tuojh&twu 2010 eqdr f'k{kk Open Learning January-June 2010

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3 tuojh&twu 2010 eqdr f'k{kk Open Lerning Jnury-June 2010 Der Lerner, You will be hppy to know tht the Ntionl Institute of Open Schooling (NIOS), using open nd distnce lerning (ODL) mode of eduction, with over 1.6 million lerners on roll hs emerged s the lrgest open schooling system in the world. It is ctering to the eductionl needs of the lerners in the country nd brod by offering Open Bsic Eduction, Secondry, Senior Secondry nd Voctionl Eduction courses. NIOS hrnesses the power nd potentil of Informtion nd Communiction Technology (ICT) for the benefit of its lerners. The on-line dmission (Ni-on), On-Demnd Exmintion System (ODES), Interctive Voice Response System (IVRS), nd Lerners' Support Centre (LSC) with toll free number re some significnt ICT enbled ventures of NIOS. NIOS Medi Progrmmes re telecst nd brodcst through Gyn Drshn nd Gyn Vni. NIOS hs initited steps to strt its meg projects of setting up of TV chnnel known s Secondry nd Voctionl Eduction Chnnel nd Community Rdio Sttions to fcilitte the distnce eduction lerners in their studies t school level. I hope, you re tking dvntge of ICT bsed support services of the NIOS nd using the lerning mteril specilly developed for you. In ddition to the Self Lerning Mteril, the 'Open Lerning' Mgzine is provided to you s dditionl enrichment input. A vriety of rticles such s Indi-A Country Rich in Biodiversity, Environment, Eductionl Thoughts of Dr. D.S. Kothri, Neglected Youth, How to Red Text Books to Improve Your Grdes, Mke Multipliction Esy, The Interesting nd Amzing World of Insects, E-lerning, Lering to Live Together nd some other rticles written by sesoned writers hve been included in this issue of the mgzine. I hope, the rticles included in this mgzine will mke joyful reding experience for you nd inspire you to red more. I m hppy tht you hve joined the frternity of NIOS, the meg institute offering school eduction progrmmes through open nd distnce lerning mode of eduction in the country. I wish you very bright future nd success in life. (S.S. Jen) Chirmn, NIOS i

4 eqdr f'k{kk tuojh&twu 2010 fiz; fo kfkhz] vkidks tkudj izluurk gksxh fd jk"vªh; eqdr fo ky;h f'k{kk LkLFkku ¼,uvkbZvks,l½ eqdr,o nwjlfk f'k{kk iz.kkyh ¼vksMh,y½ ds {ks= es 16 yk[k fo kæfk;ks dk ukekdu djus okyk fo'o dk lcls cm+k eqdr fo ky;h f'k{kk llfkku cu x;k gsa ;g eqdr csfld f'k{kk] ekè;fed] mpprj ekè;fed vksj O;kolkf;d f'k{kk ikb~;øe pykdj ns'k vksj fons'k es fo kæfk;ks dh Ldwy Lrj dh f'k{kk lc/kh vko';drkvks dks iwjk djrk gsa,uvkbzvks,l vius fo kæfk;ks ds ykhk ds fy, lwpuk,o lpkj izks ksfxdh ¼vkbZlhVh½ dh {kerkvks dk mi;ksx dj jgk gsa vkwu ykbu izos'k ¼uh&vkWu½] tc pkgks rc ijh{kk iz.kkyh ¼vksM~l½] vr% fø;kred Loj vuqcks/ku iz.kkyh ¼vkbZohvkj,l½] fo kfkhz lgk;rk dsunz ¼,y,llh½,o VkWy Ýh ucj lfø; djus ds lkfk&lkfk],uvkbzvks,l es Kku n'kzu vksj Kku ok.kh }kjk eyvhehfm;k dk iz;ksx fd;k tkrk gsa blds vykok ekè;fed vksj O;kolkf;d f'k{kk psuy uked Vhoh psuy vksj leqnk; jsfm;ks LVs'ku LFkkfir djus dh viuh cm+h ifj;kstukvks dks vkjhk djus gsrq dk;z 'kq: dj fn;k x;k gsa blls fo ky; Lrj ij nwjlfk f'k{kk ds fo kæfk;ks dks lgk;rk feysxha eq>s vk'kk gs fd vki,uvkbzvks,l dh vkbzlhvh vkèkkfjr lgk;rk lsokvks dk ykhk mbk jgs gs vksj fo'ks"k :i ls rs;kj dh xbz vè;;u lkexzh dk mi;ksx dj jgs gsa vkids thou vksj Kku dks le`) djus ds fy, vè;;u lkexzh ds lkfk&lkfk fofhkuu izdkj ds fo"k;ks ij vfrfjdr tkudkjh iznku djus gsrq vkidks ;g ^eqdr f'k{kk* if=dk Hkh nh tk jgh gsa if=dk ds bl vd es ifjido ys[kdks }kjk fofhkuu izdkj ds ys[k] tsls & bfm;k&v dvªh fjp bu ck;ksmkboflzvh] buok;uzes V],tqds'kuy FkkWV~l vkwq MkW- Mh-,l- dksbkjh] fuxysfdvm ;wfk] gkm Vw jhm VsDLV cqd~l Vw bizwo ;ksj xzsm~l] esd eyvhfiyds'ku bth] n bvªsflvx,.m vesftx oymz vkwq bulsdv~l] bz&yæux] yæux Vw fyo Vqxsnj] vkfn 'kkfey gsa es vk'kk djrk gw fd bl if=dk es 'kkfey ys[kks ls vkidks i<+us dk vkun feysxk vksj vfèkd i<+us dh izsj.kk feysxha eq>s izluurk gs fd vki,uvkbzvks,l ifjokj ds vx cu x, gs] tks fd ns'k es eqdr,o nwjlfk f'k{kk dk,d izeq[k llfkku gsa es vki lcds mttoy Hkfo"; vksj thou es lqyrk dh dkeuk djrk gw A ¼flrk'kq 'ks[kj tsuk½ vè;{k],uvkbzvks,l ii

5 tuojh&twu 2010 eqdr f'k{kk fo"k; & 1- le`) tso fofo/krk okyk ns'k&hkkjr uouhr dqekj xqirk 1 2- i;kzoj.k ds izfr lpsr Fks gekjs iwozt MkW- nhid dksgyh 8 3- ekuorkoknh oskkfud jkwcvz ckw;y MkW- ih-ds- eq[kthz ijh{kk es lqyrk dk ojnku ik, vkj-,u- dsov ty dks tgjhyk u cuk;s fotu dqekj ik.ms; if{k;ks dk izokl euh"k eksgu xksjs Mh-,l- dksbkjh ds fopkj %,d 'ksf{kd Økfr MkW- nsosunz flg izkphu Hkkjr es yksgk,o blikr MkW- lqjs'k punz HkkfV;k jx&fcjxh frrfy;ks dk llkj vkhkkl eq[kthz misf{kr fd'kksj oxz 'kf'k/kj [kk fgunh dh orzeku flfkfr % jk"vªh; ifjizs{; MkW- bunw ohjsunzk How to Red Text Books to Improve Your Grdes Dr. Sushm Suri Mke Multipliction Esy with Npier Strips Dr. Bhupendr Pndy Peeth The Interesting nd Amzing World of Insects I : Honeybees Dr. Debjni Dey Drink Sfe Milk for Helth Dr. J.L. Agrwl Shre the Inititives to Reduce Crbon Footprints nd Globl Wrming Dr. Hrender Rj Gutm Importnce of Eduction A.K. Khnn E-Lerning : New Mntr for Distnce Eduction Dr. R.Sivkumr Ecologicl Security through Efficient Weed Mngement Dr. K.K. Ydv Beyond the Brrier Utpl Mukhopdhyy Lerning to Live Together in the 21st Century Dr. Nresh Kumr Schdev 80 Reders' Mil 86 Success Story 88 DISCLAIMER The fcts nd figures stted, conclusions reched nd the views expressed in the rticles re tht of uthors nd the Ntionl Institute of Open Schooling is in no wy responsible for their views. iii

6 eqdr f'k{kk tuojh&twu 2010 liknu Bord,l-,l- tsuk] v/;{k],uvkbzvks,l % eq[; l iknd S.S. Jen, Chirmn, NIOS : Chief Editor th-th- ldlsuk] ¼vkbZ,,l½] lfpo],uvkbzvks,l % lnl; G.G. Sxen, (IAS), Secretry, NIOS : Member funs'kd] 'ksf{kd fohkkx % ijke'kznkrk liknd Director, Acdemic Deprtment : Consulting Editor lh- /kk:eu] funs'kd] ewy;kdu fohkkx % lnl; C. Dhrumn, Director, Deprtment of Evlution : Member lqf"erk fe=kk] funs'kd] fo- l- ls- fohkkx % lnl; Sushmit Mitr, Director, Deprtment of Student Support Services : Member ds- ih- oklfud] funs'kd] O;kolkf;d f'k{kk fohkkx % lnl; K. P. Wsnik, Director, Deprtment of Voctionl Eduction : Member vkj- ds- vk;z] l;qä funs'kd] ehfm;k % lnl; R.K. Ary, Joint Director, Medi : Member xksik fc'okl] mifuns'kd ¼'kSf{kd½ % lnl; Gop Bisws, Dy. Director (Acdemic) : Member ckyñ".k jk;] 'ksf{kd vf/kdkjh % lnl; Blkrishn Ri, Acdemic Officer : Member xksjh fnokdj] tu lidz vf/kdkjh % lnl; Gowri Diwker, Public Reltion Officer : Member,l-,l- lk xy] iwoz funs'kd],uvkbzvks,l] izhkkjh vkj,.m Mh lsy % lnl; S.S. Sngl, Former Director, NIOS, I/C R&D Cell : Member lr; ukjk;.k],l-bz-vks-] vks-,y-,e-@,u-lh-vks-,l- % liknd Sty Nrin, SEO, OLM/NCOS : Editor D.N. Upreti, Publiction Officer Rm Prsd, Executive Assistnt Prveen, Executive Officer Dhrmnnd Joshi, Executive Assistnt lgk;rk/assistnce Typesetting by: Grphic & Dt Systems iv

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8 Open eqdr f'k{kk Lerning Jnury-June tuojh&twu 2010 Ntionl Institute of Open Schooling (NIOS) Wht is NIOS? NIOS is n Open School to cter to the needs of heterogeneous group of lerners up to pre-degree level. Jt ws strted s project with in-built flexibilities by the Centrl Bord of Secondry Eduction (CBSE) in In 1986, the Ntionl Policy on Eduction suggested strengthening of Open School System for extending open lerning fcilities in phsed mnner t secondry level ll over the country s n independent system with its own curriculum nd exmintion leding to certifiction. Consequently, the Ministry of Humn Resource Development (MHRD), Government of Indi set up the Ntionl Open School (NOS) in November The pilot project of CBSE on Open School ws mlgmted with NOS. Through Resolution (No. F.5-24/90 Sch.3 dted 14 September 1990 published in the Gzette of Indi on 20 October 1990), the Ntionl Open School (NOS) ws vested with the uthority to register, exmine nd certify students registered with it up to pre-degree level courses. In July 2002, the Ministry of Humn Resource Development mended the nomenclture of the orgnistion from the Ntionl Open School (NOS) to the Ntionl Institute of Open Schooling (NIOS) with mission to provide relevnt continuing eduction t school stge, up to pre-degree level through Open Lerning system to prioritized client groups s n lterntive to forml system, in pursunce of the normtive ntionl policy documents nd in response to the need ssessments of the people, nd through it to mke its shre of contribution: to universlistion of eduction, to greter equity nd justice in society, nd to the evolution of lerning society. Vision The Ntionl Institute of Open Schooling, with interntionl recognition nd presence, provides ccess to sustinble nd lerner-centric qulity school eduction, skill upgrdtion nd trining through open nd distnce lerning nd ensures convergence of open schooling orgniztions, resulting in n inclusive lerning society, humn resource development, ntionl integrtion nd globl understnding. vi

9 tuojh&twu 2010 eqdr f'k{kk Open Lerning Jnury-June 2010 Ntionl Institute of Open Schooling (NIOS) Why Open Schooling? The emergence of Open nd Distnce Lerning (ODL) System hs been nturl nd phenomenl evolution in the history of eductionl development towrds the ltter hlf of the twentieth century. While the conventionl system continues to be the minstrem of eductionl trnsction, it hs its own limittions with regrd to expnsion, ccess, equity nd cost effectiveness. Mjor chllenges tht Indi fces tody in the eductionl ren re: the chllenge of numbers, the chllenge of credibility, nd the chllenge of qulity. The revolution brought bout by the growth of Informtion nd Communiction Technology (ICT) hs gretly fcilitted the expnsion of Open nd Distnce Lerning (ODL) System nd permitted dopting flexible, constructivist, lerner friendly nd multiperspective pproch to teching lerning process which is so essentil for cretivity, leder-ship nd scholrship leding to totl development of humn personlity nd in responding ppropritely to the chllenges identified bove. The Open nd Distnce Eduction is new prdigm with some elements of shift such s: From clssroom to nywhere From techer centric to lerner centric From techer s n instructor to techer s fcilittor From minly orl instructions to technology ided instruction From fixed time to nytime lerning From you lern wht we offer to we offer wht you wnt to lern. From eduction s one time ctivity to eduction s life long ctivity. The concerns for doption of open schooling progrmmes with the objective of providing Eduction to All include: i. to provide eduction to those who re unble to ttend conventionl schools for vriety of socio - economic resons, s well s to those who for similr resons missed opportunities to complete school nd developmentl eduction, ii. to meet the eductionl needs of differently bled children, iii. to provide wider choice of eductionl progrmmes to lerners, iv. to provide sfety net to school drop-outs so tht they do not remin undereducted. Every region nd stte of Indi fces, more or less, the bove mentioned eductionl chllenges. vii

10 tuojh&twu 2010 eqdr f'k{kk vrjkz"vªh; tso&fofo/krk o"kz (Interntionl Yer of Biodiversity le`) tso fofo/krk okyk ns'k&hkkjr uouhr dqekj xqirk gekjh /kjrh jx&fcjxs :iks ls lth gs vksj bldk ;g jx ;gk miflfkr thou ds fofhkuu :iks ds dkj.k vksj Hkh euksgj gks tkrk gsa Hkkfr&Hkkfr ds ism+&iksèks vksj tho&trqvks dh miflfkfr /kjrh dks thounk;h vksj lqnj cukrh gsa bl i`foh ij,d vuqeku ds vuqlkj 55 yk[k Kkr iztkfr;ks es ls vc rd yxhkx 17-5 yk[k iztkfr;ks dks igpkuk tk pqdk gsa ftues ls vfèkdrj dhv gsa ijurq lhkh tho iztkfr;k s dk forj.k iwjh i`foh ij,d tslk ugh gsa jsfxlrku,o cqhzys {ks=ks es tso fofo/krk dh ek=k o"kkz ouks dh rqyuk e s cgqr de gsa dqn {ks=ks tsls izoky fhkfùk {ks=ks e s vlhe tso fofo/krk fo eku gsa i`foh ij ik, tkuh okyh yxhkx 50 izfr'kr iztkfr;k dsoy Hkwfe ds 7 izfr'kr fglls es gh lhfer gsa gkykfd ubz iztkfr;ks dh [kkst yxkrkj tkjh gs vksj cgqr lh iztkfr;ks dh [kkst gksus ds ckotwn Hkh vhkh mugs oskkfud <x ls oxhzñr fd;k tkuk ckdh gsa tso fofo/krk dk LoxZ& Hkkjr Hkkjr fof'k"v Hkw&vkÑfr;ks rfkk fofhkuu tyok;q okyk ns'k gksus ds dkj.k tso fofo/krk dh le`)rk ds fy, vuqdwy LFkku gsa gekjs ns'k es vr;f/kd o"kkz okys LFkku ls ysdj de o"kkz okys jsfxlrku Hkh gsa ;gk vr;r BMs vksj cqz ls <ds igkm+h {ks=] BMs jsfxlrku] leqnz rvh; {ks= vksj nynyh {ks= fo eku gsa ;g lhkh LFkku fofhkuu :iks o xq.kks okys tho&trqvks,o ism+&iksèkks dks vkj; iznku djrs gsa blh dkj.k gekjs ns'k dh fxurh fo'o ds 12 lcls le`) tso fofo/krk okys {ks=ks es dh tkrh gsa Hkkjr ds ikl iwjs fo'o dh Hkwfe dk 2-4 izfr'kr fgllk uouhr dqekj xqirk] fokku izlkj],-185, lsdvj-62, blvhv~;w'kuy,fj;k] uks,mk] m0iz0a fuokl% iqjkuk cl LVSM] ipksj] ftyk jktx<+ ¼C;kojk½ eœizœ

11 eqdr f'k{kk tuojh&twu 2010 gs] ysfdu ;g {ks= dqy tso fofo/krk dk yxhkx 7 ls 8 izfr'kr fglls dks vkj; iznku djrk gsa vhkh rd Hkkjr e s yxhkx 46]000 oulifr iztkfr;ks dh igpku dh tk pqdh gs] ftues ls yxhkx 15]000 Qy&Qwy okys iks/ks] 2]500 czk;ksqkbv] 1000 izdkj ds i.kk±x ¼QuZ½] 1]600 izdkj ds 'ksokd ¼ykbdsu½] 2]300 izdkj ds 'ksoky rfkk 12]500 rjg ds QQw n ik, tkrs gsa bu vkdm+ks ls Kkr gksrk gs fd iwjs fo'o ds 7 izfr'kr fcuk Qwy okyh oulifr;k o 6 izfr'kr Qy&Qwy okys iks/ks Hkkjr es ik, tkrs gsa ou,o i;kzoj.k dh,d fjiksvz ds vuqlkj Hkkjr es yxhkx 77]000 trqvks dh iztkfr;k ikbz tkrh gsa ftues 372 Lru/kkjh iztkfr;k] 1228 izdkj ds i{kh] 428 izdkj ds ljhlì rfkk 204 izdkj ds mhk;pj] 2546 izdkj dh enfy;k rfkk 5000 ls T;knk izkokjpw.kz ;kuh eksyld,o 50]000 ls T;knk dhvks dh iztkfr;k ikbz tkrh gsa LFkkfud iztkfr;ks ls liuu ns'k Hkkjr es feyus okyh vlhe tso fofo/krk ds lc/k es,d egroiw.kz rf; ;g Hkh gs fd ;gk fo eku oulifr;ks vksj tho& trqvks es ls yxhkx 18 izfr'kr LFkkfud ¼,sUMsfed½ iztkfr;k gs ;kuh ;s iztkfr;k dsoy Hkkjr es gh ikbz tkrh gsa :l ds izfl) oulifrfon~ okwohykso us gekjs ns'k es ikbz tkus okyh oulifr iztkfr;ks dks /;ku es j[krs gq, bl {ks= dks ^fgunqlrku ls Vj vkwq vksfjftu vkwq dfyvosvsm IykV~l* dk uke fn;k gsa okwohykso us gh fo'o dks crk;k Fkk] fd 200 ls T;knk [kk fdleks dh Qlys Hkkjr dh gh nsu gsa Hkkjr fo'o ds 25 gkwv LikWV~l ;kuh izpqj tso fofo/krk okys,sls LFkkuks es 'kkfey gs tks tso fofo/krk ds fygkt ls lcls le`) gsa bu 25 gkwv LikWV {ks=ks es ls if'peh?kkv o Jhydk rfkk Hkkjr&cekZ {ks= ¼iwoZ fgeky; {ks=½ dks eq[; 8 gkwv LikWV~l {ks=ks es j[kk x;k gsa Hkkjr dks izkñrokl fofo/krk ¼gSfcVsV MkboflZVh½ ds vk/kkj ij 12 Hkkxks es ¼ck;ksftvksxzkfQdy tksu½ es ckvk x;k gsa blh ds lkfk Hkkjr es 26,sls LFkkfud dsunz fu/kkzfjr fd, x, gs tks vc rd Kkr Qwy okys iks/kks es ls nks&frgkbz iztkfr;ks dk?kj gsa [kk kuu fofo/krk Hkkjr e s mxkbz tkus okyh fofhkuu Qlyks es Hkh vlhe tso fofo/krk ns[kus dks feyrh gsa gekjs ns'k es tks Qlys mxkbz tkrh gs mues ls 66 iztkfr;k o muds txyh lcf/k;ks dh yxhkx 320 iztkfr;ks dk tue LFkku Hkkjr gh gsa vkidks ;g tkudj,d lq[kn vk'p;z vo'; gksxk fd vkt ls yxhkx 50 lky igys rd Hkkjr e s pkoy dh yxhkx 50]000 ls 60]000 fdles mxkbz tkrh FkhA Hkkjr dks pkoy] 2

12 tuojh&twu 2010 eqdr f'k{kk vjgj] vke] gynh] vnjd] xuuk vkfn dh 30]000&50]000 fdleks dh [kkst dk dsunz ekuk tkrk gsa blds vykok xsgw ] nkyks ] uhcw] xuus] vke] vnjd] gynh vkfn dh Qlyks es Hkh ge s dkqh fofo/krk ns[kus dks feyrh gsa bl fofo/krk dk viuk fo'ks"k egro gsa,d gh vukt dh fofhkuu iztkfr;k fhkuu&fhkuu eksleks o LFkkuks ds vuqdwy gksrh gs ftlls gj LFkku ds okrkoj.k ds vuqlkj Qly yh tk ldrh gsa Hkkjr dk ou {ks= Hkkjr dk dqy ou {ks=qy 6]77]088 oxz fdyksehvj gs vksj ;g ns'k ds dqy HkkSxksfyd {ks=qy dk izfr'kr gsa 54]569 oxz fdyksehvj ¼1-66 izfr'kr½ ou {ks= vr;r l?ku ou] 3]32]647 oxz fdyksehvj ¼10-12 izfr'kr½ vkslr?kus ou vksj 2]89]872 oxz fdyksehvj ¼8-82 izfr'kr½ [kqys ou {ks= gsa bles ckn es tqm+s ou {ks= 38]475 oxz fdyksehvj ¼1-17 izfr'kr½ gsa jkt;@dsnz 'kkflr izns'kks es lcls vf/kd ou {ks=qy e/; izns'k es gs tks fd 76]013 oxz fdyksehvj gsa blds ckn v#.kkpy izns'k es 67]777 oxz fdyksehvj ou {ks= gsa osls HkkSxksfyd {ks=qy ds fglkc ls fetksje es ouks dk izfr'kr lokzf/kd gsa fetksje es izfr'kr {ks= ouks ls vkpnkfnr gsa gkykfd ns'k dk vf/kdrj fgllk Åps iozrh; {ks=ks] Xysf'k;jks] [km+h p<+kbz vksj pv~vkuks ls Hkjk gs] bl {ks= ij tyok;q vksj izkñfrd dkj.kks ls o`{k yxkuk lhko ugh gsa 3

13 eqdr f'k{kk tuojh&twu 2010 tso fofo/krk ls Hkjiwj {ks=&dpn oulifr {ks= vksj izoky fhkfùk {ks= dpn oulifr {ks= vksj izoky fhkfùk {ks= egroiw.kz rvh; i;kzoj.kh; llk/ku gs tks fd leqnzh tho iztkfr;ks dks vkj; iznku djrs gsa bu {ks=ks es leqnzh thoks dks thou ds vuqdwy okrkoj.k feyus ds lkfk gh rhoz eksleh cnykoks ls Hkh lqj{kk feyrh gsa egklkxjks es flfkr izoky fhkfùk {ks= vrqy; tso fofo/krk j[krs gsa gkykfd liw.kz i`foh ds yxhkx,d izfr'kr fglls ij gh budk vf/kdkj gs ijurq ;s leqnzh thoks fo'ks"kdj enfy;ks dh 25 izfr'kr iztkfr;ks dk vkj; LFky gsa izoky fhkfùk {ks= es dsdm+s] LVkjfQ'k] >hxs] MkWfYQu] 'kkdz o vusd iztkfr;ks dh enfy;k vksj fofhkuu oulifr;k tsls yky 'ksoky] gjk 'ksoky] Hkwjk 'ksoky,o eksykld feyrs gsa blh izdkj dpn oulifr {ks= enfy;ks o vu; tyh; thoks ds fy, mrre vkokl LFky gsa Hkkjr es dpn oulifr;k fo'o dh yxhkx ikp izfr'kr gs tks fd rvh; jkt;ks vksj dsnz 'kkflr izns'kks es 4445 oxz fdyksehvj {ks= es QSyh gqbz gsa i;kzoj.k e=ky; us mm+hlk es jk"vªh; dpn oulifr vkuqof'kd llk/ku ds nz dh LFkkiuk dh gs rkfd dpn oulifr;ks ds lj{k.k vksj izc/ku dh fn'kk es egroiw.kz dk;z fd;k tk ldsa tso emyh; vkjf{kr {ks= LFkyh; vksj rvh; ikfjflfkfrdh iz.kkyh ds vkuqof'kd fofo/krk cuk, j[kus ds fy, tsoemyh; vkjf{kr {ks= dh LFkkiuk dh xbza bu {ks=ks dks ;wusldks ds ^^ekuo vksj tsoemy dk;zøe** ds rgr vrjkz"vªh; Lrj ij eku;rk feyh gsa tsoemyh; vkjf{kr {ks= dk mn~ns'; tho&trqvks vksj lw{e thoks dh fofo/krk dks cuk, j[kus ds lkfk gh i;kzoj.k ds izfr tuekul es tkx:drk dk izlkj djuk Hkh gsa ns'k es 15 tsoemyh; {ks=ks es ls pkj vkjf{kr {ks= lqnjou ¼if'pe cxky½] euukj dh [kkm+h ¼rfeyukMq½] uhyfxjh ¼rfeyukMq] dsjy vksj dukzvd½ vksj unknsoh ¼mÙkjk[kM½ dks fo'o ds tsoemyh; vkjf{kr {ks=ks es 'kkfey fd;k x;k gsa Hkkjr es thoks ds fy, jf{kr {ks=ks es 513 ou; tho vhk;kj.k] 41 lj{k.k fjto~lz rfkk pkj lkeqnkf;d fjtozl~ 'kkfey gsa Hkkjrh; llñfr es tsofofo/krk izkñfrd i;kzoj.k vksj lklñfrd i;kzoj.k dks,d&nwljs ls vyx ugh fd;k tk ldrk gsa lklñfrd i;kzoj.k ds }kjk ekuo i;kzoj.k ds fofhkuu rroks ls lqe/kqj lc/k cukrk gsa Hkkjrh; llñfr e s lg vflrro dh Hkkouk ij cy nsrs gq, lelr tho&trq],o oulifr;ks ds izfr vknj Hkko O;Dr fd;k tkrk jgk gsa 4

14 tuojh&twu 2010 eqdr f'k{kk Hkkjrh; llñfr es izñfr vksj tso fofoèkrk lj{k.k dh ijijk izkphudky ls jgh gsa xksre cq)] egkohj] jfounzukfk VSXkksj] Lokeh foosdkuun] xk/khth vkfn egkiq#"kks ds fopkjks es izñfr izse vksj thou ds fofoèk :iks ds izfr vknj&hkko ns[kk tk ldrk gsa jk"vªfirk xk/khth izk.khek= dks,d leku ekurs FksA mudk dguk Fkk fd ^^es dsoy ekuo tkfr ds chp gh HkkbZpkjs vfkok mlds lkfk rknkre; dh LFkkiuk ugh djuk pkgwxk] cfyd i`foh ij jsxus okys thoks lfgr lelr izkf.ktxr ds lkfk rknkre; LFkkfir djuk pkgrk gw D;ksfd ge lc,d gh bz'oj dh lrku gsa blfy, thou ftrus :iks es gs] lc ewyr%,d gh gsa** 26 fnlecj ls 31 fnlecj] 2006] dks flfdde es vk;ksftr pksngoh cky fokku dkxzsl ds mn~?kkvu lekjksg es tso fofo/krk dh egùkk ds ckjs es fopkj O;ä djrs gq, rrdkyhu jk"vªifr MkW-,-ih-ts- vcqy dyke us dgk Fkk fd% ^^tso fofo/krk ls ifjiw.kz gekjh /kjrh lnso jpukredrk dk lns'k nsrh gs vksj bl jpukredrk ls ekuo ubz [kkstks ] vkfo"dkjks vksj vuql/kkuks }kjk fodkl ds ekxz ij c<+rk tkrk gsa bl izdkj /kjrh dh lqnj tso fofo/krk dk ekuoh; fodkl ls xgjk lc/k gsa vr% tso fofo/krk lj{k.k ls ekuo u dsoy izñfr dk leeku djrk gs oju~ og Lo; Hkh vius Hkfo"; dks lokjrk gsa** tyok;q ifjorzu ls izhkkfor gksrh tso fofo/krk tyok;q ifjorzu ds dkj.k tso fofo/krk e s lokzf/kd rsth ls ifjorzu gks jgs gsa i`foh xzg ds vkslr rkieku es yxkrkj o`f) tkjh gsa rkieku es gksus okyh o`f) dk izhkko i`foh ds iwjs okrkoj.k ij im+ jgk gs ftlds dkj.k i`foh ij miflfkr thou dks fofhkuu ldvks dk lkeuk djuk im+ jgk gsa fopkj.kh; ckr ;g gs fd tc thou ds fofo/k :iks ds fy, izñfr us bl xzg ij bruh vuqdwy ifjflfkfr;k dk;e dh gs rks fqj ekuo bl xzg ds uktqd lrqyu ls NsM+NkM+ dj D;ks thou ds fofo/k :iks ds fy, [krjk mriuu dj jgk gs\ tyok;q ifjorzu ds dkj.k vusd tho /kjrh ls foyqir gks ldrs gs A tyok;q ifjorzu ij xfbr vrj&ljdkjh isuy ¼vkbZihlhlh½ ds vuqlkj ;fn izñfr ds nksgu dh gkyr ;gh cuh jgh rks lu~ 2100 rd rkieku es Ms<+ ls Ng izfr'kr rd o`f) gks ldrh gsa ftlds dkj.k ou; i'kqvks vksj oulifr;ks dh djhc 12]000 iztkfr;k ns[krs gh ns[krs [kre gks tk,xha,d vuqeku ds vuqlkj ;fn lnh ds vr rd rkieku 1-5 ls 2-7 fmxzh lsfyl;l rd c<+ tkrk gs] rks iks/kks vksj thoks dh djhc 20 ls 30 izfr'kr iztkfr;k ges'kk ds fy, foyqir gksus dh gkyr es igqp tk,xha osls tso fofo/krk ekuoh; xfrfof/k;ks ls Hkh izhkkfor gks jgh gsa vr;f/kd vks ksxhdj.k dk ifj.kke iznw"k.k ds :i es lkeus vk;k gsa iznwf"kr i;kzoj.k] ;gk rd fd i;kzoj.k es cnyko] fdlh Hkh,slh iztkfr ds thou ds fy, [krjk isnk dj nsrk gs tks blds vuqdwy [kqn dks ugh <ky ikrh gsa igys gh cgqr lh iztkfr;k ¼tSls MksMks½ ges'kk ds fy, foyqir gks pqdh gsa cgqr lh vu; iztkfr;k foyqir gksus dh dxkj ij [km+h gsa foyqirrk og flfkfr gs tc fdlh iztkfr fo'ks"k dk dksbz Hkh lnl; u cpk gksa,d ckj foyqir gks tkus ds ckn fdlh iztkfr dks okil ykus dk dksbz jklrk ugh gsa lqsn ck?k] fx)] ck?k,o MkfYQu tslh lokzf/kd ldvxzlr iztkfr;ks dh vksj ges rqjur /;ku nsus dh vko';drk gs rkfd bu thoks dks cpk;k tk ldsa vos/k f'kdkj ds dkj.k eksj] ck?k] fgj.k] Hkkyq] xsms o 'ksj tsls thoks dk vflrro [krjs es gsa 5

15 eqdr f'k{kk tuojh&twu 2010 tgk eksji[kks ds dkj.k gj lky gtkjks eksjks dks ekj fn;k tkrk gs ogh dlrwjh e`x ds fy, dlrwjh e`xks dk vos/k f'kdkj fd;k tkrk gsa ;gh ugh fofhkuu izdkj dh Hkzkfr;ks ds pyrs myywvks] ck?kks,o xsmks tsls vusd thoks dks egt blfy, ekj fn;k tkrk gs rkfd muds vxks ls cuh vks"kf/k;ks ds lsou ls LokLF; o lifùk dh izkfir gks ldsa lekt ls tc rd,sls vèkfo'okl fev ugh tkrs rc rd tso fofo/krk lj{k.k lc/kh dksbz Hkh vfhk;ku lqy ugh gks ldrka blds fy, lekt es tkx:drk dh vko';drk gs rkfd tuekul v/kfo'oklks o #f<+;ks ls Åij mbdj tso fofo/krk ds egro dks le> ldsa tso fofo/krk lj{k.k ds fy, iz;kljr ljdkjh llfkk, Hkkjr es izkñfrd llk/ku ds losz{k.k vksj vuos"k.k ds fy, 16 Qjojh] 1890 dks ^^Hkkjrh; oulifr losz** ¼cksVsfudy los Z vkwq bfm;k ;k ch,lvkbz½ dh LFkkiuk dh xbz FkhA Lor=rk ds ckn bldk iquxzbu fd;k x;k vksj vc ;g llfkk nqyzhk vksj foyqir gks jgh oulifr iztkfr;ks dks lwphc) djus] lj{k.k dh j.kuhfr cukus vksj detksj ikfjflfkfrdh iz.kkyh] vhk;kj.;ks] jk"vªh; ikdks± vksj tsoemyh; vkjf{kr {ks=ks dk v/;;u djus o tso fofo/krk dk nlrkosthdj.k djus ls lcf/kr dk;z dj jgh gsa blh izdkj 1916 es Hkkjrh; izk.kh fokku losz{k.k ¼tsM,lvkbZ½ dh LFkkiuk dh xbz tks ns'k dh le`) trq fofo/krk ds v/;;u,o nlrkosthdj.k ls lcf/kr dk;z djrk gsa tso fofo/krk ls lcf/kr ns'k dh,d vu; izeq[k llfkk ^^Hkkjrh; ou losz{k.k] nsgjknwu** gs tks ns'k ds ou {ks=ks vksj ou llk/kuks ls lcf/kr lwpuk vksj vkdm+ks dks,d= djrh gsa bldh LFkkiuk 1 twu] 1981 dks dh xbz FkhA tso fofo/krk lj{k.k ds fy, iz;kl tso fofo/krk ds vkffkzd] lkekftd vksj lklñfrd egro rfkk i;kzoj.k ds lkfk mldh fudvrk dks /;ku es j[krs gq, tso fofo/krk lj{k.k ds fy, iz;kl rst gks x, gsa blh ifjizs{; es l;qdr jk"vª l?k }kjk o"kz 2010 dks vrjkz"vªh; tso fofo/krk o"kz ds :i es euk;k tk jgk gsa gekjs ns'k es tso fofo/krk lj{k.k dh fn'kk es lkfkzd dne mbk, tk jgs gsa gekjs ns'k es 61 fofhkuu yqirizk; iztkfr;ks ds lj{k.k ds fy,] Hkkjrh; izk.kh m kuks es lhkkfor ljf{kr iztuu igpku dk;zøe dh :ijs[kk cukbz tk jgh gsa ftlds vrxzr vkjfhkd pj.k es fx)ks ] is fvm :Q dnq,] fcyfkl VªSxksiu] gewel Qhts V rfkk ixksfyu thoks ds fy, ljf{kr iztuu ds nzks dh LFkkiuk dh xbz gsa blds vykok dqn fo'ks"k thoks ds fy, O;kid :i ls dk;z ;kstuk py jgh gs tsls fd lu~ 1973 ls ck?k ifj;kstuk vkjhk dh xbz gs tks ck?kks ds lj{k.k ls lcf/kr gsa gkykfd vc bldh lqyrk dks ysdj loky mb jgs gsa ns'k es dpn oulifr;ks 6

16 tuojh&twu 2010 eqdr f'k{kk vksj izoky fhkfùk;ks ds lj{k.k,o izc/ku dh fn'kk es lkfkzd dne mbk, x, gsa i;kzoj.k ¼lj{k.k½ vf/kfu;e ¼1986½ ds vrxzr rvh; fofu;eu tksu vf/klwpuk ¼1991½ es dpn oulifr;ks rfkk izoky fhkfùk;ks dks ikfjflfkfrdh; :i ls losnu'khy {ks= ds :i e s eku;rk nh xbz gsa bu {ks=ks ds folrkj ds fy, ljdkj us 38 dpn oulifr {ks=ks rfkk pkj izoky fhkfùk {ks=ks ds O;kid lj{k.k ds fy, fo'ks"k igy dh gsa tso fofo/krk dks cuk, j[kus ds fy, ljdkj ds lkfk&lkfk ukxfjdks dks Hkh vkxs vkuk gksxka thou ds gj :i dks cpkus ds fy, ge s ltx vksj lpsr jguk gksxka ges ou; izkf.k;ks ds f'kdkj dks jksduk gksxk vksj mu igyqvks ij Hkh /;ku nsuk gksxk ftuds pyrs ou; izkf.k;ks dk f'kdkj fd;k tkrk gsa ou; izkf.k;ks ds vxks ds vks"kf/k; :i es mi;ksx djus lc/kh lhkh Hkzkfr;ks vksj v/kfo'oklks ds izfr lekt dks tkx:d gksuk gksxk rhkh,sls?k`f.kr dk;z #ds xsa thou ds gj :i dk leeku dj gh ge bl i`foh dk thounk;h vksj lqnj xzg dk ntkz cjdjkj j[k ik,xsa lnhkz% 1- Hkkjr 2009] izdk'ku fohkkx] fokku izlkj] vkbz,lch,u u A 2- Xykscy okfe±x dk lek/kku% xk/khxhjh] uouhr dqekj xqirk] QykSnh izdk'ku] vkbz,lch,u u A 3- lr; ds iz;ksx],e-ds-xk/kh] uothou izdk'ku efnj] vgenkckna 4- Mªhe 2047 ekfld if=kdk] fokku izlkj] uks;mka Hkkjr ds jk"vªh; izrhd jk"vªh; izrhd fgunh uke oskkfud uke Hkkjr dk jk"vªh; Qwy dey usyxks U;wflisjk xkvzu Hkkjr dk jk"vªh; Qy vke esfufxqsjk bfmdk Hkkjr dk jk"vªh; o`{k cjxn Qkbdl cs?kkys fll Hkkjr dk jk"vªh; i{kh eksj ikoks følvsvl Hkkjr dk jk"vªh; i'kq ck?k isfkjk Vkbfxzl&fyUuk;l 7

17 eqdr f'k{kk tuojh&twu 2010 i;kzoj.k ds izfr lpsr Fks gekjs iwozt MkW- nhid dksgyh ftl i;kzoj.k dh lel;k ls vkt lkjk fo'o vkøkr gs] mls euq"; us Lo; isnk fd;k gsa lelr llkj i;kzoj.k dh egùkk ls Hkys gh vkt ifjfpr gqvk gks] ij Hkkjr ds fy, ;g dksbz u;k fo"k; ugh gsa izkphu Hkkjrh; euhf"k;ks dks i;kzoj.k iz.kkyh dk iw.kz Kku FkkA i;kzoj.k lrqyu dh ppkz Hkkjrh; llñfr ds izkphure osfnd lkfgr; es Hkh dh x;h gsa gekjs _f"k i`foh ij izñfr dks thounkf;uh ekurs FksA os izñfr dks lq"kek vksj link dk lzksr le>rs Fks vksj mles nsoh 'kfdr ds Lo:i dks fugkjrs FksA euq"; dks izñfr ds vfhkuu vx ekuus okys mu _f"k&eqfu;ks dks ;g Hkyh&Hkkfr ekywe Fkk fd tm+ txr ¼i`Foh] ufn;k] iozr vkfn½ vksj psru txr ¼i'kq] i{kh] ou½ ds ikjlifjd lketl; ls gh i;kzoj.k lrqfyr jgrk gsa os ;g Hkh tkurs Fks fd i;kzoj.k ds fy, fdlh,d vx es O;k?kkr gksus ls mldk ifj.kkeh pø lewph iz.kkyh dks izhkkfor dj ldrk gsa blfy, mugks us pjkpj txr ds izfr lnk'k;rk] n;k rfkk izse dh Hkkouk ij cy fn;k Fkk] vfkkzr ft;ks vksj nwljks dks thus nksa osfnd e=ks ds ek/;e ls euq"; dks f'k{kk nh x;h gs fd og i'kq&if{k;ks dks vius ls gs; u le>s vksj ufn;ks] iozrks] o`{kks vksj izñfr ds vu; vxks es nsoh; 'kfdr ds n'kzu djsa mùkqx f'k[kjks] gjh&hkjh okfn;ks] dy&dy fuukn djrs >juks ] izokfgr ufn;ks ] mozj [ksrks ] vlhe leink ds lzksr dgs tkus okys ouks] euq";ks vksj i'kq&if{k;ks dks j{kk iznku djus okyh ;g i`foh gekjh ek gs vksj ge blds iq= gsa iozrks ds izfr gekjs iwoztks dh n`f"v fdruh leekuiw.kz Fkh] bldk lokszùke mnkgj.k ges dkfynkl ds ^dqekj lhkoe~* ls izkir gksrk gs] tgk fgeky; dks nsokrek vksj i`foh dks ekun.m dgdj mldh izfr"bk O;Dr dh xbz gs%& ^^vl;qùkjl;k fnf'k nsokrek fgeky;ks uke uxkf/kjkt%a iwokzijks rks;fuf/k oxkº; flfkr% i`ffko;ke~ bo ekun.m%aa** MkW- nhid dksgyh] 5/104] foiqy [km] xkserh uxj] y[kuå&226010, ¼m0iz0½ 8

