in other parts of the world, the Center’s Arab Civitas programs attract a talented group of reformers from backgrounds in journalism and civil society as well as the education field. They share common goals of wishing to improve the democratic participation of young people in their national life. The Arab Civitas network is a model of regional cooperation and is held up by the Center as an example to be emulated by other regions. Morocco should be as proud as we are at the Center of the outstanding work being done by Elarbi Imad, the president of the Moroccan Center for Civic Education, who is finishing his term as the elected president of the Arab Civitas Board of Country Program Directors. Mr. Imad has represented Morocco and Arab Civitas at events in many countries, including Malaysia, the United States, and most recently Argentina, where he spoke to some 200 participants from 57 countries and 23 states at the Center’s eleventh World Congress on Civic Education. The World Congress brings together civic educators from around the world who work with Center materials to share best practices and motivate each other to even greater achievements.            I hope that my remarks have given you some sense of the worldwide movement that civic education has become. The growth of that movement has inspired us to organize the first ever showcase of Project Citizen this summer in Washington, DC from July 14 to 18. More than 20 countries have committed themselves to raising the funds necessary to bring teams of eight students and two teachers/advisers to the event. An independent documentary filmmaker, Patrick Davidson, has decided to make the work of students around the world in Project Citizen the subject of a feature length film. He has just returned from filming in Indonesia, India, Jordan, Russia, Bosnia-Herzegovina, Senegal, Colombia, and the United States where he is following the stories of those eight teams as they prepare for the showcase in Washington. Their participation in this summer’s International Project Citizen Showcase will be the culminating event for the film due for release in 2008.

Unfortunately, the NAEP Report Card on Civics mentioned at the beginning of my remarks makes clear that the United States is not a model to be emulated. To the contrary, it emphasizes the inadequacy of civic education in my own country and the urgent need we have to restore health to our democratic system through greater attention to the education of the young for democratic citizenship.The positive message I bring from the United States, however, is the lessons we have learned in our struggle to create a better model of civic education and to encourage its adoption in the United States. I can also assure you that over the last decade our Center has demonstrated that curriculum materials and teacher training techniques originally developed for US students and classrooms have great validity in translation and adaptation in other countries.Here in Morocco in the short period since the first pilots were begun, thousands of students are participating in Project Citizen. They are identifying problems in their communities, challenging their teachers and pubic officials to live up to their responsibilities, and linking in solidarity their activities in the classroom, with their schools, families, communities, and local governments.We at the Center have been overwhelmed by the positive response of Morocco to our programs. On behalf of the Center and of our executive director, Chuck Quigley, thank you for inviting the Center to work with you. We look forward to a long and productive relationship. Endnotes
[1] The Civic Mission of the Schools, Carnegie Corporation of New York and CIRCLE, The Center for Information and Research on Civic Learning and Education, 2003.
[2] Charles N. Quigley, Executive Director, Center for Civic Education, “Response to the May 16, 2007, Release of the 2006 National Assessment of Educational Progress Civics Report Card” Center for Civic Education, May 16, 2007
[3] Franca Brilliant, “Civic Education Assessment—Stage II. Civic Education Programming Since 1990—A Case Study Analysis.” A Report for the U.S. Agency for International Development by Management Systems International. 2000, p. 38.
[4] It should be noted that the Center for Civic Education does not view adoption of Project Citizen or Foundations materials as a substitute for the development of a national curriculum by a country’s educational system. Rather PC and Foundations can help to initiate a reform of civic education that could take many years and significant financing to complete. A fuller discussion of the strategy pursued by the Center domestically and internationally can be found in a publication available on the Center’s web site entitled, “Guidelines for Country Coordinators in the Development of Plans to Promote the Sustainability/Institutionalization of Comprehensive Civic Education Programs in a Nation’s Schools,” Center for Civic Education, May 2007.
[5] Recorded by the author at a training session in October 2006. Unfortunately, the name and location of the official cannot be provided without some risk.
[6] The Center’s work with the Teacher Creativity Center in Ramallah faces the additional problem of restrictions on the use of US funds since the election of the Hamas government. Civic education work with Center materials continues in the Palestinian territories, however, with non-US funding and outside formal school settings.

What Usually Goes into a Résumé

þ       Name, address, e-mail address, and telephone number.

þ       Employment objective. State the type of work or specific job you are seeking.

þ       Education, including school name and address, dates of attendance, major, and highest grade completed or degree awarded. Consider including any courses or areas of focus that might be relevant to the position.

þ       Experience, paid and volunteer. For each job, include the job title, name and location of employer, and dates of employment. Briefly describe your job duties.

þ       Special skills, computer skills, proficiency in foreign languages, achievements, and membership in organizations.þ       References, only when requested.

þ       Keep it short; only one page for less experienced applicants.

þ       Avoid long paragraphs; use bullets to highlight key skills and accomplishments.

þ       Have several people review your resume for any spelling or grammatical errors.

þ       Print it on high quality paper.

