Research Reinforcement

(A P��� R�������Patron I������������ R������� J������) Shri Rajendra Prasad Gupta RAS (Rtd.), Govt. of Rajasthan, Jaipur (Raj.) Editor in Chief Dr. Pankaj Gupta Lecturer, Govt. P.G. College, Chimanpura, Shahpura, Jaipur (Raj.) Editors Dr. Sanjay Kedia Dr. Archana Bansal Asst. Principal, IIERD, Jaipur (Raj.) Lecturer, Govt. S.S. School, Jaipur (Raj.) Co-Editors Dr. Shiv Kumar Mishra Lecturer, Govt. P.G. College, Kota (Raj.) Dr. Shikha Sharma Ms. Deepshikha Parashar University of Rajasthan, Jaipur (Raj.) Assistant Professor, The IIS University, Jaipur (Raj.)

Editorial Advisory Board Prof. P.N. Shastry Prof. Kaushal Kishore Mishra Vice Chancellor, Rashtriya Sanskrit Sansthan, New Delhi Banaras Hindu University, Varanasi (U.P.) Prof. Miroljub Jevtic Prof. Rajeev Gupta (Rtd.) University of Belgrade, Belgrade University of Rajasthan, Jaipur (Raj.) Prof. T. Srinivasu Prof. Ramanuja Devnathan RTM University, Nagpur (Maharashtra) Rashtriya Sanskrit Sansthan, Jammu (J&K) Prof. P.S. Bhatnagar (Rtd.) Prof. B.L. Fadia (Rtd.) University of Rajsthan, Jaipur (Raj.) JNV University, Jodhpur (Raj.) Dr. Vimal Prasad Agarwal Prof. M. Pareek (Rtd.) Ex-Chairman, RBSE, Ajmer (Raj.) University of Rajasthan, Jaipur (Raj.) Dr. Inakshi Chaturvedi Prof. S.K. Sharma University of Rajasthan, Jaipur (Raj.) Chaudhary Charan Singh University, Meerut (U.P.) Prof. K.G. Sharma Prof. V. K. Agarwal University of Rajasthan, Jaipur (Raj.) Director, NTTTI, Bhopal (M.P.) Research Reinforcement (A Bilingual & Half Yearly Refereed Journal of Multidisciplinary Research)

Editorial Board Dr. Auronodaya Bajpai Dr. Narendra Ishtawal Head, Dept. of Political Science Lecturer, Dept. of Hindi Agra College, Agra (U.P.) Govt. College, Jaipur (Raj.) Dr. Pradeep Parasher Dr. Yogendra Dixit Lecturer, Dept. of Chemistry Lecturer, Political Science Govt. P.G. College, Jhalawar (Raj.) Rashtriya Sanskrit Sansthan, Jammu (J & K) Dr. Rashmi Jain Dr. Ravindra Tailor Associate Professor, Dept. of Sociology Editor University of Rajasthan, Jaipur (Raj.) Shodh Shree, Jaipur (Raj.) Dr. Abhay Upadhyaya Shakti Singh Shekhawat Associate Professor, Dept. of ABST Lecturer, Dept. of Political Science University of Rajasthan, Jaipur (Raj.) Govt. P.G. College, Chimanpura, Jaipur (Raj.) Prof. Ghanshyam Lal Bairwa Virendra Sharma Principal Lecturer, Dept. of History R.R. College, Alwar (Raj.) Govt. Girls P.G. College, Ajmer (Raj.) Dr. Jitendra Agarwal Dr. Sitaram Choudhary Principal Lecturer, Dept. of Political Science Govt. S.S. College, Mahapura, Jaipur (Raj.) Govt. P.G. College, Chimanpura, Jaipur (Raj.) Dr. R. C. Agarwal Dr. Avdhesh Sharma Head, Dept. of Economics Lecturer, Dept. of Sanskrit Govt. B.S.R. Arts College, Alwar (Raj.) Govt. P.G. College, Chimanpura, Jaipur (Raj.) Dr. S.P.S. Rathore Dr. Kapil Kumar Anand Head, Dept. of Botany Lecturer, Dept. of Political Science Govt. P.G. College, Kotputali, Jaipur (Raj.) S.S. Jain Subodh P.G. College, Jaipur (Raj.) Dr. Neelam Upadhyaya Dr. Mukesh Verma Deputy Director, Sarva Shiksha Abhiyan Assistant Professor, Dept. of Political Science Govt. of Rajasthan, Jaipur (Raj.) University of Rajasthan, Jaipur (Raj.) Dr. Naveen Gautam Vandana Sachdeva Lecturer, Dept. of Chemistry Assistant Professor, Dept. of Management Studies Govt. P.G. College, Kotputali, Jaipur (Raj.) The IIS University, Jaipur (Raj.) Dr. Ashok Kumar Gupta Amit Gupta Lecturer, Dept. of Georaphy Dept. of Political Science Govt. B.S.R. Arts College, Alwar (Raj.) University of Rajasthan, Jaipur (Raj.) Research Reinforcement

(A P��� R������� I������������Contents R������� J������)

S.No. Particulars Page No.

1. Personal Geography: Geography For Everyone 1 Ram Kumar Panday 2. Learner’s Attitude Towards Motivational Factors in Open and Distance Education in India 15 Dr. Bhanu Pratap Singh and Sher Singh 3. Peer Acceptance of Children with Special Educational Needs 20 Waseem Zahra 4. Hydrogeochemical Analysis and Evaluation of Ground Water Quality in Industrial Area of Jaipur Region 25 Robin Sarkar, Dr. M.K. Gupta and Dr. Pradeep Parashar 5. Role of Training in Development 31 Harshlika Khangarot 6. Political Communication in Indian Democracy: A conceptual analysis 37 Richa Yadav 7. Stem Cell Research and its Regulation in India 42 Pradeep Kumar 8. Democratic Decentralization and Constitutional Status of Panchayats 46 Suman Maurya 9. An Analytical Study on Child Welfare 51 Ms Kiran Raj 10. Environmental Planning and Co-ordination (A Study of Jaipur and Alwar Districts of Rajasthan State) 58 Dr. Madhuri Gupta 11. To Retrospect the Signi�icant Inter-national Parameters for Quality Assessment in Higher Education System in Indian Scenario 63 Devika Chhachhiya, Dr. Manish Gupta and Dr. Amita Sharma 12. Geopolitical Importance of Sri Lanka and India in IOR: Post Cold War Era 68 Reena Ghosh S.No. Particulars Page No. 13. Gendering Collective Bargaining: Working Women’s Dilemma in a Developing World 72 Dr. Shikha Sharma 14. Environment Protection and the Personal Responsibility 81 Harish Kumar 15. Women’s Right to Education 85 Suman Paliwal

16. "H$mbm nhm‹S>' CnÝ`mg Am¡a _odmVr g_mO : `wJrZ g§X^© 89 S>m°. OJXre {Jar 17. àmMrZ ^maVr` gm§ñH¥${VH$ naånamAm| H$mo ga§{jV aIZo _| nwamUm| H$m `moJXmZ 95 S>m°. gwaoe Hw$_ma 18. AÝVam©ï´>r` amOZr{V _| joÌdmX Am¡a Xjog 99 ê$~r _rZm 19. O`nwa [a`mgV H$s amOZr{V _| a{Zdmg H$s _{hbmAm| H$m hñVjon Am¡a CZH$m amÁ` na à^md 104 lr_Vr gwZrVm _rZm 20. ~ñgr Vhgrb O`nwa {Obo _| ^y{_ H$s CnbãYVm VWm ^y{_ Cn`moJ H$m ^m¡Jmo{bH$ AÜ``Z 108 amhþb _rZm 21. amOH$s` Ed§ {ZOr {ejH$ à{ejU _hm{dÚmb`m| H$m g§JR>ZmË_H$ dmVmdaU Ed§ àmÜ`mnH$m| H$s ì`mdgm{`H$ à{V~ÕVm H$m VwbZmË_H$ AÜ``Z 114 S>m°. {Zén_m O¡Z 22. ^maV Am¡a Am{g`mZ : bwH$ B©ñQ> go EŠQ> B©ñQ> VH$ H$m g\$a 118 MÝÐH$bm e_m© 23. g_gm_{`H$ d¡pídH$ gÝX^© _| _hmË_m Jm§Yr Ho$ Aqhgm {gÕmÝV H$s àmg§{JH$Vm 122 JwéXÎm ñdm_r 24. Xm¡gm {Obo _| ^y{_ Cn`moJ n[adV©Z Ed§ n`m©daU H$m EH$ ^m¡Jmo{bH$ AÜ``Z 125 A{^foH$ d{eð> 25. Vob§JmZm Ho$ {Z_m©U H$m KQ>ZmH«$_ 129 nyZ_ AJ«dmb 26. ^maVr` Xe©Z naånam _| _moj H$s AdYmaUm 133 Anojm _rUm 27. amOñWmZ _| ~m§½bmXoer àdm{g`m| H$s g_ñ`m 137 S>m°. ldU Hw$_ma g¡Zr S.No. Particulars Page No.

28. amJ I_mO 140 Zram O¡Z 29. amOñWmZ Ho$ g§X^© _| qgMmB© gmYZm| H$m _hËd 144 S>m°. _rZmjr e_m© 30. {ZY©ZVm aoIm go ZrMo (~r.nr.Eb.) n[admam| H$m geŠVrH$aU : ~mam± {Obo Ho$ {deof g§X^© _| EH$ AZw^d_ybH$ AÜ``Z 149 amHo$e d_m© 31. OZOm{V {dH$mg AdYmaUm H$s Xem Ed_² {XemE± 155 _hoe Hw$_ma _rUm 32. d¥ÕmdñWm EH$ g_m`moOZ (EH$ AÜ``Z) 160 S>m°. arZm MVwd}Xr 33. ^maV _o§ _{hbmAmo§ Ho$ A{YH$ma 163 S>m°. AemoH$ Hw$_ma N>m{N>`m 34. S>m°. ^r_amd Aå~oS>H$a H$m gm_m{OH$ {MÝVZ 168 _wHo$e Hw$_ma Imo‹S>m 35. dV©_mZ _| _{hbm Ed§ _mZdm{YH$ma 172 S>m°. ^aV bmb _rZm 36. Š`m hf© ~m¡Õ Y_© H$m AZw`m`r Wm? 177 S>m°. Xodmam_ 37. g§{dYmZ {Z_m©U _o| ^maVr` amï´>r` H$m§J«og H$s ^y{_H$m 181 AZrVm Jwám 38. ^maV Ed§ ~m§½bmXoe H$s {Zdm©MH$s` ì`dñWm : MwZm¡{V`m± Ed§ g§^mdZmE± 185 Zdb {H$emoa 39. dV©_mZ _| gm§ñH¥${VH$ Ad_yë`Z : Xem Am¡a {Xem 189 S>m°. g§O` Hw$_ma 40. ^maVr` bmoH$Vm§{ÌH$ ì`dñWm Am¡a C^aVm AmV§H$dmX EH$ {díbofU 192 bmbMÝX Hw$åhma Personal Geography: Geography For Everyone Ram Kumar Panday Professor Tribhuvan University, Kirtipur, Kathmandu, Nepal

Abstract Everybody needs basic knowledge of geography. The present concept paper deals primarily with the need-based geography for everyone. Lack of easy approach and negligence of general dealing are responsible factors in resulting poor level of geographical knowledge. Geography, utilized by different trades and agencies is listed into different categories. Geographic problems facing by the people and personnel of different sectors are described. Importance and necessities of geographic knowledge in personal use are highlighted. Major objectives and contents of general geographical knowledge are given under various groupings. Geography is divided into major types according to nature of users’ groups. The personal need based geographic knowledge is found essential to be developed. Personal geography has been focused and stressed to facilitate a person to think things geographically. Basic strategies are found to develop the field of personal geography as a counter measure in creating geographic awareness and providing essential and useful aid of geographic knowledge in the wider range. Keywords: Personal Geography, Geographic Literacy, Mapability, Personal Atlas Introduction operate real life. He has realized that everybody Geography and history are two subjects like two including geographer should not forget eyes which cover knowledge of space and time. fundamentals of geographical knowledge. Although each subject has its own importance, Everybody must have geographical knowledge geography as a parent discipline can provide which can help him personally. So realizing wider knowledge than any other area of studies this researcher tried to explore the need based about the earth, the home of man. Geography is geography for people working in different an essential subject to all. Everybody should have sectors. This gave birth to a personal geography. basics of geography. What type of knowledge After the study of Japanese newspaper and some basic books of geography, this researcher geography can provide us is a big question to prepared paper to distribute abstract in a seminar be answered? Realizing a need of geography organized by the Department of Geography, in personal level the researcher has tried to Kyushu University, Japan in April 6, 1993. After accumulate information as much as possible two years the concept paper has been revised and developed this as a case of personal need based geography. This concept paper of geography will knowledge.from which one can find out essential parts to fulfill personal requirements of geographical help to seek needed geographical contents and When this researcher was in Tokyo, he found help in guiding everybody’s life in the personal himself lacking geographical knowledge to level. This paper has tried to explore, explain and

Research Reinforcement Vol. 4, Issue 1 May 2016 - Oct. 2016 1 expose experiences to general people whatever from Greek’s ‘to write about the earth’ to The definition of geography as such is changing Geographical Knowledge ‘geography is what geographer’s do’. possible from the field of geography discipline. Geography is directly related to our daily lives. There are behavioral and/or applied contents Following definitions help to know how wide and of everyday geography regarding essentiality A. ‘Geography… is so comprehensive character important is the field of geography. and utility for everybody’s everyday life. In fact, that the ideally complete geographer has geography is a mixture discipline of science to know all about every science that has and social sciences. It covers all aspects of the to do with the world, both of nature and of physical and cultural features of the earth. It man.’ (Richard Hartshorne, the Nature of studies almost all about the earth. Geography Geography). is an endless subject related to distribution of B. ‘There is no problem in the world that living and non living things, weather and climate, is exclusive geographical; but there are air, water and land features, plant, animals and few problems that are not in some way human activities. Men are observing the effects of geographical’ (Saul B. Cohen, Problems and weather on crops, climatic change and its impacts Trends in American Geography). on migration of birds and animals, rise and set C. ‘Geography is concerned with the des- of sun and day and night to seasonal change in cription and explanation of the aerial agricultural calendar. Geography studies where differentiation of the earth’s surface’ (David the things are located and their relationship Harvey, Explanation in Geography) with things around them. Other sciences focus basically on individual subject of a single D. ‘The last thing I want to imply is that discipline. But geography has covered different geographers can solve all the problems, elements from various disciplines. As space- for no one with the slightest sensitivity to human studies, geography has wider vision of the complexities of human environmental multiple angles to view the earth from different systems in space and time would make such dimensions. Geography is more generalist and a claim’. (Peter Gould, the Geographer at Work). contents to help man in life and activities. Geography comprises both physical and human too much specific within enough room for useful Everybody’s Geography aspects. So it can be viewed as physical science and social sciences, study of space and place, and Geography is an ever ready subject to help a bridge among disciplines. man in adjusting, moderating and changing the landscape and environment of the surface Geography for All of the earth. Geography as such is affecting Geography is a long established an essential directly and indirectly in the activities of man. discipline based on exploration and explanation Comprehensive concepts of geography as such in organizing human knowledge. Geography have been subject of concern to all. Geographers was much more interesting and advantageous subject to the general people in the time of themes (NGS, 1991: 18): Location: position continental explorations and global adventures. onhave the been earth’s identified surface, into Place: five physical fundamental and Obviously, geography as viewed by more Greeks human characteristics, Human/environment ‘Geo+graphien’ (the description of the earth) was interactions: shaping the landscape, Movement: much more popular and practical to the general human interaction on the earth and Regions: people in the time of sailors and explorers. how they form and change. Geography was a discipline of everyone’s concern

2 Research Reinforcement> Vol. 4, Issue 1 May 2016 - Oct. 2016 and much more integrated as a subject of holistic dimensional aspects of studies (from academic approach. According to Alexander von Humboldt geography to zoo geography). Geographies (1769-1859) nature’s parts can be brought into within the geography are in the trend of much comprehensive unity. Geography, in fact, was in compartmentalization. Obviously, explored the the line of bird’s eye view knowledge of nature knowledge very deeply but become only partial and culture. Everybody needs basics of geography. In fact, time (temporal) and space (spatial) bridging and unifying role of geography (between studies are two eyes of man. Human knowledge in covering the broad field of geography. The of time and space helped to develop civilization. integration is diminishing with the specialization Everybody needs to know his environment. One ofnatural sub-branches and social and uncared sciences) treatment and flavor to the of needs to know at least local (home) geography. general geography. There are some of the basic When he enters into the wider world he may and general geographic elements which can be need much more geographical information on very useful to each citizen of the earth. There are regional and global. Geography is widening in basically two types of geographical knowledge. dimensional direction. It is a dynamic discipline 1. Geographical factors affecting all can be in covering earth studies and practical subject in grouped into Global geography and helping human activities. It has extended various 2. Geographical factors affecting local is the sub-branches after the mid of 20th century. local geography. Geography in the modern world is heading There are four major levels of understanding of towards the micro and/or integrated world of spatial situation which differs with the level of the complexities in both regional and systematic geographical knowledge. sectors. With the much more explosions The knowledge-understanding–level chart for of knowledge in the branches and sub- branches of geography there developed multi- study: personal acquisition of geography as a field of Understanding of Spatial Situation

Basic knowledge Subject knowledge Specialization Expert’s level The level of spatial understanding depends the position of educated man’s level with the upon the level of acquisition of the geographical study of more and more geography. Level of knowledge. Higher the geographical knowledge, geography student is the third category which there is higher the understanding of the spatial situation. In fact, everybody has some base of The highest level is the expert’s level and only geographical knowledge and understanding geographercan acquire can through achieve theit (1.4). study The of professional the field. of spatial situation. Like in the situation of an level can be attended as a specialist and expert individual in number one (1.1). The people interested in geographical knowledge can take geography. in generalist geography and specific studies of

Research Reinforcement Vol. 4, Issue 1 May 2016 - Oct. 2016 3 The paradigm suggests that the level of Geography, as a developing science, which has a geographic understanding increases with the power to change human behavior and landscape development of its background knowledge and of the earth surface. It is leading amidst many characterization of attitudes towards the subject. subjects. Geography is developing so rapidly that our generation becomes able to visualize many Branches and Sub-Branches changes within short period of time. Its dynamic Geography, in fact, is not a unitary subject. It is and diverse nature always is becoming successful

of the people. General people, although are using geographymulti-disciplinary with geographic field which intercourse connects almost with in fulfilling needs of nature and solving problems otherevery subject field of to knowledgeproduce hybrid and developsof knowledge. new some of the concepts of geography in day-to-day This researcher has propagated Altitude Geography and Journalism Geography and and organized contents systematically for the life, the geographical field has not been assessed within the country worked for administrative use of general people. Every educated people geography, religious geography and disaster wants to gain at least some general knowledge of geography. A model Bulb Change Model (BCM) geographic domain, get help from the map and still they are not less interested to know about time in Nepal. To popularize basic geography a geographic elements (climate, soil, vegetation conceptin urban paper geography on Personal also developed Geography for has the beenfirst etc.), processes (run off, erosion etc.), and forces forwarded as geography for all. There developed (earth’s movement, volcano etc.), and new places, seasons, direction, distance and relations, spatial Following tree-cubes give some ideas how the distribution and patterns of different geographic geographymore than is 200 expanding fields of studiesin all directions in geography. and attributes. Cause and effects of nature is always subjects. Expansion of Geographical Knowledge geography shares much more parts to acquaint all. becoming a field of interest to man in which It is obvious that everybody understands basics Map and GIS became essential to both of geography. The seasonal change and weather to soil, agricultural and human activities like scholar of different disciplines. Geography has phenomena have been guided by geographical notprofessionals been used and by expertsdifferent of clients. various Geography fields and knowledge. A man who visit new place encounters can support to promote both knowledge in numerous new names and terminology of a place. The knowledge of such gazetteer is important to Branches and Beneficiaries of Geography understand the basic geography of the place. For professional fields and professions. Geography has several branches which facilitate example in the Japanese terms ‘shima’ means island and ‘kawa’ means river and ‘machi’ means city. After familiarization of such terminology it of communication has contributed to link studies of various fields. Even the geography will be easy to understand the place names such journalism and geography. Natural and man- as Kagoshima. The both geographic vernacular made hazards can be grouped as Disaster and technical terminologies are important to geography while religious realm can be covered understand the nature and culture of a country by religious geography. The spatial linkage of and\or a place. The journalist describes the events, phenomena, activities and action gives things in the basis of map and place descriptions. birth to a new geography. Historical geography The tourist guidebook to most of the writings studies history while Environmental geography is becoming an important source of geographic covers environmental studies. Even the information. But many people have no idea that geography of communication has contributed they know some geography and that can be a to link journalism and geography. This gave good base for the further development of the birth to the journalism geography. Natural and knowledge. man-made hazards can be grouped as Disaster

4 Research Reinforcement> Vol. 4, Issue 1 May 2016 - Oct. 2016 geography while religious realm can be covered but to use the geography in supporting human by Religious geography. The spatial linkage of activities. events, phenomena, activities and action give There are areas of interest for different user’s birth to a new geography. Geographical studies group- Professionals: mountaineers (altitude are basic to different disciplines. Geography has sickness etc.), traders (trade routes and provided knowledge of diverse studies which centers), Learners: In any subject geography no any subject of science and social sciences can be the base for those who link facts and cooperate by combining different subjects like Travelers: geography. As such from layman to the expert Tourists, pilgrimages and city walker’s basic and scholar, geography can be a base for the geographyfigures on is the most surface before of the the entry earth, of any parts of the earth, Scholars: for the research works without the city map and a planner without geographical knowledge is essential. GIS can Geographicsupport of specific Information fields Systemof knowledge. (GIS) never A tourist can help to analyze any research area to link man be successful. Similarly, environmental studies and earth. Geography provides foundation need the help of environmental geography. Any knowledge to support sciences (both social and person who wants to know something about natural), Writers: Even travel writers, poets, lyricist novelist and journalist needs to clarify of geography. Climatology helps to understand geographical facts before the publication of their weatherthe earth condition must take in day knowledge to day life. from Agricultural the field geography helps to know agriculture around the Beneficiaries of Geography world. There are many branches of geography articles and finalization of their creations. which helps to explore more on earth in most of Geography in the contemporary world has the subject and needs of the man. been a subject of interest from the academic scholars to the general travelers. The present What are the basic practical and functional status in the personal use of geography is found aspects of geography elements in geography? Are in different trades and agencies. Some of them they used in life? Who are emphasizing its utility are as following: and uses? In the secondary school geography curriculum of Nepal much more information 1. Geography in general knowledge (dict- have been overcrowded rather than emphasizing ionary, encyclopedia, year book, book of elements, process and forces based concepts records and facts, gazetteer, atlas, world in its content structure. As such the geography time, geologic chart, weather chart etc.) curriculum lacks coverage of those types of 2. Geography in the media(news reports, composite and comprehensive knowledges and photo features etc.) in newspaper magazine, skills which are much useful for day-to-day life radio, television. The presentation and of the people. Which one is more useful to study reproduction of geography in popular press much on glaciology, volcano or earthquake? Or became important part of information in is it useful to emphasize much on latitude and the modern media. longitude studies on mathematical approach? 3. Geography in the advertisement (vocational Or no utility of studying altitude? Focusing an information of shops, services, institutes individual, not only in the formal education but and organization in maps, information also there seems some of the basic things to be booklets, sign boards etc.) 4. Geography in the travel and tourism personal basis for the wise use of environment. (including traveler’s and tourist guides- Asselected such personalto fulfill needs need andbased facilitate geography activities can bein (with route map, mountaineering maps, information of sites and places, city maps, to enrich people not to become geographer location maps, tour course as well as a new sub-field of geography which can help Research Reinforcement Vol. 4, Issue 1 May 2016 - Oct. 2016 5 ecotourism and pilgrims, exploration, 15. Place and states of geography in inter- excursion and voyage). national, national (governmental and non- 5. Geography in different subjects as an governmental) regional and local institu- intellectual and interdisciplinary bridges tional (vocational problems, distribution (fundamentals of geography included in and spatial relations etc.). School mapping, the curriculum of social studies, nature institutional locations and interrelations, studies, environmental studies, population geographic effects and problem analysis and studies, political science (geopolitics), eco­ prognostication, help in decision making. nomics, sociology, history, language and 16. New areas: Kitchen geography, Adminis- linguistics (linguistic geography) internati­ trative geography, Landscape geography, onal relations to biology, botany, and rela­ Disaster geography, Religious geography, tions to geographical understanding for War geography, Marketing geography, jour- nalism geography etc. and place in bridging geography and earth 17. Geography in classroom organization, geo- science,other disciplines. life science, The significance social, behavioral of space sciences, arts and humanities., applied sci­ Geography in History ences (engineering , hydrology etc.) on the graphic filing, kitchen and kitchen garden. natural social and cultural aspects of local, Geographical impact on the history of Nepal can regional and global space and place. be visualized clearly about the relations between 6. Geography in creative writing (spot lights, geography and history. In making history, adventure, information, reports, poems, geography has affected in different countries in essays and articles. different manner. In the case of Nepal following 7. Geography guide maps in museums, historic, points can be forwarded as geographical effects in the Nepalese history. guides map, museum and park guides. 8. Visualreligious geography place such (art, as floor landscapes, directory, photo-palace became vital factors in affecting national graphy, information chart, campus map, 1. integrationHilly landscape and andunity. difficulty Dispersed in accessibility settlement, post card, greeting cards, poster etc.) weather and climatic have affected in the 9. Geographic Information System (GIS) to the historic warfare. In the isolation it is almost academic personnel, driving as well as war impossible to bring daily food from other areas. So people tried to cultivate around their home compound. Self-reliance is the 10. Geography in trade, industry, construction only way to survive. So they have devoted work,fields. politics and postal services. 11. Geography in development planning (na­ keep livestock at home. They have produced cottagetime to developcrafts to farm meet fields requirement nearby land of their and survey, house plan, urban plan, engineering. daily needs. tional planning, district profile, village 12. Aesthetic interpretation and representation 2. The hilly land and hiding place of forest help to upgrade guerrilla warfare. This helps to songsof geography and stories, (fine novel, arts, travelogue fiction and etc. non ­ fiction, drawing and paintings, poems, 13. Geography is used in photography, painting brevity.fight with British big power.motivated Gorkha to recruit living them. in the 3. Highdifficult Himalaya geographic in terrainthe north are popularis natural in art, music like areas. barriers. Rivers are creating obstacle. Dense and drawing, literature, video and film, folk 14. Geography in survey, tax and revenues forest in south and hot climate as well as (cadastral map) wild animal created obstacles. Malaria like

6 Research Reinforcement> Vol. 4, Issue 1 May 2016 - Oct. 2016 tropical diseases becoming barrier. Even Geographic Problems cold fog and mist has obstacle to conduct Tokyo, a most complex capital of this world

4. The valley people were made facilities. organization and use. Even the native people Theywar in became specific luxurious. season and So place. became weak to feelchallenges uneasy to tothe use geographers sub-ways in and the fieldconfused of place in the location of the things distributed along the people hardly recruited in Gorkha regiment. various corners of the city. Sometime even highly fight with Gorilla like Gorkha. The lowland educated Japanese people lose the location principalities. Due to lack of infrastructure and get taxi to go nearest place of walking 5. allBefore of them unification were weakthere wereinternally. many Asisolated such language but also systems and types of train transportationdistance. It is not developed only due into thethe difficultiescity center. of of crisis like war. difficult to cooperate each other in the time More detailed cadastral type of micro maps and 6. The highly developed place like Kathmandu geographic information are essential to explore became center of attraction to out-siders all crowded city like Tokyo. Although there are the time. They were feeling that Kathmandu many types of information maps, sign boards as the best place to live in Nepal. etc. a comprehensive geographic treatment 7. Kathmandu was the easiest place for the is lacking to explore the intended place for a trade between India and Tibet. Kathmandu particular house. During the last days of 1992 as such developed much. The valley is most fertile and healthy climatically to motivate time, found complications in locating places and people. identifyingwhen this researcher things. There entered was Tokyo a huge for crowd the first of 8. The life of the people and livelihood also affected by the geography. From food to chessboardmen and movements houses and like lanes. a human The big flood buildings in the dress and housing geography has affected andsub-ways. wide roads Finding are direction almost similar is difficult looking due to much. The house in the hill is small to identify the objects and directions for the new preserve heat while Tarai house is tall and comers. Pictorial atlas with micro area maps airy. Geography has affected even house type with description of the objects surrounding the and its orientation. To adjust geography, place can be a good guide to the new visitors. people of Nepal has different culture. The Complexities concerning dimensions of Tokyo human activities also differ. The language have created interest of application in the use religion and culture all affected from the of geographical knowledge in such situation. location. Ultimately, a question came before me, whether geography can be utilized in the personal level or Nepal lack sea but has water ways to connect not? If yes in what extent? What type of concepts 9. OceanBut science from hasthe modifiedsky and landin many route.Nepal aspects. is more useful to an individual in solving day- as a land-locked country, played balanced to-day problems? And what type of geographic diplomatic role with India and China. Nepal information is helpful in facilitation of the human can work as a bridge to develop economic life and activities? The answer of this question relations between India and China. although seems simple i.e. ‘reading geography’ The main theme of this paper is geography for but it cannot be a good solution of the problems. Assessments of needs of various clients and requirements and geographical strategies in solvingeveryone. personal A personal geographic fulfillment problems of geographical is the main The selection of concepts according to needs categories are most difficult part to be solved. thesis behind the creation of the new geography. is the fundamental issue for the geographer. To

Research Reinforcement Vol. 4, Issue 1 May 2016 - Oct. 2016 7 support answer in this question this researcher How to improve production? How to maximize use of available resources? How to facilitate objectives and scope from the point of view man in his activities? All depends upon the ofresurveyed individual briefly needs. the A fieldcareful of geography,collection itsof knowledge of space and time as well as its proper geographic concepts can be a strategy in solving personal geographic problems. out of his surroundings. Geography as a link scienceunderstanding between andnatural use. and Man social makes domains benefit can Everybody’s Geography contribute various aspects of individual interests Geography is a nearest subject to man helping too. day-to-day life. In fact, everybody poses some geographic knowledge and everybody needs Man faces problems in everyday life in the use more geographic knowledge to facilitate the of places and resources not only around his household to global problems facing personally surroundings but also whenever he moves out by an individual man. Construction of geographic and faces problem in identifying the new and curriculum in this respect is always challenging. unknown place. Walking in the unknown city

familiar on that particular place. The corridor studies: and street is a difficult task for a man who is not Relations of geography with different fields of a) History, b) Political Science, c) Economics, each individual house) in each lane can solve the d) Social Studies, e) Sociology, f) International problemsmapping ofin much the houses extent. (linear Where identificationis the rest house of Relation, g) Culture etc. have used geographic and where to have night stop in the mountain concepts directly to support their subjects. route during trekking time? This can be solved Geography as such is a most important subject easily with the sketch maps of route and location without which help other subjects can be of individual houses found along corridor. All needs some information to know spatial different geographic elements for everyday structure. Some guidance about the place will completed in fulfilling knowledge. There are geography. Contents of direction, location, be essential to make a trip successful and happy. distance, height, and seasons all are important to Few guidebooks included more detail (micro survive man in this earth. maps) and introduction of establishments. The Man lives in a portion of the earth surface. He occupies land for his living and consumes The spot image or air photo help to relate the property from his environment. He is related placemarketing and space map helpsobject toand locate distance specific as well shops. as to different occupations and exchanges of direction. The modern technology helping a lot. All these are related to geography. Familiarization his property. Man accumulates and consumes and economization of space and resource use can services. Man tries to get maximum benefit from period of time and amount of cost. This indicates Personal use of geography emerged in this barren tworesources types asof consumptionmuch as possible patterns: within the definite be an important field of concern to all people. a. Personal property like land, house, room and space which he consumes by personal offield the of individual individual interest interests and and needs needs. is related Analysis to will and capacity in general. person,of the use family, of geographic community, space society, for the nation fulfillment and b. Community consumption like use of road, whole world of mankind, indeed. Personal use river, play-ground, park, forest, organization of geography as such is related fundamentally and services like sharing type of things. with an individual man who lives in particular The quality and extent of the given two private geographic environment. This helps in upgrading and public types of property consumptions the society he lives. To indicate the geography of depends on man’s environment where he lives. personal geographic problems the terminology

8 Research Reinforcement> Vol. 4, Issue 1 May 2016 - Oct. 2016 ‘personal geography’ has been used afterwards contribute in proper utilization of land and in this paper. space and location resources. Harnessing spatial Objectives and Contents of Geography for all high priced areas) needs geographic survey. Land The personal geography aims to improve andbenefit other (selling resources the can things be analyzed in the shortage individually and individual capacity of using environment. It to maximize its production and use. Comparative will enable an individual to act and react for the business shops, agricultural land into the more comfortably with the available resources horticulturalbenefit analysis land isand terminating directing trade a houseto the high into inbenefit his environment. in life activities. As such And the it helpsconcepts to adjustof the priced areas and crop change for the economic personal geography can be outlined as following: 1. Spatial location is a vital aspect in the study of geography. Study of location of place, property, canbenefit be arecovered important under aspects. resource The utilization.proper use ofA organizations and selection of sites for different temporalspace inside evaluation home, farmof spatial field tochange outside helps world to purposes and offers various choices. Spatial assess property. resource relations etc. can be very useful areas for an individual man working in different 3. Mapability (Graphicacy) is an important as literacy for a man. Everyman has mental map place is an important aspect for all. Maximum and capacity to sketch a map. But language, andfields. easy nLocation use of ofthe a place and(inside things house within to the interpretation and reproduction technique community) and sharing resources, one needs needs to be improved. There are some useful knowledge of a location of the things. This is maps for the personal use. Some of them are: also applicable to traditional and modern uses of cadastral map and locality (land use and plan) community land resources. Comparison between maps, route maps (road, rail, walking , trekking ancient and new space system gives some idea and mountaineering maps), location maps of a good and bad aspects of relations between (distribution of shops and organizations), household members. Utilization of home, space marketing maps and shopping maps, zoo maps, and resources is most vital thing in the life of an area guide maps, physical and political maps of individual. the country, continent and world). Similarly, buying land to construct a house and Mapability is most essential factor to an site plan must be chosen to an appropriate place. individual man. Mental maps are helping man The orientation, materials and types of the house to lead different direction and places. Map is mostly have been based on the local climate, not a new thing to a man. But the development season and nature of weather. Where to buy land of cartography has invented many techniques for the construction of a house? It seems simple regarding the map language and quality. The skill but needs to apply geographic perspectives. of the map can be increased. Map knowledge, In Nepal, the tradition of soil test (not in the reading ability, proper selection and uses are laboratory, but depending in astrologer) is three important things. Each person has to learn still a matter of people’s concern. Vastusastra, basics of a map. Along with this map making without the geographic base does not work to (reproduction) through tracing and graphic facilitate house atmosphere. Even engineering and architectural design do not work without development of a map seems mostly for the technicalmethod) ispurposes. additional There benefit. are some Although general the environment. Orientation for light, wind, road maps of a country which are much more popular andthe local use ofobjects geographic should planned knowledge geographically. in specific and widely used. But there is wider scope of 2. Resource utilization is one of the important the maps which can be made in the basis of aspects in personal geography. Geography can personal needs and objectives. Maps such as

Research Reinforcement Vol. 4, Issue 1 May 2016 - Oct. 2016 9 marketing maps (map of bookshops, shopping Location and distance, direction and relations, centers, handicrafts, sightseeing spots etc., map of museums and shrines, zoo and park, map of visitor’s frequencies and relational contacts can bemarketing, viewed from specific the geographic and specialization knowledge. shops, of bus routes, stops and fares, map of contact 3. Current issues, affairs and events affect each personsoffices , campuses.,(friends , relatives,doctors, ecologistscholars, etc.),technical map individual. World affairs, major events and hands etc.). Map of house hold uses has not come issues (local, national, regional, global etc.) are out so much in the market for the public use. Few important in affecting life of a literate man. have been developed in the tourist trade. The 4. Geography of events is important to each area guide maps in the newspaper are helping citizen. From sports man to scholars, readers to tourist, the events of various natures affects in There is a need of useful maps like tourist maps mass to know about a place and find locations. day to day life. What happening? And what will to the individual people. Although there are be its geographical effects? The question is the many such maps found in the different institutes matter of every body’s concern? Circumstance and organizations. They are not in wider use and geography, in fact, covers political events and have not come like an atlas for everyone. The atlas natural incidences. Both of them extend contents of simple, useful and more detail work out of an in countrywide basis. There are global issues area showing location, relief, transport networks, (common problems such as ozone depletion, place of interest and shops of various categories distributed along the area can facilitate many population explosion, soil erosion, deforestation problems of personal geography. The pictorial and environmental problems etc.). Place and maps are very useful to a layman. location of events on the surface of the earth, its development and effects as well as strategies 1. Primary geographic knowledge is a basic need and solutions are important aspects in analyzing of a man. There are two types of geographical issues. Location of the place of incidence, getting knowledge: a) regional-aerial and b) physical- cultural. information on it (data and background), follow up (reading the news, and its development, In the former general knowledge of the earth, relation, collection of various views) are some of continent, near and neighboring countries, the aspects to acquaint geography of events. developed and under-developed countries and 5. Spatial values differ place to place, with place. distance and its importance of location. Shifting Inone’s the laterown itcountry covers soil,are most vegetation, to find water-bodies, location and personal property is an important aspect. A unit of land in the urban area is of high value. The and fauna (insects,birds and animals etc.), value of a unit of land in the urban area can buy climate,flora (trees, seasons, fruits, weather herbs, flowers(including and forecast), fodders) more area in the outer parts. Land-property can crop colander, land-crafts and agriculture. House be increased through the shifting and selling of plan (nature, harmony and tradition) use of land in terms of distance. This distance change land and other resources. Population (ethnicity, values. social harmony and some basic knowledge of 6. Distance and connectivity: - Shortest distance population geography), global environment saves the cost. Saving of time to walk from one and issues (ozone depletion, rise of sea level), place to another rose values. Utilization of such saved time and curtail of the price in the means etc.), important places (time bound package of transportation both adds extra values. deforestation, desertification, health hazards tour) etc. Everybody occupies same space in the earth. We 2. Movement and meeting is another part in which must have knowledge about our space. We must geographic knowledge is essential to a man. have knowledge about his space. He must have

10 Research Reinforcement> Vol. 4, Issue 1 May 2016 - Oct. 2016 skill on how to live in that space and he must have good attitude in its care and share. The space geographical knowledge. General geography is is geography and man must have geographic aA part man of needsgeneral both knowledge of general while andspecial specific here knowledge, skill and attitudes. covers the geographical knowledge needed to In brief, one must know about his surroundings. Knowledge of location (points, place, altitude and relative direction, distance and distributions), anda particular professional area knowledge of specific for studies. geographers Such asto change of seasons (weather, climate and seasonal gaingeopolitics professional is the fieldheights. of international Personal geography relations effects), land and soil, major rocks and minerals, vegetation and animals as well as birds and aspects. There are many sub-branches in helpingas such such should professionals. treat both For general example and political specific tropical, temperate or alpine etc.), water bodies geography for politicians and commercial for (riverflowers and (of lakes different as well climatic as ground condition water), suchpeople, as traders help to grow their business. And in houses and settlements, market and industries general, geographical information vary world to and also major countries and current events and ward of a village or a town. There are many areas historic incidences of the world all are important of studies in geography which can be very useful to a citizen. Its intensity increases from un- to man. But personal geography has limitation of educated to educated man. In Nepal, most of the uses. The uses of geography for a person can be festivals have been guided by seasons. So map of three types: festivals and its time can be drawn to join all such (a) Immediately usable (mental mapping to festivals. However, basic geographic knowledge weather condition) facilitates to an individual in dimensional aspects. Geographic literacy is most fundamental aspects (b) Occasionally usable (current events to of education which helps man to adjust his travel time use) own or outer environment. For the specialized (c) Long term use (gaining knowledge to person or specialist also in-depth geographical promote professions) knowledge of related topics and/or concepts is The personal geography accumulates the contents from geography which is much more botanist, a sociologist to a politician all have to useful in connection to have basic knowledge gainnecessary basic togeographic enrich his/her knowledges respected and fields.skills. A of geography. Everybody should know about driver, a gardener also need geographic guidance their food, wearing and shelter including their origin, development and importance. One must geographer can help to select contents for each know about the surrounding of his homes, individual’sto develop their needs specialized and interest. geographic But personalfields. A locality, region, nation, neighbors of the nation geography should be dealt in a very soft, simple, to the whole world as a human home of man. easy and attractive manner so that everybody What type of food and clothing is suitable to particular season’s and spot heights? What type Best Use of Geography could use and get benefit as much as possible. Geography since the last quarter of 20th century or weather condition? Wearing clothes with is becoming too much technical, indeed. To make theof houses help of is thermometer comfortable inand the carrying definite umbrella climatic geography more useful, it should be worked according to weather forecast certainly provides as the helping hand to each individuals of the comfort to a mass. What type of cold or hot food society. In fact, the geography can be viewed is suitable in the particular season? Where or under three types. General geography (used by which direction a house should be faced and what type of design and materials of house different experts and Professional geography construction will be suitable in the particular (usedgeneral by people),geographer) Specific geography (used by place? What about heating and lighting system?

Research Reinforcement Vol. 4, Issue 1 May 2016 - Oct. 2016 11 And what about the goods of daily uses? Are the issues. So he as an able citizen should have all of them available in their nearby market? knowledge about place where the incidence Have you ever tried to make a list of goods and location maps of specialized shops? What about to geography. After getting news he can consult the school selection for your children? Have you thehappened map and itshave facts, general figures andinformation causes related from ever thought about the location and distance of a the geographical books (geographical position, school for your children? What about community physical and cultural descriptions etc.) about the place. Similarly, everybody needs some knowledge mappinginteraction cost and contour commuting and price of office? places Regarding like spot about new place of interest. The place where heights.distance, What time aboutand cost the asocial person status can of benefit security? by you are visiting soon or on which you want to Is the locality problematic? Do you know the know more should be well known as early as exact location of governmental agencies that help possible. Before visiting any place map study in your problems? And do you know where to and information gathering (including time pay bills of telephone, electricity, drinking water differences if needed) are most vital things. How about the weather, season and climate? (rainy or between two spots and reduce time and cost. sunny? Cool or hot?) Without knowing general Manyand other works agencies? can be One facilitated can find withshortest the street help information one cannot visit a particular place of geographical knowledge and skills. There comfortably. The location of concerning (your are many professionals and agencies that are approaches knowingly or unknowingly in their interestcontact office)to visit institutesshould be andknown. organizations, the worksusing geographicaland programs: facts, figures, pictures and Thetransportation content of personal network geography and specific as such place can of 1. Teachers of social studies, economist, be extended according to the capacity, interest sociologist, historians, population experts, and needs of an individual. environmentalists and ecologists etc. A teacher too should know his class room 2. Tourist guides, mountaineers, expeditions, geography. Seat plan in the classroom, space trekkers, rafters, pilgrimage and pedestrians and distance between teacher and student, 3. Surveyor, researchers and explorers black board and student’s physical ability all 4. Industrialists, traders, agriculturist, constr­ are fundamental aspects in teaching–learning uctors process. Interaction and capitulation differ 5. Taxi drivers, hikers, bikers depends on the distance, shape and size of the 6. Politicians, military man, diplomats and with distance. The exchange and flow of ideas administrators structure (Hudman, 1972) the geographic 7. Writers, reporters, advertisers etc. conceptsclass room of too.region, So forinteraction, the scientific relation, class relative room 8. Artist, photographers, movie makers etc. location, distance etc. can be utilized. Interaction 9. Planners, developers, policy makers and decreases with the distance both by psychological organizers, politicians and managers and physical features (Panday, 1992). 10. Specialist, scholars and students An editor should know the sources and its areas of news. Which area has been more highlighted? A Along with all these aspects, an individual needs personal survey can be done with the distribution some geographical knowledge for the current of news on space and analysis of their categories events. An individual has been affected by global and spatial relations. A media man should care events. He has to contribute in a discussion and about the geography of a place of interest for not meeting with friends. He can be affected by to report false picture like Mustang case of NHK.

12 Research Reinforcement> Vol. 4, Issue 1 May 2016 - Oct. 2016 A house wife can arrange kitchen by placing the geography more functional, practical and things near to facilitate it according to frequency behavioral. A careful consideration is needed in of use. developing personal geography for all and/or In fact, basic geographic concepts can be utilized different types of professionals. to make work more effective. As such personal Geography is holistic sciences gave birth to geography is an essential study to become an innovation and revolution. It is becoming very hard to understand to set skills and use in the professional career stronger. Personalable and efficientgeography citizen as such as well is asgeography to develop of be able to use. Without the use of knowledge individual belongings and needs. It helps to a man acquiringfield one needsknowledge many is facts useless. to know. One should One must be living in a particular place to use environment able to apply acquired knowledge in the needed solved through basic geographical information change. While reading one should think how efficiently. Personal geographic problems can be field. This is what education aimed behavioral personal geographic maps can be created for processes to make it clearer. householdand skills. uses. Maps For can example help a location, lot. A profilecadastral of Afterto use reading it. To find a topic utility use oneit to has to follow some and locality map (ward or higher units), shopping 1. Know recognized-understand–internaliza- maps, shrines and ceremonies map. Map of 2. Accept-skill (organism-structure-composition) tion (facts and figures) outcontact exact person, location relatives and basic and informationoffices etc. In of future each pointmicro (Gazetteer compact computer map) with will distance, facilitate direction, to find Collect and clarify concepts (geographic terminologies)3. Apply- use andin behavior try to (benefit)generalize by using it in day-to-day and take help to make decision Man and Geography time and specific qualities. in your problems with geographic knowledge. Geographical knowledge is exploding in dev- There are enumerable concepts which have eloped countries. All have their own utility and linkages with life. The best way to use it is to ask importance. All have supported the human world. ‘which in what?’ But still there lacks shortage in selecting useful For this functional contents even for the school curricula. - List main points-clarify and organism Geography should be easy and useful to all. Easy (hierarchies, systematic) order to complex and known to unknown treatment certainly helps to guide an individual who needs - Find composition (pattern, type etc.) different types of knowledge in geography. The relations and interactions. 21st century will be more challenging. Popularity - Develop models-numbering, mapping. - Seek essence exemplifying, summarizing. and uses of the contents. All these depend on and value of subject will depend upon benefit can help as an important subject of day-to-day life. stakeholders. ButFrom there layman is a lackto a ofleader wider of range any field, of geographical geography consuming agencies and beneficiaries as well as materials needed to persons working in different geography has helped man in many ways. But it hasThe developed immense so development much that even in a the geographer field of geography became a need to prepare bright is getting lost. So professionalization and genera­ citizenfields. A for vigorous 21st century. attempt Creationas such in of popularizing awareness lization of geography can be a good approach for the university and mass education curricula. A educated people in general and professional careful selection of contents is needed to make geographersin geography in is particular. becoming the first task of all

Research Reinforcement Vol. 4, Issue 1 May 2016 - Oct. 2016 13 The development of media and communication by this change. The geographical problems of system has been widening the knowledge of national and global became an essential part of geography much than ever before. In the same time it has generated new needs of wider national disintegration problems are affecting to geographical knowledge to understand the eachknowledge person to on a the man. globe. Natural Every desertification good citizen has to world better. Still largest population lacks the needed some idea on the change. The change has basic geographical knowledge. The standard of been related in most cases to geography and at thinking of mass illiteracy is not higher than that least the geographical description is a part of the change. Simultaneously, many professionals have people’s level than that of the scholars around shown geographic concern to analyze studies in 1,000of Babylonian B.C. used beliefto think. of flatStill earthman does and not educated know many essential things about his common home travel kit (maps and facts of a place etc.) like and community of his own surroundings. The thingstheir respected became everyman’s fields. In addition, utensils. geographic This has National Geographic poll of 1988 in America exposed the level of geographical knowledge. Not Geography is not important as a subject but it made geography a field of prime concern. only among the children but also adult working covers the earth which is not only valuable but in the higher posts lack the basic knowledge also essential to the global citizen. People do of geography. In Nepal, when the researcher not need to know about geography but a person conducted map trainer’s training (1990-91 need to know many geographical concepts about then found the lack of basic geographic language personal geography not only to gain knowledge skillsunder to UNDP) read map. to the And National many higher Planning people officers, still ofthe what, world. where This ultimately,and how but justifies also theto make need ofa blames geography as a responsible factor for the person think things geographically. In fact, underdevelopment of the country. This is due to geographical knowledge is an essential part of the lack of proper geographic knowledge and human civilization. understandings. References There are three types of needs for the personal 1. Agranat, V.F. & Pominov, V.F. (1988) Origin and geographic developmentNeed to grow general Chemical Evolution of the Earth. Moscow: Mir geographic knowledge (basics of geography). Publishers. (a) Need to standardize the existing geographic 2. Boardman, David. (1986) Graphicacy and knowledge (revision of the geography facts Geography Teaching. London: Croom Helm. 3. Jones, David. Teach Yourself Geography. Great and Britain: Hodder and Stoughton. (b) Basedand figures to daily used need by baseddifferent geographic professionals) skills. 4. Lambert, David. (1987) Planet Earth: A Piccolo fact book. London. The earth is changing in every aspect. Each 5. VanCleave, Janice. (1995) Geography for every person has been affected someway or other kid. Delhi: Pustak Mahal.

14 Research Reinforcement> Vol. 4, Issue 1 May 2016 - Oct. 2016 Learner’s Attitude Towards Motivational Factors in Open and Distance Education in India Dr. Bhanu Pratap Singh Regional Director (I/C), IGNOU Regional Centre, Aligarh, (U.P.) Sher Singh Assistant Regional Director, IGNOU Regional Centre, Jaipur (Raj.)

Abstract Open and Distance Education (ODE) is the most dynamic and vital mode of imparting education to all sections of the society. ODE has emerged as an important and vital approach in education in ensuring access of higher education to all people of India. Today it is the best and effective way of teaching- learning process and day-by-day every section of the society is taking interest to join and getting benefits. Open and Distance Education is based on the use of multi-media to teach and reach students. ODE adopts all available multi-media to impart education at a distance and has enhanced the reach of open universities and facilitated in extending the educational opportunities to rural and remote places. It increases the learners’ concentration and helps the learners involve in the learning process. By using multi-media , IGNOU is attracting good numbers of people (male/female) and fulfilling their educational needs including of those hailing from backward society, irrespective of their caste, and creed. Therefore, IGNOU is playing a vital role in fulfilling the dreams of Society to provide quality education at the doorsteps of the learners. Keywords: Distance Education, Motivation, Learner, Open Education Introduction Open University, 14 State Open University “Education is universally recognized as an and about 300 Dual Mode Institution of Open important investment in human capital. It and Distance Education. Open and Distance contributes to socio-economic development Education has the great potential to cater the by endowing individuals with the means to needs of the societies in present and future time improving their health, skills, knowledge and as using the modern technologies of Information capability for productive work. For society as and Communication. More innovations and a whole, education enriches the political and effective use of ICTs, ODL system has to reach cultural life of the community and strengthens to the equivalent of other ways of formal the community’s ability to exploit technology education now. Since the concept of education for the social and economical developments. as investment is also steadily gaining ground, even the poorest countries are slowly turning the development of education is a key concern their attention to the educational needs of their everywhere”.Because the benefits -Tom and are Minget so broad (1982). and pervasive, respective populations in order to survive and Open and Distance Education system has the develop. Open and Distance Education has been great success in Indian history and rooted a good viewed by many ways as a viable strategy to way in all sphere of Indian history. Formally, the achieve the national educational goals quickly Delhi University has started the correspondence and at low costs. Open and Distance Education education in 1962. Now there are one National System has emerged as an important and vital

Research Reinforcement Vol. 4, Issue 1 May 2016 - Oct. 2016 15 approach in education and promises to play students held positive perceptions and attitudes an important role in ensuring access of higher towards ODL. The 120 students who responded education to all people. At present, there is to this survey indicated their interest in the 1300 Open and Distance Learning Institutions unique features that make-up ODL institutions, (ODLs) of different types and sizes located in 127 countries. The number of distance learners learning, provision of quality learning materials, is approximately 100 million at the higher thesuch use as of open multi-media access, and opportunity ICTs, etc. for flexible education level. It is expected to reach 120 Tripathi, P. and Fauzdar, B. I. (2007): studied on million by 2025 A.D. (Dhanarajan 1996). Open Learner Perceptions of Continuous Assessment and Distance Education is the most dynamic and in the Bachelor Degree Programme of IGNOU and vital mode of imparting education to all sections selected 1000 BDP learners enrolled in various of the society. Today it is the best and effective way of teaching-learning process and day-by-day study indicated that continuous assessment is every section of the society is taking interest to theprogrammes has a key of role the in University, ODL settings the findings in promoting of the regular study and enhancing learning of distantly and Distance Education is the use of multi-media placed learners. tojoin teach and getting and reach benefits. students The uniqueness in the Open of Open and Gogoi, Manashee & Hazarika, Mukut (2009): Distance Education. It has enhanced the reach of open universities and facilitated in extending the College Students towards Open and Distance educational opportunities to rural and remote find out the Awareness and Attitude of the places. It increases the learners’ concentration and helps the learners involve in the learning studentsLearning. toward The findings Open and of the Distance study indicatedLearning process. andthat awarenessthere are significant of people difference and a healthy of the attitude college Review of Related Literature can ensure the equity, access and quality in and through ODL system. Villi, C. (2003): found in his problem on Study on Knowledge, Attitude Perception and Objectives of the Study Expectations (KAPE) of the Women Learners of 1. To study motivational area-wise factors Open University that Open University System towards the Open and Distance Education is most important to enhance the educational of learners. achievement and skills. Interestingly quite a 2. To study discipline-wise motivational factors towards the Open and Distance Education of system to be a formal system of study, with learners. notsignificant much difference percentage vis-a-vis found the the open conventional learning system. The study also stressed on that Hypothesis of the Study newspaper and friends emerge as the primary Based on the Objectives of the study the Null sources of information about Open University hypothesis are framed and given below: Programmes. (i) There is no difference in motivational factors Murthy, C.R.K. (2004): Programmes for towards the Open and Distance Education Professional Development in Distance Education: of area-wise (rural/urban) learners. Perceptions and Views of International students (ii) There is no difference in motivational revealed the Face-to-face counseling is extremely factors towards the Open and Distance useful to the learners on various counts of Education of discipline-wise (Science/Arts) academic and administrative activities of their learners. programmes. Ojo, D. O. and Olakulehin, F. K. (2006): Research Methodology Attitudes and Perceptions of Students to Open Sampling—Sampling is the selection of research sample for the research purpose.

16and Distance Research Learning Reinforcement in Nigeria> find Vol. that 4, Issue most 1 May 2016 - Oct. 2016 In the present study random sampling method statistical techniques, organization of analyzed has been used. The sample of study has been data in tabular form and discussion or consisting of learners registered at Study Centres interpretation of the result. In the present study under the jurisdiction of Indira Gandhi National Open University, Regional Centre, Jaipur, of the study objective wise. For it validation of Rajasthan. due to time & resource constraints hypothesisan attempt hashas beenbeen madepresented, to present hypothesis the findings wise, investigator has randomly chosen 350 students on the basis of it conclusion have been made and for study. presented in the study. Tool—The self made questionnaire on General Objective 1: To study motivational factors Information and Attitude of Learners towards towards the Open and Distance Education of motivational factors in Open and Distance area-wise (rural/urban) learners. Based upon Education containing 10 questions in total has the above objective, the following hypothesis has been being developed. The Questionnaire was been made to collect the data. given to the students at the time of convocation Hypothesis 1: There is no difference in and during the visit of students at Regional Centre, Jaipur, Rajasthan. The test items was based on motivational factors towards the Open and Distance Education of area-wise (rural/ Disagree, Strongly -disagree, Neutral. urban) learners. Total 10 items related to the motivational factors to join Open and Distance rating scale of five point i.e. Strongly-agree,The following Agree, Statistical Technique Used— Education for Higher Education. The data of Rural statistical techniques are used for analysis of and urban learners in respect of Motivational data: Mean value, Standard Deviation (S.D) and ‘T’ value with graphical representation are used factors which attracts the learners to enroll in to as statistical techniques for analysis and Open and Distance Education has separated. interpretation. Based upon the above hypothesis, the data has been collected through a self made questionnaire Data Analysis and Interpretation and framed in the table and analyzed as given Analysis and interpretation of data dealt with below: analysis of the raw scores with the help of Table 1: (Area- wise (rural/urban) learners Attitude towards motivational factors of Open and Distance Education) S. No. Gender No. of learner Mean SD T Value Significance 1 Rural 153 37.47 6.72 1.66 *** 2 Urban 197 36.29 6.23 (* ** *** No Difference and Critical Value at the No Significant Significance at the level 0.01, significance at the level 0.05, SignificanceA study of thelevel above 0.01 is table 2.58 andshows the Criticalthat the value mean at significance and Distance level 0.05 Education, is 1.96) which is also shown in values of rural & urban Learners attitude towards the Fig.3. The ‘t’ value was found to be 1.66, which motivational factors of Open and Distance Education are 37.47 & 36.29, and SD Values is 6.72 the null hypothesis could be accepted. Thus, it & 6.23 respectively. On the basis of mean value is not significant at 0.01 & 0.05 levels and hence of rural and urban Learners attitude towards difference between the rural & urban Learners as motivational factors of Open and Distance farcan as be their concluded attitude that towards there motivationalexists no significant factors Education, it is found that rural learners have of Open and Distance Education. more positive attitude in comparison to urban As per data, the rural learners are having more Learners towards motivational factors of Open positive attitude towards motivational factors

Research Reinforcement Vol. 4, Issue 1 May 2016 - Oct. 2016 17 of Open and Distance Education due to having Hypothesis 2: There is no difference in motivational factors towards the Open parental/Agricultural jobs. Whereas the urban and Distance Education of discipline-wise morelearner interest shows as comparatively first choice because less ofpositive their (Science/Arts) learners. Total 10 items attitude towards motivational factors of Open indicate the motivational factors to join Open and and Distance Education, because of their Distance Education for Higher Education. The comparatively having more conventional options data of Science/Arts stream learners in respect to get higher education. of Motivational factors which attract the learners Objective 2: To study discipline-wise to enroll in Open and Distance Education has motivational factors towards the Open and separated. Based upon the above hypothesis, Distance Education of learners. Based upon the data has been collected through a self made the above objective, the following hypothesis has questionnaire and framed in the table and been made to collect the data. analyzed as given below: Table 2: (Discipline-wise (Science/Arts) learners Attitude towards motivational factors of Open and Distance Education) S. No. Discipline No. of learner Mean SD T Value Significance 1 Science 161 35.39 6.69 2.64 * and ** 2 Arts 189 37.21 6.17 0.05 levels (* ** *** No DifferenceSignificant and Critical at both Value 0.01 at the &

Significance at the level 0.01, significance at the level 0.05, A study of the above table shows that the mean through open and distance education, therefore Significance level 0.01 is 2.58 and the Critical value at significance level 0.05 is 1.96) values of Science and Arts stream Learners Science stream learners shows less positive attitude towards motivational factors of Open attitude towards motivational factors of Open and Distance Education are 35.39 & 37.21, and and Distance Education. SD Values is 6.69 & 6.17 respectively. Conclusion On the basis of mean value of Science and Arts Through this painstaking Research Survey stream Learners attitude towards motivational the Investigator has come to the conclusion factors of Open and Distance Education, it is found that Arts stream learners have more establishment. In this study It is clearly positive attitude in comparison to Science stream showsthat IGNOU that isthe fulfilling rural thelearners purpose are ofhaving their Learners towards motivational factors of Open more positive attitude towards motivational and Distance Education, which is also shown in factors of Open and Distance Education due to the Fig.4. The ‘t’ value was found to be 2.64, which is of their parental/Agricultural jobs. Whereas thehaving urban more learner interest shows as first comparatively choice because less null hypothesis could be rejected. Thus, it can be positive attitude towards motivational factors significant at both 0.01 & 0.05 levels and hence the of Open and Distance Education because of between the Science and Arts stream Learners as their comparatively having more conventional farconcluded as their that attitude there towards exists significant motivational difference factors options to get higher education. The Arts stream of Open and Distance Education is concerned. learners are having more positive attitude due to In the opinion of researcher, the Arts stream having more variety of courses and programmes learners are having more positive attitude due to through open and distance education. Whereas having more variety of courses and programmes the Science stream learners have limited courses through open and distance education. Whereas through open and distance education, therefore the Science stream learners have limited courses Science stream learners shows less positive

18 Research Reinforcement> Vol. 4, Issue 1 May 2016 - Oct. 2016 attitude towards motivational factors of Open and 4. Gogoi, Manashee, and Hazarika, Mukut. (2009) Distance Education. The IGNOU Study Centres Awareness and Attitude of the College Students are attracting good numbers of people (male/ towards Open and Distance Learning. Journal of all India Association for Educational Research. 21 (2) December, pp. 61-65. ISSN-0970-9827. including of those hailing from backward society, irrespectivefemale) and of fulfilling their caste, their and educational creed. Thus, needs we 5. Perris, Kirk, Zhang, Weiyuan, and Poon, Teresa. (2001) An Investigation of Distance Learners conclude that the IGNOU is playing a vital role in Preference for and Barriers to Online Learning in Hong Kong. IJOL. Vol. 2 pp. 139-149. ISSN 0971- education at the doorsteps of the learners by 2690. fulfilling the dreams of Society to provide quality developing its distance education system. The 6. Murthy, CRK. (2004) Programmes for following slogan for the Open Learning system is Professional Development in Distance Education: very pertinent to discuss here: Har Ghar IGNOU, Perception and View of International Students. Ghar Ghar IGNOU: Education at your doorsteps. IJOL. Vol. 13, March, pp. 283-291, ISSN 0971- Recent initiative of Government of India “Beti 2690. Bachoo, Beti Padhao” 7. Ojo David Olugbenga, and Olakulehin, Felix the development of the women education in the Kayode. (2006) Attitudes and Perceptions of country. is very significant step for Students to Open and Distance Learning in Nigeria. The International Review of Research in References Open and Distance Learning. 7(1). ISSN: 1492- 1. Dhanarajan, G. (2013) Perspectives on Open and 3831. Distance Learning- Open Educational Resources: 8. Tripathi, Pusplata, Bharat and Fozdar, Inder. An Asian Perspective. ISBN 9781894975612. (2007) Learner Perceptions of Continuous 2. C. Villi. (2003) Study on Knowledge, Attitude, Assessment in the Bachelor Degree Programme Perception & Expectations (KAPE) of Women (BDP) of IGNOU. Indian Journal of Open Learning. Learners of Open University. IJOL. No.12 (1), pp. May, pp.113-128. ISSN: 0971-2690. 95-100. ISSN0971-2690. 9. Panda, Santosh, and Mishra, Sanjaya. (2007) 3. Dikshit, Jyotsa, Gupta, Ashok, Bhusan, Shashi, E-Learning in a Mega Open University: Faculty Garg, Suresh, and Panda, Santosh. (2003). Attitude, Barriers and Motivators. Educational Learning attitude motivation, preferences of Media International. 44(4), pp.323-338. online learners. IJOL. 123, pp. 149-167. ISSN 10. IGNOU. Common prospectus. IGNOU, New Delhi. 0971-2690

Research Reinforcement Vol. 4, Issue 1 May 2016 - Oct. 2016 19 Peer Acceptance of Children with Special Educational Needs Waseem Zahra Senior Research Scholar Department of Education, University of Lucknow, Lucknow (U.P.)

Abstract Children with special educational needs are usually less accepted, more rejected and more likely to be victims of bullying in comparison to their normally developing classmates. However, they are sometimes treated more favourably than classmates, more like friends than acquaintances. A child with special needs appears to shows emotional problems due to adjustment difficulties resulting from cognitive and conative problems. Sometimes kids face problems in expressing their feelings, controlling their emotions, and reading non-verbal cues, which can lead to difficulty in the classroom and with their peers. Students with undiscovered learning disabilities might exhibit undesirable behaviour for a variety of reasons. They might feel angry, sad, lonely, frustrated, or hopeless as a result of focusing on their disabilities. To understand the difficulties of students with special needs experience in their social participation in general classroom, this study examined factors causing problems in class adjustment of Children with special needs and role of teachers and parents in peer acceptance of such children. Keywords: Peer acceptance, special educational needs, interaction, inclusion Introduction Special Educational Needs (SEN) For a long time, it was believed that special A child has special educational needs (SEN) if he school were best to educate students with him to learn than most other children of about and expertise1 (Meijer, Pijl, & Hegarty, 1997). hasthe learningsame age. disabilities Special educational that make itneeds difficult could for mean that a child or young has: specialBut recently, needs becausethe inclusion of their specificof students knowledge with disabilities in general schools has become skills in early years. enshrined in education policy and practice. • Learning difficulties - in acquiring basic The declaration of the Salamanca Statement culties - making friends or relating to adults (UNESCO, 1994) and the UN Convention on the • Social,or behaving emotional properly or mentalin an healthearly years diffi- Rights of Persons with a Disability (CRPD, United setting, school or college Nations, 2006) both form an important basis for the start of inclusion policies across the world. writing, number work or understanding The Salamanca Statement, Dakar Framework for • Specificinformation learning difficulties - with reading, Action and CRPD are based on several aspects which underline the importance of education ment, visual impairment or physical disabilities for all, right to education, accessibility to general • which Sensory might or motor affect needs them - insuch early as hearingyears. impair- education for students with disabilities, and the acceptance of students with disabilities in their feelings or understanding what others general education and society. • Communicationare saying. problems - in expressing

20 Research Reinforcement> Vol. 4, Issue 1 May 2016 - Oct. 2016 Controversial Children: They are liked by slow down a child’s progress or involves some and disliked by others. Typically prosocial, • Atreatment medical thator health affects condition his education. - which may • In India a learner with special educational Rejected Children: They are neither really liked norbut friendshipsdisliked by fluctuatepeers and based tend onto feelbehaviour. ‘invisible’. documents. For example, a child with SEN in a •They have social skills but do not necessarily needsDistrict (SEN) Primary is definedEducation variously Programme in different (DPEP) interact and typically do well academically and emotionally. namely, visual, hearing, locomotors, and intell­ 2 Peer acceptance and healthy relationships with documentectual (DPEP, is defined 2001) as. aA childchild with with disability, special friends are important for children’s social and needs appears to exhibit emotional problems emotional development. Peer acceptance and friendship provide a wide range of learning and academic failure. Lack of social skills found to development opportunities for children. These due to adjustment difficulties resulting from include companionship, recreation, building with learning disabilities. In general, social skill social skills, participating in group problem exist at significantly high rates among children people in an appropriate manner. E.g. lack of They also allow for self-exploration, emotional knowledge of how to greet people, how to make deficits include difficulties in interacting with growth, and moral and ethical development. friends, and how to engage in playground games solving, and managing competition and conflict. or a failure to use knowledge of such skills in Parents, teachers, and other adults are a good these situations. source of social support for children, but it is among other children that kids learn how to The development of social relationships with interact with each other. peers is one of the major aims of the early education. For children with disabilities (e.g. Factors influencing peer acceptance developmental delay, autism, mental retardation, When examining peer acceptance among child­ emotional/behavioural disorder), acquiring the ren, researchers usually look at two areas skills and knowledge necessary for interacting that are related to a child’s psychological and positively and successfully with peers is a challenge. social standing in the peer group as a whole Peer Acceptance socialand it development.is indicated by The the first child’s area level is the of child’ssocial Peer acceptance is the degree to which a child acceptance by other members in the group, or adolescent is socially accepted by peers. It usually classmates. The second area is the child’s includes the level of peer popularity and the ease individual friendships, characterized by both with which a child or adolescent can initiate and the quantity and quality of these friendships. maintain satisfactory peer relationships3. Although genes may be a factor in a child’s social competence and level of peer acceptance, Categories of Peer Acceptance environmental factors are also extremely There are four categories of Peer Acceptance, important. Some of the factors contributing to which are as follows4: peer acceptance include: Popular Children: They are liked by most children and they do well academically and and child during infancy. •socially: -Popular, prosocial- They do well acade- • The quality of attachment between mother mically and socially, -Popular, antisocial- They opportunities for interaction with different have poor per-formance academically, typically • Duringtypes of childhood, peers in the different quantity environments, and quality of athletic, often refuse adult authority. such as in the family, at school, in play Rejected Children: They are disliked by most ground, in cultural activities, or in the children. They tend to have low self-esteem: neighbourhood. •-Rejected, aggressive- They have aggressive Parenting style like a highly nurturing behaviour, hyperactive and inattentive. -Rejected, but moderately controlling authoritative - passive socially awk­ward withdrawn • parenting style is associated with the

Research Reinforcement Vol. 4, Issue 1 May 2016 - Oct. 2016 21 highest levels of social competence. By contrast, a low nurturing, highly controlling meet the social goals of the child and that are authoritarian parenting style is associated definedappropriate as children for the engagingsocial context. in behaviours As a group, that with children’s aggressiveness, while children with disabilities consistently perform the high nurturing but low-controlling less well socially than do typically developing permissive style is associated with failure to take responsibility for behaviour.) that children with disabilities, when compared peers.to typically A consistent developing finding children in theof similar literature ages, is interact with peers less often and are less well • Regardingschool career. having Research friends, suggests the that academic those accepted. Children with special needs experience a decline in approval by peers and a decline in benefitswho start showkindergarten up very from early preschool in a child’s with 7 a friend in their class make a better peer status (Bakker, Denessen, Bosman, Krijger, adjustment to school than those who do not & Bouts, 2007; Estell, et al., 2008; Reschly & start with a friend. Furthermore, children Christenson, 2006). In one study, students with who maintain their friendships as the LD suffered from low peer status and were school year progresses and children who generally less accepted by their peers without LD make new friends make greater gains in (Wiener, 2004). Children learn to relate to peers school performance. by engaging in peer relationships. Some children Sometimes such circumstances develop where a of peer-related social competence should haverejected problems child is makinggiven less friends opportunities or “fitting by in.”his • Researchesbe a primary propose goal of that early the schooling development and peers to relate and thereby learn new skills. Lack early childhood programs. For many young of opportunity to participate normally in peer children with disabilities, practitioners interaction is especially a problem for children need to develop individualized educational who differ in some obvious way, either culturally, plans that include social competence goals. racially, or through some mental or physical Adjustment Difficulties in Children with disability. Parents and teachers should address special needs issues of peer acceptance as early as possible in Researches during the past two decades have order to prevent loss of and self- demonstrated that children with Learning Disabi­ esteem. lities (LD) face many psychosocial challenges Peer rejection in childhoodself-confidence often results in and experience emotional and behavioural serious emotional crisis. Rejected children are problems5 (Sorensen et al., 2003). When young frequently discontent with themselves and with children with disabilities are placed in inclusive their relationships with other children. Many settings, teachers and parents report that many of these children experience strong feelings of children do develop friendships with their isolation and social rejection. Rejected children typically developing peers. Yet, for those children also report lower self-esteem and may be more with disabilities who are socially rejected by their depressed than other children. Peer rejection peers, such friendships rarely develop. Kemp and is also indicative of later life problems, such as Carter (2002) provided some insight into why dropping out of school, juvenile delinquency, and students with LD may be experiencing lowered mental health problems. Dropping out of school peer status and increased rates of loneliness seems to be a particularly frequent outcome. and depression; they stated that isolation that This is a striking situation: inclusion is promoted students with LD experience may be due to some because it is assumed to be positive for students problematic development in their social skills. with special needs, but we know that for some of Thus, students with LD may be experiencing these students inclusion might result in negative these social and emotional consequences outcomes (e.g., loneliness, rejection). It is of because of their inability to socialize adequately6 course unacceptable to just notice that students Peer social relations are based on children’s with special needs have a greater chance of being competent participation in social interactions. socially excluded than their typically developing Such peer-related social competence is often peers, and do nothing about it. For this reason,

22 Research Reinforcement> Vol. 4, Issue 1 May 2016 - Oct. 2016 measures to change this situation should be taken. perspectives of others. They are especially Teachers and parents play important role in social participation of students with special needs. based on cultural and social differences. Role of a Teacher in developing peer Valueeffective clarification: for resolving conflicts between students supporting school climate are part of the curriculum. It allows the students In addition to providing direct social skills training to examine their attitudes,Value interests,clarification and activities feelings or counselling for the child with peer acceptance and learn how these values affect their behaviour. problems, teachers can create opportunities Utilize peer mediation: Members of a student for non-threatening social interaction to occur. peer group can positively impact the behaviour of Though children should never be forced to play the students with special needs. Several schools together since this can create the rejection, have organized peer mediation programmes they can be encouraged to interact with one where students receive training in order to another. For example, a less sociable child may manage disputes involving the classmates. be encouraged to answer and ask questions Peer modelling: It provides the classroom to others. Older children should be provided teacher opportunities to use peers to assist opportunities to interact in smaller groups and with instruction, clarifying directions and give in one-on-one situations, where it may be easier social reminders. It is an excellent way for peers to try out new behaviours and make up for social to provide appropriate behavioural models of mistakes. Shy or withdrawn children can be students who need to improve their social skills. encouraged to develop outside interests that will place them in structured contact with others. In Support of parents in developing healthy peer school, peer helping programs and collaborative relationship of children with special needs learning provide opportunities for popular Parents can help special children in developing and less-popular children to work together. healthy friendships. Some children with special Ideally, collaboration should highlight the less- needs make friends very easily while others popular students’ strengths, such as special may need an adult›s help in connecting with interests and talents, rather than weaknesses. At peers in their surroundings. One easy way to any age, the small, positive changes in behaviour start encouraging peer interaction is to observe should be reinforced with attention and praise. children who show an interest in each other or Teachers can use Peer support strategy that in similar activities. If a child with a special need involves placing students in pairs or in small exhibits interested in a peer, or another child groups to participate in learning activities is making attempts to connect with the child that support academic instruction and social who has a special need, you can encourage and skills. This instructional approach does not strengthen their budding friendship using the require additional staff or extra funding. It is a suggestions below. research-based methodology that yields positive results related to student achievement and a the playground and at home. sense of “belonging” over the course of time. Peer supports provide teachers with a learning tool • Allow children time alone Small, together, cozy bothspaces, in to enhance instruction for students with and such as a reading corner, encourage closeness. without disabilities8. • OrganizeToys, materials, the play and area. playground equipment The following are ways that peer supports can that require two children promote working be used to meet the instructional and social together and communication. needs of students with disabilities in the general Providing education setting. children with multiple versions of similar Create a positive climate for Inclusion: Provide • Havetoys and multiples materials of encourages some toys. friends to opportunities for students to participate in non- perform the same action at the same time. competitively co curricular activities. Avoid Within reason, allow unnecessary competition among students. noisy, silly, and active play among children. Conduct class meetings: The class meetings are • EncourageSome children playfulness. with special needs have been designed to help the student in understanding relatively isolated and have never had the

Research Reinforcement Vol. 4, Issue 1 May 2016 - Oct. 2016 23 opportunity to experience the closeness early friendships and positive relations with created by shared laughter. peer groups appear to protect children against Assign children who later psychological problems. It is clear that have shown an interest in each other or in healthy peer relationship is as important for • Setsimilar up play activities situations. to a small group. Set up an children with disabilities as for normal children. interesting activity for both children, and Research suggests that the use of positive social encourage them to engage in it. skills with peers can results in development Encourage all of healthy peer relationships, acceptance, and children who are playing well together. friendships. While many children develop these • Reinforce positive behaviour. positive social skills naturally, some children Join the do not. By teaching children appropriate social children in their play at. You might step skills, providing them with willing and accepting in and play a supporting role in order to • Be an appropriate role model. peers with disabilities to use the skills with, and keep the interaction going, or explain a creating opportunities for children to practice child’s actions that the friend might not these skills, we can improve all children’s social understand. behaviours, potentially for a lifetime. ship role. Encourage that child to make References • Givedecisions, the child lead with a parta special of an need activity, a leader or­ 1. Meijer, C. J. W., Pijl, S. J., and Hegarty, S. (1997) In- troduction. In S. J. Pijl, C. J. W. Meijer, & S. Hegarty. distribute popular materials. Peers may be (eds.). Inclusive education: A global agenda. Lon- more likely to see that child as an interesting don: Routledge. playmate if the child has a leadership role. 2. DPEP (2001). Towards Inclusive School in DPEP. NOIDA: Ed.CIL. any age or ability. Do not insist that children 3. Peer acceptance. (2016) Available from www. • Neverwho are force not friendships interested between play together, children orof healthofchildren.com/P/Peer-Acceptance.html. force children to continue at an activity [Accessed: 20th August 2016]. if they are no longer engaged. Forcing friendships may actually create negative feelings instead of positive interactions. 4. Developingweebly.com/4-categories-of-peer-acceptance. confidence in youth athletes. (2016) Availablehtml. [Accessed: from 3rdwww.developing-confidence. September, 2016]. 5. Sorensen, L. G., Forbes, P. W., Bernstein, J. H., Wei- among normally developing children and ler, M. D., Mitchell, W. M., and Waber, D. P. (2003) Inclusivechildren withschools special benefit needs all children.is not only Friendship possible Psychological Adjustment over Two Year Period in Children Referred for Learning Problem: Risk, from adults, young children with and without Resilience and Adaptation. Learning Disabilities butdisabilities beneficial. can With form support connections and encouragement that not only Research & Practice. 18, pp.10-24. provide enjoyment but help promote their 6. Kemp, C., and Carter, M. (2002) The Social Skills growth and development in multiple domains. and Social Status of Mainstreamed Students with Intellectual Disabilities. Educational Psychology. Conclusion 22, pp. 391- 411. Peers play important roles in children’s lives 7. Bakker, J. T. A., Denessen, E., Bosman, A. M. T., at very earlier stages in development than Krijger, E., and Bouts, L. (2007) Sociometric Sta- we might have imagined. Children who are comfortable with peers at an early age, and those General Learning Disabilities in Dutch General who show prosocial behaviour, are having more tusand and Special Self-image Education of Children Classes. withLearning Specific Disabil and- chances to be accepted by their peers. Aggressive ity Quarterly. 30, pp. 47- 62. children are often rejected by their peers. The 8. Peers supporting an inclusive school climate. children who experience peer rejection at (2016) Available from www.inclusiveschools. org/peers-supporting-an-inclusive-school-cli- early developmental stage are at high risk of mate/. [Accessed: 11th August, 2016]. behavioural and emotional problems. Inversely,

24 Research Reinforcement> Vol. 4, Issue 1 May 2016 - Oct. 2016 Hydrogeochemical Analysis and Evaluation of Ground Water Quality in Industrial Area of Jaipur Region Robin Sarkar Dr. M.K. Gupta Deptt. of Chemistry, S.G.V. University, Jaipur (Raj.) Deptt. of Chemistry, L.B.S. College, Jaipur (Raj.) Dr. Pradeep Parashar Deptt. of Chemistry, Govt. College, Jhalawar (Raj.)

Abstract Ground water is a major source of drinking water in all urban and rural of India. Requirement of water has been rising in the urban agglomerates due to population explosion and growth in commercial activities along with social needs and comfort resulting in crumbling of existing systems of water supply and sanitation. In Jaipur urban agglomerate, surface water sources like Ramgarh Lake are generally empty and groundwater contributes over 95% of urban water supply. Present aerial dimension of the urban area lies between north latitudes 27ᵒ 18ʼ and east Longitude: 95ᵒ 24ʼ located almost in the centre of the district and cover an area about 470 km2 . The Jaipur urban area occupies in part of Sanganer ((45.5 %), Jhothwara (42.5 %) and Amer (12%) blocks of Jaipur district. With the increase in rate of urbanization, population of the city has also increased many folds i.e. about 16 times during the period 1931 – 2006. Old walled city area is the most populated part has mainly contributed high salinity and nitrate pollution in groundwater. Geomorphologically, the urban agglomerate is occupied by landforms including sandy-plains, hills and intermountain valley, pediments etc. Streamlet origination from Nahargarh namely Amanisha Nalla flows southerly up to Sanganer area where it take easterly flow direction. Surface water in extreme western part of the urban area flow in westerly direction and discharges through river. Quality of water for public health depends to a greater extent on the quality of drinking water be systematically collected. In general, ground water is clean and fresh. Due to industrial and agricultural activities the surface and ground water are subjected to frequent pollution. Geochemical studies of the under ground water in urban and rural areas in Jaipur of Rajasthan has been taken up to evaluate its suitability for domestic purpose. Ten ground water samples were collected from different places of Jaipur. The analysis were carried out for the parameters such as temperature, pH, dissolve oxygen, BOD, COD, total hardness, sodium, potassium, calcium, magnesium, chloride, fluoride, TS and TDS. The observation gives indication that fluoride and nitrate levels are unacceptable in drinking water sample. Keywords: Groundwater Quality, Hydro Geochemistry, Trace Metals, Health Infections

Introduction and is also popular for Sanganer & Bagru prints. Jaipur city capital of Rajasthan and it is one of Water is vital for life, well-being, food security fastest growing cities in country & undergoing and socio-economic development of mankind. rapid industrialization. Jaipur city is also popular The quality of ground water depands on a large known as Pink City and is situated towards central number of individual hydrological, physical, part of the district. Jaipur is very much on the chemical and biological factors. Generally higher world tourist map, known for jams & jewellery proportions of dissolved constituents are found

Research Reinforcement Vol. 4, Issue 1 May 2016 - Oct. 2016 25 in ground water than in surface water because of of the heavy metals are extremely essential to greater interaction of ground water with various the humans, like copper, cobalt etc., but large materials in geologic strata. The water used quantities of them may cause physiological for drinking purpose should be free from any disorder2. Recently heavy metals & pesticides is toxic elements, living and nonliving organism greater effect to their toxicity so they appears is and excessive amount of minerals that may be a prime target in environmental research today. hazardous to health. Some of the heavy metals Population of Jaipur city is 3,548,512 and literacy are extremely essential to humans, for example, rate in the city was 75.51% and the participation cobalt, copper etc. but large quantities of them of the male was found to be 86.05% and female may cause physiological disorders. was 64.02%. Sex ratio is 909 females for every Water quality index is most effective tools that 1000 males. According to PHED, Jaipur the daily drinking water supply of Jaipur city is 330 water quality parameter on the overall quality of mld, out of which 290 mld is used for domestic water.provide In themany composite developing influence countries, of availability individual & remaining 40 mld is for industrial and non- of water has become a critical and urgent problem domestic purposes. Actual demand is 150 lpcd and it is a matter of great concern to families and and actual per capita supply is 149 lpcd. 98.2% of communities depending on non-public water the supply is through ground sources and 1.8% supply system.(Okonko et al., 2008). Increase through surface sources, 64.5% population is threat of pollution from urbanization, industrial covered by sewerage system. The total number of development, agriculture and mining activities hand pumps existing in city is 1777, out of which (Oluseyi et al, 2011). Major causes of aquatic 1736 are operational. There are 48 overhead pollution include the discharge of sewage, tanks of 40 mld capacity. industrial and agricultural waste, organic and inorganic, mining, cement production, fertilizer Material and Method and pesticides washed off the land by rain, spills Water sample collected from different hand- of oil, radioactivity, atmospheric fall-out, acid pumps, tube-wells, tanks, ponds and house and irrigation (Nwanjei et al., 2012). Damaging taps and from various sources at covering effects of dust fall is characterized by enriched extensively populated area, commercial, indus­ toxic heavy metals such as Arsenic (As), Lead trial agricultural and residential colonies various (Pb), Nickel (Ni), Chromium (Cr), Copper Cu, depths according to the standard method of Zinc (Zn), Maganese (Mn) and Cadmium (Cd). collecting sample at international level i.e. (Adejumo et al., 1994; Schuhmacher et al., 2002). APHA procedure. Ten sampling points from the Wells are the main source of franking water and industrial area of Jaipur were analyzed during other domestic chores for inhabitants of the pre as well as post monsoon season. Water area surrounding the factory1. Analysis of water sample collected in good quality polyethylene for physical, biological and chemical properties which cleaned, dried and sterilized with bottles including trace element contents are very which 2.5 liter capacity. Sample was carried important for public health (Chinedu et al, 2011). out without adding any preservative in rinsed Heavy metals is capable of changing salt content bottles directly for avoiding any contamination 3 of water leading to serious disruption of aquatic and brought directly to the laboratory . All water communities and also decrease quality of water sample properly labeled as A,B,C,D,E,…. and used for drinking. Human body is very sensitive record was prepared indicating the source of the sample, location, source and data of collection. & bones (upto 1 ppm.). Water used for drinking The sample collected were analyzed for major purposeto fluoride should & it be is essentialfree any toxic for growth elements of living teeth cations like Calcium (Ca 2+) and Magnesium (Mg 2+) and nonliving organism and excessive amount of by Titrimetry, Sodium (Na+) and Potassium (K+) by minerals that may be hazardous to health. Few Flame photometer ;(ELICO-CL-220) (APHA[2]et al,

26 Research Reinforcement> Vol. 4, Issue 1 May 2016 - Oct. 2016 1985), anion Chloride (Cl-), Carbonate (CO3 2-) and Lower pH value may cause tuberculation and Bicarbonate (HCO3 -) by Trimetric, Sulphate (SO4 2-), corrosion while higher may cause incrustation,

PO4 and H2SiO4 by Spectrophotometer. Trace metal Fe, Pb, Ni, Br, I and Al. Fe was analyzed in Atomic for disinfection of water pH value varied from Adsorption Spectrophotometer. Different physical 7.40sediment to 8.03. deposit5 and difficulties in chlorination parameter – pH, HC & TDS determined at the site Sodium (Na+)—High sodium value is not with the help of digital portable water analyzer kit. suitable for irrigation purpose due to sodium The total hardness (TH) in ppm was determined by sensitivity of crops and plant. Its value varies following Richard equation: from 20.67 to 200 mg/L. 2+ 2+ TH = 2.497 Ca + 4.115 Mg Potassium (K+)—It is an essential element for All respective value result are compared with humans, plants and animals and derived chain standard limit recommended by the Bureau of mainly from vegetation and soil. The main water Indian Standard (BSI), Indian Council Of Medical weathering of potash silicate minerals, use of Research (ICMR) and WHO4. potash fertilizers and use of surface water for irrigation. It is more abundant in sedimentary Result and Discussion rocks and commonly present in feldspar, mica All sample analyzed and compare the standard and other clay minerals. BIS has not included drinking water quality . potassium in drinking water standard but S. Para- WHO: BIS: ICMR: Europeans Economic Community (EEC, 1980) No. meters 2003 1999 1975 has prescribed guideline for level of potassium in 01. TDS 600 2000 500 10 mg/L in drinking water. Higher value content in ground water indicates of ground water 02. pH 6.5-9.5 6.5-8.5 7.0-8.5 pollution. 03. Na + - - - Calcium (Ca2+)—Desirable limit of calcium for + 04. K - - - drinking water is 100 mg/L (WHO), 200 mg/L 05. Ca 2+ 100 200 200 (BIS:1999) AND 200 mg/L (ICMR:1975). Ground 06. Mg 2+ 150 100 200 water of metropolitan city, the value of calcium range from 21 to 222 mg/L in pre-monsoon & 19 07. Cl - 250 1000 200 to 222 mg/L in post-monsoon season. 08. CO - - - - 3 Magnesium (Mg2+)—Desirable limit of Magne­ - 09. HCO3 - - - sium for drinking water are 200 mg/L (BIS:1999). 2- 10. SO4 250 400 200 In ground water of Jaipur the value varies from 11. NO - 50 100 50 2.9 to 133 mg/L in pre while 8 to 117 mg/L in 3 post-monsoon. 12. TH 500 600 600 Chloride (Cl - )—It is anions and trouble for Total Dissolved Solid (TDS)—Total dissolved irrigation water. Chloride contents water largely solid in an important parameter for drinking water and water to be used for other purpose. Maximum permissible limit of TDS is 500 mg/L recommended that chloride content should not exceedinfluenced 250 by mg/L. evaporation Chloride and value precipitation. varies from It is (ICMR). It is represented by the weight of residue 6-7 left when a water sample has been evaporate to 32.49 to 624.81 mg/L. 2- - dryness. Beyond the prescribed limit, it imparts a Carbonate (CO3 ) and Bicarbonate (HCO3 )— peculiar taste to water and reduce its portability. Presence of carbonates and bicarbonates are TDS value varied from 239.60 to 1435 mg/L. the main cause of alkalinity in nature water. Bicarbonate represent the major form since they pH—All biological & chemical reaction are directly dependent upon the pH of water system. are formed in considerable amount from the

Research Reinforcement Vol. 4, Issue 1 May 2016 - Oct. 2016 27 action of carbonates upon the basic materials in Water Quality Evaluation for Irrigation Purpose the soil. Carbonate value varies from 6-42 mg/L Quality of water is an important consideration & Bicarbonate value varies from 6.10 to 503.25 in any appraisal of salinity or alkali conditions mg/L. in an irrigated area. Good quality water has the Fluoride—It is important in human nutrition potential to cause maximum yield under good soil for development of bones. High concentration of and water management. Determine suitability of ground water for irrigation purpose as follows: joint.fluoride Fluoride in ground salts waterare commonly may develop used in molting steel, aluminium,of teeth, skeletal bricks flurosis,and tiles deformation industries. Fluoride in knee • (SAR)Salinity value varied from 0.6 to 1.4 mg/L .8 • Proportion of Sodium to other Cations 2- Sulphate ion is one of the Sulphate (SO4 )— major anions occurring in natural water. Higher • Residual Sodium Carbonate (RSC) Salinity—Ground water with highly salinity value of Sulphate may cause intestinal disorder. has• limitationsBoron in its use for irrigation purpose. Sulphate in most of the samples was found to be Salinity is highly related to total dissolved solid lower than highest desirable level i.e. 200 mg/L. (TDS) and electrical conductivity (EC). High Sulphate value varied from 8.55 to 112.5 mg/L. concentration of TDS and EC in irrigation water - High concentration of nitrate may increase the soil salinity, which affect Nitrate (NO3 )— in water, infants, less than six month old, are the salt intake of the plant. Salt present in the suffering from “ methamoglobinemia” or “BLU water, affecting the growth of the plant directly, BABY” disease. It is effecting plant nutrient also affect the soil structure permeability and moderately toxic. Repeated heavy doses of and aeration, which indirectly affect the plant nitrates on ingestion may also cause carcinogenic growth. Soil water passes into the plant through disease.9 Nitrate value varied from 40 to 360 the root zone due to osmotic pressure. Dissolved mg/L & maximum permissible limit is 50 mg/L solid content of the soil water in the root zone (ICMR). the osmotic pressure and plant root membrane Desirable limit for total alkalinity Alkalinity— areincrease, able itto is difficultassimilate for waterthe plant and to overcomenutrients. is 200 mg/L (ICMR). Value of water sample Dissolved solid contents of the residual water in varies from 160 to 300 mg/L. In ground water, the root zone also has to be maintained within most of the alkalinity is due to carbonate and limits by proper leaching.10-11 bicarbonates. Proportion of Sodium to other Cations Total Hardness (TH)—Hardness is an import­ (SAR)—High concentration in water to formation ant factor for determine the usability of water for of saline soil and high sodium to development domestic, drinking and may industrial supplies. of an alkali soil. Sodium or alkali hazard in the TH value of water sample varies from 150 to 260 use of water for irrigation is determined by the mg/L. The desirable limit for total hardness is absolute and relative concentration of cations 300 mg/L(ICMR). The hardness of water is due and is expressed in terms “ Sodium Absorption to the presence of alkaline earth such as calcium Ratio “ (SAR) . It is the proportion of sodium is and magnesium. Higher value of hardness high , the alkali hazard is high and conversely, responsible for incrustation and scaling in if calcium and magnesium predominate, the pipelines. between SAR value of irrigation water and the Electrical Conductivity (EC)—EC of ground extenthazard tois whichless. There sodium is a issignificant absorbed relationship by the soil. water is varies from 345 to 2550 microsiemens/ If water used for irrigation is high in sodium and cm (WHO, 2003).

28 Research Reinforcement> Vol. 4, Issue 1 May 2016 - Oct. 2016 low in calcium, the cations exchange complex hazards of water quality. Rural and Urban may become saturated with sodium. This can area of Jaipur are growing very fast due to fast destroy the soil structure. Method of evaluating and rapid urbanization. Ground water bodies the danger of high sodium water is the sodium adsorption ratio, SAR (Rishards, 1954): municipal waste disposal. Ground water supply are being polluted by industrial effluents and Na  has registered high value of nitrate in the area where sewage system is not provided for last SAR = 22 Ca Mg 2 20 – 30 years. Solid wastes from urban area Sodium percentage is calculated as designed site and structure for recycling and  Na K reuse.are disposed Liquid offwaste in scientificallyfrom the cloth located printing and Na% = 100 Ca22 Mg   Na  K and dying industry in Sanganer has to an

Lower SAR (2 to 10) indicate little danger Bacteriological analysis of the sample indicates from sodium; medium between 7 and 18, high someincrease of inbacterial fluoride contamination. content in ground Inadequate water. between 11 and 26. Value of SAR in the ground maintenance of hand pump, improper sanitation water ranged from 0.44 during pre-monsoon and unhygienic conditions. Industries may adopt and 0.42 to 3.17 during post-monsoon. cleaner methods of production so as to minimize Residual Sodium Carbonate—Ground water their waste generation and material energy containing high concentration of carbonate and waste.14-15 Education and involvement of people bicarbonate ions tends to precipitate calcium in its management development, conservation, and magnesium as carbonate. As the result, protection and augmentation projects will be the relative proportion of sodium increases prime request to protect resources against quality degradation and guarantee quality the soil permeability. Quality of bicarbonate assurances. In irrigation sector sprinkler and and carbonate gets fixed in excess the soil of there alkaline by decreasingearth also drip system of irrigation should be promoted and made mandatory in phased manner, wherever purpose. Excess is denoted by Residual Sodium feasible. Low water requirement crop needs to Carbonateinfluence the(RSC) suitability and it determined of water foras :- irrigation be promoted at suitable and markets should be - 2- 2+ 2+ developed accordingly. In domestic waste water RSC = (HCO3 + CO3 ) - (Ca + Mg ) RSC exceeds 2.5 ppm, the water is generally for gardening, recharge and promotion economic unsuitable for irrigation and cause the soil struc­ use of water in bathing, cleaning, cooking, ture to deteriote. If value less then 1.25 ppm leakage from domestic taps, pipelines for water indicate that the water is safe for irrigation.12 supply to urban areas be checked. In Industrial It is essential to the normal growth of Boron— to check pollution of fresh ground resources. all plants when concentration is very small and Pesticidesector, treatment analysis ofindicate industrial the effluents presence so asof when exceed may cause injury. Boron is essential some chlorinated at certain location but their nutrient for plant growth, generally it becomes content was well within the permissible limits toxic beyond 2 mg/L in irrigation water. It does for drinking water at most of the location. The not affect the physical and chemical properties suitablity of ground water for irrigation purpose of the soil but high concentration affects the has been evaluated based on Salinity, Sodium metabolic activity of the plant.13 Adsorption Ratio (SAR), Residual Sodium Conclusion Carbonate (RSC) and boron content. The general taste of ground water is good Sewerage disposal system should be developed and layman cannot determine the possible in proper way. Effective solid waste disposal

Research Reinforcement Vol. 4, Issue 1 May 2016 - Oct. 2016 29 mechanism needs to be properly developed. This 5. A. Sreenivason. (1967) FAO. Fish Rep. 44(3), can utilized for manufacturing biogas. Use of p.101. nitrate fertilizer for gardening should be banned. 6. K. Vijayram, S.R. Vyasngi, S. Chitra and U. Asha. (1990) Poll. Resp. 9, p. 133. alumina in the affected areas. All the ground water 7. H. Rai. (1979) Archiv Fish Hydrobiol. 75, p. 369. abstractionPromoting de-fluoridation structure for devicesdrinking like includingactivated 8. ICMR. (1975) Manual of Standards of Drinking Water Supply. ICMR, New Delhi, 2nd Special Report Serial No. 44. concentration should be marked by red paint so 9. Singh. V., and Chandel, C.P.S. (2003) Study of ashand avoid pumps their utility with highby the nitrate common and people fluoride for Nitrate Concentration of Industrial Waste Water drinking purposes. Organizing Mass Awareness and Ground Water. Journal of the Indian Water Programmes, electronic and press media have Works Association. 35(3), pp. 228-229. provide a meaningful ways and means to educate 10. Richard, L.A. (1954) Diagnosis and Improvement the masses for water conservation at grass of Saline and Alkali Soils. Agricultural handbook. 60, p.160. Washington, DC: USDA. root level. Central Ground Water Board, Jaipur 11. U.S. Salinity Laboratory Staff. (1954) Diagnosis has organized such programs at many places and Improvement of Saline and Alkali Soil. in Jaipur. Also awareness campaigning has for Handbook 60. Washington, D.C: U. S. Department schools, colleges. Message of water conservation of Agriculture. was also broadcast & telecast on Akashwani, 12. Singh, V., and Chandel, C.P.S. (2006) Analysis of Door Darshan. Waste Water of Jaipur City for Agricultural Use. Research Journal of Chemistry and Environment. References 10(1), pp. 30-33. 1. Yisa, J. and Jimoh, T. (2010) Analytical Studies on Water Quality Index of River Landzu, Amer. Irrigation Water. Soil Science. 69, pp. 123-133. Journal of Applied Science. 7, pp.453-458. 14.13. Sharma,Eaton, F.M. D.K., (1950) Jangir, Significance J.P., Chandel, of Carbonates C.P.S., and in 2. Sharma, S.K., Singh, V., and Chandel, C.P.S. (2004) Gupta, C.M. (1990) Studies in Quality of Water in Ground Water Pollution problem and Evaluation and around Jaipur: Fluoride Levels of Drinking of Phyico-Chemical Properties of Ground Water. Water from Various Sources in Village around Environment and Ecology, 22(2), pp. 319-324. Jaipur. Journal of the Indian Water Works Association. 22(1), pp. 121-122. 3. APHA Standard Method for Examination of Water and Waste Water. (20th ed) (1998) Washington. 15. Jangir, J.P., Sharma, A., Sengar, M.P.S., and Gupta, C.M. (1990) Studies in Quality of Water in p.145. and around Jaipur part-IV. Indian Journal of 4. BIS. (1993) Drinking Water Standards IS: 10500. Environmental Protection. 10(7), pp. 515-17.

30 Research Reinforcement> Vol. 4, Issue 1 May 2016 - Oct. 2016 Role of Training in Development Harshlika Khangarot Research Scholar Department of Political Science, University of Rajasthan, Jaipur (Raj.)

Abstract Training is required for any good developmental process which needs skills and expertise in the area. Training is needed for better performances in the work profile. It not only boosts the present performances but also prepares for future challenges of the job. The concept of training has acquired much more relevance in last 25 years and thus needs regular brush ups in training needs. The effects of training can be evaluated on the basis of Kirkpatrick model which has four level frameworks. There is need to evaluate the objectives for which training is imparted after the training is over. New age methods are required for the implementation of better training programmers for developing leadership qualities in trainees. The methods and techniques used for imparting training play a crucial role in long run development. Not only there is a need of efficient training programmes but also there is a need of good evaluation of the training regimes. It is essential to study that whether the task done has achieved its objective. It is only then we can assure development for organization and administrative set up. The methodology used for the research work is primarily based on secondary source viz., books, reports, journals, etc. Also, for primary source , the research scholar has personally attended few training programmes for observation. In a conclusion to the research done , it can be said that if conceived wisely in a scientific manner , it can provide for more professional and ethical standards which in turn will prove beneficial for the development Keywords: Training, Development, Objectives , Techniques Introduction developments in administration necessitate a ‘Training’, as the name suggests is something well planned attention to the problem of training. which gives an individual or group or organization Training is needed to make bridge between old skills and new technologies. It is kind of hand accomplishment of the tasks assigned in a better shaking of traditionalism with modernity because mannera desired of skilleddeliverance. proficiency Training requiredis essential for it is not that all old things become irrelevant whether it is in private sector or public sector. with modern times or all modern techniques are Training helps in promoting, maintaining perfect, it is just , that, there is a need of proper or enhancing the effectiveness in present inter mingling. With the coming in of the concept working conditions and also prepares for future of welfare state and growing vigilance of the masses, a need arises in private as well as public higher or bigger responsibilities and roles by an sector to satisfy stake holders at higher level. individualchallenges or of organization. the job profile. Also, It the prepares scope and for The training or Human Resource Development role of training is increasing on country level is much more advanced and complicated than it and internationally. It is being observed that new was 30 years back. Many reasons are responsible

Research Reinforcement Vol. 4, Issue 1 May 2016 - Oct. 2016 31 for it like globalization, more competition, refers to the teaching and learning activities advancements in technology, more aware masses, carried on for the primary purpose of helping etc. The people who pay taxes or money for any members of an organization acquire and apply service want a good satisfaction level in return, the knowledge, skills, abilities, and attitudes also, to compete with other states, it is mandatory needed by a particular job and organization. to equip with best possible resources available. According to Edwin Flippo, ‘training is the act of And the level of improvement which is possible in increasing the skills of an employee for doing a Human Resource is far ahead of other aspects of development. India, being the youngest country particular job’. of the world, i.e., having highest numbers of Training helps to promote, maintain or enhance youth in the world, falling under the age group of 15 to 35 provides ample opportunities of Human that he or she can become capable of assuming Resource Development which we can utilize till higherthe trainees’ responsibilities. effectiveness in his work profile so 2030 A.D. Therefore, a great need is there to have On the aims of training, Assheton Committee1 better skill development trainings in various has given following points:- spheres of administration. Also, not only the trainees need training but the trainers who impart 1. Training should endeavour to produce a training have to be well acquainted with latest civil servant whose precision and clarity in the transaction of business can be taken for granted. important because it is not only an individual or 2. The civil servant must be attuned to the tasks groupknowledge which of isthe affected field and by skills a particular required. training This is he will be called upon to perform in a changing effects but a larger section of society reaching world. The civil servant must continuously and to national and international levels. The role of boldly adjust its outlook and its methods to the training in administration largely depends on the new needs of new times. techniques and methods followed for imparting it. Not all techniques are applicable to all levels 3. The civil servant should not be allowed to fall into danger of becoming mechanized by be made of the training techniques for achieving machine. The recruit from the start should theand desiredvariety goal.of fields. And But lastly, a successful the most importantblend can be made aware of the relation of his work to aspect of training is evaluation of effectiveness of the service rendered by his department to the the training. Continuing qualitative assessment community. The capacity to see what he is doing and reassessment of the training modules and in a wider setting will make the work not only regimes extremely necessary. Evaluation has more valuable to his department, but more to be in-built in the system to look into the stimulating to himself also. In addition, therefore, problems and possible solutions to it for better to purely vocational training directed to the performances and results. The training divisions proper performance of his day to day work, he in every organization has to be well equipped should receive instructions on a broader basis with advanced and skilled trainers, techniques as well as encouragement to persevere with his and required training programmes with a proper own educational development. and regular evaluation for required upgradation. Training has evolved as an essential branch of any 4. Even as regards vocational training, it is not administration and cannot be neglected for any reason as it plays an important role in deciding immediately at hand. Training must be directed the present and future capabilities. notsufficient only to to enabling train solely an individual for the jobto perform which lieshis Meaning and Objectives of Training him for other duites, and, where appropriate, developingcurrent work his more capacity efficiently for higherbut also work to fitting and procedure by which people learn knowledge Dale S. Beach defines training as ‘the organized greater responsibilities.

32and/or Research skill for Reinforcement a definite purpose’.> Vol. 4, Training Issue 1 May 2016 - Oct. 2016 5. The training plans, to be successful, must pay important is you won’t know how to get there substantial regard to staff morale to off set the and moreover will be unable to tell when you dull monotomy of routine work. It is of utmost have arrived.”3 importance that every probationer should real­ ize that he is entering the life of service, and that manner then surely desired goals can be reached he should be a servant of the people and not byThus, walking if training on the needs correct are identifiedpathway. in“Lack proper of their master. The civil servants should be given proper training in the methods of dealing with unstructured training including wastage of scarce the members of the public. trainingidentification resources exercise and may pose invariably problems lead like to 4 Training and Development post training utilization.” Here role of trainers Training for development surely means aspiring increases because it is they who decide the path for excellence and better performance in the to reach the desired goal and are also aware of service. When the training is based on a set of the capabilities of trainees. shared values that meshes with the mission of Training in Development Administration the organization, there develops feelings and Development Administration requires a special aspirations for excellence in work. There is a perception and involvement on the part of the need for strategic orientation which means that trainees to ensure a smooth adaptation to a new combining internal work environment with the climate of change .There is a great demand of needs and demands of the external environment emotional intelligence and decisive leadership make a successful strategy. This strategic app­ in development administration and these can be roach helps in quicker achievement of goals. attained only through proper training. A trainee The strategy not only means adding new aspects should be made well trained in handling various and approaches in training but also removing chaotic situations with sensibility, diplomacy, obsolete training techniques and eliminating maturity and rationality. Trainee has to learn the techniques of motivation. In the area of which training is needed or not which is in Development Administration, an analytical implementationmisaligned goals. at the Identification current moment. is needed Training of approach to problem- solving can be useful. The system does not end with imparting of training development administration has to take into but it reaches the evaluation stage which is consideration many things while moving towards mandatory for a successful training regime. “The its goal , some of them are policies, programmes system can be based on Kirkpatrick model, a ande people. There is a need of accountability , widely used, four level framework for measuring integrity and transparency in services for better the effect of training, such as reaction, learning, developmental administration. The role of application, and results. The model depicts training in administration is to provide not only theoretical knowledge and practical skills but 2 allow for suitable measures.” also required behavioural patterns and attitudes. identifiable phases of the training process that Training Need The task of development consumes a lot of efforts When there is gap between the expected and real and energy of the public servants , which many level of performance, it is the point when need times lead to behavioural issues. Development for training comes.Though, not all problems can means change but not all adapt to the changes in be solved by training but yes to a good extent a very supportive way. solutions can be brought in. Henry J.Duel has Training for Individual Development opined on it as, “It would be axiomatic that if Training for administration is though for bigger you do not know where you are going, you are scale but it also helps in an individual’s personal not likely to get where you want to be. Even more development. It enhances the qualities of deci­

Research Reinforcement Vol. 4, Issue 1 May 2016 - Oct. 2016 33 sion making, pressure management, public of training, therefore, it is to be taken care that management , responsibility,time management, which methods and techniques are to be used behaviour with seniors, colleagues and juniors. in what training. Techniques are to either group The qualities upgraded can be clearly seen by oriented or individual oriented. Lecture Method is the most ancient training technique which is in these traits eventually. Also, such training build prevalence even today. This is the most trusted feelingsothers inof thesegiving trainedbetter performance officers who in developjob and and used method for imparting training. But, bring in new innovations. Civil servants are those yes some innovations are always welcomed like who are given the responsibility of mass welfare combining with tutorials, group discussions for which it is essential for the civil servants and interactive. Concerning the new methods while doing mass leading and mass protecting of training, audio- visual aids can be the best traits. It is because of these qualities that better combination of lecture method. Audio-visual aids are today’s world demand and innovation which the ones who provide leadership to a large group, provide better understanding, no doubt. Case therefore,administration it becomes comes mandatory in. Individual for civil officers servants are studies, seminars, conferences and worshops can to develop qualities of leadership. Unless there is be really useful. a good leadership, there can be no development Training of Trainers in the system. There is always a continuous need of keeping the Multidimensional Aspects of Training trainers updated and skilled for the training they Any training which has to be imparted has to be have been assigned to train. If a trainer who has conceptual and technique oriented with a sound the responsibility to train the administrators is programme base. Unless a training programme not well trained then there is quite a possibility of legging behind in the achievement of the desired like a lost ship in the sea. As human behaviour objective. We can explain it in this way that as ishas complex a specific and programme variegated, or the direction approach , itfor is along with the sportsperson, his coach is doing training has to be inter-disciplinary mingled with full hard work with dedication, so is required various technique methods and aids. Training for from the trainers of the administrative scenario. administrative development is progressive only “Training of trainers will aim to familiarize if it has a creative framework. Training changes them in the background of the contemporary its nature according to its need and situation. administrative scenario with modern methods Training is not meant only for development of training and help to improve their competence of one aspect of any civil servant but all round in imparting instruction and designing courses.”5 development. Not only the knowledge of rules Various and time to time training courses are ,acts and procedures of administration are held and must be held for trainers for brushing up required for training but also various other their knowledge and skills for training. Exchange aspects also need training like decision making programmes help in better performances and power, mass handling , crisis management. These therefore , better results. aspects are more important as it is in the times of crisis that a capability of a civil servant is judged. Effective Training and Development Initi­ atives Training Methods and Techniques To develop training initiative for effective The role of training in administration depends results must be ensured of initiatives conducive on a large scale on the kinds of training methods to learning. While the designing of effective and techniques used while imparting training training initiatives is an integral part of in administration. All the techniques and implementing successful training but it becomes methods are not equally applicable to all types of less importance if the content of such efforts

34 Research Reinforcement> Vol. 4, Issue 1 May 2016 - Oct. 2016 appropriately corresponds to the organization’s set up. A leadership development function is needs and goals. The training personnel have important for the development of the whole responsibilities in context of initial designing. To administrative set up. Age and maturity factors attain the level of competency, the responsibilities are viewed in the framework of individual work, of training personnel are much broader than the career and life cycles for the matter of leadership. traditional role of merely imparting knowledge. Recent research found that success and failure of These levels of competencies can be achieved an administrative set up is very much related to by identifying the kinds and levels of training its leadership qualities. Leadership development schedules for high level performances , developing contributes to the bottom line and no longer and maintaining structures, conditions and relies on its instrinsic values to demonstrate climates conducive to learning, generating its real worth to the administrative structure. and providing resources, providing individual Increasingly, it has been transformed along with assistance and feedback on various dimensions the changes affecting the organization. When of the learners’ performances, serving as role there is transformation in the leadership training models and mentors by guiding the mastery of and qualities , an increment in accountability and pivotal training skills and developing alternative integrity responsiveness. Leadership develop­ ment is one of the many aspects of administrative structure were traditionally taken for granted as account individual learning styles , abilities and necessary and unmeasurable and were forced to workbut efficient and life circumstances. learning processes that take into respond to pressures to show their contribution In too many training and development situations in measurable terms. Brewington notes that it training personnel have by and large been left is the role of leadership development to make to their own devices to determine not only the this connection as a part of the organization’s context to be covered in their courses, but also commitment to its vision and thus to leadership to determine how well learners are expected to development. master it. The kind of complex training modules required by today’s administrative scenario Training Evaluation cannot be developed through only one learning Evaluation of training programmes and modules process. Training initiatives based only on one is very important. The effectiveness of a training aspect will bring in only partial success. An course is not necessarily linked with the popul­ active experimentation is an unavoidable in arity of a course due to many extraneous developmental initiatives of training. Optimally, factors. Evaluation has to be an integral part of the trainee and trainer join in a collaborative any training modules. It is always useful if the venture in which both aspire to a common system of evaluation well organised, timely and long sighted. It is then only when desired objective of development and competency. There objectives can be achieved. It is always a system is also a requirement for a trainee to develop their having a quest for excellence and development own implementation plans after they go through in administration. But, yes, not all and fully the training. Also, it depends on trainers to follow evaluative system can be relied completely their innovative styles of training according to the on. Basically, the evaluation has two aims viz., needs and situations. It is not always necessary assessing the training course and appraisal of to go after theoretical aspects but should work the competence of the trainers as both form the more on innovations and results. This can be integral part of the training module. done only with a progressive approach. Donald L. Kirkpatrick, in his article on “Evaluation of Training for a Developed Leadership Training”6, mentions four categories of evaluation of Human knowledge and competencies have stra­ training programmes: reaction, learning, behaviour tegic importance in that they are counterpart to and results. Certainly, all these parameters merit the core competencies of their administrative attention while organizing training programmes.

