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n[aga AÜ``ZEnvironmEntal studiEs
Aä`mgg{hV nmR²>`nwñVH$tExt cum work book
(rEvisEd)
{hÝXr _mÜ`_Hindi mEdium
nhbr H$jmFirst standard
karnataka text book society (r.)100 Feet Ring Road, Banashankari 3rd Stage,
Bengaluru - 560 085.
H$Zm©Q>H$ gaH$ma
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Preface
The Textbook Society, Karnataka has been engaged in producing new textbooks according to the new syllabi prepared which in turn are designed based on NCF - 2005, since June 2010. Textbooks are prepared in 12 languages; seven of them serve as the media of instruction. From standard 1 to 4 there is the EVS, Mathematics and 5th to 10th there are three core subjects namely mathematics, science and social science.
NCF - 2005 has a number of special features and they are :
• connecting knowledge to life activities • learning to shift from rote methods • enriching the curriculum beyond textbooks • learning experiences for the construction of knowledge • making examinations flexible and integrating themwith
class room experiences • caring concerns within the democratic policy of the country • making education relevant to the present and future needs • softening the subject boundaries, integrated knowledge and
the joy of learning • the child is the constructor of knowledge.
The new books are produced based on three fundamental approaches namely, Constructive Approach, Spiral Approach and Integrated Approach.
The learner is encouraged to think, engage in activities, master skills and competencies. The materials presented in these books are integrated with values. The new books are not examination oriented in their nature. On the other hand they help the learner in the all round development of his/her personality, thus help him/her become a healthy member of a healthy society and a productive citizen of this great country, India.
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Young learners in their initial stages of learning i.e., between the ages of 5 and 10, acquire most of the concepts which they need in consolidating learning in later stages. If this learning is properly plannedandwellexecutedintheclassroom,childrenmayfindlearning easy and enjoyable.
Based on these principles, in the early stages from class 1 to 5, the following subject areas have been introduced - Mother tongue, state language, English as a practice language, mathematics and environmental studies. Environmental studies include science and social science related to their daily life experiences, information about their environment, society, country, their duties and rights. These topics are presented through interesting situations and activities. Opportunities have been provided for self learning and creativity. In this stage importance is given to children sitting in pairs and groups and exchange their experiences. The efforts have been made to make illustrations colourful, attractive and meaningful. Teachers are expected to make use of these and help children learn meaningfully and with pleasure. The textbooks aim at making learning interesting, enjoyable and satisfying.
The textbook Society expresses grateful thanks to the chairpersons, writers, scrutinisers, artists, staff of DIETs and CTEs and the members of the Editorial Board and printers in helping the Text Book Society in producing these textbooks.
Prof. G.S. Mudambadithaya Coordinator Curriculum Revision and Textbook Preparation, Karnataka Textbook Society (R), Bengaluru, Karnataka
Nagendra Kumar Managing DirectorKarnataka Textbook Society (R), Bengaluru, Karnataka
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About the Book
National Curriculum Framework (NCF-2005) developed by the National Council of Educational Research and Training (NCERT), has set the guidelines for developing syllabi, textbooks and teaching practices in the formal school education programmes in the country, considering the new challenges that humankind is likely to face in the years to come.
Wehaveattempted to followthefiveguidingprinciplesonwhichNCF 2005 is based, while adopting the framework in the textbooks of classes 1 and 2 for the State of Karnataka. We have tried integrating the science and social science concepts by softening the subject boundaries in these textbooks. The idea is that the children should view the natural and the social environments in a holistic manner from the beginning of school education. We have included a wide range of topics from family to plants and animals to festivals on the lines of the NCF 2005 guidelines.
While designing these textbooks titled Environmental Studies, EVS in short, we have taken into account the socio-economic, environmental and cultural aspects of the State for easy connect and better understanding. Since the children are beginners in the school system, we have used illustrations heavily in these books for easy communication. We also have introduced simple activities such as observation, keeping the level of children in mind, to engage them in learning process and make the learning more participative. The idea is also to stimulate children to enquiry-based learning. Books are designed with the objectives of familiarizing children with their surroundings/local knowledge and introducing some basic concepts of their natural and social environment so that they start appreciating the environment they are living in and every component that comes with it. We have tried our best to make these books gender neutral in terms of language and presentation of concepts. At the beginning of every lesson, we have given the competencies that the children should develop after each lesson, to help teachers facilitate the learning process.
While the thought provoking para of Rabindranath Tagore from ‘Civilization and Progress’, which NCF-2005 opens with, is indeed inspiring for every teacher to search and adopt new and innovative teaching-learning approaches. We welcome comments and suggestions from the teachers,parentsandpublicforfurtherrefinement.
Environment Education is Education of the Environment, through the Environment and for the Environment.
