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White Board It is an education and information based platform. Students, Guardians and teachers r called to joi Hello everyone! Absolutely! Eliot
W.B. Forster
D.H. Martin
C.S.

My name is Mirza Sultan Mahmud, and I am excited to welcome you to my page. I am a teacher and professional counselor with many years of experience in both fields, and I am passionate about helping others succeed in their personal and professional lives. As a teacher, I have had the privilege of working with students of all ages, from elementary school to college and University. I have always enjoyed finding new and innovative ways to engage my students and help them reach their full potential. Over the years, I have developed a deep understanding of what it takes to succeed academically, and I have worked with many students to help them improve their study skills, time management, and test-taking strategies. As a professional counselor, I have worked with individuals facing a wide range of personal and emotional challenges. I have helped people navigate difficult life transitions, cope with stress and anxiety, and develop healthy coping mechanisms. I believe that everyone has the capacity for growth and change, and I am passionate about helping my clients achieve their goals and live their best lives. On this page, I will be sharing my insights and expertise on a variety of topics related to education and mental health. Whether you are a student seeking academic success, a parent looking for advice on how to support your child's learning, or an individual seeking guidance and support in your personal life, I hope that you will find valuable resources and inspiration here. In addition to sharing tips and advice, I will also be posting videos, webinars, and other interactive content to help you engage with the material and connect with others who share your interests. I am committed to creating a safe and supportive community where everyone is welcome to share their thoughts and experiences. Thank you for joining me on this journey, and I look forward to getting to know you all better! As a high school teacher in Bangladesh, I have had the opportunity to work with a diverse group of students from various backgrounds and communities. I have always been passionate about education, and I believe that every student has the potential to succeed with the right guidance and support. One of the biggest challenges facing high school students in Bangladesh is the pressure to perform well on exams. Students are often expected to excel in subjects such as math and science, and many struggle to keep up with the rigorous demands of the curriculum. As a teacher, I am dedicated to helping my students overcome these challenges and develop the skills they need to succeed academically. In addition to academic support, I also prioritize the mental and emotional well-being of my students. High school can be a stressful and challenging time for many young people, and I believe that it is important to provide a supportive and nurturing environment where students can feel safe to express themselves and seek help when needed. As a professional counselor, I am also trained to provide support and guidance for students facing personal or emotional challenges. On this page, I will be sharing my insights and expertise on a variety of topics related to high school education in Bangladesh. I will be posting tips and advice on how to succeed academically, as well as resources for coping with stress and anxiety. I will also be sharing my thoughts on the challenges facing high school students in Bangladesh and how we can work together to create a more supportive and inclusive educational environment. I am excited to be part of this community, and I look forward to sharing my knowledge and learning from others. Whether you are a high school student, a parent, or an educator, I hope that you will find valuable resources and inspiration here. Thank you for joining me on this journey! I am pleased to say that the new curriculum in Bangladesh is a major development in the education system of the country, and as a high school teacher, I am very excited about its potential to transform the way we teach and learn. The new curriculum is designed to be more student-centered, with a greater emphasis on critical thinking, problem-solving, and creativity. It is also more inclusive, with a focus on providing education that is relevant and accessible to all students, regardless of their background or abilities. As a teacher, I am thrilled about the possibilities that the new curriculum presents. It allows us to move away from the traditional lecture-based teaching model and engage our students in more interactive and hands-on learning activities. This approach not only makes learning more enjoyable for students, but also helps them develop important skills such as teamwork, communication, and problem-solving. One of the key features of the new curriculum is the integration of technology into the learning process. This is a major step forward for education in Bangladesh, as it opens up a world of new opportunities for students and teachers alike. With the help of technology, we can create more engaging and interactive learning experiences, as well as provide access to a wealth of educational resources that were previously unavailable. On my page, I will be sharing my thoughts on the new curriculum in Bangladesh and its impact on education in the country. I will also be providing tips and advice for teachers on how to incorporate the new curriculum into their teaching practices, as well as resources for students on how to succeed in this new learning environment. I am excited to be part of this new era in education in Bangladesh, and I look forward to sharing my knowledge and learning from others. Bengali and English are two of the most important subjects in the new curriculum in Bangladesh, and as a teacher, I am committed to helping my students succeed in these subjects. Bengali is the national language of Bangladesh, and it is an essential part of the country's cultural and historical heritage. As a teacher of Bengali, I am passionate about helping my students develop a love and appreciation for the language. I believe that learning Bengali is not just about mastering grammar and vocabulary, but also about understanding the rich history and culture of the country. English, on the other hand, is a global language and a key to success in today's world. As a teacher of English, I am dedicated to helping my students develop strong language skills that will prepare them for the challenges of the future. I believe that a strong foundation in English can open up a world of opportunities for my students, from higher education to international careers. On my page, I will be sharing tips and resources for students who are studying Bengali and English. I will be providing advice on how to improve language skills, as well as resources for reading and writing practice. I will also be sharing my thoughts on the importance of these subjects in the new curriculum and how they can help students succeed in the future. Whether you are a student studying Bengali or English, or a teacher looking for resources and inspiration, I hope that you will find valuable information on my page. I am committed to creating a supportive and inclusive community where everyone is welcome to share their thoughts and experiences. Thank you for joining me on this journey!
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āϟāĻŋāĻĒāϏ āĻāĻŦāĻ‚ āωāĻĒāĻĻ⧇āĻļ āĻļ⧇āϝāĻŧāĻžāϰ āĻ•āϰāĻžāϰ āĻĒāĻžāĻļāĻžāĻĒāĻžāĻļāĻŋ, āφāĻŽāĻŋ āĻ­āĻŋāĻĄāĻŋāĻ“, āĻ“āϝāĻŧ⧇āĻŦāĻŋāύāĻžāϰ āĻāĻŦāĻ‚ āĻ…āĻ¨ā§āϝāĻžāĻ¨ā§āϝ āχāĻ¨ā§āϟāĻžāϰ⧇āĻ•ā§āϟāĻŋāĻ­ āϏāĻžāĻŽāĻ—ā§āϰ⧀ āĻĒā§‹āĻ¸ā§āϟ āĻ•āϰāĻŦ āϝāĻžāϤ⧇ āφāĻĒāύāĻžāϕ⧇ āωāĻĒāĻžāĻĻāĻžāύ⧇āϰ āϏāĻžāĻĨ⧇ āϜāĻĄāĻŧāĻŋāϤ āĻšāϤ⧇ āĻāĻŦāĻ‚ āφāĻĒāύāĻžāϰ āφāĻ—ā§āϰāĻšāϗ⧁āϞāĻŋ āĻ­āĻžāĻ— āĻ•āϰ⧇ āĻāĻŽāύ āĻ…āĻ¨ā§āϝāĻĻ⧇āϰ āϏāĻžāĻĨ⧇ āϏāĻ‚āϝ⧋āĻ— āĻ•āϰāϤ⧇ āϏāĻšāĻžāϝāĻŧāϤāĻž āĻ•āϰ⧇⧎ āφāĻŽāĻŋ āĻāĻ•āϟāĻŋ āύāĻŋāϰāĻžāĻĒāĻĻ āĻāĻŦāĻ‚ āϏāĻšāĻžāϝāĻŧāĻ• āϏāĻŽā§āĻĒā§āϰāĻĻāĻžāϝāĻŧ āϤ⧈āϰāĻŋ āĻ•āϰāϤ⧇ āĻĒā§āϰāϤāĻŋāĻļā§āϰ⧁āϤāĻŋāĻŦāĻĻā§āϧ āϝ⧇āĻ–āĻžāύ⧇ āĻĒā§āϰāĻ¤ā§āϝ⧇āĻ•āϕ⧇ āϤāĻžāĻĻ⧇āϰ āϚāĻŋāĻ¨ā§āϤāĻžāĻ­āĻžāĻŦāύāĻž āĻāĻŦāĻ‚ āĻ…āĻ­āĻŋāĻœā§āĻžāϤāĻž āĻ­āĻžāĻ— āĻ•āϰ⧇ āύ⧇āĻ“āϝāĻŧāĻžāϰ āϜāĻ¨ā§āϝ āĻ¸ā§āĻŦāĻžāĻ—āϤ āϜāĻžāύāĻžāύ⧋ āĻšāϝāĻŧāĨ¤
āĻāχ āϝāĻžāĻ¤ā§āϰāĻžāϝāĻŧ āφāĻŽāĻžāϰ āϏāĻžāĻĨ⧇ āϝ⧋āĻ— āĻĻ⧇āĻ“āϝāĻŧāĻžāϰ āϜāĻ¨ā§āϝ āφāĻĒāύāĻžāϕ⧇ āϧāĻ¨ā§āϝāĻŦāĻžāĻĻ, āĻāĻŦāĻ‚ āφāĻŽāĻŋ āφāĻĒāύāĻžāϕ⧇ āφāϰāĻ“ āĻ­āĻžāϞāĻ­āĻžāĻŦ⧇ āϜāĻžāύāĻžāϰ āϜāĻ¨ā§āϝ āωāĻ¨ā§āĻŽā§āĻ–!

