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Dayananda Keppetigoda
Psychology, Srilanka
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Psychology & Criminology,
University of Orange, South Africa
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Director, International Institute
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Qassim University, Qassim,
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Majan College, University College,
Muscat, Oman
Prof. B. P. Sapkota
Sociology, Chairperson,
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& Technology, Chandok, Bijnor, U.P.
Dr. Abha Holkar
Philosophy, D.A.V.V., Indore
Dr. D. P. Pandey
Technical Assistant,
Archaeology Department of M. P., Indore
Dr. Rajani Jairam
Prof. & Dean, Student Welfare
Jain University, Bangalore
Dr. Varsha Survey
Asst. Prof. History, D.A.V.V.,
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Salman Bin Abdul Aziz University,
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and Finance, Botho University, Goborone
Botswana
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Botho University, Gaborone, Botswana
Dr. Sanjay Rane
Prof. Govt. Girls P. G. College, Khandwa
Dr. Bhavesh Vanparia
Professor, Tolani Institute of
Management Studies, Bhuj
Prof. Lokanath Suar
G. M. Law College, Puri, Odisha
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Asst. Prof. English, Jaipur National
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 Contents
S.No. Particulars Page No.

1. Role of Civil Society in Promotion of Democracy in Kyrgyzstan 1-4

Pragati Srivastava, New Delhi
2. Anvikshiki, Trayi, Vartha, Dandaneethihi, ityadhi vidhyanam 5-9
ouchityam, prastutata cha - Shruthi.K.R., Dr. Rajani Jairam, Bangalore
3. Remnants of Colonial Legacy : Post Colonial Nigeria in Adichie's 10 - 12
Purple Hibiscus - Pousali Das, Chennai
4. Effectiveness of Teachers in Relation to their Job- Satisfaction 13 - 17
Anil Kumar, Sambhal, Munesh Kumar, Kanpur
5. Celebrating the spirit of Special Education through Inclusive Education - 18 - 22
A Case Study - Dr. Mitima Sachdeva, Lucknow
6. A Comparative Study of Verbal Intelligence of Science and Commerce 23 - 24
Stream students of Senior Secondary Level of Mandsaur District
- Anil Babu, Mandsaur
7. Indian Women - Towards Development of Entrepreneurship 25 - 29
Dr. Sahebrao B. Ohol, Mumbai
8. Study on determination of important elements of Competency Mapping 30 - 33
by the CEOs and HR Heads - Karuna Nayak, Mumbai
9. Corporate Social Responsibilities (CSR) in India 34 - 37
- Dr. Renu Soni (Mehta), Dr. Sangeeta Bharuka, Indore
10. The Character of Devayani in the Novel of Shashi Deshpande : 38 - 41
"In the Country of Deceit" - Sunita Singh (Sengwar), Indore
fgUnh
11. isM U;wt+ & flQZ fn[kkos dh fpark & lqHkk"k xqIrk] nsgjknwu 42 - 44
12. Ldwy f'k{kk foHkkx ds vUrZxr 'kklu }kjk fufeZr ;kstukvksa ds lanHkZ esa 45 - 48
fo|ky; ds vfHkHkkodkas dh tkx:drk dk v/;;u ¼eUnlkSj ftys ds lanHkZ esa½
lat; Mkxj] t;nhi egkj] eUnlkSj
13. eanlkSj 'kgj ds 'kkldh; fo|ky; ds fo|kfFkZ;ksa dk vuq'kklu ds izfr 49 - 50
:>ku dk v/;;u & MkW- fUk'kk egkjk.kk] Jherh fiz;adk feRry] eUnlkSj
14. Jelk/; jpukdkj Laktho dk ^/kkj* o ^lw=/kkj*%foe'kZ ewyd fpUru 51 - 56
dk vk/kkj & MkWñ fdj.k xzksoj] vcksgj
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15. izlkjek/;ekaps cnyrs Lo:i & MkW- jkeyhyk lqnkejko iokj] rhFkZiqjh 57 - 59

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16. mRrjjkepfjr ds uk;d jke dh pkfjf=d fo’ks"krk 60 - 62
MkW- osnizdk’k feJ] oqfYV ekUuk] fcykliqj ¼N-x-½
 Role of Civil Society in Promotion of Democracy in Kyrgyzstan
Abstract :
The concept of civil society and its evolution in
contemporary world is getting widely recognised
and being accepted as an important phenomenon.
The rapid development of strong civil society
throughout the world shows the growing
importance of civil society as an agent of
democracy and indicator of socio-political
development. Nevertheless, there is a debate
among scholars and academicians on how to
define the term and to demarcate the role and
functions of civil society in a democracy. In
Kyrgyzstan the development of civil society has
taken place much later and there are various
factors influencing its growth. This article is a
modest attempt to understand the concept of civil
society and its role in democratization process of
Kyrgyzstan. It also discusses the evolution of
civil society in Kyrgyzstan and examines its
strength and weaknesses as a social force
struggling to realize the democratic process. It
concludes on the note that though, civil society in
Kyrgyzstan is playing a significant role in the
republic, but still it is too weak. It has not brought
about large-scale political change leading to
democratization.
Keywords : Civil society, Democracy,
Non-Governmental Organisations, Political
Parties, Mass Media.
Introduction :
In the era of democratization relationship
between civil society and democracy becomes
important. Any discussion on democratization
will sooner or later lead to the ideas of civil
society. It is closely related to the question of the
extent to which social forces can control, limit,
and define state power. Looking at the wave of
democratization that has swept the world since
1970s and converted former authoritarian
regimes in Africa, Latin America and Asia into
democracies, the role that emerging civil society
have played cannot be ignored. However, there is
no consensus among political scientist on the
relationship between democracy and civil
society. While some argue that a strong civil
society is a prerequisite for a successful
Volume - III, Issue - 11, August 2015
Pragati Srivastava, Ph.D. Research Scholar
School of international studies, JNU, New Delhi
democracy as it nourishes democracies by
keeping state power in check. Other theorists take
a more critical stand on civil society and refuse
the notion of its necessarily supportive impact on
democracy.
The dominant view on civil society and
democratization is a liberal one. According to
liberal political theorists democracy requires an
autonomous and energetic civil society on one
side and a strong and effective state on the other
side to balance the various claims of different
interest groups. Civil society is believed to
expand democratic space in providing the social
infrastructure for liberal democracy, deliver the
means to limit, resist and restrain the extremes of
the state and market. If acts as a backup for state
and market wherever they fail and deepen
democracy by cultivating civic virtues and setting
democratic norm (Beitting-Lee 2009).
The functioning of democracy requires civic
activity and its quality. The strength of
democracy is defined, by the vibrancy of civil
society. Civil society plays a pivotal role in the
consolidation of democracy. Bibic and Grazinos
(1994) states “civil society has played a crucial
role...in the transition from authoritarian regimes
to political democracy”... A strong civil society is
important in the consolidation of democracy in
already established liberal democracies”. It can
serve as a promoter of democratic values,
providing models of active citizenship, and
tempering the power of state. A strong civil
society can represent the interest of the people
and community. It stimulates the political
awareness of the mass public and encouraging
their political participation to protect their own
interest (Baker 2002).
Concept of Civil Society :
Civil society consists of network of free citizens
such as, associations, union, charities,
community groups, NGOs and media, which
established a political space as a precondition for
building a democracy and state of law. In a
healthy democracy these institutions supplement
formal process such as voting and help citizens
shape the culture, politics and economics of their
nation. Civil society is demarcated with the state
(government and politics) and formal political
sector (e.g. political parties). It is an alternative
means of directly representing the will of
ordinary citizens that organize in private entities
but are active in the public arena. In a strong civil
society, we see greater accountability and more
civilian interest and participation in governance
and political issues.
Several social scientists have defined the term
civil society in their own way. Ehrenberg (1999)
defines civil society as “a sphere that is formally
distinct from the body politics and state authority
on the one hand, and from immediate pursuit of
self interest and the imperatives of the market on
the other” (Ehrenberg 1999). Civil society is the
realm of collective public action between the
private sphere and the state, which Serrano
(1994) calls the ‘political active popular sector’ of
society. Meanwhile, Kumar (1993) understand
civil society as ‘the space between the family and
the state, or between the individual and the state;
in the non-state institution which organize and
educate citizens for political participation.’
Evolution of Civil Society in Kyrgyzstan :
Civil society in Kyrgyzstan has undergone many
changes through its evolution from the pre-Soviet
period to the Soviet period and the Soviet period
to post-Soviet period. During the pre-Soviet
period there were no any modern concepts of civil
society. As civil society requires some sort of
settled life, common identity, and some form of
political society to maintain law and order within
the society when it requires. The pre-Tsarist
Kyrgyz society was based on tribalism and
nomadism. Civil society was represented by the
family, clan, and neighbour-based community
(the ayl) which was the foundation of the state
system. Kyrgyz society survived mainly through
the normal functioning of its most basic
component- the people (el), or greater
communities. It also based on blood and
neighbourhood relation (Achylova 1995).
Russian revolution took place in October 1917. In
the aftermath of the revolution, Central Asia
became the part of the Soviet Union. During the
Soviet period, there had been varied impact on
Kyrgyz socio-cultural, political and economic
life. The Communist party of Soviet Union
established civil society in Central Asia based on
socialist values, such as the women’s council,
public organisations, co-operatives, communist
youth leagues, young pioneers, foundations and
trade unions. The imagination of civil society sat
uncomfortably with social reality of the Central
Asian Republics, where religious values,
traditions and institutions were part of the society.
However, these former civil society organisations
are a legacy of the Soviet era that play a part in
today’s civil society in the republic (Giffen et al
2005).
Gorbachev came into power in March 1985. Soon
after coming to power, he introduced reform
policies, Perestroika (restructuring) and Glasnost
(Openness). These policies helped to create some
new civil society organisations in Kyrgyzstan,
especially in the political sphere. Ashar was
founded in June 1998. It was the first significant
independent social organisation to be created in
republic. In May 1990, Democratic Movement of
Kyrgyzstan (DMK) was founded. It defined itself
as “radical-democratic” organisation and
opposed any form of totalitarianism. Erik
Kyrgyzstan, founded in February 1991, was
formed from nine “radical-democratic” parties
opposed to “imperialist totalitarianism.”
Yntymak, a youth organisation, was formed in
the wake of Kyrgyz-Uzbek ethnic clashes in 1990
(Achylova 1995). In spite of these, some other
social organisations emerged, focusing on
democracy, human right and environmental
issues.
The failure of Gorbachev’s reform policies paved
the way for the ultimate collapse of the Soviet
Union. Soon after the disintegration of the Soviet
Union, Kyrgyzstan emerged as independent
sovereign state on the map of the world. Akayev
was re-elected president of Kyrgyzstan by direct
popular vote on 12 October 1991. After getting
independence, Kyrgyzstan adopted its new
Constitution on 5th May 1993, which was
different from the earlier Constitution of the
former Soviet Union. The 1993 Constitution had
provided enough space for democracy and
growth of civil society institutions.
With the dawn of independence, and arrival of
donor funded programmes, increased attention is
granted to organisations which can be classified
as Non-Governmental Organisation and
associations emerged such as Diomand
Association, Ecolog club, BIOM youth
environmental movement, The Forum of
Women’s Non-Governmental Organisations of rights and freedoms of ethnic groups. An
the Kyrgyz Republic, Ecological Movement of important function which ethnic associations are
Krgyz Republic, The Kyrgyz American Human playing in Kyrgyzstan is resource mobilization
Rights Bureau, The Peace Research Centre of the and concentration to solve problems within the
Kyrgyz Republic, and the Women’s Congress etc. communities themselves (ibid).
In order to promote particular culture, social and
Furthermore, through their active participation
professional identities and interest, these
and mobilizing the citizens of Kyrgyz republic
organisations have flourished.
during elections civil society groups are playing
Role of Civil Society in Promotion of important role in democratic reform. In
Democracy in Kyrgyzstan : Comparison with Kazakhstan and Uzbekistan
where NGOs are not so dominant, local
Since independence, civil society is playing
communities and civil society groups in
crucial role in democratic promotion in
Kyrgyzstan play an important role in the electoral
Kyrgyzstan through helping in the process of
process in the country. Mass media organisations
social and political reconstruction of the country.
and NGOs have showed their steady commitment
Today a number of civil society organisations are
towards democracy by covering events with
working in the country like Non-governmental
relative neutrality. They work as well-trained
Organisations, Women’s Associations, Religious
independent election observers and facilitate
Organisations, Human Rights Organisations,
civic actions towards any peaceful resistance.
Trade Unions and many other types of civil
They perform mediating role between protestors
society organisations. These organisations are
and authorities. Besides, these civil societies
laying down the rights of people of the republic,
groups are developing civic education
mainly civil and political rights. In this way they
programmes and engaging young people in the
ensure the growth and development of new civil
democratic process in Kyrgyz republic (Telekova
society organisations in the country.
2005).
Protecting human rights and freedoms are the
During last few years civil society organisations
most important function of civil society
have also started to go against the steps taken by
organisations. Corruption in government
the state to hasten the democratic reforms. Civil
organizations and the absence of strong judiciary
societies have raised their voice against the
has given a special role to human rights
corruption prevalent in the country. Today, civil
organisations in Kyrgyzstan. These are working
society institutions in Kyrgyzstan conducts
towards weaker sections of the country and
campaigns to either support or protest again
enforce government to protect their rights. By
government decisions on issues of public
helping to protect human rights they promote
importance. Such campaigns have been held in
democracy and national development, and ensure
Kyrgyzstan in response to government
social solidity and strengthening political
restrictions on publishing, draft laws concerning
stability and national security. There are many
holding of meetings and demonstrations, media
organisations in Kyrgyzstan which are
freedom, and elections, and other issues.
committed specially to human rights and many
NGOs dealing with gender, ecology, youth, Several national and international NGOs are
special interests, charity etc., often also deal with participating in public policy development and
human rights issues (UNDP 2005). political decision-making in the republic. The
OSCE is fully committed to assisting Kyrgyzstan
Inter and intra-ethnic cleavages are a big
in ensuring stability and the maintenance of law
challenge before democratic process in
and order. It also serves as a facilitator for
Kyrgyzstan. Today, civil society groups are
political dialogue between different political
playing crucial role in promoting inter-ethnic
groups. Another civil society organisation
relations in the country. Ethnic Associations such
Coalition for Democracy and Civil Society is
as the Tatar-Bashkir Association “Tugan Tel” and
playing its role in key political process of the
the People’s Assembly of Kyrgyzstan (PAK) are
country and to design democratic mechanism of
working for development of their culture and
co-operation with government bodies. Civil
language. They are also taking part in preparation
society also helps to resolve political conflicts
and discussion of legislation in order to secure
and conflicts arising from government activities. Science Association.
For example, a number of NGOs negotiated with v. Ehrenberg, john (1999), Civil Society: The
the government and held public campaigns at the critical history of an idea, New York,
time of the Aksy events in 2002 in the Kyrgyzstan London: New York University Press.
(UNDP 2005).
vi. Giffen, Janice et al. (2005), “The
Mass Media is also playing an instrumental role Development of Civil Society in Central
in democratic promotion in Kyrgyzstan. After Asia”, The International NGO Training and
independence “very few people in Kyrgyzstan Research Centre (INTRAC).
have a clear sense of their rights or possess the vii. Kumar, Krishan (1993), “Civil Society: An
motivation to exercise those rights in their daily inquiry into the usefulness of an historical
lives. In response to this situation, journalists in term’ British Journal of Sociology, 44 (3):
Kyrgyzstan are increasingly trying to educate the 375-395.
population about democratic values” (Savchenko
viii. Savchenko, Yulia (2005), “A Catalyst for
2005).
Change in New Democracies”, Democracy
Conclusion : at Large, 1 (2): 14-15
Thus, it can be said that after independence, civil ix. Serrano, Isagani R. (1994), ‘Civil Society in
society is playing an essential role in democratic the Asia-Pacific region’ in Citizen
promotion of Kyrgyzstan. However, the failure of Strengthening Civil Society, World
tulip revolution continued political instability Assembly Edition. USA: McNaughton and
and unrests have supplied examples that civil Gunn, Inc.
society in Kyrgyzstan is still too weak and x. Te l e k o v a , Ay a ( 2 0 0 5 ) , “ K y r g y z
insufficient. It has failed to make government Governments’ Control Slips, Creating
accountable. Civil society in the republic has Dangers and Opportunities”, Central Asia-
been highly donor dependent and extends only Caucasus Institute Analyst, 6 (6): 3-5.
minimally beyond capital cities. As a result, when xi. UNDP (2005), “The Influence of Civil
civil society activist in the republic have risen up Society on the Human Development Process
during “free elections movements” and i n K y rg y z s t a n ” , N a t i o n a l H u m a n
demonstration against corruptions, they got very Development Report, Kyrgyz Republic.
less popular support. The potential of civil society
is also limited by external and internal situation of
the country. Authoritative nature of government,
restrictive legislation, undue administrative
burdens and lack of funding and financial support
has also imposed risk to their operations.
References :
i. Achylova, Rakhat (1995), “Political Culture
and Foreign Policy in Kyrgyzstan” in
Vladimir Tismaneanu (ed), Political Cultural
and Civil Society in Russia and New States
of Eurasia, Armink, NY: M.E. Sharpe
ii. Baker, Gideon (2002), Civil Society and
Democratic Theory: Alternative Voices,
London: Routledge.
iii. Beittinger-Lee, V. (2009), (Un) Civil Society
and Political Change in Indonesia: A
Contested Arena, New York: Routledge.
iv. Bibic, A. and C. Graziano, (1994),
“Introduction” in A. Bibic and C. Graziano
(eds.) Civil Society, Political Society,
Democracy, Ljubljana: Slovenian Political
 Anvikshiki, Trayi, Vartha, Dandaneethihi, ityadhi
vidhyanam ouchityam, prastutata cha
Shruthi.K.R., Ph.D. Student, (Sanskrit),
Jain University, Bangalore
Introduction :
Sanskrit Literature is mainly classified into Vedic
Sanskrit Literature and Laukik Sanskrit
Literature. While Samhitas, Brahmanas,
Aranyakas, Upanishads and Vedangas are
classified under Vedic Sanskrit Literature, the rest
are classified under Laukik Sanskrit literature.
Artha shastra written by Kautilya is considered as
one of the best works under Laukika Sahitya.
Some of the topics relevant to artha shastra are
also available in Vedic Sanskrit literature. In
Rigveda, Atharvana veda etc. we can find that
‘Raja Sabha’, ‘Sarvajanika Sabha’,’Mandala’,
‘Grama Sabha’ etc. formed law and executed
them for the welfare of king as well as common
people. In Vedic Sanskrit literature we cannot
find the complete description of ‘Rajakiya
Shastra’ or Politics. Kautilya’s Artha shastra is the
first book which has the complete information
about politics. It has 15 Adhikaranas, 150
Adhyayas, 180 Prakaranas, 6000 slokhas and 380
karikas. It considers Dharma, Artha and Kama as
predominant sources and King is meant for
protecting the society. Kautilya has given
prominence to Kings Rule and lot of powers to the
king. Inspite of this king is not an uncontrolled
ruler.
Classification of Vidhya :
Vidhya is something which guides us in our path
of achieving the four principle objectives of
human existence. Based on our motive, there are
various ways of achieving knowledge.
In “Vinayadhikarana” of Arthashastra, Kautilya
has described that if students are trained by a
capable teacher in a systematic way, they would
be well disciplined and would have a good
character.
In “Vidhyadhikarana” of Arthashastra, Kautilya
has classified vidhya into four types
“ A n v i k s h i k i ’ , “ Tr a y i ” , “ Va r t h a ” a n d
“Dandaneethi”. The branches of knowledge are:
logical analysis, the three-fold ritual chants [the
veda], business and political science According
Dr. Rajani Jairam, (Dean),
Students’ Welfare, Jain University, Bangalore
to him Anvikshiki is the science of logic which
cannot be investigated; Metrical chants of
Rigveda, the prose chants of Yajurveda and
musical chants with 6 to 7 tones of Samaveda are
collectively called Trayi; Agriculture, Animal
husbandry and Commerce are collective called
Vartha, by encouraging these activities king can
become popular among his subjects as well as
attract other kingdoms; Danda is the main tool
for the successful accomplishment of
“Anvikshiki’, “Trayi” and “Vartha” .
Dandaneethi provides guidance for the same.
Dandaneethi gets whatever is currently not there,
protects whatever we have, brightens whatever
we have and donates whatever we have to the
right person. It’s the foundation for Worldly
affairs. Thus who ever owns the responsibility of
Worldly affairs should enforce strict Danda to
those who doesn’t comply with the set of rules
which are framed by them.
According to Manu’s disciples, there are only
t h r e e v i d h y a s “ Tr a y i ” , “ Va r t h a ” a n d
“Dandaneeti.” According to them Anvikshiki is a
part of Trayi not different. As per Brihaspathi’s
disciples there are only two vidhyas, “Vartha” and
“Dandhaneethi.” They feel that for those who
know the behaviour of the world “Trayi” is just a
mask. According to Shukracharya’s disciples the
only vidhya is “Dandaneeti”, all other vidhyas
depend on “Dandaneeti” to prove their existence.
Kautilya says, the king shall never allow people
to swerve from their duties. The science of public
administration is also connected with the 4 Vedas
and anvikshiki. Anvikshiki is the light to all kinds
of knowledge including the science of public
administration. Even today, the outline of
Arthashastra, of the relationship between the
science of public administration and the sciences
of economics and of government is correct. But,
the relationship of the science of public
administration with the triple Vedas, as described
in Arthashastra, is not applicable today on
account of the predominance of secular authority
over religious authority.
Anvikshiki :
The word Anvikshiki in Sanskrit means
investigation or penetration. It is one of the
earliest terms that has been used in Indian
Philosophy. According to Kautilya it is a domain
of Knowledge which gave way to another term
called “darshana” and includes systems like
“Samkya”, “Yoga” and “Lokayata”. The
Anvikshiki School of logic was founded by
Medhatithi Gautama. Indian epic Mahabharata
refers to the Anvikshiki School of logic.
Chanakya has described Anvikshiki in
Arthashastra as an independent field of
investigation.
Kautilya refers to Nyaya as Anvikshiki.
Vatsyayana compares the meaning of Nyaya with
the etymological meaning of the word anvikshiki.
. However Kautilya was not satisfied by counting
Anvikshiki as one of the four vidyas. He
considered it as one of the philosophies along
with Samkhya. Anvikshiki was called Hutu
Shastra or Hutu vidyas which is the study of
reasoning as known in Manusamhita or
Mahabharata. The teachers of Anvikshiki are
Charvaka, Kapila, Dattatreya, Punarvasu Atreya,
Sulabha, Astavakra and Medhatithi Gautama.
Theory of Anvikshiki grew out of discussion
among learned men. The doctrines did not
comprise of the original Ayurveda of Punarvasu
Atreya. These doctrines have been included in
Charaka Samhita. The doctrines as mentioned in
Charaka Samhita are: Karyabhinivrtti, Pariksa,
and Sambhasa or vada vidhi. Karyabhinivrtti
refers to the resources that are required to achieve
something. Pariksa is an examination standard
and Sambhasa vidhi refers to method of debate.
Anvikshiki was considered as principles that
were laid down to test the prohibition in the Vedas
and because of this it was not accepted by all. As it
is seen in Ramayana how Valmiki discredit
people who possess vicious mind. Similarly in
Shantiparva, Vyasa warns the followers of
Vedanta philosophy against spreading their
doctrines. However in some sections Anvikshiki
was very much accepted as a theory worth
following. In Gautama Dharma shastra, training
has been prescribed for Anvikshiki for the ruler.
Kautilya considers Anvikshiki as the lamp of all
sciences.
In “Vidhyasamuddeshaha” prakaranam of
Arthashastra Kautilya quotes as below.
“Pradeepaha sarva vidhyanam upayaha sarva
karmanaam |
Ashrayaha sarva dharmaanam shasvadaan
vikshaki mathaa||”
This means Anvikshiki provides light to all
knowledge, gives remedy to all our problems and
provides shelter to all the Dharmas.
Trayi :
The term trayi mainly stands for the three types of
Vedic mantras not the three vedas – the Rik-s or
the metrical chants; the yajuSh-s or the prose
chants and the sAman-s or the musical chants
with 6-7 tones. Trayi Vidhya known as “Three
folded Knowledge” is a collection of hymns,
magic spells and incantations known as the
Atharvana Veda (“Knowledge of the Fire
Priest”), which includes local traditions and
remains partly outside the Vedic sacrifice. The
hymns formed a liturgical body that in part grew
up around the soma ritual and sacrifice and were
recited or chanted during rituals. They praised a
wide pantheon of gods, some of whom
personified natural and cosmic phenomena, such
as fire (Agni), the Sun (Surya and Savior), dawn
(Uses, a goddess), storms (the Rudras), and rain
(Indra), while others represented abstract
qualities such as friendship (Mitra), moral
authority (Varuna), kingship (Indra), and speech
(Vach, a goddess).
Kautilya classifies three vedas as Rig Veda, Yajur
Veda and Samaveda.He considers “Atharvana
veda” and “Itihasa veda” also as vedas and further
classifies “Shiksha”, “Kalpa”, “Vyakarana”,
“Nirikta”, “Chandovichita” and “Jyothisha” as
six Vedangas.
The Vedic literature and sciences include the
Vedangas or "limbs of the Veda", Upavedas
(Tesser' or 'complementary' Vedas) and Sutra
literature (short formulaic statements). The
Vedangas are texts of the subsidiary sciences of
phonetics, prosody, grammar, etymology,
astronomy, geometry and sacrificial rituals that
help one understand and study the Vedas in their
proper context.
In Taittariya Upanishad “Bhrahmananda valli” it
is quoted as follows :
“Anyontara Atma Vignanamayaha”
It means scientifically soul should say about other
things which belongs to science and equally
vedas. It also says that Shraddha itself is brain
with which a person can work.
In “Taittariya Upanishad” Dwitiya Prashna it is
quoted as follows:
“'Vignanam yagnam tanute; karmaani tanete-
apicha; vignanam devas-sarve; brhma
jyeshthtam upaasate...”
In “Brughu valli” it is quoted as follows.
“Vignyanam Brahmethi Vyajanat” which means
scientifically a person should be in Vyajana,
called as Agnihotri, just to get Tejas, yasha and
varchasa.
In “Ekagnikanda” it is quoted as below.
“Shradda Cha me, Ashraddha cha me, tanma
Ubhaya vratham; Vidhya cha me, Avidhya cha
me, tanma Ubhaya vratham; Satyan cha me,
anrutham cha me tanma Ubhaya vratham……”
These are the quotes related to Bhrahmacharya
vratham, equally described as “Brahmani
vratham”.
The four Upavedas include Ayurveda (science of
medicine), Gandharvaveda (science of music and
dance), Dhanurveda (science of archery and
warfare) and Srhapatyaveda (science of
architecture). Some scholars also include
Arthaveda or Arthashastra within the Upavedas.
The Sutra literature consists of short formulaic
statements or aphorisms, expressing a general
truth. They had to be memorized by students and
commented upon and explained by teachers. It
includes the Kalpasutras, Bhaktisutras,
Brahrnasurras, and Sankhyasutras.
Each one of these are in all ways relevant to the
contemporary world.
Vartha :
Agriculture, Animal Husbandry and Commerce
are considered as Vartha.
India is an agricultural country since ages.
Agriculture has been referred in Vedas and many
other ancient scriptures. In Atharvana Veda 300
varieties of various trees has been listed.
Obviously, agriculture was known to us since
vedic times.
‘Krishi Parashar’ is the first treatise on agriculture
in whole world. Mahrishi Parashar son of Muni
Shakti was the grandson of Mahrishi Vashista,
Kulguru of Maharaja Dashrath of Ayodhya. He
has also worked on medicine and wrote another
text ‘Vrukshaurved’. In Krishi parashar he has
dealt at length about rain, rain forecasting, rain
measurement and field crops. The unit of rain was
defined as “Adhaka”. While, tree plantation its
types, raising of nursery, grafting and
transplanting have been described in
Vrukshaurved. Medicinal usages of different
plants and its application as pesticides etc. have
also been described by him. Subsequently, Garga
Muni dealt with the cultivation practices of
various crops. Mahrishi Kashyap has also
explained agriculture in his ‘Kashyapi-krishi-
sukti’ exclusively.
Subsequently, Varahmihir explained the
techniques of rain forecasting at length in his
“Varah Samhita”. He explained the unit of rain
measurement as ‘Drona’. Those techniques of
rain forecasting are applicable even today.
Shurpala explained ‘Vrukshaurved’ and
perfected many techniques. Kautilya in his
‘Arthashastra’ gave crop yield forecasting
methods and described agriculture as the basis of
business and trade. Balkundi(1998) mentions
Parashar as one of the Acharyas (Professor) of
Kautilya.
In Krushi-Parashar he has described seed
treatment of paddy, nursery preparation,
transplanting of seedlings and thrashing. India
can become the hub of agricultural trade of the
world.
A lot of information is available on keeping of
animals in the Vedic Age in the Rigveda, which is
the oldest holy book of Aryans. In Rigveda,
animals were considered as wealth.
Aryans maintained their cattle on pastures, which
were near to their dwellings. They cut the jungles
and grazed cattle there. The cows were milked
thrice a day. Castration of males was practiced
and oxen were used for farm transport. The cow
has been defined as aghanya , i.e., not to be killed,
indicating the high sanctity of the cow in the
Vedic period. In Rigveda, barley, sugarcane, and
leftovers of sesame after extraction of oil were
used for feeding of animals.
Vedic economics Artha and Vedic physical
sciences are based on matter with unsuspected
vitality. Atharvana Veda explains why Vedas are
Shruti (Heard/Revealed)? Education system for
allocating four Varnas (divine professions) has
been explained in great details in Vedas. Physical
Sciences of matter with unsuspected vitality are
very useful but Scientific Temper is more
important.
Dandaneeti :
The term Danda is derived from the words Dam
and Dand, which refer to tame, subdue, to
conquer or to restrain and the like. This term also
means a stick. Danda, in fact, is one of the
elements of a state. The main reason for
institution of Danda is to bring about discipline in
the lives of human beings who by nature are evil
and corrupt. According to Manu, it is only the
king who can protect the entire mankind and for
this protection, the king uses Danda as a means or
as an instrument.
In the ancient Indian political system, it was the
responsibility of the king to maintain Dharma by
means of Danda. It was widely believed that it is
only through fear of punish¬ment that the
mankind can be made more disciplined. It is this
punishment that keeps a check on their actions
consciously or subconsciously.
However, this punishment should be inflicted
only when necessary after much consideration.
Otherwise, the concept of Danda is lost. Further,
ancient Indian thinkers were of the opinion that
Danda should not be used as per the whims and
fancies of the rulers, but only when there is
presence of any anti-social elements in the
society.
They further stated that Danda is a code given to
the humanity by God to follow a righteous life.
This code should bind Danda against his subjects
for their wrongdoings. Even the people can
collectively take an action against the king if he
commits any wrong. Ancient political thinkers
suggested that for the sanctity of the concept,
Danda should be used carefully. Excessive use
would distress the people and light usage of the
same will lose its importance. Through
Dandaneethi, it becomes easier to bring about
proper progress and balanced system of social
and economic needs. Kautilya quotes it as
“Shaapadapi sharadapi” like our Indian penal
code. He believes in “Tit for Tat”.
Conclusion :
The four vidhyas described by Kautilya has in all
ways relevance to the contemporary world.
Anvikshiki or the science of Logic described by
him is being used even today and has grown
beyond the expectations of everyone in all
possible areas. We are witnessing lot of
advancements and research going on today in the
areas of agriculture, animal husbandry etc. which
had started even before the days of Kautilya. We
can say that Kautilyas Dandaneeti is the base for
our Indian Penal code.Vedas, Vedangas and
Upavedas have in many ways relevance to the
modern world. Its relevance in few aspects are as
described below.
1. Lately we all find that our social interaction
is limited to our families, friends, relations
etc. as community welfare is never our main
aim/motto of life- Vedas aim at building
Social Capital of the followers of Vedic
Sanatan Dharma. Vedas therefore, guide us
to community welfare/Universal
Brotherhood/One Global Family i.e. Viswa
Bandhutva and Vasudhaiva Kutumbakam.
2. In social service the concept of Success is
difficult to define- so Vedas advise it is better
to be a man of value than of success. For
Value system Vedas have a science of
Axiology covering comprehensively all
Idealistic. Ideational and sensate values .
3. Research in social sciences and medical
sciences has found that helping others not for
recognition is good for heart. It is great way
to exercise your heart and soul. On social
service there are a number of mantras
/riks/hymns in Vedas.
