Quarterly - Gurukul International

GURUKUL INTERNATIONAL MULTIDISCIPLINARY

RESEARCH JOURNAL

Quarterly

Dec – 2016 Issue – IV Volume – VII

ISSN No. 2394-8426

International Impact Factor 2.254

Chief Editor

Mr. Mohan Hanumantrao Gitte At. Dattapur, Post. Ghatnandur, Tah. Ambajogai, Dist. Beed.

Pin – 431519

Mob. No.: +91 92 73 75 9904

Email ID’s

[email protected], [email protected]

Web Portal

http://gurukuljournal.com/

Gurukul InternationalMultidisciplinary Research Journal (GIMRJ)with


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ISSN No. 2394-8426

Dec – 2016

Issue–IV, Volume–VI

Quarterly Journal Peer Reviewed Journal ISSN No. 2394-8426 Indexed Journal Referred Journal http://www.gurukuljournal.com/

INDEX

Paper

No.

Title Author Page No.

1 महारा रा यातील काही िनवडक फळाबाबतच सशोधन –

भाग 2

ा.डॉ. सौ. शरय मिनष पोतनरवार 1-5

2 मानवी ह : मिहला व बालक एम. बी. रवतकर 6-10

3 भारतीय पयटन वसायाच सा कितक व धा मक घटक डॉ. रामदास रसाळ 11-14

4 Perceptions & Problems Of Child Labour Dr. Ramarao Dharmana 15-23

5 Begins With Health and Environments Problem in

India: How Can Control?

Dr. Jiwan Devi 24-28

6 गहअथशा ातील वयरोजगारा या सधी डॉ. य. एम. खडाळ 29-33

7 Human Rights in Tibet: The Role of United Nations Dr. Harsha Chaturvedi 34-37

8 A Study Of Educational Anxiety Of High And Low

Class Society Students In Amravati District

Dr.Nilima.Ambadkar, Mrs.Manisha

Patil 38-42

9 मािडया (आ दम) जमातीच सामािजक जीवन ा. मोद सखाराम घोनमोड 43-45

10 Luminescence In Silicates: Review Gurjeet Talwar 46-50

11 िविवधागी वाचन स कती ड वषा ठाकर & ड . िनता शमा 51-54

12 The Pedagogy of the Oppressed: Challenging Issues

and Changing Trajectories

Dr Meera Dahal 55-61

13 भारतातील आ दवासी समाजा या सम या व उपाययोजना ा. िव नाथ आ माराम दरकार 62-65

14 आ दवासी िव ा या या श िणक िवकासात सव िश ा अिभयानाची भिमका

ी. फल शामराव िसडाम 66-69

15 नारायण सव या किवततील ी प डॉ. अ णा अजन मोर 70-73

16 डॉ. बाबासाहब आबडकराचा ी-िवषयक दि कोन ा. सजय कशवराव लाटलवार 74-76

17 Quality & Challengs In Inclusive Education Policy Dr. Devendra R. Bhagat 77-81

18 Chetan Bhagat – An Emerging Educationalist Pranjali R. Wasulkar, Dr. A V

Dhote 82-84

19 थलातरीत लाडज सम या या िवळ यात : एक सामािजक

ा. िमथन बाबराव राऊत 85-90

20 थश च उपासक डॉ. बाबासाहब आबडकर आणी थालयाची उपयोगीता

डॉ. दलीप बारसागड 91-94

21 Problems Facing Indian Economy Prof. Dr. H. M. Kamdi 95-99

22 Observations and Studies on floral diversity in Lake

Mendki, Tahsil Bramhapuri of District Chandrapur,

Maharastra state (India)

Chavhan R. N. & Lanjewar Smita 100-105

23 Impact Of Hrm Practices In Cement Industry Dr. Niyaj S. Sheikh & Mr.Rounak

V. Lodhiya 106-110

24 वासदव बळवत फडक एक ाितकारक डॉ.साळ मीना च भान 111-113

25 Problems Of Higher Education In India Dr. Prashant M. Puranik 114-116

26 Role of Human Resource manager in an organization Prof. Rajesh S. Dongare 117-119

27 Socio-economic, Demographic Profile and Substance

Abuse among Street Adolescents in Mumbai

Dattaram D Naik1, Rajesh Dase2,

Augustine Kanjamala3 120-128

28 A study of use of Web 2.0 technology among

University LIS Professionals

Kishor N. Wasurke & Dr Veena A.

Prakashe 129-138

29 The evolving perspectives on Branding-what holds

for the future?

J Murali Krishnan 139-144

30 Generation gap Prof Dr.S.K.Singh 145-148

31 भारतीय लोकशाही आिण िवरोधी प ाची भिमका ा.डॉ. राज सदािशव म मवार 149-151

32 तकारामाचा समतािधि त मानवतावादी द ीकोण ा. सतोष सदािशव दठ & डॉ. इसादास भडक

152-157

33 आ मह या करणा या शतकरी कटबा या सम या डॉ. कशोर उ मराव राऊत 158-163



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34 जल वरा या या क पा या मा यमातन ामीण समदायाचा िवकास

ा. कशोर भारत कड 164-169

35 वतमानातील शासक य व था आिण आ दवासी िवकासात महारा ामीण रोजगार हमी योजनची भिमका

सजय पी. िपठाड 170-173

36 महा मा बसव र : एक यगप ष गजर सिनता लबराज 174-176

37 सिवनय कायदभगा या चळवळीत नागपर िज हयाच योगदान

ा. डॉ. आनद क. भोयर 177-181

38 Spatial Distribution Of Groundwater Iron And

Manganese In Chandrapur District, Central India

R K Kamble1* and M G Thakare2 182-192

39 Seasonal Variation Of PHYSICO-CHEMICAL

Characteristics Of Ghodazari Lake In Chandrapur

District, Maharashtra, India

Kavita S. Raipurkar1 and M. G.

Thakare2 193-203

40 Demonetization: New Beginning Dr. Falguni Mitesh Thakkar 204-207

41 अमरावती जनपद क मलघाट क अनसिचत जनजाती क कल जनस या का सा रता दर

डॉ रजनी एम दशमख आिण ा िनिखल एम दशमख

208-211

42 साकत और उ मला क ि व का िवरह िच ण सधाश रॉय और डॉ शल श ल 212-217

43 िववाहपव समपदशनाची गरज : एक अ यास डॉ अ धती एस. पाटील & गाभड उ व शकर

218-223

44 ब सा कितवाद और भारतीय लोकत क चनौतीया वतमान प र म

िच ा कमच दानी 224-230

45 समाजवादी अवधारणा : गाधीवादी िच तन क स दभ म सदीप सह चौहान 231-236

46 भारतीय रा ीय आ दोलन म राज थान का योगदान : एक नवीनतम िव षण

बाल कशन कमावत 237-242

47 भारत म पचायती राज क िवकास या व दक काळ स ि टीश काळ क िवशष सदभ म

राधा सार वत 243-248

48 सरका रया आयोग : क रा य सबध एव रा यपाल राकश कमार 249-252

Gurukul International Multidisciplinary Research Journal (GIMRJ) with


Page 1

ISSN No. 2394-8426

Dec – 2016

Issue – IV, Volume – VI


Ekgkjk”Vª jkT;krhy dkgh fuoMd QGkackcrps la’kks/ku & Hkkx 2

izk-MkW- lkS- ‘kj;q efu”k iksruqjokj vFkZ’kkL= foHkkx izeq[k

ljnkj iVsy egkfo|ky;] panziqj

Lak’kks/kukpk xks”kokjk %&

vkjksX;e /kulaink vFkkZr] vkjksX; lqO;ofLFkr vl.ks Eg.ktsp /kuoku vl.ks gks; - vkjksX; lqn`< vlsy rjp laiw.kZ fodkl dj.ks ‘kD; gksm ‘kdrs- R;kdfjrk vkgkj fu;af=r vl.ks vkt t#jhps >kys vkgs- fu;af=r vkgkjkdfjrk fofo/k izdkjph QGs vkgkjkr lekfo”V djkfor] vls MkWDVj rlsp vkgkjrK usgehp lqpfor vlrkr-R;kiSdh dsGh vkf.k nzk{ks ;k QGkae/;s v’kh vusd rRos vlrkr dh T;keqGs jksx izfrdkjd ‘kDrh ok<qu euq”;kps vkjksX; lqn`< jkgq ‘kdrs]fu;af=r jkgq ‘kdrs- R;kr vlysY;k uSlfxZd ‘kdZjseqGs rktsrokus okVqu euq”; tksekus dk;Zizo`Rr gksm ‘kdrks] HkqdsY;kaps iksV Hk# ‘kdrs rlsp dk;Z{kerk vckf/kr jkg.;kl enrgh gksm ‘kdrs- Ekgkjk”Vª jkT;kpk fopkj djrk dsGh ;k QGkP;k ckcrhr b-lu 1979&80 rs 2000&2001 ;k o”kkZr ykxoM {ks= rlsp mRiknukP;k izek.kkrhy cnykpk fopkj djrk vls fnlqu ;srs dh 1979&80 rs 1994&95 i;Zar lrr FkksM;kQkj izek.kkr ok< gksr vlqu R;kuarj 1995&96 rs 2000&2001 ;k dkyko/khr vk.k[kh tkLr osxkkus ok< gksr vkgs- nzk{ks ;k QGkP;k ckcrhr b-lu 1979&80 rs 2000&2001 ;k o”kkZr ykxoM {ks= rlsp mRiknukP;k izek.kkrhy cnykpk fopkj djrk vls fun’kZukl ;srs dh] 1979&80 rs 2000&2001 ;k 22 o”kkZP;k dkyko/khr 1982 rs 1984 vkf.k 1985 rs 1987 gs o”kZ oxGrk o`)hps okf”kZd izek.k lrr ok<r vkgs- tehu] ik.kh ]esgur Kku] v|;kor ekfgrh o ra=Kku bR;knhapk ;ksX; okij d#u dsGh vkf.k nzk{ks ;k QGkaph ykxoM dsyh vlrk ‘ksrdjh vf/kd/khd mRiknu ?ksmu Jhear rj cuq ‘kdrks f’kok; lkscrp lektkyk vkjksX;gh iznku d# ‘kdrks - Ckht’kCn %& lqn`< vkjksX;] Jhear ‘ksrdjh] ykxoM {ks=] mRiknu] mRiUu] ldkjkRedrk] iz;Ru] {kerk ]v|;kor ekfgrh o ra=Kku bR;knh- izLrkouk%& lektkP;k laiw.kZ fodklkdfjrk lektkps ‘kkfjfjd rlsp ekufld vkjksX; fu;af=r vlkos ykxrs- R;klkBh ldkjkRedrk ]iz;Ru] dk;Z’khyrk] {kerk ]esgur ;klkscrp la’kks/kukphlq/nk vko’;drk vlrs- gh vko’;drk iq.kZ dj.;kdfjrk rlsp vkjksX; fu;af=r Bso.;kdfjrk vkgkj fu;af=r vl.ks fudfMps vlrs- fu;af=r vkgkjkdfjrk fofo/k izdkjph QGs vkgkjkr lekfo”V djkfor] vls vkgkjrK rlsp MkWDVjlq/nk usgehp lqpfor vlrkr-



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vusd fBdk.kh dqiks”k.kkph leL;k lrkor vlrs]rsaOgk izd”kkZus v’kk QG vkf.k /kkU;kaph vko’;drk tk.kors dh T;keqGs dehr deh iS’kkr vf/kdk/khd yksdkps iksV Hkjsy-rsaOgk dsGh vkf.k nzk{ks ák QGkapk mi;ksx vf/kd pkaxY;k izdkjs gksrks rlsp QGkae/;s vusd thoulRos vlrkr-

m|s’k %& dsGh vkf.k nzk{ks ;k QGkackcr vFkZ’kk=h; n`f”Vus la’kks/ku d#u mRiUu] mRiknu] ykxoM {ks= bR;knhapk vH;kl dj.;kpk ekul fu;af=r vkgkj vkf.k dwiks”k.k ;k leL;k lksMfo.;kdfjrk fuekZ.k gks.kk&;k xjtsrqu fuekZ.k >kyk- QGkaph fuoM %& la’kks/kukdfjrk dsGh vkf.k nzk{ks ;k nksu QGkaph fuoM dj.;kps Bjfo.;kr vkys-;kps eq[; dkj.k Eg.kts ;k QGkae/;s vlysyh fo”ks’krk vkf.k mi;ksx gksr- ;k QGkae/;s v’kh vusd rRos vkf.k thoulRos vkgsr dh T;keqGs euq”;kps vkjksX; lqn`< uh fu;af=r jkgq ‘kdrs- rlsp fu;af=r vkgkj vkf.k dwiks”k.k ;koj mik; Eg.kqulq)k ;k QGkaps Hkjiwj egRo vkgs- dehr deh iS’kkr vf/kdk/khd yksdkps iksV Hkj.;kph {kerk ;k QGkae/;s vkgs- Lif”Vdj.k %& Ekgkjk”Vª jkT;krhy 1979&80 rs 2000&2001 ;k 22 o”kkZP;k dkyko/khr dsGh vkf.k nzk{ks ;k QGkaP;k ykxoM {ks=kr dze’k% ok< gksrkauk fnlqu ;srs-1994&95 iklqu ;k ok<hps izek.k vf/kd tkLr vkgs-rlsp ;k nksUgh QGkaP;k mRiknukrgh dze’k% ok< gksrkauk fnlqu ;srs-1994&95 iklqu ;k ok<hps izek.k vf/kd tkLr vkgs- Ekgkjk”Vª jkT;kpk fopkj djrk dsGh ;k QGkP;k ckcrhr b-lu 1979&80 rs 2000&2001 ;k o”kkZr ykxoM {ks= rlsp mRiknukP;k izek.kkrhy cnykpk fopkj djrk vls fnlqu ;srs dh 1979&80 rs 1994&95 i;Zar lrr FkksM;kQkj izek.kkr ok< gksr vlqu R;kuarj 1995&96 rs 2000&2001 ;k dkyko/khr vk.k[kh tkLr osxkkus ok< gksr vkgs] vls fun’kZukl ;srs- nzk{ks ;k QGkP;k ckcrhr b-lu 1979&80 rs 2000&2001 ;k o”kkZr ykxoM {ks= rlsp mRiknukP;k izek.kkrhy cnykpk fopkj djrk vls fun’kZukl ;srs dh 1979&80 rs 2000&2001 ;k 22 o”kkZP;k dkyko/khr 1982 rs 1984 vkf.k 1985 rs 1987 gs o”kZ oxGrk o`)hps okf”kZd izek.k lrr ok<r vkgs- tehu] ik.kh ]esgur Kku] v|;kor ekfgrh o ra=Kku bR;knhapk ;ksX; okij d#u dsGh vkf.k nzk{ks ;k QGkaph ykxoM dsyh vlrk ‘ksrdjh vf/kd/khd mRiknu ?ksmu Jhear rj cuq ‘kdrks f’kok; lkscrp lektkyk vkjksX;gh iznku d# ‘kdrks- nksUgh QGkauk World’s Healthiest Food let.;kr ;srs- ;k QGkae/;s ekuokdfjrk vusd iks”kd rRos ]thoulRos vlrkr- ;klanHkkZr lfoLrj ekfgrh iqf<yizek.ks&

dsGh vuq dz- thoulRos ‘ksdMk izek.k 1 fOgVWfeu ch 6 25 % 2 fOgVWfeu lh 14 % 3 eWXuh> 16 %



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ISSN No. 2394-8426

Dec – 2016



4 dkWij 10 % 5 Qk;cj 12 % 6 iksVWf’k;e 12 % 7 Ckk;ksfVu 10 %

dWUlj deh dj.kkjh rRos dsGke/ks fnlrkr- dsGkiklqu fofo/k izdkjps fpIl cuoqu R;kOnkjsgh mRiUu feGfork ;srs-

nzk{ks vuq dz-

thoulRos ‘ksdMk izek.k (izrh ,d di fdaok 151 xzWe)

1 fOgVWfeu ds 25 xzWe 2 dkWij 21 xzWe 3 eWXuh> 10-57 xzWe 4 fOgVWfeu ch 2 8 xzWe 5 fOgVWfeu lh 4-83 feyh xzWe 6 dWY’kh;e 15-10 feyh xzWe 7 vk;uZ 0-54 feyh xzWe 8 iksVWf’k;e 288-41 feyh xzWe 9 fOgVWfeu ,] b ]Mh] ds

jDrkrhy ‘kdZjsps izek.k larqyhr jk[k.;kps dk;Z dkGs o fgjos nzk{ks dfjr vlrkauk fnlqu ;srs-

okGysyh nzk{ks (euqdk]fd’keh’k) lqdkesok Eg.kqu izfl) vkgsr] R;kOnkjsgh mRiUu feGfork ;srs- fu”d”kZ %& Okjhy laiw.kZ ekfgrh o Lif”Vdj.kko#u vls y{kkr ;srs dh tj tehu] ik.kh ]esgur ]Kku] v|;kor ekfgrh o ra=Kku] dk;Z{kerk o ltxrk ;kapk ;ksX; okij d#u dsGh vkf.k nzk{ks ;k QGkaph ykxoM d#u rlsp R;k QGkaoj izfdz;k d#u ‘ksrdjh vf/kd mRiknu ?ksmu Lor%pk vkfFkZd fodkl rj d#u ?ksm ‘kdrks Eg.ktsp rks Jhear cuq ‘kdrks vkf.k lkscrp lektkyk lqn`< vkf.k fu;af=r vkjksX; iznku d# ‘kdrks-



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ISSN No. 2394-8426

Dec – 2016



fid&dsGh

o’kZ {ks= 00gsDVj ¼rksM.kh >kysys½

{ks= ¼izfr”kr izek.k½

{ks=kP;k izfr”kr

izek.kkrhy okf’kZd cny

nj gsDVjh mRiknu ¼Vu½

,dq.k mRiknu ¼Vu½

,dq.k mRiknu ¼izfr”kr izek.k½

,dq.k mRiknukP;k izfr”kr


1979&80 237 100 00 47-96 1136-6 100 00

1980&81 242 102 $ 2-00 52-60 1272-8 111-98 $ 11-98

1981&82 274 115-61 $ 15-61 48-29 1323-1 116-40 $ 16-40 1982&83 250 105-49 $ 5-49 48-30 1207-5 106-24 $ 6-24 1983&84 253 106-75 $ 6-75 48-50 1227-0 107-95 $ 7-95 1984&85 243 102-53 $ 2-53 47-09 1144-2 100-67 $ 0-67 1985&86 251 105-91 $ 5-91 46-14 1158-1 101-89 $ 1-89 1986&87 284 119-83 $ 19-83 48-57 1379-3 121-35 $ 21-35 1987&88 258 108-86 $ 8-86 51-73 1334-7 117-43 $ 17-43 1988&89 270 113-92 $ 13-92 53-95 1476-1 129-87 $ 29-87 1989&90 262 110-54 $ 10-54 54-15 1418-7 124-82 $ 24-82 1990&91 292 123-21 $ 23-21 54-93 1604-0 141-12 $ 41-12 1991&92 307 129-54 $ 29-54 52-57 1613-9 141-99 $ 41-99 1992&93 304 128-27 $ 28-27 52-68 1601-5 140-90 $ 40-90 1993&94 467 197-05 $ 97-05 53-86 2515-3 221-30 $ 121-30 1994&95 374 157-81 $ 57-81 56-70 2118-3 186-37 $ 86-37 1995&96 386 162-87 $ 62-87 57-50 2219-7 195-29 $ 95-29 1996&97 478 201-69 $ 101-69 56-41 2695-3 237-14 $ 137-14 1997&98 532 224-47 $ 124-47 58-65 3129-9 275-37 $ 175-37 1998&99 587 247-68 $ 147-68 58-57 3438-01 302-48 $ 202-48

1999&2000 613 258-65 $ 158-65 59-99 3677-71 323-57 $ 223-57 2000&01 667 281-43 $ 181-43 58-35 3891-63 342-39 $ 242-39



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fid& nzk{ks

o’kZ ykxoM {ks=

¼ gsDVj½

ykxoM {ks=

¼izfr”kr izek.k½

ykxoM {ks=kP;k izfr”kr


ljkljh mRiUu izrh gsDVj ¼Vu½

mRiknu ¼00

esVªhd Vu½

,dq.k mRiknu ¼izfr’kr izek.k½

,dq.k mRiknukP;k izfr”kr


1979&80 2666 100 ---- 15-7 418-7 100 ---- 1980&81 2810 105-40 5-40 13-1 369-2 88-17 & 11-83 1981&82 2927 109-79 4-39 13-5 394-8 94-23 6-06 1982&83 2917 109-41 & 0-38 12-8 374-2 89-37 & 4-86 1983&84 2896 108-63 & 0-78 12-0 347-7 83-04 & 6-33 1984&85 4862 182-37 73-74 17-3 843-1 201-36 118-32 1985&86 5306 199-02 16-65 13-8 733-0 175-06 & 26-30 1986&87 5668 212-60 13-58 12-5 550-7 131-53 & 43-53 1987&88 6448 241-86 29-26 15-5 1041-2 248-67 117-14 1988&89 7242 271-64 29-78 22-4 1580-4 377-45 128-78 1989&90 11762 441-18 169-54 17-0 1996-1 476-74 99-29 1990&91 15210 570-52 129-34 16-1 2454-6 586-24 109-50 1991&92 15292 573-59 3-07 18-7 2861-1 683-33 97-09 1992&93 15726 589-87 16-28 23-9 3757-8 897-49 214-16 1993&94 16631 623-81 33-94 24-3 4042-8 965-56 68-07 1994&95 21085 790-89 167-08 22-0 4631-0 1106-04 140-48- 1995&96 28012 105-07 & 685-82 24-7 6920-9 1652-95 546-91 1996&97 27813 104-32 & 0-75 27-4 7625-3 1821-18 168-23 1997&98 24704 926-63 822-31 22-7 5601-1 1337-74 & 483-44 1998&99 26973 1011-74 85-11 25-3 6832-5 1631-84 294-10

1999&2000 29756 1116-13 104-39 26-19 7791-77 1860-94 229-10 2000&01 31102 1166-62 50-49 24-44 7601-98 1815-62 & 45-32

lanHkZ %&

1- Ekgkjk”Vªkph d”kh lkaf[;dhfo”k;d ftYgkokj ekfgrh ¼1991&92o 1992&93½ 2- Ekgkjk”Vªkph d”kh lkaf[;dhfo”k;d ftYgkokj ekfgrh Hkkx &2 ¼1996&97 o 1997&98½ 3- Ekgkjk”Vªkph d”kh lkaf[;dhfo”k;d ftYgkokj ekfgrh Hkkx &2 ¼ 2002½

4- The World’s Healthiest Food : Second Edition & George Mateljan



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ekuoh gDd % efgyk o ckyds ,e- ch- jsordj

l-izk vkBoys lektdk;Z egkfo|ky; fpewj] ft- panziwj

izLrkouk %& ^ekuoh gDd* gh ladYiuk 20 O;k “krdkr txkr loZ= ppsZpk fo’k; cuyh- ekuoh gDd gk fopkj 20 O;k “krdkr >kysY;k nksu egk;q)k”kh o R;krhy vifjehr thfor gk.kh”kh layfXur vkgs- ;k egk;q)krwu ,d iz”u iq<s vkyk o rks Eg.kts ,d jk’Vª nqlÚ;k jk’Vªkrhy ek.klkP;k thokoj dk mBrs\ ;kps fparu] vkReifj{k.k djko;kl] R;koj ppkZ djko;kl ¼tkxfrd Lrjkoj½ izkjaHk >kyk- la;qDr jk’Vªla?kkus ;kckcr iq<kdkj ?ksowu 1948 lkyh ekuoh Øqjrsyk vkGk ?kky.;klkBh ^ekuoh gDdkpk lkoZHkkSfed tkghjukek* izdkf”kr d:u] ekuoh gDdkP;k laj{k.kkP;k n`’Vhus ifgys ikÅy Vkdys- ;k lanHkkZr vesfjdsrhy ifgyh L+=h ¼vesfjdsP;k rRdkyhu v/;{kkaph iRuh½ ,fyukWj :>osYV mÙkj vesfjdsrhy fcxj ‘kkldh; la?kVusP;k R;kosGh R;k v/;{k gksR;k- ek.kwl Eg.kwu izR;sd O;fDryk tkxfrd Lrjkoj ts gDd feGko;kl ikfgts R;kph ,d fo’ks”k ;knh R;kauh r;kj dsyh- gk nLr,sot Eg.kts ekuoh gDd izkIr gks.;kP;k ekxkZus Vkdysys ifgys o egÙoiw.kZ ikÅy gks;- dkgh jk”Vªkrhy ljdkjs R;kaP;kp ukxfjdkaP;k lanHkkZr ts Øwj o vekuoh orZu djrkr R;kyk fnysys [k.k[k.khr mÙkj Eg.kts :>osYV ;kapk gk nLr,sot gks;- FkksMD;kr] nqlÚ;k egk;q+ +)kuarjp [kÚ;k vFkkZus ekuoh gDd ;k fo”k;kph tk.kho tkx`rh gks.;kl izkjaHk >kyk- Ekkuoh gDd % ,sfrgkfld lekykspu v/;;ukph ,sfrgkfld ik’oZHkweh %,sfrgkfld ik’oZHkweh lk/kkj.kr% rhu dky[kaMkpk lekos’k gksrks- 1½ izkphu dky[kaM % ;kr ekuoh gDdkpk ‘kks/k izkphu xzhd dky[kaMkr ykxY;kps ekurkr]

R;kuqlkj ukVd vWUVhxkWu ;kr ekuoh gDd gs uSlfxZd gDd vlY;kpk mYys[k vk<Grs- 2½ e/;;qxhu e/;;qxkrhy rRoK vWcsykMZ 1079 rs 1142 o FkkWel vWfDoukWl 1224 rs

1274 uSlfxZd dk;n;kph ladYiuk gh loZJs”B ladYiuk vlY;kps izfriknu dsys- lkekftd djkjkpk fl)kar %

gkWCt ykWd :lks ;kapk lkekftd djkjkpk fl)kar 16 O;k o 17 O;k ‘krdkr izfl) >kyk- ;k fl)karkP;k ek/;ekrwu lekt] jkT; o O;Drh ;kapk ijLij lca/kkoj izdk’k>ksr Vkdyk- O;DrhP;k dY;k.kklkBh jkT; fuekZ.k >kys- R;keqGs O;fDryk ikfgts rs vf/kdkj iznku dj.ks gs jkT;kps drZO; vkgs o uSlfxZd gDdkrp ekuoh gDd ns[khy varHkq Zr vkgs- R;kuarj vesjhdk o QzkUl e/;s Økarh >kyh- 1971 P;k lqekjkl QzkUlP;k jk”Vªh; lalansus eqDr ukxfjdkaP;k vns; gDdkph ;knh r;kj dsyh vkf.k rh ;knh Eg.kts ekuoh o ukxjh gDdkpk tkfgjukek gks; vls tkghj dsys-

3½ vk/kqfud dky[kaM %& ifgY;k egk;q)kP;k lekIrhuarj vkarjk”Vªh; dk;nk laLFksP;k lHkklnkauh ekuoh gDdkps tru dj.;klkBh R;kauh 7 dyeh dk;ZØekpk fLodkj dsyk-

‘ksoVh vesjhdsrhy lWu QzkUlhLdks ‘kgjkrp 25 ,fizy rs 26 twu 1945 ;k dkyko/khr vk;ksftr la;qDr jk”Vªla?kkP;k ijh”knsr ekuoh gDdkP;k lanHkkZr tkghj dsysY;k lunsr ekuoh gDd vkf.k ewyHkwr Lokra= ;kckcr vusd rjrwnh djrkauk oa’k] fyax]



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Hkk”kk] /keZ ;k vk/kkjs loZ ukxfjdkauk leku gDd ok vf/kdkj iznku dj.;kr vkys o 10 fMlsacj 1948 jksth >kysY;k la;qDr jk”Vª la?kkP;k loZLkk/kkj.k vkelHksr ekuoh gDdkpk tkghjukek tkfgj d:u rks fLodkj.;kr vkyk- txkrhy loZp jk”Vªkauh ekuoh gDdkph dYiuk fLodkjyh vkgs-

mn~ns’k %& 1½ ekuoh gDdkps v/;;u dj.ks 2½ ekuoh gDdkrhy efgyk gDdkP;k rjrwnhps v/;;u dj.ks 3½ ekuoh gDd o ckydkaP;k fgrkps j{k.k ;kaP;krhy laca/k riklwu ikg.ks- x`fgr d`R; %& 1½ ekuoh gDdkrp loZekuo tkrhps dY;k.k vkgs- 2½ ekuoh gDdkP;k rjrwnh efgyk l{kfedj.kkl lgk¸;Hkwr ?kVd vkgs- 3½ ekuoh gDdkP;k dBksj vaeyctko.khP;k vHkkokeqGs ckydkaP;k fgrkps j{k.k deh izek.kkr

>kys vkgs- v/;;u i)rh %& izLrwr y?kw’kks/k fuca/kke/;s ekuoh gDd R;krhy efgykalkBh o ckydklkBh vlysY;k

rjrwnh R;krwu fuekZ.k gks.kkjs efgyk l{kehdj.k] efgyk l{kehdj.kkrhy vMFkGs o tkxfrd ikrGhoj ckydkaP;k fgrkps j{k.k bR;knhps o.kZu d:u mik;;kstuk lqpokO;k ykxrkr- Eg.kwu va’kr% funkukRed o va’kr% o.kZukRed la’kks/ku vkjk[kM;kpk voyac dsysyk gksrk-

rF; ladyu %& izLrwr y?kw’kks/k fuca/kkr rF;ladyukdfjrk fyf[kr vgoky xzaFk] ekflds] ladsar LaFkGs]

nSfud orZekui=s bR;knhapk vk/kkj ?ks.;kr vkyk gksrk- rF;kps fo’ys”k.k %& ekuoh gDdkP;k tkfgjukE;krhy fuoMd dyes [kkyhy izek.ks vkgs- dye 3%izR;sdkyk thforkpk] Lokra«;kpk vkf.k ‘kkjhfjd lqj{kspk gDd vkgs- dye 4% dks.kkykgh xqykefxjhr fdaok nkL;kr Bsork ;s.kkj ukgh- loZ izdkjP;k xqykefxjh vkf.k

xqykekaP;k O;kikjkl izfrca/k dsyk tkbZy- dye 5%dq.kkpkgh NG dsyk tk.kkj ukgh] fdaok dq.kkykgh Øwj] vekuq”k fdaok viekukLin

okx.kwd fdok f’k{kk fnyh tk.kkj ukgh- dye 6 %izR;sdkyk loZ= dk;|kleksj ek.kwl Eg.kwu ekU;rk feG.;kpk gDd vkgs- dye 14% ¼1½ izR;sdkyk NGo.kqdhiklwu eqDrrk d:u ?ks.;klkBh brj ns’kkae/;ss vkJ;

feGfo.;kpk o rks miHkksx.;kpk gDd vkgs- dye 16%¼1½ oa’k] jk”Vªh;Ro fdaok /keZ v’kk dks.kR;kgh ca/kukf’kok; lKku L=h&iq:”kkauk fookg

dj.;kpk vkf.k dqVwac jp.;kpk gDd vkgs- R;kauk fookg] oSokfgd thou vkf.k fookg foPNsnukP;k ckcrhr leku vf/kdkj vl.;kpk gDd vkgs-

dye 25%¼1½ izR;sdkyk Lor%ps vkf.k vkiY;k dqVqackP;k vkjksX; vkf.k dY;k.kklkBh iqjs’kk thouekukpk gDd vkgs- R;kr vUUk]oL=] fuokjk] oS|dh; enr vkf.k vko’;d



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lkekftd lsokapk varHkkZo gksrks- R;kpizek.ks csjkstxkjh] vktkji.k] viaxRo oS/kRo] o)Ro fdaok R;kP;k fu;a=.kkiyhdMhy ifjfLFkrhrhy mithfodsps nqljs lk/ku miyC/k ulY;kl lqjf{krrk feG.;kpk gDd vkgs-

¼2½ ekrRo vkf.k ckY;koLFksr fo’ks”k dkGth vkf.k enr feG.;kpk gDd vkgs- loZ eqykauk ex rh vkSjl vlksr fdaok vukSjl vlksr lkj[ksp lja{k.k feGkys ikfgts-

¼L=ksr % ¼ekuoh gDd % eqyHkwr ladYiuk vkf.k ,sfrgkfld okVpky ;’koarjko pOgku egkjk”Vª eqDr fo|kihB ,p-vkj-lh 001 ist ua- 64] 65½

fL=;kaps ekuoh gDd ¼Human Rights of Women½ fL=;kalac/khP;k gDdkps tru dj.kkÚ;k vusd rjrqnh Hkkjrh; jkT;?kVusr dsY;k

vlY;k rjh R;kapk izR;{k Qk;nk fL=;kauk okLrorsr fdrh izek.kkr feGrks gs ikg.ks egRokps vkgs- lq:okrhyk fL=;kaP;k gDdklaca/kh Hkkjrh; jkT;?kVusr dks.kdks.kR;k rjrqnh vkgsr rs vki.k ikgw-

fL=;kaps gDd % Hkkjrh; lafo/kku ¼Human Rights : Indian Constitution½ Hkkjrh; ?kVusus L=h & iq:”kkauk leku gDdkaph [kk=h fnyh vkgs- rlsp fL=;kaP;k

‘kks”k.kkyk vkGk ?kky.;kpk iz;Ru dsyk vkgs- fL=;kaP;k izfr”Bsps tru dj.kkÚ;k ?kVukRed rjrqnh [kkyhyizek.ks &

dye 14 % lafo/kkukps gs dye ;k xks”Vhaoj Hkj nsrs dh] ?kVdjkT;kus dk;|kleksj loZ leku ;k rÙokyk ewBekrh nsÅ u;s- dk;|kus lekursP;k lja{k.kkph geh |koh- fyaxHksnkoj vk/kkfjr HksnHkko ekU; d: u;s-

dye 15 % ;k dyekUo;s vls ekaMys xsys vkgs dh] ?kVdjkT;kus R;kaP;k ukxfjdkar /keZ] oa’k] tkr] fyax o tUeLFkku ;k vk/kkjs Hksn d: u;s-

dye 16 ¼1½ o 16 ¼2½ % ;k nksUgh dyekauqlkj dks.kR;kgh ?kVdjkT;krhy ok dkekP;k fBdk.kh dks.kR;kgh Lo:ikP;k o fo’ks”kr% fyaxHkkokoj vk/kkfjr foHksnhdj.kkl Fkkjk nsÅ u;s] vls lwfpr dsys vkgs-

dye 39 ¼v½ % Hkkjrh; lafo/kku ;k fopkjkoj Hkj nsrs dh ?kVdjkT;kus v’kh /kksj.ks vk[kkfor dh] T;keqGs L=h&iq:”k ukxfjdkauk thouko’;d lk/kukapk ;ksX; o leku iqjoBk dsyk tkbZy-

dye 39 ¼c½ % gs dye ^leku dkeklkBh leku osru* ;k rÙokph [kk=h nsrs( ijarq dkgh {ks=kr ;k dyekps mYy?ku dsys tkrs vkf.k ,dkp dkeklkBh fL=;kais{kk iq:”kkauk tkLr ekscnyk ok etqjh fnyh tkrs- cka/kdke{ks=] ‘ksrh{ks= v’kk fBdk.kh gs foHksnhdj.k ok HksnHkkokps orZu vk<Grs-

dye 39 ¼d½ % ;k dyekP;k ek/;ekrwu ?kVusr v’kh rjrwn dsyh xsyh vkgs dh] ?kVdjkT;kauh L=h&iq:”k v’kk nksUghgh dkekxkjkaP;k vkjksX;kps lja{k.k djkos- rlsp eqykauk f’kohxkG gks.kkj ukgh gs ikgkos- rlsp ukxfjdkauk R;kaP;k o;kuqlkj vkfFkZd xjt Eg.kwu O;olk; dj.;kl ekU;rk |koh o dks.kR;kgh ukxfjdkoj fof’k”V O;olk; dj.;kph tcjnLrh d: u;s-

dye 51 v ¼v½ ;k dyekUo;s Hkkjrh; lafo/kku ;k fopkjkoj Hkj nsrs dh dks.kR;kgh Hkkjrh; ukxfjdkus L=h;kaph vizfr”Bk] vieku gksbZy vls orZu d: u;s-



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vls vusd gDd L=h;kauk iznku dj.;kr vkys ijarq R;kP;k gDdkph R;kauk tk.kho >kysyh fnlr ukgh gs [kkyhy rRoko:u Li”V gksrs-

L=h;kojhy vR;kpkjkps Lo:i xqUgkps Lo:i 2009 2010 2011 f'k{ksps izek.k

cykRdkj 30397 22172

24206 26-4%

fou;Hkax 38711 40613 42968 27-7% yaSfxd ‘kks”k.k 11009 9961 8570 45-8%

¼L=ksr %& jk”Vªh; xqUgs uksanuh foHkkx gs egkjk”Vª VkbZEl fn 19 fMlsacj 2012 i` 10 izk- f’kans vkj-Mh ekuoh gDd l|fLFkrh vkf.k vkOgkus izdk’khr y?kq’kks/k fuca/k ist ua- 162½

mijksDr lkj.khps fujh{k.k dsY;kl vls fnlwu ;srs dh] fnolsafnol efgyk gDdkps j{k.k gks.;kis{kk R;kaP;koj gks.kkÚ;k vR;kpkjkP;k izek.kkr ok< gksr vkgs- fg fparsph ckc vkgs- ekuoh gDd L=h iq:”k lekurk rRokyk izkrlkgu nsrs ijarw lektkr vtwugh vlekurk fnlwu ;srs-

ckygDd % ekuoh gDd 20 uksOgs 1989 jksth HkjysY;k la;qDr jk”Vªla?kkP;k vkelHksr 193 lHkkln jk”VªiSdh

140 lnL; jk”VªkaP;k laerhus ckydkaP;k gDdkph lun eatwj dsyh- izLrqr lun vki.kgh Lohdkjysyh vlwu 11 fMlsacj 1992 iklwu Hkkjrkr R;kpk Lohdkj vkf.k izR;{k veay >kysyk vkgs- Hkkjrkus vkiY;k jkT;?kVusrhy eqyHkwr vf/kdkj iklwu ekxZn’kZd rRos frlÚ;k vkf.k pkSF;k izdj.kkr ckydkauk thou tx.;kpk vf/kdkj fnysyk vlwu R;kauk NGo.kwd osBfcxkjh vkf.k HksnHkko ;k iklwu laj{k.k ns.;klanHkkZr rjrqnh dsysY;k vkgsr- O;kid Lrjkoj ckydkaP;k gDdkps laj{k.k vkf.k R;kaP;k fodklkP;k furhckcr Bksl ikoys mpy.;kl ek= foyac >kY;kpsp ekU; djkos ykxsy-

la;qDr jk”Vªla?kkP;k ;k lunsr @ lafgrsr ,dq.k 54 dyes vlwu ifgY;kp dyekr ckyd Eg.kts dk; gs Li”V dsysys vkgs- ^ckyd Eg.kts 18 o”kkZ[kkyhy eqys* v’kh O;k[;k dj.;kr vkysyh vkgs- ;k lafgrsrhy dye 6 o 8 uqlkj izR;sd ckydkyk tx.;kpk vkf.k vkiyh Lora= vksG[k ti.;kpk vf/kdkj fnysyk vkgs- rks miyC/k d:u ns.;kph tckcnkjh R;k&R;k jk”Vªkph jkghy vls uewn dsysys vkgs- 2011 P;k Hkkjrh; tux.kusuwlkj 0 rs 6 o;ksxVke/khy eqyhps izek.k nj gtkj eqykaekxs 927 ,o<s deh >kysys vkgs- fL=;kaP;k vfLrRokP;k n`”Vhus gh vR;ar ?kkrd ckc vlwu vkiY;k lektkP;k fod`r eukso`rhpsp ;krwu n’kZu ?kMrs- dqiks”k.kkeqGs gks.kkjs ckydkaps e`R;q gh vkeP;k leksjhy xaHkhj leL;k vlwu dqiks”k.kkps fdaok HkwdcGhps izek.k ok<rp vkgs- R;krwu fdR;sd ckydkaP;k vfLrRokpk iz’u xaHkhj cuyk vkgs vkfQzdsP;k rqyusr Hkkjrkrhy dqiks”k.k vf/kd vlwu txkrY;k izR;sd rhu dqiksf”krkae/;s ,d Hkkjrh; vkgs- dqiks”k.kkeqGs dsoG fodkl vkf.k f’k{k.kkojp e;kZnk iMr ukgh rj R;keqGs izR;{k thoup ladVkr ;sr vkgs- ,dw.k ckye`R;w e/;s 50 VDds e`R;q dsoG dqiks”k.kkewGs gksrkr- Hkkjrkrhy 3 o”kkZ[kkyhy ‘ksdMk 46 ckydkaph o;kizek.ks ;ksX; ok< gksr ulwu ‘ksdMk 47 ckydkaps otu izek.kkis{kk deh vkgs- R;krhy cgqrka’k ckyds dqiksf”kr vlY;kps fnlwu vkysys vkgs-



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¼L=ksr %& izk jes’k lksuoGdj ekuoh gDd % la?kfLFkrh vkf.k vkOgus izdkf’kr y?kw’kks/k fuca/k ist ua- 170]171½ ckydkaP;k gDdkpk fopkj djrk o ojhy loZ ?kVdkapk fopkj djrk ckydkaP;k ekuoh

gDdkps [kjpa j{k.k gksr vkgs dk;\ gk eksBk la’kks/kukpk iz’u Bjr vkgs- ‘kkys; ckydkauk tj R;kaP;k gDdkP;k ckcr f’k{k.k ?ksr vlrkaukp tk.kho d:u fnY;k xsyh rj ckydkaps gDd lqjf{kr jk[k.;kl enr gksbZy gs ek= uDdhp- fu"d”kZ %& 1½ L=h iq:”k fo”kerk lektkr vtqugh dk;e vkgs- 2½ ekuoh gDdkaP;k rjrqnhP;k veay ctko.khPkk vHkko fnlwu ;srks- 3½ ckydkaP;k fgrk ckcr ikyd tkx`r ukghr- 1½ ekuoh gDdk ckcr ‘kS{kf.kd laLFkke/kwu Qkj’kh ekfgrh fnY;k tkr ukgh- 2½ efgykaP;k gDdkps j{k.k dj.;kl g;k rjrqnh uk iw.kZr ;’k vkys ukgh 4½ ckydkaP;k gDdk ckcr lektkr Qkj’kh tkx`rh vtwufg ukgh 5½ efgykauk LofgrkP;k rjrqnhph tk.kho fnlwu ;sr ukgh- mik;;kstuk 1½ ekuoh gDdkP;k rjrqnhpk vH;klØekr lekos’k dj.;kr ;kok 2½ ekuoh gDd laj{k.k vfHk;ku jkcokos 3½ ekuoh gDdkph vaeyctko.kh ljdkjus dBksji.ks jkcfoyh ikfgts 4½ vkiys gDd o drZO; ;k ckcr izR;sd L=h&iq:”kkus tkx`r vlys ikfgts 5½ Hkkoh fi<h l{ke gks.;k dfjrk ckygDdkps lao/kZu d:u ckydkaph lqjf{krk fuf’pr dsyh

ikfgts- lanHkZxzaFk lwph 1½ Hkkysjko izk- lqjs’k % ekuoh gDd l|ijhfLFkrh vkf.k vkOgkus

yksukjdj MkWa-izfou iz’kkar iCyhds’kUl 3]izrkiuxj lar Kkus’oj eafnj jksM tGxkao vko`Rrh ekpZ 2013

2½ dqyd.khZ izk- ih-ds- % ekuoh gDd vkf.k lkekftd U;k; Mk;eaM iCyhds’kUl~ 1255 lnkf’ko isB ysys ladqy ifgyk etyk fuackGdj rkyhe leksj iq.ks 411030

3½ ikVhy izk- Ogh- ch- % ekuoh gDd ds- lkxj] iCyhds’kUl~ iw.ks 4½ ‘ksydj vWaM vHk;k % ekuoh gDd laj{k.k vf/kfu;e 1993]

¼lu 1994 pk vf/kfu;e Ø- 10 ukf’kd ykW- gkÅl vkSjaxkckn pkSFkh vko`Rrh 2012

5½ ;’koarjko pOgku egkjk”Vª % ekuoh gDdkph ,sfrgkfld okVpky

eqDr fo|kihB iqfLrdk ¼HRC 001½



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Hkkjrh; i;ZVu O;olk;kps lkaLd`frd o /kkfeZd ?kVd MkW- jkenkl jlkG izHkkjh izkpk;Z dSykl f”k{k.k eaMGkps dyk o okf.kT; egkfo|ky;] jkgw] rk-nkSaM] ft-iq.ks]

Hkkjr gh vusd /kekZaph tuuh vkgs- ;kr izkphu oSfnd fganw /keZ] cq/n /keZ] vusd iaFk]

“kh[k] tSu] “kSo] oS’.ko bR;knh ;sFks fuekZ.k >kys- dkghapk txkrhy brj Hkkxkr izlkj >kyk- v”kk fujfujkG~;k ifo= /kekZr f[kz”pu] eqfLye] T;w ;k /kekZaph vusd ifo= LFkGs ;sFks vkgsr- fdacgquk Hkkjrkrhy ns”kh i;ZVukrhy gkp lokZar egRokpk L=ksr vkgs- ojhy loZ /keZ o iaFkkph “ksdMks i;ZVu LFkGs Eg.kwu ns”kkr fodflr >kysyh vkgsr- mRrj Hkkjrkrhy lkaLdfrd o /kkfeZd i;ZVu LFkGs Hkkjrkr “ksdMks lkaLdfrd o /kkfeZd i;ZVu LFkGs ns”kHkj fo[kqjysyh vkgsr vkf.k R;kauh Hkkjrh; i;ZVu {ks= laiUu dsysys vkgs- ;k lokZapk vk<kok ?ks.ks dsoG v”kD; vkgs Eg.kwu dkgh egRokP;k i;ZVu LFkGkaps FkksMD;kr foospu dsysys vkgs- mRrj Hkkjrkr vusd lkaLdfrd i;ZVu LFkGs vkgsr- ijarq R;kf”kok; Hkkjrkrhy lokZar egRokph /kkfeZd i;ZVu LFkGs ;kpk foHkkxkr vkgsr- 1- vkxzk %& vkxzk ;sFkhy txizfl/n rktegu gs vej iszekps izrhd ekuys tkrs- eqfLye okLrqjpuspk mRd’V uequk vlysY;k ;k i;ZVu LFkGklkBh njo’khZ yk[kks i;ZVd loZ txHkjkrqu ;sFks ;srkr- b-l- 1632&50 ;k dkGkr “kgktgku ckn”kgkus vkiyh jk.kh eqerkt csxe fgP;k Lej.kkFkZ gk ;equkdkBh cka/kysyk vkgs- vkxzk “kgjkP;k nf{k.k cktwl laiw.kZ “osr laxejojkus cka/kysyh gh okLrq tkxfrd okLrqjpuspk ,d mRd’V uequk vlwu txkrhy rs ,d vk”p;Z ekuys tkrs- gh okLrq cka/k.;klkBh njjkst lqekjs 20]000 dkjkxhj lkrR;kus dke djhr gksrs- ;k okLrqps vkjk[kMs mLrkn vgen ykgksjh ;kauh r;kj dsY;kP;k eFkk vkgsr- gh okLrq cka/kwu r;kj >kY;kuarj “kgktgkuus mLrkn vgenps gkr NkVwu Vkdys] MksGs dk<ys dkj.k R;kus iqUgk v”kh vizfre okLrq cka/kw u;s- dkmaV dslfyZax ;kauh vkiY;k ^^rRoosRR;kaph izokl nSuafnuh** ;k xzaFkkr rktegkycnny fyfgys vkgs dh] ^^rktegky gs dysps lokZr eksBs dk;Z vkgs vkf.k ekuoh bfrgklkr R;kl tksM ukgh ** rktegkyps gs mRd’V oSHko l/;k iznw’k.kkP;k foG[;kr lkiMys vkgs- eFkwjk vkWbZy fjQk;ujh] dksG”kkoj pky.kkjs lqekjs 250 m|ksx R;keqGs ;sFkhy okrkoj.kkr lYQjps izek.ks



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tkLr >kys vkgs- vkxzk ;sFks foekurG vkgs- rs jsYosus ns”kkrhy vusd uxjka”kh tksMysys vkgs- jsYos o jLrk okgrqdhph vxnh mRd’V O;oLFkk vkgs- 2- QRrsiwj fldzh %& vkxzk ;sFkwu eksVkj izoklkus ,d rklkP;k varjkoj gs “kgj vkgs- ckn”kgk vdcj ;kauh oloysY;k ;k “kgjkph ewG dYiuk lkezkT;khp jkt/kkuh v”kh Hkkjrh; i;ZVu O;olk;kps lkaLd`frd o /kkfeZd ?kVd gksrh- ijarq fi.;kP;k ik.;kpk vHkko vlY;kus rsFks oLrh v”kh >kyhp ukgh laiw.kZ rkacM~;k jaxkP;k nxMkauh cka/kysys gs “kgj ,dk VsdMhP;k mrkjkoj ik;&;k ik;&;kaoj cka/kysys vkgs- ikp etyh iapegy o lar lyhe fpLrhpk nxkZ ;k rsFkhy izs{k.kh; okLrq vkgsr- 3- eFkqjk] oankou %& vkxzk ;sFkwu mRrjsl lqekjs 90 fd-eh- varjkojhy ;equsP;k lacf/kr vlysY;k ifjljkr Jhd’.kkph vusd eafnjs vkgsr- ;kr eFkqjsps }kjdk/kh”k eafnj] oankou ;sFkhy xksfoannso eafnj] tqxy fd”kksj jk/kk&oYyHk] enu&eksgu gh eafnjs oSf”k’V;iw.kZ o izs{k.kh; vkgsr- 4- okjk.klh %& mRrj o bZ”kkU; jsYos ekxkZojhy gs ,d egRokps LVs”ku vkgs- okjk.klhiklwu bafM;u ,vj ykbZUlpk ckohl fd-eh- oj vkgs- rlsp jk’Vzh; egkekxZ uacj fgfgfg 2]7]29 gs okjk.klhrqup tkrkr- v”kk jhrhus okjk.klh gs ns”kkrhy loZ egRokP;k fBdk.kka”khgh tksMys xsys vkgs- Hkxoku Jh “kadjkP;k okLrO;kus iwfur >kysys fganw /kfeZ;kaps lokZar ifo= /kkfeZd {ks= Eg.kts okjk.klh gks;- ;kykp dk”kh fdaok cukjl vls mYys[kys tkrs- xaxsP;k dkBh clysY;k ;k uxjkr Hkxoku Jh- dk”kh fo”os”ojkps txizfl/n eafnj vkgs- Hkkjrkrhy lokZar iqjkru “kgjkiSdh ,d Eg.kwu vksG[kys tkrs] fganw iqjk.kkae/;s o /kkfeZd okM~%e;ke/;s okjk.klhe/;s xaxsdkBh cka/kysys vla[; ?kkV Hkkjrekrk eafnj] cukjl fganw fo”o fo|kihB] vkyexhj e”khn] ek/ko dk njsjk] brj vusd eafnjs o ef”kns izs{k.kh; vkgsr- okjk.klh toGhr tkSuiwj gs lFkku lqokfld rsys o lqxa/kh vRrjs ;kaP;k fufeZrhlkBh izfl/n vkgsr- 5- lkjukFk %& Hkkjrkrhy izfl/n ckS/n /kfeZ; LFkGke/;s lkjukFk ifjlj egRokpk vkgs- ;kp fBdk.kh xkSre cq/nkauh KkuizkIrhuarj ifgys izopu fnys- /keZfn{kk fnyh- R;k dkGkrhy ckx o okLrq vo”ks’k v|kigh ;sFks vk<Grkr- Lora= Hkkjrkps cks/kokD; vlysys lR;eso t;rs o R;kojhy pkj flageq[ks gs T;k vo”ks’kko:u ?ksrys vkgsr rks v”kksd LraHk ;sFkhy oLrqlaxzgky;ke/;s vkgs- ;sFkhy izs{k.kh; LFkGke/;s fMvj ikdZ] /kesd Lrwi] frcsfV;u cq/n fogkj o tiku ljdkjus cka/kysys dkslsRlqukslq ckS/n eafnj ;kapk lekos”k gksrks- 6- vykgkcn %& vykgkckn gs jsYosLVs”ku vkgs- gs yksgekxkZauh o jLR;kauh ns”kkP;k vU; Hkkxka”kh tksMysys vkgs- gs “kgj iz;kx ;k ukokus vksG[kys tkrs- vykgkckn fdaok iz;kx gs xaxk&;equsP;k laxekoj vlysys “kgj fganwps izkphu o ifo= rhFkZLFkku vkgs- ;k laxekoj nj ckjk o’kkZuah dqaHkesGk Hkjrks rsOgk yk[kks Hkkfod ;sFks ;srkr- njo’khZ yk[kksaP;k la[;sus fganw rhFkZ;k=sd: ;sFkhy ifo= laxekr Luku djrkr- ;k mRlokyk ek?kesGk Eg.krkr- Hkkjrkps ifgys iariz/kku iafMr tokgjyky ;kaps gs tUeLFkG] i”kqirh nsoky;] Hkkj}kt vkJe]



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vykgkckn fo|kihB] iafMr usg:aps tUeLFkku] vkuanHkqou o vykgkckn fdYyk tks lezkV vdcjkus cka/kyk] gh izs{k.kh; LFkGs vkgsr- 7- gfj}kj] _f’kds”k %& fgeky;krwu xaxk mRrjsdMhy eSnkuh izns”kkr tsFks ;sFks rsFks gh fganwph ifo= rhFkZLFkkus vkgsr- xaxsps LoPN] lqanj ik.kh ikp lgk ehVj [kksyhi;Zar ikjn”kZd vlrs- xaxsps lqanj o uSlfxZd :i ;sFksp ikgko;kl feGrs- f”kokfyd ioZrkP;k ik;F;k”kh xaxsP;k mtO;k rhjkoj gfj}kj clysys vkgs- vukfndkykiklwu ;k LFkkukyk ek;kiqjh Eg.krkr- vkf.k rs izfl/n rhFkZ{ks= vkgs- ;kgh fBdk.kh nj ckjk o’kkZauh HkkjrkP;k dqaHkesG~;kl y{kko/kh i;ZVd ;srkr- gj&fd&ikSaMh ;sFkhy xaxkLuku fganw yksd ifo= ekurkr- HkhexksMk ryko] lIr ljksoj] lIr_’kh vkJe] Hkkjr gsoh bysDVzhy daiuh] xq:dqy dkaxzh fo|kihB] n{k egknso eafnj] ekulknsoh eafnj o iou/kke gh ;sFkhy izs{k.kh; LFkkus vkgsr- 8- oS’.kksnsoh eafnj %& oS’.kksekrk nsohus jk{klkapk uk”k d:u ;sFkhy xqgse/;s vkJ; ?ksryk- ;k ifo= fBdk.kh njo’khZ yk[kks Hkkfod HksV nsrkr- d=k “kgjkiklwu eafnjki;Zar tk.kkjk jLrk Mksaxjke/kwu tkrks- gk ekxZ lqanj vkgs- d=k gs fBdk.k tEewiklwu 48 fd-eh- vkgs- rj d=k rs oS’.kksnsoh 13 fd-eh- vkgs- ,DdkoUu “kfDrihBkiSadh gs ,d egRokps “kfDrhihB vkgs- p<.;kl vR;ar dBh.k vlysY;k ;k ekxkZo:u tk.;klkBh ;k=sd:apk foek mrjoyk tkrk-s 9- vtesj %& jktLFkkukrhy izfl/n iq’dj ljksojkiklwu toGp vlysys gs {ks= nX;kZcn~ny Hkkjrkr izfl/n vkgs- ;sFkwu toGp “ks[kkorh gs “kgj vlwu R;kl jktLFkkups [kqys dyknkyu gs vls Eg.krkr gs “kgj jko “ks[kk ;k jktkus 1433&88 ;k dkGkr oloys- R;k iwohZ “ks[kkckx vls Eg.kr vlr- “kknqZyflax o xksihukFk eafnj gs ;sFkhy Hkkjrh; i;ZVu O;olk;kps lkaLdfrd o /kkfeZd ?kVd izkphu vo”ks’k vkgsr- ;sFkhy jktokMs] gosyh] fdYys vkf.k eafnjs R;kP;k dksjho dkekeqGs o dykdqljheqGs izs{k.kh; vkgsr- 10- ekamV vcq %& gs vjoyh ioZrjkaxsrhy lokZar map f”k[kj vkgs- lqekjs 1200 ehVj map vlysys gs fBdk.k jLR;kauh fujfujkG~;k Hkkxka”kh tksMysys vkgs- ekmaV vcqiklqu 185 fd-eh- varjkojhy mn;iwj ;k “kgjke/;s vlysY;k foekurGkeqGs gokbZ ekxkZus o uarj lMdsus rsFks tkrk ;srs- vcqiklwu 30 fd-eh- varjkoj vlysY;k jsYos LVs”kueqGs ekamV vcw ;sFks tk.;klkBh jsYosph lks; lq/nk miyC/k vkgs- 11- [kqtjkgks %& e/; izns”kkr fLFkr vl.kkjs [ktwjkgks gs ns”kkP;k brj Hkkxkiklwu fn?kZdkG cktwyk jkfgY;keqGs vkdze.kkiklwu R;kph Qkj”kh gkuh >kyh ukgh- rlsp brj ,sfrgkfld okLrqaP;k ekukus [ktqjkgks ;sFkhy okLrq lqjf{kr o lqfLFkrhr jkgq “kdY;k [ktqjkgks gk eafnjleqg vkgs- pansyk oa”kkrhy yksdkauh [ktqjkgks o brj fBdk.kh mn;kl vk.kyh- 12- x;k&cq/nx;k %& fcgkje/khy x;k o cq/nx;k gh xkSre cq/nkaph deZHkweh vkgs- x;siklwu 16 fd-eh- varjkoj vlysY;k cq/nx;k ;k fBdk.kh xkSre cq/nkauk Kkucks/k >kyk Eg.kwu ;k fBdk.kkyk cks/kx;k vlsgh Eg.krkr- ;sFkhy egkcks/k eafnj izfl/n vkgs- ;k eafnjkr



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cq/nkph HkO; eqrhZ vkgs- ;sFkwu toGp vafresPNk pSR; vkgs- rsFks cq/nkpk iqrGk vlqu R;k iqrG~;kph utj Kkuo{kkoj fLFkjkoyh vkgs- frcsV eksuWLVzhe/khy HkO; /kEepdz o ex/k fo|kihB gh ;sFkhy izs{k.kh; LFkGs vkgsr- 13- iqjh ;sFkhy Jh txUukFkps izkphu eafnj vR;ar ns[k.ks vlwu vusd “krdkiklwu yk[kks i;ZVd R;kyk usekus HksV nsrkr- ;k uxjkps nksu Hkkx vkgsr- R;kiSdh tqU;k iqjh ixjkr nsorkaph HkO; eafnjs vkgsr- rsFks pky.kk&;k iwtk] ikB] ok|s] xk;u ;kauh gk ifjlj eksgwu tkrks- uohu iqjhuxj fduk&;koj olys vkgs- vkBO;k “krdkrhy vk|r “kadjkpk;kZauh oSfnd /kekZP;k iqu:RFkkuklkBh ns”kkP;k pkj fn”ksyk pkj ihBs vkJe LFkkiu dsys- R;krhy ,d ihB txUukFkiqjh ;sFks vkgs- vusd “krds ;sFks fujfujkG~;k jkt?kjk.;kauh jkT; dsys- R;kauh cka/kysY;k vusd eafnjkauh gk izns”k xtctysys vkgs- 14- dks.kkdZ %& vksfjlk jkT;krhy dks.kkdZ ;sFkhy lw;Zeafnj txizfl/n vkgs- R;kl ^CyWd iWxksMk* vlsgh Eg.krkr- dkj.k R;kpk ykacwu dkGk fnlrks- tqU;k dkGh ukokM~;kauk fn”kkn”kZd Eg.kwu izoklkBh R;kpk mi;ksx gksr vls- gs eafnj xaxk jkt?kjk.;krhy jktk u`flagnso ;kauh ckjkO;k “krdkr cka/kys- 1081 ,d ;k foLrr {ks=koj gs eafnj 1200 dkjkfxjkaP;k vFkok ifjJekus mHkkjys xsys- ;k eafnjkph mHkkj.kh ,dk foLrr eapkj dsysyh vlwu R;kl lkr vk&;k vlysyh pkds ykoysyh vkgsr- izR;sd pkdkph maph vkB QqV vkgs- nsonsork- izk.kh] i{kh] ;{k] vIljk ;kph f”kYis loZ= vkgsr- 1978 e/;s ;k eafnjkP;k Nrkrhy iM>M lq: >kyh- R;kph nq:Lrh] fuxk] laj{k.k ;klkBh fofo/k Lrjkarwu enr xksGk dsyh xsyh- ;quksP;k lkaLdfrd foHkkxkusns[khy ;klkBh vkfFkZd o enr o rTK iqjfoys- ;k eafnjkaP;k nq:Lrhps cjspls dke lair vkys vkgs- lanHkZ lqph %& 1. R.Robinson - The Geography of Tourism

2. A.K.Bhatia - International Tourism

3. Dr.Jagmohan Negi - Tourism Development and Resources conversation.

4- fdyksZLdj i;ZVu fo”ks’kkad ekpZ 1997 5- nkLrkus&gMhZdj fou; laikfnr&egkjk’Vz 1996 6- nkLrkus&gMhZdj fou; laikfnr&egkjk’Vz 2001



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PERCEPTIONS & PROBLEMS OF CHILD LABOUR

Dr. RAMARAO DHARMANA

Head, Dept. of Sociology

Andhra University, Visakhapatnam

ABSTRACT

Child labour is a pervasive problem throughout the world, especially in developing countries. Africa and Asia

together account for over 90 percent of total child employment. Child labor is especially prevalent in rural areas

where the capacity to enforce minimum age requirements for schooling and work is lacking. Children work for a

variety of reasons, the most important being poverty and the induced pressure upon them to escape from this plight.

Though children are not well paid, they still serve as major contributors to family income in developing countries.

Schooling problems also contribute to child labor, whether it be the inaccessibility of schools or the lack of quality

education which spurs parents to enter their children in more profitable pursuits. Traditional factors such as rigid

cultural and social roles in certain countries further limit educational attainment and increase child labor. Working

children are the objects of extreme exploitation in terms of toiling for long hours for minimal pay. Their work

conditions are especially severe, often not providing the stimulation for proper physical and mental development.

Many of these children endure lives of pure deprivation. However, there are problems with the intuitive solution of

immediately abolishing child labor to prevent such abuse. The problem of child labour has lingered on in many

countries because of the complex combination of social, cultural and economic factors involved. Parents play a

critical role in child labour as it provides much needed extra income for the family. This paper was an attempt to

carried out school-aged children in an urban, low-income community to determine the factors associated with child

labour and attitudes to child labour in the community.

Introduction

Globally child labour has reduced from 215 million to 168 million over 13 years 1. However, it

is still a big concern for a developing country like India where poverty is a big challenge for

ensuring child rights. Different studies, has revealed that many poor parents cannot continue

with their children’s education, dropping out from schooling to support the households economy2

The Maplecroft advisory group listed India is one of the 64 child-risk countries. The country has,

however, made inspiring progress in reducing children in the workforce. The proportion of child

workers has reduced from 10.1% in 2001 to 6% in the year 2013.3 The country’s constitutional

obligation is to develop an economic and social plan, giving privileges to disadvantaged people

with the aim of freeing them from all kinds of exploitation . This supreme political commitment

has also been reflected in the different policy documents such as the ‘Perspective’ plan that

prioritized education and human resource development as key means of accelerating the

country’s economic growth 4

Children's are the best blessing to the humankind and they are the representation of the wonderful

formation of God". They are the most delicate, tender and delicate one and should be taken care

of and secured with colossal care and delicacy. The welfare of the whole group, its development

and improvement relies on upon the wellbeing, quality and prosperity of its kids. The success and

improvement of any nation would surely rely on 'human advancement' or the prosperity of its kin

as a rule and youngsters specifically, than the improvement of their military or monetary quality

or the wonder of their capital urban communities and open structures. With a specific end goal to

ensure and secure human Rights of the kids, Universal Declaration of Human Rights, embraced

path in 1948, had broadcasted that adolescence was qualified for uncommon care and assurance.



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The UN Convention on the Rights of the kid, received in 1989, broadcasts in Article 6, that each

youngster has the natural ideal to life and that the state parties should guarantee to the greatest

degree conceivable the survival and advancement of the tyke. Since hundreds of years youngster

work is winning over the World and it is a Universal issue, its practice in any general public is

infringement of human rights as it is uncouth, unreasonable, cruel and corrupting the ethos of the

kids. In this manner the youngster work is a social detestable as well as it is a shame on the youth

and abuse of the child

Child Labour

Child labour is a reality for one in every three Indian children, with each child labourer a tangible

living symbol of a vulnerable and marginalized family: a reminder of an inadequate education

system, a government’s inability to act, and above all, a society’s acceptance of a social wrong.

Child labour destroys children’s potential, robbing them of opportunities and perpetuating a cycle

of poverty and marginalization. It degrades not only its victims but also those that sanctions or

ignores its existence.

Technically the term ‘child labour’ is used for children occupied in profitable activities, whether

industrial or non-industrial. It is especially applicable for activities which are detrimental to their

physical, psychological, emotional, social and moral developmental needs. It has been researched

and proved that the brain of a child develops till the age of ten, muscles till the age of seventeen

and his lungs till the age of fourteen. To be more specific, any activity which acts as a hazard for

the natural growth and enhancement of these vital organs, can be considered harmful for natural

human growth and developments and termed - ‘child labour’.5

According to Committee on Child Labour, “Child labour” broadly defined as that segment of

child population in work either paid or unpaid.6 The term child labour is defined as the work

which deprives children of their childhood, their potential and their dignity, and that which is

harmful to their physical and mental development.7 According to ILO’s comprehensive

definition of child labour, “Child Labour includes children prematurely leading adult lives,

working long hours for low wages under conditions damaging to their health and to their physical

and mental development, sometimes separated from their families, frequently deprived of

meaningful education and training opportunities that could open up for them a better future”.9

The Concept (Problem) of Child Labour The concept of child labour is complex in its nature. The

word ‘child labour’ is a combination of two components, i.e. ‘child’ in terms of his chronological

age, and ‘labour’ in terms of its nature, quantum and income generating capacity.10

The word

‘labour’ is a controversial concept to define, especially in the context of child labour, child work

and child labour often used synonymously. However all work is not bad for children because

some light work, properly structured and regulated, is not child labour. This implies that work

which does not detract from other essential activities for children such as leisure, play and

education are not child labour. With regard to the conceptual and definitional problems

concerning child labour there are two schools of thought. According to the first school known as

abolitionist school, education should be made a fundamental human right of every child in 5-14

age group, and any child who is out of school should be treated as a potential working child.

They feel that elimination of child labour and attainment of compulsory primary education are

two sides of the same coin and one cannot be achieved without achieving the other. According to

them, the distinction between hazardous and non-hazardous work is immaterial.11



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According to the second school known as reformist school, child labour is a ‘harsh reality’,

which means, given the socio-economic conditions of India (like poverty, unemployment and

illiteracy) it is impossible to root out the problem of child labour altogether. They feel that

elimination of child labour should be viewed as a longterm goal to be achieved progressively.

Hence, they advocate a dual approach of prohibition of child labour in hazardous work and

regulation of it in non-hazardous work. Forms of Child Labour Children work in three sectors of

the economy12

The Agrarian sector :

The agrarian Sector in India is portrayed by destitution, lack of education, unemployment,

exceedingly skewed conveyance of land-possession, conventional methods of generation,

pervasiveness of old traditions and customs, arrangement of usury, and so forth. A few types of

kid work, for example, undetectable, transient, fortified and so on rise up out of this area, which

envelops such tedious exercises for young men as taking care of creatures, social occasion wood

and grub, sowing and harvesting, shielding fields from nuisances, weeding, and so forth. For

young ladies, the exercises are draining creatures, cooking, and taking care of more youthful

kids. The country youngster is working children and work is a major a portion of his or her

reality, regardless of whether it is non-money related. It additionally, in this manner, implies that

instruction is a loss for such a child.

Industrial sector:

Industrial sector is a developing level of urbanization as a consequence of relocation from

rustic to urban regions and from littler towns to greater urban areas, where enterprises are being

set up. Another component is the dispersal of enterprises into family based units. This again

causes the development of different types of kid work, for example, imperceptible, wage-based

tyke work working under states of intense abuse in the businesses, offspring of minimized

families filling in as independently employed kids or under-wage work in the services sector.

Service sector:

The services sector part really has a specific cover with the modern division. Majority of the

children in this division are independently employed on the grounds that its extremely nature

gives alleviation from direct supervision. It likewise gives self-sufficiency and opportunity of

control over assets. Such kids are observed to work both in the urban and also provincial zones.

In this part, tyke work can take such structures as imperceptible, independently employed or

under wage-based business, with kids changing occupations at standard interims. This is

especially valid in urban zones. The UNICEF has arranged child work into three different

classifications. 13

• Within family in which children are engaged without pay in domestic/household tasks,

agricultural/pastoral work, handicrafts/cottage industries etc.

• With the family, but outside the home in which children do agricultural/pastoral work

which consists of (seasonal/full time) migrant labour, local agricultural work, domestic

service, construction work and informal occupations - e.g., laundry/ recycling of waste -

employed by others and self-employed.

• Outside the family in which children are employed by others in bonded work,

apprenticeship, skilled trades (carpet, embroidery, brass/copper work),



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industrial/unskilled occupations/mines, domestic work, commercial work in shops and

restaurants, begging, prostitution and pornography. Each Form of child labour has its own

peculiar features, which are in the forms of domestic labour, agriculture labour, migrant

labour, bonded labour, wage based labour, self employed labour and invisible labour.

Rudiments of child labour

Child labour involves one or more of the following elements (1) Work by very young children,

(2) Long hours of work on a regular full-time basis, (3) Hazardous working conditions

(Physically and mentally), (4) No or insufficient access, attendance or progress in school, (5)

Abusive treatment by the employer, (6) Work in slave like arrangements (bonded labour)

Issues relating to child labour

The Indian issue of child labour is not an aftereffect of any single separated component. It is a

multi dimensional issue that includes different reasons adding to it in an assortment of ways. A

portion of the elements contributing and in charge of predominance and propagation of youngster

work are: proceeded with destitution, lack of education and numbness of poor guardians,

populace blast expansive family estimate, low family salary, the custom of making child take in

the family ability, absence of political will and frail/late requirement of laws, un-business/under-

business, movement, nonappearance of arrangement for all inclusive necessary essential training

etc.14

Subsequently, the issue of Child labour is intense and multi-dimensional. The Government of

India has surrendered the presence of tyke work as "brutal reality".15

The open deliberation about

whether youngster work ought to be banned or directed is not new. It surfaced in 1985, when the

Government of India guaranteed that 'kid work was a cruel reality' and thought that it was more

reasonable to direct instead of boycott it; the Child Labor (Prohibition and Regulation) Act, 1986

- an Act without teeth and countless provisos - was passed. Child work has been in presence

since time immemorial in one shape or the other. In pre-modern period youngsters used to help

their folks in family work, cultivate operations or family occupations. The financial and social

elements which constrain kids into work and these components can be comprehensively grouped

into supply side variables, allude to the conditions under which families are drawing in kids in

work. i.e. families drive them to send their youngsters for work. Request side variables allude to

the inclination of businesses for employing children

Paucity

Neediness is the womb of all disease. What's more, neediness is a twofold edged weapon in that

the poor casualty of disease loses his day by day winning limit too making him/her poorer toward

the end of the day.16

Poverty as an outrageous human condition has constantly evoked gigantic

social interest. Poverty is a solitary real reason for kid work; this is a noteworthy contributing

variable and has many measurements. The Institution of Public supposition directed a study in

2010, which demonstrated that 41.2 percent of Indian populace was under neediness line. Half of

these had a place with the Scheduled Caste and Tribes. In town a larger part of agribusiness work

has a place with these communities.17

Poverty is frequently supplemented by other financial components to open the tyke to manual

occupations. A large number of individuals in this nation live in a condition of contemptible

neediness, without sustenance, protect, work, social insurance and training. As indicated by the

Human Development Report 2012, consistently 1400 youngsters bite the dust, one Crore children



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each year don't live to see their fifth birthday.18

Another imperative variable for the propagation

of tyke work is the rising rate of dropouts from school of offspring of the poor families. The high

rate of dropouts is perpetually an outcome of neediness. In many spots, schools are arranged in

extremely remote territories and are not available to a sizable populace. There was absence of

framework offices like building, supplies, furnitures, instructors, staff, drinking water, toilets and

so forth. Lamentable conditions in school training framework hold little fascination for child.

In this manner child labour is not just a monetary impulse of poor families, it is additionally the

results of extraordinary social and financial exploitation. Poverty of the family units might be

because of a few elements: (an) Inadequate pay of the family; (b) Unemployed grown-ups; (c)

Absence of plan for family stipends; and (d) Large family and so forth. Destitution and absence

of training are the two essential purposes behind the regularly developing social malevolence of

child work. Guardians in the destitution zone bring forth cash making machines, and not

youngsters. They procure more in the city from asking. At that point as they develop they make

hobos and in the long run send them to bosses. Consequentlychild living in destitution are denied

of a large portion of their rights: survival, wellbeing and sustenance, instruction interest and

assurance from mischief, misuse and separation. Subsequently neediness denies offspring of their

rights.37

Those who are at the base of destitution line are assumed be in degraded destitution and

the financial specialists and organizers frequently argue for a decided assault to lessen their

wretchedness. Regularly in their energy to make Five Year Arrangements alluring, the organizers

neglect to recognize plans reasonable radicalism and political opportunitism.19

Absence of education and obliviousness is the bane for the general public. Indeed, even

following 66 years of Independence, Indian individuals are kept on driving a dim life. To the

extent proficiency is concerned, India is most minimal positioned on the planet. According to

2001Census proficiency rate is 52% and according to 2011 Census it is 64.8% - Male Population

is 336,533,716 - 75.3%, Female Population is 224,154,081 - 53.7% and Rural education is 58.7%

and Urban education it is 79.9%. Kerala State records most astounding proficiency rate of 90.9%

and Bihar records least education - 47%. The higher rate of lack of education demonstrates the

obliviousness of guardians, so they push their youngsters to work compel which is a supply

figure and contributory reason for kid work.

Guardians don't think better eventual fate of their wards. Particularly rustic/relocated guardians,

tribal and individuals remaining in ghetto territories don't comprehend their duties and

consequently child are denied of their entitlement to training and advancement. There is a nearby

nexus between youngster work and ignorance and they go as one and every one backings the

other. Same studies have uncovered that the greater part of the tyke works are either add up to

ignorant or incomplete uneducated and their folks are unskilled. No study has ever found a tyke

work originating from an informed family. Lack of education and obliviousness of the guardians

and their demeanors towards teaching the kid is a critical component adding to tyke work.

Because of obliviousness, guardians of working kids frequently have little confidence in the

nature of instruction accessible to them and may see little use in tutoring where prospects of

better paid work following a few year of training remains uncertain.20

As indicated by 1971 Census, populace of India was 548 million and in 2001 it was 1028.70

million. By the turn of 2016 the populace is relied upon to achieve 1264 million. Such a gigantic

increment in numbers will influence monetary improvement and require huge contributions for



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social administrations, community courtesies and framework advancement. Kid populace records

398,306,000 and elucidation of 2011 Census figures of the National Labor Institute show that,

out of 203 million youngsters between the ages of 5 and 14, 116 million are in schools, 12.6

million are in fulltime business and the status of 74 million is obscure. Most, if not all, of the 87

million, not in school, do house chip away at family ranches, work nearby their folks as paid

farming workers, fill in as local hirelings, or are generally employed.21

The custom of making kids learn family aptitudes Most customary families trust that a kid is

destined to them to procure more for the family. The child is simply one more wellspring of

salary and conventional business families in certainty put the tyke into business as opposed to

send them to class. Under the appearance of preparing them, they make them work for quite a

long time, at times falling back on physical torment in the event that youngster commits errors.

There is a myth that kid work is important to protect conventional expressions and specialties.

Youngsters clung to families or who are enlisted work are never instructed the genuine specialty.

Learning of a specific workmanship or specialty by children inside their families, as a major

aspect of their socialization, ought to be incorporated with their training. children ought not be

yielded at the sacred place of protecting customary art.22

Child labour is as much the cause as outcome of grown-up unemployment and under business. It

supplements and braces the family wage. child labour is an endowment to ventures as well as an

immediate affectation for installment of low wages to grown-up laborers. The passage of the

youngsters into the work advertise decreases the chances of work for the grown-up and brings

down the dealing force of grown-up laborers. Child labour work includes the utilization of work

as its purpose of most reduced profitability. Consequently it is a deficient usage of work

constrain.

There is no proof that the child was working in the premises and courts let off the businesses.

Infringement of this enactment is not a cognizable offense and weight of evidence lays on the

indictment, consequently it is hard to demonstrate. There is a solid explanation behind

disappointment of indictment because of absence of confirmation identifying with the age of the

youngster. The child's age must be demonstrated in the courts. For the most part, in country puts

the kids don't have a birth certificates and a few schools/foundations will issue a fake/false

testaments indicating upper age of the youngster keeping in mind the end goal to escape from

indictment. In this manner there is no dependable proof to demonstrate the age of the kid. In such

cases Inspectors are required to get the tyke medicinally analyzed at the cost of the business.

Because of strict consistence of this system, there is a deferral in documenting of cases. In not

very many cases, courts convict the business just by forcing a fine, yet in extremely uncommon

case convict the business by detainment. In this manner, courts tend to pass lighter sentences in

kid work matters. This is likewise because of the harshness of the Judiciary. .

A definitive point should be the abrogation of kid work and every legislative program must work

towards satisfying this target, youngster work ought not be under the purview of the Ministry of

Labor. As the recovery program goes under Education Department, Health Department and Rural

Development and so on. Co-appointment among these Departments is frequently a noteworthy

obstacle. Hence a tyke work ought to be under the Ministry of Welfare since it ought to be more

qualified to manage the issue in its different measurements. Arrive changes projects ought to be

entirely executed. Land to the landless must be given, as the greater part of the groups of child



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labour are landless. Legislature of India kept on including couple of more occupations and

procedures in the rundown of existing restricted ones and expanding the quantity of youngster

work extends under the National Child Labor Project is only a joke. It is a marker of increment

and irritating the issue of youngster work simply like increment in foundation of police

headquarters, which demonstrates the expansion in the commission of violations and increment

of doctor's facilities means increment of ailments separately. It appears, at present Government

has no aim to boycott the act of youngster work atleast sooner rather than later.

Squat edifying Attainment

Child labour is the foe of child training". The Ministry of Labor and Employment, Government

of India, on the counsel of the Technical Advisory Committee issued a notice, denying the work

of kids underneath 14 years in administration segment including residential work with effect

from 2006.23

Jomtein denoted the rise of an International agreement that, instruction is the

absolute most imperative component in battling neediness, engaging, shielding kids from unsafe

and exploitative work and sexual abuse, advancement of Article 21A of The Indian Constitution,

" “The State shall provide free and compulsory education to all children of the age 6 to 14 years

in such a way as the State may, by law, determine”. human rights and democracy, protecting the

environment and influencing population growth.24

Conclusion

Child Labour and its Determinants . In the analysis of the Body of Knowledge on child labour in

India, it is evident that the elimination of child labour lies in the resolution of wider societal

determinants, rather than in a focus on the most egregious and discrete symptoms. . Child labour

primarily results from household vulnerability. Households that supply child labour are those

with low and insecure incomes; and limited access to land, education and social protection. They

tend to be marginalized by geography, ethnicity and caste. The education system is inaccessible,

exclusionary, poor quality, impractical and inflexible, or perceived as such and can neither

prevent child labour, nor engage with current child labourers. . There would appear to be wide

societal acceptance of child labour from the perspectives of (1) poor children, families and

communities, (2) those who employ children and benefit from their exploitation, and (3) the

wider Indian public. Gender discrimination plays a role in the creation of child labourers as girls

are more likely than boys to not complete their primary education and to become both involved

in child labour, and involved at a significantly younger age.

The phenomenon of child labour is multi-dimensional complex problem and deep rooted in the

socio-economic fabric of the society. So it may not be wise to rely on one single approach to deal

with it. There are many factors responsible to this complex problem, so a comprehensive

integrated approach is required to tackle and combat child labour. This can be done only by

bringing attitudinal change, and social awareness and rigorous campaign against the problem of

child labour. Thus, it requires honest effort and strong commitment and support from all

concerned.

Reference:

1. The Guardian, (2013 https://www.theguardian.com/technology/2013/jan/25/apple-child-

labour-supply



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2. World Bank, 2013),,International Bank for Reconstruction and Development, Washington

DC, USA

3. Children Equity Atlas, (2013). Bangladesh Institute of Development Studies, Dhaka,

2013

4. GED (2011). Institute of Statistics, UNESCO, Canada. 2011

5. Archana Mehendale, (1997) “ Elimination of Child Labour- A Study of the Role of Law

and NonGovernmental Organizations from a Perspective of the Rights of the Child”,

Bangalore: National Law School of India University.

6. Patrinos H.A. and G. Psacharopoulos. 1995. "Educational Performance and Child Labor

in Paraguay." International Journal of Educational Development 15,1: 47-60.

7. Briggs, Philip (2012) Northern Tanzania – The Bradt Safari Guide with Kilimanjaro and

Zanzibar Connecticut: The Globe Pequot Press Inc.

8. Nayak S, Shenoi SD, Pai BS, Prabhu S. Henoch-Schonlein purpura: Yet another disease

manifesting the Koebner phenomenon. Indian Journal of Dermatology, Venereology, and

Leprology 2013;79(1):135

9. Francis Blanchard, (1983) “Child Labour” ILO, pp 3-4. 134

10. Singh, R. and G.E. Schuh. 1986. "The Economic Contribution of Farm Children and the

Household Fertility Decisions: Evidence from a Developing Country, Brazil." Indian

Journal of Agricultural Economy 41,1: 29-40.

11. Barker, G. and F. Knaul. (1991). "Exploited Entrepreneurs: Street and Working Children

in Developing Countries." Working Paper Number 1, Childhope-USA, Inc. New York

12. Patrinos H.A. and G. Psacharopoulos. 1995. "Educational Performance and Child Labor

in Paraguay." International Journal of Educational Development 15,1: 47-60.

13. .Bequele, A. and J. Boyden. (1988). "Working Children: Current Trends and Policy

Responses." International Labor Review 127,2: 153-171.

14. Kanbargi (1988), ‘Child Labour in India: The Carpet Industry of Varanasi’, in Bequele

and Boyden (eds.), Combating child Labour

15. Chen O, Zhu X, Ren P, Wang Y, Sun R, Wei D. Henoch Schonlein Purpura in children:

clinical analysis of 120 cases. African health sciences 2013;13(1):94-9

16. Prof. B.N.Hegde (2007), “Hungry Mouth’s Day”, Vol.55, No.12,Mumbai: Bhavan’s

Journal Bharatiy Vidya Bhavan, p.37. 142

17. Institute of Public Opinion, Monthly Commentary on Indian Economic Conditions,

December 1973.

18. Dr. Justice A.S.Anand, (2006) Article on “Neglect of Economic and Social and Cultural

Rights- A Threat to Human Rights”, Vol.5, New Delhi: Journal of the National Human

Rights Commission, p.144.

19. Seetharamu, A.S. and U. Devi. 1985. Education in Rural Areas: Constraints and

Prospects. New Delhi: Ashish Publishing House.

20. The State of the World’s Children, 2010-Childhood under Threat UNICEF, p.17.

21. Dr. Binda M. Nambiar (2007), “Children and Human Rights”, Vol.149 Journal of Indian

Legal Thought, M.G. University Kottayam, p.157. 145

22. Draft Declaration and Agenda for Action of the National Consultation and Child Labour,

Delhi, 4-5 August, 1997.



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23. Asha Bajapai, (2003) Child Rights in India - Law, Policy and Practice, New Delhi:

Oxford University Press, 2009, p.173. 151

24. Sheeba Pillai, (2008) “Right To Education And The Fishing Community In Kerala”,

Vol.1, Mysore University Law Journal, p.95.



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Begins With Health and Environments Problem in India: How

Can Control?

Dr. Jiwan Devi*

Assistant Professor,

Department of Political

Science, Hans Raj Mahila

Maha Vidyalaya, Mahatma

Hans Raj Maraj, Jalandhar,

Punjab (144008)

Many years ago our environment was less polluted. But slowly human activities moved towards

social, economic, political needs and human actions are changed many of the world’s natural

environmental system, including climate system. There are many environmental issues in India as air

pollution; water pollution, garbage and pollution of the natural environment. There are all challenges

for India that’s why one of the primary causes of disease, health issues and long term livelihood is

pollution. Other major environment issues are forest and agriculture degradation of land and lack of

organized garbage and waste removal service. In India lack of flood control and monsoon water

drainage system or cremation practices near major rivers are cause pollution. The trash of garbage is

a common sight is urban and rural areas of India. The other source of pollution is greenhouse gas in

atmosphere that absorbs and emits radiation within the thermal infrared range. This process is

fundamental cause of green house effect. Ecological issues are an integral and important part of

environment issues of changing India. Poor air quality, water pollution and garbage pollution-all

affect the food and environment quality necessary for ecosystem. In 21st century around the world

higher sustainable development programmed should be implemented to control health and

environment or to save the nations. The main aim of this study is to concentrate on:

(1) What is the parameter of low cast sanitation and how Indian government dealing with it.

(2) Is Indian society able to understand the upcoming health and environment hazards? What is the

level of preparedness on the part of Indian citizen?

These questions find relevance when health and environment problem is looking forward to convert

the plan and policy to make a secure the life for better future?

Everything which surrounds us may collectively be termed as environment. The air which

we breath, the soil on which we stand, water, living and non-living things around, all is

environment. Environment has influenced and shaped our lives since time immemorial. It

is from the environment that we get food to eat, water to drink, air to breath. Before

Industrial Revolution environment was less polluted. Slowly human activities moved

towards social, economic, political needs and human actions changed many of the world’s

natural environmental systems, including climate system. Resultantly, our environment

and health is in danger today. One of the most serious threats is in the massive amount of

waste we put into air, water and ground every year. Ground reality is shocking where

children are bearing the brunt of environmental degradation. Their tender bodies make

them most vulnerable to a host of diseases.

Today viruses are constantly changing character and becoming virulent.

Ecological degradation ensures their survival. New diseases are the result of environmental

degradation. Green house effect is a natural feature of the earth’s environment, keeping our



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planet’s surface at a warm temperature. The natural process of CO2 and the other

greenhouse gases, forming a blanket of gases that do not allow all the radiation to escape

back into space is known as ‘Greenhouse Effect’. The greenhouse effect is essential to

maintain the earth’s temperature at a habitable level. The problem is that human activity

is making the blanket of gases ‘thicker’ or enhancing the greenhouse effect. In 21st century

around the world higher sustainable development programmed was promoted with the

intention that it should be implemented to control health and environment to save the

nations.

Thus, in the light of above discussions, main aim of this study is to concentrate on:

(1) The parameter of low cost sanitation problem and how Indian Government is dealing

with it.

(2) Is Indian society able to understand the upcoming health and environmental hazards?

What is the level of preparedness on the part of Indian citizens?

Presently India is approaching towards industrialization

rapidly and it has threatened the Indian ecological balance seriously. As a result, the green-

house and other related problems are posing threat in India. The current trends in

population growth, consumerism, socio -ecological disorder raises serious concern about the

long term sustainability of the ecosystem. The concept of sustainable development has got

two major dimensions-ecological and social. Sustainable development is an eco-friendly

process of development in contrast to the eco-destructive process of the present dominant

model of development. It refers to a process of development which lays emphasis on

conservation, renewal and enrichment of the physical environment and its resources. It is

therefore the responsibility of the mankind to think and act accordingly for the sustainable

development of the environment. ‘The sustainable development requires the consideration

of the interaction of a planned system with nature and society under both present and long-

term future conditions’. For this purpose we needs own promising pathway to urban and

rural area development. The very base of our political system i.e., Indian Constitution

mentions that: ‘It shall be the duty of every citizen of India to protect and improve the

natural environment including forests, lakes, rivers and wildlife and to have compassion for

living creatures’ (Article 51A of Directive Principal).

In India environmental sanitation envisages promotion of health of the

community by providing clean environment and breaking the cycle of disease. It depends on

various factors that include hygiene status of the people, types of resources available,

innovative and appropriate technologies according to the requirement of the community,

socio-economic development of the country, cultural factors related to environmental

sanitation, political commitment, social factors including behavioral pattern of the

community, legislative measure adopted and other. India is still lagging far behind many

countries in the field of environmental sanitation. For this, we requires newer strategies to

protect issues of water constraints, environmental-related health problems, rapid

population growth, distribution of water resources, administrative problem,

industrialization, urbanization and rapid economic growth. For the purpose of health

protection we need strong emphasis on Information, Education and Communication (IEC)

capacity building and hygiene education for effective behavior change with involvement of

women, Panchayati Raj Institution (PRIs), Non- governmental Organizations (NGOs),



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Individual Household Latrines (IHHL), School Sanitation Hygiene Education (SSHE),

Community Sanitary Complex (CSC), Rural Sanitary Marts (RAMs) with new launch of

Swachh Bharat Abhiyan and Make in India.

Gandhiji’s and His Role on Sanitation:

Mahatma Gandhiji’s was a great champion of cleanliness. He was very much concerned

about the dirty roads, streets, temples and specially Harijan bastis of the country. Gandhiji

when returned from South Africa he noticed very bad state affairs in India regarding

sanitation and cleanliness. He took upon himself to motivate and personally commit

towards making the country filth free. Gandhiji always emphasised the need to educate

villagers on good hygiene and sanitation. Gandhi ji regularly wrote about the importance of

hygiene in his newspaper Harijan. He inspired and motivated people to maintain personal

as well as public hygiene. Therefore, it is a great gesture and an apt tribute to the Mahatma

Gandhi that the BJP Government has launched the ‘Swachh Bharat Compaign’ on his 145th

birthday i.e., on 2nd October, 2014 at Rajghat, New Delhi, where Prime Minister Narendra

Modi himself cleaned the road. It is India biggest ever cleanliness drive and 3 million

government employees, school and college students of India participated in this event.

Narander Modi nominated nine famous personalities to campaign the Swachh Bharat

Abhiyan. This mission aimed to ‘Clean India’ by 2nd October 2019 which is 150th birth

anniversary of the great Mahatma Gandhi. It has been expected that the investment to cost

would be over 62000 crore rupee. It has been declared by the government that this

campaign is taken as ‘beyond politics’ and ‘inspired by patriotism’.

The hygiene education focuses on all three aspects of knowledge,

skills and an attitude to strengthen healthy actions. The sanitation phase of the mid–

nineteenth century was an important phase of ‘Public Health Movement’ in Industrialized

countries. The main issues such as housing, working conditions, supply of clean water,

hygiene and the safe disposal of waste need attention. In India most of people who live in

urban slums and rural areas, reside along railway tracks, roads and have no access to

toilets or a running of supply water. The situation is likely to get worse due to climate

change and the health impact is likely to be serious for poor people living in India. It will

lead to an increase in water borne disease, heat stroke, asthma, cardiovascular disease and

threaten food security by causing more flood and droughts. To protect the environment is

every citizen’s responsibility. To keep the environment clean now and for further

generations, it is necessary to enlist support from the public. It is a collective responsibility

of every citizen to safeguard fresh water sources, observe good sanitary practices and

personal hygiene and discourage all actions that harm the environment. The media (print

and electronic) and community based organization have an important role to play in

creating public awareness in both urban and rural area.

Environmental and Health Hazards:

The environment plays a significant role in human development and health. Climate

change, together with other natural and human made health stressors, influences human

health and disease in numerous ways. Some existing health threats will intensify and new

health threats will emerge. Poor environment quality has its greatest impact on people

whose health status is already at risk. Poor air quality is linked to premature death,



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Asthma, cancer and long term damage to respiratory and cardiovascular system. In order of

decreasing severity, the following threats from environmental hazards can be recognized:

• Hazards to people- death, injury, disease, mental, stress.

• Hazards to goods- property damage, economic loss.

• Hazards to environment- loss of flora and fauna, pollution of amenity.

The Environment Protection Act 1986

United Nation’s Conference on the Human Environment at Stockholm in June 1972 was an

expression of the growing concern over the degenerating state of environment in the second

half of the earlier century. The proclamation adopted by the conference reflects the desire of

the people worldwide to protect and improve the quality of human environment while

rapidly deteriorating conditions added a sense of urgency to the whole issue. Environment

(Protection) Act 1986, is an outcome of the worldwide desire to provide a legal instrument

for the protection and improvement of Environment and the prevention of hazards to

human beings, other living organism and natural resources. The concern act received the

assent of the President of India on May 23, 1986 and came into force on November, 1986,

then after which it became an Act of Parliament under the short title ‘The Environment

Protection Act 1986’ with its jurisdiction extending all over India. The act has build specific

and major concerns with respect of which the central government may institute necessary

action. The main aim objective of the Act is to improve quality of air, water, soil, forest, wild

life, quality and quantity to improve environment.

Conclusion

It is the environment only, which has shaped all life on this planet as we find it today. The

environment influences the biosphere in numerous of ways. The environment around us

significantly affects our mental health. Everyone has the right to live in a pollution free

environment. Those who pollute or destroy the nature environment are committing a crime

against human being in the ultimate analysis. Pollution is modern man’s wolf at the door.

Waste reduction and energy conservation should be part of our lifestyle, which has direct

impact on pollution. The campaign of clean India movement (Swachh Bharat Abhiyan) is

the biggest step taken ever as cleanliness drive on 2nd October 2014 to protect the health of

all Indians. Swachh Bharat Abhiyan’s main aim is construction of individual latrines for

households below the poverty line with 80% subsidy. The other main important factor is

balance of sustainability of development is depending upon the social environment which

includes health, education, sanitation, social security, social justice, political awakening etc.

besides agriculture, forest, industry and natural resources. An adequate attention to both

the environment and health, namely natural and social environment, needs to be paid

within the environmentalist debate which has highlighted the problems of sustainable

development. In 21st century around the India, higher sustainable development program

should be implemented to control health and environment to save it for the coming

generations.

Suggestions:

1 Health education (Complete Physical, Mental and Social wellbeing) and

Environmental awareness should be compulsory.

2 Awareness of sanitary environment and health is essential for individual and

community existence.



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3 Everybody should be protecting environment at individual level. Initiative

should lead to more Plantation.

4 Plastic bags should be compulsory ban in each state Like Himachal Pradesh.

5 Population stabilization management should be prepared.

6 Control water and air pollution should be there and recycling of wastes

material should be compulsory done.

7 Stress on development of non-polluting renewable energy system.

8 Updating environmental laws and adding new dimension to social security.

9 Panchayati Raj Institutions should be included to protect health and

environment.

10 Through workshops, orientation programme, new formulation of plan and

amendment in present policy to fit in new system should be done.

Bibliography Ansari, Md. Taufiq., ‘ Sanitation and Swachh Bharat Abhiyan’ Omega Publications, New Delhi, 2015.

Asthana,D.k., and Asthana Meera, ‘Environment: Problems and Solutions’ Published S. Chand&

Company Ltd., New Delhi, Second Edition,2001.

Ghei, Amar Nath., ‘ Text Book of Public Health and Social Medician’ Published Lakshmi Book Store,

New Delhi, 1963.

Gupta, N. Das,‘ Environmental Accounting’ Wheeler Publishing Co., New Delhi, 1997.

Joshi, Y.G. and Verma, D.K., ‘Social Environment For Sustainable Development’ Rawat Publication,

New Delhi, 1998

Murthy, D.B.N. ‘Environmental Awareness and Protection A Basic Book Of Environmental Studies’

Deep& Deep Publication Pvt. Ltd., New Delhi, 2004.

Petley, David N., and Smith Keith, ‘Environmental Hazards Assessing Risk and Reducing Disaster’

Published Routledge Taylor & Francis Group, London and New York, Fifth Edition, 2009.

Pramanik, Alok Kumar, ‘Environmental Accounting and Reporting’ Deep & Deep Publications Pvt.Ltd.,

New Delhi, 2002

Rajagopalan,R., ‘ Environmental Studies From Crisis To Cure’ Published Oxford University Press, 2007.

Syed, Iqbal Hussein, ‘Himalayan Glaciers, Hydrology and Hydrochemistry’ Allied Published Ltd., New

Delhi, 1999.

www.ncbi.nlm.nih.gov/pmc/articles/pmc3299104.