Research Reinforcement Vol. 4, Issue 1 May 2016 - Oct. 2016 35 Conclusion References The training for development is an important 1. Report of the Asheton Committee on Training of aspect of the administrative structural-functi­ Civil Servants. (1944) Cmd.6525, pp.10-11. onal development.It is only training after which 2. Murthy, S.K. (2011) Training for Development. an administrator, a leader, a structure be­ New Delhi: Anmol Publications Pvt. Ltd. comes capable for better implementation of administrative ethios and policies. It is essential to put a stress not only on training of trainees but Needs: A Group Approach. IJPA. XX, p. 98 3. Saxena, A.P. (1974) Identification of Training also of the trainers. There is a need for proper 4. Chaturvedi, T.N. (1970) Public Service and implementation of training methods, techniques, Modern Challenges, Need for Continuing Education. Training Abstract 10. Department of step before entering the real working culture. Personnel, Training Division, New Delhi, p-30. aidsAlso, and In- Servicemodules. training Training is required is a key fromstep ortime first to 5. Dhariwal, Suneel., Parnami, K.K. (ed.) time for all those administrators in job , so that (2007) Training, Civil Services & Personnel their skills are dusted and are also updated. Administration. Rawat Publications, Jaipur. p. 19. Training policies should be such that are in 6. Craig, R.L., and Bittel, L.R. (ed.) (1967) Training symphony with the current situations and can work for long term as well. and Development Handbook. McGraw-Hill.

36 Research Reinforcement> Vol. 4, Issue 1 May 2016 - Oct. 2016 Political Communication in Indian Democracy: A conceptual analysis Richa Yadav Assistant Professor Centre for Mass Communication, University of Rajasthan, Jaipur (Raj.)

Abstract Political communication can be defined as a communication which occurs in a political system for the dissemination of political messages among its various members. Politics is the central theme of such communication. In Indian democracy where party politics is dominant, political communication has different forms and functions. Development of media is the key determinant in changing the dimension of political communication in India. Earlier it was done in simple manner through public rallies, speeches, door-to-door campaigning and news articles but now it has changed in terms of content and practices. New media technology especially social media has changed it significantly. Now it is quick, invites more public participation and has less control over its content. Change in media ownership patterns has also affected the sanctity of political communication in India. Mission journalism has now become paid journalism. This paper discusses the various aspects of political communication in India and also highlights the role of different players of political communication with special reference to Indian democracy. Keywords: Public Opinion, Media, News Management, Communication Experts, Image Management Introduction modes of political communication such as Our country, India is the world’s largest democratic speeches, press conferences, news etc. are used country and drafters of our constitution had wished by the government as well as the political parties for a vibrant democracy for free India. Even though to reach the mass audience India’s freedom struggle was against the British, According to Axford et al. (2002) political the leaders of our country were so impressed communication is a deliberate communication by the political system of Great Britain that they among the members of a political system. Mostly, adopted the Westminster model of democracy. the content is political. It seems to be explicit but Over all these years since independence, India there are also hidden messages in it. It works has maintained its democratic system in a very within a political and social system that diffuses commendable manner. not only the political but social tenets as well. The citizens of the country can use their power to This way political communication can also play vote and choose their representatives through elections. Effective Communication is one of the of political socialization, the construction and prerequisites for any successful democracy maintenancea significant of role political in more culture general and in processes political because it aids in creating socio-political behaviour within a political system. awareness in the society. When this comm- In Indian democracy, this communication plays unication is done with political intentions, it is known as political communication. Various a vital role in shaping public opinion especially

Research Reinforcement Vol. 4, Issue 1 May 2016 - Oct. 2016 37 during the electoral suffrage. It is done for vari­ their individual image in the public. It is because ous objectives: many a times in India people have voted for individual leaders rather than the party. The media leader is the center of the party around which the • To inform the public in the form of news via overall power of the party revolves. public service campaigns Media—In a democratic nation like India where • To create awareness in the society through there is a clear division between political actors with the use of various techniques such as and the media, the communication needs to • face-to-faceTo influence (direct) the public communication, during elections poli­ be more democratic. Therefore, it is either tical advertising, image management or conceptualized or facilitated by the media pro­ other communication strategies. fessionals such as reporters or journalists who work for media organisations . The journalists There are six main players in political com­ invite the political parties’ spokesperson, exp­ munication system of Indian democracy. They erts and analysts to discuss the current issues general public. At times they may also exert of concern. They also bring in the voters to intend to inform, influence and persuade the raise questions from these representatives. objectives. The general public opinion is also shown via media especially with the emergence of social pressure on publicGovernment opinion to mayfulfill laytheir stress political on Government— media in the mainstream. This has given birth to issues of education, public welfare, health and participatory journalism. safety. It may also be involved in certain public service campaigns which aim to bring political Besides, the media in general has also been used and social changes in attitudes and behavior of by the political players for political advertising the citizens. For example it can orient the citizens and promotion to promote their ideologies as to participate actively in voting during elections. well as to highlight their party’s performance. Even the election commission is also indulged in such campaigns in India to re-direct the voters the various happenings of politics especially especially rural audience. It also teaches them scams,Media alsocorruption, plays a significantdefection, roleintentions in uncovering of poli­ the ‘know-hows’ of the electoral process. tical groups etc. It brings into light the real picture Political Parties—Political parties need to com­ of the politics and also depicts how an ongoing municate their political messages to the audience political system affects the common people of the i.e. public. This communication goes to a higher country. level during elections. During election campaigns If the political participants such as government, these parties discuss their manifestos. Their political parties, public, or pressure groups have main objective is either to gain or retain the messages to convey then they need media to power of the State. They promote their policies, broadcast their messages. Television channels, ideas as well as their future plans. Nowadays newspapers, radio and new media provide the to achieve these objectives, the major political key channels of distribution of political messages. parties of India such as BJP & Congress are Interest groups cum Pressure groups— engaged in aggressive political advertising and Pressure groups are non-aligned with political image management strategies. In a way they are party and they work for certain interests by commissioning 360° approach of marketing to social system and stay out of the political arena. Not just the political parties as a whole but even Theyinfluencing do not the participate public policy. directly They in are elections part of butthe theinfluence political the leaders decision are making involved of the in manyelectorate. public relations and advertising activities to enhance decision. They are inward- oriented and are play a powerful role in influencing the voting 38 Research Reinforcement> Vol. 4, Issue 1 May 2016 - Oct. 2016 too secretive. They may also create platforms communication. In India, they are the voters for social movements. They are known as who hand over the power or take it away from a pressure groups because they exert pressure on political party. government to bring change in the public policy: In India we have heterogeneous audience. It At times they may even resort to illegal methods has been divided on the basis of caste, region, like strike, violence etc. religion, class, language etc. Therefore, it becomes Likewise political parties, these interests cum more challenging for the parties to impress & pressure groups use political communication favour during the elections. Mere communication public opinion but with special reference to withor influence them is thenot entireenough. audience They have and to to impress win its techniques to influence decision making and them through various techniques and strategies cum pressure groups are trade unions, students’ of advertising, branding and public relations. union,specific anomic issues. Thegroups, important associations of these based interest on Communication Experts (Advertising agen­ traditional & social structure (Rashtrita Swayam cies PR firms/ consultants, Marketing and Sevak Sangh, Vishwa Hindu Parishad, Tribal research firms)—There has been a general Sangh of Assam etc) and groups made on the trend for an increased role of these professional basis of ideology or social movements (Narmada communication experts such as marketing Bachao Andolan, Chipko Movement etc). specialists, advertising experts and public rela­ In the Indian context especially Rajasthan some tion gurus, in the political communication of of the prominent of these groups are peasant our democracy. As mentioned earlier political based groups such as AIKS (All India Kissan parties and leaders are using these services for Sabha also known as Akhil Bhartiya Kissan conveying better and more effective political Sabha) which works for the cause of peasants messages especially during the election. The all over India. These groups work for the welfare primary objective is to win votes by building and causes of farmers. They raise issues such as party preference and shaping favourable perce­ water, electricity and sanitation. They organise ption. These PR consultants are also known as ‘marches’, ‘sabhas’ and ‘sammelans’ to present ‘Spin doctors’ because they present the facts in their demands. a twisted way which at times turns out to be a deception technique. Advertising agencies are These pressure cum-interest groups use the experts in devising the best communication tactics of lobbying, consultation, supporting can­ strategy for political parties. Marketing and didates, parties, getting co-opted on to regulatory and other governance bodies and policy net­ and voting behaviour of the voters. They study works, using media direct protest action, civil theresearch psychology firms of help the invoters finding and design out the such needs an disobedience. etc. Public—The public is the target audience of the target audience i.e. electorate. political communication especially in demo­ influential election campaign which directly hits cracies. It can be homogeneous or heterogeneous. Response (People’s Mandate) In a participatory democracy like India public The primary objective of political communication needs to be more active. Each member of the is to generate public opinion from the citizens in audience must contribute in shaping the public different ways. Election, referendums, initiatives opinion. The audience may share same social and and recall are some of the devices for gauging political traits. They can have common interests public opinion. In a participatory democracy and media habits. Since they acquire common like ours, elections are the most comprehensive knowledge, they tend to develop similar beliefs, expression of public opinion. It is not only an attitudes, values and behaviour patterns. They expression but people’s verdict on political draw same interpretation from the same political occupants. Referendum refers to the votes of the

Research Reinforcement Vol. 4, Issue 1 May 2016 - Oct. 2016 39 mobile messaging, political advertising, party’s political broad casts and web casts (websites, topiccitizens whereas on a specificrecall election issue oris a policy. procedure Initiative that web press releases, portals, blogs etc.). It consists stands for initiating a referendum on a specified of the direct messages by the party or its leaders. They directly communicate the voters about allows the voters to remove an elected official their election agenda, manifesto, policies, plans referendumfrom his office or through sign a petition. a direct vote. It is initiated etc. Television coverage of elections and free Newwhen media specified or social number media of has voters made demands the cond a­ political party broadcasts allowed on television uction of these opinion surveys more convenient. are also the part of direct communication. In fact it is also a powerful alternative media Implicit form—This form of political comm­ for the pressure groups to communicate and unication uses negative publicity strategy which is not direct and carries hidden messages. It before. It helps in shaping as well as crystallizing comprises of news management, party tactics, theinfluence public public opinion opinion with more greater effectively potential. than attack or mudslinging politics and even foul tricks Therefore, even the government, political parties (paid journalism and leaks). It is ambiguous as & leaders are using it in the form of web portals, well as inexplicable because the aim of these blogging etc. techniques is to earn favour of the public at the But the idea of ‘vox populi voxdei’ (the voice expense of the opponents image tarnishing. of the people is the voice of God) does not fall This strategy believes in discussing more about apt in the present context. It can be fabricated, the faults of the opposition party or leader than manipulated due to the ignorance of citizens talking about its own achievements or mistakes. and their lack of political competence. There is Nowadays, news management is one of the no reliable method of extracting public opinion techniques adopted by the parties especially the one which is in power. This is where the agenda setting theory comes into the picture. News it more participative but it lacks control. Every­ bulletins and reports are managed in such a way oneand itis isreporting fickle natured. and sharing Social media due hasto which made by the party and the media houses that support information clutter has been created. This is the party. They are focused on the issues which leading to a complex political communication are either in favour of the party or against the system wherein keeping a watch on the cascade opposition party. They also attempt to dominate the news coverage. This can also be termed imbalanced and extreme reactions are having as an “Offensive Politics” where attacking and of information is very difficult. The quick, hasty effects on public opinion. mudslinging is the key communication strategy. Though political communication is a continuous For example during 15th Loksabha Elections processbut elections are the most concentrated (2009), BJP attacked the congress party leader periods for this type of communication. This is the Sonia Gandhi as a foreigner. time when power, politics and communication But now, there is a cross-over between these two draw the maximum attention of the audience. It is also known as election campaigning. During to demarcate them with a neat line. For instance, election campaigning political parties will aforms political of communication advertisement in politics.is a tool It isof difficult direct communicate in the following two forms:- communication but it may also convey certain Explicit form—This form of communication messages indirectly. In fact political promotion includes speeches, party rallies, press confe­ via social media is the new catchword in the rences, door-to-door campaigning, party process of political campaigning. The reason for this is a deep interconnection between political literature, manifestos, e-mails, telephone calls, communication and popular media cultures. postages, badges, caps, flags, distribution of party 40 Research Reinforcement> Vol. 4, Issue 1 May 2016 - Oct. 2016 For many, communication within the political new opportunities for political communication. system has developed in recent times and has This has also changed the political economy of media. It discusses the relationship between mass communication media. In the yesteryears, politicalbecome communication more significant was with done the in adventthe form of nature of competition and the form and content of public addresses, public meetings, news and ofthe media. profit Media interests ownership of the mediaby some owners, corporate the articles in the newspapers. Political actors were houses and politicians has led to reduction in the always indulged in political communication number of independent and critical sources of to convey their messages of leadership and news production. The ethical and legal aspects of authority. ‘Visual Esperanto’ i.e. power of visu­ political communication also need to be critically als was exercised through political symbols, analysed. It involves the media ,government , images, sculpture and architecture. Sculpture political parties and the set up in which they and architecture were used as a symbolic operate. They need to understand and abide by representation of power of political leaders. The the rules and regulations of the state. development of new technologies in media has a Thus, the issues of media ownership, organi­ profound effect on the political communication. zational control and freedom of press need to McLuhan’s popular phrase ‘medium is the be scrupulously addressed. Media organisations message’ establishes the relationship between the media and the technological advancement. of their role in the society. They need to be New technologies have opened avenues for new freemust and realise must the adhere social andto truth political and significance objectivity channels of communication. This technological for safeguarding the public interests. Political advancement in print, radio, television and players especially the government and political new media has extended the scope for political parties must adhere to the basic ethics of communication. Image management has become political communication. In the race of elections the most important and critical task for the they should not deceive the public with wrong political parties. Image management in politics refers to the techniques used by advertising, grounds just for winning the electoral mandate. PR agencies (hired by the political parties or facts and figures and must not leave their moral politicians), parties and politicians to ensure the References best presentation of their ideas and to maintain 1. Ahmad, M.F. (2012) Electoral Politics in Federal a great public image. BJP’s political campaign for India: Decentralized Democracy and Panchayati 2014 lok sabha elections unwraps the power of Raj. New Delhi: Navyug Book International. innovative and new media strategies. Traditional 2. Axford, B., Browning, G.K., Huggins R. and methods of communication have been replaced Rosamond, B. (2002) Politics: An Introduction nd by the modern methods. Direct contact with (2 ed.). Routledge. the public has been substituted by wats app 3. Green, D. and Luehrmann, L.(2012) Comparative messages and sms of the political leaders and Politics of the “Third World”-Linking Concept & rd ministers as well. With the powerful growth of Cases (3 ed.). Viva Books. social media usage, there is a new shift in this 4. Kashyap, S.C. (2012) Our Political System. New political communication. Social media such as Delhi: National Book Trust. twitter , blogs and Facebook have envisaged 5. Khanna, S.K. (1998) Crisis of Indian Democracy. a rampant growth in political marketing with New Delhi: Commonwealth Publishers. minimum expenditure. 6. McLuhan. (2001) Understanding Media. New There is a proliferation of communications in York: Routledge Classics. terms of channels, content and different interfaces 7. Vivian, J. (2011) The Media of Mass Communication (10th ed.). New Delhi: PHI Learning Private television, video and digital media have created Limited. as mobile telecommunications, film, radio, Research Reinforcement Vol. 4, Issue 1 May 2016 - Oct. 2016 41 Stem Cell Research and its Regulation in India Pradeep Kumar Research Scholar Department of Law, University of Rajasthan, Jaipur (Raj.)

Abstract Stem cell therapy is being billed as the next panacea for all ills. The immense potential that has been shown by stem cells in treatment of diseases traditionally considered “degenerative, incurable and irreversible” such as diabetes, heart disease, spinal cord injuries, Parkinson’s, Alzheimer’s disease has brought them into the spotlight. Research in human developmental biology has led to the discovery of human stem cells (precursor cells that can give rise to multiple tissue types), including embryonic stem (ES) cells, embryonic germ (EG) cells, and adult stem cells. Techniques have been developed for the in vitro culture of stem cells, providing opportunities for studying and understanding human embryology. As a result, scientists can now carry out experiments aimed at determining the mechanisms underlying the conversion of a single, undifferentiated cell, the fertilized egg, into the different cells comprising the organs and tissues of the human body. This paper discusses the legal regulation of stem cell research in India. The debate around stem cells as therapy includes several sociopolitical, cultural and ethical issues. In addition to the ethical issues that surround all clinical research there are additional facets added to stem cell research due to the use of human embryos, manipulations and modifications. Keywords: Stem Cell, Regulation, HESC, Gene Technology Act, 2000 Introduction and Australia. The majority of the texts on the Human embryonic stem cell (HESC) research subject are written in western countries with has only recently begun in India. India is a western perspectives. The policies, guidelines developing country with the goal of achieving and law in these countries are also highly fully industrialised status in the year 2025 and developed. However, elsewhere, especially in emerging economies including India, there economic growth for the country. is limited literature written on this area and biotechnology has been identified as an engine of this contributes to the challenge for this topic. tance offering the promise of cures for patients Acknowledging the gap in the literature, the sufferingHESC research from various has significant diseases. medicalAs master impor- cells, thesis investigates the extent of the research stem cells can give rise to wide range of cells and involving HESC in the country and examines if tissues. They are blank cells, or slates, that have there is a regulatory lacuna in this area. yet to become specialised. Unlike fully mature As HESC research raises issues of deep religious cells, they have a variety of potential futures.1 Most debates on HESC research are conducted nation which is multi-racial, multi-cultural and significance, it is especially controversial in a in western developed countries like United multi-religious. Hindus is the main religion in Kingdom (UK), United States of America (USA) with the majority of the population being Hindu.

42 Research Reinforcement> Vol. 4, Issue 1 May 2016 - Oct. 2016 Buddhists, Jains and Sikhs in the country. to allow it to proceed, provided that it is governed Internationally,There are also significant theologians numbers and representatives of Christians, byHESC strict research regulations is probably and effectivesufficient enforcement justification for the various religious groups argue both in procedures. This synopsis will investigate op­ favour of and against HESC research. There is a tions for regulating this controversial research lack of consensus about the moral status of the and propose a best practice regulatory model for human embryo as well as the ethics and morality India. of research using embryos. The cultural and The destruction of human embryos for the religious diversity of a society makes the task of purposes of extracting HESCs presents an reaching a consensus challenging. ethical and moral dilemma. Proponents of HESC The types of stem cells used in research are adult research argue that it could lead to therapies for stem cells and HESCs. Stem cells from embryos the patients in future. Opponents argue that the are pluripotent, that is, they can grow into every research has uncertain prospects and involves tissue type in the body.2 They could become any a process that destroys human lives. These two type of cell to form skin, bones, organs and other body parts. They could be used to create any respect to whose life matters more, whether the number of cell types that people with injuries or livesopposing of patients positions or the reflect lives differentof human viewsembryos in which are destroyed in the process of harvesting receiving. Whilst doctors can transplant tissues their stem cells for research. The argument raises anddisease organ in needcells, of they transplants are often might limited benefit by lack from of questions about the obligation to heal patients, organ donors. Potentially, stem cells will allow the respect and protection owed to nascent the growth of required tissue when it is needed. human lives, and the manipulation of human Research utilising HESCs remains in early stages, 4 making it uncertain whether stem cells derived The moral debate includes whether it is morally from human embryos3 will ultimately prove lives for the benefit of others. useful in curing diseases and spinal cord injuries. destroy a human embryo, whether cloned or It is premature to decide which approaches will not,and in ethically order to wrong harvest to its first cells, create and the and concern then prove most useful and for which diseases. Due about the treatment of nascent human life, that to the unsettled state of the science, stem cell is, treating the seeds of the next generation as research, both adult and embryonic, is being mere raw material for satisfying current human funded by public and private funding agencies needs. While it is important to seek and provide around the world in order to make the potential medical treatment for patients and the injured, of stem cells a reality. However, there are several it is also important to honor moral limits that important ethical issues with HESC research that respect all lives and that refuses to secure the have to be explored and addressed. The Controversies of HESC Research in India others. good of human beings by sacrificing the lives of In many nations, including multi-religious India, HESC research has been, and is increasingly the surrounding HESC research leaves the status subject of controversy, primarily because all ofThese the areembryo difficult highly questions. contested. The It moral is unclear issue extractions of HESCs involve the destruction of whether human embryos are legally and morally human embryos. The debate is discussed within considered as human lives from the moment of various religious institutions and with people conception or at some later stage of development. of different faiths. In laboratories, scientists Other ethical issues also arise from HESC research, particularly concerns about the exploitation of women and the risk that the therapeutic cloning controversy,have had to it learn is argued to reflect here that on the the ethicalpromise and of research may lead to reproductive cloning. legal ramifications of their work. Despite the Research Reinforcement Vol. 4, Issue 1 May 2016 - Oct. 2016 43 This thesis takes the position that it is morally principles, any institutional ethics clearance permissible to use early stage human embryos requirement, the availability of funding and in research under strict regulation as that would their prospects of a market [and their religious not transgress moral boundaries. convictions]‘. Thus where there is no regulation These arguments focus broadly on whether the to prohibit or regulate an activity, scientists may human embryo has meaningful interests and decide to pursue controversial experiments out of simple interest and sheer curiosity. Kirby on HESC research.5 This raises the question asserts that while proponents of technological moral rights sufficient to justify the prohibition innovation have often favoured containment of should be regarded as a human embryo or a law and a libertarian approach to development of collectionwhether the of earlycells embryoand therefore in the considered first 14 days a technology, yet most lawyers recognise that there pre-embryo. The destruction of the embryo, are limits. He warns that the absence of regulation for the purposes of the extraction of stem cells will mean that the society has effectively made a decision to permit the technological advances to occur without impediment. He stresses that asfrom to whether it, occurs the around somatic the cell fifth nuclear day after transfer the limits must be clearly expressed and upheld in (SCNT)first cleavage blastocyst, division. which Questions does not are involve also raised egg an effective way and sperm fertilisation, should be regarded as a Francis Fukuyama also argues that it is essential human embryo as there is no evidence that the to regulate biotechnology.7 He expresses con­ blastocyst, if implanted in the body of a woman, cerns that unregulated biotechnology poses can result in a live birth.6 an insidious threat to society‘s way of life and These debates have been explored extensively in compromises human dignity. He explains that: Australia but in India, the discussions are both “the people in Brave New World may be less advanced and more diverse. healthy and happy, but they have ceased to be human beings. They no longer struggle, To Regulate HESC Research or Not? While the aim is to explore appropriate models have families or do any of the things that we of regulation for the India government to adopt traditionallyaspire, love, feel associate pain, make with difficult being choices,human. to regulate HESC research, a preliminary inquiry They no longer have the characteristics that is whether it is essential or even desirable to give us human dignity.He adds there is a fear regulate HESC research at all. It might be argued that, in the end, biotechnology will cause that in India, it is preferable to adopt minimum us in some way to lose our humanity, that regulation or to leave the research as totally is some essential quality that has always unregulated as this facilitates free, unfettered underpinned their sense of who we are and where we are going.” community in the country. However, there are persuasiveand uninhibited insights researchoffered by foreminent the people scientific in subject. In the context of biotechnology,100 favour of adopting regulation, as explored below. Regulation of scientific research is not a new Michael Kirby makes a compelling argument in ments to regulate controversial areas of research. favour of regulation, particularly for contentious Innations Australia, are enactingfor example, specific the regulatory Gene Technology instru­ areas of research. He gives the example of Act 2000 was passed to regulate research on human reproductive cloning where he asserts that for the law to say nothing about the is to protect the health and safety of people and reproductive cloning of human beings is to give togenetically protect the modified environment. organisms (GMOs), the aim green light to experiments in that technology. Legislation is not the only form of regulation. He further explains that nothing then exists to There is, for instance, soft law in the form restrain [scientists] except for their own ethical of guidelines, an approach adopted for the

44 Research Reinforcement> Vol. 4, Issue 1 May 2016 - Oct. 2016 regulation of research in India examines whether There was a proposal for “stem cell priority fund” India should move to the next level by introducing with possibilities of including ICMR, DST and legislation to regulate HESC research in future. In DRDO.10 Australia, the decision has already been taken to Conclusion pass legislation to regulate research involving Realising the complicated ethical, social and human embryos. This is primarily because up the reins and laid down the “National is permissible for scientists. Guidelineslegal issues of involved Stem Cell in Research this field, and ICMR Therapy took Thereforelegislation promotesit is argued certainty that andin India, clarifies passing what 2006”. One of its salient features of the report legislation to regulate HESC research will provide greater likelihood of clear parameters, scope permissible, restricted and prohibited categories. and legal protections to scientists and ensures Theis the research classification pertaining of stem to adultcell research and umbilical under transparency and accountability as evident in the permissible. It would require approval from Australian regulatory regime. Institutionalcord blood stemcommittee. cells would However, be classified embryonic as 8 In Sherley v. Sebelius , the U.S. Supreme Court stem cells research falls under restricted held that it won’t review a challenge to federal category. It can be carried out with the approval funding for embryonic stem cell research, putting of Institutional Committees and National Apex to bed a controversy that once threatened to cut Committee. Research pertaining to reproductive off support for such studies. cloning, introducing animal embryos in human, The court’s refusal to consider an appeal in etc. has been categorized as prohibited. this case9 ends a more than 3-year effort by the Refererences plaintiffs, two adult-stem-cell researchers, to 1. Johnson, M.H., and Selwood, L. (1996) stop NIH backing of the work, which holds the Nomenclature of Early Development in Mammals’ Reproduction, Fertility and Development. Oxford: promise of treatments for a variety of diseases, Blackwell Science Ltd. pp. 759-764. but which depends on the destruction of days- 2. Johnson, M.H., and Everitt, B.J. (2000) Essential old human embryos. As is typical practice, the Reproduction, 5th edition. Oxford:Blackwell court did not give reasons for declining to hear Science Ltd. the case. 3. Findlay, J.K. et al. (2007) Human Embryo: A . Human Reproduction. Vol. Regulatuion in India 22, pp. 905-911. The zeal exuded by the Government of India has 4. Green,Biological R. Definition(2007) Can We Develop Ethically Universal Embryonic Stem-cell Lines? Nature Publishing Group. Vol. 8, pp. 480-485. niche area requiring intense focus. Its translation led to the prompt identification of stem cells as a 5. NHMRC Embryo Research Licensing Committee. in real-time is evidenced by its ever-increasing (2008) Information Kit. patronage in the form of grants towards 6. Ibid. infrastructure development and operational 7. https://philosophy.as.uky.edu/sites/default/ activities. The Stem Cell Task Force (SCTF), constituted Fukuyama.pdf files/Gene%20Regime%20%20Francis%20 in 2003 was enthrusted with the responsibility 8. 644 F.3d 388 (D.C. Cir. 2011) of evaluating project proposals, pushing the 9. Ibid. formulation of protocols, monitoring and also for 10. http://annalsofneurosciences.org/journal/ index.php/annal/article/viewArticle/241/895 evaluating results.

Research Reinforcement Vol. 4, Issue 1 May 2016 - Oct. 2016 45 Democratic Decentralization and Constitutional Status of Panchayats Suman Maurya Assistant Professor Department of Political Science, University of Rajasthan, Jaipur (Raj.)

Abstract In Contemporary era “ Development “ has been viewed by social scientists as a fairly broad concept embracing all aspects of socio economic, political and cultural advancement of human beings that is ‘total human development’ such a view emphasises the need to consider people as the subject or the “creative agents “of development and stresses their need to be totally involved in the creation of a just and participatory society viewed from this angle the institutional form of democratic decentralization namely Panchayati Raj. Which is a participation system that emphasises people’s participation in decision - making, formulation, implementation and evaluation of development efforts, attains a lot of importance. Panchayati Raj intititions are visualized as Local Self-Government Bodies which enable people to participate in the process of development and governance panchayats have been the backbone of the Indian villages since the beginning of the recorded history. Mahatma Gandhi in 1946 had aptly remarked that the Indian independence must begin at the bottom and every village ought to be a republic or panchayat having powers. Gandhiji’s dream has been translate into reality with the introduction of the three tier. Panchayati raj system to enlist people participation in rural reconstruction in the 21st century village panchayats in India will be in the forefront of rural development towards this end. Panchayats are to be given more powers finance and training panchayats growth, Social development and facilitation good governance as well as sound micro- economic management. Keywords: Democracy, Panchayats, Decentralization Introduction the establishment of elected and organically The word “democracy”is derived from the grass linked democratic bodies at the village blocks and root “demos” meaning the people and “krato” districts levels. The instrument of all planning meaning authority i.e in democracy all authority and developmental at activities to these bodies, originates from the people. Decentralization transfer of adequate resources to these bodies to means distribution of functions and powers enable them to discharge duties. from a centre authority to regional and local Although the concept of participation gained authorities democratic decentralization in the importance in recent times, its origin can be present context means that the government traced to Aristotle, the Greek scholar analysing which ha derived its authority from the people the city states for the arrangements that would redistribute it to some extent to the people for mostly contribute to human happiness and good decision and action at the local level. this is life, Aristotle was of the opinion that participating popularly known as Panchayati raj in India. The in the affairs of the state as a citizen was essential policy of democratic decentralization envisages

to the development and fulfilment of the human 46 Research Reinforcement> Vol. 4, Issue 1 May 2016 - Oct. 2016 personality at societal level, Aristotle found clear work gets concentrated in few hands who relationship between the extent of participation and the creation of the good life. according to him, roughshod over the people and impose on them the best state was one where there was broad projectswith the or connivance programmes of thewhich officials may not will have ride participation with no class dominating others. any relevance to their needs. This is when the Aristotle’s analysis showed some relationship snag lies, because imposition becomes counter- is complex because participation has economic, productive. In such a situation, people cannot be social and political dimensions. expected to participate. You can drag the horse Cohen and Uphoff describe democratic gover­ to the water, but cannot make it drink, unless the nance as people’s involvement in decision- making horse itself is in need of water. This is the crux process about what would be done and how, their of the problem. One can be reasonably sure of involvement in implementing programmes and democratic governance only when a project is decisions by contributing various resources or based on their expressed needs. If a development programme is need- based, people will on their own volition, participate in implementing it programmescooperate in :specific and their organizations involvement or in activities: efforts to because they know it is in their interest. evaluatethese sharing such programmes. in the benefits taken of together, development these Democratic governance, responsive in the true four kinds of involvement appear to encompass sense of the terms, has to be conductive to the most of what would generally be referred to as participation in development activities. grievances. After independence, the focus of governancefulfilment of haspublic shifted needs to and build sensitive up ‘the to welfare public Moulik has the opinion that “participation state’. It the situation is analysed properly one in development process implies stimulating comes to know that certain features of one individuals to take the initiative and mobilising comes to know that certain features of our people to work for overall societal development” administrative system have been inherited from In politics casting vote is said to be participation our colonial past. The British legacy emphasized and in the organizational set-up membership ‘command, the feeling of the subjects’ were not of and attending meetings actively or passively is much consequence. The ghost of the meeting of taken as democratic governance. development 1857 had always haunted the Britishers and they is an integrated process. It cannot be achieved responded by establishing a highly centralized except through committed coordination between and unresponsive system of governance. The all the nation- building agencies on the one greatest thrust on administrative reform at hand and the people as represented by their the national level came with the appointment organisations and their institutions on the of the administrative reforms commission in other. People’s participation in the development 1966 which made a comprehensive study of process can come only through voluntary action. administration and governance at all levels. Voluntary action is an important vehicle of rural The governance should be for the people and development the ultimate aim of all activity not people for the administration. The spirit should be to help people to help themselves. This is the only way to secure people’s participation also. A comparative picture of the objective, and achieve improvement in the quality of life of accountability,is well reflected methods in the and Indian functions constitution of gover­ the rural poor. nance during pre and post independence era If people through their organisations at grass may perhaps help to understand the concept of root level do not have any voice, development responsive and democratic governance.

Research Reinforcement Vol. 4, Issue 1 May 2016 - Oct. 2016 47 S. No. Before 1947 After 1947 A. Main objective of the gover- To maintain British Rule. Building up the welfare nance of administrative system. state B. Accountable to British Masters/Imperial 1. Public setup 2. Constitution 3. Acts/Rules. C. Methods Oppressive Persuasive with construc- tive goals. D. Functions Mainly regulatory Both the regulatory and de- velopment but with greater emphasis on the later. Constitutional Status of Panchayats expected results. As a result a large number of The 73rd constitution amendment Act widened people still live below the poverty line. the scope for democratic governance by enhan­ Development has not trickled down to the needy. cing and ensuring adequate representation of Evidences suggest that rural development women, poor, and deprived sections of the society programmes often missed their mark because of in all elected bodies. Mechanisms for the institutional and administrative weakness at the decentralization of administration and develop­ grassroots level. The People’s participation in the ment works down to the village, block and programmes and policies meant for them has district levels were created. Powers were vested been lacking. It was in this context that the in elected represent achieves enabling them to establishment of three tier structure of the determine the needs and priorities, to initiate Panchayati Raj institutions as envisaged in 73rd socio-economic development and to build a amendment of the constitution of India was society based on democratic principles. The hailed as a great step forward. It’s time that the People were given an opportunity to enhance Panchayati Raj institutions are geared up to play their capability and capacity to plan and execute a pro-active role in ensuring development in the development programmes, projects and schemes rural areas. Decentralization should be used as a from below. strategy for transforming the rural communities into models of development and for correcting For democracy to be successful the grassroots the urban rural imbalance. organisations have to be strong and the local authorities have to response to the felt needs The 73rd constitutional amendment Act, 1992 of the people. The citizens have to have faith in marked a new era in the democratic set up of our country as it created panchayati raj institutions system so that the distance between people and (PRIS) of self- governance below the level of the efficacygovernment and efficiencyis reduced. of The the instrumentsadministrative of states in the federal set up. It is also a landmark good governance have to be accessible to all rich in the decentralized development as it envisions or poor, literate or illiterate, man or women. It is people’s participation in the process of planning, here that local governments can play a crucial decision- making, implementation and delivery. These constitutional provisions provide for role in strengthening democracy and bringing devolution of powers and responsibilities about a responsive, accountable, effective and to different tiers of PRIS with respect to people friendly administration at the local level. preparation of plans and programmes for In India a number of rural development pro­ economic development and social justice and grammes have been launched during the last their implementation in relation to 29 subject decades or so, they did not however produced listed in eleventh schedule.

48 Research Reinforcement> Vol. 4, Issue 1 May 2016 - Oct. 2016 Gandhiji was of the view that the panchyats should In accordance with the provisions of the also serve as a settlement body for local disputes. constitution all state governments have provided “That would ensure speedy justice without any for the institution of the gram sabha in their expenditure. They would need neither the police respective panchayati Raj acts in the new nor the military Gandhiji’s concept of panchayati dispensation, the gram sabha has become a raj was to make India a “union of village Republic’s Gandhiji had spoken about seven and functions. As per article 243(B) gram sabha social sins greatly affecting our society: politics measconstitutional a body consisting reality vested of persons with specific registered powers in without principles, wealth without character, the electoral rolls relating to a village comprised pleasure without consciousness, science without within the area of a panchayat. In the absence of the gram sabha, people’s participation cannot be The Challenge before the different stake holders enlisted. humanity, worship without sacrifice. is to make the PRI’s true representatives of local Rural development is important for India, likewise self-government. A strong and vibrant gram other goals such as nation building, economic sabha is the only bull work against corruption, growth and social progress and therefore, we embezzlement of founds and exclusion of the poor and marginalized for the decision- about new changes in development earlier, making process. Concerted efforts, therefore, need definite approaches and strategies to bring are required to make gram sabhas the hub of in gross national product or economic growth. all activities in our villages. Non government Butthe with development conception was changes identified in regard with to growth socio- organisations (NGO’s) voluntary organisations economic progress, it is viewed from a father (VDS) have been involved in our country in the different perspective. We must take into account process of development for a long time. Initially economic growth along with socio-cultural and welfare, but in last decade they have been playing the felt needs of the rural weaker sections, efforts they were largely operating in the field of social an active role in building up people’s awareness havepolitico been administrative made through context. generation In order of economic to fulfil and in providing support for development works opportunities and by providing batter welfare and programmes. People’s initiatives express facilities. The development process is and action themselves in several ways - NGO’s citizen groups, oriented governance system. The goal of the pressure groups, self-help groups (SHG’s), pani India freedom struggle was clear in this regard panchayats watershed associations village it was self rule “swaraj” only swaraj could make education committees are examples of some of growth or development possible. the successful voluntary associations in order to address the rampant corruption prevailing in the As Pandit Jawarlal Nehru observed “Panchayats society, the recently passed Right to information should be given greater power for we want the (RIT) Act. would be a useful tool in the hands villager to have a measure of real swaraj in his of civil society gram sabha is the backbone of own village. He should have power and not have the panchayati raj system. It activates the rural governance system and enable democratic to refer everything to big officials. We do not traditions and values to penetrate deep down the of the village. We want to build swaraj from the want the officials to interfere too much in the life village there by strengthening the institutional village up” mechanism of participatory development. The Gandhiji himself for instance held that “true main function of the gram sabha is that of a democracy could not be worked by some men “Watch Dog.”Incidentally, it is also integral to the sitting at the top. It had to be worked from below Gandhian concept of panchayati raj. by the people of every village”

Research Reinforcement Vol. 4, Issue 1 May 2016 - Oct. 2016 49 References 6. Datt, Maheshwar, (1980) Gandhi and Post Gandhi 1. Kaushik, Asha. (1996) Pyramid and the Panchayti Raj : A Comparative Study. Gandhi Marg, November, p. 9-11. Community: Gandhi’s Alterative of Decentralization Democracy. New Delhi: Deep & Deep. p. 86-94. 7. Yadav, P. Ram. (1980) People’s Participation: Focus on Mobilisation of the Rural Poor” In 2. Rao, Dosagiri, and Subramanian, P.V.V. (2002) UNAPDI, Local Level Planning , Alternative Gram Sabha – Nerve Centre of Democracy. Yojana, Strategy. Concept Publishing Co. New Delhi. December. p .31. 8. Mishra, Suresh. (2005) Decentralised and 3. John, M. Cohen., and Uphoff, Norman T. (1980) Empowered Institutions of Local Governance : Participation’s Place in Rural Development The Reforms Panchayats Must Undergo, In S.S Seeking Clarity through Specificity. World Chahar (eds.) Governance at Grassroots Level in Development. P. 213-236. India. New Delhi: Kanishka Publishers. p.21-25 4. Verhage, Koenroad. (1980) How to Promote 9. Jain, S.P. (1997) The Gram Sabha : Gate way People’s Participation in Rural Development to Grassroots Democracy. Journal of Rural Development. P. 563. through Local Organisation. Review of International Cooperation. p.1-28. 10. Moulik, T.K. (1978) Techniques of Mobilising Rural People to support Rural Development 5. Parmeshwar, M.P. (1994). Powerd Panchaytiraj. Programme. Kualalumpur. p. 60. Jaipur, BGS. p. 75.

50 Research Reinforcement> Vol. 4, Issue 1 May 2016 - Oct. 2016 An Analytical Study on Child Welfare Ms Kiran Raj Research Scholar Manipal University, Jaipur (Raj.)

Abstract The children of today are the future of tomorrow; this powerful statement assumes special significance in our context as children (0-14 years) comprise one third of the total population in the country. Every child, on provision of a conducive and an enabling environment, may blossom into an ever fragrant flower, to shine in all spheres of life. This reminds us of the onerous responsibility that we have to mould and shape their present conditions in the best possible way. The journey in the life cycle of a child involves the critical components of child survival, child development and child protection. Child participation which envisages their active involvement and say in the entire process adds a new dimension. Child survival entails their basic right of being born in a safe and non-discriminatory environment and grows through the formative years of life in a healthy and dignified way. Adverse sex ratio at birth, high child mortality rates and the rapidly declining child sex ratio reflects the ensuing challenges. Reducing the level of malnutrition and micronutrient deficiency and increasing enrolment, retention, achievement and completion rates in education are the focus areas in child development. Safeguarding the children from violence, exploitation and abuse fall under child protection. Realising the deprived and vulnerable conditions of children, the law makers of the country have always accorded a privileged status to children. The number of rights and privileges given to the children in the Constitution of India, duly supported by legal protection, bears a testimony to this. On policy side, the Government of India is committed to promote the survival, protection, development and participation of children in a holistic manner and a series of measures cutting across the boundary of gender, caste, ethnicity or region have been initiated in the past several years to realize the all-inclusive growth devoid of exclusion and discrimination. However, even today, after six decades of independence and despite various initiatives both on the legal as well as policy and programme levels, the condition of children remains a cause of concern in the country. Keywords: Children, Welfare, Rights, Protection, Laws I believe the future of our world, which is the Introduction children, depends on every one of us. Each of Children are my life.3 This is perpetual truth that us should take responsibility to make things children are the future, supremely important better for each other.1 asset, leaders of tomorrow, indispensable actors “Unless the tender plant is properly nourished, and mirror of their family, society and nation. So it has a little chance of growing into a strong their nurture and solicitude are our responsibility. and useful tree. Bright future of a nation Ensuring the rights and wellbeing of children is cannot be seen, until its children have a bright the key to sustained development in a country future.”2 and to peace and security in the world. In a

Research Reinforcement Vol. 4, Issue 1 May 2016 - Oct. 2016 51 historical case Sheela Barse v. Secretary factories, households, and shops. A number of Children Aid Society and others4 the Hon’ble them are also engaged in illegal activities. A large Apex Court observed that “if there be no proper number of children are also worked in hazardous growth of children of today, the future of the industries. country will be in dark. It is the obligation of It may be that the aforesaid appeal lies at the every generation to bring up children who will be back of the saying that “child is father of the man”, citizens of tomorrow in a proper way. Today’s to enable fathering of a valiant and vibrant man, children will be leaders of tomorrow who will the child must be groomed well in the formative hold the country’s banner high and maintain the years of his life. He must receive education; prestige of the nation.” acquire knowledge of man and materials, and “Children are not only future citizens but also the blossom in such an atmosphere that on reaching future of the earth. The Apex Court also opined age, he is found to be a man with a mission, a man that elders in general and parents and teachers who matters so far as the society is concerned.7 in particular owe a special responsibility of Children of the world are innocent, vulnerable taking care of the wellbeing and welfare of and dependent. They are all curious, active and children. The world shall be a better place or full of hope. Their life should be full of joy and worst place to live according to how we treat peace, playing learning and growing. Their future the children today. Education is an investment should be shaped in harmony and co-operation. made by the nation in children for harvesting Their childhood should mature, as they broaden a future crop of responsible adults productive their perspective and gain new experience. of a well-functioning society.” Hence the child Abandoning the children, excluding good welfare assumes paramount importance for foundation of life for them, is a crime against better tomorrow. That is why child welfare has humanity. The children cannot wait till tomorrow; they grow every day; along with them grows captured the attention of society, state, social their sense of awareness about the surroundings. action group at national and international level Tomorrow is no answer; the goal of their present for long. care, protection and rehabilitation is need of the To enable fathering of a valiant and vibrant man, hour.8 the child must be groomed well in the formative years of his life. He must receive education, what true meaning and nature of child welfare. acquire knowledge of man and materials and The purposemain goal of of this this article article is isto to give find a companyout as to blossom in such an atmosphere that on reaching statement on the prevalent law regarding social 5 age he is found to be a man with a mission. status of the children of the nation. The Apex Court of India said that6 “if there be Who is Child no proper growth of children of today the future of the country will be in dark”. The child by child is a constant debate in the India. The Census reason of physical and mental immaturity needs ofDefining India whatconsiders age a childrenperson isto or be ceases any toperson be a special safe guards, care and legal protection. below the age of 14, as do most government It is also truth that everywhere in the world programmes. Biologically childhood is the stage children are exploited through wage and quasi- between infancy and adulthood. According to wage employment due to lack of proper care, the UNCRC ‘a child means every human being guardianship of their parents and negligent below the age of eighteen years unless, under behaviour of the State. In India it has been the law applicable to the child, majority is estimated that 60-70 million children in age attained earlier’. This definition of child allows group of 5-14 work as child labourers. Most of for individual countries to determine according these about 90% work in the rural areas. In urban to the own discretion the age limits of a child in areas the majority of children work in small their own laws.

52 Research Reinforcement> Vol. 4, Issue 1 May 2016 - Oct. 2016 Child Rights: A Gist malnourished, one in every two girls in They are abandoned. They do not get a chance India is undernourished. to step in a school. They are left to fend for • The Right to Health & Care: 58% of India’s themselves on the streets. They suffer from many children below the age of 2 years are not forms of violence. They do not have access to fully vaccinated. And 24% of these children even primary healthcare. They are subjected to do not receive any form of vaccination. Over cruel and inhumane treatments every day. They 60% of children in India are anaemic. 95 in are children – innocent, young and beautiful – every 1000 children born in India, do not who are deprived of their rights. In the history of human rights, the rights of birthday.see their fifth birthday. 70 in every 1000 Convention on the Rights of the Child (UNCRC) • Thechildren Right born to in protectionIndia, do not fromsee their Abuse first: children are the most ratified. The United Nations There are approximately 2 million child needs and issues. India endorsed it on December commercial sex workers between the age 11,defines 1992. basic rights of children covering multiple of 5 and 15 years and about 3.3 million These rights encompass freedom of children and between 15 and 18 years. They form 40% their civil rights, family environment, necessary of the total population of commercial sex healthcare and welfare, education, leisure workers in India. 500,000 children are and cultural activities and special protection forced into this trade every year. measures. The UNCRC outlines the fundamental • The Right to protection from human rights that should be afforded to children Exploitation: 17 million children in India all civil, political, social, economic and cultural found that children were sent to work by rightsin four of broad every classifications child. Following that are suitably a few rights cover compulsionwork as per and official not by estimates. choice, mostly A study by in the immediate purview of Smile Foundation as parents, but with recruiter playing a crucial well as India. 50% of Indian outside the family, children put in an average • The Right to Education: role in influencing decision. When working children aged 6-18 do not go to school of 21 hours of labour per week. Poor and bonded families often “sell” their children Dropout rates increase alarmingly in class to contractors who promise lucrative jobs III to V, its 50% for boys, 58% for girls. in the cities and the children end up being • The Right to Expression: Every child has a employed in brothels, hotels and domestic right to express himself freely in whichever way he likes. Majority of children however streets. are exploited by their elders and not allowed work. Many run away and find a life on the to express. • The Right to protection from Neglect: Every child has a right to lead a well- • The Right to Information: Every child protected and secure life away from has a right to know his basic rights and his neglect. However, children working under position in the society. High incidence of exploitative and inhuman conditions get illiteracy and ignorance among the deprived neglected badly. and underprivileged children prevents • The Right to Development: Every child has them from having access to information the right to development that lets the child about them and their society. explore her/his full potential. Unfavourable • The Right to Nutrition: More than 50% living conditions of underprivileged child­ of India’s children are malnourished. ren prevents them from growing in a free and uninhibited way. While one in every five adolescent boys is Research Reinforcement Vol. 4, Issue 1 May 2016 - Oct. 2016 53 • The Right to Recreation: Every child has the age of 6-14 years in such manner as the a right to spend some time on recreational State may, by law, determine. pursuits like sports, entertainment and hobbies to explore and develop. Majority beggary and other forms of forced labour of poor children in India do not get time to • areArticle prohibited 23-Traffic and any in contravention human beings of andthis spend on recreational activities. provision shall be an offence punishable in • The Right to Name & Nationality: Every accordance with the law. child has a right to identify himself with a nation. A vast majority of underprivileged shall be employed to work in any factory or children in India are treated like • mineArticle or 24-No engaged child inbelow any the other age ofhazardous 14 years commodities and exported to other employment. countries as labour or prostitutes. • The Right to Survival: Of the 12 million girls born in India, 3 million do not see their • makingThe Constitution free and compulsory (86th Amendment) education Act a Fundamentalwas notified Right on 13thfor all December children in 2002, the age group of 6-14 years. Everyfifteenth sixth birthday, girl child’sand a million death ofis them due areto genderunable discrimination.to survive even their first birthday. Directive Principles The Constitutional Spectrum of Child Welfare shall, in particular, direct its policy towards • securingArticle 39(e) to “ensureand (f) provides that the that health the Stateand be found in the Constitution of India. There are a strength of workers, men and women and The first step to fulfil the rights of children can number of articles that address various needs of the tender age of children are not abused” children as outlined below. The articles are divided and “that the citizens are not forced by into two categories: Fundamental Rights and economic necessity to enter avocations Directive Principles of State Policy. Fundamental unsuited to their age or strength” and that “the children are given opportunities and negatives that prohibit the states from doing facilities to develop in a healthy manner and thing.Rights The are courts justifiable are bound in a court to declare of law a and law are as in conditions of freedom and dignity” and invalid if it violates a fundamental right. Directive that the childhood and youth are protected principles are positive suggestions for states, and against exploitation and against moral and material abandonment. Fundamental Rights are not justifiable in a court of law. provide early childhood care and education person equality before the law or the equal • forArticle all children 45- The until State they shall complete endeavour the age to • protectionArticle 14- ofThe laws State with shall in notthe denyterritory to any of of six years. India. of the level of nutrition and the standard of against any citizen. Nothing in this Article • livingArticle of 47- its The people State and shall the regard improvement the raising of • shallArticle prevent 15- The the State State shall from not discriminatemaking any public health as among its primary duties special provisions for women and children. for institutionalization of child care by his life or personal liberty except according • seekingArticle 243G to entrust read with programmes Schedule 11 of - provideWomen • toArticle procedure 21-No established person shall by law. be deprived of and Child Development to Panchayat (Item 25 of Schedule 11), apart from education and compulsory education to all children of (item 17), family welfare (item 25), health • Article 21 A-The State shall provide free 54 Research Reinforcement> Vol. 4, Issue 1 May 2016 - Oct. 2016 and sanitation (item 23) and other items (Prohibition) and Regulation Act, 1986 must with a bearing on the welfare of children. be asked to pay a compensation which would The Constitution of India which guarantees cer­ enable the creation of the “Child Rehabilitation- tain “Fundamental Rights” to all India citizen cum-Welfare Fund”. While directing the State includes children. A comparative study of the to implement existing Child Labour legislation, Universal Declaration of Human Rights, the U.N. the apex Court also drew attention to the Convention on the Rights of Child and part III and constitutional duties and obligations of the State IV of the Indian Constitution would show that the in this regard and asked the State to see that an rights envisaged in the International Instrument, adult member of the family of the child who is are adequately provided in our Constitution. employed in a factory or a mine or performing other hazardous work and is to be withdrawn The Legislative Aspects in compliance of the directions of the Court, is Child and child welfare both as a concept and in given employment anywhere in lieu of the child practice has deep historical roots in our country. within the limits of the economic capacity and The major welfare legislations pertaining to development of the State. If implemented in right earnest with political will, this directive The Child Marriage (Restraint) Act, 1929,The can provide the child labourer, at least to those Probationchildren may of confineOffenders in theAct, following1958. The manner: Child employed in the nine sectors that have been Labour Prohibition and Regulation Act, 1986,The Juvenile Justice Act, 1986,The Children (Pledging In 1992, the Supreme Court in the case of Mohini of Labour) Act, 1933,Employment of Children identified as hazardous, with a new lease of life. Jain v. State of Karnataka11 held that right to Act, 1938 Factories Act, 1948, The Children professional education is a fundamental right. (Pledging of Labour) Act, 1933. The Bidi and Cigar Workers (condition of Employment) Act, 1966, The Factories Act, 1948, The Mines Act, private and state aided medical and engineering This was followed by a series of cases field by 1952, The Motor Transport Workers Act, 1961, colleges seeking review of this decision. Obvious­ The Child Labour (Prohibition and Regulation ly, their main source of income, capitation fees, Act, 1986, The Plantations Labour Act, 1951, were being threatened. The Supreme Court was Minimum Wages Act, 1948. constrained to constitute a special bench to hear the case of the private colleges. After four The Judicial Dicta on Child Welfare weeks of arguments, the apex court passed the Apex court of India said that “If there be no judgment in Unni krishnan and others v. State proper growth of children of today, the future of of Andhra Pradesh and others.12 The most the country will be in dark”. important questions that the court framed for Many path-breaking judgments of the Supreme consideration in this case was – Whether the Court have done a great deal by expanding the Constitution of India guarantees a fundamental human rights doctrine. M.C. Mehta v. State of right to education to its citizens. T.N.,9 and M.C. Mehta v. State of T.N.,10 are two of such judgements which brought hope to child It was held that: “Right to education, understood workers all over the country and relief to many of in the context of Article 45 and 41 means (a) them. In the latter decision, the highest court of every child/citizen of this country has a right the land while pointing out that it is necessary to to free education until he completes 14 years, recognize, address and tackle the root causes of his right to free education until he completes the problem and further acknowledge economic the age of fourteen years and (b) after a child/ citizen complete 14 years, his right to education family income, directed that those employing the is circumscribed by the limits of the economic childrencompulsions in contravention and need to make of theup forChild insufficient Labour capacity of the State and its development.

Research Reinforcement Vol. 4, Issue 1 May 2016 - Oct. 2016 55 We must say that at least now the State should imparted should be the choice of the student or honour the command of Article 45. It must be the person imparting education. There cannot made a reality – at least now. Indeed, the National be any compulsion regarding the medium of Education Policy 1986 says that the promise of instruction. If there is compulsion, then it would Article 45 will be redeemed before the end of amount to the violation of a human right apart this century. Be that as it may, we hold that a from the fundamental right to freedom of speech child (citizen) has a fundamental right to free and expression - Medium of instruction is a education up to the age of 14 years. species of right to information. Therefore, the Unnikrishnan13 was followed in N. Kumbichekku right to medium of instruction of their choice is Haji (Dead) by LRS. V. State of Kerala and implicit in this freedom of speech and expression others14 when the court in a case pertaining to - When right to education is a fundamental right question of providing up gradation of a school and in particular by Article 21-A, a fundamental held that children have a fundamental right to right is conferred on all children of the age of six education and therefore larger interest of young to fourteen years to have free and compulsory children should be taken into consideration education, which is popularly known as “primary in meeting the procedural cobweb and the education”- FURTHER HELD, The State has technicalities should not subsume substance. been conferred power under the said Article to This was acknowledged again in State of Orissa provide for free education in such a manner as v. Dipti Paul15 when the Court while deciding the State may, by law, determine - If this Article on the case salaries of teachers appreciated 21-A is read with Article 19(1)(a) all children the importance of universalisation of primary have the freedom to have primary education in education. a language of their choice as it is implicit in the right to freedom of speech and expression, the In L. Muthukumar and another v. State of right to study or get instruction in a language of Tamil Nadu and others, the Court held that there was a responsibility on the State to ensure that their choice. before teachers are allowed to teach innocent Gopal Sharma Vs. State17 This is an appeal th children, they must receive appropriate and against judgment dated 27 August 2004 and the rd adequate training in a recognized training Order on Sentence dated 3 September 2004, institute satisfying the prescribed norms, other whereby the appellant was convicted under the standard of education and careers of children Section 376 of IPC and was sentenced to undergo will be jeopardized. It further held that interest of individuals cannot be placed above or preferred to undergo S.I. for one year, in default. The normal to the larger public interest. sentenceR.I. for 10 in years a case and where to pay rape fine is of committed Rs. 20,000/- on or a Associated Managements of Primary and child below 12 years of age, is not less than 10 Secondary Schools in Karnataka v. The State years R.I. though in exceptional cases for special of Karnataka by its Secretary, Department of and adequate reasons” sentence of less than 10 Education and Others.16 years R.I. can also be awarded. Constitution of India, Articles 19(1)(A)(G) Read Conclusion With Article 21(A) - Freedom of The Children to Here we concluded by summarizing the whole Have Primary Education in a Language of Their context. The preamble of Declaration of the Choice - HELD, Article 19(1)(a) declares that Right of child lays that “the child, by reason of all citizens shall have the right to freedom of physical and mental immaturity, needs special speech and expression. The medium of acquiring safe-guards and care, including appropriate legal knowledge or information should be the choice protection, before as well as after birth”, and of the person acquiring the knowledge. In what that “mankind owes to the child the best it has language the instructions are to be taken or to give.” Facilities shall be provided for special

56 Research Reinforcement> Vol. 4, Issue 1 May 2016 - Oct. 2016 treatment, education, rehabilitation and care and self-respect and a balanced view of life with of children. Existing laws should be amended full appreciation and realization of the role which so that in all legal disputes, whether between they have to play in the nation building process, parents or institutions, the interests of children without which the nation cannot develop and are given paramount consideration.In organising attain full prosperity, because a large segment services for children, efforts would be directed to of the society would then be left out of the strengthen family ties so that full potentialities development process. of growth of children are realised within the References normal family, neighbourhood and community 1. Gokce, 16, from Turkey environment. 2. Justice Subha Rao To quote Justice PN Bhagwati, Former Chief 3. Mahatma Gandhi. Justice of India: 4. 1987 (3) SCC 50. “The child is a soul with a being, a nature and 5. Rohit Sinhal & Others V/s Principal, Jawahar N. capacities of its own, who must be helped to Vidhyalaya 2003 (1) SCC 687. find them, to grow into their maturity, into 6. Sheela Barse v. Secretary Children Aid Society and a fullness of physical and vital energy and Others, 1987 (3) SCC 50. the utmost breadth, depth and height of its 7. M.C. Mehta v. State of T.N., AIR 1997 SC 699, 701: emotional, intellectual and spiritual being; 1996 (6) SCC 756: 1996(8) Supreme 450. otherwise there cannot be a healthy growth of 8. Gaurav Jain v. Union of India, AIR 1997 SC 3021, the nation.” 3037-3038. Now obviously children need special protection 9 AIR 1991 SC 417. because of their tender age and physique, 10. AIR 1997 SC 669,711: 1997 AIR SCW 407: 1997(1) Supreme 207: 1996 (6) SCC 756. mental immaturity and incapacity to look after themselves. That is why there is growing 11. 1992 (3) SCC 666. realization in, every part of the globe, that 12. 1993 (1) SCC. children must be brought up in an atmosphere 13. Unnikrishnan v. State of AP (1993) 7 Sec. 618. of love and affection and under the tender care 14. 1995 Supp (2) SCC 382. and attention of parents so that they may be able 15. 2000(10) SCC 413. to attain full emotional intellectual and spiritual 16. ILR 2008 KAR 2895, 2008(4) KAR LJ 593. 17. Crl. A. No. 615/2005 Decided On: 02.02.2010. stability and maturity and acquire self-confidence

Research Reinforcement Vol. 4, Issue 1 May 2016 - Oct. 2016 57 Environmental Planning and Co-ordination (A Study of Jaipur and Alwar Districts of Rajasthan State) Dr. Madhuri Gupta Lecturer, Political Science, Govt. Arts College, Dausa (Raj.)

Abstract Scientific environmental planning is the basis for the success of effective environmental management. Planning makes goal of the organization more realisable, actionable and more concrete by giving direction to the efforts of managers, workers, NGO’s, social organization and general public. Co- ordination among different environmental agencies are necessary to achieve better results. Planning work should be completed at top level but suggestions from grass root level should be included before the final approval. Co-ordination among different environmental agencies is the basic requirement for the success of environmental projects. Better involvement of Government agencies is necessary in planning and co-ordination of environmental projects. Keywords: Environment, Government Agencies, NGO’s, Integrated Plans Introduction Similarly environmental planning is the essential The challenge of environmental management requirement for the success of environmental and regulation has been increasing continuously projects. Planning is the foundation of most in a developing country like India. Over the years, successful actions of environmental programmes. legislation has evolved. With the enactment of All activities of an environmental organization the Environment (Protection) Act, 19861, the and its members are designed to achieve certain objectives. Planning makes these goals realisable, Environment Policy, 20062, a credible legislative actionable and more concrete by giving direction 4 andvarious policy rules base and have notifications, been created and but the there National are to the efforts of managers, workers, NGO’s , gaps and lacunae in the institutional mechanisms social organization and general public. Planning and implementation. Our environmental laws minimizes costs because of the emphasis have been progressive but implementation by government agencies has left much to be desired. Planning co-ordinates the activities of the The institutional structures in their current form organization.laid on efficient Planning operation increases and organizational consistency. are inadequate for responding to the emerging effectiveness by placing responsibility more environmental challenges. precisely. Planning process provides an excellent channel of communication among Government Environment Planning organizations, NGO’s, social groups and general public. Environment Planning includes the for the success of effective environmental mana- gement.Scientific “Planning environmental is the basic planning requirement is the basis for the organizing, directing, co-ordinating and Itidentification includes study of of mitigation present status, and compensation planning for 3 controlling of any organized programme.” future,measures project for all appraisal the identified5 and significantreview the impacts. results.

58 Research Reinforcement> Vol. 4, Issue 1 May 2016 - Oct. 2016 It also involves the physical planning including to review environmental problems as they are work programme, time schedule and budget affected by poor planning and management. 8 estimates. Planning includes sensitivity analysis, 6 Planning at Grass Root Level Opinion has been taken regarding the Environmental planning is the process of risk analysis and social-cost benefit analysis. assignment of planning work at top management evaluating how social, political, economic and or grass root level as indicated in Table No. 1. governing factors affect the natural environment In this study, 60.17% opinion indicates that the when considering development. The goal of planning work should be assigned to the top level environmental planning is to come up with a of environment management but suggestions of win-win situation for society and the environ­ grass root level should be included in it. 12.33% ment. With successful environmental planning, opinion shows that the planning work should be society wins by being able to use the area in assigned to grass root level. Only 9.50% opinion productive ways, and the environment wins by shows that planning work should be completed being able to sustain itself for future generations.7 at top level. It can be concluded that planning work should be completed at top level because some of the major problems deal with poor technical experts are available at higher level of managementEnvironmental and problems the inability are not to purely involve scientific; people management. They can evaluate and redress the in environmental decision making process. The problem in the overall view but suggestions from tendency is for top management to view grass root level should be included before the environmental management efforts as expensive and wasteful to an organization. So it is necessary to obtain the views of the public. final approval. Pilot survey should be organized Table 1: Opinion regarding environmental planning Dis- Information Total Score Score Classification trict Score Achieved Achieved Age Wise In % Age <25 26-60 >60 Jaipur Planning work at top level 600 57 9.50 24 19 14 & Grass root planning should be imparted 600 74 12.33 30 22 22 Alwar No need of planning 600 108 18.00 40 35 33

Planning at top level with the sugges- 600 361 60.17 271 63 27 tion from grass root level

Grand Total 600 100.00 365 139 96

The collected data indicate that planning Null hypothesis (H0)-1— should be done at top level with the suggestions differences between observed and expected data. Alternative hypothesis (HThere)— are no significant 9 1 data, chi-square test has been applied as under:- differences between observed and expected data. from the grass root level. To test the significanceTable 2: Chi-square of Table There are significant Observed Data (C) Expected Data (E) O-E (O-E)2 (O-E)2/E 57 150 93 8649 57.66 74 150 76 5776 38.51 108 150 42 1764 11.76 361 150 11 121 00.81 600 600 χ2 =108.74

Research Reinforcement Vol. 4, Issue 1 May 2016 - Oct. 2016 59 Table value of χ2 to link the parts of the system. It is a continuous degree of freedom is 9.49. Calculated value of χ2 process whereby a manager develops an is 108.74 which isat much5% level higher of significant than the tablefor 3 integrated pattern of group efforts in the pursuit of a common goal. It is a process of integrating between observed and expected data. Alternative the activities of different employers and units. hypothesisvalue. Hence,10 is there accepted are significantand null differenceshypothesis Co-ordination is the essence of administration. is rejected. Environmental planning should be It is the part of all administrative functions of completed at the top level of management with the active involvement of the grass root level. control. Co-ordination is not executed by orders. planning, organizing, staffing, directing and Opinion of NGO’s and other social groups should It cannot be achieved by force. It requires mutual be considered in the planning process. understanding, willingness to cooperate, clarity of roles, team spirit, integrated plans and free Co-ordination among Different Environmental exchange of ideas. There is need of democratic Agencies co-ordination. Opinion has been taken from the To achieve the objectives of the environmental public regarding the necessity of co-ordination in policy, co-ordination among different environ­ different environmental agencies. The collected mental agencies is required. Co-ordination is the data have been tested with the help of chi-square set of human and structural mechanism designed test given as under: Table 3: Observed Data regarding Co-ordination among Different Environmental Agencies Information Effective in environ-mental Not effective in environ- Total protection mental protection Co-ordination is necessary 349 101 450 Co-ordination is not necessary 131 19 150 Total 480 120 600

Null Hypothesis (H0) Alternative Hypothesis (H1) - - served data and expected data. served data and expected data. ThereTable is 4: no Expected significant Data difference regarding between Co-ordination ob There among is Different a significant Environmental difference between Agencies ob Information Effective in environ-mental Not effective in environ- Total protection mental protection Co-ordination is necessary 360 90 450 Co-ordination is not necessary 120 30 150 Total 480 120 600 58.17% observed data regarding the co-ordina- protection. Only 3.16% observed data indicated tion of different environmental agencies show that that co-ordination was not necessary and it did co-ordination among different environmental not effect the present environmental position. To agencies is necessary. Co-ordination among these agencies will be helpful in environmental been applied as under: test the significance of data, chi-square test has Table 5: Chi-square Table Observed Data (C) Expected Data (E) O-E (O-E)2 (O-E)2/E

349 360 (-)11 121 0.34

60 Research Reinforcement> Vol. 4, Issue 1 May 2016 - Oct. 2016 Observed Data (C) Expected Data (E) O-E (O-E)2 (O-E)2/E

121 90 31 961 10.68 131 120 11 121 1.01 19 30 (-)11 121 4.03 Total χ2 =16.06 Degree of freedom = (c-1) (r-1) = (2-1) (2-) and expected data. there is significant difference between observed = 1 General observation of the collected data indicates that co-ordination among different Table value of χ2 for 1 degree at 5% level of environmental agencies is necessary to protect χ2 is environmental degradation. Opinion regarding 16.06 which is higher than the table value. co-ordination among different environmental Hencesignificance null hypothesis is 3.84. Calculatesis rejected and value alternative of agencies is given below: hypothesis is accepted. It can be concluded that Table 6: Opinion regarding position of co-ordination among environmental agencies District Information Total Score Score Classification Score Achieved Achieved In Age Wise % Age <25 26-60 >60 Jaipur & Effective co-ordination 600 104 17.33 50 30 26 Alwar No co-ordination at all 600 314 52.33 193 55 66 Co-ordination only for 600 148 24.67 75 40 33 selective programmes Do not know 600 34 5.67 20 6 8 Grand Total 600 100.00 338 131 133 The present position of co-ordination among agencies. General observation indicates that different environmental agencies is not good. the performance level of these projects is not As per table no. 6, 52.33% opinion indicated satisfactory. Cost effectiveness of these projects that there was no co-ordination among different is very poor. These projects are not completed environment agencies. Most of the environmental in time and results of these projects are below agencies and NGO’s are working independently. the satisfactory level. Opinion has been taken 24.67% opinion shows that co-ordination among regarding reasons for poor performance of different environmental agencies is limited Government agencies in environmental area only in selective programmes. There planning as indicated in Table No. 7. 38.46% aggregate and implementation are independent. Only opinion indicates lack of people’s participation in 17.33% opinion shows that there is effective these projects. Efforts to involve people for active co-ordination among different environmental participation are poor. Political involvement in implementation of these projects restricts different regions and different segments. involvement of the general public28.74% agencies to spread the equal benefit among Review of Performance of Government aggregate weightage has been assigned to lack of Agencies positive thinking among employees. Red-tapism, Most of the projects of environmental protection procedural delay and negative thinking are the are implemented through Governmental reasons for delay in projects.

Research Reinforcement Vol. 4, Issue 1 May 2016 - Oct. 2016 61 Table 7: Opinion regarding reasons for poor performance of Govt. agencies in environmental area District Information Total Score Score Classification Score Achie- Achieved Age Wise ved In % Age <25 26-60 >60 Jaipur & Lack of people’s partici- 2400 1899 38.46 748 719 432 Alwar pation Lack of awareness 2400 1419 28.74 587 566 266 among people Lack of effective agency 2400 1017 20.60 403 401 213 at local level to redress public grievances Ineffective laws 2400 602 12.19 204 202 196 Grand Total 4937 100.00 1942 1888 1107 20.60% aggregate weightage has been assigned References to lack of effective agency at local level to redress 1. The Environment (Protection) Act, 1986. Avail- the public grievances which are the cause of able from www.envfor.nic.in dissatisfaction among people at local level. 2. National Environment Policy, 2006. Available 12.19% aggregate weightage has been assigned from www.moef.gov.in. to corruption at implementation level which 3. Chatterjee, Satya Saran. An Introduction to Man- restricts to speed up the implementation process agement. The World Press Private Ltd., Calcutta. of the projects. 4. Choudhary, D. Paul, Voluntary Efforts in Social Conclusion Welfare and Development, New Delhi: Siddhartha Publishers. Environmental planning is the basic requirement 5. Ezra, Soloman. for the success of any environmental project The Theory of Financial Manage- . Columbia University Press. because planning make the goal more realisable, ment 6. Chawla, Krishna. Social-Cost Benefit Analysis actionable and achievable. The results draw . New Delhi: Mittal Publication. the conclusion that planners of top level 7. http://study.com,environmental-planning-deci- management should associate with grass root sion-making level for desired success. Co-ordination among 8. Madu, Christian N. Environmental Planning and different environmental agencies are necessary Management. New York: Pace University. to achieve better results. Presently performance of Government environmental arencies are poor. 9. Westfall, Boyd, and Stasch. Marketing Research: To achieve better results, co-ordination among Text and Cases. INC. Homewood, Illinois. Government agencies, private organizations, NGO’s 10. Gupta, S.C. and Gupta, Indra. Business Statistics. and general public are needed. Himalaya Publishing House, New Delhi.

62 Research Reinforcement> Vol. 4, Issue 1 May 2016 - Oct. 2016 To Retrospect the Significant Inter- national Parameters for Quality Assessment in Higher Education System in Indian Scenario Devika Chhachhiya Dr. Manish Gupta Research Scholar, IIS University, Jaipur (Raj.) Project Director, OSD III, DST Govt. of Raj., (Raj.) Dr. Amita Sharma Asst. Professor, IIS University, Jaipur (Raj.)

Abstract Higher education is an important key factor that directly affects social-economic progress of a country. Future Development of any country is highly influenced by the educational quality in higher level. Therefore, government should pay special attention on the quality of education given by the higher education organizations. Aim of the paper is to identify various quality models and significant parameters followed by them for the quality assessment of the education system around the world. The paper also describes a brief comparison between the various quality framework and models used worldwide with the NAAC quality model used in India. By the comparative analysis we have identified the common benchmarks used by international quality models and NAAC quality model. In this paper we have recognized the significant international parameters for quality assessment in higher education and also identified international parameters adapted by NAAC quality model. Finally paper revealed that NAAC Quality model provides an international quality benchmarks for higher Education. Keywords: Quality Assurance, Quality Models, NAAC, Higher Education, Accreditation, Assessment Introduction education system. They have versatile criteria for Quality assurance is a vital aspect of higher assessment, but still higher education quality in education institutions in emergent countries. In India is frail. developing countries, higher education system Survey report was generated by the most popular is portrayed by resource scarcity, increased global university rankings, Academic Ranking competition and the growing complexity of of World Universities (ARWU) ranking, Times knowledge. In such scenario quality assurance Higher Education Supplement (THES) World becomes a matter of critical concern. As University Ranking and QS World University in developing countries like India, private Ranking on 100 top universities worldwide. universities are rapidly growing with increase It is quite alarming situation that hardly any number of students; assessment of education Indian university (except the IITs and the Indian Institutes of Science) falls in this ranking. It is very important to assess and accredit the The summary of such reports not only raise standardquality becomes of education quite difficult as well but as also the essential.facilities questions about the quality of Indian Higher provided by the education centers. In India Education System but also on their accreditation there are several autonomous accreditation and quality assurance system. This research is a organizations working such as NAAC, AICTE, NCTE, MCI, INC, BCI, RCI, DEC, ICAR. These Indian University fails in acquiring position in organizations aim to induce self-evaluation, Topfoundation ranked stepuniversities in finding worldwide. the reasons Since for whythe sovereignty and innovations in Indian higher quality assurance structure is the backbone

Research Reinforcement Vol. 4, Issue 1 May 2016 - Oct. 2016 63 of any system and it should have strong and which is categorized in three categories “broad invulnerable formation. For this sake we need to study existing international quality assurance The quality benchmarks to access quality of system and compare it with Indian system universitiesconfidence”, “limitedand colleges confidence”, has been “no divided confidence”. in the This paper gives an overview about the quality following 11 sections: Postgraduate research pro­ assurance models used worldwide for the grams, Faculty, Collaborative provision, Students assessment and accreditation in higher education with disabilities, External examining, Academic systems. The study aims to discover and compare appeals and student complaints, Assessment the international benchmarks which are adopted of students, Programme approval, monitoring by different accreditation organizations around and review, Career education, information and the globe. These international benchmarks are guidance, Placement learning, and Student rec­ compared with NAAC, which is one of the popular ruitment and admissions. quality assurance models used in India. The The quality assurance methodology of UK is National Assessment and Accreditation Council relatively analogous to India in values however (NAAC) is an autonomous body established in practice the reporting method and the cri­ by the University Grants Commission (UGC) of India to assess and accredit institutions of higher atmosphere of quality assurance in both coun­ education in the country . triesteria are details also different. fluctuate significantly. Contextual In this paper Section 2 gives a brief history of the The Council for Higher Education origin and development of quality assurance Accreditation (CHEA) models and accreditation in the education Quality assurance in USA is done by external system. Section 3 talks about popularly used quality monitoring technique. The Council international quality assurance models and their for Higher Education Accreditation (CHEA) benchmarks around the world in detail. The NAAC quality assurance model is discussed in that coordinates accreditation activity in the section 4. Section 5 consists of comparative isUnited a private, States nonprofitThe CHEA nationalacknowledgment organization for analysis between NAAC and International Quality accrediting institute is legal for 10 years with 5 assurance models studied. Section 6 and 7 gives years provisional report. Accreditation process the conclusion and references respectively. is carried out in 5 phases self study, peer review, site visit, action by accrediting organization, International Quality Assurance models ongoing external review. There are numerous internationally acceptable quality assurance models throughout the world. in 8 standards: Curricula, Faculty, Facilities, This section assay few of them in brief and also Theequipment accreditation and supplies, standards Fiscal are and broadly administrative classified the quality benchmarks adopted by them operations, Student support services, Recruiting Quality assurance in UK higher education capacityand admissions as appropriate practices, to theacademic specified calendars, scale of The Quality Assurance Agency for Higher Edu­ catalogs, publications, grading and advertising, cation (QAA) is an independent organization Measures of program length and the objectives working for the standardization of universities of the degrees or credentials offered, and Record and colleges at UK. Quality assurance is done of student complaints received by, or available to, by institutional audit and subject review. the agency. Institutional review cycle duration is of 6 years. Method of accreditation in US is similar to NAAC The process of institutional audit is done in with two dissimilarity there is no ranking or grading system either institution or program is generated by the institution then audit visit is accredited or not. There are several accreditation different phases first self evaluation report is bodies which are recognized under CHEA. done and finally audit team judgment is given 64 Research Reinforcement> Vol. 4, Issue 1 May 2016 - Oct. 2016 Australian Universities Quality Agency National Assessment and Accreditation (AUQA) Council (NAAC) The Australian Universities Quality Agency (AUQA) It is a self-governing body found by the University is a self-regulating national agency initiated to Grants Commission (UGC) of India to evaluate certify quality assurance in Australian higher and accredit higher education system of the education. In 2000, it has been laid by the country. National Policy in Education (1986) laid Ministerial Council on Education, Training and special emphasis on perpetuation the quality of Youth Affairs (MCEETYA). Quality audits of self- higher education system. accrediting institutions are based on a self- assessment and a site visit. Accreditation period of university is up to seven years. basis of its assessment procedures. Accreditation NAAC has identified seven criteria to serve as the The quality assurance standards to accredit is done in three phase’s self-study, NAAC peer team visit, and peer team decision. NAAC follows standing, Financial viability and sustainability, eight-point grading methodology A++, A+, A, st Corporateinstitutions and are academic classified governance, in 8 sections: Primacy Provider of B++, B+, B, C, D that came in to affect from 1 July academic quality and integrity, Management and 2016. There are 32 key aspects and each one is human resources, Responsibilities to students, further split into the micro level quality pointers. and Physical and electronic resources and Accreditation cycle of NAAC is of 5 years. infrastructure. Criteria followed by NAAC to access quality of higher Accreditation system in Australia is quite different education system are shown: Curricular Aspects, from US, UK and Indian scenario. In Australia Teaching-Learning and Evaluation, Research, Con­ quality audit is performed by central agency sultancy and Extension, Infrastructure and Learning AUQA. The reporting methodology adopted by Resources, Student Support and Progression, the audit review incorporates commendable Governance, Leadership and Management, and practices and areas of improvements. No grading Innovations and Best Practices . system is present. Comparative Analysis (Common Significant Japan University Accreditation Association Benchmarks of the Quality Assurance Models Japan University Accreditation Association in Higher Education System) (JUAA) is an independent institution which works on qualitative improvement of higher education institutions in Japan. Accreditation the common benchmarks used by the quality By the above literature study we have identified process is conducted in 4 phases self study, assurance models in higher education system. document analysis, site visit, result by accrediting The common benchmarks are: Academic Quality organization. University is accredited in every 5 Vision and Mission, Education and Research years and follows grading system (S, A, B, C). Organization, Faculty and Faculty Organization, The University Standards i.e. criteria for Student Support, Infrastructure, Social Co­ JUAA to accredit universities and guidelines operation And Collaborations, Academic Pro­ for universities to maintain the quality are: grams and Curricula, Administration and Fin­ Mission and Purpose, Education and Research ance, and Grievances. Organization, Faculty and Faculty Organization, Few of the uncommon benchmarks are student Educational Content, Methods, and Outcome, with disabilities, career education information Enrollment, Student Support, Social Cooperation and guidance, student assessment, program and Contribution, Administration and Finance, approval monitoring and review. and Internal Quality Assurance.

Research Reinforcement Vol. 4, Issue 1 May 2016 - Oct. 2016 65 Comparative Study of All Quality Assurance Models and NAAC Quality Model Table 1: comparative analysis of international quality assurance models with NAAC quality model Quality Models Quality Japan The Council Australian National Assurance University For Higher Universities Assessment & Quality In UK Accreditation Education Quality Accreditation benchmarks Higher Association Accreditation Agency Council Education (CHEA) (AUQA) (NAAC) Academic Quality Vi- Y Y Y Y Y sion And Mission Education and Research Y Y Y Y Y Organization Faculty and Faculty Y Y Y Y Y Organization program approval N N Y Y N monitoring and review Organization and Gov- Y Y Y Y Y ernance Student Support Y Y Y Y Y Infrastructure Y Y Y Y Y Social Cooperation And Y Y Y Y Y collaborations Academic Programs Y Y Y Y Y and curricula Administration and Y Y Y Y Y Finance Grievances Y Y Y Y Y Student with disability Y N N N Y Table 1 shows a brief Comparative analysis that why the Indian University fails in acquiring between the quality benchmarks followed position in Top ranked universities worldwide. international Quality Assurance Models and NAAC Quality Model. In this table quality bench­ have studied the quality benchmarks used by marks represents the quality bench marks theTo findinternational the answer quality of the assurance above questionmodels and we organizations in detail and also the NAAC Quality explained in section 3. By the analysis we will be assessment model for the Quality assurance identified by the study of various quality models adopted by Indian higher education system. in all the models and also the uncommon ones. ableMotive to findof this the comparative bench marks study which is are to commondiscover By the literature study and comparative analysis whether NAAC follows international benchmarks done in table 1 it has been found that the benchmarks adopted by NAAC for the quality our question which was the basis of our study assessment is based on the international orthat not. Indian By this quality we can assurance find out thesystem answer is of benchmarks followed by various Quality assess­ international standard. ment models discussed above. The NAAC process Conclusion and Future Work for appraisal and accreditation is similar to that followed by various Quality Assurance (QA) the question raised at the beginning of the paper agencies across the globe. Motive of this paper was to find the answer of 66 Research Reinforcement> Vol. 4, Issue 1 May 2016 - Oct. 2016 As Indian higher education is growing rapidly Education Area in 2012, published by EACEA P9 there is a need of highly robust and analytical Eurydice. assessment mechanism. NAAC has been con­ 3. Campell, C. and VanderWende, M. (2010) International Initiatives and Trends in Quality Assurance for European Higher Education. andtinuously global fine-tuningchanges in higher its evaluation education and scenario. certi­ Exploratory Trend Report, Finland. Thisfication helps methodologies Indian higher with respecteducation to regionalsystem 4. FINHEEC .(2010) Finnish Higher Education to be adaptable to the international changes Evaluation Council. Quality Manual. and wider acceptance of the assessment 5. Garcia, Aracil, A. and Palomares, Montero, methodology adopted by them. However, quality D. (2010) Examining Benchmark Indicator Assessment and International ranking system Systems for the Evaluation of Higher Education are conspicuously different from each other. The Institutions. Higher Education 0. p. 217-234. purpose of NAAC is to ensure that the higher 6. Education, Audiovisual and Culture Executive education institution assessed by it ensures Agency Report. (2009) Higher Education in Europe 2009: Developments of Bologna Process, polished by EACEA P9 Eurydice. to deliver quality education. It doesn’t measure excellence.the fulfillment of the minimum requirements 7. European Association for Quality Assurance in Higher Education. (2009) Standards and On the other hand, International ranking systems Guidelines for Quality Assurance in the are not bothered about the benchmarks. Their European Higher Education. ENQA Report on criteria to rank an institution is based on very few Standards and Guidelines for Quality Assurance parameters such as international mix of faculty in the European Higher Education Area. Helsinki, and students, research publications, grants Finland. generated from research among other criteria. 8. Nazih, S. & Alimazighi, Z. (2008) A decisional tool This is the reason due to which we lack behind for quality improvement in higher education. in the international ranking system some of the Information and Communication Technologies: universities and institutions may outperform at From Theory to Applications, ICTTA 2008. 3rd teaching learning and experience benchmarks International Conference on. IEEE. but lose on the international mix. To overcome 9. Federkeil, G. (2008) Rankings and Quality such problem NAAC is constantly taking steps Assurance in Higher Education. Higher Education to empower higher education institutions by in Europe. 33(2), p. 219-231. providing grants of Rs 75,000 for each IQAC to 10. Bollaert, L. (2007) Embedding Quality Culture conduct seminars and workshops. So we can in Higher Education. A selection of Papers form the 1st European Forum for Quality Assurance, conclude that NAAC is an international quality Brussels. assurance model which consist all the relevant quality indicators for the quality assessment in 11. Abdullah, F. (2006) Measuring service quality in higher education. Journal Quality Assurance in higher education system. . NAAC quality assurance Education. 24, p. 31 -47. system ensures international credibility of the 12. Guide Quality Assurance Agency for Higher programs offered in the universities, thus making Education (2005). ISBN 1 84482 140 4. our higher education systems competitive on the global market. 13. European Association for Quality Assurance in Higher Education, ENQA (2005). Standards and References Guidelines for Quality Assurance in the European 1. Bratean, D. and Dragan, M. (2013) A Conceptual Higher Education Area. Helsinki, Finland. Framework for the Implementation of Total 14. ENQA Occasional Paper 5. (2003) Quality Quality Management in Higher Education. procedures in European Higher Education. The Managerial Challenges of the Contemporary Danish Evaluation Institute, Helsinki. Society. p. 195-200. 15. Harvey, L., et al. (1993) Defining Quality, 2. Education, Audiovisual and Culture Executive Assessment and Evaluation in Higher Education. Agency Report (2012), The European Higher Vol. 18, Issue 1.

Research Reinforcement Vol. 4, Issue 1 May 2016 - Oct. 2016 67 Geopolitical Importance of Sri Lanka and India in IOR: Post Cold War Era Reena Ghosh Research Scholar Pol. Science and Pub. Administration Department, Banasthali Vidhyapith, Tonk (Raj.)

Abstract The changing dynamic of India – Sri Lankan foreign policy, since 1991 depicts the impacts of cold war termination and advent of liberal economic reforms on foreign policy dimension between two ambiguous neighbours. Same time Indo- Sri Lanka relations are affecting by the internal power oscillations as well the external power antagonism for establishing their respective influence. Geopolitical importance of Indian Ocean region also increases after cold war. Two-third of world’s oil, export-import through IOR and 90 percent of China’s oil import through this region. New cold war and strategic location of Indo- Lankan region gives a positive dimension to both neighbours for playing role in world politics. This paper deals with importance of India, Sri Lanka and IOR in post cold war era and analysis its impact and contribution in international relations. Keywords: IOR, India, Sri Lanka, Geopolitics, Post Cold War Introduction broadly come under the overall strategic defence 2 “During the 18th and 19th century it was an area in the IOR.” important place as a naval port and had served Some basic reasons for importance most spacious natural protected harbour in the international maritime lanes. centralthe purpose Indian of Ocean artificial area. harbour. On the East It has coast, the • Sri Lanka immediacy with the busiest Trinocomalee harbour run inland some thirteen kilometres and the anchorage is large enough • bantota Command as postnatural of key harbours. choke points in IOR. • Trinocomalee, Colombo, Galle and Ham- power. In air routes, it serves as a connecting pointto shelter between the fullcontinents. fleet of Its any central of world’s position great in beds in the manner basin. Indian• Disclosure Ocean , being of natural the third gas largest and oil Ocean resource on development as a strategic point for the super earth, accounts for 20% of total Oceanic water powers”.Geopolitical1 “At Significancethe focal points attributes of sea and to air its routes, future and extends over an area of 10,000 km from traversing the Indian Ocean, Sri Lanka is a Centre Southern tip of Africa to the Western coast of attention, a magnet of risks. For military build- of Australia. The major choke point includes; up, Sri Lanka is a necessary base for the super Babel Mandeb, Strait of Hormuz, Lombok Strait, Palk Strait and Malacca Strait. Indian Ocean Its existence as an independent country of great encompasses the following eminent seas: ‘Gulf strategicpower’s influenceworth has in theconsiderable Indian Ocean liabilities region. of Aden, Andaman Sea, Arabian Sea, Bay of Bengal, Great Australian Bight, Gulf of Manner, towards its neighbours, specifically India, which 68 Research Reinforcement> Vol. 4, Issue 1 May 2016 - Oct. 2016 Mozambique Channel, Gulf of Oman, Persian Gulf, nation over others. British royal navy was the Red Sea and others. Indian Ocean is connected to sole authoritative operant in Indian Ocean Mediterranean Sea through Babel Mandeb, Red from Vasco de Gama’s sail to Indian offshore in 1948 to the end of WWII with little opposition of Malacca. The IOR is 28 million square km area from other colonial power. The strategic Indian inhibitedSea and Suez by 1/3 Canalrd of and total to Pacificworld populationOcean by Strait and Ocean dynamics have changed in post cold war period because of determined efforts put in by trade routes linking Europe and America with many new players to gain an upper hand in the Middlesequels East, as a hostAfrica to and significant East Asia. international IOR is the main sea- IOR pertaining to their real interest or fear in sea-trade lane for petroleum from the Persian the region. “While the US is still a Predominant and Indonesia. Robert Kaplan says “account that the Indian Ocean Rim land from the Middle take, it prompt her to redesign her strategy mayposition take, in it Indo-underlined Pacific, assumption the new strategy would be may to ensure that the emerging power also develop a ofEast petroleum to the pacific product accounts of the for entire 50 percent world”. of theHe stake in the emerging power also develop a stake continuedcontainer to traffic mention and that 70 India percent is an of the the verge traffic of in the maintenance of exiting global economic becoming third largest oil imported in the world, and political order in the region”.4 preceded by US and China, accounting for over India and IOR China is also on the same threshold as already its India adopted liberalisation policy in 1991 with 8590 percent of importedoil transmit oil traffic passes in through Indian Ocean.Indian a now to assimilate its domestic economy with Ocean. Additionally, Indian Ocean is a rich source world economy thus making it one of the emerging of marine products and minerals and at present economics on the global forum. The continous shared 40 percent of the total offshore petroleum momentum of her development requires India products in the world. Sri Lanka is an interest to safeguard her overseas trade, investments and area of the trade, security and marine resources for the littoral countries as well as the supreme world powers of the time. “During colonial hasenergy traditional flows. Thiscoastal perquisite security addedconcerns. new India realm is times, it served as a strategic resource for the ato developing India’s strategic economy interest and hasin IOR a key and stand redefined in the establishment and maintenance of colonialism present multipolar world matrices. The wish of by European powers in South Asia and South East being a continental power in IOR has made India Asia. It was 19th to put efforts to occupy this centre stage place. and Geo- strategist Alfred Thayer Mahan, who for “While for other countries the Indian Ocean is century American navy officer only one of the important Oceanic areas, for India of Security and dominance. In his seminal work, it is a vital region. Her lifelines are concentrated the first time elaborated the maritime dimension in this area and her freedom is dependent on the 1763, published in 1890, he enunciated the freedom of this region. concept‘the influence of Sea of power Sea power which upon postulates history: that 1660- the countries with greater naval power will have trade and energy critical points in Indian greater worldwide impact and ability to exercise • Ocean.To ensure the safety and security of SLOC’s control over seas and territories”.3 The book depicts the role played by Sea power during 17th th island (Andaman and Nicobar, Lakshadweep and 18 centuries and recognises the action to • To safeguard the Indian mainland and her be pursued for becoming sea power through and Minicoy) against traditional and non- traditional security dangers. command over sea combined with strong land a powerful fleet. His argument stated that a harnessing of marine resources in IOR. • To guarantee sustainable exploration and force will offer crucial benefits to a particular Research Reinforcement Vol. 4, Issue 1 May 2016 - Oct. 2016 69 initiative for multilateral regional cooperation. vention in IOR. Third dimensions are ‘bilateral and multilateral • To confine unnecessary external inter­ maritime cooperation with other power’; India hensions are a matter of fear of China. has adopted the foreign maritime collaboration “In• viewThe of present her economic Indian interest naval security Chinese appre pres­ strategy will powers like Japan, Australia and other nations which have vested interests in reoriented her maritime strategy to protect her IOR. Apart from timely Indo-US Malabar joint strategicence and assertioninterest in in theIndo-Pacific, region. Among India has others, also naval exercise, both the notion have strived the three factors- India’s Look East Policy towards mutual inter-operational cooperation leading to India’s close engagement with Chinese for instance, the naval security offered by India in neighbours in South East Asia, Chinese increasing Malacca Strait in 2002. Japan joined the Malabar forays in Indian Ocean and Indo-US closeness- exercise on the invitation by India in 2014 and have deep impact on India’s evolving Indian Australia too may join in the times to come. maritime strategy, which became proactive since Sri Lanka- India and IOR the middle of last decade”.5 Indian Ocean has since ancient times been a The three dimensions of Indian maritime distinct water area of the world and features strategy discussed as per Latesh Kapoor( 2014) several small islands in its centre. Sri Lanka one of the Indian Ocean islands, is well known for its and role of navy, the expanding economic and geographical location on the way of accidental strategicare as follows: worth firstof India being made ‘enhanced her to capability unwind and oriental trade routes. The transportation in the new maritime doctrine 2014 characterised water was without any laws in old times but the th by enhanced capabilities and role of Indian need of legal norms was felt since late 16 century naval forces in IOR. As stated in current naval due to expanding exploration and imperialism in the region. The Palk bay is bounded by Tamil size to 160 by 2020. Moreover the new maritime Nadu on its north and west coastline, by Pam ban island of India , Adam’s bridge and Manner island doctrinemodernization demands plans. for India control will raiseover herstrategic fleet of Sri Lanka in east and by the Jaffna peninsula choke points, islands and channels in Indian of Sri Lanka on the northeast coastline. The Ocean. Arabian Sea and Bay of Bengal include the Palk Bay, being 137 km long and 64- 137 km legitimate areas from Gulf to Strait of Malacca wide, connects the Bay of Bengal in north to also. On the western front India has positioned Gulf of Manner in South. The Palk Strait restricts its ships around Gulf of Aden to restrict piracy passage of foreign ships due to presence of shoals and has established decisive relation with at its southern end and allows transportation Vietnam and Singapore in East. Secondly one is ‘Regional maritime collaboration’; Indian Ocean movements of goods and people. Palk Strait is the is the courtyard for Indian subcontinent and sourcebetween of India livelihood and Sri since Lanka early only times for fishing for tens and of thousands of Sri Lankan and South Indian Fisher on the security of India. Consequently, India has man. any hazard to IOC security will reflect the same resorted to a regional cooperative meachism in Sri Lana’s strategic maritime position as a power IOR to ensure its maritime security interests. The base of IOR has historical connects starting formation of the Indian Ocean Rim Association from the recognition made by Portuguese, later of Regional Cooperation (IOR-ARC) and Bay of followed by Dutch and the British. The British Bengal Initiative for Multi-Sect oral Technological masters utilised Sri Lanka not only for maritime and Economic Cooperation (BIMSTEC) witnessed purpose but also a security base to safeguard the India’s instrumental role play in their in caption. neighbouring British- India. After independence The trilateral maritime security cooperation in Sri Lanka continues being treated strategically in 2011 by India, Sri Lanka and Maldives is others the regional ecology.

70 Research Reinforcement> Vol. 4, Issue 1 May 2016 - Oct. 2016 The Indian interest in Sri Lanka drifted from reports by America to Soviet friendly territory. geostrategic power balance to pragmatic security This agreement accomplished the Indian aim consideration in the Post- Cold war era. However, of warding off the American cold war to a safe this economic and pragmatic security concerns distance from India’s boarders. Apparently, many demanded for a greater emphasis on Sri Lanka’s geo-strategic analysts have been seen a decline in Sri Lanka’s strategic importance since the end Sri Lanka security will have a dismantling affect of cold war era. The impact made by Sri Lanka’s onpeace Indian during security its conflictual too. Therefore, times as India any threat has the to instability on India’s stability attracted the Indian peace, stability and security of Sri Lanka as its strategic concerns. An unstable Sri Lanka meant primary considerations. Moreover, the Indian a threat to IOC stability in which India had huge Ocean maritime security between India and Sri vested economic interests. Sri Lanka is prestige Lanka plays a pivotal role in Indian policy making to have a strategic location in Indian Ocean as the nonetheless, US and Chinese impact on Sri Lanka is a worrisome for Indian security interests southern coast. and India tried to ward off the geo-strategic Referencesmajor international sea lanes flow through its struggle away from its borders during cold- war. 1. Misra, Subnrasusekhar. (1986) Security of Micro Indian policy makers saw the need of restricting Small States in International Politics: A Case Study US encroachment in Sri Lanka and success to of Geopolitics and Sri Lanka. New Delhi: JNU. persuade the island country to eliminate US’s 2. Ibid. strategic presence through the ISLA, 1987. 3. Kapoor, Latish. (2014) Contemporary Geo-Politics According to ISLA, Sri Lanka had to scrap the US of Indian Ocean: India, China and Other Power. 23rd 1PSA conference Montreal, Canada. contract of Trinocomalee oil storage facilities and 4. Ibid. remove the voice of America that served as the broadcasting centre of massages and intelligence 5. Ibid.

Research Reinforcement Vol. 4, Issue 1 May 2016 - Oct. 2016 71 Gendering Collective Bargain- ing: Working Women’s Dilemma in a Developing World Dr. Shikha Sharma Post Doctoral Fellow ICSSR, New Delhi

Abstract The era of globalisation, Neo-liberalisation and free market has opened doorways for enormous opportunities and economic development. this has also resulted in the increasing number of women’s participation in economic activities and their presence in labour market is significantly large. the changing market structure also brought along with itself bougeoing oppression, exploitation and marginalisation of women workers in public sphere. collective bargaining becomes necessary in these conditions. present paper concentrates on the need of mobilization of women workers and how the process of demands through collective bargaining outside and inside trade unions offers new challenges within their economic sphere. Keywords: Collective Bargaining, Working Women, Empowerment, Trade Unions Introduction and organizational policies. These interests are The processes of globalization and neo- dealt by, safeguarded and also often exploited liberalization has made sure that the economic within and outside the public space of working interactions and trade relations within women. The concept of collective bargaining or trade unions at workplace ensures that the attainment. Hong (1999) states that changing countriespatterns of are the strengthened international for division maximum of labour profit The process of collective bargaining is among is making its impact on the international labour thewelfare major and tools benefits of ofempowerment the workers are of attended.working market and the bargaining power of trade unions women that works as an advantage to provide are capable of turning societies into partner nations.For a developing country as India that a common platform to secure pay equity, sexual harassment, promotion, and training among becomes more imperative to look into the labour others. The International Labour Organisation enjoysrights and significant standards international that it sets marketfor its working hold, it population. A considerable part of this working (a) the prohibition of slavery and compulsory force is formed by women who are majorly labour,(ILO, 1997) (b) the defines elimination five core of discrimination, labour standards: (c) employed in the informal sector of the economy. the prohibition of exploitative child labour, (d) In the matrix of the working hierarchy, mostly freedom of association (the right of workers to women are settled in the lower strata. The history form unions of their own choice and of employers and economy of working women has served them to form employers’ organization, (e) the right to with more inhibitions than agencies. The issues collective bargaining (the right of unions and and interests of working women and gender employers’ organizations to negotiate work equality have long been associated with the conditions on behalf of workers and employers, concept of empowerment, laws, interventions respectively.In June 1998, the International

72 Research Reinforcement> Vol. 4, Issue 1 May 2016 - Oct. 2016 Labour Conference adopted the ILO Declaration place of the legally minimum set by different on Fundamental Principles and Rights at Work countries. (Ross, 1997; Cavanagh, 1997 and and it’s Follow-up. (ILO Constitution, 1998). This Bardhan, 2000). The Issue Organize and Collective Bargaining Convention The report I Knew I Could Do This Work: Seven No.ratification 98, 1949, was which an extension guarantees of ILO’s the Rightworkers to Strategies That Promote Women’s Activism and right and covers in its folds the necessity and Leadership in Unions was published in 2007 right to organize and collective bargaining, which by Institute for Women’s Policy Research. The becomes the focus of present paper. researchers used the in-depth interviews to explore the experiences of women in the trade bargaining as follows unions. Edralin (2010) defines gender responsive Gender responsive collective bargaining can be The present paper is an attempt to discourse characterized as (1) a process that involves both the rights of the workers to association and men and women workers representing their collective bargain to put forth and safeguard in the drafting, negotiation and administration women workers economic interests are impeded ofduly a written certified agreement legitimate with labour the employer; organization (2) bytheir a largeinterest number in the of working issues that world. surround Specifically, them based on certain principles and procedures in their cultural-social life. The paper considers that recognizes the rights and distinct roles of issues that put women workers in minority women and men workers in the work[place; (3) position and what and how the issues of inclusion demands and counter-demands wherein each is addressed? That is the struggle for inclusion. party tries to obtain for itself the best and most What is the level of participation of women in favourable terms and conditions; and (4) must the union activities? That is the struggle of the respond to the particular needs of both men and process and resistance. women workers to improve the quality of their work life and protect their individual rights and What is the degree of discrimination in trade their union. (pg 6.) unions while their issues are put up in front of management? The frequencies at which their interests are handled? That is the struggle for representation in trade unions have greater pay identity advantageStudies reflect than that non-unionized women who counterparts.have considerable The Where do the issues of women workers stand in unionization of demands has also resulted in the unions’ agenda and how management tackles their issues? That is the struggle for Voice. Collective bargaining is therefore not an These concerns can be investigated within the explicitlysignificant exclusivedrop in the tool gender towards pay gap. equality at purview of following variables that play decisive role in women workers occupational performance give voice to the majority. Within this “majority”, and more: Age, Educational attainment, Full- womenworkplace workers but it fall definitely with minor is a mechanismfractions. The to time/part-time job, Ethnicity/religion, Work­ issues that women workers face and need to place size/ Number of employees,Industry. be highlighted are those demands that include basic labour standards of liberty to association, Beginning the present papers’ analysis, the right to collective bargaining and abolition of author delves into the pace, seriousness and discrimination at work. These demands have gravity of representation of women workers received collective voices at global level with issues during collective bargaining. other related demand of reducing hours of work, equal wages, minimum age at work, conditions taken into account in various studies across of work and basic needs standard for wages in differentThe membership disciplines. of union The rise has in been labour significantly force has

Research Reinforcement Vol. 4, Issue 1 May 2016 - Oct. 2016 73 been tremendous even though there has been a made aware of the administrative, management trend of falling membership of trade unions for and union functioning of the workplace. The the past three decades. Now less than 30 percent limited or low involvement of female workers of workers are trade union members and among is also because of their lack of knowledge about private sector this percentage is a slow as one the hierarchical structure of the organization. They, therefore, quite simply forget, overlook 2001). Trade union membership accounts and ignore the values of their rights and work. forin fiveboth workers men and (Pencavel, women 2002;and with Metcalf, increased 1991, The work structure of workers at the lowest participation of women in public sphere, there is levels of work hierarchy is such that they often also rise in their oppression and discrimination have to devote maximum hours to the work which requires for their collective organization. with very little or no time left with to involve The inclusion of women in trade union activities themselves into the functioning of union. The is linked to access to the union. The concentration inclusion challenge begins from here. With of women in lowest rungs of economic realm has large number of organizations still working on resulted into the unequal access to collective traditional ways of labour relations the workers bargaining at workplace. However, the inequality as well as the workplaces are excluded from the towards the access differs in its capacity and purview of collective bargaining with relations degree in respect to the kind of industry the between the management, administration and women workers are associated with and labour being informal and personal and thus working in. At the same time, the inequality to greater exclusion takes place. This exclusion is access is not exclusive to informal economy, also compounded by the women worker’s socio- not exclusive to developing world and does not economic realities and the lack in their number remain confounded to traditionally culturally disadvantaged marginalized sections but can and Hartmann (1998) in their study explain to sufficiently create bargaining power.Cornell also hit same level of socio-economic groups. that women are not a homogeneous group. Thus, it can be carefully put forth that the access Their experiences differ, and are interpreted, to trade unions in an economy is not limited to often simultaneously, through lenses of race, ethnicity, class, age, sexuality, disability and so on. These with historical context and time and all levels of economic functioning. Further, the geographical location have implications for differencespecific sections between and women work andworkers can bewith found access at women’s solidarity within their unions.On the to union and without can also be stated. part of trade unions, the resistance comes due So what kind of women workers are kept away to the confusion of temporary and permanent from the process of unionization. Firstly, women employees of the organization. Though, the workers due to their poor economic status have reason appears naïve, but trade unions hesitate been found to be concentrated in the lower rungs and normally ignore the agendas related to of the economic hierarchy. The very nature of women workers pertaining to the dilemma of

in informal sectors. In case of informal women informal economy makes it difficult for workers workers to collect. The scattered, far off distances workers,permanent as ortheir temporary economic workers, status falls specifically out of andto organise,unusual timings even moreof work difficult and different for women shifts the ambit of illegal framework, the collective make impossible for workers to unionise their bargaining forums are found to be absent for interests. women workers’ cases especially for domestic Another challenge that appears is to voluntarily and garment and household based workers. increase the participation of women into trade The informal women workers are also found unions, whether they are being heard or not. to have multiple jobs with multiple workplaces This happens when the women workers are which also makes their inclusion, recruiting and

74 Research Reinforcement> Vol. 4, Issue 1 May 2016 - Oct. 2016 members also encourages the members to put Women workers come from economically weaker women workers interest behind. quartersformation facing of democraticextreme poverty structures and their difficult. ability The problem of inclusion in trade unions is to pay regular membership fees and dues of the followed by the discrimination within the unions. union restricts them from participating fully. One The discrimination that women workers face is such inhibitions arise for women workers with manifold. While there may be a broad agreement older age. It has been perceived by members of that women in numbers is good for union and the union that old age women are not that active also for women themselves but when it comes and serious about their interests therefore they to agreeing on details, ways, means, interests are generally kept out of the compass of the trade and priorities, difference and diversion has been unions and their working. observed.Women workers face discrimination The lack of access to trade unions that is meted as early as they earn membership of the unions. by resistance and inhibitions which melts once The face discrimination simply because they are women. It is imperative to state that the of some formal trade union, cooperative or other discrimination is not always conscious and lessthe women traditional workers form find of themselves democratic as membersworkers’ deliberate but results from the long standing organization. Even after availing the membership, beliefs, practices values, attitudes between the participation of women workers in the men and women, within organizations and the regular functioning of trade unions remains labour standards too that lead to discriminatory limited or none. The reasons spread across situations.Race, ethnicity, class, religion and socio-cultural to behavioural aspects of the life most importantly the legal status of the worker of working women. As already mentioned above, (in case they are migrants) also play deciding the temporary nature of informal work stops role in discriminatory attitudes within trade women to fully participate in the union activities. unions. This further categorize women within The majority of women workers, in temporary or themselves, that is, they are divided within permanent or formal or informal sector, still look themselves on class, religion and ethnicity where after the household duties which makes it, if not and voicing their interests. In this way they are in union meetings. The complete participation is facedthey find with inhibiting double oppression, their own atkind work from and saving while furtherimpossible hindered than difficult by lack forof organizationthem to invest among time voicing their concerns. Qualitative researches women workers. Women workers themselves have shown that during the union meetings abstain from participating in meetings due to women workers are put down, talked down to, harassed and made feel stupid. This further showing disinterest that prevents women discourages women workers from attending and fromtheir residencesbeing organized in far flungand mobilized.areas, other The women men wholeheartedly participate in the functioning of outnumber women workers in trade unions union work. Where the workers in general and male workers in their demands being entertained further shiftingthat reduces them towards confidence the end of womenof the bargaining workers process. A largely assumed instance is that the relatedspecifically interests find the takepolitical a agendabackseat. the Womencore of gathering of women into unions is dominantly their fight, the other social and employment non-economic and identity driven which forces demands are forwarded to the management. men workers not to heed to the issues of women workers only benefit in the context where general and the agenda of trade unions necessarily gains working time, working conditions etc. The male hegemonic aspects.It has also been found questionsThese may of include crèche, equal separate pay, toilet equal and and facilities, flexible that the political considerations of the union lunch times, paid leaves are some issues that

Research Reinforcement Vol. 4, Issue 1 May 2016 - Oct. 2016 75 rights within a group. It is understood that the tilt towards operating on male norms.Equality aware members of any collective interest are inare collective treated as bargaining, gender specific therefore and should trade unionsnot be successful in asserting their position in the socio- economic structure. The less or no education The biased coverage of collective bargaining for women has been a deterrent intheir feedsaddressed through to specific the areaspriorities only in bargaining. occupying decision making advancements in the Collective bargaining agendas and programmes given real priority concerns of dominant groups- service industries and so have engaged the male, full time, native born workers (Hyman, educatedorganization.The female engineering, workers but finance, the transport,domestic, 1994). The writing of agendas themselves are construction, manufacturing and export oriented not gender neutral language. The discrimination units which are largely informal in character and only comes forth when who gets the access to operation have employed females with less or no rewards comes forward.Tackling of indirect education. Their demands are thus overlooked, (invisible) discrimination requires gender ignored and sometimes even not taken up both by the union as well as management. The success of creation, however, this practice is not common. union heeding to women workers’ demands rest Addingproofing women of agreements to agendas encourages as well as a focus agenda on in front of the management committee where the women’s measures however at the same time it number of settled disputes are generally in the also leads to compartmentalisation of equality within bargaining. In other words, negotiations the union. The inhibitions also falls in favour of menfavour because of the larger of the group lack of than leadership specific sectionpositions of be a part of, or run alongside, negotiations held by women in trade unions. The unions whichaddressing are gender an identified blind. Wuiame equality (1998) issues gives may example of a case study conducted in Belgium bywhere male women hostility workers and resistance find themselves that appears holding in alongside some positive equality developments, theinfluential form of assertive sexual harassment.Management position in union is faced are where an agreement on job classification ran was not addressed. Further, the paradigm of to their cost like menstrual leave, day care politicalbut the issue interest of job start equality gaining in jobpreceding classification hold, services,likely to resistpay equality, to provisions maternity that leaveit finds and adding child and dominance of fundamental work rights, care facilities. It thus becomes practice when interests, and labour relations take a secondary management discourages or resists women onto bargaining teams. egalitarian concerns. The author does not imply on presenting only the Theor insignificantquestion of placerepresentation further deepeningand inclusion the negative processes when it comes to collective in the negotiations along with agreements and agreement. Unions working in public sector have mutual decision is the most important one. The generated quota system, holding monitoring and review through council meeting, some unions members’ attitudes and inclination towards the have found success in gaining agreement over interestsagreements of areworking influenced women by thein therepresentative concerned education and further training of their women organization. Those in the temporary job are workers, while other unions have special seats as naturally ignored because of the impermanency well as gender desks for hearing and representing of their stay with the work and precedence of women worker’s concerns. the permanent employees’ interests become Women Workers and Trade Union in India The labour movement in India has come a long female workers in the union holds weightage as way with several rights movements organised prominent. The educational qualification of education makes them aware of their status and prior to Indian independence also. The history of

76 Research Reinforcement> Vol. 4, Issue 1 May 2016 - Oct. 2016 labour movement and labour unions runs deep unions, however, have been slow in reacting to with the Madras Labour Union being one of the these changes which has resulted in the loss of earliest unions to be formed in 1918. membership within these unions. Workers have Constitution of India, 1950, Trade Union Act of opted for alternate means of organising than 1926 and Industrial Disputes Act, 1947 are the trade unions. main legislations that provides all the rules, The economic restructuring in 1991 has altered regulations, mechanisms for controlling and the ways of doing business. The barriers to functioning of trade unions within a legal ambit tariff and non-tariff trade has been softened, in India. However, the guidelines in the lawgiving industrial licenses have been exempted for of the act only provides for the unions in the many sectors, many public sector ventures have organised sector. Unionisation in the small and turned to private functioning, privatisation informal sector is non-existent (www.fessrilanka. has taken over many sectors and rupee has org). Furthermore, the Industrial Employment devalued. These circumstances have led to the (Standing Orders) Act, 1946 (IESOA) also strengthened presence of MNC’s, new technology contains certain provisions pertaining to trade and management techniques have been intro­ unions. duced and growth of core/periphery model. The unionisation in India has been 90 percent Ghatoshkar (2000) and Noronha (1996) in their in the public sector, surprisingly the number of works have explained that Indian management union is very low in the private informal sector. The union structure in India is well developed companies, permanent category recruitment even though only 20% of the existing unions has been now introduceddiscouraged, flexible jobs being restructuring transferred of have registered themselves with any of the from negotiable. Bargaining to non-negotiable/ Central Trade Union Organizations (CTUO). non-bargaining categories, focus on intensive India has more than 84,642 trade unions along productive days, employing contract workers with an uncalculated number of unions that and subcontracting production has all been exist across wide range of industries (mospi. done for increasing maximum output within nic.in).At present there are twelve Central Trade minimum hassles. Mitter (2000) stresses that Union Organizations (CTUO) in India recognized the maximum outsourcing of the production is by the Ministry of Labour (ILO, 2010): All done in order to keep the core company small. India Trade Union Congress (AITUC),Bharatiya The industrial units resort to unit closure, Mazdoor Sangh (BMS),Centre of Indian Trade encouraging employees for VRS, reorganising Unions (CITU),Hind Mazdoor Kisan Panchayat work process and relocating work units has (HKMP),Hind Mazdoor Sabha (HMS),Indian curbed the functioning of even the strongest Federation of Free Trade Unions (IFFTU),Indian unions. This resulted in unions to have agreed National Trade Union Congress (INTUC),National to participate in re-layout, relocation, process Front of Indian Trade Unions (NFITU),National improvement, relocation of work, redeployment Labor Organization (NLO),Trade Unions Co- of manpower which all makes the company more ordination Centre (TUCC),United Trade Union competitive. Threat of closure has resulted in Congress (UTUC).United Trade Union Congress- Lenin Sarani (UTUC-LS). and job loss (Sivanathiran, 1999). Sundaram unions to give up or curb gains and accept profit Sinha (2004) in his work explains that shifts (1996) comments that curbing by trade unions in job opportunities from the formal to the has resulted in rearrangement of work, working informal sector and the increase in employment hours have gone up, holidays, earned leave opportunities for the educated and skilled and workload have been rescheduled. Wage workers have called for paradigm shift in freeze and cuts in minimum wages have been the functioning of trade unions. Indian trade introduced. Krishna and Monappa (1994) in

Research Reinforcement Vol. 4, Issue 1 May 2016 - Oct. 2016 77 their study found out that many Indian organi­ of the traditional character of the trade union sations are now using techniques like quality which is patriarchal, oppressive and exploitative, circles, just-in-time, quality management, em­ and politically oriented. powerment, teamwork, productivity linked There is a need to organise the industrial women workers with the struggles of home based, rewards to increase productivity which has rural labourers. One such successful attempts furtherwages, profitchallenged sharing unions and performanceto gain employee based have been Self-Employed Women’s Association loyalty. (SEWA) in Ahmedabad. Women workers working This trend has at the same time affected the in dying old factories also need to be organised working of women. Every organization has two with workers of new industries and sectors. end workers, the high-skilled, high educated, Smith (1999) says that recruiting this vulnerable highly trained workers (both men and women) section of society and defending their interest and at the other end are unskilled, uneducated, is not a matter of doing well for those less scattered and prone to exploitation workers. fortunate. It is also a matterof survival of Indian Trade Union Movement. Jose (2000) remarks women, tend to remain outside of the ambit of union strategies that bridge the gap between tradeThe firstunion category because ofthey employees, consider their especially work the formal and the informal women workers as blue collar job where they are developing are central to the future of trade unions.In fact careers with high level of security and their the general membership is lost when women work secured by lawsuits. At the same time, workers move into non-unionized workplaces. the highly vulnerable class of workers are intentionally left out of the trade unions due to various facts stated in the beginning. Until workersFurther, thein terms non-office of unions based inclined women to workers make recently, the national trade unions have been are discriminated from the office based women not taking up the matters of contractual labours, reason being of the temporariness of the work safetydemands conditions thatinterests’ and right office to based organise workers through for unions.benefits and emoluments, monitoring health and the concessions and chances of agreements Indian trade unions also lack valuable advisors areand havehigher. been Women concentrating workers on form big firmsa big where part and representatives to women workers. The of temporary, contract labour and generally small industries lack the employee consultancies working in small enterprises, therefore loose helping women workers to maintain their skills on their voices being heard. Even where the and expertise. There is absence of committees work is of permanent character, the better that work as windows between the management educated female workers are oriented towards and the women workers that can provide personal rather than common goals that impedes information on job opportunities, alternative participation in trade unions. There have been employment, submit proposals for demands, women workers union across the wide spectrum employer-employee policies etc. trade unions of industries in India, but they fail in getting also have lacked individual dialogue forums themselves registered to central unions and that can maintain and host dialogue with occupy a national character. The women workers women workers to look into their demands. trade unions also fail to look beyond the local and It is worth noting that unlike trade unions of personal gains and therefore fall into the vicious interests of the company. Another problem is that unions in local areas do not have alliance with of leadership. The women workers are often not developmentallarger firms and institutions big industries, like consumer small trade co- operatives, housing societies, health funds, in the unions that only results in continuation and social security agencies. The hierarchical able to earn the leadership/ influential positions

78 Research Reinforcement> Vol. 4, Issue 1 May 2016 - Oct. 2016 model free of equalitarian ideals has led to women members with diverse character- young, alienation and disentanglement among female migrant, informal workers who are in need of trade union members. The new technologies direct economic action from trade unions. A new especially web conferencing, video conferencing, paradigm can support women leadership within and software are attractive methods of gaining union to give more voice and representation maximum membership but this however has low to women workers and gain more from the applicability in Indian context. Unions should agreements and negotiations. take up sexual harassment cases more vigorously. A part in these organisations can go long Majority of unions lack diverse membership. way in protecting rights of working women They lack inclusion of women from different communities and groups to represent different membership, gain leadership positions in trade categories in the union. unions,and thus,instil educate confidenceand empower in themfellow tobeings fight and for Need for Paradigm Shift take up decision making positions in unions and Even though women workers have gone a outside. long way from meeting their socio-economic, To conclude, Hyman (1999) states “to resist political challenges such as poverty, inequality, the hostile forces ranged against them, unions underemployment and unemployment, the speed must mobilize countervailing power resources; of their organizational transformation has been but such resources consist in the ability to much slower than the advancement in economic attract women members, to inspire them and structuring, technical and social developments. sympathise to engage in action, and to win the Their adaptation to new organizational changes support of the broader public”. is low and they lag behind in demanding their References dues in the economic processes. Trade unions 1. Bardhan, P. (1997). Social Justice in the global have also gradually disconnected themselves economy: Governance and policy issues. ILO Social from the grass root workers and tarnished their Policy Lecture, September 1-6. University of the image of saviour of individual and collective Western Cape, South Africa. Available at http:// action and interests. A new paradigm is in www.ilo.org/public/english/bureau/inst/ demand which is service based along with its papers/sopolecs/bardhan. protective economic and social role and political 2. Cavanagh, J. (1997). The global resistance to agendas with changing times. The new paradigm sweatshops in No sweat: fashion, free trade and the rights of garment workers (ed.) A. Ross. will be more effective in responding to sudden London and New York. Verso. politico-economic changes. It is required to work 3. Caiazza, Amy. (2007). I knew I could do this work. towards overcoming the internal misbalance Seven strategies that promote women’s activism and disunity, low membership rates of women and leadership in Unions. Institute for Women’s workers, non-representation of females, non- Policy Research, Washington D.C. compliance of working women’s labour rights 4. Edralin, D. (2010). Para Sa Babae: Gender and non-investment in their training and responsive provisions in collective bargaining education. The new paradigm should focus on agreements. Professional chair lecture for the trade unions shunning the traditional patriarchal character, working with egalitarian focus with administration. Business Management department,Don Rufino De Deeunhong La Salle University. chair for business women workers by their side to regain collective bargaining power within the enterprise, reshape 5. Ghathoskar, M. (2000). Teleworking and Gender. Economic and Political Weekly. XXXV (26). their relationship with political parties and 6. Hyman, R. (1994). Changing Trade union instil democratic character in union’s decisions identities and strategies in R. Hyman and A. and actions.The new paradigm should also Ferner, (ed.) new frontiers in European industrial focus on encouraging the recruitment of new relations. Oxford, Blackwell.