Dr. R. Shailaja, Chairperson Textbook Committee
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Textbook CommitteeChairperson :Dr. R. Shailaja, Director, Regional Environmental Studies Centre, South Zone, 143, Infantry Road, Bengaluru.Members :Sri Sujay Sandeep, Asst. teacher, G.H.P.S. Navarathna Agrahara, Bengaluru North Zone, Bengaluru North District.Sri Ananda Ajila, Head Master, G.H.P.S. Nelyadi, Puttur Taluk, Dakshina Kannada District.Sri D.H. Lakshmanaiah, Asst. teacher, G.H.P.S. Nitturu, Gubbi Taluk, Tumakuru District.Sri K.L. Shanabhaga, Asst. teacher, G.H.P.S. Kodsula, Bhatkal Taluk, Uttara Kannada District.Sri Sunagara Raghavendra, Asst. teacher, G.H.P.S. Naganura, Jamakhandi Taluk, Bagalkote District.Artist :Sri Prakash Thatti, Yatnatti Road, near water tank, Bhagyanagar, Koppala Taluk, Koppala District.Sri K. Anand, Drawing teacher, Rastrothana Shikshakara Tarabethi Samsthe, Hagaribommanahalli, Ballari Dist.Scrutinizer : Sri D.R. Prasanna Kumar, Policy Planning Unit, Commissioner Office,Department of Public Instruction, Nrupathunga Road,Bengaluru.Translator :Sri Sudhakar Mahendrakar, Asst. teacher, G.H.S. Narayanapura, Basavakalyana Tq, Bidar District.Chief Co-ordinator :Prof. G.S. Mudambaditaya, Co-ordinator, Curriculum revision and textbook preparation, KTBS, Bengaluru.
Chief Advisors: Sri Nagendra Kumar, Managing Dircetor, K.T.B.S., Bengaluru, Smt. C. Nagamani, Deputy Director, KTBS, Bengaluru.Programme Co-ordinator :Smt. S.N. Leelavathi, SADPI, K.T.B.S, Bengaluru.
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About the Revision of TextbooksHonourable Chief Minister Sri Siddaramaiah who is also the Finance
Minister of Karnataka, in his response to the public opinion about the new textbooks from standard I to X, announced, in his 2014-15 budget speech of constituting an expert-committee, to look into the matter. He also spoke of the basic expectations there in, which the textbook experts should follow: “The textbooks should aim at inculcating social equality, moral values, development of personality, scientific temper, criticalacumen, secularism and the sense of national commitment”, he said.
Later, for the revision of the textbooks from class I to X, the Department of Education constituted twenty seven committees and passed an order on 24-11-2014. The committees so constituted were subject and class-wise and were in accordance with the standards prescribed. Teachers who are experts in matters of subjects and syllabi were in the committees.
There were already many complaints, and analyses about the textbooks. So, a freehand was given in the order dated 24-11-2014 to the responsible committees to examine and review text and even to prepare new text and revise if necessary. Eventually, a new order was passed on 19-9-2015 which also gave freedom even to re-write the textbooks if necessary. In the same order, it was said that the completely revised textbooks could be put to force from 2017-18 instead of 2016-17.
Many self inspired individuals and institutions, listing out the wrong information and mistakes there in the text, had send them to the Education Minister and to the Textbook Society. They were rectified. Before rectification we had exchanged ideas by arrangingdebates. Discussions had taken place with Primary and Secondary Education Teachers’ Associations. Questionnaires were administered among teachers to pool up opinions. Separate meetings were held with teachers, subject inspectors and DIET Principals. Analytical opinions had been collected. To the subject experts of science, social science, mathematics and languages, textbooks were sent in advance and later meetings were held for discussions. Women associations and science related organistation were also invited for discussions. Thus, on the basis of all inputs received from various sources, the textbooks have been revised where ever necessary.
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Another important aspect has to be shared here. We constituted three expert committees. They were constituted to make suggestions after making a comparative study of the texts of science, mathematics and social science subjects of central schools (NCERT), along with state textbooks. Thus, the state text books have been enriched based on the comparative analysis and suggestions made by the experts. The state textbooks have been guarded not to go lower in standards than the textbooks of central school. Besides, these textbooks have been examined along side with the textbooks of Andhra Pradesh, Kerala, Tamil Nadu and Maharashtra states.
Anotherclarificationhastobegivenhere.Whateverwehavedonein the committees is only revision, it is not the total preparation of the textbooks. Therefore, the structure of the already prepared textbooks have in no way been affected or distorted. They have only been revised in the background of gender equality, regional representation, national integrity, equality and social harmony. While doing so, the curriculum frames of both central and state have not been transgressed. Besides, the aspirations of the constitution are incorporated carefully. Further, the reviews of the committees were once given to higher expert committees for examination and their opinions have been inculcated into the textbooks.
Finally, we express our grateful thanks to those who strived in all those 27 committees with complete dedication and also to those who served in higher committees. At the same time, we thank all the supervisingofficersoftheTextbookSocietywhosincerelyworkedhardin forming the committees and managed to see the task reach its logical completion. We thank all the members of the staff who co-operated in this venture. Our thanks are also due to the subject experts and to the associations who gave valuable suggestions.
H.N. Gopalakrishna Managing Director Karnataka Textbook Society (R) Bengaluru.
Prof. Baraguru Ramachandrappa Chairman-in-Chief
Textbook Revision Committees Karnataka Textbook Society (R)
Bengaluru.