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x`gvFkZ’kkL=krhy Lo;ajkstxkjkP;k la/kh MkW- ;q- ,e- [kaMkGs

XkgvFkZ’kkL= foHkkxizeq[k ljnkj iVsy egkfo|ky;] panziwj

[email protected]

xks”kokjk x`gvFkZ’kkL= gk ftouk’kh lkaxM ?kkYk.kkjk thoukr inksinh mi;ksxkr ;s.kkjk fo”k;

mi;kstu’khy (Applied Science) vlY;keqGs ekuokP;k xjtkaph iwrhZ dj.;kph {kerk ;k fo”k;kr vkgs- x`gvFkZ’kkL= fo”k; Lo;ajkstxkjkP;k n`”Vhdksukrwu thouO;kih vkgs- Eg.kwup x`gvFkZ’kkL= fo”k; f’kdysY;k inoh vkf.k LukrdksRrj f’k{k.k ?ksrysY;k Hkkoh x`gh.kh @ x`gh.kh Lo;ajkstxkj d# ‘kdrkr rlsp barjkauk jkstxkj la/kh miYkC/k d#u nsÅ ‘kdrkr rlsp xgks?kksx] dqVhjks|ksx vkf.k dkgh lsok lq/nk iqjowu l{ke cuq ‘kdrkr brdsp UkOgs rj pkaxys ukxjhd ?kMfo.;kph {kerk ;k fo”k;keqGs ;sRks- fct’kCn%& Lo;ajkstxkj] xgks|ksx]dqVhj|ksx m|kstdrk

izLrkouk ok<R;k egkxkbZeqGs] csjkstxkjhPks izR;sd {ks=krhy ok<ysys izek.k] lrr ok<.kk&;k xjtk]

ftouLrj mapko.;kph bPNk f’k{k.kkP;k HkjelkB izos’k Qh ;k loZ ckchpk esG ?kky.ks dqVawckr ,dV;k O;Drhph rkjsojph dljr vkgs rsOgk dqVqackpk Lrj lq/kkj.;kdjhrk Lo;ajkstxkjkph tksM vl.ks vko’;d >kys vkgs- Lo;ajkstxkjkps vFkkZtuklkBh egRo vkgs- Lor%toG vlysY;k Kkukpk] osGspk lnqi;ksx dj.ks rlsp vkRefuHkZj tx.;klkBh Lo;ajkstxkj dkGkph xjt vkgs- x`gvFkZ’kkL= gk fo”k; nSuanhu ftouk’kh Lkca/khr vlY;keqGs ;k fo”k;kpk dy O;olk;kfHkeq[k gks.;kdMs vkgs- lq[kh o le/n ftou tx.;klkBh ;k fo”k;kph xjt vkgs ;k fo”k;kvarxZr f’kdfoys tk.kkjs fo”k; ifj{ksiqjrsp e;kZnhr ukgh rj ftoukP;k loZp {ks=kr mi;ksxkr vk.kys tkrkr- vFkkZtukph la/kh ;k fo”k;keqGs izkIr gksrs- x`gh.khP;k KkukP;k d{kk #ankorkr xgh.kh uohu m|ksx lq# djrhy vlk gk fo”k; vkgs ;k fo”k;keqGs Lo;ajkstxkjkyk la/kh o izsj.kk feGr vkgs- yksdkaP;k xjtk y{kkr ?ksÅUk oLrqaph fuehZrh ^gksÅ ykxyh R;krwup xgh.khaps xV fuehZ.k gksr vkgsr R;krwu vusd m|kstd r;kj gksr vkgsr vkf.k Lo;ajkstxkps uoufou nkyugh fuekZ.k gksr vkgs-

v/;;ukph míh”V;s 1- Xkgh.khauh uksdjhP;k ekxs u ykxrk Lor%pk O;olk; djkok ;klkBh R;kauk Lo;ajkstxkjkps

egRo lkax.ks- 2- Lo;ajkstxkjkcn~ny tkx#drkk fuekZ.k dj.ks- 3- ltuf’kyrspk fodkl dj.ks- 4- Lo;ajkstxkjkckcr ekufldrk vkf.k vkRefo’okl fuehZ.k dj.ks-

x`fgrds %& 1- x`fg.khauk Lo;ajkstxkjkps egRo ekghr ukgh 2- Lo;ajkstxkjkcn~ny tkx:d ukgh- 3- vkRefo’oklkph deh

Lo;ajkstxkj Eg.kts dk; \



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^^,[kknh O;Drh vkiys Je dkS’kY;s] osG] ‘kDrh rlsp vkfFkZd o ekufld@Hkkouhd xqaro.kqd fof’k”V míh”V; xkB.;klkBh dj.ks T;kpk mís’k dsoG ^^ VkbZeikl tkacÞ ulwu [kphZ ?kkrysY;k lalk/kkukpk ekscnyk iS’kkP;k Lo#ikr izkIr dj.ks gks;- ;kyk Lo;ajkstxkj Eg.krkr- Lo;ajkstxkj fuekZ.k gks.;kph dkj.ks %&

! ok<rh egkxkbZ

! dqVawckP;k ok<R;k xjtk

! vkFkhZd cktw etcwr dj.ks

! ftouekukpk ntkZ lq/kkj.ks

! eqykaps laxksi.k o f’k{k.k

! Hkfo”;dkyhr rjrwn-

Lo;ajkstxkjklkBh vko’;d xq.k %&

" /;s;fu’phrh

" ufou midze lq# dj.;kph bPNk@oRrh

" lkglh oRrh

" vkRefo’okl

" fu.kZ; {kerk

" la?k”kZf’kyrk

" tckcnkjh ?ks.ks

" vkReifj{k.k

" la?kVu dkS’kY;

" izkekf.kdrk- x`gvFkZ’kkrhy Lo;ajkstxkjkP;k fooh/k la/kh [kkyhy izek.ks vkgsr- 1- vUUk m|ksx ¼Food Industry½

vkgkjkyk vkjksX; pkaxys jkg.;kP;k n”Vhus Qkj egRo vkgs- ;ksX; vkgkj ?ksrY;kl vkjksX; pkaxys jkg.;kl enr gksrs- vkgkj o iks”k.k ;k fo”k;kP;k vH;klkuqlkj gk fo”k; Lo;ajkstxkj feGowu nsÅ ‘kdrks-

v- [kk| inkFkZ d:u Lo;ajkstxkj vktdky /kkoiGhP;k fnolkar xfg.khauk uksdjh o ?kjdke gs nksUghgh dljrhps gksr vkgs- gh vks<krk.k deh Ogkoh Eg.kwu xfg.kh lrr fopkj djr vlrs- ;krwup jsfMesM inkFkZ ?kjh vk.kwu mRlo lktjk dj.;kph dYiuk vkyh- xfg.khyk fof’k”V inkFkkZe/;s dkS’kY; vlsy rj rh rks inkFkZ r;kj d:u xzkgdkai;Zar iksgkspow ‘kdsy eksB;k ‘kgjkrwu xzkgdkapk pkaxkyk izfrlkn feGrks- [kk|inkFkZ gk pkaxY;k ntkZpk o [kk=hyk;d vlsy rj v’kk inkFkkZaauk pkaxyh ekx.kh vkgs- ;klkBh dkgh inkFkZ x`fg.kh r;kj d:u fodw ‘kdrkr- mnk- fpoMk] ykMw] pdyh] cQhZ] xqykctke] ‘kadjikGs] ;kf’kok; osxosxG;k izdkjP;k pV.;k b- o ekx.khuqlkj inkFkZ d:u nsÅ ‘kdrkr o vkFkkZtZu d: ‘kdrkr-

c- nh?kZdkG fVdY;k tk.kk&;k inkFkkZrwu Lo;ajkstxkj dkgh inkFkZ nh?kZdkG fVd.kkjs vlrkr- c&;kp xfg.khauk rs inkFkZ ter ukghr fdaok dj.;kl osG ulrks- v’kk osGsl T;k x`fg.khauk vls inkFkZ pkaxY;k izdkjs djrk ;srkr R;kauh ?kjxqrh Lo:ikr



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vlk O;olk; lq: d: ‘kdrkr- mnk- ikiM] yks.kph] tsyh] lkWl] ljcrs] dspi] pV.;k b- ‘kso;k] dqjM;k- vUUklaj{k.kps Kku x`gfoKkukP;k fo|kfFkZuhauk vlY;keqGs ;ksX;izdkjs inkFkZ dls fVdok;ps ;k Kkukpk mi;ksx d:u ?ksrk ;srks- R;keqGs osxosxGh jsfMesM ihaB r;kj djrk ;srs- mnk- Mks’kkps ihB] <ksdG;kps ihB] Hkkt.kh] elkys /kus ikoMj] lqikjh elkyk b- ;kuqlkj ekx.khizek.ks O;olk; ok<ork ;srks- d- Mckcan inkFkZ r;kj dj.;krwu Lo;ajkstxkj ;ke/;s QGkaps jl] dspi] yks.kph b- Mckcan inkFkZ r;kj d:u fodrk ;srkr ijarq ;kdfjrk xzkgdkyk rqeP;k inkFkkZckcr fo’okl okVy ikfgts rjp R;kph [kjsnh gksÅ ‘kdrs- v’kk osGsl inkFkZ r;kj d/kh dsyk] d/khi;Zar okijkok vls yscy ykoY;kl xzkgdkapk fo’okl ok<rks o O;olk; fLFkj gks.;kl enr gksrs- M- vkgkjrK Eg.kwu Lo;ajkstxkj vkiys vkjksX; lq/kkjsy vlk vkgkj egRokps vkgs- vk/kqfud dkGkr yksdkauk ;kps egRo iVys vkgs- [kktxh] ljdkjh nok[kkU;kr] vkjksX; dsanz ;sFks vkgkjrK Eg.kwu x`gfoKkukP;k fo|kfFkZuh dke d: ‘kdrkr- vkgkjrKkyk jksxkl izfrca/k dj.kkjk vkgkj vkf.k xjtsuqlkj vkgkjkps vk;kstu ;klkBh vkgkjrKkaphp xjt vlrs- vkgkjrK Eg.kwu uksdjh feGw ‘kdrs- 2- oL=ks|ksxkrwu Lo;ajkstxkj

oL=ks|ksxkr Lo;ajkstxkjkP;k la/kh Hkjiwj miyC/k vkgsr- dkj.k vktdky ;k xks”Vhauk Qkj egRo vkgs diM;kao:u laLd`rh o lkekftd izfr”Bk ;kaps vuqeku dk<rk ;srs ukohU;iw.kZ diM;kaeqGs O;fDreRokr Hkj iMRks- ;k cnyysY;k nf”VdksukeqGs oL=’kkL=kr Lo;ajkstxkjkaP;k la/kh miyC/k vkgsr-

v- jfMesM diM;kaP;k iqjoB;krwu Lo;ajkstxkj vktdky jsfMesM diM;kapk okij dj.;kps izek.k ok<ys vkgs] xgfoKku gk fo”k; f’kdysY;k fo|kfFkZuh osxosxG;k izdkjps dIkMs f’kow ‘kdrkr- dkS’kY;kuqlkj jsfMesM dims r;kj djrk ;srkr o R;kph fodzh djrk ;srs- c- Hkjrdke d:u Lo;ajkstxkj xgfoKkukps f’k{k.k ?ksrysY;k fo|kfFkZuh izkark&izkarkr vlysys Hkjrdysps Vkds f’kdysY;k vlrkr ;kpk okij d:u fofo/k lqanj Hkjrdke djrk ;srs ;kpk O;olk; Eg.kwu mi;ksx d:u ?ksrk ;srks- mnk- lkMhojps Hkjrdke] pknjh Hk:u ns.ks] ygk.k eqykaP;k diM;kaoj] ‘kks&ihl r;kj dj.ks b- O;olk; Eg.kqu mi;ksx djrk ;srks o vkfFkZd lkg; gksrs- d- QW’ku fM>k;uj Eg.kwu Lo;ajkstxkj vktdky ukohU;rsyk Qkj egRo nj dkgh fnolkauh QW’ku cnyr vlrs- O;olk; Eg.kwu QW’kudMs cf?krY;kl gk ,d mRRke ekxZ vkgs- dkj.k vkiys dkS’kY; nk[ko.;kpk ;sFks Hkjiqj oko vkgs vkf.k dkghrjh uohu dsY;kpk vkuan vkgs- x`gfoKkukP;k fo|kfFkZuh QW’ku fM>k;uj Eg.kwu dke d: ‘kdrkr- dkj.k R;kauk rlk nf”Vdksu vkgs- O;olk; Eg.kwu la/kh fEkGw ‘kdrs- M- fof’k”V dk;ZdzeklkBh diMs r;kj d:u Lo;ajkstxkj vkiY;kdMs lekjaHkkalkBh [kkl dims ?kkrys tkrkr- R;kr ukohU; o dykdqlj vlrs- mnk- yXu] eqat] ckjls fdaok brj lekjaHk- Eg.kwu gk O;olk; ,d mRRke la/kh vkgs- R;k osGsl T;k



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izdkjps dims ykxrkr rs ekx.khuqlkj iqjo.ks gk O;olk; Eg.kwu iRd: ‘kdrks- vktdky r;kj d:u ?ks.;kdMs Hkj vlY;kus O;olk; mRRke pkysy- b- oL= NikbZrwu Lo;ajkstxkj xgfoKkukP;k fo|kfFkZuh dkiMkoj NikbZ d’kh djkoh gs f’kdysY;k vlY;keqGs R;kauk Lizs fizafVax] cka/k.kh] lkpkOnkjs NikbZ gs dkS’kY; voxr vlrs- R;keqGs ;kpk mi;ksx O;olk; Eg.kwu d: ‘kdrkr- 3- ckyfodkl o dkSVqafcd laca/k ;krwu Lo;ajkstxkj

fL=;k uksdjh djr vlY;kus eqykauk lkaHkkG.;kpk iz’u fuekZ.k >kyk vkgs- eqykaP;k lokZaxh.k fodklkdMs y{k ns.kkjs dsanz vlY;kl ikydkauk rs lqjf{kr okVrs gk O;olk; Eg.kwu lq: djrk ;srks- fookg vkf.k dkSVqfcad lYYkk dsanz pkyo.ks gsgh djrk ;srs- v- ikG.kk?kj ,d Lo;ajkstxkj ckyfodkl x`gfoKkuP;k fo|kfFkZuh ygku eqykaps laxksiu] R;kapk fodkl ;kcn~nypk vH;kl dsysyk vlrks- eqykaP;k lo;h] leL;k] [ksG ;kcn~nyns[khy ekfgrh vlrs ;kpk vk/kkj ?ksÅu eqykadfjrk ikG.kk?kj lq: djrk ;srs- eqykaP;k lokZaxh.k fodklkdMs y{k nsrk ;srs- ikG.kk?kj gs Lo;ajkstxkjklkBh ;ksX; B: ‘kdrs- c- ckyokMh lq: dj.ks& ,d Lo;ajkstxkj ckydkP;k lokZaxh.k fodklkps f’k{k.k x`gfoKkukr fnys tkrs- vkjksX;] lo;h] [ksG ;kapk vH;kl fo”k;kr >kysyk vlrks- eqykapk lkekftd fodklkr [ksG] fe=kacjkscj [ksG.ks] R;kaP;k Hkkouk Kku vlY;kus ckyokMh lq: dj.ks+- gs Lo;ajkstxkjkps lk/ku gksÅ ‘kdrs- T;kr eqykapk fodkl pkaxY;kizdkjs gksÅ ‘kdrks- d- ckydkaP;k leL;k lksMo.;klkBh lYYkk dsanz LFkkiu dj.ks ckydkaP;k ok<hcjkscjp dkgh leL;k fuekZ.k >kY;k rj R;kckcr ikydkauk lYYkk ns.ks fdaok R;krwu ekxZ dlk dk<k;pk ;kcn~ny ekxZn’kZu dj.ks gs xgfoKkukP;k fo|kfFkZuh d: ‘kdrkr vkf.k vlk lYYkk ns.kkjs dsanz LFkkiu d:u Lo;ajkstxkjklkBhgh fn’kk feGrs- b- fookg vkf.k dkSVqafcd laca/k lYYkk dsanz LFkki.ks ;k fo”k;kr f’k{k.k x`gfoKkukr fnys tkrs- dqVqackr fuekZ.k gks.kkjk dyg] leL;k ;kalaca/kh vH;kl >kysyk vlrks- ;k vH;klkpk mi;ksx leL;k dk fuekZ.k >kyh] ;koj ;ksX; mik; dks.krk ;kckcr lYYkk dsanz LFkkiu d: ‘kdrks- rks ,d Lo;ajkstxkj B: ‘kdrks-

4- x`gO;oLFkkiu vkf.k x`gdyk ;k {ks=kr Lo;ajkstxkj v-x`gvarxZr jpuk vkf.k x`gltkoV ;karwu Lo;ajkstxkj

;k fo”k;kr x`gltkoVhps ‘kkL=h; Kku fnys tkrs- R;keqGs x`bvarxZr jpuk] xgltkoV gk Lo;ajkstxkj lq: d: ‘kdrks- ;kr QfuZpj ekaM.kh] fofo/k oLrwaph ekaM.kh ;kafo”k;h lYYkk nsÅ ‘kdrks- c- iq”iltkoV dj.ks gs vktdky lekjaHkkP;k fBdk.kh rlsp vkWfQle/;s rlsp dkgh t.k ?kjkr osxosxG;k iq”ijpuk d:u ?ksrkr- R;keqGs O;olk; Eg.kwu iq”iltkoVhdMs c?krk ;sbZy vkf.k gs pkaxys mRiUUk nsÅ ‘kdsy- d- xzkgd lYYkk dsanz & Lo;ajkstxkj x`gfoKkukr xzkgd dY;k.k] xzkgdksi;ksxh lsok] xzkgd laj{k.k dk;ns ;k fo”k;kps Kku ;kpk mi;ksx xzkgdkauk tkxr dj.;kdjhrk gksÅ ‘kdrks- vktdky xzkgd c&;kp [kjsnhP;k osGsl Qlyk tkÅ ‘kdrks- R;keqGs osGhp lYYkk feGkyk rj Qlxr gksr ukgh



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o [kpkZpk ekscnyk iqjsiwj feGrks- xzkgdkalkBh lYYkk dsanz dk<.ks gk ,d Lo;ajkstxkj gksÅ ‘kdrks-

5- x`gfoKku foLrkj vkf.k Lo;ajkstxkj foLRkkj f’k{k.kkP;k ek/;ekrwu gs xzkeh.k tursi;Zar iksgkspo.ks gs ns[khy egRokps dke vkgs- ;kdfjrk f’kfcjs] dk;Z’kkGk] izn’kZu ;kekQZr yksdkae/;s tk.kho tkxrh dj.ks] [ksM;krhy leL;k lksMo.;lkBh fdaok izxrhlkBh dke dj.ks- x`gfoKku gk fo”k; thouk’kh fuxfMr vlysY;k fo”k;k’kh laca/kh vlY;keqGs ;k Kkukpk mi;ksx Lo;ajkstxkjkph la/kh d:u ?ks.;kdfjrk gksÅ ‘kdrks dqVqackyk vkfFkZd gkrHkkj x`fg.kh ykow ‘kdrkr-

fu”d”kZ %& 21 O;k ‘krjkr fL=;kauh fodklkP;k í”Vhus cjkp eksBk iYyk xkByk vkgs- iq#”kkaP;k cjkscjhus fryh ns[khy fodklkP;k la/kh miyC/k >kY;k vkgsr- iajrw ok<rh csjkstxkjh] fryh uksdjh feG.ks dBh.k >kys vkgs v’kk ifjLFkhr vkiY;k dqVaqckyk vkfFkZd enr djrk ;sbZy ;k n”Vhus Lo;ajkstxkjkdMs oGr vkgsr-ik’phekR; laLd`rhP;k vuqdj.kkeqGs o efgykauh mHkkjysY;k vkanksyukewGs ifjLFkhrhr osxkus cny gksr vkgs- ygku xkoke/;s o ‘kgjkr ns[khy cpr xVkP;k ek/eekus efgykae/;s eksB;k izek.kkr tk.kho tkx`rh fuekZ.k gksr vkgs- Lo;ajkstxkjklkBh vko’;d vlysys xq.k eghykae/;s eksB;k izek.kkr vkgsr- fpdkVh] nqjn`”Vh] vk’kkokn] laHkk”k.k pkrq;Z b- eqGs Lo;ajkstxkjkr R;k vkiys ik; jksor vkgsr-ijarw ;ke/;s xgvFkZ’kkL=kP;k f’k{k.kpk Qkj eksykpk okVk vkgs-dkj.k ;k fo”k;kr nSuanhu ftouk’kh lac/khr vlysY;k loZ fo”k;kapk vH;kl d#u vFkkZtuklkBh Lo;ajkstkP;k ek/;ekrwu x`gh.khyk uos nkyu fuekZ.k dj.ks ‘kD; >kys vkgs- R;kpcjkscj vkn’kZ ukxjhd cufu.;kps eksykps dk;Z ;k fo”k;kP;k fo|kFkkZuh djrkr- Eg.kwup jk”Vz~fodklkr ;k fo”k;kps eksykps ;ksxnku vkgs- lanHkZ lwph % 1- lkeqnk;hd fodkl] foLrkj f’k{k.k o ekfgrk lcyhdj.k ys[khdk & MkW-mToyk oSjkxMs@izk-fo|qyrk eqGs] fo|kcqDl iCyh’klZ] vkSjaxiqjk vkSjaxkckn 2-xgO;oLFkkiu vkf.k vkarjh; ltkoV & f=os.kh QjdkMs@lqyHkk xksaxs] fiiGkiqjs vW.M daiuh iCyh’klZ ukxiwj 3- yksder l[kh



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Human Rights in Tibet: The Role of United Nations Dr. Harsha Chaturvedi

Assistant Professor, Political Science

Sri Sathya Sai College for Women

Bhopal

Abstract: Before 1950, people thought of Tibet as an isolated country somewhere in the Himalayan Mountains. In reality, this

"remote" country was not unknown to the world and in fact had relations with Great Britain, India, China, Outer

Mongolia and all other neighboring countries.

When China invaded Tibet in 1950, the Dalai Lama appealed to the newly formed United Nations to protect Tibet's

safety. Unfortunately, because Tibet was not a member-state of the UN, nothing was done. Since that time, we

Tibetans have been denied many of our human rights: we have no freedom of religion, association, movement or

education; we are subject to arbitrary arrest and torture; Tibetan women are subjected to forced abortions and

sterilization; our natural resources have been exploited; and, due to the population transfer of ethnic Han Chinese

into Tibet, we have become a minority in our own land.

Annually, on March 10th (Tibetan National Uprising Day) and December 10th (International Human Rights Day),

Tibetans around the world gather to demonstrate before the UN and demand justice. Inside Tibet, where it is illegal

to gather, people still raise their bare hands and demonstrate for freedom in the face of teargas and torture. They give

their lives up for their country and entrust their hopes to the world community.

Nonviolence, which is the fundamental instrument that the Tibetan people are using to gain their freedom, requires

the support of the world community in order for it to be effective in combating injustice. This path is not only

beneficial toward regaining freedom for the Tibetan people and ensuring our cultural survival, but also for sustaining

the civility of humanity. The fundamental challenge that Tibet is putting to the United Nations is one of preservation

-- not only of human rights, or of Tibet's political future Ð but also of the viability of nonviolence as a form of

conflict resolution in the next century.

Keywords: United Nations, Protect Tibet's Safety, Tibetan National Uprising Day, Human Rights

Introduction:

We strive to bring human rights issues in Tibet to international attention. We do this by

engaging the UN and other international institutions and treaty bodies, as well as other key stakeholders, with reports, oral advocacy, and publications based on legal and field research that

document the grave human rights situation in Tibet. Our research findings challenge the Chinese government’s detrimental policies and actions as they affect the land and people of Tibet, and

bring pressure to bear for change in the Tibetan people’s access to civil, political, cultural, social,

economic, and environmental rights under international laws and treaties.

Tibet and the UN: Timeline

! 1948 -- Signing of Universal Declaration of Human Rights ! 1949 -- China's People's Liberation Army (PLA) invades Tibet

! 1950 -- Dalai Lama appeals to the UN for help

! 1959 -- first UN resolution passed on Tibet, formally voicing the United Nations' "grave concern at the continued violation of the fundamental rights and freedoms of Tibetans" and

calling for "respect of the fundamental human rights of the Tibetan people and for their distinctive cultural and religious life."

! 1961 -- Second UN resolution passed on Tibet. ! 1965 -- Third UN resolution passed on Tibet.

! 1972 -- The People's Republic of China (PRC), which had been diplomatically isolated for

decades because of the cold war, is formally welcomed into the UN and soon after becomes a Security Council member, giving them the power to veto any resolution on Tibet before it

comes to a vote. ! 1992 -- The Secretary-General of the United Nations releases a report on the human rights

situation in Tibet.



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! 1995 -- Six Tibetans conduct a 13-day hunger strike in front of the UN headquarters in New York.

! 1998 -- Six Tibetans undertake a hunger strike until death in New Delhi, India, hoping that the UN will respond to their three demands:

1) The UN must reopen discussions as to the status of Tibet, as per the UN resolutions of 1959,

1961 and 1965. 2) The UN must send an independent human rights monitor into Tibet to report on the true

situation there. 3) The UN must conduct a plebiscite of Tibetans in order to ascertain their wishes for the future

of Tibet and guarantee self-determination.

When China invaded Tibet in 1949, Tibetans lost every freedom and right they had as an independent country. The Tibetan people lost their freedom of speech and religion, their right to

be free and independent people, along with their right to self determination. Tibet was once a peaceful country with a rich culture and a unique religion. Today they have lost all this and they

remain an oppressed and violated nation. Their religion, culture, and identity is slowly decaying

because the people of Tibet are being smothered by the Chinese, and they have no way of expressing themselves.

The History of Tibet Tibet is a country in the Himalayas which is cut off from the rest of the world. The two main

groups of people that live in Tibet are the Mahayanas and Vajaayanas which live off Buddha's

teachings. Their religion, language, literature, art, ideas concerning the environment, and a way to life which unify Tibet, and make it a unique country.

Since the invasion by China there has been over one million Tibetans killed by the Chinese, making them a minority in their own country. China has also made Chinese the official language

of Tibet. More than 6,000 monasteries and shrines have been destroyed and only one out of twenty monks are still allowed to practice under the careful eye of the government. Famine has

become a problem, natural resources have been lost, and wildlife is close to extinction. In 1950 when communist China invaded Tibet, they took over the government of Tibet and threw out the

government that was headed by the Dalai Lama, creating chaos and turmoil for the people. The

Dalai Lama is regarded in Tibet as the highest spiritual leader. He is a person who is said to be an incarnation of Buddha. When the Dalai Lama dies, his spirit is thought to enter the body of a

baby boy. Monks search the country for a baby who is born at the same time the Dalai Lama dies. Since China invaded Tibet they have exiled the Dalai Lama from his country, and he now

lives in India with many of his religious followers where he works to help the forlorn people of

Tibet.Peaceful demonstrations, protests, speeches, and writings by Tibetan people have resulted in deaths, and thousands of arrests, which lead to the torture of these political prisoners and gives

them almost no chance of ever being released. These are only a few of the awful things that are happening in Tibet right now. These violations must be stopped immediately. We cannot turn our

backs on the helpless people of Tibet who plead for our aid. If the power the Chinese have over

Tibet is not taken away, millions more people could be annihilated in Tibet.

UN General Assembly Resolutions

As the prospect of China’s 1949-50 invasion grew, the Dalai Lama, head of the Tibetan Government, made the first in a series of appeals to the United Nations and its members,

requesting intervention on his country’s behalf.

Tibet at the UN General Assembly

" 1950

A month after the People’s Liberation Army pierced the Eastern frontier of Central Tibet in October 1950, El Salvador responded to Tibet’s plea, submitting a draft resolution to the UN



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entitled “Invasion of Tibet by Foreign Forces.” Its consideration, however, was suspended on the erroneous belief that Communist China would halt its advance and seek a peaceful accord with

the Tibetans. That was not to happen.

" 1959

By the time of the Tibetan National Uprising in March 1959, it was clear that China had no

intention of abating its aggression. The Uprising and the Dalai Lama’s dramatic escape to India once again focused the world’s attention on Tibet. Later that July, the International Commission

of Jurists (ICJ) published The Question of Tibet and the Rule of Law, the first of several reports. It found that “evidence points to a prima facie case of systematic intention…to destroy in whole

or in part the Tibetans as a separate nation and the Buddhist religion in Tibet.” Concern by the

international community finally moved the General Assembly to act, and the first resolution on Tibet was passed in October of that year.

" 1961 In 1961, Malaya, and Ireland, sponsors of the 1959 resolution, were joined by El Salvador and

Thailand, in their request to include “The Question of Tibet” once again for consideration by the

United Nations. Speaking before the General Assembly, Ireland’s representative asked “how many benches would be empty here in this hall if it had always been agreed that when a small

nation or a small people fell into the grip of a major Power, no one could ever raise their case here; that once they were a subject nation, they must always remain a subject nation.”

Tibet’s case was bolstered by the ICJ’s second report Tibet and the Chinese People’s Republic.

Upon examining Tibet’s legal status, and violations of human rights there, the report concluded that “acts of genocide had been committed”, and that “Tibet was at the very least a de facto

independent State” before its annexation by the Chinese government in 1951. With the support of 56 member states, Resolution 1723 (XVI) was passed in the General Assembly on December 20.

" 1965

By 1965 conditions in Tibet remained bleak. A third ICJ report, Continued Violations of Human Rights in Tibet, was published the previous December. Based on accounts from Tibetan refugees

fleeing to India, the report disclosed “a continuance of ill-treatment of many monks, lamas, and other religious figures, resulting in death through excessive torture, beatings, starvation and

forced labor…” Following the report and the Dalai Lama’s appeal, the issue was reintroduced at

the UN yet again by the 1961 sponsors, joined this time by Nicaragua and the Philippines. India, speaking out for the first time, reminded the General Assembly that “ever since Tibet came

under the strangle-hold of China, the Tibetans have been subjected to a continuous and increasing ruthlessness which has few parallels in the annals of the world.” The Philippines

pointed out that 15 years after the “mock liberation of Tibet”, the People’s Republic of China had

still “not identified the ‘aggressive imperialist forces in Tibet'”, and Thailand noted that the majority of states refuted “the contention that Tibet is part of China.” Following these and other

remarks, Resolution 2079 (XX) on the Question of Tibet was passed on December 18, 1965.

" In short…

During the various General Assembly debates, several members spoke passionately, denouncing

the Communist government’s aggression against Tibet as a violation of its independence. However, while two of the resolutions referred to the principle of self-determination, all three

skirted the issue of Tibet’s status under international law, focusing instead on human rights violations.

To this day, the United Nations’ unfinished consideration of the question of Tibet remains one of

the global body’s most notable and longstanding acts of omission. For an account of Tibet and the UN see Michael Van Walt’s “The Status of Tibet”, 1987;

Warren Smith Jr.’s “Tibetan Nation, 1996; Tsering Shakya’s “The Dragon in the Land of Snows”, 1999; His Holiness the Dalai Lama’s “My Land and My People”, 1977; and The



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Bureau of H.H. the Dalai Lama’s “Tibet in the United Nations, 1950-1961”. See also the International Commission of Jurists’ reports, “The Question of Tibet and the Rule of Law”,

1959; “Tibet and the Chinese People’s Republic”, 1960; “Tibet: Human Rights and the Rule of Law”, 1997.

References:

1. Amnesty International, Amnesty International: "China - Amnesty International's concerns in Tibet", Secretary-General's Report: Situation in Tibet, E/CN.4/1992/37

2. Amnesty International Documents". Hrweb.org. Retrieved 2012-12-09.

3. Goldstein, Melvyn; Cynthia, Beall (March 1991). "China's Birth Control Policy in the Tibet Autonomous Region". Asian Survey. 31 (3): 285–303.

doi:10.1525/as.1991.31.3.00p0043x. JSTOR 2645246. 4. there is a great deal of evidence and detailed testimony, which indicates that this [forced

abortions, sterilisation] has been Chinese policy in Tibet for many years

http://www.crin.org/docs/resources/treaties/crc.12/China_CFT2_NGO_Report.pdf 5. Asia Watch Committee, "Human Rights in Tibet", February 1988

6. CECC 2009 report, p. 270 7. Asia Watch report, p. 1

8. McCarthy, Roger E. Tears of the Lotus: Accounts of Tibetan Resistance to the Chinese

Invasion, 1950–1962. Jefferson, NC: McFarland &, 1997. Print. 9. Dorothy Stein, People Who Count. Population and Politics, Women and Children,

Earthscan Publications, London, 1995, XI + 239 p. 10. Yan Hao (Institute of Economic Research, State Department of Planning Commission,

Beijing), Tibetan Population in China: Myths and Facts Re-examined, pp. 19-20.

11. "The New York Times". nytimes.com. Retrieved 2014-06-01. 12. Patrick French, Tibet, Tibet: A Personal History Of A Lost Land (HarperCollins, 2003), p.

292. 13. People’s Republic of China: Background paper on the situation of the Tibetan population,

A Writenet Report by Professor Colin P. Mackerras.

14. Kuzmin, S.L. Hidden Tibet: History of Independence and Occupation. Dharamsala, LTWA, 2011, pp. 334-345.



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A STUDY OF EDUCATIONAL ANXIETY OF HIGH AND LOW CLASS SOCIETY

STUDENTS IN AMRAVATI DISTRICT

DR.NILIMA.AMBADKAR

Assistant professor

S.P.B.Ed.College.

Amravati.444701

MRS.MANISHA PATIL

Research student

Amravati

Abstract:

The present research paper deals with a study Educational Anxiety of high and low

class society students in Amravati district . For the present Research work Test Educational

Anxiety Scale developed by researcher Ambadkar(2014) has been used. . Sample of Amravati

district was selected for the study. The selected 120 students as a sample of high class and low

class society .Survey research method has been used The data, was analyzed using Mean, S.D., t-

test. The finding of the study revealed that Educational Anxiet differ significantly between boys

and girls of high class and low class society students.

Key words: Educational Anxiety, High class and low class society students.

INTRODUCTION

Educational Anxiety is one important factor for achieving more scores. Generally

students have high intelligent .but they cannot score marks in the examination .They afraid of

examination .In such situation it is the duty of the parents to give proper guidance to the

students.about the examination .There is also another side some students do not study but they

never afried of examination . They do not score more marks in the examination .Why so

happened? .There may be some reasons also. In high society students have more educational

anxiety rather then the low society students. Is it real? This is the main question about the

educational anxiety . hence the researchers decided to compare the educational anxiety of high

and low class society students in Amravati District.

. STUDIES ON EDUCATIONAL ANXIETY: Researches on under educational anxiety

conducted in India and abroad have confined to certain limited areas. Some of the studies are

reviewed Chowhan Sarita (1992) study found out the anxiety of the students of the colleges of

Engineering, medical and teaching The analysis is related that a significant difference existed

in the anxiety of engineering and medical college students in comparision to students of teacher

training colleges. (Huberty, 2012). Anxiety is a normal reaction to certain situations. A small

level of anxiety is normal, but severe anxiety can be a serious problem. Academic anxiety can

become more detrimental over time. As a student’s academic performance suffers, the anxiety

level related to certain academic tasks increases. (Merriam-Webster, 2012). Students

experiencing academic anxiety feel apprehensive over academic tasks. Students can feel anxiety

related to every academic task. Some may only feel anxiety related to test taking or other

specific tasks. Anxiety is not always negative. Some students can be motivated by anxiety.



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STATEMENT OF THE PROBLEM

A STUDY OF EDUCATIONAL ANXIETY OF HIGH AND LOW CLASS SOCIETY

STUDENTS IN AMRAVATI DISTRICT

HYPOTHESIS OF THE STUDY

• There is no significant difference between the Educational Anxiety of students of high and

low class society

• There is no significant difference between the Educational Anxiety . of boys and girls of

high class society

• There is no significant difference between the Educational Anxiety of boys and girl of low

class society

METHODOLOGY

The present research paper deals with a comparative

study of Educational Anxiety of boys and girls of high and low class society students in

Amravati District. For the present research work Educational Anxiety Scale developed by

researcher .Ambadkar(2014) has been used has been used. Sample of Amravati District was

selected for the study The selected 120 students as a total sample of boys and girls of high and

low class society. The selected 60 students as a sample of high class and 60 students of low

class society. Survey research method has been used. The data was analyzed using Mean, S.D., t-

test . .

DATA ANALYSIS AND INTERPRETATION

Hypothesis : 1 There is no significant difference between the Educational Anxiety of

students of high and low class society

Table-1:

Educational Anxiety of students of high and low class society

Variables Number of

Students

Mean Standard

Deviation

‘t’

value

Level of

significance

Students of high class society 60 20.23. 3.8570 3.95 0.05

Students of low class society 60 16.15 5.6211 0.01

Table 1 shows that the calculated ‘t’ value is 3.95 which is greater than table value at 0.05

and 0.01 level of significance. Hence the hypothesis is rejected. That means there is a significant

difference between the Educational Anxiety of students of high and low class society. It is

clear that Educational Anxiety of high class society students is greater than the students of low

class society.The reason may be that high class society students are more worried about their

future than the low class society students. And they always are worried their career than the

students of low class society students. It is clear from the diagram also

GRAPH-1



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Hypothesis -2 There is no significant difference between the Educational Anxiety . of boys and

girls of high class society.

Table 2

Educational Anxiety of boys and girls of high class socity

Variables Number of

Students

Mean Standard

Deviation

‘t’

value

Level of

significance

Boys of high class society 60 19.8 3.7741 6.78 0.05

Girls high class society 60 14.85 4.4732 0.01

Table 1 shows that the calculated ‘t’ value is 6.78 which is greater than table value at 0.05 and

0.01 level of significance. Hence the hypothesis is rejected. That means there is a significant

difference between the Educational Anxiety of boys and girls of high class society. It is clear

that Educational Anxiety of high class society of boys is greater than the high class society of

girls .The reason may be that high class society boys are more worried about their future than

the boys of high class society . Generally the girls studied regularly .Hence the girls have less

anxiety than the boys. It is clear from diagram also.

GRAPH-2

Students of

high class

Students of

low class

20.2316.15

Educational Enxiety of Students of

High and Low Class

Boys 0f high

class society

Girls of high

class society

19.814.85

Educational Anxiety of Boys Girls

of High Class society



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Hypothesis -3

There is no significant difference between the Educational Anxiety of boys and girls of low

class society.

Table-3

Educational Anxiety of boys and girls of low class society

Variables Number of

Students

Mean Standard

Devisition

‘t’

value

Level of

significance

Boys of low class society 60 14.75 4.6020 4..42 0.05

Girls of low class society 60 18.16 3.8892 0.01

Table 2 shows that the calculated ‘t’ value is 4.42which is greater than table value at 0.05 level

of significance. Hence the hypothesis is rejected. That means there is a significant difference

between the Educational Anxiety of boys and girls of low class society. It is clear that

Educational Anxiety of girls of low class society is greater than the boys od low class

society. .The resason may be that low class society girls are more conscious about their future

than the boys of low class society . They always try to get more marks but the parents of low

class society have not given more facilities to girls .Hence they have more Educational Anxiety

than the boys of low class society.

GRAPH-3

CONCLUSIONS

• . There is a significant difference between the Educational Anxiety of students of high and

low class society. Educational Anxiety of high class society students is greater than the low

class society students.

• There is a significant difference between the Educational Anxiety of boys and girls of high

class society. Educational Anxiety of high class society of boys is greater than the high

class society of girls

0

5

10

15

20

boys of the

low class

society

Girls of the low

class society

Educational Anxiety of Boys and

Girls of Low Class Society



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• There is a significant difference between the Educational Anxiety of boys and girls of low

class society. Educational Anxiety of girls of low class society is greater than the low class

society .

REFRRENCES

• Best John W. and Kahn, James V. (2002) Research in Education 7th

Edition, New

Delhi, Prentice Hall of India Pvt. Ltd.

• Chauhan , S.S. (1989). Advanced Educational Psychology. New Delhi: Vikas

Publishing House.

• Chowhan Sarita, (1992). Value, self-concept creativey andanxiety among professional

collge students. In Fifty Survey Research in Education, Vol.-I, Ed. Buch, M.B. (1988-1992)

• Huberty, T. J. (2009). Test and performance anxiety. Principal Leadership, 10, 12–16.

Retrieved from http://www.nasponline.org/

• Marszał-Wiśniewska, M., Goryńska, E., & Strelau, J. (2011). Mood change in a stressful

exam situation: The modifying role of temperament and motivational tendencies. Personality

and Individual Differences, 52, 839–844. doi:10.1016/j.paid.2012.01.009



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ekfM;k ¼vkfne½ tekrhps lkekftd thou izk- izeksn l[kkjke ?kksueksMs ¼lgk¸;d izk/;kid½ jkts fo”os”ojjko dyk&okf.kT; egkfo|ky; HkkejkxM] ft- xMfpjksyh-

izLrkouk& txkrhy loZ ns”kkr vkfnoklh tekrh vfLrRokr vkgsr- fo”ks’kr% vkf”k;k] vkfQzdk vkf.k

vesjhdk ;k [kaMke/khy ns”kkr vktgh vkfnoklh tekrh Qkj eksB;k izek.kkoj vk<Grkr- ;qjksie/;s ek= vk/kqfudhdj.k Qkj >ikVÓkus >kY;keqGs vkfnoklh tekr vksG[k.ks Qkj dBh.k >kys vkgs- Hkkjrkr vkfnoklh tekr eksB;k la[;sr vlwu R;k Hkkjrkr iljysY;k vkgsr- ;k tekrhaph la[;k Hkkjrkr lqekjs 414 brdh vkgs-

Hkkjrh; yksdla[;sr 8-6 VDds yksdla[;k vl.kkjk vkfnoklh lekt vusd tekrhae/;s foHkkthr >kyk vkgs- R;kaps fuoklLFkku] cksyhHkk’kk] izFkk] ijaijk] laLd`rh ,dw.kp thou tx.;kph i/nrh osxoxGh vkgs- vkfnoklh lewnk; d/kh v/kZuXu jkgwu d/kh yaxksVh uslwu f”kdkj dj.;klkBh jkukseku ouou HkVdqu jkfgyk- R;kauk fofo/k ukokus lacks/kys tkÅ ykxys-

baxzthe/;s ‘Aborigimol’s fdaok ‘Aboriginals’, rj ejkBhe/;s ;kauk ôuoklh*] ^fxjhtu* o fganhe/;s ^tutkrh* gk “kCn okijrkr- vls fofo/k “kCn vlys rjh ejkBhr ^vkfnoklh* gk “kCn tkLr izpfyr vlY;kps fnlwu ;srs-

ekuo gk lekt”khy o fopkj”khy izk.kh vkgs- ekuokP;k vusd xjtk vkgsr- R;k Hkkxfo.;klkBh rks vkiY;k cq/nhP;k cGkoj vko”;d rh lk/kus fuekZ.k djrks- iajijsuqlkj lektkus ekU; dsysY;k ijaijkxr lk/kus] lH;rk] laLdrh] izFkk o ladsr ;kaP;k fn?kZ vuqHkokuarj ák lk/kukapk o dk;Zi/nrhpk fodkl djrks- o iq<s rh lektkr :< gksrs- Eg.ktsp O;DrhP;k vFkok lektkP;k xjtk Hkkxfo.;klkBh fuekZ.k >kysyh i/nrh fdaok orZu izdkjkyk ^^lkekftd O;oLFkk** vls Eg.krkr-

egkjk’Vªkr vusd vkfnoklh tekrh vkgsr- ;k vkfnoklh tekrhe/;s izeq[k fru vkfne tekrh vkgsr- ;k frugh vkfne tekrhps lkekftd ftou ;kaP;kr lkj[ksi.kk vk<Gqu ;sr ukgh- R;kaph oSf”k’VÓs gh osxosxGh fnlwu ;srkr- ekfM;k gk HkksGk HkkcGk] ufou O;Drh lkscr cksy.;kps VkG.kkjk] nSooknh] vKkuh] nfjnzh] fulxkZP;k lkfUu/;kr jkg.kkjk] ijaijkxr thou i/nrhpk vkgs- rks taxy ]igkMkoj jkg.kkjk vlyk rjh R;kaph jkg.kh lk/kh vkf.k LoPN vkgs- ekfM;k tekrhrhy yksdkr mPp&fuprk vkf.k tkrhHksn fnlwu ;sr ukgh- Li”;&vLi”;rk vftckr ikGr ukgh- lkekftd n`’Vhus gh tekr leku vkgs taxy] igkMkoj okLrO;kl vl.kkjh gh tekr taxykrhy f”kdkj] daneqGs [kkÅu txrs- tknqVks.kk] va/kfo”okl] HkqrpsVdhuoj fo”okl Bso.kkjh] tknqea=kus mipkj dj.kkjh] taxykoj vk/kkfjr eksgQqys xksGk dj.ks] fMad] e/k] daneqGs xksGk dj.ks ;k ijaijkxr dkeklkscrp rsanqiRrk dVkbZ] eksy etwjh d:u miftohdk dj.kkjh fg ekfM;k tekr-

ekfM;k “kCnkpk vFkZ ekfM;k gh xksaMke/khy vfr”k; ekxklysyh tekr vkgs- êkfM;k* ;k “kCnkph fufeZrh ekMkP;k

izns”kkr jkg.kkjs yksd ;k vFkkZus >kysyh vkgs- êkM* gk o{k ;k yksdkapk vkoMrk o{k vkgs- ;k izns”kkr ekMkaph la[;kgh Hkjiwj vkgs- R;keqGsp R;kauk ekM o{kkP;k ifjljkr jkg.kkjk rks êkfM;k* vlsuk o izpyhr >kys- HkkejkxM izns”kkyk ykxwup cLrj ¼ NRrhlxM½ pk dkgh Hkkx Ykkxrks- cLrjP;k eSnkuh izns”kkr ^êqj o{k** loZ= vk<Grkr- ;k eqj o{kkP;k lkfUu/;kr jkg.kkjs ts xksaM vkgs R;kauk êqfj;k xksaM*



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;k ukokus vksG[kys tkrs- ekfM;k xksaMkP;k cksyh Hkk’ksr gh ê&gk* Eg.kts >kM vkf.k Eg.kwu êkfj;k*]êkfM;k* Eg.kts taxykr jkg.kkjs ek.kls vlk vFkZ gksrks- ;k ftYákr ekfM;k tekrhr oLrhP;k fBdk.kko:u R;kaP;kr izeq[k nksu xV fnlrkr- R;kiSdh ts l[ky izns”kkr fdaok igkMkP;k ik;F;kyk jkgrkr- R;kauk ^NksVk ekfM;k* vls Eg.krkr- vkf.k ^cMkekfM;k* HkkejkxMP;k iwosZyk dqokdwMhP;k MksaxjkGHkkxkr izkeq[;kus vk<Grkr- R;k ekfM;k xksaMkuk ^fgyekfM;k* fdaok ^Mksaxjh ekfM;k* vlsgh Eg.krkr- ekfM;k tekrhps xksVqy

vkfnoklh ekfM;k leqnk;kP;k izkfpu laLdrhps n”kZu gs xksVwykrwu gksr vlrs- ekfM;k tekrhrhy izR;sd xkoke/;s ^xksVwy ?kj* vlrs- r:.k r:.khps rs ,d vkoMrs fBdk.k letys tkrs- R;kaph rh ,d izdkjph “kkGkp vlrs- ukp xk.;kP;k f”k{k.kk cjkscjp Hkkoh thoukps loZ /kMs rs ;kp fBdk.kh letqu ?ksrkr- lk/kkj.kr% 13 rs 16 o’khZ; eqys]eqyh ;k xksVwykr izos”k ?ksrkr- xksVwy ?kjkph bZekjr eksBh vlrs- fHkarh ckacwiklwu o Nr xorkps fdaok lk/;k dkSykps vlrs- ;k xksVwy ?kjkpk mi;ksx ¼Community Hall½ Eg.kwu dsyk tkrks- ckgsP;k O;Drhyk xksVqy ?kjkr izos”k feGr ukgh- QDr xkokrhy r:.k&r:.khp rsFks eqDri.ks lapkj d: “kdrkr- yXu >kY;kuarj eqyk&eqyhauk xksVwykr tk.;k ;s.;koj izfrca/k vlrks- iajrq ,[kknÓk eqyhpk uojk vxj eqykph ck;dks g;kr ulsy o rs nqljk ?kjksck d: bfPNr vlrhy rj R;kauk v”kk ifjfLFkrhr xksVqy ?kjkr izos”k feGrks- iajrq R;kaps R;k fBdk.kh tk.ks gs tksMhnkj feGs i;Zarp vlrs- xksVqy ?kjkr r:.k&r:.khus ,desadkph fuoM djko;kph vlrs- ,desadkP;k vkoMh&fuoMh letwu ?;ko;kP;k vlrkr- xksVqy ?kjkpk ,d izeq[k vlrks- R;kyk ljnkj Eg.krkr- xksVqy ?kjkpk rks loZ dkjHkkj lkaHkkGrks- xksVqy ?kjkr vusd lekjaHk] lHkk ikj ikMys tkrkr- R;kpk ,d O;oLFkkid vlrks- R;kyk ^dksroky* Eg.krkr- xksVqy ?kjkr r:.k&r:.khae/;s ,desdkauk vkdf’kZr d:u ?ks.;klkBh Li/kkZ pkyr vlrs-gGwgGw R;kaP;k laLdrhr cny gksr vkgsr-

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ekfM;k tekrhe/;s lxks=h; fookg dsyk tkr ukgh- R;kaP;ke/;s pkjnso] ikpnso] lgknso vkf.k lkrnso vls pkj izeq[k xks= xV vkgsr- T;kaps iwoZt ,dp vkgsr- R;kapk ,dk xVkr lekos”k dsysy vlrks- ,dk xks=krhy yksd vls rs letrkr- Eg.kwu ,dkp xks=krhy r:.k&r:.khaps fookg laca/k fuf”k/n ekuys vkgsr- izR;sd nsodkrhy yksd Lor% Js’B letrkr- lkekU;i.ks ,dkp vkMukokps yksd ,dkp xks=krhy vlrkr- vls letys tkrs Eg.kwu leku vkMukokP;k r:.k&r:.khae/;s fookg gksr ukghr- r:.k&r:.kh o;kr vkY;kuarj R;kaps fookg gksrkr- lkekU;i.ks 16 rs 22 o’kkZph r:.kh o 20 rs 25 o’kkZpk r:.k ;k o;ksxVkrhy r:.k&r:.kh fookg djhr vlrkr- ekfM;k tekrhr fookgkps izdkj

ekfM;k tekrhr fookgkps izeq[k pkj izdkj vkgsr- 1 r:.k&r:.khaus ,desdkauk ilar d:u iMqu tkÅu dsysyk izse fookg- 2 ofMy/kk&;kauh Bjowu dsysyk fofog- 3 eqykyk eqyxh ilar iMyh Eg.kwu lDrhus eqyhyk iGowu usÅu dsysyk fookg- 4 fo/kok fookg-

ekfM;kaps izeq[k l.k ekfM;k tekrha/;s fnokGh] gksGh] iksGk ;k l.kk O;rhfjDr R;kaps izeq[k l.k rs iq<hyizek.ks&

1 fiUMh iaMqe ¼fiB nG.;kpk l.k½



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gk l.k ekfM;kae/;s fiBnG.;kpk vlrks- ;k e/;s fiBkph iqtk dsyh tkrs- fiBkph iqtk d:u [kkYysrj R;kiklqu euq’;kps “kjhj /k’Biq’B gksrs- vlk R;kapk let vkgs-

2 foTtk iaMwe ¼/kkukyk dksac ;srkr R;kpk l.k½ gk l.k /kkukps pqjus laiys dh] lktjk djrkr- xkokrhy isjE;kyk fopk:u ,d fnol iDdk djrkr- R;kr jk=hyk nk: fi.ks] tso.k dj.ks o tsou >kY;kuarj lkeqfgd u`R; dsY;k tkrs-

3 bjik iaMqe ¼eksgkP;k nk:pk l.k½ ekfM;k tekrhrhy yksda nk: fi.;kiqohZ fHkelsu fdaok fHkekyisu ;kyk fo/khiwoZd nk: viZ.k djrkr- vkf.k R;k uarjp [k&;k vFkkZus nk: fi.;kyk lq:okr djrkr-

fu’d”kZ 1 ekfM;k tekrgh vtqugh taxy] igkMkoj thou txr vkgs 2 R;kaP;krhy :<h] iajijk] pkyhfjrh vtwugh vk<Gwu ;srkr- 3 gh tekr “kgjh laidkZr ;sr vkgs- R;kewGs R;kaP;kr cny gksrkauk fnlrks-

lanHkZ lwph 1 ukMxksaaMs xq:ukFk ^Hkkjrh; vkfnoklh*] dkWfUVusUVy izdk”ku fot;uxj] iq.ks 411030- 2 MkW- nsoxkaodj lkS- “kSytk ^oSnHkhZ; vkfnoklh thou vkf.k laLd`rh*] Jh- eaxs”k izdk”ku uoh jkenklisB] ukxiwj&440010- 3 MkW- xkjsxkfoan ^egkjk’Vªkrhy vuqlwfpu {ks= vkf.k vuqlwfpr tekrh*] dkWfUVusUVy izdk”ku fot;uxj] iq.ks 411030- 4 cMos e- jk- ^banzkorhP;k ifjljkrhy ekfM;k tekr*] izdk”kd e- jk- cMos] panziwj-



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LUMINESCENCE IN SILICATES: REVIEW GURJEET TALWAR

Hislop College, civil line,

Nagpur, India

INTRODUCTION

Luminescence is defined as the emission of light by bodies, which is in excess of that

attributable to black body radiation and persists considerably longer than the periods of

electromagnetic radiations in the visible range after the excitation stops. Luminescence is

different from incandescent light. Luminescence involves emission, which is not thermal in

origin while incandescent light is emitted from material when heated above 6000 C. There are

different type of luminescence. Photoluminescence, thermo luminescence, electroluminescence,

bioluminescence, optically stimulated luminescence, chemiluminescence, triboluminescence, son

luminescence and lyoluminescence. Photoluminescence is divided in fluorescence and

phosphorescence.

The difference between fluorescence and phosphorescence is to some extent arbitrary.

Historically the temperature independent decay is known as fluorescence while the temperature

dependent decay as phosphorescence. According to modern conventions fluorescence refers to

the emission, which persists for 10-3

sec to 10-8

sec while the phosphorescence persists for

considerably longer duration from 10-3

s to several seconds

The luminescent system generally consists of a host lattice and a luminescent centre, often called

as ‘activator’. In general, the host needs to be transparent to the radiation source used for

excitation process. The activator absorbs the exciting radiation and is raised to an excited state.

The activator returns to the ground state by emission of radiation or by non-radiative decay. It is

necessary to suppress this non-radiative process. In some materials the excitation radiation is not

absorbed by the activator but the other ion may absorb the exciting radiation and subsequently

transfer it to the activator. In this case, the absorbing ion is called as a ‘sensitizer’. Luminescent

materials are also called as phosphor.

IMPORTANCE OF SILICATES

Silicates are stable in oxygen atmosphere. Many silicates are largely inert to common reagents,

they have high degree of structural and compositional flexibility, their frameworks can be much

more heat tolerant than organic frameworks. Alkaline earth silicates are useful luminescent hosts

with high physical and chemical stability.

Silicates are most abundant in nature. Depending upon Si: O ratio, they are classified as

ortho- (1:4), meta (1:3) and pyro (2:.7) silicates [1]. A more detailed classification is made on the

basis of criteria like coordination number of Si, number of (Si, O)-polyhedra, multiplicity, etc.

They find applications in many diverse areas [2]. Silicates are widely used as adsorbents of

polysaccharides[3], numerous ions such as lead or calcium[4], as potentiometric sensors of

hydrogen ions[5] , in production of ceramics[6] or for sorption of atmospheric CO2[7] , to

recover cerium from radioactive waste materials and to adsorb Nd3+

ions[8], as bioactive material

[9,10], as microwave dielectric[11] etc. As a kind of biodegradable ceramic with good

bioactivity, beta-CaSiO3 has been widely used for preparation of beta-CaSiO3/biopolymer

composite scaffolds and has been proved to be an effective additive to create bioactive



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composites [12, 13, 14]. Stratified natural silicates are also used as carriers of plant protection

agents [15].

Microporous structures that are almost UV transparent and inexpensive. The lithium

ceramics are promising breeder materials for fusion reactors, among which lithium orthosilicate

(Li4SiO4) is strongly considered because of its good tritium solubility [16]. Mg2SiO4: Tb is used

in the commercial systems for the thermo luminescence dosimetry of ionising radiations [17].

Eu2+

activated Barium Magnesium silicate, also known as Sylvania type 217 phosphor, was first

developed by Barry [18]. BaSi2O5: Pb is an efficient black light phosphor which finds use in

photocopying and sun-tanning lamps [19].

Lanthanide ion doped alkaline earth silicates yield much better characteristics, such as longer

duration time of phosphorescence brighter luminosity and improved chemical stability than

conventional sulfide materials. Lanthanide based silicate also finds applications in the field of

fiber optics. Y2SiO5:Tb3+

thin film is used in field emission display. CaSiO3:Eu3+

particles having

size less than 3 µm act as lamp phosphor, for coating purpose. Zn2SiO4: Mn, is used for beam

index tube, PDP and Strontium silicate yellow phosphor for white light emitting diode. Phosphor

Mg2SiO4: Tb is also an efficient phosphor.

Zn2SiO4: Mn is one of the earliest known phosphors [20]. Zn2SiO4: Mn was also used as

the green component in the first tri-color lamp [21], as well as the first color television. It is also

a well-established, green emitting phosphor for use in plasma display panels [22]. Several

silicates find place in the list of cathodoluminescent materials approved by JEDEC. Phosphors P1

and P39 are the commercial lamp and CRT phosphors based on Zn2SiO4:Mn. Y2SiO5: Ce (P47)

was investigated as an alternative to the standard P22 (ZnS: Ag) blue phosphor [23], currently

used in television sets, for low-voltage field emission displays (FEDs). Saturation measurements

indicated that the high saturation resistance of the Ce-doped silicate can yield better performance

than ZnS: Ag, when operated at low voltages (1-3 kV). Y2SiO5: Ce (P-47), and CaSiO3: Pb, Mn

(P25) are also cathodoluminescent materials of commercial importance. Cerium activated

oxyorthosilcates Lu2SiO5: Ce (LSO: Ce, Y2SiO5: Ce (YSO: Ce). and Gd2SiO5: Ce, (GSO: Ce)

have proved to be excellent scintillation phosphors because of their relatively high density, good

light output, and fast decay time [24]. Bi12SiO20 (BSO) single crystals have attracted increasing

attention in optoelectronics as an efficient photorefractive material [25, 26] and also in

applications such as spatial-time light modulators, holographic information storage, two-and

four-wave mixing, and several other applications in the field of nonlinear optics [27]. Using

shallow traps application, optical fixing, through two-step gated recording in a crystal of

La3Ga5SiO14 doped with praseodymium, has been demonstrated [28]. Recently, Shen and

Kacharu [29] introduced a new process for parallel data storage using coherent time domain

optical memory and proposed Y2SiO5: Eu for practical developments. Photostimulated

luminescence in silicates can be used for developing X-ray storage phosphors. Utility of

Ba5SiO4Br6:Eu2+

[30] and Y2SiO5: Ce, Sm [31] for such purpose has been demonstrated. The

high conversion efficiency and short response time make it a good alternative to BaFBr: Eu as a

storage phosphor in computation tomography. The long lasting phosphorescence is observed in

Ce3+

doped Ca2Al2SiO7 at room temperature. Under UV irradiation at 365 nm, it produces

broadband emission with peak at 417 nm, though the intensity is weak [32].



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Rare-earth-containing silicate glasses have attracted great attention as potential materials

for optical and magneto-optical devices such as an upconversion laser, a hole burning memory,

and an optical switch [33], because they show a high temperature persistent spectral hole burning

(PSHB) and have a large potential for a high-density frequency-domain optical data memory

[34]. Visible mechanoluminescence in Ca2Al2SiO7: Ce, with its use in the fracture detection

system [35], and formation of luminescence centre in synthetic single crystal of forsterite

(Mg2SiO4 ) [36] by high shock pressures ranging from 10 to 82 GPa is reported.

CdSiO3:Mn2+

(RE = Y, La, Gd, Lu) [37], Eu and Dy activated R3MgSi2O8 (R=Ca, Sr, Ba)

[38] are long lasting phosphors. Phosphor CaMgSi2O6: Eu2+

is used in Plasma display panels.

In recent years, there is revived interest in Sr3MgSi2O8: Eu, Ba3MgSi2O8: Eu, Sr2MgSi2O7: Eu

and Ca2MgSi2O7: Eu types of phosphors. Lin et al [39] studied AE3MgSi2O8:Eu, Dy

Slaystems as long afterglow phosphors. Jung and Seo [40] carried out VUV excitation studies on

(Ba, Sr) 3MgSi2O8:Eu2+ phosphor in context of plasma display panel (PDP). Kim et al [41] reported

AE3MgSi2O8: Eu, Mn phosphors for solid state lighting applications. High color rendition index

(CRI) is claimed for the LED lamps that can be made with these phosphors. Yamasaki et al [42]

and Okamoto et al [43], have also studied the characteristics of these phosphors. Importance of

AE3MgSi2O8 hosts is thus well established. Combustion synthesis of more complex

chlorosilicates such as Sr2SiO3Cl2: Eu, Ca3SiO4Cl2: Eu, Ba2SiO3Cl2: Eu, Sr4Si3O8Cl4: Eu, Ca8Mg

(SiO4)4Cl2: Eu& Ba5SiO4Cl6: Euare also studied. Most of these phosphors give emission in green

region. These phosphors can be used in many types of display devices. In recent years,

researchers are taking keen interest in chlorosilicate phosphors.

METHOD OF PREPARATION OF SILICATE PHOSPHORS

a) Solid-state diffusion

Solid-state diffusion is one of the most widely used methods for the synthesis of

phosphors. Solid-solid reactions are simple to perform, starting materials are often readily

available at low cost and reactions are “clean” i.e. do not involve other chemical elements. The

constituents are made to react through diffusion process. The temperature is just enough to have

adequate diffusion to complete the reaction in laboratory time without melting the constituents.

Reaction time and the temperature bear a sort of reciprocal relation. It may not always be

possible to lower the latter sufficiently.

For the synthesis of silicates the silisic acid, fumed silica, and powdered quartz have been

used as the silica source. The nitrates/carbonates/oxides of Zinc, Barium, Strontium, Calcium and

Magnesium are used as cationic salts. The activators are introduced in the form of the appropriate

salts in the stoichiometric proportions.

Disadvantages of this method include the need for high temperatures, the possibility of non-

homogeneity, contamination from containers etc.

b) Combustion synthesis

This technique produces highly crystalline powders in the as synthesized state. It involves the

exothermic reaction between metal nitrates and fuel. Strongly exothermic reactions have been

observed to sustain themselves and propagate in the form of a combustion wave until the

reactants have been completely consumed.

This approach involves the use of novel combustible precursors (redox compounds) and

redox mixtures. It uses low temperature (<500 C) initiated gas-producing exothermic reactions,



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which are self-propagating and yield voluminous fine particle oxides in few minutes.

Combustible redox mixture of oxidiser and fuel or solid propellant is used which when ignited

undergoes self-propagating combustion.

The solution combustion process is an exothermic, redox reaction that is self-propagating and

gas-producing once initiated. The process uses aqueous solutions containing stoichiometric

amounts of metal nitrates (oxidiser) and a fuel (urea, hydrazide, glycine etc.). This aqueous

solution of redox mixture when rapidly heated boils, froths, undergoes dehydration, ignites and

burns to yield voluminous foamy homogeneous product. The term combustion covers

smouldering (heterogeneous), flaming (homogeneous gas phase) as well as explosive reactions.

By varying the type of precursor and the fuel one can control the nature of combustion (flaming

or smouldering). The various fuels that are used are: Urea (UR), Glycine (GY), Carbohydrazide

(CH), Oxalyl dihydrazide (ODH), Tetraformaltriazine (TFTA), Diformyl hydrazine (DFH), 3-

Methyl Pyrazole 5-one (3MP5O), etc.

c) Precipitation method [Wet chemical synthesis]

Wet chemical synthesis is the simplest one. The molecular motions and hence the

chemical reaction may proceed very swiftly in the liquid state. However, the solvent molecules

may remain as contaminants and this can adversely affect the performance of the phosphor.

In this work Metasilicates were precipitated from aqueous solutions of metal nitrates by

slowly adding Na2SiO3.6H2O solution. The precipitate formed was filtered, dried and then

annealed in air at 700 C for 1 hour. For preparing various activated phosphors, appropriate metal

nitrate was added in the desired quantity to the starting solution and similar procedure was

followed.

CONCLUSIONS

Silicate materials doped with rare earth materials are receiving wide spread attentions

due to their impact on display devices. Silicate phosphors find applications in solid state lighting

phototherapy, Plasma display panel, Liquid crystal display light emitting diode etc.. As a new

generation of long afterglow phosphors, lanthanide ion doped alkaline earth silicates yield much

better characteristics, such as longer duration time of the phosphorescence, brighter luminosity

and improved chemical stability, than the conventional sulphide materials used earlier.

Chlorosilicates are assumed to be prominent host for long lasting phosphors.

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fofo/kkaxh okpu laLÑrh

MkWa o”kk Z Bkdjs MkWa- furk ‘kekZ lg;ksxh izk/;kid xzaFkiky v..kklkgsc xqaMsokj egkfo|ky;] ukxiwj v..kklkgsc xqaMsokj egkfo|ky;] ukxiwj

lkjka'k% okpukps egŸo vk| dkGkiklwu lar] Fkksj O;Drh lkaxrkr vkgs- leFkZ jkenkl LOkkeh Eg.krkr& ^fnlkekth dkgh rjh rs fygkosA izlaxh v[kafMr okfpr tkosA ;k dsoG nksu vksGhae/;s leFkZ jkenkl Lokehauh okpukps egŸo leiZd ‘kCnkae/;s ekaaMys vkgs- lq[kh] laiUu] lqf’kf{kr] lH;] lqlaLÑr lektklkBh okpu laLÑrhph tksikluk gks.ks vko’;d Bjrs- dks.kR;kgh {ks=ke/;s ;’kLoh Ogk;ps vlsy] vR;qPpf’k[kj xkBk;ps vlsy rj R;k&R;k {ks=krhy uos&uos Kku] ekfgrh o v|;kor dkS’kY;s vkRelkr dj.;klkBh okpukf’kok; nqljk Ik;kZ; ukgh- egkfo|ky;hu fo|kF;kZae/khy] m|kP;k tckcnkj ukxfjdkae/khy okpu laLdrhpk fofo/kkaxh os/k ?ks.;klkBh izLrqr y?kq’kks/k fuca/kkph jpuk dj.;kr vkyh vkgs- tk.khoiwoZd uequk fuoM i)rhoj

¼Purposive Sampling Method½ o iwoZ lajfpr iz’ukoyh vk/kkjs y?kq’kks/k fuca/kkps fu”d”kZ dk<.;kr vkys vkgsr- ôkpuk}kjs Kkuo)h* gk okpukpk lokZr eksBk Qk;nk vkgs- rlsp Øfed iqLrdkalkscr lanHkZ iqLrdkaps okpu dj.;kdMs fo|kF;kZapk dy ukgh gs dkgh egŸoiw.kZ fu”d”kZ ;k y?kq’kks/k fuca/kk}kjs izkIr >kys vkgsr- Okkpu laLdrhph :tokr izkFkfed f’k{k.kkiklwu Ogkoh v’kh vis{kk fo|kF;kZauh O;Dr dsyh- Li/ksZP;k ;qxke/;s êkfgrh* gs izHkkoh vL= vlys rjh Hkkouk’khy o laosnu’khy Hkkoh fi<h fuekZ.k dj.;klkBh vkf.k oSpkfjd izxYHkrslkBh okpu gk ,deso i;kZ; vkgs- fodklkpk ,deso i;kZ; Eg.kwu HkkSfrd le)hdMhy ;qokfi<hpk dy oSpkfjd JhaerhdMs tsOgk oGsy rsOgk okpu laLdrhph tksikluk gksr vkgs] okpu laLdrh o)haxr gksrs vkgs vls Eg.krk ;sbZy- cht’kCn% okpu] egkfo|ky;hu fo|kFkh Z] KkuizkIrh- izLrkouk%% Okkpukps egŸo ‘kCnkae/;s lkax.ks Qkj dBh.k vkgs- okpukpk laca/k uSfrd ewY;ka’kh vkgs] laLÑrh’kh vkgs- furhoku] leFkZ vkf.k jk”Vª mHkkj.khe/;s ;ksxnku ns.kkjk tckcnkj ukxfjd ?kMok;pk vlY;kl okpd dsoG ekfgrh laiUUk vlwu pky.kkj ukgh rj R;kyk Kku laiŸkh Ogkos ykxsy vkf.k Kku laiknuklkBh KkuizkIrh gk okpukpk eq[; mís’k vlkok ykxsy- ekfgrh ra=Kku {ks=krhy ØkarheqGs laidZ lk/kukaph lqyHk miyC/krk] okpuklkBh ekfgrhps HkkaMkj miyC/k vlrkuk okpu laLÑrhpk Úgkl gksr pkyyk vkgs- v’kh izfrfØ;k] tulkekU; lgti.ks nsrkr vls vki.kkl fun’kZukl ;srs- ôkpky rj okpky* gk rj okpu laLÑrhph tksikluk dj.;klkBh vkf.k uohu fi<h izxYHk gks.;klkBh fnysyk ukjkp vkgs- okpukps egŸo vk| dkGkiklwu lar] Fkksj O;Drh lkaxrkrp vkgs- leFkZ jkenkl Lokeh Eg.krkr& fnlkekth dkgh rjh rs fygkosA izlaxh v[kafMr okfpr tkosA ;k dsoG nksu vksGhae/;s leFkZ jkenklkauh okpukps egŸi leiZd ‘kCnkae/;s ekaMys vkgs Okkpu gs dsoG euksjatuklkBh fdaok dje.kqdhlkBh u djrk] iqLrdh Kkukus î<+r iaMhr* u gksrk lq[kh] laiUu lqf’kf{kr lH;] lqlaLdr lektklkBh okpu laLdrhph tksikl.kk gks.ks vko’;d Bjrs- dks.kR;kgh {ks=ke/;s ;’kLoh Ogk;ps vlsy] vR;qPp f’k[kj xkBk;ps vlsy rj R;k&R;k {ks=krhy uouos Kku] ekfgrh o v|;kor dkS’kY;s vkRelkr dj.;klkBh okpukf’kok; nqljk Ik;kZ; ukgh- ÞxzaFk gsp xq:ß ;k mDrhizek.ks ekxZØe.k dj.kkjs KkuizkIrhP;k mís’kk toG fuf’pri.ks iksgpw ‘kdrkr- ekxkZjsV Qwyj Eg.krkr]

(Today a Reader, Tomorrow a Leader) vFkkZrp lkekU; ek.klkP;k eukoj jkT; djk;ps vlsy rj izR;sdkusp vkivkiY;k {ks=ke/;s Leader cu.;klkBh Lead dj.;klkBh vko’;d dkS’kY;s] Kku ekfgrh- okpuke/kwu izkIr



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gksÅ ‘kdrs ;k fo’oklkusp ojhy ‘kCn opu ekxkZjsV Qwyj ;kaP;k}kjs lkaxhrys xsys- egkfo|ky;hu fo|kF;kZae/khy m|kP;k tckcnkj ukxfjdkae/khy okpu laLdrhpk fofo/kkaxh os/k ?ks.;klkBh izLrqr y?kq’kks/k fuca/kkph jpuk dj.;kr vkyh- la’kks/ku i)rh %

izLrqr y?kq’kks/k fuca/kke/;s ¼Purposive Sampling Method½ P;k vk/kkjs izkFkfed L=ksrk}kjs ekfgrh

izkIr d:u rkfyds}kjs fo’ys”k.k dsys vkgs- LukrdiwoZ fo|kF;kZadMwu iwoZ lajfpr iz’ukoyh}kjs ¼Pre Structured

Questionnaire½ ekfgrh xksGk dj.;kr vkyh vkgs- ;klkBh 120 fo|kF;kZaph fuoM tk.khoiwoZd dj.;kr vkyh- y?kq’kks/k fuca/kkph ekaM.kh dj.;klkBh ¼Purposive Sampling Method½ pk okij dsY;kus ;k uequk fuoM i)rhP;k e;kZnk izLrqr y?kq’kks/k fuca/kkrgh ykxw iMY;k vkgsr- mfí”Vs %

1- Okkpukps Qk;ns vH;kl.ks- 2- fMftVyk;>s’kupk okpukojhy izHkko vH;kl.ks-

x`ghrd% okpukus KkuktZu o Kkuo`)h gksrs- uewuk fuoM dj.;kr vkysY;k fo|kF;kZauh O;Dr dsysyh R;kauh oS;fDrd ers [kkyhy rkfydse/;s n’kZfoys vkgs-

rkfydk Øekad 1 v-Ø- oS;fDrd ers fo|kF;kZaph la[;k izfr'kr izek.k 1- okpukpk Nan 69 57-5 2 vH;klk O;frfjDr brj iqLrds okp.;kph vkoM 66 55-0 3 vH;klklkBh Øfed iqLrds okp.kkjs 51 42-5 4 vH;klklkBh lanHkZ iqLrds okp.kkjs 03 2-5

rkfydk Øekad 1 P;k voyksduk o:u vls fun’kZukl ;srs dh] okpukpk Nan dsoG 57-5%% fo|kF;kZauk vkgs-

Eg.ktsp okpuk O;frfjDr brj Nan vl.kkÚ;k fo|kF;kZaph la[;k 42-5% vkgs- rlsp vH;klk O;frfjDr brj iqLrdkaP;k

okpukph vkoM vl.kkjs fo|kFkhZ dsoG 55% vkgsr- Eg.ktsp 45% fo|kF;kZauk vH;klk O;frfjDr iqLrdkaps okpu djko;kl vkoMr ukgh-

;kpkp vFkZ vlk dh] okpukph vkoM o Nan vl.kkÚ;k fo|kF;kZaus izfr’kr izek.k 50% & 60%% izfr’krkP;k toG ikl vkgs-

rkfydk Øekad 2 okpd o okpu lo;h n’kZfo.kkjk rDrk

v-Ø- okpd o okpu fo|kF;kZaph la[;k 1- KkuktZuklkBh 81 2 pkyw ?kMkeksMhaP;k ekfgrhlkBh 33 3 loZp ekfgrh izkIr gks.;klkBh 54 4 vko';d etdqjkph uksan Bso.kkjs 51 5 Li/kkZ ijh{kkckcr etdwj uksanowu Bso.kkjs 72

rkfydk Øekad 2 P;k voyksduk o:u vls vk<Gwu ;srs dh] KkuktZuklkBh okpu dj.;kP;k fo|kF;kZaph la[;k lokZr tkLr vkgs rj okpuk}kjs ekfgrh izkIr gksrs vls er 54 fo|kF;kZauh O;Dr dsys rj pkyw ?kMkeksMhaph ekfgrh izkIr dj.;klkBh okpu dj.kkÚ;k fo|kF;kZaph la[;k 33 vkgs-



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vko’;d etdqjkph o Li/kkZ ijh{kkackcr etdwj uksanowu Bso.kkÚ;k fo|kF;kZaph la[;k vuqØesa 51 o 72 vkgs- KkuktZuklkBh okpu dj.ks fo|kF;kZauk vkoMrs o okpukeqGs Li/kkZ ijh{kkckcr etdwj izkIr gksrks vls er O;Dr dj.kkÚ;k fo|kF;kZaph la[;k tkLr vkgs- rlsp okpu dsysY;k iqLrdkaoj leUo;Ldka’kh fe=ka’kh ppkZ dj.kkÚ;k fo|kF;kZaps izfr’kr izek.k 70% vkgs- xzaFk izn’kZukyk HksV ns.;kps dkj.k fopkjys vlrk 40-83% fo|kF;kZauh fofo/k fo”k;kapk iqLrdlaxzg ,dkposGh c?kko;kl feGrks- vls er O;Dr dsys R;kposGh [kjsnh djko;kP;k iqLrdkaph fuoM dj.ks lksis gksrs vls er O;Dr dj.kkÚ;k fo|kF;kZap s izfr’kr izek.k 25% vkf.k nqfeZG iqLrdkaph [kjsnh dj.kkÚ;k fo|kF;kZaps izfr’kr izek.k 25% vkgs- egkfo|ky;hu fo|kF;kZapk n`f”Vdksukrwu okpukps Qk;ns vH;kl.;klkBh [kkyhy rkfydk lkgÓkHkwr Bjrs &

rkfydk Øekad 3

ojhy rkfydk vls n’kZfors dh] brj i;kZa;kis{kk okpukeqGs Kkuke/;s o`)h gksrs vls er O;Dr dj.kkÚ;k

fo|kF;kZaph la[;k o izfr’kr izek.k lokZr tkLRk ¼42] 3% %½ vkgs- rj okpukeqGs O;fDreRo fodkl gksÅ ‘kdrks vls er O;Dr dj.kkÚ;k fo|kF;kZaph la[;k o izfr’kr izek.k lokZr deh vkgs- ;k O;frfjDr fMftVyk;>s’ku okpu laLdrhlkBh iks”kd vls ,dkp osGh vusd yksdkauk iqLrds okp.;kph lqfo/kk dks.kR;kgh LFkGh] dks.kR;kgh osGh vkf.k okpuklkBh Hkjiwj izek.kkr eksQr iqLrdkaph miyC/krk gs lokZr egŸokps Qk;ns vkgsr vls fo|kF;kZauh fun’kZukl vk.kwu fnys- R;kpcjkscj baVjusVP;k okijkeqGs iqLrds okpukP;k lo;heqGs ?kV

>kyh vkgs vls er 67-5%% fo|kF;kZauh fnys- R;kpcjkscj izkFkfed Lrjkojhy f’k{k.kkiklwup fo|kF;kZae/;s okpukph lo; o vkoM f’k{kd o ikydkauh fuekZ.k djkoh vlsgh 76% fo|kF;kZauk okVrs- Rkkfydk Ø- 2 vkf.k rkfydk Ø- 3 P;k vk/kkjs okpukus KkuktZu o Kkuo)h gksrs gs izLrqr y?kq’kks/k fuca/kkps x`ghrd ekU; >kysys fun’kZukl ;srs- okpukps brj Qk;ns fo|kF;kZaP;k ers nqÓ;e Bjrkr- izLrqr y?kq’kks/k fuca/kk}kjs izkIr fu”d”kZ iq<hyizek.ks &

• vH;klklkBh Øfed iqLrdklkscr lanHkZ iqLrdkaps okpu dj.;kdMs fo|kF;kZapk dy ukgh-

• KkuktZuklkBh okpu egŸoiw.kZ Bjrs-

• iqLrd okpuklkscr Li/kkZ ijh{kkaP;k r;kjhlkBh etdwjkph uksan dj.ks fo|kF;kZauk vko’;d okVrs-

• okpu dsysY;k iqLrdkckcr leo;Ld o fe=ka’kh ppkZ dj.ks] fo|kF;kZauk vkoMrs-

• okpuk}kjs Kkuo`)h gk okpukpk lokZr eksBk Qk;nk vkgs-

• fMftVyk;>s’kueqGs iqLrds okp.;kP;k lo;he/;s ?kV >kyh vkgs- mik; %

• okpu laLdrhph :tokr izkFkfed f’k{k.kkiklwu Ogkoh-

• ikyd o f’k{kd ;kaP;k lkewfgd iz;Rukus okpu laLdrhph tksikluk dj.;klkBh iz;Ru Ogkos-

v-Ø- oS;fDrd ers fo|kF;kZaph la[;k izfr'kr izek.k 1- O;fDreRo fodklklkBh 12 10% % 2 Kkuke/;s o`)h 42 35%% 3 fopkj dj.;kP;k ‘kDrhe/;s o`)h 31 26% 4 mŸke laHkk”k.k dyslkBh mi;qDr 14 12% 5 Ekkfgrh le)hlkBh lgkÓ;d 21 17%



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• dqVqackrhy ofMy/kkÚ;kauh okpukph lo; iq<P;k fi<he/;s lØfer gks.;klkBh loZrksijh iz;Ru djkos-

• ygku eqykapk ^vuqdj.k’khy* ;k xq.kkpk mi;ksx okpu laLdrh :tfo.;klkBh ikyd o ygku eqykaP;k laidkZrhy brj O;Drhauh djkok-

• okpuke/;s fuekZ.k Ogkoh ;klkBh dFkk dkancÚ;kaps okpu] lknjhdj.kkps dk;ZØe vk;ksftr djkos-

• dFkkdFkuklkj[;k dk;ZØekapk okpu laLdrhph tksikluk dj.;koj vuqdwy izHkko fuekZ.k gksbZy- Li/ksZP;k ;qxkr fVdwu jkg.;klkBh ^ekfgrh* gs izHkkoh vls vlys rjh Hkkouk’khy o laosnu’khy Hkkoh fi<h fuekZ.k dj.;klkBh vkf.k oSpkfjd izxYHkrslkBh okpu gk ,deso Ik;kZ; vkgs-

Wear the old coat and buy New book ;k vkWfLou Qsil~ ;kaP;kopukizek.ks brj ckchaP;k [kjsnhoj tkLr [kpZ u djrk ufou xzaFk [kjsnh d:u Lor%Pkk xzaFklaxzg ok<okok xzaFklaxzg fodklkpk ,deso Ik;kZ; Eg.kwu HkkSfrd le)hdMhy ;qokfi<hpk dy oSpkfjd JhaearhdMs tsOgk oGsy rsOgk okpu laLdrhph tksikluk gksr vkgs] okpu laLdrh o`)haxr gksr vkgs vls Eg.krk ;sbZy- lanHkZlqph

• http://www.misalpav.com

• http://wol.jworg/nr/wol/d/r

• yksdjkT; tqu] tqyS 2011 i`”B Ø- 6] 7] vkf.k 24



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The Pedagogy of the Oppressed: Challenging Issues and Changing

Trajectories Dr Meera Dahal,


Loyola College of Education,

Namchi, Sikkim

Abstract

Education forms an important component in the overall development of individuals, enabling

them to greater awareness, better comprehension of their social, political and cultural

environment; facilitating in the improvement of the socio-economic conditions of people. These

hold true in the case of the Scheduled Tribes in India. The Constitution of India has granted lots

of facilities and relaxations to schedule tribes in various fields of life. Yet a large number of

tribals are either ill equipped or not in a position to propel themselves out of their traditionally

unsatisfactory socio-economic conditions. The discrepancy in the ideology and practice of the

development policies and facilities of tribes in India constitutes its continued social and

economic backwardness. Targeted schemes tend to have only limited impact as the basic thrust

of development is not reaching the needy. There is no doubt about the fact that upliftment of the

under-privileged has always been the central focus of planning since Independence. Thus, the

paper endeavors to investigate the challenging issues and the changing trajectories of Tribal

Education from myth to reality, albeit with contextual references of the indigenous tribes in

India.

KeyWords: Tribal Education, Challenging Issues, Changing Trajectories.

Introduction

A large variety of indigenous people resides in India. Traditionally referred to as adivasis,

vanbasis, tribes, or tribals, Schedule Tribes (STs) constitute about 8% of the Indian population.

There are about 570 Scheduled Tribes living in different parts of the country, having their own

languages, culture religion, history and philosophy which are different from the one tribe to

another. There are more than 270 languages spoken by the different tribes all across in India

(Census of India, 2011). The Scheduled Tribe population represents one of the most

economically impoverished and marginalized groups in India. The Indian Constitution has

assigned special status to the Scheduled Tribes in all fields to uplift them and bring at par with

the other people. A lot of relaxation and facilities has been given in education for tribal children

as education is one of the primary agents of transformation towards development.

Tribal Education System

Literacy and educational attainment are powerful indicators of social and economic

development among the backward groups in India. Education is an input for the economic

development and for inner strength of the tribal communities which helps them in meeting the

new challenges of life. It is an activity and a process which improves the immediate living

conditions and increases the potential for future living. Education is the single most important

means by which individual tribe and their society can improve personal endowments, build



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capacity levels, overcome barriers, and expand opportunities for a sustained improvement in their

well-being. So, education is an important avenue for upgrading the economic and social

conditions of the Scheduled Tribes. Education is in fact, an input not only for economic

development of tribes but also for inner strength of the tribal communities which helps them in

meeting the new challenges of life.

It is well known that the educational background of tribes is very discouraging as

compared to the rest of the population. Currently, the tribes lag behind not only the general

population but also the Scheduled Caste population in literacy and education. This disparity is

even more marked among Scheduled Tribe women, who have the lowest literacy rates in the

country (Maharatna, 2005). The male-female gap in literacy and educational attainment among

the scheduled tribes is significant. Education, especially in its elementary form, is considered of

utmost importance to the tribes because it’s crucial for total development of tribal communities

and is particularly helpful to build confidence among the tribes to deal with outsiders on equal

terms.

Despite the sincere and concerted efforts by the government for the overall development

of the scheduled tribes, they are still far behind in almost all the standard parameters of

development. They are not able to participate in the process of development, as they are not

aware of most of the progrmmes and policies made for their upliftment. This is mainly due to the

high incidence of illiteracy and very low level of education among the tribal people. Hence, the

educational status of the scheduled tribes and the role of governance in this direction are highly

essential. So, education is an important avenue for upgrading the economic and social conditions

of the Scheduled Tribes.

Government planners see education as indispensable for helping tribal peoples cope with

national integration. The Commissioner for Scheduled Castes and Scheduled Tribes asserts that

unless exploitation among the tribes is combated and eliminated through education, no

improvement in tribal welfare will occur. Education will also determine their prosperity, success

and security in life. The tribes which remain either deprived of or negligent toward education will

suffer the consequence. The Union and the state governments have spent considerable sums of

money for tribal youths' education, but the results are meager. Within tribal areas, education can

be the basis for integrated development. There is no scarcity of schools, other facilities or

scholarships for the implementation of tribal education schemes today. But the tribal

communities find these incentives unattractive.

Government Policies and Programmes for Tribal Education

Starting from the First Five Year Plan Period1 (1951‐1956) the government is steadily

allocating financial resources for the purpose of tribal development. Towards, the end of the plan

(1954), 43 Special Multipurpose Tribal Development Projects (MTDPs) was created. During the

Third Five Year Plan Period (1961‐1966), the government of India adopted the strategy of

converting areas with more than 66 per cent tribal concentration into Tribal Development Blocks

(TBDs). By the end of Fourth Five Year Plan (1969‐1974), the number of TBDs in the country

rose to 504. Additionally, in 1972 the Tribal Sub‐Plan Strategy (TSP) was implemented by the

Ministry of Education and Social Welfare. TSP was based on twin objectives of socio‐economic



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development and protection against exploitation. It was generally implemented in the areas

where the Scheduled Tribe population was more than 50 per cent of the total population.

1. The NPE, 1986 and the Programme of Action (POA), 1992, recognized the heterogeneity

and diversity of the tribal areas while underlining the importance of instruction through the

mother tongue and the need for preparing teaching/learning materials in the tribal languages.

An important development in the policy towards education of tribes is the National Policy on

Education (NPE), 1986, which specified, among other things, the following:

! Priority will be accorded to opening primary schools in tribal areas;

! There is need to develop curricula and devise instructional material in tribal languages

at the initial stages with arrangements for switchover to regional languages;

! ST youths will be encouraged to take up teaching in tribal areas;

! Ashram schools / residential schools will be established on a large scale in tribal

areas;

! Incentive schemes will be formulated for the STs, keeping in view their special needs

and lifestyle.

2. The PESA (The Panchayats Extension to Scheduled Areas) Act, 1996 in fact, has made it

mandatory for the States having scheduled areas to make specific provisions for giving wide-

ranging powers to the tribes on the matters relating to decision-making and development of

their community. A centrally-sponsored government scheme of ashram schools exclusively

for ST children from elementary to higher secondary levels was initiated in the 1970s. But the

poor quality of education in ashram schools, however, has undermined confidence in

education as a vehicle for social mobility.

3. The JanshalaProgramme is a collaborative effort of the Government of India (GOI) and

five UN Agencies – UNDP, UNICEF, UNESCO, ILO and UNFPA –a community based

primary education programme, aims to make primary education more accessible and

effective, especially for girls and children in deprived communities, marginalised groups,

Scheduled Caste/Scheduled Tribes/minorities, children with specific needs.

4. A working group on Elementary and Adult Education for the Xth Five Year Plan (2002-07)

emphasized the need to improve the quality of education of tribal children and to ensure

equity as well as further improving access.

Problems of Tribal Education

There are many critical issues and problems in the field of tribal education. They are as follows:

1. The Medium of Instruction: Language is one of the important constraints of tribal

children which prevents them access to education. Some tribes still speak their language.

While adult males are often bilingual, the women and children speak tribal dialects almost

exclusively. Yet, a tribal child, on entering school, is suddenly expected to understand the

state language. Children cannot understand the teacher, let alone answer questions. Many

teachers assume that tribal students are slow; even if the teachers are sympathetic,

overcoming this language barrier requires a great deal of effort. It would help

considerably if tribal pupils were taught, during their first years in school, in their tribal

language. They could then be gradually encouraged to learn the regional language.

2. Universalizing access: One of the challenges in providing education to tribal children

relates to setting up school facilities in small, scattered and remote tribal habitations. The



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majority of the Scheduled Tribes live in sparsely populated habitations in the interior and

in inaccessible hilly and forest areas of the country. Nearly 22 per cent of the tribal

habitations have populations of less than 100 while more than 40% have population of

100 to 300. The rest have population of 300 to 500 (Sujatha, 2000). The physical barriers

create a hindrance for the children of a tribal village to attend the school in a neighboring

village.

3. Economic Condition - The economic condition of tribal people is so poor that they do

not desire to spare their children or their labour power and allow them to attend schools.

4. Attitude of the parents - As education does not yield any immediate economic return,

the tribal parents prefer to engage their children in remunerative employment which

supplements the family income.

5. Teacher Related Problems -In the remote tribal areas the teacher absenteeism is a

regular phenomenon and this affects largely the quality of education.

6. Lack of Proper monitoring- Proper monitoring is hindered by poor coordination

between the Tribal Welfare Department and School Education Department.

Changing Trajectories

The cognitive qualities of tribal children have to be viewed and evaluated taking into

consideration their ecological and cultural contexts that place in a very different demands on day-

to-day life. Because of differences in the demands of tribal ecology, the patterning of their

cognitive abilities shows considerable variation from those of other groups. A related and more

important lesson is that tribal children are neither culturally inferior nor cognitively less

competent than the children of other groups. Instead many of their skills and abilities are highly

developed and extremely sophisticated. The educational system of the dominant non-tribal

population is of very limited value in the tribal cultural milieu because it does not match with the

lifestyle of individuals and the needs of the tribal community. Linking school education with life

in general and the needs of the tribal communities in particular is a most important step that

requires serious attention.

Studies indicate that, in comparison to other groups, hunters and gatherers possess a high

level of visual and tactual differentiation; they demonstrate capacity for fine judgment of shape

and size of stimuli as well as spatial relations and they produce fine categorization of an array of

objects (Mishra et al., 1996). These abilities are required for success in science, art, music,

dance, athletic activities, and vocations like carpentry, tailoring, wood and stone crafts. These

skills need to be utilized not only for education of tribal children in schools, but also in the

broader economic spheres of tribal life. Such attempts will be helpful in generating and

promoting the sense of competence, self-efficacy, self-respect and positive self-image among

tribal children in general. Such attempts are also highly likely to provide tribal children with a

culturally meaningful, ecologically valid and economically viable alternative to life by

reinforcing the dignity of their culture and identity. Ever increasing contact of tribals with the

outside world over the years has introduced several changes in their culture and life. These

changes are reflected in their psychological characteristics also. Studies (Mishra et al., 1996)

indicate that their ways of perceiving the world, categorizing objects, interpreting pictures, and

strategies of learning and memory become more similar to those with whom they interact and

negotiate their life in these changed circumstances. This suggests that tribal children can acquire



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all those skills that the members of other groups of the society possess. What is important on our

part is to develop a positive frame of mind about tribal children.

This is possible only through sensitivity to tribal culture and life, recognition of the

cognitive strengths of tribal children, and appreciation of their personality qualities. Efforts in

these directions will be very helpful in organizing the programme of tribal education as well as

promoting economic and other aspects of tribal development. Similarly a clear policy for

language use in schools has to be developed. Research evidence suggests that significantly fewer

students drop out of schools in which the language of tribal groups is used for instruction at the

primary level. Development of primers in the tribal dialect involving content from the local

context will go a long way in ensuring children’s active participation in the learning process in

school. While there is a general need for improvement in physical facilities in all schools in

remote tribal regions, change in perceptions and outlooks of teachers about tribal children are

equally important. Teachers must be sensitized to the cultural and behavioral strengths of tribal

children and motivated to do their best for them in schools. Incentives should be initiated to

attract effective teachers to work in tribal schools and to retain them there. Only such motivated

teachers are likely to generate interest among tribal children towards schools education by

attempting to link the contents of the curriculum with the existing realities of tribal communities

through the use of innovative technologies.

The Constitution of India, under Article 350A, affirms that every state must provide

adequate facilities for instruction of pupils in their mother tongues. Decades have passed and

state governments have ignored this prescription for tribal people. Since initial instruction to the

tribals is given in a foreign language, they understand and assimilate very little. Consequently,

their response to education is poor. Had the instruction at the primary stage been in their own

tongue, the progress of tribal students would have been better, and today there would be

awareness of the importance of literacy among the tribal populations. Some attempts are being

made to educate Gonds, Bhils, Santals, and other groups in their own tongues. According to

recent reports, tribal children are responding well to such programs.

Suggestions

Some suggestions for improvement of tribal education are as follows:

1. Content and Method of Tribal Education: The content and the method of tribal

education must be objectively evaluated. All study materials should be supplied in local

languages of tribes. Tribal youth have unique historical and social backgrounds but need

special attention and orientation in their attempts to bridge two cultures. Many school and

college curricula which tribal youths encounter are either irrelevant to them and/or offer

only negative views of tribal societies. While national and state governments, in theory,

offer many benefits, concessions and facilities to tribal students, few of them reach the

intended recipients.

2. The use of the mother tongue or home language as medium of instruction in early stages

of education is strongly advocated. Though there are the positive consequences of bilingual

or multilingual schooling on cognitive development and social interaction processes, tribal

children would require special programs to be able to cope. This assumes greater

significance in the context of education of tribal children because their mother tongue is

often quite distinct from the prominent languages in the state or regional languages. ST



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children face problems wherever teachers do not speak their dialect at all. From the

perspective of language, it is desirable to have a local teacher from the same tribal

community (Jha & Jhingran, 2002).

3. Literacy campaign - Proper awareness campaign should be organized to create the

awareness about the importance of education. Extensive literacy campaign in the tribal

dominated districts may be undertaken on a priority basis to literate the tribal.

4. Attitude of the tribal parents - The attitude of the tribal parents toward education should

be improved through proper counseling and guidance.

5. Appointment of Local teachers and female teachers - It is suggested to appoint more

tribal teachers and female teachers in the tribal areas. The ecological, cultural,

psychological characteristics of tribal children should be considered carefully by the

teachers in tribal areas. The acceptance of teachers by the community as one of them is

critical for increasing schooling participation in tribal areas. An understanding of and

respect for tribal cultures and practices and some amount of familiarity with the local

language are important for teachers to gain this acceptance. The presence of tribal teachers,

especially from the same community, has shown and improved school participation of ST

children. Coming from the same community, it is believed that the teachers would

understand and respect the culture and the ethos with much greater sensitivity. Studies

suggest that teacher motivation contributes more to teaching – learning process than teacher

competence (Vaidyanathan and Nair, 2001).

6. Integration of Tribal Youth in Their Own Culture: Tribal youth, even while they study

at the secondary and college levels, should, be encouraged not to jettison their own cultures

and to remain integrated in their own societies. Once they become culturally and socially

alienated, it is impossible for them to protect and lead their own societies and maintain

traditions that may be essential to the viability of tribal cultures. Development in tribal

societies should focus on educational programs that encourage keeping tribal youth

genuinely integrated in their own culture. Tribal students, even while they are receiving

their education, must be trained to be dedicated to the service of their own people. They

must help to develop their people's inner resolve to resist exploitation and to safeguard their

own rights.

7. Stipends and various scholarships - Since higher education among the tribes is less,

special ST scholarships should be provided to the tribal students perusing higher education,

particularly in medical, engineering, and other vocational streams.

8. Residential schools - More residential schools should be established in each states and

districts and extended up to PG level in tribal areas.

9. Social security- Social security of students, especially of adolescent girls is of great

concern in residential schools.

10. Proper Monitoring - Higher level officials should check the functioning of schools

frequently relating to the teaching methods, working hours, and attendance registers.

Conclusion

Education forms an important component in the overall development of individuals,

enabling them to greater awareness, better comprehension of their social, political and cultural

environment and also facilitating in the improvement of their socio-economic conditions.



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Education is the key to tribal development. Tribal children have very low levels of participation.

Though the development of the tribes is taking place in India, but the pace of development has

been rather slow. If govt. will not take some drastic steps for the development of tribal education,

the status of education among tribes will be a story of distress, despair and death. Hence time has

come to think it seriously about tribal education and inclusive growth. So, there is an urgent need

for various govt. interventions, planners and policy makers to address this problem and allocate

more funds in the central and state budgets for tribal education. Easy access and more

opportunities should be provided to the tribal children in order to bring them to the mainstream of

economic development.

References

1. Abdul Raheem, A. (2011) Education for the Economically and Socially Disadvantaged

Groups in India: An Assessment Economic Affairs, Vol. 56 No. 2 June, 2011 (Page 233-

242).

2. Dua Pranav (2014) Essay on Tribal Problems in India:

www.farhorizontoursindia.files.wordpress.com: retrieved: 10.11.2016.

3. Gautam Vinoba (2003) Education of tribal children in India and the issue of Medium of

Instruction: A Janshala experience, UN/Government Janshala Programme, Delhi.

4. Mahipal Bhuriya (1985) Tribal Education in India: www.culturalsurvival.org: retrieved:

10.11.2016.

5. Sahu Kumari Kabita (2014) Challenging Issues of Tribal Education in India Journal of

Economics and Finance (IOSR-JEF), Volume 3, Issue 2. Ver. II (Mar-Apr. 2014), PP 48-

52: www.iosrjournals.org: retrieved: 10.11.2016.

6. Sedwal, M. & Sangeeta, K. (2008) Education and Social Equity with special focus on

Scheduled Castes and Scheduled Tribes in Elementary Education, NUEPA, New Delhi.

7. Status of Education among Schedule Tribes, Statistical Profile of Schedule Tribes in

India, 2013: www.google.com: retrieved: 10.11.2016.

8. Sujatha, K. (2002) Education among Scheduled Tribes. In Govinda, R. (ed.), India

Education Report: A Profile of Basic Education, Oxford University Press, New Delhi.