4. Vedas specifically guide us to modern
sociologists TEACH principle of
Transparency, Ethics, Accountability,
Conduct and Human welfare.
5. Unless self rule (Swaraj) is at the grass root
level in Democracy, the rulers tend to
become autocratic, corrupt, hypocrite and
 tyrannical. So Vedas advise us to establish
two main institutions of Swaraj viz. Vidhta
and Sabha and scientific rules for
governance for the welfare of the citizens.
6. Ishta theory of Vedas describes paths could
be different so long as these paths aim at the
welfare of mankind and other animate and
inanimate life. Similarly after study of Vedas
six schools of Indian philosophy (Sad
Darshana)- based on monism, Dualism, and
even Atheism developed but all aimed at the
welfare of mankind. Thus Vedas in whatever
way we describe are meant for the welfare of
mankind.
the real contents of the four vidhyas in the correct
way our country can become a more prosperous
and developed country.
Reference :
Books :
i. A.N. Gangadharashastry “Taittiriya
Yajurvediya Yajuraaranyaka” Shree
Vidhyaganapathi Prakashana, Bangalore :
1996. Print
ii. Dr. Michael “Arthashastra-1” Academic
Section KSOU, Mysore: 2012-13.Print
Articles :

What is admirable in the Vedas is that their i. “Anvikshiki, Science of Logic”

powerful and comprehensive philosophy was http://www.indianetzone.com/54/anviksiki.
created for all ages and for the entire mankind. htm Indianet-Zone June 16, 2011.
Vedas explain “Satyam Gnyanamanatam ii. “Ancient Vedic Agriculture - Indian
B r a h m a , Yo v e d a n i h i t a m g u h a y a m Scriptures” http://www.indianscriptures
paramevyoman, Soshnuthe sarvaan Kamaan saha .com/Article/Ancient%20Vedic%20Agricul
B r a h m a n a Vi p a s t i t e t i ” w h i c h m e a n s ture
scientifically Brahmajnan which is harmonized
iii. “Chapter 3 – Agriculture, Pasture, and
divine, spiritual and material knowledge for
Commerce – Ibiblio” http://www.ibiblio.
example Maharshi Vishwamitra.
org/britishraj/Jackson1/chapter03.html
Many other subjects, concepts and thoughts are
iv. “ R e l e v a n c e o f Ve d a s a n d t h e i r
there in Vedas which our current generation
teachings/guidelines for the Modern Age”
should really understand in proper way.
http://prem.sabhlokcity.com/2010/05/
• Equality of men and women, all Religions pksabhlok, May 30, 2010.
based on local conditions, environments,
culture should compete for the welfare of v. “ Ve d a ” h t t p : / / w w w. b r i t a n n i c a . c o m
mankind. /EBchecked/topic/624383/Veda#ref942525
Wendy Doniger Aug 27 2014.
• Concept of A-priori Knowledge known to
human soul. vi. “Vedangas and Upavedas” http://www.
• Need to follow path of Moderation and indianscriptures.com/scriptures/introductio
enlightened liberalism-Iddam nan mmam n-of-scriptures/vedangas-and-upvedas
• Earth is not a quarry for material exploitation
but a benign Mother.
• No concept of caste system based on birth
but concept of four divine professions
(Chatvar Varna Ashram) and four stages of
life.
• Vedas contain Spiritual Science against
present egoistic commercial spiritualism.
• Rtam, Satyam dharmmam. Rtam Laws of
Nature are eternal truths (satyam) and
following these Rtam is Vedic Dharma.
Only when our current generation understands
 Remnants of Colonial Legacy :
Post Colonial Nigeria in Adichie's Purple Hibiscus
Abstract :
This paper examines Chimamanda Ngozi
Adichie’s Purple Hibiscus (2003) through the
lens of post-colonial trends literature in Africa as
exemplified in the novels of Chinua Achebe and
others. Here Adichie attempts to scrutinise the
impact of colonialism in Nigeria as a nation and
searches for the remnants of the colonial legacy
especially as it is reflected on the elite classes in
Nigeria. The writer evokes post-colonial
condition of her homeland through her depictions
of such issues as, language, religion, hybridity
and so forth, and suggests that what drives her
country has much to do with the remnants of the
colonial legacy in general.
Keywords : Cultural Imperialism, Hybridity,
Patriarchal Domination, Post-Colonialism,
Religious Opression
Introduction :
The postcolonial literary scenario in Nigeria has
witnessed the emergence of a number of fiction
writers who brought out works that focused on
the politico-cultural issues that their homeland
has been battling within the aftermath of the
colonial encounter. These writers most often
endeavoured to sustain and foster the literary
trends established by such masters of
postcolonial literature as Chinua Achebe, and
arguably made their works a direct or indirect
extension of the fictional representations of
Nigeria found in Achebe’s works. The literary
followers of Achebe apparently insisted on
presenting the colonial legacy as it continues to
affect their country and its people. Among the
writers who portrayed the impact of colonialism
in Nigeria, Chimamanda Ngozi Adichie is
probably the most celebrated and critically
acclaimed, and she has often been regarded as the
“rightful literary daughter” of Achebe. Her
novels and stories are replete with the images
post-colonial condition in Nigeria, particularly,
the ethnic conflicts, civil war, and migration of
people to other countries, political instability and
so forth.
Background :
Pousali Das , Asst. Prof.,
SRM University, Chennai
The fictional landscape of Adichie spans from the
immediate aftermath of Nigeria’s independence
from the British through the ethnic and other
conflicts and challenges it faces in the post-
colonial period, to the Diasporic lives of Nigerian
in countries like the United States. Adichie taking
a nationalistic stand about the colonial past of
Africa and Nigeria in particular has concentrated
on the richness of her native language, culture and
unadulterated wealth of country. This paper
focuses on the rampant issues of colonialism not
only grounded in the lives of Africans but also
preoccupy the people anywhere in the world. The
post-colonial condition in Nigeria has been
exposed through the eyes of Kambili, the
protagonist of the novel Purple Hibiscus.
Discussion :
Purple Hibiscus, a vivid representation of
“complex and compelling account of a fifteen
year old girl’s sexual awakening and religious
oppression” is set against the backdrop of
political and economic crisis that Nigeria faced in
the post-colonial period. Kambili’s journey from
childhood to maturity and navigation of the
polarities of nature and culture form the base of
the novel. In the light of Achebe’s exploration of
Igbo culture Adichie attempts to scrutinize the
impact of colonialism in Nigeria as a nation
hoping to set things in order in the late post-
colonial period: “Things started to fall apart at
home when my brother Jaja did not go to
communion and Papa flung his heavy missal
across the room and broke the figurines on the
étagère.” The associated violence of colonial
forces in the name of religion and patriarchal
domination depicted through the issues such as
religion, language, hybridity and so forth has
been discussed here.
The colonizer’s bent on domination has very
often been revealed through the character of
Eugene Achike, an elite Nigerian who manifests
his extreme hatred for the traditional African
tribal religion, culture and language and his
proclivity for the colonizer’s religion and
language. His dedication to capitalistic pursuits
leads him to hate his father Papa Nnukwu since he
is a traditionalist. Eugene’s desire to succeed at all
costs through the western system of capitalism
pulls his family apart. Kambili and Jaja often seek
refuge from him in Nsukka at aunty Ifeoma’s
home who is the spokesperson of Adichie. Her
incorporation of both the post-colonial and pre-
colonial Nigeria is seen in her relativist stance
towards her father’s religion. Kambili’s visit to
Nsukka gradually lifts up the veil of silence from
her world and helps to look at the life from a
broader perspective.
The conflict between the colonizer and colonized
is depicted in another form of cultural
imperialism i.e. language: “papa changed his
accent when he spoke, sounding British, just as he
did when spoke to Father Benedict. He was
gracious, in the eager-to-please way that he
always assumed with the religious, especially
with the white religious.” Father Amadi is called
as “Godless”, “pentecostal” and “trouble” just
because his use of Igbo language in the worship
song. Father Amadi’s belief seems to be a threat to
Eugene which is not easily done away with and
despite Eugene’s efforts; rests in Kambili and Jaja
and set them to revolt against their father’s
attitude towards linguistic imperialism.
According to Afigbo “the main danger to the Igbo
language is the belief that proficiency in it cannot
bring one material success or visible influence
and power or reveal to one the wonderful world of
the atom”. Afigbo envisions a solution to the
problem by proposing to “replace that system
with another which will inculcate a balanced
vision of life as it really is or demonstrate that the
man proficient in Igbo language and versed in
Igbo culture can also attain to as much”. Aunt
Ifeoma and Father Amadi are embodiment of
such characteristics. Though they are not as
affluent as Eugene Achike is, they are visibly
influential in their defiance of prevailing negative
perceptions of Igbo language and culture.
In her TED Talk titled, “The Danger of a Single
Story” Adichie emphasizes on the fact that
poverty is not the single story of the Africans.
Their richness lies in their language, culture and
art:
So the year I turned eight we got a new house boy.
His name was Fide. The only thing my mother
told us about him was that his family was very
poor. My mother sent yams and rice, and our old
clothes, to his family. Then on Saturday we went
to his village to visit, and his mother showed us a
beautifully patterned basket made of dyed raffia
that his brother had made. I was startled. It had not
occurred to me that anybody in his family could
actually make something. All I had heard about
them was how poor they were, so that it had
become impossible for me to see them as
anything else but poor.
Suzane P. Blier in her article “Treasure of Ancient
Nigeria” points out that the “earliest of the cire
perdue castings were those from Igbo-Ugwu
(ninth through tenth centuries). These castings,
stylistic anachronisms in African art, include a
number of vessels and staff heads decorated with
a profusion on insects and interlace and many are
without peer”.
The image of the flower, purple hibiscus refers to
one important aspect of post-colonialism i.e.
hybridity since the color purple is the blend of red
and blue which creates a shade of purple. Here
Kambili is the hybridized native who is placed in
a position of in-betweenness: between ‘adopted’
Englishness and ‘original’ Africanness where her
colonial and native identity meet and often
contrast. Kambili refuses to return the colonial
gaze, to acknowledge the colonizer’s position and
authority. She experiences a radical interruption
to the earlier fullness of her being in relation to its
dwelling which impels her to the questions her
father’s conventions and methods. Therefore we
see the spirit of resistance born in Kambili. Her
senses are awakened by the stark difference of the
space from what she quickly comes to recognize
the lifeless lushness of her father’s mansions. She
gradually experiences a sort of freedom and
struggles between choosing the symbolic
imprisonment of her father’s love and her new
found freedom.
Conclusion :
Adichie draws on the expressive universe of
Achebe’s Things Fall Apart which brings to our
attention the discrimination between many
heterogeneous strands of folk tales, dialects and
customary practices that go into the multiplicity
that is Igbo land. This world of pre-colonial
reality is irrevocably shattered by the violence of
colonial encounter and the imposition of
difference as an abstract tool for governing,
managing and regulating what are constituted as
irrepressible binaries in their relation to one
another. Kambili employs a radically
anachronistic understanding of difference to vi. Afigbo, Adiele Eberechukwu, “Ropes of
critically overturn established pattern of exile and Sand: Studies in Igbo History and Culture”,
write her story as one of creating love and eHRAF Collection of Ethnography 38. Ann
rationalities rather than one of having to sever Arbor: University of Michigan Library,
them. Adichie’s achievement involves 2002. Print.
imaginatively recovering a “lost” indeed
vii. Manisha Basu (2012). “Loving and Leaving:
apparently inaccessible, world of “difference” as
The Ethics of Postcolonial Pain in
Achebe presents it prior to the encounter between
Chimamanda Adichie’s Purple Hibiscus”.
the Igbo and the white man. However, the
Ariel: a review of international English
achievement of Purple Hibiscus involves Adichie
literature 43.1 (2012): 67–86.
taking the risk of mapping such a
conceptualization of difference without nostalgia viii. Homi K Bhabha (1994). "Signs Taken for
onto her contemporary postcolonial occasion. It Wonders: Questions of Ambivalence and
is in this sense that the novel actually draws most authority under a Tree outside Delhi, May
provocatively on the sumptuous but nuanced 1817." The Location of Culture. London:
heterogeneity of stories customs dialects and Routledge, 1994. Print.
therefore most notably, of ways of being in the ix. Suzanne Preston Blier (1982). “Treasures of
world that Things Fall Apart tells us was the very Ancient Nigeria”. Art Journal, Earthworks:
maker of Igbo land. Adichie shapes her Past and Present, 43.2 (1982): 234-246.
contemporary occasion in her dialogue with Print.
Achebe’s pre-colonial imaginary. She not only
rehearses and restages lost world of difference x. Ernest Emenyo_nu (1978). The rise of the
but offers new directions for thinking about the Igbo Novel, Ibadan, Nigeria; New York:
shifting semiotics of post-colonialism in an Oxford University Press, 1978. Print.
African context. xi. “Purple Hibiscus”. Pambazuka News. Issue
References : 165.15 July 2004. Web. Pambazuka.org.
Accessed 14 August 2013.
i. Krupa Lakshmi (2013). “After Achebe.” The
hindu.com. The Hindu. 6 April 2013. Web. xii. Strehle, Susan. Transnational Women's
14 Aug 2013. Available online at: Fiction: Unsettling Home and Home land.
http://www.thehindu.com/features/magazin New York: Palgrave Macmillan, 2008. Print.
e / a f t e r- a c h e b e / a r t i c l e 4 5 8 4 3 3 2 . e c e ? xiii. Richard Wright (1944). The Black Boy.
css=print 1944. New York: Harper Perennial, 2006
ii. Alison Roberts (2004). Evening Standard Print.
comment “My father was horrified”.
Published: 30 April 2004. Available online
at: http://www.standard.co.uk/showbiz/my-
father-was-horrified-7232693.html
iii. Chimamanda Ngozi Adichie (2004). Purple
Hibiscus. London: Harper Collins
Publishers, 2004. Print.
iv. Chimamanda Ngozi Adichie (2007). “Ted
Talks: The Danger of A Single Story”. Web.
www.ted.com. 7 Oct 2007. Accessed 9 July
2 0 1 3 . Av a i l a b l e o n l i n e a t :
http://www.ted.com/talks/chimamanda_adi
chie_the_danger_of_a_single_story/transcr
ipt?language=en
v. Chinua Achebe (1994). Things Fall Apart.
New York: Random House, 1994. Print.
 Effectiveness of Teachers in Relation to their Job- Satisfaction
Anil Kumar, Assistant Professor Munesh Kumar, Assoc. Prof., (Education),
MANUU College of Teacher Edu., Sambhal, (U.P.) Chhatrapati Shahu Ji Maharaj University, Kanpur (U.P.)

Abstract : future citizens. Eggleston (1998) rightly

observed that to be a teacher is like living a life
The effectiveness of teaching depends on various
dedicated to mission impossible. In the field of
factors like educational background, job
education or in a specific teaching learning
satisfaction, salary, environment, resources, age,
situation, teacher is the ultimate agent- who
gender, experience, social, parental and other
imparts knowledge, frames the time schedule,
cooperation etc. This paper deals
selects the reading material, and acts as the
comprehensively with the effectiveness of
specialist teacher and reader’s help to the students
teachers in relation to their job satisfaction. The
to overcome not only their educational problems
sample of the study is Post Graduate Teachers of
but also personal problems. The Secondary
teaching in schools of Delhi government. The
Education Commission (1952-53) says, “We are
sample of 150 teachers including 90 male and 60
convinced that the most important factor in the
female teachers was taken from the 30
contemplated educational reconstruction is
Government and Government Aided secondary
teacher – his personal qualities, his educational
schools of Delhi. The sample for the present study
qualifications, his personal training and the place
was selected through stratified random sampling
he occupies in the school as well as in the
technique. The schools were selected through
community”. It further points out, “Every teacher
random sampling and teachers were selected
and educationist by their experience knows that
through incidental or purposive sampling. For
even the best curriculum and the most perfect
measuring the effectiveness and job satisfaction
syllabus remains dead unless quickened into life
of teachers teaching in senior secondary schools
to learner by the right methods of teaching and
of Delhi, the researcher used Teacher
right kind of teachers”.
Effectiveness Scale developed by Pramod Kumar
and D. N. Mutha. Effectiveness means the capability of producing
an effect. The word effective is sometimes used in
Education has continued to evolve, diversify and
a quantitative way, "being very or not much
extend its reach and coverage since the dawn of
effective". However, it does not inform on the
human history (National Policy on Education,
direction (positive or negative) and the
1986). Every country develops its system of
comparison to a standard of the given effect. It is
education to express and promote its unique
generally agreed that the goodness of an
socio-cultural identity and also to meet the
educational programme to a large extent is
challenges of the times. It refines sensitivities and
dependent on the quality of teachers available to
perceptions that contribute to national cohesion, a
implement it. A school may have excellent
scientific temper and independence of mind and
material resources, equipment, building, library
spirit- thus furthering the goals of socialism,
and other facilities along with a curriculum
secularism and democracy enshrined in our
appropriately adopted to suit the community
Constitution.
need, but if the teachers are misfit or indifferent to
In the whole process of education, the role of a their responsibilities, the whole programme is
teacher is very important. It has been rightly likely to be ineffective and wasted.
remarked that as is the teacher, so is the nation.
Job Satisfaction: - The individual success and
The best system of education may fail to achieve
satisfaction with the job he or she obtains are
the desired ends if the teacher lacks sincerity,
major elements in the career development. Job
competence and character. Historically, teachers
Satisfaction refers to the satisfaction of a worker
played a vital role in shaping the destiny of a
in his/her work. These attitudes may be related to
nation. Education Commission (1964-1966)
job factors, such as wage, job security, job
rightly observed that ‘the destiny of India is being
environment, nature of work, opportunities for
shaped in her classrooms’. It is the competence
promotion, prompt removal of grievances,
and abilities of the teacher, which may guide the
opportunities of participation in decision making
destiny of a nation through proper handling of the
and other fringe benefits. Job Satisfaction is a
source of physical, psychological and social
needs of an individual in his work.
Job Satisfaction may, thus be defined as ‘attitude,
which results from a balancing and summation of
many specific likes and dislikes, experienced by
an employee in the performance of his job.
About the Job Satisfaction, Singh (1988)
examined the relationship between teaching
efficiency and job satisfaction of secondary
school teachers. He found that a positive relation
existed between teaching efficiency and job
satisfaction of secondary school teachers.
Shankar (1989) tried to study the values and job
satisfaction in relation to their teaching
effectiveness at degree college level. It was found
that teaching effectiveness was significantly
related to values and job satisfaction and the
effective teachers significantly differed from
ineffective teachers on the job satisfaction.
Abraham (1994) found that teachers who had a
high and medium level of Job satisfaction were
more effective teachers that those with low level
of job satisfaction. Reddy (2001) studied the job
satisfaction and teacher effectiveness of Primary
School Teachers. He found that the high Job
Satisfaction would lead to effectiveness in
teaching to initiate desirable learning outcomes.
Kaur (2004) studied the Teacher Effectiveness
and Job Satisfaction of Teacher Educators
Teaching in Colleges of Education in Haryana.
Kaur found that there was significant correlation
between teacher effectiveness and job
satisfaction. Nwachukwu Prince Ololube (2004)
tried to assess the teacher’s job satisfaction and
motivation for school effectiveness in Rivers
State of Nigeria. The survey results revealed that
teacher related sources of job satisfaction seem to
have a greater impact on teaching performance,
as teachers are also dissatisfied with the
educational policies and administration, pay and
fringe benefits, material rewards and
advancement.
Objectives of the Study :
The present study was based on the following
objectives:
1. To study the effectiveness of high and low
job satisfied teachers teaching at senior
secondary school level of Delhi.
2. To study the effectiveness of male and
female teachers teaching at senior
secondary school level of Delhi with respect
to their job satisfaction.
3. To study the effectiveness of high and low
job satisfied male teachers teaching at senior
secondary school level of Delhi.
4. To study the effectiveness of high and low
job satisfied female teachers teaching at
senior secondary school level of Delhi.
Hypothesis - Keeping in mind the objectives
given above, the following hypothesis were
made:
1. There is no significant difference in the mean
scores of effectiveness between high and low
job satisfied teachers teaching at senior
secondary school level of Delhi.
2 There is no significant difference in the mean
scores of effectiveness between male and
female teachers teaching at senior secondary
school level of Delhi with respect to their job
satisfaction.
3 There is no significant difference in the mean
scores of effectiveness between high and low
job satisfied male teachers teaching at senior
secondary school level of Delhi.
4 There is no significant difference in the mean
scores of effectiveness between high and low
job satisfied female teachers teaching at
senior secondary school level of Delhi.
Methodology :
The study was intended to find out the
effectiveness of teachers teaching at senior
secondary level in relation to their job
satisfaction. All the Post Graduate Teachers
teaching in senior secondary schools of
government schools of Delhi were the population
or the universe of the present study. Present study
was conducted on a sample of 150 teachers from
30 schools. The sample included 90 male and 60
female teachers from Government and
Government Aided schools of Delhi. The sample
for the present study was selected through
stratified random sampling technique. Just to
meet the aims and objectives of the present study,
for measuring the effectiveness of the teacher’s
‘Teachers’ Effectiveness Scale’ and for
measuring the job Satisfaction of the teachers
‘Teachers’ Job Satisfaction Questionnaire’ was
used. Both the tools were developed by Pramod
Kumar and D. N. Mutha.
Analysis and Interpretation of the Data :
The means and SD were calculated for finding
out the significance of difference between the
means of the two groups and was put to ‘t’-test.
The ‘t’ value was found to be significant on some
dimensions while on the other it was not
significant.
Table 1 : Comparison of teacher effectiveness
between high and low job satisfied teachers
Group compared N Mean SD SED
High job satisfied 48 314.17 24.70 5.05
Low job satisfied 46 303.98 24.29
*Significant at 0.05 level of significance and not significant at 0.01
level of significance.
The table 1 shows the level of effectiveness
between high and low job satisfied teachers
teaching at senior secondary level of Delhi. The
mean scores of high and low experienced
teachers were 314.17 and 303.98. The respective
SD was 24.70 and 24.29. The ‘t’- value was
calculated to find out the significance of
difference between two groups. The ‘t’ – value
was found to be 2.016 which is significant at 0.05
level of significance but it is not significant at
0.01 level of significance.
The result thus shows that the high and low job
satisfied teachers teaching at senior secondary
level of Delhi have significant difference at 0.05
level of significance in their level of
effectiveness, when they were compared on the
basis of job satisfaction. Highly job satisfied
teachers scored more on the rating scale of
effectiveness than their counterparts i.e. low job
satisfied teachers. Therefore highly job satisfied
teachers were more effective than the low job
satisfied teachers teaching at senior secondary
level of Delhi. The reason may be that the highly
job satisfied teachers perform better teaching due
to their feeling of satisfaction with their
profession.
Therefore the null hypothesis that there is
significant difference in the mean scores of
effectiveness between high and low job satisfied
teachers teaching at senior secondary level of
Delhi was rejected at 0.05 level of significance.
But the null hypothesis that there is no significant
difference in the mean scores of effectiveness
between high and low job satisfied teachers
teaching at senior secondary level of Delhi was
accepted at 0.01 level of significance.
Table 2 : Comparision of teacher effectiveness
between male and female teachers
Group compared N Mean SD SED ‘t’- value
Male 90 315.74 22.80 3.87 *5.002
Female 60 296.40 23.79
* Significant at 0.01 level of significance.
The Table 2 shows the level of effectiveness
between male and female teachers of Delhi
‘t’- value teaching at senior secondary level. The mean
*2.016
score of male and female teachers were 315.74
and 296.40. The respective S.D. were 22.80 and
23.79. The ‘t’-value was calculated to find out the
significance of difference between two groups.
The ‘t’ – value was found to be 5.002 which was
significant at 0.01 level of significance.
The results thus show that the male and female
teachers have significant difference in their level
of effectiveness when they were compared on the
basis of job satisfaction and experience. The male
teachers scored more on the rating scale of
effectiveness, that is why they were more
effective than their counterparts i.e., female
teachers. The socio-economic status of the female
teachers in the society and the responsibilities
they have to discharge in their families have made
female teachers less effective.
Therefore, the null hypothesis that there is
significant difference on the measure of
effectiveness between male and female teachers
teaching at senior secondary schools of Delhi was
rejected at 0.01 level of significance.
Table 3 : Comparison of Effectiveness between
High and Low Job Satisfied Male Teachers
Group compared N Mean SD SED ‘t’- value
High job satisfied 23 326.09 21.90 6.43 *1.956
Low job satisfied 25 313.52 22.61
* Not significant at 0.05 and 0.01 level of significance.
Table 3 shows the level of effectiveness between
high and low job satisfied male teachers. The
mean scores of high and low job satisfied teachers
were 326.09 and 313.52. The respective S D was
21.90 and 22.61. The‘t’ –Value was calculated to
find out the significance of difference between
the two groups. The‘t’-value was found to be
1.956 which was not significant at 0.05 and 0.01
level of significance.
The result thus shows that the high and low job
satisfied male teachers have no significant
difference in their level of effectiveness. It means
job satisfaction have no impact on the level of
effectiveness of male teachers teaching at senior
secondary level of Delhi.
Therefore the null hypothesis that there is no
significant difference in the mean scores of
effectiveness of low and high job satisfied male
teachers of senior secondary schools of Delhi was
accepted at both level of significance.
Table 4 : Comparison of Effectiveness between
High and Low Job Satisfied Female Teachers.
Group compared N Mean SD SED
High job satisfied 18 304.00 24.03 7.51
Low job satisfied 17 291.06 20.48
* Not significant at 0.05 and 0.01 level of significance.
Table 4 shows the level of effectiveness between
high and low job satisfied female teachers. The
mean scores of high and low job satisfied teachers
were 304.00 and 291.06. The respective SD were
24.03 and 20.48. The‘t’ – value was calculated to
find out the significance of difference between
the two groups. The t-value was found to be 1.710
which was not significant at 0.05 and 0.01 level of
significance.
The result thus shows that the high and low job
satisfied female teachers have no significant
difference in their level of effectiveness. It means
job satisfaction have no impact on the level of
effectiveness of female teachers teaching at
senior secondary levels of Delhi in the present
study.
Therefore the null hypothesis that there is no
significant difference in the mean scores of high
and low job satisfied female teachers of senior
secondary schools of Delhi was accepted at both
level of significance.
Findings of the Study :
• It was hypothesized that there is no
significant difference in the mean scores of
effectiveness between high and low job
satisfied teachers teaching at senior
secondary level of Delhi. The study revealed
that significant difference has been found in
the level of effectiveness between high and
low job satisfied teachers teaching in senior
secondary schools of Delhi. High job
satisfied teachers were more effective than
the low job satisfied teachers.
• It was hypothesized that there is no
significant difference in the mean scores of
effectiveness between male and female
teachers teaching at senior secondary level
of Delhi. The study revealed that significant
difference has been found in the level of
effectiveness between male and female
teachers teaching at senior secondary level
of Delhi. The male teachers were more
effective than their counterparts i. e. female
teachers. The reasons behind the female
teachers’ ineffectiveness are their socio-
economic status in the society and the
‘t’- value responsibilities they have to shoulder in their
*1.710 families.
• It was hypothesized that there is no
significant difference in the mean scores of
effectiveness between high and low job
satisfied male teachers teaching at senior
secondary level of Delhi. The study revealed
that no significant difference has been found
in the level of effectiveness between high
and low job satisfied male teachers teaching
at senior secondary level of Delhi.
• It was hypothesized that there is no
significant difference in the mean scores of
effectiveness between high and low job
satisfied female teachers teaching at senior
secondary level of Delhi. The study revealed
that no significant difference has been found
in the level of effectiveness between high
and low job satisfied female teachers
teaching at senior secondary level of Delhi.
Implications of the Study :
The findings of the study are of utmost
importance for the planners and educational
administrators concerned with the teachers in
various capacities. Study revealed that the
teachers with high job satisfaction are more
effective than the low job satisfied teachers and in
the same way male teachers are also more
effective than the female teachers. The problem
of identification of ineffective teachers and
suggestions to make them effective is therefore of
prime importance for realizing desirable goals.
So, the various steps should be taken in order to
make them more effective so that the quality of
education may be enhanced. The following
measures can be adopted in order to raise the level
of job satisfaction of teachers in government Education In Haryana. Ph.D (Edu.),
schools: Kurukshetra University,
(www.dauniv.ac.in).
1. The Government and other organizations
associated with school education should ix. Mangal, S.K. (2002). Statistics In
provide the working facilities to the teachers Psychology And Education, New Delhi:
for enhancing their job satisfaction which Prentice-Hall of India
ultimately will lead to teacher effectiveness. x. National Policy on Education (1986). Govt.
of India, New Delhi: Ministry of H.R.D
2. Non discriminatory organizational climate
should be provided to the teachers. xi. Nwachukwu Prince Ololube(2004) Teachers
Job Satisfaction and Motivation for School
3. Proper in-service training should be Effectiveness: An Assessment, University of
provided to the teachers as per the H e l s i n k i F i n l a n d ,
requirement of their profession and the (www.usca.edu/essays/vol182006/ololube.
individual. pdf)
4. Government should make various xii. Reddy, I. V. R. (2001). A Study of Job
provisions for the female teachers like; Satisfaction and Teacher Effectiveness of
enhancement in the maternity leave, child Primary School Teachers. Ph.D (Edu.),
care leave, flexibility in working hours Andhra University, (www.dauniv.ac.in).
keeping in mind their familial liabilities, etc. xiii. Secondary Education Commission (1952-
which will help female teachers in 53). Ministry of Education, New Delhi:
improving their job satisfaction and teaching Govt. of India,
effectiveness in future.
xiv. Singh, Triveni (1998). A Study of Teaching
References : Efficiency in Relation to Job Satisfaction and
i. Abraham, Amit (1994). Job Satisfaction and Socio - Economic Status of Secondary
Teachers Effectiveness: A Study on College School Teachers. Ph.D (Edu.), Avadh
Teachers. Indian Journal of Psychology and University, Fifth survey of Educational
Education, vol. 25 (1& 2). Research, NCERT.
ii. Ahuja, Ram (2003). Research Methods,
Jaipur and Delhi: Rawat Publications.
iii. Atreya, Jai Shankar (1989). A Study of
Teacher’s Values and Job Satisfaction in
relation to their Teaching Effectiveness at
Degree College Level. Ph.D (Edu.), Fifth
survey of Educational Research, NCERT.
iv. Best, John W. and James V. Kahn (2002).
Research in Education, New Delhi: Prentice
– Hall of India Private Limited.
v. Education Commission (1964-1966).
(Education and National Development),
Ministry of Education, New Delhi: Govt. of
India.
vi. Eggleston, John (1998). The Challenge for
Teachers, London: Cassell.
vii. Kaul, Lokesh (2005). Methodology of
Educational Research, New Delhi: Vikas
publishing house pvt. ltd.
viii. Kaur, J.(2004). A Study of Teacher
Effectiveness and Job-Satisfaction of
Teacher Educators Teaching in Colleges of
 Celebrating the spirit of Special Education
through Inclusive Education - A Case Study
Abstract :
Article 41 and 45 in the constitution of India
advocates free, compulsory and universal
elementary education, which is currently
implemented through Sarva Shiksha Abhiyaan
(SSA). Under the Right to Education Act (RTE-
2009), free and compulsory education is a
national mandate for children of 6-14 years of
age, including children with special needs. This
has revolutionized the concept of inclusive
Education for people with disability. The SSA has
also provisions for its own inclusive education
and resource teachers to ensure the inclusion of
children with special needs in the regular schools.
India being a signatory to UN Convention on
Rights to Persons with Disabilities (UNCRPD),
all the programmes such as Human Resource
development, Research and Development
services and other activities are all being
designed to meet the mandate of mainstreaming
the persons with disabilities.
This paper would attempt to discuss the genesis
of Inclusive Education in the light of Inclusive
Schools which are trying to mobilize support for
the dignity, rights and well being of, persons with
disabilities.
Key Words : Special Children, Inclusive
Education.
Introduction :
There is only one child in the world and that
c h i l d ’s n a m e i s A L L c h i l d r e n -
Carl Sandburg
Article 41 and 45 in the constitution of India
advocates free, compulsory and universal
elementary education, which is currently
implemented through Sarva Shiksha Abhiyaan
(SSA). Under the Right to Education Act (RTE-
2009), free and compulsory education is a
national mandate for children of 6-14 years of
age, including children with special needs. This
has revolutionized the concept of inclusive
Education for people with disability. The SSA has
also provisions for its own inclusive education
and resource teachers to ensure the inclusion of
Dr. Mitima Sachdeva, Asst. Prof.,
Amity Institute of Education, Lucknow
children with special needs in the regular schools.
