Editor Dr. Bapu g. Gholap Co-Editor Dr. Ravindranath Kewat

Printing Area : Interdisciplinary Multilingual Refereed Journals r UGC ApprovedSr.No.43053

ISSN: 2394 5303 01International Research journalPrinting Area Febuary 2018

Issue-38, Vol-01Impact Factor4.002(IIJIF)

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EditorDr. Bapu g. Gholap

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

Co-EditorDr. Ravindranath Kewat

(M.A. Ph.D.)

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

Febuary 2018, Issue-38, Vol-01




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1) Dr. Vikas Sudam Padalkar (Japan)2) M.Saleem, Sialkot (Pakistan)3) Dr. Momin Mujtaba (Saudi Arebia)4) N.Nagendrakumar (Sri Lanka)5) Dr. Wankhede Umakant (Maharashtra)6) Dr. Basantani Vinita (Pune)7) Dr. Upadhya Bharat (Sangali)8) Jubraj Khamari (Orissa)9) Krupa Sophia Livingston (Tamilnadu)10) Dr. Wagh Anand (Aurangabad)11) Dr. Ambhore Shankar (Jalna)12) Dr. Ashish Kumar (Delhi)13) Prof.Surwade Yogesh (Satara)14) Dr. Patil Deepak (Dhule)15) Dr. Singh Rajeshkumar (Lucknow)16) Tadvi Ajij (Jalgaon)17) Dr.Patwari Vidya (Jalna)18) Dr.Varma Anju (Gangatok)19 ) Dr.Padwal Promod (Waranasi)20) Dr.Lokhande Nilendra (Mumbai)21) Dr.Narendra Pathak (Lucknow)22) Dr.Bhairulal Yadav (West Bangal)23) Dr.M.M.Joshi, (Nainital)

Editorial Board & Advisory Committee24) Dr.Sushma Yadav (Delhi)25) Dr.Seema Sharma (Indor)26) Dr. Choudhari N.D. (Kada)27) Dr. Yallawad Rajkumar (Parli v.)28) Dr. Yerande V. L.(Nilanga)29) Dr. Awasthi Sudarshan (Parli v.)30) Dr Watankar Jayshree31) Dr. Saini Abhilasha32) Dr. Prema Chopde (Nagpur)33) Dr. Vidya Gulbhile (M.S.)34) Dr. Kewat Ravindra (Chandrapur)35)Dr. Pandey Piyush (Delhi)36) Dr. Suresh Babu (Hydarabad)37) Dr. Patel Brijesh (Gujrat)38) Dr. Trivedi Sunil (Gujrat)39) Dr. Sarda Priti (Hydarabad)40) Dr. Nema Deepak (M.P.)41) Dr. Shukla Neeraj (U.P.)42) Dr. Namdev Madumati (M.P.)43) Dr. Kachare S.V. (Parli-v)44) Dr. Singh Komal (Lucknow)45) Dr. Pawar Vijay (Mumbai)46) Dr. Chaudhari Ramakant (Jalgaon)

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I n d e x........................................................................................................................................................................01) HUNDRED YEARS OF LUCKNOW PACTDr. R. D. Shelke, TQ.PARNER, AHMEDNAGAR || 10........................................................................................................................................................................02) Women empowermentDr. Mrs INDIRA SHUKLA, Parel, Mumbai || 16........................................................................................................................................................................03) Demonetization- Black Cash Turns AshDr. Seema Baldua—CA Ankur Bansal || 19........................................................................................................................................................................04) IMPACT OF DEMONETIZATION ON AGRICULTURE DEVELOPMENT IN INDIAHILAL AHMAD BHAT—RAJVEER SINGH KIRAR, M.P. || 25........................................................................................................................................................................05) WOMEN PSYCHE IN THE NOVELS OF SHASHI DESHPANDEReena Bisht, Nainital || 30........................................................................................................................................................................06) Comprehensive Anxiety in Women Belong to Joint & Nuclear FamilyGunjan R. Brahmbhatt, Patan (Gujarat) || 34........................................................................................................................................................................

07) Managing the effects of Compensation & benefits for job satisfaction &....Dr. Sabrina D’souza || 38........................................................................................................................................................................08) A Co-relational study of Mental Health and Academic Achievement of......Dr. Smt. Swati Jajoo, Janjgir (C.G.) || 42........................................................................................................................................................................09) Information Literacy in Higher Education in Seven Pillars of information modelMrs.K.Kalarani, Wandiwash || 46........................................................................................................................................................................10) Linguistic, Syntactic, Social & Cultural Problems in Translation of Marathi Plays into....Mr. Babasaheb R. Kangune—Dr. Rajendraprasad Y. Shinde || 51........................................................................................................................................................................11) Indian Literature in English before IndependenceAnand Ashok Khillare, Aurangabad || 56........................................................................................................................................................................12) Literary Terms & Criticism of Twentieth-century PoetryDr. P. S. Nargesh, Dharampuri (Dhar) M.P. || 59........................................................................................................................................................................




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13) HIGHER EDUCATION AND WOMEN EMPOWERMENTDr. Rajkumari. J. Punjabi, Ulhasnagar || 62........................................................................................................................................................................14) A STUDY ON FACTORS INFLUENCING THE LEISURE TIME ACTIVITIES OF THE MALE....S. RAJA, Chennai. || 65........................................................................................................................................................................15) Brief History and Language of India & Post-colonial DiscourseDr. P. S. Nargesh, Dharampuri (Dhar) M.P. || 69........................................................................................................................................................................16) Leveraging Indian Diaspora in Economic DevelopmentB NAGARATHNAM REDDY, Andhra Pradesh || 71........................................................................................................................................................................17) Reflection of Georgian Society in Jane Austen’s Pride & PrejudiceDr. Iesha Sharma, Akhnoor. || 76........................................................................................................................................................................18) Education for All- a Case of Tribal’s in Andhra PradeshBHATTU.SRIHARI, HYDERABAD, TELANGANA || 80........................................................................................................................................................................19) Know your LearnerDr. Renuka Kishore Shewkani, Ulhasnagar || 86........................................................................................................................................................................20) ²ÖÆãü•ÖÖ ÃÖ´ÖÖ•ÖÖŸÖß»Ö ÃÖÓŸÖ �ú¾Ö×µÖ¡Öß

¯ÖÏÖ. ´Öê‘ÖÖ ¯ÖÓœü¸üßÖÖ£Ö ²ÖÖê üÖê»Öê, ³ÖãÃÖÖ¾Öôû || 93........................................................................................................................................................................21) ¯Ö×¸ü¾ÖŸÖÔÖÖ“µÖÖ ¾ÖÖ™êü¾Ö¸üß»Ö �ÖÏÖ´Öß�Ö ÄÖß �ú£ÖÖ : ‹�ú ¿ÖÖê¬Ö

ÁÖß´ÖŸÖß ²ÖÖê²Ö›êü ¾Öî¿ÖÖ»Öß †¹ý�Ö¸üÖ¾Ö-›üÖò. ¸üÖ•Ö¿Öê�Ö¸ü Öôû�Öê, ŸÖÖ.ŸÖãôû•ÖÖ¯Öæ ü, ×•Ö.ˆ-²ÖÖ¤ü || 96........................................................................................................................................................................22) ›üÖò. ²ÖÖ²ÖÖÃÖÖÆêü²Ö †ÖÓ²Öê›ü�ú¸ÖÓ“Öê †ÖÙ£Ö�ú ×¾Ö“ÖÖ¸

¯ÖÏÖ. ›üÖò. ¤ü¢ÖÖ œüÖÃÖ, Öê�úÖæ ü ŸÖÖ.×•Ö.²Öß›ü || 99........................................................................................................................................................................23) vk/kqfud dkGkr xksa/kGkps Lo#i vkf.k Hkfo”;kr yksdlaxhr ti.;kph vko’;drkçk-M‚-Lusgk’kh”k nkl&vkf’k”k fot; jkuMs || 103........................................................................................................................................................................

24) '†ÛÃ´ÖŸÖÖ¤ü¿ÖÔ' ´Ö¬Öß»Ö ×Ö�ÖÏÖê ÃÖÖ×ÆüŸµÖ×¾ÖÂÖµÖ�ú »Öê�Ö

¯ÖÏÖ.ÃÖ•Öì üÖ¾Ö ¸ü�Ö�ÖÖÓ²Ö, ¤êü�Ö»Öæ || 106........................................................................................................................................................................




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25) ^paæiwj ftYgÓkkrhy dksGlk[kk.kdke O;olk; o ok;qiznw”k.k&,d fpfdRld vH;kl*izk- egs’k izHkkdj jRuikj[kh] ftYgk tkyuk || 109........................................................................................................................................................................26) ^–"V*%,d y¨d lad¢r o y¨dfo/khÁk-M‚- lafxrk ‘ksGd¢] vgenuxj || 114........................................................................................................................................................................27) ºÉÉ¨ÉÉÊVÉEò GòÉÆÊiÉ Eäò VÉxÉEò-VÉÉäÊiÉ¤ÉÉ ¡Öò±Éä|ÉÉ. b÷Éì. ¶ÉÉ®únùÉ ®úÉ>ðiÉ, ¨ÉÉxÉ´ÉiÉ ÊVÉ {É®ú¦ÉhÉÒ || 117........................................................................................................................................................................28) || 119........................................................................................................................................................................29) Hkkjrh; fons’k uhfr dk O;kogkfjd Lo:Ik ,sfrgkfld ifjizs{;MkW0xhrk jkuh&foØkUr fxfj || 122........................................................................................................................................................................30) foHkktu dky esa i’kqvksa dh ifjfLFkfrBarkha, Delhi. || 125........................................................................................................................................................................31) vius&vius fiatjs vkRedFkk dh leh{kkMkW- cGhjke laHkkth HkqDrjs] ftYgk&ykrqj] egkjk”Vª || 128........................................................................................................................................................................32) Hkkjrh; vFkZO;oLFkk esa Js.kh laxBuksa dk lekt ,oa jktuhfr ij izHkko%&MkW0 nhis’k ckcw] gtkjhckx || 132........................................................................................................................................................................33) ukjh vfLerk j{kk gsrq oSfnd fparu dk fo’ys”k.kMkW- vuhrk tSu] Xokfy;j] e/; izns’k || 133........................................................................................................................................................................34) Hkkjrh; vFkZO;oLFkk esa Js.kh laxBuksa dk ,sfrgkfld losZ{k.k%&MkW0 nhis’k ckcw] gtkjhckx || 139........................................................................................................................................................................35) ^dkSfVyh; vFkZ’kkL= esa lq’kklu dh vo/kkj.kk*MkW0 oh.kk xksiky feJk] xksj[kiqj] m-iz- || 141........................................................................................................................................................................36) Hkkjr esa ukjh dh vkfFkZd fLFkfrM+k- v#f.kek ukenso] dq.Me] tcyiqj || 148........................................................................................................................................................................




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37) ÐâÓÈäÒ Ôí»ÌâÃzÒ ð ÓâÖÔäÔâ, ÓâÑÔäÔâ #Õï sÕâõ½ »ë rÍ ÑeËÌãÕYâ Íä. ÍÃëÔ, ÏÅ‘îÊâó || 151........................................................................................................................................................................38) oS’ohdj.k ,oa lkekftd ifjorZu'khyrkM+k- v#f.kek ukenso] dq.Me] tcyiqj || 156........................................................................................................................................................................39) JmoqdX {_l Ho$ `mÌm-gm{hË` _| bmoH$-g§ñH¥${Vì`mo_m Ir_Or^mB© _hoVm, {O. A_aobr (JwOamV) || 158........................................................................................................................................................................40) v|kSxhdj.k vkSj uohuhdj.k ds izHkkokLo:i ikfjokfjd laca/kksa esa foPNsnMkW- lfork jkuh Bkdqj] dSuky jksM] tEew || 162........................................................................................................................................................................41) =S cjd¢ p©Mh [kkÃ dgkuh nk eqY;kadu%&bd ljljh utj!‘kek jkuh || 165........................................................................................................................................................................42) eUuw Hk.Mkjh ds dFkk lkfgR; esa L=h&iq:”k dh lk>h laosnuk dk f'kYixr iz;ksxMkW- v:.k dqekj ‘kekZ || 167........................................................................................................................................................................43) efgykvkas dk jktuhfrd l’kfDrdj.k&vkj{k.k O;oLFkk dk ,d fo’ys”k.kdq- f’kYih ’kekZ] tcyiqj ¼e-iz-½ || 169........................................................................................................................................................................44) oSfnd ty foKkuMkW- ‘osrk 'kekZ] t;iqj || 175........................................................................................................................................................................




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01

HUNDRED YEARS OFLUCKNOW PACT

Dr. R. D. ShelkeDhanwantari Arts & Science College,

DHAWALPURI, TQ.PARNER, AHMEDNAGAR

==============***********===============PREFACE :

“Lucknow Pact refers to an agreementreached between the moderates, extremists andthe Muslim League at the joint session of boththe parties, held in Lucknow, in the year 1916.”Muhammad Ali Jinnah, then a member of theCongress as well as the League, made both theparties reach an agreement to pressurize theBritish government to adopt a more liberalapproach to India and give Indians moreauthority to run their country, besidessafeguarding basic Muslim demands. After theunpopular partition of Bengal, Jinnahapproached the League to make it more popularamong the Muslim masses. Jinnah himself wasthe mastermind and architect of this pact. Dueto the reconciliation brought about by Jinnahbetween the Congress and the League, theNightingale of India, Sarojini Naidu, gave himthe t it le of “the Ambassador of Hindu-MuslimUnity”.

The Lucknow Pact also establishedcordial relations between the two prominentgroups of the Indian National Congress – the“hot faction” garam dal led by Bal GangadharTilak, Lala Lajpat Rai and Bipin Chandra Pal, theLal Bal Pal & the moderates or the “soft faction”,the naram dal led by Gopal Krishna Gokhale.Italso paved way to the Home Rule League led byAnnie Besant and Bal Gangadhar Tilak.

The Lucknow agreement took a new twistwith change in Muslim League’s political

doctrine. The Quaid-e-Azam inclusion in theMuslim league was a historic event, which gavenew direction to Muslim league’s politicalstruggle. Self-rule for India brought the Muslimleague and the Congress closer to each other.The leaders of the both parties agreed that theyshould cooperate with each other to make theBritish accept their demands. They acknowledgedthat the objectives can be achieved if the twomajor communities of India forget theirdifferences on petty issues and come closer toeach otherto see eye to eye on the importantnational issues. The political vicinity had takena happy turn and ground for cherished HinduMuslim unity had been smoothed.

Lucknow pact is considered as asignificant event in the political constitutionalhistory of India. It is regarded a high watermarked of Hindu Muslim unity. It was the firstand last pact signed between Congress andMuslim league.MUSLIM LEAGUE AND LUCKNOW PACT :

The desire to put pressure on thegovernment made the politicians stretchtentatively outside their existing circle ofsupporters and join hads among themselevesin Congress. It even prompted them to patch upan agreement with the Muslim League.Negotiations for an inter-communal alliancewent on throughout 1915, and came to fruitionat Lucknow in 1916 when League and Congressmet simultaneously and produced a uniteddemand for constitutional reform. To an outsiderlike Gandhi this new alliance would have beenone of the most striking developments on thepolitical scence. Muslims had so far not joinedCongress in any numbers. In areas like the U.P.where they were an influential and educatedminority they had just as little in-centive to jointhe Congress, while in eastern U.P,. as landlordsand government servants, they were doing wellout of the politicals of loyal collaboration andwere therefore hesitant to join in any politicaldemant which might endanger their position.




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The Muslims’ attitude dated back to the180’s and the policy of the great Muslim leader,Sir Syed Ahmed Khan, who warned his co-religionists that whatever the variations in theirregional standing they were in the country as awhole a minority community, backward ineducation and underrepresented in governmentservice. He feared that if the government grantedthe concessions the Congressmen wanted theywould bring no benefits to Muslims but only toeducated Hindus; and consequently he advisedMuslims to attend to education, to bescrupulously loyal to their rulers, and to shun‘friendship with the Bengalis in theirmischievous political proposals.’ Where Muslimshad sufficient western education to develop aninterest in institutional politics, primarily in theU.P., their liyalty focussed on the Muslim League,which was founded in 1906 to protect thecommunity in the face of proposals forconstitutional reform. Its foundres realized thatif politics became a matter of counting headsrather than interests their community would beswamped, and they pressed successfully for thepermanent protection of their ‘interest’throughthe mechanism of communal representation. TheLeagur’s founders also realized that the politicaltactics of cooperatoin with the governmentwere increasingly suspect in the eyes of the so-called ‘Young Party’ Muslims who were temptedby the Hindu example to feel that agitation wasa more productive tactic: consequently thefoundation of the League was also an attemptto channel the energies of this restless group.

Ten years later contemporaries weretreated to the spectacle of the Leagur actuallyuniting with the Congress in a demand forconstitutional reform. The terms of that unitywere carefully calculated agreements thatMuslims should have separate electorates underthe proposed scheme of reform, and that in eacharea they should have a fixed proportoin of seatsin the legislative council: where they were inminority they would be given ‘weighetage’ to

safeguard their interests, and where Hinduswere in a minority they in turn would have theprotection of ‘weightage’.

However, this alliance was not built onany deep foundations of unity. Rather it wasengineered by politicians on both sides in whoseinterests it was to paper over the cracksbetween the two communities and present aunited front to the gevernment. The Leagueitself was not representative of the wholeMuslim community: indeed it could scarcelyhave been so because that community was asdeeply divided, as were the Hindus, by regionaldifferences, and, like the Hindus, the Muslims’interests depended mainly on their standing intheir own locaities. Between 1915 and 1916 theLeague existed only on paper, and the Councilof the League, though theoretically made up of300 members, was in practical a small group ofautocrats. The negotiations with Congresscarried on during 1915 by this so-calledrepresentatives of the U.P. ‘Young Party’ who,far from being subdued by the Muslim Leagueas its founders had hoped, now controlled it andwere bent on using it for the politics of agitation.

Regional reactions to the Lucknow Pactshowed just how unrepresentative the Leaguewas, and how divided the Muslim community.In Bombay (excepting Sind) the Muslims were acommercial minority, but factions and divisonsof sect among them were reflected in the strifewhich broke out between M.A. Jinnah, a KhojaMuslim, Secretary of the Muslim League. Mithe,supported by the local sunnis, felt thatanyalliance with their Hindu competitors would doirreparable harm to their position. Such was thebitterness between different groups of Muslimsthat in 1915 a meeting of the League in Bombaybroke up in confusion, and, according to oneobserver, affairs were ‘in such a mess now thatto keep the League from dissolution has becomethe priome consideration just now.’ BengaliMuslims were equally divided, in this casebetween a few like Fazlul Haq whose backgroung




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of education made them more like their Hinducounterparts, the Bhadralok politicians, andtherefore more willing to work with them, andthe more traditional who felt that an ill-educated, rural community could do better bycollaboration with the raj rahter than alliancewith urban Hindus. When the terms of theLucknow Pact were announced the latterrealized that because they were locally amajority the principle of ‘weightage’ would bebrought into play against them, and in protestmany of them resigned from the local branch ofthe League. In the Punjab, disagreed amongthemselves over the terms of the Pact, whichproposed that they should have only half theelected seats in the local legislative coundil.Those who opposed the Pact as unermining theMuslim position took their stand beside M.M.Shafi, the Secretary of the provincial leagur.During 1916 there were two Punjab branches ofthe Muslim League, though Shfi’s branch wasdisaffiliated at the League’s Lucknow meetingin December that year.

In Madras Muslims were a minoritydivided among themselves into three languagegroups, Tamil Urdu and Telgu speakers. Only theUtdu speakers had taken much interests ininstitutinal politics by 1916. As descendants offoreign conquerors they retained a sense ofseparation from their Hindu neighbours: asdeposed rulers their position was deterioratingunder British rule. Consequently they supportedthe Lucknow Pact with its promise of reform andits safeguard of ‘weightage’ for them as aminority. However the Pact received no supportfrom their Tamil-speaking co-religionists, and intime even some Urdu Muslims began to feel thattoo close cooperation with Hindus was no goodthing.

In the U.P. and Bihar Muslims were justas divided. In both provinces they were an urbanbased minority with more local influence thantheir numbers would have suggested, becausethey retained some of the status they had

enjoyed in the heyday of Mughal rule. Butwhereas the sprinkling of great landlords andthe older educated men clung to the traditionsof politics initiated by Sur Syed, the youngereducated, particularly lawyers and journalists,with a rowdy following in the towns of U.P. andBihar, had diceded to search for power incompany with Congress rather than in thegovernment’s train. One of the old school,Nawab Fateh Ali Khan, toured the U.P. in Marchand April 1914 in the hope of rallying like-mindedMuslims To checkmate the Muslim extremepolitical movement engineered by people likeMessers Mazharul-Haq and Muhammed AliJinha, Barristers, and Abul Kalam Azad andMuhammad Ali, Editors, and patronised by menlike Raja Mahmudabad as being dangerous tothe country and to the community no less thanto the Government and especially to thearistocracy whom they are trying to trampleunder foot and bring down to the level of thecommon people.

But the Editors and the Barristerstriumphed at Lucknow. They obtainedconsiderable ‘weightage’ for the U.P. Muslims,while the older men who disapproved of thewhole alliance muttered of schism and stayedaway from the meeting on pretexts such as theEducational Conference at Aligarh. Clearly theMuslim League was no more representative ofall Muslims then was Congress of all Hindus.MUSLIM LEAGUE AND CONGRESS :

As a result of the work of Jinnah, as wellas Mahajan from the Congress, both the MuslimLeague and the Congress met for their annualsessions at Bombay in December 1915. Theprincipal leaders of the two political partiesassembled at one place for the first time in thehistory of their organisations. The speechesmade from the platform of the two groups weresimilar in tone and theme. Within a few monthsof the Bombay meetings, nineteen Muslim andHindu elected members of the ImperialLegislative Council addressed a memorandum




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to the Viceroy on the subject of reforms inOctober 1916. Their suggestions did not becomenews in the British circle, but were discussed,amended and accepted at a subsequent meetingof the Congress and Muslim League leaders atCalcutta in November 1916. This meeting settledthe details of an agreement about thecomposition of the legislatures and the quantumof representation to be allowed to the twocommunities. The agreement was confirmed bythe sessions of the Congress and the League intheir annual sessions held at Lucknow onDecember 29 and December 31, 1916. It wasthe first occasion when Jinnaha came to knowabout the nature of Hindus but the ignored it.FEATURES OF THE PACT :

The congress party agreed to the rightto separate electorate for the Muslims first andlast time in the history of subcontinent. TheHindus conceded that the Muslims would haveone third representation in the imperiallegislative council. A weightage formula wasproposed under which the Muslims would getless representation than their population in thelegislative council in those provinces where theywere in majority but more in provinces wherethey were in minority. The provincial legislativecouncil will have fourth fifth as elected membersand one fifth as nominated members. Themember’s would be elected by the peopledirectly for the term of five years. In the majorprovinces the strength of the legislative councilswould be 125 and in the minor provinces thestrength would be 50 and 75. The Muslims shallbe elected through special electorates and theirstrength in the different provinces shall be as:Punjab 50%, Bengal 40%, U.P 30%, Bihar 25%,C.P 15%, Madras 15% and Bombay 33 %.

No bill, nor any clause thereof, nor aresolution introduces by a non-official membereffecting one or other community shall bepresented in the assembly without approval ofthe concern group. Provincial autonomy will begiven to the province with maximum powers

vested with the provincial council. The provincialcouncil will have authorized to impose taxes,raise loans, and to vote on budget. All proposalsfor raising revenues shall have to be submittedto the provincial council for sanction. There shallbe an executive council in the province headedby the governor whose half of the member’sshall Indian national elected by the electedmembers of the legislative council their term ofoffice shall be five year. The members of theassemblies shall have the right to presentadjournment motion. Seats were reserved for theMuslims in those provinces in which they werein minority under the system weightages.Protection shall be given to the Hindus in Muslimmajority provinces. In the centre there shall beand imperial legislative council consisting of 150members. Four fifth of the members shall beelected for a term of five years on the basis ofdirect election. The Muslims shall be given 1/3seats of the elected members and they will beelected by separate Muslim electorates. Thecentral Government will be headed by thegovernment will be headed by the GovernorGeneral, who would be assisted by an executivecouncil. Half of the members of the executivecouncil shall be Indians elected by the electedmembers of the imperial legislative council.IMPORTANCE OF THE PACT

The Lucknow pact was a greatachievement of Hindu and Muslim leaders, whowere successful in offering for the first and theonly time, a mutually acceptable solution of theHindu Muslim problem. It appeared as a specialsignificance in the history of India. It was theQuaid-e-Azam, who had always been a staunchsupporter of Hindu-Muslim unity. The schemeprovided for a substantial step taken halfwaytowards the establishment of self-rule in Indiawhich was main core of the jointly sponsoredscheme of Lucknow pact. The Congress firsttime accepted the demand of separateelectorate for Muslims. The pact ensured theprotection of political rights of Muslims. Muslim




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league separate status was also beingaccepted. Through the pact the both partieswere able to put a joint demand before theBritish. Congress got strength in term of politicaland masses because it had got All India MuslimLeague Supports.

It was basically give and take sort ofagreement between the both parties. TheMuslims had to pay a big price of loosingmajority in Bengal and Punjab to obtain someconcessions. Similarly, it carried greatconstitutional significance in the future for manydevelopments. The scheme of representation ofMuslim community in the central and provinciallegislatures as embodied in the Lucknow pactwas generally followed in the MontagueChelmsford reforms.MAIN FEATURES :1. There shall be self-government in India.2. The same method should be adopted forthe Executive Councils of Governors.3. The Indian Council must be abolished.4. The salaries of the Secretary of State forIndian Affairs should be paid by the Britishgovernment, not from Indian funds.5. The executive should be separated fromthe judiciary..6. The number of Muslims in the provinciallegislatures should be laid down province byprovince.7. Muslims should be given 1/3representation in Central Government.8. There should be separate electorates for allcommunities until they ask for joint electorate.9. System of weight-age should be adopted.10. Term of Legislative Council should be 5 years.11. Half of the members of ImperialLegislative Council must be Indians.12. Dominion state.CONCLUSION :

According to this Pact, the provincesshould be free as much as possible from thecontrol of the central Government in matters offinance and administration. Four-fifths of the

central and Provincial Legislative councilsshould be elected and one-firth nominated. Thecentral and provincial Government should bebound to act in accordance with the resolutionspassed by their respective legislative councils,unless they were voted by theGoverner General–in council. The central Legislative councilshould have no power to interfare withGovernment of India’s direction of military affairsand the foreign and political relations of Indiaincluding declaration of war and entering intotreaties. The relations of the Secretary of statefor India with the Government of India shouldbe similar to those of the Colonial Secretary withthe Governments of the Dominions. Although theMuslims were given many concession toconciliate them, the British bureaucrats in Indiacontended with the Muslims that they deservedmore than what was given to them.

Acording to Lal Bahadur, “The fact wasthat in regard to communial adjustment, theCongress, generally speaking, suffered from self-delusion. Nothing could be done more headstrong than to hope for the disappearance ofseparate electroate after ten years of its birth.The evil could easily be nipped in the bud, but itwas allowed to grow till it served an easystepping stone for the demand of Pakistan. Adiplomatic blunder of high magnitude wascommited in conceding the right of separateMuslim Representation through members of thecommunity themselves. It proved the Britishallegation of sharp division between the Hindusand the Muslims and justified, for all intents andpurposes, all earlier progaganda of the latter,regarding the exercise of the so-called high-handedness by the farmer. It was also anevidence of the tactful bankruptcy of theCongress leaders and their helpless lack ofshrewdness. They ought to have understood thatthis concession to the Musalmans would tearthe nation for ever into two sharply dividedcommunities the breach would be widened byth forign rulling power. The Brithish Parliament




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recognised the Lucknow. Pact as the onlyagreement between the Hindus and Muslimsand it made assertive provision for separateelectorate in the Government of India. Acts of1919 and 1935. Once the besis of the divisionof the electorate was accepted the recognitionof the division of the country was enevitable.The Lucknow Pact demanded a heavy toll of thecountry’s sacrifice and the price was paid in theformation of Pakistan.”

Dr. Lal Bahadur maintains that there wasno pressing recessity to purchase MuslimSupport at an exorbitant cost. To quote him, “ThePact was bound to be transitory in character. Forit was a child of circumstances. The indianMusalman’s consiousness of affinity with theirco-religionists outside India was roused ans aneffective help for them persupposed a feelingof good-will in the country and as soon as thedanger was avered (or the fate was accepted)the insentive that sustained the agreementdisappeared. Besides, a communal body that,from its very birth, had consistently advocatedantipatriotic dogmas and done all in its powerto widen the gap between the Hindus and theMuslims, could be least expected to experioncean overnight change in its fundamentals and pinits faith to the Congress ideology. Even waragainst Turkey would not shake the sence ofloyality which the Indian Muslims had developedfor the British Government in the country. The

Congress programme on the other hand,demanded active opposition to the Government.The ideological differences between the twobodies made them ill-assorted mates that wasready to part company at the first opportunity.Looked at from whatever angle of vision, theLucknow Pact was foredoomed to failure.”

The agreement was very outstandingand its dreams were fulfilled the whole politicalscenario of Indian sub-continent were different.But, it was impossible to the parties to make aunited Indis. The Hindus and Muslims are twodifferent India. The Hindus and Muslims are two

different nation and they have different cultureand civilization. Therefore the Lucknow Pactfailed to make a long lasting cooperatoin in Indiaamont the Muslims and Hindus,References :1. Ahmed, K.A., “The founder of Pakistan –

through Trail to Triumph”2. Alberuni, A.H., “Makers of Pakistan.” 19503. Ambedkar, B.R., “Thoughts on Pakistan.”4. Beni Prasad, “Hindu-Muslims Questions.”5. Graham, “The life of Sir Syed Ahmed

Khan”19096. Khan,Syed Ahmed, “Causes of the Indian

Revolt”18737. Norman, M., “Rise and Growth of All India

Muslim League.”8. Dr. Rajendra Prasad, “Pakistan.”9. Dr. Rajendra Prasad, “India Divided.”10. Mahajan, V.D., “Modern Indian History.”11. Tara Chand, “History of the freedom

Movement in India”12. Speech by Sir Syed Ahmed Khan, 14 March

1888, Philip (ed.), “The Evolution of IndiaAnd Pakistan 1858 to 1947” SelectDocuments, p.189.

13. The terms of the agriment, Known as the“Lucknow Pact.”

14. A crucial analysis of the Strength, Standingand inner working of the Muslims Leagueis a note by Biggane of the U.P.C.I.D., 12March 1919, U.P. General AdministrationDept., File 423/1918.

15. Gulam Husein in Bombay to Mohomad Ali,28 December 1915, Jamia Milla Islamia,Ali papers.

16. Broomfield, “Elite conflict in a PluralSociety.”

17. P.C. Bamford, “History of the Non-Co-operatoin and Khalifat Movement” Delhi,1925.




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Women empowerment

Dr. Mrs INDIRA SHUKLAPrincipal,

Gokhale Education Society’sCollege of Education & Research,

Parel, Mumbai

==============***********===============Self-identity is conditioned by cultural

norms, family, peers and media. The self-identitythat comes from qualities that define womenare constantly changing. How do we identifyourselves? How do we remove identity fromothers.

Challenges for women in search ofidentity: Women are often judged inferior tomen. The most serious challenge that a womanusually faces is that the scale that measuresability and performance is different for men andwomen. Most of the traits known for good leaderare commonly associated with men. Womenhave to put more effort than men.

Challenges in the politics: enoughrepresentation in formal political structure andprocesses, where decision regarding the use ofsocial resources generated by both men andwomen are made remains insignificant. Thereis wide gap in ratio of men and women inrepresentation in National and internationalpolicies and practices. Women’s politicalparticipation and political empowerment isinterlinked.

What we observed that at policyformulation stage there is no womenrepresentation. Due to this the governmentpolicies and actual needs of the women,strategies to implement the policies remain onlyon paper. The women do not have properrepresentation in political, economic and

employment sector, which leads to them limitingtheir contribution and role at domestic activitiesonly.

In domestic life also they experiencethat they do not have right to make decisionsindependently regarding important issues suchas finance or child care. We also see that womenlack sense of self-worth and self-esteem.Identity is influenced by the attitudes, value andexpectations of people around them. In a contextwhere women are frequently considered asintellectually and socially inferiors andfrequently denied their place and opportunity.

Empowerment of women means womenacquiring the power to think and act freely,exercise choice and fulfil their potential as fulland equal member of society.

Women’s empowerment is a processwhich helps women to change other women’sconsciousness by creating awareness.

Education is a milestone for womenempowerment as it is the agent of basic changesin status of women. Women empowermentthrough education develops awareness abouttheir self-esteem, confidence and developsdecision making abilities and knowledge andskill for economic development. Women needto be empowered economically, educationally,psychologically and politically. They need to beself-reliant, powerful and establish their ownidentity. Empowerment enables them to moveforward towards life with greater dignity andself-assurance.

A woman is a blend of qualities due towhich she is capable of multi-tasking,she alsoneeds traits like assertiveness, aggressiveness,empathy, ego, strength, stress tolerance, energyare the traits associated to high performanceratings.

Women empowerment has fivecomponents:(i) Women’s sense of self-worth.(ii) Their right to have and to determinechoices.

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(iii) Their right to have access toopportunities and resources.(iv) Their right to have the power to controltheir own lives, both within and outside thehome.(v) Their ability to influence the direction ofsocial change to create more just social andeconomical order nationally and internationally.

Women empowerment means theircapacity to participate as equal partners incultural, social, economical order, politicalsystems of a society.

Keeping all the factors in mind a surveyof marginalized girls self- identity in state ofMaharashtra studying teacher-educationprogram for secondary school teachers’ wasdone.

Marginalized word is operationalized asgovernment policy identifies for reservation foradmission in the course i.e. SC/ST/OBC/SBC/NTsocial background.

Self-Identity for the purpose of this studyis identified as “being recognized as certain kindof person in a given context”. For this studycontext is as teacher’s identity in a professionand organization.Research questions and Hypothesis:

The study sought answers to followingquestion: (i) Does a socio-economic factoraffects the self-identity of a female teacher. (ii)Is there any difference in the self-Identity of ateacher?Hypothesis:

There is no significant difference in theself-identity of student teachers on the basis ofsocio-economic status.Methodology:

The purpose of present study was tocompare the difference in self-identity amongteachers from different socio-economic status(SES) background. Hence descriptive surveymethod was used. Survey in state ofMaharashtra was conducted and data fromstudent teachers was collected.

Scope and delimitation:The study included student-teachers

from secondary school teacher educationprogram in state of Maharashtra. Total of elevenuniversity affiliated teacher education programfrom thirty six districts in 105 colleges werecontacted for data collection. Present study waslimited to teacher education only.Tools of the study:

To obtain information of socio-economicstatus background personal data sheet wasused. Self-identity scale prepared by researcherwas used.Sample for the present study:

Female students of disadvantaged groupST/SC/OBC/SBC/NT from teacher-educationprogram were selected by using purposivesampling technique. A close study to identifythe colleges from eleven universities of stateof Maharashtra applied stratified samplingtechnique. From the available names of collegesfrom each university, a representative numberof colleges were selected using stratifiedsampling technique. Total of 2600 response from3000 filled forms were considered as sample.400 response sheets were discarded due toincomplete and vaguely marked responses.Data Analysis:

Data was classified as per SC/ST/OBC/SBC/NT category and analysed using statisticaltechniques for central tendencies. Percentagewas used to describe the demography of sample.Following diagram shows the demography ofthe total sample selected for study.

From the chart above, it can be seen that thesamples data collected from among variousgroups were: SC = 888, ST = 286, OBC = 742,SBC = 329 and NT = 355 totalling to 2600.




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Chart showing the distribution of sample datain percentage between various caste groups

From the chart above, it can be seen that thepercentage distribution of the sample data isas follows: SC = 34%, ST = 11%, OBC = 28%, SBC= 13% and NT = 14%.Inferential analysis: One way ANOVA was usedto analyse the difference between varioussubgroups ST/SC/OBC/SBC/NT.

As can be seen from the table above,calculated value of F as 16.913 and F criticalratio as 4.259 is more than the table value of Fas 2.375 at 0.05, and so the difference is

significant. It can thus be inferred that there issignificant difference in the self-identity ofstudent teachers belonging to subgroups ST/SC/OBC/SBC/NT. Hence the null hypothesis thatthere is no significant difference is rejected.Suggestions based on study:

Women spend much time and energy intaking care of family needs. From primaryeducation onwards, setting goal of self-reliance,developing communication skills and technicalskills should be integral part of curriculum.

Women should be exposed to rolemodels who have demonstrated that they canbalance the vocational and personal life both.Behavioural competencies such as leadership,team work, self-confidence and decision makingshould be developed. On vocation training,banking knowledge, knowledge of laws andprovisions pertaining to them should be given.Training to participate in local self-governance,political process, IT and entrepreneurship willresult in enhancing self-confidence.References:Books Best, J. W., & Kahn, J. (2004). Research in

education. New Delhi: Prentice Hall of India. Branden, N. (1995). Six pillars of self esteem.

London: Bantam. Buch, M. B. (Ed.). (1987). 4th survey of research in

education (Vols. I- II). New Delhi: NCERT.Educational Journals Easton, C., Martin, W. E., & Wilson, S. (2008).

Emotional intelligence and implications forcounseling for self efficacy. CounselorEducation and Supervision, vol. no. 47(4), pp.218-32, June.

Mohammad, Noor and Shahid, Mohammad.(2004). Research Abstracts on Women’sEmpowerment, 1998 - 2008

Nagar, Sharma & Chopra, (2003), Self-esteemamong rural adolescent girls in Himachal

Solomon, Yvette; Duncan; et. al (2011)Gender and Education, v23 n5 p565-583.




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Demonetization-Black Cash Turns Ash

Dr. Seema Baldua,Associate Professor,

CA Ankur BansalResearch Scholar

(Commerce (ABST) Department,University of Rajasthan)

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

Demonetization is an act of stripping acurrency unit of its status as legal tender. It is aliquidity shock which causes sudden disruptionin supply of currency unit in the economy. Firsttime this method was used in IndependentIndian Economy in 1978 by the then PM MorarjiDesai to curb the evil of black money. In 2016,PM Narendra Modi used it to eradicate theproblem of Black Money, Terrorism, Corruption,Counterfeit Currency and to make the economyCash-less.

In India, before demonetization,currency circulation was around 12% of India’sGDP, which was highest among all economies.Rs 500 made around 47.8% and Rs 1000 madearound 38.6%, which in gross was 86% of wholecurrency.

Demonetization created a situationwhere lack of currency jammed the economy,i.e. consumption, investment, production, andemployment. Due to lack of credit availability,the GDP growth rate fell to 6.1% from 7%. Supplychain of the new currency was very long andtroublesome. People had to stand in long queuesto get the new currency for their dailyrequirements. Over 60 humans lost their livesin the process which is a huge price to pay for

the benefits yet only probable and uncertain.People lost faith in the country’s currency systemand banking system for once.

Looking at the positive side, the effortsof the Government to improve the circulation ofthe new currency and to make the economydigital are commendable. The attitude of peoplechanged towards online transaction, though thegovernment still has to do a lot in the area ofinternet availability and Cyber Security. The rateof interest on credit has fall drastically, HawalaEconomy stands crippled and prices of house/land have come down due to control over blackmoney.

This paper highlights the probableconsequences of Demonetization on variouseconomic activities and is based on secondarydata.KEY WORDS: Demonetization, Black Money,Corruption, Counterfeit Currency, terror funding.INTRODUCTION

On 8th Nov’16, Prime Minister of Nationcalled for demonetization of Rs 500 &Rs 1000note. This was a call to root out counterfeit notesand to replace the entire currency, which havea direct correlation with terror funding and otherfraudulent activities, with a new one. Over thelast few decades, India was facing economicproblems like black money, terror funding,printing of fake currency, tax evasion etc, whichdirectly or indirectly affect the growth of nation. The decision of demonetization was aimed ataddressing all problems faced by Indianeconomy and reaping the medium and long termpotential benefits in the form of digitization,control over corruption and black money, moreinvestment and savings and greaterformalization of economy. As a fallout of thisdecision, focus shifted to urging people to godigital and move towards a cashless form oftransaction. Flaws in its implementation causedtransient disruption in the economy but inmedium and long run it is deemed to be a boonfor the Economy with huge potential benefits.

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OBJECTIVE OF STUDYObjective of this paper is to study the

impact of demonetization on Indian Economy inwhicha. Cash transaction is more than 90%(Credit Suisse research)b. Wages to labor is paid 85% in cash(Credit Suisse research)c. India’s ranking in ICT developmentindex- 131 (2)

d. Digital literacy- 30% (Using Internet) (3)REVIEW OF LITERATURE

The paper published by Chaudhary et al.,in 2017 on Demonetization: experiment meanof financial inclusion, the study concludes thatdemonetization adds transparency and controlover corruption in India in next 2-3 years whichseems to be a positive sign in economic growth.The research paper published by Muthulaxmi onImpacts of Demonetization on Indian Economy-Issues & Challenges, study revealed thatexperiences of different countries show that themove was one of the series that failed to fix adebt-burdened and inflation-ridden economy. Another Study conducted by Sharif Mohd. In 2016on demonetization of currency notes-significance and challenges argued thatdemonetization is one of the biggest moves ofIndian prime minister Mr. Modi after his electionas PM and intent is very clear and transparentbehind this policy however implementation isnot proper and impact is yet to be seenThe report published by quint In Five charts-RBI’s assessment of demonetization clearlyspeaks the benefits of demonetization at themacro level.RESEARCH METHODOLOGY

The paper is based on secondary data.The data for this paper has been collected frominternet and published paper.

IMPACTS OF DEMONETIZATION{Short Term Impact}

Consumption Production Employment Bank Rate Deposits

{Long Term Impact}Black M oney Fake Currency Terror

Funding Tax Evasion Govt. Revenue India is cash based economy with 78%

of consumer payment effected in cash only.Demonetization squeezes out the liquidity fromthe economy suddenly and jams theconsumption, investment and productionactivities.

In 1978, when India was facing the bigproblem of black money, Janata Dalimplemented demonetization on the suggestionof Wancho Committee. This decision had somepositive impacts on the economy at that timeas far as the issue of black money is concerned.However, it wasn’t entirely successful. Maincauses of its limited success were lack ofvision& prerequisites and insufficientgroundwork.

But the intensity of demonetization in2016 was more than 1978. In short term, itcreated a liquidity crunch. People were not ableto get sufficient funds in higher denominationin daily life. To meet their requirement, peoplethronged the places where currencies weregetting exchanged officially. Following are themajor impact of demonetization:

Adverse Growth Rate: Due to limitedavailability of currency, the prime medium ofexchange for any transaction in the economy,the growth rate is adversely affected. This canbe due to - (a) shortage of money currency whichled to decline in demand and (b) man hours lostin production units where workers are paid incash.

Liquidity Crunch: Sudden removal of86% of currency from the economy, especiallyRs.500 note, left people unable to fulfill theirprimary requirement. Banks were overcrowded.Policies of government kept changing hourly.There was an apparent lack of coordinationbetween the bank and the government. ATMmachines were not calibrated for the newcurrency. Those who don’t have bank accounts




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or don’t aware about bank facilities are leftunattended. This all wreaked havoc on liquidity.Stockpiles of Cash in Banks:

Banks had been big beneficiaries ofdemonetization. Aggregate deposits in thebanking system saw a sharp increase of aboutRs 6.7 lacs Crore, even after accounting foroutflows in non-resident deposits during theperiod, said the RBI. Contributions of Jan DhanAccounts in these deposits were around 4.6%.Savings of individuals and businesses gavebanks the capacity to lend and bring interestrates down in order to spur investment. But thiscan happen for short and medium term. Laterthese deposits may be withdrawn from thebanks.

Recession in Agriculture Sector:All of a sudden the production capacity

of farmers becomes zero. They are standing barehanded with no currency to buy the required input.Recession in Industrial Sector:

Demonetization hit construction,transportation, textile, handicraft industriesbadly. These industries are based on daily cashwages. Due to lack of availability of cash, thelabor didn’t get their wages on time which ledto decline in production.Reduction in Capital Formation:

As more than 90% of currency is lockedin banking system, no investments would betaking place in short term.Inflation:

Core inflation rose marginally afterdemonetization. However, inflation on food andperishable items came down after demonetization. InFeb, wholesale inflation jumped sharply to 6.55 percentwhile retail inflation rose marginally to 3.65 percent.

PROBABLE BENEFITS OF DEMONETIZATIONControl on Black Economy:

High denomination notes are known tofacilitate generation and circulation of blackmoney; however it depends in what form blackmoney is speculated. After Nov’16, each noteneeded to pass through the bank whichmandated the black money holders to deposittheir money in bank or throw it out. Afterdeposition, there is a strict check on withdrawaland linking of Adhaar no. further controlled thegeneration of black money.

Table 1:Top 9 largest countries include in Black Money

Table 2: Black Money & GDP

Source: http://www.thehindu.com/business/Economy/indias-black-economy-shrinks-says-ambit/article8693777.ece

Rank Country Name

Black Money in Billions USD

1 United States 625.63

2 China 261.00

3 Mexico 126.00

4 Spain 124.06

5 Italy 111.05

6 Japan 109.84

7 Canada 77.83

8 India 68.59

9 United Kingdom 61.96

Source:http://www.countrydetail.com/top-10 countries-largest-black-markets-world/March 11, 2016.

Sr. No. Year

Estimates of Black Money

(INR Lacs Crore)

% of GDP

1 2012 10 10 2 2013 28 30 3 2014 6 6 4 2015 7 6.4 5 2016 30 31




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Slashed Real Estate Prices:As involvement of black money in real

estate industry comes to a meager level, pricesof flats/houses may come in reach of commonpeople. It is opined that these rate will furthercome down in near future.Control over terror funding:

After demonetization, problem of fakecurrency and terror funding mitigated to a highextent. The printing features of new currencycarry some important features which can’t beeasily copied for the production of fake currency.But real impact will be checked in near future.Curb on Hawala Transactions:

This is one of the part of paralleleconomy in India. This is a means of sendingmoney without acknowledgment of governmentoutside India. After demonetization, the hawalafunding facility will come to an end.Digitalization and Cash-less Economy:

With shortage of cash in market, peopleshifted to digital payment mode. As per RBIreport, volume and value of digital transactionhas risen significantly from Nov’16 to Feb’17.Channels such as Paytm, E-wallet app, UnifiedPayment Interface (UPI), prepaid instrumentsdebit and credit cards saw increased usage dueto the low availability of cash. RBI, however,acknowledged that ensuring the surge in digitalpayment may not be easy.

A study by MasterCard shows that thecost of using cash i.e. printing, transporting,storage, soiled notes, etc. is almost 1.5% of GDP.The move to ‘Digital’ transactions, through theBanking System will not only benefit thecustomer but also the economy throughlowering of cost. Increased ‘Digital’ transactions

will not only provide convenience to thecustomers but will also root out corruption andbring down the cost of banking services.Better return on Idle Funds:

Depositors got introduced to basicsavings bank accounts and for the first time,actually realize and experience its inherentadvantage. Money lying idle at home gotdeposited in a bank, which now earns returns.Reduction in Corruption:

After Digitalization, the corruption willalso come down. As every activity/transactionwill be recorded on digital media, the corruptionwill be less.Increase in the Government Revenue due tohigh Tax Receipts:

If a country is to progress we cannothave less than 10% of the population payingIncome Tax. An effort is being made to ensurethat people conduct their business in a fair andtransparent manner.More accountability of people:

After deposition of currency in the bankaccount, people will be accountable for that sumof money. The govt. authorities will keep an eyeon the application of money used by themthrough Adhaar and pan linkage. This help inreducing black money hoarding in nation.More developmental Activities:

More revenue to the Govt. in the form oftax receipts will lead to more developmentalactivities in nation. India is one of those nationswhere tax revenue is very less which directlyinhibit the growth and development. Afterdemonetization, black money finds its way tothe banking chain which improves the taxrevenue of the govt.Volatility in Gold Imports:

Import of gold after demonetizationshows a fall. It was in its peak in Nov’16 butlater on it fell. This is due to liquidity crunch as80% of gold jewellery or gems transactions weredone in cash mode. The surge of gold inNovember was due to its high demand as buyers




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were willing to pay huge premium to dispose oftheir old currency notes in gold and gems.

IMPLEMENTATION OF DEMONETIZATIONA very well-intentioned demonetization

fall prey to poor research, planning andimplementation. True that this kind of call couldeliminate black money, destroy fake notes andcurb terrorism but we did not know for sure. Thebanking system which till date carried highcredibility lost it due to the corrupt manner inwhich the process of exchanging currency laidout. Though long term benefits will become theadvantage for the economy, reason for criticismof demonetization is due to its faultyimplementation. Even supporters have foundthis as troublesome. The weaker and poorsections of nation pay the price for the sins ofthe few who are the prime culprits. Several lacsindividuals stood in queue in front of banks andATMs to change their old currency with the newunits. It would be believe that the governmentconsidered all the associated costs beforeimplementing such a big step. However, dailynotifications and changes have raise manydoubts about Govt. preparedness. For example,implementation of the policy was done duringfestival season and more importantly sowingseason for farmers, a time when people needmore cash in hand. The government did nottaken into account all this, and took almost acomplete week to increase the withdrawal powerfor people. These regular changes in policy andfaulty implementation further deterred the trustdeficit in the government.

Arguments of supporters of the

demonetization policy (reduction of black moneyand counterfeited currency) are based on thedigitalization of the economy, which will lead toa more transparent system but it required a lotof infrastructure development. As per Financeminister of India, the demonetization policy isthe first step in the direction of digital revolutionand India should not miss this opportunity.However, at present India does not have such abig infrastructure base for a digital revolution.Only 30% of the population has access to theinternet and ICT development ranking of Indiais 131st among all nations. Moreover, majorityof people in India are employed in the informalsector, where remuneration is paid in cash only.These people still rely exclusively on cash andare not digitally connected. Forcing digitizationmay severely impacts on the poorer sections ofsociety who are not even educated and may leadthem far behind the main stream of society. Forthis Govt. should create a strong digitalinfrastructure base, which can support thedigitalization of the economy instead ofrestricting the use of cash in the economy.

A single window system eradicates thetrouble of filling different detail at multipleplaces and ease the trade by letting traderssubmit all documents at a single online platformbut lack of internet connectivity at these pointsmade the policy ineffective. In other words,without the effective infrastructure and efficientimplementation policy, the demonetizationpolicy, like that of the single window system,faces severe issues of effectiveness.

The menace of corruption and blackmoney need robust and effective counter-measure and infrastructure. Demonetizationcould disrupt the flow of certain amount of blackmoney in circulation, but pressing questionremains: Are demonetization’s aspirationalbenefits equal to the sacrifice of nation? At thispoint of time, it resounds NO. Demonetizationpolicy might be successful in capping the stockof black money; however, to cure the country




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from these illnesses, the country needs somemore strong measures.STEPS MIGHT BE BENEFICIAL IN FUTUREDigitalization of DBT:

Govt. should take step in the directionof transferring benefits of subsidies directly intothe bank account of beneficiaries. This willenhance penetration of banking facilities amongthem.E-Payment of Govt. Transitions:

Govt. should mandate their institutionand offices to acceptance of fees and tax andduties and to pay all their expenses only throughnet banking or e transaction. This will motivatepeople to get digitally connect in the economy.Use of pan & adhaar for high value transaction:

Inclusion of pan and adhaar in high valuetransaction will curb the hoarding of blackmoney and also make people accountable forall these transactions. Further, this will help inlinking the income declared by the individual inincome tax and transaction done by him on otherside.Greater penetration of banking in rural area:

Govt. should promote banking activitiesin agro-rural sector of economy whichautomatically stimulate the growth of bankingunits in these sectors.Reduction in tax rate and withdrawal ofunnecessary exemption:

In India, only few people come in theambit of taxation. Major reason behind this ishigh tax rate and lower income. Govt. shouldreduce the tax rate and increase the coverageof taxation so that more people comes in theambit of taxation and lesser will be the burdenof tax on them.REACTION OF PEOPLE

For Modi, Demonetization is Mahayagna,where every citizen can join against ills ofcorruption, black money and fake currency. Themore the people involved in this, the moresuccessful it will be.

As per BBC, demonetization scheme to

curb corruption and black money is not wellplanned. They criticize the move and pointed outthat the initiative is “mired in confusion” andthat the effect of the money supply is unclear.They have also expressed concern about theimpact of this strike on corruption in rural India.Expressing concern over another blackmarket that could arise, they stated, “Will theystill use the old notes or will ‘a black market inblack notes’ emerge?”

The Independent, one of Singapore’sleading newspapers compare PM Modi attemptwith “Lee Kuan Yew” attempt to eradicate blackmoney and corruption. In their article, theyexpress how Modi’s plan resembles that ofSingapore’s first Prime Minister, the late LeeKuan Yew, who served his services in Singaporefor up to three decades, attempted to fightpolitical corruption.

Forbes calls ‘demonetization’ a “cleverplan”, and argued in favor of it. As per them“note switch appears to be working.” Althoughthey agree with the allegations of Kejriwal thatthe news was selectively leaked but still theyare optimistic toward demonetization. Becausethe way to get around the bank note switch isto deposit into the banks—which is what is thedesired result anyway.

The Congress reacted very cautiouslyand welcomed the crackdown on black moneyand corruption, but they expressed concern overthe inconvenience cause to the people of ruralareas.

Over all there is a wide difference ofopinion all over the world. Some find this stepvery bold and impressive while some take it asDraconian decision of Modi’s Govt.CONCLUSION

Possibly, the demonetization of 2016 willalso prove to be of great help in tackling themenace of counterfeit currency, terror funding,illegal trade, money laundering and extreme hikein the real estate market. It would also curb theuse of black money in politics (mainly elections),




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which might be the case this time around aswell. With several states going to polls next year,we can expect cleaner political campaigns. Oneshould call for a change agent only when allunknowns are removed, both in the existing aswell as the proposed. Till then, one should notset out with the change process and try to makedo with improvements.REFERENCES1. https://www.thequint.com/business/2017/

03/15/note-ban-reserve-bank-india-assessment-of-demonetisation-in-five-charts.

2. ICT Development Index 2015, ITU. See:http://www.itu.int/net4/ITU-D/idi/2015/#idi2015rank-tab

3. Digital Inclusion, GSMA Report, 2014. See:h tt p : // w ww. g sm a .c o m /m o bi le fo rdevelopment/wp- content/uploads/2014/11/GSMA_DigitalInclusion-Report_Web_Singles_2.pdf

4. http://www.investopedia.com/terms/d/demonetization.asp

5. http://www.thehindu.com/education/Demonetisation-and-digitalisation/article16938094.ece

6. http://www.ijstm.com/images/short_pdf/1482138511_210ijstm.pdf

7. h t t p : / / w w w. in d ia n e c o n o my. n e t /splclassroom/309/what-are-the-impacts-of-demonetisation-on-indian-economy/

8. https://subhashini05.wordpress.com/2016/11/16/1978-demonetization-not-entirely-successful/irely-successful/

9. http://www.bbc.com/news/world-asia-india-37947029

10. https://www.forbes.com/sites/timworstall/2016/11/13/indias-great-bank-note-switch-appears-to-be-working-30-billion-in-rs-deposited-in-banks/#4dad79001c2e

11. http://www.theindependent.sg/modi-does-a-lee-kuan-yew-to-stamp-out-corruption-in-india/

IMPACT OF DEMONETIZATIONON AGRICULTURE

DEVELOPMENT IN INDIA

HILAL AHMAD BHATPh.D. Research Scholar

Department OF ECONOMICSJIWAJI UNIVERSITY, GWALIOR, M.P.

RAJVEER SINGH KIRARProfessor, Economics,

Govt. P.G. College of Excellence, Morena M.P.

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

Agriculture is the backbone of our Indiancountry. In our country 75% of people are eitherdirectly or indirectly depend on agriculture. Thefarmers struggled a lot at the time ofdemonetization because the saving habits aswell the payment mode of farmers were only oncash. Farmers used to handle liquid cash as it isessential for their day to day transactions. 70%of the farmers market their products throughFarmers Market or they may be street vendorswhere cashless transaction is impossible. Dailywage earners in agriculture were earning smallamount per day. When the withdrawals frombanks were limited the farmers were unable todraw cash to pay their labors which result onpostponing their works and get the laborsjobless for days or months. Cash is the primarymode of transaction in agriculture sector. Thefarmers who own limited acres will not have bankaccounts, which had a large impact on thefarmers at the time of demonetization.Demonetization has affected every Indian, butit has hit the agricultural sector to the core.

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INTRODUCTION:-The Indian government decided to

demonetize the 500 and 1000 rupee notes, thetwo biggest denomination notes. These notesaccounted for 86% of the country’s cash supply.The government ’s goal was to eradicatecounterfeit currency, fight tax evasion, eliminateblack money gotten from money laundering andterrorist financing activities, and promote acashless economy. Demonetization has affectedevery Indian, but it has hit the agricultural sectorthe hardest. Agriculture in India accounts for50% of the workforce. Farmers, who are thebackbone of our national economy, were severelyaffected by the note demonetization of whichinvalidated 86% of India’s currency. Most of themwill get loans from cooperative banks which nowdon’t have cash to supply them. So farmerscannot buy seeds, fertilizers and other thingsrequired for farming. It would take few weeksto solve this issue. Till that time, farmers willfind it difficult. Farmers generally deal in cashand India is also largely a cash economy. Thecash transactions in this economy are far morethan the total number of electronic transactionsdone on a daily basis.

Demonetization The process ofdemonetization involves either introducing newnotes or coins of the same currency orcompletely replacing the old currency with newcurrency. Demonetization is the act of strippinga currency unit of its status as legal tender.Demonetization is necessary whenever there isa change of national currency. The old unit ofcurrency must be retired and replaced with anew currency unit.1. The demonetization of 500 and 1000rupee notes to crush back economy has comeat a wrong time for farmers.2. Millions Of farmers are unable to getenough cash to buy seeds and fertilizers for theirwinter crops.3. Production of essential commodities isunder threat hurting farmers who are just

recovering from the two- year drought. India’s203 million farmers live mostly in the casheconomy.4. Agriculture is truly dependent upon cashtransactions via cash is direct burden to thefarmers markets because they should purchaseall their agriculture inputs even biggerlandholders may face problems such as payingdaily wages to the farmers and purchasingagricultural needs for growing crops…on otherhand harvested produce while selling may facethe problem.5. Problems in purchasing seeds at the righttime for sowing at upcoming season6. Many farmers live in the under economyDelayed sowing may affect the crops Alreadywheat outcome was decreased in northern IndiaOBJECTIVE OF THE STUDY1. To study the impact of Demonetizationon agriculture sector.RESEARCH METHODOLOGY

The present study is quantitative innature and secondary data will be used for thepurpose of analysis.Source of Data:-

The present study is based on secondarydata. The sources of data include the factsreleased by Reserve Bank of India (RBI), Centralstatistics office India and Different bankswebsites.Effect of Demonetization on Farmers:-1. Farmers were unable to purchase inputslike certified HYV seeds from market. They wereusing old seeds from the last year harvest andnot purchasing quality seeds from market. Thiswill adversely affect crop yields despite goodmonsoon this year.2. Farmers suffered a setback due tonationwide cash crunch and a collapse in thedemand for vegetables in wholesale markets3. Fruit and vegetable farmers were badlyhit. They need cash on daily basis to purchaseinputs like pesticides, fertilizers and hired laborfor harvest and also to transport and sell at urban




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centers. Lack of cash with farmers leading toless-than optimal use of inputs resulted in loweryields, reduced sales, higher wastage and lowerprice realization4. The small growers and retail vegetablesellers are bearing the brunt, as they are withinventories of perishable commodities.5. Farm laborer are not paid with theirwages to currency shortage and postponing ofwork is happening as farmers don’t are not ableto pay for the laborers6. Worst off are the farmers who take loansto buy raw material for growing crops.7. Failure to get a reasonable price on theirproduce will push many farmers under massivedebts, burdened by interests.8. Small farmers are also suffering a cash-crunch due to demonetization, as many havecrops lying around, but with no buyerswhatsoever.9. Formal financing in many parts,especially Punjab, Uttar Pradesh, Odisha,Maharashtra, Gujarat and Kerala is significantlyfrom cooperative banks, which are barred fromexchange-deposit of demonetized currency.10. Agriculture was impacted through theinput-output channels as well as price andoutput feedback effects. Sale, transport,marketing and distribution of ready produce towholesale centers or mandis, is dominantlycash-dependent. Disruptions, breaks in thesupply chains feedback to farmers as sales fall,increased wastage of perishables, lowerrevenues that show up as trade dues instead ofcash in hand and when credited into bankaccounts with limited access affect the sector.11. A significant portion of the farmersdepend on bank credit for their cash needs.Banks only grant new loans, if farmer repay theirexisting ones. Farmers are unable to withdrawthe required cash from their accounts, not totalk about getting crop loans. Of the targetedRs 18,000 crores crop loan for Rabi, banks havedisbursed over Rs 1,500 crores in October. No

significant amount was released as crop loansafter November 8, when Rs 500 and Rs 1,000notes became obsolete.Short run Impact And Long run Impact Shortrun impact The farmers are classified on theaspect of demonetization:a. Farmers with KCC/Agriculture Loanaccountb. Farmers with no KCC/Agriculture Loanaccount.Farmers with KCC/Agricultural Loan Account:-

The government allowed farmers towithdraw up to Rs.25,000 per week against theircrop loans to ensure sowing of winter crops isdone properly. These farmers have at least abasic knowledge on how banking works and theycould be able to sustain the impact ofdemonetization. Unless they have huge amountof money hoarded, they shall feel relaxed aboutthe current situation. Since it is a winter cropharvesting period, they shall feel relaxed. Theproblem would be with the cash realized fromprevious sales which were not deposited intoKCC account and not with buying the new seeds.If they do have large hectares of land, they canpay easily making a simple bank transfer. Furtheras of now, farmers can use old Rs.500 notes tobuy seeds.Farmers with no KCC/AgriculturalLoan account:-

They will be largely affected as they donot have the facilities of withdrawing 25000 incash. As it is generally seen that such farmersdo not keep lump sum in bank accounts largelydue to fact of low income or sometimes, lack ofawareness. They will have to stand in line andsuffer. So, is the case with people in general.Credit transactions may increase in agriculturalsector due to these farmers. Further as of now,farmers can use old Rs.500 notes to buy seeds.Now coming to the different perspective, thefarmers based in rural areas with no banks wouldbe largely affected. They will face too muchdifficulty because of the demonetization. The




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cash crunch will hit them hard. Unless they havegood connection with the suppliers, they arebound to suffer most.

Long term Impact Agricultural sector isstill lacking behind in terms of innovation andirrigation. It is often seen that innocent farmersare exploited by the intermediaries. It is to beseen in future what Modi’s government has inplace for farmers in the future. Some of theimpacts on presumptions would be:A. With recovery of black money likely tobe in billions, the government can invest in theagricultural infrastructure.B. The rates of interest on loans are likelyto fall. It will depend on how much thegovernment does make recovery. C Out of themoney, the irrigation project can be financed.The government should try to reach out to thefarmers of rural areas also. Otherwise, we mightsee rise in prices of the commodities. So, in anutshell, the farmers in rural areas beingdistantly linked with banking channels will behit hard.