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Hkkjrkrhy vkfnoklh lektkP;k leL;k o mik;;kstuk izk- fo’oukFk vkRekjke njsdkj

Hkxoarjko dyk o foKku egkfo|ky;] ,VkiYyh] ft- xMfpjksyh 442704

Hkkjrkr jkg.kkÚ;k ewG fuoklh ;kauk lektke/;s vkfnoklh Eg.kwu ekU;rk vkgs- vkfnoklh gs uke lacks/ku fganh] ejkBh] laLÑr Hkk”ksrwu vkysys vlwu gs uke lacks/ku fganw /kekZP;k xkHkkÚ;krwu mxe ikors- (The Hindu

term Adiwasi which commonly used in India to describe tribal people. The word originates from

Hindu religious texts. Page 48 IWFIA documents 80.)vkfnoklh gh laaKk vLi`’;kauk uke lacks/ku dj.;kr ;s.kkÚ;k gfjtu lacks/kuklkj[kh vkgs- vkfnoklh Eg.kts ‘Aided Communities’ enrhph usgehp xjt iMrs v’kk tekrh gks;- vkfnoklhaauk ‘Adivasi the original Setters’ ;k ‘kCnk}kjs 1948 e/;s izFke uke lacksf/kr dj.;kr vkys-

vkfnoklh Eg.kts ^vkfn* iklwu jkgr vlysyk Eg.kts (Just-before) FkksMÓkk vk/khiklwu vkrk vkys R;kaP;kis{kk iwohZps vlk vFkZcks/k gksrks- ,dne ewGpk Eg.kts ekuooa’k o laLÑrhP;k mn;kiklwu vlk vFkZ Hkkjrh; ewG jfgoklh;kaP;k lanHkkZr visf{kr vkgs- gk vFkZcks/k vkfnoklh ;k uke lacks/kukrwu gksr ukgh- rks ^ewGfuoklh* ;k uke lacks/kukrwup gksrks-

vWcvksfjftuhl ‘Ab-origionise’ vkfnoklh gk baxzthrhy vWcvksfjftuhl ;k ‘kCnkpk :< ejkBh i;kZ;h ‘kCn vkgs- fizfefVOg ¼Primitive½ Eg.kts vkfne fdaok vizxr yksd gksr- rj lsOgst (Savage) ;k ‘kCnkiklwu ewG fuokfl;kapk ekxklysi.kk] vKku fdaok R;kaps HkksGsi.kgh lwfpr gksrs- v’kkizdkjs ewG ek.klkyk fu%lafnX/k vFkZ izkIr d:u ns.ks ekuooa’k’kkL=krhy vktgh u lqVysys dksMs vkgs-

vWcvksfjftuhl (Ab-origionise) vkf.k (Indigegous) gs ‘kCn Hkkjrke/;s foLr`r izek.kkr izpfyr ukgh- vesfjd¢r ;k ‘kCnkauk fo’ks”k egÙo nsrkr- dWIVu QksjLVs ;kauh Hkkjrkrhy dks;rwjkauk vWcvksfjftuhl (Ab-

origionise) vls uke lacks/ku d¢ys rj bZLV bafM;k daiuhP;k xW>sfVvje/;s jsl (Race) vlk eqaMk] dksy bR;knh x.kkalkBh lacks/ku d¢ys vkgs- FkzLVksu (Thruston) jlsy vkf.k fgjkyky (Russel and Hiralal) vkfn fopkjoarkauh ewGfuoklh ;kauk tekrh (Tribes) vls EgVys- tux.kuk vgokyke/;s ^vWcvksfjftuhl* fdaok ^bafMftvl* gs ‘kCniz;ksx VkG.;klkBh ^tekrh* vls ukelacks/ku d¢ys xsys vkgs- Hkkjrh; lafo/kkukr ewGP;k jfgok’;kadfjrk vuqlwfpr tekrh gk ‘kCniz;ksx dj.;kr vkysyk vlyk rjh lkoZtfud thoukr vkfnoklh vlsp ukelacks/ku dj.;kr ;sr vlY;kus ^vkfnoklh* gh laKk BjY;k xsyh- gh laKk leqnk;okpd vkgs- lÑrn’kZuh vk<Gwu ;s.kkÚ;k tekrhrhy vFkok VksGhrhy yksd Eg.kts ^vkfnoklh* gks;- vkfn ¾ ewG] mxe] vkjaHk] mRiÙkhLFkku] oklh] jfgoklh] okLrO;kus vlysyk] jfgokl dj.kkjk-

vkfnoklh ‘kCnkph mdy d¢Y;kl vkfnoklh Eg.kts ^vkfn* iklwu jkgkr vlysyk Eg.kts (Just-before) FkksMÓkk vk/khiklwu vkrk vkys R;kP;kis{kk iwohZps vlk vFkZcks/k gksrks- txkrhy ikpgh [kaMkP;k rqyusr vkfÝdk [kaMkr izkFkfed voLFksr jkg.kkÚ;k jfgok’;kaps izek.k tkLr vk<Grs- ;sFkhy vkfnoklh leqnk;kr ccZj] uk;yks] gWos] ekvks] ukW;ykfVd] cjkseu bR;knh tekrh vkgsr- vesfjdu vkfnoklhauk ^bafM;u* ;k ukokus uke lacks/ku djrkr rj vkWLVsªfy;k [kaMkr izkeq[;kus tkMekjk] ;fudwu] vkjkaMk] cukoky] xjkMtkjh] ekfVZjk] dquhbZ bR;knh vkfnoklh tekrh vkgsr- okLrfodfjR;k x.ki)rh vlysY;k ewGfuoklhaph x.kuk Hkkjrh; jkT;?kVusus tekrhP;k vuqlwfpe/;s cafnLr d¢ys vkgs- ?kVuse/;s ewGfuoklh ;kauk Lora= vksG[k cgky d:u izLFkkfirkauk leku vf/kdkj ns.;klaca/kh fo’ks”k rjrqnh dj.;k,soth R;kauk ikpO;k o lgkO;k vuqlwfpe/;s {ks=c/n dj.;kr vkys vkgs- jkT;?kVusus (Tribe) gk ‘kCn okijysyk vkgs- Hkkjrkps jk”Vªirh ?kVusP;k 382¼1½ dyekUo;s uksfVfQds’ku dk<wu ,[kk|k vkfne tekrhyk vuqlwfpr tekr (Scheduled Tribe) Eg.kwu ?kVusP;k 5O;k vuqlwfpr (5

th Schedule) e/;s Vkdq



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‘kdrkr- uarj fryk vuqlwfpr tekr vlk ntkZ izkIr gksrks- Eg.ktsp jkT;?kVusrhy rjrqnh ;k ^vuqlwfpr tekrh* ;k ?kVukRed ladYius’khp layXu vkgsr- R;kaP;klkBh ?kVusus vusd rjrqnh dsY;k vkgsr-

MkW- xq:ukFk ukMxksaMss ßekuokph Hkzearh laiq”Vkr vkY;kuarj dqBs uk dqBs rks fLFkj gksÅ ykxyk- mnjfuokZgkph lk/kus izkIr >kY;kuarj R;kP;k fLFkjrsl egÙo izkIr >kys- vk| ik”kk.k ;qxkiklwu rj /kkrw ;qxki;Zar R;kapk izokl gsp n’kZfors- dkghauh fulxkZps ojnku ykHkysY;k y?kq[ksMÓkkr oLrhr lq#okr d¢yh rj dkghauh ukxjhdj.k >kysY;k ‘kgjkr Mksaxj dikÚ;kr dMsdikjhr u|kukY;kr vkiyk rG Bksdyk- /kjrhph ysdjs vlk lokZFkkZus mYys[k djrk ;sbZy v’kk vkfnoklh leqnk;kph nqfu;k osxGh vkgs-Þ

b-l- 1962 e/khy f’kykaxe/khy vkfnoklh lferhP;k ifj”knsr dsysyh vkfnoklhaph O;k[;k% ß,dkp leku Hkk”kspk okij dj.kkjk] ,dkp iwoZtkiklwu mRiÙkh lkax.kkjk] ,dk fof’k”V Hkq&izns’kkr okLrO; dj.kkjk] ra=’kkL=h; KkukP;k –”Vhus ekxklysyk] v{kj vksG[k ulysyk o jDr laca/kkoj vk/kkfjr lkekftd] jktdh;] fjrhfjoktkaps izkekf.kdi.ks ikyu dj.kkjk ,dftulh xV Eg.kts vkfnoklh lekt gks;-Þ

MkW- /kqosZ lkj[;k tkxfrd fdrhZP;k la’kks/kdkus R;kauk (So called Aborigines) rFkkdfFkr ewGfuoklh EgVys vkgs o (Backward Hindus) ekxklysys fganw Eg.kwu lacks/kys vkgs- vkfnoklhaps dSokjh iwT; BDdjckIik o egkRek xka/khuh R;kauk ewGfuoklh EgVys vkgs- vfydMs MkW- HkkÅ ekaModj vkf.k MkW- xksfoan xkjs ;kauh o oU; tekrhlkBh ^vkfne* gk ‘kCn okijyk vkgs- lqizfl) lektlsfodk o vkfnoklhaP;k fgrfpard lkS- dqlwe ukjxksydj vkf.k ‘kke ukjxksydj ;kauh R;kauk ^taxyps* jkts Eg.kwu lacks/kys vkgs-

Hkkjrh; laL—rh dks’k ^vk;Z* o ^æfoM* gs Hkkjrkrhy nksu eksBs ekuolekt lksMwu R;kaP;kgh iwohZ jkg.kkÚ;k fdaok ckgsjP;k ns’kkrwu ;sÅu ous o ioZr ;kaP;k vkJ;kus LFkkf;d >kysY;k tekrhauk vkfnoklh vls Eg.krkr-

baafifjvl xW>sVe/;s ßleku cksyhHkk”kk cksy.kkÚ;k] ,dkp HkwHkkxkr jkg.kkÚ;k] lq#okrhyk varfoZokgh vl.;kph ‘kD;rk vlysY;k i.k loZlkekU;i.ks varfoZokgh ulysY;k o leku uko /kkj.k dj.kkÚ;k dqVqackP;k leqgkyk vkfnoklh lekt vls Eg.krkr-Þ

Hkkjrke/;s toGtoG 250 vkfnoklh tekrh vkgsr- vkfnoklh tekrh vkf.k mitekrhpk fopkj dsY;kl gh la[;k 450P;k toGikl vkgs- 1951P;k tux.kusuqlkj Hkkjrkr 2 dksVhP;k toGikl vkfnoklh yksdla[;k gksrh- 1981 P;k tux.kusuqlkj vkfnoklh yksdkaph la[;k 3 dksVh] 80 yk[k] 15 gtkj 162 gksrh- 1991 e/;s 5 dksVh 15 yk[k 29 gtkj gksrh- rj 2001 P;k tux.kusuqlkj ns’kkr vkfnoklhaph ,dw.k yksdla[;k 8-6% vkgs rj egkjk”Vªkr 2001P;k tux.kusuqlkj vkfnoklhaph la[;k 85 yk[k 77 gtkj 276 gksrh- lokZr tkLr vkfnoklh yksd >kj[kaM vkf.k NÙkhlxM ;k jkT;kr vkgsr- d¢aæ’kkflr y{k}hi izns’kkr ,dw.k yksdla[;sP;k 93-82% yksdla[;k vkfnoklhaph vkgs- rj fe>ksje jkT;krhy ,dw.k yksdla[;sP;k 93-55%] ukxkyWaaM jkT;kr 93-99% rj es?kky; jkT;kr 80-85% vkfnoklh yksdla[;k vkgs-

Hkkjrh; lafo/kkukuqlkj ek= T;k tekrhapk mYys[k vuqlwfpr tekrhaP;k ;knhr dj.;kr vkyk vkgs R;kaukp vkfnoklh letY;k tkrs- ,[kknh tekr vkfnoklh vkgs vFkok ukgh gs Bjfo.;klkBh vkB fud”k yko.;kr vkys- 1950 e/;s ;knh tkjh dj.;kr vkyh- ek= ;ke/;s =qVh jkfgY;kus izFke nq#Lrh 1956 e/;s o {ks=h; ca/ku mBfoY;keqGs 1976 e/;s nqlÚ;kank lq/kkfjr ;knh izLrqr dj.;kr vkyh- ek= ;ke/;sgh =qVh jkfgY;kps fnlwu ;srs- ,d Eg.kts T;k tekrh loZlk/kkj.k lektkr felGwu xsY;k vkgsr R;kauk vkfnoklhapk ntkZ izkIr >kyk- ek= dkgh tekrh [kjks[kjp vkfne vkgsr] R;kapk ;k ;knhr lekos’k >kyk ukgh- nqljh egÙokph =qVh Eg.kts ,[kk|k jkT;kr ,[kknh tekr vkfnoklh ekuY;k tkr vlsy rj nqlÚ;k jkT;kr rh [kqY;k] ekxkloxhZ; vFkok vuqlwfpr tkrhe/;s lekfo”V dj.;kr vkY;k vkgsr-



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Hkkjrkr vkfnoklh efgykaph fLFkrh n;uh; vkgs- Hkkjrkyk Lokra«; feGwu 65 o”kZ s >kyh rjh vkfnoklh efgykaps LFkku lektkr lokZr [kkyP;k Lrjkoj vkgs- ySafxdrspk cktkj dj.kkÚ;kauh vkfnoklh lektkr vfrØe.k dsys vkgs- fuj{kjrk] fuokÚ;kph vekuoh fLFkrh] tkLr eqykapk tUe] dqiks”k.kkph ijeksPprk] csjkstxkjh o xfjch ;k leL;k R;kauk HksMlkfor vkgsr- 1950 e/;s vkfnoklhauk ?kVukRed geh iznku dj.;kr vkyh- Hkkjrkrhy vkfnoklh lokZf/kd tkLr ekxklysys vkgsr- Hkkjrh; ?kVusus R;kauk lqjf{krrk iznku djrkauk R;kaps vkjksX;] f’k{k.k o vkfFkZd mRié ;koj y{k d¢afær dj.;kr vkys- Hkkjrkrhy vkfnoklh brj ns’kkrhy vkfnoklhaP;k rqyusr [kwip ekxklysys vkgsr- fof’k”V Hkwizns’kkoj okLrO; dj.kkÚ;k Lor%ph osxGh cksyhHkk”kk] laLÑrh] /keZ] ijaijk] [kk.;kfi.;kps fjokt ;kaps tru dj.kkjk leqnk; vkfnoklh Eg.kwu vksG[kyk tkrks- egkjk”Vªke/;s izkeq[;kus fHkYy] xksaM] ikj/kh] dksyke] ekoph] Bkdj] dkrdjh] okjyh] dksjdw] ij/kku] vka/k] olkok] /kkudk] xkohr v’kk fofo/k vkfnoklh tekrh vk<Grkr- R;kaP;k izR;sdkP;k izFkk] ijaijk fHké vkgsr- lkgftdp vkfnoklh ;k dksVhØekvarxZr ;s.kkÚ;k loZp fL=;kaph fLFkrh ,dlkj[kh vlrs vlsgh Eg.krk ;sr ukgh-

vkfnoklh fL=;kapk ntkZ o fLFkrh%&

vkfnoklh efgykauk R;kaP;k lektkr faganw efgykais{kk pkaxys LFkku vkgs- R;k dqVqackr vFkkZtZu dj.;klkBh egÙokph Hkwfedk ikj ikMrkr- R;kauk fQj.;kps o Lor%pk tksMhnkj fuoM.;kps iw.kZ Lokr«a; vkgs- ?kVLQksV gh R;kaP;klkBh ,d lk/kh ckc vkgs- R;k lgtrsus nqljs yXu d: ‘kdrkr- gh i)r loZp vkfnoklhae/;s fnlwu ;srs- dkgh tekrh v’kkgh vkgsr T;kaP;kr ckyfookg o fookg tcjtLrhus gksrkr- vusd vkfnoklh leqgkr fganwP;k gaqMk i)rhizek.ks o/kwph fdaer ojkyk |koh ykxrs] fryk fodr ?ksrys tkrs- eqyhapk tUe ekrkfiR;klkBh vks>a letys tkrs- T;kpk ifj.kke d/kh d/kh frP;k e`R;wr gksrks- xkokP;k jktdkj.kkr R;k dehp Hkkx ?ksrkr- leqgkaP;k lHkkae/;s irh iRuhps er fopkjkr ?ksrys tkrs- ijarq ;k R;kaP;k xkokP;k lHksP;k lnL; fdaok eqf[k;k ulrkr- vkfnoklhaP;k jhfrfjoktke/;s R;k fo’ks”k egÙokph Hkwfedk ikj ikMhr ukghr- iztksRiknuklkBh R;kauk ewY;oku letY;k tkrs- dkgh tekrh lksMwu tls xkjks vkf.k [kklh ¼es?kky;½ efgykauk tfeuhP;k ekydhpk vf/kdkj ukgh- tehu iw.kZr% iq#”k lkaHkkGrkr- ekydh R;kaps firk&irh o Hkkokph vlrs- iq#”kkaps —”kh{ks= vkf.k mRiknukoj iw.kZ fu;a=.k vlrs- Hkkjrkr eq[; Hkwizns’kkr efgykauk taxykrwu Qqys] QGs] ykdqM] fMad] oukS”k/kh bR;knh xksGk d:u vk.kkos ykxrs- R;kauk Qkj ‘kkjhfjd d”V gksrkr- taxykrwu vk.kysyh gh lkeqxzh R;kauk xkokr vFkok ‘kgjkrhy cktkjkr usÅu fodkoh ykxrs- R;kojp R;k vkiyh xqtjk.k djrkr- Hkkjrkr vusd vkfnoklh VksGÓkkr [kqip xjhch vkgs- vusd vkfnoklh efgyk o eqys Hkqdsus o dqiks”k.kkus ejrkr- vejkorh ftYákrhy esG?kkV rkyqD;kr o Bk.ks ftYákrhy tOgkj rkyqD;krhy xkokae/;s dqiks”k.kkus vusd ckyd¢ njo”khZ eksBÓkk izek.kkr e`R;q ikorkr-

Hkkjrkrhy vkfnoklh lektkleksj vlysY;k leL;k lk/;k vkf.k ljG ukghr- ;k leL;k vkfnoklhaP;k vkpkjfopkj] jkg.kheku] izFkk&ijaijk] lH;rk] /keZ] yfyr dyk bR;knha’kh lacaf/kr vkgsr- cká yksdkaP;k lkaLÑfrd izHkkokeqGs rs vkiY;k laLÑrhiklwu nwj tkr vkgsr- vkfFkZd ckcrhr R;kaps loZ izdkjps ‘kks”k.k gksr vkgs- dtZcktkjhi.kkeqGs rs lkodkjkP;k tkGÓkkr lkiMys vkgsr- iqjsls vkf.k ikSf”Vd vékP;k vHkkokeqGs R;kaP;kr vusd vkjksX;fo”k;d leL;k fuekZ.k >kY;k vkgsr- R;kaP;kr e|iku] os’;ko`Ùkh bR;knh leL;k fnlwu ;srkr- FkksMD;kr vkfnoklh lektkr vkfFkZd] lkekftd] vkjksX;fo”k;d] ‘kS{kf.kd] /kkfeZd vkf.k jktdh; v’kk izeq[k leL;k fnlwu ;srkr-

vkfnoklh lektkleksj vlysY;k fofo/k leL;k dks.kR;k i)rhus lksMfork ;srhy] ;kckcr lekt’kkL=K vkf.k ekuo’kkL=Kkauh osxosxGh ers ekaMyh vkgsr- rlsp ns’kkrhy lkekftd vkf.k jktdh; usR;kauhlq)k ;k lanHkkZr vkiys fopkj ekaMys vkgsr- MkW- Ogsfj;j bfYou ;k ekul’kkL=Kkus lq#okrhl vkfnoklh lektkyk i`Fkd Bsowup R;kapk fodkl gksÅ ‘kd¢y vls fopkj ekaMys gksrs- ijarq uarj ek= R;kauhgh gk fopkj lksMwu nsÅu ,drsP;k ekxkZusp vkfnoklhapk fodkl gksÅ ‘kd¢y vls izfriknu d¢ys-

vkfnoklhauk izxr lektkiklwu i`Fkd u Bsork R;kaps Hkkjrh; lektk’kh tk.khoiwoZd foyhuhdj.k ?kMowu vk.kkos- vkfnoklh lekt gk Hkkjrh; lektkr felGwu tkbZy- R;keqGs vkfnoklh Eg.kwu R;kaP;k vlysY;k osxGÓkk



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leL;k jkg.kkj ukghr- ;k lkRehdj.kkP;k fopkjkapk iqjLdkj MkW- /kqosZ vkf.k BDdjckIik ;kauh dsyk- vkfnoklhauk brj lektkiklwu i`Fkd Bso.ks vFkok R;kaps laiw.kZ lkehyhdj.k fdaok lkRehdj.k dj.ks gs nksUgh ekxZ ijLij Vksdkps vkgsr- gs nksUgh ekxZ ;ksX; ukghr gs y{kkr ?ksÅu MkW- gV~Vu ;kauh ,drspk ekxZ lqpfoyk vkgs- gk ekxZ ojhy nksu ekxkZpk lqo.kZe/; vkgs-

iafMr tokgjyky usg: ;kauh ,drk ekxkZpk iqjLdkj dsyk gksrk- Hkkjrkr fofo/k Hkk”kk] /keZ] iaFk] vkpkjfopkjkaps yksd okLrO; djrkr- gs yksd ‘ksdMks o”kkZaiklwu ,desdkaP;k lkfé/;kr jkgrkr- ijarq R;kaP;kr lkRehdj.k >kys ukgh- jf’k;k vkf.k vesfjdsr osxosxGÓkk oa’k] laLÑrh vkf.k /kekZps yksd jkgrkr- rjhns[khy ;k nksUgh jk”Vªkr jk”Vªh; ,drk fuekZ.k gksÅ ‘kdrs rj Hkkjrkr v’kk izdkjph ,drk dk fuekZ.k gksÅ u;s\ v’kh ,drk fuekZ.k gks.;kP;k –”Vhus tk.khoiwoZd iz;Ru dj.;kph vko’;drk vkgs vls iafMr usg:aps er gksrs-

v’kkizdkjs ,drkoknh –f”Vdksukrwu mik;;kstuk dsY;kl vkfnoklhapk fodkl gksbZy- rlsp R;kaph laLÑrh] dyk] ijaijk] ;kapsns[khy tru gksÅu rs jk”Vªh; izokgkr lkehy gksrhy- R;kdfjrk R;kauk laj{k.k ns.ks vko’;d vkgs- ;k lanHkkZr MkW- gV~Vu ;kaps fopkj vfr'k; ekSfyd vkgsr- MkW- gV~VuP;k ers] ßvkfnoklhapk fodkl laj{k.kkP;k Nk;srp gks.kkj vkgs- laj{k.k fnys rjp rs vkiY;k ik;koj mHks jkgrhy- Lo;a’kklu d: ‘kdrhy vkf.k Hkkjrh; thou laié dj.;klkBh vkiY;k cq)h vkf.k ‘kDrhuqlkj gkrHkkj ykorhy-Þ Hkkjrh; lafo/kkukus ;kp ekxkZpk Lohdkj d:u vkfnoklhaps dY;k.k dj.;kph tckcnkjh ‘kklukoj Vkdyh vkgs-

vkfnoklh {ks=kr fodkl dk;kZyk xrh feGkoh ;k mÌs’kkus vkfnoklh {ks=kr Hkkjrh; lafo/kkukr dsysY;k rjrqnhuqlkj iz’kkldh; O;oLFkk dj.;kr vkyh vkgs- lafo/kkukP;k ikpO;k vuqlwfpr vkfnoklh {ks= vlysY;k jkT;kr izknsf’kd lYykxkj ifj”knsph (Tribal Advisory Council) ph LFkkiuk dj.;kph rjrwn vkgs- jk”Vªirhl vko’;drk okVY;kl R;k jkT;kr v’kk ifj”knk LFkkiu djrk ;sÅ ‘kdrkr dh] ftFks vkfnoklh jkgrkr- vkfnoklhapk fodkl Ogkok Eg.kwu vkWDVkscj 1999 e/;s dsaæ ‘kklukus vkfnoklh ea=ky;kph LFkkiuk dsyh- ,fizy 2001 e/;s Hkkjr ljdkjus jk”Vªh; vuqlwfpr tekrh foÙkh; fodkl vk;ksxkph LFkkiuk dsyh- rj 2002&2003 iklwu vkfnoklh efgyk l{kehdj.kkph ;kstuk dsaæ ljdkjus lq# d¢yh- v’kkizdkjs vkfnoklhaP;k fodklklkBh ‘kklukus fofo/k mik;;kstuk dsY;k vkgsr-

v’kkizdkjs vuqlwfpr tekrhP;k fodklklkBh ‘kklukP;k fofo/k izdkjP;k mik;;kstuk fnlwu ;srkr- ijarq ;k mik;;kstuk dkxnksi=hp vlrkr- dkj.k izR;{k T;kauk ljdkjh ;kstukapk ykHk feGk;yk ikfgts R;kauk ek= R;kpk ykHk feGr ukgh- Eg.kwu vtwugh vuqlwfpr tekrhP;k leL;k ;k r’kkp vkgsr-

lanHkZ xzaFklwph%

1½ eMkoh yVkjh doMw ^irkuk* Jh- Hkksiky vkWQlsV ?kkVjksM] ukxiwj- izFke vkoÙkh 25 ekpZ 1919 2½ Encyclopedia profile of Indian Tribe

3½ vfHkuo ejkBh ‘kCndks’k laiknd n- g- vfXugks=h 4½ MkW- nsoxkodj ‘kSytk ^vkfnoklh fo’o* vkuan izdk’ku] ukxiwj] 2001 MkW- nsoxkodj ‘k- xks- 5½ MkW- ukMxksMs xq#ukFk ^Hkkjrh; vkfnoklh* dkWfUVusaVy izdk’ku] iq.ks- izFke vko`Ùkh 1984 6½ MkW- rqejke fouk;d vkfnoklh lkfgR; Lo#i o lfe{kk* fOgtu izdk’ku] flrkcMhZ] ukxiwj



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vkfnoklh fo|kF;kZaP;k ‘kS{k.khsd fodklkr loZ f’k{kk vfHk;kukph Hkqfedk Jh- izQqy ‘kkejko flMke ft-i-izkFkfed ‘kkGk] [ksMh lkj% jk”Vªkph lkekftd] vkfFkZd fLFkrh lq/kkj.;klkBh f’k{k.kkph xjt egRokph vkgs- gk fopkj egkRek Qqys ;kauh ekaMyk f’k{k.kkpk lektkP;k fodklklkBh O;Drh ;k ?kVdkoj izHkko IkMrks- f’k{k.kkus O;Drhpk vkRefo’okl ] dk;Z{kerk] l{kehdj.k rlsp lokZxh.k fodklkr gkrHkkj ykxrks- f’k{k.kkph euq”; vkf.k ,d uohu lekt fufeZrhr mi;ksxh Hkqfedk vkgs- lekt mUurhph ikrGh R;keqGs cnyr vkgs- ^^fuj{kjrk vkeP;kojpk iki vkf.k yTtkLin vkgs-** gk xka/kh fopkj vktgh [kjk vkgs- f’k{k.kkps egRo tk.kqu f’k{k.kkpk vf/kdkj lafo/kkukus ?kksf”kr dj.;kr vkyk vkgs- f’k{k.k gk ek.klkpk eqyHkqr gDd vkgs rks dk;|kus fuf’pr dsyk vkgs- f’k{k.kkps lkoZf=dj.k dj.;klkBh loZ f’k{kk vfHk;ku egRokph Hkwfedk ikj ikMr vlqu lektkP;k fodklkr gÓkph Hkqfedk egRoiw.kZ vkgs- loZ f’k{kk vfHk;kukeqGs vkfnoklhapk ‘kS{kf.kd fodkl gks.;kl egRokph Hkqfedk vkgs- loZ f’k{kk vfHk;kukpk vkfnoklh Hkkxkrhy ‘kS{kf.kd Lrj fodflr gksr vlqu jk”Vªh; fodklkr ;k dk;ZØekps Qkj eksB s ;ksxnku vkgs- izLrkouk % txkrhy loZ fodlhr ns’kkr f’k{k.kkyk Qkj eksBs egRo vkgs o R;keqGsp R;kaph izxrh >kyh vls fnlwu ;srs- f=funknlkj[kk NksVklk ns’k vkiY;k mRiUukP;k 15-6 VDds [kpZ f’k{k.kkoj djrks rj D;qcklkj[;k dk;e la?k”kZe; okrkoj.kkr vlysY;k ns’kkpk f’k{k.kkojhy [kpZ mRiUukP;k 13-6 VDds vkgs- R;keqGs rks ns’k vesfjdslkj[;k lkezkT;kykgh VDdj ns.;kP;k vkdka{kk ckGxwu vkgs- ;qjksih; [kaMkrhy vusd ns’k mRiUukP;k 5 rs 6 VDds [kpZ f’k{k.kkoj djrkr- f’k{k.kkojhy [kpkZph ;knh ikgrk Hkkjrkpk f’k{k.kkojhy [kpZ 3-1 VDds vlwu ;k ;knhrhy Hkkjr 143 O;k Øekadkoj vkgs- uk;tsjh;k] lksekyh;k o E;kuekj ;k ns’kkapk f’k{k.kkojhy [kpZ vuqØes 0-8] 0-4 o 0-6 VDds vkgs- R;keqGsp ;k ns’kkr lokZf/kd xqUgs ?kMr vlrkr- vkWxZuk;>s’ku vkWQ bdkWukWfed dkWiks Zj’ku vWUM MsOgyiesaVP;k vkdMsokjhuqlkj laiq.kZ fo’o gs vkiY;k mRiUukP;k 6-1 VDds [kpZ f’k{k.kkoj djrs o ;krgh izkFkfed f’k{k.kkoj 3-8 VDds o ek/;fed f’k{k.kkoj 1-6 VDds [kpZ gksrks- ;kpk fopkj dsY;kl vki.k f’k{k.k{ks=koj ux.; [kpZ djrks vkgksr gsp Li”V gksbZy- f’k{k.kkpk laca/k lqlaLdkjk’kh o R;krqup ekuoh fodklk’kh ykork ;sbZy- izR;sd fo|kF;kZyk f’k{k.k miyC/k d:u ns.ks gh ‘kklukph tckcnkjh vkgs- HkkjrjRu MkW- ckcklkgsc vkacsMdjkauh ^f’kdk] la?kfVr Ogk] la?k”kZ djk* gk ewyea= fnyk gksrk- Hkkjrkrhy yksdekU; fVGd] Lokrh foosdkuan] egkRek xka/kh ;kauh oSf’od Lrjkoj f’k{k.kkps egRo izfriknys vlwu lokZuk f’k{k.k feGkos] dq.khgh oafpr jkgw u;s ;k gsrqus Hkkjrkps rRdkyhu iariz/kku vVy fcgkjh oktis;h ;kauh laiq.kZ ns’kkr loZ f’k{kk vfHk;ku lq: dsys- Hkkjrkrhy xq:dqy f’k{k.k i/nrh loZ fo’okr ukoktyh xsyh vkgs- dkykarjkus gh i/nrh dkycká gksÅu xjt vlsy rh O;Drh f’k{k.kkdMs ;sÅ ykxyh- ;keqGs f’k{k.k gh dsoG e;kZfnr oxkZph eDrsnkjh >kyh- ;kpk ifj.kke loZ= fnlwu vkyk- f’k{k.kkdMs nqyZ{k dsysyk oxZ gk dsoG vkfFkZdp uOgs rj ekufld o ‘kkjhfjd n`”VÓkgh [kpyk] rj f’k{k.kkpk vk/kkj ?ksÅu dkgh VDds yksdkauh uksdjhis’kk fLodk:u vkiyh l{kerk ok<foyh o ;krwup lektO;oLFksr ,d vn’; njh ¼/kunkaMxs&xjhc½ fuekZ.k >kyh- lqf’kf{kr oxkZus vkiyh fofo/k izdkjs HkjHkjkV d:u ?ksryh- izlaxh xfjckaaoj vU;k; d:ugh Jhearh ok<foyh



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;kaps ifj.kke loZ= fnlw ykxys- tksi;Zar loZp O;Drh f’k{k.kkph dkl /kj.kkj ukghr rksi;Zar lekurk izLFkfir gks.kkj ukgh- gs loZ txkus tk.kys o izR;sd ns’kkus vkikiY;kifjus f’k{k.kkps egRo tks[kys] ;krqu fuekZ.k >kyh vkiY;k ns’kkrhy loZ f’k{kk vfHk;ku pGoG- loZ f’k{kk vfHk;ku% 6 rs 14 o;ksxVkrhy ckydkauk eksQr o lDrhpk f’k{k.kkpk ewyHkwr vf/kdkj ns.kkjk Hkkjrh; jkT;?kVusP;k 86 O;k rjrqnhuqlkj izkFkfed f’k{k.kkps /;s; xkB.;klkBh dsanz ljdkj lu 2000 iklqu loZ f’k{kk vfHk;ku izdYi jkcfor vkgs- 1-1 n’ky{k olkgrhe/khy 192 n’ky{k eqykaP;k izkFkfed xjtk Hkkxfo.;klkBh jkT;’kklukP;k Hkkxhnkjhlg loZ f’k{kk vfHk;ku jkcohr vkgs- xzkfe.k vkfnoklh Hkkxkrhy ‘kkGk ulysY;k fBkdk.kh ‘kkGk lq: dj.ks] ‘kkGk vlrhy R;k fBdk.kh oxZ[kksY;k] izlk/kux`g is;ty] ns[kHkky vuqnku vkf.k ‘kkGsr HkkSfrd lq/kkj.kk ?kMoqu vk.k.;klkBh vuqnku izkIr d:u ns.ks bR;knh ‘kS{kf.kd fodklklkBhps vusd miØe ;k dk;ZØekarxZr jkcfoys tkrkr- ;k dk;ZØekarxZr iq<hy mÌh”Vs fuf’pr dj.;kr vkyh vkgsr-

1- izkFkfed f’k{k.kkP;k lkoZf=dhdj.klkBh ,dk fuf’pr eqnrhph pkSdV- 2- ns’kHkjkr ntsZankj f’k{k.kkP;k xjtsyk izfnlkn eqyHkwr f’k{k.kkP;k ek/;ekrwu lkekftd U;k;kyk izksRlkgu

ns.;kph la/kh 3- ‘kkys; f’k{k.k O;oLFkki.kkr iapk;rh jkt laLFkk] ‘kkys; O;oLFkki.k lferh] Xkzkef’k{k.k lferh] ikyd&f’k{kd

la?k] ekrk&f’k{kd la?k] tekrhP;k Lok;Rr ifj”knk ;kauk izHkkohfjR;k lgHkkxh d:u ?ks.;kPkk ,d iz;Ru- 4- mPp Lrjkoj izkFkfed f’k{k.kkP;k lkoZf=dhdj.kklkBhps lØh; jktdh; ikÅy 5- dsanz] jkT; vkf.k LFkkfud iz’kkluke/;s pkaxyh Hkkxhnkjh 6- jkT;kauk izkFkfed f’k{k.kklanHkkZr Lora= n`”Vh fodlhr dj.;kph la/kh-

lektkP;k fodklkr loZ f’k{kk vfHk;kukus eksykph Hkqfedk ctkoyh vkgs- f’k{k.kps lkoZf=dhdj.k eksBÓk izek.kkr ;k dk;ZØekeqGs ?kMqu vkys vkgs- O;Drhpk ckS/nhd] Hkkofud] vkfFkZd fodklkoj ;kpk izHkko iMyk vkgs- lkekftd n`”Vîk ns[khy loZ f’k{kk vfHk;kukus izxrh lk/; >kyh vkgs- ;kpk izHkko ‘kgjh] xzkfe.k rFkk vkfnoklh u{kyxzLr {ks=kr fnlwu ;srks-

loZ f’k{kk vfHk;kukus vkfnoklh lekt ?kVdkr gksr vlysY;k lq/kkj.kk [kkyhyizek.ks vkgsr-%

! vuq-tekrh oxkZrhy eqys% vkiY;k ns’kkr vkfnoklh tkrh vFkok tekrhP;k ukxfjdkaps izek.k ,dq.k yksdla[ksP;k 9 VDds brds vkgs- R;kpk lkekftd bfrgkl] Hkk”kk] mRiknus vkf.k ukxjh lektkrhy lac/k ;krhy oSfo/; y{kkr ?ksr lqekjs 87 n’ky{k ukxfjd vkfnoklh lektkps vkgs- vkf.k rh vfr’k; ekxklysyh vkgs] Mks axjn;kZr olysyh vkgs- vKku] va/kJ/nk] u’kk[kksjh ;kaps izek.k ;k lektkr eksBÓk izek.kkr vkgs- ijarq loZ f’k{kk vfHk;kukus f’k{k.kkph nkjs [kqyh >kY;kus ‘kS{kf.kd tkx `rh gksÅu vkfnoklh eqykapk ‘kS{kf.kd fodkl >kysyk fnlwu ;srks-

! fo’ks”k xjtk vl.kkjh ckyds % f’k{k.kkps lkoZf=dhdj.k dj.;klkBh lektkthy loZ ?kVdkauk f’k{k.k izfØ;sr lkekowu ?ks.ks vko’;d vkgs- uOgs rj rks R;kapk vf/kdkj vkgs- loZ f’k{kk vfHk;kukP;k ek/;ekus fo’ks”k xjtk vl.kkjh ckyds vksGk[k.ks] R;kaph oS|fd; rikl.kh] iquZoluklkBh lgk¸; dj.kkÚ;k lsok rlsp ‘kS{kf.kd lgk¸; ns.;kph rjrqn dj.;kr vkyh- rlsp ;k ckydkauk lektkr lgtrsus felGrk ;kos ;klkBh R;kauk ntsZnkj f’k{k.kkP;k ek/;ekrqu lekos’kd O;klihB miyC/k d:u ns.;kr vkys vkgs-



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! vkfnoklh eqyhaps f’k{k.k% vHkkoxzLFk nqcZy vkf.k vkfnoklh xVkrhy eqyhuk ‘kkGk leo;Ld vkf.k Lora= ;a=.ksOnkjs f’k{k.kkph nkjs [kqyh dj.;kr vkyh vkgsr- eqyhP;k xGrhps izek.k jks[k.;klkBh f’k”;o`rh] x.kos’k] ‘kkys; iks”k.k vkgkj] eqyhauk Lora= ‘kkGk o olfrxgs ;klkj[;k ;kstukapk izHkkoh vaeyctko.h dj.;kr ;sr vkgs-

! ‘kkGkckgî eqys% o; 6 rs 14 o;ksxVkrhy eqys f’k{k.kkP;k izokgkr lkekowu?ks.;klkBh fo’ks”k iz;Ru dsys tkr vkgsr- ‘kkGkckgî eqykauk f’k{k.kizokgkr lkekowu?ks.;klkBh o;kuqlkj izos’k] dLrqjck xka/kh ckfydk fo|ky; bR;knh ;kstuk jkcfo.;kr ;sr vkgsr-

! f'k{kdkapk ntkZ% ‘kkys; f’k{k.kkph xq.koÙkk ok<fo.;klkBh f’k{kdkaph xq.koÙkk ok<fo.ks vko’;d vkgs- R;klkBh loZ f’k{kk vfHk;kukr fo’ks”k iz;Ru dsys xsys vkgsr- f’k{kdkauk LekVZ ih-Vh-]iqujZfpr vH;klØe] baxzth Hkk”kk izf’k{k.kklkj[;k osxosxGîk izf’k{k.kkOnkjs f’k{kdkauk vkiyh xq.koÙkk ok<fo.;klkBh izksRlkgu ;k dk;ZØekOkkjs fnY;k tkr vkgs-

! lax.kdk/kkfjr f’k{k.k% f’k{k.kkpk ntkZ lq/kkj.ks] xGrhps izek.k ?kVfo.ks vkf.k /kkjdrk ok<fo.ks] f’k{k.k vkd”kZd vkf.k izHkkoh dj.ks] fo|kFkkZauk ra=KkukP;k toG us.ks ;klkBh lu 2012 ;k o”kkZr jkT;krhy 5251 ‘kkGke/;s lax.kdk/kkfjr f’k{k.k jkcfo.;kr vkys- vkf.k R;klkBh 14000 is{kk tkLr f’k{kdkauk izf’kf{kr dj.;kr vkys vkgs- lkMs lkr yk[k is{kk tkLr fo|kFkkZauk ;k lax.kdk/kkfjr f’k{k.kkpk ykHk feGkyk vkgs-

! ‘kkys; HkkSfrd lqfo/kk% ;k dk;ZØekOnkjs ‘kkGsy vR;ko’;d lqfo/kk iqjfo.;kph tckcnkjh ‘kklukoj Vkdysyh vkgs- ‘kkGsr bekjr] ik.;kph lqfo/kk laj{kd fHkar] oht] fØMkax.k] [ksG lkfgR;] lax.kd lfgR; bR;knh HkkSfrd lqfo/kk fnY;k tkr vlqu R;keqGs fo|kFkhZ fodklkr R;kpk gkrHkkj ykxr vkgs- vktP;k foKku ;qxkr f’k{kkyk [kqi egRo vkgs- f’k{k.kkf’kok; rj.kksik; ukgh R;keqGsp R;kph veyctko.kh dj.;kph tckcnkjh loZ f’k{kk vfHk;kukoj lksioysyh vkgs-

vkfnoklh f’k{k.kklkBh ljdkjOnkjs dsys tk.kkjs iz;Ru% 1- xksaM] ekuoh] Hkhy] ikokjk v’kk vkfnoklh Hkk”kkarhy ‘kCndks”kkaph fufeZrh 2- tqU;k vH;klØekuqlkj fOnHkk”kh iqLrds r;kj 3- ikBÓiqLrdkae/;s vkfnoklh laLd`rh vkf.k pkyhfjrhapk varHkkZo vl.kkÚ;k /kM~;kapk lekos’k 4- izR;sd ‘kkGslkBh ‘kkys; O;oLFkkiu lferhph LFkkiuk 5- yksdpsruk lekt izf’k{k.kakrxZr ‘kkys; O;oLFkkiu lferh lnL;kaps izf’k{k.k

vuqlwfpr tekrhP;k fo|kF;kZP;k f’k{k.kklkBh izLrkfor O;o/kkus% 1- loZ eq[; vkfnoklh Hkk”kkaps ‘kCndks”k r;kj dj.ks- 2- fdeku b;Ùkk ifgyh rs pkSFkhlkBh fOnHkk”kh ikBÓiqLrds r;kj dj.ks- 3- vkfnoklh ul.kkÚ;k f’k{kdkalkBh Hkk”kk izf’k{k.k vH;klØe fodflr dj.ks- 4- yksddFkk] xk.kh] Eg.kh] dksMh v’kk LFkkfud laLd`rhe/khy Hkk”kk laca/khrhy ckchapk okij d:u

v/;;u&v/;kiu lk/kus r;kj dj.ks- 5- lanfHkZ; v/;;u lkfgR;kph fufeZrh-



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6- vkfnoklh ‘kCnlaink vkf.k o.kkZ{kjs ;kapk nsoukxjh fyih’kh rkGesG lk/k.ks- 7- vkfnoklhP;k lkekftd lkaLd`rhd ikÜoZHkwehckcr ekfgrh ns.kkjs lkfgR; f’k{kdklkBh r;kj dj.ks- f’k{kdkauk

LFkkfud Hkk”ksph ekfgrh ukgh] gs y{kkr ?ksr lk/kh] ygku okD;s vkf.k lksI;k Hkk”kspk okij- 8- vkfnoklh fodkl foHkkxkP;k lkgk¸;kus vkfnoklh Hkkxkrhy f’k{kdkalkBh fo’ks”k oxkZaps vk;kstu- 9- vkfnoklh Hkkxkrhy ‘kkys; O;oLFkkiu lferhlkBh fo’ks”k izf’k{k.k] eqyhaP;k f’k{k.kklanHkkZr y?kq fp=iVkaph

fufeZrh vkf.k R;akps fu;kstuiwoZd i/nr’khj izlkj.k- 10- ^nhi’kk[kk*P;k /krhZoj eqyhalkBh nSufnu vko’;d ckchalanHkkZrhy izf’k{k.k] fd’kksjh fodkl ;kstuk rFkk

ICDS uqlkj rlsp vkfnoklh Hkkxkrhy ‘kkGkarhy eqyhalkBh thou f’k{k.k izf’k{k.k vH;klØe jkco.ks- vkfnoklh fo|kF;kZP;k f’k{k.kk’kh lac/khr egRoiw.kZ ckch%

1- lqjokrhP;k o”kkZe/;s lwpuk ns.;kPks ek/;e Eg.kwu vkfnoklh Hkk”kspk okij] vkfnoklh fo|kF;kZlkBh lks;hps gksbZy-

2- ‘kgjkr jkg.kkÚ;k f’k{kdkaP;k rqyusr vkfnoklh Hkkxkrhy f’k{kdkaP;k vuqifLFkrhps izek.k [kqip tkLr vkgs- 3- Ifjp;kP;k vkf.k LFkkfud ek/;ekpk okij dsY;kl ckydkauk uO;k ladYiuk lqyHkfjR;k vkf.k pVdu

vkRelkr gksrkr] gs cky fodkl vkf.k v/;ki.k’kkL=krhy la’kks/kukrqu fl/n >kys vkgs- 4- ‘kgjh Hkkxkrhy fo|kF;kZlkBh r;kj dj.;kr vkysyk vH;klØe vkfnoklh Hkkxkrhy fo|kF;kZP;k ifjfpr

fo’ok’kh lk/kE;Z nk[ko.kkjk ulrks- ifj.keh R;kaP;k xks a/kGkr Hkj iMrs- 5- R;kpizek.ks f’k{kd ‘kkGsr mifLFkr vlrkauk ;k fo|kF;kaZlkBh fo’ks”k v/;kiu i/nrh voyac.;kP;k n”Vhus

vufHkK vlrk- R;keqGs fo|kF;kZauk Lokra= vkf.k v/;kiukr yofpdrspk vHkko jkgrks- 6- vkfnoklh ikyd vkiY;k eqykaP;k HkforO;kckcr ltx vkgs vkf.k R;kauh eqykaP;k f’k{k.kkyk iq.kZ ikfBack

n’kZoyk- ek= R;kauk lqf’kf{kr dj.;kP;k iz;Rukr lektkpk vf/kd O;kid lgHkkx visf{kr vkgs- 7- Vkfnoklh vektke/;s vkfnoklh eqyh gk lokZr nqyZf{kr ?kVd vlwu ] R;kauk f’k{k.k fnys tk.;kps izek.kgh

deh vkgs- 7 rs 14 o;ksxVkrhy 26 VDds eqyhaP;k rqyusr [kkyP;k tkrh vkf.k vkfnoklh lektkrY;k 37 VDs eqyh ‘kkGsr tkr ukghr- ¼Y;qbzZl vkf.k ykSdghM 2007½

8- vkfFkZd vkf.k lekftd e;kZnkaeqGs vusd vkfnoklh tekrhe/khy ikyd eqyhaP;k f’k{k.kkyk Qkjls egRo nsr ukghr- R;kauk dsoG izkjafHkd f’k{k.k fnys tkrs vkf.k ckgsjP;k txkiklwu lqjf{kr Bsoys tkrs- cgqrsdnk ;k eqyh ‘ksrhph dkes djrkr] oukrY;k oLrq tEkk djrkr vkf.k HkkoaMkaph dkGth ?ksrkr-

lanHkZ lkfgR; lwph % 1- loZ f’k{kk vfHk;ku] e-jk-‘kS-i-iq.ks 2- Agrawals &Thakur, A Guide book-Conept and Terms of Education Planning, Notional

Institute of Education & Planning Administration, New Delhi. 3- Basu M, Anthropology Tribal education. 4- Dr. Vinayak Irpate & Dr.Robin Tribhuvan, Traditional Panchayats in Tribal Societies:

Status, continuity & change, Shubhay Prakashan-2013 5- O.E.C.D. Educationa Statistics: World Senario.



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ukjk;.k lqosZaP;k dforsrhy L=h :is

MkW- v:.kk vtqZu eksjs bfrgkl foHkkx izeq[k]

nkSaM rkyqdk dyk okf.kT; egkfo|ky; nkSaM] ft- iq.ks

L=h dsoG ,d eknd vkf.k mRrstd inkFkZ gkp vktP;k dqfyukaP;k utjsrhy c?k.;kpk vFkZ

rh QqyokY;k dMhy ,d iqMh] ,d dqMh] ,d xqfM;kWa vkgs---! gs ns’kk] eh ’kjesus ncwu pkyyks;! L=hph dqfyukae/khy gh izfrek vkiY;k dforsrwu ekaM.kkjs o R;k izfresus T;kauk vrho nq%[k gksr vkgs vls laosnuk{ke eukps dfo Eg.kts ukjk;.k lqosZ! L=h Eg.kts ’kks ph ckgqyh frus QDr uVk;pa eqjMk;pa rs dsoG iq:"kklkBh frps Lora= vfLrRop g~;k lektkus ukdkjys gksrs- L=hoknh pGoG Hkkjrkr 1975 uarj [k&;k vFkkZus lq: >kyh- R;kiwohZP;k n’kdkrhy lqO;kZaph rh dfork lkBksRrjh dky[kaMkrhy vkgs- Eg.kwup L=hP;k osnuspk nq%[kkpk gqadkj vkiY;kyk R;kaP;k dforsr fnlrks- ijaijsus ikS:"kRo gs L=hRokis{kk vf/kd Js"B ekuysys vkgs- R;keqGsp ;k ns’kkr ekuo tkrhP;k bfrgklkbrdkp L=h tkrh ojhy vU;k;kpk bfrgkl lukru vkgs- o"kkZuqo"kZs g~;k ns’kkr fL=;k ’kksf"kr] oafpr misf{kr vkgsr- R;krp tj rh L=h nfyr vlsy rj frP;k oj vf/kdp vU;k; o vR;kpkj gksrkuk fnlrks- lqO;kZaP;k dforsrwu th L=h :is vkiY;k leksj ;srkr rh v’;k ’kksf"kr] oafpr] d"Vdkjh] dkexkj fL=;kaph pkGhrhy] >ksiMiV~Vhrhy] iksV Hkj.;klkBh ukbZyktkus nsgfodzhpk O;olk; dj.kk&;k jkstP;k tx.;kph y<kbZ y<.kk&;k v’;k vusd fL=;k vkiY;kyk lqO;kZaP;k dforsr fnlrkr- L=h&iq:"k lekurk eku.kkjh lqO;kZaph fopkj lj.kh vlY;kus ijaijsus fL=;kaoj ?kkrysyh vusd ca/kus vkiY;k dforsrwu lqosZ >qxk:u nsrkr- Eg.kwup ^^rsOgk ,d dj** ;k dforsr uo&;kP;k eR;w uarj vlgk; gks.kk&;k L=hyk nqljs yXu dj.;kpk lans’k rs nsrkr- iRuhP;k eR;wuarj tj irh nqljs yXu d: ‘’kdrks- rj rsp Lokra=~; L=hyk dk ulkos\ vlkp fopkj ;k dforsrwu rs lwfpr djrkr- Eg.kwu rs fyghrkr& tsOgk eh ;k vfLrRokP;k iksdGhr ulsu rsOgk ,d dj rw fu%’kad eukus MksGs iwl mxkp fpjosnusP;k uknh ykxw udks [kq’kky] [kq’kky rqyk vkoMsy vls ,d uos ?kj dj gs lkax.;klkBh eksB~;k eukpk letwrnkj L=hoknh iq:"k ykxrks- L=h eqDrhyk tUe ns.kk&;k egkRek QqY;kaPkk okjlk lqosZ R;kaP;k dforsrwu tirkuk fnlrkr- fL=;kauh o"kkZuqo"ksZ :<h ijaijsus pkyr vkysY;k lkekftd /kkfeZd ca/kus] vfu"B izFkk >qxk:u |kO;kr eksdGk ’okl ?;kok vls R;kaph dfork lwfpr djrs- fL=;kauh Lor%pk eqDRkhpk ekxZ Lor%p r;kj dsyk ikfgts- uO;k ;qxkyk /khVi.ks lkeksjs xsys ikfgts vls R;kaph dfork lwpfors-



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pkGhrhy uohu yXu gksowu vkysY;k d"Vdjh L=h thoukph ?kqleV lR; ;k dforsrwu rs O;Dr djrkr- pkGhrhy uofookghr tksMI;kpk HkkoaMs] vkbZ ;kaP;k vfLrRokeqGs ?kqleVr tk.kkjk ’kaxkj vkf.k iq<s pkj eqykauk eksBa dj.;klkBh tx.;kP;k y<kbZlkBh d"V dj.;kl fl/n >kysyh L=h R;kaP;k dforsr fnlrs- Eg.kwup rs fyghrkr& rsOgkgh v’khp ,d jk= vkyh udkj ?ksowu ia[kk[kkyh clyhl pkj fiys Bsowu dksukMk gGgGyk] dGoGyk ukjk;.kk] xnxnyk f’kaD;kojph Hkkdj ?ks] iqViqVyk m|kiklwu frykgh dke c?k ckck! d"Vdjh L=hP;k osnuk] nq%[k] L=h&iq:"k fo"kerk dforsrwu js[kkV.kkjk gk dfo MkO;k fopkjkapk iqjLdrkZ vkgs- MkO;k fopkj iz.kkyh’kh R;kaph ckaf/kydh vkgs- vkgs js vkf.k ukgh js ;krhy la?k"kZ fpRr ,d fnol dkexkjkaps jkT; ;s.kkj vlY;kph vk’kk vkf.k rs izxV djrkr- Eg.kwup rksoj rqyk eyk g~;k dforsr vkiY;k iRuhyk mn~ns’kwu rs Eg.krkr& ;kp oLrhrwu vkiys lq[k ;sbZy rksoj rqyk eyk txysp ikfgts nkjkoj ;srhy lksusjh euksjFk rksoj fiz;s okV ikfgyhp ikfgts! uO;k dkzarhpk ukjk yxkorkuk L=h ’kDrhps lgdk;Z dfoyk visf{kr vkgs- drZO; djrkuk ;s.kkjs Hkku dzkarh lUeq[k fopkj lj.khps vkgs- lqosZ T;k fxj.kh dkexkj oxkZrwu vkys vkgsr] R;k oxkZrhy fL=;kaps okLro thou R;kauh js[kkVys vkgs- Eg.kwup ^;srsl newu* g~;k dforsr rs fyghrkr] ^^[kqjkM~;krhy tx ek>s mBrs xa dGdGwu rw ;srsl tsOgk newu! ladqfpr txkr L=hRo lksMowu iq<s tk.;kps vkokgu djrkuk ojhy ia|iaDrh R;kauk LQqjrs- xjhcheqGs lalkjkpk xkMk vks<.;klkBh frykgh R;kP;k cjkscjhus d"V djkos ykxrkr- uksdjh o ?kjph tckcnkjh v’;k nksUgh vk?kkM~;k leFkZi.ks isy.kk&;k fL=;kacn~ny lqosZauk vknj okVrks- R;kp cjkscj fryk iM.kk&;k Jzek.ks rs O;fFkr gksrkr- i.k O;oLFksiq<s R;kaph ek=k pkyr ukgh- iRuhps vfuokj izse irh&iRuhps ftOgkG~;kps laca/k frP;k izsekus lgoklkus R;kauk feG.kkjh mtkZ igk ;k dforsrwup rs js[kkVrkr- L=h gh lglk [kksVa cksyr ukgh- frP;k uSfrd vkpj.kkus laLdkjkeqGs iq:"k okeekxkZyk ykxr ukgh- Eg.kwup lqosZ fyghrkr& ^^rq>~;k iki.;kapk igkjk ek>~;k ’kCnkoj vlrks] Eg.kwup ek>~;k ia|iaDrhr O;fHkpkjkpk va’k ulrks!

lgt lqnaj izsekph vfHkO;Drh] ’kkfjjhd izsek ifydMph vuqHkwrh v’kkfjdjhd izsekpk vuqHko ;krwu rs O;Dr djrkr-



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lqO;kZaP;k dforsrhy L=h :ikr ’ksrdjh fL=;kaph nq%[ksgh lqosZ js[kkVrkr- ‘’ksrkoj ?kke xkGwu eksrh fido.kkjh ’ksrdjh L=h o"kZHkj ’ksrkr jkgwugh frP;k gkrkr dkghp mjr ukgh- lkodkjh ik’kkr fipr pkyysyk frpk QkVdk lalkj] frph nSU;koLFkk lqosZ vkiY;k dforsrwu ekaMrkr- la?kfVr gksowu gk twywe] vR;kpkj eksMwu ek<.;kpk fu/kkZj rh djrs- Eg.kwup Mksaxjh ‘’ksr e/;s gh L=h Eg.krs&

^^v{k; Úgk;k dwadw dikGk] lalkj osyhP;k Qwyok;k Qwyk :i uo vk.kw ek; /kjrhyk rksMw tqyekps dkp] gs jko.kh Qkl ,dhps fu’kk.k gkrh**! Mkasxjh ’ksr ek>a xa eh os.kw fdrh\ ;k R;kaP;k xhrkus ’ksrdjh fL=;kae/;s brdh yksdfiz;rk feGoyh dh pkanoMP;k 1986 P;k

‘’ksrdjh la?kVusP;k esGkO;kr ,d yk[k efgykauh ikBhoj cka/kysY;k vkiY;k ysdjklg gs xhr ,d lqjkr EgVys- dkj.k rh R;kaph dgk.kh gksrh- rsOgkp bFkY;k dforsus dwl cnyyh vls Eg.k.ks ;ksX; Bjsy- lqosZaph gh dfork ,dw.kp Je’kDrh e/;s L=hyk ekukps LFkku feGowu nsrs-

izR;sd dfoyk tUenk=hojrh ,d rjh dfork fygkfo’kh okVrs- lqosZgh R;kyk viokn ukghr- fxj.kh dkexkj vl.kk&;k vukFk lqO;kZps ikyu dj.kk&;k g;k vkbZoj lqO;kZaps furkar izse gksrs- nfyr lkfgR;kr EgVys vkgs dh ^^ek; gs fuekZ.kkap ifgy ukao** thoukps ifgys :i ek; vlrs- ek; vlrs ,d vJqihBA eqykalkBh lqanj vls KkuihB ex rh ek; >ksiMhryh vlks ok egkykryh jDrkP;k ukR;kyk ftFka ek;sph [kq.k vlrs frFk vkbZ gs laLdkjihB gksrs-

lqO;kZph ek>h vkbZ gh leLr txrkph vkbZ vlysyh izfrfu/khd dfork vkbZP;k vpkud vi?kkrh eR;qus foOgG] iksjD;k >kysY;k eqykaph O;Fkk rs ;k dforsr ekaMrkr- rs Eg.krkr] R;kp jk=h vkEgh ikpkauh ,desdkal fcyxwfu vkbZph ek;kp letwu ?ksryh pknj vks<qu vk/khps uOgrsp dkgh vkrk vkbZ ns[khy ukgh vJqauh ?kkyhr vMlj tkxr gksrks jk=Hkj >kyks iqjrk dyanj Lork%yk QqVikFkoj Qsdwu ns.kkÚ;k vkiY;k [kÚ;k ek;aph R;kauh d/khp fuank ukyLrh dsyh ukgh- i.k iksVpk xksGkk Qsdwu ns.;kph osG ,[kkn;k L=h vk.k.kkÚ;k O;oLFksph ek= R;kauh fpjQkM dsyh- lqO;kZuh R;kaP;k dforsrhy fL=;kauk ek.kwli.k cgky dsys vkgs- dkj.k ek.klklkj[kk ifo= ’kCn nqfu;sP;k ’kCndks’kkr nqljk dks.krkp ukgh nsokis{kk ek.klkoj R;kapk fo’okl vf/kd gksrk- ¼ekDlZoknZ½ Eg.kqup iksjax ’kkGsr ?kkyk;yk vkysyah okjkaxuk ekLrjkauk vkiY;k iksjkP;k ukok iq<s cki Eg.kqu ekLrjkapp uko fygk;yk lkaxrs- rh Eg.krs- duP;kch nsokp uko uxk fyoq ekulkp fyok nsokua dk; dsy;a gks \oVh R;supa Hkjyh ukgh Eg.kqup ekLrj fyok rqepp uko fyok iM iksjk] iM ik;k iM g;saP;k ik;k ij ,o<a rqepp uko fyok-



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R;kaP;k dforsrhy L=h tkrh/kekZaP;k ifydMph vkgs- rh izFke ek.kql vkgs- Eg.kqup panzk uk;fd.k usg: xsY;koj vkiyk /kank can Bsors- L=hyk fu.kZ; Lokra«; vlys ikfgts- fryk xzghr /kjrk dkek u;s- gk xz L=hoknkpk vkfo"dkj R;kaP;k fganhrwu vuqoknhr dsysY;k dk; rs i=kr fyok- g;k dforsrqu R;kauh mijksf/kdi.ks ekaMysyk fnlrks- R;kaP;k dforsrhy gh L=h ijxkoh vlysY;k uo&;kyk izR;sd xks"Vhph vijksf/kdi.ks ijokuxh ekxrs- rs fyghrkr- la?kVusP;k feVhaxyk tkoq dk uax dk; rs i=kr fyok rqeP;k cfg.khpk nknyk fryk nk: fipqu ekjrks fryk lksMok;yk tkow dk uxa dk; rs i=kr fyok! v’kh okjaokj fopkj.kk djrs- euhvkWMZj g~;k dforsrgh [ksM~;krwu] xjhckyk daVkGwu ’kgjkr vkysY;k i.k iq<s ifjfLFkrhpk cGh B:u uk;fd.k cuysY;k L=hph O;Fkk xkokdMs frus ikBoysY;k euhvkWMZj e/kwu rh ekaMrs- f’k{k.kkeqGs ifjorZu gksbZYk ifjfLFkrhr cny gksbZy Eg.kwu rh Eg.krs&

okD;k ikfVoY;kr b".kwdMa vu /kk deh iUukl :i;a ch

R;sp xaxhyk pjMh jkstpa /kk] iSla |k

Egath iksjxa iGay lkGayk nks?kkLuh ewdk ch fyok-

Lor% txkP;k [kLrk [kkra iksjkauk f’kdo.kkjh gh ekÅyh vkxGhp Eg.kkoh ykxsy- lqO;kZaP;k dforsrhy g~;k fL=;k cdky va/kkjkr thou tx.kkÚ;k i.k izdk’kkdMs >siko.;kph ftn~n ckGx.kk&;k] izLFkkfir furheRrsps tks[kM >qxk:u ns.kkÚ;k vkgsr- ’kk’or furh/keZ eku.kkjh lkaLdfrd ljgnhojph ek.kla R;kaP;k dforsr fnlrkr- fL=;k R;kiSdhp ,d- lqO;kZaph vkiY; iRuhyk usgehp cjkscjhus okxfoys- R;kaP;k lq[knq%[kkph lejl gksowu txysY;k d".kkckbZauh ekLrjkaph lkoyh gs vkRepfj= fyghys i.k R;k lkoyh uOgR;kp rj R;kaps ,d Lora= vfLrRo gksrs- gs rs vkRepfj= okprkuk tk.kors- ukjk;.k lqO;kZaP;k dforsrhy L=h misf{krkaP;k varjaxkpk Bko ?ks.kkjh vkgs- uO;k lerkoknh ;qxkps Hkku tkxr dj.kkjh] jpukRed] fo/kk;d dk;kZyk okgwu ?ks.kkjh] L=h ‘’kDrhph tk.kho vl.kkjh] vk’kkoknh] ifjorZukoj fo’okl vl.kkjh vkgs- rh vlgk;~; ukgh] rj y<kow vkgs- lkekftd dzkarhP;k ladYius’kh ckaf/kydh eku.kkjh vkgs- v/kZiksVh misf{kr fL=;kaP;k ;k txrkr LoIukaPkk [kftuk gksowu m|kPkk lksusjh jFk yodjp mHkk jkghy vlk fo’okl lqO;kZaP;k dforsrhy fL=;kauk okVrks- Eg.kwup lqosZaP;k dforsrhy L=h d/khp fof’k"V dkGkph izns’kkph >kyh ukgh- vusd misf{kr] xjhc] ’kkfs"kr fL=;kauk R;kr vkiya thoua fnlra- vk/kqfud Hkk"ksr lkaxk;p rj rh Xykscy vkgs Eg.kwup rh Lokxr’khy vkgs- lanHkZxazFk lwph

1- lexz ukjk;.k lqosZ 2- ukjk;.k lqosZ ek>s fo|kihB 3- fyackGs ’kj.kdqekj ’krdkrhy nfyr fopkj 4- QMds Hkkypanz nfyr lkfgR; osnuk o fonzksg 5- dkacGs mRre ¼la- nS- ldkG½& nSfud ldkG lqosZ ;kaP;k eR;wuarjpk vxzys[k 6- lqosZ d`".kkckbZ &ekLrjkaph lkoyh vkRepjh=



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MkW- ckcklkgsc vkacsMdjkapk L=h&fo”k;d nf”Vdksu izk- lat; ds’kojko ykVsyokj

Jh f’kokth dyk] okf.kT; o foKku egkfo|ky;]

jktqjk ftYgk panziwj

izLrkouk%& Òkjrh; lektO;oLFksr L=h Eg.kts miÒksX; oLrw eku.;kph ijaijk vfLrRokr gksrh- jkek;.k&egkÒkjr dkGkpk fopkj dsyk rj R;krhy L=h;k Lokra«;ghu vkf.k iq:”kh ijaijsP;k cGh

BjysY;k vlY;kps fnlrs- flrk vlks vFkok nzksinh ;k nksugh fL=;kauk t’kh okx.kwd R;kaps irh nsrkr] R;krwu R;kaps egÙo R;kaP;k irhP;k nf”Vus miÒksX; oLrwP;k :ikr okijys tkr vlY;kps

fun’kZukr ;srs- flrk irhyk loZLo ek.kwu jkeklkscr ouokl Òksxrs] rjhgh irh jke frph vfXuijh{kk ?ksrks- R;krwu lgh lyker lqVY;kuarjgh frpk R;kx dsyk tkrks- egkÒkjrkr rj

fL=;kadMs c?k.;kP;k n`fVdksukpk dGlp dsyk vkgs- nzksinhps Òj njckjkr oL=gj.k dj.;kr ;srs- fryk oLrw ek.kwu |wrkr yko.;kr ;srs- ;k loZ ?kVukapk fopkj dsyk rj Òkjrh; lektkpk

fL=;kadMs c?k.;kP;k n`f”Vdksukpk ifjp; ;srks- gs loZ Kkr vlwugh Òkjrh; L=h;kauk flrk vkf.k nzksinhyk vkn’kZ eku.;kph f’kdou Òkjrh; lekt nsr gksrk] gs okLro vkgs-

v'kk ;k Ò;ku ifjfLFkrhr vMdysY;k Òkjrh; L=hph eqDrrk dj.;kps dk;Z loZizFke egkRek T;ksrhjko Qqys vkf.k lkfo=hckbZ Qqys ;kauh L=h;kauk f’k{k.kkph la/kh miyC/k d:u fnyh vkf.k ^pwy vkf.k ewy* ;k voLFksrwu Òkjrh; L=hyk ckgsj dk<.;kps egku dk;Z ;k nkEiR;kus

dsys- Òkjrh; L=h f‘kdw ykxyh] ?kjkckgsj iMw ykxyh] i.k fryk lektkr T;k izdkjps Loj{k.k gos gksrs- fryk vkiys fopkj] vkiys vfLrRo] vkiyh vfLerk fuekZ.k dj.;kph la/kh MkW-

ckcklkgsc vkacsMdj ;kauh dk;|kP;k :ikus fuekZ.k d:u fnyh- Òkjrh; fL=;kadMs c?k.;kpk nf”Vdksu cny.;kps dk;Z MkW- vkacsMdjkauh dsys- fganw ijaijsr vMdwu vkiys vfLrRo folysY;k

L=hyk frP;k vfLrRokps Òku fuekZ.k dsys- iq:”kkaP;k cjkscjhus mÒs jkg.;kph fgEer fnyh- ^fganw dksM fcyk*P;k :ikus Òkjrh; L=h;kauk R;kaP;k vf/kdkjkps rkV R;kaP;k leksj ekaM.;kpk iz;Ru

dsyk- ijarq ^fganw dksM fcy* ikl u >kY;kus ukjkt >kysys MkW- ckcklkgsc vkacsMdj vkiY;k ea=hinkpk R;kx djrkr- L=h;kauk iq:”kkaP;k cjkscjhus vf/kdkj feGkosr ;klkBh vkiys loZLo

R;kx.;kl rs r;kj gksrkr- gkp MkW- vkacsMdjkapk fL=;kadMs c?k.;kpk nf”Vdksu iq<s Òkjrh; L=hyk vfLrRo fuekZ.k d:u xsyk-

fonzwi ekufldrk nwj dsyh %& iqjkrudkG] izkphu dkG] e/;;qxhu dkG o Lokra«;iwoZ dkGkr L=h;kaph fLFkrh vfr’k; n;uh; o nqÓ;e Lo:ikph gksrh- L=hps voewY;u d:u L=h&iq:”k fo”kerk fuekZ.k dj.kkjh gksrh-

iq:”kkaP;k vkJ;kus L=hyk vkiys thou O;rhr djkos ykxr gksrs- ikjaikfjd thoui)rh o /kekZpj.kkuqlkj fL=;k vkpj.k djhr gksR;k- iq:”kkph lsok dj.ks vkf.k R;kauh yknysyh ca/kus

eqdkVÓkkus tukojklkj[ks Lohdkj.ks gs L=h ;qxku;qxs lgu djhr vkyh- lektkrhy :<h] ijaijk] ozroSdY;s ;kaps dVk{kkus ikyu dj.ks Eg.ktsp L=h- v’kh fonzwi ekufldrk dk;Zjr gksrh-

;klanÒkZr MkW- ckcklkgsc vkacsMdj ;kaps dk;Z ,sfrgkfld Lo:ikps vkgs- izk- nhid exjns Eg.krkr] ßLora= Òkjrkrhy lalnsr fganw efgykauk R;kx] lgu’khyrk o Js”Brspk xkSjo dj.kkjsgh



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efgykauk R;kaP;k vf/kdkjkiklwu oafpr Bso.;kps dk;Z dsys- MkW- ckcklkgsc vkacsMdjkaps nfyr vkf.k efgykapk m)kj dj.ks gs R;kaps eq[; y{k gksrs- rs R;kaP;kr rstLohrk] Lokoyacu vkf.k

vkRelUeku tkxr dj.;klkBh iz;Ru djhr gksrs- ‘kqnz] cgqtu o lo.kZ fL=;k vU;k; vR;kpkj lgu djhr gksR;k- e- tksrhjko Qqys uarj MkW- ckcklkgsc vkacsMdjkauh ;k izlaxkoj fparu euu dsys-Þ1

lÒk ifj”knkarwu vfLrRokps Òku %& fL=;kapk LokfÒeku tkxrdj.;kdfjrk MkW- vkacsMdjkauh fofo/k lÒk] ifj”knk o

pGoGhP;k }kjs osGksosGh ekxZn’kZu dsys- T;k lektkr L=h;k ;k O;oLFkspk cGh iMr vkgsr] R;k O;oLFksrwu R;kauk ckgsj dk<.;klBh dk;|kph vko’;drk ckcklkgsckauh izfriknyh- fL=;kaps

lcyhdj.k dj.;klkBh dk;|kph vko’;drk vkgs- R;kf’kok; R;kaps iz’u lqV.kkj ukghr- v’kh R;kaph Òwfedk gksrh- MkW- vkacsMdjkaP;k L=h mRFkkukyk ,dw.k izfØ;sr Òkjrh; fL=;kauh ÒjÒ:u

izfrlkn fnyk- egkMpk lR;kxzg vkf.k ukxiwjP;k nfyr L=h ifj”knsr nfyr fL=;kauh egÙoiw.kZ lgÒkx n’kZfoyk- vLi’;ksérh o fL=;kaph tckcnkjh ;kfo”k;h ekxZn’kZu djrkuk MkW- vkacsMdj Eg.kkys] ßvLi’;rk fuokj.;kpk iz’u iq:”kkpk ulwu rqEgk fL=;kapkp vkgs- rqEgh vkEgk iq:”kkauk

tUe fnysyk vkgs- vkEgkyk brj yksd dls tukojkis{kkgh deh ys[krkr gs rqEgkyk BkÅd vkgs- dkgh fBdk.kh vkeph lkoyhlq)k ?ksr ukghr- brj yksdkl dksVZdpsÚ;ke/;s ekulUekukP;k tkxk

feGrkr- ijarq rqeP;k iksVh tUeysY;k vkEgk eqykauk iksyhl [kkR;krhy f’kiqMÓkkZphgh uksdjh feGr ukgh- brdk vkepk ghu ntkZ vkgs- gs loZ BkÅd vlrkuk rqEgh vkEgkl tUekl dk

?kkyrk\Þ2vls ekxZn’kZu d:u fL=;kauk pkaxys diMs ?kky.;kpk] O;ofLFkr jkg.;kpk lYyk ckcklkgsckauh fnyk rsOgk mifLFkr efgyk ÒkoukRed >kY;k-

orZu lq/kkj.;kph f’kdo.k %& eqyk eqyhauk f’k{k.k |k- R;kauk rqEgh ts dke djrk R;kr xqarow udk- 20 tqyS 1942 jksth ukxiwj ;sFks ^vkWy bafM;k fMizsLM Dyklsl oqesUl dkWUQjUl* e/;s ekxZn’kZu djrkukk fL=;kaP;k

izxrhojp lektkph izxrh voyacwu vlrs- vls ekxZn’kZu djrkuk MkW- vkacsMdj Eg.kkys dh] ßLoPN jkg.;kl f’kdk o loZ nqxqZ.kkaiklwu eqDr jkgk- rqeP;k eqykauk f’k{k.k |k- gGw&gGw R;kaP;k

eukr egÙodka{kk tkxr djkrs Fkksj iq:”k gks.kkj vkgsr rs R;kaP;k eukoj fcacok- R;kaP;krhy ghuxaM ukfglk djk- yXu dj.;kph ?kkbZ d: udk- yXu Eg.kts tckcnkjh- yXukeqGs fuekZ.k

gks.kkjh vkfFkZd tckcnkjhikj ikM.;kbrir vkfFkZdn”VÓkk leFkZ >kY;kf’kok; R;kaP;koj yXu yknw udk- ts yXu djrhy R;kauh gs y{kkr Bsoys ikfgts dh vrh tkLr eqys gks.ks gs nq”V —R; vkgs-

pkaxyh ifjfLFkrh vkiY;k izR;sd eqykyk ns.ks gs vkbZofMykaps drZO; vkgs- lokZr vf/kd egÙokps Eg.kts yXu >kysY;k izR;sd eqyhus irhph eS=h.k Eg.kwu R;kP;k izR;sd dk;kZr lgdk;Z |kos- ek=

xqykeklkj[ks okx.;kl [kachji.ks frus udkj |kok o lerslkBh vkxzg /kjkok- ;k mins’kkps rqEgh ikyu dsys rj rqEgk lokZauk ekulUeku o dhrÊ izkIr gksbZy ,o<sp uOgs rj nfyr oxkZrgh lUeku o dhrÊ feGsy v’kh [kk=h vkgs-Þ3

dk;|kps Loj{k.k ns.;kpk iz;Ru %& MkW- ckcklkgsc vkacsMdjkauh lalnsr lknj dsysys ^fganw dksM chy* gs fL=;kaP;k izxrhpk

vkf.k mérhpk tkghjukek vkgs] i.k gs chy lalnsr ukdkj.;kr vkys- fganw dksM fcykr iq<hyizek.ks fL=;kadfjrk izko/kku dj.;kr vkys-

1- L=hyk ?kVLQksVkpk vf/kdkj vkgs-



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2- uoÚ;kus ?kVLQksV fnY;kl iksVxh feGkoh- 3- O;Drhpk ,d fookg dk;ns’khj vlY;kus nqljk fookg ;ksX; dkj.k ulY;kl voS/k

Bjowu L=hyk LFkS;Z fnys- 4- L=hyk nÙkd ?ks.;kpk o nÙkd tk.;kpk vf/kdkj vkgs- 5- Lo%P;k feGdrhoj L=hpk vf/kdkj-

6- oMhykP;k feGdrhr eqykaP;k cjkscjhus eqyhauk lUeku- 7- eqyhauk okjl gks.;kpk vf/kdkj-

8- vkarjtkrh; fookgkl ekU;rk- 9- L=hyk Lor%pk okjl fuf’pr dj.;kpk vf/kdkj-

bR;knh rjrqnhps chy ckcklkgsckauh lknj dsys vkf.k R;kl iz[kj fojks/k >kyk- rs chy ikl >kys ukgh] Eg.kwu vkacsMdjkauh vkiY;k ea=hinkpk jkthukek fnyk- ^fganw dksM fcykr ek>k NG

>kyk vls EgVys rjh vfr’k;ksDrh gks.kkj ukgh-* v’kh MkW- vkacsMdjkauh [kar O;Dr dsyh- L=hyk tkxr d:u] fryk vf/kd laj{k.k nsÅu iq:”kkaP;k tkpkrwu eqDr dj.;klkBh fryk lekurk]

vkfFkZd] jktdh;] lkekftd Lokra«; fo’ks”k dk;|kus |kos v’kh vkxzgh Òwfedk MkW- vkacsMdjkaph gksrh- vkiyh [kar O;Dr djrkauk MkW- vkacsMdj Eg.krkr dh] ßfL=;kaP;k loZLoh fgrkps gs chy eatwj dj.;klkBh fL=;kauh dkghp gkypky dsyh ukgh gh [ksniwoZd ckc vkgs- eh iq:”k vlwu

ns[khy fL=;kaP;k fgrklkBh ÒkaMyks- i.k fL=;kauh dk mRlqdrk nk[kfoyh ukgh gs letr ukgh- ;k fcykyk ikfBack ns.;kph xks”V rj cktwyk jkgks- i.k dkgh fL=;kauh ek÷;kdMs ;sÅu rs chy pkaxys

ukgh gs lkax.;kpk iz;Ru dsyk- fL=;kaP;k eukoj ijaijspk ixMk tkLr vlrks- R;keqGs R;kaP;kr gs euksnkscZY; vkgs R;kauh dk<wu Vkdsys ikfgts-Þ4

Òkjrh; jkT;?kVusP;k ek/;ekrwu Òkjrh; fL=yk MkW- ckcklkgsc vkacsMdjkauh iw.kZi.ks U;k; fnysyk vkgs- lekurspk ntkZ izkIr d:u fnysyk vkgs- L=h&iq:”k lekurk gk R;kapk fL=fo”k;d

nf”Vdksu vkgs- vkt fL=;k ?kVuseqGsp iq:”kkaP;k cjkscjhus loZ {ks=kr fnlrkr- gs MkW- vkacsMdjkaP;k fL=fo”k;d Òwfedkaps Qfyr Eg.kk;yk gjdr ukgh-

lanÒZ %& 1½ gkMds izfni] ^MkW- vkacsMdj Ogh>u vWUM VosUVh QLV lsaP;qjh* ¼Lejf.kdk½ m- fu- i`- 446 2½ vkacsMdj Hkhejko] ^MkW- ckcklkgsc vkacsMdj ;kaph Hkk”k.ks Hkkx & 1 1920 rs 1936*]

MkW- ckcklkgsc vkacsMdj pfj= lk/kos izdk’ku lferh] mPp vkf.k ra=f’k{k.k foHkkx] egkjk”Vª ‘kklu] iz- vk- 2002] i`- 143

3½ vkacsMdj Hkhejko] ^MkW- ckcklkgsc vkacsMdj ;kaph Hkk”k.ks] Hkkx & 2 1937 rs 1945*] MkW- ckcklkgsc vkacsMdj pfj= lk/kus izdk’ku lferh] mPp vkf.k ra=f’k{k.k

foHkkx] egkjk”Vª ‘kklu] iz- vk- 2002] i`- 426&427 4½ vkacsMdj Hkhejko] ^MkW- ckcklkgsc vkacsMdj pfj= lk/kus*] izdk’ku lferh mPp vkf.k

ra=f’k{k.k foHkkx] egkjk”Vª ‘kklu] iz- vk- 2002] i`- 342



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QUALITY & CHALLENGS IN INCLUSIVE EDUCATION POLICY

Dr. Devendra R. Bhagat

Principal

S.K.K. B.Ed. College,

Armori, Dist. Gadchiroli

Email Id: [email protected]

Abstract: In accordance to the constitutional provision that offers very citizen the ‘Right to

Education’, all government schools have been adopting a ‘Inclusive’ approach to elementary

education ever since India attained its Independence. Yet, we find that there exists some

misunderstandings about the scope and likely benefits it could usher in nation development,

which is why we have decided to address some of the FAQs that would demystify certain myths.

Keywords: Inclusive Education, Quality Education, Education Policy, Elementary Education,

Right to Education.

Introduction:

Parents today want that their children be able to receive education in a normal school

setting. If education is a fundamental right, then children with special needs also deserve an equal

chance a pursuing their academic aspirations. In order to achieve true inclusive education, we

need to think about incorporating children with special needs into regular schools especially

because these kids face some sort of barriers to learning and participation in the classroom.

Globally, children with disabilities count for one-third of all children out of school. The

numbers are even more staggering with 90% of all children with disabilities out of school. There

are three basic types of special education:-1) segregated Education: Occurs when students with

disabilities learn separately from their peers. 2) Integrated Education: Where the students are not

perceived as equals and the curriculum is not taught for the understanding of all students. We see

such children around us but how are these children to be educated. Do these children have a right

to study? The Answer lies in inclusive education. 3) Inclusive Education: Where students are

placed in a mainstream classroom but with some adaptations and resources.

Inclusive Education helps learner with different diversities. It brings education together in

one classroom and community, regardless of the strengths and weakness of students in any area

and seeks to maximize the potential of all students.

Inclusion is an effort to make sure the diverse learners, those with disabilities, different

language and culture, different homes and family lives, different interests and ways of learning

are exposed to teaching strategies that reach them as individual learners.



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Inclusion in India: The plan by the Kothari Commission (1996) included people with

disabilities, but unfortunately, the Government of India never implemented it. The Ministry of

Welfare created the Integrated Education of Disabled Children Scheme (IDEC) (1974). It

provides facilities like expenses related to books, stationery and uniforms, allowance for

transport for transport, reader and escort for students with disabilities. It also supports

appointments of special teachers, provision of resource rooms and removal of architectural

barriers (MHRD 2009). The goal of the National Policy of Education (1986) was to provide basic

education for all and has been a major landmark in India’s Educational Policy.

The adoption of Inclusive Education policy - Exclusion has many faces. Poverty and

marginalization are major causes of exclusion. Households in rural or remote communities and

children in urban slums have less access to education. Disabled children suffer from blatant

educational exclusion as they account for a very large chunk of all out-of-school children.

Working children, nomadic children and those affected by HIV/AIDS are among the vulnerable

groups. In every case children from weaker economic sections are at enormous risk of missing

out on an education.

Inclusive Education promotes successful learning - Efforts to expand enrolment must be

accompanied by policies to enhance educational quality at all levels, in formal and in non-formal

settings. We have to work on an ‘access to success’ continuum by promoting policies to ensure

that excluded children get into school coupled with programs and practices that ensure they

succeed there. It is a process that involves addressing and responding to the diverse needs of

learners. This has implications for teaching, the curriculum, ways of interacting and relations

between the school and the community.

The Principles of inclusion - Inclusion is rooted in the right to education. A number of

international treaties have reaffirmed this right. The one that deserves specific mention is

UNESCO’s 1960 Convention against Discrimination in Education stipulates that States have the

obligation to expand educational opportunities for all who remain deprived of primary education.

In addition to the various policy initiatives at the national level, India has actively participated in

the global declarations on Protection of Child Right, Protection of Rights of Persons with

Disability, UN conventions on the Rights of the Child, Salamanca Declaration and other

international policy. At present, the massive Sarva Shiksha Abhiyan programme aims to achiever

Universal Elementary Education for all.

Physically and mentally challenged children to study in regular schools - The constitution of

India and the educational policies envisaged in post-independent India reflect a perseverance and



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commitment to the fulfillment of Universal Elementary Education. The Constitution states that

‘free and compulsory education should be provided for all children until they complete the age of

14 years’. The first Education Commission in India (Kothari Commission, 1964-66) stressed

upon a common school system open to all children irrespective of caste, creed, community,

relation, economic condition and social status. In 1968, the National Education Policy followed

the commission’s recommendations and suggested the expansion of educational facilities for

physically and mentally handicapped children, and the development of an ‘integrated program’

enabling challenged children to study in regular schools.

The notion of inclusion is still have special needs - Too often programs targeting various

marginalized and excluded groups have functioned outside the mainstream - special programmes,

specialized institution and specialist educators. Too often the result has been exclusion - second-

rate educational opportunities that do not guarantee the possibility to continue studying. But there

is increasing recognition that it is better for children with special needs to attend regular schools,

albeit with various forms of special support.

Education change to accommodate everyone - The overall goal is to ensure that school is a

place where all children participate and are treated equally. This involves a change in how we

think about education. Inclusive education is an approach that looks into how to transform

education system in order to respond to the diversity of learners. It means enhancing the quality

of education by improving the effectiveness of teachers, promoting learning-centred

methodologies, developing appropriate textbooks and learning materials and ensuring that

schools are safe and healthy for all children. Strengthening link within the community is also

vital: relationship between teachers, students, parents and society at large are crucial for

developing Inclusive Learning environments.

The curricula to improve learning and encourage - An inclusive curriculum addresses the

child’s cognitive, emotional and creative development. It is based on the four pillars of education

for the 21st century - learning to know, to do, to be and to live together. This starts in the

classroom. The curriculum has an instrumental role to play in fostering tolerance and promoting

human rights, and is a powerful tool for transcending cultural, religious and other differences. An

inclusive curriculum takes gender, cultural identity and language background into consideration.

It involves breaking gender stereotypes not only in textbooks but in teachers’ attitudes and

expectations.

Inclusive Quality Education - It is inefficient to have school systems where children are not

learning because of poor quality. Several cost-effective measures to promote inclusive quality



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education have been developed in countries with scarce resources. These include training-of-

trainer models for professional development, linking students in pre-service teacher training with

schools and converting special needs schools into resource centers that provide expertise and

support to clusters of regular schools.

Roll of Teacher to improve their lot - The way teachers teach is of critical importance in any

reform designed to improve quality. A child-centred curriculum is characterized by a move away

from rote learning and towards greater emphasis on hands-on, experience-based, active and

cooperative learning. Introducing inclusion as a guiding principle has implications for teachers’

practices and attitudes - be it towards girls, slow learners, children with special needs or those

from different backgrounds.

Adequate pre-service and in-service teacher training is essential to improve learning.

Moreover, polices must address their status, welfare and professional development. But there

exist not only a severe teacher shortage, but a lack of adequately trained teachers. This shortage

has unfortunate consequences for the quality of learning. Therefore teachers need to understand

the value of good assessment practices and learn skills to develop their own tests.

Inclusive Quality Education in Society - Comprehensive early childhood care and education

programs improve children’s well being, prepare them for primary school and give them a better

chance of succeeding once they are in school. All evidence shows that the most disadvantaged

and vulnerable children benefit most from such programs. Ensuring that adults, particularly

mothers, are literate has an impact on whether their children, and especially their daughters,

attend school. An inclusive system benefits all learners with out any discrimination towards any

individual or group.

Conclusion: Inclusion is to be made a reality, the responsibility lies on each one of us to put to

inclusive education to their practices various challenges occurring by present society and

government policies.

References:

1. Kumar, Anil (2006), Enhancing Quality of Education: Need for an Integrated Approach,

Quality concerns in Teacher Education, CASE,MSU, Vadodara.

2. Boycle C., Topping, K. & Jindal. Snape, D (2013): Teacher’s Attitude towards inclusion in

High School.

3. Article Inclusive Education Times of India 11 May 2012.

4. http://intldept.uoregon.edu

5. http://lse.ac.uk



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6. http://unipune.ac.in

7. http://inclusiveeducationandrighttoeducation.com

8. http://righttoeducationgovpolicy.com



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CHETAN BHAGAT - AN EMERGING EDUCATIONALIST Pranjali R. Wasulkar- Research Scholar

Dr. A V Dhote- Research Guide

Abstract:

The present research paper depicts the thoughts of ChetanBhagat on education and the

urgent need of the education system to be changed. It also presents Bhagat as a fervent admirer

of innovative ideas and creativity among the students.

KeyWords :

Education, System, Change, Youth, Corruption, Innovation.

Introduction:

The main hope of nation lies in the proper education of its youth.

__ Erasmus

ChetanBhagat seems to believe ardently in the above exclaimed thought which also gets

deeply reflected in his very first novel‘Five Point Someone’ and other books.

The novel hints at the faulty education system in our country which hinders the

satisfactory growth of a student taking education from the reputed institute like IIT. According to

Bhagat the age old traditional system of imparting education is not acceptable in the present era

where a youth is in the limelight. The student oriented system where‘learningby doing’ should be

encouraged where the student rests in the center of the system.

Ryan, Hari and Alok are the three friends studying at IIT, Delhi. Among the three friends

Ryan is quite smart and sporty teenager youth who always questions the existing system at IIT

and wants to change the way the things are executed here. This attitude of Ryan to put questions

and challenges is not at all welcomed by the professors. They appreciate and motivate students

like Venkat who is the representative of those students who mug day and night for scoring well

in the examination. They are least bothered about the creative ideas a student should possess

which sharpens his individuality.

Bhagat has stressed on the point that scope of innovation to the youth and enhances their

brilliance. Educational institutions like IIT should pave the way of attaining knowledge by

encouraging the original talent concealed in each student. Bhagat opposes the fact that Ryan and

his friends are judged by the professors only on the basis of their GPA( Grade Point Average).

Ryan is desperate about the lube project which is rejected by Prof. Cherian. His passion to do

something new is suppressed and crushed only because of the low grade displayed on the title



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page of the proposal. Bhagat has expressed his dissatisfaction with the system in Ryan’s satirical

comment, “Yes Sir, let is mug and cram. Otherwise how will we become great engineers of this

great country?”(18 Five Point Someone)

Not only the system is hinted at but Bhagat is also concerned about the students who take

admission in country’s superior institutions like IITs. This is understood by the message

displayed on the back cover page of the novel which reads:

Welcome to five Point Someone

This is not a book to teach you how to get into IIT or even survive it.

In fact, it describes how bad things can get if you don’t think straight.

He has expressed his disappointment in his book ‘What Young India Wants’. He says that

in the ‘quest for knowledge’ which is the ultimate goal of education, our course materials fall

short. The education system emphasizes on sticking to the course and testing endlessly how well

the student has revised his lessons. The Indian education system according to Bhagat is a

problem that can be fixed. It affects the country’s future and impacts almost every family. But

Indian culture is not prone to change. It tends to avoid change because change means sticking out

our neck which is something not taught to do. At the same time he warns the society not to be

corrupt in the field of education. Talking to India Real Time (IRT) he says, “I believe that while

it’s okay if education becomes a profitable business, it’s not okay if it becomes corrupt. You can

make money, but the moment you enter into a corrupt mindset, it has dangerous consequences---

especially in education. If you have corruption in education, you end up with a whole generation

that is not trained properly”. This tendency of corruption is also mentioned by Bhagat in

Revolution 2020. AICTE Inspectors inspect the infrastructure and the system whether it is able to

provide education to the students or not. They really focus on the shortcomings of the system not

for the improvement or uplifting of education system but to increase the amount of the bribe and

the management tries to attract their attention towards papers, breakfast or lunch and distracts

their focus from the drawbacks. Talent needs to be cultivated through education and culture as

well.

‘Guru’ attains a higher position of respect in our society. Bhagat has shown concern

towards the role of teachers for making an intact system providing quality teachings and ample

amount of space to be given to students inventing new things. The character of Prof. Veera

portrayed by Bhagat in the novel ‘Five Point Someone’ is the example of an ideal teacher who is

like a friend to his students and assists them to come out with flying colours.

Conclusion:



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ChetanBhagat opines that Indians care about education. We can have one of the best

education systems in the world. He emphasizes the point that it is a matter of collective will and a

few good leaders to make this happen. This can be done and needs to be done for an admirable

society as a gift to our future generation.

The days are not far when ChetanBhagat’s name will be taken not only for his reader

bound novels, influential speeches and effective columns but also for his long lasting educational

perspective.

References:

1.BhagatChetan-- “Five Point Someone” New Delhi Rupa and Company2004

2. BhagatChetan--“Revolution 2020” New Delhi Rupa and Company2011

3. BhagatChetan--“What Young India Wants?”New Delhi Rupa and Company2012



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lqekj ntkZph “ksrtehu] jgk;yk ?kj ukgh] eqyHkwr lqfo/kkapk vHkko] iquoZflr vlwugh “kklu njckjh Lora= vksG[k ukgh v”kk uohu ykMt xkokph “kklu njckjh uksan eglqy o iquoZlu foHkkxkus ?;koh- 12 tqYkS 2016 jksth oSuxaxk unhP;k ik=kr uko vi?kkrkP;k ik”oZHkwehrwu iquoZflr xkokapk iz”u ,dnk ,sj.khoj vkyk vkgs- ek.klkus vtwugh fulZxkoj iq.kZr% fot; feGfoysyk ukgh- R;kyk vusd uSlfxd ladVkauk leksjs tkos ykxrs- mnkgjukFkZ panziwj ftYg~;krhy czEgiwjh rkyqD;krhy oSuxaxk unhP;k dkBkojhy iqjxzLr ykM~t xkokrhy dqVawckauk unhP;k iqjkeqGs gks.kkÚ;k izk.kgkuh rlsp foRrgkuhyk usgeh



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leksjs tkos ykxrs- R;keqGs rsFkhy yksdthou izHkkfor >kys vkgs- ykM~t gs xko oSuxaxk unhP;k vxnh dkBktoG vlY;keqGs iqjxzLr o iqjcGh ;k izHkkfor dj.kkÚ;k ?kVdkaiklwu eqDrh feGfo.;klkBh] rsFkhy yksdthou lqjf{kr dj.;klkBh] R;kaP;k lkekftd] vkfFkZd o “kS{kf.kd thoukps mPPkhdj.k dj.;klkBh] R;kaP;k ihdkaP;k] nG.koG.kP;k] tukojkaP;k o O;olk;kP;k v”kk vusd leL;k lksMfo.;klkBh “kklu izfrca/k fnlwu vkyk vlwu R;kps iquoZlu xMfpjksyh ftYg~;krhy nslkbZxat rkyqD;kP;k lkaoxh xkoktoGhy 1 fd-eh- varjkojhy VsdMhP;k ik;F;k”kh “kkldh; ?kjkaph fufeZrh dsysY;k o xka/khuxj gs uko ns.;kr vkysY;k olkgrhe/;s LFkykarjhr dj.;kr vkys vkgs- ek= tquh ykMt ;sFkhy vusd xkodÚ;kauh vkiys xko u lksMY;kus R;kuarjgh njo’khZ ikolkG;kr iz”kklukyk rkjsojph dljr djkoh ykxr vkgs-

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leL;kaxzLr xko ykMt %& mijksDr xkokyk ikolkGÓke/;s fdaok fgokGÓke/;s vfro’Vh gksowu] okjaokj egkiwj ;sowu “ksrhph gkuh vkf.k ?kjkaps “kHkaj VDds uqdlku gksrs v”kkosGh ;k xkokrhy “ksrdjh o etqj yksd grcy gksrkr o izlaxh miklekj lgu djkoh ykxys- ,dhdMs ekuokus panzkoj ikÅy Vkdwu cjsp o’kZ >kyh- foKku ra=KkukP;k uo&uO;k dYiuk fodflr >kY;k- lax.kdkps ;qx vki.k vuqHkor vkgksr- loZ tx lax.kd o baVjusV P;k ek/;ekrwu ,d dqVqac >kys- nG.koG.kkP;k lk/kukauh yk[kks fdyksehVjps varj dkgh ehfuVke/;s ikj >kys- oS|dh; {ks=kr lq/nk vxznqr Qkj eksBh dzkarh >kyh- ,o<s vlwugh ykMt xko va/kkjkrp dk\ vlk iz”u okajokj iMr vkgs- ,dhdMs fodklkP;k uo&uO;k dYiuk ekaMrkauk vusdnk vls fnlwu ;sr vkgs dh ykMt xko va/kkjkr lkiMysys vkgs- vkjksX; fo’k;d fdaok oS|dh; lqfo/kk ulY;keqGs ,[kk|k osGsl iqjizlaxh xHkZorh L=hyk izlqrh dj.;kdjhrk MksaX;ko:u usrkauk MksaX;ke/;s izlqrh gks.;kph “kD;rk vlrs- la”kks/kukps dk;Z djkrkauk la”kks/kdkyk fodklkph dYiuk ykMt xkokP;k vkokD;kckgsjph vkgs vls fnlwu vkys- Lokar™; feGwu 67 o’kZ >kyh- fodklkP;k dYiuk fodkl ikoY;k iajrq ;k xkoklkBh ,d lk/kk jLRkk o iqy lq/nk ukgh- vkt tj ;k xkokyk nG.koG.kklkBh iqy cka/kwu fnyk xsyk vlrk rj ykMt ,d Jhear xko Eg.kwu iq<s vkys vlrs- dkj.k ;k xkokr uSlxhZd laiRrhph lkBo.k vlysyh lqihd tehu vkgs- ;k tehuhe/;s loZ izdkjps vUu] /kkU;] QG] ikysHkkT;k ;kaps Hkj?kks”k mRiknu gksr vkgs- ijarq iqy ulY;kewGs “ksrdÚ;kauk vkiyk “ksreky cktkjkr us.;kl vMp.k gksrs- R;k dkj.kkeqGs “ksrdjh vkiyh fids xkokrp deh Hkkokr fodr vkgs-

/koydzkarh vkiY;k ns”kkr ?kMwu vkyh- iajrq ykMt xkoke/;s dq.kkP;kgh ?kjh fdaok nqdkuke/;s nq/kkph pk; lq/nk feGr ukgh- dkj.k ;k xkokr xk;h] Eg”kh ukghr dkj.k pjkbZlkBh ¼dqj.k½ tehu ukgh-

;k xkokr QDr izkFkfed f”k{k.kkph lks; vkgs- ikydkauk eqykauk f”kdfo.;kph bPNk vkgs- ijarq xkokr f”k{k.kkph lks; ulY;keqGs o vkfFkZd ifjfLFkrheqGs rs eqykauk f”kdow “kdr ukgh- ikY;kaps f”k{k.k djkos] dh diMs ?;kos] dh vkiY;k dqaVwackps mnjfuokZg djkos vls vusd iz”u ikydkauk IkMr vlrkr-

iqj] egkiqjkeqGs ykMt xkokr foRrgkuh rj gksrp vlrs ijarq izk.kgkuh lq/nk >kY;kph ?kVuk ?kMyh vkgs- fn- 20@08@2000 jkst jfookj P;k iqjke/;s LkkS- lqyHkk xkSGhnkl pagkns ¼o; 31½ okgwu xsY;kph nq%[kn ?kVuk ?kMyh- fn- 20@08@2000 jkst jfookj P;k iqjke/;s ldkGh 10-30 P;k njE;ku Mksedjh Jh- gfjnkl paMhdkj ;kaP;k ukose/kqu xkokrhy 14 yksd Hkkthikyk ?ksÅu MkasX;ko:u tkr vlrkauk Mksaxk QqVyk- R;ke/kqu 13 yksd vkikiY;k vks÷;kP;k lkº;kus iqjkrqu lq[k:Ik fu?kky-s iajrq LkkS- lqyHkk xkSGhnkl pagkns ¼o; 35½ iwjkr cqMqu ej.k ikoyh- rhps er “kjhj lq/nk feGkys ukgh- fn- 14@07@2016 jkst xq:okj P;k iqjke/;s ukokMh Jh- ikaMqjax ekjcrs ;kaP;k ukose/kqu xkokrhy 12 yksd Hkkthikyk o eksVkjlk;yd ?ksÅu tkr vlrkauk unhik=kr fuekZ.k >kysY;k ykVkaeqGs uko Mxexwu myVY;kus loZt.k ik.;kr cqMkys- lqnSokus ngkt.k lq[k:Ik cpkoys- ek= nksu blekauk vkiyk fto xekokok ykxyk-

vktgh fodkl gh ladYiuk ykMt xkokP;k lanHkkZr iw.kZRokl vkysyh ukgh- ykMt xkoke/;s fi.;kP;k ik.;kph lks; vtwugh miyC/k ukgh- iw.kZ xkokr QDr 3 foghjh vkgsr- o R;k fofgjhauk ik.kh lq/nk [kqi deh vkgs- fgokG;ke/;s lq/nk fi.;kP;k ik.;kpk =kl xkodkÚ;kauk gksr vkgs- mUgkG;ke/;s rj foghjhauk ik.kh vftckrp jkgr ukgh- jk=ks 12 oktsi;Zr ik.kh Hkjkos ykxrs- fi.;kP;k ik.;kph vR;ar VapkbZ xkodÚ;kauk gksr vlrs-



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ekuuh; fHkejko ckthjko cudj ¼ekth ljiap½ ;kauh ykMt xkokps iquoZlu rkRiqjrs >kys vls Li’V er ek÷;k eqyk[krh njE;ku ekaMys- R;kaP;k ers] **ykMt xkokrhy yksdkauk Mksgke/kwu vki.kkl QDr dkgh dkGklkBh dk<.;kr vkys vkgs- rqEgk loZ ykssdkauk iq.kZ lqihd tehu nsÅ] pkaxys ?kj cka/kwu nsÅ] jkstxkj nsÅ v”;kizdkjps fofo/k vk”oklus iquoZlu djrkauk ns.;kr vkys gksrs- ijarw “kklu ;k xks’Vh iw.kZ dj.;kl vi;”kh Bjyk- R;keqGs iquoZlu iw.kZi.ks “kD; >kys ukgh-**

1942 P;k egkiqjke/;s xkokP;k pkSdkrhy fpapsP;k >kMkoj Ikk[kjkaP;k ?kjV;klkj[ks vusd dqVqackauh tho eqVhr ?ksÅu] >qys cka/kwu] 3 rs 4 fnol mik”kh jkgqu okLrO; dsys- foghjhrhy ik.kh cknyhus dk<rkr R;kizek.ks 3 rs 4 fnolkP;k iqjkr fpapsP;k >kMkoj jkgqu [kkVso:u thouko”;d lkfgR; oj vkss<wu okLrO; dsys-

1994 P;k egkiqjke/;s cjhp gkuh >kyh- “ksrihd] vUu/kkU;] xqjs] <ksjs okgwu xsyh- yksdkaph ?kjs iMyh] Mkssaxs lq/nk cqMkys gksrs- izk.kgkuh gks.;kph nkV “kD;rk gksrh- iajrw unhP;k dkBkojhy CkkHkGhP;k o{kkyk idMwu xkorhy yksd iqjkr rjaxr jkghys- yxsp nqljk Mksaxk ikBowu dlscls thohrkaPks izk.k okPkfo.;kr vkys- iqjknE;ku 2 rs 4 fnol ekaMo Vkdwu jkgkos ykxys- miklekjhPkk izlax 3 fnol Hkksxkok ykxyk- 3 fnol Lo;aikd djrk vkyk ukgh- iajrq “kklukdMwu gsyhdkWIVjus iqjke/;s lkiMysY;k yksdkadfjrk 1 fnol elkyk Hkkr o phoG;kPkk iksrk o:u Vkd.;kr vkyk gksrk- iajrw Vkdysys vUu QDr dkgh yksdkaukp feGkys-

ykMt xkokph xzkensork ykMtkbZ ekrsyk egkHk;adj iqj vkY;kuarj fdoak ;s.;kvk/kh Hkko ns.;kph va/kJ/kk xkodÚ;kae/;s gksrh- R;klkBh cdjh@cksdMkyk fnaMh Hktukus MksaX;koj clowu xaxse/;s ykMtkbZ ekrsP;k leksj vk.kqu iqjkr lksMwu fnys tkr gksrs- cksdM lksMys rj iwj deh gksrks] R;kewGs vkeP;k xkokph xzkensork ykMtkbZ ekrk xkokps j{k.k djr vkgs] v”kh va/kJ/kk gksrh- iajrw gh va/kJ/kk gGwgGw deh >kyh vkgs-

iw.kZ yksdkauk “ksrh u fnY;kus] dkgh yksdkaukp ?kjs cka/kwu fnY;kus] rlsp xkokrhy “ksrh mRiknu ;ksX; vlY;kus] yksd xko lksM.;kl r;kj ukghr- la”kks/kd Lor% ykMt ;k xkoktoGpk vlY;kewGs R;kpk toGpk lac/k vkgs- loZ leL;krwu ckgsj fu?k.;klkBh “kklukus ;k xkokps xka/khuxj rkyqdk oMlk ftYgk xMfpjksyh ;sFks lu 1980 e/;s iquolZu dsys vkgs- ek= iquoZlu iw.kZ >kys ukgh- iquoZflr yksdkapk Lor%dMs c?k.;kpk ijhp;kRed n’Vhdksu %& ekStk ykMt ;k xkokps iquoZlu ekStk xka/khuxj] rkyqdk oMlk] ftYgk xMfpjksyh ;sFks lu 1980 e/;s egkjk’Vª “kklukus dsys vkgs- xka/khuxj gs xkao xMfpjksyh ftYg~;krhy nslkbZxat rkyqD;krhy lkaoxh xkoko:u iqosZl 1 fd-eh- varjkoj VsdMhP;k ik;F;k”kh vkgs- gs xko VsdMhP;k ik;F;k”kh o rGÓkP;k [kkyP;k cktwyk nf{k.kksRrj olysys vkgs- “kklukuh ;k xkoke/;s 394 ?kjs cka/kwu fnys- dkgh edku] ikolkGÓkph lqjokr gksrkp iMys rj dkgh etcwr cka/kys vkgsr- ;k xkoke/;s “kklukus 100 gsDVj lqihd tehu r;kj d#u fnyh vkf.k ckdhph mjysys taxy “ksrdÚ;kauk okVi d#u fnys- ts “ksrdjh lq[kh o lek/kkuh vkgsr R;kauh taxy okVi d#u fnysyh tehu lqihd dsys o deh vf/kd izek.kkr mRiUu ?ksr vkgsr- ts “ksrdjh xjhc o vf”kf{kr vkgsr rs taxy Eg.kwu feGkysyh tehu lqihd d# “kdys ukgh o vkiY;k mnjfuokZg ;ksX; izdkjs d# “kdr ukgh-



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vkiYkk mnjfuokZg dj.;kdfjrk v”kk “ksrdÚ;kauk o etqj yksdkauk xkoksxko dkes “kksf/kr fQjkos ykxrs- R;kaP;ke/;s iquZoflr yksd Lor%dMs v;ksX; nq’Vhdksukrwu c?krkr- R;kaP;k vusd lkekftd vkf.k vkFkhZd leL;k vkgsr- xka/khuxj ;k iquZoflr xkokdMs “kklukps ;ksX; y{k ulY;keqGs ;k xkokrhy yksdkauk vusd leL;kauk rksaM nÓkos ykxrs- ijh.kkeh dkgh yksd xqUgsxkjh izoRrhus thou txrkr- v”kk vusd izdkjP;k lkekftd vkf.k vkfFkZd leL;kaps fufeZrh gks.;kps dkj.k Eg.kts *f”k{k.kkeqGs euq’; lnxq.kh curks] va/kkjkP;k okVk vkiksvkiksp eksdGîk gksrkr ;koj R;kapk fo”okl ukgh myV] f”k{k.kkewGs dk; ukSdjh feGrs] ukSdjhlkBh iSlk dqBwu vk.kk;pk vls iz”u mifLFkr djrkr-* f”k{k.kkus vkfFkZd o lkekftd izxrh lk/krk ;srs gs R;kauk vtwugh dGysys ukgh- iquoZflr xkao xka/khuxj ;sFks Lora= xzkeiapk;r ulY;kewGs “kklukP;k fofo/k ;kstukph ekfgrh ;ksX; izdkjs R;kauk feGr ukgh o R;keqGs R;k ;kstukapk Qk;nk lkoaxh ;sFks tkLr ?ksryk tkrks o xka/khuxjdMs nqyZ{k dj.;kar ;srs- xka/khuxj ;k xkoke/;s tkLr izek.kkr foHkDr dqVwca i/nrh vkgs ;kaps dkj.k Eg.kts ;k xkokrhy yksd dkes “kks/khr ckgsj iMrkr o miftohdk djrkr- R;kpizek.ks ;k xkoke/;s fL=;kauk nq ;e LFkku] iq#’k oxkZps opZLo] O;olk;kph derjrk] nzkjhnzÓ] va/kJk/nk] vKku] xqUgsxkjh izo`Rrh] nqlÚ;kaP;k ekydhP;k tkxsoj vfrØe.k º;k xks’Vh ;k xkoke/;s 90 VDds vkgs- bR;knh vusd leL;k ;k xkokP;k izxrhy vMFkGk BjY;k vkgsr- ;k leL;k mn~Hko.;kyk dkj.ks Eg.kts vKku fdaok vf”kf{kri.kk] vkfFkZd mRiUu deh o “kklukph v;ksX; vaeyctko.kh gks;- izzLrqr xkoke/;s lqf”kf{kr cksVkoj ekst.;kbrds o vf”kf{kr&vKkuh 95 VDds vlY;keqGs tqU;k #<h] izFkk] va/kJ/nk ;kpk ixMk tkLr vkgs- f”k{k.kkP;k vHkko vlY;kewGs “kklukP;k vkfFkZd o lekt fodklkP;k ;kstukaps egRo R;kauk dGr ukgh R;keqGs ;k xkops yksd Lor%ps o lektkps dY;k.k d# “kdr ukgh- rs Lor% vKkuh vlY;keqGs dqaVqch;kauk o nqlÚ;kauk izoRr d# “kdr ukgh- gÓk loZ dkj.kkaeqGs Lo%rkpk vkf.k lektkpk lkekftd vkf.k vkFkhZd fodkl lk/kw “kdr ukgh- ;k xkokrhy yksd #<hizFkk vkf.k va/kJ/nsP;k foG[;kr thou txrkr- o ;keqGs Lor% leL;k xzLr cuwu lektkyk leL;kxzLr cuforkr- f”k{k.k ?ksowu dk; ukSdjh feGrs\ ukSdjhlkBh dqByk iSlk vk.kk;pk\ vls v;ksX; iz”u fopkjrkr- ;ko#u gs fl/n gksrs dh f”k{k.kkpk R;kaP;ke/;s vHkko vkgs- izLrqr xkoke/;s vKku] vf”k{khri.kk o v;ksX; dkSVwfcad ifjfLFkrh ;k dkj.kkewGs ;k xkoke/;s lkekftd vkf.k vkFkhZd leL;k vkgsr- iquZoflr yksdkapk Lor%dMs c?k.;kpk udkjkRed n’Vhdksu %& ykMt xkokps] xka/khuxj ;sFks iquZolu gksowu vkt toG toG 35 o’kZ >kys- ijarw “kklu vkeP;k leL;kaP;k ckcrhr fopkjkf/ku vkgs] vkEgh “kklukdMs leL;k fu/kkZj.k dj.;kP;k ekx.;k d#u lq/nk “kklu vkeP;kdMs y{k nsr ukgh vlk R;k xkokrhy yksdkaPkk udkjkRed n’Vhdksu vkgs- “kklukus 100 gsDVj “ksrh lqihd d#u fnyh- ckdhph “ksrh “ksrdÚ;kauk taxyklfgr okVi d#u fnyh- R;keqGs lqihd “ksrh T;k yksdkauk feGkyh rs mRiUu ?ksr vkgsr- o T;kauk taxy vkys rs lqihd d# “kdys ukgh- R;keqGs eglqy foHkkxkr [kkrsnkjkaph la[;k deh vkgs o R;k dkj.kkLro xzkeiapk;r gks.;kl vMFkGk vkgs- lwpuk o f”kQkj”kh %& 1½ ykMt xkodÚ;kauk “kklukP;k [kkl ;kstuka}kjs O;olk;kP;k la/kh miyC/k d#u nsowu R;kauk vkiY;k Lor%P;k ik;koj mHks jkg.;kl enr djkoh vkf.k R;kaP;k “ksrhP;k O;olk;kr Qk;nk d#u nÓkok o R;kaP;k mnjfuokZgkpk iz”u lksMokok-



