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CHAPTER ONE: INTRODUCTION

1.1. General Background :
    General refers to the parallel and socially unequal division into femininity and masculinity (Ann Oakley, sex, genders and society 1972). The masculinity refers to male sex and femininity refers to female sex. The gender gap between male and female brings on equal happening which hindrances for achieving the equal status. The females are dominated in most aspects of life because patriarchal society. Such kind of situation happens not only in Nepal, but almost all countries of the world.
    There is vast gender gap existed in the society between male and female in the case of school enrollment rate and dropout rate. There is different socio-economic condition in different cast hierarchies. Dalits have still no more eagerness found in enrolling their children in school than others. They still think education is not essential and prefer to send their children in work, so that they could earn money.

1.2. Statement of the problem:
    Education is the backbone of the Nation. Education plays the vital role to change the perception of the people. It leads the people out of the ignorance and stupidity. The school is the institution which not only gives knowledge but also teaches discipline to students. During the past three decades, Nepal has made significant progress in education at all level but still there is vast vast gender gap in school enrollment rate between male and female. Especially girls are made victimized due to existing social norms and values.
    Through the government have valves free to secondary level education in government/ public school but in practice it has not been implemented properly, due to poor management in physical & education sectors of government schools are compelled to collect money from parents even now in school for teaching. This has made problem to parents to send their children to school. The lack of knowledge about the importance of education among the parents has also been another major challenge. The religious and traditional thinking about vast discrimination between girls and boys also play the strong role in decreasing the enrollment of girls in school.

1.3. Objectives of the study:
    The general objectives of the study are to find out the gender gap in primary level of the Shree Shanti Bhagawati Higher Secondary school. However, the specific objectives are as follows'.
•    To compare the situation of gender gap between different cast hierarchies in terms of school enrollment number.
•    To compare the situation of gender gap between different cast hierarchies in terms of dropout rate.
•    To compare the gender gap in distribution of students by age and sex.

1.4. Limitation of the study:
    The study has some limitations that it cannot fulfill to a greater extend which should also be noted down. There are some features and facts that the study might not cover as the study is related to a limited area of the VDC and the situation is analyzed to the situation of primary level only of Shree Shanti Bhagawati Higher Secondary School of Letang VDC-6. It is also impossible to generalize in wider scope. So, as in the context of dropout rate.
CHAPTER TWO : LITERATURE REVIEW

2.1. Nepal's Net Enrollment Rate in Primary Level:
    The net enrollment ratio (NER) is defined as the enrollment of the official age group for a given level of education expressed as a percentage of the corresponding population. It can be revaluated from (CBS 2001) that the net enrollment in primary level in increasing. In 1996 the net enrollment rate was 69.4% which increased to 81.1% in 2001.
    In the year 2001 NER for primary level for the male was 86.9% and it was 75.1% for female. It infers that 13% of the primary school aged male and 25% female are deprived from primary level education. (CBS 2001)
    Region wise the NER at primary level exceeds the national average of 81.1% in two development regions (western and mid western regions). The NER for the central region is less than the national average. This is due to relatively low girl specific NER in this region. (CBS 2001)

2.2. Nepal's Dropout Rate in Primary level:
    The dropout rate can be defined as the percentage of students who dropped out from the school from a particular grade to the number of students enrolled in the grade. The dropout rates for boys and girls at primary levels are almost similar, with not significant difference. The dropout rate is in decreasing order although it is very high in grade 1 than others which was 20.6% in the year 1995 but decreased to 13.9% in the year 2001.
    The next high rate of dropout is in grade 5 which decreased to 10% in the year 2001 from the 16 in the year 1995. (CBS 2001)

2.3. District Enrollment Rate in Primary Level [Morang]:
    About 81% of primary school age (6-10) years children were enrolled in school. (CBS 2001) The total enrollment students in primary level is 1,24,745 among them 59325 are girls where as 65420 boys in Morang district. [Nepal District Profile- 2006]

2.4. Issues and Challenges:
    Nepal government aims to eliminate gender in equality in the education by 2015 and gaps between boys and girls enrollment rates as well as in the proportion of male and female teaches at the primary level by 2005. The government has formulated policies, plane and programmers’ to achieve the objectives. The ninth plan laid down net enrollment rate of 90% at primary level. Similarly the tenth plan laid down gross enrollment rate of 65%.
The main policy strategies to reduce the gender gap are:
•    Providing scholarship and incentives for girls to join school and complete the full cycle of schooling.
•    Improving school environment in order to make it more gender friendly.
•    Enhancing participation of females in education on through affirmative actions.
•    Implementing gender sensitive actions for reduce woman’s literacy rate.
•    Implementing the economical increasing programme for women’s empowerment by providing tanning and loan to them.
•    Undertaking reforms for gender sensitive curriculum, textbooks and teachers training materials.