Research Reinforcement Vol. 4, Issue 1 May 2016 - Oct. 2016 79 7. http://www.fessrilanka.org/fes/links/pdf/ 17. Metcalf, David. (2001). British Unions: dissolution ACFU.pdf or resurgence revisited. Centre for Economic 8. Hong, S. (1999). World economic order and performance discussion paper 493. economic co-operation in the idle east: study 18. Mitter, S. (2000). Teleworking and teletrade on seeking economic co-operation between in India: combining diverse perspectives and Korea and the Middle East in the 21st century. Visions. Economic and political weekly. XXXV Paper presented in 4th world symposium in (26). Libiya. The crisis of the International community 19. Noronha, E. (1996). Liberalisation and Industrial st th on the threshold of the 21 century, Tripoli. 28 relations. Economic and Political weekly. XXXI (8). November- 3 Dcember. 20. Pencavel, John. (2002). The surprising retreat of 9. http://mospi.nin.in/Mospi_New/upload/ union Britain. In Richard Blundell, David Card SYB2014/CH-14-TRADE%20UNIONS/ and Richard Freeman (ed.) seeking a premier Trade%20Unions.pdf league economy. National Bureau of Economic 10. hyman, R. (1999). An emerging agenda for trade Research. unions. ILO. http://www.ilo.org/public/english/ 21. Ross, A. (1997). Introduction. In No sweat: fashion, bureau/inst/papers/1999/dp98/index.htm free trade and the rights of garment workers (ed.) 11. ILO. (1998). Declaration on fundamental by A. Ross. New York and London. Verso. principles and rights at work and its follow 22. Sinha, P. (2004). Dilemma of organising IT up adopted June 18, 1998, 37. I.L.M. 1233. workers: the case of India. Paper presented to Available at http://www.ilo.org/public/english/ Australian Labour Market research Workshop. standards/decl/declaration/text/index.htm The University of western Australia, Perth, 6-7, 12. ILO. (1997). World Labour Report, Industrial December. Relations, Democracy and Social stability, ILO, 23. Shivananthiran, A. (1999). Labour relations Geneva. in South Asia, In A. Sivananthiran and C.S. 13. ILO (2010). The growth and decline of political Venkata Ratnam (ed.) Globalisation and labour Unionism in India: the need for a paradigm shift. management relations in South Asia. ILO, New http://www.ilo.org/wcmsp5/groups/public/- Delhi. asia/-ro-bangkok/-sro-bagkok/documents/ 24. Sundaram, S.k.g. (1996). A study of Indian publications/wcms_143481.pdf Trade Unions and Employment: are trade unions 14. Jose, A.V. (2000). The future of labour movement: proactive. Maniben Kara Institute, New Delhi. some observations on developing countries. The 25. Smith, S. (1999). Think globally, act locally. Tasks Indian Journal of Labour Economics, 43(1). for Indian trade unionists in 21st century. 15. Krishna, A and Monappa, A. (1994). Economic 26. Wiuame, N. (1998). Equal opportunities and restructuring and HRM. Indian Journal of collective bargaining in the European Union: a Industrial Relations. 29(4). case study on the Belgium food industry. Dublin: 16. Metcalf, David. (1991). British Unions: European foundation for the improvement in Dissolution or resurgence. Oxford review of living and working conditions. economic policy. 7, 18-31.

80 Research Reinforcement> Vol. 4, Issue 1 May 2016 - Oct. 2016 Environment Protection and the Personal Responsibility Harish Kumar Research Scholar Department of Political Science, University of Rajasthan, Jaipur (Raj.)

Abstract It would be perfectly alright to say that the environment protection, personal responsibility and survival of the society are all intertwined. Every society is dependent on natural resources for its very survival. Thus not only protection of environment but also its thriving should be the sine qua non. Our surrounding environment or the nature doesn’t have unlimited strength to suffer the encroachment of the human society. Before 1950 no one on Earth had lived through a doubling of the human population but now some people have experienced a tripling in their lifetime. So many people now inhabit the planet with so much impact that scientists have coined a new word to describe our time, the Anthropocene Epoch. Unlike previous epochs, where various natural regimes of geological processes defined the time periods, the Anthropocene is named for escalating human influence on the environment. The release of CO2 into the atmosphere is beginning to alter the global climate. Species are going extinct at a rate 100 to 1000 times above the natural rate. The scale of human appropriation of the products of photosynthesis—the most fundamental process of the biosphere—has reached around one-quarter to one-third of all global Net Primary Production (We have become a major “global geophysical force1”. The clamour for ever greater production and resultantly the ever greater craving to consume is the root cause of the ills from which our environment is suffering. Every government around the world is perpetually fascinated by ever rising industrial indices alone; every government around the world only seems talking about the GDP figures and how to ever prop it up. Is it really possible that we will ever be able to meet our environmental obligations just by addressing the ill effects of climate change, global warming and by overlooking the root cause of the issue in our hearts and minds?It is quite clear that resource utilization has to be prudential and traditional Indian knowledge and practices can show a direction to the world. The valorous example of Amrita Devi Bishnoi, the legacy talked all over India of Chipko Movement and Appiko movement, the love and reverence for all animate and inanimate things in Indian spirituality is unparalleled in the world only exception being secluded and small tribal societies. Indians have been reverencing their water bodies, their trees, their mountains, rocks, pets, pebbles and wildlife since eternity. With the exception of modern era or prior to the gross exploitation unleashed by industrial revolution, Indians had always utilized their natural resources in a sensible manner. Keywords: Climate Change, Ethical, Society, Preservation, Responsible, Leadership Introduction conservation, these groves can be considered the Indian civilisation made use of nature even as they ancient equivalent of natural sanctuaries where took efforts to replenish it. Some of the natural all forms of living creatures are given protection bounty was completely reserved as in case of by a deity. No one is permitted to cut any tree or sacred groves. A traditional means of biodiversity plant, kill animals and birds, or harm any form

Research Reinforcement Vol. 4, Issue 1 May 2016 - Oct. 2016 81 of life in this area. Ancient Indian texts have many references to sacred groves, for example, production and consumption. Another question Kalidaasa’s Vikramorvawsiyam3. It should be arisesincreasing can’t GDPthere figures be ever require increasing ever production increasing clear to all the stakeholders that the issue of without affecting the environment adversely? environment, personal responsibility and human It is a big research question. However, common society are congenitally joined. Rather they are congenital twins. If there were to be any human tastes are created by marketing and branding society in future then each and every human sense would say the way artificial demands or being irrespective of her caste, class, region, be negligible. As there is no free lunch in nature creed, language or nationality should behave orexperts, elsewhere. the benefits If there isof aclean cause, technology there is bound would to responsibly and thus ethically towards nature be some impact. and its bounty. How, how much, when and why we utilize our environmental resources will go In Delhi, it was believed that after Metro roll out, a long way in tackling the major issues related congestion and pollution would decrease but to our earth and its link with human society. there hasn’t been remarkable positive change Gauging of our carbon footprint constantly is the on these aspects. In spite of the fact that roads key. The content analysis of the secondary data are constantly being widened in Delhi. People has been done. have continued to ply their private vehicles. The The Indian fascination and reverence for all in thing is being American, live like an American things nature that is all animate and inanimate and consume like an American. One has iphone objects have no parallel around the world. 6s but one is still tempted to go for iphone However, the issues of global warming and 7plus. All human progress is being measured on climate change and resultantly the degradation the fact whether we have the better, the bigger, of global environment and various other ills more expansive products than before or not related to it have affected Indians as much as it has any other nation if not more. Indians have more importantly its impact on the environment irrespective of the utility, cost benefit analysis and been aggressors and victims at the same time The concern is not whether it adds up to a good just like everybody else. The question is where life or good society where citizens are aware of have we gone wrong? Traditional Indian values their actions and its impact on environment. That especially the spiritual Indian heritage have is nobody’s business. Heads of the government always seen man hand in hand with nature. So around the world talk of lofty, noble ideas related much and so that traditional Jain philosophy to climate catastrophe but on the other hand, in forbids even agriculture lest there be loss of the same breath, adopt policies which will go to insects and weeds. All major events related to create problems for the environment in domestic Buddh took place in the lap of nature; his birth in a sphere. Here the traditional Indian way of life garden at Lumbini, his attainment of Boddhi under where human society and nature have always been two sides of the same coin, where both have Mahaparinirvan between two Saal trees in a grove. sustained and nourished each other can come Noa peepal wonder tree, Buddh his first instructed sermon again all not in ato garden harm andany handy. Here three notable cases are being cited. living being. His choice of all pathbreaking events in his life led him to nature. Similarly, all the Rigved had laid down her life in 1730-31 in Khejardli Dev are related to natural phenomena, Indra, Agni, villageFirst is theof Jodhpursacrifice districtof Amrita of DeviRajasthan Bishnoi while who Marut, Varun, Usha4 and so on. protesting the felling of very useful Khejri trees. The thing is there is leadership void. When all She along with her three daughters and hundreds the governments around the world only seem of villagers hugged trees and died while concerned about ever rising GDP, the environment protecting the trees. It was a party of Maharaja is bound to be affected adversely. Because ever Abhay Singh, Ruler of Marwar state who wanted

82 Research Reinforcement> Vol. 4, Issue 1 May 2016 - Oct. 2016 to fell green Khejri trees to burn lime for the and where he attained mahaparinirvan. All Vedic construction of his new palace. Since there was gods symbolized natural phenomena or forces a lot of greenery in the Bishnoi villages even in for instance Indra is the god of rain and thunder the middle of Thar Desert, the king ordered his and Varun that of water and Agni. All Rigvedic men to get the woods from Khejri trees. Almost hyms relate to their worship. Indians have been worshipping their rivers, oceans, forests, rocks, Rajasthani community. Amrita Devi protested mountains, serpents, planets, trees, pebbles and againstevery part King›s of tree men is edible attempting and full toof benefitsfell green to plants since eternity. So Indians have it in them. trees as it was prohibited in Bishnoi religion. The issue of climate change, global warming and The malevolent feudal party told her that if she environmental degradation can’t be resolved wanted the trees to be spared, she should bribe unless each and every individual keeps a check them. She turned down this demand and told on her consumption and behaves responsibly them that she would consider it as an act of and thus ethically. The issue of carbon footprint ignominy and insult to her religious faith. She said that she would rather give away her life to tastes, preferences and demands are created by save the green trees. It is at that stage she spoke brandingneeds to be and popularized. marketing Theexperts way should artificial be needs, made aware to public. f a tree is saved even at the cost of This requires an understanding of the target one›sthese words:head, it›s«Sar worth sāntey it. rūkh Saying rahe these to bh words,ī sasto consumer and what we call a “branded propos­ shejān” thatoffered is i her head! The axes, which were ition” that offered not only functional but also brought to cut the trees, severed her head. Her emotional value. Over time, the emotional value three daughters Asu, Ratni and Bhagu were not would create a buffer against functional parity. daunted and were similarly slain by the sepoys As long as the brand was perceived to offer of the raja. This was the exemplary courage and th superior value to its competitors, the company offering the brand could charge a little more for its products. If this brand “bonus” was bigger sacrifice of an Indian woman way back in 18 than the cost of building a brand (the additional worldcentury. to It save is said the 363 tree! people It has sacrificedno parallel. their lives in this first chipko movement probably in the staff and often advertising costs), the company Today there is Amrita Devi Bishnoi award for came out ahead5. Thus, the actual differences in protecting wildlife and showing exemplary quality of products vis-a-vis other products or price differentials are not substantial. In other words, there are no earthshaking functional courage. This award is given for significant which is recognised as having shown exemplary differences in brands which we pursue and try to couragecontribution or having in the fielddone ofexemplary wildlife protection,work for acquire, for instance the craze for apple products. the protection of wildlife. Chipko movement in Uttarakhand in 1970s and Appiko movement in Traditional Indian wisdom would say something Western Ghats in North Karnataka in 1980s were like this: also campaign to save trees by hugging them. Thoughts become words6 These ushered in environmental agitation and Words become actions activism in modern India in 20th century. Actions become habits Sociocultural values of India have put nature and Habits become character its bounty that is all living beings at the heart of Character becomes destiny human compassion. Jainism forbids even practice However for the advertising, marketing and of agriculture lest insects, weeds or rodents be branding juggernauts the mantra today could be: killed. All major events related with life of Buddh Thoughts become words had natural setting that is where he was born Words become actions

Research Reinforcement Vol. 4, Issue 1 May 2016 - Oct. 2016 83 Actions become behaviour Earlier the rich drove their private vehicles on Behaviour becomes culture subsidized petroleum. It was a grave travesty of Culture becomes brand justice. How companies peddle their products and brand It is our sense of discrimination alone when them is important factor in demand creation. it comes to serious environmental issues and And crucially it is linked to environmental how and what natural resources and in which degradation. The usual props used by branding quantity, volume or frequency we use them that experts are emotions, family, family values, happy alone can save the situation for us humans. For times, recognition, exclusiveness, love, crafted instance if someone’s house is naturally well lit especially for you, holier than thou approach, and has good ventilation, then, one can afford relations between the product and you, better not to use electric light and fans as much as the than the best quality, trust, all other products or person whose house is not similarly well built. brands are merely thugs, who have no genuine Another change in behavior could be for a radius concern for you except interest in your money of up to say one or two km, one decides not to and so on and so forth. Awareness about such use any fossil fuel powered vehicle. Of course props or gimmicks is not known to general public use of renewable sources like solar water solar and it should be the duty of the government heaters, lights and so on are welcome but their to expose branding, marketing or any other installation burns a hole in one’s pockets. They strategy employed by the big companies to are still not affordable for many. Cheaper or create ever more demand or taste for their recycled alternatives should be made available. wares. The point is whether consumption we Three Rs are a must that is reducing, recyclying indulge in is the real need or demand or craving and reusing. The concept of common but created by marketing and branding experts. differentiated responsibility when it comes to Conspicuous consumption has become norm it is saving the environment at global level, insisted 7 no longer an elite phenomenon. Everybody does upon by Modi government should be adhered to it or at least tries to do. Time has come to ask by all countries. Here Gandhi ji’s words which are ourselves whether we are willing to act ethically, cliché but still ring true should be able to sum up responsibly towards environment or not. How this paper, there is enough for everybody’s needs the community of research scholars reaches a but not for anybody’s greed. seminar hall for instance whether through public References transport mode say metro or through their 1. http://na.unep.net/geas/archive/pdfs/geas_ private cars goes a long in proving whether we jun_12_carrying_capacity.pdf are serious about sustainable development or 2. https://en.wikipedia.org/wiki/Khejarli not. It is regardless of the fact whether the theme 3. http://edugreen.teri.res.in/explore/forestry/ of the seminar is related to global warming, groves.htm climate change or sustainable development or 4. http://www.sacred-texts.com/hin/hmvp/ not. Ethical environmental consciousness should hmvp06.htm now be permanently etched in our mind. And 5. http://www.theatlantic.com/business/ar- we must act responsibly all the time and keep chive/2011/10/how-brands-were-born-a-brief- asking whether we are acting ethically towards history-of-modern-marketing/246012/ the mother earth. Shouldn’t our stomach wrench 6. https://neilcrofts.wordpress. when we see a single person driving a gas guzzling com/2012/03/05/how-brands-are-created/ big SUV? Modi government did a good thing by 7. https://www.ft.com/content/929d0924-968e- bringing in market determined petroleum prices. 11e5-9228-87e603d47bdc

84 Research Reinforcement> Vol. 4, Issue 1 May 2016 - Oct. 2016 Women’s Right to Education Suman Paliwal Research Scholar Department of Law, University of Rajasthan, Jaipur (Raj.)

Abstract Educated women in India can play a vital role in the development of country. Education is a milestone of women empowerment so it enable them to respondsto the challenges, confront their traditional role and change their life.so we can not neglect the importance of education in reference to women empowerment.In India the growth of women education in rural areas is comparatively very slow.This obviously means that still large womenfolkof our country are illiterate. Education of women is the most powerful tool to change the position of women in society and it also will bring a reduction in inequalities and functions as a means of improving their status within the family. Keywords: Education, Female Literacy Rate, Women Empowerment Introduction In vedic period although women had access to Pt. Jawaharlal Nehru –“If you educate a man you education in India but gradually they had lost educate an individual, however, if you educate this right. However in the British period there a woman you educate a whole family. Women was revival of interest in women’s education in empowered means mother India empowered”. India. During this time, various socio religious It is very well known fact that women constitute movements led by eminent persons like Ishwar almost half of the population in the world. But Chandra vidhyasagar, Raja Ram Mohan Ray, Hegemony masculine ideology made them suffer Mahatma JyotibaPhule, Baba SahebAmbedker a lot as they were denied equal opportunity in were leaders in India who took various initiatives the every sphere of life. Feminist ideas has led to make education available to women of India. to the tremendous improvement of women’s However women’s education got a stimulant condition through out of world in recent times after independence and government has taken and education was the most pressing demand of various measures to provide education to all these women’s rights movements. Indian female. As result women’s literacy rate has grown over the decades and it has been seen India may be the most developed country by the growth of female literacy rate is higher than 2020. No doubt, women will play a vital role role the male literacy rate. Now the growth of female in contributing to the country’s development. literacy rate is 14. 87% as compared to 11. 72%of Women power is crucial to the economic growth the male literacy rate. of any country. In India this is yet to meet the requirements despite reform. Little has been Importance of Women Education in India achieved in the area of empowerment. Though India could well become one of the largest role in the development of the country as it not economies in the world. It is being hindered due onlyWomen helps literacy in the in development India plays ain very the significanthalf of the to a lack of women’s participation. human resources, but in improving the quality

Research Reinforcement Vol. 4, Issue 1 May 2016 - Oct. 2016 85 of life at home and outside. Educated women girls schools. As a result of all efforts, the great promote education of their girl children and progress was made in girls education in the last they can provide better guidance to all their quarter of the 19thcentury. children. Moreover educated women can also Inspite of these there was a gap between the help in the reduction of infant mortilityrate and education of men and womenat the beginning growth of the population. But in India gender there was hardly literate woman in the country discrimination still persists. The gap in the male- excepting a few in the aristocratic houses. It female literacy rate is just a simple indicator. astonishes that by the ending of 19th century According to 2001 census the male literacy rate thousands of girl were enrolled in the newly is more than 75% according to the 2001 census opened schools and institutions all over the the female literacy rate is just 54. 16%. country. In India more than 2000 years, from about BC In recent year, though girls and women have 300, there as no practically education for women. made much educational games, but still they have Only a few women of the upper class and upper long way to go, before their historic educational casteswere given some education at home as disadvantage is eradicated. The indian education there was tremendous resistance rest of other. system has been discriminatory towards the At that time literacy of woman was looked upon women. In 1916 SNDT women university at as a disgrace. The notion of providing education to girl children never entered into the mind of learning to female student. It had a Nos. of school their parents. Superstitious feeling was alleged Bombay become the first institution of higher to exist in the majority of the hindu families that women should aspire to became good wives and a girl taught to read and write will soon become mothers,or colleges not affiliated intellectuals, to it. lawyers, It was believed doctors thatetc. a widow after her marriage. women use to wash men’s clothing, cared for It cannot be denied that general picture of the their rooms and served them meals they were education of female was the most unsatisfactory forbidden to speak in public and it is noticed that and women received practically no formal these practices are more or less still continuing. instruction whatever, except for the little domestic instruction that was available to the The proportion of women student Has increased doughter of the higher class families. steadily after independence and maximum in the last decade the women’s literacy rate have started a school for girls in Bombay in 1824. gone up 9% to 54% approx. the main hindrance It was a mission of America which first of all in the women education is rural residence, low economic standing, low cast combined with enrolledAccording in tothis the school. available After figures,that, 19 th by century 1829 traditional attitude towards women education missionarieswithin five yearsas well as manyas the as Indian 400 girlsvoluntary were as a hole these reasons tend to deny opportunity organizations some girls primary schools were of education to a girl. While broadly speaking opened particularly in Bombay, Bengal and education of female student has made strides and madras states. it is not surprising that today in many faculties The government also took the responsibility to and departments of universities and colleges, promote primary education in general and that more girls than boys are seen. of the girls in particular. However government For the betterment of women education in India efforts could not go a long way due to the Indian some programmes have been run; Sarwa siksha war of independence of 1857. abhiyaan, Indira mahila yojana, Balika samridhi After war, some local bodies and municipal yojana, Mahila samridhi yojana, Rashtriya mahila committees were encouraged to open primary kosh, Employment and income generating schools. During this period training colleges training-cum-production centres, Programme of development of women and children in rural and women were trained to become teachers in areas, and Short stay home For woman and girls. for woman were established for the first time 86 Research Reinforcement> Vol. 4, Issue 1 May 2016 - Oct. 2016 Sarva shikaha abhiyan; Sarva shiksha abhiyan is fundamental human rights treaties. International a mission of Indian government aiming to offer human rights law prohibits discrimination quality education to all the children coming against women in the area of edication. under age of 6 to 14 years. This programmes was pioneered by Atal Bhihari Vajpayee to achieve universal declaration of human rights, “(e) some important target of girls education. • everyoneIn accordance has the withright to articles education.” 26 of the Women Empowerment through Education Empowering women is a global issue and economic, cultural and social rights req­ discussion on women political right are at • uiresArticle states 3 of partiesto the international undertake convent “to ensure on the fore front of many formal and informal the equal right of men and women to the campaigns worldwide. First of all the concept enjoyment of all economic, social and of women empowerment was introduced in the cultural rights” set forth in that treaty, international women conference at NAROIBI cultural right” set forth in that treaty, in 1985. Education is a milestone of women including the right to education. empowerment as it enables them to responds to the challenges, to confront their traditional role in education also bans discrimination in and change their life. So that we can not ignore its • educationUNESCO convention on the basis against of discriminationsex, referring importance in reference to women empowerment. to all types and levels of education, and India is enticing to become a superpower and includes access to education. The standard a developed country by 2025. The year 2025 and equality of education and the condition is fast approaching ;it is just 9 years away. This can become reality only when the women of this under which it is given. nation became empowerment. Literacy rate in India have arisen sharply from 18. 35 % in 1951 Fourth World Conference om women in to 64. 8% in 2001 in which enrolment of women • 1995The Beijing recognised platform education of action as of a the basic UN in education have also been risen sharply 7% to human right and an essential tool for 54. 16%. unfortunately women education only achieving more equal relation between 39%of women are literate among 64% of men. women and men. State committed to Within the frame work of a democratic plity our ensuring a number of strategic objectives, laws, development policies, plan and programs including equalaccess to education, closing have aimed at women advancement in different of the gender gap in primary and secondary education, and development of non- onwards has been a marked shift in the approach discriminatory education and training by spheres.to women From issues the from fifth fivewelfare year to plan development. (1974-78) developing and using curriculums, textbook In recent years the empowerment of women and teaching aids free of sex stereotyping. has been recognized as the central issue in determining the status of women. The National Elimination of all forms of discrimination Commission of women was set up by an Act of • againstArticle 10women, of thedetails convention a number on theof parliament in 1990 to safeguard the right and measures which should be taken to legal entitlements of women. The 73rd and 74th eliminate discrimination against women in Amendments (1993) to the constitution of India order to ensure to them equal rights with have provided for reservation of seats in the local bodies of panchayats and municipalities for women laying a strong foundation for their men in the field education. participation in decision at the local level. on economic social and cultural rights • providesArticle 13 “the of theright international of everyone covenant to Women education Sine qua non to Human education.” To the end “primary education Rights shall be compulsory and available free to The principles and norms of gender equality all”. Secondary education in its dfferent and non discrimination are at the core of all form, including vocational and technical

Research Reinforcement Vol. 4, Issue 1 May 2016 - Oct. 2016 87 secondary education and equally accessible These trends are deepen as children progress to all and in particular by the progressive through the education system. Cultural social introduction of free education. and economics factors interact to weaken the chances of girls completing primary school of the child provides, inter alia, that states and making the transition to lower secondary • partiesArticle 28shall of themake Convention primary on theeducation rights education. One immediate legacy is the high compulsory education accessible to all on levels of literacy among young and adult women. the basis of capacity by every appropriate Among 759 million adults who can not read and means”. And “take measures to encourage write, women are securing 70%. The realization regular attendance at schools and reduction of the right to education is essential to women of drop out rates.” being able to enjoy the full range of human right. “We must be mindful of the advantages that universal primary education. MDG3 to educations has given us, and unite to address • “promoteMillenium gender development equality goal and 2 empower calls for women’s unequal status which persists in all women,” has one of these targets. “Elemi­ parts of the world, both in their professional and nate gender disparity in primary and private lives. secondary education, preferably by 2020. The right to education is the entitlement to High Commissioner for Human Rights, access free primary education, and to have equal • KeynoteMs. Navanethem speech of Pillay,Octomber United 2010:”2010- Nations opportunities to continue with further study. It a milestone of a milestone in advancing must be inclusive and accessible to boys and girls women’s participation in research?’ men and women in law and in practice. Conclusion Education is not only a right in itself but also the According to the report of government of India, surest way to empower individuals to enjoy all of education is the most powerful weapon to their humanrights. Education paves the way out change the society. It brings equalityand improve of poverty and disempowerment and opens up their status. To encourage the education of access to participation in society and in political female at all levels and for dilution of gender decision making. biasness, schools colleges and universities were Girls and women have historically suffered established. Government is providing package of concessions in the form of books, uniform, continue to do so in many place of the world. boarding, lodging, clothing, for the hostilities Progressdiscrimination has been in seen th in field narrowing of education gender gaps and midday meals, scholarship, free circles and so in education over the past decades, particularly on. So for the growth of the women, growth in primary level. However girls secondary school of women’s education is must as it brings a enrolment has increased at a slower rate and is reduction in inequalities and function as a means widening in some regions. The largest disparities of improving their status in the society. are found in Sub Saharan Africa, South and References West Asia, Central Asia and Arab ststes. In these 1. Agarwal, S.P. (2001) Women Education in India (1995-98) Present Statistical Indicators with Global related to ethnicity or social status. View. Vol II Concept Publication co. New Delhi. countries significant inequalities can be found According to UN statistics 72 million children 2. Census of India. (2001) Government of India. who are not in school, among them girls are in 3. A search for Aggregate –Level Effect of Education majority. Girls are less likely than boys to be in on Fertility. school and more likely than boys never to enroll. 4. Gupta, N.L. (2003) Women Education through In contrast in term of grade repetition boys are Ages. New Delhi: Concept Publication Co. more likely than girls to repeat primary radsin 5. Rao, R.K. (2001) Women and Education. Delhi: most of the countries where such data is existed. Kalpaz Publication.

88 Research Reinforcement> Vol. 4, Issue 1 May 2016 - Oct. 2016 "H$mbm nhm‹S>' CnÝ`mg Am¡a _odmVr g_mO : `wJrZ g§X^© S>m°. OJXre {Jar ghm`H$ AmMm`© {hÝXr {d^mJ, amOñWmZ {díd{dÚmb`, O`nwa (amO.)

emoY gmam§e "H$mbm nhm‹S>' ^JdmZXmg _moadmb H$m AË`ÝV _hÎdnyU© CnÝ`mg h¡ Omo e¡{jH$, Am{W©H$ Am¡a gm_m{OH$ X¥{ï> go {nN>So> hþE _odmV joÌ Ho$ 'g_mO Am¡a CgH$s g§ñH¥${V H$m EH$ OrVm-OmJVm AmB©Zm Ed§ J{Verb {MÌ àñVwV H$aVm h¡& CnÝ`mg _| _odmV H$m Z Ho$db dV©_mZ `WmW© Pm±H$Vm h¡ ~pëH$ AVrV H$m H$mbm - g\o$X d¥VmÝV ^r ^anya COmJa hþAm h¡& boIH$ H$s {ZJmh `hm± Ho$db g_` na Zht, g§doXZm na ^r h¡& g_` Am¡a g§doXZm {_bH$a _odmV H$s EH$ _wH$å_b Am¡a àm_m{UH$ Vñdra noe H$aVo h¡§& BZ CnÝ`mgm| _| boIH$ Zo {Og "_od' g_mO H$mo CR>m`m h¡, dh {hÝXr-àXoe _| g§^dV: AHo$bm g_mO h¡ Omo BVZm g§Jwpå\$V Am¡a g_o{H$V Mbm Am`m h¡& bJ^J gmV-AmR> XeH$ nyd© {hÝXÿ go _wgb_mZ ~Zm `h g_mO AmO ^r {hÝXÿ-naånamAm| H$mo N>mo‹S> Zht nm`m h¡& Hw$N> _moQ>r A{^bmj{UH$VmAm| O¡go IVZm, amoOm, Z_mO, {ZH$mh, hO, OH$mV Ho$ Abmdm Hw$N> ^r _wgb_mZm| O¡gm Zht h¡& _odmV A±Mb Ho$ EH$ {nN>Soµ> hþE H$ñ~o "ZJrZm' H$mo H$Wm-g¥{ï> H$m AmYma ~ZmH$a AZoH$ àíZm| H$mo amï´>r` n[aX¥í` na C^mam J`m h¡& H$mbo nhm‹S> H$s Imoh _| ~go gw{dYm {dhrZ qOXJr OrVo _odmV A±Mb H$m gm_m{OH$m{W©H$ OrdZ Bg H¥${V _| A{^ì`pŠV nmVm h¡& g§Ho$Vmja … CnÝ`mg, _odmV, g_mO, ñÌr {d_e©, X{bV, MoVZm {nN>bo bJ^J Xmo XeH$m| _| CnÝ`mg {dYm Zo {hÝXr-gm{hË` Ho$ Jm±dm| Ho$ Am_ AmX_r H$mo emÝV Zht ahZo Xo aho& bmoH$-g§ñH¥${V {j{VO na Omo {d{dYdUu Am¡a àñWmZY_u CnpñW{V XO© H$s Am¡a ^mfm H$mo -ào_M§X Amoa aoUw Ho$ g_pÝdV ê$n H$mo -EH$ ñWmZ h¡ Cgo {H$gr EH$ ñVa na Z g_PH$a g_mO Am¡a gm{hË` _| na CnbãY H$amVo hþE `h CnÝ`mg ^maVr` amOZr{V H$m ~XbVm Am aho n[adV©Zm| VWm CZHo$ nañna ~hþdMZr g§dmX Ho$ ñVa na ñdê$n Am¡a gmåàXm{`H$ VmH$Vm| H$s ~‹T>Vr hþB© amOZr{V, ^maVr` hr g_Pm Om gH$Vm h¡& `h g§dmX gdm©{YH$ CnÝ`mg {dYm Ho$ J«m_rU OrdZ H$s {ZíN>b g§ñH¥${V H$mo H¡$go Zï> H$a aho h¡§, ~‹S>o ñVa na hr K{Q>V hþAm h¡& AnZo g_` H$mo Bgr {dYmm Zo gdm©{YH$ hr `WmW©naH$ T>§J go A{^ì`ŠV H$aZo _| g_W© {gÕ hþAm h¡& AmË_gmV {H$`m h¡ Bg H$mbmd{Y _| {bIo J`o CnÝ`mgm| Ho$ C^ma Agb _| "H$mbm nhm‹S> {hÝXr _| A~ VH$ "AH${WV H$s H$Wm' h¡§& H$mo g_Pm OmE Vmo Cggo EH$ VÏ` ñnï> ê$n go gm_Zo AmVm h¡ `hm± h[a`mUm Ho$ EH$ {nN>Soµ> BbmHo$ _odmV H$s H$Wm H$hr JB© h¡& {H$ BZ Xmo XeH$m| _| OrdZ H$s O{Q>bVm {ZpíMV ê$n go ~‹T>r `h {hÝXr H$Wm Ho$ ZmJa ñdmX H$mo ~o_Om H$aVr h¡& `h {Z{~‹S> h¡, {OgH$s A{^ì`pŠV CnÝ`mg {dYm _| hmo gH$s h¡& H$hZo H$s ñWmZr`VmdmXr H$Wm h¡& {hÝXr Ho$ Mmby H$Wm g§gma _| Omo ew^ Amdí`H$Vm Zht {H$ CgZo CnÝ`mg Ho$ {eën H$mo ^r Jhao ñVa {dHo$ÝÐU hmo ahm h¡ `h CgH$m EH$ AZyR>m Xmdm h¡& Bg_| _odmV H$m na à^m{dV {H$`m h¡& ^JdmZXmg _moadmb H¥$V "H$mbm nhm‹S>' bmoH$nmR> h¡& `h _odmV H$s ~mV h¡&1 CnÝ`mg Bgr Vah H$s H$bmË_H$ A{^ì`pŠV H$m gmú` àñVwV 1999 _| àH$m{eV `h CnÝ`mg e¡{jH$, Am{W©H$ Am¡a gm_m{OH$ H$aVm h¡& dmñVd _| `h EH$ Eogr aMZm h¡ {OgZo OmVr hþB© gXr X¥{ï> go {nN>So> hþE _odmV joÌ Ho$ 'g_mO Am¡a CgH$s g§ñH¥${V H$m go CËnÝZ ZB© gXr H$s nr‹T>r Ho$ {bE AZoH$ MwZm¡{V`m± B§{JV H$s EH$ OrVm-OmJVm AmB©Zm Ed§ J{Verb {MÌH¥${V O¡go h¡& BZ h¡§& `h Eogo AZoH$ àíZ CR>m ahm h¡ Omo ñdV§Ì ^maV _| {nN>bo XmoZm| CnÝ`mgm| _| _odmV H$m Z Ho$db dV©_mZ `WmW© Pm±H$Vm h¡ ~rg-nƒrg dfm}§ go {ejm Am¡a {dH$mg go _hê$_ _odmV O¡go ~pëH$ AVrV H$m H$mbm - g\o$X d¥VmÝV ^r ^anya COmJa hþAm

[agM© [aBÝ\$mog©_|Q> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 89 h¡& boIH$ H$s {ZJmh `hm± Ho$db g_` na Zht, g§doXZm na ^r Omo _odmV H$mo EH$ BH$mB© H$m ê$n XoVr h¡& Bg gmPr gm_m{OH$Vm h¡& g_` Am¡a g§doXZm {_bH$a _odmV H$s EH$ _wH$å_b Am¡a H$m H$maU h¡ {H$ _od Y_© n[ad{V©V _wgb_mZ h¡§& `o {hÝXÿ go àm_m{UH$ Vñdra noe H$aVo h¡§&2 BZ CnÝ`mgm| _| boIH$ Zo {Og _wgb_mZ ~Zo h§¡& _yb^yV ê$n go H$B© {hÝXÿ Om{V`m| go BZH$m "_od' g_mO H$mo CR>m`m h¡, dh {hÝXr-àXoe _| g§^dV: AHo$bm gå~ÝY ahm h¡& _odm| _| AmO ^r {hÝXÿ-Om{V`m| O¡go ar{V-[admO g_mO h¡ Omo BVZm g§Jwpå\$V Am¡a g_o{H$V Mbm Am`m h¡& Am¡a OrdZ-e¡br nmB© OmVr h¡& Bggo `hr {gÕ hmoVm h¡ {H$ bJ^J gmV-AmR> XeH$ nyd© {hÝXÿ go _wgb_mZ ~Zm `h g_mO Y_©-n[adV©Z _mÌ go OmVr` naånamE± Zht ~Xb OmVt& OmVr` AmO ^r {hÝXÿ-naånamAm| H$mo N>mo‹S> Zht nm`m h¡& Hw$N> _moQ>r g§ñH$ma Zht ~Xb OmVo& `hm± `h Ü`mZ aIZo H$s Oê$aV h¡ {H$ A{^bmj{UH$VmAm| O¡go IVZm, amoOm, Z_mO, {ZH$mh, hO, OmVr` H$m AW© Om{VdmXr Zht h¡& OmVr`Vm Ho$ AÝVJ©V AZoH$ OH$mV Ho$ Abmdm Hw$N> ^r _wgb_mZm| O¡gm Zht h¡& Y_© Am¡a Om{V`m| Ho$ bmoJ EH$ naånam _| Mbo AmVo ah gH$Vo h¡& _odmV H$s gmPr g§ñH¥${V H$mo AmYma ~ZmH$a boIH$ Zo "H$mbm OmVr`Vm H$m AmYma ^mfm Ed§ OrdZ-e¡br hmoVr h¡& Bg {hgm~ nhm‹S>' CnÝ`mg _| AmYw{ZH$ gmåàXm{`H$ d amOZr{VH$ VmH$Vm| go XoIm OmE Vmo _odmV Ho$ {d{^Þ g_wXm` EH$ hr OmVr`Vm Ho$ 4 Ho$ Hw$pËgV à`mgm| na ì`§½` {H$`m h¡& `h CnÝ`mg ñdmYrZ AÝVJ©V AmVo h¡§& g_mO Ho$ {nN>bo nMmg dfm] Ho$ B{Vhmg H$mo aoIm§{H$V H$aZo H$s CnÝ`mg H$m à_wI nmÌ gbo_r Bgr naånam H$mo ~ZmE aIZo Ho$ H$mo{ee Vmo H$aVm hr h¡, {ZMbo V~Ho$, X{bV g_mO Ho$ OrdZ {bE {ZaÝVa à`ËZerb ahVm h¡ Am¡a CgHo$ Img {_Ìm| _| _Zram_ H$s _mZdr` ÌmgXr H$mo ^r h_mao gm_Zo aIVm h¡& gmåàXm{`H$, Am¡a ~wÕZ O¡go {hÝXÿ h¡§& EH$-Xÿgao Ho$ gwI-Xþ:I _| qhXÿ-_od Ym{_©H$ CÝ_mX, d amOZ¡{VH$ n[aX¥í` Ho$ AÝV:gå~ÝYm| H$s H$m {d^oX {H$`o {~Zm g~ gmPrXma hmoVo h¡§& gbo_r H$s nwÌdYy B©_mZXmar go ì`m»`m H$aVm h¡& {nN>br gXr _| àH$m{eV AÀN>o VaH$sbm Ho$ àgd Ho$ Xm¡amZ _Zram_ H$s nËZr ê$_mbr, N>moQ>obmb CnÝ`mgm| _| BgH$s JUZm hmoZr hr Mm{hE&3 "H$mbm nhm‹S>' Ho$ H$s nËZr am_XoB© Am{X {Zð>m go Omnm H$admVr h¡§& (H$mbm nhm‹S>, CnÝ`mgH$ma _moadmb H$s X¥{ï> BÝht {~ÝXþAm| go JwOaVo hþE Bg n¥. 184) Am¡a Agb_ H$s emXr _| gbo_r H$mo{R>`ma H$m _wH$X²X_ H¥${V H$mo aM nmB© h¡& _odmV A±Mb Ho$ EH$ {nN>Soµ> hþE H$ñ~o "ZJrZm' {H$gr _od H$mo ha{JO Zht ~ZmZo H$s H$g_ Im MwH$m h¡ Š`m|{H$ H$mo H$Wm-g¥{ï> H$m AmYma ~ZmH$a AZoH$ àíZm| H$mo amï´>r` n[aX¥í` CgH$m {dídmg h¡ : {hÝXÿZ H$s H$mO-H$aZr _| _Omb h¡ Wmo‹S>r-gr na C^mam J`m h¡& H$mbo nhm‹S> H$s Imoh _| ~go gw{dYm {dhrZ ^r CÝZrg-~rg Omo OmE ..... B© _od H$s H$m¡_ Vmo ~g ImUm qOXJr OrVo _odmV A±Mb H$m gm_m{OH$m{W©H$ OrdZ Bg H¥${V _| no _ar S>mobo h¡ ... Zm H$mB© H$s B‚mV H$mo pI`mb h¡ @@ Zm Am~ê$ A{^ì`pŠV nmVm h¡& dhm± ahZo dmbo ^mobo J«m_rUm| H$s gm_m{OH$ H$mo ... & (n¥. 356) nyao Xoe _| nm±d ngma aho Ym{_©H$ VËddmX pñW{V, ahZ-ghZ, ar{V-Zr{V, gwI-Xþ:I, hf©-{dfmX, nd©- Ho$ ~‹T>Vo à^md Ho$ ~mdOyX `h _odmV H$s gmPr g§ñH¥${V H$s hr Ë`mohma, C„mg Am{X Ho$ gmW OrdZ H$s AZw^y{V`m| H$mo YaVr VmH$V h¡ Omo Bg {dídmg H$mo ~ZmE hþE h¡& nwamZr nr‹T>r _| Vmo H$s Nw>AZ go ~Zr AÀN>mB`m|, ~wamB`m| H$mo `WmW© ê$n _| aIm h¡, `h nmañn[aH$ {Z^©aVm Am¡a _ob-^md Am¡a A{YH$ D$Om©dmZ Omo CgHo$ g_J« n[adoe H$mo Ord§VVm àXmZ H$aVo h¡§& Wm& gbo_r H$s emXr XaAgb {ZH$mh-H$m âb¡e~¡H$ {MÌU BgH$m CXmhaU h¡& {hÝXþAm| Ho$ g^r ar{V[admO _gbZ ~Zdmam _odmV : EH$ BH$mB© {ZH$mbZm, MmH$ nyOmB©, ^mV Am{X H$s añ_| gbo_r H$s emXr _odmV joÌ Ho$ gm_m{OH$ OrdZ H$s g~go ~‹S>r Im{g`V h¡ - `hm± _| {Z^mB© OmVr h¡& gbo_r Ho$ _m_m Zo AnZr ~hZ H$mo Vmo ^mV H$s ~Õ_yb gmPr g§ñH¥${V Am¡a AË`ÝV nañnampÝdV OrdZ& {X`m hr JwbH§$Xr Hw$åhmar H$mo ^r nm±M ê$n`o {XE& `hm± Ym{_©H$ _odmV _od ~hþV joÌ h¡ Am¡a `hm± {hÝXÿ Aëng§»`H$ h¡& {hÝXþAm| Am¡a gm_m{OH$-{d^oX ~m¡Zo n‹S> OmVo h¡& Bgr g§ñH¥${V H$m à^md _| ^r AZoH$ N>moQ>r-_moQ>r Om{V`m| Ho$ Hw$N> n[adma `hm± ~go hþE h¡ {H$ ~aH$V (gbo_r H$m _m_m) Ho$ {bE JwbH§$Xr ^r ~hZ hr h¡ : h¡§& bo{H$Z AmO VH$ `hm± H$moB© {\$aH$mZm \$gmX Zht hþAm& g~go "~mdbr ..... h_Z² by Vmo `m Jm±Am| H$s g~ ~hmU ~oQ>r EH$-gr ~‹S>r ~mV Vmo `o h¡ {H$ Bg BbmHo$ _§| qhXÿ Am¡a _od EH$ Hw$Z~o h¡ ....& (n¥. 121) gbo_r Vmo _aVo dŠV ^r Cg _±JVy H$mo `mX H$s Vah ahVo Am`o h¡§& (H$mbm nhm‹S>, n¥. 16) Bg g§X^© _| H$aVm h¡ {OgZo OmZo {H$VZr hr ~ma ZJrZm H$s B‚mV ~MmB© Wr& n`m©á àm_m{UH$ Am¡a VÏ`mË_H$ gyÌ Bg CnÝ`mg _| {_bVo h¡§& bo{H$Z {nN>bo Xmo XeH$m| go gmåàXm{`H$Vm H$m Omo ObObm h_mao g§píbï>Vm Am¡a gmPonZ H$s `h àd¥{V g{X`m| go Mbr Am ahr h¡& `hm± JwOam h¡ CgZo g~go Á`mXm _wgr~V _od O¡gr _Ü`dVu

90 [agM© [aBÝ\$mog©_|Q>> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 Om{V`m| H$mo n¡Xm H$s h¡& CZHo$ gm_Zo EH$ Y_© g§H$Q> n¡Xm hmo ~Vm`m h¡ - "nVm Zht Š`m|, gbo_r H$m _Z AmO Bg {~dmB© n‹S>r J`m h¡ {H$ do {H$Ya OmE±, Š`m H$a|? BYa {hÝXþAm| _| ^r CZHo$ E{‹S>`m| dmbo {R>JZo, _wgo hþE {ga Ho$ ~mbm| dmbo, _hrZo _| _wpíH$b à{V EH$ XþamJ«h-gm n¡Xm hmoVm Om ahm h¡ {H$ `o Vmo EH$ XrJa go EH$mY ~ma Xm‹T>r ~ZmZo dmbo, Am¡a {OgH$s Xoh go h_oem JYm| H$m¡_ h¡ Am¡a CYa _wgb_mZ BÝh| IwbH$a Jbo bJmZo go nahoO H$s brX d CZHo$ _yV H$s XþJ©ÝY AmVr ahVr h¡, N>moQ>obmb H$mo H$aVo aho h¡§& Bg Xþ{dYmnyU© pñW{V H$m `h ZVrOm {ZH$bm {H$ `o N>mVr go {MnQ>mH$a Omoa-Omoa go hÿH$ _maH$H$a amoZo H$mo H$a ahm {ZaÝVa EH$ hm{eE-go na AmVo Mbo JE& hmbm§{H$ hm{eE O¡gr h¡&' (n¥. 328) `h gm§Ho${VH$Vm n§Mm`V MwZmdm| _| Vmo IwbH$a gm_m{OH$-gm§ñH¥${VH$ àd¥{Îm`m± H$^r BZ_| Zht ahr&5 A`moÜ`m gm_Zo Am OmVr h¡& VWmH${WV Cƒ Om{V Ho$ Ym{_©H$ ZoVm bmbm ÌmgXr Ho$ níMmV² KQ>r Hw$N> qhgmË_H$ KQ>ZmE± _odmV H$s Bg A^`M§X Am`©, kmZM§X O¡Z Am¡a {~g§^a gaUmWu {hÝXÿ-EH$Vm gmPr g§ñH¥${V H$mo ZwH$gmZ Adí` nhþ±MmVr h¡ {H$ÝVw Ho$db `wdm Ho$ Zm_ na M_mam|, Hw$åhmam| Am{X Om{V`m| Ho$ bmoJm| H$mo g_PmVo nr‹T>r Ho$ ~m~y Im±, gw^mZ Im± O¡go Hw$N> `wdH$ hr gmåàXm{`H$ h¡§, {XImdo Ho$ {bE CZHo$ nmg ~¡R>Vo ^r h¡§ Am¡a Mm`-nmZr ^r VmH$Vm| go {_bH$a BbmHo$ _| VZmd n¡Xm H$aZo H$m H$m_ H$aVo h¡§ nrVo h¡§ {H$ÝVw ^rVa-hr-^rVa do BÝh| AË`ÝV {ZH¥$ï> _mZVo h¡§& ~wOwJ© nr‹T>r A^r ^r gmåàXm{`H$Vm, H$Q²>Q>aVm, \$mgrÁ_ Am{X ñd`§ boIH$ Zo boIH$s` H$WZ _| Bg VÏ` H$mo ì`ŠV {H$`m h¡ - go ANy>Vr h§¡& OZVmpÝÌH$Vm, gm_mÝ` _mZdr` g§doÚVm, J{V Ed§ "AJa `h MwZmdm| H$m _m¡H$m Zht hmoVm, Vmo OmQ>d Am¡a h[aOZ àJ{VerbVm BZH$s aJ-aJ _| ~gr h¡& `h XaAgb naånamJV O¡go eãXm| H$m H$ht nVm ^r Zht hmoVm& ^bm BZ T>o‹S>m| H$mo Jm±d ^maVr` bmoH$_mZg h¡ {OgH$s AnZr {deofVmE± h¡& AV: `h _| M_ma Ho$ Abmdm H$m¡Z H$hVm h¡ OmQ>d `m h[aOZ?' (n¥. H$hZm JbV Zht hmoJm {H$ V_m_ à{VHy$bVmAm| Ho$ ~mdOyX ^r 379) BZ X{bVm| H$mo Añn¥í` _mZm OmVm h¡ Am¡a Cƒ Om{V _odmV H$s gmPr g§ñH¥${V Am¡a g§píbï>Vm A^r ^r ~aH$ama h¡ Omo Ho$ bmoJ BZHo$ Ka na ~¡R>Zm VH$ ng§X Zht H$aVo& hm±, `o ~mV _odmV H$mo IpÊS>V Zht hmoZo XoJr& AbJ h¡ {H$ MwZmdm| Ho$ g_` JYo H$mo ^r ~mn ~ZmZo go ^r JwaoO Zht h¡ BZ Cƒ Om{V`m| H$mo& {ZaÝVa àVm‹S>Zm Am¡a An_mZ X{bV MoVZm PobVo BZ X{bVm| H$s nwamZr nr‹T>r BVZr Aä`ñV hmo JB© h¡ {H$ Bg CnÝ`mg H$s {OVZr ^r g_rjmE± Am¡a AÜ``Z hþE h¡§ Cg_| Bgo hr AnZr {Z`{V _mZ ~¡R>r h¡ Am¡a gdU©dmXr _mZ{gH$Vm g_rjH$m| H$m Ü`mZ àm`: X{bV-{d_e© na Zht J`m h¡& hmbm±{H$ go ñd`§ H$mo "Q´>rQ>' H$aVr h¡& `hr H$maU h¡ {H$ bmbm kmZM§X _moadmb Zo àË`jV: Eogo àíZ Zht CR>m`o h¡§ {OZgo Bgo X{bV - O¡Z Ûmam nmZr _m±JZo Am¡a _y‹T>r na ~¡R>Zo na OJZr M_ma H$mo MoVZm naH$ aMZm H$hm Om gHo$ naÝVw {d{^ÝZ Adgam| na Eogr ~hþV hr b‚mm-gr _hgyg hmoVr h¡& dh H¡$ånm H$s ~moVb _±Jdm ì`§OZm hmoVr ahr h¡& ñd`§ _moadmb H$s n¥ð>^y{_ X{bV-g_mO go H$a XoVm h¡ Am¡a ñd`§ hr IwX H$mo "ZrM' H$hVm h¡& CgHo$ ^rVa h¡ Am¡a CÝhm|Zo Bgo gyú_Vm go {ZaIm-naIm h¡& `hr H$maU h¡ {H$ `wJmo§-`wJm| H$s Jwbm_r ~mobVr h¡ - "goR> Or, h_ Vmo AmO ^r aMZmH$ma Zo g_mO Ho$ VWmH${WV {nN>‹S>o Am¡a hm{eE Ho$ bmoJm| dhr h§¡ ...... N>moQ>o-~‹S>o H$s B‚mV H$aZm h_mao Vmo g§ñH$ma H$mo à_wI ^y{_H$mE± {Z^mZo Ho$ {bE Iwbm N>mo‹S> {X`m h¡& àmMrZ _| Kwbm hþAm h¡...... `h Vmo h_mam gm¡^m½` h¡ {H$ Amn H$mb _| hr Zht AmO ^r {nN>‹S>o A±Mbm| _|- Ohm± AmYw{ZH$Vm Bg Jar~ M_ma H$s Hw${Q>`m VH$ Mbo AmE&' (n¥. 383) X{bVm| A^r nyU©V`m Zht Am nmB© h¡ - Jm±d Om{VJV AmYma na AbJ- Ûmam ñd`§ H$mo hrZ Am¡a gdUm}§ H$mo Cƒ g_PZo H$s, CZHo$ Ûmam AbJ _moh„m| _| ~±Q>o hmoVo h¡§ {OZHo$ Zm_ ^r Om{V Ho$ AmYma na ñd`§ Bgr _mZ{gH$Vm _| T>b OmZo H$s àd¥{V hr gdU© Om{V`m| aIo OmVo h¡§& ZJrZm _| ^r _moh„o ~±Q>o hþE h¡§, {Og_| D$nabrKm± H$mo H$mo AË`mMma H$aZo H$m Adga àXmZ H$aVr h¡& N>mo‹S>H$a eof _moh„m| Ho$ Zm_ M_adm‹S>m, IQ>rH$dm‹S>m, Hw$åhmadm‹S>m, boIH$ X{bV-MoVZm Ho$ Bg `wJ _| `wdm-nr‹T>r _| AmVr Mm¡Yar _moh„m Am{X h¡§& AmË_gå_mZ H$s ^mdZm H$mo ^r aoIm§{H$V H$aVm h¡& "Xoa Am`X, X{bV-{d_e© H$s Jhar ì`§OZm N>moQ>obmb Ho$ M[aÌ _| X¥{ï>JmoMa Xþê$ñV Am`X&' hOma én`o Ho$ ~Xbo ZO\$J‹T> _| Am ~go ZJrZm hmoVr h¡& boIH$ {Og àH$ma CgH$s emar[aH$ {deofVmE± ~VmVm h¡ Ho$ g^r M_mam| Ho$ "dmoQ>' IarXZo H$s H$mo{ee _| bmbm kmZM§X do "_Zw ñ_¥{V' _| _mZr JB© eyÐ H$s hr {deofVmE± h¡§& _gbZ dh O¡Z g\$b Vmo hmo OmVm h¡ {H$ÝVw na^mVr, {H$gZbmb Am{X _¡bm-Hw$M¡bm ahVm h¡, CgHo$ eara go XþJ©ÝY AmVr h¡ Am¡a Omo X{bV `wdH$m| H$s à{V{H«$`mE± EH$ ew^ g§Ho$V h¡& `wdm-nr‹T>r H$mo Bg JYo hr nmb gH$Vm h¡& _moadmb Zo N>moQ>obmb H$mo {~ëHw$b Eogm hr ~mV na AË`ÝV Jwñgm AmVm h¡ {H$ "bmbm kmZM§X O¡Z {H$amE Ho$

[agM© [aBÝ\$mog©_|Q> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 91 ê$n _| hOma ê$n`o Š`m| XoH$a J`m h¡? Š`m dh h_| IarXZo Am`m IwX Z§Jm hmo OmZm H$hm± VH$ C{MV h¡? brbm O¡go X{bV A~ h¡?' (n¥. 388)Om{ha gr ~mV h¡ {H$ CJ« Vodam| dmbr Bg nr‹T>r `h OmZ J`o h¡§ {H$ kmZM§X O¡go bmoJm| Zo Xÿgam| Ho$ hr H§$Ym| na H$mo AmË_gå_mZ go g_Pm¡Vm H$aZm H$Xm{n ñdrH$ma Zht? BÝh| aIH$a ~§XÿH$ MbmZr grIr h¡& brbm Ho$ nmg ~¡R>o X{bV `wdH$ X~mH$a Am¡a BZHo$ A{YH$mam| na Hw§$S>br _maH$a ~¡R>r VWmH${WV H$s {Q>ßnUr Omo X{bV MoVZm H$mo A{^ì`ŠV H$a ahr h¡, H$m\$s gdU© Om{V`m| H$s gËVm Á`mXm {XZ VH$ Zht {Q>Ho$Jr? na^mVr AmídñV H$aVr h¡ - "MmMm brbm, `o ~{U`m-~m_U A^r ^r O¡go X{bV Bg pñW{V _| n[adV©Z MmhVo h¡§& dh AnZr nr‹S>m H$mo, `hr g_P am h¡§ Ho$ BZHo$ ~Xbo h_ O¡gr N>moQ>r - _moQ>r OmV b‹S>Vr AnZr XþadñWm H$mo nhMmZ J`m h¡ Am¡a O~ XX© nH$‹S> _| Am {\$a|...... Aao `o H¡$go ^yb am h¡§ Ho$ A~ nwamZr dmbr ~mV Zm OmVm h¡ Vmo CgH$s Xdm ^r _wpíH$b Zht- "h_mam BñVo_mb `o ahr...... A~ H$moB© H$mB© Xm~-Ym¡§g _| Zm ahdo h¡§...... `o bmoJ h_oem H$aVo Am`o h¡§ ...... O~ BÝh| bJVm h¡ {H$ Vmo A^r ^r h_ÝZo ~mdbm g_Po ~¡R>m h¡§&' (n¥. 406) BZH$m H$m_ h_mao {~Zm Zht MboJm V^r `o {hÝXþdmX H$s XþhmB© XoVo VWmH${WV X{bV boIH$m| Ho$ àm`mo{OV boIZ H$s Anojm _moadmb h¡§, daZm {~Zm ñdmW© Ho$ Vmo `o AnZo ~mn H$mo H$mo ^r hmW Zht H$s `h g§Vw{bV X¥{ï> X{bV-MoVZm H$mo Z`m Am`m_ XoVr àVrV YaZo XoVo h¡§ ...... {\$a h_ Vmo R>hao OmV Ho$ {M_ma&' (n¥. hmoVr h¡& 388) Š`m na^mVr H$m AmH«$moe Om`O Zht h¡? dfm] go X~r- ñÌr - {d_e© Hw$Mbr Om{V H$mo AmO O~ AnZo A{YH$mam| H$s nhMmZ hþB© h¡ Vmo X{bV {d_e© H$s ^m§{V ñÌr {d_e© ^r JV Xmo XeH$m| go MMm© Ho$ gdUm] H$m qghmgZ Š`m| S>mobZo bJm h¡? BÝh| ^r _Zwî` H$s ^m±{V Ho$ÝÐ _| ahm h¡ Am¡a àm`: ñÌr aMZmH$mam| Ho$ gmW gmW nwéfm| Zo OrZo H$m A{YH$ma h¡& na^mVr H$s ~mV JbV H$hm± h¡? IwX bmbm ^r AnZr aMZmAm| _| Bgo n`m©á ñWmZ {X`m h¡& BgHo$ ~mdOyX kmZ M§X O¡Z qhXÿ Apñ_Vm Ho$ Zm_ na BZHo$ Ka OmVm Oê$a ñÌr aMZmH$mam| Ûmam nwê$fm| Ho$ Ûmam aMo JE ñÌr {d_e© na gdmb h¡ naÝVw _Z _| Vmo AmO ^r dhr J§XJr IX~Xm ahr h¡ - "~oQ>m, I‹S>o {H$E JE h¡§& amo{hUr AJ«dmb {bIVr h¡§ {H$ "ñÌr H$mo boH$a dh Vmo _oar _O~yar Wr daZm _¡¡§ Voar ImQ> na AmH$a ~¡R>Vm Am¡a nwéf H$s X¥{ï> _| H$moB© JwUmË_H$ n[adV©Z nwê$f aMZmH$mam| Ho$ VwPgo nrZo Ho$ {bE nmZr _m±JVm? H$^r Zht&' (n¥. 387) CnÝ`mgm| _| Zht {XIVm& {nN>bo ~rg dfm}§ _| {OVZo ^r ZE- brbm M_ma Ho$ Ka qhXÿ-EH$Vm Ho$ CnXoe XoZo JE bmbm kmZM§X nwamZo à_wI aMZmH$ma àH$me _| AmE h¡§, ñÌr Ho$ g§Kf© Ho$ _wX²Xo H$mo O¡Z, A^`M§X Am`© Am¡a {~g§^a gÝZmWu H$mo ^r _w±h H$s ImZr boH$a Im_moe h¡§&6 naÝVw "H$mbm nhm‹S>' CnÝ`mg _| ñÌr - {d_e© n‹S>Vr h¡& brbm BZ Y_© Ho$ R>oHo$Xmam| Am¡a Cgo gwajm H$m AmídmgZ H$mo ^r n`m©á ñWmZ {_bm h¡& _odmV Ho$ A{e{jV Am¡a {nN>‹S>o XoZo dmbm| H$mo Iy~ N>H$mVm h¡& dh OmZVm h¡ {H$ BZ VWmH${WV _mhm¡b _| _{hbmAm| H$s pñW{V Am¡a CZHo$ ^rVa H$s Hw§$R>mAm| ajH$m| Ho$ ^rVa Š`m-Š`m J§XJr ^ar h¡& Mm` nrZo Ho$ {bE _O~ya H$mo B©_mZXmar go A{^ì`pŠV Xr JB© h¡& S>m°. eå^wJwá Zo Vmo `hm± H$a XoVm h¡ dh BZ bmoJm| H$mo& bmbm kmZM§X Vmo CpëQ>`m§ H$aZo VH$ H$hm h¡ {H$, "g§^dV {hÝXr H$Wm-gm{hË` _| nhbr ~ma h¡ bJVm h¡ Am¡a {ZíM` H$aVm h¡ {H$, "Mmho `o {hÝXÿ AnZr Eogr- {H$ _moadmb Zo AnZo XmoZm| CnÝ`mgm| (Xÿgam,~m~b Voam Xog _|) V¡gr H$amE§, Mmho `h qhÝXÿñVmZ& Mmho `o _wgb_mZ {ga H$b_ _| h¡Xam~mX go ã`mh H$a (àH$mamÝVa go IarX H$a) bmB© OmZo 7 H$a X| `m qOXm X\$Z H$a X| bo{H$Z AnZm Y_© dh ^{dî` _| dmbr _wpñb_ pñÌ`m| Ho$ H$WmZH$ H$mo CR>m`m h¡&' Bg CnÝ`mg _| H$Xm{n ^«ï> Zht H$aoJm&' (n¥. 406) Bgr Y_© H$s nmob IwbZo _| AYo‹S> gwbo_mZ Ûmam h¡Xam~mX go AnZr ~oQ>r H$s C_« H$s b‹S>{H$`m| X{bV-{d_e© A{YH$ _maH$ ê$n _| àH$Q> hmo OmVm h¡& hm±, BVZm go emXr Am¡a Cg b‹S>H$s (_o_Z) na Qy>Q>Zo dmbo XþIm| Ho$ nhm‹S> go Adí` h¡ {H$ _moadmb X{bV-{d_e© H$mo CR>mVo dŠV Cg X{bV- ñÌr-ñdmVÝÍ` Ho$ àíZ H$mo CR>m`m J`m h¡& h¡Xam~mX go ã`mhH$a J«pÝW go _wŠV ahH$a hr AmJo ~‹T>Vo h¡§, Omo Hw$N> X{bV boIH$m| (AWdm IarXH$a) H$a bmB© JB© _o_Z H$mo XoIZo Ho$ {bE AmB© _| nmB© OmVr h¡& dV©_mZ ñÌr-boIZ Am¡a X{bV-boIZ H$m EH$ _moh„o H$s pñÌ`m| O~ XoIVr h¡§ "A^r Vmo `mH$s N>mVr ^r nyar Y‹S>m JbV amñVo na Mb n‹S>m h¡ Omo AnZr J«pÝW`m| H$mo gm{hË` Zm AmB© h¡&' {\$a ^r _m±-~mn Zo Bgo AnZo go Xÿa H$a {X`m Vmo H$m Zm_ XoZo bJm h¡& do AŠga ^yb OmVo h¡§ {H$ {Og nwéfdmXr ñÌr H$s {Z`{V na bmoH$ H${d gmX„m H$m `h Xmohm CÕ¥V {H$`m Am¡a gdU©dmXr gm_§Vr _yë`m| H$m {damoY H$a aho h¡§, H$ht-Z-H$ht OmVm h¡ - IwX AnZo _| CZH$mo g§a{jV nmVo h¡§& {OZ ê${‹T>`m| H$m {damoY H$aVo "~m~b Voam Xog _|, EH$ ~oQ>r EH$ ~¡b h¡§, do ñd`§ _| {dH${gV H$a boVo h¡& ^bm Z§JmnZ {_Q>mZo Ho$ {bE, hmW nH$‹S> Ho$ XrZr Om_| naXogr Ho$ J¡b&' (n¥. 236)

92 [agM© [aBÝ\$mog©_|Q>> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 boIH$ Zo _odmV _| h¡Xam~mX go bmB© OmZo dmbr pñÌ`m| H$s naånam Ho$ {df` _|& CgH$s nyar Xþ{Z`m {g_Q>H$a Cg H$_ao VH$ hr gr{_V Am¡a Amdí`H$Vm H$m {dñV¥V Iwbmgm {H$`m h¡& Jar~ _m±-~mn hmo CR>oJr...... dhr hmb ñÌr H$m hþAm h¡&'9 AnZr b‹S>H$s H$s emXr H$aZo _| Ag_W© hmoZo Ho$ H$maU _ZMbo Bg _X©dmXr _mZ{gH$Vm go Ho$db \$Oar hr Zht, amo~‹S>m Am¡a AYo‹S> nwê$fm| Ho$ hmW ~oM XoVo h¡§& "{dYwa AYo‹S>mo§ Ho$ {bE h¡Xam~mX ~wÕZ Ho$ b‹S>H$mo§ H$s npËZ`m± ^r J«ñV h¡§& ~m~y Im± Ûmam am_M§Xa _| AZÝV g§^mdZmE§ h¡§& {dYwam| Ho$ Abmdm Hw$N> emXr-ewXm AYo‹S> Ymo~r H$s b‹S>H$s H$mo N>o‹S>Zo na BZ _{hbmAm| H$mo gmam Xmof ~m~y ^r `hm§ go Xÿgam-Vrgam {ZH$mh H$a Am¡aV| bmVo h¡§& Yrao-Yrao A~ Im± H$s nËZr VaH$sbm H$m bJVm h¡& do dhr gmbm|-gmb nwamZm Vmo AZoH$ Eogo bmoJ Am¡a EO|{g`m± hmo J`r h¡§ Omo ~mH$m`Xm EH$ nwê$fdmXr VH©$ XoVr h¡§ {H$ "_aX O^r Ka gy± ~mha _y± _maoJmo, O~ ì`dgm` H$s Vah h¡Xam~mX go b‹S>{H$`m§ bmZo Am¡a CÝh| {ddmh Ho$ dmH$mo AnZm Ka _| noQ> Zm ^aoJmo...... &' (n¥. 67) Am¡a Am¡aV 8 Zm_ na _odmV _| ~oMZo Ho$ H$m_ _| {bá h¡§&' Bg àH$ma bmB© JB© Ho$ ~ƒm Z hmoZo na ^r gmar H$_r Cgr Ho$ {ga _±‹T> Xr OmVr h¡, b‹S>{H$`m| H$s pñW{V new go ^r ~XVa hmo OmVr h¡& Ka _| Zm¡H$amZr nwê$f Vmo nmH$-gm\$ ~M OmVm h¡& Cg_| Vmo H$moB© H$_r hmo hr Zht H$s Vah H$m_ H$aZo Ho$ ~mX ^r BZH$mo àVm{‹S>V {H$`m OmVm h¡& gH$Vr& amo~‹S>m Ho$ N>moam H$s ~hÿ Ho$ Bg H$WZ _| `hr ~mV X¥{ï>JmoMa ~hþYm BZH$s pñW{V "`yO E§S> W«mo' dmbr ^r hmo OmVr h¡& _o_Z Ho$ hmoVr h¡ - "~ra~mUr _| Eo~ Ho$ {~Zm _aX H$mB© hmbV _| dmH$m n„m àg§J _| H$hm Om gH$Vm h¡ {H$ _odmV _| AmO ^r ñÌr H$mo EH$ E N>mo‹S> Ho$ OmB© Zm gHo$...... _moho Vmo Hw$N> Eogmo hr bJo h¡, dñVw _mÌ g_Pm OmVm h¡ {Ogo IarXm Am¡a ~oMm Om gH$Vm h¡& Zht Vmo Voamo Mmbmo hþE EH$ ~ag gy OmXm hmo Jmo h¡ Am¡a A^r Voam gwbo_mZ H$s _¥Ë`w Ho$ níMmV² CgHo$ nwÌm| - hm{H$_ Am¡a ~m{gV noQ> _| Hw$N> XrIo ^r Zm h¡&' (n¥. 67) Ûmam _o_Z H$mo O_rZ _| {hñgm XoZo go BZH$ma H$aZm Am¡a gbo_r {ZíM` hr _{hbm H$mo Bg _Z:pñW{V na nma nmZo _| A^r H$m\$s Ho$ à`mgm| go dmng h¡Xam~mX bm¡Q>Zo H$s CgH$s H$hmZr EH$ Jhar g_` bJoJm& Cgo {ZaÝVa Iwbo _mhm¡b H$s Amdí`H$Vm h¡& Am¡a ì`Wm H$m CX²KmQ>Z H$aVr h¡& Am¡a Bgr Ho$ gmW Omo àíZ aMZmH$ma ImgH$a ñÌr-_wpŠV H$s dmñV{dH$ AdYmaUm V^r M[aVmW© hmoJr CR>mVm h¡ dh ^r AnZr JhZ A{^ì`§OZm aIVm h¡& _o_Z H$mo O~ dh Am{W©H$ ê$n go nwê$f na {Z^©a Zht ahoJr& {ZH$mbZo _| \$Oar ^r (hm{H$_ H$s nËZr) Ah_ ^y{_H$m {Z^mVr _moadmb Zo "Imo{‹S>`m' H$s àWm Ho$ ~hmZo ^r ñÌr H$s Hw§$R>m Am¡a h¡& dh gX¡d Cgo Jm{b`m§ XoVr ahVr h¡§ - "a§S>r E gmam h¡Xam~mX _wpŠV H$s Mmh H$mo COmJa {H$`m h¡& g^r nwê$fm| Ho$ ~mamV _| Mbo _| Ig_ Zm {_bmo, B© ~yT>mo bmoJ hr `mho AÀN>mo bmJmo...... OmZo na nrN>o ~Mr _{hbmE§ AnZo Jw~ma Am¡a X~r-Nw>nr AdMoVZ h_mam `m gwgam E nVmo Vmo V~ MboJr, O~ Yg‹S>r n‹S>mogrZ Ho$ n¡ _Z H$s nVm©| H$mo CKm‹S>H$a g§Vmof nmVr h¡§& boIH$ H$m g§Ho$V h¡ {H$ gmoVr {\$aoJr...... &' (n¥. 240) Bggo `hr {ZîH$f© {ZH$bVm dh {XZ Xÿa Zht O~ ñÌr AnZo n{V ê$nr Ord H$s àVm‹S>ZmAm| h¡ {H$ nwéf Vmo ñÌr na AË`mMma H$ao-gmo-H$ao, _{hbm hr _{hbm H$mo Á`mXm {XZ VH$ Zht PoboJr& dh AnZo A{YH$mam| H$mo g_PZo H$s nr‹S>m H$mo Zht g_PVr& CëQ>o dhr g~go Á`mXm CJ« hmoH$a bJr h¡& ~m~y H$s nËZr VaH$sbm Am¡a gyaO H$s nËZr g§Om Ho$ _o_Z H$mo àVm{‹S>V H$aVr h¡& `hm± dhr emídV àíZ CR>m`m J`m M[aÌ bJ^J Cg bú` H$s Amoa AJ«ga hmoVo àVrV ^r hmoVo h¡§& h¡ {H$ ñÌr H$s g~go ~‹S>r Xþí_Z ñÌr hr h¡& H$^r gmg Ho$ ê$n bo{H$Z `ht EH$ {d{eï>Vm `h ^r ZOa AmVr h¡ {H$ _moadmb Ho$ _|, H$ht ZZX Ho$ ê$n _|, H$ht _m± Ho$ ê$n _| Vm| H$^r ~hÿ Ho$ ê$n ñÌr-nmÌ H$ht ^r A{VdmXr Zht hmoZo nmVo& ñÌr-ñdV§ÌVm Ho$ _|& Eogm Š`m|? BgH$m H$maU ñÌr H$m A{YH$ g_` VH$ namYrZ ahZm hr h¡& _X© Ho$ AmXoem| Am¡a BÀN>mAm| Ho$ AZwHy$b T>bVo-T>bVo Zm_ na gm_m{OH$ _`m©XmAm| H$mo Vmo‹S>m OmZm CÝh| ng§X Zht& dh ñd`§ ^r _X©dmXr _mZ{gH$Vm H$s {eH$ma hmo OmVr h¡ Am¡a ñÌr-{d_e© na CÝhm|Zo AnZo AJbo CnÝ`mg _| A{YH$ IwbH$a àË`oH$ {df` na ñÌr H$s X¥{ï> go Zht ~pëH$ nwê$f H$s X¥{ï> go {bIm h¡& gmoMZo bJ OmVr h¡& "ñÌr hr Š`m {H$gr ^r ì`pŠV H$mo Amn EH$ à_wI ñÌr-nmÌm| _| \$Oar, VaH$sbm, ê$_mbr, am_XoB©, ~‹S>r H$_ao _| gmbm|-gmb ~§X apIE, _mÌ Cgo ImZm-nrZm XoVo a{hE& \y$\$s, JwbH§$Xr, A±Jyar, _o_Z Am{X h¡§& BZ_| go H$moB© ^r à_wI Iwbr hdm-nmZr-àH¥${V go d§{MV dh ì`pŠV EH$ amoO {ZpíMV ^y{_H$m _| Vmo Zht h¡ {H$ÝVw `Wmdga CZHo$ ì`pŠVËd H$mo C^mam hr Ag§Vw{bV hmo CR>oJm...... CgH$s g§doXZm Hw§$X hmo J`m h¡& Zmar H$m naånamJV J¥hbú_r ê$n hr _w»`V`m CX²Km{Q>V OmEJr, CgH$s {ZU©` j_Vm N>rO OmEJr...... dh {g\©$ hþAm h¡& nXm©-àWm H$m ^r àMbZ h¡& A{YH$Va Zmar-nmÌ AnZo AnZo ~mao _| gmoMoJm& `m Cg H$_ao _| XmZm-nmZr nhþ±MmZo dmbo n{V H$s ghY{_©Ur H$s ^y{_H$m _| h¡& g_mO _| Cgo A{YH$

[agM© [aBÝ\$mog©_|Q> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 93 ñdV§ÌVm Zht, Vmo ~§{Xe| ^r Zht h¡& {ddmh-em{X`m| _| do IwbH$a ~Mr nwamZr H¥$fH$-gm_y{hH$Vm H$m Xþb©^ Z_yZm h¡&'11 {H$ÝVw ^mJ boVr h¡§& VaH$sbm AnZo n{V H$mo Jm{b`m± {ZH$mbH$a AnZo CnÝ`mgH$ma H$m g§Ho$V h¡ {H$ _m¡OyXm _mhm¡b _| `h gm_y{hH$Vm _Z H$s ^‹S>mg Adí` {ZH$mb boVr h¡& Hw$b {_bmH$a boIH$ Zo Yra-Yrao Qy>Q> ahr h¡, {d^m{OV hmo ahr h¡ {Ogo ~MmE aIZo H$s EH$ ñdm^m{dH$ g_mO H$m {MÌ àñVwV {H$`m h¡ {Og_| Zmar Ho$ ~hþV Oê$aV h¡& g^r ê$n g_m{dï> h¡§& ñnï> h¡ {H$ "H$mbm nhm‹S>' X{bV boIZ, g§X^© gyMr ñÌr {d_e© `m Aëng§»`H$ {MÝVm go àñVm{dV Am¡a àm`mo{OV AmYma J«§W - H$mbm nhm‹S>, ^JdmZXmg _moadmb, amYmH¥$îU CnÝ`mg Zht h¡& ghO ê$n _| ^maVr` g_mO _| X{bVm|, àH$meZ, ZB© {X„r, 1999 Aëng§»`H$m| Am¡a pñÌ`m| H$s pñW{V H$m EH$ {MÌ h¡ Omo {XImVm 1. nMm¡ar, gwYre, h§g, g§. - amOoÝÐ `mXd, ZB© {X„r, {Xgå~a h¡ {H$ amOZr{VH$ naOrdr H¡$go BZ g~H$mo AnZm {eH$ma Am¡a 1999, n¥.g§. 85 10 _moham ~ZmVo ahVo h¡§&' 2. Jwá, e§^w, AmbmoMZm, ghómãXr A§H$ 19-20, g§. - na_mZ§X d¡go gm_m{OH$ OrdZ H$s gyú_ ì`m»`m H$aHo$ CgHo$ ^rVa Ho$ lrdmñVd, ZB© {X„r, 2000 n¥.g§. 229 AÝV{d©amoY, {dg§J{V`m| Am{X H$m {MÌU H$aZo _| boIH$ H$mo 3. Jwhm, Bbme§H$a, AmOH$b, àH$meZ {d^mJ, ZB© {X„r, Aàob A{YH$ g\$b Zht H$hm Om gH$Vm, dh Ho$db n[apñW{V`m| H$mo 2000, n¥.g§. 43 D$nar Vm¡a na hr {XImH$a amOZr{V d Y_© H$s {dIÊS>ZH$mar 4. Jwá, e§^w, H$WmH«$_, g§. - e¡boÝÐ gmJa, bIZD$, ^y{_H$m na hr AnZm Ü`mZ Ho$pÝÐV H$aZm MmhVm h¡& boIH$ Zo OZdar-_mM©, 2005, n¥.g§. 49 EH$ g_mOemñÌr H$s ^m±{V g_ñ`mAm| H$m boIm-OmoIm àñVwV 5. Jwá, e§^w, nydm}ŠV, n¥.g§. 229 Z H$aHo$, _odmV A±Mb Ho$ OrdZ Am¡a ~hmd H$mo {XImVo hþE CZ 6. AJ«dmb, amo{hUr, njYa, 20, g§. - {dZmoX {Vdmar, VËdm| H$m nXm©\$me {H$`m h¡ Omo gm_m{OH$ d Ym{_©H$ gX²^md Jm{O`m~mX, OZdar-OyZ, 2016, n¥.g§. 211 H$mo {~Jm‹S>Vo h¡ Am¡a AnZm ñdmW© {gÕ H$aVo h¡§& gwYre nMm¡ar 7. Jwá, e§^w, nydm}ŠV, n¥.g§. 49 Zo CnÝ`mg _| ì`ŠV gm_m{OH$Vm Ho$ ~mao _| {bIm h¡ - "`hm± 8. Cn`w©ŠV n¥§.g§. 50 EH$ O~X©ñV gKZVm dmbr Xþ{Z`m h¡& Ohm± EH$ Ka Xÿgao go 9. _wX²Jb, {MÌm, EH$ O_rZ AnZr, amOH$_b àH$meZ, ZB© h_oem boZ-XoZ _| ì`ñV ahVm h¡& Ohm± {H$gr H$m H$m_ AHo$bo {X„r, 2002 n¥.g§. 82 Zht hmoVm, Ohm± {d{MÌ gm_m{gH$Vm h¡& ZoJ, N>moN>H$, emXr- 10. ewŠb, am_Xod, dmJW©, ^maVr` ^mfm n[afX, H$mobH$mVm, ã`mh-gJmB©, _m¡V, CËgd, g~Ho$ h¡§& g~Ho$ XadmOo g~Ho$ {bE OZdar, 2001, n¥.g§. 107 Iwbo h¡§& H$moB© {ZOVm (àmBdogr) Zht h¡, Š`m|{H$ OrdZ gm_y{hH$ 11. nMm¡ar, gwYre, nydm}ŠV, n¥.g§. 86 Am¡a gm_wXm{`H$ h¡& _odmV H$m `h _m°S>b h_mao ~rM A^r VH$

94 [agM© [aBÝ\$mog©_|Q>> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 àmMrZ ^maVr` gm§ñH¥${VH$ naånamAm| H$mo ga§{jV aIZo _| nwamUm| H$m `moJXmZ S>m°. gwaoe Hw$_ma ghm`H$ AmMm`©, B{Vhmg {d^mJ O` Zmam`U ì`mg {díd{dÚmb`, OmoYnwa (amO.)

emoY gmam§e dV©_mZ g_` _| ^m¡{VH$dmXr A§Yr à{VñnYm© Ho$ `wJ _| MVw{X©e ì`má Z¡amí`, AdgmX, AamOH$Vm Ed§ AZ¡{VH$Vm go nr{‹S>V _mZdVm H$m g~go ~‹S>m g§H$Q> AmñWmhrZVm H$m h¡& ewîH$ Vm{H©$H$Vm Ed§ A{V gyú_ AÜ``Z A{VAmdí`H$ h¡ Š`m|{H$ àmMrZ ^maVr` gm§ñH¥${VH$ naånamAm| H$mo BÝht nwamUm| Zo ga§{jV aIZo H$m H$m`© {H$`m h¡& àmMrZ ^maVr` gm{hË` _| nwamUm| H$m {d{eï> ñWmZ h¡& Bg_| ^maVr` g§ñH¥${V Am¡a Y_© Ho$ _yb VËdm| H$m bmoH$mon`moJr g§H$bZ {H$`m J`m h¡& nwamUm| H$s aMZm H$m _yb CXoX²í` Y_© Am¡a AÜ`mË_ Ho$ Jy‹T> VËdm| H$mo gm_mÝ` OZVm Ho$ {bE gab ^mfm Am¡a gwJ_ e¡br _| CnpñWV H$aZm Wm& nwamU ^maVr` g§ñH¥${V Ho$ ^ÊS>ma h¢& BZ_| ^maV H$s gË` Am¡a emídV AmË_m {Z{hV h¡& BÝh| n‹T>o {~Zm ^maV H$m `WmW© {MÌ gm_Zo Zht Am gH$Vm, ^maVr` OrdZ H$m X¥{ï>H$moU ñnï> Zht hmo gH$Vm& bmoH$ OrdZ Ho$ g^r nj BZ_| ^br àH$ma à{Vnm{XV h¢& ^maVr` g§ñH¥${V EH$ AmXe© g§ñH¥${V h¡& gmao {díd H$s gä`Vm H$mo {eï>mMma H$s {ejm Am¡a àoaUm XoZo H$m lo` Bgo hr àmá h¡& BgH$s CËH¥$ï>Vm Am¡a AmXe©dm{XVm Ho$ CXmhaU h_| nwamUm| _| XoIZo H$mo {_bVo h¢& g§Ho$Vmja … nwamU, g§ñH$ma, gm§ñH¥${VH$ naånamE±, Ym{_©H$ ñdVÝÌVm doXm| Ho$ aMZmH$ma Am`© Wo& Am`© AË`ÝV gab àH¥${V Ho$ ì`pŠV hoVw A~ amOm ~‹S>o VWm AË`{YH$ IMubo `km| H$m gånmXZ Wo& CÝhm|Zo àH¥${V _| na_mË_m H$mo XoIm& Am`m} Zo ^m¡{VH$ OJV H$aZo bJo& d¡{XH$ Y_© Ho$ AZwgma _Zwî` Ho$ g^r H$_m} _| `k H$s CËn{V Ho$ {bE {d{dY XodVmAm| H$s H$ënZm H$s Wr&1 {d{dY {H«$`m hr loð> h¡& `k H$aZo go g^r nmnm| H$m Zme hmo OmVm h¡ XodVmAm| H$s H$ënZm Ho$ n[aUm_ñdê$n d¡{XH$ H$mb _| ~hþXoddmX Am¡a XodVm de _| Am OmVo h¡&3 d¡{XH$ `wJ _| H$B© àH$ma Ho$ H$m {dH$mg hþAm& G$½d¡{XH$ H$mb _| BZ g^r XodVmAm| H$mo `k àM{bV Wo-A{¾hmoÌ Xe© nyU©_mg, MmVw_m©g, AmJ«`U, AmH$me, AÝV[aj Am¡a n¥Ïdr Ho$ XodVmAm| Ho$ ê$n _| dJuH$aU {Zê$‹T> new~ÝY, gm¡Ìm`Ur, {nÊS>, {nV¥`k, gmo_`k, A{¾ï>mo_, {H$`m J`m& fmoS>er, A{VamÌ, nwéf_oÚ, n§M_hm`k Am{X VËH$mbrZ g_mO d¡{XH$ Am`© AnZo XodVmAm| H$mo àgÝZ H$aZo hoVw `km| H$mo _| AË`ÝV bmoH${à` Wo& BZ `km| Ho$ Abmdm dmOno`, amOgy`© 4 gånm{XV H$aVo Wo& `k gånÝZ H$aZo hoVw doXr ~ZmH$a Cg_| A{¾ Am¡a Aíd_oÚ O¡go `km| H$m ^r g_mO _| àMbZ Wm& ñWm{nV H$s OmVr Wr& A{¾ Ho$ _mÜ`_ go g^r XodVmAm| H$mo ^mJdV nwamU H$m aMZmH$mb gå^dV àmapå^H$ JwáH$mb _mZm hdr (Amhÿ{V) àXmZ H$s OmVr h¡& `k Ho$ g_` d¡{XH$ _§Ìm| H$m OmVm h¡& àmapå^H$ JwáH$mb _| ^maV _| Hw$N> ZdrZ Ym{_©H$ CƒmaU {H$`m OmVm Wm& BgHo$ gmW hr hì` (Amhÿ{V) ^r àXmZ àd¥{V`m± {dH${gV hmo ahr Wt& ^mJdV Y_© Zo O¡Z Y_© d ~m¡Õ H$s OmVr Wr& `k _| Kr, XÿY, YmÝ` H$s Amhÿ{V Xr OmVr Wr& Y_© H$s ^m§{V d¡{XH$ Y_© H$m {damoY Zht {H$`m& A{nVw ^mJdV nwamo{hV `k gånÝZ H$admZo H$m H$m`© H$aVo Wo& `k na AË`{YH$ Y_© Zo d¡{XH$ Y_© _| ^pŠV Ho$ ZdrZ àmUm| H$m g§Mma H$a Cgo YZ IM© hmoVm Wm& Bg{bE àmMrZ H$mb _| amO n[adma Ho$ bmoJ g§ajU àXmZ H$aZo H$m H$m`© {H$`m& BgHo$ A{V[aŠV Cg g_` hr `k H$admVo Wo& H$mbmÝVa _| amOmAm| Zo gm_m«Á` {dñVma hoVw d¡{XH$ Y_© _| Omo Xmof CËnÝZ hmo J`o Wo CÝh| Xÿa H$aZo H$m à`mg `k gånÝZ H$aZo àmaå^ H$a {X`o&2 g_«mQ>, EH$amQ> Am{X ~ZZo {H$`m J`m& CXmhaUmW© O¡Z Y_© Ed§ ~m¡Õ Y_© Zo d¡{XH$ `km|

[agM© [aBÝ\$mog©_|Q> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 95 _| qhgm H$s H$Qw> AmbmoMZm ñnï> ê$n go H$s& BÝhm|Zo `kr` H$_© ~«m÷Um| H$mo h¡ {OÝhm|Zo emgZ _| go Aì`dñWm CËnÝZ H$aZo dmbo H$mo AW©hrZ ~Vm`m& ^mJdV nwamU _| d¡{XH$ `km| _| qhgm H$m VËdm| H$mo {ZH$mb \|$H$m Am¡a Eogo hmWm| _| gËVm gm¡nt, Omo àOm Ho$ {damoY H$aVo hþE _ÚnmZ Ed§ new qhgm H$m Omo d¡{XH$ {dYmZ Wm {hVm| H$m gƒo AWm] _| ga§jU H$aZo dmbo Wo& {Oggo d¡{XH$ Y_© CgH$m dmñV{dH$ AW© Z`o ê$n _| àXmZ {H$`m O¡go gwam H$mo gy§K Ho$ AmXe© amÁ` H$s n[aH$ënZm H$mo g§a{jV {H$`m J`m& AmO ^r boZm hr gwamnmZ H$mo b{jV H$aVm h¡& new H$m ñne© H$a boZm hr Eogo à^mdr ~«m÷Um| (~w{ÕOr{d`m|) H$s Amdí`H$Vm h¡, Omo AnZo new~{b h¡ qhgm Zht&5 d¡{XH$ BÝÐ`k {Og_| H$B© newAm| H$s CnXoem| Ed§ {ZX}em| Ho$ _mÜ`_ go Hw$emgZ gwemgZ _| n[ad{V©V qhgm H$m àmdYmZ Wm, lr H¥$îU Ûmam BgH$m ~‹S>o gab VarHo$ go H$a gH|$& emgZ _| ñdmW©naVm H$mo g_má H$a EH$ am_ amÁ` H$s {damoY {H$`m J`m {Oggo BÝÐ`k Ho$ ñdê$n H$mo `WmdW aIVo hþE ñWmnZm H$a gH|$& {dîUw nwamU Zo àmMrZ ^maVr` g§ñH¥${V H$s new~{b H$mo {ZfoY _mZm J`m&6 ^mJdV nwamU _| `kr` qhgm H$m gwemgZ naånam H$s n[aH$ënZm H$mo g§a{jV aIZo H$m _hËdnyU© ~{hîH$ma hmoVm h¡& d¡{XH$ Y_© _| BgZo nyU©ê$n go g§a{jV aIm J`m H$m`© gånm{XV {H$`m h¡&12 nwamUm| _| Ym{_©H$ CXmaVm H$s ^mdZm h¡7 ^mJdV nwamU Ho$ AZwgma nmIÊS>r bmoJm| Zo `km| _| qhgm H$m H$m dU©Z ^r {_bVm h¡& {dîUw nwamU _| D$±M-ZrM H$m H$moB© ^oX àMbZ àmaå^ {H$`m Wm&8 Zht h¡& BgZo {H$gr dJ© H$mo ZrMm g_PH$a CgH$s Cnojm Zht ^mJdV nwamU _| ^pŠV VËd H$s àYmZVm h¡& bo{H$Z {d{^ÝZ H$s JB© daZ² g^r H$mo g_mZVm H$m XOm© {X`m& g^r ì`pŠV`m| gÝX^m} _| d¡{XH$ `k naånam H$m _hËd ^r ñdrH$ma {H$`m J`m Ho$ {bE ^pŠV Ho$ g_mZVm Ho$ A{YH$ma H$mo {dîUw-nwamU g_W©Z h¡& Cg_| H$B© `km| Ho$ Zm_m| H$m C„oI {_bVm h¡ O¡go- A{¾hmoÌ, àXmZ H$aVm h¡& AWm©V Y_©{ZanojVm Ho$ g§ajU _| {dîUw nwamU 13 MmVw_mñ` A{¾dQ>mo_, dmOno`, A{VamO, Amámo`m©_, Aíd_oÚ H$m `moJXmZ A{ÛVr` h¡& AWm©V ^pŠV Ho$ _mÜ`_ go Ym{_©H$ Am¡a amOgy`& ^mJdV nwamU _| BZ `km| H$mo nmnm| H$mo Zï> H$aZo ñdV§ÌVm àXmZ {H$`m OmZm Amdí`H$ ~Vm`m J`m h¡& dmbo, ñdJ© _| ñWmZ {ZpíMV H$aZo dmbr Zmd Ho$ ê$n _| ñdrH$ma ~‹S>m| H$m gå_mZ H$aZm ^maVr` g§ñH¥${V H$s EH$ _hmZ {deofVm {H$`m J`m h¡&9 h¡& _mVm-{nVm, Jwé d d¥ÕOZm| H$s Amkm nmbZ ^maVr` naånam nwamUm| Zo d¡{XH$ `km| Ho$ _mÜ`_ go d¡{XH$ Y_© Ho$ {d{^ÝZ Ho$ gmYmaU {Z`_ Wo& {OZH$m àË`oH$ ì`pŠV nmbZ H$aVm Wm& àH$ma H$s `kr` {H«$`mAm| H$mo g§a{jV aIZo Ho$ H$m`© {H$`m h¡& Bggo {Z`_m| _| BVZr X¥‹T>Vm Am JB© Wr {H$ d¥ÕOZm| H$s _¥Ë`w hmo {d{^ÝZ `kr` {H«$`mAm| Ho$ _mÜ`_ go ^maVr` g§ñH¥${V Ho$ VËd- OmZo na ^r CZHo$ à{V gå_mZ ~Zm ahVm Wm& Cg gå_mZ Ho$ AmË_kmZ, AmË_ew{Õ, n`m©daU ew{Õ, nmabm¡{H$H$ OrdZ _| àVrH$ _| CÝh| Ob go Vn©U Am{X {H$`m OmZo bJm& {OZ nyd©Om| AmñWm, VWm {díd H$ë`mU Am{X H$mo g§a{jV H$a ^maVr` Ho$ H$maU AmO h_mam BVZm CËWmZ hmo nm`m h¡& CZH$s Cg H¥$nm g§ñH¥${V H$mo g§~b àXmZ {H$`m h¡& ^maVr` g§ñH¥${V H$s CËH¥$ï>Vm Ho$ à{V H¥$VkVm àH$Q> H$aZm h_mam na_ H$V©ì` hmo OmVm h¡& {hÝXÿ Am¡a AmXe©dm{XVm Ho$ Hw$N> CXmhaU {dîUw nwamU _| CX²Y¥V {H$`o Y_© _| AmO ^r lmÕ-nj _| AnZo nyd©Om| H$mo Vn©U H$s naånam J`o h¢& H$Îm©ì` {Zð>m na n`m©á àH$me S>mbm J`m h¡& àmMrZ dU© h¡& {Ogo nwamUm| Ûmam hr ga§{jV {H$`m J`m h¡& H¥$VkVm H$m JwU ì`dñWm _| ~«m÷U Xoe H$m ZoVm, H$U©Yma Am¡a CÝZm`H$ hmoVm Wm& {hÝXÿ Y_© H$mo nwamUm| Ho$ _mÜ`_ go àmá hþAm& j{Ì` emgH$ BZHo$ {ZX}eZ _| hr emgZ MbmVo Wo& do Vnñdr, nwamUm| _| H¥$VkVm, l¥Õm Am¡a gh`moJ H$s ^mdZm, {díd Ho$ g^r Ë`mJr Ed§ {ZñdmWu hmoVo Wo& amï´> Ho$ amoJm| H$m {ZarjU H$aHo$ A^md J«ñVm| Am¡a XþpI`m| Ho$ à{V gX²^mdZm eÌwAm| Ho$ à{V X`m CZH$m CnMma H$aZm hr CZH$m H$m`© hmoVm Wm& do kmZ Ho$ YZr Xoe H$s ^mdZm, g_ñV {díd Ho$ àm{U`m| H$mo AnZm _mZZm Am{X Ho$ Z¡{VH$ ñVa H$mo D$±Mm CR>mE aIVo, AnZo `O_mZ H$mo Mm[a{ÌH$ _mZdr` JwUm| H$mo àX{e©V {H$`m J`m h¡& {Oggo _mVm-{nVm, Xmofm| go Xÿa aIZm Vmo do AnZm Amdí`H$ H$ËV©ì` _mZVo Wo& ~hZ, ^mB©, nwÌ-nwÌr O¡go gr{_V nm[adm[aH$ gå~ÝYm| go D$±Mm Vm{H$ amï´> na {H$gr Vah H$m H$moB© g§H$Q> Zht Am`o&10 CR>H$a h_| AnZo X¥{ï>H$moU H$mo {dñV¥V H$aZo H$s àoaUm {_bVr {dîUw nwamU Ho$ AZwgma _Zw Ho$ CÎmam{YH$m[a`m| _| amOm doZ h¡ Omo ""dgwY¡d Hw$Qw>å~H$_²"" H$s ^mdZm H$mo gmW©H$ H$aVr h¡& AË`mMmar amOm Wm& amOm doZ Ho$ AË`mMmam| go àOm H$mo _wŠV {dîUw-nwamU _| d{U©V Bg ^mdZm H$s dV©_mZ _| Amdí`H$Vm H$amZo Ho$ {bE G${f`m| (~«m÷Um|) Zo Cgo _ma S>mbm&11 amÁ` h¡& O~ h_ Bg ^mdZm _| n[anŠd hmo OmEJ| V~ dh AdñWm _| gwemgZ, gwYma Am¡a gwì`dñWm ñWm{nV H$aZo H$m lo` CZ AmË_-{dñVma, AmË_-H$ë`mU Am¡a AmË_moÝZ{V H$hr OmEJr&