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2½ iqjxzLr yksdkaph vkfFkZd ifjfLFkrh etcwr dj.;klkBh R;kaP;k “ksrhyk ykx.kkjh lk/kus rlsp flapukP;k lks;h miyC/k d#.k |kO;kr- 3½ iqjxzLr yksdkaps v”kk fBdk.kh iquoZlu djkos dh ts.ksd#u R;kauk vkjksX;kP;k o nG.koG.kkP;k lks;h miyC/k gksrhy- 4½ ykMt xkodÚ;kauh fofo/k ekxkZrwu dtZ ?ksrys vlsy rs dtZ ekQ d#u R;kauk Loa;ajkstxkjklkBh cWaads}kjs deh O;ktnjkus dtZ miyC/k d#u |kos o jkstxkjkP;k fo”ks’k loyrh nÓkO;kr- 5½ ykMt xkokr “kkGk] egkfo|ky;kaph lks; d#u eqykauk f”k{k.kkP;k lks;h miyC/k d#u nÓkO;kr- 6½ f”kdysY;k ;qodkauk “kkldh; uksdjh feG.ks v”kD; vlY;keqGs lqf”kf{kr csjkstxkjkalkBh vkS|ksfxdj.kkP;k lks;h miyC/k d#u nÓkO;kr Eg.kts ;k Hkkxkrhy ;qodkauk jkstxkj feGsy- 7½ ykMt rs xka/khuxj ;sFkhy nG.koG.k ok<fo.;klkBh “kklukus unhoj iqy cka/kwu n;kos R;keqGs “ksrdÚ;kauk eksB;k cktkjisBsr vkiyk “ksreky vk.k.ks lksbZps gksbZy- lkajk”k %&

leL;kaP;k foG[;kr lkiMysY;k ykMt xkokrhy leL;kaps fujkdj.k d:u ?ks.;klkBh “kkldh; o v”kkldh; ikrGhoj O;kid Lo:ikps iz;Ru gks.ks vko”;d vkgs- ;k xkokps fu;kstuiwoZd iw.kZi.ks iquoZlu dsys rj dnkphr xkodÚ;kauk fofo/k leL;kauk leksjs tkos ykx.kkj ukgh- ijarw iquoZluklkBh izpaM iSlk ykxrks- ,o<k iSlk [kpZ dj.;kph d/kh d/kh “kklukphgh r;kjh ulrs- R;kaP;klkBh dkgh lks;h & loyrh iqjfo.;kps vk”oklu fnys tkrs] ijarw R;kaph iqrZrk dkVsdksji.ks gksr ukgh- Eg.kwup vktgh ykMt xko leL;kaP;k foG[;kr lkiMysys vkgs- lanHkZ xzaFk lqph %& 1½ MkW- vkxykoss izfni] Hkkjrh; lekt iz”u vkf.k leL;k] lkbZukFk izdk”ku] ukxiwj] i’V Ø- 206 2½ MkW- dÚgkMs ch- ,e-] Hkkjrh; lekt iz”u vkf.k leL;k] fiaikGkiqjs izdk”ku] egky] Ukkxiwj] 2009] i’V Ø- 286 3½ MkW- vkxykoss izfni] xzkeh.k vkf.k ukxjh lekt”kkL=] lkbZukFk izdk”ku] ukxiwj] 2002] i’V Ø- 234 4½ MkW- rks’.khoky] Hkkjrh; lekt leL;k vkf.k iz”u] fo”o izdk”ku] egky] ukxiwj] 2009 i’V Ø- 223 5½ dÚgkMs MkW- ch- ,e-] Lkkekftd la”kks/ku i/nrh] fiaikGkiqjs izdk”ku] egky] ukxiwj] izFkekorh] tqu 2009- 6½ çk- esJke lqjs”k] çkR;f{kd lkekthd la”kks/ku] i- 39 7½ cks/kudj MkW- lqf/kj] vyksuh izk- foosd] lkekftd la”kks/ku i/nrh] Jh lkbZukFk izdk”ku] ukxiwj] prqFkZ vkoRrh] i- dz- 272- 8½ nSfud oRri= & ns”kksUurh] 5@06@2007] i’V dz- 2 9½ nSfud oRri= & ns”kksUurh] 14@07@2016] i’V dz- 1



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xzaFk”kDrhps mikld MkW- ckcklkgsc vkacsMdj vk.kh xzaFkky;kph mi;ksxhrk

MkW- fnyhi ckjlkxMs Lkgk¸;d vf/kO;k[;krk ¼ofj’B Js.kh½

Qqys vkaCksMdj dkWyst vkWQ lks”ky odZ] xMfpjksyh ==========================================================

izLrkouk

loZ izdkjph fo’kerk nqj dj.;klkBh vkf.k lkekftd yksd”kkgh izkIr d#u

?ks.;klkBh f”k{k.k gk jktekxZ vlqu xzaFkky; gk jktekxZ iz”kLr dj.;kps egRokaps lk/ku

vkgs] vls MkW- ckcklkgsc vkacsMdj Eg.kr- txkrhy egRokaP;k loZ y<rh tj fdzaMkax.kkoj

>kY;k vlrhy rj txkrhy loZ pGoGhpk tUe gk xzaFkky;kr >kyk vlY;kaps MkW-

ckcklkgsc vkacsMdjkaps Eg.kus gksrs- T;k jk’Vªkph laiRrh xzaFkky;s vlrkr R;k jk’Vªkapk df/kp

ckS/nhd ijkt; gksr ukgh vlsgh rs vkotqZu lkxar- vkt tkxrhd egklRrsps lqLoIu

ikg.kkÚ;k Hkkjrkr xzaFkky;kauk vkysyh vodGk ikfgyh rj MkW- ckcklkgsc vkacsMdj ;kauk

visf{kr xazFkky;s ;k ns”kkr d/kh igk;yk feGrhy dh ukgh] gk iz”u iMrks- ;k ik”oZHkqehoj

xzaFk”kDrhps mikld MkW- ckcklkgsc vkacsMdj ;kauh lkaxhrysyh xzaFkky;kph mi;ksxhrk

O;kogkjhdn~’V;k iqu”p uO;kus ekaM.;kpk iz;Ru izLrqr “kks/kfuca/kkOnkjs dj.;kr vkyk vkgs-

MkW- ckcklkgsc vkacsMdjkaP;k nf’Vdks.kkrwu xazFkky;

csdu ;kauh xzaFkky;kauk egku ekuoh esanqP;k djkerhps laxzgky; vls lacks/kys

vkgs- bFks ekulkaP;k eukalkBh ckS/nhd O;k;kekph mRd’B lks; vlrs- rs ,d izdkjps ekuoh

euklkBh gsYFk fDyfudp vlrs- lh- lh- dksV~Vsu xzaFk dk okpk;ps gs lkaxrkauk Eg.krkr

“Some read to think, these are rare, some are to write these are common and some

totalk and these from the prest majority.” MkW- ckcklkgsc vkacsMdj ;kaP;k ers xzaFk uO;k

xazFkkuk tUe nsrkr vkf.k xzaFkkph tquh lRRkk myFkoqu nsf[ky Vkdrkr- xzaFkkuh ek.kls ekjrk

;sr vlrhy rj xzaFkkuh rh mHkhgh djrk ;srkr gs ygkuX;k fHkejkokauk fd”kksj o;krp

metys gksrs- T;k jk’Vªkph laiRrh xzaFkky;s vlrkr Rks jk’Vª df/kp ckS/nhdn`’V;k dq.kkps



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xqyke jkgkr ukgh vls lkax.kkjs MkW- ckcklkgsc vkacsMdj ukokps pkyrs&cksyrs xzaFkky;

lokZalkBh eqDrOnkj vLkY;kus R;kpk vuqHko lokZauh ?;k;ykp gok-

vf[ky fo”okr iqLrdklkBh Lora= ?kj cka/k.kkjk ,deso xzaFkizseh O;Drh gksoqu xsyk

rs Eg.kts izKklq;Z] fo|kHkq’k.k] cq/nhlezkV] ;qxiq#’k vkf.k v”kk vusd fc#nkoY;kaps [kjs[kqjs

ekudjh- MkW- fHkejko jketh vkacsMdj- R;kaP;k ^jktx`g^ ;k iqLrdklkBh cka/kysY;k ?kjkrhy

oS;Drhd xzFkky;kr lqekjs iUukl gtkjkis{kk tkLr iqLrds gksrh- gs txkrhy lokZr eksBs

oS;Drhd xzaFkky; ,dk Hkkjrh;kaps vkgs gh vkEgk Hkkjroklh;aklkBh vfHkekukph ckc vkgs-

iqLrdkauh MkW- ckcklkgsc vkacsMdjkuka ,o<s osM ykoys] gs letqu ?;k;ps vlsy rj

ygkui.kh fHkejkokyk vusd xzaFkkP;k iB.kkiklqu Bso.;kr vkysyh oafprrk y{kkr ?;koh

ykxsy- xzaFk”kDrhpk “kks/k R;kosGhp R;akuk ykxyk- xzaFkkuh tlk lekt cnyrk ;srks rlk

xzaFkkuh bfrgklkph fn”kk cnyrk ;srs gs MkW- fHkejkokuh egkRek QqY;kaP;k ys[kuko#u tk.kys

gksrs T;k izek.kkr gh “kDrh vkiY;ktoG vlsy R;k izek.kkr vki.k bfrgklkps fuekZrs

Bjrks- gs ckcklkgsckauk letys gksrs- vkf.k Eg.kqup ygkui.kkiklqup fHkejko xzaFkky;kaP;k

gO;kalkus iNkMys gksrs- 5 oh 6 oh r vlrkauk eqcabZP;k puhZ jksM xkMZue/;s fHkejko

v/kk”;kizek.ks iqLrd okphr vlr- feGsy rks xzaFk okpqu R;kaph fpfdRlk dj.;kps osM

R;kauk ykxys gksrs- ;kp osMkikbZ ckcklkgsc ,d fnol Lor%p ;qxizorZd xzaFkky; >kys-

xzaFkky; gs bfrgkl fuehZrhps dsanzLFkku

MkW- ckcklkgsc vkacsMdjkaP;k thouizokgkr xzaFkeqY;] xzaFkizse] xzaFklaxrh fdaok

xzaFklgokl ;kaph Qkjdr df/kp >kkyhp ukgh- ^xzaFk Eg.kts ckcklkgsc^ fdaok ^ckcklkgsc

Eg.kts xzaFk^ gs lehdj.k vkt txkr loZekU; vkgs- Lor% ckcklkgsc Eg.kts pkyrs cksyrs

xazFkky; gksrs- Ikzk- lkxj tk/ko Eg.krkr ^MkW- ckcklkgsc vkacsMdj ;k ukokus ikajikjhd

bfrgklkyk m/noLr d#u lE;d bfrgklkyk tUe fnyk*- xzaFk okpukps egRo fo”kn

djrkauk MkW- ckcklkgsc vkacsMdj Eg.kr ^xzaFkokpu gs Kkulaiknukps fu Lor%ps O;DrheRo

ok<fo.;kps eksBs lk/ku vkgs rlsp gs vkarj laiknukps mRd’V lk/ku vkgs-*



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lu 1915 e/;s tsOgk MkW- ckcklkgsc vkacsMdj vesjhdsr izac/k ys[ku dk;kZr

eXu gksrs rsOgk lj fQjkst”kgk esgrk ;kaps fu/ku >kY;kps o R;kaP;k Le`rh fuehR;akus eksBk

iqrGk clfo.;kps dk;Z dkgh yksdkauh gkrh ?ksrY;kaps R;kauk letys rsOgk MkW- ckcklkgsc

vkacsMdj vesjhdsrqu fQjkst”kgk esgrk ;kaP;k dqVqafc;kauk i= ikBfoys- R;kar fyghys gksrs “I

have been at pains to understands why his memorial cannot in which will not only

be true memorial at him. But will be it use to posterity. As combining this to

purpose I would suggest that in my humble opinion in memorial of sir P M. Mehata

should be in the form of a public library in Bombay to be called sir Fhirojshaha

Mehata Library.”` ,[kkn;k iq#’kkps [kjs Lekjd R;kaps iqrGs mHkkj.;kis{kk Kkunkukps

izfrd vlysY;k xzaFkky;kph fuehZrh dj.ks gs vkgs-

mPp f”k{k.kklkBh xzaFkky;s gh mtkZ fuekZ.k dsanz

vki.k Lor% fuehZysyk xzaFk laxzg lgdk;kZuh dsysY;k vkxzgkeqGs fcykZus nsoq

dsysY;k jDdesP;k fuEE;k jDdesr fl/nkaFkZ dkWystyk fnyk- rsOgk ekxZn”kZu djrkauk MkW-

ckcklkgsc vkacsMdj Eg.kkys ^^thoukrhy Lusg lkscrh eh rqEgkyk nsr vkgs] lektkus

cfg’dr dsysY;k ekÖ;k lkj[;kauk ;k Fkksj xzaFkakuh toG dsys- eyk txkr R;kaP;k brdk

ije Lusgh nqljk dks.khgh ukgh- ek>s xzaFkky; [kjsnh dj.ks Eg.kts ek>k izk.k ekx.;klkj[ks

vkgs- iqLrdkaP;k lgoklkr “kkar vk;q’; osp.;klkj[kk nqljk vkaun ukgh- iqLrds eyk

f”kdforkr eyk uoh okV nk[kforkr Eg.kqu eyk iqLrds izk.kkias{kkgh fiz; vkgs- lu 1924

P;k njE;ku MkW- ckcklkgsc vkacsMdjkauh vLiq”;kaP;k f”k{k.kklkBh o R;kaP;k

tkx`rhdj.kklkBh ^cfg’dr fgrdkj.kh lHkk^ ukokph laLFkk fuekZ.k dsyh- ;k laLFkspk mÌs”kp

eqGkr okpuky; o oLrhx`g pkyfous vlk gksrk-

MkW- ckcklkgsc vkacsMdj xzaFkky;kauk jk’Vªh; laiRrh ekur vlr- ;k laiRrhpk

lkoZtfud miHkksx ?ksrk vkyk ikghts v”kh O;oLFkk fuekZ.k gks.;klkBh rs lnSo vkxzgh

vlr- xzaFkky;kfo’k;h vkiys er ekaMrkauk ckcklkgsc Eg.kr ^^izFke ntkZps xzaFkky;

vlY;kf”kok; fo|kF;kZyk dk;Zp djrk ;s.kkj ukgh- xzaFkky; o iz;ksx”kkGk gs fo|kfiBkps

nksu us= vkgs- i.k vtqugh Hkkjrkrhy fo|kfiBkph xzaFkky;s vxnh nkfjnzh voLFksr vkgsr-^^



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ckWEcs dzkuhdyP;k vadkr MkW- ckcklkgsc vkacsMdjkauh LIk’V dsys gksrs dh] “We have not as

yet reached the value of the library as an institution in the growth and advance mint

of society.” MkW- ckcklkgsc vkacsMdj ;kaps xzaFk osM ,o<s gksrs dh ikBfoysyh iqLrds

?ksoqu ;s.kkjh cksV cqMkyh- iqLrdkauk tylek/kh feGkyh rsOgk MkW- ckcklkgsc vkacsMdj

“kksdeXu >kys- <lk<lk vklos dk<yh- R;kaP;klkBh iqLrds Eg.kts tho fd izk.k gksrk-

vR;ar dkVdlj d#u rs iqLRkds ?ksr- Hkkjrkaps lfo/kku fl/n dj.;klkBh R;kauh 750 xzaFkkps

vusdokj okpu dsys gksrs- lfo/kku lHksrgh rs xzaFkkP;k “kDrhus xzaFkkP;k “kDrhfo#/n y<ys-

lkajk”k

^isu vkf.k czsu^ gs nksup gR;kjs vkiY;ktoG vkgsr- vkf.k xqykefxjhps igkM

xksjxjhckoj jp.kkjs ;k ns”kkrhy rFkkdfFkr vknjf.k; xzaFk ijkHkqr dj.;klkBh rh iqjs”kh

vkgsr- ;kapk izR;; rs ?ksr gksrs ;k Hkkousrqup nknj e/;s fganq dkyuhr dsoG iqLrdkalkBh

cka/kysys jktx`g vls vHkqriqoZ oS;Drhd xzaFkky; gksrs dh T;kr txkrhy fofo/k “kk[kakph

iz[kj fpfdRlk dj.kkjs fofo/k Hkk’ksrhy vusd xzaFk gksrs- ^xzaFkky;* gs T;k ckcklkgsc

vkacsMdjkps ?kj gksrs vkf.k ^xzaFk* gk T;kapk izk.k gksrk] rs MkW- ckcklkgsc vkacsMdj ;k

ns”kkrhy xzaFkky;kauh rlsp “kklu O;oLFksus v|kigh letqu ?ksrys ulY;kps ;k ns”kkrhy

xazFkky;kaph vktph voLFkk ikfgyh rj tk.koY;kokpqu jkgkr ukgh-

lanHkZ xzaFk lqph

1- ?kVusps f”kYidkj % MkW- ckcklkgsc vkacsMdj % fd”kksj xk;dokM 2- xzaFkosMs vkacsMdj % ;q-ih-baxksys 3- xzaFkky; % ckcklkgsc vkf.k vki.k % MkW- ;”koar euksgj 4- MkW- ckcklkgsc vkacsMdj dkgh vkBo.kh % MkW- vkj- Mh- xk;dokM 5- MkW- ckcklkgsc vkacsMdj % /kaut; dkSj



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PROBLEMS FACING INDIAN ECONOMY Prof. Dr. H. M. Kamdi,

Adarsh Arts & Commerce College, Desaiganj(Wadsa) [email protected]

Abstract

The most decisive national election result since 1984 marks a new phase in India’s dramatic journey into the

world’s top 10 economies. Following years of slow growth and insularity, in the early 1990s India undertook

structural reforms that attracted foreign investment, unlocked entrepreneurial flair and lifted millions into a

burgeoning middle class. Yet while the economy has been transformed, many social problems linger on. The new

government of Prime Minister Narendra Modi has a clear mandate for change. Its unprecedented popular support is

driven by one common objective economic growth for the benefit of all Indians. India may already be the world’s

third largest economy on purchasing power parity, but it ranks only 60th out of 148 countries in the World Economic

Forum’s Global Competitiveness Index, indicating that there is greater potential waiting to be unlocked. With

inflation high, growth slowing and a need to bolster investor confidence. Since 1991, the Indian economy has

pursued free market liberalisation, greater openness in trade and increase investment in infrastructure. This helped

the Indian economy to achieve a rapid rate of economic growth and economic development. However, the economy

still faces various problems and challenges.

Keywords: Inflation, Debts, Budget, Deficit, Population, Labour Laws

Introduction

As India prepares herself for becoming and economic super power it must expedite

socio-economic reforms and take steps for overcoming institutional and infrastructure

bottlenecks inherent in the system. Availability of both physical and social infrastructure is

central to sustainable economic growth. Since independence Indian economy has thrived hard for

improving its pace of development. Notably in the past few years the cities in India have

undergone tremendous infrastructure up gradation but the situation in not similar in most part of

rural India. Similarly, in the realm of health and education and other human development

indicators India’s performance has been far from satisfactory, showing a wide range opf regional

inequalities with urban areas getting most of the benefits. In order to attain the status that

currently only a few countries in the world enjoy and provide a more egalitarian society to its

mounting population, appropriate measures need to be taken.

Problems & Challenges

1. Inflation

Fuelled by rising wages, properly prices and food prices inflation in India is an increasing

problem. Inflation is currently between 8-10%. This inflation has been a problem despite periods

of economic slowdown. For example in late 2013. Indian inflation reached 11%, despite growth



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falling to 4.8%. This suggests that inflation is not just due to excess demand, but is also related to

cost push inflationary factors. For example, supply constraints in agriculture have caused rising

food prices. This causes inflation and is also a major factor reducing living standards of the poor

who are sensitive to food prices. The Central Bank of India have made reducing inflation a top

priority and have been willing to raise interest rates., but cost push inflation is more difficult to

solve and it may cause a fall in growth as they try to reduce inflation.

2. Poor educational standards

Although India has benefited from a high % of English speakers. (important for call

industry) there is still high levels of illiteracy amongst the population. It is worse in rural areas

and amongst women. Over 50% of Indian women are illiterate. This limits economic

development and a more skilled workforce.

3. Poor Infrastructure

Many Indians lack basic amenities lack access to running water. Indian public services are

creaking under the strain of bureaucracy and inefficiency. Over 40% of Indian fruit rots before it

reaches the market; this is one example of the supply constraints and inefficiency’s facing the

Indian economy.

4. Balance of Payments deterioration

Although India has built up large amounts of foreign currency reserves the high rates

of economic growth have been at the cost of a persistent current account deficit. In late2012, the

current account reached a peak of 6% of GDP. Since then there has been an improvement in the

current account. But, the Indian economy has been imports growth faster than exports. This

means India needs to attract capital flows to finance the deficit. Also, the large deficit caused the

depreciation in the Rupee between 2012 and 2014. Whilst the deficit remains, there is always the

fear of a further devaluation in the Rupee. There is a need to rebalance the economy and improve

competitiveness of exports.

5. High levels of private debt

Buoyed by a property boom the amount of lending in India has grown by 30% in the past year.

However there are concerns about the risk of such loans. If they are dependent on rising property

prices it could be problematic. Furthermore if inflation increases further it may force the RBI to

increase interest rates. If interest rates rise substantially it will leave those indebted facing rising

interest payments and potentially reducing consumer spending in the future.

6. Inequality has risen rather than decreased.



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It is hoped that economic growth would help drag the Indian poor above the poverty

line. However so far economic growth has been highly uneven benefiting the skilled and wealthy

disproportionately. Many of India’s rural poor are yet to receive any tangible benefit from the

India’s economic growth. More than 78 million homes do not have electricity. 33% (268million)

of the population live on less than $1 per day. Furthermore with the spread of television in Indian

villages the poor are increasingly aware of the disparity between rich and poor. (3)

7. Large Budget Deficit

India has one of the largest budget deficits in the developing world. Excluding

subsidies it amounts to nearly 8% of GDP. Although it is fallen a little in the past year. It still

allows little scope for increasing investment in public services like health and education.

8. Rigid labour Laws

As an example Firms employing more than 100 people cannot fire workers without

government permission. The effect of this is to discourage firms from expanding to over 100

people. It also discourages foreign investment. Trades Unions have an important political power

base and governments often shy away from tackling potentially politically sensitive labour laws.

9. Inefficient agriculture

Agriculture produces 17.4% of economic output but, over 51% of the work force are employed in

agriculture. This is the most inefficient sector of the economy and reform has proved slow.

10. Slowdown in growth

2013/14 has seen a slowdown in the rate of economic growth to 4-5%. Real GDP per

capita growth is even lower. This is a cause for concern as India needs a high growth rate to see

rising living standards, lower unemployment and encouraging investment. India has fallen behind

China, which is a comparable developing economy.

11. Population Growth

India ranks second after China in total population. Its population is growing 20% per

decade, leading to problems that include food deficits, sanitation deterioration and pollution.

Although economic growth numbers look that include food deficits, sanitation deterioration and

pollution. Although economic growth numbers look promising, the living standards of most

citizens are not changing. Over 30% are living below the international poverty line, and there are

not enough jobs to change that condition. The food and nutrition deficit has created a 20% death

rate due to malnutrition. Clean drinking water is in short supply, and severe water shortages are

common.

12. Graft and Corruption



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The great Indian - born writer Salman Rushdie once commented in regard to India’s

graft and corruption that “Indian democracy is one man, one bride.” The problem costs India;s

economy 6.3% of GDP per year. A recent survey found that 60% of respondents point to

corruption, bad business practices and delays as the biggest problems that entrepreneurs face,

inhibiting growth of their businesses. The reasons for this damaging practice include

Issues and Priorities for India :

Currently Indian economy is facing these challenges :

i. Sustaining the growth momentum and achieving an annual average growth of 7-8 % in

the next five years.

ii. Simplifying procedures and relaxing entry barriers for business activities.

iii. Checking the growth of population: India is the second highest populated country in the

world after China. However, in terms of density India exceeds China as India’s land

area is almost half of China’s total land. Due to a high population growth, per capita

remains very poor. It was only $2880 in 2003 (World Bank figures)

iv. Boosting agricultural growth through diversification and development of agro

processing.

v. Expanding industry fast, by at least 10% per year to integrate not only the surplus

labour in agriculture but also the unprecedented number of women and teenagers

joining the labour force every year.

vi. Developing world-class infrastructure for sustaining growth in all the sectors of the

economy.

vii. Allowing foreign investment in more areas.

viii. Effecting fiscal consolidation and eliminating the revenue deficit through revenue

enhancement and expenditure management.

ix. Empowering the population through universal education and health care, India needs to

improve its Human Development Index (HDI) rank, as at 134 it is way below many

other developing countries’ performance.

Material Method:

This is a descriptive research paper based on secondary data. Data have been collected

through various websites and publications of recent research papers available in different

websites, Newspapers, Research Articles.

Acknowledgement:



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Competing government bureaucracies, a complex and opaque tax system and a lack of

clear laws and procedures. Corruption is also strengthened by poverty and lack of opportunity in

the job market.

Conclusion

Challenges of this complexity and magnitude cannot be solved by government

ministries alone. They require a collaborative approach involving business and political leaders,

members of civil society and academia, youth groups and social entrepreneurs. All of these issues

will be on the agenda at the next India Economic Summit, which will be held from 4 to 6

November in New Delhi under the theme Redefining Public Private Cooperation for a New

Beginning. It is only by bringing together all spheres of public life that the demand for the kind

of growth that benefits all, so clearly expressed in the recent elections, can be realized.

References:

www.economicshelp.org

www.economist.com

www.wikipedia.org

www.redif.com

www.investopedia.com

www.economictimes.indiatiems



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Observations and Studies on floral diversity in Lake Mendki, Tahsil

Bramhapuri of District Chandrapur, Maharastra state (India)

Chavhan R. N. & Lanjewar Smita

*P. G. Department Of Zoology,

Mahatma Gandhi Arts, Science And Late N. P. Commerce College, Armori, District Gadchiroli.(M.S.)

India, 441 206.

**Research scholar, Centre for higher learning and research - Nevjabai Hitkarini College Bramhapuri,

District Chandrapur (Maharashtra State)

Abstract: Floral diversity is an important criterion for determining the suitability of water for

irrigation and drinking purpose. Lake Mendki has greatest importance for humankind. Plankton

is the most sensitive floating community which is being the first target of water pollution. The

diversity of phytoplankton and macrophytes in lake Mendki have been observed and studied

throughout the study period (2014-15). On the basis of lake water floral diversity in general, lake

Mendki is found to be mesoeutrophic. In the present observation and studies, total 58 species of

phytoplankton were recorded during the study period. Also floating (Azolla sp., Lemna sp.),

submerged (Hydrilla sp., Ceratophyllum sp.) and emergent (Typha sp.), vegetation were

observed, in addition to algae (Spirogyra sp., Chara sp., and infrequent Hydrodictyon sp., etc.).

Therefore, lake Mendki has rich number of species and biodiversity of aquatic flora.

Keywords: lake Mendki, phytoplankton and macrophytes diversity, mesoutrophic.

Introduction: Plankton is the most sensitive floating community which is being the first target of

water pollution, thus any undesirable change in aquatic ecosystem affects diversity as well as

biomass of this community. The food chain in Lake Ecosystem is very simple comprising

phytoplankton and aquatic vegetation as primary producers, zooplankton as primary consumers,

small fishes as secondary consumers and large fishes as tertiary consumers. Some notable studies

on phytoplankton diversity have been made by Ariyadej et al., 2004; Ravishankar et al., 2009;

Shankar and Mrutunjaya, 2012; Ramesha and Sophiya., 2013; and Komala et al, 2013). The

lentic ecosystems have long attracted attention of ecologists, both for their importance as a

source of drinking water and the development of fisheries. To employ scientific method for

aquaculture, understanding of environmental conditions prevailing in the water body is essential.

Therefore, the present investigation has been attempted to study on diversity of phytoplankton

and macrophytes in lake during the study period.

Biodiversity contribute both directly and indirectly to human such as food for good

health, security, social relationship, life and freedom for choice etc. According to Harrison et al;



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(1990), it is important to study of algal floras as they play an important role in the food chain in

lake provides a source of food to fishes which in turn provide relatively cheaper and nutritional

diet to human beings. In last decade people interfere with ecosystem and over exploitation of

natural resources its result that biodiversity decreases. But the losses in biodiversity and change

in ecosystem service have adversely affected the well-being.

Materials and Methods:

Study Area: Mendki Lake is an old mazimalgujari talav. Water from this lake is used for

domestic purposes like cloth washing and bathing. Water is also used for animal washing, animal

drinking and irrigation purpose. Locally, fishing is also observed during the study period. The

rain water is the main source of water for the lake. Lake Mendki is situated in in slaternely small

village Mendki, tahsil Bramhapuri of Chandrapur district, Maharashtra state (India).

Sampling and Analyses:

Phytoplankton Analysis: For Plankton study, samples were collected from surface water,

littoral region and bottom mud. For qualitative analysis, the plankton samples were collected by

towing Hensen's standard plankton net with uniform speed from all sites of lake in clean plastic

jars. The net was made of no. 25 bolting silk. The plankton sample so collected was fixed

immediately using in Lugol’s iodine solution (1ml: 10ml). Identification of phytoplankton was

done after (Cox, EJ 1996 & APHA (1995). Macrophytes were collected from sites of lake by

hand picking methods, immediately photographed it and identified by using standard key made

by APHA (1995).

Results and Discussions:

In the present observation, total fifty eight number of phytoplankton species were

observed and identified in the water of lake Mendki (Table 1). Phytoplankton was represented by

six groups namely Chlorophyceae (28,species)> Bacillariophyceae (11,species) > Myxophyceae

(09, species) > Dinophyceae (04, species) > Desmidiaceae (03, species) > Xanthophyceae (03,

species) ( figure 1). The most prominent phytoplankton during the study was Spirogyra sp.,

Oedogonium sp., Volvox sp., Ulothrix sp. and Pediastrum sp. from group Chlorophyceae. In the

present study, Chlorophyceae dominated by Bacillariophyceae followed by Myxophyceae

followed by Dianophyceae dominant by Xanthophyceae and Desmodiaceae (table 1).

Table 1.Observations of Phytoplankton diversity from the Mendki lake, Tahsil

Bramhapuri, district Chandrapur of Maharashtra State (India) during 2014-15.

A) CHLOROPHYCEAE 24. Actinastrum sp. 7. Coccochlaris sp.



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1. Volvox sp. 25. Kirchneriella sp. 8. Gomphosphaeria sp.

2. Eudorina sp. 26. Nephrocytium sp. 9. Lyngbya sp.

3. Pandorina sp. 27. Zygnemopsis sp. D) DESMIDIACEAE

4. Scenedesmus sp. 28 Pleodorina sp. 1. Cosmarium sp.

5. Chlorella sp. B) BACILLARIOPHYCEAE 2. Desmidium sp.

6. Ankistrodesmus sp. 1. Cyclotella sp. 3. Sphaerozosma sp.

7. Coelastrum sp. 2. Synedra sp. E) XANTHOPHYCEAE

8. Spirogyra sp. 3. Fragillaria sp. 1. Chlorobotrys so.

9. Oedogonium sp. 4. Navicula sp. 2. Botrydiopsis sp.

10. Ulothrix sp. 5. Pinnularia sp. 3. Botryococcus sp.

11. Cladophora sp. 6. Nitzschia sp. F) DINOPHYCEAE

12. Chlamydomonas sp. 7. Asterionella sp. 1. Glenidium sp.

13. Mougeotia sp. 8. Amphora sp. 2. Peridinium sp.

14. Pediastrum sp. 9. Gomphonema sp. 3. sphaerodinium sp.

15. Oocystis sp. 10. Cymbella sp. 4. Ceratium sp.

16. Zygnema sp. 11. Bacillaria sp. PHYTOPLANKTON

17. Hydrodictyon sp. C) MYXOPHYCEAE A) Chlorophyceae 28

18. Microspora sp. 1. Microcystis sp. B) Bacillariophyceae 11

19. Spaerocystis sp. 2. Agmenellum sp. C) Myxophyceae 09

20. Asterococcus sp. 3. Anabaena sp. D) Desmidiaceae 03

21. Closteriopsis sp. 4. Oscillatoria sp. E) Xanthophyceae 03

22. Schizomeris sp. 5. Nostoc sp. F) Dinophyceae 04

23. Oedocladium sp. 6. Spirulina sp. Total no. phytoplankton 58

While Microsystis sp. and Coccochlaris sp. dominated by Myxophyceae. Presence of

algal floras indicates the pollution level of lake. Similar observations were also reported by

Adbin (1948), Baruah and Bardoli, (1993); Joshi and Singh, (2001). In the present observation,

the algal floras productions were maximum during winter when the temperature was low.

Presence of algal floras and its productions were maximum during winter in Ramsagar lake,

Armori (Chavhan and Lonkar; 2010). Some macrophytes like floating (Azolla sp., Lemna sp.),

submerged (Hydrilla sp., Ceratophyllum sp.) and emergent (Typha sp.), vegetation were

observed, also in addition to algae (Spirogyra sp., Chara sp., and infrequent Hydrodictyon sp.,



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etc.). The present study shows a maximum number of algal floras in winter, moderate in summer

and a minimum in monsoon season. Variation in algal floras population in this study may be due

to temperature variation (Bhatt, et al; 1999). The surrounding area is dominated by Dalbergia sp.,

an introduced deciduous plant spread all over the area. Additionally other species like Gliricidia

sp., Jatropha sp., Lantana camara are also observed on the periphery. Chung (2000) reported

similar seasonal fluctuation of plankton in river Ganga in Haridwar and stated that the algal

floras productions were maximum during winter when the temperature was low. The results

indicated that the macrophytes cover was probably the stirring factor in the selection of algal

species along the transitional zone comprising a floodplain shallow lake.

Conclusion:

The present study is relevant to biodiversity of phytoplankton and macrophytes in lake

Mendki. This study explains that lake Mendki are in rich biodiversity of phytoplankton and

macrophytes and need to conservation of lake in future. The food chain in Lake Ecosystem is

very simple comprising phytoplankton and aquatic vegetation as primary producers, zooplankton

as primary consumers, small fishes as secondary consumers and large fishes as tertiary

consumers. As per the author many species of wetland floral diversity show extreme sensitivity

to deterioration in the quality of their environment and one of the most valuable functions of

wetlands is the cleansing and detoxification of polluted waters.

Acknowledgement:

28

11

09

03

0304

Observation of Phytoplankton from the Mendki lake, Chandrapur

during 2014-15

Chlorophyceae

Bacillariophyceae

Myxophyceae

Desmidiaceae

Xanthophyceae

Dinophyceae



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The author extremely thankful to Dr. N. S. Kokode, Principal of N. H. College,

Bramhapuri, district Chandrapur (MS) for provided facilities for success to this type of research

work and department of zoology for providing all facilities in laboratory.

References:

Abdin G. (1948): Seasonal distribution of phytoplankton and sessile algae in the river

Nile, Cairo Ibid, 29: 369-382.

APHA (1995): Standard methods for the examination of water and wastewater, American

Public Health Association, Washington, DC. 17th

ed.

Ariyadej, C., Tansakul, R., Tansakul, P., Angsupanich and Saowapa. (2004):

Phytoplankton diversity and its relationships to the physico-chemical environment in the

Banglang Reservoir, Yala Province. Song Klanakarin J. Sci. Technol., 26(5): 595-607.

Baruah D. and Bardoli, R. P. M. (1993): Algae as bio monitor of pollution, Bulletin of

Assam Pollution Control Board, 3 (4), pp :9-10.

Bhatt, L. R. Lacoul, P., Lekhak, H. D. and Jha P. K.; (1999): Physico-chemical

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Joshi P. C. and Singh A.(2001): analysis of certain physic-chemical parameters and

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IMPACT OF HRM PRACTICES IN CEMENT INDUSTRY

Dr. Niyaj S. Sheikh


Department Of MBA, IMSR College Of Management Studies,

Chandrapur

Mr.Rounak V. Lodhiya M.Com, (MBA)

Department Of Commerce, Gurukul Mahavidyalaya,

Chandrapur

ABSTRACT In today’s highly turbulent and competitive business environment every modern organizations are operating in

dynamic changing scenario. Due to increasing competition and cut throat complexities running organizations

effectively became challenge for employers. To gain competitive advantage organizations need to accept unique

strategies. Managing human resources is very complicated as compared to managing capital or managing technology

and for its effective management; organization requires effective Human Resources Management system. Human

Resources Management system should be backed up by sound Human Resources Management practices.

Organization performance is influenced by set of effective Human Resources Management practices. It gives fruitful

results like enhancing employee commitment, retention and reduced employee turnover. This article emphasizes the

role of HRM practices in increasing organizational effectiveness. The research is carried out to find out the employee

perception towards existing Human Resources Management practices for better improvement.

KEY WORDS: Cut throat competition, Employee commitment, Human Resources Management Practices, Turbulent

INTRODUCTION Human resources are the source of achieving competitive advantage because of its capability to

convert the other resources (money, machine, methods and material) in to output

(product/service). The competitor can imitate other resources like technology and capital but the human resource are unique. In the view of resource based theory of Barney (1991) stated that

Human resources lead to competitive advantage when they are valuable, inimitable and well organized.Human Resources Management can help firms improve organizational behavior in

such areas as staff commitment, competency and flexibility, which in turn leads to improved staff

performance (Koch and McGrath, 1996). Managing human resources plays key role in organizational success.

The effective management of human resources requires sound Human Resource Management systems. In order to develop a sound Human Resources Management system, the organization

should have effective Human Resource Management practices.Human Resources Managementpractices refer to organizational activities directed at managing the pool of human

resources and ensuring that the resources are employed towards the fulfillment of organizational

goals (Schuler & Jackson, 1987; Schuler&MacMillan, 1984; Wright & Snell, 1991). Human Resources Management practices may differ from one organization to another and from one

country to another. Employee-employer relations can be made improved if the organization implements effective HRM practices.

HRM practices are related to turnover and profitability. Every Human Resources Management

practice has both direct and indirect influence on operational and financial performance of the organization.

LITERATURE REVIEW Human resource management (HRM) refers to the policies and practices involved in carrying out

the „human resource(HR)‟ aspects of a management position including human resource

planning, job analysis, recruitment, selection, orientation, compensation, performance appraisal, training and development, and labour relations (Dessler,2007). HRM is composed of the policies,

practices, and systems that influence employees‟ behavior, attitude, and performance (Noe, Hollenbeck, Gerhart, and Wright, 2007).



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Human Resource Management Practices have been changed dramatically during the last two decades owing to globalization, privatization/deregulation, competition and technological

advancements. These highly turbulent environmental have forced organizations to adopt new workplace practices that enhance sustained level of high performance. Human Resource

Management Practice underlines the importance of job satisfaction of employees. The

relationship between appropriate human resource management practice and positive employee attitudes including employee satisfaction, loyalty and productivity has been widely analyzed. It is

also suggested that treating employees as a valuable asset improves their commitment and loyalty which leads to higher performance and quality (Silvestro, 2002).

Academic research conducted at the organizational level supports that human resource practices

affect organizational outcomes by shaping employee behaviors and attitudes (Arthur 1994; Huselid 1995). Ostroff and Bowen (2000) found that human resource practices shape work force

attitudes by moulding employees' perceptions of what the organization is like and influencing their expectations of the nature and depth of their relationship with the organization. There is also

a general notion that human resource practices interact with perceptions of organizational support

to affect employee commitment. Researchers have over the years proposed countless varied lists of practices however; there is no

agreement on what or which practice qualifies as an aspect of HRM (Beer et al 1984; Storey 1995; Guest 1997; Boselie et al. 2005). It is interesting to note that there are still some practices

that form the core of the various practices proposed. These include recruitment and selection,

training and development, performance management and reward scheme, however, others such as job design and employee involvement are more sporadic and are yet to gain grounds in the

HRM literature. Guest (1997) however puts forward seven practices namely, selection, training, appraisal, rewards, job design, involvement and status and security. However, the study focuses

on six out of the seven practices in its analysis. Selection of the practices for study is based on its

recurrence in the literature reviewed, its significance and measurability.

Recruitment & Selection

Recruitment is a process of attracting a pool of high quality applicants so as to select the best among them. Top performing companies allocate considerable sources of energy to creating high

quality selection systems. Due to the complexity of work increases, organizations that now use

more selection methods that capture the applicant’s capability to do the work. Selection procedures should able to improve fit between applicant and other aspects of thework. Such as

personality fit and organization fit. (Smith, 1994). Selection procedure should able match applicant’s values with the organization culture.

Training & Development

Training and development deals with updating of skills and competencies of the employees through training and development programs. In today’s competitive environment skilled

employees with necessary skills and competencies are able to enhance productivity, organization competitiveness and performance. Training programs yield both tangible and intangible results.

Tangible results like enhanced productivity and quality of goods and services. Intangible results

are high self-esteem, enhanced morale and high job satisfaction. Blair &Sisakthi(2000) argued that investments on training and development produce enormous benefits.

Performance Appraisal Performance appraisal process is an activity that ensures mutual understanding between

subordinate and supervisor. Performance appraisal is positively related to organizational

performance. Lee & Lee (2007) posited that successful performance appraisal systems enhance quality and productivity. Comprehensive, transparent performance appraisal systems enhance

talent retention. Rahman (2006) established that a comprehensive performance appraisal system



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increases subordinate commitment. Performance appraisal influences organizational performance.

Compensation Effective compensation and reward process enhances productivity, employee retention, and

overall organizational performance. (Delaney &Huselid 1996) Jyothi and venkatesh (2006)

established that competency based rewards and pay enhances the quality of goods/services, improves subordinate behavior thereby improving organizational performance. Compensation

encompasses all forms of monetary, non-monetary returns,.Berndardin and Rusell (1993) noted that reward planning and compensation are key dimensions of potent HRM practices.

Welfare & Safety Measures

Employee welfare is flexible and elastic and differs widely with time and region, industry, social value and customs, degree of industrialization the general social-economic development of the

people and the political ideologies prevailing at a particular time. It is also molded according to the age groups, socio-cultural background, and educational level of workers in various industries.

Industrial progress depends on satisfied labour force and in this connection the importance of

labour welfare measures was accepted long back. Way back in 1931 the Royal Commission on Labour stressed the need of labour welfare primarily because of the harsh treatment meted out to

the workers. This need was further emphasized in independent India by the Constitution, (1950) which lays down the following articles in this regard: “Article 42: The state shall make provision

for securing just and humane conditions of work…”

NEED FOR THE STUDY Organizations in present trend constantly wrestle with revolutionary changes like global

competition, deregulation, technological and demographic change, they must strive to withstand in the turbulent business environment. Human Resource is the most important asset for any

organization and it is the source of achieving competitive advantageand company performance is

influenced by a set of effective HRM practices. Managing human resources is very challenging as compared to managing technology or capital and for its effective management, organization

requires effective HRM system. HRM system should be backed up by sound HRM practices.HRM can help firms improve organizational behavior in such areas as staff

commitment, competency and flexibility, which in turn leads to improved staff performance.

HRM practices refer to organizational activities directed at managing the pool of human resources and ensuring that the resources are employed towards the fulfillment of organizational

goals. It gives fruitful results like enhancing employee commitment, retention and reduced employee turnover. Hence research has been undertaken to study the employee’s opinion towards

HRM practices in the organization.

RESEARCH OBJECTIVES The Objectives of the study are as follows

1. To study the overall impact of human resources systems on the industry. 2. To study the nature and extent of implementation of some important human resources systems.

3. To study the outcome of human resources systems after implementation.

4. To identify the human resources system, which has major impact on the performance of an individual in cement industry?

5. To identify the human resources system, which has major impact on the performance of cement industry?

SCOPE OF THE STUDY

The scope of the study is confined to the employees of Cement corporation private limited. The present study has identified various HRM practices like Recruitment & Selection, Performance

appraisal, Training & Development, Compensation, Welfare and Safety measures.

RESEARCH METHODOLOGY



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A research design is the arrangement of conditions for collection and analysis of data. Regarding this study, descriptive research design concerned with describing the perception of each

individuals or narrating factors on HRM Practices. The major purpose of descriptive research is description of the state of affairs as it exists at present.

Sources of Data: - The data collected for this study was through Primary & Secondary sources.

Primary Data: - It consists of original information gathered for the study. The first-hand information has been collected through a well-structured questionnaire consisting of 30 items on

5 dimensions by direct contact method. The study is mainly based on primary data collected from employees of Cement corporation private limited. Employee opinion was rated on five point

scale.

Secondary Data: - It consists of information that already exists that has been collected for the purpose of this study. The second hand information has been collected through the company

websites, journals, magazines, & internet. Sample Size: - A sample size of 100 executives working in various departments of the

organization was taken for the survey.

Statistical Tools: - The statistical tool used for this study is Simple percentage method & weighted average method

DATA ANALYSIS AND RESULTS

Recruitment & Selection:

♣ Majority of the respondents opined that external source of recruitment is followed by the company.

♣ 40% of the respondents stated that Brand image attracted them to apply for the job, followed by 40% said management efficiency and work atmosphere.20% stated that remuneration.

♣ Respondents expressed their moderate opinion towards trained managers and HR department’s role in conducting recruitment and selection process with weighted mean scores of 3.87 & 3.65.

Training & Development:

♣ Respondents stated that both on-the-job and off-the-job training methods are followed by the organization.

♣ Organization is providing continuous training to improve weaker skills and acquire new skills for better job performance stated by the respondents with weighted means of 4.02 & 3.65.

♣ Respondents stated that inadequate opportunities for professional growth and development with weighted means of 2.92 & 3.55.

Performance Appraisal:

♣ 360 degree Performance appraisal is conducted annually in the organization.

♣ Effective performance appraisal consists of promotions linked with performance stated by the respondents with weighted mean score of 3.35.

♣ Majority of the respondents expressed moderate dissatisfaction towards the existence of post-performance appraisal feedback given by superiors in the organization with weighted mean score

of 3.42.

Compensation:

♣ Fair and competitive equitable pay package is provided by the organization stated by the respondents with weighted mean of 3.47.

♣ Respondents expressed their moderate opinion towards adequate financial incentives and benefits by considering employee contributions with weighted means of 3.23 & 3.46.

♣ Respondents are having moderate satisfaction level towards current salary and benefits provided by the organization with weighted mean of 3.20.

Welfare & Safety Measures:



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♣ Respondents stated that organization is creating awareness regarding safety rules to be followed at the work place provided with safety equipment with weighted mean of 4.02.

♣ Respondents expressed their moderate opinion towards medical facilities, fringe benefits and PF scheme existing in the organization with weighted means of 3.46 & 3.42.

SUGGESTIONS AND CONCLUSION: Hence it is observed that the organization needs to improvise existing HRM practices that

enhance employee engagement and commitment. Employee job satisfaction increases organizational effectiveness thus reduces employee turnover. Trained managers may be

appointed by the management for the effective recruitment and selection process. Post-

performance appraisal need to be carried out in the organization for betterment of employee performance in the job. Organization need to implement integrated approach to talent

management offers adequate opportunities for professional growth and development, good motivating pay package, exciting rewards and Social security measures. In today’s environment

the human resources is also important as the financial assets, technologies, etc. So organizations

have to consider the human resource because these are very important for betterment of the organization.

REFERENCES: 1. Arthur, J. (1994), „Effects of human resource systems on manufacturing performance and

turnover.‟ In Academy of Management Journal, v37, pp. 670-8

2. Beer, M. Spector, B., Lawrence, P.R., Quinn Mills, D and Walton, R. (1984) Managing Human Assets, New York: Free Press.

3. Boselie, P., Dietz, G., and Boon, C. (2005), “Commonalities and Contradictions in Research on Human Resource Management and Performance” Human Resource Management Journal,

13:3 pp 67-94.

4. Dessler, G., Human resource management. New Delhi: Prentice Hall of India Private Limited, 2007.

5. Guest, D.E (1997), „Human Resource Management and Performance: A Review and Research Agenda‟. International Journal of Human Resource Management. 8(3): 263- 276.

6. Jyothi, P., &Venkatesh, D.N. (2006). Human Resource Management. NewDelhi:Oxford

University Press. 7. Koch, M.J. and McGrath, R.G. (1996) „Improving Labor Productivity: Human Resource

Management Policies Do Matter‟, Strategic Management Journal, Vol.17, 335–54. 8. Lee, F., & Lee, F. (2007). The relationships between HRM practices, leadership style,

competitive strategy and business performance in Taiwanese steel industry. Proceedings of the

13th Asia Pacific Management Conference, Melbourne, Australia, 953-971. 9. Noe, R.A., Hollenbeck, J. R., Gerhart, B., Wright, P. M., Human resource Management:

Gaining a competitive advantage. USA: McGraw-Hill, 2007. 10. Rahman, S. A. (2006). Attitudes of Malaysian teaches towards a performance appraisal

system. Journal of Applied Social Psychology, 36(12), 3031-3042.

11. Schuler Randall S .and MacMillan Ian C. (1984), “Gaining Competitive Advantage through Human Resource Management Practices”, Human Resource Management, Fall 1984, Vol. 23,No.

3, pp. 241-25. 12. Schuler, R.S. and Jackson, S.E. (1987) “Linking competitive strategies with human resource

management practices”, Academy of Management Executive, Vol.1,No.3,pp. 207-19.

13. Silvestro, R(2002), Dispelling the modern myth: Employees satisfaction and loyalty drive service profitability, International Journal of Service industry management,vol.22,no.1,pp330-

39.JAI Press Inc. 14. Smith M. (1994). „A theory of the validity of predictors in selection.‟ In Journal of

Occupational and Organisational Psychology, v67, pp. 13-31.



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Gurukul International Multidisciplinary

Research Journal (GIMRJ) with


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PROBLEMS OF HIGHER EDUCATION IN INDIA

Dr. Prashant M. Puranik

Gurukul Arts, Commerce & Science College, Nanda

Tal :Korpana, Dist. Chandrapur

ABSTRACT :

Higher education is always playing a very Important role In the development of Indian

economy. The foreign developed countries viz: America, Japan, England, France etc. have been

coming forward as there are lot of opportunities of taking higher education.Higher education is

called as “unseen Investment” of the country. It is called as an Investment because by It’s help

country can make his economic, social and ethical development.From few decades India is also

trying to develop the various streams of higher education. But still there are lot of problems

arising In front of highereducation so, It is very necessary to solve out these problems without

which our country can’t make rapid progress.

Keywords : Ranking, prestigious, autonomous, brain drain.

Introduction:

The basic need of the human is food, shelter and clothes. But today there is one need

should be added i.e. need of education. The excellent education system enhances the total

positive structure of the country.

India is the country having excellent historical background.From ancient times there were

renouned universities having Gurushishyaparamparaviz; Takshashila, Nalanda, Vikramshila,

Valabhi, Pushpagiri, Odantapuri, Somapura, Jagaddala etc. 1.^[(PDF) Ancient University in India

–aicte]. The only aim of these ancient universities is to make all over Physical, Mental, Cultural,

Ethical, Economical development of the student. It proves that, the India has accepted the

Importance of higher education system from a very long period.

India is the third largest country in the world who are having maximum streams of higher

education. First one is U.S. and second is china. There are near about 20,000 colleges and more

than 8 million students in a decade from 2000 to 2010.

2.^[Higher education in India- Wikipedia, the free encyclopedia].

The Institution i.e. IIT, IIM, NIT etc. are most renouned Institutes who are well Identified

for their quality education.




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One of the important characteristic regarding higher education of India is distance

learning and higher education. Indira Gandhi Open University is playing a master role in the era

of distance education.

India’s first multi disciplinary university is university of Calcutta. This university ranked

39 out of world’s top 50 university, in survey made by higher education in 2005. 3.^[Higher

education in India – Wikipedia].

As per India ranking 2016, 1st College of management which comes under category ‘A’ is

Indian Institute of management,Banglore with weighted score of 93.04. 4.^ [(PDF) India making

2016 Ministry of Human Resource Development].

All the necessary amendments and controlling function are executed a number of

different autonomous bodies such as U.G.C., A.I.C.T.C. etc.

This information resists the fact that, from few decades Indias higher education is

continuously developing and making progress in quality education. But still there are emerged in

the development of higher education some of the important problems are as follows.

Problems of Higher Education in India :

1) Most of the Institution not been able to sustain the standards of education.

2) India is not having national rankings and national data collection effort.

3) How to modify the examination structure is one of the major problem.

4) Lacking of proper technique of problem findings is not available.

5) India is still lacking Internationally prestigious universities such as Cambridge, Harvard and

Oxford.

6) The engineering education colleges in India is rapidly increasing. The student who is having

35% to 59% marks can also take admission in any private engineering college.

7) There are number of engineering polytechnic colleges who are not having sufficient

equipment due to which it is not possible to give practical knowledge to the students.

8) The major problem by the higher education is to maintain the importance regarding standard

of education. There should not be clashes between the students from different universities and

having the same degrees.

9) The number of autonomous universities and institutes are increasing.

10) The India GER (Gross Enrollment Rate) is 19% it means that’s 81% who do not have the

opportunity to study even if they wanted to do.

11) In India the number of universities related with higher education is very low.

12) The last major Initiative on the development of higher education was during 11th

plan (2007-

2012).

13) India have only 722 Universities as against the national knowledge commission

recommendation of 1,500. 5.^(A Blue Print for higher education - ThoratSukhdeo).

14) There is no data or record of higher education policy in last 50 years (After Kothari

Commission 1965)




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15) Brain Drain problem is increasing.

Conclusion :

India is a developing Country, After Independence in real sense our government knew the

fact that without taking help of higher education our country can’t make progress. Because by the

help of higher education only It’s possible to make Indias economic development. To make

Invention in education policy there were certain commissions were set up i.e. the university

education commission 1948, the secondary education commission 1952, Kothari Commission

(1964 to 1966) etc.

Today India has made the revolutionary changes in the field of higher education. But still

there are lot of challenges and lacunas due to which India is yet not successful to make all over

development in the area of higher education field.

Suggestions :

The Indian Higher education system can make progress by regular research, regular

necessary amendments, continues feedback of implementation and actual result of the higher

education policies. There should be a common syllabus for every university.

Moreover the quality education with practical knowledge should be provide to the

students. For commerce and management faculty students there are lot of opportunities regarding

employment.

There should be certain limit of percentage for the colleges who are giving admission to

the average students. Finally government must control the brain drain problem by creating job

opportunities. That’s why a ranking system is needed to capture all the information of education,

teaching, learning and facilities for overall development of student.If we do so, there should be a

definite revolutionary changes in the field of higher education and India will prove himself as a

superpower of 21st century.

REFERENCES

1. (AICTE)

2. (wikipedia)

3. (wikipedia)

4. (MHRD)

5. (THEHINDU.COM)



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Role of Human Resource manager in an organization Prof. Rajesh S. Dongare

Gurukul Arts, Commerce & Science College Nanda

Tah: Korpana Dist: Chandrapur, Maharashtra

Abstract:

Human Resource Department is established in most of the organization; under the charge

of an executive know as Human Resources Manager. This department plays an important role in

the efficient management of human resources. The human resources department gives assistance

and provides services to all other department on personnel matter. Though human resource

manager is a staff officer in relation to other department of the enterprise, he has a line authority

to gets orders executed within his department.

Key words: Organization, Human Resources, Management, Manager, Communication ,

Decision-making.

Introduction:

The human resources manager should concentrate on dealing with the human problems.

Just as finance assesses costs, marketing emphasizes customers, personnel is people-centered.

Success of human resources manager depends on his ability to solve management problems in

dealing with human resources in the organization.

Qualities required of an effective human resources manager:

The human resources manager should possess all the qualities required of a manager for

his effective functioning. However, the human resources manager should possess human

relations skills in greter degrees, as he is to deal more with the human relations matters. To be

specific, the qualities required of an effective human resources manager are listed below:

! The human resources manager should have human approach to human problems.

His attitude towards the operative workforce should be sympathetic in dealing

with their problems.

! He should be alert mentally and at no time, he should be caught unaware.

! He should be competent to take quick decisions.

! He should be honest in dealing with the employees so as to leave no scope of any

doubt in the minds of the employees about his integrity.

! He should have patience and should not lose temper easily.

! He should not depend upon his formal authority too much.



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! He should be good leader so as to guide the subordinates towards organization

goals.

! He should have a sense of social responsibility so as to help his employees to

discharge their social obligations to the various segments of society.

! He should be a good communication and should be courteous in dealing with

workers, trade union leaders and members of the press.

Roles of Human Resource Manager:

Some of the important roles of human resource manager in an organization:

! Advisory role: The human resource manager can offer useful advice because he is

familiar with personnel policies and practices, labour agreements, labour laws, etc. He

can also advice on the preparation of bulletins, reports, and procedural guidelines for the

interpretation and implementation of policies.

! Representative role: The human resource manager generally acts as a spokesman of the

top management or representative of the company and communicates management

policies and decisions that affect people in the organization.

! Decision-making role: The human resource manager also plays an effective role in

decision, making on issues related to human resources. He formulates and designs

objectives, policies and programmes of human resource management.

! Mediator role: The human resource manager often acts as mediator in the event of

conflict between employees, or groups of employees, superior and subordinate, and even

between management and employees.

! Leadership role: The human resource manager provides leadership and guidance to the

workers and their groups.

! Welfare role: The human resource manager acts as a welfare officer in the organization.

As welfare officer, he is concerned with provision of canteen, crèches, transport, hospital

and other welfare services for the benefit of workers and their family members.

Conclusion:

The role of human resource manager in industry is underlined by the complex and

dynamic nature of environment under which; the modern large-scale industries function. The

impact of technology on organization structure, politicization of workers unions and the growing

consciousness of industrial employees about their rights and privileges have made the role of

human resources management increasingly more important in industrial undertaking. The task

has also been facilitated by the greater recognition of the value of human resources in industry



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and application of human resource development (HRD) techniques by the enlightened managers

in modern organizations.

References:

1. Mamorial & Mamorial, personal management.

2. Saravanavel, P. Dynamic Personnel Administration.

3. Carol T. Kulik, Human Resource for the Non- HR Manager.

4. Ken. N. Kamoche, Understanding Human Resource Management

5.Pawan S. Budhawar, Yaw A. Debrah, Human Resource Management in developing countries.

6. Keith Sisson, Johan Storey, the Realities of Human Resource Management: Managing the

Employment Relationship.




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Socio-economic, Demographic Profile and Substance Abuse among Street

Adolescents in Mumbai

Dattaram D Naik1, Rajesh Dase

2, Augustine Kanjamala

3

1PhD Scholar, Institute of Indian Culture, Mumbai, India,

2Associate Prof. (Bio-stat), Dept. of Community Medicine, MGM’s Medical College & Hospital, Aurangabad, Maharashtra, India,

3Prof & Research Guide, Institute of Indian Culture, Mumbai,

India

ABSTRACT

Phenomenon of street adolescents results from rural-urban migration. It comprises manifestation of the social

inequalities like poverty. Rapid urbanization, population growth migration, the external debt, unequal income

distribution and entrenched poverty in India have led to an increase in the number of street adolescents, who live and

work on the streets for income. Preventing drug abuse in street adolescents is a big challenge to the public health

experts and policy makers. A cross sectional study was undertaken in central and south part of the Mumbai with an

objective to investigate socio-economic, demographic characteristics and substance abuse among street adolescents.

The sample of this study was purposive. Quantitative data was collected by conducting personal interview with street

adolescents, through a pre-designed semi-structured interview schedule after obtaining informed consent. 315 boys

and 332 girls were interviewed during thesurvey. The mean age of the participants was about 14 years. Overall

substance abuse was reported by 45.5 percent of street adolescents with significantly (p<0.01) more males (50.8%)

abusing than females (40.4%). Compare to younger adolescents (14.1%) significantly (p<0.001) more percentage of

older adolescents (78.7%) were found using substance. Study emphasis need; to implement preventive interventions

against substance use specially focusing on younger street adolescents and curative interventions focusing on

addicted street adolescents.

Key words: Street adolescents, Demographic profile, Substance abuse

INTRODUCTION

The period of adolescence involves the development of self-consciousness, aspirations and

networks of friends. An adolescent is also influenced by family members and friends, family

background, place of resident, education, occupation and income status during the process of

self-development. Numbers of researchers have studied various individual factors such age,

education, gender, residence, family background, living conditions, self-religiously, alcohol

consumption, drug abuse, social networking and sexual permissiveness, extensively for the effect

of attitude and risk behaviour pattern among adolescents (Savara& Sridhar, 1992:Savara&

Sridhar 1994; Abraham & Kumar, 1999).

Street adolescents take great risk just to survive, this results in less important to health concern

(Johnson TP et al, 1996). There is growing evidence to suggest that problem behaviours cluster

together. They include alcohol and drug abuse, cigarette smoking and sexual precocity (Jha,

1994). Chatterjee in her book mentioned that older street children use their money for smoking

chewing tobacco, alcohol and drugs (Chatterjee A, 1992). Smokeless tobacco in the form of

Gutaka is commonly used by adolescents in certain states. Children take up to smoking generally

hailing from low socio-economic strata with poor social support, broken families and victims of

deprivation and discrimination. The risky behavior is often initiated during childhood and

adolescence. Most of the adults report that they started smoking daily before attaining to 18 years

of age (Lynch BS and Bonnie: 1994).




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Above literatures on substance abuse among adolescents suggests that there are different levels

of substance abuse among regions and countries, probably because there are differences of

culture norms and socio-economic and demographic situations. Street adolescents being

vulnerable population, there is need to collect baseline data on their socio-economic,

demographic and cultural characteristics to make an effort to save these adolescents on streets

from substance abuse by planning suitable interventions. A cross sectional study was undertaken

with this background to investigate socio-economic, demographic and cultural characteristics and

substance abuse among street adolescents in Mumbai.

Materials and Methods

Street adolescents in the age group of 10 to 18 years (completed) constitute the study population.

Purposive sampling technique was used to select the sample. The data was collected from central

and south part of Mumbai, where a majority of street adolescents seek work, shelter and food

(D’Souza B, et al, 2002). The method used for data collection was personal (face to face)

interview, through a pre-tested pre-designed semi-structured interview schedule after obtaining

informed consent. The interview schedule was consisting of open ended as well as close-ended

questions. The interview schedule was translated in Hindi language, as entire street adolescents

were familiar and comfortable with Hindi language. The data was collected on socio-economic

and demographic characteristics such as age, sex, religion, education, occupation, habits of

parents, place of residing currently and substance use by street adolescents. The definition of

street children suggested by Agrawal (Agrawal R, 1999) considered as criteria for selection of

street adolescents. However, it is difficult to get the exact age of the street adolescents, to

overcome this problem help of the caretaker was taken wherever it was possible. Street

adolescents or their parents/guardian who did not wish to give consent were excluded from the

study. The working definition of substance abuse was considered as use of any form of tobacco,

alcohol or narcotic drugs. Chi-square test was used to study the factors associated with substance

abuse. SPSS version-19 was used to analyse the data.

RESULTS

Socio-demographic characteristics of street adolescents

The data was collected during April 2011 to February 2012 from the 647 street adolescents, using

purposive sampling technique from central and south part of Mumbai where street children are

usually seen more in numbers. The socio-economic and demographic characteristics of street

adolescents indicate that of the total 647 street adolescents who participated in the study; 315

(48.7%) were boys and 332 (51.3%) were girls. Age distribution of the boys was; 163 (51.7%)

were between ages 10-14 years (younger adolescents) whereas 152 (48.3%) were between ages

15-18 years (older adolescents). The mean (+ SD) age of boys was 14.25 (+ 2.84). Similarly, age

distribution of the girls was; 170 (51.2%) were between ages 10-14 years whereas 162 (48.8%)

were between ages 15-18 years. The mean (+ SD) age of girls was 14.08 (+ 2.76). Majority

(76.8%) of boys and girls (83.4%) were Hindu, followed by 19.4 percent of boys and 14.2

percent of girls were Muslim and 3.8 percent of boys and 2.9 percent of girls were belongs to

Christian, Buddist/Neo Buddist and Sikh religion.

Little more than half (50.5%) of the boys and 65.1 percent of girls were staying on footpath,

followed by 25.1 percent of boys and 16.9 percent of girls were staying in huts. About 58 percent




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of boys and 92.8 percent of girls were staying with their parents, 11.4 percent of boys and 5.7

percent of girls were staying with their relatives (other than parents) and 11.1 percent of boys

were staying alone, whereas no girl was staying alone. Majority (62.9%) of boys and girls

(69.6%) had education up to primary level. About one fourth (25.4%) of boys and 23.5 percent of

girls were illiterate.

About 86 percent of boys and 91.9 percent of girls were working for money. Other 14 percent of

boys and 8.1 percent of girls were depending on their parents. Majority (79%) of boys and 78.9

percent of girls were working in central part of Mumbai. Of the total working boys (N=270) and

working girls (N=305); majority (87.8%) of boys and 84.9 percent of girls were working for 1-5

years. Mean (+SD) period of working for money for boys in years was 3.20 (+2.32) with median

3 years and mode 2 years. Whereas mean (+SD) period of working for money for girls in years

was 2.96 (+2.89) with median 2 years and mode 1 year. About 45.2 percent of boys and 64.9

percent of girls were earning Rs. 100-500 per week whereas 54.8 percent of boys and 35.1

percent of girls were earning money between Rs. 501-1000 per week. Mean (+SD) income of

boys was Rs. 600.67 (+139.09) and girls was Rs. 513.28 (+130.96) per week.

About 65 percent of boys and 40 percent of girls were on street for 1-10 years whereas 35.2

percent of boys and 60 percent of girls were on street for more than 10 years. Mean (+SD)

number of years on the street for boys in years was 9.28 (+4.67) with both median and mode 10

years. Whereas mean (+SD) number of years on the street for girls in years was 11.60 (+4.01)

with median 11 years and mode 10 years.

Demographic profile of street adolescents and substance abuse

A total of 647 subjects interviewed, 294 (45.5%) admitted to substance abuse with significantly

(p=0.005) more males (50.8%) abusing than females (40.4%). Compare to younger adolescents

(14.1%) significantly (p<0.001) more percentage of older adolescents (78.7%) were found using

substance. With respect to religion about 44 percent from Hindu followed by 50 percent from

Muslims and 55 percent from other religions reported using substance. There was no significant

difference observed in substance use with respect to religion. Significantly more (71.7%)

participants with secondary and above education reported substance use. Among illiterateit was

44.3 percent and primary educated 42.2 percent respectively (Table 1).

There was no substance use was observed among non-working street adolescents whereas

significantly (p<0.001) high substance use was observed among street adolescents working as

labours and on paid jobs (63.9%) followed by 51 percent among rag pickers and self-employed.

As compared to other income groups, use of substance was observed significantly (p<0.001) high

among street adolescents having income Rs.501-1000 (76.9%). Period of working is important to

know in case of street children, as it gives us an idea about maturity of street adolescents in

income generation activities as well as their exposure to other elder or younger population.

Significantly (p<0.001) more street adolescents working for 1-5 years were found more prevalent

(53.8%) to use of substance. Similarly, majority (52.8%) of street adolescents working in central

zone were observed using substance (Table 2).

Place of stay is an important factor in substance abuse. Majority (59.7%) street adolescents

staying on railway platform/ garden/ under bridge (i.e. open place) followed by 43.5 percent




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staying on foot path or in hut and 43.3 percent were staying in pukka house/ holy place were

using substance. Living conditions and links with the families are determinant factors in case of

street children. Street children in India leave their families for the strategic reasons like poverty

and family discord (Aptekar, 2004).There was significant (p=0.027) association observed in

substance use with respect to place of stay. Significantly (p<0.001) less street adolescents staying

with parents (37.1%) were using substance whereas street adolescents staying with friends/

employer (84.8%) were observed more prevalent to substance use. Street adolescents staying on

street for longer period (i.e. 16-18 years) were observed significantly (p<0.001) more prevalent

(80.6%) to substance use (Table 3).

Street adolescent comprises manifestation of the social inequalities like poverty. In many cases

parents depend on their children for support, inverting the natural relationship in which children

received stability and security from their parents (Bond, 1993). However, the phenomenon of

street adolescents actually results from rural-urban migration of these adolescents’ parents and

immediate environment, as well as the parents’ earlier lives. (Kabore MG, 2000). Use of

substance was observed significantly (p<0.001) low (40.7%) among street adolescents whose

both parents were alive and it was observed high (66.7%) among street adolescents whose

parents were not alive. Though there was insignificant difference (p=0.436), use of substance was

observed low (45.3%) among street adolescents who reported their fatherswere using substance,

whereas it was significantly (p=0.011) high (62%) among the street adolescents who reported

their mothers were using substance respectively (Table 4).

DISCUSSION

The present study reveals the prevalence of substance abuse to be 45.5 percent which is lower

than that of the study conducted by Pagare(2004) in Delhi (80.9%) and the study conducted by

AbhayGaidhane et al., (2008) among street boys in Mumbai (57.4%). Similar findings were

observed in a study conducted by Poonam Naik et al., (2011) in their studyshe observed 44.2

percent street adolescents admit substance use with male abusing more than females. Similarlyin

current study we observed more male than female using substance.A study on street children in

Mumbai, Calcutta, Delhi and Hyderabad also revealed high rates of substance use among

runaway boys (Ministry of Social Welfare, 1996). Chatterjee in her book mentioned that older

street children use their money for smoking chewing tobacco, alcohol and drugs (Chatterjee A,

1992). In our study we observed that older adolescents were significantly (p<0.001) more

prevalent than younger adolescents in use of substance.

Social and economic changes promote youth autonomy a decline of parental control, and an

increase in gender equality through the extension of education, all of which may have an

influence on drug abuse. Current study indicates street adolescents working as labour or having

paid jobsor having comparatively more income were more prevalent in substance use. Substance

abuse was also observed more among street adolescents having education secondary and above.

Place of stay is an important factor in influencing the attitude of an individual towards substance

abuse. A study conducted by Ministry of Women and Child Development, Government of India,

(MWCD, GOI, 2007) on child abuse reported that majority (51.8%) were staying on footpath.

Street adolescents staying in open place have opportunity to observe any act performed by elders




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in their community. They adopt street culture very fast. Our study indicates that more than half of

the street adolescents staying on railway platform/ garden / under the bridge were more prevalent

to substance use.Similarly about 81 percent of street adolescents who were on the street for long

time reported using substance.It has been theorized that autonomy of adolescents from parental

control is positively related to attitudes and behaviour. Miller et al (1986) examined that

influence of parental control on attitudes and behaviours among teenagers. Current study

indicates about two-thirds of the street adolescents among those who had no parents alive

reported using substance. Frequency of going out refers to how often the person spends the

evening with friends outside his home. Going out implies the freedom of young people to

socialize with their friends (Isarabhakadi, 2000). In the current study about 84 percent of street

adolescents staying with friends/ employer reported using substance which is quite high,

followed by 65.7 percent who were staying alone reported using substance.

Situation like marital discord, divorce, single parenting is associated with drug abuse among

adolescents. Poor monitoring by parents are likely to take their children abusing drugs (Jiloha,

2009). In current study substance abuse was observed more among those who were staying alone,

whereas it was less among those street adolescents having both parents alive.The family plays an

important role in socialization and appropriate norms of children in early stage in life. Thereby

the environment of the home and the values and behavior of parents influence children.

According to Fox (Fox, 1981) and Furstenberg (Furstenberg, 1981) the family is a central

institution in the formation of attitudes and behaviour, because it provides role models, a social

and economic environment.

Children including adolescents have tremendous influence of their parents and

children/adolescents of smokers are twice likely to become smokers (Conrad KM et al, 1992).

Adolescents disapproved of smoking by their parents are less likely to initiate smoking (Eiser JR

et al, 1989). Children exposed to their parent’s smoking are less likely to oppose by their parents

for their smoking (Elkind AK, 1985). Parental attitudes towards alcohol and adolescents abused

with drugs can play an important role to attract the adolescents towards smoking and drinking

alcohol.Pagare et al., (2004) observed substance use in the family do not increase the risk of

substance use in children. This finding is different from the studies conducted by Merrill et al.,

(2001) and Tusang et al., (1998). Current study revealsinsignificant association with low

acceptance of substance use among street adolescents whose fathers were using substance,

whereas significant association with high acceptance of substance use was observed amongstreet

adolescents using substance and their mothers using substance.

CONCLUSION

Study emphasis need of interventions for street adolescents at an early adolescence age focused

on health benefits and preventing use of tobacco products and alcohol. Further study suggests

that street adolescents having secondary and above education, working as labour or on paid jobs,

having more income, staying on open place, staying alone or with friend/ employer, being on the

street for longer period and no parents alive were more prevalent to use the substance. Therefore

policy makers and programme planner should plan the interventions keeping these factors in

mind to reduce substance use because todays children are tomorrows future.

ACKNOWLEDGEMENT




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The authors are grateful to Dr. Asha Rane, Hamara Foundation, Dr. Bernard D’Souza, Don

Bosco, and Mr. Israil Nanda, World Vision for their guidance and support while conducting this

study. We also thank to Mr. Pravin Damle, Mrs. Pratima Dev, Mr. ChandrakantKamble, who

guided and supported for building rapport with street adolescents and their parents/care givers.

We acknowledge and thank to the Ms. KavitaJuneja, Mr. Anil Raut, Ms. RatnaNagpure and

MrNitin Kamble, having Master’s Degree in Social Work and vast experience of working in

reproductive health and adolescents, for their co-operation in collecting data, counselling street

adolescents; as and when needed.

REFERENCES

1. Abhay M Gaidhane, Quazi Syed Zahiruddin, LalitWaghmare, SunitaShanbhag, Sanjay

Zodpey, (2008), Substance Abuse among Street children in Mumbai, Journal Vulnerable

Children and Youth Studies, 3:42-51.

2. Abraham Leena and K. Anil Kumar, (1999), Sexual Experience and their Correlates

among College Students in Mumbai City,International Family Planning Perspectives,

25(3), pp 139-146.

3. Agrawal R, (1999), Street Children,Shipra Publications, New Delhi, pp 20-21.

4. AptekarL, (2004),Street Children in the Developing World: A Review of their

Condition,Cross-Cultural Research, 28(3), pp. 195–224.

5. Bond LS, (1993), The Sad Reality of Street Children,Boletin De La Oficina Sanitaria

Panamericana, 1993 Feb; 114 (2), pp. 97-104.

6. Conrad KM, Flay BR and Hilly D, (1992), Why Children Start Smoking Cigarettes:

Predictors of Onset,Br J Addiction, 87, pp. 1711-24.

7. Chattejee A, (1992),India: The Forgotten Children of the Cities, UNICEF ICDC,

Florence, ISBN No. 88-85401-08-2.

8. D’Souza B, Castelino L and Madangopal D, (2002), A Demographic Profile of Street

Children in Mumbai, at http//www.karmayog.org, accessed on Jan 12, 2013.

9. Eiser JR, Morgan M, Gammage P Gray E, (1989), Adolescent Smoking: Attitude, Norms

and Parental Influence,Br J SocPsychol, 28, pp. 193-202.

10. Elkind AK, (1985), The Social Definition of Women’s Smoking Behaviour,SocSci Med,

20, pp. 1269-78.

11. Fox GL, (1981), The Family's Role in Adolescent Sexual Behavior, In T. Ooms (eds),

Teenage Pregnancy in a Family Context: Implications for Policy, Philadelphia: Temple

University Press, pp. 73-130.

12. Fursternberg FF, (1981), Implication the Family: Teenage Parenthood and Kinship

Involvement,In T. Ooms (eds), Teenage Pregnancy in a Family Context: Implications for

Policy,Philadelphia: Temple University Press, pp 131-164.

13. IsarabhakadiPimonpan, (2000), Sexual Attitudes and Experience of Rural Thai Youth,

Institute for Population and Social Research, Mehidol University, ISBN No. 974-663-

670-7 IPSR Pub. No. 24 oy 9.

14. JhaSaroj. (1994) Lifestyle Related Problems of Youth,The Indian Journal of Social Work,

Vol. LV. No. 1, pp 25-39.




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15. Jiloha RC, (2009), Social and Cultural Aspects of Drug Abuse in Adolescents, Delhi

Psychiatry Journal, 12(2), pp. 167-175.

16. Johnson TP, Aschkenasy JR, Herbers MR, (1996),Self-reported Risk Factors for AIDS

among Homeless Youth,AIDS Education and Prevention, 8(4), pp. 308-322.

17. Kabore MG, (2000), Street Children in Burkina Faso: Status and Prospects In: Integration

des Groupes Vulnerables au Development, (complied by) Morocco, Institute Nationa de

Statistique et D’economieAppliquee, Preogramme de Formation en Papulation et

Development Durable, Rabat, Mprocco; Serie de Researches Monographiques, 2000,

pp.7, 48.

18. Lynch BS and Bonnie RJ, (1994), Growing up Tobacco Free: Preventing Nicotine

Addiction in Children and Youths, Washington DC: National Academy Press, ISBN 978-

0-309-05129-3.

19. Merrill J and Peters L, (2001),Substance Misuse, In: Grower S (eds) Adolescent

Psychistry in Clinical practice, Arnold Publishers, London, 2001, pp 150-176

20. Miller BC, McCoy JK, Olson TD and Mallace CM,(1986), Parental Discipline and

Control Attempts in Relations to Adolescent Sexual Attitudes and Behaviour,Journal of

Marriage and the Family, 1986; 48, pp. 503-512.

21. Ministry of Social Welfare, (1996), Reducing Risk Behaviours Related to HIV/AIDS and

Drug Abuse among Street Children, National Report, UNDP, UNICEF, WHO, NACO,

1996.

22. MWCD (Ministry of Women and Child Development), Government of India, (2007),

Study on Child Abuse: India, Printed by Kirti, New Delhi.

23. Pagare D, Meena GS, Singh MM, Saha R, (2004), Risk Factors of Substance Use among

Street Children from Delhi, Indian Pediatrics, 41: 221-225.

24. Poonam R Naik, Seema S bansode, Rajendra R ShindeandAbhay S Nirgude, (2011),

Street Children of Mumbai: Demographic Profile and Substance Abuse, Biomedical

Research, 22(4): 495-498.

25. Savara Mira and Sridhar CR, (1992), Sexual Behaviour of Urban Educated Indian

Women: Result of a Survey,Journal of Family Welfare, 38 (1), pp 30-43.

26. Savara Mira and Sridhar CR, (1994), Sexual Behaviour among Different Occupational

Groups in Maharashtra, India and the Implications for AIDS Education,Journal of Social

Work, Vol. LV, No.4, pp. 617-632.

27. Tsuang MT, Lyons M, Meyer M, Doyle T,Eisen S, Goldberg J, (1998), Co-

occurrence of Abuse of Different Drugs in Men. The role of Drug Specific and Shared

Vulnerabilities, Arch Gen Psychiatry 1998: 55:967-972.

Table 1: Selected Demographic Characteristics and Substance Abuse

Characteristics N Substance Abuse χ2value p-value

No

(N=353)

Yes

(N=294)

Age in Years

10-14

333

85.9

14.1

271.598

<0.001




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15-18 314 21.3 78.7

Sex

Male

Female

315

332

49.2

59.6

50.8

40.4

7.096

0.005

Religion

Hindu

Muslim

Others

519 108

20

55.9

50.0

45.0

44.1

50.0

55.0

2.006

0.367

Education

Illiterate Primary (1-7)

Sec & above

158

429

60

55.7

57.8

28.3

44.3

42.2

71.7

18.555

<0.001


Characteristics N Substance Abuse χ

2value p-value

No

(N=353)

Yes

(N=294)

Occupation

Not Working

Labour& Other Paid Jobs

Rag Picking & Self employed

Others

72

216

247

112

100.0

36.1

49.0

73.2

0.0

63.9

51.0

26.7

108.43

<0.001

Income per Week

Nil Rs. 100-500

Rs. 501-1000

72 320

255

100.0 69.4

23.1

0.00 30.6

76.9

189.852

<0.001

Period Working for Money

Not working 1-5 years

6-15 Years

72 496

79

100.0

46.2

65.8

0.0 53.8

34.2

78.092

<0.001

Area of Working

Not Working

Central Zone

Other Zones

72

511

64

100.0

47.2

62.5

0.00

52.8

37.5

72.872

<0.001




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2value p-value

No

(N=353)

Yes

(N=294)

Place of residence

Footpath/Hut

Rly Platform/Garden/Bridge

Puckka House/Holy place

510

77

60

56.5

40.3 56.7

43.5

59.7 43.3

7.210

0.027

Staying with

Living Alone

Parents Relatives

Friends /Employer

35

491

55

66

34.3

62.9

40.0

15.2

65.7

37.1

60.0

84.8

65.733

<0.001

Period on the Street

1-5 years

6-10 Years 11-15 Years

16-18 Years

125

211

208

103

48.0

64.0

66.3

19.4

52.0

36.0

33.7

80.6

72.687

<0.001



2value p-value

No

(N=353)

Yes

(N=294)

Parents

No parents alive

Father/Mother alive

Parents Alive

36

125

486

33.3

42.4

59.3

66.7 57.6

40.7

18.327

<0.001

Father admits Substance abuse

Yes

No

629 18

54.7

50.0

45.3

50.0

0.155

0.436

Mother admits Substance abuse

Yes

No

597

50

55.9

38.0

44.1

62.0

5.994

0.011



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Quarterly Journal Peer Reviewed Journal ISSN No. 2394-8426 Indexed Journal Referred Journalhttp://www.gurukuljournal.com/

A study of use of Web 2.0 technology among University LIS Professionals

*Kishor N. Wasurke ** Dr Veena A. Prakashe Off. Principal / Librarian Information Scientist

Shri Saibaba College of Education, P.V. Narsimharao Campus Library

Gadchiroli RTM, Nagpur University, Nagpur

Introduction

The social networking sites have enabled probably the greatest migration of people to the

virtual world. People have a new opportunity to interact not only in real life, but also in

cyberspace, where geographical and other physical barriers don't exist. Together with the

implementation of feeds and streams which enable dynamic information, social networking could

represent the biggest and most important component of Web 2.0, reshaping education, business,

marketing, politics and just being plain amazing.

In addition to above, the Wikis and folksonomies are tools which harness the amazing

effect of participation and collaboration of millions of people to create information and

knowledge. Wikipedia is the biggest encyclopedia in the world, holding knowledge whole mankind can benefit from. Folksonomies, such as tools for collaborative tagging and social

indexing enable structured knowledge, while recommendation engines help us get information from massive quantity of data available online.

Web services and mashups enable and use open flows of data from one online service to

another, from one online platform to another. System integration used to be one of the most complex things in IT, but thanks to new standards, protocols and technology, data can freely

travel from and to different sources. This provides a perfect ground for exchanging information and enables evolution from software services to software platforms. Perhaps it is important to

mention cloud computing, which makes hardware requirements irrelevant – the processing power

and memory is around in plenty – but computer grids with shared resources have already been around for decades. All the better to understand that Web 2.0 is more about concept than it is

about technology.

Review of Literature

Ian Davis (2005)1 explicitly proves the significance of Web 2.0 tools in the modern

scholarly communication process by recommending that “the best way to follow development (of Web 2.0) is on the blog”. Moreover the fact that technology is ever-evolving has a direct bearing

on library practices and subsequently on LIS Education. While the term is widely defined and interpreted, "Web 2.0" was reportedly first conceptualized and made popular by Tim O'Reilly

and Dale Dougherty of O'Reilly Media in 2004 to describe the trends and business models that

survived the technology sector market crash of the 1990s (O'Reilly, 2005)2.

Gulati (2004)3 discussed the status of information and communication technologies usage

in Indian libraries with special reference to special libraries and the efforts made by various

institutions to propagate e‐information products and services. This research article highlights the

consortia efforts in India like JCCC Consortium, INDEST Consortium, CSIR E‐journal Consortia, and UGC Infonet. It further discusses digitization efforts in India at NISCAIR, New

Delhi, IIITM, Kerala, C‐DAC Pune, and the Digital Library of India. In addition it incorporates details on major information systems in India (such as NISSAT)and major library networks in India (such as INFLIBNET, DELNET, CALIBNET etc.). The research paper concludes with



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challenges for library and information science professionals and an overview of initiatives taken by Government of India.

Ali (2005)4 examined the use of electronic information services (EIS) among the users of the

Indian Institute of Technology (IIT) Library in Delhi, India. The study found that Boolean logic

and truncation are the most often used search facilities by IIT users. Lack of printing facilities,

terminals and trained staff are the major reasons that would discourage users from accessing the EIS. The survey also reveals that some 60 per cent of users face difficulties while browsing

e‐information. Sutradhar (2006)

5 described how an institutional repository (IR) was set up, using open

source software, at the Indian Institute of Technology (IIT) in Kharagpur. Members of the IIT can publish their research documents in the IR for online access as well as digital preservation.

Material in this IR includes instructional materials, records, data sets, electronic theses, dissertations, annual reports, as well as published papers. This opens up the world of scholarly

publishing in a way that causes re‐examination of many of the current practices of scholarly communication and publishing..

Maness (2006)6 suggested a definition and theory for "Library 2.0". It suggests that recent

thinking describing the changing Web as "Web 2.0" will have substantial implications for libraries, and recognizes that while these implications keep very close to the history and mission

of libraries; they still necessitate a new paradigm for librarianship. The paper applies the theory and definition to the practice of librarianship, specifically addressing how Web 2.0 technologies

such as synchronous messaging and streaming media, blogs, wikis, social networks, tagging,

RSS feeds, and mashups might intimate changes in how libraries provide access to their collections and user support for that access.

Varalakshmi (2007)7 informed that the Library and information science education in India is

nearing to celebrate centenary celebrations. However, several issues need to be resolved to meet

the demands of the contemporary information society. The research paper reviews the growth of

LIS education in India, foresees the future trends and suggest for national consensus on some of the basic issues.

Research methodology Originally the study was carried out to plan the 44 Central, 130 Deemed and 269 State

Universities recognized by UGC (University Grants Commission), which were in existence till

date. Within these Universities, the Librarians, Documentation Officers and LIS Teachers were included to assess the exploitation of Web 2.0 technologies by them. The study did not include

the Librarians of LIS teachers working on part time or ad-hoc or temporary bases. However, in this study, data from 24 Central, 72 Deemed and 100 State Universities were covered. Web 2.0

Technology included all those tools that are in existence at the time of collecting the data.

Hypothesis

The hypothesis for the present study are as under :

H1: LIS professionals are well aware of Web 2.0 tools and technology. H2: It is useful for LIS professionals in performing their duties as well as in their

professionals development. H3: Social networks are the most popular Web 2.0 tools among LIS professionals

in Central, Deemed and State Universities in India.

Data Analysis and Interpretation

Usefulness of the Web 2.0 tools to the Library Professional

Table 1: Information regarding the usefulness of the Web 2.0 tools to the Library

Professional

Very Much Not Much Not Know Total



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Nos. Per. Nos. Per. Nos. Per. Nos. Per.

Instant Messaging (IM) 148 75.5 34 17.3 14 7.1 196 100

Really Simple Syndication (RSS) 152 77.6 24 12.2 20 10.2 196 100

Wikis 158 80.6 28 14.3 10 5.1 196 100

Blogs 134 68.4 48 24.5 14 7.1 196 100

Podcasting 128 65.3 56 28.6 12 6.1 196 100

You Tube 128 65.3 26 13.3 42 21.4 196 100

Social Networking 143 73.0 18 9.2 35 17.9 196 100

• Above table and figure Shows results regarding usefulness of the Instant Messaging (IM) tool

to the Library Professionals in Central, Deemed and State Universities. It is observed from

the collected data, that 75.5% library staff reported the Instant Messaging (IM) tool as very

good service, while 17.3% library staff did not think of it as useful tool . Thus, it is observed

that as per majority of the library staff from the Central, Deemed and State Universities the

instant messaging (IM) tool is useful.

• Above table Shows results regarding usefulness of the Social Networking tool to the Library

Professionals in Central, Deemed and State Universities. It is observed from the collected

data, that 73.0% library staff reported the Social Networking tool as very good service, while

9.2% library staff did not think of it as useful tool. Thus, it is observed that as per majority of

the library staff from the Central, Deemed and State Universities the Social Networking tool

is useful.

Usefulness of Social Media for the Following purpose

Table 2: Information regarding usefulness of Social Media for the Following purpose

Very Useful Not Much No Use Total


Libraries can Conduct Virtual

Conference 124 63.3 38 19.4 34 17.3 196 100



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• Above table and graph presents results regarding usefulness of Social Media for libraries

conducting the virtual conference in Central, Deemed and State Universities. It is observed

from the collected data, that 63.3 % library professionals reported that social media is useful

as libraries can conduct virtual conferences; while 19.4% respondents felt it is not of much

use. 17.3 % respondents reported that it is of no use. Thus, it is observed that as per majority

of the library staff from the Central, Deemed and State Universities the social Media is useful

for libraries conducting the virtual conference.



Very

Useful

Not Much No Use Total


Facebook can be used to get

library News and events out in

the world

98 50.0 66 33.7 32 16.3 196 100.0

Above table Presents results regarding usefulness of Social Media for libraries as Facebook can

be used for the promotion of library News and events in the world. It is observed from the

collected data, that 50.0 % library professionals reported that social media is useful as Facebook



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can be used for the promotion of library News and events in the world; while 33.7% respondents

felt it is not of much use and 16.3 % respondents reported that it is of no use. Thus, it is observed

that as per majority of the library staff from the Central, Deemed and State Universities the social

Media is useful as Facebook can be used for the promotion of library News and events in the

world.



Very Useful Not Much No Use Total


You Tube can be used to share

Video's Conference, workshops and

Library events

88 44.9 44 22.4 64 32.7 196 100.0

Above table and graph presents results regarding usefulness of Social Media for libraries as You

Tube can be used to share Video's Conference, workshops and Library events. It is observed

from the collected data, that 44.9 % library professionals reported that social media is useful as

You Tube can be used to share Video's Conference, workshops and Library events; while 22.4%

respondents felt it is not of much use and 32.7 % respondents reported that it is of no use. Thus,

it is observed that as per majority of the library staff from the Central, Deemed and State

Universities the social Media is useful as You Tube can be used to share Video's Conference,

workshops and Library events.

Challenges in Using Social Media, for Professional purpose

Table 5: Information regarding the Challenges in Using Social Media, for Professional

purpose

Reasons Main Responsible

Factor

Less Responsible

Factor Total

Nos. Per. Nos. Per. Nos. Per.

Advanced digital Competence 168 85.7 28 14.3 196 100



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Table no 5 and graph shows results regarding the challenges in using social media, for

professional purpose. It is observed from the collected data, that 85.7 % library professionals

reported that advanced digital competence is an important factor.

Hypothesis Testing:

Table no. 6: Showing advanced digital competence * You Tube can be used to share Video's

Conference, workshops and Library events Cross tabulation

advanced digital competence

You Tube can be used to share

Video's Conference,

workshops and Library events Total

Very

Useful

Not

Much No Use

Main Responsible Factor

Count 88 44 36 168

Expected Count 75.4 37.7 54.9 168.0

% within advanced

digital competence 52.4% 26.2% 21.4% 100.0%

Less Responsible Factor

Count 0 0 28 28

Expected Count 12.6 6.3 9.1 28.0

% within advanced


Total

Count 88 44 64 196

Expected Count 88.0 44.0 64.0 196.0

% within advanced


As per above table it is found that 168 librarians opine that advanced digital competence is the

main responsible factor for professional development while 28 librarians opine that it is less

responsible factor. Out of 168 librarians 88 think that You tube is very usefull for sharing video

conference, workshops and library event , 44 think that it is not much usefull while 36 say that it



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is of no use. Out of 28 respondent librarians all opine that you tube is not useful in sharing video

conference, workshops and library event.

Table no 7: Showing Chi-Square Tests result

Value Df Asymp. Sig.

(2-sided)

Pearson Chi-Square 67.375a 2 .000

Likelihood Ratio 73.045 2 .000

Linear-by-Linear

Association 53.840 1 .000

N of Valid Cases 196

Above table shows the result of chi-square test to test the relationship between opinion of LIS

professional about their views on advanced digital competence as responsible factor for

professional development and their views on You Tube as a media for professional development.

As per chi-square test results it is found that Pearson chi-square test value is 67.375 with 2

degrees of freedom (df). This value is significant at 5% level of significance (p=0.000<0.05).

Result: This shows that there is relation between advanced digital competence of LIS

professional and the use of web 2.0 and technology and their professional development. Hence

the hypothesis that Web 2.0 and technology is useful for LIS professionals in performing

their duties as well as in their professional development is accepted at 5% level of

significance.

Table no. 8: Showing Facebook can be used to get library News and events out in the world

* Libraries can Conduct Virtual Conference Crosstabulation

Facebook can be used to get library News and events

out in the world

Libraries can Conduct Virtual

Conference Total

Very

Useful Not Much No Use

Very Useful

Count 98 0 0 98

Expected Count 62.0 19.0 17.0 98.0

% within Facebook can be used to get

library News and events out in the

world

100.0% 0.0% 0.0% 100.0%

Not Much

Count 26 38 2 66

Expected Count 41.8 12.8 11.4 66.0



world

39.4% 57.6% 3.0% 100.0%

No Use Count 0 0 32 32



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world

0.0% 0.0% 100.0% 100.0%

Total

Count 124 38 34 196

Expected Count 124.0 38.0 34.0 196.0



world

63.3% 19.4% 17.3% 100.0%

As per above table, 98 LIS professionals opine that Facebook can be very useful to get library

news and events out in the world and all of them think that through web 2.0 and technology

libraries can conduct virtual conference. 66 opine that Facebook is not much useful to get library

news and events out in the world. Out of 66 respondents, 26 think that it is very useful while 38

think that it is not useful and only 2 respondents think that it is of no use. Out of 32 respondents

who opine that Facebook is of no use to get library news and events out in the world, all of them

think that it is of no use to conduct virtual conference.

Table no. 9: Showing Chi-Square Tests result

Value Df Asymp. Sig. (2-

sided)



Linear-by-Linear



Above table shows the result of chi-square test to test the relationship between usefulness of

Facebook to get library news and events out in the world and their opinion on conducting virtual

conference. This relationship is tested at 5% level of significance. It is found that the Pearson chi-

square value is 272.761 with 4 degree of freedom (df). Thus value is found to be significant at

5% level of significance (p=0.000<0.05).

Result: This shows that there is relation between the usefulness of Facebook as a tool to get

news and events in the world and the use of web 2.0 tools and technology to conduct virtual

conference. Hence, the hypothesis that LIS professionals are well aware of Web 2.0 tools and

technology is accepted.

Table no. 11: Showing social networking usefullness * Instant Messaging (IM) Cross

tabulation

social networking usefulness Instant Messaging (IM) Total



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Very

Useful

Not

Much

No Use

Very Useful Count 143 0 0 143

Expected Count 108.0 24.8 10.2 143.0

% within social networking

usefullness

100.0% 0.0% 0.0% 100.0%

Not Much Count 5 13 0 18



usefullness

27.8% 72.2% 0.0% 100.0%

No Use Count 0 21 14 35



usefullness

0.0% 60.0% 40.0% 100.0%

Total Count 148 34 14 196

Expected Count 148.0 34.0 14.0 196.0


usefullness

75.5% 17.3% 7.1% 100.0%

Above table shows the relationship between the opinion of LIS professionals about usefulness of

social networking and usefulness of Instant Messaging (IM) among LIS professional. Out of 196

LIS professional 143 opine that Social networking and IM are the most useful. 18 opine that

social networking is of not much use. Out of 18 LIS professionals 5 think that IM is very useful,

13 think that it is not much useful. 35 LIS professional opine that social networking is of no use.

Out of 35, 21 LIS professional say that IM is not much useful while 14 say that IM is of no use.

Thus, most, i.e. 143 LIS professional opine that social networking is most useful in their

profession.

Table no. 13: Showing Chi-Square Tests result

Value Df Asymp. Sig. (2-

sided)



Linear-by-Linear



Above table shows the relationship between usefulness of social networking and Instant

Messaging (IM). Chi-square has been used to test the relationship. The Pearson chi-square test

value is 200.377 at 4 degrees of freedom (df). This value is found to be significant at 5% level of



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significance (p=0.000<0.05). this shows that there is relationship between usefulness of social

networking and IM among LIS professionals.

Result: Hence, as per chi-square test results, it is found that there is relationship between

usefulness of social networking and IM among LIS professionals. Thus, the hypothesis that

Social networks are the most popular Web 2.0 tools among LIS professionals in Central,

Deemed and State Universities in India is accepted.

Conclusion:

The influence the Internet is having on our everyday lives is reaching almost unimaginable

levels. Web services and mashups enable and use open flows of data from one online service to

another, from one online platform to another. Most of us understand the impact of the Internet on

our working and non-working lives, especially given that more than 50% of Indian households

now have some form of connection to it, mainly through mobile phones and broadband.

It is thus found from the study that Web 2.0 tools have been widely used by university

professionals across State, Central and Deemed universities that consists of Facebook, Youtube,

Twitter etc. As per table no. 7, it is found that Web 2.0 and technology is useful for LIS

professionals in performing their duties as well as in their professional development is accepted

at 5% level of significance. It is also found that LIS professionals are well aware of Web 2.0

tools and technology and Social networks are the most popular Web 2.0 tools among LIS

professionals in Central, Deemed and State Universities in India.

References:

1. Davis, I. (2005). Library 2.0 – the next wave of the field. Accessed May 15,

2010http://internetalchemy.org/2005/07/talis-web-20-and-all-that

2. O'REILLY, T. (2005). What is Web 2.0 : Design Patterns and Business Models for the Next

Generation of Software Online : Available at

http://www.oreillynet.com/pub/a/orielly/tim/news/2005/09/03/What-is-Web-

2.0.html.Retrieved : 26/12/2010

3. Anjali Gulati, Use of information and communication technology in libraries and

information centres: an Indian scenario, The Electronic Library, 2004, 22(4), pp.335 – 350

4. Naushad Ali, The use of electronic resources at IIT Delhi Library: a study of search

behaviours, The Electronic Library2005, 23(6), pp.691 – 700

5. B. Sutradhar, Design and development of an institutional repository at the Indian Institute

of Technology Kharagpur, Program, 2006, 40(3), pp.244 – 255

6. Maness J.M. (2006). Library 2.0 Theory: Web 2.0 and Its Implications for Libraries,

Webology, 3(2)

7. R.S.R. Varalakshmi. Need for National Consensus on Library and Information Science

Education in India (2007) 27(2)



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The evolving perspectives on Branding-what holds for the future?

1st

Author : J Murali Krishnan

Qualification : M.Com., MBA., M.Phil, JAIIB, ICWA (Inter)

Designation : Research Scholar (PhD – Part time), Madras University, (Guide: Mr.Tameem Sherif,

Assistant Professor, New College, Chennai)

Institute : Associate Vice President, Religare Finvest Limited.

Email : [email protected]

ABSTRACT: India is a developing country.In today’s scenariobrands are the basis of consumer relationship.Global

brand is a product that adds other dimensions that differentiate it in some way from other products designed to

satisfy the same need. Global Marketing needs clear vision regarding the 4P’s of marketing mix in the context of

International market. Brand is the biggest asset of any company. A global brand should provide relevant meaning

and experience to people across multiple societies. The perception of quality that is associated with the global brands

is difficult to unlock but it’s easier to create a blue ocean of opportunities for Indian brands. Branding strategy must

be devised, after considering the brands own capabilities and competencies, strategies of competing brands, and the

outlook of consumers, which are largely formed by experiences in their respective societies. The marketing policy

has huge influence, when there is right translation of brand into the marketing mix. The main focus of this paper is

on Global Branding and challenges in it. It also looks into six challenges (6E’s) and strategies of branding in Global

Market.

KEYWORDS:Global Brands, Strategies, Impact.

PREAMBLE: A number of well-known global brands have derived much of their sales and

profits from nondomestic markets for years, for example, Coca-Cola, Shell, Bayer, Rolex,

Pampers, and Mercedes-Benz to name a few. Brands such as Apple computers, L‘Oreal

cosmetics, and Nescafe instant coffee have become fixtures on the global landscape. The

successes of these brands have provided encouragement to many firms to market their brands

internationally. A number of other forces have also contributed to the growing interest in global

marketing. These are perception of slow growth and increased competition in domestic markets,

Belief in enhanced overseas growth and profit opportunities, Desire to reduce costs from

economies of scale, Need to diversify risk and Recognition of global mobility of customers.

Today companies going global, continuously plan their strategies for worldwide success. Global

Marketing needs clear vision regarding the 4P‘s i.e., Product modification, Pricing issues,

Promotion mix strategies to adhere to the cultural sentiments, language and lifestyle patterns of

foreign consumers and right distribution channel to penetrate deeper. Other challenges include

suitable Packaging and building Brand for acceptance in the foreign market. All these require

Marketing Research followed by segmenting, targeting and positioning of the markets. The

debate on Standardization Vs Customization exists. It is argued that premium brands and

experiential brands opt for standardization, while FMCG brands and other need a customized

approach in diverse markets.