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Revision CommitteeChairman-in-Chief :Prof. Baraguru Ramachandrappa, State Textbook Revision Committees, Karnataka Textbook Society, Bengaluru. Chairperson : Dr.S.Shishupala, Professor and Chairman, Department of microbiology, Davanagere University, Davanagere Members:Smt.K. Mamatha, Asst. teacher, GHS, Kengeri Upanagara, Bengaluru.Sri K.S. Gireesh, Asst. teacher, GHS, Jalige, Devanahalli Tq., Bengaluru Rural Dist.Smt. G. Renuka, Asst. teacher, GHS, Honnashettihally, Gubbi Tq., Tumakuru Dist.Smt. R.N. Vasantha Sujay, Asst. teacher, GHS, Hebbala, Bengaluru.Smt. A. Lakshmidevi, Asst. teacher, GHPS, Kaveripura, Bengaluru.Smt. B. Hemalatha, Asst. teacher, GLPS, K. Narayanapura, Bengaluru.Artist :Sri U. Hazarat Ali., Lecturer, Department of Fine Arts,Tumkur University, Tumakuru.High Power Review Committee Members :Dr. T.R. Anantharamu, Senior Scientist(Retd.), Geological Survey of India, Bengaluru.Prof. V.S. Vatsala, Principal (Retd.), M.E.S College, Malleswaram, Bengaluru.Dr. G.M. Nijaguna, Principal (Retd.), Vijaya College, Basavanagudi, Bengaluru.Prof. K.S. Nataraj, Professor of Physics(Retd.), National College, Jayanagara, Bengaluru.Translators :Sri P.S. Suregaonkar, Asst. teacher (Retd.), Shri Shantinath Hindi High School, Gantikeri, Hubballi.Smt. Uma Rao, Asst. teacher (Retd.), Govt. Junior College (Ex-mple), Ballari.Chief Advisors :Sri H.N.Gopalakrishna, Managing Director, Karnataka Textbook Society, Bengaluru. Sri K.G. Rangaiah, Deputy Director,Karnataka Textbook Society, Bengaluru. Programme Co-ordinator :Smt. N.R. Shylaja Kumari, Senior Assistant Director, KTBS, Bengaluru.
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{ZåZ {MÌm| _| a§J ^amoŸ&
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AnZo Ka _| ~ZmE OmZo dmbo ImX² nXmWm] H$mo ~VmAmoŸ& CÝh| ~ZmZo Ho$ {bE Amdí`H$ Amhma nXmWm] H$mo nyN>H$a OmZ bmoŸ&
AnZo {ejH$ X²dmam ~VmE Amhma nXmWm] H$mo nhMmZmoŸ& (Mmdb, Xmb, {Vb, _y±J\$br BË`m{X nmH$sQ> {ejH$ ~VmE±)
JmAmo ZmMmo
Mm{hE hr Mm{hE VaH$mar ^m±{V-^m±{V H$s VaH$mar
A§Jwbr H$s Vah ^tS>r gm±n H$s Vah {MqM‹S>m
H$‹S>dm - H$‹S>dm H$aobm N>‹S>r H$s Vah ghOZ
a§J-{~a§Jo ~|JZ gãOr H$mo Mm{hE ~rÝg
Vah-Vah H$s VaH$mar ~oMZo Am`r H$mdoar (`hm± {X`m hþAm JrV JmH$a, A{^Z` H$amoŸ& AnZr OmZH$mar H$s VaH$m[a`m| H$mo Omo‹S>H$a JmZm AmJo ~‹T>mAmoŸ&)
©KTBS
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35
nmR> - 5
³¶m h_| Amhma Mm{hE?
Bg nmR> Ho$ grIZo Ho$ ~mX Vw_,
• Amhma H$s Amdí`H$Vm H$mo OmZmoJoŸ&
JmAmo ZmMmo
gw~h go ^moOZ Zht gwñV-hr-gwñV
^moOZ Ho$ ~mX _¢ _ñV-hr-_ñVŸ&
Mmdb Am¡a Xmbm| go AmVr h¡ e{ŠV
H$ÀMo-nŠHo$ \$b ImZo go AmVr h¡ w{ŠVŸ&
XyY, Xhr Am¡a _ŠIZ go nŠH$m-nŠH$m
öï>-nwï> eara hmoVm hQ²>Q>m - H$Q²>Q>mŸ&
JmAmo ZmMmo
Mm{hE hr Mm{hE Amhma
Xoh H$mo Mm{hE Amhma
{Z_©b _Z Am¡a gwÝXa Xoh
OrdZ V¥{á H$m AmYma
©KTBS
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36
Xoh H$s A{^d¥{X²>Y Ho$ {bE Amhma Mm{hEŸ&
ñdñW ahZo Ho$ {bE VWm e{ŠV Ho$ {bE Amhma Mm{hEŸ&
©KTBS
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37
H$m_ H$aZo Ho$ {bE Amdí`H$ e{ŠV Amhma go {_bVr h¡Ÿ&
~VmAmo, h_| Amhma Š`m| Mm{hE?
ñdñW ahZo Ho$ {bE VWm e{ŠV Ho$ {bE Amhma Mm{hEŸ&
©KTBS
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38
nmR> - 6 _oam Ka
Bg nmR> H$mo grIZo H$o$ ~mX Vw_, • AnZo Ka H$m n[aM` àmá H$amoJoŸ&
• Ka H$mo AmYma _mZH$a, ñWmZr` àXoe H$s Xyar H$mo - {~ëHw$b ZOXrH$, ZOXrH$, Xya, ~hþV Xya Bg àH$ma AÝXmO H$amoJoŸ&
`h amYm Ho$ Ka H$m {MÌ h¡Ÿ& {MÌ H$mo AÀN>r Vah XoImoŸ&
BZ àíZm| Ho$ CËVa XmoŸ& • amYm Ho$ Ka _| H$m¡Z-H$m¡Z h¢? • do Š`m H$a aho h¢?
©KTBS
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39
• amYm Ho$ Ka _| pñWV {I‹S>H$s, XadmOm| H$mo {JZH$a ~VmAmoŸ&
• Vwåhmao Ka _| H$m¡Z-H$m¡Z h¢?