96 [agM© [aBÝ\$mog©_|Q>> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 Bggo {díd H$ë`mU g§^d h¡& {dîUw-nwamU, EH$ AmXe© emgZ H$aZo H$m Amh²dmZ AmO Ho$ gÝX^© _| n`m©daU g§ajU H$s X¥{ï> AWm©V² am_-amÁ` H$m dU©Z H$aVm h¡& {Og_| g^r dUm} _| H$hr go _hËdnyU© H$m`© _mZm Om gH$Vm h¡& nwamUm| _| {H$`o J`o H¥${f, ^r Y_© H$m j` nmañn[aH$ H$bh AWdm _`m©Xm H$m Zme H$^r new nmbZ, ì`mnma-dm{UÁ`, ZJa Am{X dU©Z go Cg g_` H$s Zht hmoVm h¡&14 Am{W©H$ pñW{V H$m kmZ Vmo hmoVm hr h¡& gmW hr gmW _Zwî` H$mo nwamUm| _| Ohm± H§$g, {haÊ`H$í`n O¡go AÝ`m`r amOmAm| Ho$ gwI-g_¥{Õ go n[anyU© hmoH$a AmË_{Z^©a ~ZZo H$s {ejm àXmZ Hw$emgZ H$m dU©Z h¡& dhm§ Ý`m`nmbH$, H$ËV©ì`nam`U Am¡a H$s JB©& AmË_{Z^©aVm H$m JwU ^maVr` g§ñH¥${V H$m _w»` AmYma 18 AnZo H$mo àOm H$m godH$ _mZZo dmbo AmXe© amOm Ho$ gwemgZ H$m ñVå^ Ho$ ê$n _| ñWm{nV h¡& ^r C„oI h¡& Omo AnZo Ah§ H$s nw{ï> Ho$ {bE OZVm na AZw{MV JwéOZm| Ho$ à{V {eï>mMma H$m nmbZ H$aZm EH$ AmXe© {dYmWu AmXoe bmXZm AmË_-hZZ _mZVo Wo& AmXe© emgH$ OZVm Ho$ H$m na_ H$ËV©ì` h¡& nwamUm| Ho$ AZwgma {dYmWu AmkmnmbH$, OmZ-_mb H$s gwajm H$aZm AnZm Z¡{VH$ H$ËV©ì` _mZVm h¡& godm^mdr, AZwem{gV Am¡a Amdí`H$ {eï>mMma H$m nmbZ H$aZo nwamUm| _| d{U©V h¡ {H$ àOm-amOm H$m AZwH$aU H$aVr h¡& Bg{bE dmbm hmoZm Mm{hE& àmMrZ H$mb Ho$ {dYmWu OrdZ H$s `hr amOm H$m Z¡{VH$ d Ym{_©H$ AmMaU CÀM hmoZm Mm{hE, {Oggo ì`mdhm[aH$ ê$n aoIm Wr {Ogo AmO ^r AmXe© _mZm OmVm OZVm àoaUm àmá H$a gHo$& `h ^maVr` g§ñH¥${V H$m AmXe© h¡ h¡& `{X AmO H$m {dYmWu dJ© Bg {eï>mMma H$m nmbZ H$aZo dV©_mZ g_` _| `{X emgH$ Am¡a OZVm Bg AmXe© H$mo AnZmE§ bJo {dYmWu AmkmnmbH$, godm^mdr, AZwem{gV Am¡a Amdí`H$ Vmo `hm§ ^r am_-amÁ` H$s ñWmnZm hmo gH$Vr h¡&15 {eï>mMma H$m nmbZ H$aZo bJo Vmo {dYmWu g_mO go gå~pÝYV 19 nwamUm| _| àË`oH$ {df` H$mo Y_©, gXmMma, Zr{V H$m nwQ> XoH$a H$B© g_ñ`mAm| H$m g_mYmZ g§^d h¡& nwamUm| Ho$ _mÜ`_ go bmoH$ {ejm H$m _mÜ`_ ~ZmZo H$s Moð>m H$s JB© h¡& _mH©$ÊSo>` nwamU {dÚm{W©`m| Ho$ Z¡{VH$ M[aÌ H$m {Z_m©U g§^d h¡& A{V{W gËH$ma Zo _w»` ê$n go Y_©, Zr{V d gXmMma à{VnmXZ H$mo hr AnZm ^maVr` g§ñH¥${V H$m _yb_§Ì h¡& àmMrZ H$mb _| A{V{W gËH$ma bú` ~Zm`m h¡&16 ñH$ÝX nwamU _| AdJwUm| Ho$ à{V gmdYmZ ahZo H$mo J¥hñW H$m EH$ Amdí`H$ JwU _mZm OmVm Wm& A{V{W H$s H$s ~mV H$aVo hþE nwamUH$ma H$hVm h¡& ""{OgH$m PwH$md XþamMma Cnojm H$aZo dmbo ì`pŠV H$mo hrZ X¥{ï> go XoIm OmVm Wm& CËV_ H$s Amoa hmoVm h¡, dh bmoH$ _| _hmZ {ZÝXm H$m nmÌ hmoVm h¡& J¥hñW A{V{W H$mo ^moOZ H$admH$a hr ñd`§ ^moOZ H$aVo Wo& XþamMmar ì`pŠV AZoH$ àH$ma H$s ì`m{Y`m| amoJm| go {Kam ahVm h¡& nwamUm| _| A{V{W gËH$ma Z H$aZo dmbo H$s {ZÝXm H$s JB© h¡& Am¡a Bg H$maU CgH$m OrdZ Aën hmo OmVm h¡& Am¡a dh h_oem {OgHo$ Ka na Am`m hþAm A{V{W {Zame hmoH$a bm¡Q>Vm h¡, dh XþI hr ^moJ H$aVm h¡& Bg{bE _Zwî` H$mo gXmMmar H$_© H$aZo AnZo g~ nmn H$_© J¥hñW H$mo XoH$a CgHo$ g^r nwÊ`H$_m}§ H$mo Mm{hE, {OgHo$ H$maU gXmMmar g_mO H$m {Z_m©mU hmo gHo$&17 gmW bo OmVm h¡& A{V{W gËH$ma _mZd _mÌ Ho$ à{V ào_ Ho$ gXmMmar g_mO amï´> H$mo CÝZ{V Ho$ _mJ© na AJ«ga H$aZo _| {dH$mg H$s gmYZm h¡, Omo _Zwî` Ho$ AmË_moËWmZ _| ghm`H$ ghm`H$ h¡& {gÕ hmoVm h¡&20 nwamUm| _| d{U©V Am{W©H$ g_mO _| dUm] Ho$ H$ËV©ì`m| d {Z`_m| _Zwî` OrdZ g§Kfm} go n[anyU© h¡& nwamU _Zwî` H$mo g§Kfm} go AmJo H$m nmbZ H$aZo na Omoa {X`m J`m h¡& dht Om{V`m| H$s g§»`m ~T>Zo H$s àoaUm XoVm h¡& Y«wd H$m OrdZ BgHo$ {bE EH$ _mJ©Xe©H$ ~‹T>mZo go Am{W©H$ pñW{V Ho$ {dñVma Ho$ à_mU {_bo h¢& nwamUm| _| h¡& Y«wd go {nV¥ ñZoh H$m A{YH$ma N>rZm OmVm h¡§ Vmo do ì`{WV {d{^ÝZ {eënm| (hñVH$bmAm|) H$mo ñdrH$ma H$aVo hþE AW©ì`dñWm hmo CR>Vo h¡ Am¡a Cgo AnZo ~b na àmá H$aZo H$m à`ËZ H$aVo h¢, _| CZHo$ _hËd H$mo ñdrH$ma {H$`m h¡& Am¡a {ed Am¡a {dídH$_m© H$mo Kmoa Vn H$aVo h¢& Y«wd Ho$ Vn H$mo {d\$b H$aZo Ho$ AZoH$ àË`ÝZ {epën`m| H$m XodVm _ZmoZrV {H$`m J`m h¡& Omo dV©_mZ n[aàoú` {H$`o J`o, naÝVw Y«wd AnZo {ZíM` na AQ>b aho& h_mam OrdZ _| nwamUm| H$s CnmXo`Vm H$mo {gÕ H$aVm h¡& Bgr àH$ma nwamUm| ^r H${R>ZmB`m| go ^am h¡& `{X h_ CZgo S>a J`o Vmo OrdZ H$mQ>Zm _| Ohm§ `kr` {dYmZ H$m g_W©Z {H$`m h¡, dht new-n{j`m| Ag§^d hmo OmEJm& Xþ:Im| H$mo Y¡`nyd©H$ ghZ H$a OrdZ nW na Ho$ à{V CXmaVm Am¡a ào_ H$m g§Xoe {X`m h¡& new-n{j`m| H$mo AJ«ga hmoVo ahZm Mm{hE& AdVmar nwéf am_ Ed§ H¥$îU Ho$ gIm XodVmAm| Ho$ gmW Omo‹S> H$a CZH$m ñVw{V JmZ Am¡a _hVm H$s nmÊS>dm| H$mo ^r Kmoa gH§$Q>m| H$m gm_Zm H$aZm n‹S>m Vmo gmYmaU ñWmnZm nm¡am{UH$ H$mb H$s XoZ h¡& gmW hr d¥jm| H$mo amo{nV _Zwî` CZgo H¡$go ~M gH$Vm h¡& XþI ì`pŠV Ho$ g§Kf© H$s àoaUm

[agM© [aBÝ\$mog©_|Q> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 97 XoZo AmVm h¡& {Oggo ì`pŠV {H«$`merb Ed§ epŠVembr ~ZVm àmMrZ ^maVr` gm§ñH¥${VH$ naånamE§ O¡go-`kr` {dYmZ H$ËV©ì`- h¡& H${R>Z n[apñW{V`m| _| g§Kf© H$a AmJo ~‹T>Zm `hr ^maVr` nmbZ, gwemgZ H$s n[aH$ënZm (am_-amÁ`), Y_©{ZaonjVm, g§ñH¥${V h¡& Omo àmMrZ g_` go dV©_mZ `wJ VH$ gmW©H$ h¡&21 H$ë`mUH$mar amÁ`, ~‹S>m| H$m gå_mZ, dgwY¡d H$Qw>å~H$_² H$m nwamU _Zwî` H$mo H${R>Z n[apñW{V`m| _| g§Kf© H$s àoaUm XoVm h¡& {gÕmÝV, {ejm _| Y_©, gXmMma Ed§ Zr{V, n`m©daU g§ajU, nwamUm| Ho$ {d{^ÝZ ê$nm| _| EH$ ^{dî` nwamU _| g§ñH$mam| H$m C„oI amÁ` H$m Am{W©H$ AmYma, {dÚm{W©`m| H$m H$ËV©ì`, A{V{W {_bVm h¡& My§{H$ g§ñH$mam| H$m d¡{XH$ H$mb go hr CX` hmo MwH$m Wm& gËH$ma, g§Kf©erb _mZdr` OrdZ, g§ñH$mar OrdZ Am{X H$mo {H$ÝVw BgH$s ñnï> {ddoMZm gd©àW_ nwamUm| Ûmam H$s JB©& ^maVr` nwamUm| Ûmam nyU©ê$n go g§a{jV {H$`m J`m h¡& {OZHo$ AÜ``Z go g_mO _| g§ñH$mam| H$m gå~ÝY Ho$db Y_© go Zht, A{nVw OrdZ ì`pŠV ñd`§ H$m, nwamUm| Ho$ AÜ``Z go g_mO H$m Ed§ amï´> H$m OrZo H$s {d{Y h¡& Omo àË`oH$ ì`pŠV H$mo EH$ {deof n[apñW{V H$ë`mU H$a gH$Vm h¡& àmMrZ ^maVr` gm§ñH¥${VH$ naånamAm| Ho$ _| AnZo H$Îm©ì`m| H$m ~moY H$amVr h¡ Am¡a Z¡{VH$ _yë`m| Ho$ à{V ga§jU Ho$ ê$n _| nwamUm| H$s CnmXo`Vm {gÕ hmoVr h¡& à{V~pÝYV H$aVr h¡& Bg X¥{ï>H$moU go g§ñH$mam| H$mo gm_m{OH$ d gÝX^© gyMr AmÜ`mpË_H$ OrdZ Ho$ ~rM g_Ýd` ñWm{nV H$aZo H$m gwX¥‹T> 1. hmon{H$Ýg, B S>ãë`y, X [a{bOÝg Am°\$ BpÊS>`m, ZB© {X„r, gmYZ _mZm J`m h¡& 1972, n¥.g§. 11 g§ñH$mam| H$s dV©_mZ _| àmg§{JH$Vm XoIr Om`o Vmo g§ñH$ma dV©_mZ 2. {_l, O`e§H$a, àmMrZ ^maV H$m gm_m{OH$ B{Vhmg, {~hma _| ^r AnZm`o Om aho h¢& `o {hÝXÿ Y_© Ho$ A{^ÝZ A§J _mZo {hÝXr J«ÝW AH$mX_r, nQ>Zm, 1974 n¥.g§. 586, J`o h¢& Hw$N> g§ñH$ma H$m _hËd Vmo OrdZ H$m A§J hr ~Z MwH$m 3. eVnW ~«mh²åU 2.3.1.6, nƒ{de ~«mh²åU 1.8.4.1. h¡& Omo nyU© _§ÌmoƒmaU d¡X{H$ Ym{_©H$ {H«$`mAm| Ûmam gånÝZ 4. {_l, O`e§H$a, nydm}ŠV H$adm`o OmVo h¢ O¡go-Zm_H$aU, _wÊS>Z, {ddmh, A{¾ n[aJ¥h& 5. ^mJdV nwamU 11.5.13 e_m©, Odmhabmb, lr_X²^mJdV H$m Hw$N> g§ñH$ma gm_mÝ`V: hr nyU© H$a {b`o OmVo h¡ O¡go- H$U©- gm§ñH¥${VH$ AÜ``Z, amOñWmZ {hÝXr J«ÝW AH$mX_r, O`nwa, ^oXZ, {dÚm-Amaå^ ^maVr` g§ñH¥${V Ho$ {deof VËd Ho$ ê$n 1984 n¥.g§. 109 _| g§ñH$ma OrdZ H$s àJ{V _mJ© _| gwÝXa gmonmZ Ho$ Vwë` h¡§, 6. dhr, n¥.g§. 109 Omo _Zwî` Ho$ _Zmo{dMmam| d àd¥{V`m| H$mo ewÕ H$aVo hþE {ZaÝVa 7. dhr, n¥.g§. 110 C±Mm CR>mVo h¡¢& BZ g§ñH$mam| H$mo nwamUm| Zo d¡{XH$ H$mb go boH$a, 8. ^mJdV nwamU, 10.20.23, JrVm àog JmoaInwa 22 dV©_mZ g_` VH$ g§a{jV aIZo H$m _hËdnyU© H$m`© {H$`m h¡& 9. eVnW ~«mh²åU, AÀ`wV J«ÝW _mbm, 1, n¥.g§. 191 nwamUm| _| C„opIV ^maVr` g§ñH¥${V Ho$ {Og AmXe© H$mo Xem©`m 10. {dîUw nwamU (1/13/23-24) J`m h¡, CgH$s àmg§{JH$Vm AmO ^r h¡ Am¡a ^{dî` _| ^r ~Zr 11. _hm^maV, empÝV nd©, 119.16 ahoJr& `{X AmO H$m _mZd Bg AmXe© H$mo AnZmE§ Vmo h_mam 12. {dîUw nwamU, 1. 16 n¥.g. 45-50 (1/16/46-50) g_mO Am¡a amï´> CÝZ{V Am¡a Vrd« J{V go AJ«ga hmo gH$Vm h¡& 13. {dîUw nwamU, 214/16.18 AmO ~XbVo n[adoe _| {N>ÝZ-{^ÝZ hmoVr gm_m{OH$ ì`dñWmAm| 14. dhr, 2.4. n¥.g. 68-69 (2/4/68-69) _| `{X ^maV Ho$ gm§ñH¥${VH$ EH$Vm Ho$ dQ>d¥j H$mo gwa{jV aIZm 15. dhr, n¥.g§. 69 (2/4/69) h¡& Vmo ì`dhm[aH$ ñVa na {d{^ÝZ Y_m}§ Am¡a _Vm| H$mo ^bo hr 16. _mH©$ÊSo>` nwamU, àW_ IÊS>: ^y{_H$m, n¥.g§. 6 ñdrH$ma H$a b| naÝVw AV§V… h_ g^r H$mo `hr ñdrH$ma H$aZm 17. ñH$ÝY nwamU, àW_ IÊS>… ^y{_H$m, n¥§.g§.22 hmoJm {H$ g^r EH$ OrdZ EH$ hr ^m½` {dYmVm Ho$ Ûmam ào[aV 18. {_l, O`e§H$a, nydm}ŠV Ed§ g§Mm{bV h¢& ~rO H$s ^m§{V AX¥í`, AZm{XH$mb go ~h ahr, 19. {dîUw nwamU, 3.9 n¥.g§. 6,7 (3/9/6,7) AÕ_ {MÝVZ Ymam H$mo hr nwZ: àdm{hV H$aZm hmoJm Am¡a `h Ü`mZ aIZm hmoJm {H$ {hÝXþ, _wpñb_, {gŠI, B©gmB©, nmagr hmoZo 20. dhr, 3.1 n¥.g§. 15,16 (3/1/15,16) go nhbo h_ ^maVr` h¡ Am¡a Cggo ^r nhbo h_ _Zwî` h¡ {Og_| 21. dhr, 1.2 n¥.g§. 14,15 (1/12/14,15) EH$ hr AmË_Ëd {dÚ_mZ ahVm h¡& 22. Jmo`b, àr{V à^m, ^maVr` g§ñH¥${V, n¥.g§. 63-104

98 [agM© [aBÝ\$mog©_|Q>> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 AÝVam©ï´>r` amOZr{V _| joÌdmX Am¡a Xjog ê$~r _rZm emoYmWu X{jU E{e`m AÜ``Z Ho$ÝÐ, amOñWmZ {díd{dÚmb`, O`nwa (amO.)

emoY gmam§e amï´>m| _| Amngr d¡_Zñ`Vm Ed§ _V^oXm| H$mo g_má H$aZo Ho$ {bE joÌr` gh`moJ H$mo ~T>mdm XoZo Ho$ {bE AÝVam©ï´>r` amOZr{V _| EH$ ZdrZ AdYmaUm H$m OÝ_ hþAm {Ogo joÌdmX Ho$ Zm_ go OmZm OmVm h¡& 19 dt gXr _| joÌr`Vm H$s AdYmaUm H$mo bjUm| H$mo {d{^ÝZ gpÝY`m|, H$mÝ\«o$Ýgog, AñWm`r g§JR>Z, g_Pm¡Vm Am{X _| XoIm J`m& Bg Am¡a gd©àW_ à`mg 1815 _| H$m°J«og Am°\$ {d`Zm H$s ~¡R>H$ go àmaå^ hþAm& joÌrH$aU H$m Xÿgam _hËdnyU© MaU 'H$ÝgQ>© Am°\$ `yamon'H$s ~¡R>H$ Am¡a h¡J nrg H$m°Ý\«o$g H$s _hËdnyU© ~¡R>H$m| go hþAm& gZ 1919 _| 'brJ Am°\$ ZoeÝg' H$s ñWmnZm Ho$ gmW brJ Zo AZwÀN>oX 21 Ho$ VhV joÌr`Vm Ho$ {gÕmÝV H$mo _mÝ`Vm àXmZ H$s& {ÛVr` {díd `wÕ Ho$ níMmV² g§`wŠV amï´> Ho$ H$m`© Am¡a e¡br _| ~hþV n[adV©Z Am`m& A_arH$m Am¡a ê$g Ho$ _Ü` ~T>Vo hþE AÝVam| Zo BgH$s H$m`© àUmbr na Jham Aga N>moS>m& Bgr H$maU `h AÝVam©ï´>r` empÝV ñWm{nV H$aZo _| g\$b Zht hmo nm`m& Bgr dOh go ñdVÝÌ Ed§ gmd©^m¡{_H$ amï´>m| Zo AnZr empÝV, gwajm Am¡a Am{W©H$ AmË_{Z^©aVm Ho$ {bE joÌr` g§JR>Zm| H$mo ~T>mdm {X`m& g§Ho$Vmja … joÌr`Vm H$m {gÕmÝV, joÌr` {dH$mg, nmañn[aH$ gh`moJ, AmË_{Z^©aVm {díd H$m àË`oH$ amï´> gånÝZ ~ZZo Ho$ à`mgaV ahVm h¡& {díd Ho$ AZwgma joÌ Am¡a joÌdmX g_wXm` Am¡a amï´> H$m _Ü` {~ÝXþ Ho$ amï´> _| H$B© g_mZVmE± d Ag_mZVmE± nm`r OmVr h¡& nañna h¡& joÌdmX H$s gmW©H$Vm Bg X¥{ï> _| {Z{hV h¡ {H$ `h {d{^ÝZ gh`moJ Ho$ Ûmam `h amï´> Amngr g_mZVmAm| H$m bm^ CR>m gH$Vo g_ñ`mAm| H$m AÝdofU H$a Cnm`m| H$m {díbofU H$aVm h¡& `h h¢ Am¡a à{VñnYm© H$mo H$_ H$aHo$ gh`moJ Ho$ joÌ _| EH$ - Xÿgao EH$ gm_mÝ` KmaUm h¡ Omo joÌdmX Ho$ AÜ``Z go {d{^ÝZ VarH$m| Ho$ nyaH$ ~Z OmVo h¡& EH$ joÌ {OgH$m AnZm B{Vhmg Am¡a go àM{bV h¡ joÌ Bg àH$ma go n[a^m{fV {H$`o Om gH$Vo h¡, {H$ AnZm ^yJmob hmo Am¡a {Og_| EH$ nmg AmZo Am¡a gmW ahZo H$s do ~So> gm_m{OH$, gm§ñH¥${VH$ joÌ Ho$ {Z_m©U H$aZo dmbo IÊS> AmH$m§jm hmo joÌ H$hbmVm h¡& gmYmaU Vm¡a na joÌ dh h¡ {Og_| h¡&2 EH$ ^maVr` ñH$moba Zo joÌdmX H$s ì`m»`m H$aVo hþE H$hm h¡ Xmo go A{YH$ amï´> AnZr ^m¡Jmo{bH$ gr_mAm| Ûmam nmañn[aH$ {H$ joÌdmX _| ^m¡Jmo{bH$ gr_mE± {ZYm©[aV hmoVr h¢& `h Am{W©H$ X¥{ï> go OwSo> hþE hm| Ed§ amOZr{VH$, Am{W©H$ d gm_m{OH$ {dH$mg, AÝVa-amÁ`r` {ddmX VWm _hmepŠV`m| Ho$ à^wËd go Ed§ gm§ñH¥${VH$ X¥{ï> go g_mZVm`| aIVo hm|& agoQ> Ho$ AZwgma ~Mmd H$aZo H$m à`mg H$aVm h¡&3 CnamoŠV n[a^mfmAm| go ñnï> h¡ EH$ê$nVm, AmË_{Z^©aVm, AñWmB© ê$n go EH$-Xÿgao H$m {damoY {H$ joÌdmX dh h¡ Omo amOZr{VH$ VWm gm§ñH¥${VH$ ^mdZmAm| Ed§ ^r H$aVo hm|, Omo gÎmm na à^mdr {Z`§ÌU aIo hþE h¢ Am¡a {Og_| J{V{d{Y`m| H$mo CËgm{hV H$a CZH$s gwajm H$aVm h¡&4 epŠV H$m {dHo$ÝÐrH$aU hmo& CZHo$ AZwgma Eogo joÌ d gm_mÝ` 19 dt gXr _| joÌr`Vm H$s AdYmaUm H$mo bjUm| H$mo {d{^ÝZ Am¡a {dH$mg H$s `moOZmE± ~ZmB© OmVr hm| Am¡a CZH$mo {H«$`mpÝdV gpÝY`m|, H$mÝ\«o$Ýgog, AñWm`r g§JR>Z, g_PmoVm Am{X _| XoIm {H$`m OmVm hmo&1 J`m& Bg Am¡a gd©àW_ à`mg 1815 _| H$m°J«og Am°\$ {d`Zm BÝQ>aZoeb EÝgmBŠbmonr{S>`m _| joÌ d joÌdmX H$mo ñnï> H$aVo (Congress of Vienna) H$s ~¡R>H$ go àmaå^ hþAm&5 Bg H$m°J«og hþE `h H$hm J`m h¡ {H$ gm_m{OH$ {dkmZ _| Xr JB© àñVmdZm Am°\$ {d`Zm H$s ~¡R>H$ _| nhbr AÝVam©ï´>r` gbmh H$s à{H«$`m

[agM© [aBÝ\$mog©_|Q> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 99 ewê$ hþ`r& BgHo$ A{V[aŠV Xÿgar _hËËdnyU© ~¡R>Ho$ Omo AÝVam©ï´>r` h¡& Bg joÌ _| Am{W©H$, gm_m{OH$ d gm§ñH¥${VH$ X¥{ï> go H$B© ñVa na OmZr J`r dmo hmobr EbmEoÝg (Holly Alliance) Am¡a g_mZVmE± h¡ bo{H$Z amOZr{VH$ X¥{ï> go H$B© _V^oX nm`o J`o h¡& ŠdmS´>b EbmEoÝg (Quadruple Alliance) Wr& joÌrH$aU _mB©Ho$b ~«oH$a Zo {ZåZ AmYmam| na EH$ joÌ H$s {deofVmAm| H$m H$m Xþgam _hËdnyU© MaU 'H$ÝgQ>© Am°\$ `yamon' (Concert of C„oI H$aVo hþE H$hm h¡ {H$ X{jU E{e`m {ZpíMV én go EH$ Europe)H$s ~¡R>H$ Am¡a h¡J nrg H$m°Ý\«o$g(Hague Pease n¥WH$ joÌ h¡:- 6 Conference) H$s _hËdnyU© ~¡R>H$m| go hþAm& BZ ~¡R>H$m| _| 1. BgH$m joÌ ^m¡Jmo{bH$ hmoVm h¡& nhbr ~ma N>moQ>o Xoem| H$mo ~am~ar H$m XOm© {X`m J`m, Am¡a BZ 2. Bg ^m¡Jmo{bH$ joÌ _| H$_ go H$_ VrZ H$Îmm© `m amÁ` hmoZo ~¡R>H$m| Ho$ O[a`o Amngr _V^oXm| H$mo gwbPmZo H$s Zr{V AnZm`r Mm{hE& J`r& Yrao-Yrao BZ ~¡R>H$mo H$m H$m`©joÌ ~T>Vm J`m Am¡a Am{W©H$ VWm gm_m{OH$ ñVa na Amng _| gh`moJ H$s ~mV H$s J`r&7 3. AÝ` amÁ` BZH$mo EH$ {díd àUmbr _| EH$ {ZpíMV gZ 1919 _| "brJ Am°\$ ZoeÝg' H$s ñWmnZm Ho$ gmW brJ Zo g_wXm` _mZVo h¡& AZwÀN>oX 218 Ho$ VhV joÌr`Vm Ho$ {gÕmÝV H$mo _mÝ`Vm àXmZ 4. BgHo$ gXñ` AnZo H$mo Bg joÌ H$m gXñ` ñdrH$ma H$aVo h¡& H$s& Bg AZwÀN>oX Ho$ VhV brJ Zo joÌr` g§JR>Zm| Ho$ Ûmam empÝV 5. BgHo$ gXñ` amÁ` {díd gXñ` amÁ` go H$_ epŠV aIVo Am¡a gwajm H$s ì`dñWm Ho$ Am¡{MË` H$mo ñdrH$mam& bJ^J Xmo h¡&11 XeH$ VH$ brJ Zo AÝVam©ï´>r` g§ñWm Ho$ ê$n _| _hËdnyU© H$m`© 6. à_wI àUmbr ({díd) _| n[adV©Z go joÌr` àUmbr ~hþV {H$`o Am¡a joÌr`Vm H$s AdYmaUm H$mo R>mog AmYma àXmZ {H$`m& 9 A{YH$ à^m{dV hmoVr h¡ {H$ÝVw joÌr` àUmbr _| n[adV©Z gZ 1945 _| brJ Ho$ nX{M•m| na EH$ Z`r AÝVam©ï´>r` g§ñWm go {díd àUmbr BVZr à^m{dV Zht hmoVr& H$s ñWmnZm hþ`r {Ogo h_ `yZmBQ>oS> ZoeÝg (United Nations) X{jU E{e`m Ho$ amÁ` Amng _| gm_mÝ` B{Vhmg, d§e,Om{V, Ho$ Zm_ go OmZVo h¡& {dÝgQ>Z M{M©V Zo gd©àW_ `hm± na joÌr` ^mfm, g§ñH¥${V Am{X Ho$ Ûmam Amng _| OwSo> hþ`o h¡& `{X `h nyam g^mAm| H$s ~mV H$s Am¡a CgHo$ Ûmam AÝVam©ï´>r` empÝV ñWm{nV joÌ AnZo gwajm g§JR>Z H$mo EH$ {deof ñdê$n Z Xo Vmo `h joÌ H$aZo H$s ~mV H$s& `yZmBQ>oS> ZoeÝg (g§`wŠV amï´>) Ho$ MmQ>©a _| AmH«$_UH$m[a`m| H$m {eH$ma hmo gH$Vm h¡& nyU©V`m AZwÀN>oX 52-5410 VH$ joÌr` à~ÝY H$s ~mV H$s J`r X{jU E{e`m _| joÌr` gh`moJ H$s g§^mdZm`| Ed§ A{^H$ënZm h¡ Am¡a CZH$s ñWmnZm H$mo _mÝ`Vm àXmZ H$s J`r h¡& X{jU E{e`m _| joÌr` gh`moJ H$s ñWmnZm hoVw g~go nhbo X{jU E{e`m EH$ n¥WH$ joÌr` àUmbr Ho$ ê$n _| ì`pŠVJV ê$n _| 1977 _| ~m§½bmXoe Ho$ amï´>n{V OZab {O`m- X{jU E{e`m _| gmV à_wI amï´> ^maV-nm{H$ñVmZ, Zonmb, Ca-ah_mZ Zo {d{^ÝZ X{jU E{e`mB© amï´>m| H$s `mÌmE± H$aVo hþ`o ~m§½bmXoe, ^yQ>mZ, lrb§H$m VWm _mbXrn h¡& X{jU E{e`mB© amï´>m| {d{^ÝZ AÝVam©ï´>r` _§Mm| na g{H«$` ^y{_H$m H$m {Zd©hZ {H$`m& _| Zonmb H$mo N>mo‹S>H$a gånyU© X{jU E{e`mB© amï´> A§J«oOm| Ho$ amï´>n{V {O`m-Ca-ah_mZ Zo 18 {Xgå~a 1977 H$mo Zonmb H$s {Z`§ÌU _| Wo& BZ g^r amï´>m| Zo namYrZVm go _wpŠV hoVw g§Kf© Xmo {XZ H$s `mÌm Ho$ Xm¡amZ gd©àW_ Kmo{fV {H$`m {H$ qgMmB©, H$a ñdmYrZVm àmá H$s& X{jU E{e`m Zo EH$ joÌ Ho$ ê$n _| D$Om© Ed§ epŠV, ZXr, n[adhZ VWm ~mT> {Z`§ÌU Ho$ joÌ _| ZdrZ nhMmZ hm{gb H$s h¡& Hw$N> {dMmaH$m| Ho$ AZwgma X{jU joÌr` gh`moJ H$s ñWmnZm H$aHo$ Amngr bm^ CR>m`m Om gH$Vm E{e`m H$m joÌ gr{_V h¡ VWm `h {g\©$ ^maV, nm{H$ñVmZ, h¡ VWm {dH$mg H$mo ZB© {Xem àXmZ H$s Om gH$Vr h¡&12 lrb§H$m, Zonmb, ^yQ>mZ, _mbXrd d ~m§½bmXoe VH$ hr gr{_V amï´>n{V {O`m-Ca-ah_mZ Zo Bgr CÔoí` H$s àm{á Ho$ {b`o 1979 h¡ O~{H$ Hw$N> AÝ` {dMmaH$m| Ho$ AZwgma X{jUr E{e`m joÌ _| ^maV, nm{H$ñVmZ Am¡a lrb§H$m H$s `mÌmE± H$s& Bggo nhbo A\$Jm{ZñVmZ VWm ~_m© XmoZm| hr amï´> E{e`mB© joÌ go n¥WH$Vm {gS>Zr amï´>_ÊS>b gå_obZ, bwgmH$m amï´>_ÊS>b gå_obZ Am¡a aIVo h¡ Bg{bE {H$ BZ XmoZm| hr amï´>m| H$s Cƒ nd©V l¥§IbmE± d hdmZm {ZJ©wQ> gå_obZ _| AZm¡nMm[aH$ ê$n go X{jU E{e`m Jhar Km{Q>`m± `m ImB©`m± BZ amï´>m| H$mo X{jU E{e`mB© joÌ go n¥WH$ gh`moJ H$s ñWmnZm hoVw AmdmO ~wbÝX H$s¨& ~m§½bmXoe Ho$ aIVr h¡& AV: X{jU E{e`m Ho$db gmV amï´>m| VH$ hr gr{_V h¡& VËH$mbrZ {dXoe_§Ìr lr e_ewbhH$ Zo ^r X{jU E{e`mB© Xoem| X{jU E{e`m joÌ _| H$B© g_mZVmE± Ed§ {d{dKVmE± nm`r J`r H$s `mÌm`| Bgr n[aàoú` _| {dMma-{d_e© hoVw H$s&13

100 [agM© [aBÝ\$mog©_|Q>> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 hmbm§{H$ 1978 VH$ X{jU E{e`m _| amOZr{VH$ _V^oXm| Ho$ Wo, bo{H$Z amï´>n{V {O`m Ho$ g{H«$` ê$I AnZm`o OmZo Ho$ H$maU H$maU joÌr` gh`moJ hoVw gaH$mar ñVa na H$moB© gmW©H$ nhb hr X{jU E{e`m _| joÌr` gh`moJ H$s ñWmnZm H$m lo` CÝhmoZo Zht hmo nmB© Wr bo{H$Z {gVå~a 1978 _| J¡a gaH$mar ñVa na AnZo {ga ~m§YH$a Eo{Vhm{gH$ ñWmZ àmá {H$`m& 1981 H$m lrb§H$m H$s amOYmZr H$mobå~mo _| emoY g§ñWmZ _mJmo BÝñQ´>rQ²>`yQ> df© X{jU E{e`m _| joÌr` gh`moJ H$s {Xem _| _rb H$m nËWa Imobm J`m, {OgH$mo H$_oQ>r Am°Z ñQ>S>rO \$m°a H$m°AmnaoeZ EÊS> gm{~V hþAm& Bg df© gd©àW_ H$mobå~m| _| gmVm| amï´>m| Ho$ {dXoe S>db_oÝQ> BZ gmCW E{e`m Zm_ {X`m J`m& BgH$s nam_e©XmÌr g{Mdm| Zo EH$ _§M na EH$Ì hmoH$a joÌr` gh`moJ H$s ñWmnZm g{_{V Zo {ZåZ ~mVm| na {ZíM` àH$Q> {H$`m :- hoVw gH$mamË_H$ X¥{ï>H$moU AnZmVo hþE Bg {Xem _| {d{eï> H$X_ 17 1. gh`moJr emoY Ûmam gh`moJ Ho$ {d{^ÝZ joÌm| H$s ImoO H$s CR>m`o& Om`o& Xjog Ho$ {bE {H$`o J`o àmapå^H$ à`mg 2. BgH$m én Am{W©H$ hmo {Og_| ì`mnma d¥{Õ, nyaH$ CËnmXZ H$mobå~mo _| X{jU E{e`m Ho$ Xoem| Ho$ {dXoe g{Mdm| H$m 21-23 H$m X¥T>Vm go {dH$mg VWm n`©Q>Z, ~r_m, {eqnJ Am¡a Aàob 1981 B©. H$mo EH$ gå_obZ hþAm& Bg_| gmV Xoe gpå_{bV {dÎmr` _m_bm| _| Am{W©H$ AmXmZ-àXmZ H$s ì`dñWm H$s Wo& `h gå_obZ ~m§½bmXoe Ho$ amï´>n{V {O`m-Ca-ah_mZ Ho$ Om`o& à`mg na hþAm Wm& lrb§H$m Ho$ {dXoe _§Ìr E.gr.Eg. h_rX Zo 3. joÌ _| gm_y{hH$ AmË_{Z^©aVm H$mo ~T>mdm {X`m Om`o& gå_obZ H$m CX²ÚmQ>Z {H$`m& CÝhmoZo BZ gmV Xoem| Ho$ ~rM joÌr` Bg_| ^maV, nm{H$ñVmZ, Zonmb, ~m§½bmXoe, lrb§H$m Am¡a g§JR>Z na ~b {X`m& CÝhmoZ| H$hm {H$ lrb§H$m Bg joÌ Ho$ amï´>m| _mbXrd X{jU amï´>m| Ho$ {dÛmZm| Zo ^mJ {b`m VWm 12 joÌ Ho$ ~rM g_mZ AmXem|©, g_mZ g_ñ`mAm| Ho$ {ZamH$aU Ho$ {bE {dH$mg `moOZmAm| d emoYm| Ho$ {b`o MwZo J`o&14 g_mZ X¥{ï>H$moU AnZmZo Ho$ {bE à{V~Õ h¡& CÝhm|Zo lr {O`m- _B© 1979 _| Bgr Vah g§`wŠV amï´> ì`mnma Ed§ {dH$mg (A§H$Q>mS>) Ca-ah_mZ H$mo YÝ`dmX {X`m {H$ CZHo$ à`mg na `h gå_obZ hmo 18 H$s _Zrbm _o§ Am`mo{OV nm±Mdr ~¡R>H$ _| {dH$mgerb Xoem| H$s ahm h¡& CÝhm|Zo H$hm {H$ `h joÌr` {dH$mg H$s Hw§$Or h¡& AW©ì`dñWm _| gwYma Ho$ {b`o joÌr` gh`moJ H$s Amdí`H$Vm {dXoe g{Mdm| Zo H$hm {H$ joÌr` gh`moJ go Omo nmañn[aH$ {dídmg _hgwg H$s J`r, {Og_| amÁ` à{ejU g§ñWmZm| Ho$ _Ü` gh`moJ, ~‹T>oJm, Cggo ~hþV gr amOZ¡{VH$ g_ñ`mE± Am¡a VZmd ñdV: Xÿa ~hþamï´>r` ~mOma ì`dñWm, joÌr` Am{W©H$ gh`moJ, joÌr` gmI hmo OmEJo& CÝhmoZo `h ñdrH$ma {H$`m {H$ joÌr` gh`moJ, {Ûnjr` H$s ì`dñWm, VH$ZrH$s Ho$ AmXmZ-àXmZ, ~r_m `moOZm VWm gh`moJ `m ~hþnjr` gh`moJ H$m ñWmZ Zht boJm daZ dh BZHo$ {dH$mgerb amï´>m| Ho$ _Ü` ì`mnma H$mo dar`Vm BË`m{X _hËdnyU© nyaH$ H$m`© H$aoJm& 31 AJñV go 2 {gVå~a 1981 B©. gånyU© gwPmd àñVwV {H$`o J`o&15 g{_{V H$s ~¡R>H$ hþB©& g{_{V Zo gå^m{dV joÌr` gh`moJ Ho$ H$_oQ>r Am°Z ñQ>S>rO \$m°a H$moAm°naoeZ EÊS> S>db_oÝQ> BZ gmCW bJ^J 13 {df` {JZm`o-{ejm-à{ejU, gm§ñH¥${VH$ {d{Z`_, E{e`m ( gr.Eg.gr.S>r.) Zo emoY Ho$ {b`o {ZåZ {df`m| na d¡km{ZH$ Am¡a Q>¡ŠZm°bmoOr gh`moJ, n`Q>©Z g_wÐ `mÌm, _m¡{ÐH$ Amngr gh_{V àH$Q> H$s& joÌr` Am{W©H$ gh`moJ, Am`mV- gh`moJ, AÝVam©ï´>r` Am{W©H$ boZ-XoZ Am¡a ~hþamï´>r` H$ån{Z`m±, {Z`m©V ì`dñWm, ì`mnma d¥{Õ, gm§ñH¥${VH$ AmXmZ-àXmZ, gyMZm OZg§Mma, nmoñQ>b godm, Xÿag§Mma, _mZd l_ H$m {Z`m©V, Amngr g_P _| d¥{Õ, ^wJVmZ ì`dñWm, {dÎmr` à~ÝY, ì`mnma emoY g§ñWmZ, joÌr` `moOZmH$ma, J¡a gaH$mar Am¡a d¡{ÛH$ d¥{Õ, {dVaU Ed§ ~mOma àUmbr, gmI gw{dYm, {d{^ÝZ gaH$mam| g§JR>Z& BZ gh`moJ joÌm| na ~‹S>o {dñVma go dmX-{ddmX hþE Am¡a Ho$ _Ü` dmVm©`|, gm_y{hH$ AmË_-{Z^©aVm, `mVm`mV Ed§ g§Mma J«w\$ ñQ>‹S>r H$aHo$ boI àñVwV {H$`o J`o& H$mR>_mÊSy> _| 24 Zdå~a gw{dYm, J«m_rU Am¡ÚmoJrH$aU, _mZdr` epŠV Ed§ amoOJma 1981 B©. H$mo {dXoe g{Mdm| H$s Xÿgar ~¡R>H$ hþB©& Bñbm_m~mX _| Zr{V`m±, n`©Q>Z, OZg§»`m g_ñ`m`| Am¡a VH$ZrH$s AmXmZ- Vrgar ~¡R>H$ 7-9 AJñV 1981 B©. H$mo hþB©& 10-13 OZdar àXmZ BË`m{X&16 1983 B©. H$mo gånyU© g{_{V Zo H$mobå~m| _| AnZr [anmoQ>© noe 2 _B© 1980 H$mo ~m§½bmXoe Ho$ amï´>n{V {O`m-Ca-ah_mZ Ûmam H$s& 29-30 _mM© 1983 B©. H$mo T>mH$m _| {dXoe g{Mdm| H$s Mm¡Wr CR>m`o J`o R>mog _hËVdnyU© Ed§ Am¡nMm[aH$ H$X_ go nyd© ^r J¡a- ~¡R>H$ hþBª& ZB© {X„r _| 1-2 AJñV 1983 B©. H$mo {dXoe _§{Ì`m| gaH$mar ñVa na joÌr` gh`moJ H$s Amoa H$B© H$X_ CR>m`o Om MwHo$ H$s ~¡R>H$ hþB©& 2 AJñV 1983 B©. H$mo Xjog Ho$ CÔoí`m| Am{X H$s

[agM© [aBÝ\$mog©_|Q> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 101 YmofUm H$s JB©& ZB© {X„r _| 27-29 \$adar 1984 B©. H$mo Xjog g§JR>Z X{jU E{e`m Ho$ dm{g`m| Ho$ OrdZ ñVa _| gwYma bmZo hoVw H$s ñWmB© g{_{V H$s ~¡R>H$ hþB©& _mbo _| {dXoe _§{Ì`m| H$s ~¡R>Ho$ ~Zm`m J`m Wm VWm Bg JwQ> Ho$ _mÜ`_ go Bg joÌ _| Am§VH$dmX hþB© 10-11 OwbmB© 1984 & lr_Vr BpÝXam Jm±Yr Zo ZB© {X„r Am¡a H$mZyZr hñVjon na amoH$, _{hbmAm| na AË`mMmam| na amoH$, _| 1 AJñV 1983 B©. H$mo ^mfU XoVo hþE H$hm Wm {H$ {díd _| ~mbl_ na amoH$ Am{X gm_m{OH$ CÔoí`m| go boH$a VH$ZrH$s `yamonr` g_wXm` O¡go H$B© {dH${gV g_wXm` h¡& do ^r H${R>ZmB©`m| hñVmÝVaU g§`wŠV CnH«$_, d¡km{ZH$ emoY na Amngr gh`moJ go OyP aho h¡, AVEd X{jUr E{e`m _| gh`moJ Ho$ _mJ© na h_| ~T>mZo Ho$ à`mg {H$`o OmZo Ho$ H$B© _hËdH$m§er H$m`©H«$_ ~Zm`o ^r ~T>Zm Mm{hE, H${R>ZmB`m± Am¡a ~mYmE± AmEJr& CZgo h_| OyPZo J`o h¡& n[adhZ ~ÝXaJmhm|, {dÚwV Am{X joÌm| _| H$B© n[a`moOZmE± H$m à`mg H$aZm Mm{hE& àmaå^ ^r hþB©& {H$ÝVw A{YH$me§V: O~mZr O_m IMm© hr Á`mXm Xjog H$s ñWmnZm ahm h¡ H$m`© ~hþV H$_ hþAm h¡& 2 _B© 1980 H$mo amï´>n{V {O`m-Ca-ah_mZ Ûmam CR>m`o J`o nm{H$ñVmZ _| AmO VH$ ^maV H$mo gd©àW_ amï´> H$m XOm© VH$ R>mog H$X_m| Ho$ n[aUm_ ñdê$n 7-8 {Xgå~a 1985 H$mo Xjog Zht {X`m h¡& X{jU E{e`m _| ^maV-nmH$ {ddmX Vmo g~Ho$ H$m {Z_m©U hþAm& ~m§½bmXoe H$s amOYmZr T>mH$m _| àW_ {eIa gm_Zo àXËV h¡, gmW hr X{jU E{e`m Ho$ g^r Xoe AmÝV[aH$ d gå_obZ H$m Am`moOZ {H$`m J`m& Bg gå_obZ _| gmVm| amï´>m| {Ûnjr` {ddmXm| go J«{gV h¢ Bg àH$ma ñnï> h¡ {H$ Xoem| _| Amngr Ho$ amï´>m¿`jm| Zo Bg X{jU E{e`m joÌr` g§JR>Z H$m Zm_ XoH$a gX²^md Ed§ {dídmg H$m nyU©V`m A^md h¡& A~ VH$ Xjog Ho$ 18 {d{YdV Ed§ g§ñWmJV én àXmZ {H$`m VWm MmQ>©a H$mo ñdrH¥${V {eIa gå_obZ hmo MwHo$ h¢& H$B© AmH$f©H$ H$m`©H«$_ ~Zo h¡ {H$ÝVw àXmZ H$aHo$ EH$ Z`o `wJ H$m gyÌnmV {H$`m& BZH$m {H«$`mÝd`Z Zht hmo nm`m h¡ AmO VH$ Xjog Ho$ à`mgm| go Z Vmo AmV§H$dmX ê$H$m h¡ Am¡a Z hr Zerbr XdmAm| H$m Cn`moJ, Xjog H$s ñWmnZm go nhbo X{jU E{e`m Ho$ Xoem| H$s g§ñH¥${V Z hr _{hbmAm| H$s pñW{V _| gwYma hþAm h¡ Am¡a Z hr `wdmAm| H$s Ed§ gm_m{OH$ ê$n go ZOXrH$ hmoZo Ho$ ~mdOyX Amngr _V^oXm| pñW{V _| g_ñ`mAm| _| AmV§H$dmX H$mo amoH$Zo H$s {Xem _| nhb Ho$ Ûmam Xÿa hmoVo Om aho Wo VWm {Ûnjr` _wXm| na Agh_{V Wr& Z Vmo nmH$ Zo H$s Am¡a Z hr ~m§½bmXoe Zo& Jar~r Am¡a A{ejm Ho$ AW©ì`dñWm| _| Amngr Vmb_ob Z hmoZo Ho$ H$maU X{jU E{e`mB© H$m`©H«$_ H$mJOm| VH$ hr gr{_V ah J`o h¡& Xoem| H$mo ZwH$gmZ CR>mZm nS> ahm Wm& ~oamoOJmar OZg§»`m Ed§ Am{W©H$ CXmarH$aU Ho$ H$maU Xjog Xoem| _| Amngr ì`mnma ~T>m ImÚ g_ñ`m Am{X g_ñ`mE± _w±h Imobo I‹S>r Wr H$moB© ^r Xoe ImÚ h¡ ltbH$m Am¡a ~m§½bmXoe H$m ^maV Ho$ gmW ì`mnma VrZ Mma nXmWm} _o AmË_{Z^©a Zht Wm AV: Eogr n[apñW{V _| joÌr` JwZm ~T>m h¡& ^bo hr ì`mnma gÝVwbZ ^maV Ho$ nj _| A{YH$ ahm gh`moJ Ûmam AW©ì`dñWm H$mo gwYmaZo H$s Oê$aV _hgyg hþB©& h¡ ^maV Ho$ nmg joÌr` Am¡Úmo{JH$ epŠV hmoZo Ho$ H$maU Eogm Vmo {díd ~mOma _| X{jU E{e`mB© Xoem| H$m ^mJ 2 à{VeV go ^r hmoJm hr gmW hr BZ Xoem| H$mo ^r AË`{YH$ Am{W©H$ bm^ hmoJm& H$_ Wm VWm _hmepŠV`m| X{jU E{e`m _| AnZm à^md ~ZmZo gmâQ>m Ho$ CX` go Xjog _| Zd àmU g§Mma H$s Amem ~§Yr h¡& H$s H$mo{ee H$a ahr Wr Eogr n[apñW{V`m| Ho$ ~rM _| ~m§½bmXoe Ho$ amï´>n{V OZab {O`m-Ca-ah_mZ Ho$ AWH$ à`mgm| go Xjog `yamonr` g§Y go gmPm ì`mnma H$m àñVmd ^r AË`{YH$ à^mdembr H$s ñWmnZm hþB©& h¡, Š`m|{H$ Bg joÌ H$m Am`mV-{Z`m©V H$m Xm`am bJ^J g_mZ h¡ Am¡a ì`mnma Ho$ {bE AÝ` Xoem| na Bg joÌ H$mo {Z^©a ahZm Xjog H$s ñWmnZm Ho$ ~mX hr nSo>Jm Bg{b`o Eogo g_Pm¡Vo AÝ` joÌr` Am{W©H$ g§JR>Zm| Ho$ {d{^ÝZ gå_obZm| H$s J{V{d{Y`m| Ho$ AmYma na Xjog H$s ñWmnZm gmW ^r {H$`o OmZo Mm{hE& X{jU E{e`m _wŠV ì`mnma joÌ Am¡a 1985 _| ~m§½bmXoe H$s amOYmZr T>mH$m _| Bg Amem Ho$ gmW hþB© X{jU E{e`m {dH$mg g§M` H$m JR>Z ^r gmßQ>m H$s àJ{V _| Wr {H$ BgHo$ gXñ` Xoe ^maV, nm{H$ñVmZ, ~m§½bmXoe, Zonmb, _hËËdnyU© nhb h¡ gmâQ>m Ho$ AÝVJ©ÝV gXñ` Xoemo§ H$mo A{YH$ go ltbH$m, ^yQ>mZ Am¡a _mbXrd AnZr AnZr ~hþnjr` g_ñ`mAm| A{YH$ dñVwAm| H$s gr_m ewëH$ go _wŠV H$a XoZm Mm{hE& Amngr H$mo EH$ g§`wŠV _hm n§Mm`V Ho$ _mÜ`_ go gwbPm`oJ|& Bg X¥{ï> go ì`mnma _| {dXoer _wÐm Ho$ ì`dYmZ H$mo Xÿa H$aZo Ho$ {bE nhb H$s `h g§JR>Z EH$ gH$mamË_H$ à`mg H$m lr JUoe {H$`m bo{H$Z A~ OmZr Mm{hE `{X gå^d Z hmo Vmo dñVw {d{Z`_ H$mo àl` {X`m VH$ hþE 18 {eIa gå_obZm| H$s H$m`© àUmbr na àH$me S>mbo Vmo OmZm Mm{h`o AÝ`Wm {dXoer _wÐm H$s Anojm ñWmZr` _wÐm _| hr AZoH$ _moMm} na g_ñ`m`| `WmdV ~Zr hþB© h¡& ì`mnma hmoZm Mm{hE&

102 [agM© [aBÝ\$mog©_|Q>> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 Xjog Ho$ _mÜ`_ go OZVm H$m OZVm go gånH©$ {dH${gV {H$`m 7. {hb, Zm_©Z, BÝQ>aZoeZb Am°J©oZmBOoeZ, hmn©a EÊS> ~«Xg©, OmZm Mm{hE `{X nyU© g_n©U Am¡a Vrd« BÀN>m epŠV Ho$ gmW Ý`y`mH©$, 1952, n¥.g§. 33 Xjog H$s àJ{V Ho$ {bE H$m`© {H$`m OmVm h¡ Vmo dh {XZ Xÿa 8. _m°J©oÝWmD$, gr hoÝg Oo., nm°{b{Q>Šg A_m°ÝJ ZoeÝg : X ñQ´>Jb Zht hmoJm, O~{H$ `h joÌ _hËËdnyU© Am{W©H$ epŠV Ho$ ê$n _| \$m°a nmda EÊS> nrg, Eob\«o$S> E Zm°°\$ AmB©.EZ.gr. Ý`y`mH©$ C^aoJm& 1961, n¥.g§. 470-77 g§X^© gyMr 9. Cn`w©ŠV 1. agoQ>, ~«wg.EZ.>, BÝQ>aZoeZb arOÝg EÊS> B§Q>aZoeZb {gñQ>_, 10. gr.\$ma. {S>Q>oëg MmQ>©a Am°\$ X `yZmQ>oS> ZoeÝg, `yZmBQ>og ZoeÝg {eH$mJmo, 1967, n¥.g. 2 : Ý`y`mH©$ 2. So>{dS>, Eb.{gëg (gånm) BÝQ>aZoeZb BÝgmBñbmonr{S>`m Am°\$ 11. ~«oH$a, _BHo$b, {X Ý`y ñQ>oQ²>g Am°\$ E{e`mZ E nmo{b{Q>H$b X gmoeb gmBÝgoO, X _oH${_bZ H$ånZr, Ý`y`mH©$ , 1968, EZm{b{gg, b§XZ, 1963, n¥.g§. 95 ~moë`y 13, n¥.g§. 379 12. Amerdm©X_, Eg.Ama., E [aÝ`y Am°\$ g_ Am°\$ ltbH$mO, 3. Jwám, ^^mZr goZm, Jwám, A{_V Ed§ ZÝXm, àH$me, [aOZ{bÁ_ àmoJ«m_ \$moa gmCW E{e`mZ BH$Zmo{_H$ H$m°AmnaoeZ BZ gmCW BZ gmCW E{e`m amoëg EÊS> ~rQ>o{d`©g, BZ ^^mZr goZ Jwám E{e`mZ arOZb H$m°AmnaoígZ Ho$ gË`_y{V© g§. (BÝñQ>rQ²>`yQ> (gånm), arOZb H$m°naoeZ EÊS> S>db_oÝQ> BZ gmCW E{e`m, Am°\$ E{e`mZ ñQ>S>rO, h¡Xam~mX) 1982, n¥.g§. 62-63 gmCW E{e`mZ npãbeg©, Ý`y Xohbr, 1986, n¥.g§. 12 4. ~_©Z, S>r.gr., arOZ{bÁ_ BZ ~m§½bmXoe : X ñQ²>S>r Am°\$ 13. amOy, dr.~r., gM© \$moa arOZb H$m°AmnaoeZ H$m°_g© dmo. 143 {MVJÝJ {hb Q´>oŠQ>ñQ>,BZ a_mH$mÝV (gånm), arOZ{bÁ_ BZ g§. 3681 EÝ`wAb, Zdå~a 1961, n¥.g§. 15-19 gmCW E{e`m, AmboI npãbeg©, O`nwa, 1983, n¥.g§. 116 14. Amerdm©X_, Eg.Ama., nydm}ŠV, n¥.g§. 63-67 5. noS>b \$moS©>, Zm°_©Z Oo. Ed§ qbH$Z, Om°O© E,, BÝQ>aZoeb 15. amOy, dr.~r., nydm}ŠV, n¥.g§. 20-21 nm°{b{Q>Šg \$mCÝSo>eZ Am°\$ BÝQ>aZoeb [aboeÝg, X _oH${_bZ 16. emh, Hw$. ny{U©_m, gmH©$ Xoem| Ho$ ~rM gh`moJ Am¡a g§Kf© H$ånZr, Ý`y`mH©$, 1954, n¥.g§. 547-48 Ama.~r.Eg.E. npãbeg©, 2001, n¥.g§. 81 6. BZrg Ed§ ŠbmoS>, ñdm°S©>g BÝQw> ßbmCea : X àmo~båg EÊS> 17. Cn`w©ŠV àmoJaog Am°\$ BÝQ>aZoeZb Am°J©oZmBOoeZ, aoZS>_ hmD$g, Ý`y`mH©$, n¥.g§. 28-34 18. Cn`w©ŠV

[agM© [aBÝ\$mog©_|Q> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 103 O`nwa [a`mgV H$s amOZr{V _| a{Zdmg H$s _{hbmAm| H$m hñVjon Am¡a CZH$m amÁ` na à^md lr_Vr gwZrVm _rZm ì`m»`mVm, B{Vhmg, ehrX H¡$ßQ>Z [anwX_Z qgh _hm{dÚmb`, gdmB©_mYmonwa (amO.)

emoY gmam§e O`nwa [a`mgV H$s amOZr{V _| 1767 B©. Ho$ níMmV² bJ^J EH$ eVmãXr H$m g_` a{Zdmg H$s _{hbmAm| Ho$ Zm_ ahm, Š`mo§{H$ Bg Ad{Y _| emgZ H$aZo dmbo bJ^J g^r emgH$ `m Vmo Aënì`ñH$ Wo AWdm emgZ H$m`© _| CZH$s ê${M Zht Wr& BZ dfm}§ _| emgZ H$s ~mJS>moa a{Zdmg H$s _{hbmAm| Ho$ hmWm| _| ahr& O`nwa H$s am{Z`mo§ Zo Bg H$mb _| Aënì`ñH$ emgH$mo H$s g§a{jH$m ~Z H$a àemgZ H$mo g§MmbZ {H$`m, Am¡a emgZ H$m`© H$mo àË`j Am¡a AàË`j XmoZm| hr ê$nm| _| à^m{dV {H$`m& CÝhm|Zo AnZr {dídmgnmÌ Xm{g`m|, njYa gm_§Vm| Ed§ AÝ` amOH$_©Mm[a`m| H$s ghm`Vm go AnZr _hËdmH$m§jmAm| H$s ny{V© hoVw Z¡{VH$ Am¡a AZ¡{VH$ g^r àH$ma Ho$ CnH«$_ {H$`o& amZr My‹S>mdVOr, amZr ^{Q>`mUrOr Am¡a amZr MÝÐmdVOr Zo Bg H$mb _| g§a{jH$m Ho$ ê$n _| _hËdnyU© ^y{_H$m {Z^mB©& `hr Zht a{Zdmg _| ahZo dmbr nmgdmZm|, n‹S>Xm`Vmo, ~S>maUm| d Xm{g`m| BË`m{X _{hbmAm| Zo ^r àemgZ _| O_ H$a hñVjon {H$`m, BZ_| agH$nya Am¡a ê$nm ~‹S>maU Ho$ Zm_ à_wI h¡& Bg àH$ma a{Zdmg H$s _{hbmAm| Zo g§a{jH$m Am¡a nam_e©XmÌr Ho$ ê$n _| AnZr `mo½`Vm H$m n[aM` {X`m& CZHo$ H$m`m|ª go emgH$ H$mo Vmo gwajm {_br na amÁ` Agwa{jV hmo J`m& do amÁ` _| Cg pñW{V H$mo n¡Xm Zht H$a gH$s¨ Omo amÁ` H$mo EH$Vm Ho$ gyÌ _| ~m±YZo Ho$ {b`o Amdí`H$ hmoVr h¡& BZ _{hbmAm| Ûmam amÁ` _| hñVjon {H$`o OmZo na AZoH$ f‹S>`ÝÌ hþ`o {OgHo$ AZoH$ Xþîn[aUm_ {ZH$bo& g§a{jH$m amZr Ho$ {dídñV gm_§Vmo, [aíVoXmam| VWm AÝ` g_W©H$mo Ûmam AnZo {hV gmYZo Ho$ {b`o amÁ` Ho$ H$m`m}§ _| AZw{MV hñVjon {H$`m, CZH$s _hËdmH$m§jmAm| Zo Amngr VZmd, {dÐmoh Am¡a ~mhar AmH«$_Um| H$mo àl` {X`m& _amR>m| VWm A§J«oOm| Zo Bgr g_` O`nwa [a`mgV H$s H$_Omoa pñW{V H$m \$m`Xm CR>m`m Am¡a `hm§ na AnZm à^md ~‹T>mZo Ho$ à`ËZ H$aZo bJo& g§Ho$Vmja … OZmZr S²>`mo‹T>r, g§a{jH$m, àemg{ZH$ hñVjon, f‹S>`ÝÌ, ~mhar AmH«$_U [a`mgV H$mbrZ amOnyVmZm Ho$ emgZ V§Ì H$m g§MmbZ amO_hbm| {d{^ÝZ npËZ`m|, CnnpËZ`m| _| nañna fS²>`§Ì, à{VfS²>`§Ì MbVo go hmoVm Wm Am¡a OZmZr S²>`mo‹T>r' amO_hb H$m dh ^mJ hmoVm Wm ahVo Wo {OgH$m amÁ` Ho$ àemgZ na ^r Jham à^md n‹S>Vm Wm& {Og_| amOKamZo H$s _{hbmE§ {Zdmg H$aVr Wt& amOV§ÌmË_H$ amÁ` Ho$ {d{^ÝZ gm_§Vmo§ Am¡a OmJraXmam| Ûmam AnZr nw{Ì`m| H$m ì`dñWm _| `h ^mJ AÝV:nwa, S²>`mo‹T>r, a{Zdmg'' Am¡a amObmoH$ {ddmh amO n[adma _| H$aZo H$m à`mg {H$`m OmVm Vm{H$ do amÁ` Ho$ Zm_ go ^r OmZm OmVm Wm& My±H$s ~hþnËZr àWm H$m àMbZ H$s amOZr{V _| AnZm à^md ~‹S>m gH|$ Am¡a ghr g_` AmZo na Wm AV: amOm Ho$ AÝV:nwa _| ~‹S>r g§»`m _o§ amO_mVmAm|, Cg amZr H$mo amOZr{VH$ ê$n go à`moJ H$a gH|$& _hmam{Z`m|, am{Z`m|, nmgdmZm|, n‹S>Xm`Vm|, ~‹S>maUm|, Idmgm| d OZmZr S²>`mo‹T>r H$m gdm}ƒ nX _hmamZr `m nQ>amZr H$m hmoVm Wm Xm{g`m| Am{X _{hbmAm| Ho$ ahZo H$s ì`dñWm hmoVr Wr& AnZo {Ogo àm`: àW_ nËZr H$mo àXmZ {H$`m OmVm Wm&2 _hmamZr H$mo a{Zdmg _| AZoH$ pñÌ`mo§ H$mo aIZm VËH$mbrZ amOZr{VH$ ì`dñWm AÝ` am{Z`m| go XþJwZr aH$_ H$s OmJra d AÝ` H$B© gw{dYm`| _| gå_mZOZH$ d Jm¡adnyU© _mZm OmVm Wm&1 O~-O~ emgH$ àmá hmoVr Wt&3 {H$ÝVw {deof n[apñW{V`m| _| Bg nX H$mo boH$a Vbdma Ho$ YZr Z ahH$a amg-a§J Ho$ ào_r ~Z JE V~ V~ BZ ^r am{Z`m| _| {damoY ^md XoIm J`m&' OZmZr S²>`mo‹T>r - _hb emhr _{hbmAm| Zo O_ H$a àemgZ _| hñVjon {H$`m& amOm H$s H$m dh ^mJ Ohm± am{Z`m± {Zdmg H$aVr Wt&'' a{Zdmg - am{Z`m|

104 [agM© [aBÝ\$mog©_|Q>> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 H$m {Zdmg ñWmZ& emgH$ H$s _mVm H$mo amO_mVm `m _m§Or H$hm nXm©ZerZ ZJar ~Zm {X`m Wm& OZmZr S²>`mo‹T>r H$m [aH$m°S©> BgH$m OmVm Wm& OZmZr S²>`mo‹T>r _| amO_mVm H$mo ^r {deof gå_mZ àmá à_mU h¡&7 1767 B©. Ho$ níMmV² H$m O`nwa [a`mgV H$m bJ^J Wm& emgH$ Ho$ Aënì`ñH$ hmoZo na àm`: amO_mVm g§a{jH$m Ho$ gm¡ df© H$m g_` OZmZr S²>`mo‹T>r H$s _{hbmAm| Ûmam [a`mgV H$s ê$n _| amÁ` H$s amOZr{V Am¡a àemgZ _| _hËdnyU© ^y{_H$m AXm amOZr{V _| hñVjon H$m H$mb ahm&8 Š`m|{H$ Bg Ad{Y _| emgZ H$aVr Wr& O`nwa Ho$ emgH$ _mYmoqgh H$s _¥Ë`w 1768 B©. _| hmoZo H$aZo dmbo bJ^J g^r emgH$ `m Vmo Aì`ñH$ Wo AWdm emgZ Ho$ níMmV² amZr MyÊS>mdVOr Zo AnZo Aënì`ñH$ nwÌ n¥Ïdrqgh H$m`© _| CZH$s ê${M Zht Wr& amO_hb _| Am`o {XZ fS²>`§Ì Am¡a 4 H$s g§a{jH$m Ho$ ê$n _| H$m`© {H$`m& Bgr Vah _hmamOm OJVqgh à{VfS²>`§Ì MbVo ahVo Wo& OZmZr S²>`mo‹T>r BgH$m à_wI Ho$ÝÐ hmoVr H$s _¥Ë`w Ho$ ~mX 1819 _| amZr ^{Q>`mUr Zo O`qgh V¥Vr` H$s Wr& BZ dfm] _| emgZ H$s ~mJS>moa a{Zdmg H$s _{hbmAm| Ho$ hmWm| g§a{jH$m Ho$ ê$n _| amÁ` H$s ~mJS>moa gå^mbr& OZmZr S²>`mo‹T>r _| hr Wr {OgHo$ H$maU am{Z`m| Am¡a CgHo$ g_W©H$m| VWm {damoYr _| {d{^ÝZ àH$ma H$s {ddm{hV pñÌ`m| Ho$ A{V[aŠV, nmgdmZ|, JwQ>m| _| f‹S>`§Ì d Hw$MH«$ MbVo ahVo Wo& Idmg n‹S>Xm`VZ, Xm{g`m±, go{dH$mE±, YmE±, ~S>m[aZo hmoVr Wr& amZr My‹S>mdVOr- 1767 B©. _| _hmamOm _mYmoqgh H$s _¥Ë`w Ho$ n‹S>Xm`V|' do pñÌ`m§ hmoVr Wr Omo AnZo ê$n gm¡ÝX`© Am¡a JwUm| 9 Ho$ H$maU amOm H$mo bw^mVr Wt& BZH$mo {~Zm {ddmh {H$`o hr níMmV² CZH$s N>moQ>r amZr go CËnÝZ nwÌ n¥Ïdrqgh O`nwa Ho$ 10 amOm AÝV:nwa _| aI boVm Wm, BÝh| nX} _| ahZm n‹S>Vm Wm& emgH$ ~Zo& Š`m|{H$ do ~‹S>r amZr My‹S>mdVOr Ho$ nwÌ àVmnqgh Bg{b`o BÝh| n‹S>Xm`V| H$hm OmVm Wm& go{dH$mAm| _| {Z`wŠV Hw$N> go ~‹S>o Wo& {H$ÝVw aOdm‹S>m| H$s àWm Ho$ AZwgma ~‹S>r amZr Omo {dídgZr` pñÌ`m§ AnZo ì`pŠVËd Ho$ H$maU amOm H$s ZOa _| CX`nwa Ho$ Ogd§Vqgh MyS>mdV H$s nwÌr Wr CZH$mo Ad`ñH$ M‹T> OmVr Wt& `o Xm{g`m§, nmgdmZ'' H$hbmVr Wr& CZHo$ Zm_ amOm H$s g§a{jH$m ~Zm`m J`m&11 amZr My‹S>mdVOr _hËdmH$m§jr Ho$ AmJo 'am`' Am¡a 'gwI' O¡go eãX Omo‹S> {X`o OmVo Wo& O¡go ñÌr Wr& amZr Zo {\$amoO Zm_H$ ì`pŠV H$mo amÁ` H$m àYmZ_§Ìr ''Z`ZgwI' H$ñVyaram`' Am{X& BZH$s AmOr{dH$m Ho$ {b`o amOm ~Zm`m&12 {\$amoO Am¡a amZr H$s ~‹T>Vr ZOXr{H$`m| Ho$ H$maU H$s Amoa go OmJra| àXmZ H$s OmVr Wt& BgHo$ A{V[aŠV {deof amÁ` Ho$ gm_ÝV ZmamO hmo J`o&13 amZr My‹S>mdVOr Ho$ emgZH$mb 5 Adgam| na {eamonmd Am¡a ZJX ê$n`m {X`m OmVm Wm& Bg YZ _| O`nwa Ho$ gm_§Vm| Ho$ _Ü` à{VñnYm© ~‹T>Zo bJr& Bg àH$ma H$mo do AnZr BÀN>mZwgma ì`` H$aZo Ho$ {b`o ñdV§Ì Wt& XmZ nwÊ`, EH$ Va\$ amZr My‹S>mdVOr Am¡a Xÿgar Va\$ ZmWmdV² amOmdV, _§{Xam| Am¡a ~mJ-~JrMm| H$m {Z_m©U ^r BZHo$ Ûmam H$adm`m OmVm _mMo‹S>r Ho$ amd amOm Zê$H$m Iwembram_ ~moham Wo& BZ XmoZm| JwQ>m| Wm& bo{H$Z {deof n[apñW{V`m| _| AÝV:nwa H$s n‹S>Xm`Vm| Am¡a nmgdmZm| Ho$ Ûmam emgZ _| ^r hñVjon {H$`m OmVm Wm, {OgHo$ Ûmam EH$ Xÿgao H$mo ZrMm {XImZo H$s H$mo{eeo hmoVr ahr& amZr Ho$ H$maU amOgÎmm _| n[adV©Z H$s pñW{V ^r Am OmVr Wr& am{Z`m| H$mb _| hr amd amOm àVmnqgh Zo ñdV§Ì Abda amÁ` H$s Ztd 14 Ho$ ~ƒm| H$mo XÿY {nbmZo VWm nmbZ-nmofU H$aZo Ho$ {b`o Ym` _m± aIr& dht _mMo‹S>r H$s OmJra ^r h_oem Ho$ {b`o O`nwa Ho$ hmW hmoVr Wt {OgH$s AÝV:nwa H$s amOZr{V _| ^r _hËdnyU© ^y{_H$m go {ZH$b JB©& O`nwa amÁ` H$m Bg g_` H$m B{Vhmg Aì`dñWm, hmoVr Wr& Bg g~ Ho$ A{V[aŠV OZmZr S²>`mo‹T>r _| ~‹S>maU''' H$m AamOH$Vm, CnÐì`m| Am¡a fS²>`§Ìm| go n[anyU© Wm&15 Aënì`ñH$ ^r à_wI ñWmZ Wm& ~‹S>maU H$m VmËn`© ~‹S>r C_« H$s AZw^dr emgH$ n¥Ïdrqgh AmOrdZ MyS>mdVOr Ho$ à^md _| aho& 1778 Bª. _{hbm, `h OZmZr S²>`mo‹T>r H$s à~§YH$ hmoVr Wr& `h S²>`mo‹T>r H$s H$mo 15 df© H$s Am`w _| {eH$ma IobVo hþ`o Kmo‹S>o go {JaH$a CZH$s am{Z`m| d AÝ` _{hbmAm| H$s Am`-ì`` H$m {hgm~ aIVr Wr&6 _¥Ë`w hmo J`r&16 {H$ÝVw Eogm _mZm OmVm h¡ {H$ amZr MyS>mdVr n‹S>Xm`V - gwÝXa ñÌr {Ogo amOm AnZo _hb _| aIVm Wm& `o AnZo nwÌ àVmnqgh H$mo JX²Xr na ~¡R>mZm MmhVr Wt& AV: amZr nX} _| ahVr Wr&'' nmgdmZ- amOm H$s godm _| {Z`wŠV {dídgZr` Zo hr amOm n¥Ïdrqgh H$mo {df XoH$a _adm S>mbm&17 n¥Ïdrqgh H$s Xmgr&''' ~‹S>maU - ~‹S>r C_« H$s AZw^dr ñÌr {Ogo a{Zdmg H$s _¥Ë`w Ho$ ~mX CZHo$ nwÌ _mZqgh H$mo JX²Xr na Z {~R>mH$a amZr à~§YH$ {Z`wŠV {H$`m OmVm Wm& My‹S>mdVOr Zo AnZo nwÌ àVmnqgh H$mo JX²Xr na {~R>m`m& AV: _wJb ~mXemhm| Ho$ g_mZ O`nwa Ho$ emgH$m| Ho$ a{Zdmg ^r ñnï> h¡ {H$ amOm H$s hË`m fS²>`§Ì nyd©H$ H$s JB© Wr& 1778B©. {demb ê$n YmaU H$aZo bJo Wo& _hmamOm _mYmoqgh Zo Vmo _| 13 df© H$s Aënm`w _| àVmnqgh O`nwa [a`mgV Ho$ emgH$ AnZr OZmZr S²>`mo‹T>r H$mo am{Z`m| nXm©`Vm|, nmgdmZm|, Idmgm| ~Zo&18 amZr My‹S>mdVOr hr Z`o emgH$ H$s ^r g§a{jH$m ~Zr Am¡a ~mB`m| Am¡a ~md{b`m|, go ^aH$a gw§Xa _{hbmAm| H$s EH$ AbJ amOZr{V _| AnZm hñVjon AmJo ^r Omar aIm&19

[agM© [aBÝ\$mog©_|Q> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 105 agH$nya- àVmnqgh H$s _¥Ë`w Ho$ ~mX CZH$m EH$_mÌ nwÌ amZr MÝÐmdVOr- _hmamOm O`qgh H$s _¥Ë`w Ho$ ~mX CZH$s OJVqgh 1830 B©. _| JX²Xr na ~¡R>m&20 OJVqgh {dbmgr àd¥{V amZr MÝÐmdV go CËnÝZ nwÌ am_qgh H$mo 6 \$adar, 1835 B©. H$m A`mo½` emgH$ Wm& OJVqgh AqZX²` gw§Xar Z¥VH$s 'agH$nya' _| bJ^J So>‹T> df© H$s Aënm`w _| JX²Xr na {~R>m`m J`m& AV: na nyar Vah AmgŠV Wm& Bgr H$m \$m`Xm CR>mVo hþE agH$nwa Zo nyd© H$s ^m§{V Zm~m{bJ emgH$ H$s g§a{jH$m amZr MÝÐmdVOr [a`mgV H$s amOZr{V Am¡a àemgZ _o§ O_ H$a hñVjon {H$`m& H$mo ~Zm`m J`m& Bg amZr H$mo ^r àYmZ_§Ìr ~¡argmb na H$_ amÁ` H$m AmYm {hñgm XoH$a OJVqgh Zo agH$nya H$mo Am_oa Am¡a Py§Wmam_ VWm ê$nm ~‹S>maU na A{YH$ {dídmg Wm& AV: H$s amZr ~Zm {X`m& gmW hr CgHo$ Zm_ H$m {gŠH$m ^r Omar OZmZm S²>`mo‹T>r H$m amOZr{V _| hñVjon nhbo H$s Vah H$s ~Zm {H$`m&21 OJVqgh, agH$nya H$mo AnZo gmW hmWr na ~¡R>mVm Wm& ahm& amZr MÝÐmdVOr Zo g§a{jH$m Ho$ ê$n _| AnZo A{YH$ma àmá VWm MmhVm Wm {H$ gm_§V Cgo am{Z`m| Ho$ g_mZ gå_mZ X|&22 H$aZo hoVw ~ma-~ma àemgZ _| AZw{MV hñVjon {H$`o {H$Vw Bggo gm_§VJU _hmamOm Ho$ Bg H$m`© go ZmamO hmo J`o& Xa~marJUm| _| A§J«oOm| Am¡a amZr Ho$ _Ü` d¡_Zñ`Vm ~T>Vr JB©& O`nwa amÁ` _| Bggo ^` ì`má hmo J`m& àVmn qgh H$s amZr ^{Q>`mUr [a`mgV emgH$m| H$s hË`m Am¡a f‹S>`Ìm| H$s `h amOZr{V V~ VH$ Mbt _| agH$nya H$m à^md g_má H$aZo Ho$ {b`o AÝ` gm_§Vmo Ho$ gmW O~ VH$ 1851 B©. _| _hmamOm am_qgh Zo emgZ H$s ~mJS>moa fS²>`§Ì H$aZo bJr& OZmZr S²>`mo‹T>r H$s am{Z`m§, JwUrOZ ImZo H$s Zht gå^mb br& AÝ` Jm{`H$m`| agH$nwa go B©î`m© H$aZo bJr& _hmamOm OJVqgh ê$nm ~‹S>maU-~‹S>maU, OZmZr S²>`mo‹T>r Ho$ à~§YH$ H$m nX Wm& Ho$ agH$nya Ho$ gmW ~‹T>Vo amga§J Ho$ H$maU O`nwa amÁ` {hb CR>m& _hmamOm àVmnqgh Ho$ g_` EH$ _mOr Zo EH$ Xmgr H$mo (amO ~mX _| agH$nya go ZmamO gm_§Vmo Zo ZmhaJT> Ho$ {H$bo _| H¡$X 26 23 ~‹S>maU) H$s Cnm{Y àXmZ H$s Wr& OZmZr S²>`mo‹T>r _| `h nhbm H$aHo$ CgH$s hË`m H$adm Xr& 1818 B©. _| _hmamOm OJVqgh Adga Wm {H$ {H$gr Xmgr H$mo BVZm gå_mZ {X`m J`m& Bg H$m Xohm§V hmo J`m& Eogm _mZm OmVm h¡ {H$ amdbm Ho$ ajH$ Ûmam H$maU ~mX _| H$B© Xm{g`m§ ~‹S>maU H$m nX nmH$a BVZr epŠVembr {df XoZo Ho$ H$maU BZH$s _¥Ë`w hþB©& BgHo$ nrN>o ^r a{Zdmg H$m hr 24 hþB© {H$ CÝhm|Zo amOH$m`© _| ^r hñVjon {H$`m& BÝht Xm{g`m| _| go H$moB© f‹S>`§Ì Wm& EH$ ê$nm ~‹S>maU Wr& dh gmhgr ~w{Õ_mZ Am¡a Hw$Q>Zr{Vk _{hbm amZr ^{Q>`mUrOr- _hmamOm OJVqgh H$s 22 am{Z`m| _| go EH$ Wr& BgHo$ A{YH$ma Am¡a epŠV Ho$ {df` _| ñd`§ _hmamZr ^r amZr ^{Q>`mUr Zo CZH$s _¥Ë`w Ho$ ~mX nwÌ H$mo OÝ_ {X`m& Bg EH$ Vah go gmdYmZ ahVr Wr& ê$nm ~‹S>maU {e{jV _{hbm Wr ~mbH$ H$mo O`qgh V¥Vr` Ho$ Zm_ go 1819 B©. _| O`nwa H$m dh amZr ^{Q>`mUr Am¡a gaXmam| Ho$ ~rM H$‹S>r H$m H$m`© H$aVr Wr& emgH$ ~Zm`m J`m& _hmamOm O`qgh ^r Aënì`ñH$ emgH$ amZr H$m gånyU© nÌ ì`dhma ê$nm ~‹S>maU H$s Va\$ go hmoVm Wm& Wo AV: amZr ^{Q>`mUr H$mo g§a{jH$m ~Zm`m J`m& Š`m|{H$ amZr amZr H$s Am¡a go Mma-nm§M n§pŠV`m| H$m ê$ŠH$m {bIm OmVm Wm& amR>m¡‹S>Or ~‹S>r Wt& {\$a ^r CZH$mo g§ajH$ Zht ~Zm`m J`m& AV: Am¡a Cg_| AmJo {bIm hmoVm Wm {H$ AmJo-g_mMma ê$nm ~mB© Ho$ do éîQ> hmoH$a OmoYnwa Mbr J`t& Zd`wdVr _m§Or ^{Q>`m§Ur Zo {bIo OmZo _|& H$m_Xma g§Kr Py§Wmam_, ê$nm ~‹S>maU Ho$ H$maU Py§Wmam_ H$mo XrdmZ ~Zm`m VWm ê$nm ~‹S>maU H$mo àYmZ gbmhH$ma XrdmZ Ho$ nX na {Z`wŠV hþAm& ê$nm ~S>mµaU Zo Py§Wmam_ Ho$ gmW {Z`wŠV {H$`m& `Ú{n amZr ^{Q>`mUr X¥‹T> AmË_{dídmg go `wŠV, {_bH$a g_ñV àemg{ZH$ H$m`© AnZr BÀN>mZwgma H$admE& amZr EH$ `mo½` _{hbm Wr VWm{n dh XÿaXeu Zht Wr AV: {ZU©` ^{Q>`mUr H$s _¥Ë`w Ho$ ~mX Vmo ê$nm ~‹S>maU OZmZr S²>`mo‹T>r H$s H$aZo _| OëX~mOr H$aVr Wt& amZr Zo ê$nm ~‹S>maU na A{YH$ gd}gdm© ~Z JB©& amZr ^{Q>`mUr H$s hr Vah amZr MÝÐmdVOr H$mo {dídmg {H$`m {OgHo$ H$maU OZmZm S²>`mo‹T>r _| JwQ>~§§Xr hþB© Am¡a ^r ê$nm ~‹S>maU na A{YH$ {dídmg Wm& bJ^J Xmo XeH$m| VH$ A{YH$ fS²>`§Ì hmoZo bJo& Py§Wmam_ Ho$ gmW g§nH©$ Ho$ H$maU A§J«oO _hmam{Z`m| go ^r A{YH$ A{YH$ma Am¡a à^md H$m Cn`moJ {H$`m& ^r amZr Ho$ {damoYr hmo JE& AÝV _| 9 \$adar 1834 B©. _| CZH$s AZoH$ gm§_V Am¡a gaXma ê$nm ~‹S>maU H$s H¥$nm Ho$ AmH$m§jr hmoVo _¥Ë`w hmo J`r& AmOrdZ amZr Zo ê$nm ~‹S>maU d Py§Wmam_ na Wo& {Oggo dh amO_mVm H$s H¥$nm àmá H$a gH|$& Bg Vah O`nwa {dídmg {H$`m {H$ÝVw CZHo$ _aVo hr BZ XmoZm| Zo CZHo$ nwÌ Am¡a [a`mgV H$s amOZr{V _| bJ^J Xmo XeH$m| VH$ ê$nm ~‹S>maU VËH$mbrZ emgH$ _hmamOm O`{§g§h H$s fS>`§Ì nyd©H$ hË`m H$a gd}§gdm© ~Zr ahr& Xr& Š`m|{H$ _hmamOm amOZr{V _| ê${M boZo bJo Wo Am¡a Py§Wmam_ Bg àH$ma O`nwa amÁ` H$s amOZr{V _| OZmZm S²>`mo‹T>r H$s d ê$nm ~‹S>maU Ho$ amÁ` na à^md H$mo IË_ H$aZm MmhVo Wo&25 _hËdnyU© ^y{_H$m ahr amO_mVmAm|, am{Z`m| nXm©`Vm|, Idmgm|

106 [agM© [aBÝ\$mog©_|Q>> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 Am¡a ~‹S>maUm| Zo AnZo gm_Ï`© Ho$ AZwgma amÁ` H$s amOZr{V d 11. ~ñVm Z. 62, 175 H«$_m§H$ 403, 1260, am.am.A. ~rH$mZoa, àemgZ H$mo MbmZo H$m à`ËZ {H$`m& am{Z`m| Zo g§a{jH$m Ho$ ê$n n¥.g§. 11, 1 _| AnZr `mo½`Vm H$m n[aM` Vmo Adí` {X`m& qH$Vw do `mo½`, 12. ~ñVm Z. 62, 196, H«$_m§H$ 364, 1589 ~ÊS>b 10, am.am.A. Hw$Q>Zr{Vk, gmhgr d emgH$ ~w{Õ_mZ ~Z H$a amÁ` H$mo EH$Vm ~rH$mZoa, n¥.g§. 67 Ho$ gyÌ _| ~m±YZo _| {d\$b aht& OZmZr S²>`mo‹T>r H$s _{hbmAm| 13. ~w«H$, Oo.gr. Ûmam amÁ` _| hñVjon {H$`o OmZo Ho$ H$maU AZoH$ f‹S>`§Ì hþE 14. nm°{b{Q>H$b {hñQ´>r Am°\$ X ñQ>oQ> Am°\$ O`nwa, b§XZ, 1868, {OgHo$ AZoH$ Xþîn[aUm_ {ZH$bo S²>`mo‹T>r H$s _{hbmAm| Zo AnZo n¥.g§. 16 [aíVoXmam| {dídmgnmÌm| Am¡a g_W©H$ gm_§Vm| H$mo ~‹S>o-~‹S>o nX XoH$a 15. Wm°aQ>Z-JOo{Q>`a Am°\$ Q>o[aQ>arO AÊS>a B©ñQ> BpÊS>`m H$ånZr, AnZr _hËdmH$mjm§Am| H$mo nyU© H$aZo H$m à`ËZ {H$`m& {OgHo$ ^mJ 1, n¥.g§. 101 H$maU Amngr VZmd, {dÐmoh VWm ~mø AmH«$_Um| H$m amÁ` H$mo 16. gaH$ma, Oo.EZ., O`nwa H$m B{Vhmg, H$cH$Îmm, 1954, n¥.g§. gm_Zm H$aZm n‹S>m& 260 g§X^© gyMr 17. ~ñVm 175, H«$_m§H$ 1260 am.am.A. ~rH$mZoa 1. O`nwa [aH$m°S©>, VmoOr O_m IM© amUrOr lr hm‹S>mOr {d.g. 18. MånmdV, \$Vh qgh, E ~«r\$ {hñQ´>r Am°\$ O`nwa, 1960, n¥µ 1807/1750B©. am.am.A. ~rH$mZoa& g§. 8 2. Aamo‹S>m, am{e, amOñWmZ _| Zmar H$s pñW{V, n¥.g§. 79 19. ~ñVm Z0 175 H«$_m§H$ 1260 ~ÊS>c A, am.am.A.~rH$mZoa, n¥.g§. 3. ny{Z`m, à{_bm, amOñWmZ Ho$ B{Vhmg _| am{Z`m| H$s ^y{_H$m, 1 O`nwa, 2002, n¥.g§. 106 20. Cn`w©ŠV 4. ~ñVm Z.62, 175, H«$_m§H$ 403, 1260, 1 am.am.A., 21. JhcmoV, Oo.Eg., O`nwa Ed§ Acda amÁ` H$m B{Vhmg,O`nwa, ~rH$mZoa, n¥.g§. 11 1966, n¥.g§. 127 5. O`nwa [aH$m°S©>, XñVya H$m¡_dma, {d.g. 1809/1752B©. ^mJ 22. JhcmoV, Oo.Eg., H$N>dmhm| H$m B{Vhmg, O`nwa, n¥.g§. 136 25 am.am.A. ~rH$mZoa 23. Q>m°S>, Ooåg, EZëg E§S> E§Q>rpŠdQ>rO Am°\$ amOñWmZ, ^mJ 3, 6. eoImdV, gm¡^m½` qgh, amOñWmZr qZ~Y g§J«h, O`nwa, AmŠg\$moS©> `y{Zd{g©Q>r àog, c§XZ, 1686, n¥.g§. 1365 1995, n¥.g§. 167 24. _oëH$_, Om°Z, {hñQ´>r Am°\$ goÝQ´>c BpÊS>`m, ^mJ 1, c§XZ, 7. O`nwa [aH$m°S©>, OZmZr S²>`mo‹T>r, VmoOr amoOZm_m, amUrOr lr 1826, n¥.g§. 267 ItMUrOr {d.g. 1794/1737 B©. am.am.A.~rH$mZoa 25. O`wna Ho$ dH$sc amd cú_Uamd Ho$ nÌ 8. gaH$ma, Oo.EZ., \$m°b Am°\$ _wJb Eånm`a, H$bH$Îmm, 1950, 26. 14 \$adar 1819 Z§. 44, 20 \$adar 1819 \$mo.nmo. am.A. 1952, ^mJ 3, n¥.g§. 230 {X„r& 9. Q>m°S>, Ooåg, amOñWmZ H$m B{Vhmg, ^mJ 2, AmŠg\$moS©> 27. e_m©, hZw_mZ, ZmWmdVm| H$m B{Vhmg, n¥.g§. 216 `y{Zd{g©Q>r àog, b§XZ, 1920, n¥.g§. 594 28. nydm}ŠV, n¥.g§. 45 10. ~ñVm Z. 52,196 H«$_m§H$ 364, 1589 ~ÊS>b 10 n¥.g§. 67

[agM© [aBÝ\$mog©_|Q> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 107 ~ñgr Vhgrb O`nwa {Obo _| ^y{_ H$s CnbãYVm VWm ^y{_ Cn`moJ H$m ^m¡Jmo{bH$ AÜ``Z amhþb _rZm emoYmWu, ^yJmob {d^mJ, amOñWmZ {díd{dÚmb`, O`nwa (amO.) emoY gmam§e ^maV àmMrZH$mb go H¥${f àYmZ Xoe ahm h¡& ^maV _| _w»`V: ^y{_ Cn`moJ H¥${f Ho$ joÌ _| hmoVm h¡& ^y{_ Cn`moJ H$m grYm gå~ÝY Cg joÌ H$s OZg§»`m _| Am`o ì`mnH$ ~Xbmd go hmoVm h¡ My±{H$ ^maV H$m H¥${f ^y{_ {dñVma AË`ÝV gr{_V h¡ Am¡a OZg§»`m H$m {df_ X~md hmoZo Ho$ H$maU H¥${f ^y{_ Cn`moJ H$s JhZVm go Om±M H$aZm A{Zdm`© h¡& ^maV _| ^y{_ Cn`moJ _| H¥${f CËnmXZ _| d¥{Õ VWm bmJV Ho$ AZwnmV _| A{YH$ go A{YH$ bm^ àmá H$aZo Ho$ {bE ^maV df© _| h[aV H«$mpÝV H$m CX` df© 1969 _| hþAm Wm& Bg_| AmO gagm| Ho$ CËnmXZ _| d¥{Õ H$m H$m`©H«$_ nrbr H«$mpÝV Ho$ Zm_ go OmZm OmVm h¡& _mZd ^y{_ H$mo H¥${f `mo½` ~ZmVm h¡& O~ ^y-^mJ H$m àmH¥${VH$ ñdê$n bwá hmo OmVm h¡ Am¡a _mZdr` {H«$`mAm| Ho$ `moJXmZ go EH$ Z`m ^yX¥í` OÝ_ boVm h¡, H¥${f nm[apñW{VH$s H$hbmVm h¡& H¥${f ^y{_ H$m Cn`moJ ^y{_ H$s {deofVm d JwU-Xmof Ho$ AmYma na {d{^ÝZ ê$n _| {H$`m OmVm h¡, {OgHo$ àmH¥${VH$ gm_m{OH$, Am{W©H$ Am{X AmYma hmo gH$Vo h¡§& ^maV _| ^y{_, Ob VWm _mZd g§gmYZ n`m©á h¡§, bo{H$Z BZH$m C{MV Cn`moJ Ed§ à~ÝYZ Zht hmo nm`m h¡& dV©_mZ g_` _| _mZd Ed§ ^y{_ Ho$ AZwnmV _| AÝVa Vrd« J{V go ~‹T> ahm h¡ {OgH$m H$maU OZg§»`m d¥{Õ Xa h¡& Am{W©H$ {dH$mg H$s àJ{V Zo _mZd AW©ì`dñWm _| Vrd« J{V go n[adV©Z {H$`m h¡& BgZo amï´>, àXoe Ed§ joÌ VH$ H$mo à^m{dV {H$`m h¡& `hr H$maU h¡ {H$ dV©_mZ _| ^y{_ ^yJmob H$m hr Zht A{nVw àË`j Ed§ namoj ê$n go A{YH$m§e {df` Ed§ g§H$m`m| Ho$ AÜ``Z H$m _w»` AmYma h¡& g§Ho$Vmja … ^y{_ AmH$ma, H¥${f JUZm, ^y{_ Cn`moJ, gm_m{OH$ dJ© ~ñgr Vhgrb _w»` ê$n go O`nwa eha go amï´>r` amO_mJ© 2. OZg§»`m d¥{Õ Ho$ H$maU ^y{_ H$s CnbãYVm VWm ^y{_ EZ.EM. 11 na bJ^J 28 {H$._r. Xÿa pñWV h¡& ~ñgr Vhgrb Cn`moJ _| n[adV©Z H$s àd¥{V H$m AÜ``Z H$aZm h¡& H$m ^m¡Jmo{bH$ joÌ\$b 654.69 dJ© {H$._r. h¡& BgH$m Ajm§er` 3. ^y{_ Cn`moJ H$m H¥${f ^y{_ go VwbZmË_H$ AÜ``Z H$aZm {dñVma 26040' go 26058' CÎmar Am¡a Xoem§Var` {dñVma h¡& 26054' go 76013' X{jUr Ho$ _Ü` pñWV h¡& `h Mma {JaXmdar MH«$m| _|o {d^m{OV h¡ VWm Bg_| 44 nQ>dma joÌ 39 J«m_ n§Mm`V n[aH$ënZm Am¡a 210 amOñd Jm±dm| _| ~§Q>m hþAm h¡& `h amOñWmZ amÁ` _| 1. Vhgrb _| OZg§»`m d¥{Õ Ho$ H$maU ^y{_ Cn`moJ _| O`nwa {Obo Ho$ nydu ^mJ _| pñWV h¡& Aamdbr H$s nhm{‹S>`m± n[adV©Z à_wI H$maU ahm h¡& ~ñgr Vhgrb Ho$ _Ü` _| pñWV h¢& `hm± H$s _w»` ~agmVr Z{X`m± 2. ^y- ^mJ Ho$ AmH$ma _| H$_r AmZo go H¥${f Ho$ AmYw{ZH$sH$aU Sw§>S> d ~mUJ§Jm h¢& `hm± H$m ^yOb ñVa dV©_mZ _| 14 _rQ>a h¡ na à{VHy$b à^md n‹S>m h¡& `hm± H$s dV©_mZ OZg§»`m 2,83,594 h¡& (OZJUZm 2011) OZg§»`m CÔoí` ~ñgr Vhgrb H$m ^m¡Jmo{bH$ joÌ\$b 654.69 dJ© {H$._r. h¡& 1. Vhgrb _| ^y{_ H$s CnbãYVm Ed§ \$gb àmê$n H$mo joÌ H$s Hw$b OZg§»`m 2,83,594 h¡& Vhgrb _| Hw$b Jm±dm| n§Mm`V ñVa na àX{e©V H$aZm& H$s g§»`m 206 h¡& 44 n[adma joÌ VWm 39 J«m_ n§Mm`V _|

108 [agM© [aBÝ\$mog©_|Q>> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 ~§Q>m hþAm h¡& CZHo$ ~rM Vy§Jm 6886 H$s OZg§»`m Ho$ gmW Ho$ gmW-gmW Vmn_mZ ~‹T>Zm àmaå^ hmo OmVm h¡& ~ñgr Vhgrb g~go A{YH$ Am~mXr dmbm Jm±d h¡ VWm ^OZnwam H$s Am~mXr H$m X¡{ZH$ A{YH$V_ Vmn_mZ H$m Am¡gV _B© _mh _| 34 {S>J«r Ho$ gmW g~go H$_ Am~mXr dmbm Jm±d h¡& Vhgrb _| joÌ\$b gopëg`g ahVm h¡ VWm Ý`yZV_ 17 {S>J«r gopëg`g OZdar _| H$s X¥{ï> go g~go ~‹S>m Jm±d Pa 15 {H$._r. h¡& VWm g~go ahVm h¡& joÌ H$m g~go J_© _mh OyZ ahVm h¡& Bg _mh _| `hm± N>moQ>m Jm±d MH$ Xodar h¡& Vhgrb H$s Hw$b Am~mXr 52 à{VeV Yyb-^ar Am±{Y`m MbVr h¡& nwéf VWm 48 à{VeV _{hbm {Zdmg H$aVr h¡§& nyar Am~mXr dfm© _| gm_mÝ` Om{V 47 à{VeV, AZwgy{MV Om{V 21 à{VeV, ~ñgr Vhgrb joÌ ñWmZr` _¡XmZ Obdm`w go à^m{dV h¡& joÌ VWm AZwgy{MV OZOm{V 32 à{VeV h¡& 6 df© H$_ Am`w dJ© _| bå~o g_` VH$ dfm© Zht hmoVr h¡& ~ñgr Vhgrb H$s Am¡gV Ho$ ~ƒm| H$s Am~mXr 16 à{VeV h¡& CZ_| 53 à{VeV bS>Ho$ dm{f©H$ dfm© 3.9 B§M h¡ Am¡a df© _o§ Am¡gVZ dfm© 30.9 {XZ ahVr VWm 47 à{VeV bS>{H$`m± h¡§& Vhgrb _| Hw$b 45 hOma n[adma h¡, Omo X{jUr npíM_r _mZgyZ Ho$ Xm¡amZ n[ad{V©V hmoVr ahVr {Zdmg H$aVo h¡§& Hw$b OZg§»`m H$m 83 à{VeV ^mJ (bJ^J h¡& A{YH$m§e dfm© _B© go {Xgå~a Ho$ _{hZm| _| hmoVr h¡ VWm g~go 2.4 bmI) J«m_rU ^mJ _| ahVo h¡§ VWm 17 à{VeV (bJ^J 48 H$_ dfm© {Xgå~a d OZdar _{hZm| _| hmoVr h¡ Ed§ gdm©{YH$ dfm© hOma) OZg§»`m ~ñgr ehar ^mJ _| {Zdmg H$aVr h¡& ~ñgr Vhgrb _| AJñV _{hZo _| hmoVr h¡& ~ñgr Vhgrb joÌ Obdm`w H$m Am¡gV dm{f©H$ Vmn_mZ 25.4 gopëg`g h¡& joÌ H$s dm{f©H$ Vhgrb H$s Obdm`w dfm© _m¡g_ H$mo N>mo‹S>H$a ewîH$ h¡& ~ñgr Am¡gV dfm© 55.6 {H$_r h¡§& Vhgrb joÌ H$mo H$monoZ-JrOa Ho$ AZwgma Obdm`w BSh Ho$ ê$n ^y{_ CnbãYVm H$m AÜ``Z _| dJuH¥$V {H$`m J`m h¡& {Xgå~a go \$adar VH$ gXu H$m _m¡g_ ~ñgr Vhgrb joÌ Cn`©wŠV ^y{_ AmH$ma H$m dJm|© Ed§ lo{U`m| ahVm h¡& J_u _mM© go OyZ Ho$ Vrgao gámh VH$ ahVr h¡, BgHo$ Ho$ AmH$ma Ho$ AmYma na H¥${f JUZm df© 2010-11 Ho$ AÝVJ©V ~mX _| {gVå~a Ho$ Vrgao gámh VH$ dfm© H$m _m¡g_ ahVm h¡& g§H${bV {H$`o J`o àMbZmË_H$ ^y{_ H$s g§»`m Ed§ CZHo$ joÌ\$b {gVå~a Ho$ Vrgao gámh go Zdå~a Ho$ AÝV VH$ Zm A{YH$ gXu go g§~§{YV g_§H$m| H$m {díbofU ^y{_ H$s loUrdma, gm_m{OH$ ahVr h¡ Am¡a Zm hr A{YH$ J_u ahVr h¡& dJ© Ho$ AmYma na AÜ``Z joÌ Ho$ ^y{_ Ho$ AmH$ma H$m {dñV¥V Vmn_mZ AÜ``Z g_ñV gm_m{OH$ dJ©, AZwgy{MV Om{V d AZwgy{MV ~ñgr Vhgrb _| G$Vw n[adV©Z Ho$ gmW-gmW Vmn_mZ _| ^r OZOm{V H$m AbJ-AbJ AÜ``Z H$a CZH$m à{VeV kmV n[adV©Z hmoVm h¡& ~ñgr Vhgrb _| _mM© _mh _o§ gy`© Ho$ CÎmam`U {H$`m J`m h¡& gmaUr : ~ñgr Vhgrb _| ^y{_ CnbãYVm H$s g§»`m (H¥${f JUZm 2010-11) AmH$mam| Ho$ àH$ma g_ñV gm_m{OH$ dJ© AZwgy{MV Om{V AZwgy{MV OZOm{V g§ñWmJV AÝ` gr_mÝV (1.0 go 10870 1816 3948 13 5093 H$_ ) (43.29%) (56.01%) (42.22%) (33.33%) (40.82%) bKw (1.00 go 6733 839 2449 8 3437 1.99) (26.82%) (25.87%) (26.19%) (20.51%) (27.55%) AÕ© _Ü`_ 4869 428 1843 8 2590 (2.00 go 3.99) (19.39%) (13.20%) (19.17%) (20.51%) (20.76%) _Ü`_ (4.00 go 2360 149 988 6 1217 9.99) (9.40%) (4.59%) (10.56%) (15.38%) (9.75%) ~‹S>o (10.00 go 272 10 121 4 137 A{YH$) (1.08%) (0.30%) (1.29%) (10.25%) (1.09%) `moJ 25104 3242 9349 39 12474 (100%) (100%) (100%) (100%) (100%)

[agM© [aBÝ\$mog©_|Q> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 109 gmaUr : ~ñgr Vhgrb _| ^y{_ CnbãYVm H$m joÌ\$b (h¡ŠQ>o`a) (H¥${f JUZm 2010-11) AmH$mam| Ho$ àH$ma g_ñV gm_m{OH$ dJ© AZwgy{MV Om{V AZwgy{MV OZOm{V ñ§ñWmJV AÝ` gr_mÝV (1.0 go 5661 931 2041 6 2683 H$_ ) (12.15%) (22.00%) (11.26%) (1.13%) (11.32%) bKw (1.00 go 9539 1139 3383 11 5005 1.99) (20.48%) (26.92%) (18.66%) (2.08%) (21.12%) AÕ© _Ü`_ 13492 1174 5179 21 7118 (2.00 go 3.99) (28.96%) (27.75%) (28.57%) (3.98%) (30.04%) _Ü`_ (4.00 go 13678 853 5745 31 7049 9.99) (29.36%) (20.16%) (31.69%) (5.88%) (29.75%) ~‹S>o (10.00 go 4206 133 1777 458 1837 A{YH$) (9.03%) (3.14%) (9.80%) (86.90%) (7.75%) `moJ 46576 4230 18125 527 23693 (100%) (100%) (100%) (100%) (100%) Cn`©wŠV AÜ``Z go ñnï> h¡ {H$ AZwgy{MV Om{V Ed§ OZOm{V {H$ g_ñV ^y{_ H$m 33.33 à{VeV h¡ VWm g§ñWmJV Ho$ nmg H$mo g_ñV gm_m{OH$ dJ© Ho$ Hw$b bKw ^y{_ H$s g§»`m (3288) gr_mÝV Ho$ AÝVJ©V 6 h¡ŠQ>o`a (1.13 à{VeV) joÌ\$b h¡& Bgr H$m 48.83 à{VeV ^mJ àmá h¡ VWm joÌ\$b Hw$b bKw ^y{_ H$m àH$ma joÌ _| AÝ` Ho$ nmg gr_mÝV ^y{_ H$s g§»`m 5093 h¡ 47.40 à{VeV h¡& VWm Hw$b gr_mÝV ^y{_ H$s g§»`m (10870) Omo AÝ` Ho$ nmg g_ñV ^y{_ H$m 40.82 à{VeV h¡ VWm AÝ` H$m 53.02 à{VeV ^mJ àmá h¡& VWm joÌ\$b _| AZwgy{MV Ho$ nmg gr_mÝV Ho$ AÝVJ©V 2683 h¡ŠQ>o`a (11.32 à{VeV) Om{V VWm OZOm{V H$mo Hw$b ^y{_ (5661) H$m 52.49 à{VeV joÌ\$b h¡& Bg àH$ma go ñnï> h¡ joÌ Ho$ {nN>Soµ> dJ© AZwgy{MV àmá h¡ VWm g~go H$_ g§»`m VWm joÌ\$b ~‹S>o ^y{_ _| àmá h¡& Om{V d OZOm{V Ho$ nmg gr_mÝV ^y{_ H$s g§»`m g_ñV AZwgy{MV Om{V Ed§ OZOm{V H$mo g_ñV gm_m{OH$ dJ© Ho$ Hw$b gm_m{OH$ dJ© Ho$ gr_mÝV ^y{_ H$m 50.15 à{VeV h¡ VWm ~‹S>o ^y{_ H$s g§»`m (272) H$m 48.16 à{VeV ^mJ àmá h¡ VWm joÌ\$b 47.99 à{VeV h¡& joÌ\$b Hw$b bKw ^y{_ H$m 45.42 à{VeV h¡& bKw ^y- ^mJ (1.00 go 1.99 h¡ŠQ>o`a) gr_mÝV ^y- ^mJ (1.00 h¡ŠQ>o`a go H$_) AÜ``Z joÌ _| bKw ^y{_ AmH$ma _o§ g_ñV gm_m{OH$ dJ© Ho$ AÜ``Z joÌ _| gr_mÝV ^y{_ Ho$ AÝVJ©V ^y{_ H$s g§»`m AÝVJ©V bKw ^y{_ H$s g§»`m 6733 g_ñV àH$ma Ho$ ^y{_ Ho$ Hw$b 10870 (43.29 à{VeV) h¡ {OZHo$ AÝVJ©V Hw$b joÌ\$b `moJ H$m (26.82 à{VeV) h¡ {OZHo$ AÝVJ©V 9539 h¡ŠQ>o`a 5661 h¡ŠQ>o`a h¡ Omo {H$ Hw$b joÌ\$b H$m 12.15 à{VeV h¡& (20.48 à{VeV) joÌ\$b gpå_{bV h¡& AZwgy{MV Om{V Ho$ gr_mÝV ^y{_ _| AZwgy{MV Om{V Ho$ nmg ^y{_ H$s Hw$b g§»`m nmg bKw ^y{_ H$s Hw$b g§»`m 839 (25.87 à{VeV) h¡ {OZHo$ 1816 h¡ Omo {H$ AZwgy{MV Om{V Ho$ nmg g_ñV àH$ma Ho$ ^y{_ AÝVJ©V Hw$b joÌ\$b 1139 h¡ŠQ>o`a (26.92 à{VeV) h¡& Bgr (gr_mÝV, bKw, AÕ© _Ü`_, _Ü`_, ~‹S>o) H$m 56.01 à{VeV àH$ma AZwgy{MV OZOm{V Ho$ nmg bKw ^y{_ H$s g§»`m 2449 h¡ h¡& VWm joÌ\$b 931 h¡ŠQ>o`a (22.00 à{VeV) h¡& AÜ``Z Omo {H$ AZwgy{MV Om{V Ho$ nmg g_ñV ^y{_ H$m 26.19 à{VeV joÌ _| AZwgy{MV OZOm{V Ho$ nmg gr_mÝV ^y{_ H$s g§»`m h¡ VWm {OZHo$ AÝVJ©V joÌ\$b 3383 h¡ŠQ>o`a h¡ Omo {H$ g_ñV 3948 h¡ Omo AZwgy{MV OZOm{V Ho$ nmg g_ñV ^y{_ H$m ^y{_ H$m 18.66 à{VeV h¡& joÌ _| g§ñWmJV Ho$ AÝVJ©V bKw 42.22 à{VeV h¡ VWm AZwgy{MV OZOm{V Ho$ nmg gr_mÝV ^y{_ H$s g§»`m 8 h¡ Omo {H$ g_ñV ^y{_ H$m 20.51 à{VeV h¡ Ho$ AÝVJ©V 2041 h¡ŠQ>o`a (11.26 à{VeV) joÌ\$b h¡& joÌ VWm g§ñWmJV Ho$ nmg bKw ^y{_ Ho$ AÝVJ©V 11 h¡ŠQ>o`a (2.08 _| g§ñWmJV Ho$ AÝVJ©V gr_mÝV ^y{_ H$s g§»`m 13 h¡ Omo à{VeV) joÌ\$b h¡& Bgr àH$ma joÌ _| AÝ` Ho$ nmg bKw ^y{_

110 [agM© [aBÝ\$mog©_|Q>> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 H$s g§»`m 3437 h¡ Omo AÝ` Ho$ nmg g_ñV ^y{_ H$m 27.55 à{VeV h¡ VWm joÌ\$b 28.57 à{VeV (5179 h¡ŠQ>o`a) h¡& à{VeV h¡ VWm AÝ` Ho$ nmg bKw ^y{_ Ho$ AÝVJ©V 5005 joÌ _| g§ñWmJV Ho$ AÝVJ©V AÕ© _Ü`_ ^y{_ H$s g§»`m 8 h¡ h¡ŠQ>o`a (21.12 à{VeV) joÌ\$b h¡& Omo {H$ g_ñV ^y{_ H$m 20.51 à{VeV h¡ VWm g§ñWmJV Ho$ bKw ^y- ^mJ (1.00 go 1.99 h¡ŠQ>o`a) nmg AÕ© _Ü`_ ^y{_ Ho$ AÝVJ©V 21 h¡ŠQ>o`a (3.98 à{VeV) joÌ\$b h¡& Bgr àH$ma joÌ _| AÝ` Ho$ nmg AÕ© _Ü`_ ^y{_ AÜ``Z joÌ _| bKw ^y{_ AmH$ma _o§ g_ñV gm_m{OH$ dJ© Ho$ H$s g§»`m 2590 h¡ Omo AÝ` Ho$ nmg g_ñV ^y{_ H$m 20.76 AÝVJ©V bKw ^y{_ H$s g§»`m 6733 g_ñV àH$ma Ho$ ^y{_ Ho$ Hw$b à{VeV h¡ VWm AÝ` Ho$ nmg AÕ© _Ü`_ ^y{_ Ho$ AÝVJ©V `moJ H$m (26.82 à{VeV) h¡ {OZHo$ AÝVJ©V 9539 h¡ŠQ>o`a 7118 h¡ŠQ>o`a (30.04 à{VeV) joÌ\$b h¡& (20.48 à{VeV) joÌ\$b gpå_{bV h¡& AZwgy{MV Om{V Ho$ nmg bKw ^y{_ H$s Hw$b g§»`m 839 (25.87 à{VeV) h¡ {OZHo$ _Ü`_ ^y- ^mJ (4.00 go 9.99 h¡ŠQ>o`a) AÝVJ©V Hw$b joÌ\$b 1139 h¡ŠQ>o`a (26.92 à{VeV) h¡& Bgr AÜ``Z joÌ _| g_ñV gm_m{OH$ dJ© Ho$ nmg _Ü`_ ^y{_ H$s àH$ma AZwgy{MV OZOm{V Ho$ nmg bKw ^y{_ H$s g§»`m 2449 h¡ g§»`m 2360 h¡ Omo {H$ g_ñV ^y{_ H$m 9.40 à{VeV h¡ VWm Omo {H$ AZwgy{MV Om{V Ho$ nmg g_ñV ^y{_ H$m 26.19 à{VeV joÌ\$b 29.36 à{VeV (13678 h¡ŠQ>o`a) h¡& AZwgy{MV Om{V h¡ VWm {OZHo$ AÝVJ©V joÌ\$b 3383 h¡ŠQ>o`a h¡ Omo {H$ g_ñV dJ© Ho$ nmg _Ü`_ ^y{_ H$s g§»`m 149 (4.59 à{VeV) h¡ VWm ^y{_ H$m 18.66 à{VeV h¡& joÌ _| g§ñWmJV Ho$ AÝVJ©V bKw joÌ\$b 853 h¡ŠQ>o`a (20.16 à{VeV) h¡& AZwgy{MV OZOm{V ^y{_ H$s g§»`m 8 h¡ Omo {H$ g_ñV ^y{_ H$m 20.51 à{VeV h¡ dJ© Ho$ nmg _Ü`_ ^y{_ H$s g§»`m 988 (10.56 à{VeV) VWm g§ñWmJV Ho$ nmg bKw ^y{_ Ho$ AÝVJ©V 11 h¡ŠQ>o`a (2.08 h¡ VWm joÌ\$b 5745 h¡ŠQ>o`a (31.69 à{VeV) h¡& joÌ _| à{VeV) joÌ\$b h¡& Bgr àH$ma joÌ _| AÝ` Ho$ nmg bKw ^y{_ g§ñWmJV Ho$ AÝVJ©V _Ü`_ ^y{_ H$s g§»`m 6 h¡ Omo {H$ g_ñV H$s g§»`m 3437 h¡ Omo AÝ` Ho$ nmg g_ñV ^y{_ H$m 27.55 ^y{_ H$m 15.38 à{VeV h¡ VWm g§ñWmJV Ho$ nmg _Ü`_ ^y{_ à{VeV h¡ VWm AÝ` Ho$ nmg bKw ^y{_ Ho$ AÝVJ©V 5005 Ho$ AÝVJ©V 31 h¡ŠQ>o`a (5.88 à{VeV) joÌ\$b h¡& Bgr àH$ma h¡ŠQ>o`a (21.12 à{VeV) joÌ\$b h¡& joÌ _| AÝ` Ho$ nmg _Ü`_ ^y{_ H$s g§»`m 1217 h¡ Omo AÝ` Ho$ nmg g_ñV ^y{_ H$m 9.75 à{VeV h¡ VWm AÝ` Ho$ nmg _Ü`_ ^y{_ Ho$ AÝVJ©V 7049 h¡ŠQ>o`a (29.75 à{VeV) joÌ\$b h¡&