āĻāϕ⧇āĻŦāĻžāϰ⧇āχ! āĻŦāĻžāĻ‚āϞāĻžāĻĻ⧇āĻļ⧇āϰ āĻāĻ•āϜāύ āωāĻšā§āϚ āĻŦāĻŋāĻĻā§āϝāĻžāϞāϝāĻŧ⧇āϰ āĻļāĻŋāĻ•ā§āώāĻ• āĻšāĻŋāϏāĻžāĻŦ⧇, āφāĻŽāĻŋ āĻŦāĻŋāĻ­āĻŋāĻ¨ā§āύ āĻĒāϟāĻ­ā§‚āĻŽāĻŋ āĻāĻŦāĻ‚ āϏāĻŽā§āĻĒā§āϰāĻĻāĻžāϝāĻŧ⧇āϰ āĻ›āĻžāĻ¤ā§āϰāĻĻ⧇āϰ āĻŦāĻŋāĻ­āĻŋāĻ¨ā§āύ āĻĻāϞ⧇āϰ āϏāĻžāĻĨ⧇ āĻ•āĻžāϜ āĻ•āϰāĻžāϰ āϏ⧁āϝ⧋āĻ— āĻĒ⧇āϝāĻŧ⧇āĻ›āĻŋāĨ¤ āφāĻŽāĻŋ āϏāĻŦāϏāĻŽāϝāĻŧ āĻļāĻŋāĻ•ā§āώāĻžāϰ āĻĒā§āϰāϤāĻŋ āĻ…āύ⧁āϰāĻžāĻ—ā§€ āĻ›āĻŋāϞāĻžāĻŽ, āĻāĻŦāĻ‚ āφāĻŽāĻŋ āĻŦāĻŋāĻļā§āĻŦāĻžāϏ āĻ•āϰāĻŋ āϝ⧇ āĻĒā§āϰāĻ¤ā§āϝ⧇āĻ• āĻļāĻŋāĻ•ā§āώāĻžāĻ°ā§āĻĨā§€āϰ āϏāĻ āĻŋāĻ• āĻĻāĻŋāĻ•āύāĻŋāĻ°ā§āĻĻ⧇āĻļāύāĻž āĻāĻŦāĻ‚ āϏāĻšāĻžāϝāĻŧāϤāĻžāϝāĻŧ āϏāĻĢāϞ āĻšāĻ“āϝāĻŧāĻžāϰ āϏāĻŽā§āĻ­āĻžāĻŦāύāĻž āϰāϝāĻŧ⧇āϛ⧇āĨ¤

āĻŦāĻžāĻ‚āϞāĻžāĻĻ⧇āĻļ⧇āϰ āωāĻšā§āϚ āĻŦāĻŋāĻĻā§āϝāĻžāϞāϝāĻŧ⧇āϰ āĻļāĻŋāĻ•ā§āώāĻžāĻ°ā§āĻĨā§€āĻĻ⧇āϰ āϏāĻžāĻŽāύ⧇ āϏāĻŦāĻšā§‡āϝāĻŧ⧇ āĻŦāĻĄāĻŧ āĻšā§āϝāĻžāϞ⧇āĻžā§āϜ āĻšāϞ āĻĒāϰ⧀āĻ•ā§āώāĻžāϝāĻŧ āĻ­āĻžāϞ⧋ āĻ•āϰāĻžāϰ āϚāĻžāĻĒāĨ¤ āĻļāĻŋāĻ•ā§āώāĻžāĻ°ā§āĻĨā§€āĻĻ⧇āϰ āĻĒā§āϰāĻžāϝāĻŧāχ āĻ—āĻŖāĻŋāϤ āĻāĻŦāĻ‚ āĻŦāĻŋāĻœā§āĻžāĻžāύ⧇āϰ āĻŽāϤ⧋ āĻŦāĻŋāώāϝāĻŧāϗ⧁āϞāĻŋāϤ⧇ āĻĒāĻžāϰāĻĻāĻ°ā§āĻļā§€ āĻšāĻ“āϝāĻŧāĻžāϰ āφāĻļāĻž āĻ•āϰāĻž āĻšāϝāĻŧ āĻāĻŦāĻ‚ āĻ…āύ⧇āϕ⧇ āĻĒāĻžāĻ ā§āϝāĻ•ā§āϰāĻŽā§‡āϰ āĻ•āĻ ā§‹āϰ āĻĻāĻžāĻŦāĻŋāϗ⧁āϞāĻŋ āĻŽā§‡āύ⧇ āϚāϞāĻžāϰ āϜāĻ¨ā§āϝ āϞāĻĄāĻŧāĻžāχ āĻ•āϰ⧇āĨ¤ āĻāĻ•āϜāύ āĻļāĻŋāĻ•ā§āώāĻ• āĻšāĻŋāϏāĻžāĻŦ⧇, āφāĻŽāĻŋ āφāĻŽāĻžāϰ āĻļāĻŋāĻ•ā§āώāĻžāĻ°ā§āĻĨā§€āĻĻ⧇āϰ āĻāχ āĻšā§āϝāĻžāϞ⧇āĻžā§āϜāϗ⧁āϞāĻŋ āĻ•āĻžāϟāĻŋāϝāĻŧ⧇ āωāĻ āϤ⧇ āĻāĻŦāĻ‚ āϤāĻžāĻĻ⧇āϰ āĻāĻ•āĻžāĻĄā§‡āĻŽāĻŋāĻ•āĻ­āĻžāĻŦ⧇ āϏāĻĢāϞ āĻšāĻ“āϝāĻŧāĻžāϰ āϜāĻ¨ā§āϝ āĻĒā§āϰāϝāĻŧā§‹āϜāύ⧀āϝāĻŧ āĻĻāĻ•ā§āώāϤāĻž āĻŦāĻŋāĻ•āĻžāĻļ⧇ āϏāĻšāĻžāϝāĻŧāϤāĻž āĻ•āϰāĻžāϰ āϜāĻ¨ā§āϝ āύāĻŋāĻŦ⧇āĻĻāĻŋāϤāĨ¤

āĻāĻ•āĻžāĻĄā§‡āĻŽāĻŋāĻ• āϏāĻšāĻžāϝāĻŧāϤāĻžāϰ āĻĒāĻžāĻļāĻžāĻĒāĻžāĻļāĻŋ, āφāĻŽāĻŋ āφāĻŽāĻžāϰ āĻ›āĻžāĻ¤ā§āϰāĻĻ⧇āϰ āĻŽāĻžāύāϏāĻŋāĻ• āĻāĻŦāĻ‚ āĻŽāĻžāύāϏāĻŋāĻ• āϏ⧁āĻ¸ā§āĻĨāϤāĻžāϕ⧇āĻ“ āĻ…āĻ—ā§āϰāĻžāϧāĻŋāĻ•āĻžāϰ āĻĻāĻŋāχāĨ¤ āωāĻšā§āϚ āĻŦāĻŋāĻĻā§āϝāĻžāϞāϝāĻŧ āĻ…āύ⧇āĻ• āϝ⧁āĻŦāĻ•-āϝ⧁āĻŦāϤ⧀āϰ āϜāĻ¨ā§āϝ āĻāĻ•āϟāĻŋ āϚāĻžāĻĒāĻĒā§‚āĻ°ā§āĻŖ āĻāĻŦāĻ‚ āĻšā§āϝāĻžāϞ⧇āĻžā§āϜāĻŋāĻ‚ āϏāĻŽāϝāĻŧ āĻšāϤ⧇ āĻĒāĻžāϰ⧇, āĻāĻŦāĻ‚ āφāĻŽāĻŋ āĻŦāĻŋāĻļā§āĻŦāĻžāϏ āĻ•āϰāĻŋ āϝ⧇ āĻāϟāĻŋ āĻāĻ•āϟāĻŋ āϏāĻšāĻžāϝāĻŧāĻ• āĻāĻŦāĻ‚ āĻĒ⧁āĻˇā§āϟāĻŋāĻ•āϰ āĻĒāϰāĻŋāĻŦ⧇āĻļ āĻĒā§āϰāĻĻāĻžāύ āĻ•āϰāĻž āϗ⧁āϰ⧁āĻ¤ā§āĻŦāĻĒā§‚āĻ°ā§āĻŖ āϝ⧇āĻ–āĻžāύ⧇ āĻļāĻŋāĻ•ā§āώāĻžāĻ°ā§āĻĨā§€āϰāĻž