18 tuojh&twu 2010 eqdr f'k{kk ufn;ks dk ve`r tslk ty ihdj gh ge thou /kkj.k djrs gsa mues Luku djds ge ifo= gksrs gsa blfy, dgk x;k gs%& ^^xxs p ;equs pso xksnkofj ljlofra uezns] flu/kq] dkosjh tysnfleku llfuuf/k dq#aa** fooj.k feyrk gsa egkhkkjr ds ^Hkh"e ioz* e s mugs ^^lozdkedyk% o`{kk%* vfkkzr~ lhkh izdkj ds euksjfkks dks iwjk djus okyk o`{k dgk x;k gsa blh izdkj o`{kks ds izfr Hkh cm+k leekutud O;ogkj djus dk mins'k gekjs /kkfezd xzufkks e s fn;k x;k gsa ^'osrk'osrj mifu"kn~* es o`{kks dks lk{kkr czã ds leku le>k x;k gsa ^vfkozosn* es ihiy ds o`{k dks nsolnu dgk x;k gs% ^v'orfk% nsolnu%* ^LdUn iqjk.k* es lhkh o`{kks es fo".kq dk okl crk;k x;k gs% ^,dks gfj% ldy o`{kxrks fohkkfra* tkrd dfkkvks es o`{k nsorkvks ds myys[k ckj&ckj vk;s gsa :D[kyr vfkkzr~ o`{k&;k=kvks vksj o`{k&egksrloks ds euksgj fooj.k tsu rfkk cks) lkfgr;ks es Hkjs im+ s gs A funkudfkk tkrd ds vuqlkj ril;kyhu xksre cq) dks o`{k dh 'khry Nk;k es gh Kku izkir gqvka egkhkkjr rfkk jkek;.k es Hkh dyio`{k dk ftu o`{kks dh ifùk;ks] Qyks] Qwyks] Nkyks vksj ydfm+;ks ij gekjk thou fuhkzj gs] ftuds jx&fcjxs Qwy] ehbs Qy] 'khry Nk;k] iq"iks ls lqxfu/kr c;kj gekjh Fkdku nwj djrh gs] gekjh {kq/kk fevkrh gs] ftuls ges fofo/k Ükzxkj&lkexzh vksj vks"kf/k;k feyrh gs vksj ftuls ges o"kkz dk ty feyrk gs],sls o`{kks ds izfr gekjh Hkkouk, J)kiw.kZ vksj /kkj.kk, ifo= D;ks u gks! Hkkjr es o`{k&iwtk dh ijeijk ds lk{; ges flu/kq &?kkvh dh lh;rk ls gh feyus yxrs gsa ;gk ls izkir gtkjks eqnzkvks ij o`{k&iwtk ds n`'; vfdr ik;s x;s gsa eks;z ;qxhu Jh pøks ij Hkh l?ku o`{kks ls f?kjh Jhy{eh dk vdu feyk gsa xksre cq) dks v'orfk o`{k ds uhps cks/k ¼Kku½ izkir gqvk FkkA rc ls cks) /kez es ml o`{k dks cksf/ko`{k vfkkzr Kkuo`{k ds :i es eku;rk izkir gsa cksf/ko`{k dh iwtk ds n`'; Hkkjrh; dyk es cgqfof/k mdsjs x;s gsa cks/k x;k] lkph] efkqjk] vejkorh vkfn fohkuu LFkkuks ij ik;h x;h 'k qx&dq"kk.k dyk es buds vdu fn[kkbz nsrs gsa o`{kkjksi.k ds izpkj&izlkj ds fufeùk izkphu Hkkjrh; euhf"k;ks us o`{kks ds ukuk izdkj ds ykhk crk;s gsa 9

19 eqdr f'k{kk tuojh&twu 2010 ^fo".kq /kezlw=* ds vuqlkj bl tue es yxk;s x;s o`{k vxys tue es lrku ds :i es feyrs gs%& ^o`{kkjksif;rqoz`{kk% ijyksds iq=k% HkofUrA* ^okjkg iqjk.k* es dgk x;k gs fd tks ihiy] uhe ;k cjxn dk,d] vukj ;k ukjxh ds nks] vke ds ikp vksj vu; yrkvks ds nl o`{k yxkrs gs] os dhkh ujd es ugh tkrs%& ^^v'orfkesd fipqfeunesd U;xzks/kesd n'kiq"itkrh%a }s}s rfkk nkfme ekrqyxs ipkezjksih ujd u ;kfraa** rqylh ds vks"k/kh; xq.k lozfofnr gsa rhkh dgk x;k gs fd ftl?kj es rqylh dh fur; iwtk gksrh gs] ml?kj es ;enwr dhkh ugh vkrs gs%& ^^rqylh ;L; Hkous izo;g ifjiwt;rsa rnx`g uksilizfur dnkfpr ;efddjk%aa uhfrk pk.kd;,d Qys&Qwys o`{k dks,d lqy{k.k lrku ds leku crkrs gsa os dgrs gs fd lqunj vksj lqxfu/kr iq"i okys vdsys o`{k ls Hkh lkjk ou mlh rjg lqokflr gks mbrk gs] tsls vdsys lqiq= ls dqy%& ^^,dsuk fi lqo`{ks.k iqf"irsu lqxfu/kuka okflr L;kn ou losz lqiq=s.k dqy ;FkkAA** izkphu Hkkjr es tgk o`{kkjksi.k dks ykhknk;d vksj iq.;dez crk;k x;k gs] ogh o`{k dks dkvuk oftzr vksj iki Bgjk;k x;k gsa ^egkhkkjr* es o`{k dh ifùk;ks rd dks rksm+uk oftzr ekuk x;k gsa ^fo".kq /kezlw=*] ^LdUn iqjk.k* rfkk ^;kkoyd; Le`fr* es o`{k ds dkvus dks vijk/k crk;k x;k gs vksj mlds fy, jktk }kjk n.m dk izko/kku FkkA /kjrh] iozr] unh rfkk o`{k vkfn ds fy, bl izdkj dh ekuoh; losnu'khy Hkkoukvks dk mnzsd djus ds ihns ewyr% i;kzoj.k lj{k.k dk gh Hkko fufgr FkkA /kez&v/kez vksj iki&iq.; tslh eku;rkvks ds ek/;e ls os i;kzoj.k dh lqj{kk ds fy, lkekftd psruk txkuk pkgrs Fks vksj bles os iw.kz:i ls lqy Hkh gq, FksA fdurq] orzeku ;qx es euq"; }kjk izñfr ij vfèkdkj tekus rfkk mldk nq#i;ksx djus dh izo`fùk gh?kkrd fl) gqbz gsa izkphu euhf"k;ks us bldh otzuk dh FkhA mugks us i`foh] vkdk'k rfkk vrfj{k es loz= 'kkfur dh dkeuk dh Fkh%& ^^vkse 'kkfur% vrfj{k 'kkfur% i`foh 'kkfur% jki% 'kkfurjks"k/k;% 'kkfur% oulir;% 'kkfur% fo'osnsok% 'kkfur% czzg~ek 'kkfur% losz 'kkfur% 'kkfurjso 'kkfur% lkek 'kkfurjsf/k%^^ vkt fqj ls oslh gh eku;rkvks dh vko';drk gsa i;kzoj.k iznw"k.k ls ekuo lh;rk dh lqj{kk ds fy, ges vius iwoztks ds fopkjks ij /;ku nsuk gksxk vksj rnuqdwy vkpj.k djuk gksxka rhkh gekjk vksj ekuo tkfr dk dy;k.k lehko gsa ^^yksdr=k dh dke;kch ds fy, izr;sd iq#"k ;k efgyk }kjk viuh fteesnkjh le>uk vr;r vko';d gsa ;gh ipk;rh jkt dk Hkh vk/kkj gsa** egkrek xk/kh "Democrcy requires everyone, mn or womn, to relize his or her responsibility. This is wht is ment by Pnchyt Rj." Mhtm Gndhi 10

20 s tuojh&twu 2010 eqdr f'k{kk ekuorkoknh oskkfud jkwcvz ckw;y MkW- ih-ds- eq[kthz vkius ckw;y ds fu;e ds ckjs es t:j i<+k gksxka bl fu;e ds vuqlkj flfkj rkieku ij xsl dk vk;ru ml ij yxk, x, nkc dk O;qRØekuqikrh gksrk gs( ;kuh nkc c<+kus ij vk;ru?kvrk gs vksj blh rjg vk;ru c<+kus ij nkc?kvrk gsa blh fu;e dks,d nwljs :i e s Hkh O;Dr fd;k tkrk gs% fdlh fuf'pr rkieku ij xsl ds nkc ¼P½ rfkk vk;ru ¼V½ dk xq.kuqy,d flfkj jkf'k ¼K½ gksrh gs ¼PV = K½A xsl ds bl fu;e dks nsus okys oskkfud dk uke jkwcvz ckw;y FkkA mugks us ;kf=dh] fpfdrlk fokku rfkk nzoxfrdh ds {ks=ks es Hkh egroiw.kz dk;z fd,a jkwcvz gqd ds lg;ksx ls cuk, x,,d fuokzr ii ij Hkh mugk sus vusd iz;ksx fd,a mugks us lcls igys XkSyhfy;ks ds bl fl)kr dh iqf"v dh fd fuokzr e s gydh vksj Hkkjh lhkh olrq,,d lkfk gh /kjrh ij vkdj fxjrh gsa jkwcvz ckw;y dk tue 25 tuojh 1627 dks vk;jysm es eqlvj flfkr fyleksj dsly es gqvk FkkA vius ekrk&firk dh inzg lrkuks es og pksngoh lrku rfkk muds lkros iq= FksA jkwcvz ds iwozt bxysm ds dkwdz uked LFkku es jgus okys leiuu tkxhjnkj FksA jkwcvz ds firk fjpmz ckw;y] tks igys ^vyz vkwq dkwdz* ds uke ls tkus tkrs Fks] us dsfeczt es f'k{kk ikbz FkhA dkqh /kuh gksus ds dkj.k mugs ^egku vyz* ds uke ls Hkh tkuk tkrk FkkA lu~ 1588 es 22 o"kz dh vk;q es bxysm NksM+dj fjpmz vk;jysm pys vk, FksA jkwcvz ckw;y dh ekrk dsfkjhu Qs Vu muds firk fjpmz dh nwljh iruh FkhA fjpmz dh igyh iruh dk fu/ku mudh igyh lrku ds tue ds,d o"kz ds Hkhrj gh gks x;k FkkA jkwcvz ds tue fnu dh rhljh lkyfxjg ds dqn g rks ckn gh,d f'k'kq dks tue nsrs le; mudh ekrk dsfkjhu dk Hkh nsgkr gks x;ka cpiu ls gh jkwcvz lqdksey] eǹqhkk"kh vksj n;kyq FksA 'kq: e s mug Ldwy ugh Hkstk x;k FkkA?kj ij gh mudh f'k{kk&nh{kk gqbza ysfdu vkb o"kz dh vk;q es vius HkkbZ ds lkfk jkwcvz dks,wvu i<+us ds fy, Hkst fn;k x;ka jkwcvz vius HkkbZ ds lkfk,wvu ds gsmeklvj tkwu gsfjlu ds?kj es jgsa mu fnuks izfrf"br,o izhkko'kkyh yksxks ds cpps gh,wvu es i<+us ds fy, tk;k djrs FksA gsfjlu ls jkwcvz dks i<+us&fy[kus dh vpnh iz sj.kk feyha,wvu es jkwcvz dk i<+us es bruk eu jek fd [ksyuk&dwnuk rd mugs odr dh cckznh yxus yxka jkwcvz vius HkkbZ ds lkfk,wvu es djhc pkj o"kz jgsa lu~ 1638 es,wvu NksM+us ds ckn vojx;w ds jgus okys vkbtsd ekdkszecl dks jkwcvz dk futh f'k{kd fu;qdr fd;k x;ka mugs vius HkkbZ Ýkfll rfkk vius f'k{kd ds lkfk Ýkl vksj bvyh dh ych ;k=k dks Hkst fn;k x;ka bvyh vkdj jkwcvz us mugh fnuks fnoxr gq, xsyhfy;ks ds dk;z dk v/;;u fd;ka jkwcvz dqn le; rd tsusok es Hkh jgsa tsusok fuokl muds thou dk egroiw.kz dky jgka muds ;gk jgrs gq,,d os qr rwqku vk;k ftlls MkW- ih-ds- eq[kthz] 43] ns'kc/kq lkslkbvh] 15] ivim+xt] fnyyh&

21 eqdr f'k{kk tuojh&twu 2010 tku&eky dks Hkkjh {kfr igqpha rwqku ds Hk;kud] ân;fonkjd ifj.kke dks ns[kdj jkwcvz ckw;y ds ân; dks xgjk >Vdk yxka ysfdu bls,d nsoh izdksi le> vius eu dks mugks us lkrouk nha bl gknls ls Hkkjh uqdlku rks gqvk Fkk ysfdu lc dqn efv;kesv gksus ls cp x;k FkkA bl?kvuk us bz'oj ds izfr muds eu es xgjh vklfkk mriuu dha jkwcvz tc vius HkkbZ ds lkfk,wvu es i<+ jgs Fks mlh nksjku muds firk us MksjisVlk;j es,d ubz tkxhj cuk yh Fkh ftldk uke LVkWyfczt FkkA tc og vius f'k{kd ekdkszecl vksj HkkbZ Ýkfll ds lkfk bvyh vksj Ýkl dh ;k=k es Fks mlh nksjku 1642 es vk;jysm es fonzksg fnm+ka blds pyrs jkwcvz ds firk dks vk;fjl fonzksfg;ks ds lkfk ;q) es mrjuk im+ka blh ;q) ds dkj.k flrcj 1643 es muds firk dh e`r;q gks xbza firk dh e`r;q ds ckn jkwcvz gh LVkWyfczt dh tkxhj ds mùkjkf/kdkjh cus ysfdu mugs LVkWyfczt vkdj ogk jgus vksj tkxhj dks lhkkyus e s FkksM+k odr yx x;ka lu~ 1643 ds e/; es jkwckvz bxysm pys x,a blds fy, mugs vius dqn tsojkr cspus im+ sa bxys M es mudh Hks V lseq,y gkvzfyt ls gqbza f'k{kk ds ek/;e ls lseq,y lekt lsok vksj /kez izpkj dk dk;z djuk pkgrs FksA tsusok fuokl ds nksjku jkwcvz ij vius f'k{kd ekdks ZEcl dk dqn dtz Hkh p<+ x;k FkkA bl dtz dks pqdkus ds fy, mugs Ýkl dh ;k=k ij fudyuk im+ka lu~ 1645 es gh jkwcvz LVkWyfczt yksv ik,a ;gk mugksus fpfdrlk fokku] izkñfrd n'kzu vksj Ñf"k dk;z vkfn fofhkuu fo"k;ks dk vè;;u fd;ka bl v/;;u ls jlk;u fokku es mudh fo'ks"k #fp tkx`r gqbz vksj mugksus jlk;u lc/kh dqn iz;ksx Hkh fd,a bu iz;ksxks es,ydseh ;kuh dhfe;kxjh lc/kh dqn iz;ksx Hkh 'kkfey FksA bu iz;ksxks ds fy,,d HkV~Vh dh mugs vko';drk FkhA ysfdu O;kikfjd xfrfofèk;ks ls dvs gksus ds dkj.k LVkWyfczt es mugs dksbz HkV~Vh miyc/k u gks ldha blfy, mugksus ckgj ls,d HkV~Vh exokbza ysfdu bls fomcuk dfg, fd muds ikl igqpus rd og HkV~Vh iwjh rjg VwV pqdh FkhA tks Hkh gks] u, fljs ls dksf'k'k dj mugksus,d HkV~Vh tqvkbz vksj ml ij dhfe;kxjh lc/kh vius iz;ksx vtke fn,a ;s iz;ksx /ku&nksyu dekus ds fy, ugh cfyd izñfr vksj bz'oj ds ckjs es vf/kd tkudkjh gkfly djus ds fy, gh mugksus fd, FksA lu~ 1654 e s jkwcvz vkwdlqksmz pys x,a ;gh ij mugksus xslks ds xq.kks dk v/;;u fd;k vksj vusd egroiw.kz iz;ksx Hkh fd,a lu~ 1662 es mugksus viuk izfl) fu;e fn;k ftls ^ckw;y ds fu;e* ls tkuk tkrk gs vksj ftldk myys[k bl ys[k ds 'kq: es ge dj pqds gsa jkwcvz us vusd iqlrds Hkh fy[kh FkhA mudh lcls egroiw.kz Ñfr Fkh ^n LdsifVdy dsfelv*a bl iqlrd dk izdk'ku 1661 es gqvk FkkA bles ckw;y us ^rro* dks ifjhkkf"kr fd;k FkkA jkwcvz,d ekuorkoknh oskkfud FksA muds eu es ekuork ds mrfkku ds izfr,d xgjh vklfkk FkhA csgrj rjhdks vksj izfø;kvks dh [kkst }kjk og yksxks ds thou dks lq/kkjuk pkgrs FksA ;gh dkj.k Fkk fd [ksrh ds rjhdks es lqèkkj] vks"kf/k;ks,o fpfdrlh; izfø;kvks es lq/kkj ykus es mudh xgjh #fp FkhA OkSD;we isdsftx }kjk [kk ks ds lj{k.k rfkk leqnz ds [kkjs ikuh dks vklou ¼fMfLVys'ku½ }kjk LoPN ty es cnyus dh ifj;kstukvks ds lkfk Hkh og vrjx :i ls tqm+s FksA /kkfezd n`f"v vksj bz'oj es vklfkk j[kus okys jkwcvz ckw;y us viuk lelr thou oskkfud vuql/kku dk;ks± es gh fcrk;ka /ku/kku; leiuu gksrs gq, Hkh mugks us vr;r ljy thou ;kiu fd;ka 30 fnlcj 1691 dks ynu es jkwcvz ckw;y dk fu/ku gqvka mug s ls V&ekfVZu&bu&n &QhYM ppz es viuh cgu ds ikl dh dcz e s nquk;k x;ka ysfdu ckn es ;g ppz /olr gks x;ka vkt bl ckr dk dksbz fjdkwmz ugh gs fd muds ikffkzo vo'ks"kks dks ;gk ls dgk ys tk;k x;ka 12

22 tuojh&twu 2010 eqdr f'k{kk ijh{kk es lqyrk dk ojnku ik, vkj-,u- dsov izlrkouk fo ky;ks es ijh{kk fo kffkz;ks dh 'ksf{kd miyfc/k dk,d oskkfud ekiu gs] ftlds vk/kkj ij izfro"kz yk[kks fo kffkz;ks ds mùkh.kz,o vuqùkh.kz gksus dk fu.kz; fy;k tkrk gsa ijh{kk es mùkh.kz gksuk fo kffkz;ks ] vfhkhkkodks,o f'k{kdks ds fy, izluurk dk lwpd gs] tcfd bles vlqy gksuk fo kffkz;ks ds nq[k] grk'kk,o vkre mrihm+u dk dkj.k cu tkrk gsa vlqyrk ds dkj.k dqn fo kfkhz vius ifjokj] fe=ks,o ifjfprks ds lkeus viuk eqg fn[kkuk Hkh ugh pkgrsa vr% ijh{kk e s vlqy gksuk orzeku es,d Hk;kog lel;k cu xbz gs ftlds dkj.k dbz fo kfkhz?kj ls Hkkx tkrs gs vksj dbz rks vkregr;k djus ls Hkh ugh pwdrsa fo kffkz;ks es x`giyk;u,o vkregr;k dh nksuks izo`fùk;k?kkrd,o euksoskkfud lel;k;s gs] ftlds fy, i;kzir fo'ys"k.k dh vko';drk gsa euksoskkfudks dk fopkj gs fd fo kfkhz fd'kksjolfkk dh mez es gksrs gs] mudh uktqd mez,o dksey eu,slh?kvuk ls xgjkbz rd izhkkfor gksrs gsa mugs ijh{kk es vlqy gksus dk lrki bruk mxz gksrk gs fd os vpns cqjs dk fopkj u djrs gq, dqn Hkh djus dks rrij gks tkrs gsa vr% ekrk firk,o f'k{kdks dk nkf;ro gs fd 1- ijh{kk dk Hk;A 2- ijh{kk dh vpnh rs;kjh u gksuka 3- ijh{kk es iwjs mùkj u fy[k ikuka 4- ijh{kk es vuqfpr lk/kuks dk iz;ksx,o udy djus dk izdj.k cuuka 5- ijh{kk d ckjs es ekrk firk dh mis{kka 6- fo kffkz;ks dh 'kkjhfjd,o ekufld foñfra ijh{kk ds lc/k es fo kffkz;ks dks 'kq: ls gh Hk;eqDr djus dk iz;kl djs ] lkfk gh mugs bl izdkj izf'kf{kr djs fd ijh{kk dh lqyrk muds lkgl] ldyi,o vpnh rs;kjh ij fuhkzj djrh gs] ;g rks vkxs c<+us dk,d lqvolj gs] ;kstukc) rjhds ls dh x;h lpph rs;kjh lqyrk,o miyfc/k;ks dk 'kkunkj migkj nsrh gsa v/kwjs eu ls dh x;h rs;kjh ls ijh{kk es vlqyrk feyrh gsa vr% ijh{kk es vlqy gksus dh flfkfr ds vfhk'kki ls cp dj mls ojnku cukus dk iz;kl djuk pkfg,a LosV ekfvzu us dgk fd l?k"kz'khy,o ldyioku O;fDr vlqyrk dks vius iz;klks ls lqyrk es cny nsrs gsa vr% vlqyrk ls grk'k gksus dh vko';drk ugh gsa ijh{kk es vlqyrk ds dkj.k euksoskkfudks ds vuqlkj ijh{kk fo kffkz;ks ds vkxs c<+us dh,o mudh 'ksf{kd miyfc/k ds vkdyu dh,d oskkfud izfø;k gsa Hkfo"; ds izfr ltx,o ;kstukc) <x ls i<+kbz djus okys fo kfkhz loznk mùkh.kz gksdj vkxs c<+rs gs tcfd dqn fo kfkhz rks bles vlqy gks tkrs gsa budh vlqyrk ds fueufyf[kr dkj.k gks ldrs gs%& 7- 'ksf{kd finm+kiua 8- ijh{kk es xyr ewy;kdua 9- mi;qä ikb~; lkexzh@iqlrdks dk iz;ksx u djuka 10- ijh{kk ds le; chekj gksuka 11- ifjokj es vkdfled vokfnr izlxa 12- ijh{kk es vkrs le; nq?kzvuk gksuka vkj-,u- dsov] lgk- izk/;kid] f'k{kk euksfokku] 'kks/k,o i=dkfjrk izdks"b] 'kkldh; f'k{kk egkfo ky;] tcyiqj ¼e-iz-½ fuokl% 767] e/kqfjek] lokszn; uxj] foosdkuun okmz] ikslv&cynso ckx] tcyiqj ¼e-iz-½ 13

23 eqdr f'k{kk tuojh&twu 2010 ijh{kk es vlqyrk ds ifj.kke f'k{k.k vf/kxe,o thou es lqyrk o miyfc/k ij euksoskkfud izfø;k gsa vr% fo kffkz;ks ds izksrlkgu ds fy, ges'kk fteesnkj O;fDr;ks dks ekuoh; losnuk,o vfhkizsj.k dk lgkjk ysuk pkfg,a ijh{kk es mùkh.kz gksus dh rs;kjh gj fo kfkhz djrk gs vksj vpns vdks ls mùkh.kz Hkh gksuk pkgrk gs] ;fn og fdugh dkj.kks ls vlqy gksrk gs rks blds fueufyf[kr ifj.kke gks ldrs gs%& 1- fo kffkz;ks es ghu Hkkouk dk fodkl gksuka 2- vreqz[kh O;fäRo dk fodkla 3- vkrexykfu,o i'pkrki dh Hkkouk e s o`f)a 4- O;ogkfjd vlrqyua 5- okrkoj.k lek;kstu dh deha 6-?kj ls Hkkxus dh izo`fùk dk tksja 7- vkregr;k dk vr}zuna 8-,dkdhiu,o vijkf/kd fpuga 9- nsfud dk;ks± e s ykijokgha 10- yksd vieku,o funk dk Hk;A mijksdr dkj.kks ls ijh{kk e s vlqy fo kfkhz vius lkffk;ks ls eqg pqjkrs gsa os ghu Hkkouk,o i'pkrki dh Hkkouk ls xzlr gksrs gsa mudh fnup;kz vo;oflfkr gks tkrh gs ftlds ifj.kkelo:i 'kkjhfjd o ekufld :i ls os vlolfk gksus yxrs gsa vfhkhkkodks ls vkreh; izksrlkgu u feyus ls os?kj ls Hkkx tkrs gs rfkk dbz rks vkregr;k Hkh dj ysrs gsa oklro es ijh{kk es vlqy fo kfkhz xhkhj volkn,o ruko ls xzlr gksrs gsa vkre leeku] lkekftd izfr"bk,o ikfjokfjd bttr dk Hk; Hkh mugs izhkkfor djrk gsa ijh{kk es vlqyrk muds dksey ân; dks dkqh xgjkbz ls izhkkfor djrh gs os ekufld grk'k,o vr}zun ls mcj ugh ikrs gsa thou dh O;ogkfjd ifjflfkfr;ks ls eqg pqjkus yxrs gsa yksd fuunk dk Hk; mugs dkqh ijs'kku djrk gsa rukoxzlr fo kfkhz ijh{kk ds le; fo kfkhz fofhkuu izdkjks ds rukoks ls xzlr jgrs gsa fo kfkhz fnu jkr vpnk ifj.kke ykus ds ruko es jgrs gsa [kkus&ihus] Hkkstu] uhn vkfn ij i;kzir /;ku u fn, tkus ls vf/kdk'k fo kffkz;ks dk rks LokLF; gh fcxm+ tkrk gsa,sls rukoxzlr fo kffkz;ks dks nwj ls gh igpkuk tk ldrk gsa os fpfrr] ijs'kku] fpm+fpm+s,o gm+cm+h es ns[ks tk ldrs gsa ijh{kk ds le; e s fo kffkz;ks e s fueufyf[kr izdkj ds ruko ns[ks tk ldrs gs& 1- ijh{kk e s iz'uks dk Bhd izdkj ls mùkj u nsuka 2- ijh{kk d{k es lgh le; ij u igqpuka 3- ijh{kk es udy izdj.k cu tkuka 4- ijh{kk ifj.kke fcxm+us ls dsfj;j pksiv gksuka 5- chekj ;k ifj.kke Bhd u gksus ls ekrk firk dh MkV [kkuk ;k fe=ks ds chp glh dk dkj.k cuuka 6- iz'ui= fcxm+us ls iwjd vkus dh vk'kdka ruko,o vkregr;k dk euksfo'ys"k.k ruko,d ekufld O;kf/k gsa euksoskkfudks dk ekuuk gs fd ;fn bldk fu;=.k blds izkjfhkd Lrj e s ugh fd;k x;k rks ;g euq"; ds lkjs losx rfkk muds fu;=.k dh {kerk dks izhkkfor djrh gsa ifj.kkelo:i jksxh O;fDr viuh ijs'kkfu;ks ds tky e s bruk my> tkrk gs fd mlls ckgj ugh fudy ikrka mles bruh vkredqbk Hkj tkrh gs] fd oxsj izk.k fn, vius dks 'kkr eglwl ugh dj ikrk gsa ;gh dkj.k gs fd foosd ;k fpru'kfdr fopfyr gksus ls Hkkoos'k es vf/kdk'k vkregr;k;s dh tkrh gsa izfrdwy ijh{kk ifj.kke dh vk'kdk ls ;k oklro es iz'ui= fcxm+ tkus ;k ifj.kke [kjkc gks tkus ds dkj.k dh tkus okyh vkregr;k dh izo`fùk vr;r xhkhj,o l/kkfrd vijk/k dh Js.kh es vkrh gsa vr% 14

24 tuojh&twu 2010 eqdr f'k{kk f'k{kd,o vfhkhkkodks dk nkf;ro gs fd bl izdkj dh dqbk ls xzlr fo kffkz;ks dh igpku dj mugs mfpr ekxzn'kzu nsus dk iz;kl djs A vkregr;k ds fy, vkrqj rukoxzlr fo kffkz;ks ds y{k.k 1- isij ;k fjtyv fcxm+us ds dkj.k rukoxzlr fo kfkhz lkeku;r% cq>s cq>s,o vius e s [kks;s jgrs gsa 2- os,dkxh jguk iln djrs gsa 3- muds psgjs es izluurk] g"kz,o mrlkg ds Hkko ugh jgrs os fprkrqj gm+cm+h es fn[kk;h nsrs gsa 4- rukoxzlr fo kffkz;ks dh ekufld flfkfr Bhd ugh jgrh mudk HkkoukRed lrqyu fcxm+ tkrk gsa fu.kz; ysus dh {kerk f'kffky gks tkrh gsa 5- rukoxzlr fo kffkz;k s dh lkeku; fnup;kz fcxm+ tkrh gs] muds [kkus ihus lksus vkfn dk fu/kkzfjr dk;zøe Hkh fcxm+ tkrk gsa 6- rukoxzlr fo kfkhz?kj,o fo ky; es vlkeku; O;ogkj djrs gs os lhkh ckrs Bhd ls ugh le>rs rfkk iwns x, iz'uks ds mùkj Hkh lgh <x ls ugh ns ikrsa 7- iz'ui= fcxm+us rfkk ijh{kk es vlqy gksus ds Hk; ls rukoxzlr fo kfkhz vreqz[kh,o vijk/k Hkko ls ihfm+r jgrs gsa os?kj ls Hkkxus ds eksds dh ryk'k es jgrs gsa 8- rukoxzlr fo kfkhz vdlj fpm+fpm+ s o mxz LoHkko ds gks tkrs gs A ;k rks os 'kh?kz tokc ugh nsrs ;k nsrs gs rks Øksèk dks gh O;Dr djrs gsa 9- rukoxzlr fo kffkz;ks es iyk;u dh izo`fùk ik;h tkrh gsa vkregr;k dks vkrqj ;k rukoxzlr fo kffkz;ks dh lel;k dk funku,o mipkj ijh{kk es iz'ui= fcxm+uk ;k vuqùkh.kz gksus dk fodv Hk; fo kffkz;ks es bruk gkoh gks tkrk gs] fd mudk lkeku; O;ogkj gh cny tkrk gsa mudh eq[kkñfr,o lkeku; O;ogkj dh igpku dj] le>dj ekrk firk,o f'k{kdks dks cm+ s /ks;z,o l;e ls mudh lel;k dk fo'ys"k.k dj mldk leqfpr mipkj djuk pkfg,a dqn mik; lq>kokred :i ls fn, tk ldrs gs%& 1- ekrk firk dks xhkhjrk ls cppks dh lel;k lquuh pkfg,a iz'u i= fcxm+us ij MkVus dh vis{kk mugs lgkuqhkwfr fn[kkuh pkfg, rfkk vxyh i<+kbz ds fy, izksrlkfgr djuk pkfg,a 2- rukoxzlr fo kfkhz dks dhkh vdsyk u NksM+ s] mls lkekftd dk;zøeks es O;Lr j[ks A 3- lel;k xhkhj gksus ij euksfpfdrld ls vo'; ihfm+r fo kfkhz dks fn[kkos vksj mlds mipkj ij Hkh /;ku ns A 4- rukoxzlr fo kfkhz dh ghu Hkkouk nwj djus dk iz;kl djuk pkfg, lkfk gh mles vkrefu;=.k rfkk vkrefo'okl dh Hkkouk fodflr djuh pkfg,a 5- fo kffkz;ks dks mfpr] vuqfpr,o Lofoosd ls fu.kz; ysus dh {kerk dks fodflr djus dk volj fn;k tkuk pkfg,a 6- f'k{kdks,o vfhkhkkodks dks,d lkfk feydj ijh{kk es vlqyrk ds Hk; ls ihfm+r fo kfkhz ds fy, mipkjkred dk;z djus pkfg,a 7- fdlh Hkh gkyr es rukoxzlr fo kfkhz dks vdsyk ugh NksM+sA 9- rukoxzlr fo kffkz;ks dks euksjtu] i;zvu ;k fdlh jpukred dk;z dh vksj O;Lr djkuk pkfg, rkfd os ewy lel;k dks Hkwy lds A 10- ekrk firk dk nkf;ro gs iz'ui= fcxm+us dh vk'kdk ;k ijh{kk ifj.kke ls vkrfdr fo kfkhz dh gj le; fuxjkuh djs A mlds dk;z O;ogkj dk voyksdu dj lq/kkjkred dk;z vo'; djs A vlqy fo kffkz;ks ds fy, vfhkhkkodks] f'k{kdks,o muds fe=ks ds nkf;ro ijh{kk es lqyrk@vlqyrk ds dbz dkj.k gksrs gsa ;fn dqn vokfnr dkj.kks ls fo kfkhz ijh{kk es vuqùkh.kz gks tkrs gs rks vfhkhkkodks] f'k{kdks,o muds fe=ks dk nkf;ro gs fd mugs ;FkklHko izksrlkfgr djs vksj tks gks x;k gs mls ckj ckj u nksgjk;s A vr% xhkhjrk ls fopkj djus dh vko';drk gs fd ijh{kk e s ;fn vlqy gksrs gs rks iqu% iz;kl djs ] mugs 'kkunkj lqyrk gkfly gksxha vr% vlqy fo kffkz;;ks dks 15

25 eqdr f'k{kk tuojh&twu 2010 izksrlkfgr djus ds fy, fueu mik; fd, tk ldrs gs% vlqy fo kffkz;ks ds fy, dkmulyj dh O;oLFkkA mudh dsl LVMh,o vko';d mipkja izksrlkgudkjh O;ogkj,o vfhkizsj.kka muds,dkdhiu ij fu;=.ka O;ogkfjd cukus ds iz;kla iqu% rs;kjh ds fy, vpnh dksfpxa lel;k dk euksoskkfud fo'ys"k.k,o lq/kkja O;fDrRo fodkl ds izsjd dk;zøea fe=ks dh buds izfr ldkjkred lkspa f'k{kdks dk vkreh; O;ogkj,o izksrlkgua vfhkhkkodks dk izsjd,o jpukred O;ogkjA ;fn lhko gks rks iquezwy;kdu dh O;oLFkkA funkukred,o mipkjkred f'k{k.ka ijh{kk e s vlqy gksuk,d vokfnr,o ifjflfkfr tu;?kvuk gsa gks ldrk gs fd lgh ewy;kdu u gksus ls ijh{kk dk izfrdwy ifj.kke vk;k gksa vr% ijh{kk ifj.kke dh foijhr flfkfr es xhkhj iwozd fopkj dj lozizfke vfhkhkkod vius cppks dks ubz ifjflfkfr;ks dk lkeuk djus ds fy, izksrlkfgr djs A mugs fujrj le>k, fd vlqyrk ifjflfkfrtu; gks ldrh gs] blls grk'k gksus dh vko';drk ugh] cfyd u, mrlkg ls iqu% ijh{kk dh rs;kjh djs A ijh{kk dk izfrdwy ifj.kke vkus ij xhkhjrk ls fopkj djs fd ijh{kk es xyr ewy;kdu Hkh gks ldrk gsa vr% lozizfke iquezwy;kdu dh dk;zokgh djs A ijh{kk gekjs lkgl] ldyi],o iw.kz rs;kjh ds vkdyu dh?km+h gksrh gs] vr% bls vfhk'kki dh txg ojnku cukus dh iwjh dksf'k'k djsa ijh{kk iz.kkyh es lq/kkj ds iz;kl Hkkjrh; f'k{kkfon~ Hkh bl ckjs es fpfrr gs vksj cm+h lfø;rk ds lkfk ijh{kk iz.kkyh es lq/kkj ds fy;s tqvs gq, gsa dqn Lrjks ij xzsfmx rfkk dvhuqvl,m dkfizgs flo bosy;w'ku ¼lhlhbZ½ iz.kkyh ykxw dh tk jgh gs vksj bl ckjs es Bksl fu.kz; fy;s tk jgs gsa jk"vªh; eqdr fo ky;h f'k{kk llfkku dh ^^tc pkgks rc ijh{kk iz.kkyh** (ON DEMAND EXAMINATION SYSTEM - ODES) jk"vªh; eqdr fo ky;h f'k{kk llfkku ¼,uvkbZvks,l½ dh LFkkiuk lu~ 1989 e s ekuo llk/ku fodkl e=kky;] Hkkjr ljdkj }kjk,d Lok;Ùk llfkk ds :i es dh x;h vksj mlh le; ls ;g fujrj izxfr dj jgk gsa bls iwoz&lukrd Lrj ds fo kffkz;ks dh ijh{kk ysus vksj lqy fo kffkz;ks dks izek.ki= nsus dk vf/kdkj izkir gsa bl le; ek/;fed] mpprj ek/;fed vksj O;kolkf;d f'k{kk ikb~;øeks es yxhkx 16 yk[k ls Hkh vf/kd fo kfkhz ukekfdr gs] ftlls,uvkbzvks,l fo'o es lcls cm+ s eqdr fo ky;h llfkku ds :i es mhkjk gsa fo"k;ks dk pquko] i<+us dh xfr,o LFkku ds lnhkz es yphysiu rfkk vusd ckj ijh{kk es csbus dh lqfo/kk] ØsfMV LFkkukrj.k lqfo/kk iznku djrs gq,,uvkbzvks,l ds eqdr f'k{kk dk;zøe eq[;r% chp e s i<+kbz NksM+us okyks,o ofpr oxz ds fo kffkz;ks dks i<+kus ij fo'ks"k tksj nsrk gsa,uvkbzvks,l o"kz es nks lkoztfud ijh{kk, vk;ksftr djus ds vfrfjdr ek/;fed Lrj ij tc pkgks rc ijh{kk dk vk;kstu djrk gsa tc pkgks rc ijh{kk ;kstuk ds vrxzr fo kfkhz fu/kkzfjr fnuks es viuh iln ds vuqlkj fdlh Hkh fo"k; dh ijh{kk es csbus ds fy,,uvkbzvks,l ds fu/kkzfjr ijh{kk dsunzks ij tk ldrk gsa bl le; tc pkgks rc ijh{kk ek/;fed rfkk mpprj ek/;fed Lrj ij,uvkbzvks,l eq[;ky; rfkk,uvkbzvks,l ds {ks=h; dsunz iq.ks ¼dsoy ek/;fed Lrj rd½ ij vk;ksftr dh tk jgh gsa ;g Hk; eqdr ijh{kk iz.kkyh fo kffkz;ks dks ruko ls eqfdr iznku djrh gsa 16