Fruits And Vegetables Farmers Affectedbadly. Fruit and vegetable farmers were badlyhit. They need cash on daily basis to purchaseinputs like pesticides, fertilizers and hired labourfor harvest and also to transport and sell at urbancenters. Lack of cash with farmers leading toless-than optimal use of inputs resulted in loweryields, reduced sales, higher wastage and lowerprice realization. There is a standstill andbreakdown of most of the sales. Arrivals reducedby 25 to 50%, but it has not resulted in increasein farm-gate prices due to lack of buyers. Mostof the produce is not reaching consumers.Cotton farmers are in chaos: daily arrivals havereduced to about 35,000 bales as against theusual 1.5 lakh bales at this time (harvest) asper reports and prices have soared 10% interminal markets after demonetization, ironicallywithout benefiting farmers.Un necessary Advantage TakenBy Middlemen:-

In the scenario of lack of cash, most ofthe transaction going on credit basis. The inputdealers (seed, fertilizer and pesticide dealers)are increasing prices by 20-35% of the normalprice as the transactions are on credit basis. Inproduct market also big traders and commissionagents are offering credit to farmers at muchhigher interest (reaching 37% for just a month)than in normal conditions. The cash crunchcaused by demonetization affected farmersbadly who are not acquainted with cashlesstransactions. Prices in consumer markets (Delhiand Mumbai) are higher, but in villages therewere no buyers for farmer’s harvested crop.Inventories of commodities are piling up atfarmers’ fields due to lack of buyers in villagemarkets to transport and sell them in urbanmarket. For example, Apple prices in Delhi arehovering around Rs.80 per kg, which is about25% higher than the same period last year. Atthe same time, traders are buying from farmersin Himachal Pradesh at 20-30% discount tonormal price and paying in cheques which canbe realized only after 15 to 20 days. However,farmers have to pay in cash to their inputdealers and laborers. Similar is the situation forother crops like Onion, Potato and Chana.Fruits And Vegetables FarmersAffected mostly:-

Fruit and vegetable farmers were badlyhit. They need cash on daily basis to purchaseinputs like pesticides, fertilizers and hired labourfor harvest and also to transport and sell at urbancenters. Lack of cash with farmers leading toless-than optimal use of inputs resulted in loweryields, reduced sales, higher wastage and lowerprice realization. There is a standstill andbreakdown of most of the sales. Arrivals reducedby 25 to 50%, but it has not resulted in increasein farm-gate prices due to lack of buyers. Mostof the produce is not reaching consumers.Cotton farmers are in chaos: daily arrivals havereduced to about 35,000 bales as against theusual 1.5lakhs bales at this time (harvest) as




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per reports and prices have soared 10% interminal markets after demonetization, ironicallywithout benefiting farmers.Less Bank Credit To Farmers:-

A significant portion of the farmersdepend on bank credit for their cash needs.However, banks only grant new loans, if farmerrepay their existing ones. Because of lack ofcash, many farmers are unable to repay existingloans, hence, they were unable to avail theagriculture credit required for sowing of rabi cropand deprived of the interest waiver schemewithout their fault. Farmers are unable towithdraw the required cash from their accounts,not to talk about getting crop loans. Of thetargeted Rs 18,000 crore crop loan for Rabi,banks have disbursed over Rs 1,500 crore inOctober. No significant amount was released ascrop loans after November 8, when Rs 500 andRs 1,000 notes became obsolete.FACT AND FINDINGSImpact of Demonetization onAgriculture Sector:-

Due to the demonetization the shortageof daily supply transport system has alsosuffered which was result in 25 to 50 % reductionin sales. Following is the reasons:1. Farmers are not educated and awareabout how to work on E-Payment System, Recentstudy by RBI Says 78% of the population do notuse internet in which almost 80 to 85 % areFarmers.2. In most of the Villages Proper Bankingsystem is not Developed yet and Villagers arein need to go to the cities for the same becauseof that the Farmers are engaged in exchangingthe old notes in Banks most of times.General Impacts of demonetizationon agriculture:-

A farmer can take a day out and manageto go to a bank and get the cash back, howeverthe limit on the amount forces him to do thatagain and again; and if your bank is some 20 or25 kms from your home, the roads in rural areas

can make it look like 50. However, the limit hasbeen exceeded than before and government istaking other necessary steps which wouldensure that the farmer doesn’t have to commitsuicide. It’s a really tough time for farmers, whoare unable to sell their crop after harvest, inMANDI who is unable to make payment tofarmers due to cash crunch.1. No Harvest2. No sale3. No cash4. No purchase of seeds/ fertilizers as theydon’t use net banking, debit/credit card.5. No swap machines in rural areas.6. Fields are ready for sowing but farmersare unable to purchase seeds/ fertilizers/dieselfor sowing.7. No further sowing..8. Fruits and vegetables which areperishable in nature are getting unused/un-selldue to no trade in mandis,9. Farmers are unable to pay to labours,Many farmers use to take credit fromcommission agents for their needs due to theirlong term relations with them, are unable to takecredit from them due to unavailability of cash500/1000 notes with them. For farmer’scommission agents are the banks, as currentbanking procedure has huge documentation andtakes unnecessary long time for disbursementof payment.Conclusion:-

Demonetization has affected everyIndian, but it has hit the agricultural sector tothe core. The government should try to reachout to the farmers of rural areas also to comeout from the above issues. It is more likely thatthe government would come up with solutions.This intervention is a one-time draining of thiscurrent stock of black money but unless the rootcauses of corruption are removed, corruption willcontinue. It is sort of like a dialysis, more of ashort term cleaning up than a solution of theproblem. It needs to be repeated periodically.




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The hindrance in circulation of money continuesas a big fault till now which should be rectifiedby proper implementation of banking system atevery alternate level.

The above discussion shows that growthstory of agriculture is in-tact as demonetizationis found to cause small and insignificant effecton growth of output as well as farmers’ income.Agriculture, which is largest informal sector ofIndian economy, has shown strong resilience toeffect of demonetization.REFRENCES1 Gulati, Singh, Gurbir, (Jan. 2017) Impact of

Demonetization on Textile industry.2. Das, Samantak, (Jan. 2017), impact of

Demonetization on Real estate, ChiefEconomist and national director, KnightFrank.

3. Malik, Anghshu, (Jan. 2017), Impact ofDemonetization on FMCG Products, ChiefOperating Officer at Adani Wilmar Ltd.

4. Sinha, Sanjeev, (Dec. 2016),Demonetization impact, New Delhi.

5. Lee, Jinkook, Fahzy Abdul-Rahman, andHyungsoo Kim. “Debit card usage: anexamination of its impact on householddebt.” Financial Services Review. 16.1(2007): 73

6. Prelec, Drazen, and Duncan Simester.“Always leave home without it: A furtherinvestigation of the creditcard effect onwillingness to pay.” Marketing letters. 12.1(2001): 5-12.

7. Soetevent, A.R. (2011). Payment choice,image motivation and contributions tocharity: evidence from a field experiment.American Economic Journal: EconomicPolicy. 3, 180–205.

WOMEN PSYCHE IN THE NOVELSOF SHASHI DESHPANDE

Reena BishtResearch Scholar

Kumaun University, Nainital

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

Shashi Deshpande has secured aprominent place in the galaxy of Indian EnglishLiterature. Maximum numbers of her novelsrevolve around feministic theme. She successfullyportrays the feelings or thinking of womenprotagonist of contemporary period in her works.The main purpose of writing this article is tohighlight the psyches of middle class urbanIndian women through the deep analysis ofShashi Deshpande’s novels. Her novels stresson such male dominated society where womenare supposed to subjugate their feelings and arenot supposed to raise their voice against male-supremacy.KEY WORDS: Male supremacy, male dominatedsociety, suppressed psyche, society, tradition,women’s suffering, agony, frustration.

Through her novels, Shashi Deshpandehas portrayed the suppressed and lonely stateof women’s mind whose rights are crushed atevery step by the orthodox norms set by our socalled male-dominated society. ShashiDeshpande has emerged as a novelist havingdeep insight into the female psyche. Her novelsreveal that women, since their childhood, aretrained to play secondary role in the family andsociety as well. They are always made realizethat men are superior to them and women haveto sacrifice their longings as a daughter, as asister, as a wife and then as a mother just torun their relationship smoothly with males. Such

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discrimination fills them with frustration, agony,suffocation, fear, jealousy and so on that theyare compelled to take drastic decisions in theirlife which lead them into dark deep pit fromwhere they find themselves unable to come out.Shashi Deshpande has portrayed different kindof women who are entangled in differentcomplexities of relationship which they pursue.Her women are feeble, submissive, unconfident,taciturn, passive as Saru is in ‘The Dark Holdsno Terrors’, Jaya in ‘That Long Silence’, Urmi in ‘If I Die Today’, Indu in ‘ Roots and Shadow,Kalyani, Sumi, Aru in ‘ A Matter of Time’ and soon. Shashi Deshpande herself states about herwomen characters in her interview withVanamala Viswanatha:-“My characters taketheir own ways. I have heard people saying weshould have strong women characters. But mywriting has to do with women as they are mostof the women I’ve known are like that theirdecisions are made for them. Due to being overprotected, they are people who think one wayand do another.”1

Her first novel ‘Roots and Shadows’explores the psyche of Indu, the protagonist. Inthis novel Indu experiences suffocation andagony to prove her identity in male dominatedsociety. In her childhood, Indu becomes thevictim of her Akka’s orthodox mentality. Akkadoes not allow her to meet or talk to boys. Shealways tries to impose her thinking upon Induas Indu tells Naren: “As a child she had told me,I must be meek and submissive because you area female. It is the only way for a female to liveand survive.” 174 (R&S)

Akka’s tyrant nature creates hindrancesin Indu’s freedom. She hates her surrogatemother and decides to leave her authority andher values. She marries Jayant in the hope ofgetting freedom and love from him, but soonshe realizes that her decision was futile. Thoughshe was intelligent and independent but she hadto submit before her husband’s will. She findsher marriage as a trap as she says:“A trap? Or a

cage? A cage with two trapped animals gloryinghatred at each other.” 63 (R&S)

She realizes that either women aretraditional or modern, educated or uneducated,their fate still remain same.

Shashi Deshpande’s second novel ‘TheDark Holds no Terrors’ presents the psyche ofSaru who is neglected and ignored by her ownmother. From the beginning she realizes thatDhruv, her brother, gets more love and attentionin the family. She also longs for that love andaffection of her parents. She sacrifices all herwishes for her brother Dhruv. The ignoringbehaviour of her mother forms her mind that tobe born as a girl is a curse. Dhruv’s death provesa turning point in her life. Her mother becomesmore cruel to her as she throughout the lifeblames her for her brother’s death as she says,“You did it, you did this, you killed him.” 191(TDHNT) Even she creates hurdle on the way ofher medical career. Such bitter attitude of hermother creates anti-mother psyche in her. Shebegins to hate her and decides to marryManohar, a low caste man against her parent’swish. Initial period of marriage brings fortunefor her as Manohar loves and cares her whichshe could not get from her parents. But soonher progressive career mars her married life asManohar’s male ego gets hurt. He feels jealousand uncomfortable. He could not digest herwife’s success and becomes sadist towards her.He exhibits his failure upon her through hissexual act at night. Saru does not like this andsuffers a terrible physical and mental trauma.She starts to hate husband-wife relationship.Such hatred makes her detached from herhusband and children as she says: “He had beenthe young man and I his bride. Now I was thelady doctor & he was my husband.” 42 (TDHNT)

She feels suffocation and wants to getrid of ‘this hell of savagery and submission.’ 28(TDHNT) But in the end she does not dare toleave her husband & decides to go back to him.

Another novel of Deshpande ‘That Long




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Silence’ reflects the inner-contravene of its leadwoman character Jaya. Jaya alike other womencharacters are also portrayed as silent andsubmissive who struggles to establish her ownidentity in the male society setup. She alsobecomes the victim of her husband’s male egoas he expresses his displeasure regarding herwrite-ups when she was almost on the edge ofgetting recognition as a famous writer. Shesuppresses her writing career for her husband’ssatisfaction as since her childhood she had amind-set that: “Husband is like a sheltering tree,without the tree you’re dangerously unprotectedand vulnerable. You have to keep the tree aliveand flourishing.” 32 (TLS)

She eventually becomes a submissivewife to a domineering husband, letting herselfto be swayed by the patriarchal notion that manis superior to woman.

‘Moving On’ symbolizes the innerstruggle of the protagonist, Manjari who triesto make her place in the society by brushingaside all the narrow conventions. Alike other leadfemales of Deshpande, Manjari too due toignorance of her family members decides tomarry Shyam who was much below the socialstatus of her family. In order to seek true love,her decision to marry Shyam shows hersteadfastness. In the words of Binod Mishra:“Manjari- Shyam relationship is based on thefoundation of the body… Their union of twohungry bodies and it had too little scope of anydiscussion, say even of wooing.” 2

In the beginning of her married life, shewas very happy with her husband but soon whenshe realizes the reality of life, she finds herdecision of marrying Shyam a big mistake. Shewanted to go back to her parental home as shefinds it difficult to manage in Shyam’s smallhouse but could not express her desire to herparents. Shyam also does not care of her feelingsand tries to escape from his family duties. Itbecomes the cause of rift between theirrelationship as Manjari says: “Closeted in one

small room though we wish, we seemed to beliving on two different continents. In bed, welay close, but without touching. It was like thegame of pebbles. I’d played as a girl. A game inwhich, if two pebbles touched, you were out.”290(MO)

Manjari’s ignoring behaviour towardsShyam and her busy schedule because of herchild force him to be disloyal towards his wife.He intimates with his sister-in-law Malu in herabsence. He begins to ignore Manjari thatmanifests a truth that Shyam now does not loveand care for her as he used to do earlier. ThusShyam becomes a traitor for Manjari and her ill-treatment makes him feel guilty. Therefore, thisguilt hemfist over his mind and he finds no otheralternate but commits suicide.

After her husband’s death she iscompletely broken up and becomes a burden forherself. But gradually, she changes herweakness into her strength. She decides to bebold and self- dependent and decides to adoptMalu’s child and looks after her as her own. Sheeven suppresses her sexual needs as she thinksto have sex with other man, will prove herdisloyal towards Shyam. But she could notsuppress her physical desires for long time andallow Raman, her tenant, to invade her body,though she repents for this act: “I want topummel my body, to punish it with savage blowsuntil it turns black and blue.” 232 (MO)

She wants to forget everything andwishes to start her life in a new way. Thoughher deed is not acceptable in our society, itshows Manjari an odd type of character. In thisnovel, Shashi Deshpande has revealed the realinner self of Manjari in a psychological way.

‘The Binding Vine’ not only portrays themental-trauma of lead female character Urmibut also expresses the psychic traumas felt byother female characters. Urmi is the characterwho always helps other women to fight againstthe man-made rules but somewhere she herselfbows before her husband. After marriage she




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has to suppress her physical or sexual needs asshe afraid to disclose her emotions to him. Hedoes not care or understand her feelings. Shedoes not want to hurt him and hence she feelssad and restless inwardly.

In this novel Shashi Deshpande hasbeautifully portrayed a woman’s psyche that ina male dominated society, if a girl is raped, sheis the one who is considered responsible for hercondition and rapist, being a male always getsscot free. Specially women of our society blameother women and make their life difficult to live.Kalpna becomes the victim of cheap male psycheand is raped by her own uncle. Instead of gettingjustice, she is blamed by her own mother “I kepttelling her men are like animals. But she wenther way. You should have seen her walking out.”147 (TBV)

She even refuses to file F.I.R againstrapist as she fears that it will spoil her family’sname. Shaku’s fearful psyche deprived Kalpnaof getting justice. Kalpna’s fear that society willonly blame her and no one rely on her statement,compels her to remain silent on that matter anddoes not allow her to utter a single word againsther uncle that leads her into drastic situation.

‘A Matter of Time’ is also an explorationof fear, frustration and shattered psyche ofKalyani, Sumi and Aru. In this novel, the novelisthas tried to depict the thinking of women ofdifferent time period and told how they cope upwith the tragedies of their life. Kalyani, due toher mother’s psyche that ‘son is a boon’ and‘daughter is a curse’ passes through deep mentaltraumas throughout her life. She even had toleave her studies and had to marry with her ownmaternal uncle. She not only suffers beforemarriage but after marriage also bears the stingof patriarchal thinking of having son as she hasto face her husband’s resentment throughouther life due to losing her only son.

Kalyani does not want same fate for herdaughter Sumi. When Kalyani sees that Gopalhas left her daughter, she cries with pain and

agony, “No my God, not again.”12 (AMOT) Butas Sumi was witness of her mother’s condition,she chooses positive approach and faces theentire quandary with total phlegm. She decidesto be independent and determines to look afterher three daughters alone. She even tries toprovide them their own house. Though sheshows herself tough outwardly but from insideshe feels incomplete and shattered without herhusband. She does not want to show herweakness to others and prefers to keep silentregarding Gopal’s matter.

Knowing the failure of her mother’s andher grandmother’s marriage, Aru’s belief onmarital relation begins to shake. She hates herfather and decides to punish him. She does notwant to keep silent like her mother against themishappenings done by males. She chooses lawas her profession to punish her father but onthe request of Sumi, she is compelled not to takeany legal action against Gopal but she neverforgives him for his deed. Being victim ofpatriarchal world, Sumi boost her daughter withoptimistic attitude that motivates Aru ‘to be theman of the family.’ 36(AMOT) If Sumi and Kalyanitry to retain self identity, Aru fights for the rightsof women. Thus, in this novel, Deshpande hasportrayed the different psyche of differentwomen who tackle their condition on their ownway.

‘Small Remedies’ shows a sense ofescapism where female characters escape toprove themselves in male dominated society.Though they take bold step to fulfil their dreamsbut repent in the end as they have to pay highprice for their dreams. Savitribai bears genderdiscrimination as she is desisted to pursue hercareer as a singer. She is told that singing is nota profession of good woman; it is a professionof a ‘whore’. Her in-laws also do not allow herto achieve the aim of her life. So she decides toelope with a Muslim tabla player just to pursueher career in music. To sustain her musical careerSavitribai had to pay high price as people




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consider her immoral for she was ‘a woman whohad left her husband’s home.’ 222 (SR) Alongwith it she has to bear the hatred of her onlychild Munni. Therefore she repents for her actof elopement. This novel shows the psyche ofour society that if a woman thinks to dosomething different, she always becomes thevictim of people’s sarcasm and inwardly shebegins to feel herself guilty.

In Shashi Deshpande’s novel, womenhave suppressed psyche as at every step theysacrifice their feelings and self-esteem in thename of family’s or society’s izzat. Even theirfamily members leave no stone unturned tosuppress their desires or feelings. Theyinternally get hurt but find themselves unableto open their mind to others. That is the reasonthat they suffocate inside and out of frustrationthey take wrong step which spoils their life.Though they repent for their decision but finallyaccept their fate with meekness.REFERENCES:- Viswanatha, Vanamala. A Woman’s world……

All the way. Literature Alive, vol. 01, No.31987 pub. (Interview)

- Mishra, Binod. Taming the body to harness the soul:A Study of Shashi Deshpande’s Moving On. Pints ofview. 13.2 Win 2006 Print. (Critical work)

Novels- Deshpande, Shashi. Roots and Shadow. New

Delhi: Penguin Books India, 2004.Print.- Deshpande, Shashi. The Dark Holds No

Terrors. New Delhi: Vikas, pub. 1980. Print.- Deshpande, Shashi. That Long Silence.

London: Virgo Press, 1988. Print.- Deshpande, Shashi. Moving On. New Delhi:

Penguin Books India. 2004. Print.- Deshpande, Shashi. The Binding Vine.

London: Virgo Press, 1988. Print.- Deshpande, Shashi. A Matter of Time. New

Delhi: Penguin Books India. 1996. Print.- Deshpande, Shashi. Small Remedies. New

York: Viking pub. 2000. Print.

Comprehensive Anxiety inWomen Belong to

Joint and Nuclear Family

Gunjan R. BrahmbhattPh.D. Scholar in Psychology

Hemchandracharya North Gujarat UniversityPatan (Gujarat)

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

The different social structure is takingshape and that too is becoming more complexday by day. This social structure with itsadvancing technology and tremendous growthof knowledge is making more and moredemands upon the people which appear to befar beyond their capacity to cope with. Thesechanges have created more problems. It hasbroken the joint family system leading to lossof affection bonds, security and refuge amongthe members of the family. The prime aim ofthe study was to identify and compare the levelof anxiety in women belong to joint and nuclearfamily. Total 60 women were randomly selectedfrom Patan city of Gujarat State, out of which30were from joint family and 30 were fromnuclear family. The anxiety level was measuredby Sinha’s Anxiety Test. Mean scores werecomputed and ‘t’ test was applied to find outthe differences between the groups. The resultreveals that the women belong to joint andnuclear family are not significant different onthe level of anxiety. Result also indicates thatthe women belong to joint family have higheranxiety level than that of nuclear familywomen.Key Words: Anxiety, Nuclear and Joint FamilyWomen

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Comprehensive Anxiety in Women Belongto Joint and Nuclear Family

The word “Anxiety” is derived from theIndo-Germanic root “Angh”. In Greek and Latinthis means to press tight, to strangle, to beweighed down with griefs, and a load, a burdenand trouble. There are other words in Latin like‘angustus’, ‘ango’, ‘angor’, ‘anxius’, ‘anxietos’and ‘angina’ which contain the ‘Angh’ root.

Theorists and researchers in theprofessional field have defined anxiety invarious ways. Mostly such definitions are basedon clinical impressions and observations;introspective report by the patients or subjects;and physiological or behavioral changes notedduring the experimental situation. Some otherdefinitions have only conceptual basis. Toillustrate this point is would be interest to notedistinction made by Martin and Sroufe (1970)and Martin (1971) between ‘Stimulus oriented’and ‘response oriented’ definition of anxiety.From stimulus orientation point of view anxietyis defined in terms of the circumstances(external situations or internal thoughts) thatelicit anxiety. On the other hand a responseorientation point of view defines anxiety in termsof the responses that compose the anxietyreaction. These responses, by learning, becomeassociated with almost any kind of stimulus.

Anxiety is an uneasy mental stateconcerning impending or anticipated ill. It ismarked by apprehension, uneasiness, andforeboding from which the individual cannotescape; it is accompanied by a feeling ofhelplessness because the anxious person feelsblocked, unable to find a solution for problems.The uneasy mental state characteristics ofanxiety may in time become a generalized “freefloating” anxiety in which children experiencea mild state of fear in any situation, which isperceived as a potential threat.

Though anxiety develops from fear andworry, it is distinguished from them in severalrespects. It is vaguer than fear unlike fear; it

does not come from an existing situation, butfrom an anticipated one.

Anxiety depends upon the ability toimagine something not present, so it developslater than fear; it is often found during the earlyschool years and tends to increase duringchildhood, especially from the fourth to the sixthgrades. It does not wane during puberty butbecomes more intense. Whether it will wanelater depends largely upon the environment inwhich pubescent live, the pressure put on themto achieve beyond their capacities, and manyother conditions.

Anxiety often develops after a period offrequent and intense worry that undermineschildren’s self-confidence and predisposes themto generalized feelings of inadequacy. Contagionmay also be responsible for the development ofanxiety. If children are closely associated withanxious people a mother or a sibling for e.g.,they may imitate anxiety.

In its milder forms anxiety may beexpressed in readily recognizable behaviour,such as depression, nervousness, irritability,mood swings, restless sleep, quick anger andextraordinary sensitivity to what others say ordo. Anxious children are unhappy childrenbecause they feel insecure. They may blamethemselves because they feel guilty about notcoming up to the expectations of parents,teachers and peers and they often feel lonelyand misunderstood.

In its stronger forms, anxiety may not beso easily recognizable. Some of the commoncloaks children may use to hide anxiety are:

Boisterous and show-off behavior: Byshowing off anxious children try to convincethemselves and others of their competence.

Boredom: Anxiety makes children bored,restless and disturbed and they cannotconcentrate on anything long enough to becomeinterested in it.

Excessive eating: Anxious childrenalmost always become nibblers of sweets and




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as a result, become overweight.Hinton and Casey (2001) presentation

anxiety is an overwhelming sense of otherswatching and judging and anxiety that “theythink I am stupid”. It is easy for these feelingsto spiral into negative thoughts such as “I am atotal failure”. Suddenly our sense of self-esteemgets confused with our academic performance.Being in a situation where others are watchingjudging or criticizing can trigger feelings ofanxiety or rejection associated with those pastexperiences. As a result one may be over criticalof his performance, focusing on everything thatwent wrong until one feel he is “no good at it”.This sets up a vicious spiral, next time hisanxiety levels are even higher and he is lesslikely to do well.

Family structure – nuclear or joint – isconsidered as an important factor in theproposed research in relation to stressmanagement ability of women. The family is aninteraction based unit of any society withdiverse and dynamic intra-family relationship.Family plays an important role in developmentof a person. Exposure to stressful life events,the experience of chronic stress and the levelof psychological resource are rooted in socialstructural context of people’s lives (Chowdhuryet al., 1999; and Denton & Walter, 1999).

Denton et al. (2004) analyzed CanadianNational Population Health Survey Data, andfound that social structural and psychosocialdeterminants of health are generally moreimportant for women being in high incomecategory, having social support and workingfulltime, and caring for a family, were morepredictors of good health than man. Although,life style factors did play a part in women’shealth.

Gupta (1989) conducted a study on rolestress, locus control, coping styles, and roleefficacy on first generation entrepreneurs. Thestudy found that the family system to which anentrepreneur belonged had a significant bearing

on role stress. Entrepreneurs from nuclearfamilies experienced more role stress ascompared to those from joint families.Entrepreneurs from nuclear families usedsignificantly more extra punitive, defensive, andinterpersistive styles of coping. Entrepreneursfrom joint families used intropersistive andextrapersistive styles of coping more often.

Ramamurti & Jamuna (1984) reported onthe basis of their study in India that individuals,both men and women, living in joint family werefound to have better adjustment than individualsliving in nuclear families. The studies pointtowards the possibility that perception ofavailability of social support may be associatedwith better adjustment among older and retiredwomen as well as housewives.

Nuclear family creates more stress ascompared to joint family. Joint family andsupport from joint family acts as buffer againststress. Pandey & Srivastava (2000) study alsoidentified that respondents belonging to nuclearfamily had expressed more interpersonal workstress than joint family respondents.Objective of the Study

The present investigation was carriedout to accomplish following objective. To identify the level of anxiety in womenbelong to nuclear family. To identify the level of anxiety in womenbelong to joint family. To compare the level of anxiety inwomen belong to nuclear and joint family.MethodParticipant

Total 60 women were randomly selectedfrom Patan city of Gujarat State belongs to jointand nuclear family; out of which 30 were fromjoint family and 30 were from nuclear. The agerange of participant was between 30 to 50 years.Working and non working both the women wereincluded in the study.Instruments

To measure the level of comprehensive




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anxiety the test developed by A.K.P.Sinha andL.K.P.Sinha was used. The Gujarati standardization ofthe was made by Dr. D. J. Bhatt. This test measuresthe level of anxiety of the subject. It consistedof 90 statements. The subject has to give his/her answer in just ‘Yes’ or ‘No’. It is a selfadministrative test. The reliability of test is 0.85as per the method of ‘test re-test’. As per theBrownman’s formula it is 0.92. The validity ofthe test is found out with the score of ‘Tailer’sManifest Anxiety Test’ and ‘Sinha’s Anxiety Test‘and it was reported to be significant.Procedure

After giving proper instructions the testwas administered. The women were told thatthe purpose of the data collection is only for aresearch and their responses would be used forresearch purposes only. The obtained data wasanalyzed by Mean, SD and‘t’ test.Results and Discussion

As we pointed out previously that theprime aim of the study is to identify and comparethe level of anxiety in women belong to jointand nuclear family. We can state that the resultin general reveals that the‘t’ value of the table-1 is found to be not significant.Table 1: Shows Mean, SD & ‘t’ value on anxietyof women belong to joint & nuclear family.

As reported in table 1 mean score ofjoint family women is more (M=31.81) then thenuclear family women (M=24.23) and ‘t’ valueof 1.52 clearly indicate that the differencesbetween the two groups in anxiety level is findto be statistically not significant. Result alsoindicates that the women belong to joint familyhave higher anxiety level then that of nuclearfamily women.

ConclusionFrom the findings of the study we easily

come to conclusion that there is no significantdifference between the anxiety level of joint andnuclear family. But the women belong to jointfamily have higher anxiety level than that ofnuclear family women.References Chowdhury, A.N., Chowdhury, S., &

Chakraborty, A.K. (1999). Eco-stress, quality of lifeand mental health in Sunderban Delta of India.International Medical Journal, 6(1), 59-63.

Denton, M., & Walter, V. (1999). Genderdifferences in structural and behaviouraldeterminants of health. Social Science andMedicine, 48, 1221-1235.

Denton, M., Prus, S., & Walters, V. (2004).Gender differences in health. A Canadianstudy of the psychological, structural, andbehavioural determinants of health. SocialScience and Medicine, 58(12), 2585-2600.

Gupta, P. (1989). Role stress, locus of control,coping styles, and role efficacy: A study of firstgeneration entrepreneurs. Unpublished M.Phil.dissertation, Delhi University, Delhi.

Hinton, A. and Casey, M. (2001). AcademicAnxiety and study habits. UnpublishedMaster Thesis, Agra Central Institute ofHindi, Ministry of Human ResourceDevelopment, Govt. of India.

Martin, B. & Sroufe, L.A. (1970). Anxiety: InCharles, G. Castello (ed.) Symptoms ofPsychopathology. New York: wiley.

Martin, B. (1971). Anxiety and NeuroticDisorders. New York: wiley.

Pandey, S., & Srivastava, S. (2000). Copingwith work stress in career oriented females.Journal of Community Guidance & Research,17(3), 313-323.

Ramamurti, P.V., & Jamuna, D. (1984). Age,adjustment, & husband-wife communicationof middle aged and older women. Journal ofPsychological Researches, 28, 145-147.

Variables N

Mea

n

SD ‘t’

Value Level of

Significant

Joint family women 30

31.8

1

23.7

8

1.52 Insignificant Nuclear fam ily

women 30

24.2

3

13.4

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Managing the effects ofCompensation and benefits

for job satisfaction andretention in unaided colleges.

Dr. Sabrina D’[email protected]

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

Employee compensation plays asignificant part since it is at the empathy orcompassion of the employment relationshipwhich is of important critically to bothemployees and employers. Employeescharacteristically depend on their wages,salaries, to present a large share of their incomeand other benefits to offer income and healthsecurity. For employers, a compensation decisionmanipulates their cost of doing business andso, their capability to sell at a competitive costin the product market. The compensationdecision manipulates the employer’s ability tocompete for employees in the labor market inorder to magnetize or attract and retain, as wellas their approach and behaviors whilst with theemployer. Attracting and maintenance of goodemployees is one of the major challenges thatorganizations face in today’s world.Keywords: HR practice, employee recognitionpay, benefits, job satisfaction.Introduction:

Compensation may be divided into twocomponents. These are cash compensationwhich is the direct pay presented by employerfor work executed by the employee and fringecompensation which refers to employee benefitagenda. Cash compensation has two essentials

that consist of base pay and pay contingent.Base pay has to do with hourly or weekly wagesin addition to overtime pay, shift discrepancyand uniform allowance whereas pay contingentis apprehensive with performance allowancessuch as merit raises, incentive pay bonuses aswell as gain sharing. Fringe compensationadditionally refers to the employee benefitsagenda or plan. Fringe compensation also hastwo parts to it that are legally necessary benefitprograms and discretional benefits. Some of thelegally required benefit programs are socialsecurity, workers compensation whilstdiscretional programs consist of health benefits,pension plans, paid time off, tuitionreimbursement, recognition award, foreignservice premiums, responsibility allowance,child care, on campus accommodation,promotion, yearly pay raise in addition to a hostof others (Cascio, 2003; Dessler, 2005; Bernadin,2007). Remuneration, in a nutshell is the indirectfinancial and non financial payments that theemployees receive for enduring theiremployment with an association. The perceptionof employee compensation and benefits cannotbe talked about in a vacuum. A variety of studieshave recognized that salaries and benefits areclosely connected to job satisfaction (St. Lifer,1994); in addition to job satisfaction can fetchabout motivation that in turn affects employeejob performance and organizational dedicationand assurance.

According to (Bernadin, 2007)Compensation as a concept refers to all formsof financial returns and concrete benefits thatemployee receives as component of employmentrelationship. The human capital aspect can bedelicate and inconsistent. Are there waysemployers can use salary and benefits toimprove their chances of success in therecruitment and preservation showground? Themost well-organized and best-managedorganizations can continue to exist (Chiu, Wai-Mei Luk, and Li-Ping Tang, 2002). No other

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source is graver to an organization’s successthan its human resources are (DeNisi & Griffin,2008); people are the only intentional weapona company has that cannot be imitated by itscompetition (DeCenzo & Robbins, 2010).Employees, who are knowledgeable, motivatedand satisfied escort to more productiveorganizations on the whole (Baron & Kreps,1999; Caligiuri, Lepak, & Bonache, 2010; Pfeffer,1994). Contented employees are more likely tobe dedicated and answerable to theirorganizations and reveal higher levels ofpresentation and productivity (e.g., Steinhaus &Perry, 1996; Cranny, Smith, & Stone, 1992;Weiss, 2002). Employee’s job satisfaction offerssignificant clues pertaining to the health andperformance of an organization and providesinformation on where improvements can bemade to the association. Addressing theAmerican Dream survey results, Anthony Nugent,executive vice president of employee advantagesales for MetLife, summed up which benefitswere mainly important to employees and mostfeasible for employers: “Voluntary benefits-suchas dental, long-term care and life insurance canimprove employer/ employee retention andcost-control objectives, whilst also addressingemployees’ growing worry about a variety offinancial issues” (Nugent, 2009).Conceptual Framework

Assured concepts are defined in thispaper according to the usage within thisframework. These are Employee, employeecompensation, Benefits, Job Satisfaction.Employee:

An employee is any person who hasdecided to be employed under a agreement ofservice to work for some form of compensation.This could include wages, salary, commissionand piece rates. It can be in a library andinformation centre where ethics of theprofession are practiced or any otherprofessionally inclined job or else otherwise.Employee Compensation:

Compensation is a most importantmotivator for employees. Populace looks for jobsthat not only go well with their creativity andtalents, but compensate them—both in termsof salary and other benefits—consequently.Compensation is also one of the fastestchanging fields in Human Resources, ascompanies continue to investigate various waysof rewarding employees for performance.Employee Benefits:

Focuses on maintaining or civilizing thequality of life for employees and providing a levelof protection and financial security for workersand their family associates.Job and Job Satisfaction:

A standard activity performed insubstitute for payment, especially as one’s trade,occupation, or profession is called as a job. Itmay also be unspecified to be in position inwhich one is employed. Job satisfaction on thehand can be defined as a pleasurable emotionalstate consequential from the appraisal of one’sjob or an emotional and satisfaction reaction toone’s job. The more contented people are withintheir job, the more satisfied they are said to be.Most times, job design aspires to enhance jobsatisfaction and performance and this could beaccomplished by means of job rotation, jobenlargement and job enrichment. Additionalinfluences on job satisfaction comprises of themanagement style and culture, employeeinvolvement, empowerment and independent orself sufficient work position.Attracting and retention of workers

Attracting and retaining people is themain accomplishment characteristic. Attractingand preserving the most excellent candidatesis a vital purpose of human resourcesmanagement. To achieve retain and attractcitizens, a very attractive package requirementsare to be produced, more over positive workplace atmosphere, flexible and successfulworking time, superiority training, variety ofother things needed to retain capable staff. The




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organization desires to hand over fully to makethis to take place – top management hold, opencommunication and incorporation in policies andevaluation systems. The majority significanthurdle is the competition with other governmentinstitutions and the confidential segment.Why must we be acquaintedwith Employees?

One he of valuable conclusion andreason for identifying employees is that studiesshow that people who feel cherished and valuedare more positive about themselves and theirability to contribute, i.e., employee recognitioncan enhance productivity and increasesatisfaction (Daniels, 1999; Darling et al., 1997;Nelson, 2005; Gostick & Elton, 2007). A numberof investigated studies states that nonfinancialrewards such as recognition and additionalintrinsic rewards are sine qua non for jobsatisfaction (Darling et al., 1997; Nelson, 2005).Based on a survey of 200,000 employees,Gostick and Elton (2007) winds up that ifemployee recognition is conducted properly, itwill increase the profitability and customerservice levels, and enhance and improveemployee engagement and satisfaction. Darlinget al., (1997) argues that one of the mosteffective morale boosters is praise for a job welldone.Objectives of the Study

The study looks for to achieving thefollowing objectives:1. To recognize the various forms ofbenefits made available to the employees.2. To ascertain other forms ofcompensation that employees would like toenjoy outside their salary.3. To establish the relationship involving incompensation, benefits and job satisfactionamong employees.Research Questions

The subsequent research questions weredeveloped to conduct the study:a. What forms of benefits do the college

professors enjoy in their place of work?b. Are there other forms of compensationprofessors would like to enjoy apart from theirsalary?c. Are there any other types of benefits thatare enjoyed by their counterparts in theuniversity which are not been extended to them?d. What is the relationship betweencompensation, benefits and job satisfactionamong professors?

Successful compensation packages go alot further and can be considered total rewardssystems that contain non-monetary, direct andindirect elements. Non-monetary compensationis any benefit an employee receives from anemployer or job that does not involve tangiblevalue. This includes career and social rewardssuch as job security, flexible hours, andopportunity for growth, praise and recognition,task enjoyment, and friendships. Directcompensation is an employee’s base wage,which can be an annual salary or hourly wage,plus any performance-based pay an employeereceives, such as profit-sharing bonuses.Indirect compensation is far more varied. Itincludes everything from legally necessary forpublic protection programs such as SocialSecurity to health insurance, retirementprograms, paid leave, child care or otherexpenses.Methodology

Case study plan or intend was used forthe study. The target population of the study wasunaided college in Mumbai, India. Randomsampling technique was used to select allemployees working in the same discipline. 22professors from the college were selected from33 professors. Though all were selected andadministered questionnaire on, eleven werereturned.Data Gathering:

The researcher dispersed questionnaireto respondents which was filled and returned.Professors were interviewed for further data.




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Data Analysis Data analysis was done usingdescriptive statistics that consisted ofpercentage and tables.Results:Question 1: What forms of benefits do thecollege professors enjoy in their place of work?

Table 1 show that respondents have notmuch enjoyed various benefits from theiremployers though the frequencies & percentagesof some of the benefits are very insignificant.Question 2: Are there other forms ofcompensation professors would like to enjoyapart from their salary?

Table 2 show that the personnel’s werekeen in availing retirement plans and pensionbenefits for a long term investment. They havevery less interest in availing transport facilitiesas they are locally situated.Question 3: Are there any other types of benefitsthat are enjoyed by their counterparts in theuniversity and aided colleges which are not beenextended to them?

Respondents differ in their suggestionsbut the most prominent of the suggestionsinclude short term loans, staff canteen, paternityleave, housing benefits, car loan , soft loan,recreation centre, long service award, taxprotection, tuition refunds, life insurance,computers for all staff and end of year bonus.Question 4: What is the relationship betweencompensation, benefits and job satisfaction

among professors?

The result in table 4 reveals a positivecorrelation between employee compensation,benefits and job satisfaction as employees arelocally based. Majority of the participantsconfirmed that they are satisfied with thecompensation provided for by their employer.Conclusion:

All types of compensation areimperative. Employers have a extensive varietyof compensation elements to choose from andare limited as much by their own preconceptionsabout compensation packages as they are bybudget fetters. By combining many of thesecompensation alternatives, progressivemanagers can produce packages that are asindividual as the employees who obtain them.Detection leads to improved communication thatthe employees are more likely to offerresolutions and new ideas, better supportwherein employees are more likely to proposeto help and go the further mile, and reduceabsenteeism and turnover higher that isemployees will demonstrate job satisfaction andloyalty towards the organization. Quality andproductivity are improved when supervisorssimply increased their daily frequency ofconditional positive reinforcement. Employeesbenefits from optimistic reinforcement andrecognition from peers and/or management.Recognition can motivate, helping to buildfeelings of confidence and satisfaction andencourage loyalty as well as commitment, aswell as encouraging employees to enlarge theirefforts. Monetary compensation is a crucialelement in recruitment and retention process;but benefits are uniformly significant and can

Types of benefits

No of prof. Percentage

Retirement Plan 22 47% Transportation 3 6% Pension 22 47%

Benefit Types No. of professors

Percentage

In service training 3 8% Social Security 1 2% Annual Increment 15 40%

Promotion 2 5% Conferences/Workshops 17 45%

Types of compensation

No. of prof.

Percentage

Satisfied with compensation 18 66%

Not satisfied with compensation 03 34%

Total 22 100%




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often be the deciding factor in whether an individualaccepts an offer or even stays with it.Bibliography:1. Nugent, A. (2009). Using voluntary benefits

strategy can help employers address goals ofretaining employees and controlling costs;Benefits Quarterly; Vol. 25, Iss. 2, pg. 7

2. DeNisi A. S. and Griffin R. W. (2008).Managing Human Resources (3rd ed.),Boston: Houghton-Mifflin.

3. DeCenzo D. A. & Robbins S. P. (2010).Fundamentals of Human Resource Management(10th ed.), Hoboken, NJ: John Wiley & Sons, Inc.

4. Baron J. and Kreps D. (1999). Strategic HumanResources: Frameworks for General Managers,Hoboken, NJ: John Wiley & Sons, Inc.

5. Caligiuri P., Lepak D. and Bonache J. (2010).Global Dimensions of Human ResourcesManagement: Managing the Global Workforce,Hoboken, NJ: John Wiley & Sons, Inc.

6. Cranny C. J., Smith P. C. and Stone E. F. (Eds.)(1992). Job Satisfaction: How People FeelAbout Their Jobs and How it Affects TheirPerformance, New York: Lexington Books.

7. Steinhaus C. S. and Perry J. L. (1996).“Organizational commitment: Does sectormatter?”, Public Productivity & ManagementReview, Vol. 19, No. 3, pp. 278-288.

8. Daniels A. (1999). Bringing out the Best inPeople: How to Apply the AstonishingPower of Positive Reinforcement (2nd ed.),New York: McGraw-Hill.

9. Darling K., Arm J. and Gatlin R. (1997).“How to effectively reward employees”, IndustrialManagement, Vol. 39, No. 4, pp. 1-4.

10. DeCenzo D. A. and Robbins S. P. (2010).Fundamentals of Human Resource Management(10th ed.), Hoboken, NJ: John Wiley & Sons, Inc.

11. Edgar F. & Geare A. (2005). “HRM practiceand employee attitudes: Different measures—different results”, Personnel Review, Vol. 34, No.5, pp. 534-549. Gostick A. and Elton C. (2007).The Daily Carrot Principle: 365 Ways to EnhanceYour Career & Life, New York: Simon & Schuster.

A Co-relational study of MentalHealth and Academic

Achievement of Rural & Urbanareas Adolescent Students

Dr. Smt. Swati JajooPrincipal

Pt.Harishankar college of Education,Sarkho, Janjgir (C.G.)

==============***********===============Abstract-

The present study investigates the co-relational study of mental health and academicachievement of rural and urban adolescentstudents. Sample of the study rural boys(231)girls(231) and urban boys(231) girls(231)adolescence students. To select sample randomsampling technique was employed.

The data was collected with the help of“ Mental Health Battery “Adopted by Arun KumarSingh and Alpana Sengupta. and for AcademicAchievement All the students of the section 11TH

were selected as sample for their academicachievement score board examination marks ofstd.10th were collected.The collected data wasstatistically analyses with the help of Mean,and ‘ r ’ test. Major findings are:1. Total Rural and Urban adolescent boyshave no significant relationship with theirmental health and academic achievement.2. Total adolescent rural and urban girlshave no significant relationship with theirmental health academic achievement.3. Total rural adolescent boys- girls andtotal urban boys-girls have no significantrelationship with their mental health andacademic achievement.

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Introduction-The main purpose of this study the relation

between Academic achievement and mentalhealth of Adolescent students. Adolescence is theperiod of storm and stress. This is the periodwhen a young person acquires the physicalmaturity of an adult, but suffers fromimpulsiveness and emotional stability. Emotionslike fear, anger, repulsion, diligence, distress,wonder anxiety, etc are so intense as they werebefore great care for the sublimation ofemotions during this period has to be takenotherwise the life of the adolescent may not takea desirable turn. Hence it becomes very muchimportant to understand the adolescent hisdevelopment problem, his adjustment in thesociety and mental health etc.The present researchproposes to study the adolescent relation to theirAcademic achievement and Mental health.Withthe help of adolescent study, we become awareof adolescent children as growing individual withneeds desires & feelings. The cultural, physical,emotional, social and intellectual factors affectChild’s behavior. Children do not just grow. Theyneed guidance. We must understand childrenand suggest ways and means of improving theirbehavior. During all the stages of his growth achild requires intelligent care of his physicalneeds and trained guidance of his mental,emotional and social potentialities.Need and Importance of Research-

Adolescent is most important period ofhuman beings and plays very important. Over-all development it is imperative to controlemotional to meet social demand, to eliminatedamaging image of emotions. Adolescentbecome anxious about figure, health, academicachievement, economic status, dignity,socialisation etc. He has to face unfavorablerelations in home, school family and friendsopposite sex etc. All this emotional problemhave damaging effect on the behaviors of theindividuals. This Study beneficial for parents andteacher to help them to adjust to their

responsibilities .By understanding the need ofadolescent, the teacher and administrator canframe appropriate curriculum school andmethodology of teaching them.In shortemotional Maturity of an adolescent is relativeto his academic achievement , mental healthand adjustment ability.Objectives OF Study -To Study has the following objectives:Objective 1 - co-relational study betweenMental Health and Academic Achievement ofUrban and rural adolescent Boys.Objective 2 - co-relational study betweenMental Health and Academic Achievement ofUrban and rural adolescent Girls.Objective 2 - co-relational study betweenMental Health and Academic AchievementUrban Boys-Girls & Rural adolescent Boys-Girls.Hypotheses of the Study -1 - There is no significant relationshipbetween Academic Achievement and MentalHealth of Urban and rural adolescent Boys.2- There is no significant relationshipbetween Academic Achievement and MentalHealth of Urban and rural adolescent Girls.3 - There is no significant relationshipbetween Academic Achievement and MentalHealth of adolescent Urban Boys - Girls andRural Boys-Girls.Methodology-

Describe survey method was employedin the present study.Population & Sampling-

All the students (adolescents) studyingin standard 11th of the Government Highersecondary schools of Chhattisgarh stateconstitute the population for the present studygiven in table below. For the present study,student of adolescent Age 12 to19 year studyingin Higher secondary School were selected. In all(924) students were selected from schools, outof which 431 from rural area while 431 werefrom urban area. These students were fromSchools of Bilaspur District Chhattisgarh




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Divisional Board.Rearch Variables -

Following Variables are used for research.(1) Independent Variable : Mental health(2) Dependent Variables : (i) AcademicAchievement(3) Associate Variable :

(A) School – Rural, Urban(B) Sex – Boys, Girls

Tools of Research-Researcher has employed following tools

for the study.1. Mental Health Battary(MHB) : ArunKumar Singh and Alpana Sengupta2. Academic Achievement : All the studentsof the section 11TH were selected as sample. Fortheir academic achievement score boardexamination marks of std.10th were collected.Hypotheses 1 : There is no significant relationshipbetween Academic Achievement and Mental Health ofUrban & rural adolescent Boys.

Table 1.1Rural & Urban Boys

Interpretation -The value of ‘r’ found to be -0.0432

which is less than 0.1356 required to besignificant level 0.05 for df=462-2=460. It is notsignificant, negative and low. Hence nullhypothesis no.1 tends to be accepted and weconclude that total Rural and Urban adolescentboys have no significant relationship with theirmental health and academic achievement.Hypotheses 2: There is no significantrelationship between Academic Achievementand Mental Health of Urban and ruraladolescent Girls.

Table 1.2Rural & Urban Girls

Interpretation-The value of ‘r’ found to be 0.0614 which

is less than 0.1037 required to be significantlevel 0.05 for df=462-2=460. It is not significant,positive and low. Hence null hypothesisno.4.10.4 tends to be accepted and we concludethat total adolescent rural and urban girls haveno significant relationship with their mental healthacademic achievement.Hypotheses 3: There is no significantrelationship between Academic Achievementand Mental Health y of adolescent UrbanBoys - Girls and Rural Boys - Girls.

Table 1.3Rural & Urban- Boys & Girls

Variables Total Sample Mean SD ‘r’ Significance

Academic Achievement

Mental Health

462 282.2749

80.868

47.23555

13.139 -0.0432 NS




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Interpretation-.The value of ‘r’ found to be 0.0099 which

is less than 0.0817 required to be significantlevel 0.05 for 924-2=922. It is not significant,positive and low. Hence null hypothesisno.4.11.4 tends to be accepted and we concludethat total adolescent rural boys - girls and total urbanboys - girls have no significant relationship with theirmental health and academic achievement.Conclusion and Suggestions-

On the basis of analysed responses theinvestigator arrived at the following conclusions.1. Total Rural and Urban adolescent boyshave no significant relationship with theirmental health and academic achievement.2. Total adolescent rural and urban girlshave no significant relationship with theirmental health academic achievement.3. Total rural adolescent boys - girls andtotal urban boys - girls have no significantrelationship with their mental health andacademic achievement.Utilitiy of Findings-

In present research adolescent studentsfrom Bilaspur District, Chhattisgarh state, weresample of study. The students from rural andurban area from Government schools wereadmistered emotional maturity, academicachievement, mental health and adjustmentability of tests for there response.

We concluded for better academicachievement of students from rural and urbanarea. It is necessary to have good mental healthemotional maturity & adjustment ability. Theseare the main factors in his life. So there is aneed to give them guidance, time to time. Hereschool teachers parent and environment playspivotal role.

Reference vks>k] vkj- ds- ¼1969½ % ßvkS|ksfxd

euksfoKkuÞ vkxjk] fouksn iqLrd eafnj] jkaxs;jk?ko ekxZ] i-496

HkkxZo egs’k ¼1999½%ßvk/kqfud euksoSKkfudijh{k.k ,oa ekiuÞ vkxjk] ,p-ih- HkkxZocqd gkÅl iqLrd izdk’kd ,oa forjd] HkkxZoHkou 4@230 dpgjh ?kkV] 13] ykHkpUæekdsZV jktke.Mh] i-574

HkVukxj vkj-ih-¼2007½%ßf’k{kk euksfoKkuÞ]bZxy ifCyds’kUl] esajBA

HkVukxj lqjs’k ¼2007½% ßf’k{kk euksfoKkuÞ]lq;kZ ifCyds’kUl] esajBA i-323

Gupta, Lilesh (2005):“A Study of FutureAwareness, Vocational Interest and SchoolAdjustment in the Context of AcademicAchievement of Senior Secondary Students”.(Prof. P.K. Sahoo) Department of Education,Vardhaman Mahaveer Open University, KotaUniversity News, July 2005, Vol. 43, No.30

Khanna, Taru (2005) : “A Study of theEffect of Stress on the Level of Aspiration,Academic Achievement & Social Adjustmentof the Adolescent Students”. (Dr. DaminaChaoudhary) Department of Education,Vardhaman Mahaveer Open University, Kota.University News, July 2005, Vol. 43, No.30

Probjot Kaur (2004) : “Efficacy of Self-concept Boosting Plan in Terms of Self-concept of Adolescents” (Dr. S.C. Gakhar andDr. Seema Chopra. Department of Education,Punjab Uni. Chandigarh. University

Variables Total Sample Mean SD ‘r’ Significance

Academic Achievement

Mental Health

924

276.8787

80.9383

48.6013

13.2330

0.0099 NS




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Information Literacy inHigher Education in Seven

Pillars of information model

Mrs.K.Kalarani,Librarian,

Sri Akilandeswari Women,s College,Wandiwash

==============***********===============Abstract: Traditional information seekers expectinstant help this puts tremendous demands onthe librarians and information professionals toupgrade their tools and techniques. It isnecessary to quickly engage the students toensure that they learn how to determine thetypes of information they need, where to locatethe information, how to search for theinformation and evaluate it, and how to cite thesources correctly. If information literacy ispreparing for lifelong learning, we need toconsider the changing world. We are sendingour students into and what we librarians can doto change it for the better. Hence informationliteracy and continuous professional educationand training programmes are needed for workinglibrary professionals finally we have focused theinformation literacy definition, history, process,important & programmes in academic libraries.Key words: Information literacy, InformationTraining.1. Introduction:

Information Literacy is one of such keycompetency essential in the present century.Information Literacy is the ability to gather,organize, filter and evaluate information and toform valid options based on the results .Theinformation literacy has been used as collective

term covering all or several of illiteracies viz.Computer literacy, digital literacy, hyper literacy,information technology literacy, interactiveliteracy, multiple literacy, network literacy, oralliteracy, internet literacy, reading literacy, waterliteracy, visual literacy etc. Here each of thisliteracy is necessary to understand specificprocess has special importance. The SCONULworking group on information literacy published“Information skills in higher education. Thismodel has been adopted by librarians andteachers around the world as a means of helpingthem to reflect more clearly the range ofdifferent terminologies and concepts which weunderstand as Information literacy.2. Review of literature:

The literacy models selected for thisreview include a balance of skill-centric,conceptual, and Meta –models. It includesmodels from both the information science andeducation fields and attempts to include modelsfrom around the world. Association of collegeand research libraries ACRL (2006), the big6(Edinburg, 2006), the seven pillar modeldeveloped by the Society of college, Nationaland University Libraries (SCONUL). SCONULAdvisory committee on InformationLiteracy,1999,The six frame model (Lupton,2006),and the United Nations Educational,Scientific and Cultural Organization (UNESCO)model (Horton,2007).In addition ,three metamodels are reviewed, the Hughes and Shapiro1996 ,the Socio-technical Model(tuominen,etal.,2005)and Sudan’s (2008) ,the IEA SITESstudies ( Anderson,2008) and the expandedBloom’s Taxonomy (Krathwohl,2002)thesemodels have been selected in part due to theirprevalence in literature and in part due to theirrelevance to this search.

According to Megan Wiley (Librarian, royalWelsh College of Music and Drama) on behalfof SCONUL in 2014 and they examine theinformation literature view to demonstratingthe contribution of library employability and the

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development of graduate attributes, situatinglibraries traditional information literacy role inthe new academic skills landscape.2.1. Definition:

Jeremy Shapiro and Shelly Heghes defineinformation literacy: “As new liberal art thatextent from knowing how to use computers andaccess information to critical refection o thenature of information itself.

Information literature people willdemonstrate an awareness of how they gather,use, manage, synthesise and create informationand data in an ethical manner and will have theinformation skills to do so effectively

According to American library associationdefined is a set of abilities requiring individualsto “recognize when information is needed andhave the ability to locate, evaluate, and useeffectively the needed information”.2.2. Objectives of Information Literacy Model1. Define the nature and extent of theinformation needed.2. Identify types of information resourcesavailable.3. Locate or access information resources ontopic.4. Evaluate information resources found.5. Use the information found ethically tosatisfy the information need.2.3. Characteristics of informationliteracy Model1. Integrating Knowledge of tools andresources with skills.2. Depending upon acquisition of suchattitudes.3. Time and Labour intensive4. Need driven5. Existing independently, but relating toliterate and computer literacy.2.4. Need for Information Literacy Skills

Information literacy skills continue to byincreasingly important in the evolvinginformation and technology landscape.Information is more abundant and diverse than

ever and in this complex environment individualsencounter a nearly endless supply of informationoptions in their academic studies, work placesand personal lives. Information is availablethrough libraries, Community resources, specialinterest organizations, media, and the internet.An increasing amount of information comesthrough unfiltered formats, and raises questionsabout its authenticity, Validity, and reliability.Information comes in many packages rangingfrom graphical, and textual.3. Information Literacy models:

Through the past years several models regardinginformation literacy have been developed

These models provide more insight in theprocess of information literacy and eitherglobally or in more details. This can bespecifically helpful when developing anassessment tool.

Therefore five of these models developedin the last twenty years will be presented belowwith the analysis of its benefits.3.1. Marchionini’s information searchingmodel (1995)

Marchionini ’s developed a model forinformation searching behaviour. This modeldivides the entire information seeking processin to eight steps.The following steps are:Recognize; Accept; Define problem; selectsource; Formulate query; Execute query;Examine result; Extract info; Reflect; Stop.3.2. Research Development Frame work(Vitae, 2010)

More recently, the Research DevelopmentFrame work was developed by Vitae in 2010.

VITAE are an international programme forimproving research. This frame work aims todescribe excellent performance levels ofresearchers in higher education. This modelcovers the entire spectrum of research in highereducation, of which information literacy is animportant aspect. This model consists of fourdomains.




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1. Knowledge and intellectual abilities2. Personal Effectiveness3. Research governance and organization4. Engagement, influence and impact3.3. Information problem Solving Model:

This model developed by Brand Gruwel,Wopereis & Vermetten,2005. This model basedon an information seeking model developed byEisenberg and Berkowitz 1990, the Big6TMModel exists out of six elements: That are:1. Task definition2. Information seeking Strategies3. Location and access4. Use of information5. Synthesis6. Evolution3.4. ACRL Standards (ALA, 2000)

The Association of college and Researchlibraries, a division of the American libraryAssociation developed standards for informationliteracy. This version of the model describes thecriteria for information Literacy Specifically anddetailed. Theoretically, this model is verysuitable for the development of assessmentrubrics because it defines several elements ofinformation literacy with explicated underlyingcompetencies. However, since digital mediadeveloped fast in the past 15 Years, the 2000models is too outdated to be the basis for a newscore rubrics.3.5. SCONUL seven pillar of Digitalinformation literacy (2011)

The society of College, National andUniversity libraries developed a model called the“Seven Pillar model of Information Literacy”. Thismodel was developed in 1999 and updated in2011.It exists out of seven pillars are havingSeven Models and it was divided into twocategories are Ability and Understanding.4. How to use this Model:

This Model is conceived a threedimensional circular “Building” founded on aninformation landscape which compromises theinformation world as it is perceived by an

individual at that point in time. The core modeldescribes a set of generic skills andunderstandings for different user communitiesa lens can be developed which highlightsdifferent attributes, adds in more complex orsimpler statesmen’s and uses languagerecognised by the specific community which itrepresents.Those pillars (models) are:4.1. IDETIFY4.2. SCOPE4.3. PLAN4.4. GATHER4.5. EVALUATE4.6. MANAGE4.7. PRESENT4.1. IDENTIFY: That new information and data isconstantly being produced and that there isalways more to learn. That being information literature involvesdeveloping a learning habit so new informationis being actively sought all the time. That ideas and opportunities are createdby investigating or seeking information. The Scale of the World of published andunpublished information and data.4.2. SCOPE: What type of information are available The characteristics of the different typesof information source available to them How they may be affected by the format(digital, print) The publication process in terms of whyindividuals publish and the currency ofinformation Issue of accessibility. What services are availability to help andhow to access them?4.3. PLAN: The range of searching techniquesavailable for finding information. The difference between search tools,recognizing advantages and limitations.




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Why complex search strategies an make adifference to the breath and depth of informationfound. The need to develop approaches tosearching such that new tools and sought foreach new questions. The need to revise keywords and adaptsearch strategies according to the resourcesavailable in and /or result found.4.4. GATHER: How information and data is organished,digitally and in print sources. How libraries provide access to resources. How digital technologies are providingcollaboration tools to create and shareinformation. The issues involved in collecting new data. The different element of a citation and howthis describes an information resource. The use of abstract. The need to keep up to date with newinformation The difference between free and paid forresource. The risk involved in operating in a virtualworld. The importance of appraising andevaluating search result.4.5. EVLUATE: The information and data landscapes oftheir learning or research context. Issue of quality accuracy, relevance, bias,reputation and credibility relating to informationand data sources. How information is evaluated and published, tohelp inform personal evaluation process. The importance of consistency in datacollection. The importance of citation in their learningor research context.4.6. MANAGE: Their responsibility to be honest in allaspects of information handling anddissemination.

The need to adopt appropriate datahandling methods. The role they play in helping others ininformation seeking and management. The need to keep systematic records. The importance of sorting and sharinginformation and data ethically. The role of professtionals, such as datamanagers and librarians, who can advise, assist,and support with all aspects of informationmanagement.4.7 PRESENT: The Difference between summarising andsynthesising. Those different forms of writing orpresentation style can be used to presentinformation to different communities. That data can be presented in differentways. Their personal responsibility to store andshare information and data. Their personal responsibility todisseminate information and knowledge. How their work will be evaluated. The process of publication. The concept of attribution. That individual can take an active part inthe creation of information through traditionalpublishing and digital technologies.(e.g. blogsand wikis)5. THIS IS THE PICTURE FOR THE SEVEN PILLARMODEL DIAGRAM.




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6. Successful implementation of informationliteracy programmes To increase the availability of resources inthe libraries To need more support from their authorities To improve computer support service To recognize the importance of staff andtheir roles by the faculty To evaluate information obtained fromdifferent sources To support & interact with knowledge resources7. Some of the problems while implementinginformation literacy Librarians cannot come out of the routinework No guidelines and instructions from thegovernment for implementing informationliteracy programme Lack of resources to organise informationliteracy programmes8. Recommendations to implementinformation literacy programmes Library professionals should beencouraged by the authorities to attendseminars, Workshops, Training and orientationprogrammes. To introduce Information literacyprogrammes in the curriculum wheneverpossible. Collaborate with the College faculty,Students, and administrators in promotinginformation literacy programmes. They should be provided requisite financialbenefits for rendering highly technical andmodern library services to the users.9. Conclusion:

As the Technical revolution or the otherglobal revolutions has affected our informationSociety. Administrators, Teachers and librarymedia specialists are joining forces to helpstudents master information skills thus enablingthem to be competent information users in thefuture. Helping students gain informationliteracy means helping students: learn to think,

learn to question, to weight alternatives tointerpret inferences and to seek further data canonly help individuals to cope with a continuouslyincreasing wealth of information, and to survivein a world growing ever more complexinformation skills for an information society. Theproblem which our information professionalsface here and which is no doubt encountered inmany other institutions is of trying to gainfootholds into which information skills sessionscan be taught on programmes which are ownedby schools and faculties .Essentially we have toconvince academics that information skills aremore important than something else in thecurriculum which will then of necessity have tocome out. Thus libraries and librarians are truly& significant contributors to the success of theirorganizations or institutions, as well as activepartners in information literacy for lifelonglearning.Bibliography:1. SCONUL Advisory Committee on

Information Literacy (1999).InformationSkills in higher Education: The society ofCollege, National and University Libraries.

2. http: //w ww. sco nul .ac .uk /group s/information_literacy/seven_pillars.html

3. Bent, M.Gannon Leary, p.Webb, J. (2007)Information Literacy in a researcher’slearning life: the seven ages of research.New review of information 13(2) P.8199

4. http://www.vitae.ac.uk/policy practice/234301/Researcher DevelopmentFramework. html.

5. h t t p : / / w w w . a l a . o r g / a l a / a c r l /acrlstandards/information literacycompetency.cfm




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Linguistic, Syntactic, Social andCultural Problems in Translation of

Marathi Plays into English withSpecial Reference to Kanetkar’s

‘Ashrunchi Jhali Phule’ into English

Mr. Babasaheb Ramdas KanguneAssistant Professor of English

Abasaheb Marathe Arts &New Commerce, Science College,

Rajapur (Vikhare-Gothane), Dist. Ratnagiri

Dr. Rajendraprasad Yashawant ShindeAssociate Professor & Head,

Department of English,Kisan Veer Mahavidyalaya Wai, Dist. Satara.

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

Language is the most powerful andeffective means of communication. Languageis the unique phenomenon. It is the God’s specialgift to human beings only. Each language isdifferent from another in the sense of phonology,morphology, syntax and semantics. Language isa set of signs and symbols accepted by a groupof people. Language is the product of society.Translation/ translating is the transfer of a textin Language ‘A’ into an equivalent text inLanguage ‘B’. Translation involves the renderingof a source language (SL) text into the targetlanguage (TL) text. Vasant Shankar Kanetkar isa Marathi playwright and novelist. There arealmost 40 plays written by Kanetkar. It is one ofthe important features of Kanetkar as a writeris that he was not only the successful dramatistbut also a short-story writer, essayist and a writerof operas in Marathi. Kanetkar’s plays covereda wide range of subject matters. The main thrust

of the present research paper is to find outlinguistic, syntactic, social and cultural problemswhile translating Vasant Kanetkar’s Marathi play‘Ashrunchi Jhali Phule’ into English. There are anumber of social and cultural differencesbetween Marathi and English. In order to studyand analyze problems in translation, researcherhas translated Vasant Kanetkar’s Marathi play‘Ashrunchi Jhali Phule’ into English. Whiletranslating the select play, a number oflinguistic, syntactic, social and cultural problemsoccurred. Consequently, researcher has tried tostudy and analyze these problems in the presentstudy.Key Words: Translation, Source Language Text(SL), Target Language Text (TL), Linguistic,Syntactic.Full Paper:

Language is the most powerful andeffective means of communication.Development of language and the developmentof society and culture go hand in hand. Languageis the unique phenomenon. It is the God’s specialgift to human beings only. Each language isdifferent from another in the sense of phonology,morphology, syntax and semantics. Language isa set of signs and symbols accepted by a groupof people. Language is the product of society.Words, phrases and idioms in a language arenot developed mechanically. But they are deeplycolored in social & cultural codes of the society.