India being a signatory to UN Convention on
Rights to Persons with Disabilities (UNCRPD),
all the programmes such as Human Resource
development, Research and Development
services and other activities are all being
designed to meet the mandate of mainstreaming
the persons with disabilities.
Concept of Inclusive Education :
Inclusive Education is an approach to educating
students with special educational needs. Under
the inclusion model, students with special needs
spend most or all their time with non-disabled
students. Implementation of these varies. Schools
most frequently use them for selected students
with mild to severe special needs.
Inclusive Education differs from previously held
notions of ‘Integration’ and ‘Mainstreaming’,
which tended to be concerned principally with
disability and Special Educational Needs and
implied learners changing or becoming ‘ready
for’ or ‘deserving of’ accommodation by the
mainstream. By contrast, inclusion is about the
child’s right to participate and the schools duty to
accept the child. Inclusion rejects the use of
special schools or classrooms to separate students
with disabilities from students without
disabilities. A premium is placed upon full
participation by students with disabilities and
upon respect for their social, civil and educational
rights.
Fully inclusive schools, which are rare, no longer
distinguish between “General Education” and
“Special Education” programmes; instead, the
school is restructured so that all students learn
together.
Inclusion has two sub-types :
• Regular or Partial inclusion
• Full Inclusion
“Inclusive Practice” is not always inclusive but is
a form of integration. For example students with
special needs are educated in regular classes for
nearly all of the day, or at least for more than half
of the day. Whenever possible, the students
receive any additional help or special instruction
in the general classroom, and the student is
treated like a full member of the class. However,
most specialized services are provided outside a
regular classroom, particularly if these services
require special equipment or might be disruptive
to the rest of the class (such as speech therapy)
and students are pulled out of the regular
classroom for these services. In this case, the
student occasionally leaves the regular classroom
to attend smaller, more intensive instructional
sessions in a resource room, or to receive other
related services, such as speech and language
therapy, occupational and/ or physical therapy,
and social work. This approach can be very
similar to many mainstreaming practices, and
may differ in little more than the educational
ideas behind it.
In the “Full Inclusion” setting the students with
special needs are always educated alongside
students without special needs, as the first and
desired option while mainstreaming appropriate
supports and services. Some educators say this
might be more effective for the students with
special needs. At the extreme, full inclusion is the
integration of all students, even those that require
the most severe educational and behavioral
supports and services to be successful in regular
classes and the elimination of special, segregated
special education classes. Special Education is
considered a service, not a place and those
services are integrated into the daily routines and
classroom structure, environment, curriculum
and strategies and brought to the students, instead
of removing the students to meet his or her
individual needs. However, this approach to full
inclusion is somewhat controversial, and it is not
widely understood or applied to date. Much more
commonly local educational agencies provide a
variety of settings, from special classrooms to
mainstreaming to inclusion, and to assign
students to the system that seems most likely to
help the students achieve his or her individual
educational goals. Students with mild or
moderate disabilities as well as disabilities that do
not affect academic achievement such as using
wheel chair are most likely to be fully included.
However, students with all types of disabilities
from all the different disability categories have
been successfully included in general education
classes, working and achieving their individual
educational goals in regular school environments
and activities.
Inclusive Education: Scenario :
Children with disabilities and special needs also
have the right to education just as normal children
do.
Inclusive education strives to address the learning
needs of children with special needs, with a
particular focus on those who are subject to being
isolated and excluded. The philosophy behind
inclusive education is to promote opportunities
for all children to participate, learn and have
equal treatment, irrespective of their mental or
physical abilities. While the awareness on
inclusive education in schools throughout the
country is still at an infancy stage, educational
institutions are somewhat skeptical about having
both normal and special children studying in the
same classroom. And in circumstances, where a
former excluded child is given admission into a
mainstream classroom, the outcome of the action
is questionable.
Lack of flexibility in curriculum, inability to fend
for them and thus being bullied by others in the
class and not getting adequate attention from the
teacher are common issues. All these may result
in the child not getting a fair inclusive education.
As a result, the number of children with special
needs receiving higher education is on the
decline.
In India, a majority of children with special needs
do not receive any formal education, in spite of
the practice of inclusive education in some
schools. This is because children with disabilities
and learning deficiencies are segregated from
mainstream schools and other regular routines
and social activities of normal children.
Other contributing factors to this situation are
lack of affordability and awareness on the kind of
education choices available to children with
special needs.
This includes having a balanced curriculum that
is appropriate for all categories of children,
teachers who have the ability to handle the
individual needs within the classroom and
thereby promote an environment where personal
development, social skills and student
participation are strongly encouraged.
Another critical aspect of inclusive education for
a special needs child is in having the acceptance
and friendship of classmates. This kind of support
also aids in the progress of special children and
helps them gain confidence within the school
environment.
Further, parents have a vital role as partners to
make inclusive education successful within the
classroom.
This is possible when the children with special
needs continue to live at home and attend school,
just like normal children.
Parents should also be involved with the teachers
and administrative staff at the school to
coordinate travel arrangements, school activities
and learning materials for their special child.
Inclusive Education : Legal Perspective :
The legal mandate driving inclusive education in
India are Sarva Shikha Abhiyan (SSA), Persons
with Disability Act (PWD) 1995, Integrated
Education for the Disabled Children (IEDC)
1992 which support educational opportunities for
disabled children in common schools.
The Central Board of Secondary Education
(CBSE) propagates Inclusive Education of
Children with Disabilities (IECD) that advises
schools to ensure that no child with special needs
is denied admission in mainstream education, to
provide assistive devices, appropriate study
material and trained teachers and to modify
existing physical infrastructure and teaching
methodologies to meet the needs of all children
including Children with Special Needs.
In conclusion, children with special needs have a
distinctive experience undergoing inclusive
education along with normal, non-disabled
classmates. The government has also made
attempts to make mainstream education not just
available but accessible, affordable and
appropriate for students with disabilities.
There are, however, several barriers for providing
education to special children in a regular
classroom. These obstacles can be removed by
creating more awareness on inclusive education,
by schools having the resources and the ability to
re-structure their curriculum to cater to all types
of students, by recruiting teachers who have the
skills and proficiency to meet varying demands
within the classroom and by having the support of
family. If these changes are implemented, it will
increase the confidence of a number of special
children to aspire for a valuable education like
their normal peers.
A Case Study- The Inclusive School- Amity
International School, Viraj Khand-5,
Lucknow -
'Vidya Dadati Vinayam' or 'true knowledge leads
to humility'. This is the philosophy that is the
starting point of Amity International School. This
originates from the Amity belief that knowledge
alone brings with it light, harmony, humility and
peace. At Amity International School, every
effort is made to impart an education that tries to
inculcate in the upcoming generations, the
humility to rise above their individual’s needs,
serve the greater community of people and
society and become success driven achievers.
Stress is also given on discovering the students'
latent strengths and talent, and to guide them in
their aspiration for excellence.
Amity International School, Lucknow carries
forward the rich legacy of Amity International
School to impart value based education and
support the intellectual, creative, physical as well
as emotional needs of the child. The facilities
available for a child at Amity International
School are comparable to any top-class school. A
well-resourced environment gives perfect space
for a child to grow mentally and build a confident
personality.
The infrastructure of Amity International School
is attractive, open with a playground in the centre
of the premises. An elevator is provided inside the
building since it is four storied. The alleys
between classrooms are spacious, clean and
obstacle-free. The school also has a sound system
to make announcements in each classroom.
Classrooms are not overcrowded and the student-
pupil ratio seems appropriate.
The Learning Enhancement Centre (LEC) or the
resource room has the school’s special educator
and the school’s counselor.
The resource room is colorful and attractive to
create vibrancy. The room is spacious with U-
shaped seating arrangement, well lit and
ventilated. There are shelves and almirah, mainly
for books, stationery and material for sensory-
motor activities. The tables of the faculty are
broad and had registers, student notebooks and
stationery. Soft boards are well decorated with the
necessary material.
It was observed that the school had about sixteen
children with special needs from classes KG to 8
with different types of special needs. They had all
the names of the students with special needs listed
in a register with their class and their type of
special need on the first page. The register also
contained details of the work done and result by
students on each day. This type of record keeping
is called Individual Cumulative Recording. The
faculty also followed Individual Education
Program (IEP) where planning of individual
lessons is done for each child. It differs from the
general lesson plan as it is individualized
according to the abilities of the special needs
child and not for the whole class. Individual time
table is also made for each special needs child and
displayed on the soft board of the resource room.
At the time of the visit there were two students
who had The Learning Enhancement Centre
(LEC) scheduled in their time table. Akshay (not
real name) had mild Attention Deficit Disorder
and Aditya (not real name) had mild Mental
Retardation (MR) with no behaviour problems.
ADHD is a disorder where concentration lacks in
students. Since their concentration span is short
their lessons are planned short and when they are
distracted they are given activities such as
beading (one colour, alternate colours), grain
sorting, circling the dots with coloured pencils to
improve their concentration power. The resource
teacher said that she has to be innovative herself
as well for task enhancers for ADHD children. A
hyperactive child, she said, does not sit near the
window and his energies are channelized by
giving him errands or keep extra worksheets.
The counselor said that children with mild to
moderate MR (Mentally Retarded) are usually
higher in age but place lower in class grade, for
eg. Aditya (not real name) if calculated according
to his age, should be in class 3 but he is placed in
class 1 due to his abilities. Such children are able
to read and write but creativity is a problem for
them.
She also said that hearing impaired children are
made to sit in front, with a bright child who helps
him/her with any problem.
Counseling the rest of the class is extremely
important, stated by the resource teacher and the
counselor. Before the special needs child joins the
school, the other students are sensitized about the
joiner’s issue and guided towards positive
attitude towards him/her. This is important
because not only do classmates refrain from
teasing or down-casting but take a step forward to
help them and become socially strong. It was
further said that the children with special needs
are given life skill classes through counseling.
It was stated that as a special educator, when a
child is suspected to need special attention, she
sits in that child’s class to study his/ her activities
to diagnose the child’s problem. The parents of
the child are spoken to and referred to a clinical
psychologist for proper diagnostic psychological
tests of the child. She also monitors the progress
of children already receiving special education in
the same manner e.g. if the child sits in front and
does well then the seat of the child is changed so
that he/she accommodates to all environment.
They said that during class tests the children with
special needs are given a head start or extra time
to finish their test. While correcting their copies
they do not use red pen, rather blue or purple as
red creates a glaring impact on the psychology of
the student. Grace marks are also given and no
marks are deducted for spelling. On being asked
about the frequency of their parent-teacher
meeting, they replied once a month or according
to the needs of the child.
The Challenges faced
Inclusive setting did not seem an easy job. So
when enquired about the biggest challenges faced
by them during their course of action, they
exclaimed with a heavy heart that they face
numerous problems. Most common being:
• Convincing the parents, that their child needs
special attention and counseling them. They
said that usually parents, no matter how
literate, do not cooperate. An example was
also quoted of a child AIS had two years ago
who had intense ADHD, yet the parent
instead of seeking counsel withdrew the
child from the school.
• They also said counseling of general
teachers is really important as well so that
they notice the first signs of any disability or
disorder. Since AIS is a full inclusion school,
the child spends equal time with the general
educator as he/ she does with a special
educator. It is necessary for them to learn on
 how to handle such a child with the rest of the
25 children of the class.
• Another challenge they face is that general
teachers do not cooperate and become
lenient about their responsibility towards the
special needs child and sends him/her back to
LEC to finish work then they have to be stern
and declare it to the class teacher that the
work can easily be finished in class with the
rest of the students.
Promoting inclusion is about reforming the
education system. Inclusive education is much
more cost effective than a segregated system, not
only in terms of the running costs but also the
long-term costs on the society. --Roger Slee
(UNESCO, 2005)
References :
i. http://www.thehindu.com/todays-paper/tp-
features/tp-opportunities/inclusive-
education-for-children-with-special-
needs/article3959638.ece, Balasubramanian
Anushka, Inclusive education for children
with special needs
ii. http://www.ascd.org/publications/books
/105019/chapters/What-Is-an-Inclusive-
School%C2%A2.aspx, Edited by Richard A.
Villa and Jacqueline S. Thousand, Creating
an Inclusive School, 2nd Edition
iii. http://www.amity.edu/ais/aislucknow
/aislucknow.asp, Amity International
School, Lucknow.
iv. http://www.ncert.nic.in/index.html.Recent/
Julka A., Index for Developing Inclusive
School, NCERT.
v. The Times of India, Lucknow, Saturday,
December 3, 2011, page 8, An interview of
T.C. Sivakumar, Director , NIMH,
Hyderabad with Rachita Kar.
 A Comparative Study of Verbal Intelligence of Science and Commerce
Stream students of Senior Secondary Level of Mandsaur District
Abstract :
In today’s highly competitive world, students
face various problem including stream selection,
disinterest in attending classes, inability to
understanding the subject and examination.
Senior secondary is a very difficult level for
students. In this level students face a main
problem of stream selection. In this level boys
and girls usually chose stream according to their
interest. Commerce stream students look their
career in banking, marketing and charted
accounting whether science stream students
search opportunity doctor, pharmacist, nursing,
Laboratory, other sectors. But at present time
rigid competition students from any stream, they
were get job opportunities, they chosen that field
and give their best in it. That is reason of there is
no significant difference between students of any
stream at present time.
Keywords : Difference stream students, verbal
intelligence
Introduction :
Intelligence is a mental element which causes
different between two students in the level of
learning and understanding, good memory
power, reasoning, ability and their level of
solving problem. Verbal intelligence test is a test
that contains written words or written language
for giving instructions and solving problem. In
the implementation of such type of intelligence
test a person must be literate, also that he can read
and understand the problems and can give the
solution in written or can explain. Generally
intelligence is a word which we use in our routine
language with the help of intelligence a man can
solve problem through intelligence activities and
reflective thoughts, and can make the balance
with environment. In modern era of computer and
internet has bring the thought of global world,
there for the student focus both success and
failure. Those students who adjustment
themselves with environment in a very short time
is known as intelligence students.
Objective of study :
1. A study of verbal intelligence of science and
commerce stream students of senior
secondary level.
Anil Babu, Asst. Prof.,
Saraswati Shiksha Mahavidyalaya, Mandsaur
2. A study of verbal intelligence of science and
commerce stream girls of senior secondary
level.
3. A study of verbal intelligence of science and
commerce stream boys of senior secondary
level.
Hypothesis of Study :
1. There is no significant difference between
verbal intelligence of science and commerce
stream students of senior secondary level.
2. There is no significant difference between
verbal intelligence of science and commerce
stream girls of senior secondary level.
3. There is no significant difference between
verbal intelligence of science and commerce
stream boys of senior secondary level.
Delimitation of Study :
1. Science & Commerce stream students of
Mandsaur district selected in present study.
2. 145 Students from science stream and 125
students from commerce stream selected as
sampling.
3. The present study 11th standard students
from three government and three private
schools selected for the study.
Methodology :
Sampling : The sample for the present work is
selected by random cum- purposive sampling
method. There are 92 girls and 53 boys from 145
students of science stream and 39 girls and 86
boys from 125 students of commerce stream from
senior secondary government & private school
affiliated to M.P. Board Bhopal, Madhya
Pradesh. All above sample are the regular Hindi
medium students of session 2013-14.
Method of Study : The researcher used survey
method for the present study.
Tools used : Following tools used by the
researcher verbal intelligence of Dr. R.K. Ojha &
Rey Choudhary.
Statistical Technique used -
In the present study the researcher used Mean,
S.D., & T-test to analysis and interpretation of
data.
Analyze and Interpretation of Data
Table-I Comparative study of verbal intelligence
of science and commerce stream students of
senior secondary level
Stream N M SD t -Value Inference
Science Students 145 77.49 11.83 0.09 NS
Commerce Students 125 77.63 11.10
The table 1st shows that there is no significant
difference between verbal intelligence of science
and commerce stream students of senior
secondary level. Hence the null hypothesis
“There is no significant difference between
verbal intelligence of science and commerce
stream students of senior secondary level” is
accepted. After senior secondary students thinks
about the selection of various streams but science
and commerce both stream has the better job
opportunities. Therefore students select the
stream according to their interest and better job
opportunity. Each stream’s students are aware
about education. Today through education the
internal qualities of students have developed, that
is the reason of there is no significant difference
between the mental developments of students.
Table- II Comparative study of verbal
intelligence of science and commerce stream
girls of senior secondary level
Sex N M SD t -Value
Girls of science 92 77.56 11.87 0.59
Girls of commerce 39 78.92 11.97
The table 2nd shows that there is no significant
difference between verbal intelligence of science
and commerce stream girls of senior secondary
level. Hence the null hypothesis “There is no
significant difference between verbal intelligence
of science and commerce stream girls of senior
secondary level” is accepted. We all know that the
new thought of educational awareness is aware in
every sector for girl’s education. Parents are now
giving importance to the education in the place of
sex of their child; therefore stream is not
disturbing the verbal intelligence in girls. In both
(science and commerce) steam girls are in the
field of education moving on and with the help of
their favorite steam they are proceeding in the
employment.
Table- III Comparative study of verbal
intelligence of science and commerce stream
boys of senior secondary level
Sex N M SD t -Value
Boys of Science 53 77.09 11.73 0.11
Boys of commerce 86 76.86 11.12
The table 3rd shows that there is no significant
difference between verbal intelligence of science
and commerce stream boys of senior secondary
level. Hence the null hypothesis “there is no
significant difference between verbal intelligence
of science and commerce stream boys of senior
secondary level” is accepted. In 21st century’s
skill and qualitative education has given the same
educational stage to each stream’s student. At
present schools is not only preparing the students
but also developing the skill workforce in them.
Students have taken the knowledge of behavior
with the knowledge of books; therefore in the
field of career every stream’s students are getting
the job opportunities. That is the reason of no
significant difference between verbal intelligence
of both stream’s boys of senior secondary level.
Conclusion :
In this present study result was there is no
significant difference between verbal intelligence
of science and commerce stream students in
government and private senior secondary level.
Universalisation of education has positively
affected the entire stream. In this new era through
information technology schools are developing
various skills like creativities, teamwork,
communication, leadership in every stream’s
students. Modern school are more focused on
Inference
practical than theory, schools are concentrating
NS
updating the students according to the new
technology.
Reference :
i. Sing, Arun Kumar.(2013) Educational
psychology, Patana, Bharti Bhavan.
ii. Pal, Hansraj.(2011) Experimental Education
psychology :Hindi Nidesalaya, New Delhi.
iii. Wiersma.W.(1986)Research Method in
education: An Introducation(4th ed.) Boston :
Allyn & Bacon.
iv. Rao,P.N.(2010)Introduction of Research, Agra :
Lakshmi Narayan Agrawal.
v. Mudasir, Hafiz,Vol.No.2,108-113(2013),
comparative study of intelligence and academic
achievement of kashmiri and pakhtoon students.
vi. Lata Suman, Volume: 4,Issue : 1,( 2014), A
Comparative Study of Intelligence of
Adolescents in Relation to their Family Climate.
vii. Ojha & Rey Choudhary :Verbal Intelligence Test,
Agra Psychological Research Cell Agra.
Inference
NS
 Indian Women - Towards Development of Entrepreneurship
Dr. Sahebrao B Ohol, Assoc. Prof., HOD, Accountancy,
Veer Wajekar ASC College, Mumbai
Abstract :
Entrepreneurship refers to the act of setting up a
new business or reviving an existing business so
as to take advantages from new opportunities.
However, an insight study reveals that it is not
about making money, having the greatest ideas,
knowing the best sales pitch, applying the best
marketing strategy. It is in reality an attitude to
create something new and an activity which
creates value in the entire social eco-system. The
women have achieved immense development in
their state of mind. With increase in dependency
on service sector, many entrepreneurial
opportunities especially for women have been
created where they can excel their skills with
maintaining balance in their life. Accordingly,
during the last three decades, increasing numbers
of Indian women have entered the field of
entrepreneurship and also they are gradually
changing the face of business of today, both
literally and figuratively. But still they have not
capitalized their potential in India the way it
should be.
Key words – New Opportunity, create something
new, immense development, changing the face of
business.
Introduction :
Entrepreneurship refers to the act of setting up a
new business or reviving an existing business so
as to take advantages from new opportunities.
Thus, entrepreneurs shape the economy by
creating new wealth and new jobs and by
inventing new products and services. However,
an insight study reveals that it is not about making
money, having the greatest ideas, knowing the
best sales pitch, applying the best marketing
strategy. It is in reality an attitude to create
something new and an activity which creates
value in the entire social eco-system. It is the
psyche makeup of a person. It is a state of mind,
which develops naturally, based on his/ her
surrounding and experiences, which makes him/
her think about life and career in a given way. The
women have achieved immense development in
their state of mind. With increase in dependency
on service sector, many entrepreneurial
opportunities especially for women have been
created where they can excel their skills with
maintaining balance in their life. Accordingly,
during the last two decades, increasing numbers
of Indian women have entered the field of
entrepreneurship and also they are gradually
changing the face of business of today, both
literally and figuratively. But still they have not
capitalized their potential in India the way it
should be. The first part of this paper deals with
the ideas why to boost the women
entrepreneurship and what are the reasons that
propel women to undertake such profession. This
part also depicts the factors of hindrance of
women entrepreneurship and also the likely
measures to be taken for removing such obstacles
that are affecting women entrepreneurship. The
second part deals with a review of various
research studies done on women
entrepreneurship along with study on their impact
on various economies. The third part deals with
objectives and research methodologies. The
fourth part concentrates on analysis of data
collected through questionnaires to establish
motivating and de-motivating internal and
external factors of women entrepreneurship. The
attempt has been made to rank these factors in
regard to their severity of impact on women
entrepreneurship. The last part of this study
includes the suggestive measures for eliminating
and reducing the hurdles for the women
entrepreneurship development in Indian context.
Objectives of the study - The main objective of
the study is to understand the role of women
entrepreneurs in the process of economic and
social development. Why the women
entrepreneurs establish business. What is the
percentage of women entrepreneurs and what is
the status of women in nation building.
Hypothesis of the study - The main purpose of
the study is bringing to light the overall
involvement of women in the entrepreneurship
development. The hypothesis is “The women
increases involvement in development of
entrepreneurship by eliminating and reducing the
hurdles in Indian context”.
Methodology of the study - The present research
depends on primary and secondary data.
Therefore for the purpose of proving the
hypothesis, an exhaustive extension of primary
data based on an effective questionnaire survey
has been used. Further considerable secondary
data that was relevant up to date and authentic has
been used. Researcher has collected primary data
through a survey of respondents by preparing a
questionnaire for the women entrepreneurs.
Similarly the primary data was collected from the
government officials. The study is self
explanatory in nature and its finding may not be
conclusive. Secondary data has collected from
Government Reports, books and journals
published by various agencies.
Reasons for Boosting Women
Entrepreneurship :
The role of women entrepreneurs in the process
of economic development has been recognized
form nineties in various parts of the world. Today,
in the world of business, women
entrepreneurship has become an essential
movement in many countries and has been
accepted in all areas of working. The United
Nations report has also concluded that economic
development is closely related to the
advancement of women. In nations where women
have advanced, economic growth has usually
been steady. By contrast, in countries where
women have been restricted, the economy has
been stagnant. The data on correlation between
Gender related development index and GDP per
capital reinforces the above fact as shown in the
following table, Gender related development
index is significantly correlated with GDP per
capita. The value of correlation coefficient comes
0.857371. Therefore, it can be treated as one of
the parameter to show the economic condition &
growth of the country.
Table No. 1
Gender Related Development Index and Its
Components
Rank Country Gender As a GDP
related per % per
deve. of Cap-
index HDI ital
(US$)
1 Australia 0.966 98.6 34923
2 Norway 0.961 99.6 53433
3 Iceland 0.959 99.0 44613
4 Canada 0.959 99.2 35812
5 Sweden 0.956 99.3 36712
6 France 0.956 99.4 33674
7 Netherland 0.954 98.9 38694
8 Finland 0.954 99.5 34526
9 Spain 0.949 99.4 31560
10 Ireland 0.948 98.2 44613
114 India 0.594 97.1 4102
Sources: Human Development Report 2011.
Women in the present day society –wives and
mothers and working women- are ready to accept
an inferior position in the family, society and
polity. In Hindu scriptures, woman has been
described as the embodiment of Shakti.
Empirical evidence shows that women contribute
significantly to the running of family businesses
mostly in the form of unpaid effort and skills. The
value of this effort is underestimated both by the
families that take it for granted and in academic
studies. Women entrepreneurship has been
recognized as an important source of economic
growth. Women entrepreneurs create new jobs
for themselves and others and also provide
society with different solutions to management,
organization and business problems.
Risk taking ability, Self-confidence, Decision
making ability, Knowledge of cumin growing to
harvesting technology, Economic motivation,
Market orientation, Risk factors, Soil and firm
condition of experiences, Water resources, Water
quality and volumes, need to cumin for all
technical factors, Ability of co-ordination to
cumin related activities, Achievement,
Motivation, etc. indicators are behavior of
entrepreneurial. Although, Indian woman has
invited awe and respect always, the main role of
woman has been confined to perform the
household jobs, child-bearing and care of entire
family. These jobs, however, do not constitute
real labour.
Similarly, in agrarian setup, duties of women are
further extended to work in the fields, cultivation,
plantation, forestry, fishery and little more skilled
jobs in the form of weaving, dyeing, printing and
household industry. For all these duties also no
wages are, more generally, paid to women.
But with the advancement of science and
technology, there has been a phenomenal change
in the life-style of men and women, especially in
urban areas. Since independence, due to spread of
educational facilities, communication and
change in lifestyle, women education and
participation in the outside jobs have gained
momentum. More and more women, year after
year, are entering the vocations which were Indonesia 40
primarily male dominated. Increasing France 38
participation of women in outside- the-home Sri Lanka 35
activities as brought to focus the question of the Brazil 35
state and status of the Indian women. Source World Bank Report 2010 – 11 and WAWE Conference
Report 2009 – 10
Workforce Participation :
Table No. 3
Contrary to the common perception, a large
Women Entrepreneurship in India
percent of women in India work. The National
data collection agencies accept the fact that there States No. of No. of Perce-
Units Women ntage
is a serious under-estimation of women's Regis- Entrep-
contribution as workers. However, there are far tered reneurs
fewer women in the paid workforce than there are Tamil Nadu 9618 2930 30.36
men. In urban India Women have impressive Uttar Pradesh 7980 3180 39.84
Kerala 5487 2135 38.91
number in the workforce? As an example at Punjab 4791 1618 33.77
software industry 30% of the workforce is Maharashtra 4339 1394 32.12
female. They are at par with their male Gujrat 3872 1538 39.72
Karnatka 3822 1026 26.84
counterparts in terms of wages, position at the Madhya Pradesh 2967 842 28.38
work place. Bihar 7344 1123 15.04
Other States & UTS 14576 4185 28.71
In rural India, agriculture and allied industrial Total 64,796 19,971 32.82
sectors employ as much as 89.5% of the total
Source CMIE Report 2011
female labour. In overall farm production,
women's average contribution is estimated at Strategy for Development of Women
55% to 66% of the total labour. According to a Entrepreneurs :
1991 World Bank report, women accounted for Right efforts on from all areas are required in the
94% of total employment in dairy production in development of women entrepreneurs and their
India. Women constitute 51% of the total greater participation in the entrepreneurial
employed in forest-based small-scale enterprises. activities. Following efforts can be taken into
Women Entrepreneurship Development in account for effective development of women
India and Abroad : entrepreneurs.
This study shows that the position of women - Vocational training to be extended to women
work participation as well as women community that enables them to understand
entrepreneurship is low in India in comparison to the production process and production
select countries of the world. Women work management.
participation in India is 31.6 per cent where as in - State finance corporations and financing
USA it is 45, UK 43, Canada 42, France 38, institutions should permit by statute to
Indonesia 40, Sri Lanka and Brazil both 35 per extend purely trade related finance to women
cent. The study further shows that women entrepreneurs.
entrepreneurship position in select States of India
is above 30 per cent on an average but in Bihar it is - The financial institutions should provide
only 15.04 per cent. more working capital assistance both for
small scale venture and large scale ventures.
Table No. 2 Women work Participation
- Making provision of micro credit system and
Country Percentage enterprise credit system to the women
India (1970-1971) 14.2 entrepreneurs at local level.
India (1980-1981) 19.7 - Industrial estates could also provide
India (1990-1991) 22.3 marketing outlets for the display and sale of
India (2010-2011) 31.6 products made by women.
USA 45
UK 43 - A Women Entrepreneur's Guidance Cell may
Canada 42 be set up to handle the various problems of
 women entrepreneurs all over the state.
- Training in entrepreneurial attitudes should
start at the high school level through well-
designed courses, which build confidence
through behavioral games. More
governmental schemes to motivate women
entrepreneurs to engage in small scale and
large-scale business ventures.
- Involvement of Non Governmental
Organizations in women entrepreneurial
training programmes and counselling.
- Training on professional competence and
leadership skill to be extended to women
entrepreneurs.
- Adequate training programme on
management skills to be provided to women
community.
- Better educational facilities and schemes
should be extended to women folk from
government part.
Conclusion and Suggestions :
This insightful study showcase that there are a
legion of opportunities available today before
women entrepreneurs. This will not only make
them self - employed but also provide them
economic freedom at par with man. It is
abundantly clear from this study that many
women entrepreneurs want to elect business as
the most feasible option available to them to meet
their need for achievement. However, they suffer
with some economical and social barriers but in
spite of that their role in present context cannot be
undermined. Increased support from government
should be provided to help female entrepreneurs
tide over entrenched barriers. The Government
can ensure that support mechanisms are designed
and implemented to enable women entrepreneurs
to establish and grow their own enterprises. They
can create a favorable political and legal
ambience that would be based on gender equality.
The local government and banks should forge
ahead for providing financial help to women
entrepreneurs without putting unrealistic
conditions. Women owned enterprises should get
easy access to conventional bank loans, private
loans: from micro loans to venture capital,
including social funds, family funds, start-up and
expansion funds and insurance. The Government
should develop a more flexible range of financial
products and services to meet the needs of women
entrepreneurs in starting up and growing
business. The Governments should welcome
advocacy, lobbying and networking of women
entrepreneur.
The promotion of women owned home business
is likely to promote female employment by
creating jobs not only for themselves but also for
others leading to greater economic growth.
Our concluding remark is that a home-based
business offers tremendous opportunities for
women. If we succeed in promoting their skills
and knowledge for measuring the risks and
benefits of the business properly and they get
support and encouragement from family, society,
Govt. and financial institutions, undoubtedly, all
such positive efforts can open new avenues for
family entrepreneurs and increase the
marketability and profitability of business owned
by women entrepreneurs. If all these things are
provided, women entrepreneurs can emerge as a
very successful entrepreneur far better than male
entrepreneur.
From the above study it is found that there is a
large number of small business activities where
women entrepreneur can play a very significant
role. But one of the major problems faced by
women entrepreneur is social and cultural
traditions which limit the role of women as
supplementary income providers. A home-based
business can offer tremendous opportunities for
women if it is supported by family and
recognized by the society. Exploiting women's
potential and converting it into profits is the key
step to economic development in the present age
of globalization. There is a major challenge for
policy makers to ameliorate the conditions for the
establishment and growth of women-owned
business.
Women entrepreneurs should also try to get full
moral and financial support from their family
members. The local government and banks
should come forward to help women
entrepreneurs for providing loan at easy terms
and conditions. Women entrepreneurs must be
enthused to participate in international business
in the present age of globalization through trade
fairs and exhibitions. With the help of all these
positive efforts, women entrepreneur may
emerge as role model and touch new heights in
the field of present business world.
Entrepreneurship among women, no doubt, Impoverishment?” International Studies in
improves the wealth of the nation in general and Entrepreneurship, Volume 1000, Part 3, PP.
of the family in particular. Women today are more 169-179
willing to take up activities that were once
x. Dr. Sharma A., Dua Sapna, Hatwal V.,
considered the preserve of men, and have proved
(2012), Micro Enterprise Development and
that they are second to no one in regard to
Rural Women Entrepreneurship: Way for
contribution to the luxuriant efflorescence of the
Economic Empowerment, Artha Prabandh:
economy. Women entrepreneurship must be
A Journal of Economics and Management,
molded properly with entrepreneurial traits and
Vol.01, Issue No.06.
skills to meet the changes in trends, challenges of
global markets and also be competent enough to
sustain and strive for excellence in the
entrepreneurial arena.