26 tuojh&twu 2010 eqdr f'k{kk ty dks tgjhyk u cuk;s fotu dqekj ik.ms; izñfr us euq"; dks ftrus migkj fn, gs mu lhkh e s ty gh,slk migkj gs ftldk dksbz LFkkukiUu ugh gsa ;fn ty gs rks thou gsa vfkkzr~ ty leiw.kz thou txr dk vk/kkj gsa blhfy, rks orzeku fo'o dk lcls pfpzr vksj Toyr fo"k; gs&tya tul[;k o`f) ds lkfk gh ty dh [kir c<+ xbz gsa ysfdu blds L=ksr lhfer gksus ds dkj.k,d ubz lel;k isnk gks xbz gsa vkf[kj dsls thou ds egr~ mi;ksxh rro dh lel;k ls futkr ik;k tk lds\ vu;fkk ;g vr;r fpruh; fo"k; lkfcr gksxka blfy, fopkjd] fprd,o lekt'kkl=h ;gk rd dgrs gs fd vxyk fo'o;q) u rks mifuos'k ds fy, ym+k tk,xk vksj u gh rsy ds fy,] cfyd ;g ikuh ds fy, gksxka muds bl dfku es vc lppkbz fn[krh gsa fo'o es ftrus Hkh tho/kkjh gs mudh ljpuk es ty dk izeq[k v'k gsa gekjs 'kjhj es yxhkx 65 izfr'kr ty gsa o`{kks vksj oulifr;ks es gfj;kyh blh ty ds dkj.k gsa o`{kks es 40 izfr'kr rd ty gksrk gsa dqn tyh; iks/kks es rks ty dh ek=k 90 izfr'kr rd gksrh gsa tehu vksj ok;q es ty dh izpqjrk lokzf/kd ekuh tkrh gs( D;ks fd gekjh /kjrh ds,d Hkkx ds cnys rhu Hkkx ty gsa blds vykok ty tehu ds vnj Hkh gs vksj unh] ljksojks ds :i es ckgj Hkh] ijrq tul[;k rfkk lk/ku&lqfo/kkvks dh c<ksùkjh,o ty ds leqfpr mi;ksx ds vhkko ds dkj.k ;g,d uohu ldv cudj [km+k gks x;k gsa ldv ds ewy e s >k ds rks cm+k gh fnypli rf; lkeus vkrk gsa tks ty lrr~ izokgeku gs] mlh dks gekjh LokFkZijrk us ck /kus&vo#) djus dk iz;kl fd;k gsa ;gh og otg gs fd O;fä ls jk"vª rd lhkh ty&fooknks ls f?kjs gq, utj vkrs gsa ty izkñfrd llk/ku gs] bls vius izkñfrd :i es gh jgus nsuk pkfg,] vu;fkk Hkfo"; es cgqr cm+k ldv [km+k gks ldrk gsa jk"vªks ds e/; ty ds dbz fookn dkqh xhkhj gsa lhkh jk"vª ty ds lc/k es vrjjk"vªh; lf/k;ks ls c /ks gksus ds dkj.k orzeku es ;g dksbz cm+h lel;k ugh cuus tk jgh gs] ijrq vusd ns'kks es ikuh dh flfkfr xhkhj gs vksj blds fy, mugs l?k"kz djuk im+ jgk gsa blds fy, dqn ns'kks dh HkkSxkfyd flfkfr fteesnkj gs rks dqn ns'kks es ty&llkèkuks ds lnqi;ksx dh O;oLFkk dk vhkko gsa gekjs ns'k es ty dh flfkfr ckgjh nqfu;k dks ns[kus ls igys ge vius Hkkjr es gh ty dk tk;tk ys ys A gekjs ns'k dh 72 izfr'kr ls vf/kd tul[;k fofhkuu vkdkjks ds N% yk[k xk oks es fuokl djrh gsa vuqekur% ns'k es dqy 1869 vjc D;wŒehŒ ty miyc/k gs ftles ls ek= 1123 vjc D;wŒehŒ ty mi;ksx fd;s tkus ;ksx; gsa gekjs ns'k dh izfr O;fDr ty lxzg.k {kerk ek= 207 D;wŒehŒ gsa Hkkjr es 19-2 djksm+ ifjokjks es ls dsoy 7-5 djksm+ ifjokj,sls gs ftugs?kj ds vunj is;ty miyc/k gsa 8-5 djksm+ ifjokjks dks?kj ds fudv RkFkk 3-2 djksm+ ifjokjks dks nwjlfk L=ksrks ls ty <ksuk im+rk gsa vxj ge jkt;okj flfkfr dks ns[ks rks mm+hlk] jktlfkku] e/; izns'k vksj gfj;k.kk es 25 izfr'kr ls vf/kd ifjokjks dks is;ty ds fy, 500 ehœ ls vf/kd dh nwjh r; djuh im+rh gsa vc is;ty dh miyc/krk ds lkfk&lkfk mldh 'kq)rk dk iz'u Hkh egroiw.kz gsa fotu dqekj ik.ms;] cm+h ckx esnku ¼etkj ds ikl½] xkthiqj&233001] ¼m-iz-½ eks

27 eqdr f'k{kk tuojh&twu 2010 tgj?kksyk tk jgk gs xxk ty es pfy;s is;ty 'kq)rk ds ekeys es ge lcls igys xxk ty dks gh ysrs gsa iwoz izèkkue=h LoŒ jktho xk/kh us o"kz 1985 es dk'kh ls xxk fuezyhdj.k ;kstuk dk 'kqhkkjhk fd;k rks edln ;g Fkk fd bl nso unh dk ikuh fqj ls ihus ;ksx; cuk;k tk,a ysfdu ihus dks dksu dgs xxk dk ikuh ugkus yk;d Hkh ugh cpka 1500 djksm+ [kpz dj ikp o"kz es gh xxk dks iznw"k.keqdr cukus dk [okc] [okc gh jg x;ka vc ekuk tk jgk gs fd fuezyhdj.k ;kstuk 22 o"kz ihns pyh x;h gsa dkuiqj 'kgj dks gh ys yhft,] 'kgj dk esyk <ksrs&<ksrs :B xbz xxk us vius?kkvks dks gh NksM+ fn;k gsa xxk csjkt cukdj Hkys xxk dk ikuh?kkvks rd ykus dh dok;n gqbz exj oks jksud 'kgj ds?kkvks ij ugh yksvha dkuiqj 'kgj xxk dk cm+k xqukgxkj gsa 50 yk[k dh vkcknh dk jkst dk esyk 36 NksVs&cM+s ukyks ds tfj, lh/ks xxk es mm+syk tkrk gsa 50 djksm+ yhvj lhojst jkstkuk xxk es Mkyus okys bl 'kgj es xxk,d'ku Iyku] bmksmp ifj;kstuk ds rgr djksm+ks #i;s [kpz fd, x,a xxk iznw"k.k fu;=.k bdkbz vksj {ks=h; iznw"k.k fu;=.k cksmz ds n rj Hkh blh 'kgj es LFkkfir gsa fqj Hkh xxk dh xksn es lsdm+ks yk'ks ;w gh Qsd nh tkrh jgh gs vksj ;g gjdr vc rd tkjh gsa gkyr ;g gs fd dkyk&hkwjk gks x;k xxk dk ty vkpeu yk;d Hkh ugh cpka fgunqlrku VkbZEl~ dh,d rktk fjiksvz ¼fnukd 15 ekpz] 2010½ ds vuqlkj Hkkjr ljdkj dk fu'p; gs fd vkxkeh 10 o"kks± es djksm+ #i;k [kpz djds QSfDVª;ks ls fudyus okyk xnk ikuh rfkk ukyks dk esyk ;qdr ikuh dks fcuk lkq fd;k xxk es ugh tkus fn;k tk;sxka ljdkj fo'o csd dh lgk;rk ls Hkh us'kuy xxk jhoj csflu vfkksfjvh ¼NGRBA½ dks enn djsxha 1400 djksm+ #i;s ds izkstdvl~ dh enn ls lhost VªhVes V IykV~l ¼STPs½ yxk;s tk;sxsa is;ty dh flfkfr i`foh ds ty dk dqn v'k cqz ds :i es fo eku gs rks dqn ok"i ds :i es gs tks ok;qe.my es miflfkr jgrk gsa ty dk vf/kdk'k Hkkx ¼97-25 izfr'kr½ lkxjks es gs] tks ihus yk;d ugh gsa leiw.kz ty dh iwjh ek=k es is;ty dk v'k cgqr de gs& ek= 2-8 izfr'kr ftles ls 2-2 izfr'kr i`foh dh lrg ij gs rfkk 'ks"k 0-6 izfr'kr i`foh ds Hkhrj Hkwfexr ty ds :i es gsa vly es ty pø dh lkeku; fø;k es ouks dh,d egroiw.kz Hkwfedk gksrh gsa tgk dgh ou l?ku gs ogk /kjrh dh lrg Nk;k ls f?kjh jgus ds dkj.k Hkwlrg ls ok"iu dh fø;k #drh gsa ism+ks dh fxjh ifùk;k ] fev~vh rfkk?kkl ds lkfk feydj /kjrh ij ikuh dks lks[kus dh lhkkouk c<+k nsrh gs vksj bl rjg Hkwfexr ty HkMkj c<+kus es lgk;d gksrh gsa ouks ds de gksus ij i`foh vkoj.kjfgr gks tkrh gs vksj Qyr% ty cgko c<+ tkrk gs tks Hkwty ij foijhr izhkko Mkyrk gsa igkm+ks ls fudyus okyh ufn;k vrrksxrok leqnz es foyhu gksdj lhkh izdkj dh xnxh vius lkfk lkxjks rfkk egklkxjks es feykrh gsa ty ds izkñfrd Lo:i es ckg~; rroks ds fefjr gks tkus ds QyLo:i tc foñfr vk tkrh gs rks og tho txr ds fy, gkfudkjd gks tkrk gs] blh dks lkeku;r;k iznwf"kr 18

28 s tuojh&twu 2010 eqdr f'k{kk ty dgrs gsa tslk dh fofnr gs] ty tsls gh ok;qemy es izos'k djrk gs mles vinzo; feyus izkjhk gks tkrs gs rfkk /kjkry ds leidz es vkus ij bues vksj vf/kd o`f) gks tkrh gsa ;s v'kqf);k dqn lhek rd lg~; gksrh gsa ijurq euq"; mles vusd izdkj dh v'kqf);k feykrk tkrk gsa ty Lrj es fxjkov ty dks nwf"kr djus dk dke lcls vf/kd Ñf"k ] m ksxks ] ÅtkZ mriknu vkfn ls gksrk gsa flpkbz ds fy, yxhkx 1-7 djksm+ ls vf/kd uydwiks ls Hkwfexr ty dk nksgu fd;k tk jgk gsa ftlds dkj.k ty Lrj es fxjkov vk jgh gsa l;qdr jk"vª l?k ds vuqlkj 25 ns'kks es tul[;k dk,d cm+k Hkkx ihus ds fy, LoPN ty ls ofpr gs] bues 19 výhdh ns'k Hkh 'kkfey gsa výhdh ns'kks es cqfu;knh lqfo/kkvks,o llk/kuks ds vhkko es ek= 4 izfr'kr ty dk mi;ksx gks ikrk gsa :l es 90 izfr'kr ty lkxj es cg tkrk gsa ;wjksi dh dqy 245 ufn;ks dk ek= 21 izfr'kr ty gh ekuo mi;ksx ds ;ksx; gsa l;qdr jk"vª l?k ds vuqlkj fodkl'khy ns'kks dh yxhkx 10 izfr'kr tul[;k dks LoPN is;ty miyc/k ugh gsa bu ns'kks ds 2-5 djksm+ yksx iznwf"kr ty tfur jksxks ¼Vk;QkbM] gstk] ihfy;k] fmlsvªh vkfn½ ds dkj.k e`r;q dks izkir gks tkrs gsa Hkkjr mu 6 HkkX;okn jk"vªks es 'kkfey gs tgk ds rkykcks] ufn;ks] >hyks] tyk'k;ks es fo'o dk 40 izfr'kr ls vf/kd ty miyc/k gsa ysfdu nqhkkzx; ls ge bldk lgh mi;ksx ugh dj ikrs ftlds fy, ge Lo; gh nks"kh gsa ikuh ds dkj.k fookn vius ns'k es Hkh ikuh dh lel;k l?ku gksus yxh gsa ;gk ds vf/kdk'k jkt; bl lel;k ls tw> jgs gs vksj vusd izns'kks dk vius im+kslkh izns'k ls ikuh ds lc/k es xgjk fookn gsa bles dqn fookn rks dkqh tfvy,o xhkhj gsa dhkh&dhkh ;g fookn izns'kks ds e/; l?k"kz dk :i ys ysrk gs vksj dbz ckj blh eqn~ns ij nks izns'kks dh turk ds chp fgld l?k"kz Hkh gks tkrs gsa bls fomcuk gh dguk pkfg, fd tks ty I;kls dh I;kl cq>krk gs] vkilh lc/kks es e/kqjrk ykrk gs mlh dks ysdj fookn fd;k tkrk gsa vius ns'k dks,slh flfkfr dk lkeuk rc djuk im+ jgk gs] tcfd ;gk izpqj ek=k es ty miyc/k gsa ljdkjh vk dm+ks ds vuqlkj vius ns'k ds djksm+ gsdvs;j ehvj {ks= es vkslru izfro"kz 118 lsvhekhvj o"kkz gksrh gsa bl vk dm+ ds vuqlkj viuk ns'k izfro"kz 40 djksm+ gsdvs;j ehvj ty dsoy o"kkz ds ek/;e ls izkir djrk gsa gekjh ufn;ks] rkykcks,o >juks es 18-7 djksm+ gsdvs;j ehvj ty izr;sd o"kz miyc/k jgrk gsa bu L=ksrks es ls dqy ty dk ns'k ek= 6-9 djksm+ gsdvs;j gh iz;ksx djrk gsa blds vykok Hkkjr es Hkkjh ek=k es /kjkryh; ty miyc/k gsa bl ty dh ek=k 4-32 djksm+ gsdvs;j ehvj gsa bruh Hkkjh ek=k es ty miyc/krk ds ckotwn ty fookn,d fopkj.kh; rf; gsa vktknh ds le; ns'k es izfr O;fDr ty dh miyc/krk dkqh vf/kd FkhA ml le; izfr O;fä 5177?ku ehvj ty fo eku FkkA lu~ 2001 es ;g ek=k?kvdj ek= 1829?ku ehvj jg xbz FkhA ty fo'ks"kkks dk vuqeku gs fd lu~ 2025 rd vius ns'k dks xhkhj ty ldv dk lkeuk djuk im+ sxka ml le; Hkkjr es izfr O;fä ty dh miyc/krk ek= 1342?ku ehvj gksxha vkxs pydj ns'k dks vkt ds vkrdokn ds leku ty l?k"kz dh Hk;kog ifjflfkfr;ks dk lkeuk djuk im+ ldrk gsa,slh flfkfr es ty dks ysdj fo'o;q) gks u gks] vius ns'k es vkrfjd l?k"kz dh vk'kdk dks Vkyk ugh tk ldrka 19

29 eqdr f'k{kk tuojh&twu 2010 if{k;ks dk izokl euh"k eksgu xksjs tku 'kjn _rq [ktu vk,] ikbz le; ftfe lqñfr lqgk,a jkepfjr ekul dh mijksdr ifdr;ks es [ktu i{kh ds izokl ds ckjs es myys[k djds rqylhnkl th us ;g Li"V fd;k gs fd ckgj ls vkus okys izoklh if{k;ks dh tkudkjh yksdekul es cgqr igys ls gh jgh gsa uhys xxu es if{k;ks dh LoPNn mm+ku lfn;k s ls ge euq";ks dks yqhkkrh jgh gsa ;s vkleku ds jx&fcjxs ;k;koj izkphu dky ls dfo;ks vksj ys[kdks dks vkdf"kzr djrs jgs gsa izkphu Hkkjrh; okxe; if{k;ks ds o.kzuks ls Hkjs im+s gsa Hkkjrh; xzfkks ds vfrfjdr nqfu;k ds vu; ns'kks ds izkphu lkfgr;ks es Hkh izoklh if{k;ks dk myys[k feyrk gsa egku nk'kzfud vjlrw us viuh iqlrd ^trqvks dk bfrgkl* es if{k;ks dh fu;fer ;k=kvks dk o.kzu fd;k FkkA ge vius vkl&ikl tc dhkh if{k;ks dks mm+rk ns[krs gs rks ge bugs NksVh nwjh r; djrs gq, ikrs gsa exj ;g tkudj vk'p;z gksxk fd mues ls dqn i{kh ehyks dh nwjh r; djrs gsa bls if{k;ks dk izokl vksj bu if{k;ks dks izoklh i{kh dgrs gsa eksle es vk, ifjorzu vksj Hkkstu,o vkokl dh ryk'k ds dkj.k ;s i{kh izokl ;k=k, djrs gsa if{k;ks dh ;g izokl ;k=k pquksfr;ks ls Hkjh gksrh gsa budh izokl ;k=k, bl dnj fu;fer gksrh gs fd izoklh if{k;ks ds vkxeu dks eksle fo'ks"k ds vkxeu dk ldsr eku fy;k tkrk gsa nqfu;k dh dbz tutkfr;k viuk ipkx muds bykds es igqpus okys izoklh if{k;ks ds vkus ds le; ls fuf'pr djrh jgh gsa if{k;ks dk izokl,d uslfxzd izfø;k gksrh gs ftugs if{k;ks dh fu;fer eksleh ;k=k ¼ns'kkUrj½ ds :i es le>k tk ldrk gsa vusd i{kh vkckfn;k vius izoklh mm+ku ds nksjku ych nwfj;k r; djrh gsa vdlj ;s izoklh i{kh bu ych izokl ;k=kvks ls igys ÅtkZ lp; dh n`f"v ls i;kzir Hkkstu xzg.k dj ysrs gsa f'kdkjh if{k;ks }kjk bu izoklh if{k;ks dh tku dks ges'kk [krjk cuk jgrk gsa i{kh dh,d iztkfr dh lhkh vkckfn;k izokl ugh djrh gsa bls vkf'kd izokl dgrs gsa nf{k.kh egk}hi es bl rjg dk vkf'kd izokl ns[kus dks feyrk gsa if{k;ks dh,d gh vkcknh es vk;qoxz vksj fyx ds vkèkkj ij izokl dky es vyx&vyx rjg ds uewus ¼iSVuZ½ gks ldrs gsa if{k;ks es izokl xehz vksj lnhz vf/kd c<+ tkus ds QyLo:i gksrk gsa ftu {ks=ks es lnhz] cqzckjh ds c<+us ls ogk if{k;ks ds vkgkj ¼NksVs tho& turq@oulifr;k½ dh deh gksus yxrh gs rks ogk ls i{kh i`foh ds gyds xez vksj lqdwu Hkjs bykdks dh vksj mm+ pyrs gs A blds Bhd foijhr vfr'k; xez tyok;q gksus ij ;s i{kh mu {ks=ks dh vksj py im+rs gs tgk dqn lnz eksle gks vksj mugs Hkkstu fey lds rfkk iztuu ds fy, mi;qdr okrkoj.k ekstwn gksa i{kh vius ewy LFkku vksj izokl LFkku ds chp o"kz ds nksjku vkoktkgh djrs gsa blfy, Hkkjr ds izfl) i{kh fokkuh lkfye vyh us if{k;ks ds izokl dks is.mqye xfr dgk gsa izokl,slh ;k=k gksrh gs ftles i{kh yksvdj nqckjk mlh LFkku dks okil vk tkrs gs tgk ls mugksus ;k=k vkjhk dh FkhA euh"k eksgu xksjs] fokku izlkj],&50] bulvhv~;w'kuy,fj;k] lsdvj&62] uks,mk&201307] ¼mŒ izœ½] eks- u-& bz esy& mmgore@vigynprsr.gov.in 20

30 s tuojh&twu 2010 eqdr f'k{kk gkykfd izokl yxhkx lhkh tho djrs gs& bues LFky] ty] vksj ok;q es ik, tkus okys tho 'kkfey gsa vkidks tkudj vk'p;z gksxk fd enfy;k vksj uugs dhm+ s Hkh izokl ;k=k djrs gsa ysfdu if{k;ks dk izokl lcls vuks[kk vksj pquksfr;ks ls Hkjk gksrk gsa blfy, i{kh izokl viuk fo'ks"k egro j[krk gs vksj izokl dk ftø vkrs gh if{k;ks dh izokl ;k=k dk fopkj vk tkrk gsa eksle es ifjorzu vksj Hkkstu dh ryk'k ds vykok f'k'kqvks dh ns[khkky Hkh,d eq[; dkj.k gksrk gs ftlds dkj.k ;s i{kh izokl djrs gsa o;ld i{kh,d lhek rd lnhz vksj xehz dks lgu dj ldrs gs] ijurq muds uotkr f'k'kq,slk ugh dj ikrs blfy, i{kh lkeku; rksj ij vms nsus ls igys mi;qdr LFkku dh ryk'k djrs gsa tue ds ckn if{k;ks ds f'k'kq dqn le; rd csgn losnu'khy gksrs gsa okrkoj.k es FkksM+k Hkh mrkj&p<+ko vkus ij mudk thou ldv es vk ldrk gsa dksvs] jkwfcu vksj vusd if{k;ks ds f'k'kq vms ls fudyus ds ckn n`f"vghu] i[kghu vksj cgqr detksj gksrs gsa,slh n'kk es mudh mfpr ns[khkky dh t:jr gksrh gsa mugs [kwc Hkw[k yxrh gs vksj os,d fnu es dbz ckj [kkuk [kkrs gsa blfy,,sls i{kh vius iztuu dky ls igys mu {ks=ks dh vksj izokl dj tkrs gs tgk muds f'k'kqvks ds fy, i;kzir Hkkstu miyc/k gksrk gsa mijksdr o.kzu ls Li"V gs fd if{k;ks dh izokl ;k=k, fu:n~ns'; ugh gksrh gsa bu pquksrhiw.kz ;k=kvks ds nksjku ;s ifjuns cm+h&cm+h ck/kkvks dks Hkh ikj dj tkrs gsa os vkb gtkj ehvj Åph igkm+h pksfv;ks ds Åij ls Hkh mm+ku Hkj ysrs gs] gtkjks fdyksehvj rd QSyh tyjkf'k;ks ¼egklkxjks ½ ds Åij ls fcuk :ds yxkrkj mm+rs pys tkrs gsa vk/kh] Hkkjh o"kkz ;k BMh gokvks dk Hkh c[kwch eqdkcyk dj ysrs gsa os fnu es Hkh mm+rs gs vksj jkr es HkhA ckny Hkjs vkleku Hkh budh mm+ku ij yxke ugh yxk ikrsa Åph bekjrks vksj dkj[kkuks dh fpefu;ks ds Åij ls Hkh mm+rs gq, ;s fudy tkrs gsa gkykfd bu ;k=kvks es buds >q.m ds dkqh lnl; izkd`frd foinkvks] 'k=qvks vksj ekuofufezr ck/kkvks ds dkj.k ej Hkh tkrs gsa blfy, i{kh izokl dks pquksrhiw.kz dgk x;k gsa bu reke ck/kkvks ds ckotwn ;s i{kh viuh ;k=k ij fojke ugh yxkrs gs vksj vius iwoz fuf'pr xro; ij igqpdj gh ne ysrs gsa i{kh izokl % if{k;ks ds vflrro ls tqm+h,d uslfxzd fø;k i{kh izokl % thu dk [ksy if{k;ks dks izokl dh izsj.kk dsls feyrh gs\ bl iz'u us oskkfudks dks ycs le; rd ijs'kku fd;k gsa fo'o ds vusd ns'kks es bl fn'kk es vusd vuql/kku fd, x, ftuds QyLo:i,d lozeku; er lkeus vk;k gsa bl er ds vuqlkj if{k;ks es izokl dk xq.k muds xq.klw= es flfkr thuks es fughr gksrk gs tks izkphu le; ls pys vk jgs tho fodkl dh nsu gsa blfy, vusd iztkfr;ks ds i{kh fuf'pr le;@eksle ds vkxeu ij izokl ;k=k dks fudy im+rs gs vksj dbz ckj,sls i{kh Hkh bl ych ;k=k ij fudy tkrs gs ftugks us vius ekrk&firk ds lkfk dhkh izokl&;k=k ugh dh FkhA thuks es vfdr izokl dk vkuqof'kd xq.k budk ekxzn'kzu djrk gs vksj os lqyrkiwozd vius xro; dks igqp tkrs gsa 21

31 eqdr f'k{kk tuojh&twu 2010 dqn i{kh,sls Hkh gs tks foijhr ifjflfkfr;ks ds vkus ds ckotwn viuk LFkku ugh NksM+rs gsa mrrjh dukmk es jgus okyk cksuklk vecsyl i{kh bldk vpnk mnkgj.k gsa &40 fmxzh lsuvhxzsm rkieku es Hkh cksuklk dukmk es gh cuk jgrk gs vksj viuh izk.k j{kk ds fy, cqz ds vnj,d&nks QqV xgjk xm~<k [kksndj mles?kql tkrk gsa ;wjksih; if{k;ks ds fy, výhdk,d vkn'kz 'khr fojke LFky dk dke djrk gsa vius ;k=k&ifk dk p;u djrs le; vf/kdk'k izoklh i{kh leqnz rv dks ojh;rk nsrs gsa vkdzfvd {ks=k ls nf{k.k dh vksj vkus okys i{kh vkerksj ij rv ds lkfk&lkfk mm+rs gsa Hkkjr es vkus okys vf/kdk'k i{kh mrrj ;k mrrj if'pe fn'kk ls vkrs gsa bues lkjl] vckchy] gl] cr[k vkfn vusd i{kh fu;fer izokl djrs gsa if{k;ks ds v/;;u ¼cMZ okfpx½ ds vrxzr izoklh if{k;ks dh xfrfof/k;ks dk voyksdu vkrk gs tks,d cgqr dfbu dk;z gksrk gsa fdlh i{kh dh iztkfr fo'ks"k dh o"kz Hkj yxkrkj vyx&vyx LFkkuks ij gh ugh cfyd vyx&vyx ns'kks es Hkh v/;;u djus ds ckn ml i{kh ds izokl ls tqm+h dsoy dqn gh ckrks dk [kqyklk gks ikrk gsa i{kh ns'k dh lhekvks dks ugh tkursa lkfye vyh us,d ckj dgk Fkk fd i{kh fo'o ds ns'kks dh jktusfrd lhekvks dks ugh ekursa os vius Hkkstu] csgrj tyok;q vksj thou&j{kk dh [kkst es fcuk fgpd nwj ns'kks dh ;k=k, djrs jgrs gsa izoklh if{k;ks ls u flqz os Lo; cfyd euq"; Hkh ykhkkfor gksrs gsa gkth yxyx lnhz dh 'kq:vkr gksrs gh ;wjksi ls gekjs ns'k es vkrk gs vksj olr ds vkxeu ij vius ns'k okil pyk tkrk gsa dhm+ s] pwgs] es<d] enfy;k vksj fvm~ms blds vkgkj gksrs gsa fvm~mh ds vms vksj ykokz rks ekuks blds fiz; Hkkstu gksrs gs vksj ;s fvm~ms ge euq";ks ds nq'eu gsa gj lky gekjh cgqrk;r Qlyks dks fvfm~m;ks ds ny feuvks es pv dj tkrs gsa dsoy gkth yxyx gh ugh cfyd yxhkx lhkh iztkfr;ks ds i{kh dhvhk{kh gksrs gs vksj bl izdkj ;s i{kh ge euq";ks ds fy, cgqr ykhknk;d lkfcr gksrs gsa ckt vksj myyw pwgks dks cm+ s pko ls [kkrs gsa oskkfudks dk dguk gs fd 6 pwgs feydj,d vkneh dh [kqjkd ds cjkcj vukt pv dj tkrs gsa vukt ds nq'eu bu pwgks dks [kkdj ckt vksj myyw ges ykhk gh igqpkrs gsa izoklh i{kh gekjs fy,,d vksj otg ls ykhknk;d gksrs gsa Qy [kkus okys i{kh lkeku; rksj ij Qyks dks cht lfgr [kk tkrs gsa ckn es os cht if{k;ks ds chv ds lkfk ckgj fudy tkrs gsa bues,sls cht Hkh gksrs gs tks vuqdwy i;kzoj.kh; ifjflfkfr;k feyus ij vdqfjr gks tkrs gs A bl izdkj ;s izoklh i{kh,d {ks= dh oulifr dks nwljs {ks=ks es fc[ksj nsrs gsa pnu ds txyks dks dukzvd jkt; es nwj&nwj rd QSykus es Hkh if{k;ks us cgqr egroiw.kz ;ksxnku fn;k gsa euq";ks dks ykhk igqpkus ds vykok izoklh i{kh dbz ek;uks es Hkkjh {kfr dk Hkh dkjd curs gsa ^cmz yw* bldk Toyr mnkgj.k gsa euq"; vksj ikyrw tkuojks es jksx mriuu djus okys vusd?kkrd lw{etho ¼thok.kq] fo"kk.kq vkfn½ if{k;ks dks vklkuh ls f'kdkj cukrs gsa ;s lw{etho ;k rks if{k;ks ds 'kjhj es izos'k dj tkrs gs ;k muds 'kjhj ds okg~; vxks ls fpid tkrs gsa bl izdkj ;s jksxtud lw{etho izoklh if{k;ks ds lkfk csjksd&vksd,d ls nwljs ns'k es nkf[ky gks tkrs gs vksj euq"; o tkuojks dks jksxxzlr cuk nsrs gsa izoklh if{k;ks dh vusd iztkfr;k vukt dh Qlyks dk lqk;k dj nsrh gsa blls O;kid gkfu gksrh gsa izoklh i{kh vusd ckj mm+rs le; ok;q;kuks ls Vdjk tkrs gs ftlls tu&/ku dh gkfu gksrh gsa izoklh i{kh izokl mm+ku ds le; 500 ls fdyksehvj dh ;k=k,d gh mm+ku es ;k :d&:ddj 22

32 tuojh&twu 2010 eqdr f'k{kk r; djrs gsa dqn i{kh de nwjh ds fy, gh izokl djrs gs vksj dqn rks gtkjks fdyksehvj dh nwjh r; djrs gsa ych nwjh dh mm+ku Hkjus okyh 100 ls vf/kd izoklh if{k;ks dh iztkfr;k Kkr gsa dqn i{kh tsls ^pkgk* ¼Lukbi½ izokl ds nksjku 12]800 fdyksehvj rd dh nwjh r; dj ysrs gsa vkdzfvd VuZ uked mrrj/kzqoh; leqnzh i{kh izokl ds le; lcls ych nwjh ¼17]600 fdyksehvj½ r; djrh gsa vf/kdk'k izoklh i{kh fcuk :ds rdjhcu 800 fdyksehvj dh nwjh dh mm+ku,d ckj es iwjk dj ldrs gsa 'kq: es ;g le>k tkrk Fkk fd ;s izoklh i{kh vkdk'k es cgqr Å pkbz ij mm+rs gs exj,slk oklro es ugh gksrk gsa dqn i{kh rks leqnz dh lrg ds lkfk&lkfk mm+rs gs rks ogh dqn i{kh ekmuv,ojslv dh Å pkbz ds djhc mm+ku Hkjrs gsa exj vf/kdk'k izoklh i{kh leqnz ry ls 7]400 QhV dh Å pkbz ds vnj gh mm+rs gsa cr[k tsls dqn etcwr izoklh i{kh leqnz ry ls 4800 ls ysdj 8640 QhV dh Å pkbz rd mm+rs gsa vf/kdk'k if{k;ks dh rqyuk vkwvkseksckby okgu ls dh tk ldrh gs D;ks fd ;s i{kh,d dkj ds leku 90 fdyksehvj dh nwjh,d?kvs es r; dj ldrs gsa izokl ds nksjku if{k;ks }kjk fn'kk fu/kkzj.k izokl ds nksjku i{kh gtkjks fdyksehvj ych nwfj;ks dks ikj djds fu;r LFkku rd fuf'pr le; ij igqpus ds fy, ekxz dh fn'kk fu/kkzj.k dsls djrs gs( ;g ckr oskkfudks dks ijs'kku djrh jgh gsa lw;z dh nsfud xfr ls vkerksj ij izoklh i{kh fn'kk Kku izkir djrs gs ysfdu dhkh&dhkh lw;z ds vkxs ckny vk tkrs gs rc ;s i{kh viuk fn'kk fu/kkzj.k dsls djrs gs\ ekuk tkrk gs fd ftl le; cknyks ds dkj.k lw;z fn[kkbz ugh nsrk] ml nksjku HkkSxksfyd ;k LFkyh; ldsrks ¼egklkxj] txy] igkm+ vkfn½ dks ns[kdj ;s vius xro; dh fn'kk dk Kku izkir djrs gsa izoklh i{kh jkr es Hkh mm+ku Hkjrs jgrs gs vksj bl le; lw;z ds ugh gksus ij os xzg&rkjks &u{k=ks dh enn ls viuk fn'kk fu/kkzj.k djrs gsa vkdk'k es ckny Nk, gksus dh flfkfr es ;s i`foh dh pqcdh; 'kfä }kjk fn'kk Kku izkir djrs gsa cmz fjfxx % if{k;ks dks NYys igukuk i{kh fo'ks"k dk uke] LFkku] irk vksj frffk tslh dqn egroiw.kz lwpuk, NYys ij ntz dj og /kkrq dk NYyk izoklh i{kh ds isj es igukdj mugs [kqys vkdk'k es NksM+ nsus ds ckn tks Hkh O;fDr tgk Hkh bugs ikrk gs] og blds izokl ls lcf/kr fjdkwmz ntz dj ysrk gs vksj lhko gksus ij NYyk igukus okys dks lwfpr djrk gsa if{k;ks ds isjks es NYyk igukus dh fof/k vc fo'o izpfyr gks xbz gsa bl fof/k dks ^cmz fjfxx* dgrs gsa bl cmz fjfxx vfhk;ku us izoklh if{k;ks ls lcf/kr vkdm+ s,d= djus dh fn'kk es Økfr yk nh gsa cmz fjfxx tslh oskkfud rduhd dks vkjhk djus dk Js; MsuekdZ ds i{kh oskkfud,p- lh- lh- ekvszulu dks tkrk gs ftugks us 1890 bz- es bl rduhd dks oskkfud vk/kkj iznku fd;k FkkA vxj vrhr es >kds rks ge ikrs gs fd if{k;ks ds isjks es NYys Qlkdj lns'k Hkstus dh fof/k iqjkus le; es Hkh ekstwn jgh gsa Hkkjr es Hkh dcwrjks dh enn ls nwj LFkkuks ij jgus okys O;fDr;ks dks lns'k Hksts tkrs FksA ckt] yxyx vkfn if{k;ks dks Hkh bl dke ds fy, blrseky fd;k tkrk jgk gsa ekvszulu us lozizfke tlrs ds NYys mi;ksx es yk, FksA NYyks ij Øe l[;k] ml LFkku dk uke tgk i{kh dks NYyk iguk;k x;k Fkk vksj o"kz vfdr fd, x, FksA ckn ds le; es mugks us tlrs ds LFkku ij,y;wfeuh;e /kkrq dk mi;ksx vkjhk dj fn;k vksj ml le; ls ysdj vkt rd bl dke ds fy,,y;wfeuh;e dk gh iz;ksx fd;k tkrk gsa,y;wfeuh;e 23

33 eqdr f'k{kk tuojh&twu 2010 cmz fjfxx % bl fof/k dks viukdj izoklh if{k;ks ds ckjs es cgqr dqn tku x, gs ge /kkrq ds NYyks ds iz;ksx ds ihns dkj.k ;g gs fd ;s NYys gyds vksj llrs gksrs gs] vklkuh ls iguk, tk ldrs gs vksj buls if{k;ks dks dksbz gkfu Hkh ugh igqprha cmz fjfxx dh fof/k vkt iwjh nqfu;k es viukbz tkrh gsa nqfu;k ds vl[; ns'kks es fofhkuu iztkfr;ks ds if{k;ks dks fu;fer :i ls vkt NYys iguk, tkrs gs vksj mudh izokl ;k=kvks ds lexz fooj.k gkfly djus dk iz;kl fd;k tkrk gsa,d vuqeku ds vuqlkj orzeku le; es iwjs fo'o es izfro"kz djhc 15 yk[k if{k;ks dks NYys iguk, tkrs gsa bu NYyks dh fof'k"v ljpuk gksrh gsa izr;sd NYys ij vxzsth Hkk"kk es NYyk igukus okyh llfkk@o;fdr dk uke vksj irk],d Øe l[;k vksj i{kh fo'ks"k ds fy,,d vd fy[kk gksrk gsa blds vykok NYys ij lcf/kr llfkk@o;fdr dks lwpuk nsus dk vuqjks/k Hkh gksrk gsa egt NYys igukdj if{k;ks dks [kqys vkdk'k es eqdr dj nsus ls i{kh izokl dh tkudkjh gkfly ugh gksrh gsa bu if{k;ks ij dm+h fuxjkuh j[kuk Hkh visf{kr gksrk gsa yxhkx gj ns'k es if{k;ks ds izokl&ifkks ij vusd i{kh voyksdu ds nz LFkkfir fd, x, gsa ftl i{kh dks NYyk iguk;k x;k gs mls idm+ ikuk vkerksj ij lhko ugh gks ikrka ;s i{kh ejus ;k ekj fn, tkus ds ckn gh idm+ s tkrs gs& ;s i{kh 'kk;n gh dhkh ftnk idm+ s tkrs gks A vxj ftnk idm+ fy, Hkh tkrs gs rks vko';d tkudkjh uksvdj mugs nqckjk NksM+ fn;k tkrk gsa if{k;ks dks NYys igukuk vius vki es,d dfbu dk;z gksrk gsa vkerksj ij de mez ds if{k;ks dks NYys ugh iguk, tkrs D;ksfd muds isjks ls NYys fudy tkrs gsa if{k;ks dks NYys iguk, tkus dk mfpr le; muds izokl mm+ku ls dqn fnuks igys dk gksrk gsa vktdy rks if{k;ks dks cm+ s vkdkj dk NYyk Hkh iguk;k tkrk gs rkfd mm+ku ds le; nwjchu dh enn ls NYys ij vfdr lwpuk, i<+h tk lds A Hkkjr es cmz fjfxx dk;zøe dks ewrz :i nsus dk Js; ckcs uspqjy fglvªh lkslkbvh] eqecbz vksj lkfye vyh tsls lefizr i{kh oskkfudks dks tkrk gsa ckcs uspqjy fglvªh lkslkbvh us ns'k dh vktknh ls igys o"kz 1926 es cmz fjfxx vksj vu; iz[;kr Hkkjrh; i{kh fo'ks"kk MkW0 lkfye vyh vk/kqfud rduhdks dh enn ls izoklh if{k;ks dk v/;;u djuk 'kq: fd;k FkkA izfl) Hkkjrh; i{kh oskkfud lkfye vyh gq, gs tks nqhkkzx;o'k vkt gekjs chp ugh gsa og thou i;zur i{kh v/;;u vksj cmz fjfxx tsls iz;klks es rue;rk 24