āύāĻŋāĻœā§‡āĻĻ⧇āϰ āĻĒā§āϰāĻ•āĻžāĻļ āĻ•āϰāϤ⧇ āύāĻŋāϰāĻžāĻĒāĻĻ āĻŦā§‹āϧ āĻ•āϰāϤ⧇ āĻĒāĻžāϰ⧇ āĻāĻŦāĻ‚ āĻĒā§āϰāϝāĻŧā§‹āϜāύ⧇ āϏāĻžāĻšāĻžāĻ¯ā§āϝ āϚāĻžāχāϤ⧇ āĻĒāĻžāϰ⧇āĨ¤ āĻāĻ•āϜāύ āĻĒ⧇āĻļāĻžāĻĻāĻžāϰ āĻĒāϰāĻžāĻŽāĻ°ā§āĻļāĻĻāĻžāϤāĻž āĻšāĻŋāϏāĻžāĻŦ⧇, āφāĻŽāĻŋ āĻŦā§āϝāĻ•ā§āϤāĻŋāĻ—āϤ āĻŦāĻž āĻŽāĻžāύāϏāĻŋāĻ• āĻšā§āϝāĻžāϞ⧇āĻžā§āĻœā§‡āϰ āϏāĻŽā§āĻŽā§āĻ–ā§€āύ āĻļāĻŋāĻ•ā§āώāĻžāĻ°ā§āĻĨā§€āĻĻ⧇āϰ āϜāĻ¨ā§āϝ āϏāĻšāĻžāϝāĻŧāϤāĻž āĻāĻŦāĻ‚ āύāĻŋāĻ°ā§āĻĻ⧇āĻļāĻŋāĻ•āĻž āĻĒā§āϰāĻĻāĻžāύ⧇āϰ āϜāĻ¨ā§āϝāĻ“ āĻĒā§āϰāĻļāĻŋāĻ•ā§āώāĻŋāϤāĨ¤

āĻāχ āĻĒ⧃āĻˇā§āĻ āĻžāϝāĻŧ, āφāĻŽāĻŋ āĻŦāĻžāĻ‚āϞāĻžāĻĻ⧇āĻļ⧇āϰ āωāĻšā§āϚ āĻŦāĻŋāĻĻā§āϝāĻžāϞāϝāĻŧ āĻļāĻŋāĻ•ā§āώāĻž āϏāĻŽā§āĻĒāĻ°ā§āĻ•āĻŋāϤ āĻŦāĻŋāĻ­āĻŋāĻ¨ā§āύ āĻŦāĻŋāώāϝāĻŧ⧇ āφāĻŽāĻžāϰ āĻ…āĻ¨ā§āϤāĻ°ā§āĻĻ⧃āĻˇā§āϟāĻŋ āĻāĻŦāĻ‚ āĻĻāĻ•ā§āώāϤāĻž āĻļ⧇āϝāĻŧāĻžāϰ āĻ•āϰāĻŦāĨ¤ āφāĻŽāĻŋ āϕ⧀āĻ­āĻžāĻŦ⧇ āĻāĻ•āĻžāĻĄā§‡āĻŽāĻŋāĻ•āĻ­āĻžāĻŦ⧇ āϏāĻĢāϞ āĻšāϤ⧇ āĻĒāĻžāϰāĻŋ, āϏ⧇āχāϏāĻžāĻĨ⧇ āĻ¸ā§āĻŸā§āϰ⧇āϏ āĻāĻŦāĻ‚ āωāĻĻā§āĻŦ⧇āĻ— āĻŽā§‹āĻ•āĻžāĻŦ⧇āϞāĻžāϰ āϜāĻ¨ā§āϝ āϏāĻ‚āĻ¸ā§āĻĨāĻžāύāϗ⧁āϞāĻŋ āϏāĻŽā§āĻĒāĻ°ā§āϕ⧇ āϟāĻŋāĻĒāϏ āĻāĻŦāĻ‚ āĻĒāϰāĻžāĻŽāĻ°ā§āĻļ āĻĒā§‹āĻ¸ā§āϟ āĻ•āϰāĻŦāĨ¤ āφāĻŽāĻŋ āĻŦāĻžāĻ‚āϞāĻžāĻĻ⧇āĻļ⧇āϰ āωāĻšā§āϚ āĻŦāĻŋāĻĻā§āϝāĻžāϞāϝāĻŧ⧇āϰ āĻļāĻŋāĻ•ā§āώāĻžāĻ°ā§āĻĨā§€āĻĻ⧇āϰ āĻŽā§āĻ–ā§‹āĻŽā§āĻ–āĻŋ āĻšāĻ“āϝāĻŧāĻž āĻšā§āϝāĻžāϞ⧇āĻžā§āϜ āĻāĻŦāĻ‚ āφāϰāĻ“ āϏāĻšāĻžāϝāĻŧāĻ• āĻāĻŦāĻ‚ āĻ…āĻ¨ā§āϤāĻ°ā§āϭ⧁āĻ•ā§āϤāĻŋāĻŽā§‚āϞāĻ• āĻļāĻŋāĻ•ā§āώāĻžāϰ āĻĒāϰāĻŋāĻŦ⧇āĻļ āϤ⧈āϰāĻŋ āĻ•āϰāϤ⧇ āϕ⧀āĻ­āĻžāĻŦ⧇ āφāĻŽāϰāĻž āĻāĻ•āϏāĻžāĻĨ⧇ āĻ•āĻžāϜ āĻ•āϰāϤ⧇ āĻĒāĻžāϰāĻŋ āϏ⧇ āϏāĻŽā§āĻĒāĻ°ā§āϕ⧇ āφāĻŽāĻžāϰ āϚāĻŋāĻ¨ā§āϤāĻžāĻ­āĻžāĻŦāύāĻž āĻļ⧇āϝāĻŧāĻžāϰ āĻ•āϰāĻŦāĨ¤

āφāĻŽāĻŋ āĻāχ āϏāĻŽā§āĻĒā§āϰāĻĻāĻžāϝāĻŧ⧇āϰ āĻ…āĻ‚āĻļ āĻšāϤ⧇ āωāĻ¤ā§āϤ⧇āϜāĻŋāϤ, āĻāĻŦāĻ‚ āφāĻŽāĻŋ āφāĻŽāĻžāϰ āĻœā§āĻžāĻžāύ āĻ­āĻžāĻ— āĻ•āϰ⧇ āύ⧇āĻ“āϝāĻŧāĻžāϰ āĻāĻŦāĻ‚ āĻ…āĻ¨ā§āϝāĻĻ⧇āϰ āĻ•āĻžāĻ› āĻĨ⧇āϕ⧇ āĻļ⧇āĻ–āĻžāϰ āϜāĻ¨ā§āϝ āωāĻ¨ā§āĻŽā§āĻ–āĨ¤ āφāĻĒāύāĻŋ āĻāĻ•āϜāύ āωāĻšā§āϚ āĻŦāĻŋāĻĻā§āϝāĻžāϞāϝāĻŧ⧇āϰ āĻ›āĻžāĻ¤ā§āϰ, āĻ…āĻ­āĻŋāĻ­āĻžāĻŦāĻ• āĻŦāĻž āĻāĻ•āϜāύ āĻļāĻŋāĻ•ā§āώāĻžāĻŦāĻŋāĻĻ āĻšā§‹āύ āύāĻž āϕ⧇āύ, āφāĻŽāĻŋ āφāĻļāĻž āĻ•āϰāĻŋ āφāĻĒāύāĻŋ āĻāĻ–āĻžāύ⧇ āĻŽā§‚āĻ˛ā§āϝāĻŦāĻžāύ āϏāĻŽā§āĻĒāĻĻ āĻāĻŦāĻ‚ āĻ…āύ⧁āĻĒā§āϰ⧇āϰāĻŖāĻž āĻĒāĻžāĻŦ⧇āύāĨ¤ āĻāχ āϝāĻžāĻ¤ā§āϰāĻžāϝāĻŧ āφāĻŽāĻžāϰ āϏāĻžāĻĨ⧇ āϝ⧋āĻ— āĻĻ⧇āĻ“āϝāĻŧāĻžāϰ āϜāĻ¨ā§āϝ āφāĻĒāύāĻžāϕ⧇ āϧāĻ¨ā§āϝāĻŦāĻžāĻĻ!