THE POWER OF BRANDING: Branding has been around for centuries as a means to

distinguish the goods of one producer from those of another. In fact, the word brand is derived

from the Old Norse word bandr, which means ―to burn, as brands were and still are the means

by which owners of livestock mark their animals to identify them.Brands have become

increasingly important components of culture and the economy, now being described as

―cultural accessories and personal philosophies. Brand Building process is a value addition



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technique which projects the image of the product, the company and the country at large. A

Brand is a name or trademark connected with a product or producer. Brands have become

increasingly important components of culture and the economy, now being described as

―cultural accessories and personal philosophies. ‘Branding strategy’ is vital to direct global

marketing efforts. Brand strategy aids businesses in achieving their targeted performance. It is

known that Brand knowledge, Brand applications, Brand relationships, Brand preferences and

Brand loyalty impacts on building up the brand equity. In trying to create strong brand equity,

company should be interested in assessing the degree of customer brand dependence. A global

brand is defined as the worldwide use of a name, term, sign, symbol (visual and/or auditory),

design, or combination thereof intended to identify goods or services of one seller andto

differentiate them from those of competitors. Much like the experience with global products,

there is no single answer to the question of whether or not to establish global brands. A global

brand should provide relevant meaning and experience to people across multiple societies. A

global brand is the worldwide use of a name, term, sign, symbol (visual and/or auditory), design,

or combination thereof intended to identify goods or services of one seller and to differentiate

them from those of competitors. Even when a company has promoted its global brand name

worldwide, it is difficult to standardize its brand associations in all countries. All leading global

brands have one thing in common, i.e., they share a set of dimensions which others need to

understand, master and mange. Physical and psychological attributes of the brand must be well

defined.

How well does the product perform?

How efficient is the integrated marketing communication strategy in creating the right

brand appeal to the foreign consumers?

How competitive is its price may require some adaptation to local market conditions

and culture?

There are four functions of the mind-thinking, sensation, feeling and intuition. The psychological

attributes deals with these four aspects in a consumer. A clear communication of the Brand

meaning and value forms the right Brand Image in the consumer‘s mind. Harley Davidson is a

brand with the Image of ruggedness, tough and masculine personality.

OBJECTIVE OF STUDY

! To identify the Brand and Marketing strategies for global branding in India.

! To identify six challenges (6 E‘s) in global marketing in India.

! To find out advantages and disadvantages of global brand in India.

THE BRAND ENVIRONMENT: More factors influence a brand than the business strategy and

the subsequent Efforts of the organization and its affiliates to bring about the brand. A brand

operates in an environment consisting of, on the one hand, the elements of the strategic planning

cycle, and on the other hand, organizational conventions, competitive forces, market structures,

cultural factors, consumer motivation and media attention: the lenses and filters through which

consumers perceive and experience the brand.Perception of consumers about a product‘s

quality/performance is more important than the actual. It matters little whether the brand really is

the best in a product category, what matters most is whether the consumers perceive the brand to

be the best or not. Intel, Nike and Tiffany are some global brands which enjoy the benefit of

strong, favourable consumer perception. When entering a foreign market with our Brand, the



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culture, language and mind-set of people in that country must be studied first and then

appropriate Brand communication efforts must be taken.

EXPERIENCES OF GLOBAL BRANDS IN CHINA:Linguistic differences between Chinese

and English are wide and deep, making translation of brand names difficult. Cultural context,

pronunciation, written vs. oral language, and meaning of characters are just a few examples of

such difficulties. International brands often need to be both globally consistent and locally

relevant. A better understanding of the Chinese language and its membership in a linguistic

group are relevant to international branding managers wishing to position their products in the

local marketplace. The experience of one International brands is as follows-Toyota, the famous

SUV brand of Japan was faced with severe Government censoring and public protests due to its

advertising content representation and meaning of the name. Toyota Chinese branding of the

SUV Prado, launched by Saatchi & Saatchi, Beijing, was translated to Ba Dao which roughly

translates to the mighty rule, or rule by force. The masculine depiction of the japans SUV was

also accompanied byadvertises media that showed two stone lions saluting and bowing to the car.

It was a cultural blunder in the Chinese market.

BRAND STRATEGIES FOR GLOBAL BRAND

BRAND DOMAIN:Brand domain specialists are experts in one or more of the brand domain

aspects (products/services, media, distribution, solutions). A brand domain specialist tries to pre-

empt or even dictate particular domain developments. This requires an intimate knowledge, not

only of the technologies shaping the brand domain, but also of pertinent consumer behaviour and

needs. The lifeblood of a brand domain specialist is innovation and creative use of its resources.

A brand domain specialist is like a cheetah in the Serengeti preying on impala and gazelle. The

cheetah is a specialist hunter with superior speed to chase, and the claws and teeth to kill these

animals. The cheetah is also very familiar with the habits of itsprey. It finds ways of approaching,

singling out and capturing its prey. The cheetah is one of the most accomplished of hunters

within the wild cat species; it catches up to 70% of prey that it hunts.

BRAND REPUTATION:Brand reputation specialists use or develop specific traits of their

brands to support their authenticity, credibility or reliability over and above competitors. A brand

reputation specialist needs to have some kind of history, legacy or mythology. It also needs to be

able to narrate these in a convincing manner, and be able to live up to the resulting reputation. A

brand reputation specialist has to have a very good understanding of which stories will convince

consumers that the brand is in some way superior. A brand reputation specialist is like a horse. It

can be pure-bred, have a certain nobility and bearing, and exhibit qualities that can be traced back

to these (e.g. grace, speed, temperament, looks). Like a horse, the brand reputation specialist can

also thrive on association with celebrities.

BRAND AFFINITY:Brand affinity specialists bond with consumers based on one or more of a

range of affinity aspects. A brand affinity specialist needs to outperform competition in terms of

Building relationships with consumers. This means that a brand affinity specialist needs to have a

distinct appeal to consumers, be able to communicate with them affectively, and provide an

experience that reinforces the bonding process. A brand affinity specialist is like a pet dog. A dog

is generally considered to be man's best friend, due to its affection, its obedience, its loyalty, the

status and the protection it provides to its owners. Different kinds of dogs will command a

different form of affection.



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BRAND RECOGNITION:Brand recognition specialists distinguish themselves from

competition by raising their profiles among consumers. The brand recognition specialist either

convinces consumers that it is somehow different from competition, as is the case for niche

brands, or rises above the melee by becoming well known among consumers than competition.

The latter is particularly important in categories where brands have few distinguishing features in

the minds of consumers. In some cases, a brand recognition specialist needs to be able to

outspend competition to gain unbeatable levels of awareness. In other cases, a brand recognition

specialist needs to convince a loyal following of consumers that it is unique.

IMPACT ON BRAND STRATEGY: Brand strategy is not a given and needs to be constantly

reassessed. Brand managers must decide what is the best course of action for their brands in

particular markets, based on an analysis of the relevant internal and external influences on the

brands.

Domain Specialists: Domain specialists generally require economies of scale to be able to

sustain their investments in constant innovation. Brand proposition standardization or

harmonization is part of this drive towards economies of scale. Domain specialists tend to

centralize brand management, which leaves little room for local adaptation.

Reputation Specialists: Reputation specialists are a diverse bunch, some of whom rely heavily

upon their pedigrees while others leverage their connections to celebrities, and yet others build

on a promise that they have demonstrably been able to keep. Reputation specialists are often

good at tweaking their brands to ensure relevance to consumers in specific societies. This means

that brand and marketing management need to be largely localized, with largely a guiding task

for global management. It also means that competencies such as consumer understanding and

narration need to be available locally.

Affinity Specialists: Affinity specialists are able to pluck the heartstrings of consumers. The way

they do so differ markedly between brands, but the common result are unrivalled brand loyalty.

Some affinity specialists are able to standardize their brands across societies by using themes that

are common across various societies. For instance, Mercedes is a brand that many (successful)

people around the world wish to be associated with. However, most affinity specialists need local

brand management in order to be able to build a worthwhile rapport with consumers. Affinity

specialists need to get close to consumers to be able to connect with them. This closeness

requires affinity specialists to understand exactly which conventions can and cannot be

challenged. This also means that the brand‘s organization must encourage local brand

management initiatives.

Recognition Specialists: Recognition specialists succeed by using two aspects, namely

consumer‘s inability to discriminate between a multitude of brands in a category and their

inability to know more than a few brands in a category. In some categories it is difficult for

consumers to understand the differences between brands. Subsequently consumers will opt for

those brands that they know, the ones they hear of often. These will usually be the big players in

a market. For instance, most people are not able to fathom the differences in the propositions

offered by various banks. What they are aware of are the well-known banks. This awareness

breeds confidence and leads most people to choose one of these. A more extreme case is the mass

wine category, which is teeming with unfamiliar brands. By raising its profile, the Ernest & Julio

Gallo brand provides a safe-haven for consumers. It is a brand that they can trust to provide a



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consistent quality at an agreeable price.

Six Challenges in Global Branding

Strong brands requires a clear strategic approach to handle the six efforts (6Es) involved

in creating strong brand.

Economic Assistance: The main challenge faced by the brand leaders is to focus on the short

term returns. Brand is a long term asset, introduction of price; discount or freebie promotion for

initial acceptance of the product may lead to brand dilution and failure in the long run.

Effect of Approving: There must be consistency in quality and performance, if not betterment so

as to sustain the growing complexity of International market in terms of Consumer‘s changing

tastes and multiplying competition. The company must continuously innovate and maintain good

customer relations though their consumer touches points, so as to create brand loyalty among

existing users.

Emotional Appeal: Emotional appeal is essential to communicate the Brand message. Consider

the number of media options available to consumers - 200 or more television channels, Internet,

Newspaper, magazines.

Effective Culture: Culture refers to how people in a society interact, what they believe. How

they make decisions and what meanings they attach to certain representations. Cultures are not

static, but develop through intergenerational and interpersonal learning and experience.

Economic, Legal and Political conditions: Condition implies the Economic, Legal and Political

conditions prevailing in a foreign market. Law related to Advertising content, product

specifications, distribution options, etc vary from one country to another. The Economic

condition in UK made LG play down its tagline ‗Life is Good‘ in Advertisements due to recent

credit crunch.

Efficient distribution channel: Formation of distribution channel alliances in a foreign market.

A distribution channel decision is vital and rigid, that it expensive to change, once decision is

made.

What Makes A Strong Global Brand?

To create a strong a global brand and maximize brand equity, marketing manager must do the

following-

" Understand brand meaning and market appropriate product in an appropriate manner

" Properly position the brand

" Provide superior delivery of desired benefit

" Employee a full range of complementary brand element and supporting marketing activities

" Embrace integrated marketing communications and communicate with a consistent voice

" Measure consumer perception of value and develop a pricing strategy accordingly

" Establish credibility and appropriate brand personality and imagery

" Maintain innovation and relevance for the brand

" Strategically design and implement a brand hierarchy and brand portfolio

" Implement a brand equity management system to ensure that marketing actions properly

reflect the brand equity concept

CONCLUSION: As Indian companies seek to be major players in global markets, one of the

key challenges they face is building global brands. Building brands is important — as wages rise

with economic development, competing on cost alone may not be sustainable. While brands may



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not necessarily translate into premium prices, they help companies gain higher market share in a

crowded market place as they convey an assurance of quality and reliability. The brand strength

depends on the perception of customers. Satisfied and loyal customers indicate positive

perceptions of brand. In time when competition is getting powerful, it is imperative for the firm

to seriously evaluate factors that are not only important in creating strong brand equity but also

assist them in achieving customer satisfaction and loyalty. Branding is a major issue in product

strategy. Branding is expensive and time-consuming, and can make or broke a product. The most

valuable brands have a brand equity that is considered an important company asset. The best

brand name suggest something about the product‘s benefits; suggest products qualities; are easy

to pronounce, recognize, and remember; are distinctive; and do not carry negative meanings or

connotations in other countries or languages. The marketing implementation may make or break

a brand and is most vital as consumers actually experience the brand through advertising,

promotions, purchase and after-sales service. Global marketers need to make a sustainable brand

strategy which lists the character traits intended for the brand.

REFERENCES

[1] Kyung Hoon Kim,Kang Sik Kim,Dong Yul Kim,Jong Ho Kim,Suk Hou Kang (2008):

Brand Equity in Hospital Marketing, Journal of Business Research 61, 2008, 75-82.

[2] Manoj Pandey & Dr. J.K. Raju (2009): Analyzing Relationship between Brand Perception

and Customer Loyalty in Life InsuranceIndustry, The Journal–Contemporary Management

Research, Vol.3, No 1, March 2009.

[3] Simonin, Bernared L. & Julie A. Ruth (1998): Is a Company known by the Company it

keeps? Assessing the Spillover Effects ofBrand Alliences on Consumer Brand Attitudes,

journal of Marketing Research, 35, February 1998, 30-42.

[4] Sweemey, Jillian C., Geoffrey N. Soutrar & Lester W. Johnson (1999), The role of

Perceived Risk in the Quality-value Relationship International Journal of Research in

Marketing 10,1999, 23-45.

[5] Tsiros, Micheal & vikas Mittal (2000), Regret: A Model of its Antecedents &

Consequences in Consumer Decision making, journal of Consumer Research 26, March

2000, 401-417.

[6] Yoo, Boonghee, Naveen Donthy & Sungho Lee (2000), An Examination of Selected

Marketing Mix Elements and Brand Equity, Journal of the academy of Marketing Science,

28(2), 2000, 195-211.



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Generation gap

Prof Dr.S.K.Singh

Associate professor

Head of the dept of English

Adarsh Arts & commerce college

Desaiganj Dist- Gadchiroli

“Generation gap” is an expression adopted by the present and forthcoming generation to

shield their irresponsible, negligent, dis-respectful and indifferent behaviour towards their elders.

Generation gap has always been there since the dawn of civilization. This is nature far beyond

human control. No two generation can ever came into existence at one and the same time. The

word “generation” itself indicates a gap. There was a generation gap when you were born, when

your father was born when your grandfather and then your great grandfather was born so what

new about it?

The fact was fact is that we want to get rid of your responsibility towards our elders under

the guise of Generation gap. Every day we hear of aged people out on the streets neglected in old

age homes or committing suicide in despair. Parents shower all their attention, love and care on

their children. But do the same children, when they grow up, return that affection? In the

consumerish society of today where materialism is rampant, it is a thing of the past. Modern day

pressures render people hard pressed for time. The breaking up of joint families and emergence

of nuclear families add to the alienation felt by elders.

The problem of old age persons is not restricted to Indian society alone. It is a worldwide

problem growing in magnitude every hour and every day on account of lowering of death rate,

increased longevity of life and progress made in medical sciences. Generally elders are left to

live for themselves because their children have no time to spare, Career, social, commitments and

busy schedules come in the way.

Most people equate helping the old with financial support. But this is generally not what

they need. Most of the elderly people have the financial ability to look after their material needs.

What they really need is company love attention care and respect.

If we closely look into the cause of ever-widening gulf between the parents and their

children we can easily conclude that it is not the generation gap but the growing influence of

western culture which is based on materialism and is completely devoid of family feeling, where

the institution of joint family does not exist. Lust for modernity in the form of western dress,



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western music and pop dance etc. Lead our younger generation to adopt western cultures-

Eastern and Western- that creates a difference between parents the their children not the sp called

generations gap which has always been in existence.

The older generation seems to have contented itself with old values or with the lack

thereof. These values are all but lost. Their meaning, their significance and their charm these

seem to have been played out. A dreariness and a hollowness seem to characterize the old values.

Matthew Arnold himself:

Wandering between two worlds, one dead,

The other powerless to be born.

T. S. Eliot’s poem “The Hollow Men” is an unexaggerated portrayal of the moral crisis

and the spiritual vacuum of modern times. And so is this poem “The Wasteland” We may take

these as presenting the dreadful state of affairs created by the generation gap.

Indian culture teaches us to treat our elders with love and respect. This comes out of our

value systems and close family ties. But modern day pressures render people hard pressed for

time. The breaking up of joint families and the emergence of nuclear families lead to the

alienation felt by the elders.

Indian culture teaches us not only to look after our children elders in our family too, be

they parents, in-laws, uncles or aunts. The elderly persons should be considered an asset and we

should set an example for our children by looking after our elders so that they may follow in our

footsteps.

Admittedly, these values are taking a beating these days with a number of insidious

influences creeping in. Remedy is easy. Proper guidance and control will weed out all that is

undesirable and very soon the young ones will be back on the right track. We are a respectful

people by nature, young or old. That makes it easier to accord our elders the respect and affection

they deserve.

Elders need a lot of more love, attention, care and respect than what they are getting.

What we do today for our elders is painfully muchless when compared to what needs to be done

and what can be done.

One way, albeit a materialistic one, of ensuring that children look after their elders is that

they should ensure that financial and property rights remain in their hands. In many cases the day

the parents hand over these matters, the children neglect and sometimes even ill-treat them.

But financial ability to look after their material needs is not the real problem. The fact is

that elders have either lost their friends and companions and what they really need is company.



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Hence spending a little time with them in conversation, including them in outings or family

functions and giving them the respect due to them will certainly help them feel like they are a

part of the mainstream.

There should be a friendly relationship between the parents and their children let the

younger lot enjoy elder’s company. They should not see them as a hindrance in any way. There

should be an atmosphere of friendliness and mutual understanding.

By and large, we do care for our elders simply because it is a value deeply ingrained

within most Indians. However, the pressures of day-to-day living may pose a problem. It is just a

Metter of looking deep within our hearts and resurrecting the buried feeling, making time for

those who made all the time in the world for us.

The present situation needs to be rectifies. We cannot afford to ignore the genuine

problems our teenagers are facing to-day. In fact in any scheme of manpower planning, the

problems of our teenagers must be seriously and sincerely looked into. Our first priority must be

to wean our teenagers away from drug-addiction. Any delay in this matter will spell disaster for

the whole society. The teenagers must not feel a neglected lot. They are our future hope and on

them will devolve the responsibilities of governing the country. They need to be given correct

guidance right from the start. There may be relief and guidance centres or bureaux for

counselling. There is need for greater and greater employment generation. The educational

system needs to be revamped in accordance with the realities of the modern times. The energy of

the youth needs to be channelized into constructive channels. Avenues of part time employment

during their study period should be explored. Last but not least, the country needs to adopt a

fresh national youth policy which should take care of the needs, problems, hopes and

expectations of the teenagers. Can we afford to neglect our hopes of the morrow?



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References:

• Generation gap. (n.d.). Dictionary.com Unabridged. Retrieved March 30, 2015, from

Dictionary.com website:

http://dictionary.reference.com/browse/generation gap

• Furlong, A 2013

• Ramaa Prasad (1December 1992). Generation Gap, a Sociological Study of Inter-

generational Conflicts.

MittalPublications. ISBN 978-81-7099-351-3. Retrieved 7 June 2012.

• Slang and Sociability, Eble, Connie, Chapel Hill Press:University of North Carolina, 1996

• Kersten, Denise (15 Nov 2002). “Today’s Generations Face New Communication Gaps”.

USAToday.com.Retrieved 23 May 2012.

• Holson, Laura M. (9 Mar 2008). “Text Generation Gap: U R 2 Old (JK)”. The New York

Times. Retrieved 23 May 2012.



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Hkkjrkrhy i{k i)rhps cnyrs Lo:i %

Lora= Hkkjrkr 1952 yk ifgyh lkoZf=d fuoM.kwd ikj iMyh- R;kosGsl fojks/kh i{kkyk Qkjls egRo uOgrs- ijarq

1967 uarj Hkkjrkrhy jktdh; i{k i)rhps Lo:i cny xsys- iafMr usg:aP;k eR;quarj dk¡xzslP;k usr`Rokr QqV iMyh-

1967 P;k fuoM.kwdhvk/kh o fuoM.kwdhuarj jkT;Lrjkoj vusd xV dk¡xzsl ckgsj iMys- iatkc] fcgkj] vksfjlk] dsjG] iaf’pe

caxky] e/; izns’k] rkfeyukMw] mRrj izns’k bR;knh jkT;kr QqVhj xV o dk¡xzslsÙkj i{k ;kaP;kr ;qrh gksowu ;qrh ljdkj

LFkkiu >kys- rlsp jk”Vªirh inkP;k fuoM.kwdhr 1969 lkyh dk¡xzslps jk”Vªh; o la?kVuk vls nksu xV iMys- R;kr dk¡xzsl]

tula?k] lektoknh] Lora= ;k i{kkuh jk”Vªh; dk¡xzslyk Hkj?kks”k ;’k izkIr d:u fnys] o bafnjk xka/khps Js”BRo fl) >kys-

1971 rs 1977 ;k dkGkr Hkkjrh; jktdh; i{kkr Qkj eksBs cny ?kMwu vkys- dk¡xzsl dk;Zdkj.kh o vf[ky Hkkjrh;

dk¡xzsl desVhP;k lHkklnkaph la[;k deh >kyh- rlsp t;izdk’k ukjk;.k ;kauh 1974 iklwu pkyfoysY;k Hkz”Vkpkj fojks/kh

vkanksyukr vusd fojks/k i{k lkehy >kys] vkf.k 1977 P;k fuoM.kwdhvk/kh lektoknh] Lora=] la?kVuk dk¡xzsl] Hkkjrh;

yksdny vkf.k tula?k rlsp txthoujke ;kapk yksd’kkgh dk¡xzsl i{k ,df=r ;sowu uohu turk i{kkph LFkkiuk dsyh-

1977 P;k fuoM.kwdhr dk¡xzslpk ijkHko d:u gk turk i{k lRrsr vkyk- R;kuarj 1979 e/;s gk i{k QqVwu R;krwu

yksdny iwohZpk Økarhny o lektoknh ckgsj iMyk- 1980 P;k fuoM.kwdhr Hkkjrh; turk i{k o tuthoujke ;kapk

lektoknh i{k turk i{kkrwu ckgsj iMys-

xsY;k 2009 P;k yksdlHkk fuoM.kwdhr dk¡xzsl 206] Hkkti 116 ;k nksu izeq[k jk”Vªh; i{kkuh yksdlHksP;k ,dq.k

543 tkxkaiSdh 322 tkxk ftadY;k- ;kpk vFkZ vlk dh yksdlHksP;k 221 tkxk ák fojks/kh i{kkadMsp jkfgY;k- 2014 P;k

yksdlHksP;k >kysY;k fuoM.kwdhr ,drQhZ fudky ykxY;kps fnlwu ;srs- Eg.ktsp Hkkjrh; turk i{kkyk lokZf/kd tkxk

feGkY;k vlwu xsY;k nksu n’kdkrhy lokZr eksBk cny vlY;kps fnlwu ;srs- ;kp fuoM.kwdhr Hkkjrh; jk”Vªh; dk¡xzslyk

Qkj deh tkxk feGkY;k vlwu ;k fuoM.kwdhr fojks/kh i{k Eg.kwu dks.krkgh ,d i{k izHkkoh vlY;kps fnlwu ;sr ukgh-

vkf.k Eg.kwu vfydMP;k dkGkr fojks/kh i{kkps egRo Hkkjrh; jktdkj.kkr uxU; Lo:ikps >kys vkgs- ;k iwohZpk bfrgkl

c?krk izR;sd osGsl fojks/kh i{k izcG fojks/kh i{k Eg.kwu vfLrRokr gksrs- R;keqGs lRrk/kkjh i{kkyk dks.krsgh fu.kZ; ?ksr

vlrkuk fojks/kh i{kkyk fo’oklkr ?ks.ks egRokps gksrs- ijarq vyhdMs >kysY;k lRrk ifjorZuke/;s Hkkjrh; ernkjkauklq/nk

egRokps LFkku izkIr >kysys vkgs-

yksd’kkghr fojks/kh i{kkaps egRo %

Hkkjrh; lkalfn; yksd’kkghP;k ;’kLohrslkBh lRrk/kkjh i{k o fojks/kh i{k ;kaP;kr rkRohd vk/kkjkoj erHksn vlys

rjh nksUgh i{kkph Hkwfedk yksd’kkghP;k ;’kLohrslkBh vfr’k; egRokph vlrs- lRrk/kkjh i{kkyk vkiyh loZ dk;Z

lafo/kkukuqlkj pkyfo.;klkBh fojks/kh i{k tk.kho d:u nsr vlrkr- rlsp lRrspk xSjokij gksow u;s ;klkBh lq/nk tkxr

vlrkr- vkt vfydMP;k dkGkr fojks/kh i{k iw<hy ekxkZus lRrk/kkjh i{kkoj vkiyh utj Bsors- R;kr LFkxu izLrko

ekaM.ks] y{kos/kh lqpuk] v/kkZ rkl ppkZ] iz’u mRrjs] rkjkadhr o vrkjkadhr iz’u vYilqpuk iz’u] dikr lqpuk] varhe



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vkBoMk izLrko ekaM.ks] vfo’okl Bjko] fo/ks;dkoj ppkZ] vFkZladYikoj ppkZ] ‘kwU;izgkj egRokP;k fo”k;koj ppkZ ?kMowu

vk.kus] efgyk] ;qod] fo|kFkhZ] ‘ksrdjh] vuqlwfpr tkrh@tekrh] vYila[;kd v’kk fofo/k lekt ?kVdkauk la?kVhr d:u

fdaok esGkO;kps vk;kstu d:u vkiY;k fofo/k ekax.;k eatwj dj.;klkBh lRrk/kkjh i{kkoj fu;a=.k Bsors-

v'kk izdkjs Hkkjrh; lkalnh; yksd’kkghr fojks/kh i{kkyk vfr’k; egRokps LFkku izkIr >kys vkgs- Eg.kwup vk/kqfud

yksd’kkghpk vk/kkjLraHk Eg.kwu fojks/kh i{kkdMs cf?krys tkrs dh T;keqGs lRrk/kkjh i{kkoj fofo/k ekxkZus tursP;k gkrkr

vlysY;k ernkukP;k ek/;ekrwu iw<hy fuoM.kwdhr vkiY;kyk tkLrhr tkLr ers feGfo.;klkBh iz;Ru’khy vlrkr-

lanHkZxzaFk %

1½ Hkkjrkps Lokra= 50 o”kkZpk ekxksok] MkW- Hkk-y- HkksGs] lkdsr izdk’ku] vkSjaxkckn] 2012

2½ HkkjrkP;k lkalnh; yksd’kkghph vfXuijh{kk] ek/ko xksMcksys] jktgal izdk’ku] iq.ks] 2012

3½ egkjk”Vªkrhy lRrk la?k”kZ jktdh; i{kkph okVpky] lqgkl iM’khdj] ledkyhu izdk’ku] iq.ks] 2007

4½ Hkkjrh; laln % foi{k dh Hkwfedk] lqHkk”k d’;i] uW’kuy cqd VªLV bafM;k] uoh fnYyh] 1998

5½ Hkkjrh; jkT;’kklu] ch-ch- ikVhy] QMds izdk’ku] iq.ks] 2007

6½ nS- yksder 30 ,fizy 2013

7½ Hkkjrh; x.kjkT;kps ‘kklu vkf.k jktdkj.k] MkW- Hkk-y- HkksGs] fiaiGkiqjs izdk’ku] ukxiwj] 2010



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rqdkjkekapk lerkf/kf”Br ekuorkoknh dRiYTkaona izk- larks”k lnkf‘ko nsBs ejkBh foHkkx izeq[k Jh f’kokth dyk] okf.kT; o foKku

egkfo|ky;] jktqjk] ft- panziwj

MkW- blknkl HkMds ,Q-bZ-,l- xYlZ dkWyst] panziwj

lar rqdkjkekP;k lkfgR;kph ekuorkokn] thouokn vkf.k ifjorZuoknh fopkj gh izeq[k fn’kk vkgs- R;kaP;k vHkaxok³~e;kr uothou fuekZ.k dj.;kps lkeF;Z vkgs- lektkrhy

fo?kkrd :<h]ijaijk ;kaP;k jksxkiklwu lektthoukyk eqDr dj.;kpk iz;Ru dsyk- lar rqdkjkekauk vf[ky ekuo tkrhP;k dY;k.kkph fpark gksrh- R;kaP;k fopkjkyk] ekuorkoknkyk vfr’k; egRokps LFkku vkgs- R;kauh ekuoh lektkr ekuorkoknh chts :tyh ikfgts ;klkBh iz;Ru dsys- ßlekt

gk O;fDrdfjrk ulrks O;fDr lektkdfjrk vlrkr- O;fDrpkp lekt cuysyk vlrks- vkiY;k dqVqacklkBh tlk ek.kwl >Vrks rlkp lekt] ns’k] jk”Vª o vf[ky ekuokP;k lq[klks;hdfjrk >V.ks

R;kykp ekuorkokn Eg.krkr-Þ1 T;k lektkr vki.k tUe ?ksryk rsOgk lkekftd ckaf/kydh] lkekftd _.k Lohdk:u vki.k R;k lektkps dkghrjh ns.ks ykxrks gh tk.kho Bsowu izR;sd

ekuokauh Qqy ukgh Qqykph ikdGh ns.ks gs izR;sd ekulkps drZO; vlrs- lar rqdkjkekph [kjh izfrek R;kaP;k vHkaxkrwu fnlwu ;srs- gh izfrek R;kaP;k izR;{k thoukuqHko o lHkksorkyP;k

ifjfLFkrhrwu lkdkj >kysyh vkgs- ßlar rqdkjke lkekU;kauk let.kkjs vkf.k letwu ?ks.kkjs lar vkgsr- R;kaps v{kj/ku ek.klkyk ek.kwl Eg.kwu mHks jkg.;kps lkeF;Z vkgs- ek.kqli.k tx.;kpk

lqyHk ekxZ nk[kfo.kkjs vkgs-Þ2 lar rqdkjkekauh misf{krkaP;k thoukyk ,d uok vk;ke fnyk- vLoLFk lektkP;k nq%[k] osnuk] vU;k;xzLr thoukps okLron’kZ R;kauh izHkkohi.ks vkiY;k lkfgR;krwu ekaMys- R;kapk ekuorkokn lektkP;k vk’kk&vkdka{kk Li”V dj.kkjk vkgs- vki.k T;k

lektkr jkgrks R;k lektkrhy nSU;] nkfjnzÓk o nq%[k gs vkiys vkgs gh ekuorsph tk.kho R;kauh vkiY;k vHkaxkrwu O;Dr dsysyh vkgs- rqdkjkekps dkgh vHkax vH;klys Eg.kts vki.kkal R;kapk

lkE;oknh] lektoknh fiaM dlk ekuorkoknh nf”Vdksukoj ikslyk xsyk vkgs ;kpk izR;; vkY;kokpwu jkgr ukgh- dkG cnyyk] ifjfLFkrh cnyyh vls vki.k Eg.kr vlyks rjh izR;sd

dkGkr ‘kks”k.k dj.kkjh o R;kp leFkZu dj.kkjh O;oLFkk fnlwu ;srs- cnyR;k dkGkuq:i ‘kks”k.kkps Lo:i o R;kph dk;Zi)rh cnysyh vlrs- lkekftd fo”kerspk iz’u gk dsoG orZeku dkGkrhy

ukgh rj fi<Ókku&fi<Ókk pkyr vkysyk lukru iz’u vkgs- lektkrhy gh fo”kerk u”V d:u lekurk izkIr djk;ph vlsy rj lektkrhy loZlkekU;kauh ,df=r ;sÅu okbZV izo`Ùkh’kh la?k”kZ

dj.ks vfr’k; egRokps vkgs Eg.kwup lar rqdkjkekauk O;fDris{kk izFke lekteu Js”B okVr gksrs- lar rqdkjkekaP;k lkfgR;krwu rRdkyhu lkekftd] vkfFkZd] jktdh; vkf.k lkaLdfrdrsps n’kZu izkeq[;kus igk;yk feGrs- tks lekt :<h] ijaijsP;k njhr iMysY;k vkf.k R;kyk R;krwu

eqDr d: ikg.kkjk lar rqdkjkekapk Økarhdkjd fopkj] R;kaP;k ‘kCnkarwu O;Dr gks.kkjh Økarhdkjd Hkkouk rj d/kh iz>koar lekt lq/kkjdkph Hkwfedk R;keqGs R;kaP;k lkfgR;kps vklear vki.kkal

rstkGysys okVrkr- ßlkekftd uhrhersps ,d vkn’kZ mnkgj.k Lor%P;k vkpkj&fopkjkauh lektkiq<s Bsorks- Lor% Lor%pk f’kYidkj gksrks- Lor%p Lor%ps thou ?kMforks- rqdkjkekP;k



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thoun”Vhpk gkp [kjk bR;FkZ vkgs-Þ3 lar rqdkjkekuh vkiY;k vuqHkokrwu o fparukrwu vkiyh ers vkiY;k lkfgR;krwu O;Dr dsyh vkgsr- lokZauk lersus thou txrk vkys ikfgts vlk R;kapk vkxzg vlY;keqGs mPpuhprsoj vk/kkjysyh fgan/kekZph pkSdV R;kauk ekU; uOgrh- fganw /kekZrhy

pkrqoZ.;ZO;oLFkk] LokFkZdsafnzr oÙkh] deZdkaM o va/kJ)k ;keqGs lkekU; ek.klkph th fiGo.kwd gksr gksrh- R;keqGs rqdkjke vR;ar O;fFkr o vLoLFk Ogk;ps- fof’k”V oxkZr Lor%yk mPp fdaok

Js”B Eg.kwu ?kksf”kr djko fu brjkauk ghu] dfu”B o uhp ys[kkoa gh ekufldrk rqdkjkekauk ?k.kkLin okVr gksrh- lektkP;k fod`r ekufldrsoj dksjMs vks<wu deZdkaM] lksoGs&vksoGs] vuko’;d

ozroSdY; vkf.k :<h&ijaijk Eg.kts /keZ gs lehdj.kp R;kauh [kksMwu Vkdys gksrs- lR;kf’kok; nqljk /keZ ukgh- /keZ Eg.kts izseHkkouk] lR;koj vk/kkjysyk dks.krkgh O;ogkj gk izsekf’kok; ‘kD;

ukgh- ßekuo/keZ Eg.kts ek.klkyk ek.klkizek.ks okxfo.ks gks;- vkt ek.klkr gs ek.kqli.k u”V gksr pkyys vkgs- rsOgk ekuo /kekZps iqu:Tthou d:u uohu fi<hyk /kekZrhy] tkrhtkrhrhy

la?k”kkZiklwu nwj Bso.kkjs o euq”; ex rks dks.kR;kgh /kekZpk] iaFkkpk] tkrhpk] laiznk;kpk vkgs ;kpk fopkj u djrk] rks L=h vkgs dh iq:”k ;kpkgh fopkj u djrk dsoG euq”; Eg.kwu R;kP;kdMs ikgk ghp ekuo/kkZph f’kdo.k vkgs-Þ4 lektkrhy <ksaxhlk/kq] nkafHkd lar] ik[kaMh yksd lkekU;

yksdkaP;k vKkukPkk xSjQk;nk dlk ?ksrks ;kps eksBs fonkjd fp= rqdkjkekauh lektkiq<s jaxfoys vkgs- eukr izse vlY;kf’kok; vki.k nqlÚ;kps eu letw ‘kdr ukgh- tsOgk eukr izse vlrs rsOgkp

O;fDr&O;Drhr ijLij vkf.k lqlaoknh laca/k fuekZ.k gksrkr- thoukph uohu ewY;s fuekZ.k gksrkr- thoukP;k fofo/krspk] lq{erspk vkf.k l[kksyrspk lk{kkRdkj gksrks Eg.ktsp ek.klkauh vkiys laca/k

pkaxys Bsoys rj lektkr uopSrU; fuekZ.k gksrs- rqdkjkekpk fojks/k fo”kekf/kf”Br ‘kks”k.kkyk o yksdkaP;k ekufldrsoj gksrk- lektdaVdkauh ekufldrsP;k Hkqrkp “kM~;a= fdrh ;kstukc) i)rhus

jpwu lektkrhy HkksGÓkk&HkkcMÓkk yksdkaoj ykn.;kpk iz;Ru dsyk gksrk- loZlkekU; yksdkaoj gks.kkjk vU;k;] vR;kpkj] ‘kks”k.k ;koj dBksj Hkwfedk ?ksÅu rqdkjkekauh vkiY;k ,sfgd vkf.k

ikjekfFkZd m)kjkpk] vkiY;k vfLrRokpk vkf.k vfLersP;k j{k.kkpk ekxZ vkiY;k ok.khrwu o dj.khrwu lektkyk nk[kfoyk vkf.k [kksVÓkk xks”Vhpk fu”ks/k d:u [kÚ;k vFkkZus lerkf/kf”Br ekuorkoknh nf”Vdksu lektkyk lkafxryk-

tkrhHksnkpk vkf.k /keZHksnkapk f/kDdkj d:u ekuoh lerspk iqjLdkj dj.kkjk egku lardoh Eg.kts rqdkjke! lar rqdkjkekauh dsysY;k lerkf/kf”Br ekuorkoknh dk;kZeqGs lektkr

lq/kkj.kkp ?kMwu vkyh vls Eg.k.ks okoxs Bj.kkj ukgh- ßdoh Eg.kwu rqdkjkekps egRo vuU;lk/kkj.k vkgs- f’kok; loZ izdkjP;k ekuoh izlaxkpk o ifjfLFkrhojpk egku Hkk”;dkj

Eg.kwugh rks Fkksj okVrks-Þ5 lar rqdkjkeps rRoKku gs thoukfHkeq[k vlwu ekuork gkp R;kapk dsanzfcanw gksrk- ekuo/keZ gkp loZJs”B vkgs gs R;kauh vkiY;k lkfgR;krwu iVowu fnys- ekuoeqDrhpk

mn~?kks”k dj.kkjk rqdkjke ,d Fkksj lektlq/kkjd gksrk Eg.kwu R;kauh ekuoh eukpk l[kksy vH;kl dsyk- ^ts dk jatys xkatysA R;klh Eg.ks tks vkiqysA rksfp lk/kq vksG[kkokA nso rsFksfp tk.kkok*

¼2065½ lar rqdkjkekpk gk vHkax ekuorkoknh nf”Vdksukpk ifjp; d:u ns.kkjk vkgs- rlsp rks lkekftd lersdMs ?ksÅu tk.kkjk vkgs- ts yksd lefiZr Hkkousus txrkr vkf.k lokZaph lsok djrkr R;kaukp vejRo izkIr gksrs- lektkr vla[; nq%[kh] ihfMr yksd vlrkr- R;kaph lsok

djkoh- R;kaP;k nq%[kkr lgHkkxh Ogkos- R;kaps nq%[k vkiys nq%[k ekukos- O;fDr&O;fDrr erHksn d: u;s- loZ ekuo ,d vkgs gh Hkkouk tkxr djkoh- vlk izR;sd ek.klkauh fopkj dsyk rj

lerkf/kf”Br ekuo lektkph mHkkj.kh gks.;kl vftckr osG ykx.kkj ukgh- gk ekuorkokn



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rqdkjkekauh yksdkauk lkafxryk- ßT;kaP;k var%dj.kkr nq%[kh] d”Vh ek.klkaP;k cny dGoGk vlrks] R;kauk ladVkrwu ckgsj dk<.;kph ek.kqldh vlrs rh ek.kls Lor%pk tho /kksD;kr ?kkywugh vusd izdkjP;k ihMk lgu d:u brjkauk enr dj.;klkBh /kkorkr- rqdkjkegh ;kp i)rhus vkiys

lxGs vk;q”; txys-Þ6 lar rqdkjkekauh ekuorkoknh Hkkousus vkiys thou lektkizrh okgwu ?ksrys- vkiY;k vk;q”;kpk R;kauh d/khp fopkj dsyk ukgh- ex vki.k] lektkrhy izR;sd O;fDrus

lektkizrh izse] vkiqydh] lgkuqHkwrh dka nk[kow u;s\ i.k vls gksrkauk fnlr ukgh- lektkP;k o ns’kkP;k fgrklkBh vki.k R;kx dsyk ikfgts- vkiys lektkizrh drZO; vlk;yk ikfgts- gs drZO;

izkekf.kdi.ks dsys ikfgts- i'kqP;k thoukis{kk ek.klkps thou dsOgkgh lkriVhus mPp ntkZps vkgs- euq”;kyk okpk] bPNk] eu ;kph ns.kxh ykHkyh vkgs- i’kq QDr vkiY;k [kk.;kdMs Eg.ktsp

vkiY;k dekZdMsp y{k nsr vlrks- vki.k QDr vkiY;k dekZdMs y{k u nsrk lsokcqf) /kkj.k djkoh- T;kosGh eukr lsokHkko tkx`r gksrks R;kosGh euq”;kpk vgadkj xGwu iMrks- leiZ.kHkko

tkxr gksÅu ijksidkjh Hkkouk tkx`r gksrs vkf.k brjkacÌy vkiqydh fuekZ.k gksrs- euq”; thou gs loksZÙke vkgs- lar rqdkjkekauh ekuorkoknh laLd`rhp iquZfuekZ.k dj.;klkBh ekuolektkyk ek.kwldhp Kku fny- vki.k i'kqizek.ks dekZdMsp y{k fnys rj i'kq vkf.k

ekuo ;kr dkghgh Qjd jkg.kkj ukgh- lgkuqHkwrhiqoZd lektkrhy loZ yksdkaP;k lq[knq%[kk’kh lejl gks.ks Eg.ktsp ekuork gks;- ßrqdkjkekph f’kdo.k gh dsoG rRdkyhu tulkekU;kalkBh

fdaok mPpHkqz yksdkalkBh uOgrh] rj loZO;kid vkf.k loZlekos’kd gksrh- rs ekuO;kps iqjLdrsZ gksrs- R;kaP;k fopkj/kkjsyk ekuorkoknh fo’oO;kid ewY;kaps vf/k”Bku gksrs-Þ7 lektkr jkgrkauk

O;Drhus O;fDrfu”B u jkgrk leqgfu”Bk tksiklyh ikfgts- vkt ek.kwl ek.klkyk foljr pkyyk vkgs- ekuorkp R;kaP;k vaxh jkfgyh ukgh- izR;sd O;Drh tj nqlÚ;kP;k lq[kklkBh /kMiM d:

ykxrhy rj ;k txkrhy }s”k] bZ”kkZ] gsosnkos ;k lkÚ;k Hkkouk u”V gksrhy vkf.k ftdMs&frdMs ekaxY;kps] Lusgkps okrkoj.k iljsy- vlk fopkj dj.;kph vkt furkar xjt vkgs- ukghrj vkt

vkiY;k gkrwu dkgh foijhr gksbZy vkf.k R;kpk izfrdwy ifj.kke oS;fDrd o lkekftd thoukoj iMY;kf’kok; jkg.kkj ukgh- thou gs uk’khoar vkgs- izR;sdkykp ,d fnol txkpk fujksi ?;kok ykx.kkj vkgs- dkG usgeh cnyr vlrks- rks dks.kkP;k Lok/khu ulrks- vkt vki.k ikgrks euq”;

oklusP;k vkgkjh xsysyk fnlwu ;srks- vkt LokFkZo`Ùkh ok<ysyh vkgs- ^{k.kks{k.kh gkfp djkok fopkjA rjko;k ikj Hkkofla/kqA ukf’koar nsg tk.kkj ldGA vk;q”; [kkrks dkG lko/kku* ¼3470½ gk lar

rqdkjkekpk fopkj ekuotkrhP;k fgrklaca/khpk vkgs- Eg.kwu izR;sd ekuokauh {k.kk{k.kkyk pkaxyk fopkj dj.ks dkGkP;k n`f”Vus fgrkog vkgs- ;krp vkiY;k thoukps lkFkZd vkgs- Hkfo”;kr lqanj

v’kk ekuorkoknh lektkph tM.k?kM.k gks.;klkBh rqdkjkekps fopkj vktgh [kÚ;k vFkkZus egRoiw.kZ okVrkr-

^pkdjh okapwuA [kk.ks vuqfpr osruA /k.kh dk<ksfu;ka futkA djhy ;s dkesph iwtkA lkaxs rjh rqdkA ikgk ykt ukgh yksdk* ¼3998½ ;k vHkaxkr rqdkjke euq”;kps vk| drZO;kcÌy

tk.kho d:u nsrkr- izLrqr vHkax gk ekuotkrhyk izsj.kknk;h Bj.kkjk vkgs- dqByhgh lsok u djrk esok [kk.ks v;ksX; vkgs- pkaxys dke dsys rj dks.khgh larq”V gksrks- dkgh yksd dke u djrk osrukph vis{kk /kjrkr- vls yksd vktgh vki.kkal lektkr fnlrkr- v’kk vkG’kh

izoÙkhps yksd thoukr vxzslj gksr ukgh- ;’k gs ,dk jk=hr feGr ukgh- R;klkBh o”kkZuqo”kZ ftÌhus] fpdkVhus] vfoJkar /kMiM djkoh ykxrs- ßrqdksckph f’kdo.k dkyfujis{k vkgs dh] T;kaph

lektkyk furkar xjt vkgs- lektkrhy izR;sd ?kVd tckcnkj] drZO;fu”B vkf.k fuLokFkhZ ulsy



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rj lekt jlkrGkyk tkrks gs vksG[kwu R;kauh vkiY;k dhrZukr uhrhP;k lao/kZukoj Hkj fnyk- lar rqdkjkekauh vkiY;k vHkaxok.khrwu O;Dr dsysyk ekuorkoknh nf”Vdksu okjdjh laiznk;kpk izk.k vkgs-Þ8 vkt dkgh dke u djrk ,sr[kkÅ oÙkh ok<ysyh vkgs- yqckM.ks] Qlfo.ks gk /kankp gksÅu

clyk vkgs- R;kr FkksMs Qkj lek/kku okVsy i.k [kjk vkuan izkIr gks.kkj ukgh- [kjk vkuan d’kkr vlrks\ tks lrr ifjJe d:u ts feGforks rksp lq[kkpk xa/k pk[kr vlrks- vki.k dsoG

lq[kkP;k xa/kkus lq[kkgwu u tkrk nqlÚ;kyk lq[k dls nsrk ;sbZy gk iz;Ru dsyk ikfgts- brj ekulkyk lq[k >kY;kus ikgwu vkiY;k eukykgh ,dizdkjps fnO; lq[k feGsy ;kr ‘kadk ukgh-

Lor%ps vkf.k lektkrgh okrkoj.k lkSan;kZus Hkkjysys jkghy i.k vkt v’kk oÙkhpk Úgkl >kysyk fnlrks- ßrqdksckaP;k fopkj/kkjsyk ekuorkoknh ewY;kaps vf/k”Bku vlY;keqGs R;kaps vkokgu fof’k”V

ifjfLFkrhr vkf.k dkGkrp gksÅ ‘kdys vls ulwu lkoZdkyhu vkgs-Þ9 lar rqdkjke ekuorkoknh Eg.kwu fdrh fuHkZ;] ij[kM o Li”V oDrs gksrs ákph tk.kho vki.kkal gksrs- ,sr[kkÅ] dkepqdkj

o`Ùkh /kkj.k dj.kkÚ;k yksdkauk fdrh ‘kksHkk nsrkr gs R;kauhp Bjfoys ikfgts- vkiY;keqGs yksdkaps thou va/k%dkje; gks.kkj ukgh v’kh dkGth ?ks.ks vko’;d vkgs- NG] diV] vjsjkoh o [kksVsi.kk ;k ekxkZuh eksBs gks.;kpk dnkfigh iz;Ru d: u;s- lektkph mfpr lsok] okeekxkZuh iSlk

u tqGfo.ks gkp ek.klkpk [kjk /keZ vkgs vls rqdkjke lkaxrkr- vksys ewG Hksnh [kMdkps vaxA vH;klh lkax dk;Zfl)hAA

uOgs ,slsa dkagh ukgh vo?kMA ukgh dbZokM rkspofjAA nksjsa fpjk dkis ifMyk dkap.khA vH;klsa lsouh fo”k iMsAA

rqdk Eg.ks dSpk cSl.;klh BkoA tBjh ckGk oko ,dk,dhAA ¼3581½ gk rqdkjkekpk vHkax izR;uoknk’kh fuxMhr vkgs- ekuoh thoukr iz;Rup loksZÙke mik; vkgs-

^iz;Rukarh ijes’oj* gsp euq”; thoukps vafre lR; vkgs- vkt vki.k ikgrks iz;Ru u djrk vkGlkr yksG.kkjs yksd tkLr fnlrkr- v’kk yksdkauk gk rqdkjkekapk fopkj ekuorsP;k

nf”Vdksukrwu uDdhp izsj.kknk;h Lo:ikpk vkgs- eqG vksys vlys Eg.kts [kMdkps vax QksMwu ckgsj fu?krs- vH;klkus loZ dk;kZph fl)h gksrs- lk/; gksr ukgh v’kh dks.krhgh vo?kM xks”V ukgh- vki.k fu’p;p dsyk ukgh rksi;Zar vMp.kh ;s.kkjp- nksjkP;k ?kkl.khus nxMlq/nk dkiyk

tkrks- lo;heqGs fo”k; lsou dsys rj ipuh iMrs- uÅ efgU;kP;k eqykyk vkbZP;k mnjkr lq:okrhyk cl.;kph tkxk vlrs dk;\ rs eqy tltls ok<r tkrs rlr’kh R;kyk tkxk feGr

vlrs- eqGkr tj rkdn vlsy rj [kMdp dk; R;kis{kkgh dBh.k oLrqyk QksMwu iq<s tkr vlrs- Eg.ktsp iz;Rukus loZ dk;kZph fl)h gksrs- ;kizek.ks ek.klkr lkeF;Z] /kS;Z vlsy rj R;kyk ák

txkr dkgh dBh.k ukgh- fu’p; dsyk rj loZ vMp.kh vkiksvki nwj gksrkr- [kMd dBh.k vlwugh ewG vkiY;k iz;Rukauh [kMdkoj fot; feGforks- ex ek.klkyk] vkiY;kyk dk; ‘kD;

vkgs\ o`{kkaP;k eqGkizek.ks euq”;kus vkiys dk;Z djkos- diVkus] /kqrZai.kkus /ku] nkSyr tek u djrk iz;Rukauh feGfoysY;k /kukyk lektkr ;ksX; fdaer vlrs-

,sls dqGha iq= gksrhA cqMforh iwoZtkAA pkgkMh pksjh HkkaMoykA okVka vkyk HkkxklhAA R;kfp;kus nq%[kh eghA Hkkj rsgh u lkgsAA

rqdk Eg.ks xzkei’kqA dsyk uk’k vk;q”;kAA ¼2993½ izLrqr vHkaxkr lar rqdkjkekauh iq=kfo”k;h tks fopkj ekaMyk vkgs rks vktP;k ifjfLFkrhr egRokpk

vkgs- rlsp lerkf/kf”Br ekuorkoknkdMs ?ksowu tk.kkjk okVrks- dkgh dqGke/;s vls n`”V iq=



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tUekyk ;srkr vkf.k vkiY;k iqoZtkuk cqMforkr- pgkMh] pksjh dj.ks gs HkkaMoy R;kaP;k okVÓkkyk vkys vlrs- R;kaP;keqGs i`Foh nq%[kh gksrs- R;kapk Hkkj fryk lgu gksr ukgh- vkiY;k vk;q”;kpk uk’k dj.kkjs gs iq= rqdkjkekyk dsoG xzkei’kqp okVrkr- vkt vkiY;k lektkr vls dkgh iq=

fuitr vlrkr dh] ckikyk cki Eg.kko;kl R;kauk ykt okVr vlrs- R;kaP;k minzokaus R;kaP;k dqVqackoj] ifjokjkoj foifjr ifj.kke gksrkr- pgkMh] pksjh] fuank dsY;kf’kok; R;kauk djer ukgh-

R;kaP;k okx.;kus lektkykgh =kl gksrks- izR;sd eqykauh vkiY;k vkbZ&ofMykapk ukoykSfdd dlk ok<fork ;sbZy ákdMs y{k |kos- vkiY;k orZukr lq/kkj.kk ?kMowu vk.kkoh- vkiY;k ?kjk.;kyk]

dqVqackyk vkiY;keqGs viekfur Ogkos ykx.kkj ukgh vlk fopkj dj.ks egRokps vkgs- izR;sdkauh vkiys vkbZ&ofMy nso ekuwu R;kaph lsok dj.ks gs dks.kR;kgh iq=kps drZO; vkgs- thoukr pgkMh]

pksjh] fuank ákyk egRo ukgh] rj thoukr ‘kkarhyk egRo vkgs- ‘kkarh ghp euq”;kyk fodklkdMs usr vlrs- ^’kkarh ijrs ukgh lq[kA ;s vo?ksfp nq%[k* ¼3536½ ‘kkarh gh ek.klkyk lq[k lek/kku

izkIr d:u nsrs- okbZV izoÙkhus okxY;kl rqEgkyk usgeh nq%[kkrwu okVpky djkoh ykxsy Eg.kwu ek.klkus ‘kkarhus thou txkos- v’kkarh euq”;kps fodkj] jksx ok<fo.;kps dk;Z djrs- ‘kkarhusp euq”;kpk lokZaxhu fodkl gksrks- lar rqdkjkekauh vkiY;k vHkaxkrwu tks egRoiw.kZ mins’k lkafxryk

vkgs rks loZlkekU;] xksjxjhc] fiMysY;k yksdkalkBh [kjk ekxZn’kZd Bjrks- ,dk O;Drhus nqlÚ;k O;fDrcjkscj dls okxkos] ek.kqldhP;k] ekuorsP;k nf”Vdksukrwu dks.kdks.krh uhrhca/kus ikGkohr

gsp rqdkjkekauh lektkyk f’kdfoys- gkp R;kaP;k f’kdo.kwdhpk eq[; mÌs’k gksrk- ßjatY;k&xkatY;kauk iksVk’kh /k:u izse vkf.k okRlY;kph m/kG.k dj.kkjk] izlaxh dBksj

vkf.k ij[kM cuqu thouHkk”; dj.kkjk tukr tuknZu ‘kks/kqu ekuorsph nkgh fQjo.kkjk rqdkjke egkdoh gksrk-Þ10 txkP;k dY;k.kklkBh larkuh vkiyk nsg panukizek.ks f>tfoyk vkgs- Lor%P;k

nsgkph larkuh vftckr fpark dsyh ukgh- lsosr izkekf.kdi.kk] drZO;fu”Brk] rRijrk] lkekftd lgdk;Z vkf.k vkfRe;rk ;k xq.koSf’k”VÓkkapk lekos’k vlsy rj vkiyh lsok lk{kkr bZ’ojkph

lsok ?kMw ‘kdrs- gs larkuh vkiY;k vkpj.kkrwu nk[kowu fnys- ;kizek.ks lektkrhy yksdkauh nhu&nqcGÓkkaoj midkj dsys ikfgts- izk.khek=kaoj n;k dj.ks gs euq”;kP;k thoukps lq= vkgs- bZ’ojkph HkDrh dj.;kr tkr&ikr] dqG&oa’k vkM ;sr ukgh- HkDrh dj.;kph izR;sdkyk Lokra«;

vkgs- R;kaP;keqGs loZ HkDr leku vkgs- ^nhikfp;s vaxh ukgh nwtk HkkoA /k.kh pksj lko lkfj[ksfp* ¼1139½ fnO;kP;k fBdk.kh nqtkHkko ukgh- ekyd] pksj vkf.k lTtu ;kauk lkj[kkp izdk’k nsrks-

R;kpizek.ks bZ’ojkpsgh vkgs- ek.klkuhp vlk HkDrhP;k nkjkr nqtkHkko dka ikMkok\ ,desdkauk lká dj.ks ghp [kjh ekuork vkgs- ßR;kauh yksdlsoslkBhp ^dhrZu* ák lk/kukpk vpwd okij

dsyk- R;krwu yksdtkx`rh dj.;kl izkjaHk dsyk- ;kekxs dGoGk rj gksrkp i.k R;kpcjkscj vkReizfprh gksrh- izFke Lor% vuqHkowu exp rs uhrhdkO; cksyw ykxys- rs R;kaP;k dhrZukrwu]

vuhrheku cuysY;k lektkyk uhrh lkax.;kph xjt gksrh- naHkkr xsysY;k lektkyk lR;izhrh tk.kowu ?;k;yk goh gksrh- HkjdVysyh eus fLFkj djk;yk goh gksrh- fo’ks”k Eg.kts yksdkaukp

yksddY;k.kkpk ekxZ nk[kowu ?;k;yk gok gksrk- R;klkBhp rqdksckaP;k varjkRE;kph rMQM lq: >kyh gh rMQM Eg.ktsp R;kps tkxs >kysys larÙo gks;-Þ11 Eg.ktsp thoukr pkaxyk LoHkko] pkaxys fopkj vkf.k pkaxys orZu vaxh ckGx.ks ek.klkP;k gkrh vlrs- thoukr ts mnkÙk vlrs rs

lgti.ks d/khp feGr ukgh- R;klkBh lkrR;iw.kZ iz;Ru djkos ykxrkr- lar rqdkjkekauh tulkekU;kap thou izR;{k toGwu ikfgys vlY;keqGs R;kaP;k O;Fkk&osnukaph R;kauk tk.k gksrh-

lektkr izpfyr vlysyh pkrqoZ.;ZO;oLFkk] deZdkaM o va/kJ)k ;krwu fuekZ.k >kysyh fo”kerk]



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yksdkaps ‘kks”k.k ;kps nq”ifj.kke fdrh nqjxkeh Lo:ikps vlrs ;kph tk.kho R;kauk gksrh- R;k d’kk ukgh’kk djrk ;sbZy ;koj fo/kk;d mi;kstukgh R;kauh vkiY;k vHkaxkrwu lkafxrY;k vkgs- vkt vki.k ikgrks loZlkekU; ek.kls ,[kk|k xks”Vhr ;’k] dhrhZ feGkyh Eg.kts O;FkZ

vgadkj ckGxrks- laiÙkh] /kunkSyr] izfr”Bk ;kpk vki.kkl xoZ ;srks- ;’k vkf.k dhrhZpk xoZ fuekZ.k >kyk Eg.kts ek.klkP;k v/kksxrhyk izkjaHk gksrks gs vkiY;kyk letr ukgh- Eg.kwu Kku]

fouezrk vkf.k vktZork ;kpk leUo; thoukr ?kMowu vk.kyk ikfgts- thou tx.;kpk ,d la;e] lek/kkuh] leRo o ekuorkoknh nf”Vdksu rqdkjke bFks ekaMr vkgsr- ßlar vkiY;k fo’kky ân;kr

tksiklysyh LoIus txkyk nsrkr- uok thou/keZ lkaxrkr- yksder tkxorkr- lkekU; ek.kwl vkiyk fnol QDr ?kkyfor vlrks- R;kaP;kiq<s /;s; dkghp ulrs- rks QDr izokfgr >kysyk

vlrks- thoukps lkFkZd dk; ;kph rj R;kyk vLi”Vgh tk.kho ulrs- ftrk tho QDr tkxfo.ks o lalkjkpk rki lgu dj.ks ,o<sp R;kyk ekfgr vlrs- v’kk ek.klkr ,d izdkjpk tkrhoar]

ftoari.kk fuekZ.k djk;yk gok- gh vks< laro`Ùkhyk ykxrs- rqdksckauk rh ykxrkp R;kaph Hkwfedkp vkjikj cnywu xsyh- vkf.k rs yksdf’k{kd >kys] izcks/kudkj >kys] rqdksck izKkoar lar cuys-Þ12

Eg.kwu lar rqdkjkeps fopkj lerkf/kf”Br ekuorkoknh nf”Vdksu Li”V dj.kkjs vkgs- iz[kj

ekuorkoknh thoufu”Bk gsp R;kaP;k lkfgR;fufeZrhph izeq[k izsj.kk gksrh- R;kP;k fopkjkr lerkf/kf”Br ekuorsph vks< vkgs- vU;k;kfo:) >qat ns.;kph R;kaP;k ekuorkoknkr ,d mxz ftÌ

vkgs- fo”kersph phM] ekuorsojhy izse vkf.k HkkoksRdVrk R;kaP;k vaxh gksrh Eg.kwup lektkr lerkf/kf”Br ekuork izLFkkfir dj.;klkBh ts fopkj R;kauh O;Dr dsys rs brds vk[kho o js[kho

vkgsr dh rs ikgrkp vkiY;k MksGÓkkps ikj.ks fQVrs-

lanHkZ lwph % 1½ ^ejkBh ok³~e;hu fuca/k*] MkW- tkUgoh lar] i`- 14

2½ ^vHkax rqdksckps*] t;ar ns’kikaMs] i`- 09 3½ ^vkuankpk Mksg*] jk-x- tk/ko] i`- 104 4½ ^Hkkjrkrhy /keZ*] izk- ih-ds- dqyd.khZ] i`- 19

5½ ^rqdkjke*] Hkkypanz usekMs] i`- 15 6½ ^rFkkxr cq) vkf.k lar rqdkjke*] MkW- vk-g- lkGqa[ks] i`- 89

7½ ^lar rqdkjkekps vHkax&dkGkph xjt*] MkW- f’kokthjko eksfgrs ¼lar rqdkjke Lekjd xzaFk½] i`- 225

8½ ^rqdksckjk;kpk lkekftd la?k”kZ*] MkW- iz-Hkk- dkGs ¼lar rqdkjke Lekjd xzaFk½] i`- 82 9½ ^lardoh rqdkjke%,d fparu*] fueZydqekj QMdqys] i`- 60

10½ ^izkphu ejkBh ok³~e;kpk bfrgkl*] y-jk- ufljkckndj] i`- 136 11½ ^vkEgk ?kjh /ku*] MkW- ek/ko iksrnkj] i`- 136

12½ ^rS=o*] i`- 136



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†¬µÖµÖ−ÖÖ“Öß ˆ×§üÂ™ü¶ê (Objectives of the Study) :

µÖÖ †¬µÖµÖ−ÖÖŸÖ �ÖÖ»Öß»Ö ×§üÂ™üÖÓ“ÖÖ ÃÖ´ÖÖ¾Öê¿Ö �ú¸ü>µÖÖŸÖ †Ö»ÖÖ †ÖÆêü. 1) ¿ÖêŸÖß ¾Ö ¿ÖêŸÖ�ú·µÖÖ“µÖÖ ¾ÖŸÖÔ ÖÖ−Ö ÛÃ£ÖŸÖß“ÖÖ †³µÖÖÃÖ �ú¸ü>Öê.

2) ¿ÖêŸÖ�ú¸üß †ÖŸ´ÖÆüŸµÖÖê“µÖÖ �úÖ¸ü>ÖÖ“ÖÖ ¿ÖÖê¬Ö ‘Öê>Öê. 3) †ÖŸ´ÖÆüŸµÖÖ �ú ü>ÖÖ·µÖÖ ¿ÖêŸÖ�ú¸üß �ãú™ãÓü²ÖÖ“µÖÖ ÃÖ´ÖÃµÖÖ“Öê †¬µÖµÖ−Ö �ú ü>Öê. 4) ˆ¯ÖÖµÖµÖÖê•Ö−ÖÖ ÃÖã“Ö×¾Ö>Öê.

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¿ÖêŸÖ�ú·µÖÖÓ“Öß ¯Ö× üÛÃ£ÖŸÖß“Öê ¾Ö>ÖÔ−Ö †−Öê�úÖÓ−Öß �êú»Öê †ÃÖ»Öê ŸÖ üßÆüß ´ÖÆüÖŸ´ÖÖ •ÖÖêŸÖß¸Ö¾Ö ±ãú»Öê µÖÖÓ−Öß '¿ÖêŸÖ�ú·µÖÖÓ“ÖÖ †ÖÃÖã›'ü µÖÖ ÷ÖÏÓ£ÖÖŸÖ ¿ÖêŸÖ�ú·µÖÖ“ÖÖ ‹�æú>Ö“Ö ¯Ö× üÛÃ£ÖŸÖß“Öê ¾ÖÖÃŸÖ×¾Ö�ú ×¾Ö¿»ÖêÂÖ>Ö �êú»Öê †ÖÆê. ¯ÖÏ�ú¸ü>Ö ¯Ö×Æü»Öê ´Ö¬µÖê ŸÖê ×»Ö×ÆüŸÖÖŸÖ �úß, ''¯Öæ¾Öá“µÖÖ ¬ÖæŸÖÔ †ÖµÖÔ²ÖÎÖ´Æü>Ö

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Page 159

ISSN No. 2394-8426

Dec – 2016



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�ãú™ãÓü²ÖÖŸÖß»Ö �úŸÖÖÔ ¯Öã¹ýÂÖ −ÖÃÖê»Ö ŸÖ¸ü ‡ŸÖ ü ¾µÖŒŸÖß ŸµÖÖ ´Ö×Æü»Öê�ú›êü ¾Öê÷ÖóµÖÖ ³ÖÖ¾Ö−ÖêŸÖæ−Ö ¯ÖÖÆüŸÖÖŸÖ. ¿ÖÖ üß× ü�ú ÃÖÓ²ÖÓ¬ÖÖ“Öß †¯Öê�ÖÖ �êú»Öß •ÖÖŸÖê.

ÃÖÓ¬Öß ×´Öôû>µÖÖ“Öß ¾ÖÖ™ü ¯ÖÖÆü>ÖÖ êü ›üÖê Ö �úÖ¾Öôêû ÷Ö»»ÖÖê ÷Ö»»Öß †Öœüôæû−Ö µÖêŸÖÖŸÖ. ´Æü>Öæ−Ö ‹�ú™ü¶Ö ´Ö×Æü»Öê»ÖÖ •Öß¾Ö−Ö •Ö÷Ö>Öê †×ŸÖ¿ÖµÖ �úšüß>Ö †ÖÆêü. 3) †Ö¯ŸÖÃ¾Ö�úßµÖÖ“Öê ¾ÖŸÖÔ−Ö ¾µÖ¾ÖÆüÖ ü :

�úŸÖÖÔ ¯Öã¹ýÂÖ ÷Öê»µÖÖ−ÖÓŸÖ¸ü †Ö ŸÖÃ¾Ö�úßµÖÖ“Öê ¾ÖŸÖÔ−ÖÆüß ²Ö¤ü»ÖŸÖê. ŸÖÖê ´Öß −Ö¾Æêü“Ö µÖÖ ³Öæ×´Ö�êúŸÖæ−Ö »ÖÖ²Ö -»ÖÓÖ²Ö •ÖÖŸÖÖŸÖ �úšüß>Ö ¯ÖÏÃÖÓ÷Öß ´Ö¤üŸÖ �ú¸üßŸÖ −ÖÖÆüßŸÖ. 4)´Öã»ÖÖ´Öã»Öß“Öê ×¿Ö�Ö,Ö Ì:

‘Ö¸ü“Öß Æü»ÖÖ�úß“Öß •Öê ÖŸÖê Ö †¿Öß ¯Ö×¸üÛÃ£ÖŸÖß †¿ÖÖ ¾Öêôûß ´Öã»ÖÖ´Öã»Öß“µÖÖ ×¿Ö�Ö>ÖÖ�ú›êü ±úÖ üÃÖê »Ö�Ö ¤êüŸÖÖ µÖêŸÖ −ÖÖÆüß , ×¿Ö�Ö>Ö ×¤ü»Öê •ÖÖŸÖ †ÃÖ»Öê ŸÖ¸üß ŸÖê ×•Ö»ÆüÖ¯Ö× üÂÖ¤üÖ“µÖÖ ¿ÖÖôûÖ´Ö¬Öæ−Ö ‹�æú>Ö“Ö ´Öã»ÖÖÓ“µÖÖ ×¿Ö�Ö>ÖÖ“ÖÖ ´ÖÖêšüÖ ¯ÖÏ¿−Ö ŸµÖÖÓ“µÖÖÃÖ´ÖÖê ü ˆ³ÖÖ ¸üÖÆüŸÖÖê. 5) ´Öã»ÖÖ´Öã»Öß“Öê ×¾Ö¾ÖÖÆü :

µÖÖê÷µÖ ¾ÖµÖÖŸÖ ´Öã»ÖÖ´Öã»Öß“Öê ×¾Ö¾ÖÖÆü �ú¸ü>Öê �Îú´Ö¯ÖÏÖ¯ŸÖ šü¸üŸÖê. ¯Ö ÓüŸÖã ¯Öî¿ÖÖ †³ÖÖ¾Öß ²Ö·µÖÖ“Ö ¾ÖêôûÖ ´Öã»ÖÖ´Öã»Öß“Öê ×¾Ö¾ÖÖÆü µÖÖê÷µÖ ¾ÖµÖ ×−Ö‘Öæ−Ö •ÖÖŸÖê. †¿ÖÖ ¾Öêôûß “ÖÖÓ÷Ö»Öß ´Öã»Öê ´Öã»Öß ×´ÖôûŸÖ −ÖÖÆüß.¤ãüÃÖ êü †ÃÖê �úß, †ÖŸ´ÖÆüŸµÖÖ �ú¸ü>ÖÖ·µÖÖ ¿ÖêŸÖ�ú·µÖÖ“µÖÖ �ãú™ãÓü²ÖÖŸÖ ¤ãüÃÖ êü †Ö¯Ö»µÖÖ ´Öã»Öß ¤êüŸÖ −ÖÖÆüß ¾ÖÖ ŸµÖÖ �ãú™ãÓü²ÖÖŸÖß»Ö ´Öã»Öß»ÖÖ �ú¸üßŸÖ −ÖÖÆüß ŸµÖÖ“µÖÖ�ú›êü ¾Öê÷ÖóµÖÖ −Ö•Ö êüŸÖæ−Ö ²Ö‘ÖŸÖÖŸÖ.

6) ´Öã»ÖÖ´Öã»Öß“Öê ¾ÖŸÖÔ−Ö ¾µÖ¾ÖÆüÖ ü :

†¿ÖÖ �ãú™ãÓü²ÖÖŸÖß»Ö ´Öã»ÖÖ´Öã»Öß Æüß ×¿Ö�Ö>Ö ÃÖÖê›ü»Öê»Öß ¿ÖêŸÖ´Ö•Öã üß �ú¸ü>ÖÖ üß ¾ÖÖ ×´Öôêû»Ö ŸÖß �úÖ´Öê �ú¸ü>ÖÖ üß †ÖœüôûŸÖÖŸÖ ŸµÖÖ“µÖÖ¾Ö ü

†Ö»Öê»µÖÖ ¯ÖÏÃÖÓ÷ÖÖ´Öãôêû ŸµÖÖ“µÖÖ ¾ÖŸÖÔ−ÖÖŸÖ ²Ö¤ü»Ö •ÖÖ>Ö¾ÖŸÖÖê. 7)¾µÖÃÖ−Ö :

²Ö·µÖÖ“Ö ¾ÖêôûÖ ´Öã»ÖÖ´Öã»Öß“Öê ¾µÖÃÖ−ÖÆüß ‹�ú ÃÖ´ÖÃµÖÖ“Ö †ÖÆêü. ´Öã»Öê ¤üÖ¹ý ,�Ö¸üÖÔ ¾ÖÖ ŸÖÓ²ÖÖ�Öæ“µÖÖ †ÖÆüÖ üß ÷Öê»Öê»Öß ŸÖ ü ´Öã»Öß �úÖÆüß ×šü�úÖ>Öß

÷Öî ü´ÖÖ÷ÖÖÔ»ÖÖ »ÖÖ÷Ö»Öê»µÖÖ †Öœüôæû−Ö µÖêŸÖÖŸÖ. ¾µÖÃÖ−ÖÖ´Öãôêû ÷ÖÏÖ´Öß>Ö ¿ÖêŸÖ�ú¸üß �ãú™ãÓü²Öê ˆ¬¾ÖÃŸÖ —ÖÖ»µÖÖ“Öß ˆ¤üÖÆü ü>Öê †ÖÆêüŸÖ. 8) ˆ¤ü ü×−Ö¾ÖÖÔÆüÖÃÖÓ²ÖÓ¬Öß †›ü“Ö,Öß :

�úŸÖÖÔ ¯Öã¹ýÂÖ −ÖÃÖ»µÖÖ´Öãôêû ‡ŸÖ¸üÖ−Öß �úÖê>ÖŸÖß �úÖ´Öê �ú¸üÖµÖ“Öß, ŸµÖÖ“µÖÖ �úÖ´ÖÖ“Öê Ã¾Ö¹ý Ö , ×´Öôû>ÖÖ êü ˆŸ¯Ö®Ö µÖÖ´Öãôêû ŸµÖÖÓ“µÖÖ †›ü“Ö>Öß

×−Ö´ÖÖÔ>Ö ÆüÖêŸÖÖŸÖ. †×¬Ö�ú ¿ÖÖ¸üß× ü�ú ÁÖ´Ö ¾Ö �ú´Öß ´ÖÖê²Ö¤ü»ÖÖ µÖÖŸÖæ−Ö ŸµÖÖÓ“µÖÖ •Öß¾Ö−ÖÖ¾Ö¿µÖ�ú ÷Ö¸ü•ÖÖ Öæ>ÖÔ ÆüÖêŸÖ −ÖÖÆüß. ¤üÖê−Ö ¾Öêôû“µÖÖ •Öê¾Ö>ÖÖ ÃÖÖšüß ŸµÖÖÓ−ÖÖ ²Ö êü“Ö �úÂ™ü ‘µÖÖ¾Öê »ÖÖ÷ÖŸÖÖŸÖ. 9) ¿ÖÖÃÖ�úßµÖ �úÖ´Öê :

†¿ÖÖ ´Ö×Æü»Öê»ÖÖ ¿ÖÖÃÖ�úßµÖ �úÖ´Öê �ú¸üŸÖÖÓ−ÖÖ ²Ö¸üÖ“Ö ¡ÖÖÃÖ ÆüÖêŸÖÖê ŸÖÖ»ÖãŒµÖÖ“µÖÖ ×šü�úÖ>Öß •ÖÖ>Öê-µÖê>Öê , †×¬Ö�úÖ¸üß, �ú´ÖÔ“ÖÖ·µÖÖÓ−ÖÖ ³Öê™ü>Öê , µÖÖê•Ö−Öê“Öß ´ÖÖ×ÆüŸÖß ‡ŸµÖÖ¤üß. 10) �ú•ÖÔ²ÖÖ•ÖÖ üß Ö,ÖÖ :

�úŸÖÖÔ ¯Öã¹ýÂÖ ÷Öê»µÖÖ´Öãôêû ˆ¤ü¸ü×−Ö¾ÖÖÔÆüÖ�ú×¸üŸÖÖ †Ö¾Ö¿µÖ�ú ¯ÖîÃÖê −ÖÃÖŸÖÖŸÖ †¿ÖÖ ¾Öêôûß −Ö¾µÖÖ−Öê �ú•ÖÔ ‘µÖÖ¾Öê »ÖÖ÷ÖŸÖê. †÷ÖÖê ü“Ö �ú•ÖÖÔ“ÖÖ ²ÖÖê•ÖÖ †ÃÖŸÖÖê †¿ÖÖ“Ö −Ö¾Öß−Ö�ú•ÖÔ �úÖœüÖ¾Öê †ÃÖê ¥üÂ™ü“Ö�Îú ÃÖã¹ý †ÃÖŸÖê All India Debt and Investment Survy (AIDS) µÖÖÓ−Öß 2003

´Ö¬µÖê �êú»Öê»µÖÖ ÃÖ¾Öì−ÖãÃÖÖ¸ü 89-33 ¤ü¿Ö»Ö�Ö ¿ÖêŸÖ�ú¸üß �ãú™ãÓü²ÖÖ¯Öî�úß 43.42 ¤ü¿Ö»Ö�Ö (48.65%) Æüß �ú•ÖÔ²ÖÖ•ÖÖ¸üß †ÖÆêüŸÖ. ‹�æú>Ö“Ö ÷ÖÏÖ´Öß>Ö ¿ÖêŸÖ�ú¸üß �ãú™ãÓü²Öê �ú•ÖÔ²ÖÖ•ÖÖ üßŸÖ •Ö−´Ö ‘ÖêŸÖÖŸÖ ŸµÖÖŸÖ“Ö ´ÖéŸµÖã»ÖÖ �ú¾Ö™üÖôûŸÖÖŸÖ †¿ÖÖ ÷ÖÓ³Öß¸ü ÛÃ£ÖŸÖß †ÖœüôûŸÖê. ÷Ö¸üß²Öß ¾Ö ¤üÖ×¸ü¦ü¶ Æêü µÖÖ ¿ÖêŸÖ�ú¸üß �ãú™ãÓü²Ö ×¾Ö¿ÖêÂÖŸÖÆüÖ †»¯Ö³Öã¬ÖÖ¸ü�ú ¿ÖêŸÖ�ú·µÖÖÓ Ö¬µÖê ¯ÖÏÖ´Öã�µÖÖ−Öê †ÖœüôûŸÖê.



Page 162

ISSN No. 2394-8426

Dec – 2016



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11) ‡ŸÖ ü ÃÖ´ÖÃµÖÖ :

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†Ö´ÖÆüŸµÖÖ �ú ü>ÖÖ üÖ ¯Öã¹ýÂÖ •ÖÖŸÖ †ÃÖ»ÖÖ ŸÖ¸üß �ãú™ãÓü×²ÖµÖÖÓ−ÖÖ ´Ö¸ü>ÖÖÃÖ®Ö µÖÖŸÖ−ÖÖ ÃÖÆü−Ö �ú¸üÖ¾µÖÖ »ÖÖ÷ÖŸÖÖŸÖ. ‡ŸÖ ü »ÖÖê�ú ²ÖÖê»ÖŸÖ †ÃÖŸÖÖ−ÖÖ �úÖê>ÖÖ�úÖê>ÖÖ¿Öß ³ÖÖÓ›ü>ÖÖ¸ü, �úÖê>ÖÖ“Öß ŸÖÖë›ü ²ÖÓ¤ü �ú¸ü>ÖÖ êü †¿ÖÖ ×�úŸµÖê�ú ÃÖ´ÖÃµÖÖ µÖÖ �ãú™ãÓü×²ÖµÖÖ“µÖÖ ¾ÖÖ™ü¶Ö»ÖÖ µÖêŸÖÖŸÖ. ˆ¯ÖÖµÖ µÖÖê•Ö−ÖÖ :

¿ÖêŸÖ�ú·µÖÖÓ“Öß †ÖŸ´ÖÆüŸµÖÖ ¾Ö ¯ÖÏ Öã�Ö ÃÖ´ÖÃµÖÖ ÃÖÖê›ü×¾Ö>µÖÖÃÖÖšüß ×¾Ö×¾Ö¬Ö ˆ¯ÖÖµÖµÖÖê•Ö−ÖÖ �ú¸üŸÖÖ µÖêŸÖß»Ö. 1. ›üÖò. ²ÖÖ²ÖÖÃÖÖÆêü²Ö †ÖÓ²Öê›ü�ú¸üÖÓ−Öß ÃÖã“Ö×¾Ö»Öê»Öß ˆ¯ÖÖµÖµÖÖê•Ö−ÖÖ.

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(¾ÖÖ−Ö�Ö›êü 2007 : 26) µÖÖ“ÖÖ †£ÖÔ ¸üÖ•µÖ�úŸÖìÆüß ¿ÖêŸÖ�ú¸üß †ÖŸ´ÖÆüŸµÖê²ÖÖ²ÖŸÖ ´Æü>Ö¾Öê ŸÖê¾Öœêü ÷ÖÓ³Öß¸ü −ÖÖÆüß. ÃÖ´ÖÖ•Ö¯ÖÏŸÖß †ÃÖ>ÖÖ üß ŸµÖÖ“Öß ³ÖÖ¾Ö−ÖÖ

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•Ö−ÖŸÖÖ, ¿ÖêŸÖ�ú¸üß, �úÖ´Ö÷ÖÖ¸,ü ¤üÖ× ü¦ü¶, ×¿Ö�Ö>Ö, ¯ÖŸÖ Öêœü¶Ö, �Ö êü¤üß ×¾Ö�Îúß †¿ÖÖ ×¾Ö×¾Ö¬Ö ´ÖãªÖÓ“ÖÖ ÃÖ´ÖÖ¾Öê¿Ö ÆüÖêŸÖÖ. 16 (�Öî ü´ÖÖê›êü 1988 :14)

¿ÖêŸÖ�ú·µÖÖ“Öß ×¯Öôû¾Ö>Öæ�ú �ú¸ü>ÖÖ üß •Ö²Ö ü ¾µÖÖ•Ö, �ÖÖê™êü ¾Ö ‘ÖÖê™üÖóµÖÖ“Öê ¾µÖ¾ÖÆüÖ ü �ú¸ü>ÖÖ·µÖÖ ÃÖÖ¾Ö�úÖ¸üÖÓ ÖÖÃÖæ−Ö ÷Ö¸üß²Ö Šú>Ö�úÖê“Öê ÃÖÓ ü�Ö>Ö ÆüÖê>µÖÖÃÖÖšüß ¾Ö ¿ÖêŸÖ�ú·µÖÖÓ−ÖÖ Šú>Ö´ÖãŒŸÖ �ú¸ü>µÖÖÃÖÖšüß µÖÖê÷µÖ †ÃÖê �úÖµÖ¤êü ‘Ö›ü¾Öæ−Ö †Ö>Ö>µÖÖ“ÖÖ ÆüÖ ¯Ö�Ö ¯ÖÏµÖŸ−Ö �ú¸üß»Ö ÆüÖê ´ÖÆü¢¾ÖÖ“Öê ŸÖ¢¾Ö †ÓŸÖ³ÖæÔŸÖ ÆüÖêŸÖê.

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ÃÖÖ üÖÓ¿Ö (Conclusion)

¿ÖêŸÖ�ú·µÖÖÓ“Öß¯Ö×¸üÛÃ£ÖŸÖß“ÖÖ ×¾Ö“ÖÖ ü �ú¸üŸÖÖ ¯ÖÏÖ¸Óü³Öß“µÖÖ �úÖôûÖ¯ÖÖÃÖæ−Ö“Ö ÆüÖ»ÖÖ�úß“Öß †ÖÆêü. ÃÖ¾ÖÔ“Ö�úÖ»ÖÖ¾Ö¬ÖßŸÖ ŸµÖÖÓ“µÖÖ¾Ö¸ü ¾Öê÷Ö¾Öê÷ÖóµÖÖ

†−µÖÖµÖ †ŸµÖÖ“ÖÖ¸ü —ÖÖ»Öê»Öê †ÖœüôûŸÖÖŸÖ. �úÖê>ÖŸÖêÆüß ¿ÖÖÃÖ−Ö †ÃÖÖê ´Ö÷Ö ŸÖê ¯Ö¸ü¤êü¿Öß ¾Ö ³ÖÖ¸üŸÖßµÖ µÖÖ ¤üÖê‘ÖÖÓ�ú›æü−ÖÆüß ŸµÖÖÓ“µÖÖ¾Ö ü †−µÖÖµÖ —ÖÖ»µÖÖ“Öê ×¤üÃÖæ−Ö µÖêŸÖê. ¾ÖŸÖÔ ÖÖ−Ö ÛÃ£ÖŸÖßŸÖ ¿ÖÖÃÖ�úßµÖ ÃŸÖ üÖ¾Ö¹ý−Ö ÃÖ�úÖ üÖŸ´Ö�ú ¯ÖÏµÖŸ−Ö ÆüÖêŸÖ †ÃÖ»Öê ŸÖ üß '¿ÖêŸÖ�ú¸üß †ÖŸ´ÖÆüŸµÖÖ' (Farmer Sucide) Æüß ¾ÖŸÖÔ ÖÖ−Ö �úÖôûÖŸÖß»Ö ÷ÖÓ³Öß¸ü ¹ý Ö ¬ÖÖ ü>Ö �êú»Öê»Öß ÃÖ´ÖÃµÖÖ ÆüÖêµÖ. •µÖÖ«üÖ üÖ ×�úŸµÖê�ú ÃÖ´ÖÃµÖê“Öß ×−ÖÙ´ÖŸÖß —ÖÖ»Öß †ÖÆêü. ¿ÖêŸÖß ¾Ö ¿ÖêŸÖ�ú¸üß ÆüÖ ŸµÖÖ �éúÂÖß

†£ÖÔ¾µÖ¾ÖÃ£Öê“ÖÖ ´ÖÆü¢¾ÖÖ“ÖÖ ‘Ö™ü�ú †ÃÖŸÖÖ−ÖÖ ¯Öæ>ÖÔ Ö>Öê �úÖê»Ö´Ö›æü−Ö ¯Ö›ü»ÖÖ †ÖÆêü. ÃÖ´ÖÃµÖÖ÷ÖÏÃŸÖ •Öß¾Ö−Ö ¾µÖŸÖßŸÖ �ú üŸÖ †ÃÖæ−Ö �ú•ÖÔ ‘Öê‰ú−Ö •Ö−´Ö ‘ÖêŸÖÖê



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¾Ö �ú•ÖÖÔ»ÖÖ �Óú™üÖôæû−Ö“Ö ´ÖéŸµÖ ¯ÖÖ¾ÖŸÖÖê †¿Öß ¯Ö×¸üÛÃ£ÖŸÖß †Öœüôæû−Ö µÖêŸÖê. ÃÖ ü�úÖ¸ü ¾Ö Ã¾ÖµÖÓ ÃÖê¾Öß ÃÖÓÃ£ÖÖ ¯ÖÏµÖŸ−Ö �ú¸üßŸÖ †ÃÖ»µÖÖ ŸÖ üß µÖÖ ÃÖ´ÖÃµÖê¾Ö ü ´Æü>ÖÖ¾Öê ŸÖÃÖê ×−ÖµÖÓ¡Ö>Ö ×´Öôûü×¾ÖŸÖÖ †Ö»Öê −ÖÖÆüß, ¸üÖ•µÖ ¾Ö ¤êü¿ÖÖŸÖß»Ö ÃÖ¾ÖÔ ¯ÖÏ Öã�Ö ¸üÖ•µÖ�úŸÖì ×¾Ö¤ü³ÖÖÔŸÖ †Ö»Öê ŸÖ¸üß Æüß ÃÖ´ÖÃµÖÖ ÃÖÓ Ö>µÖÖ¯Öê�ÖÖ ¾ÖÖœüŸÖÖ−ÖÖ †ÖœüôûŸÖê. ¿ÖêŸÖ�ú¸üß †ÖŸ´ÖÆüŸµÖÖ �ú¸üßŸÖÖ ×¾Ö×¾Ö¬Ö �úÖ ü>Öê �úÖ¸ü>Öß³ÖæŸÖ †ÃÖæ−Ö ŸµÖÖ“ÖÖ ‹�ú×¡ÖŸÖ ¯Ö× ü>ÖÖ´Ö ÆüÖêµÖ.�úÖê™ãÓü×²Ö�ú ÃÖ´ÖÃµÖÖÆüß ¾ÖÖœüŸÖ †ÖÆêüŸÖ.

¯ÖŸÖß ¾Ö �úÖµÖÖÔ ¯Öã¹ýÂÖÖ×¾Ö−ÖÖ �ãú™ãÓü×²ÖµÖÖ“Öê ÆüÖ»Ö ³ÖµÖÓ�ú¸ü ÆüÖêŸÖÖŸÖ. ¾µÖÃÖ−Ö, ‡ŸÖ üÖÓ“µÖÖ ¾ÖÖ‡Ô™ü −Ö•Ö¸üÖ, »Öï×÷Ö�ú ÃÖÓ²ÖÓ¬ÖÖ“Öß †¯Öê�ÖÖ, ´Öã»ÖÖ´Öã»Öß“Öê ¾µÖÃÖ−Ö, ×¿Ö�Ö>Ö,−ÖÖê�ú¸üß, ×¾Ö¾ÖÖÆü ‡ŸµÖÖ¤üß ÃÖ´ÖÃµÖÖ µÖÖ´Öãôêû �ãú™ãÓü²ÖÖ“ÖÖ �úŸÖÖÔ Öã¹ýÂÖ †ÖŸ´ÖÆüŸµÖÖ �ú¸üßŸÖ †ÃÖ»ÖÖ ŸÖ üß ÃÖÓ Öæ>ÖÔ �ãú™ãÓü²ÖÖ¾Ö¸ü ÃÖ´ÖÃµÖÖÓ“ÖÖ ›üÖë÷Ö¸ü ˆ³ÖÖ ¸üÖÆüŸÖÖê. †ÖŸ´ÖÆüŸµÖÖ �ú¸ü>ÖÖ·µÖÖ ¿ÖêŸÖ�ú¸üß �ãú™ãÓü²ÖÖ“µÖÖ ÃÖ´ÖÃµÖÖ ×¤ü¾ÖÃÖë×¤ü¾ÖÃÖ ÷ÖÓ³Öß¸ü¹ý¯Ö ¬ÖÖ¸ü>Ö �ú¸üßŸÖ †ÖÆêüŸÖ.

ÃÖÓ¤ü³ÖÔ ÷ÖÏÓ£Ö :

1) ±ãú»Öê •ÖÖêŸÖß¸üÖ¾Ö :¿ÖêŸÖ�ú·µÖÖÓ“ÖÖ †ÖÃÖæ›ü , ›üÖò. ¾ÖÖÃÖã¤êü¾Ö ´Öã»ÖÖ™êü (ÃÖÓ ÖÖ. 2000) Ã¾Ö¹ý¯Ö ¯ÖÏ�úÖ¿Ö−Ö,†Öî Óü÷ÖÖ²ÖÖ¤ü, ¯Öé.29-30. 2) ×�ú¢ÖÖ -¯Öé. 89.

3) •ÖÖ¬Ö¾Ö −Ö ëü¦ü (†−Öã¾ÖÖ¤ü ¾Ö ÃÖÓ ÖÖ¤ü−Ö) (2012) : ²ÖÖê»Ö ´ÖÆüÖ´ÖÖ−Ö¾ÖÖ“Öê ›üÖò. ²ÖÖ²ÖÖÃÖÖÆêü²Ö †ÖÓ²Öê›ü�ú¸ü µÖÖÓ“Öß 500 ´Ö´ÖÔ³Öê¤üß ³ÖÖÂÖ>Öê ,�ÖÓ›ü 2 †»¯Ö³Öæ¬ÖÖ¸ü�ú ×¤ü»ÖÖÃÖÖ ×¾Ö¬ÖêµÖ�ú, ¯Öé.�Îú. 276. ÷ÖÏÓ£ÖÖ»Öß ¯ÖÏ�úÖ¿Ö−Ö ´ÖÖ™ãÓü÷ÖÖ ´ÖãÓ²Ö‡Ô 24 †ÖòŒ™üÖê²Ö¸ü ¯Öé.126-137. (´Öãôû ÃÖÓ¤ü³ÖÔ ›üÖò.

²ÖÖ²ÖÖÃÖÖÆêü²Ö †ÖÓ²Öê›ü�ú¸ü ¸ÖµÖ™üà÷Ö †ò−›ü Ã¯Öß“ÖêÃÖ �ÖÓ›ü ¯Öé.1-5) 4) ´Öã>Ö÷Öê�ú¸ü ³ÖÖ»Ö“ÖÓ¦ü (1993) :›üÖò. †ÖÓ²Öê›ü�ú¸ü µÖÖÓ“Öê ³ÖÖ¸üŸÖßµÖ ¿ÖêŸÖß×¾ÖÂÖµÖ�ú ×¾Ö“ÖÖ ü ¯Öé.�Îú.379 ´ÖÆüÖ¸üÖÂ™Òü ¸üÖ•µÖ ÃÖÖ×ÆüŸµÖ †Ö×>Ö

ÃÖÓÃ�éúŸÖß ´ÖÓ›üôû , ´ÖãÓ²Ö‡Ô 25 ×›üÃÖë²Ö¸ü (´Öãôû ÃÖÓ¤ü³ÖÔ ›üÖò. ²ÖÖ²ÖÖÃÖÖÆêü²Ö †ÖÓ²Öê›ü�ú¸ü ¸üÖµÖ™üà÷Ö †ò−›ü Ã¯Öß“ÖêÃÖ �ÖÓ›ü -1, ¯Öé.457).

5) ×¾Ö³ÖÖ÷ÖßµÖ †ÖµÖãŒŸÖ �úÖµÖÖÔ»ÖµÖ †Æü¾ÖÖ»Ö †´Ö¸üÖ¾ÖŸÖß. 6) The Hitwada 29 Aug.2009 Nagpur . 7) ¤îü. ¤êü¿ÖÖê®ÖŸÖß 14 •Öã−Ö 2015.

8) ¤îü. ×¤ü¾µÖ ´Ö üÖšüß 25 ‹×¯ÖÏ»Ö 2015. 9) ¤îü. ×¤ü¾µÖ ´Ö üÖšüß 26 •Öã»Öî, 2015 10) ¤îü. ×¤ü¾µÖ ´Ö üÖšüß 6 ÃÖ¯™ëü²Ö¸ü 2015.

11) National Crime Records Bureau .(NCRB Data) 12) ¯Ö¾ÖÖ ü ¿Ö ü¤ü (2006) : ¿ÖêŸÖ�ú¸üß †ÖŸ´ÖÆüŸµÖÖ : �úÖ¸ü>Öê †Ö×>Ö ×´Ö´ÖÖÓÃÖÖ , ¤êü. ¤êü¿ÖÖê®ÖŸÖß ×¤ü¾ÖÖôûß †Ó�ú ¯Öé.12.

13) ¤îü. »ÖÖê�ú´ÖŸÖ 12 ×›üÃÖë²Ö ü.2014. 14) üÖ‰úŸÖ ×�ú¿ÖÖê ü (2014) : ¿ÖêŸÖ�ú·µÖÖ“µÖÖ †ÖŸ´ÖÆüŸµÖÖ : ¾ÖÖÃŸÖ¾Ö †Ö×>Ö ˆ¯ÖÖµÖ, ÃÖã÷Ö´Ö ¯ÖÏ�úÖ¿Ö−Ö †´Ö¸üÖ¾ÖŸÖß , ¯Öé.42-43. 15) �Öî ü´ÖÖê›êü “ÖÖÓ.³Ö. (1998) : ›üÖò. †ÖÓ²Öê›ü�ú¸ü “Ö×¸ü¡Ö �ÖÓ›ü 7, �úÖ»Ö�ÖÓ›ü 1936-1938, ¯Öé.14.20 †Ö¾Öé¢Öß ¤ãüÃÖ¸üß , ÃÖã÷ÖÖ¾ÖÖ ¯ÖÏ�úÖ¿Ö−Ö,

¯Öã>Öê. 16) ¾ÖÖ−Ö�Ö›êü “ÖÓ¦üü�úÖÓŸÖ (2007) : ‹�úÖ ÃÖÖ¬µÖÖ ÃÖŸµÖÖÃÖÖšüß (¿ÖêŸÖ�ú·µÖÖÓ“µÖÖ ¯ÖÏ¿−ÖÖ¾Ö¸üß»Ö ×−Ö¾Ö›ü�ú »Öê�Ö) ¯Ö× üÃÖ ü ¯ÖÏ�úÖ¿Ö−Ö †Ó²Ö¸ü ÆüÖ‰úØÃÖ÷Ö

ÃÖÖêÃÖÖµÖ™üß †Ó²ÖÖ•ÖÖê÷ÖÖ‡Ô 9 †Öò÷ÖÃ™ü , ¯Öé.26.



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izLrkouk

tyLojkT;kP;k ek/;ekrwu] xka/khthauh 1937 e/;s o.kZu dsysY;k v'kk izdkjps xko r;kj dj.;kph la/kh vkiY;kyk feG.kkj vkgs- rs vki.k vtwugh lk/; dsysys ukgh- lkoZtfud LoPNrk lqfo/kk] lkaMik.kh O;oLFkkiu o lokZauk iqjslk ik.kh iqjoBk ;klkBh yksdokVk@yksdlgHkkx ns.;kph {kerk vki.kkr ;sbZy- vki.k vkiY;k xkokpk xko drh vkjk[kMk r;kj d: o R;ke/;s ojhy loZ xks"Vhapk lekos'k vlsy- rlsp iSls o Jenku Lo:ikr yksdokVk xksGk d:u vki.k nk[kowu nsÅ dh vki.k izdYi vaeyctko.kh o ns[kHkky nq:Lrhph tckcnkjh ?ks.;kl r;kj vkgksr- ;k loZ izfØ;srwu loZ xko ,d= ;sbZy] tls vki.k xzke LoPNrk vfHk;kukr ,d= vkyks gksrks- gk izdYi iq<s us.;kr xzke iapk;r eq[; Hkwfedk fuHkkosy- tyLojkT;kps mÌs'k tyLojkT; izdYikps mÌs'k iq<hyizek.ks vkgsr- %

• xkokrY;k izR;sdkus 'kq) o iqjsls ik.kh lkrR;kus feGo.ks o LoPNrk lqfo/kk feGfo.ks-

• izR;sdkps ,sdys tkbZy v'kk laLFkk xkoke/;s fodflr dj.ks vkf.k izR;sdkyk] [kkl d:u xjhc yksdkauk fu.kZ; izfØ;sr lgHkkxh d:u ?ks.ks-

• ;k laLFkkae/;s efgykauk lgHkkxh d:u R;kaps l{kehdj.k dj.ks- Lor%ps fopkj ekaM.;klkBh] ik.kh o LoPNrk ;k iz'ukaoj vkiyh ers ekaM.;klkBh o xkokrhy brj vMp.kh lksMfo.;klkBh efgykapk {kerk fodkl dj.ks-

• oS;fDrd] ?kjxqrh o ifjlj LoPNrk lo;hae/;s cny d:u xkokrhy yksdkaps vkjksX; lq/kkj.ks- efgyk fodkl o ikjn’kZdrk vk.kus- ikjn'kZdrk Bso.ks izdYikpk fu/kh xkokrhy lokZapk vlsy- izR;sdkyk izdYikph ekfgrh o jsdkWMZ ikg.;kpk gDd vlsy- ikjn'kZdrk Eg.kts [kqyk O;ogkj] o xkokrhy izkekf.kd o lefiZr Hkkousus dke dj.ks- izdYikpk izR;{k fdaok vizR;{kfjR;k xSjQk;nk dks.khgh ?ks.kkj ukgh- vki.k lferh lnL; fuoMw o [kjsnh lanHkkZrhy fu.kZ; lokZaP;k leksj ?ksÅ- ts.ks d:u lokZauk Li/ksZr mrj.;kph la/kh feGsy- vkiY;kyk pkaxY;k xq.koRrspk Qk;nk d:u ?ksrk ;sbZy- iSls okpfo.;klkBh xq.koŸksdMs y{k u ns.ks] o fu/kh BjfoysY;k dkeklkBh u okijrk brj dkekalkBh fu;kstu lkekftd ys[kkifj{k.k lferh] efgyk fodkl lferh] ik.kh iqjoBk o LoPNrk lferh vkf.k brj milfeR;kae/;s xkokrhy loZ Lrjkrhy yksd] vuqHkoh O;Drh o T;kaps /;s; ik.kh iqjoBk o LoPNrk lacaf/kr vMp.kh nwj dj.ks gs vkgs] v'kk yksdkapk lekos'k vlsy- xzkeiapk;r drh vkjk[kMk r;kj gksbZy o ik.kh] LoPNrk] {kerk cka/k.kh o efgyk l{kehdj.k ;k lanHkkZrhy R;kaP;k egŸodka{kk R;ke/;s Li"V fnlrhy- vaeyctko.kh ik.kh vkf.k LoPNrk lsok vkf.k yksdkaP;k dkS'kY;kae/;s lq/kkj.kk dj.;klkBh xzkeiapk;r drh vkjk[kMîkuqlkj dkekl lq:okr- 1- ftYgk lqyHkhdj.ks pewdMwu ¼DFT½ tksM/kank dj.kkjs o lgk¸;d O;kolkf;d laLFkkph ekfgrh xksGk dj.ks- 2- lgk¸;d laLFkslkscr djkj dj.ks- 3- xkoikrGhojhy ;a=.kk o xkokrhy yksdkaps lkekftd Lrj ;kckcr ekfgrh feGfo.ks - 4- xkokrhy ;a=.kk o lkekftd Lrj ;kapk vH;kl dj.ks- 5- ik.;kps vankti=d o lkekftd Lrj ;kapk vH;kld dj.ks- 6- vfLrRokr vlysY;k ik.kh] LoPNrk vkf.k iquHkZj.k lqfo/kkaph ekfgrh xksGk dj.ks- la’kks/ku lkghR;kpk vk<kok la’kks/kdkus panziqj ftYgÓkrhy ftorh o dksjiuk tyLojkT; izdYi lektdk;Z la’kks/ku vH;klk’kh fuxMhr vkf.k mi;qDr vls fy[kku T;k osxosxG;k xzaFkkrqu] iqLrdkrqu] ekflds vkf.k orZekui=krqu izfl) >kysys vkgsr- R;k fy[khr lkghR;kpk FkksMD;kr vk<kok [kkyhy izek.ks ?ksrysyk vkgs-



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okj?kMs lqjs’kpanz ^fgojs cktkj ph ;’kksxkFkk* ;k xzaFkkr lqjs’kpznz okj?kMs ;kauh fgojs cktkj ;k xkokus nq"dkGlkj[;k leL;soj ekr d:u ik.;kps fu;kstu] O;lueqDr xko] LoPN o lqanj xko ;klkj[ks midze yksdlgHkkxkrqu jkcowu yksdkapk vkfFkZd o lkekftd ntkZ mapkowu vkiY;k xkokpk vkn’kZ ns’kkleksj dlk Bsoyk vkgs ;kpk vk<kok ?ksryk vkgs-

,l- ch- iokj T;k efgykauk vFkok efgykaP;k cpr xVkyk Lor%pk O;olk; djko;kpk vkgs R;kauk ekxZn’kZu Ogkos gkp mnn~s’k leksj Bsowu gk O;olk; lq: dj.;klkBh o pkyfo.;klkBh lks;h] loyrh] ijokus] ;k dk;kZy;kps iRrs] dPpk eky] ekf’kujh feG.;kph fBdk.ks ;kaps iRrs fnysys vkgsr- rlsp R;k R;k dk;kZy;k’kh laidZ lk/kwu dk;Zi/nrh letkowu ?ksowu ;k iqLrdkr fnyh vkgs- R;keqGs v’kk xjtquk gs iqLrd mi;wDr gksbZy v’kh lfoLrj fopkj ekaMysys vkgs-

izk- MkW- ,e- ;w- eqyk.kh] Lo;a&lgk¸;Rrk cpr xVkeqGs efgykaps ifjorZu gksr vlY;keqGs lekt ifjorZu gksrs- R;kdjhrk uok fopkj] uoh O;oLFkk] uoh ekulhdrk ?kMfo.;klkBh Lo;a&lgk¸;Rrk cpr xV egRoiq.kZ vkgsr- Eg.kwu izLrqr izdj.kkr efgyk lcyhdj.k dj.;klkBh Lo;a&lgk¸;Rrk cpr xVkps ;ksxnku ;kpk vH;kl dsysyk vkgs- Xkzkeh.k lekt’kkL=kP;k vH;klko:u fu?k.kkjs fu"d"kZ %&

1- Xkzkeh.k lekt’kkL=kP;k dkgh O;k[;k lekt’kkL= fo"k;kP;k O;k[;k}kjs izHkkfor vkgsr- Eg.kqu ;k O;k[;ko:u xzkeh.k lekt’kkL= gh lekt’kkL=kph ,d ’kk[kk vkgs gs Li"V gksrs-

2- Xkzkeh.k i;kZoj.k jkg.kkÚ;k O;Drh vkf.k leqgkaP;k ijLijlac/kkps oSKkfud i/nrhaus v/;;u dj.ks gh xzkeh.k lekt’kkL=P;k v/;;ukps eq[; /;s; vkgs-

3- Xkzkeh.k leqnk;krhy lkekftd la?kVu vkf.k xzkelfpokaP;k lkekftd orZufØ;kaps izrheku Li"V dj.;koj xzkeh.k lekt’kkL=kr Hkj fnyk tkrks-

4- Lkekt’kkL=kP;k rqyusr xzkeh.k lekt’kkL= gs ,dk vFkkZus vf/kd O;kogkjhd vkgs vls Eg.krk ;srs- dkj.k xzkeh.k lekt’kkL=kr vH;klfo"k;k’kh fuxMhr fl/nkarkph fuehZrh dj.;kis{kk xzkelfpokaP;k O;kogkjhd ftoukps o.kZu o fo’ys"k.k dj.;koj vf/kd Hkj fnyk tkrks-

la'kks/ku i)rh'kkL= (Research Methodology)

v/;;u fo"k;kph mfí"V;s % (Objective of study)

1½ tyLojkT; çdYikrhy ikjn'kZdrkckcr ekfgrh tk.kwu ?ks.ks- 2½ tyLojkT; çdYikP;k ek/;kekrqu efgyk fodkl dj.ks-

x`fgrd`R; (Hypothesis)

1½ xkodÚ;kapk lgHkkx o tyLojkT; çdYikph ;'kLohrk ;kr lglca/k vkgs- 2½ tyLojkT; çdYikph ;'kLohrk efgykP;k yksdlgHkkxkoj vk/kkjhr vkgs- la'kks/kukpk vkjk[kMk % (Research Design) çLrqr v/;;ukr o.kZukRed o funkukRed la'kks/ku vkjk[kM;kpk mi;ksx dj.;kr vkyk- uequk fuoM i)rh % la'kks/kudR;kZus la'kks/kudjhrk xSjlaHkkO; fuoMhP;k çdkjkrwu lks;hLdj uequk fuoM i)rhpk okij dsyk vkgs- rF; ladyu i)rh o lk/kus % v½ çkFkfed L=ksr % çR;{k fujh{k.k] eqyk[kr ra= c½ nq ;e L=ksr %&

çdYi vgoky] fu;rdkyhds] o`RRki=s ys[k] ekfgrh iqfLrdk xzkeiapk;r dk;kZy; vgoky 'kks/k çca/k lca/khr fo"k;ka'kh fuxMhr xzaFk bVjusV ojhy miyC/k ekfgrh bR;knh- O;k[;k 1½ efgyk fodkl çdYike/;s efgykapk lgHkkx ok<Okwu R;kaP;k mitkr vlysY;k xq.kkapk dyk dkS'kY;kapk fodkl dj.ks Eg.ktsp {kerk efgyk fodkl gks;**- 2½ ikjn'kZdrk ^^çdYikr ;s.kkjk fu/kh xkokrhy lokZapk vlsy çR;sdkyk çdYikph ekfgrh o jsdkMZ ikg.;kpk gDd vlsy ;kykp ikjn'kZdrk vls Eg.krkr** Ikjn’kZdrk Bso.ks



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izdYikpk fu/kh xkokrhy lokZapk vlsy- izR;sdkyk izdYikph ekfgrh o jsdkWMZ ikg.;kpk gDd vlsy- ikjn”kZdrk Eg.kts [kqyk O;ogkj] o xkokrhy izkekf.kd o lefiZr Hkkousus dke dj.ks- izdYikpk izR;{k fdaok vizR;{kfjR;k xSjQk;nk dks.khgh ?ks.kkj ukgh- vki.k lferh lnL; fuoMw o [kjsnh lanHkkZrhy fu.kZ; lokZaP;k leksj ?ksÅ- ts.ks d:u lokZauk Li/ksZr mrj.;kph la/kh feGsy- vkiY;kyk pkaxY;k xq.koRrspk Qk;nk d:u ?ksrk ;sbZy- iSls okpfo.;klkBh xq.koŸksdMs y{k u ns.ks] o fu/kh BjfoysY;k dkeklkBh u okijrk brj dkekalkBh okij.ks gîkk xks"Vhauk ;k izdYikr tkxk ukgh-2 “kkldh; ;a=.ksrhy mf.kok Xkzkeh.k lekt lkekftd ifjorZukph izfdz;k osx u ?ks.;kekxhy dkj.k Eg.kts fofo/k ;kstukaph vk[k.kh] dk;|kph fufeZrh dsyh rjh tks ?kVd] th ukSdj”kkgh gÓk ;kstuaksph vaeyctk.kh dj.kkj vkgs rks ?kVd vizkek.khd] Hkz"Vkpkjh eukso`Rrhpk o T;k ?kVdkalkBh ;k ;kstuk vkgsr R;k oxkZis{kk ofj"B oxkZpk vlY;kus ukSdj”kkghdMs “kgkuqHkqrhpk vHkko fnrrks- ;k dkj.kkeqGs fu;kstu gs etcwr o funkZs”k vlwu fg R;kaP;k ;ksX; vaeyctko.kh vHkkoh gh mnkRr rRos ;kstuk gÓk dkxnh ok?k o doh dYiukaps Lo:i /kkj.k djrkr-3 izdYike/;s ikjn”kZdrk Bso.;kps ek/;e yksd”kkghrhy dkjHkkj gk [kqyk dkjHkkj vlyk ikfgts- ;k n`"Vhus yksdkaP;k eukr lansg fuekZ.k gks.kkj ukgh v”kh drh vfHkizsr vkgs- R;klkBh “kD; R;k i)rhus nSuafnu dkedkt o O;ogkj ;kaph ekfgrh tursyk osGksosGh miyC/k d:u fnyh xsyh ikfgts-

pkaxY;k jkT;dkjHkkjklkBh vko”;d vlrs rh Eg.kts iq.kZi.ks Lok;Rr v”kk ekuoh gDdkaP;k laj{k.kkph- fo”ks" kr% nqcG;k ?kVdkaps laj{k.k djsy v”kh U;k; dk;|kph pkSdV vkf.k vaeyctko.kh dj.kkÚ;k ;a=.ksph dk;ns”khj ckaf/kydh vkeps er vkeps yksdizfrfu/kh jkT;dkjHkkj djrhy- turslkBh djkrqu tek gks.kkjk iSlk turspk Eg.kwup fg”kksc ekx.;kpk vf/kdkj ernkjkapk fnYyh eqacbZr vkeps ljdkj] vkeP;k xkokr vkEghp ljdkj ;kfo"k;h ekfgrh mRrjnkR;kauk fopk:u R;kfo"k;h ekfgrh çLrqr dsyssyh vkgs-

izdYike/;s ikjn”kZdrk Bso.;kps ek/;e o ldkjkRed cnykps çek.k-

v- Ø- izdYike/;s ikjn”kZdrk Bso.;kps ek/;e

ldkjkRed cnykps çek.k-

,dq.k 1 2 3 4 iq.kZr va”kr% vR;Yi vkgs R;kp

fLFkrhr 1 xzkelHkse/;s

ekfgrh nsowu Count 102 47 0 0 149

Expected Count 30.4 45.9 25.3 47.4 149.0

% of Total 20.4% 9.4% 0.0% 0.0% 29.8%

2 izfr"Br O;Drhuk ekfgrh nsowu

Count 0 56 0 0 56

Expected Count 11.4 17.2 9.5 17.8 56.0

% of Total 0.0% 11.2% 0.0% 0.0% 11.2%

3 lferh lnL;kauk ekfgrh nsowu

Count 0 51 85 48 184

Expected Count 37.5 56.7 31.3 58.5 184.0

% of Total 0.0% 10.2% 17.0% 9.6% 36.8%

4 iz'kklfd; ;a=usyk ekfgrh nsowu

Count 0 0 0 96 96

Expected Count 19.6 29.6 16.3 30.5 96.0

% of Total 0.0% 0.0% 0.0% 19.2% 19.2%

5 ofjy lokZuk ekfgrh nsowu

Count 0 0 0 15 15

Expected Count 3.1 4.6 2.6 4.8 15.0

% of Total 0.0% 0.0% 0.0% 3.0% 3.0%

,dq.k Count 102 154 85 159 500

Expected Count 102.0 154.0 85.0 159.0 500.0

% of Total 20.4% 30.8% 17.0% 31.8% 100.0%

Chi-Square Tests

Value df Asymp. Sig.

