arshwardhan Publication Pvt.Ltd. Limbaganesh, Dist. Beed, Pin ...

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Printing Area : Interdisciplinary Multilingual Refereed Journal

International Research journalPrinting Area October 2016

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Impact Factor4.002(IIJIF)

Oct. 2016, Issue-22, Vol-03

EditorDr. Bapu g. Gholap

(M.A.Mar.& Pol.Sci.,B.Ed.Ph.D.NET.)

Co-EditorDr. Ravindranath Kewat

(M.A. Ph.D.)

arshwardhan Publication Pvt.Ltd.Limbaganesh, Dist. Beed, Pin-431126

Mobi. 09850203295, 07588057695

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“Printed by: Harshwardhan Publication Pvt.Ltd. Published by Ghodke ArchanaRajendra & Printed & published at Harshwardhan Publication Pvt.Ltd.,At.Post.Limbaganesh Dist,Beed -431122 (Maharashtra) and Editor Dr. Gholap Bapu Ganpat.

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Note : The Views expressed in the published articles,Research Papers etc. are theirwriters own. ‘Printing Area’ dose not take any libility regarding appoval/disapprovalby any university,institute,academic body and others. The agreement of the Editor,

Editorial Board or Vidyawarta is not necessary. Disputes, If any shall be decided by thecourt at Beed (Maharashtra, India)

†�Ö¸ü•Öãôû¾Ö�Öß ¾Ö ¯ÖéÂšü¸ü“ÖÖÖ: †“ÖÔÖÖ ‘ÖÖê. || ´Öã�Ö¯ÖéÂš ü ¿Öê�Ö •Ö×Æü ü †Ö×�Ö †¿ÖÖê�ú �úôû¾Ö�Ö�ú ü, ¯Öã�Öê

Editorial Board

1) Dr. Vikas Sudam Padalkar , Japan

2) M .Saleem , Sialko t , Pakistan

3) Dr. Upadhya Bharat (Sangali)

4) Dr. Vin ita Basantan i , Pune

5) Pro f.Surw ade Yogesh , Satara

6) Dr. Pankaj Kum ar U.P

7) Pro f. Ganesh Khandare,M angrulp ir

8) Dr. W ankhede Um akant , M .S.

9) Dr. Vip lav, U.P

10) M ano j kum ar Singh , New Delh i

11) Dr. Falgun i C. Shast r i , Gujrat

12) Dr. Ni lendra Lokhande (M um bai)

13) A. Durga Prasad, Telangana

14) Prof. Ram akant Choudhar i, Dhule

15) Dr. Neeraj Shukla (UK)

Advisory Committee

1) Dr. Yerande V. L.., Nilanga

2) Dr. Yallawad Rajkumar , Parli v.

3) Dr. Durga Kant Chaudhary, U.K.

4) Dr. Shinde Sunil , Parbhani

5) Dr. Awasthi Sudarshan , Parli v.

6) Dr. Rajeshchandra Pandey, U.P.

7) Mr.M.Muthu , Chennai

8) Dr. Rakhi Tyagi, (Meerut) U.P.

9) Archana Mankar, Nashik

10) Dr. Chodhari N.D. , Kada

11) Shatrughan Jha, Haridwar

12) Dr. Sarad Kumar Mishara, U.P.

13) MD. Shahbaz Khan, Bhagalpur

14) Dr. G. Rajeshwar Kumar, Telangana

15) Dr.Umeshchandra Shuklas

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Editorial

It’s an honour to present the issue of International MultilingualResearch Journal Printing Area. At the outset, we welcome the researchers whohave joined us afresh from various places across the country.

Printing Area has emerged as a strong platform for the researchers topublish their research papers for various purposes which include continuousresearch, academic advancement and presenting innovative ideas before theworld. It’s a pleasure to note that Printing Area research fraternity is growingrapidly and researchers from various states are publishing their research papersin this journal.

Our editorial team deserves to be acclaimed. Due to the constant hardwork of our editorial team, Printing Area is able to reach a big number of read-ers and researchers, and has attained its present status.

The present issue consists of the deliberations from the scholars all overthe nation from all streams of knowledge in Hindi, Marathi and English language.It includes a mix of conceptual research, empirical research, critical research,articles, reviews and commentaries. The editors hope that this issue will proveto be a stepping stone for the teachers, researchers and students. It will defi-nitely guide the readers and open a complete range of new vistas in researcharea. We thank the contributors for selecting Printing Area for publishing theirvaluable research.

We hope this issue will meet the expectations of all. We look forward toyour continuous support for upcoming issues. We also look forward for yourvaluable feedback.

Thanks one and all…

Editor

Dr. Bapu g Gholap

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I n d e x........................................................................................................................................................................1) Analyzing UN Peace keeping Operations in the post cold war eraDr. Shailendra Deolankar, Government of Maharashtra || 08........................................................................................................................................................................2) CONSTRUCTIVISM IN PEDAGOGY OF SCIENCEMrs. Shalini Agarwal, Lucknow, U.P. || 11........................................................................................................................................................................3) Illiteracy: Pain in SocietyDr. Amit Bhowmick, Dhuliyan, Murshidabad, West Bengal || 14........................................................................................................................................................................4) A STUDY OF EMOTIONAL QUOTIENT IN RELATION TO ACADEMIC BACKGROUND OF .....Dr. Indira Shukla-Sandeep B. Bodke,Parel, Mumbai || 20........................................................................................................................................................................5) Role of Jan Jagruti Pratishtanin improving the socio-economic conditions of small & .......Maitreyi Bodkhe-Dr. Kapse || 24........................................................................................................................................................................6) Job satisfaction among lecturers teaching in self finance college of education....Mr. Mukesh Kumar Dubey, Lucknow || 32........................................................................................................................................................................7) Education Sector Reforms and Mid-Day Meal Scheme: A Study with Special Reference to ....DR. ARINDAM GHOSH, Kolkata-BISWAJIT PAUL,Malda, West Bengal || 36........................................................................................................................................................................8) Feeding Habits of Desert AgamaS.S.Meena-P.K.Chandel-Mota Ram Sou, Rajasthan || 42........................................................................................................................................................................9) ENVORNMENTAL AWARENESS AMONG SECONDARY SCHOOL STUDENTS....Rabindranath Nayak, , Phulbani, Odisha || 50........................................................................................................................................................................10) Job Satisfaction Of Secondary School Teachers In Relation To....Anjana Rani-Ramandeep Kaur, Abohar || 54........................................................................................................................................................................11) Role of Tribes to Conservation of forestS.S.Meena-P.K.Chandel-Mota Ram Sou, Rajasthan. || 59........................................................................................................................................................................12) Teaching Vocabulary in Second Language LearningDr. Sanjay Sanap, Nashik, M.S. || 62........................................................................................................................................................................13) A Study of Achievement in Punjabi in Relation to Mental Ability of....Komal Singh, Lucknow || 64........................................................................................................................................................................14) Agricultural land use in Vaishalee DistrictDr. Jai Prakash Singh, Maharajganj (U.P.) || 75........................................................................................................................................................................15) NAXALISM WITH SPECIAL REFERENCE TO TRIBAL RIGHTS & ITS PROBLEMSASHUTOSH SINGH JELIYANG, Mumfordganj, Allahabad || 78

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om16) Babasaheb Ambedkar’s Vision for EducationDr. Ajay Pratap Singh, Lucknow, U.P. || 85........................................................................................................................................................................17) FOREIGN DIRECT INVESTMENT IN RETAIL:- IT’S EFFECT ON FARMERSDr. P. M. Taley, Amravati (M. S) | | 88........................................................................................................................................................................18) Writings on Exile, Diaspora & Nostalgia in Literature in EnglishVinati Baurasi,Dhar—Dr. Ashok Sachdeva,Indore || 90........................................................................................................................................................................ú19) Synthesis and characterization of GaAs thin film on ITO substrate ...S.D. Nimbalkar, Aurangabad, (M.S.), India || 94........................................................................................................................................................................20) Ukk- xks- d- xks[kys ;kaps dk¡xzsle/khy dk;ZMkW- Hkqis’k fpdVs] pkeks’khZ || 98........................................................................................................................................................................21) Ukk- xks- FkqVs ;kaP;k lkekftd dforsrhy tkf.kokfd’kksj doBs&izk- MkW- jfo e- dsoV] ft- paæiwj || 102........................................................................................................................................................................22) ¿ÖêŸÖ�úÚµÖÖÓ“µÖÖ †ÖŸ´ÖÆüŸµÖÖÓ“Öß �úÖ¸ü�Öê †Ö×�Ö ˆ¯ÖÖµÖ¯ÖÏÖ. ¸üÖšüÖê›ü ²Öß. •Öê., ¯ÖÖ™üÖê¤üÖ, ŸÖÖ. ¯ÖÖ™üÖê¤üÖ ×•Ö. ²Öß›üü. || 107........................................................................................................................................................................23) ,d HkVdh tekr%/kuxj o R;kaph nSorsçk- lqrkj ckGklks vk..kk] jktkiwj || 110........................................................................................................................................................................24) ³ÖÖ¸üŸÖßµÖ ÃÖÓÃ�éúŸÖß ´Öë �Öã¹ý-×¿ÖÂµÖ ×¿Ö�ÖÖ ¯ÖÏ�ÖÖ»Öß¸üÖ•Öê¿Ö Ö¸üØÃÖ�Ö ²ÖÖê›êü, †´Ö¸üÖ¾ÖŸÖß. || 112........................................................................................................................................................................25) e/;izns’k esa lapkfyr lsokdkyhu mUeq[khdj.k dk;ZØeksa dk gkbZLdwy Lrj ds f’k{kdksa dh-----,l- ds- nhf{kr] Xokfy;j ¼e-iz-½ || 113........................................................................................................................................................................26) Ekrnku O;ogkj ,oa mldks izHkkfor djus okys dkjdMkW- bUæs’oj dqekj nksgjs || 116........................................................................................................................................................................27) Xokfy;j ds lkekftd ifjizs{; esa Lo- ek/kojko flaf/k;k dk ;ksxnkuMk- iwf.kZek xqIrk || 119........................................................................................................................................................................28) dkfynkl ds vfHkuo vk;keMkW jktchj] mpkuk || 121........................................................................................................................................................................29) lhrkcasxjk dh ukV~;’kkyk ds ,sfrgkfldrk dk vuq’khyuMkW- lfpu eafnyokj] vfEcdkiqj ¼NŸkhlx<+½ || 123........................................................................................................................................................................30) Xkksnku esa ukjh foe’kZ%,d iquZewY;kaduujs’k yky]pUæcnuh] uS[kjh fVgjh x<+oky ¼mRrjk[k.M+½ || 126

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om31) ¤êü¿Ö �úÖê ‹�úÃÖæ¡ÖŸÖÖ ´Öë ²ÖÖÑ¬ÖÖê¾ÖÖ»Öß ³ÖÖÂÖÖ-ØÆü¤üß¯ÖÏÖ. †´ÖéŸÖÖ ³Ö¸üŸÖ ¯ÖÖ™üß»Ö, ¬Öã»Öê, ŸÖÆü ‹¾ÖÓ ×•Ö»ÖÖ - ¬Öã»Öê || 132........................................................................................................................................................................32) ledkyhu jktLFkkuh lkfgR; vkSj e/;e oxZ dh ihMkM‚- lqjs’k flag jkBkSM] +ckanjflanjh fd’kux<+A || 134........................................................................................................................................................................33) vaIroMd jaOna ko ]pnyaasaaoM maoM icai~t samasyaaep`a oºesaºeºsaUya -naarayaNavamaa -Ê ivaSaaKp+Nama \Ê AanQa ` p`d oSa || 140........................................................................................................................................................................34) efgyk l’kfDrdj.k dh c<+rh vo/kkj.kk,¡MkW0 lat; dqekj] cksdkjks] >kj[k.MA || 142........................................................................................................................................................................35) vdcj dh lqygdqy uhfr] ‘kkafr ,oa ,drk ds {ks= ,d cM+h miyfC/kx.ks’k jfonkl] gtkjhckx] >kj[k.MA || 143........................................................................................................................................................................36) efgyk l’kfDrdj.k ds {ks= esa Hkkjrh; laoS/kkfud iz;kl%-----vfer dqekj ‘kekZ] pUæcnuh] ¼uS[kjh½ fV0 x<+oky || 145........................................................................................................................................................................37) Hkkjr esa LFkkuh; ‘kklu O;oLFkkvuar flag tsfy;k¡x] vykgkckn || 149........................................................................................................................................................................38) lkoZtfud iqLrdky; dk lekt ij izHkkoMkW lqxzho flag] bykgkckn || 152........................................................................................................................................................................39) lekt ij lkekftd lqj{kk ;kstukvksa dk izHkkoMkW- laxhrk rksej] fHk.M jksM] Xokfy;j || 154........................................................................................................................................................................40) dfojRu vkpk;Z fo’kq)kuUn feJ dk O;fDrRo%,d v/;;uMkW- o”kkZ] fHkVkSuk] dklxat ¼m-iz-½ || 156........................................................................................................................................................................41) ch0Vh0lh0 izf’k{k.k izkIr o fof’k”V ch0Vh0lh0 izf’k{k.k izkIr f’k{kdksa dh ----dksey flag] y[kuÅ || 160........................................................................................................................................................................

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Analyzing UN Peace keepingOperations in the post cold war era

Dr. Shailendra DeolankarJoint Director Higher Education Mumbai Region& Associate Professor, Dept. of Higher Education,

Government of Maharashtra

==============***********===============Introduction

The peacekeeping operations gotacclamation from the UN in order to maintaininternational Peace and Security. The primemotive behind the formation of the UN was tomaintain International Peace and Security. TheExcecutive Council of the UN - the SecurityCouncil is endowed with this responsibility.International peace is not merely endangered dueto war and invasion, but international andregional peace is also threatened by internalconflicts, civil wars, and anarchy. In order toestablish peace and stability, externalintervention, is essential. The Security Councilgives permission for such intervention througha Special Resolution. The soldiers of the UNparticipate in such operations under the flag ofthe United Nations. They make attempts toestablish the peace and stability in the regionby solving internal conflicts.Peace Keeping Operations: Concept Mapping

The Peacekeeping Missions do not havea foundation in the Constitution or Charter of theUnited Nations. This trend has evolved throughtradition for the purpose of maintaining Peaceand Security at the international and regionallevels. Many a times, security is endangered dueto internal conflicts or civil wars. At suchinstances, immediate action is necessary toprevent further deterioration of the conflict. The

Security Council is responsible for maintainingpeace and security at the international andregional level. Consequently, the PeacekeepingMissions are planned and executed by itsacceptance. According to the former DeputySecretary General, Sir Marrack Goulding,Peacekeeping Missions are “United NationsF ield Operations in which internationalpersonnel civilian and military, are deployedwith the consent of the Parties and under theUN command to help, control and resolve actualor potential international conflicts or internalconflicts which have international dimensions.”

According to the former SecretaryGeneral of UN Boutros Boutros-Ghali,“Peacekeeping can rightly be called theinvention of the United Nations.” The discoveryof peacekeeping missions is an important eventin the history of the United Nations.

This discovery of PeacekeepingOperations is important because this provisiongoes against the Constitution of the UnitedNations. Equality of member states and respectto national sovereignty are the fundamentalprinciples of the UN Constitution. Although thenature of United Nations is like an internationalregime, its Constitution does not allowintervention in internal matters of the memberstates. Boutros Butros-Ghali has clearly statedthat, “Under Article 2, Paragraph 7 of theCharter, the United Nations shall neverintervene in the domestic affairs of a memberstate, either in the guise of preventivediplomacy or for humanitarian aims.” However,Peacekeeping Missions violate this principle ofsovereignty because in several cases, thePeacekeeping soldiers tend to intervene in theinternal matters of the states without theirconsent. In such a situation, a question arises:How did this principle which goes against theConstitutional spirit get acceptance from theinternational community? According to JasjitSingh (expert in national security), “Theexpansion of peace keeping operations is

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directly contradictory to the very basis of the UNCharter itself, creating a fundamental problemof legitimacy.”Peace keeping Operations in the postcold war era:Humanitarian InterventionsNature of Humanitarian Interventions :Increasing Conflicts in the Post-Cold War era Though the Cold War ended the 45-year-long conflict between Russia and America, itfailed to free the world from violence and conflict.In the post-Cold War era, the internal conflictswithin several states grew immensely. Internalcivil war, racial conflicts, factionalism, and thegrowing demand for creation of free states gavebirth to a number of violent conflicts. Theseconflicts led to immense loss and harmfulconsequences for the common citizens as theybecame the victims of this violence. In manystates, there were planned mass killings ofminority communities based on race. Therefore,several citizens fled to other states in search ofa safe abode. This led to the crisis of refugees.The overall consequence of this was that theyendangered regional and international peaceand security. These consequences (violationof human rights and endangering internationaland regional peace and security) were dealtwith by the UN using two innovative solutionsnamely:1) Through exclusion2) Through military intervention

From the year 1989 to 2007, the UnitedNations levied sanctions on over 14 states. Ninestates among fourteen were accused of internalconflicts and economic sanctions were imposedon them. Also, military interventions wereundertaken against eleven states in order to bringthe internal conflict under control.

While imposing economic sanctions andconducting military interventions, the SecurityCouncil justified their actions as for themaintenance of regional and international peaceand security.

Humanitarian Intervention: ConceptMapping

Although the credibility of humanitarianinterventions was discussed in the post-ColdWar period, this debate and interventions arenot new. The concept of humanitarianintervention is also not new. During the 18th and19th century, several European Superpowersmade military interventions under the pretextof human rights. Though the intervention wasmade under veil of humanitarian concern by thecapitalist Superpowers, the hidden intentionwas that of business or commercial exploitation.Europeans colonies were created in severalAfro-Asian continents and the natives werelooted.

As a result, the Afro-Asian countriesstill feel anger and resentment abouthumanitarian intervention. Therefore, duringthe post-World War period, within the UN,whenever the need for military interventionsarose, the term ‘Humanitarian’ wasintentionally avoided. They were addressed asinterventions for self-defense or interventionsfor assistance. During the Cold War, manyAmerican and Soviet Russian military groupsdemanded military intervention in the internalaffairs of the governments. Soviet Russiasupported several freedom struggles in theAfro-Asian region while, America demandedmilitary interventions to prevent the spread ofcommunism.Understanding Legal Basis for HumanitarianInterventions

During the post-Cold War period, theamount of military interventions increased tocontrol internal conflicts, increasing violationof human rights, and maintain regional andinternational peace and security. Theseinterventions were addressed as humanitarianinterventions by the UN. At the same time,questions were raised on the credibility of suchinstitutions on the basis of international lawand the provision in the United Nations

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Constitution. Though there was opposition frommajority states for such interventions, the UnitedNations had to intervene in 11 states. Manytimes, the Security Council furthered the issuesof regional and international security as thejustification for the intervention.

In fact, the United Nations Constitutionis against the use of weapons for establishmentand enforcement of peace. It is clearly stated inArticle 2(4) of the Constitution that, “All membersshall refrain in their international relations fromthe threat or use of force against the territorialintegrity of political independence of any state,or in any other manner inconsistent with thepurpose of the United Nations.” The UNConstitution permits military intervention undertwo circumstances. The discussion on thesesituations is mentioned in Articles 51 and Article42. According to Article 51, the United Nationscan use military intervention as a last resort forhelping that state which is a victim of foreigninvasion. In Article 42, the use of force ispermitted to fight invasion. According to Article42, the Security Council can give permission touse the military to protect international andregional security. Many legal experts extendsupport to such interventions in the states ofcrisis. According to them, military force can beused for security, to free people from the clutchesof imperialism, for the right to self-determination, protecting human rights, andfighting against cases of terrorism.Security Council and HumanitarianIntervention

The conflict between the permanentmembers is an issue of anxiety within theSecurity Council. The differences of opinionsbetween the permanent members are obstaclesin the path of humanitarian interventions. Manytimes, differences of intervention between thepermanent states has caused delay inpeacekeeping operations, thus leading to anincrease in instances of violation of human rights.The consent of all five members of the Security

Council is necessary for taking military actionagainst a state. However, the lack of completeconsent leads to ineffective and paralyticsituation for the United Nations as it cannotintervene in spite of a necessity to do so. FormerChief Secretary General Kofi Annan hadaddressed the General Assembly to findsolutions to this problem in 1999. According toKofi Annan, the United Nations should create astructural arrangement such that it can takeaction even without the consent of thepermanent state. In spite of critical situationsin Rwanda, Bosnia, and Kosovo, the UnitedNations failed to take the necessary action dueto the lack of consent among the permanentmembers.References1. Rahul Rai, Human Rights: UN Initiatives

(New Delhi: 2000)2. Charles Norchi, “Human Rights: A global

common interest” in Jean Krasno.Ed., TheUnited Nations: Confronting the challengesof a global Society (Lynne Rinne Publishers:2005)

3. Thomas Weiss, David Forsythe, RogerCoate, The United Nations and ChangingWorld Politics (West view Press: 1997)

4. Richard Falk, “Sovereignty and HumanRights: The search for reconciliation” Issuesof Democracy, May 2000, Global PolicyForum. www.globalpolicy.org

5. Shashi Tharror, “Reflections of a changingUnited Nations” Times of India, 1st April2007

6. David Forsythe, “United Nations and HumanRights” in Rameshwar Thakur,EdwardNewman, Eds., New Millennium, NewPerspective: The United Nations, Securityand Governance (New York: United nationsUniversity Press,2000)

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CONSTRUCTIVISM INPEDAGOGY OF SCIENCE

Mrs. Shalini AgarwalAssistant Professor

Babasaheb B. Ambedkar University, Lucknow, U.P.

==============***********===============ABSTRACT

The word “constructivism” enunciates itsmeaning as any knowledge, concept which thelearner can construct and reconstruct on its own ina specific manner. Some eminent psychologist likeJean Piaget, Lev Vygotsky and John Deweycontributed to the basic principle of Constructivism.Constructivism suggests that when a learnerexperiences anything new, they internalize itthrough past experiences that are alreadyestablished in their mind. Previously, it wasbelieved that constructivism is the initiate-response cycle between the learner and theteacher i.e. teacher initiates a topic, asks the learnerto read about it and then discusses it over a classand thus a child constructs the ideas linking easilywith their previous concepts. But gradually theconceptual change came into existence andconstructivism was looked beyond this initiator-respondent cycle and a new term came into its dictionarytermed as–COGNITIVE DISEQUILIBRATION. Talkingabout science and constructivism, learning scienceis a process of construction and reconstruction ofpreviously held personal theories. It is a process ofcontinuously refining existing knowledge andconstructing concepts in intricate organizednetworks that are unique to each child, provideexplanatory as well as predictive power, and useinput from outside sources.INTRODUCTION

Constructivism- a word that is loaned frompsychology has its root in terms of education also.The word “constructivism” enunciates its meaning

as any knowledge, concept which the learner canconstruct and reconstruct on its own in a specificmanner. Some eminent psychologist like JeanPiaget, Lev Vygotsky and John Dewey contributedto the basic principle of Constructivism. In the 21st

century constructivist psychologist findthemselves standing at the crossroads, ready tomake their mark as their broader discipline ofpsychology. Constructivist believes that learningis mediated and is connected to individual’s priorknowledge and experiences and only on the basisof this, a new knowledge or a concept can beconstructed. Eventually, it can be said that learnerdoesn’t only learns the things he/she is exposedto but also learns and constructs their ownknowledge and concepts by linking it to theirprevious experiences. Constructivism suggeststhat when a learner experiences anything new,they internalize it through past experiences thatare already established in their mind. Previously,it was believed that constructivism is the initiate-response cycle between the learner and theteacher i.e. teacher initiates a topic, asks thelearner to read about it and then discusses it overa class and thus a child constructs the ideas linkingeasily with their previous concepts. But graduallythe conceptual change came into existence andconstructivism was looked beyond this initiator-respondent cycle and a new term came into itsdictionary termed as–COGNITIVE DISEQUILIBRATION.

We all have known from long thatconstructivist approach is based on cognitiveapproach and accordingly, we knew learningthrough constructivism would be mediated as perfollowing stated points-1) Learning is an active process in which learneruses a sensory input & construct a meaning out of it.2) People learn to learn as they learn i.e.reflective thinking.3) Physical actions or experiences arenecessary for learning.4) Learning involves language. Vygotsky arguedthat language and learning are inextricably interwoven.5) Learning is a social process.6) Learning is contextual i.e. we learn in relationshipto what we know, we believe, prejudices & fear.

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7) Existing experiences and existing cognitivestructure plays a major role in learning.

But, very few of us have ever came across thecognitive disequilibrium step of constructivism.This is the most important aspect of constructivism.Recent studies have proved that just constructingan idea from an existing concept cannot be termedas a constructivist approach rather constructivismshould bring turmoil and disequilibrium in theexisting concept and experience and newknowledge or experience or concept should beestablished in the minds of learner. This can occur,if the existing concept fails to explain a newconcept and to acknowledge and believe the newconcept one has to study and research about thenew experience gained. For example- if a teacherasks in a class that which ball – (heavy or light)would fall faster, students would definitely answerthat the heavy ball will fall first and the light onelater. But, if they are shown the same falling ofheavy and a light ball in vacuum, the results willcome out to be juxtaposed as both the balls willfall at the same time. Now, this experiment andexperience will arise a state of turmoil anddisequilibrium in learner’s already existing conceptand cognition. Here, the learner will question itsown knowledge and concept and will try to collectmore facts and data in support to his previousknowledge as well as what he saw in the latterexperiment. This stage is called as the stage ofValidation- where learner tries to validate hisexperience with the help of facts and principles.Magic tricks and special effects in the films are itsgood examples. When we see things happeningwhich act against our preconceived notion, we tendto be in the stage of conflict and try to collectplausible explanations for the occurrences.

A teacher who wants to use constructivistapproach in its classroom should try to somethingsurprising or unnatural (discrepant event) so thatthe children curiosity gets some spark andencourage them to question their existingcognition. This approach doesn’t subjugate the roleof a teacher rather it sets up more responsibilityand demands more creativity from teacher’s part.Here, the teacher have to create an environment

that is friendly for students but at the same timethe ongoing in that created environment seemsto be unnatural, and then teacher as a facilitatorwill just guide the students to comprehend theoccurrence on their own, for its accomplishmentteachers can distribute various journals, facts,principles, or recent articles to students to answertheir own curiosity.COGNITIVE DISEQUILIBRATION-

One’s dissatisfaction with what actually ishappening as contrast with what they think oughtto happen is called in Piagetian terms, cognitivedisequilibration or sometimes , cognitivedissonance. This process is dependent on a uniqueexplanation that begs for its validity. The teacherwho induces this disequilibrium in is said to beset for a constructivist approach. With its resultchildren prediction fritter away and they tend toquestion their prior beliefs, this brings existingbeliefs to surface , giving the teacher access towhat is happening in children’s mind and thus getsan opportunity to help the children reconstructtheir beliefs in a valid manner that incorporatesnew information. It is fundamental principle ofthe constructivist approach to learning thatcognitive disequilibration is a necessary precursorof learning- that learning will not take place unlessexplanations are sought. If our existingunderstandings could explain everything, therewould be no need for further understanding.VALIDITY OF SELF-CONSTRUCTED CONCEPTS

1. The new concepts framed by a child shouldhave a plausible explanation.2. It must also have predictive power whichcan enunciate a definitive solution and prediction.

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3. Last but not the least, the newconceptualization must utilize the input of othersso as to form a chain linkage of a process or aproduct. This is important for the refinement andthe revision of the ideas.

Talking about science and constructivism,learning science is a process of construction andreconstruction of previously held personaltheories. It is a process of continuously refiningexisting knowledge and constructing concepts inintricate organized networks that are unique toeach child, provide explanatory as well as predictivepower, and use input from outside sources. Science,as a subject is a subject of creativity, thus here thestudent as well as the teacher gets chance toexplore more and more about the concepts andthe new theories with the help of daily examplesand life activities. Therefore, constructivism inpedagogy of science is the best suited approach inthis modern world.CHARACTERISTICS OF CONSTRUCTIVISTISTTEACHING

According to Brooks and Brooks (1999), thereare twelve descriptions of constructivist teaching;which are as follows-1. Encourage & accept student anatomy & initiative.2. Use raw data and primary information sources with

manipulative, interactive, & physical materials.3. Use cognitive terminology, such as “classify”, “

analyze”, “predict” and “create”.4. Allow students response to drive lessons, shift

instructional strategies, and alter content.5. Inquire about students understandings of

concept before sharing their ownunderstandings about the concepts.

6. Encourage students to engage in dialogues,both with the teacher and with one another.

7. Encourage student enquiry by asking thoughtful,open ended questions and encouraging students toask questions to ach another.

8. Seek elaborations of student ’s initialresponses.

9. Engage students in experiences that mightengender contradictions to their initialhypotheses and then encourage discussion.

10. Allow wait time after posing a question.

11. Provide time for students to constructrelationships and create metaphors.

12. Nurture student’s natural curiosity throughfrequent use of learning cycle model.

These descriptions are appropriate for anyconstructivist classroom, including constructivistelementary science classes. They are based on thetheories of Piaget and Vygotsky.CONCLUSION

Many psychologists, scientists and educatorsbelieve that learners must construct andreconstruct their concepts and knowledge bycombining the new information with theinformation that learner already possess. Piaget’sschema theory explains constructivism, andVygotsky’s social constructivism extendsconstructivism to include interaction with otherpeople. One’s dissatisfaction with what actuallyis happening as contrast with what they thinkought to happen is called in Piagetian terms,cognitive disequilibration or sometimes ,cognitive dissonance.To help children expandtheir cognitive functions, teachers need toprovide them with the increasing challengesexperiences that foster the development of laterstages of intellectual development.REFRENCES Aggarwal, DD “Modern Methods of Teaching

Biology” , 2010. Atwater, MM “ Social constructivism: Infusion

into the multicultural education resrach”Journal of Research in Science Teaching, 1996.

Dr.Chandra, Soti Shivendra “ContemporaryScience Teaching”, Surjeet Publication,reprinted 2011.

Dr.Yadav,Kapil Kunwar “New Heights inScience Education- Theories and Practices” ,Swastik Publication, New Delhi, 2013.

Mangal, SK “Advanced EducationalPsychology” PHI Learning Pvt, Ltd.2002

Martin, David Jerner “Elementary ScienceMethods – A Constructivist Approach”Cengage Learning, USA, 2009

Yadav, MS “Modern Methods of TeachingScience”, Anmol Publication, 2000.

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Illiteracy:Pain in Society

Dr. Amit BhowmickAsst. Professor & HOD (Dept. of Sociology)

Nur Mohammad Smriti CollegeDhuliyan, Murshidabad, West Bengal

==============***********===============“Education is the most powerful weapon

you can use to change the World.”——Nelson Mandela

“Man has no chance of survival if knowledgeonly remains knowledge but if we could transferknowledge in to wisdom, he would not onlysurvive but will be able to ascend to greater andgreater heights of achievements.”

—G.B Shaw Literacy is an important aspect in

connection with the development of a country.To have a strong hold in any direction ofdevelopment of a country, the literacy will havea positive impact towards its survival as a goodnation. This is also true so far India is concerned.To decide the well being of the people, and toensure a continuous flow of its development, thepeople of India should be well educated andliterate. On the other hand, the socio economiccondition of India is a deciding factor to have aconducive weather for its optimum level ofliteracy development. Illiteracy is a curse for anation and at the same time is a great barrierfor an individual’s development to be a civilizedmember of the society. Literacy provides a manan opportunity to develop inner abilities and togain power and individuality.Meaning of Illiteracy:

In a nutshell, it is very difficult to defineilliteracy. People have, though, different opinion

about its meaning, but no knowledge aboutalphabet, or, basic of any language, can be saidas illiteracy. On the other hand, the individualwho cannot read or write any language can besaid as illiterate. As per UNESCO, an illiterateperson is defined as “one who cannot withunderstanding both read and writes a shortsimple statement on his everyday life.” UNESCOhas also defined that, as per the censuscommission in India in 1991 defined a literalperson as one who can read and write withunderstanding in any Indian language and notmerely read and write. The state of literacy,where a man and woman is not in a position toread or write of any language, can be called asilliterate.Recommendation by Kothari Commission:

The systematic analysis of various aspectsof education is required for development of ournation. To investigate the educationalimplications, the Kothari Commission wasestablished (1964-66) in India. About 70% ofthe people in India were illiterate at thatparticular time. Overall primary education andwide ranging literacy mission were undertakenin the year of 1976, with a target of achievingthe literacy about 80%. As per the KothariCommission, the three mission of literacy were:(1) The kind of job oriented literacy mission,which improves the habits, mentality andcharacter of an individual with his developmentof skills.(2) An active participation in the field of socialand political life of a man by the way ofimproving literary knowledge and sincerity.(3) By reading, writing and literary knowledgeand mathematical calculation, a man canimprove his knowledge in a continuous process.

Beside this, on the basis of socioeconomical condition of man, the three F’s(functional literacy, food production, familyeducation) are also very important.Functional literacy:

In the case of need of personal, social and

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national development, the literacy plays a vitalrole in the way of performance of an individual,it makes one’s life meaningful and targetoriented. It also improves quality of life.Food production:

A farmer very well improve his productionby the right use his education. Literacy cancontribute this way in the production of food; theWorld Bank statistic also proves this. In Africa,it has been seen that production increased up to8% when the farmers are made literate (AnnualReport 1990, Page No. 80).Family education:

Health, hygiene, education, population andquality of women life etc. and improvement isalso possible in every field in a scientific manner.Child care and home science can bring animprovement and enhanced opportunity for aliterate woman in her family life. It has beenseen in the World Bank survey report that childmortality has gone down by 9% when women aremore educated (Annual Report, Word Bank, 1990,page 81), (A Chand, K Chatto, R S Ghosh, 2003,Page 64).

Literacy Rate among Male AndFemale in Rural and Urban India

Source:Census of India,2011Male-Female Literacy inIndia from 1951 to 2011

Source:Selected Educational Statistics, Ministryof HRD,Department of Education

State-wise Literacy Rates (1951-2011)

Source: Economic Survey, 2012-13; Office of theRegistrar General 2012, Ministry of Home AffairsCauses of Illiteracy in India:

There are many causes of illiteracy inIndia. Factors like socio-economic, socio-cultural, political and family related reasons aremostly appear as barriers to the literacy of anindividual. Other than the above reasons, whichare either directly or indirectly related, many,

Residence Sex 2001 2011 Change

Rural Males Females

70.70 46.13

78.57 58.75

+7.87 +12.62

Urban

Males Females

86.27 72.86

89.67 79.92

+3.4 +7.06

Census Person Male Female

1951 18.33 27.16 8.86

1961 28.30 40.40 15.35

1971 34.45 45.96 21.97

1981 43.57 56.38 29.76

1991 52.21 64.13 39.29

2001 65.38 75.85 54.16 2011 74.04 82.14 65.46

Sr. States/Union Territories

1951 1961 1971 1981 1991 2001 2011

01 A & N Island 30.30 40.07 51.15 63.19 73.02 81.30 86.27

02 Andhra Pradesh

--- 21.19 24.57 35.66 44.08 60.47 67.66

03 Arunachal Pradesh

N.A. 7.13 11.29 25.55 41.59 54.34 66.95

04 Assam 18.53 32.95 33.94 --- 52.89 63.25 73.78

05 Bihar 13.49 21.95 23.17 32.32 37.49 47.00 63.82

06 Chandigarh --- N.A. 70.43 74.80 77.81 81.94 86.43

07 Chhatisgarh 9.41 18.14 24.08 32.63 42.91 64.66 71.04

08 Dadar & N. Haveli

--- --- 18.13 32.90 40.71 57.63 77.65

09 Daman & Diu --- --- --- --- 71.20 78.18 87.07

10 Delhi N.A. 61.95 65.08 71.94 75.29 81.67 86.34

11 Goa 23.48 35.41 56.91 65.71 75.51 82.01 87.40

12 Gujarat 21.82 31.47 36.95 44.92 61.29 69.14 79.31

13 Haryana --- --- 25.71 37.13 55.85 67.91 76.64

14 Himachal Pradesh

--- --- --- --- 63.86 76.48 83.78

15 Jammu & Kasmhir

--- 12.95 21.71 30.64 N.A. 55.52 68.74

16 Jharkhand 12.93 21.14 23.87 35.03 41.39 53.56 67.63

17 Karnataka --- 29.80 36.83 46.21 56.04 66.64 75.60

18 Kerala 47.18 55.08 69.75 78.85 89.91 90.86 93.91

19 Lakshadweep 15.23 27.15 51.76 68.42 81.78 86.66 92.28

20 Madhya Pradesh

13.16 21.41 27.27 38.63 44.67 63.74 70.63

21 Maharashtra 27.91 35.08 45.77 57.24 64.87 76.88 82.91

22 Manipur 12.57 36.04 38.47 49.66 59.89 70.53 79.85

23 Meghalaya N.A. 26.92 29.49 42.05 49.10 62.56 75.48

24 Mizoram 31.14 44.01 53.80 59.88 82.26 88.80 91.58

25 Nagaland 10.52 21.95 33.78 50.28 61.65 66.59 80.11

26 Orissa 15.80 21.66 26.18 33.62 49.09 63.08 73.45

27 Pondicherry --- 43.65 53.38 65.14 74.74 81.24 86.55

28 Punjab --- N.A. 34.12 43.37 58.51 69.65 76.68

29 Rajasthan 8.50 18.12 22.57 30.11 38.55 60.41 67.06

30 Sikkim --- --- 17.74 34.05 56.94 68.81 82.20

31 Tamil Nadu --- 36.39 45.40 54.39 62.66 73.45 80.33

32 Tripura N.A. 20.02 30.98 50.10 60.44 73.19 87.75

33 Uttar Pradesh

12.02 20.87 23.99 32.65 40.71 56.27 69.72

34 Uttarakhand 18.93 18.05 33.26 46.06 57.75 71.62 79.63

35 West Bengal 24.61 34.46 38.86 48.65 57.70 68.64 77.08

ALL INDIA 18.33 28.30 34.45 43.57 52.21 64.84 74.04

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at the same time be related to the organizationalfactors which are responsible for improvingeducational aspects.

The following are the factors which are mostlyresponsible for the reason of illiteracy in India:(01) Poverty: All over the World like India, it isbelieved that poverty is related in many ways tothe illiteracy. In almost all poor areas or localities,numbers of illiteracy are more. On the otherhand, in many developing countries like India,dropout rate is high, and which is mainly poverty.From the very beginning of their career, thechildren who are under the pray of poverty areengaged in various jobs to earn their livelihood,do not continue their elementary level of education even,and reason being the illiteracy increases.(02) Population: Population is another reasonof increasing in illiteracy in India. The rateincreasing illiteracy in India is alarming.Educational infrastructures are not welldeveloped in India in relation to the populationgrowth. And opportunities in education areautomatically increasing in India in passes oftime. Till date many policies of governmentregarding this are in the state of confusion toachieve the target of maximum literacy. The‘Sarva Shiksha Mission’ is one of the examplesof such kind.(03) Conservative Society: Socialconservativeness is somehow responsible forilliteracy. From days immemorial theconservative nature of Indian society could notprovide ample opportunity for Indian women toachieve good education, even many of them werenot at all allowed to go out of home for theireducation. No one wants to be an illiterateintentionally, as literacy is one of the integratedparts of the society as a whole. Social rigidity,superstitions, disbelieves and conservativenessare some of the obstructions towards thepersonal development through education.

There are social scientists and manyphilosophers, who believe that many politicians,bureaucrats, power groups and even teachers

who never wanted to provide value educationsfor all the people in India. In ancient India, onlyso called Brahmins were permitted to go foreducation, on the pretext that it is useless forother classes in the society to attain education,as the society was divided into various classesaccording to their job performed. Being the prayof social class system, lower class people atthat time never had an opportunity or right toeducation.(04) Obstructions to Women Education: Asit prevailed in Indian society that education forwomen is not required as they had to engagein family and household activities. In the maledominated society, women were not allowedto attain education. But, as the time passed,the literacy rate of women is increasing in apositive direction.(05) Limitations of Education System:Because of limitations and faults in the systemitself, the education in Indian scenario couldnot achieve its stipulated target. Thegovernment of independent India could not takeright steps to improve the quality of educationsystem. Today India being the most illiteratecountry in the world has no place to hide itsmisdeeds committed.

After the British raj was over, few stepstowards the free primary education were takenup, but those were not rightly implemented.Earlier right to education was not fundamentalright for Indians as per its constitution. In 86th

amendment education has got its status offundamental Wright for Indian up to the age of14 years, where parents are also to dischargetheir duties to provide right opportunities totheir children for their education.(06) British Domination: For a long time Indiawas under the domination of British rules, andIndia could not flourish in an important aspectlike education. British were instead moreinterested in their business of colonization todevelop their trades.(07) Poor Communication: Poor communication

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system in Indian village is another reason ofilliteracy. For the same reason people could nottravel from one place to another for the purposeof education. Still same problems exist in somevillages of India, that roads and electricity arenot sufficiently meeting the need of the people.(08) Improper Planning and Objectives: Rightobjective and improper planning of system ofeducation has not been taken at the right timeafter the independence of India, reason beingilliteracy remaining in India for ever. The needsof spread of interest about primary educationamong the children in Indian society have neverattracted any of our authority or agency.

Though the central government has takenmany steps towards the literacy programs inIndia, but most of them have failed to achievethe objectives. Sometimes many measures orprograms have been taken in writings, but arenot at all implemented in reality. Businessmentality about the education, privatization ofit, and centralization of power have corruptedthe goal of education programs day by day, andthe consequences are becoming bad to worst inthe passes of time.The Effect of Illiteracy in Indian Society:

In India illiteracy itself is not only the socialproblem, but it acts as the reason for many otherproblems. In almost every aspect of Indian sociallife the negative impact of social life is found.Illiteracy and poverty go hand to hand, andappear to be curse for any society. The 2001census says that, the analysis of data of bigstates prevails that more than 50% of illiteracyfound in Bihar, and poverty also found more than50% in the same state. An illiterate person cannotcontribute much to the development of the nationas a whole.

Illiterate people are more seen to involvein religious conservativeness. Though there aremany literate people among the above lot, butmost illiterate people are seen unable to thinkand act according to the situation on the basisof their limited knowledge, and the

consequences are many like low life style,unhealthy environment, malnutrition and childdeath, population growth, violence againstwomen etc.

Illiterate people at the same time areunaware about various social and politicalproblems in India, and so they can not contributein a right way to the development of the nationas whole. These people are many a time easilyinfluenced toward the corrupted leaders andantisocialists and misled wrongly to cast theirvote for the write candidate of representation.It has made India to face complete darkness inits progress and developments.Various Corrective Measures to Eradicate illiteracy:Adult Education Programme:

Adult Education Programme is a good steptaken by India towards the illiteracy removalfrom the nation. Earlier in general thisprogramme was dealt as ‘Basic Education’especially through night classes as theconventional system. Afterwards it wasearmarked as the ‘Civic Literacy’ the mainobjective of which was to provide vocationaltraining through literacy mission to the farmersand workers of various fields.

Elementary Education which becameweak under the idea of night classes gotgovernment help in the year1929, and withinshort periods it is recognized as an importanteducational programme in India. In 1938-39 ithas been considered as the RegionalEducational Programme under the stategovernments. In 1949 the ‘Civic Literacy’ hasbeen changed into CDP (CommunityDevelopment Programme) in 1960 the‘Functional Literacy’ Programme has given agood result and many districts of India havebeen benefited by it.National Adult Education Programme:

This programme has started its missionon 2nd October 1978. The people of 15-35 yearsof age were chosen to be benefitted by thisprogramme. Central government, state

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government, non government organisation,universities, Colleges together has extendedtheir helping hand to make this programme asuccess. The main objectives under thisprogramme were as under: Selected and educated people are to betaught for their professional upgradation. For the development of skill in their owndepartment of the people, they requireupgradation of their education. To make people aware of variousgovernment policies and laws as changes fromtime to time.National Policy on Education:

In 1988 the Loksabha recommended thisProgramme. The objectives were as follow: To establish the constitutional Programmefor national education. To establish infrastructure to meet theneed of various level of education. To establish a common phenomenon on educationcombining with various socio cultural activities. To establish values for society on the basisof democracy and secularity.Rural Functional Literacy Programme:

This is infarct a sub part of adult educationprogramme. The entire expenditure was born bythe central government. The main objectives are: To develop the quality of reading andwriting of the learners. To develop awareness among the learnersabout their rights and duties. To make them alert of their various socioeconomical programme of governments.National Literacy Mission:

In recent time India has taken up literacymission like National Literacy Mission with thetarget of maximum literacy or the total literacycampaign. It has started in 1988 and the missionwas to literate 80% of the people of up to 35years of age group within 1995. It was said thatthrough the process of post-literacy andcontinuous education the success would beachieved. By this policy the governments wanted

the people to literate and make them consciousabout the national policies and wanted peopleto have to participate in the process of nationbuilding. The programme was implementedthrough various NGOs and youth organisations,who have contributed a lot to achieve thisprogramme a success.Education for All(Sarva Shiksha Abhiyaan):

Sarva Shiksha Abhiyaan(SSA) is a flagshipand comprehensive programme initiated by theGovernment of India during the Ninth Five YearPlan aiming at universalization of elementaryeducation across the nation.Keeping in view theapproaches and strategies of SSA, off-late it wasrealized that in this country for the first timesuch programme was launched in the sphereof education with community-ownership of theschool system. The following impacts are:(01) 96.7% of all 6-14 years old in rural Indiaare enrolled in school. This number has heldsteady since 2010.(02) Nationally, private school enrolment has risenyear after year the 6-14 age groups, increasing from18.7% in 2006 to 25.6% in 2011.These increases arevisible in all states except Bihar.(03) Nationally, reading levels are estimated to havedeclined in many states across North India.(04) Basic arithmetic levels estimated in ASER2011 show a decline.(05) At the All India level, children’s attendanceshows a decline from 73.4% in 2007 to 70.9%in 2011 in rural primary schools (Sanyal,Kurukshetra, September 2012).Evaluation of Literacy Programme:

There are number of opinions about thelimitations of literacy programme. They are as below:(01) Lack of right interest: The right interestand challenging attitude were not presentamong the people involved in, even in thehigher officials who were made responsible forthe entire programme to make a success forthe benefit of adult education in India.(02) Unsuccessful mission: There were manyother reasons behind the various literacy

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mission were not successful. Huge number ofrules and regulations which were implementedto achieve the goal became barriers to the goal.Weak instructional and teaching methodologycould not meet the result. Insufficient supportsfrom NGOs, states governments and the localpowers made the mission unsuccessful.(03) Non-co-operation:

Active co-operation among the variousagencies were not there to come up withstipulated target to achieve. Government as wellas Non government Agencies must extendhelping hands to make any policy successful forall corners with positive intention taking out thepolicies from papers and files.(04) Emphasis only on literacy:

The three objectives of ‘literacy’, ‘sincerity’and ‘application’ could not be met. Only literacywas given more important among the three. Theright intention of the higher officials to makepolicies into the realities is most vital pointtowards the success of literary programmes.With literacy, the other two aspects like sincerityand application should be taken intoconsideration.(05) Less interest of participants:

In the case adult education, the agedpeople did show much interest to participate theprogramme, as they think; at this stage of lifethis will not add any value in their life. Thesepeople should be counseled about theadvantages of literacy for their own and evenfor the next generation.(06) Non-interest of local powers:

There are certain political and local powerswho virtually did not want this programme tocome into success, in fear of losing their illiteratevote bank and certain political interest mighthave not permitted them to encourage this typeof programme.(07) No guaranty of jobs:

The literacy mission was mainlyconcentrated only on literacy, but not forproviding guaranteed job after its completion.

At the same time no continuing program wasunder taken for those who could finish thecourse in time. Thus it was valueless for themfurther.(08) Problem for aged people: There weremany problems for the aged people to attendthe classes which were conducted at eveningtime or at night time. People were notinterested because pressure of family economy,insufficient time to spare after day’s work andof course different in mentality about womento go for such classes, which is sometimesagainst the social norms.(09) Time constrain:

Six months time for the national literarymission was more time for the learners as wellas for the teachers, who could not keep theirinterest for a long time for many family reasons.Conclusion:

Education is no doubt an important toolof Human Development and improved Humandevelopment plays very important role inimproving living standards of thepeople.Improved education and health facilitiescan also help in economic development of thecountry. To make India one of the majorknowledge countries in the world in the nearfuture, it is important to continue the currentlevel of focus and commitment, along with theright amount of resources in an improvedgovernance and service delivery framework(Singh,Kurukshetra,Sept. 2012).References:(01) Ahuja,R.(2004):Social Problems in

India,Rawat Publication,Jaipur(02) Joshi,S.C.(2005):Social Problems,Akansha

Publishing House,New Delhi(03) Kurukshetra,September 2012(04) Ojha,N.N.(2000):Social Issues in

India,Chronicle Books,New Delhi(05) Sharma,R.N.(1999):Indian Social Problems,

Media Promoters & Publishers Pvt Ltd., Bombay(06) Yojana,January 2016

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A STUDY OF EMOTIONAL QUOTIENTIN RELATION TO ACADEMIC

BACKGROUND OF SECONDARYSCHOOL TEACHERS IN MUMBAI

Dr. Indira ShuklaPrincipal, Gokhale Education Society’s

College of Education & ResearchParel, Mumbai

&Sandeep B. Bodke

Assistant Professor, Gokhale Education Society’sCollege of Education & Research

Parel, Mumbai

==============***********===============Abstract

The present paper aims to study theEmotional Quotient of Secondary School Teachersof Mumbai City District. The researcher hasstudied the academic background factoraffecting on Emotional Quotient of secondaryschool teachers. Emotional Intelligence is animportant aspect which plays a vital role in eachindividual as well as social peace, progress etc.The role of a teacher in student’s life is crucial.If teachers are emotionally competent then onlythe students will be. So, the researcher wantedto find out the EQ levels of secondary schoolteachers of Mumbai. The researcher hascalculated the EQ levels of 700 school teacherswith the help of standardized tool meant forteacher and trainees. The researcher found thatthe EQ level of female school teachers is muchhigher than the Male teachers. Male teachersare having Low, Average and High EQ levels. Itwas surprising and appreciable finding that evenafter having so much work at family, working

place Female teachers maintains emotionalbalance than males.Keywords: Factors, Emotional Quotient,Secondary School Teacher1. INTRODUCTION:

Emotional Intelligence (EI) is defined asthe ability to perceive, express, understand,motivate, control and regulate emotion.Emotionally intelligent people are self-aware.They manage their emotions without beinghijacked by overwhelming stress, depression,anxiety, or anger. The present study is adescriptive research to know the factorsaffecting emotional quotient of secondaryschool teachers with respect to gender andacademic background of teachers.2. LITERATURE REVIEW:Divakara (2013) studied the effectiveness ofthe enhancement programme of EmotionalIntelligence and Spiritual Intelligence amongB.Ed. student-teachers. The analyses andinterpretations of the data techniques pointedout that spiritual intelligence of the participantswere enhanced by the offered programme. TheSI enhancement programme helped theparticipants to develop spiritual characters likelove, empathy, kindness, and brotherhood.Prabhakar (2013) investigated emotionalintelligence skills of teachers and studied theassociation of Emotional Intelligence skills withdemographic variables such as age, gender,education, experience, and geographic locationin Visakhapatnam district of AndhraPradesh,India. There is no significant difference betweenmale and female teachers in their opinion inthe areas of Assertion, Aggression, Comfort,Empathy, Decision Making, Leadership, DriveStrength, Time Management, CommitmentEthic, & Change Orientation, Self-Managementin Life and Career and Stress Management.Vasimalai (2014) compared self-efficacy andemotional intelligence of high school studentsin relation to some particular factors. Studentspossess emotional intelligence that emphasizes the

04

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value of the positive individual difference,promote the learning of teamwork and problemsolving skills and empower children to gainpositive social skills. Such social skills booststudent’s relationship, mutual respect, andengagement in classroom learning.3. OBJECTIVES OF THE STUDY:1) To study the difference between EmotionalQuotient of secondary school teacher on the basisof academic background.2) To compare the Emotional Quotient ofgraduate and Post- graduate teachers.4. HYPOTHESIS OF THE STUDY:1) There is no significant difference betweenEmotional Quotient of secondary school teacheron the basis of academic background.5. RESEARCH METHEDOLOGY:

To fulfill the objectives of the study,descriptive survey method was adopted by theresearcher. Questionnaire as a tool for datacollection was prepared with the help ofStandardized emotional Quotient Inventory(USMEQ-i) [The University Sains MalaysiaEmotional Quotient Inventory] (Saiful, Fuad,Rahman 2010) which has eight dimensionsnamely Emotional Control, Emotional Maturity,Emotional Conscientiousness, Emotionalawareness, Emotional Commitment, EmotionalFortitude, Emotional Expression and Faking Index.

Researcher has tried as far as possible totake all possible care to ensure therepresentativeness and adequacy of the sample.Sample is chosen systematically and randomlyto apply the chance or the operation ofprobability. For the present study the researcherhas selected Maharashtra State Board’s private-aided and non-aided schools from Mumbai Cityonly by using stratified sampling technique. Forthe present study the researcher has selectedteachers who were teaching 8th to 10th standard only byusing probable random sampling technique.

The methodology of research is decided onthe basis of nature of problem studied, aims andobjectives of the study tools available and

prepared and conditions under which the studyis conducted. To gather authentic data,systematic procedure is required. To attain theobjectives of the present study an ex-post factostudy involving descriptive correlation researchmethod was found to be most suitable.6. DATA ANALYSIS:

The data analysis is done on the basis ofcollected data from the Secondary SchoolTeachers in Mumbai City District.

Table No. 1Distribution of Questionnaire

It is evident from the above table thatthere were 421 schools in south zone, out ofthose 67 were excluded belonging to differentboards. There were 5310 teachers teaching in354 secondary schools of South Zone of Mumbaicity district schools. Out of 354 schools 81schools were selected randomly. In those 81schools 1215 teachers were working. From1215 teachers 1089 teachers were availablewhen the tool was distributed and out of 1089researcher got 781 filled questionnaires. Outof 781 filled tool 81 were incomplete and underfaking index of EQ. Tool. The total 700 (57.61%)were responded to the questionnaire.6.1 Demographics of the Respondent:

This part of the questionnaire dealt withthe demographics of the respondents. This hasthe gender wise and educational qualificationof the respondents. The detail is given below;

Table No. 2 - Gender of the Respondents

Schools Teachers Tool

filled by

Received

tool

Incomplete

Fi lled

Tool

Total

No. of Tool

81 1215 1089 781 81 700

Sr. No. Gender Respondent

1 Male 168 (24%)

2 Female 532 (76%)

Total 700 (100%)

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It is evident from the table that 168 (24%)are male and 532 (76%) are the female teachersof secondary schools from Mumbai District. Itshows that the female teachers are more than the maleteachers working is the secondary schools.

Table No. 3 -Educational Qualification of the Respondents

It is evident from the table that 421(60.14%) teachers were graduates and 279(39.86%) teachers were post graduates. It showsthat the teachers teaching in secondary schoolsare more graduates and requires having them tobe more qualified by studying at post graduatesand upgrading themselves.6.2 EQ Levels of Graduate Secondary School Teachers:

This part of the questionnaire dealt to knowthe EQ Levels of Graduate Secondary SchoolTeachers. This has the Low, Average and HighEQ Levels. The detail is given below;

Table No. 4 -EQ Levels of Graduate Secondary School Teachers

Figure 1: EQ Levels of Graduate SecondarySchool Teachers

The above table and figure shows that the290 (68.89%) EQ levels of Graduate secondaryschool teachers are High, 129 (30.64%) EQlevels of Graduate secondary school teachersare Average and 02 (0.47%) EQ levels ofGraduate secondary school teachers are Low.It shows that the EQ levels is high among theGraduate secondary school teachers, which iswill be beneficial to the students in the teachinglearning process.6.3 EQ Levels of Post-Graduate SecondarySchool Teachers:

This part of the questionnaire dealt withto know the EQ Levels of Post GraduateSecondary School Teachers. This has the Low,Average and High EQ Levels. The detail is givenbelow;

Table No. 4 - EQ Levels of Post GraduateSecondary School Teachers

Figure 2: EQ Levels of Post GraduateSecondary School Teachers

The above table and figure shows that allthe 279 (100.00%) EQ levels of Post Graduatesecondary school teachers are High It shows thatthe having the Post graduation or higher educationit improves the EQ levels of the teachers.6.4 Comparative Distribution of Graduate andPost-Graduate Secondary School Teachers EQLevel:

Sr. No. Educational Qualification

Respondent

1 Graduate 421 (60.14% )

2 Post Graduate 279 (39.86% )

Total 700 (100.00%)

Sr. No. EQ Level Respondent

1 Low 02 (0.47%)

2 Average 129 (30.64%)

3 High 290 (68.89%)

Total 421 (100.00%)

Sr. No. EQ Level Respondent

1 Low 00 (00.00%)

2 Average 00 (00.00%)

3 High 279 (100.00%)

Total 279 (100.00%)

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This part of the questionnaire dealt with tocompare EQ Levels of Graduate and Post-Graduate Secondary School Teachers. This hasthe Low, Average and High EQ Levels. The detailis given below;

Table No. 5 -Comparative Distribution of Graduate & Post-Graduate Secondary School Teachers EQ Level

F igure 3: Comparative Distribution ofGraduate and Post-Graduate SecondarySchool Teachers EQ Level

The above table and figure shows thatthere are no post-graduate school teachers inLow and Average EQ levels but 2 (0.28%) and129 (18.42%) graduate teachers has Low andAverage EQ levels. There are more graduateschool teachers 290 (41.42%) and 279(39.85%) post-graduate teachers EQ level isHigh. It shows that the Comparison of EQLevels of Graduate and Post GraduateSecondary School Teachers is high andaverage of graduate followed by low EQ levelin both Graduate and Post GraduateSecondary School Teachers.7. HYPOTHESIS TESTING:

There is no significant difference betweenEmotional Quotient of secondary schoolteachers on the basis of academic background.The technique used for testing this hypothesisis t- Value and Table Value. The following tableshows the mean, standard deviation, t- value,table value and of significance of EmotionalQuotient of secondary school teacher.

Table No. 6 –Inferential Statistics of Emotional Quotientof Secondary School Teacher on the basis

of Academic Background

The above table shows that EmotionalQuotient of Secondary School Teacher on thebasis of Academic Background has the critical/table value of t at 0.05 level of significance is1.64. The obtained value of t is 32.48 which issignificantly higher than table value 1.64.Hence, the null hypothesis is rejected.8. FINDINGS:1) There are 290 Graduate school teachers

whose EQ level is high, average EQ levelgraduate teachers are 129 and only 2graduate teacher’s EQ level is low.

Sr. No.

EQ Level

Graduate Secondary

School Teachers

Post-Graduate Secondary

School Teachers

Total

1 Low 2

(0.28%) 0

(0.0%) 02

(0.28%)

2 Average 129

(18.42%) 0

(0.0%) 129

(18.42%)

3 High 290

(41.42%) 279

(39.85%) 569

(81.30%)

Total 700

(100.00%)

Group s N Mean S. D. t-

Value

Table

Value

Level

of

Significance

Graduate 421 2.86 0.27

32.48

1.64

0.05 Post-

Graduate

279 3.51 0.29

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2) All 279 Post-graduate secondary teacher’sEQ level is high.

3) There are no post-graduate school teachersin Low and Average EQ levels but 2 and129 graduate teachers has Low andAverage EQ levels. There are moregraduate school teachers 290 and 279 post-graduate teachers EQ level is High.

4) There is a significant difference inEmotional Quotient of secondary schoolteacher on the basis of academicbackground.

9. CONCLUSION:Graduate school teachers has different EQ

levels like low, average and high but all post-graduate school teachers has high EQ level whichis an important outcome. Comparatively post-graduation overcomes graduation with respectto EQ levels of school teachers. It means thateducation is a tool to maintain emotionalstability as well as increase EQ level. So,teachers need to upgrade their higher educationto get more competencies of emotionalintelligence.10. REFERENCES:1. Best, J.W-(1959): Research in Education,

Prentice Hall Inc., Englewood Cliffs.2. Garrett H. E.(1981):Statistic in Psychology

and Education. Mumbai: Vakil, Feffer andSimons.

3. Gilford J. P. (1954): Psychometric Methods(2nd Edition) New Delhi: Tata McGraw Hill.

4. Kanji G. K. (1999): 100Statistical tests. NewDelhi: Sage Publication.

5. Kothari C. R. (1985): ResearchMethodology: Methods and Techniques.New Delhi: Wiley Eastern.

Role of Jan Jagruti Pratishtanin improving thesocio-economic conditions of small & marginal

farmers from drought affected region ofMaharashtra through adaptation of scientific

agricultural practices.

Maitreyi BodkheResearch Intern, Jan Jagruti Pratisthan

Vimalbai Gaikawad Sec. & Hr. Sec. School

Dr. KapseFounder, Jan Jagruti Pratisthan

==============***********===============Abstract –

This paper highlights the role of JanJagrutiPratisthan in improving the socio-economic conditions of marginal farmersamidst the acute drought conditions ofMarathwada region. The aim is not only toportray the success story of the NGO but alsoto delineate the challenges faced. This paperconceptualizes the strategic approach adoptedby the NGO and implemented in 31 villages ofMaharashtra. The paper strives to explain howcommunity farming along with modern scientificpractices can help marginal farmers sustainthemselves amidst acute drought conditions.It should be noted that efficient watermanagement system, timely guidance, accurateuse of micronutrients, mulching and adoptionof alternate sources of income (sericulture,pisciculture, goat breeding, dairy farming etc.)have contributed significantly to uplift the socio-economic status of the marginal farmers. The benefitsthat the farmers reap from “economy of scale” haveimpacted their lives tremendously.This paper alsopresents case studies on use of refugee cotton

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crops to tackle “Pink Bollworm Attack” andimplementation of kitchen garden practices.Benefits of the use of macronutrients & effectivewater management is highlighted as well. Jan JagrutiPratisthan–

Reg. No.F-10258 (Aurangabad) has beenregistered under society act in the year 2005.TheNGO’s strategic policies (including groupfarming, scientific irrigation and use ofmicronutrients) were implemented in 31 Villagesof Maharashtra namely - .Jalna district –1) Taluqa- Jafarabad – Akola (Dev) Delegavan Nimkheda (Korde) Nalvihira Warud BK Jawkheda (Theng) Tembhurni Hiwara (Bali) Dongaon2) Taluqa- Bhokardan – Khamkheda Umberkheda Dagadwadi (Pande)3) Taluqa- Badanapur - Chikhali (Dabhadi) Dagadwadi (Jadhav)Aurangabad district –1) Taluqa – Gangapur – Kasoda Nandeda Eklehra Palasgaon Bhoygaon Ambewadi Lasur Ambegaon Manjri Jambgaon2) Taluqa – Aurangabad – Palashi (Shahar) Shamwadi Pokhari Adgaon (Sarak) Mandki Gopalpur PisadeviIntroduction –

Marathwadais one of the driest areas ofthe Maharashtra State of India. The region hasbeen witnessing a draught situation quitefrequently leading to widespread failure of cropsto the extent of 50%-80%. About 78% of thefarmers have small land holdings (< 2 hectares).The soils are medium light to very light, having

low to medium water holding capacity.Smallfarmers not only lack scientific knowledge offarming but also face economic, technical andsocial challenges. Lack of proper infrastructure,absence of sufficient government aid, lack ofscientific knowledge and corruption alsohamper their socio-economic status .Dynamicsof demand & supply and market hassles reducetheir profits even during productive years.

Globalisation forces these marginalfarmers to compete with cheap foreign imports.However, globalization has opened severaldoors for these farmers but they must utilisetheir resources to the fullest to seize thisopportunity. Efficiency in resource utilisation,adoption of modern technology, production ofquality produce,proper processing andmarketing can help them to drastically improvetheir profits. Due to traditional farming methods,it is not possible for small farmers to raise theirefficiency individually by attaining higher returnper acre of land, per drop of water or per rupeeof investment. Through better incomegenerating options, increasein the cost- benefitratio is observed for farmers.Challenges –

Small farmers in Marathwadaregion facefollowing challenges for increasing theirfarming efficiency in terms of productivity andquality.1) About 90% crops are grown under rainfedcondition. (With the use of monsoon showers only).2) The crop yields are very low and dry landfarming became not only non-viable butunsustainable too.3) Although there are governmentagricultural extension agencies to advice thefarmers on modern agricultural practices, butdue to their limited outreach, the farmers arenot benefitted.4) Due to scarcity of water, farmers arereluctant to invest in agriculture.5) Low incomes of the farmers lead to poor standardof living, lack of education & health opportunities.

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6) Farmers have no capital for furtherinvestments or savings. Farmers are forced fordistressed sale of their produce. Therefore theyare far away from profit.7) Marginal farmers have to depend onmoneylenders for buying agricultural inputs.8) Due to frequent crop failures, the farmersare unable to repay loans and therefore banksare reluctant to provide them loans.9) They are unable to produce the requireddocuments & collateral for availing bank loans & henceare dependent on moneylenders for capital.10) Due to social systems, superstitions, marriageexpenditures their indebtedness increases.11) Lack of sanitation in rural area worsenhealth problems, malnutrition is prevalent infamily of small farmers.12) Lack of proper and timely guidance tofarmers about suitable variety of crop, calendarof field operations etc.13) Lack of political will.14) Lack of trust and enthusiasm amongstfarmers to work together.Methodology –

To meet the challenges, Dr. BhagwanraoKapse- Founder Jan JagrutiPratisthan - andMaitreyiBodkhe (Research Intern) – with theirarmy of enthusiasts, studied the availability ofresources with the poor farmers and thechallenges faced by them. Dr.Kapsewho holdsPh.D. in Horticulture and has served in the StateAgricultural University and AgricultureDepartment, is one of the country’s eminentagricultural scientists.

The NGO identifies target individualfarmers and helps to collaborate and form agroup .With the help regular meetings, problemsfaced by the marginal farmers are identified andworked upon. The NGO along with the farmers,eminent scientists, researchers and enthusiastsform a strategy that can be successfullyimplemented in the village.The strategy includes-1) After discussion with the farmers,

identification of crop which is most suitable asper the agro-climatic conditions in the specificarea is done.2) The scientists and researchers discuss withthe farmers & recommend specific varieties that canbe economically feasible to cultivate.3) Cultivation practices which are mostsuitable in particular farms are identified suchas – crop density and spacing considering fieldslope, texture and soil structure.4) Quantification of availability of nutrientsin the soil of target farms is done with the helpof soil testing laboratories. The results arediscussed by the scientists with the farmers.Accordingly doses of nutrients like N P K andmicronutrients such as Zn, Mg, Bo, P, S, Cl, Fe,Cu etc are calculated by researchers andexplained to the farmers5) Calendar of field operations – thatincludes sowing /planting time , fertiliser doses,harrowing and intercultivation operations,application of weedicides/pesticides, schedule ofirrigation, harvesting, marketing, transporting,storage of produce - are prepared by the scientistsand explained to farmers. Scientists also observekeenly whether the farmers adhere to calendaroperations or not.6) Regular review meetings–such as“DWADAS meetings “– are conducted .Problemswhich the farmers faced are discussed andscientific methods for solving the problems aresuggested by scientists and professors.7) Social problems – such as personalhygiene, quarrels and differences in opinion arediscussed and then solved. The farmers gainknowledge about investments and savings. Ngopromotes children’s education and leisurereading and recreational activities to evolve thegroup socially. Principles of economics andmarketing using simple day to day examplesare taught. Guidance about banking, saving anddocumentation is given to the villagers. TheNGO promotes healthy living,meditation, andaddiction free life. Ideals of positive thinking

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help farmers to abstain from suicide. NGO strivesto put an end to discriminatory and unfairpractices like dowry. Several festivals arecelebrated to make everlasting bonds.8) NGO encourages children of the farmers toparticipate in elocution, debate and drawingcompetitions.9) The NGO also guides about health issuesrelated to children, adolescent girls and women.10) The NGO also encourages and provides guidancefor timely immunizations for cattle and their feed withthe help of professional veterinary doctors.

The strategic approach helped the marginalfarmers to improve their socio-economic status.Small farmers came togetherand adopted moderntechnology to produce high quality agriculturalproduce. The NGO helped them to capture theemerging domestic and world markets .Under theprofessional guidance , these groups undertakethe processing, value addition techniques ,marketing and transportation and hence reducecost due to benefits from economy of scale.Objectives of the strategy –- to help the villagers form Self Help groupsand undertake value addition processes onagricultural produce – such as papad making ,cane basket making etc.- To promote sustainable agriculture andefficient use of resources.- To bring together small farmers in clustersand develop the groups.- To encourage the farmers to form groupswhole heartedly.- To educate the farmers about vermicomposting,compost, green manure and bio gas.- To help the group to set up Bio gas plantson a community basis- To identifythe common needs,opportunities and potential of marginal farmers.- To adoptsuitable common cropping patternon largescale.- To encourage the use of modern technologyfor high quality production.- To strengthen scientific water management

systems like drip and sprinkler.- To increase water use efficiency.- To educate farmers about blood donation,polio eradication schemes and programs ofnearby primary health centre.- To help the villagers to gather documentsrelated to bank and avail loans and insurance.- To teach the farmers about farmbudgeting and accounting.- To encourage the farmers to enrol in thevoters list and vote during each elections.- To teach the farmers on data collectionand proper recording of cost of cultivation ofparticular crops.- To conserve land and water resource oncommunity basis .- To provide proper market facilities to the farmers.- To boost socio-economic development ofmarginal farmers on sustainable basis.- To bring all crops including cereals underDrip Irrigation.Success storiesof Jan JagrutiPratisthan – Increase in Yield (Quintals Per Acre)considering all the 31 villages under NGO –

It can be clearly seen that by adoptingscientific methods suggested by the NGO andby participating in group farming , the farmers

Name of Crop

Before group

farming After group

Farming Times Increase

Yield per Acre (Quintals)

Income perAcre (Rs.)

Yield per Acre (Quintals)

Income per Acre (Rs.)

3-4 times

Cotton 6-10 24,000 to 40,000

25-30 1,00,000 to 1,20,000

2.5 times

Tur 6-7 21,000 to 24,500

15-17 52,500 to 59,000

2-2.5 times

Soyabean 7-9 22,400 to 28,800

15-18 48,000 to 57,600

2-2.5 times

wheat 10-15 10,000 to 15,000

25-30 25,000 to 30,000

3-3.5 times

Sweet lime 4-5 Tonnes

40,000 to 50,000

15-18 Tonnes

1,50,000 to 1,80,000

2-2.5 times

pomegranate 4-5 Tonnes

2,00,000 to 2,50,000

10-12 Tonnes

5,00,000 to 6,00,000

2-2.5 times

Others like garlic, ginger, onion

- - - - 2-2.5 times

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witnessed a bumper produce .Therecommendations proved to be successful for allmajor crops and on average the yield per acreincreased by 2.5 – 3 times. Growth statistics of Khamked village ,Maharashtra ( 2007) and ( 2012-2013) -

2007 – Statistics

YEAR 2012-13

Per Capita income of Khamkhed villageincreased by 2.54 times which was greater thanthe increase in per capita income of Jalna district. Village Jiradgaon, Maharashtra –Marginal farmers grouped together andcultivatedmango ( Mangiferaindica ) ( variety-kesar ) on 400 hectares of land. In the secondphase–non traditional crops-like Pomegranate(Punicagranatum), Sweet Orange (Citruslimetta) , Amla (Phyllanthusemblica ), CustardApple( Annonareticulata ) were also cultivated. Village – Akola Deo , Maharashtra –

The farmers cultivated Mango (variety-Kesar ) on 200 hectares and sweet orange on260 hectares of land .

Around 400 farmers focused theirattention on cotton – the main cash crop of thevillage. The NGO’s strategic approach helpedthe farmers toincrease their yield 3 times. Thehighest yield recorded was 75 quintals/hectare. These achievements gave a boost tothe farmer’s confidence and they successfullycultivated capsicum -a non-traditional crop –in 12 shed netsInnovative water management techniquesimplemented by the NGO -

The following water conservationmeasures were adopted -1. Drip Irrigation and sprinklers was usedinstead of traditional inefficientirrigationmethods.Drip irrigation systems have beenadopted for crops like cotton, fruit trees, chilli,etc on about 3000 hectares. Most drip systemsare equipped with fertigation enabling efficientuse of fertilizers. Due to drip irrigation, irrigatedarea coverage has been increased by aboutthree times besides increased crop yieldscompared to earlier flood irrigation system.2. Mulching techniques were implementedfor cotton, fruit crops and vegetables. Itmaintains the optimum temperature at root zoneso as to improve vital activities of white root hairs andfacilitates the maximum uptake of nutrients. It alsoprevents evaporation losses drastically along

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withproviding effective weed control.3. In situ water conservation methods- sowingacross the slope and making furrows at particulardistance across the slope - were utilised.4. Anti-transpiring agent like Kaoline was usedjudiciously and scientifically .It significantly helped toreducetranspiration losses from farm ponds.5. Levelling of land and application of silt to lighttextured soil increased its water holding capacity.6. Use of Win-soil like materials(thatholdwater - 300 to 500 times of its own weight)toenhance irrigation water retention capacity.Therefore period of water availability to cropsalso increased.7. Use of drought tolerant and short durationvarieties of pigeon pea (Cajanuscajan), cotton(Gossypium ), green Gram ( Vigna ), Jowar(sorghum) etc.8. Storage and conservation of rain water invarious ways such as farm pods, cement checkdams and wells. The wells are filled with waterduring dry season by bringing from nearbyavailable sources with the help of tankers. Teamwork and group farming approach divided thewater cost and hence each farmer could tackledrought without burning a hole in his pockets.9. Use of foliar application techniques fornutrients, growth regulators etc helped toincrease drought tolerance of standing crops.10. Maximum use of organic matter like farmyard manure (FYM), organic compost and mulch,polythene mulch and green manure to increasewater holding capacity as well as soil fertility.This helped to drastically decrease waterrequirements of crops.11. Presently, there are 1430 groundwaterwells and 250 farm ponds to harvest rainwaterand farmers are able to grow cash crops like fruittrees (pomegranate, sweet orange) besidescotton, maize, soybean on their fields, which wasnot the case prior to the introduction of Groupfarming Initiative.Table 1 )Annual water saving , cultivation cost,fertilizers, labour cost ,increase in crop yields

achieved by ‘Group Farming’ and innovativewater management system .

Table 2) The pre and post project incomesfor some important crops.

- Water management system helped to savewater by 40 %Case study1) Tackling Micronutrient deficiencies –

In Marathwadaregion, nowadays soiltesting reports are showing that most of thefarms are deficient of micronutrients like N, P,S, K,Zn,Mg, Bo .This is due to over exhaustionof micronutrients by hybrid plants from thesame root zone year after year. In earlier dayscrop rotation of cereals with legumes / pulsesbalanced the micronutrients present in the soil.Nowadays, hybrid cash crops like maize and cotton aregrown extensively on the same farm year after yearwithout following proper crop rotation thusmicronutrients are depleted to a large extent.

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Scientists recommended Micronutrientdoses to overcome the micronutrient deficiencies.It can be given to the plants through soilapplication, drip irrigation or foliar application.If deficiency of micronutrient is not cured, cropyield reduces to a great extent.

NGO helped the farmers to identifymicronutrient deficiencies with the help of soiltesting laboratories and guided then about theproper practices.Use of micronutrient increased the yield by 10-15%.Case study 2 )Use of refugee / trap crops –

It has been noticed in several parts of Indiathat the “ Pink Bollworm “ has built immunityagainst BT cotton and is again causing majorcrop failures. When the NGO noticed the “PinkBollworm” attack in its villages it implementedthe traditional technique of refugee crops.Under refugee crop scheme-

After 10 lines of BT cotton , 2 lines non –BT cotton were grown .The Pink bollworm whichhas started to grow resistance against the BTnow was given an opportunity to feed on non BTcotton. This prevented the boll worm from attackingthe yield producing BT cotton. This method has showntremendous results in the villages.

Though the method is very primitive,farmers lacked scientific knowledge and werereluctant to waste the area of 2 lines growingnon – BT. Non BT is low yielding but when thepink boll worm stayed away from BT cotton, theirincomes increased tremendously.

With respect to BT. Cotton the farms onwhich trap crops were used showed 10 – 15 %more resistance to Pink bollworm than the farmson which trap crops were not used.Case Study 3) Kitchen garden –

The NGO noticed that the farmers did nothave a balanced diet as they did not havepurchasing power.They couldn’t afford to buyvegetablesas well. Hence, the Ngo popularizedthe concept of kitchen garden in the villages. Itwas observed that malnutrition rates went down

significantly and the families could eat awholesome meal. Immunity of the childrenimproved and diseases like common cold wereeradicated to a great extent.Farmers no longersuffered from deficiencies and had good health.The simple concept of kitchen garden helpedthem to become self-sufficient. The farmerscould reap benefits of Indian Ayurveda and treatminor illnesses.They could grow all vegetablesand their crop basket grew exponentially. Thekitchen garden not only comprised of vegetablesbut it also included fruits and medicinal plants.

Fruits–lime, guava, tamarind,Ziziphusjujuba,wood apple, mango, amla, custard apple Medicinalplants– aloevera, ginger, turmeric, garlickOBSERVATIONS –1) Regular meetings –

Every farmer of the group attendedmonthly meetings called “DWADAS “. Thishelped in dissemination of scientific farmingpractices. These meetings are organized onfarms for building a stronger relationship amongthe group. They discussed the technologiesadopted, shared their experiences had lunchtogether. Such strong meaningful, interactiveparticipation keeps the various Groups growing.New Farmers from neighbouring villages werealso invited for the meetings, some of theminitiated group farming in their villages afterreturning back .These meetings helped to buildcapacities of farmers to make proper decisionsand give the message of team work.2) Timely guidance –

Scientists, agronomists and researchersattended the “DWADAS”meetings and lecturedthe villagers on proper methods of agriculture.They guided them to smoothly escape thedrought situation and sustain themselves eventhough the region was tacking acute droughtconditions. Information about plant and cattlediseases,sericulture, pisciculture, proper use offertilizers and micronutrients was also given tothe farmers.Through such interactions the localfarmers benefited from the marketing

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strategies, scientific development andtechnologies that they would have neverreceived if these meetings did not exist.3) Benefit of “Economy of Scale” – Farmerssuccessfully reduced their investments as thesupplies such as seeds, drip irrigation apparatusetc. were bought in bulk with discounted prizes.As the entire group’s produce was sent to marketsor exported at a time, the transportation cost gotdivided and each farmer benefited significantly.4) Increase in risk taking capacity – Due tocommunity participation and timely guidance,farmers stated to cultivate crops those were nottraditionally grown in that area.5) Introduction of alternate income sources -animal husbandry, dairy farming, sericulture andpisciculture were among the several projectsinitiated to provide farmers with an alternateincome source.6) Social aspects – it was noticed that thequarrels amongst villagers subdued and this leadto effective policy making and implementation.Villagers started to take education and healthseriously .Each person has successfully acceptedscientific temperament and no longer believesin superstitions and quacks.7) Infrastructure –

Proper and timely transportation helped thefarmers to sell their goods in profitable markets ofHyderabad and Bangalore. This would not have beenpossible without the guidance of the NGO.8) Water management – Proper watermanagement systems were implemented suchas drip irrigation, sprinklers and mulching.Fertigation was implemented in the farms todecrease manual labour and consequently FUE(Fertiliser use efficiency) increased .Dripirrigation helped to decrease soil erosion andwater was provided to root zone of the crop only.Drip irrigation proved to be an efficient and quickmethod of irrigation.9) NGO motivated farmers to open bankaccounts under Jan DhanYojana(a governmentof Indiainitiative) and opt for crop insurance

schemes. These bank documents helpedfarmers to prove their identity and availbenefits of government schemes easily.Conclusion-1) Due to community farming , cost that theindividual farmer incurred decreased by 15-20 %2) By implementing scientific methodssuggested by the NGO , farmers harvested 28to 30 quintals of cotton per acre .That is 4 to4.5 times than normalyield.3) By introduction and adoption of variouswater conservation techniques, about 9 millioncubic meter of water was saved annually overan area of 3000 hectares.4) Mulching helped to increase water savingby 10 % at the same time decreased weedicideexpenditure by 75 %5) Water management system helped to savewater by 40 %6) About 20% saving in cultivation cost was recorded.7) Savings in expenditure on fertilizers was 25 %while 30-35 % saving in labour charges was noticed.8) 2.5 – 3 times increase in crop yield was achieved.9) Some Akola Dev farmers (SarangdharBajiraoSavade, BaluVinayakKapse, Delegavan)could get around 25 Qtls/Acre cotton yield.10) One ofthe intercropping experiment(chilli inpomegranate) led to additional income of Rs.900000/11) Implementation of NGO recommendedwater saving methods , micronutrient use andcommunity farming increased the income ofindividual farmer by 50-70 %12) Per capita income of Khamkhed increased2.54 times.13) 15 – 20 % income increase was noticeddue to alternate income sources (Dairyfarming,Goat farming etc ) and value addition processeslike papad making , grain cleaning and sortingbefore sale etc.14) Mulching helped to increase water savingby 10 % at the same time decreased weedicideexpenditure by 75 %15) Drip irrigation helped to save water by 25-30 %.