Applying for a Job in America

Resumés and application forms. Résumés and application forms are two ways to provide employers with written evidence of your qualifications and skills. Generally, the same information appears on both the résumé and the application form, but the way in which it is presented differs. Some employers prefer a résumé and others require an application form. The accompanying box presents the basic information you should include in your résumé.There are many ways of organizing a résumé; choose the format that best showcases your skills and experience. It may be helpful to look for examples on the Internet or in books at your local library or bookstore. Typically, an employer has a very limited amount of time to review your résumé. It is important to make sure it is clear and concise, and highlights your skills and experiences effectively through the use of formatting, ordering, and headings.Many employers scan résumés into databases, which they then search for specific keywords or phrases. The keywords are usually nouns referring to experience, education, personal characteristics, or industry buzz words. Identify keywords by reading the job description and qualifications; use the same words in your résumé that are used in the job ad. For example, if the job description includes customer service tasks, use the words “customer service” on your résumé. Scanners sometimes misread paper résumés, which could mean some of your keywords don’t get into the database. So, if you know that your résumé will be scanned, and you have the option, e-mail an electronic version. If you must submit a paper résumé, make it scannable by using a simple font and avoiding underlines, italics, and graphics. It is also a good idea to send a traditionally formatted résumé along with your scannable résumé, with a note on each marking its purpose.When you fill out an application form, make sure you fill it out completely and follow all instructions. Do not omit any requested information and make sure that the information you provide is correct.Cover letters. A cover letter is sent with a résumé or application form, as a way of introducing yourself to prospective employers. As with your résumé, it may be helpful to look for examples on the Internet or in books at your local library or bookstore, but be sure not to copy letters directly from other sources. Your cover letter should be original, capture the employer’s attention, follow a business letter format, and usually should include the following information:

• Name and address of the specific person to whom the letter is addressed.
• Reason for your interest in the company or position.
• Your main qualifications for the position.
• Request for an interview.
• Your home and work telephone numbers.

If you send a scannable résumé, you should also include a scannable cover letter, which is created similarly to a scannable résumé, by avoiding graphics, fancy fonts, italics, and underlines.

One Joke…

Kyon chalti hai pawan, Because of evaporation. Kyon jhoome hai gagan, Because of earth’s revolution. Kyon machalta hai mann, Because of excessive respiration. Na tum jaano na hum. But I just gave all the reasons! Kyon aati hai bahaar, Because of a change in season, Kyon lutata hai karaar, Because of mental tension. Kyon hota hai pyaar, Because of opposites attraction. Na tum jaano na hum. Like I said, these are all science phenomenon! Kyon gum hai har disha, Because you have a poor sense of direction. Kyon hota hai nasha, Because of drug addiction. Kyon aata hai mazaa!, But science gives us all the information. Na tum jaano na hum.

स्वणिर्म बिहानीको आशा

-दीपेन्द्र के.सी.

“नेपाल : सुन्दर , शान्त र विशाल” वास्तबमा यी हरफले नेपालको अद्वित्तिय बिशेषताहरुलाई दर्शाएका छन्। यी हरफले भनेझै के नेपाल विशाल छ त ? सोच्ने बेला आएको छ। हामी आफूलाई वीर गोर्खाली भन्न रुचाउछौ तर यो वीरताको आधार के त ? के हामी साच्चै वीर छौ त ? फेरी एकपटक ईतिहास पल्टाएर हेर्ने बेला भएको छ। के नेपाल दुई ढुङ्गा बीचको तरुल नै हो त ?

हामी नेपालीहरु वास्तवमै अन्धकारमय जीवन बाचिरहेका छौ। सधै आ आफ्नो स्वार्थमा लिप्त भएका हामी नेपालीहरु आफ्नो आमाको स्तन समान देशको सिमाना मिचिदा पनि चुपचाप सहन बाध्य भएका छौ। नेपालको भूभाग पश्चिम किल्ला कागडा देखि पूर्वमा टिष्टा सम्म पुगेको थियो । आज त्यही नेपाल वर्षेनी ५०० देखि ६०० मिटरसम्म खुम्चिन बाध्य छ। भारतले वर्षेनी सिमाना अतिक्रमन गरेर स्वाभिमान नेपाली र सार्वभौमसत्ता सम्पन्न स्वतन्त्र मुलुकको अस्तित्व माथि आच पुर्‍याएको छ। नेपाली भूभाग अतिक्रमण गर्ने भारतको यो चालाले अन्तराष्ट्रिय कानुनको खिल्लि उडाएको छ।

हामी नेपालीहरु आफू आफू लडिरहेका छौ।चाहे त्यो माओवादी होस् वा अन्य राजनितिक दल सबै आफ्नो स्वार्थ पुर्तिका लागि मरि मेट्ने गर्छन तर यी स्वार्थ भन्दा धेरै माथि राष्ट्र छ। हामी कति दिन खुट्टा तानातान गर्ने ? हामी के का लागी लडिरहेका छौ त ? देश र जनताका लागि लडिरहेका छौ भने बाकी अरु सवालहरु समस्या नै होइनन्।

कति दिनसम्म आफू- आफू लडने ? आफै लड्दा लड्दा आफू लुटिएको चाल नपाउने र चाल पाउदा पनि सम्बन्धित निकाय मौन रहनु यो कस्तो बिडम्बना हो। आज नेपाल साघुरिएको भान हुन्छ । त्यो मेची पुल अब हाम्रो रहेन । यो सत्य हामीलाई नपच्ला तर यहि नै सत्य हो । अब त्यसलाई के को आधारमा नेपालको सिमाना ठानेर हामीले पुस्तकहरुमा पढ्ने ?

हामी आफ्नी आमाको ईज्जतमाथि कसैले हात हाल्यो भने जसरी प्रतिवाद गर्छौ ठिक त्यसरी नै हाम्रो मातृभूमि लुटिदा हामीले प्रतिवाद किन नगर्ने ? हामी आफूलाई नेपाली भन्छौ भने हाम्रो प्रमुख दायित्व भनेको देशको सिमाना मिचाहाहरुको विरुद्घमा आवाज उठाउने हुनुपर्छ।

यो देशका सैनिकलाई नारायणहिटी सुरक्षार्थ खटाउनुको सोटो सिमाना सुरक्षामा खटाउने बेला भएको छ। जनमुक्ति सेनालाई निकम्मा शिविरमा राख्नुको साटो सीमा रक्षार्थ खटाइनु पर्छ।

kc.dipendra@gmail.com

-दिपेन्द्र भाई कक्षा १२ का बिद्यार्थी हुन्