34 tuojh&twu 2010 eqdr f'k{kk ds lkfk yxs jgsa vkffkzd lg;ksx ds vhkko es mugks us vkjhk es LofufeZr NYys if{k;ks dks igukus dk iz;ksx Hkh fd;k FkkA Hkjriqj flfkr?kkuk i{kh fogkj vurjkz"vªh; cmz fjfxx dsnz dh LFkkiuk lkfye vyh us gh djokbz FkhA ifjunks dk lqj fo'o es rdjhcu nl gtkj izoklh i{kh ik, tkrs gs vksj bu lcdk izokl csgn jkspd&jksekpd gksrk gsa vkb, tkus dqn ifjunks ds bl lqj ds ckjs es A lkbcsfj;kbz lkjl izoklh if{k;ks dk ftø pyus ij gj fdlh ds eu es lcls igys lkbcsfj;kbz lkjl dk fp= mhkjrk gsa ;g,d ls Ms<+ ehvj Å pk] pedhys yky pks p okyk] lqsn jx ds 'kjhj okyk vkd"kzd i{kh gksrk gs ftldk izeq[k iztuu {ks= lkbcsfj;k gsa lkeku; lkjl ds myv ;g 'kkdkgkjh gksrk gs vksj uocj eghus es gj lky ;s Hkkjr es vkrs gsa dsoyknso i{kh fogkj] Hkjriqj ¼jktLFkku½ bu ifjunks dk fiz; 'khrdkyhu vkokl {ks= gksrk gsa finys dqn o"kksz ls bu vkxurqd izoklh if{k;ks dh l[;k es Hkkjh deh vkbz gs tks i{kh oskkfudks ds fy, fpurk dk fo"k; cuk gqvk gsa ;s lkjl ekpz&vizsy es Hkkjr ls okil vius ns'k dks yksv tkrs gsa LVkdZ ¼tkf?ky½ yxhkx,d ehvj yck 'kjhj vksj ych Vkxks okyk i{kh LVkdZ ftls vke cksypky dh Hkk"kk es tkf?ky dgrs gs],d izoklh i{kh gksrk gsa buds i[k ycs vksj i;kzir pksm+ s gksrs gs ftlls izokl ds nksjku yech o FkdkÅ mm+ku Hkjus es bugs ijs'kkuh ugh gksrh gsa tkf?ky dh ;g,d fo'ks"krk vksj igpku gs fd mm+ku ds le; ;s viuh xnzu ckgj dh vksj fudky ysrs gsa nwljk egroiw.kz rf; gs fd buds xys es /ofu mriknd eklisf'k;ks dh vuqiflfkfr ds dkj.k ;s cksy ugh ikrs gsa lfnz;ks es Hkkjr dks mm+dj vkus okys tkf?ky if{k;ks es lqjey ¼CySd LVkdZ½] gkth yxyx ¼OgkbV LVkdZ½ vksj yxyx ¼CySd OgkbV LVkdZ½ ds uke myys[kuh; gs A vckchy vckchy xksjs;k ds vkdkj&izdkj dh izoklh i{kh gksrh gs tks ekuo vkcknh es LoPNnrk ds lkfk jguk iln djrh gsa lfnz;k fcrkus ds fy, tks vckchy gekjs ns'k es vkrh gs os ;wjksi],f'k;k vksj mrrjh vesfjdk ls vkrh gs rfkk cyqfplrku] fp=ky vksj mrrjh fgeky; {ks=ks ds jklrs vkdj tynh gh iwjs ns'k es fc[kj tkrh gsa vdlj lfnz;ks es VsyhQksu ds rkjks ij ge ftl fpfm+;k dks csbk gqvk ikrs gs og vckchy gksrh gsa ;g fpfm+;k mm+us okys dhv&irxks dks [kkrh gsa vckchy cm+ s >q.mks es izokl ;k=k ij fudyrs gs tks iwjs fnu mm+ku Hkjdj jkr es dksbz LFky feyus ij >kfm+;ks ds vkl&ikl fojke djrh gsa vizsy ds vkjhk es ;s vckchy i{kh Hkkjr ls okil vius ewy LFkku ds fy, yksvuk 'kq: dj nsrh gsa i{kh izokl ds izdkj izoklh i{kh cksbx tsv ftruh Å pkbz ij mm+ku Hkj ldrs gs vksj mudh mm+ku dh vkslr xfr 80 fdeh@?kvk gksrh gsa i{kh oskkfudks us if{k;ks es izokl ds nksjku tks v/;;u fd, gs mlds vk/kkj ij mues fueufyf[kr N% izdkj ds izokl dks ik;k gs % 1- nsfud@lfkkuh; izokl vusd i{kh izdk'k] v/kdkj] rkieku] vknzzrk vksj Hkkstu dh miyc/krk tsls i;kzoj.kh; cyks dh izfrfø;k es vius?kks lys ls ckgj nsfud :i ls xfr djrs gsa i{kh vius?kk slys vksj Hkkstu {ks= ds chp fu;fer nsfud izokl djrs gsa xksjs;k ych izokl ;k=k ugh djrh ysfdu ;s viuh dkwyksuh ls izfrfnu Hkkstu ds fy, ckgj vkrh gsa isjkmkbt ykbdspj] xksymsu 25

35 eqdr f'k{kk tuojh&twu 2010 vksfjvksy izokl djus okys if{k;ks ds dqn mnkgj.k gsa 2- eksleh izokl eksle es cnyko vkus ij if{k;ks dk izokl ;k=k ij fudy im+uk,d vke ckr gsa m".k vksj miks".k dfvc/kh; {ks=ks es xehz ds eksle dh 'kq:vkr ;k vr es i{kh izokl dks fudyrs gsa ogh 'khrks".k {ks=ks es] izokl lfnz;ks ds 'kq: gksus ij gksrk gsa 'khrks".k {ks=ks ds i{kh lfnz;ks es xez izns'kks dks pys tkrs gs vksj olr ds vkus ij vius ewy {ks=ks dks yksv vkrs gsa ;wjksi] mrrjh vesfjdk vksj,f'k;k es if{k;ks es,sls izokl ns[ks tkrs gsa 3- pøh; izokl dqn if{k;ks dh izokl ;k=k, eksleh rks gksrh gs] ijrq ;s ;k=k, fu;fer vrjky ij ugh gksrha if{k;ks es bl izdkj ds izokl dks pøh; izokl dgrs gsa vesfjdk es ik, tkus okys myyw rhu ls ikp o"kksz es pøh; izokl djrs gsa 4- v{kk'kh; izokl if{k;ks es ik;k tkus okyk ;g lcls izpfyr izokl gksrk gs tks mrrj ls nf{k.k ;k nf{k.k ls mrrj v{kk'k dh vksj gksrk gsa 'kjn _rq ¼ir>M+½ es izoklh i{kh mrrj ls nf{k.k dh vksj izokl djrs gs vksj ol r _rq ds vkus ij nf{k.k ls mrrj dh vksja izfro"kz yk[kks izoklh if{k;k rhu gtkj fdyksehvj dh mm+ku Hkjdj ds nzh; vksj nf{k.kh výhdk dks igqprs gsa ;wjksi ds,d frgkbz i{kh 'khrdky es výhdk igqp tkrs gsa 5- muurk'k ;k m/oz izokl if{k;ks dh,slh iztkfr;k tks iozrks ij jgrh gs] os cnyrs eksle es ¼vkerkSj ij lfnz;ks es ½ fueu Å pkbz ij xez LFkyks dh vksj izokl djrs gs tgk mugs Hkkstu vksj vkokl lqyhk gksrk gsa 9500 QhV dh Å pkbz ij lsuvªy dsfyqksfuz;k ds iozrks ij ikbz tkus okyh igkm+h cvsj lnhz ds vkus ij 5000 QhV uhps vk tkrh gs vksj xehz vkus ij okil igkfm+;ks ij yksv tkrh gsa ;wukbvsm fdxme es ikbz tkus okyh vckchy vksj lkbcsfj;k dh fcyyks fpfm+;k es blh izdkj dk izokl ns[kus dks feyrk gsa 6- ns'kkurjh; izokl if{k;ks }kjk iwoz ls if'pe ;k if'pe ls iwoz dh vksj fd;k tkus okyk izokl ns'kkurjh; izokl dgykrk gsa izoklh if{k;ks ds O;ogkj vksj izokl ds izdkj vkfn rf;ks dk v/;;u djus ds fy, i{kh izsfe;ks vksj i{kh oskkfudks us le; ds lkfk&lkfk vusd fof/k;ks dk lgkjk fy;k gsa if{k;ks vksj mudh vuks[kh izokl&;k=kvks ds lc/k es tkudkjh gkfly djus ds fy, vkjhk es ogh fof/k viukbz xbz tks izkd`frd?kvukvks ds ckjs es viukbz tkrh jgh gs ;kuh /;kuiwozd voyksdu djuka,d gh iztkfr ds if{k;ks dh izokl ;k=kvks dk vusd o"kks± rd fujrj voyksdu djus ds ckn tks fu"d"kz fudkys x, mugs ckj&ckj tkpk& ij[kk x;ka ckn ds le; es if{k;ks ds 'kjhj es VªklehVj yxkdj jsfm;ksvªsfdx fof/k }kjk mudh izokl ;k=k dh xqfrfk;ks dks lqy>kus ds iz;kl fd, x,a izokl if{k;ks dk,d uslfxzd O;ogkj gksrk gs tks izr;{k :i ls muds vflrro ls rkyyqd j[krk gsa ;fn ;s i{kh izokl u djs rks buds lkeus Hkkstu] vkj; vksj iztuu dh lel;k, [km+h gks tk,xha ijrq izokl ds nksjku i{kh ftl rjg dh pquksrhiw.kz ifjflfkfr;ks dk lkeuk djrs gq, gtkjks fdyksehvj dh ych ;k=k, iwjh djrs gs] og vius vki es gsjrvxst ckr gsa lnhkz% 1-,fuey okwfpx( ys[kd MsLeM ekwjhl 2- if{k;ks dh izokl ;k=k( ys[kd fo'o eksgu 'kekz 3-,fuey fcgsfo;j( ysf[kdk jhuk ekfkqj 4- /kjk ij thou( ysf[kdk lqdu;k nùkk 26

36 tuojh&twu 2010 eqdr f'k{kk MkW- Mh-,l- dksbkjh ds fopkj %,d 'ksf{kd ØkfUr MkW0 nsosuæ flg Hkwfedk dksbz Hkh fpurd fo'o ds fdlh Hkh dksus es jgdj,slk fpuru dj ldrk gs ftldh lknfhkzd mikns;rk vu;= Hkh gks ldrh gsa fpurd ds xw<+ fpuru ds vk/kkj ij f'k{kk es O;kIr 'ksf{kd lel;kvks dk lek/kku vklkuh ls fd;k tk ldrk gs D;ks fd fpuru ek= ls)kfurd vh;kl gh ugh gksrk oju~ ubz 'kks/k lel;kvks dh rjq Hkh bfxr djrk gsa,sls gh iz[;kr HkkSfrd fokkufon~] f'k{kk'kkl=h,o ekuorkoknh fpurd izksœ nksyr flg dksbkjh Fks ftugs Mh-,ldksBkjh uke ls lecksf/kr fd;k tkrk gsa Mh-,ldksBkjh dk tue 6 tqykbz 1906 dks jktlfkku ds esokm+ LVsV mn;iqj es gqvk FkkA muds firk dk uke Jh Qrsgyky dksbkjh Fkk] tks Ldwy es v/;kid FksA dksbkjh ds rhu HkkbZ,o,d cgu FkhA dksbkjh ds firk dk nsgkur 38 o"kz dh volfkk es lu~ 1918 es gks x;ka ml le; Mh-,l- dksbkjh dh volfkk 12 o"kz dh FkhA ml le; dksbkjh dk ifjokj vkffkzd volkn es pyk x;ka dksbkjh dh izkjfehkd f'k{kk x`guxj mn;iqj es gh gqbza rri'pkr~ 1922 es dksbkjh us egkjktk f'kokth jko gkbz Ldwy] bunksj ls esfvªd dh ijh{kk ikl dha 1924 es iqu% bunksj ls okil mn;iqj ls jktiwrkuk cksmz ls b.vjehfm,v ijh{kk es izfke LFkku izkir fd;k,o HkkSfrd] jlk;u o xf.kr es fo'ks"k ;ksx;rk izkir dha 1926 es bykgkckn fo'ofo ky; ls chœ,l&lhœ fd;k,o 1928 es HkkSfrdh es,eœ,l&lhœ fd;ka ml le; HkkSfrd fokku fohkkx ds fohkkxkè;{k izksœ es?kukn lkgk FksA dksbkjh dk fo'ks"khdj.k ok;jysl ¼bysDVªkfuDl½ es FkkA rri'pkr~ bykgkckn fo'ofo ky; e s HkkSfrd fohkkx es fmek.lvsªvj ds in ij fu;qdr gq,a nks o"kz ds ckn mpp vè;;u ds fy, dksbkjh dks izksœ es?kukn lkgk dh llrqfr ij bxysm es dsfeczt es izksœ jnjqksmz ds funsz'ku es dk;z djus dk volj feyka ogh ls ih,pœmhœ djus ds ckn dksbkjh iqu% Hkkjro"kZ okil fmekulvsªvj ds in ij bykgkckn fo'ofo ky; vk x;sa ebz 1934 es dksbkjh fnyyh fo'ofo ky; es jhmj,o fohkkxk/;{k fu;qdr gq,a 1942 es dksbkjh izksqslj fu;qdr gq,a mudk izs'kj vk;ksukbts'ku (Pressure Ioniztion) ij dk;z vr;r ljkguh;,o mrd`"v gsa 1948 es Hkkjr ljdkj us mugs j{kk e=ky; es oskkfud lykgdkj fu;qdr fd;ka rri'pkr~ mugs 1961 es fo'ofo ky; vuqnku vk;ksx dk v/;{k fu;qdr fd;k x;ka ¼eksgUrh],l&2007½ Hkkjr ljdkj f'k{kk ds fodkl,o lq/kkj ds {ks= es lpsr jgh gsa blh dkj.k fo'ofo ky; f'k{kk vk;ksx ¼1948½ rfkk ek/;fed f'k{kk vk;ksx ¼1952½ xfbr fd;s x,a bu vk;ksxks us mpp f'k{kk rfkk ek/;fed f'k{kk ds lq/kkj rfkk fodkl gsrq llrqfr;k nha ijurq bu llrqfr;ks dk iw.kzr% fø;kuo;u ugh gks ik;ka ifj.kke ;g gqvk fd f'k{kk dh xq.koùkk,o Lo#i es visf{kr lq/kkj rfkk fodkl ugh gqvka blfy, f'k{kk e=ky; us r`rh; f'k{kk vk;ksx dk izlrko j[kka Hkkjr ljdkj us 14 tqykbz 1964 dks jk"vªh; f'k{kk vk;ksx gsrq izlrko ikfjr fd;ka Hkkjr ljdkj us jk"vªh; f'k{kk vk;ksx dh fu;qfdr dh ftlus viuk dk;z 2 vdvwcj 1964 ls izkjehk fd;k vksj vfure fjiksvz 19 twu 1966 dks izlrqr dh FkhA bl vk;ksx ds v/;{k izksœ MhŒ,lŒ MkW0 nsosunz flg] jhmj] f'k{kk ldk;] lrh'k punz dkwyst] cfy;k ¼mŒ izœ½a 27

37 eqdr f'k{kk tuojh&twu 2010 dksbkjh fu;qdr fd;s x,a blhfy, izk;% bls dksbkjh vk;ksx ¼1964&66½ dgk tkrk gsa blds izfrosnu dks f'k{kk o jk"vªh; fodkl (Eduction nd Ntionl Development) dgk tkrk gsa izksœ dksbkjh dh pfpzr iqlrd&vk.kfod folqksv,o mldk izhkko (Nucler Explosions nd Their Effects) tks gkseh ts HkkHkk ds lkfk l;qdr iz;kl ls fy[kh x;h gs] HkkSfrd fokku ds {ks= es egroiw.kz ;ksxnku ds :i es gsa bldk tezu] jfl;u,o tkikuht Hkk"kk es vuqokn fd;k x;k gsa 1982&92 rd izksœ dksbkjh tokgjyky usg: ;qfuoflzvh ¼ts-,u-;w-½ ds pkulyj jgsa iz[;kr oskkfud] f'k{kkfon~,o ekuorkoknh fpurd izkœ dksbkjh dk fu/ku 4 Qjojh 1993 dks gks x;ka muds leeku es fnyyh fo'ofo ky; us Mh-,l- dksbkjh ls Vj Qkj lkbul] bffkdl,s M,twds'ku LFkkfir fd;ka ;g dsuæ izr;sd o"kz Mh-,l- dksbkjh Le`fr O;k[;ku vk;ksftr djrk gsa ¼fn fgunw&5 Qjojh 2004½ blh Øe es ;wœthœlhœ us 2007&08 l= ls izksœ dksbkjh ds tue 'krkcnh ds miy{; es U;w ;w-thlh- ikslv MkDVksjy Qsyksf'ki izkjehk dh gsa ÑfrRo izksœ Mh-,l- dksbkjh dks Hkkjr es j{kk fokku dk f'kyih dgk tkrk gs D;ks fd 1948&1961 rd os Hkkjr ljdkj ds j{kk e=ky; es oskkfud lykgdkj jgsa mijksdr dky es Hkkjr ds fofhkuu fgllks es j{kk fokku ls lecfu/kr fofhkuu iz;ksx'kkyk;s LFkkfir dh x;ha ;Fkk&bLVhP;wV vkwq vkekzes V LVMht] iwus] ls Vj Qkj Qk;j fjlpz] fnyyh] lkfym LVsV fqftdl yscksjsvjh] fnyyh] fmqsul QwM fjlpz yscksjsvªh] gsnjkckn] lkbfuvfqd bosy;w,'ku xqzi] fnyyh],o VsfDudy csfyflvd fjlpz yscksjsvªh] pmhx<+a nwljh rjq gkseh ts- HkkHkk ds lkfk feydj izksœ dksbkjh us U;wfDy;j,DlIykstu,s M ns;j bqsdv~l d`fr dh jpuk dj HkkSfrd fokku fo"k; ij Hkh viuk iw.kz LokfeRo j[kka fokku ls izhkkfor gksus ds ckn Hkh MkWŒ dksbkjh ds eu es lr;,o vfglk ds fy, vikj Lusg FkkA os loz/kez lehkko o rkfdzdrk ij cy nsrs FksA fokku o /kez ds leuo; dks vfuok;z ekurs Fks D;ks fd tgk fokku HkkSfrd lq[k le`f) iznku djrk gs ogh /kez ¼vk/;kfRedrk½ ls ekufld 'kkfur izkir gksrh gsa ¼VkbEl vkwq bf.m;k&16 Qjojh 2006½ vk/;kfredj.k f'k{kk ds vk/;kfredj.k ls rkri;z f'k{kk es lldkj i{k dks n`<+ djuk gsa vk/kqfud f'k{kk es izeq[k :i ls Kku rfkk dqn v'kks es dks'kyks ij /;ku fn;k tkrk gs] lldkj o l`tu i{k yxhkx misf{kr jgrk gsa O;fDrRo ds fodkl ds nks i{k gksrs gs&,d 'kkjhfjd rfkk nwljk vkfreda 'kkjhfjd i{k es 'kjhj] ef"r"d rfkk gǹ; gs rfkk vkfred i{k es vkrek] eu] fpùk,o cqf) gsa eu dk lecu/k vkfred i{k ls gksrk gsa /kez fo'o es,drk] lqj{kk o 'kkfur dh LFkkiuk djrk gsa ;g O;fDr] lekt] jk"vª o fo'o dk lpkyd o iks"kd cy gsa /kez euq"; dh izxfr dk lk/ku gsa euq"; dh vk/;kfred izxfr dks izr;{k :i es vksj HkkSfrd izxfr dks vizr;{k :i es /kez ls izsj.kk,o izksrlkgu feyrk gsa bl izdkj izksœ dksbkjh dk ekuuk Fkk fd fokku,o èkez dk fu.kz; mudh miyfcèk;ks ls gksuk pkfg,a ¼vgen&2002] eksgurh&2007½ vk/kqfud 'ksf{kd Økfr dk fuekzrk izksœ dksbkjh dks Hkkjr es vk/kqfud 'ksf{kd ØkfUr o vkunksyu dk fuekzrk dgk tkrk gsa D;ks fd f'k{kk vk;ksx dk izfrosnu& f'k{kk o jk"vªh; fodkl leiw.kz Hkkjrh; f'k{kk iz.kkyh dk vkbuk gsa ¼pkS/kjh 2002½A izksœ dksbkjh dk ekuuk Fkk fd fokku o izks ksfxdh f'k{kk dks izr;{k :i ls jk"vªh; fodkl,o le`f) ls lefuor o lecfu/kr gksuk pkfg, ftlls ekuo thou dh xq.koùkk dks cuk;s j[kk tk ldsa vk;ksx dk ekuuk Fkk fd f'k{kk ds jk"vªh; y{; ds vurxzr f'k{kk 28

38 tuojh&twu 2010 eqdr f'k{kk dks gekjh lkekftd thou i)fr ds vuq:i cuk;k tkuk pkfg,a f'k{kk dks mrikndrk ds lkfk tksm+k tk;s,o lkekftd] usfrd rfkk vk/;kfred ewy;ks dk fodkl fd;k tk;sa ikb,sls gks tks thou o ifjflfkfr;ks ls lecfu/kr gks] ftuls Nk=ks es jk"vª izse dh Hkkouk dk fodkl gks vksj bl izsj.kk dk mn; gks fd ge nwljks ls thou i;zur lh[krs jgs D;ks fd tgk lh[kuk cun gqvk ogh ef"r"d Hkh cun gks tkrk gsa Nk=ks dks ls)kfurd o iqlrdh; Kku nsus ds lkfk&lkfk mudh vfhko`fùk es ifjorzu ykus dh ps"vk djuh pkfg, ftlls os fo'o xko dh pquksrh dk lkeuk djus ds fy, rs;kj gks A jk"vª dh izfrhkk o ijeijk dks leeku feys( ;gh f'k{kk iz.kkyh dk mn~ns'; gksuk pkfg,a izksœ dksbkjh f'k{kk ds fofhkuu Lrjks ¼izkFkfed] ek/;fed,o mpp f'k{kk½ es lrqyu j[kus ij cy nsrs FksA mudk er Fkk fd xq.koùkkiw.kz f'k{kk] f'k{k.k] 'kksèk,o vf/kxe ds fy, izr;sd Lrj ij tks d`f=e nksgjko ¼vksojySfix½ ifjyf{kr gks jgk gs] mls jksdus dh t:jr gsa bu fohkktuks dks os rhu Jsf.k;ks es j[krs Fks&fuiq.krk iwozd mfpr dk;z djus dk fohkktu ¼VSfDVdy½] O;wg jpuk ¼LVªkVsftd½,o ekuorkoknh ¼áwefufLVd½A VSfDVdy fohkktu dk lecu/k thou i;zur mi;ksfxrk ds fy, ls)kfurd o O;kogkfjd Kku dk gksuk] LVªkVsftd fohkktu dk lecu/k thou i;zur mi;ksfxrk,o ewy;ks ds Kku ls lecfu/kr,o áwefuflvd fohkktu dk lecu/k xq.koùkk iw.kz thou ds egro ls lecfu/kr gsa izksœ dksbkjh izkfkfed f'k{kk dks thou dh iz;ksx'kkyk ekurs FksA fuj{kjrk dks os nh?kzdky es vio;; ekurs FksA xq.koùkk] mrd`"vrk,o ewy;foghu f'k{kk dks os fujfkzd iz;kl o vio;; ekurs FksA os vius n`f"vdks.k es ;qokvks,o oskkfudks ij lokzf/kd vklfkk j[krs FksA us'kuy lkbul VSysUV lpz izksxzke,o jk"vªh; izfrhkk [kkst ijh{kk, tks jk"vªh; 'ksf{kd vuql/kku o izf'k{k.k ifj"kn] ubz fnyyh }kjk vk;ksftr dh tkrh gs] izksœ dksbkjh dh Lo; dh lksp,o n`f"v (Vision) gsa os ekurs Fks fd dksbz Hkh f'k{kk i)fùk ml jk"vª fo'ks"k ds izfrhkk] ijeijk,o jk"vªh; lnhkz ls tqm+h gksuh pkfg,a oklro es vkt fo kfkhz dk eq[; mís'; izek.khdj.k ls tqm+ tkuk gs ftlds dkj.k ckydks es l`tu] lel;k&lek/kku,o vkykspukred fpuru dk fodkl ugh gksrk gs ftlls lwpukred Kku es rks vizr;kf'kr o`f) gks jgh gs ysfdu foosd,o ekuoh; ewy; vizhkkfor gsa ¼dksBkjh&1988½ izks0 dksbkjh us vk/kqfud f'k{kk ds fy,,o oskkfud n`f"vdks.k ds fy, fokku,o rduhd dh f'k{kk ij cy fn;ka Hkkjr dks 21oh 'krkcnh dh pquksfr;ks ls oskkfud fpuru gh eqfdr fnyk ldrk gsa ysfdu fokku] tks fo"k;ks es fohkkftr gs] og bls vo;kogkfjd,o vfofgr (Arbitrry) ekurs FksA fokku ds fofhkuu [k.mks,o v'kks es fohkktu dks og Ñf=e ekurs FksA fokku] lgh vfkks Z es,dhdj.k (Unity) gsa MkWŒ Mh-,l- dksbkjh us thou i;zur vius dk;z ds {ks= es n`f"v,o ewy;ks dks lokzf/kd egro fn;k ysfdu orzeku 'ksf{kd lnhkz es os lokzf/kd misf{kr gsa iz[;kr fpurd MkWŒ d.kz flg us Mh-,l- dksbkjh tue 'krkcnh dk;zøe ds vurzfø;kred l= es lkjxfhkzr O;k[;ku es dgk fd izksœ dksbkjh ds O;fDrRo o d`frro es Kku o fokku dk vn~hkqr leuo; Fkk] ftldh orzeku es lknfhkzd mikns;rk ls budkj ugh fd;k tk ldrk gsa f'k{kk ds pkj LrEHkks & yfu±x Vw uks ¼Kku ;ksx½] yfu±x Vw Mw ¼deZ ;ksx½] yfu±x Vw fyo VwxSnj ¼lg;ksx½,o yfu±x Vw ch ¼f'k{kk dqn cuus ds fy,½ :i es Kku o fokku es vn~hkqr leuo; ds :i es ns[kk tk ldrk gsa ¼;wfuoflZVh U;wt&2007½ ^yfu±x Vw uks* ls iwoz ^yfu±x Vw yuz* ds ckjs es tkudkjh izkir djuh gksxha MkWŒ dksbkjh ds fpuru dk vk/kkj yfu±x Vw yuz gs D;ks fd lkeku; tkudkjh tks Kku dk ifj.kke gs vr;ur vko';d gsa izr;sd O;fDr dks Lok/;k; dh vko';drk gs rfkk thou i;zur mu voljks dk ykhk mbkdj vkre dks'ky fodflr djuk pkfg,a blls ckydks es Kku] dks'ky] 29

39 eqdr f'k{kk tuojh&twu 2010 n`f"vdks.k rfkk tfvy o ifjorzuh; fodkl es lgk;rk izkir gks ldsxha thou i;zur f'k{kk dh [kkst es izr;sd O;fDr dks fujurj lkeku; Kku dk uohuhdj.k djuk rfkk tkudkjh dh xgjkbz rd tkuk vko';d gsa bl izdkj oskkfud lksp ds fy, /;ku dsfuær djus dh {kerk] Lej.k 'kfdr rfkk fpuru dh 'kfdr fodflr djus dh vko';drk egroiw.kz gsa f'k{kk dk nwljk LrEHk ^yfuzx Vw Mw* ^yfuzx Vw uks* ls gh lefuor o lecfu/kr gsa blhfy, cgqr ls fodkl'khy ns'k oskkfud lld`fr dh izkfir dks lqfuf'pr djus es yxs gs rkfd rduhdh f'k{kk Hkfo"; dh thou 'ksyh ds fy, LFkku izkir dj ldsa uokpkjks ds fy, {kerkvks,o ;ksx;rkvks rfkk l`tukredrk dk iks"k.k orzeku lnhkz es djuk gksxka eq[; lnhkz fcunq,sls yksxks dks rs;kj djus dk gs tks ekuorkiw.kz fodkl gsrq Hkfo"; fuekz.k es izhkkoh Hkwfedk fuhkk;sxsa orzeku 'ksf{kd lnhkz es f'k{kk dk ewy mís'; gh foyqir gksrk tk jgk gs] lwpukred Kku dks gh f'k{kk dk i;kz; ekuk tkus yxk gs] Kku es c<+ksùkjh gks jgh gs ysfdu foosd es gzkl gks jgk gs] izek.khdj.k gh O;fDr ds thou dk y{; gks x;k gsa ekuoh; ewy;ks dk ekuo thou ls lecu/k fopnsn lk gks x;k gs] vfkkzr~ iw.kz 'ksf{kd ikfjflfkfrdh ij udkjkred lksp o izn'kzu izhkko ifjyf{kr gks jgk gsa bu ifjflfkfr;ks es vko';drk bl ckr dh gs fd,slh f'k{kk iz.kkyh fodflr dh tk; tks lldkj] l`tu o ekuorkiw.kz fodkl dh iw.kz iks"kd gks D;ks fd izksœ dksbkjh dk ekuuk Fkk fd Hkkjr ds HkkX; dk fuekz.k mldh d{kk es fd;k tk jgk gsa bl izdkj lokzf/kd egroiw.kz f'k{kk dk LrEHk ^yfu±x Vw fyo VwxSnj* gs tks thou i;zur f'k{kk dk i{k/kj gsa ^yfu±x Vw ch* f'k{kk dk pksfkk LrEHk gsa ;gh Qkjs fjiksvz dk 'kh"kzd Hkh gsa 1972 es,d vurjkz"vªh; vk;ksx us f'k{kk ds fodkl ij,d fjiksvz izlrqr dh ftldk uke ^yfu±x Vw ch* FkkA bl vk;ksx ds v/;{k ÝkUl ds iz/kkue=h,mxj Qkjs FksA Qkjs fjiksvz es ;g Hk; n'kkz;k x;k Fkk fd fokku o rduhdh ds fodkl,o ifjorzu ls iwjk fo'o vekuoh; cu tk;sxk rc f'k{kk dk dk;z ;g ekuk x;k fd ^O;fDr dks bl ;ksx; cuk;s fd og viuh lel;k;s gy dj lds ] vius fu.kz; Lo; ys lds rfkk vius mùkjnkf;ro Lo; fuhkk ldsa ¼jktiwr&1997½ ysfdu mijksdr Hk; ds ifjizs{; es MkWŒ dksbkjh dk fpuru ekuo fodkl o dy;k.k dh rjq bfxr djrk gsa iz[;kr HkkSfrd fokkufon~,o Hkkjrh; f'k{kk vk;ksx ds v/;{k MkWŒ dksbkjh ds Lo; ds 'kcnks es ^^fokku o rduhd rks mùkjksùkj izxfr ds ifk ij gs ysfdu foosd es gzkl gks jgk gsa Kku dk f{kfrt c<+ jgk gs ysfdu O;fDrRo dk ekuorkiw.kz fodkl ugh gks jgk gsa,d rjq Kku dk folqksv rks gks jgk gs ysfdu fokku o v/;kre ds leuo; ds vhkko es foosd?kv jgk gsa fglk dk folqksv oy;kdkj (Spirl) :i es ykyp]?k`.kk o Hkze ds :i es c<+ jgk gs rks nwljh rjq rks fokku] rduhd o mrikndrk es Hkh oy;kdkj :i es vizr;kf'kr o`f) gks jgh gs**a ¼uUnk&1997½ ;fn fokku] rduhd,o mrikndrk tks oy;kdkj flfkfr es gs] dks lldkj l`tu o ekuorkiw.kz fodkl ¼v/;kRe½ dk mfpr leuo; gks tk; rks f'k{kk dk ewy mn~ns'; ^^f'k{kk gh thou dh iz;ksx'kkyk gs** dks iqulfkkzfir fd;k tk ldrk gs ¼dksBkjh&1963½A bl izdkj ge dg ldrs gs fd MkWŒ dksbkjh dk fpuru Kku o fokku o v/;kre dk vizfrhk leuo; gs tks f'k{kk ds pkjks LrEHkks ij vk/kkfjr gsa fu"d"kz f'k{kk dk lokszrd`"v mís'; okrkoj.k dk l`tu gs] tks lldkj o ekuorkiw.kz O;fDrRo ds iw.kz fodkl dk vkèkkj gsa f'k{kk ;k rks izlrqr okrkoj.k dk #ikurj.k djrh gs ;k fof'k"v okrkoj.k dk l`tua izksœ dksbkjh dk leiw.kz fpuru Hkkjrh; ifjflfkfr;ks,o lnhkksz ls tqm+k gqvk gsa 30

40 tuojh&twu 2010 eqdr f'k{kk,d rjq MkW0 Mh0,l0 dksbkjh fokku o izks ksfxdh ds ek/;e ls oskkfud ewy;ks & lel;k lek/kku] rdz] fu.kz;] l'ys"k.k&fo'ys"k.k vkykspukred fpuru& dks Nk=kks es fodflr djus dh izsj.kk nsrs gs rks nwljh rjq ekuorkoknh fpurd ds :i es ekuoh; ewy;ks& lr;] /kez] izse] 'kkfur] vfglk] v/;kre] pfj=k] lldkj& ls tqm+ s gksus dk nkf;ro cks/k djkrs gsa bl izdkj muds fpuru es Kku fokku o /kez dk vn~hkqr lkeutl; gsa izksœ dksbkjh us vius fpuru,o vuqhko ds }kjk Hkkjrh; f'k{kk iz.kkyh dh lel;kvks dk xgu v/;;u fd;k,o f'k{kk vk;ksx ¼1964&66½ ds izfrosnu es muds n`f"vdks.k ¼fotu½ dks Li"V eku;rk feyha ;g izfrosnu Hkkjrh; f'k{kk es ehy dk irfkj gsa dksbkjh vk;ksx ds izfrosnu ds ckn ftrus Hkh Hkkjrh; f'k{kk es egroiw.kz ifjorzu gq,] mues dbz dk vk/kkj LrEHk izksœ dksbkjh dk 'ksf{kd fpuru gh gsa ysfdu mudh llrqfr;ks ij iw.kz #i ls vey ugh gks ldk,o mudh vuqiz;ksxkred izklfxdrk U;wu gks x;ha n`<+ jktusfrd bpnk 'kfdr,o izfrc)rk ds vhkko es Hkkjrh; f'k{kk iz.kkyh vius f'k[kj rd ugh igq p ldh vu;fkk jk"vªh; Kku vk;ksx dh Hkkjrh; f'k{kk ds izfr xehkhjre fdurq lknfhkzd mikns; fvii.kh ls cpk tk ldrk FkkA fu"d"kzr% dgk tk ldrk gs fd izksœ dksbkjh ds 'ksf{kd fpuru dks iqu% lnfhkzr dj xq.koùkkiw.kz f'k{kk ds ek/;e ls ekuo thou dh xq.koùkk dks cuk;s j[kk tk ldrk gs D;ksfd xq.koùkkiw.kz f'k{kk gh thou dh iz;ksx'kkyk gsa lnhkz xzufk&lwph 1- vgen],q&2002,ve,sm lsyq % dysd'ku vkwq ysdplz MsfyoMZ ckbz Mh-,l- dksbkjh] ubz fnyyh % U;w,t bvjus'kuy ifcy'kja 2- vgen],q&2002 ukyst,sm fotme% dysd'ku vkwq ysdplz MsfyoMZ ckbz Mh-,l- dksbkjh] ubz fnyyh] U;w,t bvjus'kuy ifcy'kja 3-,u-lh-bZ-vkj-Vh- ¼1970½,twds'ku,sM us'kuy MsoyiesV] fjiksvz vkwq,twds'ku deh'ku dksbkjh] Mh-,l- ¼1988½ ysdpj fmfyomz vku fn vdstu vkwq xksymu tqcyh QD'ku vkwq QsdYVh vkwq,twds'ku] tkfe;k fefy;k blykfe;k] ubz fnyyh] vdvwcj 29] dksbkjh] Mh-,l- ¼1963½ izslhmsulh;y,smsªl Vw bfm;u lkbul dkxzsl] fnyyh] vdvwcj 7] pks/kjh] /kujkt ¼2002½ dhfrziq:"k % in~efohkw"k.k izksœ nksyr flg dksbkjh dh thouh ij vkèkkfjr,d miu;kl] ubz fnyyh % ok.kh izdk'kua 7- fn fgunw % MCyw MCyw MCyw] n fgunw- dke@ 2004/02/05@LVksjhtA MCyw MCyw MCyw] fokku izlkj- xkso- bu@ lkbfuvlv~l@mh dksbkjha 8- nykbz ykek % lkbul,sm flizpqvyvh] VkbEl vkwq bf.m;k] Qjojh 13] uunk] vkj-vh- ¼1997½ duvseijksjh,izkspst Vw osy;w,twds'ku] ubz fnyyh] jhstsulh ifcyds'ku i`"b&4 10- eksgurh],l- ¼2007½ % nksyr flg dksbkjh % n vkfdzvsdv vkwq fmqsul lkbulst bu bfm;k] fokku izlkj] ubz fnyyha 11- esgjks=k] vkj-lh-,sm vjksjk] jes'k ds- ¼1994½,tqds'ku] lkbul,sm áweu osy;wt%,lst bu vkuj vkwq izksœ Mh-,l- dksbkjh] ubz fnyyh % foyyh,lvuza 12- ;wfuoflzvh U;wt % buvjsfdvo ls'ku vku fotu,sm osy;wt bu Ldwy,twds'ku] 45 ¼48½] uo- 26] fnlecj 02] jktiwr] ljyk ¼1997½ % lh[kus dk lzksr % Hkhrj dk [ktkuk] Hkkjrh; vk/kqfud f'k{kk] o"kz 14] vd&4] vis zy 1997,u-lh-bZ-vkj-Vh-] ubz fnyyha 14- 'kekz] vkj-,- ¼2006½ Hkkjrh; f'k{kk iz.kkyh dk fodkl] esjb % vkj yky cqd fmiksa 31

41 eqdr f'k{kk tuojh&twu 2010 izkphu Hkkjr es yksgk,o blikr MkW- lqjs'k pnz HkkfV;k Hkkjr es yksg,o blikr mriknu rduhdh dk bfrgkl yxhkx 4000 o"kz iqjkuk ekuk tk ldrk gsa,slh eku;rk gs fd ml le; Hkkjr es yksg,o blikr m ksx dkqh fodflr volfkk e s FkkA,d vksj tgk _Xosn es yksgs dh ppkz dh xbz gs] ogh nwljh vksj Hkkjr ds izkphu vk;qoszfnd xzfkks es Hkh dbz izdkj dh vks"kf/k;ks ds fuekz.k es yksg /kkrq fej.k dk myys[k feyrk gsa ; fi yksgs o blikr dk iz;ksx le; ij cnyrk jgk] rfkkfi ;g vkfn dky ls gh izkphu ekuo lh;rk dk,d izeq[k vx jgk gsa bzlk ls yxhkx 5000 o"kz iwoz ls gh ekuo lh;rk dh dyiuk fcuk yksgs o blikr ds ugh dh tk ldrh] ysfdu bzlk ls yxhkx 2500 o"kz iwoz rd ds bfrgkl e s gh vkfnekuo lh;rk }kjk yksgs o blikr ds folr`r mi;ksx dk o.kzu feyrk gsa vkfnekuo l`f"v ds vkjhk ls gh vius thou fuokzg ds fy, vksj viuh lqj{kk ds fy,] eq[;r% tkuojks dk f'kdkj djus ds fy,] l{ke,o rst /kkj okys vkstkjks dk fuekz.k djrk jgk gsa vkjhk es ydm+h ds cus vkstkjks ij irfkj ds rst /kkj okys Qyd yxk;s x;s] ysfdu rst vkstkjks dk fodkl djus ds fy, ekuo fujrj gh etcwr /kkrqvks dh [kkst djrk jgka lkeku; Ñf"k mriknu ds fy, Hkh ekuo dks dqn midj.kks dh vko';drk eglwl gqbza lkshkkx;o'k vksj vdlekr gh?kvh,d ekewyh lh vutkuh?kvuk ls vkfnekuo dks i`foh ij vkd'k ls fxjs gq, mydkfimks ls etcwr /kkrq fudkydj muls vkstkj cukus es lqyrk feyha lhkor% ;g vkfnekuo dh yksgs o blikr ds mriknu dh?kvuk ekuh tk ldrh gsa Hkkjrh; mi&egk}hi es yksg fu"d"kz.k dh izkfkfed izfø;k, ik p vyx&vyx {ks=ks es fodflr dh xb± gsa lhkor% ;g lhkh iz;kl,d nwljs ls Lor= :i ls fd;s x;s] ftudk vuqekfur le;&dky bzlk iwoz lu~ 2000 vk dk x;k gs] ysfdu fuf'pr :i ls mugs bzlk iwoz 1300 ls bzlk iwoz 1000 ds e/; fodflr fd;k x;ka bu lhkh iz;klks es fev~vh ls cuh gqbz cm+h&cm+h HkfV~V;ks e s dppk eky xykdj yksgk cukus dh izfø;k ds fy, mudk mi;ksx fd;k x;ka vks ksfxd Økfr ls iwoz gh yksg,o blikr ds mriknu,o muds O;olk; ds fy, Hkkjr,d vxz.kh ns'k ds :i es tkuk tkrk FkkA mv~t yksgs dks lkeku;r% mv~t blikr ds :i es tkuk tkrk jgk vksj blds cm+ s&cm+ s fim & buxkwv &Hkkjrh; cnjxkgks ls if'pe,sf'k;k ds ns'kks dks fu;kzr fd;s tkrs Fks] tgk buls mpp dksfv dh mùke xq.koùkk dh ryokjs & cqykv vfkok nfe'd ryokjs & cukdj fo'o Hkj ds yxhkx lhkh ns'kks dks fu;kzr dh tkrh FkhA izkphu dky es Hkkjr es lhkh izdkj ds yksgs ds fu"d"kz.k gsrq dsoy fev~vh ls cuh gqbz HkfV~V;ks dk iz;ksx fd;k tkrk jgka vkfn ekuo }kjk yksg fu"d"kz.k ds fy, iz;ksx dh tkus okyh fev~vh ls cuh izkfkfed HkV~Vh dk,d lkeku; js[kkfp=.k] vxys i`"b ij n'kkz;k x;k gsa,sfrgkfld lk{;ks ds vuqlkj] yksg v;ld ls yksg /kkrq izkir djus dh fof/k lozizfke Hkkjr es gh fodflr MkW- lqjs'k pnz HkkfV;k] 284] lsdvj&1] fpjtho fogkj] xkft;kckn&