Translation Study came as a newacademic discipline in the late 1970s. What isgenerally understood as translation involves therendering of a source language (SL) text into thetarget language (TL) so as to ensure that (1)the surface meaning of the two will beapproximately similar and (2) the structures ofthe SL will be preserved as closely as possiblebut not so closely that the TL structures will beseriously distorted. Translation/ translating isthe transfer of a text in Language ‘A’ into anequivalent text in Language ‘B’. Translation is alinguistic activity at its core. It belongs most

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properly to semiotics, the science that studiessign systems or structures, sign processes andsign functions (Hawkes, Structuralism andSemiotics, London 1977). Beyond the notionstressed by the narrowly linguistic approach,that translation involves the transfer of‘meaning’ contained in one set of languagesigns into another set of language signs throughcompetent use of the dictionary and grammar,the process involves a whole set of extra-linguistic criteria also. Edward Sapir claims that‘language is a guide to social reality and thathuman beings are at the mercy of the languagethat has become the medium of expression fortheir society’.

Vasant Shankar Kanetkar is Marathiplaywright and novelist. There are almost 40plays written by Kanetkar. It is one of theimportant features of Kanetkar as a writer is thathe was not only the successful dramatist butalso a short-story writer, essayist and a writerof operas in Marathi. He is famous for hiscomedies, which gave him name and fame inMarathi literature. Kanetkar’s plays covered awide range of subject matters. The main thrustof the present research paper is to find outlinguistic, syntactic, social and cultural problemswhile translating Vasant Kanetkar’s Marathi play‘Ashrunchi Jhali Phule’ into English. There are anumber of social and cultural differencesbetween Marathi and English. In order to studyand analyze problems in translation, researcherhas translated Vasant Kanetkar’s Marathi play‘Ashrunchi Jhali Phule’ into English.Marathi Play- ‘Ashrunchi Jhali Phule’:

Ashrunchi Jhali Phule is a social play byVasant Kanetkar. It was staged for the first timein 1966. Hindi movie, Aansoo Ban Gaye Phool isan adaptation of Ashrunchi Jhali Phule.Furthermore, Kanetkar received Filmfare Awardfor Best Story for the Hindi movie, Aansoo BanGaye Phool. According to some critics, AshrunchiJhali Phule is a family play. Play encompassesnot only the familial aspects but also educational

and social aspects of Indian society in generaland Maharashtrian society in particular. Aneducated couple, Vidyanand and Sumitra is atthe centre in the play. Dr. Vidyanand is anacademician, mathematician and collegePrincipal in one of the towns in Maharashtra.He is a natural teacher. Vidyanand is Professorof Mathematics, but he is great lover of Sanskritlanguage and literature. Vidyanand is about 40years old, handsome and brilliant. Sumitra is alsohighly educated and she is a doctor byprofession. Sumitra is devoted wife. In thebeginning of the play, the couple is shown asone of the happiest couples. Unfortunately, theyhave lost their only one son, Kumar in theaccident. However, both of them, console eachother. Vidyanand and Sumitra represent an idealcouple of 1960s-70s. Typical familial life inMaharashtra is shown through their life.Ashrunchi Jhali Phule is translated into Englishas Tears Turned into Flowers.Linguistic & Syntactic Problems in Translation:

Vasant Kanertkar has abundantlyemployed popular Marathi idioms, phrasal verbsand Sanskrit quotes in this play. Translation ofsuch Marathi idioms, phrasal verbs and Sanskritquotes into English is the major problem. Forexample, Marathi phrasal verbs like “Hukki yene,jibhela had aasane, mug giloon gaap basane,manasatun uthane, paan mandane, naankhankhanit wajane, binpanyane karane, jiwachiMumbai karane, warmi tola lavane, hattivarbasoona sakhar watane, padar ghene, hatatbangadya bharane, daand thopatane” havespecific contextual meaning in Marathi languageand literature. To maintain that flavor oflinguistic and syntactic aspect of Marathilanguage is the major issue in this translation.

Marathi people casually utter not onlyMarathi idioms but also Hindi idioms andSanskrit quotes in their colloquial speech.Learned man like Vidyanand utters so many suchMarathi and Hindi idioms as well as Sanskritquotes. While translating such Marathi and




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Hindi idioms, translator has to take proper care.While translating idioms from one language intoanother language, translator has to give firstpriority to ‘sense’. Translator has to maintain thesense of source language text (SL) in translatedwork. In the play Ashrunchi Jhali Phule, Marathiand Hindi idioms occur in great number. Forexample, idioms like “Jo hona thaa so ho gaya,dev karo ni tumchya tondat sakhar pado, modenpaan waknar nahi, mangutiwar bhoot hounbasane, bhale tari deu kasechi langotinathalanchya kathi deu matha, aapule maranmi yachi dehi yachi dola nyahalato, kaar nahityala daar kashala” etc. have a few parallels inEnglish. Therefore, translator has to either findout equivalent idioms in target language or hehas to interpret these idioms into targetlanguage by using appropriate words.

Marathi language users abundantly usereduplicative expressions like “Paanibini,ghardar, donchar” etc. Reduplicative meansrepeating a syllable or other part of the wordwith a slight change. In the play Ashrunchi JhaliPhule, characters use reduplicative expressionsin their day-to-day conversation. For example-“Kacche-bacche, aashirwad-bishirwad, devdanav,chalis-pannas” etc. In language like English,translator cannot produce such reduplicativeexpressions as it is. Translator has to take helpof conjunctions like ‘or’ and ‘and’ in order tocommunicate in target language like English.

In Marathi, use of inflectional suffix ‘Rao’to address a gentleman is common practice.Sometimes, ‘Rao’ is used to address or to call aman. It is one of the important features ofMarathi language. Kanetkar has employedinflectional suffix ‘Rao’ in this play to refer Sham.Even more, some other characters also useinflectional suffix ‘Rao’ to refer their associates.The word ‘Buwa’ is also used in Marathi to referto a person or to address a person. While talkingwith Sham, Vidyanand addresses him ‘Buwa’. Itis the uniqueness of Marathi language andtranslator has to adhere to this quality of

language also.Interjections are highly sophisticated in

nature. Such words suddenly come out of mouthand they have contextual meaning moreprominent. Interjections are part of oralcommunication. Not all interjections in Marathihave parallels in English. For example in the playAshrunchi Jhali Phule (Tears Turned intoFlowers), one may notice interjections like “Ayya,aagbai, aai, hattichya, gade” etc. While findingequivalent injections in English, translator hasto pay proper attention to ‘sense’. Translator hasto communicate the emotions and feelings ofcharacters by using most appropriateinterjections in English.

‘Warmi tola lavane’ is one of the famousphrasal verbs in Marathi. In the play, AshrunchiJhali Phule, Vidyanand uses this phrase whiletalking with Shambhu-Mahadev. Shambhu-Mahadev asks Vidyanand- ‘Why don’t youlearned people speak simple that we canunderstand it easily?’ Here, Vidyanand is hurtby the word ‘learned’. No doubt, Vidyanand is alearned man, an educated person, but afterreleasing from the jail, he joins Shambhu-Mahadev in his business, where words like‘knowledge’ and ‘intelligence’ are futile.Therefore, Vidyanand gets hurt when Shambhu-Mahadev refers him ‘learned’. So Vidyanandsays: Vidyanand: (Guffaws) Bravo! You jibedat the sore point!

Basically, in dramas, one may noticediverse forms of sentences. We do not havemerely plain statements. There areexclamations, questions, rhetorical questions,requests, orders, interjections and otherconventional forms. It is really challenging jobon the part of translator to correspond highlycomplicated utterances and dialogues fromMarathi into English. In the play, Ashrunchi JhaliPhule, there are number of prolonged dialogues.In such dialogues, varied forms of sentencesoccur one after another. One may notice request,statement, rhetorical questions and request in




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the same long dialogue. While translating suchliterary pieces, translator has to remain veryalert and he has to combine both syntax andsemantics meticulously.

Vidyanand: I speak the truth, Lalya. Iknew very well, you wouldn’t lose your heart tomoney. But I have to see, if your heart melt afterwatching tears in the eyes of Sumitra or not.How are you looking at me, so? Hello, thosepeople who are not lured by money, finally getcarried away before the love of their dear oneand get corrupt. Hello, my dear, the moment ofyour acid- test was the moment of my rebirth!(Lalya weeps and hangs his head. There arehandcuffs on the hands of Vidyanand, in thatcondition also, he raises Lalya’s head above—)No, no, Lalya; do not hang your head. You haveto hold your head high. I do not care if I amhanged to hold your head high.Social and Cultural Problems in Translation:

Eating habits of people, social strata,costumes, celebration, social events,educational and economic condition, festivalsetc. are part of social and cultural life of humanbeings. Language is the product of society.Translation work is incomplete without priorunderstanding of socio-cultural background ofsource language. In the play, Ashrunchi JhaliPhule (Tears Turned into Flowers), some specialMaharashtrian food items like Sev, Bhajji, Pedaetc. are mentioned. In such cases, there is a littlechance to get equivalent words in targetlanguage. Therefore, translation strategy-cum-method, ‘borrowing’ may be employed and adequateexplanatory note be given in the footnotes.

There are a number of words in the play,which are part of socio-economic and culturalcondition in Maharashtra. For example, wordsand terms like Marwari woman, Peshwa fashionseating arrangement etc. are deeply rooted inthe socio-cultural milieu of India. Marwari is alocal community in Rajasthan. Basically,Marwari people are engaged in business andtrade; apart from Rajasthan they have settled

all over India. They have their different costumeand eating habits. The reference of Marwariwoman occurs in the opening scene of the play.

There is another reference of Peshwafashion seating arrangement in the play.Translator has to give adequate explanation ofsuch terms. Peshwa was equivalent of modernPrime Minister in the Maratha Empire.Originally, the Peshwas served as subordinatesto the Chhatrapati (The Maratha King), but later,they became the leaders of the Maratha Empire.In the history of Maharashtra, Peshwas haveplayed significant role. Nanasaheb Peshwa,Bajirao Peshwa and Madhavrao Peshwa haveplayed crucial role in the expansion of MarathaEmpire in 17th century. Therefore, the referenceof Peshwa fashion seating arrangement occursin the play, in which mattresses, bolsters, pillowsare arranged in row on both sides in the courtof Peshwas.

In interlingual translation, translator hasto select verbal signs different from sourcelanguage. Therefore, translator has to adhereto the maxim of ‘faithfulness’. Taking intoaccount the socio-cultural disparity betweensource language and target language, he hasto interpret phrasal verbs that are deeply rootedin social environment of source language. Thereis another common Marathi phrasal verb ‘JiwachiMumbai karane’, that occurs in Act-III, Scene-I.As far as the connotative meaning of this phraseis concerned, the word ‘Mumbai’ does not haveexplicit relation with the meaning of the phrase.‘Jiwachi Mumbai karane’ means enjoy oneself.Mumbai is the capital of Maharashtra state inIndia. People in all over India have fascinationfor Mumbai since pre-independence era.Consequently, phrasal verb ‘Jiwachi Mumbaikarane’ originated in Marathi language.Therefore, the phrasal verb ‘Jiwachi Mumbaikarane’ refers to pay visit to mega city likeMumbai and to indulge in merrymaking.

In the play, Ashrunchi Jhali Phule,Dharmappa Seth hails Shambhu-Mahadev by




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using words—‘Jay Gopal’. In Marathi, there arenumber of ways of greeting people. For example,it is common practice among Marathi languagespeakers to use expressions like Namaskar,Ram-Ram, Jay-Hari, Jay Shri-Krishna etc. to greetone another. Such words are the part of gloriousand rich culture of Maharashtra. Translator hasto use such words and expressions as it is inthe translated work. Kanetkar has used Sanskritquote ‘Winashkale wiprit buddhi’ that is to saywhen one’s destruction time is soon to arrive,one thinks unintelligently or negatively. Whilecommunicating Sanskrit quotations into English,translator has to concentrate over the ‘sense’and he has to give interpretation accordingly.

Tukaram is the great saint poet inMarathi literature. Tukaram is famous for hisabhangas. In the play, Ashrunchi Jhali Phule, Prof.Kshirsagar utters a line from Tukaram’sabhangas— “Bhale tari deu kasechi langotinathalanchya kathi deu matha”. Here ‘Nathal’stands for pig-headed. In such circumstances,literal or word-to-word translation is notpossible. Translator has to paraphrase suchlines. For example, we are readily so generousto make sacrifice of every belonging,simultaneously we never flinch from crushingpig-headed with a stick. That is to say, we neverhesitate to punish the offenders or wrongdoers.

To sum up, each language is originatedand developed in different context. A particularsociety, people living in that society, theircustoms, traditions etc. directly cultivate alanguage. Translation is multi-dimensionalprocess. The knowledge of both ‘sourcelanguage’ (SL) and ‘target language’ (TL) isessential for translating SL text into TL text.However, there are number of linguistic,syntactic, social and cultural problems in thetranslation. Certain words have been deeplyrooted in social rituals, customs and ways ofliving life. Refrains, songs, proverbs, idioms andphrasal verbs in source language text are majorobstacles in translation process. Marathi

language and literature has equally very rich andglorious past. Writers like Vasant Kanetkar haveenriched Marathi literature in general andMarathi theatre in particular. Kanetkar’s plays coverwide subject areas. His plays are deeply rooted insocial milieu, historical aspects, traditions, andrituals of typical Maharashtrian society. Therefore,it becomes one of the hurdles on the part oftranslator to exhibit such myriad culture andtradition in the target language like English.Works Cited:Primary Source: Kanetkar, Vasant. Ashrunchi Jhali Phule.

Natyasampada Prakashan, 1966.Secondary Sources: Bodode, Rambhau, Afzal Khan and Arvind

Mardikar. New Directions in ComparativeLiterature. Macmillan India Ltd., 2007.

Catford, J. C. A Linguistic Theory ofTranslation-An Esssay in Applied Linguistics.New York, Toronto: Oxford University Press,1965.

Deshpande, V. B. Marathi Natak-Natakkar,Kaal Aani Kartutva. Vol. II. Pune: DiliprajPrakashan Pvt. Ltd., 2008.

Munday, Jeremy. Introducing TranslationSt udies, Theories and Applicat ions. 2nd

Edition. New York: Taylor & Francis Group,2008.

—. The Routledge Companion to TranslationStudies. Ed. Jeremy Munday. New York:Taylor& Francis Group, 2009.

Newmark, Peter. A Textbook of Translation.Hertfordshire: Shanghai Foreign LanguageEducation Press , 1988.

Patankar, R. B. Vasant KanetkaranchiNatake:Vaividhya Aani Dhruvikaran. MaujPrakashan, 2002. Print

Webliography: Merriam-Webster Dictionary. 4 August 2017.http:/

/www.merriam-webster.com/dictionary http://en.m.wikipedia.org/wiki/Vasant_

Shankar_Kanetkar.




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Indian Literature in Englishbefore Independence

Anand Ashok KhillarePh.D. Research Scholar,

Dr. B. A. M. University, Aurangabad

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Sequential study of Indian English fiction,old, modern and existing with its social andhistorical influences project the developmentand rise of the Indian English Novelphenomenon. The novel as the most popularform of English literature inexplicably envisagestrends in Indian society, traditions and cultureto the English speaking world. Indian fictionwritten in English was only confined to the Rajor to the government in power. It howeverbecame vernacular during the course of time.The reflections of different trends and attitudesin India reflect different changes at differenttimes in making up the content of the Englishnovel. Since the time of British domination, Indiaas a nation and society was under a dark shadowand the destiny of India was challenged only toexperience the turmoil of the Hindu-Muslimdivide. The influences of the Indian NationalCongress, the Muslim League, the tensions ofthe two World Wars led to the rise of IndianEnglish writings. Ancient Indian Heritage andPhilosophy, soon began to be taught and writtenin English. Indian English learning helped thereformers like Raja Ram Mohan Roy, MaharishiDevendranath Tagore, Keshab Chandra Sen, Dr.Atmaram Pandurang, R.G. Bhandarkar,Mahadeva Govinda Ranade, Henry VivianDerozio, Swami Dayanand Saraswati, SriRamakrishna Paramhans, Swami Vivekananda,Mrs. Annie Besant, Shiv Dayal Khatri, Guru

Shaligram Sahib, Satyanana Agnihotri,Rabindranath Tagore, Aurobindo Ghose, MaulviChirag Ali, Sayyed Ahmad Khan, Mirza GhulamAhamd, Rajnarain Bose, Naba Gopal Cahtterjee,etc. The first two decades of the twentiethcentury led to the rise of the English novel.Keywords: Chronological Study, Novelphenomenon, Raj, Vernacular, heritage. Historical Perspective towards the

Rise of the Indian English Novel:The Indian English writer’s chiefly

highlights basic issues of post colonialism,multiculturalism, indigenization and nativism,around them in India. Modern Indian Englishnovel preoccupied the views of the inner life andindividual problems enumerating manyrevolutionary changes in society.

The history of English language andliterature in India started with the arrival of EastIndia Company in India. It all started in thesummers of 1608 when Emperor Jahangir, in thecourts of the Mughals, welcomed CaptainWilliam Hawking, the Commander of BritishNaval Expedition. In 1857 the apparent harmonyof the Indian sub-continent was devastated bythe mutiny of a handful of Indian soldiers inMeerut. The Government of India Act of 1858transferred the miscellany of the supremacy ofthe East India Company to the Crown, and inthe same year a Royal Proclamation changedthe direction of British policy in India. The IlbertBill of 1883, gave Indian judges the power to tryEuropeans. The surge of history curved with thePartition of Bengal in 1905 which led to such anexpansion of organized Indian protest that themeasure was finally revoked in 1911. All theseevents led to the framing of the Indian EnglishNovel with stories investigative the sufferingsof colonial fight and aspirations of gainingindependence.

The First World War found Indiansshelving their differences and animosities,joining whole heartedly in the war effort. TheRowlet Acts of 1919 and The Government of

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India Act of December 1919 attempted to soothethe anger. The policy of ‘diarchy’ culminated inthe Government of Indian Act of 1935, whichoffered a new Constitution and an extensiveFranchise. Members of both the Hindu Congressand the Muslim League were separated. Soonthe Second World War distorted the course ofmodern Indian history. As the Japanese superioreven faster, Gandhi called upon the British to‘Quit India’ and allow the Indians come to a non-violent peace resolution with the Japanese.Gandhi’s prospect of a Japanese victory and thedawn of a new era in Asia were shared bymembers of the Indian National Army, and asmall body of Indian prisoners-of-war recruitedby Subhash Chandra Bose pursued that thefuture of an independent Indian put in militaryco-operation with the Japanese. These were thehistorical dealings depicted in the IndianNational Novel. Raja Rao was emerged duringthe Gandhian age, and a responsiveattentiveness of the forces was let loose by theGandhian revolution. Raja Rao remarked,“English is the language of our intellectual makeup whereas our mother tongue is the languageof our emotional set up”. Changing Themes and Views of

Indian English Novel Writing:Indian English Writing in the type of the

Indian English Novel muses back through theages, focusing individuality about great men likeBuddha, Ramkrishna Paramhans, etc. Manynovelists tried to insist on changes both inhuman and social aspects of life only byinfluence and communication in English. Furtherfactors influencing Indian Literature were thehistorical development of the Bhakti Movement,norms, mores, culture, traditions of Ancient andMedieval India and literary aspects of colonialand post colonial India. Supplementaryinfluences incorporated were the fourteennovels in Bangla which were later translated intoEnglish. Along with them were DurgeshNandini(1865) Anandmath (1882) and Raj Singha (1893).

The earliest English novel was Bankim ChandraChatterjee’s Rajmohan’s Wife (1864). BankimChandra Chaterjee imbibed patriotic feelings inBengal and uncovered the shams andhypocrisies of current life and society in India.The Bengali writers essentially subjugated theperiod from 1864 to 1900. Broadly acknowledgednovelists of this phase were – T. C. Mookerjee,N. V. Pai, Behramji Malbari, R. K. Pant, RajLakshmi Debi, Toru Dutt, Lal Behari Dey, K.Charkavarti, Kamala Satthianandhan, A.P. Duttaand others. Raj Lakshmi Debi’s The Hindu Wife(1876), a novel significant from the culturalperspective, sets examples of this culturalrevolution. Gandhian Influence on Indian

English writing:Indian English Novel, was anxious by the

opinions of ‘Gandhian consciousness’ socially,culturally and politically, from 1918-1922.Mahatma Gandhi’s inert struggle movementagainst the Black Rowalt Act, the mercilessmassacre in Jallianwala Bagh in Amritsar, theKhilafat Movement, the boycott of the SimonCommission, the ban and the boycott of foreigngoods, the Civil Disobedience Movement of1930, the famous Dandi March, the Governmentof India Act of 1935, the Quit India Movementof 1942 were reflected in the novels written inEnglish at that time. There is barely any area inthe before or after-independence period thatGandhian thinking had left untouched for thesake of Indian development and Independence.“Gandhian Influence on Indian Writing inEnglish”, finds abundant exposure in the bookson History of Indian English Literature, but itssecond half: “An assessment of the effects ofDevelopmental Communication, as used in thepolitical campaigns by Gandhiji, project thecontemporary Indian English Novelists”. As Mr.M. K. Naik rightly commented, “Indian Writingin English literature of the Gandhian age wasinevitably influenced by these novelists (thethen political and social) epoch-making




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developments in Indian life.” Gandhi very rightlysubjugated the nationalist press, with his ownjournals, ‘Young India’, ‘Navijivan’, ‘IndianOpinion’ and ‘Harijan’, (though these wererestricted to the literary urbans of India), Heachieved recognition with the masses through“Sadharanikaran” or simplification of hismessage in English, through common religioussymbols, Vedas and myths. Dramaticreconstructions of Gandhiji’s life in film andfiction range from Richard Attenborough’sacademy award winning film, ‘Gandhi’, in 1982an inspiration to Indian English novelists likethose of Mulk Raj Anand, Raja Rao and R.KNarayan. P. Rama Moorthy in Gandhi’s lettersto the West quotes: “For me there were onlytwo¯God & Bapu, and now they have becomeone.” The Three Major Indian

English Novelists:The trinity of R.K. Narayan, Mulk Raj

Ananad, and Raja Rao continued their long andmemorable career even in the postindependence age and countless of their novelshave contributed to the fortification of Indianwriting in English. Kanthapura is an account ofthe blow of Gandhi’s philosophy of non-violentopposition against the British; style andstructure modified from Indian vernacular talesand folk-epic; told by an old woman. Raja Rao’sThe Serpent and the Rope (1960) and The Catand Shakespeare (1965) materialized afterindependence. The earlier novel is a ruthlessand praiseworthy effort at accomplishing awhole projection of India in astonishing fictionalrudiments and maybe is one of the mostimpressive novels by an Indian in English.

R. K. Narayan through his “last group ofnovels, Mr. Sampath (1949), The Financial Expert(1952), Waiting for Mahatma (1955), The Guide(1958), The Man Eater of Malgudi (1961), Thesweet Vendor (1967) makes his readers enterinto an exotic world of half-headed and half –hearted dreamers, artists, financers,

adventures, eccentrics, cinema stars, sannyasisand many others. Malgudi Days attained greatacclaim. In 1951, Mulk Raj Anand published‘Seven Summers’, the first of a series of sevennovels which Anand planned to write as a kindof an autobiography in seven parts,corresponding to the seven stages of a man’slife. Anand’s Private Life of an Indian Prince(1953) had a certain topical appeal, whereas hislater novels, The old woman and the cow (1960)and The Road (1961), reveals humanity andempathy disclosing aversion and antagonismwith the existing reality. In the Nineteen thirtiesthese “Big Three” of Indian Writing in Englisharrived on the scene. They were the founders ofthe true Indo-English novel, though almost allthe time they inevitably visualized the villagelife and the concomitant effect of the freedommovement. They could not keep themselvesaway from the Gandhian philosophy, whichconsciously or unconsciously entered theircreative writing. Towards Independence theNovelists of 1930’s and 1940’s consisted of MulkRaj Anand’s Peshawar (now Pakistan); writtenin 1905 which is about a Hindu Coppersmithfamily. In 1935, he wrote Untouchable whichbrought immense popularity, which is about thelife of Bakha, an outcaste sweeper. Bakha ayoung man of eighteen, strong and able bodiedthe son of Lakha, the Jemadar of all thesweepers in the town was officially in charge ofthe three rows of public latrines.

In 1936 Coolie was written by Mulk RajAnand a Dickension saga about the misfortunesof an orphan Munoo on his way from the Kangrahills to Bombay. Anand’s another magnum opusnovel Two leaves and a Bud the theme of thehopes and aspirations lured into working on atea estate in Assam. One more Indian EnglishNovel Govinda Samanta or The History of aBengali Raivat was published in 1874. HoweverToru Dutt is better acknowledged as a poet, shehas been the earliest woman novelist in IndianEnglish and maybe the first Indian novelist in




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French. Her novel Binaca was written in 1878and the Young Spanish Maiden is a romantic lovestory set in England. Raj Lakshmi Debi’s, TheHindu wife or The Enchanted fruit (1876)Ramesh Chunder Dutt translated his ownBengali novels into English The Lake of Palms:‘A story of Indian Domestic life’ (1902) is a novelof social reform and widow remarriage. Prof.M. K. Naik quoted in his book A History of IndianEnglish Literature writes, “If Anand is thenovelist as reformer, Raja Rao the novelist as aMetaphysical poet, Narayan is simply thenovelist as novelist”.References:1. Iyenger, K. R. S. (1962). Indians writing in

English.2. Iyengar, K. R. S.(1985). Indina Writing in

English, New Delhi: Sterling Publication.3. Kirpal, Viney. (1979). The New India Novel

in English. Delhi: Allied Publisher.4. S. Ramamurti Rise of the Indian Novel in

English, Delhi OUP, 1987.5. Kumar, Satish. A Survey of Indian English

Novel. Bareilly: Prakash Book Depot, 1996.53.

6. Mukherjee, Meenakshi, “The Beginningsof the Indian Novel:” In: Arvind KrishnaMehrotra, ed., A History of IndianLiterature in English. London: Hurst, 2003:92-102.

7. Neill, Diana. A Short History of the EnglishNovel. New Delhi: Kalyani Publishers,1979. 09.

Literary Terms & Criticism ofTwentieth-century Poetry.

Dr. P. S. NargeshAssistt. Professor,

English Govt. College, Dharampuri (Dhar) M.P.

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In this entry we cannot considered allthe poets you might come across; all we canattempt to do is consider the broad picture.Twentieth-century poetry covers a vest numberof writers who very different responses to thechaos of a world torn apart by two world wars.There is, then as intense awareness of disorderin war poetry, but also a recollection of, andclinging on to, the idea of order. The tone isdetached, but sympathetic. We are asked to thinkabout the gap between the heroic and theordinary, and consider further the plight ofhuman beings caught between such poets. Bycontrast the initial experience of readingmodernist poetry and the new poetry. The termpostmodern is used very loosely to cover allliterature written since the Second World War.A further point to be born in mind verse epistle,a kind of letter in verse and women’s poetry. Itmight be objected that women’s poetry is not aliterary terms and other poetry rather thanseparated from it. There is, however, a self-knowledge in the poem which makes us re-examine the image of the prison bars, as if theyare not just physical constraints but the wholefabric of life which keeps women closed in.

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Keywords- Twentieth-century poetry, imagery,a language, poetry, symbolism, women’s life etc.Introduction – Twentieth-century poetry.

Twentieth-century poetry covers a vastnumber of writers who offer very differentresponses to the chaos of a torn apart by worldwars. Obviously, in this entry we cannot considerall the poets you might come across; all we canattempt to do is consider the broad picture. Westart with the Georgian poets, writing at thebeginning of the century before the great, war;writers such as Rupert Brooke, A. E. Housman,Walter de la Mare and John Masefield. Much oftheir poetry is very traditional, celebrating theorder of rural England. It is sold, uncomplicatedpoetry. Where the Georgians create sense ofsimple harmony and order the poets that followinsistently offer us a sense of a world withoutlinks or coherence. What separates the poets isthe cataclysmic shock of the First World War(1914-18). The sense of shock is registered inthe often bitter, grimly ironic verse of thetrenches, with its use of dream and nightmareimagery, and, above all, its language of violenceand slaughter. There is then, an intenseawareness of disorder in war poetry, but also arecollection of, and clinging on to, the idea oforder.

By contrast, the initial experience ofreading modernist poetry. Such as that of foundor Eliot, can leave us with the impression thatall order has gone: they might seem to be writingin a language without grammar or syntax, alanguage without rhyme. The bafflingexperience of Eliot’s poetry in particular conveysa sense of people alienated from each other andliving broken, fragmented lives in a worldwithout values. It is not a simple that the poetryseems to be in revolt against traditional forms

of verse but, rather, that it seems to registerthe extent to which no longer has any role forpoetry. The difficulty presented by modernpoetry is discussed elsewhere in this guide asare the ideas of imagism and symbolism whichinfluenced Pound and Eliot and also W. B. Yeats.This is not suggest, however, that poetry of Eliotor Pound is apolitical. Modern critics who havereservations about T. S. Eliot do not critics’ himon the grounds of his obscurity or the disorderof his verse; indeed, it is just the opposite, asattention is drawn to the right-wing notions oforder that underlie his writings the way in whichhis symptomatic analysis of a sick society isoften tainted with anti-Semitism and bigotry.With the writers of the 1930s, by contrast, theattraction was to left-wing politics: poetry andlanguage comes to have a purpose, a role toplay in a world beset by social issues anddrafting towards war again.

The place of human suffering in theuniverse and how the tragic is always set nextto life’s ordinary untidiness. The tone isdetached, but sympathetic; we are asked to thinkabout the gap between the heroic and theordinary, consider further the plight of humanbeings caught between such poles. But what isalso noticeable is the language Auden uses:Where Eliot is allusive and difficult; Auden useseveryday words and images. It is a split thatrecurs time and time again in twentieth-centurypoetry, between poems that acknowledge theordinary, the popular, and poetry that seemsdense, communicating more by images than byideas. The list could go on and on, but one otherpoint we have to take into account is the waypoetry after the Second World War turned moreand more away from the large issue of order inthe world towards a more restricted sense of




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life. This point might become clearer if weconsider The Movement poets of the 1950s, inparticular Philip Larkin. His poetry is rational,dealing with the world of everyday reality in apessimistic manner without a touch of romanticexcess or the willful obscurity of modernistverse. It is in the narrowest sense, orderlypoetry, as if life after the war is being re-established on a reduced scale.

The New Poetry of the 1960s reactedagainst the suburban gentility of ‘TheMovement’ poets: there is a move from awayfrom sobriety and tidiness towards the kind ofinnovativeness we associate with modernism,with energetic poems prepared to consider theviolence and cruelty of life, and also the recessesof the human mind. Where ‘The Movement’ withits air of postwar austerity, sought to confineand give order to poetry, the ‘New Poetry’ writtenin the shadow of nuclear weapons and theVietnam war (1957-75), gave voice to a senseof disintegration and darkens that characterizesthe postmodern period

The term postmodern is used veryloosely to cover all literature written since theSecond World War. In poetry it includes the poetsnamed above and also contemporary poets suchas Tony Harrison, Paul Muldoon, Eavan Boland,Margaret Atwood, Fleur Adcock, Carol Ann Duffyand Seamus Heaney. Their poetry is deeplyinfluenced by, in the case of Heaney, thepolitical problems in Ireland, and, in the case ofHarrison, issues of class and a sense ofalienation in society. A further point to be bornein mind, though one much more elusive to dealwith is the way in which poetry changed overthe course of the twentieth-century. It beganwith the Georgians, but by the end of the centurythere were many different kinds of poems,

including performance poetry. And what is alsoevident today is the sheer range of voices asliterature becomes increasingly internationaland multicultural. Looking back, we can see thattwentieth-century poets tend to lean in one oftwo directions, either towards writing in atraditional form (Thomas Hardy stands out asperhaps the leading example of this kind of poetin the twentieth-century), or towards writingdense and often disjointed verse. But sometimesyou might be surprised by the force of the quietlydisturbing, and unnerving picture of modern lifethat can be created within the seeming order ofan apparently conventional poem. As alwayswith poetry, we need to feel that a precariousbalance is established within the work, between,on the one hand a sense of order, and, on theother, a sense of life’s unpatterned andunpatternable confusion.

Verse epistle A kind of letter in verse,dealing with moral and philosophical themes.The finest examples in English are pope’s moralEssays (1731-5) and his ‘Epistle to Dr Arbuthnor’(1735). It is a mode well-suited to Pope’s poetryof social comment: the short lyric can be usedto this end (as in Blake’s London, 1794), but theverse epistle gave pope space and freedom forwide-ranging comment. The difficulty somereaders experiences is seeing what all thisamounts to: it might appear to be little morethan a mixture of sniping and self-congratulation. The point is however, that ifpope wrote in abstract terms his poetry wouldbe uninteresting. It is serious moral poetry, butthe method is indirect. It is, however, when onelooks more closely, particularly at pope’s use ofimagery, that the full force of his sense of socialcorruption becomes clear.

Women’s poetry. It might be objected




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that women’s poetry is not a literary term andthat, anywhere poetry written by women shouldbe seen alongside other poetry rather thanseparated from it. This, however, is not theintention of this entry which simply highlights ashift that has taken place in recognizing just howmuch, and what a variety of, poetry there is bywomen writing, for example. In the seventeenthand eighteenth centuries. This also applies topoets such as Fleur Adcock and Carol Ann Duffywho write on specifically feminist issues. Youshould be able to see how the poem is a protestagainst the way in which women are constrainedby men: it is a protest at the way in which awomen’s life is ordered by man, and madewretched by male order or patriarchy. Noticehow conventional the verse from is, as if that,too, is part of the restraint on women, that thereis no freedom even in poetry with its bindingrhymes. Once again, we are aware of a senseof how order imprisons the speaker: she isimmediately heartened by the word ‘escape’ andlongs to break down the ‘bars’ that hold her. Thisidea of the limits set on women’s lives is onethat runs through a great deal of women’s poetry.But it is not by any means the only idea or theme.For example, in her collection of poems entitledMean Time (1993), Carol Ann Duffy looks attimes of change and loss, ranging from thepersonal to the public, from love to adultery anddeath. Like so many poets of the twentiethcentury.Reference:-1. Arden, John (b. 1930), 111 Armstrong, Nancy,

186, 193 Arnold, Matthew (1822-88).2. Harrison, Tony (b.1937), 81 Hartman,

Geoffrey, 217.3. Duffy, Carol Ann (b. 1955), 81,84, 85

HIGHER EDUCATION ANDWOMEN EMPOWERMENT

Dr. Rajkumari. J. PunjabiAssistant Professor

Seva Sadans College of EducationUlhasnagar

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Higher Education equips individuals withthe ability that will enable them to explore theworld, manipulate it for their survival andestablish themselves. Potentials in individualsare explored through Higher education. Highereducation enables women to foster confidence,good habits and develop the right attitude towork and life as good citizens. Higher Educationis one of the most important means ofempowering women with the knowledge, values,attitudesand self-confidence.These are requiredby human beings to be able to survive, to developtheir full capacities, to live and work in dignity.It helps women to participate fully indevelopment, to improve the quality of theirlives, to make informed decision and to continuelearning.

Higher Education among women is themost powerful tool of attaining power in thesociety. It helps in reducing inequalities andfunctions as a means for improving their statuswithin the family and society. Empowermentconnotes a way of creating, nurturing and finallydeveloping a full-fledged social environment bywhich an individual can freely express theirthoughts, make decisions make choices andimplement them individually or together to bringabout social transformation. Empowering

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women is an important end in itself and mustinvolve raising consciousness among them.Education has led to a new consciousness, self-worth, societal and gender analysis, and accessto skills and information.

The present study explores the role ofhigher education in women empowermentandshows that the education is most importantpart in the life of every woman.Key words: Women empowerment, Highereducation

“To educate your women first andleave them to themselves, they will tell youwhat reforms are necessary.”

—— Swami Vivekananda.Introduction

Women and girls experience multipleand intersecting inequalities. For centuries,women were treated as less-than-equal to mendue to strong addiction to culture and traditionAcross much of the world, either by law orcustom, women are still denied the right to ownland or inherit property, obtain access to credit,attend school, earn income and progress in theirprofession free from job discrimination. Suchendurance is exercised, because they lackconfidence to live as a single woman and facethe challenges of life. Women must awake fromdeep slumber and understand the true meaningof empowerment. They can choose their owndestiny, job, vote, and do anything a man cando.

Dependent women are not empoweredwomen. If women think just that being highlyeducated and employed they are empowered,it is a myth. Women must awake from deepslumber and understand the true meaning ofempowerment. Women should remember thatthey are also rational, intelligent and thinkinghuman beings.Women Empowerment

The Oxford American Dictionary defines

“empowerment” as “to make (someone)stronger and more confident, esp. in controllingtheir life and claiming their rights.”

Empowerment means moving fromenforced powerlessness to a position of power.It connotes a way of creating, nurturing andfinally developing a full-fledged socialenvironment by which an individual can freelyexpress their thoughts, make decisions makechoices and implement them individually ortogether to bring about social transformation.

Empowerment of women must involveraising consciousness among them.Educationhas led to a new consciousness, self-worth, societal and gender analysis, and accessto skills and information. Education is anessential means of empowering women with theknowledge, skills and self-confidence necessaryto fully participate in the development process.Education especially higher education is themost powerful instrument for changing women’sposition in society which can lead tostrengthening of innate ability to acquireknowledge, experience and ultimately power.Need of Women Empowerment

Women Empowerment is the need of thehour.Women empowerment helps in developingher sense of self-worth, to determine choices,to have access to opportunities and resources,power to control their own lives and their abilityto influence the direction of social change tocreate a more just social and economic order,nationally and internationally. It developsvarious abilities to cope up with the challengesin their lives as given below. Decision-making power of their own byaccess to information and resources Making choicesfrom different options Ability to exercise assertiveness incollective decision making Positive thinking on the ability to makechange




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Ability to learn skills for improvingpersonal or group power. Ability to change others’ perceptions bydemocratic means. Involving in the growth process andchanges that is never ending and self-initiated Enhancing one’s positive self-image andovercoming stigmaThe Role of Higher Education inthe Empowerment of Women:

Empowerment of women is stronglyassociated with level of education i.e. higherthe level of education greater the empowermentof women. Empowerment requires self-help,confidence, daring, knowledge and skill. Allthese are facilitated by education especiallyhigher education. Higher education is pathwayof women empowerment. Family size, familyplanning programs, protection of girl child,rearing healthy and productive children and soon is closely associated with education ofwomen. Woman is a backbone of a familyplaying multiple roles. By nature, she hasdynamic source of power. By educating womenthe process of development of the nation canbe accelerated. Higher education has beenplaying a significant role in empowerment ofwomen. It can add more to strengthen themovement of women empowerment.

Higher education raises women’s statuswhether she contributes in the income of thefamily or not. She can be at par with men.Majority of the women in our country areuneducated that is why they are suppressed.Their standing up on their feet and beingsomething is important. Education can bringphenomenal change in women’s life resultingin social transformation in the long run byinculcating various attributes among them.

Higher education enhances women’sconfidence, they become self-reliant and it boosttheir self-esteem and self-efficacy. Education

leads to awareness of their rights. It leads todevelopment of ability of choosing better careeropportunities, raising their economic status andstatus in the family and society.Hindrances in Women Empowerment &in Higher Education

Women in our country faced manyproblems in past days and still today up to someextent. There are many hindrances in the pathof highereducation. The major hindranceisgender discrimination, female infanticidewhich is prevalent in our country. Lack ofeducation,financial constraints and familyresponsibility also creates problems in highereducation of women. Women havelow ability tobear risk, they have low need for achievement,and lack ambitions. Dowry, marriage in samecaste and child marriage in villages, atrocitieson women also aggravate their problems.Women of India are relatively disempowered andthey enjoy somewhat lower status than that of mendespite many efforts undertaken by Government.Conclusion

Higher Education is one of the mostimportant means of empowering women withthe knowledge, skills and self-confidencenecessary to participate fully in the developmentprocess. “Empowerment means moving from aweak position to execute a power.” HigherEducation of women is the most powerful toolof change the women position in society andvery much helpful for taking right decision andbecoming stronger part of the economy. HigherEducation also brings a reduction in inequalitiesand functions as a means of improving theirstatus within the family and society, encouragingwomen to make good society and to become thestrongest part of the economy. Only literacy isnot the ultimate solution but women should behighly educated to know their rights and dutiesand should be able to use their rights as per theneed.




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Empowerment requires self-help,confidence, daring, knowledge and skill. Allthese are facilitated by education especiallyhigher education. Thus, higher education ispathway of women empowerment. Institutionsof higher education should cross their traditionalborder of teaching only the designed curriculumof traditional courses. It is the duty of highereducation institutions to make provision oftraining, employment and income generationactivities for women. This would help womento take off themselves. The path is clear forwomen, only strong and positive attitude withassertive efforts on the part of higher educationsector and society at large are needed. Thenthere will no limit for women except sky.References Gulati, S. (2006). Women Education in 21st

Century, Jaipur: ABD Publishers Rajasekharan Pillai V.N. (2005),

‘Empowerment of Women ThroughEducation’, University News, Vol. 43, No. 03,Jan. 17-23, 2005.

Rekha Pande (2005), ‘Centre for Women’sStudies: A Tool for Women’s Empowerment’,University News – Vol. 43 No. 47, Nov. 21-27, 2005.

Sharma.S.P &Saroj(2012) Higher Educationand Economic Reforms Delhi, VistaInternational Publishing House.

Verma, J. (2006). Gender, Girls and WomenEducation, New Delhi: Murari Lal & Sons

h t t p : / / w w w. i j i m s . c o m / u p l o a d s /3bcb652862f328e60129zppd_54.pdf

A STUDY ON FACTORSINFLUENCING THE LEISURE TIME

ACTIVITIES OF THE MALEPENSIONERS IN CHENNAI

S. RAJAResearch Scholar, Department of Commerce,

Guru Nanak College, Chennai.

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

Pensioner has more leisure time thanthose who not getting pensionas well as not fightfor bread winning particularly who retired fromGovernment organisation. Relationship betweenLeisure Time Activities and Life EssentialFulfillment through Adequate Pension whichmotivates them to high involvement in LeisureTime Activities like doing social service,cognitively active people may guide youngergeneration to take up right path, club andcommunity activities, to actforcommon interestby involving in benefits of social groups and soon. In this study pensioners have purposefullydivided into two categories social and economicpensioners. Social pensioners intends to bethose who receiving social welfare pension fromsocial welfare department under StateGovernment particularly from unorganisedworkersandorganised sectormeant public andprivateto benamed as Economic pensionerswhose standard of living higher than Socialpensioner even though involving economicactivities by going to work and being participatein productive population and being part of activeelderly. However, life essentials should beassured minimum social securityin order to livewithout anxiety it’s guaranteed that nearly thestandard of living as in employment.

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Key words:Leisure Time Activities, Life EssentialFulfillment, Adequate Pension Social pensioner,Economic pensioner,INTRODUCTION

Leisure Time Activities (LTA) is free fromcompulsory activities such as employment,running a business, household chore, education,and such day to day stresses, not includingeating, and sleeping, it is often referred to as“free time” or leisure time. While we used madejoke about leisure time activities only takingplace in between work time but actually it isnot so. It is a comprehensive function to improvesatisfaction through the life environment withcontinuous engage in leisure time activities. LTAis a major determinant of life satisfaction,Fulfilling of life’s objectives and it has numeroushealth benefits. LTA is the term commonlyassociated withelderly group because they havemuch higher leisure time compare with otherage groups. Active ageing, successful ageing arerecently emerging concepts due to changing lifestyles and life expectancy among eldersparticularly country like India which is requiredto fulfill life essentials by giving adequatepension to elders will motivate them involveleisure time activities. Active ageing commonlyassociated with productivity of the elders. In thecontext of social and economic aspectnumerous research activities has to be takingplace using elder’s leisure time in a productiveway through which human capital hasbeenformedand to supportinclusive nationaldevelopment policy.REVIEW OF LITERATURE

Voljc(2007) The social role of the elderlywill be even more important due to the changesin society Adamson & Parker (2006) Australianresearch, performed among 3955 women agedfrom seventy-five to eighty-one, revealed thatthe older population of women activelyparticipates in activities such as gardening,hand-crafts, reading (7%), cooking and listeningto music (4.5%). As many as 20.1% of

participants are engaged in voluntary work and13.5% are active in different societies.

The World Health Organization (WHO2001) defines active aging as the process ofoptimizing opportunities for health, participationand safety, in order to improve the quality oflife of the elderly. Active aging refers to theability of aging people to live socially andeconomically productive lives. Active aging canbe understood, in the broadest sense, as acontinuous involvement of the elderly in social,economic, cultural and civilian areas, and notonly as intensified physical activities of theelderly or as their brain fitness and prolongationof employment. Kuhar (2007) being involved ina variety of activities in leisure time issignificantly more affected by subjective thanobjective factors, because old age itself, thedesire to be engaged in leisure time activities,family situation, vicinity of home and financialsituation are of great importanceFox (1992)states that self-confidence also plays animportant role as it is an indicator ofpsychological well-being and engagement inleisure time activities. For many people,engagement in different activities means activespending of leisure time and a social life inwhich the primary criterion is welfare.McGuire(1985)It is interesting that in leisure and sportsactivities the elderly much more prefer tosocialize in age-heterogeneous groups wheredynamism, diversity and different experiencesof participants surface. Cohen-Mansfield et al.(2004)showed that, in seventy per cent of cases,mentors and instructors of the activities alsoplay an important role as well as accessibility,type of training, payment, marital status(married, unmarried), family situation and healthconditionOBJECTIVES OF THE STUDY: To examine the personal profiles of theMale pensioners. To study the influence of Essential of Lifeand Pension Adequacyon Total Leisure Time




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Activities (LTA) among Male pensionersRESEARCH METHODOLOGY

Primary data were collected with thehelp of a well-designed structuredQuestionnaire, from 100 Male Pensioners(socialwelfare and employment pension)residing inChennai using convenient sampling method. TheLeisure Time Activities (LTA)variables weremeasured using 5 point Likert scale. To checkthe reliability of scale, Cronbach’s Alphareliability coefficient was used. The value being0.850, scale is more consistent and highlyreliable.QUESTIONNAIRE DESIGN

The Questionnaire has been divided into2 sections.

Section I deals with Personal Profilessuch as age, marital status, educationalqualification and Economic security profilesuchas type of pension, current and previousoccupational status, nature of organisation,ownership of house, liability of the respondentsSection IIdealt with 13 life essentials andadequacy of the pension variables.Section III deals with 22 variables on LeisureTime Activities (LTA)among respondents.STATISTICAL TOOLS USEDThe data collected were subjected to Percentageanalysis, Descriptive Statistics, and MultipleRegression Analysis using SPSS Version 17.0.ANALYSIS AND INTERPRETATION

Table 1 -Personal Profiles of the Respondents

Table 1 indicates that sizable portion ofthe respondents is belonging to the illiterate

group (41%) average age of69 years andMajority of them employed (Before Retirement)(51%) and receiving Government pension (57%).Sizable portion were Married (37%), amongwhich majority of them currently employed(58%), have own house (80%) among whichsizable section of them have debt and majorityhave no liability (56%)TABLE 2 Descriptive Statistics of Age, PensionAdequacy and Essentials of Life and LeisureTime Activities (LTA) Variables

The Table 3.1 shows that the mean ageof the all respondents is 69 yearswith thestandard deviation of 10 years followed by TotalPAEL mean of 40.18 with the standard deviationof 5.78 and Total LTA mean of 65.4 with thestandard deviation of 12.19 and is a robustmeasure. The age followed by leisure timeactivitiesdistribution has a slight positiveskewness except pension adequacy andessentials of lifeTable 3 Pension Adequacy and Essentials ofLife Significantly Influencing Total on LeisureTime Activities (LTA)

PROFILE Groups with Frequency Total EDUCATIONAL QUALIFICATION Illiterate = 41 [41%] School Education =

35 [35%] Higher Education =

24 [24%] 100

[100%] OCCUPATIONAL STATUS (Before

Retirement)

Self-employed 49 [49%]

Employed = 51 [51%]

100 [100%]

MARITAL STATUS Married = 37

[37%] Single = 15

[15%] Windowed =31 [31%] Separated 5 [5%] 100

[100%] NATURE OF

ORGANISATION Government Sector = 57[57%] Private Sector = 43 [43%] 100 [100%]

PENSION TYPE Govt. Pension= 78 [78%] Social Pension = 22 [22%] 100 [100%]

CURRENT OCCUPATIONAL

STATUS Self-Employed =15 [15%] Employed =58

[58%] Not employed =

27 [27%] 100

[100%]

OWNERSHIP OF HOUSE Rental 19 [19] Old age home

=1 [1] Own house 80 [80]

100

[100%]

HAVING DEBT Yes 44 [44%] No 56 [56% ] 100 [100%]

DESCRIPTIVE STATISTICS

AGE TOTAL PAEL

TOTAL LTA

Mean 69 40.18 65.4 Median 68 40 64.5 Mode 59 39 61 Std. Deviation 10.1436 5.78116 12.19952 Skewness .108 -0.059 0.269 Std. Error of Skewness .241 0.241 0.241

Kurtosis -1.153 0.56 0.577 Std. Error of Kurtosis .478 0.478 0.478

Minimum 51.0 21 36 Maximum 88.0 57 96 Q1 61 36 60 Q3 78 44 72

Model Sum of Squares

df Mean square

F P-Value

Regression 5750.264 5 1150.053 12.033 0.000

Residual 8983.736 94 95.572

Total 14734.000 99




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Table 4 reveals thatOLS Model has agoodness of fit for multiple regression analysisand the linear combination of Quality of food,Income from savings, Respect from familymembersand Source of expenditure (financialindependency) significantly related to LeisureTime Activities (LTA), {F = 12.033, p<0.004}. Themultiple correlation coefficient is 0.625,indicating that 39% of the variance explainedon LTA. Therefore sizable number of respondenthave accounted for linear combination of Qualityof food, Income from savings, Respect fromfamily members, and Source of expenditure.While Quality of food, Income from savings,Respect from family members, and Source ofexpenditureare significant positive influence onLTAwhereassatisfaction about health, decisionmaking, support from relatives, support fromcharitable trust, support from family beforereceiving pension, desire to spend, comfortdressing and separate care arrangementsnosignificant influence on LTA.FINDINGS, SUGGESTIONS AND CONCLUSION1. Majority of the respondents are illiterateaverage age of69 years of which are receivingGovernment pension among which Sizableportion were married are currently employedhave own house and sizable of them have debtand remaining have no liability2. Respondent opine that, among the LTAvariables are positively influenced by Quality offood, Income from savings, Respect from familymembers and Source of expenditure.3. Leisure Time Activities play vital role indetermining of the fulfillment life essentialthrough pension adequacy

4. Voluntary organisation makes use ofelderly population effectivelywho have interestin working for society and use their skill,experience and knowledge5. Government design policies should beelder friendly in nature and also investinginfrastructure keeping mind that potentialgrowth of the grey populationREFERENCES:1. Adamson, Lynette &Glennys Parker. 2006.

‘There’s more to life than justwalking’:older women’s ways of stayinghealthy and happy. Journal of aging andphysical activity 14(4):380 91.

2. Fox, Keith. 1992. The complexities of self -esteem promotion in physical education &sport. In: Trevor I. Williams, Len Almond,Andrew Sparkes (eds.), Sports and physicalactivity –moving towards excellence.London: E & FN Spon, pp. 382–9

3. Cohen-Mansfield, Jiska et al. 2004. Socio-environmental exercise preferencesamong older adults.Preventive Medicine38(6): 804–11

4. Kuhar, Metka. 2007. Sociološkividik:prevrednotenjestaranja in starosti[Sociological aspect: reevaluation of agingand old age]. http://www.kapitalska-druzba.si/_files/506/kad_zbornik2007_metka_kuhar.pdf.

5. McGuire, Francis. 1985. Leisure co-participant preferences of the elderly: Age-homogeneity versus age-heterogeneity.Leisure Sciences 7(1): 115–24

6. Voljè, Božidar. 2007. Zdravostaranje[Healthy aging]. Kakovostnastarost 10(2):2–8.

7. WHO. 2001. Active ageing makes thedifference – flyer. Geneva: World HealthOrganization.

Model

Unstandardised Coefficients Standardised

Coefficients T Sig. Inference

B Std. Error

Quality of food 4.168 1.045 .362 3.989 .000 Significant

Income from Savings 3.487 .855 .337 4.077 .000 Significant Respect from Family members 3.201 1.086 .255 2.948 .004 Significant

Source of expenditureis pension 3.119 1.154 .236 2.704 .008 Significant

Constant = 19.336 with t value of 2.988 at P Value of 0.004 R = 0.625 R2 = 0.390 Adjusted R2= 5, S.E of estimate 9.77at P Value of

0.000




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Brief History andLanguage of India &

Post-colonial Discourse

Dr. P. S. NargeshAssistant Professor

English Government College,Dharampuri (Dhar) M.P.India

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

This is the common theoretical consentand History and language of India post-colonialwriting is writing produced in the formercolonies but addressed to the metropolis. Aprimary sense is which much post-colonialwriting is not really writing back is that it ishardly resistant. Rushdie speak, for example, ofhimself as someone who had been “forced bycultural displacement to accept the provisionalnature of all truth, all certainties. The post-colonial project of writing back thus turns outto be writing back not to the center but to theformer colony. In sum, my argument throughoutthis essay has been that post-colonial discourseas at present globally. This question has evokeda wide variety of responses, or utters, which fall,broadly speaking, in the following categories. Keywords- Post-colonial, Rushdie, parody, TheEmpire, formulation, writers, discourses etc.Introduction –

Beside history and language, a thirdcrucial parameter of Post-colonial discourse islocation. By common theoretical consent, post-colonial writing is writing produced in the formercolonies but addressed to the metropolis. “TheEmpire writes back to the centre,” is Salman

Rushdie’s casually parodic formulation, recallingthe title of a popular science-fiction film, TheEmpire Strikes Bake, made in 1980, as a sequelto the enormously successful star wars (1977).The futuristic galactic ‘Empire’ of these films iswicked, as representing the bad guys, but thereisn’t the haziest connection otherwise with theBritish Empire whose passing away gave rise topost-colonial writing. Rushdie nor the theetheorists who later gave the phrase wideeponymous currency seem to have stopped toask just how, in their favored formulation, it isthe Empire which strikes back rather than thecolonies. But this is perhaps to quibble; onemay as well as wise to interrogate the aptnessof every day parodic applications of seeminglysuggestive titles such as clear and presentDanger or Hum Aapke Hain koun?

A primary sense in which much post-colonial writing is not really writing back is thatit is hardly resistant or oppositional; it isanything only too eagerly acquiescent. Anothersense in which it can not be writing back but israther writing within, or writing from the insideis the immitigable physical circumstance that,in the case of numerous post-colonial writersof a whole variety of national origins includingIndian, the act of writing is actually performedwhile they are ensconced in the bosom of thecenter. Nor were any of the Indian post-colonialwriters banished or exiled out of India on groundof political, racial/ ethnic or religiouspersecution; they have left out of their own freeand sweet will. Salman Rushdie’s ownautobiographical account fully bears out suchardent voluntary assimilation.

Once consummated, such heedlesspassion for self-exile, such unstoppable yearningto trade a real home for a dreamlike magicalimaginary homeland, could even be sublimated

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into an artistic and ideological virtue. Rushdiespeaks, for example, oh himself as someonewho had been “forced by cultural displacementto accept the provisional nature of all truths, allcertainties,” as if he had been rudely thrustforward against his will, kicking and squealing,into the slippery world of poststructuralistslippage and deferral. It is as subsequently formmigration from India to Pakistan, andsubsequently from Pakistan to England, by itselfproduced the magic realism of his work, ratherthan the examples of such assorted literarypredecessors as Gunter Grass, Milan KunderaAND Gabriel Garcia Marquez.

The post-colonial project of writing backthus turns out to be writing back not to the centrebut to the former colony one has exiled ordisplaced oneself from while occupying thecentre; after all, it is truly the Empire whichstrikes back. Nor may it avail to say that thesewriters, thought they live in England, are “writinghome,” i.e., mainly for the benefit of their ownleft-behind compatriots- as Arjun P. Mukherjeereports the ‘Caribbean Canadian writer’ DionneBrand as claiming she does. In the Indianlanguages but even amongst those who writein English, who have not emigrated to the FirstWorld or to the even more magical world ofprovisional certainties, who are therefore norwriting back nor writing home but simple writingat home, and are thus producing works whichare, in their location and orientation, of, by andfor ourselves.

In sum, my argument throughout thisessay has been that port-colonial discourse asat present globally constituted hardly begins toaddress either the post-colonial situation inIndia or its post-colonial literature exceptperhaps in some incidental and tangential ways.Indeed, the agenda and the project of post-

colonial discourse have originated only toopalpably in the First World academy, whichcomprises form practical Indian point if view notonly the USA and the UK but all the white settlercolonies of what in the pre-post-colonial dayswere called the Commonwealth, including allIndian or other Third World academics whoserve therein. Consequently, the presenthegemony of this discourse seems to many inIndia.

There remains the all-important questionof what to do with this discourse or, alternatively,how to ‘do’ it, how to regard it or how todisregard it, hoe to resist it or how to cow withit. This question has evoked a wide variety ofresponses, or uttars, which fall, broadlyspeaking, in the following categories. The firstkind of response, representing probably still thegreat majority of Indian college teachers ofEnglish, is to look the other way, to ignore thething in a time-honoured ‘orientalist’ mannerwith “patient deep disdain,” and to hope that itwill simply blow over. A second kind of responseit to take note of post-colonialism but not to be“swept off” by it and to go on “doing one’s ownthing” – as if what is for an English teacher inIndia one’s own thing today was not a Westernagenda a generation or two ago.

A third kind or response is to treat post-colonial discourse primarily as a forcible andpatently unfair foreign imposition and to declareone’s intention to boycott it, either regardlessor till we have obtained better terms. This maybe called the neo-swarajist response. And afourth kind of response is that of those who saythat post-colonialism too, like much else wehave got from the West, is highly uncongenialand obnoxious and we should not let it corruptus, especially when we can easily find a betterkind of literature and even theory in our older




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tradition, which we have because of the evil lureof the West neglected or even forgotten.

The ultimate objective, thus, would beneither an opting out nor a blind rejection butan attempt to alter by challenge and throughredefinition and extension the very terms ofdiscourse, which may be turned around todiagnose and describe our own situation better.

For the post-colonial double-blind seemsto be that not to participate in what is a globallyhegemonic discourse would be to dig oneselfinto a bottomless hole, while to participate atall in this discourse as now constituted wouldbe at once to be compliant and complicit,however radically oppositional one may claimone’s agenda to be. This last response thereforemay be called the response of pragmaticcomplicit self-reflexive opposition, which thecomplicit would work through explicitopposition, and opposition would express itselfthrough implicit co-operation, and one wouldhave some kind of realistic idea of preciselywhat one is doing and what, beyond that, onecannot do.Reference:-1. Postcolonial criticism, 182, 203-52. Postcolonial literature, 10 and

postmodernism 10, 81-2,168-9,203.3. Ibid, p.96.4. Margaret Iversen, eds. (1994). Colonial

discourse/postcolonial theory.Manchester: Manchester University Press.

5. Mukherjee, Arjun P. “First World Readers,Third World Texts: Thoughts about Theoryand Pedagogy,” Gulliver 33:1, pp.24-36.

Leveraging Indian Diaspora inEconomic Development

B NAGARATHNAM REDDYHWO, Social Welfare Department,

Govt of Andhra Pradesh

==============***********===============Diasporas have emerged as an important

component in the process of globalisation.Globalisation of the present century has createda global village connecting people of variousregions, socio- economic, political and culturalbackgrounds. Today, international relations areabout inter-connectedness among populationsof different countries. In recent years wheregovernment is becoming more people-centric,one of crucial agents of diplomacy are the peopleresiding in the country. This has made Diasporaan important agent of diplomacy.

Diaspora means “to scatter” in Greek,but today we use the term to describe acommunity of people who live outside theirshared country of origin or ancestry but maintainactive connections with it. The Indian Diasporais a generic term to describe the people whomigrated from territories that are currently withinthe borders of the republic of India. It also refersto their descendants. The Diaspora is currentlyestimated to number over twenty million.Composed of “NRIs” (Indian Citizens not residingin India) and “PIOs” (persons of Indian originwho have acquired the citizenship of some othercountry). The Diaspora covers practically everypart of the world. The Indian Diaspora,estimated to be over 30 million, is said to bethe largest diaspora in the world today as per asurvey conducted by the UN Department ofEconomic and social Affairs. The diaspora coverspractically every part of the world. It numbers

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more than a million each in eleven countries,while as many as twenty-two countries haveconcentrations of, at least, a hundred thousandethnic Indians.

The Pravasi Bhartiya Divas, 2017 wasorganized on the theme of redefiningengagement with overseas Indians emphasizedthe importance of Indian diaspora in business,investments and capacity building success ofswach Bharat Mission, Digital India, and Start-up India. This highlights the role of diaspora insocio- economic development of India.

The diaspora is very special to India.Residing in distant lands, its members havesucceeded spectacularly in their chosenprofessions by dint of their single- mindeddedication and hard work. What is more theyhave retained their emotional, cultural andspiritual links with the country of their origin.The historical evolution of the Indian diaspora,which numbers around 30 million, goes back atleast two thousand years. The first migrationfrom what is modern day Indiawas around thetime of emperor Kanishka, in the first centuryAD. Another major migration from the Indiansubcontinent was to Southeast Asia, startingaround 500 AD. The Cholas, a great naval power,conquered what is today Indonesia and Malaysiaand dominated the indianised kingdoms ofSoutheast Asia. The spread of Hindu andBuddhist beliefs across and beyond thegeographical boundaries of India during theearly medieval period saw the emergence ofHindu and Buddhist kingdoms in several places.Large scale Indian migration took place as aresult of abolition of slavery in British, Frenchand Dutch colonies in 1834, 1846 and 1873,respectively. Indians were taken over asindentured labourers to develop plantationeconomies, construct railway networks and toserve as soldiers in the imperial militaryestablishments.

The first set of scholars and academicsthat came out from the universities of

independent India also migrated to westerncountries for advanced studies and researchform the first diaspora in modern period. Themigration of Indians as professionals, labourersand traders to rest of the world is continuingsaga of Indian migration. Rapid economicgrowth and expansion of technical education,particularly in IT, has given a fillip to furthermigration to the developed countries. The USAand Australia have been recipients of largenumber of Indian students, many of whom settledown after completing their education. Overthe past two centuries, India has arguablyachieved the world’s most diverse and complexmigration history, forming the modern IndianDiaspora. The more recent migration of skilledand highly – skilled labour went to thedeveloped countries like the US, the UK, Canada,Australia, and New Zealand and formed a partof new Indian Diaspora. The lower – skilled,semi- skilled and unskilled labour went to theGulf region.Diaspora activities that impactSocio- Economic Development

Remittances– The principal focus withrespect to the economic effects of Diaspora onthe country of origin has been on theirsubstantial financial contributions throughremittances – private transfers from migrantsto their families. According to the World Bank,remittances can (i) reduce recipient householdpoverty, with soil over to other households; (ii)increase investment in education and health aswell other productive activities; (iii) reduce childlabour; and (iv) increa+se entrepreneurship.

Investment – Beyond remittances,Diasporas contribute to the economicdevelopment of their country of origin throughForeign Direct Investment (FDI) andtransnational entrepreneurship, includingsupport for entrepreneurs, start-ups and smallbusinesses in the country of origin. Diasporainvestments may be guided not only by profitmotives but also by long run considerations of




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establishing a base in the countries of theirorigin. They are likely to be better informed onthe capabilities and requirements of domesticlabour and the sort of training local labourrequires.

Diaspora’s Knowledge Transfer- Theconstructive contributions of Diaspora’s todevelopment in their country of origin aretransfer of acquired knowledge. TheseDiasporas are a great source of transfer oftechnical knowledge and skills in the form of‘brain gain’. Where knowledge exchange isconcerned, diaspora members can act asimportant interlocutors between the technologyand country of origin. They can contribute thesethrough not only permanent repatriation but alsothrough short-term return.

Diaspora philanthropy- one of the mostimportant ways that Diaspora contributes to theircountries of origin is through philanthropicengagement in many areas. Philanthropy haspivotal role to play in advancing global equity.

Diaspora Advocacy- Diasporaorganisations (and sometimes even individuals)are seen to be getting increasingly vocal andinfluential in their countries of origin and ofsettlement. They increasingly seek to influencegovernment, media, corporate sector and otherprominent groups and are therefore speakingup on a range of issues affecting their homeland.