āφāĻŽāĻŋ āĻāϟāĻž āĻŦāϞāϤ⧇ āĻĒ⧇āϰ⧇ āφāύāĻ¨ā§āĻĻāĻŋāϤ āϝ⧇ āĻŦāĻžāĻ‚āϞāĻžāĻĻ⧇āĻļ⧇āϰ āύāϤ⧁āύ āĻĒāĻžāĻ ā§āϝāĻ•ā§āϰāĻŽ āĻĻ⧇āĻļ⧇āϰ āĻļāĻŋāĻ•ā§āώāĻž āĻŦā§āϝāĻŦāĻ¸ā§āĻĨāĻžāϝāĻŧ āĻāĻ•āϟāĻŋ āĻŦāĻĄāĻŧ āĻ…āĻ—ā§āϰāĻ—āϤāĻŋ, āĻāĻŦāĻ‚ āĻāĻ•āϜāύ āωāĻšā§āϚ āĻŦāĻŋāĻĻā§āϝāĻžāϞāϝāĻŧ⧇āϰ āĻļāĻŋāĻ•ā§āώāĻ• āĻšāĻŋāϏ⧇āĻŦ⧇, āφāĻŽāϰāĻž āĻļ⧇āĻ–āĻžāύ⧋ āĻāĻŦāĻ‚ āĻļ⧇āĻ–āĻžāϰ āĻĒāĻĻā§āϧāϤāĻŋāϤ⧇ āĻĒāϰāĻŋāĻŦāĻ°ā§āϤāύ āĻ•āϰāĻžāϰ āϜāĻ¨ā§āϝ āĻāϟāĻŋāϰ āϏāĻŽā§āĻ­āĻžāĻŦā§āϝāϤāĻž āύāĻŋāϝāĻŧ⧇ āφāĻŽāĻŋ āϖ⧁āĻŦāχ āωāĻšā§āĻ›ā§āĻŦāϏāĻŋāϤāĨ¤
āϏāĻŽāĻžāϞ⧋āϚāύāĻžāĻŽā§‚āϞāĻ• āϚāĻŋāĻ¨ā§āϤāĻž, āϏāĻŽāĻ¸ā§āϝāĻž āϏāĻŽāĻžāϧāĻžāύ āĻāĻŦāĻ‚ āϏ⧃āϜāύāĻļā§€āϞāϤāĻžāϰ āωāĻĒāϰ āĻ…āϧāĻŋāĻ• āĻœā§‹āϰ āĻĻāĻŋāϝāĻŧ⧇ āύāϤ⧁āύ āĻĒāĻžāĻ ā§āϝāĻ•ā§āϰāĻŽāϟāĻŋ āφāϰāĻ“ āĻ›āĻžāĻ¤ā§āϰ-āϕ⧇āĻ¨ā§āĻĻā§āϰāĻŋāĻ• āĻšāĻ“āϝāĻŧāĻžāϰ āϜāĻ¨ā§āϝ āĻĄāĻŋāϜāĻžāχāύ āĻ•āϰāĻž āĻšāϝāĻŧ⧇āϛ⧇āĨ¤ āĻāϟāĻŋ āφāϰāĻ“ āĻ…āĻ¨ā§āϤāĻ°ā§āϭ⧁āĻ•ā§āϤāĻŋāĻŽā§‚āϞāĻ•, āĻļāĻŋāĻ•ā§āώāĻž āĻĒā§āϰāĻĻāĻžāύ⧇āϰ āωāĻĒāϰ āĻĢā§‹āĻ•āĻžāϏ āϏāĻš āϝāĻž āĻĒā§āϰāĻžāϏāĻ™ā§āĻ—āĻŋāĻ• āĻāĻŦāĻ‚ āϏāĻŽāĻ¸ā§āϤ āĻ›āĻžāĻ¤ā§āϰāĻĻ⧇āϰ āϜāĻ¨ā§āϝ āĻ…ā§āϝāĻžāĻ•ā§āϏ⧇āϏāϝ⧋āĻ—ā§āϝ, āϤāĻžāĻĻ⧇āϰ āĻĒāϟāĻ­ā§‚āĻŽāĻŋ āĻŦāĻž āĻ•ā§āώāĻŽāϤāĻž āύāĻŋāĻ°ā§āĻŦāĻŋāĻļ⧇āώ⧇āĨ¤
āĻāĻ•āϜāύ āĻļāĻŋāĻ•ā§āώāĻ• āĻšāĻŋāϏāĻžāĻŦ⧇, āφāĻŽāĻŋ āύāϤ⧁āύ āĻĒāĻžāĻ ā§āϝāĻ•ā§āϰāĻŽ āωāĻĒāĻ¸ā§āĻĨāĻžāĻĒāύ⧇āϰ āϏāĻŽā§āĻ­āĻžāĻŦāύāĻžāϰ āĻŦāĻŋāώāϝāĻŧ⧇ āϰ⧋āĻŽāĻžāĻžā§āϚāĻŋāϤāĨ¤ āĻāϟāĻŋ āφāĻŽāĻžāĻĻ⧇āϰāϕ⧇ āĻĒā§āϰāĻĨāĻžāĻ—āϤ āĻŦāĻ•ā§āϤ⧃āϤāĻž-āĻ­āĻŋāĻ¤ā§āϤāĻŋāĻ• āĻļāĻŋāĻ•ā§āώāĻŖ āĻŽāĻĄā§‡āϞ āĻĨ⧇āϕ⧇ āĻĻā§‚āϰ⧇ āϏāϰ⧇ āϝ⧇āϤ⧇ āĻāĻŦāĻ‚ āφāĻŽāĻžāĻĻ⧇āϰ āĻļāĻŋāĻ•ā§āώāĻžāĻ°ā§āĻĨā§€āĻĻ⧇āϰ āφāϰāĻ“ āχāĻ¨ā§āϟāĻžāϰ⧇āĻ•ā§āϟāĻŋāĻ­ āĻāĻŦāĻ‚ āĻšāĻžāϤ⧇-āĻ•āϞāĻŽā§‡ āĻļ⧇āĻ–āĻžāϰ āĻ•ā§āϰāĻŋāϝāĻŧāĻžāĻ•āϞāĻžāĻĒ⧇ āύāĻŋāϝ⧁āĻ•ā§āϤ āĻ•āϰāϤ⧇ āĻĻ⧇āϝāĻŧāĨ¤ āĻāχ āĻĒāĻĻā§āϧāϤāĻŋāϟāĻŋ āĻļ⧁āϧ⧁āĻŽāĻžāĻ¤ā§āϰ āĻļāĻŋāĻ•ā§āώāĻžāĻ°ā§āĻĨā§€āĻĻ⧇āϰ āϜāĻ¨ā§āϝ āĻļ⧇āĻ–āĻžāϕ⧇ āφāϰāĻ“ āφāύāĻ¨ā§āĻĻāĻĻāĻžāϝāĻŧāĻ• āĻ•āϰ⧇ āύāĻž, āĻŦāϰāĻ‚ āϤāĻžāĻĻ⧇āϰ āĻĻāϞāĻ—āϤ āĻ•āĻžāϜ, āϝ⧋āĻ—āĻžāϝ⧋āĻ— āĻāĻŦāĻ‚ āϏāĻŽāĻ¸ā§āϝāĻž āϏāĻŽāĻžāϧāĻžāύ⧇āϰ āĻŽāϤ⧋ āϗ⧁āϰ⧁āĻ¤ā§āĻŦāĻĒā§‚āĻ°ā§āĻŖ āĻĻāĻ•ā§āώāϤāĻž āĻŦāĻŋāĻ•āĻžāĻļ⧇ āϏāĻšāĻžāϝāĻŧāϤāĻž āĻ•āϰ⧇āĨ¤
āύāϤ⧁āύ āĻĒāĻžāĻ ā§āϝāĻ•ā§āϰāĻŽā§‡āϰ āĻ…āĻ¨ā§āϝāϤāĻŽ āĻĒā§āϰāϧāĻžāύ āĻŦ⧈āĻļāĻŋāĻˇā§āĻŸā§āϝ āĻšāϞ āĻļ⧇āĻ–āĻžāϰ āĻĒā§āϰāĻ•ā§āϰāĻŋāϝāĻŧāĻžāϝāĻŧ āĻĒā§āϰāϝ⧁āĻ•ā§āϤāĻŋāϰ āĻāϕ⧀āĻ•āϰāĻŖāĨ¤ s āĻŦāĻžāĻ‚āϞāĻžāĻĻ⧇āĻļ⧇ āĻļāĻŋāĻ•ā§āώāĻžāϰ āϜāĻ¨ā§āϝ āĻāĻ•āϟāĻŋ āĻŦāĻĄāĻŧ āĻĒāĻĻāĻ•ā§āώ⧇āĻĒ, āĻ•āĻžāϰāĻŖ āĻāϟāĻŋ āĻ›āĻžāĻ¤ā§āϰ āĻāĻŦāĻ‚ āĻļāĻŋāĻ•ā§āώāĻ•āĻĻ⧇āϰ āϜāĻ¨ā§āϝ āĻāĻ•āχāĻ­āĻžāĻŦ⧇ āύāϤ⧁āύ āϏ⧁āϝ⧋āϗ⧇āϰ āĻāĻ•āϟāĻŋ āϜāĻ—āϤ āϖ⧁āϞ⧇ āĻĻ⧇āϝāĻŧāĨ¤ āĻĒā§āϰāϝ⧁āĻ•ā§āϤāĻŋāϰ āϏāĻžāĻšāĻžāĻ¯ā§āϝ⧇, āφāĻŽāϰāĻž āφāϰāĻ“ āφāĻ•āĻ°ā§āώāĻ• āĻāĻŦāĻ‚ āχāĻ¨ā§āϟāĻžāϰ⧇āĻ•ā§āϟāĻŋāĻ­ āĻļ⧇āĻ–āĻžāϰ āĻ…āĻ­āĻŋāĻœā§āĻžāϤāĻž āϤ⧈āϰāĻŋ āĻ•āϰāϤ⧇ āĻĒāĻžāϰāĻŋ, āϏ⧇āχāϏāĻžāĻĨ⧇ āĻļāĻŋāĻ•ā§āώāĻžāĻ—āϤ āϏāĻŽā§āĻĒāĻĻ⧇āϰ āĻāĻ•āϟāĻŋ āϏāĻŽā§āĻĒāĻĻ⧇āϰ āĻ…ā§āϝāĻžāĻ•ā§āϏ⧇āϏ āĻĒā§āϰāĻĻāĻžāύ āĻ•āϰāϤ⧇ āĻĒāĻžāϰāĻŋ āϝāĻž āφāϗ⧇ āĻ…āύ⧁āĻĒāϞāĻŦā§āϧ āĻ›āĻŋāϞāĨ¤
āφāĻŽāĻžāϰ āĻĒ⧃āĻˇā§āĻ āĻžāϝāĻŧ, āφāĻŽāĻŋ āĻŦāĻžāĻ‚āϞāĻžāĻĻ⧇āĻļ⧇āϰ āύāϤ⧁āύ āĻĒāĻžāĻ ā§āϝāĻ•ā§āϰāĻŽ āĻāĻŦāĻ‚ āĻĻ⧇āĻļ⧇āϰ āĻļāĻŋāĻ•ā§āώāĻžāϰ āωāĻĒāϰ āĻāϰ āĻĒā§āϰāĻ­āĻžāĻŦ āϏāĻŽā§āĻĒāĻ°ā§āϕ⧇ āφāĻŽāĻžāϰ āϚāĻŋāĻ¨ā§āϤāĻžāĻ­āĻžāĻŦāύāĻž āĻļ⧇āϝāĻŧāĻžāϰ āĻ•āϰāĻŦāĨ¤ āφāĻŽāĻŋ āĻļāĻŋāĻ•ā§āώāĻ•āĻĻ⧇āϰ āϜāĻ¨ā§āϝ āϟāĻŋāĻĒāϏ āĻāĻŦāĻ‚ āĻĒāϰāĻžāĻŽāĻ°ā§āĻļ āĻĒā§āϰāĻĻāĻžāύ āĻ•āϰāĻŦ āĻ•āĻŋāĻ­āĻžāĻŦ⧇ āϤāĻžāĻĻ⧇āϰ āĻļāĻŋāĻ•ā§āώāĻžāĻĻāĻžāύ⧇āϰ āĻ…āύ⧁āĻļā§€āϞāύ⧇ āύāϤ⧁āύ āĻĒāĻžāĻ ā§āϝāĻ•ā§āϰāĻŽ āĻ…āĻ¨ā§āϤāĻ°ā§āϭ⧁āĻ•ā§āϤ āĻ•āϰāĻž āϝāĻžāϝāĻŧ, āϏ⧇āχāϏāĻžāĻĨ⧇ āĻāχ āύāϤ⧁āύ āĻļāĻŋāĻ•ā§āώāĻžāϰ āĻĒāϰāĻŋāĻŦ⧇āĻļ⧇ āϕ⧀āĻ­āĻžāĻŦ⧇ āϏāĻĢāϞ āĻšāĻ“āϝāĻŧāĻž āϝāĻžāϝāĻŧ āϏ⧇ āĻŦāĻŋāώāϝāĻŧ⧇ āĻļāĻŋāĻ•ā§āώāĻžāĻ°ā§āĻĨā§€āĻĻ⧇āϰ āϜāĻ¨ā§āϝ āϏāĻŽā§āĻĒāĻĻāĨ¤