• Š`m Vwåhmao Ka _| OmZdam| H$mo nmbm h¡?
• Vwåhmao Ka _| {H$VZr {I‹S>{H$`m± Am¡a XadmOo h¢?
amOZ H$o$ Ka H$m {MÌ XoIH$a, {XE JE àíZm| Ho$ CËVa ~VmAmoŸ&
• amOZ Ho$ Ka go {~ëH$wb ZOXrH$ Š`m h¡? • amOZ Ho$ Ka Ho$ nmg Š`m h¡? • {dX² mb` H$hm± h¡? • amOZ Ho$ Ka go ~hþV Xya Š`m h¡?
©KTBS
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40
Vwåhmao Ka go BZ ñWmZm| H$s Xyar () {Mh²Z go ~VmAmoŸ& H«$.g§. _oao Ka go ~hþV$ ZOXrH$ Xya ~hþV ZOXrH Xya 1 {_Ì/ghobr H$m Ka
2 Zb Hy$n / Zb
3 {dX²> mb`
4 XwH$mZ
5 Am§JZdm‹S>r
6 Hw$Am±
7 ~g AS²>S>m
8 H$m`m©b` / AñnVmb
CËVa ~VmAmoŸ&
• Vwåhmao Ka Ho$ ~hþV ZOXrH$ Š`m h¡? ~VmAmoŸ&
• Vwåhmao Ka Ho$ nmg Š`m h¡? ~VmAmoŸ&
• Vwåhmao Ka go Xya Š`m h¡? ~VmAmoŸ&
• Vwåhmao Ka go ~hþV Xya Š`m h¡? ~VmAmoŸ&
• Vwåhmao {dX² mb` Ho$ nmg Š`m h¡? ~VmAmoŸ&
• Vwåhmao {dX² mb` go Xya Š`m h¡? ~VmAmoŸ&
©KTBS
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Bg {MÌ _
| a§J
^amoŸ&
©
KTBS
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42
JmAmo ZmMmo
Ka-Ka h_mam Ka
{I‹S>H$s XadmOo dmbm Ka
gwÝXa ~JrMo dmbm Ka
Ka-Ka h_mam KaŸ&
hdm - àH$me dmbm Ka
ew «-ñdÀN> h_mam Ka
{_bH$a g^r Py_Zo H$m Ka
Ka-Ka h_mam KaŸ&
©KTBS
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43
nmR> - 7
ñdÀN>Vm Aä`mg
Bg nmR> Ho$ grIZo Ho$ ~mX Vw_, ∙ eara Ho$ A§Jm| H$mo nhMmZmoJoŸ& ∙ eara Ho$ A§Jm| H$s ñdÀN>Vm VWm ñdÀN>Vm Ho$ Aä`mgm| H$mo g_PmoJoŸ&
`hm± ~VmE JE eara Ho$ A§Jm| Ho$ Zm_ ~VmAmoŸ&
BZ ^mJm| H$mo AnZo eara _| nhMmZbmoŸ&
©KTBS
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44
_¢ H$m¡Z hÿ±?_wPgo Vwåh| Š`m Cn`moJ h¡ ? ~VmAmoŸ&
©KTBS
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45
BZ ^mJm| H$mo {H$g H$m_ Ho$ {bE Cn`moJ H$amoJo ? aoIm ItMH$a Omo‹S>moŸ&
©KTBS
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46
BZ {MÌm| _| hmoZodmbo H$m`m] H$mo ~VmAmoŸ& BZ H$m`m] H$mo H$aZo Ho$ {bE Vw_ AnZo eara Ho$ {H$Z-{H$Z A§Jm| H$m Cn`moJ H$amoJo?
©KTBS
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47
AnZm hmW XoImo, {H$VZr A§Jw{b`m± h¢? {JZmoŸ& XoImo {H$ g^r A§Jw{b`m± g_mZ h¡ Š`m?
©KTBS
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48
ZrMo {XE JE ñWmZ _| AnZm ~m`m§ hmW aImoŸ& A§Jw{b`m| H$mo Iwbm H$aHo$ n|{gb go A§Jw{b`m| Ho$ Mmam| Amoa bH$sa ItMmoŸ&
©KTBS
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49
{MÌm| H$mo XoImoŸ&
CËVa XmoŸ&
• Vw_ _§OZ H$aZo Ho$ {bE Š`m Cn`moJ H$aVo hmo? ~VmAmoŸ&
• Vw_ ZmIyZ H$mQ>Zo Ho$ {bE Š`m Cn`moJ H$aVo hmo?
• Vw_ ZmíVm, ^moOZ Ho$ nhbo Š`m H$aVo hmo?
• {dX² mb` go Ka AmVo hr Vw_ Š`m H$aVo hmo?