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Job satisfaction among lecturersteaching in self finance college of

education in relation to socio-demographic variables.

Mr. Mukesh Kumar DubeyAssistant Professor, School of Education,

B.B.A. University (A Central University), Lucknow

==============***********===============Abstract:

The present study has been conducted toinvestigate the job satisfaction among lecturersteaching in self finance college of education inrelation to socio-demographic variables. Theinvestigator had used survey method to studyproblem & to analyzing the collected data. Therandom sampling technique had been employedto the sample of 100 lecturers working in selffinance college of education located in Lucknowdistricts of Uttar Pradesh. Teacher’s job satisfactionscale of Y. Mudgil, I.S. Muhar & P. Bhatia is used forthe present study. The analysis of data reveals thatmale and female lecturers are equally satisfied,there was found a significant difference betweenrural and urban lecturers and it was found thatthere is a significant difference between below ageof 30 years and above age of 30 years lecturers ofself finance education colleges regarding the jobsatisfaction.Key words: Job Satisfaction, Self Finance College.Introduction:

Job satisfaction describes how content anindividual is with his or her job. The happier arewithin their job, the more satisfied they are said tobe. Job satisfaction is not the same as motivationor aptitude, although it is clearly linked. Job designaims to enhance job satisfaction and performance:methods include job rotation, job enlargement, job

enrichment, and job reengineering. Otherinfluences on satisfaction include themanagement style and culture, employee’sinvolvement, empowerment and autonomouswork position.

Job satisfaction is a very important attitude,which is frequently measured by organizations.The most common way of measurement is the useof rating scales where employees report theirreaction to their jobs. Question relate to rate ofpay, work responsibilities variety of tasks,promotional opportunity, the work itself and co-workers. What is job satisfaction? Job satisfactionis one’s attitude towards his job (positive ornegative). Satisfaction in work and workenvironment is the basic constitute of employeejob satisfaction. Employee attitudes and valueinfluence their behavior. Positive outlook andbackup from HR helps modify behavior resultingin higher performance levels.

The difference between the result that theindividual desire and those she/he maintained willaffect his satisfaction. There is a consistentrelationship between the professional status andthe job satisfaction. High levels of job satisfactionare observed in those professions which aredeemed of good standing in society.

Job satisfaction consists of linking for thework of involved and acceptance of the pressureand aspiration connected with the work. It impliesthe identification of oneself with the requirementof the work involved in the job. All types of workare not apparently satisfying people engaged withthe work which is not satisfying in itself naturallylook for satisfaction from the source external toits job satisfaction, therefore, may be said as amental quality and an attitude towards one’sprofession. It indicates an individual’s ability tostrike a balance between the requirement of thejob and his potentialities. Job satisfaction giveshappiness efficiency and success in one’sprofessional activity. It represents harmony to theworker and progress to community. But the effectof dissatisfaction is disastrous.

The job satisfaction plays an important rolein the job behavior of an individual. It has been

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defined by Glimer, “Job satisfaction ordissatisfaction is the result of various attitudes theperson holes towards his job, towards related factorand towards life in general.” At present jobsatisfaction has been an important issue. Peopleare interested to work in the organization as wellas the services where they get more satisfaction.In early 1989, self-finance colleges of educationwere started and mushrooming of these collegeswas happened from last six or seven years.Thousands of students pass out from the samecolleges but the pay grade and facilities are not theway it should be. This boosts the bored andunusually handling of the jobs. This study is neededfor: a- The betterment and upliftment of qualityeducation in self-finance educational colleges. b-To know jab satisfaction level of lecturers in self-finance colleges.Statement of the problem:

“Job satisfaction among lecturers teaching inself finance college of education in relation tosocio-demographic variables.”Objectives of the study:

The objectives of present study underinvestigation are the following:-1. To study the job satisfaction among lecturersteaching in self finance college of education inrelation to socio-demographic variables.2. To compare the job satisfaction among maleand female lecturers in self finance educationalcollege.3. To compare the job satisfaction among ruraland urban self finance colleges of education.4. To compare the job satisfaction among belowage of 30 years and above age of 30 years lecturersin self finance colleges of education.Hypothesis of study:1. There is no significant difference betweenmale and female lecturers of self finance collegesof education.2. There is no significant difference in rural andurban colleges of education under self financescheme.3. There is no significant difference in below ageof 30 years and above age of 30 years lecturers ofself finance educational colleges.

Methodology, Sample and Sampling Techniques:The investigator had used survey method

to study problem & to analyzing the collecteddata. The random sampling technique had beenemployed to the sample of 100 lecturers teachingself finance college of education situated inLucknow.Tool to be used:

Teacher’s job satisfaction scale of Y. Mudgil,I.S. Muhar & P.Bhatia is used for the present study.The TJSS consist item, where a respondent has tomake his/her agreement with each item on pointscale. These entire items are given a score from 5to 1 i.e. strongly disagreeing, the sum of thesevalues given the job satisfaction scores for thesubject.Statistical technique used:

The investigator had used mean, standarddeviation, ‘t’ test to study the job satisfactionamong lecturers of educational colleges under selffinance scheme.Delimitations of study:

The present study is carried out underfollowing limitations:-1. Only self finance colleges are taken for thepresent study.2. The study is delimited to the sample of 100lecturers of self finance colleges in Lucknow.3. The present study is confined to thelecturers of self finance colleges of education.Hypothesis 1:

“There is no significant difference betweenmale and female lecturers of self financededucation college “regarding job satisfaction”.

Table -1Mean, S.D and ‘t’ scores between male and femalelecturers of self finances educational colleges.

NS – Not significantThe table-1 shows the difference of scores

between male and female lecturers in self

Gender Numbers Mean S.D ‘t’

Male lecturers

50 230.12 31.53 0.20NS

Female lecturers

50 231.12 31.53 0.20NS

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financed college. The mean scores of male andfemale lecturers are 230.12 and 231.12 respectively,and ‘t’ value is 0.20, which is not significant at anylevel of significance. The mean score of male isslightly higher than female lecturers, but it is notsignificant. So our null hypothesis that ‘There is nosignificant difference between male and femalelecturers in self financed education colleges’ isretained.Hypothesis 2:

“There is no significant difference betweenmale and female lecturers of self financededucation colleges “regarding job satisfaction.

Table -2Mean, S.D and ‘t’ scores between male and femalelecturers of self finances educational colleges

**Significant at 0.01 level of significanceThe table -2 shows the difference of scores

between rural and urban lecturers of self financedcollege. The mean scores of rural and urbanlecturers are 213.08 and 229.04 respectively, and ‘t’value is 5.50, which is differ significantly at 0.01level of significance. The mean score of rurallecturers is lower than the urban lecturers. So ournull hypothesis that ‘There is no significantdifference between rural and urban lecturers ofself financed education colleges’ is rejected. So itis concluded the urban lecturers are more satisfiedthan their rural counterparts.Hypothesis 3:

“There is no significant difference in belowage of 30 years and above age of 30 years lecturersof self finance educational colleges.”

Table -3Mean, S.D and ‘t’ scores between below age

of 30 year and above age of 30 years of age lecturesof self financed educational colleges and femalelecturers of self finances educational collegesregarding job satisfaction.

**NS – Not significantThe table -3 shows the difference of scores

between below and above 30 years of agelecturers in self financed college. The mean scoresof below and above 30 years of age lecturers are222.91 and 239.62 respectively, and ‘t’ value is3.391, which is differ significantly at 0.01 level ofsignificance. The mean score of below30 year’slecturers is lower than the above 30 yearslecturers. So our null hypothesis that ‘There is nosignificant difference between below and above30 years of age lecturers of self financededucation colleges’ is rejected. So it is concludedthe lecturers belong to above 30 years of age aremore satisfied than below 30 years of agelecturers.Main findings:

The findings of the present investigationwere summarized here:1. It was found that there is no significantdifference between the male and femalelecturers of the self finance education collegesregarding the job satisfaction.2. It was found that there is a little differencebetween rural and urban lecturers of self financeeducation colleges regarding the job satisfaction.3. It was found that there is a significantdifference between below age of 30 years andabove age of 30 years lecturers of self financeeducation colleges regarding the job satisfaction.Discussion of results:

In the light of analysis and interpretation ofthe data, it is clear the male and female lecturersare equally satisfied on the basis of their jobenvironment, conditions, as pay etc. there is alittle bit difference between the both abovemention male lecturers are slightly more satisfiedthan female lecturer but difference was notconsiderable, so the conclusion is that male andfemale lecturers are equally satisfied.

Location Numbers Mean S.D ‘t’

Rural lecturers

50 213.08 26.73 5.50

Urban lecturers

50 229.04 29.46 5.50**

Gender Numbers Mean S.D ‘t’

Below 30 years

50 222.91 30.33 3.391**

Above 30 years

50 239.62 22.11 3.391**

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There is found a significant difference betweenrural and urban lecturers, urban lecturers of selffinance education colleges are more satisfied thanrural lecturers who are working in private collegeof education which are situated in rural areas. Thecauses of different satisfaction levels are founde.g. facilities availed by institutions, pay scale,environment, management support, relation ofstudent and teacher etc. Somehow that urbanlecturer are getting much better facilities, betterenvironment , better pay scale , managementsupport and healthy relationship between studentand lecturers. Because of the above points rurallecturers desired more job satisfaction level.

It is found that the below age of 30 yearslecturers are less satisfied than the above age of 30years lecturers. Somehow, above age of 30 yearslecturers have more job experience than below ageof 30 years. Long servicing lecturers may have beenlearnt more about their tasks and responsibilitysolidify their attitudes toward their job s andorganizations and tend to be more independent ascompared to junior lecturers. As such seniorlecturers may have developed coping mechanismto deal with difficult tasks independently ascompared to the junior lecturers. Who may requiremore support from the management to pull themthrough? This finding is reasonable since leadershipstyle was identified as an important factor thatinfluence job satisfaction, commitment and lengthof working of employees.Implication of the study:

The findings of the study have been reportedin the discussion now even, some of its practicalimplication can be polled together to consider itsimportance. On the basis of the finding of the studyof the following implication emerged.1. The job satisfaction level in self financecollege of education is not so much good, somanagement of this college have to be more carefull about this.2. College, which is situated in rural areas,should be also equally equipped and modernteaching technologies should be applied there forteaching, so that rural lecturers can give their bestthrough these facilities.

3. Management support is always matter a lotof in self finance institution, so managementshould be supportive.4. Lecturers who are below age of 30 yearsmeans new or junior have also should be givenchances for the new tasks and experiments, sothat they can also feel good and quality importantto old one. This is a fact that Experience matter alot, but this step should be taken for the newJoining and for their job satisfaction.Bibliography Aggarwal, J .C (1998); ‘Teacher role, status,

service condition and education in India ‘NewDelhi; Doaba House.

Alain Jahanngir (2002); “A Study of TeachersEffectiveness and Job Satisfaction of CollegeTeachers. An M.Phil Dissertation, KurushetraUniversity, Kurushetra.

Anand , S.P (1978); “School Teachers & JobSatisfaction” Indian Psychological Abstract, Vol.15.

Bhaskara Rao, D & Sridhar (2003);”JobSatisfaction of School Teachers.” New Delhi:Discovery Publishing House.

Garrett. H.E (1996);” Statistics in Psychologyand Education.” David Micky Company Inc.

Gupta, S.P. (1950);” A studs of Job – Satisfactionat three levels of Teaching, Ph.D, Educational,Meerut University.

Lathita ,Beegam, N.H ; “Sam Sananda Raj , H(2003);” Job Satisfaction And Spiritualistic &Orientation Among Lecturers.” Psyco-lingua, July,2003, Vol. 33, No. 2 pp. 149 – 155.

Mehmat, D, Karsl and Hale I (2009); “To examinethe effect of the motivation provided by theadministration on the job satisfaction of teachersand their institutional commitment.” ProcediaSocial and Behavioral Science, 1, pp. 2252 – 2257.

Sharma, R.D and Jyoti, J. (2009);” Job Satisfactionof University Teachers: An Empirical Study, “Journalof Services Research. 9 (2).

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Education Sector Reforms and Mid-Day MealScheme: A Study with Special Reference to

different primary Schools of South 24 Parganasdistrict of West Bengal

DR. ARINDAM GHOSHAssociate Professor & HeadDepartment of Commerce,

Panihati Mahavidyalaya, Sodepur, Kolkata&

BISWAJIT PAULAssistant Professor (Dept. of Commerce)

University of Gour Banga,Malda, West Bengal

==============***********===============Abstract

Through this paper we are trying tohighlight how the Mid-Day Meal Scheme (MDM)is becoming an influential factor in educationsector reforms. Different Mid-day MealSchemeswere initiated on the basis of thephilosophy that “when children have to sit inclass with empty stomachs, they cannot focuson learning”. The scheme is important forimproving enrolment, attendance and retentionof primary school children, while simultaneouslyimproving their nutritional status. Mid-Day MealScheme had proved to be an effective means tocheck high dropout rates of children fromeconomically weaker sections, while alsoaddressing their nutritional needs. On this issuevarious schemes were implemented in theprimary education sector by the Government toreach the disadvantaged population.Apart fromenhancing school attendance and child nutrition,mid-day meal has an important social value andfoster equality.The methodology included both

the secondary data and primary data and scopeof the study limited to some Blocks of South 24Parganas district of West Bengal.Introduction

In India, many numbers of children aresuffering from hunger. Hunger is a big enemyto the human beings. It will take the lives ofthe people. Children represent the future, andensuring their healthy growth and developmentought to be a prime concern of all the societies.Our government is also trying its best to controland get back their rights.

Different Mid-day Meal Schemeswereinitiated on the basis of the philosophy that“when children have to sit in class with emptystomachs, they cannot focus on learning”. Thescheme is important for improving enrolment,attendance and retention of primary schoolchildren, while simultaneously improving theirnutritional status. Mid-Day Meal Scheme hadproved to be an effective means to check highdropout rates of children from economicallyweaker sections, while also addressing theirnutritional needs. On this issue variousschemes were implemented in the primaryeducation sector by the Government to reachthe disadvantaged population.Apart fromenhancing school attendance and childnutrition, mid-day meal has an important socialvalue and foster equality.

We know that a hungry child is a poorlearner lacking in concentration. A mid-day mealis an important instrument for combatingclassroom hunger and promoting betterlearning. Many children reach school with anempty stomach in the morning, since a goodearly morning breakfast is not a part of thehousehold routine. Under these circumstancesit is important to acknowledge the Short TermEffects of MDM on learning. MDM could thusbe a means for not only promoting schoolenrollment but also better learning in schools. Withchildren from all castes and communities eatingtogether, it is also instrumental in bringing about

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better social integration.MDM could serve the important purpose of

improving school enrollment and attendanceespecially girls thus contributing to genderequality. With MDM, it would be easier forparents to persuade their children to go to schooland for teachers to retain children in theclassrooms. It could foster sound social behavioramong children and dispel feelings of differencebetween various castes.As they are taking theirmeal by sitting together and sharing meal to eachother, so it brings the social equality also.MDMcan also contribute to gender equality by reducingthe gender gap in education by boosting femaleattendance in school.Background of MDM

Article 47 of the Indian Constitution (in theDirective Principles of State Policy) explicitlystates that ¯The State shall regard the raising ofthe level of nutrition and the standard of livingof its people and the improvement of publichealth as among its primary duties…. Article 39(f) of the Indian Constitution also directs theStates to ensure that ¯children are givenopportunities and facilities to develop in ahealthy manner and in conditions of freedom anddignity. Article 21 of the constitution implicitlyprovides ¯right to life to every Indian citizen.

In keeping with these constitutionalprovisions, the National Programme ofNutritional Support to Primary Education (NP-NSPE) was launched as a Centrally SponsoredScheme on 15th August 1995, in 2,408 blocks inthe country as a dry ration scheme, to enhanceenrolment, retention and attendance andsimultaneously improve nutritional levels amongchildren. The Scheme was revised in its contentand coverage from time to time. The hot cookedmid-day meal is being served to the children ofelementary classes from 2004. The Scheme sawa significant development during 11th Plan andmany studies reported that this Scheme has apositive impact on various educationalparameters and has helped a lot in achieving the

goals of SSA in universalizing the elementaryeducation in the country. The provision ofpayment of honorarium to cook-cum-helpershas opened the path for the disadvantagesections of the society to get employment inthe Scheme with dignity and pride to preparethe meal and serve to the children.

The Mid Day Meal was extended to coverall children of upper primary classes from 2008-09. The Scheme was further revised in April 2008to extend the scheme to recognized as well asunrecognized Madarsas/Maqtabs supportedunder SarvaShikshaAbhiyan (SSA) as Governmentaided centres. The scheme was further revisedduring 2009-10 to enable the States / UTs toprovide nutritious and calorific meal to thechildren of elementary classes. It was furtherextended to cover children under National ChildLabour Projects (NCLP) w.e.f. 1.4.2010.

The MDM scheme has played a veryimportant role in enhancing the enrollment andreducing the drop out in elementary schools.During the 11th plan the scheme has beenstabilized and supply bottlenecks have beenremoved. The independent monitoringinstitutes reported that Mid-Day Meal Schemehas positive impact on attendance andretention of the children in the school. TheOffice of Supreme Court Commissioner alsoreported that the Mid Day Meal Scheme is themost widely accepted Scheme and has positiveimpact in improvement of educationalindicators. Many studies have reported that Mid-DayMeal Scheme has helped in bringing girl child into theschool and bridging the gender gap.1

Scope of ResearchThe present research work is an attempt

to analyze the impact of Mid-day Meals schemeon education in terms of enrolment and drop-out rates. It also aims at analyzing its effect onenrolment, attendance, drop-out ratio, learningperformance, teaching effectiveness, andempowering woman.

Malnutrition is present among the school

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going children in South 24 Parganas districtspecifically in rural area. It prevents a child fromdeveloping into fully functional adult, it adversaryeffects of universalization of primary education terms oflack of concentration. A malnourished child is less likelyto attend school regularly.

The Mid Day Meal Scheme was introducedin West Bengal Primary schools in 2003. Itinvolves provision of lunch at free of cost toschool children on all school working days. Thekey objectives of the programme are: It protects children from class room hunger. It aims at increasing school enrolment andattendance ratio. It improves learning performance andteaching effectiveness. It is observed that the drop out ratiosubstantially decreased after implementing theMid-day Meal scheme. It has increased the enrolment andimproved the attendance ratio substantially. It has helped to raise the literacy rate in the area. It helps to universalize the primary education. Various studies have shown that food is an incentivefor many parents to send their children to schools.Objectives of the Study To collect information on Mid-day Meal Schemeto encourage primary education in our state. To know the increase in the enrolmentratio of primary schools in South 24 Parganasand reduce the dropout ratio. To assess the impact of the scheme onoverall education reforms in South 24 Parganasas well as in West Bengal. Encouraging poor children, belonging todisadvantage section to attend school moreregularly & help them to concentrate onclassroom activities. To portray profile of beneficiaries of MDMScheme and their suggestion for improvementof the programme.Methodology

The methodology included both thesecondary data and primary data. For secondary

data, recent government and non-governmentreports on primary education, governmentwebsites, newspaper articles and journals wererelied upon. The necessary primary data arecollected through questionnaires and interviewschedule and holding discussions to know theincrease in enrolment and attendance andimprovement in learning. The teachers, theguardians and the students of these primaryschools were interviewed.Selection of schools

Weused simple random samplingtechnique forselectionofschools. My area ofstudy is limited in South 24 Parganas district ofWest Bengal, and the district divided the wholedistrict into five sub-divisions namely Alipur-sadar, Diamond Harbour, Kakdwip, Baruipur andCanning. As this district is very large, so, I havetaken few gram panchayats from only two Sub-divisions namely Maheshtala, Budge Budge,Nodakhali, Gobindapur, Burul, Uttar Roypur,Chandua, Alampur, Poali, Rania, Hauri etc. fromAlipurSadar sub-division, Vadura, Fatepur, Bot-tola, Patol, Devipur, Doulatpur, Folta,Horindanga, Kodalia, Rajarampur etc. fromDiamond Harbour Sub-division and out ofwhich by randomly schools were selected. Onlyschools having Mid-Day Meal provisions weretaken into consideration for sampling purpose.In the selected district there are 37142 primary(Primary (I-IV/V) schools, out of which 30schools were selected randomly from onlyAlipur-sadar and Diamond Harbour Sub-divisions. From these schools 60 teachers and150 students and guardians were taken forresponse by using incidental sampling.Thedistrict is being portrayed at a glance: Tools Used

Forany research, tools that are used mustbe valid, dependable, reliable, objective andstandard. It is the type of the research andnature of the data which determine tool to beused. So far as this study is concerned, we haveused structured questionnaire and observation

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of school records, registers and other documents.The questionnaire was prepared with theconsultation of respected guide and all aspectsof usability, availability of resources andobjectives were taken care of. The saidquestionnaire consisted of 10 questions in alogical order for gathering the data.Administration of Tool for Data Collection

The structured questionnaire was preparedby us, which was administrated for collection ofdata. We visited 30 schools which were selectedrandomly. In each school, 2 teachers and 5students and guardians on the basis ofavailability were selected and questionnaire wasdistributed. Each respondent was verballyprovided information about the research. Theresponse sheet was then collected. Therespondent was given sufficient time to fill

questionnaire. We tried to view the schoolregisters keenly and noted the impact ofattendance, dropouts, and others aspectspersonally. We visited the school in workingdays and interacted with the respondents intheir free periods.Collection and Tabulation of Data

The respondents were explained thequestionnaire before seeking responses andwere requested to encircle the option theybelieve true. After that they were requested toresponse all the 10 items and no time limit wasfixed. All the sheets were collected in asequence after completion. After the collectionof the data, the scoring was done in accordancewith the prescribed procedure.Statistical Technique

Statistical technique is essential for anystudy to reach on conclusion and to drawinferences about the population bymanipulating the samples. We have variousstatistical techniques used to the tabulate thedate. After tabulation of the 10 items and theirresponses, we followed the following procedureaccording to the structured questionnaire.Analysis and Interpretation of Data

Analysis of data is a process of inspecting,cleaning, transforming, and modeling data withthe goal of highlightinguseful information,suggesting conclusions, and supportingdecision making. We inspected the data andcorrected if any error besides quality check onthe collected data. Whole data was thoroughlystudied keeping the objectives of research inmemory. We analyzed the extreme observationsif they were disturbing the distribution. Wewere very much interested to find out thepercentages between different groups and forthat purpose average percentage is calculatedon the basis of collected response sheetinformation by using the percentage formulawith a particular item.Purely based on the datacollection from the respondents and afterapplying statistical technique following result

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was found on the attendance due to Mid-DayMeal Scheme.YES% for particular item = Sum of YES response/Total response of a particular item × 100NO% for particular item = Sum of NO response/Total response of a particular item × 1001. Effective result in improving attendance ofMDM Scheme

Interpretation: From the above table it has beenseen that Mid-Day Meal has a great role in thedevelopment of schools. 75% teachers believedthat MDMS had been resulting effectivelyinimproving attendancewhile 25% believed that noimprovement had taken in attendance by the saidscheme. In the same way 55% students andguardians believed that MDMS had improved theattendance and 45% did not believe on that.2. Mid-day Meal Scheme to encourageprimary education

Interpretation: From the above table it has beenseen that to encourage poor students in primaryeducation MDM has a great influence. 62%Teacher respondents believed that through MDMstudents will be motivated and they will cometo school for primary education and rest teachershave given answer ‘NO’. Out of Students andGuardians, 54% answered to support thestatement and balance not supported.3. Increase in the enrolment ratio of primaryschools and reduce the dropout ratio

Interpretation: From the above table it has beenseen that Mid-Day Meal has a great role to

increase the enrolment ratio and to reduce thedropout ratio. 73% teachers believed thatMDMS had been resulting effectively in while27% believed that no change had taken in saidratios by the said scheme. In the same way 65%students and guardians believed that MDMShad improved the said situations and 35% didnot believe on that.4. Operational and structural deficiencies ofMid-day Meal scheme

Interpretation: From the above table we cansay that there are operational and structuraldeficiencies of Mid-day Meal scheme in primaryschools but I we think in short that will beresolved. Almost 80% Teachers, Students andGuardians believed the presence of deficienciesand rest did not agree on that.5. Ensuring the food for the children ofprimary schools

Interpretation: Almost 50% of the all type ofrespondents agreed that MDM ensuring thefood for children of primary schools and balance50% did not agree in this issue.6. Impact of the scheme on overallclassroom performance of primary schools

Interpretation: From the above table it hasbeen seen that Mid-Day Meal has a great rolein the development of classroom performanceof primary schools. 62% teachers believed thatMDMS had been resulting effectively inimproving the classroom performance while38% believed that no improvement had taken

Yes No Teacher 75% 25%

Student& Guardian

55% 45%


Student & Guardian 54% 46%

Yes No

Teacher 73% 27% Student & Guardian 65% 35%

Yes No

Teacher 78% 22%




Yes No

Teacher 62% 38% Student & Guardian 51% 49%

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in classroom performance by the said scheme.In the same way 51% students and guardiansbelieved that MDMS had improved the classroomperformance and 49% did not believe on that.7. Encouraging poor children, belonging todisadvantage section to attend school moreregularly & help them to concentrate onclassroom activities

Interpretation:From the above table it has been seen that

Mid-Day Meal has a great importance inencouraging poor children, belonging todisadvantage section to attend school moreregularly & help them to concentrate onclassroom activities. 73% teachers believed thatMDMS had been resulting effectively in this issuewhile 27% said ‘No”. In the same way 68%students and guardians believed and 32% did notbelieve that.8. Mid-Day Meal Scheme and teacher relatedproblems

Interpretation:Almost 50% of the all type of respondents

agreed that there is a relation between launchingof MDM Scheme and increasing the teacherrelated problems in primary schools and balance50% did not agree in this issue, they think nosuch problems are there.9. Mid-Day Meal Scheme influencing womenempowerment

Yes No

Teacher 73% 27%


Interpretation:Most of the respondents agreed that MDM

has a great influence in empowering women.60% Teachers and 68% Students and Guardiansbelieved that and balance did not believe thatMDM can influence the women empowerment.10. Role of MDM in elimination ofdiscrimination i.e., gender equality

Interpretation:From the above table it has been seen that

Mid-Day Meal has an effect to bring genderequality and 50% and above respondentsagreed that.Conclusion

It may be concluded that on the basis ofabove criteria the effectiveness is graduallyincreasing in primary schools of our state i.e.,West Bengal and MDM scheme is veryimportant in educational reform. Still they arefacing some problems related to this Schemebut that should be resolved shortly, we hope. Itcan be said that MDM scheme though has beenimplemented but is not being monitoredproperly. The scheme has given one wayprovision. The feedback from the students andparents should be taken regularly. Further, howMDM scheme is affecting the education in theschools.There are many aspects the currentstudy could not focus on.

References MohdZubairKales(2014), “Mid-Day MealScheme: A study of different schools of district Jammu”,SRJIS, June-July, 2014. Vol. I/iv, pp. 456-469 Pratichi (2005). “Cooked Mid-Day mealprogramme in west Bengal – A study of Birbhumdistrict” Professor AmartyaSen sPratichi ResearchTeam (2005).

Yes No

Teacher 52% 48%


Yes No

Teacher 60% 40%


Yes No

Teacher 55% 45%


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UNICEF (2005). “Situation Analysis of Mid-Day Meal Programme in Rajasthan” Universityof Rajasthan and UNICEF (2005). Afridi (2005) “Mid-day Meals: aComparison of the Financial and IndustrialOrganization of the Programme in Two States”,FarzanaAfridi; April EPW (2005). Guidelines for Mid-Day Meal (2007)JillaPanchayet and Department of PublicInstruction Gadag, Page no 10-14 Guidelines 2008 from Govt. of Karnataka. AksharaDasoha for Govt. & Govt. aided school children. Krishnamurthy Hosabedu H.R. (2007) – EconomicDevelopment of India, Swapna Book House Pvt LtdBangalore, Edition 2007, Page no 175. Mid Day Meal annual work plan and budget(2006-07) Karnataka Department of PublicInstruction Mid Day Meal Cell, Department ofEducation, Government of Karnataka. RuddarDutta (2002) – Indian Economy, S. Chandand Company Ltd. New Delhi, Page no 481.(Footnotes)1 JOINT REVIEW MISSION ON MID DAY MEAL WESTBENGAL, Mission Dates:19th to 28th Nov. 20132 Source: District Information System forEducation (DISE), 2011-12

Feeding Habits ofDesert Agama

Shyam Sunder MeenaSBK Government College, Jaisalmer.

Praveen Kumar ChandelSBK Government College, Jaisalmer.

Mota Ram SouGovernment college, Balesar, Rajasthan.

==============***********===============Understanding the basic structure and

function of organisms has always fascinatedbiologists. More recently, a shift of interest frompurely structural or functional analyses to amore complete, broader understanding ofanimal form and function in an evolutionary andecological context has taken place (Wainwrightand Reilly, 1994). Reptiles are ectothermswhose energy requirements and hence foodconsumption rates are extremely low in relationto endotherms such as birds and mammals(Pough, 1980; Nagy, 1983). Being the first landvertebrates, reptiles have evolved variousfeeding habits that differ from their precedinggroup, i.e., the amphibians.

Describing and explaining the functionalsignificance of feeding mechanisms andbehaviors within and among different taxa haslong been a goal of many ecologists andfunctional morphologists. Often this work seeksto explain differences in diet and (or)morphology in terms of behavioral variation inobtaining or using resources (Pianka, 1981;Schwenk and Throckmorton, 1989; Illius andGordon, 1993; Lauder and Reilly, 1994;Robinson and Wilson, 1998; Herrel et al., 1999a;Nakano et al. 1999; Shipley et al., 1999). Rarely,

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however, is the range of behaviors (behavioralrepertoire) that organisms use during theacquisition and processing of food adequatelydescribed and quantified in a comparativecontext (Reilly et al., 2001). Among the reptiles, although the basicfeeding method is similar in the group Squamata,yet their divergence to various ecological nicheshave resulted in a number of modifications inthe food and feeding habits. Seasonal weatherpatterns may be the key regulators of fooddiversity and abundance and resultantly of lizarddietary composition (Ballinger and Ballinger,1979; Dunham, 1980; Robinson, 1987; Durtsche,1995). Many agamids feed on insects and othersmall animals (Anibaldi et al., 1998; Pianka,1971), although some species are partlyherbivorous (Pianka, 1971).

Within the squamates, numerousmorphological studies have also revealed majordietary, morphological, and functional differencesamong lizard groups (Herrel et al., 1999b;Schwenk 2000b). Pianka (1966) described twomodes of foraging: ambush foraging and activeforaging. Ambush predators are traditionallyconsidered sedentary, waiting for mobile preyand attacking when the prey passes into theperceptual field; active foraging species spendmuch of their time moving actively whilesearching for prey (Huey and Pianka, 1981).Foraging mode in lizards has a central role inthe understanding of ecological and life historycharacteristics such as prey types and predators(Huey and Pianka, 1981), energy utilisation(Anderson and Krasnov, 1988), reproduction (Vitt,1990; Colli et al., 1997), relative clutch mass (Vittand Congdon, 1978; Vitt and Price, 1982),locomotor capacity (Huey et al., 1984), predatorescape modes (Vitt, 1983), learning ability (Dayet al., 1999), and chemosensory behavior(Cooper, 1994, 1995, 1997). The tongue ofsquamates has many uses and can be highlyspecialised (e.g. for chemoreception in snakesand scleroglossan lizards or for prey capture in

chameleons). Accordingly, tongue morphologyhas long been recognised to be of importancein systematics (Camp, 1923; Schwenk, 1988).In Iguanian lizards, the tongue has retainedmany primitive characters (Gandolfi, 1908;Gnanamuthu, 1937; Smith, 1988). One of thecrucial functions of the tongue in Iguanianlizards is the capturing of prey. This has beendocumented in several studies for chameleons(Bels and Baltus, 1987; Bell, 1990; Wainwrightet al. 1991; Wainwright and Bennett, 1992a, b),agamids (Schwenk and Bell, 1988; Schwenk andThrockmorton, 1989; Kraklau, 1991; Herrel etal., 1995) and Iguanids (Schwenk andThrockmorton, 1989; Bels, 1990; Bels andGoosse, 1990; Bels and Delheusy, 1992).

The tongue plays an important role notonly during prey capture but also during thesubsequent intraoral transport and during theswallowing of the prey, which has often beenneglected. Intraoral transport and swallowingcycles, in general, have been studied far lessthan prey capture. In agamids, some data onintraoral prey transport are available only forAgama agama (Kraklau, 1991), Uromastixaegyptius (Throckmorton, 1976, 1980) andPhrynocephalus helioscopus (Schwenk andThrockmorton, 1989). For iguanids andchameleons, the available data are somewhatmore extensive (Smith, 1984; Bels and Baltus,1987, 1988, 1989; Schwenk and Throckmorton,1989; Wainwright et al. 1991; So et al. 1992;Delheusy and Bels, 1992).

Lizards capture prey by means of lingualor jaw prehension (Smith, 1984, 1988). Someauthors argue that jaw-mediated prey capturemight be the primitive condition in squamates(Bels and Goosse, 1990), in reference to theplesiomorphic condition of jaw prehension inAmphibia (Thexton et al., 1977; Lauder andShafter, 1988; F indeis and Bemis, 1990;Nishikawa and Cannatella, 1991; Anderson,1993), but lingual prey capture is consideredby most authors to be more primitive than jaw

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capture (Schwenk, 1988; Schwenk and Bell, 1988;Schwenk and Throckmorton, 1989). Mostfunctional morphological studies concerning preycapture in lizards have emphasized a few groupsbelonging to the Iguania (Agamidae: Schwenkand Throckmorton, 1989; Kraklau, 1991;Iguanidae: Schwenk and Throckmorton, 1989;Bels, 1990; Bels and Goosse, 1990; Delheusy andBels, 1992; and Chamaeleonidae: Gnanamuthu,1930; Zoond, 1933; Bels and Baltus, 1987; Bell,1989, 1990; Wainwright et al., 1991; Wainwrightand Bennett, 1992a & b). The only scleroglossansfor which data concerning prey capture exist areTrachydosaurus rugosus (Gans et al., 1985) &Lacerta viridis (Bels & Goosse, 1990).

Since the work of Pianka (1966) lizardsgenerally have been considered to use one oftwo opposing approaches in their search for food:sit-and-wait or active foraging. In reality,however, species often fail to fit neatly into thisdichotomy and many workers prefer to think ofambushing and foraging as the extremes of acontinuous spectrum of foraging behaviours (e.g.Magnusson et al., 1985; Lunney et al., 1989;McLaughlin, 1989; Brown, 1991). Flexibility inforaging mode is influenced by physiology,morphology and ecological considerations suchas risk of predation (Huey and Pianka, 1981) andconsequently is an important determinant of lifehistory characteristics (Anderson and Karasov,1988). The capture of prey may involve either, orboth, olfactory or visual cues (Regal, 1983), andthe prey selected may vary with predator size(Taylor, 1986; Paulissen, 1987), dietaryrequirements (Stamps et al., 1981), digestivemorphology and physiology (Pough, 1973;Daniels, 1987), habitat (Brown, 1991) or preyavailability (Schoener, 1983; Brown, 1988; James,1991). Most skinks are considered to beopportunistic secondary or tertiary consumersand this is true of several south-easternAustralian species (Brown, 1991).

Various studies on the selection of foodand feeding behavior of reptiles have been

carried out in the past (Avery, 1966; Pianka andParker, 1972; Stamps and Tanaka, 1981; Greene,1982; Diaz and Carrascal, 1990; Castro et al.,1991; Loumbourdis and Hailey, 1991; Vitt andBlackburn, 1991; Gil et al., 1994; Ballinger andBallinger, 1979; Rodriguez-Schettino andMartinez-Reyes, 1966). Seasonal weather alsoseems to play important role to regulatorsdiversity of food and lizard dietary composition(Ballinger and Ballinger, 1979; Ballinger et al.,1995; Dunham, 1980; Robinson, 1987; Durtsche,1995). Many Agamid feed on insects and othersmall animals (Anibaldi et al., 1998; Pianka,1971), although some species are partiallyherbivorous (Pianka, 1971). Kastle et al. (1993)studied that Japalura tricarinata and Japalurapolygonata mostly feed on insects. Feedinghabits of lizards were also studied by Sura(1989), Diong et al. (1994), Kalita (2000) andSazima and Haddad (1992). Information aboutthe diet and feeding behavior of Indian lizardsis fragmentary (Subba Rao, 1970; Subba Rao &Rajabai, 1972, 1974; Devasahayam &Devasahayam, 1989; Sazima & Haddad, 1992).

The present study has been undertakenin Amar Sagar village of Jaisalmer, Rajasthan(India) in context to the food and feeding habitsof desert agamid lizard – Agama agilis. Thehabitat of the study area is rocky with patchesof sandy soil. Plant population in the area isthin and the large trees being very rare. Mostof the vegetation is thorny and scrubby type.The canopy composition mainly includesCapparis, Euphorbia, Salvadora, Laptedaenia,Acacea and Calotropis plants, while seasonalgrasses and ephimeral plants also grow duringvery short rainy season. The fauna of the studyarea includes insects (mainly represented bythe orders Diptera, Coleoptera, Hymenoptera,Lepidoptera, and Isoptera), Amphibians (mostlytoads), Reptiles (Lizards i.e.skink, varanus, walllizard; Snakes i.e. Cobra, Viper, Eryx andBungarus), Aves (avian fauna of study area isvery rich includes Egyptian vulture, crow,

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peacocks, king fisher, parakeet, house sparrow,sand grouse) and Mammals (mammalian faunaof study area mainly includes Desert fox, Junglecat, House and field rats, Mouse, Rabbit, Hedgehog, Camel and domestic cattle). F ieldobservations were made from March toSeptember during two consecutive years: 2008-2009 and 2009-2010. Binoculars were used torecord the activities without disturbing theanimal. Faecal matter of male and femaleindividuals was collected and physical andmicroscopic analysis was carried out. Contentsof alimentary canal were analyzed to study thenature of food. Stomach, intestine and rectumwere cut open and contents decanted in normalsaline for further analysis. For this, found deador road trampled adult individuals in good shapewere dissected out.

The literature suggests that numerousstudies have been undertaken on the food andfeeding habits of reptiles (Avery, 1966; Piankaand Parker, 1972; Pough, 1973; King and Green,1979; Castro et al., 1991; Vitt and Blackburn,1991; Gil et al., 1994; Ballinger, 1995) includinga few studies on agamid lizards as well (Harris,1964; James and Porter, 1979; Loumbourdis andHailey, 1991). However there are no reports onthe food and feeding habits of Agama agilis ofIndian Thar desert. The present study has beenundertaken to obtain a detailed account of foodand feeding habits of Agama agilis in relation toits environment and habitat.

In the present study, it was observed thatAgama agilis Olivier is an indiscriminate,opportunistic feeder and takes a wide array ofprey species. Adult males, females and juvenileAgama were observed during study period tofeed on variety of insects and larvae of differentinsects. The different types of prey captured byyoung ones and adults and mechanism by whichthey captured the food were recorded. Agamaagilis Olivier were also found to feed uponripened fruits of Capparis deciduas (ker). Variousanimal materials were recorded that were

captured by adults as well as young individuals,indicating that they had different choices offood at different times. The observationsrecorded in the present study are mentioned inthe following text:Food and Feeding Hours-

It has been observed that Agama agilisfeeds between 08.00 to 15.00 hours of the day.During morning hours (08.00 to 11.00 hours)both male and female individuals feed on smallapterygote insects such as ants, termites andcaterpillars. As the sun rises to the noon, thefood preference shifts towards the larger-sizedinsects such as beetles, locusts, Gryllus,butterflies and moths. Thus, it can be inferredthat the feeding hours of Agama are the warmand hot hours of the day i. e. morning, noonand afternoon. The animal starts its day withbasking in the sun to raise the body temperaturein the morning hours. During this time, as theanimal is still warming up, it is ergonomicallysignificant to thrive on small insects for whichless movement is required and energy is saved.Further, it has been observed that small insectslike ants, beetles and bugs are active duringmorning hours (08.00am -11.00am) and thisfact is exploited by Agama for food. The animalsits near ant burrow and eats the insects asthey come out. Thus, these lizards apply thewait and watch technique to obtain their foodin the morning as suggested by Pianka (1966).This may also be due to the fact that early inthe morning, the lizards are low on their energyreserves and therefore expend minimal energyto obtain the food. As the day rises, body of theanimal becomes warm and active. By this timethe animal has also gained some energy byconsuming small insects in the morning. Duringthese noon and afternoon hours of the day,larger insects like butterflies, dragonfly, locustand nymphs of grasshopper are active, and thedesert agama feeds on these organisms. Itcatches its prey by ambushing at the preyspecies in the vicinity. However, it has been

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observed during the present study that Agamadoes not make long running exercises for preying.Instead, it follows the policy of wait and watch.As stated earlier, during morning hours, theanimal sits near the burrows of ants to feed onthem as they come out of the burrow. Duringnoon and afternoon, the animal camouflagesitself in the shrubs or bushes and waits forinsects. The insects approach the shrub for food,shelter and breeding and are eaten by Agama.Usually the males have been seen chasing aprey up to a distance of five meters.

The ambushing and foraging techniquein lizards has also been suggested in literature(Magnusson et al., 1985; Lunney et al., 1989;McLaughlin, 1989; Brown, 1991). LorenzoRugiero (1994) studied on food habits of the Ruinlizards Podarcis sicula and observed that themain bulk of its prey consisted of arthropods.The high percentage of arthropods in their dietarycomposition could be mainly caused by relativeabundance of this organism in the places andtime of activity of Ruin lizard. Other invertebratesseem to be active at different hours than thelizard (e.g. at night or after rain).Food size-

We have observed that the size of fooddepends on the sex of the animal. Males preferlarge sized prey as compared to the female. It isconfirmed by various visual observations indifferent male and female individuals at differenttimes and days. It was also noticed in gutanalysis of male and female animal. Diaz andCarrascal,(1990) have studied the prey size andfood selection of Psammodromus algirus(Lacertidae) in central Spain and observed thatlizards preferred to capture larger sized prey inorder to minimize the number of attempts forfeeding. Similar kind of behavior was also seenin Agama agilis Olivier.Seasonal food preferences – it was observedin the present study that soon after emergingfrom the hibernation, the animal lives on antsand beetles in the months of March and April.

The food during May and June comprised ofLocusts and Grasshoppers along with ants andbeetles. The months of July, August andSeptember provide plenty of nymphs andsmaller size adults of Locusts, Grasshoppers aswell as butterflies and dragonfly for food (Table– 6.1). It has been observed that Agama agilisalso feed on plants such as the fruits ofCapparis deciduas and Salvadora oleoides andleaves of Indigofera hochstettes in months ofMay and June.

Table 6.1:Food items of desert Agama observed

during study period

*Hibernating monthsThe contents of alimentary canal have

been shown in Plate 6.1: Fig. A (stomach), fig.B (intestine) and fig. C (rectum). The foodspecies identified in stomach are shown inTable – 6.2. The contents of alimentary canal

S. No. Month (2008, 2009)

Food item

1. January *

2. February *

3. March Ants and beetles

4. April Ants and beetles.

5. May Ants, beetles, locusts, grasshoppers, fruits of capparis and leaves of Indigofera hochstettes.

6. June Ants, Beetles, locusts, grasshoppers, fruits of capparis and leaves of Indigofera hochstettes.

7. July Nymphs & adults of locusts, grasshoppers, butterflies & dragon flies

8. August Nymphs and adults of locusts, grasshoppers, butterflies & dragon flies

9 September Nymphs and adults of locusts, grasshoppers, butterflies and dragon flies

10. October Nymphs & adults of locusts, grasshoppers, butterflies & dragon flies

11. November Locusts, grasshoppers, butterflies and dragon f lies

12. December *

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have been grouped according to the stage of thedigestion in Table – 6.3. Intestine has been foundto be invaded by numerous nematode endoparasites(Plate 6.2; Fig. C, D). Interestingly, a few stones havebeen also found in the stomach.

Table 6.2:List of contents of alimentary canal

of desert agama

Table 6.3 :Table showing the quality of food contents

of alimentary canal

In the study area it was observed thatthe feeding hours of the lizard coincided with

those of the insect prey in the study area. Thesmall-sized insects are active early in themorning and the larger sized insects are activeduring the noon nd afternoon hours. Al-Sadoonet al. (1999) have reported that the feedinghours of sand fish lizard, Scincus mitranus arein conformity to the active hours of its foodinsects. The present study also shows thatsimilar adaptations regarding feeding hourshave been developed by Agama agilis also, andthe feeding hours are timed with the activehours of the prey and energy level of the lizard.

Analysis of the contents of various partsof alimentary canal shows that thick chitinousparts of the exoskeleton of the prey species arenot digested in the alimentary canal as thesehave been found in the stomach, intestine,rectum and faecal matter. The finding thatstomach contains intact animals proves thatfood is not masticated in the buccal part ofdigestive tract and is swallowed intact. Theswallowing of the prey intact is facilitated bythe tongue that seems to help manipulate andtransfer the food object into the stomach.Probably, the tongue may also play a crucialrole in capturing the prey. Similar observationsand justifications have been postulated in theprevious studies on varied lizard species (Smith,1984, 1988; Kraklau, 1991). It is also interestingto note that the hard chitinous parts of theinsect body are not digested and are found inrectum as well as in the faecal matter. Varioussoft parts are digested in the stomach andintestine.

We have found intact plant seeds in allthe parts of alimentary canal as well as in faecalmatter. These seeds belong to members ofgrass family of plants. Since the seeds wereseen in all parts of the alimentary canal, thisshows that the seeds are either eaten by Agamaor may be by the grasshoppers on which theanimal feeds. As the seeds are not digested, itseems that the seeds are not eaten for nutritionby Agama but it has reached to its alimentary canal

S. No.

Content Specification Remarks

1. Dragon fly (Ruddy sympetrum)

Odonata

2. Marbled white moth (Melanargia galathea)

Lepidoptera

3. Butterfly 4. Common field

grasshopper(Chorthippus brunneus)

Orthoptera

5. Ground Beetle (Carabidae granulatus)

Coleoptera

6. Small red ants (Myrmica ruginodis)

Hymenoptera

7. Small black ants Garden black ants (Lariusniger)

Hymenoptera

8. Leaves of Indigofera hochstetter

In stomach only

9. Plant seeds 10. Stones Size 0.5-0.7cm,

wt-0.6-0.7 gms In stomach only

11. Helminthes Size-1.6-2.8 cm In intestine only

S. No. Organ Undigested Semi digested

1. Stomach Moth, Dragon fly, Stones, Leaves, Exoskeleton of ants, Plant seeds

Thoracic parts of various insects Abdominal parts of various insects

2. Intestine Helminthes parasite, Chitin remains of ants and beetles, plant seeds

Small chitin fragments of ants and beetles

3. Rectum Chitin remains of various type of ants and beetles, plant seeds.

Small chitin fragments of ants and beetles

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through the food chain via insects. There are suggestionsthat this is a mechanism for dispersal of the plant seeds(Godinez-Álvarez, 2004).

Small pebbles have been also found inthe stomach. No such stone particles have beenfound in other parts of alimentary canal viz.intestine and rectum. The faecal matter also doesnot contain stone particles. These small stonesin the stomach of lizard are called gastroliths. Itseems that the stone particles are eaten by theAgama intentionally and it is a strategy forgrinding the intact food in the stomach. The sizeof particle is chosen in such a way that it doesnot pass through the pyloric valve and remainsin the stomach. Presence of sand and stoneparticles has been reported in Fan –ThroatedLizard (Sitana ponticeriana) Pal, Arttatrana et al.,2007 and in Dhab (Uromastix microlepis) by Al-Hazmi, 2001 also suggesting its role inmastication. Gastroliths are retained in themuscular gizzard and used to grind food inanimals lacking suitable grinding teeth. The grainsize depends upon the size of the animal andthe gastrolith’s role in digestion. Some otherspecies use gastroliths as ballast.

Plant leaves has been found in stomachof Agama agilis Olivier but not found in itsintestine and rectum. It means that the leaveshave been digested in the small intestine. Itseems to be that leaves have been eaten by theanimal to compensate the requirement ofvitamins and micro-nutrients. Although, theleaves or any other plant material is not thestaple food for desert agama, yet the presenceof leaves in the alimentary canal of Agamasuggests that it fed upon leaves either due tosome micronutrient deficiency or under themalnourished condition.

During the months of summer (March-June) Agama agilis Olivier mostly depends onants, termites, beetles and desert locusts. It wasalso observed that female Agama ate ripenedfruits of Capparis in summer months when thefood resources are scarce in desert. In monsoon

season most of the time, both male and femaleAgama feed on caterpillars of Lepidotera andother insects. Diet is mainly comprised ofcaterpillars, nymph and other insects, which areeasily available in this season. Ants andtermites made less part of the diet. It is alsoobserved that male Agama feed on largerinsects while females feed on small insects ofsimilar order. Arttatrana Pal, et al. (2007) havestudied on seasonal variations in the diet ofthe Fan-Throated Lizard, Sitana Ponticeriana(Sauria:Agamidae) and concluded that seasonalvariations may influence availability of foodwhich control dietary composition in thisspecies. They also observed that during the drysummer season, the plant material was thedominant food type. In the present study also,the desert agama was found to feed upon plantmaterial. Ballinger and Ballinger (1979) studiedon food resource utilization during periods oflow and high food availability in SceloporusJarrovi (Sauria: Iguanidae) and concluded thatdiversity of food item eaten by the animaldecreased as abundance of food availabilitydecreased.

We analyzed the stomach content ofAgama agilis Olivier and found that major partof diet was made by large sized insects, i.e.,the dragon fly, marbled white moth, commonfield grasshopper, ground beetles andbutterflies. Nemes (2002) studied foragingmode of the Sand lizard, Lacerta agilis andconcluded that ambush foraging behavior wasshown by Lacerta agilis. The prey searchlocomotions were rare and discontinuous andmainly shown by males. Agama agilis Olivier,as seen in present study, also used sit and waitstrategy while foraging. Females often capturedthe prey near to their burrow. The locomotionwas not exhibited for predation more than 10meters away from the periphery of their burrow.Thus, the females do not go very far from theirdens in search or persuit of prey. The maleswere found to invade the territory of other males

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and females during foraging.Thus, from the above study it can be

concluded that in the study area, the desertagama fed on small insects by sit and waittechnique early in the morning while they fed onlarger sized insects during the noon andafternoon hours. Females selected the smallsized prey in the vicinity of their dens while malescan ambush and forage on larger insects but donot chase their prey over long distances. Theseagamid lizards have shown an omnivorous dietin the study area. The gastroliths observed inthe stomach help in grinding the intact prey thatwas swallowed without any physicaldisintegration prior to intake.References: Arnold, E.N. 1984. Ecology of low land lizards

in the eastern United Arab Emirates. Journalof zoology (London) 204: 329-354.

Avery, R. A. 1966. Food & feeding habits of thecommon lizard Lacerta vivipara in the west ofEngland. Journal of zoology (London) 149: 115-121.

Ballinger, R.E., & R.A. Ballinger. 1979. Foodresources during period of low and high foodavailability in Sceloporus jarrovi (Sauria: Iguanidae).Southwest Naturalist 24: 347-363.

Ballinger, R.E., Lemos-Espinal, J., Sanoja-Sarabia, S. and Coady, N.R. 1995. Ecologicalobservations of the lizard, Xenosaurusgrandis in Cuautalapan, Veracurz, Mexico.Biotropica 27: 128-132.

Devasahayam, S., and A. Devasahayam.1989.A peculiar food habit of the garden lizardCalotes versicolor (Daudin). Journal ofBombay Natural History Society 80: 221-222.

Diaz, J.A. and Carrascal, L.M. 1990. Prey sizeand food selection of Psammodromus algirus(Lacertidae) in central Spain. Journal ofherpetology 24: 342-347.

Dunham, A.E. 1980. An experimental studyof interspecific competition between theiguanid lizards Sceloporus merriami andUrosaurus ornatus. Ecological Monographs50: 309-330.

Gil, M.J., Guerero, F., Perez-Mellado, V. andMellado, V.P. 1994. Seasonal variation in dietcomposition and prey selection in theMediterranean gecko Tarentola mauritanica.Israel Journal of Zoology 40: 61-74.

Huey, R.B., and E.R. Pianka. 1981. Ecologicalconsequences of foraging mode. Ecology62: 991-999.

Kevork, o.k. & Al-Uthman, H.S. 1972. Ecologicalobservation on the Egyptian spiny-tailed lizardUromastyx aegyptius: 1.on food and feeding habits,with notes on the climate and vegetation of thestudy area. Bulletin of Iraq Natural HistoryMuseum 5: 26-44.

Loumbourdis, N.S. & Hailey, A. 1991. Foodconsumption of the lizard Agama stellio stellio.Journal of Arid Environments 21: 353-3565.

Mohamed K. Al-Sadoon, Awadh M. Al-Johany andSaud A. Al-Farraj: 1999. Food and feeding habits ofthe Sand fish Lizard Scincus mitranus

Pianka, E.R. 1971. Ecology of the agamidlizard Amphibolurus isolepis in WesternAustralia. Copeia 1971: 527-536.

Pianka, E.R. 1986. Ecology and naturalhistory of desert lizards. PrincetonUniversity press Princeton, New Jersey.

Pianka, E.R. and Parker, W.S. 1972. Ecology ofhorned lizards: a review with special reference tophrynosoma platyrhinos. Copeia, 493-508.

Pough, F.H. 1973. Lizard energetics and diet.Ecology 54: 837-844.

Rao, S.M.V. 1975. Studies on the food andfeeding behavior of the agamid GardenLizard Calotes versicolor. British Journal ofHerpetology 5: 467-470.

Stamps, J. and Tanaka, S. 1981. Therelationship between selectivity & foodabundance of a juvenile lizard. Ecology 62:1079-1092.

Vitt, L.J. and Blackburn, D.N. 1991. Ecologyand life history of the viviparous lizardMabuya bistriata (Scinicidae) in theBrazilian Amazon. Copeia 1991: 916-927.

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ENVORNMENTAL AWARENESSAMONG SECONDARY SCHOOLSTUDENTS OF MAYURBHANJ

DISTRICT OF ODISHA

Rabindranath NayakAsst. Professor (Stage-III)GTTC, Phulbani, Odisha

==============***********===============INTRODUCTION

Students are the future citizen of the society.According to WHO “mental and physical healthof the students can only be developed withproper environmental surrounding”. A healthysurrounding is the result of environmentalawareness. Good environment enhances soundhealth and healthy mind. Hence environmentawareness is the sole aim to live in a healthyand prosperous environment. Study about theeffect of environment on the human beings isnow a burning topic for the students as well associety. Through knowing the milk. waterrelationship students towards the cause andeffect of environmental factors is an immediateneed for a balanced environment. The buddingchildren of the every school are unit of milliondollars target to ignite the sense ofenvironmental protection through educationperennial impressions can be left in their mindsfor a sustainable growth for generations ahead.Therefore calculative measures can be takenagainst several hazards and can be minimized.Hence awareness is a core need, since manystudents have no idea about the dynamicchanges of environment. Hence the researcherselected this project.

OBECTIVES OF THE STUDYThe objectives of study were:

(1) To study the environmental awarenessknowledge of the secondary school students.(2) To compare the environmental awarenessof boys and girls students.(3) To compare the environmental awarenessof urban and rural Secondary School students.DELIMITATINS OF THE STUDY

Due to paucity of time and resources, theresearcher delimited his study as follows :(1) The study is confined to Udala Block ofMayurbhanj District.(2) The study is limited to 10 Co-educationalSecondary schools of Udala Block only.(3) The study is confined to Class-IX students only.METHOD FOLLOWED

Descriptive survey method was followedin this study to know the enviromentalawareness among secondary school studentsof Udala Block of Mayurbhan District of Odisha.SAMPLE

Selection of sample is a very importantstep in conductive a research study. The“Goodness” of the sample determines thegeneralisability of the results. In this study tenschools were selected purposively for sample.Out of ten schools, five schools were from ruraland five schools were from urban areas. Out of100 students, 10 students from each schoolwere taken as sample, out of these 10 students5 students were boys and 5 students were girls, Thusthe sample includes 50 boys students and 50 girlsstudents of secondary schools of Udala Sample.

Sample Size (100)

Rural students (50) Urban Students(50)

Boys (25) Girls (25) Boys(25) Girls (25)TOOLS USED

A questionnaire for secondary schoolstudents was used in the present study andconsisting of 30 questions, which were relatedto emerging environmental situations, pollution

09

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and its type effects of pollution and remedialmeasures for pollution.

Out of 30 questions, 5 questions wererelated to emerging environmental situation. 7questions were related to environmentalpollution and its type, 6 questions were relatedto effect of environmental pollution and 12questions were related to different measures forenvironmental protection.DISCUSSION ON DATA & FINDINGS

The data relating to different aspects ofenvironmental awareness were collected andpercentage of total responses was made. In somequestions students were asked to write 5responses out of many responses. In that case astudents who supplied 3 or more than 3 correctresponses was taken as right answer and astudent who supplied less than 3 correctresponses was treated as wrong answer.Interpretation to that effect is presented in thefollowing paragraphs.1. Emerging Environmental Situation

Questions from one to five are based onemerging environmental situation. Responses ofstudents regarding these questions are givenbelow in the table:

TABLE -1

It is found from the Table-, that all questionsi.e. from 1 to 5 have been correctly answeredi.e. from 1 to 5 questions have been correctlyanswered by more than 80% students (both boysand girls). The performance of boys is 86.80%. Itis means 89% boys have given correct answers.The average performance of girls 88.80. it means

89% boys have given correct answers. Theaverage performance of girls is 88.80%. Itmeans 89% girls have answered correctly to allthe items. The average performance of totalstudents is 87.80%. It shows that 88% studentsgave correct answers.

Normally 80% or more than 80% isassumed as 100%. So in total Class-IX studentsof Udala Block of Mayurbhanj district are fullyaware of the fact about emerging situation. Sofar as boys and girls disparity is concerned, theaverage performance of girls is higher than boysi.e. (88.80%-86.80%=2%) 2% more girls havegiven correct answers than boys, 2% girls aremore aware than boys.2. Environmental Pollution And Its Type

Awareness of students about environmentalpollution and its type of indicated in thequestions from 6-12. The table below showsthe responses of students regarding this.

TABLE -2

It is found from the Table -2, that 90%students (both boys and girls) have given correctanswers to all the questions from 6 to 12. The

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average performance of boys is 88.86% whichmeans 89% boys have given correct answer. Theaverage performance of girls is 90.29 whichmeans 90% girls have answered correctly. Theaverage performance of both boys and girls is89.57% which shows 90% students gave correctanswers. It is observed that Class –IX studentsof Udala Block of Mayurbhanj District are fullyaware of fact about Environmental pollution andtheir type. So far as gender disparity is concernedthe average performance of girls is little higherthan boys (90.29%-88.86%=1.43%)1% more girlshave given correct answers than boys. So girlsare more aware than boys about the factenvironmental pollution and its type.3. Environmental Pollution And Its Effect

Awareness of students about environmentalpollution and its effect is indicated in the questions from13 to 18. Responses of students regarding this is shownin the table below.

TABLE -3

All questions i.e. from 13 to 18 have beencorrectly answered by more than 84.5% students.The average performance of boys is 82.67%, it

means 83% boys have given correct answers.The average performance of girls is 86.33%which means 86% have been answeredcorrectly. The average performance of totalstudents is 84.5%, which shows that 85%students gave correct answers. 84.5% students’means 100% class-IX students of Udala Blockof Mayurbhanj District are fully aware aboutthe effects of environmental pollution. So faras gender disparity is concerned the averagePerformance of girls is higher than boys i.e.(86.33%-82.67%=3.66%), 4% more girls havegiven correct answers than boys. So girls aremore aware about effect of environmenalpollution than boys.4. Different Measure For EnvironmentalPollution Questions from 19 to 30 are based onmeasures for environmental pollution, Table belowshows the responses of students regarding this.

TABLE -4

It is seen from the Table 4 that 80.67%boys have answered correctly to all thequestions from 19 to 30. 80.33% girls havegiven correct answers. 80.50% both boys andgirls gave correct answers. From the aboveanalysis it is clear that 80.50% class IX studentsof Udala Block are fully aware about the effect

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of environmental pollution .So far as genderdisparity is concerned the average performanceof boys is little higher than girls i.e. (80.67%-80.33%=0.37% ), which is less than 1%. So farboys are more aware about environmentalprotection than girls.5. Environmental Awareness Among RuralAnd Urban Students

The table below shows the percentage ofresponses of Urban and rural students aboutdifferent environmental aspects.

TABLE -5

The above table it reveals that :-Theaverage performance of rural students is 81%,which means 81% rural students have correctlyanswered. The average performance of urbanstudents is 90%, which means 90% urbanstudents have correctly answered. A copycomparative study of the success of rural andurban students reveals that, the rate of successof urban students (90%) is higher than these ofthe rural students (81%). This reveals that theurban students are more aware than the ruralstudents. The rural students are more since,serious and sensitive to emerging environmentalsituations, environmental population and theeffects of population along with a higher degreeof knowledge regarding the remedial measuresfor environmental protection.Findings of the Study(I) From the tables it is cleared that all the

questions were answered by more than80%boys and girls students. Thus all the students aremore or less aware about the emergingenvironmental situations, pollution, & measures.(ii) Average correctness of girls exceedsaverage correctness of boys in all emergingtrends of environment except in one area. Inthis area, the questions were based on differentmeasures for environmental pollution. Boysexceed a little percentage i.e. 0.34 % than girls.(iii) There is a great difference in between theawareness knowledge of rural school studentsand urban school students. The averageperformance of rural school is 81% where asaverage performance of Urban School studentsis 90%. Thus urban school students have moreknowledge about environmental awareness.References :Barik K.P. (2001) : A study of Environmental

Education in the Primary School curriculum, M.Ed.Dissertation, Sambalpur University, Sambalpur.

Bhosle, S. (2006) : Environmental Education inSchool, A weekly Journal of HigherEducation, Vol. 44(12)

Koul, L (1998): Methodology of EducationalResearch, Vikash Pubg.House (P) Ltd., New Dehli

Mansukhani G.S. (2008) A compendium ofEssays, Unique Publishers, New Delhi.

Mohapatra P.P. (2010) : EnvironmentalAwareness Among Secondary SchoolStudents of Mayurbhanj District, M.Ed.Dissertation, Utkal University, Odisha.

Pandey. S. (2007) Environmental AwarenessAmong Rural and Urban children, A weeklyJournal of Higher Education. Vol. 45(5).

Ror. R. (2006) : Environmental Education RecentResearch Trends, A weekly journal of HigherEducation, Vol 44(12).

Taj, H. (2005) Current challenges in Education,Neel Kamal Publication Pvt. Ltd. EducationalPublications, Hyderabad

Tilak, R. (1985) : Rajhans English Essays, RajhansPrakashan Mandir, Educational Publishers, Meerut.

Question No Students of rural Schools and their percentage of correct answers (out of 50)

Rural students and their percentage of wrong answers

Urban students and their percentage of correct answers (out of 50)

Urban students and their percentage of wrong answers

1-5 emerging environmental situation

41(82%) 9(18%) 46(92%) 4(8%)

6-12 Environmental Pollution

42(84%) 8(16%) 47(94%) 3(6%)

13-18 Effects of pollution

41(82%) 9(18%) 42(84%) 8(16%)

19-30 Measures of Environmental protection

38(76%) 12(24%) 45(90%) 5(10%)

Average 81% 90%

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Job Satisfaction Of SecondarySchool Teachers In Relation

To Mental Health

Anjana RaniAssistant Professor

D.A.V.College of Education, Abohar

Ramandeep KaurM.Ed. Student

D.A.V.College of Education, Abohar

==============***********===============ABSTRACT

The present study entitled “JobSatisfaction Of Secondary School Teachers InRelation To Mental Health.” was conducted witha view to investigate the relation in jobsatisfaction and mental health of teachers. Thesample consisted of 150 secondary schoolteachers from Abohar tehsil. Scale of teacher’sJob satisfaction by S.S.Mohar and Bhatia andMental health inventory by Shrivastwa andJagdish was used. The statistical techniques likeK-S test, Pearson’s product moment correlationand t-ratio were used. The results show thatthere is significant relationship between Jobsatisfaction and Mental health of secondaryschool teachers .KEYWORDS: Job satisfaction, Mental health.INTRODUCTION

A teacher occupies an important andunique place and is heart and soul of anyeducational institution. Teachers can do miraclesby shaping raw material into new finishedproducts or they can mould their future. Theschool having excellent material resources andappropriately adopted curriculum may not deliver

the goods if the teachers are not competent.The word ’teacher’ does not hold respect as itdid before. They are mostly a discontented lot.Teaching is an art which requires freedom,leisure and happier as well as produce crossroads and is a most distressing state. In orderto steer it in the proper direction, highly efficientand satisfied teachers are needed because “thestatus of a teacher reflects the socio-culturalethos of a society”

The role of mental health is veryimportant as it plays its role not only in livesoff individual but also in the life of society, Thereis no area of human life which is beyond therange of mental health. It is, therefore, quiteaccurate to says that a sound mental healthdevelops the realities of lives. Howeverstressful they may be it is required to mentionhere that the teachers who are harbingers andagents if wealth to the society, themselves begood physically and mentally healthy. If aperson is well adjusted, he has good physicalhealth, hopeful and harmonious personality andalso satisfied in his job.JOB SATISFACTION

Satisfaction is a word, which is difficultto define. Webster encyclopedic dictionary ofEnglish language defines it as the satisfying orstate of being satisfied, or contentment,possession of enjoyment & to satisfy is to gratifyfully the wants, wishes or desires, to supply tothe full extent, with what is wished for.

According to Webster (1977)“Satisfaction means the fulfillment of the needor desire. some define it as the feeling ofpleasantness or contentment while others saythat it is a complex of feeling, emotions andsentiments.”

Job satisfaction denotes the extent towhich individual needs are satisfied andperceives that satisfaction which is stemmingfrom his total job situation. It is determined bythe level reward actually received. Jobsatisfaction is that an employee feels about his

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job. It is generalized towards the job based onevaluation of different aspects of job. Jobsatisfaction may be defined as pleasurable orjob experiencesMENTAL HEALTH

Mental health is a term used to describeeither a level of cognition or emotional well beingor an absence of a mental disorder. It is anexpression of our emotions and signifies asuccessful adaptation to a range of demands. Itis an integral and essential component ofhealth.Mental health represents a variety ofhuman aspiration rehabilitees, disturbed,prevention of mental health, reduction of tensionin a conflict ladder world and attainment of astate of well being in which the individualfunctions at a level consistent with his mentaland physical potential.Chauhan(1987) says, “Mental health is acondition which permits the maximumdevelopment of physical intellectual andemotional status of the welfare of society andcan realize his ideas and aims in life”.Kamau(1992) grouped mental health into threecategories as medical, psychological and socialphenomenon.”REVIEW OF RELATED LITERATUREAnsari and Ansari(1989) concluded that jobanxiety and job satisfaction are always inverselyrelated but moderate anxiety leads to highsatisfaction.Mohanty(1992) studies occupational stress andmental health in his research a comparative studyof the public and private sectors executives andfound that private sector executive in generalexperienced greater organizational support thanpublic executivesAnnamalai, A.R. (1999) conducted a study “jobsatisfaction of teachers in relation to certainselected variables” and found that jobsatisfaction of teachers in high schools and highsecondary schools were high. Attitude ofteachers towards teaching was high. The jobsatisfaction scores of teachers were not found

significantly different when compared on thebasis of school education, school levels, agegroup and duration of services.Van Dick (1999) Questioned isolation 424teachers from across all German sectors abouttheir work stress, social support and physicalillness . It was found that social support hadboth a direct positive effect on health and abuffering effect in respect of work stressleadership style has also emerged as asignificant organizational factorKapoor (1999) found that there was significantdifference in job satisfaction of NavodayaVidyalaya and traditional school teachersbecause Vavodaya Vidyalaya tachers are moresatisfied with their jobsSTATEMENT OF THE PROBLEM

“Job Satisfaction Of Secondary SchoolTeachers In Relation To Mental Health.”OBJECTIVES OF THE STUDY To study the relationship between jobsatisfaction and mental health of secondaryschool teachers. To study difference in job satisfaction ofsecondary school teachers on the basis of gender. To study difference in job satisfactionof secondary school teachers on the basis oftype of school. To study difference in mental health ofsecondary school teachers on the basis of gender. To study difference in mental health ofsecondary school teachers on the basis of typeof school.HYPOTHESES OF THE STUDY There exists significant relationshipbetween job satisfaction and mental health ofsecondary school teachers. There exists no significant difference injob satisfaction of male and female secondaryschool teachers. There exists no significant difference injob satisfaction of government and privatesecondary school teachers. There exists no significant difference in

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mental health of male and female secondaryschool teachers. There exists no significant difference inmental health of government and privatesecondary school teachersSAMPLE OF THE STUDY

The sample of the study consisted ofrandomly selected sample of 150 secondaryschool teachers. These teachers were taken fromdifferent schools of Abohar tehsil.TOOLS USED

Following tools used for present investigation: Teachers job satisfaction scale by S.S.Mohar and Bhatia(1991) Mental health inventory by Shrivastwaand Jagdish.STATISTICAL TECHNIQUES USED

To investigate the present problemsfollowing tools were used:- K-S test was used to check the normalityof the data. Pearson’s Product Moment Correlation wasused to calculate the relationship between variables. t-ratio was worked out to find thesignificant difference between variables.ANALYSIS AND INTERPRETATIONHYPOTHESES 1“There exists significant relationship betweenjob satisfaction and mental health of secondaryschool teachers.”

Table 1Co-efficient of Correlation between job

satisfaction and mental health of secondaryschool teachers.

The table shows that correlation betweenjob satisfaction and mental health of secondaryschool teachers is 0.94. The r in order to besignificant at 0.05 and 0.01 level should be

0.1485 and 0.1945 respectively. Since obtainedr is greater than the tabulated value at 0.05level and 0.01 level. The obtained result holdsthe opinion that there is significant relationshipbetween job satisfaction & mental health of secondaryschool teachers at 0.05 level & 0.01 level.

Hence the hypothesis, “There will besignificant relationship between jobsatisfaction and mental health of secondaryschool teachers.” Stands accepted.HYPOTHESES 2“There exists no significant difference in jobsatisfaction of male and female secondaryschool teachers.”

Table 2t-ratio for job satisfaction of male and female

secondary school teachers.

The table shows that “t” value betweenthe mean score of job satisfaction of male andfemale secondary school teachers is 1.04. Thet value to be significant at 0.05 level and 0.01level should be 1.975 and 2.606 respectively.Since obtained t-ratio is lesser than this,therefore it is not significant.Hence the hypothesis, “There exists nosignificant difference in job satisfaction ofmale and female secondary school teachers.”Stands accepted.HYPOTHESES 3“There exists no significant difference in jobsatisfaction of government and privatesecondary school teachers.”

Table 3t-ratio for job satisfaction of government and

private secondary school teachers.

Sr. no.

Variables N R Level of

significance

1 Job satisfaction

150 0.94

Significant at 0.05 level

2 Mental health 150 Significant at

0.01 level

Sr. no.

Variables N Mean S.D. S. ED t-ratio

Level o f significance

1 Male 75 231.3 39.86

6.63 1 .04

No t Significant

at 0.05 le vel

2 Female 75 238.23 41.42

No t Significant

at 0.01 le vel

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The table shows that “t” value betweenthe mean score of job satisfaction of governmentand private secondary school teachers is 0.478.The t value to be significant at 0.05 level and0.01 level should be 1.975 and 2.606respectively. Since obtained t-ratio is lesser thanthis, therefore it is not significant.

Hence the hypothesis, “There exists nosignificant difference in job satisfaction ofgovernment and private secondary schoolteachers.”Stands accepted.HYPOTHESES 4“There exists no significant difference inmental health of male and female secondaryschool teachers.”

Table 4t-ratio for mental health of male and female

secondary school teachers.

The table shows that “t” value betweenthe mean score of mental health of male andfemale secondary school teachers is 0.31. The tvalue to be significant at 0.05 level and 0.01 levelshould be 1.975 and 2.606 respectively. Sinceobtained t-ratio is lesser than this, therefore itis not significant.

Hence the hypothesis, “There exists nosignificant difference in mental health of male

and female secondary school teachers.”Stands accepted.HYPOTHESES 5“There exists no significant difference inmental health of government and privatesecondary school teachers.”

Table 5t-ratio for mental health of government and

private secondary school teachers.

The table shows that “t” value betweenthe mean score of mental health of governmentand private secondary school teachers is 1.05.The t value to be significant at 0.05 level and0.01 level should be 1.975 and 2.606respectively. Since obtained t-ratio is lesser thanthis, therefore it is not significant.

Hence the hypothesis, “There exists nosignificant difference in mental health ofgovernment and private secondary schoolteachers.”Stands accepted.MAJOR FINDINGS

On the basis of analysis of data theconclusion of the study are as follows:-1. It is inferred from the results that thereis significant relationship between jobsatisfaction and mental health of secondaryschool teachers. So, hypothesis-1 “There issignificant relationship between job satisfaction &mental health of secondary school teachers,” cannotbe rejected. Hence it is accepted.2. It is inferred from the results that thereexists no significant difference in jobsatisfaction of male and female secondary

Sr. no. Variables N Mean S.D. S.ED

t-ratio

Level of

significance

1 Male 75 185.1 15.87

2.53 0.31

No t

Sign ificant at

0.05 level

2 Female 75 185.9 15.19

No t

Sign ificant at

0.01 level

Sr. no.

Variables N Mean S.D. S.ED t-ratio

Level of s ignificance

1 Govern-

ment 75 23 8.76 38.7 9

6.69 0.478

N ot Significant

at 0.05 level

2 Private 75 24 1.96 43.0 4

N ot Significant

at 0.01 level

Sr. no.

Variables N Mean S.D. S.ED t-ratio

Le vel of signify-

cance

1 Go vern-ment

7 5 184. 16 15.34

2.53 1.05

Not

Significant

at 0.05

level

2 Private 7 5 186. 83 15.67

Not

Significant

at 0.01

level

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school teachers. So, hypothesis -2 “There existsno significant difference in job satisfaction ofmale and female secondary school teachers.”cannot be rejected. Hence it is accepted.3. It is inferred from the results that thereexists no significant difference in job satisfactionof government and private secondary schoolteachers. So, hypothesis -2 “There exists nosignificant difference in job satisfaction ofgovernment and private secondary schoolteachers.” cannot be rejected. Hence it isaccepted.4. It is inferred from the results that thereexists no significant difference in mental healthof male and female secondary school teachers.So, hypothesis -2 “There exists no significantdifference in mental health of male and femalesecondary school teachers.” cannot be rejected.Hence it is accepted.5. It is inferred from the results that thereexists no significant difference in mental healthof government and private secondary schoolteachers. So, hypothesis -2 “There exists nosignificant difference in mental health ofgovernment and private secondary schoolteachers.” cannot be rejected. Hence it isaccepted.EDUCATIONAL IMPLICATIONS

The results of this study can help us torelate the level of job satisfaction with the mentalhealth of teachers because if a teacher is notsatisfied with job, then his teaching can neverbecome effective because satisfaction with jobis the pre-requisites for a good and effectiveteacher. In the secondary schools, the studentsare passing through the age of adolescence andit is the teacher, who can guide them in thiscritical period of life because they are facing alot of problems regarding various aspects of theirpersonality. So only a satisfied and mentallyhealthy teacher can guide his students betterthan the others. So the importance of these kindof teachers can be judged in the process ofeducation.

SUGGESTIONS FOR FURTHER RESEARCH1. The mental health can be linked with

socio-economic status, adjustment,personality, etc.

2. A study may be taken up with largesamples selected from differentgeographical areas.

3. A study may be taken up consideringvarious stages of education.

4. The present study may be repeated on alarge sample.

5. For the present study the sample wasdrawn from the secondary school teachersof Abohar tehsil . It is suggested a similarstudy may be carried out at state andnational level.

REFERENCESAnsari,A.H and Ansari, S.A “A co relational

study of job anxiety and job-satisfaction ofLaboratory Technicians”, personality studyand group behavior, vol.9 No.2,1989.

Duggal(2004) “A study of teacher’s SangrurBurnout relation to their Personalitycharacteristics, work environment and jobsatisfaction”.Ph.D. Disssertation, PunjabiUniversity,Patiala .

Kapoor, M(1999) “A comparative study of JobSatisfaction of teachers working InNavodaya Vidalayas Traditional School,M.ED. Dissertation, P.U.1999

Kaur,D(1996) “A study of teaching competency ofmathematics teachers in relation to their Job-Satisfaction”.M.ED. Dissertation, P.U.1996.

Duggal(2004) “A study of teacher’s SangruBurnout relation to their Personalitycharacteristics, work environment and jobsatisfaction”.Ph.D.Disssertation, PunjabiUniversity,Patiala..

Natarajan,R(1992) “school organizational climateand its relation to job-satisfaction of teaches andthe achievement of pupils”. Reproduced from fifthSurvey of educational Research (1988-92),Vol.11,NCERT,New Delhi.

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Role of Tribes toConservation of forest

Shyam Sunder MeenaSBK Government College, Jaisalmer.

Praveen Kumar ChandelSBK Government College, Jaisalmer.

Mota Ram SouGovernment college, Balesar, Rajasthan.

==============***********===============Abstracts

Tribes of India lived in forest fromhistorical period. Forest trees are the integral partof human society. Forest trees provide both directand indirect benefits to humans. The number ofproducts provided by trees worldwide isextensive. The wood, bark, leaves, fruits, seedsand roots of trees yield food, fodder, shelter,medicine, fiber, resin, oils and other numerousproducts used for subsistence of people livingin rural and tribal areas. There is a greatinternational interest in the so-calledmultipurpose trees, but in practice, virtually alltree species can be used for more than onepurpose. In some areas in India, the life andlivelihood of the tribes depend on trees, as theyprovide all the commodities required by them intheir day to day life. However, in recent days,there is rapid depletion of forest covers, whichresults in loss of these valuable trees, therebyaffecting the livelihood and culture of the tribes.Tribes of India making use these plant to curevarious kind of disease. These tribes showinggreat example of symbiosis with the differentplant of the forest and protecting to each other.Key words: Forest trees, ethnobotany, medicinaluses, symbiosis, tribal.

Introduction:-Plants are needed to meet required

substance now and in future. Plant plays animportant role in sustainable developmentdirectly or indirectly. It is fact that globalpopulation increasing very fast and plant willplay an important role to meet the immediateand future needs of increasing population andto provide the continuity of the naturalresources base (Sah and Dutta, 1996). Thereare three kinds of plants are growing in Indiaannual, biennial and perennial. Annual andbiennial plants are used only once and provideseeds as food for the human beings and stemand leave as a fodder for the cattle’s. Whileperennial plants survive many years and havepotential for multiple uses. The livelihood, economyand sociocultural life of the tribal peopledirectly linked with these perennial plants.