Increase demand for Indian goodsabroad- Diaspora has catalysed the demand ofIndian goods in their countries of settlement.The goods range from food, fashion to Indianentertainment industry. This has increasedIndian export especially of handloom andhandicraft sector.

While NRIs generate earning isestimated to be $ 250 billion and is one third ofthe GDP of India. Thus, NRIs and POIs cancontribute a lot to Indian economy and enhanceits fiscal growth. The impressive Diaspora hasplayed an important role in promoting India’sinterest abroad and act as its unnamed

ambassadors. This is more so in the fields ofculture, education, economic development andhealth and arts. Indians are leaders in areas likeinformation technology and largely contributein this. Above all these , PIOs can help India byinvesting in Indian Industry and infrastructureto encourage its economic growth. Manyreports reveal that NRI’s are major source ofDirect Foreign Investment, market development(outsourcing), technology transfer, charity,tourism, political contributions and moresubstantial flows of knowledge, in India.

Large number of NRIs is actively takingpart in several welfare programs in India. Theyare serving in the fields of education, health careand developmental activities such as watermanagement, rural development and self-helpprograms etc. They also assisting in social andenvironmental problems in India. Telecom andIT services are the biggest services exports fromindia, and in that period those amounted to $49.6billion so at $ 48.5 billion, remittances arealmost as big as IT exports. The Diaspora’sscientific achievements, in virtually every field,have not just enhanced India’s image in theworld. They have also led to a direct andmutually-reinforcing synergy between Indianscience abroad and at home. With US $ 56 billionof remittances, overseas Indians play animportant role in India’s foreign exchangemanagement. The success of Indians in thedeveloped world, particularly in knowledgeindustries and professions like medicine andacademia have transformed India’s image.Domestic reaction to the plight of Tamils in SriLanka, highlight the implication of Diasporafactor in our external relations. Recent row overthe custody of two Indian children in Norway isanother example of Diaspora factor in ourexternal relations.Issues and Demands of Diaspora

Dual citizenship is one of the importantdemands of the Diaspora. Presently, once theyopt to take foreign citizenship, they forfeit their




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Indian citizenship. The Indian diaspora stronglyfeels that such a step would result in theirplaying bigger role by way of investment andother things. The Government has recentlycleared the proposal for new law to expandscope for dual citizenship.

Here is need for better interaction andrequires deeper cultural relations. The Indiancouncil for cultural Relations can play a big rolein this regard. On the economic side India couldattract more foreign direct investment ifprocedural delays are cut down. The climate hasto be created for investor’s confidence. Theexpertise in management, financial, corporate,trade and banking sector should be tapped foreconomic rejuvenation of India. The secondgeneration reforms should be speeded up.Steps taken by Indian Government toharness benefits of Indian Diaspora

India is one of the pioneers inrecognising the importance of its overseaspopulation and establishing an institutionalframework for sustainable and mutuallybeneficial engagement with its Diaspora. Indiarecognises the need therefore, to bring astrategic dimension to its engagement with itsoverseas community. It is attempting to forge apartnership that will best serve India as a rapidlygrowing knowledge economy- to driveinnovation and entrepreneurship- and meet theaspirations of the overseas Indian communityas a significant constituency across the world.Following are initiatives by the govt. of India.1. The Overseas Indian Facilitation Centre

(OIFC)2. The Indian Development Foundation3. The Indian Centre for Migration(ICM),4. The Global Indian Network Knowledge

(Global-INK)5. The Prime Minister’s Global Advisory

Council6. The Pravasi Bhartiya Divas(PBD)7. Pravasi Bharatiya Samman Awards

(PBSA)

8. Know India Programme9. Study India Programme10. Scholarship programme for Diaspora

Children11. Overseas Citizen of India card scheme

The ministry of overseas Indian affairsis running a scheme since October 2008 knownas tracing the roots to facilitate PIOs in tracingtheir roots in india. PIOs who intend to tracetheir roots in India need to apply in a prescribedform, through the Indian mission post in thecountry of their residence. The traced details ofroots in India., i.e. name of close survivingrelatives; place of origin of their forefathers(paternal and maternal side); and a possiblefamily tree, are made available to the applicant.

Some of the salient steps announced bythe government recently include; Liberalisation of a Diaspora KnowledgeNetwork Improved Remittance Facilities Establishment of a PIO University Establishment of council for promotioncouncil for promotion of overseas employment Establishment of an overseas workersresource centre Establishment of Indian Communitywelfare fund in eighteen countries. Strategic Dashboard of Indian Policyfor Diaspora Engagement, Various DiasporaEngagement Action plans and its Status ofIndian Policy1. Flexible citizenship laws and residencyand visa requirements: India does not permitdual citizenship however its OCI Card schemeprovides for life- time visa free travel and fullresidency and employment rights for persons ofIndian origin who are citizens of other countries.2. Political Rights: Voting rights have notbeen accorded to persons of Indian origin whoare citizens of other countries, however non-resident Indians (NRIs – Indian passport holderssettled overseas) have been recently restoredtheir right to vote by amending rules for




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registration of voters located overseas.3. Special Property Right: Indian Diasporaholding PIO or OCI cards have the right topurchase property in India (except farm andplantation).4. Tax Incentives : Reduced customs dutyregime for transfer of residence of OverseasIndians returning back to India are availableincluding the retention of NRI status up to threeyears after return. Provisions for transfer offunds philanthropy and tax exemption for thesame are available.5. Portable Benefits: Through the provisionof SSA s (Social Security Agreements) pensionarybenefits of Indian workers and professionals workingoverseas are both portable and can be totalised incountries where SSAs have been executed.6. General Laws: To promote investmentsfrom Indian Diaspora, several provisions havebeen put in place ranging from special incentivesfor Bank deposits, investments in the sharemarket, and certain special provisions for OCI sand NRI s for Foreign Direct Investment. Also ,to encourage employment of overseasIndians,amendments to rules for doctors,scientists, academics and accountants havebeen or are in the process of being amended.Conclusion:

To sum up, the nature of engagementwith Diaspora has changed according to theneeds of the time. Because of extraordinarydiversity and geographical spread the policy ofengagement has to be flexible and tailor madeto suit each segment of Diaspora. The approachtowards the workers in the Gulf is primarilywelfare oriented and remittance centric.Engagement with the Diaspora in the developedworld has to be multifaceted and aimed atmaking India a knowledge power. Theirstrengths have to be leveraged for politicallobbying, image projection and economicdevelopment of India. To conclude, the communication andtransportation revolution and the global reach

of media are creating a major change in thenature of relationship between the Diasporasand their country of origin. India must follow arobust and flexible policy in order to leveragethe strengths of Diaspora and minimize thepossibilities of any negative fallout. Diasporacan play an important role in India’squest to bea knowledge power and a developed country.The communication and transportationrevolution and the global reach of media arecreating amajor change in the nature ofrelationship between the Diasporas and theircountry of origin. India must follow a robust andflexible policy in order to leverage the strengthsof Diaspora and minimise the possibilities of anynegative fall-out. Diaspora can play an importantrole in India’s quest to be a knowledge powerand a developed country.References: Arkin, A. K. (1981). The Contribution of

Indians in the South African Economy,Durban: Institute for Social and EconomicResearch, University of DurbanWestville.

Jayaram. N. (2006), The Metamorphosis ofCaste among Trinidad Hindus‘, Contributionsto Indian Sociology, 40(2): 143-73.

Sahay, Anjali. (2009). Indian Diaspora in theUnited States: Brain Drain Or Gain? Lanham:Lexington Books

Indian Ministry of Home Affairs. 2008.Annual Report 2007/08. New Delhi:Government of India.

Indian Standing Committee on Home Affairs.2003. 107th Report on The Citizenship(Amendment) Bill, 2003. New Delhi:RajyaSabha Secretariat.

Institute of International Education.2008. Open Doors: Report on InternationalEducational Exchange. New York.

Jain, Prakash C. 2008. Globalisation and IndianDiaspora in West Asia and North Africa: Some PolicyImplications. In India and West Asia in the Era ofGlobalization, ed. Anwar Alam, 161–87. New Delhi:New Century Publications.




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Jain, Ravindra K. 1993. Indian CommunitiesAbroad: Themes and Literature. New Delhi:Manohar Publishers & Distributors.

Kannan, K. P. and K. S. Hari. 2002. Kerala’sGulf Connection. Emigration, Remittancesand their Macroeconomic Impact 1972-2000. Working Paper No. 328.Thiruvananthapuram: Centre forDevelopment Studies

Khadria, Binod. 2002. Skilled LabourMigration from Developing Countries: Studyon India. International Migration Papers 49.Geneva: International Labour Office.

Kuepper, William G.; Lynne G. Lackey; E.Nelson Swinerton. 1975. Ugandan Asians inGreat Britain. Forced Migration and SocialAbsorption. London: Croom Helm. Lalcitation here.] Lowell, B. Lindsay. 2000. H-1B Temporary Workers: Estimating thePopulation. The Center for ComparativeImmigration Studies, Working Paper 12. SanDiego: University of California.

Malaysia. 2006. Ninth Malaysia Plan 2006– 2010. Putrajaya: The Economic PlanningUnit, Prime Minister’s Department.

Markovits, Claude. 1999. Indian MerchantNetworks outside India in the Nineteenthand Twentieth Centuries: A PreliminarySurvey. In Modern Asian Studies, Vol. 33 (4),883-911.

Masih, Archana. 2007. ‘Most Afghanrefugees are Hindus, Sikhs.’ Rediff News,September 13, 2007.

Indian policy and development bysaumitramohan (mc graw hill education)

Reflection of GeorgianSociety in Jane Austen’s

Pride and Prejudice

Dr. Iesha SharmaAssistant Professor

Department of EnglishGovt. Degree College, Akhnoor.

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

The main objective of this paper is toshow how well Austen has reflected themannerism of the Georgian era in her mostfamous novel Pride and Prejudice. Based on asociety that aims at financial interests andarranged marriages, the woman’s main role isto long for a comfortable life by the side ofsuccessful husband. However, some women likeElizabeth are loyal to their feelings, go throughthe stages of the judgment and reach the peakof the discovery of true love.Keywords: woman, marriage, love, family,money.

Jane Austen’s novels are entirely situatedduring the reign of George III; they describe theireveryday lives, their joys and sorrows as wellas their loves. Jane Austen’s novels deal withsuch varied subjects as the historical context,social hierarchies of the time, the role and statusof the clergy, gender roles, marriage, or thepastimes of well-off families. Without even thereader noticing, many details are broached,whether of daily life, of forgotten legal aspects,or of surprising customs, thus bring life andauthenticity to the English society of this period.Jane Austen describes England of that periodvery nicely because she herself was the part ofEnglish gentry, belonging to a reasonably well-

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off family, well connected and remarkably welleducated for rural England around the late 1790sor early nineteenth century. Some essentialaspects of the Georgian era such as theAmerican Revolutionary War and the loss of theThirteen Colonies, the French Revolution, andthe birth of the British Empire are absent fromher novels. The reign of George III if one includesin it the Regency period that took place duringhis final illness- encompasses all of JaneAusten’s life, and even beyond, as it started in1760, just before her parents married in 1764and ended up in 1820, after the death of JaneAusten in 1817.WOMEN’S PLACE IN SOCIETY DURINGJANE AUSTEN’S TIME During the time when Jane Austen wasfirst trying her hands at novel writing she wasonly nineteen years old. She began seriouswriting in the 1790s at a time when at least halfthe nation of Great Britain was under twenty-one years of age and Jane Austen could be surethat there were many readers of her own agewho would identify with the world she presented.Life expectancy back then was about thirty-seven years but she herself lived four yearslonger than the life expectancy for the period,reaching just forty- one years. During the time when Jane Austen waswriting, women were not given equal rights andplace with that of men. Women were consideredas secondary while men were primary. All kindsof restrictions were for women only and menwere free to do anything. During that time girlswere not given any access to legal rights orprofessional opportunities. There was anassumption that men and women were differentin natural capabilities. In the words ofNicoHubner:

Eighteenth century England was time inwhich women had little to say in society.They did not have the right to vote, theywere no allowed to own properties, whenmarried and as the husband was the chief

breadwinner, they were not supposed towork. As they could not leave the housealone without being considered aprostitute, they were confined to the homewhere they would have to take care ofchildren and the household, ‘a subordinaterole’ […] in society. (1)

Both men and women were deniedequality of opportunities in areas such aseducation, business and action. Girls werepraised for being submissive, modest, pure anddomesticated. The qualities of beingindependent minded, studious or talented wereseldom regarded ad feminine attractions.Austen in her novels tried to keep the femalecharacters within the boundaries which weremade by the society of her times. She even triedto show how a female is disliked when she triesto come out of these boundaries. Elizabeth theprotagonists of Pride and Prejudice is the bestexample. She earns the disliking for herself fromher mother when she refuses to marry Mr.Collins. Mrs. Bennet calls her “headstrong,foolish girl” (92). The famous opening lines ofthe novel,”It is a truth universally acknowledgedthat a single man in possession of a largefortune, must be in want of a wife” (1) reflectsthe outlook of the society.

Another example of unequal opportunitybetween the sexes concerned is the physicalrelationships before marriage. A girl’s chastitywas absolutely vital for her good name, while aman’s was not.The reason behind this was if ayoung lady slept with a man other than herhusband, there was a risk that any baby boy bornin the subsequent marriage might inheritproperty which did not rightfully belong to him,as the baby had been secretly conceived out ofthe marriage. A baby girl posed less of a risk asshe never going to inherit property. Thisinheritance arrangement was called “maleprimogeniture”, and it was an established legalsystem at that time. Jane Austen presents thefive Bennet girls as victims of this procedure in




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Pride and Prejudice. As they Mr. Bennet had noson so after his death his property had to betaken over by Mr. Collins and this was the mainreason why Mrs. Bennet wants Elizabeth tomarry Mr. Collins. This system ensured thatwomen rarely became heirs to property. If therewere no sons available, closest male relativesinherited the family estates. Jane Austen in herworks illustrates the injustices and problemswhen women faced, with lack of fortune andlegal rights. This is pointed out by the feministcritics Sandra Gilbert and Susan Gubar in thebook The Madwoman in the Attic:

Austen examines the femalepowerlessness that underlies monetarypressure to marry, the injustice ofinheritance laws, the ignorance of womendenied formal education, the psychologicalvulnerability of theheirness or widow, theexploited dependency of the spinster, theboredom of the lady provided with novocation. (136)

Courtship, then was a complicatedbusiness for the more privileged members ofsociety in England during Jane Austen’s time. Ason from a noble family might successfully courta merchant’s daughter, if she had a large fortuneand her reputation beyond question, in order tobring in a huge boost to the family’s wealth.However, a nobleman’s daughter was neverallowed to get married to a merchant becausefamily’s estates might then fall under the controlof a dealer in trade, and the family name andcontinuity might be lost. In those days, peoplewho were born into the higher classes regardedthemselves as more established and importantthan people who had only recently becomewealthy. Being “in trade” was thought of asearning “new money” in contrast to being richwith “old money”. Jane Austen herself, as a clergyman’sdaughter, did not hold sufficient promise of landor dowry to attract a noble suitor. But herattractive vitality did win her the interest of more

than one suitable young man during hercourtship days but she was not prepared toendure “the misery of being bound without love”and therefore chose to reject the offer.EDUCATION

In most of the eighteenth centuryeducation was confined to the monied classes.Male children of the upper class were eithereducated at home by tutors or sent to theprimary preparatory school and then publicschools. After that they entered university,usually one of the two oldest, Oxford orCambridge and later went to the church or wentinto the Army, civil service or back to the familyestate to begin their role as great or smallproprietors. Sons of upper middle class whocould scrape up the money took the same routebut with a different destination, depending upontheir social ambitions. Like Mr. Bingley in Prideand Prejudice, the newly arrived gentleman’ssocial goal was to but an estate and become agreat proprietor. Daughters of middle classfamilies during that time were educated at homeby tutors or sent to schools that taught musicand drawing things that were not “serious” likegirls in Jane Austen’s novels were praised forplaying piano and for painting. In Pride andPrejudice Austen very nicely makes the readersaware of the talents of the female characters.But the talents were not at all related with thestudies rather the talents were that of painting,playing piano, stitching etc. the activities whichare considered serious. In Pride and PrejudiceElizabeth plays piano when asked by LadyCatherine de Bourgh.MARRIAGE

To get married during that time was veryimportant for a middle class lady with alimitedfortune. Marriage is one of the majorthemes of Austen’s novels as she herself wasaware of the importance of marriage duringRegency period. In the words of Jaclyn Geller:

A young woman of small fortune inEngland in 1813 had few options.




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She was barred from the professions andcould exercise no voting rights to alter this stateof affairs. In marriage she ceased to exist asa legal entity; outside of wedlock, she wasdestined to a life of grinding poverty andshameful spinsterhood. Domestic law in itselfeffected the legal oppression of women bymaking it virtually impossible to exist outsideof marriage. (13)

People looked down upon those whoremained unmarried and had no fortune. In Prideand Prejudice Charlotte Lucas too marries Mr.Collins just because she already twenty-seven,still unmarried, and is not as rich.PROFESSION To take up profession during the Englandof 1800, was considered a low status. Intraditional or aristocratic society, working for aliving is held in lower esteem than in living onthe proceeds of inherited wealth. But there werevery few professions as compared with today.The modern bureaucratic industrial societycreated new professions and elevated old ones.The rise in status and number of the professionsis a one of the characteristic of modernism. InAmerica, professional are glorified but in anaristocratic country like Great Britain the rise ofprofession was more difficult and complexprocess. As George Orwell observed that theupper middle class acquired its strength andprestige in the late nineteenth century largelybecause powerful bourgeois professionsabsorbed aristocratic culture and values. Someof the Great Britain’s economic problems todaycan be traced to this tendency among well offmen of the previous century to avoid commercialactivity. While their counterparts in Americadove right into it. Profession explored in theearly nineteenth century by the law ofprimogeniture, in which only the eldest sonwould inherit the family property, and so theyounger sons were freed up for the professions.In many of the early nineteenth novels we findthat, younger sons of the gentry and aristocracy

usually enter Army or the Church because theyhad the money to purchase commissions in theArmy. Army was traditionally considered moregentlemanly than the Navy. Therefore, a youngman of ability with neither blood nor wealth hada better chance of rising in the Navy than theArmy. Until 1871, the infantry and cavalry werestill almost entirely purchased that is, mannedby the rich, who were in a far better position tobuy commissions. In Pride and Prejudice, the lazyand dishonest Wickham too purchased acommission. Professional options for women ofthe gentry in Jane Austen’s day did not exist.Marriage was the only honourable provision fora well-educated young woman. But a lady whofound herself without support could become agoverness. In literature of the nineteenth century,professional ideal s expressed in many genresin the great biographies and autobiographies ofCarlyle, Mill and Darwin, in poetry about thevocation of art by Tennyson, Browning, and thepre-Raphaelites, and in many novels of theperiod- Austen’s Persuasion, Charlotte Bronte’sJane Eyre, Dickens’s David Cooperfield, Eliot’sMiddlemarch and Daniel Deronda. Jane Austenin her novel Pride and Prejudice didn’t talkedmuch about the profession of that period rathershe made some of her characters to take upprofessions that were in vogue during thatperiod. For instance, Mr. Wickham of Pride andPrejudice is the part of military, Mr. Collins ofPride and Prejudice were in church, and Mr.Knightley’s younger brother was a barrister.

Thus it can be concluded that Englishculture has often been guilty of exclusionaryattitudes towards those of inferior social rank.Jane Austen continued the tradition of castingliterature as a reflection of contemporarysociety’s biases. The characters in Pride andPrejudice, seek economic security throughmarriage, and cast a critical eye on those whodivert themselves with lesser, frivolous pursuits,




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resulting in their efforts to either maintain orcontend with propriety.Works Cited and Consulted Ackermann, Rudolph. Ackermann’s

Costume Plates: Women’s Fashions inEngland, 1818-1828. USA: Courier DoverPublication, 1978. Print.

Alexander, Sally. Women’s Work inNineteenth – Century London: A Study ofthe Years 1820-1850. London: JourneymanPress, 1983. Print.

Austen, Jane. Pride and Prejudice.NewDelhi: Maple Press, 2010. Print.

Austen, Leigh, and James Edward.AMemoir of Jane Austen. London: RichardBentley, 1870. Print.

Backscheider, Paula R. Revising Women:Eighteenth Century “Women’s Fiction” andSocial Engagement. USA: Johns HopkinsUniversity Press, 2002. Print.

Geller, Jaclyn. Here Comes the Bride:Women, Weddings, and the MarriageMystique. New York: Four Walls EightWindows, 2001. Print.

Gilbert, Sandra M., and Susan Gubar.TheMadwoman in the Attic: The WomanWriter and the Nineteenth-century LiteraryImagination. New Haven: Yale UP, 1979.Print.

Hubner, Nico. Female Education in 18th and19th Century Britain.Munich: GRIN Verlag,2011. Print.

Education for All- a Case ofTribal’s in Andhra Pradesh

BHATTU.SRIHARIResearch Scholar,

Department of EconomicsOSMANIA UNIVERSITY

HYDERABAD, TELANGANA

==============***********===============Introduction:

India is a multi-racial country. Differentparts have different cultural traits and levels ofdevelopment. It is not uncommon to find thatthere are certain tribes, which are not yettouched even by the fringe of civilization.Aboriginals are examples of this. “The wordtribe” is taken to denote a primary aggregate ofpeople living in a primitive or barbarous conditionunder a headmen or chief” Tribe is a group offamilies living as a community under one or morechiefs, united by language and customs.

There are 427 types among thescheduled tribes dwelling all over India. In Indiapercentage of tribal population to totalpopulation according to census 2001 is 8.10%and it was 6.87% in the year of 1961.The tribalpopulation has been increasing gradually from3.7 percent to 6.6 per cent in between 1961 and2001.

Among the scheduled tribes, the mostimportant are the Gonds of Madhya Pradesh,Maharashtra and Andhra Pradesh, the Bhils ofRajasthan, Gujarat, Maharashtra, and MadhyaPradesh and the Santhals of Bihar, Orissa andWest Bengal.Tribes in Andhra Pradesh:

The history of the tribal of AndhraPradesh dates back to the great epicmahabharatha. It had many ups and downs.

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Andhra Pradesh has the highest tribalcomponents among the southern states of India.Almost all the tribes live in hilly and forestregions starting from Adilabad in the northwestto Srikakulam, Warangal, East of Khammam,West and East Godavari and Vishakhapatnamdistricts, all along the borders of Maharashtra,Madhya pradesh and Orissa. There is a smallpocket of tribal concentration in the heart ofAndhra pradesh in the famous hill ranges ofNallamali of Mahabubnagar Nalgonda andKurnool districts Andhra Pradesh is thetraditional home of nearly 33 tribal groups andmost of them can be found inhabiting in theborder areas of Andhra Pradesh in the north andnortheast.

Out of 33 recognised scheduled tribesin Andhra Pradesh, 30 groups are mostly foundliving in the sprawling 30030 sq km. Ofscheduled areas and contiguous non-scheduledsub plan area in the districts of Srikakulam,Vizianagarmm, Vishakapatnam, East Godavari,West Godavari, Khammam, Warangal,Adilabad and Mahaboobnagar. The scheduledarea in the state, which is the chief habitat oftribal groups Andhra Pradesh, constitutes 11%of the total geographical area of the state.The density of population in tribal areas is 125persons per sq km as against 194 in the plainareas. In addition to scheduled villages, non-scheduled villages on the basis of contiguityand predominant tribal population areincluded in tribal sub plan. Vishakapatnamdistrict is having the highest number ofscheduled villages and Mahabubnagar ishaving the least, with regard to area Khammamdistrict is having largest geographical area underscheduled areas.

Among the recognized tribal in AndhraPradesh, according census 2001, highest orderof tribal in terms of per centage are spread overthe various districts in the following order.Khammam, Adilabad, Visakha patnam,Warangal, Nalgonda, Nellore.

The basic problem of the tribal peopleis poverty. The problems of low standard ofliving, hunger, starvation, malnutrition, illiteracy,disease, poor sanitary and housing facilities etc.,are all at high degree compare with the non-tribal. Further, the non-tribal such asmoneylenders, forest contractors, traders,landlords, officials and politicians has subjectedthem to exploitation for centuries together. Thisis due to their ignorance of about moderninstitutions, scientific and technologicaldevelopments and changing environment.Therefore, Govt of India initiated specialschemes for the development of tribal areas tosupplement the benefits accruing from generalprograms of development in different fields.They can be grouped broadly under fourheadings a) Communications b) Education andculture c) Development of tribal economy d)Health, housing and water supply.

Among the above programs, Educationand culture can play an important role to bringchanges in the lives of tribal. . Most peopleand particularly the decision makers in thegovernment think that education is just a socialservice and is meant only to improve the qualityof man’s life. The importance of education inproduction is rarely recognized. But Economistslike Adam smith, Say, Senior, List, Roscher, Ernst,Engel, Marx, Walras and

Fisher considered human beings or theirskills through education as productive resourcewhich promote economic growthNeed for Nature of Tribal Education:

Though in the state of Andhra Pradesh,in the interest of the development of STcommunity in-terms of Education, Governmenthas been giving full support in implementingseveral educational developmental programs.

The Indian constitution (Article 46)envisaged special provisions in the postindependence period for the promotion ofeducation of scheduled castes and scheduledtribes and this was special responsibility of




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Central & State Governments.The need for providing education as well

as bringing these sections of population into themain stream of development process was seenby social reformers and political leaders,inspired by Mahatma Gandhi’s Ideas ofEducation. Srithakkar bapa, a social reformerinitiated moves to improve the educationalstandards of the tribal communities the countryone such institution he developed was ‘AshramSchools’. Also the committees and commissionslike Renuka Ray Committee (1961), ElwinCommittee (1960), and Dhebar Commission(1962) have recommended the establishment ofAshram schools. Grigson (1943) who had firsthand experience of the problems of tribes pleadsthat we need to introduce among the tribes sucha kind of education, which would restore/buildconfidence in them.

However, government has beenimplementing several educational programmesfor the development of tribes in Andhra pradesh.The important schemes included in the programsfor the expansion of education facilities amongscheduled tribes are the opening of varioustypes of schools, award of scholarships,providing hostel facilities, stipends, stationerygrants, boarding grants, mid-day meals etc. Thecentral and State governments have alsoprovided for the reservation of seats ineducational institutions for students belongingto scheduled tribes, some relaxation in thecriteria for admission is also practiced. Theeducational programs of the Central governmentinclude award of post-metric scholarships,provision of girls hostels, pre-examinationtraining centers, and coaching-cum-guidancefacilities to tribal students appearing for IAS andoverseas scholarships, In addition to these,there are schemes in the State sector forprovision of pre-metric scholarships andstipends, exemptions from tuition fees andexamination fees, education equipment, midday meals etc. Schemes are also being operated

to train the tribal to work as teachers in theirown areas. State government has proposed tospent total amount on Education of Rs. 274,63,24thousands under its 2004-05 budget estimates.

Keeping in view of the employmentneeds of the scheduled tribes, increase ineducational facilities to them and their meagerrepresentation in government services,reservations in different services and posts havebeen allowed for the members of the scheduledtribes. In the case of recruitment made on thebasis of an all–India competition, 71/2 % of thevacancies are reserved for the scheduled tribes.Reservations in direct recruitment to class IIIand class IV post, which normally attractcandidates from a locality or region, are fixedin proportion to the population of the scheduledtribe in the respective states and unionterritories. In certain cases where promotionsare to be made from departmental candidatesin class II,III,and IV posts, reservation forscheduled tribes is made at 7.5% of thevacancies in the case of promotion by selectionfrom class II to class I posts employeesbelonging to scheduled tribes are given onhigher grading in categorization of merit. Thisconcession is confined to 25 % of the totalvacancies in a grade in a year.Objective:

In view of the above, we made a modestattempt to observe the impact of Educationaldevelopment programs on the all rounddevelopment of scheduled tribes in AndhraPradesh.Source of data:

The data collected mainly from thesecondary sources such as: Tribal culturalresearch &training Institute, Tribal welfareDepartment, Statistical Abstract of A P,Directorate of Economics and Statistics, GirijanCo-operative Corporation ltd, APARD Hyderabad,Selected Educational Statistics, Commissionerand Director of School Education, Govt of A.P.Census Reports, Census Handbooks, Govt of




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India. Attempts will also made to have formaland informal interviews and discussions with theofficials concerned at Tribal research Institutes,Universities to elicit views, clarify issues andcollect valuable UN published data.Earlier Studies:1. The scientific study of tribal economy inIndia was first undertaken by two scholars, D.S.Nag, and R.P. Saxena. Nag (1958) made anextensive field tour of the areas of MadhyaPradesh like Mandla, Bilaspur, Durg andBalaghat and studied the Baiga economy in thecontext of the general economic theories layingemphasis on the sources of economy of theBaigas. Saxena (1964) followed the model ofNag and studied the tribes of western hills inMadhya Pradesh and presented the economy offive tribes.2. Dr Ramaiah studied the ‘Tribal economy’of Koyas of Warangal district for 102 tribalvillages in 1981. The twin problems facing thetribes are credit and marketing. Land problemsof the tribes are examined. This is supposed toprovide a basis to evolve a developmental planfor the tribal area.3. Sudharshan & others (1987) on tribalwomen education expressed that educationshould be relevant to the life of tribal womenand be a part of an integrated program thatcomprises various dimensions like 1) health andfamily welfare 2) vocational skills 3) householdtechnology. Of course, the major steps wouldbe to bring about qualitative changes in the lifestyle of the tribes, since a change from withinthe group is a remote possibility it is necessaryto induced or bring about changes by externalinputs and simultaneously curb the exploitationforces operating in these setting.4. Varrier Elwin (1960) expressed his doubtabout the very purpose of formal education fortribes, his argument was as to whethereducation, we give would lead the tribal childrenline in their traditional occupation with moreincremental incomes in their areas or thus

become frustrated without any means to live.So he suggested that the education should linkwith their traditional crafts, arts and their skills.5. Laxmaiah & Yadappa narer (1986)observed that the schools, hostel and ashramschools were not properly equipped andmaintained. Nor the available institutions areadequate to meet the requirement.6. Rath (1981) viewed that the educationalinstitutions in tribal areas were not equippedwith proper facilities and equipment and run byunsuitable teachers.7. Sachchitananda (1967) pointed out thatthe numerous programs of socio economicdevelopment undertaken in the tribal areas inIndia were not making much headway mainlydue to the ignorance and illiteracy of the tribes.Analysis:Educational Institutions:

Regarding the educational institutionsand the student’s strength in tribal areas ofAndhra pradesh, various types of schoolsestablished such as Girijan Vidyavikas Kendra,gurukula schools, Ashram Schools, Best availableschools, Residential junior colleges andresidential polytechnics. Among the districts ofschedule tribal areas, out of 4317 GVVK Schools,the highest number of schools started inAdilabad (1392) in terms of percentage it is32.24, followed by visakha patnam accountingfor 17.16%. Out of 594 Ashram Schools, Adilabadand Visakhapatnam are in the first, two placesinterms of number of schools followed by theremaining schools, but out of 60 GurukulaSchools started in Scheduled tribal areas, morenumber of schools appeared in Khammam,Visakhapatnam followed by Adilabad, Warangal,and Vizaianagaram. Best available schools aremore (12) in Warangal accounting for 10.5% andalso are established in other districts of the tribalareas.

In tribal areas of Andhra pradesh allinstitutions together established are 5091 ofwhich 4757 institutions were available only in




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these scheduled tribal areas, which isaccounting for 93.4%. as par as concernedwith the strength of the students in all typesof Institutions, in Visakhapatnam district morepercentage of students enrolled during 2002-2003.School Complexes:

The analysis of school complexes andtraining institutes reveals that there is aremarkable improvement in terms of number ofITDA school complexes, which were establishedin the areas of Sitampet, Parvathipuram and,Paderu of mostly backward tribal areas. Pre-examination training centers and vocationaltraining institutes were also spread over thescheduled tribal areas under ITDA, but thenumber of institutions is distributed at differentplaces.Post-metric scholar ships:

In order to encourage the students tojoin in the schools, Government has introducedpost-metric scholarships to the studentsbelonging to scheduled tribes from 1948-49 theyear of inauguration of the scheme. Besides,hostel facilities were also provided to attractthe scheduled tribe students to the schools.There has been a spectacular increase in thenumber of scholarships granted and theexpenditure incurred. More number ofscholarships are awarded in Visakha patanamdistrict (9500) involving an expenditure of372.62 lakhs.the number of scholarshipsawarded next in the district of khammam are7400 which accounts for (465.51) lakhsexpenditure. Which is accounting for 14.5%and 11.3% respectively? In Andhra pradeshtotal number of awards are given are 65,450worth of 3660 lakhs of which 37,850scholarships accounting for 48% awarded inthe above mentioned tribal areas and its worthwas Rs. 1746.57 lakhs.

The Post-metric scholarship sponsoredby state for ST students are sanctioned asfollows: for the students of professional and non

professional PG courses, the mess charges fixedas Rs. 475/- per month, including pocket moneyRs. 50/- per month and graduates and undergraduates mess charges fixed at Rs. 400/- permonth. During 2004-05 the number of STbeneficiaries under the scheme is 72,685. Totalnumber of tribal hostel established is 198 andtotal number of students stayed in them is39,771. Of the total number of hostel, 46 hostelare established in Khammam followed byWarangal (42), East- Godavari (22),Vizainagaram (21) and Mahabubnagar (20) inthat order. The respective percentages are10.5%, 9.6%, 5.2%, 4.8% and 4.5% in respectivedistricts.

At the outset, it is clear that theGovernment of Andhra pradesh has allocatedamount not only for the expansion of varioustypes of educational institutions, traininginstitutes and also for hostels and post metricscholarships which generates creativity selfconfidence among the tribal.Enrolment and dropouts:

Analysis pertaining to the enrolment anddropouts of ST students shows that the numberof boy’s enrolment is more than the girl’senrolment in tribal area. Further, it is clear thatthe highest number of boys were enrolled(54,220)in Khammam district accounting for11.6% followed by Visakhapanam (44,849),and Warangal (44,227) . Girls enrollment isalso the highest in the Khammam districtfollowed by Warangal and Viskapatnam. Asregards dropout rates concerned, girls dropoutrates are more in almost all scheduled tribalareas in compare with boys dropout rates andmore percentage of dropouts in respect ofgirls are found in Mahabubnagar (88.46%),Adilabad (86.38%) followed by the remainingdistricts. It may be because of migration andmost backwardness compared with otherscheduled areas.

This is the time to observe the impact ofthese various educational programmes. Impact




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is considered by taking the performance ofstudents in SSC exams during the period of 1998to 2004. the figures shows that over a period oftime the performance of students in terms ofpass percentage has been increasing from59.4% in 1998 to 92.1% by 2004, which is morethan the state average. This is an indicator ofthe positive impact of above programmes oneducational development of scheduled tribes.So that we can conclude that the governmentconstant efforts on the development activitiesof scheduled tribes proved satisfactory.Conclusions:

In the Tribal area, for its educationaldevelopment, government has implementedseveral educational programmes in the planperiod. Of all the educational institutions,majority institutions were located in thescheduled areas only. The enrolment ofstudents in these schools is remarkable anddue to certain reasons dropouts are also therebut girls dropouts are more than the boys. Theimpact of the different educationalprogrammes on their educational developmentwas appreciable.Bibliography:1. Ramaiah P (1981): ‘Tribal Economy of

India’ Light & Life Publishers, 2428 Tilakstreet, Pahar Gunj, New Delhi.

2. Ramani V S (1988): ‘Tribal Economy-Problems and Prospects’ chughPublications, Allahabad (India).

3. Vidyardi L P & Rai B K ((1977): ‘TribalCulture of India’ Concept PublishingCompany, New-Delhi.

4. Narayana Rao K V (1975): ‘Education andEmployment Policy towards ScheduledTribes in India’ National Institute ofcommunity Development, Hyderabad.

5. Verma H S & Thripathi B L (1979):‘Integrating Research Training andEducation’ (Ed) Planning for TribalDevelopment by Ranjit Gupta, AnkurPublishing House, New Delhi.

6. Sujatha K (1984): disparities in Educationbetween Scheduled Tribes and Non-Scheduled Tribes in Andhra pradesh- ADistrict-wise analysis- National Institute ofEducational planning and Administration,New-Delhi. (Mimeo)

7. Sita Tippo (1979): Dynamics of EducationalDevelopment in Tribal India, ClassicalPublications, and New Delhi.

8. Sachchitananda (1964): ‘Tribal Educationin India’ Vanya Jati- 12(1) 3-6, BharatiyaAdimaajati Sevak Sangh, New Delhi.

9. Renuka Ray(1961): ‘Report of the Studyteam on Social welfare and welfare ofbackward classes.

10. Ratnaiah (1977): ‘ Structural constraints intribal education – A regional study’ SterlingPublications, New Delhi.

11. Rama Krishnaiah P (1998): Pattern ofEducation Among the Tribes of TelanganaRegion, Un-Published Ph. D thesis.Osmania University, Hyderabad.

12. Krishna Kumar ((1983): EducationalExperiences of Scheduled castes andScheduled Tribes, EPW Vol XVIII Nos 36 &37 p 1566




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Know your Learner

Dr. Renuka Kishore ShewkaniAssociate Professor

Seva Sadan’s College of Education,Ulhasnagar [email protected]

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

According to Merrill Wilson there arefour main personality types Driver, Expressive,Amiable, and Analytical. There are differentvariables to identify any personality. Differentpersonality types work and communicate in verydifferent ways. Learning how to identify andunderstand personality types based on commoncharacteristics is a key component to effective,practical leadership.

For Teacher Educator identifying andunderstanding how each personality type ismotivated and how they communicate is acritical step in being able to effectively managetheir learners to success.

The present paper is concerned withidentification of types of personality based ondifferent characteristics. Teacher Educator willcome to know whether student teacheris introverted (Analytical and amiable)or extroverted (Drivers and Expressive)

Managing personality types is a difficultpart of our roles as Teacher Educator. However,identifying and understanding how eachpersonality type is motivated and how theycommunicate is a critical step in being able toeffectively manage your team to successKeywords: Personality type, Driver, Expressive,Amiable, AnalyticalIntroduction

Education as a complex systemembedded in political, cultural & economic

context learning can occur anywhere, but thepositive learning outcome generally sought byeducational system happen in quality learningenvironment. Applied to the field of TeachersEducation, quality refers to the “totality offeatures & characteristics of the studentteachers acquired as a result of the teacherseducation programme”.

Quality in education helps people todevelop all of their attributes & skills to achieveof their potential as human being & membersof society. In the words of Deloris commission(UNESCO, 1996)” Education is at the heart ofboth personal & community development, itsmission is to enable each of us, withoutexception to develop all our talents to the full &to realize our creative potential, includingresponsibility for our own lives & achievementof our personal aims.

Teacher Educator plays important role indeveloping personality of Learner. Personalitydevelopment is nothing but a tool that helps yourealize your capabilities and your strengthsmaking you a stronger, a happier and a cheerfulperson. Driver — Fact-Based Extrovert Analytical — Fact-Based Introvert Amiable — Relationship Introvert Expressive — Relationship Extrovert

Different personality types work andcommunicate in very different ways. Learninghow to identify and understand personality typesbased on common characteristics is a keycomponent to effective, practical leadership.

Merrill Wilson says “If you are able toquickly identify the personality style of thestudent teacher, you will know the “hows” and“whys” of what to say to meet their needs. Oncethey feel that you truly understand them andfeel emotional connections, they will come upwith the logical reasons to learn from you.

Now, if you don’t feel that you belong toany one group, don’t worry either. Many of usdon’t fit squarely in one group or another.

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However, we do have one dominant personalitystyle that we use day to day. Recognizing prosand cons of specific personality style can helpyou understand how to better deal with yourstudents.”Let’s see different types of personalityas per Merrill Wilson1. Driver

Drivers are the dynamic and activepersonality type. They exude confidence andnaturally gravitate toward leadership positions.They move very quickly to action, but they arenot detail oriented. Drivers are great with thebig picture—they’re visionaries and they seehow we’re going to get to where we need to go,but they’re not always great at taking the interimsteps needed to get there.

You can probably see how and analyticaland a driver might not work very well together –but also that their skills can nicely complementeach other. It can be said that if you want to getto the moon you hire a “Driver”, but if you wantto get back you hire an analytical.

Drivers’ strengths are that they are verydetermined individuals. They are independentand they are productive. Drivers get a lot ofthings done. They are visionaries and they’redecisive. A driver would rather make a baddecision than no decision. They just want thatdecision to be made.

On the weak side, the driver can beinsensitive, unsympathetic, harsh, proud, andsarcastic. Drivers do not like to admit when theyare wrong. They can also rush to a decisionwithout thoroughly thinking through orunderstanding the results or consequences oftheir decision.2. Analytical

The analytical personality type is verydeep and thoughtful. They’re serious andpurposeful individuals. They set very highstandards, so they have very high standards ofperformance personally and professionally.Analytical are orderly and organized. They also

tend to have that really dry but witty sense ofhumour.

Analytical strengths are that they areperfectionists. They want things done right andthey want them done right the first time. They’reneat and tidy individuals. Analytical areeconomical, and they are self-disciplined.

Analytical weaknesses are that they canbe moody, critical, and negative. Analytical canbe indecisive and they over-analyze everything.Their perfectionism can also manifest as aweakness at times, as they can be guilty ofmaking their pursuit of perfection stallcompletion.3. Amiable

The amiable personality type is a verypatient and well-balanced individual. They’requiet but witty. They’re very sympathetic, kind,and inoffensive—amiable do not like to offendpeople.

An amiable is easy going and everybodylikes the amiable. You know why? Because theydon’t like conflict so they’re very easy to getalong with. They’re diplomatic and calm. But onthe weak side, amiable can be stubborn andselfish. Their aversion to offence and conflictcan also manifest as a weakness.4. Expressive

We call the expressive the socialspecialist because they love to have fun. Theyare individuals who turn disaster into humour,they prevent dull moments, and they are verygenerous people. They want to be included.Expressive want to be included in projects. Theywant to be included on teams. They want to beincluded in conversations.

On the strong side, the expressive is veryoutgoing. They are ambitious, charismatic, andpersuasive. On the weak side, they can bedisorganized, undisciplined, loud, and incrediblytalkative. Expressive can talk up to 200 words aminute with gusts up to 300. They can talk.

Of course, these are generalizations andmany people will exhibit some amount of any




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number of these personality types. However,everyone will more strongly exhibitcharacteristics of one type over all the others.Recognizing and understanding whichpersonality types you are managing on yourteam will help you motivate and communicatewith them.

The Golden Rule states: Treat others theway you want to be treated. While this isgenerally a good rule of thumb, the reality isthat, as leaders, we often must break that rulein order to relate with the various personalitytypes we are managing. Not everyone in theworld communicates and reacts to theirenvironment in the same way. Some of us enjoybasking in the glow of the limelight while othersare very uncomfortable with public displays ofpraise situations.Review of related literature:

Sood, Ramana,1988, in his studies“cattell’s personality factors as predictors ofacademic achievement in some selectedprofessional courses found that personalityfactors of high ergic tension stronger super ego(Q4),radicalism (Q1),reserved(A), tough-minded(I), socially bold(C1) contributed negatively toacademic achuevement

Pareek, D.L 1990, in his studies “Acomparative study of the self concept,personality traits and aspiration of theadolescents studying in central schools” foundthat there is no significant relationship betweenpersonality traits and level of aspiration amongstudents from different types of schools

Kenlieth O. Doyle and Scocinmi Youn,2000, “Exploring the traits of happy people”Sample were of US adult. They identified fourpersonality types rooted in two basic dimension-Extraveroversia/ Introversia and Tendermindedness & Tough mindedness. Extravertswere happier than introverts. He identifiedpattern of similarities and differences acrosspersonality types eith respect to finance,insecurity anxiety & tension etc

Review of studies shows maximum work is doneon cattell’s 16 PF personality type. No one hasconducted any research on student teacher’spersonality based on Merrill Wilson views.Statement of the problem:A study identification of personality of studentteacher to know their weakness & strengthObjectives:1. To identify Personality of student teachers2. To study weakness & strength of eachpersonality3. To help teacher educators to knowcharacteristics of their learnersMethodology: In the present study, surveymethod was used to collect data from studentteachers.Sample design

Random & purposive type of samplingwas used to select the sample from Ulhasnagar& kalyan region. From 55 student teachers datawas collected. Sample size is 55Analysis of Data:

After the collection of data, appropriatestatistical techniques were employed fordescribing the data. Frequency distribution andpercentage was calculated for analyzing data.Table 1 shows frequency & percentage ofpersonality of student teacherN = 55

7% Student teachers shows StrongExtrovert personality i.e. Drivers 32% Student teachers shows Extrovertpersonality i.e. Expressive 38% Student teachers shows introvertpersonality i.e. Amiable 16% Student teachers shows StrongIntrovert personality i. e Analytical 5% Student teacher does not fit in thesefour types of personality

Driver Expressive Amiable Analytical Other

4 18 21 9 3

7% 32% 38% 16% 5%




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Following graph shows percentage ofpersonality of student teacher

Table 2 shows frequency & percentage of StrongExtrovert personality - Drivers & Extrovert personality -Expressive personality of student teacher

Table 3 shows frequency & percentage of StrongIntrovert personality -Analytical & introvert personality- Amiable personality of student teachers

Major Findings:Strong Extrovert personality-Drivers exhibit following characteristics1. 7% Student teachers shows StrongExtrovert personality- Drivers2. 16% Student teachers have attitude oftaking charge of task3. 11% Student teachers like to use power4. 15% Student teachers are quick in their action5. 35% Student teachers are risk takers6. 38% Student teachers shows quality ofcompetitive7. 27% Student teachers are Aggressive innature8. 24% Student teachers shows strongopinions




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9. 36% Student teachers are Excitable innature10. 38% Student teachers likes to take socialinitiatives11. 20% Student teachers said they haveloud voice12. 27% Student teachers said they haveexpressive voice13. 35% Student teachers said they haveclear idea of needs14. 15% Student teachers takes initiate fortaskStrong Extrovert personality –Expressive exhibit following characteristics15. 32% Student teachers shows Extrovertpersonality i.e Expressive16. 47% Student teachers likes tocommunicate with many people17. 25% Student teachers are warm in nature18. 47% Student teachers are open inexpression19. 9% Student teachers have fluid attitude20. 9% Student teachers talks informal21. 15% Student teachers likes to wearinformal dresses22. 5% Student teachers expresses dramaticopinions23. 5% Student teachers are permissive innature24. 25% Student teachers are approachablewith people25. 89% Student teachers are friendly innature26. 13% Student teachers are undisciplinedabout time.27. 49% Student teachers are easy goingwith self.28. 9% Student teachers are Impulsive innature.29. 21% Student teachers takes emotionaldecisionStrong Introvert personality –Analytical exhibit following characteristics30. 16% Student teachers shows Strong

Introvert personality i. e Analytical31. 16% Student teachers are reserved innature32. 7% Student teachers don’t like tocommunicate with people.33. 80% Student teachers are cool in nature34. 13% Student teachers avoids to take risk35. 13% Student teachers are very carefulin providing information36. 2% Student teachers demands morefrom self37. 49% Student teachers have disciplinedattitude38. 20% Student teachers always takesrational decisions39. 20% Student teachers are strict in nature40. 15% Student teachers have business likeattitude.41. 38% Student teachers are disciplinedabout time.42. 22% Student teachers uses facts for anysolutions43. 42% Student teachers likes to wearformal dress.44. 9% Student teachers spoke in carefullymeasured tonesIntrovert personality –Amiable personality exhibitfollowing characteristics45. 38% Student teachers shows introvertpersonality i.e. Amiable46. 45% Student teachers are soft spoken47. 2% Student teachers shows slow pace48. 84% Student teachers likes to helppeople49. 13% Student teachers are unclear aboutwhat is needed50. 44% Student teachers are calm in nature51. 29% Student teachers asks manyquestions52. 5% Student teachers tends to avoid useof power53. 16 % Student teachers thinks othershould take social imitative




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54. 15 Student teachers don’t like to take risk.55. 24% Student teachers are quite in nature.56. 13% Student teachers have go alongattitude.57. 84% Student teachers are supportive innature.58. 85% Student teachers are cooperative59. 2% Student teachers shows deliberateactionsDiscussion: Strength & Weakness of eachPersonality

Driver: According to Merrill WilsonDrivers are very strong personalities. Typicallythey have a go-get-it-done or whatever-it-takespersonality. They can seem very dominant andare quick to take action. The negative is theycan sometimes come across as stubborn orarrogant. Sometimes the personality type cancome across as brash, running over others inorder to get things accomplished.

In Indian setting, findings shows pupilteachers have characteristics like risk takers,competitive, likes to take social; initiative, clearideas of their needs, weakness is that they areAggressive in nature

Expressive: “Natural” people persons.They enjoy socializing and talking. They aregreat story tellers and often over committhemselves by attempting to please people.They also are good at communicating vision,getting others exited about ideas and issues.However, they sometimes cannot be relied uponto get things done.

In Indian setting, findings shows pupilteachers have characteristics like tocommunicate with many people, open in theirexpression, friendly, their weakness is they areundisciplined about time,

Amiable: The most calm, flat-typepersonality. Amiable types are laid back and arehard to excite. They seem to constantly berelaxed and desire a peaceful environment overanything else. They will go out of their way notto upset people. In fact, their indifference can

often upset the people they are trying toappease. They will often wait until the lastminute to make decisions and will often go withwhat everyone else is doing. They are deeplyemotional individuals that want harmony.

In Indian setting, findings shows pupilteachers have characteristics like cooperative,soft spoken, asking many questions and theyhave weakness like slow in pace, don’t takesrisk, unclear about what they need.Analytical: Analytical types are constantlyassessing, determining pros and cons, makinglists of to do items. Analytical types areconstantly asking questions, almost to the pointof getting too much information. Others seethem as talented with brilliant ideas. However,they can suffer from analysis paralysis, overanalyzing situations too much. If you have evermade a list of “doing things the right way” youare an Analytical.

In Indian setting, findings shows pupilteachers have characteristics like cool in nature,avoid to take risk, disciplined attitude, takes carewhile providing information, their weakness isthey don’t take risk, avoid use of powerConclusion:

Teacher Educator can identify whetherlearner is Driver, Expressive, Amiable orAnalytical. They can guide them in lessonplanning, assignment, organizing co curricularactivities in school. In this globalized world theyoung generation has to compete worldwide &Teacher Educators have responsibility toprepare & groom young generation. One of thepersonality types is not better than the otherthree. Each type is just different, and differentapproaches should be taken to communicate toeach of them.

Managing personality types is a difficultpart of our roles as Teacher Educator. However,identifying and understanding how eachpersonality type is motivated and how theycommunicate is a critical step in being able toeffectively manage your team to success.




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References:1) Carter V. Good, (1988).Essentials of

educational Research Methodology anddesign, 2nd edition, Meredith Corporation:U.S.A.

2) David Osborne and Peter Plastrik,(2000),‘The Re-inventor’s field book’ journal of thePublic Administration Review pp 247

3) Fred T. Tyler, (1990).Teachers’s Personalities andTeaching Competencies, journal of TheSchool Review Volume 68, No. 4 page: 428-449

4) John Best & James V. Kahu (2004).Research in Education, Prentice hall, inc.:New Delhi

5) PC Smith, and M. Goddard, 2002,Performance management and operationalresearch, Journal of the operationalresearch occupational climate Pg- 247-255

6) Robert D. Behn, 2003, Why measurePerformance? Different purposes requiresdifferent measures, journal of the PublicAdministration Review Volume 63 No.5 PP586-606

7) Kenlieth O. Doyle and Scocinmi Youn, 2000,“Exploring the traits of happy people”JSTOR, Springer, vol 52, No 2, Nov 2000,pg 195-209

Websites1. http://crestcomleadership.com/2015/11/

24/4-personality-types-that-all-leaders-should-learn-to-recognize/

2. https://blog.bretthard.in/the-four-different-personality-types-9366bfefde16

3. http://www.personalitydevelopment.org/category/importance-personal ity -development

4. “Defined Quality in education” www.Unicef.org/education/files/quality edu.” Pg1 to 20

5. ”Quality on education” www. Unite-4education.org/about/ what-is-quality-education/ pg 1




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vkgs- ijarq ;k {ks=kr ekrhph <hx [kyhp vkgsrR;koj dks.krsgh o{k yko.;kr vkysys ukgh-lanHkZ%1. Kaushik,A. and Kaushik,C.P. (2010)

Basics of Environment and Ecology,Newage, International publication.

2. Anon(2004), National Ambient AirQuality status,2003 Central Board,Delhi.

3. Dudhapachare, Y.Y.(2012) An Analysis offorest Diversion for Developmentproject and its environment impact:- Acase study of Chadnrapur forest circlein Maharashtra.

4. Nandanwar, Nilesh., Dixit, arati.,Dixit,Kirtiwardhan., (2004), ‘Comparativestudy of Ambient Air Quality aroundChadnrapur,’ International Jornal ofScientific Engineering and Techonology(ISSN-2277-1581) vol-3.

5. Roy, P., ‘Source apportionment ofambient PM 10, A case study from amining belt of Orisa’, Indian school ofmining, Dhanbad.

6. Maharashtra pollution control Board,Action plan for industrial clusterChandrapur, CEPI report nov 2015

7. Central pollution control Board.8. Central mine planning and design

institute limited Regional Institute-IV(EIA/EMP) Report.

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26




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gqvk gSA ;g ,d xfrghu fons’k uhfr u gksdjxfr’khy fons’k uhfr gSA tSls&tSls Hkkjr ds jk”Vªh;fgrksa esa vUrZjk”Vªh;rk ds vk/kkj ij ifjorZu vk;k]fons’k uhfr dk jk”Vªh; Lo:Ik Hkh cnyrk x;kA

Ikf.Mr usg: th us ,d LFkku ij dgkFkk] ßHkkjr dh fons’k uhfr fdlh ,d O;fDr dhvkdfLed izsj.kk dk ifj.kke ugh gS cfYd bldkfodkl LorU=rk ls iwoZ 'kuS% 'kuS% gqvk gSÞHkkjrh;ksa us jk”Vª dh fons’k uhfr Ikj viuk fu;a=.k1947 esa fczfV’k mifuos’kh 'kklu ls vktknhfeyus ds ckn gh izkIr fd;kA uo&LorU= Hkkjrfo’o ds ekeyksa esa ml le; dwn iM+k tc nksegk’kfDr;k¡ la;qDr jkT; vesfjdk vkSj lksfo;rla?k ds chp “khr ;q) dk okrkoj.k FkkA rFkkegk’kfDr;k¡ f}rh; fo’o ;q) esa foftr i{k dhvksj FkhaA rc vxLr 1947 esa LorU=rk ls igysgh flrEcj 1946 esa usg: th ds usrRo esa ,dvUrfje ljdkj fu;qDr dj nh x;h FkhA ;glR; gS fd LorU=rk izkfIr ds ckn gh Hkkjrviuh bPNkuqlkj fons’k uhfr dk fu/kkZj.k djusyxk ysfdu ;g le> ysuk fd fczfV’k dky esavUrZjk”Vªh; jktuhfr esa Hkkjr us dksbZ fgLlk ugha

fy;k ,d xyr nf”Vdks.k gksxkA oLrqr% Hkkjr dhfons’k uhfr ,d egRoiw.kZ ,sfrgkfld i"B/kkjk gSvkSj viuh fons’k uhfr ls lEcfU/kr okD;ksa esa iafMrusg: us dbZ ckj bl rF; dh vksj ladsr fd;k FkkA

LorU=rk izkfIr ds ckn Hkkjr dh fons’kuhfr LorU= nf”Vdks.k dh jgh gS fo’o 'kkfUr]x qVfuji s{krk] fu%’kL=hdj.k] lkEk z kT;okn]mifuos’kokn o uLyokn dk fojks/k vÝks ,f’k;kbZ,drk dk vkg~oku vkSj la;qDr jk”Vª ds fl)kUrksaesa vkLFkk Hkkjrh; fons’k uhfr dh uhao ds vk/kkjle>s tkrs gSaA

LorU=rk ds ckn xqVfujis{krk ,oa iap’khyHkkjrh; fons’k uhfr ds vk/kkj cus tks jk”Vªh;fgrksa Ikj vk/kkfjr FkhA blds vfrfjDr ;s jk”Vªh;vkUnksyu dh fopkj/kkjk ds gh izfrQy FksA Hkkjrdh fons’k uhfr dh loZizFke vfHkO;fDr usg:th us 7 flrEcj 1946 dks vius jsfM;ksa Hkk”k.kesa dh FkhA

xqVfujis{krk dk mn~ns'; dsoy fo’o’kkfUru Fkk cfYd Hkkjr dks 'kfDr’kkyh jk”Vª cukukFkkA usg: th us dksyEcks fo’ofo|ky; esaxqVfujis{krk dh uhfr ds lEcU/k es dgk ßfo’o'kkfUr dk vuqlj.k fdlh cM+h 'kfDr ;k xqV dslkFk layXu djds ugha vfirq fookn iw.kZ ekeyksaesa LorU= nf”Vdks.k viukuk] v/khu tkfr;ksa dksLorU= djokuk] O;fDrxr vkSj jk”Vªh; LorU=rkdks cuk;s j[kuk] iztkrh; HksnHkko dks nwj djuk]Hkw[k] chekjh vkSj fuj{kjrk dks nwj djuk tks fdlalkj ds vf/kdrj Hkkxksa dks izHkkfor djrh gSHkkjr dh fons’k uhfr ds eq[; vk/kkj gaSAÞ blizdkj Hkkjrh; xqVfujis{krk jk”Vªh; lqj{kk vkSjvUrZjk”Vªh; leL;kvksa ds funku ds fy;s fodflrdh x;h vfojy /kkjk gSA ftldk izeq[k mn~ns';gS ßjk”Vªh; LorU=rk dh lqj{kk ds fy;s lEizHkqrk]xqVfujis{k ns’kks a dh lqj{kk okâ; gLr{ksi ovkØe.k] jkT; ds okâ; rFkk vkUrfjd ekeyksaesa 'kfDr ds mi;ksx dks [kRe djus] xqVfujis{kuhfr dks LorU= laxBu ds :Ik esa laxfBr djuk

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,oa xqVfujis{k uhfr dks fo’oO;kih cukuk gSAmifuos’kokn] uo&mifuos’kokn tkfrokn dks [kRedjuk] jk”Vªh; LorU=rk vkUnksyu esas lg;ksx nsukvkSj fons’kh ncko rFkk fons’kh vf/kdkj dks [kRedjuk] lkFk gh lkezkT;oknh foLrkjokn ds nckods rjhdksa dks lekIr djuk ,oa jaxHksn dhlkezkT;oknh euksofRr dks lekIr djuk gSA

usg: th us ;gk¡ ftl fopkj/kkjk dh vksjladsr fd;k gS og jk”Vªh; vkUnksyu ds <k¡ps esafodflr gks x;h FkhA Hkkjrh; jk”Vªh; dkWxzsl usviuh LFkkiuk ds lkFk fons’kh ?kVukvksa ij fopkjdjuk 'kq: dj fn;k FkkA ;|fi vkjEHk esa ;g:fp dqN lhfer ?kVukvksa rd gh lhfer FkhijUrq /khjs&/khjs bldk {ks= c<+rk x;kA ;gk¡ rdfd ,d ,slk le; vk;k tc eqf'dy ls dksbZ,slh vUrZjk”Vªh; ?kVuk gksxh ftl ij dkaxzsl usvius fopkj O;Dr u fd;s gksaA LorU=rk izkfIrds le; rd fo’o ?kVukvksa ij ,d fuf'pr]Li”V Hkkjrh; nf”Vdks.k fodflr gks x;k Fkk vkSj;gh nf”Vdks.k Hkkjrh; fons’k uhfr dk vk/kkjcu x;kA bl Hkkjrh; nf”Vdks.k ds fodkl esausg: th us Lo;a vR;f/kd egRoiw.kZ HkwfedkfuHkkbZ fo’ks"k :Ik ls 1927 ls 1947 rd tksfd fodkl dk vfUre ,oa jpukRed dky FkkAjk”Vªh; vkUnksyu esa fo’o ?kVukvksa ds izfrnf”Vdks.k] fuEu fcUnqvksa ij dsfUær FkkA1- cM+h 'kfDr;ksa ds LokFkZiw.kZ eqn~nksa ls Hkkjro"kZ dks vyx jguk pkfg,A2- Hkkjr Hkwfe ls ckgj fczVsu }kjk Hkkjrh;lk/kuksa o flikfg;ksa ds mi;ksx dk fojks/k djukA3- izFke egk;q) esa mlus fczVsu dh enn blfy,dh Fkh fd Hkkjr dks Lo’kklu fn;k tk,A4- nwljs egk;q) esa mlus fczVsu dk fojks/k fd;kD;ksafd mls LorU=rk dk vk’oklu ugha feykA

usg: th xqVfujis{krk dks izkFkfedrk nsrsFks o Hkkjr dh vktknh dks nkao ij yxkus dsfy;s rS;kj ugh FksA fdlh lokZsPp 'kfDr dkfiNyXxw gksuk mUgs drbZ ilUn u FkkA mUgksus

dgk Fkk ßizR;sd leL;k ij loksZPp 'kfDr dkvuqlj.k djus ds fy;s vius dks ck/; djukLorU=rk laxzke ds vkn’kksaZ ds izfr izfr?kkr gksxkvkSj ,d LorU= ns’k ds :Ik esa Hkkjr ds lEekudks izHkkfor djsxkA ,d volj ij usg: us Lo;agh ;g iz'u fd;k ,d xqV eas 'kkfey gksus dkD;k vFkZ gS\ vkSj Lo;a gh bl iz'u dk mRrjfn;k bldk dsoy ,d gh vFkZ gks ldrk gS ,diz'u ij vius nf”Vdks.k dks NksM+ nks vkSj mliz'u ij nwljs ny ds nf”Vdks.k dks viukvksamldks izlUu djus ds fy;s vkSj mldh ÑikizkIr djus ds fy;s] bldk blds vfrfjDr vkSjdksbZ vFkZ ugh gSA

Hkkjr esa vesfjdk ds izfr Hkh fe=rk dhHkkouk Fkh ijUrq jk”Vªh; dkaxzsl ds usrk ;g lksprsFks fd nwljs egk;q) ds le; tc fczVsu vesfjdkdh lgk;rk ij py jgk Fkk rc vesfjdk Hkkjrdh Lora=rk o usrkvksa dh tsy fjgkbZ ds fy;sfczVsu ij ncko Mky ldrk Fkk tks mlus ughafd;k bu lHkh Hkkoukvksa dh vfHkO;fDr flrEcj1946 ds usg: izlkj.k ls gqbZA mUgksus ;g ?kks"k.kkHkh dh fd og vesfjdk vkSj fczVsu nksuksa ls ghfe=rk ds lEcU/k pkgrk gSA fczVsu ds vrhr dsla?k"kZ ds ckotwn Hkkjr Hkfo"; esa blds lkFkfe=rk ,oa lgHkkfxrk ds lEcU/k j[kuk pkgrk gSAmUgksus lksfo;r la?k dk Hkh vfHkoknu fd;k vkSjdgk fo’o ?kVukvksa dks Lo:Ik iznku djus esa cM+kmRrjf;Ro gS mUgksus dgk ,f’k;k esa lksfo;r la?kgekjk iM+kSlh gS gesa vusd lkekU; dk;Z djusgksaxs vkSj fey tqydj cgqr dqN djuk gksxkAmUgksus dgk fd blh rjg ds lEcU/k phu lsLFkkfir djus gSA Hkkjrh; jk”Vªh; dkaxzsl us lu1925 esa fczVsu }kjk phu ds fo:) Hkkjrh; lsukds iz;ksx dk fojks/k fd;k FkkA flrEcj 1946 dsHkk”k.k esa ikfdLrku ls lEcU/kksa dk dksbZ ftØugh Fkk D;ksafd rc rd ikfdLrku dk vfLrRogh ugha FkkA usg: Hkkjr dh v[k.Mrk esa fo’okldjrs FksA ijUrq ikfdLrku cu tkus ij mldh vksj




TM

fe=rk dk nf”Vdks.k viukus dk iwjk iz;Ru fd;kAPkhu vkSj frCcr ds izfr Hkkjr dh uhfr

fe=rkiw.kZ jghA Hkkjr us phu ds frCcrh {ks= dslkFk O;kikj ds fy;s le>kSrs ij gLrk{kj djdsfrCcr ij phu ds nkos dks eku fy;kA Hkkjr usphu ls fdlh Hkh izdkj dh viuh fj;klrksa dksizkIr fd;s fcuk frCcr esa vius vf/kdkjksa vkSjfo’ks"kkf/kdkjksa dks NksM+ fn;kA phu ds lkFk le>kSrsij gLrk{kj dj fn;s x;s ftlds dkj.k frCcr dsHkkX; ij LFkk;h :Ik ls phu dh eksgj yx x;hrHkh ls phu dh lSfud VqdfM+;k¡] Hkkjr] oekZ]ikfdLrku] vQxkfuLrku vkSj mlls tqMs+ Hkkxksa esarSukr gS tcfd Hkkjr us nf{k.k dh lhekvksa esa'krkCnh ls rSukr viuh Mkd] okf.kfT;d VsyhQksuvkSj rkj lsokvksa ds midj.kksa dks ogk¡ ls gVkfy;kA phu dks 'kkar djus ds fy;s usg: th us1954 esa pkÅ ,u ykbZ ds lkFk iap’khy le>kSrkfd;k tks izknsf’kd v[k.Mrk vkSj izHkqlRrk dsfy;s vkarfjd ekeyksa esa vgLr{ksi] vukØe.klekurk vkSj 'kkfUriw.kZ lgvfLrRo ds fl)kUrksaij vk/kkfjr Fkk bl izdkj ls fons’kksa ls lEcU/kLFkkfir djrs le; usg: th dks vusd ijs’kkfu;ksadk lkeuk djuk iM+k ftlesa dqN ns’kksa us ldkjkRed:[k viuk;k vkSj dqN us udkjkRed fdUrqvle; esa gh mudh eR;q gks tkus ds dkj.k ns’kus ,d ;ksX; vkSj izfrHkk’kkyh usrk dks [kks fn;kA

usg: th dh eR;q ds ckn Jh xqytkjhykyuUnk th Hkkjr ds iz/kkuea=h cus tks fd cgqr gh dele; rd dk;Zokgd iz/kkuea=h ds :Ik esa jgs rFkktks ns’k dks cgqr dqN nsuk pkgrs FksA ijUrq FkksMs+le; ckn gh uUnk th dks dqlhZ ls gVuk iM+kA 9twu 1964 dks Jh 'kkL=h th dks iz/kkuea=h inlaHkkyus dh ftEesnkjh nh x;hA 'kkL=h th ds dk;Zdkyesa Hkkjr&ikd ds chp ruko iqu% c<+ x;kA budsdk;Zdky esa 9 vizSy 1965 dks ikd us Hkkjr ijiqu% vkØe.k fd;kA blls iwoZ 28 fnlEcj 1963dks Jhuxj dh gtjr cky njxkg ls iSxEcj eqgEenlkgc dk ifo= cky pksjh gks x;k FkkA bl ?kVuk ls

ikd us Hkkjr fojks/kh vfHk;ku pyk;kAikfdLrku us dPN dh [kkM+h esa 3500

fdykehVj dk {ks= viuk gksus dk nkck izLrqrfd;k Fkk oSls Hkh ikd lhVks] lSUVks dk lnL; Fkkbl dkj.k ls ikd us vesfjdk] rqdhZ bZjku lslgk;rk izkIr dh vkSj Hkkjr ij vYikof/k esa ghvkØe.k fd;k bl nkSjku Jh 'kkL=h th us ukjkfn;k ßt; toku t; fdlkuÞ ftlls Hkkjrh;lsuk dk eukscy c<+ x;kA ;|fi vesfjdk] d'ehjfoHkktu ds ek/;e ls lek/kku fudkyuk pkgrkFkkA ysfdu ikd&Hkkjr nksuksa us gh bldk fojks/kfd;k ysfdu tc flrEcj 1965 esa ikfdLrku usd'ehj ij vkØe.k fd;k rc 'kkL=h th usfdlh e/;LFkrk dks Lohdkj ugh fd;k cfYd;q) dks ikfdLrku ds ân; LFky rd igq¡pkfn;kA 10 tuojh 1966 dks 'kkL=h th rk’kdUnle>kSrs ds fy;s x;s vkSj ogha Hkkjr dks viuknwljk gksugkj iz/kkuea=h [kksuk iM+kA 'kkL=h th dheR;q ds ckn Jhefr bfUnjk xka/kh Hkkjr dh iz/kkuea=hcuha mUgksus rk’kdUn le>kSrs dh pqukSfr;ksa dksLohdkj djrs gq;s dgk ßd'ehj Hkkjr dk vfHkUuvax gS vkSj tEew d'ehj ij Hkkjr dh izHkqlRrkds ckjs esa dksbZ ckr phr ugh gks ldrhA rk’kdUn?kks"k.kk dh lQyrk bl ckr esa gS fd os vius >xM+sr; djus ds fy;s ikd dk bLrseky u djds'kkfUriw.kZ rjhds viuk;saxsA ?kks"k.kk i= eas bl ckrdh Li”V :Ik ls fQj ls iqf”V dh x;h fd la;qDri= dh O;oLFkk ds vuqlkj vUrZjk”Vªh; >xMs+ r;djus esa lSU;cy dk bLrseky ugh fd;k tk;sxkArk’kdUn ?kks"k.kk esa Hkkjr vkSj ikfdLrku us vkilhla?k"kZ ls gVdj vius lEcU/kksa dks 'kkfUr eS=hvPNs iM+kSlhiu ij vk/kkfjr djus dk ekxZ pqukÞ

bl izdkj ge dg ldrs gSa fd Hkkjrh;fons’k uhfr dk fu/kkZj.k ,d lkFk gh ugh gks x;kcfYd ;g yEcs le; ls pyh vk jgh uhfr gSrFkk bldk fodkl /khjs&/khjs gqvk gSAlUnHk Z1- mik/;k; MkW0 vpZuk] Hkkjrh; fons’k uhfr




TM

vkSj vUrZjk”Vªh; lEcU/k] lat; izdk’ku]ubZ fnYyh] izFke laLdj.k 2003A

2- tokgj yky usg:] Hkkjr dh fons’k uhfrpqus gq;s Hkk”k.k] flrEcj 1946&vizSy1961 ¼ubZ fnYyh½ i"B&801

3- tokgj yky usg:] yksdlHkk fMcsV] ekpZ1950A

4- vIiknksjk; vkSj ,e-,l- jktu] Hkkjrh;fons’k uhfr vkSj lEcU/k ¼fnYyh 1985½Mk se s fLVd dV vkWQ Qk Wj su ikfylh1947&1972 ¼fnYyh 1981½

5- usg: nh csfld vkCtsfDVo vkWQ bf.M;kesa 14 vDVwcj 1949 esa fn;s dksyEcks;wfuoflZVh ds Hkk”k.k dk va’kA

6- feJk ds-ih- ,o ads-vkj- ukjk;.k] uku,ykbuesUV bu dUVsEiksjsjh b.Vjus’kuyfjys’kUl] ubZ fnYyh 1981 i"B&171A

7- tokgj yky usg:] Hkkjr dh fons’k uhfrpqus gq;s Hkk”k.k] flrEcj 1946&vizSy1961 ¼ubZ fnYyh½

8- tokgj yky usg:] Hkkjr dh fons’k uhfrpqus gq;s Hkk”k.k] flrEcj 1946&vizSy1961 ¼ubZ fnYyh½

9- dksyh lh-,e- izeq[k ns’kksa dh fons’k uhfr;k¡laLdj.k 2001 lkfgR; lkxjA

10- U;w;kdZ ¼VkbEl bUVSDl½ 1963 i"B&382,-ih-23] 9-1¼U;w;kdZ½ 1964A

11- bfUnjk xka/kh] 15 Qjojh 1966 dks yksdlHkk esa fn;s x;s oDrO; dk ,d va’kA

foHkktu dky esai’kqvksa dh ifjfLFkfr

BarkhaPh-D student

Department of Modern Indian Languages& Literary Studies Delhi University, Delhi.