(2-sided)




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Linear-by-Linear

Association

388.682 1 .000


a. 4 cells (20.0%) have expected count less than 5. The minimum expected

count is 2.55.

izLrqr lkj.khr xzkelHksrhy x.kiqrhZ [kjsnh dsysY;k lkfgR;kpk ntkZn”kZfo.kkjh vkgs R;kiSdh ,dw.k 500 mRrjnkR;kaiSdh 149 mRrjnkrs izdYikdjhrk ikjn”kZdrk vk.k.;klkBh xzkelHkse/;s ekfgrh ns.kkjs vlwu R;kiSdh102 Eg.kts 20-4 VDds mRrjnkR;kaps ldkjkRed cnykps izek.k iw.kZr% vkgs- 47 Eg.kts 9-4 VDds mRrjnkR;kaps ldkjkRed cnykps izek.k va”kr% vkgs- ,dw.k 500 mRrjnkR;kaiSdh 56 mRrjnkrs izdYikdjhrk ikjn”kZdrk vk.k.;klkBh izfrf"Br O;Drhauk ekfgrh ns.kkjs vlwu R;kiSdh 56 Eg.kts 11-2 VDds mRrjnkR;kaps ldkjkRed cnykps izek.k va”kr% vkgs- ,dw.k 500 mRrjnkR;kaiSdh 184 mRrjnkrs izdYikdjhrk ikjn”kZdrk vk.k.;klkBh lferh lnL;kauk ekfgrh ns.kkjs vlwu R;kiSdh 51 Eg.kts 10-2 VDds mRrjnkR;kaps ldkjkRed cnykps izek.k va”kr% vkgs- 85 Eg.kts 17-0 VDds mRrjnkR;kaps ldkjkRed cnykps izek.k vR;Yi vkgs- 48 Eg.kts 9-6 VDds mRrjnkR;kaps ldkjkRed cnykps izek.k vkgs R;kp fLFkrhr vkgs- ,dw.k 500 mRrjnkR;kaiSdh 96 mRrjnkrs izdYikdjhrk ikjn”kZdrk vk.k.;klkBh iz”kkldh; ;a=.ksyk ekfgrh ns.kkjs vlwu R;kiSdh 96 Eg.kts 19-2 VDds mRrjnkR;kaps ldkjkRed cnykps izek.k vkgs R;kp fLFkrhr vkgs- ,dw.k 500 mRrjnkR;kaiSdh 15 mRrjnkrs izdYikdjhrk ikjn”kZdrk vk.k.;klkBh ojhy lokZuk ekfgrh ns.kkjs vlwu R;kiSdh 15 Eg.kts 3-0 VDds mRrjnkR;kaps ldkjkRed cnykps izek.k vkgs R;kp fLFkrhr vkgs- fu"d"kZ % çLrqr lkj.khr ikjn”kZdrk vk.k.;klkBh dsysys mik; o ldkjkRed cnykps çek.k ;k nksu ifjoR;kZae/;s lglca/k n”kZfo.;kr vkyk vkgs- ikjn”kZdrk vk.k.;klkBh dsys xsysy mik; ;”kLoh >kys rj ldkjkRed cnykps çek.k ok<sy gh ;kekxph midYiuk vkgs gs lglca/k

rikl.;klkBh x2 pkp.khPkk okij dj.;kr vkyk-

x2pkp.khP;k fu"d"kkZo:u vls fun”kZukl ;srs dh ueqU;krhy x

2 ph fdaer (x2=737,542, df=12, p=0.000) vkgs gh fdaer x2

lkj.khP;k fderhis{kk tkLr vkgs Eg.kwu 1 VDds egRoikrGhoj ikjn”kZdrk vk.k.;klkBh dsY;k xsysy mik; o lkdjkRed cnykps çek.k ;k nksu ifoR;kZae/;s lglca/k vlY;kps Li"V gksrs Eg.kts ikjn”kZdrk vk.k.;klkBh dsY;k xsysys mik; o ldjkRed cnykps çek.k ;k nksu ifjoR;kZae/;s lglca/k vkgs vls fun”kZukl ;srs- dh 184 ¼36-80 VDds½ mRRkjnkR;kaP;k ers lferh lnL;kau iqjrhp çdYikckcr ekfgrh gh e;kZnhr gksrh Eg.ktsp rh tulekU;kui;Zar iksgpr uOgrh R;keqGs ldkjkRed cny fnlwu ;sr ukgh- izdYikrhy [kjsnh dsysY;k lkghR;kph ekfgrhP;k lknjhdj.kkfo"k;h tyLojkT; izdYike/;s xko drh vkjk[kM;kph vaeyctko.kh djrkauk ykx.kkÚ;k fofo/k oLrwaP;k ¼lkfgR; o votkjs½ fderh cktkjisBsrwu feGfo.ks] dksVs”ku o fcykaph iMrkG.kh d#u xzke ik.kh iqjoBk o LoPNrk lferhdMs f”kQkjl dj.ks] izdYi vaeyctko.khlkBh ykx.kkÚ;k loZ lkfgR;kpk ntkZ riklwu [kjsnh dj.ks] lkfgR; iqjoBknkjkauk R;kaps iSls iqjo.ks v”kh ekfgrh ifjiw.kZ lknj dj.ks] izLrqr lkj.khe/;s la”kks/kudR;kZus izdYike/;s [kjsnh dsysyh oLrqph ekfgrh ifjiq.kZ i.ks lknj dsyh tkr gksrh dk; ;kfo"k;h ekfgrh izLrqr dsysyh vkgs- efgyk O;olk; izR;sd O;DRkh gk vkiY;k o vkiY;k dqVwafc;kaP;k mnjfuokZgklkBh dks.kRkk uk dks.krk O;olk; fdaok dke djhr vlrkr- [ksM;kph vFkZO;oLFkk 'ksrhoj vk/kkfjr vlwu gh ns'kkph vFkZO;oLFkk fu/kkZfjr djhr vlrs vkf.k vktgh gh ifjfLFkrh cnysyh ukgh- Eg.kwup xzkeh.k 'ksrh O;olk; gk jk"Vªh; vFkZO;oLFkspk d.kk ekuyk tkrks- ifgY;k iapokf"kZd ;kstuse/;s vkS|ksfxd fodkl vkf.k 'ksrh O;olk;kyk pkyuk ns.;kps /kksj.k fLodkjys vkf.k R;kn`"Vhus dk;Zokgh lq# >kyh dh] T;krwu rs vkiY;k xjtk iw.kZ d: 'kdrhy- R;ke/;s dkgh yksd gs uksdjis'kh vlrkr rj dkgh O;Drh gs O;olk;h vlrkr- rj dkgh O;Drh etqjh d:u Lor%P;k xjtk iw.kZ dj.;kpk iz;Ru djhr vlrkr- mijksDr lkj.kho:u vls fun'kZukl ;srs dh] ,dq.k 500 mRrjnkR;kiSdh 'ksrh dj.kkjs mRrjnkrs 375 vlqu R;kps 'ksdMk izek.k 75 -00 VDds vkgs- rj Lo;ajkstxkj dj.kkjs mRrjnkrs 92 vlqu R;kps 'ksdMk izek.k 18-40 VDds vkgs- rlsp etqjh dj.kkjs mRrjnkrs 24 vlqu R;kps 'ksdMk izek.k 4-80 VDds vkgs- rj csjkstxkj mRRkjnkrs gs 9 vlqu R;kps 'ksdMk izek.k 1-80 VDds vkgs-

ojhy lkj.kho:u vls fnlwu ;srs dh] tkLrhr tkLr mRrjnkrs tyLojkT; çdYikrhy lferh lnL;kiSdh 'ksrh dj.kkjs 375 vlqu R;kaps 'ksdMk izek.k 75-00 VDds vkgs- lkjka’k



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xko[ksM;kr dkgh eksBs m|ksx ulY;keqGs rsFkhy dqVwackuk 'ksrhf'kok; nqljk i;kZ; ulrks- R;keqGs xko[ksM;kr dkgh eksBs m|ksx fdaok dqVhj m|ksx LFkkiu d:u rsFkhy ;qod gs 'ksrhoj voyacwu u jkgrk dkgh m|ksx djrhy rlsp dkghauk jkstxkj feGsy- v'kh O;oLFkk gh 'kklukus djkoh-

O;olk; n'kZfo.kkjk LraHkkys[k çek.k 50 mRRkjnkrs = 1 ls- eh-

fu"d"kZ ! xkokrhy efgykaps izdYike/;s ;ksxnku o tyLojkT; izdYikP;k ;'kLohrsps izek.k ;k nksu ifjoR;kZe/;s ijLij iqjd laca/k vkgs vls

Eg.k.;kl iqjslk ikBiqjkok vkgs- ;kpk vFkZ efgykaps izdYike/;s ;ksxnku ftrds tkLr rso<h izdYikph ;'kLohrk tkLr vls Eg.k.;kl gjdr ukgh- Eg.ktsp 30-2 VDds lferh lnL;kauh efgykaP;k ;ksxnkukcíy iq.kZi.ks vlek/kku n'kZfoys o R;kpk ifj.kke çdYikP;k ;'kLohrsoj >kyk vls fnlwu ;srs-

! xkodÚ;kaps izdYike/khy ;ksxnku ok<ys rj tyLojkT; izdYikph ;'kLohrk ok<rs vls fun'kZukl ;srs- R;kpçek.ks 29-4 VDds lferh lnL;kauh xkodÚ;kaP;k ;ksxnkukcíy iw.kZi.ks vlek/kku n'kZfoys o R;kpk ifj.kke çdYikP;k ;'kLohrsoj >kyk vls fnlwu ;srs-

! çdYIk tutkxrhps ek/;e o R;keqGs ldkjkRed cny ?kMwu ;s.;kps çek.k ;kr lglca/k vkgs gs Li"V gksrs- Eg.kwu 15-4 VDds lokZr deh lferh lnL;kauk çdYikP;k tutkxrhP;k ek/;ekaph ekfgrh vlY;keqGs çdYi ikfgts R;k çek.kkr ;'kLoh gksow ukgh-

! lokZr tkLr 31-8 VDds lferh lnL;kaP;k ers vH;klnSÚ;kpk mi;ksx xkofodklkdjhrk >kyk ukgh- Eg.kwu ldkjkRed cny fnlwu ;sr ukgh-

! ikjn'kZdrk vk.k.;klkBh dsY;k xsysys mik; o ldjkRed cnykps çek.k ;k nksu ifjoR;kZae/;s lglca/k vkgs vls fun'kZukl ;srs rlsp 36-80 VDds lferh lnL;kaP;k ers lferh lnL;kau iqjrhp çdYikckcr ekfgrh gh e;kZnhr gksrh Eg.ktsp rh tulekU;kui;Zar iksgpr uOgrh R;keqGs ldkjkRed cny fnlwu ;sr ukgh-

! lokZr tkLr 59-20% lferh lnL;kaP;k ers ç'kkldh; ;a=.ksps o xkodÚ;kaps lca/k okbZV vkgsr-

! 52-40% lferh lnL;kaP;k ers çdYike/;s çR;sd ?kVdkaoj vkysY;k fu/khph ekfgrh gh vR;Yi gksrh vls er O;Dr dj.kkjs vkgsr-

lqpuk o f'kQkj'kh 1- efgyk {kerkapk fodkl djk;yk ikfgts- 2- xzkeLFkkauk xzkelHksP;k izR;sd dk;ZØekr rlsp ;kstukr lgHkkxh d:u R;kaP;k erkyk izk/kkU; nÓkos- 3 xzkelHkse/;s efgyk fopkjkauk izk/kkU; fnys xsys ikfgts- 4 xzkefodklklkBh >V.kkÚ;k xzkeLFkkauk lferh e/;s use.kqd dsY;k xsyh ikfgts- 5 xzkeiapk;rhus xkokrhy tkLrhr tkLr yksdkauk ;kstukfo"k;d ekfgrh nsÅu ;kstukapk ykHk feGowu ns.;klkBh ekxZn'kZu dsanz pkyok;yk ikfgts-

lanHkZ xzaFk lwph

vfgjs izfrHkk & Xkzkeh.k lekt'kkL=] izdk'kd& ds- ,l- vrdjs dSykl ifCyds'kUl vkSjaxiqjk] vkSjaxkckn- izFkeko`Rrh&1997] vkxykos izfni & xzkeh.k vkf.k ukxjh lekt'kkL=] izdk'kd&yyhr iqjkf.kd Jh lkbZukFk izdk'ku 1] Hkxok?kj dkWWEIysDl /kjeisB] ukxiwj&440010]nqljh

0

100

200

300

400

Lo a;jkstxkj 'k srh E ktqjh Ck sjkstxkj

92

375

24 9Lo a;jkstxkj

'k srh

E ktqjh

Ck sjkstxkj



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vkoRrh& vkWxLV ¼2011½ n'kZudkj vtqZujko & iapk;r o ukxjh iz'kklu] izdk'kd% ds- ,l- vrdjs dSykl iCyhds'kUl] vkSjaxiqjk] vkSjaxkckn- xkoMs laHkkth & ih,p- Mh- 'kks/k çca/k dksYgkiwj ftYg;krhy tyLojkT; çdYi lekt'kkL=h; vH;kl fVGd egkjk"Vª fo|kihB iq.ks 2011 doh ek/koh & efgyk dY;k.k vkf.k fodkl] izdk'kd % izeksn eqats fo|k izdk'ku :bZdj jksM] ukxiwj&440002] ¼2000½ dÚgkMs ch- ,e- & 'kkL=h; la'kks/ku i)rh] fiaiGkiwjs ds- iCyh'klZ egky ukxiwj tkus- 2007 yksVs jk- t -& Xkzekh.k o ukxjh lekt'kkL=] izdk'ku& euksgj fiaiGkiqjs] fiiaGkiqjs vW.M da- ifCy'klZ] fganq eqyhaps 'kkGstoG] egky ukxiwj&440032] izFke vkoRrh&lIVsacj 2002] eaxukGs Ogh- ,l- & Ekfgyk cpr xV vkf.k xzkeh.k fodkl] ^ izdk'ku* eqDrjax 118];'koarjko pOgk.k O;kikjh ladqy esu jksM] ykrwj ¼2008½ esJke lqjs'k & lkekftd la'kks/ku i)rh] ;'k izdk'ku] ukxiwj- eqyk.kh- ,e- ;w- & vYicpr xV fu;kstu ¼cpr xV½] izdk'kd & Mk;eaM ifCyds'kUl] 1691] lnkf'ko isB] fVGd jksM] iq.ks & 411030] ¼2008½ uj[ksMdj izxrh fnus' k & lqfuy lkdqjs] xzkeh.k leqnk;] izdk'kd% lat; Bkdjs lj lkghR; dsanz x.kjkt vikVZeasV] jktkisB cl LVkWi] gqMds’oj jksM] ukxiwj] ¼1999½ ukyxksaMs xq:ukFk & lkekftd la'kks/ku i)rh] dksYgkiwj QMds izdk'ku ikxqG&ckjgkrs uank & Hkkjrh; ukxjh leqnk; fodkl] izdk’kd vkj- ch- izdk'ku] 77 ^uanfni*] ykMhdj ys vkÅV] ekusokMk jksM] ukxiwj] ¼2011½ iokj ,l- ch- & efgykalkBh Lo;ajkstxkjkP;k 101 okVk] izdk'kd % 'kqHke cgqmnn~sf'k; ekxZn'kZu laLFkk] iqq.ks ¼2007½



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orZekukrhy ‘kklfd; O;oLFkk vkf.k vkfnoklh fodklkr egkjk”Vª xzkeh.k jkstxkj geh ;kstusph Hkqfedk

lgk- izk- lat; ih- fiBkMs vkBoys lektdk;Z egkfo|ky; fpewj

ft- panziwj eks- 9421724920

vkfnoklhaP;k fodklklkBh orZekukr fdeku ‘kklukP;k fujfujkG;k izdkjP;k rhu’ksP;k toGikl ;kstuk vkgsr- R;kr vkfnoklh fodkl foHkkxkP;k ;kstuk] lektdY;k.k foHkkxkraxZr jkcfoY;k tk.kkÚ;k ;kstuk] vkfnoklh la’kks/ku o izf’k{k.k ;kstuk] vkfnoklh lgdkjh fodkl egkeaMGkP;k ;kstuk] vkfnoklh mik;;kstusraxZr U;wfDyvl ctsVP;k fofo/k ;kstuk] R;kr& ‘ksrhfodklklkBh] iqjd O;olk;klkBh] ygku m|ksx O;olk;klkBh] ?kjxqrh O;olk;klkBh] f’k{k.kklkBh] O;olk; jkstxkj ekxZn’kZuklkBh] tehu o ‘ksrh fodklkP;k ;kstuk] d”kh [kkR;kekQZr jkcfoY;k tk.kkÚ;k brj fofo/k ;kstuk] tfeuhckcr brj ;kstuk] QyksRiknu] i’kqlao/kZu] nqX/k O;olk;] eRL; O;olk;P;k ;kstuk] lgdkj foHkkxkP;k ;kstuk] vkjksX; foHkkxkP;k ;kstuk] xzkefodklkP;k ;kstuk] ,dkfRed xzkeh.k ckyfodkl o iks”k.k ;kstuk] ,dkfRed xzkeh.k fodkl dk;Zdze] vo”kZ.k izo.ks {ks= dk;Zdze ¼iquZolu] U;k; o fo/kh½ R;kpcjkscj jk”Vªh;dr cWadkOnkjk jkcfoY;k tk.kkÚ;k ;kstuk bR;knh- vkfnoklhaP;k fodklkdjhrk lq/kkj.kk ?kMoqu vk.k.;klkBh brD;k lkÚ;k ;kstuk vkgsr] rjh ns[khy vkfnoklhaph fLFkrh n;uh; dk vkgs] gk ;{k iz’u leksj ;srks-

;k vusdfo/k ;kstukapk ykHk xjtw vkfnoklhiSdh dkghauk feGrks- vlk ykHk feGkysys o R;keqGs T;kaP;k uksdjh] O;olk;] mRiUukr] izfr”Bk&ntkZ ;kaP;kr dk;eph Hkj iMyh vkgs o ts lqfLFkj] e/;eoxhZ; thou txq ykxys vkgsr- v’kk vkfnoklhapk ,d oxZ vkt vfLrRokr vkysyk vkgs] ;kr dkgh ‘kadk ukgh- ijarw T;kaP;ki;Zar v’kk ;kstukapk ykHk iksgkspysyk ukgh ok ok ts ;k ;kstukapk ykHk injkr ikMqu ?ks.;kl ik= ukghr ok rso<s l{ke ukghr v’kkaph la[;k fdrhrjh tkLr vkgs- ;k ‘kkldh; ;kstukapk ykHk d:u ?ks.;klkBh gh eqGkr ‘kks”khr] nfyr] fiMhr oxkZe/khy O;DrhaP;k e/;s cG vlkos ykxrs- rs ulsy rj ;kstukaps ykHk rs Lor%P;k injkr ikMqu ?ks.;kl vleFkZ Bjrkr- orZekukr lq/nk ;kstukaph uhV o iqjs’kh ekfgrh yksdkai;Zar iksgpfo.;kckcrhr iz’kklu mnkflu vkgs fdaok vankti=dkrhy iS’kkaph rjrqn [kphZ iMyhp ikghts vlyk rjh LFkkfud jktdkj.;kaP;k ok yksdizfrfu/khP;k ¼ts Lor% vkfnoklhe/kqu vkysys vl.;kph ‘kD;rk tkLr vlrs½ laxuerkus [kÚ;k xjtqauk ‘kks/k u ?ksrk jDdekaps okVi vkiY;k ek.klkae/;s dsys tkrs- lkscrp Hkz”VkpkjkeqGs vusd ‘kkldh; ;kstuka[kkyh okVY;k tk.kkÚ;k iS’kkryk ,d eksBk Hkkx nykyh Eg.kwu brjp yqckMqu usr vlrkr- gh oLrqfLFkrh vlY;kps fp= vktgh n`”Vhl iMrs- vkfnoklh mik;;kstukaP;k ckcrpk vUkqHko y{kkr ?ksrY;kl l/;k ,d osxGk iz’u fuekZ.k gksrks- vkfnoklh tutkrhaph Hkweh] R;kaP;k thouk/kkj vlysyh uSlfxZd lk/kus ;kaP;kiklwu R;kauk foLFkkfir] csn[ky o oafpr dj.kkjh dj.kkjh fodklkph izfØ;k vf/kdkf/kd xrheku d:u] frP;k vkdkjkpk tksj ok<oqu vkfnoklh leqgkauk yqGs] ikaxGs djko;kph uhrh fu”Bqji.ks jkcfoyh tkr vkgs- vkfnoklhaps :ikarj&LFkkykarjhr] fcucqMkP;k vdq’ky etqj oxkZe/;s gksr vlrkauk ‘kklukP;k ;k vusdfo/k ;kstukaph vkfnoklh tekrhaph [kjh leL;k d/kh lqV.kkj \ dkgh dkG <klGrh ifjfLFkrh lko:u /kj.;klkBh lgk¸;d Eg.kqu ;k ;kstukapk ykHk gksÅ ‘kdrks o gksrgh vkgs- vkHkkG QkVys vkgs] frFks f<xGs ykoqu dk; lk/k.kkj] vlk iz’u vkt iq<s ;srks-



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;k ;kstuk cjkscjp lkodkjh o lkSnsckth vfLrRokr vlY;keqGs vkfnoklhaph fiGo.kqd dj.kkÚ;k nqj dj.;klkBh ‘kklukus ^^egkjk”Vª tutkrh ¼vkfnoklh½ vkfFkZd fLFkrh ¼lq/kkj.kk½ dk;nk 1976** gk dk;nk dsyk vkgs- rjh lq/nk R;kaP;k fodklkr Hkj ikfgts R;k izek.kkr iMysyh fnlwu ;sr ukgh-

Lokra=kyk 66 o”ksZ >kys rjh lq/nk vkfnoklhaP;k ik;kHkqr leL;kaP;k i;kZIr Lo:ikr lksMo.kqdhP;k vkM ;s.kkÚ;k dkgh ckch tckcnkj vkgs- R;kr Hkkjrh; jkT;?kVusus fnysY;k gDd vkf.k vf/kdkjkckcr vlysys vKku] vk/kqfud izxrh dsysY;k lektk izfr fHk=si.kk fnlwu ;srks- R;kapk HkksGsi.kk o bekunkji.kkpk xSjQk;nk ?ksÅu Qlxr gksrs- lektkr dk;e Lo:ih cny dj.;klkBh vko’;d vl.kkjk vla?kVhri.kk mHkk dj.ks ek= v/;kigh teysys ukgh] xjtk Hkkxfo.;k iyhdMs iq”dG tkLr feGkos v’kh oRrh ulrs- vFkkZr vYilarks”kh oRrh] mn;kph ‘kk’orh ukgh] gDdkaph vaeyctko.kh dj.kkjh ;a=.kk vkfnoklhfgr fojks/kh] inksinh izR;sd {ks=kr cksdkGysyk Hkz”Vkpkj] dk;Z dj.;kph vukoLFkk] U;k;O;oLFkk u ijoM.kkjh] R;kaP;ki;Zar ‘kklu iksgprp ukgh] gok rso<k f’k{k.kkpk izlkj R;kaP;ki;Zar iksgpyk ukgh- ;k dkj.kkaeqGs R;kaP;k leL;k lksMfo.ks dBh.k >kys vkgs- vkRefuHkZj] Lokoyach o Lok;Rr vls vkiys oSf’k”V;iq.kZ thou tx.;kph] vkiyh Lor%ph lkekftd jktdh; cka/k.kh fVdoqu /kj.;kph laLdrh ti.;kph eksdGhd vk/kqfud yksd’kkgh jkT;O;oLFkk nsr ukgh- vkfnoklh tukapk vkRelUeku] R;kaph Hkweh] R;kaph thou’kSyh o R;kaph laLdrh ;kaP;k’kh fuxMhr vlrs ;kal vktP;k jktdh; O;oLFksr la/kh ukgh-

;k vkfnoklh tukauk vdq’ky o vaxesgurhps dke dj.;kph lo; tMysyh vkgs- R;keqGs R;kauk jkstxkjklkBh iqjsiqj la/kh miyC/k vkgs- frP;kr dkgh ufou cny d:u R;kaP;klkBh lks;hps gksbZy vls fu;kstu dsY;kl R;kaP;k fodklkr Hkj iMys o R;kauk dk;|kRed laj{k.kgh feGq ‘kdrs- ;k n”Vhdksukrqu egkjk”Vª xzkeh.k jkstxkj geh ;kstusr Hkkxhnkjh d:u ?ksÅu jk”VªfodklkP;k dk;kZr ;ksX; rh Hkqfedk egRokph Bjrs- 1971 rs 1974 g;k pkj o”kkZP;k dky[kaMkr jkT;krhy nq”dkGh ifjfLFkrh] VapkbZ ;keqGs vusd nq”dkG fuokj.kkFkZ ;kstuk r;kj dj.;kr vkY;k- ;k nq”dkGh ifjfLFkrhrgh yksdkauk jkstxkj iqjfo.;kP;k fu.kZ;keqGs jkstxkj gDd ekU; >kyk- egkjk”Vªkr 1977 e/;s jkstxkj geh ;kstuk vaeykr vk.kY;k xsyh- ;k ;kstusyk loZ Fkjkarqu ikBhack feGkyk- ;k ;kstusP;k mHkkj.khr egkjk”Vª fo/kku ifj”knsps rRdkyhu ekth lHkkirh Jh- fo- l- ikxs ;kaps eksBs ;ksxnku ykHkys- R;kaP;k fn?kZ fparukrqu ;k ;kstusph dYiuk fu?kkyh o rh vkdkjkyk vkyh- csdkjhps fueqZyu o lokZauk jkstxkj gk Jh- ikxs g;kapk fparukpk eq[; xkHkk gksrk- lokZauk dke gh jkstxkj geh ;kstus ekxhy R;kaph fopkj iz.kkyh gksrh- egkjk”Vª jkT;kr jkT;kP;k nksUgh lHkkxgkrhy lRrk:< o fojks/kh i{kkaP;k lnL;kauh ,d= ;soqu ;k ;kstuspk elqnk ,derkus laer dsyk o Hkkjrh; lafo/kkukP;k vuqPNsn 41 e/;s lekfo”B vlysY;k gDdkapk iqu:Ppkj dsyk o ekxsy R;kyk vdq’ky dke ns.;kph tckcnkjh fLodkjyh- ;k ;kstusdjhrk vkfFkZd rjrqnhph rtoht T;kauk jkstxkj vkgs v’kkaoj fo’ks”k dj cloqu dj.;kr vkyk- R;kr is’kk] O;kikj] miftfodk o jkstxkj g;kaojhy dj] eksVkj okgukaoj vfrfjDr dj] foØhdjkoj vfrfjDr dj] tyflafpr ‘ksr] tehuhojhy fo’ks”k midj] ‘ksrlkÚ;koj vf/kHkkj] f’k{k.k midj ;kstus[kkyh fcxj fuoklh ‘kgjh tfeuh o brj bekjrh ;kojhy dj vls lgk izdkjps dj cloqu ;k ;kstusdjhrk vkfFkZd fu/kh mHkkj.;kr vkyk o gk fu/kh QDr ;k ;kstusojp okijkok vls ca/ku ?kky.;kr vkys- Hkkjrkr v’kk izdkjpk jkstxkjkph geh ns.kkjk dk;nk dj.kkjs egkjk”Vª jkT; izFke Bjys- ;k ;kstusph lq;ksX; vaeyctko.kh dj.;kP;k n`”Vhus etqjkaph uksan.kh] jkstxkjkpk iqjoBk] csjkstxkj HkRrk ekx.;kph i/nr o etqjhps gtsjhi=d] etqjh Bjfo.;kph i/nr o etqjhps okVi] etqjhlkBhaP;k lks;h&loyrh vkf.k lkuqxzg vuqnkukfo”k;d rjrqnh g;k ckchaps fu;e] dk;Zi/nrh ;kr fu/kkZjhr dj.;kr vkyh- ;k ;kstusrhy if=dk/kkjd etqjkauk ;ksX; esgurkuk feGkok ,so<sp ukgh rj R;kauk lUekukph okx.kqd feGkoh vkf.k ;k ;kstusps eqyHkqr Økarhdkjd mfn~n”V lk/; Ogkos ;kn”Vhus fopkjiqoZd o rif’kykoj fu;e cufo.;kr vkys- etqjkauk ;k ;kstuspk iq.kZ U;k; feGoqu



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|k;pk vlsy rj ^^ekxsy R;kyk dke** ph dk;ZiqrhZ dj.;kpk iz;kl dj.;kr vkyk- egkjk”Vª ‘kklukus ;k ;kstus varxZr ,dkfRed fodklkPkk n`”Vhdksu MksG;kleksj Bsoq] ^^Je’kDrhOnkjk xzkeh.k fodklkpk** dk;Zdze gkrh ?ksryk- iq<s gh ;kstuk ‘ksrh’kh tksM.;kr vkyh- R;kpcjkscj QyksRiknu] dqj.k fodkl]js’khe m|ksx] dqdqVikyu] nqX/kO;olk;] ckW;ksxWl ;k lkj[;k midzekauk izk/kkU; ns.;kr vkys- ftYgk ikrGhoj] rkyqdk ikrGhoj o xko ikrGhoj lfeR;k LFkkiu dj.;kr vkY;k o ftYgkfodkl vkjk[kMk r;kj dj.;kl fo’ks”k egRo fnys- ;k ;kstusph] oSf’k”V;s Eg.kts xzkefodklkyk ;k ;kstusrqu fu/khph lks;] ,dkfRed fodklkr ijLij iqjd dkes] ;kstuslkBh iSlk o ra=Kkukph enr] ;kstusr lgHkkxkyk egRo ns.;kr vkys] ;kstusrqu vkfFkZd fodkl Ogkok gh gks;- xzkeh.k fodklkps LoIu ?ksÅu gh ;kstuk egRoiq.kZ Bjyh- ijarq ;kstuk jkcfo.kkÚ;k uksdj’kkghr rks n”Vhdksu vkyk ukgh- gk nks”k ;k ;kstuspk jkstxkjklkBh o vkiY;k mUurhlkBh Qk;nk ?ks.kkÚ;k etqjkauh laca/khr rkdnhoj nqj dj.;kph vko’;drk fnlwu ;srs- dkj.k gh ;kstuk vdq’ky o vaxesgurhps dke dj.kkÚ;k etqjkauk jkstxkj iqjfo.;kP;k mn~ns’kkus tUekl vkyh- izkekf.kdi.ks Je fodqu vkiys thou lqdj dj.;kph la/kh vkfnoklh tukauk feGrs vkgs- R;kpk ;ksX; Qk;nk R;kauh ?ksrY;kl uDdhp fodkl djrkauk enr gksbZy rlsp gh ;kstuk jkcfo.kkÚ;k uksdj’kkghph euksoRrh cny.k xjtsps vkgs- ;kstusr xzkeLFkkapk lØh; lgHkxk ok<fo.;koj Hkj ns.;kr ;kok o xzkelHksps fdeku fu;a=.k Bso.ks vko’;d vkgs- ;k ;kstusr uSlfxZd lk/kulkeqxzh o i;kZoj.k ;kaps mRiknu {kers’kh larqyu lk/kY;keqGs o vkfn tukauk fulxkZP;k lkfu/;kr jkg.ks okLrO; dj.ks R;kaP;k laLdrhizek.ks vkoM.kkjs vlY;keqGs ;k ;kstusr R;kauh vkiyk ldzh; lgHkkx fnY;kl fuf’prp jk”Vª fodklkr R;kapk [kkjhpk okVk B: ‘kdsy ;kr ‘kadk ukgh-

;k ;kstusP;k mi;ksx vkiY;k mRFkkuklkBh vkfnoklh tukauh d:u ?ksrY;kl ;k lektkps i;kZ;kus ns’kkps tckcnkj ukxfjd Eg.kqu R;kaph Hkqfedk egRokph Bjsy rlsp vaeyctko.khP;k izfdz;se/;s lq/nk jkcfo.kkjh ;a=.kk ;kaph Hkqfedk ldkjkRedrsus letqu ?;koh ykxsy- rls c?khrys rj vaeyctko.khP;k izfdz;sr xkoikrGhiklwu jkT; o ns’k ikrGhi;Zar vusd ?kVdkaP;k Hkqfedk o tckcnkÚ;kapk laca/k ;srks- R;kr egRokpk ?kVd etqj] xzkelHkk] f=&Lrjh; iapk;r jkt ;a=.kk] eq[;r% xzkeiapk;r rkyqdk ikrGhojhy dk;ZØe vf/kdkjh] ftYgk dk;ZØe leUo;d] jkT;’kklu] xzkeh.k fodkl ea=ky;] lkekftd laLFkk] la?kVuk O;Drh o brj] tls& vaeyctko.kh ;a=.kk ¼ykbZu fMikVZesaVl½ Lo;algk¸;rk xV vkf.k ;kstusps vfHklj.k ¼dUgtZUl½ gksÅ ‘kdsy vls foHkkx ;k loZ ?kVdkaP;k tckcnkÚ;k o Hkqfedk egRoiq.kZ vkgs- xzkekP;k Lrjkoj egRokph Hkqfedk R;kauk fuHkok;ph vkgs- rs Eg.kts ;kstus varxZr jkstxkj feGoq bfPN.kkjs L=h&iq:”k etqj vxzLFkkuh vkgs- R;kauh R;kaps dk;ns’khj gDd feGfo.ks vkf.k dkekph ekx.kh dj.ks ;krqup vaeyctko.khP;k lk[kGhrhy vusd egRokP;k izfØ;kauk pkyuk feGrs- R;kauk dk;|kus dkgh gDd iznku dsysys vkgs tls dkekP;k ekx.khph Lok;¸;rk] jkstxkj if=dk ¼tkWcdkMZ½ feG.ks] dkekph ekx.kh dj.ks vkf.k R;kph fnukadhr iksp feG.ks] dke dks.kR;k rkj[kkauk vkf.k dks.kR;k dkGkr feGkos gs Bjfo.ks] dke ekfxrysY;k rkj[ksiklwu ¼vtZ dkgh dkG vk/kh dsysY;k vlY;kl½ vFkok dkekph ekx.kh vtZ lknj dsY;kuarj ;krhy th rkjh[k uarjph vlsy R;k rkj[ksiklwu ia/kjk ¼15½ fnolkae/;s dke feG.ks] dkekP;k fBdk.kh ikG.kk?kj] fi.;kps ik.kh] izFkekspkj bR;knh lqfo/kk miyC/k vl.ks] tj dke xkokiklwu ikp ¼5½ fdyksehVj is{kk ykac varjkOkj feGkys vlsy rj etqjh cjkscjp etqjhP;k 10 VDds ,so<h jDde feG.ks] gtsjhi=d riklwu c?k.ks vkf.k tkWcdkMZ oj jkstxkjkckcr HkjysY;k loZ rif’kykaph ekfgrh feG.ks] izR;sd vkBoM;kyk etqjh feG.ks fdaok dks.kR;kgh ifjfLFkrhr ;k rkj[ksyk dke dsys vlsy] R;k rkj[ksiklwu ia/kjk ¼15½ fnolkaP;k vkr] dkekP;k ekx.khpk vtZ lknj dsY;kiklwu vFkok dke ekfxrysY;k rkj[ksiklwu ¼;kiSdh th uarjph vlsy R;k rkj[ksiklwu½ ia/kjk fnolkaP;k vkr dke u feGkY;kl csjkstxkj HkRrk feG.ks] dke djrkauk nq[kkir >kY;kl oS|dh; mipkj vkf.k :X.kky;kr Hkjrh gks.;kph xjt vlsy rsOgk R;kP;k [kpkZph izfriqrhZ] rlsp dkekoj vlrkauk vaixRo vkY;kl lkuqxzg vuqnku feG.ks ;k gDdkaph tk.kho etqjkae/;s vl.ks dzeizkIr Bjrs- R;kpcjkscjp ;k ;kstusrhy brjgh



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?kVdkauh vkiyh Hkqfedk ldkjkRersus fuHkkoY;kl vo?;k dkgh o”kkZr dk;kikyV >kY;kf’kok; jkg.kkj ukgh vkf.k Eg.kqup ;k ;kstusr lØh; lgHkkx nsoqu vkiyh mUurh dj.ks izR;sd vaxesgurhps dke dj.kkÚ;k izR;sd O;Drhps drZO;p Bjsy vlk fo’okl ok<rks-

fg ;kstuk jkcfo.kkjh ;a=.kk ¼xkoikrGhojhy½ xzkeiapk;rhps ljiap] lnL;] lfpo leFkZi.ks dk;Z djhr ukghr] Eg.kqu iWjyy ¼lkscr&lkscr½ Lora= ;a=.kk fuekZ.k >kY;kl ;’kLohrsdMs okVpky o izxrh fuf’pr gksÅ ‘kdrs-

lanHkZ xzaFk %&

1½ iksjs eqdqan] csdkjh ekjhBh fo’odks’k [kaM] 11- 2½ Je ea=ky;] jkbZV Vq odZ % vWizksp dkWfUlVLV;q’ku veaMesaV ysftLys’ku vkWu n odZ xWjaVh]Qk;fUl’ky vWUM vknj dfUlMjs’ku] lIVsacj 1990- 3½ jsktxkj geh ekxZnf’kZdk & xzkek;u izdk’ku iq.ks- 4½ jksg;ks lkjxazFk] [kaM& 1 e- jk- ‘kklu] eqacbZ- 5½ egkjk”Vª xzkeh.k jk stxkj geh vf/kfu;e 2005- 6½ ds- ,l- flax n Vªk;cy flP;q,s’ku bu bafM;k 1986- 7½ VkbZCl bu VªkfU>LVu eqacbZ 77- 8½ Hkkjrh; jkT;?kVuk- 9½ lkekftd leL;k % MkW- izfni vkxykos- 10½ vkfnoklh lektkph Lo’kklu O;oLFkk-



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^^egkRek clos’oj% ,d ;qxiq:”k**

&xqtj lqfurk fyacjkt]

izLrkouk%&

ckjkO;k ‘krdkrhy vkn’kZ lq’kklu o lektØkarhps iz.ksrs Eg.kwu ;qxizorZd egkRek clos’ojkauk

fo’ks”kRokus vksG[kys tkrs- ;kaP;k izsj.ksrwup fyaxk;r lektkph izfrLFkkiuk >kysyh vkgs-

lksykiwj ftYg;krhy eaxGos<k ;sFkhy jktnjckjkr iz/kkuea=h vlysY;k clos’ojkauh e/;;qxkr

foy{k.k lkekftd Økarh ?kMowu vk.kyh- ^^dk;dosdSykl** gs clos’ojkaps czhn gksr- izR;sdkus Lor% d”B

d:u iksV Hkjkos vkf.k R;kp cjkscj Kku o v/;kRekph lk/kuk djkoh gk ^^dk;dosdSykl** R;k ‘kCnkpk

eqG vFkZ vkgs- f’kokyk ‘kj.k tk.kkjk rks ^^f’ko’kj.k gks;] f’ko’kj.k deZoknh vlkok] R;kph lk/kuk

lektkyk HkkjHkwr gksÅ u;s] ;k ekSfyd fopkjkph f’kdo.k clos’ojkauh fnyh- ;k f’kdo.khpk izpkj o

izlkj dj.;klkBh R;kauh ^^vuqHko eaVi** gs KkuihB LFkkiu dsys-

vuqHko eaVi gh lersph ca/kqRokph iz;ksx’kkGk gksrh- tkr o o.kZ] xjhc o Jhear] L=h o iq:”k gs

loZ izdkjps df=e Hksn vlwu R;kaps foltZu ekulkus dsysp ikfgts R;keqGs ekulkps thou ‘kq/n o fujke;

curs vlsrs Eg.kr- clos’oj gs R;kaP;k g;krhr drsZ lektlq/kkjd] Lo;aizsj.ksps iqjLdrsZ gksrs ,o<sp uOgs

rj rs e/;;qxhu HkkjrkP;k lektØkarhps tud gksrs- lektkrhy rqPN ys[kysY;k yksdkauk eafnjkr tkÅu

nsokaps n’kZu ?ks.;kph eukbZ gksrh- o.kZ opZLooknh yksd lektkr vlk HksnHkko djhr vlr- clos’ojakuh gk

HksnHkko eksMwu dk<.;klkBh nsokyk pxG;kr cak/k.;kpk izdkj lq: dsyk- ts L=h iq:”k xG;kr b”Bfyax

/kkj.k djrkr o dikGkoj foHkwrhps rhuvkMos iV~Vs ykorkr R;k L=h&iq:”kkapk ,d iaFk fuekZ.k >kyk R;k

lokZaUkk ^^fyaxk;r** vls Eg.k.;kr ;sÅ ykxys-

12O;k ‘krdkr lekt lq/kkj.kslkBh izR;{k d`Rkh dj.kkÚ;k egkRek clos’ojkaps lekt

lq/kkj.ksfo”k;hps fopkj vktgh ekxZn’kZd Bjrkr- R;kauh lektkyk fnysyh lekursph f’kdou vktgh vkn’kZ

okVkoh v’khp vkgs- egkRek clos’ojkapk tUe baXys’oj ckxokMh ;sFks >kyk- gs xko fotkiwj ftYgkr gksrs-

R;kaP;k vkbZps ukao ek/kkack o cMhykaps uko efnjkt gksrs- R;kauk HkDrhekxkZph fn{kk R;akP;k ?kjkrwu o

ckxokMhP;k uanh eafnjkrwu feGkyh- iq<s R;kauk dqaMyk laxek ;sFks vkReKku IkzkIr >kys- dqMkyk laxe

R;kosGh osn] vxe] dkO;] iqjk.k] ‘kkL= o HkDrhekxkZps eksBs dsanz gksrs- R;kauh dqMkyk laxek ;sFks jkgwu



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vkiY;k vn~Hkwr HkDrhekxkZus vusd eksB&eksB;k larkuk vkdf”kZr dsys- ;kp osGh R;kauh vusd iafMrkcjkscj

/kekZP;k eqGrRokoj ppkZ d:u opukoj vk/kkjhr okM-e; r;kj dsys- vfLrRokr vlysY;k lrktke/;s

uopSrU;kps o vk/kqfud fopkj izcks/ku dj.;klkBh R;kauh nkSjs lq: dsys- ekgkRek clos’oj ;kauh R;kdkGkr

vlysY;k okbZV pkyhfjrh] va/kJ/nk] deZdkaM] ;kyk i;kZ; Eg.kwu vk/kqfud] foKkuoknh n”Vhdksu

ckGx.kkÚ;k /kekZph LFkkiuk dj.;kps Bjfoys R;krwup fyaxk;r lekt mn;kyk vkyk-

egkRek clos’ojkaP;k lkekftd pGoGhps lerk] ca/kqHkko vkf.k eqDrrk gs lq= gksrs- ;k

eqGrRokP;k vk/kkjkoj ÝkUle/;s 19 O;k ‘krdkr eksBh Økarh >kyh gksrh- rhp fopkj iz.kkyh egkRek

clos’oj ;kauh 12 O;k ‘krdkr veykr vk.kwu n`”Vsi.kkps vkn’kZor mnkgj.k ?kkywu fnys gksrs-

egkRek clos’ojkaps dk;Z ‘kks”k.k fojfgr lekt jpuk gs vktP;k dkGkrgh ;qxizorZd fopkj

okVrkr- lkekftd] vkfFkZd U;k;kph izLFkkiukgh egkekuokph LoIuiqRkhZ tsaOgk vfLrRokr ;sbZy rks {k.k

‘kqHkadj ;ksxp vlsy- R;kaP;k yksd dY;k.kdkjh tk.khokaps] vk’k; /kkfeZd o vkfFkZd Lo:ikps vlys rjh

fo’oca/qkRokpk] ekuo dY;k.kkP;k m/nkjkpk fnO; lans’k R;akuh fnyk- egkRek clos’oj fopkj la?kfBr

Lo:ikrhy ,d vkanksyu Eg.kqu drh e/;s vkysys fnlrkr-

egkRek clos’ojkapk izR;sd ‘kCn lektØkarhps Lo.kZia[k ?ksowu vktgh pSrU;kpk ftaor >jk izdV

gksrk- ‘kks”kueqDr o ca/kueqDr ftoukpk egkea= ns.kkÚ;k egkRek clos’ojkauk vfHkizr vl.kkjk ‘kks”kueqDr]

o.kZ fojfgr lekt mHkk dj.ks vktP;k ;qodkaps dk;Z vkgs- O;Drh o lekt ;kaP;k euksfeyukrwu uolekt

o uolaLd`rh mHkk dj.ks gs uO;k ;qxkrhy foKkufu”B ukxfjdkps d`RkZO; vkgs-

tx gs >kikV;kus cnyr vkgs- uohu mn;ksx] /kans mRiknura=] uohu ekfgrh] izlkjek/;es] ;keqGs

ftoukpk vkdrhca/kp cnyr pkysysyk vkgs- lektkph /kkj.kk vl.kkÚ;k /keZlaLFksl] dqVawclaLFksl o laLdkj

izØh;sl tksjkps gnjs clr vkgsr v’kk osGsfurhoj vk/kkjysyk lR; fiz; lekt mHkk djrkuk egkRek

clos’ojkapk deZfopkj Hkfo”;dkYkhu izxrhps izlkfnd fpUg cuyk vkgs- izR;sdkusp vkiys dk;Z fu”BkiqoZd

ctkoys rj LFkG] dkG lkis{krspk fopkj d:ugh txkP;k ikBhoj ekuo lekt xq.;k xksafonkus ukanq ykxsy-

nq”Bkapk lagkj o lR;kapk fot; o ekuo lektkP;k dY;k.kkpk fopkj vkgs- f’ko rRo gs Hkkjrh; lekt

ftoukr ‘kksf”karkps eaFku dj.;kl izsjd lq= vkgs- Hkkjrh; lektkr lRrkokn ‘kks/kk;pk vlY;kl egkRek

clos’ojkaps ftoudk;kZps voyksdu dsY;k f’kok; izxfrpk VIik xkBrk ;s.kkj ukgh-



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fu”d”kZ%&

1- egkRek clos’ojkauh loZ /keZ leHkkokph f’kdo.kqd fnyh vkgs-

2- egkRek clos’oj foKkukoj vk/kkjhr /kkekZph LFkkiuk dsyh vkgs-

3- egkRek clos’ojkaP;k lkekftd pGoGhps lq= Lokraå;] lerk o ca/kqrk gksrs fg =;h v/kqfud

dkGkrgh egRokph vkgs-

4- egkRek clos’ojkus ‘kks”ku fojghr lekt fuekZ.k dsyk vkgs-

5- egkRek clos’ojkus fo’o ca/kqRo o ekuoh dY;kukpk fopkj dsyk vkgs-

lanHkZ xzaFk%&

1- izk-fHkejko ikVhy] izk-fot;dqekj djtdj ;qx izoZrd egkRek clos’oj izdk’ku] ykrwj

2- fHkek’kadj ekMsdj] egkRek clos’oj] vuqjk/kk izdk’ku-

3- egkRek clos’oj t;arh fo’ks”kkad 2001 izdk’ku t; fl;kjke] vacktksxkbZ

4- MkW-nRrk gjh gksujko] MkW-euksgj HkaMkjs] clon’kZu v:.kk izdk’ku] izFkekoRrh 13 Qsczqokjh 2016



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lfou; dk;nsHkaxkP;k pGoGhr ukxiwj ftYg;kps ;ksxnku

izk- MkW- vkaun ds- Hkks;j bfrgkl foHkkx izeq[k Hkxoarjko dyk egkfo|ky; fljksapk] ft- xMfpjksyh

izLrkouk & dkWxzslps usrRo xka/khthadMs gksrs o ns’kkr ns’kO;kih pGoG lq: dj.;kps okrkoj.k fuekZ.k >kys gksrs- fczfV’k ljdkj Hkkjrkr iw.kZ LojkT; lgtklgth ns.kkj uOgrs vkf.k R;klkBh ns’kO;kih pGoGhph vko’;drk gksrh- ljdkjps csdk;ns’khj dk;ns ;k fo:/n vkokt mBfo.;kph osG vkyh gksrh- rsOgk xka/khthaP;k eukr lfou; dk;nsHkaxkph dYiuk vkyh- xka/khthauh 30 tkusokjh] 1930 jksth OgkbZljkW; ykMZvk;foZuyk 11 ekx.;kps i= fyghys- R;kr iw.k Z nk:canh] :Ik;k vkf.k ikSaM ;kaP;krhy fouhe; nj 50 VDds uh ?kVfoyk tkok] ehBkojhy dj deh djkok] lSfud [kpZ 50 VDdsuh ?kV djkoh] fons’kh diM;kaP;k vk;krhoj fucZa/k ykokok] Lons’khyk laj{k.k |kos] LkhekorhZ O;kik&;kyk laj{k.k |kos] loZ jktuSfrd dS|kph lqVdk djkoh o R;kaP;koj pkyfoysys [kVys ekxs ?;kos] ns’kkrwu fons’kkr ikBfoysY;k Hkkjrh;kauk Hkkjrkr cksyokos] xqIrpj foHkkxkps dk;Z fu;a=ukr pkyokos o ‘kL= dk;|kr cny djkok v’kk ekx.;k ljdkj leksj BsoY;k] ljdkjus ;k ekx.;kauk mRrj fnys ukgh- ;k rRdkyhu dkj.kkao:u xka/khthauh lfou; dk;nsHkaxkP;k pGoGhph ;kstuk vk[kyh o rh lq: dj.;kph ?kks”k.kk dsyh- lfou; dk;nsHkax lq: gks.;kvxksnj xka/khthauh 2 ekpZ] 1930 jksth ,dk i=dkOnkjs ljdkjyk lqfpr dsys dh 12 ekpZ jksth nkaMh ;sFks feBkpk dk;nk eksM.;kr ;sbZy o rsOgkiklwu lfou; dk;nsHkaxkph pGoG lq: gksbZy- 1½ nkaMh;k=k vkf.k dk;nsHkaxkyk lq:okr & xka/khthauh BjfoY;k izek.ks 12 ekpZ] 1930 jksth lkcjerho:u nkaMh ;k fBdk.kh leqg fd.kk&;koj feBkpk dk;nk eksM.;klkBh vkiY;k 87 vuq;k;kalkscr ldkGh Bhd 6-30 oktrk fu?kkys- R;kauk jLR;kr vusd Lo;alsod ;sÅu feGkys- 24 fnolkr 241 fdyks feVj varj ik;ny pkywu 5 ,fizy jksth rs nkaMh ;sFks iksgkspys gtkjks Lo;alsod R;kaP;klkscr iksgpys vkf.k 5 ,fizy jksth R;kauh vkiY;k gkrkr ehB ?ksÅu feBkpk dk;nk eksMyk- laiw.kZ ns’kkr gh ckreh dGrkp ns’kkr feBkP;k dk;|kps mYya?ku lq: >kys- ukxiwjkrgh nkaMh ;sfFky okrkZ dGrkp lR;kxzgkph r;kjh Jh teukyky ctkt ;kauh dsyh vkf.k ukxiwj ftYg;kr dk;nsHkaxkyk lq:okr >kyh- 2½ feBkpk tkfgj fyyko & 13 ,fizy] 1930 jksth ukxiwjkr VkÅu gkWye/;s c-Wa vH;adj ;kaP;k usrRokr ,d lHkk ?ks.;kr vkyh- v/;{kLFkku egkRek Hkxokunhu ;kaP;kdMs gksrs- ;k lHksr cWa- vH;adjkauh feBkP;k iqM;kpk tkfgj fyyko dsyk- Jh jkepanz cqdlsyj ;kauh ifgyh feBkph iqMh 255 :Ik;kyk fodr ?ksryh- ^1* ;kuarj lHksyk lq:okr >kyh- lHksr vH;adjkauh tks’kiw.kZ Hkk”k.k dsys o ukxiwj ftYg;krhy dk;nsHkaxkph fn’kk letkowu lakfxryh-



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v'kk izdkjs feBkpk dk;nk eksM.;kl lq:okr >kyh- 17 es jksth iquepan jkdk ;kaP;k v/;{krs[kkyh lnj cktkj ;sFks ,d lHkk >kyh- o ;k lHksr lqjtcyh ;kauh voS|fjR;k r;kj dsysY;k feBkP;k iqM;kapk tkfgj fyyko dsyk- rh lssB ‘ksrey lqjk.kk ;kauh 41 :Ik;kyk fodr ?ksryh- 3½ ukxiwjkr ;q/n eaMGkph ?kks”k.kk & feBkpk dk;nk xka/khthauh eksMrkp ukxiwj ftYg;krhy dk;nsHkax dj.;klkBh ;q/n eaMGkph fufeZrh dj.;kr vkyh- ;q/n eaMGkps v/;{k cW- vH;adj gksrs- rj R;kauk lgdk;Z Jh teukyky ctkt] egkRek Hkxokunhu] MkW- [kjs] iq.kepanz jkadk] fuydaBjko ns’keq[k b- lnL; gksrs- R;kauh ukxiwjkrhy lfou; dk;nsHkaxkph ;kstuk vk[kyh gksrh o ukxiwjkr vusd dk;Zdze gkrh ?ksrys- ^2*

4½ tIr lkfgR; okp.;kpk lR;kxzg & lfou; dk;nsHkaxkpk nqlkjk dk;Zdze Eg.kts ljdkjus ts lkfgR; tIr dsys gksrs g;kps okpu lkoZtfudfjR;k lHkkae/kwu Ogkos vlk dk;Zdze ukxiwj ftYg;kr lq: >kyk- tIRk lkfgR;kps okpu Eg.kts dk;nsHkax gks; v’kh iqLrds vusd gksrh- R;kr fo-nk- lkojdj ;kaps ^okWj vkWQ bafM;u bafUMisMal 1857*] ^ dkdksjh ds ‘kfgn*] ^Hkkjr es vWaxzsth jkt*] ^ bafM;k bu cWMsat* b- iqLrds gksrh ;q/n eaMGkus v’kk tIr lkfgR;krhy dkgh ifjPNsnkaP;k lk;DyksLVkbZy izrh dk<wu izR;sd ftYg;kr R;k ikBfoY;k- frFkY;k yksdkauh tkfgj lHkse/;s rs ifjPNsn okpwu lR;kxzg djkos v’kh ;kstuk gksrh- 9 es jksth cW- vH;adj ;kauh ^ Hkkjrk es vWxzsth jkt* ;k iafMr lqanjyky ;kaP;k iqLrdkaps tkghj lHksr okpu d:u dk;nsHkax dsyk- Jh nknklkgsc m/kksth ;k lHksr gtj gksrs- 21 es jksth ukxiwjkr ,dq.k 13 lHkk ?ks.;kr vkY;k- ^3* ;k lHkkae/;s lkojdjkaps ^okj vkWQ bafM;u bafMisUMUl 1857* dkdksjhps ‘kfgn laqanjykYk ;kaps ^ Hkkjr es vaxzsthjkt* ;k iqLrdkaps tkghj okpu dj.;kr vkys loZ= mRlkgkps okrkoj.k fuekZ.k >kys- 29 esa] 1930 jksth cWa- vH;adjkauk o ohj okuujko tks’kh ;kauk jktnzksgh Hkk”k.kkcn~ny 124 v dyek[kkyh vVd dj.;kr vkyh- 20 twu jksth cW- vH;adj ;kauk nksu Ok”kkZph lDr etwjhph f’k{kk o 1500:- naM BksBo.;kr vkyk- ^4* 1 twu] 1930 jksth ukxiwjkrhy VkWÅu gkWye/;s tIr okM~%e; okp.;kpk vk.k[kh ,d dk;Zdze dj.;kr vkyk- MkW- eqats] Jh pksGdj] Jh ckGkth gqn~nkj] jk”Vªh; Lo;alsod la?kkps lgdk;Zokg ;kauh ;kp i/nrhus dk;nsHkax dsyk- lkojdj ;kaP;k ^1857 ,d Lokra«; lej* ;k iqLrdkrhy mRkkjs MkW- eqats ;kauh okpqu nk[kfoys- tIr okM%e;s okpwu lR;kxzg dj.kk&;k lR;xzghfo:/n ljdkjus dks.krhgh dkjokbZ dsyh ukgh- R;keqGs ;q/n eaMGkauh lR;kxzgklkBh nqljk ekxZ ‘kks/k.;kpk iz;Ru dsyk- R;krqup taxy lR;kxzgkP;k fo:/n ljdkjus dks.krhgh dkjokgh dsyh ukgh- R;keqGs ;q/n eaMGkauh lR;kxzgklkBh nqljk ekxZ ‘kks/k.;kpk iz;Ru dsyk- R;krwup taxy lR;kxzgkP;k dYiuspk mn; >kyk- ^5* 5½ fons’kh dkiMkoj cfg”dkj dk;Zdze & Jh iquepan jkadk ;kaP;k ;q/n eaMGkus Jh okpklqanj ;kauk cfg”dkj lferhps lsdzsVjh usewu ijns’kh dkiM;kP;k cfg”dkjkpk iz’u rMhl yko.;kpk fu’p; dsyk- es efg.;kiklwu fons’kh dkiM;kP;k cfg”dkj o gksG;kaps l= lq: >kys- ;klkBh O;kik&;kauh brokjh DykWFk vlksfl,’kuph LFkkiuk d:u fons’kh dkiMkoj eksgj yko.;klkBh r;kjh n’kZfoyh- 16 tquyk ,d fejo.kwd dk<.;kr vkyh- R;kr fons’kh



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dkiMkoj cfg”dkjkckcr tutkxrh fuekZ.k dsyh- ukxiwjkrhy f’k”;kauh ijns’kh dkiM u f’ko.;kpk fu.kZ; ?ksryk- 20 twu jksth vk.k[kh ,d izpaM fejo.kwd O;kik&;kauh dk<yh- R;kr 20 gtkj iq:”k o 500 rs 1000 fL=;k gksR;k- ukxiwjP;k dks”Vh yksdkauh o R;kaP;k iq<k&;kauh Lons’kh lqr okijkos v’kk gsrwus o dlkslhus iz;Ru dsys- ika<&;k [kknhps oL= okij.kk&;k o jk”Vªh; xk.kh Eg.k.kk&;k efgykaP;k fejo.kwfdps n’; eksBs viwoZ gksrs- xB~Bs cka/kysY;k dkiMkps eqY; 3-11 yk[k gksrs- 125 iSdh 100 nqdkunkjkauh Lons’khpk fLodkj dsyk- ek-t- dkusVdj Eg.krkr dh] dkWyst fujks/kus o dkiM fujks/kus g;kaps iq”dGls Js; ukxiwjP;k fL=;kauk fnys ikfgts ^6* 6½ nk:canh dk;Zdze vkf.k fidsfVax & nk:P;k O;kik&;kaojgh gYyk dj.;kr ;sÅu nk:canhps dk;Zdze jkcfo.;kl lq:okr >kyh- nk:P;k nqdkuka leksj fidsfVax Hk:u nk: fi.kk&;kyk O;kik&;kykgh nk:ph fodzh u dj.;kckcr lans’k ns.;kr ;sr- R;k dkj.kkus ukxiwjkr 91 Bsds fnys tkr- frFks QDr O;kik&;kauh 20-25 Bsds ?ksrys- dkgh efgykauh nk:P;k nqdkukleksj fun’kZus fnyh- R;kr jkeI;kjh /kjeiky pksiMk] ispjhekokys gh efgyk vf’k{khr vlwugh frus nk: fojks/kkr fun’kZus dsyh- ^7* R;klkBh 6 efgus lDr etwjhph f’k{kk fryk Hkksxkoh ykxyh- y{ehckbZ nkrkj] xksihdkckbZ iVo/kZu] panzHkkxkckbZ iVo/kZu ;kaukgh 2 rs 4 efg.;kaph f’k{kk >kyh- nk:P;k nqdkukaleksfjy fun’kZus ,o<h rhoz >kyh dh] ljdkjus fun’kZus dj.kk&;koj vVdl= pkyw dsys- ;k vusdkauk rq:axokl Hkksxkok ykxyk- ^8*

7½ ukxiwj ftYg;krhy f’k{k.k laLFkkoj canh vkf.k dk;nsHkaxkr fo|kF;kZapk lgHkkx & Ukkxiwj ftYg;krhy vusd Hkkxkr laLFkkaoj canh ?kky.;kr vkyh vulq;kckbZ dkGs ;kaP;k efgyk xVkus Lora=fjR;k oS|dh; vkf.k vfHk;kaf=dh R;kp izek.ks ‘ksrdh laLFkk lksMwu vU; laLFkkoj fun’kZus dj.;kps Bjfoys- 16 tqyS rs 19 tqyS gs 4 fnol gMrkG dj.;kps lqpfo.;kr vkys- vusd fo|kF;kZauh dkWystP;k osGk O;frfjDr brj osGsyk nk:P;k nqdkukaoj fun’kZukdfjrk enr dj.;kps ekU; dsY;kph uksan vkgs- 13 tqyS] 1930 jksth ukxiwj ;sFks ih-ds- lkGos ;kaP;k v/;{krs[kkyh ,d lHkk vk;ksftr dj.;kr vkyh- ;kr 1000 fo|kFkhZ lgHkkxh >kys- ;k lHksr ,l-Vh- /kekZf/kdkjh ;kauh e/; izkUr ejkBk ;q/n eaMGkps ,d i=d fo|kF;kZauk okpqu nk[kfoyss- g;k lHksr vulq;kckbZ dkGs o cW- vH;djkaph eqyxh ;kapsgh Hkk”k.k >kys- ^9* 14 tqyS] 1930 jksth lk;Ul dkWystP;k fo|kF;kZauh ,d lHkk ?ksÅu R;kr dkWxszlP;k izpkj eksfgesizek.ks fo|kFkhZ la?kVusph vkKk ikG.;kps lkafxrys- dkusVdjkauh 500 fo|kFkhZ ?ksÅu fgLyki dkWystP;k fo|kF;kZapk f/kDdkj dsyk vkf.k Lo;alsod eqys] eqyh ;kauh fujks/kus dsyh- 20 tqyS jksth ckiqth v.ks ;kaP;k] vVdsfufeRr ‘kkGk] egkfo|ky;krwu fo|kF;kZauh fun’kZus dsyh- dkj.k ckiwth v.ks gs fuyflVh egkfo|ky;kps ekth fo|kFkhZ gksrs- 1000 eqykauh rj fte[kkuk fdzdsV eSnkukdMs fejo.kqd dk<yh o frFks lHkk ?ksryh- ukxiwjkr 4 vkWxLV jksth loZ dWkystkaoj canh ?kkYk.;kpk dk;nk ljdkjus tkfgj dsyk- fMlsacj 1930 i;Zar dkgh dkWystkaoj canh ?kkYk.;kr vkyh- ^10* 8½ rGsxkao taxy lR;kxzg & fons'kh dkiMkoj cfg”dkj] nk:P;k nqdkukaoj fidsfVaxps dke ikj ikMY;kuarj ukxiwj ftYg;kr ;q/n eaMykus taxy lR;kxzg dj.;kps Bjfoys- iqln] ;koyh] ys.kh] dGlxko] fppkyk ;sfFky taxy



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SPATIAL DISTRIBUTION OF GROUNDWATER IRON AND MANGANESE

IN CHANDRAPUR DISTRICT, CENTRAL INDIA

R K Kamble1*

and M G Thakare2

1Centre for Higher Learning and Research in Environmental Science

Department of Environmental Science Sardar Patel College, Chandrapur 442 402, India

E-mail: [email protected], *Author for correspondence 2Department of Environmental Science, Arts, Commerce and Science College,

Tukum, Chandrapur 442 401, India

Abstract

Groundwater iron and manganese concentration from the Chandrapur district of Central India

was assessed during winter 2012. Groundwater sampling was carried out by grab sampling

method in 36 sampling locations comprised of 34 hand pumps and two dug wells samples.

Groundwater samples for estimation of these two heavy metals were preserved by adding conc.

HNO3 (1 mL for 100 mL of water sample). Heavy metals concentrations were estimated by

Inductively Coupled Plasma-Optical Emission Spectroscopy (ICP-OES, Dv 7000, Germany).

Groundwater iron concentration from the study area during winter 2012 was in the range of

below detectable limit (bdl)-47.101 mg/L (SD ± 9.3). Groundwater iron concentration in 20

water samples were above the permissible acceptable limit of Indian Standards for drinking water

(IS 10500:2012, acceptable limit for Fe, 0.3 mg/L, Max.). This elevated concentration of iron in

groundwater from the study area can be attributed to weathering of mineral bearing rocks, mining

activities and also to some extent to anthropogenic activities. Groundwater manganese

concentration from the study area during winter 2012 was in the range of 0.002-1.85 mg/L (SD ±

0.36). Groundwater manganese concentration in seven water samples were above the permissible

desirable limit of Indian Standards for drinking water (IS 10500:2012, permissible limit for Mn,

0.3 mg/L, Max.). This elevated concentration of manganese in groundwater from the study area

can be attributed to weathering of mineral bearing rocks, mining activities and also to some

extent to anthropogenic activities. Spatial distribution of manganese was observed in the study

area. Further, shallow, deep and very deep well water had variable manganese concentration.

Shallow aquifer had lower manganese concentration, however present, can be attributed to

anthropogenic activities whereas deeper aquifer had higher manganese concentration which can

be assigned to geogenic in origin.

Keywords: Chandrapur, Central India, Groundwater quality, Heavy metals, Iron, Manganese



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Introduction

Access to safe drinking water is essential to health, a basic human right and a component of

effective policy for health protection. Iron is one of the most abundant metals in the earth’s crust.

It is found in natural fresh waters at levels ranging from 0.5 to 50 mg/L. Iron may also be present

in drinking water as a result of use of iron coagulants or corrosion of steel and cast iron pipes

during water distribution. Iron is an essential element in human nutrition. Estimates of minimum

daily requirement for iron depend on age, sex, physiological status and iron bioavailability and

range from about 10 to 50 mg/day (WHO, 2008).

Iron is found in soil material particularly everywhere, partly in oxidized solid form and partly in

dissolved form. The form or state in which iron is found in aquifers is mainly dependent on the

aquifers oxygen balance. This is related to multiple environmental factors including the

geological structure and characteristics of the aquifer, seasonal cycling, type of soil and bedrock,

species of iron and manganese bacteria and pattern of groundwater flow in aquifer. Other

important factors affecting iron content in groundwater are oxidation/reduction conditions and

pH.

Various studies pertaining to groundwater manganese concentration in different parts of the

world was reported by Jang (2012), Ducci and Sellerino (2012), Khan et al., (2013), Utom et al.,

(2013), Purushotham et al., (2013), Dwivedi and Vankar (2014), Alam and Umar (2013), Agca et

al., (2014), Barbeau (2011), Hafeman et al., (2007), Amfo-Out et al., (2014), Nwankwoala et al.,

(2011), Dhar et al., (2008), Khan et al., (2012), Savita Kumari et al., (2014), Langmuir (1997),

Hesterberg (1998), Melegy et al., (2014), Tiwari et al., (2013) and Oyem et al., (2015).

The purpose of this study is to develop an understanding of regional groundwater quality in the

Chandrapur district in Central India where coal mining is an important industry. The study strives

to acquire knowledge of the quality of groundwater with respect to its metal content especially

iron and manganese. This study specifically aims at predicting the spatial distribution of iron and

manganese concentration in the region.

Study Area

Chandrapur district is located in the eastern edge of Maharashtra in ‘Vidarbha’ region lies

between 19’25 o N to 20’45

oN and 78’50

o E to 80’10

o E and covers an area of 11,364 km

2 of

central India. This district is considered to be one of the most important mining deposits of

Maharashtra, India. Intense mining activities along with natural processes like rock alteration

attributes to high major and trace metal concentration in the groundwater and stream water.



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Chandrapur district is well known for its sprawling coal mines, thermal power plant, pulp and

paper industry, cement plants, etc. There are several mines in the Chandrapur district viz. coal,

limestone, fluorite, chromium, fireclay, iron, copper, etc. The mineral based industrial

development and rapid urbanization has resulted in environmental contamination and

degradation. The mining activities disturb the groundwater balance. It is also the fact that it

increases groundwater contamination as mine water has lower pH values in the ranges of 2-4,

which dissolves metals from the surrounding geological formations. Wastewater released from

mine pit contains suspended solids, low pH, sulphates, major and trace metals, etc.

Climate and Rainfall

The climate of the district is characterised by a hot summer and general dryness throughout the

year except during the south-west monsoon season, i.e., June to September. The temperature rises

rapidly after February till May, which is the hottest month of the year. The mean daily maximum

temperature during May is 42.8 °C and the mean daily minimum temperature during December is

12.2 °C. The normal annual rainfall varies from about 1200 to 1450 mm. It is minimum in the

western part around Warora and gradually increases towards east and reaches maximum around

Brahmapuri (CGWB, 2009).

Geomorphology

Chandrapur district can be divided into two physiographic regions i.e., plane region in valleys of

Wardha, Penganga and Wainganga Rivers and upland hilly region. The plane region is made up

of widely spread and flat terrain occurring mostly along Wardha River. In Wainganga valley flat

terrain exhibits rolling topography with residual hills in the southern part, while in the northern

part (Brahmapuri taluka) wide alluvial flood plains are observed. In Penganga valley, flat terrain

covers very little area in south western part of the district. The upland hilly region lies between

Wardha and Wainganga rivers comprising parts of Warora, Chandrapur, Mul and Brahmapuri

talukas. The south western part of the district in Penganga basin and covering parts of Rajura and

Gadchandur talukas exhibit hilly topography. The entire area of the district falls in Godavari

basin. Wardha, Wainganga and Penganga are the main rivers flowing through the district. These

three rivers along with their tributaries rise in the upland within the district and drain the entire

district (CGWB, 2009).

Hydrogeology

The major water bearing formations in the district are Alluvium, Lower Gondwana Sandstones,

Deccan Trap Basalt, Vindhyan Limestone and Archean metamorphics. Amongst these, the lower



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Gondwana Sandstones, particularly Kamthi Sandstone forms the most potential aquifer (CGWB,

2009).

Geology

Geologically, Chandrapur district forms a part of Gondwana sedimentary basin. The Gondwana

sedimentation took place in Wardha valley where Gondwana sediments have overlay the

Archean rocks. Litologically Chandrapur district presents a variety of statigraphic units right

from Archean to recent alluvium and laterites. The Archaean rocks comprise gneisses, quartzites,

banded haematite quartzites (BHQ), schists with basic intrusives like pyroxinites, amphibolites,

etc. The rocks are intruded by several dykes, trending NE–SW, are exposed in the eastern part of

Chandrapur district. Iron ore series and Sakoli series are equivalent in age. Iron ore series

constitutes the important iron deposits of Chandrapur district. The rocks are quartzite, BHQ,

quartzite schist, phyllites, etc. The Dharwars have been intruded on a very large scale and

comprise of granites, granitoids and gneisses. The Vindhyans are represented mainly by flaggy

and massive limestones, shale’s and sandstones. The lenticular patches of breccia with angular

fragments cemented by calcareous matrix are found at several places in limestones. The

limestones are dolomitic at places. Sandstones and quartzities are hard copact and forms ridges.

Lower Gondwana includes hard quartzite, sandstones, grits, and conglomerates. The sandstones

are fine grained whitish colored and calcareous in nature. The shales are of red colour and are

found in small patches in the southeastern part of Chandrapur district. The Deccan trap lava

formation covers small part of the district. The amygdaloidal softer variant varieties usually show

calcite filling. In the district, Alluvium is mostly of fluviatile origin and comprises sand, siltand

clays. It is generally found along the banks of nallas and rivers. Its thickness varies from 8 to 35

m as observed along the Wardha river, the Erai and the Wainganga river courses. It also contains

gravel along with sand, silt and clays at places (Satapathy, 2009).

Chandrapur district is underlined by various geological formations of Archaean to recent age. The

Archaeans comprises hard and fissured gneisses, quartzite. The Vindhayans metasediments are

represented by flaggy and massive shale, limestone, sandstones and ferruginous quartzite,

covering an area of 1670 sq km. Groundwater in Archaean crystallites and Vidhayan rocks

occurs under table to semi-confined conditions in weathered and fractured zones. Aquifers in

Archaeans are characterized by degree of weathering, secondary porosity and effective inter-

granular space; whereas in Vindhyans, joint planes and fracture porosity developed during

cooling and compression of sediments and in limestone the solution cavities play a major role in

aquifer nature (Geology of the Chandrapur).



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Limestone, quartzite and shale of the Vindhyan Super group occur as isolated out crops in south

and southwestern parts of the district. Sandstones, shale’s, clays of the Gondawana formations

occur near Chandrapur city and also at other localities in isolated patches (Satapathy, 2009).

Ore mineralization

The district is gifted with deposits of various minerals like coal, iron, limestone, clay, copper,

chromium, etc. Thermal power plant, many coal mines, cement and paper factories, huge

limestone deposits, iron and chromite mines are the sources of wealth for the district. Natural

deposits of the high-grade iron ore in Sindewahi taluka are estimated to be 2,200,000 tonnes;

limestone in Rajura and Korpana talukas (547,000,000 tonnes). Coal in Chandrapur taluka alone

is estimated to be 1,227,000,000 tonnes. Availability of huge coal deposits has led to increased

coal mining activity and the power plant. Availability of limestone has prompted cement

industries particularly in Rajura tehsil. Paper mills are established because of availability of

wood/bamboo located on banks of river or nallas (Satapathy, 2009).

Water resources

Wardha, Wainganga and Penganga are the important rivers in Chandrapur district. The total

replenishable groundwater resource is of the order of 3.782 x 1010

m3/year provision for

domestic, industrial and other uses 1.24 x 1010

m3/year. Available groundwater resource for

irrigation is 2.547 x 1010

m3/year and the net draft is 3.8 x 10

10 m

3 /year (Satapathy, 2009).

Material and Methods

Water sampling

Total 36 representative groundwater samples from hand pumps and dug wells from various

villages of Chandrapur district were collected in winter 2012. Groundwater sampling was carried

out by grab sampling method. Out of these 36 groundwater samples collected from study area,

two samples were from dug wells and remaining 34 samples were from hand pumps.

Groundwater sampling locations from the study area is depicted in Figure 1. Groundwater

samples were collected in a pre-cleaned, dry, 100 mL capacity polythene bottles (Poly lab).

Before collecting water sample from hand pumps they were pumped for five minutes to remove

stagnated water in its pipe. At the time of allowing the water to flow from a hand pump, its

internal pipe structure of its outlet was cleaned with the help of fingers so as to remove any solids

or foreign material adhered to its internal surface. Groundwater samples were collected in pre-

cleaned, 100 mL plastic bottles. The plastic bottles were rinsed with hand pump or dug well

water before water sampling and then water sample was collected into it. Groundwater sample

was collected upto rim of sampling bottle so as to have no head space in bottle for entry of



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atmospheric gases into it and thus altering its physico-chemical properties. While carrying out

groundwater sampling, water sample was preserved by adding conc. HNO3 (1 mL for 100 mL

water sample) into it. The sampling bottle’s mouth was closed with a screw cap which was

afterwards sealed with the help of an adhesive tape so as to avoid entry of contaminant into it.

The details regarding sampling location were recorded on sampling bottle and also in field diary.

The groundwater samples were brought to the laboratory for further analysis.

Analytical procedures

Water quality parameters such as pH and conductivity were measured in the field itself by using

portable water analysis kit (Deluxe Water and Soil Analysis Kit, Model 172, India) and

temperature by mercury thermometer (Gera Model, GTI, India). Groundwater iron concentration

was determined by using ICP-OES (ICP-OES, Dv 7000, Germany).

Questionnaire survey

While carrying out groundwater sampling from the study area relevant data pertaining to hand

pump/dug well depth, year of installation, usability, availability of water were also collected from

respective villagers. The respondent includes males and females in study area having primary or

above education background. The age of the individuals who were interviewed was above 18

years.

Statistical analysis

The data which was obtained from analytical results was statistically analysed by employing

various statistical tools which includes average, mode, median, range and standard deviation.

Results and Discussion

Groundwater iron concentration from the study area for winter 2012 is presented in Table 1

whereas statistical summary of the same is reported in Table 2. Minimum groundwater iron

concentration was found to be below detectable limit (bdl) and maximum was 47.101 mg/L. The

average iron concentration was 2.838 mg/L. Standard deviation of the results from the study area

for iron concentration was ±8.189, variance was 67.07 and skewness as 4.87. On comparison of

average groundwater iron concentration with Indian Standards for drinking water IS10500:2012

of 0.3 mg/L (Max.) it was found that average iron concentration from the study area was about

tenfold higher than the prescribed Indian Standards for iron concentration. The standard deviation

from the results was found to be ±8.189 which showed that there is significant variation in

groundwater iron concentration from the study area.

Groundwater manganese concentration from study area for winter 2012 is reported in Table 1.

The statistical summary of the water quality with respect to manganese concentration in



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groundwater is presented in Table 2. From the table it can be observed that minimum

groundwater manganese concentration was 0.002 mg/L whereas maximum was 1.853 mg/L and

average concentration was 0.201 mg/L. The standard deviation of the results was found to be

±0.361, variance as 0.131 and skewness as 3.251. The average manganese concentration from the

study area was 0.201 mg/L. On comparison of this average concentration of 0.201 mg/L with

Indian Standards (IS 10500:2012) for drinking water for manganese of 0.1 mg/L as acceptable

limit and permissible limit of 0.3 mg/L, the average manganese concentration was twofold higher

than the prescribed standard for acceptable limit for manganese concentration (0.1 mg/L). The

standard deviation for groundwater manganese concentration was ±0.361, which shows that there

was insignificant variation in its concentration in the study area.

Conclusion

The objective of this study was to assess groundwater iron and manganese concentration from the

Chandrapur district of Central India. Spatial distribution of average groundwater iron and

manganese concentration from the study area showed that in winter 2012 the concentration of

these two heavy metals were distributed in the study area. The presence of iron and manganese

concentration in groundwater from the study area can be attributed geogenic in origin. The

results obtained from this study showed that elevated iron concentration in different parts of the

Chandrapur district. The iron concentration was higher in water samples which were reddish in

colour. Thus, it can be concluded that colour to the water is imparted due to oxidation of iron

when it comes into contact with atmospheric oxygen. The colour becomes more reddish in colour

as exposure time increases.

Spatial distribution of groundwater manganese concentration from the study area for winter 2012

was 0.002 mg/L as minimum concentration whereas maximum was 1.853 mg/L. From the results

it was observed that there was spatial distribution of groundwater manganese concentration in the

study area. The distribution of groundwater manganese was highly dispersed. The presence of

manganese in groundwater can be attributed to presence of manganese bearing rocks which are

present in earth crust from the study area. The results obtained showed that elevated manganese

concentration in different parts of Chandrapur district. Manganese concentration was higher in

deeper aquifer. Thus, it can be concluded that presence of manganese is due to geogenic in

origin. These observations found from the study area for groundwater manganese concentration

were in accordance with Langmuir (1997) and Tiwari et al., (2013).

Some villagers are consuming this contaminated water with heavy metals for potable purposes

and other for domestic use. It is the responsibility of concerned government authorities to ensure



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that the individuals should get clean potable water. At the same time awareness about adverse

effects and alternative measures to be adopted should be encouraged.

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Figure 1. Groundwater sampling locations from the study area

Table 1. Groundwater iron and manganese concentration from the study area

Sampling

location

Altitude

(m amsl)

Water

source

Age

(years)

Depth

(ft, bgl)

Iron (total)

concentration

(mg/L)

Manganese

concentration

(mg/L)

Sonegaon 215 HP 3 100 0.006 0.005

Telwasa 207 HP 3 100 0.03 0.002

Belora 210 HP 10 100 bdl 0.078

Sagra 240 DW 57 50 bdl 0.004

Pethbhansouli 209 HP 3 100 14.31 0.972

Bhisi 287 HP 1 150 0.337 0.279

Pimpalgaon 246 HP 25 250 0.68 0.056

Mowada 198 HP 10 180 0.11 0.002

Dongargaon 222 HP 30 200 1.69 0.791

Lohara 202 HP 12 60 3.74 0.021

Chichpalli 226 HP 12 70 bdl 0.281

Dabgaon (T.) 215 HP 3 300 1.99 0.383

Naleshwar 215 HP 12 140 0.98 1.853

Karwan 205 HP 8 150 bdl 0.102

Chikmara 214 HP 25 100 0.57 0.030

Pathri 240 HP 20 100 bdl 0.096

Gunjewahi 230 DW 60 35 bdl 0.002



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Mangali Chak 224 HP 25 200 0.11 0.002

Govindpur 271 HP 25 150 0.12 0.076

Ratnapur 244 HP 10 100 1.76 0.186

Antargaon 247 HP 15 200 0.11 0.002

Visapur 208 HP 9 100 11.56 0.363

Ballarpur 243 HP 5 60 47.10 0.093

Sasti 198 HP 10 180 5.714 0.208

Gowari 198 HP 6 120 0.37 0.002

Arvi 202 HP 23 100 0.31 0.002

Awarpur 216 HP 2 200 bdl 0.060

Lakhmapur 243 HP 8 200 2.92 0.009

Kem (T.) 178 HP 8 150 2.92 0.037

Ganpur 199 HP 25 160 1.36 0.002

Gondpipari 195 HP 20 100 0.951 0.532

Pombhurna 189 HP 20 100 0.41 0.010

Jam Tukum 174 HP 20 250 0.03 0.101

Dongar Haldi 187 HP 6 120 1.43 0.224

Durgapur 201 HP 4 20 0.24 0.354

Morwa 218 HP 15 100 0.21 0.004

Altitude = in meters above mean sea level (amsl); Water source HP = hand pump, DW = dug

well; Age = age of the hand pump or dug well from year of installation; Depth = water table

depth in feet below ground level (bgl)

Table 2. Statistical summary of groundwater iron and manganese concentration

Parameters Minimum Maximum Average Stdev (±) Variance Skewness

Heavy

metals

Iron bdl 47.101 2.838 8.189 67.07 4.87

Manganese 0.002 1.853 0.201 0.361 0.131 3.251

bdl: below detectable limit, Stdev : Standard deviation. All values are in mg/L.



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Seasonal Variation Of Physico-Chemical Characteristics Of Ghodazari Lake

In Chandrapur District, Maharashtra, India

Kavita S. Raipurkar1 and M. G. Thakare

2

1Centre for Higher Learning and Research (Environmental Science)

Sardar Patel Mahavidyalaya, Chandrapur 442 402, India 2Head, Dept. of Environmental Science, ACS College, Chandrapur

Corresponding author e-mail: [email protected]

ABSTRACT

Water resources are very important for irrigation and recreational purposes. At present, the

increase in population and spread of urban colonies is having an adverse impact on these rich

water resources i.e, specially lentic ecosystem. Hence a regular monitoring of water quality is

required for the determination of extent of pollution. In this context the present study was

conducted to assess the physico-chemical characteristics of Ghodazari Lake. Water samples were

collected from each sampling stations from Feb 2014-Jan 2015 and analyzed for estimation of

physico-chemical characteristics. After analysis it was found that values of colour, temperature,

turbidity, total dissolved solids and conductivity exceeds during summer and values of total

alkalinity, acidity, chlorides, total hardness, DO, SD etc. lowered as compared to winter and

monsoon season.

Key words: Physico-chemical, seasonal, characteristics, Ghodazari, Chandrapur, Maharashtra

INTRODUCTION

Fresh water is a natural resource of fundamental importance. In many respects the properties of

water are unique. They seem to be especially designed for the living organisms. In an aquatic

ecosystem the physico-chemical environment exerts profound influence on its biotic components.

It controls diversity, biomass, spatial and temporal distribution of biotic communities

(Bhandarkar and Bhandakar, 2013). Freshwater ecosystems are considered as one of the most

important natural resources for the survivability of all the living organisms of the biosphere. The

alarming rate of deterioration of water quality of fresh water resources like lakes, ponds, rivers

etc. is now a global problem. Over exploitation and pollution of water are responsible for making

it scarce and unfit for consumption.

Lakes are important part of an urban ecosystem. Though relatively small in size, lakes perform

significant environmental, social and economic functions, ranging from being a source of

drinking water, recharging groundwater, acting as sponges to control flooding, supporting

biodiversity and providing livelihoods. Water in lakes is an easily available source of water for

the needs of many sectors of economy such as agriculture, domestic and industrial. These water

bodies, whether man-made or natural, fresh water or brackish play a very vital role in

maintaining environmental sustainability particularly in urban environments especially in today’s

context when the cities are facing the challenges of unplanned rapid urbanization (Protection and

Management of Urban Lakes in India, CSE, New Delhi).

For sustainable utilization of the water resources, periodic examinations of the freshwater bodies

are very much essential (Ahmed Shah J. and Pandit A.K., 2012).In this context a study was



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undertaken to study the seasonal variation of physico-chemical characteristics of Ghodazari

Lake.

STUDY AREA

Chandrapur district is one of the eleven districts of Vidarbha region of Maharashtra. Chandrapur

district is located in the eastern edge of Maharashtra in Nagpur division and forms the eastern

part of ‘Vidarbha

’ region. It is bounded on south by Andhra Pradesh State, east by Garhchiroli

district, on north by Gondia, Bhandara, Nagpur and Wardha districts on west by Yavatmal

district. Wardha River forms the western boundary, whereas Wainganga River forms the eastern

boundary of the district. The district lies between 19°30’ and 20°45’ north latitudes and 78°46’

and 80°00’ east longitudes. It falls in parts of the Survey of India Toposheet No. 55H, 55L, 56E

and 56I covering an area of 10920 sq.km (CGWB). The city is located on the bank of ‘Erai

’ river.

Due to number of coal mines present around the city, the city is also known as city of Black

Gold (Environmental Status Report, 2007).

Climate and Rainfall: The Climate of the district is characterized by a hot summer and general

dryness throughout the year except during the south-west monsoon season, i.e., June to

September. The temperature rises rapidly after February till May, which is the hottest month of

the year. The mean daily maximum temperature during May is 42.8°C and the mean daily

minimum temperature during December is 12.2°C (CGWB).

Ghodazari lake lies on 200 31' north latitudes and

790 30 ' East longitudes. The name of Ghodazari

Lake is from the nearest Ghodazari village.

Ghodazari Lake is surrounded by Mahadeo and

Perjaghar hills and area 58.96 sq. km. In the month

of August access of water over flow comes inside

area. People enjoy very much to the overflow

water. In addition to this big green forest with rich

wild animals like Deer, Fox, Tiger and Peacock.

Ghodazari Lake is also called as ghodazari dam and

the height of the dam above lowest foundation is

23.55 m (77.3 ft) while the length is 731.7 m

(2,401 ft). The volume content is 90 km3 (22 cu mi) and gross storage capacity is 45,080.00 km

3

(10,815.27 cu mi).

Water Sampling: Water Sampling was done taking into consideration of objectives of water

quality monitoring. Sampling locations were also based on water quality monitoring and some

knowledge of the physical features of the water- course system. The location of the sampling

stations was made only after a field investigation and accordingly sampling locations were

selected. The samples were collected from all the locations by grab sample. The samples were

collected for studying the variations in water quality and for comparative analysis.

Sample Container: The water sampling was done by using borosilicate glass bottle and

polyethylene bottles of one liter capacity having tightly sealed stopper. The bottles were soaked

with 10% HCL and then thoroughly cleaned and rinsed with distilled water. Acid dichromate

solution was prepared as stated by Maiti S. K. and was used as cleaning solution.



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Sample Collection: During collection of water sample the sampling container was rinsed 2-3

times with the sample to be examined. The sampling was done where water was well mixed.

Large non-homogenous matter such as leaves, rags, twigs and other floating material was

avoided while collecting the water sample. The sampling was done preferably at 20cm depth in a

shallow site and more than that as far as possible.

Labelling and transportation of container: Each sampling bottle was provided with an

identification label on which the detailed information was mentioned. Sampling containers were

placed either in plastic box or in thermocole box and ice cubes were added to the boxes to

maintain the low temperature to avoid the changes in the constituents of water during

transportation.

Following parameters were measured at the sampling site or in the field immediately after a

sample was taken

1. Temperature (must be measured in situ)

2. pH (portable pH meter )

3. Electrical conductivity (portable conductivity meter)

4. Dissolved Oxygen (300ml sample in BOD bottle and DO was fixed by adding 2ml MnSO4)

5. Transparency (SD)

Table 1: Physico-chemical characteristics of Ghodazari Lake during summer season (Feb-May

2014)

Parameters Site 1 Site 2 Site 3 Site 4 Site 5 Average

Colour (Hazen ) 15.2 15.5 12.5 19.0 18.7 16.18

Temperature oC 27.9 29.1 30.2 30.1 27.5 28.96

Turbidity (NTU ) 12.8 10.8 15.4 11.2 15.7 13.18

pH 8.2 7.9 8.1 8.1 7.8 8.02

TDS(mgL-1

) 210.4 210.3 189.0 258.4 190.8 211.78

Conductivity mmhos/cm 0.0189 0.0278 0.054 0.15 0.179 0.0859

Total Alkalinity (mgL-1

) 75.2 72.8 69.9 68.9 78.7 73.1

Acidity (mgL-1

) 68.7 70.5 60.7 69.2 65.8 66.98

Chlorides(mgL-1

) 35.9 40.8 37.6 30.1 32.4 35.36

Total Hardness (mgL-1

) 135.6 165.3 158.2 150.0 148.6 151.54

DO (mgL-1

) 4.3 3.2 3.2 3.5 4.1 3.66

BOD(mgL-1

) 1.98 0.97 1.2 1.5 1.0 1.33

COD(mgL-1

) 10.9 12.2 10.8 13.4 12.9 12.04

Total Phosphate (mgL-1

) 0.17 0.12 0.11 0.10 0.13 0.126

Secchi disc(m) 0.32 0.25 0.20 0.26 0.28 0.262



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Table 2: Statistical analyses of Physico-chemical characteristics of Ghodazari Lake during

summer season (Feb-May 2014)

Parameters Range Average Average

Deviation

Standard

deviation Min Max

Colour (Hazen ) 12.5 19 16.18 2.136 2.704

Temperature oC 27.5 30.2 28.96 1.008 1.236

Turbidity(NTU) 10.8 15.7 13.18 1.896 2.291

pH 7.8 8.2 8.02 0.136 0.1643

TDS(mgL-1

) 189 258.4 211.78 18.648 28.002

Conductivity mmhos/cm 0.0189 0.179 0.0859 0.0628 0.0735


) 68.9 78.7 73.1 3.08 3.991

Acidity (mgL-1

) 60.7 70.5 66.98 2.984 3.9085

Chlorides(mgL-1

) 30.1 40.8 35.36 3.288 4.222


) 135.6 165.3 151.54 8.168 11.166

DO (mgL-1

) 3.2 4.3 3.66 3.538 0.5128

BOD(mgL-1

) 0.97 1.98 1.33 0.328 0.4203

COD(mgL-1

) 10.8 13.4 12.04 0.952 1.1674


) 0.1 0.17 0.126 0.0192 0.0270

Secchi disc(m) 0.2 0.32 0.262 0.0304 0.0438

Table 3: Physico-chemical characteristics of Ghodazari Lake during monsoon season (June-Sept

2014)


Colour (Hazen ) 15.5 12.0 10.5 12.0 11.0 12.428

Temperature oC 26.5 26.8 26.9 25.8 27.2 26.6

Turbidity (NTU ) 20.1 22.4 22.2 15.0 10.6 1.614

pH 7.8 7.5 7.1 7.2 6.8 7.285

TDS(mgL-1

) 215.0 224.7 270.1 268.5 225.9 241.328



) 105.8 115.7 120.1 110.5 115.8 113.4

Acidity (mgL-1

) 140.0 145.0 152.5 145 128.2 141.628

Chlorides(mgL-1

) 40.3 46.4 48.9 44.8 45.5 45.014


) 140.0 142.8 148.3 144.0 150.3 145.1

DO (mgL-1

) 3.8 3.6 3.9 4.5 4.6 4.085

BOD(mgL-1

) 1.58 1.5 1.5 0.99 1.2 1.334

COD(mgL-1

) 15.6 12.8 15.0 12.1 13.4 13.8


) 0.75 0.8 1.35 0.36 0.72 0.812

Secchi disc(m) 0.27 0.25 0.30 0.28 0.25 0.271



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Table 4: Statistical analyses of Physico-chemical characteristics of Ghodazari Lake during

monsoon season (June-Sept 2014)


Deviation

Standard

deviation Min Max

Colour (Hazen ) 10.5 15.5 12.428 1.32 1.955

Temperature oC 25.8 27.2 26.6 0.392 0.531

Turbidity(NTU) 10.6 22.4 1.614 4.208 5.127

pH 6.8 7.8 7.285 0.296 0.383

TDS(mgL-1

) 215 270.1 241.328 22.768 26.327



) 105.8 120.1 113.4 4.344 5.521

Acidity (mgL-1

) 128.2 152.5 141.628 6.432 8.980

Chlorides(mgL-1

) 40.3 48.9 45.014 2.104 3.137


) 140 150.3 145.1 3.376 4.176

DO (mgL-1

) 3.6 4.6 4.085 0.376 0.443

BOD(mgL-1

) 0.99 1.58 1.334 0.207 0.249

COD(mgL-1

) 12.1 15.6 13.8 1.216 1.477


) 0.36 1.35 0.812 0.223 0.355

Secchi disc(m) 0.25 0.3 0.271 0.016 0.0212

Table 5: Physico-chemical characteristics of Ghodazari Lake during winter season (Oct-Jan

2015)


Colour (Hazen ) 10.5 15.0 10.5 18.0 16.0 14.071

Temperature oC 27.2 25.5 26.0 24.0 26.0 25.7

Turbidity (NTU ) 2.87 4.0 3.68 2.8 6.4 4.135

pH 7.5 7.2 6.29 7.49 6.99 7.037

TDS(mgL-1

) 150.4 215.0 173.20 194.6 186.5 183.58



) 199 210 200 235 195 209.85

Acidity (mgL-1

) 189 200 240 285 350 257.57

Chlorides(mgL-1

) 59.8 60.2 45.75 40.8 55.5 51.864


) 170 190 150 150 175 167.857

DO (mgL-1

) 3.6 3.2 4.0 3.3 4.3 3.7

BOD(mgL-1

) 0.98 0.87 1.6 1.9 0.89 1.287

COD(mgL-1

) 13.8 15.4 10.7 11.6 12.2 12.828


) 0.125 0.09 0.075 0.10 0.076 0.0951

Secchi disc(m) 0.20 0.32 0.26 0.23 0.27 0.257



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Table 6: Statistical analyses of Physico-chemical characteristics of Ghodazari Lake during winter

season (Oct-Jan 2015)


Deviation

Standard

deviation Min Max

Colour (Hazen ) 10.5 18.0 14.071 2.8 3.372

Temperature oC 24.0 27.2 25.7 0.792 0.156

Turbidity(NTU) 2.8 6.4 4.135 1.0 1.463

pH 6.29 7.5 7.037 0.363 0.497

TDS(mgL-1

) 150.4 215 183.58 17.712 24.11



) 195 235 209.85 11.76 16.177

Acidity (mgL-1

) 189 350 257.57 51.76 66.156

Chlorides(mgL-1

) 40.8 60.2 51.864 7.308 8.717


) 150 190.0 167.857 13.6 17.175

DO (mgL-1

) 3.2 4.3 3.7 0.376 0.465

BOD(mgL-1

) 0.87 1.9 1.287 0.4016 0.4721

COD(mgL-1

) 10.7 15.4 12.828 1.488 1.867


) 0.075 0.125 0.0951 0.0154 0.0205

Secchi disc(m) 0.2 0.32 0.257 0.0328 0.045

Table 7: Comparative analysis of Physico-chemical characteristics of Ghodazari Lake during

winter, summer and monsoon season (Feb 2014-Jan 2015)

Parameters Winter Summer Monsoon

Min Max Min Max Min Max

Colour (Hazen ) 10.5 18.0 12.5 19.0 10.5 15.5

Temperature oC 24.0 27.2 27.5 30.2 25.8 27.2

Turbidity(NTU) 2.8 6.4 10.8 15.7 10.6 22.4

pH 6.29 7.5 7.8 8.2 6.8 7.8

TDS(mgL-1

) 150.4 215 189.0 258.4 251.0 270.1



) 195 235 68.9 78.7 105.8 120.1

Acidity (mgL-1

) 189 350 60.7 70.5 128.2 152.5

Chlorides(mgL-1

) 40.8 60.2 30.1 40.8 40.3 48.9


) 150 190.0 135.6 165.3 140.0 150.3

DO (mgL-1

) 3.2 4.3 3.2 4.3 3.6 4.6

BOD(mgL-1

) 0.87 1.9 0.97 1.98 0.99 1.58

COD(mgL-1

) 10.7 15.4 10.8 13.4 12.1 15.6


) 0.075 0.125 0.1 0.17 0.36 1.35

Secchi disc(m) 0.2 0.32 0.2 0.32 0.25 0.3



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Fig 1: Graphical representation of seasonal variation of physico-chemical characteristics of Lake

Ghodazari (2014-2015)

RESULTS AND DISCUSSION

Colour: Colour is usually the first to be recognized which affects the aesthetic, water

transparency and gas solubility of water bodies (Yuxing and Jian, 1992). For Ghodazari lake

minimum colour was recorded in monsoon and winter season i.e. 10.5 Hazen units and maximum

colour was recorded in summer season i.e. 19.0 Hazen units. This may be due to dilution of water

in rainy season.