āφāĻŽāĻŋ āĻŦāĻžāĻ‚āϞāĻžāĻĻ⧇āĻļ⧇āϰ āĻļāĻŋāĻ•ā§āώāĻžāϰ āĻāχ āύāϤ⧁āύ āϝ⧁āϗ⧇āϰ āĻ…āĻ‚āĻļ āĻšāϤ⧇ āĻĒ⧇āϰ⧇ āωāĻ¤ā§āϤ⧇āϜāĻŋāϤ, āĻāĻŦāĻ‚ āφāĻŽāĻŋ āφāĻŽāĻžāϰ āĻœā§āĻžāĻžāύ āĻ­āĻžāĻ— āĻ•āϰ⧇ āύ⧇āĻ“āϝāĻŧāĻžāϰ āĻāĻŦāĻ‚ āĻ…āĻ¨ā§āϝāĻĻ⧇āϰ āĻ•āĻžāĻ› āĻĨ⧇āϕ⧇ āĻļ⧇āĻ–āĻžāϰ āϜāĻ¨ā§āϝ āωāĻ¨ā§āĻŽā§āĻ–āĨ¤ āĻāχ āϝāĻžāĻ¤ā§āϰāĻžāϝāĻŧ āφāĻŽāĻžāϰ āϏāĻžāĻĨ⧇ āϝ⧋āĻ— āĻĻ⧇āĻ“āϝāĻŧāĻžāϰ āϜāĻ¨ā§āϝ āφāĻĒāύāĻžāϕ⧇ āϧāĻ¨ā§āϝāĻŦāĻžāĻĻ!
āĻŦāĻžāĻ‚āϞāĻžāĻĻ⧇āĻļ⧇āϰ āύāϤ⧁āύ āĻĒāĻžāĻ ā§āϝāĻ•ā§āϰāĻŽā§‡āϰ āϏāĻŦāĻšā§‡āϝāĻŧ⧇ āϗ⧁āϰ⧁āĻ¤ā§āĻŦāĻĒā§‚āĻ°ā§āĻŖ āĻĻ⧁āϟāĻŋ āĻŦāĻŋāώāϝāĻŧ āĻšāϞ āĻŦāĻžāĻ‚āϞāĻž āĻāĻŦāĻ‚ āχāĻ‚āϰ⧇āϜāĻŋ, āĻāĻŦāĻ‚ āĻāĻ•āϜāύ āĻļāĻŋāĻ•ā§āώāĻ• āĻšāĻŋāϏ⧇āĻŦ⧇, āφāĻŽāĻŋ āφāĻŽāĻžāϰ āĻļāĻŋāĻ•ā§āώāĻžāĻ°ā§āĻĨā§€āĻĻ⧇āϰ āĻāχ āĻŦāĻŋāώāϝāĻŧ⧇ āϏāĻĢāϞ āĻšāϤ⧇ āϏāĻžāĻšāĻžāĻ¯ā§āϝ āĻ•āϰāϤ⧇ āĻĒā§āϰāϤāĻŋāĻļā§āϰ⧁āϤāĻŋāĻŦāĻĻā§āϧāĨ¤
āĻŦāĻžāĻ‚āϞāĻž āĻŦāĻžāĻ‚āϞāĻžāĻĻ⧇āĻļ⧇āϰ āϜāĻžāϤ⧀āϝāĻŧ āĻ­āĻžāώāĻž, āĻāĻŦāĻ‚ āĻāϟāĻŋ āĻĻ⧇āĻļ⧇āϰ āϏāĻžāĻ‚āĻ¸ā§āĻ•ā§ƒāϤāĻŋāĻ• āĻ“ āϐāϤāĻŋāĻšāĻžāϏāĻŋāĻ• āϐāϤāĻŋāĻšā§āϝ⧇āϰ āĻāĻ•āϟāĻŋ āĻ…āĻĒāϰāĻŋāĻšāĻžāĻ°ā§āϝ āĻ…āĻ‚āĻļāĨ¤ āĻŦāĻžāĻ‚āϞāĻžāϰ āĻāĻ•āϜāύ āĻļāĻŋāĻ•ā§āώāĻ• āĻšāĻŋāϏ⧇āĻŦ⧇, āφāĻŽāĻŋ āφāĻŽāĻžāϰ āĻ›āĻžāĻ¤ā§āϰāĻĻ⧇āϰ āĻ­āĻžāώāĻžāϰ āĻĒā§āϰāϤāĻŋ āĻ­āĻžāϞ⧋āĻŦāĻžāϏāĻž āĻ“ āωāĻĒāϞāĻŦā§āϧāĻŋ āĻ—āĻĄāĻŧ⧇ āϤ⧁āϞāϤ⧇ āϏāĻžāĻšāĻžāĻ¯ā§āϝ āĻ•āϰāĻžāϰ āϜāĻ¨ā§āϝ āφāĻ—ā§āϰāĻšā§€āĨ¤ āφāĻŽāĻŋ āĻŦāĻŋāĻļā§āĻŦāĻžāϏ āĻ•āϰāĻŋ āϝ⧇ āĻŦāĻžāĻ‚āϞāĻž āĻļ⧇āĻ–āĻž āĻŽāĻžāύ⧇ āĻļ⧁āϧ⧁ āĻŦā§āϝāĻžāĻ•āϰāĻŖ āĻāĻŦāĻ‚ āĻļāĻŦā§āĻĻāĻ­āĻžāĻ¨ā§āĻĄāĻžāϰ āφāϝāĻŧāĻ¤ā§āϤ āĻ•āϰāĻž āύāϝāĻŧ, āĻĻ⧇āĻļ⧇āϰ āϏāĻŽā§ƒāĻĻā§āϧ āχāϤāĻŋāĻšāĻžāϏ āĻ“ āϏāĻ‚āĻ¸ā§āĻ•ā§ƒāϤāĻŋ āĻŦā§‹āĻāĻžāϰ āϜāĻ¨ā§āϝāĻ“āĨ¤
āĻ…āĻ¨ā§āϝāĻĻāĻŋāϕ⧇, āχāĻ‚āϰ⧇āϜāĻŋ āĻāĻ•āϟāĻŋ āĻŦāĻŋāĻļā§āĻŦāĻŦā§āϝāĻžāĻĒā§€ āĻ­āĻžāώāĻž āĻāĻŦāĻ‚ āφāϜāϕ⧇āϰ āĻŦāĻŋāĻļā§āĻŦ⧇ āϏāĻžāĻĢāĻ˛ā§āϝ⧇āϰ āϚāĻžāĻŦāĻŋāĻ•āĻžāĻ āĻŋāĨ¤ āχāĻ‚āϰ⧇āϜāĻŋāϰ āĻāĻ•āϜāύ āĻļāĻŋāĻ•ā§āώāĻ• āĻšāĻŋāϏāĻžāĻŦ⧇, āφāĻŽāĻŋ āφāĻŽāĻžāϰ āĻ›āĻžāĻ¤ā§āϰāĻĻ⧇āϰ āĻļāĻ•ā§āϤāĻŋāĻļāĻžāϞ⧀ āĻ­āĻžāώāĻž āĻĻāĻ•ā§āώāϤāĻž āĻŦāĻŋāĻ•āĻžāĻļ⧇ āϏāĻžāĻšāĻžāĻ¯ā§āϝ āĻ•āϰāĻžāϰ āϜāĻ¨ā§āϝ āύāĻŋāĻŦ⧇āĻĻāĻŋāϤ āϝāĻž āϤāĻžāĻĻ⧇āϰāϕ⧇ āĻ­āĻŦāĻŋāĻˇā§āϝāϤ⧇āϰ āĻšā§āϝāĻžāϞ⧇āĻžā§āĻœā§‡āϰ āϜāĻ¨ā§āϝ āĻĒā§āϰāĻ¸ā§āϤ⧁āϤ āĻ•āϰāĻŦ⧇āĨ¤ āφāĻŽāĻŋ āĻŦāĻŋāĻļā§āĻŦāĻžāϏ āĻ•āϰāĻŋ āϝ⧇ āχāĻ‚āϰ⧇āϜāĻŋāϤ⧇ āĻāĻ•āϟāĻŋ āĻļāĻ•ā§āϤāĻŋāĻļāĻžāϞ⧀ āĻ­āĻŋāĻ¤ā§āϤāĻŋ āφāĻŽāĻžāϰ āĻļāĻŋāĻ•ā§āώāĻžāĻ°ā§āĻĨā§€āĻĻ⧇āϰ āϜāĻ¨ā§āϝ āωāĻšā§āϚ āĻļāĻŋāĻ•ā§āώāĻž āĻĨ⧇āϕ⧇ āĻļ⧁āϰ⧁ āĻ•āϰ⧇ āφāĻ¨ā§āϤāĻ°ā§āϜāĻžāϤāĻŋāĻ• āĻ•ā§āϝāĻžāϰāĻŋāϝāĻŧāĻžāϰ āĻĒāĻ°ā§āϝāĻ¨ā§āϤ āϏ⧁āϝ⧋āϗ⧇āϰ āĻāĻ•āϟāĻŋ āϜāĻ—āϤ āϖ⧁āϞ⧇ āĻĻāĻŋāϤ⧇ āĻĒāĻžāϰ⧇āĨ¤
āφāĻŽāĻžāϰ āĻĒ⧃āĻˇā§āĻ āĻžāϝāĻŧ, āφāĻŽāĻŋ āĻŦāĻžāĻ‚āϞāĻž āĻāĻŦāĻ‚ āχāĻ‚āϰ⧇āϜāĻŋ āĻ…āĻ§ā§āϝāϝāĻŧāύāϰāϤ āĻļāĻŋāĻ•ā§āώāĻžāĻ°ā§āĻĨā§€āĻĻ⧇āϰ āϜāĻ¨ā§āϝ āϟāĻŋāĻĒāϏ āĻāĻŦāĻ‚ āϏāĻ‚āĻ¸ā§āĻĨāĻžāύ āĻļ⧇āϝāĻŧāĻžāϰ āĻ•āϰāĻŦāĨ¤ āφāĻŽāĻŋ āϕ⧀āĻ­āĻžāĻŦ⧇ āĻ­āĻžāώāĻžāϰ āĻĻāĻ•ā§āώāϤāĻž āωāĻ¨ā§āύāϤ āĻ•āϰāϤ⧇ āĻĒāĻžāϰāĻŋ, āϏ⧇āχāϏāĻžāĻĨ⧇ āĻĒāĻĄāĻŧāĻžāϰ āĻāĻŦāĻ‚ āϞ⧇āĻ–āĻžāϰ āĻ…āύ⧁āĻļā§€āϞāύ⧇āϰ āϜāĻ¨ā§āϝ āϏāĻ‚āĻ¸ā§āĻĨāĻžāύāϗ⧁āϞāĻŋ āϏāĻŽā§āĻĒāĻ°ā§āϕ⧇ āĻĒāϰāĻžāĻŽāĻ°ā§āĻļ āĻĻ⧇āĻŦāĨ¤ āφāĻŽāĻŋ āύāϤ⧁āύ āĻĒāĻžāĻ ā§āϝāĻ•ā§āϰāĻŽā§‡ āĻāχ āĻŦāĻŋāώāϝāĻŧāϗ⧁āϞāĻŋāϰ āϗ⧁āϰ⧁āĻ¤ā§āĻŦ āĻāĻŦāĻ‚ āĻ­āĻŦāĻŋāĻˇā§āϝāϤ⧇ āĻļāĻŋāĻ•ā§āώāĻžāĻ°ā§āĻĨā§€āĻĻ⧇āϰ āϏāĻĢāϞ āĻšāϤ⧇ āϕ⧀āĻ­āĻžāĻŦ⧇ āϏāĻšāĻžāϝāĻŧāϤāĻž āĻ•āϰāϤ⧇ āĻĒāĻžāϰ⧇ āϏ⧇ āϏāĻŽā§āĻĒāĻ°ā§āϕ⧇ āφāĻŽāĻžāϰ āϚāĻŋāĻ¨ā§āϤāĻžāĻ­āĻžāĻŦāύāĻžāĻ“ āĻļ⧇āϝāĻŧāĻžāϰ āĻ•āϰāĻŦāĨ¤