==============***********===============15 vxLr 1947 dks Hkkjr ns’k vktkn

gqvkA ijUrq vktknh vius lkFk foHkktu Hkh ysdjvkbZA foHkktu ds dkj.k nks çeq[k leqnk; fgUnw rFkkeqfLye ds euq”; dks viuh vk/kkjHkwr vko’;drkvksadh pqukSfr;ksa dk lkeuk djuk FkkA cM+s&cM+s dkfQyksaesa feydj yksxksa us vius leqnk; ls lEcaf/kr ns’kksa esaiyk;u ‘kq: fd;kA foHkktu esa fgUnqvksa ds fgLlsfgUnqLrku vk;k eqlyekuksa ds fgLls ikfdLrkuA foHkktuds nLrkostksa esa fofHkUu bfrgkldkjksa us foHkktu dsjktuhfrd rFkk ,sfrgkfld fgLlksa dks Hkyh Hkkafrçnf’kZr djus dk ç;Ru fd;k gS lkFk gh foHkktu esaeuq”; ij dks gh viuk dsaæ fcanq j[kk x;kA foHkktuds le; lHkh euq”; vius lxs&lacaf/k;ksa dks <wa<usdk ç;kl djrs] ijUrq fojys gh dksbZ vius i’kqvksads [kks tkus dh fjiksVZ djokrkA foHkktu ds i’pkr~i’kqvksa dh fLFkfr mruh egRoiw.kZ ugha jg x;h FkhAi’kqvksa dks vuns[kk djus dk dkj.k ;g Hkh Fkk fdfoHkktu ds le; efgykvksa rFkk iq#”kks nksuksa ijfoHkktu ds le; vR;kpkj gq,A efgykvksa ds lkFkT;knrh gqbZ rFkk mudh fLFkfr lokZf/kd n;uh; jghAeuq”; dk thou i’kqvksa ds thou ls vf/kd egRoiw.kZjgk blhfy, euq”;ksa ij vf/kd /;ku fn;k x;kA blys[k }kjk ,sls tarqvksa dk o.kZu djus dk ç;Rufd;k x;k gS ftudks bfrgkldkjksa }kjk vuns[kkfd;k x;kA esjs v/;;u dk fo”k; ;gk¡ cSy] cdjh]eqxhZ]xk;] rksrk] dqÙkk tSls tarq gSA foHkktu ds le;

30




TM

dsoy euq”;ksa dk gh foHkktu ugha gqvk Fkk cfYddqN i’kqvksa dks Hkh vius ekfydks ds lkFk nqljsLFkkuksa esa LFkkUrj.k djuk iM+k FkkA lcdks Kkr gS dhfoHkktu ds le; yksxksa us dkfQyksa ds :i esaiyk;u fd;kA vius lkFk og viuh cSy xkM+h]cdfj;ka] eqfxZ;ka vkfn Hkh ys x;sA ijUrq bruh vf/kdnwjh r; djus ds fy, ekfydksa ds ikl Lo;a ds fy,i;kZIr Hkkstu ugha Fkk rks og vius tkuojksa dk isVfdl çdkj Hkjrs\ iyk;u dj jgs ‘kj.kkfFkZ;ksa dksjkLrs ls dqN [kjhnus dh btktr Hkh ugha FkhA nqljsleqnk; ds }kjk ywVs tkus ds dkj.k iyk;u dj jgsyksxksa ds ikl i;kZIr /ku miyC/k ugha FkkA ,sls esatkuojks ds lkFk fdl çdkj vR;kpkj gq, mldko.kZu ;gk¡ fd;k x;k gSA lkFk gh ;gk¡ Li”V djukvko’;d gS fd yksxksa ds eu esa dsoy nqljs leqnk;ds yksxksa ds çfr gh }s”k ugha Fkk cfYd fojks/kh ns’k lsvk;s i’kq ds çfr Hkh mruk gh }s”k FkkA foHkktu uslcds fny esa dsoy euq”;ksa ds fy, gh ugha cfYdtkuojksa ds çfr Hkh ?k.kk dh Hkkouk Hkj nh FkhA dqNdgkfu;ksa ds ek/;e ls gesa bu tarqvksa dh foHkktuds le; dh ifjfLFkfr;ksa dk o.kZu feyrk gS ftlds}kjk ge ml le; dh ifjfLFkfr;ksa dks le> ldrs gSA

foHkktu esa i’kqvks dh ifjfLFkfr;ksa dks n’kkZrhgqbZ çFke dgkuh gS lvknr glu eaVks dh dgkuhßfVVoky dk dqÙkkÞ tks foHkktu ds i’pkr~ dhekufldrk dks n’kkZrh gSA ;g dgkuh fVVoky lsvk;s dqÙks dh dgkuh gS ftldks fgUnqrkuh rFkkeqfLye flikfg;ksa }kjk ekj fn;k tkrk gSA tc rd;g Kkr ugha gksrk fd dqÙkk ikfdLrkuh gS ;kfgUnqLrkuh rc rd dqÙks ds lkFk I;kj ls O;ogkjfd;k tkrk gS] mls fcLdqV f[kyk;k tkrk gSA ijUrqtSls gh ;g irk pyrk gS fd og dqÙkk ikfdLrkuhljgn ls vk jgk gS mls cksMZj ikj djus ls igys ghekj fn;k tkrk gSA fgUnqLrkuh flikfg;ksa dks ;gdrbZ cnkZLr ugha fd dksbZ Hkh ikfdLrkuh] pkgs ogeuq”; gks ;k tkuoj mudh lhek esa ços’k djsA

,d fnu gjuke flag dks >kM+h esa ,d dqÙkkfeyrk gS ftldks og vius lkFk ys vkrs gS rFkk

I;kj ls mldk uke ^piM+ >qu>qu* j[krs gSA ‘kq: esateknkj gjuke flag us mldh ryk’kh }kjk tkuus dkç;Ru fd;k x;k fd dgh og dqÙkk ikfdLrkuh rksughaA pkjks rjQ ‘kd dk ekgkSy Fkk og fdlhikfdLrkuh dks [kkuk ugha f[kykuk pkgrs FksA carkflag etkd esa dgrk gS gqtqj ;g ß’kj.kkFkhZ gScspkjkÞA ,d toku us vius cqV ls ,sM+h jxM+rs gq,dgrk gS] ßvc dqÙkksa dks Hkh ;k rks ikfdLrkuh gksukiM+sxk ;k fgUnqLrkuhAÞ¼328½ ikfdLrku ds yksxksa dsçfr ?k.kk mlds ‘kCnksa esa Li”V fn[kkbZ ns jgh FkhA

lHkh dks yxrk Fkk fd ;g ‘kj.kkFkhZ dqÙkk gSrFkk jkLrk HkVd x;k gSA lHkh ds fny esa ‘kj.kkFkhZdqÙks ds fy, çse dh Hkkouk Fkh ijUrq ;g çse dhHkou vf/kd fnuksa rd ugha jghA dqN fnuksa cknc’khj dks dqÙks ds xys esa ,d xÙks dk VqdM+k fijks;kgqvk fn[kk ftl ij fy[kk Fkk ßpij >qu>qu---- ;gfgUnqLrkuh dqÙkk gSAÞ ¼330½ blls ml dqÙks dsikfdLrkuh gksus dk ‘kd lgh gks tkrk gSA dqÙks dksidM+ dj tksj ls >Vd fn;k tkrk gSA dqÙkk rdyhQesa pkÅ pkÅ* djus yxkA dqN le; ckn tc dqÙkkokil fganqLrku dh rjQ u, lUns’k ds lkFk c<+ jgkFkkA rks nwj ls gh gjuke flag us mls Mjkus ds fy,xksyh pykuk ‘kq: dj fn;kA igyk fu’kkuk pqdtkrk gSA dqÙkk lgedj #d tkrk gSA dqÙks dh Vkaxij xksyh yxus ds dkj.k ,d Vkax csdkj gks tkrh gSAteknkj flag fu’kkuk rku dj xksyh pykrk gS]ftlls og dqÙkk ogh <sj gks tkrk gSA lwcsnkjfgEer [kka vQlksl djrk gS rFkk dgrk gS ßp----p--p--! ‘kghn gks x;k cspkjkAÞ¼333½

,slh gh foHkktu ds çHkko dks i’kqvksa ijn’kkZrh gqbZ ,d dgkuh gS eqgEen nkmn cyksp }kjkfyf[kr ßnks cSyÞ ¼oÛen½ ¼flU/kh dgkuh½ ;gdgkuh nks cSyksa dh dgkuh gSA cSyksa ds ekfyd ,dle>kSrs }kjk vkil esa cSy vnyk&cnyh dj ysrsgSA dFkkokpd ds ikl [ksr tksrus ds fy, cgqretcwr rFkk LoLFk cSyksa dk tksM+k gS] ftuds uke gSvkcjks rFkk lkcjksA ,d lHkk esa dFkkokpd [ks#íhuiatkch ls O;kikj dh ckr djrs gq, vius cSyksa dh




TM

vnyk&cnyh dk lkSnk r; djrk gSA dFkkokpdds cSy [ks#íhu ds cSyksa ls vf/kd csgrj Fks ijUrqmuds cnys cSyksa ds lkFk ,d cUnj Hkh fn;k tk jgkFkkA [ks#íhu Hkh cgqr [kq’k Fkk fd mls cgqr vPNscSy çkIr gq, gSA dFkkokpd vius cSyksa rFkk ,dcUnj dks ysdj ?kj vk x;k rFkk cSyksa dks [ksr esa ysx;kA ‘kq: esa] cSyksa us esgur dh rFkk [ksr esa gytksrkA ijUrq FkksM+s fnuksa ckn tc dFkkokpd us cSyksadks funsZ’k fn;k fd feVVh ds vanj [kkapk cuk;sijUrq cSyksa us ;g flU/kh ‘kCn dHkh ugha lqus Fks rFkkog mUgsa fu;f=r ugha dj ik jgk FkkA og my>kgqvk Fkk rFkk mls yx jgk Fkk mlds lkFk /kks[kk fd;kx;k gSA mlds etcwr cSyksa ds cnys mls cgjs cSyns fn, x;s gSA bl nkSjku] ,d vkSj fnu mlus cSyksads lkFk fcrk;kA mldh ckr u le> ikus ds dkj.kmlus cSyksa dks ekjk/fiVkbZ dh rFkk QVdkjkA ?kqLls esamlus cSyksa rFkk cUnj dks [ks#íhu dks okil ykSVkusdk fu.kZ; fd;kA mlus vk/kk jkLrk gh r; fd;kgksrk gS fd mls [ks#íhu iatkch mlds ikl mldscSyksa dks ykrs gq, fn[kkbZ nsrk gSA [ks#íhu dgrk gSfd mlds cSy mldh Hkk”kk ugh le> ik jgs gSblhfy, mlus dgk ß—i;k esjs cSy eq>s okil ykSVknhft;s rFkk vius cSy okil ys yhft;sÞ ¼147½

dFkkokpd cUnj rFkk cSy mldks okilykSVk nsrk gS rFkk okil vius cSyksa dks vius lkFkfy, [ksr dh rjQ c<+rk gSA okil vkrs gq, dFkkokpd dh utj vius cSyksa dh ihB ij iM+rh gSftlij cqjh rjg ihVus ds fu’kku Fks rFkk ;g ns[kdj mldh vk¡[kksa esa vkalw Hkj tkrs gSA ;g tks ?kfVrgqvk mlds lkFk mls nq[kh dj nsrk gSA ßvxj flQZ,d Hkk”kk u le> ikus ds dkj.k ,slk nSR; O;ogkjfd;k x;k gS rks vYykg] gh turk gS fd euq”; dslkFk dSlk O;ogkj fd;k x;k gksxkAÞ ¼147½

foHkktu ds dkj.k tkuojksa ij Hkh cqjk çHkkoiM+k FkkA ;g dgkuh gesa crkrh gS fd fdl çdkjcstku tkuojksa ij vR;kpkj gqvkA foHkktu dhjs[kkvksa us tkuojksa ij Hkh çHkko MkykA foHkktu dsdkj.k gh dFkkokpd rFkk [ks#íhu nksuksa ds u, cSy

vius u, ekfydksa dh Hkk”kk le> ikus esa vleFkZFksA nksuksa dks gh u, ekfydksa }kjk ekj >syuh iM+hAvius cSyksa ij fiVkbZ dk fu’kku ns[kdj dFkkokpdnq[kh gksrk gSA og mudk nnZ le> ikrk gSA ;g lcns[kdj foHkktu dh vnyk&cnyh dh dkj.k gqvkAvxj tkuojksa ds lkFk ,slk vekuoh; O;ogkj fd;ktkrk gS rks balkuksa ds lkFk dSlk O;ogkj gksrk gksxkAeu esa ;g ç’ku fy;s dFkkokpd O;Fkk esa gSA

ogh ,d vkSj dgkuh gS ¼iSjsV bu nk dst½eqYd jkt vkuan }kjk fyf[kr ßfiatjs esa rksrkÞ ¼iSjsVbu nk dst½ tks ;g n’kkZrh gS dh foHkktu ds le;rksrk Hkh viuh ekyfdu ds lkFk fganqLrku vk tkrkgSA ekyfdu ds ikl Lo;a ds fy, i;kZIr Hkkstuugha gS og pkj iSls dekus ds fy, ?kj&?kj dkedjrh gS rFkk jkst bl mEehn esa ljdkjh v‚fQlj dsn¶rj ds ckgj pDdj yxkrh gS dh mls dqN iSlsfey tk;s ftlls og vius cq<+kis esa bLrseky djldsA dgkuh ds ,d –’; esa og rksrk ?kcjk tkrkgS tc mldh ekyfdu csgks’k gks tkrh gS mls yxrkgS dh og ej x;h gS blfy, ijs’kku gksdj viuhekyfdu ls iwNrk gS ßuh #deuh] rw fdRFks gS] rwdh djuh gS\Þ foHkktu esa mlds lkFk dsoy ,dgh lkFk Fkk mldk rksrkA og rksrk Hkh viuhekyfdu dh rjg ‘kj.kkFkhZ gSA og Hkh foHkktu dhijs’kkfu;ksa dks >syrk gS mls Hkh Hkw[kk jguk iM+rk gSAog nksuksa ,d nwljs ds lkFkh gSA muds ikl [kkus dsfy, dqN ugha gSA tks ihM+k mldh ekyfdu lgrhgS ogh ihM+k rksrk Hkh lg jgk gksrk gSA

bu dgkfu;ksa ls ;g Li”V gS dh foHkktudk çHkko lHkh ij lkeku :i ls iM+k FkkA foHkktuds dkj.k dsoy euq”;ksa ds lkFk gh ugha cfydtkuojksa ds lkFk Hkh vR;kpkj gq,A dgha tkuojksa dksihVk x;k rFkk dgha tkuojksa dks xksyh ekj nh x;hAfoHkktu us euq”; tkfr ds eu dks ?k‘.kk ls Hkjfn;k FkkA ,slh cgqr ls vudgh dgkfu;k¡ gksxhtks bfrgkl ds xHkZ esa Nqih gksaxhA tks ifjfLFk;k¡foHkktu ds dkj.k euq”;ksa us lgh mlh çdkj dhifjfLFkfr;ka tkuojksa }kjk Hkh >syh x;hA




TM

vius&vius fiatjsvkRedFkk dh leh{kk

MkW- cGhjke laHkkth HkqDrjsLukrdksRrj fgUnh foHkkxk/;{k ,oa ‘kks/kfuns’kd]

Hkk”kk ,oa lkfgR; la’kks/ku dsæ]egkjk”Vª mn;fxjh egkfo|ky;] mnxhj

ftYgk&ykrqj] egkjk”Vª

==============***********===============vkRedFkk fgUnh x| lkfgR; dh Lora=

vkSj egÙoiw.kZ fo|k gSA fgUnh x| ds {ks= esa dFkk]miU;kl] ukVd] dgkuh] leh{kk vkfn dk ftrukfodkl gqvk gS] mldh vis{kk x| dh fo/kkvksa esajs[kkfp=] laLej.k] Mk;jh] ;k=koÙk vkSj vkRedFkkij de gh lkfgR; miyC/k gksrk gSA

v k RedF k k v ax z s t h d s AUTO-BIOGRAPHY ¼vk WVk sck;k sx z kQh½ dk fgUnh:ikUrj.k gSA ;gk¡ Auto dk vFkZ ¼vkRek½ vkSjBiography ¼thouh½ gSA bl çdkj ls vkRedFkkdk vFkZ gqvk&lEcU/k O;fDr }kjk vius thoudh dgkuh Lo;a fy[kh tkukA ;g Hkh dg ldrsgSa fd ßLoÞ ds thou ij Lojfpr dFkk ghvkRedFkk gksrh gSA

bl çdkj ^vkRedFkk* ‘kCn dk vFkZ gqvkviuh futh ppkZ vFkok Lodh; okrkZA vkRedFkk*esa ys[kd dk eq[; mís’; viuh thouh dFkkdk o.kZu djuk jgrk gSA ftlesa dFkk dk çeq[kik= Lo;a ys[kd gksrk gSA

vkRedFkk esa ys[kd Lo;a dks gh çLrqrdjrk gSA vkRedFkk ds ek/;e ls ys[kd viuslq[k&nq%[k] xq.k&nks”k lc dqN ikBd ds lkeusj[krk gSA ,slh gh ^vkRedFkk* ^vius&vius fiatjs*tks fd eksgunkl uSfe’kjk; th }kjk fgUnh esa fy[kh

xbZ gSA vkRedFkk nks Hkkxksa esa foHkkftr gSAvkRedFkk dk çFke Hkkx lu~ 1995 esa nwljkHkkx&2000 esa çdkf’kr gqvk gSA vkRedFkk esays[kd us cpiu ls ysdj ;qok gksus rd ds lQjesa tks vufxur ?kVuk,¡ vkSj nq?kZVuk,¡ muds lkFk?kfVr gqbZa] mu lHkh dk ekfeZd fp=.k mUgksausvkRedFkk esa çLrqr fd;k gSA

vius&vius ihatjs eksgunkl useh'kjk;Onkjk fyf[kr 1995 eas izdkf'kr nfyr vkRedFkkgSA ;g vkRedFkk nks Hkkxksa esa fpf=r gSA ;g ,d,sls laosnu'khy O;fDr dh vkRedFkk gS ftldktUe mRrj izns'k dh misf{kr pekj nfyr tkfresa gqvk gS] izfrdwy ifjfLFkrh;ksa esa ftlus viuhi<kbZ iwjh dhA ,d izfrc/nrk ds rgr izkIrukSdjh dks NksMdj ftlus iw.kZ:i ls nfyr lektds mUufr gsrq] mu ij gksus okys vU;k;ksa dks Lojnsus gsrq] mUgs laxfBr dj lkekftd U;k; fnykusgsrq thoui;Zr dk;Zjr jgus dk ladYi fd;kA

eksgunjkl usfe'kjk; fganh ds ys[kd rFkki=dkj gSA nfyr tkfr esa tUe ysus ds ckn f'k{kk lsysdj O;olk; rd mUgsa fdruk la?k"kZ djuk iMk gSAfdl izdkj viekfur gksuk iMrk gS] bldk cMkrh[kk fp=.k vkius viuh vkRedFkk ^vius&viusfitajs* esa O;Dr fd;k gSA bl ns'k ds vf/kdka'k yksxviuh&viuh tkfr ;k o.kZ ds fiatjs esa can gSaA oseuq"; dh vksj euq"; dh nf"V ls ugha ns[krs vifrqmldh tkfr ;k o.kZ ds :i esa gh mldh igpkudjk ysrs gSA fdlh fof'k"V tkfr esa tUe ysus dsdkj.k O;fDr ^NksVk* dSls gks tkrk gS] ;g u le>esa vkusokyh ckr gSA gtkjksa o"kksZ ls ;kruk Hkksxrs buyksxksa ds thou dks utfnd ls tku ysus ds ckn ghgekjh /kj.kk,W fuf'pr gh cny tk,xhA

;gkW vkt Hkh O;fDr dh igpku mldsdeZ ls gksus ds ctk; mlds tkfr ls dh tkrhgSA vk/kqfud dky esa tkfr dk fiatjs bruk etcqrcuk gS fd 'kgjksa esa nfyrksa dh cfLr;kW vyx&FkyxgSA dsoy cfLRk;kW gh ugha muds 'e'kku Hkh vyxvyx cuk, tk jgs gSA gekjs ns'k esa tkfr dks ysdj

31




TM

yksxksa dh ekufldrk esa ifjorZu ugha gqvk gSAys[kd dk tUe esjB ‘kgj esa gqvk gSA

esjB ‘kgj Hkkjrh; ‘kgjksa esa pfpZr ‘kgj esa vkjEHkgqbZ FkhA blh ‘kgj us ckck lkgc vEcsMdj dksHkh ns[kk Fkk] lquk Hkh FkkA blh ‘kgj us ckcwtxthou jke] ih-ch- ekS;Z] ia- tokgjyky usg:dks Hkh ns[kk vkSj lqukA ‘kkguokt [kk¡ Hkh blh‘kgj ds Fks] tks usrkth lqHkk”k cksl dh vktknfgUn QkSt ds tujy FksA jk”Vªifr ds ikfjokfjdgdhe Hkh blh ‘kgj ds FksA blh ‘kgj esa ,d‘kk;j cwe Hkh Fkk tks eap ij dfork&’kk;jh deftLe ds vkj&ikj dh xkfy;k¡ vf/kd lqukrkFkkA ftldk fp=.k vkRedFkk esa uSfe’kjk; th usçLrqr fd;k gS] nsf[k;s& ß?kklokfy;ksa ds thoudh =klnh dks ysdj ^cwe* us pekjhuke Hkh fy[kkFkkA pekjhuke fy[kk t:j Fkk ij mues algkuqHkwfro’k vkSj gennhZ ds crkSj ugha fy[kkued&fepZ yxkdj cspus ds fy,A

ßJksrkx.k mldh dfork&pV[kkjs ys&ysdjlqurs FksA mldh dforkvksa esa pekjksa dk migklgksrk FkkA nwljs ets ysrs Fks] Lo;a nfyr dq<+rs FksAÞ

blh çdkj ls esjB ‘kgj esa fQjaxh vk,]ejkBs o eqxy Hkh vk,A ysfdu gj vkØe.kdkjhus ‘kgj dh tkfr;ksa dks fc[ksjk FkkA tkfr ds vk/kkjij gh cfLr;k¡ cukbZ xbZ FkhaA gj vkus okysgeykojksa us cLrh ds pIis&pIis ij tkfrxrukeksa ds fu’kku NksM+s FksA ,sls gh tkfrxr HksnHkkoksadks uSfe’kjk; th us vkRedFkk esa Hkh fpf=rfd;k gS nsf[k,& ßdqN cfLr;k¡] ckM+ksa vkSj ikM+ksads uke ls tkuh xbZ&tÙkhokM+k] ikSM+hokM+k] tVokM+k]NhihokM+k] [kVhdokM+k] BBsjokM+k] cfu;kokM+kvkfn&vkfnA xfy;ksa ij Hkh dgha&dgha oSlh ghNki jghA uhy dh xyh] esjs ‘kgj ds Hkhrj cusiqy rFkk iqfy;ksa ij Hkh tkfr;ksa dh igpku Fkh]yksnokyksa ds iqy] lSuh iqy] dlkbZ;ksa dh iqfy;k¡]/khojksa dk iqy-------------A blls vyx csxe iqy]Hkqfe;k dk iqy rFkk [kwuh iqy Hkh FkkA ‘kgj esaxsV] cq<+kuk xsV vkSj njokts Hkh FksA pekj xsV]

fnYyh xsV] dEcksg xsV vkSj ljk; Hkh] tSls cuhljk;] gj tkfr vk S j gj ox Z d s yk sxviuh&viuh igpku esa fleVs gq,A ‘kgj /kM+drkFkk] ij vyx&vyx Loj esaA cfLr;k¡ fFkjdrha]ukprh FkhaA vyx&vyx cksfy;ksa esa mu lclsfeydj cuk ;g ‘kgjAÞ ,slh tkfroknh O;oLFkk esa vkRedFkkdkjdk tUe gqvk FkkA ysfdu tUe ds dqN fnuksa ckngh ek¡ dk Hkh nsgkUr gks x;k FkkA ek¡ ds bl rjgls nqfu;k¡ NksM+dj pys tkus dh bl osnuk dks;kn djrs gq, ys[kd fy[krs gSa&ßek¡ dh eR;qdk vglkl eq>s ml le; dgk¡ Fkk Hkyk\ gksrkHkh dSls\ tehu ij f?klVus okyk f’k’kq Fkk] rceSa ihNs jg x;k Fkk] Bw¡B&lk cki] fcuk Vguh&iÙkksadk ,slk nj[r ftlds lhus esa dksiysa ugha f[kyrha];w¡ esjs HkkbZ Hkh Fks vkSj cfgusa Hkh ij I;kj ls vf/kddgha mlesa lgkuqHkwfr FkhA cLrh esa dqN vkSjrsaeq>s fcu ek¡ dk cPpk dgdj iqdkjrh&nqykjrhFkhAÞ ;gk¡ ij vkRedFkkdkj us viuh ek¡ ds çfrvkSj ek¡ ds fcuk tks cpiu jgk gS mlds çfr ,dnq%[kn ihM+k dks O;Dr fd;k gSA

vkRedFkk ^vius&vius fiatjs* esa ys[kdus êsjB* ‘kgj dh fLFkfr ds ckjs esa fy[kk gSA ;g‘kgj nks Hkkxksa esa c¡Vk gqvk FkkA vk/kk Nkouh] vk/kk‘kgj Nkouh esa B.Mh lM+dA ‘kgj esa lkbfdysaT;knkrj FkhaA LdwVj vkSj eksVj&dkj cgqr de FksAyksx T;knkrj iSny gh vf/kd pyrs FksA ‘kgj esadqN fjD’ks] rk¡xs Hkh FksA efUnj&efLtn fcukfxursa dsA ‘kgjksa esa eqlyekuksa dh la[;k T;knkFkhA uSfe’kjk; th us ftl HkkSxksfyd okrkoj.k esaviuk cpiu fcrk;k mldk fp=.k gesa ;gk¡ ijn s[ku s dk s feyrk g S& ß’kgj e s a o Slhutkdr&uQklr u FkhA gk¡ dLckbZ jkSud vo’;Fkh] ij eq>s bl ‘kgj esa dHkh dqN fo’ks”k u yxkA‘kgj ds Hkhrj oSlh xM~<+ksa okyh lM+dsa FkhaA txg&txgdwM+s ds Å¡ps&Å¡ps igkM+ ljh[ks <sj FksA mu ijrsuflag] fgysjh dh rjg ,ojsLV fot; djus dhlud esa lwvj viuh&viuh FkwFkuh ls dwM+s ds <+sjksa




TM

dks fc[ksjrs gq, ykSV vkrsA utnhd gh xUns ukys esaeD[kh] ePNjksa ds lkFk chekfj;k¡ vkSj mlh ifjos’k lsf?kjh feBkbZ dh nqdkusa] ftu ij rsyh dh rjgfpDdV diM+ksa esa fHku&fHkukrh efD[k;k¡ mM+krs FkqyFkqyscnu lEHkkys gyokbZA nqdkuksa ds uhps nw/k ds >wBsdqYgM+ksa ij yM+rs&>xM+rs ixyk, dqÙksAÞ blls rks;gh Li”V gksrk gS fd lekt esa O;fDr ds thou esalkekftd] ‘kS{kf.kd vkSj vkfFkZd] jktuSfrdifjfLFkfr;ksa dh Hkwfedk rks gksrh gh gS] ysfdu O;fDrds fodkl vkSj mlds LokLF; fuekZ.k esa HkkSxksfydifjfLFkfr;k¡ Hkh viuk ;ksxnku djrh gSaA

lekt esa nfyrksa dh D;k fLFkfr FkhA mudsvkl&ikl dk HkkSxksfyd okrkoj.k dSlk gS] mldhigpku D;k gS\ ;s lkjh fLFkfr;k¡ gesa vkRedFkk esays[kd us fn[kkus dk ç;kl fd;k gS&ß’kgj dkHkwxksy cny jgk FkkA ij bfrgkl oSlk gh FkkA ladjhxfy;ksa esa /k¡ls dPps edkuksa ij laLÑfr dh Nki FkhA‘kgj esa vufxur cfLr;k¡ Fkha] ftuesa lqcgtysch&dpkSM+h cukbZ tkrhA ‘kke dks ckyqlkbZvkSj bejrhA ij gekjh cfLr;k¡ uaxh vkSj likVgksrha] xU/kghu ij vthc lh nqxZU/k ifjos’k esaQSyh gksrhA ?kj&?kj esa peM+k Hkjk gksrk] vk¡xu esapeM+s ds xhys VqdM+s lw[kus ds fy, iM+s gksrsA,slh cfLr;ksa ds vkl&ikl gok pyrh rks eglwlgksrk ;gh dgha pekjokM+k gSAÞ

‘kgj esa tkfrokn dk ,slk çHkko Fkk fdlekt esa dksbZ Hkh /keZ ;k tkfr dk O;fDr gks nfyrksadks viekfur djus esa dksbZ dlj ugha NksM+rk FkkAmudks çrkfM+r ,oa viekfur djus okyh ,slh ghfLFkfr dk cM+k gh ekfeZd fp=.k ys[kd us Hkh çLrqrfd;k gS& ßge yEcs le; ls vieku lgrs vk,Fks] ij xqugxkj u Fks geA ge gkjs gq, yksx Fks] ftUgsavk;kZsa us thrdj gkf’k;s ij Mky fn;k FkkA gekjsikl vaxzstksa ds }kjk fn, x, rexs] esMy] iqjLdkj uFksA gekjs ikl Fkk flQZ dM+ok vrhr vkSj t[ehvuqHkoA eu vkSj ‘kjhj ij pksV iM+rh rks os ght[e gjs gks tkrsA lfn;ksa ls xfnZ’kksa esa jgrs&jgrsge vius bfrgkl ls dV x, FksA viuh laLÑfr

Hkwy x, FksA gekjs gfFk;kj cksFkjs gks x,A igys gemtM+s fQj cfLr;k¡] ckn esa laLÑfrAÞ

Hkkjrh; lekt O;oLFkk ij czkã.kokn dhfopkj/kkjk dk Hkh xgjk çHkko ns[kus dks feyrk gSAgekjs ns’k esa fdl rjg ls ekuo&lekt tkfr;ksa esac¡/kk gqvk FkkA ,d tkfr ls nwljh tkfr ls fdl rjguhpk ekuk tkrk gSA tkfr dh bl O;oLFkk dksnfyr leqnk; dk oxZ fdl rjg ls <ks jgk gS]bldk thrk&tkxrk fp=.k uSfe’kjk; th usvkRedFkk esa fpf=r fd;k gS nsf[k,&ßxk¡o&xk¡oFkk ogk¡ ‘kgj tSlk dqN Hkh u FkkA u iDdhlM+dsa] u iDds edkuA NksVs&NksVs dPps ?kj Fks]ij tkfr;ksa dh iDdh js[kkvksa esa foHkkftr FksA eSacgqr tYnh gh xk¡o ds Hkwxksy ds lkFk tkfr;ksadh cukoV dks le> x;k FkkA ek¡ us dbZ ckjcryk;k FkkA mÙkj dh vksj ckeuksa ds ?kj Fks]muds ihNs xqTtj] fQj mudk dq¡vk] nwljh rjQdk;LFk muds lkFk gh cfu;ksa ds nks&pkj ?kjAÞ

,slk gh fp=.k gedks vkRedFkk esa /kkfeZdLFkyksa ij Hkh ns[kus dks feyrk gS&ß’kgj dh vU;cfLr;ksa ls Hkh gekjh tkr ds yksx vk, FksA mUgsa <w¡<usesa T;knk ijs’kkuh ugha gqbZA xaxk ds ?kkV ij gekjhtkr ds rEcw&Msjs vyx yxsA ,d NksVk pekjokM+kogk¡ Hkh mHkj vk;k FkkA ge ls vyx tkVksa] ckeuksa]Bkdqjksa ds [kses FksA esys esa vk, gj ;k=h dks nsj&lcsjirk py gh tkrk Fkk fd mldh tkr ds yksx fdlfn’kk esa gSa\ tkfr;ksa ds bu [kseksa esa tSls&tSls yksxfleV jgs Fks] jsr ij rEcw&Msjksa dh drkjksa esa Hkhc<+ksÙkjh gks jgh FkhAÞ blls rks ;gh Li”V gksrk gS fdgekjh Hkkjrh; o.kZ&O;oLFkk tks gS ftlesa pkgsxk¡o gks ;k ‘kgj] eB gks ;k efUnj] dksbZ Hkh /kkfeZdLFky D;ksa u gks gj txg ij nfyrksa dks mudhtkfr ds dkj.k gh viekfur gksuk iM+k FkkA

lekt esa nfyrksa dh tks fLFkfr Fkh mldsihNs mudh vKkurk] vU/kfo’oklh gksuk Hkh dqNgn rd ftEesnkj FkkA lekt esa tc rd vU/kfo’okl]vKkurk] #f<+;k¡] /kkfeZd vU/kfo’okl [kRe ughagksuk] rc rd ,d LoLFk lekt dk fuekZ.k lEHko




TM

ugha gksxkA ,sls gh vU/kfo’okl ,oa vKkurk dkfp=.k uSfe’kjk; th us Hkh fd;k gS] nsf[k,&ßihjds ihj] [kM+s gks ek¡] pkph] cqvk dgrha] ns[k ihjcknlk¡ Egkjs cPps [kSjlYykgÞ okil ykSVus pkb;SAmuds Loj esa vf/kdkj] Hkko gksrk FkkA ckj&ckjmuds vkxs vius&vius flj uokrha lq[k&nq%[kds gj iy] gj {k.k esa mu nsoh&nsorkvksa dks;kn djuk gh iM+rk FkkA gekjs nsoh&nsork lk>sFksA muesa dqN nsoh&nsork fgUnqvksa ds FksA dqNeqlyekuksa ds rFkk dqN gekjs viusA

lekt dk ;s oxZ lfn;ksa ls vkfFkZd vHkkodh ftUnxh rks clj djrk vk;k gh gS ysfdu mldslkFk&lkFk mls ges’kk jksVh] diM+k vkSj edku dhleL;kvksa ls Hkh ges’kk ijs’kku gksuk iM+kA but:jrksa dks iwjk djus ds fy, mls ges’kk ls ghla?k”kZ djuk iM+k gSA ,slh gh xjhch] ykpkjh vkSjcsclh dh ekj ls ys[kd dk ifjokj Hkh vNwrkugha FkkA nsf[k,&ßgekjs ?kjksa esa ugkus dh dksbZtxg u FkhA ?kj dPps Fks vkSj tehu HkhA tjk&lkikuh isM+ dh feÍh Qwy mBrh FkhA rkbZ ek¡ i[kkusdh xyh esa ugkrh FkhA u uy Fkk vkSj u fctyhAia[ksa] dwyj rks lius esa Hkh u ns[ks FksA uy ls<ks&<ksdj ikuh ykuk iM+rk FkkA ,d&,d ckYVhikuh ds fy, vthc ekjkekjh gksrh FkhAdHkh&dHkh rks ikuh ;q) fNM+ tkrk FkkAÞ bl çlax ls rks ;gh Li”V gksrk gS fd xUnhcLrh vkSj vHkkoksa Hkjk thou dk nfyrksa ds lkFkvVwV fj’rk gSA ,slk gh ,d vkSj çlax uSfe’kjk;th us vkfFkZd vHkko ds lkFk&lkFk isV dh vkxcq>kus ds ladV dks Hkh cM+s gh ekfeZdrk ds lkFkfpf=r fd;k gS&ß’kknh&C;kg ds fnuksa esa gekjspsgjs [kq’kh ls pedus yxrs FksA ;g lkspdj fdHkjisV [kkus dks feysxkA ge ml fnu dh dbZ&dbZg¶rksa ls çrh{kk fd;k djrs FksA eSa ek¡ ls ckj&ckjiwNrk Fkk fd Qykus ds ?kj ij C;kg dc gS]f<ekds ds ;gk¡ dc-----------------AÞ

blls rks ;gh Li”V gksrk gS fd lekt dknfyr O;fDr fdl rjg ls vkfFkZd :i ls rks

fiNM+k Fkk gh ysfdu og isV dh vkx cq>kus dhlqfo/kkvksa ls Hkh oafpr FkkA mis{kk] vieku vkSjvLi’;rk dk f’kdkj ;s oxZ fdl rjg ls viuhisV dh Hkw[k feVkus dks foo’k vkSj ykpkj fn[kkbZnsrk gSA vkRedFkk ^vius&vius fiatjs* ds ek/;els ys[kd us tkfrokn ds dkj.k lekt esa nfyrksadh tks fLFkfr jgh gS] mldk cM+k gh ekfeZdfp=.k çLrqr fd;k gSA tkfr uked bl na’k dhihM+k ls ys[kd vkSj mlds tkfr ds yksxksa dksdne&dne ij viekfur gksuk iM+k FkkA ysfdubu lHkh ifjfLFkfr;ksa ls uSfe’kjk; th la?k”kZ djrsgq, vkxs c<+rs gSa vkSj lekt esa viuh ,d ubZigpku cukrs gSa tks fd lekt ds yksxksa ds fy,çsj.kk dk dk;Z djrh gSAlUnHkZ xzUFk lwph%&1. fgUnh dk vkRedFkkRed lkfgR; ¼MkW- gfjoa’kjk;

cPpu] fo”.kq çHkkdj] ik.Ms; cSpsu ‘kekZ] mxz*jktsUæ ;kno vkSj verk çhre ds fo’ks”klUnHkZ esa½&MkW- vkuUn flUny

2. vius&vius fiatjs ¼Hkkx&1½] eksgunkluSfe’kjk;] ok.kh çdk’ku] 21&, nfj;kxat]ubZ fnYyh&110002( çFke laLdj.k2000] i“B la[;k&10

3. ogh] i“B la[;k&124. ogh] i“B la[;k&135. ogh] i“B la[;k&106. ogh] i“B la[;k&127. ogh] i“B la[;k&188. ogh] i“B la[;k&269. ogh] i“B la[;k&6510. ogh] i“B la[;k&1911. ogh] i“B la[;k&4212. ogh] i“B la[;k&106




TM

Hkkjrh; vFkZO;oLFkk esa Js.khlaxBuksa dk lekt ,oajktuhfr ij izHkko%&

MkW0 nhis’k ckcwbfrgkl foHkkx]

fouksok Hkkos fo’ofo|ky;] gtkjhckx

==============***********===============Js.kh laxBu dk mn; izkphu Hkkjrh;

bfrgkl dh ,d foLe;dkjh ?kVuk gSA Hkkjr dsvkfFkZd mRFkku vkSj lef) esa bldk egRoiw.kZ;ksxnku rks jgk gh gSA lkFk&lkFk lekt rFkkjktuhfr ij blus tcjnLr izHkko MkykA ;s Js.khlaxBu /khjs&/khjs cM+h ‘kfDr”kkyh gks x;hA ns[krsgh ns[krs blus lkekftd thou esa viuk LorU=vkfLrRo cuk fy;kA mudk dk;Z dsoy vkfFkZdO;oLFkk rd gh lhfer ugha FkkA ;s lkaLdfrdvkSj lkeftd dk;Z Hkh djrh FkhA ftl dkj.kjktuhfr esa gLr{ksi djuk LokHkkfod FkkA bldkj.k Hkkjr ds lkekftd rFkk jktuhfr {ks= esaegRoiw.kZ ;ksxnku jgk gSA Js.kh laxBu viusfØ;kdykiksa ds }kjk lekt ij /khjs&/khjs idM+cukuk ‘kq: fd;kA mlus blh Øe esa c<+rs gq,egktuh ¼cSafdax fctusl½ dh ‘kq:vkr dhAdkSfVY; us o‘fr la?kks dh mifuf/k ¼fu{ksi fMiksftV½dk mYys[k fd;k gSA1 tSlk fd tkudkjh feyrhgS fd ofr la?kks dh Lok;rrk vkSj lÙkk ftruhgh okLrfod Fkh] mruh gh fof/k lEer HkhA osjktdh; ‘kkldks dk ,d izcy vkyL; Fks vkSjdqN lkoZtfud dk;Z Hkh djrs FksA bu ckrksa lsgesa ,slh /kkj.k gksrh gS fd jk"Vªh; vFkZO;oLFkk dsfØ;k&dyki esa bl ofr la/k izFkk dk /khjs&/khjsfodkl foLrkj vkSj n<+hdj.k gksrk x;k] blesa

dqN {ks=h; varj vk,] ;g rks LokHkkfod gh gSafuxeksa ds iz”kklfud dk;Zdyki esa eq[; gkFk‘kfDr'kkyh la?kks vkSj f”kYih la?kks dk jgrk FkkA2

oS”kkyh esa feys mifjof.kZr JsfTB fuxe] dqfydfuxe] JsfTB dqfyd fuxEk vkSj JsfTB lFkZokndqfyd fuxe ys[k ;qDr eqækNkiksa ds vk/kkj ijMh0 vkj0 HkaMkjdj vkfn dk fopkkj gS fd dqNuxj tks JsfTB dqfyd }kjk ¼Lora= :Ik ls½ ‘kkflrFks vkSj iz'kklu JsfTB rFkk lkFkZokn feydj pykrsFksA3 vkj0 lh0 etqenkj ds erkuqlkj dqN uxjksaesa pkSFkh ‘krkCnh esa dsoy JsfTB] lkFkZokn ,oadqfyd gh jgrs] mlh izdkj ftl izdkj izkXekS;Zdky esa c<+b;ksa] yksgkjksa vfn ds iFkd xzke FksA4

ds0 ds0 yiY;ky us etqenkj ds bl er lsblfy, vlgefr trkbZ gS fd mi;qDr eqæk,¡dsoy oS”kkyh ls gh feyh gSa tcfd ehjk lsdsoy ,d gh eqæk Nki izkIr gqvk gSA dqN eqækNkiksa esa fuxe rFkk vekR; nksuksa dh eqæk,¡ vafdrgSA dqN esa fuxe rFkk tuin dh vksj dqN esafuxe vkSj naMuk;d dhA ;s eqækNkis5 Js.kh ,oaljdkj ds chp O;kolkf;d ysu&nsu n'kkZrs gSAijUrq gekjs fopkj ls ;g ys[k bl ckr dk ladsrnsrs gS fd Js.kh laxBu dqekjkekR;] naMuk;dvkfn ds lkFk iz”kklu dk dk;Z ns[krs gSA fo'kk[knÙkds eqæk jk{kl ukVd ls gesa irk pyrk gS fdJsfTB pUnu nkl dks ,d jkT; dk lHkh uxjksa dkizeq[k vf/kdkjh fu;qDr fd;k x;k FkkA6 OklqnsofgaMh ls gesa ;g Hkh Kkr gksrk gS fd Js.kh izeq[kdks uSfrdrk ;kuh pfjd vkpj.k ds ekeyksa esagLr{ksi djus dk vf/kdkj FkkA7 ‘kd lkrokgudky esa gh dqN Jsf.k;k¡ U;k;ky; ds :Ik esa Hkhdk;Z djus yxh FkhaA ;kKiYoU; dk eksVs rkSj ijleFkZu djrs gq, dkR;k;u8] o`gLifr9] rFkkukjn10 us Jsf.k;ksa ds U;kf;d dk;ksZ ,oa mÙkjnkf;Roksadk fooj.k izLrqr djus ds lkFk&lkFk U;k;ky;ksads ojh;rk Øe esa vkfFkZd laxBuksa dh dksfV;ksadk Hkh mYys[k fd;k gSA ogLifr ds vuqlkjQkStnkjh ds ekeyksa dks NksM+dj vU; lHkh izdkj

32




TM

ds elyksa dk fuLrkj.k djus dk vf/kdkj Øe'k%lEcfU/k;ksa rFkk ifjokjtuksa] f'kfYi;ksa dh Jsf.k;ksa],d lkFk jgus okys la?kks rFkk jktk }kjk fu;qDrU;kf;d vf/kdkfj;ksa dks FkkA11 eqæk jk{kl ukVdls gesa Kkr gksrk gS fd of.k;ksa ds izeq[k pUnunkl uked JsfTB dks U;kf;d vf/kdkj Hkh fn;sx, FksA12 ‘kqæd ds ePNdfVd ukVd esa HkhU;k;ky; ds vf/kdkfj;ksa esa JsfTB dks ‘kfeyfd;k x;k gSA13

lUnHkZ lwph%&¼1½ f'koLo:Ik lgk;] izkphu Hkkjr dk lkekftd

,oa vkfFkZd bfrgkl] fnYyh i0& 480A¼2½ ,u balkbDyksihfM;k vkWQ lks'ky lkbalst]

okY;we 7] i0217A¼3½ oh0 ih etqenkj] fxYM~l bu vyhaehfMoy

ukFkZ bf.M;k] ,l0 ds0 ljLorh deseksjs'kuokY;we] i0&48&53A

¼4½ fxYM~l bu ,f”k;V bafM;k] i0&140A¼5½ /kekZf}R; ds ‘kklu dky dk Qjhniqj

vfHkys[k] ls0 bZ0] 1 i0&354A¼6½ ys[ki)fr] i0&1A¼7½ ,0 bZ] 11 i0&42A¼8½ ts0 lh0 tSu] iwoks}r] i0&20A¼9½ c”glafgrk] 34@19 ij VhdkA¼10½ O;ogkj dkaM] 1 i0&40A¼11½ ogh] i0&12A¼12½dFkkdks”k izdj.k bVksMD'ku] i0&117A¼13½ ;kno] iwoksZf}r] i0&42A

ukjh vfLerk j{kk gsrq oSfndfparu dk fo’ys”k.k

¼lanHkZ%rqylhdr jkepfjrekul½

MkW- vuhrk tSuXokfy;j] e/; izns’k

==============***********===============oSfnd&lkfgR; ls ysdj Lefr&;qxhu lkfgR;

,oa ikSjkf.kd&lkfgR; ls ysdj jkek;.k&egkHkkjr&dkyhu lkfgR; rd lHkh esa L=h&tkfr ij ,d lsc<+dj ,d laxhu&pkfjf=d&vkjksi yxk, x, gSaftls dksbZ Hkh U;k;&’kkL= mfpr ugha Bgjk ldrkAL=h&tkfr ds ,d lkoZHkkSe nks”k dks ysdj izk;%lHkh /keZ&’kkL= ,d&er fn[kkbZ nsrs gSaA og nks”k gSa&L=h&tkfr dk ‘kkjhfjd&vkd”kZ.kA mldk lqUnj&lqdksey ‘kjhj tks izdfr&iznÙk gS vkSj mlesa L=h&tkfrdk viuk dqN Hkh vonku ugha gSA ;g lc tkursgq, Hkh /keZpk;ksZa dk ekuuk gS fd ßL=h] iq#”k dsykSfdd ,oa ikjykSfdd nksuksa gh tUeksa dks ukjdh;cuk nsrh gSA og ,slh ek;kfouh gS fd lEidZ esavkrs gh l{ke ls l{ke iq#”k dks vius dke&ik’keas ,sls tdM+ ysrh gS fd og thouHkj mllseqDr ugha gks ikrkA vr% iq#”k&oxZ dks pkfg,fd og L=h ls lnSo lukru&’k=q tSlh nwjh cukdj pys vkSj dHkh Hkh mlds lkfu/; eas vkusvFkok mls viukus dk ;Ru u djsAÞ

ukjh esa bruk vkd”kZ.k gS fd og viuslkfu/; esa fo|eku iq#”k dks vklkuh ls viuh vksjvkdf”kZr dj ysrh gSA mlds :i&lkSan;Z dh tkyesa ,d ckj Q¡l tkus ds i’pkr~ cM+k ls cM+k_f”k&eqfu] riLoh&la;klh] ;gk¡ rd fd Lo;a lz”VkHkh mlls vius dks cpk ugha ikrkA fo’okfe=]

33




TM

nqokZlk] lkSHkfj] ukjn ,oa uknd.khZ blds Toyarizek.k gSaA blhfy, L=h esa vusd nq%[k&nks”k fn[kkdjmldh vksj ls viuh vklfDr gVkus vkSj fpÙk&o‘frdks fu;af=r dj bZ’oj&HkfDr esa yxkus gsrq ‘kkL=ksa esaukjh&fuUnk dks izeq[krk nh xbZ gSA ukjh ujd dh[kku gS] vfXu dh Hkk¡fr lc dqN tykdj [kkddjus okyh gS] lfiZ.kh gS] fo”k ls Hkh vf/kd ?kkrdgS] Nqjk&/kkj ls Hkh rh{.k gS] lk{kkr flguhvFkok dkyh&ukfxu ls Hkh fo”kSyh gS] bl rjgds u tkus fdrus fo’ks”k.k&mlds izfr iq#”k dsân; esa Hk; ,oa fojfDr mRiUu djus ds fy, ghdfYir fd, x, gSaA fu”d”kZ :i esa L=h ds izfrHkksX;&Hkko dk uk’k gks vkSj iq#”k&oxZ bllsHk;Hkhr gksdj iw.kZ:is.k mlls foeq[k jgus yxsblhfy, ;s lkjh dVq ckrsa dgh xbZ gSaA osnksa esa HkhL=h dks HksfM+, ds leku Hk;kud dg dj mllsfe=rk djus ls euk fd;k x;k gS%&

ßu oS L=S.kkfu l[;kfu lfUr]lkyk odk.kka ân;kU;srkAAÞ1

vkSj Hkh& ßv/k% i’; eksifj] lUrjka ikndkS gjAek rs d’kIydkS n’kUra] L=h fg czãk foHkwfoFkAAÞ2

&^gs lk/oh ukjh! rqe lnSo uhps ns[kk djks]Åij dh vksj ughaA nksuksa iSjksa dks ijLij feyk, j[kksA¼Vk¡xksa dks QSykdj er j[kks½ oL= bl izdkj iguksftlls rqEgkjs gksB rFkk dfV ds uhps ds Hkkxksa ijfdlh dh nf”V u iM+sA* blls fl) gksrk gS fdL=h dks lnSo flj ij iYyw Mkys jguk pkfg,ftlls ml ij fdlh dh cqjh nf”V u iM+sA

êuLefr* esa Hkh dgk x;k gS fd&ßlalkj esaiq#”kksa dks fodkj&xzLr dj nsuk fL=;ksa dk LoHkko gSblhfy, cqf)eku&iq#”k ukfj;ksa dh vksj ls dHkhvlko/kku ugha jgrsA iq#”k pkgs ew[kZ gks] pkgs fo}ku;fn og dke&Øks/kkfn ds o’khHkwr gS rks fL=;k¡ mlsvuk;kl gh dqekxZ&xkeh cuk ldrh gSaA vr% iq#”kdks pkfg, fd og ekrk] cfgu ;k iq=h ds lkFk Hkh,dkUr esa u jgs D;ksafd bfUæ;ksa dk lewg brukcyoku gS fd fo}ku ds fpÙk dks Hkh nwf”kr djviuh vksj [khap ysrk gS%&

ßLoHkko ,”k ukjh.kka ujk.kkfeg nw”k.ke~Avrks vFkkZUu izekn;fUr izenklq foif’pr~%AA

vfo}kaleya yksds fo}kalefi ok iqu%Aizenkg~;qRiFka usrqa dke&Øks/k o’kkuqxe~AA

ek=k] Lolzk] nqfg=k ok u fooDrkluks Hkosr~AcyokfufUæ;xzkeksa fo}kalefi d”kZfrAAÞ3

Jhen~Hkkxor iqjk.k Hkh bldk leFkZu djrkgSA egf”kZ osn&O;kl th dgrs gSa fd êgkiq#”kksa dhlsok eqfDr dk vkSj fL=;ksa dk lax ujd dk }kj gSA*

ßegr~ lsoka }kjekgqfoZeqDrsl~Areks}kja ;ksf”krka lafx&laxe~AAÞ4

1 - _Xosn&10@15@152 - _Xosn&8@43@293 - eu qLe `fr&v/;k; 02] ‘yk sd&213]

214] 2154 - ^Jhen~ Hkxor~ iqjk.k*&osn&O;kl 5@5@2

^czãoSorZ&iqjk.k esa Jh ukjn th dk Hkh ;ghekuuk gSA mUgksaus L=h dks lkjs v’kqHk&Hkkoksa dk dsUæfu#fir djrs gq, firkeg&czãk th ls dgk gS] gsfirkeg! ml ij Hkjkslk Hkyk dSls fd;k tk ldrkgS\ bl ew=&iqjh”k ,oa eSy ds dksBkj esa iq#”k dhØhM+k ,oa vkuUn ij Hkyk dkSu vk’p;Z ugha djsxk\L=h ds lkFk laHkksx esa rst dk uk’k gksrk gS] fnu esackr djus ls ;’k dk uk’k vkSj vf/kd vklfDr ls‘kjhj dk gh uk’k gks tkrk gSA gs czãu~! fL=;ksa dklax djus ls ikS#”k dk uk’k] dyg ls eku dk uk’kvkSj fo’okl djus ls loZuk’k gks tkrk gSA blhfy,bl /keZ xzaFk esa Hkh fL=;ksa ds lkfu/; dks leLr nq%[kksadk dkj.k ekuk x;k gS&

^;=ses nks”k fuc dk’’LFkka r= firkegAdk ØhM+k] fda lq[ka iqalks] fo.ew=ey os’efuAArst% iz.k”Vks laHkksxs] fnokyk;s ;’k% {k;%A/ku{k;ks’fr izhrkS pkR;k lDrkS oiq% {k;%AAlkfgR;s ikSg”ka u”Va] dygs eku&uk’kue~A

loZuk’kLp fo’okls] czãUukjh”kq fda lq[keAA1

egkjkt euq us L=h dks lnSo fdlh u fdlhifjtu dh ns[k&js[k eas jgus dh lh[k nh gSA mudkekuuk gS fd L=h dks dHkh Lora= ugha jguk pkfg,A




TM

mls /ku ds laxzg ,oa O;; dk] ?kj dh lQkbZ dk]Hkkstu cukus dk] vkSj ?kj dh lHkh oLrqvksa dhns[k&js[k dk nkf;Ro lkSai nsuk pkfg,A ,slk djusls og bruk O;Lr gks tkrh gS fd ?kj ls ckgjdHkh iSj Hkh ugha j[k ikrhA

ßvFkZL; laxzgs pSuka O;;s pSo fu;kst;srA‘kkSps /kesZ’”UuiDrka p ikf.;káL;S ;kstusAAÞ2

Lora= gksdj jgus okyh fL=;k¡ izk;% vkpj.kHkz”V gks tk;k djrh gSaA os u rks iq#”k ds :i dkvkSj u mldh vk;q dk gh fopkj djrh gSa] bUgsarks dsoy iq#”k ds iq#”k gksus ls iz;kstu gSA ;ghdkj.k gS fd fdlh Hkh iq#”k dk lkFk feyrs ghog Hkksx dks izLrqr gks tkrh gSA

ßuSrk :ia ijh{kUrs uklka o;fl lafLFkfr%Alq:ia ok fo:ia ok iqekfuR;so HkqatrsAAÞ3

1 - ^czã&oSorZ&iqjk.k*&osn O;kl] ‘yksd2 - euqLe`fr&v/;k; 09] ‘yksd&11] i“B

&3353- ogha] v/;k; 09] ‘yksd&14] i”B&336

blhfy, euq egkjkt us bu ij vkthouizfrca/k yxkrs gq, ;gk¡ rd dg fn;k gS fd L=h dksokY;dky esa firk] ;qokoLFkk esa ifr ,oa c)koLFkkesa iq= ds laj{k.k esa gh jguk Js;Ldj gS D;ksafd ogdHkh Hkh Lora= jgus ;ksX; ugha gSA

ßfirk j{kfr dkSekjs] HkrkZ j{kfr ;kSousAj{kfUr LFkfojs iq=k% u L=h LokrU«;egZfrAAÞ1

fgUnw&/keZ’kkL=ksa esa ukjh&fuUnk ds brusvf/kd lanHkZ mfYyf[kr gSa ftudk ;fn la{ksi esa HkhizLrqrhdj.k djuk pkgs rks Hkh ,d y?kq ‘kks/k&vkys[kesa mUgsa lesV ikuk dSls Hkh laHko ugha gSA vr% mudklkadsfrd izLrqrhdj.k djrs gq, vkys[k ds eq[;O;k[;s;&fo”k; jkepfjr&ekul esa mfYyf[krukjh&fuUnk ds lanHkZ&foe’kZ gh izLrqr gSaA