CHAPTER THREE : RESEARCH METHODS

3.1. Setting:
Letang VDC is the rural area which is famous local named “Letang Sanishchare”, about 7 km far from the Mahindra Highway and is situated in the Morang District of Koshi Zone in EDR. There is Jante VDC in west, Warangi VDC in North, Bhogateni and Kerabari VDC in West side of Letang VDC. It touches Charkose Jhadi, Main forest of Nepal, lies in Bayarban VDC in South side.
According to the census 2001, the total population of the VDC is 14697 out of which 7495 female and 7202 male. Out of total population schooling age population (6-10 years) ps 27% i.e. 3969.
    VDC is running in traditional norms and values because of the lack of the literacy rate, The people still lack of knowledge and information that they need\. The society Ps mixed up of different caste, the ethnic groups i.e. Rai, Limbu, Magar, Tamang whose socio-economic condition is very much weak then other higher cast group (Brahman/ Chettri).
In the absence of knowledge and information the people especially from lower and Janjati minorities are not very sencior to send their children to school.
The S.S.B.H.S.S. is located in the ward no-6 of Letang VDC where about 1600 students from grade (1-10) class. The Total no of teachers of the school is 25 out of total no of teachers ladies teacher are 7. There are 40 classroom and separate toilets for boys and girls.

3.2. Research Design:
    The study uses the secondary data collection on from the administration of Shree Shanti Bhagwati Higher Secondary School. This study is quantitative in nature.

3.3. Sources of Data:
    The source of data is secondary data. It is collected visiting the school and being known with the realities. The information has been taken from the recorded data by school as well as asking questions to the teachers and students in case of collecting data.

3.4. Data Collection:
The data collected visiting the school which all records maintained of the classes one to five respectively in the different years that is 2060 to 2065 B.S. The data taken from the help of administration, teachers and students. So, far try to drew the actual situation of the school.

3.5. Data Analysis:
    When collection of data was completed the gathered data and information were processed manually and analyzed in a descriptive way. Descriptive analytical tools such a percentage and tables are also presented in the respective chapter where necessary.




CHAPTER FOUR : ANALYSIS OF SCHOOLING STATUS

4. The Over view of Primary Level of S.S.B.H.S.S.
    The over view situation is related to the primary level of Shree Shanti Bhagwati higher secondary school, Letng-6.

Table 1: Distribution of students of class (1-5) by cast hierarchies, 2060.
Cast Group    Classes
    1    2    3    4    5    1-5   
    Girls    Boys    Total    Girls    Boys    Total    Girls    Boys    Total    Girls    Boys    Total    Girls    Boys    Total    Girls    Boys    Total    Percentage
Dalits   
5   
9   
14   
2   
1   
3   
3   
2   
5   
7   
11   
18   
4   
5   
9   
21   
28   
49   
13.24
Janjati   
28   
25   
53   
21   
17   
38   
29   
15   
44   
34   
34   
68   
11   
31   
42   
123   
122   
245   
66.21
High Cast   
8   
9   
17   
9   
3   
12   
8   
5   
13   
11   
14   
25   
7   
2   
9   
42   
34   
76   
20.55
Total   
41   
43   
84   
32   
21   
53   
40   
22   
62   
52   
59   
111   
23   
38   
60   
186   
184   
370   
100



The above table shows that majority of the school enrollment is from Janjati (66.21%) followed by higher cast (20.55%) and Dalits by (13.24%). The largest no of students is in grade 4. The number of girls in grade 2 and 3 greater than boys. The total o of girls of grade (1-5) is greater than boys.
    Since more population is from Janjati so it is obvious that more number of enrollment from Janjati.