āφāĻĒāύāĻŋ āĻŦāĻžāĻ‚āϞāĻž āĻŦāĻž āχāĻ‚āϰ⧇āϜāĻŋ āĻ…āĻ§ā§āϝāϝāĻŧāύāϰāϤ āĻāĻ•āϜāύ āĻ›āĻžāĻ¤ā§āϰ, āĻ…āĻĨāĻŦāĻž āϏāĻŽā§āĻĒāĻĻ āĻāĻŦāĻ‚ āĻ…āύ⧁āĻĒā§āϰ⧇āϰāĻŖāĻžāϰ āϏāĻ¨ā§āϧāĻžāύāĻ•āĻžāϰ⧀ āĻāĻ•āϜāύ āĻļāĻŋāĻ•ā§āώāĻ•, āφāĻŽāĻŋ āφāĻļāĻž āĻ•āϰāĻŋ āφāĻĒāύāĻŋ āφāĻŽāĻžāϰ āĻĒ⧃āĻˇā§āĻ āĻžāϝāĻŧ āĻŽā§‚āĻ˛ā§āϝāĻŦāĻžāύ āϤāĻĨā§āϝ āĻĒāĻžāĻŦ⧇āύāĨ¤ āφāĻŽāĻŋ āĻāĻ•āϟāĻŋ āϏāĻšāĻžāϝāĻŧāĻ• āĻāĻŦāĻ‚ āĻ…āĻ¨ā§āϤāĻ°ā§āϭ⧁āĻ•ā§āϤāĻŋāĻŽā§‚āϞāĻ• āϏāĻŽā§āĻĒā§āϰāĻĻāĻžāϝāĻŧ āϤ⧈āϰāĻŋ āĻ•āϰāϤ⧇ āĻĒā§āϰāϤāĻŋāĻļā§āϰ⧁āϤāĻŋāĻŦāĻĻā§āϧ āϝ⧇āĻ–āĻžāύ⧇ āĻĒā§āϰāĻ¤ā§āϝ⧇āϕ⧇ āϤāĻžāĻĻ⧇āϰ āϚāĻŋāĻ¨ā§āϤāĻžāĻ­āĻžāĻŦāύāĻž āĻāĻŦāĻ‚ āĻ…āĻ­āĻŋāĻœā§āĻžāϤāĻž āĻ­āĻžāĻ— āĻ•āϰ⧇ āύāĻŋāϤ⧇ āĻ¸ā§āĻŦāĻžāĻ—āϤ āϜāĻžāύāĻžāϝāĻŧāĨ¤ āĻāχ āϝāĻžāĻ¤ā§āϰāĻžāϝāĻŧ āφāĻŽāĻžāϰ āϏāĻžāĻĨ⧇ āϝ⧋āĻ— āĻĻ⧇āĻ“āϝāĻŧāĻžāϰ āϜāĻ¨ā§āϝ āφāĻĒāύāĻžāϕ⧇ āϧāĻ¨ā§āϝāĻŦāĻžāĻĻ! As a professor of Literature, I am passionate about sharing my love of English and Bengali literature with my students and colleagues. My expertise in these subjects has allowed me to teach and mentor students of all levels, from beginners to advanced learners. One of the things that I love most about being a professor of Literature is the opportunity to help my students develop their critical thinking skills. Literature provides a unique lens through which we can view the world, and by analyzing and interpreting texts, my students are able to hone their analytical and interpretive abilities. In my classes, I strive to create a welcoming and inclusive environment where all students feel valued and supported. I believe that every student has the potential to excel in their studies, and it is my job as a professor to provide them with the tools and resources they need to succeed. My expertise in Bengali literature has also allowed me to make important contributions to the academic community. I have published numerous papers and articles on the subject, and I am regularly invited to speak at conferences and seminars. On my page, I hope to share my passion for literature with a wider audience. I will be sharing my thoughts and insights on the latest trends and developments in the field of literature, as well as providing reviews and analysis of popular works. I will also be sharing resources and tips for students who are studying English and Bengali literature, including reading lists, writing prompts, and study guides. Whether you are a student looking to improve your literary skills, or a fellow educator looking for inspiration, I hope that you will find my page to be a valuable resource. As a professor of Literature, I am also committed to promoting diversity and inclusion in my teaching and research. I believe that literature provides a powerful platform for exploring issues related to identity, culture, and social justice, and I encourage my students to engage critically with texts that challenge their assumptions and broaden their perspectives. In addition to my work as a professor, I am also actively involved in the academic community. I serve on editorial boards for several academic journals, and I am a member of various professional organizations. I regularly attend conferences and seminars, where I have the opportunity to share my research and engage with other scholars in my field. On my page, I hope to create a space where students, colleagues, and fellow literature enthusiasts can come together to share their ideas and learn from one another. I will be sharing my own research and insights, as well as featuring the work of other scholars in the field. I will also be sharing news and updates related to literature, including new publications, awards and prizes, and events happening in the literary world. Whether you are a student, educator, or simply a lover of literature, I hope that you will find my page to be a source of inspiration and engagement. Thank you for your interest in my work as a professor of Literature, and I look forward to connecting with you on my page.