AÕ©_Ü`_ ^y- ^mJ (2.00 go 3.99 h¡ŠQ>o`a) AÜ``Z joÌ _| g_ñV gm_m{OH$ dJ© Ho$ nmg AÕ© _Ü`_ ^y{_ H$s g§»`m 4869 h¡ Omo {H$ g_ñV àH$ma H$s ^y{_ H$m 19.40 ~‹S>o ^y- ^mJ (10.00 Ed§ A{YH$) à{VeV h¡ VWm joÌ\$b g_ñV ^y{_ Ho$ joÌ\$b H$m 28.96 joÌ _| g_ñV gm_m{OH$ dJm|© _| ~‹S>r ^y{_ AmH$ma Ho$ ^y{_ H$s à{VeV (13492 h¡ŠQ>o`a) h¡& Bgr àH$ma AZwgy{MV Om{V dJ© g§»`m 272 h¡ Omo {H$ g_ñV àH$ma Ho$ ^y{_ H$m 1.08 à{VeV Ho$ nmg AÕ© _Ü`_ ^y{_ H$s g§»`m 428 h¡ Omo {H$ g_ñV ^y{_ h¡ VWm joÌ\$b 4205 h¡ŠQ>o`a h¡ Omo {H$ g_ñV ^y{_ AmH$ma H$m 13.20 à{VeV h¡& VWm joÌ\$b 27.75 à{VeV (1179 joÌ\$b H$m 9.03 à{VeV h¡& ~‹S>o ^y{_ AmH$ma _| AZwgy{MV h¡ŠQ>o`a) h¡& AZwgy{MV OZOm{V dJ© Ho$ nmg AÕ© _Ü`_ ^y{_ Om{V dJ© Ho$ nmg _Ü`_ ^y{_ H$s g§»`m 10 (0.30 à{VeV) H$s g§»`m 1843 h¡ Omo {H$ g_ñV ^y{_ lo{U`m| H$m 19.17 h¡ VWm joÌ\$b 133 h¡ŠQ>o`a (3.14 à{VeV) h¡& AZwgy{MV

[agM© [aBÝ\$mog©_|Q> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 111 OZOm{V dJ© Ho$ nmg _Ü`_ ^y{_ H$s g§»`m 121 (1.29 ~ñgr Vhgrb joÌ _| ^y{_ Cn`moJ à{VeV) h¡ VWm joÌ\$b 1777 h¡ŠQ>o`a (9.80 à{VeV) h¡& joÌ ^y{_ H$m Cn`moJ ^y{_ H$s {deofVm d JwU-Xmof Ho$ AmYma na _| g§ñWmJV Ho$ AÝVJ©V ~‹S>r ^y{_ H$s g§»`m 4 h¡ Omo {H$ g_ñV {d{^ÝZ ê$n go {H$`m OmVm h¡, {OgHo$ àmH¥${VH$, gm_m{OH$, ^y{_ H$m 10.25 à{VeV h¡ VWm g§ñWmJV Ho$ nmg ~‹S>r ^y{_ Ho$ Am{W©H$ BË`m{X AmYma hmo gH$Vo h¡§& O~ ^y-^mJ H$m àmH¥${VH$ AÝVJ©V 458 h¡ŠQ>o`a (86.90 à{VeV) joÌ\$b h¡& Bgr àH$ma ñdê$n bwá hmo OmVm h¡ Am¡a _mZdr` {H«$`mAm| Ho$ `moJXmZ go EH$ joÌ _| AÝ` Ho$ nmg ~‹S>r ^y{_ H$s g§»`m 137 h¡ Omo AÝ` Ho$ Z`m ^yX¥í` OÝ_ boVm h¡ Vmo Bgo ^y{_ Cn`moJ H$hVo h¡§& AWm©V² nmg g_ñV ^y{_ H$m 1.09 à{VeV h¡ VWm AÝ` Ho$ nmg ~‹S>r EH$ {ZpíMV à`moOZ d CÔoí` go ^y{_ H$m {H$gr ^r ê$n _| ^y{_ Ho$ AÝVJ©V 1837 h¡ŠQ>o`a (7.75 à{VeV) joÌ\$b h¡& Cn`moJ hr ^y{_ Cn`moJ H$hm Om gH$Vm h¡& gmaUr : g_ñV gm_m{OH$ dJm|© _| Hw$b ^y{_ Cn`moJ - ~ñgr Vhgrb 2010 - 2011 AmH$mam| Ho$ àH$ma g_ñV gm_m{OH$ dJ© AZwgy{MV Om{V AZwgy{MV OZOm{V g§ñWmJV AÝ` Hw$b ~wdmB© joÌ 39022 3436 15162 515 19909 Hw$b IoVr joÌ 42179 3914 16154 523 21589 naVr ^y{_ 3158 478 993 8 1679 ~oOwVr ^y{_ 3801 285 1667 4 1845 A`mo½` ^y{_ 594 31 304 0 259 Hw$b ~wdmB© joÌ H$s g§»`m 478, AZwgy{MV OZOm{V Ho$ nmg Hw$b naVr ^y{_ ~ñgr Vhgrb joÌ _| g_ñV gm_m{OH$ dJ© Ho$ Hw$b ~wdmB© joÌ\$b H$s g§»`m 993, g§ñWmJV Ho$ nmg Hw$b naVr ^y{_ H$s g§»`m 8 39022 h¡ŠQ>o`a h¡ VWm AZwgy{MV Om{V Ho$ nmg Hw$b ~wdmB© h¡ VWm AÝ` Ho$ nmg Hw$b naVr ^y{_ H$s g§»`m 1679 h¡& joÌ\$b 3436 h¡ŠQ>o`a, AZwgy{MV OZOm{V Ho$ nmg Hw$b ~wdmB© joÌ\$b 15162 h¡ŠQ>o`a, g§ñWmJV Ho$ nmg Hw$b ~wdmB© joÌ\$b 515 h¡ŠQ>o`a h¡ VWm AÝ` Ho$ nmg Hw$b ~wdmB© joÌ\$b 19909 h¡ŠQ>o`a h¡& Hw$b ~wdmB© joÌ Ho$ AÝVJ©V gr_mÝV ^y- ^mJ 4347 h¡ŠQ>o`a h¡, bKw ^y- ^mJ Ho$ AÝVJ©V joÌ\$b 7830 h¡ŠQ>o`a, AÕ©_Ü`_ ^y- ^mJ Ho$ AÝVJ©V joÌ\$b 11429 h¡ŠQ>o`a, _Ü`_ ^y- ^mJ Ho$ AÝVJ©V joÌ\$b 11765 h¡ŠQ>o`a VWm ~‹S>o ^y- ^mJ Ho$ AÝVJ©V joÌ\$b 3651 h¡ŠQ>o`a h¡& AÜ``Z joÌ Ho$ g_ñV gm_m{OH$ dJ© _| Hw$b ~wdmB© joÌ Ho$ ~‹S>o ^y- ^mJ H$_ h¡& Hw$b IoVr joÌ ~oOwVr ^y{_ AÜ``Z joÌ _| g_ñV gm_m{OH$ dJ© Ho$ Hw$b IoVr joÌ\$b AÜ``Z joÌ _| g_ñV gm_m{OH$ dJ© Ho$ Hw$b ~oOwVr ^y{_ H$s 42179 h¡ŠQ>o`a h¡ VWm AZwgy{MV Om{V Ho$ nmg Hw$b IoVr joÌ\$b g§»`m 3801 h¡ VWm AZwgy{MV Om{V Ho$ nmg Hw$b ~oOwVr ^y{_ 3914 h¡ŠQ>o`a, AZwgy{MV OZOm{V Ho$ nmg Hw$b IoVr joÌ\$b H$s g§»`m 285, AZwgy{MV OZOm{V Ho$ nmg Hw$b ~oOwVr ^y{_ 16154 h¡ŠQ>o`a, g§ñWmJV Ho$ nmg Hw$b IoVr joÌ\$b 523 h¡ŠQ>o`a H$s g§»`m 1667, g§ñWmJV Ho$ nmg Hw$b ~oOwVr ^y{_ H$s g§»`m h¡ VWm AÝ` Ho$ nmg Hw$b IoVr joÌ\$b 21589 h¡ŠQ>o`a h¡& 4 h¡ VWm AÝ` Ho$ nmg Hw$b ~oOwVr ^y{_ H$s g§»`m 1845 h¡ naVr ^y{_ A`mo½` ^y{_ AÜ``Z joÌ _| g_ñV gm_m{OH$ dJ© Ho$ Hw$b naVr ^y{_ H$s AÜ``Z joÌ _| g_ñV gm_m{OH$ dJ© Ho$ Hw$b A`mo½` ^y{_ g§»`m 3158 h¡ VWm AZwgy{MV Om{V Ho$ nmg Hw$b naVr ^y{_ H$s g§»`m 594 h¡ VWm AZwgy{MV Om{V Ho$ nmg Hw$b A`mo½`

112 [agM© [aBÝ\$mog©_|Q>> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 ^y{_ H$s g§»`m 31, AZwgy{MV OZOm{V Ho$ nmg Hw$b A`mo½` g§X^© J«§W gyMr ^y{_ H$s g§»`m 304, g§ñWmJV Ho$ nmg Hw$b A`mo½` ^y{_ H$s 1. Mm¡hmZ, S>r.Eg., ñQ>S>rO BZ `y{Q>bmBOoeZ Am°\$ EJ«rH$ëMa g§»`m 0 h¡ VWm AÝ` Ho$ nmg Hw$b A`mo½` ^y{_ H$s g§»`m b¡ÊS>, EOwHo$eZ npãbeg©, AmJam, 1996 nr.nr. 16-29 259 h¡& AÜ``Z joÌ _| g_ñV àH$ma Ho$ ^y{_ AmH$ma dJm|© _| 2. {eO_, E_., ê$ab g¡Q>b_|Q> EÊS> b¡ÊS> `yO, hqMgZ, 1962, g_ñV gm_m{OH$ dJ© Ho$ nmg g_ñV ^y{_ H$s g§»`m 25104 nr.nr. 195-196, 207 h¡ VWm BZHo$ AÝVJ©V Hw$b joÌ\$b 3242 h¡ŠQ>o`a h¡ {Og_| go 3. Y_m©, Zmam`U, J«moW Am°\$ àmoS>pŠQ>{dQ>r BZ BpÊS>`Z EJ«rH$ëMa, AZwgy{MV Om{V Ho$ nmg ^y{_ H$s Hw$b g§»`m 9349 VWm BZHo$ BpÊS>`Z OZ©b Am°\$ EJ«rH$ëMa BH$m°Zmo{_Šg, 1977 nr.nr. AÝVJ©V joÌ\$b 18125 h¡ŠQ>o`a h¡ Am¡a AZwgy{MV OZOm{V 32(1) Ho$ nmg g_ñV OmVm| H$s Hw$b g§»`m 3242 d BZHo$ AÝVJ©V 4. Mm¡hmZ, Q>r.Eg., EJ«rH$ëMa {OAmoJ«m\$s, E ñQ>S>r Am°\$ joÌ\$b 4230 h¡ŠQ>o`a h¡& amOñWmZ ñQ>oQ>, EHo$S>{_H$ npãbeg©, O`nwa, 1987 {ZîH$f© 5. Xmg Jwám, E.Ho$., ñQ>S>rO BZ `yQ>obmBOoeZ Am°\$ EJ«rH$ëMa ~ñgr Vhgrb joÌ _| A{YH$m§e {H$gmZm| Ho$ IoVm| H$m AmH$ma b¡ÊS> EÊS> BH$m°Zmo{_Šg S>odobn_oÝQ> BZ BpÊS>`m, Ý`y Xohbr, ~hþV hr N>moQ>m h¡& Yrao-Yrao A{YH$m§e O_rZ Am¡gV XO} Ho$ Am¡a 1973 N>moQ>o {H$gmZm| _| ~Q> ahr h¡& A{YH$m§e N>moQ>o {H$gmZ Jar~r aoIm 6. ~gÝV, _moKo, amOñWmZ _| H¥${f CËnmXZ, amOñWmZ {hÝXr J«ÝW Ho$ ZrMo AmVo h¡§ Am¡a gm_m{OH$ ê$n go d§{MV g_yhm| Ho$ hmoVo h¡§, AH$mX_r, O`nwa, 1985 AJa N>moQ>o {H$gmZm| H$s Cnojm H$s JB© Vmo Bggo J«m_rU joÌ _| 7. hþg¡Z, _m{OX, H¥${f ^yJmob, amdV npãbHo$eÝg, O`nwa, 2009 {d^mOZ Am gH$Vm h¡& AV: N>moQ>o hmoVo H¥${f ^y{_ H$s g_ñ`m 8. _rUm, Eg.Ama., _mbnwam Vhgrb _| naVr ^y{_ g_ñ`mE§ Ed§ Ho$ {ZamH$aU hoVw Bg joÌ H$s N>moQ>r ^y{_ Ho$ gwX¥T>rH$aU H$m à`mg g_mYmZ, emoY à~§Y, amOñWmZ {díd{dÚmb`, O`nwa, 2006 {H$`m OmZm Mm{hE& CX²Xoí` hmoZm Mm{hE {H$ h_ N>moQ>o {H$gmZm| 9. OZJUZm H$m`© {ZXoemb`, amOñWmZ, ^maV H$s OZJUZm, H$mo Am{W©H$ ê$n go gå^mì` ~Zm`| Vm{H$ do bm^ H$_m gHo§$& 2011 ~ñgr Vhgrb joÌ _| Cn`©wŠV ^y{_ gwYmam| go g§~§{YV dV©_mZ 10. ^maV gaH$ma Ûmam àH$m{eV `moOZm Am`moJ Ûmam n§Mdfu` hX~§Xr H$mZyZm| H$mo R>rH$ go bmJy H$a ^y{_ ^y{_ AmH$ma Ho$ N>moQ>o [anmoQ>©, ZB© {X„r, 2009 hmoZo H$s g_ñ`m VWm Jar~ {H$gmZm| H$mo H¥${f CËnmXZ _| AmZo 11. H¥${f gm§p»`H$s`, {Obm gm§p»`H$s` ê$naoIm, Am{W©H$ Ed§ dmbr g_ñ`mAm| H$mo Xÿa {H$`m Om gH$Vm h¡& gm§p»`H$s` {ZXoemb`, amOñWmZ, O`nwa, 2014

[agM© [aBÝ\$mog©_|Q> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 113 amOH$s` Ed§ {ZOr {ejH$ à{ejU _hm{dÚmb`m| H$m g§JR>ZmË_H$ dmVmdaU Ed§ àmÜ`mnH$m| H$s ì`mdgm{`H$ à{V~ÕVm H$m VwbZmË_H$ AÜ``Z S>m°. {Zén_m O¡Z ì`m»`mVm, amOñWmZ _{hcm Q>rMg© Q´>oqZJ H$m°coO, CX`nwa (amO.) emoY gmam§e ^maV H$m {ejm n[aX¥í` dV©_mZ _o§ AË`ÝV g§H«$_Uerb h¡& gdm©{YH$ _hËdnyU© VÏ` JV Xg dfm}§ _| {ejH$ à{ejU _hm{dÚmb`m| H$s g§»`m _| AmB© AàË`m{eV d¥{Õ h¡& amOñWmZ _| Bg Aënmd{Y _| {ejH$ à{ejU _hm{dÚmb`m| H$s g§»`m 50 go ~‹T>H$a 800 go A{YH$ hmo JB© h¡& BZ_| go _mÌ 7 amOH$s` joÌ _| h¡§, eof {ZOr joÌ _|& {ejH$ à{ejU _hm{dÚmb`m| _| Aënmd{Y _| AmB© `h A^yVnyd© g§»`mË_H$ d¥{Õ Ohm± EH$ Amoa {ejm gw{dYmAm| _| {dñVma H$m Am^mg XoVr h¡, dht Xÿgar Amoa AZoH$ JwUmË_H$ gwYma- {df`H$ XþpíMÝVmAm| H$mo OÝ_ XoVr h¡& {ejH$ à{ejU go Ow‹S>m Xoe H$m erf© ñVar` {d{YH$ {ZH$m` ""amï´>r` AÜ`mnH$ {ejm n[afX²'' Ûmam AÜ`mnH$ {ejm àUmbr Ho$ {Z`mo{OV d g_pÝdV {dH$mg Ho$ Zm_ na _mZXÊS>m| d _mZH$m| _o§ ~ma-~ma n[adV©Z Bgr JwUmË_H$ gwYma-{df`H$ XþpíMÝVm H$m àVrH$ h¡& g§Ho$Vmja … g§JR>ZmË_H$ dmVmdaU, ì`mdgm{`H$ à{V~ÕVm, g_mZwHy$bZ g_ñ`m H$WZ AmO àmÜ`mnH$ AmXe© à{ejH$ Ho$ ê$n _| AnZo H$mo ñWm{nV Zht àñVwV emoY AÜ``Z H$m Am¡nMm[aH$ H$WZ Bg àH$ma h¡ H$a nm aho h¡§& nhbo-O¡gr H$V©ì`{Zð>m Ho$ A^md Ho$ Š`m H$maU : "amOH$s` Ed§ {ZOr {ejH$ à{ejU _hm{dÚmb`m| H$m h¡§? àmÜ`mnH$ g_yh na AmO {Z`{_V ê$n go bJZo dmbo Amamon g§JR>ZmË_H$ dmVmdaU Ed§ àmÜ`mnH$m| H$s ì`mdgm{`H$ à{V~ÕVm H$hm± VH$ gË` h¡§ ? BgH$m dmñV{dH$ Am§H$bZ A^r VH$ gå^d H$m VwbZmË_H$ AÜ``Z' Zht hmo nm`m h¡, {H$ÝVw {~Zm {H$gr gwX¥‹T> à_mU Ed§ AmYma Ho$ g_ñ`m H$m Am¡{MË` h_ BZ Amjonm| H$mo ñdrH$ma ^r Vmo Zht H$a gH$Vo& àmÜ`mnH$m| àñVwV emoYH$m`© Ho$ {bE MwZr JB© g_ñ`m H$s àmg§{JH$Vm `h H$mo g_mO Zo Omo {Oå_oXmar gm¡§nr h¡ CgHo$ à{V do {H$VZo à{V~Õ h¡ {H$ amOñWmZ amÁ` _| JV _mÌ Xg dfm}§ _| {ejH$ à{ejU h¡§? Bg gÝX^© _| Bg g_ñ`m H$m d¡km{ZH$ X¥{ï>H$moU go AÜ``Z _hm{dÚmb`m| H$s g§»`m _| AàË`m{eV d¥{Õ (50 go 800) hþB© Amdí`H$ hmo J`m h¡& AV: BZ àíZm| H$m VÏ`naH$ Ed§ dñVw{Zð> h¡& VXZwê$n àmÜ`mnH$m| H$s g§»`m _| Vmo {ZaÝVa d¥{Õ hþB© h¡, CÎma àmá H$aZo Ho$ {bE àmÜ`mnH$m| _| ì`mdgm{`H$ à{V~ÕVm Ed§ naÝVw {ejU H$s JwUdÎmm {XZ-à{V{XZ õmg_mZ h¡& BgH$m H$maU Cg na g§JR>ZmË_H$ dmVmdaU Ho$ à^md H$m AÜ``Z Amdí`H$ àmÜ`mnH$m| H$m ñd`§ H$m H$m`© ì`dhma hmo gH$Vm h¡& àmÜ`mnH$m| H$m grYm à^md CZH$s H$jm Ho$ N>mÌm| na n‹S>Vm h¡& àmÜ`mnH$ `{X g_Pm J`m h¡& Bg emoYboI Ûmam CnbãY n[aUm_ Am¡a {ZîH$f© CÝh| à^mdr T>§J go à{ejU Zht XoVm h¡ Vmo N>mÌ ^r AÜ``Z _| {ejm OJV _| ~hþV ~‹S>m gH$mamË_H$ `moJXmZ H$a gH|$Jo, Eogm é{M Zht boVo Am¡a C{MV _mJ©Xe©Z Ho$ A^md _| CZH$m g_w{MV emoYH$Ìu H$m {dídmg h¡& {dH$mg Zht hmo nmVm h¡& AmO Ho$ àmÜ`mnH$m| _| AÜ`mnZ H$m`© Ho$ g_ñ`m Ho$ CÔoí` à{V é{M d ì`mdgm{`H$ à{V~ÕVm {XZ-à{V{XZ H$_ hmoVr Om 1. amOH$s` Ed§ {ZOr {ejH$ à{ejU _hm{dÚmb`m| Ho$ ahr h¡, O~{H$ CZH$s doVZd¥{Õ d AÝ` gw{dYmE± nhbo H$s Anojm AmO ~ohVa pñW{V _| h¡§& g§JR>ZmË_H$ dmVmdaU H$m AmH$bZ H$aZm&

114 [agM© [aBÝ\$mog©_|Q>> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 2. amOH$s` Ed§ {ZOr {ejH$ à{ejU _hm{dÚmb`m| Ho$ g_ñ`m H$m n[agr_Z àmÜ`mnH$m| H$s ì`mdgm{`H$ à{V~ÕVm na g§JR>ZmË_H$ emoY à{d{Y H$s A{^H$ënZm, Ý`m`Xe© H$s àH¥${V Ed§ AÝ` dmVmdaU Ho$ à^md H$m _mnZ H$aZm& ì`mdhm[aH$ H$maH$m| Ho$ AYrZ dV©_mZ emoYmÜ``Z H$m n[agr_Z Bg àH$ma {H$`m J`m h¡ - 1. ^m¡Jmo{bH$ X¥{ï> go `h emoYmÜ``Z 3. amOH$s` Ed§ {ZOr {ejH$ à{ejU _hm{dÚmb`m| Ho$ amOñWmZ amÁ` VH$ gr{_V h¡& 2. g§MmbZ d àemgZ H$s X¥{ï> go àmÜ`mnH$m| H$s ì`mdgm{`H$ à{V~ÕVm na g§JR>ZmË_H$ `h emoYmÜ``Z amOH$s` Ed§ {ZOr {ejH$ à{ejU _hm{dÚmb`m| dmVmdaU Ho$ à^md H$m VwbZmË_H$ AÜ``Z H$aZm& _| H$m`©aV àmÜ`mnH$m| VH$ gr{_V h¡& 3. Ý`mXe© H$s X¥{ï> go `h emoY n[aH$ënZmE± emoYmÜ``Z amÁ` Ho$ Mma ZJam| - AO_oa, ~rH$mZoa, OmoYnwa d CX`nwa Ho$ 10 _hm{dÚmb`m| (2 amOH$s` d 8 {ZOr) Ho$ 80 1. amOH$s` {ejH$ à{ejU _hm{dÚmb`m| _| H$m`©aV nwéf H$m`©aV àmÜ`mnH$m| (àË`oH$ loUr Ho$ _hm{dÚmb`m| go 40) VH$ Ed§ _{hbm àmÜ`mnH$m| Ho$ g§JR>ZmË_H$ dmVmdaU _| H$moB© gr{_V h¡& 4. Mamo§ H$s X¥{ï> go `h emoYmÜ``Z {ejH$ à{ejU AÝVa Zht nm`m OmVm h¡& _hm{dÚmb`m| Ho$ g§JR>ZmË_H$ dmVmdaU Ed§ àmÜ`mnH$m| H$s 2. {ZOr {ejH$ à{ejU _hm{dÚmb`m| _| H$m`©aV nwéf Ed§ ì`mdgm{`H$ à{V~ÕVm Ho$ VwbZmË_H$ AÜ``Z VH$ gr{_V h¡& _{hbm àmÜ`mnH$m| Ho$ g§JR>ZmË_H$ dmVmdaU _| H$moB© AÝVa Ý`mXe© Ed§ Ý`mXe© M`Z Zht nm`m OmVm h¡& àñVwV emoYmÜ``Z _| Ý`mXe© H$m M`Z AÕ©-àg§^mì`Vm VWm gm§`mo{JH$ {d{Y go {H$`m J`m h¡& Bgr Ho$ AmYma na àñVwV 3. amOH$s` Ed§ {ZOr {ejH$ à{ejU _hm{dÚmb`m| emoYmÜ``Z _| gd©àW_ amOñWmZ amÁ` Ho$ g_ñV {ejH$ _| H$m`©aV _{hbm d nwéf àmÜ`mnH$m|§ H$s ì`mdgm{`H$ à{ejU _hm{dÚmb`m| H$mo g§JR>ZmZwgma {d^m{OV {H$`m J`m à{V~ÕVm na g§JR>ZmË_H$ dmVmdaU Ho$ à^md _| H$moB© `Wm - amOH$s` Ed§ {ZOr& {ZOr {ejH$ à{ejU _hm{dÚmb`m| gmW©H$ AÝVa Zht hmoVm& H$m M`Z gm§`mo{JH$ {d{Y (bm°Q>ar) go {H$`m J`m h¡& gmaUr 1 : {ejH$ à{ejU _hm{dÚmb`m| Ho$ Ý`mXe© H$m {dVaU {ejH$ à{ejU _hm{dÚmb` ZJa _hm{dÚmb`m| H$s g§»`m Ý`mXe© (H$) amOH$s` AO_oa 1 20 40 ~rH$mZoa 1 20 (I) {ZOr AO_oa 2 10 40 ~rH$mZoa 2 10 OmoYnwa 2 10 CX`nwa 2 10 `moJ 4 10 80 AÜ``Z {d{Y - gd}jU 2. àmÜ`mnH$ ì`mdgm{`H$ à{V~ÕVm _mnZr - _rZm àñVwV emoY dV©_mZ n[apñW{V`m| go K{Zð> ê$n go gå~pÝYV h¡ VWm ~w{ÕgmJa amR>m¡‹S> VWm _Yw{bH$m d_m© Bg_| AnojmH¥$V ~‹S>o g_yh go {ejH$ à{ejU _hm{dÚmb`m| _| H$m`©aV gm§p»`H$s àmÜ`mnH$m| Ho$ g§JR>ZmË_H$ dmVmdaU d ì`mdgm{`H$ à{V~ÕVm Ho$ àñVwV emoYH$m`© _| nyd©-{ZYm©[aV CÔoí`m| Ho$ AmYma na gd}jU _mnZ hoVw EH${ÌV VÏ`m| H$m {díbofU H$aZm h¡, AV: Bg emoYmÜ``Z {d{Y H$m à`moJ H$a Ý`mXe© H$m M`Z {H$`m J`m VWm narjUm| Ho$ {bE gd}jU {d{Y H$m à`moJ g^r X¥{ï>`m| go CnmXo` g_Pm J`m h¡& Ho$ _mÜ`_ go gå~pÝYV Am±H$‹S>m| H$m g§H$bZ {H$`m J`m h¡& BZHo$ CnH$aU {díbofU hoVw {ZåZ{bpIV gm§p»`H$s H$m à`moJ {H$`m J`m h¡ - àñVwV emoY _| {ZåZ{bpIV à_mnrH¥$V CnH$aUm| H$m à`moJ {H$`m (H$) _Ü`_mZ (I) _mZH$ {dMbZ (J) "Q>r'-narjU J`m h¡ - emoYH$Ìu Zo g§J«{hV XÎmm| H$m {díbofU Ed§ ì`m»`m H$a 1. {dÚmb`r` g§JR>ZmË_H$ dmVmdaU gyMH$ àíZmdbr - gm_mÝ`rH$aU Ho$ {Zê$nU Ûmam AW©nyU© {ZîH$f© AJ«mZwgma àmá _moVrbmb e_m© {H$E h¡§&

[agM© [aBÝ\$mog©_|Q> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 115 gmaUr 2 : amOH$s` {ejH$ à{ejU _hm{dÚmb`m| _| H$m`©aV nwéf Ed§ _{hbm àmÜ`mnH$m| Ho$ g§JR>ZmË_H$ dmVmdaU H$m VwbZmË_H$ AÜ``Z àmÜ`mnH$ g§»`m _Ü`_mZ _mZH$ {dMbZ "Q>r' narjU H$m _mZ n[aUm_ (0.05 ñVa na) nwéf àmÜ`mnH$ 20 82.67 10.60 2.09 gmW©H$ _{hbm àmÜ`mnH$ 20 77.87 08.91 Bg gmaUr go ñnï> hmoVm h¡ {H$ amOH$s` {ejH$ à{ejU _hm{dÚmb`m| BgH$m H$maU g_mO _| {ejm H$s ~‹T>Vr _m±J Am¡a Cggo ~‹T>Zo _| H$m`©aV nwéf Ed§ _{hbm àmÜ`mnH$m| Ho$ g§JR>ZmË_H$ dmVmdaU dmbr gm_m{OH$ à{Vð>m d Am{W©H$ pñW{V ^r hmo gH$Vm h¡& nwéf Ho$ _Ü`_mZm| _| gmW©H$ AÝVa h¡& _Ü`_mZm| Ho$ {díbofU go `h àmÜ`mnH$m| _| g§JR>ZmË_H$ dmVmdaU H$m ñVa _{hbm àmÜ`mnH$m| ^r ñnï> hmoVm h¡ {H$ amOH$s` {ejH$ à{ejU _hm{dÚmb`m| H$s Anojm Cƒ h¡& Ho$ nwéf àmÜ`mnH$m| _| g§JR>ZmË_H$ dmVmdaU H$m ñVa Cƒ h¡& gmaUr 3 : {ZOr {ejH$ à{ejU _hm{dÚmb`m| _| H$m`©aV nwéf Ed§ _{hbm àmÜ`mnH$m| Ho$ g§JR>ZmË_H$ dmVmdaU H$m VwbZmË_H$ AÜ``Z àmÜ`mnH$ g§»`m _Ü`_mZ _mZH$ {dMbZ "Q>r' narjU H$m _mZ n[aUm_ (0.05 ñVa na) nwéf àmÜ`mnH$ 20 85.75 09.25 2.84 gmW©H$ _{hbm àmÜ`mnH$ 20 88.36 11.05 CŠV gmaUr go ñnï> hmoVm h¡ {H$ {ZOr {ejH$ à{ejU _hm{dÚmb`m| _{hbm àmÜ`mnH$m| Zo g§JR>ZmË_H$ dmVmdaU go g_mZwHy$bZ H$a _| H$m`©aV nwéf Ed§ _{hbm àmÜ`mnH$m| Ho$ g§JR>ZmË_H$ dmVmdaU {b`m h¡& `hm± {_bZo dmbo doVZ, H$m`©^ma Am{X go do gÝVwï> Ho$ _Ü`_mZm| _| gmW©H$ AÝVa h¡& {ZOr {ejH$ à{ejU àVrV hmoVr h¡§, O~{H$ nwéf àmÜ`mnH$m| _| Eogr pñW{V Zht _hm{dÚmb`m| _| nwéf àmÜ`mnH$m| H$s Anojm _{hbm àmÜ`mnH$m| _| {XImB© XoVr& BgH$m gå^m{dV H$maU nm[adm[aH$ Ed§ gm_m{OH$ g§JR>ZmË_H$ dmVmdaU H$m ñVa Cƒ nm`m J`m& AV: `h H$hm {Oå_oXmar ^r hmo gH$Vm h¡& Om gH$Vm h¡ {H$ {ZOr {ejH$ à{ejU _hm{dÚmb`m| _| H$m`©aV gmaUr 4 : amOH$s` {ejH$ à{ejU _hm{dÚmb`m| Ho$ àmÜ`mnH$m| H$s ì`mdgm{`H$ à{V~ÕVm na g§JR>ZmË_H$ dmVmdaU Ho$ à^md H$m _mnZ H$aZm Ma g§»`m _Ü`_mZ _mZH$ {dMbZ "Q>r' narjU H$m _mZ n[aUm_ (0.05 ñVa na) g§JR>ZmË_H$ dmVmdaU 40 80.27 10.12 1.84 AgmW©H$ ì`mdgm{`H$ à{V~ÕVm 40 81.76 08.56 àñVwV gmaUr _| g§JR>ZmË_H$ dmVmdaU VWm ì`mdgm{`H$ n‹S>Vm& à^md H$s _mÌm H$m EH$ {ZpíMV ñVa ahVm h¡, Š`m|{H$ à{V~ÕVm Ho$ _Ü`_mZ XmoZm| Mam| Ho$ AÝVa H$s gmW©H$Vm H$mo àmÜ`mnH$ gX¡d g§JR>Z _| ahVo h¡§ Am¡a AnZo H$m`© nañna gh`moJ A{^ì`ŠV Zht H$aVo& {Z{hVmW© `h h¡ {H$ amOH$s` {ejH$ go H$aVo h¡§& n[aUm_ñdê$n amOH$s` {ejH$ à{ejU _hm{dÚmb`m| à{ejU _hm{dÚmb`m| _| H$m`©aV àmÜ`mnH$m| H$s ì`mdgm{`H$ Ho$ àmÜ`mnH$ AnZo ì`dgm` go à{V~Õ ahVo h¡§ Am¡a g§JR>ZmË_H$ à{V~ÕVm na g§JR>ZmË_H$ dmVmdaU H$m à^md A{YH$ Zht dmVmdaU H$m à^md Zht n‹S>Zo XoVo& gmaUr 5 : {ZOr {ejH$ à{ejU _hm{dÚmb`m| Ho$ àmÜ`mnH$m| H$s ì`mdgm{`H$ à{V~ÕVm na g§JR>ZmË_H$ dmVmdaU Ho$ à^md H$m _mnZ H$aZm Ma g§»`m _Ü`_mZ _mZH$ {dMbZ "Q>r'narjU H$m _mZ n[aUm_ (0.05 ñVa na) g§JR>ZmË_H$ dmVmdaU 40 87.05 11.05 2.16 gmW©H$ ì`mdgm{`H$ à{V~ÕVm 40 79.25 08.34

116 [agM© [aBÝ\$mog©_|Q>> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 Cn`w©ŠV gmaUr go `h ñnï> hmoVm h¡ {H$ {ZOr {ejH$ à{ejU ì`mdgm{`H$ à{V~ÕVm na g§JR>ZmË_H$ dmVmdaU H$m A{YH$ _hm{dÚmb`m| Ho$ àmÜ`mnH$m| _| g§JR>ZmË_H$ dmVmdaU H$m ñVa à^md n‹S>Vm h¡& àemgZ d g§JR>Z Ho$ hñVjon Ho$ H$maU àmÜ`mnH$ Cƒ h¡, O~{H$ ì`mdgm{`H$ à{V~ÕVm H$m ñVa AË`ÝV {ZåZ Z Vmo AÜ`mnZ gwMmé ê$n go H$a nmVo h¡§ Am¡a Z hr CÝh| AnZo h¡& BZHo$ g§JR>ZmË_H$ dmVmdaU Ed§ ì`mdgm{`H$ à{V~ÕVm Ho$ H$m`© go nyU© gÝVw{ï> àmá hmoVr h¡& AV: àemgZ d g§JR>Z H$s _Ü`_mZm| _| gmW©H$ AÝVa h¡& Cn`w©ŠV {Z{hVmW© `h Xem©Vm h¡ Amoa go gr{_V hñVjon hr dm§N>Zr` h¡& {H$ {ZOr {ejH$ à{ejU _hm{dÚmb`m| _| H$m`©aV àmÜ`mnH$m| H$s gmaUr 6 : amOH$s` Ed§ {ZOr {ejH$ à{ejU _hm{dÚmb`m| Ho$ àmÜ`mnH$m| H$s ì`mdgm{`H$ à{V~ÕVm na g§JR>ZmË_H$ dmVmdaU Ho$ à^md H$m VwbZmË_H$ AÜ``Z {ejH$ à{ejU Ma g§»`m _Ü`_mZ _mZH$ "Q>r' narjU n[aUm_ (0.05 _hm{dÚmb` {dMbZ H$m _mZ ñVa na) amOH$s` g§JR>ZmË_H$ dmVmdaU 40 80.27 10.12 2.46 gmW©H$ ì`mdgm{`H$ à{V~ÕVm 40 81.48 09.11 {ZOr g§JR>ZmË_H$ dmVmdaU 40 87.05 11.05 ì`mdgm{`H$ à{V~ÕVm 40 84.71 04.03 Cn`©ŠV gmaUr go `h ñnï> hmoVm h¡ {H$ VwbZmË_H$ ê$n go n{dÌ, ~m¡{ÕH$, Mm[a{ÌH$ AZwð>mZ _| H$m`©aV àmÜ`mnH$ AnZo amOH$s` {ejH$ à{ejU _hm{dÚmb`m| Ho$ àmÜ`mnH$m| H$s Anojm ñVa H$m {d{eï>, CƒVa `moJXmZ H$a gH|$, Bg {Xem _| `h {ZOr {ejH$ à{ejU _hm{dÚmb`m| Ho$ àmÜ`mnH$m| H$s ì`mdgm{`H$ na_mdí`H$ h¡ {H$ CZH$s godm eV|© CÝh| CËào[aV, CËgm{hV Ed§ à{V~ÕVm na g§JR>ZmË_H$ dmVmdaU H$m JhZ à^md n‹S>Vm h¡& à\w${„V aI|& BgHo$ H$B© gå^m{dV H$maU hmo gH$Vo h¡§ `Wm - {ZOr {ejH$ gÝX^© J«ÝW gyMr à{ejU _hm{dÚmb`m| _| {_bZo dmbm Aën doVZ, A{V[aŠV 1. EoSo>`o_mo, S>r. E., "E Q>oñQ> Am°\$ X _ëQ>rßbrHo${Q>d B\o$ŠQ> Am°\$ H$m`©^ma, àemgH$ d g§MmbH$m| H$m Adm§N>Zr` hñVjon Am{X& Om°~ E§S> bmB\$ go{Q>ñ\o$ŠeZ Am°Z X Ho$[a`a H${_Q>_|Q> Am°\$ `o g^r H$maH$ àmÜ`mnH$m| Ho$ ì`mdgm` Ho$ à{V à{V~Õ ahZo _| goH$ÊS>ar ñHy$b Q>rMg© BZ Amo`mo ñQ>oQ>', A\«$sH$Z OZ©b Am°\$ ì`dYmZ CËnÝZ H$aVo h¡§& EOwHo$eZb _oZoO_|Q>, 2001, n¥. 9. {ZîH$f© 2. ~wM, E_. ~r., \$moW© gd} Am°\$ [agM© BZ EOwHo$eZ (1983- àñVwV emoYmÜ``Z {ejH$ à{ejU _hm{dÚmb`m| Ho$ JwUmË_H$ 89), ZoeZb H$mC§{gb Am°\$ EOwHo$eZb [agM© E§S> Q´>oqZJ, Ý`y gwYma hoVw _mJ©Xeu à`mg h¡ {Oggo _hm{dÚmb`m| H$m g§JR>ZmË_H$ Xohbr, 1991, n¥. 105-109. T>m±Mm d àmÜ`mnH$m| H$s H$m`©e¡br {ZpíMV ê$n go gwYmamoÝ_wI hmo 3. hopënZ, E§S´>`y S>ãë`y. E§S> H«$moâQ> S>m°Z ~r., X AmJ}ZmBOoeZb gHo$Jr& dV©_mZ _| AZoH$ {ejm{dXm| d {ejm-{díbofH$m| Ûmam ŠbmB_oQ> Am°\$ ñHy$ëg, {_S>doñQ> ES>{_{ZñQ>´oeZ g|Q>a, `y{Zd{g©Q>r {ejH$ à{ejU _hm{dÚmb`m| Ho$ gå~ÝY _| Am ahr {Q>ßn{U`m± Am°\$ {eH$mJmo, {eH$mJmo, 1963, n¥. 202-208. VWm g_mMmanÌm| d BboŠQ´>m°{ZH$ _r{S>`m _| àgm[aV g_mMma h_| 4. Om°g, Eb. Ama., ½byBH$, S>ãë`y. E\$. E§S> Amñ~moZ©, Ama. Bg g_ñ`m H$s Vh VH$ OmZo Ho$ {bE ~mÜ` H$aVo h¡§& àmÜ`mnH$ EZ., AmJ}ZmBOoeZb bm`ëQ>r, àmo\o$eZb H${_Q>_|Q> E§S> à{ejU _| g§b¾ BZ g§ñWmZm| H$s ^y{_H$m H$ht-Z-H$ht g§{X½Y EoHo$S>{_H$ [agM© àmoSo>pŠQ>{dQ>r, EoHo$S>_r Am°\$ _oZoO_|Q> OZ©b, àVrV hmoVr h¡& g§»`mË_H$ X¥{ï> go {~Zm Amdí`H$Vm Ho$ {ejH$m| 1978, n¥. 21. H$mo à{ejU XoZm d {ejH$ à{ejU H$mo ì`mdgm{`H$ ê$n XoZm 5. _mCSo>, Ama. Q>r., nmoQ>a, Eb. S>ãë`y. E§S> ñQ>r`g©, Ama. E_., H$hm± VH$ Ý`m`g§JV h¡? à{e{jV àmÜ`mnH$m| H$s H$m`©gÝVw{ï> EåßbmoB-AmJ}ZmBOoeZ qbHo$µOoµO : X gmBH$mobm°Or Am°\$ d ì`mdgm{`H$ à{V~ÕVm H$m ñVa VoOr go {Ja ahm h¡, Omo H${_Q>_|Q>, Eoãg|{Q>O_ E§S> Q>Z©Amoda, EoHo$S>{_H$ àog, Ý`y`mH©$, AZdaV ê$n go CÝh|§ Hw§${R>V d ^«{_V H$a ahm h¡& `h {ZpíMV 1982, n¥. 79-82. AdYmaUm h¡ {H$ EH$ Hw§${R>V àmÜ`mnH$ AnZo Xm{`Ëdm| Ho$ {Zd©hZ 6. ZoeZb H$mC§{gb Am°\$ EOwHo$eZb [agM© E§S> Q´>oqZJ, H$moS> Am°\$ _| g_w{MV `moJXmZ Zht H$a gH$Vm& AVEd nR>Z-nmR>Z O¡go àmo\$eZb E{WŠg \$m°a Q>rMg©, Ý`y Xohbr, 1997, n¥. 59.

[agM© [aBÝ\$mog©_|Q> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 117 ^maV Am¡a Am{g`mZ : bwH$ B©ñQ> go EŠQ> B©ñQ> VH$ H$m g\$a MÝÐH$bm e_m© ì`m»`mVm, amOZr{V {dkmZ amOH$s` H$bm _hm{dÚmb`, grH$a (amO.)

emoY gmam§e AÝVam©ï´>r` amOZr{V H$s X¥{ï> go X{jU-nydu E{e`m AmO _hmepŠV`m| H$s ê${M H$m _hËdnyU© Ho$ÝÐ h¡& X{jU nydu E{e`m _| AmO EH$ _hËdnyU© epŠVembr Am{W©H$ g§JR>Z Ho$ ê$n _| Am{g`mZ AnZr CnpñW{V XO© H$adm ahm h¡& Am{g`mZ H$s ñWmnZm H$m CÔoí`, X{jU nyd© E{e`m _| Am{W©H$ àJ{V H$mo Ëd[aV H$aZm Am¡a CgHo$ Am{W©H$ ñWm{`Ëd H$mo ~Zm`o aIZm h¡ Ed§ gXñ` amï´>m| _| amOZr{VH$, gm_m{OH$, Am{W©H$, gm§ñH¥${VH$, ì`mnm[aH$, d¡km{ZH$, VH$ZrH$s Am{X joÌm| _| nañna ghm`Vm H$aZm, X{jU - nydu E{e`m _| empÝV ñWmnZm Am¡a g_Ýd` Ho$ gmW ì`mnm[aH$ J{V{d{Y`m| H$m g§MmbZ H$aZm h¡§& 2014 _| ^maV Ho$ Ho$ÝÐr` ZoV¥Ëd n[adV©Z Ho$ gmW hr 1991 H$s B©ñQ> nm°{bgr H$s Zr{V EŠQ> B©ñQ> nm°{bgr _| ~Xb Xr JB©& àYmZ_§Ìr Zo H$hm h¡ {H$ Am{g`mZ go g§§~§Y ghr AWm} _| Eo{Vhm{gH$ h¡ VWm h_mao OwS>md Am¡a nhb H$mo EH$ eãX _| ì`ŠV {H$`m Om gH$Vm h¡- "H$ZopŠQ>{dQ>r" & ^maV d Am{g`mZ Ho$ ~rM _| 14 {eIa gå_obZ hmo MwHo$ h¢& 14dm± {eIa gå_obZ 6-8 {gVå~a, 2016 H$mo bmAmog _| hþAm& Bg gå_obZ _| ^maV Ho$ àYmZ_§Ìr Zo `h ñdrH$a {H$`m H$s nydm}Îma ^maV Ho$ {dH$mg H$s Hw§$Or X{jUr nydu E{e`m _| {N>nr h¡& àYmZ_§Ìr ZaoÝÐ _moXr Zo ^maV H$s bwH$ B©ñQ> nm°{bgr H$mo ~XbH$a EŠQ> B©ñQ> nm{bgr H$a {X`m& Bg {eIa gå_obZ _| AÝVam©ï´>r` {hVmo§ Am§VH$dmX, na_mUw Aàgma Am¡a nbm`Z O¡go {df`m| H$mo em{_b {H$`m J`m& Bg àH$ma EŠQ> B©ñQ> nm°{bgr Ho$ VhV {díd amOZr{V Ho$ a§J_§M na Am{g`mZ - ^maV g§~§Ymo H$s ZB© Ztd aIr Om ahr h¡& ^maV- Am{g`mZ AmO E{e`m Ho$ nwZOm©JaU H$s ZB© H$hmZr {bIZo Ho$ {b`o H¥$V- g§H$ën {XI aho h§¡& g§Ho$Vmja … Am{g`mZ arOZ \$moa_, EŠQ> B©ñQ>, ~m¡Õ H$m°ZŠbod {ÛVr` {díd `wÕ Ho$ níMmV² AZoH$ joÌr` d Am{W©H$ g§JR>Zmo H$s Bggo Ow‹S>o hþ`o h§¡ & {Oggo `h AÝVam©ï´>r` _§M na AnZr AbJ ñWmnZm hþB©& BZ joÌr` g§JR>Zmo H$s ñWmnZm H$m CÛoí` Am{W©H$ hr N>{d ~Zm ahm h¡& Am{g`mZ H$s epŠVembr pñW{V Ed§ ~‹T>Vo Am¡a gm_m{OH$ g_ñ`mAmo H$m g_mYmZ H$aZm VWm Am{W©H$ à^md Ho$ H$maU hr AmO Z Ho$db MrZ, OmnmZ, X{jU H$mo[a`m AmË_{Z^©Vm àmá H$a AnZr AW©ì`dñWm H$mo _O~yV ~ZmZm O¡go amï´>m| Ho$ gmW g§~Y àJmT> hmo aho h¢, ~pëH$ {díd Ho$ AÝ` Wm& `o g^r g§JR>Z gm_m{OH$, Am{W©H$ d amOZr{VH$ CÛoí`m| AZoH$ amï´>r` d AÝV©amï´>r` g§JR>Zm| d J¡a-gaH$mar g§JR>Zm| Zo ^r _| g_mZVm aIZo dmbo Wo VWm empÝV d gwajm H$s ñWmnZm Am{g`mZ Ho$ gmW g§~§Y ñWm{nV {H$E h¢& {díd Ho$ bJ^J 44 hoVw nañna gh`moJ ^r MmhVo Wo& Eogo g§JR>Zm| _| Aa~ brJ, J¡a-Am{g`mZ amï´>m|/g§JR>Zm| Zo Am{g`mZ Ho$ g{Mdmb` _| AnZo Am{g`mZ, {h_Vjog d gmH©$ à_wI h¢& AÝVam©ï´>r` amOZr{V amOXÿVm| H$s {Z`wpŠV H$s h¡& H$s X¥{ï> go X{jU-nydu E{e`m AmO _hmepŠV`m| H$s ê${M H$m Am{g`mZ : EH$ C^aVm g§JR>Z _hËdnyU© Ho$ÝÐ h¡& `h g§gma Ho$ {dñ\$moQ>H$ d _hËdnyU© ñWbm| _| X{jU nydu E{e`m _| Am{g`mZ joÌr` gh`moJ Ho$ {b`o H$m`©aV go EH$ h¡& X{jU nydu E{e`m _| AmO EH$ _hËdnyU© epŠVembr g§JR>Z h¡& Am{g`mZ AWm©V Egmo{gEeZ Am°\$ - gmCW- Am{W©H$ g§JR>Z Ho$ ê$n _| Am{g`mZ AnZr CnpñW{V XO© H$adm B©ñQ> E{e`Z Zoe§g 10 X{jU-nyd© E{e`mB© amï´>m| (B§S>moZo{e`m, ahm h¡& Ohm± `h nyd© _| _mÌ nydu E{e`m go Ow‹S>m hþAm Wm, dht _bo{e`m, {\$brqng, {d`VZm_, qgJmnwa, H§$~mo{S>`m, å`m§_ma, AmO _hmepŠV`m± (A_o[aH$m d ê$g) BgHo$ n`©dojH$ amï´> Ho$ ê$n

118 [agM© [aBÝ\$mog©_|Q>> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 WmBb|S>, ~wZoB© d bmAmog ) H$m joÌr` g§JR>Z h¡& BgH$s ñWmnZm joÌ H$mo ñWm{nV H$aZo Ho$ {b`o à`ÎZerb h¢& Am{g`mZ Ho$ {eIa 8 AJñV 1967 H$mo ~¡§H$mH$ _| EH$ g§{Y nÌ na hñVmja H$aHo$ gå_obZ Ho$ AÝVJ©V gXñ` Xoem| Zo ~m¡{ÕH$ gånXm go g§~pÝYV hþB©& Am{g`mZ H$m Ho$ÝÐr` g{Mdmb` OH$mVm© (BÊS>moZo{e`m) _| g_Pm¡Vm {H$`m h¡ {Og_| VH$ZrH$ Ho$ hñVmÝVaU na {deof Omoa h¡ Am¡a CgH$m AÜ`j _hmg{Md hmoVm h¡& _hmg{Md H$m nX à{V {X`m J`m& Am{g`mZ g_wXm` Zo gZ² 2020 VH$ _wº$ ì`mnma Xmo df© Ho$ {b`o BgHo$ gXñ` Xoem| Ho$ nmg OmVm h¡& 10 gXñ` joÌ ~ZmZo Ho$ {b`o EH$ _hËdnyU© g_Pm¡Vo na hñVmja {H$`o h¢ amï´>m| Ho$ A{V[aŠV Bg_| ^maV, MrZ, X{jU H$mo[a`m, OmnmZ, {Ogo ""H$moZH$moS©> g_Pm¡Vm'' H$hm J`m h¡ {Og_| EH$ Am{g`mZ AmñQ´>o{b`m, Ý`yOrboÊS>, A_o[aH$m, ê$g, `yamonr` g§K, H$ZmS>m, gm_m{OH$ d gm§ñH¥${VH$ g_wXm` H$s g§H$ënZm H$s JB© h¡& g§`wŠV amï´> BgHo$ 11 dmVm©H$ma amï´> h¡§& Bg Vah `h g§JR>Z 10 Am{g`mZ H$m 25dm± {eIa gå_obZ 13 Zdå~a 2014 H$mo gånÝZ + 11 H$m g§JR>Z hmo J`m h¡& hþAm& Bg {eIa gå_obZ H$m Ho$ÝÐr` {df` Wm EH$ em§{VnyU© Ed§ Am{g`mZ arOZb \$moa_ ( ARF ) H$s ñWmnZm df© 1994 _| hþB© g_¥Õ g_wXm` Ho$ {bE EH$~Õ AmJo ~‹T>Zm& Bg {eIa gå_obZ h¡& BgHo$ gXñ` h¡-10 Am{g`mZ amï´> + 11 dmVm©H$ma amï´> + _| Am{g`mZ Xoem| Ho$ Amngr g§nH©$ Ed§ gh`moJ g§dÛ©Z VWm ~m½bmXoe, CVa H$mo[a`m, _§Jmo{b`m, nm{H$ñVmZ, nmnwAmo Ý`y{JZr Am{g`mZ Ho$ ~m÷ gå~ÝYm| VWm joÌr` Ed§ AÝVam©ï´>r` _wX²Xm| Ho$ VWm {V_moa boñVo & Am{g`mZ MmQ>©a na 20 Zdå~a 2007 H$mo D$na MMm© H$s JB©& qgJmnwa _| hñVmja hþ`o Wo& `h MmQ>©a 15 {Xgå~a 2008 go bmJy Am{g`mZ H$m 26dm± {eIa gå_obZ 26 go 28 Aàob 2015 _| hmo J`m h¡ VWm dV©_mZ _| BgHo$ 29 gå_obZ hmo MwHo$ h§¡& _bo{e`m _| gånÝZ hþAm & Bg gå_obZ _| Am{g`mZ g{Mdmb` Am{g`mZ H$s ñWmnZm Ho$ CÔoí` Am¡a Am{g`mZ Ho$ A§Jmo H$s g_rjm Ed§ CÝh| _O~yV ~ZmZo H$s (1) X{jU nydu E{e`m _| Am{W©H$ àJ{V H$mo Ëdm[aV H$aZm KmofUm H$s JB©& Am¡a CgHo$ Am{W©H$ ñWm{`Ëd H$mo ~Zm`o aIZm& 27dm± {eIa gå_obZ 18 go 22 Zdå~a 2015 H$mo _bo{e`m (2) gXñ` amï´>m| _| amOZr{VH$, gm_m{OH$, Am{W©H$, _| hþAm& Bg {eIa gå_obZ H$m Ho$ÝÐr` {df` “Our People, gm§ñH¥${VH$, ì`mnm[aH$, d¡km{ZH$, VH$ZrH$s àemg{ZH$, Our Community. Our Vision” Wm& Bg_| AmV§H$dmX go Am{X joÌm| _| nañna ghm`Vm H$aZm {ZnQ>Zo Ho$ {b`o KmofUm nÌ na gh_{V ~ZmB© JB© VWm Am{g`mZ (3) EH$ gmPm ~mOma V¡`ma H$aZm Am¡a gXñ` Xoem| Ho$ ~rM H$å`y{ZQ>r, Am{g`mZ {dOZ 2015 go ewê$AmV H$aZo H$s KmofUm ì`mnma H$mo ~T>mdm XoZm h¡& H$s JB© VWm Am{g`mZ H$mo `yamonr` g§K H$s Vah Am{W©H$ g_wXm` (4) X{jU-nydu E{e`m _| empÝV ñWmnZm Am¡a g_Ýd` Ho$ ~ZmZo H$s gmoM VWm nañna gh`moJ Ho$ gmW d¡pídH$ AW©ì`dñWm gmW ì`mnm[aH$ J{V{d{Y`m| H$m g§MmbZ H$aZm& H$mo J{V à«XmZ H$aZo Ho$ {b`o gh_{V ~ZmB© JB© & Am{g`mZ Ho$ H$m`© d ^y{_H$m Am{g`mZ H$m 28/29dm± {eIa gå_obZ bmAmog _| 6-8 {gVå~a 2016 H$mo gånÝZ hþAm& Bg gå_obZ H$m Ho$ÝÐr` Am{g`mZ Ho$ H$m`© joÌ AË`ÝV ì`mnH$ h¡& `h joÌr` Am{W©H$ {df` Turning Vision into Reality for Dynamic gh`moJ na ~b XoZo dmbm g§JR>Z h¡& `h gXñ` Xoem| H$s ASEAN Community g_ñV amOZr{VH$, gm_m{OH$, Am{W©H$, gm§ñH¥${VH$, ì`mnm[aH$ Wm& Bg gå_obZ _| Am{g`mZ g_wXm` d¡km{ZH$, VH$ZrH$s Am{X joµÌm| _| H$m`© H$m g§MmbZ H$a Amngr {dOZ 2025 Ho$ H$m`m©Ýd`Z {dH$mg Ho$ A§Vamb Ho$ g§Hw$MZ, g_ñ`mAm| H$m g_mYmZ H$a _hËdnyU© _wX²Xm| na gh_{V ~ZmVm h¡& Q´>oS> \¡${g{bQ>oeZ, gyú_, bKw Am¡a _Ü`_ AmH$ma Ho$ CÚ_m| Ho$ AmO `h g§JR>Z OZg§»`m {Z`§ÌU, n[adma {Z`moOZ, e¡j{UH$, {dH$mg, n`©Q>Z {dH$mg, Am{g`mZ _| Am¡nMm[aH$ AW©ì`dñWm gm§ñH¥${VH$ Iob-Hy$X, g_mO H$ë`mU, Jar~r CÝ_ybZ, n`m©daU Ho$ {b`o g§H«$_U Am¡a Am{g`mZ _| gm§ñH¥${VH$ {damgV gh`moJ g§ajU, Am{X go gå~pÝYV H$m`© H$a ahm h¡& n`©Q>Z Ho$ joÌ _| _O~yV H$aZo H$s {Xem _| H$m`© H$aZo H$s nhb H$s JB©& Am{g`mZ Zo AnZm EH$ gm_y{hH$ g§JR>Z Am{g`ÊQ>m H$mo ñWm{nV Bg àH$ma gZ² 1967 go 2016 VH$ Am{g`mZ Zo AÝV©amîQ´>r` {H$`m h¡ Omo {~Zm drOm Ho$ gXñ` amï´>m| _| n`©Q>Z H$s gw{dYm àXmZ amOZr{V _| C^aVo g§JR>Z Ho$ ê$n _| AnZr CnpñW{V XO© H$aVm h¡& Am{g`mZ Ho$ Xoe gr{_V dñVwAm| Ho$ ñdVÝÌ ì`mnma H$admB© h¡&

[agM© [aBÝ\$mog©_|Q> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 119 ^maV-Am{g`mZ g§~§Ym| H$s n¥îR>^y{_ gå_obZ _| joÌr` em§{V, pñWaVm, gwajm, ImÚ Ed§ gm_wXm{`H$ X{jU-nyd© E{e`mB© amï´> {deofV: å`m§_ma, WmB©b¡ÊS>, _bo{e`m, gwajm, Amngr ì`mnma Am¡a AW©ì`dñWm VWm {dÎmr` gh`moJ bmAmog d H$å~mo{S>`m Am{X Eo{Vhm{gH$ ê$n go ^maVr` {dMmam|, H$mo gwX‹T> H$aZo Ho$ {b`o à{V~ÕVm H$mo Xmoham`m J`m& df© 2014 Y_©, H$bm d g§ñH¥${V go à^m{dV aho h¡§& df© 1991 _ | Kmo{fV go ^maV d å`m§_ma Ho$ ~rM nmoV n[adhZ H$s grYr godm àmaå^ bwH$ B©ñQ> nm°{bgr VWm df© 1997 _ | Am{g`mZ Ûmam ~mhar [aíVm| H$aZo Ho$ {bE ^maV H$m {deof ñdmJV {H$`m& Ho$ g§~§Y _ | Kmo{fV Am{g`mZ {dOZ 2020 H$s Zr{V Zo ^maV- 13dm± ^maV A{g`mZ {eIa gå_obZ: `h {eIa gå_obZ 21 Am{g`mZ [aíVmo§ H$m _O~yV H$aZo hoVw Z`m Am`m_ àXmZ {H$`m h¡& Zdå~a 2015 H$mo _bo{e`m _| gånÝZ hþAm& Bg {eIa gå_obZ ^maV H$mo df© 1992 _| Am{g`mZ H$m joÌr` dmVm© gmPoXma _| ^maV H$s nya~ _o§ H$m_ H$a H$s Zr{V (EŠQ> B©ñQ>) VWm _oH$ BZ ~Zm`m J`m VWm df© 1995 _| Bgo nyU© dmVm© gmPoXma H$m XOm© B§{S>`m H$m`©H«$_m| H$m ñdmJV {H$`m J`m VWm Am{g`mZ ZoVmAm| {X`m J`m& df© 1998 _| ^maV H$mo Am{g`mZ Ho$ AZwf§Jr g§JR>Z- Ûmam OH$mVm© pñWV Am{g`mZ Ho$ _w»`mb` _| ^maVr` {_eZ H$s Am{g`mZ arOZ \$moa_ H$s gXñ`Vm àXmZ H$s JB© VWm df© ñWmnZm H$m ^r ñdmJV {H$`m J`m& 2002 go ^maV E§d Am{g`mZ Ho$ ~rM dm{f©H$ {eIa ~¡R>H$mo§ H$m Bg {eIa dmVm© _| ^maV-A{g`mZ em§{V, àJ{V VWm gh^mJr Am`moOZ àma§^ hþAm& Am{g`mZ 2012 go ^maV H$m amOZr{VH$ g_¥{Õ (2010-2015) hoVw H$m`© `moOZm H$mo ñdrH$a H$a {d{^ÝZ gmPoXma h¡ VWm ^maV nyd© E{e`mB© {eIa gå_obZ H$m g§ñWmnH$ H$m`©H«$_m| VWm J{V{d{Y`m| Ho$ {H«$`mÝd`Z Ho$ gmW ^maV- gXñ` Xoe ^r h¡& Am{g`mZ dmVm© V§Ì H$s àJ{V na g§Vmof ì`ŠV {H$`m J`m& BgHo$ gmW hr Am{g`mZ - ^maV gm_[aH$ gmPoXmar Ho$ AÝVJ©V df© 2009 _ | ^maV Zo 10 gXñ`r` Am{g`mZ Xoemo Ho$ gmW g§`moOZH$Îmm© g§~§{YV `moOZm Ho$ {H«$`mÝd`Z Ho$ {b`o ^maV Ûmam ~hþàVr{jV _wŠV ì`mnma g_Pm¡Vo na hñVmja {H$E& {OgHo$ Am{g`mZ Xoemo Ho$ {b`o 1 {~{b`Z A_o[aH$s S>mba H$s G$U n[aUm_ñdê$n XmoZmo§ njm| Ho$ _Ü` dm{f©H$ ì`mnma 40 Aa~ S>m°ba go ghm`Vm H$s KmofUm H$m ñdmJV ^r {H$`m J`m& ~‹T>H$a 60 Aa~ S>m°ba H$m hmo J`m& _wŠV ì`mnma g_Pm¡Vo Ho$ gmW 14dm± ^maV Am{g`mZ {eIa gå_obZ: `h {eIa dmÎmm© 6-8 ^maV Zo qgJmnwa, X{jU H$mo[a`m Ho$ gmW-gmW ì`mnH$ Am{W©H$ {gVå~a 2016 H$mo bmAmog _| gånÝZ hþB©& ^maV Ho$ àYmZ_§Ìr Zo gmPoXmar g_Pm¡Vo na hñVmja {H$`o h¡§ Am¡a OmnmZ, WmBb¡ÊS>, `h ñdrH$ma {H$`m {H$ nydm}Va ^maV Ho$ {dH$mg H$s Hw§$Or X{jUr _bo{e`m g{hV AÝ` Xoemo§ Ho$ gmW ^r Bgr Vah Ho$ g_Pm¡Vo H$aZo nydu E{e`m _| {N>nr h¡& àYmZ_§Ìr ZaoÝÐ _moXr Zo ^maV H$s "bwH$ Ho$ {b` ^maV à`mgaV h¡& ^maV Am{g`mZ H$m gmVdm° g~go ~‹S>m B©ñQ>' nm°{bgr H$mo ~XbH$a "EŠQ> B©ñQ>' nm°{bgr H$a {X`m h¡§& V^r ì`mnm[aH$ gmPrXma Ed§ A{^`mZ _ | N>R>m g~go ~‹S>m {ZdoeH$ Xoe h¡& go ^maV X{jU E{e`m Ho$ Xoem| Ho$ gmW g§~§Y _O~yV ~ZmZo _| df© 2016 Ho$ A§V VH$ XmoZm| nj Amngr ì`mnma H$mo 100 {~{b`Z bJm h¡, {Og_| ^maV- å`§m_ma - WmBb¡ÊS> {Ìnjr` amO_mJ© S>m°ba VH$ nhþ§MmZo Ho$ {b`o bú` ~Õ h¡& n[a`moOZm Am¡a å`m§_ma _| {gQ‰>o go nydm}Va ^maV Ho$ {_Omoa_ Am{g`mZ go ZOXrH$s ~‹T>mVm ^maV H$mo Omo‹S>Zo dmbr H$mbmS>mZ _ëQ>r _m°S>b n[adhZ `moOZm Ah_ Am{g`mZ _ybV: X{jU nyd© E{e`m`r Xoem| H$m g§JR>Z h¡ Am¡a Bg nhb gm{~V hþB© h¡& Bg {eIa gå_obZ _| AÝVam©ï´>r` {hVm| go joÌ Ho$ ~T>Vo à^md Ho$ H$maU hr A_o[aH$m g{hV H$B© VmH$Vda OwSo> {df`m| na MMm© H$s JB© {Og_| Zm¡dhZ gwajm, Am§VH$dmX, Xoe Bgo g_W©Z Xo aho h¡& df© 2002 go ^maV-Am{g`mZ g~§Ym| _o§ na_mUw Aàgma Am¡a nbm`Z O¡go {df` em{_b {H$`o J`o& {Za§Va àJmR>Vm AmB© h¡ Am¡a ^maV Zo Am{g`mZ amï´>m| Ho$ _hËd bwH$ B©ñQ> go EŠQ> B©ñQ> VH$ ^maV H$mo nhMmZ {b`m h¡& A~ BÝho§ H$moH$m H$mobm H§$Q´>rO _mÌ Zht _mZm gZ² 1991 H$s 'bwH$ B©ñQ>' nm°{bgr H$s Zr{V H$mo 2014 _| ^maV OmVm h¡& AmO ^maV d Am{g`mZ Ho$ ~rM {Ûnjr` ì`mnma _ o§ ^r Ho$ Ho$ÝÐr` ZoV¥Ëd n[adV©Z Ho$ gmW hr ^maV Ho$ àYmZ_§Ìr lr CVamoÎma d¥{Õ hþB© h¡ VWm A~ VH$ ^maV d Am{g`mZ Ho$ 14 {eIa ZaoÝÐ _moXr Zo EŠQ> B©ñQ> Zr{V _| n[ad{V©V H$a {X`m& bmAmog gå_obZ hmo MwHo$ h¢& BZ_ | go {ZåZ{bpIV Img _hËd aIVo h¢ - gå_obZ _| àYmZ_§Ìr _moXr Zo Am{g`mZ Xoemo§ Ho$ gmW _hËd H$mo 12dm± ^maV- Am{g`mZ {eIa gå_obZ: `h {eIa gå_obZ 12 B§{JV H$aVo hþ`o H$hm {H$ ""h_mar EŠQ>-B©ñQ> Zr{V Ho$ g§X^© _| Zdå~a 2014 H$mo Zm`² nr Vmd (å`m§_ma) _| g§nÝZ hþAm& Bg Am{g`mZ _hËdnyU© gmPoXma h¡ Am¡a `h h_mao CVa - nydu joÌ

120 [agM© [aBÝ\$mog©_|Q>> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 Ho$ Am{W©H$ {dH$mg Ho$ {bE _hËdnyU© h¡& àYmZ§_Ìr Zo AmJo H$hm "nya~ H$s Am¡a XoImo Zr{V', "nya~ _| H$m_ H$amo' H$s AJ«- g{H«$` {H$ Am{g`mZ Ho$ g§~§Y ghr AWm} _| Eo{Vhm{gH$ h¢ VWm h_mao Zr{V _| n[ad{V©V hmo JB© h¡& ^maV Am¡a Am{g`mZ H$m pIbm Ow‹S>md d nhb H$mo EH$ eãX go ì`ŠV {H$`m Om gH$Vm h¡ Am¡a [aíVm X{jU E{e`mB© amOZr{V H$m à_wI Ho$ÝÐ {~ÝXþ ~Z J`m dh eãX "H$ZopŠQ>{dQ>r' h¡& h¡& {OgHo$ VhV ^maV OH$mVm© _ | Am{g`mZ Ho$ {b`o EH$ ^maVr` EŠQ> B©ñQ> H$s Zr{V Ho$ VhV VWm àYmZ_§Ìr H$s nhb H$m hr {_eZ H$m JR>Z H$a ahm h¡, Vmo Am{g`mZ ^maV-Am{g`mZ Ho$ÝÐ n[aUm_ h¡ {H$ qgJmnwa hmb hr Ho$ dfm} _o§ ^maV _| g~go Á`mXm H$s ñWmnZm {X„r _ o§ H$a ahm h¡& AV: ^maV-Am{g`mZ Bg nyao joÌ {Zdoe H$aZo dmbo Xoe Ho$ Vm¡a na ñWm{nV hþAm h¡ VWm ^maV H$mo _ | em§{V Am¡a g_¥{Õ H$m {dñVma H$aVo hþE E{e`m Ho$ nwZOm©JaU H$s Cå_rX h¡ {H$ _oH$ BZ B§{S>`m, pñH$b B§{S>`m O¡go H$m`©H«$_m| _| ^r ZB© H$hmZr {bIZo Ho$ {b`o H¥$V- g§H$ën {XI aho h¡§& BZ Xoemo H$s H§$n{Z`m| H$s Va\$ go H$m\$s {Zdoe hmoJm& 14d| {eIa g§X^© J«§W gyMr gå_obZ _| àYmZ_§Ìr _moXr Zo AŠQy>~a _| hmoZo dmbo A§Vam©ï´>r` 1. O¡Z, Xr{jV, ^maV H$s {dXoe Zr{V, à^mV àH$meZ, ZB© ""~m¡Õ H$mÝŠbod'' Ho$ {b`o Am{g`mZ Ho$ gXñ`m| Xoemo H$mo {deof {X„r, 2013 A{V{W Ho$ Vm¡a `h Am_§{ÌV ^r {H$`m& àYmZ_§Ìr ZaoÝÐ _moXr 2. d¡í`, hare Hw$_ma, AÝVam©ï´>r` gå~ÝY, Am`© npãbHo$eZ, Zo Bg _m¡Ho$ na Am{g`mZ `yW g{_Q> H$amZo H$m ^r gwPmd gXñ` {X„r, 2013 Xoemo§ H$mo {X`m& BgHo$ gmW hr CÝhm|Zo Am{g`mZ _| ^maV H$s 3. \${‹S>`m, Hw$bXrn, g§`wŠV amï´> g§K d AÝ` à_wI AÝVam©ï´>r` Va\$ go {X`o OmZo dmbo \§$S> H$mo ~T>mH$a 50 {_{b`Z A_o[aH$s g§JR>Z, gm{hË` ^dZ, npãbHo$eZ, AmJam, 2012 S>m°ba H$aZo H$s ^r KmofUm H$s& BgHo$ gmW-gmW ^maV Am¡a 4. AmoPm, EZ.EZ., amOZr{V {dkmZ d AÝVam©ï´>r` gå~ÝY, X{jU E{e`m Ho$ ~rM {S>{OQ>b H$ZopŠQ>{dQ>r H$mo ~T>mdm XoZo Ho$ H$m°{ZH«$b npãbHo$eZ, ZB© {X„r, 2016 gmW-gmW BgHo$ {bE _mñQ>a ßbmZ bmJy H$aZo na ^r Omoa {X`m& 5. n§V, nwînoe, 21dt eVmãXr _| AÝVam©ï´>r` gå~ÝY, Q>mQ>m àYmZ_§Ìr Zo ^maV- å`§m_ma - WmB©b¡§S> hmB©do Ho$ {b`o Ádm§BQ> _¡H$J«m°{hb npãbHo$eZ, {ÛVr` g§ñH$aU, 2014 Q>mñH$ \$mog© H$m JR>Z H$aZo H$m ^r gwPmd {X`m h¡§& `h hmB©do 6. Om¡har, Oo.gr., AÝVam©ï´>r` gå~ÝY d amOZr{V, ñQ>{bªJ H§$~mo{S>`m, bmAmog go hmoH$a JwOaoJm& EŠQ> B©ñQ> n°m{bgr Ho$ VhV npãbHo$eZ, Zmo`S>m, 2014 hr ^maV Zo OëX hr g^r Am{g`mZ Xoem| Ho$ {bE BboŠQ´>°m{ZH$ 7. {~ñdmb, VnZ, AÝVam©ï´>r` gå~ÝY, Amo[a`ÝQ> ãb¡H$ ñdm°Z drOm H$s gw{dYm H$s KmofUm ^r H$s h¡, Vm{H$ {Zdoe d n`©Q>Z npãbHo$eZ, ZB© {X„r, {ÛVr` g§ñH$aU, 2016 H$mo ~‹T>mdm {_b gHo$& Bg àH$ma ^maV Zo EŠQ> B©ñQ> nm°{bgr Ho$ 8. {_lm, _hoÝÐ Hw$_ma, AÝVam©ï´>r` amOZr{V, H$ënZm àH$meZ, VhV {díd amOZr{V Ho$ a§J_§M na Am{g`mZ - ^maV g§~§Ymo H$s {X„r, 2010 ZB© Zrd§ aIr h¡& 9. IÝZm, dr.EZ., BÝQ>aZoeZb [aboeZ, Eg.Mm±X EÊS> H$ånZr, gmam§eV: ^maV Am¡a Am{g`mZ Ho$ ~hþa§Jr g§~§Y Bg eVmãXr H$mo ZB© {X„r, 2013 E{e`mB© eVmãXr ~ZmZo Ho$ ñdßZ H$mo gmH$ma H$aZo Ho$ _mJ© na 10. \${‹S>`m, ~r.Eb., AÝVam©ï´>r` amOZr{V {gÕmÝV d g_H$mbrZ AJ«ga h¡& dV©_mZ àYmZ_§Ìr ZaoÝÐ _moXr Ho$ ZoV²Ëd _| ^maV H$s amOZr{VH$ _wÔo, gm{hË` ^dZ npãbHo$eZ, AmJam, 2010

[agM© [aBÝ\$mog©_|Q> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 121 g_gm_{`H$ d¡pídH$ gÝX^© _| _hmË_m Jm§Yr Ho$ Aqhgm {gÕmÝV H$s àmg§{JH$Vm JwéXÎm ñdm_r emoYmWu, amOZr{V {dkmZ {d^mJ amOñWmZ {díd{dÚmb`, O`nwa (amO.)

emoY gmam§e Aqhgm H$mo ^maV _| EH$ Zr{V Ho$ ê$n _| _mÝ`Vm H$s JB© h¡& Aqhgm H$m {dMma ^maV Zo {díd Ho$ AZoH$ Xoem| _| \¡$bm`m& ^maV _| g§V, _hmË_mAm| d emgH$m| Zo ^r Aqhgm H$s Zr{V H$mo AnZm`m& _hmË_m Jm§Yr Zo Aqhgm H$mo ì`pŠVJV d gm_y{hH$ OrdZ _| CVmaZo H$m à`mg {H$`m& _hmË_m Jm§Yr Zo Aqhgm Ho$ ZH$mamË_H$ d gH$mamË_H$ AW© H$mo n[a^m{fV {H$`m& CÝhmoZo ~Vm`m {H$ _mZdr` g§~§Ym| _| g^r g_ñ`mAm| H$m hb Aqhgm h¡& Aqhgm {ZfoYmË_H$ Z hmoH$a {dYo`mË_H$ epŠV h¡& Aqhgm H$mo gË`mJ«h H$m _yb_§Ì ~Vm`m& Jm§Yr Or H$s Aqhgm _Z, dMZ d H$_© go g§~§{YV h¡& Jm§Yr Or Zo OmJ«V Aqhgm H$mo Aqhgm H$m g~go à~b ê$n _mZm& Aqhgm H$_©R>Vm d J{VerbVm H$m Xe©Z h¡& g_gm_{`H$ d¡pídH$ n[aX¥í` AemÝV ApñWa {ddmXJ«ñV d K¥UmñnX h¡& {díd _| empÝV d gh`moJ ñWm{nV H$aZo Ho$ {b`o bmoJm| H$mo Aqhgm H$m nmR> n‹T>mZm Oê$ar h¡& Aqhgm Ho$ Ûmam hr bmoJm| H$m _Z n[ad{V©V {H$`m Om gH$Vm h¡& Aqhgm hr Bg g_ñ`m H$m BbmO h¡& Aqhgm Ho$ {dMma _| _mZd H$ë`mU H$s ^mdZm h¡ Cgr Ho$ Ûmam bmoJ Amngr Ûof H$mo ^wbmH$a gm¡hmX©nyU© nyU© OrdZ ì`VrV H$a|Jo& AV: Jm§YrOr H$m {gÕm§V g_gm_{`H$ {díd _| hr àmg§{JH$ Zht h¡ ~pëH$ AmZo dmbo g_` _| ^r àmg§{JH$ ~Zm ahoJm& g§Ho$Vmja … emídV _yë`, {dYo`mË_H$ epŠV, ì`mdhm[aH$ AdYmaUm, d¡pídH$ àmg§{JH$Vm ^maV _| hOmam| dfm}§ go Aqhgm OrdZ H$m EH$ emídV {Z`_ ahm dUm©l_ ì`dñWm Ho$ ê$n _|; Cn{ZfX² _| Z¡{VH$ JwUm| Ho$ ê$n _|; h¡& Bgo {gÕmÝV d ì`dhma _o§ AnZm`m OmVm ahm h¡& ewê$ _| `h nV§O{b Ho$ `moJgyÌ _| g^r Ordm| Ho$ à{V gX²^mdZm Ho$ ê$n _|; ì`pŠV Ho$ AmMaU VH$ gr{_V ahr, ~mX _| Bgo EH$ Zr{V Ho$ ê$n am_m`U, _hm^maV, ^JdX²JrVm _| H$_© Ho$ ê$n _| ì`mdhm[aH$ _| _mÝ`Vm Xr J`r& Aqhgm H$m {dMma ^maV go {díd Ho$ AÝ` ñVa na; O¡Z Xe©Z _| "{ÌaËZ' Ho$ _mÜ`_ go Aqhgm Ho$ A{VaoH$ Xoem| _| \¡$bVm J`m d EH$ ì`mnH$ AdYmaUm ~Z J`m& Aqhgm ñdê$n na VWm AemoH$ Ho$ "Yå_ {dO`' Ho$ Amh²dmZ Ûmam H$s AdYmaUm Ho$ {M• Z Ho$db ^maVr` g§ñH¥${V _| A{nVw AqhgH$ _yë`m| H$mo g_w{MV ñWmZ àXmZ {H$`m J`m h¡& Aqhgm d¡pídH$ ñVa na ^r àmMrZ g_` go hr XoIo Om gH$Vo h¡§& MrZ H$s Eo{Vhm{gH$ `mÌm _| Jm±YrOr "_rb H$m nËWa' h¡§ {OZHo$ _| H$Ýâ`w{e`g (551-478 ~r.gr) bmAmoËgo H$s {ejmAm| _|, AZwgma "^JdX²JrVm' _| {Og "pñW{Vàk' _mZd H$m C„oI {H$`m àmMrZ `yZmZ _| ßboQ>mo, ñQ>moBH$, EnrŠQ>oa`yg Xme©{ZH$m|, `hÿXr d J`m h¡ dh gË` d Aqhgm Ho$ {~Zm àmá Zht hmo gH$Vr h¡& B©gmB© Y_© Ho$ n{dÌ J«ÝWm| _o§ Aqhgm, gË`mJ«h d {ZpîH«$` à{VamoY Jm±YrOr Zo A_o[aH$Z AamOH$VmdmXr Wmoam| Ho$ "g{dZ` Adkm' Ho$ _yë` ñWm{nV Wo& H$mo gH$mamË_H$ ñdê$n àXmZ H$a "g{dZ` à{VamoY' H$m ^maV _| gÝV _hmË_mAm| Zo h_oem, Aqhgm H$m gÝXoe gd©Ì ì`mdhm[aH$ à`moJ {H$`m& Om°Z apñH$Z Ho$ J«ÝW "AZ Qy> X bmñQ>' \¡$bm`m& _hm^maV _| Aqhgm na_mo Y_© H$s {ejm Xr J`r h¡&1 go Jm±YrOr Zo VrZ {gÛmÝVm| H$mo J«hU {H$`m - àW_, g~H$s ~wÕ d _hmdra ñdm_r Zo Aqhgm H$mo bmoH$ {Z`_ ~Zm {X`m& ^bmB© _| ì`pŠVJV ^bmB© AÝV{Z©{hV h¢, {ÛVr`, g^r bmoJm| H$mo g_«mQ> AemoH$ Zo Aqhgm H$mo amÁ` H$s Zr{V H$m ^mJ ~Zm`m& AmOr{dH$m àmá H$aZo H$m g_mZ A{YH$ma àmá h¡ VWm V¥Vr`, ^maVr` g§ñH¥${V AqhgmË_H$ {dMmam| go AmoV-àmoV h¡& G$½doX _| gmYmaU _ohZV _OXÿar go `wŠV {H$gmZ H$m OrdZ gƒm OrdZ

122 [agM© [aBÝ\$mog©_|Q>> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 h¡& Jm±YrOr {b`mo Q>m°bñQ>m°g go gdm©{YH$ à^m{dV Wo& AnZo J«ÝW Jm§Yr H$s Aqhgm Ho$ VrZ ê$n h¢- àW_ OmJ¥V Aqhgm& Aqhgm "X qH$JS>_ Am°\$ Jm°S> BO {dX² BZ `y' _| AmYw{ZH$ g_mO H$s ì`pŠV H$s AÝVam©Ë_m H$s nwH$ma na ñdm^m{dH$ ê$n go OÝ_ boVr g^r gm_m{OH$ Ed§ amOZr{VH$ g§ñWmAm| H$m hb "ào_' ~Vm`m h¡, Bg Aqhgm _| Agå^d H$mo ^r g§^d _| ~Xb XoZo H$s Anma Omo {ZpîH«$` à{VamoY, Agh`moJ d Aqhgm na AmYm[aV h¡& epŠV {Z{hV h¡& Xÿgar, Am¡{MËd nyU© Aqhgm& OrdZ Ho$ {H$gr boIH$ Jm±Yr d Q>m°bñQ>m°` Ho$ qMVZ _| H${Vn` g_mZVm Ho$ VËdm| joÌ _| {deof Amdí`H$Vm n‹S>Zo na Am¡{MË`mZwgma EH$ Zr{V Ho$ `Wm AmYw{ZH$ gä`Vm H$mo epŠV d emofU na AmYm[aV d ê$n _| AnZm`r Om`& `Ú{n `h Aqhgm Xþ~©b ì`pŠV`m| H$s AZ¡{VH$ _mZZm, eÌw H$m à{VH$ma H$aZo hoVw qhgH$ gmYZm| H$m h¡ na BgH$m nmbZ B©_mZXmar d X¥‹T>Vm go {H$`m Om` Vmo H$m\$s {damoY, ì`pŠVJV ewÛVm d Z¡{VH$Vm _| {dídmg, H$m C„oI H$aVo epŠVembr Am¡a bm^Xm`H$ {gÕ hmo gH$Vr h¡& Vrgar ^rê$Am| h¡§ dht Jm±YrOr Ûmam Aqhgm H$mo A{YH$ ì`dhm[aH$ _mZVo hþE H$s A{hg§m S>anmoH$ d H$m`am| H$s Aqhgm h¡& `h {ZpîH«$` Aqhgm AndmX ñdê$n qhgm H$mo ñdrH$maZm CÝh| Q>m°bñQ>m°` go n¥WH$ H$aVm h¡& H$m`aVm d Aqhgm EH$ gmW Zht ah gH$Vo& Jm§Yr Zo H$m`aVm h¡& Jm§YrOr Zo eVmpãX`m| nwamZr Aqhgm Ho$ Xe©Z H$mo ZdrZ g§X^© H$mo qhgm go ^r ~wam _mZVo hþE H$hm {H$ `{X _wPo XmoZm| _o§ go EH$ _| n[a^m{fV {H$`m Am¡a gå^mì` ê$n _| àñVwV H$a ~So> n¡_mZo H$mo MwZZm hþAm, Vmo _¡§ {ZpíMV hr qhgm H$mo MwZy§Jm&4 Aqhgm na CÝh| OZ AmÝXmobZm| _| à`wŠV {H$`m h¡& H$m`© H$aZo H$s àd¥{Îm h¡, öX` n[adV©Z H$m gmYZ h¡& Aqhgm _hmË_m Jm§Yr Zo Aqhgm H$s ZB© ì`m»`m H$s d Bgo ì`pŠVJV d OrdZ Ho$ àË`oH$ nhby _| nm`r OmVr h¡& `h _mZd öX` H$s gm_y{hH$ OrdZ _| ì`dhma _| CVmaZo H$m à`mg {H$`m& Aqhgm {Xì` Á`mo{V h¡& Jm§Yr H$s Aqhgm H$s AdYmaUm àJ{Verb H$m ì`mnH$ AW© h¡& CËn{Îm H$s X¥{ï> go Aqhgm eãX {ZfoYmË_H$ d n[apñW{V`m| na {Z^©a h¡& `h AH$_©Ê`Vm H$m Xe©Z Zht h¡ h¡, A qhgm-qhgm H$m AWmd&2 _hmË_m Jm§Yr Zo Aqhgm Ho$ ~pëH$ H$_©R>Vm d J{VerbVm H$m Xe©Z h¡& Aqhgm _| AZÝV ào_ ZH$mamË_H$ AW© H$mo ñnï> H$aVo hþE H$hm Wm _Zwî` H$m Eogm h¡& Zohê$ Zo Aqhgm H$mo gH$mamË_H$ d J{Verb nÕ{V _mZm& ì`dhma hmo, {Og_| qhgm H$m ghmam Z {b`m Om`, AWm©V² {H$gr Jm§Yr H$s Aqhgm gdm©{YH$ {df` n[apñW{V`m| _| ^r gm_m{OH$ Ord H$mo nr‹S>m Z nhþ§Mm`r Om`o& Bg_| `h ~Vm`m OmVm h¡ {H$ Š`m n[adV©Z d amOZr{VH$ J{V{d{Y Ho$ {bE _m¡{bH$ d aMZmË_H$ Zht {H$`m Om`& Jm§Yr Zo Aqhgm Ho$ gH$mamË_H$ AW© `m ^md na nÕ{V h¡&5 Aqhgm, àË`oH$ g_ñ`m Ho$ ì`mdhm[aH$ g_mYmZ Ho$ A{YH$ ~b {X`m {Og_| `h {ZX}e {X`m OmVm h¡ {H$ _Zwî` H$mo {bE Z¡{VH$ AmYma V¡`ma H$aVr h¡& Š`m H$aZm h¡& _hmË_m ~wÕ Zo H$hm Wm {H$ {H$gr ^r Ord H$mo H$ï> Z nhþ§Mm`m Om`, Jm§Yr Zo Cggo AmJo ~‹T>Vo hþE H$hm {H$ {díd g_gm_{`H$ d¡pídH$ n[aX¥í` AemÝV, ApñWa, {ddmXJ«ñV Ho$ g_ñV Ordm| go ào_ H$amo& Aqhgm H$m gH$mamËH$ nj h¡-_mZd d K¥UmñnX h¡& {ddmX d g_ñ`mE| {XZ à{V {XZ ~‹T> ahr h¢& ào_& Aqhgm dh {gÕmÝV `m Zr{V h¡ {Og_| AnZo {damoYr H$mo VZmdnyU© dmVmdaU CËnÝZ hmo ahm h¡& amÁ`m| _| ApñWaVm ~‹T>Vr ào_ go OrVm OmVm h¡, K¥Um `m bS>mB© go Zht&3 _mZdr` g§~§Ym| Om ahr h¡& amÁ`m| _| ^m¡Jmo{bH$ gr_mAm| Ho$ gmW Y_©©, g§ñH¥${V H$s g^r g_ñ`mAm| H$m hb Aqhgm _o§ h¡& Aqhgm qhgm go A{YH$ d Z¡{VH$Vm Ho$ AmYma na ^r d¡_Zñ` ~‹T>Vm Om ahm h¡& BZ g~ epŠVembr h¡& Aqhgm EH$ Xÿgao Ho$ à{V ào_ Am¡a AmXa H$mo OÝ_ njm| H$m qhgm d g§J{R>V qhgm AWm©V² AmV§H$dmX AnZo nj _| XoVr h¡ VWm g^r _Zwî`m| H$mo g_mZ g_PZo H$s àoaUm XoVr h¡& à`moJ H$aZo H$m à`mg H$a ahm h¡& AmO {díd Ho$ g_j qhgm `m Jm§YrOr H$s Aqhgm {ZfoYmË_H$ Z hmoH$a {dYo`mË_H$ epŠV h¡& AmV§H$dmX EH$ à_wI g_ñ`m ~Z J`r h¡& ì`pŠV`m| Ho$ g_yh d dh ~wamB© H$mo AÀN>mB© go OrVZo H$m {gÕmÝV h¡ {Og_| H$moB© ~Xbo amï´> AnZo ñdmWm}§ H$s ny{V© Ho$ {bE qhgm H$mo EH$ h{W`ma Ho$ ê$n _o§ H$s ^mdZm Zht h¡, H$moB© f‹S>`ÝÌ Zht h¡, H$moB© à{VH$ma Zht h¡, H$moB© à`moJ H$aZo bJo h¢& qhgm Ho$ {bE bmoJm| H$mo CH$gmZo d qhgm H$mo g§J{R>V `wÕ `m Jwá hË`m Zht h¡& Aqhgm gË`mJ«h H$m _yb_ÝÌ d¡Ym{ZH$ R>hamZo Ho$ {bE Y_©, Z¡{VH$Vm, {dMmaYmam, Am{W©H$ d h¡& gË` gdm}ƒ H$mZyZ Am¡a Aqhgm gdm}ƒ H$Îm©ì` h¡& gË` H$s gm_m{OH$ Ag_mZVmAm| H$mo _wÔm ~Zm H$a BZH$m à`moJ {H$`m Vah Aqhgm H$s epŠV Agr_ h¡& {H$gr H$mo Zht _aZm Aqhgm H$m Am§{eH$ AW© h¡§& Jm§Yr H$s Aqhgm _Z, dMZ d H$_© go OmVm h¡ d ì`pŠV`m| VWm amï´>m| _| qhgm Ho$ nj _| CÝ_mX n¡Xm g§~§{YV h¡& Hw${dMma qhgm h¡, CVmdbmnZ qhgm h¡, {_Ï`m ^mfU {H$`m Om ahm h¡& Bggo {díd _| AempÝV CËnÝZ hmo ahr h¡ d qhgm h¡, {H$gr H$m ~wam MmhZm qhgm h¡, OJV H$mo {Og MrO H$s AamOH$VmnyU© _mhm¡b ~Z ahm h¡& amÁ`m| Ho$ g_mZmÝVa AÝ` Amdí`H$Vm h¡, Cg na H$ãOm aIZm ^r qhgm h¡& Aqhgm gdm}ƒ g§JR>Z nZn aho h¢ Omo gånyU© ì`dñWm H$mo MwZm¡Vr XoH$a {díd _| Z¡{VH$ d AmÜ`mpË_H$ epŠV H$s àVrH$ h¡& AempÝV, Aì`dñWm d AamOH$Vm H$mo ~‹T>mdm {X`m Om ahm h¡,

[agM© [aBÝ\$mog©_|Q> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 123 VWm qhgm d AmV§H$dmX g~ OJhm| na gdm}ƒVm H$s pñW{V àmá h¡ CZ_| _mZd H$ë`mU H$s ^mdZm {Z{hV h¡& Jm§Yr Ho$ {dMma H$a ahm h¡& {díd AmO qhgm d AmV§H$dmX go _wpŠV H$m Cnm` AnZo Amn _| n`m©á h¢ {H$gr Xÿgao na {Z^©a Zht h¢& ImoOZo _| bJm hþAm h¡& qhgm d AmV§H$dmX {d{dY Am`m_r hmo {díd Ho$ {d{^ÝZ Xoem| _o§ O~ ^r Jm§Yr Or Ho$ {H$gr {gÕmÝV J`m h¡& {Ogo amoH$Zo Ho$ Cnm` ^r {d{dY Am`m_r hr hmo gH$Vo h¡§& H$mo ì`dhma _o§ AnZmZo H$s Oê$aV n‹S>r, ~hþV gmao àíZ ñd`§ hr ^maV Ho$ _hmZ _Zrfr Am¡a H$_©`moJr _hmË_m Jm§Yr Zo ^maV _| CnpñWV hmoZo bJo, CZH$m _yë`m§H$Z {H$`m OmZo bJm& Jm§YrOr g{X`m| go àM{bV Aqhgm Ho$ {gÕmÝV H$mo ì`mdhm[aH$ ~Zm`m d Ho$ gånyU© Xe©Z H$m AmYma h¡-Aqhgm H$m nmbZ H$aHo$ hr gånyU© BgHo$ _mÜ`_ go {dídempÝV H$m gÝXoe {X`m& AmO O~ {díd Jm§Yr Xe©Z H$mo AnZm`m Om gH$Vm h¡& Aqhgm AÝ` njm| H$m _yb qhgm go ÌñV h¡& g§J{R>V qhgm `m{Z Am§VH$dmX AmO O~ {díd AmYma h¡& Jm§Yr Ho$ AÝ` {dMma O¡go gË` ñdXoer, ñdemgZ Ho$ {ZXm}f bmoJm| H$mo brb ahm h¡§ V~ Jm§Yr H$m Aqhgm H$m {gÕmÝV Q´>ñQ>r{en, l_ gmYZm Am{X H$mo _hËdnyU© h¡ VWm {díd H$s A{YH$ gmW©H$ hmoVm Om ahm h¡& Aqhgm H$m {gÕmÝV Ý`yQ>Z H$s gånyU© ì`dñWm H$mo gånyU©Vm _| XoI H$a, gmao {dMmam| H$s ImoO go ^r A{YH$ _hËdnyU© h¡&6 Jm§Yr H$m Aqhgm H$m {dMma gmW©H$Vm _o§ hr Aqhgm H$s gmW©H$Vm {XIVr h¡& amï´>m| H$s gr_mAm| H$mo nma H$aHo$ AÝVam©ï´>r` hmo J`m h¡& BgH$s Jm§YrOr d¡pídH$ h¢ d CZHo$ {dMmam| H$s àmg§{JH$Vm ^r d¡pídH$ Cn`mo{JVm d _hËd ^r AÝVam©ï´>r` hmo J`o h¢& Aqhgm H$s Oê$aV h¡& Jm§Yr Z Ho$db naånam VWm AmYw{ZH$Vm, ~pëH$ nyd© VWm {OVZr AmO Ho$ ì`pŠV g_mO Am¡a amï´> H$mo Oê$ar h¡ CVZr npíM_ Ho$ ~rM EH$ Eogo goVw Ho$ ê$n _| C^ao {OgZo AgË` d nhbo H$^r Zht Wr& AmO h_mar g§aMZm ì`pŠV go boH$a g_mO AÝ`m` H$mo Aqhgm H$s aUZr{V H$m ghmam boH$a gXm Ho$ {bE VH$ Am¡a amï´> go boH$a gånyU© {díd VH$ g§aMZmË_H$ qhgm na Yamem`r H$a {X`m& Jm§YrOr Vmo Eogo {demb g_wÐ H$s Vah AmYm[aV h¡&7 Jm§YrOr _mZd H$mo _yb ê$n go qhgH$ _mZVo h¡§& Wo {Og_| {d{^ÝZ gä`VmAm|, g§ñH¥${V`m|, Y_m|©, ì`dñWmAm|, amÁ` _mZd {Z{_©V g§ñWm h¡, AV: amÁ` ^r qhgH$ h¡, Bg naånamAm| VWm {dMmaYmamAm| H$m ghO hr gpå_lU hmo OmVm H$maU J§mYrOr amÁ` H$m {damoY H$aVo h¡§& qhgm amÁ` H$s àH¥${V h¡&8 Jm§Yr H$m Aqhgm H$m {gÕmÝV g_gm_{`H$ {díd _| hr h¡, amÁ` H$m ñd^md h¡& Jm§YrOr Ho$ AZwgma qhgm go _wpŠV Ho$ àmg§{JH$ Zht h¡ ~pëH$ AmZo dmbo g_` _| ^r `h àmg§§{JH$ ~Zm {bE, amÁ` go ^r _wpŠV A{Zdm`© h¡& Bg àH$ma Aqhgm _mÌ ahoJm& EH$b {gÕmÝV Zht h¡ ~pëH$ ~hþAm`m_r {gÕmÝV h¡& EH$ amÁ` gÝX^© gyMr Ûmam Aqhgm H$mo ñdrH$ma H$a boZo na ^r, `{X Xÿgam amÁ` qhgm 1. Jm~m, Amo.nr., ^maVr` amOZr{V {dMmaH$, _`ya nona ~¡Šg, H$m à`moJ H$aVm h¡ Vmo qhgm An[ahm`© hmo OmVr h¡& Eogr pñW{V _| ZmoE‹S>m, 2011, n¥.g§. 182 Aqhgm V^r g\$b h¡ O~ Bgo g^r amÁ` AnZm`|, AV: Aqhgm 2. H$í`n, gw^mf, amOZr{V H$mof, {hÝXr _mÜ`_ H$m`m©Ýd` d¡pídH$ h¡& {díd H$s gwI empÝV d g_¥{Õ Ho$ {bE Jm§YrOr Ûmam {ZXoemb`, {X„r {díd{dÚmb`, AJñV 2011, n¥.g§. 326 d{U©V Aqhgm hr g_ñV g_ñ`mAm| H$m g_mYmZ H$a gH$Vr h¡& 3. Jm~m, Amo.~r., nydm}ŠV, n¥.g§. 183 Bg{bE ^maV Ho$ bmoJ hr Zht ~pëH$ gånyU© {díd Ho$ bmoJ Jm§Yr 4. AdñWr Am¡a AdñWr, ^maVr` amOZr{VH$ {MÝVZ, [agM© Ho$ Aqhgm Ho$ {gÕmÝV H$mo àmg§{JH$ _mZVo h¡§& Jm§YrOr gånyU© npãbHo$eÝg, O`nwa, 2003, n¥.g§. 290 {díd H$mo n[adma _mZVo hþEo Aqhgm H$mo d¡pídH$ empÝV d EH$Vm 5. MH«$dVu, {dÚwV, AmYw{ZH$ ^maVr` amO. {MÝVZ, amdV H$mo gw{ZpíMV H$aZo dmbr EH$ A{Zdm`© d An[ahm`© VmH$V npãbHo$eÝg, O`nwa, 2012, n¥.g§. 63 _mZVo Wo& `h {gÕmÝV Xoe H$mb d n[apñW{V`m| go D$na gånyU© 6. gwOmVm, Jm§Yr H$s Z¡{VH$Vm, gd©godm g§K àH$meZ, amOKmQ> {díd Ho$ H$ë`mU d CÝZ{V H$s H$m_Zm H$aZo dmbm {gÕmÝV h¡ Omo dmamUgr, 2013, n¥.g§. 13 g^r `wJm| _| gmW©H$ d àmg§{JH$ h¡& BgHo$ _hËd H$mo H$_ H$aHo$ 7. {_l, A{Zb XÎm, Jm§Yr EH$ AÜ``Z, nr`g©Z, {X„r, 2012, Zht Am§H$m Om gH$Vm& _hmË_m Jm§Yr Ho$ {dMma gånyU©Vm {b`o n¥.g§. 185 hþEo h¡& Jm§YrOr d¡pídH$, gmd©^m¡{_H$ gË`Vm go nyU©, loð>, nyU© 8. JJ©, nyZ_, Jm§Yr H$s {dMmaYmam na npíM_ H$m à^md, {hÝXr d gmd`d {gÕmÝV H$mo {gÕmÝV d ì`dhma _o§ AnZm`o hþEo Wo& _mÜ`_ H$m`m©Ýd`Z {ZXoemb`, {X„r {díd{dÚmb`, 1995, Jm§YrOr Ho$ {dMmam| H$s EH$ ñd`§ gÎmm h¡, CZ_| nyU©Vm d gË`Vm n¥.g§. 103

124 [agM© [aBÝ\$mog©_|Q>> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 Xm¡gm {Obo _| ^y{_ Cn`moJ n[adV©Z Ed§ n`m©daU H$m EH$ ^m¡Jmo{bH$ AÜ``Z A{^foH$ d{eð> ì`m»`mVm, ^yJmob amOH$s` ñZmVH$moÎma H$bm _hm{dÚmb`, Xm¡gm (amO.)

emoY gmam§e ^y{_ Cn`moJ n[adV©Z Ûmam n`m©daUr` ñdê$n _| ^r n[adV©Z hmoVm h¡ ^y{_ Cn`moJ n[adV©Z Ho$ {bE ^m¡{VH$ Ed§ Am{W©H$ ñdê$n H$m ^r `moJXmZ ahm h¡& ^maV _| ApIb ^maVr` _¥Xm Ed§ ^y{_ Cn`moJ gd}jU g§JR>Z Zo Bg {Xem _| à`mg {H$`m h¡, J«m_rU ^y{_ Cn`moJ dhm± H$s Obdm`w, CƒmdM, _¥Xm VWm OZg§»`m KZËd go à^m{dV Ed§ {Z`pÝÌV hmoVm h¡& ^y{_ Cn`moJ gå~pÝYV A{^boI Ho$ Am±H$Soµ> Omo {H$ Vhgrb Am¡a {Obo na AmYm[aV hmoVo h¡§, ^y{_ Cn`moJ gå~ÝYr Am§H$S>m| H$m dJuH$aU nm§M lo{U`m| _| H$a gH$Vo h¡§& {Obo _|o dZm| Ho$ AÝVJ©V joÌ\$b ~hþV H$_ h¡& df© 2001 _| 24465 hoŠQ>o`a ^y{_ na dZ joÌ Wm Omo 2011 _| ~‹T>H$a 26183 hoŠQ>o`a hmo J`m& {dJV 10 dfm|© _| 0.48 à{VeV H$s d¥{Õ hþB©& df© 2011 _| H¥${f Ho$ {bE AZwnbãY ^y{_ 9.53 à{VeV ahr h¡, df© 2011 _| gdm©{YH$ ^y{_ 35.90 à{VeV Xm¡gm Vhgrb _| ahr h¡& O~{H$ g~go H$_ 6.82 à{VeV _hdm Vhgrb _| ahr h¡& AH¥${f `mo½` ^y{_ h¡ {Og na \$gbo§ CËnm{XV Zht hmoVr BgHo$ AÝVJ©V {Obo Ho$ Hw$b joÌ\$b _| go 36948 hoŠQ>o`a H¥${f Ho$ A{V[aŠV AÝ` ^y{_ Ho$ Cn`moJ _| AmZo dmbo joÌ h¡,§ O¡go- Amdmg, g‹S>H|$, H$maImZo ñWm{nV {H$`o OmVo h¡§& df© 2001 _| n‹S>V ^y{_ H$m Hw$b joÌ\$b 48400 h¡ŠQ>o`a Ed§ 14.21 à{VeV Wm Omo df© 2011 _| H$_ hmoH$a Ho$db 16256 hoŠQ>o`a (4.76 à{VeV) ah J`m& n‹S>V ^y{_ Xmo àH$ma H$s hmoVr h¡& Mmby n‹S>V ^y{_ VWm AÝ` n‹S>V ^y{_& dmñV{dH$ ~mo`m J`m joÌ\$b df© 2001 _| 57.12 à{VeV Wm Omo ~‹Tµ>H$a df© 2011 _| 67.22 à{VeV hmo J`m& Hw$b H¥${fV ^y{_ _| ewÕ ~mo`o J`o Ed§ Xmo \$gb joÌ H$mo gpå_{bV {H$`m J`m h¡& Xmo \$gbr joÌ _| ewµÕ ~mo`o J`o joÌ\$b Ho$ Cg ^mJ H$mo gpå_{bV {H$`m OmVm h¡ {OgH$mo \$gbr df© _| Xmo ~ma \$gb ~moZo Ho$ H$m_ {b`m OmVm h¡& ^y{_ Cn`moJ n`m©daUr` X¥{ï> go Xm¡gm {Obm Cn`wŠV Zht h¡ Š`m|{H$ `hm§ dZ joÌ _| Xg dfu` d¥{Õ _mÌ 0.48 à{VeV ahr h¡, Omo n`m©daUr` Xem Ho$ AZwHy$b Zht h¡, Bgr àH$ma H¥${f A`mo½` ^y{_ _| 0.07 à{VeV H$s H$_r hþB© h¡ `h ^r n`m©daUr` à{VHy$bVm H$m à{VH$ h¡& Bgr àH$ma g_ñV ~mo`m J`m joÌ 32.22 à{VeV ~‹T>m h¡ `h ^r n`m©daU Ed§ H¥${f H$s JwUdÎmm Ho$ {bE Cn`wŠV Zht h¡& AV: ^y{_Cn`moJ Ho$ Cn`moJ H$mo gÝVw{bV H$a n`m©daUr` gÝVwbZ H$m`_ H$aZm ~hþV Amdí`H$ h¡& g§Ho$Vmja … ^y{_ Cn`moJ à{Vê$n, ^y{_ Cn`moJ d n`m©daUr` gå~ÝY, n`m©daUr` gÝVwbZ& ^y{_ Cn`moJ n[adV©Z Ûmam n`m©daUr` ñdê$n _| ^r n[adV©Z emoY n[aH$ënZm hmoVm h¡ ^y{_ Cn`moJ n[adV©Z Ho$ {bE ^m¡{VH$ Ed§ Am{W©H$ ñdê$n 1. OZg§»`m d¥{Õ H$m X~md gdm©{YH$ ^y{_ g§gmYZ na ahm H$m ^r `moJXmZ ahm h¡ Bgr CÔoí` H$s nyU©Vm Ho$ {bE Xm¡gm {Obo h¡& H$m AÜ``Z {H$`m J`m h¡& 2. ~‹T>Vr VH$ZrH$s Ho$ Ûmam ^y{_ Cn`moJ n[adV©Zerb ahm h¡& emoY CÔoí` {d{Y VÝÌ 1. Xm¡gm {Obo _| ^y{_ Cn`moJ Ho$ ñdê$n H$m A{^kmZ& àH$m{eV {ÛVr` Am°H$‹S>m| H$mo ì`dpñWV H$a CÔoí` hoVw gmaUr` 2. Vhgrb dma Ed§ 2001-2011 Ho$ AmZwnm{VH$ n[adV©Z Ûmam à{VeV _mZ _| H$_r d d¥{Õ H$m ñVa àmá H$a ^m¡Jmo{bH$ H$m Am§H$bZ H$aZm& AÜ``Z _| em{_b {H$`m h¡&

[agM© [aBÝ\$mog©_|Q> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 125 AÜ``Z joÌ ~mUJ§Jm ZXr H$s CnpñW{V C„oIZr` h¡& Xm¡gm {Obo Ho$ ~gdm, Xm¡gm {Obo H$s Ajm§er` pñW{V 260 22" go 270 14" VH$ Xm¡gm, bmbgmoQ>, {gH$am` d _hþdm H$mo _mZ{MÌ _| Xem©`m J`m h¡& VWm Xoem§Var` pñW{V 760 8" go 770 4" nydu XoemÝVa Ho$ _Ü` Xm¡gm {Obo H$m Hw$b joÌ\$b 3400 dJ© {H$bmo_rQ>a h¡& `hm§ H$s Hw$b OZg§»`m 2011 Ho$ AZwgma 16,34,409 ì`pŠV h¡& h¡& 5 Vhgrbm| go `wŠV Bg {Obo _| amï´>r` amO_mJ© 11, 11A d

^y{_ Cn`moJ H$m dJuH$aU 3. OmoV a{hV ^y{_, ñWmB© MmaJmh, AÝ` JmoMa ^y{_, d¥jm| ^maV _| ApIb ^maVr` _¥Xm Ed§ ^y{_ Cn`moJ gd}jU g§JR>Z Ho$ PwÊS> `m ~mJ ~§Oa H¥${f `mo½` ^y{_ Zo Bg {Xem _| à`mg {H$`m h¡, J«m_rU ^y{_ Cn`moJ dhm± H$s 4. n‹S>V ^y{_, AÝ` n‹S>V ^y{_ VWm Mmby n‹S>V ^y{_ Obdm`w, CƒmdM, _¥Xm VWm OZg§»`m KZËd go à^m{dV Ed§ 5. H¥${f `mo½` ^y{_ {Z`pÝÌV hmoVm h¡& ^y{_ Cn`moJ gå~pÝYV A{^boI Ho$ Am±H$Soµ> {Obo Ho$ ^y{_ Cn`moJ H$m AÜ``Z Bg àH$ma h¡:- Omo {H$ Vhgrb Am¡a {Obo na AmYm[aV hmoVo h¡§, ^y{_ Cn`moJ dZ joÌ gå~ÝYr Am§H$S>m| H$m dJuH$aU nm§M lo{U`m| _| H$a gH$Vo h¡§:- {Obo _|o dZm| Ho$ AÝVJ©V joÌ\$b ~hþV H$_ h¡& Vm{bH$m g§»`m-1 1. dZ go ñnï> h¡ {H$ df© 2001 _| 24465 hoŠQ>o`a ^y{_ na dZ joÌ Wm Omo 2011 _| ~‹T>H$a 26183 hoŠQ>o`a hmo J`m& {dJV 10 dfm|© _| 2. H¥${f Ho$ {bE AZwnbãY ^y{_ 0.48 à{VeV H$s d¥{Õ hþB©&

126 [agM© [aBÝ\$mog©_|Q>> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 Vm{bH$m g§»`m 1 … Xm¡gm {Obm ^y{_ Cn`moJ ^y{_ Cn`moJ dJuH$aU df© 2001 df© 2011 Xg dfu` n[adV©Z -/+ joÌ\$b hoŠQ>o`a _| à{VeV joÌ\$b hoŠQ>o`a _| à{VeV dZ 24465 7.19 26183 7.67 0.48 H¥${f Ho$ {bE AZwnbãY ^y{_ 36061 10.49 32526 9.53 1.06 H¥${f A`mo½` ^y{_ 37082 10.89 36948 10.82 -0.07 n‹S>Vr ^y{_ 48400 14.21 1626 4.76 9.45 dmñV{dH$ ~mo`m J`m joÌ\$b 194468 57.12 229493 67.22 10.10 g_ñV ~mo`m J`m joÌ\$b 26631 82.72 322415 114.94 32.22 Xmo \$gbr joÌ\$b 87172 44.83 162922 47.72 2.8 g«moV : H$m`m©b` {Obm H$boŠQ>a, Xm¡gm-2015 df© 2011 _| g~go A{YH$ dZ joÌ 35.57 à{VeV bmbgmoQ> Vhgrb _| h¡, O~{H$ g~go H$_ 8.78 à{VeV _hdm Vhgrb _| h¡&