;|fi rqylhnkl th ß;= uk;ZLrq iwT;Urs]jeUrs r= nsorkÞ tSlh Lefr& ;qxhu fopkj&ijEijkds leFkZd Fks r|fi mUgksaus /keZ’kkL=ksa esa dh xbZukjh&fuUnk ds ikys esa gh vius vkidks [kM+k fd;kgSA jkepfjr ekul esa ukjh fuUnk dk lcls igyk

lanHkZ ml le; ns[kus dks feyrk gS tc Jhjkeds jktfryd dh lkt&lTtkvksa dks ns[kdjfp<+h gqbZ eaFkjk viuh Lokfeuh dSds;h ds ikligq¡ph vkSj ukfxu&tSlh QqQqdkj NksM+rh gqbZfrydksRlo #dokus gsrq vusd’k% dqpØ jpukizkjaHk fd;kA igys rks dSds;h us mldh ckrksa dksgYds esa fy;k fdUrq ckn esa tc mls fo’okl gksx;k fd og okLro esa vk;kstu dk fo/oal djusij rqyh gS rc mlus mldh vkSdkr fn[kkrs gq,QVdkjuk izkjaHk fd;k vkSj dgk%&

ßiqfu vl dcgw¡ dgfl ?kj QksjhArks /kfj thHk d<+kom¡ rksjhAA

dkus] [kksjs] dwcjs] dqfVy dqpkyh tkuAfr; fo’ksf”k iqfu psfj dfg]Hkjr ekrq eqlqdkfuAAÞ2

&cl vc pqi gks tkvks ?kj&QksM+h dghadhA ;fn fQj dHkh ,slh ckr eq¡g ls fudkyh rks rsjhthHk idM+dj fudyok yw¡xhaA Bhd gh dgk x;k gSfd dkus] y¡xMs+ vkSj dwcM+s dqfVy ,oa dqpkyhgksrs gaSA muesa Hkh L=h vkSj fL=;ksa esa Hkh [kkldjnkfl;ksa dh rks iwNuk gh D;k\ ,slk dgrh gqbZHkjr th dh ek¡ dSds;h eqLdjk mBh fdUrq ckn esatc eaFkjk dh ckrksa esa vkdj dSds;h us Hkjr dsfy, v;ks/;k dk jkT;1 - euqLefr&v/;k; 09] ‘yksd&03] i“B

&3342 - jkepfjr&ekul] v;ks/;k dk.M] nksgk

Øekad&14] i`“B&318vkSj jke ds fy, pkSng o”kZ ds ouokl dk

ojnku izkIr dj fy;k] blds ckn gh v;ks/;kokfl;kasdh izfrfØ;k,¡ lkeus vk;haA os lc dg jgs Fks fdbl ikfiu dSds;h dks D;k lw> iM+k fd Hkjs&iwjsjktegy dh [kqf’k;k¡ blus tykdj [kkd dj nhAlquus esa rks ;gh vkrk Fkk fd Jhjke bl nq”Vk dsfy, Hkjr ls Hkh vf/kd fiz; Fks rks fQj mUgksaus ,slkD;k dj fn;k fd ftlds dkj.k blus bl rjg dhdqfVyrk dks vatke fn;k gSA ßdfo;ksa us lR; ghdgk gS fd L=h dk LoHkko gj rjg le> ls ijs]




TM

vFkkg vkSj Hksn&Hkjk gksrk gSA viuh ijNkghHkys gh idM+ esa vk tk, ij gs HkkbZA fL=;ksa dhxfr dnkfi ugha tkuh tk ldrhAÞ

ßlR; dgfga dfo ukfj lqHkkÅAlc fof/k vxe vxk/k nqjkÅAAfut izfrfcEc c#dq xfg tkbZAtkfu u tkb ukfj xfr HkkbZAAÞ1

lhrk ,oa y{e.k ds lkFk Jhjke ds ou pystkus vkSj muds fo;ksx esa egkjkt n’kjFk dsLoxZ&fl/kkj tkus ij Hkjr ,oa ‘k=q/ku dks ufugkyls okil cqyk;k x;kA v;ks/;k okil vkdj lclsigys nksuksa HkkbZ ekrk dSds;h ds Hkou eas igq¡ps vkSjtc dSds;h }kjk mUgsa crk;k x;k fd jke] y{e.k,oa lhrk pkSng o”kZ ds fy, ou dks vkSj firkegkjkt LoxZ&fl/kkj x, gSa] Hkjr iy Hkj dsfy, psruk ‘kwU; gks x,A mUgsa ,slk yxk tSls idsgq, muds ?kko ij fdlh us vaxkj Nqok fn;k gksA/kS;Z&/kkj.k dj yEch lk¡l ysrs gq, mUgksaus dgk&ßvjs ikfiu! rwus leLr dqy dk loZuk’k dj fn;kAvjh dqefr! tc rqEgkjs ân; esa ;g cqjk fopkjmRiUu gqvk rks ân; ds VqdM+s&VqdM+s ugha gq,\ojnku ek¡xrs gq, rsjs eu esa ihM+k ugha gqbZ\ rsjh thHkxy dj fxj ugha xbZ\ rsjs eq¡g esa dhM+s ugha iM+ x,\egkjkt us rsjk fo’okl dSls dj fy;k\ tku iM+rkgS ejus ds le; fo/kkrk us mudh cqf) gj yh FkhAfL=;ksa ds ân; dh xfr dks tc fo/kkrk Hkh ugha tkulds fd og lEiw.kZ diV] iki vkSj voxq.kksa dh[kku gS rks egkjkt rks lh/ks] lq’khy vkSj /keZ&ijk;.kFksA os Hkyk] L=h LoHkko dks dSls tku ikrs\ ———— rq>s jke Hkh ‘k=q yxs tks txr ds lEiw.kZ izkf.k;ksadks izk.kksa ls Hkh fiz; Fks\ rw gS dkSu\ eq>s lp&lpcrk\ vFkok rwa tks Hkh gS] vius eq¡g esa dkfy[kiksr dj esjh vk¡[kksa dh vksV esa tk cSBA1 - v;ks/;k dk.M] i“B&344

ßlqfu lqfB lgesm jkt dqek#Aikds Nr tuq ykx v¡xk#AAoj ek¡xr eu Hkb ufga ihjkAxfj u thg eq¡g ijsm u dhjkAA

Hkwi izrhfr rksfj fdfe dhUghaAeju dky fof/k efr gfj yhUghaAAfcf/kgq u ukfj ân; xfr tkuhAldy diV v?k voxqu [kkuhAAtks gfl lks gfl eq¡g efl ykbZAvk¡[k vksV mfB cSBfg tkbZAAÞ1

ukjh&fuUnk dk ,d vU; lanHkZ nsf[k,A‘kcjh m)kj ds i’pkr~ iEikiqj tkrs le; Jhjke usml ou ds NksM+ dj tc nwljs ou esa izos’k fd;k]ml ou ds lkSUn;Z ,oa mlesa LoPNUn&fcgkj djusokys eknkvksa lfgr i’kq&if{k;ksa dh vR;Ur lq[khtksfM+;ksa dks ns[kdj fcjg&nq[k ls nqf[kr mUgksausvuqt dks lEcksf/kr dj dgk& gs y{e.k! tjk blou ds lkSUn;Z dks rks ns[kksA viuh&viuh eknkvksads lkFk vkufUnr i’kq&i{kh ekuksa esjh fuUnk dj jgsgSaA gesa ns[kdj tc fgj.kksa ds >q.M Hkkxus yxrs gSarc fgjfu;k¡ muls dgrh gSa&rqe rks vkuUn djksArqEgsa buls Mjus dk dksbZ dkj.k ugha gSA ;s rks lksusdk fgj.k [kkstus vk, gSaA gkFkh gfFkfu;ksa dks lkFkfy, ,sls tku iM+rs gSa tSls gesa crk jgs gksa fdL=h dks dHkh Hkh vdsyh ugha NksM+uk pkfg,D;ksafd L=h dks pkgs ân; esa gh D;ksa u j[kk tk;ijUrq ;qorh&L=h] ‘kkL= vkSj jktk dHkh Hkhfdlh ,d ds gksdj ugha jgrsA

ßlax ykb dfjuh dfj ysghAekugq eksfga fl[kkou nsghaAAjkf[k; ukfj tnfi mj ekghaA

tqorh] ‘kkL=] uifr cl ukghaAAÞ2

&lhrk gj.k ds i’pkr~ fojgoar Jhjke dksns[kdj ,dckj ukjn th vR;Ur O;fFkr gq,A mUgsayxk fd gekjs gh vfHk’kki ds dkj.k izHkq Jhjke dh;g nqnZ’kk gSA ,slk lksp dj og muds ikl igq¡psvkSj cksys&gs izHkq! esjh ,d ‘kadk dk lek/kku djsatks eq>s vkt Hkh dHkh&dHkh ijs’kku dj nsrh gSAtc eSaus ‘khyfuf/k jktk dh iq=h ls fookg djukpkgrk Fkk] vkius eq>s D;ksa ugha djus fn;kA mlesagekjh ;k vkidh D;k {kfr gksus okyh Fkh ftldsdkj.k vkius mls jksd fn;k FkkA eq>s viuk HkDr




TM

tkudj di;k foLrkj ls crkus dh dik djsaA HkDrukjn dh gkfnZd bPNk dk vuqeku dj Jhjke usmuls dgk& ßgs eqfu! dke] Øks/k] yksHk vkSjvgadkj ;s pkjksa vKku :ih jktk ds lsuk uk;dgSaA buesa Hkh L=h lokZf/kd nq%[knkf;uh gSAÞ3

1 - v;ks/;k dk.M] i“B&433] 4342 - vj.; dk.M] i“B&613] 6143 - dke] Øks/k] yksHkkfn] en] izcy eksg ds

/kkfjA fru eg¡ vfr nk#u nq[kn ek;k:ih ukjhA ogha] i“B&613osn&iqjk.k ,oa lar yksxksa dk Hkh dguk gS

fd L=h ti] ri] fu;e :ih tyk’k;ksa dks lq[kkMkyus okyh xzh”ke _rq gSA dke] Øks/k] en] eRlj:ih es<+dksa dks vkuUn iznku djus okyh o”kkZ _rqgSA og nqOkkZluk :ih dqeqn&lewg dks [kq’k djusokyh ‘kjn _rq gSA /keZ :ih dey ouksa dks tykdj[kkd dj nsus okyh gseUr _rq gSA eerk :ihtcklk ds lewg dks gjk&Hkjk j[kus okyh f’kf’kj_rq gSA blhfy, _f”k&eqfu;ksa dk ekuuk gS fd;qorh&L=h voxq.kksa dh ewy] ihM+k nsus okyh vkSjgj& izdkj ds nq%[kksa dh [kkfu gSA ;gh lc lkspdjeSaus rq>dks fookg djus ls jksd fn;k FkkAßvoxqu&ewy] ‘kwy&izn] izenk lc nq[k [kkfuArkrs dhUg fuokju] eqfu eSa ;g ft; tkfuAAÞ1

tSlk fd vki lHkh euqLefr* esa ukjh Lora=rkij yxs izfrcU/kksa ls igys gh ifjfpr gks pqds gSablfy, ^jkepfjr ekul* esa rqylh us ukjh&Lora=rkds fo”k; D;k dgk gS\ og ukjh&Lora=rk dsi{k/kj Fks ;k ugha\ blls Hkh vkidks ifjfpr djkukesjk nkf;Ro curk gSA blfy, yhft,] izLrqrgS&ukjh Lora=rk ds fo”k; esa rqylh dk ;gdFku ftls ew”kyk/kkj c‘f”V esa [ksrksa dh esMs+a rksM+dj pkgs ft/kj cgus okys ty&Lokra«; ds n“VkUr:i esa izLrqr fd;k x;k gS&

ßije cf”V pfy QwfV fd;kjhAftfe lqra= gksb fcxjfg ukjhAAÞ2

&vFkkZr~ ftl rjg vf/kd cf”V gksus ijD;kfj;ksa dh esM+s VwVus ds dkj.k ty Lora= gksdj

pkgs ft/kj cgusy yxrk gS vkSj vkl&ikl dh[ksrh dks cjckn dj nsrk gS mlh izdkj L=h Lora=gksdj Lo;a rks fcxM+ gh tkrh gS] ek;ds vkSjllqjky nksuksa gh ifjokjksa dh izfr”Bk dks Hkhcjckn dj Mkyrh gSA

ukjh&Lokra«;&fojks/kh ,d vkSj lanHkZ izLrqrgS ftls O;kt&Lrqfr&tU; m)j.k Hkh dgk tkldrk gSA lhrk dks ikfr&ozr&/keZ dk mins’knsrh gqbZ lrh vuqlw;k us ûkjh&Lora=rk* ijvR;Ur f’k”V ‘kCnkoyh esa ,d dBksj izgkj fd;kgSA ;|fi fL=;k¡ bls ifr ds izfr viuh mnkjrk ,oadÙkZO;&fu”Bk ekudj vius vki dks xkSjokfUorekurh vk;ha gSaA m)j.k bl izdkj gS&1 - vj.; dk.M] nksgk &44] i“B&6212 - fdf”dU/kk dk.M&o”kk Z_rq o.kZu] i`“B

&640ßc) jksx&cl tM+ /ku&ghukAva/k] cf/kj] Øks/kh vfr&nhukA,slsgq ifr dj fd, viekukAukfj iko te iqj nq[k ukukAAÞ

&vFkkZr~ ifr Hkys gh c)] jksxh] ew[kZ]fu/kZu] va/kk] cgjk] Øks/kh vFkok vR;Ur vlgk; ghD;ksa u gks iRuh dks mldk ifjR;kx ugha djukpkfg,A ,sls Hkh ifr dk vieku djus ds dkj.k L=hdks te&iqj esa Hkk¡fr&Hkk¡fr dh ;kruk,¡ HkksxuhiM+rh gSaA /;krO; gS fd mDr nks”kksa okys ifr dkifjR;kx djus dk vf/kdkj rks L=h dks lkearoknh&;qxesa Hkh izkIr FkkA vkt Hkh L=h ds ekSfyd&vf/kdkjksaesa mls ;g lqfo/kk izkIr gSA ;fn mldk ifr mldstkxfrd ,oa ‘kkjhfjd lq[k&lqfo/kk,¡ iznku djusesa gj izdkj ls v{ke gS rks L=h viuh bPNkuqlkjmlls lEcU/k&foPNsn dj ldrh gS vkSj fdlhnwljs iq#”k ds lkFk fcuk&fgpd oSokfgd&lEcU/kLFkkfir djus gsrq Lora= gSA

ukjh&fuUnk ls lEcfU/kr ,d vfUre lanHkZizLrqr djuk pkgw¡xk ftls lhrk dks llEeku okildjus gsrq ifr dks ijke’kZ nsus okyh eanksnjh ls mldsifr jko.k us dgk& ßdfo;ksa us lR; gh dgk gS fd




TM

L=h ds ân; esa vkB&voxq.k lkgl] >wB] papyrk]Ny] Hk;] vKku] vifo=rk vkSj funZ;rk lnSofo|eku jgrs gSaA blhfy, mls detksj ls detksj‘k=q Hkh cyoku tku iM+rk gSA eq>s rks viuh bliRuh eanksnjh ij Hkh g¡lh vkrh gS tks ;g tkurh gqbZHkh fd mlds ifr ds leku f=yksd esa dksbZcyoku] vFkok egku&;ks)k ugha gS fQj Hkh ognks riLoh jktdqekjksa dk Hk; fn[kkdj ifr dksHk;Hkhr djuk pkgrh gS vkSj ml lhrk dks okildjus dk ijke’kZ nsrh gS ftls eSa viuh iRuhcukus gsrq vigj.k djds ys vk;k gw¡A

ßfcglk ukfj cpu] lqfu dkukAvgks eksg efgek cyokukAAukfj lqHkkm lR; dfo dgghaAvoxqu&vkB lnk mj jgghaAAlkgl vur piyrk ek;kA

Hk; vfoosd v’kkSp vnk;kAAfjiqdj :i ldy rS xkokA

vfr folky Hk; eksfg lqukokAAÞ1

rqylh }kjk jkepfjr&ekul* esa ukjh&fuUnkds tks Hkh lanHkZ izLrqr fd, x, gSa yxrk gS mUgksausdfy;qx ds dqizHkko ds dkj.k ukjh&yEiV&iq#”kksadh dkekU/ krk ,o a okluk&yk sy qirk l sukjh&vfLerk dh lqj{kk ds fy, gh fd, x, gSaAvius dFku dh iqf”V gsrq eSa jkepfjr&ekul dsmÙkj dk.M dh dkxHkqlq.Mh dfFkr dqN1 - yadk dk.M] i`“B&720

iafDr;k¡ izzLrqr djuk pkgw¡xh tks fuEukuqlkjgSa&

ßdfydky csgky fd, euqtkAufg ekur dksm vuqtk&ruqtkAAÞ1

vFkok &ßukfj foo’k uj ldy xkslkbZAukpfga uV&edZV dh ukbZAAÞ2

& vFkkZr~ dfydky us euq”;ksa dks brukdkekU/k ,oa okluk&yksyqi cukdj j[k fn;k gS fddksbZ cfgu vkSj csVh dk Hkh fopkj ugha djrkA iq#”krks fL=;ksa ds o’khHkwr gksdj mlds vkxs&ihNs

,sls ukprs fQjrs gSa tSls enkjh ds bafxr ij cUnjukprs fQjrs gSaA

xksLokeh rqylhnkl th dk ;g fpUru ,oaukjh&fuUnk ds leLr lUnHkZ fujk/kkj ugha gSaA lpiwNks rks os fgUnw&/keZ’kkL=ksa ds lqfpfUrr iz;kl gSaAbuesa L=h ,oa iq#”k nksuksa dh HkykbZ ,oa lqj{kk dkHkko vUrfuZfgr gSA bruk rks lHkh dks irk gS fdukjh ds iru esa iq#”k dh dke&izofÙk ,d izeq[kdkj.k gSA iq#”k dh ;g izofr ;fn ej tk, rks ukjhdk iru gks gh ugha ldrk D;ksafd ukjh ds ân; esaikfr&ozR; ds u”V gksus dk Hk; lnSo cuk jgrk gSA;fn ukjh viuh bPNk ls dHkh ifrr gksuk Hkh pkgsrks ‘kkL= dh ekU;rkvksa ds vuqlkj mls ckf/kfuvFkok ukfxfu ekudj Hk;Hkhr iq#”k mlls nwj ghjguk pkgsxkA Qyr% ukjh dk iru Hkh ugha gksxk vkSjiq#”k Hkh loZuk’k ls cp tk,xkA

bl izdkj L=h&iq#”k nksuksa gh /keZ&iFk ijvk:<+ jgdj thou ds ije y{; dks izkIr djus esalQy gks tk,¡xsA bl nf”V ls fopkj djus ij ;gLo;a fl) gks tkrk gS fd ukjh&fuUnk okLro esa L=hvkSj iq#”k nksuksa ds dY;k.k ds fy, gSA ;g ,d ,slkvk”kZ&iz;kl gS tks orZeku HkkSfrdoknh&fpUrdksa dhle> esa ugha vkrkA xksLokeh th dh ukjh&nf”V Hkhcgqr dqN blh rjg dh nf”Vxkspj gksrh gSA mldsv/;;u dÙkkZvksa dks pkfg, fd os iwokZxzg&jfgrgksdj ,d bZekunkj&leh{kd dh Hkwfedk igus vkSjlkekftd] ,sfrgkfld] jktuSfrd ,oa lkaLd‘frdlHkh nf”V;ksa ls fopkj djus ds ckn gh fdlh fu”d”kZij igq¡pus dk iz;kl djsaA bfr vye~A1 - mÙkj dk.M] i“B&1252 - ogh] i`“B&921




TM

Hkkjrh; vFkZO;oLFkk esaJs.kh laxBuksa dk

,sfrgkfld losZ{k.k%&

MkW0 nhis’k ckcwbfrgkl foHkkx]

fouksok Hkkos fo’ofo|ky;] gtkjhckx

==============***********===============izfl) bfrgkldkj jk/kk dqeqn eq[kthZ ds

vuqlkj oSfnd dkyhu lekt ,oa vkfFkZd <k¡pkJs.kh laxBuksa ds vkfoHkkZo ds fy, loZFkk vuqdwyFksA1 bfrgkldkj ,u0lh0 oa/kksik/;k; us Hkh oSfnddky esa vkfFkZd laxBuksa dk vfLrRo Lohdkjfd;k gSA og Jsf"B dks O;kikfj;ksa ds laxBu dkiz/kku ekuus ds i{k esa FksA2 bfrgkldkj gfjiknpØorhZ ds vuqlkj blds izkphure mYys[k _xosnesa izkI; gSA3 th0,y0 vkn;k dk ekuuk gS fdoSfnd lkfgR; esa vk, ikf.kx.k] czkr] Jsf"B]vuqorhZ dkyksa ds O;kolkf;d laxBuksa ds iwoZ:Ikekus tk ldrs gSA4 ysfdu iq"ik fu;ksxh tSlsbfrgkldkj Js.kh laxBuksa dh mRifÙk mÙkj oSfnddky esa gh ekurh gSA5 fjpMZ fQd us bu laxBuksadks izkphu rks crk;k gh gSA ijUrq buds mn; dsdky fo’k; esa Li"Vr% dqN ugha dgk gSA6 dqNus rks Jsf.k;ksa dh mRifr xkjke lw= ds jpukdky¼bZlk iwoZ 5oha lnh½ dqN lfn;ksa iwoZ ekuk gSA7

fQj ;g vfHker mÙkj oSfnd dky esa bu laxBuksads vfLrRo ds i{k esa tkrk gSA D;ksafd xkSre dksvf/kdka'k fo}ku bZlk iwoZ iakpoh lnh esa j[krs gSAbfrgkldkj izksQslj oh0ih0 etqenkj rFkk dqekjvejsUæ ds vuqlkj f”kYih ,oa nLrdkj fou;fiVd ds dky ls Jsf.k;ksa esa laxfBr gq, FksA8

izkjfEHkd oSfnd dky dh vFkZO;oLFkkeq[;r% i’kq pkj.k ij vk/kkfjr Fkh vkSj df"k ,oagLrf'kYiksa dk lhfer fodkl gks x;k FkkA _xoSfndvk;ksZ dk jktuSfrd laxBu Hkh dchykbZ FkkAmÙkj oSfnd dky esa fu%lansg df"k f'kYiksa ,oam|ksxksa esa i;kZIr izxfr gqbZ Fkh ijUrq O;kikj&okf.kT; ds {ks= esa leqfpr fodkl ugha gks ik;kFkkA vlqj{kk vkSj vkilh lg;ksx dh vko';drkvkfn dkj.kksa ls yksx dqN dk;Z nwjLFk LFkkuksa dh;k=k,¡ izk;% lewg cukdj djrs FksA mÙkj oSfndlkfgR; esa f'kYiksa rFkk O;olk;ksa dh yEchrkfydkvksa ds feyus rFkk oLrq ,oa m|ksxksa esafof'k"Vhdj.k gksus ds ckotwn fdlh Hkh f'kYivFkok O;olk; ds laxfBr gksus ds y{k; vuqiyC/k gSAvkSj tSlk fd igys mYys[k fd;k tk pqdk gS fdoSfnd lkfgR; esa vk;s Js.kh] x.k] czkr] iwxvkfn 'kCn tks vuqorhZ dkyksa esa vkfFkZd laxBuksads fy, iz;qDr gksrs Fks] O;kolkf;d laXkBu ds|ksrd ugh gSA9

pawfd csnksÙkj dky ds lk{;ksa ;Fkk ikf.kf.kdh v"Vk/;k;h] /keZlw=ksa rFkk tkrd dFkkvksa esavkfFkZd laxBuksa ,oa muds izeq[kks ds fooj.kfeyrs gSA blfy, vuqekU; gS fd oSfnd dkyds vfUre Hkkx ¼bZlk iwoZ yxHkx 600½ esa Js.khlaxBuksa dk izkjfEHkd Lo:Ik vkfLrRo esa vk x;kgksxkA ;wuku esa Hkh bl izdkj dh laLFkk,¡ bZlkiwoZprqFkhZ lnh ds igys ugha tUeh Fkh vkSj feLkz esagsysusfLVd dky esa gh ;s laxBu dqN fodflr:Ik izkIr dj lds FksA10

osnk sÙkj dky%&osnksÙkj dky esa mÙkj Hkkjr esa cM+s {ks=h;

jkT;ksa ds mn;] uxjksa ds fodkl] flDdksa dsO;kid izpyu] ys[ku ds izpkj&izlkj] m|ksxksarFkk O;olk;ksa dh vkuqoaf”kdrk] fof'k"Vhdj.k,oa {ks=hdj.k] xzke rFkk uxj ds ,d Hkkx esa ;kofgHkkZx esa f'kfYi;ksa dh chfFk;k¡ rFkk vkoklcuk, tkus ds izko/kku rFkk ,d O;olk; djusokys dk izk;% ,d gh xk¡o esa lewgc) gksdj

34




TM

jgus ls O;kolkf;d rFkk O;kikfjd laxBuksa dkTkUe gqvkA mlh dky esa igyh ckj f'kYiksa]m|ksxksa rFkk O;kikj okf.kT; esa lgdkfjrk] ikjLifjdlg;ksx ,oa laxBu ds egÙo dks le>k x;k FkkAtkrd dFkkvksa esa Jsf.k;ksa dh la[;k 18 crkbZxbZ gSA fdUrq uke dsoy pkj ds gh of.kZr gS&c<+bZ] /kkuqdkj] peZdkj ,oa fp=dkjA11

ekS; Z dky%&O;kikj rFkk okf.kT; ds lkFk&lkFk izeq[k

m|ksxksa ,oa O;olk;ksa esa ls vf/kdka”k dks jkT; dsizR;{k fu;a=.k esa yk;k tkuk ekS;Z dky dsvkfFkZd thou dh loZizeq[k fof'k"Vrkvksa esa ls,d FkhA bl uhfr ls Js.kh laxBuksa dh Lora=rkrFkk Lok;rrk dk ladqfpr gks tkuk LokHkkfodFkkA uxj ds gh ,d Hkkx esa Jsf.k;ksa ds lnL;ksa dks,d lkFk jgus dk izko/kku fd;k x;k FkkA vkSjljdkj muds dk;ksZ rFkk O;olk;ksa ij fuxjkuh,oa fu;a=.k j[krh FkhA jkT; us Jsf.k;ksa ds izotuij Hkh jksd yxk nh FkhA Js.kh laxBuksa ds dk;ksZArFkk ijEijkvksa] dkuwu vkfn dks ys[kc) djukv{kiVyk/;{k ds nkf;Roksa esa 'kkfey fd;k x;kFkk12 dkSfVY; us jktk dks lykg nh Fkh fd ogvkfFkZd ladV ds nkSjku vius xqIrpjksa ds ek/;els fofo/k mik;ksa }kjk Jsf.k;ksa ls vf/kdkf/kd /ku& lEifÙk izkIr djsaA13

bu laxBuksa dh laiUurk dk vuqeku blckr ls fd;k tk ldrk gS fd buls izkIr gksusokys dj ,ao HksV dh oLrq,¡ vkSj /kukfn jktk dhvk; ds izeq[k lzks=ksa esa ls ,d FkkA14 vFkZ'kkL= esaof.kZr Js.kh eq[;ksa rFkk Js.kh cy ij vU;=fopkj fn;k x;k gSA15 Hkhjk ¼bykgckn ftys esa½rFkk gjxk¡o ¼lhrkiqj ftys esa½ ls izkIr ekS;Zfyfi esa ys[k;qDr Js.kh laxBuksa dh eqæk,¡ Hkhfeyh gSA16

ekS;kZrj dky%&foosP; dky esa ns[kk tkrk gS fd izkjEHk

esa Jsf.k;ksa ds fu;e ,oa jhfr&fjokt muds futhekeyksa ds fy, cuk, x;s FksA fdUrq mudh U;kf;d

fui{krk] {kerk ,oa dk;Zdq”kyrk us jktk ,oaiztk] nksuksa dks izHkkfor fd;k FkkA blfy, jktkvksaus Jsf.k;ksa dks turk ds fy, Hkh U;k;ky; ds:Ik esa dk;Z djus ds fy, ekU;rk ,oa vf/kdkjns fn;s FksA lcls igys ;kKoYod; us Js.kh dsU;k;ky; ds :i esa dk;Z djus dk mYys[kfd;kA fofHkUu dksfV ds U;k;ky;ksa dk mYys[kdjrs gq, mUgksaus ojh;rk ds Øe esa loZizFke jktkdks j[kk vkSj mlds mijkUr Øe'k% jktk }kjkfu;qDr fd;s x;s U;kf;d vf/kdkfj;ksa iwx rFkkJs.kh dksA17

fnO;konku ls gesa Kkr gksrk gS fd ,dJs.kh us iw.kZ uked ,d ofxt dks 60 dk’kkZi.kdk vFkZ n.M fn;k FkkA jktk ls vihy dh vkSjjktk us Js.kh ds QSlys dks fujLr dj fn;k FkkA18

xqIrdky%&xqIrdky esa Js.kh laxBu iwoZorhZ dkyksa ls

vf/kd fodflr izHkkoh ,oa le) gks x;s FksAvejdks"k esa Js.kh dks jkT; ds vaxks esa 'kkfeyfd;k x;k gSA19

bfrgkldkj ds0 ds0 FkiY;ky ds vuqlkjJsf.k;ksa dqfydksa lkFkZokgksa rFkk dk;LFkksa ds izfrfuf/kdks ftyk iz'kklu ls tqM+s Fks] os laHkor% Js.kh dsU;k;ky; ds lnL;ksa dks Hkh lg;ksx nsrs gksxsA20

ijUrq bl ckr dh vf/kd laHkkouk gS fd Js.khlaxBu vius izeq[k ,oa dk;ZfpUrdksa dh lgk;rkls fooknksa dks fuiVkrs FksA

bl izdkj izLrqr v/;k; ds foospu lsLi"V gksrk gS fd Js.kh laxBu izkjEHk ls ghetcwr voLFkk ls viuh tM+ tek;s gq, gSA ogizR;sd dky [k.Mksa esa le; ds vuq:Ik viuhfn”kk r; djrs gSA viuk >a>V Loa; fuiVkrs gSrFkk tu dY;k.kdkjh dk;ksZ esa Hkh [kqydj gkFkcVkrs jgs gSAlanHkZ lwph%&¼1½ vkj0 ds0 eq[kthZ] yksdy xoesaUV bu ,fu'k;sUV

bf.M;k] fnYyh] 1958] i037A




TM

¼2½ ,u0 lh0 cUnksik/;k;] bdksuksfed ykbQ,.M izksxkzsl] bu ,ufy;saV bafM;k] dydÙkk]1945] i0168A

¼3½ ,p0 ih0 pØorh] VsªM ,.M dkel] bu,uflpsaV bafM;k] dydÙkk] 1966] i`0312A

¼4½ th0 ,y0 vkn;] vyh Z b f.M;ubdksuksfed] fgLVªh] cEcbZ] 1936] i083A

¼5½ iq"ik fu;ksxh] dUVO;w’kUl b fn bdksuksfedfgLVªh vkWQ uknZu bf.M;k dydÙkk] 1962A

¼6½ lks’ky vkjxukbts’ku buuFkZ bLVuZ bfMa;k]dydÙkk] 1966] i0&173A

¼7½ chuk tSu] fxYM vksjxukbts’ku] fnYyh]1986] i0&39A

¼8½ fxYM bu vyhZ esfM;soy ukFkZ bafM;k] ,l-ds- ljLorh deseksjs’ku okY;we] i0&48A

¼9½ ;w- ,u- ?kks"kky] fxYM ,s.M vnj dkjiksjsVokMht] dYpjy gsfjVst vkWQ bf.M;k]dydÙkk] 1936] i0&10A

¼10½ ,p- ekbdsy] bdksuksfed ykbQ vkWQ ,fU’k;sUVbf.M;k] cEcbZ] 1968] i0&83A

¼11½ tkrd 6] i0&22] 427A¼12½ts- vkj- ,- ,l- 1901] i0&856A¼13½vFkZ’kkL=] 3@7A¼14½dsds- FkiY;ky] fuxe ,.M Js.kh flYl]

bykgkckn] 1980] i0&88&89A¼15½ vFkZ’kkL=] i0&66A¼16½ Js.khcyA¼17½ ,- b- 8] i0&82A¼18½ l)iF;egk..koksa] i0&93A¼19½ ePNdfVd] vad&9A¼20½;kKoYD;] 2@191A

^dkSfVyh; vFkZ’kkL= esalq’kklu dh vo/kkj.kk*

MkW0 oh.kk xksiky feJk,lksfl,V izksQslj

jktuhfr foKku] foHkkxfnfXot;ukFk LukrdksÙkj egkfo|ky;

xksj[kiqj] m-iz-

==============***********===============¼1½ lqjsUæ eqa'kh] chtw ikWy vczkge] lhekpkS/kjh] ^lq'kklu* jkor ifCyds'kUl] t;iqji`0&4] 5]&2011

izkphu Hkkjrh; jktuhfr ,oa lkekftdfpUru esa O;kIr ^lq’kklu* dh uSfrd ladYiukfiNys dqN o"kksZ ls ,d furkUr uohu dysoj esaoSf’od iVy ij mHkj dj vkbZ gSA lq’kklu dh;g uohu ladYiuk izkphu Hkkjrh; ladYiuk dsloFkkZ foijhr gS ftlesa fufgr olq/kSo dqVqEcde*]^losZ HkoUrq lqf[ku%* vkSj ^vLkrks ek lnxe;*dh Hkkouk,sa lq’kklu dh uSfrd ladYiuk dks,d etcwr vk/kj iznku djrh gSA 1980 dsn’kd ds vfUre o’kksZ esa fo’o dh pUn iwthaoknhrkdrksa ,oa vUrjkZ”Vªh; ekSfæd laLFkkvksa }kjk fo’oesa uo mnkjoknh cktkj vk/kkfjr uhfr;ksa a dksviuk;sa tkus dh odkyr djrs gq, lq’kklu dseqn~ns dks tksj 'kksj ls mBk;k x;kA buds }kjk ;grdZ fn;k x;k fd fo’o ds fodkl’khy ns’kksa dsfo’ks”k :i ls mi&lgkjkbZ vÝhdh ns’kksa esa mRiUugq, vkfFkZd ladV vkSj bu ns’kksa ls detksjvkfFkZd izn’kZu dk cqfu;knh dkj.k ^lq’kklu dku gksuk* vFkkZr lgh uhfr;ka viukus esa ?kjsywljdkjks vkSj lkoZtfud laLFkkvksa dh foQYkrk gSaAmDr Øe esa vUrjkZ”Vªh; vuqnku laxBuksa ^fo’o

35




TM

cSad^ ,oa vUrjkZ”Vªh; eqækdks"k }kjk bu ns’kksa dhmu uhfrxr izfØ;kvksa ij /;ku nsuk 'kq: fd;kx;k ftUgsa bu laLFkkvksa }kjk vuqnku fn;s tkus ijfopkj fd;k tk jgk Fkk1A lq’kklu dh LFkkIkuk dsfy, futh {ks= dh igy rFkk cktkj rU= dhLFkkiuk ij tksj fn;k x;kA ijUrq pUn iwthaoknhrkdrksa ,oa vUrjkZ”Vªh; laLFkkvksa }kjk ?kksf"kr lq’kkluij vk/kkfjr uhfr;ka vius mu y{;ksa dks izkIrdjus esa vlQy fn[kkbZ ns jgh gS*] tks gesaizkphu Hkkjrh; fpUru dh ijEijk esa fn[kkbZ nsrsgSaA fodkl ds ekxZ ij fujUrj oS’ohdj.k]mnkjhdj.k] futhdj.k ij vk/kkfjr fodkl dk,tsUMk 21loha lnh esa lq’kklu ds y{; lsHkVd x;k lk izrhr gks jgk gSA vr% vktlq’kklu dh vo/kkj.kk ij iqufoZpkj fd;s tkusdh vko';drk gSA izLrqr ys[k ds ek/;e lsHkkjrh; jktuhfrd fpUru ijEijk ds ;FkkZFkoknh ,oaO;ogkfjd jktfufrK] vFkZ’kkL= ds iz.ksrk dkSfVY;}kjk of.kZr lq’kklu dh uSfrd ,oa vk/;kfRedladYiuk dks u;s fljs ls le>us ,oa orZekuifjn’; esa mlds O;ogkfjd Lo:i dh lEHkkouk,aryk’kus dk iz;kl fd;k x;k gSA2 - ogh ^lq'kklu* i`0&7&83 - fo'o c S ad fji k s V Z xou s Zl ,.MMsoyiesUV 1992

^’kklu ;k iz’kklu* ls gekjk rkRi;Z mlO;oLFkk ls gS] ftlesa ljdkjkas }kjk 'kfDr dkmi;ksx ns’k ds lkekftd vkSj vkfFkZd lalk/kuksads izca/ku ds fy, fd;k tkrk gSA ^lq* 'kkluljdkj ds fofHkUu Lrjksa }kjk 'kfDr dk izHkkoh]bZekUknkj] U;k;laxr] ikjn’khZ vkSj mÙkjnk;h mi;ksxgSA ^lq* 'kklu 'kCn eq[; :i ls dbZ vUrjkZ”Vªh;laLFkkvksa tSls ^fo’o cSad* ^vUrjkZ”Vªh; eqækdks"k*]^vkfFkZd lg;ksx vkSj fodkl laxBu*] ^,f’k;kbZfodkl cSad*] vUrjkZ”Vªh;2 fodkl foHkkx vkSjdukMkbZ vUrjkZ”Vªh; fodkl ,tslh }kjk fn;s x;segRo ds dkj.k gh ppkZ esa vk;kA bu lHkhlaLFkkvksa }kjk lq”kklu 'kCn dk iz;ksx Bksl fodkl

izca/ku ds vFkZ esa gh fd;k x;k Fkk2A fo’o cSad}kjk “kklu iz.kkyh fo"k; ij viuh igyh fjiksVZ^xousZl ,.M MsoyiesaV* ¼1992½ esa Li"V :ils dgk x;k fd ^lq'kklu ;k vPNh 'kkluiz.kkyh dks Bksl vkfFkZd uhfr;ksa ds lkFk gh vkxsc<+uk pkfg,*3A vkfFkZd lg;ksx vkSj fodkllaxBu ¼vks-bZ-lh-Mh-½ }kjk Hkkxhnkjh] fodkl vkSjlq”kklu ij tkjh ,d fjiksVZ esa Li"V rkSj ij dgkx;k gS fd ^fodklkRed y{;ksa dks c<+kok nsus dsfy, vf/kd Hkkxhnkjh fuHkkus okys lektksa dkvfLrRo esa vkuk vko';d gSA ,sls lektikjnf’kZrk vkSj tokcnsgrk lqfu'pr djrs gS4A,f’k;kbZ fodkl cSad }kjk lq'kklu ds pkj y{k.kfxuk;sa x;s gS& mÙkjnkf;Ro] iwokZuqeku {kerkvkSj ikjnf’kZrkA vUrjkZ”Vªh; fodkl foHkkx dhekU;rk gS fd lq’kklu o i)fr gS ftlds vUrxZrljdkjksa dh Hkwfedk vkfFkZd izca/ku ds tfj;sfuth {ks=ksa vkSj m|kferk fodkl ds mÙkjksrj mUu;udh gksrh gS5A 1997 esa U;w;kdZ esa vk;ksftr,d oSf’od lEesyu esa rRdkyhu la;qDr jk”Vªegklfpo dksQh vUuku us xousZl Qkj lLVsuscyxzksFk ,aM bfDoVh* fo"k; ij cksyrs gq, dgk Fkkfd ^vPNk 'kklu o fLFkj fodkl dks vyx ughfd;k tk ldrk gS] fcuk lq’kklu] fcuk dkuwuds lq’kklu] iwokZuqekfur iz’kklu] oS/k 'kfDr oizfrfØ;kRed fofu;eu] fdruk Hkh cM+k vuqnku]fdruk Hkh cM+k nku] dksbZ Hkh lef) ds jkLrs ijugh ys tk ldrk6A ¼vUuku 1997½ bUgksaus blckr ij tksj fn;k fd ljdkj vdsys dke ughdjrh cfYd lekt ds gj oxZ ds lkFk lk>snkjhesa djrh gS7A ¼la;qDr jk”Vª 2000½4 - vks0b Z0lh0 fjiksV Z&19975- ,f'k;u MsoysiesUV fjiksVZ&19956 - la;qDr jk"Vª la?k tujy lsØsVjh dksQhmUu ku&1997

blesa dksbZ lUnsg ugh fd lq’kklu fodkldh ,d vfuok;Z 'krZ gSA bldk lkj&iwokZuqekfur[kqyk vkSj izcq) uhfr fuek.kZ ;kfu ikjn’khZ




TM

izfØ;k,sa] is’ksoj izdfr ls Hkjh ukSdj'kkgh] ljdkjdh ,slh dk;Zdkjh 'kk[kk tks vius dk;ksZ dsfy, iwjh rjg mÙkjnk;h gks lkoZtkfud ekeyksas esaHkkxhnkjh fuHkkus okyk ,d lqn<+ tu lekt rFkkduwu ds nk;js esa dke djus okys ;g lHkhegdesaA ¼fo’o cSad 19948½ ijUrq vkt fo’odh le`) mUur vkSj iwthaoknh rkdrksa ,oavUrjkZ”Vªh; foÙkh; laLFkkvksa }kjk lq’kklu dhvkM+ esa cktkjoknh rkdrksa dsa fy, iwtha dksizksRlkfgr djus dk tks ?kf.kr [ksy [ksyk tk jgkgS mlesa fodkl vkSj ^tu dY;k.k* vk/kkfjrlq’kklu dk y{; dgha fn[kkbZ ugh nsrk gSA

fodkl ds orZeku ekMy us jk”Vªh; jkT;ksadh Nfo dks vk?kkr igq¡pk;k gS vehj vkSj xjhcdh [kkbZ dks pkSM+k fd;k gS] xjhcksa dk xjhchdj.kvkSj vehjksa dk vehjhdj.k djus dh fodkl ,oalq’kklu vk/kkfjr uhfr;kas us ekuork dk Hkykugh fd;kA blusa gkf’k;kdj.k vkSj ekuokf/kdkjmYya?ku tSlh lEkL;kvksa dks tUe fn;k gSA jk”VªjkT; ls 'kfDr;ka Nhudj vkSj jkT; laLFkkvksa lsNqVdkjk ikdj lq’kklu ds y{; dks izkIr djldus dk fopkj gh furkUr vO;ogkfjd izrhrgksrk gSA fo’o cSad }kjk 1997 esa ^n LVsV bupsftax oMZ* 'kh’kZd ls izdkf’kr fjiksVZ esa crk;kx;k gS fd ^cktkj dh rkdrksa dks Qyus Qwyusa dsfy, vkSj yksxksa dks LoLFk ,oa [kq’kgky ftUnxhnsus ds fy, ,d izHkkoh jkT; dh vko';drkgSA* blds fcuk vkfFkZd vkSj lkekftd nksuksa ghnh?kZdkfyd fodkl lEHko ugh gSA9 ¼fo’o cSad1991% 10½ gkCl okWEk 1996 vkSj fo’o cSadnksuksa dh ekU;rk gS fd jkT; ,d lgHkkxh vkSjlqdkjd ds :i esa izHkkoh gksa] rkfd cktkj QYkQwy ldsA vr% orZeku le; esa lq’kklu dhvo/kkj.k dks ek= pUn iwthaoknh rkdrksa ,oavUrjkZ”Vªh; O;kikfjd izfr"Bkuksa ds fodkl ,oaykHk dh ladqfpr vo/kkj.kk ls ckgj fudky djleLr ekuo tkfr ds lokZxh.k fodkl ,oa dY;k.kdh uSfrd vko/kkj.kk ds :i esa iquOZ;k[;kf;r

fd;s tkus dh egrh vko';drk gSA7 - la;qDr jk"Vª la?k] fjiksVZ&20008 - fo'o cSad fjiksVZ&19949- fo'o cSad fjiksV Z&1991%10^loZtufgrk; vkSj loZtulq[kk;* ij vk/kkfjr lq’kkludh uSfrd ,oa vk/;kfRed vo/kkj.kk izkphu Hkkjrh;jktuhfrd fpUru dk ewy vk/kkj jgh gSA leazkVpUæxqIr ekS;Z ds xq: rFkk egkea=h vkpk;Z fo".kqxqIr ¼dkSfVY;½ }kjk jfpr vFkZ’kkL= jktuhfr vkSjlq’kklu ij fy[kk x;k ,d egku xzUFk gSA pk.kD;dh dqfVyuhfr ,oa iz’kklfud n{krk ls izHkkforgksdj gh pUnzxqIr ekS;Z us mUgsa viuk egkea=hfu;qDr fd;k FkkA ml le; rd Hkkjr vusdNksVs&NksVs jkT;ksa esa foHkDr FkkA dkSfVY; us viusKku ,oa dwVuhfrd lw>cw> ls igyh ckj Hkkjrdks fo’kky lkezkT; ds :i esa laxfBr djus dkmYys[kuh; dk;Z fd;kA iz/kkuea=h jgrs gq, HkhdkSfVY; us jkT; “kkL= ds lEcU/k esa tks egRoiw.kZO;ogkfjd vuqHko izkIr fd;k ^vFkZ’kkL=* mlhvuqHko ,oa lw>cw> dk ifj.kke gSA ekS;Z lkezkT;ds mRd’kZ ,oa ;’kksof) esa dkSfVY; dk vrqYkuh;;ksxnku FkkA dkSfVY; us Hkkjrh; jktuhfr dsbfrgkl esa izFke jk”Vªh; jkT; dh dYiuk dhvkSj mls lkdkj Lo:i iznku fd;kA ekS;Z lkezkT;ds iz/kkuea=h ds :i esa dkSfVY; }kjk ftl izdkjogk¡ dh 'kklu O;oLFkk dk dq’ky lapkyu ,oalq’kklu dh LFkkiuk dh xbZ og Hkkjrh; jktuhfrds fy, vkt Hkh vuqdj.kh; gSA10- vFkZ'kkL=] i`0&765

;|fi bl egku xzUFk ds ewy ys[kd vkSjjpukdkj dks ysdj fo}kuksa esa erHksn gS ijUrqvFkZ’kkL= ds izkjEHk esa gh dkSfVY; us bls ¼dkSfVY;sudr vFkZ’kkL=½ dgdj blds jpf;rk ds lEcU/kesa izpfyr HkzkfUr;ksa dk lek/kku dj fn;k gS vkSjvUr esa vFkZ’kkL= ds dkSfVY; fy[krs gS fd^ftlus 'kL=] 'kkL= vkSj uUn jktk ds v/khu Hkwfedk m)kj vius Øks/k ls fd;k mlh fo".kq xqIr usvFkZ’kkL= dh jpuk dh10A vFkZ’kkL= ds jpukdky




TM

ds lEcU/k esa MkW0 ';ke 'kkL=h dk er gS fd]îzkphu f'kykys[kksa esa Hkh xbZ [kkstksa ls irkpyrk gS fd pUæxqIr 321bZ-iw- esa jktk cuk FkkvkSj v’kksd 296bZ-iw- esa jktflagklu ij cSBk FkkAblls ;g fu"d"kZ fudyrk gS fd dkSfVY; us viukizfl) xzUFk vFkZ’kkL= 321 vkSj 300bZ-iw- dschp gh fy[kk vkSj Hkkjrh; bfrgkl esa ;g dkyekS;Zdky ds :i esa ;kn fd;k tkrk gSA vFkZ’kkL=dk ewy fo"k; jktuhfr gS] ftlds fofHkUu i{kksa dkfoLrr fooj.k 15 vf/kdj.kksa 180 izdj.kksa] 150v/;k;ksa vkSj 6000'yksdksa esa fd;k x;k gSA

vkpk;Z dkSfVY; us viuh jpuk vFkZ’kkL=eas ^vFkZ* dh ifjHkk"kk djrs gq, dgk gS fd ^vFkZdk vfHkizk;% gS êuq";ksa dh cLrh* vFkkZr ogizns’k ftlesa euq"; cLkrsa gks*A ^vFkZ’kkL= ml'kkL= dks dgrs gS ftlesa jkT; dh izkfIr mldsikyu ds mik;ksa dk o.kZu gSA ¼vFkZ’kkL= iz-765½ euq";orh Hkwfe dks izkIr djus vkSj mlHkwfe ds fuokfl;ksa dk ikyu iks"k.k djus dsmik;ksa ,oa lk/kuksa dk lE;d Kku nsuk gh bl'kkL= dk mn~ns'; gSAêuq";k.kka ofÙkjFkZ%] euq";orh HkwfefjR;FkZ%^rL;k% ifFkO;k YkkHkikyuksik;% 'kkL=fefrvFkZ’kkL=eA11

¼11½ vFkZ'kkL= okrkZ 1] 2v&1dkSfVY; us vFkZ’kkL= ds izkjEHk esa gh

pkj fo/kkvksa dk mYys[k fd;k gS izFke vkUohf{kdh¼n’kZu vkSj rdZ½] nwljh&=;h ¼/keZ v/keZ ;k osnksadk Kku½] rhljh&okrkZ ¼df"k O;kikj vkfn½ vkSjprqFkZ&n.Muhfr ¼’kkludyk ;k jktuhfr 'kkL=½AokLro esa dkSfVY; dk vFkZ’kkL= vk;Z tkfr dhml jktuhfr dh foy{k.k izfrHkk ,oa cqf)eÙkkdk lkj gS ftldk fuoZpu] izfriknu] ogLifr]Hkkj}kt tSls ys[kdks us fd;k vkSj ftls dkSfVY;dh vn~Hkqr fo}rk us izdkf’kr djus dk dk;Zfd;kA vFkZ’kkL= esa jktuhfrd ds vfrfjDrn’kZu’kkL= vFkZO;oLFkk] uhfr’kkL=] lekt’kkL=]vijk/k’kkL=] xqIrpj 'kkL=] f’k{kk’kkL= lSU; 'kkL=]HkwxHkZ fo/kk jlk;u 'kkL+= tSls vusd fo"k;ksa dk

lkaxksikax o.kZu fd;k x;k gSA vFkZ’kkL=* esa lq’kkludh vo/kkj.kk ,oa fl)kUrksa ij foLrkj ls izdk’kMkyk x;k gSA¼1½ iz’kklu izeq[k&jktk ,oaiz’kklfud O;oLFkk

dkSfVY; ds thou dk mn~ns'; ,d ,slhfojkV lkezkT; ,oa fujadq’k lÙkk dh LFkkiukdjuk Fkk ftlds le{k vU; fdlh dks [kM+s gksusdk lkgl Hkh u gks ldsA Li"V gS fd dkSfVY;lq’kklu dh LFkkiuk ds fy, fujadq’k jktra=h;O;oLFkk dk leFkZu djrs gS ysfdu bl O;oLFkkds ewy esa fufgr yksd dY;k.k ,oa yksd ra= dhHkkouk gh lq’kklu dk ewy vk/kkj gSA budkfopkj gS fd izkphu ;qx esa êRL; U;k;* izpfyrFkkA lekt ds 'kfDr’kkyh O;fDr;ksa }kjk nqcZyturk dk 'kks"k.k fd;k tkrk Fkk] ftlls NqC/kgksdj turk us fooLokUk~ ds iq= euq dks viukjktk cuk;k vkSj Lo;a iztk ds :i laxfBrgq,12A ftl izdkj turk us vkilh lgefr lsviuh lqj{kk] dY;k.k ,oa lq[ke; thou dhizkfIr ds fy, jkT; uked laLFkk dk fuekZ.kfd;k vkSj cnys esa iztk us vius vUu dh mitdk NBoka Hkkx] O;ikj }kjk izkIr /ku dk nlokaHkkx vkSj Lo.kZ dk dqN Hkkx dj ds :i esa viusjktk dks nsuk fu;r fd;kA euq";ksa us jktk dhvkKkvksa ds ikyu dh izfrKk dh vkSj cnys esajktk us iztk ds /ku&tu dh j{kk dk opufn;k13A euq";ksa us ,d O;fDr dks jktk blfy, cuk;k fd og /keZ] vFkZ vkSj dke dhizkfIr vkSj miHkksx esa mudh lgk;rk djsA dkSfVY;dk jktk le>kSrk ls fu;fU=r gSA ml ij ;gnkf;Ro gS fd og dj }kjk izkIr /ku /kkU; ls iztkds ;ksx{kse dh O;oLFkk djsa14A ;fn jktk viusbl drZO; dk ikyu djus esa vLkeFkZ fl) gqvkrks iztk dks ;g vf/kdkj gS fd og mls inPpqrdjds u;s jkt dh fu;qfDr djsaA12- ekrL; U;k;e`n~Hkko;fr! vFkZ'kkL=]vf/kdj.k 1&v/;k; 4&16




TM

13- ekRL;k;kfHkHkwr% iztk% euqa oSoLoraojktkuao pfdjs@vFkZ /kkU;”m~Kkax I;n”kekax fgj.a;pkL; Hkkx/ksa; izdyiek;klq% 1@12@614- vizkIr dh izkfIr dk uke Hkksx vkSj izkIroLrq dk uke {kse gSA&Jhen~Hkkxor~~ xhrk&2@45

vius ledkyhu ;qukuh fopkjd vjLrwdh Hkkafr gh dkSfVY; Hkh jkT; dks O;fDr dsykSfdd ,ia ikjykSfdd dY;k.k dk lk/ku ekursgSA vjLrw dk fopkj Fkk fd jkT; dk tUe thouds fy, gqvk gSA ijUrq “kqHk thou ds fy, mldkvfLrRo cuk gqvk gSA ßdkSfVY; ds vuqlkj jkT;dk izeq[k mn~ns'; viuh vFkZZO;LFkk dks lqn<+j[kuk gS ftlls fd mldh iztk vius thou dsykSfdd ,oa vk/;kfRed y{;ksa dh izkfIr djldsA dkSfVY; dk er gS fd iztk ds lq[k lsfHkUu jktk ds fy, vU; vkSj dksbZ lq[k ugh gSAiztk ds fgr esa gh jktk dk fgr gSA jkt dk fgrvius vki dks vPNs yxus okys dk;ksZ ls ugh gScfYd iztk dks vPNs yxus okys dk;ksZ dks djusls gS15ÞA jkt vkSj iztk ds chp firk vkSj iq=tSlk lEcU/k gksuk pkfg,A ,d jktk dks mÙkedqyksRiUu] nSocqf)] /kkfeZd lR;oknh] mPp vkn’kZ;qDr] ‘kh/kz dk;Z djus okyk rFkk n<+ fu'p;hvkSj fo|kO;luh gksuk pkfg,A jktk ds vkpj.kls gh mlds lg;ksfx;ksa dk vkpj.k fuHkZj djrkgSA vr% jktk dks lnSo /keZ] vFkZ vkSj dke dse/; lUrqyu cuk dj pyuk pkfg,A ,d vfroknhjktk fouk’k dks izkIr djrk gksrk gSA dkSfVY; dk;g er gS fd ^ftl jktk dh iztk vk;Z e;kZnk dsvk/kkj ij O;ofLFkr gksrh gSA o.kZ vkSj vkJe dsfu;eksa dk ikyu djrh gS rFkk osn =;h }kjk fufgrfo/kku ls jf{kr jgrh gSA og iztk lnSo izlUujgrh gS vkSj mldk dHkh uk’k ugh gksrk gSA*15- îztk lq[ks lq[ke jktk iztkuke~ pfgrsfgre~] ukR;fiz;e fgre jktk% iztkuke~ rqfiz;s fgre~ vFkZ'kkL= 1@14

jktk dh dk;Z O;oLFkk dks lapkfyr djusds mn~ns'; ls dkSfVY; us czãeqgwrZ ls ysdj jkf=

ds 'k;udky rd jktk dks D;k djuk vkSj D;kugh djuk pkfg, bldk foLrr o.kZu fd;kAdkSfVY; dk jktk jkT; dh lqj{kk] iztk fgr /keZdk ikyu] U;k; O;oLFkk] n.M O;oLFkk rFkkvFkZO;oLFkk dk ikyu djus okyk 'kkfUr vkSjlqj{kk ls lEcfU/kr leLr xfrfof/k;ksa dk lapkyudjrk gSA og fujadq’k ugh gks ldrk D;ksafdmlds Åij /kkfeZd jhfr fjoktksa] tuer] f’k{kkrFkk mÙke laLdkjksa dk izHkko’kkyh fu;U=.k jgrkgSA ;fn jktk vPNh uhfr vkSj lq’kklu dk ikyudjus okyk gS rks mldh iztk dks fo?u ck/kk;sa nwjgksrh gSA iztk dk dY;k.k gksrk gS rFkk jkT; dhmUufr gksrh gSA dkSfVY; jkT; ds lko;oh Lo:odk o.kZu djrs gS vkSj jkT; dh rqyuk tho/kkjhds 'kjhj ls djrs gSaA dkSfVY; dk jktk] ea=h]tuin ¼HkwHkkx½] nqxZ ¼fdyk½] dks’k i;kZIr /ku][ktkuk] n.M ¼lsuk½ rFkk fe= ¼fe= jk”Vªks½ dhizofr;ksa ls ;qDr gksuk pkfg, ijUrq bu lc esadkSfVY; us jktk dks gh lokZf/kd egRo fn;k gSD;ksafd jktk gh “kklu rU= dh vk/kkjf’kyk gSAfoHkkxh; v/;{kksa dks dkSfVY; us ^rhFkZ* dgk gS,oa vf/kdkjh ds fy, ^vkeR;* 'kCn dk iz;ksxfd;k gS dgk gSA dkSfVY; ds jkT; dh izkdfryksd dY;k.kdkjh gSA jkT; dh iz’kklfud O;oLFkkds dq’ky lapkyu gsrq dkSfVY; us lEiw.kZ iz’kkludks jktLo] lsuk okf.kT;] O;kikj] df’k] oU;]f’kYidyk] vkfn fofHkUu Hkkxksa esa ckaVk gSA izR;sdfoHkkx dk loksZPp vf/kdkjh gksxk tks foHkkxh;nkf;R;ksa dk fuogZu djsxkA16- okrkZ 1%v0] vfHkdj.k&6 vFkZZ'kkL= 1

dkSfVY; ds vuqlkj vkdk’k esa fopj.k djrsgq, if{k;ksa dks Hkysa gh ns[kk tk ldrk gS ijUrq Hkz"Vvf/kdfj;ksa }kjk /ku ds vigj.k dks ugh ns[kk tkldrk gSA D;ksafd jkT; ds inkf/kdkjh 40 izdkj lslkoZtkfud /ku dk vigj.k dj ldrs gSA vr%bl leL;k dks tM+ ls lekIr djus ds mn~ns';ls gh dkSfVY; }kjk iz’kklfud vf/kdkfj;kasa dh;ksX;rk ij vf/kdkf/kd tkj fn;kA dkSfVY; dk




TM

er gS fd /ku ds izfr fyIlk izk;% lHkh O;fDr;ksaesa LoHkkfod :i ls ik;h tkrh gS vkSj ,sls O;fDr;ksals bekunkjh dh vk’kk ugh dh tk ldrhA16 vr%jktk dks pkfg, fd ,sls vf/kdkfj;ksa vkSj eaf=;ksa dhfu;qfDr fofHkUu ijh{kkvksa ds vk/kkj ij djsaA

dkSfVY; ds vuqlkj iz’kklfud vf/kdkfj;ksadh fu;qfDr Hkh mudh ;ksX;rk ,oa izfrHkk dsvk/kkj ij gh gksuh pkfg,A eaf=;ksa ds fy, dqyhu]cqf)eku] mRlkgh] izHkko’kkyh ,oa mRre vkpj.kokyk gksuk vko';d gSA bl izdkj dkSfVY; dkjktk iz’kklu esa n{krk] ;ksX;rk] dq’kyrk] ,oaturk ds izfr tokcnsgh ls vR;kf/kd ltxgksrk gSA dkSfVY; ds vuqlkj le;≤ ijjktk ds }kjk vius deZpkfj;ks]a vf/kdkfj;ksa rFkklsuk ds oQknkj dfeZ;ksa dks iqjLdr djrs jgukpkfg,A ftlls mudh fu"Bk vkSj eukscy esa of)gksrh jgsA jktk }kjk fdlh Hkh dk;Z dk lEiknuefU=;ksa ,oa iz’kklfud vf/kdkfj;ksa dh eU=.kk,oa fopkj foe’kZ ds ckn gh fd;k tkuk pkfg,A;|fi og blds fy, ck/; ugh gSA ,sls fdlhHkh fu.kZ; dks xqIr j[kuk pkfg,A ;g Hkh dgkx;k gS fd ea=h ifj"kn dh cSBd esa jktk dksdHkh Øks/k ugh djuk pkfg,A ¼ea=dkys u dksi;sr½Ajkt fdlh dk;Z ij iFkd :i ls eafU=;ksa lslykg dj ldrk gS vkSj vUr esa lkewfgd :ils ea=h ifj"kn esa fopkj dj ldrk gSA17- okrkZ 14 v/;k;&1] vf/kdj.k 7 vFkZ'kkL=18- vFkZ'kkL= 1@12@17

jktk dk vfUre mn~ns'; jkT; dh lef)rFkk ukxfjdksa dh mRre] vkfFkZd O;oLFkk dk fuekZ.kdjuk gSA blfy, jkT; esa vf/kd ls vf/kd mRiknuds lk/kuksa] m|ksx /ka/kks O;olk;] O;kikj rFkkokf.kT; vkfn dks lqn<+ cukuk jktk dk izeq[knkf;Ro gSA vr% bUgha lalk/kuksa ls mls lnSojktdks"k dks le) j[kuk pkfg,A dkSfVY; dsvuqlkj ^ftl izdkj ,d m|ku ls dPPks QYkksa dksugh rksM+k tkrk gSA dsoy iDds Qyksa dks ghrksM+uk pkfg,A mlh izdkj jktk dks pkfg, fd

og mUgha yksxksa ij dj yxk;s] tks dj nsus esaleFkZ gksa D;ksafd vleFkZ iztk ij dj yxkukmfpr ugh vkSj ,slk djus ij iztk esa foæksg dhvk’kadk c<+ tkrh gSA ;fn jkT; esa dksbZ nSoh;vkink] vkfFkZd ladV ;k ;q) dh fLFkfr gks rksml fLFkfr esa jktk dj esa of) dj ldrk gSAiz’kkldh; LrEHk&xqIrpj vkSjdqVuhfrd O;oLFkk

xqIrpj O;oLFkk dkSfVY; dh iz’kklfudO;oLFkk dk vk/kkj LrEHk gSA lEiw.kZ iz’kklfudO;oLFkk dh dq’kyrk ,oa xfr’khyrk ds ihNsxqIrpj O;oLFkk gh dk;Z djrh gSA xqIrpjksa dksdkSfVY; us dbZ Jssf.k;ksa esa foHkDr fd;k gStSls&dkifVd] mnkfLFkr] xgifrd] oSnsgd] rkil]rh{.k] jln] ifjczkftd18 vkfnA xqIrpjksa esa iq:"kvkSj efgyk;sa nksuksa gqvk djrs Fks] rFkk mulsizkIr lwpukvksa ds vk/kkj ij foHkkxksa ds v/;{kjktk dks okLrfodrk ls voxr djkrs FksA budhvyx os’k Hkw"kk gksrh FkhA izR;sd xqIrpj ds ihNsvU; xqIrpj gqvk djrsa FksA xqIrpj foHkkx dsfy, dkSfVY; us lkadsfrd Hkk"kk vkSj fyfi dhegÙkk crk;h ftls foHkkx ds deZpkjh ds vfrfjDrvU; dksbZ nwljk le> u ldsA19 ;fn xqIrpjviuk dk;Z lgh <+ax ls djssaxs rks iz’kklu esa Hkz"Vkpkjiuius dh lEHkkouk {kh.k gks tk;sxhA20- vFkZ'kkL= 1@16@16

dkSfVY; dh iz’kklfud O;oLFkk dk nwljkegRoiw.kZ vk/kkj jktnwr O;oLFkkA lkezkT; foLrkj,oa vUrjkZ”Vªh; lEcU/kksa ds fuogZu esa bldkfo’ks”k egRo gSA dkSfVY; us nwr dks jktk dkeq[k20 dgkA ^nwreq[kok oS jktkuRoa pkU;s p*jktkA jktnwr ds ek/;e ls gh ikjLifjd okrkZfofue; djrs gSA dkSfVY; dwVuhfr dks fons’kuhfrdk ,d vko';d vax ekurs gS ftldk lapkyunwrksa ds ek;/;e ls fd;k tkrk gSA nwrksa dks HkhbZekunkj] cqf)eku] fu"Bkoku] lR;oknh] vkSjpfj=oku gksuk pkfg,A dkSfVY; us budh rhuJs.kh;ka ekuh gS& ful"VkFkZ nwr] ifjferkFkZ nwr]




TM

'kklugkj nwrA eSfd;kosyh ds lkeku dkSfVY; Hkhjktuhfr esa lke] nke] n.M vkSj Hksn tSls lHkhlk/kuksa dks viukus ds i{k esa gSA D;ksafd ,d'kfDr’kkyh jktk 'k=q dks ijkftr djus vkSj viusmn~ns';ksa dks izkIr djus ds fy, fdlh Hkh mfprvuqfpr uSfrd] vuSfrd lk/ku dks viuk ldrk gSA

dkSfVY; dk fopkj gS fd ,d jktk dkizeq[k mn~ns'; turk ds thou vkSj lEifÙk dhj{kk djuk rFkk lkekftd okrkoj.k dks lH;]lqlaLdr cukuk gSA blds fy, jkT; esa leqfprU;k;k O;oLFkk vkSj n.M O;oLFkk dk gksukvkfuok;Z gSA leqfpr U;k; dk izca/k djuk jktkdk iz/kku dk;Z gSA dkSfVY; us U;k; ds pkj lk/kucrk;sa gS /keZ] O;ogkj] pfj= vkSj jkt’kkluAblds fy, dkSfVY; us nks izdkj ds U;k;kyk;ksadh LFkkiuk Hkh dh gS /keZLFkyh; U;k;ky; rFkkdaVd’kks/ku U;k;ky;A dkSfVY; us U;k;k/kh’kksadh fu"i{krk rFkk vkpj.k ij fo’ks”k cy fn;kvkSj ;g Hkh dgk gS fd U;k; iznku djrs le;vijk/kh dh vk;q fyax rFkk o.kZ ds vk/kkj ij vUrjfd;k tkuk pkfg,A vkufo{kdh] =;h] okrkZ vkSjn.M uhfr dh lHkh fo/kkvksa esa n.Muhfr lclsegRoiw.kZ gSA n.M vijk/k ds vuqdwy gksuk pkfg,An.M ds }kjk pkjksa o.kZ vkSj lnL; vius&vius /keZvkSj drZO;ksa ds lEiknu esa yxs jgsaxs vkSj ln~ekxZ ijpyrs jgsxsaA jktk dks vijk/kh dh ifjfLFkfr;ksa dks/;ku esa j[kdj gh leqfpr n.M dh O;oLFkkdjuh pkfg,A bl izdkj dkSfVY; dh jktuhfrvkSj n.M uhfr dk vk/kkj lekftd O;ogkj gSAjktu; ,oa jktdyk21- vFkZ'kkL= 7@1@1

vFkZ’kkL= ds NBs ,oa lkrosa v/;k; esadkSfVY; us oSnsf’kd lEcU/kksa ds lapkyu djrs gq,dgk gS fd ;fn jktk lcy o fo’kky lezkT;LFkkfir djuk pkgrk gS rks mlss ,d dq’kydwBuhfrK dh Hkk¡fr vkpj.k djuk gksxkA blnf"V ls jktk dks 6lw=ksa ij vk/kkfjr ‘kkM+xq.;¼Sixfold policy½ dks viukuk pkfg,A ‘kkM+xq.;

uhfr ds vUrxZr dkSfVY; us fons’k uhfr ds N%lw=ksa dk mYys[k fd;k gS& lfU/k] foxzg] ;ku ;kvkØe.k la’k;] vklu ;ku nS/khHkko vkfn fl)kUrksadk mYys[k fd;k gSA21 mDr lHkh fl)kUrksa dkvey dj ds jktk }kjk jkT; dh lqj{kk] leizHkqrk],oa v[k.Mrk dks dk;e fd;ktk ldrk gSAdkSfVY; dk er gS fd jktk fd fons’k uhfrle; vkSj ifjfLFkfr;ksa ds vuq:i gksuh pkfg,Afons’kh lEcU/kksa ds lapkyu esa jkt dks jkT; dhlqj{kk dh fpUrk dks loksZifj j[kuk pkfg,AvUrZjkT;h; lEcU/kksa ds lapyku ds mn~ns'; lsdkSfVY; us e.My fl)kUr dk izfriknu fd;kgSA blds vk/kkj ij mUgksaus ;g funsZ’k fn;k gS fdjkT; ds dkSu fe= gks ldrs gS dkSu 'k=qA jkt dksviuh fons’k uhfr dk lapkyu blh rF; dks /;kuesa j[kdj djuk pkfg,A e.My fl)kUr ds lEcU/kesa izks0 vYrsdj dk er gS fd îzkphu fopkjd;g tkurs Fks fd fdlh Hkh eqn~ns dks iw.kZ :i lslekIr ugh fd;k tk ldrkA dsoy mlds [k=ksZdks de djus ds fy, ,d ,sls fl)kUr dkleFkZu fd;k ftlds vuqlkj ns’k esa fo+|eku vusdNksVs&cM+s jkT;ksa es 'kfDr dk foosdiw.kZ fu;a=.kcuk jgs vkSj muesa ;q) u gksA ftlls jk”Vªh; fgrdks lqjf{kr vkSj laof/kZr fd;k tk ldsA

dkSfVY; us vius foy{k.k izfrHkk vkSjdwVuhfr ds cy ij ekS;Z lkezkT; dks ;’k izfr"BkvkSj v[k.Mrk dh Å¡pkb;ksa rd igq¡pk;k vkSj,d vf[ky Hkkjrh; jkT; dh vk/kkjf’kyk j[khAbudk vFkZ’kkL= jkT; lEcU/kh lwpukvksa dk ,dvFkkg lkxj gS ftlesaa jktuhfr rFkk lq’kklu dslHkh ekSfyd fl)kUrksa dk mYys[k gSA orZekuoSf’od ifjn'; esa jkT;ksa dks gkf’k;s ij Mkydj yksd dY;k.k ,oa lkoZtfud fgr ds eqn~nksadks cktkj ds gokys djus dh gksM+ eph gqbZ gSAtu dY;k.k dh uhfr;ksa ds uke ij cktkj vk/kkfjruhfr;ksa dks ykxw djus dk ‘kM+;U= jpk tk jgk gSA,sls le; esa ;fn lq’kklu ds y{; dks izkIr djukgS rks gesa dkSfVY; ds vFkZ'kkL= esa of.kZr lq’kklu ds




TM

ewY;ksa dks vkRelkr djuk gksxkA vk/kqfud fodklds uke ij Å¡ph vkfFkZd lef) nj ,oa izfrO;fDr vk; ds vkdM+ksa ls mudh ljdkjsa lq’kkluds y{; ls HkVdh izrhr gksrh gSA vktvko';drk gS fd lq’kklu dks ekuoh; fodkl,oa tu dY;k.k ds eqn~nksa ls tksM+ dj ns[kk tk;vkSj bl nf"V ls dkSfVY; dk vFkZ’kkL=+ mnkjhdj.k]futhdj.k vkSj oS’ohdj.k dh bDdhloha lnhdks fodkl dh ,d uohu nf"V iznku dj ldsxk*AlUnHkZ&x zUFk%&1- dkSfVyh; vFkZ’kkL=&okpLifr xSjksyk] pkS[kEck

ifCyf’kax gkml] nfj;kxat] ubZ fnYyhA2- ‘Kautilya and the concept of Good

Governance’- S.S. Ali Indian Journalof Political Science, Vol IXVIII, Nov-2, April June 2006.