Table 2: Distribution of school enrollment of class (1-5) by cast hierarchies    in 2065.
Cast Group    Classes
    1    2    3    4    5    1-5   
    Girls    Boys    Total    Girls    Boys    Total    Girls    Boys    Total    Girls    Boys    Total    Girls    Boys    Total    Girls    Boys    Total    Percentage
Dalits   
5   
3   
8   
5   
4   
9   
5   
5   
10   
5   
2   
7   
3   
5   
8   
23   
19   
42   
12.03
Janjati   
16   
18   
34   
19   
15   
34   
30   
21   
51   
35   
22   
57   
20   
22   
42   
120   
98   
218   
62.46
High Cast   
6   
7   
13   
7   
5   
12   
12   
8   
20   
5   
7   
12   
19   
13   
32   
49   
40   
89   
25.50
Total   
27   
28   
55   
31   
24   
55   
47   
34   
81   
45   
32   
76   
42   
40   
82   
192   
157   
349   
100

From the above we can interpret that the highest enrollment is from Janjati (62.46%) followed by higher cast (25.50%) and Dalits (12.03%). There are more number of girls in grade 2, 3, 4 and 5 then boys.
    There is high population of Janjati is in Letang VDC, so the enrollment of Janjati is highest among all three cast group. The lowest enrollment is in Dalits. Main reason of this condition is the property, no employment and no consciences’ with their parents. The birth interval of their parents are short and they are wasting their time to take care of their sister and brother and do not go to school.

Table 3: Compare of distribution of students by cast ethnicity between 2060 and 2065.
Students    Year 2060    Year 2065    Percentage
    1-5    Percentage    1-5    Percentage   
Girls    186    50.27    192    55.01    4.74
Boys    184    49.73    157    44.99    -4.74
Total    370    100    349    100   
The table above shows that comparatively between 2060 and 2065, the number of girls increased by 4.74% in 2065 than 2060. And the number of boys is decreased by -4.74%.
    The main causes of increasing the number of girls in 2065 are the effeteness of the programme “Education for All” and the school also provides the necessary things (like Copy, Pencil, Bag and dress to girls).
For grade 1, prizes and scholarship for girls and the effeteness of “Ghar Dailo Programme” for increasing the number of girls.
    The number of boys is in decreasing trend its main causes are discrimination between daughter too. They send their son to private school and daughter in government school, This reality is found in society of Letang VDC. And if there is not parents (i.e. Father) in their home the big son of the family should help their mother.

4.2. Gender Gap in Dropout Rate:

Table 4: Distribution of dropout students by cast ethnicity 2060.

Cast Group    Classes
    1    2    3    4    5    1-5   
    Enrollment    Appear in exam     Drop out     Enrollment    Appear in exam     Drop out     Enrollment    Appear in exam     Drop out     Enrollment    Appear in exam     Drop out     Enrollment    Appear in exam     Drop out     Enrollment    Appear in exam     Drop out     Percentage
Dalits   
14   
11   
3   
3   
3   
*   
5   
3   
2   
18   
16   
2   
9   
7   
2   
49   
40   
9   
18.36
Janjati   
53   
40   
13   
38   
35   
3   
44   
37   
7   
68   
64   
4   
42   
37   
5   
245   
213   
32   
13.06
High Cast   
17   
14   
3   
12   
10   
2   
13   
12   
1   
25   
23   
2   
9   
7   
2   
76   
66   
10   
13.15
Total                                                                       
51   
The above table shows that the percentage of drop out students is in Dalits that is 18.36% followed by higher cast 13.15% and Janjati students 13.06%.
    The drop out rate is high in Dalits cast group because its social and economic condition is very poor comparatively with others because of burdens of work, value and norms against schooling. If they had admitted in school the educational environment is not so effective, attractive the teaching methods are also traditional teachers always give homework in all subjects, they don’t have time to do home work at home. If they go without homework in school they get punished from teachers. Another main cause is they do not have textbook, copies and pencils. For this they will also get punishment. So they become frustrated with schooling life.
    In Janjati cast group some of parents do careless with their son’s and daughter to send school. The parents are not conscious about the importance of schooling & education and waste their time in vain.
Table 5: Distribution of drop out students by cast ethnicity,  2065.
Cast Group    Classes
    1    2    3    4    5    1-5   
    Enrollment    Appear in exam     Drop out     Enrollment    Appear in exam     Drop out     Enrollment    Appear in exam     Drop out     Enrollment    Appear in exam     Drop out     Enrollment    Appear in exam     Drop out     Enrollment    Appear in exam     Drop out     Percentage
Dalits   
8   
6
   