The study tried to find out the difference among
various set of people of the crucial factors which
are concerned with the women entrepreneurial
opportunities at large. Issues have been identified
through various review of literature. It should be
cross checked with the real entrepreneurs. These
factors may vary from place to place business to
business but women entrepreneurship is
necessary for the growth of any economy weather
it large or small.
References :
i. Anna, A.L., Chandler, G. N., Jansen, E., and
Mero, N. P. (2000). Women business owners
in traditional and non-traditional industries,”
Journal of Business Venturing.
ii. Moore, D.P. (2000). Career Preneurs:
L e s s o n s f r o m L e a d i n g Wo m e n
Entrepreneurs on Building a Career without
Boundaries. Davies-Black Publishers.
iii. Human Development: Report 2010
iv. m o s p i . n i c . i n / M o s p i _ N e w / u p l o a d
/women_man.../Rights.doc
v. http://en.wikipedia.org/wiki/Women
_in_India
vi. http://statistics.puducherry.gov.in/new
%20update/women%20and%20men%2020
10-11/II-3.pdf
vii. Source World Bank Report 2010 – 11 and
WAWE Conference Report 2009 – 10
viii. Source CMIE Report 2011
ix. Jorge Alberto Gámez-Gutiérrez, José
Manuel Saiz-Álvarez (2012), “Microcredit
for women Entrepreneurship: Are they an
Effective tool to avoid Family
 Study on determination of important elements of
Competency Mapping by the CEOs and HR Heads
Abstract :
A Research was conducted to study the
perception of CEOs and HR Heads towards the
determination of importance accorded to the
various elements of Competency Mapping. This
study was carried out to gain an overall
understanding of the significance ranked to the
various elements of Competency Mapping by the
CEOs and HR Heads. The reason was to identify
the common significant elements that constituted
the competency mapping in various orgnisation.
After collecting the data from the CEOs and HR
Heads belonging to different organizations
namely Manufacturing, Pharmaceutical,
Finance, Advertising, IT, FMCG, and Retail.
However, it was observed that there are
significant differences in the perception of CEOs
and HR Heads towards the determination of
importance accorded to the various elements of
Competency Mapping.
Therefore certain suggestions and
recommendations have been given as well as
certain limitations of this study have also been
taken into consideration.
1.0 Introduction :
The scenario of Human Resource development in
India which has a rich history has changed
drastically in the last two decades. Challenges
like business strategies, technology, quality
concerns, cost effectiveness, management
systems, and so on, have paved way for the need
to incorporate liberalization of the economy and a
path towards globalization. Needless to say, all
these have attributed to bringing in new
challenges in the functioning of human resource
(HR). Establishing direct links with the aim of
business improvement is the focal point of HRD
in the post–liberalization period where many
businesses are being threatened by global
competition. The employee’s cannot be taken
care of unless the corporation survives. As a result
of clear and sharp focus on business growth, the
factors like HRD systems, relevance and synergy
have become more significant than before.
Karuna Nayak, Research Scholar,
SNDT University, Mumbai
Competition is the key to success and realizing
this upward trend, business activities these days
are centered round developing the competencies
of the business in that particular environment. In
the changing scenario wherein the entire world is
becoming one single village called the global
village, the need for having competent and
developing distinguished competencies has been
felt by every Organization. And this is precisely
where competency mapping plays a major role
and the perception of the HR Heads and CEOs .
Competency mapping, targets at improving
Organization’s and the employee’s working in
them. Earlier the HR management practitioners
were merely expected to be playing the role of
traffic cops for the Organization’s. HR
management is faced with a changed role that
expects an outlook that is radically different from
the compliance mind-set. Human Resource
management is on a transformation spree in the
present world of Organization’s.
2.0 Objectives :
To study the perception of CEOs and HR Heads
towards the determination of importance
accorded to the various elements of Competency
Mapping across various organizations namely
(Manufacturing, Pharmaceutical, Finance,
Advertising, IT, FMCG, and Retail)
To find out the differences in the perception of
CEOs and HR Heads towards the determination
of importance accorded to the various elements of
Competency Mapping across various
organizations namely (Manufacturing,
Pharmaceutical, Finance, Advertising, IT,
FMCG, and Retail)
3.0 Background of the Study :
It is not long ago that care management was
showered on machines, office equipments,
buildings, cash, accounts receivables etc, which
were considered as assets. And these were
categorized as the “hard” factors. The “soft”
factors, such as people, were not seen as
important for business success as compared to the
hard factors. Almost all Organization’s
considered it waste of money to focus on the
development of its employee’s since their
importance was less as compared to the physical
inputs and output
In the present day scenario, the companies are
finding it difficult to establish and sustain
themselves because of the competition. The need
to invest time as well as money on human capital
is felt in the present scenario. Focus is presently
on methods of achieving results rather than
quantity of achieving it. Competitiveness today
solely depends on the company’s ability to
manage and develop the knowledge and skills of
their people. For this motto to be achieved, it is
imperative to design and build systems that will
support it.
Competency Mapping is nothing but an in-depth
study of identifying key competencies for an
Organization, the jobs and functions within it..
Competency mapping is of the crucial activities
3.1 Need and Significance of the Study :
In the changing scenario of the global economy,
the need to have competent employee’s is
becoming more and more imperative and the
firms are becoming aware of it too. And
resultantly the concept of competency mapping is
gaining importance.
In a nutshell, Competency Mapping is nothing
but an elaborate process of identifying key
competencies for an Organization, the jobs and
functions within it. Competency mapping helps
in identifying an individual’s strengths and
weaknesses so as to better understand themselves
and to guide them towards career development
efforts.
4.0 Research Methodology :
4.1 Research Questions
How does the survey sample core on the various
elements of competency?
How does the perception of CEOs and HR
Mangers towards the determination of
importance accorded to various elements of
Competency Mapping varies across
organization?
How does the perception of CEOs and HR
Mangers towards the determination of
importance accorded to various elements of
Competency Mapping varies across CEOs and
HR Heads?
4.2 Research Design-Survey Research
Type of Research - Exploratory
Scope & Limitation - Only those organizations
were selected which implemented competency
mapping. The perception of CEOs and HR Heads
of various organizations where competency
mapping is not used is outside the purview of this
study.
Tools used for Data Collection-Questionnaire -
The Data was collected using questionnaire
wherein all the important elements of
competencies were asked to rank from 1 to 10
and could not give zero rank. This was done to
know their relative importance and to anlayse
their perception towards the various elements of
competency mapping.
Type of Data -
Primary Data : This data was collected from
respondents using questionnaire.
Secondary Data : This data was collected from
books, online research data base research
journals, company websites and company
databases.
Hypothesis -
H0: There is no difference in the ranking given by
CEOs and HR Heads with respect to the various
elements of Competency Mapping.
Ha: There is a difference in the ranking given by
CEOs and HR Heads with respect to the various
elements of Competency Mapping.
Sample Design - Sample Size :50
Nature of Sample:25 CEOs and 25 HR Heads
from seven different sectors namely
Manufacturing, Pharmaceutical, Finance,
Advertising, IT, FMCG, and Retail.
Sampling Technique - Random
Type of Data Analysis :
Quantitative Analysis was done for data collected
through questionnaire.
Tools used for Quantitative Analysis - The data
collected by the employees was analysed using
‘Paired t test’
5.0 Data Analysis & Interpretation : hypothesis is rejected in case of knowledge,
Group Statistics Physical Competencies, Values and Attitudes &
Designation N Mean Std. Std. Interests. For other elements of Competency
Devi-
ation
Error
Mean
Mapping namely Skills & Abilities, Style,
Competency Mapping CEO 24 10.00 .000a .000
Personality, Principles and Beliefs null
of Aptitudes HR Manager 25 10.00 .000a .000 hypothesis is accepted indicating little or
Competency Mapping CEO 24 11.88 2.473 .505
of Skills & Abilities HR Manager 25 12.80 2.533 .507 negligible difference in rankings given by CEOs
Competency Mapping CEO 24 20.00 .000 .000 and HR Heads.
of Knowledge HR Manager 25 17.40 2.550 .510
Competency Mapping of CEO 24 13.13 2.473 .505
Physical Competencies HR Manager 25 10.20 1.000 .200
Hence we state that there is difference in the
Competency Mapping CEO 24 10.00 .000 .000 ranking given by CEOs and HR Heads pertaining
of Style HR Manager 25 9.80 1.000 .200
Competency Mapping CEO 24 5.00 .000 .000 to four elements of Competency Mapping
of Personality
Competency Mapping
HR Manager
CEO
25
24
5.36
10.00
2.018
.000
.404
.000
namely, Knowledge, Physical Competencies,
of Principles HR Manager 25 9.80 1.000 .200 Values and Attitudes & Interests.
Competency Mapping CEO 24 5.00 .000 .000
of Values HR Manager 25 8.00 2.887 .577 7.0 Recommendations and Conclusions :
Competency Mapping CEO 24 5.00 .000 .000
of Beliefs HR Manager 25 5.20 1.000 .200
Competency Mapping CEO 24 10.00 .000 .000 On the basis of the study conducted, it is crystal
of Attitudes & interest HR Manager 25 12.20 2.533 .507 clear that one of the most precious resources of a
a. t cannot be computed because the standard company is its employee’s. The results clearly
deviations of both groups are 0. point out to the necessary requirement of
Group Statistics on Mean and Standard Deviation for Ranks competent employee’s. In a world where the
given by CEOs and HR Heads on various elements of service sector is becoming increasingly
Competency Mapping important, there is a definite need to focus on the
Independent Samples test for differences in Ranking given improvement of human capital. The competency
by CEOs and HR Heads on various elements of Competency of people is a primary factor in the generation of
mapping
profit and future investment opportunities. It is
important to define human capital at this juncture.
We can broadly define it as the skill set,
knowledge and productivity of employee’s,
which in turn translates into economic growth.
This is where the tool of competency mapping
plays a significant role. Primary and secondary
data inform the findings of this research. As the
results of the study indicate there is a significant
difference in the ranking of elements of
competency mapping by CEOs and HR Heads.
Rankings given by CEOs and HR Heads to This could possibly be due to the different roles
various elements of Competency Mapping - As played by these two groups. It will be useful to
seen from the preceding table the tabulated value enumerate the roles played by the CEO and the
of ‘t’ is less than the calculated value of ‘t’ as a HR Heads.
result the null hypothesis is rejected in case of
knowledge, Physical Competencies, Values and CEOs’ View :
Attitudes & Interests. For other elements of The role of the CEO is to define and articulate the
Competency Mapping namely Skills & Abilities, business views and goals of an Organization.
Style, Personality, Principles and Beliefs null Thus, imagining the future of the company that
hypothesis is accepted indicating little or is far superior to the past of the company is one of
negligible difference in rankings given by CEOs the key imperatives of being a CEO. He/she
and HR Heads. enhances the company’s networks and
6.0 Findings : interactions through a thorough engagement with
his bottom line employee’s. Financial resources
Since the tabulated value of ‘t’ is less than the are invested to improve services, technology and
calculated value of ‘t’ as a result the null products. Lastly, the CEO analyses the
performance and growth indicators of a business
and charts out a route to achieve results that will
generate further investment interests. This, in
turn, sustains the competitive advantage created
by its human resources which is indispensable in
its focused efficiency.
HR Heads’ View :
The HR Heads/ Heads are generally the links or
communicators who manage work flows by
ensuring that interactions that are necessary for
Organizational flow are maintained.
New demands, interruptions and crises have to be
dealt with in a proactive and not reactive manner.
They also act as leaders when occasions arise.
Sometimes, HR Heads have to take the role of
decision makers. The delegation of work is one of
their most important duties that require great
patience and grit. Due to the different roles played
by the two, HR Heads may not, at several times,
share the CEOs’ perception of competencies
required for the growth of the Organization.
The study also shows us how the importance
given to various elements of competency
mapping depend on factors such as personality
and knowledge. However, in spite of the
difference in the roles played by the CEO and HR
head, competency mapping remains an important
fact in the growth and performance of an
Organization.
Integration of CEOs and HR Heads Views :
One of the objectives of the study is to highlight
the importance of competency mapping to an
Organization’s growth and success. It is clear
from the results that CEOs and HR Heads have to
cooperate together on a joint strategy.
Bibliography :
Books :
i. Rao, T.V. (1999). HRD Audit Evaluating the
Human Resource Function for Business
Improvement, New Delhi: Response Books
ii. Sanghi, Seema, (2004). The Handbook of
Competency Mapping, New Delhi:
Response Books
iii. Spencer, Signe. M. & Spencer, Lyle M.
(2008). Competence At Work Models For
Superior Performance. New Delhi: Wiley
India Pvt. Ltd.
iv. Shermon Ganesh, (2004) Competency
Based HRM Tata McGraw-Hill Publishing
Company Ltd
Articles :
v. Acharya, Ranjan. (2003).Competency
Mapping. HcPro. Inc.
vi. Butler, John, (2008). Competency
Confusion. Harpercollins Publications.
vii. Creuger, J. H. N.,& Bulte, A. J.(2002).
Competencies, Classification of
Competencies, Measurement Methods
.Amacom.
viii. Daniel, B. Gregson., & Church ,L. Devidre.
(2000). Core Competence Analysis. Berrett
Koehler Publications.
ix. Dubois, D .David. (2008). What are
Competencies and Why are they important.
Prentice Hall.
Web Resources :
x. www.ebscohost.in
xi. www.emeraldinsights.com
xii. www.humancaptialonline.com
xiii. www.sagepub.in
Journals / periodicals :
xiv. Ajgaonker, Mihir. (2000) ‘Face of the
Furture’ Human Capital,Vol 3
xv. Nath, Rabindra & Raheja, Rajat. (2001)
‘Competencies in Hospitality Industry’
xvi. Noronha Rajiv (2000). ‘Competency not
Intelligence that Matters’ Indian
Management
xvii. Rao,T V (2003). ‘Mapping a Clear Path’
Human Capital
 Corporate Social Responsibilities (CSR) in India
Dr. Renu Soni (Mehta), Reader (Commerce)
M.B. Khalsa College, Indore
What is CSR ?
While there may be no single universally
accepted definition of CSR, each definition that
currently exists underpins the impact that
businesses have on society at large and the
societal expectations of them. Although the roots
of CSR lie in philanthropic activities (such as
donations, charity, relief work, etc.) of
corporations, globally, the concept of CSR has
evolved and now encompasses all related
concepts such as triple bottom line, corporate
citizenship, philanthropy, strategic philanthropy,
shared value, corporate sustainability and
business responsibility. This is evident in some of
the definitions presented below:
The EC defines CSR as “the responsibility of
enterprises for their impacts on society”. To
completely meet their social responsibility,
enterprises “should have in place a process to
integrate social, environmental, ethical human
rights and consumer concerns into their business
operations and core strategy in close
collaboration with their stakeholders”
The WBCSD defines CSR as “the continuing
commitment by business to contribute to
economic development while improving the
quality of life of the workforce and their families
as well as of the community and society at large.”
According to the UNIDO , “Corporate social
responsibility is a management concept whereby
companies integrate social and environmental
concerns in their business operations and
interactions with their stakeholders. CSR is
generally understood as being the way through
which a company achieves a balance of
economic, environmental and social imperatives
(Triple-Bottom-Line Approach), while at the
same time addressing the expectations of
shareholders and stakeholders. In this sense it is
important to draw a distinction between CSR,
which can be a strategic business management
concept, and charity, sponsorships or
philanthropy. Even though the latter can also
make a valuable contribution to poverty
reduction, will directly enhance the reputation of
a company and strengthen its brand, the concept
Dr. Sangeeta Bharuka, Asstt. Prof. (Commerce)
Shri Cloth Market Girls College, Indore
of CSR clearly goes beyond that.”
From the above definitions, it is clear that:
The CSR approach is holistic and integrated with
the core business strategy for addressing social
and environmental impacts of businesses.
CSR needs to address the well-being of all
stakeholders and not just the company’s
shareholders.
Philanthropic activities are only a part of CSR,
which otherwise constitutes a much larger set of
activities entailing strategic business benefits.
The 10 Companies with the Best CSR
Reputations :
Earlier this year, Reputation Institute, a private
global consulting firm based in New York, invited
47,000 consumers across 15 markets to
participate in a study that ranked the world's 100
most reputable companies - all multinational
business with a global presence. The study found
that 42% of how people feel about a company is
based on their perceptions of the firm's
corporate social responsibility (CSR) knowing
how important it is to a corporation 's overall
reputation, rotation Institute decided to
separately rank and honor the firms with the best
CSR. Hear are the top 10 :-
(1) Microsoft (2) Google (3) The Walt
Disney (4) BMW (5) Apple (6) Daimler
(Mercedes Benz) (7) Volkswagen (8) Sony (9)
Colgate - Palmolive (10) LEGO Group.
CSR in India :
CSR in India has traditionally been seen as a
philanthropic activity. And in keeping with the
Indian tradition, it was an activity that was
performed but not deliberated. As a result, there is
limited documentation on specific activities
related to this concept. However, what was
clearly evident that much of this had a national
character encapsulated within it, whether it was
endowing institutions to actively participating in
India’s freedom movement, and embedded in the
idea of trusteeship.
As some observers have pointed out, the practice
of CSR in India still remains within the
philanthropic space, but has moved from
institutional building (educational, research and
cultural) to community development through
various projects. Also, with global influences and
with communities becoming more active and
demanding, there appears to be a discernible
trend, that while CSR remains largely restricted
to community development, it is getting more
strategic in nature (that is, getting linked with
business) than philanthropic, and a large number
of companies are reporting the activities they are
undertaking in this space in their official
websites, annual reports, sustainability reports
and even publishing CSR reports.
The Companies Act, 2013 has introduced the idea
of CSR to the forefront and through its disclose-
or-explain mandate, is promoting greater
transparency and disclosure. Schedule VII of the
Act, which lists out the CSR activities, suggests
communities to be the focal point. On the other
hand, by discussing a company’s relationship to
its stakeholders and integrating CSR into its core
operations, the draft rules suggest that CSR needs
to go beyond communities and beyond the
concept of philanthropy. It will be interesting to
observe the ways in which this will translate into
action at the ground level, and how the
understanding of CSR is set to undergo a change.
CSR and Reliance Group :
The Reliance Group, founded by Dhirubai
Ambani (1932-2002). Reliance providing their
major contribution as CSR in : (1) Health (2)
Education (3) Employment (4) Drishti (5)
Environment.
CSR and TATA :
Areas of CSR using by TATA Group (1)
Environment (2) Employees Relation (3)
Stimulating Economic Growth (4) Civic
Amenities and Community Service (5)
Population Management (6) Sports and
Adventure (7) Health for H (8) Relief during
Natural Calamities (9) Education, Arts and
Culture.
CSR AND Aditya Birla Group :
Aditya Birla Group are carried out under the aegis
of the 'Aditya Birla Centre for community
Initiative and Rural Development, led by Mrs.
Raj Shree Birla. The centre Provides the strategic
direction and the trust areas for our work ensuring
performance management as well.
Aditya Birla Group focus areas are :
(1) Education (2) Health Care and Family
welfare. (3) Social causes (4) Infrastructure
development and sustainable livelihood.
CSR and Dabur :
Making a difference for growth to be responsible,
it should go beyond numbers...... It should do
good to the society create a better world. That's
the kind of growth the Dabur India Ltd. believes
in, and constantly strivers for. Dabur define CSR
as conducting business in ways that provide
social, environmental and economic benefits for
the communities and geographies where we
operate : Dabur two major project under CSR (1)
SUNDESH (2) Medicinal Plant project.
India's Best companies for CSR in year 2014 :
Best CSR in India Award goes to ITC. ITC
incorporated on August 24, 1910 with the name
of Imperial TOBACCO COMPANY of India Ltd.
Name change in 1974 as ITC Ltd.
ITC's CSR spends in various year.
2012- Rs. 58 Crore
2013 - Rs. 78 Crore
2014 - Rs. 107 Crore
CSR Spends as a percentage of average net profit.
(In ITC)
2012 - 0.96%
2013 - 1.06%
2014 - 1.2%
Business Portfolio of ITC :-
(1) Cigarettes and Tabacco.
(2) Hotels
(3) I.T.
(4) Packaging
(5) Agriculture Business
(6) FMCG product
(7) Life style products (wills lifestyle)
(9) Paper Boards.
CSR and ITC Ltd.
(1) Watershed Development Programmes
(2) E-Choupal (3) Renewable Energy
(4) Women Empowerment png
(5) Social farm and forestry
ITC's E-choupal is very popular as activity.
CSR and sustainability :
Sustainability (corporate sustainability) is
derived from the concept of sustainable
development which is defined by the Brundtland
Commission as “development that meets the
needs of the present without compromising the
ability of future generations to meet their own
needs” 4 . Corporate sustainability essentially
refers to the role that companies can play in
meeting the agenda of sustainable development
and entails a balanced approach to economic
progress, social progress and environmental
stewardship.
CSR in India tends to focus on what is done with
profits after they are made. On the other hand,
sustainability is about factoring the social and
environmental impacts of conducting business,
that is, how profits are made. Hence, much of the
Indian practice of CSR is an important
component of sustainability or responsible
business, which is a larger idea, a fact that is
evident from various sustainability frameworks.
An interesting case in point is the NVGs for
social, environmental and economic
responsibilities of business issued by the Ministry
of Corporate Affairs in June 2011. Principle eight
relating to inclusive development encompasses
most of the aspects covered by the CSR clause of
the Companies Act, 2013. However, the
remaining eight principles relate to other aspects
of the business. The UN Global Compact, a
widely used sustainability framework has 10
principles covering social, environmental,
human rights and governance issues, and what is
described as CSR is implicit rather than explicit
in these principles.
Globally, the notion of CSR and sustainability
seems to be converging, as is evident from the
various definitions of CSR put forth by global
organisations. The genesis of this convergence
can be observed from the preamble to the recently
released draft rules relating to the CSR clause
within the Companies Act, 2013 which talks
about stakeholders and integrating it with the
social, environmental and economic objectives,
all of which constitute the idea of a triple bottom
line approach. It is also acknowledged in the
Guidelines on Corporate Social Responsibility
and Sustainability for Central Public Sector
Enterprises issued by the DPE in April 20135 .
The new guidelines, which have replaced two
existing separate guidelines on CSR and
sustainable development, issued in 2010 and
2011 respectively, mentions the following:
“Since corporate social responsibility and
sustainability are so closely entwined, it can be
said that corporate social responsibility and
sustainability is a company’s commitment to its
stakeholders to conduct business in an
economically, socially and environmentally
sustainable manner that is transparent and
ethical.”
Why is the CSR clause of the new Companies
Act, 2013 so critical for SMEs ?
By requiring companies, with a minimum net
profit of 5 crore INR, to spend on CSR activities,
the Companies Act, 2013 is likely to bring in
many SMEs into the CSR fold. This will usher in
a fresh set of challenges to a sector that is
increasingly being asked by its B2B customers to
comply with environmental and social standards,
while remaining competitive in terms of price and
quality. Thus, SMEs will have to quickly learn to
be compliant with these diverse set of
requirements and it is hoped that this handbook
will facilitate their ability to comply with the CSR
clause of the Companies Act, 2013.
Benefits of a robust CSR
Programme
As the business environment gets increasingly
complex and stakeholders become vocal about
their expectations, good CSR practices can only
bring in greater benefits, some of which are as
follows:
• Communities provide the licence to operate:
Apart from internal drivers such as values and
ethos, some of the key stakeholders that influence
corporate behaviour include governments
(through laws and regulations), investors and
customers. In India, a fourth and increasingly
important stakeholder is the community, and
many companies have started realising that the
‘licence to operate’ is no longer given by
governments alone, but communities that are
impacted by a company’s business operations.
Thus, a robust CSR programme that meets the
aspirations of these communities not only
provides them with the licence to operate, but also
to maintain the licence, thereby precluding the
‘trust deficit’.
• Attracting and retaining employees: Several
human resource studies have linked a company’s
ability to attract, retain and motivate employees
with their CSR commitments. Interventions that
encourage and enable employees to participate
are shown to increase employee morale and a
sense of belonging to the company.
• Communities as suppliers: There are certain
innovative CSR initiatives emerging, wherein
companies have invested in enhancing
community livelihood by incorporating them into
their supply chain. This has benefitted
communities and increased their income levels,
while providing these companies with an
additional and secure supply chain.
• Enhancing corporate reputation: The traditional
benefit of generating goodwill, creating a
positive image and branding benefits continue to
exist for companies that operate effective CSR
programmes. This allows companies to position
themselves as responsible corporate citizens.
The Companies Act, 2013 :
In India, the concept of CSR is governed by
clause 135 of the Companies Act, 2013, which
was passed by both Houses of the Parliament, and
had received the assent of the President of India
on 29 August 2013. The CSR provisions within
the Act is applicable to companies with an annual
turnover of 1,000 crore INR and more, or a net
worth of 500 crore INR and more, or a net profit
of five crore INR and more. The new rules, which
will be applicable from the fiscal year 2014-15
onwards, also require companies to set-up a CSR
committee consisting of their board members,
including at least one independent director.
The Act encourages companies to spend at least
2% of their average net profit in the previous three
years on CSR activities. The ministry’s draft
rules, that have been put up for public comment,
define net profit as the profit before tax as per the
books of accounts, excluding profits arising from
branches outside India.
The Act lists out a set of activities eligible under
CSR. Companies may implement these activities
taking into account the local conditions after
seeking board approval. The indicative activities
which can be undertaken by a company under
CSR have been specified under Schedule VII of
the Act.
The draft rules (as of September 2013) provide a
number of clarifications and while these are
awaiting public comment before notification,
some the highlights are as follows:
• Surplus arising out of CSR activities will have to
be reinvested into CSR initiatives, and this will be
over and above the 2% figure
• The company can implement its CSR activities
through the following methods:
- Directly on its own
- Through its own non-profit foundation set-
up so as to facilitate this initiative
- Through independently registered non-
profit organisations that have a record of at
least three years in similar such related
activities
- Collaborating or pooling their resources with
other companies
• Only CSR activities undertaken in India will be
taken into consideration
• Activities meant exclusively for employees and
their families will not qualify
• A format for the board report on CSR has been
provided which includes amongst others,
activity-wise , reasons for spends under 2% of the
average net profits of the previous three years and
a responsibility statement that the CSR policy,
implementation and monitoring process is in
compliance with the CSR objectives, in letter and
in spirit. This has to be signed by either the CEO,
or the MD or a director of the company.
Reference :
i. Agrawal Sanjay K., Corporate Social
Responsibility in India, Response May 2008
ii. Singh, Sanjay Kumar, Corporatization and CSR
Publisher, Neha Publishers and distributors, 2012
iii. Michael Hopkins, Corporate Social
Responsibility - An issues, paper, 2004.
iv. The Economic Times, page no. 08, 5 Dec. 2004
v. Brundt Land Commission's report, 1987
vi. www.dabur.com/nepal.
vii. www.adityabirla.com
viii. www.llec.europa.eu/enterprise/policies/
sustainablebusiness/corporate-
socialresponsibility/index-en.htm.
ix. www.wbcsd.org/work-program/business.
role/previous-wok/ corporate social
responsibility
 The Character of Devayani in the Novel of
Shashi Deshpande : "In the Country of Deceit"
Abstract :
The aim of writing this paper is to focus the
character of Devayani in novel of Shashi
Deshpande’s ‘In the Country of Deceit’.
Through, this novel Deshpande highlights free
attitude of an educated working unmarried girl,
who falls in love with a older and married man,
Ashok. Novel shows euphoric state of mind of
Devayani, who is crazy for him and wants to
spend a whole life in a short span of time with him
and subsequently her strong decision to end her
relation with him. She is quite different from
other protagonists of Deshpande. She is a
complete new form of Deshpande’s ‘Aware
Woman’, who has courage to bring revolution in
the society. She follows self-imposed freedom
and wants to live on her own terms. She, as a,
‘New Woman’ shows great courage and tenacious
spirit to face the ensuing problems in life. The
main purpose of this paper is to highlight the self-
independence, self-assertion and self-
determination of the character of Devayani.
Keywords : Self-independence, Love-relation,
Self- realization,.
Introduction :
Shashi Deshpande is the first rank novelist of the
contemporary times. She writes about what she
sees in around her. Her main concern is to focus
the struggle of woman in the context of
contemporary Indian society and to search for
their identity not only as woman, but also as
human being, by given a central place in her all
novels. She explains self-power, self-courage and
self-consciousness of Indian women. Her writing
helps us to know some of the hidden aspects of
women psychology and their constant search as a
human. Her women’s psychological problem
manifests itself in the form of alienation,
loneliness, annoyance and withdrawal from the
family.
Deshpande discusses in depth the journey her
characters undertake and beautifully portrays the
realistic presentation of the journey of women
and their unnoticed shades. She is an insightful
writer a remarkable understanding of Indian
Sunita Singh (Sengwar), Asst. Prof.,
SD Bansal College of Technology, Indore
Culture and Ethos. In the Country of Deceit, is
also her woman oriented novel which focuses on
the life of a woman. Gahlawat (194) aptly
remarks: “Deshpande’s feminism does not mean
to uproot the woman from her background but to
expose the different ideological elements that
shape her.”
The main purpose to write this paper is to focus on
the boldly step taken by Deshpande in describing
the character of Devayani in her novel ‘In the
Country of Deceit’. Actually, here bold means,
the protagonist Devayani enjoys her unmarried
life with an older, married man and father of ten
year-old daughter, IPS officer Ashok Chinappa.
But, Devayani boldly chooses to embark her
sexuality with Ashok. She enjoys her sexuality,
freedom and individuality with him. She was
passionately in love with the person.
If all Deshpande’s novels are taken together, we
find that all protagonists of her earlier novels,
such as Saru (The Dark Hold No Terrors), Indu
(Roots and Shadows), Jaya (That Long Silence)
are suffered the prevalent gross gender
discrimination in a traditional-bound, patriarchal
system, before marriage as daughters and after as
wives and mothers. But, this latest novel ‘In the
Country of Deceit’ is totally different from her
earlier novels; it does not sketch her middle-class
female protagonists’ turmoil in a male-dominated
society.
Deshpande in this novel picks very bold subject
which shows the image of contemporary society
where most educated and working girls wants to
twist their lives according to their desire. Even,
they are not much fascinated for getting marriage
also. Devayani is one of the most modern women
of Deshpande, who is not on the path of searching
individuality. She is one of the most ambitious
and bold character.
Deshpande ‘In the Country of Deceit’, deals with
the theme of love that is beyond age difference
and social norms. Novel presents the eternal love-
triangle-husband, wife and the other woman. Yet,
Ashok’s wife and daughter are not in the scene.
The novel is purely base on the Love-Relation
between Devayani and Ashok. She explains that
there are no boundaries for love, that nobody can
draw a line and say, ‘I will not go beyond this
line.’ Devayani breaks all set social norms for the
sake of her happiness.
In the Country of Deceit, is a purely love story
which explores the power of love that it takes
people into, author expresses natural feeling and
desire for love when Devayani says ‘Yes, I want
someone to hold me and say, it’s all right, it’s all
right. I want someone to say the most beautiful
words in the world to me: all will be well.’
(Deshpande, Deceit 201) She is one of the
characters in novel, who lives her individuality on
her own terms. She is self-dependent and self-
control girl. She is totally modified aspect of
Deshpande’s women. She represents the mostly
contemporary girls, who do not care of marriage
and want to live alone. Devayani keeps very open
vision towards herself. She does not realize any
accountability and responsibility towards
anyone. Recriminatory behaviour of her relatives
does not let her disturb. She eventually falls in
love with a married man, Ashok. He is a nearing
forty and Devi is about thirty. She embarks her
long journey of guilt in the ‘Country of Deceit’.
Voluntarily, she enters in this country, but she
cannot accept the role of a ‘Whore’. Deshpande in
on online interview explains:
Relationships are not something one decides on.
They happen naturally, especially adult
relationships, and one must know what the
consequences are and take responsibility for it. It
is very difficult to judge if adult love is good or
bad. Human beings always crave for love, even in
death a dying man wants to hold someone's
hands. It is very difficult to distinguish love
according to the level of mental maturity. A 60-
year-old man or a woman can fall in love and
behave like a child. People realize the true
meaning of love only when they fall in love.
(dnaindia.com)
In this novel, Deshpande explains a different kind
of delicacy in the relationship. Devayani loves
Ashok very much. But in last, she shows
bourgeois attitude and thinks: “I must stop this.
We can’t go on. We must stop...............”.
Devayani’s parting is very painful because she
was frankly in love with the person. Deshapnde
says in her interview with Sirisha K (222).
“That’s human. You know what you are doing is
right, but it does not take away the pain. That’s
very normal in human. That is one kind and
different kind of ending a relationship. She has to
move out of the relationship which she indulged.”