3- Indian Political Thought-R.C.Gupta.4- State and Government in Ancient

India-A.S. Altekar, MotilalBanarsidass Publishers, PrivateLimited Delhi.

5- Ikzkphu Hkkjrh; jktuhfrd fpUrd&,l-lh-flagy] y{eh ukjk;.k vxzoky] vkxjk

6- jktuhfrd fpUru dk bfrgkl&MkW-ts-lh-tkSgjh] ,l-ch-ih-Mh-ifCyds’kUl] vkxjk

7- izeq[k jktuhfrd fopkjd&izks-Jh izdk’kef.kf=ikBh] izR;w’k ifCyds’kUl] fnYyh

8- iz’kklu ,oa yksduhfr&eukst flUgk] vkfj;aVCySdLoku] izkbosV fyfeVsM ubZ fnYyh

9- izkphu Hkkjrh; 'kklu i)fr&MkW-,-,l-vYrsdj] eksrhyky cukjlhnkl ifCyds’kUl]izkbZosV fyfeVsM] fnYyh

10- izkphu Hkkjrh; laLdfr&ch-,y-ywfu;k

Hkkjr esa ukjh dh vkfFkZd fLFkfr

M+k- v#f.kek ukenso'kklfd; egkfo|ky;]

dq.Me] tcyiqj

==============***********===============izkphu dky ls ysdj vk/kqfud dky rd

O;fDr ds thou esa vusd ifjorZu vkrs jgs gSaAo"kkssaZ ls xqykeh dh tathjksa esa ca/ks O;fDr ds euefLr"d dks bruk detksj dj fn;k fd ogvkt iw.kZ #i ifjorZu dsk Lohdkj ugh dj ikjgk gSA Hkkjr dh Lora=rk izkfIr ds Ik'pkr~ lsO;fDr dh lksp es ifjorZu vkuk 'kq# gks x;kftlds ifj.kkeLo#i ukfj;ksa ds fodkl dh vksjHkh /;ku fn;k x;k gS] ftlls mudh iajijkxrizfLFkfr ,oa Hkwfedk esa cnyko vk;k gSA

gekjs ns’k es fo’ks"kdj fgUnw lekt esa ukfj;ksadk lEeku vkSj vknj vkn’kZkRed ,oa e;kZnk;qDrjgk gSA ukjh ds izfr lekt esa fu"Bk vkSj J)k jghgSA ifjokj o lekt esa ukjh }kjk fd;s tkus okys;ksxnku dk loZFkk egRo jgk gSA ukfj;ksas }kjk fd;stkus okys bl ;ksxnku dk ges’kk ls xkSjo o egRojgk gSA og ;’k vkSj lEeku dh izrhd ekuh xbZ gSAvkt 'kuS% 'kuS% mldk egRo vf/kd c<+k gSA

ftl rjg fdlh Hkh ns’k dh izxfr ,oafodkl esa vkfFkZd fLFkfr dk egRoiw.kZ LFkku gksrk gSAmlh izdkj fdlh Hkh O;fDr dh izxfr ,oa fodklesa mldh vkfFkZd fLFkfr dk cgqr cM+k egRo gksrkgSA Hkkjr esa efgyk,a ges’kk ls gh iq:”k ij vfFkZdnf”V ls fuHkZj jgh gSA orZeku ifjfLFkfruqlkj mudsifjorZu vk;k gS ifjorZu ds bl ifjos’k esa vktukfj;ksa us viuh vkfFkZd fLFkfr ln<+ cuk yh gSA

vkfndky ls ysdj vk/kqfud dky rdiq:”kkas us fL=;ksa ij 'kklu fd;k gSA Hkkjr ,d iq:”k

36




TM

iz/kku ns’k gS] ;gka ij ukfj;ksa dh vis{kk iq:”kksa dksvf/kd egRo fn;k tkrk jgk gSaA vkt ukjh dhfLFkfr detksj] nfyr o ifrr gSA ;g izdfr dhnsu o ukjh v{kerk ds dkj.k ugh] oju~ vktukjh dh fLFkfr lekthdj.k dk gh ifj.kke gSAlekt esa o"kksZ ls ukjh ds izfr fd;k tkus okyki{kikriw.kZ O;ogkj dk gh ifj.kke gSA OkkLro esaukjh iq:”kksa ls vf/kd Js"B gSA

f}rh; fo’o;q) ds Ik'pkr~ rd vf/kdka’kukfj;ka ?kj dh pkj nhokjh rd lhfer jgrh FkhAHkkjr esa iwoZdky esa efgyk;sa ?kj xgLFkh ds dk;ksZ esatdM+h jgrh FkhA mudks dqN ,sls dk;Z djus gksrs Fkstks mUgsa ?kj rd gh lhfer djrs Fks] tSls&cPpksa dkikyu&iks"k.k rFkk vU; ifjokfjd nkf;Roksa dks iwjkdjuk jgrk FkkA izkphu dky esa fL=;ksa dh f’k{kk dkizpkj izlkj vf/kd ugha gks ikus ds dkj.k mUgsa laLdkjfn;k tkrk Fkk vkSj mlh ifjos’k esa mudk ikyu&iks"k.kgksrk FkkA Hkkjr esa vf/kdka’k ukfj;ka vkfFkZd nf”V lsvius ifr;ksa ij gh fuHkZj jgh gSA eq[;r% Hkkjr df"kiz/kku ns’k gSA ;gka ij ukfj;ka vius ifr;ksa ds lkFkfeydj dk;Z djrh jgh gSA vkfFkZd #i ls fiNM+h oxzkeh.k efgyk;sa vdq’ky etnwj] ?kjsyw ukSdfj;ksavkfn ij vius ifr;ksa ds lkFk feydj dk;Z djrhjgh gSA vkt vf/kdka’kr% e/;e oxZ mPp oxZ dhukfj;ksa ds vkfFkZd nf”V ls ykHkizn #i ls dk;Z djusdk pyu gks x;k gS vkt efgyk,a jktuhfrdlkekftd dk;ksZ ds izfr vf/kd ltx gSA vktdk;Zjr efgykvksa ds ?kj ls ckgj jgus ds dkj.kmuds lkekftd jhfr fjoktksa] lekt esa dk;Zjrefgyk;sa] vdk;Zjr~ efgykvksa dh vis{kk T;knklarq”V gSA vdk;Zjr efgyk,a vf/kdrj #f<+oknh oijaijkoknh jgh gSA mudh lksp esa vdk;Zjr~ efgykvksadh vis{kk T;knk tkx#drk iznf’kZr djrh gSA

orZeku esa f’kf{kr efgyk;sa fo’ks"kdj ukSdjhdjus okyh efgykvksa ds nf”Vdks.k] mRrjnkf;RovkSj lkekftd fLFkfr esa 'kuS% 'kuS% lacaf/kr fo"k;ksadsk ysdj cgqr vf/kd ifjorZu gks pqdk gSA ns’k dhmUufr ,oa vkfFkZd fodkl esa ukfj;ksa dh egRoiw.kZ

Hkwfedk gksrh gS orZeku esa ukfj;ksa dh lkekftdvkfFkZd O;oLFkk dk izknqHkkZo ,oa ukfj;ksa dks izkIroS/kkfud jktuhfrd lekurk dh otg ls tgkaukfj;ksa ds mRrjnkf;Ro o fLFkfr ds fo"k; esa#f<+oknh o ijaijkoknh fopkj/kkjk jgh gS ftlesa'kuS% 'kuS% ifjorZu gksrk tk jgk gSA

vkt efgyk;sa iq:”kksa ds le{k dne lsdne feykdj dk;Z dj jgh gSA muesa vkRefo’okl c<+ x;k gS rFkk os thou ds izR;sd {ks=esa f’k[kj ij igqap jgh gSA igys ukjh dsk iq:”kdh laifRr ekuk tkrk Fkk vkt iq:”k iz/kku lekt esamldk egRo gh ugh c<+k gS cfYd mldh f’k{kk esaof) gqbZ gS vkSj mlesa uopsruk dk lapkj gqvk gS,oa ,d Økafrdkjh ifjorZu vk;k gSA

vkt ds ;qx dh lcls cM+h miyfC/k iq:”kksads lkFk lkFk fL=;ksa us vc izR;sd {ks= esa dne j[kkgSA f’k{kk dk izpkj izlkj vf/kd gksus ls izR;sd {ks=esa mudh fLFkfr vkSj Hkwfedk esa ifjorZu vk;k gSAvkt mu ukfj;ksa dh la[;k esa of) gksrh tk jgh gStks vkfFkZd nf”V ls Lora= gksuk pkgrh gS o viusO;fDrxr lEeku vkSj ckSf)d Hkw[k dks feVkukpkgrh gS] vFkok os viuh euksoSKkfud vko”;drkvksadh iwfrZ djuk pkgrh gSA Li”Vrr% ;g fofnr gksrkgS fd vkt ukfj;ksa dh fLFkfr esa lq/kkj gqvk gSA

okLro esa efgykvksa dh vkfFkZd fLFkfr dkfu/kkZj.k eq[;r% ukSdjh o ukSdjh dh ifjfLFkfr]inksUufr ds volj ij fuHkZj djrk gSA orZeku esaukSdjh djus okyh ukfj;ksa dks vf/kdkf/kd lEekuiznku fd;k tkus yxk gSA vf/kdka’k efgyk;saO;olkf;d rduhdh vkSj iz’kklfud vkfn izca/klaca/kh dk;ksZ esa mPp inksa ij igqWp jgh gSA ukSdjhdjus okyh fL=;ksa dh lekt esa ;ksX;rk ,oa lkeZF;ds cy izfr"Bk izkIr gqbZ gSA blds ckotwn vHkh HkhfL=;ksa ds dkuwuh] jktuhfrd rFkk vkfFkZd vf/kdkjksvkSj fo’ks"kkf/kdkjks rFkk muds okLrfod vf/kdkjksrFkk fo’ks"kkf/kdkjks ds chp ,d pkSM+h [kkbZ gSA fl)kards #i ls fL=;ksa dks iq:”kksa ds le{k cjkcjh dk ntkZfn;k x;k gS] ijUrq nSfud thou esa ;g vkn’kZ vHkh




TM

dkslks nwj gSA ,d dk;ZdrkZ ds #i esa mls ?kj rFkkukSdjh nkssuks txgksa esa vusdks leL;kvksa dk lkeukdjuk iM+rk gSA lkekftd dkuwuksa us mls gj rjg lsiq:”k dh cjkcjh dk ntkZ rFkk vf/kd ls vf/kdLora=rk iznku dh gS ijarq lkekftd nf”Vdsk.k dkuwuksals cgqr gh ihNs gSA vkt ns’k ds lafo/kku }kjk iznRrvf/kdkjska o vkfFkZd Lora=rk ds gksrs gq, mls iq:”kksa dsle{k LFkku izkIr ugh gqvk gSA vkt vf/kdka’k efgykvksadks iq:”kksa ds le{k fLFkfr izkIr ugh gks ik;h gSA

gekjs ns’k esa fodkl ls lacaf/kr fofHkUu;kstuk vf/kfu;eksa rFkk lekt lq/kkjdksa ,u-th-vks-ds iz;kl ls efgykvksa dh lkekftd] vkfFkZd ,oaekufld fLFkfr dks cgqr vf/kd izHkkfor fd;k gSftlls efgykvksa dh fLFkfr esa vkaf’kd lq/kkj gqvk gSijarq mlesa vk’kkrhr lQYkrk izkIr gqbZA vkt Hkhgekjs lekt esa cky fookg] inkZ izFkk] ngst izFkk,oa vf’k{kk tSlh vusd dqjhfr;ka O;kIr gSa budqjhfr;ksa dks lekIr djus ds fy, f’k{kk dk gksukvko';d gSA uxjksa es efgyk f’k{kk dk cgqrvf/kd izpkj izlkj gqvk gS ftlls efgykvksa dhf’k{kk esa of) gqbZ gSA 'kgjksa dh vis{kk xkao esavf/kdka’k efgyka, vf’kf{kr gSA

jk”Vª ds fuekZ.k esa fL=;ksa dk ;ksxnku dkQhegRo j[krk gS] ysfdu jk”Vª dh vkfFkZd izxfr vkSjfodkl esa fL+=;ksa dh Hkwfedk dqN de egRo ughj[krhA bl egku vkSj etcwr L=h 'kfDr dh vksjmfpr /;ku nsus dh t#jr gS vkSj bl 'kfDr dk blrjg mi;ksx djus dh t#jr gS] ftlls dh [kqnfL=;ksa dks T;knk ls T;knk Qk;nk gks vkSj lkFk ghjk”Vª ds fodkl vkSj vkfFkZd izxfr ds ekeys esaT;knk ls T;knk Qk;nk mBk;k tk ldsA ;g rHkhlaHko gksxk] tc fL=;ksa dks lEeku fn;k tk;svkSj mudks le>nkjh ds lkFk fu;af=r fd;k tk;svkSj blds lkFk gh lkFk mudh 'kfDr dks jk”Vª dsykHk ds fy, vkSj fL=;ksa dk ntkZ mBkus ds fy,lgh jkLrksa ij yxk;k tk;saA

Hkkjr esa efgykvksa dks ,slh f’k{kk nh tkuhpkfg, ftlls os vkRefuHkZj gksdj vfgY;k] y{ehckbZ

vkfn dh ijaijk dks vkxs c<+k;saA Ekfgykvksa dhfLFkfr lq/kkjus dh nf”V ls turk dks tkx#ddjuk gksxk o muds nf”Vdsk.k esa ifjorZu ykukgksxk] efgykvksa ds izfr #f<+okfnrkiw.kZ fopkjksa lsmBdj ukfj;ksa dh izxfr vkSj fodkl dh vksj /;kunsuk gksxk blds fy, [kkl rkSj ij iq:”k ,oa L=h]ifjokj ds lnL; ,oa lekt o ljdkj ds bl gsrqiz;kl djus gksxsaA fL=;ksa dks iq:”k ds led{klHkh {ks=ksa esa volj fn;s tkosaA okLro esa rHkhfL=;ksa dh vkfFkZd fLFkfr cny ldsxhA fL=;ksa dksbl ;ksX; cukuk gksxk fd jk”Vªh; thou esa osviuk izHkkodkjh ;ksxnku ns ldsaA blls fu'p;gh mudh fLFkfr lq/kjus es enn feysxhA

iq:”kksa vkSj fL=;ksa ds mRrjnkf;Ro rFkklkekftd ntsZ ds izfr muds rFkk lekt ds nf”Vdks.krFkk vis{kkvksa esa ewyHkwr ifjorZu ykdj gh fL=;ksadks iq:”kks ds leku Lora=rk izkIr djkbZ tk ldrhgSA dsoy rHkh fL=;ka Lora= gksdj gj Lrj ij iq:”kksals izfrLi/kkZ dj ldrh gSA ;g rHkh laHko gksxk tcf’kf{kr iq:”k vkSj fL=;ka ;g eglwl djsa fd ijaijkxriq:”k iz/kku O;oLFkk dh txg ij ,d ,slhmnkjoknh rFkk vk/kqfud O;oLFkk LFkkfir djuh gS]ftlesa ns’k dh mUufr dh [kkfrj Hkkjr ds L=h vkSjiq:”k da/ks ls da/kk feykdj dke dj ldsaxsaAlanHkZ%&1- diwj] MkW- izfeyk&dkedkth Hkkjrh; ukjh]

jktiky ,aM lal dk'ehjh xsV] fnYyh2- flag Jhefr vfurk&ledkyhu fgUnw ifjokjksa

esa xg.kh dh fLFkfr ,oa Hkwfedk] 'kks/k izca/k jk-nq-fo-fo- tcyiqj

3- xqIrk] izk s-,e-,y- 'kekZ] M+k-Mh-Mh-&ledkyhu lekt 'kkL=h; fl)kar] lkfgR;Hkou ifCyds’ku] vkxjk

4- egktu] M+k-/keZohj egktu]M+k- deys’k& Hkkjrh;lekt] foosd izdk’ku] tokgj uxj] fnYyh&7

5- xqIrk] ,e-,y- 'kekZ] Mh-Mh-& Hkkjrh; lektlkfgR; Hkou ifCyds’ku] vkxjk




TM

ÐâÓÈäÒ Ôí»ÌâÃzÒ ð ÓâÖÔäÔâ,ÓâÑÔäÔâ #Õï sÕâõ½ »ë rÍ Ñe

ËÌãÕYâ Íä. ÍÃëÔ#ÖíÖä#Ã ÍýíQslj, ãÚnÊä ãÕÐâ½âDÒÜ

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ÍÚÔë sÕâõ½ ÍYÑÒ ÚíÈë Éëó ÍÓ ÖâãÚãtÒ» ÌâÃ»o»ë ÍýÐâÕ Öë éÌÑe áâÁ »Ô ½Y »â Ðä áï× ãÑÔÈâ ÚEósÕâõ½ »â Óï½Ñï¿ ÏÚçÈ ÖäËâ-ÖâÊâ ÚíÈâ ÚE ó sÕâõ½ »â áâÓïÐÌk»âÓë »ä áâÕâÁ Öë ÚíÈâ Úìó ÒÚ áâÕâÁ ÖçÌ»Ó ½âõÕ »äÁÌÈâ #»Ý Úí ÁâÈä Úì ó »ÓäÏ ÓâÈ »ë ÊÖ ÏÁë ÌâÃ» »âÍýÊ×ôÌ Ñï½Ôâ¿ÓÇ Öë ×çr ÚíÈâ Úì ó ÈÉâ ÖèÒíôÊÒ »ë ÏâÊÖÑâpÈ Úí ÁâÈâ Úìó »ÇâôÃ» »ë "ÐèÅÔÍâÒ - ÏÒÔâÃ' åÖäÍý»âÓ ÓâÈÐÓ ÍýÊü×È ÚíÈâ Úìó áãÐÌÒ»Èâô »ÓäÏ áâÄ-ÊÖÚíÈë ÚEó áâÕSÒ»Èâ ÍÅÌë ÍÓ ÊçÚÓä-ãÈÚÓä ÐèãÑ»â »Ó ÔëÈëÚEó åÌÑe #»-Êí vÒãkÈ ÌötÒ ÍýÕäÇ ÚíÈë ÚEó »ÉâÌ» »íÌötÒ ]âÓâ ÍýÊü×È »ÓÈë ÚEó ÌâÃ» »ä ÖÎÔÈâ ÍýâÒð ånÚI ÍÓáÕÔãmÏÈ ÓÚÈä ÚEó ÖèÝËâÓ, ãÕÊèØÇ, ÌëÈâ, ÌâãÒ»â áâãÊÍâÝ áãË» ÖÑÒ È» Óï½Ñï¿ ÍÓ ãÕYÑâÌ ÓÚÈë Úìó ÍâÝo »äÕë×ÐèØâ Ðä ánÒ Ôí»ÌâÃ»o »ä ÈÓÚ ÚíÈä ÚE, ¾â¾Óâ,ËíÈä, áï½Ó¼â, ÀÅä, Óï½ãÏÓï½ë ÕsÝ, áíÆ‘Ìä, »çï»çÑ, »âÁÔÈÉâ ½ër áâãÊó "ÒÜ½âÌ' - "ÏÒÔâÃ' »ä ÈÓÚ áÌë» ÍâÝÍâõÕo Ñe ¾èõ¾r ÏâõË»Ó áÍÌä »Ôâ»âÓä »í áÊâ »ÓÈë ÚEó

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Íö.19ó(6) Íï. ÖäÈâÓâÑ ¿ÈçÕëôÊä ð ÐâÓÈäÒ ÈÉâ ÍâS¿âtÒ Óï½Ñï¿ ð

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ÈäÖÓâ Öïs»ÓÇ, Íö.14ó(9) "áâÔí¿Ìâ' ãÚnÊä ÝìÑâãÖ» (ÍãÝ»â) áï» 6, ÁÌÕÓä

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(11)Åâô. Ê×ÓÉ áíÂâ ð ãÚnÊä ÌâÃ» ð é§ÐÕ áîÓ ãÕ»âÖ,Íï¿Ñ Öïs»ÓÇ, Íö.50.

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38




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dh la[;k dk izfr’kr cgqr vf/kd c<+ x;k gSoSKkfud] bathfu;j] f’k{kkfon~ks dk vkd"kZ.k fons’kksadh vksj gks jgk gS blds vfrfjDr odhy],dkmaVsM] izca/kd ,oa dEI;wVj fo’ks"kK vkfn dkfons’kksa esa vkokxeu gksus yxk gSA cgqjkZ”Vªh;daifu;ka ftuds }kjk igys mRikfnr oLrq,a] lsok]rduhd] iwath vkfn dh vkoktkgh gksrh FkhAvkt varjkZ”Vªh; Lrj ij jkstxkj iznku djus esaegRoiw.kZ Hkwfedk fuHkk jgs gSA vkt fofHkUUk ns’kksaesa fo’ks"kK] izca/kd dks dq’ky] v/kZdq’ky Jfedksavkfn dh fu;qfDr bUgh ds }kjk dh tkrh gS buds}kjk fu;qDr deZpkfj;ksa dks fo’o es igys fuxeksa]fofHkUu lsokvksa esa fu;qDr fd;k tkrk gSA ;ghizfØ;k Je&izokg dks c<+kok nsrh gSA

oS’ohdj.k dh izfØ;k ls Hkkjrh; lektesa ldkjkRed ds lkFk&lkFk udkjkRed ifj.kkelkeus vk jgs gSA oS’ohdj.k dh izfØ;k ds rhozfoLrkj us fo’o vFkZO;oLFkk esa egRoiw.kZ ifjorZuyk fn;s gS vkt fo’o&mRiknu dk ,d c<+kHkkx varjkZ”Vªh; {ks= ds vusd lg;ksxh QeksZ dse/; gks jgk gS fo’o ldy ?kjsyw mRikn esa fo’oO;kikj ds fgLls es c<+ksRrjh gqbZ gSA varjkZ”Vªh;fuos’k vkSj varjkZ”Vªh; for {ks= dk Hkh fodklgqvk gS vkt tsV&foeku] dEI;wVj] mixzg] baVjusVlwpuk rduhd ds dkj.k ns’kdky dh lhek;salekIr gks xbZ gS vkSj vkS|ksfxd laxBuksa es ubZizca/k O;oLFkkvksa dh fodkl us oS’ohdj.k dhizfØ;k dsk xfr iznku dh gSA fiNys 25 o"kksZa esaoS’ohdj.k ds pyrs jk”Vªksa vkSj yksxksa dh vk; dse/; varj vk;k gSA vk; ds forj.k esas dkQhvlekurka, c<+h gS] ySfVu vesfjdk] vkfÝdk{ks=ksa esa jkstxkj ds volj de gq, gS vf/kdka’kJfed vlaxfBr {ks= esa dke djus etcwj gS tgkamRikndrk vkSj etcwjh dk Lrj fuEu gSAfu"d"kZ%&

oS’ohdj.k ls lekt ds dqN yksxksa] izkUrksao jk”Vªksa dsk tgka ,d vksj ykHk ds volj izkIrgq;s gS ogh nwljh vksj blds fo#) izfrdwy

izfrfØ;k,a gqbZ gSA oS’ohdj.k dh O;oLFkk lsLora= O;kikfjd m?keksa dk xyk ?kksaVk tk jgk gSAjk”Vªksa esa LFkkuh; O;kikfjd fgrksa ds le{k ladVmRiUu gks x;k gSAlanHkZ%&1- QfM+;k] MkW- ch-,y-&;wuhQkbZM jktuhfr

foKku] lkfgR; Hkou ifCyds’ku] vkxjk2006A

2- Xkks;y] MkW- vuqie&;wuhQkbZM vFkZ’kkL=]f’koyky vxzoky ,.M daiuh izdk’kd]bUnkSj 1998A

3- eqdthZ] jfoæukFk ,oa&;wuhQkbZM lekt’kkL=]f’koyky vxzoky ,.M daiuh izdk’kd]bUnkSj 2001A

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5- feJk] MkW-ts-ih- tSu] MWk- ,l-lh- &vFkZ’kkL=]lkfgR; Hkou ifCyds’ku] vkxjk

6- xks;y] vuqie&;wfuQkb ZM vFkZ’kkL=]f’koyky vxzoky ,.M dEiuh] bUnkSj




TM

JmoqdX {_l Ho$ `mÌm-gm{hË`_| bmoH$-g§ñH¥${V

ì`mo_m Ir_Or^mB© _hoVm(M.A., M.Phill.)

Vhgrb-Ymar, {O. A_aobr (JwOamV)

==============***********===============JmoqdX {_l Or {hÝXr `mÌm-gm{hË` Ho$ OmZo-_mZo

aMZmH$ma h¢& `mÌm-gm{hË` AmnH$m `moJXmZ {Mañ_aUr` h¡&

{H$gr aMZmH$ma Ho$ gm{hË` H$mo OmZZo Ho$ {bE Oê$ar h¡ CgHo$

ì`{ŠVËd H$mo OmZZm, Š`m|{H$ boIH$ AnZo OrdZ H$m gma

gm{hË` Ho$ Ûmam hr A{^ì`ŠV H$aVm h¡Ÿ& ñd`§ {_l Or Ho$ eãXm|

_| ""boIH$ H$m Ohm± VH$ AnZr aMZm go [aíVm hmoVm h¡, dhm±

EH$ Vmo Omo ^moJm hþAm h¡, CgH$m `m OrdZ H$m _hÎd h¡Ÿ& {Og

MrOm| Zo Cgo H$ar~ go Nw>Am hmoJm, CZ_| Á`mXm VmH$V AmòJr,

Á`mXm doJ hmoJm, VZmd ^r EH$X_ grYm-grYm CVaoJmŸ&''1 do

AnZr gm{hË` godmAm| Ho$ {bE CÎmaàXoe {hÝXr g§ñWmZ, maVr

^mfm n[afX H$bH$Îmm, gm{hË` AH$mX_r {Xëbr Am{X Ho$

Ûmam gå_m{ZV {H$E Om MwHo$ h¢& Amem _{U`ma Ho$ eãXm| _|-

JmoqdX {_l gÀMo gm{hË`H$ma, H${d, nXm{YH$mar, AÜ`mnH$

Am¡a AnZo n[adma Ho$ à{V AmñWm aIZodmbo Am¡a g_mO H$s

dmñV{dH$Vm H$mo noe H$aZodmbo à{V^m gånÝZ Am¡a gÀMo gm{hË`

ào_r h¡Ÿ&2 JmoqdX {_l Or H$m OÝ_ à`mJ O¡gr gm{hpË`H$ Am¡a

gm§ñH¥${VH$ y{_ _| hþAm h¡Ÿ& {_l Or ~mha go H$m\$s _m_ybr

AmX_r {XImB© XoVo h¢& JmoqdX {_l Or H$m g_¥Õ gm{hË` CZH$s

à{V^m H$m A{ÛVr` CXmhaU h¡Ÿ& AmYw{ZH$ qhXr gm{hË` Ho$

{Za§Va àJ{Verb CnÝ`mgH$ma, H$hmZrH$ma, `mÌm gm{hË`

aM{`Vm JmoqdX {_l Zo AnZr g_¥Õ Am¡a geŠV boIZr

VWm A{ÛVr` à{V^m Ho$ ~b go {hÝXr gm{hË` H$mo à`m©ßV

g_¥Õ {H$`m h¡Ÿ&3

JmoqdX {_l Or Yw_ŠH$‹S> ñd^md Ho$ ì`{ŠV WoŸ& {_l

Or Zo ^maV Am¡a {díd Ho$ g^r _hÎdnyU© ñWbm| H$m àdmg

{H$`m h¡Ÿ& ^maV Ho$ H$í_ra, A§X_mZ-{ZH$mo~ma Am¡a CÎmanyd© Ho$

ñWbm| _| Ky_o h¢Ÿ& Kw_¸$‹S>r _| CÝh| ZrOmZ§X {_bVm Wm & S>m°.à{_bm

{ÌnmR>r Ho$ eãXm| _|-""boIH$ H$s Kw_ŠH$‹S> àd¥{Îm, CnbãY

hþE Adgam| Zo g§nyU© ^maV Ed§ {díd Ho$ bJ^J g^r _hÎdnyd©

ñWbmo§ Ho$ Xe©Z H$aZo _| ghm`H$ hþE h¢Ÿ& Xoe _| A§S>_mZ-{ZH$mo~ma

~ñVa, H$mí_ra CÎmanyd© H$s Am{X OmVr` OrdZ H$s {Og ~marH$s

go g_rjm H$s, dh mfm, e¡br Ed§ H$mì` H$s Ñ{ï> go ~hþV gw§Xa

h¡Ÿ&''4 JmoqdX {_l Or gm{hË` Ho$ __©k h¢¡Ÿ& BgH$m à_mU CZHo$

gm{hË` go {_bVm h¡Ÿ& CÝhm|Zo amOZrVr, gm_m{OH$ n[apñW{V`m|,

Xoer-{dXoer g§ñH¥${V H$mo AnZo gm{hË` _| dmUr Xr h¡Ÿ& {_l Or

Zo CnÝ`mg, H$hmZr, {Z~§Y, `mÌm dU©Z VWm AÝ` {dYmAm| _|

^r {bIm h¡Ÿ& {_l Or Ho$ gm{hË` _| ñdmZw d H$m dU©Z {XImB©

XoVm h¡Ÿ& {_l Or Zo 14 gmb H$s AdñWm _| H$hmZr {bIZm

Ama§ {H$`m WmŸ&

JmoqdX {_l Or Ho$ `mÌm gm{hË` _| {M{ÌV bmoH$-

g§ñH¥${V H$m AÜ``Z H$aZo go nhbo bmoH$-g§ñH¥${V H$s n[a^mfm

go n[a{MV hmoZm C{MV h¡Ÿ& bmoH$-g§ñH¥${V eãX bmoH$ Am¡a

g§ñH¥${V H$m {_bm hþAm ê$n h¡Ÿ& bmoH$ eãX _mZd Om{V, g_yh,

g_wXm`, OZVm, dJ© m g§K H$m à{V{Z{YËd H$aVm h¡Ÿ& "g§ñH¥${V'

eãX H$m AW© "n[aîH$ma H$aZm'Ÿ& g§ñH¥${V amï> `m g_wXm` H$mo

àH$me XoVr h¡ Am¡a AmË_{dídmg r OmJ¥V H$a XoVr h¡Ÿ& bmoH$-

g§ñH¥${V bmoH$ g_wXm` H$m Ord§V ê$n h¡Ÿ& {d{dY bmoH$ H$bmAm|

H$m Am{dîH$ma bmoH$-g§ñH¥${V Ûmam hmoVm h¡Ÿ& bmoH$-g§ñH¥${V

H$m OÝ_ OZ-g_yh go hmoVm h¡ Am¡a OZ-g_yh Ho$ g§ñH$ma bmoH$-

g§ñH¥${V Ho$ _yb _| {Z{hV hmoVo h¢Ÿ& bmoH$-g§ñH¥${V _| AmMaU

H$s n{dÌVm, _mZd g§doXZm, g{hîUwVm, Z¡{VH$Vm, Aqhgm,

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e_m© Ho$ _V go-""bmoH$-g§ñH¥${V bmoH$OrdZ H$s ghO pñW{V,

ñ\y${V© Am¡a àmUdmZ A{^ì`{ŠV h¡Ÿ& Bg_| bmoH$ OrdZ H$m _Z,

39




TM

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TM

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Bg{bE em§{V ^r h¡Ÿ&''13 AmO Ho$ O_mZo _| Ý`m`-ì`dñWmZo

A_mZdr`Vm H$mo ê$n YmaU H$a {b`m h¡Ÿ& Ý`m`-ì`dñWm AmO

n¡godmbm| Ho$ njKa hmo ahr h¡Ÿ& JmoqdX {_l Ho$ "naVm| Ho$ ~rM'

`mÌm-d¥Îm _o§ hßnr Ho$ nyd© amOm lr AÀ`wVam` Or H$s Ý`m`{à`Vm

Bgr pñW{V H$m à_mU h¡Ÿ& CZHo$ g§~§Y _| CZHo$ {dMma Xo{IE-

""H$m¡Z H$hVm h¡ {H$ AmXe© Zht hmoVmŸ& EH$ h_mar H$moQ>© H$Mhar

H$m dh Moham Omo {XIVm Zht, A_mZdr` ! H$mJOr H$m`©dmhr

_o§ hr CbPH$a bmoJ ah OmVo h¢, Ý`m` {_bZo H$s H$moB© Cå_rX

Zht, AJa OZVm AnZm {dídmg {H$gr _| aI X|, Cgr Ho$ nmg

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H$_© H$s J[a_m H$mo g_Po Am¡a H$ao Vmo Ý`m` {H$VZm OëXr Am¡a

{H$VZm AmgmZ ! Omo Ý`m` Ho$ ~mao _| YmaUm h¡ {H$ dh {g\©$ n¡go

dmbm| H$m njKa h¡...d¡gr H$moB© YmaUm amOm AÀ`wVam` Or Ho$

~mao _| Š`m| Zht ~Zr, {hÝXÿ hmoZo Ho$ H$maU CÝh| {hÝXwAm| H$m

njKa r Zht H$hm OmVmŸ&''14 CŠV H$WZ _| VËH$mbrZ Ý`m`

ì`dñWm na ^r àH$me S>mbm h¡ Am¡a AÀ`wVam` H$s$ amÁ`

ì`dñWm na ^rŸ&

h_mao g_mO _| AmO ^r ~mb-{ddmh nÕ{V {XImB©

XoVr h¡Ÿ& ~mb-{ddmh Ho$ H$maU b‹S>{H$`m± Z Vmo ~MnZ R>rH$ go

Or gH$Vr h¡ Am¡a Z hr OdmZr R>rH$ goŸ& JmoqdX {_l Or Zo

"naVm| Ho$ ~rM' `mÌm-d¥Îm _| AéUmMb àXoe Ho$ _aOm Jm±d Ho$

g_mO _| Jar~r Ho$ H$maU ~mb-{ddmh nÕ{V Ho$ àMbZ H$m

dU©Z {H$`m h¡-""Amgnmg ~ÀMm| H$mo nrR> na ~m±Yo H$_ C_« H$s

_mVmE±Ÿ& 12-13 gmb _| emXr H$a XoVo h¢...Z ~MnZ R>rH$ go

Iobm, Z OdmZr R>rH$ go ^moJrŸ& b‹S>{H$`m| Ho$ ZmH$ZŠe ~VmVo

Wo {H$ do gwÝXa hmo gH$Vr Wr...bo{H$Z Jar~r Am¡a Ag_` _| _m±

~ZZo Ho$ H$maU g~ _waPm`m hþAm WmŸ&''15 ^maVr` bmoH$-

g§ñH¥${V _| EH$-Xygao Ho$ gwI-Xw:I _| em{_b hmoZm _mZdr`




TM

Y_© _mZm OmVm h¡Ÿ& bo{H$Z {dXoer g_mO _| _mZdr`Vm H$m

A^md h¡Ÿ& JmoqdX {_l Ho$ "Yww±Yâr gwIu' `mÌm dU©Z _| Bg

~mV H$m {OH«$ {_bVm h¡-""_¢ CgH$m J_ ~m±Q>Zo Ho$ EH$X_ _y‹S>

_| Wm, bo{H$Z _wPo A§Xa AmVo XoI, dh EH$X_ {~ëbr H$s Vah

CMH$H$a I‹S>r hmo JB©-"`h _oam àmBdoQ> H$_am h¡Ÿ&' CgZo ~mV

H$mo H$m\$s Omoa XoH$a, Xwham`m..._¢ g_P J`m {H$ dh "~mha

{ZH$bmo' hr, {H$gr Xygar ^mfm _| H$h ahr WrŸ& _¢ A^r VH$

BVZr _moQ>r ~mV Zht g_P nm`m {H$ A§J«oO EH$ ~§X H$m¡_ h¡ Am¡a

`hm± Jßn _maZo H$s dh bV ^r Zht h¡, Omo h_ {hÝXwñVm{Z`m| _|

hmoVr h¡Ÿ&''16 {dXoer bmoJm| H$mo AHo$bo ahZo H$s AmXV hmoVr h¡

Am¡a maVr`m| H$mo {_bPwb H$aŸ& hm± {dXoer Am¡a ñdXoer g§ñH¥${V

H$m gagar Vm¡a H$m A§H$Z hþAm h¡Ÿ& N>moQ>o ~ÀMm| H$m ñZoh {H$gr

^r BÝgmZ H$mo em§{V Am¡a AmZ§X XoVm h¡ Mmho dmo ñdXoer hmo `m

{dXoerŸ& bo{H$Z ~ÀMo O~ ~‹S>o hmo OmVo h¢ V~ CgH$m ñZoh, Xoe,

^mfm Ho$ H$Q>Yao _| H¡$X hmo OmVm h¡Ÿ& Bgr pñW{V H$m A§H$Z {_l

Or Zo "Xa»Vmo§ Ho$ nma...em_' `mÌm-d¥Îm _| {_bVm h¡-""~ÀMr

H$m ñZoh _wPo {H$VZr em§{V Xo ahm Wm...Vmo _oh_mZ H$m »`mb

H$aZm {H$gr Xoe H$s ~n¡Vr Zht h¡Ÿ& _Zwî` _| `h ~w{Z`mXr h¡Ÿ&

BgH$m VmëbwH$ AmX_r H$s Cg ^mdZm go h¡, Omo CgHo$ ^rVa

Xygao Ho$ {bE ñdV: C_‹S>Vr h¡...Am¡a `h _¢ Cg ~ÀMr _| gm\$

XoI ahm WmŸ& ewé _| ß`ma {H$VZm _mgy_ hmoVm h¡...{H$gr Ho$ {bE

^r C_‹S>Vm h¡Ÿ& Yrao-Yrao `h H¡$X hmoVm OmEJm...Xoe, ^mfm,

BbmH$m| Ho$ Kam| _|Ÿ& ~am~ar go gwIVm ^r OmEJmŸ& ^mJ_-^mJ

ñdmW© Am¡a `h gä`Vm Bgo gmoI boJr...Xoa gdoaoŸ&''17

{ZîH$f©V: H$hm Om gH$Vm h¡ {H$ JmoqdX {_l Or H$m

{hÝXr `mÌm gm{hË` _| _hÎdnyU© ñWmZ h¡Ÿ& CZHo$ `mÌm gm{hË`

_| ñdXoer-{dXoer g_mO, g§ñH¥${V Am¡a bmoH$ OrdZ H$s ar{V-

[admO, AmMma-{dMma, ahZ-ghZ, ImZ-nmZ, doe^yfm,

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AmXem] H$mo nyar gj_Vm Ho$ gmW aoImqH$V {H$`m h¡Ÿ& gM Vmo h

h¡ {H$ {_l Or H$s g¥OZerbVm, g_H$mbrZ gm_m{OH$,

amOZr{VH$ {dg§J{V`m| H$mo ^br^m±{V COmJa H$aVr h¢Ÿ&

g§X^© g§Ho$V :

(1) JmoqdX {_l-boIH$ H$s O_rZ, n¥.14

(2) g§.{dO` XS>m ©-bmoH$_V g_mMma, n¥.6, X ¡{ZH$

{gVå~a-2008, H$moëhmnwa

(3) S>m°.à{_bm {ÌnmR>r-JmoqdX {_l Am¡a CZH$s gm{hË`

gmYZm, n¥.18

(4) S>m°.à{_bm {ÌnmR>r-JmoqdX {_l Am¡a CZH$s gm{hË`

gmYZm, àñVmdZm go CX²>Y¥V

(5) g§.bú_rZmamÙ Z§XdmZm-_Yw_Vr, Zd§~a, 1664,

n¥.101

(6) S>m°._hoÝÐ aKwd§er-N>R>o XeH$ Ho$ {hÝXr CnÝ`mgm| _| bmoH$-

g§ñH¥${V, àmŠH$WZ go CX²>Y¥V

(7) JmoqdX {_l-PybVr O‹S|>, n¥.13

(8) JmoqdX {_l-naVm| Ho$ ~rM, n¥.31

(9) JmoqdX {_l-Y±wYâr gwIu, n¥.48

(10) JmoqdX {_l-Xa»Vmo§ Ho$ nma...em_, n¥.46


(12) dhr, n¥.136

(13) JmoqdX {_l-PybVr O‹S|>, n¥.64


(15) dhr, n¥.66

(16) JmoqdX {_l-Y±wYâr gwIu, n¥.143

(17) dhr, n¥.33




TM

v|kSxhdj.k vkSj uohuhdj.kds izHkkokLo:i ikfjokfjd

laca/kksa esa foPNsn

MkW- lfork jkuh BkdqjysDpjj] xouZeSaV gkW;j ldS.Mjh Ldwy

dSuky jksM] tEew

==============***********===============ifjokj tSlh laLFkk dk mn~Hko euq”; dh

lgt tSfod vko';drkvksa vkSj vkSj vk/kkjHkwrlkekftd ofÙk;ksa ls gqvk gSA blfy, ifjokj dkseuq”; dh laLFkkvksa esa ls lcls izkphu laLFkk ekukx;k gSA vkSj tc rd gekjh uLy jgsxh] ifjokjdk vfLrRo fdlh&u&fdlh :i esa vo';jgsxkA euq”; dh vkarfjd vko';drkvksa vkSjizofÙk;ksa ds lkFk bruk vfHkUUk gksus ds dkj.k ghifjokj lekt dh lcls vk/kkjHkwr bdkbZ jgh gSAifjokj ekuo tkfr ds vkRelaj{k.k] oa’ko/kZuvkSj tkrh; thou ds lkrR; dks cuk, j[kus dkizeq[k lk/ku gSA euq”; ej.k /kekZ gS ijUrq ekuotkfr vej gSA O;fDr iSnk gksus ds ckn cpiu];kSou rFkk o)koLFkk dks Hkksxdj eR;q dks izkIrdjrk gSA ijUrq mldh Hkkoh ih<+h }kjk oa’k ijaijkdk;e jgrh gSA eR;q vkSj vejRo nks fojks/khoLrq,¡ gSaA fdUrq ifjokj gh ,d ,slh laLFkk gS tksbu nks fojks/kh rRoksa esa leUo; iSnk fd, gq, gSAO;fDr Hkys gh eR;q dks izkIr gks tk, ysfduifjokj rFkk fookg }kjk ekuo tkfr vejRo dhizkfIr djrh gSA ifjokj blfy, Hkh egRoiw.kZ gSogka ,d vksj Fkdh gqbZ ih<+h vkJ; ikrh gS] oghaog Hkkoh ih<+h dk fuekZrk Hkh gSA ifjokj esa ghlnL;ksa dk Hkwr] orZeku rFkk Hkfo”; fuf'prgksrk gSA ifjokj uhfr vksj uSfrdrk dh lkjHkwfr

gSA og O;fDr dh f’k{kk&nh{kk vkSj laLdkj dkdsUæ gSA vPNs&cqjs] uSfrd&vuSfrd deZ dhizkFkfed vkSj lcls egRoiw.kZ f’k{kk O;fDr dksifjokj esa gh feyrh gSA cM+s cqtqxksZa ls ysdjNksVs&ls&NksVs cPpksa rd dk ifjokj esa viuk,d vyx LFkku gksrk gSA ifjokj esa izR;sdO;fDr fdlh&u&fdlh fj’rs ls tqM+k gksrk gSAog fj’rs eka&cki] csVk] csVh] cgu&HkkbZ]l kl&cg q ] t sB&t sB ku h ] n so&n soj ku h ]pkpk&pkph] ekek&ekeh ds uke ls tkus tkldrs gSa ijUrq lHkh dks vius vf/kdkjksa ds vuqlkjekU;rk izkIr gksrh gSA tc rd ;g fj’rsvius&vius vf/kdkjksa dk Bhd <ax ls iz;ksxdjds dÙkZO;ksa dk ikyu djrs gSa rc rd ifjokjtSlh egku laLFkk dks dksbZ uqdlku ugha igq¡pkldrkA tc ;gh fj’rs viuh&viuh lhekvksadks yka?kdj ,d nwljs dh lhek esa gLr{ksi djusyxrs gSa rc ifjokj esa fo?kVu gksuk ‘kq: gks tkrkgSA tks fj’rk izse dk izrhd gksrk gS ogh rdjkjesa cny tkrk gSA dbZ ckj rks bu fj’rksa esa rdjkjvkilh eu&eqVko ds dkj.k gh gksrh gSA ijUrqvktdy vf/kdrj ;g fj’rs ;k rks uxjksa esavkd’kZ.k] vkS|ksxhdj.k] ‘kgjhdj.k] vkfFkZdLora=rk dh Hkkouk ifjokj ds lnL;ksa ds fopkjksaesa vusdrk ds dkj.k fo?kVu gksrs tk jgs gSaA

la;qDr ifjokj Hkkjrh; lekt dk ewyvk/kkj jgk gSA ;g lkekftd e;kZnk&ewY;ksa dkfu;ked Hkh jgk gS vkSj ifjtuksa ds fy, lkekftd]vkfFkZd lqj{kk dk dsUæ HkhA izR;sd O;fDr dkslekt esa ,d LFkku izkIr gksrk gSA lekt }kjk fn;kx;k LFkku O;fDr dks lekt }kjk izkIr vf/kdkj gksrsgSaA ;fn O;fDr bu vf/kdkjksa dk iz;ksx djrk gSrks lekt ds izfr mls dÙkZO; Hkh fuHkkus iM+rs gSaAifjorZu izdfr dh ,d izfØ;k gSA O;fDr gkspkgs lekt ifjorZu vkuk vo'; gSA ifjorZu dsfcuk thou dk dksbZ ewY; ugha gksrk gSA isM+&ikS/ks gksa;k i’kq&i{khA lcesa le; ds vuqlkj ifjorZuvkrk jgrk gSA blh rjg lekt esa vkus okyk

40




TM

ifjorZu Hkh vfuok;Z gSA ;fn lekt ,d txgLFkk;h rkSj ij [kM+k gks tk,xk rks lekt dksmUufr ds f’kdkj ij ykuk vlEHko gSA lekt ls?kj&ifjokj vkSj ?kj ifjokj ls izR;sd O;fDrtqM+k gksrk gSA ;fn lekt esa ifjorZu vkrk gS rksO;fDr ds thou ij Hkh mldk vlj iM+sxkA tksizkphu dky ds lekt esa ekU;rk,¡ izpfyr Fkha]e/;dky ls ysdj vk/kqfud dky rd muekU;rkvksa esa le;≤ ij ifjorZu gksrk jgkAizkphu dky tc ,d Lora= Hkkjr Fkk u gh blij eqxyksa dk vkSj u gh vaxszt+ksa dk ‘kklu Fkk rc;g ,d [kq’kgky Hkkjr dgykrk FkkA ns’k ds[kq’kgky gksus ds ckotwn Hkh blesa dbZ dfe;kaFkha tks nch ;k fNih iM+h FkhaA eqxy dky esa oglkeus vkbZaA /keZ ifjorZu ls ysdj ukjh dh ‘kkspuh;n’kk }kjk izHkko lekt ij iM+kA /khjs&/khjs buesalq/kkj gqvkA vaxzsth ‘kklu ds vkus ls Hkkjr dksyEcs le; rd ladVksa ds nkSj ls xqtjuk iM+kAysfdu ;gka ,d rjQ vaxzst+ksa ds dq’kklu lsturk nq%[kh Fkh ogha nwljh rjQ turk dks viuhmUufr ds dbZ ekxZ ut+j vkus yxsA vaxszt+h ‘kklu[kRe gksus ij mldk izHkko ;g iM+k fd Hkkjr esam|ksxksa dk fodkl gksus yxkA ftlls ‘kgjhdj.k]vkS|ksxhdj.k] uohuhdj.k] df"k ij fuHkZjrk degksus yxhA ,d rjQ rks ;s ns’k dh mUufr dsekxZ FksA ysfdu blds dbZ nq”ifj.kke Hkh lkeusvkus yxsA yksx xk¡oksa ls ‘kgjksa dh rjQ >qdusyxsA ftldk ifj.kke ;g gqvk fd ?kj&ifjokjksaesa njkjsa iM+us yxhaA ,d csVk viuh mUufr dsekxZ esa ?kj ifjokj ds lkFk ca/ks jguk ,d ck/kkle>us yxkA og vkthfodk dekus ds lk/kuksa dslkFk&lkFk viuk Lora= O;fDrRo dh ryk’k esa?kj ls vyx gksus yxkA mlds Lo;a ds ,dyifjokj dk thou rks lq[kh gksus yxk ysfdu ihNstks cslgkjk yksx mlds lgkjs ij ftank jgrs Fksmudk thou nwHkj gks x;kA ik”pkR;rk dk jaxyksxksa ij bl rjg p<+us yxk fd og viuhlhekvksa] ekU;rkvksa dks Hkwyus yxsA ysfdu cM+s

cqtqxZ viuh iqjkuh ekU;rkvksa ds eksg dks R;kxu ldsA uo;qodksa dk ?kjksa dks NksM+us dk ,dek=lk/ku ‘kgjksa ds izfr mudk vkd"kZ.k ugha FkkcfYd blds bykok jktusrkvksa dk viuh usrkfxjhdks dk;e j[kus ds fy, Ykksxksa dks fn;k x;kukSdjh dk >wBk izyksHku Hkh FkkA ftlls dbZuo;qod vius ekxZ ls HkVd Hkh iM+sA ;qok ih<+hij fopkjksa dh uohurk vkSj ik'pkR; dk brukvf/kd izHkko iM+k fd ifjokj esa ikjEifjddÙkZO;fu”Bk dk Úgkl gks x;kA cM+s cqtqxksZa dh:f<+okfnrk vkSj uo;qodkas ds fopkjksa dh uohurkvc ,d Nr ds uhps iui ugha ldrh FkhAlekt esa ,d ifjorZu L=h dh n’kk esa Hkh vk;kAog vius vf/kdkjksa ds izfr tkx:d gks xbZAvius Lora= O;fDrRo vkSj vkfFkZd Lora=rk dhekax djus yxhA mldk nq”izHkko ;g iM+k fd ;fnog vPNh csVh cu ldh rks vPNh cgw u culdh ;fn ,d vPNh cgw cuh rks vPNh iRuh ucu ldhA mldk dksbZ Hkh :i vPNk gks ;k cqjkbldk lh/kk izHkko mlds nkEiR; thou ij iM+usyxkA la;qDr ifjokj dh uhao gh nkEiR; thougksrk gSA nkEiR; thou esa vkus okyh fxjkoVla;qDr ifjokj dh ,drk dks dk;e u j[kldhA nkEiR; lEcU/kksa esa njkj iM+us dk ,dek=dkj.k ukjh dk vius vf/kdkjksa ds izfr ltxrkgh ugha cfYd xSj L=h&iq#”k dh ekStwnxh]ifr&iRuh ds e/; oSpkfjd vlekurk Hkh nkEiR;thou ds fo?kVu dk izeq[k dkj.k FkhA ftldsdkj.k ?kj ds izR;sd lnL; fo’ks"kr;k% budscPpksa dk Hkfo”; Mxexkus yxkA

gekjs la;qDr ifjokjksa esa izR;sad lnL;lekt dh ,d egRoiw.kZ bdkbZ gSA ;fn lHkhlnL; vius&vius dÙkZO;ksa vkSj vf/kdkjksa dklnqi;ksx djsaxs rks gh bl ?kj ifjokj] lekt ;kns’k dk Hkfo”; lqjf{kr jg ik,xk izR;sd O;fDr,d bdkbZ dh Hkkafr bl ns’k vkSj lekt ls tqM+kgSA NksVs cPps rd ls ysdj cM+s&cw<+ksa dk ;ksxnkugekjs lekt ds fy, cgqr egRo j[krk gSA ftl




TM

izdkj ,d ?kj&bZaV&iRFkjksa ls ugha cfYd O;fDr;ksals curk gS mlh izdkj ,d lekt lqxfBr vksjlqjf{kr ?kj&ifjokjksa ls curk gSA lkekftd lanHkZesa ftu&ftu dkj.kksa esa ifjokj fo[kafMr gksrk gSmu lcdk fooj.k bl izdkj ls gS&

gekjs ;gka izkphu dky ls gh la;qDrifjokj ukfHkd ifjokj ls dgha vf/kd fØ;kdykiksavkSj {ks=ksa dks vius esa lesVrk gSA vkSj ijEijk lsHkkjrh; ifjokj dk Lo:i la;qDr ifjokj gh jgkgSA ijEijkxr la;qDr ifjokj esa dbZ fookfgrtksM+s vkSj mudh larkusa ,d lkFk jgrh gSaA lHkhiq#”k ,d&nwljs ls jDr laca/kksa ls ca/ks gksrs gSaAmnkgj.k ds fy, ,d iq#”k] mlds iq=] ikS= vkSjizikS= ;k fQj dbZ HkkbZ] muds iq=] ikS= vkSjizikS=A ifjokj dh efgyk,a ;k rks ml ifjokj dsfdlh iq#”k lnL; dh iRuh gksaxh ;k vfookfgriq=h vFkok fQj fdlh er laca/kh dh fo/kokiRuhA bl ijEijkxr la;qDr ifjokj dh pkjeq[; fo’ks"krk,a gSa& lg fuokl] lg Hkkstu ¼,djlksbZ½] lg&vkjk/kuk vkSj ifjokj dh lkewfgdlaifÙk dk lg&miHkksxA

la;qDr ifjokj esa lnSo dqN&u&dqNegRoiw.kZ ?kfVr gksrk jgk gS& tUeksRlo] fookgksRlovkSj eR;q vkfnA lkekU;r% la;qDr ifjokjksa esathou tfVy gks ldrk gS] dHkh&dHkh rks dVqrkiw.kZHkh] ijUrq og ÅckÅ ugha gksrkA de ls decPpksa ds n`f"Vdks.k ls rks fcYdqy ughaA izse]n;k] R;kx] lgkuqHkwfr] dÙkZO;fu”Bk] J)k] vknjvkfn vPNs laLdkjksa dks ge la;qDr ifjokj esa ghns[k ldrs gSaA

Hkkjr esa la;qDr ifjokj ds lkFk&lkFkijEijkxr thou dh nks eq[; /kqfj;ka vkSj jghgSa& tkfr vkSj xzke leqnk;A vk/kqfud dky esabu rhuksa ij gh cgqfo/k vk?kkr gq, gSaA lcls cM+kvk?kkr rks df"k vFkZ&O;oLFkk dk blds LFkkuij] rsth ls mHkjrh gqbZ vkS|ksfxd vFkZO;oLFkkdk jgkA ;g vkS|ksfxd vFkZ&O;oLFkk fdlh ‘kwU;esa ls ugha mHkjh vkSj u gh ;g xkaoksa ds fo’kky

lkxj esa lcls vyx&Fkyx }hiksa dh ekyk ghcudj jghA vkS|ksxhdj.k ds lkFk ,d vksjvkokxeu ds lk/kuksa vkSj ekxkasZA dk fodkl gqvk]rks nwljh vksj if'peh fopkjksa dk izHkko vkSjO;fDroknh izofÙk;ka Hkh iuihA u, vkS|ksfxddsUæksa ds fy, visf{kr Je’kfDr dh iwfrZ dsfy, tSls&tSls xzkeksa ls uxjksa dh vksj fu"Øe.k‘kq: gqvk] ijEijkxr Hkkjrh; thou ;s fLFkjrkVwVus yxh] ftlls la;qDr ifjokj dh ,dkRedrkdks cy feyrk FkkA vk/kkjHkwr vFkZO;oLFkk vkSjvkS|ksfxd fodkl ls mRiUu gksus okyh ;g izfØ;k,d ckj vkjEHk gksus ij thou ds izR;sd vaxdks izHkkfor djrh gSA blfy, df"k ij vk/kkfjrlh/ks&lkns lektksa esa iuih thou dh iqjkuhi)fr dk cuk jguk ;k mldh vksj okil ykSVukvlaHko gks tkrk gSA

Hkkjr esa la;qDr ifjokj ds lkFk Hkh ;ghgqvkA vkS|ksxhdj.k vkSj uxjhdj.k dh iwjdizfØ;kvksa us mlds vk/kkj dks iwjh rjg >d>ksjfn;k gSA ,d ckj vkfFkZd dk;Z ds {ks= esa izfrLi/kkZvkSj izfr;ksfxrk dh vkarfjd izofÙk fodflr gkstkus ij og la;qDr ifjokj ds ikjLifjd laca/kksadks Hkh izHkkfor djrh gSA izfr;ksfxrkiw.kZ O;olk;;k is’kk ifjokj ds ,drk ds lw=ksa dks fNUu&fHkUudjrk gS] D;ksafd u;h ifjfLFkfr;ksa eas u rks ifjokjds lHkh iq#”k lnL;ksa dh vkthfodk dk lk/ku,d jg tkrk gS vkSj u gh mudh vk; ,dleku jgrh gSA vk; vkSj O;olk; dh blfofo/krk&fo"kerk ds lkFk la;qDr ifjokj dsfoHkktu dh izofÙk esa Hkh of) gqbZA Hkwfe vkSjnqdku dk LokfeRo ifjokj ds lnL;ksa dks lkewfgd:i ls dk;Z djus dks izsfjr djrk gS] tcfdosru rFkk et+nwjh yksx iFkd~ :i ls vftZrdjuk ilan djrs gSaA buds ifj.kke O;fDrokndh vksj ys tkus okys gksrs gSaA

O;fDrokn dks c<+kos ds lkFk&lkFkvkS|ksxhdj.k us la;qDr ifjokjksa dks Hkh izHkkfordjds nksgjh Hkwfedk fuHkkbZA blls ifjokj dh




TM

larkusa ifjokj :ih o{k ds rus ls dkQh nsj rd

QSyus yxhA ,d rjQ ;gka ij ;g lnL;ksa dh

thou dh mUufr dk ekxZ FkkA ogha nwljh rjQ

ikfjokfjd fo?kVu dk Hkh ,d izeq[k dkj.k FkkA

o"kksZa dk ;g izse vc vkfFkZd :i ls Lora=rk esa

cny x;kA ij fgr dh ctk, Lofgr dks iz/kku

ekuk x;kA vkS|ksxhdj.k ls ;krk;kr dk fodkl

gksus yxkA yksxksa dk nk;jk c<+us yxkA og vius

nk;js ls dVdj nwljs nk;jksa dh rjQ c<+us yxsA

ifjokj ls bl vyxko us u;h u;h ih<+h dks

ifjokj ds vf/kdkj {ks= ls nwj dj fn;k vkSj bl

izdkj ifjokj dh vf/kdkj lÙkk igys ls dgha

vf/kd det+ksj gks xbZA

bl izdkj vkS|ksxhdj.k ds izHkkokLo:i

ifjokj ds lnL;ksa esa izse ds LFkku ij fnyksa dh

nwjh c<+us yxhA dke dh ryk’k dks dbZ ckj

cgkuk cuk;k tkus yxk vkSj vius dÙkZO;ksa ls

yksx foeq[k gksus yxsA vkS|ksxhdj.k ;gka ,d

rjQ ns’k ds vkfFkZd fodkl dk izrhd gS ogha

ij ;g ifjokj VwVus dk Hkh izrhd cukA bldk

rkRi;Z ;g ugha fd m|ksxksa us fnyksa esa nwfj;ka iSnk

dhaA cfYd m|ksxksa us rks ns’k dks mUufr dk ekxZ

fn[kk;kA ijUrq ns’k dh rjDdh dh vk<+ esa yksx

Lo;afgr dks ekU;rk nsus yxsA tc ijfgr dh

ctk, Lo;afgr dh ckr vk tkrh gS rks yksksa esa

vfLFkjrk iSnk gks tkrh gSA og nwljksa dks viuh

mUufr ds ekxZ dh ck/kk le>us yxrs gSaA os eu

ls gh ugha ‘kkjhfjd :i ls nwljksa ls dVus yxrs

gSa vkSj ;gh dVko ifjokjksa ds fo?kVu dk ewy

dkj.k cu tkrk gSA

=S cjd¢ p©Mh [kkÃdgkuh nk eqY;kadu%&

bd ljljh utj!