2
   
10   
10   
-   
10   
9   
1   
6   
5   
1   
6   
6   
1   
40   
36   
4   
10.00
Janjati   
38   
32   
6   
37   
36   
1   
52   
48   
4   
56   
55   
1   
43   
41   
2   
226   
212   
14   
6.19
High Cast   
9   
7   
2   
9   
8   
1   
19   
18   
1   
14   
13   
1   
33   
2   
1   
84   
78   
06   
7.14
Total   
55   
45   
10   
56   
54   
2   
81   
75   
6   
76   
73   
3   
82   
79   
3   
350   
326   
24   
100

The above table shows that the largest drop out rate is in Dalits cast group (10.00%) followed by higher cast 7.14% and Janjati student 6.19%.
    The main reason for such situation is due to low social & economic condition of Dalits.

Table 6: Compare of distribution of drop out student by cast ethnicity between 2060 to 2065.
Cast/ Ethnicity    Year 2060    Year 2065
    1-5    Percentage    1-5    Percentage
Dalits    9    18.36    4    10
Janjati    32    13.06    14    6.19
High Cast    10    13.15    6    7.14
Total    51    100    24    100

From the table 6, it can be analyzed the fact is that more number of drop out students from Dalits 18.36% in 2060 and 10% in 2065. It means the drop out is in decreasing trend, because the several local and national organization (which involves in education) are doing the many awareness programme in society. The indirect result of such kind of programme help reducing the number of drop out students. The trend of out going to foreign countries, the economical conditions is increased so they sent their children.
    As the age increases they might be useful for household works and the female child are utilized on it rather than male child because the society prefers male child. On the other hand the early age marriage is also prevailed in the case of ethnic people that also play vital reason behind it so as the poor socio-economic conditions, burdens of work, value and norms, Against female schooling are the major aspects playing role against female schooling and dropout.
CHAPTER 5 : SUMMARY, CONCLUSION AND RECOMMENDATION

5.1. Summary:
Nepal is rich in natural resources with various of many cast and ethnic groups and varieties of culture and traditions. Although it is an under-developed and people with low standard living. According to the survey in 2006, 32% people are below poverty line. Economy is mainly based on traditional agriculture and land distribution is not efficient. The country political environment is not strong. So it is not able to control or fulfill burning issue. What ever it is progressively going up in every sectors like education, health, IEC etc.
As the society is patriarchal and the dominance of male is found in almost all aspects of the society. It cannot be just exception that the gender gap is found much more in terms of schooling too.
    So many reasons are prevailed in the society that are playing vital role behind the gender gap. As the area is not that much developed and the people residing in the area is full of belief with traditional norms and values. They still continue to play vital role in increasing the gender gap in terms of school enrollment and drop out rate. As the society is divided into different cast groups the socio-economic condition also differs according to them to a greater extent.
    The main findings at the course of the mini thesis are describing as follows:
•    More enrollment of students (66.21%) from Janjati cast group followed by high cast (20.55%) and Dalits (13.24%) in 2060.
•    More enrollment students (62.46%) from Janjati group followed by high cast (25.5%) and Dalits (12.03%) in 2065.
•    Janjati constitutes majority in both year 2060 & 2065.
•    Comparison between 2060 and 2065, the number of enrollment in girls increased by 4.74% and enrollment in boys decreased by -4.74%.
•    Enrollment of Janjati and Dalit cast group is in decreasing trend by 3.75% and 1.21% respectively.
•    The highest drop out students from Dalit 18.31% followed by high cast 13.15% and Janjati 13.06% in 2060.
•    More drop out students from Dalit cast group 10% followed by high cast 7.14% and from Janjati 6.19% in 2065.  


5.2. Conclusion:
After the analysis of the study the overall conclusion can be drawn to a greater extend. As the data also proves the fact that the gender gap is existed in the overall aspects of schooling like in enrollment, in drop out rate.
    The enrollment of Dalit is found low and drop out rate is high itself. Because of low socio-economic condition, due to lack of awareness. The girls enrollment is higher than boys because of the partiality between son and daughter. Son sent to private school as well as daughter to government school.
 The position of drop out is in decreasing trend in all cast which sounds good. It is all due to awareness programme launched by local and government organizations.