(rjelal.com)
Novel begins with the demolition of an old
parents’ house and construction of new house.
Although, to see the destroying of anything is
painful but the demolition of the old house was
not painful for both Devayani and her sister Savi.
In fact, Devayani quotes here that: “this was not
end, but a beginning. A fresh start. A clean slate.” (
Deshpande, Deceit 3). Devayani decides to reside
alone in her newly built house in the small town
Rejnur. Her elder sister, Savita and brother-in-
law, Shree, live in Delhi. Devayani’s aunt Sindhu
is in the USA with her daughter Tara. She is
unconventional in attitude but not in dress-up.
She wears sari all the time and enjoys her life. She
thinks: “I want a needlepoint of extreme
happiness, I want a moment in my life which will
make me feel I am touching the sky.”
(Deshpande, Deceit 25).
Devayani does not want get married, yet she is not
in oppose of marriage. She had seen her parent’s
marriage which was a kind of compromise. She
also knows about her father’s suicide and painful
death of her mother. Having witnessed her
parent’s anguish, she does not want to settle into a
marriage of compromise. She rejects all marriage
proposals send by her relatives. Her aunt Sindhu
tries to agree her for marriage and shares her
experience with Devayani through letters. She
writes that: “life is lived through the body.” (41).
She continues: “… the body is important and so
are the demands of the body… I come to the point:
you are still young, your natural desires will be
with you for many more years. Our country does
not allow women to fulfill these desires without
marriage.” (Deshpande, Deceit 43)
Devayani reveals her thoughts in response to her
relatives on insisting for her marriage: “... Jane
Austin believed in marriage that her heroines got
their men at the end. But she believed in marriage
with the right person. Why did she remain a
spinster otherwise?” (Deshpande, Deceit 28) She
quotes Elizabeth’s words in reply: ‘ Let me shift
for myself.’ (Deshpande, Deceit 28). She wants to
shift for herself. She wants let her life for herself.
She writes: “I know that Jane Austen believed in
marriage, that her heroines got their men at the
end. But she believed in marriage with right relationship without a future. They knew that
person. Why did she remain a spinster marriage was not possible in the relation, anyhow
otherwise?”(Deshpande, Deceit 28). that would not happen. She knows that she has
everything – except luck. Devayani shares night
Devayani meets Ashok Chinappa, Rajnur’s new
with him because she wanted that: “I did it
District Superintendent of Police. She is
because I wanted him, I wanted to be with him, I
introduced to Ashok by her film actress friend
wanted to be in his company, I wanted to sleep
Rani in a small gathering. She attracts towards
with him, I wanted this relationship ...”
Ashok but why she does not know. She realises:
(Deshpande, Deceit 142) Gahlawat (190)
“I am frightened, not of the man, but of myself, of
correctly remarks: “There are no hostages taken
my desire to run, not away from, but into his
in the country of deceit, no victors, only scarred
arms”.(Deshpande, Deceit 94). Further she
lives.” Devayani wants everything from Ashok.
thinks: “Was this what I wanted? His body? But
She wants to say him: “give me your love, give
lust is simple, I could deal with it. There would be
me your life, give me all the time you have on this
a tinge of shame, a small smile, ever, at its
earth?” (Deshpande, Deceit 210)
quirkiness, amazement at its inappositeness. But
this ...? Oh God, what did I want?” (Deshpande, Devayani does not want that anybody blame
deceit 95) Ashok for getting love with her. She does not
want call her innocent also. As we are knowledge
Devayani is very aware for the natural demand of
by Devayani words: “l’d seen my father die of
her body. She feels:“I lay in bed wide awake,
despair, l’d seen my mother confront death, fight
conscious of my body in its nightdress, thinking,
it, and then finally embrace it like a friend, l’d
that’s the point of marriage. Sex without guilt.
held my sister’s dead baby in my arms. And l had
Sex without any strings attached. Sex without
watched Aba, an old man, slowly die of loneliness
fear. (Deshpande, Deceit 77). She knows that
before my eyes. Yes, I had seen birth, death,
such type of relation has no future despite that she
despair and suffering; why did they call me
handovers herself to Ashok. Is it desire of body to
innocent? If Ashok was doing wrong so was l. l
be involved with opposite sex?
would not exculpate myself.” (Deshpande,
Ashok becomes the sun, the moon and stars in her Deceit 223)
life. She cannot make understand to others that
Devayani regrets in the last that she had done. She
how much she is comfortable with him. She loves
realises that she is in a state of euphoria while
him and she knows that Ashok also loves her as
being with Ashok. She finally takes a strong
much as a man can love a woman. Devayani tells
decision to break free of this adulterous
her sister about her relation that: “... you know
relationship which will give her neither security
nothing of our relationship. You think only of the
nor permanent happiness. She realizes herself
sex; but there’s so much more. We talk, we laugh,
that: “something is wrong with our relationship,
I can say things to him I’ve never said to anyone,
Ashok’s and mine, if it makes me think this way,
he listens to me the way no one has listened to me
if it makes me mean and selfish. And I have to ask
before, making each word of mine a precious
myself: if love is so wonderful, why should love
jewel. I don’t know how many couples get this,
make me do what is wrong? (Deshpande, Deceit
but for me – I never expected this; this complete
202). It shows tenacious attitude of Devayani.
sharing of everything, it’s like a miracle.”
She asks herself: “Why did I do it? Why did I
(Deshpande, Deceit 200) Devayani does not
enter the country of deceit? What took me into it?
believe in rebirth but if she gets, wants Ashok in
I hesitate to use the word love, but what other
her life. “I don’t believe in rebirth, but if I could
word is there? And yet, like the word ‘atonement’
have Ashok again, even for such a short time,
I kept hearing in Kahama’s conversation, though
even in this way, I don’t mind being born again.
she never uttered it, the word love is too simple
Punarapi jananam, punarapi maranam. Once
for the complicated emotions and responses that
again birth, once again death. But only with
made me do what I had done. Ultimately, I did it
Ashok, only for Ashok.” (Deshpand, Deceit 224).
because he was Ashok, because we met. That’s
Devayani and Ashok both were painfully all. Our meeting – it was a miracle, a disaster.”
acknowledge from the very beginning about their (Deshpande, Deceit 257). At one stage, Devayani
realises the real value of the marriage. She has game of dominance – subservience in gender
experienced now and why the wife’s status is the relation.”. Deshpande locates and places Indian
supreme to the other woman in the life of a man. Literary works in the context of the Indian
“That is what marriage means; knowing that the contemporary society.
years .................this is what I want, this is what
References :
I’ll never have”. (Deshpande, Deceit 191-192)
i. Bhalla, Amrita. Shashi Deshpande. New
Gahlawat (201) aptly remarks: “The Shashi
Delhi: Atlantic Publishers & Distributors (P)
Deshpande’s In the Country of Deceit presents
LTD, 2010. Print.
the intersection of varying lifestyles, presenting
at the end their common condemnation of a ii. Bhardwaj, Neelam Sanwal. “Shashi
universal crime beyond redemption and, one is Deshapnde’s IN THE COUNTRY OF
left wondering- is it the crime of Love or that of DECEIT: AN EXPLORATION OF
Deceit?” Devayani has dilemmatic situation, she D E S I R E , D E C E I T A N D G U I LT
thinks: “... I must admit that I have secret hopes THROUGH REVISIONIST
that he will come to me one day and say, ‘I am MYTHMAKING AND CULTURAL
free, we can be together.’ A futile dream. I know NARRATIVES.” May, 2014. Web. 4 Aug.
that. And I also know that we could be happier 2015. <www.researchscholars.co. in>
than most married couples, that we could have the iii. Deshpande, Shashi. In the Country of Deceit.
kind of marriage very few couples can even New Delhi: Penguin Books, 2008. Print.
dream of. I hunger for him, I thirst for him... It’s
like asking me to give up life, to give up breath... iv. Gahlawat, Dalvir Singh. Turmoil and Turn:
Even the thought of living without him makes me Women in Shashi Deshpande’s Novel. New
feel like dying.”(Deshpande, Deceit 201). Delhi: Adhyayan Publishers & Distributors,
Devayani’s story shows how even morally 2013. Print.
upstanding women may make mistakes in their v. My new book is about adult love: Shashi
lives. Deshpande. Saturday, 17 January 2009.
Deshpande succeeds in the portrayal of Web. 5 Aug. 2015. <www.dnaindia.com>
Devayani’s psychological condition with vi. Sirisha, K. Interview with Shashi
remarkable objectivity. But, Deshpande does not Deshpande. “ ….”. Research Journal of
let know her reader that Ashok has gone forever English Language and Literature.(RJELAL)
from Devayani’s life, will he come back or not, A Peer Reviewed (Referred) International
what will do Devayani, will she get married or Journal. Vol.2. Issue. 4. 2014. Web. 8.
would wait for Ashok. All these questions are left Aug.2015. <http://www.rjelal.com>
without answers. Novel leaves one question in
the end of story, “Is this what my life is going to be
like from now–a constant struggle between trying
to forget and wanting to remember?”
(Deshpande, Deceit 259).
Nevertheless, Deshpande proves in the story that
love is not beyond the bound of human
limitations. A man can sink into love-river but it is
not impossible to come out from there. Devayani
was crazy for Ashok, but she draws herself in love
with Ashok. Though the process was painful, but
she ends her futureless relation with him. The
epigraph, mentioned in Deshpande’s earlier
novel ‘The Dark Holds No Terror’, that: ‘you are
your own refuge/ there is no other refuge,’ again
justified with the journey of Devayani. Bhalla
(59) correctly remarks: “Deshpande has spoken
about the complicity of women in the power
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gksus ds dkj.k jn~n dj fn;k x;k A ftu nl
f'kdk;rksa dks jn~n ugha fd;k x;k] dkmafly us muesa
ls fdlh ij vc rd dksbZ fu.kZ; ugha lquk;k gS A
;kfu ;s lHkh ekeys QSlys ds bUrtkj esa yfEcr iM+s
gSaA o"kZ 2012&13 esa ntZ 9 f'kdk;rksa esa ls ,d dks
le; lhek ls ckgj gksus ds dkj.k lekIr dj fn;k
x;k vkSj ckdh cph lHkh vkB f'kdk;rksa ij vc rd
izsl dkmafly dk fu.kZ; lkeus ugha vk;k gS A blds
ckn ds o"kksZa esa iathd`r gksus okyh f'kdk;rsa Hkh izsl
dkmafly dh yEch izfØ;kvksa esa Qalh gqbZ gSa A o"kZ
2013&14 esa ntZ lHkh 50 f'kdk;rsa vkSj o"kZ 2014&15
esa ntZ lHkh 45 f'kdk;rsa vHkh izsl dkmafly dh
izfØ;kvksa ls gh xqtj jgh gSa A6
isM U;wt+ ij jksd yxkus dh fn'kk esa lcls T;knk
lfØ; fn[kkbZ nsus vkSj dbZ ckj desfV;k¡ cukus okyh
izsl dkmafly esa ntZ f'kdk;rksa dk ;g gJ fdlh dks
Hkh gSjr esa Mky ldrk gS A izsl dkmafly ds ;g
vk¡dM+s blds cokg gSa fd isM U;wt+ ij jksd yxkus dh
fn'kk esa c;kuckth djus vkSj desfV;ksa ds xBu ds
vykok vHkh rd fdlh Lrj ij ,slk dqN ugha gqvk gS]
ftlls izsl dks bl cM+s dyad ls cpkus dh vk'kk dh
tk lds A
izsl dkmafly esa igq¡pus okyh reke f'kdk;rksa ij ik¡p
lky chrus ds ckn Hkh dksbZ fu.kZ; u vkuk ypj
O;oLFkk dh vksj ladsr dj jgk gS A ftu f'kdk;rksa
dh tkap Hkh lkyksa igys iwjh gks pqdh gS] mu ij Hkh izsl
dkmafly us vius QSlys dh ?kks"k.kk ugha dh gS A 7
viMsV] 12-42 ih-,e- vkbZ-,l-Vh- A
4- i`"B la[;k 1] isM U;wt+ laca/kh fjiksVZ] fnukad 30-
07-2010] Hkkjrh; izsl ifj"kn] ubZfnYyh A
5- fefly la[;k 28@51@13&14&vkj-Vh-vkbZ-
fnukad 04-08-2014] vk'kk xksfx;k] vij lfpo
¼f'k-½] izsl dkmafly vkWQ bf.M;k] ubZfnYyh
6- fefly la[;k 28@51@13&14&vkj-Vh-vkbZ-
fnukad 04-08-2014] vk'kk xksfx;k] vij lfpo
¼f'k-½] izsl dkmafly vkWQ bf.M;k] ubZfnYyh
7- Hkkjrh; izsl ifj"kn dks isM U;wt+ ij izkIr
f'kdk;rsa] fefly la[;k 28@51@13&14 &
vkj-Vh-vkbZ- fnukad 04@08@2014] vk'kk
xksfx;k] vij lfpo ¼f'k-½ izsl dkmafly vkWQ
bf.M;k] ubZfnYyh

fu"d"kZ %
isM U;wt+ dks jksdus ds fy, fdlh Lrj ij dksbZ xEHkhj
iz;kl ugha fd;k tk jgk gS A isM U;wt+ ij jksd
yxkus dh fn'kk esa lcls T;knk lfØ;rk n'kkZus okyh
izsl dkmafly Hkh iathd`r f'kdk;rksa ij QSlys djus esa
cgqr T;knk <qyeqy joS;k viukus okyh ljdkjh laLFkk
curh tk jgh gS A orZeku ifjfLFkfr esa isM U;wt+ ds
nq"ifj.kke dks c<+us ls jksduk vkSj lekt dks bl cqjkbZ
ls cpkus ds fy, ukdkQh ls Hkh de gS A ftl rsth ls
isM U;wt+ dks ysdj fofHkUu Lrjksa ij fpark c<+h gS]
mlds en~nsutj isM U;wt+ dks jksdus dh O;oLFkk
ux.; izrhr gksrh gS A bl vk/kkj ij ;g dgk tk
ldrk gS fd isM U;wt+ ij jksd yxkus ds fy, u, vkSj
izHkkoh dne mBk, cxSj bl cqjkbZ ij vadq'k yxkus dh
mEehn djuk mfpr ugha gksxk A
lanHkZ %
1- Lora= vkokt MkWV dkWe] ^^ehfM;k jk"Vªh; lEink
gS] fdUrq isM U;wt+ nq%[kn** fnukad 28 Qjojh
2014 03-47-29 ih-,e-
2- pefM+;k vfuy] ^^isM U;wt+ ds cktkj esa Hkkjrh;
ehfM;k**] ehfM;k [kxj] fnukad 28 vDVwcj 2013
3- ,u-Mh-Vh-oh- bf.M;k] fnukad 5 ebZ 2014] ykLV
 Ldwy f'k{kk foHkkx ds vUrZxr 'kklu }kjk fufeZr ;kstukvksa ds lanHkZ esa
fo|ky; ds vfHkHkkodkas dh tkx:drk dk v/;;u ¼eUnlkSj ftys ds lanHkZ esa½
lat; Mkxj] lgk;d izk/;kid]
ljLorh f'k{kk egkfo|ky; eUnlkSj ¼e-iz-½
Lkkjka'k %
izLrqr 'kks/k esa fofHkUu fo|ky;ksa ds vfHkHkkodksa ls
Ldwy f'k{kk foHkkx ds vUrZxr 'kklu }kjk
le;&le; ij fo|kkfFkZ;ksa ds lokZfx.k fodkl rFkk
f'k{kk esa fujUrjrk ,oa izksRlkgu ds fy;s ftu
;kstukvksa dk fuekZ.k 'kklu }kjk fd;k tkrk gSA muds
lanHkZ esa fo|kky; esa v?;;ujr fo|kkfFkZ;ksa ds
vfHkHkkodksa dks ;kstukvksa dh tkudkjh fdl lhek rd
gksrh gaS rFkk os ;kstukvksa dk ykHk mBk ikrs gS] fd ugha
bl ds fy;s izLrqr 'kks/k esa 'kklu }kjk fufeZr
;kstukvksa ,oa mudh izk=rk lacaf/k tkudkjh ds fy;s
,d LofufeZr iz'ukoyh dk fuekZ.k fd;k x;kA bl
iz'ukoyh esa vfHkHkkodkas ds fy;s dwy 20 iz'uksa dk
fuekZ.k fd;k x;k FkkA vfHkHkkodksa dks ftuds mRrj
gk¡@ugha esa nsuk FksA izLrqr 'kks/k ds ijh.kke ds vk/kkj
ij fu"d"kZ fudkyk x;k fd orZeku esa fo|ky; ds
vfHkHkkod vius ckydksa dh f'k{kk fujarjrk cuk;s
j[kus ds fy;s 'kklu }kjk fufeZr ;kstukvksa dk ykHk
100 izfr'kr ugha mBk ikrs gSaA
izLrkouk %
;g Li"V gS fd Lor= a rk ds le; f'k{kk O;oLFkk
cfqu;knh rkjS ij ,d lhfer o mPp oxZ dks /;ku eas
j[kdj cukbZ xbZ FkhA fdUrq 'kfS'kd voljkas dh
lekurk dks /;ku eas j[k dj rFkk lfao/kku dh /kkjk 45
ds vul q kj jkT; 14 o"kZ dh vk;q i.wkZ djus rd lHkh
ckydkas grsq fu%'kYqd ,oa vfuok;Z f'k{kk nuss dh O;oLFkk
djus dk i; z kl djx s kA blds fy;s 'kklu }kjk
le;&le; ij vud s ksa idz kj fd Ldy w f'k{kk foHkkx ds
vUrZ x r iz k ja f Hkd f'k{kk iw . kZ dj pq d s
ckyd@ckfydkvkas ds vkxs dh f'k{kk eas fujUrjrk
cuk;s j[kus rFkk ikzRslkgu grsq vud S id z kj fd
;kt s ukvkas dk fuek.Zk fd;k tkrk gAS ftldk ykHk
mBkus ds fy;s fo|kky; ds vfHkHkkod dks tkudkjh
gkusk vfrvko';d gASas tkudkjh ds vHkko eas lkekU;
fu/kuZ ifjokj vius ckydkas dks mfpr f'k{kk inzku djus
eas vleFkZ jgrs gAaS bu ;kt s ukvkas fd tkudkjh Ldy w @fpfdRlk egkfo|ky; ,oa lh-ih-Vh- esa izos'k
f'k{kk foHkkx ] fo|ky; ds ikzpk;& Z lcafa/kr f'k{kd ,oa
lekpkj i=&if=dkvkas ds ek/;e ls ikzIr fd tk
ldrh gAS lkekU;r% n[skk tkrk gS fd vul q fwpr tkfr
,oa vul q fwpr tutkfr ds fo|kFkhZ rks ,d lhek rd
'kklu }kjk pykbZ tk jgh ;kt s ukvkas dk ykHk mBkrs gh
t;nhi egkj] lgk;d izk/;kid]
ljLorh f'k{kk egkfo|ky; eUnlkSj ¼e-iz½
g]Sa fdUrq lkekU; oxZ tks fd fu/kuZ g]S os tkudkjh ds
vHkko eas ;kts ukvkas dk ykHk ugha mBk ikrs gAaS
orZeku esa Ldwy f'k{kk foHkkx }kjk fuEu izdkj dh
;kstuk ykxw gSS &
1- Lkeasfdr Nk=o`fr ;ksatuk & ;g lkekU; fu/kZu
oxZ ds ckydksa ds f'k{kk esa fujarjrk gsrq 'kkldh;
fo|ky; esa Nk=o`fr] f'k";o`fr ,oa izksRlkgu
;kstuk d{kk 9 oh ,oa 10oh esa v/;;ujr ,oa
ftudh ifjokj dh vk; 54000: izfro"kZ gks ds
fy;s Nk= dks 300: ,oa Nk=k dks 400: izfro"kZ
iznk; dh tkrh gaSA
2- Lokeh foosdkuUn iksLV eSfVªd izkoh.; Nk=o`fr
;kstuk&lkekU; fu/kZu ifjokj ftudh vk;
54000 : izfro"kZ gks ,oa d{kk 10 oh esa rFkk d{kk
11oh esa izFke Js.kh esa mRrh.kZ gksus ij d{kk 12oh
ds v?;;u ds fy;s Nk= dks 500 : ,oa Nk=k dks
550 : izfro"kZ iznk; dh tkrh gaSA
3- Lkqnkek f'k";o`fr ;kstuk & 'kkldh; mRd`"V
fo|ky;ksa esa d{kk 11oh ,oa d{kk 12oh eas
v/;;ujr Nk=kokl esa fuokl djus okys lkekU;
fu/kZu ifjokj ftudh vk; 54000 : izfro"kZ ls
vf/kd ugha gaS] mUgsa blds vUrxZr Nk= dks 500
: ,oa Nk=k dks 525 : izfrekg ds eku ls 10
ekg rd iznku dh tkrh gaS A
4- MkWa- ,-ih-ts- vCnqy dyke es/kkoh Nk= izksRlkgu
;kstuk & blds vUrxZr izR;sd ftys ds
'kkldh; fo|ky; esa d{kk 12 oh esa lokZf/kd vad
izkIr dj mRrh.kZ gksus okys izR;sd ladk; ds
lkekU; fu/kZu oxZ ds ifjokj ftudh vk;
54000: izfro"kZ ls vf/kd u gks ,sls Nk=@Nk=k
dks 5000: izksRlkgu jkf'k iznk; dh tkrh gaSA
5- Lkqij 100 ;kstuk&'kkldh; fo|ky; ds d{kk
10oh esa ,sls izfrHkk'kkyh fo|kFkhZ tksa ns'k ds
O;olkf;d laLFkkvksa tSls vkbZ-vkbZ Vh-
ysuk pkgrs gSaA ek/;fed f'k{kk e.My }kjk ftys
okj izkoh.; lwph ds vk/kkj ij izR;sd ftys ls
d{kk 11oh ds fy;s izR;sd ladk; ls 2&2 dqy 06
fo|kfFkZ;ksa dk p;u fd;k tkrk gaSA
6- fodykax cPpksa fd lekosf'kr f'k{kk lsds.Mªh LVst
& d{kk 9oh ls d{kk 12oh rd fo'ks"k vko';drk
okys ckydksa dh f'k{kk dh lqfo/kk miyC/k djkus
ds fy;s fodykax Nk=@Nk=k dks iqLrds]
LVs'kujh] x.kos'k] ifjogu HkRrk] okpu HkRrk]
ekxZj{k.k HkRrk ] midj.k] czsy iqLrdas vkfn dh
lqfo/kk ds fy;s Hkkjr 'kklu }kjk 3000 :- ,oa
jkT; ljdkj }kjk 600 :- dh jkf'k iznk; dh
tkrh gaS A
7- ckfydk f'k{kk izksRlkgu ;kstuk&vuqqlwfpr tkfr
,o tu tkfr dh ckfydkvksa rFkk dLrqjck xkW/kh
ckfydk fo|ky; ls d{kk 8oh mRrhZ.k djus okyh
lHkh ckfydkvksa dks izksRlkgu gsrq muds [kkrs esa
Hkkjr 'kklu }kjk 3000 :- tek fd;s tkrs gSA
;g jkf'k d{kk 10oh mRrh.kZ djus rFkk 18o"kZ dh
vk;q iq.kZ djus ij izkIr dh tk ldrh gSaA ;g
;kstuk 'kkldh;@vuqnku izkIr fo|ky; ds
d{kk 9oh esa izos'k ysus okys vuqqlwfpr tkfr ,o
tutkfr dh ckfydk tks vfookfgr gks ftldh
vk;q 16 o"kZ ls de gks dks Hkh ykHk feyrk gSaA
8- dLrqjck xkW/kh ckfydk fo|ky;& nwjLFk @nqxZe
{ks= ds jgus okyh f'k{kk ls oafpr ckfydkvksa ds
fy;s vkokl]ikfjokfjd okrkoj.k vko';d
lkexzh ][ksydqn]euksjstu lalk/ku dh miyC/krk
Lo;a dh lqj{kk ds fy;s vkRe lqj{kk izf'k{k.k
izfrHkkj o`frdk jkf'k [kkrs esa izkIr gksrh gSaA
9- ckfydk Nk=kokl ;kstuk&,sls xkWo tgk 3 fd-
eh- dh ifjf/k esa dksbZ ek/;fed 'kkyk ugha gaSA ogk
dh ckfydkvksa ds fy;s A
10- vizos'kh ,oa 'kkyk R;kxh cPpksa ds fy;sa &Ldwy
pys ge vfHk;ku ds vUrxZr 6 ls 14 o"kZ ds
leLr cPpkas dks d{kk esa izos'k fnykus ds fy;s A
11- iyk;u Nk=kokl ;kstuk&,sls ifjokj tks [ksrh]
etnwjh ;k vU; fdlh dkj.k ls vius xko ls
iyk;u dj tkrs gSa muds cPpksa ds fy;s iyk;u
Nk=kokl ;kstuk gaSA
12- ckyd Nk=kokl ;kstuk& 6 ls 14 o"kZ ds ckydksa
ds fy;s tks 'kkyk R;kxh gaS A bu Nk=koklkas esa
fujkfJr] jsYosIysVQkeZ] LVªhV fpYMªu] vukFk
cs?kj dpjk fcuus okys fHk’;ko`fr okys ?kqeDdM
tkfr;ksa ds rFkk foeqDr ,oa izhfefVo Vªkboy
]vYila[;d ,oa ouxzke iV~Vk/kkjh ds cPpksa dks
izos'k fn;k tkrk gSaA
13- fu%'kqYd x.kos'k&d{kk 1 ls 8oh rd leLr