42 s tuojh&twu 2010 eqdr f'k{kk dh xbza MkW-,y,e ghfk uked,d ;wjksih; fo}ku ds erkuqlkj Hkkjr es yksgs dk fuekz.k dkqh izkphu dky ls gh gksrk vk jgk gsa Hkkjr ds fofhkuu {ks=ks es yksg izxyu dh iqjkuh HkfV~V;ks ds vo'ks"k ik;s x;s gsa izkphu dky es yksg v;ld dh cm+h&cm+h [kkus rks miyc/k ugh FkhA blfy;s ml le;&dky es yksgkj dgh Hkh] fdlh Hkh Lrj ij ikbz xbz yksg v;ld dk iz;ksx djds /kkrq izkir dj fy;k djrs FksA bu v;ldks es izeq[k :i ls lfeefyr Fks& esxusvkbv] gsesvkbv] fueksukbv] ysvsjkbv] vkfna Furnces for smelting of iron used by tribls Agriy Chhotngpur Bstr o fp=% vkfnekuo }kjk yksg fu"d"kz.k gsrq iz;ksx dh xbz fev~vh ls cuh,d izkfkfed HkV~Vh VkWel gkwysm ds erkuqlkj izkphu Hkkjr e s yksgs dk fuekz.k nks pj.kks es fd;k tkrk FkkA ml le; +yld dk mi;ksx dksbz ugh tkurk FkkA yksg v;ld ds Pkw.kZ dks ydm+h ds dks;ys ds lkfk fev~vh dh NksVh&NksVh?kfM+;ks & Øqflfcy & es xyk;k tkrk FkkA izxyu lekir gksus ij?kfm+;ks dks rksm+ fn;k tkrk FkkA,d pj.k es fivok yksgs dks fev~vh dh?kfm+;ks es dkckzuhñr fd;k tkrk FkkA fivok yksgs ds dkczuhdj.k ls izkir blikr dks mv~t+ ds uke ls iqdkjk tkrk FkkA vusd?kfm+;ks e s fivok yksgk j[kdj mugs pem+s ls cuh?kksduh ls gok ds >ks ds nsdj rik;k tkrk FkkA yxhkx 3?kVs es izxyu fø;k iwjh gks tkrh FkhA nwljs pj.k es <yok yksgs dks vdkczuhñr fd;k tkrk FkkA bl izfø;k es yksgk rfkk ydm+h dk dks;yk,d lkfk feykdj tehu ds vunj cuk;s x;s xqqk ds vkdkj ds NksVs&NksVs xm~<ks es j[kdj pem+s dh /kksduh ls gok ds >ksds nsdj rik;k tkrk FkkA bl izdkj nwljs pj.k dh izfø;k lekir gksus ij vpnh xq.koùkk dk etcwr blikr cudj rs;kj gks tkrk FkkA Hkkjr es vusd LFkkuks ij iqjkrkfrod mr[kuuks ls yksgs ds,sls lkeku,o vkstkj feys gs] ftue s vhkh rd tx ugh yxk gs & tsls rfey ukmq es fr#uusyosyh es vkfnrkukywj ds iqjkus dfczlrku es ik;s x;s Nqjs] ryokj] f='kwy] rhj] vkfn o mùkj izns'k ds clrh ftys es fiijgok es ik;s x;s bzlk ls yxhkx 300 o"kz iwoz fufezr cjns],o fcgkj es cks/kx;k ds fudv ik;s x;s yksgs ds dqn DySEIl] vkfna fnyyh es egjksyh uked LFkku ij dqrqcehukj ds fudv yksgs dk,d v'kksd LrHk gsa ;g LrHk lu~ 415 bzloh es lezkv punzxqir f}rh; ds leeku es,d fot; LrHk ds :i es cuk;k x;k FkkA vkjhk es bls mùkj izns'k es efkqjk es,d efunj ds lkeus yxk;k x;k FkkA ijurq ckjgoh 'krkcnh es lezkv vuxiky & i`fohjkt pksgku ds ukuk & bl v'kksd LrHk dks mbokdj fnyyh ys vk;s vksj ;gk dqrqcehukj ds fudv mls iqu% LFkkfir djok;ka,sfrgkfld lk{;ks ds vuqlkj lezkv vuxiky gh egjksyh {ks= es clh izkphu fnyyh ds llfkkid FksA v'kksd LrHk dh dqy yeckbz 7-16 ehvj gs] ftle 5-18 ehvj /kjrh ds Åij gs rfkk 'ks"k Hkkx& 1-98 ehvj /kjrh ds vunj xm+k gqvk gsa tehu ds vunj xm+ s gq, bl Hkkx dk O;kl 62-5 ls VhehVj gs rfkk blds 'kh"kz dk O;kl 30 ls VhehVj gsa 'krkfcn;ks rd vk /kh&ikuh ds FkisM+ s lgrs jgus ds ckotwn bles vhkh rd tx ugh yxk gsa bldh txjks/kd fof'k"vrk rks nqfu;k Hkj ds /kkrqdehz fo'ks"kkks ds fy, vhkh rd dksrwgy dk fo"k; cuh gqbz gsa e/; izns'k es bnksj ls yxhkx 53 fdyksehvj if'pe es /kkj uked LFkku ij Hkh yksgs dk,d izkphu LrHk 33

43 s eqdr f'k{kk tuojh&twu 2010 ik;k x;k gs] ftle s tx ugh yxk gsa mm+hlk es dks.kkdz flfkr lw;z efunj es yksgs ds 'kgrhj ik;s x;s gs] ftues Hkh tx ugh yxk gsa bl efunj dk fuekz.k rsjgoh 'krkcnh es fd;k x;k FkkA bu mnkgj.kks,o vu; lk{;ks ls ;g Li"V gksrk gs fd izkphu Hkkjr es yksg,o blikr m ksx dkqh muur vksj fodflr volfkk e s igq p pqdk FkkA,ukVksfy;k& orzeku VdhZ & es yxhkx 1400 o"kz iwoz yksgk cukus ds lk{;] iqjkrkfrod vo'ks"kks ls izkir gq, gsa bzlk ls 1350 o"kz iwoz fufezr felz ds ckyd jktk rwru [kkeu dh dcz ls Hkh yksgs ds vusd vkstkj,o fofhkuu lkt&lkeku izkir gq, gs] ftues yksgs dh dvkj,o vu; vusd olrq, lfeefyr gsa rwru [kkeu ds 'ko dks 242 ikw.m lksus ls fufezr rkcwr es j[kdj mlds lkfk yksgs ds NksVs&NksVs lkeku j[kuk] bl ckr dk izek.k ekuk tk ldrk gs fd izkphu dky es felkzoklh yksgs dks fdruk vf/kd egro nsrs FksA fczvsu es yksg m ksx dh tkudkjh dkqh foyec ls igq pha e/; iwoz es yksg m ksx dh tkudkjh izkir gksus ds yxhkx 1000 o"kz ckn fczvsu rfkk vu; ;wjksih; ns'kks dks bldh tkudkjh feyha e/; iwoz es yksgk,d nqyzhk inkfkz ekuk tkrk FkkA e/; dky ds nksjku vklvªsfy;k es fufezr dqn dczks es yksgs dh ryokjs ikbz xbz gs] tks cgqr fueu dksfv ds yksgs ls cukbz xb± FkhA blds ihns ;g rdz gks ldrk gs fd dcz es yksgs dh olrq, j[kuk,d izdkj ls ml dky es izpfyr eku;rkvks ds vuqlkj vko';d Fkk pkgs mudh xq.koùkk dslh Hkh gksa phu es ; fi yksg m ksx dh tkudkjh dkqh igys ls gh jgh gs] ijurq oklro es phu es Hkh bldh tkudkjh Hkkjr ls gh igq ph FkhA ckn es ;gk yksgs ds /kkrqdez & esvythz & e s QkWLQksjl dk iz;ksx fd;k tkus yxka blds QyLo:i yksgs dh rjyrk c<+ tkrh Fkh vksj /kkrqdez }kjk mls etcwr cukus dh izfø;k vklku gks tkrh FkhA phu e s lu~ 950 bzloh es fufezr yksgs dh,d izfrek ikbz xbz gs] tks yxhkx 20 QhV Å ph gsa vkfnekuo }kjk yksg fu"d"kz.k izfø;k lhkor% vkfnekuo }kjk igyh ckj yksgs dh fu"d"kz.k izfø;k dks,d vkdfled,o vizr;kf'kr?kvuk ekuk tk ldrk gsa NÙkhlx<+ e s izpfyr yksd lkfgr;] yksd okrkzvks,o yksd dfkkvks es fo'oluh; :i ls,slk o.kzu ik;k tkrk gs fd yksg /kkrq fu"d"kz.k dh,slh vkdfled,o vizr;kf'kr?kvuk lhkor% NÙkhlx<+ ds vkfnoklh cgqy {ks= clrj e s gqbz FkhA,d ckj,d f'kdkjh us,d eksvs pwgs dks nhed dh,d ckwch &,.Vfgy & ds Åij cus Nsn ds vunj?kqlrs ns[kka nhed dh bl izdkj dh ckwfc;k vdlj txyks es ism+ks ds eq[; rus ds tehu es xm+s gq, Hkkx & Vªh LVc & ds Åij cuh gksrh gs] tks Åij ls rks dkqh etcwr gksrh gs] ysfdu vunj ls [kks[kyh gksrh gsa f'kdkjh pw fd fdlh vu; dk;z e s O;Lr Fkk] mlus ;g lkspdj fd pwgs dks ckn es idm+ xs] ml ck ch ds Åij cus fnnz dks] ftlls pwgk vunj?kqlk Fkk] yky jx dh cm+h ifkjhyh pv~vku ls <d fn;k] rkfd pwgk ckgj fudydj Hkkxus u ik;sa ckn es tc f'kdkjh dks Qqjlr feyh rks mlus ck ch ds tehu ds lkfk yxs fupys Hkkx e s,d vfrfjdr fnnz ml fn'kk es dj fn;k] ft/kj ls vuqdwy gok cg jgh FkhA bl nwljs fnnz ds ckgj mlus <sj lkjh lw[kh ifùk;k bdv~bh djds mles bl izdkj vkx yxkbz fd mldh yivs vksj /kqvk ck ch ds vunj gh?kqlsa FkksM+h nsj es gh ne?kqvus ij pwgk blh fupys fnnz ls vkx ds Åij dwnrk gqvk ckgj fudyk] D;ks fd f'kdkjh us Åij dk Nsn rks cun dj fn;k FkkA ckgj fudyrs gh f'kdkjh us pwgs dks idm+ fy;ka mlds ckn f'kdkjh bl ckr dks Hkwydj fdlh vu; dke es yx x;ka ysfdu jkr es rst gok cgus ij 34

44 s s tuojh&twu 2010 eqdr f'k{kk vkx vksj rst gks xbz] ftldh yivs fujrj ck ch ds vunj ds Hkkx dks rikrh jgha lqcg gksus ij f'kdkjh us ik;k dh vkx rks BMh im+ pqdh Fkh] ysfdu Åij okys fnnz ij j[kh yky jx dh ifkjhyh pv~vku Hkh fi?ky pqdh FkhA ogk ls f'kdkjh dks,d Bksl inkfkz dh etcwr iv~vh feyh] tks f'kdkjh dks f'kdkj djus ds fy,,d,sls vuqie vkstkj ds :i e s izkir gqbz] tslh mlus 'kk;n igys dhkh ugh ns[kh FkhA izpfyr yksdokrkzvks ds vuqlkj og yky ifkjhyh pv~vku yksg v;ld ls ifjiw.kz Fkh vksj lhkor%,d fo'ks"k izdkj ls dkqh yecs le; rd vkx ls ridj] vius vif'k"v inkfkz gvkdj] yksg /kkrq ds :i e pedha lhkor% yksg v;ld ls yksg /kkrq fu"d"kz.k dk ;g lozizfke,d vutkuk iz;kl Fkk] tks vkdfled vksj vizr;kf'kr :i ls ekuo lh;rk ds lkeus vk;ka,slh eku;rk gs fd bl izdkj dh,d nwljs ls Lor= vkdfled,o vizr;kf'kr?kvuk, ] LkHkor% vu; vusd {ks=ks es Hkh] vyx&vyx le; dky ij vu; O;fä;k }kjk yksg /kkrq fu"d"kz.k iz;kl ds nksjku ikbz xb±a,slh eku;rk Hkh gs fd izkphu dky es xzhl fuokfl;ks us yksg fu"d"kz.k dh izfø;k Hkkjrh;ks ls Hkh igys tkuus es lqyrk ikbz Fkh] ysfdu izkphu dky ds vfure pj.k e s fu'p; gh Hkkjrh; yksgs o blikr us viuh xq.koùkk ds cy ij lewps fo'o es ekuo lh;rk ds fodkl es viuh isb cukus es lqyrk izkir dh FkhA yxhkx mlh le; mùkjh výhdk ds?kus txyks es jgus okys vkfnokfl;k s us dqn&dqn blh izdkj dh rduhds viukdj yksg v;ld ls yksg /kkrq fu"d"kz.k djds mlls mùke dksfv dk blikr cukus es lqyrk izkir dh FkhA ysfdu ml le; fo'o cktkj es Hkkjrh; blikr dh lk[k,o ekx gksus ds dkj.k os yksx Hkh vius cuk;s gq, blikr dks ^^Hkkjrh; blikr** crkdj fofue; djus yxs] rkfd bl izdkj cnys es og vf/kd ewy;oku olrq, izkir dj lds A mudh bl izdkj dh vuks[kh lksp dks rrdkyhu ^^Hkkjrh; blikr** mrikndks }kjk fufezr mpp xq.koùkk blikr ds fy,,d oklrfod iz'kflr o.kzu & fj;y fvªc;wv& ekuk tk ldrk gsa lksuk lttu lk/kq tu] VwfV tqjs lks ckja nqtzu dqhk dqegkj ds],ds /kdk njkjaa & lr dchj nkl izlx% izlrqr nksgk lur dfo dchjnkl }kjk jfpr ^lk[kh* uked nksgks ls vorfjr gsa ble s mugks us vius vuqhko ds vk/kkj ij lttu vksj nqtzu ds LoHkko dk vurj cryk;k gsa O;k[;k% dchj dgrs gs& lksuk] vpns yksx vksj ljy LoHkko ds izk.kh& rhuks es ;g fo'ks"krk gksrh gs fd os lks ckj VwVus ij Hkh iqu% vkil es fey tkrs gsa mudk VwVuk LFkk;h ugh gksrka ijurq cqjs yksx dqegkj ds?km+ s ds leku gksrs gs tks,d gh /kdds es,sls VwVrs gs fd fqj feyk, ugh feyrsa vk'k; ;g gs fd lttu mnkj LoHkko ds gksrs gsa os fe=ks dh cqjkbz dks Hkwydj fqj,d gks tkrs gsa ijurq nqtzu cqjkbz dks eu es xk B dh rjg ck /k ysrs gsa os,d gh ckj dh pksv ls lnk&lnk ds fy, fe=ks ls lecu/k rksm+ ysrs gsa os vuqnkj gksrs gsa fo'ks"k% O;fDr dks mnkj] {kek'khy vksj feyulkj gksuk pkfg,a 35

45 s eqdr f'k{kk tuojh&twu 2010 vrjkz"vªh; tso&fofo/krk o"kz (Interntionl Yer of Biodiversity) jx&fcjxh frrfy;ks dk llkj vkhkkl eq[kthz jx&fcjxh frrfy;k lhkh dk eu eksg ysrh gsa NksVs cpps rks fo'ks"k :i ls frrfy;ks ds nhokus gksrs gsa ckx&cxhpks es vius uugs&uugs dneks ls Hkkxrs gq, frrfy;ks dk ihnk djrs os vdlj fn[kkbz im+ tkrs gs A frrfy;ks dh iztkfr;k fo'o es frrfy;ks dh lsdm+ks iztkfr;k ikbz tkrh gsa gekjs ns'k es yxhkx 1500 fofhkuu iztkfr;ks dh frrfy;k ikbz tkrh gs A budh mrifùk výhdk] phu] E;kuekj rfkk eysf'k;k vkfn ns'kks dh frrfy;ks ds lnl;ks ds lkfk gh gqbza blfy, Hkkjr es bu ns'kks es ikbz tkus okyh frrfy;ks ds lnl; ik, tkrs gsa ysfdu dqn frrfy;k Hkkjrh; ewy dh gs tks nqfu;k es vksj dgh ugh ikbz tkrha 'kk;n blfy, Hkkjr dks frrfy;ks dk LoxZ Hkh dgk tkrk gsa frrfy;ks dh ;g [kkfl;r gksrh gs fd os gj rjg ds okrkoj.k es iyrh,o cm+h gksrh gsa os eksle ds gj fetkt dks lg ysrh gs A izñfr us bugs fo"ke ifjflfkfr;ks e s Hkh jgus ds fy, vh;lr cuk fn;k gsa pkgs leqnz dk fdukjk gks ;k cqz ls <dh fgeky; dh pksvh] jsfxlrku dh jsr gks ;k [kwu tek nsus okyh vksj gm~mh dik nsus okyh Hkh"k.k lnhz & frrfy;k gj txg ns[kus dks fey tk,xha ;gk rd fd esnkuh txy] lnkcgkj txy rfkk ir>m+ okys txyks es Hkh viuh eu yqhkk nsus okyh NVk ds lkfk frrfy;k mm+rh fqjrh utj vk tk,xha frrfy;ks dk lksn;z njvly] frrfy;ks dk lksn;z muds i[kks ls gh gksrk gsa dkys] ihys] uhys] gjs] ukjxh vkfn ukuk jxks ds i[kks ij fofhkuu vkñfr;ks ds /kccs] ydhjs rfkk ifv~v;k vkfn cuh gksrh gsa ;s reke jx vksj i[kks ij cuh vkñfr;k frrfy;ks dh [kwclwjrh es pkj pkn yxkrh gsa frrfy;ks ds cnu dh [kq'kcw frry;ks ds ckjs es,d ckr tks vke yksxks dks ekywe ugh gs og gs budh cnu dh [kq'kcwa izñfr us ftl [kwclwjrh ds lkfk bues jx Hkjs gs mlh [kwclwjrh ds lkfk bue s [kq'kcw Hkh Hkjh gsa Mksfy;l bfmdk uked frryh dh lqx/k dlrwjh dh rjg elr dj nsus okyh gksrh gsa oslvbmht vksj czkthy es Hkh,slh gh frrfy;k ikbz tkrh gs gkykfd budh x/k dqn T;knk gh rh[kh gksrh gsa fqfvjyht uked frrfy;k s ds cnu ls pnu tslh Hkhuh&Hkhuh [kq'kcw tcfd eksukdz frrfy;ks ds cnu ls txyh xqykc dh [kq'kcw vkrh gsa vksj rks vksj,d izdkj dh frryh ds cnu ls rks pkdysv tslh [kq'kcw Hkh fudyrh gsa iztuu njvly] frrfy;ks dh ;g [kq'kcw vius foijhr fyxh lkfkh dks vkdf"kzr djus ds fy, gksrh gsa tksm+k cukus ds ckn eknk frryh vkerksj ij,sls iùkks ds uhps vms nsrh gs tgk vmks ls fudyus ds ckn muds uotkr cpps ets ysdj mugs [kk lds A,d eknk vius thou dky es viuh iztkfr ds vuqlkj 1 ls ysdj 1700 rd vkhkkl eq[kthz] 43] ns'kcu/kq lkslkbvh] 15 ivim+xt] fnyyh&

46 tuojh&twu 2010 eqdr f'k{kk vms nsrh gsa lhkh vmks ls cpps ugh fudyrs] bues ls vf/kdk'k u"v Hkh gks tkrs gsa vmks ls lh/ks gh frryh ugh fudyrha igys,d uugh lh byyh ¼dSVjfiyj½ fudyrh gsa /khjs&/khjs bldh ckgjh Ropk dbksj gksdj,d l[r dop dk :i xzg.k dj ysrh gs ftls I;wik dgrs gsa I;wik ds vnj rsth ls frryh dk :ikdkj lojrk gsa djhc pkj g rks es ;g dop VwVdj [kqyrk gsa fqj mlds vnj ls ubz uosyh nqygu tslh lth&lojh frryh ckgj fudyrh gsa I;wik ls frryh ds ckgj fudyus dk n`'; lpeqp cm+k gh eueksgd,o vkd"kzd gksrk gsa frrfy;ks ds 'k=q fxjfxv] es<+d] dqn i{kh rfkk dhv izkñfrd :i ls frrfy;ks ds 'k=q gksrs gsa ysfdu izñfr us Hkh nq'eu ls cpko vksj mls Hkzfer djus ds fy, frrfy;ks ds i[kks e s rjg&rjg ds fmtkbu ;kuh uewus vkfn cuk, gsa dqn frrfy;ks ds i[kks es,sls fmtkbu cus gksrs gs tks fcydqy tkuojks dh vk[kks tsls yxrs gsa buls i{kh vkfn Hkzfer,o Hk;Hkhr gksdj buds ikl ugh QVdrsA dqn frrfy;ks ds i[k ifùk;ks ds jx vksj fmtkbu ds gksrs gs ftlls os ism+&iks/kks vksj >kfm+;ks dh i`"bhkwfe es fni tkrh gs vksj nq'eu bugs vklkuh ls igpku ugh ikrsa dqn frrfy;ks ds jx brus pedhys vksj pvdhys gksrs gs fd buds 'k=qvks ds fy, ;s psrkouh dk dke djrs gs vksj buls nwj jgus es gh os viuh HkykbZ le>rs gsa frrfy;ks dh mrifùk dks ysdj gj ns'k e s viuh&viuh llñfr ds vuqlkj fdonfr;k izpfyr gsa if'peh lekt es frryh dh mrifùk oftzu esjh ds vklqvks ls ekuh tkrh gsa ogh lksykseu }hiokfl;ks dh /kkj.kk gs fd ejus ds ckn euq"; gh frryh ds :i es tue ysrk gsa,slh gh dqn vksj eku;rk, Hkh gsa vkt frrfy;ks ds 'kjhj ij ges 'kyd utj vkrs gsa ysfdu oskkfudks dk ekuuk gs fd vkt ls gtkjks lky igys vf/kdrj frrfy;ks ds 'kjhj ij cky gksrs Fks gkykfd dqn 'kyd okyh frrfy;k Hkh gksrh FkhA 'kjhj ij ckyks okyh frrfy;k tc dhkh edm+h ds tky es Ql tkrh Fkh rks mudk cp fudyuk yxhkx vlhko gks tkrk Fkk tcfd fpdus 'kydks okyh frrfy;k edm+h ds tky ls vklkuh ls cp fudryh FkhA dkykrj es /khsjs&/khjs cky okyh frrfy;k foyqir gks xb± vksj mudk LFkku 'kyd okyh frrfy;ks us ys fy;ka mm+ku frrfy;k T;knkrj fnu es gh mm+rh gs ysfdu dqn frrfy;k fnu ds vykok jkr es Hkh mm+rh gsa bl rjg mm+rs&mm+rs ;s frrfy;k ehyks nwj fudy tkrh gsa bues fcuk Fkds yxkrkj mm+us dh {kerk gksrh gsa dhkh&dhkh ;s frrfy;k 50&60 fdœehœ dh ;k=k Hkh r; dj ysrh gsa ysfdu izoklh if{k;ks ds myvs budh ;k=k iwjh rjg ls,drjqk gksrh gsa ;s vius fbdkuks ij okil ugh yksvrh gsa eksukdz tkfr dh frrfy;k rks gj o"kz lsdm+ks fdyksehvj dk lqj r; djrh gqb± vykldk ls dsfyqksfuz;k vksj dukkmk ls esfdldks rd tk igqprh gsa frrfy;ks dks olr _rq lcls vf/kd I;kjh gksrh gsa bu fnuks buds >qm mm+rs vksj Qwyks dk jl pwlrs fn[kkbz im+rs gsa frrfy;ks ds fofhkuu izdkj nqfu;k es rjg&rjg dh frrfy;k ikbz tkrh gsa bues ls dqn frrfy;ks ds uke gs czsmsm Vªh czkmu] eksukdz cvj ykbz] Vkbxj 'ksyksvsy] viksyks] jhtsv fldij] fdy;ksisvªk] Cyw ekwqks Z] dsecjosy C;wVh],Mksful Cyw] yktz dkwij] yktz OgkbV] vkwveyhq] vksdyhq vkfna nqfu;k dh lcls cm+h frryh Dohu,ysDts Mªkt cmzfox gsa bldk tho oskkfud uke vkwfjfkksivsjk,ysdtsumªbz gsa U;wfxuh 37

47 eqdr f'k{kk tuojh&twu 2010 ds o"kkz ouks es ikbz tkus okyh bl frryh ds i[kks dk QSyko djhc 28 lseh- rfkk bldk otu 5 xzke gsa oslvuz fixeh Cyw uked frryh nqfu;k dh lcls NksVh frryh gs ftlds i[kks dk QSyko dsoy 13 fe-eh- gsa bl frryh dk oskkfud uke czsfqfm;e,fdlfyl gsa Hkkjr e s Hkh vusd fdleks dh frrfy;k ikbz tkrh gsa bues ls lcls [kwclwjr frryh Cyw fidkwd ;k Ñ".k e;wj frryh gsa blds i[kks ij uhyh /kkfj;k gksrh gsa dsljs&fgn vksj HkwVku&xkSjh Hkh dkqh [kwclwjr frrfy;k gs A gekjs ns'k dh lcls cm+h frryh dkweu cmzfox uked frryh gs ftls VªkW;M~l gsysuk ds uke ls Hkh tkuk tkrk gsa tc ;g frryh vkleku es mm+rh gs rks blds i{kh gksus dk Hkze mriuu gksrk gsa blds i[kks dk folrkj 18&20 ls -eh- rd gksrk gsa gekjs ns'k dh lcls NksVh frryh xzkl ToSy gs ftldk tho oskkfud uke Ýssfj;k VªkWfdyl gsa blds i[kks dk folrkj 15&17 fe-eh- rd gksrk gsa [krjs es frrfy;k gekjs eu dks Nw ysus okyh bu jx&fcjxh frrfy;ks dk thou Hkh vc [krjs es im+ x;k gsa fodkl ds uke ij ouks dk uk'k] 'kgjhdj.k] dy&dkj[kkuks dh Hkjekj] iznw"k.k ds QSyus rfkk dhvuk'kdk s ds nq"izhkko us frrfy;ks ij cgqr dgj <k;k gsa ekuo ds Øwj gkfkks us Hkh frrfy;ks dks ugh c['kk gsa dqn yksx frrfy;ks dks idm+dj muds i[k uksp ysrs gs vksj fqj muls viuk?kj ltkrs gsa lpeqp fomecuk dh ckr gs fd frrfy;ks dh lqnjrk gh buds fy, vfhk'kki cu csbh gsa dsoy bruk gh ugh] pksjh&fnis frrfy;ks dh rldjh Hkh gksrh gsa Hkkjr es Cyw fidkwd] dsljs&fgn vksj HkwVku&xkSjh frrfy;ks dh rldjh fo'ks"k :i ls gksrh gsa bugs ekjdj izfr fdyks #i;s dh nj ls fons'kks es cspk tkrk gs tgk bugs ltkov ds dke es yk;k tkrk gsa bugh lc dkj.kks ls frrfy;ks dh dqn tkfr;k?kvdj bruh de gks xbz gs fd os vc foyqfir ds dxkj ij [km+h gsa dqn 'kk;n yqir Hkh gks pqdh gsa lj{k.k dh t:jr frrfy;k tso fofo/krk dk fgllk gs rfkk dqnjr dh vuqie nsu gsa frrfy;k fdlh Hkh {ks= fo'ks"k dh ikfjflfkfrdh dk lwpd gksrh gsa tho oskkfudks ds vuqlkj fdlh {ks= es vxj frrfy;k ekstwn gs rks ogk dh ikfjflfkfrdh Bhd&Bkd gsa vr% frrfy;ks dks yqir gksus ls cpkus ds fy, buds lj{k.k dh vksj ges /;ku nsuk gksxka bl fn'kk es thrh&tkxrh frrfy;ks ds lxzgky;ks ;k frryh?kjks dk fuekz.k,d Lokxr;ksX; dne gsa,sls dqn frryh?kj fons'kks es cus gs tgk frrfy;ks dks mfpr okrkoj.k] iztuu dh lqfo/kk rfkk fopj.k dh Lor=krk iznku dj budk lj{k.k djus ds lkfk&lkfk budh l[;k Hkh c<+kbz tkrh gsa vesfjdk ds yksfjmk jkt; es,slk gh,d frryh?kj ^cvj ykbz oymz* uke ls [kqyk gs tgk gj lky lsdm+ks frryh izseh vkrs gsa ;gk 'kh'ks ds Ýseks ds ihns n'kzd frrfy;ks ds fofhkuu fø;kdyki ns[k ldrs gs rfkk mug s vius dsejks es Hkh dsn dj ldrs gsa gekjs ns'k es Hkh frrfy;ks dk,d uk;kc lxzgky; mùkjk[km dh usuhrky igkfm+;ks ds fudv flfkr Hkherky es gsa ;gk vusd nqyzhk vksj yqirizk; iztkfr;k ns[kus dks feyrh gsa finys o"kz ubz fnyyh ds yks/kh xkmzu es,d ^cvj ykbz dtoszvjh* ;kuh frryh j{kkx`g dh LFkkiuk dh xbz gsa bldk mn~?kkvu i;kzoj.k,o ou e=h] Hkkjr ljdkj] Jh t;jke jes'k }kjk 20 vdvwcj] 2009 dks fd;k x;ka frrfy;ks dh ;g dtoszvjh 'kh'ks ds Ýseks ds vnj u gksdj [kqys es gsa bl dtoszvjh es frrfy;ks dh vke iztkfr;ks ds vykok Hkkjr dh lcls NksVh frryh xzkl ToSy Hkh ns[kh tk ldrh gsa 38

48 tuojh&twu 2010 eqdr f'k{kk misf{kr fd'kksj oxz 'kf'k/kj [kk fd'kksj oxz eqdr inh dh rjg mm+ku Hkjuk pkgrk gsa og ;g rks vo'; pkgrk gs fd ekrk&firk dk Lusg feys] ijurq viuh fnup;kz es mudk glr{ksi drbz iln ugh djrka lekt es yksxks ds fc[kjs gq, nkeir; thou dk lh/kk izhkko bl mez ds cppks ij im+rk gsa ;g izo`fùk bu fnuks rsth ls c<+ jgh gs vksj blds pyrs tks fd'kksj ;ksu foñfr;ks rfkk u'khyh nokvks ds f'kdkj gksrs gs mudk bykt cgqr dfbu gksrk gsa,sls cpps mis{kk ds dkj.k ;qok gksus ls igys viuk thou cks> cuk ysrs gsa ekrk&firk dks,sls cppks dh i<+kbz dh lnso fprk yxh jgrh gsa vxj fdlh im+kslh dk cppk d{kk e s izfke vkrk gs rks mldk mnkgj.k nsdj vius cpps dks mrus gh vd ykus ds fy, izrkfm+r djrs gsa mykgus nsrs gs vksj ckr ogk rd igqpk nsrs gs fd cppk ghu Hkkouk ls xzflr gks tkrk gsa l;qdr jk"vª tul[;k dks"k us Hkkjr lesr nf{k.k,sf'k;kbz ns'kks dh lkekftd flfkfr;ks dk v/;;u djus ds ckn tks fjiksvz rs;kj dh gs] mles lcls T;knk fd'kksjks ds ;ksu 'kks"k.k vksj mues u'khyh nokvks dh c<+rh yr ij fprk O;Dr dh gsa dqn le; igys ubz fnyyh es l;qdr jk"vª tul[;k dks"k ds leesyu es ftusok o U;w;kdZ ls vk;s izfrfuf/k;ks us rfkk nf{k.k,f'k;kbz ns'kks ds 'kks/kdrkzvks us bl ckjs es viuh fjiksvz is'k dha tul[;k dks"k dk ;g vk;kstu eq[; :i ls fd'kksjks ij dh dsfunzr FkkA bles Hkkjr ds ckjs es fo'ks"k ppkz FkhA leesyu es dgk x;k fd Hkkjr es chl yk[k ls T;kn 20 o"kz ls de vk;q ds cpps O;kolkf;d ;ksu 'kks"k.k ds f'kdkj gsa bldk lcls cm+k dkj.k vf'k{kk vksj xjhch gsa xjhc ifjokj es isnk gksus okys cppks dks gh T;knkrj ;ksu 'kks"k.k dk f'kdkj gksuk im+rk gsa /kuh ifjokjks ds cppks ds u'khyh nokvks dh vksj izo`ùk gksus dh otg ek&cki ds ikl cppks ds fy, le; dk u gksuk gsa jk"vªh; ikfjokfjd losz{k.k dh lseiy fjiksvz ds eqrkfcd vkslru gkbzizksqkbgy ifjokjks es ifr&iruh nksuks uksdjh djrs gs vksj nksuks ds ikl jkr es flqz Hkkstu ds le; cppks ls ckr djus dk FkksM+k le; fey ikrk gsa os lksprs gs fd flqz islk [kpz djds vksj vxzsth Ldwyks es yk[kks #i;s [kpz djds cppks dks iky ysxs] ftlls cppks dh I;kj dh Hkw[k ugh fev ikrh vksj os viuh >q>ykgv nwj djus ds fy, gsjksbu vksj vqhe dk lgkjk ysrs gsa tc cppk gkfk ls fudy tkus dh flfkfr es vk tkrk gs rc ek&cki nksuks ds ikl cppks dks fy, MkDVjks ds ikl nksm+us dk le; fudy vkrk gsa izorzu funs'kky; }kjk vqhe tcrh ds nksjku ftu rldjks dks idm+k x;k muls ckrphr ds nksjku ;gh lkeus vk;k gs fd vqhe vksj mlls cuus okyk gsjksbu nykyks ds tfj;s,sls ifjokjks ds fd'kksjks ds ikl igqprk gsa lkeku; e/;oxhz; ifjokjks es ym+fd;ks dks i<+kus dh t:jr ugh le>h tkrha xko dh ikb'kkyk es vfkok eqgyys ds lk/kkj.k ls uxj fuxe Ldwyks es Hkst fn;k tkrk gs rkfd fdlh rjg dsoy fpv~bh&i=h fy[kuh vk tk,a ym+fd;ks dh ekufldrk,slh cuk nh tkrh gs fd os [kkuk cukus vksj lurkuksrifùk ds fy, gh gsa?kj es ek mlls T;knkrj?kj dk dke ysrh gs] D;ks fd mls flqz x`gdk;z e s n{k djds tynh 'kknh djus dh fprk gsa fqj 'kq: gksrh gs llqjky dh =klnha uofookfgr ;qofr;ks ds lkfk llqjky es ngst mrihm+u 'kf'k/kj [kk],l-vkj-ch-] 28 Mh] bunzkiqje] xkft;kckn& ¼m-iz-½ 39

49 s eqdr f'k{kk tuojh&twu 2010 rfkk 'kkjhfjd o ekufld nqo;zogkj dh?kvuk, vkt vke ckr gks xbz gsa bl rjg ds 'kks"k.k ls u dsoy ek vksj cpps ds LokLF; ij vlj im+rk gs] cfyd egrokdk{kh LoHkko dh ym+fd;ks ds thou es dqn djus dh mrdbk Hkh lekir gks tkrh gsa Hkkjrh; LokLF; lxbu us iwjs ns'k es?kwe&?kwedj yksxks dks ;g vk'olr djus dk chm+k mbk;k gs fd de mez es xhkz/kkj.k djus ls ek vksj cpps dh e`r;q dh lhkkouk, c<+ tkrh gsa jktlfkku ds dqn xkoks e izfro"kz lkewfgd cky fookg dk vk;kstu lfn;ks iqjkuh eukso`fùk tkfgj djrk gsa ftusok ls vk;h l;qdr jk"vª izfrfuf/k besymk esfydu us lcls T;knk fd'kkjks ds ;ksu 'kks"k.k ij fprk trk;ha dbz ns'kks es xjhch dh ot+g ls cppks dks csp fn;k tkrk gsa bues T;knkrj ym+fd;k csph tkrh gs] D;ksfd bu ns'kks es ym+dks dh izkfir ds fy, yksx dqn Hkh djus dks mrkk: jgrs gsa i;kzir tkudkjh ds vhkko es fd'kksjks es,m~l dh chekjh rsth ls c<+ jgh gsa gkykfd bldh jksdfkke ds fy, fo'o LokLF; lxbu dh vksj ls dkqh iz;kl fd;s tk jgs gsa tul[;k dks"k ds vuqlkj fo'o vkcknh dk ikpok fgllk fd'kksjks dk gs ftues 85 izfr'kr fodkl'khy ns'kks es gsa vyifodflr ns'kks dh 20 izfr'kr fd'kksj vkcknh vui<+ gsa,pvkbzoh ds f'kdkj T;knkrj fd'kksj 15 ls 20 o"kz dh mez ds gs vksj gj lky izfr 20 fd'kksj es ls,d,lvhmh ¼;kSu lpfjr jksx½ dk f'kdkj gks tkrk gsa bues ls,sls liuu ifjokjks ds fd'kksj Hkh gs tks vygm+iu vksj dqbk ds pyrs igys rks u'khyh nokvks dk lsou djrs gs fqj ;ksu fod`fr;ks dk f'kdkj gksrs gsa ;ksu bpnk dh vuqhkwfr gksus ij fofp=rk, fdlh Hkh fd'kksj es gks ldrh gsa fo'o izfl) nk'kzfud csvªsum jlsy us vkredfkk e s viuh fd'kksjkolfkk dh ekufld] 'kkjhfjd flfkfr dk ftø djrs gq, fy[kk gs fd fdl izdkj mugks us vius ls nksxquh mez dh vk;k ls ;ksu lc/k dk izlrko j[k fn;ka fqj mugks us vk;k ls vksj vius firk ls Hkh MkV [kk;ha vkerksj ij ym+fd;k ncko okys lkekftd ifjos'k ds pyrs viuh bpnk, nckus es dke;kc gks tkrh gs exj ym+ds mpnà[ky LoHkko ds dkj.k dbz rjg ds vizkñfrd >esys eksy ys ysrs gsa 1994 es dkfgjk es gq, tul[;k vksj fodkl ij vrjkz"vªh; leesyu rfkk 1995 es phu es gq, vrjkz"vªh; efgyk leesyu es fd'kksj ym+fd;ks ij T;knk /;ku nsus dh vko';drk egllw dh x;ha bl ckr ij cy fn;k x;k fd budh vkffkzd flfkr es lq/kkj] f'k{kk vksj LokLF; ds fy, fo'o Lrj ij vfhk;ku pyk;k tk,a Hkkjr ljdkj us jk"vªh; ;qok uhfr cuk;h] n{ksl us rks dks ^cfpp;ks dk n'kd*?kksf"kr dj fn;ka ysfdu cfpp;ks dh gkyr bl n'kd ds lekir gksus ds ckotwn tl dh rl gh jgh] D;ksfd ckr flqz leesyuks o lxksf"b;ks ds chp gh vvdh jgrh gsa cpph ds tue dks foifùk ekuus dh ekufldrk cnyus es dkqh le; yxsxka bles Hkkjr lesr lhkh,sf'k;kbz ns'kks dh leku gkyr gsa,f'k;kbz ns'kks es izfro"kz 4-4 fefy;u fd'kksfj;ks dk xhkzikr gksrk gs vksj T;knkrj dk dkj.k vyvªklkmm e s ym+dh f'k'kq dk vkuk gksrk gsa Hkkjr dh tux.kuk 2001 ls ;g rf; lkeus vk;k gs fd 0-6 o"kz ds vk;qoxz es fyx vuqikr es yxkrkj rsth ls fxjkov gks jgh gsa cppks dh fyx ij vk/kkfjr tul[;k dk vfkz gs fd dqy cppks e s ym+ds vksj ym+fd;ks dh fdruh l[;k gsa ;g izfr 1000 dh tul[;k ij fudkyk tkrk gsa uhps nh xbz rkfydk bl rf; dks iznf'kzr djrh gs% f'k'kq fyx vuqikr ¼0-6 o"kz vk;qoxz½ ¼Hkkjr dh 2001 dh tux.kuk½ ¼izfr 1000 ckydks es ckfydkvks dh l[;k½ o"kz fyx vuqikr ¼Jksr%,uvkbZvks,l] ek/;fed ikb~;øe] vfkz'kkl=] iqlrd&2 ls m)`r½ 40