5.3. Recommendation:
The main problem and less of educational investment is in high drop out in primary level in Nepal. There is no doubt that gender gap is prevailed in the school enrollment number and drop out. Although the gap is found different according to cast group. Because of so many problems and barriers prevailed in the society. The following suggestions can be given to cope with existing challenges.
    Appointing more female teachers can draw more girls into the schools. The main problem is the lack of female teachers in rural area.
    Increasing appropriate facilities like provision of separate sanitary facilities and construction of boundary wall around the school compound.
    Reducing monthly fees, supplying free textbooks and providing scholarship for Dalits cast group students and girls which can improve school quality, reduce drop out rates and increase the enrollment of students in school.
    Establishing child care centers at communities can free many girls and women to attend school.
    Offering more flexible school hours and the school calendars.
    Flexible school hours address the opportunity costs of girls house hold or farm work and allow girls to combine schooling with chores.
    Modifying home technology like fuels – efficient, wood burning, stoves to reduce girls and women work burden and free their time for schooling.
    Launching informal education programme and awareness’ programme to their parents to increase their knowledge and awareness.
     Establishing “House wife education” center to increase the literacy rate in women and to develop the positive thinking about schooling and education.
   

Lord Gautam Buddha & His Life
Buddha, meaning 'one who is awake' in the sense of having 'woken up to reality' was the title first given to Lord Buddha. It was about 2500 years ago when Prince Siddhartha Gautam left all the worldly pleasures to attain the reality of life, and became the Buddha - the enlightened one. It was a state in which the Buddha gained an insight into the deepest workings of life and therefore into the cause of human suffering, the problem that had set Him on his spiritual quest in the first place.


Early Life
Siddhartha Gautama was born in 563 BCE in Lumbini, Nepal as a son of Shuddhodhana, the king of Kapilavastu and his Queen, Mayadevi. Unfortunately, Mayadevi died only seven days after the birth of Siddhartha and so, He was brought up by His stepmother, Gautami. It is interesting to note that when Siddhartha was born, the astrologers had predicted that the prince would renunciate the comforts of the materialistic world and instead, opt for a path of His own. When the King Shuddhodhana came to know about the prediction, he naturally became extremely cautious and tried to prevent a thing that was bound to happen, and he did not let Siddhartha even move out of the palace. It was the deepest desire of the king that his son would fulfill his father's dream one day by becoming a King.


The Turning Point
When Siddhartha had grown into an intelligent young man, He moved out of his palace one day, and saw certain things that changed the entire course of His life. He first saw a very old man who could barely walk, a sick man who was in A severe pain, and lastly a corpse. Since, He had never been exposed to pain before, these sights affected him immensely, although His charioteer tried to explain Him that pain and death - both were inevitable.

This entire episode turned His life and His heart compelled Him to evaluate His life completely and then, He began the search for the reason of existence. King Shuddhodhana got perturbed by whatever his son was going through and therefore, he arranged Siddhartha's marriage with a young and beautiful princess, Yasodhara. For some time, Siddhartha again got involved into the worldly pleasures, but somewhere at the back of His head, He had still not forgotten what He had seen! It was soon after the birth of son Rahul, that Siddhartha on a starry night, left His wife and son in deep sleep and left the pala
A Quest for Light or Truth
Siddhartha was only 29, when He had left home. For some time, He moved around the entire country meeting various sadhus and saints in His search for inner peace. It was during this period that Siddhartha lived the life of a hermit and involved Himself in rigorous ' tapasya' in order to comprehend the reason for life and death. A time came when He realised that it was useless to torture one's body while finding the truth, and then, He denunciated the method of tapasya and fast.

Then one fine day as Siddhartha reached Bodh Gaya and being very exhausted, He took a seat under the shade of a peepal tree and closed His eyes. It was then He felt a divine light coming within Himself. This was the turning point in His quest as He realised that the truth is within every human being and to search for it outside was baseless. After this incidence, He came to be known as ' Buddha' or the enlightened one.