©KTBS
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50
Bg d¥ËV _| Hw$N> dñVwE± h¢Ÿ& `hm± H$s {H$Z dñVwAm| H$m Vw_ Cn`moJ H$aVo hmo? CZ dñVwAm| H$mo d¥ËV S>mbmoŸ&
BZ H$m_m| H$mo A{^Z` H$aHo$ ~VmAmoŸ& 1) XÝV_§OZ H$aZm 2) H§$Kr H$aZm 3) ñZmZ H$aZm 4) Xoh nm|N>Zm 5) _w±h YmoZm 6) ZmIyZ H$mQ>Zm 7) n¡a YmoZm 8) hmW YmoZm 9) àmW©Zm H$aZm
©KTBS
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51
nmR> - 8
gwajm Ed‘² AZwemgZ
Bg nmR> Ho$ grIZo Ho$ ~mX Vw_, ∙ ì`{ŠVJV gwajm H$mo OmZmoJoŸ&
∙ H$Vma _| BÝVOma H$amoJo& ∙ Amdí`H$VmAm| H$s ny{V© gww{dYmAm| H$mo nhMmZmoJoŸ&
{MÌm| H$mo XoImoŸ&
©KTBS
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52
CÎma XmoŸ& • BZH$mo Š`m IVam hmoJm Š`m|? • Š`m Vw_Zo H$^r Eogm {H$`m h¡? • Š`m {H$gr IVao _| \$go hmo?
AnZo ~wOwJm] H$mo H$m_ H$aVo hþE XoImoŸ& CZH$m AZwH$aU H$amoŸ& ~wOwJm] VWm {ejH$m| H$s ~VmB© MoVmdZr H$s ~mVm| H$m nmbZ H$amoŸ& Vw_ gwa{jV ahmoJoŸ&
{ZåZ {MÌ H$mo XoImoŸ&
{MÌ _| Š`m {XImB© XoVm h¡? ~VmAmoŸ&
Bg {MÌ go Vw_Zo Š`m OmZm?
©KTBS
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53
{MÌm| _| ghr hmo Vmo () {Mh²Z, JbV hmo Vmo () {Mh²>Z bJmAmoŸ&
Vwåhmao bJmE JE {Mh²Zm| Ho$ H$maU ~VmAmoŸ&
©KTBS
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54
Bg {MÌ _| Vwåh| Š`m {XImB© XoVm h¡ ? ~VmAmoŸ&
• Jbr Ho$ Xrn Š`m| Mm{hE?
• {dX² mb` Š`m| Mm{hE?
• ~g AS²>S>o go Vwåh| Š`m Cn`moJ h¡?
• Vw_ AñnVmb Š`m| OmVo hmo?
`o g^r haEH$ H$mo Oê$ar h¢& ~VmAmo, Vwåhmao Jm±d _| H$m¡Zgr AZwHy$bVmE± h¢Ÿ& Ü`mZ Xmo {H$ BZ AZwHy$bVmAm| H$m Jm±d Ho$ bmoJ H¡$go Cn`moJ H$aVo h¢Ÿ&
{ZåZ {b{IV dmŠ`m| _| ghr () {Mh²Z, H$m¡Z go h¢, JbV () {Mh²Z, H$m¡Zgo h¢, nhMmZmoŸ& 1. H$Vma _| I‹S>o hm| Vmo g_` ì`W©Ÿ& 2. H$Vma _| I‹S>o hm| Vmo g^r H$mo nmZr {_bVm h¡Ÿ& 3. H$Vma _| I‹S>o hm| Vmo {H$grH$mo H$ï>Ÿ Zht&
4. ~g _| M‹T>Zo Ho$ {bE H$Vma _| I‹S>o hmo Vmo AÀN>mŸ&
AñnVmb
{dX² mb`~g AS²>So
g_yXm`m ~dZ
©KTBS
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55
nmR> - 9
> Hy$ ..... N>wH$²²..... ~wH$²>
Bg nmR> Ho$ grIZo Ho$ ~mX Vw_,
∙ ñWmZr` g§Mma Ho$ {d{dY àH$mam| H$mo nhMmZmoJoŸ&
Vwåhmao Jm±d _| nmE OmZo dmbo dmhZm| H$mo () {Mh²Z bJmAmoŸ&
Vw_Zo {H$Z dmhZm| _| `mÌm H$s h¡? CZHo$ Zm_ ~VmAmoŸ&
{ZåZ {b{IV {MÌm| _| pñWV dmhZm| Ho$ Zm_ ~VmAmoŸ&
©KTBS
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56
BZ {MÌm| H$mo XoImo, Vwåhmam ng§XrXm dmhZ H$m¡Zgm h¡? Š`m| ?