Forest trees provide a variety of benefitsto humans. Those benefits can be divided intotwo major categories: direct and indirectbenefits (Burley, 1987). Direct benefits and usesinclude forest products of economicimportance, such as timber and otherconstruction materials, fuel wood and fodder.Trees have been used throughout the world formillennia and today over one-half of the woodused each year is burned for heating andcooking all over the world. The indirect benefitsof trees include environmental protection andamenity (social) values. Trees contribute to thesustainability of land productivity bycontributing to the formation, structure andfertility of soil in many ways. Trees alsocontribute significantly to reducing greenhousegases and associated global temperature rises.The number of products provided by treesworldwide is extensive. The wood, bark, leaves,fruits, seeds and roots of trees yield food,fodder, shelter, medicine, fiber, resin, oils andnumerous other products used for subsistenceand industrial purposes. In some countries, theproducts from trees are important contributors

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to individual, village and national economies(Myers, 1983). In India, Myers (1998) estimatesthat the amount of annual revenue derived fromsuch minor forest products is $200 million.According to Forest Statistics of India (2011),annual revenue from such minor forest produceis $ 800 million. This equals or exceeds India’srevenue from wood extracted from the forest.Tress and tribes are interlinked just like two sidesof a coin. The life and livelihood of tribesdepends on trees, as they provide all thecommodities required by them. Therefore, theimportance of forest trees to the economics, lifestyle and socio-cultural life of the tribalpopulation in India and beyond is known. Rapiddepletion of these valuable natural resourceswould affect tribal life and culture. In thiscontext, the study of multiple uses (medicinaland non-medicinal) of trees will help to identifyvaluable species and default will help to establishstrategy for ensuring a natural resource base intime. So, the paper is an attempt to study themultiple usages of tree species by tribal peopleof western Rajasthan with special reference ofJaisalmer district.The study area

Jaisalmer district is situated in westernpart of Rajasthan. This districts located in thearid region of India still has historical culture andcivilization. According to the 2011 censusJaisalmer district has a population of 672,008.Jaisalmer and Pokaran are the Nagar Palikas,while 744 villages comes under 128 GramPanchayats. The developmental activities of thedistrict are being looked after by three PanchayatSamities, i.e. Jaisalmer, Sam and Sankra. It isthe largest district of Rajasthan and third largestin the country in area. Jaisalmer District lies inthe Thar Desert, which straddles the border ofIndia and Pakistan. It is bounded on the northeastby Bikaner District, on the east by JodhpurDistrict, on the south by Barmer District, and onthe west and north by Pakistan.The district islocated within a rectangle lying between 26°.4’

–28°.23' North parallel and 69°.20'-72°.42' eastmeridians. The length of international borderattached to the district is 464 km. Jaisalmer isalmost entirely a sandy waste, forming a partof the great Indian desert. The general aspectof the area is that of an interminable sea ofsandhills, of all shapes and sizes, some risingto a height of 150 ft. Those in the west arecovered with log bushes, those in the east withtufts of long grass. Water is scarce, andgenerally brackish; the average depth of thewells is said to be about 250 ft. There are noperennial streams, and only one small river, theKakni, which, after flowing a distance of 28 m.,spreads over a large surface of flat ground, andforms a lake orjhil called the Bhuj-Jhil. Theclimate is dry and healthy. Throughout Jaisalmeronly raincrops, such as bajra, joar, motif, til, etc.,are grown; spring crops of wheat, barley, etc.,are very rare. Owing to the scant rainfall,irrigation is almost unknown.Materials and Methods

The ethnobotanical information wascollected on the species for their medicinal andnon-medicinal usages. Different participatorytools like preference ranking, matrix rankingwere used to collect data through focused groupdiscussion in each tribal village. During thestudy, the team collected information fromdifferent knowledgeable individuals liketraditional healthcare practitioners, traditionalartisans, experienced farmers, old women,fisherman, carpenters, forest dwellers, non-timber forest produce collectors etc.Ethnobotanical information was collectedthrough structured questionnaire. Separateinterviews were made with major tribes fromthe four community development blocks.Results and Discussion

11 shrubs and tree species belongingto various families are documented during thestudy. The non-medicinal uses of these speciesinclude house construction, agriculturalimplements, fuel wood, gum, insect and pest

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repellant, edible fruit, timber, body or massageoil, bio-fencing, etc. The medicinal uses includediarrhea, dysentery, fever, cold and cough, cutwound, skin diseases, headache etc. Formedicinal purpose, they use various plant partslike bark (30%), leaf (30%), root (10%), seed (20%)and fruit (10%).Tribal people worship this tree.Almost all tribal households utilize this tree intheir everyday life, leading to its over-exploitationfrom the wild. The use ranges from tooth brushto timber. There is a great pressure on thepopulation of this tree species. All the 40 treespecies have more or less ethno medicinal value.These species are utilized by tribal people fortheir primary healthcare.Conclusion

Plants are the integral part of the triballife and a major source of livelihood during off-farm season. However, in recent days there is arapid depletion of these valuable trees becauseof over exploitation from its wild habitat. Bothex-situ and in-situ conservation of these plantspecies has to be taken up to ensure that theseplants will be available for future generation.Apart from the ex-situ and in-situ conservation,community conservation is the effective way toconserve these valuable multipurpose trees.Documentation of such traditional knowledge anduse will help in fighting against biopiracy. Moreresearch has to be carried out on ethno-medicinalplants used by the tribes of the district tosafeguard the traditional knowledge under theintellectual property rights of tribal people.Conservation, enhancement and use of theseplant species will contribute to the economicenhancement of these tribal people of thedistrict, thereby securing their livelihood.Scientific research has to be carried out tovalidate this traditional knowledge on medicinaluse of the tree species. Sustainable harvestprotocol has to be developed for bettermanagement of these plant species in the wildhabitats. There are various plant species in TharDesert of India which have both medicinal and

non-medicinal usages; they could be termed keystone species, whose role is critical to theecosystem, since they play a major role in theday to day requirement of tribal people such asfuel, fodder, agricultural implements, housing,timber, edible fruits and medicine. Thegovernment should take an active role inpromoting these multipurpose trees thoughlarge scale plantation in forest and non-forestareas to secure the life.Reference:Burley J (1987). Exploitation of the potential of

multipurpose trees and shrubs in agroforestry.Agroforestry-A Decade of Development, StepplerH, Nair PKR eds. Nairobi, Kenya.Intl. Council Res.Agroforestry. pp. 273-287.

Myers N (1983-a). Tropical moist forests: over-exploited and underutilized? J. Ecol.Manage. 6(1):59-79.

Myers N (1983-b). A wealth of wild species.Boulder colo. Westview Press. Myers N(1988). Tropical forests: Much more thanstocks of wood. J. Trop. Ecol. 4:209-221.

Sah SP, Dutta IC (1996). Inventory and Futuremanagement strategies of MPTS for Non-timberforest products (NTFPs) in Nepal. Leaky RRB, TemuAB, Melney K, Vantomme P (eds). Domesticationand Commercialization of NTFPs inAgroforestry systems.FAO Non Wood FotestProducts series. 9:1-297.

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Teaching Vocabulary in SecondLanguage Learning

Dr. Sanjay SanapAssociate Professor

K.V.N.Naik Shikshan Prasarak Sanstha’s Arts,Commerce & Science College, Nashik, M.S.

==============***********===============Abstract

In order to understand the best way tohelp learners acquire vocabulary, one must firstknow the extent of the vocabulary learning task.This involves knowing how many words need tobe learned. There are a number of ways oflooking at the amount of vocabulary whichlearners need to acquire. One way is to considerthe vocabulary size of native speakers, whopresumably have an adequate vocabulary sizeto use a language. Perhaps a better way ofestablishing vocabulary learning goals is to askhow much vocabulary is necessary to achievethe types of language activities which learnerswant to do. Learning a sufficient amount ofvocabulary is one of the biggest challengesfacing language learners. Teachers should facethis challenge squarely, and provide theirstudents with plenty of vocabulary to learn anduse right from the beginning

Vocabulary is central to English languageteaching because without sufficient vocabularystudents cannot understand others or expresstheir own ideas. Wilkins (1972) wrote that “. . .while without grammar very little can beconveyed, without vocabulary nothing can beconveyed” (pp. 111–112). A second languagelearner cannot use grammar effectively withoutbeing taught appropriately in vocabulary. This isbecause good choice of words leads to good use

of grammar, which also explains the productionof grammatically correct but stillawkward utterances. The decontextualized wayof teaching vocabulary does not help studentslearn how to choose words for their specificcommunicative purposes in different situations.

Robert Lado (1955) talked aboutpatterns of difficulty in vocabulary teaching. Hehighlighted key issues related to words, thenative language factor and about patterns. Heeven analyzed Spanish, French and Mexicanpatterns of difficulty in their respectivevocabulary items. He stated that while dealingwith vocabulary one should take into accountthree important aspects of words - their form,their meaning and their distribution - and oneshould consider various kinds of classes ofwords in the function of the language. He saidthat the forms, meaning distribution andclassification of words are different in differentlanguages. He revealed that these differencesmight lead to vocabulary

Research and theory about thevocabulary acquisition and instruction of nativeEnglish speakers has been very influential inshaping the way we think about how to teachvocabulary to second-language learners, butresearch and theory on bilingualism andsecond-language acquisition also suggest thatthere are important differences betweeninstruction in a first language and in a secondthat we need to attend to in order to increaseinstructional effectiveness and efficiency. Onesource of differences between first- andsecond-language vocabulary developmentstems from learners’ degree of proficiency inthe second language.

Students often instinctively recognizethe importance of vocabulary to their languagelearning. As Schmitt (2010) noted, “learnerscarry around dictionaries and not grammarbooks” (p. 4). Teaching vocabulary helpsstudents understand and communicate withothers in English. A leading linguist

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researcher Paul Nation notes that “Vocabularyis not an end in itself. A rich vocabulary makesthe skills of listening, speaking, reading, andwriting easier to perform.” (P.5)

Until recently vocabulary had been widelyoverlooked in the ESL/EFL classroom.Maiguashca (1993) stated that teaching orstudying grammar is based on a set of rules witha coherent structure which students follow orremember, but the same is not true of vocabulary(p. 91). Within the last few years, vocabulary hasbecome viewed as an important aspect in secondlanguage learning, in fact, many believe just asimportant as the main skills of reading, writing,listening, and speaking.

It has already been observed that thatknowing a word involves the ability to selectsituations in which it is appropriately applied,recall different meanings of the word, andrecognize exactly in which situations the worddoes and does not apply. Calfee and Drum (1986)noted that knowing a word well “involves depthof meaning; precision of meaning; facile access(think of Scrabble and crossword puzzle experts);the ability to articulate one’s understanding;flexibility in the application of the knowledge ofa word; the appreciation of metaphor, analogy,word play; the ability to recognize a synonym, todefine, to use a word expressively.” And Nagyand Scott (2000) further underscored thecomplexity of what it means to know a wordwhen they discussed five aspects of thecomplexity of word knowledge—incrementality,polysemy, multidimensionality, interrelatedness,and heterogeneity

Language is primarily acquiredincidentally, through listening, talking, andreading. Thus, to the extent possible, teachersneed to immerse students in language-richenvironments that provide them with manyopportunities to acquire Learning Words in aSecond Language 19 language. Children can beexposed to rich language through having textread aloud to them, their own reading of texts,

and media such as television.Shared Book Reading.

As noted in the Introduction, one methodthat has been used frequently and successfullyto develop vocabulary in children is shared bookreading in which adults read aloud to children,periodically stopping to highlight and discussindividual words as well as other aspects ofwhat they are reading. Research with nativeEnglish speakers indicates that this method hasan impact on oral language outcomes,including vocabulary, grammar, and listeningcomprehensionIndependent Reading.

One great advantage of independentreading is that it has the potential to exposelearners to massive amounts of vocabulary ina variety of registers that may not be availablethrough spoken language. This clearly affordsrich learning opportunities. There is ampleevidence to show that incidental learning ofvocabulary through reading does occur for bothnative English-speaking students and ELLs.Television.

Research with native English speakersindicates that educational television programscan be a source of language learning for thesestudents .Several studies have also found thatexposing ELLs to high-quality television can alsobe effective in developing their vocabulary. ForexampleIt has been found that found thatmiddle-grade ELLs who watched captionedepisodes of a high-quality science program,outperformed their classmates who just readfrom their science textbooks on measures ofword recognition, understanding sentences,and word meaning. In addition, these studentsalso performed better than their classmateswho watched the television program withoutcaptions. It should also be noted that only ELLswith sufficient English proficiency benefitedfrom the television programming, indicating theneed to consider this variable when designinginstruction.

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Context Clues.As Sternberg (1987) suggests, “Most

vocabulary is learned from context.” In ourjudgment, and in the judgment of most othervocabulary researchers, no other explanation canaccount for the huge number of words studentslearn. Relevant studies on context clues includedescriptive research on students’ ability to usecontext to learn the meanings of unknown words,a topic that was discussed in the section aboveon rich and varied language experiences.

In short in the old days of languageacquisition, vocabulary teaching and learningwere given little importance However, thescenario today is drastically different as very fewlanguage instructors – if any – would evenconsider overlooking the lexical dimension intheir regular teaching.In fact, language learnersthemselves regard vocabulary knowledge to beof primary importance and often feel that manyof their difficulties in both receptive andproductive language use result from inadequatevocabularyReferences Maiguashca, R.U. (1993). Teaching and

learning vocabulary in a second language:Past, present, and future directions. CanadianModern Language Review, 50.

Nation, Paul (1994). New Ways in TeachingVocabulary.TESOL.

Robert Lado (1955), “Patterns of difficulty invocabulary” International Journal LanguageLearning, 6, p.23-41.

Schmitt, N., 2010. Researching vocabulary: avocabulary research manual PalgraveMacmillan.

Sternberg, Robert J. (1987), “Most Vocabularyis Learned from Context”, in Margaret G.McKeown& Mary E. Curtis (eds.), The Natureof Vocabulary Acquisition (Hillsdale, NJ:Lawrence Erlbaum Associates): 89-105.

Wilkins, David A. (1972).Linguistics inlanguage teaching. Edward Arnold, London.

A Study of Achievement in Punjabiin Relation to Mental Ability of

Secondary School Students

Komal SinghAssistant Professor, Department of Education

Babasaheb Bhimrao Ambedkar University,Lucknow, U.P.

==============***********===============Abstract:

The study was conducted to examine therelationship between academic achievement ofstudents of class IX and X in Punjabi language. Asample of 150 students various schools ofLudhiana was selected. Data were collectedthrough Punjabi Achievement Test constructed bythe investigator and Group Test of General MentalAbility developed by Jalota (1970). Data wereanalysed using product moment method ofcorrelation. Significant Correlation was obtainedbetween the achievement in Punjabi and mental ability.It means academic achievement of students wassignificantly related to their mental ability.Introduction

Achievement means the extent· to whichlearning is and defined as a measure of a test asdistinguished from aptitude and intelligence test.In the other words academic achievement refersto the attainment of the pupils in academic subjectas reading writing, profiling from instruction in agiven area of learning. In other arithmetic &science. Words we can say achievement meansthe extent to which learning and study hasresulted in mastering. Stephen (1956) defined“Academic achievement as the unique. Accordingto Crow & Crow (1956), “Achievement means theextent promote the wholesome scholasticdevelopment of the pupils”. To which the learneris profiting from instruction in the given Good

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(1959) defined “Academic Achievement as theknowledge area of learning.” According to Beger;“Achievement encompasses student ability marksobtained in the tests. The word academicachievement refers to and performance.”According to Dictionary of Education (1959),“Achievement is and physical education”.Accomplishment or Proficiency of performance ina given skill or body of knowledge.Academic Achievement

Academic achievement is core of wider termeducational growth summarized in various typesof grades, works, scores or descriptive and perhapsnone would deny the importance of academicachievement commentary. “ in child’s life.Academic achievement plays a very significant &vital role in the attainment of idea of harmoniousdevelopment in general and defined as a measureof a test as distinguished from aptitude andintelligence test. In the other words academicachievement refers to the attainment of the pupilsin academic subject as reading writing, arithmetic&science. Stephen (1956) defined “Academicachievement as the unique, responsibility ofeducational institutions established by society topromote the wholesome scholastic developmentof the pupils”. promote the wholesome scholasticdevelopment of the pupils”. promote thewholesome scholastic development of the pupils”.Good (1959) defined “Academic Achievement as theknowledge acquired and skills developed in schoolsubjects generally indicated by marks obtained inthe tests. The word academic achievement refersto the achievement of pupils in academic subjectslike history, arithmetic, reading contrasted with skillsdeveloped in such areas as industrial arts and physicaleducation”. Hawes & Hawes (1982) defined “AcademicAchievement as successful accomplishment ofperformance in particular subjects, areas or courses,usually by reasons of skill, hard work and interest,typically summarized in various types of grades,works, scores or descriptive commentary. “

So, Academic achievement refers to what thepupil has learnt in different subjects. It includesthose behavioral changes which take place in theindividual as a result of learning experiences of

various types.Importance of academic achievement is based

on three fundamental assumptions of psychology:(a) There are differences within the individualknown as behavior oscillations, meaning therebythat the academic achievement of someindividuals differ from time to time, from oneclass or one education level to another.(b) Within the same age group, same gradelevel, same potential ability, individuals differ inacademic proficiency.(c) Social class has tremendous effect onacademic achievement. It is strongly argued thatranking of students, whether in marks of gradesor in some other index is necessary for effectiveteaching and learning for classification, guidanceand direction of efforts and measurement ofeducation performance. Symonds (1927) listedincitement to study, promotion of competition,determination of promotion, assistance ineducation and vocational guidance, awarding ofcredits and honors among the purposes of marks.Therefore, educationists and psychologists havebeen intensively interested for the last sixdecades in studying the complex determinantsof academic performance.

Academic achievement is determined byvarious factors i.e.(a) Attitudes: An attitude is a hypotheticalconstruct that represents generally positive ornegative views of a person about a place,individual’s degree of like or dislike for an item.Attitudes are thing or event.(b) Society: Society is the set of relations amongpeople, including their social status & roles.(c) Aptitudes: An aptitude is an innate acquired,learned or development component of acompetency to do a certain kind of work at acertain level.(d) Culture interest: Culture is a process to live in agroup. Each society has norms to follow by individualsin order to retain in the society. Culture is developed bybeliefs, faith, practices, customs, way to live, art,language, and food habits etc.(e) Parental involvement: Parentalinvolvement plays an important role in the

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development of the child. The parent-childrelationship plays a vital role in the maturity of thechild. Parental involvement implies how theparents involve themselves in developing over allpersonality of their child.Intelligence: Intelligence is a general capacity ofan individual that enables him to adjust his thinkingconsciously to new requirements.(f) School Environment: School environment isthe sum total of physical and biological resources.(g) Personality: Personality is the dynamicorganization with in the individual of those psycho-physical systems that determine his uniqueadjustment to his environment.(h) Socio-economic status: Socio-economicstatus is an economic and sociological combinedtotal measure of a person’s work experience andof an individual’s or family’s economic and socialposition relative to others, based on income,education and occupation.(j) Mental Health: Mental health is the study ofthe ways and means for keeping the mind healthyand developing.(k) Rural and urban background: Rural areameans the area which is covered by the villages inour country and urban area means the area whichis covered by the cities, towns and metropolitancities. Academic achievement depends upon thebackground of the individual also.

Environmental factors may be furtherclassified into:1. School environment2. Home environment

School environment and facilities often playa significant role in the academic achievement ofstudents. This includes School plant andequipment, Library Facilities, Playground and sportsfacilities, Provision of co-curricular activitiesprovided for all round development of the child,well equipped laboratories, Computer facilities,Guidance and counseling services in the schools,Attitude of the teachers towards the students.

Home Environment plays a significant role inacademic achievement of the child. The importantfactors of home environment are: Socio-economicstatus of the family, Aspiration of parents, Parental

encouragement.Mental Ability

The idea of general mental ability, orintelligence, was first conceptualized bySpearman in 1904. He reflected on the popularlyheld notion that some people are moreacademically able than others, nothing thatpeople who tend to perform well in oneintellectual domain (e.g. science) also tend toperform well in other domains (e.g. languages,mathematics, etc). He concluded that anunderlying factors which he termed generalintelligence, or ‘g’, accounted for this tendencyfor people to perform well across a wide range ofareas, while differences in a person’s specificabilities or aptitudes accounted for their tendencyto perform marginally better in one area than inanother (e.g. to be marginally better at Frenchthan they are at Geography)

In his paper Spearman (1904) outlined thetheoretical framework underpinning Classical TestTheory and factor analysis: the latter being thestatistical procedure that is used to identify theshared factor (‘ g’) that accounts for a person’stendency to perform well or badly across a rangeof different academic tasks. Subsequentdevelopments in the mathematics underpinningfactors analysis, combined with advances incomputing, meant that after the Second World Warpsychologists were able to begin exploring thestructure of human mental abilities using thesenew statistical procedures.

Being most famous for his work onpersonality, and in particular the development ofthe 16PF, the work that Raymond B. Cattell (1967)did on the structure of human intelligence hasoften been overlooked. Through an extensiveresearch programmer, Cattell and his colleaguesidentified that ‘g’ (general intelligence) could bedecomposed into two highly correlated subtypesof mental ability, which he termed fluid andcrystallized intelligence. Fluid intelligence isreasoning ability in its most abstract and purestform. It is the ability to analyses novel problems,identify the patterns and relationships thatunderpin these problems and extrapolate from

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these using logic. This abilities central to all logicalproblem solving and crucial for solving, scientific,technical and mathematical problems. Researchhas suggested that fluid intelligence is relativelyindependent of a person’s educational experience,and is strongly determined by genetic factors.

As such, many psychologists consider fliedintelligence to be the ‘purest’ form of intelligence,or ‘innate mental ability’. As such abstract reasoningtests are considered by many to be the best way toassess fluid intelligence. These tests are sometimes(wrongly) described as culture fair tests, as nospecific knowledge is required (e.g. an extensivevocabulary, an understanding of numbers, etc.)complete them.

Crystallized intelligence, on the other hand,consists of fluid intelligence as it is evidenced inculturally valued activities. High levels ofcrystallized intelligence are evidenced in a person’sgood level of general knowledge, their extensivevocabulary and their ability to reason using wordsand numbers. In short, crystallized intelligence isthe product of a person’s cultural and educationalexperience in interaction with their fluidintelligence. As such, traditional tests of verbal andnumerical reasoning ability are considered by manyto be the measures of crystallized intelligence.

Mental ability is the power to learn or retainknowledge, the ability to understand the facts andsignificance of the behavior, Mental abilities(sometimes called cognitive abilities) represent aPerson’s “brain power” in different areas ofcompetency. Some typical mental abilities includeverbal reasoning, mathematical reasoning, spatialreasoning and logical reasoning, Psychomotor nowbelieve that there is a general underlying factorthat explains most mental abilities (sometimescalled “g”, gor “general; factor”) that people withhigher levels of this general ability tend to be moresuccessful in life, including at work. Other researchesbelieve that general mental ability is important but thatother abilities e.g. musical, practical, emotional alsoplaya key role in a person’s success.

Mental ability composite of several functionsrequired for survival and advancement in the worldof work consisting of the following combination of

abilities:Reasoning:

Measure mathematical reasoning and logic,through the solution of problems expressedverbally. Together with the computation test, thismeasures numerical aptitude, which includes theability to manipulate number relationships andto work intelligently with quantitative materials.Computation: Consists of a number ofmathematical exercise involving the basicoperations of addition, subtraction,multiplication, or division. The exercises includewhole numbers, fractions, decimals, percentages,and various types of measurement. Somenumbers require a combination of arithmeticoperations. Computinal ability is important inoccupations such as sales clerk, cost clerk, anddraftsman, in carpentry, tool making, and othervocational and technical jobs, as well aspeofessions related to business, educations andthe physical sciences.Abstract Reasoning: This non- verbal test measuresthe ability to understand patterns of relationshipamong a series of stimulus figures and to recognizethe next figure that should be in the series. Thisability to understand the logic of relationshipamong one-dimensional or two-dimensional ortwo-dimensional representations is useful in avariety of occupations.

Mental ability is the power to learn or retainknowledge, the ability to understand the facts andsignificance of the behavior. Mental abilities(sometimes called cognitive abilities) representa Person’s “brain power” in different areas ofcompetency, Some typical mental abilities includeverbal reasoning, mathematical reasoning, spatialreasoning and logical reasoning. Psychomotornow believe that there is a general underlyingfactor that explains most mental abilities(sometimes called “g”, for “general factor”) thatpeople with higher levels of this general abilitytend to be more successful in life including atwork. Other researchers believe that this generalmental ability is important but that other abilitiese.g. musical, practical, emotional also playa keyrole in a person’s success.

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IntelligenceIntelligence is a term used to describe a

property of mind that encompasses many relatedabilities, such as the capacities to reason, to plan, tosolve problem, to think abstractly, to comprehendideas, to use language, and to learn. There are severalways to define intelligence. In some cases,intelligence may includes traits such as creativity,personality, character, knowledge or wisdom.

General intelligence is the ability to thinkabout ideas, analyze situations and solve problems.It measures through various type of intelligencetest. Intelligence is the capacity to acquire andapply knowledge by means of thought & reason.General intelligence refers to the quickness ofunderstanding. It means how fast one canunderstand a thing, think rationally and dealeffectively with the situations. Intelligence is thecapacity for rational, constructive, creative andoriginal thinking directed to the attainment of someend. It is the ability to learn, ability to solveproblems and ability to make adjustments.

Intelligence must be understood as themental capacity or ‘mental energy’ available withan individual at a particular time in a particularsituation. This mental capacity helps in the task oftheoretical as well as practical manipulation ofthings, objects or events present in the environment inorder to adopt or to face new challenges andproblems of the life as successfully as possible.

Intelligence is a feature of personality thathas great deal of influence on a person behavior. Itis impossible to know precisely the level of aperson’s intelligence. The person can be observedin all situations that require him to use hisintelligence. It is possible to estimate a person’sintelligence with the help of intelligence test.Intelligence is innate as well as acquired potential.Every child is born with some individual potentialwhich grows and develops with maturity andexperiences. The increasing maturity of the brainpermits mental activities to develop. Thedevelopment of mental ability depends onbiological maturing and on learning. Intelligence isa set of abilities, talents or mental skills that permitsan individual to solve problems.

Intelligence is a sort of mental energy in the formof mental or cognitive abilities, available with anindividual with an individual which enables himto handle his environment in terms of adaptationto face novel situations as effectively as possible.Hence, we can access a person’ s intelligence inproportion to his ability to use his mental energyto handle his problems and leading a happy andwell contented life.

Intelligence may be abstract, concrete orsocial. It includes the convergent reasoning tosolve a problem with in shortest possible time. Itis the power of mental processing of theinformation supplied by the senses to the brain.Definitions of Intelligence:

Stern (1914) says: “Intelligence is a generalcapacity of an individual consciously to adjust histhinking to new requirement. It is the generalmental adaptability to new problems and“conditions of life.”

Binet (1916) says: “The capacity to fromconcepts and grasp their significance all aroundthinking capacity or mental efficiency”

Terman (1921) says: “An individual isintelligent the proportion that he is able to carryon abstract thinking.”

Spearman’s Theory (1923) defined as“Intelligence is composed of the two factor i.e Gfactor (General factor) and S factor (Specificfactor) G-factor (General factor) and S factor(Specific factor) G-factor presents in all mentalabilities but S-factor is found only in specificsabilities or situations.”

David Wechsler (1939) says: “Intelligence isthe aggregate and global capacity of an individualto act purposefully, to think rationally and to dealeffectively with his environment.”

Bart (1949) separated statistically fourfactors of intellect, namely (i) General factor,common to all traits (ii) Group factors, commonto some of traits (iii) Specific factors, limited toeach trait whenever it is measured and (iv) Errorfactors, limited to each trait on each particularoccasion it is measure. He proposed a five-levelhierarchical model, involving the hierarchicallevels at (i) Human mind (ii) Relational level or

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general factor (iii) Associations (iv) Perceptions (v)Sensations.

Jean Piaget (1952) says: “Intelligence is theability to adopt to one’s surroundings.”

Piaget (1952) hold that intelligence is theability to adapt to one’s surroundings.

Catell (1963) suggested that a distinctionshould be made ,between fluid and crystallizedability that is potentiality for intellectualachievement from associate ability (level-I) andreasoning ability )level-II).

Jenson (1969) has distinguished level Iintelligence (simple associative learning) fromlevel II intelligence (conceptuality). Level (is bestmeasured by memory span and rote learning,whereas level II involves cognitive transformationand is close to I.Q.

Vernon (1969) summonses the concept ofintelligence as basically involving (i) Geneticcapacity that intelligence is part of geneticequipment (ii) Observed behavior that intelligenceresults from both hereditary and environmentalfactors and (iii) a rest score that intelligence isconstruct measured by an intelligence test.

David Wechsler (1994) tried to provide asomewhat comprehensive definition, “Intelligenceis the aggregate or global capacity of an individualto act purposefully, to think rationally, and to dealeffectively with his environment”.

In other words, intelligence is innate as wellas acquired intelligence potential. Every child isborn with some individual potential which growsand develops with the help of maturity andexperience. It is therefore, product of heredity andenvironment.Need and Significance of the Study

Intelligence is feature of a personality thathas great deal of influence on person’s behavior. Itis impossible to know precisely the level of person’sintelligence. The person can be observed in allsituations that required him to use his intelligence.It is possible to estimate a person’s intelligencewith the help of intelligence tests and academicachievement test. Intelligence is innate as well asacquired potentials. Every child is born with someindividual potential which grows and develops with

maturity and experiences. The increasingmaturity of the brain permits mental activities todevelop. The development of mental abilitydepends on biological maturing and on learning.Intelligence is a set of abilities, talents or mentalskills that permits an individual to solve problems.This study is basically conducted to know therelationship of regional language like Punjabi withgeneral mental ability. There is inadequacy ofmaterial available in Punjabi language. So,present research problem become importantReview of Literature

Many studies have been done in the past,which have shown that academic achievement ofstudents is related to mental ability of the childrenof various grades in different subjects Intelligencetest scores have been found to be fairly goodpredictors of success. Intelligence is thereforeconsidered as one of the most important factorsin determining the academic achievement. Hollingworth Cobb (1923), Rastogi, (1964), Malik, (1977) andothers found a positive and significant correlationbetween intelligence & academic achievement.

Rao, (1965) concluded in his study thatintelligence study habits and school attitudeswere significantly related to the predication ofscholastic achievement.

Cuppens (1967) in a study with Dutch highschool subjects found a positive correlation of .28and .31 between intelligence and achievement.

Lewis, (1967) while making a multivariateanalysis of variablis associated with academicsuccess within a college environment, found ‘thatmental ability was most significantly related toacademic achievement.

Vidhu, (1968) revealed that the correlationbetween intelligence and academic performancewas positive and highly significant.

Joshi, (1970) concluded in his study thatsuperior intelligence is associated with higherscores on the algebraic concepts.

The findings of Chaudhary, (1971) studyconcluded that achievement and intelligence were notsignificantly & positively related to each other.

Mohan, (1972) noted the imperfect natureof correlation between academic achievement

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and intelligence, ranging between 20 and 60Pathak, (1972) revealed in his study that the

high achievers had a significantly higher mean Q.(131.2) then the low achievers.

Masih, (1975) found that there is a positivethought but statistically significant relationshipbetween intelligence and academic achievement

Mohan, (1975) reported that intelligence asmeasured by progressive matrices scale waspositively related with total educationalattainment in the study sse passed students.

Contractor, (1977) in a study with third year B.A.students found that there was no relationship betweenintelligence and education attainment in English.

Malik, (1977) found that intelligence,academic achievements were highly correlated

Lavizzo (1981) established significant andpositive correlation between I.Q. readingachievement and arithmetic scores.

Kumari, (1982) found a high positiverelationship, between intelligence & achievement.

Howard (1984) studied the relationship ofintelligence with academic achievement. He foundthat intelligence is positively correlated, withachievement which is significant at .01 level. In thesame year, Sween reported that high intelligentstudent’s score IS significantly batter than LOWintelligent student’s score.

Raj put, (1984) found that intelligence affectsthe achievement of students in Mathematicssignificantly at all the three level i.e. high, averageintelligence and low intelligence groups in theirachievement in , mathematics. It also show thatthe students of average intelligence are betterachievers in mathematics than the students of lowintelligence.

Gakbar, (1986) study aimed at investigatingthe relationship between intelligence andacademic achievement of college students andfound significant.

Yadav, (1987) revealed that high intelligencestudents were found to be having moreachievement scores in Mathematics than lowintelligence students irrespective of mode ofinstructions, levels of thinking and types ofpersonality.

Arshidokbt (1989) studied the comparisonof intelligence and achievement levels of locationand American students in four schools. Findingswere that intelligence is positively correlatedwith the achievement which is significance at .01level.

Devi (1990) in his study namely, “Pupilsacademic achievement III relation to theirintelligence, neuroticism and locus of control”/found positive and significant relationshipbetween intelligence and achievement.

Yeh (1991) conducted the study toinvestigate the relationships between academicachievement and achievement motivation, studyhabits, stage of intellectual development andJCJEE scores among junior college students inTaiwan. Findings were there is positive correlationbetween academic achievement and intelligence.

Batra (1992) found that students belongingto high intelligence group developed betterconjunctive concepts than that of students fallingin low intelligence group.

Boulon -Diaz (1992) studied the effect ofseven independent variables on schoolachievement of normal Puerto Rican Public Schoolchildren. The subjects were 65 children aged 9-11years at urban public schools.

Intelligence was measured with the WISE-RPuerto Rico Pearson correlation’s between GradePoint Average (GPA) and I.Q. (.66) was significantat the 0.01 level.

Sawhney (1993) indicates that students ofabove average and average ability groups retainedmore algebraic concepts than the students ofbelow average group - irrespective of teachingstrategy.

Btigham, Mary France (1994) studied ofmobility, intelligence and interaction of twovariablies, of 6th graders achievement test scoresin the area of mathematics, and reading languagefound no significant relationship of intelligencewith achievement in any of the areas.

Kumar (1994) also found a positive andsignificant correlation between intelligence andachievement in Biology.

Oh-Hwang Young JOO (1995) found that high

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levels of academic achievement was shown bystudents with higher intellectual ability.

Pertrill, (1995) found that intelligenceaccounts for around 25 of the variance inachievement, other factors are also important.

Mishra (1997) m his study, “Correlated ofacademic achievement of high school students inIndia”, found a positive and significant correlationbetween intelligence and achievement.

Bajwa (1998) found that intelligence waspositively and significantly related to academicachievement in Physics.

Hazard, (1998) specific factors such asstudent’s loci of control, attitudes towardintelligence, and utilization of proper study skillshave found to be medicate academic achievement,Gudied by Dweek and Leggett’s (1988) theory ofattitudes towards intelligence, his studyinvestigated variables that the literature suggestsmediate students use of proper study skills andacademic achievement.

Baho (2001) studied impact of a formal publicschool instrumental music instruction program on8th grade middle school students reading andmathematics achievement and found thatintelligence quotient and socioeconomic status hasthe greatest impact on reading and academicachievement.

Barrett (2001) conducted a study of selectedvariables which predict the’ academic success on400, XI graders home in New Jersey. The correlationcoefficients yield a positive relationship betweenintelligence and academic achievement.

Behra (2002) studied the relationship ofintelligence, academic motivation and personalityof vocational students in relation to cademicachievement and found that there existed positiveand significant correlation between intelligenceand academic achievement

Aitken Harries (2004) examined 404 adults(203 men and 201 women), who completed fourscales of intelligence test, 10 personality scales,and a creativity measures. The findings from thisstudy suggest that achievement had small tomoderate positive correlations with an intelligencefactor.

DeMarri (2004) studied the effect of domainknowledge on students’ memory for vocabularyterms were investigated. Participants were 142college students. Knowledge effects wereestimated controlling for academic, academicachievement, and general ability.

Manhas (2004) in her study on a sample of400 XI class students of Jammu and Kashmir region’found a positive and significant correlationbetween Emotional intelligence and AcademicAchievement.

Barisonek (2005) studied relationshipbetween intelligence, academic achievementamong 3 rd and 6th grade students. The findingsindicate ‘no overall relationship betweenintelligence and academic achievement.Academic achievement in Relation to EmotionalIntelligence

Singh (1972) in his study on a sample of 100boys and 100 girls of IX calls found significantdifference in the acquisition of concept inchemistry and the results were in favor of boys.

Arya (1984) measured the relationshipbetween general intelligence and emotionalmaturity of boys and girls separately. The Majorfindings were that superior intelligence showedhigh relationship with emotional maturity tests.

Elias et al (1991) reported that knowledgeof emotional intelligence is very important atschool level and both are.

Thi and Kirby (2002) In a study of 304undergraduates found t hat overall emotionalintelligence was related to performance. Higher‘motional intelligence was found to be associatedwith scores on cognitive measures also.

Barchard (2003) Conducted a study on asample of undergraduates psychology studentsto examine the ability of emotional intelligencewere found to predict academic success, none ofthem .howed incremental predictive validity overahow cognitive and pCI’ onality variables

Dalip Singh (2003), ‘Emotional intelligenceconsists of psychological dimension such asemotional competency, emotional maturity andlead other.

Petrides et al. (2004) examined the role of

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emotional Intelligence in academic performanceand in deviant behavior at school 6n a sample of650 pupils in British Secondary Education. Theyfound that trait Emotional intelligence has ratedrelationship between cognitive ability andacademic performance.Objective of the Study

The objective of the study was to find the co-relation between mental ability and achievementin Punjabi.Hypothesis

The hypothesis of the study was: there willbe positive significant relationship betweenmental ability and achievement in Punjabi.Method and Procedure

The purpose of the present study was theacquisition of the academic achievement in Punjabiby 9th and 10th” class students. In such type ofstudies neither any previous record nor any typeof experimentation can be helpful in gathering therequired information. Such type of information canbe collected only by administering some tests anddata are gathered about what already exist fromrelatively large sample of particular population.Survey method provides the opportunities indescribing, studying and interpreting what existstoday, as is concerned with conditions,relationships, practices, beliefs, attitude thatprevail the process and the trends that aredeveloping. In the present study survey methodwas used.Sample

The target of the sampling procedure was toselect a representative sample of secondary schoolstudents belonging to different schools. Thisinvolves proportional relation from several strata.Therefore, a randomization technique of samplingwas employed for selecting all types of schools.Out of various schools of Ludhiana data wascollected from four schools randomly. Data werecollected from 150 students. In this way the finalsample of present study consisted of 150 secondaryschool students studying in IX and X classTools Used

The following tools were used to collect datafor the present study:

1. Punjabi Achievement Test constructed bythe investigator2. Group Test of General Mental Abilitydeveloped by Jalota (1970)Punjabi Achievement Test

Knowledge of any subject is cripple withoutthe through mastery of its basic concepts.Fundamental concepts are the foundation stoneon which the super structure of piece ofknowledge is built. Clear understanding ofPunjabi Achievement is no exemption to it. Asthere is no standardized test available to evaluatethe understanding of Punjabi Achievement,therefore test was developed locally by theinvestigator. The Punjabi Achievement test wasconstructed on the basis of multiple choice items.Concepts included in the syllabus of secondaryclasses in the subject of Punjabi were collectedand a rough draft of the test was prepared. Testitems were discussed with Punjabi teachersworking in various schools of Rajpura.Data Collection

Collection of data for the final phase of thestudy was undertaken over a sample of 150 seniorsecondary students. Both the tools namely,general mental ability test and Punjabiachievement test were administered personally.Statistical Techniques Used

For the analysis of the data Product momentmethod of correlation statistical technique was used.Analysis and Interpretation of Data

Table:Relationship between Achievement in Punjabi

and Mental Ability

From the table show that there will be positivecorrelation found between mental ability andachievement in Punjabi. The value of correlation was.29 which moderately correlates between twovariables. So the hypothesis that there is positivesignificant relationship between mental ability &

Independent variable Mental ability

.29

Dependent Achievement

in Punjabi

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achievement in Punjabi was accepted.Conclusion

Significant Correlation was obtainedbetween the achievement in Punjabi and mentalability. It means academic achievement of studentswas significantly related to their mental ability.Educational Implications

The findings of the present study have verywide educational implications.1. It is clear from the study that adolescents ofhigh mental ability deserve more attention to maketheir development better.2. Findings of the present study can be utilizedfor making the teaching learning situation moreeffective and more productive especially accordingto the individual differences.3. Results of the present investigation may bediscussed in seminar, refresher course, workshopsorganized for teachers, guidance workers, counselors,principals, school management, curriculum framers,social workers and social reformers.4. Finding of the present study will help theparents, teachers, social reformers, administratorsand guidance workers to prepare themselves tomeet the needs of the children.5. Management of these schools may be helpfulto the students to explore their mental ability andsocioeconomic status so that children can developthese traits to the fullest possible extent. Sometalks of good persons may be arranged so thatadolescents can develop their mental ability.ReferencesAggarwal, M (1974) A comparative study of the

language ability of early and late English learningstudents in relation to their study habits, Socio-Economic status, self concept, intelligence &achievement. M.Ed. Dissertation, P.U. Chandigarh .

Aggarwal, S (1998) A comparative study ofAchievement in Board Examination of VIII classof slum area colonies and urban school of U.T.Chandigarh in relation to family backgroundvariable and study habits, Med Dissertation, P.U.Chandigarh.

Aitken Harris J (2004) Measured intelligence,achievement, openness to experience andindividual differences, 36(4), PP.913-929.

Arya, A (1984). Emotional Maturity and value ofsuperior children in family. Ph.D. Psychology.Agra University

Bar On (2002) Emotional Quotient InventoryTechnical Manual, Multi Healthy Systems;Toronto, Canada.

Bar On, R. (1997) “Emotional Intelligence QuotientInventory: A measure of Emotional and SocialIntelligence”. On: Multi -health Inc.

Basu, G (1983) A Comparative study of personalitycharacteristics of Tibetian and East Pakistanibackward refugee children” Ph.D,

Behra,A (2002) Intelligence, Achievementmotivation and Personality Ph.D. Thesis. Deptt.ofEdu., Panjab University, Chandigarh.

Best (1963) Study of cognitive skills and selfconcept of primary school children in relationto their socio—metric. Med Dissertation P.U,Chandigarh.

Biswas A & Aggarwal J.C. (1971) EncyclopedicDictionary and Directory of Education NewDelhi. The Academic Publishers.

Chabra (1989) A study ‘of academic achievementin relation to self concept;- Study Habits aridSocio-Economic background of under-graduate. Med Dissertation, P.U. Chandigarh.achievement”, Ph.D. (Edu), Punjab University,Chandigarh,

Chapman, Susan Denice (July 1995) Healthbehavior of students served by specialeducation and regular education University ofSouth Research and Extension, 25 (2).

Chopra, S.I. (1964) advanced Educationalphysiology, vikas publishing.

Crow & Crow (1956) Educational PsychologyEurasia Publishing House (Pvt.) Ltd. Ram Nagar,New Delhi-11005

Cuppens, L.W. (1967) Intelligence, motivation andanxiety as the Hrminants of School achievement inthe First Class of Secondary Education.

Dewan, (1996) A Comparative Study of academicachievement, family environment, classroomenvironment, achievement, motivation andintelligence of senior secondary students ofdifferent socio-economic Chandigarh. Groups.Ph.D. (Edu). Thesis P.U. Chandigarh.

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Dharni,G.S. (174) “Intelligence, emotional maturityand SOClO-economic status as factor indicativeof success in scholastic achievement”. Ph. D(Edu), Punjabi University, Chandigarh.

Dutt, S. (1988) Relationship of creativity withachievement in science and SOCIO-economicstatus of X grade student, Jr. of EducationalResearch & Extension 25 (2).

Ediger, M. (1997) Affective Objective m ScienceCurriculum. Montgomery, AI: Auburn Universityat Montgomery, School of Education.

Elias, M.J.,Gara, N, Schuyler & Brandon Muller (1991)The promotion of social competence, Longirtudinalstudy of a preventive school based program Americanjournal of Orthopsychiatiy 61 (3), 409-417.

English, H.B. and English A.C. (1958) A compressivedictionary of Psychological abd Psychologicaland Psychoanalytical terms. Toronto: Longman,Green and company.

Gileria, Nandini (1997) ”Effect of intelligence, scoio-economic status, anxiety & sex differences on theacquisition of biology concepts”: M.Ed.Dissertation, P.U., Chandigarh.

Goleman, D (1995)Emotional Intelligence U.S. andCanada, Bantam Books.

Goleman, D (1999) Working with EmotionalIntelligence, Bantam

Goleman, D (1999) Working with EmotionalIntelligence, Bantam Books, U.S. & Canada pp.7373.

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Green, E.J. (1963) The learning process andprogrammed instruction. Hot Rinchard andWinston Inc. New York.

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Hawes, G.R. and Hawes, L.S. (1982) Thec o n c i s eDictionary of education New York: Van. Nostr&Reinhott Co.-Inc.

Heyman. Gail D & Compton, Brain J (2006)Developmental Science, 9 (6), p. 616-627.

Hyde, A. Pathe and Dhar U (2001) Manual ofEmotional Intelligence Scale, NationalPsychological Corporation, Kacheri Ghat, Agra.

Ivshin, Ella (2001)Study of Psychology problemsand way of coping among J adolescents inrelation to emotional intelligenc, M.Ed.Dissertation RU. Chandigarh

Jaeger, Audrey Jean(2001) Emotional Intelligencelearning style & academic performance of graduatestudents in professional school, UnpublishedDissertation, New York University.

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Kaur, Sarabjeet (2003) A study of the effect of socialeconomic status on academic achievement andvocational aspirations of IX Class Studen M.Ed.Dissertation P.U. Chandigarh.

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Kumari, S. (2001) Learning strategies achievementmotivation & academic performance of high schoolstudents. M.Ed. Dissertation P.U. Chandigarh.

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Manhas, K, D, (2004) cognitive & Non-CXognitivecorrelate E.1 of addescents , Ph.D. thesis, Deptt. ofEdu, Panjab University Chandigarh. Mayer, ID. &Salovey P. (19 93) Emotional Intelligence 17,433-422.M.Ed. Dissertation,Panjab Uni. Chandigarh.

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Mouly (1962) Study of cognitive skills and conceptof primary school children in relation to theirsocio metric, M.Ed. Dissertation Department ofEducation, P.U. Chandigarh.

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Strydom, Irena (1999) “Study of psychologicalproblems and ways of coping among adolescentsin relation to emotional intelligence,” M.Ed.Dissertation, P .U. Chandigarh,

Szyberla, A.L.(2006) “Emotional Intelligence andschool success”, Developmental Psychology.

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Thiand Kirby (2002) As quoted by Newman Tony,Emotional Intelligence in the job. A ReviewUniversity of Alaska, Southeast.

Agricultural land usein Vaishalee District

Dr. Jai Prakash SinghAsst. Professor, Dept of Geography

Dr. B.R.A. Govt. Degree CollegeMaharajganj (U.P.)

==============***********===============Vaishalee region is in the heartland of

Bihar. It extends form 250 -29I north to 260 -02I

north latitudes and from 850-05I east to 850-38I

east longitudes and comprises an area of 2036square kilometer with total population of (2011)3495249. Density 1700 per sq.km.,literacy68.56% & sex ratio is 892.It touches Muzaffarpurin north; Samastipur in east and Saran (Chapara)district in south-west. While the river Gangaand the Gandak provides natural boundary. IfGandak assumes as vertical line and Ganga asHorizontal line; then the Vaishalee regionsituated on the right angle. Vaishali acquiredthe status of an independent district on thesecond October 1972.Earlier was the sub-division of Muzaffarpur district , known asHazipur.LAND USE

Buck, has rightly remarked that theamount of land and its quality, the intensity ofits use for plants and the degree to which it ismodified by man to consideration of landutilization in any country. Net cropped area ofthe region is 60.93, forest area is 7.61%, notavailable for cultivation land is 17.22% anduncultivated land as 14.23% . Patepur Block hasthe highest forest area 10.20%.AGRICULTURAL LAND USE:

The crops grown in Vaishalee Districtdivided into three different groups on the basis

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of the period of their growth:-1.Khrif of the rainyseason. 2 Rabi or the winter season crops.3.Zaidor the hot season. Total Kharif cropped area is51.74% of the Gross Cropped Area 79.69 % ,Rabicropped area and 0.26% is Zaid cropped area;which is lower than that of above categories.CROPPING PATTERN:

The regional distribution of differentcrops in a region is called Cropping pattern.Cropping Patterns means the proportion of areasunder different crops at a particular period oftime in a region. The general cropping patternof the years 1995, 2000,2005 and 2011 has beengiven in the following table; Which portrays thathigh percentage of (near about 75%) cultivatedarea is occupied by cereal crops.

Source : Agricultural Bulletin of Bihar (Vaishali)of Respective Years.

Of all the cereal crops paddy occupiesone third of the total or Gross Cropped Area. InRabi Crops, Wheat is the major crop occupyingnear about 25 percentage of TCA in the year 2011Sugarcane is the most important commercialcrop occupying almost 7.42 percent of the TCAin the year 2011. The percentage area underMaize. Barley, bajra, Jwar have decreased andis replaced by wheat, Rice and other, during thelast two decades; because of extension ofirrigation and other facilities in vaishalee districtIt not means that irrigation facilities issatisfactory it only means that irrigation factoris generally and slowly increasing. Percentageof Sugarcane production has increased

considerably, due to the growing demand ofsugar mills, which has the potentiality toIncome an important agro-based industry in theregion. It is significant to note here that, due tothe unreliable transport facilities and deficiencyin technical assistance after agriculturalproduction milk, poultry and vegetable etc,growing is negligible Considerableachievement may be acquired after providingthese facilities in rural, backward areas.Moreover, it may be said that in the view of thelimited possibilities of bringing additional landunder plough, areas under double croppingshould amount to at least 80 percent of net SownArea. Further increase in double croppingdepends not only on irrigate, on facilities.

The role of socio-cultural perspective,sometimes super side even physicalenvironmental constraints when microscopicstudy of cropping pattern is conducted, whenmicroscopic study of cropping pattern isconducted as village and family levels. Thecropping pattern of sample village rattibhagwanpur (Lalganj Block) dominanceparticularly wheat (44.49%) and followed bymillets are the representative of grain orientedagriculture of khadar Topography (Gandak).Where food, Non-food crop ratio is 58:42. Itreflects physical limitations like, flood etc,particularly on the cultivation of kharif crops .village dagaroo (Mahua block) with ricedominance (42.98%) followed by outer foodcrops (41.25%) and cash crops (15.39%) is arepresentative of rice based industrialagriculture. Where food, non-food crop ratio is41:59.Analysis of cropping pattern- it is however,necessary to examine the nature of changingcropping pattern in some of the blocks whichare taken as sample for representing cropspecialization. The food, non-food crop ratiochanged from 50:50 (2000) to 47:53 (2011)during last twenty years in mahua block ascompared to 54:46 (2000) from 57: 43 (2011)

Crops 1995 2000 2005 2011

Rice Wheat Maize Barley Bajra Jwar Pulses Oilseeds Sugarcane Tobacco Potato

22.31 16.44 11.97 10.95 08.00 0520

07.66 04.62 05.12 03.35 04.27

24.24 17.75 12.14 08.61 07.25 0521

06.18 03.63 04.60 03.71 04.84

24.88 22.23 06.15 04.10 0422 03.20 07.52 06.30 0824 07.18 05.63

26.76 25.00 0522 0425

03.30 03.26 07.00 06.20 07.42 06.17 06.13

TOTAL 99.89 99.16 99.65 96.96

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in lalganj block. The crop dominant hajjipurblock, from 74:26 (2000) to 66:34 (2011) similarlytobacco dominant patepur block (North-East)also shows more distinctive changes in croppingpattern (46:54 in 2000;43:57 in 2011) than, thatof potato dominant Goraul block (North), (64:36in2000;61:39 in 2011). There is an increase inwheat acreage in all the blocks under ‘GreenRevolution “; but the rate of increase is highestin mahua and goraul blocks. On the other hand,there is highest decrease in pulses, whichrecorded decrease invariably in all the blocks.

Changing nature of cropping pattern ispositive in favour of case and commercialcrops.The region is a circumstantial evidence ofthe fact that even among food crops, the shift ismore selective and in favour of more cashfetching crops, which serve both the purpose offood as well as immediate income tofarmers.Pulses among the crops have been thegreatest victim of the existing changes resultinginto low availability of protein to consumers.

Commercial crops like- Sugarcane,Tobacco; tree crops like- Banana, Litchi;Vegetables like- Potato have been the maingainer Although, there is a decline in sugarcaneacreage in some of the blocks located either inthe south or near the urban centers, but not inthe whole region. Yet it registered on overallincrease in area, with the highest rate of growthin Sugarcane Dominant blocks in the north. Thereis an increase in tree crops area in all blocks.The area under tree crop and vegetable registeredincrease in all the blocks., but more distinctly inmahuwa and lalganj blocks exhibiting urbanimpact on its cultivation. There is decrease intobacco acreage in all the blocks as comparedto slight increase in oilseeds.

Hence, the feeding & transformation ispositive and oriented to high productivity cropsunder urban and industrial impulses ofMuzaffarpur, Patna intra regional urban centers.Transformation Through The Land UsePlanning:- The model of agro –economic

transformation, animal presenting core idea ofagro industrial development is the very lostmedium of decentralization and diversificationis the very fast medium o decentralization anddiversification of industries and planned landuse, treated as fundamental strategy in originaleconomic development and planning. Socio-cultural economic and technical ailments arerequired to be in pensively knitted in the oncefor generating the process for planned regionaldevelopment with planned and productivesustainable land use. There are four stages ofsustainable agriculture land use- planned,sustainable, productive and demand baseagricultural land use.

Development of a backward area onlypossible if agricultural industrialization startsand gradually surpluses increases if ouragricultural land use according to planningnorm according to sustainability according toproductivity and according to demand then agro– based spatial – organization , developmentstarted. The agro based spatial organization canbe the sphere of material production whichcomprises a group of specialize agro industriesand certain elements of the infra–structure,the propulsive industries makes the spatialorganization more effective for the backwardarea development. The auxiliary industryinclude those needed to provide the operatingconditions of enterprises of the spatialorganization. The services of a spatialorganization include those intended to providethe local those intended to provide the localpopulation with food, goods of cultural,domestic and prime necessities. In brief, theindustries may be grouped in to five-PropulsiveSustainable Production Group, SpecializedSustainable Production Group, Auxiliary &Service Sustainable Group, ProductionSupporting Sustainable Group, InfrastructuralSustainable Industries Group.

The sector of infrastructure can bedivided in to three Group- Production, Socio-

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cultural and Institutional. This grouping reflectsthe functions of the different sectored of theinfrastructure, the character of the servicesprovided and their links with others SpatialOrganization is another constituent of theproductive force. There are two type of role ofthe population in to a Spatial Organization-producer and consumer. The local resources,which make easy to develop a SpatialOrganization are the most important element andto a great extent determine the Spatial Structureof a Spatial Organization. For the developmentof a Vaishalee region, Sustainable Agro BasedSpatial Organization development is the bestmethod.

References1. Buch J.L (1937): Land utilization is china

Nonking University Press.2. Bihar District Gazetters, Vaishali (2011)3. District Cansus Handbook (2011) Bihar

(Vaishali District)4. Singh B.B. (1988)–Agro Indstrial integration.5. Yadav S.M. (1997) Rural Settlement Patterns

Radha Publications, New Delhi

NAXALISM WITH SPECIAL REFERENCETO TRIBAL RIGHTS & ITS PROBLEMS

ASHUTOSH SINGH JELIYANGMumfordganj, Allahabad

==============***********===============Tribal are the indigenous population of India

with the Dravidian and Aryan influx coming later.After the paved roads have ended and the dirtroads have crumbled into winding footpaths, afterthe last power line has vanished into the forestbehind you, a tall, red monument suddenlyappears at the edge of a clearing. It’s 25 feet highand topped by a hammer and sickle, honoring afallen warrior. White letters scroll across the base:“From the blood of a martyr, new generations willbloom like flowers.”

The monument is a memorial but also asignpost, a warning that you are entering a“Liberated Zone”- a place where Mao is alive andMarx is revered, where an army of leftist guerrillasknown as the Naxalites control a shadow stateamid the dense forests, isolated villages andshattering poverty of central India. Here, theIndian government is just a distant, hated idea.

The sovereign Republic of India stands forsocialism, egalitarianism, trans-religioussecularism and national unity based on theprinciples of fraternity. Our independence wasmeant to “wipe every tear from every eye”-Jawahar Lal Nehru declared in his tryst withdestiny address. There was a pledge in thePreamble to the Constitution that justice, social,economic and political would be ensured forevery Indian.

But three score and three years later, we asa nation have much to answer for and account togenerations of the past and the future. Theexpectations at Independence darkened intodeprivation and depravation into dread, hunger

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homelessness, have-not status and finally despair.This gradual, slow process economic destitution andsocial estrangement led to the people losing theirfaith in the instrumentalities of the Constitution,namely the executive, the legislature, and thejudiciary.

Inevitably, when the State failed theconfidence of the people they took to the streets,to the jungles, and to lawlessness. Terrorism wasthe next step; this is the genesis of Naxalism.Maoism and other forms of extremism.

Today issues of tribal rights, mineral resourcesand naxal are of vital importance violenceconverge. Tribal communities make up 802% orapproximately 8 in 100 Indians- an economicallyand culturally vulnerable and distinctive group.

In last six decades, India has achievedsignificant milestones in the areas of economicgrowth, cultural assimilation and global politicalinterests. However, the 8% tribal population of thecountry has been left to protect themselves againstthe guile of rich and powerful eying the naturalresources and minerals of their indigenous land.Only geographical distance and remoteness of theirhabitat offered them some protection. But theirisolation has also exposed them to the ruthlessmight of Naxal cadres, supposedly struggling tothrow out the rulers of the country through thebarrel of gun. None, except Mao would be happyin his grave to find faithful followers in a remoteland that he never visited.History and Present :

Tribal are the indigenous population of Indiawith the Dravidian and Aryan influx coming later.Today with 573 recognized communities, Adivasisaccount for almost 8 percent India’s population.Central India is the home to the largest tribalpopulation. They have been provided with specialprovisions in the Indian Constitution with the 5th

and 6th Schedules, comprising suchaccommodations for tribals in Central and North-east India. However, the situation of the tribals hasbeen bad and continues to deteriorate due toneglect. For instance, the national figure forpoverty among adivasis is 45.86% and in States likeOrissa, the figure is 72%.

Adivasis had been troubled before theadvent of Naxalism, and there has been growingunrest for a long time. The reasons includestruggle for identity against creeping de-culturization. Another aspect o the problem is thedispossession and marginalization of the people,caused by collusion between local politicians,bureaucrats, business community and in manycases chosen leaders of the tribals themselves.Concerns and Challenges in India’s Tribal District

‘Naxals’, the leftwing extremists, havecarved out a large area along the eastern coast ofIndia, spreading from Nepal border to Tamil Nadu.Though started 40 years ago, the movementceased to die out and instead had grownominously. This region largely includes denseforests and tribal areas and consists of 92,000 sqkm. Red Corridor is the label people have givento this area, which the government machinerynever dared to reach. Naxals are the uninvitedand self declared rulers in the Red Corridor.

In late 2009, the Indian government launched‘Operation Green Hunt’ to root out the Naxals. Inreality, however, the tribals find themselvessandwiched between the Maoists on one side whocan’t give up their armed struggle and thegovernment on the other, that cannot put theinterests of a vulnerable minority- the adivasis-ahead of those with more money and politicalpower, that cannot put the interests of avulnerable minority-the adivasis-ahead of thosewith more money and political power.

Realizing that the lack of development andthe absence of governance are primarilyresponsible for growth o the leftwing extremists,the government has drawn development plansto win over the tribal people.

Apart from this, there is the issue ofimplementing the PESA (Panchayats Extension toScheduled Areas) Act in its true spirit.The PESA Act- Panchayat(Extension to Scheduled Areas) Act, 1996

In 1996, the Parliament passed thePanchayats (Extension to their right) to self-governance. The law, according to Dileep SinghBhuria, the Chairman of the committee that

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worked on it could ‘mark the beginning of a newera in the history of tribal people…’

Village level democracy became a realprospect for India in 1992 with the 73rd amendmentto the Constitution, which mandated thatresources, responsibility and decision making bepassed on from central government to the lowestunit of the governance, the Gram Sabha or theVillage Assembly. A three tier structure of local selfgovernment was envisaged under this amendment.

Since the laws do not automatically cover thescheduled areas, the PESA Act was in-acted in 1996to enable Tribal Self Rule in these areas. The Actextended the provisions of Panchayats to the tribalareas of nine states that have Fifth Schedule Areas.

The PESA Act gives radical governance powersto the tribal community ad recognizes its traditionalcommunity rights over local natural resources. Itnot only accepts the validity of ‘customary law,social and religious practices, and traditionalmanagement practices of community resources’,but also directs the state governments not to makeany law which is inconsistent with these. Acceptinga clear-cut for the community, it gives wide-rangingpowers to Gram Sabhas, which had hitherto beendenied to them by the lawmakers of the country.Thus PESA is a unique legislation, often describedas Constitution within the Constitution, whichattempts to bring together in a single frame twototally different worlds-the simple system of tribalcommunities governed by their respective customsand traditions, and the formal system of the Stategoverned exclusively by laws.

The full-fledged implementation of PESA willgive Rs. 50,000 crore to tribal communities todevelop themselves. Nothing would deal a biggerblow to the Maoists than participative developmentby, for and of the tribal communities. Of the 76districts highly infected by the Maoists, 32 are PESAdistricts. Hence, honest implementation of the PESAAct would empower the marginalized tribals so thatthey can take care of their development needs. Thiswould deprive the Naxals of their ground supportcoming from the misguided and helpless tribals.Why then the PESA Act is largely ignored by theState governments?

The main hurdle in the properimplementation of PESA comes from the nexusof bureaucrats and politicians who would loseauthority in tribal areas. They have alwayssubordinated the welfare of poor tribals in favourof the rich or the powerful. Giving real autonomyto Gram Sabhas, as envisioned in the Act, wouldleave them without much influence. Forest department officials have longviewed the resource rich tribal regions as sourceof revenue. They often collude with timber mafiasfor petty gains. They fail to realize that forests arethe only source of sustenance for tribals. In thevast tribal areas of Andhra, MP and Orissa, thetribals are primarily dependent on the collectionand selling of the non-timber forest produce(NTFP). In Uttarakhand there have been reportsof forest depots Development Corporation andthe Tribal Development Corporation had exclusiverights for a number of NTFPs. But uderliberalization wave since 1990, individualcompanies (for example, Utkal Forest Products)have been given collection rights for 29 NTFPs for10 years. Various paper industries have beenengaged, under the guise of ‘labour contactors’,for working bamboo areas. They have corneredbamboo collection rights in several forestdivisions. Economic liberalization has brought thecorporate giants into the region hunting forminerals for their mega size industrial exploits.Industry is wrecking havoc with the livingconditions of the tribals under the liberalizationregime. Their acts force the helpless tribals toleave the land they have known to be their ownsince ages. Compensation and rehabilitation plansare hardly ever implemented with honesty anddignity.

This is a major cause of poverty anddisplacement as commonly seen in states likeOrissa and Andhra Pradesh. These attempts to robthe tribals of their resources are criminal,especially when it occurs in places like Kalahandiand Koraput districts where starvation deathsamong tribals are legendary.How to force state governments to implement the

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PESA Act? Looking at the performance of StateGovernment in implementation of PESA and theirtendency to by-pass it, the Central governmentshould issue a notification that all other laws willbe subordinate to PESA in the fifth schedule (orPESA) areas. Land litigations are another headache oftribals who have been rendered landless by therich or powerful. In order to restore speedy justice,follow the recommendation of the B.D. SharmaCommittee. It suggested issuing notification of adate, when all pending cases in any Court of Law inwhich the land of a tribal is alleged to have beenillegally transferred or occupied by any person orbody, shall stand transferred to the Gram Sabha inwhose jurisdiction the land is situated.

Only PESA has the real potential to give a fatalblow to the leftwing extremists thriving on thebackwardness, ignorance, and isolation of tribalpeople. The “Original Indian People” of Indiadeserve a life free of exploitation, poverty, andfear.Poor recognition of Forest Rights

The Scheduled Tribes and Other TraditionalForest Dwellers (Recognition of Forest Rights) Act,2006 (FRA) was a result of the polity responding toprotracted struggles by tribal communities andmovements to assert rights over the forestlandsthey were traditionally dependent on. The Actturned colonial forest policy on its head, which hadestablished the rights of the community. Further,by recognizing the validity of the gram sabha togive effect to these rights, this Act has great synergywith PESA’s provisions.

However continuing bureaucratic control,resistant attitudes of the forest departmentofficials to give ownership to communities, andinadequate efforts at awareness have led to theslow implementation of the Act. The law lays downa clear three-stage process for recognition ofpeople’s rights. It also defines what constitutesadmissible evidence. The Forest Department has arole at the district and sub-divisional levels, butonly as one of the parties involved.

But the department has made every effort to

give itself illegal veto powers to deny rights. Inmost states the department is refusing to bepresent at the time of verification by the ForestRights Committee, and then demanding that theclaim be rejected at the screening stage as theydid not attend.

The Forest Rights Act requires that all rightsbe recognized through a transparent, publicprocess, where the gram sabha or villageassembly is central. Instead of following thatprocess, government officers are imposing theirown diktats. Gram Sabhas are being deliberatelycalled at the panchayat level or even larger unitsin Andhra Pradesh, Chhattisgarh and elsewhere-where they are too large for adivasis and forestdwellers to have their voices hears. This is indirect violation of the Act, especially in ScheduleFive areas. Even where gram sabhas havefunctioned and recommended claims, in MadhyaPradesh, Gujarat, Andhra Pradesh and otherStates, the area over which rights are beingrecognized is being arbitrarily reduced. Peoplecultivating an acre of land file claims for it, havetheir claims duly verified, and find that the actualtitle is given for a tenth of the area. It is not justthe process of implementation but the quality ofthe same that is important here, and thus thestates need to make this process ofimplementation meaningful for the communitiesdwelling in the forests.Left-wing extremism and militarization in PESAareas

Of the 76 left-wing extremist-effecteddistricts in the country today, 32 are PESA districts,according to official estimates. Drawing on a four-decade-old movement of militant left politics, theCPI (Maoist) was formed in September 2004, bymerging the Communist Party of India (MarxistLeninist) and the Maoist Communist Centre. Itsspread currently extends across significant partsof Bihar, Jharkhand, Orissa, Chhattisgarh andAndhra Pradesh, leading to the term, ‘The RedCorridor’. However, some analysts pertinentlyargue that the analogy of ‘The Speckled Band’more aptely describes the Maoists’ area ofinfluence, given they have control over some

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selected forested pockets in the districts stretchingacross the heart of central India, and has built onthe grievances of the local villages emanating fromthe non-implementation of PESA.

Some analysts read the resurgence and spreadof left-wing extremism as a phenomenon of tribalself-assertion. They point to the co-incidence inthe rise of economic reforms and the deepening ofthe Maoist movement in India’s polity, the latterbeing a retort to the exclusionary nature of thesepolicies. According to one senior politician, ‘If thestate is neglectful and oppressive, as it has been, itprovides the water in which the guerilla fish swim.’Some the people’s struggles nurtured by the Maoistparty speak directly to the problems of tribalcommunities on the ground, which have intensifiedbecause of the systemic neglect of PESA. Theseinclude issues of access to lands and forests, fairwages, the distress of farmers and weavers,awareness of basic rights, as guaranteed by theConstitution. The Maoists further argue that in thelight of the state’s ideology and methods canresolve the exploitation faced by the tribals.

According to the Ministry of Health andFamily Welfare deficit roots in the left-wingextremism-affected districts are:i). More than 3/4th of the people living in thesedistricts have a low standard of living index.ii). Female literacy for most districts is below thenational average.iii). Less than 1/4th of the population lives in puccahouses.iv). Less than 1/3rd have an electricity connection.

But while party proclamations and theevidence of poor development and governancesupport this hypothesis-of economic liberalizationfueling socio-economic disparities, resulting inpolitical extremism-it is necessary to note that theMaoist party, like all political outfits, seeks politicalpower. As one functionary said, we do not want toadd windows to the existing house (India’sparliamentary democracy) to improve it. We wantto bring down the house, and build a new one.

The part thus has its own sharply definedgoals, culminating in the overthrow of the IndianState. So for example, while denouncing ‘the loot

of adivasi resources’, as and when necessary tofurther its political and military aims, the partytakes money from the mining industry to fund itsparty operations.Suggestions

To tackle the menace of Naxalism thefollowing suggestions are proposed:I. Attack the very causes of Naxalism:

The first and the most efficient remedy totackle the menace of Naxalism is that the Statemust attack the very causes of rise, and spread ofNaxalism, which can be done by adopting thefollowing measures:i). Establishment of efficient political, judicialand administrative framework to provide quickand adequate redressal to the grievances of thepeople especially people in the rural and tribalareas, by establishment of fast track courts,mobile courts etc.If the grievance redressal mechanism isdysfunctional and works are not beingimplemented, the resultant public anger andfrustration, in all likelihood, would be tapped byNaxal groups.ii). Fill the political vacuum in such areas, wherethe administration has failed to deal with theproblems of the people, which can be done byadopting the following measures:a). Proper implementation of the PESA in itstrue spirit will be serious blow to Naxalism, whentribals themselves will be empowered. This Actprovides for autonomous self governance by thepoor tribals at the Gram Sabha level. Properimplementation will be a serious blow to Naxalswhen tribals are empowered.b). Proper implementation of the Forest RightsAct, 2006 to ensure that the traditional rights oftribal communities over the forests are preserved.There is a general feeling of alienation among thetribals, who feel divested of their traditional rightsby the middlemen and the industrialists. TheNaxalites tap this grievance to mobilize tribalsunder their fold.c). Amendment of the Land acquisition Act,1894 to bring it in line with the provisions of thePESA. At the moment this colonial-era law is being

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widely misused on the ground to forcibly acquireindividual and community land for privateindustries.

In several cases, the practice of the StateGovernment is to sign high profile MOUs withcorporate houses (Govt. of Jharkhand and IANS),and then proceed to deploy the Acquisition Act toostensibly acquire the land for the State IndustrialCorporation. This body then simply leases the landto the private corporations- a complete travesty ofthe term ‘acquisition for a public purpose’, assanctioned b the Act.II. Wean away the following of the Naxalites:

The State cannot change the thnking of thehardcore naxalites, as these men and women areCommunists with absolute belief and commitmentto the Maoist ideology.

The Naxalite-Maoisits, as they callthemselves, are the ‘so-called’ liberators,redeemers and saviors representing the downtrodden workers and landless/poor farmers whohave been entangled into vicious circle of poverty,misery and wretchedness. Being the spokesmenof poor farmers and neglected tribes, the Naxalitesenjoy the popular support of the masses theyrepresent. The command the hearts and souls ofthe people and have started a legitimate freedommovement against Indian rule.

Thus to win the war against Naxalism it isessential to gain the trust of the rural and tribalpeople, which is possible only with proper andplanned development in these areas. Unlesssomething radical is done in terms of a structuralrevolution in rural and tribal areas, there would bea continuous expansion of the Naxal insurrection.

Further, the Government must make thepeople realize that the Naxalites like all politicaloutfits are fighting to seek political power and notfor the welfare of the poor or of the tribals. Theyhave their own sharply defined goals, culminatingin the overthrow of the Indian State. In other wordsthey do not want add windows to the existing house(Parliamentary democracy) to improve it, but ratherwant to bring down the house, and build a newone.III. Finally, the Naxalite problem calls for a three-

pronged solution: social and economicdevelopment and governance; multi-lateraldialogue; and military action.a). Socio-economic development andGovernance:

As the Naxalites are fuelled by discontentfrom the marginalized and the poor, a largerpercentage of the national budget must beallocated to addressing the needs of theseregions. More of the national expenditure needsto be focused on developing these poorer regionsthrough initiatives regarding health, education,social welfare and rural and urban development.Government service delivery should be improvedin these tribal areas. Both state and governmentmust ensure that things such as statutoryminimum wages, access to land and water sourcesinitiatives are implemented. In coming up withstrategies for national economic growth, thegovernment must always bear in mind thepossible effects of fast growth for all socio-economic groups in a country as large and diverseas India. If the social needs of these marginalizedpeople are addressed, there will be no discontentto fuel the Naxalite’s movements.Governance:

The growing Naxalite insurgency alsoreflects a flow in the federal structure. Becauselaw and order is seen as a state responsibility, thecentral government is unable to be implement acoherent national strategy to address the threat.The government has the overall responsibility ofmobilizing development, but it cannot do sowithout the support of the states. The CentralGovernment and the States need to cooperatetogether to solve the internal security threats andcoordinate the implementation of this multi-dimensional approach. Both the Governmentsmust complement and support each other’sinitiatives and strategies.b). Dialogue

Second, the government should initiatesincere dialogue with these marginalized groups,the Naxalites. The popularity of Naxalites withthe adivasis is a reflection of the fact that thegovernment has been unaware or

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“unapologetically indifferent to their plight”. Bycommunicating and starting a dialogue betweenthese stakeholders, these groups will feel that theybeing heard.

By opening dialogue, the government can giveopportunity for the rebels to join the mainstreamby showing them that solutions can be createdtogether with the government, by being part of thepolitical system in a tegitimate way. They no longerneed to resort to violence to get the state’sattention. For example, the former director-general of AP concluded that as a result of theceasefire and dialogue with Maoists in 2004, theviolence in the state decreased by 80-90 percent inthe region. As David Pilling noted, the challengefor India’s leaders will be to allow the necessarydevelopment in these poverty-stricken areas whileacknowledging the rights of a neglected indigenousgroup.c) Police Action

Currently, the main instrument employed bythe government to address the Naxalite threat isthe increasing use of the State and Central policeforces. It is accepted that force is needed to combatthe Maoist guerrillas; it should not be the onlysolution. By addressing the issue only by bruteforce, government risks alienating civilians who arecaught in the middle. Coercion of the state willonly encourage people to rally against it.IV. Counter Measures to be taken by the Stateand its intelligence agencies to tackle NaxalismSpecifically, the State Intelligance agencies, inorder to tacle and keep vigil on Naxalism need to :a) In Rural Areas :i) Monitor caste conflicts and keep an eye onconflicting groups. Marginalized groups are usuallytargeted by CPI (Maoist) for recruitment.ii) Monitor rural land disputes between thepoor/landless farmers and landlords. The formerare mobilized by the naxalites through peasantthrough peasant fronts such as Krantikari KisanCommittee to target landlords. They resolve thedispute through force and win over the loyalty ofthe individual/group.iii) Monitor the efficacy of grievance redressalmechanism of local bodies in rural bodies in rural

areas as well as the efficiency of governmentdepartments engaged in developmental works.iv) Keep a watch on organizations andindividuals engaged in mobilizing tribals toidentify the outfit’s to identify presence and role.b) In Urban Areas :i) Identify LWE front organizations andindividuals engaged in mobilizing tribals, andkeep a watch on their activities.ii). Identify left-leaning intellectuals and otherinfluential sections, such as lawyers, civil society,HR (Human Rights) groups, university professors,journalists, school teachers, journalists, schoolteachers etc. for any association with the LWE.iii). Check on academicians/research scholarswho may have researched on tribal/rural areasand who are retaining links with their contacts inthose areas.iv). Watch should be maintained on subscribersof LWE journals like ‘People’s March’ of the CPI(Maoist) in libraries and universities.v). Watch should be maintained onbusinessmen/contractors involved indevelopmental works such as construction ofroads, bridges etc. in the Naxal affected interiorareas.Bibliography Frontline, Issue 21, Volume 21-‘The Naxalite

Challenge. Governance Now, February 16-18, 2011 Issue 02. Pratihogita Darpan, April 2011 Issue-

‘Naxalism’. Naxalism : Causes and Cure, Dr. Agarwal P.K.

Publisher : Manas Publications (2010). Red Sun : Travels in Naxalite Country By

Sudeep Chakravarti, Publisher Penguin BooksIndia.

Naxalite Movement in India : A Profile; RajatKujur; Institute of Peace & Conflict Studies(IPCS), New Delhi, Delhi.

PESA, Left Wingh Extremism & Governance-Concerns & Challenges; Ajay Dandekar &Chitrangada Chowdhary, Commissioned byMinistry of Panchayati Raj, Government ofIndia, New Delhi.

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Babasaheb Ambedkar’sVision for Education

Dr. Ajay Pratap SinghAssistant Professor (Department Of Education)

Babasaheb Bhimrao Ambedkar University,Lucknow, U.P.

==============***********===============“Without education existence is not safe...”

“The backward classes have come to realizethat after all education is the greatest materialbenefit for which they can fight. We may foregomaterial benefits, we may forego material benefitsof civilization, but we cannot forego our right andopportunities to reap the benefit of the highesteducation to the fullest extent. That the importanceof this question from the point of view of thebackward classes who have just realized thatwithout education their existence is not safe.”

“Education is something which ought to bebrought within the reach of every one. The objectof primary education is to see that every child thatenters the portals of a primary school does leave itonly at a stage when it becomes literate continuousto be literate throughout the rest of his life.”

-Dr. Babasaheb Bhimrao AmbedkarDr. Babasaheb Ambedkar was a practical

educationist not a theoretical educationist. He puthis doctrines in practice, experimented andexperienced with them. He conceptualized that lifewithout education is a great loss. He urged thatprogress follows at the wake of education. He wasan innovator and recommended modernization ineducation. He assumed education to be aninstrument for character building and said thateducated persons should have character. He was apromoter of women education, campaigner oftechnical education and sponsor of education forscheduled caste and backward class of society. Hebelieved that education is an effective instrument

of social change. He pleaded quantitative andqualitative expansion and melioration ofeducation. He tried every possible means toexpand and to disseminate education among thepoor. He maintained that education is their mosturgent and the most powerful weapon forprogress. He organized educational institutionsand established colleges. He commencedSiddhartha College, Milind College. Dr. Ambedkarused to go to these colleges and deliver hisinspiring, touching and guiding speeches there.

The vision of Babasaheb places the singularresponsibility of providing education to everybodyand with special care the education of ScheduledCastes and Scheduled Tribes, squarely on the state.One of his initial demands was on the amount ofgrant that was set aside for the purposes of theeducation and he could visualise that education,as a subject would not be of interest of those whodo not understand its importance . The Indian statehas a consequence of the ConstitutionalProvisions of 1950 went ahead to provide foreducation to all as a state responsibility. But asthe development process went ahead, primaryand secondary education under the state suffereda setback with higher levels of dropout rates.

But at the same time , the institutions ofexcellence like Indian Institutes of Technology,Indian Institutes of Management , NationalInstitute of Technology and several universitiesand institutes excelled and produced brillianthuman resource . The responsibility that wasdivided between the Union Government, TheStates and the local bodies slowly saw relegationof primacy of education as a subject of interest.

A decade before the 21st centuryresponding to the global changes. India harpedupon a process of liberalisation of economy,privatization of services and globalization werestrong enough that a developing country like Indiajoined. This is one of the most important phasesof the post independent history and has alreadymade a significant impact on how education andemployment would be in the 21st century.

Dr. Ambedkar not only negotiated theguarantees with the British Government,

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converted his understanding of the problem ofeducation and employment into concepts thatcould be made into special provisions enactmentsin a Constitutional law, but also had to face a stiffresistance and unprecedented circumstanceswherein he had to agree to a Pact in Poona in 1932on the system of political representation throughseparate electorates. It should be understood thateven at one of the most vulnerable and paradoxicalsituations of his life and while he was passingthrough one of his greatest dilemmas Dr. Ambedkarcould batter out contained two significantprovisions in the Clause 8 and Clause 9 as the lasttwo clause of the Poona Pact.

These two relate to the education andemployment and were otherwise not a part of theCommunal Award of the British Government in1932. It is a part of the history that the Poona Pactbetween the Hindu Leaders and Dr. Ambedkarsigned on 24th September ,1932 in its original formwas adopted by the British Parliament and wasincorporated in the Government of India Act, 1935.Even though due to visionary efforts of Dr.Babasaheb Bhimrao Ambedkar equality ofopportunity in education and employment wereensured in institutions under the States or aidedby the States. Constitution of India provided forequality of opportunity and prohibition ofdiscrimination on the grounds of religion , race ,caste, sex or place of birth as fundamental right.The equality clause in Article 14 is a jewel amongthe provisions. Dr. Ambedkar pointed the very firstamendment in the Constitution whereinintroduced clause 4 of the Article 15(4) nothing inthe Article or in clause (2) of Article 29 shall preventthe state from making any special provisions forthe advancement of any socially and educationallybackward classes of citizens or for the ScheduledCastes and for the Scheduled Tribes. The educationrights were enshrined to all as fundamental rightsin the Article 29 wherein it is provided for (2) Nocitizen shall be denied admission to anyeducational institution maintained by state orreceiving aid out of state funds on the grounds onlyof religion ,race,caste, language or any of them.Babasaheb Ambedkar’s words for Education:

True Education:“In true kind of education a student learns

to make difference between thought and reality .He must be able to make distinction among thebasic issues and should be capable to understandevery question on the basis of virtue without thesupport of any principle in vogue.”Qualification of a Teacher and relation withstudent :

“Who should be a teacher? What should bethe qualifications of a teacher? These are thequestions in discussion since the olden times andthe outcome of them has ultimately become thebasis for the appointment of a teacher , however,it is another matter that this self-existent basis ofthe outcome has been sound or not!”