fo|kfFkZ;ksa dks izfr fo|kFkhZ dks nks x.kos'k ds eku
ls 400 : iznku fd;s tkrs gSaA
14- fu%'kqYd lkbfdy&3 fd-eh- ls vf/kd nwjh ij
d{kk 6Vh esa izos'k ysus okys leLr oxZ ds
fo|kfFkZ;ksa dks lkbfdy iznk; fd tkrh gSaA
fu%'kqYd lkbfdy ;kstuk 2014&15 &bles d{kk
9oh esa xzkeh.k {ks= ds v/;;ujr fo|kfFkZ;ksa ds
fy;sa bl ;kstuk esa 2400 : dk psd fn;k tkrk
gaSA
15- fu%'kqYd ikB~;iqLrd iznk; ;kstuk& d{kk 1 ls
8oh rd leLr fo|kfFkZ;ksa dks fu%'kqYd
ikB~;iqLrd iznk; dh tkrh gSA ,sls vuqnku izkIr
fo|ky; tgk ij 'kqYd ugha fy;k tkrk gS] ogk
ij Hkh ;g ;kstuk ykxq gaSA
16- lekosf'kr f'k{kk ;kstuk&fo'ks’k vko';drk
¼n`f"V ckf/kr] Jo.k ckf/kr rFkk ekufld
fu'kDr½ ckydksa dks lkekU; ckydksa ds leku
f'k{kk iznku djus ds fy;s A
17- LekVZ Dykl&;g e-iz- 'kklu dh vfHkuo igy gS]
blds }kjk ek/;fed 'kkykvksa esa v/;;ujr
Nk=&Nk=k vkbZ-lh-Vh- ds f'k{kk laLFkkvksa rFkk
fMthVy :i ls miyC/k 'kSf{kd dk;ZØeksa ds
ykHk izkIr gksrk gSaA
18- jk"Vªh; ehUl de esjhV Nk=o`fr&vkfFkZd :i ls
detksj izfrHkk'kkyh fo|kfFkZ;ksa ds fy;s ftUgkus
d{kk 7oh esa lh-xszM ,oa ifjokj dh vk; ,d yk[k
50 gtkj ls de gks ,oa d{kk 8oh esa v/;;ujr
fo|kFkhZ bl ;kstuk ds rgr ijh{kk ds ek/;e ls
p;fur fo|kfFkZ;ksa dks 6000: ds eku ls d{kk
9oh ls d{kk 12 oh rd v/;;u gsrq Nk=o`fr izkIr
gksrh gSaA
19- jk"Vªh; izfrHkk [kkst Nk=o`fr & d{kk 10oh esa
v?;;ujr fo|kfFkZ;ksa ds fy;sa ijh{kk dk vk;kstu
fd;k tkrk gSa A p;fur fo|kfFkZ;ksa dks muds
laiw.kZ fo|kFkhZ thoudky es d{kk 12oh rd 1250
: rFkk egkfo|ky; dh f'k{kk ds fy;s 2000 :
izfrekg Nk=o`fr iznku dh tkrh gSa A
mn~ns'; & fo|ky; ds vfHkHkkodksa esa Ldwy f'k{kk
foHkkx ds vUrxZr 'kklu }kjk fufeZr ;kstuk ds lanZHk
esa tkx:drk ds ckjs esa tkudkjh dk irk yxkukA
fof/k&izLrqr 'kks/k esa losZ{k.k fof/k dk iz;ksx fd;k x;k
ftlds vUrxZr fo|ky; ds dqy 100 vfHkHkkodksa dks
'kkehy fd;k x;k A
U;kn'kZ & izLrqr 'kks/k ds fy;s eaUnlkSj ftys ds
'kkldh; ,oa v'kkldh; fo|ky; ds vfHkHkkodksa dks
U;kn'kZ esa 'kkehy fd;k x;kA
midj.k & 'kklu }kjk fufeZr ;kstuk dh tkudkjh ds
ckjs esa vfHkHkkodksa dh tkx:drk ds fy;s ;kstuk
lacaf/k iz'ukoyh dk fuekZ.k fd;k x;k ] ftles dqy
20 iz'u Fks ftuds mRrj gk¡@ugha esa nsus Fks A
iznRr ladyu fof/k& ;kn`fPNd U;kn'kZ p;fur
rduhfd dk mi;ksx fd;k x;kA fo|ky; vfHkHkkodksa
dks 'kks/k mn~ns'; crykdj mUgsa iz'ukoyh Hkjus ds
fy;s nh xbZ rFkk muds mRrjks ds vk/kkj ij ifj.kke
,oa fu"d"kZ fudkys x;sA
vfHkHkkodkas ls izkIr iz'ukoyh ds ifj.kke %
Ø- dFku gk¡
% %
1 vki Ldwy f'k{kk foHkkx dh tkudkjh 95
j[krs gS A
2 vki Ldwy f'k{kk foHkkx dh fufeZr 80
;kstukvksa esa :ph ysrs gS A
3 D;k vkids ckydkss dks fdlh ;kstuk 70
dk ykHk fey jgk gS A
4 vkids ckyd dks fdl ;kstuk ds 70
dkj.k ykHk fey jgk gS] vkidks
D;k mldh tkudkjh gaS A
5 vki Ldwy f'k{kk foHkkx dh ;kstuk 65
ds ckjs esa fo|ky; ds izkpk;Z ;k
f'k{kd ls okrkZyki djrs gSaA
6 vki lesfdr Nk=o`fr ;kstuk 55
ds ckjs esa tkurs gaS A
7 vki Lokeh foosdkuUn iksLV esVªhd 50
Nk=o`fr ;kstuk ds ckjs esa tkurs gSaA
8 vki lqnkek f'k’;ko`fr ;kstuk ds 60
ckjs esa tkurs gSA
9 vki lqij 100 ;kstuk ds ckjs 45
esa tkurs gSA
10 vki ckfydk f'k{kk izksRlkgu ;kstuk 55
ds ckjs esa tkurs gSaA
11 vki dLrqjck xk¡/kh fo|ky; ;kstuk 45
ds ckjs esa tkurs gSA
12 vki MkW-,-ih-ts-vCnqy dyke es?kkoh 55
Nk= izksRlkgu ;kstuk ds ckjs esa
tkurs gSA
13 vki fu%'kqYd x.kos'k ;kstuk ds 95
ckjs esa tkurs gS A
14 vki fu%'kqYd ikB~;iqLrds iznk; 95
;kstuk ds ckjs esa tkurs gSa A
15 vki fu%'kqYd lkbfdy iznk; 85
;kstuk ds ckjs esa tkurs gS A
16 vki jk"Vªh; izfrHkk [kkst Nk=o`fr 95 05
;kstuk ds ckjs esa tkurs gSA
17 ckfydk Nk=kokl ;kstuk ds ckjs 65 35
esa tkurs gS A
18 vki iyk;u Nk=kokl ;kstuk 50 50
ds ckjs esa tkurs gS A
19 vki vizos'kh ,o 'kkyk R;kxh cPpksa 45 55
dh ;kstuk ds ckjs esa tkurs gS A
20 vkids }kjk Ldwy f'k{kk foHkkx dh 85 15
fdlh ;kstuk dk fdlh if=dk es
i<+us ij vki fo|ky; ds f'k{kd
ls vf/kd tkudkjh ysrs gSA
foospuk ,oa fu"d"kZ %
& 95 izfr'kr vfHkHkkodkas ds mRrj gk¡ esa izkIr gq,
vFkkZr os Ldwy f'k{kk foHkkx dh tkudkjh j[krs
ugha gaS A
& 80 izfr'kr vfHkHkkodksa ds mRrj gk¡ esa izkIr gq,
05 vFkkZr os Ldwy f'k{kk foHkkx dh fufeZr
;kstukvksa esa :ph ysrs gaS A
20
& 70 izfr'kr vfHkHkkodkas ds mRrj gk¡ esa izkIr gq,
30 vFkkZr muds ckydkss dks fdl u fdlh ;kstuk
dk ykHk fey jgk gS A
30 & 70 izfr'kr vfHkHkkodksa ds mRrj gk¡ esa izkIr gq,
vFkkZr mUgas irk gS fd muds ckyd dks fdl
;kstuk ds dkj.k ykHk fey jgk gS] bldh
35 tkudkjh mUgsa gSa A
& 65 izfr'kr vfHkHkkodksa ds mRrj gk¡ esa izkIr gq,
45 vFkkZr os Ldwy f'k{kk foHkkx dh ;kstukvksa ds ckjs
esa fo|ky; ds izkpk;Z ;k f'k{kd ls okrkZykHk
50 djrs gSa A
& 55 izfr'kr vfHkHkkodksa ds mRrj gk¡ esa izkIr gq,
40 vFkkZr os lesfdr Nk=o`fr ;kstuk ds ckjs
lkekU; tkudkjh j[krs gS A
55
& 50 izfr'kr vfHkHkkodksa ds mRrj gk¡ esa izkIr gq,
45 vFkkZr os Lokeh foosdkuUn iksLV esVªhd Nk=o`fr
;kstuk ds ckjs esa tkurs gSa A
55 & 60 izfr'kr vfHkHkkodksa ds mRrj gk¡ esa izkIr gq,
vFkkZr os lqnkek f'k’;ko`fr ;kstuk ds ckjs esa
45 tkurs gS A
& 45 izfr'kr vfHkHkkodkas ds mRrj gk¡ esa izkIr gq,
vFkkZr os lqij 100 ;kstuk ds ckjs esa tkurs gS A
05
& 55 izfr'kr vfHkHkkodksa ds mRrj gk¡ esa izkIr gq,
05 vFkkZr os ckfydk f'k{kk izksRlkgu ;kstuk ds ckjs
esa tkurs gS A
15 & 45 izfr'kr vfHkHkkodkas ds mRrj gk¡ esa izkIr gq,
vFkkZr os dLrqjck xkW/kh fo|ky; ;kstuk ds ckjs
 esa tkurs gS A
& 55 izfr'kr vfHkHkkodksa ds mRrj gk¡ esa izkIr gq,
vFkkZr os MkW-,-ih-ts-vCnqy dyke es?kkoh Nk=
izksRlkgu ;kstuk ds ckjs esa tkurs gS A
& 95 izfr'kr vfHkHkkodkas ds mRrj gk¡ esa izkIr gq,
vFkkZr os fu%'kqYd x.kos'k ;kstuk ds ckjs esa tkurs
gS A
& 95 izfr'kr vfHkHkkodksa ds mRrj gk¡ esa izkIr gq,
vFkkZr os fu%'kqYd ikB~;iqLrds iznk; ;kstuk ds
ckjs esa tkurs gS A
& 85 izfr'kr vfHkHkkodksa ds mRrj gk¡ esa izkIr gq,
vFkkZr os fu%'kqYd lkbfdy iznk; ;kstuk ds ckjs
esa tkurs gS A
& 95 izfr'kr vfHkHkkodksa ds mRrj gk¡ esa izkIr gq,
vFkkZr os jk"Vªh; izfrHkk [kkst Nk=o`fr ;kstuk ds
ckjs esa tkurs gS A
& 65 izfr'kr vfHkHkkodksa ds mRrj gk¡ eas izkIr gq,
vFkkZr os ckfydk Nk=kokl ;kstuk ds ckjs esa
tkurs gS A
& 50 izfr'kr vfHkHkkodkas ds mRrj gk¡ esa izkIr gq,
vFkkZr os iyk;u Nk=kokl ;kstuk ds ckjs esa
tkurs gSA
& 45 izfr'kr vfHkHkkodksa ds mRrj gk¡ esa izkIr gq,
vFkkZr os vizos'kh ,o 'kkyk R;kxh cPpksa dh
;kstuk ds ckjs esa tkurs gSA
& 85 izfr'kr vfHkHkkodksa ds mRrj gk¡ esa izkIr gq,
vFkkZr os Ldwy f'k{kk foHkkx dh fdlh ;kstuk dk
fdlh if=dk es i<+us ij fo|ky; ds
f'k{kd@izkpk;Z ls vf/kd tkudkjh ysrs gSA
fu"d"kZ %
izLrqr 'kks/k ds ifj.kkeksa dh foospuk ds vk/kkj ij bl
fu"d"kZ ij igqpk tkrk gS fd] orZeku esa fo|ky; ds
vfHkHkkod vius ckydksa dh f'k{kk fujarjrk cuk,s
j[kus ds fy;s 'kklu }kjk fufeZr ;kstukvksa lacaf/k
vko';d tkudkjh ugha gksus ds dkj.k os 100 izfr'kr
ykHk ugha mBk ikrs gSA vf/kdrj lkekU; oxZ ds
fu/kZu ifjokj rkss dsoy ;gh tkurs gS] fd Ldwy f'k{kk
foHkkx }kjk tks Hkh ;kstuk, fufeZr dh tkrh gS os
dsoy vuqlqfpr tkfr ,oa tutkfr ;k fiNMk oxZ ds
fy;s gS] vkSj os 'kklu }kjk fufeZr ;kstukvksa dk ykHk
ugh mBk ikrs gaSA
'kSf{kd fufgrkFkZ %
1- izkIr fu"d"kZ ds vk/kkj ij fo|ky; ds
vfHkHkkodksa dks Ldqy f'k{kk foHkkx dh ;kstukvksa
lacaf/k tkudkjh Ldwy ds izkpk;Z @lacaf/kr
f'k{kd ds }kjk iznku dh tk ldsxh rkdh os vius
ckydks dh f'k{kk esa fujarjrk cuk;s j[k ldsaA
2- izkIr fu"d"kZ ds vk/kkj ij 'kklu }kjk Hkh
le;&le; ij uohu ;kstukvksa ds ckjs esa
foLrkj ls i=&if=dkvksa esa izdkf'kr djok;k tk
ldsxkA rFkk orZeku esa lapkj ds uohu ek?;e ds
}kjk bu ;kstukvksa dk izlkj gksus ls lkekU;
fu/kZu ifjokj ds vfHkHkkod ;kstuk dk ykHk mBk
ldxsasA
3- fo|ky; iz'kklu ds }kjk Hkh le;&le; ij
fo|ky;h dk;Øeksa dk vk;kstu dj ds ;kstukvksa
dh tkudkjh iznku dh tk ldsxh] lkFk gh
f'k{kd ikyd la?k ds }kjk Hkh uohu ;kstukvkssa ds
ckjs esa fo|ky; ds vfHkHkkodksa dks vko';d
tkudkjh iznku dh tk ldsxhA
lanHkZ %
1- lcdk lkFk&lcdk fodkl] vk;qDr tulEidZ
e-iz- Hkksiky] i`"B 85&96 ¼vDVwcj 2014½
2- ikBd] ih-Mh- Hkkjrh; f'k{kk vkSj mldh
leL;k;s] fouksn iqLrd efUnj vkxjk]
¼1995½
3 vuwi] fgjos 10$2 Lrj ds fo|kfFkZ;ksa esa uSfrd
ewY;ksa ds izfr tkx:drk dk v/;;u ,e-,M
y?kq 'kks/k izca/k ¼1998½
4- Tkks'kh vYiuk] izkjafHkd f'k{kk ds
yksdO;kihdj.k esa ikyd&f'k{kd la?k dh
Hkwfedk dk v/;;u djuk ,e-,M y?kq 'kks/k
izca/k] ¼2004½
 eanlkSj 'kgj ds 'kkldh; fo|ky; ds fo|kfFkZ;ksa dk vuq'kklu ds izfr :>ku dk v/;;u
MkW- fUk'kk egkjk.kk] izkpk;Z]
ljLorh f'k{kk egkfo|ky;] eUnlkSj ¼e-iz-½
lkjka'k %
izLrqr 'kks/k esa 'kkldh; ek/;fed fo|ky; ds
fo|kfFkZ;ksa dk vuq'kklu ds izfr :>ku dk v/;;u
fd;k x;k gSA 'kks/k ds fy;s 'kkldh; ek/;fed
fo|ky; ds 100 fo|kfZFkZ;ksa dks U;kn'kZ ds :i esa
p;fur fd;k x;k gSA iznRrksa ds ladyu ds fy;s
'kks/kdrkZ }kjk vuq'kklu ls lacaf/kr LofufeZr fu/kkZj.k
ekiuh dk mi;ksx fd;k x;kA bl midj.k esa 20
cgqfodYih; dFku fufgr gSA 'kks/k ifj.kke ls izkIRk
gqvk gS fd vf/kdka'k fo|kfFkZ;ksa esa vuq'kklu ds izfr
iw.kZ :>ku ik;k x;k] tcfd dqN fo|kfFkZ;ksa esas
vuq'kklu ls lacaf/kr xq.kksa tSls f'k{kd ds funsZ'kksa dk
ikyu djuk] fo|ky; esa LoPNrk j[kuk] le; ij
x`gdk;Z djuk] lgikfB;ksa dh lgk;rk djuk bR;kfn
esa deh ikbZ xbZ rFkk f'k{kd dh vuqifLFkfr esa 'kksj
djuk] fo|ky; lkexzh dk nq:i;ksx djuk vkfn
voxq.k ik;s x;sA
izLrkouk %
ge tkurs gSa fd izR;sd ns'k vkSj lekt ds fy;s
vuq'kklu lcls vewY; fuf/k gSA bldk egRo izkphu
dky ls gh pyk vk jgk gSA vrhr dky esa xq:dqy esa
f'k{kk iznku dh tkrh Fkh]rc f'k’;ksa }kjk xq: ds
izR;sd vkns'k o ogk¡ ds izR;sd fu;e dk dBksjrk ls
ikyu fd;k tkrk FkkA orZeku esa f'k{kk iznku djus ds
fy;s lekt esa fo|ky; dh LFkkiuk dhA fo|ky; ds
vius dqN fu;e gksrs gSA fo|ky; dh O;oLFkk cuk;s
j[kus ds fy;s mu fu;eksa dk ikyu djuk fo|kFkhZ dk
drZO; gksrk gSA vr% fo|kfFkZ;ksa ls ;g mEEkhn dh tkrh
gS fd og fo|ky; ds fu;eksa dk ikyu djs vkSj vius
O;fDrRo RkFkk lekt ds fuekZ.k esa ldkjkRed Hkwfedk
fuHkk;sA
vuq'kklu dh ifjHkk"kk %
cksMZ vkWQ ,tqds'ku ds vuqlkj & **vuq'kklu og
lk/ku gS ftlds }kjk cPpksa dh vFkZO;oLFkk] mRre
vkpj.k vkSj muesa fufgr loksZRre xq.kksa dh vknr dks
izkIr djus ds fy;s izf'kf{kr fd;k tkrk gSA**
iwoZ v/;;u dh leh{kk %
egkjk.kk ,oa 'kekZ ¼2015½ us vius v/;;u **uSfrd
ewY;ksa dk fo|kfFkZ;ksa ds nSfud thou ij izHkko** esa
ik;k fd orZeku le; esa fo|kfFkZ;ksa ds nSfud thou esa
Jherh fiz;adk feRry] lgk- izk/;k-]
ljLorh f'k{kk egkfo|ky;] eUnlkSj ¼e-iz-½
uSfrd ewY;ksa tSls lkekftd drZO; cks/k] Lokoyacu]
n`< ladYi] lR;okfnrk vkfn dk voewY;u gqvk gSA
'kekZ ¼2000½ us gkbZ Ldwy Lrj ij v/;;ujr
Nk=&Nk=kvksa esa izpkj ek/;eksa ds c<+rs izHkko ds dkj.k
vuq'kklu ghurk o mn~n.Mrk dk v/;;u fd;k
x;k o fu’d’kZ fudkyk dh gekjh lH;rk o
lkaLd`frd fojklr dks blds }kjk /khjs&/khjs fo?kfVr
fd;k tk jgk gSA
ijekj ¼1999½ us tula[;k vfHko`f}ds dkj.k
Nk=&Nk+=kvksa ds uSfrd eqY;ksa esa vkus okyh fxjkoV
ij uSfrd f'k{kk ds izHkko dk v/;;u d{kk 9 oh ds
lanHkZ esa fd;k x;k o fu’d’kZ fudkyk x;k fd vf/kd
lnL; okys ifjokj ds fo|kfFkZ;ksa dh vis{kk de
lnL; okys ifjokj ds fo|kfFkZ;ksa esa uSfrd ewY; vf/kd
fodflr gSA
v/;;u dh vko';drk %
loZfofnr gS fd vuq'kkflr ukxfjd gh vf/kdkjksa o
drZO;ksa dk mfpr leUo; dj ldrk gSA vuq'kkflr
ukxfjdksa dk tUe LFky fo|ky; gksrk gSA vxj
fo|kFkhZ fo|ky; esa vuq'kkflr jgdj v/;;u djuk
lh[k tkrs gSa rks os thou i;ZUr vuq'kklu ;qDr
O;ogkj djsaxsA orZeku le; esa fo|kfFkZ;ksa esa vuq'kklu
ds izfr fdl izdkj dk :>ku gS bl rF; dks /;ku esa
j[krs gq;s bl v/;;u dh vko';drk dks eglwl
fd;k x;k A
leL;k dFku & eanlkSj 'kgj ds 'kkldh; ek/;fed
fo|ky; ds fo|kfFkZ;ksa dk vuq'kklu izfr :>ku dk
v/;;uA
mn~ns'; & 'kkldh; ek/;fed fo|ky; ds fo|kfFkZ;ksa
dk vuq'kklu ds izfr :>ku dk v/;;u djukA
izfof/k
U;kn'kZ & izLrqr 'kks/k esa tula[;k ds :Ik esa eanlkSj
'kgj ds nks 'kkldh; ek/;fed fo|ky; ds fo|kFkhZ
fy;s x;s gSaA U;kn'kZ gsrq ;kn`fPNd U;kn'kZ rduhdh
viukbZ xbZ rFkk 100 fo|kFkhZ dks U;kn'kZ ds :Ik esa
p;fur fd;k x;k ftlesa Nk= o Nk=k;sa nksuksa
lfEefyr FksA
midj.k & bl 'kks/k ds ekiu gsrq 'kks/k drkZ }kjk
fufeZr vuq'kklu ls lacaf/kr fu/kkZj.k ekiuh dk
mi;ksx fd;k x;kA
iznRr ladyu fof/k & 'kks/kkFkhZ }kjk iznRRkksa ds 'kk;n ;gh ot+g gS dh dqN fo|kfFkZ;ksa esa vuq'kklu ds
ladyu gsrq fo|ky; ds izkpk;Z ls vuqefr izkIr dj dqN dFkuksa tSls f'k{kd ds funsZ'kksa dk ikyu djuk]
fo|kfFkZ;ksa ls lksgknzZiw.kZ okrkoj.k esa vuq'kklu ls fo|ky; esa LoPNrk j[kuk] le; ij x`gdk;Z djuk]
lacaf/kr fu/kkZj.k ekiuh Hkjok;h xbZ o iznRrksa dk lgikfB;ksa dh lgk;rk djuk bR;kfn esa deh ik;h
fo'ys’k.k izfr'kr ds vk/kkj ij fd;k x;kA x;hAftls f'k{kdksa o vfHkHkkodksa dh tkx:drk }kjk
blds ifj.kke lkj.kh dzekad 1 esa izLrqr fd;s x;s gSa& nwj fd;k tk ldrk gS vkSj bl dM+h esa bl v/;;u
dh egRoiw.kZ Hkwfedk jgsxhA
lkj.kh 1
lq>ko %
Ø- dFku gk¡ dHkh&dHkh ugha
1 vki jkst fo|ky; le; ij tkrs gSaA 85 15 0 fo|kfFkZ;ksa esa vPNh vknrksa ds fuekZ.k ds fy;s fofHkUUk
2 vki izkFkZuk djrs le; lko/kku dh 75 15 10 izdkj dh ikB~; lgxkeh fdz;kvksa esa lgHkkfxrk djus
fLFkfr esa [kMs jgrs gSaA ds fy;s fo|kfFkZ;ksa dks izsfjr fd;k tkuk pkfg;sA
3 vki ijh{kk esa vuqfpr lk/kuksa dk 15 20 65
iz;ksx djrs gSaA ek/;fed Lrj fo|ky; esa vuq'kklu o miyfC/k ls
4 vki ges'kk f'k{kd ds funsZ'kksa dk ikyu 40 60 0 lacaf/kr fofHkUu 'kks/k dk;Z fd;s tkus pkfg;s vkSj tks
djrs gSaA Hkh dfe;k¡ n`f’Vxr gks mUgs nwj djus dk iz;kl fd;k
5 vki d{kk esa f'k{kd ds vkus ij mudk 80 10 10
vfHkoknu djrs gSaA tkuk pkfg;sA
6 vki fo|ky; ls vius fe= ;k fdlh 10 50 40 lanHkZ xzaFk %
lgikBh dh dksbZ oLrq ?kj ys tkrs gSaA
7 vki d{kk esa f'k{kd dh vuqifLFkfr esa 20 35 45 1- MkW- xqIrk eerk] fo|ky; izca/ku ,oa LokLF;
pkWd] ';keiV~V vkfn lkexzh dk
nq:i;ksx djrs gSaA
f'k{kk] lkfgR; izdk'ku] vkxjk¼2012½
8 vki jkst ;wfuQkWeZ igu dj tkrs gSaA 60 35 5 2- R;kxh ,oa MkW- fot;] mnh;eku Hkkjrh; lekt esa
9 vki d{kk esa f'k{kd dh vuqifLFkfr 20 65 153 f'k{kk] vxzoky ifCyds'ku vkxjkA ¼2011&12½
esa 'kksj djrs gSaA
10 vki fo|ky; dk dPkjk dqMs+nku 50 15 35 3- MkW- egkjk.kk ,u- o 'kekZ ,u- ¼2015½] fo|kfFkZ;ksa
esa Mkyrs gSaA
ds nSfud thou esa uSfrd ewY;ksa ds izHkko dk
11 vki vius fo|ky; esa fctyh o ty 15 15 70
dk vuko';d nq:i;ksx djrs gSa A v/;;u] uohu 'kks/k laLFkku] uhepA
12 vki vius fo|ky; dh lQkbZ esa viuh 15 55 30
Hkkxhnkjh fuHkkrs gSa A
13 vki vius lkFkh fe=ksa ds lkFk feydj 05 20 75
cgkuk cuk dj fo|ky; ls Hkkx tkrs gSaA
14 f'k{kd }kjk fdlh dkj.ko'k vkidks 15 10 75
nf.Mr fd;k tk;s arks vki muds izfr
cnys dh Hkkouk j[krs gSaA
15 vki vius fo|ky; izkax.k esa 5 0 95
isM&ikS/kksa dks uqdlku igq¡pkrs gSaA
16 vki fo|ky; dh nhokjksa o QuhZpj 5 20 75
ij dqN fy[k dj mUgs xank djrs gSaA
17 vki f'k{kd }kjk fn, x;s x`gdk;Z 55 45 0
dks le; ij djrs gSaA
18 tc f'k{kd d{kk esa i<krk gS rks vki 5 20 75
chp esa cksydj mUgs ijs'kku djrs gSaA
19 vki vius ls cMs fo|kfFkZ;ksa ds lkFk 65 30 5
lEekuiwoZd O;ogkj djrs gSaA
20 vki fdlh Hkh fo|kFkhZ dh lgk;rk 40 55 5
djus ds fy;s rRij jgrs gSaA

fu"d"kZ %
gekjh laLd`fr] laLdkjksa o vuq'kklu dh tuuh gS] ;gh
ot+g gS fd vf/kdka'k fo|kfFkZ;ksa esa vuq'kklu ds izfr
:>ku ik;k x;k fdUrq dqN viokn Hkh gksrsa gSA blds
ihNs dgha ifjokj ftEesnkj gksrs gSa] rks dgh f'k{kd
 Jelk/; jpukdkj Laktho dk ^/kkj* o ^lw=/kkj*%foe'kZ ewyd fpUru dk vk/kkj
Lkkjka'k %
lkoZdkfyd lkfgR; esa oS;fDrdrk dks fuoZS;fDrdrk
esa ifjf.kr djuk lkfgR;dkj dh dyk gSAlkfgR; esa
foe'kZ 'kCn lksp fopkj] fopkj&fofue;]fpUru euu
dks |ksfrr djrk gSA foe'kZ gh ledkyhu miU;klksa
dh 'kfDr gSA fgUnh vkSiU;kfld lkfgR; ds bfrgkl esa
Jelk/; jpukdkj ds :Ik esa Laktho th us yksdfiz;rk
vftZr dh gS o ns'k fons'k ds ifjorZudkeh
lkfgR;dkjksa ds thou la?k’kksaZ us muds ys[ku dks /kkj
iznku dh ftlls mUgksaus gkf'k;s ij QSads gq,]ncs o
dqpys gq, yksxksa dks lkfgR; ds dsUnz esa j[kdj
nfyr]nfer] izrkfM+r]cfg’d`r yksxksa dk d#.k xku
xk;k gS ftlls vkfnoklh] nfyr] ukjh] etnwj ,oe~
loZgkjk oxZ dks yM+us ds fy, oSpkfjd [kkn izkIr gksrh
gSA Laktho ds ^/kkj*o ^lw=/kkj* miU;kl esa oxZ]
lekt]fo’k;] fopkj fpUru o fLFkfr dks dsUnz fcUnq esa
j[kdj foe'kZewyd oSpkfjdrk dk eUFku djds nfyr
foe'kZ] Jfed foe'kZ] loZgkjk foe'kZ o vkfnoklh
foe'kZ ds fofHkUu igyqvksa dks js[kkafdr fd;k gS ftlls
ikBd oxZ dks oS;fDrd] lkekftd] oSf'od mUu;u
dh fn'kk,a Li’V gks tkrh gS o ledkyhu lekt dks
igpkuus o lkekftd leL;kvksa ds gy izkIr djds
mRd’kZ dk jkLrk [kkstus dh n`f"V Hkh izkIr gksrh gSA
'kCn dq¡th % Jelk/; jpukdkj]oSpkfjd [kkn] Laktho
]loZgkjk dh fu;fr] gkf'k;sA
ewy izfriknu % le; ds lp dks mtkxj djus ds
lkFk xq.kkRed lkfgR; lnSo izklafxd jgrk gS rFkk
tu ekul dks vkyksd iznku djus ds lkFk fn'kk
funsZ'k Hkh nsrk gSAxq.kkRed lkfgR; ogh gksrk gS tks
vius Hkhrj ckgj lkoZHkkSfed ewY;ksa] lUns'kksa o
mn~ns';ksa dks lekfgr fd;s j[krk gS D;ksafd lkfgR;
lkoZdkfyd] lkoZnsf'kd o lkoZHkkSfed gksrk gSA lPpk
lkfgR;dkj viuh oS;fDrdrk dks fi?kyk dj mls
lekthd`r :Ik esa izLrqr djrk gSA oS;fDrdrk dks
fuoZS;fDrdrk esa ifjf.kr djuk gh dyk gS tks ikBdksa
dks eq=eqX/k djrh gSA lkfgR; esa 1960 ds ckn foe'kZ
dh vo/kkj.kk n`f"Vxr gksrh gSA lkfgR; ds lUnHkZ esa
foe'kZewyd oSpkfjd eUFku dh ladYiuk vk/kqfud
dky dh nsu gSA
orZeku esa tc lkfgR; ifjppkZ gksrh gS rks ^foe'kZ^ 'kCn
Lor% cgl ds dsUnz esa vk tkrk gSA 'kCn iz;ksx dh
MkWñ fdj.k xzksoj] ,lksñ izksñ] ¼fgUnh½
Mhñ ,ñ ohñ dkWyst] vcksgj
n`f"V ls ^foe'kZ^ 'kCn vR;Ur izkphu gSA ^foe'kZ^ dk
vFkZ gS&lksp fopkj dj rF; ;k okLrfodrk dk irk
yxkuk] fdlh ckr ;k fo’k; ij dqN lkspuk] le>uk]
fopkj djuk] xq.k&nks’k vkfn dh vkykspuk ;k ehekalk
djuk] tkapuk vkSj ij[kuk] dlh ls ijke'kZ ;k lykg
djuk] KkuA foe'kZ^ 'kCn vR;ar O;kid gS] ftldh
1
mRifÙk e`'k~ /kkrq esa fo&milxZ rFkk ?k´~ izR;;
yxkdj gqbZ gSA vr% ^foe'kZ^ 'kCn dk O;qRifÙkijd vFkZ
fopkj&foe'kZ] lkspuk] le>uk] vkykspuk djuk gSA
ukyUnk fo'kky 'kCn lkxj esa foe'kZ dks] ßfdlh ckr
dk fopkj ;k foospu] vkykspuk] leh{kk] ijh{kk]
ij[kus dk dke ijke'kZ] lykg] v/khjrk] vlarkss’kAß 2
ds vFkZ esa fy[kk x;k gSA ekud vaxzsth fgUnh dks'k esa
^MsyhcjsV^ dk vFkZ] lqfpafrr] tkucw>dj fd;k x;k]
bjkns ds lkFk] fopkjiwoZd lksn~ns';] fuf'pr vkSj
lqfpafrr crk, x;s blds vU; vFkZ lpsr] pkSaduk]
lko/kku] foosd'khy] lksp&le>dj QSlyk djus
okyk] crk, gS] vFkkZr] foe'kZ dk vFkZ lykg djuk]
3
cgl djuk] fopkj&foe'kZ ] lks p &fopkj]
lykg&ea=.kk] okn&fookn] /khjrk lrdZrk gS A
foe'kZ 'kCn lksp fopkj] fopkj&fofue;]fpUru euu
dks |ksfrr djrk gSA okLro esa fdlh fo’k; fo'ks’k ds
lUnHkZ esa xaHkhjrk ls fpUru] euu] foospu]fopkj
fofue; o lksp fopkj djuk foe'kZ dgykrk gSA
foe'kZ gh ledkyhu miU;klksa dh 'kfDr gSA lekt
vkSj lkfgR; ,d nwljs ds iwjd gksrs gSaA lkfgR; jpuk
lkekftd O;oLFkk ds vuqlkj gh fofufeZfr gksrh gSA
rRdkyhu lkekftd O;oLFkk ls izHkkfor gksdj
lkfgR;dkj viuh jpukvksa dk l`f’V djrk gSA
lkekftd O;oLFkk dh fujUrjrk gj d`fr esa ,d izdkj
dh ugha gksrhA lkfgR; ds ifjorZu ds lkFk gh
lkekftd O;oLFkk esa ifjorZu vkus dh laHkkouk gksrh
gSA lekt dh lkjh O;oLFkkvksa dks lkfgR;dkj
lkadsfrd :Ik esa viuh jpukvksa esa lesV dj jpuk {ks=
dks le`) djrk jgrk gSAlkfgR; dh vusd fo/kk,a gSa]
bu fo/kkvksa esa miU;kl vius vki esa egRoiw.kZ
gSAlekt esa ?kfVr ?kVukvksa dk vR;Ur ltx cks/k
miU;kl ds }kjk feyrk gSA bl ltx cks/k o cks/k o`fr
ls euq’; dh ckSf)drk ;k psruk O;kid gks tkrh gSA 4
euq"; lkekftd izk.kh gS] blfy, dqN lkekftd
O;oLFkkvksa dk lkeuk djuk iM+rk gS A lekt esa fLFkr
bu O;oLFkkvksa esa vFkkZr~ tkrh;] uSfrd] 'kS{kf.kd vkfn
lkekftd O;oLFkk,a 'kkfey gksrh gSa] bu lkekftd
O;oLFkkvksa dk ftØ u djus ls lkfgR; jpuk v/kwjh
jg tkrh gSA foxr nks n'kdksa ls foe'kZ dh ladYiuk
5
lkfgR; ehekalk esa iz;qDr gks jgh gSA fofo/k
foe'kZewyd fopkjksa dk vadu fgUnh ds ledkyhu
miU;klksa esa foLrkj ls gqvk gSA vk/kqfud dky esa
6
foe'kZoknh vo/kkj.kk ds vUrxZr mÙkj vk/kqfud foe'kZ]