Iob Iobmo
• BZ dmhZm| H$s Vah AmdmO H$aVo hþE Mbmo - aob, gmB{H$b, ñHy$Q>a, ~g&
• AnZo {_Ì Ho$ gmW aob H$m Iob IobmoŸ&
• H$mJO go Zmd ~ZmH$a, nmZr _| V¡aZo N>mo‹S>moŸ&
©KTBS
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57
Zmd ~ZmZo H$m VarH$m grImoŸ&
©KTBS
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58
BZ {MÌm| _| a§J ^amoŸ&
©KTBS
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59
©KTBS
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60
`o dmhZ H$hm± MbVo h¢? aoIm ItMH$a OmoS>mo&
©KTBS
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JmAmo ZmMmo
{Q>Z {Q>Z {Q>Z {Q>Z gmB{H$b Jm‹S>r
nm| nm| nm| nm| _moQ>a Jm‹S>r
N>w>H$²> ~wH$² N>w>H$² ~wH$² aob Jm‹S>r
Jm±d ^a _| Vah - Vah H$s Jm‹S>r
g‹S>H$ Ho$ ~rM ~g H$m Iob
nQ>ar na h¡ Xm¡‹S>Vr aob
AmH$me _| XoImo {d_mZ H$s CS>mZ
bham| Ho$ ~rM h¡ OhmO `mZ
XoImo XoImo Vah Vah Ho$ g§Mma
g_Pbmo g§Mma Ho$ {d{dY àH$ma
g~ Amoa MbZo dmbo {d{dY g§Mma
Mm{hE g^r H$mo o g§Mma
©KTBS
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62
gwZrb
nmR> - 10
h‘ Am¡a h_mao
Bg nmR> Ho$ grIZo Ho$ ~mX Vw_, ∙ n[adma _| ahZo dmbo gå~ÝYm| H$mo OmZmoJoŸ&
∙ Ka Ho$ H$m_ _| aho nañna gh`moJ H$mo OmZmoJoŸ& ∙ n[adma VWm n‹S>mogr {_Ìm| H$mo nhMmZmoJoŸ&
{MÌ H$mo XoImoŸ&
`h gwZrb Ho$ n[adma H$m {MÌ h¡Ÿ& Bg {MÌ _| gwZrb Ho$ Ka Ho$ bmoJ h¢Ÿ& Bg {MÌ _| H$m¡Z-H$m¡Z h¢? ~VmAmoŸ&
©KTBS
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63
Vwåhmao Ka _| H$m¡Z-H$m¡Z h¢? Mm¡H$ _| () {Mh²Z S>mbmoŸ&
Vwåhmao Ka _| Am¡a H$m¡Z-H$m¡Z h¢? ~VmAmoŸ&
©KTBS
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64
Bg {MÌ _| H$m¡Z-H$m¡Z h¢? nhMmZH$a ~VmAmoŸ&
JmAmo ZmMmo
`h JrV amJ~X²Y gwZmAmoŸ& _mVm, {nVm, ^mB©, ~hZ g^r Mm{hE _wPo {_bH$a ah|Jo g^r Vmo Ka _| hmoJm gXmZÝXŸ&
{nVm H$o$ {nVm _ooao XmXm _mVm H$o$ {nVm _oao ZmZm {nVm H$s _mVm _oar XmXr _mVm H$s _mVm _oar ZmZr
CËVa XmoŸ& • _mVm H$o$ {nVm Vwåhmao Š`m bJVo h¡¢? • {nVm H$s _mVm Vwåhmar Š`m bJVr h¡¢? • _mVm H$s _mVm Vwåhmar Š`m bJVr h¡¢? • {nVm H$o$ {nVm Vwåhmao Š`m bJVo h¡¢?
©KTBS
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65
BZ {MÌm| H$mo XoImoŸ& Vwåhmao BZ H$m_m| Ho$ {bE H$m¡Z ghm`Vm H$aVo h¢? ~VmAmoŸ&
©KTBS
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66
BZ {MÌm| H$mo XoImoŸ& BZ H$m_m| _| H$m¡Z _XX H$a aho h¢, aoIm ItMH$a Omo‹S>moŸ&
©KTBS
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67
BZ {MÌm| H$mo XoImo, BZ {MÌm| _| Mb aho H$m‘ H$m¡Z go h¢? H$m¡Z {H$go ghm`Vm H$a aho h¢? ~VmAmoŸ&
BZ {MÌm| H$mo XoImoŸ& Vw_ H$m¡Z-H$m¡Z go H$m_m| _| ghm`Vm H$amoJo? Mm¡H$ _| () {Mh²Z bJmAmoŸ&
©KTBS
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68
BZ {MÌm| H$mo XoImo, Vw_go {H$`o OmZodmbo H$m_m| H$mo aoIm ItMmoŸ& Z_yZm ~Vm`m J`m h¡Ÿ&
©KTBS
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69
Vwåhmao Ûmam ñHy$b _| {H$`o OmZodmbo H$m_m| H$mo () {Mh²Z bJmAmoŸ
A Am B B©
©KTBS
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70
Vw_ ñHy$b _| {H$gHo$ gmW ^moOZ H$amoJo?
Vwåhmao Ka Ho$ nmg ahZodmbo {_Ìm| Ho$ Zm_ ~VmAmo &
Govt. H.P.S.
©KTBS
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71
~VmAmoŸ&JmAmo ZmMmo
h_ g~ ~mbH$ h¢ h_ g~ {_Ì h¢
ñHy$b g^r Am |Jo {_bH$a H$m_ H$a|Jo
g^r {_bH$a grI|Jo g^r IobH$a ZmM|Jo
©KTBS
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72
nmR> - 11
A‹S>mog-n‹S>mog
Bg nmR> Ho$ grIZo Ho$ ~mX Vw_, ∙ Ka _| hmoZodmbo VWm A‹S>mog-n‹S>mog _| hmoZodmbo H$m_m| H$mo nhMmZmoJoŸ& ∙ n‹S>mo{g`m| H$m gh`moJ OmZmoJoŸ&
Vwåhmao Ka _| hmoZodmbo H$m_ Vw_ A~-VH$ OmZMwHo$ hmoŸ& BZ
{MÌm| H$mo XoImoŸ& {XE JE àíZm| Ho$ CÎma Xmo&Ka Ho$ gm_Zo Ho$db H$Mam AmAmo H$_bm H$Mam
{ZH$mb|
Zb Ho$ Amg-nmg ~hþV nmZr!
A~ AÀN>m h¡Ÿ&Ka Ho$ gm_Zo Š`m h¡? `hm± Š`m hmo ahm h¡?
o Š`m H$a aho h¡?`hm± H$s OJh H¡$gr h¡?