On the basis of his personal experience andrelationship with teachers. He maintained thatteacher must be sympathetic, honest, kindhearted, affectionate, helping and inspiring. Hepossessed great respect to his teacher. He changeshis original name in the respect of his ideal teacher“Ambedkar” . Dr. A.P.J. Kalam, president of Indiastated. About Dr. B.R. Ambedkar in his famousbook, “Indomitable Spirit” – “let me refer to oneof the great leader of our country, Dr. BhimraoAmbedkar. The significance of Ambedkar’s namelies in the full name ‘Bhimrao Ambedkar’, Bhimraowas an untouchable student and Ambedkar washis teacher and a high class Brahmin. Afterfinishing studies, when Bhimrao became abarrister, in order to remember his teacher hechanged his name to Bhimrao Ambedkar” Dr.Ambedkar maintained that the relationshipbetween teacher and student should be sweet,cordial, lasting and parent children like.

“The pupil only takes his guidance from hismaster. He is not bound to accept his master’sconclusions. There is no ingratitude in the disciplenot accepting maxims or the conclusion of hismaster.”Importance of a Teacher:

“The class of teacher occupies animportance place in the life of the country.Therefore, it is necessary that this class should beselected with extra care. It is also important

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because the important work of social reform iscarried out by teachers. In such a situation, ifteachers are of narrow mentality and not of soundmentality, they cannot be able to work in rightdirection of social work.”Student:

“It is the duty of student to know carefullyabout those things whose conclusions have beenforcibly denied by him . He should possess thecaqpability to investigating the things said earlier ;he should also be capable of estimating the resultbefore accepting or rejecting the thing.”University Education:

“The aim and functions of universityeducation should be to see that the teaching carriedon there is suited to adults; that it is scientific,detached and impartial in character; that its aimnot so much at filling the mind of the student withfact or theories as at calling forth his ownindividuality and simulating him to mental effort;that it accustoms him to critical study of the leadingauthorities ., with perhaps occasional reference tofirst hand sources of information , and that itimplants in his mind a standard of thoroughness,and gives him a sense of the difficulty as well asthe value of reaching at truth.”

Dr. Ambedkar said, my final words of adviceto you is “Educate, Agitate, Organize” have faith inyourself. The battle to an individual is a matter ofjoy. The battle is in the fullest sense spiritual. Thereis nothing material or social in it. For ours is a battlenot for wealth or for power. It is a battle forfreedom. It is a battle for reclamations of thehuman personality. He recognized that, lack ofeducation was the main cause for thebackwardness of poor people. Educate, agitate andorganize are three final words of our savior.According to Ambedkar one must get educatedbefore he is conducting agitated thoughts for themovement, so that people can organize with hissupport.

Today it is the need of hour that each Indianshould follow the views and works of BabasahebBhimrao Ambedkar . He is worthy of the respectand honour of all Indians and not of only onecommunity. Any Indian speaking unnecessarily

against him, virtually challenges his ownpatriotism and love for the nation. It should beremembered that Babasaheb Bhimrao Ambedkarwas the voice of India; he was a truerepresentative of national approach . He was theforbearer of social reform.References: Chatterjee. A (2008). Response to ‘From

Ambedkar to Thakkar and Beyond’. EPW. Vol.XLIII, No. 51.

Encyclopedia of Philosophy of Ed.:www.educao.pro.br/;links.htm.

Government of Maharashtra (1982),Babasaheb Ambedkar: Writings andSpeeches, Vol. 2, p. 62

Kotzee. B (2013). Introduction: Education, SocialEpistemology & Virtue Epistemology. Journal ofPhilosophy of Education. Vol.47, No.2.

Mukherji. N (2002). Academic Philosophy inIndia. Economic and Political Weekly.Vol. XXXVII, No.10

Naik. C. D. (2003). Thoughts and Philosophy ofDr. B.R. Ambedkar. Sarup and Sons. New Delhi.

Rafaqi. M (2013). Dalit Education andGovernment Policies. Research Journal ofHumanities & Social Sciences. Vol.3. issue.3.

Sirswal. R. D. (2011). Dr.Ambedkar’s Ideas onEducation and social change. Weslyan Journalof Research. Vol.4, No.1.

Thiagarajan, A.P. 1981. “A Study of theScheduled Caste Students in SomeSecondary Schools of Tamil Nadu,” IndianEducation, vol. 11, no. 5, p. 22-26.

Valeskar. P. (2012). Education for liberation:Ambedkar’s Thought & Dalit Women’s Perspective. Sage. 9(2) 245-271.

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FOREIGN DIRECT INVESTMENTIN RETAIL:- IT’S EFFECT ON FARMERS

Dr. P. M. TaleyAsso. Professor, (Dept . of Commerce)

Smt. K.L. College, Amravati (M. S)

==============***********===============INTRODUCTION:-

FDI Provides an inflow of foreign capitaland funds, in addition to an increase in thetransfer of skills, technology and jobopportunities. The decision with regard toallowing 51 % FDI in multi brand retail and therewere options to them for not implementing it.The aim of allowing FDI in retail was aimed atcreating jobs, improving n of farmers andenabling import of techonology besidesbenefitting consumers. Due to FDI the betweenwholesale and retail prices will reduce andconsumers will get commodities of daily use atprices.FDI at a Glance :-

Foreign investment (FDI) or foreigninvestment refers to the net inflows ofinvestment to acquire a lasting nt interest (10percent or more of voting stock) in an enterpriseoperating in an economy other than that of It isthe sum of equity capital, other long-termcapital, and short-term capital as shown in thebalance of It usually involves participation inmanagement, joint-venture, transfer oftechnology and expertise. There types of FDI:inward foreign direct investment and outwardforeign direct investment, resulting in a net FDI(positive or negative) and “stock of foreign directinvestment”, which is the cumulative number fora given Direct investment excludes investmentthrough purchase of shares. FDI is one example

of international factor movement.FDI is a measure of ownership of

productive assets, such as factories, mines andland. Increasing foreign investment used as onemeasure of growing economic globalization.The figure below shows net inflows of foreigndirect in the United States. The largest flows offoreign investment occur between theindustrialized countries America. WesternEurope and Japan). But flows to non-industrialized countries are increasing sharply.

National Conference at B.M.V. AmravatiISBN No. 978-81-9224 14-3-2

A foreign direct investor may be classifiedin any sector of the economy and could be anyone of the following1. an individual;2. a group of related individuals3. an incorporated or unincorporated entity;4. a public company or private company5. a group of related enterprises6. a government body7. an estate (law), trust or other social

institution; or8. any combination of the above.Methods:

The foreign direct investor may acquirevoting power of an enterprise in an economythrough any of thfollowing methods:1. by incorporating a wholly owned

subsidiary or company2. by acquiring shares in an associated

enterprise3. through a merger or an acquisition of an

unrelated enterprise4. participating in an equity joint venture

with another investor or enterprise...Foreign direct investment incentives maytake the following form

5. low corporate tax and income tax rates6. tax holidays7. other types of tax concessions8. preferential tariffs

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9. special economic zones10. EPZ - Export Processing Zones11. Bonded Warehouses12. Maquiladora13. investment financial subsidies14. soft loan or loan guarantees15. free land or land subsidies16. relocation & expatriation subsidies17. Job training & employment subsidies18. infrastructure subsidies19. R&D support20. derogation from regulations (usually for

very large projects) Impact of FDIGrowth of the Retail sector in India-Improvement in Retail capability building

About 5-7 years back, the industry wasexpected to grow at a much faster rate than whatit actually has. Lack of ret< experience &capability has been one of the primary reasonsfor this subdued growth. FDI in retail will makeway f inflow of knowledge from internationalexperts which can give boost to the overallgrowth of the industry. Capabili building apartfrom financial investments is extremelyimportant for the industry.Investment in infrastructure and Improvementin management of supply chain

FDI in retail will boost investment ininfrastructure from the retail players, 3rd partysupply chain companies as w as the Governmentin the back of a sophisticated front end thatinternational players are likely to bring. This vimprove the efficiency of the supply chain, whichwill bring down the wastage, increase efficiencyand reduce i overall cost to the consumerIncrease productivity - The FarmingCommunity in India

Our productivity in food & agriculture isone of the lowest in the world and there is asignificant opportunity for liftment of output withinvestment in better farming practices. FDI inretail will mean that the farming commur willhave a new support group with a common interestwhich is expected to give a great push to

productivity.Increase in Single brand retailing

This is a welcome step. FDI investmentin single brand retailing till now has just been0.03% [Rs 204 cr/usd 44 i of total FDIinvestments from April 2000 to September2011. This relaxation is likely to result inincrease in FD retail sector, by way of eithernew foreign entrants, or buy cuts / increase instake/M&A amongst existing skill brand JVswith foreign partners. We could also potentiallysee present licensing / distributor / franchisearrange being converted to either JVs withrespective foreign retailer / brands, or. foreignretailers completely buying out the Indianlicenses / franchisee / distributor.Multi brand retailing :-

This is a welcome and historic step. Thisis likely to result in increase in investments andgrowth in Indian retail n is ranked amongst thetop retail destinations in the world. Besides newentrants / joint ventures, this result incombination of existing cash and carryoperations of foreign players with retailoperations of leaders, or. foreign retaileracquiring stakes in existing Indian retail entity.Also, this could provide further to existingIndian retail chains / groups to raise long termcapital for expansion and maybe to attract withsome global players. Also, foreign multi brandretailers, who did not want to enter Indiathrough y operations, may now explore Indianpresence by having stake in Indian retailcompany of India have a strong defense of itsmove to open up the multi-brand retail sectorsaying it will !• Billion jobs in the next threeyears and help farmers and the agro processingand infrastructure sectors. industry and textilesminister Anand Sharma said states would haveto take a call on whether they wanted to set upshop in their territory. “Farmers in states thatdo not allow will lose out. In fact, it is the whoare opposing it the most,” the minister said aftermaking an announcement in Parliament, the a

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major beneficiary of back-end investments wouldbe farmers who would gain substantially throughbest-practices of international retail companies.It would help improve the quality and quantityof their fanners would get better remuneration.•cover 4 million jobs in the country and inlogistics, about 5-6 million jobs in threeyears,also expects progressive states toundertake gradual reform of the AgricultureProduce Marketing APMC) Act which will ensuredirect procurement and enable farmers to securebetter prices. fanner realizes only one-third ofthe total price paid by the consumer as againsttwo-thirds with higher .The government feels thatopening up the multi-brand retail segment willhave a salutary impact on as it would contributeto saving food which perishes due to inadequateinfrastructure. of the multi-brand retail sectorwould help farmers and create employment insectors such as agro and as well as shore upinfrastructure such as cold chains, warehousingand logistics. said investment proposals formulti-brand retail would be approved by theForeign Investment Board (FEPB) and theretailers would have to take licence from therespective state governments to set upREFERENCES :-1. Times of India The Economic Times www.

FDI. Com2. Dr. A. Subbiah, Dr. K. Navaneetha Krishna

.-Small scale Industrial unit of IndianJournal Commerce

3. Financing of small and medium EnterPrises in Policy, Fact of you Journal (2007)Dr. ( Navaneethakrishna.)

4. Ganguly, Saby, Retailing Industry in India,WWW India one stop. Com.

5. The empact of FDI on Indian’smanufacturing sector (Feb.201l):AnkitShrivastava

6. Singhal, Arvind, ‘A strong Pillar of IndianEconomy’ WWW.KSa technopak. Comm.(January 2008)

Writings on Exile, Diaspora &Nostalgia in Literature in English

Vinati BaurasiAssistant Professor of English

Govt. Girls College, Dhar

Dr. Ashok SachdevaAssociate Professor of English

MJB Govt Girls PG College, Indore

==============***********===============‘Diaspora’ means dispersal, distribution

or spreading, displacement, whether forced orself-imposed, is in many ways a calamity. It hasbeen applied to a number of ethnic and racialgroups living distant from their traditionalhomelands whether it be voluntary or involuntarymigration,. Diasporic Indian writing may also be apart of exile literature. The purpose here is toexamine relationship between diasporas andhomelands, and how diasporas regardthemselves, and how homelands come to becreated and defined. In this connection, R.KDhawan aptly remarks:

The Diaspora is very special to India.Residing in distant lands, its members havesucceeded spectacularly in their chosenprofession by the dint of their single mindeddedication and hardwork. What is more, they haveretained their emotional , cultural links with thecountry of their origin. This strikes a reciprocalchord in the hearts of people of India. ( Dhawan4)

John Simpson in The Oxford Book of Exilewrites that exile “is the human condition; and thegreat upheavals of history have merely addedphysical expression to an inner fact” ( Simpson 3)

Physical mobility often heightens thespiritual or psychological sense of alienation fromthe places one continually moves between. Theworld, in existentialist terms, appears absurd and

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indifferent towards one’s needs. In such a situationone cannot help but feel like an outsider. Therefore,exile is a part of the human experience. Exileappears both as a liberating experience as well as ashocking experience. It is a manifestation of thetension that keeps the strings attached and tautbetween the writer’s place of origin and the placeof exile. The writer is forever enmeshed amongthe strings attached to poles that pull in oppositedirections. The writer can therefore find rescue bywriting or by other forms of artistic expression. Therelief is only a temporary condition Therein liesthe fascination of exile literature.

The dichotomy of world politics or racialsegregation, religious discrimination, and war isoften faced by the writers that force writers to fleefrom their countries. The First World War saw a largeexodus of writers who felt that they could not writein wartime Europe as they have previously written.What these writers benefited from their exile wasfreedom of speech but they could never forget theshock of their original expulsion. They alwaysbelieved that it was their right to be home, yetthose who were privileged to return home, wereoften disappointed with the changes. At home fewfriends remained and they missed the society oflike-minded intellectuals that they had formedduring the time and in the place of their exile. Once-an-exile becomes forever-an-exile and the worksof such writers hold the verve of theirrestlessness.In Kafka’s short story The Departurethe protagonist mentions that he can reach his goalby “getting out of here.” When asked what his goalwas he gives a memorable riposte: “Out of here -that’s my goal” (Simpson 96)

Many writers get out of their native landbecause either the weather or the society does notsuit them does not suit them . R. L. Stevensonpreferred to live in Samoa because he enjoyedhealth in the tropics. P. B. Shelley was thequintessential radical. Even before his elopementwith Mary Godwin he showed signs of his radicalismby publishing a tract called The Necessity ofAtheism for which he was expelled from Oxford.The conservative English society forced him toleave England. Shelley’s exile from society was so

acute that in one of his letters to Mary heexpressed his desire to desert all humansociety.He wrote, “I would retire with you and ourchild to a solitary island in the sea, . . . and shutupon my retreat the floodgates of the world”. (Simpson 216). Byron’s was a self-exile into thecontinent in search of the fire to keep his muse’storch burning. England did not provide him with astimulating atmosphere in which to write. Joycein his novel The Portrait of an Artist as a YoungMan writes: “When the soul of a man is born inthis country there are nets flung at it to hold itback from flight.[. . .I shall try to fly by those nets”( Simpson 258)

T. S. Eliot in his poems expressed hisobservations about the rootlessness of modernlife. Joseph Conrad was born in Poland who hadto spend a part of his childhood with his familyexiled in northern Russia later to seek refuge inFrance and then in Britain. D. H. Lawrence did abulk of his writing while traveling.

Internal exile is another form of exile thatmany writers face, the exiles stay in their owncountry and yet are alienated. The Russian writerDostoevsky looks back in his autobiography onthe effect of his Siberian sentence thus: “I hadbeen cut off from society by exile and that Icould no longer be useful to it and serve it tothe best of my abilities, aspirations, andtalents“(Simpson 180 ).

In fact it was the colonial powers thatmade most people aliens in their own country -firstly through linguistic displacement. It is in thiscolonial context that the native writers spawnedthe various sub-genres of English literature.Writers like Mulk Raj Anand, R. K. Narayan, andRaja Rao, who established Indian-Englishliterature, were all subjects of the British rule inIndia. Even after the colonized countries gotindependence, writers of many of those countriesstill faced a state of exile-either because ofdictatorship , racial persecution, or ethniccleansing, choosing to migrate:

This distinction is between, on the onehand, the semi-voluntary flight of indenturedpeasants to non-metropolitan plantation colonies

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such as Fiji, Trinidad, Mauritius, South Africa,Malaysia, Surinam, and Guyana, roughly betweenthe years 1830 and 1917; and the other the latecapital or postmodern dispersal of new migrantsof all classes to thriving metropolitan centers suchas Australia, the United States, Canada, and Britain.( Mishra276)

The Indian-English writers faced this scarsof exile, Raja Rao became an expatriate even beforethe independence of the country. G. V. Desani wasborn in Kenya and lived in England, India, and USA.Kamala Markandaya married an Englishman andlived in Britain . Nirad C. Chaudhuri preferred theEnglish shores because his views were not readilyaccepted in India. Salman Rushdie’s ‘imaginaryhomeland’ encompasses the world over. TheIranian ‘fatwa’ phase has added a new dimensionto Rushdie’s exilic condition. Indian writers, likeRushdie and Naipaul, live as world citizens - a globalmanifestation of the exilic condition.

Indian-English writers like Anita Desai,Bharati Mukherjee, Shashi Tharoor, Amitav Ghosh,Vikram Seth, Sunetra Gupta, Rohinton Mistry,Jhumpa Lahiri, and Hari Kunzru have all made theirnames while residing abroad. The non-residentIndian writers have explored their sense ofdisplacement-a perennial theme in all exileliterature. They have encountered geographicaldislocation and a socio-cultural sense ofdisplacement and rootlessness. The first IndianEnglish novel, Bankimchandra Chatterjee’sRajmohan’s Wife, was to be published much laterin 1864, shows that the contribution of the IndianDiaspora to Indian writing in English is not new.

The modern diasporic Indian writers can begrouped into two distinct classes. One classcomprises those who have spent a part of their lifein India and have carried the baggage of their nativeland offshore. The other class comprises of thosewho have been bred since childhood outside India.They have had a view of their country only fromthe outside as an exotic place of their origin. Thewriters of the former group have a literaldisplacement whereas those belonging to thelatter group find themselves rootless. Both thegroups of writers have produced an enviable corpus

of English literature. These writers while depictingmigrant characters in their fiction explore thetheme of displacement and self-fashioning. Theyhave a global readership and an enduring appeal.

V. S. Naipaul’s characters, like MohunBiswas from A House for Mr. Biswas or GaneshRamsumair from The Mystic Masseur, areexamples of individuals who are generationsaway from their original homeland, India, but theirheritage gives them a consciousness of their past.They become itinerant specimen of the outsider,the unhoused, for the world to see. Their attemptsat fixity are continuously challenged by thecontingency of their restless existence - acondition grown out of their forefathers’migration, Naipaul’s characters are not governedby actual dislocation but by an inherited memoryof dislocation. For them their homeland India isnot a geographical space but a construct ofimagination. Their predicament can be explainedin Rushdie’s words, “the past is a country fromwhich we have all emigrated, that its loss is partof our common humanity” ( Rushdie12) oldergeneration of diasporic Indian writers Raja Rao,G. V. Desani, Santha Rama Rau, Balachandra Rajan,Nirad Chaudhuri, and Ved Mehta look back at Indiaand rarely record their experiences away fromIndia as expatriates. It is as if these writers havediscovered their Indianness when they are out ofIndia. they have the advantage of looking at theirhomeland from the outside. The distance affordsthem the detachment that is so necessary to havea clear perception of their native land. In thatsense, through their writing, they help to defineIndia. These writers record their away from Indiaexperiences and look back at their homeland inan elegiac tone with nostalgia . MakarandParanjape notes:

….that instead of worshipping theleftovers and relics of a now inaccessiblehomeland as the old diaspora of indenturedlabourers did, the new diaspora of internationalIndian English writers live close to their market,in the comforts of the suburbia of advanced capitalbut draw their raw material from theinexhaustible imaginative resources of that

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messy and disorderly subcontinent that is India(Pranjape 252 )

Anita Desai’s Bye-Bye Blackbird and KamalaMarkandaya’s The Nowhere Man depict how racialprejudice against Indians in the UK of the 1960salienates the characters and aggravate their senseof displacement. Bharati Mukherjee’s novels Wifeand Jasmine depict Indians in the US - the land ofimmigrants, both legal and illegal - beforeglobalization got its impetus. Salman Rushdie inthe novel The Satanic Verses approaches theallegory of migration by adopting the technique ofmagic realism. Chitra Banerjee Divakaruni in hernovel The Mistress of Spices depicts Tilo, theprotagonist, as an exotic character to bring out themigrant’s angst. Amitav Ghosh’s novel The ShadowLines has the character Ila whose father is a roamingdiplomat and whose upbringing has been totallyon foreign soils. She finds herself as much out ofplace in India as any foreigner. Amit Chaudhuri inhis novel Afternoon Raag portrays the lives ofIndian students in Oxford. Anita Desai in Fasting,Feasting depicts Arun as a migrant student living inthe suburbs of Massachusetts. In a cosmopolitanworld one cannot literally be a cultural and socialoutsider in a foreign land. There are advantages ofliving as a migrant - the privilege of having a doubleperspective, of being able to experience diversecultural mores, of getting the leverage providedby the networking within the diasporic community.These advantages make diasporic Indiansencounter the predicament of dual identities. Suchambivalence produces existential angst in theirpsychology. The world simply refuses to becomeless complex.

Meera Syal, born in England, hassuccessfully represented the lives of firstgeneration as well as second generation non-resident Indians in the West in her novels Anitaand Me and Life Isn’t All Ha Ha Hee Hee. JhumpaLahiri’s short stories Interpreter of Maladies andher novel The Namesake convincingly illustrate thelives of both first generation and second generationIndian migrants in the US. This is possible becausebig issues like religious intolerance and racialdiscrimination are no longer the main concern of

these writers. What matters now in the currentworld are the small things. It demonstrates thatthe inner needs of all human beings are the same.Alienation is a part of the experience of the Indiandiaspora and even if people are at home in anypart of the world it does not mean that they willnot become victims of the sense of alienation.Increasing acceptance into the host society doesnot indicate that that the diasporic characters canfeel at home. Social alienation is replaced bymetaphysical alienation.Work- Cited John Simpson(ed.). The Oxford Book of Exile.

Oxford: Oxford Univ. Press, 1995. print Makarand Pranjape “Triple Ambivalence: Australia,

Canada, & South Asia in the Diasporic Imagination”from Journal of the Department of English, VolumeXXXII, Numbers 1 & 2, Eds. Sanjukta Dasgupta& Jharna Sanyal, Kolkata:Calcutta University,2005-2006. Print.

R.K Dhawan, Writers of the the Indian Diaspora,New Delhi: prestige Books,Ltd,2001. Print.

Salman Rushdie “Imaginary Homelands” fromImaginary Homelands: Essays and Criticism1981 - 1991, London: Granta Books, 1991. PrintSudesh Mishra “From Sugar to Masala: Writingby the Indian Diaspora” from An IllustratedHistory of Indian Literature in English, Ed.Arvind Krishna Mehrotra,New Delhi:Permanent Black, 2003. Print.

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Synthesis and characterization ofGaAs thin film on ITO substrate for

photovoltaic applications

S.D. NimbalkarOptoelectronics and Advanced Sensors Re-

search Laboratory, RUSADepartment of Physics,

Dr. B.A.M.U, Aurangabad, (M.S.), India

==============***********===============Abstract: During the last decade scientists andresearcher are trying to increase the photo con-version efficiency of solar cell by developing newmaterial and structure. The rapid developmentand progress of science and technology in thefield of energy and material has been illuminatedthe significance of organic materials. In thepresent work we try to make the benefits of or-ganic and inorganic semiconductor by unitingthem together, thin films of organic materialsPEDOT: PSS is formed on N-type GaAs inorganicsubstrate by drop casting method. The structureand morphology of the prepared films were stud-ied from XRD, AFM pattern, Raman spectra. Andoptical characteristics of the prepared films werestudied from UV spectrometer and voltage cur-rent characteristics of the composite films showsthe suitability of materials for photovoltaic ap-plication.Introduction: in hybrid solar cell we can takethe advantage of both organic and inorganicmaterials by combining them together .organicmaterials have number of good properties easyto process, good absorption coefficient (for thinfilms) relatively low cost. On other hand inor-ganic material has high electron mobility, goodenvironmental stability and high dielectric con-stant. therefore the idea of hybrid photovoltaiccell using the combination of organic and inor-

ganic materials open the new era of researchin the field of solar cell.(1-3 article) researcherdeveloped a linear combination of various in-organic materials Si,(4-8).ZnO(9-11) and Tio2(12-14),GaAs. InGaAs combined with organicmaterials PEDOT:PSS,PANI,P3HT,PCBM etc.

In earlier days; the most common solarcells were designed using single p-n junctionsilicon crystal. But the cost of the single siliconcrystalline substrate was high and hence newabsorbing materials and cheap technologieswere under sought. The main advantage of thethin film technology is the material can bespread on to the large area of wafer or sub-strate by any suitable method in order to pro-duce high volume.

GaAs is one of the most influential III-Vsemiconducting materials, which possesseshigh mobility and direct band gap of 1.43ev.thisproperties of GaAs material makes them suit-able for an optoelectronics and photovoltaic ap-plication. different growth techniques are usedfor the synthesis of GaAs thin films, these meth-ods are spray paralysis(1),liquid phaseepitaxial(2),molecular beam epitaxial(4), elec-trode position, metal organic chemical vapordeposition(5),chemical vapor deposition(3).these all techniques are expensive and com-plicated .among all various techniques, electrodeposition techniques offer several advantages(6,10), means it is simple ,powerful and inex-pensive. In this technique films thickness, struc-ture and composition can be controlled by volt-age or current, here the optimization of param-eter for the deposition of single metal is easybut for binary compound is difficult (11) .westudied the characteristics of photo electro-chemical solar cell designed using GaAs thinfilm acts as photo electrode and graphite ascounter electrode in 2M polysulphide. D.K.Ferryreported the successful deposition of GaAsfrom a electrolyte whose ph was 0.7(3),Maralinga reported the deposition of GaAs froma electrolyte of GaCl

3 and As

2O

3 for various ph

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and temperature (13). K.R.Murali, have synthe-sized GaAs by varying duty cycle from aqueoussolution of GaCl

3 and As

2O

3. ( 14) Andreoly have

reported the synthesis of GaAs thin films by de-posing Ga on Ti substrate and As layer waselectrodeposited on Ga layer(8 ). M.ChamekhHave reported that the co deposition of GaAsmetal at 279k and pH was 1 from gallium metaland As

2O

3 dissolved in dilute HCL (15). In the

literature.V.M.Zozlov, S.Chandra (10, 11) hasbeen reported that large effort had been madeby researcher for the deposition of GaAs thinfilms from acidic and alkaline solution with lim-ited fruitful output. In this paper we present theco-deposition of gallium and arsenic metal atroom temperature from a electrolyte containgallium metal and As

2O

3 dissolved in concen-

trated HCL and the pH was maintain at 1.2Before 30 year ago it was considered that

polymers were used as an insulator but by simplemodifications in the conjugated polymer theirelectrical conductivity has been raised(12) thefirst remarkable feat in the field of conductingpolymers has been taken around 1978, explainedby Shirakawa(14)he showed that the oxidationand reduction reaction in the conjugated poly-mer and enhance their conductivity and turn asp doping and n doping respectively( 20) Conduct-ing polymer have found large applications in themanifold fields of Electronics, Optics, Energydevices and Medicine.study on polymer solar cellreveals a positive effect on the efficiency andhence, the structure of inorganic –organichetrojunction solar cell have been allured muchmore attention.

Generally hetrojunction solar cells arefabricated from Donar and Acceptor layers.Donarmaterials absorb light and generates excitonsand Acceptor layer transports electrons( 8,11)efficiency of solar cell depends upon several fac-tors. In the present work PEDOT: PSS layer wasformed on GaAs substrate by Drop castingmethod. And deionized water was used assolvent,in the PEDOT:PSS conducting polymer

PEDOT is a polycation and PSS is apolyanion(15,19)Experimental details:

ITO coated glass substrate were initiallycleaned ultrasonically in order to remove sur-face contamination, dust particle and thenrinsed thoroughly with double distilled water,and dried at 400 Co for 5 min.

Gallium metal (99.99% pure purchasedfrom Sigma Aldrich) and As2O3(99.99% purepurchased from Sigma Aldrich) were separatelydissolved in concentrated 10ml HCL,1M Gal-lium metal was separately dissolved in concen-trated HCL and 0.1M As2O3 was dissolved inanother 10 ml HCL. After adding two solutionsin appropriate ratio, the resulting solution wasstirred for 3 hours, the solution was diluted byadding double distilled water and the pH valueof the electrolyte was set to 1.2 by adding con-centrated KOH solution in such a way that thefinal volume of the electrolyte should be 40ml.Thin films of GaAs material have been elec-trodeposited from an electrolyte containing Gametal and As2O3 dissolved in concentratedHCL.

ITO coated glass substrate were com-mercially available and it is purchased fromsigma Aldrich and the size of the substrate was2.5 cm× 2.5cm which has a resistance of 10 i8 cm.

Electrolytic cell consisted of two elec-trodes in contact with electrolyte, ITO coatedglass substrate used as working, platinum plateacts as counter electrode and Ag/Agcl3 wasused as reference electrode. During the elec-trolysis process Ga, and As, ion attracted to-ward cathode and gets deposited on ITO sub-strate. The Stoichiometric ratio of Ga and Asions depends on the pH of the electrolyte, tem-perature, concentration, current or voltage pa-rameter and electro deposition time. There isno clear cut method discussed in the previousliterature for the fixing of deposition parametersfor binary metal. And hence failure rate in co

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deposition of metal was high. In the present work,we performed our experiment by applying a po-tential between 0.6 to 1.1volt.during the experi-ment we prepared number of samples for vari-ous deposition times while other growth param-eters kept constant. Then prepared samples wereremoved and rinsed thoroughly with double dis-tilled water and annealed in air for 10 min.

Here, we prepared two samples of pho-tovoltaic cell ,the first sample by using GaAs thinfilm deposited by electro deposition techniquesand second was prepared by GaAs substrate(100) purchased from U.S.A the substrates werecleaned in ultrasonic bath, isopropyl alcohol anddeionizer water for 5 min. and in dil. HCL solu-tion for 2 min. in order to remove the surfacecontamination and annealed at 1000

Si doped n –type GaAs substrate (100)with doping concentration —————————and thickness of —————————— pur-chased from are used for device fabrication.Thermally evaporated aluminum was used ascathode, ITO used as Anode, PEDOT: PSS(Clevious PH1000) dissolved in deionized water,and (P3HT) poly-3 hexythiophene was used holetransport layer.Characterization:

GaAs thin films deposited on ITO coatedglass substrate were characterized by keithelyXRD diffractometer Operating in è-2è geom-etry XRD pattern used to identify crystallinephases ,XRD pattern shows that films are poly-crystalline in nature and peaks intensity corre-sponding to single phase GaAs .UV absorptionspectral characteristics of the prepared sampleswere performed at room temperature.

Result and discussion:The sharp diffraction peak in the XRD

pattern reveals that the films are crystalline innature. Figure show that if the deposition timeof the prepared film is less than 10 minute thenit exhibit cubic and orthorhombic struc-tures(16,17) .where as the film deposited atdeposition time greater than 10 min shows pre-dominantly of orthorhombic structure (19,20)by applying Debye-Scherer formula (18), to XRDpattern we can calculated the average grainsize of the prepared films.D= kë 8 Âcos è ———————————— (1)

Where- k is the shape factor, ë is the X-ray wavelength and è is the diffraction angle.

The three dimensional surface scan ofthe prepared GaAs thin film is analyzed by AFMtechnique. This study reveals that as the depo-sition time was increased then the average par-ticle sizes of the surface were found to increase.

The absorption coefficient of the filmsis given by áE = C (E “ Eg) n.

Where, C is constant E is the photonenergy and E

g is the band gap energy n is the

constant which value is depend upon the typesof transition and which may be assigned thevalue 2, 1/3, 1/2 for allowed indirect transition,forbidden direct transition ,allowed direct tran-sition respectively.

GaAs is a direct semiconductor materi-als and hence for this materials n=1/2.the ab-sorption coefficient a can also be calculated

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from the following equations which shows therelationship between the sample thickness ‘’d‘’and transmittance’’ T’’ this equations is validfor high absorption when the reflectivity disper-sion and interference effect are negligible (20)á =2.303 Log (1/T)/d

Where T is transmittance and d is thick-ness

Linear nature of the graph between á andE indicate that this is direct band gap semicon-ductor and the straight line intercept at x axisgives the value of band gap energy. Band gap isin good agreement with the values reported forGaAs thin films prepared by Galvanostatic tech-nique (19, 20).

Under 110 mw/cm2 illumination power,voltage current characteristics of prepared hy-brid solar cell are measured in this case opencircuit voltage, current density, fill factor andefficiency are Voc=0.610 v, J=7.10 mA/cm2,FF=0.71 ,ç=4.72 % but the performance of theanother solar cell which was designed by elec-trodeposited GaAs layer on ITO substrate waspoor .in this case open circuit voltage, currentdensity, fill factor and efficiency are Voc=0.57 v,J=8.10 mA/cm2,FF=0.61, ç=2.72%Conclusion: now a day conjugated polymer isblended with inorganic materials in order to en-hance the efficiency of the device. GaAs mate-rial is useful for optoelectronic devices and sen-sors. Heterojunction structure accompanied withconductive polymer which has tremendous ap-plications in the field chemical, electrical andmedical. But still there are some challenges inthe field of development and implementation;co deposition of conducting polymer and metalis very complicated.References:

1) G. Casamassimma, T. Ligonzo, R Murri,N. pinto, L. schiavulli and valentine, matter.Chem. ...physics 21,313,314 ,1989

2) M.J.Howes, D.V.Morgan, Gallium Ars-enide materials devices and circuit 1985.

3) D.K.Ferry, Gallium Arsenide theory

H.W.Sams and company 1985.4) N.Koguchi, K.Ishige, S.Takahashi,

J.Vac.sci.technol.B 11, 13,799-1993.5) S.Okamoto, Y.Kanemitsu, K.S.Min,

H.A.Atwater, Appli.Phy.Lett.73, 75, 1998.6) S.Chandra, N.Khare, Semiconductor

science technology 2, 214, 215, 1987.7)I .G .Dioum,J .Vedel,B.t remi ll ion

J.Electroanal.chem.139,329,19828) Y.Gao, A.Han, Y.Lin, Y.Zhao, J.Zhang,

J.Appl.physics 75, 547, 1994.9) J.Nayak, S.N.Sahu, Applications surf

science 182,83,2001.10) V.M.Zozlov, B.Bozzini, L.P.Bicelli,

J.Alloys compound.379, 209,2004.11) S.Chandra and Neeraj Khare, semicon-

ductor sci. technology2, 214-219 1987.12) S.Chandra, N.Khare and H.M.

Upadhyaya Bull.Matter, Sci., Vol10, no.4, Jully1988 pp323, 332.

13) T.Mahalingam,soonil Lee,HantoLim,Hosun,Moon,Youg Deak Kin .solar energymaterial and solar cell ,90,2006.

14) K.R.Murali and D.C.Trivedi Phys.stat.sol (9)203, no.5, 875-877-2006.

15) M.Chamekh, M.Lajnef, L.Zerroual andR.Chtoourou, Eur.phys.J.Appl. Phys. 52, 2010.

16) J. Nayak, S.N. Sahu, Physica E 41,92 (2008)

17) P. Prathap, N. Revathi, Y.P. VenkataSubbaiah, K.T.Ramakrishna Reddy, J. Phys.Condens. Matter 20, 2008

18) B.D. Cullity, Elements of X-ray Dif-fraction (Addison-Wesley, USA, 1978)

19) S.Chandra, N khare, semi. ScienceTechnol.2 1987(214,215)

20) Y.Gao, A Han, Y .Lin, Y.Zhao, J.Zhang,journal of app. Physics, (1994), 75,546.

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lkoZtfud lHksps fpV.khl cu.;kvk/khpuksOgsacj 1888 e/;s iq.;kl ifgY;k izkafrd lHkslxks[kys gtj jkfgys gksrs- ;k lHksr vykgkckn ;sFksHkj.kkÚ;k dk¡xzsl vf/kos’kuklkBh izfrfu/khaph fuoM>kyh- R;kr xks[kysaph izfrfu/kh Eg.kwu fuoM >kyh-izkafrd dk¡xzsl lHksps xks[kys lgfpV.khl Eg.kwufuoMys xsys- i.k vykgkcknP;k vf/kos’kukl rsmifLFkr jkgw ‘kdys ukgh-

1889 e/;s dk¡xzslps vf/kos’ku eaqcbZl Hkjys-R;k vf/kos’kukl baXyaMe/khy ikyZesaVps iz[;kr lHkklnvkf.k mnkj fopkjlj.khps pkyZl czWMykW gs vf/kos’kukykgtj gksrs- ;k vf/kos’kukl xks[kys mifLFkr gksrs-

vf/kos’kukr fVGdkauh ,d milwpuk ekaMyh- R;kmilwpusyk xks[kysauh ikBhack fnyk- xksikGjkokauhljdkjh fganh uksdjkaP;k la[;slaca/kh o Hkkjrh;kaukuksdÚ;k nsrkuk gks.kkÚ;k vU;k;klaca/kh NksVsls Hkk”k.kfnys- ßfganh tursP;k izxrhyk oa’k] iaFk fdaok jax;krys dks.krsgh dkj.k ck/kd Bj.kkj ukgh vlsvfHkopu ns.;kl iékl o”ksZ >kyh- gh o”ksZ vkyho xsyh- R;k vfHkopukP;k 1858 P;k tkghjukE;kriqUgk ,dnk iqu#Ppkj >kyk- R;k vfHkopukphik;eYyh dj.kkÚ;kauh vls ljG tkghj djkos dhrs vfHkopu baXyaMus eukiklwu fnysys uOgrs- Eg.ktsrs <ksax vkf.k fo’okl?kkr ;k vkjksikrwu eksdGsgksrhy- vk;-lh-,l-ph ijh{kk ,dkposGh fganqLFkkukro baXyaMe/;s ?ksryh tkoh- ;k ekx.khpk R;kauhiqu#Ppkj dsyk- vkeP;k ns’kkrY;k pkdÚ;kalkBhvkeph ijh{kk vkeP;k ns’kkr ?ksryh tk.kkj ulsyrj ex U;k¸; o leku okx.kwd dksBs jkfgyh\Þvlk R;kapk iz’u gksrk- ;k Hkk”k.kkeqGs xks[kys ;kapk,d vH;klw oDrk Eg.kwu ykSfdd >kyk-

1890ps dk¡xzsl vf/kos’ku dydÙkk ;sFks>kys- ;k vf/kos’kukr feBkojhy djok<hojizHkkoh Hkk”k.k djrkauk ,dk bafXy’k dohP;kiaDrhr FkksMk cny d:u R;k}kjk j;rsph fLFkrhxks[kY;kauh lknj dsyh-Landless, Joyless, helpless, hopeless,Gasping still for bread and breath;To their graves, by troubles hauntedIndia’s helots toil till death.

¼Hkwfeghu] mnkl] vxfrd] fujk’k] Hkkdjvkf.k ‘okl ;klkBh /kkik Vkdrks;] fparkauh] vkiÙkhuhxzLr] fganqLFkkups Hkwnkl d”V djhr ej.kkph okVpkyrkgsr-½

;k vf/kos’kukrhy Hkk”k.kkr xks[kY;kauh Li”Vdsys dh] ^bZ’ojkus i‘Fohrykoj fuekZ.k dsys;klq[kkpk ykHk ?ks.;kpk lok±ukp leku gDd vkgs*ehB gh v’kh oLrw gksrh dh ftps lsou ek.kwldeh d: ‘kdr ukgh( rh pSuhph ckc ulwuvR;ko’;d xjtsph oLrw vkgs] vkf.k feBkojhy

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ok<ysY;k djkpk cks>k loZlk/kkj.k loZp fganh iztsojiMyk vkgs- xjhc tursoj vk/khp frP;k jkLrokV;kis{kk fdrhrjh vf/kd izek.kkr djkaps vks>svkgs] rsOgk ojP;k oxkZP;k mRiUukoj dj vkdkj.khd:u ljdkjP;k xjtk iw.kZ dsY;k ikfgtsr- rj ex]xksjxjhckauk =klnk;d gks.kkj vlwugh] feBkojhy djdk ok<foyk tkr vkgs\ xksjxjhc iztk vkiY;kojhytknk ckstk fuewVi.ks lgu djhy ;kph toGtoGiw.kZ [kk=h ckGxrk ;srs-* ^vkEgh fgnqLFkkuljdkjP;k U;k;cq/nhyk vkokgu djhr vkgksr-R;kaP;k /keZfu”Bsyk] eqRlísfxjhyk vkf.k iq<s tkÅueh rj Eg.ksu dh] n;kcq/nhlgh vkEgh vkokgudjhr vkgksr-* ;k vH;kliw.kZ Hkk”k.kkeqGs xks[kysapkloZ dk¡xzsl t.kkaoj izHkko iMyk-

1891P;k ukxiwj vf/kos’kukps osGh xks[kysaphfo”k; fu;ked lferhps lHkkln Eg.kwu fuoM >kyh-[kqY;k vf/kos’kukr dks.kR;k fo”k;koj dk; BjkoekaMk;ps] izLrko dks.kh djko;kpk ;kpk fu.kZ; ghlferh ?ksr vls- jkT;dR;k±P;k U;k;cq/nhyk]ln~ln~foosdcq/nyk] leatli.kkyk o pkaxqyi.kkykusgehp R;kaps vkokgu vls- i.k iz’kklu;a=.ksP;k]jkT;dR;k±P;k xSj /kksj.kkoj ok d‘R;kaoj Vhdk djrkukrs lMsrksM cksyr vls-

1892P;k dk¡xzsl vf/kos’kukr rs Eg.kkys]^Mksaxj iks[k:u dk<.;kbrds ifjJe dsY;kuarj dsoGmanhj gkrh ;kok vls mnkgj.k c?kk;ps vlsy rj l/;kP;kifCyd lfOgZl dfe’kups igkos------ eh rj vls Eg.ksudh] vktoj fnysY;k vk’oklukauk o vf/kopukauk vkEghjíh letrks] vls R;kauh Li”V lkaxwu Vkdkos vkf.kvkEgh rqEgkyk ryokjhP;k cGkoj ftadwu ?ksrysysvkgs vkf.k vf/kdkj o gDdoSxsjs dkghgh d/khghvkEgh rqEgkyk ns.kkj ukgh- [kksV;k vfHkopukis{kk rsvf/kd cjs vls Eg.ksu- ;k}kjk ljdkjP;k [kksVkjMsi.kkojvkjksi dsyk-

1893P;k ykgksj dk¡xzsl vf/kos’kukr rs ljdkjP;k/kksj.kkoj Vhdk djrkauk Eg.kkys dh] baXyM o fganqLFkku;kaP;ke/;s vkfFkZd ckstkps okVi dls fo”ke] baXyMyk >qdrseki ns.kkjs vkgs gs fo’kn dsys- ^gkÅl vkWQ dkWeUle/khy

vyhdMhy ppsZe/;s fczfV’k ;q/n[kkrs o vFkZ[kkrs;kauh fganqLFkkuyk vU;k ; okx.kwd fnY;kps m?kM>kys gksrs- fganqLFkku ljdkjoj d/khdkGh [kVykHkjyk xsyk rj fnysY;k dcwyhtckckaP;k vk/kkjsljdkjoj vkjksii= Bso.;kr eh lek/kku ekuhu-*

1894P;k dk¡xzsl vf/kos’kuke/;s lqjsUæukFkc¡uthZ ;kauh ljdkjP;k ;k drhpk fu”ks/k dj.kkjkBjko ekaMyk- R;kyk jktk jkeiky flax ;kauh vuqeksnudsys- vkj O;adV lqCckjko] ekSyoh gQht vCnqyjghe vkf.k ,e-Ogh- tks’kh ;kauh ;k Bjkokyk ikBhackfnyk- ;k Bjkokoj izeq[k Hkk”k.k xks[kys ;kauh fnys-vkiY;k Hkk”k.kkpk lekjksi djrkauk R;kauh vls EgVysdh] ßfufoZdkji.ks ;k laca/kkrY;k ifjfLFkrhpk vk<kok?ksrY;kuarj vkEgkyk gk iw.kZ vf/kdkj vkgs dh]vk;-lh-,l- P;k ijh{kk ,dkposGh baXyaM vkf.kHkkjrkr ?ksrY;k xsY;k ikfgtsr- vkEgkyk vk’kkvkgs dh] Hkfo”;kr ;k ijh{kk R;kizek.ks ?ksrY;ktkrhy- gGwgGw izpaM tuer ;kccrhr vuqdwygksr vkgs- ijarq vkt vkePkk ijkHko tjh >kykvlyk rjh vkepk ;kc kcrhryk y<knh?kZdkGi;±r pkyw jkghy vkf.k iq<hy fi<;kaukR;kpk Qk;nk gksÅ ‘kdsy-Þ

xksikGjko QDr dkgh vf/kos’kus lksMY;kldk¡xzslP;k cgqrsd vf/kos’kukauk gtj gksrs- R;kapsizHkko’kkyh oDr‘Ro R;kaP;k Hkk”k.kkph vkd”kZd‘kSyh] fo”k;kps laiw.kZ Kku] Hkjiwj ekfgrh vkf.k iq<svlysyk fo”k; ifj.kkedkjdjhrhus ekaM.;kph gkrksVh];keqGs dk¡xzsl iq<kÚ;kaps R;kaP;kcíy pkaxys er>kys o ns’kkps Hkkoh usrs ;k n“Vhus rs R;kaP;kdMsikgw ykxys-

1895 lkyh iq.;kr dk¡xzslps vf/kos’kuHkj.kkj gksrs- ijarq lkekftd lq/kkj.kk ifj”kn tjdk¡xzslP;k eaMikr Hkjyh rj dk¡xzslpk eaMi tGwuVkdw v’kk /keD;k tkghj lHkkrwu ns.;kr ;sÅykxY;k rsOgk jkuMs ;kauh rh ifj”kn nqlÚ;k tkxh?ksÅu ;k oknkph lekIrh dsyh- v’kk fcdVifjfLFkrhr xksikGjkokauh vkiys fpV.khlinkps dk;Z‘kkari.ks o fu”Bsus dsys-

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v/;kidkps dke lksMY;koj xksikGjkokauhLor%yk dk¡xzslph lsok o ns’klsosyk okgwu ?ksrys-R;kosGh fdR;sd iq<kjh jktdkj.k QqjlrhP;k osGkrhy,d dje.kwd letr vlr- dk¡xzslph cSBd ukrkGP;kjtsryh rhu fnolkaph xaer Eg.kwu letr vlr-xks[kys jktdkj.kkr ns’klsok dj.;klkBh f’kjys Eg.kwuR;kauh] ßlkjk dkG o mRlkg jktdh; vH;klkr ofparukr ospyk-Þ

1902 iklwu xks[kys dk¡xzslP;k dk;kZr lrreXu gksrs- 1904 lkyh R;kauk dk¡xzslps ljfpV.khlEg.kwu fuoM.;kr vkys- Hkkjrh; jk”Vªh; dk¡xzslpsljfpV.khl vlrkauk tqyS 1904 yk R;kauh eæklykHksV fnyh-

1904 P;k v[ksjhl eaqcbZrhy dk¡xzsl vf/kos’kukrlj foY;e osMjcuZ ;kauh Bjko ekaMyk R;kuqlkjizkarkrhy fuoMd izfrfu/khaps f’k”VeaMG fczVue/;sHkkjrkfo”k;h yksder r;kj dj.;klkBh ikBok;psgksrs- ;k f’k”VeaMGkr] ykyk ytirjk; o xks[kysnks?ksp gksrs- xks[kys fczVue/;s ikyZesaV lnL;] fuoMdiq<kjh] fycjy i{kkps yksd ;kaP;k lHkkrwu Hkk”k.ksdjhr- 50 fnolke/;s R;kauh 45 lHkkrwu Hkk”k.ksdsyh- ;k dkGkr R;kauh Hkkjrkph cktw U;k¸;jhrhusekaMyh- dk¡xzsle/khy dkgh lHkklnkr ljdkjP;k/kksj.kkeqGs vLoLFkrk iljyh gksrh- R;kaph ppkZdk¡xzslP;k vf/kos’kukr [kklxhjhrhus pkyr vlr-1905 e/khy caxkyP;k QkG.kheqGs yksdkaP;kvLoLFkrsyk lhek jkfgyh ukgh- jk”Vªh; f’k{k.k] Lons’kh]cfg”dkj ;k f=lw=kauh yksdkaps eu ftadys-

1905 ps dk¡xzslps jk”Vªh; vf/kos’ku cukjlykHkjys- cukjl dk¡xsl vf/kos’kukps v/;{k xks-d- xks[kysgksrs- xks[kysauh dsysY;k Hkk”k.kkr d>ZuP;k dkjHkkjkojVhdk dsyh o caxkyP;k QkG.khyk fojks/k dsyk-

QkG.kh gs ladV vlys rjh frP;krwu dkghpkaxyslq)k fu?kkys- tkr] xks=] /keZ] izkar ;kpk Hksnfol#u caxkyps nq%[k rs vkiysp nq%[k v’kh ,dhphHkkouk ns’kHkj cGkoyh- ;kdfjrk ns’k caxkyfo”k;hlnSo ÑrK jkghy vkf.k dk¡xzslP;k /;s;kpk mPpkjdjrkauk rs Eg.kkys dh] Hkkjrkps ‘kklu gs Hkkjrh;kaps

fgrlaca/k y{kkr ?ksÅu >kys ikfgts vkf.k fczfV’klkezkT;krY;k olkgrhizek.ks ‘kklukP;k ckcrhrLok;Ùkrk feGkyh r’kkp izdkjph Lok;Ùkrk HkkjrkykdkykuqØes feGkyh ikfgts-

xks[kys foyk;rsr gksrs] R;kosGh fganqLFkkue/khytgkykaph pGoG tkLr rhoz vlY;kus dk¡xzsl iq<kÚ;kaukdydÙkk vf/kos’ku ikj ikM.;kph dkGth ykxyh gksrh-tgky xVokY;kauk 1906 P;k dydÙkk vf/kos’kukpsykyk ytirjk; v/;{k Ogkos vls iz;Ru lq# dsys-ykyk ytirjk; ;kaph fuoM lqjsUæukFk cWuthZ vkf.kfQjkst’kgk esgrk ;kauk vkoMyh ukgh-

v’kk vkf.kck.khP;k osGh lok±uk vknj.kh;vlk v/;{k feGfo.;kf’kok; tgkyeroknh ‘kkarjkg.kkj ukgh- Eg.kwu baXyaMe/kwu nknkHkkbZ ukSjksthaukdk¡xzsl vf/kos’kukP;k v/;{kinklkBh cksyfoys- 1906lkyP;k dydÙkk dk¡xzsl vf/kos’kukr nknkHkkb±uh vkiY;kv/;{kh; Hkk”k.kkr LojkT; gs Hkkjrkps /;s; vkgs] vlstkghj djrkauk ^loZp vk’k; ,dk ‘kCnkr ekaMrk;sbZy- olkgrhr fdaok baXyaMe/;s tls LojkT;vkgs rlsp LojkT; Hkkjrkyk gos- R;kph lq#okrrkcMrksc Ogko;kl goh o R;kps #ikarj v[ksjhllaiw.kZ LojkT;kr Ogkos*] vls cksywu nknkHkkb±uh tgkykapslek/kku dsys-

cfg”dkjkcíy dk¡xzsle/khy lHkklnkr erHksnvlY;keqGs 1906 P;k dydÙkk vf/kos’kukr dk¡xzslusBjko dsyk- ß------------;k dk¡xzslps vls er vkgsdh] QkG.khpk fu”ks/k dj.;klkBh caxkye/;s pkyysyhcfg”dkjkph pGoG U;k¸; gksrh o vkgs-Þ ijarqyksdkauh ;kckcr dk; djkos gs n’kZfoys ukgh-1907 ps dk¡xzslps vf/kos’ku dydÙkk vf/kos’kukrpukxiwjyk ?ks.;kps Bjfoys gksrs- ukxiwje/khy jk”VªoknhxVkauk fVGd gs dk¡xzslps v/;{k gos gksrs- useLrxVkyk gs udks gksrs- tgkykaP;k ;k nkaMxkbZeqGsvf[ky Hkkjrh; dk¡xzsl lferhP;k cSBdhe/;s esgrk oxks[kysauh dk¡xzslps vf/kos’ku ukxiqj,soth lqjrykHkjfo.;kps Bjfoys- QDr nhM efguk vo/kh vlrkukghR;k osGsr lqjrdjkauh vf/kos’kukph r;kjh dsyh-

dk¡xzslP;k vf/kos’kukps lapkyu Lokxr

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eaMGkps v/;{k djhr vlr- 1907 P;k lqjrP;kvf/kos’kukr useLr o tgky nksUgh xVkarhy erHksnfodksikyk xsys gksrs- vf/kos’kukr Lokxr lferhP;kv/;{kkauh izFke Hkk”k.k fnys- R;kaP;k Hkk”k.kkuarj lqjsUæukFkcWuthZ gs v/;{kinkdfjrk jklfcgkjh ?kks”k ;kaps ukolwpfo.;kl cksyk;yk mHks jkfgys- rksp lHksrwu f’kO;ko vkjksG;k ns.;kl lq#okr >kyh- lqjsUæukFk cWuth±uhMkW- ?kks”k ;kaps uko v/;{k inkdfjrk lwpfoys vkf.keksrhyky usg#auh R;kyk vuqeksnu fnys- v/;{kkafo”k;hers ?ksryh rsOgk izpaM cgqla[;sus v/;{kkP;kfuoM.kqdhyk laerh n’kZfoyh- udks Eg.k.kkjs vYila[;gksrs- Lokxrk/;{kkauh fudky tkghj d#u MkW- ?kks”k;kauk v/;{kkP;k [kwphZoj LFkkukiUu dsys- v/;{kkapsLokxr VkG;kaP;k xtjkr pkyw gksrs- VkG;kapk xMxMkVpkyw vlrkukap fVGd O;klihBkoj p<ys- fVGdO;klihBkoj ;srkp naX;kyk lq#okr >kyh- tksMs[kqP;kZ±ph QsdkQsd lq# >kyh- fVGd /khjxaHkhi.kstkxP;k tkxh rVLFk mHks gksrs- fVGdkaoj gYyk gksbZyv’kh Hkhrh okVY;keqGs xks[kys R;kaP;k cktwl tkÅugkr il#u R;kaP;k laj{k.kkFkZ mHks jkfgys- /kqekdwGok<ysyk vlrkauk dk¡xzslP;k v/;{kkauh dk¡xzslph cSBdcseqnr rgdwc dsyh- /kqekdwG tkLr mxz >kyk- rsOgkiksyhlkauh xnhZ gVowu eaMi [kkyh dsyk- ijarq lqjrdk¡xszl QqVheqGs tgky o useLr xVkr dk¡xzsl nqHkaxyhxsyh- dk¡xzslph lw=s useLr xVkdMsp gksrh- ijarq ;kpdkGkr 1908 yk yksdekU; fVGdkauk lgk o”ksZdkG;kik.;kph f’k{kk >kyh- ;k f’k{ksl useLr usrstckcnkj vkgsr- izkeq[;kus xks[kysoj tgkykapk vkjksigksÅ ykxyk-

1908 lkyh dk¡xzslps vf/kos’ku enzkl ;sFksHkjys- R;kosGh vf/kos’kukr xks[kysauh lq/kkj.kk dk;|kaojHkk”k.k fnys- Hkkjr ljdkj ekxs jkghy o ljdkjhxksVkrhy cgqer gs eq[;Ÿos gqdeh] jk[kho Eg.kwumi;ksxkr vk.kys tkbZy- Eg.kwu O;kogkfjd Hkwfedso#uvki.k gh ;kstuk vkgs] R;k Lo#ikr Lohdkjyhdkj.k ,drj rh laiw.kZ Lohdkjkoh rjh ykxsy] ukghrjiw.kZi.ks ukdkjkoh rjh ykxsy-

1909 lkyh dk¡xzslps vf/kos’ku ykgksjyk

Hkjys- ykgksj dk¡xzsl vf/kos’kukps v/;{k i- enueksguekyoh; gksrs- R;k vf/kos’kukr nf{k.k vkfÝdslaca/khBjkokr R;kauh izFke VªkUlokyP;k Hkkjrh;kauh ts /kS;Znk[kfoys] tks LokFkZR;kx dsyk vkf.k th ns’kHkDrhxktfoyh] tks ns’kkfHkeku izxV dsyk R;k xks”VhphR;kauh iz’kalk dsyh vkf.k R;kauh vlk vkxzg /kjyk dhtksi;±r rs nf{k.k vkfÝdsP;k ljdkjuh fczfV’klkezkT;kps ukxfjd Eg.kwu U;k¸; gDd o loyrhnsr ukgh rksi;±r R;k ljdkjyk Hkkjr ljdkjusHkkjrh; etwjkaph Hkjrh d# ns.;kl eukbZ djkoh-;kp Bjkokoj Hkk”k.k djrkauk R;kaph ns’koklh;kaukv’kh fouarh dsyh dh] nf{k.k vkfÝdsrhyHkkjrh;kaP;k ;k vHkwriwoZ y<;klkBh l<G gkrkusvkfFkZd enr djkoh- fdacgquk R;kauk enr dj.ksizR;sd Hkkjrh;kaps drZO; vkgs] vls R;kauhlkafxrys izR;sd ns’koklh;kaph ;kr dlksVhykx.kkj vkgs-

R;kizlaxh xka/khthlaca/kh xks[kys Eg.kkys]ßxka/khth o ek>h pkaxyh vksG[k >kyh ghekÖ;k vk;q”;krhy ,d HkkX;kph xks”V vkgsvls eh letrks- R;kaP;k,o<h Js”B] ‘kq)] mnkÙk]‘kwj] ln~pfj= O;Drh ;k nqfu;sr Dofprpvk<Gsy- Lor% la;eh] R;kxh o`Ùkhus jkgwu]vkiY;k cka/kokacíy mRdV izseHkkouk ckGxwulR;fu”Bk] U;k;fiz;jhrhus okxwu nhu nqcZykaP;kMksG;kauk Li’kZ d#u R;kauk uoh n”Vh izkIr d#ns.kkÚ;k O;DrhaiSdh rs ,d vkgsr- ek.klkrysekuo] ‘kwjkrys ‘kwj] ns’kHkDrkrhy ns’kHkDr Eg.kwuR;kaph x.kuk gksbZy- vktP;k Hkkjrh; tursusfuekZ.k dsysyk gk vR;qPp dksVhpk iq#”k vkgs-Þ

;kuarjP;k dk¡xzsl vf/kos’kukr izfruh/khaphla[;k deh gksr xsyh- ;kp dkGkr xks[kysizpaM ok<ysY;k O;kikeqGs o izd‘rheqGs dk¡xzsldMsiw.kZ osG nsow ‘kdr uOgrs- 1915 i;±r dk¡xzslphlw=s useLrkdMs gksrs- 1914 e/;s fVGdkaP;kdSnsrwu lqVdsuarj tgky o useLrkr le>ksR;kpsiz;Ru >kys- ijarq rs iw.kZ gks.;kvk/khp 19 Ýscqzokjh1915 yk xks[kysaps fu/ku >kys o R;kuarj dk¡xzlph

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lw=s fVGd o tgkykaps rkC;kr vkyh-lanHkZ xzaFk1- fjiksVZ vkWQ n fQ¶Fk bafM;u uW’kuy dk¡xzsl]

eqacbZ] 1889] i- 49&50-2- uank] ch-vkj- ¼vuwokn olar iG’khdj½ xks-

d‘- xks[kys fczVh’k jktoV o Hkkjrh; useLr;wxfo’odekZ lkfgR;ky; iq.ks 1986 i- 128-

3- uank] ch-vkj-] iwoksZDr] i- 40-4- Report of the Nineth Indian National

Congress, Lahor, 1893, pg. 141-42.5- iVo/kZu] vkj-ih- vWUM vkacsdj] Mh-fOg ¼laik½]

fLipsl vWUM jkW;Vhax vkWQ ft- ds- xks[kysOgkWY;we 1 vk’kh;k iCyhf’kx] gkml eqacbZ1966 i- 13&14-

6- QkVd u-j-] vkn’kZ Hkkjr lsod ;kaps pjh=ekSt izdk’ku eqacbZ 1967] i- 66-

7- uVslu] th-,- vWUM daiuh enzkl 1916 fLipslvWUM jk;VhaXl vkWQ ft- ds xks[kys i- 479-

8- fdÙkk] i- 497-9- nsofxjhdj] «;a-j-] vuwokn jk-iz- dkuhVdj

vk/kqfud Hkkjrkps f’kYidkj xks-d‘- xks[kys]funsZ’kd izdk’ku foHkkx] ekghrh o uHkksokuhea=ky; 1971 i- 156

10- fdRrk] i- 185-11- dosZ vW.M vkacsdj ¼laik-½] fLipsl vWUM jkW;Vhax

vkWQ ft- ds- xks[kys OgkWY;we 2 vk’kh;kiCyhf’kx] gkml eqacbZ 1966 i- 417-

12- fdÙkk] i- 425-

Ukk- xks- FkqVs ;kaP;klkekftd dforsrhy tkf.kok

fd’kksj doBsfo|kuxjh] cke.kokMk] rk- jktqjk ft- paæiwj

izk- MkW- jfo e- dsoVekxZn’kZd

dyk o okf.kT; egkfo|ky;] cYykjiwj ft- paæiwj

==============***********===============Lkkjk a’k%&

fonHkkZrhy lqizfln~/k doh Eg.kwu Ukk- xks-FkqVs ;kaph vksG[k vkgs- R;kaP;k dfork lkekftdoSf’k”V~;kauh osxGsi.k n’kZforkr- dfork [kjs rjizR;sd dohpk vkRefo”dkj vlrks- R;keqGs dfoP;kO;fDreÙokoj izHkko dj.kkÚ;k lkekftd] lkaLdfrd]uSlfxZd ?kVdkapk ifj.kke dforsrwu fnlwu ;srks-R;kaP;k dfork vkLoknd o vH;kluh; vkgsr-R;kaps laLdj.k vR;ar vkfFkZd fooapusr >kY;keqGsR;kauh dkSVqafcd nkfjæ~; o lkekftd okLrofp=vuqHkoys gksrs- ;k ifjfLFkrheqGs R;kaps eu laosnu’khygks.;kl enr >kyh- R;kaP;k O;fDreÙokphtM.k?kM.k ‘ksrdjh&d”Vdjh lektkr >kY;keqGsR;kaP;k eukoj xzkeh.k laosnuk fpjdky dksjY;kxsY;k vkgsr- R;kaP;k lkekftd vuqHkokaps o fujh{k.kkapsizfrfcac dforsr meVY;kps fnlwu ;srs- doh]vuqHkokauk vkiY;k dforsyk foPkkjkauh Qqyfor tkrvlrks- lkekftd Hkku tiwu FkqVsauh dkO;ys[kudsY;keqGs dforsyk ,d vk”k; izkIr >kyk vkgs-ifjfLFkrh] fopkj] vkf.k Hkkouk ;kapk lqjs[k laxeR;kaP;k dforsr vksrizksr Hkjyk vkgs- laosnu’khyeukrwu loZlkekU;kaP;k O;Fkk] osnuk dkO;#ikus ckgsj;srkuk FkqVsaph dfork lkekftd tkf.kokauk vk’kkoknh

21

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n”Vhdks.k izkIr d:u nsrs-cht ‘kCn%& xzkeh.k laosnuk] lkekftdrk] >kMhcksyh]O;oLFkkfp=] oafprkfo”k;h izse-izLrkouk%&

uk-xks- FkqVs ;kaPks Okk³~e;hu drZRo R;kaP;kdfoRok’kh laca/khr vkgs- FkqVsapss ckyi.k] f’k{k.k oO;kolkf;d thou xzkeh.k Hkkxkr xsY;keqGs R;kaukxzkeh.k thoukph o rsFkhy lkekftd okLrosphvksG[k iVyh vkgs- R;kaps Lokxrxhrs] izfrfcac]x>yxqaQk] lkaxkok] izfr/ouh] ‘kCnk;.k] dGysudGr] liu/kwu] izhrxwt] lqLokxre~] dji.kkjs mUes”k]ckr ckdh gS] dkgh vls dkgh rls bR;knh dforklaxzgizdkf”kr vkgsr- FkqVs fulxkZoj izse dj.kkjs doh vlysrjh brj vaxkuk Li’kZ djrkuk lkekftd vax fo’ks”kRokusekaMys vkgs- MkW paædkar uxjkGs Eg.krkr dh ßuk-xks- FkqVs lkekftd ckaf/kydh eku.kkjs doh vkgsr- ghckaf/kydh R;kauh tk.khoiwoZd iRdjyh o frP;k’khizkekf.kd jkgwup R;kauh vkiyh dkO;fufeZrh dsyh-R;kaP;k dforsyk nfyr] ‘kksf”kr] d”Vdjh] dkedjh]‘ksrdjh o e/;eoxhZ;kaP;k lq[k&nq%[kkpk okl vkgs-R;kaP;kfo”k;h vikj d#.kk R;kaP;k eukr vksrizksrHkjysyh vkgs- Eg.kwup ‘kks”k.kkP;k pjdkr fiGyktk.kkjk lekt ikgwu rs vLoLFk gksrkr- R;kaps var%dj.klgdaihr gksrs- R;kaps MksGs ik.kkorkr- R;kaps var%dj.k/kk; eksdywu jMw ykxrs vkf.k ex gs vJwp dforsps:Ik /kkj.k djrs- vJwauh UgkÅu fu?kkysyh dfork‘kksf”krkaP;k nq%[kkP;k&osnusP;k eqGkauk [ky[ky gyowulksMrs- ‘kks”kdkfo:n~/k caM iqdkjrs- fo”kersyk ik;nGhrqMors vkf.k ‘kksf”krkauk vkuankps cG nsrs-Þ ,danjhrFkqVsauh lkekftd ckaf/kydh tk.khoiwoZd iRd:ufrP;k’kh izkekf.kd jkfgysr- lektkr okbZV oÙkhpkizlkj gksÅ u;s gh [kjh ekx.kh doh djrks vkgs-ek.klk&ek.klkrhy tkrh&/kekZP;k fHkarh u”V OgkO;kr]tkrh] /keZ] ijaijsph dqai.ks eksMwu cgqtu lekt ,df=r;kok vkf.k “kks’k.kkfo:n~/k vkokt mBfo.;kyk lTtOgkok vlk vk’k; dforsP;k eqGkr O;Dr gksrkukfnlwu ;srks- doh oafprkaPks iz’u ?ksÅu Fkkacr ukgh rjloZ fo’okP;k nq%[k foekspukph Hkk”kk dforsr djrkr-

izR;sd dykoar Lor%yk vfHkO;Dr dj.;kpkiz;Ru djhr vlrks- ekuoh eukr laxzfgr gks.kkjs lq[k&nq%[k]dykoar LoizfrHksus dysP;k vk/kkjs ewrZ :Ik nsr vlrks-thoukP;k izlj.k iko.kkÚ;k izdfrph o ewY;kaphlkaxM vk’k;kP;k [kksyhr vlrs- vk’k; [kjs rjdforspk xkHkk vlrks- vkiY;k O;fDreÙokyk iz{ksfirdj.;kps lkeF;Z uk- xks- FkqVs ;kaP;k lkekftd dkO;krvkgs- ek.kwl lektkpk ,d ?kVd vlrks] vkf.klektkrwuap ?kMr tkr vlrks- pkaxY;krwu R;kykthoukpk ekxZ xolrks- fodrhus thou mn~/oLrgksr vlrs- lektkr ijksidkjkph Hkkouk on~/khaxrOgkoh] Eg.kwu FkqVs Eg.krkr]

ßdq.khrjh dq.kklkBhf>twu tkr vlrkr

fBdfBdk.kh fnos ykowufo>wu tkr vlrkrÞ„ ¼lkaxkok] i”B 9½

vkiys thou lektkP;k fgrklkBh [kphZiMkos- vkiY;k tx.;krwu brjkauk izsj.kk feGkoh]brjkaP;k vk;q”;krhy va/k%dkj nwj Ogkok v’khizkekf.kd bPNk doh O;Dr djrkr- ek.kwl fdrhykpkj gksÅ ‘kdrks vkf.k fnlsy R;k izR;sdkyklyke dj.;klkBh R;kph eku vkf.k R;kpk gkrusgehP;k lo;hus lrr dlk >qdr vlrks- ;kpsn’kZu R;akP;k dforsr ?kMrs- ek.klkyk Lora=i.kstx.;kpk vf/kdkj ukgh- ykpkjh ek.klkyk LokfHkekuxgk.k Bsok;yk ykors- ek.kqldhpk fyyko dj.kkjslkSnkxj lektkr okojr vkgsr- lTtukP;k tx.;krnqtZukauh fo’k dkyoys vkgs-

ß>kys vkslkM d/khpsjktjLrs lTtukpsxnhZ xPp vkMokVh

okVkM~;kaP;k okVk?kkVh----lke nke naM HksnLokFkkZr u [kar HksnlkSnkxj ;k okVkaps

?ksj ok<oh i ksVÞ ¼okVkM~;kaP;k okVk?kkVh— i-53½^okVkM~;kaP;k okVk?kkVh* ;k ‘kCnlewgkrwu

ek.klkP;k ykpkjhps lqpu gksrs- ek.klkP;k ykpkjhoj]

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vlgk¸;rsoj FkqVsauh fonkjdi.ks izdk’k Vkdyk vkgs-gs vlgk¸;rsi.k ek.klkps vfLrRop dls [kPphdjrs rs ;krwu dohus Li”V dsys vkgs-

orZeku ifjfLFkrhps fujh{k.k dsys dh vlsfnlwu ;srs] ‘kks”kd vkiY;k LokFkkZlkBh lkekU; t.kkaps‘kks”k.k djrkr- ‘kks”k.k dj.kkÚ;k ‘kks”kdkPk /kEkZ ulrks-ek.kqldh ukokps rÙo o vkn’kZ R;kP;k erkyk uiV.kkjs fo”k; vlrkr- ‘kks”kdkauh ekuorsPkh ewY;sgn~nikj dsY;kus ‘kks”k.k gh ,d oÙkh c<koysyhvkgs- ß’kks”k.k dj.kkÚ;k eqGkapk] nq%[k ns.kkÚ;k eqGkapkleqG uk;ukV dj.ks gsp uk- xks- FkqVsaP;k dforsps [kjsiz;kstu vkgs-Þ† doh ‘kks”k.kkfo:n~/k rhoz larki O;Drdjrks- yksd’kkgh ‘kkluin~/krh fdrhgh lektfgrkphvlyh rjh rh jkcfo.kkjs izHkkoh ulsy rj lektkrfo”kersph chts isjY;k tk.kjap! v’kk fo”kerkoknhdksykgykr U;k;kph vis{kk dj.ks vo?kMp-

ßyksd’kkgh gh >kyh udyh/kuokukaP;k ?kjkr fodyhÞ ¼fp= fofp=] i”B 48½

/kuoku vkf.k xjhckauk leku U;k; feGrulY;kph [kar dohyk vLoLFk djrs- dohph nwjn”VhvR;ar fr{.k vkgs- R;kaps lkekftd voyksdu vR;arlw{Ek vlY;kus izR;sd lkekftd lanHkkZpk FkqVs ckjdkbZusfopkj djrkr- bFkY;k /keZ vkf.k tkrh O;oLFkspsvkdyu FkqVsauk >kys vkgs- fouk”kdkjh tkrh] /keZ]ijaijsph dqai.ks eksMk;yk gk cgqtu lekt vtqughr;kj ukgh- cgqtu la[;sus lokZf/kd vlqugh eqBHkjyksdkaps ik; pkVos ykxrs gh ykthjokuh ckc FkqVsv/kksjsf[kr djrkr- tksi;Zar cgqtu lekt ,df=r;sÅu vU;k;kfo:n~/k vkokt mBfo.kkj ukgh rksi;Zar‘kks”k.kkP;k ijaijsps mPPkkVu gks.kkj ukgh- ;koj rsHkk”; djrkr]

ßcgqtu vlwughvkEgh R;kapsp ik; pkVr vkyks

vaxksikaxh QkVr vkyks----vkEgh cgw vlqugh

vU;k;kus xzklyks vkgksr tkxkstkxh QkVyks vkgksrÞˆ

¼cgqtukaps caM] i”B 42½FkqVs izpaM vk’kkoknh vkgsr- ,d fnol gk

cgqtu lekt vkiY;koj gtkjks o”ksZ vU;k; dj.kkÚ;klektkfo:n~/k caM d:u mBsy vkf.k lersph ekx.khdjsy- FkqVsauk nhu nqcG~;kfo”k;h vikj d:.kk vkgs-ijarq R;kauk lgkuqHkwrh nk[kowu vf/kd nqcGs u djrkR;kaP;kfBdk.kh mn~;kP;k mTToy eaxye; igkVspaLoIu rs ikgrkr- f[kzLr] cqn~/k] xka/kh ;k ekuorsP;kmikldkcn~ny vikj vknj vkgs-

ßeaxyrsyk euh Le: ;k‘kqn~/k gksÅuh cqn~/k B: ;k

Ekk. kql d hy k fuR; o: ; kÞ ¼uoo”kkZps Lokxr] i-37½lektkrhy fodkj u”V dj.;klkBh eaxyrsph

dkl /k:u cqn~/kklkj[ka ‘kqn~/k] foosdh gksÅu ekuorsykoanu dj.;kph Hkk”kk FkqVs cksyrkr- fo’okrhy nq%[ku”V gksÅu] ekuorsPkk uok izkar vfLrRokr ;kok v’khvkarfjd bPNk vkgs- l/;kpk dkG HkkSfrd lq[kkP;kykylsus O;kiyk vkgs- ek.klk&ek.klkrhy laosnuku”V gksrkuk fnlrs- mn~;kps tx lersP;k Økarhps]uo&mUes”kkps vlsy ;koj R;kapk fo’okl vkgs-R;kauk okVrs thoukrhy loZ vaxs Hkz”VkpkjkP;k /kqjkus dkGoaMyh vkgs- mtsMkr fnolk<oG~;k dwdR;sdsyh tkr vkgsr- [kwu] cykRdkj] Hkz”Vkpkj v’khokbZV vfrØe.ks lektkr c?kwu FkqVs O;Fkhr gksrkr-

ßek>s eykp dkGoaMY;klkj[ks okVrsva/kkjkryh dkes ekÖ;k le{k gksrkgsreyk ika<Ú;k va/kkjkps :i vkysÞ

¼izdk’kO;Fkk] i-39½FkqVsapk gkp Hkko ^;k=k* dforsr fnlrks-

;keqGs ek.klkyk ek.klkph Hkhrh fuekZ.k >kyh vkgs-ek.kwlp ek.klkpk ‘k=w >kY;kps Hkk”; FkqVs djrkr-

ßek.kwl ek.klkyk okxs fHkÅu vkrkvkgs Ik”kw fBdk.kh rs oeZ vkBosukÞ ¼>qat] i-…å½

FkqVsauh vkiY;k ‘kks/kd utjsrwu lektkrhynks”kkaps fp=hdj.k dsys vkgs- fulxZizse vkf.kizsekuqHkqrhP;k iyhdMs tkÅu lektkrhy lq[k& nq%[kkaukiz[kj tkf.kosrwu vfHkO;Dr dsys vkgs- Eg.kwup ekuohthoukrhy fojks/kkHkklkps brds foLrr vkf.k usedsi.kkusfp=.k d: ‘kdrkr- ;k ekuoh folaxrhpk izR;s;R;kaP;k dGrs udGr* ;k dkO;laxzgkrhy dforkarwu

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Issue-22, Vol-03

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tlk ;srks rlk R;kaP;k pkjksGh dforkarwugh fnlwu;srks- lektkrhy fofo/k Lrjkrhy O;fDraP;k tx.;koj]R;kaP;k O;olk;koj FkqVsauh eulksDr rk’ksjs vks<ysvkgs- R;kdfjrk R;kauh >kMhcksyhpk mi;ksx dsyk vkgs-;k tekU;kr U;k;klkBh HkkaM.kkÚ;kyk U;k; feGrukgh- FkqVs lektkrhy nkafHkdrsoj cksV Bsorkr-

ßtekuk eksVk [kjkc vkykU;ko dksVh jk;yk ukghlO;kZ; nsdr [kwu gksrs

rjh earsr ik;ywu ukghÞ ¼pOojh] i-81½ekuokP;k laosnuk fnolkxf.kd cksFkV gksr

pkyY;k vkgsr- Lor% le{k ?kM.kkÚ;k xqUg~;kykghek.kwl lk{k nsr ukgh- vls fp=:Ik n’; dohykvLoLFk djrs- FkqVs dsoG vkfFkZd fo”kersph] oxZla?k”kkZph fp=s mHkh djrkr vlsp ukgh rjjktdkj.kkrhy Hkz”Vkpkj] iq<kÚ;kauk tursfo”k;h ulysyhvkReh;rk] {kerk ulrkuk lektkrhy fof’k”V O;fDraukfeGkysys eksBsi.k] thoukP;k loZ {ks=kr gks.kkjh ewY;kaph?klj.k] c/khj >kysyk Ek/;e oxZ ;k lkÚ;kaps voyksdudjrkuk] R;kaph vLoLFkrk izd”kkZus dforsr tk.kors-

ßfuoM.kwdkP;k vk’oklukrdq.kh nsÅ djrks lksusjh gjh.kgh

vksBkrwu vksjMrks o:urqeP;klkBh ejhughÞ ¼i-††½

fuoMwu ;s.;klkBh R;kxkph] izlaxh ej.;klkBhHkk”kk dj.kkjs iq<kjh fuoMwu vkY;koj ns’klsok foljrkr-fuoMwu ;s.;kiqjrk jktdh; usR;kaph [kVkVksi pkyysykvlrs- loZekU;kaP;k gkrkr dsoG vk’oklukap ckaMxwGgkrh ykxrs- vk’oklukapk HkksiGk dlk Hkzked vlrks];koj FkqVs [kar O;Dr djrkr-

ßvk’oklus feGkyh eh vklosp I;kyksdks.kh u ns eukyk Xokgh vtwu ;sFksÞ

¼vtwu ;sFks] i-2½jktdh; Hkz”V ijaijspk okjlk tqU;k usR;kadMwu

uohu usR;kyk ykHkr vlrks- tqU;k usR;kadMwu lkekftdvis{kk viw.kZ jkfgY;kus uO;k usR;kdMs lekt vk’kkGHkwrutjsus ikgrks- ek= uok usrk gh ?kkrdh tarw lkj[kklektkps ‘kks”k.k djrks rsOgk dohpk vis{kkHkax gksrks-

jktdkj.k gk O;olk; Eg.kwu c?k.;kpk n”Vhdks.kcGkoyk vkgs- jktdkj.kkr [kqphZ feGfo.;klkBhlkÚ;kaph /kkoiG pkyysyh vlrs- ik=rk ulysY;kO;Drhuha [kqP;kZ cGkoY;k dh vkiY;k vf/kdkjkapkxSjokij d#u loZlkekU; tursyk ukMoys tkrs-

