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NSU inaugurated the site development of its new international-standard campus at Pubachal, Rupganj Upazila, Narayanganj.

The sprawling site spans over 100 acres and is designed to accommodate up to 50,000 students, including residential facilities.

12/08/2026

NSU alumna Samanzar Sayeed, Miss World Bangladesh 2026 is representing Bangladesh at the Miss World Festival in Vietnam. A Biochemistry and Biotechnology graduate, she has excelled in academics, research, sports, music and community service. Through her Hygiene for Health Bangladesh initiative, she promotes public health, hygiene and preventive healthcare. Her journey reflects excellence, confidence, determination and social responsibility.

GRE-Style Question
Which of the following can be inferred about Samanzar Sayeed?

A. She considers academic achievement more important than social service.
B. Her achievements are limited primarily to beauty competitions.
C. She seeks to use her public profile to address important social issues.
D. She abandoned her academic interests after becoming Miss World Bangladesh.
E. She plans to pursue a career unrelated to public health.

02/08/2026

North South University extends its sincere gratitude to the Melbourne NSU alumni community for their generosity and solidarity in supporting flood relief efforts in Bangladesh.

During this challenging time, Melbourne NSUers organized a fundraising initiative, demonstrating the compassion, unity and social responsibility that define the NSU family. Their trust in North South University to channel these contributions toward assisting flood-affected communities is deeply appreciated.

The donated funds will provide much-needed relief to those impacted by the floods, reflecting the strength of NSU's global alumni network and its enduring commitment to humanitarian service.

At Bright Prep we are also immensely proud of our alumni for standing with the people of Bangladesh and making a meaningful difference when it matters most; alongside our mission of guiding students toward global education opportunities.

02/08/2026

On 23 July 2026, Samina Alam Miti senior international affairs officer of North South University (NSU) visited Universiti Tun Abdul Razak (UNIRAZAK) in Kuala Lumpur to strengthen collaboration between the two institutions.

The meeting explored opportunities for student and faculty exchanges, academic mobility, collaborative research, joint PhD supervision, fully funded PhD opportunities, accelerated Master's pathways and scholarships for NSU graduates.

Both institutions reaffirmed their commitment to building a long-term strategic partnership to expand international academic opportunities and promote excellence in higher education.

Start your global education journey with confidence. Let Bright Prep also help you achieve your academic goals at UNIRAZAK, Malaysia.

TikTok and North South University – Bright Prep 01/08/2026

First day began with opening remarks from representatives of TikTok and North South University, including Md. Harisur Rahman associate professor and chair of the Department of Media, Communication and Journalism; Md. Rizwanul Islam dean of the School of Humanities and Social Sciences; and Abdul Hannan Chowdhury vice chancellor of North South University.

TikTok and North South University – Bright Prep TikTok and NSU Host Masterclass on Journalism and Digital Storytelling to Prepare Future Media Professionals TikTok in collaboration with the Department of Media, Communication, and Journalism (MCJ) at North South University (NSU) recently organized a two-day masterclass focused on journalism and di...

29/07/2026

Conventional histories often assume that economic expansion naturally produces social and political vitality. Seventeenth-century southeast Bengal, however, reveals a more complex reality. During a period when the active delta was expanding agricultural production and creating new rice-growing lands, environmental pressures and social instability produced a severe crisis. One expression of this crisis was the rise of slave raiding by Portuguese-Arakanese forces, commonly associated with the Magh raids. The subsequent involvement of Arakanese, Portuguese, and later Dutch East India Company (VOC) traders exposed a striking paradox: economic growth and international commerce could coexist with social destruction.

The European powers did not introduce slavery or slave trading to Bengal. Long before their arrival, Bengal was connected to wider networks of human trafficking. A significant trade in eunuchs, particularly from Sylhet, supplied markets in West Asia and China until the Mughal emperor Jahangir suppressed it. Earlier examples can also be found in medieval Southeast Asia. The kingdom of Bagan in dry-zone Burma (849–c.1287) operated a state-controlled system based on religious patronage, labour organisation, construction projects, and regulated trade. Its inscriptions refer to Assamese and Bengali settlers from Pattikera in present-day Comilla, a region linked to the Buddhist centre of Mainamati-Lalmai. A twelfth-century inscription records that six Indian slaves could be exchanged for one elephant and forty slaves for one horse. Such evidence demonstrates that slavery was deeply embedded in regional economic and political systems before European expansion.