50 tuojh&twu 2010 eqdr f'k{kk mùkj Hkkjr ds dqn jkt;ks es flfkfr vksj Hkh fpurktud gsa ¼o"kZ 2001 tux.kuk 0-6 o"kz vk;qoxz½ fyx vuqikr itkc 793 gfj;k.kk 820 pmhx<+ ¼;w-Vh-½ 845 fnyyh 865 iq=k s dh dkeuk f'k'kq fyx vuqikr es fxjkov dk,d izeq[k dkj.k gsa dqn yksx du;k Hkwz.k dks ek ds xhkz e s gh [kre dj nsrs gsa ;g,d cgqr cm+h lkekftd cqjkbz gsa blfy, ;g t:jh gs fd lekt es ekufld izo`fr;ks es cnyko yk;k tk,a ;g n`f"vdks.k ckfydkvks ds izfr mis{kk dks Li"V :i ls n'kkzrk gsa Hkkjr es fyx vuqikr dqn tul[;k x.kuk o"kz dks NksM+dj Hkkjr es L=h&iq#"k fyx vuqikr lu~ 1901 ls fxj jgk gsa uhps nh xbz rkfydk e s ;g iznf'kzr gks jgk gsa Hkkjr es fyx vuqikr ¼izfr 1000 iq#"kks ij fl=;ks dh l[;k½ o"kz fyx vuqikr o"kz fyx vuqikr ¼Jksr%,uvkbZvks,l] ek/;fed ikb~;øe] vfkz'kkl=] iqlrd&2 ls m)`r½ rkfydk n'kkzrh gs fd Hkkjr es iq#"kks dh l[;k fl=;ks dh l[;k ls vf/kd gsa bl dkj.k iq#"kks dk vuqikr c<+rk tk jgk gsa nwljs 'kcnks es ] izfr 1000 iq#"kks ij fl=;k s dh l[;k?kvrh tk jgh gsa ;g l[;k 1901 es 972 Fkh tks 1951 es?kvdj 946 vksj 1991 es vksj?kvdj 927 gks xbza 2001 es ;g FkksM+h c<+dj 933 gks x;ha 1981 es Hkh FkksM+k lq/kkj vo'; gqvk FkkA dqn ns'kks es ;g fyx vuqikr fl=;ks ds i{k es gsa mnkgj.k ds fy,] czkthy es ;g 1025 gs tcfd l;qdr jkt; vesfjdk es 1030 o tkiku es 1040 gsa Hkkjr es fofhkuu vk;q oxz es tul[;k dh ljpuk ¼izfr'kr es½ o"kz vk;q oxz 0-14 cpps izks<+ 60+ o`) vk/kqfud vfkz iz/kku thou 'ksyh es ekrk firk /ku dekus dh izfrli/kkz dh nksm+ es vius cppks ds fy, le; fudkyus es vlefkz ikrs gsa ifjokj Hkh fldqm+ dj ifr] iruh vksj cpps rd gh lhfer gksrk tk jgk gsa bl flfkfr dk ifj.kke cppks dh mis{kk gsa mudh lgh ns[khkky] ekxzn'kzu] [kkuiku dh vuns[kh gksrh gsa ;g mis{kk mue s cgqr lkjh ekufld] 'kkjhfjd] lkekftd O;kf/k;ks dks tue nsrh gsa fo ky;ks es Hkh vf/kd ls vf/kd vd izkir djus ds fy, bruh izfrli/kkz gs fd v/;kid oxz Hkh dsoy fo"k; Kku rd gh lhfer jg ikrs gsa vr% ;qokoxz dks bl mis{kk ls fuo`fùk nsus ds fy, rfkk mugs LoLFk] lnkpkjh] pfj=oku o jk"vªizseh cukus ds fy, ikfjokfjd thou rfkk f'k{kk i)fr es egroiw.kz ifjorzu dh furkur t:jr gsa 41

51 s s eqdr f'k{kk tuojh&twu 2010 fgunh dh orzeku flfkfr% jk"vªh; ifjisz{; MkW- bunq ohjsunzk fgunh,d Hkk"kk dk uke gs vksj ukxjh,d fyfi dka dksbz&dksbz fgunh dks ukxjh dgrs gsa,slk dguk Bhd ugh gsa ukxjh dksbz Hkk"kk ugh gs] ukxjh,d fyfi fo'ks"k dk uke gsa ukxj v{kjks es tks fyfi fy[kh tkrh gs mls ukxjh dgrs gsa ukxjh v{kjks e fgunh] Qkjlh] cxyk] xqtjkrh vkfn Hkk"kk, fy[kh tk ldrh gsa izekf.kd n`f"v ls ;g irk yxkuk dfbu gs fd dc izkphu fgunh izkd`r Hkk"kk ls mriuu gqbz] dc izkphu fgunh lkfgr; dh l`f"v gqbz vksj fdl fo"k; dh dksu&lh iqlrd lcls igys fy[kh xbza,slk lquus es vkrk gs fd vorh ds jktk eku ds ;gk 826 bz0 es ^iq"i* uked,d dfo Fkk] mlh us igys igy fgunh es dfork dha jktiwrkuk es ^os.kk* uked,d fgunh dk dfo 1198 bz0 es gqvk FkkA ^txfud* dfo] os.kk ls Hkh igys 1180 bz0 es fo eku FksA ijurq bu dfo;ks dk,d Hkh lozeku; xzfk ugh ik;k tkrka fdlh&fdlh dk myys[k jktlfkku es gs] fdlh dk dgh( fdlh ds nks&pkj i feys Hkh rks mlls og xzfkdkj ugh dgk tk ldrka bu ckrks ls bruk vo'; tkuk tkrk gs fd fgunh dh dfork 9oh 'krkcnh es gksus yxh FkhA vr% tc rd vksj izkphu iqlrds miyc/k u gks rc rd 12 oh 'krkcnh es gksus okys ^pun* gh dks izkphu fgunh ds lkfgr; dk tud dguk im+rk gsa pun dk ^i`fohjkt jklks* gh] bl izdkj ls] izkphu fgunh dk izfke xzfk gsa ihns eqm+dj ns[ks rks,slk yxrk gs fd vktknh ls igys fgunh fodkl ifk ij fujrj vkxs c<+ jgh FkhA vkt mldk fodkl Hkys gh #dk u gks ysfdu mldh xfr fujrj vksj rsth ls?kv jgh gsa lu~ 1947 es vxs ztks ds lkfk ;fn vxz sth Hkh pyh xbz gksrh rks gekjh fodkl izfø;k iw.kzr% gekjs lldkjks ds vk/kkj ij gksrha fullunsg vxz sth dh txg ogh fgunh gekjs fodkl izfø;k dh Hkk"kk gksrh ftlds lgkjs jk"vªfirk egkrek xk /kh us ns'k ds xko&xko rd vktknh dh vy[k txkrs gq, dgk Fkk] ^^ges viuh lhkh izknsf'kd dkjokb;k viuh&viuh Hkk"kkvks es pykuh pkfg, rfkk gekjh jk"vªh; dkjokgh dh Hkk"kk fgunh gh gksuh pkfg,a fgunh ds }kjk djksm+ks O;fDr;ks es vklkuh ls dke fd;k tk ldrk gsa blfy, mls mfpr LFkku feyus es ftruh nsjh gksxh mruk gh ns'k dk uqdlku gksxka** ckiw us lkjs ns'k es fgunh es gh okrkzyki fd;k FkkA vktknh ds vknksyu ds le;,sls volj Hkh vk, gs tc ckiw us flqz vksj flqz fgunh es ckr djus dh 'krz ij vxz st 'kkldks dh okrkz dh is'kd'k dks LohdkjkA mudk lh/kk lk rdz gksrk Fkk fd fgunqlrku ij jkt djus okyks dks de&ls&de fgunqlrku dh vke turk dh Hkk"kk es ckrphr djuh rks vkuh gh pkfg,a Lor=rk vknksyu ds le; pkjks rjq fgunh dk gh ekgksy FkkA ml le; ns'k dks jk"vªh;,drk vksj jk"vªh; tkxj.k ds fy,,d jk"vªhkk"kk dh vko';drk dk vuqhko gksus yxk FkkA fons'kh 'kkldks dh dqpkyks ds dkj.k Hkkjr dh Hkk"kkbZ,drk fnuu&fhkuu gksus yxh FkhA vknku&iznku dk lozlohdk;z ljy vksj lqcks/k lk/ku ugh jg x;k Fkk] ftlls ns'k ds fofhkuu Hkk"kk&Hkk"kh yksxks dks,d y{; dh flf) ds fy,,d lw= es ck/kk tk ldsa ml le; Hkkjrh; Lor=rk ds MkW- bunq ohjsunzk] jhmj] fgunh fohkkx] tkfe;k fefyy;k blykfe;k] ubz fnyyh fuokl% lh&32] ekul vikvzesuvl] e;wj fogkj&qsl&i, ¼foLrkj½] fnyyh&91 42

52 s tuojh&twu 2010 eqdr f'k{kk fy, O;kdqy ns'khkdr usrk bl ckr dks ns[k jgs Fks fd tc rd ;gk ds xkoks es jgus okys djksm+ks fdlkuks vksj etnwjks rd ns'k dh vkokt+ ugh igqpsxh vksj mugs bl l?k"kz ds fy, rs;kj ugh fd;k tk,xk] rc rd dqn lsfud lxbuks ds }kjk Lor=rk dk ;g dk;z ugh gks ldsxka tc bl n`f"v ls ns'khkdrks us Hkkjr dh Hkk"kkbZ flfkfr dh vksj n`f"vdks.k fd;k rks mugs dsoy fgunh Hkk"kk gh,slh Hkk"kk fn[kkbz nh] tks mu mís';ks es [kjh mrjus okyh,d l'kdr Hkk"kk FkhA lkjs ns'k ds ØkfUrdkfj;ks dh lidz Hkk"kk fgunh gh FkhA fgunh dh iqlrds vksj if=dk, iwjh rjg ls vktknh dh tx ym+ jgh FkhA Økfrdkjh fgunh es fy[ks gq, jk"vªhkfdr ds xhr xquxqukrs jgrsa ^--->Mk Å pk jgs gekjk] lkjs tgk ls vpnk fgunkslrk gekjk- --] ljq+jks'kh dh reuuk vc gekjs fny es gs---* tslh jxks es [kwuh mcky ykus okyh ifdr;k ns'k ds cpps&cpps dh tqcku ij FkhA ml le; dk lkjk lkfgr;,o i=&if=dk, vkunksyu dh /km+dus cuh gqbz FkhA tsls gj,d dks fo'okl Fkk fd vktknh ds ckn ge viuh Hkk"kkvks es lkl ys ldsxsa d'ehj ls ysdj du;kdqekjh rd rfkk dpn ls ysdj dksfgek rd QSys bl cgqhkk"kh jk"vª dks,d lw= es fijksus ds fy, vius jk"vª dh gh,slh Hkk"kk dh vko';drk gs tks u dsoy ikjlifjd fopkj&leisz"k.k dk l'kdr ek/;e cu lds vfirq mle s,d lidz Hkk"kk gksus dh Hkh {kerk fo eku gksa blhfy,,d,slh Hkk"kk ftles lewps jk"vª dh lld`fr >d`r gks lds] 14 flrecj 1949 dks] fgunh dks] Hkkjr dh lfo/kku lhkk }kjk cgqer ls jkthkk"kk ds :i es izfrf"br fd;k x;ka fgunh dsoy Hkk"kk dk izpkj ugh gs] mldk,d n'kzu gsa og n'kzu gs Hkkjrh; lld`fr dka fgunh ftl Hkkjrh; lld`fr dk izfrfuf/kro djrh gs] oks vu; Hkkjrh; Hkk"kk, ugh djrha fcuk lld`fr ls tqm+ fdlh Hkk"kk dk dksbz vflrro ugh gssa fgunh dh lld`fr D;k gs & Hkkjr dh LkLd`fr gsa Hkkjr dh lld`fr ;fn lgh <x ls O;Dr gks ldh rks jkek;.k ds ek/;e lsa ;gk ^jkek;.k* dk vfkz jkepfjrekul ls gksrk FkkA fgunh ds izpkj izlkj es jkepfjrekul dh Hkwfedk dk fo'ks"k egro gsa igys ym+dh dh 'kknh&c;kg ds le; ym+dh f'kf{kr gks ;k ugh] blls dksbz QdZ ugh im+rk FkkA gk ] bruk t:j iwnk tkrk Fkk fd ym+dh jkek;.k ckp ysrh gs ;k ugh\ ;fn ym+dh jkek;.k i<+ ldrh gs rks ml f'k{kk ds lkfk lldkj tqm+s gksrs Fks vksj oks lc/k pyrs FksA vrr% tc 14 flrecj 1949 bz0 dks lfo/kku lhkk es jkthkk"kk lc/kh izlrko dks Lohdkj dj fy;k x;k rks mlds v/;{k MkW- jktsunz izlkn us vius lkjxfhkzr fopkj j[krs gq, dgk Fkk fd ^^vkt igyh ckj ge vius lfo/kku es,d Hkk"kk Lohdkj dj jgs gs tks Hkkjr l?k ds iz'kklu dh Hkk"kk gksxh---a geus vius ns'k dk jktusfrd,dhdj.k leiuu fd;k gsa jkthkk"kk fgunh ns'k dh,drk dks vf/kd lqn`<+ cuk ldsxha vxzsth dh txg Hkkjrh; Hkk"kk dks LFkkfir djus ls ge fu'p; gh vksj Hkh,d&nwljs ds fudv vk,s xsa** tulkeku; es Hkh ljdkj ds bl ldkjkred jos, dks ns[k dj vk'kk dk lpkj gqvka rrdkyhu ^f'k{kk e=ky;* us oskkfud vksj rduhdh 'kcnkoyh vk;ksx rfkk dsunzh; fgunh funs'kky; dh LFkkiuk dha vk;ksx dk dk;z fofhkuu fo"k;ks ds rduhdh 'kcnks dk fuekz.k] 'kcnkofy;ks dk izdk'ku rfkk fofhkuu {ks=ks ds fo}kuks ls fopkj&foe'kz],o fgunh funs'kky; dk dk;z fofhkuu Lrjks ij fgunh dk izpkj&izlkj] vuqokn] f'k{k.k] uo ys[kd f'kfojks dk vk;kstu] Js"B iqlrds [kjhndj mu dk eq r forj.k vkfn vkfn FkkA Hkkjr ljdkj ds ^x`g&e=ky;* us jkthkk"kk fohkkx dh LFkkiuk dh] ftlus ljdkjh dk;kzy;ks ] lkoztfud miøeks ds fy, dk;kzuo;u lecu/kh funsz'k tkjh fd, rfkk fu;fer :i ls csbds dj ds fgunh dks vkxs c<+kus ij cy fn;ka lelr dk;kzy;ks] e=ky;ks es vf/kdkfj;ks] vuqokndks ] vk'kqfyfidks ] Vddks ds in ds l`tu ij cy fn;k x;ka ^fof/k e=ky;* }kjk Hkh fof/k lc/kh dkxtkr] fu;ekoyh rfkk mppre U;k;ky; ds QSlyks dks fgunh es vuwfnr djus ds fy, dk;kzy; dh LFkkiuk dh xbza reke dkuwuh dkxtkr bl fohkkx 43

53 eqdr f'k{kk tuojh&twu 2010 ds ek/;e ls ljdkjh dk;kzy;ks rd igqpk, x,a ^'kcnkoyh vk;ksx* us iz'kklfud 'kcnkoyh dks fgunh&vxz sth rfkk vxz sth&fgunh es izdkf'kr djokdj mldh gtkjks izfr;k fu%'kqyd forfjr Hkh dh gsa ^jsy fohkkx* es fgunh dks vkxs c<+kus ds fy, vusdkusd fgunh inks dk l`tu gqvk gsa izr;sd LVs'ku ij jsy vkj{k.k lwfp;k f}hkkf"kd rs;kj dh tkrh gs mn~?kks"k.kk, fgunh es vo'; dh tkrh gsa ;k=h viuh lqfo/kk ls vkj{k.k QkeZ fgunh e s Hkj ldrs gsa bruk gh ugh] dk;kzy;ks es jkthkk"kk dk fø;kuo;u lqpk: :i ls gks jgk gs ;k ugh] ;g ns[kus ds fy, fofhkuu Lrjks ij fujh{k.kks dh O;oLFkk dh xbz gsa bues lokszifj gs llnh; jkthkk"kk lfefr] tks le; ij dk;kzy;ks dk fujh{k.k djrh gs vksj dk;kzy; ds lokszpp vf/kdkjh ds lkfk csbdj dk;kzuo;u ij fopkj djrh gsa iz'u ;g gs fd jk"vªh; ifjizs{; es fgunh ds iz;ksx ds ljdkjh vkns'kks rfkk vf/kdk'k lqfo/kk, miyc/k djk, tkus ds ckotwn] ipkl lky ckn Hkh fgunh dk tks leekutud iz;ksx visf{kr Fkk] D;k og gks ik jgk gs\ vktknh ds igys fgunh] jk"vªh; ifjizs{; es ] izxfr ij FkhA vktknh ds ckn fgunh igys dh rjg vf[ky Hkkjrh; lidz Hkk"kk ds Lrj ij fujrj D;ks ugh c<+rh xbz\ bu iz'uks ij ges lkspuk gksxka D;k ge viuh jkthkk"kk dks mpp in vklhu dj ikrs gs\ D;k Hkkjr ljdkj dk dksbz dezpkjh ;k lkeku; ukxfjd fgunh dk iz;ksx djds xoz dk vuqhko djrk gs\ bu lc iz'uks ds mùkj dksbz cgqr cm+h vk'kk ugh txkrsa dqn vf/kdkjh] dqn ukxfjd fgunh es dke vo'; djrs gs] exj budh l[;k de gsa ;gk ljdkj }kjk bl fn'kk es fd, x, vusdkusd iz;ruks ls ¼ftudk myys[k igys fd;k tk pqdk gs½ fl) gksrk gs fd ljdkj fgunh ds egro dks le>rs gq,] mlds iz;ksx dks fujurj c<+kus ds fy, lrr iz;kljr gsa blds fy, ftrus Hkh lk/ku tqvkus Fks] ljdkj us tqvk,a ;gk rd fd dk;kzy;ks es vf/kdkf/kd dke djus okyks dks gj izdkj ds izksrlkgu fn,] izek.k&i= fn,a izfro"kz 14 flrecj dks ^fgunh fnol* eukus] mlh ds lkfk&lkfk ^fgunh lirkg*] ^fgunh i[kokm+k* rfkk ^fgunh ekg* vk;ksftr djus dh ijeijk Hkh LFkkfir gks xbz gsa bu voljks ij fofhkuu izfr;ksfxrk, vk;ksftr djds dk;kzy;ks es ldkjkred okrkoj.k cukus dh igy Hkh dh gsa ljdkj us jkthkk"kk fgunh ds fodkl vksj izxfr ds lhkh iz;ru iwjh bzekunkjh ls fd, gsa ijurq ;g,d nq%[kn oklrfodrk gs fd O;fDrxr :i ls fgunh es dk;z djus okys visf{kr ek=k es lkeus ugh vk,a gj O;fDr,d&nwljs dh vksj ns[krk gqvk] o"kks± ls pys vk jgs vxzsth ds v/kdpjs Kku ls dke pykrk tk jgk gsa fgunh Hkk"kh jkt;ks es Hkh fgunh dk;kzuo;u visf{kr fuiq.krk ls ugh gqvka ;g,d fomecuk gh gs fd vktkn Hkkjr es jkthkk"kk ds iz;ksx dks xksjo vksj LokfHkeku ls tksm+dj ugh ns[kk tk jgk gsa ;ks fgunh es dke djus ds fy,] fgunh dh lkfgfr;d d`fr;ks ds ys[ku ds fy, iqjldkjks dh Hkjekj gsa ns'khkj es fgunh ds gtkjks iqlrdky; gs ] exj fu"bkiwozd dk;z djus okyks dk vhkko bl rf; dk ksrd gs fd ge Hkkjrh;ks us mls viuh izfrhkk dk iz'u ugh cuk;k gsa vksj rks vksj fgunh Hkk"kh ekrk&firk Hkh vius cppks dks fgunh i<+kus es lgtrk dk vuqhko ugh djrsa gk] mu djksm+ks Hkkjrh;ks dh ckr vksj gs tks vxszth ds eksgtky es xzlr ugh gs] blfy, T;knk vxszth u tkurs gq, fgunh cksyus&i<+us&fy[kus es ldksp ugh djrsa bl oklrfodrk dks Lohdkjus es ldksp dslk fd reke ljdkjh uhfr;ks vksj izksrlkguks ds ckotwn jk"vªh; Lrj ij fgunh dk iz;ksx visf{kr ek=k es ugh gks ik jgk gsa ges ;g ugh Hkwyuk pkfg, fd ljdkj ek= ls)kfrd vksj O;ogkfjd :i ls] lqfo/kk, miyc/k djk ldrh gs] ijurq gkfk idm+dj fy[kus okyks dks fgunh ugh fy[kk ldrha xr ipkl o"kks± es Hkkjr ljdkj us jkthkk"kk fgunh ds fodkl gsrq tks Hkh iz;kl fd, gs] os vi;kzir Hkys gh gks ] ux.; dnkfi ugh gsa 44

54 tuojh&twu 2010 Jnury-June 2010 eqdr f'k{kk Open Lerning How to Red Text Books to Improve Your Grdes Dr. Sushm Suri Abstrct Mny students wnt to mke better grdes. They my mke the efforts, but they still don t seem to be ble to chieve the higher grdes tht they wish they could hve. A big prt of the problem is tht despite mny vried eductionl experiences, students rrely give thought to how to study? Keeping this in mind, the present rticle is n ttempt to know vrious importnt techniques nd informtion for mximizing knowledge nd skill of the students regrding their study hbits. Reding Text Book There re two common mistkes tht students mke with regrd to reding text book: 1. The First Mistke Most of the students don t bother to red ny text tht covers the lecture to be tught tht dy. If the students hven t done the reding in dvnce, the techer s lecture is not going to mke lot of sense. The lerners who hve opted for the Open nd Distnce Lerning (ODL) mode of eduction of NIOS, hve to mke very serious reding with full concentrtion nd note down difficult words/ concepts/ theories etc. for seeking clrifiction during Personl Contct Progrmmes (PCPs) or by using the Interctive Voice Response System (IVRS) of the Lerner Support Centre (LSC) of NIOS, hving toll free number The Second Mistke Mjority of the students red text books in the sme wy s they would red novel. Novel is like met lof. It cn be eten quickly without even chewing for very long. But text book is big thick stek- ll met no filler. Just s stek hs to be chewed to be enjoyed nd to be useful to the body, text-book mteril hs to be chewed with the mind. You hve to red slowly, pying ttention to every morsel of mening. The Study mteril developed by the NIOS for its lerners in self lerning formt proceeds step by step systemticlly in simple lnguge with intext questions, in-build exercises etc. It helps lerners in setting their own pce t their convenience so s to internlise the lessons. The ctivity bsed mteril in self lerning formt of NIOS believes tht students lern more when they do something by their hnds rther thn just mking pssive reding. It helps lerners to construct their own knowledge. It mkes lerning by understnding esy nd not just memorising everything through rote lerning. Dr. Sushm Suri, Assistnt Professor, Jmi Milli Islmi, New Delhi

55 eqdr Open f'k{kk Lerning Jnury-June tuojh&twu 2010 How to Use Study Mteril Developed by the Ntionl Institute of Open Schooling in Self Lerning Mode The lerning mteril is developed by tem of experts from the concerned field of subject. The formt provides help to study independently. Following points will give you n ide on how to mke the best use of the mteril: (i) Title : Red the title. It will give you n ide bout the contents of the lesson. (ii) Introduction: Go through it. This will introduce you to the content of the lesson. (iii) Objectives: Try to remember the objectives. These will be your chievement fter you hve lerned the lesson. (iv) Content: Totl content of the lesson is divided into sections so tht you understnd nd mster ech concept before proceeding to the next section. Red the text crefully nd if you require, mke short notes on the mrgin of ech pge. Try to solve the given intext questions yourself nd then go to next section. If you cnnot do the intext questions, red them gin until you cn do it. At some plces you will find some texts in itlics nd bold. This shows the importnce of those portions, you re suggested to memorise it. (v) Intext Questions: These will be objective type questions bsed on ech section. After studying tht section, you try to solve those questions yourself in the spce given below the questions nd then check your nswers with the model nswers given t the end of the lesson. This will help you to know your progress. Solve these in pencil nd compre your nswers with the key provided t the end. Go through the unit gin if your nswer do not mtch. (vi) Wht you hve lernt: This will be the summry of the lerning points of the lesson. Retin these nd dd your own points to this list. (vii) Terminl Exercises: There will be short nd long nswer type questions in this section. Try to solve them without tking the help from check your nswer. After solving the questions tlly these with the check your nswer. (viii) Check your nswers: As explined erlier, here the nswer to intext questions nd terminl questions will be provided. Compre your nswers with the list. The Best Known Reding Method It is known s SQ3R, first used by Robinson (1970) in book clled Effective Study. The letter S-Q-R-R-R stnd for: S - Survey: Tke look t the outline t the beginning of the chpter or whtever opening questions, lerning objectives or wht is the chpter bout. Flip through the chpter nd red the heding of ech section nd look t the tbles, figures, grphs nd crtoon to get n ide bout the kinds of things tht you will be lerning. Quickly red through the chpter summery, if there is one. Surveying the chpter is giving yourself rod mp for the mteril in the chpter. 46

56 tuojh&twu 2010 Jnury-June 2010 eqdr f'k{kk Open Lerning Q - Question: After previewing, try to think of question bsed on the heding tht the section should nswer s you red e.g. in chpter one (Psychology), there is section titled Freud nd Psychonlysis, you could sk yourself, wht is psychonlysis or Wht did Freud do for psychology. Now, when you red the section you re not just reding you re reding to find out n nswer. It mkes the mteril much esier to remember lter on. R - Red: Now red the section, looking for nswers to your questions. At the time of reding, tke notes by mking n outline of the min points in the section. Reserches indicte tht students who write their own notes during the reding of the text or while listening to lecture scored significntly higher on their exm grdes thn students who merely used highlighter on the text (Boyd & Peeler, 2004). Highlighter requires no rel mentl efforts (no chewing in other words), but writing the words down yourself requires you to red the words in depth nd understnd them. R - Recite: Reciting out loud is nother good wy to process the informtion more deeply nd completely. Recittion forces you to put the informtion in your own words, just s writing it down in the form of notes. Writing it down ccesses your visul memory wheres sying it out loud gives you n uditory memory for the sme informtion. At lst repet the Question, Red nd Recite Instruction for ech section, tking few minutes brek fter every two or three sections. Why to tke brek: There s process tht hs to tke plce in your brin when you re trying to mke permnent memory of the informtion nd tht process tkes little bit of time. When you tke brek every 10 to 20 minutes, you re giving your brin time to do this process. R - Recll/ Review: Once you ve red the chpter, tke few minutes nd try to remember s much of wht you lerned while reding it s you cn. A good wy to do this is to tke ny prctice quizzes tht might be vilble, either in your text or student workbook tht goes with the text. If there s ny thing tht is confusing, go bck to the section in the chpter nd red it gin until you understnd it. Reding text-book in this wy mens tht you only hve to red them once. At the time of finl exmintion, you will only hve to review your notes crefully, you won t hve to red the entire text-book ll over gin. Prepring for the Exmmintion There is the right wy to study for test. Here re some good things to remember when prepring for n exm, whether it s quiz, unit test, midterm, or finl (Crter et. l., 2002., Reynolds, 2002). Timing is Every Thing One of the worst thing tht students do is witing until the lst minute to study for the exm. Remember the nlogy bout chewing the stek? (Just s stek hs to be chewed to be enjoyed nd to be useful to the body, text book mteril hs to be chewed with the mind). The sme concept pplies for prepring for n exm: you hve to give yourself enough time. One most importnt thing to do is to mke study schedule. Alwys 47

57 eqdr Open f'k{kk Lerning Jnury-June tuojh&twu 2010 give yourself more time thn you think you will need. Find out Find out s much s you cn bout the type of the test nd the mteril it will cover. The type of the test cn ffect the wy you wnt to study the mteril. Use SQ3R You cn use the sme method tht you used to red the text mteril to go over your notes. Skim through your notes to get n overview of the mteril tht will be on the test. Try to think of possible test questions tht the exminer might include in the exm. Red your notes. Recite the min ides nd definitions of terms. Review by summrizing sections of mteril or by mking n outline. Tke dvntges of the publisher s test mterils/website Most text books come with study guide or website mking vilble prctice quizzes. The more prctice quizzes you ttempt to nswer, the better you will do in the ctul exm. Mke use of resources If you find tht you re hving difficulty with certin concepts, go to the instructor/ tutor well in dvnce of the exm. Don t forget your physicl need Studies hve shown tht not getting enough sleep is very bd for memory nd lerning processes (Stickgold et.l., 2001). Get full night s sleep if possible. Do not tke sleep inducing mediction or drink lcohol, s these substnces prevent norml stges of sleep, including the stge tht seems to be the most useful for memory or lerning (Dvis et. l., 2003). Do et brekfst. A brekfst hevy on protein nd light on crbohydrtes is the best for concentrtion nd recll (Benton & Prker, 1998; Pollitt & Mtthew, 1998). Use your test time wisely When tking the test, don t llow yourself to get stuck on one question tht you hve difficulty in nswering. If n nswer is not cler, skip tht question nd go on to the next. After finishing ll the questions go bck to the skipped ones nd try to nswer them gin. References Benton, D., & Prker, P.Y., (1998), brekfst, blood glucose, nd cognition, mericn Journl of Clinicl Nutrition. 67 (S), 772S-778S. Prentice Hll. Boyd C.H., & Peeler, C.M. (2004). Highlighting vs note tking : A comprison of students performnce on tests. Poster presented t 16th Annul Convention of the Americn Psychologicl Society, Chicgo. Crter, C.,Bishop, J.,Krvits, S.L.,& D Agostino (ed consultnt).(2002).keys to College studying: becoming lifelong lerner Upper Sddler River, NJ, Dvis, C.J., Hrding J.W., & Write, J.W. (2003), REM sleep deprivtion induces deficits in the ltency -to-pek induction nd mintennce of long term potentition within the CAI region of hippocmpus, Brin Reserch, 973, Pollitt, E., & Mtthew, R.,(1998). Brekfst nd cognition: n integrtive summry. Americn Journl of Clinicl Nutrition, 67 (s), 804S- 813S. Reynolds J, (2002). Succeeding in college : Study skills nd strtergies. Upper Sddle River, NJ : Prentice Hll. Robinson, F.P. (1970) Effective Study (4th edition). New York: Hrper Stickgold, R., Hobson, J.A., Foss, R., & Foss, M.,(2001). Sleep, lerning nd drems: offline memory processing, Science, 294 (11), www/ google.com 48

58 tuojh&twu 2010 Jnury-June 2010 eqdr f'k{kk Open Lerning Mke Multipliction Esy with Npier Strips Dr. Bhupendr Pndy Peeth It ws my observtion nd experience during my school teching tht students confront difficulties in lerning mthemtics especilly t primry level. Some students re so ferful tht they see the techer of mthemtics in drem nd fell down from bed t night. I lso felt during observtion of prctice of teching tht the students of clsses VI to VIII stndrds re unble to recll the multipliction tble even upto the numerl 10. It is very disppointing sitution nd should be pid serious concern to erdicte such type of problems. Now the question rises tht 1. Is mthemtics difficult nd horrible subject? If yes, who hs mde it difficult? nd if not, then why the innocent nd Msoom pupils fce the bove sid problem? 2. How this horror imge of the subject nd the problems fced by the pupils specilly in the elementry clsses cn be removed? In response of the 1 st question, it is not so. If the techer of mthemtics teches the subject properly i.e. if he is ble to crete interest mong the students then mthemtics is very interesting subject. Second question should be given due importnce. Mthemtics kit nd especilly Npier strips cn ply very vitl nd prominent role in solving such terrible problem. Now gin some relevnt questions rise in the curious mind: 1. Wht is mthemtics kit? 2. Wht is Npier Strips? 3. How Npier Strips cn solve the sid problem? Let us tlk bout the questions one by one: 1. Wht is Mthemtics Kit: A mthemtics kit is box like s tool box contining vrious instruments which re useful in teching mthemtics effectively. A mthemtics kit generlly contins following pprtus:. Dominoes b. Abcus c. Cussionire strips d. Frctionl disc e. Solids f. Npier strips 2. Wht re Npier Strips: Thus, we see tht Npier Strips re one of the pprtus of mthemtics kit. It ws first discovered by Lord John Npier in 1617 nd it is lso known s Npier Rods or Npier Bones consisting of set of 11 strips. One strip remins fixed in the frme s show in figure A Figure A Dr. Bhupendr Pndy Peeth, S.G.L. Klr Techers' College, Jodhpur (Rj) Res.: 19/364, C.H.B., Jodhpur - 8, (Rj) 49

59 eqdr Open f'k{kk Lerning Jnury-June tuojh&twu 2010 The remining 10 strips re movble nd on ech strip multipliction tble is written from 0 to 9 s shown in figure B. If we observe the movble strips on which multipliction tble from 0 to 9 is written, we see tht ech strip is divided into ten squres nd lso ech squre is divided into two prts digonlly drwn from the right top vertex to the left bottom vertex. Figure B

60 tuojh&twu 2010 Jnury-June 2010 eqdr f'k{kk Open Lerning In ech squre, the left prt represents ten s plce digit nd the right prt represents unit plce digit. For exmple 5 nd 7 represent ten s nd unit plce digit respectively in the figure given below: 3. How Npier Strips cn solve the Multipliction problem? First of ll, multipliction tbles of 1 to 9 cn be explined on the bsis of 10 movble strips. Let us see the utility of it in multipliction by tking some exmples. Exmple 1: Multiply 5634 by 5 To crryout the multipliction, the strips of multipliction tble of 5634 re plced s shown in figure C. The number long with the row 5 will be the product i.e. the required result will be obtined s follows: Strting from unit plce digit nd dd ll the digits of ech prllelogrm A, B, C respectively plced t ten s hundred s nd thousnd s plce i.e. the result is (5 + 3) (0 + 1) (5 + 2) 0 = Hence = C B A In the exmple given bove one of the multiplicnd is unit digit. 0 For long multipliction, the results of prtil products re written down using the rods nd then dded Figure C Exmple 2: Multiply nd 53 This multipliction will be performed in the following mnner: ( ) + ( ) 51

61 eqdr Open f'k{kk Lerning Jnury-June tuojh&twu 2010 For we plce the strips of 7, 9, 4, 2, 3, 6 in the frme s shown: 1 Figure D E D C B A The number long with the digit 5 is: E D C B A And therefore = (1) Now the product of nd 3 is the number long with the row 3 which is E D C B A Thus = (2) The resulting number is obtined by dding 1 nd 2 we get = ( ) + ( ) = = In this wy long multipliction cn be performed by using Npier Strips. We re responsible for wht we re, nd whtever we wish ourselves to be, we hve the power to mke ourselves. If wht we re now hs been the result of our own pst ctions, it certinly follows tht whtever we wish to be in future cn be produced by our present ctions; so we hve to know how to ct. Swmi Viveknnd 52

62 tuojh&twu 2010 Jnury-June 2010 eqdr f'k{kk Open Lerning The Interesting nd Amzing World of Insects I : Honeybees Dr. Debjni Dey ABSTRACT Honeybees re mrvellous insects known to mnkind since the prehistoric times. The rt of their scientific mngement is clled s piculture or beekeeping nd the plce where hives re mintined is clled piry. Honeybees re socil insects. A honeybee colony is complete biologicl unit nd typiclly consists of severl thousnd bees tht cooperte in nest building, food collection, nd brood rering. Ech member hs definite tsk to perform, but it tkes the combined efforts of the entire colony to survive nd reproduce. The division of lbour in honeybees is bsed upon sexul nd physiologicl differences mong the three cstes, queen, drones nd workers. The socil structure of the colony is mintined by the queen nd workers nd depends on n effective nd extrordinry system of communiction. Introduction Indi hs long history of honey nd bees with their mention in our ncient epics such s Rigved, Mhbhrt, Rmyn, etc. Honeybees re socil insects. A honeybee colony is complete biologicl unit nd typiclly consists of severl thousnd bees tht cooperte in nest building, food collection, nd brood rering. Ech member hs definite tsk to perform, but it tkes the combined efforts of the entire colony to survive nd reproduce. The division of lbour in honeybees is bsed upon sexul nd physiologicl differences in the three cstes, viz., queen, drones nd workers, which exist within the bee-colonies (Fig. 1). Worker Honey Bee Queen Queen Honey Bee Drone Honey Bee Fig. 1: The three cstes of honeybees There is only one queen per colony, except during swrming preprtions or supersedure. Since she is the only sexully developed femle, her primry function is reproduction. She produces both fertilized nd unfertilized eggs. Queen ly the gretest number of eggs in the spring nd erly summer. During pek production, they my ly up to fifteen hundred eggs per dy. They grdully cese to ly eggs in erly October nd do not begin gin until Jnury. One queen my produce up to 2,50,000 eggs per yer nd possibly more thn million in her lifetime. The queen is the only colony member tht cn live for severl yers, Dr Debjni Dey, Principl Scientist, Division of Entomology, Indin Agriculturl Reserch Institute, Pus, New Delhi

63 eqdr Open f'k{kk Lerning Jnury-June tuojh&twu 2010 sometimes for s long s five to seven yers. However, since the queen s verge productive life spn is two to three yers, most beekeepers find it profitble to requeen their colonies every yer or two. A queen cn be esily distinguished from other members of the colony. Her body is normlly much longer thn either the drone s or worker s, especilly during the egg-lying period when her bdomen is gretly elongted. Her wings cover only bout two-thirds of the bdomen, wheres the wings of both workers nd drones nerly rech the tip of the bdomen when folded. A queen s thorx is slightly lrger thn tht of worker, nd she hs neither pollen bskets nor functionl wx -glnds. Her sting is curved nd longer thn tht of the worker, but it hs fewer nd shorter brbs. About one week fter emerging from queen cell, the queen is redy to leve the hive nd mte with severl drones in flight. After mting, she returns to the hive nd begins to ly eggs in bout fortyeight hours. The queen is constntly ttended nd fed royl jelly by the colony s worker bees. The number of eggs, the queen lys, depends on the mount of food she receives nd the size of the worker force cpble of cring for the brood. Queens develop from fertilized eggs or from young worker lrve not more thn three dys old. New queens re rised, if ny, of three different impulses occur in the hive: emergency, supersedure, or swrming. When n old queen is ccidentlly killed, lost, or removed, the bees select worker lrve to produce emergency queens. These queens re rised in modified worker cells on the comb surfce. When the egg lying cpcity of the queen decreses, the colony prepres to replce or supersede her. Queens produced under the supersedure impulse re usully better thn emergency queens, since they receive lrger quntities of food (royl jelly) during development. Drones Drones or the mle bees, the lrgest bees in the colony, re produced from unfertilized egg. Their sole function in life is to mte with the queen. Only smll percentge of drones fulfill this function. They re generlly present only during lte spring nd summer. The drone s hed is much lrger thn tht of either the queen or worker, nd its compound eyes meet t the top of its hed. Drones hve no sting, pollen bskets, or wx glnds. Drones become sexully mture bout twelve dys fter emerging nd die instntly upon mting. They perform no other useful work for the hive. While drones normlly rely on workers for food, they cn feed themselves within the hive fter they re four dys old. Drones sty in the hive until bout eight dys old, nd then begin to tke orienttion flights. Flight from the hive normlly occurs between noon nd 4:00 p.m. Drones hve never been observed tking food from flowers. When cold wether begins in the fll nd the honey flow stops, drones usully re forced out into the cold nd left to strve. Workers Workers re the smllest nd most numerous bees in the colony. They re sexully undeveloped femles nd under norml hive conditions do not ly eggs. Workers hve specilized structures, such s brood food glnds, scent glnds, wx glnds, nd pollen bskets, which llow them to perform ll the lbours of the hive. They clen out the cells, feed the brood, cre for the queen, remove debris, hndle incoming nectr, build combs, gurd the hive entrnce nd ir condition nd ventilte the hive before going into the field. In the field, they forge for nectr, pollen, wter, nd propolis (plnt sp). The life cycle of workers includes egg-lrv nd pupl stges tking 3, 4-54