ß[kqphZ Eg.kts ,d vf/kdkjkps LFkkubFks cl.kkÚ;kuka feGrks eku

drZRooku vkluLFk[kqphZpk eku ok<orkri.k vik= [kqphZohj

dsoG [kqphZyk ykMorkrvkf.k tursyk ukMorkrÞ

¼[kqphZ vkanksyu] i-†ˆ½doh uk- xks- FkqVs ;kaph dfork ‘ksrdÚ;kaps

lq[k&nq%[k vkf.k R;koj gks.kkjs fofo/k Lo#ikpsvU;k; vkf.k vR;kpkj ;k lokZapk ckjdkbZus os/k?ksrs- xzkeh.k thou o >kMhcksyh] yksdxhrs]yksdJn~/kk] yksdijaijk ;k vkdrhca/kkrwu vfHkO;Drgksrs- ‘ksrkrhy xHkkZj ihds ikgwu vkuanwu tk.kkjkdoh ‘ksrdÚ;kaps fonkjd okLro c?kwu vLoLFkgksrks- izkekf.kdi.ks d”Ve; thou tx.kkÚ;kHkksG~;k&HkkcG~;k ‘ksrdÚ;kaps fi<~;kufi<~;k ‘kks”k.kgksr vkgs- R;kaP;kojhy vU;k; c?kwu dohps euvkØanwu ;srs- jktdkj.kh vkf.k O;kikjh ;kaP;kdMwufiGoY;k tk.kkÚ;k ‘ksrdÚ;kaP;k nq%[kkyk okpkQksM.;kps dke dohus dforsrwu dsys vkgs- ,dhdMsfgjoh ihds ikgwu vkuanwu tk.kkjk gk doh nqljhdMsokLro c?kwu caMkph Hkk”kk cksyrks- jktdkj.;kapk[kjiwl lekpkjgh ?ksrks- bFkY;k iz[kj d”kh okLrokpkos/k ?ks.kkjh dfork xzkeh.k thou fp=.kkcjkscjlaosnu’khy ekuoh eukpk os/k ?ksrs-ßvkrk udks js vU;k;] udks >ksacw vlk vaxk

osG ;srkp djhu rqyk jLR;koj uaxk-Þ¼pqdkjk] i-19½

vkt ukgh mn~;k vkiys xfjchps fnol tkbZy]vkiY;k okV~;kyk lq[k len~/khps fnol ;sbZy gs ,dvk’kkoknh LoIu mjk’kh ckGxwu tx.kkjk ‘ksrdjh‘ksrhr jkc&jkc jkcrks vkf.k ,d fnol ekrhpkp

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Issue-22, Vol-03

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gksÅu tkrks- ‘ksrdÚ;kaps LoIu QDr ekrhrwup mxowu;sbZy] vls FkqVsauk okVrs-

ßekrhP;k liu/kquhrEkkuksl ekrhua Hkjrs

liu iqjk djrk djrkvkdjh ekrhrp ejrs-Þ ¼pOojh] i-„„½dohP;k L=hfo”k;d lkekftd tkf.kok vR;ar

ekstD;kp ‘kCnkr izdVY;k vlY;k rjh vk’k;kP;kn”Vhus R;kaP;k dforsrwu L=h laosnuk O;Dr >kY;kvkgs- FkqVs ;kauh lektkrhy fofo/k iz’u] U;k;] vU;k;]:<h] va/kJn~/kk] foKkufu”Bk b- ckch dforsr gkrkGwulektkrhy nks”kkaps fnXn’kZu dsys vkgs- lektkrhyloZ ?kVdkaP;k thoukuqHkokph izfprh R;kaP;k brjghdforkrwu izdV gksrkuk fnlrs-fu’d’kZ%&1½ Ukk-Xkks- FkqVs ;kaph dfork ‘ksrdjh] ‘ksretwj] dkexkj

;kaps izfrfuf/kRo dj.kkjh vkgs- loZlkekU;kaP;klq[k&nq%[kkauk Li’kZ dj.;kps o orZekukykxol.kh ?kky.;kps lkeF;Z frP;kr vkgs-

„½ xzkeh.k thoukrhy >kMhcksyhP;k dkO;ys[kukusdforsyk uos oy; izkIRk >kys vkgs- yksdHkk”kk]yksdlaLdrh] ijaijk >kMhcksyhrwu O;Dr gksrkaukfnlrs-

…½ xzkeh.k thoukrhy loZgkjkps izfrfuf/kRo djrkuk‘ksrdÚ;kaP;k fonkjd okLrokps R;kP;kgykdhP;k ifjfLFkrhps fp=.k dforsr gksrkukizkeq[;kus fnlwu ;srs-

†½ FkqVsaph dfork cgqtukaP;k fgrdkjd vaxkaus cksyrs-vU;k;] vR;kpkj ;kfo”k;h izpaM larki O;Drdjrkuk cgqtukauh ,df=r ;sÅu lektkr lerk]Lokra«;] U;k;] ca/kqrk izLFkkfir djkoh gh ekx.khdfork djrs-

‡½ dforsyk ikjaifjd y; o xs;rk cksyhrwu izLrwrgksrkuk fnlrs-

lanHkZ%&1½ uxjkGs paædkar] uk- xks- FkqVs ;kaph dfork] Js;’k

izdk’ku] ojksjk- i- vkfn- 26-07-2009] i-242½ FkqVs uk- xks-] lkaxkok] i- vkfn-19-08-96 i-

83½ FkqVs uk- xks-] izfrfcac] i-vk- 1993] i-534½ uxjkGs paædkar] uk- xks- FkqVs ;kaph dfork] Js;’k

i zd k’ ku] oj ksj k- i - v k- fn- 26-07-2009 i-255½ FkqVs uk- xks-] dGys udGr] ejkBh tulkfgR;

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ISSN: 2394 5303 0107



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³ÖÖ¸üŸÖßµÖ ¿ÖêŸÖ�ú¸üß ÆüÖ �ú•ÖÖÔŸÖ •Ö´ÖŸÖÖê, �ú•ÖÖÔ´Ö¬µÖê •Ö�ÖŸÖÖê †Ö×�Ö�ú•ÖÖÔ Ö¬µÖê“Ö Ö¸üŸÖÖê. µÖÖ“Öê Öãôêû ³ÖÖ üŸÖÖŸÖ †ÖŸ´ÖÆüŸµÖÖ †Ö�Ö»Öê»Öê ÖŸÖ¬ÖÖê ü�ÖÆüÖêµÖ. ³ÖÖ¸üŸÖÖ´Ö¬µÖê ÃÖÖ´ÖÖµÖ ¿ÖêŸÖ�úÚµÖÖ»ÖÖ ÃÖÆü�úÖ¸üß ²ÖÑ�ú, ÃÖê¾ÖÖ ÃÖÆü�úÖ¸üßÃÖÖêÃÖÖµÖ™üß, ÖŸÖÃÖÓÃ£ÖÖ µÖÖê�µÖ ÖÏ ÖÖ�ÖÖŸÖ �ú•ÖÔ Öã ü¾ÖšüÖ �ú¸üßŸÖ ÖÖÆüß. �úÖ¸ü�Ö�úÖ�Ö¤ü¯Ö˜ÖÓÖ“Öß ÖÖêšüß µÖÖ¤üß †Ö×�Ö �ú•ÖÔ ×´Öôû�µÖÖÃÖÖšüß ×�ú“Ö�ú™ü ÖÏ×�ÎúµÖÖŸµÖÖÃÖÖšüß ¯Öæ�ÖÔ �ú¸üÖ¾Öß »ÖÖ�ÖŸÖê. µÖÖÃÖÖšüß ²Ö¸üÖ“ÖÃÖÖ �Ö“ÖÔ ÆüÖêŸÖÖê. ´Æü�ÖæÖ²ÖÆãüŸÖÖÓ¿Öß ¿ÖêŸÖ�ú¸üß †¿ÖÖ �ãú™üÖ�µÖÖŸÖ Ö›ü�µÖÖ¯Öê�ÖÖ �ÖÖ•Ö�Öß ÃÖÖ¾Ö�úÖ¸üÖ�ú›æüÖ�ú•ÖÔ ‘ÖêŸÖÖŸÖ. �ÖÖ•Ö�Öß ÃÖÖ¾Ö�úÖ¸ü ¿ÖêŸÖ�úÚµÖÖÓÖÖ ÖîÃÖê ¤êüŸÖÖÓÖÖ 5% ŸÖê 7%¤ü¸üÖÖê ¯ÖÏ×ŸÖ ´ÖÆüßÖÖ �ú•ÖÔ ¤êüŸÖÖŸÖ. Æêü ÃÖ¾ÖÔ �úÖ´Ö ×¾Ö¾ÖÖÆü, ‘Ö¸ü�Ö“ÖÔ, ²Öß-×²ÖµÖÖÖê, �úÖ¯Ö�Öß, Öôû�Öß, üÖÃÖÖµÖ×Ö�ú �ÖŸÖê ‡ŸµÖÖ¤üàÃÖÖšüß ‘ÖêŸÖÖÖÖ ×¤üÃÖŸÖÖê.ÖîÃÖÙ�Ö�ú †Ö¯Ö¢Öß´Öãôêû ¿ÖêŸÖ�úÚµÖÖÓÖÖ Æü�ÖÖ¾Öê ŸÖê¾Öœêü Ÿ¯Ö®Ö ×´ÖôûŸÖ ÖÖÆüß.�ú•ÖÖÔ“ÖÖ ³ÖÖ¸ü †×¬Ö�ú ¾ÖÖœü»Öê»ÖÖ †ÃÖŸÖÖê. ¿ÖêŸÖ�úÚµÖÖÓÖÖ †¿ÖÖ ¾Öêôûß´Öã§ü»ÖÃÖÆü ¾µÖÖ•ÖÖ“Öß ¸üŒ�ú´Ö ±êú›üŸÖÖ µÖêŸÖ ÖÖÆüß. ŸÖê¾ÆüÖ �ÖÖ•Ö�ÖßÃÖÖ¾Ö�úÖ¸üÖ“µÖÖ ¤ü²ÖÖ¾ÖÖ»ÖÖ ²Öôûß ¯Ö›üŸÖÖê. ¤üß‘ÖÔ ´ÖÖÖ×ÃÖ�ú ŸÖ�ÖÖ¾Ö, ÃÖŸÖŸÖµÖê�ÖÖ êü Öî üÖ¿µÖ µÖÖ ÃÖ¾ÖÔ �úÖ¸ü�ÖÖ´Öãôêû ¿ÖêŸÖ�ú üß †ÖŸ´ÖÆüŸµÖÖ �ú üŸÖÖÓÖÖ ×¤üÃÖæÖµÖêŸÖÖê.3. ¾ÖÖœüŸÖÖ ˆŸ¯ÖÖ¤üÖ �Ö“ÖÔ :-

¿ÖêŸÖß ¾µÖ¾ÖÃÖÖµÖ �ú ü�Öê •ÖÖ�Ö×ŸÖ�úß�ú ü�ÖÖ“µÖÖ ÖÏ×�ÎúµÖêŸÖ †×¬Ö�ú�ÖÙ“Ö�ú —ÖÖ»Öê †ÖÆêü. ŸµÖÖ´Ö¬µÖê ×¾Ö•Ö ²Öß»Öê, •ÖÖÃŸÖ ˆŸ¯ÖÖ¤üÖ ¤êü�ÖÖ¸üß ²Öß-×²ÖµÖÖÖê, üÖÃÖÖµÖÖß�ú �ÖŸÖê, ¾ÖÖÆüŸÖã�ú ‡ŸµÖÖ¤üà“µÖÖ �Ö“ÖÖÔ Ö¬µÖê ÖÏ“ÖÓ›ü †¿Öß¾ÖÖœü —ÖÖ»Öê»Öß †ÖÆêü. �ú““µÖÖ ´ÖÖ»ÖÖ“µÖÖ Ø�ú´ÖŸÖß ¾ÖÖœü»µÖÖ´Öãôêû �é ÂÖßˆŸ¯ÖÖ¤üÖÖ“µÖÖ Ø�ú´ÖŸÖß´Ö¬µÖê ¾ÖÖœü —ÖÖ»Öß †ÖÆêü. ×�ú´ÖÖÖ Æü´Öß ³ÖÖ¾Ö ÆüÖÖêÆü´Öß“Ö �ú´Öß †ÃÖŸÖÖê †Ö×�Ö ŸÖÖê ÃÖã¬¤üÖ †Öê�ú ¿ÖêŸÖ�úÚµÖÖÓÖÖ ×´ÖôûŸÖÖÖÆüß. ×¾Ö¿ÖêÂÖŸÖ: »ÖÆüÖÖ †Ö×�Ö ×ÃÖ´ÖÖÓŸÖ ¿ÖêŸÖ�úÚµÖÖÓÖÖ ŸµÖÖ“ÖÖ »ÖÖ³Ö ÆüÖêŸÖÖÖÆüß. ¾ÖÖ•Ö¾Öß Ø�ú´ÖŸÖß“ÖÖ †³ÖÖ¾Ö †ÃÖ»µÖÖ´Öãôêû ¿ÖêŸÖ�úÚµÖÖ¾Ö¸ü ŸµÖÖÓ“ÖÖ×¾Ö¯Ö¸üßŸÖ Ö× ü�ÖÖ´Ö ÆüÖêŸÖÖê ¾Ö ŸµÖÖÓ“Öß ¿ÖêŸÖß ŸÖÖê™ü¶ÖŸÖ •ÖÖŸÖê. µÖÖ ÃÖ¾ÖÔ �úÖ¸ü�ÖÖ´Öãôêû¿ÖêŸÖ�ú¸üß †ÖŸ´ÖÆüŸµÖÖ �ú¸üŸÖÖŸÖ.4. ×ÖÃÖ�ÖÖÔ“ÖÖ �úÖê Ö:-

³ÖÖ¸ üŸÖÖŸÖ •Ö»ÖØÃÖ“ÖÖ ÃÖ ã×¾Ö¬ÖÖ �Öæ¯Ö“Ö �ú´Öß ¯ÖÏ´ÖÖ�ÖÖŸÖ†ÖÆê üŸÖ. ²ÖÆãüÃÖ Ó�µÖ ¿ÖêŸÖ�úÚµÖÖÓ“Öß ¿Ö êŸÖß Æüß ´ÖÖ êÃÖ´Öß ¯ÖÖ¾ÖÃÖÖ¾Ö¸ ü†¾Ö»ÖÓ²ÖæÖ †ÖÆêü. ´ÖÖêÃÖ´Öß ¯ÖÖ‰úÃÖ �ú´Öß •ÖÖÃŸÖ ŸÖ¸ü �ú¬Öß �ú´Öß¯Ö›üŸÖÖê. ŸµÖÖ´Öãôêû ¿ÖêŸÖ�úÚµÖÖÓÖÖ �ú¬Öß †Öê»µÖÖ ¤ãüÂ�úÖôûÖÃÖ ŸÖ¸ü �ú¬Öß�úÖê¸ü›ü¶Ö ¤ãüÂ�úÖôûÖÃÖ ŸÖÖë›ü ªÖ¾Öê »ÖÖ�ÖŸÖê. ´ÖÖêÃÖ´Öß ¯ÖÖ‰úÃÖ †¾Öêôûß¯ Ö› üŸ ÖÖ ê. ŸµÖÖ´Ö ãôê û †Ö»Öê»Öß ×¯ Ö� êú ²Ö ã›æ ü Ö •ÖÖŸÖÖŸÖ. ŸµÖÖ´Ö ãôê û¿ÖêŸÖ�úÚµÖÖ Ó“Ö ê ÃÖŸÖŸÖ Öã�úÃÖÖÖ ÆüÖêŸÖê. ´Æü�Ö æÖ †Öê�ú ¿ÖêŸÖ�ú¸üßÃÖŸÖŸÖ“µÖÖ Öã�úÃÖÖ�ÖßÃÖ �Óú™üÖôæûÖ †ÖŸ´ÖÆüŸµÖÖ �ú¸üŸÖÖŸÖ.

ISSN: 2394 5303 0109



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5. Æü´Öß ³ÖÖ¾ÖÖ“Öß †×ÖÛ¿“ÖŸÖŸÖÖ:-³ÖÖ¸üŸÖÖŸÖß»Ö ¿ÖêŸÖ�ú¸üß ÆüÖ ¿ÖêŸÖßŸÖß»Ö ˆŸ¯ÖÖ¤üÖ �úÖœü�µÖÖÃÖÖšüß

�úÖ²ÖÖ›ü �úÂ™ü �ú¸üŸÖÖê. ¯Ö¸ÓüŸÖã ¿ÖêŸÖß ´ÖÖ»ÖÖÃÖ µÖÖê�µÖ ³ÖÖ¾Ö ×´ÖôûŸÖ ÖÖÆüß. Æêü³ÖÖ¾Ö ²ÖÖ•ÖÖ¸üÖŸÖß»Ö ¤ü»ÖÖ»Ö �ú¸üŸÖÖŸÖ. Ÿ¯ÖÖ¤üÖ �úÖœü�Öê ¿ÖêŸÖ�úÚµÖÖ“µÖÖ ÆüÖŸÖÖŸÖ•Ö¸üß †ÃÖ»Öê ŸÖ¸üß ³ÖÖ¾Ö ¤êü�Öê ÃÖ¸ü�úÖ¸ü“µÖÖ ÖÖÖ¾Ö¸ü †ÖÆêü. ¿ÖêŸÖß´Ö¬µÖê †×¬Ö�ú�Ö“ÖÔ ÆüÖêŸÖÖê. ¯Ö�Ö ¯ÖîÃÖê ´ÖÖ˜Ö ˆŸ¯ÖÖ¤üÖÖ“µÖÖ ¹ý¯ÖÖÖê �ú´Öß ×´ÖôûŸÖÖŸÖ. µÖÖ´Öãôêû¿ÖêŸÖ�úÚµÖÖ“µÖÖ ÖÖÖ´Ö¬µÖê Öî üÖ¿µÖ µÖêŸÖÖŸÖ. µÖÖ ÃÖ¾ÖÔ �úÖ ü�ÖÖ´Öãôêû ¿ÖêŸÖß �ú¸ü�ÖÖ üÖ¿ÖêŸÖ�ú¸üß †ÖŸ´ÖÆüŸµÖÖ �ú¸üŸÖÖÓÖÖ ×¤üÃÖæÖ µÖêŸÖÖê.6. †×ÖÛ¿“ÖŸÖ �ú•ÖÔ ¯Öã ü¾ÖšüÖ:-

»ÖÆüÖÖ †Ö×�Ö ×ÃÖ´ÖÖÓŸÖ ¿ÖêŸÖ�ú¸üß ÖêÆü Öß ÃÖÖ¾Ö�úÖ ü †ÖÛ�Ö •Ö´ÖßÖ¤üÖ üµÖÖÓ“µÖÖ¾Ö¸ü ÃÖÆü•Ö¯Ö�Öê �ú•ÖÔ ×´Öôû�µÖÖ�ú¸üßŸÖÖ †¾Ö»ÖÓ²ÖæÖ üÖÆüŸÖÖŸÖ. �ú•ÖÖÔ“Öß¯Ö¸üŸÖ±êú›ü �êú»µÖÖ×¿Ö¾ÖÖµÖ ²ÖÑ�úÖ, ÃÖÆü�úÖ¸üß ¯ÖŸÖÃÖÓÃ£ÖÖ, ÃÖê¾ÖÖ ÃÖÆü�úÖ¸üßÃÖÖêÃÖÖµÖ™üß ¿ÖêŸÖ�úÚµÖÖÓÖÖ Ö¾ÖßÖ �ú•ÖÔ ¤êüŸÖ ÖÖÆüß. ŸµÖÖ´Öãôêû ŸµÖÖÓÖÖ �ú•ÖÖÔÃÖÖšüß�ÖÖ•Ö�Öß ÃÖÓÃ£ÖÖ †Ö×�Ö �ÖÖ•Ö�Öß ÃÖÖ¾Ö�úÖ¸üÖ�ú›êü •ÖÖ¾Öê »ÖÖ�ÖŸÖê. ×´Öôû�ÖÖÚµÖÖ�ú•ÖÖÔ“ÖÖ ¾µÖÖ•ÖÖ“ÖÖ ¤ü¸ü ÆüÖ ¾ÖÖœüŸµÖÖ ³ÖÖ¾ÖÖÖê †ÃÖŸÖÖê. �ú•ÖÔ ±êú›üß“µÖÖ�Ö´ÖŸÖê Öê�ÖÖ †×¬Ö�ú �ú•ÖÔ ‘ÖêŸÖÖŸÖ. ŸÖê ŸµÖÖÓÖÖ ±êú›ü�Öê ¿ÖŒµÖ ÖÖÆüß. ´Æü�ÖæÖ²Ö¸êü“Ö ¿ÖêŸÖ�ú¸üß †ÖŸ´ÖÆüŸµÖÖ �ú¸üŸÖÖŸÖ.

¿ÖêŸÖ�úÚµÖÖÓÖß †ÖŸ´ÖÆüŸµÖÖ �ú¹ý ÖµÖê µÖÖÃÖÖšüß �úÖÆüß ¯ÖÖµÖµÖÖê•ÖÖÖÃÖÖÓ�Ö�µÖÖ“ÖÖ ¯ÖÏµÖŸÖ µÖÖ ¿ÖÖê¬Ö ×Ö²ÖÓ¬ÖÖ´Ö¬µÖê �ú¸ü�µÖÖŸÖ †Ö»Öê»ÖÖ †ÖÆüê.¿ÖêŸÖ�úÚµÖÖÓ“µÖÖ †ÖŸ´ÖÆüŸµÖÖÃÖÖšüß“µÖÖ ˆ¯ÖÖµÖµÖÖê•ÖÖÖ:-

¿ÖêŸÖ�úÚµÖÖÓÖÖ †ÖŸ´ÖÆüŸµÖÖ �ú¸ü�µÖÖ¯ÖÖÃÖæÖ Ö¸üÖ¾Öé¢Ö �ú¸ü�µÖÖÃÖÖšüß�êú¾Öôû ‹�ú“Ö ˆ¯ÖÖµÖ †ÃÖã ¿Ö�úŸÖ ÖÖÆüß. �ÖÖ»Öß»Ö ˆ¯ÖÖµÖµÖÖê•ÖÖÖÓ“Öß†Ó Ö»Ö²Ö•ÖÖ¾Ö�Öß �êú»µÖÖÃÖ ¿ÖêŸÖ�úÚµÖÖÓ“µÖÖ †ÖŸ´ÖÆüŸµÖêÃÖ †ÖôûÖ ²ÖÃÖã ¿Ö�úŸÖÖê.1. †Ö¬Öã×Ö�ú �éúÂÖß ˆŸ¯ÖÖ¤üÖ :-

¿ÖêŸÖ�úÚµÖÖÓÖß ÖÖ¸Óü¯ÖÖ×¸ü�ú �éúÂÖß Ÿ¯ÖÖ¤üÖ Ö¬¤üŸÖß“ÖÖ ¾ÖÖ¯Ö ü �ú¸ü�Öê™üÖôûÖ¾Öê †Ö×�Ö Ö¾ÖßÖ ´Æü�Ö•Öê †Ö¬Öã×Ö�ú �éúÂÖß ˆŸ¯ÖÖ¤üÖ ¯Ö¬¤üŸÖß“ÖÖ ¾ÖÖ¯Ö¸ü�êú»ÖÖ ¯ÖÖ×Æü•Öê. ¿ÖêŸÖß»ÖÖ •ÖÖê›æüÖ �úÖÆüß ¯Öã ü�ú ¾µÖ¾ÖÃÖÖµÖ ŸµÖÖ´Ö¬µÖê ×´ÖÁÖ�éúÂÖß ¾µÖ¾ÖÃÖÖµÖ, ²ÖÖ�Ö�úÖ´Ö, ¤ãü�¬Ö ¾µÖ¾ÖÃÖÖµÖ, �ãú�ãú™ü¯ÖÖ»ÖÖ, ¾Ö•ÆÖ ¯ÖÖ»ÖÖ‡ŸµÖÖ¤üß ¾µÖ¾ÖÃÖÖµÖ �ú¸ü�Öê �Ö¸ü•Öê“Öê †ÖÆêü.2. •Ö»ÖØÃÖ“ÖÖÖ“Öß ÃÖÖêµÖ:-

•Ö»ÖØÃÖ“ÖÖÖ´Öãôêû ¿ÖêŸÖß“µÖÖ ˆŸ¯ÖÖ¤üÖÖ´Ö¬µÖê ¾ÖÖœü ÆüÖêŸÖê. ŸµÖÖ¿ÖêŸÖß´Ö¬µÖê ”ûÖê™êü-”ûÖê™êü ŸÖ»ÖÖ¾Ö �ú¸ü�Öê †Ö¾Ö¿µÖ�ú †ÖÆêü. •Ö»ÖØÃÖ“ÖÖÖ“µÖÖÃÖÖêµÖßÃÖÖšüß ¿ÖêŸÖ�úÚµÖÖÓÖÖ ÖÖ�Öß ¯Ö»Ö²¬Ö �ú¹ýÖ ×¤ü»Öê ÖÖ×Æü•Öê. •Ö»ÖØÃÖ“ÖÖÖ“Öê¯ÖÏ ÖÖ�Ö ¾ÖÖœü»Öê �úß, ˆŸ¯ÖÖ¤üÖÖŸÖ ¤êü�Öß»Ö ¾ÖÖœü ÆüÖê‡Ô»Ö.3. ×¾Ö¢ÖßµÖ ÃÖÓÃ£Öê ÖÖ±ÔúŸÖ �ú•ÖÔ ¯Öã ü¾ÖšüÖ :-

¿ÖêŸÖ�úÚµÖÖÓÖÖ ¯ÖÏ³ÖÖ¾Öß �ú•ÖÔ ¯Öã ü¾ÖšüÖ �ú¹ýÖ ¯ÖÏ“Ö×»ÖŸÖ �ÖÖ•Ö�Öß�ú•ÖÔ Öã ü¾ÖšüÖ ÃÖÖ¾Ö�úÖ¸üÖÓÖÖ ¯ÖÏ³ÖÖ¾Öß ¯ÖµÖÖÔµÖ ¤êü�Öê †ŸµÖÓŸÖ •Ö¹ý¸üß“Öê ²ÖÖ»Öê†ÖÆêü. ŸÖÃÖê“Ö ŸµÖÖÓÖÖ ÃÖÖ¾Ö�úÖ¸üÖ“µÖÖ �ú“ÖÖ™ü¶ÖŸÖæÖ ²ÖÖÆêü¸ü �úÖœü�Öê ¾Ö ŸµÖÖ“Öß

ÃÖã™ü�úÖ �ú¸ü�Öê †Ö¾Ö¿µÖ�ú †ÖÆêü. ´Æü�ÖæÖ ¯ÖÏŸµÖê�ú ¿ÖêŸÖ�úÚµÖÖ»ÖÖ �ú•ÖÔ Æêü×¾Ö×¢ÖµÖ ÃÖÓÃ£ÖÖ´ÖÖ±ÔúŸÖ ×´Öôû¾ÖæÖ ¤êü�Öê ÆüÖ ¯ÖµÖÖÔµÖ ˆ¯ÖÖµÖµÖÖê•ÖÖÖ ´Æü�ÖæÖÛÃ¾Ö�úÖ¸ü»µÖÖÃÖ ¿ÖêŸÖ�úÚµÖÖÓÖÖ �ú•ÖÔ ²ÖÖ¸üÖ•ÖÖŸÖæÖ ´ÖãŒŸÖ �ú¸üŸÖÖ µÖê‡Ô»Ö.4. ¿ÖêŸÖß´ÖÖ»ÖÖÃÖ Æü´Öß ³ÖÖ¾Ö:-

¿ÖêŸÖ�ú¸üß ¿ÖêŸÖß ´Ö¬ÖæÖ ˆŸ¯ÖÖ¤üÖ �úÖœüŸÖÖê ŸµÖÖÃÖÖšüß ŸµÖÖ“µÖÖ´ÖÖ»ÖÖÃÖ ¸üÖÃŸÖ, µÖÖê�µÖ, ¾ÖÖ•Ö¾Öß ³ÖÖ¾Ö ×´Öôêû»Ö †¿Öß ÃÖ¸ü�úÖ¸üÖê ¾µÖ¾ÖÃ£ÖÖ�êú»Öß ¯ÖÖ×Æü•Öê.5. ¤ü»ÖÖ»ÖÖ“Öß Æü�úÖ»Ö ¯Ö¼üß :-

¤ü»ÖÖ»Ö ¿ÖêŸÖ�úÚµÖÖÓ“µÖÖ ÖÖ»ÖÖ“Öß Ø�ú´ÖŸÖ ŸµÖÖ“µÖÖ Ö•Öá¯ÖÏ ÖÖ�Öê�ú¸üŸÖÖŸÖ. ¤ü»ÖÖ»ÖÖÓÖß �êú»Öê»Öß Ø�ú´ÖŸÖ †Ö×�Ö ¯ÖÏŸµÖ�ÖÖŸÖ ²ÖÖ•ÖÖ¸ü¯ÖêšêüŸÖß»ÖØ�ú´ÖŸÖ µÖÖŸÖ ŸÖ±úÖ¾ÖŸÖ †ÃÖŸÖê. µÖÖÃÖÖšüß †Ö›üŸÖß¾Ö¸üß»Ö ¤ü»ÖÖ»ÖÖ“Öß ÃÖÓ�µÖÖ�ú´Öß �ú¸ü�Öê †Ö¾Ö¿µÖ�ú †ÖÆêü.×ÖÂ�úÂÖÔ:-

�Öê»µÖÖ ¤üÖêÖ ¤ü¿Ö�úÖ¯ÖÖÃÖæÖ ¿ÖêŸÖ�úÚµÖÖÓ“µÖÖ †ÖŸ´ÖÆüŸµÖê“Öê ÖÏ ÖÖ�Ö¾Ö¸ü“Öê¾Ö¸ü ¾ÖÖœüŸÖ “ÖÖ»Ö»Öê †ÃÖ»µÖÖÖê Æüß ‹�ú �ÖÓ³Öß¸ü ÃÖÖ´ÖÖ×•Ö�ú ÃÖ´ÖÃµÖÖ²ÖÖ»Öß †ÖÆêü. �ú•ÖÔê²ÖÖ•ÖÖ¸üß¯Ö�ÖÖ, ÖîÃÖÙ�Ö�ú †Ö¯Ö¢Öß, ¿ÖêŸÖß ¾µÖ¾ÖÃÖÖµÖÖŸÖß»ÖˆŸ¯Ö®ÖÖ“Öß †×ÖÛ¿“ÖŸÖŸÖÖ ‡ŸµÖÖ¤üß �úÖ¸ü�ÖÖ´Öãôêû ¿ÖêŸÖ�úÚµÖÖ“µÖÖ †ÖŸ´ÖÆüŸµÖÖ‘Ö›üŸÖ †ÖÆêüŸÖ. ¿ÖêŸÖ�ú•µÖÖ“µÖÖ †ÖŸ´ÖÆüŸµÖÖ £ÖÖÓ²Ö¾Ö�µÖÖÃÖÖšüß ÃÖ¸ü�úÖ¸üÖê¿ÖêŸÖ�úÚµÖÖÓÖÖ †£ÖÔÃÖÖÆüÖµµÖ ¯Öã ü×¾Ö�ÖÖ•µÖÖ ×¾Ö×¾Ö¬Ö µÖÖê•ÖÖÖ ÖÏÖ´ÖÖ×�Ö�ú¯Ö�Öê¸üÖ²Ö×¾Ö�Öê †Ö¾Ö¿µÖ †ÖÆêü.ÃÖÓ¤ü³ÖÔ �ÖÏÓ£Ö ÃÖæ“Öß :-1. ¯ÖÏÖ. Öß.ÃÖ. ¾Öîª, ÃÖÖ´ÖÖ×•Ö�ú ×¾Ö“ÖÖ¸ü¾ÖÓŸÖ, ´ÖÆüÖ¸üÖÂ™Òü ×¾ÖªÖ¯Ößšü

�ÖÏÓ£Ö ×ÖÙ´ÖŸÖß ´ÖÓ›üôû, ÖÖ�Ö¯Öæ ü, 1987.2. ¯ÖÏÖ. ›üÖò. ¯ÖÏ¤üß¯Ö †Ö�Ö»ÖÖ¾Öê, †Ö¬Öã×Ö�ú ³ÖÖ¸üŸÖÖŸÖß»Ö ÃÖÖ´ÖÖ×•Ö�ú

ÃÖ´ÖÃµÖÖ, ×¾ÖªÖ ¯ÖÏ�úÖ¿ÖÖ, ÖÖ�Ö¯Öæ ü, 1997.3. ÁÖß. ¸üÖ´Ö †Æãü•ÖÖ, ÃÖÖ´ÖÖ×•Ö�ú ÃÖ´ÖÃµÖÖ, ¸üÖ¾ÖŸÖ ¯ÖÛ²»Ö�êú¿ÖÖ,

•ÖµÖ¯Öæ ü, 1999.4. ¯ÖÏÖ. ´ÖÖ×�Ö�ú ´ÖÖÖê, ³ÖÖ¸üŸÖßµÖ ÃÖ´ÖÖ•Ö, ×¾ÖªÖ ¯ÖÏ�úÖ¿ÖÖ, ÖÖ�Ö¯Öæ ü,

1997.5. ¯ÖÏÖ. ¤üÖ. ¬ÖÖê. �úÖ“ÖÖêôêû, ³ÖÖ¸üŸÖßµÖ ÃÖ´ÖÖ•Ö ¯ÖÏ¿Ö †Ö×�Ö ÃÖ´ÖÃµÖÖ,

�îú»ÖÖÃÖ ¯ÖÛ²»Ö�êú¿Ö, †Öî Óü�ÖÖ²ÖÖ¤ü, 2005.6. ¯ÖÏÖ. ¤üÖ. ¬ÖÖê. �úÖ“ÖÖêôêû, ³ÖÖ¸üŸÖÖ“µÖÖ ×¾Ö‘Ö™üÖÖŸ´Ö�ú ÃÖ´ÖÃµÖÖ, �îú»ÖÖÃÖ

¯ÖÛ²»Ö�êú¿Ö, †Öî Óü�ÖÖ²ÖÖ¤ü, 1998.7. ÁÖß. ¸üÖ.•Ö. »ÖÖê™êü, ³ÖÖ¸üŸÖßµÖ ÃÖÖ´ÖÖ×•Ö�ú ÃÖ´ÖÃµÖÖ, Ø¯Ö¯ÖôûÖ¯Öã¸êü

¯ÖÛ²»Ö�êú¿ÖÖ, ÖÖ�Ö¯Öæ ü, 2004.

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23

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Issue-22, Vol-03

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Issue-22, Vol-03

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Issue-22, Vol-03

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e/;izns’k esa lapkfyr lsokdkyhu mUeq[khdj.kdk;ZØeksa dk gkbZLdwy Lrj ds f’k{kdksa dh

vfHkofÙk ,oa f’k{k.k esa fo|kfFkZ;ksa ds vf/kxeds izfr #>ku dk v/;;u

,l- ds- nhf{kr‘kks/kkFkhZ] f’k{kk’kkL=]

thokth fo’ofo|ky;] Xokfy;j ¼e-iz-½

==============***********===============izLrkouk %

jk”Vªh; ek/;fed f’k{kk vfHk;ku dk mnn~s’;ek/;fed f’k{kk dk yksdO;kihdj.k djrs gq,xq.koÙkkiw.kZ f’k{kk miyC/k djkuk gSA ;g Hkkjrljdkj }kjk izofrZr dk;ZØe gSA f’k{kk ds vU;lHkh {ks=ksa esa fodkl ds lkFk&lkFk ek/;fedfo|ky;ksa esa v/;kiujr f’k{kdksa dk fo”k;okj mUeq[khdj.kdk;ZØe vfHk;ku dk eq[; vax gSA

jk”Vªh; ek/;fed f’k{kk vfHk;ku ds vUrxZre-iz- esa gkbZLdwy Lrj ij v/;kiujr lsokdkyhuf’k{kdksa dh fo”k;xr xq.koÙkk esa visf{kr lq/kkj djusdh nf”V ls ik¡p fnolh; lsokdkyhu izf’k{k.k] nl fnolh;b.MD’ku izf’k{k.k dk vk;kstu fd;k tkrk gSA

10 fnolh; b.MD’ku izf’k{k.k] e-iz- Ldwyf’k{kk foHkkx ds gkbZLdwy ,oa gk;j lsds.Mjh fo|ky;ksaesa uofu;qä lafonk f’k{k oxZ&2 ds leLr fo”k;ksa dsfy;s gSaA blds vUrxZr izFke N% fnol esa e-iz- ikB~;iqLrd fuxe] Hkksiky }kjk izdkf’kr ,oa e-iz- ds gkbZLdwy Lrj ij v/;;ujr fo|kfFkZ;ksa gsrq leLr fo”k;ksadh lapkfyr iqLrdksa dk fo”k;xr v/;;u] v/;kiudyk dk fodkl] dkfBU; fuokj.k] Nk=ksa ds ekufldLrj ds vuqlkj ikB~; lkexzh dks :fpdj cukus rFkkf’k{k.k vf/kxe lkexzh ds fuekZ.k ,oa mi;ksx dh

dyk dk fodkl djus ds fy;s fu/kkZfjr gSA ‘ks”k pkjfnol esa e-iz- Ldwy f’k{kk foHkkx dh ljapuk]xfrfof/k;k¡] ;kstuk,sa] dk;Z’kSyh] Nk=ofÙk;k¡] vfHkys[kla/kkj.k] d{kk izcU/ku] ;ksx] izk.kk;ke] O;fDrRofodkl vkfn ds fy;s fu/kkZfjr gSA

bu pkj fnolksa esa uofu;qDr f’k{kdksa dksvkbZ-lh-Vh- dk iz;ksx djuk fl[kk;k tkrk gS ftlesadEI;wVj dk lkekU; Kku] ,T;wds’ku iksVZsy [kksyuk]i=] MkmuyksM dj izfr fudkyuk] bZ&esy vkbZ Mhcukuk] bZ&esy vkbZ Mh [kksyuk vkfnAlsokdkyhu mUeq[khdj.k dk;ZØe

izf’k{k.k dk rkRi;Z deZpkfj;ksa dks mudsorZeku rFkk vkxkeh dk;ksZ ls ifjfpr gksus gsrql{ke cukuk gSA blls u;s deZpkjh U;wure le; esavf/kd mRiknd rFkk dk;Zdq’ky curs gSa rFkk iqjkusdeZpkfj;ksa dk Kku v|ru gksrk gSA orZeku esa lHkh{ks=ksa esa rhozxfr ls gks jgs cnyko ds dkj.k lquks;ksftrizf’k{k.k@mUeq[khdj.k dk;ZØeksa dh vko’;drkc<+ xbZ gSA

ekuo&thou fujarj lh[kus dh izfØ;k lsxqtjrk gSA ek¡&cki] ifjokj tu] iM+kSl rFkk leqnk;ge lc ds fy, ,d lqyHk vukSipkfjd ikB’kkyk gSatgka ge thou dh vf/kdka’k ckrsa lh[krs gSaA ikB’kkykrFkk v/;kid] f’k{k.k ds vkSipkfjd ek/;e gSA‘kkjhfjd] ekufld] lkekftd rFkk vk/;kfRed :ils Js”Brk izkIr djuk f’k{kk gSA f’k{kk euq”; dkspsruk ;qä rFkk laosnu’khy cukrh gSA f’k{kk lkekU;vuqHkoksa] izopuksa laLdkjksa rFkk iqLrdksa ls Hkh izkIrdh tk ldrh gSA oLrqr% f’k{k.k vkSj izf’k{k.k esavUrj gS f’k{k.k ls rkRi;Z ßO;fä ds ckY;dky lsysdj var rd iwjk iks”k.k] pfj=] vknrksa rjhdksarFkk ckSf)d ,oa ‘kkjhfjd {kerk fuekZ.k ls gSA

f’k{kk dh fdlh Hkh iz.kkyh esa v/;kidksadh O;olkf;d rS;kjh cgqr egRoiw.kZ gksrh gSA bllaca/k esa v/;kid f’k{kk dk;ZØe vkSj v/;kidizf’k{k.k nksuksa vfHkO;fDr;ka ,d nwljs ds LFkku ij iz;qDrgksrh gSa tcfd v/;kid f’k{kk dk vFkZ vf/kd O;kid gSAizf’k{k.k dk fufgrkFkZ ;g gS fd v/;kidksa dks v/;kiu

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Issue-22, Vol-03

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esa O;olkf;d dkS’ky ds fy;s gh rS;kj ugha gksukcfYd mlds lEiw.kZ O;fDrRo esa fodkl dks lqfuf’prdjuk gSA ftlds fy;s mlds ekufld vkSj laosxkRedfodkl] vfHkO;fDr fuekZ.k ij Hkh /;ku fn;k tkukgSa vkSj le;≤ ij mldk mfpr vfHkfoU;klfd;k tkuk gSA

lsokdkyhu f’k{kd izf’k{k.k ds c<+rs egRods QyLo:i] ;s f’k{kd izf’k{kd u dsoy lsok&iwoZrFkk lsokdkyhu f’k{k.kkfFkZ;ksa dks izf’k{k.k ns jgs gksaxs]oju~ dksbZ vU; xfrfof/k;ksa ds lkFk Hkh tqM+s gksaxsAO;kolkf;d O;fDr;ksa ds fy, fuiq.krk Lrj ijf’k{kd izf’k{kdksa ds :i esa dke djus ds fy, ubZj.kuhfr;ka vkSj lkexzh fodkl rduhdksa] ewY;kaduds cnyrs mixe] leqnk; ds lkFk xgu ijLijfØ;kvksa] izf’k{k.k laLFkkvksa esa xfrfof/k vk/kkfjr okrkoj.kfuekZ.k] lalk/ku tqVkus ds dkS’ky vftZr djuk rFkkvU; dbZ n{krkvksa dk fuekZ.k djuk vko’;d gksxkAfudV Hkfo”; esa ikB’kkyk ikB~;p;kZvksa esa ifjorZuvf/kd rsth ls vk,axsA

f’k{kdksa dh ;ksX;rk] mudh f’k{k.k izoh.krkrFkk muds izfr lekt] izkpk;Z izcU/kd] fo|kFkhZ vkSjvfÒÒkodksa dh vfÒofÙk;k¡ f’k{kd dh dk;Z vfÒizsj.kk]leiZ.k Òko] rFkk f’k{k.k izfØ;k dks izÒkfor djrhgSA os d{kk esa uksV~l fy[kkrs gS] V;w’ku ds fy, d{kkesa de i<+krs gS] f?klh&fiVh f’k{k.k fof/k;ksa rFkkizfof/k;ksa dk mi;ksx djrs gS] d{kk esa vf/kxeksUeq[kokrkoj.k ds l‘tu dh vksj /;ku ugha nsrs] viusKku dks v|ru j[kus dk iz;Ru ugha djrs] /kuktZu;k ‘kfDr vtZu] u fd lEeku o lekt lsok dsdk;Z ewY;ksa dks viukrs gSAf’k{k.k vfHko`fÙk&

vfHkofÙk dk rkRi;Z ekufld fLFkfr ls gksrkgS fd og ,d iz’u dk mRrj fdl nf”Vdks.k ls nsrkgSA f’k{k.k vfHkofÙk dk rkRi;Z gS fd f’k{kd dk ognf”Vdks.k ftlds ek/;e ls og f’k{k.k dk dk;Zdjrk gS vkSj ml nf”Vdks.k dk mlds f’k{k.k ij HkhizHkko iM+rk gS D;ksafd ;fn og ldkjkRed nf”Vdks.kviukrk gS rks mldk f’k{k.k Hkh ldkjkRed gh gksxk

vkSj ;fn og udkjkRed nf”Vdks.k viukrk gS rksmlds f’k{k.k dk izHkko udkjkRed gksxkA

f’k{k.k vfHkofÙk gh og ek/;e gS ftlds}kjk ckyd dh ‘kSf{kd vfHko‘fÙk Hkh vf/kd rstgksrh gSA vr% f’k{k.k vfHkofÙk ,slh gksuh pkfg,ftlesa uohu izfof/k;k¡] fopkjksa] rduhdksa dk iz;ksxgks ftlds dkj.k Nk=ksa dh ‘kSf{kd miyfC/k mPp culdsA f’k{k.k vfHkofÙk dks vusd dkjd izHkkfor djrsgSa vkSj budk izHkko ldkjkRed vf/kd gksrk gSAmn~ns’;%1- izf’kf{kr f’k{kdksa dh v/;kiu ds izfrvfHkofRr dk v/;;u djukA2- izf’kf{kr f’k{kdksa ds f’k{k.k esa fo|kfFkZ;ksa dsvf/kxe ds izfr #>ku dk v/;;u djukAifjdYiuk;sa%1- izf’kf{kr f’k{kdksa dh v/;kiu ds izfrvfHkofRr esa dksbZ lkFkZd vUrj ugha ik;k tkrk gSA2- izf’kf{kr f’k{kdksa ds f’k{k.k esa fo|kfFkZ;ksa dsvf/kxe ds izfr #>ku eas dksbZ lkFkZd vUrj ughaik;k tkrk gSA‘kks/k esa iz;qDr midj.k %1- MkW- ,l-ih- vgywokfy;k dh f’k{kdvfHkofÙk lwph ¼Teacher Attitiude Inventory)(TAI) izek.khdr vfHkofÙk ekiuhA2- izf’kf{kr f’k{kdksa ds fy, Lo&fufeZriz’ukoyhU;kn’kZ%

izLrqr ‘kks/kdk;Z esa Lrjhdr vFkok ;knfPNdU;kn’kZ dk iz;ksx fd;k x;k gSA Xokfy;j uxj dsvUrxZr vkus okys ftyksa esa eqjSuk] Xokfy;j] fHk.M,oa vko’;drkuqlkj nfr;k vkfn ftyksa esa ‘kkldh;gkbZLdwy Lrj ij v/;kiujr lkekftd foKku fo”k;ds 600 f’k{kdksa dks lfEefyr fd;k x;k gSA‘kks/k esa iz;qDr lkaf[;dh %

e/;eku] izkekf.kd fopyu ,oa Vh&VsLVvkfn dk iz;ksx fd;k x;k gSA‘kks/k {ks= dk lhekadu1- ‘kks/k dk;Z gsrq Xokfy;j laHkkx ds eqjSuk ,oa

ISSN: 2394 5303 0115



Issue-22, Vol-03

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Xokfy;j ftys dk p;u fd;k x;k gSA2- ;g v/;;u Xokfy;j ds gkbZLdwy Lrj ijv/;kiujr lkekftd foKku ds dqy f’k{kdksa ds 5izfr’kr f’k{kdksa rd gh lhfer j[kk x;k gSAfu”d”kZ%ifjdYiuk&,d%izf’kf{kr f’k{kdksa dh v/;kiu ds izfr vfHkofRresa dksbZ lkFkZd vUrj ugha ik;k tkrk gSA

598 df ij t dk izkekf.kd eku 0-01lkFkZdrk Lrj ij 2-59 gksrk gS rFkk 0-05 lkFkZdrkLrj 1-96 gksrk gSA x.kuk ls izkIr t dk eku 184-44 bunksuksa ls vf/kd gS vr% lkFkZd gSA vFkkZr~ izf’kf{krf’k{kdksa dh v/;kiu ds izfr vfHkofRr esa lkFkZdvUrj ik;k tkrk gS vkSj ifjdYiuk ,d vlR;fl) gksrh gSA

f’k{kdksa dh vfHkofRr ckyd dh fn’kk oizxfr dk fu/kkZj.k djrh gS vkSj tc bl vfHkofRRk dslkFk&lkFk f’k{kd ltukRed rjhds ls f’k{k.k djrkgS rks og Nk= ds lkFk&lkFk lekt dss fodkl esaviuk ;ksxnku lqfuf’pr dj ysrk gS D;ksfd vktdk ckyd ¼Nk=½ gh dy dk ukxfjd cudj f’k{kkds mn~ns’;ksa dks lkdkj djrk gS o vius jk”Vª dsfodkl esa vius nkf;Ro dk mfpr fuokZg djrk gSAf’k{kd vius vkn’kZ o vkpj.k ds }kjk f’k{kk dhladYiuk dks iw.kZ djrk gSAifjdYiuk&nks%izf’kf{kr f’k{kdksa ds f’k{k.k esa fo|kfFkZ;ksa dsvf/kxe ds izfr #>ku eas dksbZ lkFkZd vUrjugha ik;k tkrk gSA

598 df ij t dk izkekf.kd eku 0.01 lkFkZdrkLrj ij 2-59 gksrk gS rFkk 0-05 lkFkZdrk Lrj 1-96 gksrk gSA x.kuk ls izkIr t dk eku 110-94 bu nksuksa

ls vf/kd gS vr% lkFkZd gSA vFkkZr~ izf’kf{kr f’k{kdksads f’k{k.k esa fo|kfFkZ;ksa ds vf/kxe ds izfr #>ku easlkFkZd vUrj ik;k tkrk gS vkSj ifjdYiuk nksvlR; fl) gksrh gSA

izf’kf{kr f’k{kdksa dh f’k{k.k izHkko’khyrkls gh Nk=ksa dh vf/kxe dh izfØ;k dks izHkko’kkyhcuk;k tk ldrk gSA ftlls fd Nk= vf/kdkf/kdvuqHko izkIr dj mUgsa vius O;ogkj esa <kysAf’k{k.k izfØ;k esa f’k{kd Nk= dks lwpuk iznku djusds fy, fofHkUu izfof/k;ka dk mfpr le; ij iz;ksxdj mls izHkkoh cukrk gSA f’k{kd ls gh Kku izkIrdjds Nk= dqN u;k lh[krk gS ;gh vf/kxe izfØ;kdgykrh gSA bl izfØ;k ds izfr Nk=ksa dk c<+rk#>ku izf’kf{kr f’k{kd gh c<+k ldrk gSA blfy,izf’kf{kr f’k{kdksa }kjk v/;kiu djkus ls Nk=ksa dsvf/kxe esa vUrj vkrk gS D;ksafd os gj iy dqNf’k{kdksa ls u;k lh[krs gh jgrs gSaAlq>ko%1- f’k{kdksa dks uSfrd] lekftd ewY;ksa dks Lo;avkRelkr djrs gq, fo|kfFkZ;ksa esa Hkh bu xq.kksa dsizfr #>ku iSnk djuk pkfg,A2- f’k{kdksa dk mRrjnkf;Ro gS fd og fo|kfFkZ;ksaij fo’ks”k :Ik ls O;fDrxr /;ku ns ,oa v/;;u dsizfr muesa yyd iSnk djsA3- f’k{kdksa dk f’k{k.k dk;Z ds izfr ges’kkldkjkRed nf”Vdks.k gksuk pkfg, ftlls fo|kFkhZ mudsvkn’kksZa ij py ldsa vkSj mRre ifj.kke ns ldsaA4- f’k{kd esa v/;kiu ds izfr iw.kZ leiZ.kgksuk pkfg,A f’k{kd dk O;fDrRo xfjeke; gksukpkfg,A blds xq.k ‘khy foosd ds lEeq[k gjeLrd ur gks ldsA5- izf’k{k.k izkIr f’k{kdksa ds v/;kiu ls fo|kfFkZ;ksa

e/;eku (M)

izkekf.kd fopyu

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fo'okl Lrj

Vh& eku

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241. 3 31.98 598

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184.44 0. 05 1.96

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izkekf.kd fopyu ()

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fo'okl Lrj

Vh& eku

vf/kxe

10.43 2.15 598

0.01 2.59

110.94 0.05 1.96

ISSN: 2394 5303 0116



Issue-22, Vol-03

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dh ‘kSf{kd miyfC/k dk Hkh v/;;u fd;k tkldrk gSA6- izf’kf{kr f’k{kdksa dh O;kolkf;d larqf”V ,oamudh ekufld ;ksX;rk Lrj dk v/;;u djukA7- ‘kklu }kjk f’k{kk ij fd;s tkus okys O;;dk f’k{kdksa dh dk;Z{kerk ij izHkko dk v/;;uAlanHkZ xzUFk%1- vxzoky ,e- ¼1991½ ßf’k{kdks a dhO;olkf;d larqf”V lEcU/kh fo’ks”krkvksa dk mPp ,oafuEu O;olkf;d larqf”V lEcU/kh ewY;ksa dk v/;;uÞ‘kks/k izcU/k vkxjk fo’ofo|ky;] m-iz-2- HkkxZo] egs’k % vk/kqfudre euksfoKku ijh{k.k,oa ekiu] ,p-ih- HkkxZo cqd gkml] vkxjk 19993- nkl ,l- ¼1991½ nkl us vle ds izkFkfedfo|ky;ksa ds f’k{kdksa dh ,d o”khZ; izf’k{k.k dkf’k{k.k O;olk; ds izfr vfHkofÙk ,oa O;fDrRo ijiM+us okys izHkko dk v/;;u fd;kA District Instituteof Education and Training, Cachar.4- xks;y lquhrk] ¼2013½] f’k{kdksa dhvfHkofRRk O;olk; larqf”V ,oa muds ekufldLokLF; dk v/;;u5- eksj vkj-Vh- ¼1988½ ßek/;fed fo|ky;ksads f’k{kdksa dh f’k{k.k izHkko’khyrk dk O;fDrRo,oa vfHkofÙk ds lEcU/k dk v/;;uÞ] ‘kks/k izcU/k¼f’k{kk’kkL=½] ukxiqj fo’ofo|ky;A6- MkW- Jherh izhrh oekZ ,oa MkW- Mh-,u-JhokLro] euksfoKku foHkkx] vkxjk dkWyst] vkxjk]fouksn iqLrd efUnj] vkxjk&2] l=goka laLdj.k]7- lDlsuk] ,-vkj-,l- ¼2007½] ßf’k{kk dslS)kfUrd ,oa lekt’kkL=h; vk/kkjÞ] esjB% lw;kZizdk’ku] i“B&7

Ekrnku O;ogkj ,oa mldksizHkkfor djus okys dkjd

MkW- bUæs’oj dqekj nksgjs&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&

==============***********===============Xokfy;j ,oa pEoy laHkkx ds vUrxZr

le;≤ ij lHkh vke pquko gksrs jgrs gSa tksgj izns’k ds fy, vko’;d gSa ;gka ds ernkrkvksadks dksbZ ,sls rRo gSa tks T;knk vkdf”kZr djrs gSaAigyk Hkkjrh; jk”Vªh; dkaxzsl f)rh; Hkkjrh; turkikVhZ ,oa rrh; cgqtu lektoknh ikVhZA ernkrkvksadks ;s ny vius Hkk”k.kksa] izyksHkuksa] ,oa ?kks”k.kk i=ksads ek/;e ls vkdf”kZr djus dk iz;kl djrs gSaernkrkvksa ds fy, lcls igys iz’u [kM+k gksrk gSafd og fdlds i{k esa ernku djus tk,xk vkSjvxj og tkuk pkgrk gSa rks lcls eq[; ckr gSa fdoks fdl jktuSfrd ny ds i{k esa ernku djsxkArc og ns[krk gSa fd jktuSfrd ny dk opZLoT;knk gSa ;k mldk ernku O;ogkj dks izHkkfordjus esa dbZ rRo lfEefyr gksrs gSa ernku dhizfØ;k esa ernkrk dks nks fu.kZ; ysus gksrs gSaA izFker%;g gSa fd D;k og erkf/kdkj dk iz;ksx djsxkAf)rh; erkf/kdkj ds iz;ksx dk fu’p; djrk gSa rksfQj og viuk er fdl jktuhfrd ny ;k izR;k’khdks nsxkA ernku ds bu fu.kZ;ksa dks izHkkfor djus esadbZ rRo vge Hkwfedk vnk djrs gSa ;s rRo fofo/k,oe~ tfVy gksrs gSa lkFk gh budh Hkwfedk vyx&vyxjktuhfrd O;oLFkkvksa esa fHkUUk gks ldrh gSaA

Ekrnku O;ogkj dk vFkZ gSa fd ernkrkfdu Hkkoukvksa ls izsfjr gksdj vius erkf/kdkj dkiz;ksx djrk gSa rFkk ernkrk oksV nsrs le; fdl

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rF; ls lokZf/kd izHkkfor gksrk gSa fd oks dksu lh ckrsarFkk eqn~ns gSa] tks vke ernkrkvksa dks viuk erfdlh dks nsus ds fy, izsfjr djrs gSaA ernkuO;ogkjds lac/k esa ,d ckr egRoiw.kZ gSa fd fuokZpu dsUæij ernku djrs le; ernkrk ftu ckrksa dks /;kuesa j[kdj vius p;u dks bafxr djrk gSa bu rRoksa esatkfr] /keZ] Hkk”kk] fyax] {ksf=;rk dks gh eq[; :Ik lsfxuk tkrk gSaA pqukoksa ds nkSjku izk;% lHkh jktuhfrdny fdlh u fdlh rjhdksa ls turk tukZnu dhHkkoukvksa ls yksdfIkz;rk vftZr djus ds iz;kl djrsgSa dksbZ Hkh jktuSfrd ny pkgs og laxBu o LoHkkoesa fdruk Hkh /keZ fujis{k D;ksa u gks] /keZ] tkfr]lEiznk; bR;kfn ds vkd”kZ.k dks ugha NksM+ ldrk gSaizk;% lHkh jktuhfrd ny fiNM+h tkfr;ksa] gfjtuksavkSj vkfnokfl;ksa dks viuh pqukoh jktuhfr dkeq[; eqn~nk cukrs gSaA fdlh Hkh jktuhfrd ny esa/keZ] tkfr] lEiznk; ds eksg dks ugha R;kxk vkSj ;ghdkj.k gSa fd fuokZpuksa ds ek/;e ls tura= dh lgho LoPN rLohj mHkjdj lkeus vk jgh gSaA

lkekU;r% ernkrkvksa ds ernku djus dkO;ogkj vkSj vk/kkj vyx&vyx fuokZpu {ks=ksa esafHkUu&fHkUu gksrk gSaA dqN dk {ks=okn] fdlh dkla?kokn] fdlh dk O;olk; ds vk/kkj ij gksrk gSAernkrk dks izHkkfor djus esa eq[; :Ik ls ;s rRoviuh vge Hkwfedk vnk djrs gSaA/keZ%& Hkkjrh; ernkrkvksa ds lkekftd xq.kksa dkigyk egRoiw.kZ i{k mudk /keZ gS] /keZ Hkkjrh;ksads /kefu;ksa esa jDr ds lkFk izokfgr gksrk jgrkA ns’kdh jktuhfr esa /keZ dh tM+s xgjh gSa Hkkjr /keZ fujis{kns’k gSa tgka fdlh Hkh /keZ dks jk”Vªh; ekU;rk ugha gSafuokZpu {ks=ksa esa tgka izR;k’kh dsoy fgUnq gh gksrs gSaogka ds eqLyeku ernkrk viuh :fp ds fgUnwizR;k’kh dks ernku djrs gSa blh izdkj ftu fuokZpu{ks=ksa esa izR;k’kh eqlyeku gSa ogak ds fgUnw ernkrkviuh :fp ds eqLkyeku izR;k’kh ds i{k esa ernkudjrs gSa lHkh pqukoksa esa vke f’kdk;r jgrh gSa fdjktuhfrd nyksa esa /kkfeZd vYila[;dksa dks ukuk izdkj dsizyksHkuksa nsdj muds izkIr djus dk iz;kl fd;k gSA

Tkkfr%& Xokfy;j ,oa pacy laHkkx ds ernkrvksadk tks rRo eq[; :Ik ls izHkkfor djrk gS oks vkSjdksbZ ugha tkfrokn gSa fdldks lHkh [kRe djukpkgrs gSa ij ;g jktuhfr ls gVrh gh ugha gSa fczfV’k‘kkludky esa tkfrokn us izxfr dh] bls gekjslafo/kku us [kRe djus dk fu’p; fd;kA o;Lderkf/kdkj ds vuqlkj ,d O;fDr dk ,d oksVfu;e ykxw ykxw fd;k x;k gS rFkk fefJr ;klkEizknkf;d pquko {ks= esa izcy dh x;hA fiNM+htkfr;ksa ds iuius dk u;k volj iznku fd;kAftu tkfr;ksa ds gkFk esa oksV dks”k gSa mudk egRovf/kd gSa] ,slh fLFkfr esa fiNM+h tkfr;ksa dh vis{kkcgqr c<+ x;h gS tkfr gh lcls T;knk ernkrkvksadks izHkkfor djrh gS izR;k’kh Hkh mlh {ks= esa [kM+kgksuk pkgrk gSa ftl {ks= esa mldh tkfr ds T;knkernkrk fuokld djrs gSa ogha gky ernkrkvksa dkHkh gSa ernkrk Hkh mlh izR;k’kh ds i{k esa er nsukilUn djrk gSa tks mudh viuh tkfr dk gSa vxjizR;k’kh mudh tkfr dk ugha gSa rks fQj ernkrk ;sns[krk gSa fd izR;k’kh lgha gSa ;k ugha vxj izR;k’khtkfrxr ugha gSa rks mldh fiNyh dke izofRr dksns[kdj ernkrk izR;k’kh dks er nsrs gSaA{ksf=;rk%& ernkrkvksa dks rhljk rRo tks izHkkfordjrk gSa oks gSa {ksf=;rk izR;k’kh D;k {ksf=; gS\vxj izR;k’kh vius {ks= dk gS rks turk tukZnuvius +{ksf=; izR;k’kh ds i{k esa ernku djuk T;knkilUn djrh gSa vxj izR;k’kh mudh tkfrdk ugha gSavkSj {ks=h; gSa rks Hkh ernkrk vius {ksf=; mEehnokjdks gh er nsrh gS mldk ,d dkj.k ;g Hkh gS fdtkfr dk uk lgh ij izR;k’kh {ks=h; rks gSa {ks= dk fodklrks vo’; djsxk] ;gha lc ckrksa dks /;ku esa j[kdjernkrk izR;k’kh ds i{k esa ernku djrk gSAvkfFkZd fLFkfr%& ernkrkvksa dh vkfFkZd fLFkfresa ernku O;ogkj dks izHkkfor djrh gSa dbZ ckj;g ns[kk x;k gSa fd mEehnokj ernkrkvksa dks ?kwalnsdj ;k :Ik;ksa dk ykyp nsdj er [kjhnrs gSaAfuokZpuksa esa ‘kjkc vkSj iSlk ikuh dh rjg cgk;ktkrk gSA er ds Bsdsnkj xjhc ernkrkvksa esa iSls

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ckaVrs gS vkSj Loa; Hkh iSls ysdj vius bykds ;ktkfr ds fdlh ny ;k mEehnokj dks fnyk nsrs gSaAusr‘Ro%& ernkrk dks ,d rRo vkSj T;knk izHkkfordjrk gSa oks gSa usrRo vkSj bl rRo ds vk/kkj ij ghvc rd ds pquko ifj.kkeksa dh O;k[;k dh tkldrh gSa ernkrk lcls igys ;g ns[krk gSa fd izkFkhZdk us=‘Ro fdlds gkFk esa gS vxj usrRo lgh gkFkksaesa ugha gSa rks os ny fdlh Hkh lRrk ugha gkfly djldrk fiNys vkdaM+ksa ls Kkr gksrk gSa fd izFke rhu pqukoksaesa eq[;r% Lo- if.Mr tokgjyky usg: ds dfj’kekbZusrRo ds dkj.k Hkkjrh; dkaxzsl dks er izkIr gq, FksA?kks”k.kk i=%& ernkrkvksa ds fy, ,d vge igywikfVZ;ksa dk ?kks”k.kk i= gksrk gS ernkrk ;g ns[krk gSafd veqd ikVhZ us bruh ?kks”k.kk,sa dh gSa dksbZ ikVhZcsjkstxkjh [kRe djus dh ckr djrh gSa rks dksbZ ikVhZvius ?kks”k.kk i= esa xjhch gVkus dk vk’oklu nsrk gSarks dksbZ eq¶r f’k{kk dh ckr djrk gSa ernkrk ikfVZ;ksads ?kks”k.kk&i= dks i<+rk gSa vkSj r; djrk gSa fdldkT;knk ok;nk iDdk gks ldrk gSa vkSj og mlh i{kesa ernku djus dk eu cukrk gSa tks viuh ?kks”k.kkvksals turk ¼ernkrkvksa½ dks izHkkfor dj ysrk gS oghernkrkvksa ls vius i{k esa ernku djok ysrk gSernkrk jktuhfrd nyksa ds ?kks”k.kk i=ksa ls Hkh dkQhizHkkfor gksrk gSa fd veqd ny ds vk tkus ds dkj.k gekjkdkQh fodkl gks ldrk gS ukSdjh izkIr gks ldrh gSaAfopkj/kkjk vkSj nyksa ds dk;ZØe%& ernkrk;|fi cgqr vf/kd ugha] ysfdu dqN lhek rd nyksafopkj/kkjk dk;ZØe vkSj uhfr ls Hkh izHkkfor gksrs gSabl lac/k esa ernkrk }kjk fu”ks/kkRed fopkj/kkjk vkSjdk;ZØe ds vk/kkj ij ldkjkRed fopkj/kkjk vkSjdk;ZØe dks ilUn fd;k tkrk gSaAifjokj ,oa ukrsnkjh%& ernkrkvksa dks vxj dksbZrRo lcls T;knk izHkkfor djrk gS rks og ifjokj,oa ukrsnkjh gSaA Xokfy;j ,oa pEcy laHkkx esa D;kiwjs Hkkjr esa ifjokj ,oa ukrsnkjh ernku vkpj.k dksdkQh lhek rd izHkkfor djrh gSa vkt Hkh vusduxjh; ,oa xzkeh.k {ks=ksa esa nyh; opuc)rk lsifjokj ,oa ukrsnkjh ds izfr iztkrkaf=d O;oLFkk dks

‘kqHky{k.k ugha ekurs gSaA dqN ernkrk ifjokj dscqtqxzksZ ds dgus ds vuqlkj gh viuk er nsrs gSa tksifjokj dk eqf[k;k dg nsrk gSa ogh ifjokj ds vU; lnL;ekudj ernku djrs gSa tks lgh ckr ugha gSa ;g dkj.kHkh ernkrkvksa dks dkQh gn rd izHkkfor djrk gSAoxZ%& Xokfy;j ,oa pEcy laHkkx esa oxZ Hkh dqNgn rd ernkrkvksa dks izHkkfor djrk gS ;gha ijD;ksa Hkkjr esa oxhZ; vk/kkj ij Hkh ernku vko’;drkdks izHkkfor djus ds iz;kl fd;s tkrs jgs gSaA ;|fifofHkUu jktuhfrd ny lHkh oxksZa dk leFkZu ysusdk iz;kl djrs gSa fQj Hkh dqN jktuhfrd nydsoy dqN fof’k”B oxksZa ds leFkZu ij gh vk/kkfjrgksrs gSa ernkrk ;g ns[krk gSa fd izR;k’kh gekjs oxZdk gSa ;k ugha vxj oxZ dk gSa rks pkgs og fdlh Hkh nyls fVdV ysdj [kM+k gks ernku mlds i{k esa fd;k tkrkgSa ;g Hkh ernkrkvksa dks izHkkfor djrk gSA/ku%& ernkrkvksa dks ,d rRo vkSj T;knk tksizHkkfor djrk gSa og dksbZ Hkh ^/ku* gh gSa /ku dsdkj.k ernkrk fdlh dks Hkh ernku dj nsrs gSa ;gernkrkvksa dks viuh vksj [khapus dk iz;kl djrkgSa vkSj e/;izns’k ds dbZ {ks= ,sls gSa tgka blh ds}kjk oksV Mkyk tkrk gSa izR;k’kh ernkrkvksa dksvkfFkZd izyksHku nsdj] :Ik;ksa dk ykyp nsdj]‘kjkc dh O;oLFkk vkfn rjhdksa ls vius i{k esaernku djokus es a lQy jgrs gS a /ku ghernku&O;ogkj dks izHkkfor djus okyk ,d vU;nq[k%n y{k.k Xokfy;j vapy gh ugha Hkkjr ,oavusd vU; ns’kksa esa pqukoksa esa vke ckr gksrh tkjgh gSa /ku pquko ds fy, ?kkrd lkfcr gks jgk gSaernkrk /ku ds dkj.k tks izR;k’kh /ku nsrk gSa mlhds i{k esa ernku dj vkrs gSa mUgsa mEehnokj ls dksbZysuk&nsuk ugha gksrkA&Ykksdra= leh{kk&flr&vDVw- 1993 i-37&38Ykksdra= leh{kk&flrEoj vDVw-1993 i-40&41‘kks/k {ks= ds voyksdu ds vk/kkj ij&Ik= if=dkvksads ek/;e ls&fuokZpu dk;kZy; Xokfy;j }kjklka[;fd; dk;kZy; ds vk/kkj ij-

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Xokfy;j ds lkekftd ifjizs{; esaLo- ek/kojko flaf/k;k dk ;ksxnku

Mk- iwf.kZek xqIrk&&&&&&&&&&&&&&&&&&&&&&&&&&

==============***********===============Lo% ek/kojko flaf/k;k dk thou lkekU; ls

vlkekU; O;fDrRo ds fodkl dh xkFkk gSA mudkO;fDrRo izHkko’kkyh] cqf)] lw>&cw> vkSj izfrHkkiz[kj FkhA Li”Vrk] O;kidrk vkSj nwjnf”V tSls xq.kks ls;qDr ek/kojko flaf/k;k dk O;fDrRo vYidky esagh ns’k ds lkekftd] jktuhfrd vkSj vkfFkZd {ks= esaxgu Nki NksM+us esa l{ke jgkA bUgh xq.kks ds vk/kkjij ns’k dh lkekftd] lkaLdfrd vkSj ckSf)d {kerkdk u dsoy [kqyklk fd;k vfirq bls ,d u;kvk;ke Hkh iznku fd;kA Xokfy;j vapy ds fy, ghugha cfYd lEiw.kZ ns’k ds lkekftd fodkl esaviuk egRoiw.kZ ;ksxnku fn;k gS] fo’ks”k :Ik lsf’k{kk] efgyk mRFkku] xzkeh.k {ks=] dyk ,oa laLdfr]/kkfeZd] nkuiq.; ,oa Loa;lsoh laxBuksa vkfn {ks= dsfodkl dk;Z fd;sA blds vfrfjDr fofo/k dk;ksZ dsvarxZr vkfFkZd {ks=] “kgjh {ks=] [ksyksa] lwpuk ,oarduhfd rFkk LokLF; lsokvksa ds fodkl esa Hkhviuk egrh ;ksxnku fn;kA ;g okLro esa bruk cM+kdk;Z jgk gS fd ftlds fy, vkus okyh ihf<+;ka _.khjgsaxh rFkk mudk uke Lora= Hkkjr ds bfrgkl esalqugjsa i‘“Bksa ij vafdr jgsxkA

Lkkekftd fodkl ds fy, ek/kojkt flaf/k;kus f’k{kk ds egRo dks Lohdkjrs gq, dgk fd f’k{kkfuf’pr :Ik ls og ek/;e gksuk pkfg, tks gekjs muleLr erHksnksa dks lekIr djds geesa ,drk LFkkfirdjs ftUgksaus gtkjksa o”kZ ls gekjs lekt dks rksM+us dk

dk;Z fd;k gSA gekjh lekurk vkSj ,drk dh dqathf’k{kk dks gh gksuk pkfg, ,slk mudk ekuuk FkkA1- bl izdkj ge dg ldrs gSa fd ek/kojkoflaf/k;k cnyrs gq, lkekftd ,oa ‘kS{kf.kd ifjos’kesa Hkkjrh f’k{kk iz.kkyh dks vk/kqfud cukuk pkgrsFksA mudk ekuuk Fkk fd ubZ f’k{kk iz.kkyh dk fuekZ.kgekjh laLdfr vkSj Hkkjrh;rk dh cqfu;kn ij gks]ftlds cy ij gekjs iwoZtksa us Lora=rk izkIr dhvkSj vc gekjh orZeku ih<+h dk dk;Z ;g gS fdml Lora=rk dks cqfu;kn cukdj ml ij jk”Vª dkuo fuekZ.k djsaA

Ekk/ko izk|ksfxdh ,oa fodkl foKku laLFkku]Xokfy;j dh LFkkiuk lu~ 1957 esa egkjktthokthjko flaf/k;k us dh bldh LFkkiuk dk mn~ns’;Nk=ksa dks rduhdh f’k{kk iznku djuk FkkA bldhvk/kkj f’kyk Hkkjr ds izFke jk”Vªifr Lo% Mk- jktsUæizlkn }kjk j[kh xbZA egkfo|ky; ds Hkou dkmn~?kkVu 11 fnLkEcj 1964 dks Mk- ,l- jk/kkÑ”.ku}kjk fd;k x;kA bl laLFkku dh LFkkiuk ds Ik’pkr~lu~ 1967 esa flfoy eSdsfudy ,oa bySfDVªdydh ch-bZ- czk¡p dks c<kdj LukrdksRrj LFkj ds dkslZizkjEHk fd;sA2- o”kZ 1984 esa bySDVªksfuDl bathfu;fjax]vkfdZVsDPkj bathfu;fjax o”kZ 1986 esa ,e-lh-,- vkfn dkslZ dh f’k{kk izkjEHk dh xbZA dEi;wVjlkabl ,oa dSfedy bathfu;fjax Øe’k% o”kZ 1994esa 1995 esa izkjEHk dh xbZ vkSj o”kZ 2000 esabUQksZes’ku VsDuksykWth dk ikB;Øe Hkh izkjEHkfd;k x;kA3- orZeku le; esa bl laLFkku esa lHkh izdkj dsrduhdh ,oa O;olkf;d dkslksZ dks lapkfyr fd;ktk jgk gS vkSj Hkfo”; esa bls MhEM ;wfuoflZVh dkntkZ feyusa ds volj gSA

Xokfy;j pEcy vapy ds fy;s ek/kojkoflaf/k;k }kjk efgyk ukjh dY;k.k dk;ZØe dsek/;e ls dbZ dk;Z fd;s x;s] ftlesa izeq[k :Ik lsefgykvksa dh flykbZ cqukbZ] d<kbZ vkfn dk;kZs esaizf’k{k.k dh O;oLFkk djuk] efgykvksa dks muds

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vf/kdkjksa ds izfr tkx:d cukus ds fy;s rhutkx:drk f’kfojksa dk vk;kstu djuk fujkfJrksaefgykvksa ds vkokl gsrq ftys esa ‘kkldh; fujkfJrefgyk vkokl LFkkfir djuk] vukFk cPpkas ds fy;sLusg dqVhj vkSj ek/ko oky fudsru vukFkky; LFkkfirdjuk] n;ky lsok vkSj f’k{kk lfefr vkifRrxzLrefgykvksa dks fu%’kqYd dkuwu lgk;rk iznku djusa dsfy;s xBu djuk] ftys esa vusdksa ckyckfM;ksa ds }kjkcPpksa dks ykHkkfUor djuk dk;Zjr efgykvksa ds fy;sgkWLVyksa dk fuekZ.k djuk rFkk vkgkj&iks”k.k dsUæLFkkfir djuk lfEefyr FksA

psEcj vkWQ dkelZ Hkou esa 11 ucaoj 1995dks efgyk izf’k{k.k f’kfoj esa lacksf/kr djrs gq,dgk fd ukjh ‘kfDr dks tkxuk gksxk] rHkh lektesa ukfj;ksa dk fodkl gksxk D;ksafd ukfj;ksa dks HkhleLr vf/kdkj izkIr gSaA4- lekt esa jgdj mudks izR;sd dk;Z djukt:jh gS blds fy;s og Loa; dks rS;kj djsa rFkklekt esa ;ksxnku nsaA vkfFkZd {ks= esa efgykvksa dksvkSj vf/kd vkRefuHkZj cukus ds mn~ns’; ls fo’ks”kvfHk;ku pyk;s tkusa ,oa efgykvksa ij vR;kpkjjksdusa ,oa efgykvksa ds dY;k.k gsrq jk”Vªh; efgykvk;ksx rFkk dsUæh; lekt dY;k.k cksMZ dks vkSjvf/kd Lok;Rrk iznku djusa ij cy fn;kA lkFkgh jkT; efgyk vk;ksxksa ds xBu ij Hkh vkelgefr cukbZA5- lkekftd mRFkku es dk;Zjr LOk;alsoh laLFkkvksvkSj laxBuksa dks ek/kojko flf?k;k us dk;Z djus dsfy, izksRlkfgr fd;kA cky lq/kkj xzgks] efgyk mRihMueqfDr laLFkkuks vuk; vkJe] va?k vkJe] ukjh mRFkkulaLFkkuksa vkfn dks viuk iw.kZ lg;ksx fn;k vkSjle;&Lke; ij vius fuJh dsk”k ls Hkh ?kun nsdjlgk;rk Hkh iznku dhA Xokfy;j es lapkfyr ek?kovkuFkky; eqjkj fLFkj vukFkky;] ek?ko va?kvkJe]cky lq?kkj x‘g] efgyk lq?kkj x‘g rFkk efgykvksads mRFkku ds fy, dk;Zjr vusd laxBuksa dksd Hkou]Hkwfe ,oa vius fuJh dks”k ls ?kujkf’k miyC?k djokbZZA6- efgykvksa ,oa cPpks ds fodkl dks lHkh rd

igq¡pkus ds fy, O;kid dk;Z ;kstuk cuk;hA bldsfy, mUgksus xzke iapk;rksa ,oa Loilasoha laxBuksa dhlgk;rk yh vkSj buds ek/;e ls lh/ks efgykvksa,oa cPpksa rd ykHk igq¡pk;kA