Despite the lasting memory of Magh raids in Bengali folklore, Bengal itself did not become a major centre of the global slave trade. Compared with the Coromandel Coast, which exported thousands of enslaved people during the seventeenth century, exports from Arakan and Bengal were comparatively limited. VOC records show that between 1659 and 1661 the Coromandel Coast supplied around 8,000–10,000 slaves, while Arakan and Bengal together supplied just over 900. The trade declined relatively quickly, partly because the supply of captives became exhausted. By 1682, VOC Governor-General Cornelius Speelman declared that the company would withdraw from the Arakan slave trade because there were no longer enough slaves available.

Nevertheless, the human impact of these raids was profound. Portuguese traders had already established networks linking Bengal with ports across the Indian Ocean. During the seventeenth century, Portuguese and later Dutch merchants transported captives from Bengal to Arakan, Goa, Southeast Asia, and other destinations. Hugli, Pipli, and Mrauk-U became important centres for the sale and redistribution of enslaved people.

Bengali women were particularly valued in overseas markets because of their skills in textile production. Portuguese missionary Sebastian Manrique noted in 1629 that Bengal produced highly prized embroidered quilts, bed hangings, and decorative textiles known as colchas or “Bengalla” quilts. These luxury goods, exported to European markets, were produced in places such as Hugli and Satgaon. Some of the skilled women who created them may have been among the captives transported through these networks.

Dutch records provide further evidence of the scale of the trade. Between 1626 and 1662, the VOC regularly exported between 150 and 400 slaves annually from the Arakan-Bengal region. The highest levels occurred in 1647 and 1655, when exports reached 1,046 and 1,803 people respectively. During the early decades of Batavia’s existence, Indian and Arakanese slaves formed a major part of the workforce at the Dutch colonial headquarters. Between 1646 and 1649, for example, nearly 60 percent of manumitted slaves in Batavia came from South Asia, with Bengal alone accounting for over 40 percent.

The majority of captives traded through the Bay of Bengal were adult men, though women and children were also transported. VOC figures indicate that men represented about 63 percent of traded slaves, women 30.6 percent, boys 2.7 percent, and girls 2.6 percent. Slave prices varied according to age, gender, and physical ability, with men generally selling for higher prices than women or children.

The renewed intensity of slave raiding in the seventeenth century was connected to wider economic and environmental transformations. Historian Anthony Reid has argued that the sixteenth-century expansion of Bay of Bengal commerce eventually produced social crisis by the seventeenth century. As international demand for textiles, metal goods, and skilled labour increased, enslaved people became valuable economic assets. They were employed not only in households but also in workshops, armies, and public works throughout Southeast Asia.

From the mid-seventeenth century, Magh raids devastated parts of southeast Bengal. Arakanese-Portuguese forces used light vessels to pe*****te river channels and coastal settlements, capturing entire communities. Contemporary observers described villages emptied of inhabitants and fertile islands abandoned. Thomas Bowrey recorded that many islands at the mouth of the Ganges had become deserted because inhabitants feared raids by Arakanese forces. François Bernier similarly described how raiders entered the waterways of Lower Bengal, seized villagers during markets and ceremonies, and carried them away as slaves.

The effects were visible across the landscape. When Sebastian Manrique travelled through southeast Bengal between 1629 and 1643, he found areas such as Dakhin Shahbazpur, once associated with the powerful Baro Bhuiya ruler Pratapaditya, already depopulated. By the 1670s, prosperous settlements such as Bakla had declined as raids, ecological change, and saltwater intrusion damaged agricultural production. English observers later noted that places once known for revenue and trade had become wilderness.

Slave raiding also affected western Bengal. Portuguese traders operated a separate network centred on ports such as Tamluk, where captives were sold at Naraghat. Mughal chroniclers described brutal practices used to transport prisoners, including chaining and confinement aboard ships. Although officially prohibited, the trade continued through offshore markets and intermediaries.

Paradoxically, slavery also contributed to the growth of certain commercial centres. Along the Chittagong coast, small settlements such as Angarcale and Dianga expanded as slave-trading hubs. Manrique reported that thousands of captives passed through these ports within a few years, transforming fishing villages into urban centres connected to Indian Ocean commerce. Thus, the same networks that generated wealth and urbanisation also depended on violence and forced displacement.