64 tuojh&twu 2010 Jnury-June 2010 eqdr f'k{kk Open Lerning 5, nd dys respectively in bout totl period of dys. The life spn of the worker during summer is bout six weeks nd up to six months during winter. Workers in colony cn lso ly eggs but only in the bsence of queen or the presence of wek queen. When colony becomes queen less, the ovries of severl workers develop nd workers begin to ly unfertilized eggs. Normlly the development of the ovries in workers is suppressed by the presence of brood, the queen, nd her chemicls. Brood i. Eggs: Honeybee eggs re normlly lid, one in ech cell, by the queen. Ech egg is ttched to the cell bottom nd looks like tiny grin of rice. The eggs htch on the third dy into tiny grub nd the lrvl stge begins. ii. Lrve: Helthy lrve re perly white in colour with glistening ppernce. They re c shped nd remin in the bottom of the cell. Worker, queen nd drone cells re cpped fter lrv is pproximtely 5.5, 6, nd 6.5 dys old, respectively. The period just fter the cell is cpped is clled the prepupl stge. During this stge, the lrv is still grub-like in ppernce but stretches itself out lengthwise in the cell nd spins its cocoon. Lrve remin perly white, plump nd glisten during the prepupl stge. iii. Pupe : After two dys, prepupe begin to chnge from their lrvl form to dult bees. Helthy pupe remin white nd glisten during the initil stges of development, even though their bodies begin to trnsform into dult forms. Compound eyes re the first res tht begin to tke on colour; chnging from white to brownish-purple. Soon fter this, the rest of the body begins to tke on the colour of n dult bee. New workers, queens, nd drones emerge pproximtely in 12, 7.5 nd 14.5 dys, respectively, fter their cells re cpped. Brood ptterns Helthy brood ptterns re esily recognized by looking t cpped broods. Frmes of helthy cpped worker brood normlly hve solid pttern. Cppings re medium brown in colour, convex nd without punctures. All the three cstes, viz., queen, drones nd workers re off- springs of the queen bee but rered in different kind of cells. Their life spn nd developmentl periods differ. A colony normlly hs single queen, fifty to sixty thousnd workers t its pek, nd severl hundred drones during lte spring nd summer (Fig. 2). Individul queens, workers, nd drones cnnot survive by themselves. Division of lbour within the worker cste primrily depends on the ge of the bee but vries with the needs of the colony. Reproduction nd colony strength depend on the queen, the quntity of food stores, nd the size of the worker force. As the size of the colony increses up to bout sixty thousnd workers, so does the efficiency of the colony. Fig. 2: A queen surrounded by workers in bee hive 55

65 eqdr Open f'k{kk Lerning Jnury-June tuojh&twu 2010 Communiction in bees The socil structure of the colony is mintined by the queen nd workers nd depends on n effective nd extrordinry system of communiction. The exchnge of chemicl secretions mong members nd communictive dnces re undoubtedly responsible for controlling the ctivities necessry for colony survivl. Distnces nd direction of food sources re communicted to fellow forgers by peculir dnces performed in reltion to the position of the sun. If food source is nerby then the round dnce is performed otherwise wgtil dnce is performed (Fig. 3). Bees cn lso indicte the direction of the food source in reltion to the ngle of the sun. Qulity nd quntity of the food vilble is lso conveyed Round til dnce Wgtil dnce Fig. 3: Communiction dnces in honey bees by vrious dnces. Pheromones re lso used by bees for communiction. These re chemicl substnces secreted by their exocrine glnds which elicit behviorl nd physiologicl responses mong the recipients. In honeybees, these re produced by workers, queens, nd possibly drones nd function for mting, lrm, defence, orienttion, colony recognition nd other colony integrtion ctivities (Tble1). Tble 1: Some importnt pheromones produced by honeybees nd their function Glnd Chemicl Function Worker produced Nsnov or scent glnd Gerniol Orienttion in the bdomen Nerolic cid Gernic cid (E) nd (Z) Citrl (E-E) frnesol Nerol Mndibulr glnd 2 Heptcosne Alrm nd defence Sting Iso-myl cette Alrm nd defence 2- nonnol N-butyl cette N-Hexyl cette Isophentyl lcohol N-octyl cette (Z) 11-eicosen-1-ol Alrm, defence nd orienttion Queen produced Mndibulr glnd 9-keto-(E)-2-decenoic cid (9O D A), Inhibition of queen rering, 9-hydroxy-(E) -2 decenoic cid (9 HDA) inhibition of worker ovry development, drone ttrction, worker ttrction to swrms, swrm cluster stbiliztion, queen recognition etc. 56

66 tuojh&twu 2010 Jnury-June 2010 eqdr f'k{kk Open Lerning Bee Keeping-Additionl Source of Income Beekeeping is decentrlized, forest nd rurl griculture bsed industry, which does not require ny rw mteril. The rw mteril needed is in the form of nectr nd pollen, which is freely vilble from flowers in nture. Bee hives neither demnd dditionl lnd spce nor do they compete with griculture or niml husbndry for ny input. The beekeeper needs to spre few hours in week to look fter his bee colonies. Beekeeping, is therefore, idelly suited to him s prt-time occuption (Fig.4). Beekeeping constitutes resource of sustinble income genertion to the rurl nd tribl frmers. It lso provides them vluble nutrition in the form of honey. Fig. 4: Beehives in n griculturl field It is perhps the only industry, which besides production of honey, royl jelly, propolis, beeswx, bee venom nd severl medicinl compounds, improves crop productivity through pollintion (Fig.5). It mintins the stbility of ecosystem nd environmentl qulity, which in turn, helps conservtion of biodiversity. Beekeeping hs tremendous scope for development of ncillry industries nd its untpped potentil remins to be explored for incresing opportunities for ginful employment nd income in rurl res. Fig. 5: Bees pollinting mustrd flowers Beekeeping contributes gretly to the griculturl economy of the country. Therefore, steps should be tken towrds the conservtion of the bees by controlling deforesttion, tking up mesures like fforesttion nd socil forestry, which cn, in turn, crete proper hbitts for honeybee popultions. Insecticide ppliction, which is regulr prctice in frm nd orchrds crops, should be regulted s mesure to conserve bees nd protect beekeeping. In certin cses the losses due to killing of pollintors, is severl times more thn the losses due to pest infesttion. Such spects should be brought to the notice of the frmers. They should be educted in integrted pest control mesures tht ultimtely help him relize better nd improved crops. Honey industry in the country cn well become mjor foreign exchnge erner if interntionl stndrds re met. 57

67 eqdr Open f'k{kk Lerning Jnury-June tuojh&twu 2010 Drink Sfe Milk for Helth Dr. J.L. Agrwl Milk is the best nd most complete of ll foods. It is fine blend of ll the nutrients necessry for growth nd development of the young one nd mintennce of helth for ll ge groups. It is good source of protein, fts, sugr nd lmost ll vitmins nd minerls. Mother s Milk Mother s milk is complete food for the bbies nd contins ll essentil elements for growth of the child, besides, it is hygienic. Mother s milk lso protect the bbies from mny infectious diseses nd responsible for strong emotionl bond between mother nd children. Milk Contents Milk contins csein (lctlbumin) nd lctglobulin. Composition of milk proteins is idel for norml functioning nd growth nd development of the bby. Humn milk (l.lg/100g) hve bout 1/3 of protein of cow s (3.2g/100g) or bufflo milk (4.3g/100g). Ft content of humn milk (3.49g) is bout hlf of bufflo milk (6.5/ 100g). Ft of milk hve high content of linolenic cid, n essentil ftty cid long with it is good source of Retinol (Vit. A) nd Vitmin D. Sugr in milk is lctose or milk sugr which is found no where else in nture except of milk nd it is less sweet thn cne sugr. Humn milk hve more sugr (7.4 g/l00g) thn niml milk (4.4 to 5.1 g/ l00g). Milk lso contins the most of the minerls needed by body such s clcium, phosphte, sodium, potssium, mgnesium, coblt, copper, iodine etc. Milk is especilly rich in clcium but poor in Iron. Milk is lso good source of vitmins except vitmin C. Ech l00g of bufflo s milk provides bout 117 K cl, while cow s milk nd mother s milk provides 67 nd 65 K cl. of energy. Different forms of Milk Consumption We consume milk in vrious forms, whole milk, butter, curd, ghee, cheese, dried nd condensed milk, kho, ice crem, sweets, milk beverges like shkes etc. Skimmed milk is the milk from which ft is removed long with ft soluble vitmin, but it is good source of proteins nd clcium. Toned milk is the blend of nturl milk (one prt), wter (one prt) nd skimmed milk powder (1/8) prt). The mixture is stirred psteurized nd supplied in polythene bgs. Now dys, vegetble milk is produced from soyben or groundnut is lso vilble Contmintion of Milk-Diseses Milk is n importnt source of infection nd crrier of different diseses. It is lible to be contminted by micro-orgnism t ny point during its journey from producer to consumer. Milk nd milk products my serve s vehicle for mny diseses. Source of infection or contmintion of milk my be due to disesed diry nimls, milkmn or contmintion by unclen utensils, polluted wter, flies, dust etc. Dr. J.L. Agrwl, Prof. & Hed, Physiology, Srswti Institute of Medicl Sciences, NH-24, Anwrpur, Pilkhuw, Hpur, Ghzibd Res.: 3, Gynlok, Myur Vihr, Shstringr, Meerut (U.P.). e-mil: drjlgrwl123@yhoo.co.in (M)

68 tuojh&twu 2010 Jnury-June 2010 eqdr f'k{kk Open Lerning Milk of disesed niml cn trnsmit diseses like tuberculosis brucellosis, stphylococcl entertoxin poisoning, slmonellosis, fever, cow pox, foot nd mouth disese, nthrx, leptospirosis, tickborne encephlities etc. Some time, the milk becuse of contmintion during milking, storge or distribution my trnsmit the vrious diseses such s typhoid nd prtyphoid shigellosis, diptheri, tuberculosis, virl heptitis etc. Recently in Europe thousnd of cows hd been killed becuse they were suffering from md cow disese which cn be trnsmitted to humn. Adultertion of Milk Beside the contmintion, becuse of greed of milk-mn, the milk is subjected to dultertion by dding wter, usully contminted unsfe drinking wter from ponds, well or tps. Milkmn cn extrct the ft nd mix in the strch. Recently, mny cses cme to light where milkmen were mking synthetic milk by mixing niml ft strch, ure, white ink. Milk products re subject to dultertion by vrious mens like by dding strch or niml fts. Ghee is dulterted by dding vnspti or some unedible oil or even mobile oil. Ice crem re dulterted by dding cellulose, strch, non-permitted colour strch, whet flour cn be dded in kho nd sweets my hve non-edible colours nd flvours. Clen nd Sfe Milk Before drinking milk, we must ensure tht milk nd milk products re clen nd sfe for consumption. Milk, which we re consuming must be from clen, helthy nimls nd premises where nimls re housed nd milked, should lso be clen nd free from flies nd insects. Milk vessels must be sterilised nd kept covered nd there must be sfe clen wter supply. Moreover, milk hndler must be free from communicble diseses nd before milking, must wsh his hnds nd rms. Where possible, milking mchine cn be used. Milk should be cooled immeditely to below 100 C fter it is drwn to retrd bcteril growth, To test the wholesomeness of milk, methylene reduction test cn be done where in 10 ml milk, 1 ml methylene blue is dded t 37 C. The milk which remins blue longest is considered to be of best qulity milk. If colour chnges, it gives ide bout high microbil count nd unsfe for use. It is better to consume psteurized milk. In psteuriztion, the milk is rpidly heted for some time nd then quickly cooled to 4-5 C. Psteuriztion kills nerly 90% of bcteri in milk including more het resistnt tuberculr nd Q- fever bcteri. Hygieniclly produced psteurized milk hs keeping qulity of 8-12 Hrs. t 18 C. Milk nd milk products contin minly sturted ftty cids nd substntil mount of monounsturted fttycid nd very smll mount of Polyunsturted Ftty Acids (PUFA). One should restrict the intke of diry products especilly whole milk products to reduce weight nd obese. Milk is complete food for bbies nd dults lso need milk dily to prevent the deficiency of mny nutrients nd ech person must consume t lest 200ml of sfe clen milk per dy. The obese, hypertensive, dibetic, persons suffering from coronry hert disese must drink skimmed milk nd products prepred from skimmed milk or low ft milk but before consuming ensure tht milk is sfe for use. The growing children, ldies, who re pregnnt, brest feeding their bbies, nd fter menopuse, must drink tlest hlf liter of milk preferbly skimmed milk dily to meet the demnd of essentil nutrients especilly clcium nd protein. Consumption of milk is importnt for vegetrins s milk will tke cre of deficiency of ny nutrient like protein, vitmins, minerls in their diet. Milk nd milk products re most widely used food supplement through out the world. Think wht will be the life without milk nd milk products? They cn be contminted, so before consuming them ensure tht they re sfe. 59

69 Open eqdr f'k{kk Lerning Jnury-June tuojh&twu 2010 Nutrients of Milk ech l00 gm. Nutrients Bufflo Cow Gots Humn Energy (clorics) Wter (%) Minerls (g) Fts (g) Protein (g) Lctose (g) Clcium (mg.) Iron (mg) Vitmin C (mg) Get Rid of Bd Breth Bd breth is very common problem. People my void persons hving bd breth, even divorce cn occur. Mny toothpstes, mouthwsh re vilble which clim to keep the mouth fresh nd good smelling. Bd breth is mediclly clled s HALITOSIS. It my be becuse of mny cuses. Until nd unless the cuse is not removed, these remedies re ineffective. Cuses of bd breth Mny food, drinks such s onion, grlic cheese, lcohol etc cn cuse temporry unfvourble smell from mouth. Use of cigrette, tobcco, guthk, lcohol. Most common reson of bd breth re diseses of teeth nd gums.if teeth re not clened properly, the bcteri fest on food prticles, entngled between the teeth producing-smelling gses. Vrious diseses of mouth, gums, teeth lso cuses bd breth. Tonsils, denoid diseses, sinusitis cn lso cuse bd breth. Hypercidity, gstric esophgel reflex disese [GERD],esophgel diseses cn cuse, the problem of bd breth. Mny lung diseses cuse bd breth. In dibetics, if not controlled, cn cuse the production of cetone, which cuses fruity smell, disgreeble to mny. Liver nd kidney diseses cn cuse bd breth. Certin drugs cn lso led to bd breth. How to Get Rid of Bd Breth Bd breth is socil stigm nd people must tke cre to get rid of bd hbit. In most of the people, it is result of bd hbits. By chnging the hbits, one cn get rid of bd breth. Drink plenty of wter s deficiency of wter cn led to foul smell from the mouth. Mouth should be rinse vigorously, fter every mel. Even fter sncks. Teeth must be brushed in proper wy, t lest for three minutes in morning nd before retiring to bed. Better, it should be brushed fter every mel. Gums should be mssged. Proper brushing nd mssge keep teeth nd gums helthy nd prevent from bd breth. Tongue should be clened fter mels by tongue clener. Dentl floss nd stimultion, if done regulrly, clense the germs pockets hrboring between the teeth. After mels, they cn be rinsed with ntiseptic mouth wsh to keep mouth helthy. Do not consume tobcco, gutkh, cigrettes, lcohol. They re hrmful to the teeth, gums, even they increse the risk of mny serious diseses nd cncer. If suffering from tonsillitis, denoid inflmmtion, sinusitis, these should be treted properly. Gstric cidity, GERD, re common cuses of bd breth. If one is suffering from these or other diseses, these should be properly nd dequtely treted. Bd breth is result of neglect of mouth hygiene nd my be responsible for embrrssment. Spre few minutes for mouth nd teeth cre to get rid of bd breth nd resulting embrrssment. 60

70 tuojh&twu 2010 Jnury-June 2010 eqdr f'k{kk Open Lerning Shre the Inititives to Reduce Crbon Footprints nd Globl Wrming Dr. Hrender Rj Gutm Pollution Wrm up the World Globl wrming is the top most issue of the globe nd ll ntions re grppling to rech t consensus to dopt the future strtegies to counter the sme. The min greenhouse gs (GHG) is crbon dioxide. The others include methne, nitrous oxide nd hlocrbons. The concentrtion of these gses in the tmosphere ws more or less constnt before the industril revolution but since then, the concentrtion of these gses in the tmosphere hs incresed shrply. The preindustril concentrtion of crbon dioxide ws 280 ppm (prts per million) nd this hs now risen to 385 ppm s of the beginning of this millennium. Anlyses of ir contined in ice from the Antrctic ice cp show tht there is fr more CO 2 in the ir tody thn t ny time in the lst 650,000 yers. The most recent ssessment report from the Inter-governmentl Pnel on Climte Chnge (IPCC) sys tht the erth s verge temperture hs risen by 0.74 degrees during the period from 1906 to 2005, nd tht the verge temperture will continue to rise. United Sttes is the lrgest emitter of greenhouse gses with emission level of 7.07 billion tonnes but per cpit emissions mount to nerly 20 tonnes. Though Indi is fifth lrgest GHGs emitters in the world, the per cpit emission is still 1 tonne. On the contrry, per cpit emissions from Russi re t 12 tonnes, Jpn nd South Kore t round 10 tonnes, Europe is t round 8 tonnes nd Chin round 4 tonnes. We need globl efforts to ddress the issue of climte chnge. Efforts re needed mong different ntions t globl level nd t the level of individul ntions in policy decisions in use of energy nd other technologies to reduce the further dmge. Globl efforts cn be negted by the indifferent ttitude of the individul concerned. Thus, every individul should be wre of his ctions in the form of crbon footprints he is leving dily with his lifestyle nd living. Creful dietry choices cn mke big difference to your greenhouse gs emissions. Eting loclly produced griculturl produce or orgnic produce re greenhouse friendly options. It my be surprising to lern to mny tht our diets ccount for up to twice s mny greenhouse emissions s driving. One recent study suggested tht the verge nnul crbon food-print of fmily in United Sttes is 8.1 tonnes of equivlent CO 2 emissions. Crbon dioxide equivlent is mesure tht incorportes ny other greenhouse gses produced longside the crbon dioxide. This emission is lmost twice the 4.4 tonnes of CO 2 equivlent emitted by driving 19,000 km milege of vehicle- typicl yer s milege in the US. Crbon Footprints of Our Food In the United Kingdom, some supermrkets hve lredy begun pilot progrmmes to lbel foods with their crbon footprint. One potto crisp producer is now lbelling the pcking with their crbon equivlent footprint. The mkers of potto Dr. Hrender Rj Gutm, Scientist, Deprtment of Mycology nd Plnt Pthology, Dr. Y. S. Prmr University of Horticulture nd Forestry, Nuni, Soln , Himchl Prdesh. 61

71 eqdr Open f'k{kk Lerning Jnury-June tuojh&twu 2010 crisp clculted tht ech 34.5 grm pcket tht leves the fctory ccounts for 75 grms of crbon equivlent. In UK, London bsed cmpign group- Crbon Trust is working on stndrdised system tht compnies cn follow to work out the crbon equivlent footprint of ny product. But, it is not very simple to clculte the crbon food-print of wht we dily et. For clculting crbon equivlent footprint of the food rticles we consume, one hs to nlyse every joule of energy used, from frm to fork, to mesure its greenhouse gs contribution. Methne remins in the tmosphere for 9 to 15 yers nd trps het 21 times s effectively s crbon dioxide. Fertilizers nd mnure relese nitrous oxide, which is 296 times s good s crbon dioxide t tpping het nd remins in the tmosphere for 114 yers on n verge. A food s emissions totl lso depends hevily on where it grew nd how it ws trnsformed from rw ingredients into your dinner. This includes gs generted by tilling the lnd, sowing the crops, mking fertilizers nd pesticides, hrvesting the food nd shipping it to processing plnts, s well s electricity for clening, processing nd pcking your food, nd then trnsporting it to your store. An individul cn contribute towrds reducing climte chnge by shrinking his own crbon footprint. The verge nnul crbon footprint of n Indin is only 1.2 tonnes in comprison to person living in industrilized ntions with crbon footprints of 11 tonnes. However, in urbn Indi, the crbon footprint is comprble to industrilized ntions. Such high level of crbon footprints is comprble to the worldwide verge of four tonnes. The efforts in the urbn Indi should be to dopt lifestyle which results in reducing the crbon footprint of n urbnite. Vegetrin Foods Hve Less Crbon Footprints Until recently, there hd been no wide scle efforts to clculte crbon dioxide equivlent for foods in the US. In Europe, however, there re fledgling progrmmes tht hve clculted crbon dioxide equivlent emissions for some foods nd the figures re lmost comprble to other countries. When it comes to foods with the highest potentil for globl wrming, red met products re mong the worst. Livestock ccounts for 18 per cent of mn-mde greenhouse emissions, 9 per cent of ll crbon dioxide, 35 to 40 per cent of methne nd 65 per cent of nitrous oxide, minly through ppliction of chemicl fertilizers. Ruminnts such s cttle, gots, nd sheep not only brethe out crbon dioxide like us, but they lso produce methne. The cuse is lignin, component of the cell wll in grss tht cn only be digested with the help of bcteri in the niml gut nd the unfortunte by-product of this is methne. In our food, the most emissions intensive foods re red met nd diry products. The Food nd Agriculture Orgniztion (FAO) hs estimted tht met production ccounts for nerly fifth of globl greenhouse gs emissions. These re generted during the production of niml feeds. Ruminnts, prticulrly cows, emit methne which is 23 times more effective s globl wrming gent thn crbon dioxide. Simply chnging n niml s feed cn hve huge impct on its crbon dioxide equivlent footprint. Reserchers found tht grss-fed cows ctully produce more methne thn the grin-fed ones. In comprison to grss-fed cows, higher- qulity feed like corn build more productive cow tht yields more met nd milk nd produces less methne. In generl, red met emits 2.5 times s much greenhouse gs s chicken or fish, since rering cows nd livestock requires lot of energy. It tkes 2.3 kg of grin to mke every kg of chicken met, 5.9 kg of grin for one kg of pork nd 13 kg of grin plus 30 kg of forge for one 62

72 tuojh&twu 2010 Jnury-June 2010 eqdr f'k{kk Open Lerning kg of beef. Producing niml met is incredibly inefficient s only 5 to 25 per cent of the nutrients re converted into met. Worse still, they produce methne nd their mnure releses nitrous oxide. It mtters becuse met nd diry products mke up third of humnity s protein intke. In 2000, globl met consumption ws 230 million tonnes per yer; by 2050 it is expected to rech 465 million tonnes. One sure wy of reducing our crbon dioxide equivlent footprint is to go vegetrin. If the people, who re consuming nonvegetrin diets, shift just one dy week to vegetrin diets like vegetbles, it will lower the emissions by 252 kg nd 400 kg of crbon dioxide equivlent per yer. Wild nd frmed sefood lso dd to greenhouse gs emissions. Fishing fleets in the ocen re completely dependent on fossil fuels. They ccount for 1.2 per cent of globl oil consumption nd emit more thn 130 tonnes of crbon dioxide into the tmosphere. Frmed shrimp lso dd lrgely to crbon dioxide. This industry hs destroyed more thn 30 per cent of the world s costl mngroves. Mngroves re crbon sinks. When they re drined nd clered, they relese both crbon dioxide nd methne. Orgnic Foods re Environmentfriendly Orgnic foods re more environment-friendly s they cuse lower crbon dioxide emissions. Reserchers hve compred the greenhouse gs emissions of orgnic nd conventionlly grown corn, whet, soyben nd cnol. Orgniclly grown crops were found to hve much smller crbon footprint, consuming only 39 per cent of the energy nd producing only 77 per cent of the greenhouse gses of their non-orgnic counterprts. The lower energy requirement nd greenhouse gses re due to eliminting nitrogen fertilizers from the cultivtion process. Fertilizers ccounts for roughly 1 per cent of the world s totl energy consumption. Buying loclly grown food lso reduces the mount of fuel spent moving it from the frm to your dinner tble. Trnsporttion ccounts for only 11 per cent of food s totl greenhouse emissions. Thus, plntbsed diets re sfe in comprison to nonvegetrin diets which derive lrge frction of their clories from nimls. Our plnet s helth would be better if we cn keep met wy from our dining tbles. Chnge Lifestyle to Reduce Crbon Footprints In primry emissions, household with two persons consuming 500 units of electricity, two litres of heting oil nd one cylinder of LPG per month will hve crbon footprint of bout 6.3 tonnes. Tht mens crbon footprint of 3.15 tonnes per person on ccount of living in the house lone. Driving bout 20,000 km in cr in yer will dd nother 3.9 tonnes to the crbon footprint. Moderte trvel in bus, ril nd txi in yer will dd nother 0.93 tonnes of crbon footprint rising the totl to lmost 9 tonnes. In secondry emissions, n verge Indin who consumes some orgnic food, mix of sesonl nd off-seson food, regulrly shop for clothes, uses pcked items nd occsionlly goes to movies nd resturnts will hve crbon footprint of 5 tonnes. Thus, the totl crbon footprint of n urbnite comes to round 14 tonnes which is more thn person living in n industrilized ntion. It my be presumed tht the dt of crbon footprints ssocited with our wy of living will certinly wken us to our future ctions, our living nd lifestyle. Individul efforts cn mke lot of difference to reduce the per cpit crbon footprints thus reducing globl wrming nd climte chnge. Individul efforts cn chnge the opinion of ntion nd the globl opinion thus mking this globe green thn wrm. 63

73 eqdr Open f'k{kk Lerning Jnury-June tuojh&twu 2010 Importnce of Eduction A K Khnn Bckdrop The history of eduction in Indi is very rich nd interesting. Ancient Indi hd the trdition of Gurukuls. Under this system, students hd to live t the Ashrm (bode) of the techer nd get eduction. This form of eduction ws known s Guru-Shishy Prmpr. The Gurukul ws the plce where the students resided together s equls, irrespective of their socil stnding. The students lernt from the guru nd lso helped the guru in his dy-to-dy life, including the crrying out of mundne chores such s wshing clothes, cooking, etc. On completion of shishy s (student's) study, the student offered guru dkshin, since guru did not tke fees. A guru dkshin ws the finl offering from student to the guru before leving the shrm. In very erly stges of civilistion, eduction ws imprted orlly. Prents, elders, nd priests tught children the skills nd roles they would need s dults. These lessons eventully formed the morl codes tht governed their behviour. Before the invention of writing, story telling ws the most populr mens of pssing on the culture nd history from one genertion to the next. But fter development of lphbets, it took the form of written words. Plm leves nd brks of trees were used for writing nd providing eduction nd this, in turn, helped spred the written literture. Temples nd community centres often took the role of schools. Nlnd ws one of the erliest universities giving degrees to its grdutes nd providing fcilities for post grdute studies. Eduction ws widespred in the 18 th century nd schools hd been set up in most regions of the country. The history of eduction in Indi hs evolved from ncient times to Mughl period, from British period to the post-independence er. Mny Commissions nd Committees, plns nd policies hve led to the development of modern dy eduction. Before the dvent of British in Indi, the eduction system ws mnged by privte institutions nd individuls. With introduction of the Wood s Disptch of 1854 known s Mgn Crt of Indin Eduction, the whole scenrio chnged. The present eductionl system of Indi is n implnttion of British rulers. The concept of government-ided schools ws strted by the British government who strted giving funds to indigenous schools in need of help. Tody, we hve not only full time Privte, Government, Government-ided schools nd colleges both residentil nd dy centres but lso lrge number of open schools nd colleges providing eduction through distnce mode in vrious prts of the country. However, it is sd fct tht in spite of best opportunities being mde Shri A.K. Khnn, Dy. Director (Retd.), 125, Mdhubn, New Delhi

74 tuojh&twu 2010 Jnury-June 2010 eqdr f'k{kk Open Lerning vilble through the schemes like the Srv Shiksh Abhiyn (SSA) nd the Rshtriy Mdhymik Shiksh Abhiyn (RMSA) in the country for eduction, lrge percentge of children do not go to schools for vrious resons. Eduction for All (EFA) The Right to Eduction (RTE) Act 2009, which ims to provide free nd compulsory eduction to ll children in the 6-14 ge group hs been implemented from I st April Currently 8.1 million eligible students in this ge group re out of school nd the RTE Act ims to tke them bck to the clss rooms. Litercy scenrio in the country Similr is the cse with the position of litercy in the country. The tble given below shows tht inspite of best efforts being mde by the Ntionl Litercy Mission, 35.16% of the popultion ws non-literte s per the census of Litercy Rtes Yer Persons Mles Femles Litercy rtes 5+ ge group Litercy rtes 7+ ge group Note: The 1981 rtes exclude Assm where the census could not be conducted The 1991 census litercy rtes exclude Jmmu & Kshmir where the census could not be conducted. Source: Census of Indi 2001 (Series) Primry Census Abstrct Totl Popultion Tble A-5. (Litercy Fcts t Glnce, NLM 2005) Cuses for low litercy nd remedy Let us see wht these resons re nd wht cn be done bout these: Very often when the prents re uneducted, they feel tht if they could led good life without eduction why cn not their children do the sme. In such cses, prents hve to understnd tht the society hs chnged lot in the lst few decdes. Tody, there is much more competition t every stge. Even before child is dmitted in school, he/she hs to know t lest the lphbets nd numbers which cn be tught only by the prents who re themselves educted. Some others feel tht getting few certifictes, diploms or degrees is not going to be of ny use s they wnt their children to lern the skills needed for running their trditionl trdes like crpentry, blck smithy, cycle repiring, etc., which cn be best imprted t home. This is the ge of science nd technology nd the globliztion of the world. This ttitude shows lck of understnding of the importnce of eduction on the prt of prents nd gurdins. Eduction does not men getting certifictes, diploms nd degrees only. Eduction mens relising ones own potentil nd deriving mximum benefit from ones own cpbilities. Eduction mkes us more wre of our own rights nd responsibilities; it lso helps us to develop life skills like: 65

75 eqdr Open f'k{kk Lerning Jnury-June tuojh&twu 2010 Decision mking, good communiction, interpersonl reltionship skills, empthy, ssertion, problem solving, rt of negotiting etc. or help them in fctories or perform household chores or sometimes to look fter siblings nd iling elders in the fmily. Such skills re useful in mny wys: Tking importnt decisions for our own nd our fmily s benefit. Help us to resist peer pressure. Relise the importnce of good nutrition nd hygiene for oneself nd one s fmily. Interct better with other members of society. Not llow ourselves to be bullied by others. Relise the importnce of empthy in life. Find effective solutions to everydy problems of life. We cn tke n exmple: There my be two cycle repirers in one plce, but one of them my be more populr thn the other in spite of both of them being eqully competent in their trde. The one who is more successful my hve hd better eduction which hs developed his life skills like effective communiction, empthy, decision mking, nd negotiting skills better thn tht of the other. Becuse of this, he is ble to win over his customers through polite tlk, convincing them tht the repirs he suggests re necessry nd the work he does is of qulity. Tody, to expnd even our trditionl trdes, we need money for which we hve to del with bnks, with other finncil institutions nd t times even with money lenders to mnge our finnces. To del with such situtions without getting exploited, bsic knowledge of fcts nd figures is importnt which cn be got through good eduction only. Prents re often reluctnt to let their children go to school becuse of finncil constrints or becuse they need extr hnds to work in the fields Ntionl Institute of Open Schooling (NIOS) The prents hve to understnd tht the children cn perform these duties simultneously with their studies. Tody there re options like the Ntionl Institute of Open Schooling (NIOS) where children do not hve to ttend clsses regulrly. They cn get the study mteril from the NIOS nd study t home nd then pss the exmintion for which they will even get proper certificte which is equivlent to the certifictes of other Bords of school eduction like CBSE. The fee is nominl which most people cn esily fford. For joining NIOS, one my visit the site or use toll free number. In some cses, children who my be doing well in sports or my be getting some junior level jobs t erly stges of eduction my not like to continue studies s they feel tht higher studies would be of no prticulr use to them. Some of them feel tht when they hve to crry on with the fmily trdes/business wht is use of eduction when they cn lern the tricks of the trdes from their elders. Such children need to be mde to understnd tht for becoming successful sportsperson one needs 66

76 tuojh&twu 2010 Jnury-June 2010 eqdr f'k{kk Open Lerning to be well educted. To lern bout the intriccies of the gme, one hs to study books, look up internet, del with other people, nd understnd the conditions imposed by contrct which he/ she my be signing with concerned gency. If one hs got job with minimum qulifiction nd does not study further he/she will not be ble to rise in his/her creer nd remin where he/she strted. After sometime, others my get promotions nd rise in their creer; nd the one who stopped studying would become junior to them. Those wishing to continue with fmily business hve to understnd tht technology nd trde prctices re chnging very fst in tody s world. In order to keep pce with ll these, one hs to cquire knowledge nd skills. Hence, continuing eduction nd lifelong eduction hve become essentil to keep pce with dvncing world of tody. Girls Eduction Girls eduction is most neglected in our country despite vrious governmentl nd nongovernmentl efforts in this direction. It deserves to be noted tht often prents objections to their dughters going to school re not only becuse of belief tht girls should not be educted, but lso becuse of fers for their sfety, finncil constrint nd other girls in the neighbourhood not going to school. The tble given below shows the sttus of femle litercy in Indi since It shows tht only 53.67% femles were literte in the country in 2001 while the percentge of literte mles ws 75.26%. Sttus of Femle Litercy Mle-Femle Differentil during Yer Litercy rtes Totl Mles Femles Differentil The litercy rte in the country incresed from 18.33% in 1951 to 64.84% s per 2001 census. The femle litercy rte lso incresed from 8.86% in 1951 to 53.67% in The femle litercy rte during the period incresed by 14.38% wheres mle litercy rte rose by 11.13%. Thus, the femle litercy rte ctully incresed by 3.25% more s compred to the mle litercy rte. Source: Litercy Fcts t Glnce Ntionl Litercy Mission A led in this direction should be tken by the Villge Eduction Committee (VEC), villge Prdhn or some elders of the community to convince, inspire nd motivte the prents to send their dughters to the school nd tke dvntges of eductionl progrmmes being offered by the Governments of Indi, Stte Governments nd NGOs to support the eduction of girls in the country. Apprently, lrge number of prents re not wre tht in Indi, girls eduction t school level is free. In ddition, mny sttes even 67

77 eqdr Open f'k{kk Lerning Jnury-June tuojh&twu 2010 provide incentives such s free uniform, free books, mid-dy-mel nd other incentives like Bicycle etc. This spect needs more publicity by villge elders. The Ntionl Institute of Open Schooling (NIOS) is nother good option in such cses. Prents often feel tht ll tht girl hs to do fter mrrige is to look fter the kitchen nd bring up children. So, she should lern household work nd not bother bout studies This is becuse of the lck of understnding of the importnce of eduction in girl s life. It should be understood tht eduction will equip the girl to bring up her children better, tckle smll emergencies t home nd sve nd mnge money. In times of need, she cn even ern some money nd support the fmily. With the knowledge of nutritionl vlue of vrious foods, she will be ble to provide proper nutrition to her fmily nd kids. An educted mother cn interct with the techers of her kids nd ensure good eduction to them. She cn solve mny problems tht her children fce in the school or neighbourhood. It is sid tht if you re educting girl, you re educting the whole fmily. An educted dughter-in-lw is ble to interct better with her in-lws nd others nd crete hrmony in the fmily. Conclusion Those children who re not ble or do not wnt to join schools or wnt to stop studies in between need to be counselled, idelly by expert creer counsellors or in the bsence of such fcility, t lest by the elders or villge prdhns. Such counselling needs to be imed t convincing the children bout the benefits of eduction rther thn condemning/scolding them ll the time. The recent inititives tken by the Government of Indi by lnuching the Srv Shiksh Abhiyn, encting Right to Eduction Act 2009, mking provision of free nd compulsory eduction in the ge group of 6-14 yers s the fundmentl right, lunching of the Rshtriy Mdhymik Shiksh Abhiyn (RMSA) nd the Skshr Bhrt movement for litercy re very bold inititives for cretion of dynmic, inclusive, knowledge bsed lerning society, cpble of mking the ntion s developed ntion. "Asto m sdgmy Tmso m jyotirgmy Mrityor m mritm gmy" (Led us from the unrel to rel. Led from drkness into light. Led from deth unto immortlity) Source: Journl of Vlue Eduction vol. 2, No. 2, July 2002 NCERT Pge 11 68

78 tuojh&twu 2010 Jnury-June 2010 eqdr f'k{kk Open Lerning E-Lerning: New Mntr for Distnce Eduction Dr. R. Sivkumr Introduction The correspondence courses were the first Distnce Lerning courses but with the dvent of Internet in the eighties, E-lerning becme new mntr for delivering eductionl courses over relly long distnces. The Internet opened new possibilities nd now ny type of lerning content, be it for school, grdute or msters level, trining of employees, reserch ctivity or ny other type of cdemic offering is clled E-lerning. E-lening hs lredy estblished its credentils nd its populrity cn be guged from the fct tht delivery is not restricted to just plin text but hs crossed boundries to video creting virtul clss rooms vi video conferencing. The introduction of vriety of technologies hs mde it possible to convert it from impersonl to highly interctive medium of pedgogy. Tody, students feel tht school is not chllenging or interctive enough. It hs been sid tht there re two resons why we lern; some lerning is essentilly forced on us while the other is wht we sit bck nd enjoy. E-Lerning hs brought bck the joy in lerning through its innovtive nd interctive content nd delivery. Need for E-lerning In the olden dys, corporte vlue nd vlue cretion were defined principlly through mteril nd finncil ssets. Nowdys, premium is put on intellectul cpitl. To retin their competitive edge, orgniztions hve strted to investigte which trining techniques nd delivery methods enhnce motivtion, performnce, collbortion, innovtion, nd commitment to life-long lerning. The life of knowledge nd humn skills, tody, is shorter thn ever. There is mounting pressure to remin up-to-dte with ones eduction nd trining throughout creer. In the ge of globliztion nd technologicl revolution, four-yer degrees re just the strt of forty-yer continuing eduction. Life-long lerning is quickly becoming n impertive in tody s world. Types of E-lerning There re fundmentlly two types of E-lerning: synchronous trining nd synchronous trining. Synchronous Synchronous, mens t the sme time, involves interction of prticipnts with n instructor vi the Web in rel time. Asynchronous Asynchronous, which mens not t the sme time, llows the prticipnt to complete the Web- Bsed Trining (WBT) t his own pce, without live interction with the instructor. A new form of lerning known s blended lerning is emerging. As the nme suggests, it is n mlgmtion of synchronous nd synchronous lerning methods. Dr. R. Sivkumr, Lecturer, Deprtment of Eduction, Annmli University, Chidmbrm , Cuddlore (DT), Tmil Ndu. (M) , E-mil: rsk_edutech@yhoo.in 69

79 eqdr Open f'k{kk Lerning Jnury-June tuojh&twu 2010 Asynchronous Methods Embedded lerning Embedded lerning is informtion tht is ccessible on self-help bsis. It cn be delivered to the plce of work, or to mobile lerners. Electronic Performnce Support System (EPSS) is type of embedded lerning. The dvntge is tht embedded lerning offers lerners the informtion whenever they need it. Courses The cler dvntge of self-pced course is convenience. Prticipnts cn get the trining they need t ny time. This cn include just-in-time trining where prticipnt gets exctly the trining he or she needs to perform tsk. Discussion groups A discussion group is gthering of converstions tht occur over time. They re lso clled messge bords, bulletin bords nd discussion forums. Discussion groups cn be used to support group of prticipnts tking the sme clss or cn be used to support prticipnts performing relted tsks. A discussion group is very competent wy to supply expert nswers to lrge group of people. A single nswer to common question cn help mny. Synchronous Methods Virtul clssroom Virtul clssroom duplictes the fetures of rel clssroom online. Prticipnts interct with ech other nd instructors online, instnt messging, cht, udio nd video conferencing etc. form prt of it. Blended Method Most institutions prefer to use mix of both synchronous nd synchronous E-lerning methods ccording to their requirement. E-lerning in the Future New vrieties of E-Lerning hve emerged with the help nd push from emerging technologies. Besides distnce lerning, now, there is distributed lerning. This term describes the eductionl experiences of individuls nd groups tht re distributed over geogrphies nd cultures using vriety of medi delivery methods. This hs moved eduction beyond the clssroom to more interctive informtion by joining lerning nd experience together. This is developing into lerning communities with their own focus on vrious brnches, cultures nd sub-cultures. It is mind boggling explosion of informtion tht is now vilble with lot of imgintion nd little effort. With collbortive tools, E-lerning is moving into virtul clsses nd virtul communities where the old methods of prctice nd test hve melted into new interctive teching-lerning methodologies. Tuition on line hs tken new mening where vried help is now vilble both free nd pid for on demnd on ny subject instntly. This hs relieved pressure both on the techer nd the students. Future lerning is now focusing on lerning beyond the clssroom nd curriculum. Institutions/ Compnies need to upgrde the knowledge nd skills of their employees by offering re-trining progrmmes. These re both costly nd time consuming. By designing these progrmmes nd content vi E-lerning methods, both time nd money re sved. The innovtive method is lso self promoting s it increses the curiosity level of individuls for self promotion nd creer enhncements. 70