Cknyrs gq, lkefktd ,oa vkfFkZd ifjn’;ess lapkj ek/;esak dh Hkwfedk dks ek?ko jko flf/k;kvPNh rjg ls igpkurs FksA Xokfy;j vapy esvRek/kqfud lapkj ek/;eksa dh vkbZ- ,l- Mh-lfqo/kkvks ls tqMok;kA mUgksus vR;k/kqfud bysDVskªfudVsyhQksu ,Dlpsvka dh LFkkiuk djokus es ;ksxnkuiznku fd;k ns’k ds 214 egRoiw.kZ uxjksa ls Xokfy;jdsk ,l-Vh-Mh- ,oa VSysDl lsokvks ls tksMk x;kAXokfy;j dks vkLVªsfy;k] vkfLVª;k] osfYt;e] teZuk]Qkal] bVyh] tkiku] gkaxdkax] eysf’k;k] uhnjyS.M]falaxkiqj] rqdhZ rFkk la;qDr jkT; vesfjdk vkfnianzg ns’kksa ds varjk”Vªh; lapkj lsok,sa miyC/k djok;haAblds lkFk gh eqjkj ,oa Xokfy;j fLFkfr Lopkfyr,Dlpsatks dh LFkkiuk esa ;ksxnku fn;kA7- Xokfy;j esa is;ty dh leL;k ds lek/kkuds fr?kjk ckW/k ij fQYVªs’ku IykUV dk fuekZ.k djuk]120 ,e-,y-Mh {kerk dk ey ty ‘kks/ku la;a=esa foŸkh; lg;ksx iznku dj Xokfy;j] eqjSuk] fHk.M]nfr;k] f’koiqjh] Mcjk vkfn {ks=ksa es is;ty dh;kstuk,¡ Lohdr djokbZA blds lkFk&lkFk fo|qr;kstukvksa ds fØ;kUo;u gsrq Xokfy;j ifj{ks= lsnfr;k fHk.M] eqjSuk] f’koiqjh rFkk xquk dks foŸkh;Lohdfr fnykdj u, QhMjksa dk fuekZ.k djk;kA8- rFkk vkokl dh leL;k ds lek/kku dsfy, Xokfy;j fodkl izkf/kdj.k ds ek/;e ls2500 ifjokjks dks vkokl ;kstuk ds vUrxZrHkou dk fuekZ.k dj Hkw[k.M iznku fd;sA bldsvykok fpfdRlk lqfo/kk dh nf”V ls Xokfy;j ftyses 10&20 fcLrj okys vLirkvksa dk fuekZ.kdjkuk] eqjkj fpfdRlky; dks ftyk vLirky dkntkZ fnykuk] LokLFk vkSj ifjokj dY;k.k izf’k{k.klaLFkku rFkk jkT; Lrjh; lapkj izca/ku laLFkku dhLFkkiuk Hkh dh xbZ A

bl izdkj ‘kks/k fu”d”kZ dk ewY;kadu djrs

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gq, dgk tk ldrk gS fd Xokfy;j lalnh; {ks= lspquko thrus ds lkFk gh ek/kojko flaf/k;k us Xokfy;jds fodkl dh tks :Ik js[kk cukbZ mls ewrZ :Ik nsukizkjaHk fd;kA Xokfy;j fodkl ds lius ifjfLFkfr;ksao’kcurs fcxMrs jgsA dsUæ esa tYnh&tYnh ljdkjksa dsavkus&tkus ls Hkh Xokfy;j dk fodkl izHkkfor gksrkjgk] ysfdu tuekul~ esa ;g fo’okl cu x;k fd osgh Xokfy;j ds fodkl ds fy, lrr~ iz;Ru’khy gSavkSj vo’; gh og fodkl dks u;k vk;ke nsik;saxsA os ,d jktuhfrK de] lkekftd dk;ZdrkZvf/kd FksA jktra=h; gksus ds dkj.k iztkra=h; O;oLFkkes Xokfy;j ds vketu ds lE{k ^iztk lq[ks lql[ksjkT;* dk vkn’kZ j[k dj dk;Z fd;kA flaf/k;k jkt?kjkusus ftl iq:”kkFkZ ds dkj.k jktlŸkk izkIr dh oghiq:”kkFkZ ,oa fojklr ds xq.kksa dks ek/kojkt flaf/k;k usbruh de vYi vk;q esa lQyrk izkIr dh] mldhfelky feyuk eqf’dy gSA ;fn mudh vle;foeku nq?kZVuk esa eR;q ugha gqbZ gksrh rks vkus okysle; esa ns’k ds usrRo dks ,d ubZ fn’kk iznku djrsAlanHkZ lwph1- ,e-vkbZ-Vh-,l- Xokfy;j dh if=dkvksa ls izkIr

tkudkjh2- thokth fo’ofo?kky;] Xokfy;j dh if=dkvksa

ls izkIr tkudkjh3- jktsUæ Hkkjrh ,oa vfuy feJk&Jhear ek/kojkt

flaf/k;k laLej.k&Le‘fr;k¡ i-49&504- flaf/k;k dU;k fo|ky; dh if=dkvksa ls izkIr

tkudkjh5- t;foykl iSysl esa dk;Zjr deZpkfj;ksa ls izkIr

tkudkjh6- nSfud HkkLdj&7 ekpZ 20167- fgUnqLrku lekpkj&7 ekpZ 20168- if=dk&12 vDVwcj 20159- if=dk&10 ekpZ 2016

dkfynkl ds vfHkuo vk;ke

MkW jktchjfoHkkxk/;{k&laLÑr foHkkx

jktho xk¡/kh egkfo|ky;] mpkuk

==============***********===============egkdfo dkfynkl ds lkfgR; dk vè;;u

djuk vius vkidks tkuuk gSA vkRek dks igpkuukgSA dkfynkl dh igpku viuh Lo;a dh igpkugSA euq”; us ijekRek ls lEcU/k tksM+dj NUn dk]dfork dk izkjEHk fd;k FkkA blhfy;s lf”V dkvkjEHk dfork ls ekuk tkrk gSA

ekuork ds vkfn xzUFk osn gSa vkSj osnksa dhdfork izkFkZuk dh dfork gSA ijyksd dh dfork gSAosnksa esa izdfr ds izrhd nsorkvksa dh vkjk/kuk dh x;hgSA nsork izdk’k dk Lo:Ik gSaA vkfndfo ckYehfd]egf”kZ osnO;kl ,oa egkdfo dkfynkl dh dforklhrk dh rjg /kjrh QksM+dj fudyrh gS&

ekuq”kh”kq dFka ok L;knL; :iL; laHko%Au izHkkrjy T;ksfr:nsfr olq/kkrykr~AA

tksM+uk laLdr&lkfgR; dh fo’ks”krk gSAlaLdkjiwoZd /kkj.k dh x;h vUrjkRek dh ok.khlaLdr lHkh Hkk”kkvksa dh tuuh gSA bls laLdfr lsi‘Fkd fd;k gh ugh tk ldrkA lalkj esa dksbZ ,slhHkk”kk ugha gS] tks mlls Js”B rks D;k led{k rdgksA ;ksjksih; dfork izdfr ij fot; ds vfHk;kudh dfork gS] tcfd laLdr esa laLdfr ds lkFklkgp;Z LFkkfir djrs gq;s dfork tUe ysrh gSA

vuk?kzkra iq”ia fdly;eywua dj#gS] 1

jukfo)a jRua e/kquoeukLokfnrjle~Av[k.Ma iq.;kuka Qyfeo p rn~#ieu?ka]u tkus HkksDrkja dfeg leqiLFkkL;fr fof/k%AA

egkdfo dkfynkl dks izdfr ls vR;Ur

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yxko gSA og oLrq izdfr ds dfo gSaA rHkh os dgrsgSa&mn~xfyrnHkZdoyk% eX;% ifjR;DrurZuk e;wjk%A2

vilrik.Mqi=k% eqŒpUR;Jw.kho yrk%AAHkkjrh; laLÑfr esa izÑfr vkSj iq#”k dh

ijLij vU;ksU;kfJr izhfr gSA os ,d nwljs ds iwjdgSaA nksuksa dk ikjLifjd lg;ksx gh okLrfod esa ewY;oku~gSA leiZ.k Hkko dk blesa egRoiw.kZ ;ksxnku gSAizÑfr dk viuk oSHko gS&

{khea dsufpfnUnqik.Mqr#.kk ek³~xY;ekfo”Ñra]fu”B~;wrpj.kksiHkksxlqyHkks yk{kkjl% dsufpr~AvU;sH;ks ounsorkdjrySjkioZHkkxksfRFkrS]

nZÙkkU;kHkj.kkfu rfRdly;ksn~Hksn izfr}fU}fHk%AAegkdfo dkfynkl us v/kZ&ukjh’oj dh

dYiuk ds lkFk lkekftdrk dh dYiuk dh gSA‘kCn&fp=k [khapus dh vn~Hkwr djus okyh dykegkdfo ds ikl gSA dkfynkl xkxj esa lkxj Hkjusdh vifjfer lkekUrk ds /kuh gSaA egkdfo dh /kkj.kk gSfd ukjh vkSj iq#”k ds lkeŒtu ls gh lekt dhlkFkZdrk fl) gksrh gSA blhfy;s mUgksaus ,d vksjdkenso ds HkLe gksusij jrh dk foyki fpf=rfd;k gS&vFk lk iqujso fo‡yk] olq/kkfy³~xu/kwljLruhA

foyyki fodh.kZew/kZtk]lenq%[kkfeo dqoZrh LFkyhe~AA

rks nwljh vksj bUnqerh dh eR;q ij vt dkfoyki O;Dr fd;k gS&

L=fx;a ;fn thforkigkân;s fda fufgrk u gfUr eke~A

fo”keI;era Dofpn~ Hkosnera ok fo”keh’ojsPN;kAALoxZ vkSj /kjrh ds lkeatL; esa egkdfo

dkfynkl dk viuk vkSj Hkh fo’ks”k ;ksxnku gSA inykfyR;] miek] ‘kCn&;kstuk esa ikjaxr egkdfodkfynkl Ükaxkj ds loZJs”B dfo gSa] lkSUn;Z ds uU;redfo gSaA mudh /kkj.k gS] LoxZ ds lkSUn;Z dks /kjrh ijmrjuk gksxk] ftl izdkj esudk dks /kjrh ij vkukiM+kA lkFk gh /kjrh ds ikS#”k dks] ijkØe dks vko’;drkds le; lgk;rk ds fy;s LoxZ tkuk gksxkA tSls jktk

nq”;Ur x;s Fks] egkjktk n’kjFk x;s Fks&l[;qLrs l fdy ‘krØrksjo/;%]rL; Roa j.kf’kjfl Lerks fugUrkAmPNsrqa izHkofr ;Uu lIrlfIr%]ru~uS’ka frfejeikdjksfr pUæ%AAvkt lkfgfR;d f{kfrt ij ;g vuqHko

fd;k tk jgk gS fd lkfgR;] vkdk’k esa mM+us okykjktgal u gksdj thou dk ;FkkFkZ gSA vr% lkfgR;dkjekuoewY;ksa dk laokgd gh ugha] fuekZrk Hkh gSAegkdfo dkfynkl ekuo&thou dks lkfgR; esaewrZ:Ik nsus ds i{k/kj Hkh gSa vkSj jpukdkj HkhA mUgksausekuo thou dh lexzrk dks lkfgR; esa fpf=r ghugha fd;k vfirq lkfgR; dk y{; ekuork dsdY;k.k ds #i esa fu/kkZfjr Hkh fd;kA egkdfolkjLor dk mRd”kZ vkSj ekuork dk dY;k.k lkekftd]lkfgfR;d ,oa lkaL—frd dY;k.k esa lfUufgr ekuk gSAvfHkKku’kÑUrye~ esa os dgrs gS&izk.kkukefuysu ofr #fprk lRdYip{ks ous]rks;s dkŒpuin~ejs.kqdfi’ks iq.;kfHk”ksdfØ;kA

/;kua jRuf’kykxgs”kq focq/kL=hlafu/kkSla;eks;r~ dk³~{kfUr

riksfHkjU;equ;LrfLeLriL;UR;ehAdkfynkl us Hkkjrh; laLÑfr ds pkj iq#”kkFkZ

/keZ] vFkZ] dke vkSj eks{k dk ;Fkk&LFkku egÙoizfrikfnr fd;k gS fdUrq blds lkFk gh og lqO;ofLFkrlekt dh lajpuk ds i{k/kj FksA os pkgrs Fks fdlekt esa f’k’kq f’k{kk vfuok;Z gks rkfd lekt dkizR;sd f’k’kq i<+s&fy[ksA fo|k dk vH;kl djrsgq,] czãp;Z vkJe dh riL;k dk vkpj.k viukrsgq;s /keZ vkSj iq#”kkFkZ djsaA ;qodks ds lEcU/k esaegkdfo dh /kkj.kk gS fd os ijkØeh gksa] la?k”kZ’khylEiUu gksa] lq[kh gksa] LoLFk ,oa Kkuoku gksaA os/keZiwoZd dke ,oa dk;kZsa dk Hkksx djrs gq;s ‘khyokufl) gksaA xgLFkkJe dh e;kZnkvksa dk ikyu djsaaA

izkS<+koLFkk esa la;e /kkj.k djrs gq;s fu%LigHkko ls thou O;rhr djus vH;kl izkf.k;ksa esavk;sA o)koLFkk esa _f”k&eqfu;ksa dh ofÙk dks vkReklkr~djrs gq;s eks{k dh lk/kuk esa nÙkfpÙk gksaA ;Fkk&

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‘kS’kos·H;Lrfo|kuka ;kSous fo”k;Sf”k.kke~AOkk)Zds eqfuo‘Ùkhuka ;ksxsukUrs ruqR;tke~AA

bl rjg dkfynkl ds dkO; ds dbZ vfHkuovk;ke gSa] mUgsa mn~?kkfVr djus okyh dkO;&jfldkn‘f”V pkfg;sAlUnHkZ xzUFk lwph%&1. vfHkKku’kkdqUrye~%Mk0 dfiynso f}osnh

izdk’ku jkeukjk;.k yky] bykgkckn ¼iz;kx½1958

2- vfHkKku’kkdqUrye~%Jh lqcks/kpUæ iar] Eksrhyky]cukjlhnkl fnYyh] izFke laLdj.k ¼1970½

3- dkfynkl vkSj mldh] o|kekÙkZ.M okxh’ojfo|kyadkj dkO; dyk eksrh yky] cukjlhnkl]tokgj uxj ¼1982½

4- dqekjlEHkoe~%vkpk;Z txnh’k izlkn ‘kekZ^dkSfMU;* izdk’kd galk izdk’ku laLdj.k ¼2010½

5- dqekjlEHkoe~%MkW0 jfodkUr ef.k izdk’kd galk]f=os.kh uxj] t;iqj laLdj.k ¼2009½

6- es?knwre~% ‘ks”kjkt ‘kekZ jsXeh pkS[kEck fo|kHkouokjk.klh] laLdj.k ¼2000½

7- j?kqoa’ke~%bUæ fo|kokpLifr izdk’kd jktiky,.M lUt] fnYyh] rrh; laLdj.k ¼1960½

vfHkKku ‘kkdqUrye~% izFke vad] 23 vfHkKku ‘kkdqUrye~% izFke vad] 4,4 ogh] 4, 5 ogh] 4,6 dqekjlEHkoe~%] 4,4 j/kqoa’ke~%] 8,46 vfHkKku‘kkdqUrye~%] 6,2 ogh] 7,12

lhrkcasxjk dh ukV~;’kkyk ds,sfrgkfldrk dk vuq’khyu

MkW- lfpu eafnyokjlgk;d izk/;kid&bfrgkl

gksyh ØkWl ohesUl dkWyst] vfEcdkiqj ¼NŸkhlx<+½

==============***********=============== NŸkhlx<+ ds ‘kh”kkZapy esa vofLFkr Hkw&Hkkxljxqtk vapy ds uke ls tkuk tkrk gSA ljxqtklaHkkxh; eq[;ky; vfEcdkiqj ls nf{k.k&if’pefn’kk dh vksj yxHkx 45 fdeh- dh nwjh ijmn;iqj uke dk dLck vofLFkr gSA blh dLcs lsdjhc 3 fdeh- vUnj ds oukapy esa jkex<+ dhigkM+h vofLFkr gSA bldk vkdkj gkFkh ln’;fn[kykbZ iM+rk gSA blh igkM+h ij uhps dh vksj,d ukV~;’kkyk gS ftls ,f’k;k dh izkphure~ukV~;’kkyk ds :i esa bafxr fd;k tkrk gSA gkykafdbldh ,sfrgkfldrk iw.kZr;k izekf.kr ugha gSA fQjHkh LFkkuh; yksx bls tuJqfr ds vk/kkj ij jkek;.k;qx ls lac) ekurs gq;s ^lhrkcsaxjk xqQk* ds :i esatkurs o ekurs gSaA ljxqtk dh bu xqQkvksa dksloZizFke izdk’k esa ykus dk Js; nks fons’kh fo}kuduZy vkmlys ¼1848 bZ-½ rFkk teZu MkW- Cyk’k¼1904 bZ-½ dks gSA

orZeku esa ;|fi oukas ,oa ioZrksa ls f?kjk]NksVh&cM+h ufn;ksa ls vfHkflafpr ljxqtk dk ;gHkw&Hkkx ,d vkfnoklh cgqy vapy ds :i esaigpkuk tkrk gSA rFkkfi ;g {ks= vrhr ds oSHkodks iznf’kZr djrs gq;s vusd dykRed vo’ks”kksa dkslatks; gSA jkex<+ dk ioZr vkSj bldh ukV~;’kkykbldh bUgha [kksbZ gqbZ igpku esa ls ,d ekuk tkldrk gSA jkex<+ dks gh jkefxjh ds :i esa Hkh tkuktkrk gSA bls ge n.Mdkj.; dk izos’k }kj dh laKk

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Hkh ns ldrs gSaA ,slk izrhr gksrk gS fd jkex<+ esapV~Vkuksa dks dkVdj ,d ukV~;’kkyk dk fuekZ.k vrhresa fd;k x;k gksxkA dqN fo}kuksa dh ekU;rk gS fdegkdfo dkfynkl ds fo’oizfl) xzUFk ^es?knwre~* esamfYyf[kr jkefxjh ;gha Fkk] tgk¡ ls lans’kokgd ds:i esa es?k ds n’kk.kZ] voafr vkfn ns’kksa ls gksrs gq,vydk uxjh Hkstk x;kA ;gk¡ dh ukV~;’kkyk eqfuHkjr }kjk muds ßukV~;’kkL=Þ esa of.kZr ukV~;xg lsvk’p;Ztud :i ls lkE;rk j[krh gSA ukV~;’kkykesa eap] izlk/ku&d{k] frjLdfj.kh ¼inkZ½ yxkus dkLFkku rFkk n’kZdksa ds cSBus ds fy, uhps pV~Vku dkVdj cuk;h x;h lhf<+;k¡ mYys[kuh; gSaA

,sfrgkfld izek.kksa ds vuqlkj Hkjr eqfu dkle; bZ0 izFke rFkk rhljh ‘krh ds e/; ekuk tkrkgSA budk ukV~;’kkL= Hkkjrh; laxhr ds fofo/k vaxksaij fy[kk gqvk ,d foLrr xzaFk gSA ukV~;’kkL= dkjpuk&dky ls ysdj ^laxhr jRukdj* ds jpf;rk‘kkjaxnso ds le; rd Hkkjrh; laxhr vius fofo/k:iksa esa iqf”ir vkSj iYyfor gksrk jgkA jkex<+ dhftl cM+h xqQk esa ukV~;e.Mi dk fuekZ.k fd;k x;kgS mls vc lhrkcasxjk dh laKk nh tkrh gS D;ksafd,slh nUrdFkk gS fd ouokl dky esa Jhjke&lhrk oy{e.k us ;gk¡ dqN oä fcrk;s FksA lhrkcsaxjk xqQkdh yEckbZ 46 QhV rFkk pkSM+kbZ 24 QhV gSA xqQk dsHkhrj izos’k ds fy;s ckabZ vksj ls lhf<+;k¡ cuha gSaAbudk fuekZ.k Li”Vr% ik=ksa ds jaxeap ij tkus ds fy,fd;k x;k FkkA xqQk ds Hkhrjh Hkkx jaxeap ds fy,iz;qä gksrk gSA eapksa dk fuekZ.k rhu esf/k;ksa ij fd;kx;k gSA izR;sd eap lk<+s lkr QqV pkSM+k gS vkSj rhuksadh lrg ,d nwljs ls <+kbZ QqV Å¡ph gSA eapksa dks<yqvk¡ :i esa cuk;k x;k gSA pcwrjksa ds lkeus nksNsn gSaA bueas ydM+h ;k ckal ds [kEHks Mkydj insZyxk, tkrs FksA ukV~; e.Mi ij bl izdkj inkZ ;kfrjLdfj.kh j[kus dh izFkk cgqr iqjkuh gSA XkqQk ds lkeus n’kZdksa ds cSBus dk lh<+huqekLFkku gS] ftldh rqyuk izkphu ;wukuh ,saihfFk;sVj lsdh tk ldrh gSA lhf<+;ksa ij ydM+h ds iVjs j[kdjn’kZdksa ds cSBus dh O;oLFkk dh x;h gksxhA lhrkcasxjk

ds lkeus izs{kkxg esa yxHkx ipkl n’kZd vkjke lscSB ldrs FksA Hkjr eqfu us ukV~;’kkL= us dbZ izdkjds ukV~;e.Miksa dk fooj.k fn;k gSA mUgksaus ,dLFkku ij igkM+ dh xqQk ds vkdkj okys f}Hkwfe&ukV~;e.Mi dh ppkZ dh gSA blls ge vuqeku yxkldrs gSa fd Hkjr eqfu dh bl jpuk ds igys ioZrxqQkvkas esa ukVd [ksys tkrs Fks ftuds vk/kkj ij Hkjreqfu us ukV~;’kkL= esa xqQk dfr okys ukV~;&e.Mid fuekZ.k dh O;oLFkk nhA ukV~;’kkL= dk jpukdky bZloh nwljh ‘krh ekuk tkrk gSA v’o?kks”k]dkfynkl vkfn ys[kdksa dh jpukvksa esa rFkk iqjk.kksaesa ioZr&xqQkvksa ;k ‘kSy x‘gksa essa uR; vkfn euksjatuds mYys[k izkIr gksrs gSaA ukV~;dyk ds fo}kuksa dhjk; esa egkdfo HkoHkwfr dk mŸkj jkepfjr ukVd;gha ;’kksoeZu ds dky esa vfHkuhr fd;k x;k FkkAlhrkcsaxjk ds izos’k }kj ds mŸkjh fgLls ij xqQk dhNr ds Bhd uhps ekx/kh Hkk”kk ¼ikyh½ esa nks iafä;k¡mRdh.kZ gSaA tks bl izdkj gS&vkfni;afr ân;aA lHkkox: do;ks ;s jkr;a----

nqys olafr;kA gklkokuqHkwrsAdqnLihra ,oa vyxsfrA

fo}kuksa us bu iafä;ksa dk vFkZ bl izdkjLi”V fd;k gS&ßân; dks vkyksfdr djrs gSaA LoHkkols egku ,sls dfox.k jkf= esa oklUrh gok nwj gSAgkL; vkSj laxhr ls vuqHkwrA pesyh ds iq”iksa dheksVh ekyk dks gh vkfyaxu djrk gSAÞ ukV~;’kkyk ds cxy esa ,d vkSj xqQk gSAbls ^tksxhekM+k* xqQk dgrs gSa bldh yEckbZ 30QhV] pkSM+kbZ 15 QhV vkSj Å¡pkbZ 9 QhV gSA bldhNr ij cus fHkfŸk fp= cgqr lqUnj vkSj lqxfBr gSaAbuesa yksd thou ds dbZ pVd jax vkSj NVk;savafdr gSa ysfdu le;kUrjky esa ;s fHkfŸk fp= vcu”V gks jgs gSaA okLro esa vkt buds laj{k.k dhvko’;drk gSA ^Hkkjr dh fp=dyk* uked iqLrdesa bls o:.k dk eafnj dgk x;k gSA ;gk¡ ijekS;Zdkyhu czkãh fyih esa mRdh.kZ ys[k vkt Hkhblds vrhr ds oSHko dh xkFkk dks iznf’kZr djrsgSaA lcls cM+k rFkk Li”V ys[k izkdr esa rhu iafä;ksa

ISSN: 2394 5303 0125



Issue-22, Vol-03

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essa fy[kk gS] tks bl izdkj gS&‘kqruqd uke nsonfl] rka def;Fk

Cyuf’k;s f’kfj nsofnuks uke Ykqin[kksA Yks[k esa lqruqdk uked nsonklh rFkk mldsizseh okjk.klh fuoklh nsonhu ds uke fy[ks gSaAnsonhu dks :in{k dgk x;k gSA bl rjg xqQk dsvU; ys[kksa ls Kkr gksrk gS fd mä ukV~;’kkyk esa bZ0iw0 rhljh&nwljh ‘krkCnh esa ukV~;eapu gksrk Fkk]ftlesa nsonhu rFkk lqruqdk eq[; :i ls Hkkx ysrsFksA ßnsonklhÞ ‘kCn dk izkphu vfHkys[kh; izek.k Hkh;gk¡ izkIr gksrk gSA

jkex<+ igkM+h dh jgL;erk vkSj lqUnjrkcjcl gesa viuh vksj [khaprh gSA yksdekU;rk gS fdbl igkM+h ij vius ouokl dky dk dqN fgLlkJhjke us iRuh lhrk vkSj vuqt y{e.k ds lkFkfcrk;k FkkA jkex<+ dh dqN xqQkvksa ds uke blh ckrdh rLnhd djrs gSaA dkfynkl ds es?knwr esa Hkhjkefxjh vkSj lhrk Luku dk ftØ gS&

;{kpØs tudru;kLukuiq.;ksnds”kqAfLuX/kNk;kr:”kq olfra jkefx;kZJes”kqAA

dfri; ftu yksxksa us ekulwu ds fnuksa esajkex<+ dh igkM+h dks Hkhxrs vkSj es?kksa ls [ksyrs ns[kkgS] mUgsa fo’okl gksus yxrk gS fd dkfynkl ;gk¡t:j vk;s gksaxs vkSj mUgksaus izdfr ds nqyZHk vkSjpfdr dj nsus okys thoar {k.kksa dks ns[kk gksxkA

ukV~;’kkyk ds uhps ,d cgqr cM+h vkSj yachlqjax gSA Å¡ph bruh dh ,d gkFkh vklkuh ls blesals gksdj xqtj tk;sA ‘kk;n blhfy;s bl lqjax dksgkFkh[kksg ;k gkFkhiksy ds uke ls tkuk tkrk gSA ljxqtk esagkFkh cgqrk;r gSaA gkFkhiksy esa ,d LFkku ij igkM+ ds ‘kh”kZls Hkhrj gh Hkhrj gksrk gqvk ty izkdfrd NUuksa lsNudj cwan&cawn ckjgksa eghus Vidrs gq;s ,d dq.Mesa ,df=r gksrk gS ftls ^lhrkdq.M* ds uke ls tkuktkrk gSA ysfdu orZeku esa dfri; dqN fodklokfn;ksaus blds ewy Lo:i dks gh ifjofrZr dj nsus dk ;Rufd;k gSA igkM+h ds nwljh vksj ^y{e.k xqQk* o^of’k”B xqqQk* vofLFkr gS ftl ij tkus ds fy,izkdfrd :i ls lhf<+;k¡ cuh gqbZ gSaA

jkefxjh ls izkIr gksus okys iqjko’ks”k ls bl{ks= esa ‘kks/k dh vikj laHkkouk;sa utj vkrh gSAgkykafd bl ifjizs{; essa dqN vuqla/kku vo’; fd;sx;s gSa ysfdu vHkh vkSj Hkh laHkkoukvksa dk irkyxk;k tkuk ‘ks”k gSA

lUnfHkZdk&1- Mh-Mh-MSMhekLVj&ßfgLVªh vkWQ ljxqtk LVsVÞ]

bykgkckn&19212- Lkej cgknqj flag&ßljxqtk dk ,d v/;;u~Þ]

okjk.klh&19563- MkW- lfpu eaafnyokj&ßljxqtk&n’kZuÞ

vfEcdkiqj&laor~20624- Lkjxqtk ftyk xtsfV;j&19985- bZ-,-Mh-czsV&NŸkhlx<+ ¶;wMsVjh LVsV~l xtsfV;j]

19096- I;kj syky xqIr&ßizkphu NŸkhlx<+Þ]

jk;iqj&19737- Ikf=dk&js.kqdk] ftyk iz’kklu&ljxqtk] 19918- Ikf=dk&eM+bZ] fcykliqj&20109- izksQslj ds-Mh-oktis;h&ßHkkjrh; dykÞ]

Hkksiky&199110- MkW0 ‘;ke ‘kekZ&ßizk0Hkk0 dyk] okLrqdyk

,oa ewfrZdykÞ] t;iqj&2000

ISSN: 2394 5303 0126



Issue-22, Vol-03

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Xkksnku esa ukjh foe’kZ%,d iquZewY;kadu

ujs’k ykyvflLVsaV izksQslj] fgUnh foHkkx

jktdh; egkfo|ky;pUæcnuh] uS[kjh fVgjh x<+oky ¼mRrjk[k.M+½

==============***********===============

lkekU;r% fgUnh lkfgR; dk vkSj fo’ks”k #i ls izsepUndk lkfgR; ,oa ml ij vk/kkfjr foe’kksZa ds v/;;uls ;g ifjyf{kr gksrk gS fd bl fo”k; xksnku esa ukjhfoe’kZ ,d iquZewY;kadu* ij cgqr ls fo}kuksa us cgqrc Ms i Sekus i j dk;Z djrs gq, vusdksa ‘kks/k izcU/k] ‘kks/k i=ksa dks izLrqr fd;k gS rFkk bl fo”k; ij cgqr ghcMs iSekus ij foe’kZ gks pqdk gS fdUrq izLrqr ‘kks/k i=dh vf}rh;rk bl ckr esa gS fd ;g izsepaUn dsO;fDrRo ,oa dfrRo esa vUrZfufgr nksgjs ekudksa ijvk?kkr djrk gSA izLrqr ‘kks/k i= ys[kd dh viuh/kkj.kkvksa rFkk viuh O;fDrxr ladYiukvksa ij vk/kkfjr gS ftlesa izlaxo’k dfri; vk/kqfud ukjh foe’kZls lacaf/kr fo}kuksa ds fopkjksa dks mn~/kr djrs gq,muds ewY;kadu dks uohu nf”V ls iqu% ifjHkkf”krdjus dk iz;kl fd;k x;k gSA

orZeku le; esa ftls lkfgR; esa mRrj vk/kqfudrkokn uke ls ifjHkkf”kr djus dk iz;klfd;k tk jgk gS esa ukjh foe’kZ dh ppkZ cgqr cMsiSekus ij py jgh gSA bl ppkZ esa rFkkdfFkrukjhokn iq#”k ,oa L=h nksuksa fopkjd ‘kkfey gSablds lkFk& gh lkFk dqN izeq[k fgUnh if=dkvksa dslEikndksa us tSls ;qx&;qx ls cUnh ukjh ds eqfDrdk ,d u;k vkUnksyu izkjaHk dj fn;k gSA foxrnks n’kdksa esa ;fn ge gal tSls izfrf”Br if=dk

ftldh vk/kkjf’kyk Lo;a izsepUn us j[kh Fkh dsvf/kdka’k vadksa dk v/;;u djsa rks ,slk izrhrgksrk gS fd gal tSlh if=dkvksa us ukjh ds cykRdkj,oa ukjh dh ;kSu eqfDr dh dgkuh dks iqjLdr ,oaizdkf’kr djus dk v?kksf”kr fu.kZ; ys fy;k gSA blh Øe es ,d yEcs le; rd gal dslaiknd jgs ,d cMs fopkjd ,oa ukjh foe’kZ ds,d cMs fo}ku jktsUæ ;kno ,oa buds vuq;kf;;ksads orZeku lkfgR; dk v/;;u bl ckr dks mn~?kkfVrdjrk gS] fd ;s rFkkdfFkr fo}ku ,d ,sls ukjhfoe’kZ dh ckr djrs gS tks ukjh dks mlds ‘kjhj dkLokeh ekurs gq, mls vius ‘kjhj dks fdlh Hkhizdkj ls Hkksxus vkSj iz;ksx djus dh Lora=rk nsrk gSA

jktsUæ ;kno ftUgksus vius izkjfEHkd miU;kl^viuk vkdk’k* ,oa blds ledkyhu lkfgR;ltu es ukjh foe”kZ dh bl nf”V ls cgqr ghla;fer Hkk”kk dk iz;ksx fd;k gSA rFkk Hkkjrh;vkn’kksZa }kjk LFkkfir ukjh ‘kqfprk dk iw.kZ lEekudjrs gSA dkykUrj esa jktsUæ ;kno dk nf”Vdks.kifjofrZr gksrk gqvk izrhr gksrk gS vkSj og bl ckrij tksj nsrs gS] fd& ßL=h dks Hkh lRrk esa fgLlkpkfg, Fkk vkSj mlds ikl gfFk;kj ds :Ik es flQZmldh nsg Fkh D;ksafd nsg mldh Fkh blfy, ogmldk bLrseky djus ds fy, Lora= FkhA og fQYeksaes jktuhfr es mn~;ksx es viuh ethZ ls ‘kkfey gksxbZ vkSj mu fu;eksa ds fglkc ls viuh ‘krksZa ij [ksyjgh Fkh bl ifjfLFkfr us ukjh eqfDr ,oa ukjh l’kfDrdj.k,d egrh Hkwfedk dk fuekZ.k fd;k gSA

ukjh foe’kZ ds izkjfEHkd pj.k ls gh bl {ks=es vesfjdh lkfgR; ,oa lekt dk cgqr gh egRoiw.kZ;ksXknku jgk gSA fdUrq ledkyhu le; esa bllekt dk lR; bruk Hka;dj gks x;k gS fd 13 ls14 o”kZ fd fd’kksfj;k¡ ;kSu lEcU/k LFkkfir djus dsfy, Laor= gSa ,oa bl pyu dks ukjh eqfDr dk }kjekurs gSA blh ds izHkko Lo:Ik gekjs lekt esa tksorZeku ukjh foe’kZ ds rFkkdfFkr fo}ku gS vkSjiq:”k lRrked lekt ,ao lkearoknh O;oLFkk esukjh ds ‘kks”k.k vkSj nklrk ds bfrgkl dk o.kZu

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ISSN: 2394 5303 0127



Issue-22, Vol-03

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djrs gq, ukjh Lora=rk fd ekax dks mBkrs gSA mudsfy, ukjh Lo;a es gh ,d Hkksx dh oLrq gSaA blh Øeesa jktsUæ ;kno ds ^gkfly* ‘kh”kZd ls fy[kh xbZvkRedFkk dgkuh tks gal ds vxLr flrEcj 1997ds vad es izdkf’kr gqbZ dk uked tks ¼ys[kd dhvk;q dk gh gS½ ukjh dks Hkksx dh oLrq ekudj lektds uSfrd e;kZnkvksa rFkk ;kSu ‘kqfprk dks pqukSrh nsrsgq, dgrk gS&ukjh D;k gS\ flQZ ,d cgrk gqvklksrk mls rks cguk gh gS vxj vki dqN feuV mldsfdukjs viuh Fkdku feVk ysrs gS nks ?kwV ikuh ihdjvxyh yEch ;k=kvksa ij fudy iMus ds fy, rjksrktk gks tkrs gS rks bles cqjkbZ D;k gS\ ugh u blesadqN xyr gS u vuSfrd------ HkkM+ esa xbZ uSfrde;kZnk,sa vkSj “khy lk pfj=AÞ

bl izdkj gekjk orZeku ukjh foe’kZ bUghacU/kuks ds f[kykQ foæksg gSA ;g foæksg ,sls ys[kdksads vkRe Lohdfr gS tks vesfjdu ukjh ds nsg eqfDrrFkk ;kSu LoPNark dks vius lkfgR; vkSj lekt esaLFkkfir djus ds fy, foæksg ds Lrj rd mrjus dksrRij gSa ogha nwljh rjQ O;fDrxr thou esiq:”klRRkked ifjokj esa ;s rFkkdfFkr fopkjd viuhiRuh dks gtkjksa mRihMu ,ao xkfy;ksa ds lkFk fonkdjus dks lnSo rRij jgrs gSA

izsepna dh jpukvksa es vkSj fo’ks”kdj xksnkues ukjh foe’kZ efgyk l’kfDrdj.k rFkk ukjh dh;kSu ‘kqfprk dh foospuk ds fy, ,ao orZeku lanHkZesa iqu% ifjHkkf”kr djus ds fy, mijksDr ledkyhuifjfLFkfr;ksa dks i”BHkwfe ds :i esa Lohdkj djukvko’;d izrhr gksrk gSA okLro esa ukjh foe’kZ dsvUrxZr ukjh ds vf/kdkjksa mlds eqfDr ,oa mldsLora=rk ds iz’u esaa ledkyhu lkfgR; esa mlds ;kSu‘kqfprk dk loky ,d cgqr gh egRoiw.kZ vk;ke gSAbl fLFkfr esa xksnku esa izsepan ds fopkjksa dks orZekulkfgfR;d izokg ds lkFk lek;ksftr djus ds fy,vko’;d gS fd Hkwe.Myhdj.k ds nkSj esa vk/kqfudukjh foe’kZ ds fopkj dks ,oa lkekftd ifjfLFkfr;ksaij nf”Vikr dj fy;k tk;s tgka ukjh ,d oLrq cuxbZ gS vkSj mldk ‘kjhj dsUæ esa vk x;k gSA bUgha

ifjfLFkfr;ksa ds izsj.kk Lo:Ik ukjh Lo;a iq:”k dh HkksX;curh tk jgh gSA blh ds ik’oZ izHkko ds :Ik esa gekjslekt esa fookg] ifjokj vkfn ijEijkxr laLFkkvksa dksHkh rksMus dk dqpØ py jgk gSA ftlls ?kj dkifjokj dk ifjofrZr gksrk Lo:i] uj ukjh esa ijLijiwjdrk dh Hkkouk] leiZ.k ,oa u”V gksus ds lkFk&lkFklekt rykd] ;kSu vijk/kksa esa of}] leySafxdrkvkfn vekuoh; cqjkbZ;ksa ds tky esa my>rk tk jgkgSA

,d lkekU; nf”Vdks.k ls ns[kus ij izrhrgksrk gS fd izsepan vius O;fDrxr thou dslkFk&lkFk vius vkSikU;kfld ik=ksa ds lUnHkZ esa Hkhukjh ds “khygj.k mldh xfjek dk dyafdr djusds fdlh Hkh iz;kl dks {kek ugha fd;k gSA

foLrr fgUnh Hkk”kk esa izsepan ,d izeq[klkfgR;dkj ds :Ik esa mHkjs ftUgksaus ukjh tkxj.k dk‘ka[kukn fd;k] mlds vcyk rFkk nklh ds ijaijkxrdyad dks feVk;k f’kf{kr cuk dj jktuhfr esalgHkkxh cuk;k] fo/kok fookg] csesy fookg] ngstizFkk] rykd] vkfn dqizFkkvksa ds izfr lpsr fd;kvkSj viuh Lok/khurk rFkk vfLrRo ,oa vf/kdkjksads fy, la?k”kZ djus dh ‘kfDr iznku fd;kA

ikjaifjd :Ik ls izsepan us vius lkfgR; esaukjh ik=ksa ds :Ik esa vkn’kZ ekrk] iRuh] izsfedk]cgu ds pfj= lftr fd, rFkk ,sls ukjh ik=ksa dhltuk dh tks vU;k;] ‘kks”k.k rFkk neu ls eqfDrds fy, yM lds fdUrq og vius fdlh ukjh ik=dks bruk vk/kqfud ugh cuk ikbZ fd og fookg iwoZvFkok fdlh ij iq:”k ds lkFk ;kSu laca/k cukdjviuh ;kSu LoPNanrk ls gypy mRiUu dj ldsA

dfri; LFkkuksa ij ;fn ,sls laca/kksa dh laHkkoukdks mUgksaus Lohdkj fd;k rks ogk¡ Hkh ukjh lEeku lsdksbZ le>kSrk ugha fd;k bl rF; dks orZeku ukjhoknh ys[kd ijaijkxr lrhRo ds ew[kZrk dk ikyu]ukjh dks y{e.k js[kk esa rFkk e;kZnkvksa ds :f<oknhlhek esa cU/kus dk nzqjkxzg ,oa vk/kqfudrk fojks/kh gksusdk izek.k ekuk gSA fdUrq izsepan dk ikjaifjd ukjhfoe’kZ dgha Hkh ukjh ds lEeku] ;kSu ‘kqfprk ,oa vkn’ksZa ls

ISSN: 2394 5303 0128



Issue-22, Vol-03

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le>kSrk ugha djrk lkFk gh lkFk dbZ vk;keksa ls orZekuukjh foe’kZ ds ekin.Mksa ls uhps Bgjrk gSA

xksnku esa ukjh ds lrhRo ;kSu ifo=rk rFkkmls Hkax gksus ds dqN izse izlax tks lkekftd iz’uksa dksmRiUu djrs gSaA fdUrq blesa Hkh izsepan dk ,dvkn”kZewyd nqjkxzg izdkjkUrj ls ifjyf{kr gksrk jgrkgSA miU;kl ds izeq[k ik= /kfu;k ,d lrh lk/kohiRuh gS ftlus gksjh ds flok fdlh iq:”k dks ns[kk Hkhugha Fkk dqN fo}kuksa dk ekuuk gS fd xksnku dh /kfu;k ds:Ik esa okLro esa izsepan us vius vki dks ,defgyk dh nf”V ls izLrqr djus dk iz;kl fd;k gSfdUrq gksjh esa dqN NsMNkM dh izofÙk Hkh tks nqygfjulgqvkbu ds nqdku ij rackdw vkfn ysrs gq, dqNpqgy djrk gS ftl ls /kfu;k vksj gksjh ds chpfookn mRiu gks tkrk gSA vkSj ckrphr rd cUn gkstkrh gSA ,d ckj rks og ugj Hkh Hkkx xbZ FkhA /kfu;kizsepan dh nf”V ls ukjh l’kfDrdj.k dk cgqr cM+kizrhd gS tks lekt fd izpfyr dqizFkkvksa lkearoknhO;oLFkk cMs oxZ ds ‘kks”k.k] iapk;r dk fojks/k]lkekftd otZukvksa dks /;ku esa j[krs gq, O;fDr dkLora=rk ,oa xfjek dks ;Fkksfpr LFkku iznku djkus dsfy, iwjs miU;kl esa la?k’kZ djrh gq, utj vkrh gSiapk;r }kjk MkaM yxk;s tkus ds fojks/k esa og lkekftddqjhfr;ksa dks rksMrs gq, O;fDr Lora= rFkk ukjh lEeku dsizfr foæksg dk fcxqy Qw¡d nsrh gSA

miU;kl esa xkscj rFkk fo/kok >qfu;k ds izseizlax >qfu;k ds iq#’kkas ds dkeqdrk dk vuqHko iafMrdks] cykRdkj ds iz;kl ij ihVuk xkscj ls xHkZorhgksuk vkfn dFkk izlax rRdkyhu lekt dh nf”V lsukjh l’kfDrdj.k ,oa ;kSu laca/k dks dbZ :iksa esamn~?kkfVr djrs gSA >qfu;k ,d ifr vFkok ,d iq#”kds lkFk gh ;kSu laca/k j[kuk pkgrh gS vkSj bl laca/k esalkQxksbZ ls dke ysrh gS og xkscj ls igys gheqykdkr esa dg nsrh gSA esjk gks dj jguk iMsxk fQjfdlh ds lkeus gkFk QSyk,a ns[kw¡xh rks ?kj ls fudkynqaxh eSa rks ftl fd gks tkÅ¡xh mldh tUe Hkj dsfy, gks tkÅ¡xh lq[k esa nq[k eas lEiÙk esa foiÙk esamuds lkFk jgw¡xha gjtkbZ ugha tks lcls galrh cksyrh

fQ:¡ u :i;s fd Hkw[kh g¡w u xgus] diMs dh cl ,dHkys vkneh dk lkFk pkgrh gw¡+ blh volj ij >qfu;k,d iafMr }kjk cykRdkj dh ps”Bk dh ?kVuk dks xkscjdks lqukrh gSA >qfu;k iafMr dsa eq[k ij nw/k dh gkafM;k¡ekjrh gS rFkk mldh ihB ij nks ykr ekjrs gq, iwjhetcwrh ls dgrh gS&ßeS vghj dh yMdh gw¡ ew¡N dk,d&,d cky uqpoka ywaxh ;gh fy[kk gS rqEgkjh iksFkhi= esa] nqljs dh csVh cgqvksa dks vius ?kj esa can djds csbTTkt djks blfy, fryd eqæk dk tky fcNk;scSBs gksAÞ

>qfu;k ml ifjos’k esa xkao dh vkSjr gksusds ckn Hkh iq:”kksa dh dkeyksyqirk ij dqN vkSjegRoiw.kZ ckr djrh gSA vkSj vk’p;Z djrh gSfd& ßfdlh dk jkst jkst eus dSls cny tkrk gSAD;k vkneh xk;] cdjh ls x;k chrk gS tc enZb/kj&m/kj rkd >kd djsxk rks vkSjr Hkh vk¡[kyMk,sxh enZ dk gjtkbZiu vkSjr dks Hkh mruk ghcqjk yxrk gS ftruk vkSjr dks enZ dkÞA

;gk¡ ij iszepan ds vius ifjos’k es iyh>qfu;k] /kfu;k fd rqyuk ,d ih<h vkxs c<djviuh ckr j[krh gS rFkk lfn;ksa ls fL=;ksa ijvkjksfir ;kSu ‘kqfprk ,oa iq:”k ds LokfeRo rFkk,dkf/kdkj ds Hkko dks Li”V pqukSrh nsrs gq, izrhrgksrk gSA blh >qfu;k dk xkscj xHkZorh voLFkk esaNksM+ dj Hkkx tkrk gS rks ml dqyVk] dykafduhrFkk ikfi’Bk dks gksjh vkSj /kfu;k vius ?kj esavkJ; nsrs gSA vkSj Lohdkj djrs gS & ßmuds csVsus mudh ckg idMh gS rks mldk fuokZg Hkh djukgSA ;gk¡ ij iyk;uoknh rFkk detksj O;fDrRo dkxkscj n< ladYi ,oa ifjiDork ls iw.kZ /kfu;k dsle{k ux.; gks tkrk gSAÞ

miU;kl ds ,d vU; ;qxy ik= ekrknhu&flfy;k izlax dqN ,slk gh gSA ekrknhu ru euysdj Hkh flfy;k dh mis{kk djrk Fkk vkSj mls dkedjusa dh e”khu le>rk Fkk fdUrq flfy;k dsekrk&firk vius HkkbZ cU/kqvksa ds lkFk vkrs gSa vkSjekrknhu ds eqg¡ esa gM~Mh Mky nsrs gSa flfy;k dkfirk gj[kw rdZ j[krk gS fd&ßgekjs bTtr ysrs gks

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rks viuk /keZ gesa nksAÞ tc fd mldh ek¡ dgrh gSfd&ßge--------- gSa blfy, gekjh dksbZ bTtr gh ughaekrknhu us flfy;k dh bTtr fcxkM+h gS] rqe cM+s useh/kehZ gks mlds lkFk lksvksxs ij mlds gkFk dk ikuh ughaihvksxs ;gh pqM+Sy gS tks lc lgrh gSA eSa rks ,slsvkneh dks ekj gh nsrhAÞ

bl izdkj nfyr tkfr dh ;kSu uSfrdrk HkhfL= iq#”k esa ,d fu”Brk pkgrh gS] vkSj mijksDrizlax esa ;g ,d fu”Brk mPp oxhZ; tkfr;k¡ ls Hkhvf/kd ifj”dr :Ik ls ifjyf{kr gksrh gSA

fdUrq ;gh flfy;k tc jkr esa lksuk lsfeyus tkrh gks eFkqjk vU/ksjk vkSj ,dkar ikdj mlsvkfyaxu esa ysa ysrk gSA vkSj og Hkh dqN vuqdwy gkstkrh gSA mlh le; lksuk ds iqdkj ls flfy;k dklrhRo cp tkrk gS fdUrq lksuk Øks/k esa ifr ds bldqdR; ij flfy;k ls dgrh gS&ßrqeus ml ikih dksykr D;ksa ugha ekjh\ D;ksa rqeus mldh ukd nkar lsugha dkV yh\ mldk [kwu D;ksa ugha ih fy;k\fpYykbZ D;ksa ugha\Þ lksuk ds nf”V esa lcls cM+k ikifdlh iq#”k dks ijL=h vFkok L=h dk ijiq#”k dh vksjrkduk vkSj bl vijk/k ds fy, mlds ;gk¡ dksbZ {keku FkhA flfy;k rFkk lksuk ds chp bl laokn ds ek/;els izsepUn {kfriwfrZ ds fl)kar dk ikyu djrs gq,izrhr gksrs gSa] ftlesa flfy;k ds O;fDrRo esa pkfjf=ddeh dks ¼ekuoh; LoHkko ds vuqlkj vo’;laHkkoh½lksuk ds rh[ks vk?kkr ls larqfyr djrs gSa ftldhizsj.kk Nqis gksus ds ckn Hkh ekuoh; bZ”;kZ Hkko dksO;Dr djrh gSA

xksnku ds ,d egRoiw.kZ vk/kqfud izf’kf{kr;qxy ekyrh ,oa esgrk ds lEcU/kksa dk vUos”k.kfd, fcuk ;g “kks/k i= v/kwjk jgsxk ,oa f’kf{kr lektds izfr izsepan ds nf”Vdks.k dh Hkh foospuk ugha gksik,xh] esgrk&ekyrh izlax esa izsepan ekyrh dksckgjh vkoj.k ls ,d frryh ds :i esa LFkkfirdjrs gSa] fdUrq vUrZnf”V ls ewY;kadu djus ijmls e/kqeD[kh dh miek iznku djrs gSaA dFkk&izlaxds fodkl ds lkFk&lkFk ekyrh dk frryhiu Øe’k%de gksrk tkrk gSA vkSj og e/kqeD[kh ds leku lsok

dk;Z esa yx tkrh gSAviuh var% daqBkvksa ds o’khHkwr izsepan ,d

l{ke f’kf{kr ,oa lkeFkZ ukjh ds izfr vius fo}s”k dksfNikus ds fy, dksjs vkn’kksZa dk lgkjk ysrs gSaA izsepandh ekyrh izse dks ‘kjhj fd ugh vkRek fd oLrqekurh gSA rFkk mlds izse esa lsok R;kx ,ao ekuorkoknh nf”V izeq[k gks tkrh gSA ml lkekftd ifjfLFkfr essa Hkh ekyrh tSlhf’kf{kr ,oa lk{kj ukjh izse fd ijkd”Bk esa igqapdj;g fu.kZ; fudkyrh gS fd mldk ,oa esgrk dsO;fDrRo dk fodkl ijLij ,d nqljs ds fookg dscU/ku esa cak/k dj ugh gks ldrk cfYd fe=or O;ogkjds lkFk ,d ifo= cU/ku esa nksauks dk ca/kuk mudhfodkl fd laHkkoukvksa dks vkSj c<k ldrk gSA ;gk¡ ij ckrks dks fdlh Hkh nf”Vdks.k ls j[kktk;s vkn’kksZa dh fdruh Hkh ek;koh lhek;sa] izse dsrRo esa ehekalk ,oa n’kZu fd fdruh Hkh xgjhvuqHkwfr;ksa ds lkFk ekyrh ds dFkk izlax dk euksokafNr,oa vkn’kZewyd Å¡pkbZ iznku djus dk tks iz;klizsepan us fd;k gks bu lc ds ckn Hkh ;g rF; Nqiugh ldrk izsepan ekyrh tSlh ukjh ls cykrmldk ukjhRo gh Nhu fy;k gS vkSj ukjhRo dk ;gvigj.k ml fLFkfr ls Hkh Hk;okg gS ftlesa ,dlokZxk lqUnjh ,oa ;kSou ls Hkjiwj fdlh ukjh dks lrhizFkk ds vUrxZr cykr mlds ifr ds lkFk mldh fprkesa tyus ds fy, ck/; dj fn;k tkrk FkkA

izsepan us ;FkklaHko ukjh ;kSu ‘kqfprk dkscgqr gh Å¡pkbZ ls LFkkfir djus dk iz;kl fd;k gSfdUrq dqN LFkkuks ij detksj fL=;ksa fd bl detksjhdks viuh ys[kuh ls <drs gq, mUgs U;k;laxr fl}djus dk nqjkxzg Hkh fd;k gS fdUrq ,slk iz;kldsoy vkSj dsoy fiNMh gqbZ ,oa vf’kf{kr ukjh;ksads lUnHkZ esa gh fd;k x;k gS tSlk fd blh miU;klds ,d vU; ik= v/ksM Hkksyk ,oa ;qok ukSgjh dsizlax esa vkrk gSA fookg ds ckn bl nEifr dks xgR;kx djuk iMrk gSA vkSj uks[ksjke mUgs vkJ; nsrkgSA ftl ds izfrQy ds :Ik esa og ukSgjh dks Q¡lkysrk gSA vkSj nksuks fd ¼Hkksyk½ lkjs xk¡o esa cnukeh

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gksrh gSA vkSj Hkksyk okil gksjh vksj /kfu;k ds ikligqWp tkrk gS /kfu;k ds ek/;e ls izsepan uksgjh fdcnpyuh ij Hkksyk vkSj uksgjh fd HkRlZuk djrs gq,Hkksyk ls dgrk gS ogh ßvkSjr lsok dj ldrh gSAftlus tokuh esa rqEgkjs lkFk lq[k mBk;k gSA vc rksrqEgkjk ;gh /keZ dgrk gS fd xaMkls ls ml dk fljdkV nks Qkalh rks ikvksaxs Qkalh bl fNNkysnkj lsvPNh gSA ;g ,d xzkeh.k fL= dk ;kSu n’kZu gSAtks fL= dks gj ifjfLFkr esa ifrozrk vkSj ifo=rk dsifjf/k esa cka/ks j[krh gSA mlds ukjh n”kZu esa ukjh ifr ds izfr;kSu fu’Bk dks Hkax djs rks vijk/khuh vkSj n.Muh; gSA

blh xksnku ds ,d vU; egRoiw.kZ ik= jk;lgkc ds iq=h ehuk{kh ds rykd ds izlax esa izsepanus rRdkyhu le; ukjh eqDr vkUnksyu dh ppkZ fdgS vkSj fy[kk gS dh ehuk{kh lekpkj i=ksa esa fL=;ksa dsvf/kdkjks dh ppkZ djrh Fkh vkSj tukuk Dyc tkusyxh FkhA tgk¡ f”kf{kr Å¡ps dqy fd efgyk,¡ vkrhFkh vkSj os oksV vf/kdkjh Lok/khurk rFkk ukjh tkxfrds [kwc ppkZ djrh Fkh tSls iq:’kksa ds fo:} dksbZ‘kM;a= jpk tk jgk gks buesa vf/kdka’k ogh nsfo;kW Fkhftudh vius iq:”kkasa ls u iVrh Fkh vkSj tks ubZ f’k{kkds dkj.k iqjkuh e;kZnkvksa dks rksMs Mkyuk pkgrh FkhbUgha esa dbZ ;qofr;k¡ Hkh Fkh tks fMxzh;k¡ ys pqdh FkhvkSj fookfgr thou dks vkRe lEEkku ds fy, ?kkrdle>dj ukSdfj;ks ds ryk”k esa Fkh bUgha fL=;k¡ esa ls,d fel lqYrku Fkh ftuds dgus ij ehuk{kh us ifrij xqtkjs dk nkok fd;k Fkk ijUrq mlds ifr fnXfot;flag us ml ij cnpyu dk vkjksi yxk;k rksehuk{kh eqdneka ftrus ij bl vieku dk cnykysus ds fy, g.Vj ysdj mlds caxys ij ig¡qprh gSavkSj j.kp.Mh dh Hkakfr ifr rFkk ogk¡ ukprh oaS’;vkSj iwjh p.Mky pkSdMh dh g.Vj ls fiVkbZ djrh gSbl ?kVuk dk ;gh vFkZ gS fd izsepan ehuk{kh tSls L=hij pfj= iru ds >wBs vkjksi ds ifj.kkeLo:i g.Vjls ifr ds fiVkbZ dks U;k;laxr ekurs gSaA mijksDr leLr mnkgj.k ;g n’kkZrs gSa fdizsepan ds lkfgR; esa ukjh ds pkfjf+=d ifo=rk lclsvf/kd fiz; vkSj lcls vf/kd j{k.kh; fo”k; gSA

fdUrq izsepUn ds vius ‘krksZ ij buds ukjh n’kZu esaukjh ds ;kSu ‘kqfprk ds j{kd dBksj vkxzg gS& ß,diq:”k }kjk ukjh dj /kucy rFkk Nycy ls mldk‘khy gj.k vkSj nqljk ukjh dk Lo;a vius lrhRo dkscktkj esa cspuk okLro esa izsepUn dk ;qx ukjh mRFkkudk ;qx FkkA rFkk ,d ubZ ukjh dk tUe gks jgk FkkA;g ubZ ukjh ijaijkxr Hkkjrh; ukjh ds cqfu;kn ,oavkn’kksZa ij gh fodflr gks jgh Fkh blh dkj.k ?kjifjokj ifrozrk tSls iajEijkxr ewY;ks ds izfr lefiZrFks lkFk gh vius vf/kdkjkas Lora=rk ,oa vfLrRo dkvkxzg dj jgh FkhA izsepUn dk ukjh foe’kZ ftls ge bl :Ik esns[krs gSa okLro es dgha peRdkj vFkok izsepUn dsvius iw.kZr% ekSfyd fopkjks dh ‘kr izfr’kr mitu gksdj rRdkyhu ifjfLFkfr;kssa es izpfyr lkekftdmRFkku ds vkUnksyuks ,oa foe’kkasZ ls cgqr gn rdizHkkfor gS izsepan ftu lsok lnuksa fo/kok vkJeksavkfn dh dYiuk ds vk/kkj ij vius lkfgR; dkltu fd;k gS mu okLrfod lsok vkJeksa dhLFkkiuk jktkjkeeksgu jk; us okLrfod :Ik esa djfn;k Fkk blds lkFk gh lkFk izsepan ds ukjh fparuij vk;Z lekt egkRek xka/kh rFkk dkykUrj esizxfrokn dk izHkko Hkh iMk gSA Hkkjr es jk”Vªh;Lora=rk vkUnksyu dk bfrgkl okLro es ukjheqfDr ,ao ukjh mRFkku dk vkUnksyu Hkh gS blhi”BHkwfe es izsepan ds lkfgR; ds fy, vk/kkj dkdk;Z fd;k gSA izsepna ds ukjh fprau es dnkfpr fn[kkbZ nsusokys fojks/kkHkklksa dh leh{kk djus ij ;g izrhrgksrk gS fd mUgksus vius fy, cgqr NwV ys j[kh gSD;ksafd ,d rjQ xksnku es izksQslj esgrk dk ;gdFku&ßtc iq:”kksa es ukjh ds xq.k vk tkrs gS rksog egkRek cu tkrk gSA vkSj ;fn ukjh es iq:”k dsxq.k vk tkrs gSa rks og dqyV cu tkrh gSA blh Øeeas xksnku eas vk;k gqvk izsepan dk ;g fopkj&ßukjh ân; /kjrh ds Hkk¡fr gS ftlesa feBkl Hkhfey ldrh gS vkSj dM+okgV HkhÞ

vFkok&ßizse lh/kh lknh xkS ugha tks vius

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f’kdkj ij fdlh dh Hkh nf”V iMus ns J)k rks viusdks feVk Mkyrh gSA vkSj vius feV tkus dks gh viukHkxoku cuk ysrh gSA izse vf/kdkj pkgrk gSA rks nwljhrjQ ekyrh ds ukjhRo dk vigj.k Hkh izsepan usvius xksnku es gh dj fy;kA

ukjh foe’kZ ds lUnHkZ es izsepan dh gh ijaijkes iqf”ir iYyfor gq, vk/kqfud Hkkjrh; ukjh foe’kZds ys[kdksa dh ledkyhu jpukvksa ij ;fn lE;dnf”V Mkys rks lq/khj iPpkSjh tSls ys[kd us vk/kqfudokeiafFk;ksa ij vkjksi yxkrs gq, dgk gS fd L=hoknds uke ij orZeku ukjh foe’kZ ds ys[kd lsDl okthds ?kkyesy dks idM+dj ds L=hokn ds xgu lkekftdla?k”kZ ewyd] lRRkkewyd vk’k;ksa dks le>us] crkusds LFkku ij ,d ljy lh le{k QSykus dk iz;kldjrs gS fd L=h vktkn gksuk ekaxrh gSa] vktkn gksusls vk’k; lc dqN ls vktkn gksuk gS og vktkn gSrks vktkn jgsa ge Hkh rks vktkn gSa ;gh iq:”kksa }kjkfufeZr ukjh dh eqfDr gS blesa ukjh dk ‘kjhj izeq[k gSvkSj bls ge esa tks iq:”k gS ukjh ds QS’ku rFkk lkSUn;Zds eafM;ksa ds izfrekuksa ds fu/kkZjd vkSj mlds ‘kjhj dsxzkgd gSA ukjh ds ,sls eqfDr ls Hkkjr dh ijaijkxrifjokj laLFkk ,oa ukjh ds ;kSu ifo=rk dks u”V djusdk ,slk “kM;a= gS ftlesa vk/kqfudrkokfn;ksa ds lkFk&lkFktuoknh fopkjd Hkh ‘kkfey gS fdUrq ,sls pan yksxns”k dh + dh vk/kh vkcknh dks ,sls iru ds ekxZ ijugha ys tk ldsaxs vk/kqfud ys[kd ysf[kdkvksa esa Hkhe.kky ik.Ms;] fp=keqn~xy] eerk dkfy;k] lquhrktSu dqlqe dqekj] esg:fuLlk izost] lw;kZ ckyk vkfnukjhoknh ysf[kdk,sa ,sls foHkRl ukjhokn ds fojks/k esa[kM+s fn[kkbZ nsrs gSA

gesa egknsoh oekZ ds bl ys[k ij dksbZ vkifÙkugha gS& ßftl ij mUgksaus fo”okl fd;k ftl lR;dks muds thou us vkRek us Lohdkj fd;k mldsvuqlkj mUgksaus fujarj vkpj.k fd;k bl izdkj mudkthou mudk lkfgR; nksuksa [kjs Lo.kZ Hkh gS vkSj [kjsLo.kZ dks tk¡pus dh dlkSVh HkhAÞ ,d lhek rdizsepan ds Åij O;Dr egknsoh th ds ;g fopkj mulHkh O;fDr;ksa dks Lohdkj gksaxs tgk¡ iszepan mu

fL=;ksa ds i{k esa [kMs fn[krs gSa tks okLrfod :Ik lsvHkko xzLr] ‘kksf”kr ,oa vui< gSa mudh csgrjfLFkfr ds fy, iz;Ru’khy fn[krs gSa fdUrq tks ogigq¡p pqdh gS muds fy, izsepan ds ikl vfrfjDrvuqdaik ugha gSA vius vf/kdjksa dk nq:iz;ksx djusokys fL=;ksa ds izfr ;k os ftuds ikl fdlh Hkh rjgdh lÙkk gS pkgs og jpukRed D;ksa u gks muds izfrHkh izsepan ln; fn[kkbZ ugha nsrs gSa tgka rd dsoyfopkj izdV djus dk fo”k; gS dM+s ls dM+k vkSjdBksj ls dBksj fopkj izsepan us csyksl ,oa fuHkhZdrk lsizdV fd;k gSA fdUrq tgka rd og fopkj lh/ks mulsVdjkrk gS ogka izsepan us dbZ ckj vyx LVS.M ys fy;k gSA tgka rd ukjh foe’kZ ds lUnHkZ esa rFkkdfFkrvk/kqfud ukjhokfn;ksa dk fopkj gS buls iw.kZr% lgerugha gqvk tk ldrk gS D;ksafd ;s vk/kqfud pjeukjhoknL=h dks ek= Hkksx dk oLrq cukrs gq, gekjs iwjslkekftd vk/kkj dks gh rksMus dk iz;kl djrs gSa rksnwljh rjQ va/kHkfDr ds :Ik esa izsepan tSls ys[kdksads ukjh foe’kZ dks Hkh iw.kZr% Lohdkj ugha dj ldrsvr% orZeku le; esa ;g izrhr gksrk gS fd gesacnyrs gq, lkekftd] vkfFkZd] oSf’od ifjfLFkfr;ksa,oa ijaijkxr Hkkjrh; lekt ,oa lkaLdfrd ,oamlds lkaLdfrd ewY;ksa esa leUo; djrs gq, HkkSfrdokndh vU/kh nkSM+ ,oa viuh e;kZnk j{k.k ds fy,¼ekuo½ L=h vFkok iq:”k ds O;fDrxr Lora=rk ,oaekuoh; vko’;drkvksa dks /;ku esa j[krs gq, ukjhfoe’kZ ,oa ekuo ;kSu ‘kqfprk ij u;h nf”V ls fopkjdjus dk fopkj gSa tks laHkork mÙkj vk/kqfudrkokn dsfopkj/kkjk ls Hkh vkxs gksdj vkSj lekt dks lghfn’kk esa ys tk,xkAlanHkZ ladsr&1- JhokLro ehuk ^ukjh foe’kZ vkSj izsepUn*

gek lEiknd foHkkx ouLFkyh2- xksnku& izsepUn3- JhokLro ^ukjh pksruk ds LkkaLdfrd dFkkdkj^4- MkW0 vk|k ^xksnku vkSj lgla;kstd dk Hkw fuokZg

izsepUn le; jk”Vªh; fgUnh foHkkx fo|kihB5- eksgu] MkW0 lfork] O;k[;ku fgUnh fnol

14 flrEcj 2016

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Issue-22, Vol-03

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Issue-22, Vol-03

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thus okys jkeLo:i ^fdlku* jktLFkkuh vkSj fganh ds[;kruke lkfgR;dkj gSaA ftl çdkj çsepan us viuslkfgR; esa Hkkjrh; fdlkuksa ls lacaf/kr gj ,dNksVh&cM+h leL;k dks vk/kkj cukdj lkfgR; ltZufd;k] mlh çdkj vkyksP; jpukdkj jkeLo:i fdlku*us Hkh vius lkfgR; esa fdlku dh ihM+k] nnZ] xjhch]etcwjh vkfn dk ekfeZd ,oa ltho fp=.k fd;k gSA;g fp=.k lR; ds vkSj Hkh vf/kd utnhd igq¡ptkrk gS D;ksafd Lo;a jpukdkj [kqn ,d fdlku gSavkSj ,d fdlku gh fdlku dh ihM+k dks vf/kdxgjkbZ ls tku ldrk gSA muds lkfgR; esa ekStwnk nkSjesa ejrh&thrh ekuoh; laosnukvksa dk lQy js[kkadugqvk gSA fdlkuksa dh fLFkfr ij fopkj djrs gq,çsepan us fy[kk gS ßD;k ;g ‘keZ dh ckr ugha fdftl ns’k esa uCcs Qhlnh vkcknh fdlkuksa dh gks mlns’k esa dksbZ fdlku lHkk] dksbZ fdlkuksa dh HkykbZ dkvkanksyu] dksbZ [ksrh dk fo|ky;] dksbZ fdlkuksa dhHkykbZ dk O;fäxr ç;Ru u gksAÞ

jktLFkkuh ds ledkyhu lkfgR;dkjksa us fdlkuksads thou dks vk/kkj cukdj lkfgR; ltZu fd;k gSA;fn fdlkuksa dh çeq[k leL;kvksa ij xkSj djsa rks Kkrgksrk gS buesa dtZ dh leL;k] vdky dh leL;k]vfrof”V] vukof”V] vdky] lwn[kksj] egktu] iVokjhfdlh u fdlh :i esa fdlku dk loZuk’k djus dsfy, rS;kj gh cSBs gSaA jkeLo:i ^fdlku* ,dltZukRed lkfgR;dkj gSaA vius ltZu deZ ds nkSjkutks O;kogkfjd vuqHko gq,] mlh vk/kkj ij lkfgfR;d–f”V ikBdksa ds lEeq[k j[khA ,d jpukdkj dklkfgfR;d fparu pw¡fd mlds O;kogkfjd vkSj okLrfodvuqHkoksa dh ftUnk tehu ij [kM+k gksrk gS] vr% ,dvksj rks mlesa lPpkbZ dh ek=k vf/kd gksrh gS] nwljhvksj mlesa ,dkaxh gksus dk [krjk Hkh vf/kd gksrk gSAjkeLo:i ^fdlku* ds lkfgR; esa ekuoh; laosnukvksadk O;kid vkSj xgjk foLrkj gSA jkeLo:i ^fdlku*us vius thou vkSj ledkyhu ifjos’k dks gh dsaæ esaj[kdj lkfgR; ltZu fd;k gSA O;fä lekt dhbdkbZ gS ijarq fQj Hkh nksuksa esa }a} gSA lekt vkSjO;fä ds blh varnZ~oU} ls ^fdlku* ds lkfgR; dk

ltZu gqvk gSA vkt dk lekt vFkZ ij vk/kkfjr gSftlds dkj.k lekt esa oxZ Hksn dh leL;k mRiUugqbZ gSA ekuo ds lHkh fj’rs vFkkZ/kkfjr gks x, gSaAftlds ifj.kke Lo#i fj’rs rkj&rkj gksrs tk jgsa gSaA/ku ds çHkko ls euq”; dk foosd u”V gks x;k gSA;gh dkj.k gS fd vkt ifjfLFkfr;ksa ds Qsj esa iM+keuq”; ,dkdh gks x;k gSA euq”; dks jksVh diM+kvkSj edku ds vykok çse vkSj vkReh;rk dh Hkht:jr gksrh gS D;ksafd og ,d lkekftd çk.kh gSA

vkt ekuoh; ewY; VwV jgs gSa] euq”; HkkSfrdoLrqvksa ds ihNs iM+dj fj’rksa dks rkj&rkj dj jgkgSA tehu&tk;nkn dks ysdj HkkbZ&HkkbZ ds [kwu dkI;klk gks x;k gSA eksg] ek;k ds Qsj esa iM+k vkt dkekuo laosnuk ‘kwU; gks x;k gS ftlds dkj.k loZ=va/kdkj dk cksyckyk gks x;k gSA viuh dfork^vk cSB ckr djka--* ds tfj, fdlku dks ek/;ecukdj jpukdj jkeLo:i fdlku us lekt esa VwVrsgq, ekuoh; ewY;ksa dks ekfeZd vfHkO;fä nh gSAviuh dgkuh ^nyky* esa mUgksaus orZeku le;esa HkkSfrdrkoknh ewY;ksa esa Qals O;fä ds Hkhrjftank laosnuk vkSj var}a} dks Loj fn, rks ^xkdBS cka/kw--* dgkuh ds tfj, yqIr gksrh laosnukvksadk c[kku fd;k gSA

jkeLo:i fdlku us viuh dfork ^eSavUunkrk dksuha—* esa —”kd thou dh foMacukvksavkSj la?k”kZ dks mdsjk gSA ftls lqudj cjcl ghçsepan ;kn vk tkrs gSaA çsepan us xksnku esa dgk gSfd dtZ og esgeku gS tks ,d ckj vk tkrk gS rkstkus dk uke ugha ysrkA bl dtZ dh ekj fdlku dsiwjs thou dks u”V dj nsrh gSA fdlku vkSj dtZ dk?kfu”V laca/k gSA fdlku ds fgLls esa ges’kk dtZ ghvkrk gS mlds firk ls Hkh mls fojklr esa dtZ ghfeyrk gSA og dtZ pqdkus ds pDdj esa dHkhtehu csprk gS rks dHkh tehjA vkyksP; jpukdkjjkeLo:i ^fdlku* us Hkh vius dkO; laxzg fgoMSmith ihM+* esa fdlku dh bl leL;k dks cM+hflír ls mBk;k gSA mUgksaus fy[kk gS fd fdlku iwjsthou Hkj esgur djrk gS ijarq og C;kt Hkh ugha

ISSN: 2394 5303 0137



Issue-22, Vol-03

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pqdk ikrk gS] ewy rks cgqr nwj dh ckr gS vkSj bldtZ dks pqdkus esa gh mldk vkSj mldh vkus okyhihf<+;ksa dk thou chr tkrk gSA

gG/kjFkwa] gG dye lwa ekaMs tx jkS HkkxAi.k b.k gG js dkjuS vki c.;ks fujHkkxAA

C;kt&C;kt bZ ÅrjS] ubZ ÅrjS ewyAlfn;ka chrh lsB th! [kkrkS ns[kkS lwyAA[ksr vkSj fdlku dk lh/kk laca/k gSA fdlku

ds fy, [ksr dekÅ iwr gksrk gS ij bl iwr ijegktu] iVokjh] lwn[kksj tSls gtkj Hkwr p<+s jgrs gSaAdHkh lw[kk] dHkh ck<+] dHkh vka/kh dHkh ikuh vkSjdHkh taxyh tkuojksa dk çdksi rks mlds flj ij;enwr cudj eaMjkrk gh jgrk gSA fdlku Hkkjrh;vFkZO;oLFkk ds jh<+ gSaA vkneh vius ifjokj dsHkj.k&iks”k.k ds fy, gh th rksM+ esgur djrk gSA;fn mldk ifjokj gh Hkw[k ls ejrk jgs rks og dSlslgu dj ldrk gSA fdlku ds lkFk Hkh dqN ,slk ghgksrk gSA fdlku fnu&jkr ,d djds vUu mitkrkgS ftlls ns’k okfl;ksa dks nks oä dh jksVh feyrh gSAijarq ogh fdlku Loa; Hkw[ks ejrk jgrk gS mlds cPpsHkw[k ls fcyfcykrs jgrs gSa ijarq fdlh dk Hkh dystkugha ilhtrk gSA vius cPpksa dks Hkw[kk ns[kdj O;fFkrgks tkrk gS] /kjrh ds dysts dks phjus okyk [kqnvanj rd VwV tkrk gS vkSj vkRegR;k dj ysrk gSA;gh dkj.k gS fd vkt fdlkuksa esa vkRegR;k dkvkadM+k fnu çfrfnu c<+rk tk jgk gSA jkeLo:i^fdlku* us fdlku dh bl ihM+k dks le>k vkSjviuh jpuk fgoM+s mith ihM+* esa vfHkO;ä fd;k&

dqM+rkS yhje&yhj gS] dPN vtwcS dÍAvkXkkS&vkXkkS lkcrkS] ihPNkS l¶Qk pÍAArkj&rkj lyokj lwa] ckjS >kadS vkcA

dkjh ij dkjh p<+h] dqM+rS fn;kS tokcAAP;kj fnukajk fujvuk] cPpk ns[k mnklATkkeh tkaVh >wyX;kS] ?kky XGS esa jklAAcw>S ds gS ckG uSa] lq.k nkjksXk C;kuA

doS iM+kSl.k cw<Gh] Hkw[kS rT;k fijkuAAeuq”; ftl oLrq dk mRiknu djrk gS ogh

mldk miHkksxrk gksuk pkfg,A ijarq fdlku thou dh

fdruh foMacuk gS fd ftl oLrq dk mRiknu Loa;ds fy, djrk gS] mldk vkLoknu oks vkSj mldkifjokj ugha dj ikrk gSA fdlku ds ikl jgus dks ?kjugha gksrk ?kkl] iwl dh >ksiM+h esa viuk thou;kiu djrk jgrk gSA fdlku i’kq ikyu blfy,djrk gS fd mlds cPpksa dks nw/k fey lds ijarqlkjk nw/k rks nwf/k;k ¼Mªe okyk½ ys tkrk gS vkSjmlds cPps dsoy nw/k ds >kx ihdj jg tkrs gSa&

Xkkl&Qwl jkS >waiM+kS] HkhaVsjka jh ckM+AXkFk ck;kS VkfV;kS] cha jh djlh vkM+AA/kkj nwf/k;kS ys mM+ÓkS] fy[kh u EgkjS HkkXkAcktS [kkyh ckGVh] Vkcj pkVS >kXkAAfur mB uhjS HkSal uS] HkkjS Xkscj&ewrAcka Nksjka uS NkoM+h] ?kh [kkoS ij&iwrAALora= Hkkjr ls iwoZ vkSj Lora= Hkkjr ds

i’pkr~ ,d yEch vof/k O;rhr gksus ds ckn HkhHkkjrh; fdlkuksa dh n’kk esa flQZ 19&20 dk ghvarj fn[kkbZ nsrk gSA c<+rh vkcknh] vkS|ksfxdhdj.k,oa uxjhdj.k ds dkj.k —f”k ;ksX; {ks=Qy esafujUrj fxjkoV vkbZ gSA ns’k esa 70 çfr’kr vkcknhxkaoksa esa jgrh gS vkSj —f”k ij gh fuHkZj gSA ,sls esafdlkuksa dh ;kstuk,a Hkh cukrs gSa fdarq mudhewyHkwr leL;k dh R;ksa cuh jgrh gSA

nwth yqxkbZ dgkuh ds dgkuhdkj us fdlkuksadh leL;k dks mBkrs gq, muds ‘kh?kz gh fujkdj.kdh t:jr ij tksj fn;k gSA çLrqr dgkuh esa ;ghafLFkfr dqN gn rd xhrk ds firk th;kjke dh gSaAos Hkh ,d fdlku gSA tc Qly cksbZ tkrh gS rksmlds fy, cht] [kkn vkfn dh Hkh O;oLFkk djuhiM+rh gS mlds fy, Hkh _.k vnk djuk iM+rk gS]dHkh&dHkh rks /ku ds vHkko ds dkj.k lkgqdkjksa lsm/kkj ekaxus iM+rs gS] ijarq orZeku esa cSad ds }kjkfdlkuksa dks yksu fn;k tk jgk gSA fQj dHkh vukof”V]vfrof”V] rks dHkh vYiof”V rks dHkh fêìs nyksa ds}kjk Qly dks pkSiV dj fn;k tkrk gS fQj fdlkudtZnkj jgrk gS vkSj ,slh fLFkfr esa mls viuhthou yhyk lekIr djuh iM+rh gS ;k fQj viuhcsVh dks dqN pan iSlksa ds dkj.k cspuk iM+rk gSA

ISSN: 2394 5303 0138



Issue-22, Vol-03

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th;k jke dh fLFkfr Hkh dqN bl çdkj dh gqbZA mlusviuh csVh dk fookg mlls nqxuh mez ds va/ksM+;qod eulkjke ds lkFk r; dj fn;kA ßb.k fjLrS jha[kkl ckr vk gha ds yM+dS okyk vkijh ejth lwayM+dh jS cki uSa ikap gtkj jh jde nSo.k uS R;kj gSvj ckajh dksbZ ekax dksuhAÞ

vkfFkZd leL;k ds dkj.k xhrk dk fookgviuh mez ds nqxqus yM+ds ls dj fn;k tkrk gSAbldk ifj.kke ;g gksrk gS fd os ekufld ihMk lsxzflr jgrh gS rFkk vlgk; eglwl djrh gSA vuesyfookg ds dkj.k ifr&iRuh vDlj ,d&nwljs dksle>us esa ukdke jgrs gS D;ksafd mez dk Qklykvf/kd gksus ds dkj.k os ,d&nwljs dh bPNkvksa rFkkt:jrksa dks ugha le> ikrs gSA blhfy, bldk ,difj.kke jgrk gS ifjokj esa ruko rFkk laca/kksa esa njkjHkh ,d dkj.k curk gSA xhrk us Lo;a dks ifjfLFkfr;ksads vuqlkj <kydj le>kSrk dj n;k] çse] R;kx dkifjp; fn;kA mlus eulkjke rFkk mldh csfV;ksa dksLohdkj dj ukjh dh egkurk dk ifjp; fn;k gSAnwljh vksj th;kjke rFkk eulkjke nksuksa gh viusfd, x, vijk/k ls ‘kfeZUnk FksA eulkjke vius fd;sx, vijk/k dks Lohdkj djds i’pkrki djrk gSAys[kd ds ‘kCnksa esa ÅapkS dn&dkytS okyh m.knwth yqxkbZ jS okNy foxlko dkauh] ft.kjS vkxSm.kjkS vkikS vj lhl erS bZ m.kjh xksn esa fuoaX;kA?k.kh jkr <G;ka rkbZ okS m.kjh fujeG xksn esaek;kS fn; lqcdrkS jgkS vj ok m.kh okNy Hkkolwa m.kuS lSykoA

e/;e oxZ esa Hkh lcls T;knk ‘kks”k.k fdlkudk gksrk gSA dHkh egktu rks dHkh iVokjh mldk‘kks”k.k djrs gh jgrs gSaA bl çdkj ,d fdlku gjtxg ‘kksf”kr gksrk gSA mlds fy, mlds ‘kksf”kr gksusdh otg fdlku gksuk ugha gS vfirq xjhc gksuk HkhgSA egktuksa }kjk fdlkuksa dk ‘kks”k.k] ‘kks”k.k dklkeUrh :i gSA ftlds ikl Hkh dqN #i;s bdês]ogh egktu cu cSBrk gSA çsepan us bls gh egktuhlH;rk* dk uke fn;k gSA egktuh ‘kks”k.k dk vk/kkjtehankjh O;oLFkk esa gh fufgr gS D;ksafd tc Hkh

vdky] lq[kk] vfrof”V ;k vU;kU; dkj.kksa lsQly pkSiV gks tkrh gS rks fdlku ,sls uktqdle; esa viuh mnj iwfrZ gsrq bu egktuksa ls gh_.k ysrk gS rks lqjlk ds eqag dh rjg fujarjc<+rk gh tkrk gSA

fdjlkuka uS ywV.kka] vkNh dksuh pkyAtdh U;ko esa cSfB;kS] m.k esa tkGAAlsBka FkkjS isV esa] dkabZ [kqfn;kS dwi\

lnds FkkjkS gktekS] lnds Hkw[k dq:iAAiVokjh] dkuwuXkS] eqUlh&eYyk lk^cA

vS rkS /kksGS fnu j;k] fdjlkuka pS pkcAAdtZ ds dkj.k fdlku u vPNk [kk ldrk

gS vkSj u vPNk igu ldrk gSA jpukdkj dkekuuk gS fd fdlku ds thou ls ckY;dky lsysdj eR;q i;aZr dtZ gh mldk thou lkFkh cudjlkFk fuHkkrk gS vFkkZr~ tUe dtZ esa ysrk gS vkSjdtZ esa gh ;qok voLFkk dks çkIr djrk gS vkSj bldtZ esa gh iwjk thou dV tkrk gS vkSj ,d fnu bl dtZds lkFk gh ‘e’kku esa tyk fn;k tkrk gSA ;g dtZ mldsflj ds çR;sd cky ls ca/kk gqvk gksrk gSA

fdjlkS djtS tkfe;kS] djtS gq;kS tqoku AdjtS thouk dkfV;kS] djtkS cGS eqlku AAdjt c/kS flj ckG T;wa] /kho c/kS T;wa nwcAmejk dVS fdjlku jh] djh [kjkch [kwcAA

fdlku dks th rksM+ esgur djus ds cknHkh] jkrHkj tkxdj j[kokyh djus ds ckn Hkh mlsykxr Hkh eqf’dy ls feyrh gSA u og vPNkigurk gS] u og eu dk [kkrk gS] vius isV ds xk¡Bcka/kdj thus ds ckn Hkh dHkh dHkh yxku ds fy,Hkh mlds ikl dqN ugha cprk gSA ,slh n’kk esafdlku cuus ls D;k Qk;nk [ksrh ls D;k Qk;nk\dke djus ds ckotwn tc isV gh ugha Hkjrk rksfdlkuh ls D;k Qk;nkA fdlku viuh ihM+k fdlsdgs\ mlds lq[k&nq%[k ds lkFkh rks i’kq&i{kh gh gSavkSj mu lc dk Hkh thou fdlku ij gh voyafcrgSA mlds ikl fdlh çdkj dh py&vpy lEifrrks gS ugha fd ftlds ckjs esa mls fopkjuk iM+sA viusi’kqvksa ds lkFk og iyk;u djus ij etcwj gks

ISSN: 2394 5303 0139



Issue-22, Vol-03

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tkrk gSA fdlku dHkh dHkh vfrof”V ls rks dHkhvukof”V] dHkh lw[ks ls rks dHkh ck<+ ls ihfM+r gksrkgh jgrk gSA ;fn Qly vPNh gks tkrh gS rks Qlyds idus ds le; vukof”V lkjh esgur ij ikuh Qsjtkrh gSA ;g ikuh Qly ij gh ugha fQjrk vfirqfdlku dh mEehnksa ij] mldh vk’kkvksa ij] mldhbPNkvksa ij vkSj mlds lqugjs liuksa ij Hkh fQj tkrkgSA ,d fdlku ds ikl lhfer lalk/ku gksrs gSa vkSjvis{kk,a ntZu Hkj] ,d fdlku fdruk nnZ >syrk gSAifjokj dk Hkj.k iks”k.k djus ds fy, og [kwu cspusds fy, Hkh vkeknk gks tkrk gS ijarq ‘kjhj esa ‘kfäu gksus ds dkj.k lM+d ij fxjrs gh mlds çk.kfudy tkrs gSaA mldh ihM+k dks jpukdkj us bl :iesa vfHkO;ä fd;k gS&

dkG dSoS gS eksr uS] iljS gS tn dkGAuka thoS uk ej ldS] /kqM+dS gS dadkGAAVwe dcwyh lk;uS] ikdh ns[k QlYYkA

vksGk iM+X;k [ksr esa] fNu esa xGh xGhAAF;kol djY;kS VkcjkS] ds lwb;ks gS dkGAF;kol djY;kS VkcjkS] ds lwb;kS gS dkGA[kwu cspuS vkijkS] yk lwa jksVh&nkGAA

Mxex djrkS MSf.k;kS] pkY;kS csp.k [kwuAHkw[k lM+d ij <k fy;kS] feyh iwu esa iwuAA

bl çdkj fu”d”kZ :i esa dgk tk ldrk gSfd jktLFkkuh Hkk”kk esa jfpr lkfgR; esa ekuoh;laosnukvksa dh l’kä vfHkO;fä gqbZ gSA jpukdkjksa dkekuuk gS fd xjhc fdlku ds flj ij iVokjh]dkuwuxks] egktu tSls ;enwr eaMjkrs gh jgrs gSaAlkekU; tu dtZ ds cks> ls nck gh jgrk gSA vkfFkZdvHkkoksa ds dkj.k vuesy fookg dks c<+kok fey jgkgSA lkfgR;dkjksa us lekt esa tehnkjksa dh Hkwfedk dkloky ckj&ckj mBk;k gSA mldh esgur dks dHkhvfrof”V] dHkh vukof”V rks dHkh lw[kk mls xzklcukus ds fy, rS;kj gh jgrs gSaA fdlkuksa dh ekyhgkyr ds fy, mldk fuj{kj gksuk Hkh ftEesnkj gSD;ksafd egktu yksx bldk Qk;nk nqxuk C;ktysdj mBkrs gSaA lkFk gh ljdkj dks Hkh pkfg, fd ogfdlkuksa dks lLrh C;kt njksa ij _.k miyC/k djok,

vkSj [kkn] cht vkfn ij lfClMh c<k,A jktLFkkudk lkearh ifjos’k gkf’k, ds yksxksa dh n;uh;fLFkfr ds fy, ftEesnkj gSA vYi osru Hkksxh ifjokjksadh LFkfr Hkh cgqr gh n;uh; gS ftldk dkj.kc<+rh gqbZ egaxkbZ gSA O;fä de vk; ds dkj.kviuh Hkkoukvksa dk xyk nckus dks etcwj gSA blçdkj dgk tk ldrk gS fd jktLFkkuh Hkk”kk esa jfprlkfgR; esa vke tu dh ihM+k dh vfHkO;fä gqbZ gSAvr% bls lkekU; O;fä dh ihM+k dh vfHkO;fädk lkfgR; dgk tk ldrk gSAlanHkZ lwph%&1- Hkkj}kt] uanfd’kksj] lai- rhu chlh ikj] ekSle vj

iSyh rkjh[k] tsck j’khn] la-2007] i-1212- Hkkj}kt] uanfd’kksj] lai- rhu chlh ikj] ekSle vj

iSyh rkjh[k] tsck j’khn] la- 2007] i-1183- çsepan vkSj Hkkjrh; fdlku] çks-jkecDl] ok.kh

çdk’ku] u;h fnYyh] laLdj.k 2012] i-434- ^fdlku* jkeLo:i] fgoM+s mith ihM+] cksf/k

çdk’ku] t;iqj] laLdj.k 2013] i-205- ^fdlku* jkeLo:i] fgoM+s mith ihM+] cksf/k


çdk’ku] t;iqj] laLdj.k 2013] i-217- Hkkj}kt] uanfd’kksj] lai- rhu chlh ikj] nwth

yqxkbZ] uan Hkkj}kt] la- 2007] i-1358- ^fdlku* jkeLo:i] fgoM+s mith ihM+] cksf/k



çdk’ku] t;iqj] laLdj.k 2013] i-52

ISSN: 2394 5303 0140



Issue-22, Vol-03

s r


vaIroMd` jaOna ko ]pnyaasaaoM maoMicai~t samasyaaeÐ

p`a oºesaºeºsa Uya -n aarayaNavamaa -ihndIivaBaagaÊ AanQa ivaSvaivaValaya

ivaSaaKp+Nama\Ê AanQa pdoSa

==============***********===============samaakalaIna pIZI ko ihndI ]pnyaasakaraoM maoM EaI vaIrond

jaOna ka naama Aadr ko saaqa ilayaa jaa sakta hO. ‘sauroKa pva-’Ê‘pitdana’Ê ‘vyaqaa¹kqaa’Ê ‘$ka huAa fOsalaa’Ê ‘tlaaSa’Ê ‘AnaatIt’Ê‘DUba’Ê ‘par’Ê ‘sabasao baDa isapaihyaa’Ê ‘sauK fraoSa’Ê ‘Sabd¹baw’Ê‘pMcanaamaa’Ê ‘gaOla AaOr gana’Ê ‘do talaI’ Aaid ]pnyaasaaoM maoM [nhaoMnaosamakalaIna jaIvana ko yaqaaqa- pxaaoM kao svar donao kI caoYTa kI hO.ek janavaadI saaih%yakar ko $p maoM [nhaoMnao saamaanya laaogaaoM ko jaIvanakI ~asadI ko karNaaoM kao phcaananao ka KUba pyaasa ikyaa AaOr laaogaaoMko jaIvana pr ivaDMbanaapUNa- Aaiqa-k evaM saamaaijak pirvaoSa ko pBaavakao yaqaaqa-vat\ AMikt krnao ka pyaasa ikyaa. dhoja¹pqaaÊ baoraojagaarIÊABaavagasttaÊ jaait¹vyavasqaaÊ irSvatKaorI Aaid ko karNa tnaavapUNa-pairvaairk evaM saamaaijak jaIvana ko ica~Na maoM ]pnyaasakar vaIrond/jaOna nao Éica idKayaI hO.