^y{_ Cn`moJ (2011) H¥${f Ho$ {bE AZwnbãY ^y{_:- Bg dJ© Ho$ AÝVJ©V dh ^y{_ h¡ AH¥${f `mo½` ^y{_ : `h dh AH¥${f `mo½` ^y{_ h¡ {Og na \$gbo§ Omo H¥${f \$gbm| Ho$ {bE Cn`wŠV Zht h¡& BgHo$ VhV {Obo _| CËnm{XV Zht hmoVt BgHo$ AÝVJ©V {Obo Ho$ Hw$b joÌ\$b _| go df© 2001 _| 36061 h¡ŠQ>o`a ^y{_ Wr Omo df© 2011 _| KQ>H$a 36948 h¡ŠQ>o`a H¥${f Ho$ A{V[aŠV AÝ` ^y{_ Ho$ Cn`moJ _| AmZo dmbo joÌ h¡,§ O¡go- Amdmg, g‹S>H|$, H$maImZo ñWm{nV {H$`o OmVo 32526 h¡ŠQ>o`a ah JB© Š`mo§{H$ ^y{_ na A{VH«$_U Ed§ AÝ` J¡a h¡§ Omo Hw$b ^m¡Jmo{bH$ joÌ\$b H$m 10.82 à{VeV h¡& H¥${f H$m`m} _| br OmZo H$s àd¥{Îm _| d¥{Õ hþB© h¡& df© 2001 _| {Obo _| H¥${f Ho$ A{V[aŠV AÝ` ^y{_ Cn`moJ 2001_| Hw$b joÌ\$b H$m 10.49 à{VeV ^mJ H¥${f Ho$ {bE 10.89 à{VeV Wm& {Ob| _| D$ga VWm H¥${f A`mo½` Bg ^y{_ _| AZwnbãY ^y{_ Ho$ AÝVJ©V Wm& Bgr àH$ma df© 2011 _| H¥${f \$gb H$m ~rO A§Hw$[aV Zht§ hmoVm h¡ Am¡a n¡Xmdma ^r ~hþV H$_ Ho$ {bE AZwnbãY ^y{_ 9.53 à{VeV ahr h¡, df© 2011 _| hmoVr h¡& df© 2001 _| {Obo _| H¥${f A`mo½` ^y{_ g~go A{YH$ gdm©{YH$ ^y{_ 35.90 à{VeV Xm¡gm Vhgrb _| ahr h¡& O~{H$ 26.30 à{VeV Xm¡gm Vhgrb _| Wr, O~{H$ g~go H$_ 11.90 g~go H$_ 6.82 à{VeV _hdm Vhgrb _| ahr h¡& à{VeV _hdm _| Wr& df© 2011 _| g~go A{YH$ H¥${f A`mo½` ^y{_ ^r 28.55 {dJV Xg dfm}§ Ho$ AÜ``Z go ñnï> h¡ {H$ H¥${f Ho$ {bE AZwnbãY à{VeV Xm¡gm Vhgrb _| Wr, O~{H$ g~go H$_ 12.42 à{VeV ^y{_ _| 1.06 à{VeV H$s H$_r hþB© h¡& _hdm Vhgrb _| Wr&

[agM© [aBÝ\$mog©_|Q> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 127 n‹S>V ^y{_ Xmo \$gbr joÌ- Bg loUr _| ewµÕ ~mo`o J`o joÌ\$b Ho$ Cg ^mJ AÜ``Z joÌ Xm¡gm {Ob| _| df© 2001 _| n‹S>V ^y{_ H$m Hw$b H$mo gpå_{bV {H$`m OmVm h¡ {OgH$mo \$gbr df© _| Xmo ~ma \$gb joÌ\$b 48400 hoŠQ>o`a Ed§ 14.21 à{VeV Wm Omo df© 2011 ~moZo Ho$ H$m_ {b`m OmVm h¡& _| H$_ hmoH$a Ho$db 16256 hoŠQ>o`a (4.76 à{VeV) ah J`m& AÜ``Z joÌ _| Xmo \$gbr joÌ df© 2001 _| 87172 hoŠQ>o`a Wm n‹S>V ^y{_ Xmo àH$ma H$s hmoVr h¡& Mmby n‹S>V ^y{_ VWm AÝ` Omo _mÌ 44.83 à{VeV Wm, O~{H$ `h df© 2011 _| ~‹T>H$a 162922 hoŠQ>o`a hmo J`m Omo 47.72 à{VeV Wm& {dJV 10 n‹S>V ^y{_& dfm} _| Bg_| 2.89 à{VeV H$s d¥{Õ hþB© h¡& dmñV{dH$ ~mo`m J`m joÌ AV: AÜ``Z go ñnï> h¡ {H$ ^y{_ Cn`moJ n`m©daUr` X¥{ï> go gaH$mar Am±H$‹S>m| Ho$ AZwgma {Obo _o§ 322415 hoŠQ>o`a ^y{_ H¥${f Xm¡gm {Obm Cn`wŠV Zht h¡ Š`m|{H$ `hm§ dZ joÌ _| Xg dfu` `mo½` h¡& dmñV{dH$ ~mo`m J`m joÌ\$b df© 2001 _| 57.12 d¥{Õ _mÌ 0.48 à{VeV ahr h¡, Omo n`m©daUr` Xem Ho$ AZwHy$b à{VeV Wm Omo ~‹Tµ>H$a df© 2011 _| 67.22 à{VeV hmo J`m& Zht h¡, Bgr àH$ma H¥${f A`mo½` ^y{_ _| 0.07 à{VeV H$s H$_r hþB© h¡ `h ^r n`m©daUr` à{VHy$bVm H$m àVrH$ h¡& Bgr àH$ma {Obo _| df© 2001 _| 19448 hoŠQ>o`a ^y{_ _| H$m`© H¥${f {H$`m g_ñV ~mo`m J`m joÌ 32.22 à{VeV ~‹T>m h¡ `h ^r n`m©daU J`m h¡, {Og_| qg{MV d Aqg{MV XmoZm| àH$ma Ho$ H¥${f joÌ Ed§ H¥${f H$s JwUdÎmm Ho$ {bE Cn`wŠV Zht h¡& AV: ^y{_ Cn`moJ gpå_{bV h¡§& Ho$ Cn`moJ H$mo gÝVw{bV H$a n`m©daUr` gÝVwbZ H$m`_ H$aZm df© 2001 _| g~go A{YH$ ~mo`m J`m joÌ 24.45 à{VeV ~hþV Amdí`H$ h¡& bmbgmoQ> _| Wm, O~{H$ g~go H$_ 16.23 à{VeV {gH$am` gÝX^© J«ÝW gyMr Vhgrb _| Wm& df© 2011 _| g~go A{YH$ dmñV{dH$ ~mo`m J`m 1. e_m©, EM.Eg., Ed§ e_m© E_.Eb., amOñWmZ H$m ^yJmob, joÌ 25.92 Xm¡gm Vhgrb _| hr Wm O~{H$ g~go H$_ 14.58 n§Merb àH$meZ, O`nwa, 2006 à{VeV {gH$am` Vhgrb _| Wm& 2. _hmda, Jmonrbmb Ed§ àgmX, am_m, amOñWmZ _| ^y{_ Cn`moJ H$m ^m¡Jmo{bH$ {díbofU A°Zmëg amOñWmZ Á`moJ«m\$sH$b Egmo{e`eZ g_ñV ~mo`m J`m joÌ A§H$ XXVII 2010 n¥.g§. 210-217 Hw$b H¥${fV ^y{_ _| ewÕ ~mo`o J`o Ed§ Xmo \$gb joÌ H$mo gpå_{bV 3. {Obm gm§p»`H$s` ê$naoIm (2001-2011) {H$`m J`m h¡& Xm¡gm {Obo Ho$ g_ñV ~mo`o J`o joÌ H$m à{VeV 4. JwO©a, Ama.Ho$. Ed§ OmQ>, ~r.gr., _mZd ^yJmob, n§Merb df© 2001 Ho$ AZwgma 82.70 à{VeV Wm& `h à{VeV 114.94 àH$meZ, O`nwa, 2014 ahm& {dJV 10 dfm}§ Ho$ AÜ``Z _| Bg_| 32.22 à{VeV H$s 5. H$m¡{eH$, Eg.S>r. Ed§ JJ©, Hw$bXrn, g§gmYZ Ed§ n`m©daU d¥{Õ hþB© h¡& `h d¥{Õ qgMmB© Ed§ H¥${f gw{dYmAm| _| d¥{Õ hmoZo añVmoJr npãbHo$eÝg, _oaR>, 2006 go hþB© h¡& 6. Jwám, nr.Eb., O`nwa {Obo _| H¥${f H$m AmYw{ZH$sH$aU AàH$m{eV emoY à~ÝY, ^yJmob {d^mJ amOñWmZ {díd{dÚmb`, Vhgrbdma AÜ``Z Ho$ AÝVJ©V df© 2001 _| gdm©{YH$ joÌ O`nwa, 1991 75667 hoŠQ>o`a bmbgmoQ> Vhgrb _| Wm Omo Hw$b {Obo H$m 7. _hmda, Jmonrbmb, Xm¡gm {Obm amOñWmZ _| ZJarH$aU H$s 26.86 à{VeV Wm VWm g~go H$_ joÌ 48489 hoŠQ>o`a ^y{_ àd¥{Îm, AZm°ëg Xr amOñWmZ J«m\$sH$b Egmo{gEeZ, A§H$-33, Xm¡gm Vhgrb _| Wr, `h Hw$b joÌ H$m 17.22 à{VeV Wm& n¥.g§. 154-158

128 [agM© [aBÝ\$mog©_|Q>> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 Vob§JmZm Ho$ {Z_m©U H$m KQ>ZmH«$_ nyZ_ AJ«dmb emoYmWu amOZr{V {dkmZ {d^mJ, amOñWmZ {díd{dÚmb`, O`nwa (amO.)

emoY gmam§e Bg emoYnÌ _| Vob§JmZm amÁ` Ho$ {Z_m©U H$s à{H«$`m H$m {deX² {ddaU {X`m J`m h¡& Vob§JmZm amÁ` H$s _m±J Ho$ {bE AZoH$ dfm}§ go Am§XmobZ Mbm na§Vw amOZr{VH$ BÀN>m epŠV Ho$ {~Zm `h _m±J {g\©$ _m±J hr ~Zr ahr& 2013 _| VËH$mbrZ amOZr{VH$ g_rH$aUm| Am¡a AZw_mZm| Ho$ H$maU bJ^J g^r g§~§{YV amOZr{VH$ Xb {OZ_| ^maVr` amï´>r` H$m§J«og Am¡a ^mOnm XmoZm| à_wI amï´>r` Xb gpå_{bV Wo, gh_V hþE Am¡a Vob§JmZm amÁ` Ho$ {Z_m©U Ho$ {bE AZwHy$b amOZr{VH$ n[apñW{V`m± ~Zt& H$m§J«og H$m`©H$mar g{_{V Ho$ àW_ H$X_ Ho$ gmW hr amOZr{VH$ Xbm| _| lo` H$s hmo‹S> _M JB© Am¡a eof Am§Y« àXoe _| {damoY H$s à~b bha| CR>t {OZH$mo g§~§{YV gm§gXm| Am¡a {dYm`H$m| H$m g_W©Z ^r {_bm& _§Ìr g_yh H$m JR>Z H$a à{V{H«$`mAm| H$m g_mYmZ H$aZo H$m à`mg {H$`m& H|$Ðr` Ho${~ZoQ> Ho$ {dYo`H$ H$mo àXoe {dYmZ_§S>b H$s {dYm{`H$m H$m`©dmhr _| nm[aV H$a {X`m J`m& g§gXr` gXZm| _| {dYo`H$ nm[aV H$a _mZZr` amï´>n{V H$mo AZw_moXZ Ho$ {bE {^Odm`m J`m Am¡a A§V _| JOQ> àH$meZ Ho$ gmW hr ^maV H$m 29dm± amÁ` Vob§JmZm ApñVËd _| Am J`m& g§Ho$Vmja … Eo{Vhm{gH$, ñWmZr` _wÔo, gr_mÝY« AmÝXmobZ, _ÝÌr g_yh, {d{YdV KmofUm ^maV g§K _ | ZdrZ amÁ`m| H$m {Z_m©U EH$ g§doXZerb àH$aU Am¡a VQ>r` joÌm| _ | dmB©EgAma H$m§J«og Ûmam gr_mÝV H$a {XE OmZo ahm h¡& {d{^ÝZ amÁ` nwZJ©R>Z Am`moJm| Ho$ JR>Z go H${Vn` ZdrZ Ho$ H$maU Am_ Am¡a àm§Vr` MwZmdm| Ho$ {bE H$m§J«og _ | Q>rAmaEg H$m amÁ` ApñVËd _ | AmE na§Vw ZdrZ amÁ`m| H$s _m±J| AZdaV ~Zr {db` {H$`m Om gHo$& EH$ ^mOnm amÁ` BH$mB© Ho$ ZoVm Zo Vmo Bg aht& 2013 _ | VËH$mbrZ amOZr{VH$ g_rH$aUm| Am¡a AZw_mZm| Ho$ H$X_ H$m nyam lo` hr JwOamV Ho$ VËH$mbrZ _w»`_§Ìr ZaoÝÐ _mooXr H$maU bJ^J g^r g§~§{YV amOZr{VH$ Xb {OZ_ | ^maVr` amï´>r` H$mo Xo {X`m Š`m| {H$ CZH$s ZOa _ | H$m§J«og Zo `h H$X_ 11 AJñV H$m§J«og Am¡a ^mOnm XmoZm| à_wI amï´>r` Xb gpå_{bV Wo, gh_V H$mo _moXr H$s h¡Xam~mX _ | `mÌm H$mo XoIVo hþE {b`m Wm& ^mOnm hþE Am¡a Vob§JmZm amÁ` Ho$ {Z_m©U Ho$ {bE AZwHy$b amOZr{VH$ Ho$ amï´>r` ñVa Ho$ ZoVmAm| Zo Bgo X~md _ | {b`m J`m \¡$gbm H$ama n[apñW{V`m± ~Zr& H$m§J«og H$m`©H$mar g{_{V Zo 30 OwbmB© 2013 H$mo {X`m Am¡a CÝhm|Zo H$hm {H$ CZH$s nmQ>u Vob§JmZm Am¡a {dX^© amÁ`m| n¥WH$ Vob§JmZm amÁ` H$s ñWmnZm Ho$ {bE EH$ {ZU©` gd©gå_{V Ho$ JR>Z H$m g_W©Z H$aVr h¡& CÝhm|Zo _m±J H$s {H$ JmoaImb¡§S> Am¡a go nm[aV {H$`m& g{_{V Zo `h ^r AmídmgZ {X`m {H$ eof joÌm| ~mo‹S>mob¡§S> O¡go ZdrZ amÁ`m| H$s _m±J H$mo XoIVo hþE {ÛVr` amÁ` Ho$ bmoJm| go Ow‹S>o hþE nmZr Am¡a {~Obr g§gmYZm| Ho$ {dVaU go nwZJ©R>Z Am`moJ H$s ñWmnZm erK« H$s OmE& h_ A~ _m±J H$aVo h¡§ g§~§{YV _gbm| na ^r nyam {dMma {H$`m OmEJm& {d^mOZ Ho$ {ZU©` {H$ gaH$ma H$mo BgH$s {Z`wpŠV H$aZr Mm{hE Am¡a {deof g_`gr_m Ho$ ~mX gr_mÝY« Am§XmobZ Ho$ VhV ZdrZ {damoY àXe©Z àma§^ hmo _ | BgH$m à{VdoXZ _m±Jm OmZm Mm{hE& AZoH$ Xbm| Am¡a amOZr{Vkm| JE& Q>rAmaEg Zo Bg {ZU©` H$m ñdmJV {H$`m Am¡a BgHo$ _wpI`m {OZ_ | am`bgr_m joÌ go g§~Û _w»`_§Ìr Zo ^r {dYo`H$ H$m {damoY Ho$ M§ÐeoIa amd Zo H$hm {H$ CZHo$ Xb H$mo h¡Xam~mX Ho$ g§`wŠV {H$`m& Hw$N> Zo Bgo AbmoH$Vm§{ÌH$ ~Vm`m& {\$a ^r AJbo MwZmdm| amOYmZr hmoZo Ho$ {~ÝXþ na H$moB© AmnpËV Zht h¡& Bg H$X_ H$mo _ | H$m§J«og Am¡a dmB©EgAmagrnr nyd© Am§Y« àXoe Ho$ g^r VrZm| joÌm| AmB©EZgr Ho$ Eogo à`mg H$mo Vm¡a na XoIm J`m {Og_ | am`bgr_m _ | gm\$ hmo JB©&

[agM© [aBÝ\$mog©_|Q> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 129 Bg {ZU©` Ho$ ~mX JmoaImb¡§S> H$s _m±J Ho$ gmW JmoaIm OZ_wpŠV XñVmdoO Omar {H$E& OrAmoE_ H$s Xÿgar ~¡R>H$ 19 AŠQy>~a H$mo _moMm© Zo A{ZpíMV H$mbrZ h‹S>Vmb H$a {damoY ì`ŠV {H$`m& hþB© {Og_| {d^mOZ Ho$ g§~§{YV {^ÝZ-{^ÝZ _wÔm| Ho$ g§~§Y _| OrOoE_ Ho$ AÜ`j {~_b Jwé§J Zo npíM_r ~§Jmb gaH$ma na Bg J¥h _§Ìmb` Ûmam V¡`ma n¥ð>^y{_ {Q>ßn{U`m| na {dMma {H$`m J`m& ñdm`ËVVm _| XIb XoZo H$m Amamon bJmVo hþE Am¡a JmoaImb¡§S> H$s BgZo 5 Zd§~a go nyd© g§X^© H$s {d{eï> eVm}§§ na OZVm go gwPmd _m±J H$aVo hþE JmoaImb¡§S> Q>o[aQ>mo[a`b ES>{_{ZñQ´>oeZ go BñVr\$m ^oOZo H$mo H$hm& 29 AŠQy>~a H$mo OrAmoE_ Ho$ {bE J¥h _§Ìmb` Xo {X`m& _r{S>`m Ho$ _mÜ`_ go ^r Eogo AZw_mZ gm_Zo AmE {H$ Ûmam V¡`ma n¥ð>^y{_ {Q>ßn{U`m± _r{S>`m _| Am JBª& 30 AŠQy>~a Bg àH$ma Ho$ AÝ` Am§XmobZ ^r Omoa nH$‹S> gH$Vo h¡§, O¡go {H$ H$mo H|$Ðr` J¥h_§Ìr gwerb Hw$_ma qeXo Zo {d^mOZ go Ow‹S>o _wÔm| na ~w§XobI§S> Ho$ {bE ~w§XobI§S> _wpŠV _moMm©& Bgr ~rM amï´> Ho$ J¥h_§Ìr ~hg Ho$ {bE amÁ` H$s amï´>r` Am¡a àm§Vr` nm{Q©>`m| Ho$ à{V{Z{Y`m| Zo {dMma ì`ŠV {H$`o {H$ àñVm{dV joÌm| _| {dH$mg H$s H$_r Am¡a H$mo Am_§{ÌV {H$`m Am¡a EH$ gd©Xbr` ~¡R>H$ ~wbmB©& amÁ` H$s N>ËVrgJ‹T> Ho$ ~ñVa Ed§ _hmamï´> Ho$ J‹T>{Mam¡br joÌm| _| AmV§H$dmX _w»` 8 nm{Q©>`m| H$mo {bIo JE EH$ nÌ _| J¥h _§Ìmb` Ûmam H$hm à^mdr BbmH$m| go Vob§JmZm H$s ZOXr{H$`m| Ho$ H$maU Vob§JmZm J`m {H$ 5 Zd§~a VH$ g^r Xb AnZo gwPmd OrAmoE_ H$mo àñVwV _| Am¡a ^maVr` gmå`dmXr nmQ>u (_mAmodmXr) _| ZŠgbdmX ~‹T> H$aX|, CgHo$ níMmV gd©Xbr` ~¡R>H$ Am`mo{OV hmoJr& 13-14 gH$Vm h¡ `{X gaH$ma Ho$ Oê$ar H$X_ Zht CR>mE& Zd§~a H$mo OrAmoE_ {d^mOZ go Ow‹S>o _wÔm| Ho$ ~mao _| ~hg Ho$ {bE Vob§JmZm Ho$ {Z_m©U _| àma§{^H$ 2014 VH$ Ano{jV AJbo H$X_ amÁ` H$s g^r nm{Q©>`m| (Q>rS>rnr Zo ~¡R>H$ H$m ~{hîH$ma {H$`m) Ho$ {ZåZ Wo - amï´>r` Ho${~ZoQ> AnZr `moOZm ^maV Ho$ amï´>n{V Am¡a à{V{Z{Y`m| go {_bm& OrAmoE_ Zo Vob§JmZm S´>mâQ> {dYo`H$ H$mo Am§Y« àXoe {dYmZ_§S>b go gmPm H$ao& àYmZ_§Ìr {dËV Am¡a Ob A§{V_ ê$n XoZo go nyd© _w»`_§Ìr, Cn_w»`_§Ìr, amÁ` Ho$ Ho${~ZoQ> {dVaU g§~§Yr _m_bm| Ho$ {bE VrZm| joÌm| go ZoVmAm| Ho$ ~rM _§Ìr Am¡a AÝ` àm§Vr` ZoVmAm| go ~mVMrV H$s& gd©gå_{V Ho$ {bE EH$ g{_{V H$m JR>Z H$ao& BgHo$ ~mX XmoZm| 3 {Xg§~a H$mo OrAmoE_ Ûmam am`bgr_m Ho$ Xmo {Obm| AZ§Wnwa g§gXr` gXZ Vob§JmZm Ho$ JR>Z Ho$ {bE àñVmd nm[aV H$a|&1 Am¡a Hw$aZyb H$mo Vob§JmZm amÁ` _| em{_b H$aZo H$s MMm© H$s Vob§JmZm amÁ` Ho$ {bE Ho${~ZoQ> H$s ñdrH¥${V Vob§JmZm g_W©H$ g_yhm| Zo AmbmoMZm H$s& Q>rAmaEg Am¡a OoEgr Zo 5 {Xg§~a 2013 H$mo Vob§JmZm d¥hV ~§X H$s KmofUm H$s {Ogo 3 AŠQy>~a 2013 H$mo H|$Ðr` Ho${~ZoQ> Zo ZdrZ amÁ` Vob§JmZm AÀN>r à{V{H«$`m {_br& Ho$ {Z_m©U na _moha bJm Xr& ZdrZ amÁ` Am¡a Am§Y« àXoe amÁ` Ho$ _Ü` _wÔm| Ho$ g_mYmZ Ho$ {bE EH$ _§Ìr g_yh ~Zm`m J`m& 5 {Xg§~a 2013 H$s em_ Ho${~ZoQ> Zo OrAmoE_ Ûmam {Z{_©V Vob§JmZm S´>mâQ> {dYo`H$ H$mo _§Oyar Xo Xr& A~ g§K Ho$ 29d| amÁ` h¡Xam~mX 10 dfm}§ VH$ gmPm amOYmZr ahoJm, CgHo$ ~mX Bg na 2 Ho$db Vob§JmZm H$m Xmdm ah OmEJm, J¥h _§Ìr Zo H$hm& ~ZZo go nyd© Ho$db g§gX H$s ñdrH¥${V hr eof ahr& 8 AŠQy>~a H$mo hmb hr _| godm{Zd¥ËV nw{bg _hm{ZXoeH$ {XZoe {dYm{`H$m H$m`©dmhr aoÈ>r Zo H$hm {H$ _w»`_§Ìr {H$aU Hw$_ma aoÈ>r Zo CZ na X~md 6 {Xg§~a 2013 : ^maV Ho$ H|$Ðr` J¥h _§Ìmb` Zo ^maV Ho$ ~Zm`m {H$ do EH$ gmd©O{ZH$ ~`mZ Omar H$a| {H$ Vob§JmZm amÁ` amï´>n{V H$mo Vob§JmZm S´>mâQ> {dYo`H$ ^oOm& Ho$ {Z_m©U go _mAmodmXr J{V{d{Y`m| _| BOm\$m hmoJm& CÝhm|Zo 11 {Xg§~a 2013 : ^maV Ho$ amï´>n{V Zo {dYo`H$ na {dMma {H$`m Amamon bJm`m {H$ _w»`_§Ìr Zo CÝh| OwbmB© Ho$ A§V _| Vob§JmZm Am¡a Bgo Am§Y« àXoe {dYmZg^m H$mo ^oO {X`m Vm{H$ CZHo$ {dMma àñVmd Ho$ {bE H$m§J«og H$m`©H$mar g{_{V Ho$ JR>Z go nyd© gr_mÝY« OmZo Om gHo$& BgHo$ {bE 23 OZdar VH$ H$s Ad{Y Xr JB©& _| Ano{jV Am§XmobZ H$mo XoIVo hþE A{V[aŠV H|$Ðr` ~b ~wbmZo H|$Ðr` J¥h_§Ìmb` Ho$ g§`wŠV g{Md Zo AJbo hr {XZ ñd`§ OmH$a Ho$ {bE àVm{‹S>V {H$`m& {dYmZg^m g{Mdmb` H$mo {dYo`H$ gm¡§nm&3 _§Ìrg_yh H$m JR>Z 16 {Xg§~a 2013 : {dYmZg^m AÜ`j H$s AZwnpñW{V _| ^maV gaH$ma Zo Vob§JmZm amÁ` Ho$ {Z_m©U Ho$ Xm¡amZ AmZo dmbr CnmÜ`j _„ÿ ^Å>r {dH«$_mH©$ Zo Vob§JmZm {dYmZg^m _| Vob§JmZm g^r H|$Ð gaH$ma Am¡a amÁ` gaH$ma ñVa H$s g_ñ`mAm| Ho$ S´>mâQ> {dYo`H$ noe {H$`m& BgH$m gr_mÝY« Ho$ {dYm`H$m| Zo g_mYmZ Ho$ {bE H|$Ðr` J¥h_§Ìr gwerbHw$_ma qeXo Ho$ AJwdmB© _| O~aXñV {damoY {H$`m& _§Ìr g_yh H$m JR>Z {H$`m& OrAmoE_ H$s àW_ ~¡R>H$ 11 AŠQy>~a 17 {Xg§~a 2013 : {dYmZg^m H$s H$m`©dmhr _| ~mYm AmB©& H$mo hþB© Am¡a 16 AŠQy>~a H$mo BgZo BgH$s g§X^© eVm}§ go g§~§Yr amÁ` {dYmZg^m H$s ì`mnma gbmhH$ma g{_{V Zo AmJm_r {XZ

130 [agM© [aBÝ\$mog©_|Q>> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 Bg {dYo`H$ na {dMma H$aZo H$m \¡$gbm {b`m& BgHo$ H$maU aoÈ>r Zo Vob§JmZm {dYo`H$ H$m g_W©Z {H$`m& gXZ H$s H$m`©dmhr {_{lV à{V{H«$`mE± AmB© Am¡a Eogo Amamon ^r bJo {H$ Bg àH«$_ 17 OZdar VH$ Ho$ {bE ñW{JV H$a Xr JB©& 17 OZdar Ho$ H$mo {db§{~V H$a gr_mÝY« Ho$ ZoVm Bgo {d\$b H$aZo H$s amOZr{V ~mX ~hg Ho$ Xm¡amZ H$_ ~mYmE± AmBª& _w»`_§Ìr Zo amï´>n{V go H$a aho h¡§& EH$ gámh H$m A{V[aŠV g_` XoZo H$m AZwamoY {H$`m {OgH$m 18-19 {Xg§~a 2013 : {dYmZg^m H$s H$m`©dmhr ~m{YV ahr Vob§JmZm Ho$ ZoVmAm| Zo {damoY {H$`m& 23 OZdar H$mo amï´>n{V Zo {OgHo$ H$maU n[apñW{VOÝ` AmYma na ZXoÝXbm _Zmoha, EH$ gámh H$s Ad{Y ~‹T>m Xr Vm{H$ {dYmZg^m 30 OZdar VH$ {dYmZg^m AÜ`j Zo gXZ H$s H$m`©dmhr 3 OZdar VH$ ñW{JV Vob§JmZm S´>mâQ> {dYo`H$ na AnZo {dMma àñVwV H$a gHo$& H$a Xr& BgH$m Vob§JmZm Ho$ {dYm`H$m| Zo {damoY {H$`m& Vob§JmZm 23-25 OZdar 2014 : _w»`_§Ìr Zo {díbofUmË_H$ ê$n go Am¡a gr_mÝY« Ho$ ZoVm amï´>n{V go {_bo Am¡a EH$ Xÿgao Ho$ {déÕ ~Vm`m {H$ H¡$go {d^mOZ XmoZm| hr joÌm| Ho$ {bE ZwH$gmZXoh h¡& {eH$m`V H$s {H$ {H$g àH$ma Vob§JmZm {dYo`H$ Ho$ gmW ì`dhma CÝhm|Zo Vob§JmZm _| dV©_mZ qgMmB© n[a`moOZmAm| Am¡a Vob§JmZm {H$`m Om ahm h¡&4 Ho$ {H$gmZm| H$mo ~ohVa Ny>Q> dmbr {~Obr Ho$ _wÔo ^r {JZmE& 1 OZdar 2014 : AJbo {dYmZg^m gÌ Ho$ àma§^ hmoZo go Xmo Vob§JmZm Ho$ {dYm`H$m| Zo _w»`_§Ìr H$s pI„r C‹S>mB© Am¡a à{V {XZ nyd©, _w»`_§Ìr Zo S>r lrYa~m~y Ho$ ñWmZ na Eg e¡bOmZmW VH©$ H$m Adga Z {XE OmZo H$m Amamon bJmVo hþE H$m`©dmhr _| H$s {Z`wpŠV H$a Xr& BgH$s H$‹S>r AmbmoMZm H$s JB© Š`m| {H$ ~mYm n¡Xm H$s& ~mX _| _w»`_§Ìr Zo ~`mZ {X`m {H$ CZHo$ {dMma _| AmÝY« nwZJ©R>Z {dYo`H$-2013 _| Im{_`m± h¡§& AÝ` gXñ`m| lrYa~m~y Vob§JmZm Ho$ Wo O~{H$ e¡bOmZmW gr_mÝY« Am§XmobZ 5 go g{H«$` ê$n go Ow‹S>o hþE Wo& BgHo$ {damoY _| lrYa ~m~y Zo Zo Bgo ~odOh Xoa H$aZo Ho$ {bE CR>m`m hþAm H$X_ H$ama {X`m& Ho${~ZoQ> go BñVr\$m Xo {X`m& 27 OZdar 2014 : _w»`_§Ìr {H$aU Hw$_ma aoÈ>r Zo {dYmZg^mÜ`j H$mo gyMZm Xr Am¡a Vob§JmZm {dYo`H$ H$mo {ZañV H$aZo Ho$ {bE 3-4 OZdar 2014 : n[apñW{V`m± {d\$b hmo JB© Š`m| {H$ àñVmd bm`m OmZo H$m AZwamoY {H$`m& Bg H$X_ H$m _§{Ì`m| Am¡a {dYmZg^m gÌ ~m{YV hr aho& Cn _w»`_§Ìr g{hV Vob§JmZm Ho$ {dYm`H$m| Zo `h H$hVo hþE {damoY 6 OZdar 2014 : H$mobmhb Ho$ ~rM {dYmZg^m gÌ Omar aIZo {H$`m {H$ Bg {df` na Ho${~ZoQ> H$mo {dídmg _| Zht {b`m J`m& _| ZmH$m_`m~ ahZo Ho$ ~mX {dYmZg^mÜ`j Zo gXñ`m| go 10 CÝhm|Zo H$hm {H$ `h H|$Ðr` _§{Ì_§S>b Am¡a ^maVr` g§{dYmZ H$s OZdar VH$ {dYo`H$ Ho$ CnÀN>oXm| hoVw, `{X H$moB© h¡ Vmo, {bpIV Adkm H$aZo Ho$ g_H$j h¡& BgHo$ ~mX {dYmZg^m _| H$moB© ~hg gwYma àñVwV H$aZo H$m {ZdoXZ {H$`m& g§^d Zht hmo gH$s Š`m| {H$ Vob§JmZm Ho$ gXñ`m| Zo AÜ`j na 8 OZdar 2014 : AmpIaH$ma {dYo`H$ H$mo MMm© Ho$ {bE ñdrH$ma Omoa S>mbm {H$ _w»`_§Ìr Ho$ Zmo{Q>g H$mo aÔ {H$`m Om`o& H$a {b`m J`m& {\$a ^r, Hw$N> {_ZQ>m| Ho$ ~mX hr dmB©EgAma 30 OZdar 2014 H$mo Am§Y« àXoe {dYmZg^m AÜ`j Zo KmofUm H$m§J«og nmQ>u Ho$ {dYm`H$m| Zo {\$a go {damoY àma§^ H$a {X`m& H$s {H$ {dYmZg^m Zo ~hg nyar H$a br h¡ Am¡a g^r gXñ`m| Zo 9 OZdar 2014 : dmB©EgAma Ho$ {dYm`H$m| Ho$ {Zb§~Z Ho$ ~mX AnZo {dMma aI {XE h¡§& CÝhm|Zo H$hm {H$ do CZ V_m_ 9072 hr MMm© ewé hmo nmB©& Ohm± joÌr` gr_mAm| na Y«wdrH$aU H$s gwPmdm| Am¡a gwYmam| Ho$ g§J«h H$mo ^maV Ho$ amï´>n{V Ho$ nmg pñW{V Wr, ~hg OëXr hr amÁ` {d^mOZ Ho$ _gbo na Amamon- {^Odm`|Jo Omo CÝh| gXñ`m| go {bpIV _| àmá hþE h¡§& Bg_| do àË`mamon _| ~Xb JB© Š`m| {H$ àË`oH$ Xb Zo Xÿgao Xb na hmdr 87 gXñ` ^r em{_b h¡§ Omo gXZ _| Bg {dYo`H$ na ~mobo Wo& hmoZo Ho$ à`mg Ho$ Amamon O‹S> {XE& gr_mÝY« Ho$ H$m§J«og ZoVm Am¡a CgHo$ ~mX CÝhm|Zo AmÝY« àXoe nwZJ©R>Z {dYo`H$ H$mo {ZañV H$aZo _§Ìr dÅ>r dg§V Hw$_ma Zo Vob§JmZm {dYo`H$ H$m {damoY H$aVo hþE Ho$ àñVmd Ho$ _w»`_§Ìr Ho$ Zmo{Q>g H$mo ñdrH$ma H$a {b`m Am¡a H$hm {H$ amÁ` H$m {d^mOZ gr_mÝY« Ho$ {hVm| Ho$ pIbm\$ h¡& 10 Vob§JmZm {dYm`H$m| Ho$ {damoY Am¡a emoa-eam~o Ho$ ~rM gXZ OZdar H$mo, O~ dmB©EgAmagrnr Ho$ gXñ`m| Zo nbm`Z {H$`m _| {dYm`H$m| H$s gh_{V _m±Jo ~J¡a hr àñVmd H$mo Üd{Z_V go CgHo$ ~mX hr ~hg àma§^ hþB©& Q>rAmaEg Ho$ ZoVm B© amOoÝÐ Zo nm[aV hmo OmZo H$s KmofUm H$a Xr& {XZ H$s ewéAmV _| gr_mÝY« Vob§JmZm {dYo`H$ H$m g_W©Z H$aVo hþE b§~m ^mfU {X`m VWm Ho$ gXñ` gXZ Ho$ dob VH$ nhþ±M JE Am¡a CÝhm|Zo _m±J H$s {H$ ~Vm`m {H$ Vob§JmZm Ho$ bmoJ {H$g àH$ma nr{‹S>V h¡§ Am¡a Am§XmobZ _w»`_§Ìr Ûmam aIm J`m àñVmd Ho${~ZoQ> H$s gh_{V Ho$ {~Zm H$m B{Vhmg Š`m h¡& grnrAmB© Ho$ gXZ Ho$ ZoVm Or _„oe, hr _VXmZ Ho$ {bE ñdrH$ma H$a {b`m Omdo O~{H$ Vob§JmZm joÌ Vob§JmZm Ho$ H$m§J«og ZoVm Am¡a gaH$mar _w»` pìhn J§Ð d|H$a_ÝZm Ho$ {dYm`H$m|, _§{Ì`m| Am¡a Cn _w»`_§Ìr Zo dob _| nhþ±MH$a _m±J

[agM© [aBÝ\$mog©_|Q> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 131 H$s {H$ H$moB© _V {d^mOZ Zht hmoZm Mm{hE& 11.30 ~Oo gm`§, {_b J`m Am¡a 1 _mM© 2014 H$mo Bgo JOQ> _| àH$m{eV H$a {X`m EH$ gmoMr g_Pr aUZr{V Ho$ VhV {dYmZg^m AÜ`j, _w»`_§Ìr J`m& 4 _mM© 2014 H$mo ^maV gaH$ma Zo KmofUm H$s {H$ 2 OyZ Am¡a gr_mÝY« Ho$ {dYm`H$m| Zo dob _| OmH$a AÜ`j Ho$ Mmam| Amoa Vob§JmZm JR>Z {Xdg hmoJm& Vob§JmZm ^maV g§K H$m 29 dm± amÁ` EH$ _mZd Xrdma ~Zmbr {\$a _Zmoha Zo àñVmd H$mo n‹T>m, Üd{Z_V hmoJm Am¡a h¡Xam~mX BgH$s amOYmZr hmoJr& XmoZm| amÁ` Xg df© Ho$ {bE aIm Am¡a Bgo nm[aV hþAm Kmo{fV H$a {X`m& {dYo`H$ VH$ gmPm amOYmZr aI|Jo CgHo$ ~mX gr_mÝY« H$s n¥WH$ amOYmZr nwZ: amï´>n{V H$mo {^OdmZm Wm Vm{H$ Bgo g§gX _| gXZ nQ>b na hmoJr& {\$a ^r h¡Xam~mX go A{O©V amOñd na Ho$db Vob§JmZm H$m aIm Om gHo$& àñVmd gXZ _| aIm J`m Am¡a Ho$db 15 goH$ÊS> A{YH$ma hmoJm& hmbm§{H$ Vob§JmZm {dYo`H$ _| BgH$m {OH«$ {H$`m _| hr nm[aV hmo J`m& {díbofH$m| Zo H$hm {H$ Vob§JmZm {dYo`H$ J`m Wm na§Vw gr_mÝY« H$mo H$moB© {deof XOm© Zht {X`m J`m&7 H$m {ZagZ d¡Y Zht Wm Am¡a Ho$db amOZr{VH$ bm^ Ho$ {bE {ZîH$f© CR>m`m J`m H$X_ Wm& H|$Ðr` Ho${~ZoQ> _§Ìr O`nmb aoÈ>r Zo H$hm ^maV H$s ñdV§ÌVm Ho$ níMmV² ^mfm Am¡a g§ñH¥${V Ho$ AmYma na {H$ {dYmZg^m _| Vob§JmZm {dYo`H$ H$mo {ZañV H$aZo H$m àñVmd A{ZÀN>m Ho$ ~mdOyX Hw$N> amÁ`m| H$m {Z_m©U hþAm& ghr AWm|© ~oB©_mZr go nm[aV {H$`m J`m Wm AV: BgH$s H$moB© d¡Ym{ZH$ _| {demb amOZr{VH$ gmoM Am¡a Am{W©H$ {dH$mg Ho$ n¡_mZo H$mo AWdm amOZr{VH$ n{dÌVm Zht h¡& H$m§J«og Xb Ho$ _hm_§Ìr Am¡a ZOaA§XmO hr {H$`m J`m& Eo{Vhm{gH$ Am¡a ñWmZr` _wÔm| Ho$ nmQ>u Ho$ Am§Y« àXoe Ho$ {bE à^mar {Xp½dO` qgh Zo H$hm {H$ H$maU Vob§JmZm Ho$ {Z_m©U H$m amOZr{VH$ à`mg ~‹S>o amï´>r` Xbm| amï´>n{V Zo {dYmZg^m _| {dYo`H$ _V {d^mOZ H$s _Zgm go Zht Ho$ {bE Ohm± gm±n-N>Ny>±Xa H$s J{V H$s pñW{V n¡Xm H$a ahm Wm {^Odm`m Wm Am¡a H$hm {H$ H$m§J«og AmbmH$_mZ Am¡a H|$Ð AmZo dhr ñWmZr` amÁ` Xb Vob§JmZm H$s _m±J H$m g_W©Z Am¡a {damoY dmbo gÌ _| g§gX _| Vob§JmZm {dYo`H$ H$mo noe H$aZo Am¡a nm[aV ñd`§ Ho$ ApñVËd H$s b‹S>mB© Ho$ {bE H$a aho Wo& Q>rAmaEg Bg H$aZo H$s AnZr `moOZm na A_b H$a|Jo& n[apñW{V H$m gdm©{YH$ Cn`wŠV CXmhaU h¡& 3 AŠQy>~a 2013 4 \$adar H$mo, OrAmoE_ Zo amÁ` {dYmZg^m go {_bo Hw$N> gwPmdm| _| H|$Ðr` Ho${~ZoQ> Ho$ Ûmam bmE JE Vob§JmZm {dYo`H$ Ho$ ~mX 1 Ho$ AmYma na Hw$N> gwYma H$a Vob§JmZm {dYo`H$ H$mo nm[aV H$a 6 _mM© 2014 VH$ Vob§JmZm amÁ` H$s {d{YdV² KmofUm VH$ g^r {X`m& {dYm`r à{H«$`mAm| H$m BVZo H$_ g_` _| g§nÝZ hmo OmZm Am¡a 7 \$adar H$mo H|$Ðr` Ho${~ZoQ> Zo Vob§JmZm {dYo`H$ nm[aV {H$`m amOZr{VH$ bm^ Ho$ {bE g^r Xbm| H$m g_doV hmoZm H$B© e§H$mAm| Am¡a 32 gwYmam| Ho$ gmW g§gX Ho$ Cƒ gXZ _| Bg {dYo`H$ H$mo H$mo OÝ_ XoVm h¡ Am¡a Adm±{N>V na§Vw An[ahm`© ZdrZ MwZm¡{V`m| noe H$aZo H$s `moOZm aIr& gwYmam| _| gr_mÝY« H$s g_ñ`mAm| H$s g§^mdZm H$mo à~b ~ZmVm h¡& Ho$ g_mYmZ Ho$ {bE {dËVr` n¡Ho$O H$m {ddaU ^r em{_b Wm& g§X^© gyMr 13 \$adar H$mo, Vob§JmZm {dYo`H$ bmoH$g^m, g§gX Ho$ {ZåZ 1. ^yfU, E_. ^maV Ed§ doZwJmonmb, EZ., Vob§JmZm : E ñQ>oQ> Am°d gXZ _| H|$Ðr` J¥h_§Ìr gwerb Hw$_ma qeXo Zo gr_mÝY« Ho$ gm§gXm| A\o$`O©, lrYaZ _mQ>© hmD$g h¡Xam~mX, 2014, n¥.g§. 223 Ho$ {damoY Am¡a ~mYmAm| Ho$ ~mdOyX noe {H$`m& AàË`m{eV 2. XŠH$Z H«$mo{ZH$b, 6 {Xg§~a 2013, {gH«o$Q> Q>r-[anmoQ>© BZ grëQ> KQ>ZmH«$_ _|, gr_mÝY« gm§gX bJXn{V amOJmonmb Zo bmoH$g^m H$da _| {dYo`H$ H$mo noe H$aZo Ho$ Xm¡amZ H$mbr {_M© Ho$ ñào H$m à`moJ 3. X h§g B§{S>`m, 16 {Xg§~a 2013 H$a {X`m {OgHo$ H$maU g^r gXñ`m| H$mo gXZ N>mo‹S>Zm n‹S>m Am¡a 4. XŠH$Z H«$mo{ZH$b, 20 {Xg§~a 2013, gr_mÝY« Šb¡{eO {dX Hw$N> gXñ` AñnVmb _| ^r ^Vu hþE& Vob§JmZm: X BZgmBS> ñQ>moar 18 \$adar 2014 : H$m§J«og Am¡a ^mOnm Ho$ gh`moJ go bmoH$g^m 5. ZmJ, qH$JewH$, ~¡Q>bJ«mC§S> Vob§JmZm: H«$mo{ZH$b Am°d EZ _| Vob§JmZm {dYo`H$ nm[aV hmo J`m& gXZ H$s H$m`©dmhr Ho$ àgmaU E{OQ>oeZ, XŠIZ npãbeg© h¡Xam~mX, 2014, n¥.g§. 132 _| Üd{Z_V Ho$ Xm¡amZ J{VamoY Am`m& BgHo$ H$maU {Og VarHo$ 6. X {hÝXÿ, 4 \$adar 2014, Vob§JmZm {~b : â`yMa àmoñnopŠQ>ìO go {dYo`H$ nm[aV {H$`m J`m, CgH$s Mmam| Amoa AmbmoMZm hþB©& 7. aoS²>S>r, BÝZ¡æ`m EZ., amOmH$s`mbw BZ àg[aWm g§»`m 913 20 \$adar 2014 : ^mOnm Ho$ g_W©Z go Vob§JmZm {dYo`H$ OZdar-_mM© 2014 n¥.g§. 240 amÁ`g^m _| ^r nm[aV hmo J`m& {dYo`H$ H$mo amï´>n{V H$m AZw_moXZ

132 [agM© [aBÝ\$mog©_|Q>> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 ^maVr` Xe©Z naånam _| _moj H$s AdYmaUm Anojm _rUm ì`m»`mVm g§ñH¥$V ~m.^.Xm.amOH$s` _hm{dÚmb`, {M_Znwam (emhnwam), O`nwa (amO.)

emoY gmam§e doX ^maVr` g§ñH¥${V H$m _yb ñÌmoV Ed§ àm{U_mÌ H$s g~go àmMrZ kmZ H$s {ZP©aUr h¡& doXm| _| kmZ ^am n‹S>m h¡& `o _ÝÌm| H$m g§H$bZ g§ñH¥${V Ho$ g§dY©Z, g§ajU H$m AZwn_ J«ÝW h¡& ^maVr` g§ñH¥${V Ho$ g§dmhZ, Abm¡{H$H$ {H«$`mAm| H$s _{h_m H$m à{VnmXZ h¡& ^maVr` Xe©Z _| Mma nwéfmW© H$s AdYmaUm H$m {d{eï> _hÎd h¡, {Og_| _moj H$m {d{eï> ñWmZ h¡& _moj H$mo na_ nwéfmW© H$hm J`m h¡& AmZÝXdmX H$s pñW{V Ed§ na_gÎmm Ho$ gmW EH$mH$ma H$s pñW{V AmË_m-na_mË_m Ho$ {_bZ H$s Ma_ AdñWm _moj H$s nhbr gr‹T>r h¡& doX, fS²>Xe©Z, am_m`U, _hm^maV, Cn{ZfX², ~«m÷U J«ÝWm| _| _moj H$s AdYmaUm àË`j-AàË`j ê$n go ì`má h¡& Bg àH$ma H$_©dmX Ed§ AÜ`mË_dmX _moj Ho$ CÎm_{eIa ÜdOm VH$ nhþ§MZo H$m EH$ A{^Zd _mJ© h¡& g§Ho$Vmja … na_ nwéfmW©, {Zdm©U, AndJ©, AmË_kmZ, H$_© `moJ doX Bg n¥Ïdr na àm{U_mÌ H$s g~go àmMrZ CnbãY aMZm h¡& H$s VH$m©VrV AnamojmZw^y{V H$mo à_mU _mZZm h¡& AnamojmZw^y{V doX ^maVr` Xe©Z Ho$ àmMrZV_ à_mU h¡§& ^maVr` g§ñH¥${V H$m ñWmZ VH©$ go D$±Mm h¡& Bg àH$ma ^maVr` Xe©Z H$m AmYma Ho$ _ybg«moV hmoZo Ho$ ZmVo doXm| H$m gdm©{YH$ _hÎd h¡& doX kmZ AnamojmZw^y{V Ho$ AZwgma MbZo dmbm VH©$ h¡ Am¡a CgH$m bú` Ho$ ~hþ_yë` ^ÊS>ma h¡§ Am¡a h_mao {dídmg Am¡a {dMmam| Ho$ à_wI _moj H$mo àmá H$aZm h¡& AmYma h¡§, Š`m|{H$ `h AZm{XH$mb go Jwé-{eî` H$s naånam doXm| Ho$ àm_mÊ` Ed§ Aà_mÊ` Ho$ AmYma na ^maVr` Xe©Z _| A{bpIV ê$n _| gwa{jV ahm h¡& doXm| _| _ÝÌm| H$m g§H$bZ AmpñVH$ Ed§ ZmpñVH$ Xmo ê$nm| _| {d^m{OV {H$`m OmVm h¡& h¡& AmO ^r {hÝXþAm| Ho$ àË`oH$ Ym{_©H$ AZwð>mZ H$m àmaå^ AmpñVH$ Xe©Zm| Ho$ AÝVJ©V gm§»`, `moJ, Ý`m`-d¡eo{fH$, doXmÝV doX-_ÝÌm| Ho$ CƒmaU go {H$`m OmVm h¡& ""doX kmZ Ho$ loð> ^ÊS>ma Ed§ H$_© _r_m§gm AmVo h¡§& Cgr àH$ma ZmpñVH$ Xe©Zm| _| O¡Z, h¡§ nmíMmË` {dÛmZ² {dëgZ Ho$ eãXm| _| ""àmMrZ {dMmaYmam _| Omo ~m¡Õ Ed§ Mmdm©H$ Xe©Z gpå_{bV hmo OmVo h¡§& Hw$N> _hÎdnyU© h¡, doX h_| CZ g~Ho$ {df` _| n`m©á gyMZm XoVo h¡§&'' dñVwV: doXXe©Z, Y_©, H$_©H$mÊS> Ed§ {dkmZ Am{X {df`m| _moj H$s AdYmaUm àm`: g^r ^maVr` Xe©Zm| _| nm`r OmVr Ho$ Am{X g«moV h¡§& doXm| _| bm¡{H$H$-Abm¡{H$H$ g^r {df`m| H$m h¡& _Zwî` Ho$ bm¡{H$H$ Am¡a ì`mdhm[aH$ C^`V: OrdZ OrdZ kmZ CnbãY h¡& doX _mZd kmZ Ho$ àmMrZV_ A{^boI h¡§& doXm| H$s BÀN>mAm| H$mo Ü`mZ _| aIVo hþE àmMrZ ^maVr` _Zr{f`m| Zo Ho$ {df` _| ñdm_r X`mZÝX Zo H$hm ""{OgHo$ Ûmam AWdm {Og_| nwéfmW©-MVwï>` AWm©V² Mma nwéfmWm}§ Ho$ {gÕmÝV H$mo OÝ_ {X`m g~ _Zwî` g_J«, gË` {dYmAm| H$mo OmZVo h¡§, àmá H$aVo h¡§ Am¡a h¡& Y_©, AW©,H$m_ Ed§ _moj _| go _moj H$mo na_ nwéfmW© H$hm {dÛmZ² hmoVo h¡§, dh doX h¡&'' J`m h¡& g~ àH$ma Ho$ _m`m Ed§ AkmZO{ZV ~ÝYZm| go _wpŠV ^maVr` Xme©{ZH$ {MÝVZ à{H«$`m H$mo CgH$s {d{eï>Vm Ed§ `m Nw>Q>H$mam nmZm _mZd OrdZ H$m Ma_ bú` h¡& AmË_m {Ogo _m¡{bH$Vm H$s àm{á Hw$N> _yb àË``m| go àmá hmoVr h¡, {OZH$m _yb ñdê$nV: {ZË`, ewÕ, ~wÕ, _wŠV Ed§ AmZÝXñdê$n _mZm J`m h¡ g«moV doX aho h¡§& doXm| H$mo ^maVr` Xe©Z _| Omo àmYmÝ` àmá h¡ dh d BgHo$ ñdê$n H$mo OmZZm na_mdí`H$ h¡& Xþ:Im| go {Zd¥{Îm VWm AVH©${Zð> Zht h¡& doXm| H$mo à_mU _mZZm G${f`m| `m{Z VÎd{dXm| emídV AmZÝX H$s àm{á H$mo hr _moj H$hVo h¡§&

[agM© [aBÝ\$mog©_|Q> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 133 ì`wËn{Îm H$s X¥{ï> go _moj eãX _moj YmVw go ^md Am¡a H$aU AW© JB© h¡, dh _moj H$m gwI Wm& dh OrdZ Am¡a _¥Ë`w go Nw>Q>H$mam _| KÄm² àË`` bJmH$a {ZînÝZ hmoVm h¡& nmZo H$m gwI Wm& Bg gwI Ho$ gm_Zo ñdJ© gwI H$mo Cn{ZfXm| Zo eãXH$ënXþ«_ Ho$ AZwgma _moj eãX H$m {Zd©MZ h¡- ""_moú`Vo hrZ ~Vm`m Am¡a Bg àH$ma bmoJ ñdJ© Ho$ gm_Zo bm¡{H$H$ OrdZ Xþ:I_ZoZ'' AWm©V² {OgHo$ Ûmam Xþ:I go Nw>Q>H$mam nm`m OmVm H$mo ^r hrZ _mZZo bJo& h¡& _moj Ho$ {d{^ÝZ eãXm| H$m à`moJ {_bVm h¡& `Wm- _wpŠV, Cn{ZfXm| _| ñdJ© gwI H$s Anojm _moj Ho$ gwI na A{YH$ ~b H¡$dë`, {Zdm©U, {Z:lo`g², A_¥V, AndJ©, AnwZ^©d& {X`m J`m h¡& gyÌ J«ÝWm| _| ^r AmË_kmZ Ho$ _hÎd na àH$me d¡{XH$ g§{hVmAm| _| _moj gå~ÝYr YmaUm gd©àW_ CnbãY hmoVr S>mbm J`m h¡& AmnñVå~ Y_©gyÌ _| H$hm J`m h¡ {H$ AmË_kmZ Ho$ h¡& doXm| _| A_¥V Ed§ A_¥VËd eãX H$m ~hþYm à`moJ {_bVm h¡ bm^ go ~‹T>H$a H$moB© AÝ` bm^ Zht h¡&'' Omo _moj Ho$ hr AW© _| à`wŠV h¡§& _moj H$mo na_ nX Zm_ ^r gyÌ J«ÝWm| _| ^r AmË_m Ho$ gmjmËH$ma H$mo hr _moj _mZm J`m {X`m J`m h¡, `ht {dîUw H$m na_ Ym_ h¡, {Og {dîUw Ho$ na_ nX h¡ {H$ÝVw gmW hr _mZd Ho$ AnZo Xmofm| Ho$ Zme VWm `moJ Ûmam _| _Yw AWm©V² Abm¡{H$H$ AmZÝX H$m g«moV h¡& doX _| G${f`m| Ûmam {MÎmew{Õnyd©H$ AmË_JwUm| Ho$ {dH$mg na ^r ~b {X`m J`m h¡ Omo _¥Ë`w Ed§ Xþ:I ~ÝYZm| go _wpŠV H$s àmW©Zm H$s JB© h¡& ~«÷bmoH$ H$s àm{á _| ghm`H$ hmoVo h¡§& gm`U Zo G$½doX _| {dîUw Ho$ {à` nmW: H$mo "A{hZída ~«÷bmoH$_²' bm¡{H$H$ g§ñH¥$V H$s àW_ aMZm am_m`U _| ^r _moj gå~ÝYr H$hm d Cg na_ nX Ho$ {bE ~Vm`m {H$ dh Ho$db gwImË_H$ h¡, YmaUm CnbãY hmoVr h¡& `hm± _moj Ho$ {bE ~«÷bmoH$, {Zdm©U, Ohm± ^yI-ß`mg Oam_aU Ed§ nwZamd¥{Îm Am{X H$m ^` Zht h¡ A_¥V, {Z:lo`g Am{X eãXm| H$m à`moJ {_bVm h¡& am_m`U Ho$ VWm Ohm± g§H$ën _mÌ go hr A_¥V ^moJ àmá hmo OmVo h¡§&'' AZwgma _moj hmo OmZo na gZmVZ ~«÷bmoH$ H$s àm{á hmoVr h¡& ~«m÷U J«ÝWm| _| ^r A_aËd Ho$ AZoH$ {dMmam| H$m C„oI {XImB© `hm± _moj H$mo na_ J{V, CÎm_ J{V, na_ gwI ê$n, na_nX VWm XoVm h¡& eVnW-~«m÷U _| ^r H$hm J`m h¡ {H$ g§gma _¥Ë`wJ«ñV h¡ j` a{hV ~Vbm`m J`m h¡& Am¡a `h _¥Ë`w hr {XZ-amV _Zwî`m| H$s Am`w H$mo jrU H$aVr h¡& _hm^maV Ho$ empÝVnd© _| _moj Ed§ _mojY_© gå~ÝYr MMm© {_bVr Bg{bE Bggo Ny>Q>Zo H$m Cnm` _Zwî` H$mo H$aZm Mm{hE, _wŠV nwéf h¡& Bg_| ew^mew^ H$_m}§ Ho$ n[aUm_, g§gma-MH«$, OrdmË_m Ed§ Ho$ {bE A_aËd H$s H$ënZm ^r H$s JB© h¡& _wpŠV Ho$ gmYZm| H$m dU©Z {H$`m J`m h¡& _hm^maV _| Y_© Ho$ nhbwAm| Ho$ gmW-gmW _moj Y_© H$mo AË`{YH$ _hÎd àXmZ {H$`m Cn{ZfXm| _| _moj H$s àm{á hr _Zwî` Ho$ OrdZ H$m _w»` Ü`o` J`m h¡& _hm^maV _| ~ÝYZ Ho$ {d{^ÝZ H$maU VWm CZHo$ Nw>Q>H$mam _mZm J`m h¡ d _moj H$mo na_ nwéfmW© _mZm h¡& ~ÝYZ H$m {dZme àmá H$aZo Ho$ {d{^ÝZ Cnm`m| H$m dU©Z {H$`m J`m h¡& hr _moj h¡ {OgH$m gmYZ h¡ kmZ& AmË_m Am¡a na_mË_m _| ^oX X¥{ï> hr ~ÝYZ H$m H$maU h¡ VWm XmoZm| _| A^oX X¥{ï> hr _moI lr_X²^mJdV _| BZ nwéfmWm}§ Ho$ gå~ÝY _| `wpŠVg§JV X¥{ï>H$moU h¡& ídoVmídVa Cn{ZfX² _| H$hm J`m h¡ {H$ Ord AnZo H$mo Am¡a {X`m J`m h¡, CgH$m VmËn`© h¡ {H$ ""Y_© H$m CX²Xoí` AW© `m gd©{Z`ÝVm na_mË_m H$mo AbJ-AbJ _mZH$a hr Bg _hmZ MH«$ Ðì` H$s àm{á Zht hmo gH$Vr, A{nVw AndJ© h¡& AW© H$m bm^ _| ^«_U H$aVm ahVm h¡, naÝVw O~ Cgo Ord Am¡a na_mË_m Ho$ H$m_ H$s {g{Õ Zht, A{nVw Y_© h¡& Bgr àH$ma H$m_ H$m CX²Xoí` BpÝÐ`m| H$s Vw{ï> Zht, A{nVw OrdZ`mnZ h¡ Am¡a OrdZ H$m A{^ÝZ ñdê$n H$m kmZ hmo OmVm h¡ V~ dh A_¥VËd H$mo àmá à`moOZ ^r VËd{Okmgm h¡, H$_m}§ Ûmam AWm}nmO©Z Zht&'' JrVm hmo OmVm h¡& _| g^r Om{V`m| Ho$ ì`pŠV`m| H$mo (pñÌ`m| g{hV) _moj àmá hmo _moj Ho$ {bE ~«÷mË_VËd H$m kmZ hr Ano{jV h¡& _wÊS>H$mon{ZfX² gH$Vm h¡, `hm± g^r Om{V Ho$ ì`pŠV`m| Ho$ {bE _moj Ûma Imob _| ~Vm`m J`m h¡ {H$ Cg namËna na_mË_m H$m gmjmËH$ma H$a {X`o& _moj àm{á Ho$ {bE g§Ý`mgr ~ZZm Amdí`H$ Zht h¡& _Zwî` boZo na òX` H$s J«pÝW Qy>Q> OmVr h¡, gmao g§e` Zï> hmo OmVo h¡§ J¥hñW OrdZ ì`VrV H$aVo hþE {~Zm \$b H$s BÀN>m {H$`o hþE ew^ VWm g_ñV H$_© jrU hmo OmVo h¡§& H$_© H$a| Vmo Cgo _moj H$s àm{á hmo gH$Vr h¡& _moj àm{á Ho$ {bE AV: Cn{ZfXm| _| AkmZ H$mo ~ÝYZ H$m H$maU VWm kmZ H$mo JrVm _| g^r _mJm}§ H$mo ñdrH$ma {H$`m J`m h¡& JrVm Ho$ AZwgma _moj H$m gmYZ H$hm J`m h¡ d AmË_m-na_mË_m Ho$ EoŠ`^md H$mo H$_©`moJ, kmZ`moJ Am¡a ^pŠV `moJ BZ VrZm| _mJm}§ na MbH$a hr _moj _mZm J`m h¡& Cn{ZfXm| Ho$ {df` _| am_Ymar qgh {XZH$a ì`pŠV _moj àmá H$a gH$Vm h¡& JrVm _| {H$gr ^r _mJ© H$s Zo ^r {bIm h¡ {H$ ""Cn{ZfXm| _| gƒo gwI H$s Omo H$ënZm H$s AmbmoMZm Zht H$s JB© h¡&

134 [agM© [aBÝ\$mog©_|Q>> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 _Zwî` H$mo H$_© Ë`mJ H$aZo go _moj àmá Zht hmo gH$Vm, ~pëH$ àmMrZ Xme©{ZH$ B©ídaH¥$îU g§m»`H$m[aH$m _| H$hVo h¡§ {H$ ""VrZ H$_©\$b Ho$ Ë`mJ H$aZo na _moj àmá hmo gH$Vm h¡& JrVm _| Xþ:Im| Ho$ g§`moJ go CX²do{bV ì`pŠV CZHo$ ZmeH$ hoVwAm| H$s H$_©`moJ H$mo _moj àm{á H$m gd©loð> gmYZ _mZm J`m h¡& {Okmgm H$aVm h¡& `m| Vmo Hw$N> bm¡{H$H$ Cnm` ^r h¡§, Omo BZ Xþ:Im| O¡Z Y_© Ho$ AZwgma _Zwî` H$mo AnZo nyd© OÝ_ Ho$ H$_m}§ H$m Zme H$mo Xÿa H$a gH$Vo h¡§, {H$ÝVw ""Bg àH$ma H$s Xþ:I H$s {Zd¥{Îm Z H$aZm Mm{hE VWm Bg OÝ_ _| H$moB© Z`o H$_© Zht H$aZo Mm{hE& Vmo Adí`§^mdr hmoVr h¡ Am¡a Z hr gmd©H$m{bH$& AV: {Okmgw H$s Bg àH$ma dh _moj àmá H$a OÝ_-_aU Ho$ ~ÝYZ go _wŠV hmo Xe©Z H$s Amoa CÝ_wIVm hmoVr h¡, {Oggo hmoZo dmbr Xþ:I {Zd¥{Îm gH$Vm h¡& O¡Z {ZË` AmË_m _| {dídmg H$aVo h¡§& Adí`§^mdr Am¡a gmd©H$m{bH$ hmoVr h¡&'' ~m¡Õ Y_© _| _hmË_m ~wÕ Zo {Zdm©U H$mo _mZd OrdZ H$m A§{V_ A§{V_ Am¡a nyU© _moj eara Ho$ {dZme hmoZo na _¥Ë`w Ho$ níMmV² hr bú` _mZm h¡, Omo Aï>m§{JH$ _mJ© H$mo AnZmZo go hr g§^d h¡& àmá hmoVm h¡, `h {dXoh _wpŠV h¡& {dkmZ {^jw Ho$ AZwgma {dXoh {Zdm©U eãX H$m VmËn`© h¡ "~wPZm"& ~m¡Õ Y_© Ho$ AZwgma ì`pŠV _wpŠV hr EH$_mÌ _wpŠV h¡& g§m»` gyÌ ^r VrZ àH$ma Ho$ Xþ:I H$s AnZr V¥îUm H$s A{¾ ~wPmH$a {Zdm©U àmá H$a gH$Vm h¡ VWm AË`ÝV {Zd¥{Îm H$mo nwéfmW© à{Vnm{XV H$aVm h¡&'' OÝ_-_aU Ho$ MH«$ go _wŠV hmo OmVm h¡& ~m¡Õ Y_© Ho$ AZwgma `moJXe©Z gm§gm[aH$ OrdZ H$mo Xþ:I go AmoVàmoV _mZVm h¡& Xþ:I ì`pŠV Bgr OrdZ _| {Zdm©U àmá H$a gH$Vm h¡& ~m¡Õ AmË_m `m Šboe VrZ àH$ma Ho$ hmoVo h¡§- AmÜ`mpË_H$, Am{Y^m¡{VH$ VWm H$mo {dkmZ àdmh Ho$ ê$n _| XoIVo h¡§, AV: AmË_m H$s {ZË`Vm Am{YX¡{dH$& _mZd H$m bú` BZ Xþ:Im| go ~MZm d Nw>Q>H$mam nmZm H$mo Vmo ñdrH$ma Zht H$aVo {H$ÝVw {dkmZ g§VmZ H$s A{dÀN>ÝZVm h¡& Xþ:Im| go _wpŠV àmá H$aZo H$m EH$_mÌ Cnm` VÎd kmZ h¡& H$mo Adí` ñdrH$ma H$aVo h¡§& ~m¡Õ Xe©Z H$s àd¥{Îm ^r Xþ:I H$s AkmZ Xþ:I H$m _yb h¡& dñVwAm| Ho$ `WmW© ê$n H$mo Z OmZZo Ho$ {Zd¥{Îm Ho$ {bE hþB© h¡& AmMm`© MÝÐH$s{V© _mÜ`{_H$-H$m[aH$m H$s H$maU hr Xþ:I CËnÝZ hmoVm h¡& O~ Ord AnZo `WmW© ñdê$n AnZo ì`m»`m àgÝZnXm _| H$hVo h¡§ {H$ ""{Zdm©U hr emñÌ H$m AmË_m H$mo OmZ boVm h¡, V~ g_ñV Xþ:Im| go _wpŠV àmá H$a na_ à`moOZ h¡, Omo g^r àn§Mm| Ho$ Cne_ ê$n {edñdê$n h¡&'' boVm h¡, `hr AndJ© AWdm nwéfmW© h¡& _moj AmZÝX Am¡a na_ Z¡`m{`H$ _moj H$mo AndJ© H$hVo h¡§& Xþ:I go AË`ÝV {d_moj em§{V H$s AdñWm h¡& BgH$s àm{á na _Zwî` H$mo gwI-Xþ:I Am¡a AndJ© H$hbmVm h¡& Bg àH$ma _moj Xþ:I Ho$ nyU© {ZamoY H$s OÝ_-_aU go Nw>Q>H$mam {_b OmVm h¡&'' AdñWm h¡& Bg_| AmË_m Am¡a eara BpÝÐ`m| Ho$ ~ÝYZ go _wŠV _r_m§gmXe©Z _| H$_©H$mÊS> H$mo n`m©á _hÎd {X`m J`m h¡, naÝVw hmoVm h¡& _moj H$s Xem _| gwI Zht ahVm h¡ Am¡a Z hr Xþ:I& XodVmAm| H$m ñWmZ Jm¡U h¡& _r_m§gm Xe©Z _| ~mX _| _moj H$mo "Ý`m`-Xe©Z Ho$ AmMm`© ^r emñÌ H$m à`moOZ VÎd kmZ Am¡a A§{V_ bú` Ho$ ê$n _| _mZm h¡, Cggo nhbo BZH$m AmJ«h Y_© Ho$ VÎdkmZ go AndJ© H$s àm{á à{Vnm{XV H$aVo h¡§& VÎd kmZ go à{V Wm {OgHo$ MbVo h_| ñdJ© àmá hmoVm h¡& Bg OJV Ho$ gmW hr {_Ï`m kmZ H$m Zme hmoH$a _moj H$s {g{Õ hmoVr h¡& AmË_m Ho$ gå~ÝY _| {dZme H$m Zm_ _moj h¡& àH$aUn§{MH$m Ho$ d¡eo{fH$m| Ho$ AZwgma VÎdkmZ VWm _moj H$s àm{á H$amZo dmbm AZwgma _moj _| AmË_m, eara BpÝÐ`, _Z, g^r ~ÝYZm| go _wŠV Y_© hmoVm h¡& {ZîH$m_ H$_© H$m AmMaU VÎdkmZ H$s CËn{Îm hmo OmVm h¡& _moj hoVw H$må` {Z{fÕ H$_m}§ go {Zd¥{Îm, {H$ÝVw {ZË` H$aVm hþAm _moj H$mo àmá H$admVm h¡& d¡eo{fH$m| Zo Z¡`m{`H$m| Ho$ H$_m}§ _| àd¥{Îm aIZr Mm{hE&'' à^mH$a Ed§ Hw$_m[ab XmoZm| Zo g_mZ hr _moj H$s àm{á Ho$ Cnm` H$s ì`dñWm H$s h¡& AndJ© H$mo Ma_ nwéfmW© _mZm h¡ VWm BgHo$ ñdê$n H$s H$ënZm d¡eo{fH$m| H$m ^r A§{V_ bú` AndJ© àm{á h¡, {H$ÝVw dh _Ü` _| AnZo kmZ_r_m§gr` X¥{ï>H$moU go H$s h¡ Ohm± `o Ý`m` d¡eo{fH$ go gmYZ Ho$ ê$n _| VÎdkmZ Ho$ nyd© Y_© H$mo ñdrH$ma H$aVm h¡& CgH$m gmå` aIVo h¡§& BZHo$ AZwgma kmZ AmË_m H$m ñdê$n JwU Zht h¡& _ÝVì` h¡ ""{H$ Y_©-{deof go àgyV Ðì` JwU Am{X Ho$ VÎdkmZ AV: _moj AdñWm _| XohrpÝÐ` {df` g§`moJ Ho$ {db` Ho$ H$maU go {Z:lo`g H$s àm{á hmoVr h¡&'' ""AX¥ï> H$m A^md hmoZo na, H$_© AmË_m _| kmZ Am¡a AmZ§X CËnÝZ Zht hmo gH$Vo& BgHo$ {dnarV MH«$ H$s J{V H$m AÝV hmoZo na AmË_m H$m eara go gå~ÝY Qy>Q> AÛ¡V doXmÝV _| _moj H$s AdñWm _| AmË_m `m ~«÷m {ZË` ewÕ OmZo na OÝ_ _aU H$s naånam ~ÝX hmo OmVr h¡ d BgHo$ gmW M¡VÝ` Ed§ AIÊS> AmZ§X ñdê$n h¡& Ord AnZo ñdê$n Ho$ AkmZ hr g~ Xþ:Im| H$m Zme hmo OmVm h¡, `hr _wpŠV `m _moj h¡, Omo Ho$ H$maU hr Bg g§gma _| AZÝV Šboem| H$mo ^moJVm hþAm AnZm VÎdkmZ go hr àmá hmoVm h¡& OrdZ`mnZ H$aVm h¡& dh A{dÚm Ho$ H$maU AnZo ewÕ ñdê$n H$mo

[agM© [aBÝ\$mog©_|Q> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 135 ^ybm hþAm h¡& AmË_m VWm ~«÷ _| {ZVmÝV EoŠ` h¡& ZmZmË_H$ gm§gm[aH$ gwIdmX Mmdm©H$ AZwgma àm{U_mÌ Ho$ OrdZ H$m na_ kmZ go hr g§gma h¡ VWm EH$Ëd kmZ go _wpŠV h¡& bú` h¡& _r_m§gm Ed§ doXmÝV Ho$ _Ü` _moj Ho$ gå~ÝY _| Omo _w»` _V^oX _moj H$s AdYmaUm Ho$ {bE {Og àH$ma h_| EH$ {ZË` AmË_m H$s h¡§, dh `h h¡ {H$ Ohm± Hw$_m[ab íbmoH$ dm{V©H$ _| H$hVo h¡§ {H$ Amdí`H$Vm h¡ Cgr àH$ma H$_© \$b ^moJZo Ho$ {bE Xÿgam OÝ_ ""kmZOÝ` _moj Zht hmo gH$Vm h¡, dht e§H$amMm`© H$hVo h¡§ "kmZ Amdí`H$ h¡& g§gma OÝ_ Am¡a _¥Ë`w H$s AZm{X ûm¥§Ibm h¡, BgH$m _| {H«$`m H$s JÝY_mÌm ^r Zht h¡&'' H$_© go Aä`wX` H$s àm{á H$maU AkmZ Am¡a {_Ï`m kmZ h¡& VÎdkmZ go AkmZ H$m Zme hmoVr h¡ VWm kmZ go _moj àmá hmoVm h¡ d AmË_ kmZmoËn{Îm _| hmo OmVm h¡, V~ g§gma H$m A§V hmo OmVm h¡& g§gma ~§Y h¡ Am¡a ghm`H$ hmoZo go {Zå` H$_© _moj gmYH$ h¡& AmË_m kmZ ñdê$n h¡ ~§Y H$m Zme hmoZo go _moj àmá hmoVm h¡& Am¡a _moj AmË_m H$m ñdê$n kmZ h¡& _moj {H$gr Aàmá dñVw H$s Bg àH$ma _moj H$s AdYmaUm AnZo gmW H$_©dmX Ed§ OÝ_mÝVadmX àm{á Zht h¡ ~pëH$ `h AmË_^md h¡& H$s AdYmaUm H$mo _mZH$a MbVr h¡, Š`m|{H$ AmË_m H$mo AnZo _r_m§gm Ohm± H$_© AmYm[aV _moj H$m _mJ© àeñV H$aVm h¡, dht g^r H$_m}§ H$m \$b Bg OrdZ _| {_bZm g§^d Zht h¡& e§H$a doXmÝV kmZ na AmYm[aV _moj àm{á H$s ~mV H$aVo h¡§& `o XmoZm| hr Xme©{ZH$ àUm{b`m§ doXm| na AmYm[aV h¡§& AmË_m My§{H$ gÝX^© J«ÝW gyMr kmVm, H$Vm© Ed§ ^moŠVm h¡, AV: CgHo$ nmg _moj àm{á Ho$ VrZ 1. ñdm_r X`mZÝX gañdVr, G$½doXm{X ^mî` ^y{_H$m, n¥.g§. 5 _mJ© àñVwV hmoVo h¡§- kmZ, H$_© VWm ^pŠV- `o VrZm| hr _moj 2. AmßQ>o, g§ñH¥$V {hÝXr H$moe, n¥.g§. 816 H$m _mJ© ~VmVo h¡§& 3. hbm`wY H$moe, n¥.g§. 545 {d{eï>mÛ¡V, JrVm Am{X AmË_m Ho$ ^moŠVm nj Ho$ AmYma na 4. hbm`wY H$moe, àW_ H$mÊS>, íbmoH$-124, A_aH$mof, 1.5.6 ^pŠV H$m _mJ© àñVwV H$aVo h¡§& Ý`m` Ed§ _r_m§gm XmoZm| hr MoVZm 5. G$½doX 7.59.12, `Owd}X, 3.60 H$mo AmË_m H$m AmJÝVwH$ Y_© _mZVo h¡§& V~ _moj H$s AdñWm _| 6. G$½doX, 1.145.5 na gm`U ^mî` AmË_m AMoVZ MoVZm {dhrZ hmoJr, Bg{bE `o Xe©Z AmË_m H$s 7. eVnW ~«m÷U 10.4.3.1 {dXoh _wpŠV H$mo ñdrH$maVo h¡§& 8. eVnW ~«m÷U 10.4.3.10 ZmpñVH$ Xe©Zm| _| Mmdm©H$ AmË_m H$s gÎmm Zht H$mZVo h¡§& do Bg OJV² Ho$ A{V[aŠV AÝ` {H$gr ^r VÎd H$mo ñdrH$ma Zht H$aVo 9. Cn{ZfX² 1.6 h¡§& Mmdm©H$ _V Ho$db AW© Am¡a H$m_ Ho$ ApñVËd _| hr {dídmg 0. _wÊS>H$mon{ZfX², 2.28 H$aVm h¡& Mmdm©H$m| H$s _moj gå~ÝYr H$ënZm {ZVm§V {dbjU h¡& 11. {XZH$a, am_Ymar qgh, g§ñH¥${V Ho$ Mma AÜ`m`, n¥.g§. 91 M¡VÝ` AmË_m H$m Y_© h¡ {H$ÝVw AmË_m H$m eara go g§~§Y hmoZo Ho$ 12. AmË_bm^mÝZ na§ {dYVo& AmnñVå~ Y_©gyÌ 1.8.2 H$maU eara H$mo hr AmË_m _mZZo Ho$ {bE ~mÜ` hmoZm n‹S>Vm h¡, 13. dmë_r{H$-am_m`U, 34.4 AWm©V² Mmdm©H$ Zo ""M¡VÝ` {d{eï> Xoh H$mo hr AmË_m _mZm h¡&'' 14. emñÌr, ewH$Xod, lr_X²^mJdV JrVm, 1.2.6, ^maVr` Mmdm©H$ Ho$ AZwgma eara Xþ:I H$mKa h¡ O~ VH$ eara h¡, V~ Zr{VXe©Z, n¥.g§. 165 VH$ Ord ZmZm àH$ma Ho$ g§H$Q>m| H$mo PobVm hþAm OrdZ`mnZ _| 15. _mÜ`{_H$ H$m[aH$m àgÝZnXm, 1.1; ^maVr` Zr{VXe©Z, n¥.g§. 167 àd¥Îm ahVm h¡& eara Ho$ _¥V hmo OmZo na Cgo Xþ:Im| H$s AZw^y{V 16. Ý`m`gyÌ 1.1.1 Zht hmoVr d Bg Xoh Ho$ nVZ Ho$ gmW hr Xþ:Im| H$s AmË`pÝVH$ {Zd¥{Îm {gÕ hmo OmVr h¡& AV: Mmdm©H$ Ho$ AZwgma _¥Ë`w H$mo hr 17. ZmJm¡ar, Eg.Eb. Ed§ ZmJm¡ar, H$mÝVm, ^maVr` Y_© Ed§ Xe©Z, amO npãbqeJ hmCg, O`nwa, 2004, n¥.g§. 84-85 AndJ© `m _moj _mZZm `wpŠVg§JV h¡& XohnmV Ho$ AZÝVa {H$gr ñWm`r {ZË` nXmW© H$mo Z _mZZo Ho$ H$maU Mmdm©H$m| H$s _wpŠV 18. B©ídaH¥$îU, gm§»`H$m[aH$m, íbmoH$-1 `m _moj H$s H$ënZm Ý`m`mo{MV ahVr h¡& 19. gm§»` gyÌ 1.1 AV: Mmdm©H$ bm¡{H$H$ gwI H$mo hr OrdZ H$m na_ bú` ñdrH$ma 20. ZmJm¡ar, Eg.Eb. Ed§ ZmJm¡ar, H$mÝVm, nydm}ŠV, n¥.g§. 100 H$aVo h¡§& AW© Am¡a H$m_ `o Xmo hr nwéfmW© _mZVo h¡§& AV: 21. Cn`w©ŠV, n¥.g§. 106

136 [agM© [aBÝ\$mog©_|Q>> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 amOñWmZ _| ~m§½bmXoer àdm{g`m| H$s g_ñ`m S>m°. ldU Hw$_ma g¡Zr ì`m»`mVm amOZr{V {dkmZ, amOH$s` _hm{dÚmb`, ZdbJ‹T> (amO.)

emoY gmam§e ^maV X{jU E{e`m H$m g~go ~‹S>m Xoe h¡ ^maV H$s n‹S>m¡{g`mo§ go gmPr Eo{Vhm{gH$ Am¡a gm§ñH¥${VH$ {damgV Ho$ H$maU n‹S>m¡gr Xoem| Ho$ ZmJ[aH$ d¡Y Am¡a Ad¡Y VarH$m| go ^maV _| {ZaÝVa AmVo aho h¡§& ^maV _o§ AmZo dmbo àdm{g`m| _| g~go A{YH$ g§»`m ~m§½bmXoer àdm{g`m| H$s h¡, ^maV _| H$amo‹S>m| H$s g§»`m _| ~m§½bmXo{e`m| Ho$ àdmg Ho$ AZw_mZ bJm`o Om aho h¡§& amOñWmZ Xoe H$m g~go ~‹S>m amÁ` h¡ Bg{bE amOñWmZ ^r Ad¡Y àdmg H$s g_ñ`m go à^m{dV h¡& Xoe _| Ohm§ Ad¡Y ~m§½bmXo{e`m| H$s g§»`m Xmo H$amo‹S> go A{YH$ ~VmB© Om ahr h¡ dht amOñWmZ _o§ BZH$s g§»`m 4 go 5 bmI ~VmB© Om ahr h¡& amOñWmZ Ho$ bJ^J g^r _hmZJam| O¡go- O`nwa, OmoYnwa, AO_oa, H$moQ>m, ^rbdm‹S>m d ^aVnwa Am{X _| BZH$s CnpñW{V Ho$ ñnï> à_mU h¡§& O`nwa, OmoYnwa d H$moQ>m _| Vmo BZH$s ~ñVr`m§ ~gr hþB© h¡§& O`nwa H$s ZJamZm ~ñVr ~§½bmXo{e`m| H$s EH$ d¡Y ~ñVr _mZr OmVr h¡& nhbo `o amÁ` Ho$ _hmZJam| VH$ gr{_V Wo bo{H$Z A~ `o àXoe Ho$ J«m_rU joÌm| _| ^r \¡$b JB© h¡& {nN>bo Hw$N> dfm}§ _| ~rH$mZoa, J§JmZJa, ^aVnwa Ho$ J«m_rU joÌm| _| ^r Ad¡Y ~§½bmXo{e`m| H$mo nw{bg Ho$ Ûmam nH$‹S>m J`m h¡& amOñWmZ _| `o _w»`V: amoOJma H$s Vbme Am¡a AÀN>r OrdZ n[apñW{V`m| Ho$ {bE AmVo h¡§ Vmo Hw$N> AO_oa _| {O`maV {H$ {bE Vmo Hw$N> nm{H$ñVmZ _| OmZo Ho$ {bE AmVo h¢& `o _w»`V: _hmZJam| _| [aŠgm MbmZo d Ag§J{R>V joÌ _| l{_H$ H$m H$m_ H$aVo h¢& J«m_rU joÌm| _| `o H«o$gam|, BªQ> ^Q²>Q>m| na H$m_ H$aVo ^r BÝho§ nH$‹S>m J`m h¡& ~m§½bmXoer _{hbmE§ eham| _| Kaoby Zm¡H$am{Z`m| H$m H$m`© H$aVr h¡¢, Am¡a qgXÿa Am¡a {~ÝXr O¡go {hÝXÿ _{hbmAm| Ho$ àVrH$ bJmH$a AnZr nhMmZ {N>nmZo H$m à`mg H$aVr h¢& ^maV _| ~m§½bmXo{e`m| H$s Ad¡Y Kwgn¡R> EH$ _yH$ AmH«$_U Ho$ g_mZ h¡& Bg {df` na gdm}ƒ Ý`m`mb` ^r H$h MwH$m h¡ {H$ Ad¡Y ~m§½bmXo{e`m| H$s Kwgn¡R> ^maV na EH$ AmH«$_U Ho$ g_mZ h¡, `h OZgm§p»`H$s` g_ñ`m Ag_ Am¡a npíM_ ~§Jmb go ewê$ hmoH$a EH$ ~‹S>r gm_m{OH$ g_ñ`m ~ZH$a Xoe Ho$ g^r amÁ`m| _| \¡$b JB© h¡& Bg OZgm§p»`H$s` AmH«$_U Ho$ n[aUm_ñdê$n Z Ho$db gm_m{OH$, gm§ñH¥${VH$ Am¡a amOZr{VH$ gX²^md H$mo IVam h¡, ~pëH$ Bggo amï´>r` gwajm H$mo ^r Jå^ra IVam CËnÝZ hmo J`m h¡& àXoe Ho$ H$moZo-H$moZo _| \¡$b MwHo$ ~m§½bmXo{e`m| Ho$ H$maU H$mZyZ ì`dñWm H$mo Jå^ra MwZm¡{V`m| H$m gm_Zm H$aZm n‹S> ahm h¡& g§Ho$Vmja … Ad¡Y àdmg, Amnam{YH$ H¥$Ë`, OZgm§p»`H$s` Ag§VwbZ ~m§½bmXo{e`m| H$m Ad¡Y àdmg EH$ amï´>r` g_ñ`m h¡& Xoe _| H$m\$s Xoe Ho$ bJ^J g^r amÁ` ~m§½bmXoer àdm{g`m| H$s g_ñ`m ~‹S>r g§»`m _| ~m§½bmXoer àdmgr Ad¡Y ê$n go ah aho h¢& 1998 go à^m{dV h¡& amOñWmZ joÌ\$b H$s X¥{ï> go Xoe H$m g~go _| Ag_ Ho$ VmËH$mbrZ amÁ`nmb Eg. Ho$. {gÝhm Zo Ag_ _| ~‹S>m amÁ` h¡& Bg{bE amOñWmZ ^r Xoe _| hmo ahr hbMbm| go Ad¡Y àdmg na amï´>n{V H$mo ^oOr EH$ [anmoQ>© _| ~Vm`m {H$ Xoe à^m{dV hþE {~Zm Zh§r ah gH$Vm& amOñWmZ _| ^r ~‹S>r g§»`m _| 10.83 _r{b`Z ~m§½bmXoer Ad¡Y ê$n go àdmg H$a aho h¢&1 _| ~m§½bmXoer d¡Y Am¡a Ad¡Y ê$n go ah aho h¢& gmCW E{e`m df© 2003 _| VmËH$m{bH$ J¥h_§Ìr lr bmb H¥$îU AmS>dmUr Zo EZm{b{gg J«wn Ed§ ^maVr` Iw{\$`m EOopÝg`m| Ho$ AÜ``Z na ~Vm`m H$s Xoe _| 2 H$amo‹S> ~m§½bmXoer Ad¡Y ê$n go ah aho h¡& AmYm[aV Am§H$‹S>m| Ho$ AZwgma amOñWmZ _|§ ~m§½bmXo{e`m| H$s VWm _r{S>`m [anmoQ>© Ho$ AZwgma ^r Xoe _| Ad¡Y ~m§½bmXo{e`m| H$s AZw_m{ZV g§»`m 5 bmI go A{YH$ h¡& Eg. Ho$ {gÝhm [anmoQ>© _| g§»`m 2 H$amo‹S> go A{YH$ ~Vm`r Om ahr h¡&2 `Ú{n gaH$mam| Ho$ ^r amOñWmZ _| ~m§½bmXo{e`m| H$s g§»`m 5 ~VmB© h¡&3 amOñWmZ nmg BZH$s g§»`m H$m H$moB© à_m{UV Am§H$‹S>m Zht h¡& gaH$ma Ho$ nmg amÁ` _| ahZo dmbo Ad¡Y ~m§½bmXo{e`m| H$s g§»`m

[agM© [aBÝ\$mog©_|Q> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 137 H$m H$moB© à_m{UV Am§H$‹S>m Zht§ h¡, bo{H$Z AZw_mZm| Ho$ AmYma na ~ma nw{bg Ho$ Ûmam Ad¡Y ~m§½bmXo{e`m| H$mo nH$‹S>m ^r J`m h¡& ~Vm`m Om ahm h¡ {H$ amÁ` _| H$ar~ 10 bmI {dXoer ZmJ[aH$ ah ~rH$mZoa _| ^r ~m§½bmXo{e`m| Ho$ àdmg H$s I~a| AmVr ahr h¡& aho h¢, {OZ_| 4 go 5 bmI ~m§½bmXoer àdmgr h¢&4 ~rH$mZoa _| ~‹S>r g§»`m _| ~§Jmbr bmoJ Kaoby Zm¡H$am| H$m H$m_ H$aVo amOñWmZ _| 1971 Ho$ ~mX go hr ~m§½bmXo{e`m| Ho$ AmZo H$m h¢, BZH$s Am‹S> _| `hm± ~m§½bmXoer ^r ah aho h¢ Omo AnZr nhMmZ {gb{gbm àmaå^ hþAm Wm& àmaå^ _| `o O`nwa _| hr ahVo Wo {N>nmZo Ho$ {bE ñd`§ H$mo Hy$M{~hma H$m {Zdmgr ~VmVo h¢& ~mX _| amÁ` Ho$ AÝ` _hmZJam| _| \¡$b J`o& dV©_mZ _| O`nwa Ho$ ^aVnwa _| ^r H$m\$s g§»`m _| Ad¡Y ~m§½bmXoer nH$‹S>o J`o h¢, Abmdm AO_oa, OmoYnwa, H$moQ>m, ^rbdm‹S>m, ~rH$mZoa, ^aVnwa, `o `hm± B©Q> ^Q²>Q>m| d H«o$eam| na l{_H$m| Ho$ ê$n _| H$m`© H$aVo h¢& Abda Am{X eham| _| BZH$s CnpñW{V Ho$ ñnï> à_mU h¢, O`nwa OwbmB© 2014 _| ^aVnwa Ho$ ~`mZm _| 37 ~m§½bmXo{e`m| H$mo nH$‹S>m _| BZH$s g§»`m 40 go 25 hOma ~VmB© Om ahr h¡& amÁ` Ho$ nyd© J`m&7 BgHo$ Abmdm gr_md¥{V {Obm| O¡go J§JmZJa, ~rH$mZoa, J¥h_§Ìr Jwbm~MÝX H$Q>m[a` Zo Xmdm {H$`m h¡ {H$ O`nwa _| 50 5 O¡gb_oa, d ~m‹S>_oa _| Ad¡Y ~m§½bmXoer nw{bg Ho$ Ûmam {ZaÝVa hOma ~m§½bmXoer Ad¡Y ê$n go ah aho h¢& O`nwa _| nhbo `o nH$‹S>o OmVo aho h¢& `hm± do Ad¡Y ê$n go gr_mnma H$a nm{H$ñVmZ aoëdo-ñQ>oeZ, {g{db bmB©Ýg Am¡a grVm~m‹S>r joÌ _| ~‹S>r g§»`m OmZo Ho$ à`mg _| nH$‹S>o OmVo h¢& {Xgå~a 2015 _| J§JmZJa _| _| ahVo Wo, bo{H$Z 2003 _o| EH$ àemg{ZH$ AmXoe Ho$ ~mX 104 8 ~m§½bmXoer n[admam| H$mo ~JamZm _| ~gm`m J`m V~ go ~JamZm nm{H$ñVmZ H$s gr_m _| 7 ~m§½bmXo{e`m| H$mo nH$‹S>m J`m& {gVå~a 2016 _| ~rH$mZoa Ho$ ImOy dmbm Ho$ gr_mjoÌ _| EH$ ~m§½bmXoer ~m§½bmXo{e`m| H$s EH$ d¡Y ~ñVr ~Z JB©, ~JamZm Ho$ Abmdm `o 9 Zmhar H$m ZmH$m, emñÌr ZJa H$s H$ƒr ~ñVr, amOrd ZJa H$s nH$‹S>m J`m& H$ƒr ~ñVr Am{X _| `o Ad¡Y ê$n go ah aho h¢& O`nwa _| `o amOñWmZ H$s H$mZyZ ì`dñWm gwajm H$m _mhm¡b, amoOJma H$s [aŠem MbmZo, ^dZ {Z_m©U joÌ _| _OXÿar Am¡a AÝ` Ag§J{R>V g§^mdZmE§ ~m§½bmXo{e`m| H$mo amOñWmZ AmZo Ho$ {bE ào[aV H$aVr joÌ _| l{_H$ Ho$ ê$n _| H$m_ H$aVo h¡& ~m§½bmXoer _{hbmE§ Kaoby h¢& ~m§½bmXo{e`m| H$m amOñWmZ AmZo H$m g~go ~‹S>m H$maU Am{W©H$ Zm¡H$amZr Ho$ ê$n _| H$m`© H$aVr h¢& Am¡a `o {hÝXÿ Zm_ aI boVr h¡ h¡& A{YH$m§e ~m§½bmXoer amOñWmZ _| amoOJma Am¡a AÀN>r OrdZ VWm {hÝXÿ _{hbmAm| H$s Vah _mWo na {~ÝXr Am¡a {gÝXÿa Am{X n[apñW{V`m| Ho$ {bE AmVo h¢& ~§½bmXoe _| ^rfU Jar~r Am¡a bJmH$a AnZr _yb nhMmZ Nw>nmVr h¢& O`nwa Ho$ ~mX AO_oa ~oamoOJmar ì`má h¡ Bg{bE ^maV _| Ad¡Y Kwfn¡R> H$m ~‹S>m H$maU _| BZH$s g§»`m gdm©{YH$ ~VmB© OmVr h¡& AO_oa _| `o »dmOm ^yI, Jar~r Am¡a ~oamoOJmar h¡&10 H$mobH$mVm Am¡a JmodmhmQ>r gmh~ H$s XaJmh _| {O`maV Ho$ {bE d¡Y Am¡a Ad¡Y XmoZm| VarH$m| H$m amOñWmZ go aob gånH©$ ñWm{nV hmoZo go ~m§½bmXo{e`m| H$m go AmVo h¢ Am¡a `hr ~gZo H$m à`mg H$aVo h¢& XaJmh joÌ H$s amOñWmZ AmZm Am¡a gwJ_ hþAm h¡, Ag_ Am¡a nydm}Va amÁ`m| _| KZr ~gmdQ> H$m bm^ CR>m H$a `o `hm± AmgmZr go Kwb{_b OmVo g~go A{YH$ ~m§½bmXoer ahVo h¢, bo{H$Z {dJV Hw$N> dfm}§ go dhm± h¡& AO_oa _| ~m§½bmXo{e`m| Ho$ Ûmam ameZ H$mS©>, _VXmVm nhMmZ -nÌ Am{X hm{gb H$aZo H$s I~a| ^r AmVr aht h¡& Ad¡Y ~m§½bmXo{e`m| Ho$ {dê$Õ {ZaÝVa qhgm hmo ahr h¡, Bg{bE do A~ dhm± AnZo {bE gwa{jV Zht _mZVo Am¡a do AnZo {bE OmoYnwa _| ^r H$m\$s g§»`m _| ~m§½bmXoer ahVo h¢& `hm± AZoH$ gwa{jV Am¡a emÝV OJh H$s Vbmg _| amOñWmZ H$s àdmg H$a H$ƒr ~pñV`m| _| BZHo$ ahZo Ho$ à_mU h¢, OmoYnwa H$m H$mobH$mVm go aob godm go Ow‹S>Zo go ~m§½bmXo{e`m| H$m `hm± AmZm Am¡a AmgmZ aho h¡& BgHo$ Abmdm ~m§½bmXoer AO_oa _| XaJmh _| {O`maV Ho$ hmo J`m h¡§, {OgHo$ H$maU `hm± ~m§½bmXo{e`m| H$s g§»`m _| d¥{Õ hþB© {bE AmVo h¡ Am¡a `hm± AmZo Ho$ ~mX `hr ~gZo H$m à`mg H$aVo h¢, h¡& OmoYnwa _| df© 2011 _| EH$ ~m§½bmXoer _wZra ImZ C\©$ _wÝZm ~m§½bmXoe _| bmIm| {~hmar _wgb_mZ ahVo h¡, {~hmar _wgb_mZm| H$m àH$aU H$m\$s M{M©V ahm {OgZo `hm± ñWmB© ~g H$a emXr H$a Zo nydu nm{H$ñVmZ _| 1971 Ho$ g§Kf© Ho$ Xm¡amZ nm{H$ñVmZ H$s br, O_rZ| IarX H$a AnZo Zm_ CZH$s a{OñQ´>r ~Zdm br, ameZ goZm H$m gmW {X`m Wm& Bg{bE _yb ~§Jmbr {~hmar _wgb_mZm| H$mS©>, _yb {Zdmg à_mU-nÌ, {ddmh à_mU nÌ ~Zdm {b`m VWm go K¥Um H$aVo h¡, Am¡a CZ na h_bo H$aVo h¡§, {OgHo$ H$maU ^maVr` nmgnmoQ>© Ho$ {bE ^r AmdoXZ H$a {X`m&6 {~hmar _wgb_mZ ~m§½bmXoe _| gwa{jV _hgy_ Zht H$aVo Am¡a do H$moQ>m eha amOñWmZ H$m EH$ _hËdnyU© Am¡Úmo{JH$ eha h¡& {Og_| nm{H$ñVmZ OmZm MmhVo h¡, Am¡a Ad¡Y VarH$m| go gr_m nma H$a ^r hOmam| H$s g§»`m _| ~m§½bmXo{e`m| H$s CnpñW{V Ho$ AZw_mZ nm{H$ñVmZ OmZo Ho$ {bE do amOñWmZ AmVo h¡, Hw$N> gr_mnma H$aZo bJm`o Om aho h¡¢& `hm± am_nwam ~§Jmbr ~ñVr, Hw$ÝhmS>r Am¡a aoëdo _| g\$b hmo OmVo h¡, Am¡a Hw$N> _m¡H$m nmH$a `ht ~g OmVo h¡, ñQ>oeZ joÌ _| H$m\$s g§»`m _| Ad¡Y ~m§½bmXoer ahVo h¢& ^rbdm‹S>m gr_m nma H$aVo g_` gr_m gwajm ~b Ho$ Ûmam ~m§½bmXo{e`m| H$mo _| ^r Ad¡Y ~m§½bmXo{e`m| H$s CnpñW{V XoIr JB© h¡& `hm± AZoH$

138 [agM© [aBÝ\$mog©_|Q>> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 {ZaÝVa nH$‹S>m OmVm ahm h¡, df© 2011 go 2014 VH$ Ad¡Y ê$n _| ah aho 3500 ~m§½bmXo{e`m| H$mo dmng ^oOZo H$m {ZU©` {b`m& go gr_m nma H$aVo 55 go A{YH$ ~m§½bmXo{e`m| H$mo nH$‹S>m J`m&11 Bg Ho$ ~mX 2004 _| amÁ` gaH$ma Zo ~m§½bmXo{e`m| H$s nhMmZ H$m H$m`© àmaå^ {H$`m J`m Bg A{^`mZ _| nyao àXoe _| 2500 g§gmYZm| na ^ma ~‹T>m aho h¡§ VWm amÁ` H$s OZVm Ho$ amoOJma 12 Ho$ Adga N>rZ aho h¢, Am¡a amÁ` H$s OZVm H$m hH$ _ma aho h¢& ~m§½bmXo{e`m| H$s nhMmZ hmo gH$s& df© 2005 _| O`nwa ~_ Ad¡Y àdmgr eham| _| H$ƒr Am¡a J§Xr ~pñV`m§ ~gm aho h¢ Am¡a Y_mH$mo§ Ho$ ~mX ~m§½bmXo{e`m| H$mo ~mha {ZH$mbZo Ho$ {bE nyao `o ~pñV`m§ d¡í`md¥{V O¡go AZ¡{VH$ J{V{d{Y`m| H$m AS²>S>m ~ZVr àXoe _| A{^`mZ Mbm`m J`m& gm_m{OH$ g§JR>Zm| Ho$ Ûmam Om ahr h¢, `o AZMmho _oh_mZ N>moQ>o-_moQ>o AnamYm|, Mmoar, S>H¡$Vr "~m§½bmXoer ^JmAmo- amOñWmZ ~MmAmo' H$m A{^`mZ Mbm`m Zerbo nXmWm] H$s VñH$ar Am{X _| {bá nm`o J`o h¢& AmB©.Eg. J`m& amOñWmZ _| dV©_mZ _| ~m§½bmXo{e`m| H$m nH$‹S>m OmZm EH$ gm_mÝ` KQ>Zm hmo J`r h¡, g_mMma nÌ ^r Bg àH$ma H$s KQ>Zm AmB©. Ad¡Y ~m§½bmXo{e`m| H$s _XX go ^maV _| ZH$br ZmoQ>m| H$m AWdm g_mMma Ho$ {bE Jå^raVm Zht {XImVo h¢, O~ àXoe _| ì`mnma H$a Xoe H$s AW©ì`dñWm H$mo ÜdñV H$aZo H$m H$m_ H$a aho H$moB© ~‹S>r AmV§H$s KQ>Zm KQ>Vr h¡, V~ Adí` AZoH$ gm_m{OH$ h¡& _hmZJam| _| Ad¡Y ~m§½bmXo{e`m| Zo {Jamoh ~Zm {bE h¡& Omo byQ> Am¡a g§JR>Zm| Ho$ Ûmam ~m§½bmXo{e`m| H$mo nH$‹S>Zo Ho$ {bE h„m H$s dmaXmVm| H$mo A§Om_ Xo aho h¡, `hm± VH$ H$s nw{bg na ^r h_bo _Mm`m OmVm h¡§, Hw$N> g_` Ho$ {bE nw{bg YanH$‹S>Vr h¡ CgHo$ H$a aho h¡§, Bg àH$ma Ad¡Y ~m§½bmXoer amÁ` _| H$mZyZ ì`dñWm H$mo ~mX g~ ^yb OmVo h¡ Am¡a pñW{V d¡gr H$s d¡gr ~Zr ahVr h¡, Jå^ra MwZm¡Vr àñVwV H$a aho h¢ VWm amÁ` _| AempÝV \¡$bm aho g_ñ`m {OVZr àemg{ZH$ Zht h¡ Cggo H$ht A{YH$ amOZr{VH$ h¢, ~m§½bmXoer àdmgr ~m§½bmXoe _| pñWV H$Q²>Q>an§Wr Ym{_©H$ g_yhm| h¡& O~ ^r Ad¡Y ~§½bmXo{e`m| H$mo ~mha {ZH$mbZo H$s _m§J CR>Vr Ho$ à^md _| AmH$a `hm± Ym{_©H$ H$Å>an§W H$mo \¡$bmVo h¡, {Oggo h¡ V~ gaH$am| Ho$ Ûmam dmoQ> ~§¡H$ H$s amOZr{V Ho$ H$maU Bg H$m`© amÁ` _| gm_m{OH$ Am¡a Ym{_©H$ gX^md H$mo IVam CËnÝZ hmo _| H$moB© ê$Mr Zht {XImVr& 1992 _| ^maV Ho$ J¥h_§Ìr Ho$ Ûmam ahm h¡& Ad¡Y ~m§½bmXoer _hmZJam| _| Mmar, byQ>nmQ>, d¡í`md¥{V _w»`_§{Ì`m| H$s EH$ ~¡R>H$ _| Ad¡Y àdmg H$s g_ñ`m Ho$ g_mYmZ d Zerbo nXmWm}§ Ho$ Ad¡Y ì`mnma H$s J{V{d{Y`m| _| {bá nm`o Ho$ {bE EH$ H$m`© `moOZm àñVwV H$s {OgH$m npíM_ ~§Jmb Am¡a J`o h¢& BZH$s amï´> {damoYr J{V{d{Y`m| _| gb§¾Vm ahVr h¡ BgHo$ {~hma H$s gaH$mam| Zo AnZo _wpñb_ dmoQ> ~§¡§H$ H$mo gwa{jV aIZo Ho$ Abmdm `o ñWmZr` bmoJm| Ho$ amoOJmam| Ho$ Adgam| H$mo N>rZ aho {bE BgH$m {damoY {H$`m&13 gaH$mam| Ho$ Eogo ad¡`o Ho$ H$maU AmO h¡& Ad¡Y ~m§½bmXoer àdm{g`m| H$s g_ñ`m Ho$ à{V gaH$ma| H$^r VH$ àXoe H$mo ~m§½bmXoer Kwgn¡{R>`m| go _wpŠV Zht {_b nmB© h¡ O~ ^r Jå^ra Zht aht& `hr H$maU h¡ {H$ gaH$mam| Ho$ nmg Z Vmo VH$ Ho$ÝÐ Am¡a amÁ` gaH$ma {_bH$a Jå^ra à`mg Zht H$aoJr ^maV _| ahZo dmbo ~m§½bmXo{e`m| H$s g§»`m Ho$ ghr Am§H$‹S>o h¢ V~ VH$ Bg g_ñ`m H$m g_mYmZ gå^d Zht h¡& Am¡a Z hr A~ VH$ {Zdm©{gV {H$`o Om MwHo$ ~m§½bmXo{e`m| H$s g§X^© gyMr g§»`m Ho$ Am§H$‹S>o h¡& O~ ^r Xoe _| Ad¡Y ~m§½bmXo{e`m| Ho$ {dê$Õ 1. "Ag_ _| Ad¡Y àdm{g`m| na Eg. Ho$. {gÝhm [anmoQ>© 1998 H$moB© AmÝXmobZ hmoVm h¡ V~ Ad¡Y àdm{g`m| H$mo nH$‹S>Zo Ho$ {bE A{^`mZ Mbm`m OmVm h¡, Hw$N> H$mo nH$‹S>m OmVm h¡ Am¡a Hw$N> H$mo 2. amOñWmZ n{ÌH$m - 15 \$adar, 2015 ~m§½bmXoe {Zdm©{gV {H$`m OmVm h¡ bo{H$Z gaH$mam| Zo Bg g_ñ`m 3. "Ag_ _| Ad¡Y àdm{g`m| na Eg. Ho$. {gÝhm [anmoQ>©, 1998 Ho$ g_mYmZ Ho$ {bE H$moB© {Z`{_V Am¡a g_`~Õ H$m`©H«$_ Zht 4. amOñWmZ n{ÌH$m- 15 _B©, 2008 Mbm`m& gaH$ma {OVZr g§»`m _| Ad¡Y àdm{g`m| H$mo ~mha 5. amOñWmZ n{ÌH$m - 14 _B©, 2008 {ZH$mbVr h¡§ Cggo A{YH$ g§»`m _| Z`o Ad¡Y àdmgr Xoe _| Am 6. ^mñH$a Ý`yO - 3 _mM©, 2013 OmVo h¡§ EH$ Vmo BZH$s nhMmZ H${R>Z hmoVr h¡ Am¡a nhMmZ hmoZo Ho$ 7. amOñWmZ n{ÌH$m - 28 _mM©, 2016 ~mX CÝh| dmng ^oOZo H$s à{H«$`m AË`§V H${R>Z h¡ Am¡a H$B© ~ma 8. amOñWmZ n{ÌH$m - 13 {Xgå~a, 2015 ~m§½bmXoe CÝh| ñdrH$ma H$aZo go hr BÝH$ma H$a XoVo h¡ Am¡a {OÝh| 9. amOñWmZ n{ÌH$m - 13 {gVå~a, 2016 dmng ^oO ^r {X`m OmVm h¡ Vmo gr_m na H$_Omoa gwajm H$m 10. am_MÝÐZ, gwOmVm, Am°\$ ~mCÝS´>rO EÊS> ~moS©>a H«$moqgJ, 1999 \$m`Xm CR>m H$a do dmng Am OmVo h¡& Bg{bE AZoH$ à`mgm| Ho$ 11. BpÊS>`m Qy>So> - OwbmB© 2014 ~mdOyX ^r g_ñ`m Og H$s Vg ~Zr hþB© h¡& 12. amOñWmZ n{ÌH$m - 23 _B© 2008 Ad¡Y ~m§½bmXo{e`m| H$mo dmng ^oOZo H$s _m§Jo {ZaÝVa CR>Vr ahr 13. Hw$_ma ~r.~r., B{„Jb _mBJ«oeZ \«$m°_ ~m§½bmXoe, AmñWm h¢, AJñV 2001 _| amOñWmZ gaH$ma Zo O`nwa Am¡a AO_oa ^maVr àH$meZ, 2000

[agM© [aBÝ\$mog©_|Q> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 139 amJ I_mO Zram O¡Z ì`m»`mVm B§{S>`m BÝQ>aZoeZb ñHy$b, _mZgamoda, O`nwa (amO.)