Temperature: Atmospheric and water temperature both play an important role in the physico-

chemical and physiological behaviour of an aquatic system. It also exerts profound direct or

indirect influence on metabolic and physiological behaviour of aquatic ecosystem (Welch, 1952).

Temperature influences the parameters like dissolved oxygen solubility, pH, conductivity etc

influencing water chemistry (Ramchandra, and Solanki, 2007). For Ghodazari lake minimum

value was recorded in winter season i.e. 24.00C and maximum temperature was recorded in

summer season i.e. 30.20C.This may be due to high and maximum duration and intensity and

daily iridescence received by the water body in summer season.

Turbidity: Turbidity is also related to aesthetic of water body. Turbid water is not suitable for

drinking purposes. For Ghodazari lake minimum turbidity was recorded in winter season i.e. 2.8

NTU and maximum turbidity was recorded in monsoon season i.e.22.4 NTU.

pH: pH is the negative logarithmic expression of hydrogen ion concentration. pH showing

alkaline conditions supports productivity of lotic ecosystem (Chandrasekhar, 2006). pH that

maintains the acidic or basic property, is a vital characteristic of any aquatic ecosystem since all

the biochemical activities and retention of physico- chemical attributes of the water are greatly

depend on pH of the surrounding water. Venkateswarlu has classified reservoirs into five

categories, viz., acidobiontic (pH<5.5), acidophilus (pH from 5.5 to 6.5), indifferent pH (in

between 6.5 to 7.5), alkaliphilous (pH in between 7.5 to 9.0) and alkalibiontic (pH more then

9.0). According to Jhingran and Sugunan, 1990 the pH range between 6.0 and 8.5 was medium

productive reservoirs, more than 8.5 were highly productive. The pH range for Ghodazari lake

was found to be 6.29 to 8.2(medium productive - highly productive).

Total dissolved solids (TDS): Total dissolved solids is simply the sum of cations and anions

concentrations expressed in mg/L. A high content of TDS elevates the density, turbidity,

050

100150200250300

Seasonal variation oflake Ghodazari during 2014-15

Summer Monsoon Winter



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hardness, salinity of water, influences osmoregulation of fresh water organisms, reduces

solubility of gases (like oxygen), reduces utility of water for drinking purpose and results into

eutrophication of the aquatic ecosystem (Mathur, Agarwal and et al., 2007).Solids refer to

suspended and dissolved matter in water. They are very useful parameter describing the chemical

constituents of the water that contributes to productivity within the water body (Goher 2002).

High TDS also reduces the light penetration and thus affecting photosynthetic activity and

primary productivity of Lakes. This might further reduced the dissolved oxygen content of Lakes

suppressing the aquatic flora and fauna. For Ghodazari Lake minimum TDS was recorded in

winter season i.e. 150.4 mg/L-1

and maximum TDS was recorded in monsoon season i.e.270.1

mg/L-1

.

Conductivity: Conductivity is a numerical expression of an aqueous solution's capacity to carry

an electric current. This ability depends on the presence of ions, their total concentration,

mobility, valence and relative concentrations, and on the temperature of the liquid. Solutions of

most inorganic acids, bases, and salts are relatively good conductors. In contrast, the conductivity

of distilled water is less than 1 µmhos/cm. Conductivity of the lake is generally lower during the

rainy seasons than dry season. It is due to a dilution by rain and less evaporation during the rainy

season, especially in lakes with short retention time (Zinabu, 2002).For Ghodazari lake

maximum conductivity was found in monsoon season i.e.0.93mmhos/cm and minimum was

recorded in winter i.e. 0.025 mmhos/cm.

Total Alkalinity: Total Alkalinity can be defined as the capacity to neutralize a strong acid and it

is normally due to the presence of salts like bicarbonate, carbonate and hydroxide compound of

calcium, sodium and potassium (Nirbhay and Pimple, 2015). Alkalinity is a measure of the

buffering capacity (ability to resist changes in pH) of the water, and since pH has a direct effect

on organisms as well as an indirect effect on the toxicity of certain other pollutants in the water,

the buffering capacity is important to water quality. Commonly occurring materials in water that

increase alkalinity are carbonates, bicarbonates, phosphates and hydroxides. Limestone bedrock

and thick deposits of glacial still are good sources of carbonate buffering. Lakes within such

areas are usually well-buffered (Gorde and Jadhav 2013). Spence has also classified Scottish

lakes into three major categories based on the values of alkalinity. They are (i) nutrient poor

(1.00 mgL-1

to 15.00 mgL-1

) (ii) moderately rich nutrient (16.00 mgL-1

to 60.00 mgL-1) and (iii)

nutrient rich (>60.00 mgL-1

For Ghodazari lake minimum total alkalinity was recorded in

summer season i.e.68.9 mg/L-1

and maximum total alkalinity was recorded in winter season 235

mg/L-1

.

Acidity: Acidity of a liquid is its capacity to donate H+ ions. Waters containing mineral acidity

i.e. due to H2SO4, HCL and HNO3 are unacceptable. For Ghodazari lake minimum acidity was

recorded in summer season i.e.60.7mg/L-1

and maximum acidity was recorded in winter season

350 mg/L-1

.

Chloride: Chloride is one of the major inorganic anion in water and waste water. It is stored in

most fresh water algal cells. Contamination of water from domestic sewage can be monitored by

chloride assays of the concerned water bodies. For Ghodazari lake minimum chloride was

recorded in summer season i.e.30.1mg/L-1

and maximum chloride was recorded in winter season

60.2 mg/L-1

.



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Hardness: Hardness of water is not a pollution parameter but indicating water quality mainly in

terms of Ca++

and Mg++

expressed as CaCO3. The increase in hardness can be attributed to the

decrease in water volume and increase in the rate of evaporation at high temperature (Kaur and

Sharma, 2001). High values of hardness may be probably due to regular addition of sewage and

detergents to the lake from nearby residential areas (Kaur et al., 1996). Total hardness is the

property of water which prevents the lather formation with soap and increases the boiling points

of water (Trivedy and Goel 1986). Hardness is governed by the concentration of calcium and

magnesium salts largely combined with bicarbonates and carbonates giving temporary hardness

while sulfate, chloride and other anions of mineral acids causing permanent hardness (Sawant

and Chavan 2013). Water having more than 60.0 ppm hardness is the nutrient rich water

(Manwar N.A et al., 2014). For Ghodazari lake minimum total hardness was recorded in summer

season i.e.135.6 mg/L-1

and maximum total hardness was recorded in winter season i.e.190.0

mg/L-1

.

Dissolved oxygen (DO): The amount of oxygen in the lake depends on the extent of direct

contact between water and air and on the circulation of water and on the amount produced and

consumed by the biotic component of the lake. Dissolved oxygen is an important parameter in

water quality assessment as it regulates many metabolic and physiological processes of biotic

components. The DO values indicate the degree of pollution in water bodies (Nirbhay and

Pimple 2015). The lower concentration of dissolved oxygen is a sign of organic pollution in the

lake (Dwivedi P., 2000). Dissolved oxygen in water at a given temperature depends on factors

like temperature of water. The low dissolved oxygen value may be due to higher water

temperature (Singh et al., 1991). Ghodazari Lake minimum DO was recorded in summer season

i.e.3.2 mg/L-1

and maximum DO was recorded in monsoon season i.e.4.6 mg/L-1

which proves the

above discussion.

Biochemical Oxygen Demand: Biochemical Oxygen Demand, abbreviated as BOD, is a test for

measuring the amount of biodegradable organic material present in a sample of water. The

acceptable BOD level in raw water meant for treatment for is 3mg/L while more than 2mg/L

BOD indicate the non suitability of river water for domestic use as per Indian standards. For

Ghodazari Lake minimum BOD was recorded in monsoon season i.e.0.99 mg/L-1

and maximum

BOD was recorded in summer season i.e.1.98 mg/L-1

.

Chemical Oxygen Demand (COD): Chemical Oxygen Demand (COD) test determine the

oxygen required for chemical oxidation of organic matter with the help of strong chemical

oxidant. For Ghodazari Lake minimum COD was recorded in winter season i.e.10.7 mg/L-1

and

maximum COD was recorded in winter season i.e.15.4 mg/L-1

.

Total Phosphorus (TP): In natural water, phosphates are present in small quantities. Generally

aquatic ecosystems receive it as an essential plant nutrient and most often controls aquatic plant

(algae and macrophyte) growth in freshwater. Phosphorus, an essential part of the biological

system, is present mostly in the form of inorganic phosphates, which is taken up by the biota

(Martin, 1987) and also constitutes a limiting factor to eutrophication (Vollenweider et al, 1980).

Phosphates may occur in surface water as a result of domestic sewage, detergents and

agricultural effluent with fertilizers. The high level of both phosphates and nitrates can lead to

eutrophication, which increases algal growth and ultimately reduces dissolved oxygen in the



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water (Murdoch, et. al., 2001). Lee et al have classified the water bodies on the basis of

phosphorus contents into five categories (i) oligotrophic <0.007 mgL-1

(ii) oligomesotrophic

0.008 mgL-1

to 0.011 mgL-1

(iii) mesotrophic 0.012 mgL-1

to 0.027 mgL-1

(iv) meso-eutrophic

0.028 mgL-1

to 0.039 mgL-1

) (v) eutrophic (>0.040 mgL-1

). For Ghodazari Lake minimum TP

was recorded in winter season i.e.0.075mg/L-1

and maximum TP was recorded in monsoon

season i.e.1.35 mg/L-1

.

Secchi disc (SD): The Secchi disc is among the oldest limnological measuring devices; the first

use dates to 1865 (Cialdi 1866). Secchi disc depth is controlled by chlorophyll at high

chlorophyll levels, while disc depth is controlled by non-chlorophyll turbidity at low chlorophyll

levels (Lorenzen 1980). Furthermore, at high chlorophyll concentrations, even large reductions in

chlorophyll produce little change in disc measurements (Rodhe 1965).The Secchi disc measures

light reduction more from suspended particles than dissolved particles (Szczepanski 1968). For

Ghodazari Lake minimum SD was recorded in summer season i.e.0.2 and maximum TP was

recorded in winter season i.e.0.32 meter.

REFERENCES

Ahmad Shah J. and Pandit A.K., (2012). Physical-Chemical Characteristics of water in Wular

Lake- a Ramsar site in Kashmir, Himalaya, 2 (2) pp257-265.

APHA, AWWA (1992), Standard Methods for the Examination of Water and Waste Water

Washington, DC 18th Edition.

Beeton, A.M., Edmondson W.T., (1972)The eutrophication problem. J. Fish. Res. Bd. Can. 29,

673.

Carlson, R.E. (1977) A trophic state index for lakes. Limnol. Oceanography 22, 361-369.

Carlson, R.E. and J. Simpson (1996). A coordinator’s Guide to Volunteer Lake Monitoring

Methods. North American Lake Management Society. 96 pp.

Chatwal G. R.,( 1997), Encyclopaedia of Environmental Analysis, Vol.3, Anmol Publications

PVT LTD, New Delhi (India).

Chapman, D. (1992) Water Quality Assessments, A guide to the use of Biota, Sediments and

Water in Environmental Monitoring Chapman & Hall, London.

Churing Still Water (2012), Centre for Science and Environment, New Delhi.

Centre for Science and Environment, New Delhi. Protection and Management of Urban Lakes in

India.

Environmental status Report, (2007)Executive Summery.

Excreta Matters-7th State of India’s Environment Report (2012), Vol. 1, Centre for Science and

Environment, New Delhi, ISBN: 978-81-86906-55-2.

Lee GF, Jones RA, Rast W (1981) Alternative approach to trophic state classification for water

quality management. Eng Program. Colorado, State University, Fort Collins, Colorado.

Najeeb AB, Ashwani W, Javid Ahmad D.and Rajni W., (2014) Trophic Status of Bhoj Wetland

on the Basis of Some Chemical Characteristics.Pollution Effects & Control, volume 2,

issue 1.

Naumann, E. (1919) Water quality Criteria,Areport of the Committee on Water Quality.

NagraAcadeny of EmgineeringWashington, DC.



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Pradhan, V., P. , (2014).Estimation of Nutrient Load in a Fresh Water Lake. Int. Journal of Life

Sciences. Vol.2 (1), pp: 84-89.

Pouriot, R &Meybeck, M. (1995). LimnologieGenerale. Mansson. Paris.

Rodhe W., (1969) Crystallization of Eutrophication concepts in northern Europe. In

Eutrophication: Causes, consequences, correctives: Natl. Acad. Sci . Publ. 1700,.

Singh R. &Bhatnagar M. (2012), Urban lakes and Wetlands:Opportunities and Challenges in

INDIAN Cities-Case Study of Delhi, 12 edition of the World Wide Workshop for Young

Environmental Scientists.

Spence DHN (1964), the macrophytes vegetation of lochs, swamps and associated fens. The

vegetation of Scotland, Edinburgh.

Sura T, Al-Harahsheh A, Hani R and Al-Amoush A (2010) Eutrophication Process in the Mujib

Dam, Jordan Journal of Earth and Environmental Sciences, 3(2):111-120.

Times of India (july26, 2013), Activities lash out at government for vanishing water

bodiesinHyderabad,availableonline:http://www.thehindu.com/news/cities/Hyderabad/act

ivists-lash-out-at-government-forvanishing-water-bodies-in hyderabad/article368778.ece

Vollenweider RA (1968), the scientific basis of lake and stream eutrophication, with particular

reference to phosphorous and nitrogen as eutrophication factors. Technical Report

OAS/DSI/68. Organization for economic cooperation and development, Directorate of

Scientific, Paris.

Vollenweider RA (1975), Input-output models with special reference to the phosphorous loading

concept in limnology. Schweiz J Hydrol 37:58-83.

Wanganeo A (2010), Phytoplankton photosynthesis, nutrient dynamics and tropic status of

Manasbal Lake, Utpal Publications, Kashmir, Delhi.



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Demonetization: New Beginning

1st

Author : Dr. Falguni Mitesh Thakkar

Qualification : M.Com, PhD

Designation : Assistant Professor

Institute : SDJ International College, Surat, Gujarat.

Email. : [email protected]

Contact No. : 07600016924

Abstract: The In 2016, the Indian government decided to demonetize the Rs.500 and Rs.1000 notes, the two

biggest denomination notes. These notes accounted for 86% of the country’s cash supply. The government’s goal

was to eradicate counterfeit currency, fight tax evasion, eliminate black money gotten from money laundering and

terrorist financing activities, and promote a cashless economy. By making the larger denomination notes worthless,

individuals and entities with huge sums of black money gotten from parallel cash systems were forced to convert the

money at a bank which is by law required to acquire tax information from the entity.

Keywords: Demonetization, Bitcoins , Counterfeit Currency.

Introduction

On November 8,2016 the Government of India announced its decision to discontinue the legal

tender status of Rs 500 and Rs 1000 notes. It resulted into Demonetization. Demonetization is a

process of withdrawal of a particular form of currency (notes or coins) from circulation. In other

words demonetization is the act of stripping a currency unit of its status as legal tender.

Demonetization is necessary whenever there is a change of national currency. The old unit of

currency must be retired and replaced with a new currency unit. The process of demonetization

involves either introducing new notes or coins of the same currency or completely replacing the

old currency with new currency.

In 2015, the Zimbabwean government demonetized the Zimbabwean dollar as a way to combat

the country’s hyperinflation that was recorded at 231,000,000%. The 3 month process involved

expunging the Zimbabwean dollar from the country’s financial system and solidifying the US

dollar, Botswana pula, and South African rand as the country’s legal tender in a bid to stabilize

the economy.

Another example of demonetization occurred when the nations of the European Monetary Union

adopted the euro in 2002. In order to switch to the euro, authorities first fixed exchange rates for

the varied national currencies into Euros. When the euro was introduced, the old national

currencies were demonetized. However, the old currencies remained convertible into euro for a

while so that a smooth transition through demonetization would be assured.



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The Coinage Act of 1873 demonetized silver in favor of adopting the gold standard as the legal

tender of the United States. The withdrawal of silver from the economy resulted in a contraction

of the money supply, which subsequently led to a 5-year economic depression in the country. In

response to the dire situation and pressure from silver miners and farmers, the Bland-Allison Act

remonetized silver as legal tender in 1878.

Widely accepted currencies such as the U.S. dollar and euro are accepted as legal tender in many

nations, especially those where foreign currencies are in short supply. Countries with extensive

business and cultural ties may also accept each other's currencies as legal tender in limited

amounts. For example, some U.S. and Canadian merchants located close to the U.S.-Canada

border accept both Canadian dollars and U.S. dollars as payment for goods and services.

The popularity of cross-border and online shopping is increasing demand for more forms of legal

tender; however, given official objection to such alternatives, these may still be some years away.

In May 2013, the governor of Arizona vetoed a bill that would have made gold and silver coins

legal tender in the state, in addition to existing U.S. currency. Bitcoin, another popular payment

alternative, which can be used for online transactions between individuals but is not considered

legal tender.

Reasons For Demonetizing Currency

1. Combating Inflation

2. Combating Corruption

3. To tackle black money

Objectives of Demonetization

1. Eradicate Counterfeit Currency

2. Fight Tax Evasion

3. Eliminate black money gotten from laundering

4. Controlling terrorist and criminal financing activities

5. Enabling growth in bank credit

6. Turning India into a cashless economy

Impact of Demonetization

1. Boost deposit base and savings

Global agencies have pegged the size of the parallel economy in India at close to 23% as of

2007. Basis this, we estimate unaccounted cash in the economy to the tune of Rs. 4500

billion, of which a certain significant proportion will make its way to the banks. Thus

boosting deposit base as well as financial savings. The banks' deposit base is expected to



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receive a fillip of 0.5-1.4% of GDP. In turn, financing savings can be expected to rise by

close to this proportion due to switch from savings from unproductive physical assets to

financial assets.

2. Improve monetary transmission and reduce lending rates.

A rise in deposit base will allow banks to lower the blended cost of funds as higher CASA-

Current Accounts, Savings Accounts) deposits help to replace the high cost of borrowing and

lower overall cost of funds. We expect banks to reduce deposit rates by ~125 bps over the

next six months. The new regime of MCLR -Marginal Cost of Funds based Lending Rate will

immediately take into account the lower cost and will thereby lead to a decline in lending

rates, which will boost economic activity in the medium term.

3. Create room for further monetary accommodation

With improved monetary transmission, economic efficiency and structural moderation in

currency in circulation, there is likely to be a greater room for the RBI to ease monetary

policy rate further. I am hopeful that the RBI will ease by another 100 bps in 2017-18 to a

repo rate of 4% by March 2018. The piecemeal liquidity support from OMO- Open

Market Operations, purchases will now to a larger extent be addressed by the structural

change in currency demand.

4. Financial inclusion via Jan Dhan

Over the last two years, while the number of Jan Dhan accounts has recorded a stellar

growth, the share of these accounts in total deposit base of the banking system has

remained under 1%. The demonetization drive of higher denominated notes should give a

push to cash deposits in Jan Dhan accounts, of which close to 43% so far have remained

dormant. In addition, the move will help to inculcate banking habits among the

large unbanked population in the country.

5. Support government finances

With some part of unaccounted money making way into the formal channel, the government

stands to benefit from higher income tax collections. This should help cushion the

government's FY17 fiscal deficit target, especially post the shortfall in anticipated spectrum

revenues.

The latest move will move the economy from the unorganized to organized sector,

dovetailing into the GST architecture that is expected to come on board next year. This is

likely to enhance the government's ability to tax commercial transactions resulting in a

structural improvement in tax to GDP ratio in the economy.



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6. Positive impacts from a bond market perspective

Improvement in bank deposit base leads to higher SLR -Statutory Liquidity Ratio demand.

On the supply side, with tax buoyancy seeing an improvement, supply of government

securities is likely to get more rationalized due to gradual reduction in fiscal deficit over time

as the impact of FRBMA (Fiscal Responsibility and Budget Management Act) is underway.

Anticipation of monetary easing to further support bonds.

7. Rise in GDP growth potential

While there are short-term implications for growth in cash-intensive sectors such as real

estate, construction, and discretionary household consumption in general, I believe that long-

term benefits for GDP growth will outweigh the short term transitional impact. We are now

surely heading towards a 9% GDP growth by FY2018-19.

Conclusion

In a single master stroke, the government has attempted to tackle all three malaises currently

plaguing the economy—a parallel economy, counterfeit currency in circulation and terror

financing.

In addition, the Indian economy has been provided a new lease of life, a "reset" if you will—

with huge positive implications for liquidity, inflation, fiscal and external deficit in the short

term. Over the next two-three years, improvement in India's position on transparency and

corruption in the global stage will further add to its investor appeal. With GST- Goods and

Service Tax on the anvil, India is now on the cusp of higher growth in the medium term—to

be steered by the organized sectors including MSMEs – Ministry of Micro Small and

Medium Enterprise and the revival of the private sector capital expenditure cycle.

Resentences:

! http://www.investopedia.com/terms/d/demonetization.asp#ixzz4SDHnSBFr

! http://www.dailyo.in/politics/demonetisation-cashless-payment-digital-financial-

inclusion-black-money-mobile-finance/story

! www.businessdictionary.com/definition

! www.indianeconomy.net/.../what-are-the-impacts-of-demonetisation-on-indian-econo..

! www.marketrealist.com/2016/11/can-demonetization-impact-indian-economy/



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vejkorh tuin ds esy?kkV {ks= dh vuqlwfpr tutkfr dh dqy tula[;k dk lk{kjrk nj

maaga-dSa-k

Da. rjanaI ema. doSamauKa Baaritaya mahaivaValaya,

AmaravataI.

saMSaaoQak lgk- izk- fu[khy ,e- ns’keq[k

Hkqxksy foHkkx Lkjnkj iVsy egkfo|ky;] panziwj

lkjka'k

Lkk{kjrk vk/kqfudhdj.k dh fn’kk es aekuo dh mUurh dk ,d egRoiw.kZ Ekkid gSA i<+us o fy[kus dh {kerk dk gksuk lk{kjrk dh egRoiw.kZ vko’;drk gSA fuj{kj gksus ds dkj.k ekuo dk LokfHkeku fxjrk gS vKkurk c<+rh gSA’kkfUriw.kZ ,oaeS=hiw.kZ

vUrjk”Vªh; lEcU/kksa vkfFkZd fodkl ,oa jktuSfrd izkS<rk es vojks/k vkrk gSA lk{kjrk dk vU; tulkf[;dh; y{k.kks tSls mRikndrk] eR;Zrk] ifjlapj.k] O;olk; vkfn ij Hkh izHkko iMrk gSA blfy;s lk{kjrk izfr :Ik lekt ds lkekftd&vkfFkZd fodkl

dh xfr dk lqpd gS tula[;k Hkwxksy fon ds fy; lk{kjrk izofr ,oa izk:Ik dk fo’ys”k.k vfr egRoiw.kZ gSA lk{kjrk fdlh Hkh tkfr dh lkekthd lkaLd`rhd izxrh

dk ?kksrd gSA Hkkjr es vkfne tutkfr;ksa es fuEu lk{kjrk gSA ¼1969 esdsoy½ Hkkjr esa 1872 dh tux.kuk ls lk{kjrk lea/kh vkdMks izkIrh dh ‘kqjokr dh xbZ gSA 2011 ds tux.kuk vuqlkj Hkkjr dk ljkljh lk{kjrk nj ¼74-04%½ gS bles lcls de

lk{kjrk nj fcgkjkT; dh ¼63-82%½ gSA dsjy jkT; dh ¼93-91%½ gS rFkk egkjk”Vª lk{kjrk nj ¼82-91%½ gSA i<+us vkSj fy[kus dh dyk ds fodklls iwoZ ds lekt dks lk{kjrk iwoZlkaLd`frd voLFkk ls lk{kjrk voLFkk esa ifjorZu 4000 bZ- iwoZ izkjaEHk

gqvk fp=dkjh fof/k ls izkjaHk gksdj /khjs&/khjs o.kZ fo|k esa igqWapk ¼xksYMu] 1968 i`- 412½ lu 1930 es fQuySUM es lcls dfBu ifjHkk”kk dks viuk;k dsoy mu yksxks

dks lk{kj ekuk x;k tks dfBu iz’uks dks gy dj ldrs Fks** lk{kjrk ;kus fy[kus vkSj i<+us dh {kerk tks Ldqy egkfo|ky; dh dkyko/kh ij vk/kkjhr gksrh gSA esy?kkV {ks= es vkfne tula[;k cgqy {ks= gS tgk eq[;r% izkFkfed O;olk;ks ij tula[;k

fuHkZj gSA ;g nqxZe] taxy O;kIr {ks= gSA ftlds dkj.k ;gk ‘kS{k.khd lqoh/kk dk bruk egRo ugh nh;k x;kA 2001 vkSj 2011 ds lk{kjrk nj ls vkfne tutkrh lk{kjrk nj dk v/;;u djus dk iz;kl fd;k x;k gSA esy?kkV {ks= ds vkfne tutkrh dk

lk{kjrk nj 60% ls tknk rFkk 40% de es foHkkthr dj esy?kkV {ks= ds dhrus xzkeks es ;g forj.k gSA Li”V dh;k gSA fp[kynjk vkSj /kkj.kh rgfly ds xzkfe.k {ks=

ds vuqlkj lk{kjrk nj izkIr fd;k x;k gSA ladsr ‘kCn %&vuqlwfpr tutkfr] lk{kjrk nj] esy?kkV {ks=



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mn~ns’k 1½ vejkorh tuin dh esy?kkV {ks= es vuqlwfpr tutkfr dh lkekU; lk{kjrk nj dk foospu-

2½ 2001 vkSj 2011 ds lk{kjrk nj dh fo’ys”k.k- 3½ vuqlwfpr tutkfr dh lk{kjrk nj dk foospu vkSj fo’ys’k.k 4½ /kkj.kh vkSj fp[kynjk rglhy esa xkoks lk{kjrk nj ds foospu

iz.kkyh foKku vkSj vkWadMk ladyu vejkorh ftYgs ds esy?kkV izns’k dh vuqlqfpr tutkrh dk lk{kjrk nj dh

vkadMksa dh izkIrhnq ;e L=ksrks Onkjk dh xbZ gSA tks dh t.kx.kuk iqLrhdk 2001 vkSj 2011 ls fy, gq, gSAlk{kjrk nj dks izeq[krk ls mPPk] e/;e] fuEe Js.kh e sckWvk x;k- dqy vkfne tekrhls lk{kjrk nj xkWao uqlkj Kkr dh;k x;k gSA

vH;kl{ks= vejkorh ftYgk egkjk”Vª ds mRRkj

iwoZHkkx esa LFkkfir gSA ;g fonHkZ dk ,d egRoiw.kZ Hkkx gSA ;g 12212 Lds- fe- {ks= ds

3-96 izfr”kr {ks= O;kIr gSA vejkorh ftYgs es dqy 14 rgfly gS ftl esa fp[kynjk vkSj /kkj.kh rgfly feykdj esy?kkV izns’k curk gSA

;g vejkorh ftYgs ds mRRkj iwoZHkkx ij fLFkr gSA ;g izns’k taxy O;kIr ,oa ioZrh; izns”k gSA bl izns”k dk foLrkj 20018* mRrj ls

210 46* mRrj v{k;oRRkh; gS vkSj js[kkoRRkh; foLrkj 760 42* iwoZ ls 770 32* iwoZ

js[kkaoRr gS-

60 izfr’kr ls tknk lk{kjrk nj okys xkoksa dk forj.k 2001 es 60 izfr’kr ls tknk lk{kjrk gksus okys xkoks dh la[;k 26 Fkh 2011 es 124 Fkh vkSj mudh izfr’kr nj dze’k ¼8-20½ vkSj ¼39-12½ FkhA rks 40&60 izfr”kr lk{kjrk nj okys

xkoksa dh la[;k 2001 esa 150 2011 es 175 Fkh izfr”kr nj dze’k ¼47-32½] ¼55-21½ izfr’kr rFkk 40 izfr’kr ls de lk{kjrk nj es 2001 es 141 ¼44-48½

izfr’kr xkWao vkSj 2011 es 18 ¼5-68½ izfr’kr lfEefyr Fks-



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Amravati District Melghat Region Schedule tribe

population literacy Rate 2001-2011

Sr. No. Literacy Rate 2001 2011 2001% 2011%

1. 60 % 26 124 8.20 39.12

2. 40-60% 150 175 47.32 55.52

3. 40 % 141 18 44.32 5.68

Total 317 317 100% 100%

1½ 60 izfr’kr T;knk lk{kjrk nj dk fooj.k vkSj fo’ys”k.k

vejkorh ftYgs ds esy?kkV izns’k es vuqlwfpr tutkrh ds yksaxks dk lk{kjrk nj 60 izfr”kr ls tknk gS og xkWo 2001 es 26 Fks rks 2011 es og xkWo 124 Fks

rks izfr’kr nj vuqdze ¼8-20½] ¼39-12½ Fkh 2001 ls 2011 es lk{kjrk nj 60 izfr”kr ls tknk jgus okys xkWoks dk lekos’k gksrk fn[krk gS tks 31 izfr’kr ls tknk dh c<ks=h ns[kh tk ldrh gSA bu 10 lkyks esa esy?kkV izns’k es 60 izfr’kr ls tknk

lk{kjrk nj jgus okys xkWaoks dh la[;k eas gq;h ;g o/nh ,d rjg ls f’k{k.k ds {ks= esa fodkl dh c<+rh dk;Z{kerk rFkk ljdkjh /kksj.kksadk ifjikd gSA f’k{k.k ds {ks= eas fodkl dh c<rh nj dks izn’khZr djrh gSA vkSj vkfne tekrh ds yksxksa dh f”k{k.k ds

izrh tkxrh blls c<+rh gq;h ns[kh tk ldrh gSA 2½ 40 ls 60 izfr’kr lk{kjrk nj dk forj.k o fo’ys”k.k

40 ls 60 izfr’kr lk{kjrk nj esa 2001 es 150 ¼47-32½ izfr’kr xkWao lekosf’kr Fks tcdh 2011 es ;g la[;k 175 ¼55-52½

izfr’kr Fkh ;kus 2011 es xkWoks dh la[;k es c<ks=h ns[kh tkldrh gSA ;g egRoiw.kZ ckr gS dh 317 xkoks esa ls 50 izfr’kr xkWoks es

lk{kjrk nj 40&60 izfr”kr ds fcpes vadhr gSA ;kus vxys 10 lkyks esa ;g xkWo 60

izfr”kr nj ds vkl&ikl igqWapus dh laHkkouk gSA 3½ 40 izfr”kr ls de lk{kjrk dk forj.k ,oa

fo”ys’k.k 40 izfr”kr ls de lk{kjrk nj jgus

okys xko 2001 vuqlkj lcls T;knk Fks ftudh la[;k 141 ¼44-48½ izfr’kr Fkh rks



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2011 esa ;g la[;k ?kV dj 18 ¼5-68½ izfr’kr ij vkxbZ tks ,d egRoiw.k ckr gS ;kuh 10 lkyks esa 40 izfr’kr ls de lk{kjrk

es vkus okys xkWoks es dHkh ntZ dh xbZ gS ;g deh f’k{kk {ks= esgksusokyh c<ks=h rFkk ljdkjh

Lrjij u;h ;kstuk rFkk nqxZe {ks=ks es rFkk vkfne tekrh dks f’k{kk ds u;s /kkjk es ykus ds fy;s iz;kl fd;s tkrs gSA blh ds Qy

Lo:Ik lk{kjrk nj esa dkQh c<ksrjh gq;h gSA fu”d’kZ %& vejkorh ftyk ds esy?kkV izns”k /kkj.kh vkSj fp[kynjk izns”k es vuqlwfpr

tutkrh ds lk{kjrk nj ds v/;;u ls ;g fu’i.k gksrk gS dh 2001 dh rqyuk es 2011 es lk{kjrk nj es o`/nh gq;h gS ;g lekfo’B xkoks ls Kkr gs rk gSAtcdh

vejkorh ftYgs ds 13 rglhyk dh rqyuk es ;g de gSA vejkorh pkanqjcktkj rglhy es lk{kjrk nj lcls tknk gS esy?kkV izns”k nqxZe {ks= gksrs gq;s Hkh ogk lk{kjrk nj es gksusokyh o`//kh mYYks[kfu; gSA

lanHkZ 1½ pkanuk vkj- lh- 1987 tula[;k Hkwxksy

2½ 34th Edition Oxford School Atlas

3½ yksd la[;k’kkL= dkfuVdj ok;- dqyd.khZ lqfer] 197 Jh- fo|k izdk’ku

4½ Hkkjr dk tula[;k Hkwxksy frokjh fot; dqekj fgeky; ifCyf’kax gkÅl 5½ Ghosh B. N. Fundamentals of Population Geography

6½ Hassan Mohammade Izhar Population Geography



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^lkdsr* vkSj mfeZyk ds O;fDrRo dk fojg fp=.k lq/kka’kq jkW; ¼’kks/k Nk=½] MkW- 'kSysanz 'kqDy

¼ljnkj iVsy egkfon~;ky;] panziqj½ lkjka”k % jk"Vªdfo eSFkyh”kj.k xqIr n~okjk fojfpr [kM+hcksyh ds iz[;kr egkdkO; ^lkdsr* esa ije fojfg.kh mfeZyk dk lfoLrkj o.kZu fd;k x;k gS A f}osnh ;qx ds cgqeq[kh izfrHkk laiUu dfo ^jk"Vªdfo eSFkyh”kj.k xqIr*] egkohj izlkn f}osnh dh izkFkZuk ls bl dkO; dk l`tu fd;k A ^lkdsr* f}osnh ;qx dk ,d iz[;kr izca/k dkO; gS ftlesa xqIrkth us Hkk"kk] fopkj] dkO;”kSyh ds n`f"V ls ,d uohu iz;ksx fd;k gS blfy, bl dkO; dks dksbZ [k.MdkO;] egkdkO;] izca/kdkO; vkfn ukeksa ls lacksf/kr djrs gSa A xqIrkth ^lkdsr* fy[kus dh 'kq:vkr lu~ 1916 esa dh Fkh rFkk bldk izdk”ku o"kZ lu~ 1932 gS] yxHkx bl dkO; dks fy[kus esa xqIrkth dks 16 o"kZ dk le; yxk A bls fy[kus dh izsj.kk xqIrkth dks vkpk;Z egkohj izlkn f}osnh ls izkIr gqbZ Fkh A egkohj izlkn f}osnhth us ^ljLorh if=dk* esa ^dfo;ksa dh mfeZyk fo"k;d mnklhurk* uked ,d ys[k fy[kk Fkk] ftlesa mUgksaus mYys[k fd;k Fkk fd jkedFkk dh misf{kr ik= mfeZyk ij dqN fy[ksa A MkW- n~okfjdk izlkn lDlsuk dk dguk gS&^^lkdsr dh :ijs[kk fuf”pr djus okys dfo ^Jh NksVsyky ckgZLiR;* Fks] ftUgksaus tuojh 1911 bZ- esa i= fy[kdj xqIrkth dks dqN lq>ko fn, Fks A bu lq>koksa esa Li"V fy[kk Fkk fd mfeZyk dk fojg fu:i.k djuk gS rFkk dqN u, ?kVuk& izlax Hkh mlesa tksM+uk gSa A** lkdsr dh jpuk dk ewy mn~ns”; jkedFkk dh misf{kr ukjh mfeZyk dks efgekeafMr djuk FkkA cht”kCn% fojfg.kh] efgekeafMr] mnkflurk] vfHkHkwr] lqlfTtr] yk{kf.kd oSfp=] lefiZr] fouksn”khy] vkRexkSjo] LokfHkekuh] foNksg] vuqHkwfr] g`n;Li”khZ] fo;ksfxuh] U;kSNkoj] ekfeZdrk] ijaijkxr A izLrkokuk % lkdsr esa mfeZyk ds R;kx lhrk th ds R;kx ls vR;f/kd egRo fn;k x;k gS A mfeZyk dk laiw.kZ thou fojg esa O;rhr gqvk gS A laiw.kZ thou muds vJq vkSj ihM+k ls vksrizksr gS A mfeZyk R;kx dh izfrewfrZ gS tks thou Hkj vius ifr ds



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fojg O;Fk esa rM+irh jgh gS A lkdsr dh mfeZyk fnO; lkSan;Z ls vfHkHkwr efgeke;h ukjh gS tks laiw.kZ ukjh tkfr esa cfynku vkSj R;kx Hkkoksa ls vksrizksr gS A ^lkdsr* egkdkO; esa jkedFkk dh misf{kr ik= mfeZyk dk fojg o.kZu dk ekfeZd fp=.k fd;k x;k gS A bl egkdkO; esa y{e.k fiz;k mfeZyk dk fojg fuosnu rFkk mlds ek/;e ls laiw.kZ ukjh tkfr dks ,d R;kx dk mnkRr Lo:i iznku fd;k x;k gS A vkpk;Z jkepanz 'kqDr vius ^fganh lkfgR; dk bfrgkl* essa mYys[k fd;k gS& lkdsr dh jpuk rks eq[;r% bl mn~ns”; ls gqbZ gS fd mfeZyk dkO; esa dgha misf{kr u jg tk, A ^lkdsr* ds nksuksa lxZ ¼uoe~ vkSj n”ke~½ mlds fojg o.kZu ls lqlfTtr fd;k x;k gS A bl fo;ksx o.kZu ds Hkhrj dfo us iqjkuh in~/kfr ds vyadkfjd peRdkjiw.kZ in~; rFkk vktdy dh ubZ jaxr dh osnuk vSj yk{kf.kd oSfp= okys xhr nksuksa j[ks gSa A dkO; dk uke ^lkdsr* blfy, j[kk x;k D;ksafd blesa v;ks/;k esa gksusokyh ?kVuk vkSj ifjfLFkfr;ksa ds ckjs esa lVhd tkudkjh ns lds A bl egkdkO; ds uoe~ vkSj n”ke~ lxZ esa mfeZyk dk fojg O;Fkk pje f”k[kj rd o.kZu fd;k x;k A uoe lxZ dks ^lkdsr* dk ^izk.krRo* ekus tkrs gSa D;ksafd blh esa gh mfeZyk dk fojg&o.kZu R;kx] leiZ.k rFkk cfynku dh Hkkouk lekfgr gqvk gS A bu Hkkoksa ls vksrizksr laiw.kZ ^lkdsr* dks mfeZyk ij lefiZr dgk tk ldrk gS A vR;ar mPpdksfV ds fojg Hkkoksa ls vksrizksr ;g dkO; jkedFkk ds lkFk&lkFk mfeZyk dh dFkk dks iz/kkurk nh xbZ gS A y{e.k jke ds lkFk&lkFk vius HkkbZ dh lsok djus ou esa pys tkrs gSa A lhrk vius ifr dh lsok&lqJq"kk ds fy, jke ds lkFk ou&xeu gks tkrh gS vkSj m/kj mfeZyk dh ulhc esa u gks vius ifr ds lkFk gksrh gS vkSj u gh vius ek;ds dk lq[k feyrk gS A nksuksa rjQ ls cspkjh mfeZyk fojfg.kh ds :i esa pkSng lky rd lkalkr Hkksxrs jgrh gS A mfeZyk rks R;kx dh izfrewfrZ gSa gh rRi”pkr xqIrkth us mfeZyk dks fnO;&lkSan;Z ls vfHkHkwr dj mlesa pkj pk¡n yxk fn;k gS A xqIrkth mfeZyk dks ,d lqdqekj g`n; iRuh ds :i esa rFkk fouksn”khy gkl&ifjgkj Hkksyh&Hkkyh L=h ds :i esa mtkxkj fd;k gS A blds vfrfjDr xqIrkth us mfeZyk dh mnkRr pkfjf=d fo”ks’krkvksa dk Hkh mtkxkj fd;k gS A mfeZyk esa ns”kizse rFkk LokfHkeku dh Hkkouk dwV&dwV dj Hkjh gS vkSj R;kx ,oa /kS;Z dh ltho izfrek ds :i esa mtkxkj fd;k



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gS A mfeZyk lsokHkko] R;kx] ns”kizse] riL;k] ifr ijk;.krk] LokfHkekuh] vkRexkSjo tSls vusd xq.kksa ls vksrizksr gS A vkpk;Z uannqykjh oktis;h] ^lkdsr* ds egRo dk izfrikfnr djrs gq, dgrs gSa& ^lkdsr* dkO; dk lkfgfR;d txr esa tks lEeku gS] fganh ds ,sfrgkfld fodkl esa mldh tks nsu gS] ;qx psruk ds uoksUes’k esa viuh vkHkk fc[ksj jgsa gSa] mls ns[krs gq, ^lkdsr* dks egkdkO; u dguk vU;k; gksxk A ^lkdsr* egkdkO; gh ugha vk/kqfud faganh dk ;qx&izorZd egkdkO; Hkh gS A lkdsr esa mfeZyk dk fojg o.kZu ds lkFk&lkFk mldk cpiu rFkk ;qokthou dh Nfo;k¡ Hkh izLrqr dh gS A og dgrh gS&^^thou ds igys izHkkr esa vk¡[k [kqyh tc esjh A** fuLlansg mfeZyk dk cpiu e/kqj rFkk ljl Le`fr;ksa ls ;qDr jgk vkSj ;qokoLFkk fojg osnuk ls ;qDr jgh A og vuqHko djrh gS esjs thou ds e/; iM+ko esa Hkys gh fojg osnuk ;k foNksg gS fdarq esjs thou esa vk”kk dh fdj.k ,d&u&,d fnu vo”; izos”k gksxk A blh vk”kk ds lgkjs pkSng o"kksZa rd yacs batrkj djrh gS A bldh pje vfHkO;fDr bl xhr ls gqbZ gS& ^^osnuk rw Hkh Hkyh cuh vk vHkko dh ,d vkRets vkSj vn`f"V tuh** A dfo us osnuk dks loZijh ekurs gq, thou esa bldh egRrk vewY; ekuk gS A dfo dh dYiuk vR;ar e/kqj vkSj ekfeZd gS A dfo mfeZyk ds ek/;e ls 'kjn _rq esa vius fiz; y{e.k ds :i&jax dks fugkjrh gS& fuj[k l[kh ;s [katu vk, Qsjs mu esjs jatu us ueu b/ku eu Hkk, QSyk muds ru dk vkri eu ls lj ljlk,¡ ?kwes os bl vksj ogk¡ gal ;gk¡ mM+ Nk¡, A** y{e.k ds fojg esa mfeZyk ds eu esa dke&Hkkouk mnhIr gks jgh gS] mldh vfHkO;fDr bl xhr esa gqbZ gS& ^^eq>s Qwy er ekjks eSa vcyk ckyk fo;ksfxuh dqN rks n;k fopkjks A gksdj e/kq ds ehr enu iVq rqe dVq xjy u xkjks A eq>s fodyrk rqEgsa foQyrk Bgjks Je ifjgkjks A**



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mfeZyk y{e.k ds :i&lkSan;Z ls izHkkfor gksdj daniZ ls dgrh gS ;fn rqEgsa vius :i esa bruk vfHkeku gS rks ;g rqEgkjs :i&lkSan;Z esjs ifr ij U;kSNkoj fd;k tk ldrk gS A lkdsr dh mfeZyk xqIrkth dh vkRekuqHkwfr dfYir ukjh ik= gS ftlesa xqIrkth us mfeZyk ds ijaijkxr pfj= dks cnydj ,d uohu mn~Hkkoukvksa ls vksrizksr lkekftd pfj= rFkk eeZ O;Fkk ls ifjfpr djkrs gSa A ^lkdsr* esa mfeZyk dk fojg&o.kZu vR;ar ltho] ekfeZdrk rFkk fojg&Vhl dk o.kZu gqvk gS A ftl izdkj xfeZ;ksa esa lEiw.kZ ou&miou lw[k tkrs gSa mlh izdkj fojg esa mfeZyk dk ru&cnu Hkh lw[k x, gSa A “kjhj rFkk eq[k eq>kZ;k gqvk gS rFkk vk¡[ksa lnSo eksrh :ih vk¡lw cjlrs jgrh gS A bl xhr ds ek/;e ls ;g fojg&O;Fkk mtkxkj gqvk gS& ^^f”kf”kj us fQj ou&ou esa ftruk ek¡xs ir>M+ nw¡xh eSa bl fut uanu esa fdruk daiu rq>s pkfg, ys esjs bl ru esa l[kh dg jgh ikaMqjrk dk D;k vHkko vkuu esa A** mfeZyk fo;ksx&O;Fk ls ihfM+r gS rFkk fojg&rki] fojg&tU; d`”krk vkSj vJq&izokg dk lekos”k gSA blesa fdlh izdkj dk dksbZ vLokHkkfodrk u gksdj loZ= euksoSKkfudrk dk vuqHko gS A mfeZyk ds fojg&tU; voLFkk dk o.kZu fuEu iafDr;ksa esa gqvk gS& ^^ekul eafnj esa lrh fiz; dh izfrek Fkki tyrh lh ml fojg esa cuh vkjrh vki A** fu"d"kZ % fu"d"kZ :i ls dg ldrs gSa fd ^lkdsr* vk/kqfud dky ds izeq[k fojg dkO; gS tks xqIrkth us vius varjkRek dh vuqHkwfr dks vR;ar {kh.k n`f"V ls ij[k dj l`tu fd;k gS A mfeZyk vius drZO; dk ikyu rFkk ifr&/keZ ds izfr ,dfu"Bk gS A mfeZyk dh fojg&osnuk mlds vareZu dh vuqHkwfr ls tqM+h gS vkSj ml fojg&ihM+k esa Hkh ,d vk”kk dh fdj.k mls fn[kkbZ ns jgh gS A mls irk Fkk bl



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fojg ds i”pkr ,d&u&,d fnu esjs Hkh miou esa olar vk,xk A og ij Hkh dksbZ pgpkgsaxs A ;g Hkh Qwy f[kysaxs A bl vkdka{kk ds lkFk mfeZyk vius pkSng o"kZ ds fojg thou cM+s euks;ksx ls dkVrs jgs A fuEu iafDr esa mfeZyk dk fojg&o.kZu vR;ar g`n;Li”khZ rFkk ekfeZd cu iM+k gS& ^^Hkwy vof/k lqf/k fiz; ls dgrh txfr gqbZ dHkh vkvks fdarq dHkh lksrh rks mBrh og pkSad cksydj tkvks A** mDr foospu ds vk/kkj ij ;g dg tk ldrk gS fd ^lkdsr* esa o.kZu mfeZyk dk fojg&o.kZu vR;ar ekfeZd rFkk laosnu”khy gS A mfeZyk dk fojg&o.kZu xqIrkth us vifjgk;Z :i ls fu:i.k fd;k gS A la;ksx dk lq[k ftruh endrk vkuane; jgrk gS fo;ksx dk fodyrk mruk gh rhoz rFkk rh{.k gksrs gSa A bl izdkj ^lkdsr* esa xqIrkth mfeZyk ds fojg&o.kZu dk fp=.k vR;ar eeZLi”khZ :i esa izLrqr dh gS A lanHkZ xzaFk lwph % ¼1½ lqfe=kuanu iar ds dkO; esa & MkW- jkemfnr 'kekZ A ;qxcks/k vkSj ekuork ¼2½ pSrU; laizn; vkSj mldk lkfgR; & izHkqn;ky ferry A ¼3½ fganh lkfgR; dk bfrgkl & vkpk;Z jkepanz 'kqDy A ¼4½ fganh lkfgR; & MkW- /khjsanz oekZ A ¼5½ iFk ds lkFkh & egknsoh oekZ A ¼6½ fparke.kh&1 & vkpk;Z jkepanz 'kqDy A ¼7½ fuca/k laxzg & y{ehukjk;.k feJ A ¼8½ fganh lkfgR; dh Hkwfedk & vkpk;Z gtkjh izlkn f}osnh A ¼9½ vk/kqfud fganh lkfgR; ij fopkj & vkpk;Z gtkjh izlkn f}osnh A ¼10½ fganh lkfgR; dk vkykspukRed xzaFk & MkW- jkedqekj oekZ A



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ÃÖÓ¤ü³ÖÔ ÷ÖÏÓ£Ö :- 1. �ú·ÆÖ›êü ²Öß. ‹´Ö. (2011), ¿ÖÖÃ¡ÖßµÖ ÃÖÓ¿ÖÖê¬Ö−Ö ¯Ö¨üŸÖß (ŸÖéŸÖßµÖ †Ö¾Öé¢Öß), Ø¯Ö¯ÖôûÖ¯Öã êü †ò;›ü �êú

¯ÖÛ²»Ö¿ÖÃÖÔ, −ÖÖ÷Ö¯Öæ ü.

2. ¯ÖÏ³Öã ›üÖò. ×¾Ö÷ü»Ö (2013), ×−Ö¸üÖ´ÖµÖ �úÖ´Ö•Öß¾Ö−Ö, ´Öò•ÖêÃ™üß�ú ¯ÖÛ²»ÖØ¿Ö÷Ö ÆüÖ‰úÃÖ, šüÖ;Öê.

3. ±ú¸ü�úÖ›êü ¯ÖÏÖ.×¡Ö¾Öê;Öß ¾Ö ‡ŸÖ¸ü (2003), ×¾Ö¾ÖÖÆü †Ö×;Ö �úÖî™ãÓü×²Ö�ú ÃÖÓ²ÖÓ¬Ö, ×¾ÖªÖ ¯ÖÏ�úÖ¿Ö−Ö, −ÖÖ÷Ö¯Öæ ü.

4. ¤êü¿Ö¯ÖÖÓ›êü ÷ÖÖµÖ¡Öß (2016), −ÖÖŸµÖÖŸÖß»Ö Ã¯Ö¿ÖÔ, “ÖÖ¸ü“ÖÖî‘Öß ´ÖÖ×ÃÖ�ú, •ÖÖ−Öê. 2016.

5. �ú·ÆÖ›êü ²Öß. ‹´Ö. (2010), ³ÖÖ¸üŸÖßµÖ ÃÖ´ÖÖ•Ö ¯ÖÏ¿−Ö †Ö×;Ö ÃÖ´ÖÃµÖÖ, (¤ãüÃÖ¸üß †Ö¾Öé¢Öß) Ø¯Ö¯ÖôûÖ¯Öã êü

†ò;›ü �Óú. ¯ÖÛ²»Ö¿ÖÃÖÔ, −ÖÖ÷Ö¯Öæ ü.



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6. µÖ¿Ö¾ÖÓŸÖ¸üÖ¾Ö “Ö¾ÆüÖ;Ö ´ÖÆüÖ¸üÖÂ™Òü ´ÖãŒŸÖ ×¾ÖªÖ¯Ößšü (2007), ¾Öî¾ÖÖ×Æü�ú ÃÖ´ÖÃµÖÖ †Ö×;Ö “ÖÖÓ÷Ö»µÖÖ

¾Öî¾ÖÖ×Æü�ú ÃÖÓ²ÖÓ¬ÖÖ“Öê ±úÖµÖ¤êü, ÁÖß¸üÖ´Ö †Öò±úÃÖê™ü ¯ÖÏ êÃÖ, −ÖÖ×¿Ö�ú.

7. ¯ÖÏ×ŸÖ×²ÖÓ²Ö (2015), †Ó�ú 19 ¾ÖÖ, ×¾Ö¾ÖÖÆü ÃÖ´Öã Ö¤êü¿Ö�ú ÃÖÓ‘Ö™ü−ÖÖ, ´ÖÆüÖ¸üÖÂ™Òü ¸üÖ•µÖ.

8. ¯ÖÏ×ŸÖØ²Ö²Ö (2013), †Ó�ú 17 ¾ÖÖ, ×¾Ö¾ÖÖÆü ÃÖ´Öã Ö¤êü¿Ö�ú ÃÖÓ‘Ö™ü−ÖÖ, ´ÖÆüÖ¸ÖÂ™Òüü ¸üÖ•µÖ.



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cgqlaLdfrokn vkSj Hkkjrh; yksdra= dh pqukSfr;k¡ orZeku ifjizs{; esa 'kks/kkFkhZ

fp=k deZpUnkuh jktuhfr foKku foHkkx]

jktLFkku fo'ofo|ky;] t;iqj

cgqlaLdfrokn ;k lkaLdfrd cgqyokn og fopkj gS ftlds vuqlkj ,d gh lekt esa fofHkUu laLdfr lewgks a dks viuk oSf'od cuk;s j[krs gq;s lkFk&lkFk jgus o fodflr gksus dk ekSdk feyuk pkfg;sA Hkkjrh; laLdfr esa ;g fo'ks"krk lnSo jgh gSA fdUrq if'peh lekt ds fy;s ;g fopkj uohu gSa] tks 20oha 'krkCnh esa gh fodflr gqvk gSA cgqlaLdfrokn fofHkUu laLdfr;ksa ds lgvfLrRo dh fLFkfr esa iSnk gksrk gSaA blesa lkaLdfrd oSfo/; dks leL;k ugha cfYd lekt dh lEifÙk ;k fojklr ekuk tkrk gS vkSj bldh j{kk dh tkrh gSA ,sls lektksa esa fofHkUu lewgksa dks viuh lkaLdfrd fof'k"Vrkvksa dks cuk;s j[kus o laLdfr;ksa dks lkeatL; ds lkFk jguk iM+rk gSA Hkkjr ges'kk ls bldk mnkgj.k jgk gSA if'peh ns'kksa esa ;g pyu 1970 ds ckn fn[kkbZ fn;k gSA Mh,uoSfj; us cgqlaLdfrokn dks cgqyoknh rFkk fof'k"Voknh cgqlaLdfrokn dgk gS cgqyoknh cgqlaLdfrokn esa fofHkUu laLdfr;ksa dh fofHkUurkvksa dks lajf{kr djus ij cy fn;k tkrk gS rkfd ;g oSfo/; ges'kk cuk jgsA l?ku fofo/krk vkSj lkaLdfrd cgqyokn dks vk/kqfud lekt dh izeq[k fo'ks"krk ekuk tkrk gS cgqlaLdfrokn vkt fo'o dh lkaLdfrd fof'k"Vrk curk tk jgk gSA ;g izHkkoh :i esa l?ku tula[;k okys fofo/k laLdfr;ksa o /keksZa pky fo'o lekt ds ijLij fojks/kh fgrksa esa leL;k ykrk gS rkfd ftlds laLdfr;ksa esa la?k"kZ laLdfr;ksa esa lkeatL; ds :i esa ifjofrZr gks tk,A vkt oS'ohdj.k] rhoz vkfFkZd fodkl] lwpuk o lapkj ØkfUr ds ;qx esa tgk¡ iwjh nqfu;k ,oa txg fleVrh tk jgh gS] O;kid ekuo leqnk; dh vksj c<+ jgk gSA fofHkUu /keksZ a okys fgUnw] eqfLye] dSFkksfyd] izksVsLVsaV] fØfj;;u] ;gwnh cgqla[;d] vYi la[;d dh leL;k] vkSjrs] fodykax] vizoklh] 'kj.kkFkhZ] leySafxdksa] lHkh dks vf/kdkj pkfg;sA lHkh dks vkSfpR;iw.kZ ukxfjdrk pkfg;s ftlls ftl gsrq cgqlkaLdfrd izfeku izklafxd o mi;ksxh gSA ;g lkaLdfrd cgqyokn vkSj lewg foHksnhdr vf/kdkjksa ¼Group differentiated Rights½ ij T;knk /;ku nsus dh t:jr ij cy nsrk gSA Hkkjr esa cgqlaLd`frokn o orZeku yksdra= dh pqukSfr;k¡ & vkt ds bl oS'ohdr o cgqlaLdfroknh Hkkjr esa lHkh dks leku vf/kdkj] ukxfjdrk nsus] f'k{kk nsus] jkstxkj nsus] ;ksX; ukxfjd cukus] lHkh ds fgrksa esa lkeatL; o vko';drkvksa dh iwfrZ djus] lHkh laLdfr o /keksZa ds yksxksa esa /kkfeZd ln~Hkko LFkkfir djus] lfg".kqrk lg;ksx] ,d leku igpku rFkk jk"Vªh; ,drk gsrq ,slk jk"Vª tks fd fofo/krkvksa ls iwfjiw.kZ gS] cgqlaLdfroknh izfreku csgj izrhr gksrk gSA Hkkjr esa tgk¡ fgUnw] eqlyeku] flD[k] ckS)] tSu] ikjlh gSA Hkkjr esa /kkfeZd fofHkUurk ds dkj.k lekt esa fofHkUu izdkj ds ruko iSnk gksrs gSaA lkEiznkf;d oSeuL; fujUrj fo|eku gSA xqtjkr] fogkj] egkjk"Vª mÙkjizns'k ds jkT;ksa esa gqbZ ?kVuk,¡ bldk izek.k gSA lekt esa O;kIr Hkw[k] xjhch] csjkstxkjh o oxZHksn tSls dkj.kksa ls iSnk gqbZ uDlyokn dh leL;k us ns'k ds vkUrfjd lqj{kk dks leL;kvksa ls ?ksj fy;k gSA



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{ks=okn dh leL;k] Hkwfeiq= ,oa {ks=h; LokFkksZa dh vU/k eukso`fÙk Hkh vuojr pqukSrh nsrh jgrh gSA {ks=h;rk ds uke ij xkSj[kkyS.M] cksMksyS.M] fetks vkanksyu] ukxkvkanksyu d'ehj Lok;rÙkk dk iz'u vkfn pqukSrhiw.kZ gSA Hkk"kk;h ladh.kZrk us Hkh Hkkjr dh ,drk ds fo:) izcy vkanksyu lapkfyr fd;s gSaA Qty vyh vk;ksx dh vuq'kalkvksa ls Hkk"kk;h vk/kkj ij uohu jkT;ksa ds l`tu ds ckotwn vkt Hkh Hkk"kkokn Hkkjr dh leL;k gSA efgykvkssa ij vR;kpkj] mudh vkfFkZd fLFkfr dk lqn<+ u gksuk efgyk lk{kjrk dk de gksuk] mudk ;kSu 'kks"k.k tSlh leL;k;sa Hkh ns'k ds fy;s egRoiw.kZ pqukSrh gSa] D;ksafd efgyk;sa ns'k dh tula[;k dk vk/kk fgLlk gSA vleku fodkl o fo"k;rk rFkk fujUrj fodkl ls oapuk Hkh ,d etcwr pqukSrh gSA ns'k ds dqN jkT;ksa dk rhoz xfr ls fodkl gqvk gS] ogha dqN jkT;ksa dk visf{kr fodkl u gksus ls ogka ds {ks= ds fuokfl;ksa esa csjkstxkjh] xjhch] vijk/kksa esa fyIr gksus dh c<+rh izo`fÙk vkfn izeq[k leL;k;sa gSaA vr% bl izdkj ge dg ldrs gSa fd vkt ds bl oS'ohdr o cgqlaLdfroknh Hkkjr esa lHkh dks leku vf/kdkj nsus] ukxfjdrk nsus] ;ksX; ukxfjd cukus] lHkh ds fgrksa esa lkeatL; o vko';drkvksa dh iwfrZ djs] lHkh laLdfr o /keks Za ds yksxksa esa /kkfeZd ln~Hkko LFkkfri djus jk"Vªh; ,drk o ,d leku igpku nsus gsrq cgqlaLdfr oknh izfreku izklafxd gSA

lkEiznkf;drk & ,d ifjp; & lkEiznkf;drk ds vUrxZr os lHkh Hkkouk,¡ o fØ;kdyki vk tkrs gSa] ftlesa fdlh /keZ vFkok Hkk"kk ds vk/kkj ij fdlh lewg fo'ks"k esa fgrksa ij izkFkfedrk nh tk, rFkk ml lewg esa i`Fkdrk dh Hkkouk mRiUu dh tk, ;k mldks izksRlkgu fn;k tk,A ikjfl;ks a] ckS+)ksa] tSuksa rFkk bZlkb;ksa ds vius&vius laxBu gS] lkFk gh os vius lnL;ksa ds fgrksa dh lk/kuk esa fyIr jgrs gSa] ijUrq ,sls laxBuksa dks lkekU;r% lkEiznkf;d ugha dgk tk;sxk] D;ksafd os fdlh i`Fkdrk dh Hkkouk ls izsfjr ugha gSa blds foijhr eqfLye yhx] fgUnq egklHkk rFkk vU; dqN laLFkkvksa dks lkEiznkf;d dgk tk;sxk D;ksafd os /kkfeZd vFkok Hkk"kk lewgksa ds vf/kdkjksa rFkk fgrksa dks jk"Vªh; fgrksa ds Hkh Åij j[krs gSaA vaxzstksa us Hkkjr esa QwV Mkyksa vkSj 'kklu djks dh uhfr viukbZ] rkfd os fgUnqvks a o eqlyekuksa dks yMkrs jgs vkSj Hkkjr ij viuh gqdqer pykrs jgsA vkt muds cks, cht us lkEiznkf;drk dh leL;k dks oVo`{k cukdj mldk :i fodjky dj fn;k gSA foYÝsM fLeFk ds vuqlkj & lkEiznkf;drk efLr"d dh og izo`fÙk gS ftlds vUrxZr ,d /kkfeZd lewg ds leFkZd vius vkidks ,d i`Fkd lkekftd bdkbZ ekurs gq, nwljs lewg dks vius fojks/kh fgrksa okyk lewg ekurs gSaA jlhnqn~nhu [kku ¼1992½ us lkEiznkf;drk dh izdfr ij izdk'k Mkyrs g,q ;g fu"d"kZ fn;k fd fdlh /keZ ds izfr vkLFkk ;k /kkfeZd O;oLFkk dk vuqxeu lkEiznkf;drk ugha dgk tk ldrk cfYd /keZ dk 'kks"k.k djuk lkEiznkf;drk gSA ,d /kkfeZd leqnk; dks nwljs leqnk; ds fo:) rFkk jk"Vª djus esa vleFkZ gSA U;k;k/kh'k Hk:pk us Bkdjs dh ;g ?kks"k.kk fd ^^Hkkjr fgUnqvksa dk gS** bls lafo/kku ds eq[; fl)kUrksa ds foijhr crk;k rFkk xSj fgUnqvksa dks f}rh; Js.kh ds ukxfjd ekuus dks Hkh lafo/kku fojks/kh crk;kA mUgksaus dqN vU; Hkk"k.kksa dks Hkh m)r fd;k ftuds vk/kkj ij fgUnw ,oa eqfLye leqnk;ksa esa 'k=qrk mRiUu gksrh gSA tSls ;g Hkk"k.k fd ^^gesa efLtn dks [kksnuk gksxk] blds uhps ,d efUnj vo'; feysxkA** ,e-,l- xksyoydj us viuh iqLrd ^oh vkWj vkoj us'kugwM esa Hkkjr esa ukxfjd vf/kdkjksa dh foospuk ftu 'kCnksa esa dh gS os lkEiznkf;drk ds mnkgj.k gSA muds 'kCnksa esa ^fgUnqLrku esa xSj fgUnqvksa dh fgUnw laaLdfr ,oa Hkk"kk dks viukuk gksxk] fgUnw iztkfr ,oa laLdfr dks xkSjo iznku djus okys



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fopkjksa dks egRo nsuk gksxkA mUgsa fons'kh ds izfrfuf/k cukdj jgus dh btktr ugha cfYd fgUnw jk"Vª ds iw.kZ v/khu jguk gksxk] dksbZ fo'ks"kkf/kdkj] laj{k.k rFkk ukxfjdrk ds vf/kdkjks a dh Hkh ekax ugha djuh gksxhA** bl izdkj lkEiznkf;drk ds vUrxZr Hkkjrh; lafo/kku ds ewy vkn'kZ & /keZ] tkfr] oa'kuke ds vk/kkj ij HksnHkko u djus** ij gh izgkj fd;k tkrk gSA fgUnw jk"Vª dh ekax djus okys jk"Vªh; Lo;a lsod la?k] fgUnqRo ds laj{k.k dk nkok djus okyh f'kolsuk] [kkfyLrku dh ekax djus okys flD[k ;k eqfLye jk"Vª ¼vktkn d'ehj½ dh ekax djus okys eqlyeku Fks rc Hkkjrh; lafo/kku esa iznÙk leku vf/kdkj dh eq[kkyir djrs gq, ifjyf{kr gksrs gSaA lkEiznkf;drk fdlh fof'k"V LFkku vFkok {ks= rd 'kkfey ugha cfYd vklke ls xqtjkr rFkk d'ehj ls dsjy rd lkEiznkf;drk dk cksy ckyk O;kIr gSA

{ks=h;okn ds nq"ifj.kke & {ks=h;rk dh Hkkouk tu&thou esa tM+ idM+us ds dkj.k vkt gekjk ns'k dsoy Hkkjr vkSj ikfdLrku esa gh ugha vfirq ,dkf/kdkj {ks=ksa esa caV x;k gS vkSj izR;sd {ks= esa yksx nwljksa ij viuh Js"Brk dks izekf.kr djus dk chM+k mBk pqds gSaA {ks=h;okn ds nq"ifj.kke bl izdkj gS & 1- fofHkUu {ks=ksa ds chp la?k"kZ vkSj ruko & ladh.kZ {ks=okn dk izFke nq"ifj.kke gesa Hkkjr esa ns[kus

dks feyrk gS og ;g gS fd blds dkj.k fofHkUu {ks=ksa ds chp vkfFkZd] jktuhfrd ;gka rd fd euksoSKkfud la?k"kZ vkSj ruko fnu&izfrfnu c<+rk tk jgk gSA bldk dkj.k ;g gS fd izR;sd {ks= vius LokFkksZa ;k fgrks a dks loksZPp LFkku ns cSBrk gS vkSj mls ;g fpUrk ugha gksrh fd mlls nwljs {ks=ksa dks fdruk uqdlku gksxkA

2- jkT; rFkk dsUnzh; ljdkj ds chp lEcU/kksa dk foLrr gksuk & Hkkjr esa {ks=h;rk ds dkj.k dsUnzh; ljdkj rFkk jkT; ljdkj ds chp laca/k dHkh&dHkh vR;Ur dVq :i /kkj.k dj ysrk gSA izR;sd {ks= ds fgr lewg] {ks=h; usrkx.k] cM+s&cM+s m|ksxifr ;k jktuhfrK vius&vius {ks= ds LokFkksZa dks izkFkfedrk nsrs gSa vkSj dsUnzh; ljdkj dk /;ku viuh vksj vkdf"kZr djus dk iz;Ru djrs gSaA dsUnzh; ljdkj ftldh rjQ Hkh FkksM+k lk >qd x;h ogh fookn dk fo"k; cu tkrk gS vkSj jkT; ljdkjksa dk ikjLifjd lEcU/k lkSgknzZiw.kZ ugha jg ikrk gSA

3- LokFkhZ usrRo o laxBu dk fodkl & {ks=h;rk dk ,d vkSj nq"ifj.kke ;g gksrk gS fd blds QyLo:i vyx&vyx {ks= esa dqN bl izdkj ds usrRo o laxBuksa dk fodkl gksrk gS tks fd turk dh Hkkoukvksa dks mHkkjdj vius ladh.kZ LokFkksZa dh iwfrZ djuk pkgrs gSaA bl izdkj ds usrkvksa o laxBu dks u rks {ks=h; fgrksa vkSj u gh jk"Vªh; fgrksa dk rfud Hkh [;ky jgrk gS] mudk leLr [;ky rks viuh yksdfiz;rk dks c<+kdj vius gh LokFkksZa dks fl) djus ij dsfUnzr gks tkrk gSA ;s usrkx.k dHkh rks Hkk"kk ds iz'u dks ysdj gaxkek epkrs gSa vkSj dHkh dsUnzh; ljdkj ds i{kikriw.kZ O;ogkj ds fo:) ukjk yxkus ds fy, lkeus vk [kM+s gksrs gSa] pkgs buesa ls dksbZ Hkh leL;k okLrfod gks ;k dsoy dkYifudA

4- Hkk"kk dh leL;k dk vf/kd tfVy gksuk & {ks=h;rk dk ,d vkSj cqjk izHkko ;g gksrk gS fd {ks=h; oQknkjh Hkk"kk dh leL;k dks lqy>kus esa lgk;d ds LFkku ij mls vkSj Hkh tfVy cukus esa enn djrh gSA {ks=h; oQknkjh dk lh/kk lEcU/k {ks=h; ;k izknsf'kd Hkk"kk ds izfr fo'ks"k yxko ls gksrk gS ftlds dkj.k izknsf'kd Hkk"kk dks vko';drk ls vf/kd egRo iznku djus dh xyrh ml {ks= ds yksx dj cSBrs gSaA ifj.kke ;g gksrk gS fd vU; fdlh Hkk"kk ds izfr lfg".kqrk dh Hkkouk fcYdqy gh ugha jg tkrh vkSj fofHkUu Hkk"kkHkk"kh {ks=ksa esa chp Hkk"kk ds iz'u



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dks ysdj dVqrk c<+rh pyh tkrh gSA {ks=h;rk dk ;g ifj.kke tydY;k.k vkSj jk"Vªh; izxfr ds nf"Vdks.k ls vR;Ur ?kkrd fl) gksrk gSA

5- jk"Vªh; ,drk dks pqukSrh & ladh.kZ {ks=h;rk jk"Vªh; ,drk ds fy, ,d pqukSrh cu tkrh gSA {ks=h;rk ds QyLo:i fofHkUu {ks=ksa ds chp tks ruko vkSj la?k"kZ dh fLFkfr mRiUu gks tkrh gS og jk"Vªh; ,drk dh leLr /kkj.kkvksa vkSj Hkkoukvksa ij rq"kkjkikr djrh gS] D;ksafd {ks=h;rk ds QyLo:i fofHkUu {ks=ksa ds yksxksa esa dHkh {ks=h; LokFkks Za dks ysdj] dHkh jktuhfrd Lo'kklu ;k i`Fkd jkT; ds iz'u dks ysdj rks dHkh izknsf'kd Hkk"kk ds iz'u dks ysdj tks >xM+s ;k eueqVko [kM+s gks tkrs gSa os jk"Vªh; ,drk ds fy, ?kkrd fl) gksrs gSaA

6- {ks=h; vlUrqyu & {ks=h; vlUrqyu vFkok {ks=h; fo"kerk dk vFkZ gS fofHkUu {ks=ksa ds chp izfr O;fDr vk;] f'k{kk] nj] LokLF; ,oa f'k{kk lqfo/kkvksa rFkk vkS|ksxhdj.k ds Lrj esa cgqr cM+k vUrj O;kIr gksukA tSlk fd igys mYys[k fd;k x;k gS fd ;g {ks= jkT; eswa Hkh ldrs gSa ;k jkT; ds Hkhrj dksbZ {ks=A bl nf"V ls Hkkjr esa fofHkUu dkjdksa ds ifj.kkeLo:I vlUrqyu O;kIr gSA igys rks fczfV'k vkSifuosf'kd 'kklu dh 'kks"k.kk izo`fÙk ds dkj.k ;k rks {ks=h; fo"kerk,¡ iSnk dh xbZ ;k mUgsa vkSj vf/kd c<+k fn;k x;kA rRi'pkr Lora= Hkkjr }kjk viukbZ xbZ ;kstuk,¡ Hkh bUgsa nwj ugha dj ldhA

jkT;ksa ds chp rFkk jkT;ksa ds Hkhrj vlekurkvksa ds cus jgus ds dkj.k mis{kk] oafpr gksus vkSj HksnHkko dh Hkkouk tUe ysrh gSA cgqtkrh; vkSj cgq/kkfeZd ns'k esa jkT;ksa vkSj {ks=ksa esa cls lewgksa ds chp ;s vlekurk,¡ lkekftd Vdjko dk dkj.k curh gS ftlls jktuSfrd vkSj iz'kklfud leL;k,¡ iSnk gksrh gSA izR;sd n'kk esa] {ks=h; vlUrqyu Hkkjr esa {ks=okn dk dbZ izdkj ls ,d eq[; dkj.k gSA fcgkj vkSj if'pe caxky ds >kj[k.M {ks=] mRrj izns'k ds mRrjkapy rFkk e/; izns'k ds Nrhlx<+ {ks=ksa esa vyx jkT; cukus ds vkUnksyu muds vYi fodkl rFkk yksxksa esa 'kks"k.k ,oa oafpr jgus dh Hkkouk ds dkj.k gq,A vUr esa] 2001 esa bu {kss=ksa dks vyx jkT; cuk fn;kA blh izdkj ds vkUnksyu vkU/kz izns'k ds rsyaxkuk {ks=] egkjk"Vª ds fonHkZ {ks=] if'pe caxky ds nkftZfyax {ks= rFkk dqN vU; {ks=ksa esa py jgs gSaA misf{kr jkT;ksa vkSj {ks=ksa esa oafpr j[ks tkus dh Hkkouk ds vfrfjDr oxhZ; vlUrqyu tSls & df"k ,oa vkS|ksfxd fodkl esa deh dh f'kdk;rsa Hkh gSA bl dkj.k ,d vksj fo'ks"kr% fodflr jkT;ksa ds xzkeh.k {ks=ksa esa fgrksa dk O;kid fodkl gqvk] nwljh vksj oxhZ; fooknksa us Hkh tUe fy;k gSA ;s nksuksa gh fodflr jkT;ksa esa {ks=okn dks izksRlkfgr dj jgs gSaA mnkgj.k ds fy,] ftu {ks=ksa esa gfjr Økafr izkjEHk vkSj lQy gqbZ ogka u;k /kuk<~; d`"kd oxZ] vkfFkZd vkSj jktuhfrd nf"V ls egRoiw.kZ cu x;k gSA os vc Hkh] nh xbZ fj;k;rksa vkSj lqfo/kkvksa dks fpjLFkk;h cukus esa :fp j[krs gSaA df"k ds i;kZIr ykHkizn gks tkus ds ckn Hkh os lClhMh ds tkjh j[kus rFkk vk;dj ls eqDr jguk pkgrs gSaA ;s /kuk<~; d"kd ,sls jkT;ksa esa {ks=h; vlekurk dks lkekftd vk/kkj iznku djrs gSaA

Hkkjr esa cgqlaLd`frokn dh leL;k,¡ & foNys dqN le; esa Hkkjrh; cgqlaLd`frokn dqN dkj.kksa ls detksj gqvk gSA 20oha 'knh ds vkjaHk ls gh Hkkjr esa lkEiznkf;drk dk mn~Hko gksus yxk] tks eq[;r% vaxzstksa dh QwV Mkyks vkSj jkt djks dh uhfr dk ifj.kke FkkA e/;dky esa lkEiznkf;drk flQZ jkT; dh uhfr Fkh fdUrq vk/kqfud dky esa og lkekftd leL;k cu xbZA vktknh ds ckn Hkh ;g de ugha gqbZ D;ksafd yksdrkaf=d iz.kkyh esa /keZ tc ,d ernkrk lewg cu tkrk gS rks lkEiznkf;drk dks jksduk eqf'dy gks tkrk gSA blds vykok cgqlaLdfrokn ds detksj gksus ds dqN dkj.k bl izdkj gS&



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fiNys 20 o"kks Za esa v;ks/;k dh leL;k] Hkkxyiqj ds naxs] xqtjkr ds naxs] eqEcbZ dh ?kVuk,¡ lkEiznkf;drk ds mnkgj.k gSA blds vfrfjDr fleh tSls laxBuksa dk mHkjuk] d'ehj ,oa iatkc esa /kkfeZd vkradokn o mMhlk esa dqN iknfj;ksa&uuks ds lkFk nqHkkZX;iw.kZ ?kVukvksa dk gksuk& blh izo`fr ds y{k.k gSA

Hkk"kk;h cgqlaLdfrokn Hkh dkQh detksj gksus yxk gSA vktknh ds rqjar ckn Hkkjr ljdkj ls ,d cM+h Hkwy ;g gqbZ fd mlus Hkk"kk;h vk/kkj ij jkT;ksa ds iquxZBu dks Lohdkj dj fy;kA Hkk"kk;h jkT;ksa ds vfLrRo esa vkus ds dkj.k Hkk"kk egRoiw.kZ eqn~nk cu xbZA cgqla[;dksa dh Hkk"kk,a vYi la[;dksa dh Hkk"kkvkssaa dk neu djus yxhA fgUnh ds iz'u ij Hkkjr dh fgUnh ds vfrfjDr lcls cM+h Hkk"kkvksa ckaXyk vkSj rfey ds leFkZdksa us dkQh nq"izpkj fd;kA /khjs&/khjs gkyr ;g gqbZ dh Hkk"kk ds uke ij eksVs rkSj ij Hkkjr esa vk/kqfudhdj.k dh izfØ;k us pkj izeq[k utkrh; pqukSfr;k¡ mRiUu dh gS % tkfrokn] lkEiznk;okn] {ks=okn ,oa utkrh; jk"Vªokn dh pqukSfr;k¡A Hkkjr esa tkfr O;oLFkk ,d laLFkk ds :i esa vR;Ur izkphu gS fdUrq tkfrokn dk vk/kqfud Lo:i Hkkjr esa vksifuosf'kd 'kkludky esa mHkjk gSA vk/kqfud dky esa tkfrokn us vxM+h ,oa fiNMh tkfr;ksa dks lkekftd nf"V ls ,d nwljs ds fo:) ykecUn fd;k gS rFkk vkfFkZd ,oa jktuSfrd fgrksa ds vk/kkj ij tkrh; /kqzohdj.k us tkrh; la?k"kZ c<+k;k gSA blh izdkj /kkfeZd lkEiznkf;drk Hkkjr esa fczfV'k 'kkludky dh foHkktu dh uhfr ds i'pkr~ u;s Lo:i esa mHkjk gSA e/;dky esa tgka jktuhfrd 'kfDr;ksa ds ek/;e ls /kkfeZd foLrkj dk iz;kl fd;k gS] ogha vk/kqfud dky esa /keZ ds vk/kkj ij jktuhfrd fgrksa dh iwfrZ ds iz;kl fd;s tk jgs gSaA vk/kqfudhdj.k dh izfØ;k esa Hkkjr esa jktuhfrd nyksa }kjk /keZ dh vkM+ esa jktuhfrd LokFkksZa dh iwfrZ ds iz;klksa us lEiznk;okn dks c<+k;k gSA tkfrokn ,oa lkEiznkf;drk dh Hkkfr {ks=h;rk dh oSpkfjdh us Hkwfe iq= ¼lu vkWQ n lkW;y½ ds ukjs ds vk/kkj ij {ks=h; i`Fkdrkoknh vkUnksyu mHkkjk gSA utkrh; jk"Vªokn vk/kqfud jk"Vªokn ls bu vFkksZa esa vyx gS fd blds vUrxZ fdlh utkfr lewg dh jktuhfr bPNk ds vk/kkj ij i`Fkd ,oa Lok;Ùk jk"Vª dh ekax dh tkrh gSA Hkkjr esa u`tkrh; jk"Vªokn ls tqM+ s vkUnksyu ds vk/kkj ij >kj[k.M jkT; dk xBu gqvk gSA vHkh Hkh xksj[kkySaM] cksMksySaM] [kkfyLrku vkfn dh ekax dks ysdj fofo/k vkUnksyu ifjyf{kr gksrs gSaA

Hkk"kk;h cgqlaLdfrokn dh dkQh detksj gksus yxk gSA vktknh ds rqjar ckn Hkkjr ljdkj ls ,d cM+h Hkwy ;g gqbZ fd mlus Hkk"kk;h vk/kkj ij jkT;ksa ds iquxZBu dks Lohdkj dj fy;kA Hkk"kk;h jkT;ksa ds vfLrRo esa vkus ds dkj.k Hkk"kk egRoiw.kZ eqn~nk cu xbZ] cgqla[;dksa dh Hkk"kk,¡] vYi la[;dksa dh Hkk"kkvka dk neu djus yxhA fgUnh ds iz'u ij Hkkjr dh fgUnh ds vfrfjDr lcls cM+h Hkk"kkvksa ckaXyk vkSj rfey ds leFkZdksa us dkQh nq"izpkj fd;kA /khjs&/khjs gkyr ;g gqbZ fd Hkk"kk ds uke ij vkrad dh ?kVuk,a gksus yxhA orZeku esa vleh&fcgkjh fookn eq[;r% Hkk"kk ds vk/kj ij gh gks jgk gSA

1967 ds ckn Hkkjr esa {ks=okn dh izo`fr rsth ls c<+h vkSj mlus cgqlaLdfrokn dks rsth ls pqukSrh nh gSA blh le; eqEcbZ esa f'kolsu ny ejkBh ekuq"k vkSj Hkwfeiq= dk ukjk nsdj vk, ^vkEph cqEcbZ* tSls ukjksa ls cgqlaLdfroknh Lo:i dh f[kykQr dk iz;kl fd;k A gky gh esa ,slk iz;kl egkjk"Vª uo fuekZ.k lsuk dh vksj ls fd;k x;kA fnYyh esa xSj&iatkfc;ksa ds vfrfjDr fo'ks"kr% fcgkj o nf{k.kh Hkkjrh;ksa ds izfr vuqdwy ekgkSy ugha fn[krk gS rks psUubZ esa mRrj Hkkjrh;ksa ds izfr iztkrh; vk/kkj ij Hkh cgqlkaLdfrokn {kh.k gqvk gSA ;wjksih; ns'kksa esa



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tc fdlh Hkkjrh; ds lkFk HksnHkko gksrk gS rks Hkkjrh; lekt vkØked izfrfØ;k O;Dr djrk gS fdUrq Hkkjr esa gksrh gSA

Hkkjrh; lekt esa vusd vk/kkjksa ij ikjLifjd fookn] ruko ,oa la?k"kZ ifjyf{kr gksrk gS tSls tkrh; ,oa oxhZ; la?k"kZ ¼flUgk % 1977] vkanzs csrs % 1990½] lkEiznkf;d la?k"kZ ¼gfj;k.kk vgen % 1969½] xzkeh.k ,oa uxjh; fo"kerk ij vk/kkfjr la?k"kZ ¼fyIVu % 1977½] vehjksa ,oa xjhcksa dk la?k"kZ ¼cuthZ % 1978½ rFkk i`Fkdrkoknh vkUnksyu ¼cksl % 1967½ bR;kfnA utkrh; vk/kkjksa ij fofo/k i`Fkdrkoknh vkUnksyu & >kj[k.M vkUnksyu] xksj[kkySaM] cksMksySaM vkUnksyu] bR;kfn ifjyf{kr gksrs gSaA ;gh ugha] /kkfeZd jhfr&fjoktksa] R;ksgkjksa ,oa mRloksa ds vk/kkj ij Hkh lkeqnkf;d vfLerk dks ryk'kus dh izo`fÙk us bu /kkfeZd ijEijkvksa dks u;k vFkZ iznku fd;k gSA if'pe caxky esa nqxkZiwtk] txUukFkiqjh esa jFk;k=k iwtk] egkjk"Vª esa x.ks'k mRlo] iatkc esa xq: ioZ] Hkkjr ds fofHkUu Hkkxksa esa lkewfgd gou o ;K vkfn dh c<+rh yksdfiz;rk blds mnkgj.k gSA uo fgUnqRo ds vH;qn; ds lkFk&lkFk fgUnw thou ls tqM+s izrhdksa & ;Kksiohr] fryd] ihrkEcj] Hkxok oL=ks a dk egRo c<+k gSA

cgqla[;dksa ds nf{k.kh&iaFkh laxBuksa dk vkjksi gS fd cgqlaLd`frokn flQZ vYila[;dksa ds rqf"Vdj.k dh uhfr gS] tks yksdrkaf=d [ksy esa oksV cSad dks vkdf"kZr djus dk ,d rjhdk ek= gSA

dqN ukjhokfn;ksa dk vk{ksi gS fd cgqlaLdfrokn ds uke ij efgykvksa ds vf/kdkjksa dks utjvankt fd;k tk jgk gSA leku ukxfjd dk ykxw u gksuk lafgrkvksa ds izfr fo"kerk dks cuk, j[kus dk iz;kl gSA 'kkgckuks ekeyk blh izo`fr dk izfl) ekeyk gSA

cgqlaLdfrokn tc yksdra= ds lkFk fey tkrk gS rks ;g lHkh laLdfr;ksa dh fpUrk ugha djrk] flQZ mudh djrk gS ftuds ikl jktuhfrd mFky&iqFky dh 'kfDr gksA mnkgj.k ds fy, Hkkjrh; jkT; esa ikjfl;ksa] ;gqfn;ksa o tSfu;ksa ds fy, dksbZ fo'ks"k nyh; vihy ugha fn[kkbZ iM+rh gSA D;ks afd mldh la[;k bruh de gS fd os pqukoh jktuhfr ij vlj ugha Mky ldrsA

mijksDr ijh{k.kksijkar dgk tk ldrk gS fd cgqlaLdfroknh izfreku gh orZeku le; esa fodkl dh eq[; /kkjk ls oafpr lekt ds misf{kr yksxksa vYila[;dksa] fiNM-s oxkZas ds fodkl o mUgsa eq[; /kkjk eas ykus dk ,d egRoiw.kZ fodYi gSA ;g fofHkUu /keksZa ds yksxksa esa lekurkiw.kZ cks/k dh LFkkiuk gsrq vYila[;dksa dk fo'ks"kkf/kdkj fn, tkus dh ckr djrk gS vkSj bl izdkj okLrfod loZ/keZ leHkko dk ekxZ iz'kLr djrk gS ftlds fy, gekjs lw=/kkjksa us O;kogkfjd o lQy iz;kl Hkh fd, vkSj Hkkjrh; lafo/kku esa Hkh ,slh dbZ O;oLFkk,sa cuh rkfd fofo/krkiw.kZ Hkkjrh; lekt esa fo|eku fofo/k laLdfr;ks a ds lkeatL; dks iYyfor iksf"kr fd;k tk ldsA vkt t:jr gS ml vk'kk ,oa LoIu dks flafpr djus dh rkfd ;g cgqyoknh yksdra= dks etcwr djrs gq;s ge Hkkjr dks ,d ^lkW¶V LVsV* ds fo'ks"k.kksa ls mifer gksus dh ctk; ^lkW¶V ikWoj* ls fo'ksf"kr gksrs gq, ns[k ldsaA

lanHkZ xzUFk 1- 'kkfijksa vkSj fdefydk] ^dYpjy VkWyjs'ku*] ladfyr] 1997] 69&104 2- fdefydk] foy] ^fycjftYe ,aM dE;qfuVsfj;fuTe* dsusfM;u tuZy vkWQ fQykWlQh] 18@2

181&203 ¼1988½



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3- fdefydk foy] jkWYl vkWu fVfyvksykWth ,aM MhvksVksykWth*] fQykWlQh ,aM ifCyd vQs;lZ 117@3 173&90

4- fdefydk] foy] fycjfyTe dE;wfuVh ,aM dYpj ¼vkWDlQksMZ ;wfuoflZVh izsl] vkWDlQksMZ½ ¼1988½ 5- fdefydk] foy] ^fycjy baMhfoM~;qfyTe ,M fycjy U;wVªSfyVh* 6- cksusokd Msfu;y] cgqlaLd`frokn D;k ugha gksuk pkfg,] 21&1994 7- ikjs[k] Hkh[kw] cgqlaLdfrokn iqufoZpkj % lkaLdfrd fofo/krk o jktuhfrd fl)kUr] eSdfeyu izsl]

gkoMZ] 200 8- ysoh] tSdc] Hk; dk laLd`frokn 2000] vkElQksMZvi 269] ih-ih- 9- 'kkpsj] ,sfyV] cgqlkaLdfrd U;kf;rk % lkaLd`frd fofHkUurk,¡ vkSj efgykvksa ds vf/kdkj dsfEczt]

2001



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lektoknh vo/kkj.kk % xka/khoknh fpUru ds lUnHkZ esa lanhi flag pkSgku

foHkkxk/;{k jktuhfr foKku foHkkx jktdh; egkfo|ky;

ckajk] jktLFkku 'kks/k lkjka'k & orZeku le; esa lEiw.kZ fo'o dY;k.k o fodkl dh jkg rFkk 'kkafr dh ryk'k esa xk¡/khoknh fpUru ,oa xk¡/khoknh ewY;ksa dh vksj vxzlj gSA lexz fodkl ds lkFk gh izxfr'khy lekt dh vo/kkj.kk dks O;fDr ds lokZfxa.k fodkl ds fy, vo';EHkkoh ekuk tkrk gSA ,d ,sls lekt dh dYiuk dh tkrh gSA ftlesa mRiknu o forj.k lEc/ka lqlaxr gks] rkfdZd gks o U;k;ksfpr gksA fcuk lkekftd HksnHkko ds lHkh dks U;k; dh lqyHk izkfIr gksA lekt dk rkukckuk lejlrk iwoZd HkkbZpkjs dk gks rFkk fdlh Hkh izdkj dk 'kks"k.k uk gks rFkk lekt ds vafre Nksj ij [kM+s O;fDr dk Hkh fodkl gksA ,slk dY;k.kdkjh nf"Vdks.k xka/kh; n'kZu esa lekfgr gksA xka/kh; fpUru dk lektoknh Lo:i fo'kn o O;kid gSA ladsrk{kj & vfgalk] uSfrdrk] vorkjh] oSf'od] lektokn 'kks/k foLrkj & vk/kqfud Hkkjr jktuhfrd fpUrdksa esa egkRekxka/kh lekt n'kZu ds ,d iSxEcj ekus tkrs gSa] ftUgksaus lR;] vfgalk vkSj uSfrdrk ij vk/kkfjr lekt dh uhao MkyhA nsoRo dks euq";Ro ds /kjkry ls feyk nsus okys egku fopkjd egkRek xka/kh dk thou vn~Hkqr gSA vk/kqfud ;qx esa bl Hkkjr Hkwfe esa vorkjh iq:"kksa dh l`f"V vHkh can ugha gqbZ gS] vkSj egkRek xka/kh ,d vorkjh iq:"k FksA egkRek dh laKk izkIr djus esa vkf[kj xka/kh esa D;k fo'ks"krk,a Fkh] ;g iz'u muds O;fDrRo ls Loa; fl) gks tkrk gSA bl jk"Vªfirk ds thou dk vkRei{k mruk gh ifo= gS] ftruk mudk yksdi{kA euq"; gksdj nsorkvksa tSlh o`fr dh muesa ges'kk izpqjrk ns[kh x;h gSA lar ds y{k.kksa ls mudks japek= Hkh nwj ugha j[kk tk ldrk gSA okLrfodrk rks ;g gS fd muds jktuSfrd thou ls Hkh vf/kd mudk lkekftd thou mtkxj gksrk gSA1

orZeku le; esa lektokn o xka/khokn oSf'od fopkj vkSj vkUnksyu gSA nksuksa ds y{;ksa o mn~ns';ksa esa lekurk gksrs gq, ;g ,d rF; Hkh egRoiw.kZ gS fd xka/khokn 'kq) :io esa ikjEifjd lektokn ugha Fkk vkSj nksuksa ds e/; yEcs le; ls ijLij lansg gh fLFkfr cuh gqbZ FkhA vFkkZr 'kkL=h; lektokn ds ekudksa dh dlkSVh ij xka/khokn lEiw.kZ :i ls eSy ugha [kkrk fQj Hkh y{;ksa o mn~s';ksa ds vk/kkj ij buesa dkQh lekurk ik;h tkrh gSA lS)kfUrd nf"Vdks.k ls lektoknh fpUru ykSfdd] HkkSfrdrkoknh rFkk /keZfujis{k jgk gS tcfd xka/khoknh fpUru /kkfeZd vkSj HkkSfrd vk/kkj Lo:i okyk jgk gSA ijUrq tc lektokn ,oa xka/khokn budks O;kogkfjd thou esa ns[kk tk, rks nksuksa ds thou n'kZu rFkk ewY; fHkUu ugh jg tk;sxs aA D;ksafd xka/khoknh /keZfpUru ladqfpr ugh gS] ykSfdd {ks= esa Hkh xka/khokn /keZfujis{k rFkk izxfr'khy Lo:i okyk fpUru gSA xka/khokn rFkk lektokn nksuksa gh lkekftd lq/kkjksa ds lkFk&lkFk lkekftd ØkfUr ds Hkh leFkZd gSA ftlds ek/;e ls lkearokn] iwathokn rFkk lHkh izdkj ds vU;k; ,oa vlekurk dk izfrdkj lqfuf'pr fd;k tk ldsA nksuksa oxZfoghu] tkfrfoghu rFkk 'kks"k.k jfgr lekt vFkkZr lgdkjh lerkoknh lekt dh LFkkiuk lqfuf'pr djuk pkgrs gSA2 ;g iz'u egRoiw.kZ gS fd egkRek xka/kh dks lektoknh dguk fdl gn rd mfpr gS vkSj D;k xka/khokn vkSj lektokn vius vk/kkj vkSj m)s';ksa esa lekurk fy, gq, gS\ bl iz'u dk mÙkj bl ij fuHkZj djrk gS fd vki lektokn dk vFkZ fdl rjg ysrs gSaA ;fn O;fDr ,slk gS tks lkekftd lekurk



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U;k; ds vkn'kksZa vkSj jk"Vªh; /ku ds U;k;iw.kZ forj.k ij fo'okl djrk gS] Hkwfe vkSj iwath ij futh LokfeRo dks izkdfrd fu;eksa ds foijhr le>rk gS ,oa vehjksa rFkk xjhcksa ds izR;sd izdkj ds 'kks"k.k dk var djus ds fy, lnSo iz;Ru'khy jgrk gS] rks og fu'p; gh egkRek xka/kh ds lektoknh Lo:i dh izfrd`fr gS rFkk mi;qZDr /;s;ksa ds lfEefyr Lo:i ds n'kZu dks lektoknh dgk tk ldrk gSA xak/khth lPps lektoknh blfy, Fks fd os O;fDr ds fgr dh vis{kk lekt ds fgr dks vf/kd egRo nsrs FksA ;|fi ;g Hkh fufoZokn :i ls lR; gS fd os O;fDr ds fy, vf/kdre Lora=rk dh Hkh dkeuk djrs FksA vFkkZr jktdh; lektokn ;k lkE;oknh 'kklu i)fr ds fo:) FksA fdrqa mlls Hkh vf/kd ;g Hkh lR; gS fd os xjhch vkSj nfjnzrk dks nwj djds lekt ds izR;sd O;fDr dks lq[kh ns[kuk pkgrs FksA vius lHkh ys[kksa o Hkk"k.kksa esa nfjnzrk o csjkstxkjh dh ppkZ djrs Fks rFkk /kfudksa ls viuh lEifr ds fo'ks"kkf/kdkjksa dk ifjR;kx djus dh vihy djrs FksA xjhcksa ds fy, mudk gn; /kM+drk Fkk vkSj muds nq[kh rFkk fujk'k thou esa g¡lh vkSj vk'kk dh ,d fdj.k ykus ds fy, mUgksaus lnSo vuojr iz;RUk fd;sA lEifr fofgu oxZ gsrw ftl mRlkg ds lkFk os vkxs c<+s ;g vR;ar gh mRd"B o nqyZHk gSA vkfFkZd lekurk egkRek xka/kh ds jpukRed dk;ZØe dk ,d vax FkhA mudk ekuuk gS fd vkfFkZd lekurk ds Bksl vk/kkj ds fcuk lkjk jpukRed dk;ZØe ,d ckyw dh nhokj dh Hkkafr gksxkA mUgksaus jksVh ds Je] vLrs;] mifjxzg] VªLVhf'ki }kjk /ku ds U;k;iw.kZ forj.k esa vkSj lcds fy, vkfFkZd voljksa dh vf/kdre lekurk ykus esa ;ksxnku feyrk gSA bl :i esa ;g fl) gks tkrk gS fd xka/kh vusdkusd rFkkdfFkr lektokfn;ksa ls dgha vf/kd lektoknh FksA mudk vkpj.k lektokn ds fl)kUrksa ds vuq:i FkkA iwathokn dk vUr djus dh xka/khth dh Hkh mruh gh vfHkyk"kk Fkh ftruh fd fdlh Hkh vU; lektoknh o lkE;oknh dh gks ldrh gSA xka/kh th us mxz lektokn dh Hkkafr lekt dh O;oLFkk dk vk/kkj ikjLifjd izfr;ksfxrk vkSj ekxZ la?k"kZ dks ugha ekuk vfirq os lekt ds fofo/k izdkj ds ekxksZa ds ijLij la;ksx dh dkeuk djrs FksA os lkekftd lekurk ds i{k/kj Fks vkSj pkgrs Fks fd lHkh O;fDr;ksa vkSj O;olk;ksa dh izfr"Bk Hkh leku gh gksuh pkfg,A xka/kh ds lektokn esa lekt ds lnL; leku gS] u dksbZ Å¡pk gS vkSj uk gh dksbZ uhpk gSA ekfyd gks ;k d"kd] /kfud gks ;k d"kd] m|ksxifr gks ;k Jfed lHkh leku Lrj ij gSA blds vfrfjDr xka/kh th cM+s m|ksxksa ds fojks/k esa Fks vkSj os ;g Lohdkj djrs Fks fd mudh iw.kZ :i ls lekfIr laHko ugha gSA vr% mudk jk"Vªh;dj.k gksuk vfr vko';d gSA mUgksaus dgk Fkk fd **eSa ;g dgus ds fy, Ik;kZIr lektoknh gw ¡ fd QSfDVª;ks a dk jk"Vªh;dj.k ;k jkT; fu;a=.k gksuk pkfg,A**3

egkRek xka/kh ds lektokn dk Lo:i dkyZekDlZ ds lektokn o if'pe esa fodflr gq, fdlh Hkh vU; :iksa ls] cgqr vf/kd fHkUu gS o vius vki esa vuqie gSA lektokn egkRek xka/kh ds LoHkko dk ,d vax Fkk ftldk lR; o vfglka ds fl)kUr izeq[k lk/ku :ih vkStkj FksA xka/khth vafglkRed o uSfrd lekt ds izorZd Fks ftldk izeq[k ukjk Fkk fd **gekjk lekt vafglk ij vk/kkfjr gksuk pkfg, vkSj iwath o Je vkSj lkeUr o d`"kd esa lkaetL; lg;ksx gksuk pkfg,A** ;g ekurs gq, fd vlR;iw.kZ vkSj fglkaRed lk/kuksa }kjk lR; ij dHkh ugha igqapk tk ldrkA xka/khth bl ifj.kke ij igq¡ps fd dsoy vfglakoknh o 'kq) gn; okys O;fDr gh ,d lPps lektoknh lekt dh LFkkiuk dj ldrs gSa ftldk vk/kkjHkwr fl)kUr gksxk fd ,d lcds fy, vkSj lc ,d ds fy,** ;g dkj.k Fkk fd mUgksaus oxZ la?k"kZ] oxZ&/k.kk] 'kfDr] Jethoh] vf/kuk;dokn vkfn ds fopkjksa dks vius fprau esa rfud Hkh LFkku ugha fn;k vksj lektokn ds ewy lkekftd ,oa vkfFkZd U;k; rFkk lekurk dh izkfIr ds fy, dsoy lR; vkSj vfglakiw.kZ lk/kuksa dks gh viuk;k gSA