By the eighteenth century, the consequences of earlier raids remained visible. British surveys recorded declining populations in parts of southeast Bengal, and James Rennell’s maps identified deserted regions that had been abandoned because of “the Ravages of the Muggs.” Although the total number of Bengali slaves exported overseas was relatively small compared with other regions, the social disruption caused by raids was enormous. Many captives were absorbed into settlements in Arakan and neighbouring regions rather than appearing in overseas trade statistics.

The broader economic consequences remain debated. Bengal had been one of the Mughal Empire’s most productive provinces, valued primarily for agricultural revenue. Under Akbar, Bengal’s assessed revenue ranked among the highest of the empire. However, by the late seventeenth and early eighteenth centuries, agricultural growth slowed and revenue stagnated. Whether this decline was directly caused by slave raiding remains uncertain, but the coincidence between social disruption, environmental change, and economic decline is significant.

Later colonial developments transformed the memory and geography of the delta. British expansion, land reclamation, and hydraulic engineering reshaped Bengal’s wetlands and restored many areas previously abandoned. By the nineteenth century, forests had been cleared, populations returned, and the Magh threat had largely disappeared from public life.

The history of southeast Bengal therefore challenges simple assumptions about progress and prosperity. Economic expansion in the delta existed alongside violence, displacement, and ecological crisis. The region’s seventeenth-century experience demonstrates that commercial growth could generate both wealth and devastation, producing a landscape shaped equally by agriculture, trade, slavery, and environmental change.

SAT Practice Questions: “Slavery, Commerce and Crisis in Seventeenth-Century Bengal”

1. The primary purpose of the passage is to:

A. argue that European powers introduced slavery to Bengal and expanded an existing system
B. demonstrate that economic growth in Bengal occurred alongside social disruption and exploitation
C. explain why Bengal became the largest slave-exporting region in the Indian Ocean
D. describe how Mughal rulers successfully prevented slave trading in Bengal

2. According to the passage, why does the author mention the medieval kingdom of Bagan?

A. To show that Southeast Asia had no connection with Bengal before European arrival
B. To prove that slavery was created by Portuguese traders
C. To provide evidence that systems of slavery existed in the region before European involvement
D. To explain why Bengal became politically controlled by Burma

3. The passage suggests that the Portuguese and Dutch slave trades in Bengal were different from the slave trades of some other regions because they were:

A. primarily focused on capturing European prisoners
B. relatively limited in scale compared with other major slave-exporting regions
C. completely controlled by the Mughal government
D. based mainly on voluntary migration

Answer: B

Explanation: The author compares Bengal with the Coromandel Coast, noting that Bengal exported far fewer slaves.

4. Which choice best describes the relationship between economic development and slavery in the passage?

A. Economic development eliminated the need for forced labour.
B. Economic development and slavery were unrelated phenomena.
C. Economic development sometimes increased demand for enslaved labour.
D. Economic development prevented international trade networks from forming.

5. The author most likely includes the example of Bengali women producing “Bengalla” quilts to illustrate that:

A. Bengal’s textile production depended partly on skilled enslaved labour
B. European markets rejected Bengal’s manufactured goods
C. Bengali artisans avoided international trade
D. Portuguese merchants were uninterested in luxury goods

6. According to VOC records cited in the passage, the largest numbers of slaves exported from Arakan-Bengal occurred during which decades?

A. The 1500s and 1510s
B. The 1620s and 1640s
C. The 1660s and 1680s
D. The 1700s and 1720s

Answer: B

Explanation: The passage states that the 1620s and 1640s saw the highest levels of Dutch slave exports.

7. The descriptions of deserted islands and abandoned settlements primarily serve to emphasize:

A. the failure of agriculture throughout all of Bengal
B. the environmental and demographic consequences of slave raids
C. the success of Portuguese colonization
D. the decline of European influence in Asia

8. Which statement would the author most likely agree with?

A. Slave trading was the only factor responsible for Bengal’s economic decline.
B. Bengal’s history cannot be understood without considering both prosperity and violence.
C. European merchants had no economic interests in Bengal.
D. The Mughal Empire completely controlled Indian Ocean trade.