emoY gmam§e àñVwb boI _| amJ I_mO H$s CËn{Îm Ed§ {dH$mg H$m dU©Z {H$`m J`m h¡& amJ I_mO, I_mO WmQ> H$m Aml` amJ h¡& I_mO WmQ> H$m Zm_H$aU ^r Bgr amJ Ho$ Zm_ go hþAm n§. ^mVIÊSo> Zo ''lr_„ bú` g§JrV J«ÝW'' VWm ''^mVIÊSo> g§JrV emñÌ'' _| Bg amJ H$m Aml` amJ qPPmoQ>r H$mo _mZm h¡ Omo BÝht ñdam| na MbZo dmbo AmYw{ZH$ amJm| _o go EH$ h¡§& g§JrV gam_¥V' _| Bg amJ H$m WmQ> 'H$m§^moOr' H$hm J`m h¡& Bg amJ _| Rw>_ar Am¡a Q>ßnm H$s g¡H$‹S>m| ~pÝXe| ^ar nS>r h¡ AñVw I_mO amJ H$mo H$B© ~ma EH$ jwÐ AWdm N>moQ>m amJ ~Vm H$a Hw$N> H$bmH$ma Bg amJ H$s _{h_m H$mo H$_ H$aHo$ Am±H$Vo h¡§& ^bo hr Bg amJ _| ~‹S>o »`mb H$s ~§{Xeo Á`mXm CnbãY Zht h¡ na `h dmX²` dmXZ _| dmXH$m| H$m {à` amJ ahm h¡& Bg_| Omo gm_J«r ~OmB© OmVr h¡ Cg_| gånyU© Ambmn {dbpå~V Am¡a ÐþV JVm| H$s g¡H$‹S>m| ~§{Xeo h¡ Omo {gVma dmXH$ ~‹S>o AmH$f©H$ VarHo$ go ~OmVo Am`o h¡§& dmñVd _| `h CZ amJm| _o go h¡ {OgHo$ A§Xa ha àH$ma H$s _mZdr` gd|XZmAm| H$mo àH$Q> H$aZo H$s j_Vm h¡& BgHo$ AË`§V AmH$f©H$ Am¡a _Ywa ñda g§dmXm| Ho$ Ûmam lmoVm KÊQ>m| _w½Y hmoH$a ~¡R>m ah gH$Vm h¡& {Og amJ _| BVZr ì`mnH$Vm Am¡a {dñVma hmo dh jwÐ Zht hmo gH$Vm& g§Ho$Vmja … I_mO, »`mb, Rw>_ar, Q>ßnm, Y«wdnX, WmQ>, Y_ma amJ I_mO, I_mO WmQ> H$m Aml` amJ h¡& Bg amJ _| XmoZm| H$bmH$ma Bg amJ H$s _{h_m H$mo H$_ H$aHo$ Am±H$Vo h¡§& dmñVd {ZfmX Am¡a ~mH$s Ho$ g^r ñda ewÕ bJVo h¡§ BgHo$ Amamoh _|o [af^ _| `h CZ amJm| _o go h¡ {OgHo$ A§Xa ha àH$ma H$s _mZdr` ñda d{O©V h¡& AñVw BgH$s Om{V fm‹S>d-gånyU© _mZr Om`oJr& gd|XZmAm| H$mo àH$Q> H$aZo H$s j_Vm h¡ `h gM ho {H$ Bg amJ _| Bg amJ H$m dmXr ñda J§Yma Am¡a gådmXr ñda {ZfmX h¡&1 I_mO ~hþV ~‹S>r VmXmX _| Rw>_ar, R>ßnm, XmXam JOb Am¡a ^OZ JmE± WmQ> H$m Zm_H$aU ^r Bgr amJ Ho$ Zm_ go hþAm h¡& n§. ^mVIÊSo> OmVo h¡§& dmXZ _| ^r _Ü` AWdm ÐþV JVo Á`mXm àM{bV h¡ na Zo ''lr_„ bú` g§JrV J«ÝW'' VWm ''^mVIÊSo> g§JrV emñÌ'' Bg_| àMwa _mÌmm _o Y«wnX H$s aMZmE§ ^r {_bVr h¡§& I_mO amJ _| Bg amJ H$m Aml` amJ qPPmoQ>r H$mo _mZm h¡ Omo BÝht ñdam| na Ho$ ~mao _| lr _„ú` g§JrV _| Bg àH$ma H$s OmZH$mar {_bVr h¡& 2 MbZo dmbo AmYw{ZH$ amJm| _o go EH$ h¡§& qH$Vw I_mO EH$ àmMrZ Iå_mO_obmoËnÝZmo amJ: Iå_mOZm_H$:& VWm naånamJV amJ h¡ AñVw AÝVVmoJËdm Bgr amJ H$mo I_mO Amamoho [añdaì`ŠV: gånyU©íMmdamohUo&& R>mR> H$m Aml` amJ ñdrH$maZm CÝh| Á`mXm C{MV bJm& Xÿgar I_mO amJ I_mO _ob go CËnÝZ hþAm h¡ BgHo$ Amamoh _| [af^ ~mV `h h¡ {H$ n§. ^mVIÊSo> Or Ho$ J«§W (bú` g§JrV) {bIZo Ho$ dÁ`© h¡ VWm BgH$m Adamoh gånyU© h¡& ~hþV nhbo go hr {gVma na {bIr J`r Hw$N> nwñVH$m| _| I_mO WmQ> H$m Zm_ {_bVm h¡ Bgr{bE I_mO WmQ> H$m Aml` amJ JmÝYma: gå_Vmo dmXr {ZfmXmo _pÝÌgpÝZ^: I_mO hr _mZm OmZm Mm{hE&3 JmZ_ñ` g_rMrZ§ amÝÝ`m§ {ÛVr``m_Ho$&& Bg amJ _| Rw>_ar Am¡a Q>ßnm H$s g¡H$‹S>m| ~pÝXe| ^ar nS>r h¡ AñVw Bg amJ H$m dmXr ñda JÝYma Am¡a g§dmXr ñda {ZfmX h¡& JmZ I_mO amJ H$mo H$B© ~ma EH$ jwÐ AWdm N>moQ>m amJ ~Vm H$a Hw$N> g_` am{Ì H$m {ÛVr` àha h¡&

140 [agM© [aBÝ\$mog©_|Q>> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 g§J{VY©_`moaÌ {ZË`§ apŠVàXm{`Zr& à`moJñVrd«Zoaod _mamoho gd©g§_V:& {ZY_nY_ J¡: ñ`mV Iå_mOmS>.J n[añ\w$Q>_&&4 X¥í`Vo {Z`_moß`of bú` kmZm§ {dnpíMVm_²&& 'Y _' g§J{V Bg amJ _| AË`ÝV gwÝXa bJVr h¡& '{Z Y, _nY, Jm§Yma: g§_VmodmXr {ZfmXmo@_mË`g§{kV:& _J' BZ ñdamo§ go I_mO A§J ñnï> hmoVm h¡& {dÛmZm| Zo BgHo$ JmZ_oVñ` amJñ` amÌ`m§ `m_o {ÛVr`Ho$&& Amamoh _o n§M_ H$m AënËd ~Vm`m h¡& JmÝYma na ñda g_yhm| g§J{VY_©`moaÌ {deofU gwIàXm& H$s g_m{á AWdm Ý`mg go amJ H$m {d{eï> ê$n àX{e©V hmoVm h¡& AdgmZ§ JoñdaoVÛXoÐm§J n[añ\w$Q>_&&8 Iå_mO_obOÝ`ofw amJofw JmZH$mo{dX¡:& 'MËdm[a¨eÀN>V amJ{Zê$n_U_' J§«W _| ZQ>Zmam`U amJ H$m à`moJñVrdZob©ú`o@Zw_Vmo apŠVbãY`o&& n[adma ~VmVo hþE 'H$m§^moOr' H$mo ZQ>Zmam`U H$s ^m`m© Amoa Ì¡b§Jr a§OH$Vm fwÕr Ho$ {bE I_mO _ob OÝ` amJm| _o Vrd« {ZfmX Ho$ H$mo ZQ>Zmam`U H$s nwÌ -dYw ~Vm`m J`m h¡& g§JrV gam_¥V' _| 5 à`moJ H$mo AmYw{ZH$ g§JrV _| _mÝ` {H$`m J`m h¡& I_mO amJ Bg amJ H$m WmQ> I_mO ~Vm`m J`m h¡& dhm§ BgHo$ R>mR> H$m Zm_ _| Amamoh _| [af^ ñda dÁ`© {H$`m OmVm h¡ nydm©J _| Bg ñda Ho$ "H$m§^moOr' H$hm J`m h¡& 'amJ bjU' _| Bg àH$ma H$m ñnï> bjU dÁ`© hmoZo go BgHo$ g§dmXr ñda Y¡dV Ho$ à`moJ _| ^r WmoS|> {Z`_ ~Vm`m J`m h¡' nm`o OmVo h¡§& Amamoh _| `Ú{n Y¡dV dÁ`© Zht {H$`m OmVm {\$a h[aH$m§~mo{Y_obmƒ g§OmVíMgwZm_H$:& ^r Jm`H$m| Ho$ Ûmam 'J_n' {Zgm§& `m 'J_Y, {Zgm§' Bg àH$ma I_mMamJ BË`wŠV: gÝ`mg§ gm§”mH§$ Y«wd_² CÎmam§J _o§ Amamoh {H$`m OmVm h¡& Bg amJ _| AÝVao àm`: Cn`w©ŠV 9 XmoZm| àH$ma _| go {H$gr EH$ àH$ma _| hmoVo h¡§& `o àH$ma ^r ~hþV gnyU© dH«$_mamoho@ß`damoho VW¡d M&& gwÝXa bJVo h¡§& Adamoh _| `Ú{n `h amJ g§nyU© h¡, naÝVw Jm`H$m| `hm± na Amamoh _| G$f^ dÁ`© H$aZm Zht ~Vm`m J`m, H$moB© -H$moB© Ûmam Y¡dV go n§M_ na Z AmH$a _Ü`_ _o OmZo H$m {dMma H$må^moOr H$mo hr I_mO _mZZo H$mo V¡`ma hmo OmVo h¡§ naÝVw H$moB©- A{YH$ h¡ O¡go- 'gm§ {ZÅ> Y __J' AWdm 'gm§ {ZÅ> Y n _ J' H$moB© Vmo EH$ AbJ ñdV§Ì amJ _mZVo h¡§& J«§Wm| _| CgH$m dU©Z Bg `h Adamoh JbV Zht h¡ naÝVw {dbpå~V ê$n go JmZo _| CÎm_ Zht àH$ma {H$`m J`m h¡:- {XImB« XoVm& Bg àH$ma JmZo go {PPmo§Q>r H$m ^mJ A{YH$ CËnÝZ _§O`m©_² - H$m§§~moOr _ZhrZmdm g{Ì: gm§VaH$mH$br&& hmo OmVm h¡& I_mO H$m `h Amamoh -Adamoh 'gm J _ n {Z gm§' amJ MÝÐmoX`o - gm§eJ«hm gm§VdVr _{Zä`m§& 'gm§ {ZÅ> Y, __J Eogm' ~wam Zhr {XImB© XoVm& AÝVam Bg àH$ma g_wpÁPVm ~m§VaH$mH$brï>m&& {b`m OmVm h¡-'J_, Ym{Zgm, {Zgm§' & Hw$N> Ho$ _VmZwgma I_mO H$m§~mo{OH$m gmVw{dJr`_mZm& Ho$ Amamoh _| Y¡dV Am¡a Adamoh _| n§M_ H$mo _hËd Zht {X`m OmVm&6 I_mO Ho$ AÝVao àm`: 'J_ Y{Zgm§' {Zgm§, {Z {Z gm§ ao, {d^mVH$mbo {ZVam§ {d^m{V&& 'gm§ {ZÅ> Y Bg àH$ma ewê$ hmoVo h¡& I_mO Ho$ g_mZ {XImB© XoZo Z¥Ë`{ZU©`o - H$m§~moOr _mohZr`m {ÛJ{VJ{Z[aYm g{ÌH$mÚm{Z_mdm dmbm amJ {Vb§J h¡& `h amJ I_mO Ho$ {~ëHw$b {ZH$Q> H$m amJ h¡& H$moB©-H$moB© Eogm ^r _mZVo h¡§ {H$ O~ H$m§^moOr gånyU© Am¡a {Vb§J H$m A§Vam, 'J_n' {Z{Zgm§, {Zgm§' Bg àH$ma àmaå^ hmoVm _-{Z-d{O©V Eogo Xmo àH$ma H$m H$hm J`m h¡ V~ g§nyU© àH$ma h¡& Am¡a I_mO H$m AÝVam '_Y, {Zgm§, {Zgm§' Bg àH$ma ewê$ AnZm I_mO amJ _mZZm Mm{hE Am¡a _-{Z-hrZ àH$ma H$mo ^r hmoVm h¡ Adamoh _| I_mO H$m A§e ''gm§ {ZÅ> n, J_J' AmVm h¡& EH$ ñdV§Ì amJ _mZ boZm Mm{hE&10 XmoZm| amJm| _| '{µZgm, J_n' `o ^mJ {bE OmVo h¡§ Š`mo§{H$ XmoZm| _| 1924-1945 _| H$B© Y«wdnX Eogo Wo {OZH$m C„oI ^mVIÊSo> Or G$f^ ñda dÁ`© h¡§&7 I_mOamJ Ho$ bjU Bg àH$ma h¡§- Zo Zhr {H$`m naÝVw Omo Cg H$mb _| JmE Om aho Wo& I_mO amJ Ho$ H$m§^moOr_obg§OmVmo amJ: I§_mOZm_H$:& jwÐ hmoZo H$s ~mV Cg g_` Zht H$hr JB©& BVZm Oê$a h¡ {H$ Cg Amamoho Vw [a dO© ñ`mXdamoho g_J«H$_&& amJ _| XmoZmo §{ZfmX Ho$ à`moJ go BgH$s àH¥${V Hw$N> M§Mb _mby_ hmoVr h¡& dñVwV: Bg amJ Ho$ ñda g§dmXm| H$m {dbpå~V à`moJ `Xm {h Y¡dVmo XrK©ñVXm _Ü`_g§J{V:& Jå^raVm VWm _Ü` Am¡a ÐþV à`moJ M§MbVm H$m ^md CËnÝZ Amamoho n§M_mënËd§ {ZfmXmo apŠV§ì`§OH$:&& H$aVm h¡& na Bg amJ _| Ambmn H$m joÌ AË`§V {demb hmoZo Ho$

[agM© [aBÝ\$mog©_|Q> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 141 \$bñdê$n Bg_| ~‹S>m hr gKZ Am¡a {dñV¥V H$m_ {H$`m Om gH$Vm na à`moJ {H$`o OmVo h¡§& EH$ ~ma Vma gáH$ _| f‹S>O H$mo Ny> boZo Ho$ h¡& BgHo$ AË`§V AmH$f©H$ Am¡a _Ywa ñda g§dmXm| Ho$ Ûmam lmoVm ~mX Xmo Vah go dmng Am`m OmVm h¡:-g§m Zr Y n, gm§ a| {Z Y n& KÊQ>m| _w½Y hmoH$a ~¡R>m ah gH$Vm h¡& {Og amJ _| BVZr ì`mnH$Vm n§M_ VH$ bm¡Q>Zo Ho$ ~mX `{X ñda {dbpå~V hmo Vmo {ZåZ{bpIV Am¡a {dñVma hmo dh {ZpíMV hr jwÐ Zht hmo gH$Vm& ^bo hr Bg àH$ma go Adamoh H$aZm Mm{hE-n Y, _ J &_ n Y, _ J& `{X amJ _| ~‹S>o »`mb H$s ~§{Xeo Á`mXm CnbãY Zht h¡ na `h dmX²` ÐþV J{V hmo Vmo grYo, 'n _ J ao gm' H$a {b`m OmVm h¡& Cn`w©ŠV dmXZ _| dmXH$m| H$m {à` amJ ahm h¡& Bg_| Omo gm_J«r ~OmB© {ddaU Ho$ \$bñdaê$n VrZ-VrZ àH$ma Ho$ Amamoh Am¡a Adamoh OmVr h¡ Cg_| gånyU© Ambmn {dbpå~V Am¡a ÐþV JVm| H$s g¡H$‹S>m| ~Z|Jo Omo {ZåZ{bpIV h¡§:- ~§{Xeo h¡ Omo {gVma dmXH$ ~‹S>o AmH$f©H$ VarHo$ go ~OmVo Am`o h¡§& Amamoh WmQ> - I_mO {µZ gm J _ n , J _ n Y Zr Y n , J _ n Y Zr gm§& A§J - I_mO {µZ gm J _ n , J _ Zr Y Zr gm§ & dmXr - J§Yma {µZ gm J _ n , J _ n Zr, gm§& g§dmXr - {ZfmX Adamoh O{V - fm‹S>d gånyU© gm§ Zr Y, _ n Y, _ J, n _ J ao gm& àH¥${V - l¥§Jm[aH$ em§V, H$ê$U gm§ Zr Y n, Y, _ J, n_Jaogm& g_` - g§Ü`m~obm (gmV go Xg ~Oo VH$), gm§ Zr Y n _ J, ao gm& Amamoh - {µZ gm J _ n Y Zr gm§, amJm§J VmZ 1- Jao gm{Z aogm Zrµgm, ZrµY nY _n Zrµgm, J_ nY Adamoh - gm§ pZ Y n _ J ao gm ZrZr Yn, _J aogm Zrµ gm nH$‹S> - {µZ gm J _ J, J _ Zr Y n , Y _ J, ao gm& amJm§J VmZ 2- J_ n_ Jao gm{µZ, aogm Zrµgm J_ n_, J_ nY ^maVr` g§JrV _| `h EH$ {Z`_ O¡gm ahm h¡ {H$ O~ ^r {H$gr ZrZr Y_, _n Zrgm§ aogm§ Zrgm§ amJ Ho$ Amamoh _| G$f^ d{O©V {H$`m OmVm h¡ Vmo Eogo _| CZ g^r J§J§ ao§gm§ Zrgm§ a|a|, gm§{Z Yn ZrZr Yn, J_ nY amJm| H$m àmaå^ f‹S>O go Z hmoH$a {ZfmX go H$aVo h¡§& Bg{bE Bg ZrZr Yn, _J aogm Zrµ gm12 amJ H$m Amamoh ^r Zr. gm-_ H$aHo$ hr àmaå^ {H$`m Om`oJm& I_mO amJ AË`§V bmoH${à` amJ h¡& emñÌr` Jm`Z Ho$ Y«wdnX, {ZåZ{bpIV àH$mam| go f‹S>O go AmamohU {H$`m Om gH$Vm h¡-11 Y_ma, »`mb, Rw>_ar, XmXam, Q>ßnm BZ g^r e¡{b`m| Ho$ A{V[aŠV {µZ gm J _ & gm ao gm J_& J_n, gmJ_n, n_J_n ^OZ, bmoH$JrV BË`m{X I_mO amJ _| Jm`m OmVm h¡& naÝVw amJ {ZåZ{bpIV VarHo$ go Amamoh _| G$f^ H$m à`moJ H$aVo h¡§ {H$ÝVw H$m ñdê$n Hw$N> Eogm ~Zm hþAm h¡ Omo »`mb Am¡a Rw>_ar, XmXam G$f^ ñda Ho$ ~mX dmng f‹S>O na bm¡Q>Zo Ho$ H$maU G$f^ go Ho$ Jm`Z _| e¡br ^oX H$mo ñnï> ê$n go ~aVZo Ho$ {bE H$moB© R>mog Adamoh H$s ewê$AmV hmo OmZo go Bg àH$ma Ho$ à`moJ jå` h¡§& AmYma àmá Zht h¡& Bg{bE I_mO amJ _o »`mb JmZo H$m àMbZ {µZgm ao gm, _µnµY{µµZ gm ao, gm, gm ao {µZ gm ao, gm I_mO amJ H$_ h¡& g§JrV __©k n§. ^mVIÊSo> Or Zo AnZo g§JrV emñÌ Ho$ H$m dmXr ñda J§Yma hmoZo Ho$ H$maU _Ü`_ ñda _§| Ý`mg H$^r Zht àW_ ^mJ _| I_mO amJ Ho$ dU©Z _| {bIm h¡ {H$ - ""Bg amJ _| H$aZm Mm{hE& Ý`mg Ho$ {bE `m Vmo Jm§Yma `m {\$a n§M_ ñda H$m Jm`H$ bmoJ gX¡d µJµOb, Q>ßno, Rw>_ar Am{X bmoH$-{à` JrV JmVo à`moJ hmoVm h¡& {ZåZ Qw>H$Soµ> Bg amJ _| ~hþbVm go {bE OmVo h¡§& h¡§& Bg_| H$^r-H$^r Y«wdnX ^r {XImB© n‹S> OmVo h¡§ naÝVw »`mb J _ Y Zr Y n, J _ Zr Y n, J _ Y n , J _ n Y n , _ n Vmo em`X hr H$ht {XImB© Xo&'' Y _ J, n Y _ J, Y-_ g§J{V BgH$s à_wI {deofVm h¡ AñVw ""A{^Zd JrVm§Obr'' Ho$ AÝVJ©V am_ml` Pm Ho$ AZwgma Bg H$^r gab Amoa H$^r H$U _wH$r© `m IQ>Ho$ Ho$ gmW Bg ñda g§dmX I_mO amJ Ho$ gå~ÝY _| EH$ _m{_©H$ ~mV Am¡a H$hr h¡ dh `h H$mo {b`m OmVm h¡ Vma gáH$ H$s Va\$ OmVo g_` {ZåZ{bpIV {H$ -""Bg amJ _| (I_mO) `{X JrV gmdH$me ({dbpå~V) _| àH$ma go Amamoh {H$`m OmVm h¡& J _ Zr Y Zr gm§, _ n Zr gm§& Jm`m OmE Vmo Y«wnX O¡gm {XImB© XoVm h¡ Amoa ÐþV b` _| Jm`o J _ n Zr, gm§, J_ n Y Zr gm§ & `h VrZmo§ VarHo$ g_`-g_`

142 [agM© [aBÝ\$mog©_|Q>> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 OmZo na Rw>_ar O¡gm {XImB© XoZo bJVm h¡&'' `h {dMma g§JrV Ho$ `wŠV naÝVw Amamohr H«$_ _| AZmä`mg AënËd h¡& H$mo_b {ZfmX _hmZ n§{S>V Ho$ h¡§& I_mO amJ Ho$ nydmªJ _| Amamohr H«$_ _o [af^ {Z gm§ {Z Y n, a| gm§ {Z gm§ {Z Y n Bg ^m±{V Ho$ ñda g_yh _| d{O©V hmoZo Ho$ H$maU n§M_ H$s Amoa OmZo Ho$ {bE h_oem hr gm J AZmä`mg AënËd Ho$ ê$n _| naÝVw ewÕ {ZfmX Amamohr H«$_ _| hr _ n, J _ n ñda g_yh H$m à`moJ hmoVm h¡& naÝVw Rw>_ar e¡br _| {Z Y {Z, nY{Z{Zgm§ ao {ZY nY _J, _nJ_nY{Z BË`m{X à`moJ Jm`H$ Amamoh _| ^r [af^ H$m à`moJ H$a boV| h¡ O¡go- J _ ao J, _| Ý`mg ~hþËd ñWmZ J«hU {H$E hþE h¡& naÝVw {Z gm§ Y {Z n Y ao J _ n Omo Rw>_ar Jm`Z _o §In OmVm h¡& n§M_ go _Ü` f‹S>O gm§ {Z Y n àH$ma Ho$ ñda à`moJ _| n Y gm§ Amoa gm§ Y g§J{V Ho$ H$s Amoa AmZo Ho$ {b`o _Jaogm Bg àH$ma ñda à`moJ {H$`m OmVm H$maU Bg ñda H$m bK§Z AënËd ^r {XIm`r n‹S>Vm h¡&14 h¡& CÎmam§J _| Vma f‹S>O H$s Amoa OmZo Ho$ {bE _ {Z Y {Z n Y Bg àH$ma g§JrV OJV H$m `h _ehÿa amJ ha dJ© Ho$ g§JrV lmoVm {Zgm§ `m J_nY {Zgm§ AWdm H$^r-H$^r J _ n {Z gm§ Bg ^m±{V Ho$ D$na à^md S>mbVm h¡ VWm A{YH$ go A{YH$ Jm`m ~Om`m H$m ñda g_yh ^r à`moJ H$a {b`m OmVm h¡& nydmªJ _| _J aogm H$s OmVm h¡& ^m±{V CÎmam§J _| ^r Adamohr H«$_ _|, gm§ {Z Y n ñda g_yh H$m g§X^© gyMr à`moJ hmoVm h¡& My§{H$ `h EH$ amJm§J amJ h¡ Bg hoVw Bg_| {H$gr 1. {_l, am{JZr, amJ {d~moY: {_l ~mZr AÝ` amJ H$m {_lU Zht h¡ AWm©V BgH$m ñdV§Ì ñdê$n h¡&13 2. ^mVIÊSo>, npÊS>V, ^mVIÊSo> g§JrV emñÌ àW_ ^mJ, n¥.g§. ñdam| H$m à`moJ VWm ñWmZ 223 àñVwV amJ I_mO _| f‹S>O Ho$ A{V[aŠV [af^ H$m AZä`mg 3. Cn`w©ŠV, n¥.g§. 224 AënËd h¡& `Wm- gm J _ n, _ J ao gm, _| [af^ AënËd Ho$ 4. ^mVIÊSo>, npÊS>V, lr _„ú` g§JrV_², n¥.g§. 261 ê$n _| à`moJ hmoVm h¡& J§Yma ñda amJ H$m dmXr hmoZo Ho$ H$maU 5. Cn`w©ŠV, n¥.g§. 262 Ý`mg `wŠV h¡ VWm gmJ, aogm, {Z Yµ {µZ gm J, gm J _ n _J, 6. ^mVIÊSo>, npÊS>V, ^mVIÊSo> g§JrV emñÌ àW_ ^mJ, n¥.g§. J_nY _§J, {Z Y n Y _ J, Bg ^m±{V J§Yma ñda Ý`mg ~hþËd 228 Ho$ ê$n _| à`moJ hmoVm h¡& 7. Cn`w©ŠV, n¥.g§. 229 _Ü`_ ñda H$m J_n, Yn _J _n {Z Y n Y_J BË`m{X à`moJ _| 8. Cn`w©ŠV, n¥.g§. 230 AZmä`mg AënËd H$m ñWmZ h¡& n§M_ ñda amJ H$m g§nyU© Ý`mg 9. Cn`w©ŠV, n¥.g§. 231 ~hþËd H$m ñda h¡, Š`mo{H$ Amamohr-Adamohr XmoZm| hr H«$_ Ho$ ñda 10. Cn`w©ŠV, n¥.g§. 232 à`moJ _| `h ñda Ý`mg `wŠV h¡ `Wm- J_n, gm J _ n , J_ 11. {_l, am{JZr, nydm}ŠV nY {Z Y n , BË`m{X & naÝVw Adamohr H«$_ _| Y_ H$s g§J{V hmoZo Ho$ H$maU `Wm {Z Y _ n Y _ J n§M_ ñda H$m j{UH$ b§KZ 12. Cn`w©ŠV AënËd ^r X¥{ï>JmoMa hmoVm h¡& Y¡dV ñda J_ n Y {Z Y n, Ym{Z 13. Pm, n§. am_ml`, A{^Zd JrVm§Obr ^mJ-5, n¥.g§. 24 gm§ {Z Y, J ao gm§ {Z gm§ {Z Y, Bg àH$ma Adamohr H«$_ _| Ý`mg 14. Cn`w©ŠV, n¥.g§. 25

[agM© [aBÝ\$mog©_|Q> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 143 amOñWmZ Ho$ g§X^© _| qgMmB© gmYZm| H$m _hËd S>m°. _rZmjr e_m© ^yJmob {d^mJ amOñWmZ {díd{dÚmb`, O`nwa (amO.)

emoY gmam§e amOñWmZ H$m ^m¡Jmo{bH$ joÌ\$b 342 bmI h¡ŠQ>o`a h¡ Omo Xoe Ho$ joÌ\$b H$m 10.4 à{VeV h¡ naÝVw amÁ` _| Xoe Ho$ Hw$b Ob H$m 1 à{VeV hr CnbãY h¡& amÁ` H$m bJ^J 60 à{VeV ^mJ ewîH$ `m ao{JñVmZr h¡& eof IoVr `mo½` ^y{_ H$m ~hþV ~‹S>m {hñgm _mZgyZ H$s H¥$nm na {Z^©a ahVm h¡& amOñWmZ _| qgMmB© Ob H$s CnbãYVm n‹S>m¡gr amÁ`m| O¡go - n§Om~, h[a`mUm, JwOamV, CËVaàXoe Am{X H$s VwbZm _| ~hþV H$_ h¡& ~mah _hrZo ~hZo dmbr Z{X`m§ Må~b, _mhr h¡§ Omo H$moQ>m, Am¡a ~m§gdm‹S>m Ho$ N>moQ>o go ^y-^mJ _| go hmoH$a Xÿgao amÁ`m| _| Mbr OmVr h¡§& amÁ` Ho$ nd©Vr` A§Mbm| go {ZH$bZo dmbr Z{X`m§ dfm© na {Z^©a H$aVr h¡§& A{Z`{_V Ed§ An`m©á dfm© Ho$ H$maU {ZaÝVa AH$mb H$s pñW{V amÁ` Ho$ {H$gr Z {H$gr joÌ _| ~Zr ahVr h¡ VWm qgMmB© hoVw Ob gr{_V _mÌm _| CnbãY hmo nmVm h¡& AV: amOñWmZ _| dfm© Ob H$mo A{YH$ go A{YH$ _mÌm _| g§J«hrV H$aZm A{V-Amdí`H$ hmo J`m h¡, {Oggo gVhr Ob H$s CnbãYVm ~‹T>Zo Ho$ gmW-gmW ^y-Ob ñVa ^r ~‹T> gHo$& Bg àH$ma amOñWmZ EH$ H¥${f àYmZ amÁ` hmoVo hþ`o ^r Obm^md dmbm àXoe h¡ VWm Obm^md _ê$ñWbr` Ed§ AÕ©_ê$ñWbr` XemAm| H$mo OÝ_ XoVm h¡, _ê$ñWbr` Ed§ AÕ©-_ê$ñWbr` àXoem| _| ^y{_ CnOmD$ hmoVo hþE ^r Ob Ho$ A^md _| ~oH$ma n‹S>r ahVr h¡, naÝVw BZ joÌm| _| qgMmB© Ob H$s Amny{V© H$s OmE Vmo `o joÌ _mZd OrdZ Ho$ {bE A_yë` {Z{Y Ho$ ê$n _| à`wŠV hmo gH$Vo h¡§& g§Ho$Vmja … Ob g§gmYZ, n[a`moOZm, Ob-g§ajU amOñWmZ EH$ H¥${f àYmZ AW©ì`dñWm dmbm amÁ` h¡§ BgH$s ñdV§ÌVm àm{á Ho$ ~mX go hr amÁ` gaH$ma H$m {ZaÝVa `h A{YH$m§e OZg§»`m H¥${f H$m`m}§ _| gb§¾ h¡& H¥${f hr Bg amÁ` H$s à`mg ahm h¡ {H$ Ob g§gmYZm| H$m C{MV ê$n go {dH$mg H$a AmYma{ebm h¡& `hm§ H$s H¥${f ì`dñWm _w»`V: _mZgyZ na {Z^©a A{YH$m{YH$ Ob H$m Cn`moJ {H$`m Om gHo$& h¡ {OgH$m A{ZpíMV {dVaU hmoZo Ho$ H$maU H¥${f CËnmXZ _| ^mI‹S>m ~m§Y - `h ~m§Y gVbO ZXr na hmo{e`manwa {Obo _| ^r A{ZpíMVVm ahVr h¡& amOñWmZ H$s ^m¡Jmo{bH$ n[apñW{V`m| ^mI‹S>m ñWmZ na 578 _r. Ed§ 226 _r. D$±Mm ~Zm`m J`m h¡& O¡go-ewîH$Vm, dfm© H$s A{ZpíMVVm, dfm© H$m Ag_mZ {dVaU BgHo$ Obme` H$mo Jmo{dÝÐ gmJa Prb H$m Zm_ {X`m h¡ BgH$s Am{X Ho$ n[aUm_ñdê$n gyIm d AH$mb H$s nwZamd¥{V hmoVr ahVr h¡& dfm© Ho$ A^md _| ^y{_ H$mo H¥${Ì_ VarH$m| go Ob {nbmZo H$s Ob j_Vm EH$ H$amo‹S> Š`y{~H$ _rQ>a h¡§& BgH$s bå~mB© 96 {H$_r h¡& {H«$`m H$mo qgMmB© H$aZm H$hm OmVm h¡& qgMmB© Ho$ Ûmam \$gb Zm§Jb ~m§Y - ^mI‹S>m ~m§Y go 12 {H$_r ZrMo H$s Amoa Bg ~m§Y H$mo Cg g_` Ob nhþ±Mm`m OmVm h¡& O~ nm¡Ym| H$mo Ob H$s H$m {Z_m©U {H$`m J`m {OgH$s bå~mB© 305 _rQ>a d D$MmB© 29 Amdí`H$Vm hmoVr h¡§& Ob Ho$ {~Zm nm¡Ym| H$s d¥{Õ ê$H$ OmVr _rQ>a VWm Vb ^amd j_Vm 26000 EH$‹S> \w$Q> h¡& h¡& VWm CËnmXZ H$_ hmoVm h¡ H¥${f H$m ñWm{nËd àXmZ H$aZo Ho$ _mhr ~OmO gmJa n[a`moOZm, ~m§gdm‹S>m- amOñWmZ àmÝV gwXÿa {bE qgMmB© Amdí`H$ h¡§& amOñWmZ Obm^md dmbm amÁ` h¡ VWm X{jU _| pñWV ~m§gdm‹S>m {Obm d Sy§>Janwa {Obo H$s Amgnwa, Obm^md _ê$ñWbr` Ed§ AÕ© _ê$ñWbr` XemAm| H$mo OÝ_ XoVm gmJdm‹S>m Ed§ gr_bdm‹S>m Vhgrb H$s g_¥{Õ Ho$ Ûmam ImobZo dmbr h¡& _ê$ñWbr` Ed§ AÕ©_ê$ñWbr` àXoe| _| ^y{_ CnmOmD$ hmoVo _mhr ~OmO gmJa n[a`moOZm EH$ ~hþCÔoer` n[a`moOZm h¡& hþE ^r Ob Ho$ A^md _o§ ~oH$ma n‹S>r ahVr h¡&1

144 [agM© [aBÝ\$mog©_|Q>> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 _mhr ~OmO gmJa n[a`moOZm JwOamV Ed§ amOñWmZ amÁ` Ho$ {Obo Ho$ Hw$b 1107 Jm§d Ed§ Ombm¡a {Ob Ho$ Xmo H$ñ~m| H$s gh`moJ _| {Z_m©UmYrZ h¡& _mhr ~m§Y H$s Cn`moJr Ob ^amd AmdmXr H$mo no`Ob gw{dYm ^r CnbãY H$adm`r JB© h¡& `h amÁ` j_Vm 60.45 Q>r.E_. gr nmZr H$m ~Q>dmam 40:65 Ed§ bmJV H$s nhbr n[a`moOZm h¡ {Og_§| pñà¨H$ba qgMmB© nÕ{V Ûmam hr 55:45 Ho$ AZwnmV _| {ZYm©[aV h¡& qgMmB© H$aZo H$m àmdYmZ aIm J`m h¡& Må~b n[a`moOZm- M§~b n[a`moOZm, _Ü`àXoe VWm amOñWmZ ~rgbnwa n[a`omOZm - Bg n[a`moOZm Ho$ A§VJ©V Q>moS>mam`qgh H$m EH$ g§`wŠV CnH«$_ h¡ `h EH$ ~hþCX²Xoer` n[a`moOZm h¡ XmoZm| H$ñ~o go 13 {H$._r Xÿa ~Zmg ZXr na EH$ ~m§Y nm[aV H$a amÁ`m| _| qgMmB© Ed§ {dÚwV Ho$ bm^ àmá hmo aho h¢&2 {X`m J`m& ñdrH¥${V n[a`moOZm [anmoQ>© Ho$ AZwgma ~Zmg ZXr na Jm§Yr gmJa ~m§Y- `h ~m§Y df© 1960 _| ~Zm`m J`m `h 510 ~rgbnwa J«m_ Ho$ g_rn 574 _rQ>a bå~m d 39.5 _rQ>a D$±Mm _rQ>a bå~m Am¡a 62 _rQ>a D$±Mm h¡& ~m§Y go Omo Obme` ~ZH$a H§$H$arQ>/{MZmB© H$m ~§mY ~ZmH$a 38.70 H$amo‹S> YZ \$sQ> nmZr V¡`ma hþAm h¡& Bg_o§ 75460 bmI h¡ŠQ>o`a _rQ>a Ob aIZo H$m g§J«hU {H$`m J`m h¡& ~m§Y _o§ 33.15 H$amo‹S> KZ\$sQ> dm{f©H$ H$s j_Vm h¡& Ob H$s CnbãYVm ahoJr Bg Ob go 16.20 H$amo‹S> KZ\$sQ> Ob no`Ob hoVw Ed§ 800 H$amo‹S> KZ \$sQ> Ob qgMmB© hoVw Cn`moJ _o§ amUm àVmn gmJa ~m§Y - Bg `moOZm Ho$ A§VJ©V amÁ` Ho$ H$moQ>m bm`m OmVm h¡&3 {Obo Ho$ nmg amdQ>^mQ>m Zm_H$ ñWmZ na 110 _rQ>a bå~m Am¡a 36 _rQ>a D$±Mm amUm àVmn gmJa ~m§Y d {dÚwV J«h H$m {Z_m©U ì`mg n[a`moOZm d nm|J ~m§Y - amdr Am¡a ì`mg Z{X`m| Ho$ {H$`m J`m h¡& Ob Cn`moJ H$aHo$ Ho$ {bE n§Om~, h[a`mU Am¡a amOñWmZ Ûmam gpå_{bV ê$n go ~hþCÔoer` n[a`moOZm àmaå^ H$s JB© Odmha gmJa ~m§Y-Må~b V¥Vr` MaU _| H$moQ>m {Obo Ho$ 16 _rb `h n[a`moOZm Xmo MaUm| _| nyar H$s JB© àW_ MaU _|o ì`mg X{jU _| Odmha gmJa ~m§Y Ed§ {dYwV J«h H$m {Z_m©U {H$`m J`m gVOb qbH$ H$m {Z_m©U H$m`© n§Om~ amÁ` Ho$ Ûmam {ÛVr` MaU h¡& Bg ~m§Y H$s Ob YmaU j_Vm 18000 h¡ŠQ>o`a _rQ>a h¡& ì`mg ZXr na nm|J Zm_H$ ñWmZ na ~m§Y VW BpÝXam Jm§Yr Zha H$moQ>m ~¡amO- H$moQ>m ~m§Y go AmJo H$moQ>m ZJa Ho$ nmg EH$ qg{MV n[a`moOZm H$mo ñWmB© ê$n go Ob Amny{V© {Z`{_V ~Zm`o, Bg AdamoYH$ H$m {Z_m©U df© 1954 _| ewê$ {H$`m J`m Wm `h ~m§Y n[a`moOZm H$m à_wI CÔoí` h¡& 600 _rQ>a bå~m Am¡a 36 _rQ>a D$±Mm h¡ BgH$s Ob g§J«hU H$s `_wZm Ob qgMmB© n[a`moOZm - {XZm§H$ 15/5/1994 H$mo `_wZm j_Vm 76.460 bmI KZ _rQ>a h¡& Bg ~m§Y go Xmo Zhao {ZH$br Ob ~§Q>dmao hoVw h[a`mUm, CÎmaàXoe, amOñWmZ, {h_mMb àXoe JB© h¡ Omo 120 {H$_r amOñWmZ _| Am¡a 305 {H$_r _Ü`àXoe Ed§ {X„r Ho$ _Ü` hþE g_Pm¡Vo _| 1.119 ~r.gr E_ nmZr _| ~hVr h¡& amOñWm H$mo Am§d{Q>V hþAm h¡& Bg nmZr Ho$ Cn`moJ hoVw ^aVnwa, Må~b {bâQ> n[a`moOZmE± - Må~b ZXr Ho$ ~hmd joÌ _| Z AmZo Pw§PwZw§ d Mwê$ {Ob| _| qgMmB© hoVw `h n[a`moOZm ~ZmB© JB© h¡& dmbo joÌm| _| qgMmB© gw{dYmE§ CnbãY H$amZo hoVw Må~b ZXr na `h n[a`moOZm Ho$ÝÐr` Ob Am`moJ Ûmam ñdrH¥$V H$a Xr JB© 8 {bâQ> `moOZm ~ZmB© JB© h¡§& BZ_| go Ombrnwam {bâQ> _mBZa h¡& ^aVnwa {Obo `_wZm Ob qgMmB© n[a`moOZm {Obm ^aVnwa d XrJmoX {bâQ> ñ_r_ _mBZa, nMob {bâQ> ñH$s_, JOoeJ§O ~ZmB© h¡ Myê$ VWm Pw§PwZw {Obm| Ho$ {bE h¡S>dñg© go `_wZm Ob {bâQ> ñH$s_, g¡aIÊS> {bâQ> ñH$s_ d H$Mmar {bâQ> ñH$s_ ~m§Y h[a`mUm amÁ` H$s Zha àUm{b`m| VWm npíM_r `_wZm Zha, {Obo _| ~ZmB© JB© h¡& Bg_| amOñWmZ Ho$ H$moQ>m d ~y§Xr {Obm| _| Xohbr _w»` Zha nwamZr Odmha bmb Zohê$ nrS>a Ûma àmá {H$`m qgMmB© H$s OmVr h¡& OmZm àñVm{dV h¡& Z_©Xm Zha n[a`moOZm : Z_©Xm ZXr Ho$ Ob _| amOñWmZ amÁ` H$m OdmB© ~m§Y `moOZm - Bg ~m§Y H$m {Z_m©U H$m`© 1956 _| nyam H$a {hñgm 0.50 {_{b`Z EH$‹S> \$sQ> Z_©Xm Ob {dH$mg à{YH$aU {b`m J`m `h ~m§Y 923 _rQ>a VWm 34 _rQ>a D$±Mm h¡§& Bg_| (N.W.D.T.) Ûmam 1979 _| {ZYm©[aV {H$`m J`m Wm Z_©Xm Ob 740 dJ© {H$._r joÌ 21.5 bmI KZ_rQ>a Ob EH${ÌV hmoVm h¡& gaXma gamoda ~m§Y go 450 {H$_r MbVm hþAm amOñWmZ _| Bg ~m§Y go 22 {H$._r bå~r _w»` Zha {ZH$bVr h¡ npíM_ H$s Jm§d grby, Vhgrb gm§Mmoa {Obm Ombm¡a _| àXoe H$aoJm& gaXma Amoa nmbr {Obo Xÿgar Zha nydu ^mJ go {ZH$mbr JB© h¡& gamoda ~m§Y go Z_©Xm Zha JwOamV _| 458 {H$_r _rQ>a ~ZZo Ho$ OmI_ n[a`moOZm - OmI_ ZXr Ho$ nmZr H$m Cn`moJ qgMmB© ~mX amOñWmZ _| 74 {H$._r. bå~mB© _| _w»` Zha H$m ~m‹S>_oa H$aZo Ho$ {bE amÁ` gaH$ma Zo 1962 _| Bg n[a`moOZm H$mo

[agM© [aBÝ\$mog©_|Q> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 145 ñdrH${V àXmZ H$s Wr& Bg n[a`moOZm H$m 4 _B© 1968 H$mo ^aVnwa Zha- Bg Zha H$m CX²KmQ>Z gZ² 1960 _| hþAm& `h Zha {ebmÝ`mg {H$`m J`m VWm 30 AŠQy>~a 1986 H$mo OmI_ npíM_ `_wZm go {ZH$bZo dmbr AmJam Zha 111 {H$bmo_rQ>a qgMmB©, n[a`moOZm go Ob àdm{hV {H$`m J`m& n[a`moOZm Ho$ Ho$ nËWa go {ZH$mbr JB© h¡& `h 28 {H$._r bå~r h¡ {Og_| A§VJ©V {Z{_©V {H$`o Om aho 81 _rQ>a D$±Mo Am¡a 253 _rQ>a 16 {H$._r CÎmaàXoe _| h¡& `h Zha amOñWmZ Ho$ nydu joÌ H$mo bå~o ~m§Y H$m {Z_m©U Ho$ÝÐr` Ob Am`moJ Ûmam `hm± H$s {d{eï> gtMVr h¡& ^m¡Jmo{bH$ Xem H$mo Ü`mZ _| aIVo hþE V¡`ma {H$`m J`m h¡& `h Jw‹S>Jm§dm Zha - `h Zha `_wZm ZXr go AmoIbm Ho$ {ZH$Q> go n[a`moOZm a~r _| 60 à{VeV VH$ qgMmB© CnbãY H$admVr h¡& {ZH$bH$a ^aVwna {Obo H$s H$m_m§ Vhgrb _| Owaoe Jm§d Ho$ nmg BpÝXam Jm§Yr Zha (_ê$ J§Jm) - BpÝXam Jm§Yr Zha n[a`moOZm `h Zha amÁ` _| àdoe H$aVr h¡& Bg Zha H$s ^amd j_Vm 2100 àH¥${V H$s {df_VmAm| go _Zwî` Ho$ gmhgnyU© g§Kf© H$m CËH¥$ï> Š`ygoH$ h¡& CXmhaU h¡ Bg n[a`moOZm H$m CÔoí` npíM_r amOñWmZ H$s ~§mY - {H$gr ZXr Ho$ Ob àdmh H$mo amoH$Zo Am¡a {Z`§{ÌV H$aZo H$mo g{X`m| go ß`mgr _é^y{_ H$mo XÿañW {h_mb` Ho$ Ob go qg{MV CÔoí` go ZXr _mJ© Ho$ Ama-nma ~ZmZo JE AdamoY H$mo ~m§Y H$hVo H$aZm VWm `hm± Ho$ H$amo‹S>m| {Zdm{g`m| H$mo no`Ob àXmZ H$aZm h¡& ~m§Y ~ZmZo H$m _w»` CÔoí` ~m‹T> Ho$ IVao H$mo H$_ H$aZm, ewîH$ h¡& Bg Zha H$m CX²J_ n§Om~ go pñWV h[aHo$ ~¡amO go h¡& `h _hrZm| _| qgMmB© H$aZm Am¡a no`Ob Ho$ {bE Ob CnbãY H$amZm Zha n§Om~, h[a`mUm, hZw_mZJ‹T> VWm amOñWmZ _| àdoe H$aVr h¡& ~m§Y H$m AmH$ma Vmbm~m| go ~‹S>m hmoVm h¡ VWm BZHo$ {Z_m©U h¡& VWm J§JmZJa d ~rH$mZoa {Obo go {ZH$bVr hþB© O¡gb_oa _| ì`` ^r A{YH$ hmoVm h¡ {H$ÝVw BZ_| Ob amoH$H$a df©^a Zham| _| _mohZJ‹T> Ho$ nmg g_má hmoVr h¡& Bg n[a`moOZm Xmo MaUm| _| Ûmam {ZH$Q>dVu joÌmo§ H$s qgMmB© H$s Om gH$Vr h¡& {d^m{OV {H$`m J`m h¡& amOñWmZ _| {gM§mB© à_wI gmYZ àW_ MaU - h[aHo$ ~¡amO go (~rH$mZoa {Obm) VH$ Hw$b 393 Hw$E§/ZbHy$n - amOñWmZ _| qgMmB© Ho$ à_wI gmYZ Hw$E± Ed§ (\$sS>a 204, _w»` Zha VWm VËg§~§Yr {dVaU àUmbr gmhdm ZbHy$n h¡ BZHo$ Ûmam gH$b qg{MV joÌ Ho$ bJ^J 68.74 {bâQ> àUmbr Ho$ A{V[aŠV) H$mo àW_ MaU H$hm OmVm h¡& à{VeV ^mJ na qgMmB© hmoVr h¡& BZHo$ Ûmam qgMmB© CÝhr ^mJm| _| {ÛVr` MaU- BpÝXam Jm§Yr Zha n[a`moOZm Ho$ {ÛVr` MaU H$m H$s OmVr h¡ Ohm± BZHo$ {Z_m©U Ho$ {bE ^m¡Jmo{bH$ XemE§ AZwHy$b H$m`© Bg g_` {Z_m©UmYrZ h¡ Bg MaU _| _w»` Zha H$s bå~mB© hmoVr h¡& A{YH$Va Hw$E§ dhr ~Zm`o OmVo h¡ Ohm± ObñVa aoIm 250 {H$._r h¡ Omo nyJb go _mohZJ‹T> O¡gb_oa VH$ h¡& ^y{_ Ho$ {ZH$Q> hr nm`r OmVr h¡ ZbHy$nm| H$m {Z_m©U CZ joÌm| _| nm`m OmVm h¡& amOñWmZ Ho$ ~m‹S>_oa, Myê$, Pw§PwZy, OmoYnwa, J§Jm Zha - `h Zha gZ² 1927 _| gVbO ZXr go \$amoOnwa Ho$ ZmJm¡a, grH$a Am{X {Obm| _| EH$_mÌ qgMmB© Ho$ gmYZ Hw$E§ {ZH$Q> hþg¡Zrdmbm go {ZH$mbr JB© Bg Zha H$m noQ>m gr_oÝQ> go ~Zm Ed ZbHy$n h¡& BZ {Obm| Ho$ gH$b qg{MV joÌ Ho$ 99 à{VeV hþAm h¡& {Oggo Ob ZrMo H$s Amoa ^y{_ _| [ag Zht nmVm& `h ^mJ Hw$Am| Ed§ ZbHy$n Ûmam qg{MV h¡& BgHo$ A{V[aŠV O`nwa, Zha n§Om~ amÁ` _| ~hVr hþE IŠIm§ Ho$ nmg ~rH$mZoa {S>drOZ Abda, ^aVnwa, gdmB© _mYmonaw, H$am¡br, Ym¡bnwa, AO_oa Am{X _| àdoe H$aVr h¡& {\$a `h Zha {ednwa, J§JmZha, Omoamdanwa, {Obo ^r Hw$E§ Ed§ ZbHy$n Ûmam qgMmB© H$s X¥{ï> go _hËdnyU© h¡& nX_nwa, am_qghZJa Am¡a gê$nga Ho$ nmg hmoVr hþB© AZnJ‹T> Vmbm~ - Vmbm~ go Ame` CZ JS²>S>m| go h¡ Omo `m Vmo _mZd VH$ AmB© h¡& VW df© ^a H$s qgMmB© H$s gw{dYm CnbãY hmoZo Ûmam H¥${Ì_ VarHo$ go ~Zm`o JE h¡ `m àH¥${V Ho$ Ûmam hr CZH$mo Ho$ H$maU joÌm| _| JÝZm H$nmg, Johy±, _mbQ>m d Mar Am{X n¡Xm JS²>S>mo H$m ê$n àXmZ {H$`m J`m h¡ {Og_| dfm© _m¡g_ _| dfm© H$m 4 {H$`o OmVo h¡& nmZr ^a OmVm h¡& Vmbm~m| H$m {Z_m©U àm`: CZ ñWmZm| na {H$`m J§JZha qbH$ M¡Zb - gZ² 1980 _| EH$qbH$ M¡Zb Omo 50 OmVm h¡ Ohm± Xmo `m VrZ Amoa ^y{_ AnZo Amn D$±Mr hmoVr h¡& {H$bm_rQ>a bå~r h¡,H$m {Z_m©U {H$`m J`m Bgo J§J Zha qbH$ amÁ` Ho$ X{jUr VW X{jUr-nydu ^mJm| _| hr _w»`V: Vmbm~ M¡Zb H$hVo h¡& BgH$m CX²J_ ñWb h[a`mUm _| bmohJ‹T> Zm_H$ nm`o OmVo h¡ BZH$m _w»` H$maU `h h¡ {H$ amÁ` Ho$ X{jU-X{jU ñWmZ na h¡ `h M¡Zb BpÝXam Jm§Yr _w»` Zha go Omo‹S>r JB© h¡& nyd© _| ~hZo dmbr Z{X`m§ dfm© Ho$ Ob na {Z^©a H$aVr h¡ Z{X`m| Mo¡Zb H$s ^amd j_Vm 3200 Š`ygoH$ nmZr H$s h¡& H$s AñWm`r àH¥${V VWm Xem Ed §nR>mar d nWarbr ^y{_ hmoZo

146 [agM© [aBÝ\$mog©_|Q>> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 go Zham| Ho$ {Z_m©U _| ~mYm nS>Vr h¡& BgHo$ A{V[aŠV nR>ma H$s Må~b, gwñVm, g_«mQ> AemoH$ (hVmbr) aZJdm, ~maZm, ^m§So>a H$R>moa MQ²>Q>mZ| VWm nhm‹S>r YamVb Ob H$mo gm¡I Zhr gH$Vo, Zha, C{_©b, Ana, ~¡ZJ§Jm, Wm§d, H$mobma Ed § amOYmQ> í`m{_b Bg{bE Hw$Am| H$m {Z_m©U H$aZm gab Zht h¡ Vmbm~ H$m AmH$ma h¡& Bgr Vah 145 _Ü`_ `moOZmAm| _| go 110 nyU© H$s MwH$s h¡& N>moQ>o Zmbm| `m nmoIam| go boH$a ~S>r Prbmo VH$ {d{^ÝZ àH$ma H$m eof 35 {d{^ÝZ MaUm| _| àJ{V na h¡ bKw `moOZmAm| _| ñdrH¥$V hmoVm h¡& CXmhaU Ho$ {bE CX`nwa _| ~m§Y Ho$ ê$n _| H¥${Ì_ Prbo 58.21 `moOZmAm| _| go 4,337 `moOZmE§ nyU© h¡ Am¡a 1520 {d»`mV h¡& no`Ob CnbãY H$amZo _| BZ Vmbm~m| Am¡a Prbm|o H$m `moOZmE§ ~OQ> _| e{_b h¡&6 _hËdnyU© `moJXmZ hþAm H$aVm Wm gmW hr BZH$m Cn`moJ qgMmB© Ob, g§^aU, (aoZdmQ>a hm°d}pñQ>§J) - `h VH$ZrH$s gVhr Ob d Am¡a AÝ` H$m`m}§ _| ^r {H$`m OmVm Wm& Vmbm~m| Ho$ H$maU ^yOb dfm© Ob Ho$ AZwHy$bV_ Cn`moJ na AmYm[aV h¡ Bg_| gVh na ñVa ^r R>rH$ ~Zm ahVm Wm& àdm{hV Ob (dfm© Am¡a ^y{_JV) H$mo dmînrH$aU Ed§ [agmd H$s Jm§d {dH$mg H$s ~w{Z`mX IoVr na {Q>H$s h¡ Am¡a IoVr H$s ~w{Z`mX ~m§YmAm| go ~MmVo hþE g§a{jV {H$`m OmVm h¡& Ed§ BgH$m Cn`moJ nmZr na nmZr H$m n[aX¥í` `h h¡ {H$ H$^r A{Vd¥{ï>, H$^r ewîH$ _m¡g_ _| nrZo Ho$ nmZr, {gM§mB© Ed§ AÝ` CÔoí`m| Ho$ {bE AZmd¥{ï> Am¡a H$^r ~o_m¡g_ ~agmV Ho$ H$maU ^maVr` IoVr {H$`m OmVm h¡& g§H$Q> Ho$ Z`o Xm¡a go JwOa ahr h¡ Xÿgar Va\$ h_mar Zha, Hw$E§, dfm© Ob g§M`Z _w»` ê$n go Xmo {d{Y`m| na AmYm[aV h¡ nhbr Vmbm~ Am¡a ^yOb {ZH$m`r H$s gmar _erZ| {_bH$a ^r h_| {d{Y _| YamVb na dfm© Ob H$mo amoH$H$a g§M{`V {H$`m OmVm h¡ 5 h_mar IoVr H$mo ñdñW nmZr {nbmZo _| ZmH$m_ gm{~V hmo ahr h¡& `h EH$ naånamJV {d{Y h¡& {OgHo$ VhV ^y{_JV Hw$E§, Vmbm~ gaXma gamoda n[a`moOZ - gamoda n[a`moOZm qgMmB©, {dYwV Ed§ Am{X H$m à`moJ {H$`m OmVm h¡& Xÿgar {d{Y _|, ^y{_JV Ob H$mo no`Ob Ho$ bm^m| hoVw EH$ ~hþCÔoí`r` n[a`moOZm h¡ Omo JwOamV [aMmO© H$aZo H$s VH$ZrH$s gpå_{bV h¡, Omo aoZdmQ>a hmd}pñQ>§J H$s Ho$ gmWhr _Ü`àXoe, _hmamï´> Ed§ amOñWmZ H$mo nmZr CnbãY H$B© AdYma H$m h¡ Bg VH$ZrH$ _| ImB©`m| ImoXZm, Hw$E§ ImoXZm, H$amVr h¡& Bg n[a`moOZm Ho$ A§VJ©V JwOamV _| Z_©Xm ZXr na [aMmO© Hw$E§ ~ZmZm Am{X gpå_{bV h¡ [aMmO© Hw$Amo§ H$mo JhamB© 1,210 _rQ>a bå~o Ed§ 163 _rQ>a D$±Mo ~m§Y H$m {Z_m©U {H$`m _| pñWV Ob g§^aU Ho$ÝÐm| VH$ dfm©Ob [agmd H$mo nhþ±MmZo hoVw J`m h¡& ^§S>maU j_Vm 5,800 {_{b`Z KZ _rQ>a h¡ JwOamV _| à`wŠV {H$`m OmVm h¡&7 17.92 bmI h¡ŠQ>o`a H¥${f `mo½` ^y{_ na dm{f©H$ qgMmB© H$aZo H$m amOñWmZ _| n`m©á nmZr - `h gwZZo _| AOr~ bJVm h¡ bo{H$Z àmdYmZ h¡& BgHo$ gmW hr amOñWmZ H$mo Am§d{Q>V 616 {_{b`Z gM h¡ `hm§ gaH$ma H$s Amoa go {Z{_©V V_m_ ~m§Ym| Ho$ O[aE KZ_rQ>a Z_©Xm Ob H$m g§dhZ, amOñWmZ Ho$ ~mS>_oa, Ombm¡a ~pñV`m| VH$ nmZr nhþ§Mm`m Om ahm h¡& Ho$ÝÐ d amÁ` gaH$ma {Obm| H$s H¥${f `mo½` Am§d{Q>V joÌ H$s 246 bmI h¡ŠQ>o`a dV©_mZ H$s {d{^ÝZ H$ë`mUH$mar `moOZmAm| H$s ~Xm¡bV amOñWmZ _| g§emoYZ Ho$ AZwgma na dm{f©H$ qgMmB© H$aZo H$m àmdYmZ h¡ Z {g\©$ ewÕ nmZr {_b ahm h¡& ~pëH$ IoV ^r bhbhm aho h¡& JwOamV amÁ` H$mo Am§d{Q>V d {_{b`Z EH$S> _o §no`Ob, ZJar` Må~b gdmB© _mYmonaw, ZmXm¡Vr n[a`moOZm Må~b ZXr _o §BZQ>oH$ Am¡Kmo{JH$ joÌm| Ho$ Cn`moJ _| bmZo hoVw àmdYmZ {H$`m J`m h¡& ~¡b ~ZmZo VWm ^rbdm‹S>m {Obo H$mo no`Ob CnbãY H$amZo hoVw ewê$ _| àYmZ_§Ìr amhV `moOZm Ho$ VhV D$na dYm© qgMmB© n[a`moOZm OmoYnwa {Ob H$s Vhgrb Am¡{g`m§ H$s nm§Mbm Kodam, àmoOoŠQ>a ~Zm h¡ Bg_| H$moB© g§Xoh Zht {H$ AH$mb H$m grYm {MamB© joÌr` `moOZm bm^mpÝdV h¡& g§~§Y AW©ì`dñWm go ì`mnH$ eharH$aU Ho$ ~mdOyX H¥${f hr Ob_{U H$m`©H«$_ - Zr{V {ZYm©aU gr{_{V Ûmam ^maV gaH$ma AW©ì`dñWm H$m nyaH$ AmYma h¡& gaH$ma H$s Amoa go amÁ` _| T>oam| H$m Ob_{U H$m`©H«$_ {OgHo$ VhV J«_rU {dÚmb`m|o _| ~ƒm| H$mo {gM§mB© n[a`moOZm MbmZo Ho$ {bE gmW hr ~§X n[a`moOZmAm| H$mo ñdÀN> Ed§ OrdmUwa{hV no`Ob CnbãU H$admZm h¡& Mmby H$am`m Om ahm h¡& AmnUr `moOZm - amÁ` gaH$ma H$s Amoa go J«m_rUm| H$mo ewÕ Ed§ Må~b n[a`moOZm - amOñWmZ go Må~b Zha àmUmbr Ho$ {bE àMwa _mÌm _| no`Ob CnbãY H$amZo Ho$ {bE AmnUr `moOZm ewê$ 3900Š`ygoH$ nmZr àmá {H$`m J`m àXoe _| 27 n[a`moOZmAm| _| H$s JB© Myê$ {Obo _| AmnUr `moOZm Ob ahr h¡& go 12 n[a`moOZmE§ nyU© H$s MwH$s h¡& 7 n[a`moOZmAm| Ho$ {dñVma J«m_rU {dH$mg {dkmZ g{_{V - gVhr Ob H$s H$_r Ho$ H$maU Am¡a AmYw{ZH$sH$aU Ho$ H$m`© àJ{V na BZ ~‹S>r n[a`moOZmAm| _| amOñWmZ H$mo ~hþV hX VH$ ^yOb g§gmYZ na {Z^©a ahZm n‹S>Vm

[agM© [aBÝ\$mog©_|Q> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 147 h¡& ~‹S>r g§»`m _| hþE, ~md{‹S>`m Am¡a Pmbao à_wI naånam§JV {ZîH$f© Ob, gmYZ h¡& ^yOb, {dH$mg amOñWmZ Ho$ npíM_r amOñWmZ amOñWmZ H$m ^m¡Jmo{bH$ joÌ\$b 342 bmI h¡ŠQ>o`a h¡ Omo Xoe H$s VwbZm _| nydu ^mJm| _| A{YH$ h¡ npíM_r amOñWmZ _| ^yOb Ho$ joÌ\$b H$m 10.4 à{VeV h¡ naÝVw amÁ` _| Xoe Ho$ Hw$b Ob nwZ^©aU AnojmH¥$V H$_ h¡ Ob g§J«h H$aZo Ho$ gmYZ O¡go ~m§Ym| H$m 1 à{VeV hr CnbãY h¡& amÁ` H$m bJ^J 60 à{VeV ^mJ Q>§{H$`m, Vmbm~m|, IS>rZm| Am¡a Q>§H$mo H$m {Z_m©U Amdí`H$ h¡& ewîH$ `m ao{JñVmZr h¡§& eof IoVr `mo½` ^y{_ H$m ~hþV ~‹S>m {hñgm {Oggo nyao df© qgMmB© Ho$ nmZr H$s Amdí`H$Vm nyar hmo gHo$& _mZgyZ H$s H¥$nm na {Z^©a ahVm h¡& AV: amOñWmZ _| dfm© Ob H$m A{YH$ go A{YH$ _mÌm _| amOñWmZ gaH$ma Ûmam g_`-g_` na Ob g§gmYZm| Ho$ aI- g§J«hrV H$aZm A{V-Amdí`H$ hmo J`m h¡, {Oggo gVhr Ob aImd Ed§ g§ajU Ho$ {bE AZoH$m| `moOZmE§ MbmB© Om ahr h¡ Ed§ H$s CnbãYVm ~‹T>Zo Ho$ gmW-gmW ^y-Ob ñVa ^r ~‹T> gHo$& Am_OZ H$mo Ob g§ajU Ho$ {bE àmoËgm{hV {H$`m Om ahm h¡& Bg àH$ma amOñWmZ EH$ H¥${f àYmZ amÁ` hmoVo hþ`o ^r Obm^md 27 OZdar 2016 H$mo _w»`_§Ìr dgw§YamamOo qg{Y`m Ûmam Ob dmbm àXoe h¡ VWm Obm^md _ê$ñWbr` Ed§ AÕ©_ê$ñWbr` ñdmdbå~Z A{^`mZ H$s ewê$AmV JX©Z Io‹S>r Jm§d Pmbmdm‹S> go XemAm| H$mo OÝ_ XoVm h¡§, _ê$ñWbr` Ed§ AÕ©-_ê$ñWbr` àXoem| H$s JB© BgHo$ VhV àXoe Ho$ 3529 Jm§dm| H$mo em{_b {H$`m J`m& _| ^y{_ CnOmD$ hmoVo hþE ^r Ob Ho$ A^md _| ~oH$ma n‹S>r ahVr 27 OZdar 2016 H$mo gd©Y_© àmW©ZmAm| Ho$ ~rM Pmbmdm‹S> Ho$ h¡§, naÝVw BZ joÌm| _| qgMmB© Ob H$s Amny{V© H$s OmE Vmo `o joÌ MoMr Vmbm~ Ho$ gwX¥‹T>rH$aU d OrUm}Õma H$m`©H«$_ ewê$ {H$`m _mZd OrdZ Ho$ {bE A_yë` {Z{Y Ho$ ê$n _| à`wŠV hmo gH$Vo h¡§& J`m& _w»`_§Ìr Ûmam 50 H$amo‹S> H$s am{e H$m Amd§Q>Z {H$`m J`m g§X^© gyMr VWm g_`~Õ H$m`©H«$_ H$s C{MV ê$naoIm Ho$ Ûmam [aH$m°S©> g_` 1. e_m©, ~r.Eb., àmoãbåg EZ ng©nopŠQ>d Am°\$ dmQ>[a¨J H«$m°ßg, _| H$m`©H«$_ Ho$ nyU© H$aZo H$m àmdYmZ {H$`m J`m& {O`moJ«m{\$H$b EZm{b{gg Am°\$ amOñWmZ H$Ýg¡ßQ>, Ý`y Xohbr, 1987 A§Va àXoer` ZXr Ob H$m Amd§Q>Z - ñd`§ Ho$ gVhr Ob 2. H$mbdm‹S>, Eg.gr., dmQ>a [agmog}O _¡ZoO_|Q> BZ O`nwa ggm§YZm| Ho$ A{V[aŠV amOñWmZ H$mo A§Va-àXoer ZXr Ob {S>pñQ´>ŠQ>, 1990 nr.nr. 69-70 g§J«hU joÌm| _| H$m\$s _mÌm _| Ob Am§d{Q>V {H$`m Om ahm h¡& 3. JwO©a, Ama.Ho$., B[aJoeZ \$m°a EJ«rH$ëMa _m°S>Zm©BOoeZ, amOñWmZ {d{^ÝZ g_Pm¡Vom| Ho$ A§VJ©V A§Va àXoer Z{X`m| d gmB§{Q>{\$H$ npãbeg©, OmoYnwa, 1987 g§J«hU joÌm _| 14.50 E_.E.EH$ Amd§{Q>V h¡ A{YH$m§e Cƒ 4. Pm, `y.E_., B[aJoeZ EÊS> EJ«rH$ëMa S>odbn_|Q>, nr.nr. 106. XmohZ Ed g§H$Q>nyU© pñW{V dmbo _§S>b, Abda, ~m‹S>_oa, Myê$, 5. CnmÜ`m`, Eb.EZ., ^m¡{VH$ ^yJmob amOñWmZ, {hÝXr J«§W Ym¡bnya, O`nwa, Ombm¡a, OmoYnwa, Pw§PwZw, ZmJm¡a nmbr, grH$a AH$mX_r, O`nwa, 2008 VWm {gamoh {Obm| _| pñWV h¡& amÁ` Ho$ {dH$mg H$s Hw§$Or Ho$ ê$n 6. dm{f©H$m§H$ amOñWmZ gwOg, gyMZm Am¡a àgmaU {d^mJ, O`nwa, 2009 _| Ob g§gmYZm| H$m _hËdnyU© ñWmZ h¡& VWm qgMmB© Ho$ {bE 7. amOñWmZ Ob g§gmYZ {d^mJ, O`nwa Cn`moJr ^r h¡&

148 [agM© [aBÝ\$mog©_|Q>> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 {ZY©ZVm aoIm go ZrMo (~r.nr.Eb.) n[admam| H$m geŠVrH$aU : ~mam± {Obo Ho$ {deof g§X^© _| EH$ AZw^d_ybH$ AÜ``Z amHo$e d_m© amOZr{V {dkmZ {d^mJ, amOH$s` _hm{dÚmb`, ~mam§ (amO.) emoY gmam§e àñVwV emoY nÌ ~mam§ {Obo H$s gmV n§Mm`V g{_{V`m| AQ>ê$, AÝVm, emh~mX, {H$eZJ§O, N>rnm~‹S>m¡X, N>~‹S>m Am¡a ~mam§ H$s àË`oH$ go Xmo J«m_ n§Mm`Vm| go àË`oH$ J«m_ n§Mm`V Ho$ 10 {ZY©ZVm aoIm Ho$ ZrMo (~r.nr.Eb.) n[admam| H$m M`Z H$aVo hþE Hw$b 140 n[admam| H$m ì`mdhm[aH$ AÜ``Z {H$`m J`m h¡& Bg_| ~r.nr.Eb. n[admam| H$s gm_m{OH$, Am{W©H$ Am¡a e¡j{UH$ n¥ð>^y{_ Ho$ AÜ``Z Ho$ gmW-gmW gaH$mar `moOZmAm| H$s OmZH$mar, `moOZmAm| go àmá bm^, àemgZ H$m CZHo$ à{V ad¡`m, {ZY©ZVm Ho$ _mnXÊS>, em¡Mmb`m| H$s CnbãYVm H$s OmZH$mar àmá H$s JB© h¡& ~r.nr.Eb. n[admam| H$s g_ñ`mE±, ^«ï>mMma Ed§ g_mYmZ ^r OZà{V{Z{Y`m|, àemg{ZH$ A{YH$m[a`m| Ed§ ñd`§ ~r.nr.Eb. n[admam| go àmá H$a {ZîH$f© {X`o J`o h¡§& àmá VÏ`mË_H$ OmZH$mar H$mo gma{U`m| Ho$ _mÜ`_ go {díbo{fV {H$`m J`m h¡& emoYmWu H$m `h emoY ~mam§ {Obo Ho$ ~r.nr.Eb. n[admam| H$s g_ñ`mAm|, àemgZ H$s pñW{V Ed§ àmH¥${VH$ ~mYmAm| H$mo g_PZo, CZH$m {ZamH$aU H$aZo _| àmá gwPmdm| Ho$ ê$n _| {Obo Ho$ {dH$mg _| _hËdnyU© A{^Xm` {gÕ hmoJm& g§Ho$Vmja … {ZY©ZVm, gm_m{OH$-Am{W©H$-e¡j{UH$ àpñW{V, ^«îQ>mMma, g_mYmZ {ZY©ZVm … EH$ AdYmaUm H$m à~§Y H$aZo _| Ag_W©Vm _hgyg hmoVr h¡ {Oggo amoQ>r, H$n‹S>m {ZY©ZVm H$m AW© gm_mÝ`V: Cg gm_m{OH$ {H«$`m go {b`m OmVm Am¡a _H$mZ H$s Oê$aV hr nyar Zht hmo nmVr h¡& ^maV g{hV h¡, {Og_| g_mO H$m EH$ ^mJ AnZo OrdZ H$s AmYma^yV Xþ{Z`m Ho$ AZoH$ Xoem| _| AmO ^r OZg§»`m H$m A{YH$m§e ^mJ Amdí`H$VmAm| _| amoQ>r, H$n‹S>m Am¡a _H$mZ H$s Oê$aV H$mo nyam J«m_rU joÌm| _| hr {Zdmg H$aVm h¡& Jm±dm| _| ahZo dmbo ì`pŠV`m| Zht H$a nmVm h¡& O~ g_mO H$m EH$ ~hþV ~‹S>m ^mJ Ý`yZV_ H$m Am{W©H$ ñVa àm`: AË`{YH$ H$_Omoa ahVm h¡& Jar~r `m OrdZ ñVa go d§{MV ahVm h¡ Am¡a Ho$db {Zdm©h ñVa go ZrMo {ZY©ZVm EH$ Eogo {Oam\$ H$s Vah go h¡ {Ogo XoIZo na nhMmZm Vmo JwOmam H$aVm h¡ Vmo H$hm OmVm h¡ {H$ g_mO _| ì`mnH$ {ZY©ZVm Om gH$Vm h¡ {H$ÝVw {OgH$m R>rH$ go eãXm| _| dU©Z H$aZm H${Vn` {dÚ_mZ h¡& Vrgar Xþ{Z`m Ho$ {dH$mgerb amï´>m| _| ì`mnH$ ñVa H${R>Z OmZ nS>Vm h¡& {ZY©ZVm H$s `{X ghr PbH$ XoIZr hmo na {ZY©ZVm nm`r OmVr h¡& dht {dH${gV amîQ´>m| O¡go A_o[aH$m, Vmo J«m_rU joÌm| Ed§ J§Xr ~pñV`m| _| XoIr Om gH$Vr h¡& `hm± na {~«Q>oZ, OmnmZ, Ed§ `yamon _| Hw$N> H$_ _mÌm _| {ZY©ZVm nm`r ahZo dmbo bmoJm| H$mo nyar Vah go Z Vmo ^a-noQ> ^moOZ {_b nmVm OmVr h¡& {díd Ho$ àË`oH$ Xoe _| {ZY©ZVm H$s g_ñ`m {dÚ_mZ h¡ Am¡a Z hr VZ T>H$Zo Ho$ {bE H$n‹S>m {_b nmVm h¡& BZ dJm} Ho$ 1 h¡& BgH$m Am§H$bZ àË`oH$ Xoe AnZr VËH$mbrZ n[apñW{V Ho$ {bE Amdmg H$s g_ñ`m ñWm`r g_ñ`m Ho$ ê$n _| {dÚ_mZ h¡& AmYma na H$aVm h¡& {Og_| H$moB© ì`pŠV BVZr Am` A{O©V Z Jar~r _| {Zdm©h XþIX hmo gH$Vm h¡ qH$Vw CgHo$ H$maU `{X AÝ` H$a gHo$ Omo CgH$s Ý`yZV_ Amdí`H$VmAm| H$mo nyam H$aZo Ho$ {bE bmoJm| H$mo, Omo Jar~ Zhr h¡§, Jar~r H$m _OmH$ CS>m`o `m K¥Um d Amdí`H$ h¡& dV©_mZ _| OZg§»`m d¥{Õ Ho$ H$maU gmYZ CnbãY Añn¥í`Vm H$s ZOa go XoI| Vmo Bggo ~war ~mV Š`m hmoJr ! _mZd Z hmoZm `m C{MV amoOJma àmá Z hmoZm `m ~oamoOJmar Ho$ H$maU H$mo _mÌ g§gmYZ ~Zm S>mbZo H$m à`mg Bggo ~‹T>H$a Š`m hmoJm! n[adma H$m _wpI`m n[adma Ho$ gXñ`m| H$mo _yb^yV Amdí`H$VmAm| Jar~r H$s {H$gr AdYmaUm _| g~go nhbr {d{eï>Vm Vmo `hr

[agM© [aBÝ\$mog©_|Q> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 149 hmoJr {H$ AnZo gamoH$ma H$mo ñnï> H$a|& Cn^moJ Ho$ _mnXÊS>m| `m AdñWm O~ g_mO H$s EH$ BH$mB© Ho$ nmg H$moB© YZ-gånXm Z hmo Jar~r H$s aoIm Ho$ {ZYm©aU go Bg àíZ H$m {ZXmZ {H$gr gr_m Am¡a Am` Ed§ Am` Ho$ gmYZ Aën hm| Vmo dh ì`pŠV {ZY©ZVm H$s VH$ Vmo hmo hr OmVm h¡& BgHo$ AZwgma Omo ì`pŠV Bg Jar~r aoIm loUr _| AmEJm& {ZY©ZVm EH$ gmno{jH$ YmaUm h¡& ^maVr` Jar~r go ZrMo hmo `m {OZH$m Cn^moJ "_mZH$' ñVa go ZrMo ah OmE, H$mo gm_m{OH$, Am{W©H$, Ym{_©H$, _Zmod¡km{ZH$ ì`dñWmAm| Ed§ CÝh| Jar~ H$hm OmEJm& na `hm± Jar~r H$s AdYmaUm H$mo boH$a H$maUm| go g_Pm Om gH$Vm h¡&4 XmXm ^mB© Zm¡amoOr àW_ ì`pŠV Hw$N> àíZ CR>Vo h¢ - Wo& {OÝhm|Zo "nmm°dQ>u Am°\$ BpÊS>`m' {bIH$a ^maV H$s {ZY©ZVm (1) Š`m `h AdYmaUm Ho$db Jar~m| Ho$ {hVm| go gå~pÝYV h¡? H$s Amoa {~«{Q>e gaH$ma H$m Ü`mZ AmH${f©V {H$`m& ^mobm ZmW (2) Š`m BgH$m gå~ÝY Ho$db J¡a-Jar~m| go h¡? MÝX, _hmXod Jmo{dÝX amZmSo>, nr.~r. Omoer, Ama.gr XÎm VWm (3) Š`m Bg AdYmaUm _| Jar~m| Am¡a J¡a-Jar~m| XmoZm| hr dJm} {d{nZ MÝÐ nmb Zo ^r ^maV _| ì`mnH$ {ZY©ZVm Ho$ gå~§Y _| Ho$ {hVm| H$m Ü`mZ aIm J`m h¡? AnZo {dMma ì`ŠV H$aHo$ OZ_mZg H$mo OJm`m Am¡a {dXoer emgZ H$mo ^maV Ho$ {bE AZwn`moJr Am¡a {ZaW©H$ ~Vbm`m& `h ~hþV hr AOr~ gr ~mV hmoJr {H$ Jar~r H$s AdYmaUm Or.~r.Omoer, lr Ama.gr XÎm, {d{nZ MÝÐnmb Zo Jar~r H$mo _| Ho$db J¡a-Jar~m| Ho$ à{V OmJê$H$Vm H$s PbH$ hmo& AV: gdm©{YH$ gånr‹S>H$ Am{W©H$ g_ñ`m ~Vm`m&''5 Cn`w©ŠV àíZ (2) H$mo Vmo nyar Vah go ZH$ma XoZm hr C{MV hmoJm& àíZ (3) H$m\$s ì`mnH$ Am¡a {Z~©ÝY bJVm h¡& `hr BgH$m ~mam§ {Obo H$m n[aM` AmH$f©U ^r h¡& {df` _| H$moB© gÝXoh Zhr {H$ Jar~m| H$s Jar~r ~mam± 14-15dt eVmãXr _| gmob§H$s amOnyVm| Ho$ AYrZ Wm& A_ram| H$s Iwehmbr na Adí` à^md S>mbVr h¡ na Š`m BZ Cg g_` BgHo$ AÝVJ©V 12 Jm§d AmVo Wo, Bg{bE `h ZJa à^mdm| H$mo Jar~r H$s AdYmaUm _| à_wIVm {_bZr Mm{hE? ~mam§ H$hbm`m Wm& ~mam§ g_wÐ Vb go 262 _rQ>a H$s D$§MmB© na `m CÝh| Jar~r Ho$ AÝ` gå^d à^mdmo§ _| gpå_{bV {H$`m OmZm H$mbrqgY, nmd©Vr d nadZ Z{X`m| Ho$ ~rM pñWV h¡& 1948 _| Mm{hE? BgH$m _Vb~ h¡ {H$ BÝh| AÝ` à^mdm| H$m hr A§J _mZZm g§`wŠV amOñWmZ _| ~mam§ {Obo Ho$ ê$n _| em{_b Wm& 1949 _| Mm{hE Š`mo§{H$ Jar~r Vmo Jar~m| H$m hr ñdm^m{dH$ bjU h¡, Z amOñWmZ Ho$ nwZJ©R>Z hmoZo na ~mam§ {Obm _w»`mb` H$mo Vmo‹S>H$a {H$ A_ram| H$m& Hw$N> Bg Vah H$s Xbrb ^r Xr Om gH$Vr h¡, H$moQ>m {Obo Ho$ CnIÊS> _| ~Xb {X`m J`m& AmJo MbH$a 10 6 AJa dmñV{dH$ Am` _| H$_r hmo Am¡a g^r Jar~m| H$s XþX©em Aà¡b 1991 H$mo nwZ: {Obm ~Zm {X`m J`m& ~mam± {Obm _| d¥{Õ hmo Vmo Bgo h_ Jar~r H$s "g§d¥{Õ' H$h|Jo, ^bo hr BgHo$ amOñWmZ Ho$ _mZ{MÌ _| X{jU nydu ^y-^mJ na 24025' go gmW A_ram| na n‹S>Zo dmbo Xþîà^md Hw$N> H$_ hþE hm|& Jar~r H$s 25055' CÎmar Ajm§e VWm 76012' go 76026' nydu XoemÝVa AdYmaUm H$m AmJ«h Vmo _mÌ `hr h¡ {H$ BgH$m Ü`mZ-Ho$ÝÐ Ho$db Ho$ _Ü` pñW{V h¡& _Ü`àXoe Ho$ í`monwa, {ednwar d JwZm {Obm| H$s gr_mE§, nyd© _| H$moQ>m {Obo H$s gr_mE§ CËVa-npíM_ VWm Jar~m| H$s AdñWm hmoZr Mm{hE& Bg na n‹S>Zo dmbo à^md Mmho Pmbmdm‹S> {Obo H$s gr_mE§ X{jU _| ñne© H$aVr h¡& nmd©Vr ZXr {Og ^r ñÌmoV go AmE hm| Jar~r Ho$ H$maUm| Am¡a CgHo$ à^mdm| amOñWmZ H$mo ~mam± {Obo _| _Ü`àXoe H$s gr_m go n¥WH$ H$aVr H$m AÜ``Z AË`§V Amdí`H$ h¡& Jar~m| H$s hr Xem Ho$ ê$n _| h¡ VWm ~mam± go H$moQ>m {Obo H$mo H$mbrqgY ZXr n¥WH$ H$maVr h¡&7 Jar~r H$s AdYmaUm H$m {Zê$nU BZ àíZm|-H$maUm| Am¡a à^mdm| Ho$ {ddoMZ Ho$ _hÎd H$mo H$_ Zht H$aVm&2 ~mam§ {Obo _| {ZY©ZVm H$s pñW{V : EH$ `Wm©W ^maV EH$ Jar~ Xoe h¡, {Og_| ~hþV go YZr bmoJ ahVo h¡& Jar~r ~mam± {Obo _o| {ZY©ZVm aoIm go ZrMo OrdZ `mnZ H$aZo dmbo _mZd eara VWm AmË_m H$mo {H$Z AZoH$ VarH$m| go ZwH$gmZ nhþ±Mm ~r.nr.Eb. n[admam| H$s g§»`m n§Mm`V g{_{Vdma {ZåZ gmaUr gH$Vr h¡& Jar~r ì`dhm[aH$ X¥{ï> go EH$ VwbZmË_H$ {dMma h¡& Ûmam AmgmZr go g_Pr Om gH$Vr h¡& ^maV H$s 80 à{VeV OZVm AË`{YH$ YZr hmoZo go boH$a {Z`V gmaUr g§»`m 1 _| ~mam§ {Obo H$s àË`oH$ n§Mm`V g{_{V M`{ZV Jar~r AbJ-AbJ _mÌm _| hmoVr h¡& Bg àH$ma AZoH$ _mÌmAm| ~r.nr.Eb. n[admam| VWm J¡a ~r.nr.Eb. n[admam| H$s g§»`m Am¡a {H$ñ_m| _| H$m\$s g_` go h_mao Xoe _| Jar~r ~Zr hþB© h¡&3 Xem©`r JB© h¡§& gmaUr Ho$ AdbmoH$Z go ñnï> h¡ {H$ {H$eZJ§O YaVr g_¥Õ h¡ Am¡a bmoJ Jar~ h¢& {ZY©ZVm `mZr EH$ {deof _| g~go A{YH$ ~r.nr.Eb. n[adma 12920 h¡§, BgHo$ ~mX

150 [agM© [aBÝ\$mog©_|Q>> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 N>rnm~‹S>m¡X _| 10726, emh~mX _| 8497, N>~‹S>m _| 7496, ~r.nr.Eb. n[adma h¡& Bggo ñnï> h¡ {H$ ehar n[adoe _| J«m_rU AÝVm _| 7063, AQ>ê$ _o§ 6446 VWm ~mam§ _| g~go H$_ 3872 n[adoe H$s Anojm ~r.nr.Eb. n[adma H$_ h¡& gmaUr g§»`m 1 : ~mam§ {Obo _| ~r.nr.Eb. n[admam| H$s pñW{V H«$.g§. n§Mm`V g{_{V ~r.nr.Eb. n[adma g§. J¡a ~r.nr.Eb. n[adma g§. Hw$b `moJ 1 A§Vm 7063 23182 30245 2 ~mam§ 3872 16462 20334 3 AQ>ê$ 6446 22174 28620 4 {H$eZJ§O 12920 18048 30968 5 emhm~mX 8497 15638 24135 6 N>~‹S>m 7496 13927 21423 7 N>rnm~‹S>m¡X 10726 21125 31851 Hw$b `moJ 57020 130556 187576 Source :www.bplcensus.gov.raj.in date18.9.2015 ZrMo Adbmo{H$V gmaUr g§»`m 2 Ho$ VÏ`m| Ho$ {díbofU Ho$ OZOm{V Ho$ 146, AÝ` {nN>‹S>m dJ© Ho$ 188 VWm gm_mÝ` dJ© AmYma na H$hm Om gH$Vm h¡ {H$ Om{V AmYma na M`{ZV Ho$ 24 n[adma em{_b h¡& AWm©V {Obo _| AÝ` {nN>‹S>o dJ© Ho$ ~mam§ {Obo Ho$ ~r.nr.Eb. n[admam| AZwgy{MV Om{V Ho$ 138, bmoJ g~go A{YH$ Jar~ h¡§& gmaUr g§»`m 2 : ~mam§ {Obo H$s n§Mm`V g{_{V`m| Ho$ M`{ZV J«m_m| Ho$ ~r.nr.Eb. n[adma H«$. n§Mm`V J«m_ n§Mm`V M`{ZV J«m_ ~r.nr.Eb. n[adma g§. g{_{V AZw. Om{V AZw. OZOm{V AÝ` {nN>‹S>m dJ© AÝ` Hw$b 1 A§Vm ~_moarH$bm§ ~_moarH$bm§ 18 - 21 3 42 emhnwam nmH$bIo‹S>m 25 - 15 - 40 2 ~mam§ \$Vohnwa \$Vohnwa 7 - 31 4 42 ~¡§JZm ~¡§JZm 5 5 4 - 14 3 AQ>ê$ _moR>nwa _moR>nwa 7 7 26 2 42 H$Q>mda H$Q>mda 27 5 8 2 42 4 {H$eZJ§O am_J‹T> ~«h²_nwam 2 39 1 - 42 nrnbXmH$bm§ nrnbXmH$bm§ 1 17 8 2 28 5 emhm~mX Ho$bdm‹S>m Ho$bdm‹S>m 13 12 11 6 42 ~mëXm n¡ZmdXm 2 36 4 - 42 6 N>~‹S>m Imona arPm§ 7 1 4 - 12 _ÊS>bm C_aWmZm 5 18 1 24 7 N>rnm~‹S>m¡X gmaWb gmaWb 1 - 41 - 42 JmoaYZnwam JmoaYZnwam 18 6 14 4 42 Hw$b `moJ - - 138 146 188 24 496 Source :www.bplcensus.gov.raj.in date18.9.2015

[agM© [aBÝ\$mog©_|Q> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 151 gmaUr g§»`m 3 : ~mam§ {Obo Ho$ M`{ZV J«m_m| Ho$ M`{ZV ~r.nr.Eb. n[admam| H$s dJ©dma pñW{V H«$. M`{ZV J«m_ AZw.Om{V AZw.O.Om{V A.{n.dJ© AÝ` Hw$b g§. M F T M F T M F T M F T M F T 1 ~_moarH$bm§ 3 1 4 4 1 5 1 1 8 2 10 nmH$bIo‹S>m 6 6 3 1 4 9 1 10 2 \$Vohnwa 2 2 7 7 1 1 10 10 ~¡§JZm 4 4 3 3 3 3 10 10 3 _moR>nwa 2 1 3 2 2 4 1 5 8 2 10 H$Q>mda 6 6 1 1 2 1 1 1 1 9 1 10 4 ~«h²_nwam 1 1 7 1 8 1 1 9 1 10 nrnbXmH$bm§ 1 1 6 6 2 2 1 1 10 10 5 Ho$bdm‹S>m 2 1 3 2 1 3 2 1 3 1 1 7 3 10 n¡ZmdXm 1 1 7 1 8 1 1 9 1 10 6 arPm§ 6 6 1 1 3 3 10 10 C_aWmZm 2 2 7 7 1 1 10 10 7 gmaWb 1 1 9 9 10 10 JmoaYZnwam 4 4 2 2 3 3 1 1 9 1 10 Hw$b 14 J«m_ 41 3 44 38 4 42 43 4 47 6 1 7 128 12 140 Source :www.bplcensus.gov.raj.in date18.9.2015 gmaUr g§»`m 3 _| emoY _| M`{ZV J«m_m| _| M`{ZV ~r.nr. ~«h²_nwam, n¡ZmdXm, C_aWmZm, Am¡a nrnbXmH$bm§ _| OZOm{V Eb. n[admam| H$mo Om{Vdma XoIm Om gH$Vm h¡& gmaUr go gm\$ Ho$ gdm©{YH$ M`{ZV ~r.nr.Eb. n[adma h¡§& AÝ` {nN>‹S>m dJ© hmo OmVm h¡ {H$ M`{ZV 140 ~r.nr.Eb. n[admam| _| Ho$db 12 _| gmaWb _| 9, \$Vohnwa _| 7, _moR>nwa d ~_moarH$bm§ _o 5-5 _{hbm hr n[admam| H$s _wpI`m h¡§ Omo nwéf àYmZ g_mO H$m M`{ZV ~r.nr.Eb. n[adma h¡§& gm_mÝ` dJ© H$s OZg§»`m gånyU© ÚmoVH$ h¡& Om{Vdma ~r.nr.Eb. n[admam| Ho$ {díbofU go ñnï> h¡ {Obo _| H$_ hmoZo VWm gmYZm| Ed§ gån{Îm Ho$ Am{YŠ` Ho$ H$maU {H$ AZwgy{MV Om{V Ho$ g~go A{YH$ ~_moar H$bm§, H$Q>mda Am¡a Bg dJ© _| ~r.nr.Eb. H$_ M`{ZV hþE h¡§& arPm§ _| g~go A{YH$ (àË`oH$ _| 6) g§»`m _| h¡§& Bgr àH$ma gmaUr g§»`m 4 : `moOZmAm| Ho$ {H«$`mÝd`Z _| AmZo dmbr ~mYmAm| H$mo Xÿa H$aZo Ho$ g§X^© _| CÎmaXmVmAm| H$s am` am`ew_mar/ gwPmd M`{ZV CÎmaXmVm dJ© ~r.nr.Eb. dJ© à{VeV OZ à{V{Z{Y à{VeV àemg{ZH$ dJ© à{VeV ghr OmZH$mar {_bo 12 8.57 2 10 4 20 {Z`_ gab hmo 8 5.72 1 5 1 5 ZoVm ñdÀN> N>dt aIo 10 7.14 4 20 4 20 ^«ï>mMma go _wŠV hmo 40 28.57 5 25 5 25 {ZY©Z hr M`{VZ hmo 65 46.43 8 40 6 30 H$mB© Odm~ Zht 5 03.57 - - - - Hw$b 140 100 20 100 20 100 Source: survay data by researcher

152 [agM© [aBÝ\$mog©_|Q>> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 gmaUr g§»`m 4 Ho$ AZwgma àmá VÏ`m| Ho$ AmYma na H$hm OmZH$mar bmoJm| H$mo {_bZr Mm{hE& Ho$db {ZY©Zm| H$m hr M`Z Om gH$Vm h¡ {H$ {ZY©ZVm CÝ_ybZ H$s gaH$mar `moOZmAm| Ho$ hmoZo Ho$ gå~ÝY _| am` aIZo dmbm| _| 46.43 à{VeV ~r.nr. {H«$`mÝd`Z _| AZoH$ ~mYmE§ AmVr h¡§& 8.57 à{VeV ~r.nr. Eb., 40 à{VeV OZà{V{Z{Y Am¡a 30 à{VeV àemg{ZH$ dJ© Eb., 10 à{VeV OZà{V{Z{Y Am¡a 20 à{VeV àemg{ZH$ dJ© Ho$ AÎmaXmVm em{_b h¡§& ^«ï>mMma Ho$ CÝ_ybZ Ho$ ~mao _| g^r dJ© Ho$ CÎmaXmVm MmhVo h¡§ {H$ gaH$mar `moOZmAm| H$s ghr Ed§ nyU© Ho$ CÎmaXmVmAm| Ho$ bJ^J EH$ O¡go {dMma h¡§& gmaUr g§»`m 5 : amÁ` àemgZ Ûmam Xr Om ahr gw{dYmAm| go CÎmaXmVmAm| Ho$ OrdZ _| n[adV©Z H$s pñW{V H«$. g§. CÎmaXmVm ~r.nr.Eb. n[adma OZà{V{Z{Y àemg{ZH$ dJ© g§»`m à{VeV g§»`m à{VeV g§»`m à{VeV 1 hm± 96 68.57 19 95 15 75 2 Zht 34 24.29 1 5 2 10 3 nVm Zht 10 7.14 - - 3 15 `moJ 140 100 20 100 20 100 Source: survay data by rsearcher Cn`w©ŠV gmaUr g§»`m 5 _| {XIm`o J`o VÏ` emoYmWu Ûmam gd} 6. Jar~m| Ho$ {bE n`m©á ^y{_, Ob, {ejm, ñdmñÏ`, BªYZ d Ho$ Xm¡amZ àmá {H$`o h¡§& àX{e©V Am§H$‹S>m| go ñnï> h¡ {H$ ~r.nr.Eb. n[adhZ gw{dYmAm| H$m {dñVma hmo& loUr Ho$ 68.57 à{VeV, 95 à{VeV OZà{V{Z{Y VWm 75 7. Jm§dm| _| ~‹S>o {H$gmZm| Am¡a gm_§Vm| Ûmam Jar~m| Ho$ emofU à{VeV àemg{ZH$ dJ© Ho$ CÎmaXmVmAm| H$m _mZZm h¡ {H$ ~r.nr. H$mo amoH$m OmE& Eb. n[admam| H$s pñW{V {ZpíMV ê$n go n[ad{V©V hþB© h¡ VWm 8. Jar~r {ZdmaU H$m`©H«$_m| H$s à{Vdf© g_rjm d _yë`m§H$Z AmJm_r dfm}§ _| Am¡a A{YH$ gwYma XoIm Om gHo$Jm& {H$`m OmE& gmYZm| Ho$ {ZOr ñdm{_Ëd, Am` d gmYZm| Ho$ gwPmd Ag_mZ {dVaU d à`moJ na {Z`§ÌU {H$`m OmE& amOñWmZ Ho$ ~mam§ {Obo _| ~‹T>Vr {ZY©ZVm H$mo XoIVo hþE BgHo$ 9. Jar~r {ZdmaU H$m`©H«$_m| H$m A{YH$V_ bm^ A_ram| H$s {ZamH$aU Ho$ {bE Hw$N> gwPmdm| na A_b {H$`m Om gH$Vm h¡& ~Om` Jar~m| H$mo hr àmá hmo& 1. J«m_rU AW©ì`dñWm H$mo newnmbZ, dm{ZH$s d ghm`H$ 10. gaH$ma Jar~m| Ho$ H$ë`mU Ho$ {bE Am{W©H$ Zr{V ~Zm`o CÚmoJm| H$s ñWmnZm H$aHo$ A{YH$ {d{dYrH¥$V {H$`m Om`o VWm A_ram| d ny±OrdmX H$mo ~‹T>mdm XoZo dmbr Zr{V`m| _| VWm bKw CÚmoJm| H$mo ~‹T>mdm {X`m OmE& ~Xbmd {H$`m OmE& 2. Jar~m| H$mo Xmo dJm}§ _| ~m§Q>m OmE, EH$ dJ© _| do Jar~ hmo {OZHo$ nmg H$moB© H$m¡eb hmo VWm do ñdamoOJma H$a gH$Vo {ZîH$f© h¡§& Xÿgao dJ© _| do Jar~ hmo {OZHo$ nmg H$moB© H$m¡eb `m amOñWmZ Ho$ ~mam§ {Obo _| Jar~r Ho$ H$B© H$maU aho h¡§ {Og_| à{ejU Zht hmo Am¡a do Omo Ho$db _OXÿar na hr Am{lV J«m_rU Jar~r H$m _yb H$maU H¥${f _| AÕ© gm_§Vr CËnmXZ h¢& àË`oH$ dJ© H$s CÝZ{V Ho$ {bE AbJ Zr{V ~ZmB© Om`o& gå~ÝYm| H$m hmoZm h¡& ñdV§ÌVm Ho$ ~mX ^y{_ gwYmam| Ho$ {bE CR>mE 3. ñdamoOJma d _OXÿar amoOJma H$m`©H«$_m| _| g_Ýd` hmoZm J`o H$X_ An`m©á h¡§& ^y{_ na ~‹S>o {H$gmZm| H$m A{YH$ma hmoZo Mm{hE& go ^y{_hrZm| H$s g§»`m ~‹T>Vr Om ahr h¡& bJ^J g^r IoVrha 4. Eogo n[adma {OZHo$ nmg Z H$moB© H$m¡eb h¡, Z H$moB© _OXÿam| Ho$ n[adma, N>moQ>o d gr_m§V {H$gmZ VWm ^y{_hrZ J¡a n[agån{Îm h¡ Am¡a Z H$moB© H$m_ H$aZo dmbm d`ñH$ h¡, Eogo H¥${f joÌm| _| H$m_ H$aZo dmbo l{_H$ n[adma Jar~ h¡& OZg§»`m n[admam| Ho$ {bE gm_m{OH$ gwajm `moOZmE§ ~ZmB© Om`o& bJmVma ~‹T> ahr h¡ naÝVw ^y{_ CVZr hr ahVr h¡ {Oggo l_ CËnmXH$Vm Am¡a dmñV{dH$ à{Vì`pŠV Am` H$_ hmoVr OmVr h¡& 5. n[adma H$ë`mU, nm¡{ï>H$ Amhma, gm_m{OH$ gwajm VWm Ý`yZV_ Amdí`H$VmAmoo§ H$s ny{V© na Ü`mZ {X`m Om`o& H¥${f _| VH$ZrH$s n[adV©Zm| d ImÚmZm| Ho$ g_W©Z _yë`m| _| d¥{Õ

[agM© [aBÝ\$mog©_|Q> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 153 H$m bm^ ~‹S>o {H$gmZm| H$mo hr hþAm h¡& Bggo Am` H$s Ag_mZVm CR>mZo hm|J| gmW hr gaH$ma H$mo CYmoJm| H$s ñWnZm VWm amoOJma ^r ~‹T>r h¡& CËnmXZ bmJV _| H$_r go ImÚmZm| H$s H$s_V| KQ>Vr h¡ Ho$ Adga CnbãY H$admE§ Am¡a AHw$eb H$marJam| H$mo à{ejU {Oggo N>moQ>o {H$gmZm| H$mo hm{Z hmoVr h¡& {nN>bo 20-25 dfm}§ _| Xoe H$s ì`dñWm H$s Om`o& _| hþE ^«ï>mMma Am¡a H$amo‹S>m| én`o Ho$ KmoQ>mbm| Zo Jar~m| H$s Jar~r g§X^© gyMr H$mo Am¡a A{YH$ ~‹T>m {X`m& Xoe _| ~‹T>Vo ny±OrdmX Ho$ H$maU Zd 1 H$mZdm, `moJoe Ed§ H$Q>m[a`m, gwaoÝÐ,^maV _| {ZY©ZVm Am{W©H$ CXmadmXr Zr{V`m§ VWm IwXam joÌ _| {dXoer {Zdoe H$s Zr{V`m§ {dH$mg Ed§ _r{S>`m,Ama.~r.Eg.E. npãbeg©, O`nwa, 2006 Jar~m| Ho$ {bE A{hVH$a {gÕ hþB© h¡& ZoVmAm| Am¡a A{YH$m[a`m| n¥.g§. 2 Ho$ ~‹T>Vo doVZ Am¡a gw{dYmE§ VWm CZHo$ Ûmam EH${ÌV Aa~m| H$s 2 goZ, A_Ë`©, Jar~r Am¡a AH$mb, amOnmb EÊS> gÝg _Xagm gån{Îm go A_rar Am¡a Jar~r H$s ImB© {XZm| {XZ ~‹T>Vr Om ahr amoS>, H$í_rar JoQ>, {Xëbr, df© 2013, n¥.g§. 23, 24 h¡& gaH$ma H$s Am{W©H$ Zr{V`m§ BgHo$ {bE {Oå_oXma h¢& AmO 3 Xr{jV, Ama. Ho$., Am{W©H$ MwZm¡{V`m Ed§ {MV§Z, Ama.~r. Xoe _o| 20 à{VeV bmoJm| Ho$ nmg Xoe H$s 80 à{VeV gån{Îm Eg.E. npãbeg©, O`nwa, 2002, n¥.g§. 9 Ho$pÝÐV h¡& Xoe _| 400 H$amo‹S>n{V gm§gX h¡§ `o bmoJ AnZo {hVm| 4 H$mZdm, `moJoe Ed§ H$Q>m[a`m, gwaoÝÐ, ^maV _| {ZY©ZVm Am{W©H$ Am¡a ñdmWm|ª H$m Ü`mZ _| aIH$a ~ZmVo {~Jm‹S>Vo ahVo h¡§, Bg{bE {dH$mg Ed§ _r{S>`m, Ama.~r.Eg.E. npãbeg©, O`nwa, 2006 Xoe _| Am{W©H$ {df_Vm JhamVr Om ahr h¡ {Og na gaH$ma H$m n¥.g§. 81 H$moB© {Z`§ÌU Zht h¡& Jar~m| H$s H$s_V na ~‹T>Vr A_rar Jar~r 5 nmÊSo>`, YZn{V, AmYw{ZH$ ^maV H$m Am{W©H$ B{Vhmg,_moVrbmb {ZdmaU Ho$ _mJ© _| ~‹S>r ~mYm ~Z JB© h¡& `Ú{n gaH$ma Ûmam ~Zmagr Xmg àm.{b. ZB© {X„r, 2006 n¥.g§. 15 Jar~r {ZdmaU hoVw AZoH$ H$m`©H«$_ Mbm`o J`o h¡§ VWm Bg na 6 ZmQ>mUr, àH$me Zmam`U,AnZm amOñWmZ, {ed ~wH$ {S>nmo, Aa~m| ê$n`o IM© {H$`o Om aho h¡§ {H$ÝVw BZH$m nyam bm^ Jar~m| O`nwa, 2010, n¥.g§. S>r-66 VH$ Zht nh±M nmVm h¡& Oê$aV Ho$db BZ `moOZmAm| Ho$ bm^m| 7 àH$meH$, gyMZm Ed§ OZgånH©$ H$m`m©b`, {Obm Xe©Z ~mam±, H$mo Jar~m| VH$ nhþ±Mm`m OmE BgHo$ {bE gaH$ma H$mo H$R>moa H$X_ 2012, n¥.g§. 5

154 [agM© [aBÝ\$mog©_|Q>> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 OZOm{V {dH$mg AdYmaUm H$s Xem Ed_² {XemE± _hoe Hw$_ma _rUm ì`m»`mVm, ^yJmob {d^mJ ~r.~r.S>r. amOH$s` ñZmVH$moÎma _hm{dÚmb`, {M_Znwam, O`nwa (amO.)

emoY gmam§e OZOmVr` g_mO, Am{X_ g_mO H$m à{V{Z{YËd H$aVm h¡& ^m¡Jmo{bH$ {dbJVm, AÝV_w©Ir ñd^md, ñd`§ Ho$ gm_m{OH$, gm§ñH¥${VH$ ñdê$n Ho$ H$maU, OZOmVr` g_yh {dH$mg H$s _w»` Ymam go Zht Ow‹S> nm`m& BZH$m OrdZ nyU©V`m àH¥${V na {Z^©a h¡& A{ejm, Jar~r, Hw$nmofU, AñdñWVm, AÝY{dídmg, nmaån[aH$ Am{X_ OrdZ Am{X g_ñ`mE± OZOmVr` g_mO _| à_wIVm go XoIr OmVr h¡§& OZOmVr` g_wXm` Ho$ CËWmZ Ho$ {bE g§d¡Ym{ZH$ d Zr{VJV à`mg {H$`o J`o h¡§& bo{H$Z {\$a ^r OZOm{V`m± ñd`§ H$mo {dH$mg H$s _w»` Ymam go Zht Omo‹S> nmB© h¡& {ejm, ñdmñÏ`, amoOJma, _mZd{YH$ma O¡go {df` OZOmVr` g_yh H$s n§hþM go A^r ^r ~mha h¡§§, `{X eof gm_m{OH$ g_yhm| go VwbZm H$s Om`o& ~hþCX²Xoer` `moOZmAm|, IZZ Am{X {dH$mgmË_H$ J{V{d{Y`m| Zo OZOmVr` g_mO H$mo ZH$mamË_H$ ê$n go à^m{dV {H$`m h¡& {dH$mg H$s Bg à{H«$`m Zo OZOmVr`m| H$mo àH¥${V ào_ d Ob, O§Jb, O_rZ H$s AdYmaUm go Xÿa H$a {X`m h¡& AmO Amdí`H$Vm gVV² {dH$mg Ho$ X¥{ï>H$moU go BÝh| ñd`§ Ho$ ì`dgm` VWm Am{W©H$ {H«$`mH$bmnm| _| XjVm bmZo H$s h¡& OZOmVr` g_yh H$mo nwZ: Ob, O§Jb, O_rZ go Omo‹S>Zm hmoJm Vm{H$ BZHo$ nmaån[aH$ kmZ, g§ñH¥${V H$m g§ajU H$aVo hþE _w»` Ymam go Omo‹S>m Om gHo$& g§Ho$Vmja … OZOmVr` g_wXm`, gm_m{OH$ ñdê$n, gm_m{OH$-gm§ñH¥${VH$ g§Kf©, gV²V {dH$mg, OZOmVr` A{YH$ma g_mO Ho$ g^r dJ© g_mZ ê$n go {dH$mg H$s _w»`Ymam go Ow‹S>o 3. `o OZOmVr` ""^mfm'' Ed_² ""~mobr'' H$mo à`moJ H$aVo h¢& Zht hmoVo h¢& ^m¡Jmo{bH$ {dbJVm, AÝV_w©Ir ñd^md, ñd`§ H$m 4. `o Am{X_ Y_© H$mo _mZVo h¢ Omo {H$ gd©OrddmX Ho$ {gÕmÝVm| gm_m{OH$-gm§ñH¥${VH$ ñdê$n Am{X H$maH$ Bg Ow‹S>md H$mo gr{_V H$m à{VnmXZ H$aVm h¡ {Og_| ^yVm| VWm AmË_mAm| H$s `m ~m{YV H$aVo h¢& BZH$m OrdZ nyU©V: àH¥${V na {Z^©a H$aVm nyOm H$m _hËdnyU© ñWmZ h¡& h¡& àmW{_H$ H$m`m} (O¡go- dZr` CËnmX, {eH$ma, Am{X_ àH$ma 5. `o {deof OZOmVr` ì`dgm`m| H$mo AnZmVo h¢, O¡go- H$s H¥${f) Ûmam AnZm Or{dH$monmO©Z H$aVo h¢& AZoH$ _mZdemñÌr àmH¥${VH$ dñVwAm| H$m g§J«h H$aZm, {eH$ma H$aZm, _N>br BÝh| OZOm{V `m dZdmgr ^r H$hVo h¢& _mZdemñÌ Ho$ eãXH$mof nmbZ, Py_-IoVr Am{X& _| ""OZOm{V'' H$mo EH$ gm_m{OH$ g_yh _mZm J`m h¡& Omo 6. `o A{YH$m§e _m§g ^jr hmoVo h¢& àm`: {ZpíMV ^y-^mJ _| ahVo h¢ {OZH$s AnZr ^mfm gä`Vm 7. BZ_| ImZm~Xmoer AmXV| h¢& Ed_² Z¥Ë` Ho$ à{V BZH$s VWm gm_m{OH$-g§JR>Z h¡& E.Ama.XogmB© Zo OZOm{V`m| Ho$ {ZåZ 1 bjU ~Vm`o h¢-1 {deof é{M hmoVr h¡& 1. `o gä` OJV go Xÿa nd©Vm| VWm O§Jbmo _| XþJ©_ ñWmZ na ^maV _| g§{dYmZ Ho$ àmdYmZm| Ho$ VhV ""AZwgy{MV- {Zdmg H$aVo h¢& OZOm{V`mo'' H$s loUr _| AmZo dmbo OZOmVr` bmoJm| H$s g§»`m 8.43 H$amo‹S> h¡& `h Xoe H$s Hw$b OZg§»`m H$m (df© 2001 H$s 2. `o ZrJ«moQ>moO, H$m°Ho$gmBS> AWdm _§JmobmBS> àOmVr` g_yh OZJUZm Ho$ AZwgma) 8.2% h¡& Am{Xdmgr Xoe Ho$ bJ^J 19% go gå~Õ h¢& ^mJ _| {Zdmg H$a aho h¡§§& Xoe _| ^maV Ho$ g§{dYmZ Ho$ AZwÀN>oX