©KTBS
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73
a_m ~wbm ahr h¡ AmAmo Mb|
gagw, H$_bm C_m g^r AmAm|
a{d Š`m| amo ahm h¡?
a_m Zo g^r H$mo Š`m| ~wbm`m? o Š`m H$a ahr h¢?
a{d Š`m| Mwn hmoJ`m?
a§Jmobr ~Zmbr h¢ Z !
hm`....!ho _m±....! amo _V....
amo _V {~{Q> m!
CËVa Xmo : • Vw_ A‹S>mog-n‹S>m|{g`m| Ho$ gmW {_bH$a Iobo OmZodmbo Iobm| Ho$ Zm_ ~VmAmoŸ& • A‹S>mog-n‹S>mo{g`m| Ho$ gmW {_bH$a JmE OmZodmbo JrV gwZmAmoŸ&
©KTBS
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74
¶hm± ~ÀMo ³¶m H$a aho h¡¢, ~VmAmo& {H$E OmZodmbo H$m_m| H$mo () {Mh²>Z bJmAmoŸ&
¶hm± ~S>o bmoJ ³¶m H$a aho h¡¢?
©KTBS
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75
nmR>-12
Iobmo-Iob Iobmo
Bg nmR> Ho$ grIZo Ho$ ~mX Vw_, ∙ {d{dY Iobm| H$m Zm_ ~VmAmoJoŸ&
`hm± H$o$ {MÌm| H$mo XoImo, Vw‘go Iobo OmZodmbo Iobmo| na () H$m {ZemZ bJmAmoŸ&
©KTBS
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76
¶hm± H$wN> Iobmo| H$o$ {MÌ {X¶o J¶o h¡¢& Iobmo| H$o$ Zm‘ ~VmAmo&
©KTBS
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77
©KTBS
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78
BZ {MÌm| _| Iobm| H$s MrO| Xr JB© h¢Ÿ& BÝh| {H$Z Iobm| _| Cn`moJ H$amoJo? ~VmAmoŸ&
©KTBS
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79
`hm± N>moQ>r VWm ~‹S>r J|X go Iobo OmZodmbo Iob ~Vm`o J`o h¢Ÿ& XoImo&
©KTBS
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80
Vw_ Bg J|X go Iobo OmZodmbo AÝ` Iob ~VmAmoŸ&
JmAmo ZmMmo gámh Ho$ gmV hr gmV {XZ B©Vdma hr Nw>Q²>Q>r H$m {XZ
gmo_dma H$mo JwëbrS>§S>m _§Jbdma H$mo dmbr~m°b
{eH$ma H$m Iob ahm ~wYdma AIm‹S>o _| ahm Jwédma
ewH«$dma H$mo ahm bQ²>Qy> J|X e{Zdma H$mo ahm {H«$Ho$Q> J|X
gßVmh Ho$ gmV hr gmV {XZ IobZo H$mo H$_ hm|Jo gmV {XZŸ&
>
©KTBS
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81
{ZåZ Iobm| H$s dñVwAm| _| a§J ^amoŸ&
©KTBS
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82
©KTBS
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83
nmR> -13
_wPo `o Mm{hE
Bg nmR> Ho$ grIZo Ho$ ~mX Vw_, ∙ _yb yV Amdí`H$VmAm| H$s gyMr V¡ ma H$amoJoŸ&
{MÌ _| pñWV ~ÀMo Š`m H$a aho h¢? ~VmAmoŸ&
©KTBS
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84
`hm± Hw$N> dñVwAm| Ho$ {MÌ h¢Ÿ& Vwåhmar BpÀN>V dñVwAm| H$mo aoIm ItMmoŸ&
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85
^yI bJ ahr h¡ ³¶m ^moOZ H$a|?
hm` ! ß`mg bJ ahr h¡Ÿ& nrZo Ho$ {bE
nmZr Mm{hEŸ&
dfm© hmo ahr h¡Mbmo Ka Mb|
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86
R>§S>, dfm©, hdm,Yyn H$s J_u go ~MZo Ho$ {bE H$n‹S>o Adí`
Mm{hEŸ&
gm±g boZo Ho$ {bE hdm ^r Mm{hE Z ?
g^r H$mo hdm, nmZr, Amhma, H$nS>o, _H$mZ Adí` Mm{hEŸ&`hr h_mar _yb^yV Adí`H$VmE± h¢Ÿ&
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87
à{U`m| H$mo ^r hdm, nmZr VWm Amhma Mm{hE &
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88
gñ`m| H$mo ^r hdm, nmZr VWm Amhma Mm{hEŸ&
Mm¡H$ _| ahZo dmbo {MÌm| H$s Vah aoImAm| H$m AZwH$aU H$a, Ka H$m {MÌ ~ZmH$a a§J ^amoŸ&
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89
©KTBS
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90
{MÌ XoIH$a ghr H$mo () {Mh²Z bJmAmoŸ&
_oao nrZo H$m nmZr
_oao ImZo H$m \$b
_oao ahZo H$m Ka
_oao nhZZo Ho$ H$n‹S>o
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91
nmR>-14
AmH$me H$o$ {_Ì
Bg nmR> Ho$ grIZo Ho$ ~mX Vw_, ∙ gy ©, M§Ð, ZjÌm| H$mo nhMmZmoJoŸ&
Vw_Zo AmH$me XoIm h¡ Z? AmH$me _| Š`m {XImB© XoVo h¢?