The Right Path and Immortality
For 45 years, Buddha spread His message of spiritual life to not only His disciples but the common people as well. He gave emphasis on the purification of mind, heart and ultimately, soul by following the Eightfold Path, the Four Noble Truths and the Five Preceptions. This path included the right speech, understanding, determination, deeds, efforts, awareness, thinking and living. As per Buddhism, if one follows these paths, one could overcome desires, which were the reason for all the grieves and miseries.

After spreading His message to the world successfully, Buddha died at the age of 80 years in 483 BCE. at Kushinagar, India. Today, Buddhism has a strong following in various Asian countries and is gradually finding its feet in some of the western countries as well.

letang hill side view

Yo picture Le saachi nai hamro letang ko  view lai dekhau cha kati sundar cha bhanera ...lovely letang with lots of beautiful places..

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about Guitars andGuitarist

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The guitar is a musical instrument of the chordophone family, being a stringed instrument played by plucking, either with fingers or a pick. The guitar consists of a body with a rigid neck to which the strings, generally six in number but sometimes more, are attached. Guitars are traditionally constructed of various woods and strung with animal gut or, more recently, with either nylon or steel strings. Some modern guitars are made of polycarbonate materials. Guitars are made and repaired by luthiers. There are two primary families of guitars: acoustic and electric.
Acoustic guitars (and similar instruments) with hollow bodies, have been in use for over a thousand years. There are three main types of modern acoustic guitar: the classical guitar (nylon-string guitar), the steel-string acoustic guitar, and the archtop guitar. The tone of an acoustic guitar is produced by the vibration of the strings, which is amplified by the body of the guitar, which acts as a resonating chamber. The classical guitar is often played as a solo instrument using a comprehensive fingerpicking technique. Electric guitars, introduced in the 1930s, rely on an amplifier that can electronically manipulate tone. Early amplified guitars employed a hollow body, but a solid body was found more suitable. Electric guitars have had a continuing profound influence on popular culture. Guitars are recognized as a primary instrument in genres such as blues, bluegrass, country, flamenco, jazz, jota, mariachi, reggae, rock, soul, and many forms of pop.

NICE VIEW

Hamro letang bata dekhi ne ramro view haru sanchi nai dherai ramro cha hamro Letang.....

Nice view of Letang

Love story :-

From the very Begining, the girl's family objected strongly on her dating this guy. Saying that it has got to do with family background & that the girl will have to suffer for the rest of her life if she were to be with him.

Due to family's pressure, the couple quarrel very often. Though the girl love the guy deeply, but she always ask him: "How deep is your love for me?"

As the guy is not good with his words, this often cause the girl to be very upset. With that & the family's pressure, the girl often vent her anger on him. As for him, he only endure it in silence.

After a couple of years, the guy finally graduated & decided to further his studies in overseas. Before leaving, he proposed to the girl: "I'm not very good with words. But all I know is that I love you. If you allow me, I will take care of you for the rest of my life. As for your family, I'll try my best to talk them round. Will you marry me?"

The girl agreed, & with the guy's determination, the family finally gave in & agreed to let them get married. So before he leave, they got engaged.

The girl went out to the working society, whereas the guy was overseas, continuing his studies. They sent their love through emails & phone calls. Though it's hard, but both never thought of giving up.

One day, while the girl was on her way to work, she was knocked down by a car that lost control. When she woke up, she saw her parents beside her bed. She realised that she was badly injured. Seeing her mum crying, she wanted to comfort her. But she realized that all that could come out of her mouth was just a sigh. She has lost her voice......

The doctors says that the impact on her brain has caused her to lose her voice. Listening to her parents' comfort, but with nothing coming out from her, she broke down.

During the stay in hospital, besides silence cry,.....it's still just silence cry that companied her. Upon reaching home, everything seems to be the same. Except for the ringing tone of the phone. Which pierced into her heart everytime it rang. She does not wish to let the guy know. & not wanting to be a burden to him, she wrote a letter to him saying that she does not wish to wait any longer.

With that, she sent the ring back to him. In return, the guy sent millions & millions of reply, and countless of phonecalls,.. all the girl could do, besides crying, is still crying....

The parents decided to move away, hoping that she could eventually forget everything & be happy.