‘kek jkuh,e0 ,0 ,e0 fQy0ts0 vkj0 ,Q0 M¨xjh

==============***********===============QS‘ku iSgys vk;k tka fyckl Hk¨tu iSgys

vk;k tka mlh cukus tka mlns xq.ks mIij ppkZ

djus vkgyk fo‘ks"ku] b;S tusg lqvkys nk ijrk

fnans csYyS vlsaxh erh ijs‘kkuh usÃ g anh! vl

>V~V vk[kh ldus ts QS‘ku ckp vk;k iSgys

ykck tka fyckl rs bß;ka xS vl xykÃ ldusa vka

ts Hk¨tu iSgys vk;k! bß;ka xs lkfgR;d jpuk

iSgys vkÃ rs ml ns ckn ml ns fo‘ks"kKsa v¨gns

xq.ksa ns‘ks ns /kqzosa fu‘pr dhrs! vk[kus nk eryc

,g ,s ts vky¨pd nk tUe jpuk ns tUe ns

dkQh ckn g anh ,s rs ¶gh mlns ikj[kh! fd‘k

lesa ns ckn ikj[kh rs mUns /kqzosa rs mRFkS xS j©aguns

u ij fd‘k lesa ns dUuS dUuS ufe;ka jpüs vkgfy;ka

jpuk vius vkdkj Ádkj p rcfnfy;ka ysÃ

vkgufn;ka u!

lkfgR; txr p bd leka ,slk ch gk

tanq jpukdkj yxHkx bDdS t©fl;ka jpuk jpns

gs! ,g lekurk jpuka, nh xq.kork xh /;ku p

jf[k;S jph tanh gh! bß;S dkj.k ,s ts ml dky

p vky¨pd¢a lkfgR; nh yxHkx gj fo|k vkLrS

41




TM

ml ns Js"B güs ckjS fd‘k rRo tka Y.k fu/kkZj~

vr djh fnRrs ij jpukdkj vifu;sa jpuka, p

fur uesa cnyk djns jsº! b;S dkj.k ,s ts orZe~

vku dky p lkfgR; dqlS ch fo|k xh bu iwjh

pkYyh dUuS mßusa ijkusa /kqzosa D.ksa tka rRos ns v/kkj

mIij ij[kuk xSj equklc ,s!

M¨xjh dgkuhdkj cU/kqJek gqUnh Þ=S cjd¢

p©Mh [kkÃÞ uka nh Dgkuh ckjS ch bß;S xYy

vk[kh tkÃ ldnh ,s! ÁLrqr dgkuh ijEijkoknh

dgkuh usÃa ,s! blxh vl vk/kqfud dgkfu;sa p

j[kh ldus vka! fo‘ks a ns ‘kkcs a ,g dgkuh

eu¨fo‘ksys"kukRed dgkuh ,s! dgkuh

nk eqD[k ik= ßv¨gß bd lM~+d nq?kZVuk

p viuh ;knk‘kr xqvkÃ v¨Mnk ,s! v¨g

vLrirky ns cSM mIij ysVs ysVs ns vius thou

ns fiNys fnusa xh psrk djus nh d¨f‘k‘k djnk ,s

ij mlh lQyrk usÃ feynh! v¨g ik= gsfel nk

esyk fnD[ku t¨thyk ns

bßykd¢ p xsnk g ank ,s! ftRFkS ml dUuS

lMd nq?kZVuk ?kVnh ,s! v¨g vLrirky ns cSM

mIij ysVs ysVs ns mßusa fnus ckjS psrk djus nh

d¨f‘k‘k djnk ,s tsgMs v¨gns thou pk xk;c

g¨Ã pqd¢ ns u! vLrirky nk veyk rs mlns

vius ifjtu ch mlns vius ifjtu ch mlns

dÿ [kM¨rs ns mlnh gkyr mIij fpark cqT>k

g¨nsa u! [kkl dfj;S v©g ik= nh thou lkFkh ckj

ckj v¨gnh vD[kh pk yxkrkj cxus vkys vRFk#,a

xh iwatns iwatns MkDVj dÿk mlnh bl gkyr rs

ihMk ns ckjS p viukiu nLlns g¨Ã fd‘k iqPNk

djnh g anh ,s!

dgkuhdkj ca/kq‘kekZ cMh [kwClqjrh dUus

uis rqys ns ‘kCns jkgs csg¨‘kh p vius thou ns =S

fnu xqtjus vkgys bd O;fDr nh eu¨fLFkfr nk

cMk lthc fp=.k dhrs nk ,s! ,slk O;fDr ftl

nh mej ch d¨Ã erh usÃ g¨, Å,a cjsa nh mejh

p bDd t¨vku ekguw ;knk‘kr ns lkFk N¨Mh

tkus ns ckjS p dYiuk ch usÃ djh ldnk rs tsdj

dqrS v¨gnk #i l#i ch ,slk g¨Ã tk rka ml

O;fDr xh fdUuh rM~QMkgV g¨nha ,s! fdUuk

fujk‘k nqD[kh rs vUnjk nk =qgs nk vius vkis xh

eglwl djnk ,s! bl ns ckjS p ca/kq‘kekZ g¨jsa cMs

laosno‘khy dgkuhdkj güs dgkuh p o.kZu~ dhrs

nk ,s! dgkuh p fo‘ksa ns eqrkcd Hkk"kk nh cjrwu

ch g¨Ã nh ,s! fujk‘kkHkj¨ps okrkoj.k xh dgkuhdkj

uS M¨xjh Hkk‘kk ns pÜes ‘kCns rs miek rs #id

vaydkjs jkgsa is‘k dhrs n v,s! dgkuh p laokn

usÃ ns cj¨cj u! dgkuh vius eqD[k ik= v¨g ns

vkys nqvkys xs cquh xsnh ,s! dgkuh p csdkj nh

HkVdu fcYydqy usÃ ,s! bl ‘kkcs fnD[ksvk tk

rka ,g dgkuh fdl edln xh ysb;S dgkuhdkj

}kjk ?kMh xsnh ,s ml p dgkuhdkj lQy fl}

g¨, nk ,s! dgkuh nk var lq[kkar ,s! vFkkZr

v¨g uka ns ik= xh vius fnekx dUus fd‘k fpj

la?k"kZ djus ijSUr dgkuh ns [khj p lQyrk feyh

tanh ,s rs mlh vius thou ns xqvkps ns =S cjd¢

yCHkh tans u!




TM

eUuw Hk.Mkjh ds dFkk lkfgR;esa L=h&iq:”k dh lk>h laosnuk

dk f'kYixr iz;ksx¼lanHkZ%,d bap eqLdku½

MkW- v:.k dqekj ‘kekZfgaanh

==============***********===============^,d bap eqLdku* eUuw Hk.Mkjh ,oa jktsUæ

;kno th dk lQy ekSfyd vfHkuo iz;ksx gSAlfEefyr iz;kl vkSj mlesa ,d va’k eUuw thdk fQj ,d va’k jktsUæ ;kno th dk bl rjgdk ‘kk;n ekSfyd iz;ksx fgUnh lkfgR; eas igyhckj gqvk gSA fgUnh miU;kl lkfgR; es ;g eksSfydiz;kl igyh ckj fd;k x;k gS miU;kl esa ukjhik=ksa dk foospu&fo’ys”k.k eUuw Hk.Mkjh th }kjkvkSj iq:”k ik=ksa dk fLFkfr;ksa ds lanHkZ esa fo’ys”k.kjktsUæ ;kno th }kjk gqvk gSA vk’k; eUuw thukjh gksus ds dkj.k ukjh ân; dh mFky&iqFky]ukjh ds Hkkoxr vkjksg&vojksg dks Hkyh izdkjry Li’khZ nf”V ls Hksn dj foosfpr dj ldrhgS blhfy, muds }kjk ukjh ik=ksa dk ltu gqvkgSA ckâ; ifjfLFkfr;ksa ds vfLrRo dks cuk;sj[kus dk }Un vkSj mlesa vUrO;kZih vdqykgVNViVkgV&iq:”k cqf) dks gh vf/kd xzkâ; gksldrh gSA blhfy, iq:”k ik=ksa dk ltu fo’ys”k.kjktsUæ ;kno th us fd;k gSA

^,d bap eqLdku* ea jatuk* veyk] vejrhu eq[; ik= gS ftu ij lkjh dFkk dsfUær gSArhuksa dh :fp&/kkj.kk&LokHkko&/;s;&fopkjvyx&vyx gSaA oLrqr% ^,d bap eqLdku* vejds laiw.kZ thou dh egku =klnh dh dgkuh gSdykdkj dk laosnu’khy ân; j[kus okyk ,d

ys[kd tks izfrfØ;kvksa ls izsfjr gksrk gqvk fujarjfy[krk jgrk gSA

ys[ku lk/kuk esa jr vej /kuksiktZu dsfy, mi;qDr O;oLFkk ugha tqVk ikrkA vHkkotU; ifjfLFkfr;kW mlds vfLrRo dks >qBykusyxrh gSA og }UnkRed fLFkfr;ksa ds iz[kj {k.kksaesa thus yxrk gSA bruk m[kMk&vLr&O;LrfoJ‘ [kfyr lk gks tkrk gS fd dgha ij Hkh eudks ,dkxz ugha dj ikrkA izfrHkk’kkyh ys[kd gSfy[kus dh mn~nke ykylk mlds ekul dksvkyksfM+r fd;s jgrh gSA veyk vej ds lkfgR;dh ikfBdk gS tks mls mRlkfgr djrh gSA

veyk vej dks jatuk ls ‘kknh djus dkseuk dj nsrh gSA og dgrh gS ^gj izdkj dkle>kSrk dyk dks iFk Hkz”V dj nsrk gSA jatukfnYyh esa jgrh gSA dkWyst esa i<+krh gSA veykds ;g dgus ij fd ßrqe ‘kknh dj yksxksa fQjrqEgkjk ifjokj gksxk] cPps gksxs] ftEesnkfj;kW gksaxh]lc gksxk vksj rqe dyk ls nwj gksrs pys tkvksxsAÞvej ykSVdj cacbZ vkrk gS jatuk mlds foijhrO;ogkj ls ijs’kku gks tkrh gSSA ijUrq viuhijs’kkuh dks O;Dr ugha gksus nsrhA og vej dksgj izdkj ls viuh rjQ vkdf”kZr djuk pkgrhgS ijUrq vej fookg ds izfr mnklhu gks tkrk gSAckn esa eUnk HkkHkh vkSj V.Mu Hkb;k }kjk ftudslkFk mlds ?kjsyq lEcU/k Fks jatuk vkSj vejifj.k; lw= esa ca/k tkrs gSA

^,d bap eqLdku* dk izFke va’k tksjktsUæ ;kno th us fy[kk gS og vej dslksp&fopkj Hkkoqd] dfYir] LofIuy] LoIuohfFk;ksa es HkVdrs gq, eu ls izkjEHk gksrk gSAleqnz mldh nf”V o Hkko Hkwfe dk dsUæ gSA ;ghamls jatuk dh Lefr gks vkrh gS ;gka vej {kksHko {kek ls rVLFk gks x;k gSA bl izFke va’k esadgha vej dh LoIu nf”V dk foLrkj gS] rks dghavU}sUn ds rkus&ckus] dHkh leqæ dh] dHkh ukSdjhdh] dHkh jatuk dh] dHkh veyk dh Lefr;kWvk tkrh gSA vej Hkjrk jgrk gS [kkyh gksrk

42




TM

jgrk gSAyxrk gS ;g jktsUæ ;kno dk lcls

tksjnkj ifjJe lk/; fy[kk gqvk va’k gSA liz;klvfHkO;fDr dk lniz;kl ckj&ckj ifjyf{kr gksrkgSA vej ys[kd gSA ‘kk;n blhfy, izkjEHk esa ghmldk vorj.k ftl Hkkoqdrk ls gqvk gSA /kjkryij gqvk gS ckn ds va’kks esa ;g ckr mruhmHkjdj lkeus vkbZ ugha yxrh gS] vej dksbZNk;koknh dfork dk dksbZ ik= gS ;k izlkn thdh HkkokRed dgkfu;kssa dk dksbZ Hkkoqd ik= gSijUrq }UnkRed fLFkfr;kW vkSj mlds chp >wyrhgqbZ mldh eu%fLFkfr mld vkt ds ik= dh laKkns nsrh gSA

bl va’k esa jktsUæ ;kno dqN lgt]dqN vkReh; vkSj dqN liz;kl f’kYi ls ijsfn[k iM+rs gSA dqN yksxksa dh jk; esa ;g va’k<hyk o f’kfFky gS ijUrq eq>s ;kno th dk ;ghva’k l’kDr] LokHkkfod vkSj lcls vf/kd lthoyxk gS blesa u rks f’kYixr vkxzg gS] uvfHkO;fDr ds peRdkj dk eksg gS vkSj u dksbZthou dk QylQk gS] u rukoksa dk lw{e fo’ys”k.ku vUrZ}Un dh ehekalk cfYd lHkh dqN Lopfyr]LokHkkfod] la;r] Lo;eso lk ?kfVr gksrk pyktkrk gSA

^,d bap eqLdku* miU;kl esa jatuk dkpfj= ifrozrk] ludh] bZ”;kZyq rFkk ,d lnxg.khds :i esa lkeus vkrk gSA jatuk igys vej dhizsfedk ckn esa iRuh cu tkrh gSA jatuk viusifr ij ek= viuk vf/kdkj pkgrh gS rFkk ‘kadkyqizo‘fRr ds dkj.k ifr dh ikfBdkvksa rd lsuQjr djrh gSA bl O;ogkj dks ns[kdj vUrr%vej dks dguk iM+rk gS fd ßveyk dk laca/kek= fe= dk gSA cgqr [khapksa rks gekjh eS=h dks e/kqjeS=h dk uke ns ldrh gks clAÞ

^,d bap eqLdku* dh ukf;dk veyk tksfoy{k.k cqf)erh gS] rdZp;h gS vkSj ftlusfeF;k laLdkjksa vkSj vuq”Bkuksa ls gV dj thoudks lgt <ax ls thus dh dyk dks c<+kok nsuk

pkgk gSA ;g ukjh ^’kjr pUn* ds ^’ks”k iz’u* dhf’kokuh ls esy [kkrh gqbZ dgha&dgha Vdjkrh gSAnksuksa dh fLFkfr;ka fHkUu gSA nksuksa dh ifjfLFkfr;kafHkUu gSA ifjR;Drk veyk gS] ifjR;Drk f’kokuhgSA veyk lEiUu dqyhu ifjokj dh yM+dh gSblhfy, ifr }kjk ifjR;Dr fd;s tkus ij Hkhmlus jgus ds fy, firk }kjk nh xbZ ‘kkunkjdksBh gS vkSj leLr lqfo/kk,a miyC/k gSA

^’ks”k iz’u* dh f’kokuh vR;Ur lkekU;ifjokj dh dU;k gS] f’koukFk }kjk /kks[kk fn;stkus ij og viuk ,dkdh thou flykbZ vkfndjds vHkkoksa ds chp fcrkrh gS] ij nksuksa esavUrj gSA veyk lqfo/kkvksa ds chp Hkh dghanqcZy gS] detksj gSA ij f’kokuh vHkkoksa ds chpesa u rks mlds fy, Øanu djrh gS] u fdlh dslkeus ;kpd curh gS] u mldk fdlh ds lkeusizn’kZu djrh gS cfYd nqnZeuh; la;e ds lkFkog LokfHkeku] vkRen<+rk ds lkFk jgrh gSA

og dgrh gS îfr ds vfrfjDr Hkh lalkjesa cgqr dqN ,slk gksrk gS tks ukjh thou dks iw.kZcuk ldrk gSA* veyk ifr ds ?kj ls vkus dsdqN le; ckn gh ,d ckr esjs eu esa /khjs&/khjs?kj djrh xbZ Fkh fd eq>s lHkh izdkj dh lhekvksadks rksM+uk gSA lc izdkj ds ca/kuksa dks rksM+rk gSAifr o ifjokj gh ukjh dk lcls l’kDr ca/kugksrk gS] tc og gh VwV x;k rks vkSj fdlh cU/ku esaD;ksa ca/kus nwW\ eq>s lkekU; ls Åij mBdj fof’k”Vcuuk gSA veyk vkSj eSa fof’k”V cu xbZ lk/kkj.kyksxksa ds chp vius <ax ds dkj.k vkSj vius oxZds yksxksa ds chp viuh ckSf)drk ds dkj.k vkSjvius lkgl ds dkj.kA*

bl miU;kl esa eUuw th us nks fojks/khO;fDrRo okyh ukfj;ksa dk fp=.k ,d lkFk fd;kgSA ;g ,d iz;ksx iz/kku miU;kl gSA




TM

efgykvkas dk jktuhfrdl’kfDrdj.k&vkj{k.k

O;oLFkk dk ,d fo’ys”k.k

dq- f’kYih ’kekZih-&,p-Mh- ’kks/kkFkhZjktuhfr foKku foHkkx

jkuh nqxkZorh fo-fo-] tcyiqj ¼e-iz-½

==============***********===============Hkkjrh; tuthou dh ewy /kqjh ukjh gSA

;fn ;g dgk t; fd laLdfr ijaijk ;k /kjksgjukjh ds dkj.k gh ih<+h nj ih<+h gLrkarfjr gksrhjgh gS rks ;g vfr’;ksfDr ugha gksxhA tc tclekt esa tM+rk vkbZ gS ukjh ’kfDr us gh mlstxkus ds fy;s lUrfr dks rS;kj djds vkxs c<+usdk iz;kl fd;k gSA fdlh Hkh lekt dk Lo:iogka dh ukjh dh fLFkfr ij fuHkZj djrk gSA nksgjsnkf;Roksa ls ynh efgykvksa us viuh nksxquh ’kfDrdk izn’kZu dj fl} dj fn;k gSA lekt dhmUufr vkt dsoy iq:”kksa ds da/ks ij ugha vfirqefgyk lgkjs ls vxzlj gks jgh gSA1 mUur jk”Vª dhdYiuk rHkh ;FkkFkZ :i /kkj.k dj ldrh gS tcefgyk l’kDr gksdj jk”Vª l’kDr djs ;gh le;dh ekax gSA efgykvksa ds l’kfDrdj.k ds varZxrefgykvksa ls tqM+s dsoy jktuhfrd i{k dks ’kkfeyugha fd;k tkrk cfYd lkekftd vkfFkZd dkuwuh’kS{kf.kd eqn~nksa ij Hkh laosnu’khyrk vkSj ljksdkjO;Dr fd;k tkrk gSA l’kfDrdj.k dh izfØ;keas lekt dks ikjaifjd firlRrkRed nf”Vdks.k dsizfr tkx:d fd;k tkrk gSA ftlus efgykvksadh fLFkfr dks lnSo derj vkadk gSA oSf’odLrj ij ukjhoknh vkanksyuksa vkSj ;w ,u Mh ihvkfn varZjk”Vªh; laLFkkvksa us efgykvksa ds lkekftd

lerk] Lora=rk vkSj U;k; ds jktuhfrd vf/kdkjksadks izkIr djus esa egRoiw.kZ Hkwfedk gSA

Hkkjr esa 19oha lnh ds vafre n’kdksa esalkekftd ,oa lkaLdfrd iquZtkxj.k ls izkjaHk ukjhtkxfr dk nkSj Lora=rk izkfIr o mlds ckn vcrd ,d yEch ;k=k r; dj pqdk gSA oLrqr%chloh lnh ds izFkek}Z dks ukjh tkx`fr ,oamRrjk}Z dks ukjh izxfr dk dky dgk tk ldrkgSA vkt dh ukjh us bl fn’kk ea dne mBk;s gSvkSj yksd lHkk] jkT; lHkkrFkk fo/kku lHkkvksa dslkFk LFkkuh; fudk;ksa dk usrRo djus yxh gSAefgyk l’kfDrdj.k ds bl ;qx esa efgykvksa dksvkxs c<+kus ds fy;s ljdkjh iz;kl gksus yxs gSAefgyk vkj{k.k Hkh bl iz;kl dk ,d vax dgktk ldrk gSA bDdhloh ’krkCnh Hkkjrh; ukjhds fy;s ojnku fl} gqbZ gSA vkt ukjh vcykugh lcyk cu xbZ gSA og vcykiu dks frykatyhnsdj fodkl ds lksiku ij vxzlj gks jgh gSAxksYM fLeFk us dgk gS fd ßL=h iq:”kksa dhvis{kk vf/kd cqf}eku gksrh gS D;ksafd ogtkurh de vkSj le>rh vf/kd gSAÞ2 ukjhdh fLFkfr ,oa mldh lerk ds ckjs esa ;qx iq:”kfoosdkuan us dgk gS fd ßfdlh Hkh jk”Vª dhi zx fr dk lok s Z R re F kek ZehV j ogk W dhefgykvksa dh fLFkfr gSAÞ3

efgyk vkj{k.k dh vko’;drk%&fodkl dk vFkZ gksrk gS fd ,d ,slh

izfØ;k ftlesa lekt ds lHkh oxksZ dks vkxs c<+usds volj feys rkfd os dqN miyfC/k;ka vftZrdj vkSj lEekuiwoZd thou ;kiu dj ldsaAnqHkkZX; dh ckr gS fd lekt dk vk/kk fgLlkvkt fodkl dh nkSM+ esa ihNs jg x;k gSA dksbZekus u ekus ysfdu lPpkbZ ;gh gS fd vkSjrsfodkl ds lcls vafre ik;nku ij gSA jktuhfresa Hkkxhnkjh vkSj lRrk esa fgLlsnkjh dks fdlh HkhoxZ ds fodkl dk iSekuk ekuk tkrk gSA lRrk esaHkkxhnkjh ugha rks fodkl ughaA ;fn ge Hkkjr dsjktuhfrd ifjn’; dh ehekalk djs rks ik;saxs fd

43




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Hkkjr dk jktuSfrd vkdk’k yxHkx efgyk foghugh gSA Li”V gS fd efgyk;sa fodkl ds ekeys esavHkh dkQh ihNs gSA efgykvksa dks fodkl esafgLlsnkjh nsus ds fy;s t:jh gS fd jktuhfr esamudh Hkkxhnkjh gks lRrk esa fgLlsnkjh gksA bllcds fy;s fo/kkf;dk esa efgyk vkj{k.k vktoDr dh t:jr gSA gekjh jktuhfr esa dqN ,slsrRo gSA ftuds dkj.k vke efgyk,a jktuhfr esavkxs ugha c<+ ikrh gSA lQy ugha gks ikrh gSAiq:”k iz/kku lekt dh lksp ,oa ekufldrk dspyrs efgyk,sa pqukoh oSrj.kh ikj djus esa vleFkZgksrh gSA ftl dkj.k lRrk eas Hkkxhnkjh dk mudkLFkku lkdkj ugha gks ik jgk gSA bl fLFkfr lsfuiVus ds fy;s efgyk vkj{k.k vkt dh egrhvko’;drk gSA

vkt iz’u dsoy efgyk vkj{k.k dk ghugha gS] vfirq efgykvksa ds lkekftd fodkldk gS jktuSfrd fodkl dk gSA muds lEiw.kZcgqeq[kh fodkl dk gSA bldh lgk;rk ls efgyk,saviuk cgqeq[kh fodkl rks dj jgh gS lkFk ghlekt esa viuk Loa; dk ,d LFkku Hkh cukldrh gSA ;fn fo/kkf;dk esa vkj{k.k nsdj efgykvksadk cgqeq[kh fodkl ugha fd;k x;k] rks efgykmRFkku ds fy;s vc rd fd;s lkjs iz;kl O;FkZpys tk,xsaA blls Hkh cM+k ,d vksj iz’u efgykvksadks lqfo/kk,a nsus ds laca/k esa iq:”kksa dh bPNk’kfDr dk gS] vkt Hkys gh efgyk,sa vkfFkZd :ils vkRefuHkZj gks xbZ gS ysfdu bl vFkZ ls mudhleL;kvksa dk var ugha gqvk gSA oLrqr% vktHkh mudk ekufld] ’kkjhfjd ;kSu mRihM+u gksrkgSA vkt vkfFkZd :i ls efgykvksa dh fLFkfrcny jgh gSA ysfdu iq:”kksa dh lfn;ksa iqjkuhekufldrk ugha cnyh lksp ugha cnyA maxfy;ksaij fxus tkus okys dqN ekeyksa dks NksM+ ns rksvkt Hkh ,d lkekU; Hkkjrh; ifjokj esa efgykvksadh fLFkfr derj vkadh tkrh gSA vc D;keqB~Vh Hkj efgykvksa dh jktuhfr lgHkkfxrk ,oausrRo ls ge ns’k dh vk/kh vkcknh dh fLFkfr

dk vanktk yxk ldrs gSA ’kk;n ugh blfy;svkt ds oSf’od ;qx eas efgyk vkj{k.k fcyefgyk lEeku ,oa vf/kdkj gsrq t:jr ugha]cfYd vfuok;Z gS vkSj fdlh vko’;drk dksnf”Vxr j[krs gq, izLrqr ’kks/ki= ds fuEufyf[krmn~ns’; fu/kkZfjr fd;s x;s gSA tSls%&v/;;u dk mn~ns’;%& efgykvksa dh jktuhfrd Hkkxhnkjh dkstkuus dk iz;klA efgykvksa dh jktuhfrd fLFkfr dks tkuusdk iz;klA laoS/kkfud vkj{k.k dh lkFkZdrk dks tkuukA efgyk izfrfuf/k;ksa dh jktuhfrd :dkoVksadks le>ukA jktuhfrd lRrk dk efgyk l’kfDrdj.keas ;ksxnku dh okLrfod iM+rky djukA ;g tkuus dk iz;kl djuk fd D;k efgykizfrfuf/k Loa; vius vf/kdkjksa dk iz;ksx djrh gSAefgykvks a dk jktuhfrd l’kfDrdj.k%&

fdlh Hkh lekt es a efgykvk s a dsl’kfDrdj.k dh izfØ;k jktuhfrd bPNk ’kfDrls ’kq: gksrh gS] fdlh Hkh fu/kkZfjr y{; dksgkfly djus ds fy, dkuwuh izfØ;k vkSj [kqysfopkjksa ds lkFk Lokuq’kklu Hkh t:jh gSA efgykvksads l’kfDrdj.k dh vo/kkj.kk cgqvk;keh gS]blesa efgyk ds fofHkUu i{kksa dks ’kkfey fd;kx;k gS] ;gkW efgykvksa ds jktuhfrd l’kfDrdj.kdk vk’k; efgykvksa dh ernku lgHkkfxrk]izfrfuf/kRo ,oa jktuhfrd psruk ds iz;ksx ds:i esa fy;k tkrk gSA vkj{k.k dk vFkZ fo’ks”kvf/kdkj iznku djus ls gS ftlesa efgyk,sa viusizfr gksus okys HksnHkko] vU;k;] fgalk dk lkeukdkuwuh Lrj ls dj ldsA vf/kdkjksa dk iz;ksx djus dsfy;s jktuhfrd izfØ;k eas lgHkkxh cuuk T;knkegRoiw.kZ dne gSA egku vFkZ’kkL=h vkSj ukscyiq:Ldkj fotsrk veR;Z lsu dk dFku lR;izrhr gksrk gS fd egRoiw.k Z ckr vf/kdkjfn;k tkuk g S D;k s afd ,d ckj vf/kdkj




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fey tk,a rks nsj lcsj yksx mldk bLrsekydjuk Hkh lh[k gh tkrs gSA Hkkjrh; jktuhfrdl’kfDrdj.k esaa ea=h inksa ij efgykvksa dh fu;qfDrds izfr’kr ds ekeys esa Hkkjr dh oSf’od jSfdaxe/;e gSA tcfd efgyk lkalnksa dh la[;k laca/kh,d vU; lwph esa Hkkjr dh fLFkfr fujk’kk tudgSA baVj ikWfy;keasVjh ;wfu;u IPU vkSj UNwomen us ;gka py jgs deh’ku vkWu nLVsVe foesu vkWQ foesu ds l= ds nkSjkufoesu bu ikWfyfVDl 2017 dk eSi tkjhfd;kA 186 ns’kksa dh lwph esa Hkkjr 88 osaLFkku ij gS tgka ,d tuojh 2017 rd ea=hin ij 18-57 efgykvksa dh fu;qfDr dh xbZgS] jokaMk] dsU;k] ekstkfEcd vkSj nf{k.k lwMkudh jSfdax Hkkjr ls csgrj gSA laln esa efgykvksads izfr’kr ds ekeys esa 193 ns’kksa dh lwph esaHkkjr dk LFkku 148 okW gS tgka laln dsfupys lnu esa 11-48 izfr’kr efgyk,sa gS vkSjmPp lnu eas ek= 11 izfr’kr efgyk;sa gSvQxkfuLrku] ckaXykns’k] ikfdLrku] phu] bjkdtSls ns’k igys LFkku ij gSA baMksusf’k;k igykns’k gS tgka ljdkj esa efgykvksa dh la[;klokZf/kd 25-77 gSA

Hkkjrh; jktuhfr esa vktknh ds bruslky ckn Hkh efgykvksa dh Hkkxhnkjh cgqr decuh gqbZ gSA okLro esa Hkkjr dh vk/kh vkcknhvius vf/kdkjksa ls oafpr gSa fodkl dh /kkjk ls ;soxZ cgqr nwjlk izrhr gksrk gSA reke y{e.kjs[kkvksa dks yka?kdj vkt dh efgyk us viukvfLrRo dk;e fd;k gSA Hkkjr dh jktuhfr esao”kksZa ls iq:”k gh jkt djrs vk, gSA gkykafdHkkjrh; jktuhfr esa n’kdksa igys gh ckxMksjbafnjk xka/kh us lEHkkyh Fkh ysfdu vkt Hkh gj Lrjij efgykvksa dk izfrfuf/kRo de gks jgk gSA

iapk;rh jkt vf/kfu;e esa tgka ,d vksjefgykvks a dks 50 izfr’kr vkj{k.k nsdjjktuhfr l’kfDrdj.k dk fM<ksajk ihVk tk jgk gSAogh okLrfod fLFkfr ek= ;g gS fd ,d ckj

fQj iq:”k iz/kku lekt ßoksV cSadÞ dh jktuhfrdj jgh gS tcfd izfrfuf/kRo ds ekeys esa fLFkfrdqN vkSj gh gSA ogh nwljh vksj ljkstuh uk;Mw]lqpsrk diykuh] bafnjk xka/kh] lksfu;k xka/kh]lqfe=k egktu] t;yfyrk] olqa/kjk jkts]eerk cuthZ] ek;korh] mekHkkjrh] jkcM+hnsoh] l q”kek Lojkt] ehjk dqekj] vxkaFkkla?kek] izfrHkk ikfVy] oànk djkr] ’khyknhf{kr] egcwck eqQrh tSlh efgyk jktusrk gSSftudk usrRo rks l’kDr gS fdarq la[;k derj;k buh fxuh gSA rks D;k bu pan gfLr;ksa ls geefgykvksa ds jktuhfrd fo/kk;h l’kfDrdj.kdk vanktk lgh rjg ls yxk ldrs gSaA

vkt t:jr efgyk vkj{k.k fcy dksveyh tkek igukdj fØ;k’khy djus dh gSrkfd jktuhfrd l’kfDrdj.k dk dk;Z lQygks ldsA vktdy pkjksa vksj efgyk vkj{k.kfcy dk ’kksj gSA fofHkUu jktuSfrd ny bl eqn~nsij vius&vius rjhds ls jktuSfrd jksfV;k lsd jgsgSA dksbZ bls leFkZu ns jgk gS rks dksbZ ykecan gks jgkgS vc fo/kkf;dk esa efgyk vkj{k.k fcy ppkZ esa gSAlkFk gh orZeku iapk;rh jkt O;oLFkk esa efgykvksadk 50 izfr’kr vkj{k.k nsdj mUgas jktuhfrd izfrfuf/kRoiznku fd;k tk jgk gSA /khjs&/khjs fo/kkulHkk] yksdvkSj jkT;lHkk esa vkj{k.k ls ,d l’kDr efgykusrRo jktuhfrd O;oLFkk esa mHkj dj vk;sxkA;gh efgykvksa ds jktuhfrd l’kfDrdj.k dhfLFkfr dks etcwr ,oa fØ;k’khy cuk ldsxkAefgykvksa ds jktuhfrd izfrfuf/kRo dh fLFkfrdks tkuus fuEu rkfydk dk v/;;u fd;k tkldrk gSA

rkfydk Øekad 01Hkkjrh; laln esa efgykvksa dkizfrfuf/kRo 16 oka vke pquko




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orZeku fLFkfr efgyk vkj{k.k%&,d rjQ ns[ks rks nwljs ns’kksa dh rqyuk esa

Hkkjrh; efgykvksa dks erkf/kdkj ds {ks= esa T;knkla?k”kZ ugha djuk iM+k 1935 esa gh ernkrk ds:i esa vf/kdkj izkIr gks x;s dbZ ns’kksa esa rks vktHkh efgyk,sa bl vf/kdkj ls oafpr gS ;k la?k”kZjrgSA nwljh rjQ ns[ks rks jktuhfrd izfrfuf/kRo dsfy;s os vkt la?k”kZjr gSa] ek= erkf/kdkj izkIrgksus ls jktuhfrd l’kfDrdj.k ugha gks ldrkAefgykvksa ds vkj{k.k ds izlax ls vDlj ;gloky fd;k tkrk gS] fd muds izfrfuf/kRo esabtkQs ls efgykvksa dk D;k ykHk gksxkA igyhckr ;g gS fd vf/kd izfrfuf/kRo esa vius vkiesa ,d ykHk gS] njvly efgykvksa dh lerkvkSj ;ksX;rk dks iq:”k opZLo ges’kk ls lansg dhfuxkgksa ls ns[krk jgk gSA blh dkj.k og efgykvksadks usrRo nsus esa :ph ugha fn[kk ikrk] lkFk ghlRrk ds f{kfrt ds [kksus dk Hkh gksrk gSA jktuhfresa efgyk Hkkxhnkjh de gksus dk dkj.k gS fdefgyk vj{k.k fcy 20 lky ls vVdk gqvk gSA;s fcy 1996 esa igyh ckj is’k gqvk Fkk

vkSj 2010 esa jkT;lHkk ls ikl gks x;k Fkkysfdu yksdlHkk ls ikl ugha gqvk gS lik] clikvkSj vkjtsMh dk fojks/k vkSj dksVs ds Hkhrj dksVsdh ekax ds pyrs ;s fcy ikl ugha gks ik;kAlaln esa efgyk vkj{k.k fcy 1996 esansoxkSM+k ljdkj us igyh ckj is’k fd;k FkkvkSj bldk dbZ iq:”k lkalnkas us Hkkjh fojks/k fd;k FkkAfQj 2010 esa vVy fcgkjh oktis;h ljdkj esanksckjk is’k gksus ds ckn jkT; lHkk esa fcy ikl gqvkysfdu yksdlHkk esa vkj{k.k fcy ikl ugha gks ik;kAefgyk vkj{k.k fcy ds rgr laln eas efgykvksadks 33 Qhlnh vkj{k.k nsus dk izLrko gSA

iwjh nqfu;k dh jktuhfrd O;oLFkk ds vkyksdesa Hkkjr esa Hkh efgykvksa dks mfpr izfrf/kRo nsukvkt le; dh ekax gS blls cjkcjh dh jktuhfr,oa lekos’kh yksdra= dks c<+kok feysxk blls efgykl’kfDrdj.k Hkh gksxk tehuh Lrj ij yksdra= dhtM+s etcwr gksxhA fyax] tkfr vkfn ds vk/kkj ijgksus okys HksnHkko ?kVasxsA ;g foMacuk gS] fd efgykvkj{k.k dk Toyar eqn~nk fiNys nks n’kd ls yafcrgSA ns’k eas vk/kh vkcknh fiNys nks n’kd ls viukizfrfuf/kRo c<+kus dh ekax dj jgh gSA ysfdu iq:”kiz/kku jktuhfr laln esa fcy ikjfr ugha gksus ns jghAgkykafd djhc gj jktuhfrd ny vius eSfuQLVks esaefgykvksa dks fjtosZ’ku nsus dk oknk djrk gSA

vxj efgykvksa dks izfrfuf/kRo nsus ds bfrgklesa tk,a rks efgykvksa ds jktuhfrd l’kfDrdj.k dsfy;s mUgsa fjtosZ’ku nsus dk dkWUlsIV jktho xka/kh dsiz/kkueaf=Ro dky esa vk;k FkkA jktho us lRrk dkfodsUæhdj.k djrs gq, iapk;rksa vkSj yksdy okWMhtdks vf/kdkj nsus vkSj mlls efgykvksa ds fy;s txglqjf{kr djus dh ckr dh FkhA iapk;rksa vkSj yksdyokWMht esa efgykvksa dks vkj{k.k 73osa 74osa lafo/kkula’kks/ku ds tfj;s 1993 esa ’kq: fd;k x;kA mlhle; laln vkSj fo/kku eaMyksa esa efgykvksa dhla[;k c<+kus dh :ijs[kk cuh FkhA 2014 esa 16 ohayksdlHkk eas 62 efgyk;sa thrdj vkbZ gSA tcfdjkT; lHkk esa budh la[;k 31 gSA tks 15 oha yksd




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lHkk ls dqN csgrj D;ksafd 2009 eas pquko esabudh la[;k 58 Fkh tula[;k dk vkadM+k lokvjc ikj dj x;k gSA fQj Hkh orZeku esa 100 esals 11-21 izfr’kr efgyk,sa gSA vc rd loZJs”BvkadM+k gS fdarq 1952 esa vke pquko ls fQj Hkhcsgrj gSA ,sls esa vc bldk ,dek= mik;efgyk vkj{k.k fo/ks;d gSA laln vkSj fo/kkulHkkvksa esa efgykvksa dks 33 izfr’kr vkj{k.knsus okyk fo/ks;d yacs le; ls yVdk iM+k gSA;fn ;g dkuwu ykxw gks tk;s rks yksdlHkk easefgyk lkalnksa dh la[;k Lor% 179 gks tk;sxhA

rkfydk Øekad 02orZeku efgyk@iq:”k izfrfuf/kRo o”kZ

¼2014½ 16 oha vke pquko

rkfydk Øekad 03vU; ns’kksa dh laln esa efgykvksa dk

i zfrfuf/kRo

leL;k, as%& efgykvksa dh jktuhfrd Hkkxhnkjh esa

vkj{k.k ds ckn Hkh vusd leL;k;sa vk jgh gSAftlls efgykvks a dk okLrfod jktuhfrdl’kfDrdj.k laHko ugha gks ik jgk gSA tSls&01- ijEijkxr lkekftd O;oLFkk }kjk efgykvksadks Lora= fu.kZ; dk vf/kdkj nsukA02- f’k{kk dk i;kZIr vHkkoA

03- vkfFkZd fuHkZjrkA04- vlqj{kk dk Hk;] lRrk dks [kksus dk ladkspA05- iq:”k iz/kku lksp dk MjA06- ySafxd HksnHkkoA07- vf/kdkjksa dk Loa; iz;ksx u djukA08- ifroknA09- jktuhfrd izfrfuf/kRo ds vykok dq’kyusrRo {kerk tSls vftZr xq.kksa dh igpku dk vHkkoA10- jktuhfrd eqn~nksa ij dwVuhfrd nkoisapks dsLFkku ij uSfrd ,oa HkkoukRed fopkj/kkjk dk gksukAlq>ko%&

efgykvksa dk jktuhfrd vkj{k.k nsus dkdRrZO; dsoy jktuhfrd ikfVZ;ka dk u gksdj lektesa jgus okys izR;sd iq:”k leqnk; dk gSA efgykvksadh ck/kkvksa dks nwj dj mUgsa jktuhfr ds {ks= easlfØ; Hkkxhnkjh ds fy;s izsfjr fd;k tkuk pkfg;sAefgykvksa dks fo/kkf;dk ¼efgyk vkj{k.k fcyfo/ks;d ,d jk”Vªh; egRo dk elyk gS½ esavkj{k.k vkt oDr dh t:jr gS yacs le; rdVkyk ugha tk ldrk gSA vkt okLro esa gesa ,defgyk Økafr dh vko’;drk gS tks mUgas bdgjheukso‘fRr ls mij mBkdj efgykvksa dks jkstxkj dsvolj iznku dj vf/kdkjksa dks tkudj jktuhfrdlgHkkfxrk ,oa xfr’khyrk dk izHkko c<+ ldsA

’kk;n ;g gekjh xqyke ekufldrk dk ghifj.kke gSA fd ge izR;sd cM+s cnyko ds fy;sif’pe dk eqag rkdrs gS vxj ,slk gh gS rks efgykvkj{k.k fo/ks;d tYn gh ikfjr gks tkuk pkfg;sAD;kasfd vf/kdrj if’peh vkSj ;wjksih;u ns’kksa esaefgykvksa dks jktuhfrd Hkkxhnkj cukus ds fy;s mUgsafo/kkf;dk esa vkj{k.k fn;k tk pqdk gSA vkt vkj{k.kfo’ks”kdj efgyk vkj{k.k fiNM+siu dk ugh vfirqfodkl dk izrhd gSA lekt dh lksp jktusrkvksa dhbZekunkjh vkSj dkuwu ds Hk; ls fLFkfr eas lq/kkj gksldrk gSA efgyk vkj{k.k fo/ks;d dks ikfjr djus esajktuhfrd ikVhZ fdlh u fdlh :i esa vVdusyxkrh vk jgh gS vkSj ;gka rd fd efgykvksa dksckaVus dh jktuhfr izkjaHk gks xbZ gS tSls fiNM+s oxZ]

Øekad efgyk izfr’kr iq:"k izfr’kr dqy lhV

01 62 11-2 481 88 543

Ø- ns’k jSad 01 usiky 35 okW 02 vQxkfuLrku 39 okW 03 ikfdLrku 64 okW 04 vesfjdk 72 okW 05 phu 68 okW 06 Hkkjr 103 okW




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eqfLye lekt] vYila[;d efgyk yxHkx lHkhjkT;ksa eas u flQZ efgykvksa ds ernku dk izfr’krc<+k gS] cfYd egRoiw.kZ ckr ;s gS fd dbZ jkT;ksa esaernku ds fygkt ls efgykvksa us iq:”kksa dks ihNsNksM+k gS pqukoh jktuhfr esa efgyk,sa vf/kd lfØ;igy fn[kkbZ ns jgh gSA vc le; vk x;k gS fdjktuhfrd ny cnyko djsaA orZeku esa efgyk,sadsUæh; ea=h] jkT; ea=h] eq[;ea=h] egkikSj vkSjlkalnkas ds in ij vklhu gSA ehfM;k i=dkfjrk]tulapkj tSls {ks=ksa eas viuk opZLo cuk;s gq, gSAfdlh Hkh ns’k dh okafNr izxfr ds fy;s ml ns’k dhefgykvksa dh Hkkxhnkjh vko’;d ,oa egRoiw.kZ gSAysfdu Hkkjr dh vk/kh ’kfDr ,oa {kerk gksus dsckotwn jktuhfrd] lkekftd] lkaLd`frd] vkfFkZd{ks=ksa esa efgykvksa dh Hkkxhnkjh de jgh gSAHkkjrh;jktuhfr esa efgyk,sa vke pqukoksa eas cgqr de la[;k esaHkkx ysrh gS rFkk tks Hkkx ysrh gS] os izk;% jktuhfr dhmWph dqlhZ izkIr djus esa vleFkZ jgrh gSA Hkkjr dhjktuhfr esa efgykvksa dh Hkkxhnkjh vkSj ns’k dsegRoiw.kZ inksa ij mudh mifLFkfr ugha ds cjkcj gSAfu”d”kZ%&

mijksDr fcanqvksa ds vk/kkj ij dgk tk ldrkgSA fd vkt ns’k dks efgyk vkj{k.k ykxw djus lsT;knk t:jr bl ckr dh gS fd oks efgykvksa dhlksp mudh dk;Z{kerk mudh dk;Z ’kSyh ij viukfo’okl cuk;s efgykvksa dks f’kf{kr djok;sa f’kf{krefgyk,sa ;fn jktuhfr esa vk,xh rks lgh ek;us esans’k dh dk;kiyV gksus esa nsj ugha yxsaxhA ;fnefgykvksa dks lgh ek;us esa fdlh pht dhvko’;drk gS rks og ;g gS fd efgyk,sa ,dO;fDr ds :i esa viuh igpku cuk,s QSlys ysusdh dyk lh[ks t:jr gS rks ,d n<+ bPNk ’kfDrdh tks detksj efgyk xzaFkh ls eqDr gksA lkFk ghiq:”k Me oknh lksp ls ckgj fudydj viusvf/kdkjksa dh yM+kbZ Loa; yM+s rHkh efgyk vkj{k.kfcy ds lkFk jkthfrd l’kfDrdj.k laHko gks ik,sxkAgkykafd bl jkg esa leL;k,sa gS Hkh rks vkikjlaHkkouk,sa Hkh efgyk usf=;kas ds fy;s [kM+h gSaA

lanHkZ xzaFk lwph%&01- f=ikBh fouk;d] nfyr efgykvksa ds vf/kdkj]

vk;kZ ifCyds’ku] ubZ fnYyh 2012] i-86&8702- ogh i-Ø-9303- ogh i-Ø-9604- vks>k] ljs’k] efgyk dkuwu] lkajoyk fizaVlZ]

chdkusj] jktLFkku 2012] i-Ø-16405- ogh i-Ø-6506- lkjLor] LofIuy] efgyk fodkl ,d ifjn’;]

ueu izdk’ku] ubZ fnYyh 2007] i-Ø-6707- ogh i-Ø- 6808- flag]MkW] fu’kkar] lekt jktuhfr vkSj efgyk,sa]

n’kk vkSj fn’kk] jk/kk ifCyds’ku] ubZ fnYyh]2007 i-Ø- 121

09- ogh i-Ø-12210- ogh i-Ø-12811- oekZ] ts-ds-] efgyk,sa le>s vius dkuwuh vf/kdkj]

jktk vkWQlsV] ubZ fnYyh] 2013] i-Ø-3712- ogh i-Ø-4213- ogh i-Ø-5314- dqekj] euh”k] efgyk l’kfDrdj.k n’kk vkSj fn’kk]

vfer fizafVx izsl] ubZ fnYyh] 2011 i-Ø-3415- ogh i-Ø-3516- ogh i-Ø-3817- feJk] MkW- jatuk] Hkkjr esa ukjh jktuhfrd ifjorZu]

oSy fizaVlZ] Hkksiky] 2013 i-Ø- 7818- ogh i-Ø-8119- ;kstuk] ukjh l’kfDrdj.k] flrEcj 2016

lwpuk Hkou] ubZ fnYyh i-Ø-920- ogh i-Ø-1521- uk;j yhuk] efgyk l’kfDrj.k ljdkj dk

nf”Vdks.k lwpuk Hkou] ubZ fnYyh] dq:{ks=]fl- 2016] i-Ø-13

22. outlook hindi.com23. https:llhi.m-wikipedia.org24. www.bbc.com25. www.essaysinhindi.com




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oSfnd ty foKku

MkW- ‘osrk 'kekZTk;iqj

==============***********===============vkikse;a Hkwre~1 vFkkZr~ ;g lalkj tye;

gSA lf”V dh vk|koLFkk esa ty dks izFkeksRié2

ekudj uklnh; lwDr esa fdeklhn~ xgua xHkhje~3

:i esa lf”V ltZd Lohdkj fd;k x;k gSA tSfodfodkl ds egRoiw.kZ ?kVd ty ds v.kZ%] {kksn]?kre~] e/kq bR;kfn 101 vfHk/kkuksa dks fu?k.Vq esamiU;Lr fd;k x;k gSA4

vejdks’kdkj us ty ds 27 i;kZ;ksa esadey dhyky] thou vkfn dk ifjx.ku fd;kgSA55

vki% L=h HkwfEu okokZfj lfyra deya tye~Ai;% dhykeera thoua Hkqoua oue~AoSfnd ,oa ijorhZ ok³~e; esa ifjxf.kr

ty ds fofo/k i;kZ;ksa ls ty dh egÙkk loZFkkizfrikfnr gks tkrh gSAty fuekZ.k izfØ;k&

vk/kqfud foKku esa ty dk lw= H2O gSAty fufeZfr dks mfYYkf[kr djrs gq, foKku esaizfrikfnr gS fd gkbMªkstu xSl ds 2 v.kq vkSjvkWDlhtu xSl ds 1 v.kq dks ,d ik= esa j[kdjmlesa fo|qr rjax izokfgr djus ij ty izkIrgksrk gSA6

vk/kqfud foKku esa mn~?kkfVr bl izfØ;k dksoSfnd lafgrkvksa esa Hkh miU;Lr fd;k x;k gSAizkphu fpUru esa fe= vkSj o#.k ty fuekZrk dgsx;s gSaaA ;gk¡ fe= ls vkWDlhtu rFkk o#.k ls gkbMªkstudk xzg.k fd;k tk ldrk gSA7 osnksa esa vkWDlhtu dsfy, vfXu] oS’okuj] ekrfj’okfn rFkk gkbbªkstu dsfy, lkse] vki] lfyy] ty] o#.k vkfn ‘kCnksa

dk Hkh iz;ksx izkIr gksrk gSA _Dlafgrk esa ty esaoS’okuj vfXu dh lÙkk dks Lohdkj fd;k x;kgSA8 vFkoZosn esa ty esa vfXu vkSj lkse nksuksa dhvofLFkfr ekuh xbZA9 mifu”knksa eas ^vXuh”kksekRedatxr~10* dgdj txr~ dks gh vfXu vkSj lksee;dgk x;k gSA

ty fuekZ.k izfØ;k dks ladsfrr djrs gq,_Xosn esa dgk x;k gS fd ty dh izkfIr ds fy,eSa ifo= ÅtkZ okys fe= vkSj nks”kksa dks u”V djusokys o#.k dks xzg.k djrk gw¡A11 ;gk¡ fe= vkSj o#.kØe’k% vkWDlhtu ,oa gkbMªkstu ds okpd gSaA

iqu% _Dlafgrk lIre e.My esa dgkx;k gS fd ,d dqaHk esa fe= o#.k dk oh;Z ,dgh le; esa Mkys tkus ij rFkk fo|qr izokg dksizokfgr djus ij moZ’kh ds ekul iq= :i vxLR;,oa ofl”B _f”k dk tUe gqvkA12

izLrqr ea= ty fufeZfr izfØ;k dks foLi”V:i ls mn~?kkfVr djrs gSA ea=ksDr oSKkfud izfØ;kbl izdkj gS&

vFkkZr~ vkWDlhtu ,oa gkbMªkstu dks ij[kuyh esa Mkydj vkSj fo|qr izokg izokfgr djusij ty dh mRifÙk gksrh gSA

i q u % ;t qo s Z n d s e a = k a ’ k fe=L;Hkkxks·flo#.kL;kf/kiR;a fnoks of”VokZr Lir ,dfoa’k%]Lrkse%--------13 dh vk/kqfud O;k[;k djrs gq, ia-ohjlsu viuh iqLrd oSfnd lEink esa fy[krs gSa fdoSKkfudksa us ty ds nks ewy rÙo gkbMªkstu ,oavkWDlhtu ekus gSaA muesa ls vkWDlhtu ds xq.k fe=rqY; ,oa gkbMªkstu ds xq.k o#.k rqY; gSaA nksuksa lsty dk oSKkfud lw= fudyrk gS& o#.k rÙo 2Hkkx rFkk fe= rÙo 1 HkkxA nksuksa laLFkkuksa dkL=kse 21¾2%1 :i esa nf”Vxkspj gksrk gSA14

vUrfj{k esa tyksRifÙk dk ;g Øe fujUrj

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pyrk jgrk gS] blh ls of”V gksrh gSA _Xosn esaof”VfoKku ds vkyadkfjd o.kZu ls tyksRifÙk dhizfØ;k dks fu:fir djrs gq, dgk x;k gS fd thouiznkrk fe= rFkk o#.k] of”V dk ltu dj ifFkoh,oa |qyksd dks /kkj.k djrs gSaA15 ;tqosZn16 esa dgkx;k gS fd leqækfn dk ty Hkki cudj ok;q}kjk Åij vkdk’k esa tkrk gSA ogk¡ fe= ,oao#.k ds fo|qr~ lEidZo’kkr~ ckny curs gSa rFkkos gh tyo”kZ.k ls /kjk dks iw.kZ djrs gSaAty ds xq.k&

ikapHkkSfrd txr~ ds ewyk/kkjHkwr ty esafofo/k xq.kksa dh lÙkk dks oSfnd lafgrkvksa esa miU;Lrfd;k x;k gSA izFker% ty ds LokHkkfod xq.k dksladhfrZr djrs gq, vFkoZlafgrk esa dgk x;k gSfd ;g inkFkks± dks xhyk djrk gS rFkk muesa lsnks”kksa dk laektZu djrk gSA17 vFkoZlafgrk esa vkJ;,oa LFkku Hksn ls tyksa ds xq.kksa esa Hksn dksmn~?kkfVr djrs gq, dgk x;k gS fd o”kkZ dk tyloksZÙke gksrk gSA18 cgrk gqvk ty funksZ”k vkSjxq.kdkjh gksrk gSA19 _Dlafgrk esa ty ds rhufof’k”V xq.kksa dk leqYys[k izkIr gksrk gSA¼1½ e/kq’pqr%&e/kq ;k e/kqjrk nsus okyk¼2½ ‘kqp;%&nks”kksa dk lEektZu djus okyk¼3½ ikodk%&nks”kksa dks tykus] ‘kq) djus vkSjifo=rk iznkrk20

vFkoZosn eas ty ds ik¡p xq.kksa dk izdk’kufd;k x;k gS&1- ril~ & rki] larki iznkrk2- gjl~ & nks”k&ektZu o LoPNrk iznkrk3- vfpZl~ & fo|qr~ mRiknd4- ‘kksfpl~ & ‘kq) djus okyk5- rstl~ & rst] dkfUr] lkSaUn;Z] yko.; vkSjizlUurk nsus okyk2121

(i) vkiks ;n~ oLriLrsu ra izfr rir ;ksLeku~}sf”V ;a o;a f}”e%A(ii) vkiks ;n~ oks gjLrsu ra izfr gjr ;ksLeku~}sf”V ;a o;a f}”e%AA

vk/kqfud foKku esa ty dks v[ka.M]

vfoHkkT; oLrq ugha ekuk x;k vfirq [kf.Mr :iesa izfrikfnr fd;k x;k gSA ty dh izR;sd df.kdkesa fNæ gksrk gS QyLo:i blesa ued] phuh bR;kfnds v.kq iw.kZr% foyhu gks tkrs gSaA lEiw.kZ jlk;ufoKku ty dh vk/kkjf’kyk ij vofLFkr gS D;ksafdl oZfo/k i j h{k. kksa gsr q t y l oZnk mi ; qDr gksr k gSA22

blh rF; dks ladsfrd djrs gq, _Xosn23 vkSjvFkoZosn24 esa of.kZr gS fd ty esa lHkh nsoksa dkfuokl gS] vr% ty nsoky; gSA izLrqr ea=kFkks± lsbafxr gksrk gS fd ty ds izR;sd d.k esa fjDrLFkku gSA ;fn ty Bksl gksrk rks mlesa izos’kloZFkk oftZr gksrkA ty esa vU;ksa dks vkJ; nsusdk xq.k gksus ls ;g vfr egRoiw.kZ gSA

oS’ksf”kd n’kZu esa ty dk fof’k”V xq.k‘khry Li’kZ okyk gksuk gSA25 ;g ty lf”V dkthou gSA vr% ;g viuh fLFkfr;ksa] ifjorZu ,oa:iksa ls fofo/k LFkkuksa esa fo”o dk iks’k.k dj jgkgSA iFoh |kqyksd rFkk vUrfj{k rhuksa dh fLfFkfrdk vk/kkj ty gh gSA(Footnotes)1 xksiFk czkã.k 1@392 vkiks ok bnexzs lfyyeklhr~A rSfÙk- czk-

1@1@3@53 uklnklhéks lnklhÙknkuha uklhætks tks O;ksek

ijks ;r~A fdekojho% dqg dL; ‘keZUuEHk%fdeklhn~xgua xHkhje~AA _- 10@129@1

4 v.kZ%A {kksn%A {kùA uHk%A vEHk%A dcU/ke~Alfyye~A ok%A oue~A ?kre~A e/kqA iqjh”ke~AfiIiye~A {khje~A fo”ke~A jsr%A d’k%A tUeAccwde~A cqle~A rqxz~;kA cqcqZje~A lq{kseA /k#.ke~AlqjkA vjfjUnkfuA /oLeUor~A tkfeA vk;q/kkfuA{ki%A vfg%A v{kje~A lzksr%A rfIr%A jl%A mnde~Ai;%A lj%A Hks”kte~A lg%A ‘ko%A ;g%A vkst%Alq[ke~A {k=e~A vko;k%A ‘kqHke~A ;knq%A Hkwre~AHkqoue~A Hkfo”;r~A vki%A egr~A O;kseA ;’k%Aeg%A l.khZde~A Lorhde~A lrhue~A xgue~AxHkhje~A xEHkje~A bZe~A vUue~A gfo%A lùAlnue~A _re~A ;ksfu%A _rL; ;ksfu%A lR;e~A




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uhje~A jf;%A lr~A iw.kZe~A loZe~A vf{kre~A cfgZ%AukeA lfiZ%A vi%A ifo=e~A vere~A bUnq%AgseA Lo%A lxkZ%A ‘kEcje~A vHoe~A oiq%A vEcqArks;e~A rw;e~A ÑihVe~A ‘kqØe~A rst%A Lo/kkAokfjA tye~A tyk”ke~A bnfeR;qndL;¼bnfeR;sd’kreqndukekfu½A fu?k- 1@12dcU/keqnda ikFk% iq”dja loZrkseq[ke~A vEHkks·.kZLrks;ikuh; uhj{khjkEcq’kaoje~A es?kiq”ia ?kujl%AAvejdks’k 1@9@3&4] i-93

6 lkekU; foKku] vjksM+k] lwukoky] xqIrk] jksM+s]i`-38

7 osnksa esa foKku] MkW- dfiy nso f}osnh] i-388 ;klq jktk o#.kks ;klq lkseks fo’os nsok

;klwt±enfUrA oS’okujks ;kLofXu% izfo”VLrk vkiksnsohfjg ekeoUrqAA _-7@49@4

9 vkiks Hkæk ?krfenki vklUuXuh”kksekS foHkzR;kibr~ rk%A rhozks jlks e/kqi‘pkejaxe vk ek izk.ksulg opZlk xesr~A vFkoZ 3@13@5

10 mifu”kn~ okD; dks’k] dksyksuy] th- ,- tsdc(Colonel G.A. Jacab), reprient 1963,P.364

11 fe=a gqos iwrn{ka o#.ka p fj’kknle~A f/k;a ?krkphalk/kUrkAA _- 1@2@7

12 (i) fo|qrks T;ksfr% ifj laftgkua fe=ko#.kk;ni’;rka RokA rr~ rs tUeksrSda ofl”Bk· xLR;ks;r~ Rok fo’k vktHkkjAA(ii) mrkfl eS=ko#.kks ofl”BksoZ’;k czãu~eulks·f/k tkr%A æIla LdUua czã.kk nSO;su fo’osnsok% iq”djs RoknnUrAA(iii) l izdsr mHk;L; izfo}ku~ Rlglznkumr ok lnku%A ;esu rra ifjf/ka of;”;éIljl% ifj tKs ofl”B%AA(iv) l=s g tkrfof”krk ueksfHk% dqEHks jsr% flf”kprq%lekue~A rrks g eku mfn;k; e/;kr~ rrkstkr ef”kekgqoZfl”Be~AA _-7@33@10&13

13 ‘kqDy ;tqosZn 14@2414 oSfnd lEink] ia- ohjlsu osnJeh] i-39115 v/kkj;ra i‘fFkoheqr |ka fe=jktkuk o#.kk

egksfHk%A o/kZ;reks”k/kh% fiUora xk vo of”Valtra thjnkuwAA _- 5@62@3

16 olqH;LRok #æsH;LRok·· fnR;sH;LRok latkukFkka|koki‘fFkoh fe=ko#.kkS Rok o“V~;korke~A O;Urqo;ks· Dra fjgk.kk e#rka i`PNfrxZPNo’kkif’uHkwZRok fnoa xPN rrks uks of”VekogAp{kq”ik vXus·fl p{kqesZ ikfgA ‘kqDy ;tq- 2@16

17 bneki% iz ogrko|a p eya p ;r~A;PpkfHknqæksgku`ra ;Pp ‘ksis vHkh:.ke~AAvFkoZ 7@89@3

18 viks fnO;k vpkf;”ka jlsu lei{efgA i;LokuXuvkxea ra ek la lt opZlkAA vFkoZ 7@89@1

19 llzq”khLrnilks fnok uDra p llzq”kh%A ojs.;Ørqjgeiks nsoh#i g~o;sA vFkoZ 6@23@1

20 ;klka jktk o#.kks ;kfr e/;s lR;ku‘rsvoi’;tukuke~A e/kq’pqr% ‘kqp;ks ;k% ikodkLrk vkiks nsohfjg ekeoUrqAA _- 7@49@3(iii) vkiks;n~ oks·fpZLrsu ra izR;pZr ;ksLeku~}sf”V ;a o;a f}”e%AA(iv) vkiks ;n~ o% ‘kksfpLrsu ra izfr ‘kkspr;ks·Leku~ }sf”V ;a o;a f}”e%AA(v) vkiks ;n~ oLrstLrsu rerstla Ñ.kqr;ks·Leku~ }sf”V ;a o;a f}”e%AA vFkoZ-2@23@1&5

22 osnksa esa foKku] MkW- dfiynso f}osnh] i‘-41&42

23 ;ísok vn% lfyys lqlajC/kk vfr”BrA v=k oksu‘R;rkfeo rhozks js.kqjik;rAA _- 10@72@6

24 vILoklhUekrfj’ok izfo”V% izfo”Vk nsok%lfyykU;klu~A cgu~ g rLFkkS jtlks foeku%ioekuks gfjr vk foos’kAA vFkoZ- 10@8@40

25 ‘khrLi’kZoR;ki%A rdZlaxzg] n;kuUn HkkxZo]i-31-




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