āϏāĻžāĻšāĻŋāĻ¤ā§āϝ⧇āϰ āĻ…āĻ§ā§āϝāĻžāĻĒāĻ• āĻšāĻŋāϏāĻžāĻŦ⧇, āφāĻŽāĻŋ āφāĻŽāĻžāϰ āĻ›āĻžāĻ¤ā§āϰ āĻāĻŦāĻ‚ āϏāĻšāĻ•āĻ°ā§āĻŽā§€āĻĻ⧇āϰ āϏāĻžāĻĨ⧇ āχāĻ‚āϰ⧇āϜāĻŋ āĻāĻŦāĻ‚ āĻŦāĻžāĻ‚āϞāĻž āϏāĻžāĻšāĻŋāĻ¤ā§āϝ⧇āϰ āĻĒā§āϰāϤāĻŋ āφāĻŽāĻžāϰ āĻ­āĻžāϞāĻŦāĻžāϏāĻž āĻ­āĻžāĻ— āĻ•āϰ⧇ āύāĻŋāϤ⧇ āφāĻ—ā§āϰāĻšā§€āĨ¤ āĻāχ āĻŦāĻŋāώāϝāĻŧāϗ⧁āϞāĻŋāϤ⧇ āφāĻŽāĻžāϰ āĻĻāĻ•ā§āώāϤāĻž āφāĻŽāĻžāϕ⧇ āĻļāĻŋāĻ•ā§āώāĻžāĻĻāĻžāύ āĻāĻŦāĻ‚ āĻļāĻŋāĻ•ā§āώāĻžāύāĻŦāĻŋāĻļ āϏāĻ•āϞ āĻ¸ā§āϤāϰ⧇āϰ āĻļāĻŋāĻ•ā§āώāĻžāĻ°ā§āĻĨā§€āĻĻ⧇āϰ āĻĒāϰāĻžāĻŽāĻ°ā§āĻļ āĻĻ⧇āĻ“āϝāĻŧāĻžāϰ āĻ…āύ⧁āĻŽāϤāĻŋ āĻĻāĻŋāϝāĻŧ⧇āϛ⧇, āύāϤ⧁āύ āĻĨ⧇āϕ⧇ āĻļ⧁āϰ⧁ āĻ•āϰ⧇ āĻ…āĻ—ā§āϰāϏāϰ āĻļāĻŋāĻ•ā§āώāĻžāĻ°ā§āĻĨā§€ āĻĒāĻ°ā§āϝāĻ¨ā§āϤāĨ¤

āϏāĻžāĻšāĻŋāĻ¤ā§āϝ⧇āϰ āĻ…āĻ§ā§āϝāĻžāĻĒāĻ• āĻšāĻ“āϝāĻŧāĻžāϰ āĻŦāĻŋāώāϝāĻŧ⧇ āφāĻŽāĻŋ āϝ⧇ āϜāĻŋāύāĻŋāϏāϗ⧁āϞāĻŋ āϏāĻŦāĻšā§‡āϝāĻŧ⧇ āĻŦ⧇āĻļāĻŋ āĻĒāĻ›āĻ¨ā§āĻĻ āĻ•āϰāĻŋ āϤāĻž āĻšāϞ āφāĻŽāĻžāϰ āĻ›āĻžāĻ¤ā§āϰāĻĻ⧇āϰ āϤāĻžāĻĻ⧇āϰ āϏāĻŽāĻžāϞ⧋āϚāύāĻžāĻŽā§‚āϞāĻ• āϚāĻŋāĻ¨ā§āϤāĻžāĻ­āĻžāĻŦāύāĻžāϰ āĻĻāĻ•ā§āώāϤāĻž āĻŦāĻŋāĻ•āĻžāĻļ⧇ āϏāĻšāĻžāϝāĻŧāϤāĻž āĻ•āϰāĻžāϰ āϏ⧁āϝ⧋āĻ—āĨ¤ āϏāĻžāĻšāĻŋāĻ¤ā§āϝ āĻāĻ•āϟāĻŋ āĻ…āύāĻ¨ā§āϝ āϞ⧇āĻ¨ā§āϏ āĻĒā§āϰāĻĻāĻžāύ āĻ•āϰ⧇ āϝāĻžāϰ āĻŽāĻžāĻ§ā§āϝāĻŽā§‡ āφāĻŽāϰāĻž āĻŦāĻŋāĻļā§āĻŦāϕ⧇ āĻĻ⧇āĻ–āϤ⧇ āĻĒāĻžāϰāĻŋ, āĻāĻŦāĻ‚ āĻĒāĻžāĻ ā§āϝ āĻŦāĻŋāĻļā§āϞ⧇āώāĻŖ āĻāĻŦāĻ‚ āĻŦā§āϝāĻžāĻ–ā§āϝāĻž āĻ•āϰāĻžāϰ āĻŽāĻžāĻ§ā§āϝāĻŽā§‡, āφāĻŽāĻžāϰ āĻ›āĻžāĻ¤ā§āϰāϰāĻž āϤāĻžāĻĻ⧇āϰ āĻŦāĻŋāĻļā§āϞ⧇āώāĻŖāĻžāĻ¤ā§āĻŽāĻ• āĻāĻŦāĻ‚ āĻŦā§āϝāĻžāĻ–ā§āϝāĻžāĻŽā§‚āϞāĻ• āĻ•ā§āώāĻŽāϤāĻžāϕ⧇ āωāĻ¨ā§āύāϤ āĻ•āϰāϤ⧇ āϏāĻ•ā§āώāĻŽ āĻšāϝāĻŧāĨ¤

āφāĻŽāĻžāϰ āĻ•ā§āϞāĻžāϏ⧇, āφāĻŽāĻŋ āĻāĻ•āϟāĻŋ āĻ¸ā§āĻŦāĻžāĻ—āϤ āĻāĻŦāĻ‚ āĻ…āĻ¨ā§āϤāĻ°ā§āϭ⧁āĻ•ā§āϤāĻŋāĻŽā§‚āϞāĻ• āĻĒāϰāĻŋāĻŦ⧇āĻļ āϤ⧈āϰāĻŋ āĻ•āϰāĻžāϰ āĻšā§‡āĻˇā§āϟāĻž āĻ•āϰāĻŋ āϝ⧇āĻ–āĻžāύ⧇ āϏāĻŽāĻ¸ā§āϤ āĻļāĻŋāĻ•ā§āώāĻžāĻ°ā§āĻĨā§€ āĻŽā§‚āĻ˛ā§āϝāĻŦāĻžāύ āĻāĻŦāĻ‚ āϏāĻŽāĻ°ā§āĻĨāύ āĻŦā§‹āϧ āĻ•āϰ⧇āĨ¤ āφāĻŽāĻŋ āĻŦāĻŋāĻļā§āĻŦāĻžāϏ āĻ•āϰāĻŋ āϝ⧇ āĻĒā§āϰāĻ¤ā§āϝ⧇āĻ• āĻļāĻŋāĻ•ā§āώāĻžāĻ°ā§āĻĨā§€āϰāχ āϤāĻžāĻĻ⧇āϰ āĻĒāĻĄāĻŧāĻžāĻļā§‹āύāĻžāϝāĻŧ āĻ‰ā§ŽāĻ•āĻ°ā§āώ āϏāĻžāϧāύ⧇āϰ āϏāĻŽā§āĻ­āĻžāĻŦāύāĻž āϰāϝāĻŧ⧇āϛ⧇ āĻāĻŦāĻ‚ āϤāĻžāĻĻ⧇āϰ āϏāĻĢāϞ āĻšāĻ“āϝāĻŧāĻžāϰ āϜāĻ¨ā§āϝ āĻĒā§āϰāϝāĻŧā§‹āϜāύ⧀āϝāĻŧ āϏāϰāĻžā§āϜāĻžāĻŽ āĻāĻŦāĻ‚ āϏāĻ‚āĻ¸ā§āĻĨāĻžāύāϗ⧁āϞāĻŋ āϏāϰāĻŦāϰāĻžāĻš āĻ•āϰāĻž āĻāĻ•āϜāύ āĻ…āĻ§ā§āϝāĻžāĻĒāĻ• āĻšāĻŋāϏāĻžāĻŦ⧇ āφāĻŽāĻžāϰ āĻ•āĻžāϜāĨ¤

āĻŦāĻžāĻ‚āϞāĻž āϏāĻžāĻšāĻŋāĻ¤ā§āϝ⧇ āφāĻŽāĻžāϰ āĻĻāĻ•ā§āώāϤāĻž āφāĻŽāĻžāϕ⧇ āĻāĻ•āĻžāĻĄā§‡āĻŽāĻŋāĻ• āϏāĻŽā§āĻĒā§āϰāĻĻāĻžāϝāĻŧ⧇ āϗ⧁āϰ⧁āĻ¤ā§āĻŦāĻĒā§‚āĻ°ā§āĻŖ āĻ…āĻŦāĻĻāĻžāύ āϰāĻžāĻ–āĻžāϰ āĻ…āύ⧁āĻŽāϤāĻŋ āĻĻāĻŋāϝāĻŧ⧇āϛ⧇āĨ¤ āφāĻŽāĻŋ āĻāχ āĻŦāĻŋāώāϝāĻŧ⧇ āĻ…āϏāĻ‚āĻ–ā§āϝ āĻ—āĻŦ⧇āώāĻŖāĻžāĻĒāĻ¤ā§āϰ āĻāĻŦāĻ‚ āύāĻŋāĻŦāĻ¨ā§āϧ āĻĒā§āϰāĻ•āĻžāĻļ āĻ•āϰ⧇āĻ›āĻŋ āĻāĻŦāĻ‚ āφāĻŽāĻŋ āύāĻŋāϝāĻŧāĻŽāĻŋāϤ āϏāĻŽā§āĻŽā§‡āϞāύ āĻāĻŦāĻ‚ āϏ⧇āĻŽāĻŋāύāĻžāϰ⧇ āĻŦāĻ•ā§āϤ⧃āϤāĻž āĻ•āϰāĻžāϰ āϜāĻ¨ā§āϝ āφāĻŽāĻ¨ā§āĻ¤ā§āϰāĻŋāϤāĨ¤