{ZåZ{b{IV {MÌ _| AmH$me _| {XImB© XoZodmbm| H$mo Mm¡H$ _| () {Mh²Z bJmAmoŸ&
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92
{XZ Ho$ g_` _| AmH$me _| Vwåh| Š`m {XImB© XoVm h¡? ~VmAmoŸ& amV Ho$ g_` _| AmH$me _| Vwåh| Š`m {XImB© XoVm h¡Ÿ& h AnZo {_Ì VWm gho{b`m| H$mo ~VmAmoŸ&
{MÌ XoIH$a ~VmAmoŸ&A~ {XZ h¡, AmH$me _| Vwåh| Š`m {XImB© XoVm h¡?
gyaO {N>nZo Ho$ ~mX Š`m hmoVm h¡? ~VmAmoŸ&amV H$mo AmH$me _| Š`m-Š`m {XImB© XoVm h¡?
ZjÌ ~hþV Xya ahZo go do {~ÝXþAmo| H$s Vah {XImB© XoVo h¢Ÿ&
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93
{MÌm| H$mo eãXm| go Omo‹S>moŸ&
M§Ð_m
ZjÌ
gy`©
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94
Iob Iobmo • H$jm _| d¥ËV ItMH$a {ZåZ {b{IV {MÌ ~ZmAmoŸ& • {_Ìm| Ho$ gmW {_bH$a d¥ËV Ho$ Mmam| Amoa Xm¡S>Zm Ama§ H$amoŸ& • EH$ grQ>r ~OmEŸ& grQ>r ~OmZo Ho$ ~mX gmao éH$ Om oŸ& é$Ho$ hþE ñWmZ _| {bIo AmH$me H$o$ {_Ìm| Ho$ Zm_ EH$ EH$ H$aHo$ ~mob|Ÿ&
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95
Eogo H$amo
• Vw_ AnZo {_Ìm| Ho$ gmW {_bH$a amV _| AmH$me Ho$ ZjÌ {JZmoŸ&
• {ejH$m| H$s `m ~‹S>m| H$s ghm`Vm go gy ©, M§Ð, ZjÌm| Ho$ AbJ-AbJ kmZ OmZ bmoŸ&
gyaO Am`m, amoeZr bm`m JmAmo, Iobmo ZmMmo {~{Q> m
M§Xm_m_m Am`m, Mm±XZr bm`m Hy$Xmo ZmMmo ß`mar {~{Q> mŸ&
Vmam| H$s {JZVr h¡ gwhmZr H${dVm gwZmAmo {~{Q> m amZrŸ&
M_H$Vo X_H$Vo Vmao _oao gmW {_bH$a Iob| gmao
JJZ _| {N>Q>H$Vo {X o _wPo ^r amoeZr {Xbm |Ÿ&
JmAmo ZmMmo
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96
q~Xþ Omo‹S>H$a a§J ^amo &
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97
{MÌm| _| a§J ^amo
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98
nmR>-15
_oao Amg-nmg
Bg nmR> Ho$ grIZo Ho$ ~mX Vw_, ∙ ñWmZr` n`m©daU Ho$ ~mao _| OmZH$mar bmoJoŸ&
{ZåZ{b{IV {MÌ XoImoŸ& CZHo$ Zm_ ~VmAmoŸ& AÜ`mnH$ `m ~‹S>m| H$s ghm¶Vm bmo&
©KTBS
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99
©KTBS
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100
{ZåZ {MÌ XoImoŸ& `o Vwåhmao Jm±d _| h¢? hmoVmo () {Mh²Z bJmAmoŸ& Z hmoVmo () {Mh²>Z bJmAmoŸ&
1.
2.
3.
4.
hmoVmoH«$. g§. Z hmoVmoVwåhmao Jm±d
gH$m©ar nmR
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101
5.
6.
7.
8.
9.
Vwåhmao Jm°§d Ho$ Amgnmg Š`m h¢? {ejH$m| AWdm ~S>m| Ho$ gmW MMm© H$amo&
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102
Bg {MÌ _
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^aH
$a, Iwe a
hmoŸ&
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103
JmAmo ZmMmo
AmAmo ¡ m AmAmo ~hZmJrV Jm |Amg nmg Omo h¡dh OmZ|Ÿ&
AmB© XoImo nm| nm| ~g emoa _MmVo g‹S>H$ na MbVr ñHy$b H$s Amoa MbVr ~g boH$a MbVr bmoJm| H$mo ~gŸ&
Vmbm~ {H$Zmao _|T>H$ H$m Q>am©ZmnmZr _| \¡$br h¡ Vah Vah H$s brbmH$b-H$b ZXr _| _N>br H$s CN>mbH$moH$² H$moH$² H$moH$² H$moH$² ~VH$ H$s hbMbŸ&
XoImo Š`m h¡ Jm±d Ho$ Mmam| Amoa ~hVr gw§Xa ZXr H$m N>moa nd©V Vbo \¡$bm O§Jb hao no‹S>m| H$s Pwa_wQ> h¡ _§JbŸ&
n§{N> m| H$m Km|gbm h¡ no‹S>m| na~§Xa XoImo S>mbr S>mbr naPwH$s S>m{b`m| Ho$ wQ²>Q>m| H$m JmZn`m©daU h¡ Xoe H$s emZŸ&
AÜ`mnH$ `m ~‹S>m| Ho$ gmW Vwåhmao Jm±d Ho$ Amg-nmg H$s g¡a H$amoŸ& dhm± Vw_Zo Š`m-Š`m XoIm h¡Ÿ, Bgo AnZo {_Ì, gho{b`m| H$mo ~VmAmoŸ&
©KTBS
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