With a new environment, the girl learn sign language & started a new life. Telling herself everyday that she must forget the guy. One day, her friend came & told her that he's back. She asked her friend not to let him know what happened to her. Since then, there wasn't anymore news of him.

A year has passed & her friend came with an envelope, containing an invitation card for the guy's wedding. The girl was shattered. When she open the letter, she saw her name in it instead.

When she was about to ask her friend what's going on, she saw the guy standing in front of her. He used sign language telling her "I've spent a year's time to learn sign language. Just to let you know that I've not forgotten our promise. Let me have the chance to be your voice. I Love You. With that, he slipped the ring back into her finger. The girl finally smiled.

Letang Bazar ko suruwat Point

Hamro BP chowk

Guwabari banina ateko naya hotel ko place sayad yah hotel banincha hola chadai nai ...

VIEW FROM GUWABARI

Letang guwabari bata dekhine nice view yo kheruwa ko photo ho .. Guwabari dekhi ye ko view ho yo....

Mantra

Letang bata guwabari jana ko lagi use hune bato

Yo bato milan chowk dekhi suke chauri samma ko ho . ahele serish ko ful phulera dherai ramro dekhiye ko cha..

COOL PHOTO

Rajan-Rani Pokhari:
yaha hami raja rani pokhari ko photo dekhna sakchau .. yo place sachai nai dherai ramro cha.. yaha visit garera yasko importance tha pauna sakincha..

Downlaod Softwers:-

yahoo massenger

avg antivirus:

Flash player

love calculator

SMS LOVE STORIES:

"A CUTE n STRANGE LOVE STORY" There was a little boy whose 1st love was a young girl in a picture which he found and picked from the street... As time went by he got married, But still kept it. One day,his wife found it and asked, "Where did u get this?" The man said, "I kept that since I was a child, But why r U asking?" The girl replied, "I lost this picture when I was 7...":)

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One Nite A Girl And Boy Were Going In The Car There Was Complete Silence Both Of Them Stayed Quiet For Long The Girl Then Gave Him A Chit.Boy B4 Reading It Told The Girl (Wid Embarassing Expressions) Dat He Wants 2 Leave Her As He Is Losing His Interest In Her Then Suddenly An Over Speeded Car Collided With Their Car Girl Died N The Boy Survived When The Boy Opened The Chit He Droppd A Tear Coz It Was Written IF U WILL LEAVE ME I Wll DIE';-(

SMS:

Cool Sms:
When We are Walking and Unfortunately Snake Bites. And Love Marriage Means: We are going to the Snake and Saying. "KAAT LE! KAAT LE!" :-)
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Cutest proposal - A boy rings d door-bell of a girls home. Nd Asks , "Do u belive in Love at first sight Or should i come back again.."
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What are the most powerful three words other than i love you? ? ? ? "Result aa geya" Yeh 3 words hanste kheilte insan ka dam nikal sakte hein.;-)
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Love sms:
Words To Remember .... N e v e r Close Your L i p s To Those Whom You Have Opened Your H e a r t . . . :)
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L o v e Begins by taking care Of the Closest Ones !!! The Ones At Home . . . Love Your Family . . . =)
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A guy was tired of his girlfriends frequent msgs, which always contained I love u I miss u Have u taken ur meal? ETC 1 night while lying on the bed the guy recived a msg frm his gf he didnt bother to read nd went to sleep Next morning he received a call frm her fone that his girlfriend was killed last night.. He rushed nd read the text which said: Honey plzz help, sum1 z following me
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When someone really likes you, They will never hurt you!! n If they do! you can see it in their eyes that it hurts them too
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Miss you Sms:
This Love is Love the Love best Love way Love to Love say Love u Love that Love I Love Miss Love U Love, read it again widout word Love.
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Aap ki yaad main ek shair arz hai. Today is Monday, tommorow is Manglwar. Wah wah Today is Monday, tommorow is Mangalwar.. I Miss u Yaar I Miss u Yaar.. ;->
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Missing You ... Is Not The Hard Part !!! But .... Knowing That I Once Had You ... Is What Breaks My Heart ... !!!
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I wil yad u very zyada U b yad me bht much U r very zyada gd dost of me I thnk im b boht acha frnd of u ka So plz dnt bholna me ko Me also kadi v nai 4get u ;->
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Morang:::::: MAP