‘vyaqaa¹kqaa’ ]pnyaasa maoM ‘laajavaMtI’ ko maaQyama sao baoraojagaarIAaOr pit Wara ]poixat naarI ko jaIvana maoM Akolaopna kI samasyaa kaica~Na ikyaa gayaa hO. naaOkrI kI tlaaSa krnaovaalaI naarI ko vaMicathaonao AaOr badnaamaI ko karNa ]sako jaIvana ko naYT hao jaanao kI GaTnaakao vastu ko $p maoM svaIkar kr ‘vyaqaa¹kqaa’ ]pnyaasa ilaKa gayaahO.jaba ‘laajavaMtI’ Apnao pit ko ima~ ‘Qama-vaIr’ sao yaacanaa krtI hO¹“Baa[- saahbaÊ yaid mauJao khIM maasTrI yaa @lak- kI naaOkrI idlaa daotao bahut maorhbaanaI haogaI”. tba ‘Qama-vaIr’ nao ]sao Qaaoka idyaa AaOr‘laajavaMtI’ kao baocanao koilae lao jaata hO.‘]sako ihssao ka ivaSvaasa’]pnyaasa maoM BaI ek baoraojagaar evaM iSaixat yauvak ‘kbaIr’ ko SaaoYaNaevaM Apmaana kI kqaa khI ga[- hO. ‘gaOla AaOr gana’Ê ‘sauroKa pva-’Ê‘Sabd¹baw’ AaOr ‘DUba’ ]pnyaasaaoM maoM baoraojagarI ko karNa tnaavapUNa-jaIvana ibatanaovaalao k[- pa~aoM kI samaqa- pirklpnaa Wara vat-maanasamaaja pr [sa samasyaa ko vyaapk pBaava kao dSaa-nao ka pyaasa ikyaa

gayaa hO.irSvatKaorI AaOr maUlya¹ivaGaTna ko karNa puilasa AaOrpSaasainak vyavasqaa Wara saamaanya laaogaaoM ko ihtaoM kI tIva ]poxaahaonao lagaI hO.[sa samasyaa kao vastu ko $p maoM svaIkar kr vaIroMdjaOna nao ‘gaOla AaOr gana’Ê ‘sabasao baDa isapaihyaa’Ê ‘par’ Aaid ]pnyaasaaoMkI rcanaa kI hO. Apnao svaaqa- kI pUit- ko ilae dUsaraoM ko ihtaoM kI]poxaa krnaovaalaaoM kI inaMda ‘gaOla AaOr gana’ maoM kI ga[- hO. ‘sabasaobaDa isapaihyaa’ maoM qaanao maoM irpaoT- ilaKvaanao ko ilae gae AamaAadmaI sao DIºAaoºpUCta hO “rkma ZIlaI krnaI pDogaI… hOkuC AÐZI maoM” vaIrond` jaOna nao [sa sa%ya kao ]jaagar krnao kap`yaasa ikyaa ik ]na idnaaoM sarkarI kayaa-layaaoM maoM CaoTa¹saakama krvaanao ko ilae BaI naIcao sao }pr tk ko AfsaraoM kaoirSvat donaa pDta hO. vaga- caotnaa kI dRiYT sao vaIrond jaOna ko ]pnyaasa ivaiSaYTbana pDo hOM.ivaiBanna vagaao-M ko laaogaaoM maoM jaao [-Yyaa-Ê WoYaÊ klah AaOrsnaoh ka ABaava tqaa Aiqa-k vaOYamyaaoM ka yaqaaqa- ica~Na kr vaga-¹svaBaava ko Anau$p [na ]pnyaasaaoM maoM pa~aoM kI yaqaaqa- pirklpnaakI ga[- hO. ‘pitdana’ ]pnyaasa maoM ‘narona’ Wara ]cca vagaI-ya laaogaaoMpr Aaiqa-k evaM saamaaijak pirvaoSa ko dbaava kao Jaolanao ko saMdBa- maoM[sa vaga- ko laaogaaoM kI samasyaaAaoM pr pkaSa Dalaa gayaa hO.[sa]pnyaasa kI ‘pBaa’ maQya vagaI-ya kamakajaI naarI ka pitinaiQa%vakrtI hO. ‘AnaatIt’ maoM maQya vagaI-ya ivaQavaa naarI ko jaIvana maoMsaMGaYa- kao icai~t ikyaa gayaa hO. ‘DUba’ AaOr ‘par’ ]pnyaasaaoM maoMAqaa-Baava ko naopqya maoM inamna vagaI-ya pirvaar kI dyanaIya isqait kaAMkna ikyaa gayaa hO.gaamaINa samaaja maoM saamaanya laaogaaoM kI Aaiqa-kisqait ka ivaSlaoYaNa krto hue vaIrond jaOna ‘par’ ]pnyaasa maoMilaKto hOM “Aba saba caIjaoM tao gaaÐva maoM nahIM hOM. tolaÊ Sa@kr jaOsaIgallana caIjaoM hOMÊ jaao hma laaoga saba laaogaaoM ko jaire pato rho.vao [nacaIjaaoM kao Sahr sao laato qao.Anaaja ko badlao hma doto qao.”3 ‘DUba’]pnyaasa maoM vaIrond jaOna ilaKto hOM “laDO[- maoM iksaI ko Gar gahnao¹gauiDyaaka @yaa kamaÆ yahaÐ tao QaaotI ko dao TukDo BaI nahIM hOM iksaI kopasa ik ek kao phnakr dUsaro kao sauKa BaI sakoM.” ‘AnaatIt’AaOr ‘DUba’ ]pnyaasaaoM maoM vaIrond jaOna nao jaait ¹ vyavasqaa ka KNDnaikyaa hO. ‘gaOla AaOr gana’Ê ‘par’ Aaid ]pnyaasaaoM maoM BaI AaidvaasaIsamaaja pr jaait vyavasqaa sao jauDI ivasaMgaityaaoM ko duYpBaava kaoicai~t ikyaa gayaa hO.

vaIrond jaOna ko ]pnyaasaaoM maoM vaOvaaihk jaIvana kao tnaavapUNa-banaanao maoM dhoja¹pqaa kI BaUimaka ka ica~Na ikyaa gayaa hO. ‘pitdana’]pnyaasa maoM icai~t ‘pBaa’ kao sasaurala maoM Apoixat maa~a maoM dhoja nadonao ko karNa k[- yaatnaaeÐ sahna krnao pDtI hO.poma AaOr ivavaah

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kI samasyaa AaOr poma¹ivavaah ko duYpirNaamaaoM ka ica~Na ‘vyaqaa¹kqaa’maoM ‘laajavaMtI’ AaOr ‘kNa-’ ko maaQyama sao icai~t ikyaa gayaa hO.‘AtIt’ ]pnyaasa maoM yauvaa pomaI¹poimakaAaoM ka ivaSvaivaValayaIna jaIvanamaoM hue pomaÊ [sasao jauDo BaivaYya ko sapnao evaM AMt maoM vaodnaa ka ica~Napayaa jaata hO. ‘]sako ihssao ka ivaSvaasa’ ]pnyaasa maoM maaobaa[-la AaOr[MTrnaoT Wara pircaya sqaaipt krnao ko baad haonaovaalao ivavaah kokarNa ]%pnna samasyaaAaoM ka ica~Na ikyaa gayaa hO. ‘sauroKa pva-’AaOr ‘vyaqaa¹kqaa’ ]pnyaasaaoM maoM pit Wara ]poxaa AaOr ivavaah¹ivacCodko karNa naarI ko jaIvana maoM saMGaYa- kao icai~t ikyaa gayaa hO. ‘AnaatIt’ maoM ivaQavaa ko jaIvana maoM ]%pnna samasyaaeÐ icai~t hu[-hOM. ‘vyaaqaa¹kqaa’ AaOr ‘par’ ]pnyaasaaoM maoM vaoSyaaAaoM kI dyanaIyaisqait ka AMkna huAa hO. ‘Éka huAa fOsalaaÊ’ ‘pMcanaamaa’ Aaid]pnyaasaaoM maoM Anaaqa laaogaaoM ko jaIvana maoM Akolaopna ka yaqaaqa- ica~NahuAa hO.vaIrond jaOna ko saBaI ]pnyaasa maanavaIya saMvaodnaa sao AaotpaothOM AaOr saamaanya yaqaaqa- kI AiBavyai@t krto hOM.vyai@t AaOr samaajako saMbaMQaaoM kao ivaSlaoiYat krnao kI dRiYT sao BaI yao ]pnyaasa ivaiSaYTbana pDo hOM. saMyau@t pairvaairk vyavasqaa ka [sa ]pnyaasakar nao ‘pMcanaamaa’‘pitdana’ AaOr ‘tlaaSa’ maoM jaaordar samaqa-na ikyaa hO.baMTvaaro kIsamasyaa ko naopqya maoM saMbaMQa¹ivaGaTna kI khanaI ‘pMcanaamaa’ maoM khI ga[-hO. ‘pitdana’ ]pnyaasa maoM Aaiqa-k ABaava ko karNa pirvaar kosadsyaaoM kI ja$rtaoM kI pUit- krnao maoM Asaflata kao icai~t ikyaagayaa hO.[sa ]pnyaasa kI naaiyaka ‘pBaa’ khtI hO¹ “Aba BaivaYya maoMBaI jaba tk ja$rI na haoÊ tba tk ]sako ilae saaDI vagaOrh naKrIdkr laae.” [saI ]pnyaasa maoM saasa AaOr bahu ko saMbaMQaaoM ka AaOrdovar¹jaozanaI ko baIca ko klah ka ica~Na payaa jaata hO.Aalaaocya]pnyaasaaoM maoM pit AaOr p%naI ko saMbaMQaaoM maoM tnaava AaOr ivaGaTna kaoicai~t ikyaa gayaa hO. ‘par’Ê ‘do talaI’ ‘vyaqaa¹kqaa’ Aaid ]pnyaasaaoMmaoM pit AaOr p%naI ko baIca vaOcaairk ekta AaOr parspirk sahyaaogako ABaava ko karNa ]%pnna samasyaaAaoM ka ica~Na payaa jaata hO.‘vyaqaa¹kqaa’ maoM ivavaahpUva- poma saMbaMQaaoM ko duYpirNaamaaoM ka AMkna huAahO. ‘]sako ihssao ka ivaSvaasa’ maoM Aaiqa-k AaOr SaOixak dRiYT saosaMpnna Anamaola ivavaah sao daMp%ya maoM ]%pnna samasyaaAaoM ka ica~Na ikyaagayaa hO.SaMka ko karNa daMp%ya jaIvana maoM ibaKrava kI samasyaa kaica~Na ‘sauroKa pva-’Ê ‘AnatIt’ Aaid ]pnyaasaaoM maoM ikyaa gayaa hO.‘do talaI’ maoM sao@sa ko ABaava maoM pit¹p%naI ko jaIvana maoM tnaava kaica~Na payaa jaata hO.

Aalaaocya ]pnyaasaaoM maoM yaugaIna rajanaIitk ivasaMgaityaaoM kayaqaaqa- ica~Na payaa jaata hO. ‘sabasao baDa isapaihyaa’ ‘par’Ê ‘DUba’Ê

‘vyaqaa¹kqaa’Ê ‘gaOla AaOr gana’ Aaid ]pnyaasaaoM maoM svaaqaI- naotaAaoM kIAdUrdiSa-ta ko duYpirNaamaaoM maoM yaqaaqa- ica~Na payaa jaata hO.pjaatM~ko KaoKlaopna kao k[- saMdBaao-M maoM [sa ]pnyaasakar nao spYT krnaoka pyaasa ikyaa hO.Aama janata kI maaoh¹inada kao BaMga krnao AaOryaugaIna rajanaIitk yaqaaqa- sao Avagat krnao kI AavaSyakta pr[nhaoMnao jaaor idyaa hO.vat-maana rajanaIit ko xao~ maoM maUlya¹ cyauit kaolaokr [nhaoMnao gahrI icaMta pkT kI hO.puilasa AaOr sarkarI kma-caairyaaoM ko BaYTacaar ko karNa samaya¹samaya pr ]%pnna samasyaaAaoMpr [nhaoMnao pkaSa Dalaa hO. [na ]pnyaasaaoM ko maaQyama sao pdUiYatvat-maana rajanaIitk pirvaoSa ka yaqaaqa- AMkna krnao maoM vaIrond jaOnakao saflata imalaI hO.yao ]pnyaasa vat-maana rajanaIitk samasyaaAaoMko baaro maoM pazkaoM kao saaocanao¹ivacaarnao ko ilae ivavaSa kr doto hOM.

Aqa-¹caotnaa sao pircaailat vat-maana yauga maoM maanavaIya saMbaMQaBaI Aqa- koindt haokr galat ZMga sao pirBaaiYat hao rho hOM. ‘AnaatIt’Ê‘sauroKa pva-’Ê ‘]sako ihssao ka ivaSvaasa’ Ê ‘DUba’Ê ‘gaOla AaOr gana’Ê‘Éka huAa fOsalaa’Ê ‘tlaaSa’Ê ‘vyaqaa¹kqaa’ Aaid ]pnyaasaaoM maoMvaIrond jaOna nao samakalaIna jaIvana ko Aaiqa-k pxaaoM kI AiBavyai@tmaaima-k ZMga sao kI hO.Aqa- ko pICo AMQaI daOZ ko karNa maUlya¹ivaGaiTthao rho hOM AaOr saMbaMQahInata evaM saMvaodnaaSaUnyata kao pEaya imalata jaarha hO. iSaxaa ko xao~ pr BaI Aqa-¹saMskRit ko vyaapk pBaava ka[sa ]pnyaasakar nao yaqaaqa- ica~Na pstut ikyaa hO.inamna evaM maQyavaga- kI is~yaaoM ko jaIvana maoM AqaaBaava ko karNa ]%pnna samasyaaAaoMka BaI yaqaaqa- AMkna [na ]pnyaasaaoM maoM payaa jaata hO.inarMtr baZtIjaa rhI mahMgaa[-Ê baoraojagaarIÊ dhoja AaOr Aaiqa-k ivapnnata kokarNa tnaavapUNa- jaIvana ibatanaovaalao Aama laaogaaoM kI vyaqaa¹kqaa kaoyaqaaqa-vat\ [sa ]pnyaasakar nao Apnao AiQakaMSa ]pnyaasaaoM maoM icai~tikyaa hO. yaugaIna samasyaaAaoM ka tTsqata evaM [-maanadarI ko saaqagahna¹ ivaSlaoYaNa krnaa AaOr samakalaIna pirvaoSa sao pitcaiyat pa~aoMko maaQyama sao [na samasyaaAaoM kao AMikt krnaa [sa ]pnyaasakarkI saflata ka rhsya hO.[saI xamata ko karNa samakalaIna ihndI]pnyaasakaraoM maoM EaI vaIrond jaOna kI ApnaI Alaga phcaana hO.saMdBa- saUcaI ganqa:1 vyaqaa¹kqaa ¹vaIrond/ jaOnaÊ pRYz saM#yaa¹2212 sabasao baDa isapaihyaa vaIrond/ jaOna¹pRYz saM#yaa¹483 DUba¹vaorond/ jaOna¹pRYz saM#yaa¹1244 DUba¹vaorond/ jaOna¹pRYz saM#yaa¹2245 p`itdana¹vaIrond/ jaOna¹pRYz saM#yaa¹144

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efgyk l’kfDrdj.kdh c<+rh vo/kkj.kk,¡

MkW0 lat; dqekjfoHkkxk/;{k] ch0,M0

cksdkjks LVhy flVh dkWyst] cksdkjks] >kj[k.MA

==============***********===============efgykvksa dks Lora= vkSj vkRefuHkZj cukus]

mUgsa U;k; fnykus lkFk gh mUgsa iq:”kksa ds led{k [kM+kdjuk izkphu le; ls gh ,d pqukSrh Hkjk dke jgkgSA [kkl ckr ;s gS fd efgykvksa dh gkyr esa lq/kkjvkanksyu ds fotu dk izeq[k dk;ZHkkj jgk gSA cq) usosnksa dh ifo=rk dks [kkfjt dj L=h vkSj iq:”kksa dhcjkcjh dh odkyr dhA ckn esa egkRek T;ksfrckjkoQqys us Ldqyksa dks [kksydj muesa efgykvksa vkSjvNwrksa dh f’k{kk ds vf/kdkjksa dh xkjaVh dhA isfj;kjbZ oh jkekLokeh us efgykvksa ds vkRe lEeku vkSjmuds vf/kdkjksa dk eqn~nk mBk;kA jktk jke eksgu jk;vkSj bZ’ojpan fo|klkxj us lrh izFkk ds f[kykQvfHk;ku NsM+dj bls vkxs c<+k;kA chloha lnh dsigys nks n’kdksa esa Mk0 vacsMdj ekuokf/kdkjksa dslcls cM+s pSafi;u ds rkSj ij mHkjsA mUgksaus efgykvksadks mudh lkyksa iqjkuh nklrk Hkjh fir‘lRrkedfgUnw :f<+;ksa ls futkr fnykus esa vge ;ksxnku jgkAefgykvksa vkSj izfrØakfr uke ds ,d vkSj ys[k esaMkW0 vEcsMdj us fy[kk Fkk fd dkSfVY; ds nkSj esaefgyvksa dks viuh ethZ ls ‘kknh djus dh Nwr FkhAlkFk gh ml le; ‘kknh ds fy, mez dh dksbZ lhekr; ugha FkhA euq ds fopkj ls f[kykQ dkSfVY; ,diRuh izFkk ds i{k/kj FksA

v Ec sMd j us bl ckr dks eglwl fd;k fdefgykvksa dh bl n’kk ds fy, fgUnw /keZ vkSj mldslkekftd ra= esa ‘kks”k.k dk O;ofLFkr <akpk ftEesnkj gSA

f’k{kk ftruk iq:”kksa ds fy, egRoiw.kZ gSmruk gh efgykvksa ds fy, Hkh vxj fy[kuk vkSji<+uk tkurs rks rjDdh cgqr tYn gksxhA

lafo/kku ds fuekZrk ds rkSj ij MkW0 vacsMdjds lafo/kku ds fofHkUu izko/kkuksa esa efgykvksa dksiq:”kksa ds cjkcj LFkku fn;k gSA fyax Hksn dks njfdukjdj okLro esa lafo/kku esa efgykvksa dks jktuhfrdlekurk ds lkFk lkekftd] ‘kSf{kd vkSj vkfFkZdlekurk dh xkjaVh dh xbZ gSA lkspus vkSj cksyus dhLor=ark] fo’okl vkSj vkLFkk ds lkFk iwtk ikB]volj esa lekurk ds lkjs vf/kdkj lqjf{kr gSaA

efgykvksa ds l’kfDrdj.k dh fn’kk esalafo/kku esa iq:”kksa ds leku cjkcjh ds ntkZ ds fy,ekSfyd vf/kdkj ¼vuqPNsn 14]15]16½ rFkk jkT;ds uhfrfunsZ’kd rRoksa ¼vuqPNsn 39]40]42½ esa vko’;dizko/kkuksa dh O;oLFkk dh xbZ gSA efgykvksa ds izfrmRFkku ,oa mUgsa l’kDr cukus gsrq efgykvksa dks f’k{kkds izfr izksRlkfgr fd;k tkrk jgk gSA jkT; efgykvk;ksx ,oa jk”Vªh; efgyk vk;ksx dk xBu fd;k x;kgSA ‘kkldh; dk;kZy;ksa esa efgykvksa dks vf/kdkf/kdizfrfuf/kRo feys blds fy, ‘kkldh; dk;kZy;ksa esaefgykvksa dks ukSdjh gsrq HkfrZ;kW dh tk jgh gSA

efgykvksa dh l’kfDrdj.k ds fy, t:jhgS fd mUgsa jktuSfrd :i ls yksdlHkk ,oa jkT;lHkk]fo/kkf;dkvksa esa jktuSfrd vkj{k.k izkIr gksA efgykvkj{k.k fo/ks;d dks loZizFke 12 fnlEcj 1996esa dsUnz esa lRrk:<+ nsoxkSM+k ljdkj ys yk;k FkkfdUrq efgyk vkj{k.k fo/ks;d ij foi{kh ikfVZ;ksa esalik] jktx o vU; ikfVZ;ksa us vkj{k.k esa dksVs dsizko/kku dh ekax dj fo/ks;d ij vke lgefr cuikus dh otg ls efgyk fo/ks;d yafcr gks x;kA

Hkkjrh; lafo/kku ds 73osa la’kks/ku vf/kfu;eds varxZr iapk;rjktLrj ij efgykvksa ds fy, ,dfrgkbZ LFkku lqjf{kr dj fn, gSaA lekt ds lkoZtfudthou esa mUgsa vius dks vkxs ykus] vkxs c<+us ,oalekt esa viuh Hkwfedk dk volj c<+kus dks ekSdk gSA

vkleku dh cqyafn;ksa dks Nqus dh [okfg’kj[kusokyh ukjh l’kfDrdj.k dh vka/kh esa Loa; dks

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gh ryk’k jgh gSA dekus ds fy, ckgj fudyh rksx;h og ij cktkjokn ds muds vfLrRo dks ghrkj&rkj dj fn;kA foKkiu ckth us mlds ‘kjhj dkrks ekuks lkSnk gh dj fn;kA iwjs ns’k esa efgykvksa ij;kSu fgalk lfgr fofHkUu rjg ds vR;kpkj ds ekeysbrus vf/kd c<+ pqds gS fd ns’k ds gj xkWo eas ,slh?kVuk;s ?kfVr gksus yxh gSA

la;qDr jk”Vª la?k dh fjiksZV ds vuqlkj 2015rd fo’o dh vf/kdka’k vkcknh vius dk;Z dslanHkZ esa dkQh fxjh gqbZ fLFkfr esa gksxhA muds u rksjgus dk LFkku vPNk gksxk vkSj u gh csgrj HkkstuLokLF; o fpfdRlk dh lqfo/kk dk gh os miHkksx djik,axhA orZeku es fo’o ds gksus okyh dqy vk; dkek= 10 izfrkr gh efgykvksa ds fgLls esa vkrk gSAefgykvksa ds uke fo’o dh dqy laifRr dk ek= 1izfr’kr Hkkx gh gSa fuj{kjrk esa Hkh os dkQh vkxs gSvkSj fo’o dh 876 fey;u ;qok efgyk;sa u rks i<+ldrh gS vkSj u gh fy[k ldrh gSA

orZeku le; esa tks efgykvksa ds izfr c<+rsvR;kpkj ds fy, ftEesnkj gS dkj.k dqN Hkh gks ij;g r; gS fd efgyk mRihM+u ds c<+rs vijk/kksa dklkeuk dj jgh gSA csVh dks gj ifjokj la;e ,oalaLdkj dh Hkwfr tUe ls nsrk gS A blfy, efgykvksadks [kqn dks etcwr cukuk gksxkA efgyk vxjn‘<+fu’p; dj ysa rks og cM+s cM+s vR;kpkjksa dklkeuk dj ysxhA vHkh Hkkjr esa efgykvksa dh n’kk lq/kjus ds fy, vn~Hkwr iz;kl dh;s tk jgs gSA ;s ifjfLFkfr;kafuf’pr :i ls efgykvksa eas l’kfDrdj.k ykus ds ,dcsgrj iz;kl ds :i esa lkeus vk jgh gSAlanHkZ lwph &1. Ambedkar B.R., Rise & Fall of the Hindu women,

Blumoon Book,s Delhi 1999, pp 12-172- jktuSfrd foKku ts0 ‘;ke lqUæe] lh0ih0’kekZ

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fouksck Hkkos fo’ofo|ky;] gtkjhckx] >kj[k.MA

==============***********===============vdcj vius lkezkT; ds fofHkUu /keksZ ds

ekuus okys yksxksa esa ‘kkafr lkeatL; ¼vuqdwyrk½ dkokrkoj.k iSnk djuk pkgrk Fkk ftlls fofHkUu /keksZds yksx ijLij ,d nwljs ds fudV vk,W vkSj vkilesa ,d nwljs dks le>sa ftlls bZ”;kZ vkSj ?k.kk dsLFkku ij yksxksa esa izse vkSj lgkuqHkwfr mRiUu gksAmlds vius fgUnw iztk rFkk xSj&bLykeh yksxksa dsizfr ,d lPps ‘kkld dh rjg mnkjrk vkSj fcukfdlh HksnHkko ds firk ds leku j[kkA mlus lektesa fofHkUu oxksZ vkSj laiznk; ds yksxksa esa larqyucuk, j[kus dh dksf’k’k dhA mlus u dsoy xSjeqlyekuksa ds izfr cjrs tkus okys lc HksnHkko ghnwj fd,] cfYd fgUnw] tSu ikjlh vkSj bZlkbZ /keksZ dsvuq;kf;;ksa ds lkFk bLyke ds vuq;kf;;ksa ds lekuO;ogkj fd;kA bu lHkh /keksZ ds vuq;kf;;ksa dksmlsu vius&vius /keZ izpkj djus] nwljksa dks vius/keZ esa nhf{kr djus] vius fo|ky; vkSj miklukxg fuekZ.k djus rFkk muds R;ksgkj ,oa mRloksa dkslkoZtfud :i ls eukus ds leku vf/kdkj iznkufd,A mlus lHkh /keksZ ds egku nk’kZfudksa ;k fopkjdksads fopkjksa dks lquk] le>k vkSj viuh turk dslkeus fgUnw] bZlkbZ] ikjlh vkSj bLyke lHkh /keksZ dhd qN vPNh&vPNh ckrk s a dk s feykdjrksgh,&,&bykgh uked /keZ turk ds lkeus j[kkAmldk mn~ns’; ijLij fojks/kh laiznk;ksa esa lqyg vkSjlkekatL; LFkkfir djuk FkkA mlus blh mn~ns’; ds

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fy, ,d vuqokn foHkkx dh LFkkiuk dhA bl foHkkxesa izkphu laLdr] xzhd vkfn Hkk”kkvksa dh jpukvksavkSj xzaFkks dk Qkjlh Hkk”kk esa vuqokn fd;k tkrk FkkAmlds vFkoZosn] egkHkkjr] xhrk] jkek;.k] ckbZcyvkSj dqjku dk vuqokn Qkjlh esa djk;kA mldkfopkj ;g Fkk fd tc yksx ,d nwljs ds lkfgR; dkv/;iu djsaxs rks ,d nwljs dks vf/kd le>saxs vkSjijLij fudV vk,WxsaA mlus f’k{kk ds {ks= esa /keZ fujis{kfo”k;ksa dh tSls bfrgkl] rdZ’kkL=] df”k vkfn dksikB~;Øe esa ‘kkfey djk;kA vdcj ds mi;qZDrlHkh iz;Ru ^lqygdqy* dh ifjdYiuk dks lQycukus ds fy, gh mBk,A

vdcj eqxy lezkVksa esa lokZf/kd mTtoyflrkjk FkkA mlus us dsoy eqxyksa ds fy, mRRkj Hkkjrdks iqu% thrk vfirq ,slh iz’kaluh; uhfr;ksa dh uhaoj[kh ftUgsa viukrs gq, mlds mRrjkf/kdkfj;ksa us yacsle; rd ns’k esa ‘kklu fd;kA mldh ;kstuk,WrFkk uhfr;kW bruh O;ogkfjd Fkha fd os mdlsmRrjkf/kdkfj;ksa ds ‘kkludky esa Hkh tkjh jgh] pkgs osvdcj ls LoHkko vkSj izofRr esa cgqr iFkd FksA

mRrj e/;dkyhu Hkkjr ds bfrgkl esa vdcjdk uke blfy, egkure ‘kkldksa esa loZizFke vkrkgS D;ksafd ;g ,d lPpk jk”Vªh; lezkV FkkA

mlus /keZ ,oa jktuhfr dks vyx&vyxj[kk rFkk lkjh turk ds lkFk fcuk /kkfeZd HksnHkkofd, leku O;ogkj fd;kA mlus fetkZ vtht dksdkdks 7000 dk loksZPp eulc fn;k rks ekuflag dksHkh 7000 dk loksZPp eulc nsrs oDr mldsg‘n; esa dksbZ lans’k mRiUu ugha gqvkA mlds njckjds ukSjRuksa esa vusd fgUnw FksA

mlus ml :f<+oknh le; ds Hkkjrh; lektdks /keZ fujis{krk vkSj lHkh /keksZ ds izfr ln~Hkkoukj[kus dk vkn’kZ izLrqr fd;kA mlus bcknr[kkus esalHkh /keksZ ds fo}kuksa ds fopkjksa dks cM+s /;ku ls lqukAvdcj esa egku ns’k HkfDr FkhA mlus ,d lPps ns’kHkDr dh rjg ns’k ds fgrksa dks izkFkfedrk nhA mluslnSo gh viuh fons’k uhfr ns’k ds fgrksa dks /;ku esaj[kdj gh r; dhA mlus iw.kZ fu”Bk ds lkFk ns’k dks

le) vkSj [kq’kgky cukus dk iz;Ru fd;kAlezkV vdcj us rhFkZdj rFkk tft;k

dj tSls nksukasa ?kf.kr djsa dks lekIr djds Lo;adks lk/kkj.k] ladh.kZ fopkjksa okys lezkVksa dh iafDrls mij mBk fy;kA

vdcj us tu dY;k.k esa iwjh :fp yhAmlus fdlkuksa dh dfBukb;ksa dks le>k vkSj vusdHkwfe rFkk yxku laca/kh lq/kkj fd,A mlus lM+dsacuokbZ] mfpr Mkd O;oLFkk dk izca/k fd;k] djksadk cks> de fd;k vkSj dkuwu rFkk ‘kkafr dhO;oLFkk esa fo’ks”k :fp yhA

vdcj us fgUnqvksa rFkk eqlyekuksa easvartkZrh; fookg dks c<+kok fn;kA mlus Hkwfe rFkkyxku laca/kh lq/kkj fd,A mlus Loa; jktiwr jktdqekfj;ksals ‘kknh dhA mlus fgUnw ,oa eqfLye lekt esa QSyhcky&fookg tSlh cqjkbZ dks dkuwu }kjk can djusdk iz;kl fd;kA mlus fgUnqvksa esa lrh izFkk dks,d lkekftd cqjkbZ ekudj voS/k ?kksf”kr fd;kAmlus /keZ fujis{k fo”k;ksa tSls bfrgkl] rdZ’kkL=]iz’kklu ds fl)kar] [kxksy ‘kkL=] xf.kr] T;kfefr]df”k] uSfrd f’k{kk bR;kfn ij cy fn;kA mlusefnjk dh fcØh dks lhfer fd;kA

fofHkUu dykvksa ds {ks=kas esa fgUnw ,oa eqfLye‘kSyh dk leUo; fd;kA mlh ds iz;Ruksa ds dkj.kns’k esa ,d ubZ jk”Vªh; dyk ‘kSyh fodflr gksldhAA lkjka’k ;g gS fd vdcj dh /kkfeZd]iz’kklfud] lkekftd ,oa lkaLdfrd uhfr;ksa dsvk/kkj ij mls ,d jk”Vªh; ‘kkld dguk loZFkkmfpr gSAlanHkZ lwph xzUFk &1- Mk0 ;qlwQ gqlSu] esfMdy bf.M;u dYpj]

i`0462- vCnqy Qty] vdcjukek] III, P 4333. Sarkar, J.N. Down Fall of the Mugal Empire

Vol. 1-IV4. S.M. Jafar, The Mugal Empire, P 52-53.

ISSN: 2394 5303 0145



Issue-22, Vol-03

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efgyk l’kfDrdj.k ds {ks= esaHkkjrh; laoS/kkfud iz;kl%

ßvkn’kZ ,oa ;FkkFkZÞ

vfer dqekj ‘kekZvfl0 izksQslj&jktuhfr foKku

jk0egk0 fo|ky;] pUæcnuh] ¼uS[kjh½ fV0 x<+oky

==============***********===============Hkkjrh; x.kra= ds vous orZeku Lo#i

dks izkIr djus ds cgqr igys gh dEiuh ‘kklu dsle; ls tcfd vk/kqfud Hkkjr dh ladYiuk Hkhiwjh ugha gks ik;h Fkh mlh le; ls laoS/kkfudfodkl ds Øe esa efgyk l’kfDrdj.k dk iz;klizkjEHk gks x;k FkA

fHkUu&fHkUu le;ksa ij vyx&vyx dkuwuksads fuekZ.k ds lkFk&lkFk bl fn’kk esa yxHkXk nks&<kbZlkS o”kksaZ esa cMs+ iSekus ij fodkl gks pqdk gSA

bl ‘kks/k i= esa bl laoS/kkfud fodkl ds,sfrgkfld Øe dks /;ku esa j[krs gq;s efgykl’kfDrdj.k dh fn’kk esa gq;s lq/kkj dh rF;ijd vk/kkj ij ;FkkFkZ foospuk djus dk iz;klfd;k x;k gSA

efgyk l’kfDrdj.k dh fn’kk esa loZizFkecM+k iz;kl ykMZ csfVad vkSj jktk jke eksgu jk; dsiz;klksa ls o”kZ 1829 esa Hkkjr ‘kklu vf/kfu;e dsvuqPNsn 17 ds vUrxZr lrh izFkk dks izfrcaf/krdjds fd;k x;kA blh Øe esa ykMZ dSfuax ds le;o”kZ 1856 esa fgUnw fo/kok iquZfookg vf/kfu;e ikfjrfd;k vkSj fo/kok fookg dks oS/k ekuk x;k vkxspydj o”kZ 1872 esa ds’ko pUæ lsu ds iz;klls czEg fookg vf/kfu;e ikfjr gqvk ftlesa 14o”kZ ls de vk;q dh dU;k ds fookg dks oftZrfd;k x;kA blds lkFk gh cgq fookg dks xSjdkuquh

?kksf”kr fd;k x;k fdUrq ;g dkuwu izHkkoh ughagks ldkA YkkMZ yS.MlMkmu ds le; esa o”kZ1891 esa ch0,e0 ekyckjh ds iz;Ruks a dsQyLo#i efgykvksa ds lUnHkZ esa lEifÙk&vk;qvf/kfu;e ikfjr fd;k x;k tks cSfVad rFkk jktkjke eksgu jk; ds vkaf”kd iz;klksa dks etcwrvk/kkj nsus ds fy, FkkA

blesa ,d fo’ks”k izko/kku ds rgr 12o”kZ ls de vk;q dh dU;kvksa ds fookg ij jksdyxk nh x;hA

nslh jkT;ksa esa ,d cM+k iz;kl cMkSnkljdkj us cky&fookg fuokjd vf/kfu;e 1931ikfjr djds fd;k tcfd o”kZ 1929 esa Hkkjrljdkj us lcls egRoiw.kZ dne bl fn’kk esamBk;k rFkk gjfoykl] ‘kkjnk ds iz;Ruksa lscky&fookg fujks/kd dkuwu ftls ‘kkjnk ,DV dsuke ls tkuk tkrk gSA ikfjr fd;k ftlesa 14o”kZ ls de mez dh dU;k ,oa 18 o”kZ ls demez ds ckyd dk fookg voS/k ?kksf”kr dj fn;kx;kA blh ds vk/kkj ij o”kZ 1978 esa Hkkjrljdkj }kjk ikfjr cky&fookg fu”ks/k vf/kfu;eds vURkxZr 18 o”kZ ls de vk;q dh dU;k ,oa21 o”kZ ls de vk;q ds iq#”k ds fookg ijizfrcU/k yxk fn;k x;kA

efgyk l’kfDrdj.k dh Hkkouk dk lEekudjrs gq, ,oa blds egRo dks le>rs gq, gekjslafo/kku fuekZrkvksa us bls mfpr LFkku iznkufd;k gS ftlds ifj.kke Lo#i lafo/kku fuekZ.kds le; gh efgyk ,oa iq#”k dks lS)kfUrd #ils leku ntkZ iznku fd;k gSA

lafo/kku ds dbZ vuqPNsnksa esa bl rF;dks ns[kk tk ldrk gS tSls vuqPNsn 14&15]15¼3½ 16¼2½] 23] 39¼d½] 39¼?k½] 39¼M½,oa 42 efgyk vf/kdkjksa dks fofo/k Lrjksa ijlaj{k.k iznku djrs gSaA lkFk gh lafo/kku ds Hkkx4¼d½ esa vuqPNsn 51¼d½ ¼M0½ ekSfyd drZO;ksa esaizR;sd ukxfjd dk ;g ekSfyd drZO; fu/kkZfjrfd;k x;k gS fd os L=h;ksa] efgykvksa ds lEeku

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ds fo#) izFkkvksa dk ifjR;kx djsaA bu laoS/kkfudHkkoukvksa ds vuq#i le;≤ ij dbZ duwuksadk fuekZ.k fd;k x;kA tks efgyk fgrksa dks lajf{krdjus dk iz;kl djrs gSaA tSls&vkbZ0ih0lh0 dh/kkjk 354 efgyk dh yTtk Hkax djus dks vijk/k?kksf”kr djrk gSA /kkjk 497 cykRdkj dks /kkjk590 esa efgyk dh yTtk dk vuknj djus dsvk”k; ls ‘kCn&/ofu&b’kkjs&fd;s tkus dksn.Muh; vijk/k ?kksf”kr fd;k x;k gSA

blh Øe esa dqN izeq[k dkuwu tks bl fn’kkesa ikfjr fd;s x;s tSls vuSfrd O;kikj vf/kfu;e1959] 1961 izlwrh izlqfo/kk vf/kfu;e] lekuikfjJfed vf/kfu;e 1976] os’;korh fuokjdvf/kfu;e&1986] efgyk vf’k”V fu#i.k vf/kfu;e&1986] lrh fu”ks/k vf/kfu;e&1987] ngst fujks/kddkuwu&1961] ¼la’kks/ku½ 1986] cky fookg fu”ks/kvf/kfu;e&2006] ?kjsyq fgalk ls efgykvksa dhlqj{kk&2005] jk”Vªh; efgyk vk;ksx vf/kfu;e&1990] dk;ZLFkyksa ij efgyvksa dk ;kSu mRihM+u¼jksdFkke½ izfr’kks/k ,oa fuokj.k dkuwu&2012,oa vkijkf/kd dkuwu la’kks/ku vf/k0 2013 dsek/;e ls efgyk vf/kdkjksa ds laj{k.k dk iz;klfd;k x;k gSA

blh izdkj 9 flrEcj 2005 dks iSrdlEifÙk esa iq= ds leku iq=h ¼lkFk gh iq= ds cPpksads leku iq=h ds cPpksa dks Hkh leku ntkZ nsus dhO;oLFkk½ dks vf/kdkj nsus okyk dkuwu fgUnw mÙkjkf/kdkjdkuwu dh /kkjk ¼6½ esa la’kks/ku dks ljdkjh vf/klwpukds lkFk izHkkoh dj fn;k x;kA

blh izdkj efgyvksa dks f’k{kk ds {ks= esal’kDr cukus ds Øe esa u;h jk”Vªh; f’k{kk uhfr1986 rFkk la’kksf/kr f’k{kk uhfr 1992 o bldhdk;Z ;kstuk esa efgykvksa dh f’k{kk dks mPpizkFkfedrk nh x;h blh ds vUrxZr izR;sd uoksn;fo|ky;ksa esa de ls de 33 izrh’kr Nk=kvksa dksvo’; izos’k fnykus ds fy, izksRlkgu vfHk;kupyk;k x;k vkxs pydj dsUæ ljdkj ds vkijs”kuCySd cksMZ ;kstuk esa la’kksf/kr uhfrxr izko/kkuksa

ds Øe esa vyx&vyx jkT; ljdkjksa us orZekuesa csfld f’k{kk dh HkrhZ esa vk/kk LFkku efgykvksads fy, oxZ okj Øe esa vkjf{kr dj fn;s gSaAefgyk l’kfDrdj.k esa dsUæ ljdkj }kjk dkuwuksads vfrfjDr o”kZ 1971 esa efgykvksa dh fLFkfrij xfBr lfefr }kjk 1974 esa lkekftdßlekurk dh vksj ‘kh”kZdÞ ls ,d egRoiw.kZnLrkost fudkyk x;kA ftlesa Hkkjrh; efgykvksads Lrj ds lEcU/k esa cgqr ls eqn~ns mBk;s x;svkSj u;h uhfr;ksa dh vko’;drk ds cgl dkvk/kkj fu/kkZfjr fd;k x;k ftlds vuqikyu dsØe esa jk”Vªh; efgyk mRFkku uhfr 2001 cuk;hx;h ftlls dh ns’k esa efgykvksa ds fy, fofHkUu{ks=ksa esa mRFkku o mfpr fodkl dh vk/kkjHkwrfo’ks”krk,W fu/kkZfjr djds lqfo/kkvksa dk izcU/kfd;k tk ldsA

uhnjyS.M ljdkj ds lg;ksx ls efgyklek[;k dk;ZØe izkjEHk fd;k x;k oghDWACRA ;kstuk 1982@1983 esa xzkeh.kefgykvksa dks vkRefuHkZj cukus ds mn~ns”; lsizkjEHk dh x;hA blh Øe esa WILL vFkkZr ßfoesUlbUVhxzsVsM yfuZax Qkj ykbQ ;kstukÞ dk mn~ns’;fuj{kj yM+fd;ksa ,oa ;qofr;ksa dks lk{kj cukukLokLF; o iks”k.k&LoPNrk ifjokj dY;k.k tSlsvko’;d fo”k;ksa ds ckjs esa tkxfr c<+kus dkiz;kl fd;k tk jgk gSA

orZeku le; esa ßcsVh&cpkvks] csVh&i<+kvksÞ] lqdU;k lef)] dU;k fo|k /ku vkfn;kstukvksa dk mn~ns’; efgykvksa dh fLFkfr esalq/kkj ykuk gSA

o”kZ 1971 esa bfUnjk ds ‘kklu dky esaigyh ckj ßLVsVl vkWQ owesu desVhÞ dk xBufd;k x;kA ftlesa o”kZ 1975 esa izLrqr viuhfjiksVZ esa bl ckr ij tksj fn;k fd Hkkjr esaefgykvksa ds fodkl esa lafo/kku ck/kd rRogekjh #f<;kW ,oa ijEijk,W gSaA

iq#”k opZLooknh gekjs lekt esa muefgykvksa dks vPNk ekuk tkrk gS tks dHkh ?kj

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ls ckgj ugha fudyrh vr% efgyk dh fLFkrh esavisf{kr lq/kkj uk vk ikus dk dkj.k gSA vkfFkZd&lkekftd o jktuhfrd {ks= esa efgykvksa dkfiNM+kiu bldk izeq[k dkj.k Hkkjrh; lekt dsdbZ leqnk;ksa esa yM+dh;ksa ds tUe dks v’kqHkekurs gq, mudh xHkZ esa vFkok iSnk gksrs gh gR;kdj nsus dk izpyu ,d cM+k dkjd gSA okLro esaHkkjr esa efgykvksa ds foijhr fyaxkuqikr] tSooSKkfud ?kVuk uk gksdj ckfydk Hkwz.k gR;k dhvksj ladsr djrh gS tks fpfdRlk izkS|ksfxdh dsvk/kqfud ‘kks/kksa dk ik’oZ izHkko gSA

bl leL;k dks nwj djus gsrw o”kZ 2000esa efgyk l’kfDrdj.k dh jk”Vªh; uhfr dkizfriknu Hkfo”; dh #ijs[kk ds izk#i esa fd;kx;k blesa efgykvksa ds lkFk gj rjg dk Hksn&HkkolekIr djus] dkuwu iz.kkyh lfgr ekStwnk laLFkkvksadks l’kDr cukus LokLF; lEcU/kh ns[k&js[k vkSjvU; lsokvksa rd csgrj igqWp miyC/k djkus dslkFk&lkFk fodkl dh izfØ;k esa efgykvksa ls tqMs+ljksdkjksa dks eq[; /kkjk esa ykus ds fy, foLrry{; fu/kkZfjr fd;s x;sA bl fn’kk esa ljdkj }kjktsaMj cTkV dh uk flQZ igy dh xbZ cfYd blslaLFkkxr Lo#i iznku djus ds mn~ns’; ls foÙkea=ky; }kjk o”kZ 2005 esa lHkh ea=ky;ksa ofoHkkxksa esa tsaMj ctV izdks”B dk vkns’k fn;kx;k ftlls efgykvksa dks eq[; /kkjk esa ykus dky{; gkfly fd;k tk lds vkSj fodkl ds ykHkiq#”kksa ds lkFk efgykvksa dks Hkh izkIr gks ldsA

efgyk ,oa cky fookg ea=ky; dks tsaMjctV ds fy, uksMy ea=ky; dk ntkZ iznkufd;k x;k blh Øe esa efgykvksa ds lEiw.kZl’kfDrdj.k ds mn~ns’; ls ekpZ 2010 esa ljdkj}kjk jk”Vªh; efgyk l’kfDrdj.k fe’ku dk lw=ikrfd;k x;k ftlesa fuEu fcUnwvksa ij /;ku dsfUærfd;k x;k gSA

cPpksa dk ?kVrk fyaxkuqikr] efgykvksa dsizfr c<+rh fgalk] cky fookg] efgykvksa dks eq[;/kkjk esa ykuk] f’k{kk ds vf/kdkj ds rgr ckfydkvksa

dk fo|ky; esa ukedj.k lqfuf’pr djuk ,oaekuo rLdjksa dks jksduk bR;kfn ‘kkfey gSA

blh izdkj lkekftd fodkl ds {ks= esaefgykvksa ds O;fDrxr ;ksxnku dks igpku nsusds mn~ns’; ls ljdkj }kjk L=h ‘kfDr iq#Ldkj2010 esa N% jk”Vªh; iqjLdkjksa dh LFkkiuk dhx;h tks fuEuor gS&

jkuh y{ehckbZ] jkuh #nek nsoh] vfgY;kckbZ gksYdj] d..kxh ekrk thtkckbZ ,oa jkuhfxMusyw iq#Ldkj ‘kkfey gSA

vkfFkZd ,oa lkekftd l’kfDrdj.k ds cgqriwoZ 73 o 74osa lafo/kku la’kks/ku vf/kfu;e 1992}kjk iapk;rh jkt vf/kfu;e ds vUrxZr vuqPNsn343 ¼?k½ rFkk 343 ¼u½ }kjk Øe’k% iapk;rksa,oa uxjikfydkvksa esa efgykvksa ds fy, 1@3LFkku lqjf{kr djrs gq;s ftls dkykUrj esapØkuqØe ds vuqlkj ipkl 50 izfr’kr djfn;k x;k ds }kjk LFkkfu; fudk;ksa esa jktuhfrdl’kfDrdj.k dk iz;kl Hkh fd;k tk pqdk gSA

bu leLr laoS/kkfud ,oa dkuwuh mik;ksads lkFk&lkFk oSf’od Lrj ij efgyk dY;k.k,oa l’kfDrdj.k ds fy, izfrc) la;qDr jk”Vªds efgykvksa ds izfr HksnHkko lekIr djus lEcU/khl fU/k CEDAW ij 30 tqykbZ 1980 dks HkkjrgLrk{kj dj pqdk gSA

mij mi;qZDr of.kZr laoS/kkfud ,oa dkuwuhizko/kkuksa ds vfrfjDr bl fn’kk esa cgqr ls vU;iz;kl tSls& ikLdks ,DV&efgyk cSad dh LFkkiukvkfn dk iz;kl fd;k tk pqdk gS ;fn ge blfn’kk esa izkjEHk fd;s x;s jktk jke eksgu jk; ds izFkeiz;kl ls ysdj orZeku iz/kkuea=h ds v/;ru iz;klksadks ‘kkfey djsa rks vkSlru izR;sd rhu o”kZ esadksbZ uk dksbZ ,d izHkko’kkyh dkuwu vo’;cuk;k x;k ftlesa ifj.kke Lo#i Hkkjrh; efgykvksadh fLFkfr esa lkekftd] vkfFkZd] jktuhfrd ,oa‘kSf{kd ,oa O;fDrxr nf”V ls mYys[kuh; fodklgqvk gSA ftldh ppkZ gekjs jktusrk&f’k{kkfon&cqf)thoh oxZ cMs tksj&’kksj vusd eapksa ij

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Issue-22, Vol-03

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djrs jgrs gSa vkSj ,d lhek rd buds nkoksa lsbUdkj Hkh ugha fd;k tk ldrk fdUrq nwljh rjgdqN vkWdMs+ tSls& vkfFkZd fodkl ,oa f’k{kk dsizlkj ds lkFk ?kVrk fyaxkuqikr dMs ls dM+s dkuwuksadks cukus ds ckn Hkh efgykvksa ds izfr c<+rhvlfg”.kqrk] ?kjsyq fgalk] ngst] mRihMu] NsM+[kkuh,oa cykRdkj dh c<+rh ?kVuk;sa bl ckr dh vksjladsr djrh gSa fd dkuwuh ,oa laoS/kkfud vkn’kksaZij [kM+k efgyk l’kfDrdj.k dk iqjk <kWpk vUnjls [kks[kyk] ewY;fofgu ,oa Lor% fouk’kdkjh gSAbl fn’kk esa vkn’kZ ,oa O;ogkj ds bl vUrj dhleh{kk djus ij blds dbZ izeq[k dkjd mHkj djlkeus vkrs gSaA ftlesa izeq[k lekt dh lkekU;fopkj/kkjk esa vkfFkZd izxfr o jktuhfrd psrukds fodkl ds lkFk eqY;ksa esa ;Fkksfpr ifjorZu ukgksus ds dkj.k gekjs iwjs lekt dh nksgjh ekufldrkesa thus dh deh n”Vhxkspj gksrh gSA

fdUrq esjh nf”V esa lEHkor% lcls izeq[kdkjd laoS/kkfud ,oa fof/k }kjk fufeZr izko/kkuksadks dBksjrk iwoZd ykxw uk dj ikus dh n<+bPNk’kfDr dk jktuhfrd oxZ esa loZFkk vHkkoizrhr gksrk gS vkSj lEHkor% blh dk ifj.kke gSfd ,d fuHkZ;k izdj.k ds ckn vkUnksfyr iwjs ns’kdks dqN gh le; i’pkr] izfrfnu vusd nkfeuh;ksads neu ds izfrdkj gsrw fopkj djus dk Hkh le;ugha fey ikrk ftlds dkj.k cus gq;s dkuwu ,oafu;e lgh fn’kk esa dk;Z djus esa iw.kZr% v{kelkfcr gksrs gSaA okLrfodrk ds /kjkry ij ewY;kadudjus ls ;g Hkh izrhr gksrk gS fd bu dkuwuksa dkftruk ldkjkRed iz;ksx fd;k x;k mls dgh xqukvf/kd vkilh “kM+;a= ds lk/ku ds #i esa budkuwuksa dk iz;ksx gqvk gSA ;gkW ij ,d ckj blrF; ij Hkh /;ku nsuk vko’;d gS fd ftulaLFkkvksa ij bu izko/kkuksa dks fØk;kfUor djus dknkf;Ro gS oks Lor% viuh dk;Ziz.kkyh esa bldslkFk lkeatL; fcBkus esa iw.kZr% ugha rks cgqr vf/kdlhek rd ,d cM+s iSekus ij v{ke fl) gqbZ gSaA

bl fLFkfr esa ;FkkFkZ ifjorZu ykus dk ,d

cM+k nkf;Ro gekjh U;k; O;oLFkk dk gS fdUrqfoxr dqN eghuksa ls gekjs eq[; U;k;k/kh’kljdkj ls ckj&ckj dh x;h HkkoukRed vihybl ckr dks fl) djrh gS fd U;k; iz.kkyhLor% vU;k; ls ihfMr gSA efgyk mRihMu lslEcfU/kr eqdneksa dk yEcs le; rd pyuk,oa U;k; iz.kkyh vR;f/kd egaxk gksuk lnSo blckr dh vk’kadk dks O;Dr djrk gS fd lkekU;r%e/;e ,oa fuEu oxhZ; lekt dks U;k; O;oLFkk ls dksbZizR;{k ykHk feyuk lEHko ugha gSA

vr% bl fLFkfr esa ldkjkRed cnykods fy, vko’;d gS fd lekt dh lksp esale;kuqdqy ifjorZu] jktuhfrd oxZ esa n<+ bPNk‘kfDr o ikjnf’kZrk] U;k; iz.kkyh esa lq/kkj rFkkdk;Z djus okyh laLFkkvksa dh tokcnsgh dkslqfuf’pr fd;k tk;sA vU;Fkk leLr laoS/kkfuddkuwuh izko/kku fof/k fo’ks”kKksa] dkuwu ds fo|kFkhZ;ksa]f’k{kkfonksa ds fy, euksfoykl ds lk/ku jg tk;saxsvkSj fLFkfr esa lq/kkj ds LFkku ij vkn’kZ ,oaO;ogkj dk vUrj c<+rk tk;sxkAlUnHkZ xzUFk%& MkW0 Mh0Mh clq&Hkkjr dk lafo/kku ,d ifjp; lqHkk”k d’;i&gekjh laln MkW0 ch0,y0 QMh;k&Hkkjrh; jktuhrhd

fpUru dk brhgkl MkW0 iq[kjkt tSu&Hkkjr dk lafo/kku Hkjr Mksxjk&iapk;rh jkt o efgyk vuqjk/kk ik.Ms&efgyk l’kfDrdj.k izrki efyd&dke&dkth efgykvksa ds vf/kdkj euksgj iqjh&ukjh ls cus etcwr le>

ISSN: 2394 5303 0149



Issue-22, Vol-03

s r


Hkkjr esa LFkkuh; ‘kklu O;oLFkk

vuar flag tsfy;k¡xfjlpZ LdkWyj] ¼ts-vkj-,Q½] vykgkckn

==============***********===============LFkkuh; Lo’kklu dk vFkZ gS LFkkuh;

vko’;drkvksa vkSj leL;kvksa dk izca/k djus dkvf/kdkj mlh {ks= ds jgus okys yksxksa }kjk fuokZfprizfrfuf/k laLFkk ds }kjk fd;k tkukA LFkkuh;Lok;Ùk&’kklu dh ifjHkk”kk nsrs gq] th&Mh& dksyegksn; us fy[kk gS ßLFkkuh;rk vkSj fu;af=r ;klhfer Lora=rk blds vko’;d rRo gSaAÞ mUgha ds‘kCnksa esa LFkkuh; Lok;Ùk&’kklu vius fuf’prlhek&{ks= ds vUrZxr dk;Z’khy jgrk gS rFkk viukdk;Z’khyrk esa ek= iznÙk&vf/kdkjksa dk gh iz;ksxdjrk gSAÞ LFkkuh; ‘kklu dh laLFkk] jkT; ljdkj}kjk fn, x;s vf/kdkjksa dk mi;ksx djrh gSa vkSjjkT; fo/kku eaMyksa }kjk cuk;h xbZ fof/k;ksa dks ykxwdjrh gSaA LFkkuh; laLFkkvksa ds lnL;] LFkkuh; turk}kjk pqus tkrs gSaA ‘kklu esa LFkkuh;dj.k ds lkFkiz’kkldh; vf/kdkjksa dk Hkh fodsUæhdj.k fd;k tkrkgSA bl izdkj LFkkuh; ‘kklu dk vFkZ ,d izdkj ls‘kkldh; vf/kdkjksa dk fodsUæhdj.k Hkh gSA yksdra=ds bl vkn’kZ ds vk/kkj ij LFkkuh; Lo’kklu laLFkkLFkkfir dh xbZ gSaA

LFkkuh; Lok;r&’kklu ds }kjk gh dsUæh;ljdkj tu&thou ls laca/k LFkkfir djus dk iz;kldjrh gS rFkk LFkkuh; vko’;drkvksa dh iwfrZ LFkkuh;izfrfuf/k;ksa }kjk gh djokrh gSA LFkkuh; Lok;Ùk&’kkluvkSj dsUæh; ljdkj esa ?kfu”B lEca/k gSA dsUæh;ljdkj dqN vf/kdkj LFkkuh; laLFkkvksa dks nsrh gSrFkk og vf/kdkj {ks= ds vUnj fu;af=r jgdj fof/k dsvuqdwy dk;Z’khy jgrs gq, vius dk;ksZ dh lqfo/kkds fy, ;qfDr laxr fu;eksa dk fuekZ.k dj ldrh gSA

vius dk;ksZ esa lkeqfgdrk dh Hkkouk rFkk LFkkuh;rkds izfr izse vkSj lkSgknZ LFkkuh; Lok;Ùk&’kklu dsewy rRo gSaA

Hkkjr dk lafo/kku ,d lEiw.kZ izHkqRo&lEiUu&x.kra=kRed&iztkra=d LFkkiuk djrk gSA iztkra=dk ewy&ea= gS ‘kfDr;ksa dk fodsUædj.k rFkk ogfodsUnzhdj.k LFkkuh;&laLFkkvksa ds lQy iz;ksx esagh laHko gSA LFkkuh; laLFkkvksa dks iztkra= dhvk/kkjf’kyk dgk tk ldrk gS vFkkZr bUgha laLFkkvksaesa iztkra= ds vewY; cht lqjf{kr jgrs gSaA bUghalaLFkkvksa ds ek/;e ls iztkra= dk turk ds le{kizR;{khdj.k gksrk gS rFkk turk rFkk iztkra= igqapikrk gSA LFkkuh; Lo’kklu ls turk esa lkekftd]jktuhfrd rFkk lkoZtfud dk;ksZ ds izfr vfHk:fpc<+rh gSA LFkkuh; laLFkk] gh LokLFkizn fuokl]f’k{kk] LokLF;] mfpr thfodk rFkk vkfFkZdLokoyEcu iznku djk ldrh gSaA ;gh ukxfjdksa dsjgu&lgu ds lrj dks Åij mBkdj iztkrkaf=dokrkoj.k dk izknqHkkZo dj ldrh gSaA vr% LFkkuh;laLFkk] gh iztkra= dh dk;Z&f’kfFkyrk dks feVkdjmlesa&dk;Z lEiknu dh ‘kh?kzrk :ih erlathouhMky ldrh gSaA

Hkkjr esa LFkkuh; Lo’kklu dk fodkl lfn;ksadk ifj.kke gSA izkphudky ls gh u dsoy LFkkuh;Lo’kklu dh ijaijk jgh gS] cfYd nqfu;k¡ esa lclsiqjkuh vkSj lqlaxfBr LFkkuh; ‘kklu iz-kkyh Hkkjrdh jgh gSA Hkkjr xk¡oksa ds izkphure :i dks vHkhrd cuk, j[kk x;k gSA ^iap ijes’oj* dh /kkj.kkHkkjrh; LFkkuh; ‘kklu iz-kkyh ds lkjrRo dksLi”V djrh gSA ,sls izek.k miyC/k gq, gSa] tks crkrsgSa fd izkphu Hkkjr esa xkaoksa dh rjg uxjksa esaLFkkuh; Lo’kklu ds lapkyu ds fy, izfrfuf/kbdkbZ;k¡ ;k laLFkkuksa dh O;oLFkk dh tkrh FkhAeuqLefr vkSj egkHkkjr esa budk mYys[k feyrk gSAekS;Zdky esa LFkkuh;&laLFkk,¡] vius fodkl dhpje lhek ij FkhaA muds }kjk lEikfnr dk;ksZ esafdlh Hkh rjg dk cká gLr{ksi ugha gksrk FkkA

e/;dkyhu Hkkjr esa LFkkuh; Lo’kklu

37

ISSN: 2394 5303 0150



Issue-22, Vol-03

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laLFkk,¡ dk;e jghaA ;|fi izkphu Hkkjr dh rqyuk esamudh izfr”Bk vkSj Lok;Ùkrk esa deh dh x;hAxzkeh.k LFkkuh; ‘kklu iz.kkyh rks cuh jgh] ijUrquxjksa dh ‘kklu iz-kkyh esa ifjorZu fd;k x;kAvaxzsth ‘kkludky esa xzkeh.k {ks=ksa esa LFkkuh; Lo’kkludh izxfr cgqr /kheh jghA ysfdu uxjh; {ks= esa ykWMZes;ks us vaxzsth Hkkjr esa LFkkuh; Lo’kklu dk chtkjksi.klgh ekus esa fd;kA fQj Hkh vk/kqfud le; esa Hkkjrds vUnj uxjh; {ks= esa LFkkuh; Lo’kklu dh laLFkk,aLFkkfir djus dk Js; ykWMZ fjiu dks fn;k tkrk gSAmlus lu~ 1882 esa bldh ;kstuk dks lcls igysykxw fd;k FkkA blh vk/kkj ij ykWMZ fjiu dks Hkkjresa LFkkuh; Lo’kklu ds tud vkSj mlds }kjk ykxwdh xbZ ;kstuk dks LFkkuh; Lo’kklu dk eSXukdkVkZdgk tkrk gSA ysfdu ykWMZ fjiu }kjk uxjksa esaLFkkuh; Lo’kklu laLFkkvksa dh ;kstuk vkSj mudslq>koksa dks fofHkUu dkj.kksa ls dk;kZfUor ugha fd;ktk ldkA MkW0 ,e&ih&‘kekZ us LFkkuh; laLFkkvksa esafd;s x;s lq/kkjksa dks voSKkfud vkSj ;kstukghu rFkkfofHku deh’kuksa vkSj lfefr;ksa ds lnL;ksa dksvuqHkoghu ekuk gSAÞ

15 vxLr] 1947 bZ& dks lfn;ksa dh nklrkls Hkkjr Lora= gqvk vkSj blds lkFk gh Hkkjrh;LFkkuh; Lo’kklu ds bfrgkl esa ]d u;s ;qx dkizkjEHk gqvkA u;h ljdkj dk /;ku vaxzsth ‘kklu dsnkSjku mis{kk dh xbZ Hkkjr ds xzkeh-k vapy dhLFkkuh; Lo’kklu ds fodkl dh vksj vkd”V gqvkAysfdu ;g cM+s vk’p;Z dh ckr gS fd 26 tuojh]1950 ls ykxw Hkkjrh; lafo/kku esa Hkkjr ds xzkeh.kvapy esa LFkkuh; Lo’kklu dk fodkl djus dhlaoS/kkfud O;oLFkk rks laoS/kkfud /kkjk&40 rFkkjkT; ds uhfr&funsZ’kd fl/rkarksa ds rgr dh xbZ]ysfdu ns’k ds uxjh; {ks=ksa esa LFkkuh; Lo’kklulaLFkkvksa ds fodkl vkfn ds ckjs esa u, lafo/kku esa,d ‘kCn Hkh ugha dgk x;kA fQj Hkh iapo”khZ;;kstukvksa esa uxjikfydkvksa vkSj uxjhdj.k dh c<+rhgqbZ leL;kvksa vkfn ds ckjs esa xgjh fpUrk izdV dhxbZ vkSj mUgsa nwj djus ds fy, dqN lq>ko Hkh fn,

x,A dsUæ ljdkj us Hkh le;le; ij uxjh;Lok;Ùk Lo’kklu laLFkkvksa dh leL;kvksa ij viuhfpUrk izdV dh vkSj mudh mUufr ds fy, dqNmik; lq>k]A mlus bl fufeÙk dbZ vk;ksxksa vkSjlfefr;ksa dk xBu Hkh le; ij fd;k ftUgksausHkkjrh; uxjksa ds fodkl dks ubZ fn’kk nsus ds fy,dqN egRoiw-kZ lq>ko fn,A lfefr;ksa ds lq>koksa vkSjlaLrqfr;ksa dks /;ku esa j[kdj 23 fnlEcj] 1992dks 74ok¡ lafo/kku la’kks/ku vf/kfu;e ikfjr fd;kx;kA 20 vizSy] 1993 dks jk”Vªifr dh Lohdfrikdj og dkuwu cu x;kA ftl izdkj lafo/kku ds73osa la’kks/ku dkuwu esa lafo/kku ds ewy ikB esaHkkx nl vkSj X;kjgoha vuqlwph tksM+dj xzkeh-kHkkjr esa LFkkuh; Lo’kklu dks laoS/kkfud ekU;rknh Fkh] mlh izdkj lafo/kku ds 74osa laoS/kkfudla’kks/ku us lafo/kku ds ewy ikB esa Hkkx IXA vkSjckjgoha vuqlwph tksM+dj Hkkjr ds ‘kgjh {ks= esaLFkkuh; Lo’kklu dh uxjikfydkvksa] uxj fuxeksavkSj vf/klwfpr {ks= lfefr;ksa vkfn laLFkkvksa dkslaoS/kkfud ntkZ nsdj mUgsa cgqr ‘kfDr’kkyh cukfn;k gSA QyLo:i vc mudk egRo cgqr vf/kdc<+ x;k gSA

Hkkjr esa N% izdkj dh LFkkuh; laLFkk,¡ gSaAbu N% izdkj dh laLFkkvksa dks nks Jsf.k;ksa esa foHkDrfd;k x;k gSA vkSj bl foHkktu dk vk/kkj xzkerFkk ‘kgj lEca/kh {ks=ksa dk iFkDdj.k gSA xzke rFkk‘kgjh vk/kkj ij {ks=ksa ds foHkktu dk iz/kku dkj-k;g gS fd nksuksa {ks=ksa dk iFkDdj-k gSA xzke rFkk‘kgjh vk/kkj ij {ks=ksa ds foHkktu dk iz/kku dkj-k;g gS fd nksuksa {ks=ksa dh leL;k,a] is’kk] vko’;drk,¡rFk ukxfjdksa ds jgu&lgu vkSj LoHkko fHkUu gksrsgSaa bUgha rroksa ds vuq:i LFkkuh; laLFkkvksa ds {ks=ksasavkSj dk;Z&dykiksa dk fu/kkZj.k gksrk gSA budkmn~ns’; ‘kgjh {ks=ksa ds fodkl ds lkFk&lkFk xzkeh.k{ks= dk Hkh lokZxh.k fodkl djuk gSA vr% xzkeh.k{ks= esa f=Lrjh; iapk;rh jkt rFkk ‘kgjh {ks= esauxj&fuxe] uxjikfydk] Nkouh ifj”kn~] {ks=h;fodkl izkf/kdkj] iksVZ VªLV ]oa vf/klwfpr {ks= lfefr

ISSN: 2394 5303 0151



Issue-22, Vol-03

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gS ftldk lEca/k LFkkuh; {ks= fo’ks”k ds fuoklh lsgksrk gSA cM+s&cMs+ ‘kgjksa esa tks LFkkuh; laLFkk,¡ gSa] osuxj fuxe dgykrs gSaA e/;e vkdkjokys ;k NksVs‘kgjksa esa uxjikfydk,¡ gksrh gSa rFkk lcls fuEu Lrjeas vf/klwfpr {ks= lfefr;k¡ gksrh gSa] tks mu LFkkuksa dsfy, gSa] tgk¡ ‘kgj dh lHkh fo’ks”krk,¡ fo|eku ughagSa fdUrq tks ,d lk/kkj.k xzkE;&thou dh fo’ks”krkvksals c<+dj ‘kgj dh fo’ks”krkvksa dks viuk jgs gSaAvFkkZr vf/klwfpr {ks= lfefr ‘kgjh LFkkuh; Lo’kkludh lcls NksVh bdkbZ ds :i esa LFkkuh; Lrj ijdk;Z djrh gSA bldh LFkkiuk ¼fcgkj ,.M vksfM+lkuxjikfydk vf/kfu;e&1922½ dk izeq[k mn~ns’;vfodflr ‘kgjh lH;rk ,oa laLdfr;ksa dks lqO;ofLFkrdj fodkl djuk gSA

orZeku le; esa oSKkfud vkSj rduhdh fodklds dkj.k nqfu;k cgqr rsth ds lkFk vkxs c<+ jgh gS]21oha ‘krkCnh esa pqukSfr;k¡ gekjk Lokxr dj jgh gSa]ysfdu vkt Hkkjr dh c<+rh gqbZ tula[;k cks> cupqdh gSA ns’k dh tula[;k ,d vjc* ls vf/kd gksxbZ gS vkSj blesa fujarj of/n gks jgh gSA

c<+rh gqbZ tua[;k fpUrk dk fo”k; gSA bllsgekjs Hkkstu] diM+k] edku] ikuh] fctyh] LokLF;]lQkbZ] lqj{kk vkfn dh leL;k [kM+h gks xbZ gSA ns’kdk vkfFkZd <k¡pk pjejk x;k gSA lkFk gh jktuhfrd]lkekftd] lkaLd‘frd] vkfFkZd vkSj iz’kklfud fLFkfresa Hkh ck/kk,¡ mRiUu gks jgh gSA tula[;k dh blc<+ksRrjh ds dkj.k xkao ls ‘kgjksa esa jksth&jkstxkj dhryk’k esa tkdj clus dh izo‘fÙk ds dkj-k ls uxjksdh leL;k,¡ cgqr vf/kd c<+ xbZ gSA jkT; ljdkjksads lkFk&lkFk dsUnzh; ljdkj LFkkuh; ukxfjdksa dhizeq[k leL;k,¡&vkokl dh leL;k] tuLokLF; rFkklqfo/kk dh leL;k] LoPNrk dh leL;k] ty&vkiwfrZleL;k] [kk| rFkk vkiwfrZ dh leL;k] yksd&lqj{kkdh leL;k lkoZtfud f’k{kk dh leL;k] fctyh dhleL;k vkSj i;kZoj.k ds laj{k.k dh leL;k dks /;kuugha ns ikrh gSa ifj.kke Lo:i vkt ds izk;% lHkh‘kgjksa dh fLFkfr vlarks”ktud fn[kkbZ iM+rh gSAedku ij edku] l¡djh xfy;k¡] mfpr ls cgqr ?kuh

cfLr;k¡] [kqyh txgksa dk fcYdqy vHkko rFkk gok]jks’ku vkSj fctyh ds fcuk edku mudh fo’ks”krk,¡gSaA ,slh fLFkfr ds dkj.k lkekftd thou esa lektfojks/kh rRoksa dks iuius dk vf/kd volj fey jgkgS] ftlls lkekftd thou dks cM+k /kDdk yx jgkgSA thou dh ,drk vkokl] dk;Z LFky ,oa ØhM+kLFky dh ,drk] ftl ij lq[ke; ikfjokfjd thoufuHk Zj g S&V wVh tk jgh g SA vr]o ‘kgjhLo’kklu&’kklu ds fudk;ksa dk dÙkZO; gS fd ‘kgjesa ,slh fLFkfr cuk;s j[ksa fd lkekftd thou dkLrj lqlaLdr] lH; ,oa lq[kn gksA ysfdu izFkedÙkZO; rks gS fd ,slh fLFkfr jgs ftlls thuk laHkogksA thou ds fy] LoPN ok;q o is; ty dhvkiwfrZ rFkk lkQ&lqFkjk ?kj vkSj ‘kq/n Hkkstu&lkexzhdk izca/k vko’;d gSA vr% LFkkuh; fudk;ksa dkizFke mRrjnkf;Ro gS fd ‘kgj dh ,slh cukoV gksfd lkQ lq/kjk jg ldsa o LoPN is;ty dh lqfo/kkjgsA lkFk gh jkT; ljdkj us LFkkuh; fudk;ksa dstfj, ‘kgjksa dk lkSan;hZdj.k vkSj tu lqfo/kk,¡miyC/k djus dks izHkkoh cuk;h xbZ uhfr;ksa rFkkuxjh; {ks=ksa ,oa muds fuokfl;ksa dh thou n’kkvkSj fn’kk dks lq/kkjus gsrq vkjEHk fd;s x;s dk;ZØeksadks O;ogkfjd :i nsus esa NksVs&cM+s fo’ks”k djvkS|ksxhdr ‘kgjksa jk¡ph] cksdkjks] te’ksniqj] Hkksiky]fHkykbZ] jkmjdsyk vkfn esa LFkkfir ‘kgjh fudk;viuk Hkwfedk fuHkkdj lekt ,oa jkT; ds ry ijbl uwru izxfr ijd ifjorZu esa gesa 21oha ‘krkCnhdh vksj vkxs c<+kus ds fy, izsjd vkSj izksRlkfgrdjus esa lgk;d gks ldrh gSAlanHk Z1& >k psrdj% Hkkjrh; LFkkuh; Lo’kklu] uksosUVh,.M dEiuh] iVuk ¼fcgkj½] 19532& egs’ojh Jh jke% Hkkjr esa LFkkuh; Lo’kklu]vksfj,.V ykSaxeSu] fyfeVsM] ubZ fnYyh] 19743& jk; ,p&ih& ,oa pkS/kjh jke diky% Hkkjrh;Lok;Ùk ‘kklu] lqcks/k xzUFkekyk dk;kZy;] jk¡ph] 19634& lpnso MkW&iznhi% Hkkjr esa uxjh; LFkkuh;ljdkj ,oa iz’kklu] fdrkc egy] bykgkckn] 1994

ISSN: 2394 5303 0152



Issue-22, Vol-03

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lkoZtfud iqLrdky; dklekt ij izHkko