9. The phrase “economic growth and social destruction could coexist” most directly reflects the passage’s discussion of:

A. agricultural expansion alongside slave raids
B. Mughal military victories alongside European defeats
C. religious conflict alongside technological progress
D. declining trade alongside increasing population

Answer: A

Explanation: The passage’s central paradox is that expanding agricultural and commercial activity occurred while communities were being devastated by raids.

10. Which of the following would provide the strongest additional support for the author’s argument?

A. Evidence showing that Bengal had no overseas trade before the seventeenth century
B. Records documenting population decline in areas frequently targeted by slave raiders
C. Evidence that European traders avoided Bengal completely
D. Documents proving that all enslaved people returned to Bengal

SAT Evidence-Based Pair Question

11. The author’s claim that “economic growth and social breakdown could occur simultaneously” is supported by which evidence from the passage?

A. Bengal produced luxury textiles while some communities were being captured and displaced.
B. Mughal rulers banned all forms of slavery throughout the empire.
C. European traders ended slavery in Bengal after arriving.
D. Bengal’s agricultural revenue increased continuously until colonial rule.

Vocabulary-in-Context Question

12. As used in the passage, “paradox” most nearly means:

A. an obvious conclusion
B. a historical record
C. a situation containing seemingly contradictory realities
D. a political agreement

Answer: C

Explanation: The passage presents the contradiction of prosperity existing alongside destruction.

24/07/2026

Seven teachers of Cumilla Government Women’s College have been transferred following the recent waterlogging at the institution’s HSC examination center.

According to college sources, the Ministry of Education first placed the teachers on Officer on Special Duty (OSD) status under the Directorate of Secondary and Higher Education (DSHE) before posting them to government colleges in seven different districts. Officials described the move as an unprecedented large-scale transfer from the institution.

The transfer order was issued on Thursday in a letter signed by Md A Quddus, Deputy Secretary of the Government College-2 Branch under the Secondary and Higher Education Division. The teachers have been instructed to be released from their current posts by July 29.

Under the order, Vice Principal AKM Zahirul Alam has been transferred to Chiora Government College in Chauddagram, Professor of Mathematics Md Abdul Malek to Cox’s Bazar Government College, Associate Professor of Botany Kanak Barua to Hatiya Island Government College in Noakhali, Associate Professor of Islamic History and Culture Dr Muhammad Ullah Majumder to Lakshmipur Government College, Assistant Professor of Political Science Noor Mohammad Noor Ullah to Nabinagar Government College in Brahmanbaria, Lecturer of Accounting Md Al-Amin to Beanibazar Government College in Sylhet, and Associate Professor of English Mohammad Mohsin to Barguna Government College.

Among those transferred, Vice Principal Zahirul Alam was not directly involved in examination management because his son is currently appearing in the HSC examinations. Abdul Malek had been serving as acting examination officer after senior teachers declined the responsibility.

The transfers came days after Cumilla-6 MP Monirul Haque Chowdhury visited the college on July 18 and expressed dissatisfaction over the waterlogging and the management of the examination center, saying the incident had harmed the image of the government and the education ministry.

The teachers rejected the allegations, stating that the college has long served as an HSC examination center and that temporary waterlogging during heavy rainfall is a recurring problem. They said no examinees missed their examinations and all scheduled exams were conducted on time despite the flooding.

“We have been transferred simply because rainwater accumulated on the campus,” one of the affected teachers said.

An education ministry official, speaking on condition of anonymity, said the transfers were routine administrative decisions and that the ministry has the authority to transfer teachers whenever necessary.

The waterlogging occurred on July 13 following heavy rainfall. During the incident, Cumilla City Corporation arranged boats and vans, with support from volunteers, to help examinees reach the examination centre, while teachers also assisted students in getting to their exam halls safely.

Here are SAT Reading and Writing–style questions based on the passage.

Passage-Based SAT Questions

1. Which choice best states the central idea of the passage?

A. Heavy rainfall permanently disrupted HSC examinations across Cumilla.
B. Seven teachers were transferred following a waterlogging incident at an HSC examination center, prompting debate over whether the action was justified.
C. The Ministry of Education plans to relocate all HSC examination centers to avoid flooding.
D. Cumilla City Corporation failed to provide assistance during the flooding.