L=h foe'kZ] >qXxh >ksaiM+h foe'kZ] vkfnoklh foe'kZ]
vYila[;d foe'kZ] lÙkk foe'kZ] f'k{kk foe'kZ] lsDl
foe'kZ] Jfed foe'kZ] ckt+kj foe'kZ] iatkch laLd`fr
foe'kZ vkfn dk ledkyhu miU;klksa esa fo'ys’k.k
fd;k x;k gSA
fgUnh lkfgR; ds dFkkdkjksa dh l'kDr ih<+h gS ftUgksaus
vius jpuk lalkj dks foe'kZewyd fopkjksa ls lqlfTtr
fd;k gSA Laktho th mu ys[kdksa esa ifjxf.kr fd;s
tkrs gaS ftUgksaus Hkksxs gq, {k.kksa dks lekt ds le{k
csckdh ls izLrqr djus dk lkgl fn[kk;k rFkk
O;f"V&lef’V ds] O;fDr&O;fDr ds lEcU/kksa dk
fo'ys’k.k fd;k gS ,oe~ vius thou dk rwQ+ku] rwQ+ku
dk lSykc] Hkkoukvksa dh l?kurk] rukoksa dk dlko
vkfn dks ok.kh nsus dk lkrR; iz;kl fd;k gSA fgUnh 7
vkSiU;kfld lkfgR; ds bfrgkl esa Laktho th dk
pqukSrh e; dne gS] fu'p; gh fgUnh lkfgR; ds
bfrgkl esa Laktho th us yksdfiz;rk vftZr dh gS A
Jelk/; jpukdkj ds :Ik esa tkus tkrs gSa&LakthoA
gkf'k;s ij QSads gq, yksxksa dks lkfgR; ds dsUnz esa j[kus
dh Laktho dh [kkfl;r gS A vHkkoxzLr ft+Unxh o
thoksa ds izfr mudk eu nzfor gks tkrk gS A viuh
jpukvksa ds lUnHkZ esa mUgksaus fy[kk gS fd ^esjh gj jpuk
esjs fy, 'kks/k dh izfdz;k ls xqt+juk gS vkSj fy[kuk esjs
fy, pkSchlksa ?kaVksa dh izfØ;k gSA iz'u Hkh] lek/kku Hkh]
;kruk Hkh] ;kruk ls mHkjus dk ek/;e Hkh] fuiV
,dkUr xqQk Hkh] igkM+ [kkyh >a>k ls mrjus dk lk/ku
Hkh] gj iy fru fry dj ejuk Hkh] ekSr ds nk;jksa ls
ikj tkus dk ewyea= HkhA* mUgksasus lkfgR; ds ek/;e
8
ls vkfnoklh] nfyr] ukjh] etnwj ,oe~ loZgkjk oxZ
dks yM+us ds fy, oSpkfjd [kkn iznku dh gS A ns'k
fons'k ds ifjorZudkeh lkfgR;dkjksa dh jpukvksa o
muds thou la?k"kksaZ us latho ds ys[ku dks /kkj iznku
dh A Laktho ds ys[ku dh ewy izsj.kk esa nfyr] nfer]
izrkfM+r] cfg"d`r yksxksa dk d#.k xku gS tks mUgsa
fy[kus ds fy, izsfjr djrk gS A ys[ku dh ewy izsj.kk
ds lUnHkZ esa mUgksaus fy[kk gS fd ^lekt esa misf{kr]
ihfM+r] ncs o dqpys gq, yksxksa ls eq>s dFkk lkfgR;
ys[ku dh mtkZ feyrh gSA ftlesa laHkkouk,a gksa mlh esa
eq>s izsj.kk feyrh gSA*9
lkekftd]vkfFkZd] jktuSfrd]/kkfeZd rRoksa dh iksy
[kksyuk latho ds lkfgR; dk y{; jgk
gSAHkweaMyhdj.k ds fo"kSys QSyko ij mUgksaus fpUrk
O;Dr dh gS A 'kks"kd O;oLFkk dks [kRe u djus dh
Vhl latho th dks ges'kk lkyrh jgh rFkk vktk+nh ls
Hkh eksgHkax dh n'kk eglwl djrs gSa A loZgkjk lekt
fdlku ls etnwj curk tk jgk gS]'kks’ksd xkao ls 'kgj
rd viuk vklu QSyk jgk gSAtkuysok xjhch o
va/kfo'okl ls loZgkjk lekt la=L++r jktuhfr
lkEiznkf;drk dh vkM+ esa loZgkjk lekt dks yM+okrh
gSAfj'or[kksjh ds pyrs loZgkjk lekt ds fgLls dh
ukSdfj;ka 'kks"kd gfFk;k jgs gSaA latho foKku ds Nk=
gksus ds ukrs ftl fo"k; dks mBkrs gSa] mldh rg esa
tkdj Nkuchu djrs gSaA /kkj miU;kl fy[krs le;
[knku esa Lo;a mrj dj eqvk;uk djrs gSaAlw=/kkj
miU;kl fy[krs le; fHk[kkjh Bkdqj ds dqrqciqj xkao
ds pDdj yxkrs gSaA taxy tgka 'kq: gksrk gS miU;kl
fy[krs le; feUuh pEcy ds taxyksa esa 12 lky
HkVdrs gSaA Vhl dgkuh fy[krs le; lisjksa ds xkao
tkrs gSa]frjcsuh dk rM+cUuk dgkuh fy[krs le; fe=
ds rM+cUus esa Msjk Mkyrs gSaA vijk/k dgkuh fy[krs
le; tsy dh Qkbysa [kkstrs gSaA latho dh ekU;rk gS
fd euq"; vUrfoZjks/kksa ds dkj.k ijkLr gksrk gS blhfy,
mUgksaus loZgkjk esa m"ek Hkjus dk dke fd;k gSA latho
dk jpuk lalkj loZgkjk oxZ dh eqfDr dh nLrd nsrk
gS A iawthifr;ksa dh uhfr;ksa mnkjhdj.k] futhdj.k o
HkweaMyhdj.k us loZgkjk lekt dks nfjnzh o csjkst+xkjh
c['kh gS A tu[knku dh txg 'kks"kd dh [knku dk
jk"Vªh;dj.k djuk Hkz"V O;oLFkk dh iksy [kksyuk gS]
;gh lathoth dh jpuk /kfeZrk gSA
latho th ds ^/kkj* miU;kl dk ifjos'k >kj[k.M dk
laFkky ijxuk gS A bl miU;kl esa vfouk'k 'kekZ
vkfnoklh la?k"kZ dks oSpkfjd [kkn iznku djrs gSa rFkk
eSuk izR;{k la?k"kZ dk lapkyu djrh gSA tu[knku ij
iqfyl vkSj vf/kdkjh cqyMkst+j pyokrs gSa ftlds uhps
vkfnokfl;ksa dh ekSr gksrh gS ij eSuk ugha ejrh A
,d eSuk ds dqpyrs gh vufxur eSuk la?k"kZ ds fy,
rRij gksrh gSa blhfy, eSuk psruk ok la?k"kZ dh /kkj
curh gS A bl miU;kl esa of.kZr tu[knku ekuork
dh felky cudj mHkjrh gS & tc etnwjksa us [kqn
lÙkk laHkkyh rc yqVsjksa rd dh tku dks [krjk eglwl
gksus yxk A ftUgksaus okj fd;k mUgksaus eqag dh [kk;hA
u dksbZ ekfyd Fkk] u lwn[kksj fd ,d ,slk vkJe ;gk¡
Fkk tgk¡ bykds esa dksbZ Hkh jkst+h ekaxus vk;k mls dke
feyk dksbZ nok&nk: ekaxus vk;k vkSj paxk gksdj
x;kA* latho th dks ^/kkj* miU;kl dh izsj.kk v#.k
10
dey dh iafDr;ksa ls iSuh n`f"V esa ifjf.kr gqbZ &
lkjk yksgk mu yksxksa dk] viuh dsoy /kkj
dqrqciqj xkao ds fHk[kkjh Bkdqj ds thou dks dsUnz fcUnq
esa j[kdj latho th us ^lw=/kkj* miU;kl dk rkuk
ckuk cquk gSA bl miU;kl dk lw=/kkj le; lkis{krk
esa tutkxj.k dk ek/;e curk gSA lfn;ksa ls lks;s gq,
lekt dh funzk rksM+us dk dkefHk[kkjh Bkdqj vius
ukVdksa ds }kjk djrs gSaA bl miU;kl esa latho
ijdk;k izos'k djds fHk[kkjh Bkdqj ds vUrjax o
cfgjax dks izLrqr djrs gaS A fHk[kkjh Bkdqj dh osnuk
dk Loj bl izdkj gS & ^,d gh jpuk dks ckj ckj
fy[krs jgs rqe A izokl] izns'k] fons'k fcNksg ?kwe fQj
dj ,d gh ckr ogh rks eFkrs jgs] rqEgsa dHkh fonsfl;k
dh rjg mij mij fn[kkbZ iM+rh gS]dHkh vUnj gj
vUnj jDrL=ko djrh gS A csVh fo;ksx esa csVh dh]
fi;k fulbyu esa iq= dh] xaxk Luku esa egrkjh dh]
d`".k&yhyk esa xksikyksa dh &&lekt] ifjokj o ?kj
dks cka/k dj j[kuk pkgrs Fks izse dh Mksj ls ij os Fks fd
fc[kjrs gh tk jgs FksA* lw=/kkj ds }kjk u dsoy
11
fHk[kkjh Bkdqj ds vkRe la?k"kZ dks fpf=r fd;k x;k gS
vfirq mudk ;qx gh vorfjr gksrk gSA
Laktho ds ys[ku dh ewy izsj.kk esa nfyr] nfer]
izrkfM+r] cfg"d`r yksxksa dk d#.k xku gS ,oe~ muds
lkfgR; dk ewy y{; lkekftd] vkfFkZd] jktuSfrd]
/kkfeZd rRoksa dh iksy [kksyuk jgk gSA Laktho th us
^/kkj* o ^lw=/kkj* miU;kl ds ek/;e ls foe'kZewyd
fpUru ds ?ksjs esa nfyr foe'kZ] Jfed foe'kZ] loZgkjk
foe'kZ o vkfnoklh foe'kZ vkfn dk izHkko'kkyh
fu:i.k fd;k gS ftldk o.kZu bl izdkj gS %
nfyr foe'kZ % nfyr foe'kZ dh ladYiuk vk/kqfud
dky dh mit gSAnfyr foe'kZ ds lUnHkZ esa nks izdkj
dk ys[ku ;Fkk ltZu'khy o leh{kkRed n`f"Vxr gks
jgk gSA Lo;a nfyrksa }kjk fd;k x;k ys[ku rFkk
nfyrsrj ys[kdksa }kjk fd;k x;k ys[ku A oLrqr%
lfn;ksa ls nfyr] ihfM+r] vR;kpkfjr lekt vFkkZr~
tkfr ls fiNM+s gq, oxZ ij fd;k x;k lksp fopkj]
fpUru euu] fopkj fo'ys"k.k] ijh{k.k fujh{k.k] xaHkhj
v/;;u gh ewyr% nfyr foe'kZ gS A vkRepsruk]
vkRekfHkeku] vfLrRo cks/k dh psruk us nfyrksa esa
oSpkfjd tkxj.k dh {kerk dk fodkl fd;k A nfyrksa
dh fopkj psruk dks LokrU=~;ksrj dkyhu miU;klksa esa
vfHkO;fDr feyhA nfyrksa ds ifjofrZr thou O;ogkj
o oSpkfjdpsruk dks vafdr djus dk nkf;Ro
ledkyhu lkfgR;dkjksa us fuHkkus dk iz'kaluh; dk;Z
fd;kAnfyr lekt esa iqjkuh ih<+h dk ,d rcdk ,slk
gS tks iwoZtUe ds iki iq.; tSlh vU/kJ)kxr
ekU;rkvksa ls izHkkfor gS Anfyrksa dk ,d oxZ ,slk Hkh
mHkj jgk gS tks bu ikjEifjd ekU;rkvksa ls vifjfpr
gSaA latho th ds lw=/kkj miU;kl esa bl fLFkfr dk
lE;d~ fu:i.k fd;k x;k gS fd uk;d fHk[kkjh Bkdqj
tkfr ls ukbZ gS ysfdu os ugha tkurs fd mPp tkfr;ksa
ds ;gka ukb&ukbu lkQ lQkbZ] crZu ekatus o vkaxu
cqgkjua dk dke D;ksa djrs gSa A nksigj dks jkr dk
cklh [kkuk o twBu vius ?kj ys dk tkrs gSaAtkfr
O;oLFkk dks ns[kdj fHk[kkjh Bkdqj vius firk ls iwNrk
gS &czkã.k ukbZ ls D;k pht gSa A firk tokc nsrs gSa &^^
fiNys tUe esa t:j dksbZ ,slk cM+k iki fd;k gksxk
fd bl tUe esa ukb ds ?kj iSnk gq, vkSj ;s tks cM+s tkr
esa tues gSa bUgksaus dksbZ cM+s iq.; dk dke fd;k gksxkA
rc ,d ckr cM+tkr esa tUe ysdj fQj ogh iki dkus
yxs gSa] budk D;k gksxk vxys tUe esaA** o.kZ opZLo
12
Hkkjrh; lekt dk ,d dM+ok lp gS ftlesa nfyrksa]
dks misf{kr viekfur o vizpfyr ft+Unxh ;kfir
dkuh iM+rh gS A fHk[kkjh Bkdqj ds dcwrjiqj xkao esa
,d gh dqavk Fkk A nfyrksa dks tkfroknh O;oLFkk ds
dkj.k ikuh dh izkfIr ds fy, viekfur gksuk iM+rk
Fkk&^^ igys ckck yksx ikuh Hkjrs A fQj ckcw lkgc
yksx] fQj os tkfr;ka ftudk gqDdk pyrk Fkk Avc
ckjh vkrh dkSehuks dh A muds >?kj dh vkSjrs xxjh
xkxj ys dj cSBh jgrh A t:jrean fpjkSjh fxurh dj
fdlh ls ekax ysrs ] ,d vukj lkS chekj A** izLrqr13
dFku ls Li"V gksrk gS fd nfyrksa dks thou fodkl ds
fy, ftruh lqfo/kk,a nh tkuh vko';d gSa mruh Hkh
ugha feyrh FkhAoapuk lsvkt Hkh NqVdkjk ugha fey
ldk gS blfy, nfyrksa dk ,d oxZ fodflr gks jgk gS
tks ok.kh ls eq[kj gSA
Jfed foe'kZ%&thfodk ds fy, et+nwjh djus okyk
O;fDr Jfed dgykrk gSA Jfed og gksrk gS tks
'kkjhfjd ifjJe djrk gS rFkk izfrnku esa jkst+h ikrk
gSA 'kkjhfjd ifjJe ls jkst+h dekus okys ds ckjs esa
fpUru] lksp rFkk ijke'kZ gh ewyr% Jfed foe'kZ gS A
bl foe'kZ dh igy dk Js; dkyZ ekDlZ dks fn;k tkrk
gSA lkfgR; ekuo laosnuk o ekuo O;ogj dk nwljk
uke gSaA vke vkneh ds thou dh] mldh leL;kvksa
dks] mlds la?k"kZ dks ]mldh lcyrkvksa&nqcZyrkvksa dks
vkSj mldh n;uh; ft+Unxh dks] rFkk oapuk dks ys[ku
dk fo"k; cuk;k x;kA vk/kqfud dky esa miU;kldkjksa
us vke vkneh ds thou] mldh leL;kvksa] la?k’kksaZo
n;uh; ft+Unxh vkSj oapuk dks ys[ku dk fo’k;
cuk;kA dguk vko';d ugha fd Jfedksa dk thou Hkh
vk/kqfud dky esa lkfgR; ys[ku dk fo’k; cu x;kA
oSKkfud mUufr vkSj vkS|ksfxd fodkl ds
ifj.kkeLo:Ik ,d vksj dkj[kkuksa dk fuekZ.k gqvk rFkk
nwljh vksj fofo/k O;olk;ksa dk rFkk laLFkkvksa dkA bu
lc ds fy, esgurd'k oxZ dh vko';drk FkhA 14
Jfed blh vko';drk dh mit gSA dkj[kkuksa o
fofo/k O;olk;ksa us Jfed oxZ dks vo'; iSnk fd;k
ysfdu mldk 'kks"k.k ,d ubZ leL;k ds :Ik esa mHkj
lkeus vk;kA Jfedksa ds thou Lrj dks tkuus
igpkuus dk] rRlEcU/kh fopkj fpUru dk rFkk mlds
vadu dk miU;klksa esa lfoLrkj foospu fd;k x;kA
Jfed ds :Ik esa vxj fiNM+s oxZ ds yksx gksa rks 'kks"k.k
vkSj vf/kd gqvk djrk gS A taxyksa] igkM+ksa rFkk ioZrh;
{ks= esa jgus okyh tu tkfr;ksa esa Je dh izo`fr rks
Ik;kZIr gksrh gS D;ksafd Je gh mudh thfodk dk lk/ku
gksrk gSAlatho th ds ^/kkj* miU;kl esa dks;yk [knkuksa
esa dke djus okys vkfnoklh Jfedksa dk 'kks"k.k
fueZerk ls n`f"Vxr gqvk gSA lUrks"k dh ckr ;g gS fd
'kks"k.k o vU;k; ds fojks/k esa psruk tkx`fr dh o
gM+rky dh izo`fr c<+rh tk jgh gSA tu [knku ds
etnwj 'kekZ th ds usr`Ro esa vius ij gq, vR;kpkj dk
fojks/k djus ds fy, gM+ o Hkkoh LoLFk Jfed thou
dk LoIu ns[krs gSa & ikVhZ pkgs xyr dgs ;k Bhd]
ljdkj pkgs Lohdkjs] pkgs ugha] ge ej tk;sa ;k feV
tk;sa] tu [knku rd dks pkgs dksbZ og'kh efV;kesV
dj nsa] ysfdu yksxksa dks ;g lkspus dk ekSdk rks ge ns
gh tk;saxs fd ,d fnu ,slk Hkh vk;k Fkk] tc yqVsjksa
rd dh tku dks [krjk eglwl gksus yxk Fkk] ftUgksaus
okj fd;k] mUgksaus eqag dh [kkbZA** 'kekZ th ds dFku ls
15
Li"V gksrk gS fd os ,d vksj Jfedksa esa psruk tkx`fr
dk vkSj nwljh vksj Hkfo"; dh dkeuk] lerk] ekuork
rFkk viusiu ls ;qDr O;oLFkk ykus dk liukA Jfedksa
ds m)kj ds fy, latho dk dFku fu'p; dh lq[kn
ekuuk gksxkA
[knkuksa dk O;oLFkkiu vxj Hkz"V gks rks muds f[kykQ
vkUnksyu djus dh psruk Hkh mrjksrj fodflr gks jgh
gSA tu [knku ds vR;kpkfjr etnwjksa eSuteSaV ds izfr
vkØks'k dh izo`fr c<+ jgh gSA oDr vkus ij etnwj
vkdzkedrk /kkj.k dj ysrs gSaAtu [knku ds eSuteSaV
ds fojks/k esa etnwjksa ds Loj dks ^/kkj* miU;kl esa
ok.khc) fd;k x;k gS&^^yNeuiqj ds lwrh dy ds
etnwjksa us Hkh fudEes Hkz"V eSuteSaV ds gkFk ls izcU/k
vius gkFk esa ys fy;kA cw> ldks rks cw>ks A** blls
16
le>us esa nsj ugha yxrh fd Jfedksa esa psruk Hkj nsus
okys usr`Ro mHkjus yxs gSa ftuds ifj.kkeLo:Ik etnwj
vU;k;] 'kks"k.k o vR;kpkj ds f[kykQ fonzksg djus dk
lkgl fn[kk jgs gSaA
ckt+kj foe'kZ % ckt+kj cspus o [kjhnus ds O;ogkj dh
eaMh O;ogkj gSA miHkksDRkk o lkSnkxj nksuksa ds vfLrRo
ls ckt+kj dk vfLrRo curk gSA ledkyhu lekt esa
miHkksDRkkoknh izo`fr c<+rh xbZ ftl ds ifj.kkeLo:Ik
O;olk; djus okyksa dh Hkh la[;k c<+ xbZA ckt+kj
foe'kZ fdlh jpuk dk dsUnzh; fo’k; Hkys gh u cuk gks
ysfdu izklafxd :Ik esa dbZ miU;klksa esa ckt+kj
fo’k;d fpUru dks ok.kh feyhA vkS|ksfxd dzkfUr us
ckt+kjokn dks tUe fn;kA orZekudkyhu ckt+kj
O;oLFkk dk Hk;adj lp mHkj dj lkeus vk;kA gekjs
ns'k esa Lons'kh oLrqvksa dh rqyuk esa fons'kh oLrqvksa dks
[kjhnus dh ekufldrk c<+h gSA lwpuk ØkfUr ij
ckt+kjokn dk dCt+k gS] ;g oafprks dh eqfDr ds fy,
ugha vfirq vijkf/k;ksa dh 'kfDr c<+kus ds dke vk jgh
gSA ckt+kj us lkfgR;] dyk o laLd`fr dks fujFkZd cuk
fn;k gSA latho th us orZeku ckt+kj ds okLrfod
Lo:Ik dks n'kkZrs gq, fy[kk gs fd ^rqEgkjh o rqEgkjs ns'k
dh c<+rh vkcknh] c<+rs dt+Z] c<+rh egaxkbZ] [kRe gksrs
jkst+xkj] vf'k{kk] xqaMkxnhZ rks vke ckr gS A dhy
eqgkals] QVh ,fM+;ka] xkyksa dh yqukbZ] ;g lkeku yksxs
rks ;g lkeku Ýh feysxkA* 17
loZgkjk foe'kZ %
loZgkjk og gksrk gS tks viuk lc dqN xaok pqdk gSa
oLrqr% lekt dk og ije fueZe] vfdapu oxZ gh
loZgkjk oxZ gSA loZgkjk foe'kZ ewyr% vk/kqfud
ladYiuk gSA ftlesa loZgkjk O;fDr ;k lekt dk
fopkj fpUru o foospu o fo'ys"k.k gksrk gS vFkkZr~
ftlesa daxky o xjhcre O;fDRk ;k lekt dk
xaHkhjrkiwoZd fopkj fpUru gksrk gS] ogh loZgkjk
foe'kZ gS A loZgkjk oxZ dh lgh igpku mldh ihM+k
gSA ,slk oxZ tks cckZnh] nq[k] O;Fkk] d#.kk ls ;qDr
thou thrk gSA loZgkjk oxZ dh fu;fr gS fd mldk
18
ekSu o ewd jguk A loZgkjk oxZ dks nks twu jksVh ds
fy, rM+iuk iM+rk gSA Hkw[kksa jgus dh ukScr blh oxZ
dks vkrh gSA loZgkjk lekt vU;k; dk f'kdkj cu dj
O;Fkk gh O;Fkk dks Hkksxrk gS A lkekftd lkaLd`frd
lekjksgksa esa loZgkjk oxZ dk LFkku var esa gksrk gS A
pqi gks dj lguk loZgkjk oxZ dh fu;fr gS A
loZgkjk oxZ lekt dk og oxZ gS tks viuk lc dqN
[kks cSBk gS A lkekftd vkSj lkaLd`frd dk;kZsa esa mls
vkxs vkus fn;k tkrkA vafre iafDr gh loZgkjk oxZ ds
ulhc esa vkrh gSA latho ds ^lw=/kkj* miU;kl esa blh
;FkkFkZ dks ok.khc) fd;k x;k gS A izLrqr miU;kl esa
fHk[kkjh Bkdqj dk ukVd ns[kus ds fy, xkao ds lHkh
tkfr ds yksx tk;k djrs gSa fdUrq o.kZ O;oLFkk o tkfr
O;oLFkk ds dkj.kukVd ns[kus ds fy, vk, gq, yksxksa
ds cSBus dh vyx O;oLFkk dj nh gS tSls & ^^upfu;ksa]
ctfu;ksa vkSj vNwrksa dh vyx ikar cSBrh FkhA igys
ckHkuksa dh ikar cSBh nqvkj ij] fQj lkQ lQkbZ]
fNM+dko ds ckn jktiwrksa dh A blh ds lkFk ewy ikar
ls dkQh nwj gV gVkdj Ik'kqvksa dh lkj ds cncw nsrs
dhpM+ ds cxy upfu;ksa] ctfu;ksa vkSj vNwrksa dh ikar
cSBkbZ xbZ A gekjs lekt esa o.kZ opZLo ds lkFk&lkFk
19
/ku opZLo Hkh n`f"Vxr gksrk gS] ,slh O;oLFkk esa loZgkjk
dk LFkku vafre gksrk gSA
vkfnoklh foe'kZ %
fdlh ns'k ds ewy fuoklh dks vkfnoklh dgk tkrk gSA
Hkkjr ds lUnHkZ esa vkfnoklh ewyr% taxyksa o igkM+h
{ks=ksa esa jgrs gSaAtaxyksa o igkM+h {ks=ksa ds nqxZe LFkkuksa
ij jgus ds dkj.k vkfnoklh lekt vkt Hkh fiNM+k
gqvk gS vk/kqfuddkyhu okrkoj.k esa Hkh vkfnoklh
lekt gh fiNM+k gqvk lekt gSA taxyksa o igkM+h {ks=ksa
ds nqxZe LFkkuksa ij jgus okyh tu tkfr;ka lk/ku
lqfo/kkvksa ls oafpr gSa ijUrq fQj Hkh vKkurk o vf'k{kk
ds dkj.k ijEijkvksa ds paxqy ls ckgj ugha fudy ikbZ
A oLrqr% vkfnoklh lekt ds ckjs esa fd;k x;k xgu
fopkj fpru gh vkfnoklh foe'kZ gS A vkfnoklh foe'kZ
esa tu tkfr;ksa ds thou O;ogkj dks xaHkhjrk ls
fo'ysf’kr fd;k x;k gSA vkfnokfl;ksa dk thou
iz.kkyh ] lkekftd O;ogkj vkSj iz'u ihfM+r ftUnxh
dk foospu o fo'ys"k.k dj lekt dk /;ku vkdf’kZr
djuk rFkk muds fodkl dh igy djuk vkfnoklh
foe'kZ dk iz;kstu gS A 20
vkfnoklh ftu taxyksa o igkM+h {ks=ksa ds nqxZe LFkkuksa
ij jgrk gS] ogka dk ekfyd og Lo;a gSA Lok/khurk ds
ckn ;gka dh iz'kkldh; O;oLFkk us vui<+ o vf'kf{kr
gksus ds dkj.k nfyrksa dh rjg vkfnokfl;ksa dk Hkh
'kks"k.k fd;k A vkfnokfl;ksa ds 'kks"k.k ds :I esa
lrk/kkjh] Bsdsnkj ekfQ;k nyky n`f"Vxr gksrs gSa A
vkfnoklh etnwj usrk dkejsM ls vkfnoklh etnwjksa ds
'kks"k.k ds ckjs esa nks Vwd ckrsa dgrk gS&^^ lqfu;ks
dkejsM! Vki dhrs gks fd Bsdsnkj ekfQ;k tksrnkj o
nyky vkfnokfl;ksa dk 'kks"k.k djrs gSaA os rks dgsaxs gh]
;g rks mudk oxZ pfj= gSA ysfdu eSa iwNrk gwa] vkids
ikl Hkh bldk tokc gS] vkidk dksbZ pfj= gS ;k ugha]
dksbZ fodYi ughaA** vkfnoklh lekt ds 'kks"k.k esa
21
fdlh us dlj ugha NksM+hA
vkfnoklh lekt dk lp gS fd bl lekt esa pksjh
djuk] Hkh[k ekaxuk ugha gksrk] ;g viuh dks Hkh ugha
bTtr csprkA ysfdu vc lc dqN bl lekt esa
fn[kkbZ ns jgk gSA okLro esa vkfnoklh lekt dh
gkyr igys ls cnrj fn[kkbZ nsrh gS A bl miU;kl ds
lUFkky vkfnoklh xjhch rFkk csdkjh esa thou ;kfir
dj jgs gSaA m|ksxifr egsUnz ckcw vkfnoklh bykds esa
rstkc dk dkj[kkuk 'kq: djrs gaSA rstkc ds ikuh ls
vkfnokfl;ksa ds rkykc dq,a nwf’kr gksrs gaSA vr%
vkfnokfl;ksa dks ubZ leL;kvksa ls tw>us ds fy, lc
dqN lguk iM+rk gS A latho ds ^/kkj* miU;kl esa eSuk
blh ;FkkFkZe;h fLFkfr dk vadu djrh gS & ^^[ksr
[krkj ] isM] :[k] dqavk] rkykc] ge vkSj gekjk
cky&cPpk rd vkt rkykc esa xy jgk gS A Hkw[k esa
ty jgk gS A igys ge pksjh dk pht gS] ugha tkurk
Fkk ]Hkh[k dHkh ugha ekaxk] bTtr dHkh ugha cspk] vkt
ge lc djrkA** eSuk ds ek/;e ls miU;kldkj us
22
orZeku dkyhu vkfnokfl;ksa ds thou dk dM+ok lp
izLrqr fd;k gS fd ;gka ds ewy fuoklh vkfnoklh gh
vkt lcls vf/kd cscl thou tkus ds fy, vfHk'kIr
gaSA ;g lR; gS fd vkfnoklh lekt 'kksf"kr gS vkSj
blds 'kks"k.k fofHkUu gSa A vkfnokfl;ksa esa Hkh vkt
psruk fodflr gks jgh gS rFkk laxBu 'kfDr dk egRo
mUgksaus Hkh igpkuk gS ,oe~ tgk¡ os vU;k; o vR;kpkj
ns[krs gSa ogk¡ fonzksg o ØkfUr dk lkgl djus yxs gSaA
latho ds ^/kkj* miU;kl esa blh ;FkkFkZe;h fLFkfr dk
vadu fd;k x;k gSA bl miU;kl ds vfouk'k 'kekZ
rFkk eSuk tu [knku esa vkfnokfl;ksa ds lkFk dke
djrs gSaAbl [knku esa dks;yk feyrk gS ysfdu 'kks"k.k
dk flyflyk ;gka Hkh cjdjkj gS blfy, vfouk'k
'kekZ vius vkfnoklh lkfFk;ksa dks laxBu 'kfDr dk
vglkl fnyokrs gSa & ^^rks lkfFk;ksa ;g /kkj gh gekjh
'kfDr gS vkSj /kkj dk HkksFkjk gksuk gh ekSr A /kkj
cjdjkj jgh rks lkjk lalkj gh vkidk gSa & blfy,
gesa /kkj dh t:jr gS A lrr~ lku ls rktk gksrh /kkj
pkfg, gesa] dksbZ Hkh dqckZuh D;ksa u nsuh iM+sA**
23
fgUnh vkSiU;kfld lkfgR; ds bfrgkl esa Laktho th
uJelk/; jpukdkj ds :Ik esa yksdfiz;rk vftZr dh
gS rFkk gkf'k;s ij QSads gq, yksxksa dks lkfgR; ds dsUnz
esa j[kus dh Laktho dh [kkfl;r gSA muds ys[ku dh
ewy izsj.kk esa nfyr]nfer] izrkfM+r]cfg’d`r yksxksa dk
d#.k xku gS] blhfy, vkfnoklh] nfyr] ukjh] etnwj
,oe~ loZgkjk oxZ dks yM+us ds fy, oSpkfjd [kkn
iznku dh gSALaktho ds ^/kkj*o ^lw=/kkj* miU;kl esa
oxZ] lekt] fo"k;] fopkj fpUru o fLFkfr dks dsUnz
fcUnq esa j[kdj foe'kZewyd fpUru dk fo'ys"k.k fd;k
x;k gSA Laktho ds us nfyr foe'kZ] Jfed foe'kZ]
loZgkjk foe'kZ o vkfnoklh foe'kZ ds fofHkUu igyqvksa
dks js[kkafdr fd;k gS ftlls Li"V gksrk gS fd bl
miU;kl esa foe'kZewyd oSpkfjd eUFku dh ehekalk iii. www.friendsofbooks.com/store/dhaar-hindi-
lgtrk esa feyrh gS A foe'kZewyd fpUru ls book-110320.html
oS;fDrd] lkekftd] oSf'od mUu;u dh fn'kk,¡ Li"V iv. https://groups.yahoo.com/neo/groups/prajapati
/conversations/.../1
gks tkrh gS o ledkyhu lekt dks igpkuus o
v. www.uread.com/review/sutradhar-sanjeev
lkekftd leL;kvksa ds gy izkIr djds mRd"kZ dk /9788171198146
jkLrk [kkstus dh n`f"V Hkh izkIr dj ldrk gSA
lUnHkZ xzUFk %
1 jkepanz oekZ] ekud fgUnh dks'k] i`"B 77A
2 oy th] ukyUnk fo'kky 'kCn lkxj] i`"B 1276A
3 lR; izdk'k] cyHknz izdk'k] ekud fgUnh vaxzsth
dks'k]] i`"B 355A
4 vtqZu pOgk.k] foe'kZ ds fofo/k vk;ke] ok.kh
izdk'ku] ubZ fnYyh] izFke laLdj.k % 2008A
5 uUnfd'kksj vkpk;Z] ltZd dk eu] Ik`- 54A
6 eSustj ik.Ms;] 'kCn vkSj deZ] i`- 37A
7 xksiky jk;] fgUnh miU;kl dk bfrgkl]
jktdey izdk'ku] ubZ fnYyh] izFke laLdj.k %
2002A
8 ladY;] ujs'k] tuojh&ekpZ] 2005] i`- 10A
9 okxFkZ] ujs'k] 2004] i`- 51A
10 latho] /kkj]i`- 207A
11 latho] lw=/kkj] i`- 331A
12 ogh i`- 157A
13 ogh]i`- 236A
14 vtqZu pOgk.k] foe'kZ ds fofo/k vk;ke]ok.kh
izdk'ku] ubZ fnYyh] izFke laLdj.k % 2008A
15 latho ]/kkj] i` 207A
16 Okgh]i` 209A
17 latho] latho dh dFkk ;k=k%rhljk iM+ko] i` 17A
18 vtqZu pOgk.k] foe'kZ ds fofo/k vk;ke]ok.kh
izdk'ku] ubZ fnYyh] izFke laLdj.k % 2008A
19 latho] lw=/kkj] i` 121A
20 vtqZu pOgk.k] foe'kZ ds fofo/k vk;ke]ok.kh
izdk'ku] ubZ fnYyh] izFke laLdj.k % 2008A
21 latho] /kkj]i` 130A
22 ogh i` 56A
23 ogh i` 387A
Websites :
i . www.hindisamay.com/writer/?????.cspx?id =
407 ...