80 tuojh&twu 2010 Jnury-June 2010 eqdr f'k{kk Open Lerning In the technicl field, too, doctors nd other professionls re getting fir chnce for keeping themselves brest of the developments nd discoveries nd even prticiption in these ctivities through interctive delivery processes. Uses of Blog in E-Lerning Blogging is personlized, community-linked, socil, interctive, innovtion built on the distinctive ttributes of the Internet. The blogging formt includes rchives, links, time stmps, chronologicl listing of thoughts nd links. Blogs re plying big role in the E-lerning environment these dys. Instructors s well s lerners re using blogs to exchnge, communicte nd ssist in lerning. Blogs re incresingly being used by reserchers, techers, nd students. Blogging for Instructors Instructors use blogs to post clss times nd rules, ssignment notifictions, suggested redings, nd exercises nd instructionl tips for students. Blogs re used to pss long links nd comments bout subjects nd course nnouncements nd redings. Blogs re used to orgnize in-clss discussions nd for orgnizing clss seminrs. Instructors re using blogs to provide summries of redings nd lectures. Instructors use blogs for networking nd personl knowledge shring nd knowledge mngement. Blogging lso offers speed nd the opportunity to interct with diverse viewers both fculty nd students globlly. Blogging for Lerners Blogs re n inventive wy for lerners to engge in reflective writing on clssroom topics. Blogs provide informtion dissemintion, nd provide lerners with the opportunity to present his or her thoughts nd opinions. Blogs provide individul feedbck to the lerners from instructors. Blogs re gret for discussing ides, experiences or opinions nd llow lerners to discuss publicly wht they re studying with other students nd experts globlly. Blogging is helping lerners to think nd write more criticlly, lerners tend to reserch nd study hrder when blogs re used. Conclusion E-lerning hs creted new dimension in eduction, both within nd beyond the curriculum nd is still looking t further opportunities of becoming more useful vi new emerging technologies. We re relly on the threshold of new opportunities nd this is just the beginning of new horizon of eduction. There re millions of blogs on the web, hosted both by instructors nd lerners like, they present n opportunity for nyone nd everyone to join in the E-lerning revolution which is being incresed blog by blog. References Btes, Tiny (2001), Ntionl strtegies for e-lerning in post secondry eduction nd trining-pris, UNESCO. Rosenberg, Mrc Jeffy (2001), e-lerning, New York, McGrw-Hill. Stheeshkumr (2008), e-lerning possibilities in eduction, Neelkml publiction, Hyderbd. Vndn Gupt (2008), e-lerning pedgogies new pproches to teching nd ssessment, Neelkml publiction, Hyderbd. 71

81 eqdr Open f'k{kk Lerning Jnury-June tuojh&twu 2010 Ecologicl Security through Efficient Weed Mngement Dr. K.K. Ydv Ecology is study of mutul reltionship between orgnisms nd their environment nd it is influenced by mny component of which, herbs re considered mjor prt. All the herbs re desired on the plnet erth for ecologicl blnce. But we cnnot llow them to grow indiscrimintely ll over the lnd nd wter bodies. More thn 3,00,000 species of plnts re known in the world nd bout 3000 of them re of economic vlue to mn. Severl plnts re unwnted becuse either these re responsible for mny humn nd niml helth hzrd or they hmper the ctivities of mn in some other wys. These re clled s weeds i.e. the plnts growing in plces nd t times when we wnted either some other plnts to grow or no plnts to grow t ll. While ll weeds re unwnted plnts, ll unwnted plnts my not be weeds. Self-sown crop plnts like sorghum nd perlmillet, growing in ptches in some other crops like mize nd cotton, re considered s weeds. Weeds re the oldest pollutnts of our environment nd need to be controlled in time. Weed Mence 1. Reduction in crop yields from 12 to 72%. It is gret thret to food security. 2. Weeds, deplete substntil quntity of nutrients (13-22 kg N, 3 kg P 2 O 5 nd 12 kg K 2 O/h) nd degrde soil fertility. 3. Weeds ffect microbil count nd their ctivities in the soil, for exmple, certin weeds secrete toxins, which inhibit growth of soil microbes s well s crops. 4. Frm opertions like ppliction of fertilizers, insecticides, irrigtion nd hrvesting become combersome in weedy field. For exmple, Cnd thistle (Cirsium rvense) nd cocklebur (Xnthium strumrium) mke field opertions difficult due to their spiny nd thorny vegettion. Crrot grss (Prthenium hysterophorus) nd cowge (Mucun pruriens) cuse itching to lbour during field opertions. 5. In wrehouses, the continuous respirtion of weed seeds nd weed frgments cuse grin to het nd rot. 6. Weed deteriortes crop qulity, for exmple, presence of lornthus (Dendrophthol flct) impirs qulity of te. Dry weed frgments dhered to cotton lint hinder its spinning process. Weed cuse severe moisture stress nd force the food grins to shrive. Vegetbles nd fruits re discoloured nd deshped in the presence of weeds. 7. Certin weeds cuse sickness in frm nimls while others my prove ftl, for exmple, leves of lntn (Lntn cmer) induce cute photosensitivity nd jundice in nimls. Crrot grss cuses contct dermtitis in nimls. Johnsongrss (Sorghum hlepense) t its tillering stge nd Xnthium Dr. K.K. Ydv, Deprtment of Soil nd wter Engineering, College of Technology nd Engineering, MPUAT, Udipur, Rjsthn

82 tuojh&twu 2010 Jnury-June 2010 eqdr f'k{kk Open Lerning pungens t its cotyledon stge re poisonous to nimls. Corn cockle (Agrostemm githgo) seeds hve been found poisonous to horses, cttle nd poultry. Weeds like Chenopodium, Amrnthus, Cirsium develop nitrte levels high (1000 ppm or more) under drought conditions nd cuse sphysi in nimls. 8. Humn helth hzrds, for exmple, pollens of Ambrosi rtemissifoli nd Frnseri sp. cuse hy fever nd sthm, crrot grss nd sneezeweed (Helenisum sp.) cuse derml llergies in humns. Aqutic weeds viz. wter lettuce (Pisti lncedt), solvini (Slivini uricult) nd lligtor weed (Alternnther sp.) provide shelter to lternte hosts nd vector of mlri, dengue fever, yellow fever etc. Whet flour contminted with the seeds of corncockle (Agrostemm githgo) cuse problem in gstric trct of the consumer. Seeds of mexicn poppy (Argemone mxicn) cuse blindness nd even deth in humns. Milk from nimls feeding upon this weed cn cuse glucom in humns. 9. Aqutic weeds mke their ppernce repulsive nd decline recretionl vlues. They hinder boting nd fishing nd cuse drinking wter unfit for use. Weeds growing on industril sites nd ir fields re potentil source of fire hzrds. There is need to mnge the weeds in our forest to llow nturl regenertion of desired forest species nd increse the productivity of existing trees. Weed Mngement Weed mngement is system pproch where whole lnd use plnning is done in dvnce to minimize invsion of weeds in ggressive forms nd give crop plnts strongly, competitive dvntge over the weeds. It is different from Eichhorni crssipes weed control tht ims t only putting down the weeds lredy present by either physicl or chemicl mens. The best method of weed mngement is integrted weed mngement pproch tht includes ll the vilble resources nd techniques to control weeds. Following re the importnt techniques involved in integrted weed mngement pproch: 1. Soil solriztion: This technique involves covering of soil with trnsprent polyethylene film during the hottest prt of summer months (April or June). This rises the surfce soil temperture upto C. This results in the desicction of weed seeds. 2. Deep ploughing: This prctice brings the weed seeds, roots, rhizomes nd tubers on surfce from deeper lyer like Bermud grss, nut sedge etc. nd then these re destroyed either by birds or through desicction. 73

83 eqdr Open f'k{kk Lerning Jnury-June tuojh&twu Stte seed bed: This includes destruction of 1 to 2 flushes of weeds before plnting of ny crop. Soil is moistened tht results in germintion of weed seeds. This flush of weeds my be destroyed either with contct herbicide like prqut or by shllow non inverting type of tillge implement like spiketooth hrrow, springtooth hrrow etc. 4. Crop Rottion: It is system of growing different kind of crops in recurrent succession on the sme lnd. Certin typicl weeds ppers with ech crop, for exmple, dodder with lucerne, wild ot with smll grin crops, Phlris minor with whet (minly in ricewhet cropping systems) etc. These weeds increse in proportion rpidly if their fvourble crop is grown continuously. This occurrence of weed flor cn be reduced by chnging the crop. 5. Proper plnting time: In every groclimte, there is pek period of germintion of sesonl weeds tht coincide with severl crops. Crops cn be mde to escpe erly weed crop competition by plnting them either little erlier or lte thn norml plnting time. Avilbility of photo insensitive vriety my lso help to overcome this problem. For exmple, sowing of mize or cotton 15 dys before onset of monsoon in weed free environment reduce the crop weed competition during lter periods. Similrly lte sowing of whet reduce competition for common frm weeds. 6. Optimum Crop Stnd: Erly nd uniform germintion of crop seeds nd their development into vigorous crop seedlings leve less spce for the weeds to grow mong the crop plnts. In thin crop stnds, weeds my not be controlled even by the use of herbicides. Prthenium hysterophorus 7. Mulching: Most cultivted res, tody, hrbour untold numbers of weed seeds. There re lso weed seeds crried round by wind, nimls nd people. Soil borne seeds re lying dormnt nd witing for the right conditions to sprout. Simply pulling or killing growing weeds will not erse the weed problem: more seeds will sprout lmost s soon s the soil is exposed to moisture nd light. Therefore, the next step in mulching is to put down n orgnic weed brrier. This brrier prevents the germintion nd eventul emergence of weeds through your mulch. 8. Biologicl weed control: The biologicl weed control involves the use of living orgnisms such s insects, herbivorous fish, other nimls nd disese cusing orgnisms nd competitive plnts to limit their infesttion. Exmple, Zygogrm bicolort, n insect bio-gent cn be used to control 74

84 tuojh&twu 2010 Jnury-June 2010 eqdr f'k{kk Open Lerning congress grss (Prthenium hysterophorus). Successful bio-gent should be: (i) (ii) (iii) (iv) (v) Host specific Adjustble to the new environment Rpid destroyer of the trget weed Esy to multiply Effective on weeds in question. 9. Use of herbicides: Weed control cn lso be chieved by the use of herbicides. Selective herbicides kill certin trgets while leving the desired crop reltively unhrmed. Some of these ct by interfering with the growth of the weed nd re often bsed on plnt hormones. Herbicides re generlly clssified s follows: Contct herbicides destroy only tht plnt tissue in contct with the chemicl spry. Generlly, these re the fstest cting herbicides. They re ineffective on perennil plnts tht re ble to re-grow from roots or tubers. Systemic herbicides re folir-pplied nd re trnslocted through the plnt nd destroy greter mount of the plnt tissue. Modern herbicides such s glyphoste re designed to leve no hrmful residue in the soil. Soil-borne herbicides re pplied to the soil nd re tken up by the roots of the trget plnt. Pre-emergent herbicides re pplied to the soil nd prevent germintion or erly growth of weed seeds. In griculture, lrge scle nd systemtic weeding is usully required, often by mchines, such s liquid herbicide spryers, or even by helicopter (such s in the USA), to eliminte the mssive mount of weeds present on frming lnds. Weeds pose mjor thret to the ecologicl components such s soil, wter nd ir. The control of weeds by herbicides cuses the deleterious effect on soil microflor, flor nd fun in the wter nd lso qulity of pond wter nd ground wter. There re severl methods to control weeds eco-friendly like culturl, physicl, biologicl nd biotechnologicl weed control methods, which re efficient in mintining ecologicl security. But use of ny one method my not be effective in controlling ll the weed flor in ll the situtions, hence, the integrted weed mngement pproch would be effective in weed control s well s mintining humn livelihood security nd ecologicl blnce. NON-VIOLENCE "Our culture is rooted in the principle of non-violence, for we ttch the gretest importnce to the principle of hims. Another nme or form of hims is scrifice, just s nother nme or form of violence is self-ggrndisement which often finds expressions in self-indulgence." Dr. Rjendr Prsd, in Indin Unity: A Symposium. New Delhi: Publiction Division, 1891, p

85 eqdr Open f'k{kk Lerning Jnury-June tuojh&twu 2010 Beyond the Brrier Utpl Mukhopdhyy Abstrct Most of the school students hve n version in geometry. But this brnch of mthemtics hs immense tresure in its storehouse. In this rticle some interesting geometricl results, which re directly relted to the topics included in the secondry level curriculum, hve been proved to provide some thought provoctive ides for students. Introduction The Secondry level curriculum of mthemtics includes four concurrency theorems, viz. concurrency of (i) the perpendiculr bisectors of the sides of tringle, (ii) the bisectors of the ngles of tringle, (iii) the ltitudes of tringle nd (iv) the medins of tringle. Aprt from lerning the proofs, by studying those theorems students cn get some preliminry ides (minly definitions) bout circum-centre, in-centre, orthocenter, centroid etc. But in the present set up of the curriculum, there is little scope for lerning the inter-reltionship between them. Those reltions re not only very interesting, but lso give broder view nd insight bout them. In this pedgogicl rticle, going slightly beyond the brrier of trditionl syllbus those reltions hve been explored to provide some thought provoctive ides for interested students. Let us strt with definition. Definition The tringle formed by joining the foot of the perpendiculrs drwn from the vertices of tringle on the opposite sides is known s the pedl tringle of the originl tringle. In Fig. 1, ΔDEF is the pedl tringle of ΔABC. Theorem 1 The perpendiculrs drwn from the vertices of n cute ngled tringle on the opposite sides bisect the ngles of its pedl tringle. Fig. 1 Suppose ABC is n cute ngled tringle, O is its orthocenter nd ΔDEF be the pedl tringle of ΔABC (Fig. 1). To prove tht AD, BE nd CF re the bisectors of the ngles EDF, DEF nd EFD respectively. Proof: AD is perpendiculr to BC nd BE is perpendiculr to AC. Therefore, ADC = BEC = 90. So, ODCE is concyclic. Then, ech being on the sme segment OE of the circle pssing through O, E, C nd D, ODE = OCE. (1) Utpl Mukhopdhyy, Stybhrti Vidypith, P.O.-Nbplly Dist. North 24 Prgns KOLKATA , West Bengl 76

86 tuojh&twu 2010 Jnury-June 2010 eqdr f'k{kk Open Lerning Similrly, it cn be proved tht ODF = OBF. (2) But, CF is perpendiculr to AB nd BE is perpendiculr to AC. So, OCE = 90 BAC = OBF. (3) Therefore, from (1), (2) nd (3) one cn obtin ODE = ODF. So, AD bisects < EDF. Similrly, it cn be proved tht BE nd CF re bisectors of the ngles DEF nd EFD respectively. Hence the theorem is proved. Theorem 2 The distnces of the vertices of tringle from its orthocenter re twice tht of the distnces of the circum-centre from the opposite sides of the corresponding vertex. Fig. 2 Let, O be the orthocenter of the tringle ABC nd AD, BE nd CF respectively be the perpendiculrs from A, B nd C on opposite sides (Fig. 2). Suppose, S is the circum-centre of ΔABC nd A', B' nd C' re the mid-points of BC, CA nd AB respectively. Then, SA', SB', SC' re perpendiculrs from S on BC, CA nd AB respectively. To prove tht AO = 2 SA', BO = 2SB', CO = 2 SC'. Proof: Let L, M nd N be the mid-points of AO, BO nd CO respectively. LB' nd LC' re joined. SA' is perpendiculr to BC nd AD is perpendiculr to BC. Therefore, SA' AD. Similrly, SB' BE nd SC' CF. Now, in ΔCOA, B'L is the line joining the midpoints of CA nd OA. Therefore, B'L CO, i.e. B'L SC'. Similrly, C'L BO, i.e. C'L SB'. Therefore, SB'LC' is prllelogrm. So, SB' = C'L = BO/2 (since C' nd L re respectively the mid-points of AB nd AO). Therefore, BO = 2 SB'. Also, SC' = B'L = CO/2. Therefore, CO = 2 SC'. In the sme wy, by joining MC', MA (or NA', NB') it cn be shown tht AO = 2 SA'. Hence the theorem. Comments If the orthocenter of tringle is known, then using theorem 2, the position of the circum-centre cn esily be determined. Since A' is the midpoint of BC, then by drwing line through A prllel to OA nd cutting off portion A S equl to OA/2, the position of S cn be scertined. A nice reltion between the circum-centre, centriod nd orthocenter hs been reveled in the following corollry which cn be proved by using theorem 2. 77

87 eqdr Open f'k{kk Lerning Jnury-June tuojh&twu 2010 Corollry The circum-centre, centroid nd orthocenter of nonequilterl tringle re colliner. Let S be the circum-centre nd O be the orthocenter of the tringle ABC which is non-equilterl nd A' be the mid-point of BC (Fig. 3). SA, SO nd AA' re joined. AA' cuts OS t G. To show tht O, G nd S re colliner. A B D A' C Fig. 3 Proof: Let H nd K be the mid-points of AG nd OG respectively. HS, KA' nd HK re joined. Now, HK AO nd HK = AO/2. Then, HK SA' nd HK = SA' (since by theorem 2, SA' = AO/2). Therefore HKA'S is prllelogrm. Now, digonls of prllelogrm bisect ech other. Comments (i) The line OS is clled the Euler line of the tringle ABC. (ii) For n equilterl tringle O, G nd S coincide. We know tht the circum-centre of right-ngled tringle lies t the mid-point of its hypotenuse. For this reson, one cn get the following beutiful reltion between the circum-rdius nd in-rdius of right-ngled tringle stted in the following theorem. Theorem 3 The sum of the circum-rdius nd in-rdius of right-ngled tringle is hlf the sum of the sides contining right ngle. Proof: The detil proof of the theorem is left to the reders. Let us terminte this rticle with discussion on the nine-point circle. We shll see tht the ninepoint circle psses through prticulr nine points relted to tringle. Theorem 4 The mid-points of the sides of tringle, the foot of the ltitudes, i.e. the vertices of the pedl tringle nd the mid-points of the line joining the vertices nd orthocenter of the tringle - these nine points lie on the sme circle, i.e. they re concyclic (Fig. 4). So, A'G = GH = AG/2. Then, G is the centroid of ΔABC nd it lies on the line OS. Therefore, the circum-centre, centroid nd orthocenter of non-equilterl tringle re colliner. Proved. Fig. 4 78

88 tuojh&twu 2010 Jnury-June 2010 eqdr f'k{kk Open Lerning Suppose, AD, BE nd CF be the perpendiculrs from A, B nd C on BC, CA nd AB respectively. Let, O be the orthocenter nd S be the circum-centre of ΔABC nd A', B', C' be the mid-points of BC, CA nd AB respectively. L, H nd K re the mid-points of OA, OB nd OC respectively To show tht the nine points A', B', C', D, E, F, L, H nd K lie on the sme circle, i.e. they re concyclic. Construction: SA, SA', SO, OA', LS nd LA' re joined. LA' cuts SO t N. Proof: SA is perpendiculr to BC nd AD is perpendiculr to BC. Therefore, SA' AO nd SA' = OA/2 (By theorem 2). So, SA' LO nd SA' = LO. Hence, LOA'S is prllelogrm. Therefore, the digonls LA' nd OS bisect ech other t N. So, N is the mid-point of LA'. Similrly, N is the mid-point of HB' nd KC' s well. Now, LDA is right ngle. Therefore the circle with LA s its dimeter will pss through D nd L. So, ND = NL = NA' (rdius of the sme circle). Agin, SA' AL nd SA' = AL. Therefore, ALA'S is prllelogrm. So, SA = LA' (opposite sides of prllelogrm). Thus, if R be the circum-rdius of the tringle LDA', then ND = NL = NA' = R/2. Similrly, NE = NH = NB. = R/2 nd NF = NK = NC' = R/2. Therefore, the circle with centre t N nd rdius R/2 will pss through the points A', B', C', D, E, F, L, H nd K. Thus, these nine points re concyclic. Proved. Thus, we find tht the nine-point circle psses through prticulr nine points relted to tringle. So, the definition of nine-point circle cn be given s follows: Nine-Point Circle The circle pssing through the mid-points of sides of tringle, the vertices of its pedl tringle nd the mid-points of the lines joining the vertices of the tringle to its orthocenter is clled nine-point circle. Comments: The centre of the nine-point circle is clled nine-point centre. Nine-point centre lies t the mid-point of the line joining the circum-centre nd orthocenter of tringle. Finl Remrks From the preceding discussion, perhps, it hs been possible to some extent to show tht even t the very outskirts of the trditionl set up of the present curriculum, there is mple opportunity for mking the study of mthemtics interesting. Tht reson being directly relted to the topics included in the syllbus cn crete lot of interest mong students. So, to inculcte cretivity mong the students, the hbit of students for going slightly beyond the stipulted curriculum should be nurtured nd encourged. 79

89 eqdr Open f'k{kk Lerning Jnury-June tuojh&twu 2010 Lerning to Live Together in the 21 ST Century Dr. Nresh Kumr Schdev Introduction Techers re justifibly eulogized s ntion builders for eduction is rightly perceived s the most potent mens of development of humn resources which lone cn ensure the progress of ntion in mteril, intellectul, morl nd ethicl spheres. It is lso true tht the eductionl system cn help to ccomplish these vlues nd objectives only if it is purged of its glring deficiencies, contrdictions nd shortcomings. The post-independence er hs seen the setting up of vrious committees nd commissions in quick succession t the ntionl level to reform the system of eduction. At the interntionl level lso, there hs been much tlk concerning reforms. The UNESCO ppointed Interntionl Commission on Eduction ( chired by Jcques Delors) which strongly recommended eduction s bsic humn right nd universl humn vlue populrizing the concept of lerning throughout one s life. According to the Report of UNESCO Commission on Eduction, "Lerning: The Tresury Within, we must not only lern to be, to know nd to do, but lso we must preeminently lern to live together in the 21 st century nd lern to dvnce towrds lerning society; where every spect of life, individul s well s socil offers opportunities for lerning nd doing. The UNESCO s unique mission for pece believes tht wrs begin in the minds of men nd it is in the minds of men tht defences of pece must be constructed. Dr. Wrren L Mellor, UNESCO, New Delhi, expressed in his vote of thnks t the inugurl session of E-9 meeting tht peceful socil chnge is possible even in the bckground of conflict. Post-independence Period- Commissions nd Committees The system of eduction in the country hs evolved through the ges from ncient to Mughl period, British rule to the post-independence er. The concept, policies nd processes hve been evolved from time to time. The postindependence er hs seen the revolutions in the fields of science nd technology, commerce nd industries, informtion nd communiction technology (ICT) effecting ll fields of humn life, leding to globliztion. Eduction hs been considered s the key to ll developments. During the post-independence period, vrious commissions nd committees hve been highlighting the mlise in the system of eduction nd pleding for providing vlue oriented eduction to the lerners in the country. The University Eduction Commission set up under Dr. S. Rdhkrishnn s chirmnship in 1948 stressed the importnce of strengthening the morl fibre so tht..we do not produce Dr. Nresh Kumr Schdev, Lecturer, DIET, Sonept, Res.-1110/30, Gopl Ngr, Grhi Ghsit, Sonept, Hryn 80

90 tuojh&twu 2010 Jnury-June 2010 eqdr f'k{kk Open Lerning scientists without conscience, technicins without tste who find void within themselves morl vcuum. Eduction hs to be reoriented by developing thought for the poor, regrd nd respect for women, fith in humn brotherhood regrdless of rce or colour, love of pece nd freedom. How noble, if ll this could be trnslted into relity? The sme emphsis on the trining of chrcter long with the improvement in the prcticl nd voctionl skills of students ws lid by Secondry Eduction Commission (Mudlir Commission). The report of the Kothri commission relesed in 1966 wnted to relte eduction to life, needs nd spirtions of the people by improving the qulity of instruction, voctionlistion of eduction t the secondry level, improving professionl eduction nd introducing common school system. The commission recommended to mke socil nd ntionl service compulsory for students nd mke science eduction n integrl prt of the curriculum. Inculction of humn vlues t ll stges of life ws considered necessry for ll-round humn development. The Eduction Commission ( ) begins its report with the sentence, The destiny of Indi is now being shped in her clssrooms. So the primry tsk of the eduction is concerned with the mn mking, minly in mking of Indi of Tomorrow. The leders of the freedom struggle well before Indi s independence recognized the significnce of eduction s n instrument of ntionl development nd socil well being. Mhtm Gndhi visulized eduction s bsic tool for the development of consciousness nd reconstruction of society. He lid emphsis on the ll round development of child in body, mind nd spirit. This pproch included the development of ntionl outlook, use of environment s source of knowledge, understnding nd integrtion of three Hs-Hed, Hert nd Hnd. The bsic ide ws to develop humn beings with humne hert nd society with the spirit of peceful co-existence. Gndhiji dvised the inmtes of Sbrmti Ashrm on the prctice of following vlues in their dy to dy life. 1. Ahims 2. Truth 3. Non-Steling 4. Chstity 5. Non-possession 6. Equlity of religions 7. Swdeshi 8. Removl of untouchbility 9. Mnul work 10. Control of Plte 11. Ferlessness Ntionl Policy on Eduction, 1986 The Ntionl Policy on Eduction (NPE) 1986, in ddition to mny other recommendtions, imed t Opertion Blckbord t the primry stge, setting up of Nvody Vidylys, voctionlistion of eduction t the secondry level, the estblishment of District Institute of Eduction nd Trining (DIETS) nd the eligibility tests for the recruitment of college nd university lectures, strongly recommended vlue oriented eduction with view to nurture humn vlues nd society where peceful living together previls. The NPE 1986 ws reviewed in 1992 nd the revised Progrmme of Action (PAO) lso strongly recommended tht eduction must provide climte for nurture of vlues in life. The bsic ide behind ll these recommendtions ws to develop society to live together in pece, free from conflicts, terror nd wr. 81

91 eqdr Open f'k{kk Lerning Jnury-June tuojh&twu 2010 The Ntionl Policy on Eduction, 1986 emphsized promotion of the following vlues. Indi s common culturl heritge; Eglitrinism, democrcy nd seculrism; Equlity of the sexes; Protection of the environment; Removl of socil brriers; Observnce of smll fmily norms; Inculction of the scientific temper; Content essentil to nurture ntionl identity; The Constitutionl obligtions; nd The History of Indi s freedom movement. Actully, this century is expected to be the century for libertion of humn mind nd is expecting gret dvnces in science nd technology resulting in new pproch to qulity of life. The qulity of life cnnot improve merely by mterilistic dvncement. The socil engineering for lerning to live together ssumes significnce for peceful co-existence. United Ntions Eductionl, Scientific nd Culturl Orgnistion (UNESCO) UNESCO, hs lso been pursuing the eductionl development in the world. Its two importnt reports of the interntionl commissions on Eduction (i) lerning to Be: The world Eduction Tody nd Tomorrow (1972) (ii) Lerning: the Tresure within, deserve to be mentioned. Jcques Delors, the chirmn of UNESCO commission on eduction of 21 st century in its report Lerning: The Tresure within mentioned bout the four pillers of eduction s the bsic objectives of eduction for 21 st century: 1. Lerning to be 2. Lerning to know 3. Lerning to do 4. Lerning to live together The gretest problem being fced by the world tody is deteriortion of humn vlues. The child of tody is not ble to differentite between right or wrong nd good nd bd. The youth of tody do not know how to live together nd how to cter to the needs of society. Hence, in order to crete peceful nd progressive society, development of humn vlues in students becomes the topmost priority. The techers, prents nd eduction providers need to strive hrd to reform the eductionl system to cter to this foremost necessity. The Delors report fully endorsing the principle of Lerning to be stressed further, None of the tlents which re hidden like buried tresure in every person must be left untpped enbling ech individul to discover, unerth nd enrich his or her cretive potentil to revel the tresure with in ech of us. (P. 23) Some Suitble Teching/Lerning Techniques Mere crmming of books nd chieving scientific, technologicl nd mterilistic knowledge cnnot be treted s true eduction. Eduction requires ll round development of personlity of n individul in body, mind nd spirit. But, eduction of tody is indequte nd ill-equipped s it is devoid of vlues. So the mjor chllenge before us is how to include the vlues in eductionl system so tht we re ble to form peceful nd non-violent society. As mtter of fct, we need Pece Eduction in our system of eduction to develop culture of pece. Pece mens the bsence of violence which includes both physicl nd psychologicl violence. Pece further mens love, frternity, equlity nd fundmentl reliztion of bsic unity of mnkind. It further includes meningful reltion between humnity nd nture. Hence, lerning to live together in pece nd hrmony must be the importnt prt of the core curriculum. Therefore, curriculum 82

92 tuojh&twu 2010 Jnury-June 2010 eqdr f'k{kk Open Lerning nd teching strtegies should be such tht theory in context should be integrted with vlues. Eductor promoting pece, hrmony nd wys nd mens to lern to live together himself should be positivist nd optimist, nlyticl nd constructive relist. Depending upon the prticulr need nd locl relities, suitble teching techniques my be dopted such s: Text Books for pupil techers in trining institutions nd students in schools should contin contents of morl vlues in ech subject. Literry Activities like lectures, seminrs, poem recittion, essy writing, debte, quiz nd competition cn be orgnized on themes of vlues of life. Culturl Activities like Bhjn, songs, tlk, dnces, speech, role ply, celebrtion of ntionl dys, ntionl nd socil festivls my be orgnized. Fine Art Activities like competition on the spot, pining nd poster mking, crtoon mking, slogn contest, drwing competition my be rrnged on vlue-bsed themes. Prizes nd Apprecition should be given to students showing honesty, truthfulness, brvery, etc. Socil Service Progrmmes such s Ntionl Service Scheme (NSS), NCC, Scouts nd Guides should be encourged. Gmes, sports, physicl exercises, Yog nd Medittion should be encourged. Morl Eduction Clubs should be estblished nd encourged. Morning-ssembly in eductionl institutions nd trining institutions my be conducted. Good thoughts on vlue eduction should be red out on topics of vlue eduction both by the techers s well s students. Workshops, Exhibitions nd Reserch on vlue eduction should be encourged. Ptriks, journls, pmphlets, comics books nd mgzines on vlue eduction should be encourged. Helth nd Hygiene Progrmmes such s clenliness nd lectures on helth eduction, environmentl eduction should be rrnged s they promote ethicl vlues. Trining for the development of life skills in students should be given. For this, eduction should be relted to life. Skill Oriented Eduction provides Boost for relting Eduction to Life Tody, globliztion is fscinting term s moderniztion nd development. The world s globl villge, hs become relity nd not drem in 21 st century. The universlistion of bsic eduction is n ccepted gol before the world community. To chieve this gol, nture, structure nd content of eduction need to be considered. Life skills need to be developed for creting humn society. Globl consciousness hs begun to dwn on world community. People re getting more fmilir with ech other stying in different prts of the world with different culturl heritge, trends, prctices nd beliefs. They hve strted not only lerning but lso prctising the concept of living together brring certin exceptions. Hence, eduction must be given for development of life skills through ctivities nd inculction of vlues by understnding the needs of the society. Since eduction is preprtion for life, it hs to develop in mn certin qulities to enble him to interct efficiently with the physicl nd socil environment. The development of these qulities will mke the individul s life hppy nd comfortble nd the society will mke progress in n tmosphere of pece nd hrmony. For 83

93 eqdr Open f'k{kk Lerning Jnury-June tuojh&twu 2010 creting humne society, eduction for citizenship, eduction for democrcy, eduction for world pece nd eduction for improving the sttus of women need to be emphsized. A good citizen is expected to be living exmple of the ntionl vlues lid down in the constitution. Democrcy is not merely form of Govt., but it is wy of life. Democrtic vlues such s justice, liberty, equlity nd frternity need to be cherished. The Premble to the Indin Constitution lid emphsis on the following four universl vlues- JUSTICE, socil economic nd politicl; LIBERTY of thought, expression, belief, fith nd worship; EQUALITY of sttus nd of opportunity; nd to promote mong them ll; nd FRATERNITY ssuring the dignity of the individul nd the unity nd integrity of the Ntion. Ntionl Institute of Open Schooling The Ntionl Institute of Open Schooling (NIOS) n utonomous orgniztion of the Ministry of HRD, Govt. of Indi, s n pex orgniztion in the re of Open Schooling in the country hs emerged s the lrgest Open Schooling System in the world. It provides opportunities for continuing eduction (CE) to those who hve missed opportunities to complete school eduction. It is ctering to the eductionl needs of the lerners in the country nd brod by offering Open Bsic Eduction, Secondry, Senior Secondry, Voctionl nd Life Enrichment courses through Open nd Distnce Lerning (ODL) mode of eduction. A Seminr on Promotion of Vlues mong Lerners nd Techers t School stge through Distnce Eduction Mode: Future Directions - ws orgnised by the Ntionl Open School on 27 nd 28 July, It is very pertinent nd relevnt to quote some mjor recommendtions of the Seminr with regrd to promotion of Vlues, peceful co-existence nd for living together in hrmony: Some Mjor Recommendtions Emnted from Delibertions of the Seminr The existing lerning mteril for lerners in the open schooling should be reviewed intensively. Desirble vlues should be weved into the existing lerning nd selfenrichment mterils. Supplementry mteril in the form of stories, prbles, plys nd biogrphies of sints, seers etc., my be developed for promoting vlues mong lerners. Progrmmes promoting humn vlues need to be telecst regulrly on Gyn Drshn n eductionl chnnel of the Doordrshn for the benefit of lerners, techers nd the generl public. Video-spots my be developed for promoting vlues. These my be inserted between progrmmes being telecst by the Doordrshn. Tele-conferencing my be used to foster vlues mong lerners nd techers. All Indi Rdio needs to develop suitble progrmmes nd beodcst them for fostering vlues mong lerners nd public in generl. Vlues my be printed on post-crds, envelopes, mtchboxes etc. 84

94 tuojh&twu 2010 Jnury-June 2010 eqdr f'k{kk Open Lerning Ptriotic nd devotionl songs cn be very effective in promoting vlues mong lerners. Certin ctivities need to be orgnized in ccredited institutions of the NIOS like group discussion nd other co-curriculr ctivities. Techers need to be provided recurrent trining to imbibe desirble vlues nd lso to cquire competencies to promote vlues mong their lerners. Suitble mteril both in print nd non-print mode my be developed in this regrd. There is strong need to orient key persons to crry out the progrmme further. Vlue eduction progrmmes need to be monitored nd evluted on continuing bsis with view to improving their effectiveness. Vlue eduction should be n integrl prt of techer eduction progrmme both t the elementry nd secondry levels. References 1. Delors, Jcques et l (1996), Lerning: The Tresury within: Report to UNESCO of Interntionl Commission on Eduction for 21 st Century. 2. E-9, Experience, New Delhi. 3. Report of the Seminr on Promotion of Vlues mong Lerners nd Techers t School Stge through Distnce Eduction Mode: Future Directions July, 2001, Ntionl Open School. 4. Eduction in Humn Vlues, Mnul for Techers (Prt I) Ntionl Open School, Februry, Dr. C.B. Pdmnshn, Report on School Curriculum Ntionl Curriculum Frmework for School Eduction, NCERT, NIE Cmpus, New Delhi. 6. The Employment News, Relevnce of Gndhi, April (7-13, 2000), New Delhi. 7. The Employment News, Gndhin Eduction nd Non-violence (Jn 27, -Feb. 2, 2001) New Delhi. 8. The Times of Indi, Find pece through power of thought, October 25, Nresh Kumr, Pper presenttion on vlue Eduction, Ajmer Chpter, The Prospects nd Chllenges of Vlue Eduction, Feb. 27, The persons, who don't hve knowledge, devotion, chrity, perception, modesty, skills nd righteousness, re burden of this erth nd re supposed to be loitering nimls in the form of humn being in this mortl world. Nitishtk 85

95 eqdr Open f'k{kk Lerning Jnury-June tuojh&twu 2010 Reders' Mil 84-A, Bhrt Ngr, New Friends Colony, New Delhi Ph.: , E-mil: Website: F.No.: JU/NIOS/ The Chief Editor, OPEN LEARNING An Awnreness Mgzine for the NIOS Lerner Ntionl Institute of Open Schooling A-24-25, Institutionl Are Sector-62, Noid (U.P.) Sir, Sub.: Articles for OPEN LEARNING-An Awreness Mgzine for the NIOS Lerner We extend our hertiest congrtultions on completion of 20 yers of Ntionl Institute of Open Schooling, the lrgest Open School in the world. It is mtter of pride for the country s whole We hve red thoroughly the July-December 2009 OPEN LEARNING-An Awnreness Mgzine for the NIOS Lerner. We find the Mgzine contining very good rticles on vrious subjects such s 'Chllenges of Climte chnge nd Bio-Energy to World Food Security', 'Environmentl Eduction to Environmentl Ethics' nd 'Sustinble Development for Secured Future' etc. The burning issue like 'Globl Wrming' hs lso been covered in n rticle. These re certin items of knowledge which students would gther nd benefit prt from their course syllbus. The ide of publishing such mgzine is relly innovtive. We hve now developed keen interest in prticipting in your mgzine by writing suitble rticles nd would send our rticles for publishing in your mgzine on hering from your end. With regrds' Seem Director 86

96 tuojh&twu 2010 eqdr f'k{kk Reders' Mil LihM ikslv Jh lr; ukjk;.k,mhvj],lbzvks] vks,y,e 284, lsdvj&1,dkmsfed fmikvzes V fpjtho fogkj] us'kuy bflvv~;v vkwq vksiu yfu±x xkft;kckn&201002,&24-25, bflvv~;w'kuy,fj;k] lsdvj&62 nwjhkk"k% uks,mk& E-mil: drsbhti@sify.com egksn;] --- eqä f'k{kk if=dk e s izdkf'kr lhkh vkys[k le;kuqlkj fo"k;ks ij,o Kkuo/kZd yxsa fo kffkz;ks rfkk lkeku; tu ds Lrj ls Hkh if=dk dkqh mpp dksfv dh o ykhkizn fl) gksxha Ñi;k vkxkeh izdk'ku Hkh izsf"kr dhft,xk ---A MkW- lqjs'k pnz HkkfV;k lsokfuo`ùk eq[; vfhk;urk&lsy iwoz v/;{k] bthfu;fjx fokku 89oh bfm;u lkbl dkxzsl&

97 eqdr Open f'k{kk Lerning Jnury-June tuojh&twu 2010 Success Story SUNRISE SCHOOL CHHOTAADALPUR STUDY CENTRE CODE Bo.-OB P.O. SIMULBARI, DT. DARJEELING PIN (W.B.) Phone & Fx: Mob.: E-mil: Nme of the Lerner : Moelin Mund Age : 15 yers Enrolment No. : C00003 Pssed : OBE-Level 'C' It is sid, "Where there is will, there is wy". It mens tht if one relly tries to chieve the gol, s/he will find wy of getting it. Moelin Mund drop-out student is from very bckwrd clss fmily. She belongs to Simulbri T.E. which is tribl nd rurl re. She hd completed the Open Bsic Eduction (OBE) progrmme of NIOS nd doing further higher studies s well s encourging other people of the loclity to join the OBE. She is lso mking them wre of the importnce nd dvntges of OBE progrmme. Moelin Mund is privileged nd blessed becuse she is ble to conduct mny wreness progrmmes on helth relted topics nd improve physicl conditions of the people round her. This course hs relly mde her cpble to stnd on her own feet nd work for the common cuse. She is well stisfied with her work which hs enbled her to enjoy dignity, hope nd qulity. The eduction gined hs improved her socio - economic sttus by developing knowledge, skills vlues nd ttitudes nd hs empowered her to live nd work with dignity nd led qulity life. She, now, feels herself s better productive nd prticipting citizen of the country. Sd/- Moelin Mund (Lerner) Dted: Sd/- Chint Prsd Sroj (Coordintor) 88

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