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āφāĻŽāĻŋ āχāĻ‚āϰ⧇āϜāĻŋ āĻāĻŦāĻ‚ āĻŦāĻžāĻ‚āϞāĻž āϏāĻžāĻšāĻŋāĻ¤ā§āϝ āĻ…āĻ§ā§āϝāϝāĻŧāύāϰāϤ āĻļāĻŋāĻ•ā§āώāĻžāĻ°ā§āĻĨā§€āĻĻ⧇āϰ āϜāĻ¨ā§āϝ āϏāĻŽā§āĻĒāĻĻ āĻāĻŦāĻ‚ āϟāĻŋāĻĒāϏāĻ“ āĻ­āĻžāĻ— āĻ•āϰāĻŦ, āϝāĻžāϰ āĻŽāĻ§ā§āϝ⧇ āĻĒāĻĄāĻŧāĻžāϰ āϤāĻžāϞāĻŋāĻ•āĻž, āϞ⧇āĻ–āĻžāϰ āĻĒā§āϰāĻŽā§āĻĒāϟ āĻāĻŦāĻ‚ āĻ…āĻ§ā§āϝāϝāĻŧāύ⧇āϰ āύāĻŋāĻ°ā§āĻĻ⧇āĻļāĻŋāĻ•āĻž āϰāϝāĻŧ⧇āϛ⧇āĨ¤ āφāĻĒāύāĻŋ āφāĻĒāύāĻžāϰ āϏāĻžāĻšāĻŋāĻ¤ā§āϝāĻŋāĻ• āĻĻāĻ•ā§āώāϤāĻž āωāĻ¨ā§āύāϤ āĻ•āϰāϤ⧇ āϚāĻžāχāϛ⧇āύ āĻāĻŽāύ āĻāĻ•āϜāύ āĻļāĻŋāĻ•ā§āώāĻžāĻ°ā§āĻĨā§€, āĻŦāĻž āĻ…āύ⧁āĻĒā§āϰ⧇āϰāĻŖāĻžāϰ āϏāĻ¨ā§āϧāĻžāύāĻ•āĻžāϰ⧀ āĻāĻ•āϜāύ āϏāĻšāĻļāĻŋāĻ•ā§āώāĻ• āĻšā§‹āύ āύāĻž āϕ⧇āύ, āφāĻŽāĻŋ āφāĻļāĻž āĻ•āϰāĻŋ āφāĻĒāύāĻŋ āφāĻŽāĻžāϰ āĻĒ⧃āĻˇā§āĻ āĻžāϟāĻŋāϕ⧇ āĻāĻ•āϟāĻŋ āĻŽā§‚āĻ˛ā§āϝāĻŦāĻžāύ āϏāĻŽā§āĻĒāĻĻ āĻšāĻŋāϏāĻžāĻŦ⧇ āϖ⧁āρāĻœā§‡ āĻĒāĻžāĻŦ⧇āύāĨ¤
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Pride and Prejudice by Jane Austen
Wuthering Heights by Emily Bronte
Jane Eyre by Charlotte Bronte
The Great Gatsby by F. Scott Fitzgerald
To Kill a Mockingbird by Harper Lee
The Catcher in the Rye by J.D. Salinger
The Lord of the Rings by J.R.R. Tolkien
The Hobbit by J.R.R. Tolkien
1984 by George Orwell
Animal Farm by George Orwell
One Hundred Years of Solitude by Gabriel Garcia Marquez
Heart of Darkness by Joseph Conrad
Frankenstein by Mary Shelley
Sense and Sensibility by Jane Austen
Tess of the D’Urbervilles by Thomas Hardy
Dracula by Bram Stoker
Ulysses by James Joyce
Dubliners by James Joyce
The Portrait of a Lady by Henry James
A Passage to India by E.M. Forster
The Sound and the Fury by William Faulkner
The Picture of Dorian Gray by Oscar Wilde
Moby-Dick by Herman Melville
The Adventures of Huckleberry Finn by Mark Twain
The Adventures of Tom Sawyer by Mark Twain
The Importance of Being Earnest by Oscar Wilde
The Turn of the Screw by Henry James
The Canterbury Tales by Geoffrey Chaucer
The Divine Comedy by Dante Alighieri
The Odyssey by Homer
The Iliad by Homer
The Tempest by William Shakespeare
Macbeth by William Shakespeare
Hamlet by William Shakespeare
Romeo and Juliet by William Shakespeare
King Lear by William Shakespeare
Othello by William Shakespeare
A Midsummer Night’s Dream by William Shakespeare
Twelfth Night by William Shakespeare
The Merchant of Venice by William Shakespeare
Paradise Lost by John Milton
The Faerie Queene by Edmund Spenser
The Pilgrim’s Progress by John Bunyan
Gulliver’s Travels by Jonathan Swift
Robinson Crusoe by Daniel Defoe
The Vicar of Wakefield by Oliver Goldsmith
Northanger Abbey by Jane Austen
Persuasion by Jane Austen
Emma by Jane Austen
Mansfield Park by Jane Austen
David Copperfield by Charles Dickens
Great Expectations by Charles Dickens
Oliver Twist by Charles Dickens
A Tale of Two Cities by Charles Dickens
Bleak House by Charles Dickens
Hard Times by Charles Dickens
Little Dorrit by Charles Dickens
The Old Curiosity Shop by Charles Dickens
Our Mutual Friend by Charles Dickens
The Scarlet Letter by Nathaniel Hawthorne
Walden by Henry David Thoreau
Leaves of Grass by Walt Whitman
The Grapes of Wrath by John Steinbeck
Of Mice and Men by John Steinbeck
A Streetcar Named Desire by Tennessee Williams
The Sun Also Rises by Ernest Hemingway
A Farewell to Arms by Ernest Hemingway
For Whom the Bell Tolls by Ernest Hemingway
Death of a Salesman by Arthur Miller
The Crucible by Arthur Miller
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