2. According to the passage, why was Vice Principal AKM Zahirul Alam not directly involved in exam management?

A. He was on medical leave.
B. He had already been transferred.
C. His son was taking the HSC examinations.
D. He had retired from the college.

3. Which quotation from the passage best supports the teachers' claim that they handled the situation effectively?

A. "The teachers must be released from their current workplace by July 29."
B. "No examinees were absent and all exams were held on schedule."
C. "The ministry has authority to transfer teachers at its discretion."
D. "The MP expressed dissatisfaction over waterlogging."

4. The word "unprecedented" most nearly means

A. expected.
B. ordinary.
C. never before experienced.
D. temporary.

5. Which inference is best supported by the passage?

A. The teachers intentionally allowed the campus to flood.
B. The transfers occurred shortly after criticism from a local lawmaker, though the ministry described them as routine.
C. The HSC examinations were canceled because of the flooding.
D. The City Corporation refused to help examinees.

6. Which statement would most weaken the teachers' argument that the transfers were unfair?

A. Evidence showed that serious administrative errors unrelated to the flooding had occurred during the examinations.
B. The examinations were completed on schedule.
C. Volunteers helped transport students to the exam center
D. Heavy rain caused temporary flooding.

7. The anonymous education ministry official's statement primarily serves to

A. criticize the transferred teachers.
B. provide the government's explanation for the transfers.
C. describe the causes of the flooding.
D. explain how volunteers transported students.

8. Which detail best illustrates the community's response to the flooding?

A. Teachers were transferred to seven different districts.
B. Cumilla City Corporation arranged boats and vans to transport examinees.
C. The ministry issued a transfer order on Thursday.
D. The vice principal was not involved in exam management.

Correct Answer: B

9. Based on the passage, which statement is supported by evidence?

A. Waterlogging prevented many students from taking the HSC examination.
B. The teachers admitted they had mismanaged the examination centre.
C. The examinations continued as scheduled despite the flooding.
D. The ministry announced a new flood prevention plan.

Correct Answer: C

10. Which choice best describes the organization of the passage?

A. It presents a problem, explains its historical origins, and predicts future outcomes.
B. It reports an administrative action, provides background on the events leading to it, and presents differing viewpoints.
C. It compares two government policies on education.
D. It argues that flood control measures should be prioritized over educational reform.

Correct Answer: B

22/07/2026

Ace Your GRE and NSU Graduate Admission Journey with Bright Prep
Q: Environmental science and management department of North South University, in collaboration with the Earth Club, launched a lecture series titled "Frontiers in Environmental Thought" in Dhaka. The initiative aims to enhance discussions on environmental science and sustainability. The inaugural event featured keynote speaker Professor Emeritus ATM Nurul Amin, who discussed the evolution of environmental education and its importance for sustainable development. The event attracted faculty, researchers, students, and alumni, concluding with a commitment to future editions addressing global environmental challenges.

The lecture series "Frontiers in Environmental Thought" was most likely created to:

A. Promote dialogue and knowledge-sharing about environmental issues
B. Replace existing environmental science courses
C. Train only professional environmental consultants
D. Provide financial support for environmental projects

Send a message to learn more

22/07/2026

North South University Public Health and Sciences Club (NSU PHSC), in collaboration with Run Bangladesh, hosted a 5K Run on Friday, July 10, as the official curtain-raiser event for Health Fest 2026, scheduled for July 14–16. The early-morning event saw enthusiastic participation from North South University students, faculty members, staff, and runners from across the wider community.

The run began at 5:30 a.m., with participants following a designated route from the Bashundhara Residential Area to the United Medical College Hospital. Promoting the importance of physical fitness, active lifestyles, and community health awareness, the event marked a significant step in generating public engagement and building momentum for the upcoming national health festival.

NSU PHSC representatives stated that the 5K Run, along with a special yoga session, serves as a key component of the festival’s pre-event awareness campaign aimed at encouraging broader participation and promoting health-conscious practices.

Health Fest 2026 is a three-day national-level convention designed to connect public health academia with industry experts and professionals. The festival’s main events will include competitive poster presentations, academic seminars, case study competitions, inter-university quiz competitions, an alumni dinner, and various other co-curricular activities.

The prestigious health convention is being organized with United Healthcare as the title sponsor and Southeast Bank PLC as the co-sponsor, reflecting a shared commitment to advancing health awareness, education, and collaboration in Bangladesh.