ii. www.friendsofbooks.com/store/sutradhar-hindi-
book-112483.html
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lkjka'k %
ykd s 'kkghpk pkFSkk LrHak Eg.kuw il z kjek/;ekp a h vkG
s [k
vkg-s ykd s 'kkgh fdoak dk.skrhgh 'kkluO;oLFkk
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il z kjek/;ekp a k iHzkkoh okij vktph 'kkluO;oLFkk
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dj.;kps ek/;e gk;s- il z kjek/;es okij.;kÚ;k O;fDrps
grsw vkf.k vfHk:ph t'kh cnyr-s rls il z kjek/;ekp a k
okij vkf.k xjt ;k nkUsghe/;s egRRokps cny gs
lektkP;k fgrkps vlrkr- oR`Rki=klkj[;k ek/;ekruw
opS kfjd]xHakhj fy[kk.k ;rs-s rj oR`Rki=kdMuw
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ilz kjek/;ekp a s Lo:i cnyr xy s s vkg-s
izLrkouk %
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iz H kko vkiY;k tx.;koj iMr vlrks -
txfrdhdj.kkpk izlkjek/;ekaoj vkf.k R;kpk
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{ks= tkxfrdhdj.kkP;k izHkkokiklqu Lor%yk nqj Bsow
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izlkjek/;es ;k lokZauk tkxfrdhdj.kkeqGs ,desdkaph
n[ky ?;koh ykxyh vkgs- ,danfjr vkarjfdz;kRed
Lo:i ;k ek/;ekaps cuys vkgs- ikjaifjd izlkjek/;es
vkf.k bysDVkWfud izlkjek/;es gs nksUgh osxosxG;k
izdkjps lknjhdj.k d: ykxys- fo’ks"kr% bysDVkWfud
ek/;ekae/;s Li/kkZ lq: >kyh okfg.;kaP;k ok<R;k
la[;sewGs ekfgrh izlkjkp Lo:i cnysy- ekfgrhpk
izLQksV Eg.kwu ;k okfg.;kdMs cf?krys tkÅ ykxys-
MkW- jkeyhyk lqnkejko iokj] ¼ejkBh foHkkx izeq[k½
dyk egkfo|ky;] rhFkZiqjh
ikze[q;kus il z kjek/;es gh *ocs ek/;e^] ^byDsVkWfud
ek/;e^ vkf.k ^fiVaz ek/;e^ v’kh rhu id z kjph vkgrs-
ilz kjek/;ekp a k 125 o"kkp
Z k dkyko/kh gk l?ak"kkpZ k vkg-s
Lokra«;iowZ dkyko/kh gk l?ak"kkp Z k vkg-soR`ri=kauh
Lokr«a;ikzIrhP;k dkGkr Qkj egRRoi.wkZ Hkfwedk
ctkoyh vkg-s iczk/sku vkf.k lkekftd ifjoruZ
dj.;kps dke oR`ri=kuah dy s s vkg-sil
z kjek/;ekea/;s
dkGku: q Ik cny gkrs xy s s vkg-s ;k ’kk/skfuc/akke/;s
il
z kjek/;kPa;k cnyR;k Lo:ikpk ’kk/sk ?;ko;kpk vkg-s
izlkjek/;ekapk bfrgkl %
vk/kqfud izlkjek/;ekrhy lokZr ifgys ek/;e Eg.kts
eqfnzr ek/;e gks;- vktph o`Rri=s]fu;rdkfyds
;kaP;k bfrgklkph lq:okr ia/kkjkO;k ’krdkrhy
’kks/kkiklwu /kjrk ;srs-vkS|ksfxd]jktdh; vkf.k
lkekftd v’kk eksBîk fLFkR;arjkapk izfrlkn Eg.kwu
izlkjek/;es fodflr gksr xsyh- ^^;k frUgh O;oLFkk
tlt’kk tukJ;h gksr xsY;k rlrls ekl
dE;wfuds’ku ok KkulaKkiu ok<r xsys] vifjgk;Z
cur xsys- ;k uO;k vkS|ksfxd ’kgjh O;oLFksps
izlkjek/;es ,d vfHkUUk vax gksr xsys**ƒ
ek’kZy eWdY;gu ;kauh laKkiu {ks=kps pkj VIIks
lkafxrys vkgsr-
ƒ½ ia/kjkos rs ,dks.khlkos ’krd gk laKkiu
ra=KkukP;k foLrkjkpk ifgyk VIIkk gks;- ƒ†‡Œ
lkyh xVsucxZus teZuhr ’kkss/kys- R;keqGs
iqLrdkP;k gLrfyf[kr vko`R;k dk<.;kps dke
lq: >kkys- NikbZP;k ra=keqGs iqLrds]
fu;rdkfyds vkf.k nSfuds ;kapk mn; >kyk-
„½ ,dksf.klkO;k ’krdkP;k mRRkjk/kZ rs folkO;k
’krdkpk iqokZ/kZ gk nqljk VIIkk lkaxrk ;sbZy-
,dks f .klkO;k ’krdkP;k mRRkjk/kkZ r
nqjlans’kd]nqj/ouh] xzkWeksQksu]pyfp=.k dWesjk o
izkstsDVj v’ks vaR;r egRoiw.kZ ’kks/k ykxys-;keqGs
 izlkj.k vkf.k laKki.k ;k ’kCnkauk Lora«k vFkZ
izkIr >kyk-,dksf.klkO;k ’krdkv[ksj fp=iV
gs iw.kZr% uos ek/;e mnîkyk vkys- ƒ‹„Œ&„ƒ P;k
lqekjkl jksfMvks ƒ‹…ˆ i;Zar nqjn’kZu gh ek/;e
mn;kyk vkyh-
…½ ƒ‹†Œ rs ƒ‹ˆŒ gk dky[kaM bysDVkWfud vkf.k
lax.kd ra=kpk vkgs-;k ek/;ekpk ;k dkGkr
foLrkj >kyk- Vh-Ogh-loZlkekU;kaP;k vokD;kpk
>kkyk-jsfMvkspk foLrkj >kkyk- gh ek/;es
yksdkaP;k nSuafnu tx.;kpk Hkkx cuyh-
†½ ƒ‹ˆŒ rs ƒ‹‹Œ gk dkG lax.kd vkf.k mixzg ;k
nksu ra=KkukaP;k ;ksxnkukpk dkG vkgs-
^^uOOknhP;k n’kdkr Hkkjrkrgh nqjfp=okfgU;kaph
O;oLFkk >ikV;kus fodflr gksÅ ykxyh-
bysDVkWfud lk/kus LoLr >kyh-
fpf=dj.k]LVq f Mvks ] ra = Kku]iz { ks i .k ;ka u k
ykx.kkjh ;a=sgh lqVlqVhr gksÅ ykxyh-
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vkf.k eksckbZy ;k ra=Kkukuh tulaKki.kkps {ks=
BoGwu dk<ys-
izlkjek/;ekph okVpky %
ƒ½ o`RRki=s & izlkjek/;ekaPkh okVpky ikgr vlrkauk
^o`RRki=^ ;k izlkjek/;ekpk vxzdzekus fopkj djkok
ykxrks- ejkBhr ckG’kkL=h tkaHksdj ;kauh *niZu*gs
orZekui= ƒŠ…„ yk lq: dsys-lkekftd lq/kkj.kk gs
;k o`RRki=kps izeq[k iz;kstu vkgs- o`RRki=kpk tltlk
fodkl gksr xsyk rlrls R;kps mfn~n"V cnyr xsys-
ƒ‹‡Œ P;k n'kdkr y?kqfu;rdkyhdkph pGoG
mn;kyk vkyh- ƒ‹…Œ rs ƒ‹‡Œ vfu;rdkyhdkapk
dkG Eg.kwu vksG[kyk tkrks-gh pGoG vkt
vH;klkpk fo"k; >kyh vkgs-vkt ejkBh lkfgR;
izlkfjr dj.kkjh fu;rdkfyds vxnh deh izek.kkr
vkgsr- i=dkfjrk O;olk; ekuwu ;k {ks=kr ;s.kkÚ;kaph
la[;k ok<yh-o`RRki=krhy ewY;kaps LFkku deh gksÅu
,d O;olk; Eg.kwu R;kdMs ikfgys tkÅ ykxys-
^^ƒ‹‹‹ P;k uarj vR;ar xfreku lkekftd ok
jktfd; ifjfLFkrhps vkdyu d:u ?ks.;klkBh
R;kuqlkj vkiys er cuo.;klkBh yksdkauk ek/;ekaph
xjt Hkklw ykxyh-R;keqGs ;k dkGkr ns’kkrhy uqlrh
eqnzhr ek/;esp uOgs rj brj ek/;esgh osxkus ok<yh]
foLrkjyh vkf.k eksB;k izek.kkoj cnyyh-*…
„½ uHkksokk.kh & ƒ‹„ƒ lkyh Hkkjrkr *jsfMvks* gs
izlkjek/;e lq: >kys- ƒ‹…Œ lkyh bafM;u LVsV
czkWMdkfLVax lfOglZ ;k ukokus fczfV’k ljdkjus R;kpk
rkck ?ksryk- ƒ‹„ˆ lkyh ^vkWy bafM;k jsfMvks^ vls
R;kps ukedj.k >kys- gokek.kkpk vankt] ’ksfrfo"k;d
ekfgrh lk{kjrspk izlkj] efgyk o ckydY;k.k]
lektizcks/ku ;klkBh jsfM;ksus egRokph dkefxjh
ctkoyh- uarjP;k dkGkr fV-Ogh pk >kikV;kus izlkj
>kyk- R;keaGs nqjn’kZuyk egRo izkIr >kys-
…½ nwjfp=ok.kh & ƒ‹‡ lkyh nwjfp=ok.khps iz{ksiu
lq: >kys- ;k ek/;ekPkk mi;ksx fodkldkekalkBh
gksÅ ykxyk- ƒ‹ˆ† Ik;Zar ns’kkrY;k vusd ’kgjke/;s
nwjn’kZups dk;Zdze lq: >kys- nwjn’kZuo:u [ksGkps
iz{ksi.k lq: >kys- bUlWV mixzgkP;k fV-Ogh
iz{ksi.kklkBh mi;ksx lq: >kyk- ekfgrh o
f’k{k.kklkscr euksjatukykgh egRo feGw ykxys-ƒ‹Š…
rs ƒ‹Šˆ ;k dkGkr nwjn’kZupk fodkl osxkus >kyk-
**ƒ‹‹Œuarj fV-Ogh {ks=kr tkxfrd Lrjkoj ,d eksBk
cny >kyk- R;klkscr fM’k vWVuk o dscyP;k
lkg;kus ijns’kh mixzg okfg.;kps tkGs NksV;k eksB;k
’kgjkr iljys-**†
†½ „ŒŒŒ rs „ŒƒŒ ;k dkGkr nwjn'kZu {ks=ke/;s izapM
Li/kkZ ok<yh-tfgjkrhpk vks?k ok<yk-fo'ks"k okfgU;kaph
la[;k ok<yh-izknsf'kd okfgU;kapk mn; >kyk- vkt
toGikl pkj'ks rs lkMspkj'ks okfgU;k vfLrRokr
vkgsr- Mh-Vh-,p- ;k uO;k ra=KkukeqGs vusd uos
cny >kys vkgsr-
vk/kqfud izlkj ek/;es %
izhaV ek/;e] bysDVkWfud ek/;e vkf.k osc ek/;e v'ks
rhu izdkjps izlkjek/;es vkgsr- ekfgrh ra=KkukeqGs
vkt [kqi izxrh >kyh vkgs- ;ke/;s baVjusV ;k
izlkjek/;ekpk osxkus fodkl >kkyk vkgs- baVjusV'kh
tksMys xsY;kus tx [kwi toG vkys vkgs-vls cksyys
tkrs-ƒ‹‹Ši;Za r o`RRki=s]ekflds]izdk'ku
laLFkk]jktfd; i{k] O;kikjh laLFkk] cWadk ;kaP;klg
vusd jkT; ldjdkjkauhgh Lor%P;k osclkbZV r;kj
dsY;k vkgsr-lpZ baftuP;k ek/;ekrwu ejkBh
lkghR;kP;kgh dkgh osclkbZV vkgsr- lpZ baftuP;k
ek/;ekrwu ejkBh lkghR;kpk 'kks/k ?ksrk ;srks- 'kkldh;
laLFkk] nwjn'kZu]iksfyl foHkkx o v'kkldh;
laLFkkP;kgh osclkbZVl miYkC/k vkgsr-baVjusVP;k
izlkjkeqGs yksd dusDVsM jkgq ykxys lks'ky
usVoÆdxeqGs rj yksd tkLrhr tkLr laiZdkr vkys
vkgsr-Qslcqd]fVVj] OgkWVl vWi ;klj[;k lks'ky
usVoÆdxeqGs {k.kk/kkZr txkP;k dkukdksiÚ;kr
?kMysY;k ?kVusph ekfgrh yksdkai;Zr iksgprs- R;k
ekfgrhoj vkiY;k izfrfdz;k uksanork ;srkr-
ns'k&fons'kkrhy yksdka'kh eS=h djrk ;srs-fopkjkaph
nsok.k&?ksok.k djrk ;srs- eksckbZyP;k ek/;ekrwu
baVjusph lqfo/kk miyC/k >kY;keqGs O;fDrauk tkLrhr
tkLr yksdka'kh eS=h d:u laokn lk/krkauk fnlrkr-
eksckbZy usVoÆdx]ekckbZy cWafdax] eqGs ?kjph
dkes]O;olkf;d o dk;kZy;hu dkes lgt djrk ;sÅ
ykxyh vkgsr- vk/kqfud izlkjek/;es brD;k xrhus
lqfo/kk nsr vkgsr- T;keqGs fodklkps uos :i iq<s
vkys vkgs-Â
izlkjek/;ekaoj tkxfrdhdj.kkpk izHkko %
ejkBh izlkjek/;ekae/;s izapM osxkus gks.kkjk cny gk
tkxfrdhdj.kkeqGs gksr vkgs- tkxfrdhdj.kkP;k
izHkkokeqGs izlkjek/;ekaPkk >ikV;kus fodkl >kkyk
vkgs-izlkjek/;ekar orZekui=s] fu;rdkfyds]
bysDVkWfud] ek/;es] fofo/k okfgU;k] baVjusV
osclkbZVl ;k lokZaeqGs txkP;k dks.kR;kgh Vksdkayk
?kMysY;k egRRokP;k ?kVukaph ekghrh vo?;k dkgh
fefuVka r txP;k dkUkkdks i Ú;kr iks g prs -
izlkjek/;ekaPkk ekuokP;k nSuanhu thoukojgh izHkko
iMysyk vk<Grks- ek.kql ldkGh mBY;kiklqu
izlkjek/;ekauh Hkkjysyk vlrks- orZekui=
okp.ks]nwjn'kZuoj ckrE;k ikg.ks]jsfMvks ,sd.ks
;kcjkscjp fnolHkjkr vusd dkekalkBh baVjusVpk
okij rks djr vlrks]esy ikBo.ks]esy ikg.ks] fofo/k
izdkjph dkxni=s vko';d R;k ek/;ekrqu
ikBo.ks]ekxo.ks ;k izfdz;sr rks brj lkbZVlojgh
ekghrh feGor vlrks- tkxfrdhdj.kkeqGs fofo/k
okfg.;kae/;s Li/kkZ ok<r vlysyh fnlrs- lulukVh
vkf.k lokZr vk/kh o`RRk ns.;kP;k /;klkik;h okghU;kauh
fo'oklgZ r k xekoyh vkgs - gs ds o G
tkxfrdhdj.kkeqGs ?kMys vkgs-
tkxfrdhdj.k gh ladYiuk vkrk uoh jkghyh ukgh-
Tkxfrdhdj.kklkscr [kklxhdj.k o mnkjhdj.kkph
izfdz;k ns[khy txkP;k dkukdksiÚ;kr iksgpyh vkgs-
;k izfdz;keqGs ekuoh thoukP;k vusd iSyqaoj ;kps
[kksyoj ifj.kke gksr vkgsr- izlkjek/;es gk nSuanhu
thouk’kh tksMysyk ,d vaR;r egRRokpk ?kVd vkgs-
;k izfdz;seqGs ekuoh thoukP;k vusd iSayqoj ;kps
[kskyoj ifj.kke gksr vkgsr- izlkjek/;es gk nSuanhu
thouk’kh tksMysyk ,d vaR;r egRRokpk ?kVd vkgs-
yksdkaP;k vfHk:ph cnyr vlY;kps tk.kors-
okpd&iz s { kdka p h ekufldrk cnyyh r’kh
izlkjek/;es dkr Vkdr vkgsr- tkxfrfdj.kkP;k
jsV;keqGs rx /k:u mRRke uQk deko.;klkBhps ;ksX;
ekWMsy ;kapk fopkj d:u o`RRki= o o`RRkokghU;k lrr
cnyr vklrkauk fnlrkr- tkxfrfdj.kkeqGs
izlkjek/;ekaph rkaf=d]lkekftd]vkÆFkd v’kh loZp
O;olkf;d xf.krs cnyyh vkgsr- ,danjhr
tkxfrdj.k gh ,d O;kid ladYiuk vkgs- laiw.kZ
txkyk O;kiqu vlysY;k ;k ladYiusps vusd iSyw
vkgsr- txkrhy fofo/k ns’kkae/;s ijLijka’kh eqDr
O;kikj]ekfgrhph nsok.k&nsok.k] Kkukps vknku&iznku
;k xks"Vhapk tkxfrdhdj.kkr lekos’k gksrks-
lekkjksi %
ejkBh izlkjek/;ekapk 'kks/k ?ksrkauk izlkjek/;ekaps
Lo:i lkrR;kus cnyr vlY;kps fnlrs- ;kps izeq[k
dkj.k Eg.kts izlkjek/;ekaP;k la[;sr >kysyh
y{k.kh; ok<-okpd&izs{kdkaph cnyysyh vfHk:ph
;keqGs izlkjek/;ekaPks Lo:i cnyr vlrs- pkSohl
rkl ckrE;kaph miyC/krk FksV ?kVuk & FksV Ckkreh
ikg.;kph lqfo/kk ]ra+=Kku o lknjhdj.kkr >kysys
cny gs fuf'prp pkaxys vlysys fnlrkr-
lektke/;s laiZd ek/;kekauk vuU;lk/kkj.k egRRo
vkgs- ;keqGs ekfgrh &Kku];kapk izlkj eksB;k izek.kkr
gksÅ ykxyk- dje.kqd yksdf'k{k.k ;klkBhgh ;k
ek/;ekapk mi;ksx gksrks vkgs- fp=iV] vkdk'kok.kh]
nqjn'kZu o o`RRki=s bR;knh izlkjek/;kekaeqGs O;fDrps
thou cnyqu xsys vkgs-
fu"d"kZ %
ƒ½ izlkjek/;ekph osxkus ok< vkf.k fodkl gksr
vkgs-bfrgkldkGkrhy izlkjek/;es o vk/kqfud
izlkjek/;es ;kr izapM cny >kkyk vkgs-
„½ vk/kqfud izlkjek/;ekeqGs O;fDr txkP;k
dks.kR;kgh dkUkkdksiÚ;kr jkgr vlyh rjh rh
laiZdkr jkgrs-
…½ eksckbZy usVoÆdaxP;k ek/;ekrwu baVusV
lqfo/kseqGs tx toG vkys vkgs-
†½ yksd'kkghpk pkSFkk LraHk ekuys tk.kkjs
izlkjek/;es tkxfrdhdj.kkP;k izHkkoiklqu
Lor%yk nwj Bsow 'kdys ukgh-
‡½ ejkBh lkfgR; gs ^baVjusV^ ;k izlkjek/;ekiklwu
vfyIRk jkgw 'kdys ukgh-
ˆ½ izlkjek/;ekrhy Hkk"ksPkk tuekulkoj izHkko
iMr vkgs- R;keqGs izlkjek/;ekrhy Hkk"ksps
lkoZf=dhdj.k gksr vlrkuk txHkjkrY;k
izknsf'kd Hkk"kakP;k vfLrRokyk eksB;k izek.kkr
/kksdk fuekZ.k >kkyk vkgs-
v'kk izdkjs izlkjek/;ekaps cnyrs Lo:i gk la'kks/ku
ys [ k fyfgrka u k iz l kjek/;eka p k bfrgkl]
izlkjek/;ekaph okVpky] vk/kqfud izlkjek/;es ;kapk
'kks/k ?ksrkauk vls y{kkr vkys dh izlkjek/;ekaps Lo:i
gh lkrR;kus cny.kkjh izfdz;k vkgs-
lanHkZ %
ƒ½ <ksys foJke % izlkjek/;es vkf.k iz;ksxdyk]
yksdok³~e; x`g eqacbZ] „ŒƒŒ] I`- „ˆ
„½ eWdyqgku] ek'kZy vaMjLVWMhx ehfM;k]jkvWaM
dsxu ikWy] yaMu] ;qds] ƒ‹ˆŠ] i`- „‡
…½ Bksys foJke % izlkjek/;es vkf.k iz;ksxdyk]
yksdok³~e; x`g eqacbZ] „ŒƒŒ] i`- …ˆ-
†½ nkrkj lq"kek % laoknfo'o]laoknfo'o izdk'ku]
iq.ks] „ŒŒƒ] i`- ŠŒ-
 mRrjjkepfjr ds uk;d jke dh pkfjf=d fo’ks"krk
MkW- osnizdk’k feJ] laLd`r foHkkxk/;{k]
MkW- lh- oh- jkeu~ fo’ofo|ky;] fcykliqj ¼N-x-½
lkjak’k %
fdlh Hkh ukVd esa ukVdh; oLrq ds lqO;ofLFkr gksus
ij ukVd dh okLrfod lQYkrk mlds uk;d ij
vk/kkfjr jgrh gSA ukVd ds uk;d ftrus ltho]
lfØ; ,oa xq.kh gksaxs] ukVd mruk gh lQYk fl)
gksxkA ukVddkj uk;d ds ek/;e ls okrkoj.k]
lH;rk] laLd`fr vkfn dks vfHkO;fDr iznku djrk gSA
vr% ukVd esa uk;d dh pkfjf=d fo’ks"krkvksa dk
vR;f/kd egRRo gSA uk;d dh okrZkyki] vkHkw"k.k]
O;ogkj]os’kHkw"kk vkfn dks ns[kus ij mldh oS;fDrd
vFkok oxZ fo’ks"kxr fo’ks"krkvksa ds okjs esa Kku gksrk
gSA Lusg] n;k] Øwjrk] mnkjrk] drZO;fu"Brk] dkseyrk
vkfn Hkkoksa ls ;qDr laokn uk;d dh pkfjf=d fo’ks"krk
dks izdV djrk gSA bl n`f"V ls ukVddkj HkoHkwfr us
mRrjjkepfjr esa jke dks vkn’kZ ifr] vkn’kZ firk vkSj
vkn’kZ jkTkk ds :Ik esa fpf=r fd;k gSA blesa jke dk
pfj= cM+k mnkRr] vkn’kZ rFkk iz[;krA thou esa
vkn’kZ ouk;s j[kus ds fy;s cM+k ls cM+k R;kx Hkh muds
fy;s vfdafPkRdj gSA bl ls Kkr gksrk gS fd jke R;kx
rFkk riL;k dh lk{kkr~ ewfrZ gSA
’kCn dq¡th & vkn’kZ] /khjksnkRr] iztkuqjatu]
drZO;ijk;u] iRuhozrA
izLrkouk %
ukVd esa uk;d gh lEiw.kZ fØ;kvksa ds dsUnz esa gksrk gSA
bl rjg ukV~; fØ;k dh n`f"V ls uk;d loZkf/kd
egRRoiw.kZ gksrk gSA ukV~;niZ.kdkj ds vuqlkj &
iz/kkuQylEiUu O;luh eq[;uk;d%A 1
vFkkZr~ ukVd esa of.kZr iz/kku Qy dks izkIr djus okyk
uk;d O;luksa ls jfgr gksrk gS A laLd`r ukVdksa esa
uk;d ds fo"k; esa usrk 'kCn dk iz;ksx gksrk gSA vkpk;Z
/kuat; ds vuqlkj &
oqfYV ekUuk] ih&,p- Mh- 'kks/k Nk=k]
MkW- lh- oh- jkeu~ fo’ofo|ky;] fcykliqj ¼N-x-½
usrkfouhrkse/kjLR;kxh n{k% fiz;aon%
jDryksd% 'kqfpoZkfXe :<oa’k% fLFkjks;qokA
oq);qRlkgLe`fr izKkdykekulefUor%
'kwjksn`<’p /kkfeZd%AA 2
vFkkZr~ uk;d fouhr] e/kqj] R;kxh] n{k] fiz;aon]
yksdfiz;] ‘ 'kqfp] okfXe] izfl) oa’kokyk] fLFkj] ;qok]
cqf)&mRlkg] Le`fr&izKk&dyk rFkk eku;qDr] n`<+
rstLoh ‘ 'kkL=ksa dk Kkrk rFkk /keZijk;.k gksxkA
laLd`r ukVddkjksa us uk;d dks loZxq.k&lEiUUk
iznf’kZr fd;k gSA os ohjrk ,oa lkgl ds izrhd vkSj
tulk/kkj.k ds fy, vkn’kZ:Ik gksrk gSA ukVd ds
uk;d esa /kS;Z dk ik;k tkuk vR;Ur vko’;d gSA ;gh
dkj.k gS fd uk;d ds lHkh Hksnksa ds lkFk /khj fo’ks"k.k
vo’; iz;qDr fd;k tkrk gSA ukV~;niZ.kdkj ds
vuqlkj&
m)rksnkRr&yfyr&’kkUrk&/khj&fo’ks"k.kk%A
o.;kZ% LoHkko’pRokj%] usr`.kak e/;eksRrek%AA 3
vFkkZr~ e/;e vkSj mRre uk;d ds LokHkkokuqlkj pkj
Hksn gS& /khjks)r] /khjksnkRr] /khjyfyr vkSj
/khjiz’kkUrA
egkdfo HkoHkwfr }kjk jfpr mRrjjkepfjr ukVd esa
lkr vad gS] ftlesa jke ds ou izR;kxeu i’pkr~
jktxn~nh ikus ls ysdj lhrk ds ouxeu ,oa lhrk
feyu rd dh dFkk gSA bl ukVd esa jke uk;d dh
Hkwfedk esa gSA og {kek;qDr] vfrxEHkhj] fLFkjizd`fr]
fou; ls izPNUu] n`<+ iq#” k gS rFkkfi og uk;dksfpr
loZ&xq.klEiUu gSA uk;d ds pkj izdkjksa esa
n’k:iddkj /kuat; us /khjksnkRr uk;d dh
ifjHkk"kkbl izdkj fd;k gS&
egklRRoks·frxEHkhj% {kekokufodRFku%A
fLFkjks fuxw<kgM~dkjks /khjksnkRrks n`<+ozr%AA 4
tks uk;d viuh iz’kalk u djus okyk] {kek;qDr]
vfrxEHkhj] egklRRo] fLFkj izd`fr] fou; ls izPNUUk
xoZ j[kus okyk vkSj n`<+ iq#"k gksrk gS] mls /khjksnkRr
dgrs gSA mRrjjkepfjr ukVd esa uk;d ;g
xq.klEiUUk gSA vr% jke dks /khjksnkRRk uk;d dg
ldrs gSA uk;d jke dh pkfjf=d fo’ks"krk,a foUnqokj
bl izdkj gS &
fir`HkDr& jke 'kfDr] 'khy rFkk lkSUn;Z vkfn xq.kksa dh
ijdk"Bk gksus ij Hkh izoy fir`HkDr gSA og firk ds
opu dks lR; djus ds fy;s feys gq, jkT;dks
izlUUkrkls R;kx djrs gS vkSj ouokl dks vaxhdkj
,diRUkhozr& ,diRuhozr dk lk{kkr~ ewfrZ gS jkeA
lhrk ds fuoZkflr gksus ij v’oes/k ;K esa os mudh
Lo.kZewfrZ dks lg/keZpkfj.kh ds :Ik esa fu;qDr djrs gSA
,d iRUkhozr dk blls vf/kd mrd`"V mnkgj.k lalkj
esa feyuk dfBu gSA lhrk jke dh vfrfiz; FkhA tc
lhrk fp= ns[krs ns[krs Fkd tkrh gS rc jke lhrk dh
ckgq dks vius dU/ks esa j[krs gq;s dgrs gS&
fofu’psrqa 'kD;ks u lq[kfefr ok nq%[kfefr ok]
izeksgks funzk ok fdeq fo"kfoliZ% fdeq en%A
ro Li’ksZ Li’ksZ ee fg ifjew<sfUnz;x;s]
fodkj’pSrU;a Hkze;fr p lEehy;fr PkAA 6

djrs gSAblls Kkr gksrk gS fd jke izoy fir`HkDr gSA
iztkuqjatd& jke og vkn’kZ jktk gS ftudk
iztkuqjatu gh ,d egku~ ozr gSA os iztkuqjatu dks
viuk ifo= drZO; ,oa ikou /ku ekurs gSA iztk dh
izlUUkrk ds fy;s tks muds x`g dh y{eh Fkh] u;uksa dh
ve`r’kykdk Fkh] mudk thou Fkh vkSj nwljk ân; Fkh]
ml izk.kfiz;k tkudh dks ije ifo= tkurs gq, Hkh ou
esa fuoZkflr dj vius thou ds leLr lq[kksa dks
frykatfy ns nsrs gSA jke iztk dh izlUUkrk ds fy,
dgrs gS&
Lusga n;ka p lkS[;a p ;fn ok tkudhefiA
Vkjk/kuk; yksdL; eqaprks ukfLr es O;FkkAA
vFkZkr~ lhrk dks Li’kZek= djus ls fodkj jke dk
pSrU; dks fo{kqC/k ,oa mYyflr djrk gSA ;g lq[k gS
ok nq%[k] izeksg ok funzk gS] fo"k dk izlkj gS ok en gSA
;g fuf’pr ugha fd;k tk ldrk gSA vr% ge ns[krs gS
fd lhrk jke dh vfrfiz; FkhA
/kS;Zoku& jke lhrk fuoZklu #i vius u`’kal deZ ds
fy, vkthou vius vkidks f/kDdkjrs gSA muds Hkhrj
QSyk gqvk 'kksdkuy mUgsa fujUrj tykrk jgk gS fQj
Hkh /kS;Zoku gksus ds dkj.k os lo lgu djrs gSA muds
vUnj d#.k jl dk izokg gSA ijUrq mUgksus Hkhrj gh
Hkhrj iqVikd ds ln`’k ?kqVrs jgrs gS&
5
iqVikdizrhdk’kks jkeL; d#.kks jl%A 7

vFkZkr~ yksdkuqjatu ds fy, izse] n;k] lq[k vFkok
tud dh iq=h dks Hkh NksM+rs gq, eq>s ihM+k u gksxhAbl
ls Kkr gksrk gS fd jke iztkuqjatd jktk gSA
n`<+ izfrK & jke vius fu’p; ij n`<+ jgus okyk gSA
tc jke dks nqeZq[k }kjk Kkr gksrk gS fd& jko.k ds ?kj
esa lhrk fdapr~ dky rd jgus ds dkj.k yksdiokn
QSyk gqvk gS] ro og n`<+ izfrK gksus ds dkj.k lhrk
fou;lEiUUk&jke LoHkkor% fou;lEiUUk gSA vfHkeku
dk Hkko mudks Li’kZ Hkh ugha fd;kA fp=n’kZu ds
volj ij tc y{e.k jke dk ij’kqjkefo"k;d ohjrk
dh iz’kalk djrs gS ro jke y{e.k dks chp esa jksdrs gSA
lhrk Lo;a jke ds bl fou;&ekgkRE; dh iz’kalk
djrh gS &
lq"Bq 'kksHkls vk;Ziq=! ,rsu fou;ekgkRE;suA 8

dks ifjR;kx djus dk fu’p; dj ysrs gS] rFkk y{e.k

dks vkns’k nsrs gS fd& lhrk dks ys tkdj taxy esa
NksM+ nksAvr% blls Kkr gksrk gS fd jke n`<+ izfrK
uk;d gSA
drZO;fu"B 'kkld& jke drZO;fu"B 'kkld gSA
iztkjatu ds lkeus os os;fDrd lq[k dks rqPN le>rs
gSA lhrk ifjR;kx esa mudh fu%LokFkZ Hkkouk fufgr gSA
drZO;ikyudk blls mPp vkn’kZ vkSj D;k gksxk\;g
lp gS fd jke ,d vkkn’kZ ifr Fks] fdUrq lkFk esa os
vkn’kZ jktk Hkh FksA nks vkn’kZksa esa cM+s vkn’kZ ds fy;s
NksVs vkn’kZ dk R;kx djuk gh iM+rk gSA drZO;ikyu
ds {ks= esa mudk dksbZ mieku ugha gSA
lhrk jke ls dgrh gS fd& vk;Ziq= bl fou; dh
vf/kdrk ls vki vR;f/kd 'kksfHkr gks jgs gSA lhrk ds
opu jke ds fou;lEiUUk xq.k dks izdV djrs gSA
fLFkjrk&vius izk.kksa ls Hkh vf/kd fiz; lhrk dks nwj
dj nsus ij Hkh yksdkH;uqKk ds fouk iquxzZg.ku djus esa
gh mudk fLFkjrk izkIr gksrk gSA ;|fi blls thou
dk i;ZkIr va’k fudy tkrk gS] ijUrq jke blds fy,
rS;kj gSA ;g fLFkjrk dks O;Dr djrk gSA
dkseyrk& jke drZO;ikyu esa dBksj gksrs gq, Hkh
dksey LoHkko ds O;fDr gSA iapoVh esa iwoZifjfpr
izns’kksadks ns[kdj iwoZ dh LEk`fr;ksa esa [kks tkrs gS vkSj
foyki djrs gq, dgrs gS&
fpjk}sxkjEHkh izl`r bo rhozks fo"kjl%] lUnHkZ %
dqrf’pr~ laosxkr~ izpy bo 'kY;L; 'kdy%A 1 jkepUnz xq.kpUnz] ukV~;niZ.k& i`- la- 175
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