MkW lqxzho flag]iqLrdky;k/;{k

fo’ofo|ky; lwpuk ,oa ea=.kk dsUæ] bykgkckn

==============***********===============lkjka’k

orZeku vk/kqfud ;qx esa lkoZtfud iqLrdky;lekt ds fy, cgqr gh mi;ksxhiw.kZ fl) gq, gSaD;ksafds lkoZtfud iqLrdky; ds }kjk gh lekt dslHkh oxksZa ds fy, f’k{kk ds mn~ns’;ksa dh iwfrZs dslkFk&lkFk fuj{kjksa dks lk{kj cukuk] Kku ,oa lwpukdk laxzg.k vkSj laj{k.k djuk] f’k{kk dk izlkj vkfndk;ksZa dks iwjk fd;k tkrk gSA lekt esa dsoy lkoZtfudiqLrdky; }kjk gh izR;sd oxZ] /keZ] tkfr] fyaxvkfn ds fy, fcuk fdlh HksnHkko ds ikB~; lkexzhds mi;ksx dh lqfo/kk iznku dh tkrh gSA blfy, ghlkoZtfud iqLrdky; lekt ds fy, ßjkeck.kÞfl) gq, gSaaAifjp;

lkoZtfud iqLrdky; dk rkRi;Z turk }kjkturk ds fgr esa lapkfyr iqLrdky; ls gS] ftlds}kjk lekt ds lHkh O;fDr;ksa ,oa lHkh vk;q oxZ dsyksxksa gsrq fcuk fdlh HksnHkko ds lHkh izdkj dhikB~; lkexzh mi;ksx gsrq iznku dh tkrh gSA lkoZtfudiqLrdky; og iqLrdky; gS ftuds }kjk {ks= fo’ks”kds jgus okys leLr O;fDr;ksa dks fu%’kqYd lsokiznku djuk gksrk gSA blfy, dgk tk ldrk gS fdlkoZtfud iqLrdky; gh vke turk dk ßlPpkfo’ofo|ky;Þ gSAmn~ns’;

lkoZtfud iqLrdky; tu leqnk; dh mUufr

ds fy, ikB~; lkexzh ds laxzg] laj{k.k ,oaforj.k dh O;oLFkk djuk gh mldk izFke drZO;gSA blds vfrfjDr lkoZtfud iqLrdky; dsfuEu mn~ns’; gSa%&1- lkoZtfud iqLrdky; dk izeq[k mn~ns’;

izR;sd O;fDr dks mudh okafNr ikB~;lkexzh miyC/k djkuk gksrk gSA

2- lkoZtfud iqLrdky; tu lkekU; yksxksa dkslUnHkZ ,oa ‘kks/k esa lgk;rk iznku djrs gSaA

3- lkoZtfud iqLrdky; lkekU; yksxksa dks lk{kjrkiznku djus gsrq Ldwyksa ,oa lkeqnkf;d laLFkkvksadk lg;ksxh Hkh gksrk gSA

4- lekt ds yksxkssa gsrq ‘kr~&izfr’kr lk{kjrk dsy{; dks izkIr djuk gksrk gSA

5- izpkj&izlkj ds ek/;e ls yksxksa dks f’k{kk ,oaiqLrdky; dh mi;ksfxrk ls voxr djkukgksrk gSA

6- laLdfr ,oa lH;rk dks c<+kok nsus gsrq lHkhizdkj dh ikB~; lkexzh dks lqjf{kr j[kukA

dk; ZlkoZtfud iqLrdky; dk egRoiw.kZ dk;Z

fuEu gS%&1- lkoZtfud iqLrdky; Kku ,oa lwpuk dk

laxzg.k ,oa laj{k.k djrk gSA2- lkoZtfud iqLrdky; ns’k ds leLr O;fDr;ksa

ds fy, ßyksd fo’ofo|ky;Þ ds :i esadk;Z djrk gSA

3- lkoZtfud iqLrdky; vk/kkjHkwr f’k{kk esaslgk;d gksrk gSA ftudk y{; mu ckydksa];qokvksa vkSj izkS<+ksa dks lgk;rk iznku djuk gSftUgsa izkFkfed f’k{kk dh lqfo/kk izkIr ugha gksikrh gSA

4- lkoZtfud iqLrdky; fuj{kjksa dks lk{kjcukus esa cgqr gh lgk;d gS D;ksafd buds}kjk fuj{kjksa dks iqLrd i<+dj lqukuk rFkkpyfp=] jsfM;ks] Vsyhfotu] ohfM;ks vkfndk mi;ksx dj lk{kj cukus esa lg;ksxiznku djrs gSaA

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5- lkoZtfud iqLrdky; vuqla/kkudrkZ dks mi;ksxhikB~; lkexzh miyC/k djkus esa lg;ksx iznkudjrk gSA

6- lkoZtfud iqLrdky; lHkh O;fDr dks vkthouf’k{kk iznku djus esa lgk;d gksrs gSa D;ksafddksbZ Hkh O;fDr vkthou fdlh Hkh fo|ky; esaf’k{kk iznku ugha dj ldrk ijUrq og lkoZtfudiqLrdky; dk lnL; cudj vkthou f’k{kkxzg.k dj ldrk gSA

7- lkoZtfud iqLrdky; Hkh jk”Vª ds fuekZ.k esalgk;d gksrs gSaaA egku fo}kuksa] jktuhfrd fopkjdksa,oa lekt lq/kkjdksa ds Kku ,oa vuqHkoiqLrdky;ksa esa ikB~; lkexzh ds :i esa laxzghrjgrs gSaA lHkh yksx mudk v/;;u dj ,oamuls izsj.kk izkIr dj viuk uSfrd fodkldjrs gSaA

8- lkoZtfud iqLrdky;ksa }kjk tu lk/kkj.k dksle; dk lnqi;ksx djus ds fy, volj izkIrgksrk gS D;ksafd ;gk¡ ij cPps] ;qod] izkS<+]iq:”k vkSj efgyk;sa viuh :fp ds vuqlkjlkfgR; izkIr dj ,oa mudk v/;;u djdsvius le; dk lnqi;ksx dj ldrs gSaaA

lkoZtfud iqLrdky; dk lekt ij izHkkolkoZtfud iqLrdky; dk lekt ij cgqr

gh mi;ksxh izHkko iM+rk gSA lkoZtfud iqLrdky;ksa uslekt esa jgus okys izR;sd O;fDr dh :fp dsvuqlkj lkfgR; dk laxzg fd;k tkrk gSA mu lkfgR;ksadk v/;;u dj O;fDr Kku vftZr djrk gSA blrjg lekt ds yksx Kku vftZr djds vius vkidksfodflr djus ds lkFk&lkFk lekt dks Hkh fodflrdjrs gSaA lkoZtfud iqLrdky;ksa ds }kjk ns’k dhlk{kjrk ij Hkh izHkko iM+k gSA orZeku le; esalkoZtfud iqLrdky; dh lgk;rk ls ns’k dh lk{kjrkdh nj igys dh rqyuk esa vf/kd gks xbZ gSA lkoZtfudiqLrdky;ksa us vPNh lUnHkZ ,oa lwpuk lsok iznkudj ns’k ds oSKkfudksa] vuqla/kkudrkZvksa ,oa ikBdksadks y{; dh iwfrZ djk;h gS D;ksafd lkoZtfudiqLrdky;ksa esa igq¡pdj vuqla/kkudrkZ fur u;s&u;s

vuqla/kku djrs gSa vkSj ns’k dks ubZ rduhd iznkudjrs gSaA lkoZtfud iqLrdky; fuj{kjksa dks Hkhf’k{kk iznku djrs gSaA bl izdkj ge dg ldrs gSa fdlkoZtfud iqLrdky; dk lekt ij cgqr vf/kdizHkko iM+k gSAfu”d”kZ

lkoZtfud iqLrdky; f’k{kk ds yxHkxlHkh mn~ns’;ksa dh iwfrZ djrs gSaA lekt ds fuj{kjO;fDr;ksa dks lk{kj cukus esa lg;ksx iznku djrs gSaAlekt dss lHkh izdkj ds O;fDr;ksa dks fcuk fdlhHksnHkko ds Kku vftZr djkus ds fy, ikB~; lkexzhmiyC/k djkrs gSas ftlls lekt ds yksx fujUrjviuk Kku c<+krs jgrs gSa vkSj blh ds }kjk gh gekjslekt dk fodkl gksrk gSA fu”d”kZ Lo:i ge dgldrs gSa fd ;fn lekt esa lkoZtfud iqLrdky;u gks rks lekt fdlh Hkh izdkj dh mUufr vf/kdugha dj ik;sxkA blfy, izR;sd ns’k o lekt dhmUufr ds fy, lkoZtfud iqLrdky; dk gksukcgqr gh furkUr vko’;d gSAlUnHkZ lzksr1- f=ikBh] ,l0,e0%iqLrdky; ,oa lekt]

1999] vkxjk] okbZ0ds0 izdk’kuA2- ‘kekZ] oh0ds0%‘kSf{kd iqLrdky;] 2004]

vkxjk] okbZ0ds0 izdk’kuA3- flag] vkj0ds0%vk/kqfud iqLrdky;] 2010]

ubZ fnYyhA4- ‘kekZ] izgykn%‘kSf{kd iqLrdky;] 2006] ubZ

fnYyh] ,l0,l0 izdk’kuA5- bXuw] fc0fyc0] v/;;u lkexzhA6- ;w0ih0vkj0Vh0vks0;w0] v/;;u lkexzhA

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lekt ij lkekftd lqj{kk;kstukvksa dk izHkko

MkW- laxhrk rksejfHk.M jksM] Xokfy;j

==============***********===============lkjka’k%&

Hkkjr ij fdlh dk Hkh ‘kklu jgk gks]lHkh ‘kkldksa esa ,d lkekU; ckr ;g jgh fd oslkekftd lqj{kk ds izfr lnSo tkx:d jgs gSAgekjs /keZ xzUFkksa esa Hkh lkekftd lqj{kk O;oLFkk dksvfuok;Z rRo crk;k gSA ;g vo/kkj.kk U;k; dsfl)kar ij vk/kkfjr gSA blds varxZr ,slh ?kVuk;savkrh gS ftudk lkeuk djuk ,d O;fDr ds o’kesa ugha gksrkA tSls&izkdfrd ?kVuk;sa] vkS|ksfxd?kVuk;sa] ;q) ls mith ?kVuk;sa bR;kfn ‘kkfey gSAlkekftd lqj{kk ;kstuk;sa&os ;kstuk;sa gS tks lektvkSj O;fDr dks izkdfrd] lkekftd] vkfFkZd vkSjO;fDrxr vlqj{kkvksa ls lqj{kk iznku djrh gSAKeyword. Lkekftd lqj{kk

izLrkouk%&lkekftd lqj{kk dk vk’k; thou esa ?kfVr

gqbZ ,slh ?kVukvksa ls gS ftuds izHkko ls O;fDr]lekt vkSj {ks= xEHkhj :i ls izHkkfor gksrk gSrFkk mlds O;kid izHkko ls eqDr ugha gks ikrkAizkphu dky eas O;fDr vkSj lekt vkdfLedvkinkvksa ls fuiVus ds fy;s ,dtqV gks tkrk FkkAvkt tc ikfjokfjd bdkb;kWa fo[kf.Mr gksus yxhgS] lekt }kjk O;fDr dks lqj{kk iznku djus dhizo‘fRr eas Hkh }kl gksus yxk gS] ,sls esa lkekftdlqj{kk dk egRo vkSj vf/kd c<+ tkrk gSA Lora=rkizkfIr ds ckn vkS|kSfxd Økafr us ,d vksj tgk¡

vlqj{kk dk okrkoj.k fufeZr fd;k gS] ogha vkfFkZdvkSj HkkSfrdoknh Li/kkZ us Hkh O;fDr vkSj lektdh euksn’kk esa ifjorZu yk fn;k gSA igys ,diM+kslh nwljs dh foink esa lgk;rk ds fy;s rqjUrmB [kM+k gksrk Fkk] fdUrq vkt og cqykus ij Hkhugha vkrkA mldk Hk; ;gh gksrk gS fd dghamls viuh tsc ls dqN u nsuk iM+sA

gekjs ns’k eas ekWulwu vk/kkfjr df”k gksusds dkj.k vYi nf”V vkSj vfrof”V dk izHkkofdlku ds nSfud thou ij iM+rk gSA dHkh&dHkhlkekU; ckfj’k gksus ij [ksrksa esa [kM+h Qlyksa ijdhsVksa dk izdksi gks tkrk gSA vYi nf”V] vfrof”VvkSj dhV izdksi ds dkj.k viuh mit ij fuHkZjjgus okyk fdlku nkus&nkus dks eksgrkt gkstkrk gSA ;gh fLFkfr m|ksxksa esa dke djus okysJfed dh gksrh gSA m|ksx esa dke djrs gq;sfd l h J fed dks xEHkhj pksV yx tkrh gS] vkSjog ‘kkjhfjd Je dj ikus esa vleFkZ gks tkrkgS ;k fey cUn gks tkrh gS rks og lM+d ij vktkrk gSA ,sls mnkgj.k izR;sd {ks= esa fn[kkbZ nsrsgS] tgkWa O;fDr dh vlDrrk mls nhu&ghu cuknsrh gSA chekjh] csjkstxkjh] LFkkbZ&vLFkkbZ vleFkZrk]ifjokj esa dekus okys O;fDr dk vlkekftd fu/ku tSlh vusd foifRr;ksa eas izHkkfor ds lnL; ;krks _.k ysrs gS ;k vius fxjrs&Lrj dks Lohdkjdjrs gq;s nq%[k Hkksxrs gS ;k dkuwu fojks/kh dk;kZsaesa layXu gks tkrs gSA

gekjs ns’k esa vLoPNrk ,d xEHkhj leL;kds :i eas [kM+h gqbZ gSA ?kuh cfLr;ksa vkSj xkWaoksa esa[kqys esa ‘kkSp] lQkbZ dh leqfpr O;oLFkk u gksus]ty&ey fudklh dk mfpr izca/k us gksus lslaØked chekfj;kWa QSyus dk vUns’kk ges’kk cukjgrk gSA ck<+ ls Hkh tkuysok chekfj;kWa mRiUu gkstkrh gS] bldk lh/kk izHkko tu&thou ij iM+rkgSA gtkjksa O;fDr ekSr dh pisV vk tkrs gS vkSjvusd yksxksa ij bu chekfj;ksa dk nh?kZdkfydizHkko jgrk gSA tSls Hkksiky eas ?kfVr xSl =klnhA,slh =klfn;ksa ls fuiVus rFkk mfpr vkfFkZd

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O;oLFkk ds izca/k lekt ds fy;s vko’;d gksrs gSAcsjkstxkjh thou esa foifRr dk cM+k lwpd

gSA orZeku le; esa vkS|ksxhdj.k vkSj HkkSfrdoknhekufldrk fodflr gksus ds dkj.k yksx viuhvk; c<+kus ds iz;kl djrs gSA bl iz;kl esa oslgh vkSj xyr jkg ugha pqu ikrsA ifj.kker%lekt esa fHk{kko‘fRr] cky Je] efgyk Je] deetnwjh ij dke djus dh foo’krk] u’kk[kksjh]vU; rjg ds vijk/k bR;kfn mRiUu gks tkrs gSA,slh fLFkfr dks jksdus ds fy;s tc dkuwu dkvadq’k yxk;k tkrk gS rks ,sls yksx ;k Hkq[kejhdk f’kdkj gks tkrs gS ;k fujkfJrrk dk thou;kiu djus yxrs gSA

lekt dks mi;qZDr leL;kvksa ls jkgriznku djus ds fy;s lekkftd lqj{kk ;kstuk;sa]lapkfyr dh tk jgh gSA bu ;kstukvksa ds rhuizeq[k mnns’; gSA ;s gS& gtkZuk ¼Compensation½]i qu Z L F k kiu k ¼Restoration½ ,o a fuokj. k¼Prevention½A gtkZuk ls vk’k; tksf[keksa ds nkSjkuO;fDr vkSj ifjokj dks nksgjh eqlhcr dk lkeuku djuk iM+sA tSls&fujkfJr gksuk LokLF; ijxEHkhj izfrdqy izHkko] dk;Z&{kfr ds dkj.k vkfFkZdgkfuA fuokl dk {kfrxzLr edku ds cnys vU;=LFkkfir fd;k tk;s] rkfd og ifjokj jkstxkj vkSjiquokZl dk ykHk mBk dj iqu% thou th ldsAfuokj.k ‘kCn dk rkRi;Z chekjh] csjkstxkjh ;kvleFkZrk ds dkj.k mRiknu {kerk eas fxjkoV dksjksduk] chekjh rFkk csdkjh ds dkj.k [kRe gq;slk/kuksa dks fQj ls LFkkfir dj lekt dks HkkSfrd]ckSf)d rFkk uSfrd leFkZu nsukA Hkksiky xSl =klnhls mcjus ds fy;s ljdkjksa] Lo;alsoh laLFkkvksa usvkxs c<+dj ihfM+rksa dks lkekftd lqj{kk dk ykHkmiyC/k djk;k FkkA

lkekftd lqj{kk ;kstukvksa dk mnns’;xjhch] csjkstxkjh rFkk chekfj;ksa dks tM+ ls nwjdjuk gSA lkekftd chek vkSj lkekftd lqj{kk;kstuk;sa vkfFkZd :i ls foiUu rFkk lekt dhvfUre bdkbZ ds ml O;fDr dks lg;ksx igqWapkuk

gS tks ifjfLFkfr vU; dkj.kksa ls csgkyh dk thouthus dks foo’k gSA pwWafd Hkkjr tSls fo’kky ns’keas lkekftd lqj{kk ;kstuk;sa ykxw djus esa dkQhfoyEc gqvk gS] fQj Hkh ftruh Hkh ;kstuk;salapkfyr gks jgh gS] mudk mnns’; tudY;k.kizeq[k gSAns’k eas lapkfyr ;kstuk;sa-

;wWa rks ns’k eas vusd izdkj dh lkekftdlqj{kk ;kstuk;sa lapkfyr dh tk jgh gSA oghaizkdfrd vkink ds le; fLFkfr vuqlkj mUgsac<+k fn;k tkrk gS] ysfdu ljdkjksa us LFkkbZ :ils dqN ;kstuk;sa vkSj vf/kfu;eksa dk fuekZ.kfd;k gS] ftldk ykHk vke ukxfjd dks ges’kkizkIr gksrk gSA ;s gS&Jfed {kfriwfrZ vf/kfu;e]1923] deZpkjh jkT; chek vf/kfu;e 1948]dks;yk [kku Hkfo”;fuf/k ,oa fofo/k O;oLFkk;savf/kfu;e] 1948] deZpkjh izkWohMs.V Q.M rFkkfofo/k micU/k vf/kfu;e] 1952] vle pk;ckxku izkWohMsUV Q.M ;kstuk vf/kfu;e] 1955]Jethoh i=dkj dY;k.k vf/kfu;e] 1955]{kfriwfrZ vf/kfu;e] 1963] ikfjokfjd isa’ku;kstuk] 1971] eqR;q lgk;rk dks”k] 1971]vkuqrksf”kd Hkqxrku vf/kfu;e] 1972] foØ;lEo)Zu lsok HkrhZ vf/kfu;e] 1976] lkekftdlqj{kk izek.k&i=] csjkstxkjh HkRrk vf/kfu;e]ekrRo dkyhu ykHk vkSj chek] jkstxkj xkj.Vh;kstuk vf/kfu;e bR;kfnA

buds vfrfjDr jkT; ljdkjksa vkSj LFkkuh;iz’kklu Hkh lkekftd dY;k.k dh fofHkUu ;kstuk;salapkfyr djrh gS] budk ykHk lekt dks fujUrjizkIr gks jgk gSA ckotwn blds bu ;kstukvksa dksvkSj vf/kd foLrr rFkk vketu dh igqWap dsfudV ykuk gksxk ftl rjg jkstxkj xkj.Vh ;kstukds rgr Jfed ds dk;Z fnol lqfuf’pr fd;sx;s gS] vFkok eujsxk ;kstuk eas jkstxkj dhxkj.Vh nh xbZ gS] mlh HkkWafr vkS|ksfxd {ks=ksa esaHkh dke dh xkj.Vh feyuh pkfg;sA ns’k esaftruh Hkh ;kstuk;sa lapkfyr dh tk jgh gS

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Issue-22, Vol-03

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fu’p; gh os lkekftd lqj{kk ds fy;s i;kZIr ugha gSAfu”d”kZ%&

ns’k dks vkfFkZd :i ls mUur djuk gS rkscsjkstxkjksa dks jkstxkj eqgS;k djkuk ljdkjksa dhizkFkfedrk gksuh pkfg;sA vkS|ksfxd {ks=ksa dk fodkl]dq’ky Jfedksa dh la[;k esa of) ds lkFk&lkFkdf”k vk/kkfjr m|ksxksa dks c<+kok nsus dh vko’;drkgSA izkdfrd lEink dk nksgu Hkh csjkstxkjh easdeh rks yk;sxk gh lkFk gh jk”Vªh; vk; eas Hkhof) djsxkA gekjs ns’k esa lkekftd lqj{kk ;kstuk;savkfFkZd fodkl dh vU; ;kstukvksa dh Hkkafrdsoy ,d O;oLFkk ds :i eas ykxw ugha dh tkldrhA pwWafd gekjk ns’k fodkl’khy gS ;gkWa vkfFkZd<kWapk mruk l’kDr ugha gS] ftruk gksuk pkfg;sAf’k{kk dkS’ky fodkl] LokLF; lsok;sa] LoPNrk]lM+dsa] tSlh ewyHkwr vko’;drk;sa lqfuf’pr djusds fy;s ljdkjksa dks la;qDr vkSj ,dkxzfpr gksdj;kstuk;sa cukuh gksxh rkfd ‘kgjksa ls ysdj xkWaoksard dk pgqWeq[kh fodkl lEHko gks ldsAlUnHk Z%&1- Agarwal, A.N. : Indian Labour Problems2- lDlsuk] vkj-lh%Je leL;k;sa ,oa lekt

dY;k.k3- eq[kthZ] MkWa- jfoUæ%Hkkjr eas lkekftd dY;k.k

vkSj lqj{kk4- xks;y] MkW- vuqie%Hkkjrh; vFkZO;oLFkk5- yky] ,l-,u- Hkkjrh; vFkZO;oLFkk%losZ{k.k

,oa fo’ys”k.kA

dfojRu vkpk;Z fo’kq)kuUnfeJ dk O;fDrRo%,d v/;;u

MkW- o”kkZlgk;d v/;kfidk

jktdh; mPpÙkj ek/;fed fo|ky;]fHkVkSuk] dklxat ¼m-iz-½

==============***********===============laLdr lkfgR;&txr ftUgsa ikdj Lo;a

dks lkSHkkX;’kkyh le>rk gS] vk;Z&txr ftUgsaikdj /kU; gks x;k gS] f’k”;x.k ftuds xq:Ro dksxzg.k dj xkSjokuqHko djrs gaS] laLdr&Hkk”kk ds tkslEcy gaS] mikf/k;k¡ ftudk vuqlj.k djrh gSa]iqjLdkj ftudk iqj%lj.k djrs gSa] cgqeq[kh izfrHkk ds/kuh] osn&osnkax] n’kZu] O;kdj.k] fu#Dr] T;ksfr”k]vk;qosZn] laLdr&fgUnh&lkfgR; vkfn fo/kkvksa dsokfjf/k] n’kZuokd~ ds Lokeh] vk;ZjRu ek¡ ljLorhds ojn~ iq= dfojRua osnKkrk vkpk;Z th dk iwjkuke vkpk;Z fo’kq)kuUn feJ gSA thou&ej.k dhfujUrj cgus okyh thou&/kkjk esa vkpk;Z th usvius us=&fuehyu 24 uoEcj lu~ 1924 esamÙkjizns’k ds ftyk cnk;¡w mie.MykUrxZr xzke iqBhesa fd;sA buds ijeiwT; J)s; firk Jh dk ukev;ks/;kizlkn feJ rFkk iwT;uh;k ekrkJh dk ukeJherh yfyrk nsoh gS] ftudh yfyr] eksfguhNfo vius fiz;tuksa dks vikj Lusg iznku djrh jghgSA budh iRuh vk;Z fonq”kh Jherh fueZyk vk;kZFkha] tks fd o”kksZa rd ikoZrh dU;k vk;Z b.VjdkWyst] cnk;w¡ dh iz/kkukpk;kZ jghaA dfo dh Hk¡kfr;s Hkh laLd‘r x| ,oa i| jpukvksa esa vR;Urd q ’ ky F k h a A bud s fu / ku d s c kn g h‘kksd&larIr&ân; dfo us vius ßous fuokZflrklhrkÞ uked dk#.;iz/kku dkO; dh jpuk dh

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Issue-22, Vol-03

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gSA dfo ds vuqlkj bl dkO; dk izR;sd ‘yksdmlds vJqvksa ls flDr gSA ;ksa rks dfo dk Hkjk&iwjkifjokj gS vkSj mUgsa loZlq[k miyC/k gSa rFkkfi iRuh lsfo;qDr gksus dk eekZUrd d”V mUgsa lnSo xzflr fd;sjgrk gSA vHkh dqN fnu iwoZ mUgsa fcYdqy LoLFk vkSjizlUufpÙk voLFkk esa ns[kk FkkA dgha nwj&nwj rd ;glEHkkouk ugha Fkh fd os gesa NksM+dj dgha tkus okysgSaA lglk 24 flrEcj 2012 dh og dkyh jkrmifLFkr gqbZ vkSj LoYi #tkØkUr gksdj ;g dfojRulnk&lnk ds fy;s viuk ‘kksd lUrIr ifjokj dksNksM+dj vxE;iaFkdk jkgh cu x;kAdeZ{ks=%

izR;sd lkfgR;&euhf”k;ksa dk viuk ,ddeZ{ks= gksrk gSA os bl deZ{ks= dh ifjf/k esa izfrHkk dkizn’kZu djrs gq;s fopj.k djrs gSaA dHkh ;gka&dHkhogka] dHkh Åij&dHkh uhps] dHkh nk;sa&dHkhck;sa] gj fn’kk esa mudh vkHkk ifjyf{kr gksrh gSvkSj vU; lkfgR; izsfe;ksa dks r‘Ir djrh jgrhgSA vkpk;Z feJ th dk deZ{ks= Hkh blh ekxZ dk,d vfoHkkftr :i gSA

vusd o”kksZa rd vkius xq#dqy egkfo|ky;]lw;Zdq.M] cnk;w¡ esa vkpk;Z d{kk i;ZUr v/;kiudjk;k vkSj vusdkusd ^ih&,p-Mh- dh mikf/k gsrqlekxr ‘kks/kkfFkZ;ksa dk ekxZn’kZu fd;k gSA xq:dqyfo’ofo|ky; oUnkou ¼eFkqjk½ ds dqyifr in ijvki pkj o”kZ rd izfrf”Br jgs gSaA Jh d”.k bUVjdkWyst cnk;w¡ esa laLdr izoDrk ds :i esa dk;Z djrsgq;s vki lsokfuoRr gq;s gaSA vkids }kjk fyf[kryxHkx nks ntZu xzUFk izdkf’kr gks pqds gSaA fo}rk dslkFk&lkFk vkidh laLdr esa vk’kqdkO; izfrHkkvkg~ykn tuuh rFkk iz’kaluh; gSA vkiesa viuhfoy{k.k izopu ‘kSyh }kjk turk dks ea=eqX/k djusdh vlk/kkj.k {kerk gSA

;ksa rks dforkdkfeuhdkUr vk;ZjRu Jh ia-fo’kqGkuUn feJ ds Åij ek¡ okxh’ojh dh dik tUels jgh gS] blh dkj.k ckY;dky ls bUgksaus viusizkfrHk mUes’k ls Hkfodk vkSj HkO; Hkfo”; dh lwpukns nh FkhA buds cht:i laLdkjkadqjksa dks ‘khryrk

iznku djus okys o{kksa dss :i esa ifj.kr djus dkJs; buds xq#tuksa dks tkrk gSA lkjs nqfjrksa dks nwjdjus okys iwT; xq#oj Lo- Jh fcgkjh yky th‘kkL=h] dfork dkfeuhdkUr vk’kqdfo] fo}}jojs.;lIrn’k rhFkZ Lo- Å¡ gfjnRr th ‘kkL=h rFkkdY;k.kxq.kiznkrk Jh f’kodqekj th ‘kkL=h ds izfrvkHkkj O;Dr djrs gq;s rFkk buds vk’khokZn #iho”kkZ esa fujUrj Hkhxrs jgus dh bPNk O;Dr djrsgq;s Jh feJth us fy[kk gS &

ßldynqfjrgkjh Jh fogkjh xq#esZfocq/kx.kojs.;% Jh gfj% lIrrhFkZ%Af’konf’kodqekj% ‘kkfL=.kkexzx.;ks]áfojr euqo”kZu~Rokf’k”kka lqizokge~AAÞvk’k; ;gh gS fd bl xq#=;h #ih f=iFkxk

esa vfHkf”kDr gksdj dfo dk jax vkSj Hkh pVdhykgks x;kAmiyfC/k;k¡ vkSj iqqjLdkj%d- mikf/k;k¡& vkpk;Z Jh fo’kq)kuUn feJ th dsO;kid ,oa xaHkhj v/;;u dks ns[kdj vusd f’k{kklaLFkkvksa us vkidks fo|kokfjf/k*] n’kZuokpLifr*]^fo|kokpLifr* vkSj ^fo|kekrZ.M* tSlh ekunmikf/k;ksa ls foHkwf”kr fd;k gSA[k- iqjLdkj%

laLdr ds izfr dh xbZ vkidh lsokvksa dksns[kdj vkids fy, lEeku vkSj iqjLdkjksa dh >M+h&lhyx xbZA iqjLdkjksa dh yEch lwph esa ls dfri;mYys[kuh; gSa&1- lu~ 1976 esa egkefge mijk”Vªifr Jh ch-

Mh- tÙkh }kjk okjk.klh esaA2- lkoZnsf’kd vk;Z izfrfuf/k lHkk] fnYyh }kjk

1986 esaA3- vk”kZ lkfgR; izpkj VªLV] fnYyh 1986 esaA4- vk;Zlekt lkUrkØwt] eqEcbZ esa egkefge HkwriwoZ

jk”Vªifr Kkuh tSyflag th }kjk 1992 esa^vf[ky Hkkjrh; osnosnkax iqjLdkj*A

5- la;qDr jkT; vesfjdk xr foØeihB }kjk1998 esa ^osnokxh’k iqjLdkj*A

6- laLdr laLFkkue~] y[kuÅ }kjk fof’k”ViqjLdkj*A

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Issue-22, Vol-03

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7- ln~xq# Jh xaxs’ojkuUn/kke ukfld }kjk lu~2000 esa ^jk”Vªh; osnosnkaxiqjLdkj*A

8- Jh jko gfj’kpUæ vk;Z] psjhVscy VªLV] ukxiqj]egkjk”Vª }kjk ^vuwpku*&lkfgR;&iqjLdkj lsvyadrA

9- Hkkjr ljdkj ds egkefge jk”Vªifr Jh ,-ih-ts- vCnqy dyke th }kjk lEekfurA

10- buds vfrfjDr ^nhf{kr iqjLdkj* ls ikuhir¼gfj;k.kk½ esa] ?kwM+ey iqjLdkj* ls fg.MkSu flVh¼jktLFkku½ esa rFkk xq#dqy egkfo|ky; >Ttj¼gfj;k.kk½] ijksidkfj.kh lHkh] vtesj mÙkjizns’klaLd‘r vdkneh y[kuÅ] vk;Zlekt C;koj¼jktLFkku½] vk;Zlekt u;kckal fnYyh rFkklaLFkkvksa us vkidk ;Fkkolj HkO; lEeku fd;kA

6- lnL;rk%1- xq#dqy fo’ofo|ky; oUnkou ¼eFkqjk½ dsdqyifr in ij vki pkj o”kZ rd izfrf”Br jgsA2- Hkkjr ljdkj }kjk vki jk”Vªh; laLdr laLFkku]fnYyh ds euksuhr lnL; jgs gSaA3- vkidks mÙkjizns’k ds egkefge jkT;iky }kjkmÙkjizns’k laLdr laLFkku] y[kuÅ dk ekuuh; lnL;euksuhr fd;k x;kA4- vkius lkoZnsf’kd vk;Z izfrfuf/k lHkk¼dk;kZy;] ubZ fnYyh½ ds vUrxZr /kekZ;Z&lHkkds /kekZf/kdkjh in dks lq’kksfHkr fd;k gSA

vkids vizfre oSnq”; dks ns[kdj iz;kx&f=os.khesa vk;ksftr osnosnkax lEesyu] fo’o osn lEesyu]fnYyh] vf[ky Hkkjrh; n’kZu lEesyu ¼cjsyh dkWyst½dk vkidks v/;{k pquk x;kA buds vfrfjDr vkidhv/;{krk] eq[;kfrF; esa ntZuksa laxksf”B;ksa dk vk;kstugksrk jgk gSA ;g fof’k”V mYys[kuh; gS fd vkdk’kok.khesa laLdr&lekpkj&izlkj.k Hkh vkids izLrko oiz;kl ls lEHko gqvkA

vusd vf[ky&Hkkjrh;&laLdr lEesyuksa]osnlEesyuksa vkSj n’kZu&lEesyuksa dh v/;{krk ,oaiz[kj oDrrk djus okys ;s o;ksoG vk’kqdfo bllalkj dks NksM+dj ijyksd esa pys x;s gSaAlkekftd vkSj jktuSfrd ewY;kadu

dfojRu vkpk;Z fo’kq)kuUn feJ ds dkO;ksadk v/;;u djus ij vusd lkekftd vkSj jktuSfrdewY; mHkjdj lkeus vkrs gaSA tks fdlh dkykfo’ks”kdh lhek esa vkc) gksdj gh izklfÑd ugha gSa]vfirq os lkoZdkfyd vkSj ‘kk’or gSaA bl izdj.kesa muesa ls dqN ;gk¡ izLrqr fd;s tk jgs gSa&

dfo vius ^iz’uksÙkjh* uked y?kqdkO; esaifBr fdUrq vkReKku ‘kwU; O;fDr dks egkew[kZvkSj ijnq%[k ns[kdj izlUu gksus okys dks ân;ghuvkSj vHkkxh crkrs gq, vo’; gh lkekftdksa dksvkEcks/k vkSj ijnq%[kdkr;Z dk vfoLej.kh; ikBi<+k jgk gS tks fd fdlh Hkh lekt dh lqizfr”Bk dsfy, vR;Ur vko’;d gSA r|Fkk&

ßew<+kUegkew<+reks’”fLr dks ok\fo|ke/khR;kfi u pkRecks/khA

dks ok’”fLr âPNwU;tuks’”I;Hkkxh]ija foiUua ifjoh{; â”V%AAÞ

dfo us vius blh dkO; esa ftrsfUæ;rk dks‘kwjrk vkSj fo”k;klfDr dks dk;jrk cryk;k gSrFkk ijfuUnd dks fuUnuh; vkSj ijiz’kald dksvfHkuUnuh; cryk;k gSA dfo dh ;s pkjksa ghekU;rk,¡ lkekftd nf”V ls vR;Ur egÙoiw.kZ gSaA;g furjka lqizfl) gS fd bfUæ;yksyqi O;fDryEIkV rks gks ldrk gS] vkn’kZ iq#”k ughaA lekt esavkn’kZ iq#”k gh mPpdksfVd jpukRed dk;ksZa ds }kjkvfHkuo dhfrZeku LFkkfir djrs gSaA fo”k;klDrikej ‘oklle loZ= frjLdkj dk Hkktu curs gSaAblh izdkj iS’kqU; izofÙkijk;.k pqxy[kksj lnk fuUnkgh izkIr djrs gSa] tcfd ijiz’kald loZ= iz’kalkikrs gSa vr% egf”kZ euq ds bl Li”V vkns’k dsvuqlkj&ßftrsfUæ;ks fg ‘kDuksfr o’ks LFkkif;rqa iztk%AÞ

dfo dh mDr ekU;rk vR;Ur ewY;oku gSrFkk pqxy[kksjh dh fuUnk Hkh bl uSfrd vkn’kZ dhizfr/ofu lh izrhr gksrh gS &

ß;fn ok´Nfl o’khdrqaZ txnsdsu deZ.kkAijkiokn’kL;s”kq pjUrha xka okj.kAAÞ/kekZRek lTTkuksa dh Lrqfr ls lekt esa uSfrdrk

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Issue-22, Vol-03

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dk izlkj gksrk gS vkSj vusd O;fDr;ksa dks lRiszj.kkfeyrh gSA dfo us nqjkxzgh gBh O;fDr dks vR;Urew[kZ vkSj lkekftd O;oLFkk dk fo/kkrO; cryk;kgS rFkk tks O;fDr nwljksa ds /ku dk cykr~ vigj.kdjds nqcZy dks lrkrs gSa vkSj fuR; dq’khyrk rFkkdqdeksZa ds cy ij /kuksiktZu djrs gSa] os lekt dslcls cM+s ‘k=q rks gSa gh] lkFk gh ‘ke’kku esa Lo;aviuh fprk j[kus okys egkew<+ ls Hkh egkew<+re gSaAr|Fkk&

ßfo}u~ iqu% dks’”LR;frew<+cqf)%\fucZU/kcU/kkorcqf)ofÙk%Aizdk’kj’ehufi e/;e/;s]eksgkU/kdkjs.k leko.kksfrAA

dks ok’”f/kdks ew<+res”kq ew<+ks\;ks oS fpark lf´puqrs Lodh;ke~A

ijLoân~ nqcZy?kkrn{k% dq’khydekZftZr Hkw’e’kkusAAÞdfo dk ;g ys[k lkekftd O;oLFkk dh

nf”V ls vR;Ur egÙoiw.kZ gS vkSj HkrZgfj ds fuEukafdr‘yksd dk Lekjd gS&

ßvK% lq[kekjk/;% lq[krjekjk/;rs fo’ks”kK%AKku yo nqfoZnX/ka czãk’”fi u j´t;fr uje~AAÞ

blds lkFk gh ;gk¡ mn~/kr f}rh; ‘yksdxksLokeh rqylhnkl dh ml pkSik;h dh ;kn fnykrkgS ftlesa dgk x;k gS&

ßijfgr ljfl /kje ugha HkkbZAijihM+k le ufg v/kekbZAAÞ

blh izdkj dfo nks Hkkb;ksa ds chp oSjHkkodh c<+rh gqbZ nhokj dks Hkh vPNh ugha ekurk gSA;g igys rks ?kj dks ck¡Vrh gS vkSj ckn esa ns’kfoHkktu dh vo/kkj.kk dks Hkh tUe nsrh gSA dfofy[krk gS fd&

ßdnk egh;a glfr izdkea\LoHkzkrxsgL; foHkktuk;A;nkxzt% LFkki;frLofHkfÙkarnkglR;so egh;iRuhAAÞ

,d LFkku ij dfo us |wrØhM+k* vkSj e|iku*dks lekt ds fy, cgqr gkfudkjd nqO;ZlUk crk;kgS rFkk lkekftd foiUUkrk dk bUgsa cgqr cM+k dkj.k

ekuk gSA dfo fy[krk gS fd tks euq”; vU;k;hcyoku ls Hkh ugha Mjrk gS vkSj fucZy lRiq#”k lsMjrk gS rFkk mÙke fo|kxq.k ls ghu fucZy /kkfeZd dhj{kk djrk gS o vU;k;h vkSj vkrrk;h tuksa dksnqcZy cukrk gS rFkk izk.kkas dk ladV mifLFkrgksus ij Hkh tks Lo/keZ dk ifjR;kx ugha djrk gS]ogh iz’kaluh; gS] cyoku vU;k;h vkSj vkrrk;hughaAlUnHkZ%1- æ- os-d- miksn~?kkr~ ‘yksd 49] 512- æ- lq-iz- 1@153- æ- r=So 724- æ- os-d- 2@i- 123&1245- æ- r=So 2@czãfo|kfo”k;%6- æ- r=So7- æ- iz-e- 178- æ- euqLefr9- æ- r=So i-10- æ- iz-e- 57]5811- æ- HkrZgfj12- æ- iz-e- 6613- æ- r=So 80]83]8414- æ- vk;kZ- mn~cks/kue~ 1]515- æ- vk;kZ- 2@1]2]3]4]5]616- æ- r=So 2@7]8]917- æ- r=So 2@1018- æ- r=So 2@1119- æ- r=So 2@15]16]1720- æ- r=So 2@1921- æ- r=So 2@2022- æ- r=So 2@24]25

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Issue-22, Vol-03

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ch0Vh0lh0 izf’k{k.k izkIr ofof’k”V ch0Vh0lh0 izf’k{k.kizkIr f’k{kdksa dh dk;Z larqf”V

dk rqyukRed v/;;u

dksey flagvflLVsV izksQslj] f’k{kk foHkkx

CkkCkk lkgso Hkhejko vEcsndj fo’ofo|ky;]y[kuÅ

==============***********===============çLrkouk&

f’k{kk lekt dh laLdfr dk ifjektZu djusdk ,d l’kDr lk/ku gSA ;fn dksb O;fDr f’k{k.kO;olk; esa vfHk:fpr j[krk gS rFkk og f’k{kk dsçfr y{;kRed nf”Vdks.k j[krk gS rks mlds fy;sf’k{kk ek= vkSipkfjd u gksdj thou ds fy, mi;ksxho lokZafx.k fodkl ds fy, lgk;d gksrh gSA f’k{kkds ek/;e ls u;s&u;s fopkjksa dk tUe gksrk gS rFkkfopkj fØ;k ds :I esa ifjofrZr gksrs gSa] bl çdkj,d vPNs lekt dk fuekZ.k gksrk gSA

çkFkfed fo|ky; esa nks rjg ds f’k{kd gksrs gSaA1- fof’k”V ch0Vh0lh0çf’k{k.k çkIr f’k{kd2- ch0Vh0lh0 f’k{kd çkIr f’k{kd1- fof’k”V ch0Vh0lh0 çf’k{k.k f’k{kd&,sls f’k{kdtks ch0,M0 djus ds mijkUr ljdkjh çk0fo|ky;ksaesa f’k{kdksa ds in ij dk;Zjr gksrs gSa] fof’k”Vch0Vh0lh0 çf’k{k.k çkIr f’k{kd dgykrs gSaA ;gçf’k{k.k 6 ekg dk gksrk gSA2- ch0Vh0lh0 çf’k{k.k çkIr f’k{kd&Lukrdds mijkUr ch0Vh0lh0 dk 2 o”kZ dk çf’k{kd çkIr f’k{kdch0Vh0lh0 çf’k{k.k çkIr f’k{kd dgykrs gSaAdk;Z larqf”V&

dk;Z larqf”V dk;Z dks çHkkfor djus okys

egRoiw.kZ dkjdksa esa ,d gSA oSls dk;Z dks çHkkfordjus okys cgqr ls dkjd gSa] tSls fyax] oSokfgdLrj] lk0 Lrj] vkfFkZd o ‘kSf{kf.kd Lrj vkSj dk;Zds çfr larqf”V ijUrq bu lc esa dk;Z larqf”V lclsvf/kd egRoiw.kZ gSA D;ksafd fdlh Hkh O;olk; esalQy gksus ds fy;s vko’;d gS fd O;fDr dkml O;olk; ds fy;s ldkjkRed nf”Vdks.k fdlhO;olk; esa gekjh :fp u gks rks ge ml O;olk;ds lkFk U;k; ugha dj ldsxsa vkSj u gh mlO;olk; esa jgrs gq;s ekufld ‘kkfUr ,oa larqf”V dkvuqHko dj ladsxsaA ;gh rF; f’k{k.k O;olk; dslkFk Hkh ykxw gksrk gSA

fdlh Hkh dk;Z ¼O;olk;½ dks djus ls ;fnvko’;drkvksa dh iwfrZ gksrh gS rks O;fDr dk;Z dsçfr larqf”V vuqHko djsxk vkSj ;fn vko’;drkvksadh iwfrZ ugha gks ikrh O;fDr dk;Z ds çfr vlarqf”VvuqHko djsxkA

dk;Z larqf”V dks çHkkfor djus okys dkjdfuEu 3 Hkkxksa esa foHkkftr gSa&1- O;fDxr dkjd&vk;q] ikfjokfjd] lkekftdrFkk oSokfgd Lrj] O;fDrxr nf”Vdks.k vkfnA2- dk;Z ls lEcfU/kr dkjd&dk;Z dh çdfr]dk;Z dk le;] HkkSfrd n’kk;s] lkekftd lgHkfxrkrFkk lqj{kkA3- jkstxkj O;oLFkk ç’kklu&jkstxkj dh lqj{kk]çxfr ds volj] lg&dk;ZdkrkZ] osruØe] Hkqxrkuç.kkyh] ofj”B vf/kdkfj;ksa dh çdfrA

çkFkfed fo|ky;ksa ds f’k{k.k okrkoj.k dsmi;qDr u gksus ij f’k{kd rFkk f’k{kkFkhZ nksuksa dks‘kkjhfjd rFkk ekufld :i ls ijs’kkuh dk lkeukdjuk iM+rk gSA f’k{k.k ifjfLFkfr;ksa ds ldkjkRedgksus ls f’k{k.k dh lEçs”k.kh;rk c<+ tkrh gS] f’k{kdo Nk= iw.kZ fØ;k’khyrk ds lkFk f’k{k.k&çfØ;k esaHkkx ysrs gSaA blfy, f’k{k.k dh mPp xq.koRrk ,oaf’k{kd dh iw.kZ mi;ksfxrk ds fy;s fo|ky;ksa esaiqLrdky; ,oa f’k{kd dh miyC/krk vR;Urvko’;d gksrh gSA ‘kSf{kd çfØ;k dks lqpk: :ils pykus ds fy;s ;g vko’;d gS fd f’k{kd dks

00

ISSN: 2394 5303 0161



Issue-22, Vol-03

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leL;kvksa ls nwj j[kk tk, vkSj ;fn f’k{kd ds lkeus dksbZleL;k mRiUu gksrh gS mldk fuokj.k fd;k tk,A

ch0Vh0lh0 o fof’k”V ch0Vh0lh0 çf’k{k.kçkIr f’k{kdksa ds f’k{kk Lrj esa vlekurk ns[kh xbZ gSblh dkj.k fof’k”V ch0Vh0lh0 çf’k{k.k çkIr f’k{kdvkiuh ‘kSf{kd ;ksX;rk ds vuqlkj osruk] lk0ifjfLFkfr;ksa o vU; lqfo/kkvksa dh deh dks eglwldjrs gSaA bUgha lHkh vlekurkvksa dk çHkko dk;Zlarqf”V ij iM+rk gSA

vr% v/;;u gsrq ch0Vh0lh0 çf’k{k.k çkIro fof’k”V ch0Vh0lh0 çf’k{k.k çkIr f’k{kdksa dhdk;Z larqf”V ds rqyukRed v/;;u dks leL;k ds:Ik esa fy;k gSA &‘kks/k ds mn~ns’;&izkFkfed mn~ns’;

ch0Vh0lh0 izf’k{k.k izkIr o fof’k”Vch0Vh0lh0 izf’k{k.k izkIr f’k{kdksa dh dk;Z larqf”Vdk rqyukRed v/;;u djukAxkS.k mn~ns’;1- ch0Vh0lh0 izf’k{k.k izkIr ,oa fof’k”Vch0Vh0lh0 izf’k{k.k izkIr f’kf{kdkvksa dh dk;Z larqf”Vdk rqyukRed v/;;u djukA2- ch0Vh0lh0 izf’k{k.k izkIr o fof’k”Vch0Vh0lh0 izf’k{k.k izkIr f’k{kdksa dh dk;Z larqf”Vdk rqyukRed v/;;u djukA3- ch0Vh0lh0 izf’k{k.k izkIr o fof’k”Vch0Vh0lh0 izf’k{k.k izkIr f’k{kdksa ,oa f’kf{kdkvksadh dk;Z larqf”V dl rqyukRed v/;;u djukA4- mi;qZDr lewgksa ds dk;Z larqf”V ds fofHkUuvk;keksa dk rqyukRed v/;;u djukA1-5 ifjdYiuk;sa&1- ch0Vh0lh0 izf’k{k.k izkIr o fof’k”Vch0Vh0lh0 izf’k{k.k izkIr f’k{kdkvksa dh dk;Z larqf”Vesa dksbZ lkFkZd vUrj ugha ik;k tk;sxkA2- ch0Vh0lh0 izf’k{k.k izkIr o fof’k”Vch0Vh0lh0 izf’k{k.k izkIr f’k{kdksa dh dk;Z larqf”Vesa dksbZ lkFkZd vUrj ugha ik;k tk;sxkA3- ch0Vh0lh0 izf’k{k.k izkIr o fof’k”V

ch0Vh0lh0 izf’k{k.k izkIr f’k{kd ,oa f’k{kkdkvksa dhdk;Z larqf”V esa dksbZ lkFkZd vUrj ugha ik;k tk;sxkA4- mi;qZDr lewgksa ds dk;Z larqf”V ds fofHkUuvk;keksa esa dksbZ lkFkZd vUrj ugha ik;k tk;sxkA1-6 ‘kks/k esa iz;qDr ‘kCnksa dk ifjHkk”khdj.k&ch0Vh0lh0izf’k{k.k izkIr f’k{kd&

ljdkjh izkFkfed fo|ky;ksa esa dk;Zjr ,slsv/;kid ftUgksusa Lukrd ds mijkUr nks o”kZ dkch0Vh0lh0 izf’k{k.k izkIr fd;k gSAfof’k”V ch0Vh0lh0 izf’k{k.k izkIr f’k{kd&

ljdkjh izkFkfed fo|ky;ksa esa dk;Zjr ,slsv/;kid ftUgksusa ch0Vh0lh0 djus ds mijkUr 6ekg dk ch0Vh0lh0 izf’k{k.k izkIr fd;k gSAdk;Z larqf”V&

tc dksbZ O;fDr vius O;fDrxr thou esapqus x;s O;olk; esa dk;Z dh izdfr] dk;Z n’kk;sa]okrkoj.k] osrueku] inksUufr] lkekftd Lrj ;fnls larq”V gksrk gS rks bls dk;Z larqf”V djrs gSaA1-7 lhekadu rFkk ifjlhekadu&

izLrqr ‘kks/k gsrq lhrkiqj tuin ds izkFkfedfo|ky;ksa esa dk;Zjr fof’k”V ch0Vh0lh0 och0Vh0lh0 izf’k{k.k izkIr f’k{kdksa dks dk;Zlarqf”V ds rqyukRed v/;;u ds fy;s lfEefyrfd;k x;k gSA3-6 izfrn’kZ&

orZeku v/;;u ds fy, pqus x;s U;kn’kZ esalhrkiqj tuin ds izkFkfed fo|ky;ksa esa dk;Zjrfof’k”V izf’k{k.k izkIr o Ckh0 Vh0 lh0 izf’k{k.kizkIr f’k{kd gSaA izLrqr v/;;u es 60 f’k{kdksafy;k x;k gS] ftlesa 30 fof’k”V ch0Vh0lh0izf’k{k.k izkIr f’k{kd gSa] ftuesa 15 f’kf{kdk;sa o15 f’k{kd gSa rFkk 30 ch0Vh0lh0 izf’k{k.k izkIrf’k{kd gSa] ftuesa 15 f’kf{kdk;sa o 15 f’k{kd gSaA3-6-1 izfrn’kZu&

fdlh tula[;k ¼bdkbZ oLrqvksa euq”; dklewg½ esa fdlh pj dk fof’k”V eku Kkr djus dsfy, bldh dqN bdkbZ;ksa dks pqu fy;k tkrk gSAbl pquus dh izfØ;k dks izfrn’kZu fof/k dgrs gSa ,oa

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Issue-22, Vol-03

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pquh gqbZ bdkbZ;ksa ds lewg dks U;kn’kZ dgrs gSaA3-6-2 U;kn’kZu dh fof/k&

izLrqr v/;;u esa U;kn’kZ pquus dh LrjhdrjS.Me izfrp;u dh v&vuqikfrd vkoaVu fof/k dkiz;ksx fd;k x;kA ftlesa fofHkUUk Lrjksa tSls fyax Hksn]lkekftd vkfFkZd Lrj o ‘kSf{kd Lrj ls bdkbZ;k¡p;fur dh xbZA3-6-3 js.Me izfrp;u&

Lk/kkj.k ;knfPNd izfrn’kZu laHkkfor izfrn’kZudk ,d izeq[k izdkj gSA ;g oSls izfrn’kZu dks dgktkrk gS ftlesa tho la[;k (population) ds izR;sdlnL; dks izfrn’kZ (Sample) esa lfEefyr fd;stkus dh laHkkouk cjkcj gksrh gS rFkk lkFk gh lkFkfdlh ,d lnL; dk p;u] ij vk//kfjr u gksdjLora= gksrk gSA

Lkk/kkj.k ;knfPNd izfrn’kZu esa mi;ZDr nksuksaxq.kksa dks cjdjkj j[kus ds fy;s dqN [kkl fof/k;ksa dkmi;ksx fd;k tkrk gSAv& vuqikfrd vkoaVu fof/k&blesa izR;sd Lrjesa iM+us okyh bdkb;ksa dk <kapk rS;kj djrs gSa rFkkbdkb;k¡ fuf’Pkr vuqikr esa ugha gksrh gSA3-6-4 T;kn’kZ izfØ;k&

‘kks/kdrhZ us U;k;n’kZu dh mi;ksfxrk dsdkj.k izLrqr ‘kks/k dk;Z esa bls pquk o Qy dh‘kq)rk ds fy;s ;knfPNd fof/k dk iz;ksx fd;kU;k;n’kZ nks pj.kksa esa fd;k x;kA izFke pj.k esa ;knfPNdfof/k dk iz;ksx fd;k x;k rFkk f}rh; pj.k esav&vuqikfrd vkoaVu fof/k dk iz;ksx fd;k x;kA3-7 midj.k&‘kks/k esa iz;qDr midj.k&

izLrqr ‘kks/k esa ‘kks/kdrkZ us iz’ukoyh fof/k ds}kjk leL;k lek.kku fd;k gSAiz’ukoyh&

iz’ukoyh iz’uksa dh ,d Øec) rkfydk gSftlds }kjk fo”k;&oLrq ds lEcU/k esa lwpuk;sa vftZrgksrh gSAijh{k.k dk uke& Job Satisfaction Scale forPrimary and Secondary Teachers

fuekZ.kdrkZ&Dr. (Mrs) Meera Dixitizdk’kd&National Psychological CorpotarionIknksa dh la[;k o izdkj&

Ikk¡p fcUnq fu/kkZjd ekiuh gS] ftlds izR;qRRjfodkYi gSa&1- iw.kZr% lger2- lger3- vfuf’pr4- vlger5- iw.kZr% vlger

ijh{k.k esa vkB vk;ke o 52 in gSaAfo’oluh;rk& Split Half Method ds }kjk ijh{k.k dsfgUnh laLdj.k dh fo’oluh;rk 0-93 gSA Test-restest Method ds }kjk ijh{k.kds fgUnh laLdj.k dh fo’oluh;rk 0-87 gSekiuh ds inksa dk forj.k&

3-7-2 vk¡dM+ksa dk ,d=hdj.k o vadhdj.k&;g ijh{k.k ,d LOk&iz’kkflr ekiuh gS

vkSj bldk iz;ksx ,d lewg ij o O;fDrxr :I lsHkh fd;k tk ldrk gSA iz’ukoyh ds fy, dksbZfuf’pr~ le; lhek ugha gSA lewg dks viuk erO;Dr djuk gksrk gSA ik¡p fcUnq fu/kkZjd ekiuh ijf’k{kdksa us vius erkuqlkj mi;qDr fcUnq ij lgh(

Job Factor Items nO. (S) No. A Intrinsic Aspect of

the job 1, 11, 25, 30, 35 , 46, 52

7

B Salary, Promotional avenues and service conditions

3, 12, 19, 20, 31 , 34, 45, 50

8

C Physical acilities 2, 10, 14, 29, 36 , 43, 48, 49, 51

9

D Institutional Plans and policie s

4, 13, 26, 38, 40 , 47 6

E Satisfaction with authorities

5, 14, 21, 27, 32 , 41 6

F Satisfaction with authorities

8, 9, 17, 18, 23 5

G Rapport with students

7, 15, 22, 28, 33 , 39 6

H Relationship with Co-workers

6, 16, 37, 42, 44 5

Total 52

ISSN: 2394 5303 0163



Issue-22, Vol-03

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) dk fpUg yxk;kA fQj ls iz’ukoyh okil ls ygxbZ rFkk rSuqvy ds vuqlkj iw.kZr% lger ds fy,1] vgler ds fy, 2] vfuf’pr~ ds fy, 3]lger ds fy, 4 o iw.kZr% vler ds fy, 5 vadiznku fd;s x;sA3-7-3 v/;;u esa iz;qDr laf[;dh&

vuqla/kku dk;Z esa cgqr ls vkadM+ksa dks ,d=djuk gksrk gs ;fn bu vkadM+ksa dks T;ksa dk R;ksa izLrqrdj fn;k tk;s rks vkadM+ksa ds lewg ds vfrfjDr vkSjdksbZ vFkZ ugha j[ksxkA vr% ;g vko’;d gksrk gSfd vkadM+ksa dks O;ofLFkr djds bl izdkj izLrqrfd;k t;s fd v/;;u dh x;h fo’ks”krkvksa dkifjp; lqxerk ls gks ldsA bl dk;Z esa lkaf[;dh dsiz;ksx dk viuk fo’ks”K egRo LFkku gS vkSj vktdy izR;sd {ks= esa fd;s tkus okys vuqla/kku dk;Z esabl ,d vko’;d midj.k ds :Ik esa iz;ksx fd;ktkrk gSA ‘kks/kdrhZ us izLrqrv/;;u ds mÌs’; ,oale; dks /;ku esa j[krs gq;s fuEu] lkaf[;dh dkiz;ksx fd;k gSAVh&ijh{k.k&

Nks izfrn’kZ e/;ekuksa (Sample Means) dsvUrj ds izfrp;u forj.k (Sampling distribution)ds vh forj.k ds leku gksus ds dkj.k nks e/;ekuksads vUrj dh lkFkZdrk ds izHkqor ijh{k.k dks Vh&ijh{k.k(t-test) dgrs gSaA Vh&ijh{k.k esa Vh&vuqikr (t-Ratio)dh x.kuk dh tkrh gSA Vh&vuqikr okLro esanks e/;ekuksa ds vUrj rFkk bl vurj dh ekud =qfVdk vuqikr (Ratio) gS vr% Vh vuqikr

t = (M1-M2)D

;gk¡ t =Vh&ijh{k.k (t-test)M1- ,d izfrn’kZ dk ek/; (Mean of one sample)M2- nwljs izfrn’kZ dk ek/; (Mean of Secondsample)D- nks izfrn’ksZa ds ek/;ksa ds chp ds mvUrj dhekud =qfV (Standard error of the differencebetween two sample man)M1 o M2 ds vUrj KKr djus esa fpUg (Sign) dk

dksbZ egRo ugha fn;k tkrk vFkkZr~ T;knk esa ls dedks ?kVk;k x;kA vk¡dM+ksa dk fo’ys”k.k ,oa O;k[;kvk¡dM+ksa dk oxhZdj.k] lkj.kh;u ,oa fo’ys”k.k4-1 iznRrksa dk lj.kh;u ,oa fo’ys”k.k&

‘kks/kdrhZ us iznRrksa dh foospuk dh Li”Vrkgsrq pqus x;s lhrkiqj tuin ds 30 fof’k”Vch0Vh0lh0 izf’k{k.k izkIr o 30 ch0Vh0lh0izf’k{k.k izkIr f’k{kdksa dk p;u fd;k x;kA

Dksuj ds vuqlkj&lkaf[;dh fdlh fo’ks”kleL;k vk¡dM+ksa dks fu;fer o lqO;ofLFkr :i nsusdk uke gSA4-2 iznRrksa dk fo’ys”k.k ,oa O;k[;k&

vuqla/kku izfØ;k esa ifjdYiukvksa jpuk dsi’pkr~ muds ijh{k.k ds fy, ladfyr fd;s x;svk¡dM+ksa dk fo’ys”k.k ,oa O;k[;k djus dhvko’;drk gs ftldh l;gk;rk ls ge viusokafNr y{; dh izkfIr dj ldsA iznRrksa ds fo’ys”k.kls vfHkizk; muesa fufgr rF;ksa dks fu/kkZfjr djus gsrqlkj.khc) fo”k; lkekxzh dk v/;;u djuk gksrkgSA vk¡dM+ksa ds fo’ys”k.k ds lkFk&lkFk gh foospukdh Hkh izfØ;k vkjEHk gks tkrh gSA

vuqla/kku izfØ;k esa ifjdYiukvksa dh jpukmijkar muds ijh{k.k ds fy, ladfyr fd;s x;svk¡dM+ksa dk fo’ys”k.k ,oa O;k[;k djus dhvko’;drk gksrh gSAmÌs’;&1

ch0Vh0lh0 izf’k{k.k izkIr o fof’k”Vch0Vh0lh0 izf’k{k.k izkIr f’kf{kdkvksa dhdk;Z&larqf”V esa dksbZ lkFkZd vUrj ugha gSAinksa dk vadu&

lkj.kh&4-2-1

Lkkj.kh 4-2-1 esa iz;qDr esa t dk eku

ISSN: 2394 5303 0164



Issue-22, Vol-03

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lkFkZdrk ds 0-05 Lrj ij f}iqPNh; ijh{k.k dsfy, lkFkZdrk Lrj ds vk/kkj ij 2-05 gS vkSj x.kuk}kjk izkIr vk¡dM+k 0-366 gS x.kuk }kjk IkzkIr vk¡dM+k0-05 Lrj ds lkj.kh;u ls de gS 0-05 Lrj ijlwU; ifjdYiuk Lohdr gSAifj.kke&

izLrqr v/;;u dh ifjdYiuk&1 ds fy,vk¡dM+ksa dh x.kuk djus ij ifj.kke ;g izkIr gqvkfd fof’k”V ch0Vh0lh0 izf’k{k.k f’kf{kdkvksa dhvis{kk fof’k”V ch0Vh0lh0 izf’k{k.k izkIr f’kf{kdk;saT;knk larq”V ikbZ x;hAmÌs’;&2

ch0Vh0lh0izf’k{k.k izkIr o fof’k”Vch0Vh0lh0 izf’k{k.k izkIr f’k{kdksa dh dk;Z larqf”Vdk rqyukRed v/;;u djukAifjdYiuk&

ch0Vh0lh0 izf’k{k.k izkIr o fof’k”Vch0Vh0lh0 izf’k{k.k izkIr f’k{kdksa dh dk;Z&larqf”Vesa dksbZ lkFkZd vUrj ugha gSAinksa dk vadu&

lkj.kh & 4-2-2

lkj.kh 4-2-2 esa iz;qDr leadksa esa t dk ekulkFkZdrk ds 0-05 Lrj ij f}iqPNh; ijh{k.k dsfy, lkFkZdrk Lrj ds vk/kkj ij 2-05 gS vkSj x.kukls izkIr vk¡dM+k 0-6245 gS x.kuk ls izkIr t eku0-05 LRkj ij lkFkZdrk ds fy, vko’;d t-eku ls degSA vr% 0-05 ij ‘kwU; ifjdYiuk Lohdr gSAifj.kke&

izLrqr v/;;u dh ifjdYiuk&2 ds fy,vk¡dM+ksa dh x.kuk djus ij ifj.kke ;g izkIr gqvkfd fof’k”V ch0Vh0lh0 izf’kPk.k izkIr f’k{kdksa dke/;eku yxHkx cjkcj gSA fof’k”V ch0Vh0lh0 f’k{k.kizkIr f’k{kdksa dk e/;eku de gSA

O;k[;k&fof’k”V ch0Vh0lh0 izf’k{k.k izkIr f’k{kdksa

dk e/;eku ch0Vh0lh0 izf’k{k.k izkIr f’k{kdksa dse/;eku ls de gS] blls ;g irk pyrk gs fdch0Vh0lh0 izf’k{k.k izkIr f’k{kd] fof’k”Vch0Vh0lh0 izf’k{k.k izkIr f’k{kdksa dh rqyuk esaFkksM+k T;knk larq”V gs ijUrq mRrj T;knk ugha gS vr%mudh dk;Z larqf”V ds e/; lkFkZd vUrj ugha gSAbldk dkj.k ;g gks ldrk gS fd mudh la[;k¼izkFkfed fo|ky;ksa½ dh uhfr;ksa esa vUrj ugha gSrFkk mudk lkekftd Lrj Hkh cjkcj gh gksrk gS]muds osrueku esa Hkh vUrj ugha gksrk gS A ch0Vh0lh0izf’k{k.k izkIr f’k{kdksa ds vius lg;ksfx;ksa ds lkFklEcU/k fof’k”V ch0Vh0lh0 izf’k{k.k izkIr f’k{kdksads vius lg;ksfx;ksa ds lkFk lEcU/kksa ls T;knk vPNsik;s x;s] bldk dkj.k muds ‘kSf{kd Lrj esa vUrjgksuk Hkh gks ldrk gSA HkkSfrd lq[k lqfo/kkvksa dslEcU/k esa muds erksa esa lekurk gSAmÌs’;&3

ch0Vh0lh0 izf’k{k.k izkIr o fof’k”Vch0Vh0lh0 izf’k{k.k izkIr f’k{kdksa dh dk;Z larqf”Vdk rqyukRed v/;;u djukAifjdYiuk&3

ch0Vh0lh0 izf’k{k.k izkIr o fof’k”Vch0Vh0lh0 izf’k{k.k izkIr f’k{kdksa dh dk;Z&larqf”Vesa dksbZ lkFkZd vUrj ugha gSA

lkj.kh&4-2-3

lkj.kh 4-2-3 esa iz;qDr leadks esa t dkeku lkFkZdrk ds 0-05 Lrj ij f}iqPNh; ijh{k.kds fy, lkFkZdrk Lrj ds vk/kkj ij 2-00 gS vkSjx.kuk ls izkIr t dk eku 0-59 gSA vr% ‘kqU;ifjdYiuk Lohdr gSA

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Issue-22, Vol-03

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ifj.kke&izLrqr v/;;u dh ifjdYiuk&3 ds fy,

vk¡dM+ksa dh x.kuk djus ij ifj.kke ;g izkIrgqvk fd fof’k”V ch0Vh0lh0 izf’k{k.k f’k{kdksadk e/;eku yxHkx cjkcj gS] rFkk mudh larqf”V esalkFkZd vUrj ugha ik;k x;kA bl izdkj ifjdYiukLohdr gks xbZ gSAO;k[;k&

ch0Vh0lh0 izf’k{k.k izkIr f’k{kdksa o fof’k”Vch0Vh0lh0 izf’k{k.k izkIr f’k{kdksa dh dk;Z larqf”Vesa lkFkZd vUrj u gksus dk dkj.k muds osrueku esalekurk gksuk gks ldrk gSA iwoZ dh vis{kk orZeku esaf’k{kdksa ds osru esa of) gks x;h] bl dkj.k f’k{kdiwoZ dh vis{kk] vf/kd larqf”V dk vuqHko djrs gSaA‘kSf{kd Lrj esa Hkh vlekurk ugha jg xbZ gSA vcdqN ch0Vh0lh0 mPp f’k{kk izkR; fd;s gq, Hkh gksrsgSaA vr% ‘kSf{kd Lrj Hkh yxHkx leku gks x;k gS]bls Hkh mudh dk;Z larqf”V esa lkFkZd vUrj u gksus dkdkj.k ekuk tk ldrk gSA

bl izdkj bl v/;;u ds ek/;e ls iwoZ esaLFkkfir bl /kkj.kk fd ch0Vh0lh0 izf’k{k.k IkzkIr ofof’k”V ch0Vh0lh0 izf’k{k.k izkIr f’k{kdksa dh dk;Zlarqf”V Lrj esa fHkUUkrk gksrh gS esa ifjorZu ykus esalgk;rk feyrh gSAmÌs’;&4

mi;qZDr lewgksa ds fofHkUu vk;keksa ds e/;lkFkZd vUrj ugha gSAifjdYiuk74

mi;qZDr lewgksa ds fofHkUUk vk;keksa ds e/;lkFkZd vUrj ugha gSA

lkj.kh&4-2-4

ifj.kke o ifj.kkeksa dh O;k[;k&vk;ke A ds fy,& vk;ke A ds fy,ch0Vh0lh0 izf’k{k.k izkIr o fof’k”V ch0Vh0lh0izf’k{k.k izkIr f’k{kdksa ds e/;eku yxHkx cjkcj gSaA ot dk izkIr eku 0-0625 gS tks f}iqPNh; ijh{k.k dsfy, 0-05 Lrj ds lkj.kh eku ¼2-00½ vr% ‘kwU;ifjdYiuk LOkhdr gksxh o ch0Vh0lh0 izf’k{k.kizkIr o fof’k”V ch0Vh0lh0 izf’k{k.k izkIr f’k{kdksads vk;keA vFkkZr ukSdjh ds LokHkkfod igyw dse/; lkFkZd vUrj ugha gSA bldk dkj.k ;g gksldrk gS bu f’k{kdksa dks f’k{k.k O;olk; fiz; gkso mUgsa xfjek vuqHko gksrk gksAvk;ke B ds fy,&

vk;ke Bds fy, ch0Vh0lh0 izkIr ofof’k”V ch0Vh0lh0 izf’k{k.k izkIr f’k{kdksa dse/;eku yxHkx cjkcj gS o t dkizkIr eku 0-167gS tks f}iqPNh; ijh{k.k ds fy, 0-05 Lru dslkj.kh eku ¼2-00½A vr% ch0Vh0lh0 izf’k{k.kizkIr o fof’k”V ch0Vh0lh0 izf’k{k.k izkIr f’k{kdksads vk;e B vFkkZr~ osru] inksUUkfr o O;olk;ifjfLFkfr ds izfr muds erksa esa lkFkZd vUrj ugha gSAbldk dkj.k ;g gks ldrk gS fd muds osru]inksUufr o LFkkukUrj.k gksus dh lEHkkouk lekugksrh gSAvk;ke C ds fy,&

vk;ke ds C fy, ch0Vh0lh0 izf’k{k.kizkIr o fof’k”V ch0Vh0lh0 izf’k{k.k izkIr f’k{kdksads e/;eku yxHkx cjkcj gS fof’k”V ch0Vh0lh0izf’k{k.k izkIr f’k{kdksa dk e/;eku FkksM+k T;knk gS]o t-test dk izkIr eku 1-29 gS tks f}iqPNh;ijh{k.k ds fy, 0-05 Lrj ds lkj.kh eku ¼2-00½A vr%‘kwU; ifjdYiuk Lohdr gksxh o ch0Vh0lh0 izf’k{k.kizkIr o fof’k”V ch0Vh0lh0 izf’k{k.k izkIr f’k{kdksads vk;e CvFkkZr~ HkkSfrd lq[k lqfo/kkvksa ds izkfrmuds erksa esa lkFkZd vUrj ugha gS] bldk dkj.k;g gks ldrk gS fd lHkh ljdkjh izkFkfed fo|ky;ksadh lajpuk leku gksrh gS tSlh lqfo/kk;sa ,d esa gSoSlh gh nwljs esa Hkh gksrh gS pw¡fd xk¡o ds fo|ky;ksa

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Issue-22, Vol-03

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dks v/;;u gsrq pquk x;k gS vr% muesa lekurk gksxhAvk;ke D ds fy,&

vk;ke D ds fy, ch0Vh0lh0 izf’k{k.kizkIr o fof’k”V ch0Vh0lh0 f’k{k.k izkIr f’k{kdksa dse/;eku yxHkx cjkcj gS o t-testdk x.kuk }kjkizkIr eku 0-825 gS tks f}iqPNh; ijh{k.k ds fy,0-05 Lrj ds lkj.kh eku ¼2-00½ ls de gSA vr%ch0Vh0lh0 izf’k{k.k izkIr o fof’k”V ch0Vh0lh0izf’k{k.k izkIr f’k{kdksa ds vk;ke D vFkkZr~ laLFkkxruhfr;ksa o fu;eksa ds lEcU/k esa muds erksa esa lkFkZdvUrj ugha gSA lHkh ljdkjh izkFkfed fo|ky;ksa gsrqleku uhfr;ka o fu;e gSa ;g bldk ,d dkj.k gksldrk gSAvk;ke E ds fy,&

vk;ke E ds fy, ch0Vh0lh0 izf’k{k.k izkIrf’k{kdksa dk e/;eku fof’k”V ch0Vh0lh0 izf’k{k.kizkIr f’k{kdksa ds e/;eku ls FkksM+k lk T;knk gS o t-testdk x.kuk }kjk izkIr eku 1-88 gS tks f}iqPNh;ijh{k.k ds fy, 0-05 Lrj ds lkj.kh eku ¼2-00½ls de gSA vr% 0-05 lkFkZdrk Lrj ij ‘kwU;ifjdYiuk Lohdr gksxh vr% ch0Vh0lh0 izf’k{k.kizkIr o fof’k”V ch0Vh0lh0 izf’k{k.k izkIr f’k{kdksads vk;ke E vFkkZr~ muds vf/kdkfj;ksa ds izfr larqf”Vesa lkFkZd vUrj ugha gS rFkk fof’k”V ch0Vh0lh0izf’k{k.k izkIr f’k{kd] ch0Vh0lh0 izf’k{k.k izkIrf’k{kdksa ds leku vius vf/kdkfj;ska ls vf/kd larq”VgSa bldk dkj.k ;g gks ldrk gS fd ch0Vh0lh0izf’k{k.k izkIr o fof’k”V ch0Vh0lh0 izf’k{k.k izkIrf’k{kdksa ds vf/kdkfj;ksa esa lekurk gksrh gSAvk;ke F ds fy,&

vk;ke F ds fy, ch0Vh0lh0 izf’k{k.k izkIro fof’k”V ch0Vh0lh0 izf’k{k.k izkIr f’k{kdksa dse/;eku leku gSA t-testdk x.kuk }kjk izkIr eku 0-279 gS tks f}iqPNh; ijh{k.k ds fy, 0-05 Lrj dslkj.kh eku ¼2-00½ ls de gSA vr% ch0Vh0lh0izf’k{k.k izkIr o fof’k”V ch0Vh0lh0 izf’k{k.k izkIrf’k{kdksa ds vk;ke FvFkkZr~ lkekftd Lrj o ikfjokfjddY;k.k ds izfr muds erksa esa lkFkZd vUrj ugha gSa]

bldk dkj.k gks ldrk gS fd lekt esa f’k{kd dkslEeku izkIr gS blfy, f’k{kdksa dks xfjek dkvuqHko gksrk gks o vPNk gksus ls vius ifjokj dhns[k&ns[k esa Hkh lqfo/kk gks xbZ gS vr% muds erbl lEcU/k esa leku gSaAvk;ke G ds fy,&

vk;ke G ds fy, ch0Vh0lh0 izf’k{k.kizkIr o fof’k”V ch0Vh0lh0 izf’k{k.k izkIr f’k{kdksads e/;eku yxHkx cjkcj gS o t-testdk x.kuk }kjkizkIr eku 0-317 gS tks f}iqPNh; ijh{k.k ds fy,0-05 Lrj ds lkj.kh eku ¼2-00½ ls de gSA vr%ifjdYiuk Lohdr gksxh o ch0Vh0lh0 izf’k{k.kizkIr o fof’k”V ch0Vh0lh0 izf’k{k.k izkIr f’k{kdksads vk;ke vFkkZr~ Gmuds fo|kfFkZ;ksa ds lEcU/kleku gSa dksbZ Hkh lkFkZd vUrj ughagS bldkdkj.k j[krk gS vkSj f’k{kd Hkh Nk=ksa ds lkFkfiror~ O;ogkj djrk gS vr% muds e/; lEcU/kBhd jgrs gSaAvk;ke H ds fy,&

vk;ke Hds fy, ch0Vh0lh0 izf’k{k.kizkIr o fof’k”V ch0Vh0lh0 izf’k{k.k izkIr f’k{kdksads e/;eku yxHkx cjkcj gS o t-testdk x.kuk}kjk izkIr eku 0-76 gS tks f}iqPNh; ijh{k.k dsfy, 0-05 Lrj ds lkj.kh eku ¼2-00½ ls de gSAvr% ‘kwU; ifjdYiuk Lohdr gksxh o ch0Vh0lh0izf’k{k.k izkIr rFkk fof’k”V ch0Vh0lh0 izf’k{k.kizkIr f’k{kdksa ds vk;ke vFkkZr~ Hmuds lgdfeZ;ksadslkFk muds lEcU/k leku gSa o muesa dksbZ lkFkZdvUrj ugha gSA bldk dkj.k ;g gks ldrk gS fdizkFkfed fo|ky;ksa esa dk;Zjr lHkh f’k{kd ;k rksch0Vh0lh0 izf’k{k.k izkIr gksrs gSa ;k fof’k”Vch0Vh0lh0 izf’k{k.k izkIrA ftlls mudk gj Lrjleku gksrk gS o ftlls lEcU/k vPNs gksrs gSaA5-1 fu”d”kZ&

izLrqr v/;;u vk¡dM+ksa dk fo’ys”k.k djusds i’pkr~ fuEu fu”d”kZ izkIr gq,&1- ch0Vh0lh0 izf’k{k.k izkIr o fof’k”Vch0Vh0lh0 izf’k{k.k izkIr f’f{kdkvksa dh dk;Z

ISSN: 2394 5303 0167



Issue-22, Vol-03

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lUrqf”V esa dksbZ Hkh vUrj ugha izkIr gqvkA2- izLrqr v/;;u ls ;g fu”d”kZ izkIr gqvk fdch0Vh0lh0 izf’k{k.k izkIr o fof’k”V ch0Vh0lh0izf’k{k.k izkIr gqvk fd f’k{kdksa dh dk;Z lUrqf”V esalkaf[;dh n‘f”V ls dksbZ Hkh vUrj ugha gSA3- bl izdkj ch0Vh0lh0 izf’k{k.k izkIr f’k{kdksaftuesa ch0Vh0lh0 izf’k{k.k izkIr f’k{kd o f’kf{kdk;sanksuksa lfEefyr gS o fof’k”V ch0Vh0lh0 izf’k{k.kizkIr f’k{kd o f’k{kdkvksa dk dk;Z larqf”V esa dksbZ HkhvUrj ugh izkIr gqvkA

bl izdkj v/;;u dh rhuksa ifjdYiuk;saLohd‘r gks xbZA5-2 ‘kSf{kd fufgrkFkZ&

izLrqr y?kq ‘kks/k ds ifj.kkeksa ls mu /kkj.kkvksadk [k.Mu gksrk gS fd izkFkfed fo|ky;ksa esa dk;Zjrch0Vh0lh0 izf’k{k.k izkIr o fof’k”V ch0Vh0lh0izf’k{k.k izkIr f’k{kdksa dh dk;Z larqf”V ds Lrj esavUrj gksrk gSA ;|fi l/;ekuksa esa vUrj ik;k x;kijUrq ;g vUrj lkf[;dh; fo’ys”k.k dh nf”V lslkFkZd ugh gSA

izLrqr v/;;u ds ifj.kkeksa ls ;g Kkr gksrkgS fd dk;Z larqf”V ij f’k{kd dh fu;qfDr dh izfØ;kdk izHkko ugh iM+rk gSA cfYd nsj ls osru feyuk]lg;ksfx;ksa dk O;ogkj] fo|ky; dk okrkoj.k vkfnizHkkfor djrk gSA vr% buesa lq/kkj ykuk tkuk pkfg,A

blds vfrfjDr ‘kSf{kd Lrj dk Hkh egRough ns[kk x;k gSA vPNk f’k{k.k dk;Z ogha djldrk gS ftlesa lgu’khyrk] nwljksa dh Hkkoukvksa dsizfr vknj] lg;ksx vkfn xq.k fo|keku gksA bu lcxq.kksa ds fodkl ds fy, izf’k{k.k laLFkkuksa dks izf’k{k.kds le; gh iz;kl fd;k tkuk pkfg, rkfd v/;kiuesa os viuh iwjh {kerk dk mi;ksx dj vf/kd lsvf/kd :fp ds lkFk f’k{k.k dk;Z dj ldsA

ISSN: 2394 5303 0168



Issue-22, Vol-03

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arshwardhan Publication Pvt.Ltd. Limbaganesh, Dist. Beed, Pin ...

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