Here are SAT-style reading comprehension questions based on the passage:

1. The primary purpose of the passage is to:

A. criticize the organization of large-scale university events
B. describe a health-focused event organized to promote participation in Health Fest 2026
C. compare different fitness programs offered by universities
D. explain the history of public health education in Bangladesh

2. According to the passage, the 5K Run was organized primarily to:

A. raise funds for United Healthcare
B. select participants for academic competitions
C. promote physical fitness and increase awareness about Health Fest 2026
D. replace the main activities of the health festival

3. The phrase “curtain-raiser event” most nearly means:

A. a concluding ceremony
B. an introductory event that builds excitement for a larger occasion
C. a private meeting among organizers
D. a competitive sporting championship

4. Which of the following can be inferred about the organizers of the 5K Run?

A. They wanted the event to involve only university students.
B. They focused exclusively on academic achievements.
C. They aimed to encourage wider community involvement in health initiatives.
D. They planned to cancel the main festival activities.

5. The route of the 5K Run was designed to:

A. connect important locations while encouraging community participation
B. test professional athletes’ endurance
C. promote a new transportation system
D. avoid public attention

6. The passage suggests that Health Fest 2026 will primarily focus on:

A. entertainment and recreational activities
B. collaboration between public health education and professional industries
C. international sports competitions
D. fundraising for healthcare facilities

7. Which of the following activities is NOT mentioned as part of Health Fest 2026?

A. Poster presentations
B. Academic seminars
C. Inter-university quiz competitions
D. Medical treatment workshops

8. The word “prestigious” in the final paragraph most nearly suggests that the festival is:

A. expensive to attend
B. highly respected and recognized
C. difficult to organize
D. limited to experts only

9. The inclusion of United Healthcare and Southeast Bank PLC as sponsors indicates that:

A. businesses are supporting the promotion of health-related initiatives
B. the festival is only focused on banking services
C. the university has stopped organizing academic events
D. sponsorship is unrelated to the festival’s goals

Answer: A

10. Which statement best summarizes the passage?

A. A university sports club organized a competition unrelated to health education.
B. NSU PHSC launched a fitness event to promote a larger national health convention involving academic and industry collaboration.
C. Health Fest 2026 was canceled due to limited participation.
D. Run Bangladesh organized a private race for professional runners only.

Answer: B

Send a message to learn more

22/07/2026

Here is an IELTS Writing Task 2 and Northsouth University admission composition test style question with a model answer by Bright Prep

IELTS Writing Task 2 Question

Some people believe that schools and universities should organize more competitions and extracurricular activities because they help students develop important skills. Others think that students should focus mainly on academic studies. Discuss both views and give your own opinion.

Model Answer (Band 8 )

Competitions and extracurricular activities have become an important part of education in many schools and universities. While some people argue that students should concentrate primarily on academic studies, others believe that activities such as quizzes, debates, and sports competitions play a vital role in personal development. In my opinion, a balanced approach that combines academic learning with extracurricular involvement is the most beneficial.

Those who prioritize academic studies argue that education institutions exist mainly to provide students with knowledge and qualifications. Spending too much time on non-academic activities may reduce the time available for studying and preparing for examinations. Furthermore, strong academic performance is often necessary for admission to higher education and future career opportunities. Therefore, they believe that students should devote most of their energy to classroom learning.

On the other hand, extracurricular activities can help students develop skills that cannot always be gained through traditional lessons. For example, competitions such as quizzes and debates encourage critical thinking, teamwork, communication skills, and confidence. Sporting and cultural events also teach students about discipline, cooperation, and respect for others. These qualities are valuable not only in education but also in professional and social life.

In my view, academic achievement and extracurricular participation should not be considered opposing goals. Universities and schools should encourage students to take part in activities while ensuring that their studies remain a priority. Events such as knowledge competitions can even support academic growth by motivating students to learn beyond the classroom.

In conclusion, although academic studies are essential for students’ success, extracurricular activities provide additional skills and experiences that contribute to overall development. A combination of both approaches can help create more capable and well-rounded individuals.

Word count: 287

Ace your IELTS Writing Task 2 and North South University admission composition test; practice with real-style questions, model answers and expert tips. Join Bright Prep (www.brightprep.org/apply-now) today and take your writing skills to the next level.

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