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xka/kh dks lPpk lektoknh u ekuus okys os O;fDr gks ldrs gS tks fo'kq) lkE;oknh gS ;k ekDlZokn ds iks"kd gSA os lektokn dks oxZ la?k"kZ vkSj iwath rFkk Je vkSj 'kk'or fojks/k dks ekU;rk iznku djrs gSa] fglkaRed ØkfUr esa fo'okl j[krs gS rFkk la?k"kZ o ØkfUr ds vfrfjDr vU; fdlh Hkh lk/ku dks vius /;s; dh izfIr ds fy, laHko gh ugh le>rsA ,sls yksx xka/khth dks vf/kdre :i esa lektoknh j[k ldrs gSaA os ;g Hkwy djrs gS fd egkRek xka/kh u dsoy ,d lq/kkjd Fks] oju mlls dgha vf/kd ØkfUrdkjh vkSj Js"B FksA fo'o ds ØkfUrdkfj;ksa es vkt rd mudk vf}rh; LFkku gSA ;g Li"V gS fd egkRek xka/kh vafgld ØkfUrdkjh FksA os ØkfUr ds }kjk vLFkk;h cnyko u ykdj lekt ds lEiw.kZ <+k¡ps vkSj thou or o ewY;ksa dh vkewypwy ØkfUr ykdj vafglkRed lk/kuksa }kj Js"B o uohu lekt dh LFkkiuk djuk pkgrs Fks vkSj thou ds ewY;ksa dks izfr"Bkfir djuk pkgrs FksA ;|fi lektoknh viuh lQyrk ds fy, izk;% mUgha lk/kuksa ij fuHkZj djrk gS ftu ij lkezkT;okn fuHkZj gSA fdUrq xka/khokn lkezkT;okn ds fglad lk/kuksa ds vk/kkj dks udkjrs gq, uohu vk/kkj ,oa lk/ku izfrLFkkfir djrk gSA vr% ;g Li"V gS fd xk¡/khokn lekt O;oLFkk ds ewy esa dgha vf/kd ØkfUrdkjh ifjoZru djus dk vfHkyk"kh gSA lektokn ds fy, vko';d uSfrdrk dh lk[k ds LFkku ij xka/khokn fglak vkSj cy dh 'kfDr dks pqukSfr nsdj ,d uohu ekufld vk/kkj LraHk dk fuekZ.k o ØkfUrdkjh lk[k dh LFkkiuk djuk pkgrk gSA fjpMZ oh- xzsx us xka/khokn ds fo"k; esa fy[kk gS ge vkt ifjorZu ds e/; esa jg jgs gSa vkSj og dsoy ckg; ifjfLFkfr;ksa dk ifjorZu ugha gS] oju~ lds lkFk gksus okys ewY; ,oa izrhd vUrO;ZoLFkk dk Hkh ifjoZru gSA vkt fo'o esa tks dbZ egku vkUnksyu gks jgs gSa muesa egkRek xka/kh }kjk izofrZr vkUnksyu ewy ,oa izrhd esa lcls vf/kd ifjoZru dj jgk gS vkSj oLrqr% ,slk ifjoZru gks tk;sxk vkSj cM+s iSekus ij mldh izfr"Bk gks tk,xh rks og okLrfod Økafr gksxhA orZeku esa xka/khokn ,oa lektokn ;s nksuksa iz.kkfy;ksa ftl :i esa gS] muds vuqlkj rks lektokn ds fy, xka/khokn ds iz/kku vaxksa dks xzg.k ,oa vkRelkr djuk mruk ljy ugha gS ftruk xka/khokn ds lektokn ds dk;ZØe dh iz/kku ckrksa dk pquko xzg.k ,oa mi;ksx dj ysuk vklku gSA bl izdkj nksuksa O;oLFkkvksa esa xka/khokn vf/kd QSyus okyk ,oa O;kid gS vkSj blfy, vf/kd LFkk;h gSA4 xk¡/khokn lektokn ls Hkh vf/kd O;kid vkSj fo'kn fopkj/kkjk gSA tgk¡ xk¡/khokn dk y{; O;fDr dk fodkl vkSj mldh eqfDr rFkk lef"V dh iqf"V nksuks a gS] ogk¡ lektokn O;fDr dh murh fpark ugha djrk gSA mldk nf"Vdks.k dsoy lef"Vxr gSA nwljs 'kCnks a esa ;g fd xk¡/khokn leUo;kRed fopkj/kkjk gS vkSj lektokn dk Lo:i foHksnkRed fn[kkbZ nsrk gSA xk¡/khokn rks lEiw.kZ thou ds rRoKku dks vk/kkjHkwr :i esa Li"V djrk gSA xk¡/khokn lektokn dh vis{kk euq"; ds fy, vf/kd LokHkkfod gS D;ksafd og euq"; ds izkdfrd Hkko dks tkxr djrk gSA xka/khokn esa opu ,oa deZ dh ,drk gS vkSj ;g vius izR;sd vuq;k;h ds 'kkjhfjd Je dh vk'kk j[krk gSA ysfdu lektokn eq[;r% Jfedksa dk i`B iks"kd gksus dh ?kks"k.kk djds Hkh vius vuq;k;h ds Jfed thou ds futh ;FkkFkZoknh vuqHkoksa ds ,drk dh vk'kk ugha j[krk gSA xka/khokn oLrqr% ,d O;okgkfjd n'kZu gS tks dk;Z ,oa ok.kh dh ,drk ij vR;f/kd cy nsrk gS rFkk lS)kfUrd dh vis{kk O;kogkfjd i{k ij tksj nsrk gSA bl n'kZu esa dk;Z dh Hkk"kk gh egRoiw.kZ gS tks mlds dk;ZØeksa esa izdV gksrh gSA xka/khokn vius vuq;kf;;ksa dks lektokn dh vis{kk vf/kd O;kogkfjd ,oa izR;{k jpukRedrk rFkk lk/ku vkSj ekxZ dks iz'kLr djrk gSA lektokn ;k lkE;okn



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viuh lQyrk ds fy, detksj oxZ dks bl lhek rd igq¡pk nsuk pkgrk gS ftlls fd muesa ,d Hkh"k.k izfrfØ;k mRiUu gks tk,] ;g mlds vkStLoh dk;ZØe dk ,d vax gSA eukSoSKkfud nf"V ls ns[kk tk;s rks lektokn dh uho FkksM+h detksj izrhr gksrh gSA ;g ekuo lH;rk ds fy, dksbZ LFkkbZ dk;ZØe ;k 'kkLor foKku ugh gks ldrk] vfirq ,d fo'ks"k voLFkk esa] vkUnksfyr ;k m)sfyr eu dh izfrfØ;k dk izrhd gSA lektokn dh lQyrk ds fy, lekt esa nfjnzrk ;k 'kks"k.k dk gksuk vfr vko';d gSA ysfdu xka/khokn esa ,d mPp /kjkry ij vk/kkfjr n'kZu egRo iznku fd;k gS] tks gj le; izR;sd voLFkk esa O;kogkfjd gS vkSj thou dh izR;sd n'kk esa] lekt ds izR;sd dk;Z{ks= esa iz;ksx esa yk;k tk ldrk gSA xka/khokn dh bl fof'k"Brk dk dkj.k ;g gS fd tgk¡ lektokn ;k lkE;okn vkfFkZd nf"Vdks.k dks gh vR;f/kd cy nsrs gS vkSj mlh ds vk/kkj ij lekt dk fuekZ.k djuk pkgrs gSa ogha ;s uSfrd] lkekftd ekuoh; nf"Vdks.k dks iz/kkurk iznku djrk gS vkSj lcds leUo;kRed vk/kkj ij gh lEiw.kZ lekt dk fuekZ.k djuk pkgrk gSA xk¡/khokn lektokn ls bl :i esa Hkh Js"B o O;kid gS fd tgk¡ lektokn orZeku lekt O;oLFkk ds nks"kksa ij dsoy ek= jksd yxkus dk dk;Z djrk gS] ogk¡ cM+s&cM+s ;a=ksa dk uk'k ,oa y?kq m|ksxksa ds fuekZ.k ij cy iznku djds xk¡/khokn lektO;oLFkk ds nks"kksa dks L=ksrksa ij vk/kkr igq¡pkus dk dke djrk gSA O;fDrxr lEifr dh leL;k dk gy xk¡/khokn vkSj lektokn nksuksa pkgrs gSa vkSj nksuksa gh mlds fu;a=.k rFkk lekt ds fgr eas mlds mi;ksx djus ds i{k esa gSaA xk¡/khokn leL;k ds ewy ij vk/kkr djrs gq, jksx dk funku djus dh vis{kk jksx u gksus dh uhfr esa vf/kd fo'okl djrk gSA lektokn esa dkj[kkuks a vkSj m|ksxksa ij fu;a=.k gsrw jkT; ds ,dkf/kdkj dh tks uhfr crkbZ gSA mlesa lEifr pkgs O;fDr;ksa ds gkFkksa esa u jgs ijUrq lEifrtfur nks"k rks mlesa lekfgr gksrs gSaA bl izdkj lektokn cqjkbZ;ksa dk L=ksr [kqyk NksM+ nsrk gSA og dsoy cqjkbZ cka/k nsrk gSA xka/khokn iwathokn ds ewy esa izgkj dj iwath ds mi;qDr fu;a=.k o forj.k gsrq vius vuqokfn;ksa ij vLrs; rFkk vifjxzg tSls uSfrd ca/ku yxk nsrk gSA os ca/ku dsoy uSfrd ewY; gh ugha j[krs budk vkfFkZd ,oa lkekftd ewY; gSA xka/khokn dh uhfr vkSj mldh vFkZ uhfr lc ,d nwljs ls lEc) gSA xk¡/khokn rks yksxks a ds eu dks mPpk'k;h cuk dj /ku laxzg djus dh izo`fÙk;ksa dks fu;af=r djus dks izR;u'khy gSA lPpk xk¡/khoknh iw¡thifr;ksa gks gh ugh ldrk vFkok ftrus gh vfu"Vd dksbZ xk¡/khokn dks xzg.k djsxk] mruk gh mlds gn; ls vukpkj ,oa ywV dh Hkkouk u"V gksrh tk;sxhA bl izdkj xk¡/khokn eas mu lc dfr;ksa ij Ik;kZIr vadq'k gS ftuls iwathokn dk tUe gksrk gSA5 xk¡/khth dk ;g ekuuk Fkk fd lPpk lektokn rks gesa vius iwoZtksa ls izkIr gqvk gSA iwoZt ;s fl[kk x;s gS fd lc Hkwfe xksiky dh gS] blesa dgha esjs o rsjs dh lhek,as ugh gSA ;s lhek,s arks euq";ksa us r; dh gS vkSj blfy, bUgsa rksM+ Hkh ldrs gSaA xksiky ;kfu HkxokuA vk/kqfud Hkk"kk esa xksiky ;kfu jkT; ;k turkA vkt tehu turk dh ugh gS] ;g ckr lgh gS ij blesa nks"k fl[kkcu dk ugh gSA nks"k rks gekjk gS ftUgks aus ml f'k{kk ds vuqlkj vkpj.k ugha fd;kA6

lektokn ds lUnHkZ esa mUgksaus ekuk Fkk fd blesa jktk vkSj iztk] vehj vkSj xjhc] ekfyd vkSj etnwj lc ,d Lrj ij gksrs gSA /keZ dh Hkk"kk esa dgs rks lektokn esa }Sr ;k HksnHkko ugha gksrk loZ= ,drk] v}Sr dk izHkqRo gksrk gSA vkt nqfu;k Hkj ds lekt dks ns[ks rks }Sr ;k vusdrk ds flok; dqN ugha fn[kkbZ nsrkA ,drk ;k v}Sr dk ukeks fu'kku ugha fn[kkbZ nsrkA ;g vkneh Å¡pk gS] og uhpk gS] ;g fgUnw gS] og eqlyeku gS] rhljk bZlkbZ gS] pkSFkk ikjlh gS] ikpoka flD[k vkSj NBk ;gwnh gSA buesa cgqr lh mitkfr;ka gSA esjh dYiuk dh ,drk ;k v}Srokn esa lc ,d gks tkrs gS] ,drk esa lek tkrs gSaA7



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blh lUnHkZ eas mudk ;g Hkh ekuuk Fkk ;g lektokn LQfVd dh rjg 'kq) gSA blfy, bls fl) djus ds lk/ku Hkh 'kq) gh gksus pkfg,A v'kq) lk/kuksa ls izkIr gksus okyk lk/; Hkh v'kq) gh gksrk gSA blfy, jktk dk flj dkV Mkyus ls jktk vkSj iztk cjkcj ugha gks tk,axs vkSj u gh ekfyd dk flj dkVus ls ekfyd vkSj etnwj cjkcj gks tk,axsA ge vlR; ls lR; dks izkIr ugha dj ldrsA lR;e; vkpj.k }kjk gh lR; dks izkIr fd;k tk ldrk gSA8 iwathokyksa ls mudh iw¡th fglakiwoZd Nhuh tk,] blds ctk; ;fn pj[kk vkSj mlds lkjs QfyrkFkZ Lohdkj dj fy, tk;] rks ogh dke gks ldrk gSA pj[kk fglad vigj.k dh txg ys ldus okyk vR;ar izHkkodkjh lk/ku gSA og bl ckr dk izrhd gS fd tehu vkSj nwljh lkjh lEifr mldh gS tks mlds fy, dke djsA nq[k bl ckr dk gS fd fdlku ;k etnwj ;k rks bl ljy lR; dks tkurs ugha gS ;k ;ksa dgks fd mUgsa mls tkuus ugha fn;k x;k gSA9

xka/kh euq"; vkSj lekt dks lexzrk esa ns[krs gSa vkSj Hkkjr esa fdlh Hkh izdkj ds lq/kkj] ifjorZu vFkok fu;e cukus ds fy, ;gk¡ dh vko';drkvksa] turk dh Hkyh&cqjh vknrksa vkSj jhfr fjoktksa dk ikyu djuk vko';d ekurs gSaA xka/kh lekt ds lHkh lnL;ksa dh lgHkkfxrk ds vk/kkj ij lekt ifjoZru dh izfØ;k pykuk pkgrs FksA blds fy, ;g vko';d Fkk fd ifjorZu dh izfØ;k esa gh vfglak o izse dh 'kfDr fufgr jgsA10 xk¡/khth us gesa viuh lkekftd ijEijkvksa dh ?ksjcfn;ksa vkSj tathjksa ls Hkh eqDr fd;kA mUgksaus fL=;ksa vkSj iq:"kksa o Å¡ph vkSj uhph tkfr ds yksxksa rFkk nsgkrh vkSj 'kgjh turk dh lekurk ds lEcU/k esa lw=:i ls viuh tks ekU;rk nh mlls lEiw.kZ turk xka/khoknh vkUnksyu esa izfo"V gks x;hA xka/kh Hksnfgr vkn'kZ o.kZ O;oLFkk dk leFkZu djrs gSa fdUrq o.kZ O;oLFkk ds orZeku Lo:i dks ns[krs gq, xka/kh Lko.kZ vkSj vLi`';ksa esa oSokfgd lEcU/k ds fo"k; esa dgrs gSa fd **Lko.kZ dU;k gfjtu ;qod dks Lohdkj djs] ;g gfjtu dU;k ds Lo.kZ ls fookg djus ls vf/kd vPNk gSA** xka/kh lekt esa cnyko ykus ds fy, mlds ifjos'k dks ifjofrZr djuk t:jh le>rs gSaA os ekurs gSa fd bl ifjos'k dk izHkko O;fDr ds O;fDrRo ij iM+rk gSA blds ckjs esa mudk ;gk¡ rd ekuuk Fkk fd ge vius ifjos'k vkSj gekjs pkjksa vkSj ds vn'; okrkoj.k ls fdruk gh rVLFk D;ksa u gks og mlls izHkkfor gq, fcuk ugha jg ldrkA xka/khth dk lqLi"V :i esa ekuuk Fkk fd efUnj vkSj blh rjg ds LFkku ek= dV~VjifFk;ks a dh ugha] oju~ lHkh fgUnqvksa dh lEifr gSA lkoZtfud lqfo/kkvksa ls 'kqnzksa dks oafpr djuk fglak gSA bl vf/kdkj gsrw dkuwuh lgk;rk ysus dh lykg nhA lektokn rFkk xka/khokn nksuksa gh ewy :i ls lkekftd ØkfUr ds leFkZd gS] dsoy ek= lkekftd lq/kkj ds ughaA D;ksafd os nksuksa gh lkearokn rFkk iwathokn dh lekfIr ds fy, izfrc) gS rFkk oxZfofgu o tkfr foghu] 'kks"k.k jfgr] lgdkjh lektokn dh LFkkiuk dk y{; j[krs gSaA nksukas gh oS;fDrd Lora=rk dh j{kk rFkk ekuo O;fDrRo dh xfjek dks lqfuf'pr djuk pkgrs gSaA xka/kh us vius lkoZtfud thou ds vkjfEHkd fnuks a ls gh lkekftd U;k; ds fl)kUr dk leFkZu vkSj vius fopkjdksa ds vuqlkj mls dk;kZfUor djus dk iz;Ru fd;k Fkk pkgs os vius dks Hkys gh 'kkL=h; nf"V ls lektoknh u dgrs jgs gksA muds loksZn; dk n'kZu vafre vkneh ds mn; dk gh n'kZu Fkk vkSj blesa 'kksf"krksa o 'kks"kdksa nksuksa dh eqfDr fufgr FkhA xka/kh ;g ekurs Fks fd **lef"V O;f"V;ksa ls cuk gqvk gSA dksbZ Hkh iz.kkyh lef"V ds fy, gks ldrh gS] fdUrq mls ;g /;ku j[kuk pkfg, fd O;f"V gh lef"V dk ekSfyd ?kVd gSA lekt dh jpuk djus okys izR;sd O;fDr ds xq.k gh lokZf/kd ewY; j[krs gSaA O;fDr dh fof'k"V lÙkk lr~r cuh jguh pkfg,A lewg esa mldk [kks tkuk Hkh okaNuh; ugha gSA nq/kZ"kZ lewg esa O;fDr dks feVk nsus dh izo`fÙk cjkcj cuh jgrh gSA xka/khth us lewg ds bl ncko ls O;fDr dk mn~/kkj djus ds iz;Ru ls gh lR;kxzg



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tSls vewY; 'kL= dk fodkl fd;k vkSj mls ekuork ds fy, fojklr ds :i esa iznku fd;kA lR;kxzg ;k lfou; izfrjks/k ds }kjk dksbZ Hkh ihfM+r O;fDr fujdq'krk vkSj mRihM+u ds izfrjks/k ds fy, mB [kM+k gks ldrk gSA**11

fu"d"kZ & xka/kh bl ckr esa iw.kZ fo'okl djrs Fks&**;a= uk;Zrq iqtUrs jeUrs r=% nsork* vFkkZr ftl Hkh lekt esa efgykvksa dk lEeku gksrk gS og lekt izxfr ds iFk ij vxzxkeh gksrk gsA bl lc ds ifj.kke Lo:i gh vkt fo'o iVy ij efgykvksa dh fLFkfr vkSj muds ;ksxnku esa Hkh ØkfUrdkjh ifjoZru ns[kus dks feys gSA egkRek xka/kh ds vFkd iz;klksa ds ifj.kkeLo:i gh Hkkjrh; lafo/kku esa ukjh 'kfDr dks vPNh fLFkfr o vf/kdkj feys gSA iapk;rh jkt {ks= esa Hkh efgykvksa dh fujUrj c<+rh Hkkxhnkjh ns[kus dks fey jgh gSA vkt gj {ks= esa efgyk 'kfDr MkDVj] baftfu;j] oSKkfud] izca/kd] iqfyl] cSafdx vkfn {ks=ksa esa ijpe ygjk jgh gS rFkk lEiw.kZ lekt dks fodkl ds jkLrs vkxs c<+k jgh gSA

lUnHkZ lwph

1. MkW- izlkn jaxukFk % xk¡/kh n'kZu fo'o 'kkafr dh vksj] i`- 1

2. izks- 'kadj fxfjtk % lektokn ds fy, la?k"kZ] i`- 37

3. MkW- flag ,-ds- % Hkkjrh; lektoknh fpard] i`- 140

4. iwoksZDr ua- 3 % i`- 142


6. xka/kh egkRek % esjs liuksa dk Hkkjr] i`- 57

7. eqdthZ jfoUnzukFk % lkekftd fopkj/kkjk % dkWEV ls eqdthZ rd] i`- 494



10. MkW- eksnh uisUnz izlkn % xka/kh n'kZu lkekftd lanHkZ] i`- 87

11. iwoksZDr] i`- 88



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Hkkjrh; jk"Vªh; vkUnksyu eas jktLFkku dk ;ksxnku% ,d uohure fo'ys"k.k ckyfd'ku dqekor

'kks/k Nk= bfrgkl ,oa Hkkjrh; laLd`fr foHkkx

jktLFkku fo'ofo|ky;] t;iqjA 'kks/k lkjka'k%& eq[;r;k Hkkjrh; Lora=rk l'kL= ØkfUr dk tUe 1857 ds fonzksg ls ekuk tkrk gS vkSj bldk var 15 vxLr 1947 dh e/;jk=h dks gks tkrk gSA jktiqrkuk lfgr l'kL= fj;klrh Hkkjr esa lEiw.kZ ØkfUr FkksMh yEch pyh ogha bl laxzke dk vafre iVk{ksi jktk egkjktvksa vkSj uokcksa dh oa'k ijEijkg laLFkk dh lekfIr ij gqvkA tgka rd jktLFkku izns'k dk loky gSA l'kL= fonzksg dh lekfIr 7 vizSy 1949 ekuh tkuh pkfg, tcfd o`gr~ jktLFkku dk fuekZ.k gqvk vkSj izns'k esa jktk egkjktkvksa ds rkuk'kkgh 'kklu O;oLFkk ds LFkku ij yksdfiz; tu ljdkjksa dh LFkkiuk gqbZA lu~ 1857 ls 1949 ds dky vof/k esa jktiqrkus dh fj;klrksa dh turk }kjk ns'k ds jk"Vªh; vkUnksyu esa egRoiw.kZ ;ksxnku jgkA jktLFkku izns'k us Hkkjrh; jk"Vªh; vkUnksyu esa fdlku vkUnksyuksa] tutkfr;ksa ds vkUnksyuksa esa Hkhyks a ds vkUnksyu] eh.kksa ds vkUnksyu ,oa vU; tu vkUnksyuksa ds ek/;e ls egRoiw.kZ Hkwfedk vnk dhA blesa jktkvksa esa fczfV'k fojks/kh Hkkouk;sa] izns'k esa jktuSfrd laxBuksa dh LFkkiuk Hkkjr NksMks vkUnksyu lfou; voKk vkUnksyu ,oa vlg;ksx vkUnksyuksa esa jktLFkku dh Hkwfedk] Lora=rk laxzke esa vtesj dk ;ksxnku jktLFkku dk fuekZ.k ,oa jkt'kkgh dh fonkbZ ds :i esa egRoiw.kZ Hkwfedk dk fuokZg fd;kA dSljh flag ckjgB] ckjgB ifjokj] xksiky flag [kjok] vtwZu yky lsBh] teukyky ctkt] fgjkyky 'kkL=h] lkxjey xksik] dkyhckbZ Hkhy us egRoiw.kZ Hkwfedk fuHkkbZA ladsrk{kj%&l'kL=] ØkfUr] vkUnksyu] jktiqrkuk] Lora=rk] fctksfy;k] vkmok] fj;klrs] tutkfr;ksa] Hkkouk esa fczfV'k] jktkvksa] eh.kksa] Hkhyksa] fdlku] v/k%iruA izLrkouk%& lu~ 1818 rd jktiqrkuk ds vf/kdka'k jktkvksa us fczVsu dh bZLV bf.M;k dEiuh dk vkJe ys fy;k Fkk rkuk'kkgh jktkvksa dks ;g fo'okl Fkk fd bl dkj.k muds jkT; esa /khjs&/khjs vjktdrk dk ekgkSy lekIr gks tk;sxk rFkk mudh fujadq'k O;oLFkk dk;e jg ldsxhA ysfdu bZZLV bf.M;k dEiuh }kjk jktiqrkuk lfgr iwjs ns'k ds jkT;ksa ds vkUrfjd ,oa ckg~; lkekftd] jktuSfrd] vkfFkZd] /kkfeZd ekeyksa esa fujUrj gLr{ksi ls fujadq'k 'kkldksa esa gh ugha vfirq vke tu leqnk;ksa esa Hkh vlarks"k dh Hkkouk iuius yxhA bl nkSj esa dsoy jktiqrkuk esa gh ugha lEiw.kZ Hkkjr esa vaxzstksa ds fo:) vlarks"k pje lhek rd QSy pqdk Fkk turk Lora=rk ds fy, O;kdwy gks jgh FkhA bl vlarks"kh Hkkouk dk ck:n 10 ebZ 1857 bZ- dks esjV esa QwVk cgknwj'kkg tQj ds usr`Ro esa ukuk lkgc] rkR;k Vksis] >kalh dh jkuh y{ehckbZ] dqaoj flag vkfn us vaxzstksa ds fo:) l'kL= la?k"kZ dk Madk cqyUn fd;kA ifj.kker% jktiqrkus esa vaxz stks a ds fo:) fonzksg ds Loj us tksj idM+k rFkk jktLFkku izns'k dh tu leqnk;ksa ftlesa fdlku] Hkhy] eh.kk ,oa vU;ksa us c<+p<+ dj fonzksgh 'kfDr;ksa dks l'kL= la?k"kZ esa lg;ksx iznku fd;kA 'kks/k foLrkj%& jktLFkku esa jk"Vªh; vkUnksyu dh l'kL= 'kq:vkr 28 ebZ] 1857 dks ulhjkckn Nkouh ds 15oha usfVo bUQSUVªh ds lSfudksa ls gqbZA vaxsztksa us loksPprk dh uhfr ds rgr Hkjriqj ,oa vyoj ds



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mÙkjkf/kdkj ekeyksa esa gLr{ksi fd;kA tks/kiqj ,oa t;iqj jkT;ksa ds vkarfjd ekeyksa esa gLr{ksi us 'kkldksa ds lkFk tulk/kkj.k dks Hkh jks"k ls Hkj fn;kA dksVk dk rks vax Hkax djds u;s jkT; >kykokM+ ¼1838½ bZ- dh LFkkiuk nhA 1857 ds Lora=rk laxzke ds le; jktLFkku eas nsoyh] C;koj ulhjkckn] uhep] ,sjuiqjk vkSj [kSjokM+k esa vaxzst lSfud Nkofu;kW Fkh ulhjkckn Nkouh ds lSfudksa us 20 ebZ] 1857 dks fonzksg dj Nkouh dks ywV fy;k rFkk vaxzst vf/kdkfj;ksa ds caxyksa ij vkØe.k fd;s bu lSfudksa us 18 twu] 1857 bZ- dks fnYyh igqapdj vaxzst lsuk dks ijkftr fd;kA ulhjkckn vkSj uhep dh Nkofu;ksa ds fonzksg ds ckn dksVk jkt iyVu us Hkh fonzksg dj vaxzsth lsuk dks la?k"kZ esa ijkftr fd;kA fonzksfg;ksa us estj cVZu ,oa muds nks iq=ks a dks ekjdj dksVk ds fdys ij vf/kdkj dj fy;kA ekjokM+ Hkh bl Økafr ls vNwrk ugha jgkA ,fjuiqjk ¼tokbZ cka/k] ikyh½ ds lSfud vkcw esa Fks] mUgksaus vaxz st cLrh ij /kkok cksy fn;kA lSfudksa us ^pyks fnYyh] ekjks fQjaxh** ds ukjs yxkrs gq, fnYyh dh vksj dwp fd;kA vkmok Bkdqj [kq'kkyflag us vaxzsth lÙkk ds fo:) Økafr gsrq ,fjuiqjk] Mhlk ds lSfudksa dk lkFk fn;kA mUgksaus 8 flrEcj dks chBksM+k ¼ikyh½ ds ikl vaxzst lsuk dk eqdkcyk dj tks/kqij o vaxzstksa dh lfEefyr lsukvksa dks ijkLr dj fn;kA iqu% vaxzsth lsukvksa us vkmok ij vkØe.k fd;kA bl ;q) esa tks/kiqj dk ikWfyfVdy ,ts.V ekWd eslu Hkh ekjk x;kA vkmok Bkdqj us vaxzstksa dh v/khurk Lohdkj ugha dh vksj vaxzstksals la?k"kZ tkjh j[kkA ;g la?k"kZ bfrgkl dk Lof.kZe v/;k; gSA bl le; rd 1857 dh Økafr dh ygj vtesj] /kkSyiqj] Hkjriqj] Vksad] fuEckgsM+k vkfn LFkkuksa esa QSy pqdh FkhA lu~ 1857 dh Økafr esa jktLFkku ds dbZ Økafrdkfj;ksa us viuh 'kgknr nhA izeq[k 'kghnksa dk tks fuEukuqlkj gS& ykyk t;n;ky vkSj esgjkc [kk¡& dksVk egkjkoy ds njckj esa ykyk t;n;ky odhy FksA ,d fnu mUgksaus vaxzst vf/kdkfj;ksa dh okrkZ] ftlesa ns'k HkDrksa dks dqpyus dh ;kstuk Fkh] dks lqu fy;kA ,slh ifjfLFkfr esa mUgksaus dksVk esa gh fu;qDr fjlkysnkj esgjkc [kk¡ dks lkFk fy;k vkSj nksuksa us dksVk dh lsuk dks vaxzstksa ds fo:) izsfjr fd;kA dksVk ds lSfudksa ij bldk izHkko iM+k vkSj os fonzksg ij mrj iM+sA 15 vDVwcj] 1857 dks dksVk esa Hkh"k.k la?k"kZ gqvkA lSfud Nkouh esa vkx yxk nh xbZA bl izdkj dksVk Økafrdkfjk;sa ds vf/kdkj esa jgk] fdUrq 'ks"k Hkkjr esa fonzksfg;ksa dh gkj gks tkus ls bldk izHkko dksVk ij Hkh iM+k rFkk ogka ij iqu% fczfV'k izHkko LFkkfir gks x;kA vur esa esgjkc [kk¡ vkSj t;n;ky dks rksiks ls mM+k fn;k x;kA vkmok ds Bkdqj [kq'kky flag& vkmok ds Bkdqj [kq'kky flag us vaxzst fonzksfg;ksa dk usrRo fd;kA buds usrRo esa Økafrdkfj;ksa dh lsuk fnYyh dh vksj c<+h flrEcj 1857 dks fcBksM+k ¼ikyh½ LFkku ij vaxzstksa dh lsuk ls eqBHksM+ gbZ] ftlesa vaxzst ijkftr gq,A Bkdqj [kq'kky flag dh vkRe'kfDr ls ;g fot; feyhA mudh ohjrk vkSj cgknqjh dh xkFkk vkt Hkh jktLFkkui ds yksdxhrksa esa xkbZ tkrh gSA blds vykok vklksi] vkyfu;kokl vkfn ds tkxhjnkjksa us Hkh Økafrdkfj;ksa dks lg;ksx fd;kA lw;ZeYy ehl.k& dksVk ij vaxzsth lSfudksa dk vf/kdkj gks tkus ij mUgksaus turk ij vR;kpkj djus 'kq: dj fn,A ml le; dfo lw;ZeYy ehl.k us vius xhrksa esabu vR;kpkjksa dk ân; fonkjd o.kZu fdkA lw;ZeYy cwanh ds njckjh dfo FksA mUgksaus bl Økafr ds le; esa fofHkUu tkxhjnkjksa dks vaxzstksa ds fo:) i= fy[ks rFkk vius i=ksa esa jktLFkku ds 'kkldksa vkSj tkxhjnkjksa dks vaxzstksa ds fo:) laxfBr gksus dk vkg~oku fd;kA jkor dsljh flag ,oa jkor tks/kflag& esokM+ esa Hkh dqN lkeUr Fks] ftUgksaus vaxzstksa ds fo:) Økafrdkfj;ksa dks lg;ksx fd;kA muesa lywEcj ds jkor dsljh flag rFkk dksBkfj;k ds jkor tks/kflag dk



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uke izeq[k gSA bUgks aus Økafrdkfj;ksa dh lgk;rk dhA chekj ,oa ?kk;y lSfudksa dh lsok dh rFkk vkUnksyudkfj;ksa dh fL=;ksa dks 'kj.k nsdj vaxzsth lSfudksa dks lywEcj esa izos'k djus ls jksdkA rkjkpan iVsy& lu~ 1857 dh Økafr esa jktLFkku ds vej 'kghnksa esa rkjkpan iVsy dk uke eq[; :i ls fy;k tkrk gSA rkjkpan iVsy Vksad ds fuoklh Fks vkSj fuEckgsMk esa eq[; iVsy ds :i esa fu;qDr FksA vaxzsth duZy tSDlu dh lsuk esa fuEckgsMk ij vkØe.k fd;k rks bUgksaus mls jksdus esa lrdZrk fn[kkbZA ckn esa tc vaxzstksa us fuEckgsMk ij vf/kdkj dj fy;k rc rkjkpan dks fxj¶rkj dj rksi ds xksyksa ls mM+k fn;k x;kA jktLFkku esa fj;klrh 'kkld] lkeUrksa vkSj fczfV'k lkezkT;okfn;ksa ds e/; xBcU/ku dk /khjs&/khjs turk us fojks/k djuk izkjEHk fd;kA lu~ 1818 rd fljksgh dks NksM+dj lHkh fj;klrksa esa laf/k;ksa ds ek/;e ls vaxzstksa dh loksZPprk LFkkfir gks pqdh FkhA jktLFkku esa vaxzsth lÙkk ds fo:) fdlku vkSj tutkfr;ksa dk vkUnksyu izkjEHk gqvkA buesa izeq[k :i ls /kkdM+] eh.kk] xjkfl;k vkSj Hkhy leqnk; us Hkkx fy;kA fdlku vkUnksyu esa fctkSfy;k csxw vyoj ¼uhewpj.kk½ ds fdlku vkUnksyu izeq[k gS& fdlku vkUnksyu fctkSfy;k dk fdlku vkUnksyu& fctkSfy;k esa fot;flag ifFkd vkSj lk/kq lhrkjke nkl us fdlku vkUnksyu dk usrRo fd;kA ;g cgqís'kh; vkUnksyu FkkA bldk izeq[k mís'; tkxhjnkjksa }kjk yxk, x, djksa vkSj ykx&ckx ds fo:) vkokt mBkuk FkkA izFke dne ds :i esa fdlkuksa us tkxhjnkj ds fo:) f'kdk;r egkjk.kk ls djus dk fu.kZ; fd;kA blds fy, ukuth ,oa Bkdjh iVsy dks euksuhr fd;kA nksuksa mn;iqj tkdj egkjk.kk ls feys fdUrq bldk dksbZ larks"ktud lek/ku ugha gqvkA m/kj tkxhjnkj us nksuks a iVsyks a dks viuh tkxhj ls fu"dkflr dj fn;k] blls vkUnksyu mxz gks x;kA MkW- eksgu flag egrk us fctkSfy;k tkdj fdlkuksa dks le>kSrs ds fy, rS;kj dj leL;kvksa dk lek/kku djk;kA csxwa dk fdlku vkUnksyu& fctkSfy;k vkUnksyu dh lQyrk ls izsfjr gksdj csxw a ds fdlkuksa us Hkh fBdkus ds vR;kpkjksa ds fo:) vkUnksyu fd;kA b/kj jktLFkku lsok la?k ds lnL;ksa ftlesa fot;flag ifFkd] ekf.kD;yky oekZ vkSj jkeukjk;.k pkS/kjh ds lrr~ iz;klksa ls csxwa ds fdlkuksa esa Tkkxfr dk lapkj gqvkA vUr eas fBdkuk vkSj fdlkuksa ds e/; le>kSrk gqvk] ftlesa fdlkuksa dh vf/kdrj ekaxs Lohdkj dj yh xbZ] tSls& vusd ykxrsa ¼ykx½ de dj nh vkSj csxkj ij jksd yxk nh xbZA vyoj dk fdlku vkanksyu ¼uhewp.kk dk.M½& vyoj jkT; esa Hkh tu tkxfr dk izkjaHk fdlku vkanksyu ls gqvkA taxyh lwvjksa ds mRikr ls nq[kh gksdj jkT; ds fdlkuksa us vkanksyu pyk;kA egkjktk us le>kSrk djds lwvjksa dks ekjus dk vkns'k fn;kA ckn esa jkT; ds fdlkuksa us yxku o`f) ds fojks/k esa uhepw.kk xk¡o esa lHkk dk vk;kstu fd;kA lSfudksa us xk¡o NksM+dj tkus okys yksxksa ij xksfy;k¡ pykbZ ftlesa lSdM+ksa L=h&iq:"k] cPps 'kghn gks x,A egkRek xka/kh us uhepw.kk dkaM dk fojks/k fd;kA vaxzsth 'kklu ij bl dkaM dk ncko iM+k vkSj mUgksaus vyoj ds egkjktk ds lkFk feydj fdlkuksa ls le>kSrk fd;kA blds vykok ekjokM+] 'ks[kkoVh] t;iqj ,oa gkM+kSrh ds fdlkuksa us Hkh jkT; esa gksus okys vR;kpkjksa dk fojks/k fd;kA tutkfr vkanksyu Hkxr vkanksyu& Mw¡xjiqj] ck¡lokM+k esa Hkhyksa vkSj xjkfl;ksa ds chp lk/kq xksfoUnfxjh us Hkxr vkanksyu pyk;kA mUgksaus Hkhyksa dks /keZ vkSj lR; ds ekxZ ij pyus dks dgk rFkk /kwuh vkSj fu'kku dh iwtk djus ds fy, Hkh dgkA mUgksaus yksxksa esa ?kwe&?kwe dj mUgsa i<+uk fl[kk;k o e|iku ls nwj jgus ds fy, izsfjr fd;kA



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bl izdkj Mw¡xjiqj vkSj xqtjkr dh lhek ds bZMj] fot;uxj vkSj ekyok ds Hkhy yksx lEi lHkk ds :Ik esa laxfBr gksdj Hkxr vkanksyu ls tqM+ x,A LFkkuh; ljdkjks a ds fy, Hkxr vkanksyu ,d xaHkhj leL;k gks xbZA vaxzst Hkh bl tkxfr ls fpfUrr gq,A nksuksa i{kksa us laxfBr gksdj bls nckus dk iz;kl fd;kA bldh ifjf.krh lu~ 1913 ds ekux<+ gR;kdkaM esa gqbZA lu~ 1913 dh vf'ou lqnh iwf.kZek ds fnu ekux<+ dh igkM+h ij xksfoUn fxjh ds leFkZdksa us gou djus dk fu.kZ; fy;kA ekux<+ igkM+h ij cgqr gou /kw.kk cuk;k x;kA lHkh yksx ukfj;y ysdj vkus yxsA vaxzstksa us tkxhjnkjksa dh lgk;rk ls ogka ij cSBs uj&ukfj;ksa dks ?ksj dj xksfy;k¡ pykbZ] ftlesa yxHkx 1500 ls Hkh vf/kd yksx 'kghn gq,A xksfoUnfxjh dks fxj¶rkj dj fy;k x;k vkSj Qkalh dh ltk lqukbZ ijUrq ckn esa budh ltk de dj nh xbZ vkSj vUr esa mUgsa fjgk dj fn;k x;kA ekux<+ ,sfrgkfld LFky gS] tks ckalokM+k ftys esa fLFkr gSA bl ?kVuk dh rqyuk tfy;k¡okyk ckx gR;kdkaM ls dh tk ldrh gSA ,dh vkanksyu& esokM+ ds Hkhyksa uss eksrhyky rstkor ds usrRo esa mu ij gksus okys vR;kpkjksa dk fojks/k fd;kA rstkor us vkfnokfl;ksa ds nq[kksa dk vUr djus dh izfrKk dhA blds fy, mUgksaus ifjokj ,oa thou dh lqfo/kkvksa dks R;kx fn;kA mUgksaus ekrdqf.M;k uked LFkku ij oS'kk[kh iwf.kZek ij yxus okys esys esa tkdj fdlkuksa ls lEidZ fd;kA xk¡o&xk¡o esa iapk;r dk opZLo c<+k;k vkSj yksxksa esa ,drk LFkkfir djus ds fy, vaknksyu izkjaHk fd;kA mudk ;g vkanksyu ,dh vkanksyu ds :Ik esa tkuk tkrk gSA ,dh vkanksyu dk mn~ns'; Hkkjh yxku vkSj csxkj ls fdlkuksa dks eqDr djuk FkkA >kM+ksy] dksVM+k] Qykfl;k o blds vkl&ikl ds {ks= ds Hkhy rstkor ds ,dh vkanksyu ls tqM+rs x,A blds vykok fljksgh ds Hkhy vkSj xjkfl;k rFkk vyoj ,oa t;iqj ds eh.kkvksa us Hkh vius vf/kdkjksa ds fy, vkanksyu fd;kA iztke.My vkanksyu fdlku vkSj tutkfr vkanksyu dh lQyrk ls izsfjr gksdj jktLFkku ds yksxksa us vaxz sth 'kklu ls eqDr gksus ds iz;kl rst dj fn,A lu~ 1938 ds gfjiqjk dkaxzsl vf/kos'ku ls bu iz;klks a dks cy feykA bl vf/kos'ku ds ckn r; fd;k x;k fd vaxzstksa ds fo:) tu vkanksyu rst fd, tk,A tu vkanksyu ds lapkyu dk nkf;Ro turk dks fn;k x;k vkSj izk;% lHkh jkT;ksa esa iztke.Myksa dk xBu fd;k x;kA jktLFkku ds jkT;ksa esa Hkh iztke.Myksa vkSj iztk ifj"knksa ,oa vU; laLFkkvksa dk xBu gqvkA jktLFkku dh bu laLFkkvksa us Hkh Lora=rk vkanksyu esa egRoiw.kZ Hkwfedk fuHkkbZ ftldk fooj.k fuEukuqlkj gS%& esokM+ ¼mn;iqj½& ekf.kY; yky oekZ ds usrRo esa mn;iqj esa 24 vizSy 1938 dks iztke.My dh LFkkiuk dh xbZA blds v/;{k cyoUr flag egrk fuokZfpr gq,A lu~ 1941 esa esokM+ iztk e.My dk igyk vf/kos'ku mn;iqj esa gqvk ftlesa fot;y{eh iafMr vkSj vkpk;Z diykuh us Hkkx fy;kA ekjokM+ ¼tks/kiqj½& t;ukjk;.k O;kl us 16 ebZ 1938 dks ekjokM+ yksdifj"kn~ dh uhao MkyhA bl laLFkk dk mn~ns'; egkjktk dh N=Nk;k esa mRrjnk;h 'kklu dh LFkkiuk djuk FkkA t;iqj& t;iqj esa iztke.My dh LFkkiuk lu~ 1931 esa gks pqdh FkhA lu~ 1937 esa teukyky ctkt ,oa ghjkyky 'kkL=h dh izsj.kk ls bls iqu% laxfBr fd;k x;kA chdkusj& lu~ 1936 esa chdkusj esa e?kkjke oS| us iztke.My dh LFkkiuk dhA lqizfl) ,MoksdsV j?kqoj n;ky us bldk usrRo fd;kA bUgksaus lu~ 1942 esa chdkusj jkT; iztk ifj"kn dh LFkkiuk dhA dksVk& dksVk jkT; esa tu tkxfr ds tud if.Mr u;uwjke 'kekZ FksA mUgkssaus lu~ 1934 esa gkM+kSrh iztke.My dh LFkkiuk dh rFkk lu~ 1939 esa jkT; esa mRrjnk;h 'kklu LFkkfir djus ds mn~ns'; ls dksVk jkT; iztke.My LFkkfir fd;kA



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Hkjriqj& Hkjriqj esa jktuSfrd tkxfr dk izHkko lu~ 1938 esa gqvkA Jh xksihyky ;kno] ekLVj vkfnR;sUnz vkSj tqxy fd'kksj prqosZnh us feydj Hkjriqj esa iztke.My dh LFkkiuk dhA vyoj& if.Mr gfjukjk;.k 'kekZ vkSj dqat fcgkjh yky eksnh ds iz;Ruksa ls lu~ 1938 esa vyoj jkT; iztke.My dh LFkkiuk gqbZA djkSyh& ;gk¡ jktuSfrd tkxfr dh 'kq:vkr djkSyh jkT; lsok la?k ds ek/;e ls gqbZA f=yksd pUnz ekFkqj us djkSyh esa iztke.My dh LFkkiuk dh vkSj le;≤ ij jkT; esa 'kklu lq/kkj dh ekax dhA /kkSyiqj& /kkSyiqj esa lu~ 1934 esa ukxjh izpkfj.kh lHkk dh LFkkiuk gqbZA bl lHkk us vNwrks)kj dk dk;Z fd;k vkSj blh ds dk;ZdrkZvksa us lu~ 1938 esa iztke.My dh LFkkiuk dhA fljksgh& xksdqy HkkbZ us lu~ 1939 esa fljksgh ds iztke.My dh LFkkiuk dj ;gk¡ tu tkxfr ykus dk iz;kl fd;kA 'kkgiqjk o fd'kux<+& fctkSfy;k vkanksyu ds usrk ekf.kD; yky oekZ dh izsj.kk ls lu~ 1938 esa 'kkgiqjk rFkk fd'kux<+ jkT; esa jkT; iztke.My dh LFkkiuk dh xbZA Lok/khurk laxzke esa lekpkj i=ksa dk ;ksxnku& Lok/khurk laxzke esa lekpkj i=ksa us viuh egRoiw.kZ Hkwfedk fuHkkbZA jktLFkku esa fot;flag ifFkd] dsljh flag ckjgB ,oa jke ukjk;.k pkS/kjh vkfn usrkvksa us lekpkj i=ksa dks tu tkxj.k dk ek/;e cuk;kA Lora=rk dh T;ksfr tykus esa lekpkj i=ksa dk ;ksxnku lnk Lej.kh; jgsxkA Hkkjr NksM+ks vkanksyu vkSj jktLFkku& lu~ 1942 esa dkaxz sl ds cEcbZ vf/kos'ku esa ;g fu.kZ; fy;k x;k fd Hkkjr dh Lora=rk ds fy, egkRek xka/kh ds usrRo esa tu la?k"kZ 'kq: fd;k tk,A mlh fu.kZ; ds QyLo:Ik jktLFkku esa egkRek xka/kh ds Hkkjr NksM+ks vkanksyu dh xwwat lqukbZ nhA jktLFkku esa iztkifj"knksa vkSj iztk e.Myksa us Hkkjr NksM+ks vkanksyu izkjaHk fd;kA fu"d"kZ& 15 vxLr] 1947 bZ- ls igys jktLFkku ds lHkh jkT;ksa us Hkkjrh; la?k esa 'kkfey gksus dh laf/k;ksa ij gLrk{kj dj fn;s FksA 1948 bZ- ds vkjEHk esa Hkkjr ljdkj us jktLFkku ds fofHkUu ns'kh jkT;ksa dks ijLij feykdj u;s jkT;ksa dk xBu fd;k lcls igys eRL; la?k fQj la;qDr jktLFkku rRi'pkr la;qDr o`gÙkj jktLFkku ,oa o`gn~ jktLFkku Øe'k% orZeku jktLFkku vfLrRo esa 1956 esa vk;kA jktLFkku izns'k us Hkkjr ds jk"Vªh; vkUnksyu esa c<+p<+ dj viuh Hkwfedk dk fuokZg fd;kA esjs 'kks/ki= ds vuqlkj eSa dg ldrk gwW fd jktLFkku dh l'kL= Økafr 1857 ls ysdj 1949 rd dh ?kVukvksa dks Hkkjrh; jk"Vªh; vkUnksyu dh dsUnz fcUnq dgs rks dksbZ vfr';ksfDr ugha gksxh blesa pyk;s x;s fofHkUu fdlku ,oa tu vkUnksyu ,oa jktiqrkuk ds ohjksa us viuh Hkwfedk dk fuokZg fd;k] ftlds QyLo:i Hkkjrh; tuekul Lora= ,oa [kqyh gok esa lkal ys ldkA lanHkZ lwph%&

1- tSu MkW- gqdqe pUn ,oa ekyh MkW- ukjk;.k yky lSuh ^^jktLFkku dk bfrgkl] dyk] laLdfr] lkfgR; ijEijk ,oa fojklr]** jktLFkku fgUnh xazFk vdkneh t;iqj] i`- 142&143

2- ch-,y- ikuxfM+;k] ^^jktLFkku esa Lora=rk laxzke** jktLFkku fgUnh xzUFk vdkneh t;iqj] i`- 22 3- rkiu izks- tqx efUnj ^^jktLFkku esa Lora=rk la?k"kZ** Hkkjr fizfUVx izsl] vyoj] i`- 29 4- pUnzk fofiu ^^Hkkjr dk Lora=rk la?k"kZ** fgUnh ek/;fed dk;kZUo; funs'kky;] fnYyhA 5- vghj jktho ^^vk/kqfud Hkkjr dk bfrgkl** LisDVªe cqDl izk- fy- fnYyhA 6- izfr;ksfxrk niZ.k] flrEcj 2006 7- vfHkO;fDr if{kd if=dk 8- Øksfudy ekfld if=dk 2014



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9- nf"Vdks.k eaFku 2019] i`- 21&22 10- fgUnqLrku laokndh; i`"B 11- nSfud HkkLdj ^^laikndh; i`"B 12- jktLFkku if=dk lS.M tSdsVA



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Hkkjr esa iapk;rh jkt dh fodkl izfØ;k oSfnd dky ls fczfV'k dky ds fo'ks"k lUnHkZ esa jk/kk lkjLro

O;k[;krk] yksd iz'kklu ,l-,e-,e- dU;k egkfo|ky;

HkhyokM+k] jktLFkku 'kks/k lkjka'k xk¡o ges'kk lkekftd o vkÆFkd thou dh egRoiw.kZ bdkÃ ds lkFk&lkFk vrhr ls ç'kklu dh egRoiw.kZ laLFkk jgk gSA çLrqr 'kksèk i= esa iapk;rksa ds bfrgkl] mn~xe rFkk oSfnd dky] jkek;.k] egkHkkjr] eqxy ,oa fczfV'k dky esa iapk;rksa ds fodkl ij çdk'k Mkyk x;k gSA jk"Vªh; vkUnksyu dh 'kfä dh o`f) vkSj çkUrh; Lok;Ùk 'kklu dh çkfIr ds lkFk&lkFk Hkkjr esa LFkkuh; 'kklu dk :i Hkh cny x;kA igys og Lo'kklu ds {ks= esa ,d ç;ksx ek= le>k tkrk FkkA vc mldk ;g :i lekIr gks x;kA vc og lEiw.kZ ns'k ds Lo'kklu dk ,d vfHkUu vax cu x;kA bl dky esa çkUrksa us LFkkuh; fudk;ksa ds ekeyksa dh tk¡p vkjEHk dhA rkfd mUgsa LFkkuh; ekeyksa ds çcUèk dk mi;ä lkèku cuk;k tk ldsA dsUæ Lrj ij xfBr fofHkUu lfefr;ksa tSls cyoUr jk; esgrk lfefr] v'kksd esgrk lfefr] th-oh-ds-jko lfefr] ,y-,e-Çl?koh lfefr o èkqaxu lfefr dh flQkj'kksa dk mYys[k 'kksèk i= esa çLrqr gSA ladsrk{kj & ifj"—r yksdrkaf=d fodsUæhdj.k fofHkUu lfefr;ksa Lo'kklu 'kks/k foLrkj %& oSfnd lkfgR; esa lHkk ,oa lfefr;ksa dk mYys[k gqvk gSA tkrd dgkfu;ka pkSFkh o ikapoh 'krkCnh ¼Ãåiwå½ esa xk¡o dk lqUnj fp=.k djrh gSA ;s lHkk lfefr;ka yksxksa dh HkykÃ ds fy, dk;Z djrh FkhA vk;Z tkfr bfrgkl ds jaxeap ij ços'k djus ls iwoZ Hkkjr esa mUur lH;rk dh lÙkk Fkh] mls Çlèkq ?kkVh dh lH;rk dgrs gSaA bl lH;rk dk {ks= cgqr O;kid Fkk vkSj blds çèkku uxj mu LFkkuksa ij fLFkr Fks tgk¡ orZeku le; esa eksgutksnMksa vkSj gMIik ds [ksMs fo|eku gSaA ;gk¡ O;ofLFkr ç'kklu FkkA 'kkfCnd –f"V ls iapk;rh jkt 'kCn fgUnh Hkk"kk ds nks i`Fkd&i`Fkd 'kCnksa Þiapk;rÞ vkSj ÞjktÞ ls feydj cuk gS] ftudk la;qä rkRi;Z ik¡p tu çfrfufèk;ksa ds lewg ds 'kklu ls gSA1 i`Foh ij tc ls ekuo us lkeqfgd :i esa jguk çkjEHk fd;k] rHkh ls viuh lw[k lqfoèkk ds fofHkUu vk;keksa ij fopkj djus yxkA iapk;rh jkt dh ifjdYiuk Hkh blh ifjorZu dk ifj"—r :i gS] tks çkphu dky ls gh fo|eku jgh gSA blus vius vfLrRo dks u dsoy dk;e j[kk gS] vfirq le;≤ ij lkFkZd fn'kk esa ifjorZu Hkh fd;k gSA LFkkuh; 'kklu dks ekuo dh euksoSKkfud vkSj O;kogkfjd vko';drk ds :i esa js[kkafdr fd;k gSA ekuo dh lnSo ;g bPNk jgh gS fd tks Hkh ljdkj gks] og mlds Lo;a ds }kjk pquh gqÃ ,oa vPNh ljdkj gksuh pkfg,A ekuo eu dh bPNk vfr çkphu dky ls LFkkuh; laLFkkvksa dk fodkl vUrÆufgr n'kZu jgh gSA orZeku le; esa iapk;rh jkt O;oLFkk Lo'kklu dk vfHkUu vax cu pqdh gSA2 çkphu Hkkjr esa iapk;r 'kCn dks laL—r Hkk"kk ds Þiapk;ruÞ ls ifjHkkf"kr fd;k x;k gSA ftldk vFkZ gksrk gS Þik¡p O;fä;ksa dk lewgA lH;rk ds fodkl ds vkèkkj ij vuqeku yxk;k tk ldrk gS fd Hkkjr ds yksdrkaf=d fodsUæhdj.k dh çfØ;k dh 'kq:vkr Ã-iw- 2000 o"kZ igys gks pqdh FkhA flUèkq ?kkVh lH;rk esa eksgutksnMks a esa yksdrkaf=d fodsUæhdj.k O;oLFkk dk vuqeku ogk¡ dh uxjh; O;oLFkk ls yxk;k tk ldrk gSA oSfnd lkfgR; esa xzkeh.k LFkkuh; Lo'kklu dh laxfBr O;oLFkk ds dqN lanHkZ ;=&r= feyrs gSA ml le; ç'kklu dh lcls NksVh bdkÃ xzke FkhA ftldk eqf[k;k xzkeh.kh dgykrk FkkA xzkeh.kh xzke dh Js"B ,oa cqtqxks± ls lykg dj viuk dk;Z djrk FkkA _Xosn esa lHkk] lfefr ,oa



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fonFk uked laLFkkvksa dk mYys[k gSA ftuesa vkxtu dh çHkkoh Hkkxhnkjh gksrh FkhA bu laLFkkuks a dks fu.kZ; fuekZ.k esa egRoiw.kZ vfèkdkj çkIr FksA _Xosn ds lHk lfefr ,oa fonFk uked laLFkkvksa dk mYys[k feyrk gSA3

jkek;.k rFkk egkHkkjr esa lHkk@NksVs jkT;ks a dk mYys[k feyrk gSA jkek;.k esa tuinksa dks xzkeh.k x.kjkT;ksa ds la?kks ds :i esa tkuk tkrk gSA Le`fr dky esa euqLe`fr esa mYys[k gS fd jk"Vª esa jktk çtk ij 'kklu djrk gSA Þxzkfedß xzkeh.k 'kklu ds fy, mÙkjnk;h gksrk FkkA bldk çeq[k dk;Z xzkeokfl;ksa ls dj ,df=r djuk rFkk xzke esa 'kkfUr ,oa O;oLFkk cuk, j[kuk FkkA euq us ç'kklu dh lcls NksVh bdkÃ xzke dks ekuk gS egktu in dky ds x.kjkT;ksa esa xzke iapk;rsa Hkh gksrh Fkh] tks jktra=kRed jkT;ksa dh xzke iapk;rksa ds leku gh viuk dk;Z djrh FkhA ;s —f"k O;kikj m|ksx vkfn ds fodkl dk dk;Z djrh FkhA ckS) dky esa xzke dh lHkk ds çèkku dks xzkeh.kh] xzkfed ;k xzke Hkkstd ds uke ls iqdkjrs FksA xzkeoklh ftldk pquko djrs FksA xzke lHkk esa xzke o`) ds :i esa xzke ds eqf[k;k yksx fgLlk fy;k djrs FksA ysfdu muds vykok xk¡o ds vfèkdk'k O;fä Hkh Hkkx fy;k djrs FksA xzke Hkkstd ds dk;ksZ ds fo#) jktk ds ikl vihy dh tk ldrh FkhA jktk dks vko';drkuqlkj xzke 'kklu esa la'kksèku djus rFkk xzke Hkkstd dks vinLFk djus dk vf/kdkj FkkA4 dkSfVY; us vius xzUFk vFkZ'kkL= eas izpfyr xzkeh.k iz'kklu dh O;oLFkk dk foLrr fooj.k fn;k gSA dkSfVY; us iz'kklu ,oa jktLo ds laxzg.k dh nf"V ls 'kklu dks xzkeh.k bzdkbZ;ks a dh ,d Ja[kyk ds :i esa laxfBr djus ij cy fn;k gSA mlds vuqlkj 100 xzkeksa ij LFkkuh;] 200 xzkeksa ds lewg ij [kkoZfVd] 400 xzkeksa ds lewg ij nzks.keq[k vkSj 800 xzkeksa ds lewg ij laxzg.k uked bdkbZ;ksa dh LFkkiuk djus dh ckr dghA xzke dk vf/kdkjh xzkfed dgykrk FkkA inkf/kdkfj;ksa ds ikl Hkwfedj flapkbZ taxy ;krk;kr U;k; rFkk ns[kHkky dk dke FkkA ik¡p ;k nl xzkeksa dk vf/kdkjh xksi dgykrk FkkA dkSfVY; dk dFku gS fd lekgrkZ ds vkns'kk ik¡p ;k nl xzkeksa dk lewg cuk;k tk, vkSj mudk izcU/k xksi uke dk vf/kdkjh djsA ekS;Z dky esa iapk;r dk vfLrRo df"k ls lEcfU/kr FkkA5

ekS;Zdky esa xzke lHkk xk¡o ls lEcfU/kr leLr ekeyksa ds lEcU/k esa rdZ fordZ djrh Fkh rFkk iwjs leqnk; ds fy, ykHkdkjh dkuwuksa dk fuekZ.k fd;k tkrk FkkA fu;fer U;k; izfØ;k ,oa tkapksa eas vijkf/k;ksa dks nf.Mr fd;k tkrk FkkA xzke dh fofo/k xfrfof/k;ksa dk dsUnz lHkk gksrh FkhA ;g /kkfeZd o lkekftd ekeyksa ij Hkh fopkj&foe'kZ djrh FkhA ;g euksjatu ds fofHkUu lk/kuksa dk Hkh izcU/k djrh Fkh ,oa lHkk ,d Nk;knkj o`{k ds uhps gksrh FkhA ftlesa xk¡o ds yksx bu Lo'kklh xzkeh.k x.kra=ksa esa Lora=rk iwoZd jgrs FksA

iq";Hkwfr oa'k vkSj dkU;dqCt lkezkT; ds ckjs esa g"kZ pfj=e~ esa xzkeh.k 'kklu O;oLFkk dh mRd"Brk dk mYys[k feyrk gSA ,slk ekuk tkrk gS fd ml nkSjku LFkkuh; 'kklu esa uxj 'kklu dk vfLrRo ugha Fkk vfirq vius lEiw.kZ izHkko ls xzke iapk;rsa gh 'kklu dh ckxMksj lEHkkyrh FkhA6

xqIrdky esa Hkh LFkkuh; Lo'kklu dh :ijs[kk ekS;Zdky ds leku gh jghA xzke dk loksZPp vf/kdkjh **xzkeifr** dgykrk FkkA eqf[k;k ds uhps iap ;k xk¡o ds ik¡p vf/kdkjh FksA xqIrdky esa lcls cM+k foHkkx izkUr FkkA ftldks ns'k ;k HkqfDr dgrs FksA izkUrh; 'kklu ;kSfxd] ;ksxifr] xksik] mijhd egkjkt vkSj jkt LFkkuh; dgykrs FksA ,slk ekuk tkrk gS fd ml le; LFkkuh; 'kklu esa uxj 'kklu dk vfLrRo ugha Fkk] vfirq vius lEiw.kZ izHkko ls xzke iapk;rsa gh 'kklu dh ckxMksj laHkkyrh FkhA



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nf{k.kh Hkkjr ds jkT;ksa esa LFkkuh; 'kklu O;ofLFkr ,oa mPp dksfV dk Fkk] tcfd mÙkj Hkkjr esa jktuhfrd mFky&iqFky ds dkj.k LFkkuh; 'kklu ij vfèkd è;ku ugÈ fn;k tk ldrk FkkA pkSy 'kklu dh ,d çeq[k fo'ks"krk xzkeksa dh LFkkuh; 'kklu O;oLFkk FkhA ,fYQUlVu us fy[kk gS fd ;fn ge nf{k.k dh ns'kh 'kklu O;oLFkk dk fdlh Hkh –f"V ls ijh{k.k djsa rks çFke vkSj lcls egRoiw.kZ fo'ks"krk mlds xkaoksa vkSj dLcksa esa foHkktu gSA ;s leqnk; vius Hkhrj y?kq :i esa jkT; ds lHkh rRo j[krs gSa] vkSj vius lnL;ksa dh j{kk djus esa Lo;a leFkZ gSA7 jkèkk eqdqn eqdtÊ us viuh —fr yksdy xouZesUV esa môy f'kykys[kksa ds vkèkkj ij crk;k gS fd môy xk¡o dk 'kklu ,d lHkk vFkok egklHkk }kjk gksrk FkkA eq[; vFkok dsUæh; lHkk vusd lfefr;ksa esa foHkkftr FkhA vYrsdj us Hkh fy[kk gS fd pksy jktoa'k ds ¼900&1300½ ys[kksa ls rfey ns'k esa xzke lHkk vkSj mldh lfefr ds dk;ks± dk vfèkd fooj.k miyCèk gksrk gSaA lkèkkj.k xzkeksa dh xzkelHkk ÞÅjÞ vkSj ÞvxzgkjÞ xzkeksa dh la[;k tgk¡ vfèkdrj fo}ku czkã.k jgrs Fks] lHkk dgh tkrh FkhA dHkh&dHkh nksuksa çdkj dh laLFkk,a ,d gh xzke esa ik;h tkrh FkhA vYrsdj us vkxs fy[kk gS fd xqIrdky esa de ls de dqN vU; çkUrksa esa rks xzke lfefr;ksa dk fodkl gks pqdk FkkA eè; Hkkjr esa mUgsa Þiape.Myhß vkSj fcgkj esa Þxzke** tuin dgrs FksA pksy ;qx esa iz'kklu LFkkuh; ç'kklu ds fy, fo[;kr jgk gSA xzke ç'kklu dh tckcnsgh jkT; dh u gksdj LFkkuh; Lok;Ùk laLFkkvks a dh gqvk djrh FkhA ftlesa bu bdkÃ;ksa dks i;kZIr LorU=rk çnku dh xÃ FkhA pksy dky esa nks çdkj dh lHkk,a Fkh mj rFkk lekA mj loZ lkèkkj.k dh laLFkk gqvk djrh Fkh] ftlesa xk¡o dk çR;sd O;fä bldk lnL; gksrk FkkA os lHkh mj dh dk;Zokfg;ksa esa Hkkx ysrs FksA lHkk mj dh vis{kk vfèkd laxfBr gqvk djrh FkhA lHkk dh cSBdsa xk¡o ds e.Mi ;k rkykc ds fdukjs gksrh FkhA cSBd dh lwpuk foxqy ctkdj nh tkrh FkhA pksy jkT; esa xzkeksa dh çfrfufèk lHkk dks ÞukMw djrs FksA ukMw lHkk yxku Hkh ekQ dj ldrh FkhA ,yfQUlVu us fy[kk gS fd ;fn nf{k.k dh ns'kh 'kklu i)fr dk fdlh Hkh –f"V ls ijh{k.k djsa rks çFke vkSj lcls egRoiw.kZ fo'ks"krk mldk xk¡o vkSj dLckssa esa foHkktu gSA ;s leqnk; vius Hkhrj y?kq :i esa jkT; ds lHkh rRo j[krs gS vkSj vius lnL;ksa dh j{kk djus esa leFkZ gSA jktiwr dkyhu iapk;r O;oLFkk esa xzke iapk;rksa dk egRo ?kVk;k FkkA ml ij Hkh lkeUrks a dh vfèkdkj lÙkk LFkkfir gks xÃ FkhA xzke 'kklu esa nf{k.k Hkkjr ftruk laxfBr Fkk mruk mÙkj Hkkjr esa ugÈ FkkA rRdkyhu 'kklu çkUrksa vfn"Vkuksa vkSj xzkeksa esa foHkä gksrk FkkA lkeUrx.k cgqèkk dsUæ ls LorU= gksus dh ps"Vk djrsA8 fnYyh lkezkT; cMk fo'kky FkkA lYrur dky esa 'kklu çdkj dh lqfoèkk ds fy, vusd Hkkxksa esa ckaVk x;k FkkA lEiw.kZ jkT; çkUrksa esa foHkä FkkA çkrq 'kklu dh lcls cM+h bdkÃ FkkA ftls ÞbäkÞ dgk tkrk FkkA vykmn~nhu ds 'kklu esa bls lwck dgk tkus yxk FkkA çkUrksa vFkok lwcksa dh la[;k lYrUr dky esa ?kVrh c<+rh jghA izkUr dks Hkh ç'kklfud –f"V ls ijxuksa esa ckaV fn;k x;kA ijekuksa dks xk¡o esa ckaVk x;kA xk¡o gh jkT; dh lcls NksVh 'kkldh; bdkÃ FkkA çkUr ds eq[; vfèkdkjh dks lwcsnkj dgrs FksA ijxus ds vkey vkSj eqlfjQ uked çeq[k vfèkdkjh gksrs FksA xk¡o esa yEcjnkj] iVokjh ,oa pkSdhnkj gksrs FksA eqfLye vkØkUrkvks a ls in nfyr Hkkjr esa LFkkuh; Lo'kklu laLFkkvksa dk fHkUu Lo:i çdV gksrk gS lur dky esa jkT; dh lcls NksVh bdkÃ xzke FkhA xzke dk çcUèku yEcjnkjksa] iVokfj;ksa o pkSdhnkjksa }kjk fd;k tkrk FkkA xk¡oksa dks vius çcUèku ds ekeys esa i;kZIr Lok;rk çkIr FkhAÞ



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iVokjh dk çèkku dk;Z 'kkfUr O;oLFkk cuk;s j[kuk o yxku olwy djuk gksrk FkkA iVokjh xk¡o dk fgLlk j[krk FkkA eqfLye 'kklu dky esa Hkh xzke gh Lok;Ùk 'kklu dh egRoiw.kZ bdkÃ FkhA lEiw.kZ eqxy çkUr] vusd ljdkjksa rFkk ftyksa esa caVk gqvk FkkA NksVh 'kklu bdkÃ ijxuk FkhA ijxus xk¡oksa esa foHkä FksA blds vfrfjä xkaoksa dk çoUèk iapk;rsa djrh FkhA xk¡oksa dh lQkÃ] f'k{kk] ÇlpkÃ] >xMks a dk QSlyk vkfn dk;Z dk Hkkj mUgÈ ij FkkA iVokjh yxku olwy djrs Fks rFkk pkSdhnkj >xM+ksa dk fuiVkjk djrs FksA xk¡oksa dks vius ekeyksa esa dkQh la[;k feyh gqÃ FkhA9 eè;;qx dh 'kklu O;oLFkk esa xzkeh.k LFkkuh; ç'kklu dh bdkÃ;ka tks vius iqjkru :i esa fo|eku jghA ;g le; eqíksa dh tfVyrk ,oa jktuhfrd mFky&iqFky dk Fkk] ftlesa xzkeh.k laLFkkvksa ij dksÃ è;ku ugÈ fn;k x;kA vQxku vkSj eqfLye 'kkldksa us iqjkru :f<+;ksa vkSj vfHkle;ksa esa fdlh çdkj dk gLr{ksi djuk mfpr ugh le>k vkSj u gh ikjEifjd xzkeh.k LFkkuh; O;oLFkk esa dksÃ ifjorZu fd;kA eqxy 'kklu vdcj us LFkkuh; laLFkkvksa dks Lohdkj dj çksRlkgu fn;kA iapk;rksa ds fu.kZ;ksa dks ekU;rk çnku dh xÃA dy dky esa dsUæh; 'kklu çkUr esa o çkUr vusd ljdkjksa ;k ftyksa esa foHkä FkkA xk¡o ç'kklu dh lcls NksVh ds 'kklu dk çcUèku iapk;r }kjk fd;k tkrk FkkA yksMZ gSyh dh ekU;rk gS fd fczfV'k 'kklu ls iwoZ gh ç'kklu ds {ks= esa xzke iapk;rksa dk çk;% vUr gks pqdk FkkA mUgksaus fy[kk gS fd laHko gS fd NVh vkSj uoh lfn;ksa ds chp dqN ,slk le; jgk gks tc iapk;r ,d thor laLFkk Fkh vkSj mld Åij dke dk;ksZ dk nkf;Ro FkkA fdUrq ;g fLFkfr ns'k ds dqN fxus pqus Hkkxksa esa gks jgh gksrh! vU;= lc LFkkuksa esa iapk;r o;kso`) yksxks a dh lfefr ds :i esa 'ks"k jg xÃ Fkh] ftlds dk;Z vkSj vfèkdkj xk¡o dh ijEijk vkSj fLFkfr ij fuHkZj FksA Hkkjr esa fczfV'k 'kklu ls iwoZ gh Hkkjr ds vfèkdka'k Hkkxksa esa iapk;rsa fuf"Ø; gks pqdh FkhA vr% Hkkjr esa LFkkuh; 'kklu çkphu dky esa Hkh fo|eku Fkk] fdUrq orZeku laxBu rFkk dk;Z ç.kkyh ds :i esa çpfyr fczfV'k 'kklu ds vUrxZr gh gqvk FkkA vaxzstks us çkUrh; ,oa LFkkuh; ç'kklu dk fodkl vius futh fgrksa dh iwÆr vkSj leL;kvksa ds vuqlkj fd;kA vaxzsth 'kklu ds nkSjku dqN Hkkjrh; la?k mHkjsa vkSj mUgksaus iapk;rksa ds lqn<+hdj.k dh ekax j[khA 1863 esa jktdh; lsuk LokLF; vk;ksx dk xBu gqvkA ftldh flQkfj'kksa ds ifj.kke Lo:i çkUrksa vkSj xk¡oksa esa LokLF;] lQkÃ ,oa vU; mís'; ds fy, vfèkfu;e rS;kj fd;s x;sA10 mnkj fopkjksa ds èkuh yksMZ fjiu 1882 esa fczfV'k o‚;ljk; cudj Hkkjr vk;sA mUgksaus LFkkuh; laLFkkvksa dks yksdra=h; Lo:i çnku djus ds i{k esa vusd ldkjkRed ç;kl fd;s] ysfdu xzkeh.k laLFkkvksa esa lqèkkj ugÈ gks ik;kA 1907 esa fodsUæhdj.k ij ,d 'kkgh vk;ksx dh LFkkiuk gqÃA ;g iapk;rh jkt dh –f"V ls ,d egRoiw.kZ dne jgkA blh vk;ksx esa igyh ckj laoSèkkfud egRo ds fdlh nLrkost esa iapk;r 'kCn dk mYys[k djuk ekuk tkrk gSA nqHkkZX; ls vk;ksx dh flQkfj'ksa ykxw ugÈ gks ikÃA fczfV'k ljdkj us 1915 esa ,d çLrko vkSj Lohdkj fd;kA ftldk Hkh dksÃ urhtk ugÈ fudy ik;k lu~ 1917 esa fczfV'k laln esa eksaVsX;w us fczfV'k 'kklu ls uhfr dk mís'; Hkkjr esa mÙkjnk;h ljdkj dh LFkkiuk crk;k FkkA eksaVsX;w us gkÅl v‚Q dkeUl esa 1917 esa ?kks"k.kk dh Fkh fd fczVh'k ljdkj dh uhfr Hkkjr esa mÙkjnk;h ljdkj dh LFkkiuk djuk gSA 1919 esa ,d u;s ;qx dk lw=ikr gksrk gS tc Hkkjr ljdkj vfèkfu;e 1919 ikfjr fd;k x;kA ftlesa LFkkuh; Lo'kklu dh ppkZ dh xÃ FkhA vfèkfu;e ds vuqlkj oSèk 'kklu ç.kkyh dks LFkkfir fd;k x;kA ftlesa LFkkuh; Lok;Ùk 'kklu iw.kZ:is.k çkurh; ljdkjksa ds vfèkdkj {ks= esa vk x;kA Hkkjr ljdkj vfèkfu;e 1919 dks eks.V QksMZ fjikV ds :i esa gh ikfjr fd;k x;k FkkA bl vfèkfu;e ds



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rgr LFkkuh; Lok;Ùk 'kklu ds foHkkx dks gLrkUrfjr Js.kh esa j[kk x;k vkSj bls çkUrh; ljdkjksa ds fuokZfpr eaf=;ksa ds vfèkdkj esa fn;k x;kA ;g ifjorZu LFkkuh; Lok;Ùk 'kklu ds {ks= esa ,d uohu lapkj fopkj iSnk djrk gSA mä vfèkfu;e ds ykxw gksus ls LFkkuh; Lo'kklu dk fo"k; Hkkjr ljdkj ds fu;a=.k ls eqä gksdj iw.kZ :i ls çkUrh; ljdkjksa ds gkFkksa esa vk x;kA bldk ,d vU; ifj.kke ;g gqvk fd LFkkuh; Lok;Ùk 'kklu ds {ks= esa tks ,d:irk vc rd ik;h tkrh Fkh] og vc u jg ldhA ftlls lHkh çkUr iapk;rksa] ftyk cksMksZ vFkok uxj ikfydkvksa ds fy, iFkd&i`Fkd vfèkfu;e cusA blds }kjk caxky LFkkuh; vfèkfu;e 1919 eækl LFkkuh; 'kklu vfèkfu;e 1920] fcgkj Lo'kklu vfèkfu;e 1920- la;qä çkUr iapk;r vfèkfu;e 1920] iatkc iapk;r vfèkfu;e 1922 rFkk vle Lo'kklu vfèkfu;e 1925 vkfn vfèkfu;e ikfjr gq,A bu vfèkfu;eksa ds }kjk iapk;rksa dks fofHkUu 'kfä;k¡ lkSaih xÃA11 lu~ 1920 esa jfoUæukFk VSxksj }kjk 'kkfUr fudsru esa xzkeh.k fodkl ,oa cky f'k{kk dk;ZØe dh 'kq:vkr dh xÃA 1927 ÃloÈ esa lkÃeu dh vè;{krk esa ,d vk;ksx fu;qä fd;k x;kA bjkdh fu;qfoÙk dk mís'; LFkkuh; ljdkjksa ds dk;Zdj.k dk foLrkj ls ijh{k.k djuk FkkA 1919 ds vfèkfu;e ds vèkhu mÙkjnk;h ljdkj dh LFkkiuk esa vfxze okafNr ç;klksa ds lanHkZ esa tk¡p djuk FkkA mlus lu~ 1920 ls ysdj ckn rd ds dky dh LFkkuh; ljdkjksa ds {ks= esa gq, fodkl dk foLrr losZ{k.k fd;kA lu~ 1932 esa egkRek xk¡èkh lsok xzke esa xzke LokoyEcu ds fy, dÃ dk;ZØeksa dh 'kq:vkr dh FkhA 1937 esa 1935 ds Hkkjrh; 'kklu vfèkfu;e dk çkUrh; Hkkx ykxw fd;k x;k Fkk vkSj çkUrksa esa }S| 'kklu ds LFkku ij çkUrh; Lok;Ùk 'kklu LFkkfir fd;k x;kA jk"Vªh; LorU=rk vkUnksyu Hkh igys ls vfèkd O;kid :i èkkj.k djus yxk FkkA jk"Vªh; vkUnksyu dh 'kfä dh o`f) vkSj çkUrh; Lok;Ùk 'kklu dh çkfIr ds lkFk&lkFk Hkkjr esa LFkkuh; 'kklu dk :i Hkh cny x;kA igys og Lo'kklu ds {ks= esa ,d ç;ksx ek= le>k tkrk FkkA vc mldk ;g :i lekIr gks x;kA vc og lEiw.kZ ns'k ds Lo'kklu dk ,d vfHkUu vax cu x;kA bl dky esa çkUrks a us LFkkuh; fudk;ks a ds ekeyksa dh tk¡p vkjEHk dhA rkfd mUgsa LFkkuh; ekeyksa ds çcUèk dk mi;ä lkèku cuk;k tk ldsA eè; çkUr us 1935 esa tk¡p lfefr fu;qä dhA la;qä çkUr us 1938 esa vkSj cEcÃ us 1939 esa tk¡p lfefr fu;qä dh FkhA ;|fi fofHkUu çkUrksa esa tk¡p lfefr;ka fu;qä dh FkhA fofHkUu çkUrksa us tk¡p lfefr;ksa dh flQkfj'kksa ij vey ugÈ fd;kA 1939 esa dkaxzslh ljdkjsa fofHkUu çkUrksa esa Hkax gks xkÃ JhA ƒƒ…‰ esa gh f}rh; fo'o ;q) 'kq: gks x;kA ftlds dkj.k 1939 ls 1946 rd laoSèkkfud ladV dh fLFkfr jghA bl ladV ds le; esa LFkkuh; leL;kvksa ds fodkl dh vksj dksÃ Bksl dne ugÈ mBk;k x;kA blds lEcUèk esa dsoy fopkj foe'kZ gksrs jgs ! iqu 1946 esa dkaxzslh ljdkjsa xfBr gqÃ rks LFkkuh; laLFkkvksa ds lEcUèk esa lfefr;ksa ds tks çfrosnu vk, Fks] muds vuq:i dk;kZUo;u gksuk çkjEHk gqvkA LorU= Hkkjr dh lafoèkku lHkk us viuk dk;Z 'kq: fd;kA blesa dsUæ vkSj jkT; ljdkjksa ds fy, ;kstuk izLrkfor djus gsrq nks lfefr;k¡ fu;qä dh xÃ FkhA12

fu"d"kZ & çkphu Hkkjr esa lkekftd lajpuk ds rhu egRoiw.kZ vkèkkj & tkfr çFkk] la;qä ifjokj] xzke iapk;rsa jgh gSA Lo'kklu dh bdkÃ ds :i esa uke iapk;rksa dk ;gh fo'ks"k egRo jgk gSA egkRek xk¡èkh dh ekU;rk Fkh fd Hkkjrh; xzkeh.k tho u iapk;rksa dh iqu% LFkkiuk ls gh lEHko gSA xzke iapk;r xzkeh.k {ks=ksa esa 'kklu] çcU/k] 'kkfUr vkSj lqj{kk dh ,d ek= laLFkk jgh gSA M‚- jkèkk eqdn eq[kthZ us xzke iapk;rksa dks çtkrU= ds nsork dh laKk nh gSaA mUgksaus fy[kk gS Þ;s leLr turk dh lkekU; lHkk ds :i esa vius lnL;ksa ds leku vfèkdkjksa] LorU=rkvks ds fy, fuÆer gksrh gSA rkfd lc esa lekurk] LorU=rk rFkk cUèkqRo dk fopkj n< jgsA



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lUnHkZ xzUFk lwph

1. ,e-ds- xka/kh % xzke LojkT;] uothou ifCyf'kax gkml] vgenkckn] 1962] i`- 67

2. jktoyh ik.Ms % izkphu Hkkjr] i`- 56

3. ,e vlye % iapk;rh jkt bu bf.M;k] us'kuy cqd VªLV] ubZ fnYyh] 2007

4. 'kadj lqjksfy;k % Hkkjr esa xzkeh.k 'kklu] dkWyst cqd fMiks] t;iqj] 1975] i`- 25

5. MkW- gfj'k pUnz 'kekZ % Hkkjr esa LFkkuh; 'kklu dk bfrgkl] dkWyst cqd fMiks] t;iqj] 1975] i`- 25

6. MkW- clUrh yky ckcsy % iapk;rh jkt ,oa xzkeh.k fodkl ;kstuk,a] jktLFkku fgUnh xzUFk vdkneh] t;iqj] i`- 5

7. lR;dsrq fo|kyadkj % ekS;Z lkezkT; dk bfrgkl] bf.M;u izsl] bykgkckn] 1928] i`- 210&11

8. MkW- e/kq jkBkSM+ % iapk;rh jkt vkSj efgyk fodkl] iksbUVj ifCy'klZ] t;iqj] i`- 3

9. Hkkouk xqIrk % iapk;rh jkt vkSj dkuwu] bZf'kd ifCyf'kax gkml] t;iqj] i`- 68

10. lkjLor] flag] LofIuy] MkW0 fu'kkUr % lekt jktuhfr vkSj efgyk,sas] n'kk vkSj fn'kk] jk/kk ifCyds'ku] ubZ fnYyh] i`- 129

11. vkj-lh- nÙkk % nh bULVhV~;wV vkWQ yksdy xouZesUV okt MoyIM vjfy;LV ,.M izsf'k;wM vkWQ ySXosLV bu bf.M;k veax vky nh dUVªht vkWQ nh vFkZ] bdksuksfed fgLVªh vkWQ bf.M;k] i`- 16

12. izseukjk;.k 'kekZ] latho dqekj >k] fouk;e okyh] lq"kek fouk;d % efgyk l'kDrhdj.k ,oa lexz fodkl] i`- 121



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ljdkfj;k vk;ksx% dsUæ jkT; laca/k ,oa jkT;iky “kks/kkFkhZ& jkds”k dqekj]

jktuhfr foKku foHkkx] jktLFkku fo”ofo|ky; t;iqj

jktuhfrd O;oLFkk esa “kklu “kfä ds dsUæhdj.k vkSj fodsUæhdj.k ds vk/kkj ij “kklu iz.kkyh ds nks izfareku gksrs gS] ,dkRed rFkk la?kh;A ,dkRed izfreku esa lEiw.kZ “kfä;k¡ lafo/kku }kjk dsUæh; ljdkj dks iznku dh tkrh gS tcfd la?kh; izfreku esa lafo/kku }kjk “kfä;ksa dk foHkktu dsUæ ljdkj ,oa bZdkbZ;ksa ds e/; fd;k tkrk gSA la?kh; fl)kUr ds vuqlkj la?k rFkk jkT;ksa esa “kfä;ksa dk foHkktu ,slh jhfr ls fd;k tkrk gS ftlls nksuksa vius&vius {ks=ksa esa Lora= gks] lkFk gh ,d&nwljs ds lg;ksxh Hkh gksA Hkkjrh; lafo/kku essa “kklu ds vk/kkjHkwr <k¡psa ds :Ik esa ifjla?kh; iz.kkyh dks ns”k dh jk’Vªh; ,drk ,oa v[k.Mrk dks /;ku esa j[krs gq, viuh ifjfLFkfr;ksa ds vuq:Ik xzg.k fd;k x;k gSA lafo/kku dh lkroha vuqlwph ,oa vuqPNsn 246 esa la?kh; O;oLFkk ds vuq:Ik dsUæ ,oa jkT;ksa ds e/; la?k lwph] jkT; lwph ,oa leorhZ lwph ds vk/kkj ij “kfä foHkktu fd;k x;k gSA vuqPNsn 248 ds vuqlkj vof”k’V fo’k; dsUæ ljdkj dks iznku fd;s x;sA Hkkjrh; la?kh; O;oLFkk vesfjdk ds leku vkn”kZ la?kh; O;oLFkk ugha gSA Hkkjrh; la?kh; O;oLFkk ij dukMk dk Li’V izHkko ns[kk tk ldrk gSA dukMk ds leku geus etcwr dsUæ ljdkj ds lkFk la?kh; O;oLFkk dks xzg.k fd;k gSA lafo/kku ds vuqPNsn 1 esa dgk x;k gS fd Hkkjr] vFkkZr~ bf.M;k jkT;ksa dk la?k gksxkA lafo/kku ds f”kYidkj ckck lkgc MkW- Hkhejko vEcsMdj us ^^jkT;ksa ds la?k** “kCnkoyh ds nks vFkZ crk;s gS izFke Hkkjrh; la?kh; O;oLFkk jkT;ksa ds chp esa ijLij fdlh le>kSrs dk ifj.kke ugha gS] f}rh; jkT;ksa dks la?k ls iFkd gksus dk vf/kdkj ugha gSA bu nksuksa vFkksZa ls irk pyrk gS fd gekjh la?kh; O;oLFkk etcwr dsUæ ds lkFk vesfjdk ls fHkUu :Ik esa xzg.k dh xbZ gSA vesfjdk dks ^^vu”oj jkT;ksa dk vu”oj la?k** dgk tkrk gS tcfd Hkkjr dks ^^u”oj jkT;ksa dk vu”oj la?k** dgk tkrk gSA lafo/kku fuekZrk Hkkjr esa lg;ksxh la?kokn dh LFkkiuk djuk pkgrs FksA fo}ku ,-,p- fcpZ rFkk xzsufoy vkWfLVu us Hkkjrh; la?kh; O;oLFkk dks lg;ksxh la?kokn dh laKk nh gSA lg;ksxh la?kokn la?kh; O;oLFkk ds ml :Ik dks dgk tkrk gS ftlesa dsUæ vkSj jkT;ksa ds e/; ijLij lg;ksx ,oa lkeaTkL; dh Hkkouk ik;h tkrh gSA lafo/kku fuekZrk ,d ,slh la?k iz.kkyh dh LFkkiuk djuk pkgrs Fks tks lg;ksx vkSj leUo; ij vk/kkfjr gksA lg;ksxh la?kokn lkekU; vkSj {ks=h; ljdkjksa ds e/; iz”kklfud lg;ksx dh i)fr gSA lgdkjh la?kokn esa jk’Vªh; ,oa jkT; ljdkj “kklu O;oLFkk dh LoSfPNd ifjiwjd vax le>h tkrh gS] ftudh “kfä;ksa dk iz;ksx lEiw.kZ jkT; ds lkekU; mÌs”;ksa dks izkIr djus ds fy, gksrk gSA foxr n”kdksa dk voyksdu djus ls Li’V gksrk gS fd Hkkjr esa lgdkjh la?kokn dk <k¡pk fodflr gqvk gS] ftlls ijLij lg;ksx vkSj fo”okl dks etcwrh feyh gSA Hkkjr esa lg;ksxh la?kokn dks fodflr djus esa vxzfyf[kr laLFkkvksa dk fo”ks’k ;ksxnku jgk gSA 15 ekpZ 1950 dks xfBr ;kstuk vk;ksx us la?kh; O;oLFkk esa lg;ksxh la?kokn dh Hkkouk dks cy iznku fd;k gS ysfdu le; ds lkFk ;kstuk vk;ksx ij vkjksi&izR;kjksi Hkh yxrs jgs gSA bl dkj.k ;kstuk vk;ksx ds LFkku ij 1 tuojh 2015 dks ,d xSj&laoS/kkfud laLFkk ds :Ik esa ea=heaMy ds dk;Zdkjh izLrko }kjk jk’Vªh; Hkkjr ifjorZu laLFkku ¼uhfr vk;ksx½ dk xBu fd;k x;k gSA ftlesa jkT;ksa dh fo”ks’k Hkwfedk dks /;ku j[krs gq, bls fFkad VSad ds :Ik esa LFkkfir fd;k x;k gSA



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6 vxLr 1952 dks xfBr jk’Vªh; fodkl ifj’kn~] ftlesa iz/kkuea=h dks bldk v/;{k cuk;k x;k gSA jk’Vªh; fodkl ifj’kn~ esa jkT;ksa ds eq[;eaf=;ksa dks “kkfey dj jk’Vªh; fodkl esa jkT;ksa dk lg;ksx izkIr djus dh dksf”k”k xbZ gSA blh izdkj lafo/kku ds vuqPNsn 280 esa ,d laoS/kkfud laLFkk ds :Ik esa foŸk vk;ksx dk xBu fd;k x;k] ftldh vuq”ka’kk ds QyLo:Ik gh jkT; ljdkjksa dks dsUæ ls vuqnku dh jkf”k izkIr gksrh gSA vr% foŸk vk;ksx dsUæ vkSj jkT;ksa esa ijLij lek;kstu dk dk;Z djrk gSA {ks=h; ifj’knsa] fu;a=d ,oa egkys[kk ijh{kd] vUrjkZT;h; lEesyu] vf[ky Hkkjrh; lsok,a vkfn laLFkkvksa us Hkh lg;ksxh la?kokn ds <k¡psa dks izksRlkgu fn;k gSA ijUrq bu lc laoS/kkfud rFkk xSj&laoS/kkfud O;oLFkkvksa ds ckotwn Hkh Lora=rk ds i”pkr~ dsUæ jkT; laca/kksa esa vusd mrkj&p<+ko fn[kkbZ nsrs gSA Hkkjr ds Lora=rk ds Ik”Pkkr~ izkjafHkd n”kdksa esa dsUæ jkT;ksa ds e/; ikjLifjd lg;ksx ,oa lkSgknZ dh Hkkouk vf/kd jghA fdUrq i”pkrorhZ dkykof/k esa tSls&tSls la?kh; iz.kkyh izkS<+ gqbZ] dsUæ jkT;ksa essa vusd eqÌksa ij Vdjko dh fLFkfr fn[kkbZ nsus yxhA vktknh ds ckn izkjafHkd ik¡p n”kdksa esa tc rd dsUæ vkSj jkT;ksa esa ,d gh ny dh ljdkjsa jgh dsUæ jkT; laca/k vis{kk—r vf/kd e/kqj cus jgsA ijUrq tSls gh dsUæ rFkk jkT;ksa essa fHkUu&fHkUu nyksa dh ljdkjksa dk xBu gqvk rc nksukas ds e/; ruko rFkk vUrfoZjks/k LIk’V fn[kkbZ nsus yx x;kA 1967 ds vke pquko ds iwoZ dsUæ ,oa lHkh jkT;ksa esa jktuhfrd f{kfrt ij dk¡xzsl dk ,dkf/kdkj jgkA ml le; dsUæ jkT;ksa ds e/; mBs fooknksa dks vUrnZyh; ekeyk ekudj gy dj fn;k tkrk FkkA ysfdu prqFk Z vke pquko ds i”pkr~ jkT;ksa esa xSj&dk¡xzslh nyksa dh ljdkjsa LFkkfir gqbZ rc Hkkjrh; la?kh; O;oLFkk ,d nyh; izHkqRo O;oLFkk dh lajpuk ds LFkku ij cgqnyh; izfr;ksxh O;oLFkk cu xbZA 1967 ds Ik”pkr~ vusd eqÌksa dks ysdj la?k vkSj jkT;ksa esa Vdjko dh fLFkfr iSnk gqbZ ftlesa izeq[k :Ik ls] jkT;ksa dh lhfer laoS/kkfud “kfä] vuqPNsn 356 dk nq:i;ksx] jkT;ksa dh detksj foŸkh; fLFkfr] dkuwu O;oLFkk ds ekeyksa ij dsUæ }kjk jkT;ksa dks fn;s tkus okys funsZ”k] jkT;iky dh Hkwfedk vkfn eq[; jgsA dsUæ jkT; laca/kksa esa jkT;iky dh Hkwfedk ysdj prqFkZ vke pquko ds ckn vusd fookfnr iz”u mRiUu gq,A lafo/kku fuekZrk jkT;iky dks nksgjh Hkwfedk esa j[kuk pkgrs Fks izFke jkT; dk laoS/kkfud iz/kku f}rh; jkT; esa dsUæ dk izfrfuf/kA jkT;iky dk in laoS/kkfud in gSA og jkT; dk izeq[k gksrk gS rFkk la?k vkSj jkT; ds chp dM+h dk dke djrk gSA gekjs la?kh; <k¡psa esa jkT;iky jkT; ds fgr rFkk lqj{kk dk izfrfuf/kRo laoS/kkfud O;oLFkk ds vuq:Ik djrk gSA jkT;iky dk nkf;Ro gksrk gS fd tc Hkh la?k rFkk bdkbZ;ksa ds e/; ruko dh fLFkfr mRiUu gks mls nwj dj fpdukgV ds :Ik esa dk;Z djsaA lafo/kku esa jkT;iky dh ladYiuk gekjs la?kh; <k¡ps dh vge dM+h ds :Ik esa dh xbZ gSA ijUrq vc gdhdr esa jkT;iky dk in ,d jktuhfrd f[kykSuk cudj jg x;k gSA dsUæ esa ljdkj cnyrs gh jkT;iky gVkus dh ijEijk&lh cu xbZ gSA bldk ewy dkj.k gS jktuhfrd ykHk&gkfu ds nf’V ls jktuhfrd O;fä;ksa dh fu;qfä djukA jkT;ikyksa dh jgL;e; uhfr vkSj muds fookfnr dk;ksZa us bl in dh xfjek ,oa egRo dk {kj.k dj fn;k gSA le; ds lkFk jkT;iky in dk jktuhfrdj.k gksrk pyk x;kA dqN vioknksa dks NksM+dj jkT;iky dk in vius —ikik= yksxksa dks iqjLdkj ds :Ik esa fn;k x;k ,oa jkT;ikyksa us Hkh ;su&dsu dsUæ dks [kq”k j[kus ds leLr laoS/kkfud ,oa vlaoS/kkfud iz;kl fd;sA ftlesa izeq[k :Ik ls vuqPNsn 356 dk bLrseky djrs gq, jkT;ksa esa foijhr nyksa dh ljdkjksa dks m[kkM+ jgkA lkekU;r% Hkkjrh; la?kh; iz.kkyh us lg;ksxh la?kokn ds :Ik esa dk;Z fd;k gS ysfdu tc jkT;ksa esa dsUæ esa lŸkk:<+ jktuhfrd ny ls fHkUu nyksa dh ljdkj xfBr gqbZ rc jkT; vf/kd Lok;Ÿkrk vkSj vf/kdkjksa dks ysdj la?k ds lkFk Vdjko dh fLFkfr esa vk x,A ;g Vdjko vkSj xfrjks/k Hkkjrh;



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yksdrkaf=d ,oa la?kh; O;oLFkk ds fy;s “kqHk ladsr ugha FkkA bl dkj.k blds lek/kku ds fy, vkSj dsUæ rFkk jkT;ksa ds e/; laca/kksa dk iqufuZjh{k.k djus ds fy, le;≤ ij fofHkUu vk;ksxksa dk xBu gqvkA dsUæ jkT; ds e/; fooknksa dks gy djus ds fy, eq[;r% iz”kklfud lq/kkj vk;ksx ¼fu;qfä 1966] v/;{k ds-guqeUrS;k½] jkteUukj vk;ksx¼fu;qfä 1969] v/;{k ih-oh- jkteUukj] lnL;x.k&,-,e- eqnkfy;j] ih- psUuk jsÏh½] Hkxoku lgk; vk;ksx&1971] ljdkfj;k vk;ksx&ekpZ 1983] iw¡Nh vk;ksx&vizSy 2007 ¼v/;{k U;k;ewfrZ enueksgu iw¡Nh½ vkfn gSA dsUæ jkT;ksa ds e/; ruko ds mUewyu dks nwj djus rFkk laca/kksa esa lq/kkj gsrq 24 ekpZ 1983 dks U;k;ewfrZ j.kthr flag ljdkfj;k dh v/;{krk esa ,d rhu lnL;h; vk;ksx dk xBu fd;k x;kA bl vk;ksx esa ih- f”kojeu vkSj ,e- vkj- lsu dks lnL; ds :Ik esa “kkfey fd;k x;kA bl rhu lnL;h; vk;ksx us viuh fjiksVZ 1988 esa is”k dhA vk;ksx dh fjiksVZ esa 19 v/;k; vkSj 247 flQkfj”ks a FkhA tks dqy 1600 i’Bksa esa FkhA ljdkfj;k vk;ksx us dsUæ jkT; laca/kksa ij cM+s gh O;kid rFkk egRoiw.kZ lq>ko fn;sA vk;ksx us jkT;iky in dks ysdj fuEu lq>ko fn;s&

1- jkT;iky dh fu;qfä ls iwoZ lacaf/kr jkT; ds eq[;ea=h ls lykg ysus dh izfØ;k dks lafo/kku ds vuqPNsn 155 esa vfuok;Z dj nsuk pkfg,A

2- jkT;iky ds :Ik esa fu;qä fd;k tkuk okyk O;fä ml jkT; dk fuoklh ugha gksuk pkfg, cfYd og fdlh vU; jkT; dk fuoklh gksuk pkfg, rkfd og LFkkuh; jktuhfr ls nwj jgdj jkT; ds fu’i{k laoS/kkfud iz/kku ds :Ik esa dk;Z dj ldsaA

3- fdlh ,sls O;fä dks jkT;iky ds :Ik esa fu;qä ugha djuk pkfg, tks dsUæ esa lŸkk:<+ jktuhfrd ny dk lnL; gks rFkk jkT; esa fdlh vU; jktuhfrd ny dh ljdkj dk;Z dj jgh gksA

4- jkT;iky ds :Ik esa fu;qä fd;k tkuk okyk O;fä bZekunkj rFkk fo}ku gks ,oa vYila[;d leqnk; dks Hkh jkT;iky in ds fy, i;kZIr volj nsus pkfg,A

5- jkT;iky in dk dk;Zdky fuf”pr gksuk pkfg, rFkk vius dk;Zdky ds nkSjku jkT;iky dk LFkkukUrj.k fdlh vU; jkT; esa ugha djuk pkfg,A

6- tks O;fä lfØ; jktuhfr ls tqM+k gqvk gks ,sls O;fä dks jkT;iky in ij fu;qä ugha djuk pkfg,A

7- jkT;iky dks dsUæ ls jkT; esa jk’Vªifr “kklu ¼vuqPNsn 356½ yxkus dh vuq”ka’kk vafre fodYi ds rkSj ij gh djuh pkfg, rFkk bl laca/k esa jkT; ljdkj dks Li’V psrkouh ns nsuh pkfg,A

8- ;fn jkT; esa lŸkk:<+ ny us viuk cgqer [kks fn;k gks rks jkT;iky dks jkT; esa lcls cM+s jktuhfrd ny dks ljdkj cukus ds fy, vkeaf=r djuk pkfg,A

9- jkT;iky dks cgqer dk fu.kZ; jktHkou esa ugha cfYd fo/kkulHkk ds iVy ij djuk pkfg,A

bl izdkj ljdkfj;k vk;ksx us jkT;iky ds laca/k esa fofHkUu lq>ko fn;s ;fn mu lq>koksa ij xEHkhjrk ls vey fd;k tk, rks jkT;iky in dh xfjek ,oa xkSjo dks iqu% cgky fd;k tk ldrk gSA ljdkfj;k vk;ksx us dsUæ jkT; laca/kksa ij vU; egRoiw.kZ flQkfj”ks a dh tSls& 1- dsUæ jkT; laca/kksa ds laoS/kkfud izko/kkukas esa u rks fdlh la”kks/ku dh vko”;drk gS u gh

mi;ksfxrk dhA jk’Vª dh ,drk v[k.Mrk ds fy, etcwr dsUæ vfuok;Z gSA 2- leorhZ lwph ij dkuwu cukus ls iwoZ dsUæ ,oa jkT; ljdkjsa vkil esa fopkj&foe”kZ dj ysaA 3- jkT;ksa dks _.k nsus dh i)fr ij iqufoZpkj djuk pkfg,A



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4- jkT;ksa esa dsUæh; lqj{kk cy fo”ks’k dkj.kksa ls gh fu;qä djus pkfg, ijUrq dsUæ ljdkj vko”;drk gksus ij jkT; dh bPNk ds fo:) Hkh lqj{kk&cyksa dks rSukr dj ldrh gSA

5- ljdkfj;k vk;ksx us dsUæ jkT; laca/kksa dks etcwrh iznku djus ds fy;s vUrjkZT;h; ifj’kn~ ¼vuqPNsn 263½ ds xBu dh flQkfj”k dhA

6- jkT; ds fo/ks;dksa dks Loh—fr nsus esa jk’Vªifr dks foyEc ugha djuk pkfg,A 7- ljdkfj;k vk;ksx us dgk fd f”k{kk] fpfdRlk] vfHk;kaf=dh dks vf[ky Hkkjrh; lsok cukbZ tk,A bl izdkj ls ljdkfj;k vk;ksx us dsUæ jkT; laca/kksa ij cgqr gh egRoiw.kZ flQkfj”ksa viuh O;kid fjiksVZ esa izLrqr dh] ;|fi ljdkfj;k vk;ksx dh flQkfj”kksa dks ekuus ds fy;s lS)kfUrd :Ik esa ljdkjh Lrj ij lgefr O;ä xbZ FkhA fdUrq vkt rd bl fn”kk esa xEHkhj iz;kl ugha fd;s x;sA ;fn iw.kZ bZekunkjh ,oa fu’i{krk ls ljdkfj;k vk;ksx dh flQkfj”kksa dks ykxw fd;k tk, rks dsUæ jkT; laca/kksa ,oa jkT;iky in dh Hkwfedk dks ysdj tks vusd fookfnr iz”u mRiUu gq, mudk lek/kku [kkstk tk ldrk gSA lelkef;d Hkkjrh; jktuhfr dh ifjofrZr ifjfLFkfr;ksa esa ljdkfj;k vk;ksx dh flQkfj”kksa ij vey dj ,d l”kä dsUæ rFkk le`) vkSj [kq”kgky jkT;ksa ds lkFk uohu lg;ksxh la?kokn dh fn”kk esa vkxs c<+rs gq, jk’Vª dks mUufr vkSj xfr”khyrk dh vksj mUeq[k fd;k tk ldrk gSA lUnHkZ lwph %& 1- MkW- :ik eaxykuh] Hkkjrh; “kklu ,oa jktuhfr] i’B 178] jktLFkku fgUnh xzaFk vdkneh 2- lqHkk’k d”;Ik] gekjk lafo/kku] us”kuy cqd VªLV] ubZ fnYyh 2001 3- lh-ch-xsuk] rqyukRed jktuhfr ,oa jktuhfrd laLFkk,a 4- Mh-Mh- clq] Hkkjr dk lafo/kku ,d ifjp;] i’B 73] ok/kok ,.M dEiuh] ubZ fnYyh 5- MkW- ch- ,y- QfM+;k] Hkkjrh; “kklu ,oa jktuhfr] i’B 187&190] lkfgR; Hkou] vkxjk 6- MkW- ,-,l- ukjax] Hkkjrh; “kklu ,oa jktuhfr 7- eksfjl tksUl] xouZesUV ,.M ikWfyfVDl vkWQ bf.M;k 1971 8- izfr;ksfxrk niZ.k] ØkWfudy

9- jktLFkku if=dk

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