[agM© [aBÝ\$mog©_|Q> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 155 342 Ho$ AÝVJ©V 600 go A{YH$ OZOm{V`m| H$mo A{Ygy{MV {d{^ÝZ g§d¡Ym{ZH$ àmdYmZm| d {dH$mg `moOZmAm| Ho$ ~mX ^r {H$`m J`m h¡& {OZH$s AnZr ^mfm, gä`Vm, g§ñH¥${V Ed_² OZOm{V`m± ñd`§ H$mo {dH$mg H$s _w»` Ymam go Zhr Omo‹S> nmB© Am{W©H$ {Z`_Z h¡& h¡& Am{Xdmgr joÌm| _| Omo AmYw{ZH$ {dH$mg Ho$ H$m`©H«$_ O¡go- ~hþCÔoí`r` `moOZmE°, IZZ CÚmoJ, g‹S>H$ Am{X go AZoH$ Z`r gZ² 2001 H$s OZJUZm [anmoQ>© Ho$ AZwgma amOñWmZ _| {Zdmg g_ñ`mE± OÝ_ bo ahr h¢& VH$ZrH$s {dH$mg Ho$ H$maU ~mhar VËdm| H$aZo dmbr OZOm{V`m| H$s Hw$b OZg§»`m 96,94,462 h¡& BZ_| H$s Kwgn¡R> AmgmZ hmo J`r h¡& `o VËd Am{W©H$, amOZr{VH$ Am¡a 50,67,679 nwéf Ed_² 46,26,783 pñÌ`m§ h¢& OZOm{V`m| àemg{ZH$ VrZm| epŠV`m| go b¡g hmoVo h¢& Bg{bE H$mZyZ H$s H$s Bg OZg§»`m _o§ go J«m_rU BbmH$m| _| {Zdmg H$aZo dmbr {JaâV go ~Mo ahVo h¢ `m `h H$hZm ^r JbV Z hmoJm {H$ BÝh| OZOmVr` OZg§»`m- 77,39,926 h¡ eof 19,54,536 amOZr{Vkm| d àemgH$mo H$m àË`jm d namoj Aml_ àmá h¡& T>oda ZJar` joÌm| _| {Zdmg H$aVr h¡& Am`moJ H$m {ZîH$f© Wm {H$ Am{Xdmgr BZ g§J{R>V VËdm| Ho$ g_j Xoe H$s 8.43 H$amo‹S> OZOm{V`m± Xoe Ho$ {demb 19% ^y ^mJ epŠVhrZ hmoVo h¢ Am¡a H$moQ>©-H$Mhar _| AnZm nj _O~yVr Ho$ na {Zdmg H$aVr h¢& A{YH$m§e OZOm{V`m± A{Ydmg {dbJ d gmW aIZo _| Ag_W© hmoVo h¢& MVwa ~mhar VËd Am{Xdm{g`m| Ho$ CËnmXZ Ho$ g^r gmYZm| na Yrao-Yrao hmdr hmo OmVo h¢& Bg àH$ma O§Jbm| _| hmoVo h¢& AnZr {dbJ pñW{V Ho$ H$maU OZOmVr` 2 g_wXm` {dH$mg H$s Xm¡‹S> _| _w»` g_mO go nrN>o ah J`m& Am{Xdmgr n[adma AnZo hr Xoe _| nam`m hmo OmVm h¡& A{ejm, Jar~r, Hw$nmofU, AñdñWVm, A§Y{dídmg nmaån[aH$ OZOmVr` g_wXm` H$s ñdmñÏ` d {ejm g§~§Yr g_ñ`mE° Am{X_ OrdZ Am{X g_ñ`mE§ OZOmVr` g_wXm` _| à_wIVm ñdV§ÌVm Ho$ 65 dfm} Ho$ ~mX ^r OZOm{V`m| H$s ñdmñÏ` Ed_² go nmB© OmVr h¢& BÝht g_ñ`mAm| H$m {ZXmZ d {dH$mg nW _| {ejm H$s X¥{ï> go ~hþV ~ohVa pñW{V h¡& ^m¡Jmo{bH$ d gm_m{OH$ OZOm{V`m| H$s gh^m{JVm H$mo gw{ZpíMV H$aZo Ho$ {bE ñdV§ÌVm n`m©daU H$s {dbJVm H$s pñW{V BÝh| ñdmñÏ` d {ejm go Xÿa Ho$ níMmV² AZoH$ g§d¡Ym{ZH$ d g§{dYmZoÎma àmdYmZ {H$E JE& H$a XoVr h¡& `{X amï´>r` n[adma ñdmñÏ` gd}jU Ho$ OZOm{V`m| g§{dYmZ Ho$ Zr{V {ZX}eH$ VËdm| AZÀN>oX- 244, AZw. 366, Ho$ ñdmñÏ` g§~§Yr gd}jU H$m {díbofU {H$`m OmE Vmo BZH$s AZw. 342, AZw. 275 Am{X _| OZOmVr` {dH$mg d nhMmZ ñdmñÏ` H$s ~ohX H$_Omoa pñW{V X¥{ï>JV hmoVr h¡& (amOñWmZ Ho$ Ho$ {bE {deof àmdYmZ {H$E JE h¢& {deof g§X^© _|):- Vm{bH$m … amOñWmZ H$s OZOm{V`m| _| ñdmñÏ` XoI^mb g§~§Yr gyMH$ H«$. gyMH$ à{VeV g§. 1. {eew OÝ_ nyd© XoI^mb àmá H$aZo dmbr _{hbmE± 42.0 2. {Q>Q>Zog Q>m°ŠgmBS> Ho$ Xmo B§OoŠeZ àmá H$aZo dmbr _{hbmE± 42.0 3. 100 AmB©.E\$.E. Jmo{b`m° àmá H$aZo dmbr _{hbmE± 35.8 4. Ka na hþE {eew OÝ_ 86 5. XmB© AWdm AÝ` Ûmam gånÝZ àgd 76 6. ~ƒm| H$m Q>rH$mH$aU à{VamoYrH$aU 15.7 7. D.P.T. H$s VrZ IwamH$ d nmo{b`m| H$s VrZ IwamH$ d nmo{b`m| H$s VrZ IwamH$ 31.5 8. MoMH$ 19 9. B.C.G. H$s EH$ IwamH$ 39.7 10. {dQ>m_rZ A H$s EH$ IwamH$ 12.9 11. nyU© Q>rH$mH$aU 10.3 12. ñVZm| go àW_ Xþ½Y {ZH$mb XoZo dmbr _{hbmE± 73.8 g«moV :- amï´>r` n[adma ñdmñÏ` gd}jU (NFHS)-2, ^maV Ed_² amOñWmZ 1998-993

156 [agM© [aBÝ\$mog©_|Q>> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 CnamoŠV ñdmñÏ` g§~§Yr Am§H$‹S>o `m VÏ` OZOmVr` g_wXm` Ho$ OZOmVr` g_wXm` H$s ñdmñÏ` gw{dYmAm| VH$ nhþ±M H$mo gr{_V ñdmñÏ` H$s ~~©a d ^`mdh Vñdra noe H$aVo h¢& A^r ^r 86% H$a XoVr h¡& {eewAm| H$m àgd, {~Zm {H$gr à{e{jV XmB© Ho$ Ûmam Ka na Bgr àH$ma amOñWmZ H$s OZOm{V`mo H$s OZZ j_Vm gyMH$ ^r H$adm`m Om ahm h¡& Q>rH$mH$aU H$s X¥{ï> go, A^r ^r OZOmVr` BZH$s {dnarV d {MÝVZr` pñW{V H$mo X¥{ï>nmV H$aVo h¡:- _{hbmE± d {eew 90% ANy>Vo aho h¡& AkmZ, A{ejm d Jar~r Vm{bH$m H«$. g§. gyMH$ à{VeV 1. dV©_mZ J^©dVr _{hbmAm| H$m à{VeV (%) 12.4 2. 45-49 df© H$s H$^r ^r {ddm{hV hþB© _{hbmAm| Ûmam H$^r ^r OÝ_ {XE JE ~ƒm| H$s _mÜ` g§»`m 5.72 3. H«$_ _| Vrgao AWdm BgHo$ ~mX OÝ_ {bE ~ƒm| H$m à{VeV 55 4. 20-49 df© Ho$ Am`w dJ© H$s _{hbmAm| H$s àW_ {eew-OÝ_ Ho$ g_` _mpÜ`H$m Am`w 19.4 5. Hw$b àOZZ Xa 4.3 6. BpÀN>V/A{^bm{fV àOZZ 2.7 7. AmXe© _mZr JB© ~ƒmo H$s g§»`m 2.9 8. H$_ go H$_ EH$ nwÌ H$s BÀN>m H$aZo dmbr _{hbmAm| H$m à{VeV 97 9. {nN>bo {eew OÝ_ go AJbo Ho$ _Ü` H$m Am¡gV AÝVamb 29.5 g«moV :- amï´>r` n[adma ñdmñÏ` gd}jU (NFHS)-2, ^maV Ed_² amOñWmZ 1998-994 ñdV§ÌVm Ho$ 65 df© Ho$ níMmV² ^r 2001 Ho$ Am°H$‹S>m| Ho$ AZwgma Am¡a AÝ` H$maUm| `Wm-{ejm, amOZr{V Ed_² Ym{_©H$ ñdê$nm| amOñWmZ _| OZOm{V`m| H$s {ejm H$m à{VeV 44.15 hr h¡& _| ì`má g_ñ`mAm| Ho$ H$maU Amoa O{Q>b hmo J`r h¡& Ohm± VH$ {Og_| _{hbmAm| _| {ejm H$m ñVa nwéfm| H$s VwbZm _| H$m\$s H$_ g§ñH¥${V H$m àíZ h¡, ~hþV gr Aëng§»`H$ OZOm{V`m± bwá h¡& OZOmVr` {ejm H$m àmXo{eH$ {díbofU H$aZo na nm`m J`m hmoVr Om ahr h¢ `m CZH$m ñdê$n ~XbVm Om ahm h¡& {dñWmnZ {H$ X{jUr amOñWmZ H$s OZOm{V`m| _| {ejm H$m ñVa CÎmar Ho$ gmW-gmW AÝ` gm_m{OH$ dJm} Ho$ gmW {dH$mg Ho$ Zm_ na amOñWmZ H$s OZOm{V`m| ({deofH$a _rUm OZOm{V) go bJ^J {H$`m J`m AÝVg©å~ÝY- gm_m{OH$ n[adV©Z H$mo EH$ ZB© {Xem AmYm hr h¡& BZH$s ^m¡Jmo{bH$ {dbJVm, ZdmMmam| Ho$ àgma _| XoVm h¡& OZOm{V`m| Ho$ Ym{_©H$ {dídmg na {hÝXþÎd H$m à^md ~hþV ~‹S>r ~mYm ahr h¡& n[aUm_V: OZOmVr` g_wXm` {ejm _| ~‹T> ahm h¡& OZOm{V`m| Ho$ {hÝXÿH$aU H$s à{H«$`m Zo CÝh| àH¥${V H$m\$s {nN>‹S>m ah J`m h¡& no«_ d Ob O§Jb O_rZ H$s AdYmaU go Xÿa H$a {X`m h¡& CZHo$ g§gmYZ, {dH$mg d OZOm{V` g_wXm` ñd`§ Ho$ gm§ñH¥${VH$ d Ym{_©H$ _yë`m| Ho$ à{V CXmgrZVm H$m ^md VWm AmñWm _| H$_r Am`r h¡ Omo CZHo$ {bE g_ñ`m ~Z J`r h¡& Bgo {dS>å~Zm hr H$hm Om gH$Vm h¡ {H$ Xoe Ho$ 70% I{ZO g§gmYZ CZ joÌm| _| nmE OmVo h¡ Ohm± OZOm{V` g_wXm` {Zdmg {dH$mg Ho$ Zm_ na OZOmVr` A{Ydmgm| Ho$ Zï> H$aZo H$s H$aVo h¢& {dH$mg Ho$ Zm_ na BZ OZOm{V`m| H$m A{Z`mo{OV àd¥{V Zo OZOm{V`m| Ho$ emofUm H$mo ~‹T>m {X`m h¡& {Oggo Xoe _| {dñWmnZ {H$`m Om ahm h¡& `h {dñWmnZ OZOm{V`m| H$mo Z AmÝV[aH$ amOZr{VH$-gm_m{OH$-gmñH¥${VH$ g§Kf© H$s pñW{V Ho$db CZHo$ A{Ydmgmo go Xÿa H$a ahm h¡ ~pëH$ n`m©daU Ho$ gmW n¡Xm hmo JB© h¡& ZŠgbr, _mAmodmXr Am{X g_ñ`mE° Bg g§Kf© H$s CZHo$ gm¡hmЩnyU©- AmË_r` g§~§Ym| H$mo ^r Vmo‹S> ahm h¡& OZOm{V`m| Ma_ n[aUr{V h¡& amOñWmZ _| ^r {dH$mg Ho$ Zm_ AZwgy{MV Ho$ n`m©daU, gm§ñH¥${VH$ gånH©$ Ed§ AW© gå~ÝYr g_ñ`mAm| Ho$ Om{V/OZOm{V na {ZaÝVa AË`mMma ~‹T> aho h¢& H$maU AZoH$ gm_m{OH$ Ed_² gm§ñH¥${VH$ g_ñ`mE° CËnÝZ hþB© h¢

[agM© [aBÝ\$mog©_|Q> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 157 Vm{bH$m … amOñWmZ _| AZwgy{MV Om{V/OZOm{V Ho$ gmW hþE XO© hË`mMmam| H$s pñW{V5 H«$.g. hË`mMma H$m àH$ma df©dma A{^`moJ 2001 2002 2003 2004 1. hË`m 45 56 63 78 2. Jå^ra MmoQ> 106 204 196 235 3. ~bmËH$ma 138 151 212 196 4. Jå^ra j{V 61 68 96 113 5. nr.gr.Ama. EŠQ> 2 1 - - 6. AÝ` ^maVr` XÊS> g§{hVmE± 4027 3951 2628 4008 7. AZwgy{MV Om{V/OZOm{V EŠQ> 912 1033 2046 2211 Hw$b 5295 5464 5241 6842

OZOmVr` g_wXm` {dH$mg H$m AmXe© ñdê$n Š`m hmo? OZOm{V`m| H$m Or{dH$monmO©Z O§Jb Ho$ CËnmXm| d H¥${f na OZOm{V g_wXm` Ho$ {dH$mg Ho$ {bE g§d¡Ym{ZH$ àmdYmZm| d àË`j d namoj ê$n go {Z^©a h¡& {dH$mg Ho$ Zm_ na O§Jbm| Ho$ {dH$mg Ho$ Zm_ na Anma YZam{e nmZr H$s Vah ~hmE OmZo Ho$ H$mQ>o OmZo, ~hþCÔoer` ZXr n[a`moOZmAm| Am{X Ho$ H$maU BZ ~mX ^r, OZOmVr` {dH$mg Ho$ AmemZwgma n[aUm_ Zht {_bo h¡& Am{Xdmgr g_wXm` H$mo AnZo hr Ka _| ~oKa hmoZm n‹S> ahm h¡& AmO g~go A{YH$ Amdí`H$Vm BZ Am{Xdmgr g_wXm` Ho$ gVV² AmO Amdí`H$Vm gVV² {dH$mg Ho$ X¥{ï>H$moU go BÝh| ñd`§ Ho$ {dH$mg Ed_² {dH$mg `moOZmAm| _| gH$mamË_H$ ^mJrXmar H$s h¡& ì`dgm` `m Am{W©H$ {H«$`m H$bmnm| _| XjVm bmZo H$s h¡& BZHo$ Ob, O§Jb, O_rZ H$m {df` Am{Xdm{g`m| Ho$ O_ra go Ow‹S>m nmaån[aH$ kmZ d H$m¡eb Ho$ ì`dgm`rH$aU H$s h¡& `h nmaån[aH$ hþAm h¡§ BZH$m n`m©daU Ho$ gå~ÝY nm[apñVH$s V§Ì Ho$ EH$ H$maH$ kmZ Mmho H¥${f go g§~§{YV hmo `m Am¡fYr` CËnmXm| go& H¥${f _| Ho$ ê$n _| _hËdnyU© h¡ Omo Ob, O§Jb d O_rZ H$mo ~m§Yo aIZo qgMmB© Ho$ {bE à`wŠV nmaån[aH$ à{d{Y`m±, O¡go-Hw$E°, Vmbm~, _| gH$mamË_H$ ^y{_H$m {Z^mVm h¡& AV: Amdí`H$Vm ~hþAm`m_r S>m~am àUmbr, hmaU àUmbr, doamo, Q>m§H$m, Hw§$S>r àUmbr Am{X X¥{ï>H$moU H$mo AnZmZo H$s h¡& Omo Z Ho$db BZH$s Am{W©H$ pñW{V n`m©daU go A{YH$ gmå`m aIVr h¢& AV: BÝh| g§a{jV H$a, H$mo g_¥Õ ~ZmE ~pëH$ gm_m{OH$-gm§ñH¥${VH$ ñdê$n H$mo ^r àmoËgm{hV {H$`m OmZm Mm{hE& X{jU amOñWmZ _| qgMmB© H$s ~ZmE aIo|& `o à{d{Y`m° n`m©daU H$mo \$br^yV H$aZo _o §_hËdnyU© ^y{_H$m {Z^mVr h¡§& gmW hr VWmH${WV {dH${gV g_mO H$mo dfm© Ob H¥${f Am¡a Am{Xdmgr {dH$mg g§{MV H$aZo H$m g§Xoe ^r XoVr h¡& hmaU Bgr àH$ma qgMmB© AmO ^r Xoe H$m 80 à{VeV OZOmVr` g_wXm` ^m¡Jmo{bH$ àUmbr h¡& d gm_{OH$ X¥{ï>H$moU go {dbJ hr ahVm h¡§ {OZ_| A{YH$m§e Vm{bH$m … X{jU amOñWmZ _o §hmaU àUmbr go qgMmB© (à{VeV)6 Vhgrb/{Obm Sy§>Janwa Sy§>Janwa gr_bdmS>m gmJdm‹S>m Amgnwa hmaU go qgMmB© (à{VeV) 6.45 1.58 0.80 0.20 67.91 aoe_ H$sQ> nmbZ, ehX ì`dgm`, new CËnmX Am{X ì`dgm`m| Am{Xdmgr {MÌH$bm d {dH$mg d Am{W©H$ {H«$`mAm| H$mo àmoËgm{hV H$aHo$ ^r Am{Xdm{g`m| H$m OZOmVr` {MÌH$bm Z Ho$db _m¡{bH$ h¡ ~pëH$ n`m©daU Ho$ {dH$mg {H$`m OmZm Mm{hE {Oggo {H$ àmH¥${VH$ n`m©daU H$mo A{YH$ ZOXrH$ h¡ `m BZHo$ {dH$mg H$mo g_PZo H$m _m¡{bH$ d g§a{jV aIm Om gHo$& _hËdnyU© AmYma ^r h¡ AmO Amdí`H$Vm BZHo$ _m¡{bH$ ê$n Ho$

158 [agM© [aBÝ\$mog©_|Q>> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 ì`dgm{`H$aU d àmoËgm{hV H$aZo H$s h¡& {Oggo Am{W©H$ òm|Vmo 1. gm§ñH¥${VH$ g§ajU Ed_² nmofU `moOZmE±:- H$mo {dH${gV H$a, BZH$m {dH$mg {H$`m Om gHo$& {^{Îm {MÌ, (H$) Jdar Z¥Ë` nwZê$ËWmZ ghm`Vm & ì`pŠV {MÌ, bH$‹S>r d nËWa na ZŠH$mer Am{X Am{Xdmgr H$bm (I) gm§ñH¥${VH$ ^«_U Am`moOZ H$m`©H«$_& H$s _hËdnyU© {dÚmE± h¡& (J) à_wI _obmo _o§ gm§ñH¥${VH$ àXe©Z& g§gmYZ XmohZ d Am{Xdmgr {dH$mg 2. Am¡fYr` nmXn H¥${f, g§J«hU, àgñH$aU d à{ejU AmO Amdí`H$Vm Am{Xdmgr {dñWmnZ H$s H$s_V na {H$E Om `moOZmE±& aho {dH$mg H$s Zr{V go nrN>o hQ>Zo H$s h¡& g§gmYZ XmohZ, {dH$mg Ho$ {bE Amdí`H$ h¡& bo{H$Z Amdí`H$Vm OZOmVr` g_wXm` Ho$ 3. dZ {d^mJr` `moOZmE±- gVV² amoOJma H$m`©H«$_, dZ A{Ydmg d n`m©daU H$mo õmg nhw±MmE {~Zm {Z`mo{OV {dH$mg {H$`o _m{bH$ `moOZm, dZ-{dñVma H$m`©H«$_& OmZo H$s h¡& Am{Xdmgr g_wXm` H$s gaH$mar {dH$mg `moOZmAm| 4. Ob g§ajU H$m`©H«$_& d H$m`©H«$_m| _| ^mJrXmar H$mo gw{ZpíMV {H$`m OmZm Mm{hE& O~ 5. goar H$ëMa, _eê$_ d _Yw_ŠIr nmbZ& VH$ BZ_| `o ^mdZmE° n¡Xm Zht hm|Jr {H$ {dH$mg `moOZmE± CZHo$ 6. OZOm{V n`©Q>Z joÌ {dH$mg& H$ë`mU Ho$ {bE h¢, V~ VH$ do BZ `moOZmAm| H$m nyam bm^ CR>mZo go d§{MV hr ah|Jo& dZdmgr ~mhþë` joÌ H$s {dH$mg `moOZmAm| OZOm{V {dH$mg H$s g¡H$‹S>m| `moOZmAm| Ho$ ~mdOyX g_w{MV hoVw Amd§{Q>V am{e VWm AÝ` gmYZ g«moV H$m nyU© nmaX{e©Vm Ho$ {dH$mg hoVw à^mdr H$m`©dmhr A^r eof h¡& CZH$s AmYma^yV gmW BVZm ì`mnH$ àMma-àgma {H$`m OmE {H$ ^«ï> Zm¡H$aemhr godmAm| Ho$ gmW-2 gm_m{OH$ ~Xbmd Ho$ {bE {ejm Am¡a AWdm {H$gr AÝ` EO|gr Ûmam CZHo$ Xþén`moJ H$s ^ZH$ bJVo gmjaVm H$m ì`mnH$ àMma-àgma hmoZm {ZVmÝV Amdí`H$ h¡& H¥${f hr joÌ H$m dZdmgr g_wXm` VËH$mb Cg na AHw§$e bJmZo hoVw H$m AmYw{ZH$sH$aU d dZr` CËnmXmo Ho$ àg§ñH$aU VH$ZrH$m| H$m g_W© hmo gHo$& BgHo$ {bE Am{Xdm{g`m| H$s naånamJV n§Mm`Vm| àgma Am{Xdmgr joÌm| _o §{H$`m OmZm Mm{hE& AmO Amdí`H$Vm H$mo ^r A{YH$ geŠV {H$`m OmZm Mm{hE& {Oggo Z Ho$db BZHo$ OZOm{V {dH$mg `moOZmAm| d H$m`©H«$_m| H$m {díbofU H$a gwYma Amngr {ddmXmo ~pëH$ eof g_mO d gaH$mar {ddmXm| H$m ñWm`r H$aZo H$s h¡& ñVa na hr {ZnQ>mam {H$`m Om gHo$ O¡go- amOñWmZ Ho$ X{jU _| pñWV Am{Xdmgr ~hþb {Obo Sy§>Janwa _| ahZo dmbo Am{Xdm{g`m| _| g§X^© J«ÝW gyMr AmO ^r Ý`m` H$s ""^m§OJ{S>`m àWm'' {dX²`_mZ h¡& 1. CÛV bdm{Z`m, E_.E_. Ed_² O¡Z, e{e Ho$., ^maV _| OZOmVr` {dH$mg d OZg§Mma OZOm{V`m| H$m g_mO emñÌ, O`nwa [agM© npãbHo$eÝg, O`nwa, n¥.g§. 1-2 O_©Z g_mO emñÌr -OwJ¡Z ho~a_mg Zo AnZr nwñVH$ :: ñQ´>ŠMab Q´>m§g\$moa_oeZ Am°\$ X npãbH$ ñ\o$`a'' H$hm h¡ {H$ 2. _rZm, S>m°. _ZmoO Hw$_ma, (g§`wŠV {deofm§H$ df© 2007-2009) dV©_mZ _| `h g_mO CVZm hr {dH${gV Ed_² geŠV h¡ {Og AZwgy{MV OZOm{V`m±: g_ñ`mE±, CnbpãY`m± Ed_² gwPmd, g_mO H$s gyMZm àm¡Úmo{JH$s g¥X¥‹T> Ed_² {dH${gV h¡& ""Q´>mB~'' _m{UŠ` bmb d_m© Am{X_ Om{V emoY Ed_² à{ejU g§ñWmZ,CX`nwa, IÊS> 39-41, n¥.g§. 98-100 kmZ H$m {Z_m©U g_mO Ûmam hmoVm h¡& Am¡a Bgr{bE OZOmVr` g_mO H$s Xem H$m {díbofU kmZ Ho$ _mÜ`_ go hr hmoZm 3. amï´>r` n[adma ñdmñÏ` gdo©jU, ^maV Ed_² amOñWmZ, 1998-99 Mm{hE& h_| EH$ Eogo g_mO H$m {Z_m©U H$aZm h¡ Omo ñdV§Ì Am¡a 4. Cn`w©ŠV A{^ì`pŠV naH$ hmo VWm Ohm° ì`pŠV H$m gåàofU nyU© VWm 5. _rZm, S>m°. _ZmoO Hw$_ma, nydm}ŠV n¥.g§. 98-110 ~ÝYZm| go _wŠV hmo& 6. nwamo{hV, S>m°. àXrn, (g§`wŠV {deofm§H$ df© 2007-2009) : AV: Am{Xdm{g`m| H$m g_J« d g_mdoer {dH$mg Amdí`H$ h¡& Ob g§ajU _| OZOm{V`m| H$m `moJXmZ, ""Q´>mB~'' _m{UŠ` gaH$mar Ûmam ^r OZOm{V`m| Ho$ H$ë`mU Ho$ {bE `moOZmE± Mb bmb d_m© Am{X_ Om{V emoY Ed_² à{ejU g§ñWmZ, CX`nwa, ^r ahr h¢& IÊS> - 39-41, n¥.g§. 145-157

[agM© [aBÝ\$mog©_|Q> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 159 d¥ÕmdñWm EH$ g_m`moOZ (EH$ AÜ``Z) S>m°. arZm MVwd}Xr _Zmo{dkmZ {d^mJ _hmË_m Á`mo{V amd \y$bo {díd{dÚmb`, O`nwa (amO.)

emoY gmam§e d¥ÕmdñWm dh Am`w h¡, {Og_| ì`{º$ _| AZoH$ emar[aH$, _mZ{gH$ Ed§ _Zmod¡km{ZH$ n[adV©Z Vrd«Vm go hmoVo h¢ Am¡a BZ n[adV©Zm| Ho$ gmW Cgo g_m`moOZ H$aZm hmoVm h¡& OrdZ Ho$ àmapå^H$ dfm] _| hmoZo dmbo n[adV©Z {dH$mgmË_H$ hmoVo h¡§, O~{H$ OrdZ Ho$ A§{V_ dfm} _| hmoZo dmbo n[adV©Z O{Q>b hmoVo h¡§, Omo à{VJ_Z (Regreasien) àX{e©V H$aVo h¡§& AÜ``Z H$m CÔoí` d¥ÕmdñWm _| {d{^ÝZ g_m`moOZ H$m {díbofU H$aZm h¡, {OgHo$ {bE nwéf d _{hbmAm| H$s Am`w bJ^J 60-70 Ho$ _Ü` go OmZH$mar EH$Ì H$s J`r& Omogo\$ H¡$åndob Zo d¥Õ ì`{º$ Ho$ gå_mZ _| {bIm h¡ -“As a white candle, in a holy place, So is the beauty of an aged face.” g§Ho$Vmja … d¥ÕmdñWm, g_m`moOZ, g_ñ`m`| d¥ÕmdñWm AWdm "OaU' OrdZ H$s ApÝV_ AdñWm H$hr OmVr d¥ÕmdñWm H$s _w»` g_ñ`mE± h¡& _Zmod¡kmZH$m| Zo d¥ÕmdñWm 60 - 70 go àmaå^ hmoH$a _¥Ë`wn`ªV emar[aH$ j{V d ñdmñÏ` - Am`w d¥{Õ Ho$ gmW gmW AZoH$ _mZr OmVr h¡& A_o[aH$m _o§ Hw$N> {dH$mgmË_H$ _Zm¡d¡km{ZH$m| Zo emar[aH$ n[adV©Z K{Q>V hmoVo ahVo h¡§& ì`{º$ Ho$ eara _| Pw{a©`m d¥ÕmdñWm H$m àgma 120 df© VH$ _mZ {b`m h¡& Bg AdñWm n‹S> OmVr h¡§, Moham {gHw$‹S> OmVm h¡, Xm±V {Ja OmVo h§¡, ~mb g\o$X _| ì`{º$ _| AZoH$ emar[aH$, _mZ{gH$ d _Zm¡d¡km{ZH$ n[adV©Z hmo OmVo h§¡& _m§gno{e`m| _| VZmd, XoIZo gwZZo H$s j_Vm _| H$_r, ~hþV Vrd«Vm go hmoVo h¡§, H$moB© ^r ì`{º$ pñWa Zht h¡, Cg_| {ZaÝVa AZoH$ àH$ma Ho$ XX©, Cƒ aº$Mmn, J{R>`m, _Yw_oh, H$mo{eH$m n[adV©Z hmoVm ahVm h¡& OrdZ Ho$ àmapå^H$ dfm} _| hmoZo dmbo d¥{Õ, Hw$nmofU, {ZpîH«$`Vm, A{V^moOZ, XmofnyU© ^moOZ, n[adV©Z {dH$mgmË_H$ hmoVo h¡§, O~{H$ OrdZ Ho$ A§{V_ dfm} _| Ambñ`, MmoQ>, _mZ{gH$ VZmd, A§V:ñÌmdr J«§{W`m| H$s {dH¥${V, hmoZo dmbo n[adV©Z O{Q>b hmoVo h¡§, Omo à{VJ_Z (Regreasien) J_u gXu H$m à^md, H§$Yo d H$_a PwH$ OmVr h¡& hmW n¡amo _| àX{e©V H$aVo h¡§& gm_mÝ`V: AZoH$ d¥ÕOZ AZw^dr, g{hîUw, bMH$ Zht ahVr {Oggo Mmb Yr_r n‹S> OmVr h¡& hmW-n¡a H$m±nZo {ddoH$erb, CXma Am¡a Y¡`©dmZ hmoVo h¡§& Hw$N> Vmo CËgmh go ^ao bJVo h¡§, h{È>`m± g»V hmo OmVr h¡& {Oggo CZHo$ Qy>Q>Zo H$m S>a ~Zm gr{_V emar[aH$ j_Vm Ho$ ~mdOyX A^yVnyd© _mZ{gH$ X¥‹Tµ>Vm, ahVm h¡& ghZerbVm H$_ hmo OmVr h¡& ~m¡{ÕH$ e{º$ d ñ_aU g¥OZmË_H$Vm, H$m¡eb BÀN>me{º$ H$m àXe©Z H$aVo h¡§& d¥ÕmdñWm e{º$ H$_ hmo OmVr h¡& d¥ÕmdñWm _| {d{^ÝZ àH$ma Ho$ amoJ bJ _| hmoZo dmbo emar[aH$, _mZ{gH$, gm_m{OH$ VWm Am{W©H$ OmVo h¡§, {Oggo CZH$m ñdmñÏ` {JaVm OmVm h¡& d¥ÕmdñWm _| g_ñ`mAm| H$mo ZH$mam Zht Om gH$Vm& •m§g H$m H$maU H$moB© ì`m{Y H$ãO, nmMZ gå~ÝYr amoJ, öX` amoJ, Omo‹S>m| H$m XX©, H¡§$ga Am{X Z hmoH$a d¥ÕmdñWm H$s à{H«$`m hmoVr h¡& õmg _| ì`{º$JV {^ÝZVm H$m ^` ~Zm ahVm h¡& nmB© OmVr h¡& à_wI H$maU A{^àoaUm (Motivation) H$s H$_r _mZ{gH$ `mo½`VmAm| _| H$_r - d¥ÕmdñWm VH$ ì`{º$ H$s H$mo _mZm OmVm h¡& Bg AdñWm _| emar[aH$ õmg _mZ{gH$ go _mZ{gH$ j_Vm _| H$_r AmZo bJVr h¡& qMVZ, _ZZ A{YH$ nhbo hmoVm h¡& O~ ì`{º$ _| d¥ÕmdñWm Ho$ bjU {XImB© XoZm Zht H$a gH$Vo h¡§& ^ybZo H$s AmXV n‹S> OmVr h¡& {Oggo dh àmaå^ hmo OmVo h¡§ d _mZ{gH$ ê$n go ñd`§ hr {ZpîH«$` hmo OmVo h¡§ H$moB© Z`m H$m_ `m ZB© ~mV A{YH$ bå~o g_` VH$ `mX Zht aI Am¡a CZHo$ ì`dhma _| {e{WbVm Am OmVr h¡& nmVm& AZoH$ _mZ{gH$ amoJ ^r hmo OmVo h¡§& {OgH$m {XZM`m© na

160 [agM© [aBÝ\$mog©_|Q>> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 AË`{YH$ à^md n‹S>Vm h¡& Zm_ `mX Zht aI nmVo g¥OZmË_H$, A{YH$ hmo OmVr h¡& gm_m{OH$ H$m`m} _| ê${M H$_ hmo OmVr h¡ VH©$, eãX ^ÊS>ma, {gZmBH$ {S>_opÝe`m (`mXXmñV _| H$_r) Am¡a gm_m{OH$ OrdZ n[adma VH$ gr{_V ahVm h¡& AëOmB_a Zm_H$ amoJ hmo OmVo h¡§& nm[adm[aH$ gå~ÝYm| H$s g_ñ`m - nmíMmË` Xoem| _| A{YH$m§e gm_m{OH$ g_ñ`mE± - d¥ÕmdñWm _| EH$ à_wI g_ñ`m d¥Õm| Ho$ d¥Õ AnZo n[adma na Am{lV Z ahH$a godm{Zd¥{Îm Ho$ ~mX no§eZ gm_Zo gm_m{OH$ n[adoe go gå~pÝYV hmoVr h¡& `h gm_m{OH$ Ho$ _mÜ`_ go AnZr Or{dH$m MbmZm MmhVo h¡§& bo{H$Z ^maVr` n[adoe n[adma Ho$ gXñ`m|, Amgn‹S>mog Ho$ ì`{º$`m|, ì`dgm` g§ñH¥${V _| _mVm-{nVm AnZo ~ƒm| Ho$ gmW ahZm A{YH$ ng§X Ho$ gm{W`m|, {_Ì_ÊS>br, ZmVo [aíVoXmam| go {_bH$a ~ZVm h¡& H$aVo h¡§& Mmh| CZHo$ ~ƒo CÝh| H$ï> Š`y± Z X|& Hw$N> g_` nhbo nm[adm[aH$ g_ñ`mAm| H$m d¥Õm| H$mo g~go Á`mXm gm_Zm H$aZm ^maVr` g§ñH¥${V _| g§`wº$ n[admam| _| d¥Õ bmoJm| H$s _hËdnyU© n‹S>Vm h¡, O¡go gÝVmZ go gå~ÝY, ~ƒm| na Am{lVVm, OrdZ ^y{_H$m Wr, naÝVw dV©_mZ _| n[adma g§`wº$ go EH$b H$s Amoa gmWr H$s _¥Ë`w, ZmVr nmoVm| go gå~ÝY, {ddmh Z H$aZm& AÜ``Z AJ«ga hmo aho h¡§& n{V/ npËZ H$s nhbo `m ~mX _| _¥Ë`w go ^r go kmV hmoVm h¡, {H$ nwéf pñÌ`m| H$s VwbZm _| A{YH$ g_m`mo{OV d¥Õm| H$mo g_m`moOZ H$aZm hmoVm h¡& nwéfm| H$s VwbZm _| pñÌ`m| H$mo h¢& g§doJ d ñdmñÏ` Ho$ à{V _{hbmE| A{YH$ OmJê$H$ Zht h¡§& J¥h Bg g§X^© _| A{YH$ H${R>ZmB© hmoVr h¡& Am` Ho$ gmW gmW AHo$bo ahZo _| ^r CÝh| H${R>ZmB© H$m gm_Zm H$aZm n‹S>Vm h¡& àmMrZ _| A{YH$ g_m`mo{OV h¡§& Am{W©H$ ê$n go ^r ~hþV ñdV§Ì Zht g_` _| `h YmaUm Wr {H$ d¥Õ bmoJm| go pñWaVm AmVr h¡, naÝVw h¢& d¥Õ AnZr naånamAm| H$mo Zht N>mo‹S>Vo, {Oggo dmo H$moB© ^r dV©_mZ _| ì`dgm{`H$ J{VerbVm, nmíMmË` à^md, _mVm {nVm n[adV©Z erK« ñdrH$ma Zht H$a nmVo& dV©_mZ _| ^maVr` g§ñH¥${V Ho$ à{V gå_mZ _| H$_r go g§`wº$ n[adma àWm Xÿa hmo ahr h¡& na nmíMmË` g§ñH¥${V H$m à^md ~hþV VoOr go n‹S> ahm h¡, {Oggo n[adma {~IaZo bJo h¡§& {Oggo d¥Õ ì`{º$ XmXm XmXr ZmZm ZmZr n[aUm_ñdê$n _mVm-{nVm Ho$ à{V AmXa^md _| H$_r Am ahr h¡ H$s ^y{_H$m C{MV àH$ma go {Z^m Zht nm aho h¡§& Am¡a d¥Õm| H$s pñW{V Iam~ hmo ahr h¡, d¥Õ bmoJm| H$mo ì`W© Am¡a ì`mdgm{`H$ g_ñ`mE± - d¥ÕmdñWm _| ì`dgm{`H$ g_ñ`m ^r gm_m{OH$ ^ma g_PVo h¡§ Am¡a CZHo$ à{V d¡gm hr ì`dhma {H$`m EH$ _hËdnyU© g_ñ`m h¡, Am`w _| d¥{Õ Ho$ gmW gmW ì`{º$ Ho$ OmVm h¡& H$m`© H$aZo H$s j_Vm _| H$_r Am OmVr h¡& ì`{º$ àË`oH$ H$m`© g§doXZerbVm _| H$_r - O¡go O¡go C_« ~‹T>Zo bJVr h¡& _| ì`{º$ H$mo g{H«$` ahZm n‹S>Vm h¡ Am¡a d¥Õ ì`{º$ `wdm bmoJm| Ho$ g§doXZerbVm H$_ hmoZo bJVr h¡& A{YH$m§e d¥Õ Xÿa X¥{ï> amoJ go gmW à{VñnYm© Zht H$a gH$Vo& J{V gå~ÝYr H$m`m} _| d¥Õ ì`{º$ nr{‹S>V hmo OmVo h¡§, a§Jm| H$s nhMmZ H$aZo _| H${R>ZmB© AZw^d hmoZo H$mo H${R>ZmB`m| H$m gm_Zm H$aZm n‹S>Vm h¡& J{V`m| H$m gå~ÝY bJVr h¡& gy§KZo H$s e{º$ Ed§ ñdmX J«pÝW e{º$ na ^r à^md nhbo O¡gm Zht ahVm, hmW go MrOo {Ja OmVr h¡, do b‹S>I‹S>m n‹S>Vm h¡& Bg{bE d¥Õ bmoJ AHo$bo ahZm ngÝX H$aVo h¡§& CZ_| OmVo h¡§, Z`o H$m¡eb grIZo _| H${R>ZmB© H$m AZw^d H$aVo h¡§& AYraVm Am OmVr h¡& do EH$mJ«{MÎm Zht hmo nmVo h¡§& b¡§{JH$ g_ñ`mE± - d¥ÕmdñWm _| b¡§{JH$ ì`dhma ^r EH$ à_wI JË`mË_H$ j_VmAm| _| H$_r - d¥ÕmdñWm _| ì`{º$ H$s JË`mË_H$ g_ñ`m h¡& gm_mÝ`Vm Bg AdñWm _| H$m_ gå~ÝYr ê${M nhbo j_Vm _| H$_r hmo OmVr h¡& ì`{º$ Ho$ MbZo H$s e{º$ EH$ ~ƒo H$s Anojm H$_ Vmo hmo OmVr h¡, naÝVw BVZr ^r Zht {H$ O¡gr Ho$ g_mZ hmo OmVr h¡& Am`w ~‹T>Zo Ho$ gmW gmW J{V gå~ÝYr bmoJm| Zo YmaUm ~Zm aIr h¡& gm_m{OH$ à{V~ÝY ñÌr nwéf _| AZw{H«$`mAm| _| Yr_mnZ Am OmVm h¡ Am¡a CgHo$ hmW go dñVwE| `h ^mdZm n¡Xm H$aVm h¡, {H$ H$m_ gå~ÝYr ~mVm| _| ê${M aIZm {Ja OmVr h¡§& `hr H$maU h¡, {H$ CÝh| H$m_ H$aZo _| A{YH$ g_` JbV h¡, `o `wdH$ `wd{V`m| VH$ gr{_V ahZm Mm{hE& Omo JbV bJVm h¡& YmaUm h¡& é{M`m| H$m õmg - C_« ~‹T>Zo Ho$ gmW gmW é{M`m| H$m ^r õmg hmoZo Bg àH$ma `h ñnï> h¡, {H$ d¥ÕmdñWm _| AZoH$ g_ñ`mE| hmoVr bJVm h¡, naÝVw Hw$N> bmoJ Bg AdñWm _| Ho$db CÝht ê${M`m| H$m h¡& ì`{º$ H$mo BZ g_ñ`mAm| go g_m`moOZ _| H${R>ZmB© hmoVr h¡, Š`m|{H$ emar[aH$ Ed§ _mZ{gH$ e{º$`m| H$m õmg hmo OmVm h¡& `h M`Z H$aVo h¡§, {Oggo CÝh| g§Vw{ï> {_bVr h¡ `m {OgHo$ _mÜ`_ H$hm OmVm h¡, {H$ d¥ÕmdñWm ñd`§ EH$ g_ñ`m h¡& 70 Ho$ ~mX go g_mO Ho$ gånH©$ _| AmVo h¡& Bg AdñWm _| ì`{º$ H$s g~go ì`{º$ AeŠV hmo OmVm h¡& d¥ÕmdñWm _| Hw$nmofU _Zmod¡km{ZH$ A{YH$ é{M ñd`§ Ho$ ñdmñÏ` Ho$ à{V hmoVr h¡, CÝh| N>moQ>m gm amoJ H$maUm| go hmoVm h¡& ì`{º$ AnZo H$mo Adm§{N>V _hgyg H$aZo bJVm hmoZo na `m Wmo‹S>r go nr‹S>m hmoZo na Cgo ~‹T>mM‹T>m H$a àñVwV H$aVo h¡& AdgmX go {Ka OmVm h¡& `h Amdí`H$ h¡, {H$ d¥Õm| H$mo {H$gr h¡§& CZH$s é{M eara H$s ~ZmdQ> `m H$n‹S>mo H$s Anojm YZ _| ì`dgm` go Omo‹S>o aIZm Mm{hE Ohm± CZHo$ AZw^dm| H$m n`m©á

[agM© [aBÝ\$mog©_|Q> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 161 Cn`moJ hmo& joÌ {deof _| {deofk Ho$ ê$n _| CZH$s {Z`w{º$ H$a|, \«$m`S> Zo _mZ {b`m Wm {H$ nMmg Ho$ ~mX H$s AdñWm _| ì`{º$ CÝh| ~oamoOJma Zht ahZo X|& `o CÝh| OrZo Ho$ {bE A{^ào[aV H$aoJm g§aMZm _| BVZr X¥T>Vm Am OmVr h¡, {H$ Cg_| n[adV©Z `m Am¡a CËgmh ~Zm`o aIoJm& AmYw{ZH$sH$aU gå^d Zht h¡, {H$ÝVw nam_e© d _Zmo{M{H$Ëgm go CZHo$ AÝXa hrZVm, VZmd, AHo$bmnZ, ~oH$ma Ho$ ^mdm| H$mo Z AZoH$ à`mgm| H$m {dH$mg {H$`m J`m h¡& nZnZo X|& AnZo g_` H$m gXþn`moJ H$a|, g_mO godm H$a|, XrK©H$mbrZ ñdmñÏ` g_ñ`mAm| Ho$ {bE {dfmX Ho$ {bE g§kmË_H$ Amgnmg Ho$ Jar~ ~ƒm| H$mo AnZm kmZ ~m§Q>o& AnZr ê${M ì`dhma {M{H$Ëgm H$m Cn`moJ {H$`m Om gH$Vm h¡ Am¡a d¥Õ bmoJm| Ho$ H$m_m| _| g_` H$m gXþn`moJ H$a|& n[adma _| gwIX gå~ÝY H$mo AmË_{Z^©a, Z`r XjVm`| grIZo Ho$ {bE CËgm{hV {H$`m ~Zm`o aI|& AnZo AmnH$mo g_` AZwgma Wmo‹S>m n[adV©Z H$aZo H$s OmVm h¡& ZH$mamË_H$ `m XþIX J{V{d{Y`m| H$s nhMmZ H$s h¡& H$mo{ee H$a|& AnZr A{^d¥{Îm`m| _| n[adV©Z go g_m`moOZ _| gwIX J{V{d{Y`m| _| d¥{Õ H$s OmVr h¡& {hëS>a ~«mÝS> Zo nmnm H${R>ZmB© Zht Am`oJr& gm_m{OH$ gånH©$ ~Zm`o aI|& {H$ AnZr g_ñ`mAm| H$mo XrK©H$mbrZ n[aàoú` _| XoIVm h¡& Q>oar _oqZJ H$m _V h¡ {H$ d¥ÕmdñWm _| Cn`wº$ g_m`moOZ Ho$ {bE (1997) Zo _Zmo{M{H$ËgH$m| Ed§ ghm`H$ H${_©`m| Ho$ {bE gwPmd Amdí`H$ h¡, {H$ ~më`mdñWm _| hr CÝh| `WmW© H$m gm_Zm H$aZm {X`m {H$ CÝh| ñd`§ AnZo Ed§ _mVm-{nVm H$s AZw^y{V`m| H$mo grIZm Mm{hE& ghr {ZU©` boZm, Y¡`© ~Zm`o aIZm, AmË_{Z^©a Ü`mZ _| aIZm Mm{hE& n[adma {M{H$Ëgm, dmñV{dH$ CÝ_wIrH$aU ~ZZm gm_m{OH$ gå~ÝY ~ZmZm, n[adma _| ào_ ~Zm`o aIZm, g§ñH¥${V Ed§ OrdZ _yë`m§H$Z à{d{Y H$m à`moJ H$aHo$ CZHo$ OrdZ gm§do{JH$ ê$n go n[anŠd ~ZmZm Mm{hE& AnZo ~mao _| gH$mamË_H$ H$mo CËV_ ~Zm`m Om gH$Vm h¡& d¥Õm| Omo ñ_¥{V bmon go nr{‹S>V gmoM aI|, ImZnmZ na Ü`mZ aI|, Zd`wdH$m| H$s ha g_` H$_r Z hmoVo h¡§ CÝh| ~MnZ `m Amapå^H$ OrdZ H$s ñ_¥{V`m± AnojmH¥$V {ZH$mb| daZ² AnZo AZw^dm| go AdJV H$amVo hþE CZH$s ê${M`m|, ~ohVa g§a{jV hmoVo h¡§, CÝh| hr AmYma ~ZmH$a CZHo$ AmË_ BÀN>mAm| H$mo gå_mZ X|, Vmo g_m`moOZ AmgmZ hmoJm& gå~pÝY`m| {dídmg A{O©V H$aHo$ dV©_mZ OrdZ d {_Ìm| go gånH©$ ~Zm`o aI| {Oggo OrdZ _| ñ\y${V© ~Zr ahVr g§X^© J«ÝW gyMr h¡& Šb~, Jmoð>r, gËg§J, Ym{_©H$ g^mE±, nm[adm[aH$ JmopîR>`m| _| 1. bmb, S>m°. Oo.EZ. Ed§ lrdmñVd, AZrVm, AmYw{ZH$ CËgmh go gå_{bV hm|, Vmo OrdZ _| CËgmh ~Zm ahVm h¡& AnZo {dH$mgmË_H$ AdYmaUm, àW_ g§ñH$aU, {dZmoX nwñVH$ _§{Xa, ñdmñÏ`, AnZo l¥§Jma na Ü`mZ XoZm Mm{hE, nwamZr ~mVm| H$mo AmJam XmohamZm Zht Mm{hE& `wdmAm| H$mo AmnH$s Oê$aV Am¡a AmnHo$ 2. lrdmñVd, S>m°. S>r.EZ. Ed§ d_m©, àr{V, ~mb _Zmo{dkmZ ~mb AZw^dm| H$s ~hþV Amdí`H$Vm h¡, `h Ü`mZ _| aIZm Mm{hE& {dH$mg, ½`mahdm§ g§ñH$aU, {dZmoX nwñVH$ _§{Xa, AmJam, am°dQ>© ~«mS>qZJ Zo d¥ÕmdñWm H$m _hËd ~Zm`m h¡ - 1996 “Grow old Along with me 3. RŠH$a, Am{e`m AhþÝX, EOoñQ>_oÝQ> àm°ãb_ Am°\$ [aQ>m`S>© d{Hª$J The best is yet to be the last of EÊS> Zm°Z-d{Hª$J dy_oZ Am°Z ê$ab EÊS> Aa~Z ~¡H$J«mCÊS>, BÝQ>aZoeZb OZ©b Am°\$ H$aÝQ> [agM© 5(2), 2013, 388- 394 life{ZîH$f© for which the first was made” 4. H$mQ>rdmb, {Z{Y Ed§ à^mH$a ^maVr, {\${OH$b ZrS²>g EÊS> AÜ``Z Ho$ AmYma na H$hm Om gH$Vm h¡, nwéf pñÌ`m| H$s ES>OoñQ>_oÝQ> _oS> ~mB© {X EbS>bu, OZ©b Am°\$ H$m°_g©, gmB§g VwbZm _| H$B© joÌm| _| A{YH$ g_m`mo{OV h¡§& J¥h joÌ, d¡dm{hH$ 3(2), 2009, 115-121 _| _{hbmAm| H$m g_m`moOZ A{YH$ OmVm h¡& C_« ~T>Zo Ho$ gmW 5. XmgJwám, {~îUw{à`m Ed§ _ëhmoÌm, [eënr, ES>OoñQ>_oÝQ> ŠdmQ>mÝQ> gmW Am{W©H$ joÌ _| A{YH$ g_m`mo{OV hmoVo h¡§& C_« ~‹T>Zo Ho$ Am°\$ {X EbS>a, E H$ånoao{Q>d ñQ>S>rO Am°\$ EbS>bu aoOrqS>J gmW gmW _{hbmAm| na Á`mXm à^md XoIm J`m& gå^dVm BZ hmCg {d{OqQ>J S>o Abu EÊS> aoOr{S>J BZ AmoëS> EO hmo_, gm_m{OH$ n[adoe {Og_| ^maV _| _{hbmE| Am{W©H$ ê$n go ~hþV X BÝQ>aZoeZb OZ©b Am°\$ BÝQ>a{S>ñßboZar gmoeb gmBªg, ñdV§Ì Zht h¡§ Amoa AnZo ñdmñÏ` Ho$ à{V ^r OmJê$H$ Zht h¡, 3(10), 2012 45-115 O~{H$ nwéf BZ XmoZm| joÌm| _| A{YH$ gOJ h¡§& d¥ÕmdñWm _| 6. ^mJ©d, S>m°. _hoe Ed§ AJ«dmb, Aê$Um, _mZd {dH$mg H$m n[adma Ho$ bmoJm| Ho$ ~rM ahZm MmhVo h¡§& _Zmo{dkmZ àW_ g§ñH$aU ha àgmX ^mJ©d, AmJam, 1991

162 [agM© [aBÝ\$mog©_|Q>> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 ^maV _o§ _{hbmAmo§ Ho$ A{YH$ma S>m°. AemoH$ Hw$_ma N>m{N>`m ì`m»`mVm, amOZr{V {dkmZ Eg.EZ.Ho$.nr. amOH$s` _hm{dÚmb`, Zr_H$mWmZm, grH$a (amO.)

emoY gmam§e _mZdm{YH$mam| {deofH$a _{hbmAm| Ho$ A{YH$mam| H$s àm{á Ho$ joÌ _| ^maV _| ^r b§~o g§Kf© H$s H$hmZr h¡& g{X`m| go ^maV _| gVr àWm, nXm©-XhoO àWm©, A{YH$ma {dhrZVm, ê${‹T>dm{XVm g_mO H$m A§J Wr& qH$Vw AmOmXr go nhbo go hr npíM_r {ejm Ho$ AmJ_Z go g§ñH¥${V`m| _| Q>H$amd hþAm& \$bñdê$n _{hbm Ho$ A{YH$mam| H$s Am¡a H$m`© {H$`m J`m& bmoJ naånaJV T>m§Mo go ~mha {ZH$bH$a gmoMZo bJo Am¡a _{hbm {ejm H$mo ~T>mdm {_bm& ñdV§ÌVm Ho$ ~mX _{hbmAm| Ho$ {dê$Õ qhgm Ho$ _wÔm| na {dMma {H$`m J`m d ^maV _| amï´>r` ñVa na _mZdm{YH$mam| H$mo bmJy H$aZo Ho$ {bE 1950 _| g§d¡Ym{ZH$ Cnm` {H$`o J`o& g§{dYmZ Ho$ 73d| g§emoYZ Ho$ _mÜ`_ go n§Mm`Vr amO g§ñWmAm| _| _{hbmAm| Ho$ 1/3 ñWmZ Ama{jV {H$`o J`o Ed§ 74d| g§{dYmZ g§emoYZ Ûmam ^r 1/3 grQ>| ZJar` {ZH$m`m| _| _{hbmAm| Ho$ {bE Ama{jV H$s JBª& g¡Ý` godmAm| _| ñWm`r H$_reZ {X`m J`m& Kaoby H$m_Jmam| Ho$ {bE H$mZyZ ~Zm`o J`o ^aU nmofU A{YH$ma, {hÝXÿ CÎmam{YH$ma A{Y{Z`_ 1956, Kaoby qhgm go _{hbmAm| H$m ga§jU A{Y{Z`_, H$m`©ñWb na _{hbmAm| H$m `m¡Z emofU amoH$Zo hoVw {dYo`H$, H$Ý`m ^y«U hË`m amoH$Zo gå~pÝYV àmdYmZ VWm _{hbmAm| Ho$ {d{YH$ A{YH$mam| Ûmam CÝho| gwajm àXmZ H$s JB©& amï´>r` Ed§ amÁ` ñVa na _{hbm Am`moJ J{R>V {H$`o J`o {\$a ^r AmO g_mO _| _{hbmAm| na qhgm d AË`mMma H$s KQ>Zm ~‹T>Vr Om ahr h¡ Bg {df` na gaH$ma H$mo Jå^raVm go gmoMZm hmoJm Ed§ Oê$ar H$R>moa H$X_ CR>mZo hm|Jo& g§Ho$Vmja … g§d¡Ym{ZH$-d¡Ym{ZH$ A{YH$ma, {ZåZ àmpñW{V, A{YH$mam| H$m hZZ B{Vhmg Ho$ nÝZmo§ H$mo nbQ>Zo na kmV hmoVm h¡ {H$ _{hbmAmo§ H$s Imo JB©& {~«{Q>e emgZ go g§nyU© ^maVr` g_mO à^m{dV hþAm& g_mO _| pñW{V _o§ g_` d H$mb Ho$ AZwgma n[adV©Z hþAm h¡& nmíMmË` {ejm Ho$ à^md go à~wÕ ^maVr`m| H$m EH$ Z`m dJ© {Z:g§Xoh d¡{XH$ `wJrZ g_mO _{hbm gå_mZ d gepŠVH$aU V¡`ma hþAm {OgZo g_mO H$s Hw$ar{V`m|, A§Y{dídmgm|, AmS§>~am| H$m ñdU© `wJ Wm& Kmofm, JmJu, _¡Ìo`r, bmonm_wÐm, Anmbm d Hw$àWmAm| H$m {damoY {H$`m& `yamonr` nwZOm©JaU Ho$ à^md O¡gr {dXþfr pñÌ`mo§ H$s l¥§Ibm BgH$m à_mU h¡ {H$ Zmar H$mo go ^maVr` g_mO ANy>Vm Zht ahm& _{hbmAm| H$mo g_mO _o§ g_mO _o§ Jm¡adnyU© ñWmZ àmá Wm& ñd`§da go boH$a CnZ`Z d J[a_mnyU© ñWmZ {XbdmZo hoVw d CZH$s pñW{V _| gwYma hoVw amOm A§{V_ g§ñH$ma VH$ _{hbmAmo§ H$s gh^m{JVmAmo§ Ho$ n`m©á à_mU am__mohZ am`, B©ídaMÝÐ {dÚmgmJa, ñdm_r X`m§ZX gañdVr, àmMrZ J«§Wmo§ _o§ CnbãY h¡§& g_` Ho$ gmW CgH$s pñW{V Xmo`_ bmS©> {d{b`_ ~¡qQ>H$ Zo J§^ra à`mg {H$`o {OgHo$ n[aUm_ñdê$n XO} H$s hmoZo bJr, dh _mÌ Kaoby H$m`m}§ d {nVm, n{V VWm ~mb {ddmh O¡go _hËdnyU© _wÔm| na gm_m{OH$ d {d{YH$ ê$n go nwÌ H$s AYrZVm _o§ {g_Q>Vr Mbr JB©& _Ü`H$mb _o§ hþE ~mø ~b {X`m J`m& ñdV§ÌVm àm{á Ho$ g_` g§{dYmZ {Z_m©VmAm| Zo AmH«$_Umo§ Zo CgH$s Xem H$mo g_mO _o§ Am¡a A{YH$ X`Zr` EH$ bmoH$ H$ë`mUH$mar amÁ` H$s ñWmnZm H$m ñdßZ XoIm Omo ha ~Zm {X`m& AmH«$_UOÝ` Agwajm Ho$ Zm_ na g_mO _o§ ~mb Am±I Ho$ Am±gy nm¡§N>o& bmoH$ H$ë`mUH$mar amÁ` H$s g§H$ënZm H$mo {ddmh, gVr àWm, Om¡ha, nXm© àWm O¡gr Hw$ar{V`m± OÝ_t d gmH$ma H$aZo hoVw d _{hbmAm|, ~mbH$m|, {Z:eŠVOZm| VWm AÝ` CÎmamoÎma g_mO _| \¡$bVr J`t& _{hbm A{YH$mam|, g_mZVm H$_Omoa Ed§ emo{fV dJm} Ho$ A{YH$mam| Ho$ ga§jU hoVw _hËdnyU© d gwajm H$s ~mV Bg Agwajm d A{Zí{MVVm H$s Yw§Y _| H$ht Cn~§Y ^maVr` g§{dYmZ _| {H$`o J`o&

[agM© [aBÝ\$mog©_|Q> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 163 _{hbmAm| Ho$ Hw$N> à_wI A{YH$ma bo~b, Üd{Z `m X¥í`ê$noU Ûmam ñÌr Ho$ ê$n, eara `m CgH$s ñdV§ÌVm àm{á Ho$ níMmV² _{hbmAm| H$s AÝ`m` d emofU go AmH¥${V H$mo Eogo T>µ§J go àH$Q> H$aZm {ZfoY h¡ Omo {H$ _{hbm dJ© gwajm hoVw VWm CÝh| g_mZVm H$m XOm© àXmZ H$aZo hoVw H$B© H$mZyZ Ho$ M[aÌ H$mo H$b§{H$V H$aZo H$m Z¡{VH$Vm H$mo hm{Z nhþ§MmZo dmbm ~Zm`o J`o h¡§ d g_`-g_` na CZ_o g§emoYZ ^r {H$`m J`m h¡& Bg A{Y{Z`_ Ho$ àmdYmZm| H$m C„§KZ à_m{UV hmoZo na h¡& _{hbmAm| Ho$ {hV ga§jU H$s X¥{ï> go CÝh| àXmZ {H$`o J`o H$mamdmg Ed§ AW©XÊS> go X§{S>V {H$`m Om gH$Vm h¡& Hw$N> à_wI A{YH$ma d H$mZyZ {ZåZ{bpIV h¡§ :- {hÝXÿ CÎmam{YH$ma A{Y{Z`_ 1956- Bg A{Y{Z`_ Ho$ A§VJ©V _{hbmAm| H$mo AmajU-g§{dYmZ Ho$ 73d| g§emoYZ Ho$ _mÜ`_ AnZo _mVm-{nVm H$s g§n{V _| bS>H$m d b‹S>H$s XmoZm| H$mo g_mZ go n§Mm`Vr amO g§ñWmAm| _| _{hbmAm| Ho$ {bE 1/3 ñWmZ A{YH$ma àmßV h¡& na§Vw b‹S>H$m-b‹S>H$s H$mo {hñgm Cgr pñW{V Ama{jV h¡§ d 74d| g§{dYmZ g§emoYZ Ho$ _mÜ`_ go 1/3 gtQ>o _| {_boJm, O~ {nVm Zo AnZr dgr`V Z ~ZmB© hmo `m {\$a {nVm ZJar` {ZH$m`m| _o _{hbmAm| hoVw Ama{jV H$s JB© h¡§& {d{^ÝZ H$s g§n{V _| nwíV¡Zr Om`XmX hmo& 1 OwbmB© 2005 go ZE H$mZyZ gaH$mar Zm¡H$[a`m| _| ^r _{hbmAm| Ho$ {bE ñWmZ Ama{jV h¢& Ho$ VhV ~o{Q>`m| H$mo g§n{V _| ~oQ>mo Ho$ ~am~a hH$ àXmZ {H$`m J`m {d{^ÝZ Am`moJm| d g{_{V`m| _| ^r {Z`_mZwgma _{hbmAm| H$mo h¡& g§`wŠV n[adma H$s g§n{V _| dh AnZm hH$ _m±J gH$Vr h¡& do ñWmZ {X`m OmVm h¡& g§gX d amÁ` {dYmZg^mAm| _| _{hbmAm| g§n{Îm _| {hñgm {nVm Ho$ OrdZH$mb _| ^r _m§J gH$Vr h¡& `h H$s 1/3 grQ>| Ama{jV H$aZo Ho$ {bE g§{dYmZ g§emoYZ {dYo`H$ A{YH$ma {g\©$ {hÝXÿ pñÌ`m| H$mo hr {X`m J`m h¡& {dMmamYrZ h¡& Bg {dYo`H$ Ho$ nm[aV hmo OmZo na g§{dYmZ {ddmh Ho$ g§~§Y _| Hw$N> A{YH$ma- {ddm{hVm H$mo AnZo n{V Ho$ _| 330(H$) VWm 332(H$) Z`o AZwÀN>oX Ow‹S> OmE±Jo VWm Ka _| ahZo H$m nyU© A{YH$ma h¡ Amoa AJa Cgo Ka N>moS>Zo Ho$ _{hbmAm| H$s pñW{V {Z:g§Xoh gwYaoJr& AO}§Q>rZm, ~opëO`_, {bE ~mÜ` {H$`m Om ahm h¡ Vmo dh Ý`m`mb` H$s eaU bo gH$Vr ~«mOrb, {\$brntg VWm Zonmb _| `h H$mZyZr àmdYmZ bmJy h¡§& h¡& {H$gr {hÝXÿ {ddm{hV _{hbm H$mo ggawmb dmbo Ka go Zht g¡Ý` godm _| ñWm`r H$_reZ- {X„r hmB©H$moQ>© Ho$ EH$ \¡$gbo Ho$ {ZH$mb gH$Vo Z hr {H$am`m bo gH$Vo h¡& H$B© amÁ`m| _o {ddmh AZwgma df© 2006 go nhbo goZm _| ^Vu _{hbmAm| H$mo ñWmB© H$m n§OrH$aU Amdí`H$ H$a {X`m J`m h¡& {ddmh n§Or`Z H$amZo H$_reZ {X`m OmEJm Am¡a ^{dî` _| g¡Ý` godmAm| H$s ^Vu go _{hbmAm| H$mo d¡dm{hH$ A{YH$ma, ~r_m Šbo_, g§n{V _| {hñgm Zm¡H$[a`m| _o §_{hbmAm| Ho$ gmW njnmV Zht {H$`m OmEJm, gmW Am¡a AÝ` {d{YH$ H$m`©dm{h`m± AmgmZ hm|Jr& gdm}ƒ Ý`m`mb` hr _m¡{bH$ A{YH$mam| Ho$ VhV² nwéf Am¡a _{hbmAm| H$mo g_mZ Ûmam `h {ZU©` {X`m J`m {H$ gå_mZ d na§nam Ho$ Zm_ na Imn H$m`m} Ho$ {bE g_mZ doVZ H$s ì`dñWm h¡& n§Mm`Vm| Ûmam _§Oya VbmH$ H$mZyZZ _mÝ` Zht hmoJm& Kaoby H$m_Jmam| Ho$ {bE H$mZyZ- Bg A{Y{Z`_ Ho$ VhV Kaoby {bd BZ [aboeZ{en _| A{YH$ma- {bd BZ [aboeZ{en _| [aíVm H$m_H$mO H$aZo dmbr _{hbmAm| H$mo ^r AÝ` H$m`©aV _{hbmAm| Vmo‹S>Zo na n{V _wAmdOm ^wJVmZ H$s {Oå_oXmar go Zht ~M Ho$ g_mZ AdH$me Am¡a AÝ` A{YH$ma {XE JE h¡§ {Og_| CZHo$ gH$Vo& BZ g§~§Ymo _o OÝ_r g§VmZ H$mo _mVm-{nVm Ûmam A{O©V a{OñQ>´oeZ, Q´>oqZJ, _o{S>H$b ^Îmo _mV¥Ëd bm^, Ý`yZV_ nJma g§n{V na hH$ hmoJm, ~eV©o do XmoZm| g_mO Ho$ g_j n{V-nËZr Am{X H$m dU©Z h¡& qH$Vw OmZH$mar Ho$ A^md _| `h H$mZyZ A{YH$ H$s Vah ah aho hm|, d XmoZmo H$s C_« H$mZyZ Ho$ AZwgma {ddmh à^mdr Zht hmo nm`m h¡& `mo½` hmo& ^aU-nmofU H$m A{YH$ma- Ymam 125 Ho$ AZwgma H$moB© ^r Eogr _{hbm, {OgHo$ nmg AnZr Am` Ho$ gmYZ Zht h¡ VWm {OgH$m Kaoby qhgm go _{hbmAm| H$m ga§jU A{Y{Z`_- Bg A{Y{Z`_ n{V CgHo$ ^aU-nmofU Ho$ à{V bmnadmh h¡, AnZo n{V go IwX Ûmam _{hbm H$mo n{V VWm ggwamb dmbm| H$s H«y$aVm d qhgm go Ho$ {bE VWm AnZo N>moQ>o ~ƒm| _| go àË`oH$ Ho$ {bE 500 ê$n`o ~Mm`m Om gH$Vm h¡& H$m`©H$mar _{OñQ>´oQ> Ûmam _{hbm Ho$ n{V VH$ _m{gH$ Ho$ {hgm~ go ^aU-nmofU ^Îmm àmá H$a gH$Vr go em§{V ~ZmE aIZo H$m ~§Y nÌ `m AÀN>o ì`dhma H$m ~§YnÌ h¡& Bg àH$ma Ho$ Xmdm| H$m joÌm{YH$ma A~ n[adma Ý`m`mb` Ho$ ^adm`m Om gH$Vm h¡ Am¡a Cgo à{V^y{V Ho$ AmXoe {XE Om gH$Vo nmg h¡& h¡§, {Ogo CgHo$ JbV AmMaU H$aZo na OãV {H$`m Om gH$Vm h¡& `h A{Y{Z`_ 26 AŠQy>~a 2006 go bmJy hþAm& Bg A{Y{Z`_ _{hbmAm| H$m Aíbrb {MÌU A{Y{Z`_- `h A{Y{Z`_ gZ² Ho$ à`moOZm| Ho$ {bE Kaoby 'qhgm eãX' H$m ì`mnH$ AW© {b`m J`m 1986 _| ~Zm d BgHo$ A§VJ©V {dkmnZ, nmoñQ>a, gyMZmnÌ,

164 [agM© [aBÝ\$mog©_|Q>> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 h¡ Bg_| àË`Wu H$m H$moB© ^r Eogm H$m`©, bmon `m AmMaU Kaoby 4. `{X ~ma-~ma {Z`moŠVm Ûmam g{_{V Ho$ J{R>V H$aZo Ho$ qhgm H$hbmEJm, `{X dh ì`{WV ì`pŠV (nr{‹S>Vm) Ho$ ñdmñÏ` àmdYmZ H$m C„K§Z {H$`m OmVm h¡ Vmo Ow_m©Zo H$s am{e H$s gwajm, OrdZ, CgHo$ emar[aH$ A§Jm| `m CgHo$ H$ë`mU H$mo ~T>mB© OmEJr VWm g§JR>Z H$m bmB©g|g `m n§OrH$aU aÔ ZwH$gmZ nhþ±MmVm h¡ `m j{VJ«ñV H$aVm h¡ `m Eogm H$aZo H$m {H$`m Om gH$Vm h¡& à`mg H$aVm h¡& Bg_| ì`{WV ì`pŠV H$m emar[aH$ Xþê$n`moJ, H$Ý`m ^y«U hË`m amoH$Zo g§~§Yr àmdYmZ- nr.EZ.S>r.Q>r. (àr ZoQ>b `m¡Z Xþê$n`moJ, empãXH$ `m ^mdZmË_H$ Xþê$n`moJ Am¡a Am{W©H$ S>m`¾mopñQ>H$ Q>o{ŠZH$) EŠQ> 1994 _| àgd nyd© qbJ narjU H$mo Xþê$n`moJ em{_b h¡& _{hbmAm| H$mo Kaoby qhgm go ~MmZo Am¡a à{V~§{YV H$aZo d Xoe _| ~T> ahr H$Ý`m ^y«U hË`m H$mo amoH$Zo H$mZyZr ga§jU àXmZ H$aZo H$s {Xem _| `h EH$ à^mdr H$X_ h¡& H$m EH$ H$mZyZr àmdYmZ h¡& Bgo 20 {gVå~a 1994 H$mo Oå_y àgy{V àgw{dYm A{Y{Z`_, 1961- `h A{Y{Z`_ gaH$mar d H$í_ra H$mo N>moS>H$a nyao Xoe _| bmJy {H$`m J`m Wm& Bg A{Y{Z`_ J¡a-gaH$mar g§ñWmAm| _| H$m`©aV _{hbmAm| H$mo àgy{V go nyd© Ed§ Ho$ VhV Hw$N> eVm} Ho$ AYrZ {H$gr J^©dVr _{hbm Ho$ ^y«U Ho$ níMmV² H$B© àH$ma H$s gw{dYmE± àXmZ H$aVm h¡& _{hbm H$_©Mmar àgd nyd© qbJ narjU H$s AZw_{V àXmZ H$s JB© h¡& BZ eVm} H$mo àgdH$mb _| Hw$b 135 {XZ H$m àgy{V AdH$me {X`m OmVm Ho$ Cëb§KZ na X§S> Ho$ àmdYmZ {H$`o JE h¡§& {H$gr ì`pŠV Ûmam h¡ `{X BgHo$ níMmV ^r Amdí`H$ hmo Vmo EH$ _mh H$m gdoVZ J^©dVr _{hbm Ho$ ^y«U H$s àgd Om§M H$admZo na 3 gmb H$s AdH$me {X`m OmVm h¡& Bg AdH$me na OmZo go 6 gámh nyd© go H¡$X VWm 10 hOma ê$n`o H$m Ow_m©Zm `m XmoZm| Amamo{nV {H$`o {Z`moOH$ _{hbm go H$moB© H$R>moa H$m`© Zht H$adm`oJm& J^©nmV Ho$ Om gH$Vo h¢& nwZ: Eogr JbVr H$aZo na 5 gmb H$s gOm, 50 _m_bo _| ^r 6 gámh H$m gd¡V{ZH$ AdH$me {_boJm& _{hbm H$mo hOma ê$n`o Ow_m©Zm `m XmoZm| XÊS> bJmE Om gH$Vo h¡& {H$gr àgy{V gw{dYmE± àmá H$aZo hoVw AnZo {Z`moOH$ H$mo Zmo{Q>g {X`m a{OñQ>S©> _o{S>H$b n¡«pŠQ>íZa Ûmam Bg A{Y{Z`_ Ho$ C„K§Z na OmZm Amdí`H$ h¡& nwéf H$mo AnZr nËZr H$s àgy{V Ho$ g_` 15 amÁ` {M{H$Ëgm n[afX² Ûmam CgH$m a{OñQ>´oeZ V~ VH$ Ho$ {bE {XZ H$m {deof n¡V¥Ëd AdH$me Xo` hmoJm& dV©_mZ _| _{hbmAm| gñn|S> H$a {X`m OmEJm O~ VH$ {H$ H$moQ>© _| _m_bo g_má Z hmo H$mo 180 {XZ H$m àgy{V AdH$me {X`m OmVm h¡& OmE±& BgHo$ Abmdm n[afX² Ûmam AnZo a{OñQ>a go CgH$m Zm_ H$m`©ñWb na _{hbmAm| H$m `m¡Z emofU amoH$Zo hoVw {dYo`H$- `h nhbr ~ma C„K§Z na 5 df© Ho$ {bE VWm Xÿgar ~ma C„K§Z na {dYo`H$ {ZOr Ed§ gmd©O{ZH$ H$m`©ñWbm| na _{hbmAm| H$mo h_oem Ho$ {bE hQ>m {b`m Om`oJm& gZ² 2005 _| Bg_| g§emoYZ `m¡Z emofU go ~MmZo Ho$ {bE g§gX _| bm`m J`m& _{hbmAm| {H$`m J`m d BgHo$ VhV² nhbr ~ma J^©dVr _{hbmAm| H$mo \$m°_© H$m H$m`©ñWb na b¡{§JH$ CËnr‹S>Z _| ga§jU {dYo`H$ 2010 E\$ ^aZo, Z{gªJ hmo_ d Šbr{ZH$ Ho$ n§OrH$aU Am{X H$mo em{_b (àmoQ>oŠeZ Am°\$ AJoÝñQ> goŠgwAb hmag_|Q> EQ> dH©$ ßbog {~b) {H$`m J`m d BgH$mo Z`m Zm_ nrgrnrEZS>rQ>r EŠQ> {X`m J`m& bmoH$g^m _| 3 {gVå~a, 2012 H$mo nm[aV H$a {X`m J`m& Bg _{hbmAm| Ho$ {d{YH$ A{YH$ma- ^maV _| _{hbmAm| H$mo {ZåZ§{H$V {dYo`H$ _| H$m`m©b`m| _| H$m`©aV _{hbm J«mhH$m|, Cn^moŠVmAm|, {d{YH$ A{YH$ma àXmZ {H$`o J`o h¡§ Vm{H$ CZH$mo Ý`m` àm{á d à{ejwAm| d {Xhm‹S>r l{_H$m|H$mo ^r `m¡Z CËnr‹S>Z go gwajm àXmZ CZH$s gwajm gw{ZpíMV H$s Om gHo$ - H$aZo H$m àmdYmZ {H$`m J`m h¡& Bg A{Y{Z`_ Ho$ à_wI àmdYmZ 1. {Z:ewëH$ {d{YH$ ghm`Vm àmá H$aZo H$m A{YH$ma& AJ«{bpIV h¡§- 2. ~`mZ XO© H$admVo g_` àmBdogr H$m A{YH$ma (amBQ> Qy> 1. àñVm{dV A{Y{Z`_ Kaoby Zm¡H$amZr Ho$ ê$n _| H$m`© H$aZo àmBdogr-{H«${_Zb àmogrOa H$moS> H$s Ymam 164 Ho$ VhV)& dmbr _{hbmAm| na ^r bmJy hmoJm& 3. ~bmËH$ma AWdm XþîH$_© Ho$ _m_bm| H$s E\$.AmB©.Ama XO© 2. Bg H$mZyZ Ho$ A§VJ©V H$m`©ñWb na b¢{JH$ {Q>ßnUr `m H$aZo Ho$ {bE g_` H$mo AmYma ~ZmH$a BZH$ma Zht {H$`m {H$gr ^r Vah go emar[aH$ bm^ CR>mZo AWdm JbV VarHo$ Om gH$Vm& go Ny>Zo H$mo AnamY H$s loUr _| aIm J`m h¡& 4. _{hbmAm| H$mo a{OñQ>S©> S>mH$ AWdm B©-_ob Ûmam {bpIV 3. 10 `m Cggo A{YH$ H$_©Mm[a`m| dmbo g§JR>Z _| A§mV[aH$ {eH$m`V XO© H$admZo H$m A{YH$ma àmá h¡& {eH$m`V g{_{V ~ZmE OmZo H$m àmdYmZ h¡ AÝ`Wm 5. ~bmËH$ma O¡go _m_bm| H$s [anmoQ>© joÌ Ho$ {H$gr ^r WmZo _| {Z`moŠVm na 50 hOma ê$n`o H$m Ow_m©Zm bJm`m Om`oJm& OrZmo E\$AmB©Ama ê$qbJ Ho$ A§VJ©V {bImB© Om gH$Vr h¡&

[agM© [aBÝ\$mog©_|Q> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 165 6. _{hbmAm| H$mo nyN>VmN> Ho$ {bE WmZo _| Zht ~wbdm`m Om Am{W©H$, amOZ¡{VH$ d gm§ñH¥${VH$ nhbwAm| na {dMma {H$`m OmZm gH$Vm& Cggo nyN>VmN> Cgr Ho$ {Zdmg na _{hbm H$m§ñQ>o~b Amdí`H$ h¡& Eo{Vhm{gH$ g§X^m} H$s ~mV H$s Om`o Vmo H$hm Om H$s CnpñW{V _| CgHo$ {_Ìm| AWdm n[admaOZm| Ho$ ~rM gH$Vm h¡ {H$ Omo Hw$àWmE± g_` Ho$ gmW g_mO _| Am`t Cg g_` H$s Om`oJr({H«${_Zb àmogrOa H$moS> H$s Ymam 160 Ho$ CZHo$ H$maU VmËH$m{bH$ pñW{V`m± d A{ejm VWm A§Y{dídmg A§VJ©V)& aho& AmO h_ gmB~a ñnog Ho$ `wJ _| ahVo h¡§ Ohm± pñÌ`m§ nwéfm| 7. _{hbmAm| H$mo gy`m©ñV Ho$ ~mX VWm gy`m}X` go nyd© {JaâVma Ho$ gmW H$X_ go H$X_ {_bmH$a MbZo H$s `mo½`Vm d OÁ~m Zht {H$`m Om gH$Vm& XmoZm| aIVr h¡§& {ejm H$m àgma ^r T>m{U`m|-Jm±dm| VH$ hmo ahm 8. ~bmËH$ma d `m¡Z AnamYm| Ho$ _m_bm| _| nw{bg, _r{S>`m h¡ dhm§ h_ `{X {dH$mg MmhVo h¡§ Vmo h_| gd©àW_ _{hbmAm| H$mo `m AÝ` {H$gr ^r _mÜ`_ Ûmam nr{‹S>Vm H$m Zm_ COmJma {e{jV d OmJê$H$ H$aZm hmoJm d CZ g^r gm_m{OH$ na§namAm| H$aZm XÊS>Zr` AnamY h¡ (AmB©nrgr H$s Ymam 228& Ho$ d Hw$àWmAm| H$m Ë`mJ H$aZm hmoJm Omo {H$ _{hbmAm| Ho$ gå_mZ Ho$ A§VJ©V) Eogm àmdYmZ Cg _{hbm H$mo gm_m{OH$ ~XZm_r {dê$Õ h¡§& h_mar gm_m{OH$ ì`dñWm {nV¥gÎmmË_H$ h¡& _{hbmAm| d gm_m{OH$ ~{hîH$ma go ~MmZo hoVw {H$`m J`m h¡& Ho$ à{V hmoZo dmbo AnamY {H$gr ~mhar ì`pŠV Ûmam Zht ~pëH$ 9. {H$gr ~bmËH$ma Ho$ _m_bo H$mo Ho$db S>m°ŠQ>a Ho$ `h H$hZo Ho$ h_mao hr g_mO Ho$ ì`pŠV`m| Ûmam {H$`o OmVo h¡& n[adma Omo {H$ AmYma na Im[aO Zht {H$`m Om gH$Vm h¡ {H$ ~bmËH$ma g_mO H$s BH$mB© h¡, CgH$m H$Îm©ì` h¡ {H$ dh gXñ`m| _| _{hbm Zht hþAm h¡ gXñ`m| Ho$ à{V gå_mZ H$s ^mdZm H$m ~rOmamonU H$ao& àË`oH$ n[adma _| _m±, nËZr ~hZ, ~oQ>r àË`oH$ [aíVo H$mo gå_mZ {X`m 10. H$m`©ñWb na `m¡Z CËnr‹S>Z amoH$Zo hoVw àË`oH$ {ZOr AWdm OmZm Mm{hE Vm{H$ AmZo dmbr nr‹T>r _| ^r dhr g§ñH$ma nZn|& gaH$mar g§JR>Z _| A{Zdm`©V: Am§V[aH$ {eH$m`V {ZdmaU Ohm± n[admam| _| _{hbmAm| H$m gå_mZ d AmXa Zht hmoJm dhm± Ho$ H$_oQ>r ~Zm`o OmZo H$m àmdYmZ h¡& bmoJ ~mhar _{hbmAm| H$mo ^r gå_mZ Zht XoJo& _{hbm d nwéf ImÚ gwajm A{Y{Z`_ g§~§Yr àmdYmZ- Bg {dYo`H$ _| _{hbm EH$ Xÿgao Ho$ nyaH$ h¢, n[admam| _| _{hbmAm| H$s Am{W©H$ {Z^©aVm gepŠVH$aU hoVw `h àmdYmZ {H$`m J`m h¡ {H$ àË`oH$ nmÌ Zo ^r CZH$s pñW{V H$mo H$_Omoa ~Zm`m h¡& _{hbmAm| Ho$ Am{W©H$ J¥hñWr _|, d[að> ñÌr, {OgH$s Am`w AR>mah df© go H$_ H$s ñdmdb§~Z na ^r ~b {X`m OmZm Mm{hE O¡gm {H$ gaH$ma Ûmam Z hmo, ameZ H$mS©> Omar {H$E OmZo Ho$ à`moOZ Ho$ {bE J¥hñWr {H$`m ^r Om ahm h¡ VWm H$m_H$mOr _{hbmAm| H$m à{VeV ^r H$s _wpI`m hmoJr& J^©dVr pñÌ`m|§ Am¡a ñVZnmZ H$admZo dmbr ~T>m h¡& qH$Vw H$m`©ñWb na `m¡Z emofU H$s g_ñ`mE± ~‹T>r h¡& _mVmAm| H$mo nmofmhma ghm`Vm CnbãY H$admZo hoVw àmdYmZ h¡ {X„r O¡go ñWmZ na {Z^©`m ~bmËH$ma H$m§S> h_mar gwajm ì`dñWm {H$ J^m©dñWm d {eew OÝ_ Ho$ níMmV Ho$ ha _mh Ho$ Xm¡amZ na EH$ ~‹S>m gdmb I‹S>m H$aVm h¡& AmYw{ZH$Vm H$s A§Yr Xm¡‹S> ñWmZr` Am§JZ~m‹S>r Ho$ _mÜ`_ go {Z:ewëH$ ^moOZ (AÜ`mXoe _| _r{‹S>`m d {dkmnZm| Ûmam Zmar H$mo Cn^moJ H$s dñVw H$s Vah H$s AZwgyMr 2 _o §{d{Z©{Xï> _mZH$mo Ho$ AZwgma) d H$_ go H$_ namogm Om ahm h¡, {OgHo$ H$maU `m¡Z AnamY ~‹T>o h¡§& N>: hOma ê$n`o Eogr {H$íVmo _| Omo Ho$ÝÐr` gaH$ma Ûmam {d{hV H$s OmE, àgy{V \$m`Xo Ho$ ê$n _| CnbãY H$adm`m Om`o& ñWmZr` {ZH$m`mo§ _o§ _{hbmAmo§ H$m 33 à{VeV VH$ hmoZm h_mao bmoH$V§Ì Ho$ {bE Jd© H$s ~mV h¡ qH$Vw A{ejm d X~mdmo§ Ho$ BgHo$ A{V[aŠV pñÌ`m| Amoa H$Ý`mAm| H$m AZ¡{ZH$ ì`mnma MbVo AmO ^r H$B© ñWmZmo§ na _{hbmAmo§ Ho$ ñWmZ na dmñV{dH$ {ZamoYH$ A{Y{Z`_ "grQ>m' 1956, XhoO à{V~§Y A{Y{Z`_, epŠV`mo§ H$m à`moJ CZHo$ n{V`mo§ Ûmam {H$`m Om ahm h¡ VWm g_mZ nm[al{_H$ A{Y{Z`_ 1976 d {ddmh VWm CÎmam{YH$ma gan§M n{V d àYmZ n{V O¡go eãX BgHo$ à_mU h¡§& nyd© _o§ g§gX go g§~§{YV AÝ` AZoH$ {dYmZ ~ZmE JE h¡& gmB~a H«$mB©_ VWm Ûmam Omo H$mZyZ ~Zm`o J`o h¡§ do ^r A{YH$ à^mdmoËnmXH$ Zht Aíbrb EgE_Eg ^oOZo H$mo ^r H$mZyZ H$s n[a{Y _| bm`m Om aho h¡§ Š`mo§{H$ do ~hþV gVhr d VmËH$m{bH$ h¡§, H$B© H$mZyZmo§ _o§ ahm h¡& g§emoYZ H$s ^r _m§J CR> ahr h¡ g_` Ho$ gmW AnamYmo§ H$s àH¥${V {díbofU Ed§ gwPmd d J§^raVm _o§ ~Xbmd hþAm h¡& _{hbmAmo§ go Ow‹S>o ZdrZ H$mZyZmo§ g_mO _| {H$gr ^r g_ñ`m Ho$ H$B© nhby hmoVo h¡§, _{hbmAm| H$mo nm[aV H$aZo _o§ Ohm§ Hw$b {_bmH$a g§gXr` gwñVr ahr h¡ H$s g_ñ`mAm| Ho$ g§X^© _| ^r BgHo$ Eo{Vhm{gH$, gm_m{OH$, dht _{hbmAm§| Ho$ _wXXmo§ na {dYm`r H$X_ g{H«$` hmoZo Ho$ ~Om`

166 [agM© [aBÝ\$mog©_|Q>> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 X~m~ _o§ CR>mE OmZo dmbo aho h¡§& AJa H$moB© H$mZyZ ~Zm ^r h¡ d hË`mE± hmoVr h¡§? Š`mo§ g§gX d {dYmZg^mAmo§ _o§ _{hbmAm§| H$mo Vmo OZVm H$s ^mar _m§J `m Ý`m`nm{bH$m Ho$ X~m~ XoZo Ho$ ~mX AmajmU XoZo Ho$ {bE H$mZyZ ~ZmZo Ho$ à`mg Ag\$b aho h¡§ ? hr ~Zm`m J`m h¡& O¡gm {H$ {X„r Ho$ ~hþM{M©V J¡§J aon Ho$ ~mX, Š`m `hr h¡ h_mam bmoH$V§Ì, h_mam gä` g_mO? H$h±m h¡§ do ^mar X~m~ n‹S>m& AmpIaH$ma g§gX Zo Bg Amoa Ü`mZ {X`m Am¡a A{YH$ma, do AmídmgZ, do H$mZyZ Omo h_Zo _{hbmAm§| Ho$ {bE _mM© 2013 _o§ OmH$a nm[aV {H$`m& BgHo$ àmdYmZmo§ H$mo à^mdr ~Zm`o h¡§? Ho$db H$mZyZ ~ZmH$a hmW na hmW aIH$a ~¡R> OmZm ~ZmZo dmbo H$mZyZ Am¡a {Z`_ {nN>bo gmb {Xgå~a _| ~ZmE JE, n`m©á Zht h¡& Xmo{f`mo§ H$mo A{db§~ d H$R>moaV_ XÊS> {XbdmZo dh ^r V~ O~ `m¡Z CËnr‹S>Z H$s bJmVma ~‹T>Vr KQ>ZmAmo§ H$mo hoVw h_mao àemgZ d Ý`m`nm{bH$m H$mo AmJo AmZm hmoJm& _r{S>`m Zo g~Ho$ gm_Zo aIm& AmO ^r _{hbmAmo§ go Ow‹S>o H$B© Anam{Y`mo§ H$m gm_m{OH$ d{hîH$ma {H$`m OmZm Mm{hE d H$mZyZmo§ {dYo`H$ d g§emoYZ A{Y{Z`_ g§gX _o§ b§{~V h¡ Omo {H$ 15 dt _o§ Amdí`H$VmZwgma g§emoYZ {H$`o OmZo Mm{hE& amOZ¡{VH$ BÀN>m bmoH$g^m Ho$ ^§J hmoZHo$ gmW ~oH$ma hmo OmE§Jo& àíZ `h h¡ {H$ epŠV H$mo ^r AnZm gh`moJ XoZm hmoJm& g_mO H$mo ^r AnZr Xoe H$s AmYr Am~mXr {OÝhmoZo§ gm§gXm| H$mo MwZm h¡ CZHo$ H$mZmo§ _mZ{gH$Vm ~XbZr hmoJr& ha ì`pŠV H$mo `h g§H$ën boZm hmoJm _o§ _{hbm CËnr‹S>Z go Ow‹S>o _wXXo Zht Jw§O aho ? Š`mo§ do nyd© _o§ {H$ Omo ì`dhma AmXa dh AnZr _m±, ~hZ, nËZr `m ~oQ>r Ho$ {bE {Z{_©V H$mZyZmo§ H$mo à^mdr ~ZmZo hoVw àmdYmZmo§, {Z`_mo§, g§emoYZmo§ AÝ` ì`pŠV`m| go MmhVm h¡ dhr AmXa Cgo g_mO H$s àË`oH$ ñÌr d Z`o H$mZyZmo§ Ho$ {Z_m©U _o§ EH$OwQ>Vm d erK«Vm Zht {XImVo& `h H$mo XoZm hmoJm V^r Cg g_mO d amï´> H$m {Z_m©U hmo gHo$Jm {Og_| AË`§V qMVm H$m {df` h¡ {H$ g§gX _o§ _{hbmAmo§ go Ow‹S>o _wXXmo§ H$mo _{hbmE± gwa{jV hmo d gå_mZnyd©H$ OrdZ ì`VrV H$a gH|$& Mmyb VarHo$ go hb {H$`m h¡ Z {H$ nyao _Z go& AmO h_mao g§mgXmo§ g§X^© J«ÝW gyMr H$mo amOZ¡{VH$ BÀN>m epŠV H$m n[aM` XoZm hmoJm d CÝho§ {H$gr 1. H$Q>m[a`m, gwaoÝÐ, gm_m{OH$ àemgZ, Ama~rEgE npãbeg©, X~m~ _o§ Zht ~pëH$ nyar Vah go {dMma H$aHo$ gƒo _Z go H$mZyZ O`nwa, 2005, n¥.g§. 219 ~ZmZo Ho$ _m¡{bH$ à`mg H$aZo hmoJo§& 2. _ohVm, nyZ_, A{YH$ma nmH$a ah|Jo, n[adma, amOñWmZ n{ÌH$m, {ZîH$f© 25 OZdar 2012, n¥.g§. 4-5 H$hm Om gH$Vm h¡ {H$ Ho$db AZ_Zo T>§J go H$mZyZ ~Zm XoZo go 3. Hw$_ma, ho_§V, Kaoby qhgm go _{hbmAm| H$mo ga§jU A{Y{Z`_ hr _{hbmAmo§ H$m CÛma g§^d Zht h¡& AmO _{hbmAmo§ H$mo AZoH$ 2005 E§d Kaoby qhgm go _{hbmAm| H$m ga§jU {Z`_ 2006, A{YH$ma àmá h¡ qH$Vw OmZH$mar Ho$ A^md d g_`mZwgma gm_m{OH$ dmYdm EÊS> dmYdm npãbHo$eZ, OmoYnwa, n¥.g§. 4 n[adV©Z Ho$ H$maU H$mZyZmo§ d VmËH$m{bH$ Amdí`H$VmAmo§ _o§ Am`o 4. {Obm {d{YH$ godm àm{YH$aU, OmoYnwa Ûmam OZ{hV _| Omar [aŠV ñWmZ Ho$ H$maU H$mZyZ nyU© ê$n go à^mdr Zht hmo nm aho h¡§& {dkmnZ g_` Am J`m h¡ Bg àíZ na {dMma H$aZo H$m {H$ BVZo H$mZyZ 5. n¢{g`m, Eg.Ama., g_gm_{`H$ amOñWmZ, ^maV Ed§ {díd, d A{YH$ma hmoVo hþE ^r Š`mo§ H$moB© ^r {XZ Eogm Zht OmVm O~ À`dZ àH$meZ O`nwa, n¥.g§. 103-104 AIdmamo§ _o§ _{hbm CËnr‹S>Z H$s I~ao§ Z hmo§? Š`mo§ H$Ý`m H$mo 6. ImÚ gwajm AÜ`mXoe 2013, ^maV H$m amOnÌ, AgmYaU, g§gma _o AmZo go nyd© hr CgH$s hË`m H$a Xr OmVr h¡? Š`mo§ ^mJ-II, IÊS>-1, àm{YH$ma go àH$m{eV go, g§ 25, ZB© {X„r, epŠV ñdê$nm Zmar emar[aH$, _mZ{gH$ ^mdmË_H$ d Am{W©H$ ewH«$dma, OwbmB©, 2013, Amfm‹T>, 14, 1935(eH$) àVm‹S>Zm H$m {eH$ma h¡? Š`mo§ Xm{_Zr O¡gr ~o{Q>`m± {ga{\$amo§ H$s 7. {ÌnmR>r, Jmonmb H¥$îU, _{hbm gm_»`m, d¡{XH$ `wJ go A~ J§Xr _mZ{gH$Vm H$s ~{b M‹T> ahr h¡? Š`mo§ AmO ^r _{hbmE§ VH$, à{V`mo{JVm Xn©U, AmJam, \$adar 2013 n¥.g§. 1073 Ka go {ZH$bZo _o§ Agwa{jV _hgyg H$aVr h¡§? Š`mo§ VoOm~ H$m§S> 8. H$mbm, _§{Xam, _{hbmAm| H$mo H$~ {_boJm hH$, B§{S>`m Qw>So>, ê$H$Zo H$m Zm_ Zht boVo h¡§? Š`mo§ AmO ^r XhoO Ho$ {bE àVm‹S>Zm B§{S>`m Qw>So> J«n ZmoES>m, 12 \$adar 2014, n¥.g§. 11

[agM© [aBÝ\$mog©_|Q> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 167 S>m°. ^r_amd Aå~oS>H$a H$m gm_m{OH$ {MÝVZ _wHo$e Hw$_ma Imo‹S>m emoYmWu, B{Vhmg Ed§ ^maVr` g§ñH¥${V {d^mJ amOñWmZ {díd{dÚmb`, O`nwa (amO.)

emoY gmam§e S>m°. ^r_amd Aå~oS>H$a AmYw{ZH$ ^maV Ho$ AgmYmaU {dÛmZ, OZZm`H$, {d{YdoÎmm, Ym{_©H$ {MÝVH$, g_mO gwYmaH$, boIH$, {ejm{dX², amOZoVm, AW©emñÌr Am¡a dŠVm Wo& ^maVr` B{Vhmg na AnZr aMZmAm| Ûmam ^maVr` amï´> AWdm ^maVr` OZm| Ho$ B{Vhmg H$s nwZa©MZm àmaå^ H$s, Omo ^maVr` B{Vhmg Ho$ joÌ _| hþE A^r VH$ Ho$ A{^OmVr` {díbofU go {^ÝZ Wt& 19dt Am¡a 20dt eVmãXr Ho$ Xm¡amZ B{Vhmg Ho$ {df` _| `h YmaUm ~ZmZo H$s H$mo{ee H$s J`r {H$ ^maV EH$ {hÝXÿ amï´> h¡& Aå~oS>H$a MmhVo Wo {H$ g_mO Ho$ g^r dJm] H$m Ym{_©H$, Am{W©H$ Am¡a gm_m{OH$ g^r joÌm| _| g_mZ ñWmZ hmo VWm CÝh| OrdZ _| D$na CR>Zo Ho$ Adga {XE OmE Am¡a CZH$s àJ{V Ho$ _mJ© àeñV {H$E OmE§& CZHo$ AZwgma g_Vm Ho$ {~Zm ñdV§ÌVm AYyam bmoH$V§Ì h¡ Am¡a ñdV§ÌVm Ho$ {~Zm g_Vm {Zar VmZmemhr _| n[ad{V©V hmo OmVr h¡& Bg{b`o do g_Vm Am¡a ñdV§ÌVm XmoZm| H$m AmídmgZ XoZo dmbr g_mO ì`dñWm MmhVo Wo& g§Ho$Vmja … g_mO, X{bV, {ejm, Zmar, Añn¥í`Vm, _mZdm{YH$ma S>m°. ^r_amd Aå~oS>H$a AmYw{ZH$ ^maV Ho$ AgmYmaU {dÛmZ, aMZm _| S>m°. Aå~oS>H$a Zo g~go A{YH$ gVH©$Vm ~aVr Am¡a H$ï> OZZm`H$, {d{YdoÎmm, Ym{_©H$ {MÝVH$, g_mO gwYmaH$, boIH$, CR>mE ...... CÝhm|Zo {hÝXÿ {d{Y Ho$ gwYma _| ^r ~ohX é{M br {ejm{dX², amOZoVm, AW©emñÌr Am¡a dŠVm Wo& amï´> OrdZ Ho$ Am¡a BgHo$ {bE ^JraW l_ {H$`m ..... bo{H$Z _oam {dMma h¡ BZ g^r joÌm| _| CZH$s XoZ _hËdnyU© h¡& X{bVm| Ho$ Vmo do _grhm {H$ CÝh| g~go A{YH$ EH$ àVrH$ Ho$ én _| `mX {H$`m Om`oJm - Wo& Aå~oS>H$a Ho$ OrdZ Ho$ `o g^r nj Wo na gM nyN>m OmE {hÝXþ g_mO H$s X_ZH$mar àd¥{Îm`m| Ho$ {dê$Õ {dÐmoh Ho$ àVrH$ Vmo do AmYw{ZH$ H$U© Wo& {dYmVm Zo CÝh| X{bV n[adma _| OÝ_ Ho$ ê$n _|'' {X`m na CÝhm|Zo AnZo nm¡éf go AnZr CÝZ{V Vmo H$s hr, AnZr Aå~oS>H$a H$m gm_m{OH$ {MÝVZ Om{V Ho$ bmoJm| H$mo ^r g{X`m| H$s V§Ðm go OJm {X`m& Bg X¥{ï> go S>m°. Aå~oS>H$a H$m {dMma Wm {H$ _Zwî` Ho$ OrdZ _| Y_© AWdm do `wJ nwéf Wo& CÝhm|Zo ^maVr` g_mO H$m VrIm {díbofU {H$`m amOZr{V H$s Anojm g_mO H$s A{YH$ _hËdnyU© ^y{_H$m hmoVr h¡& Y_©, Xe©Z, {ejm, AW©Zr{V, g_mO V§Ì Am¡a amOZr{V Ho$ h¡& g_mO _Zwî` Ho$ {bE Amdí`H$ h¡& g_mO Ho$ {~Zm _Zwî` joÌ _| CZHo$ AnZo {dMma h¡§& My§{H$ CÝhm|Zo X{bV n[adma _| OÝ_ Ho$ ApñVËd H$s H$ënZm Zht H$s Om gH$Vr& g_mO H$mo EH$Vm {b`m Wm Bg{bE D$na CR>Zo Ho$ {bE CÝh| nJ-nJ na g§Kf© H$aZm n‹S>m, An_mZ Am¡a bm§N>Z ghZm n‹S>m& {\$a ^r BVZm g~ Hw$N> Ho$ gyÌ _| ~m§Yo aIZo dmbo VËd Xmo hr h¢ - {d{Y `m Z¡{VH$Vm& hmoVo hþE ^r gm_m{OH$ àVm‹S>ZmAm| Ho$ {df H$mo CÝhm|Zo AmewVmof g_mO H$s CÝZ{V Ho$ {bE Amdí`H$ h¡ {H$ gm_m{OH$ ~wamB©`m| H$mo e§H$a Ho$ g_mZ AnZo H§$R> _| YmaU {H$`m Am¡a g_mO H$mo A_¥V g~go nhbo Xÿa {H$`m OmE& Ohm§ gm_m{OH$ ~wamB©`m§ hmoVr h¡§ dhm§ XmZ {H$`m& ñdV§Ì ^maV Ho$ àW_ àYmZ_§Ìr npÊS>V Odmhabmb bmoJm| H$m amOZr{VH$ OrdZ g§VmofOZH$ ar{V go g§Mm{bV Zht Zohé Zo Aå~oS>H$a Ho$ H¥${VËd d ì`pŠVËd H$mo {ZåZ eãXm| _| hmo gH$Vm& S>m°. Aå~oS>H$a Zo AnZr aMZmAm| _| AmXe©, g_mO CHo$am h¡, ""..... Bg_| H$moB© gÝXoh Zht {H$ h_mao g§{dYmZ H$s H$m {MÌ ItMm h¡&

168 [agM© [aBÝ\$mog©_|Q>> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 _B©, 1913 _| AnZo AmboI "^maVr` Om{V : CËn{Îm, {dH$mg g~_| Hw$N> g_mZVm Ho$ _wÔo ^r h¡§& Ho$db _V^oXm| Ho$ _wÔm| go ~mV Am¡a H$m`©nÕ{V' _| S>m°. Aå~oS>H$a Zo ^maVr` g_mO ì`dñWm Zht ~Z gH$Vr& g_mZ ZmJ[aH$ H$mZyZ h_mam ApÝV_ CÔoí` h¡&'' H$m Eo{Vhm{gH$ {díbofU {H$`m h¡& CZHo$ AZwgma ^maVr` g_mO {ejm g_~ÝYr CZHo$ {dMma ~hþV hr ñnï> Am¡a gaH$ma H$s Am`©-Ð{d‹S>, _§Jmo{b`Z, er{W`Z BZ d§em| Ho$ {_lU go ~Zm h¡& {Oå_oXmar H$s Amoa g§Ho$V H$aZo dmbo h¡§& g_mO Ho$ g~go gm_mÝ` BZ_| go àË`oH$ d§e AmH«$m_H$ ~ZH$a Am`m Am¡a `ht H$m hmoH$a emo{fV Am¡a Cno{jV ì`pŠV VH$ {ejm H$s gw{dYmE§ nhþ§«MZr ah J`m& BZ Mmam| d§em| _| EH$OrdVm Zht Am gH$s& naÝVw CZ_| Mm{hE, Eogm CZH$m {dMma Wm& naånam go ZH$mao J`o dJ© H$mo gm§ñH¥${VH$ EH$Vm Am gH$s Am¡a Bgr gm§ñH¥${VH$ EH$Vm Ho$ H$maU Cƒ {ejm hoVw A{YH$ IM© H$aZm Z n‹S>o Eogr ì`dñWm hmo Eogm ^maVr` Om{V ì`dñWm H$m {díbofU AË`{YH$ H${R>Z h¡ Eogm S>m°. CZH$m AmJ«h Wm& {díd{dÚmb` H$s ^y{_H$m na àH$me S>mbVo hþE Aå~oS>H$a H$m _mZZm Wm& CZHo$ AZwgma Om{V EH$ ñd`§ _`m©{XV CÝhm|Zo H$hm - ""ñZmVH$ Am¡a N>mÌm| Ho$ nmR²>`H«$_ Ûmam gm§ñH¥${VH$ g§ñWm h¡ Cg_| ^moOZm{X g_m{OH$ ì`dhma na ~ÝYZ S>mbo OmVo àJ{V H$aZo Ho$ {bE _hm{dÚmb`m| Am¡a {díd{dÚmb`m| H$m EH$Ì h¡§& Om{V A§VJ©V {ddmh ~ÝYZ Ho$ H$maU hr Om{V ì`dñWm hmoZm Oéar h¡&'' {ejm H$mo do {ÛYmar eñÌ _mZVo Wo& ""M[aÌhrZ gwa{jV ah gH$s h¡& Eogm CÝhm|Zo ñnï> {H$`m& Om{V Ho$ AÝVJ©V Am¡a {dZ`hrZ {e{jV ì`pŠV new go ^r A{YH$ ^`§H$a hmoVm h¡& {ddmh H$m `h ~ÝYZ ^yVH$mb _| ^r H$R>moa Wm Am¡a AmO ^r gw{e{jV _Zwî` H$m kmZ Am¡a CgH$s {ejm OZ{hV Ho$ {damoY _| h¡& {ddmh H$m `h ~ÝYZ V~ VH$ nmbm Om gH$Vm h¡ O~ VH$ Om ahr hmo Vmo Eogm ì`pŠV g_mO Ho$ {bE emn gm{~V hmoVm h¡&'' Cg Om{V _| ñÌr nwéfm| H$s g§»`m _| ~hþV ~‹S>r ImB© Zht hmoVr& S>m°. ~r. Ama. Aå~oS>H$a Ho$ gm_m{OH$ {MÝVZ Ed§ gm_m{OH$ nwéfm| H$s VwbZm _| AJa pñÌ`m| H$s g§»`m A{YH$ hmo Vmo Om{V {dMmam| H$mo OmZZo Ho$ {bE CZHo$ Ûmam ñWm{nV Am¡a g§emo{YV A§VJ©V {ddmh H$m {Z`_ {Z^m`m Zht Om gH$Vm& S>m°. Aå~oS>H$a {gÕmÝVm| H$mo OmZ boZm Oéar h¡& CZHo$ J«ÝWm| Ho$ _yb AÜ``Z go Zo ~hþV {dñVma Ho$ gmW {hÝXÿ g_mO aMZm H$m {díbofU {H$`m hr Bg na A{YH$ A{YH$ma go ~mV H$s Om gH$s h¡& AÝ` g_mO J`m h¡& Bg g_mO-aMZm _| pñWV {df_Vm H$mo g_má H$a CgH$s gwYmaH$m| H$s VwbZm _| Aå~oS>H$a H$s AnZr Hw$N> {deofVmE§ h¡§& nwZa©MZm Ho$ gå~ÝY _| _m¡{bH$ gwPmd {X`o J`o h¡§& A~ VH$ Ho$ {MÝVZ Ho$ ñVa na gm_m{OH$ nwZa©MZm gå~ÝYr {dMmam| H$mo ñnï> g_mO gwYmaH$m| Ho$ à`ËZm| H$m _yë`m§H$Z ^r Bg_| {H$`m J`m h¡& H$aZm CÝh| {gÕ H$aZm Am¡a Cgr g_` CZ {dMmam| Ho$ AmYma lr _Yw {b_`o Zo Bg AmboI H$mo "g_VmdmXr g_mO ì`dñWm H$m na gm_m{OH$ Am§XmobZm| H$s _moMm©~ÝXr H$aZm& `h Aå~oS>H$a Ho$ EH$ _m¡{bH$ KmofUm nÌ H$hm h¡&' g_mO gwYmaH$ ì`pŠVVd H$s {deofVm h¡& ~m~m gmho~ Aå~oS>H$a S>m°. Aå~oS>H$a Ho$ {MÝVZ Ho$ Xmo à_wI Ho$ÝÐ {~ÝXþ "X{bV Am¡a Ho$ gm_m{OH$ {MÝVZ H$m Ho$ÝÐ {~ÝXþ "_Zwî`' h¡& do {H$gr {d{eï> ñÌr' Wo& X{bVm| Ho$ {bE g§d¡Ym{ZH$ ì`dñWm H$aZo Ho$ ~mX do Om{V `m dU© Ho$ {damoY _| Zht Wo& do g_J« dU© Am¡a Om{V pñÌ`m| Ho$ {bE d¡gr hr ì`dñWm H$aZm Mmh aho Wo& "{hÝXþ H$moS> ì`dñWm Ho$ {damoY _| Wo& do ~«m÷U `m gdU© Ho$ {damoY _| Zht {~b' H$s MMm© _| CÝhm|Zo Omo {dMma ì`ŠV {H$E h¡§ Cggo CZHo$ Wo& do EH$ Eogr g_mO ì`dñWm Ho$ {bE à`ËZerb Wo Ohm§ _Zwî` ñÌr {df`H$ {dMma ñnï> hmo OmVo h¡§& "{hÝXþ H$moS> {~b' _w»`V: _Zwî` Ho$ à{V AmXa aIVm hmo, Ohm§ _Zwî` _Zwî` Ho$ à{V ~ÝYwVm ñÌr _wpŠV Ho$ {bE hr Wm& "{hÝXþ H$moS> {~b' Ho$ AÝVJ©V ñÌr H$mo Am¡a _mZdr`Vm go Ow‹S>m hmo, Ohm§ _Zwî` _Zwî` H$m emofU Zht {ddmh, VbmH$, CÎmam{YH$ma Am¡a XÎmH$-{dYmZ H$s ñdV§ÌVm do H$aVm hmo& _Zwî` H$mo _Zwî` hmoZo Ho$ ZmVo Ý`m` {XbmZo Ho$ {bE XoZm Mmh aho Wo& A§VOm©Vr` {ddmh H$mo H$mZyZr g§ajU XoZo H$s do g§Kf©aV Wo& CZH$s BÀN>m Wr& Omo n[adma AÝ` Om{V Ho$ b‹S>Ho$ H$mo XÎmH$ boZm Aå~oS>H$a Ho$ gm_m{OH$ {MÝVZ _| X{bV Ed§ X{bVmoÕma Mmh aho h¡§ CÝh| do d¡gr ñdV§ÌVm XoZm Mmh aho Wo& AWm©V² Bg 1919 B©. _| ^maV Ho$ amOZr{VH$ nQ>b na S>m°. Aå~oS>H$a H$m àH$ma H$s ì`dñWm go do ñÌr H$mo nwéf Ho$ ~am~a bmZm Mmh aho X{bV ZoVm Ho$ én _| C^aZm EH$ _hËdnyU© KQ>Zm Wr& 1917 B©. Wo Am¡a R>rH$ Bgr g_` Om{V-àWm H$mo Zï> H$aZo H$s H$mo{ee ^r VH$ gÎmm H$s amOZr{V Ho$ Amgnmg S>m°. Aå~oS>H$a H$s pñW{V H$a aho Wo& g§gX _| CÝhm|Zo H$hm - ""g_mZ ZmJ[aH$ H$mZyZ hmoZm EH$ Am_ AmX_r H$s Wr bo{H$Z Xoe _| ANy>Vm| Ho$ gm_m{OH$ hr Mm{hE& {hÝXÿ, _wgb_mZ Am¡a B©gmB© Y_© na AmYm[aV H$mZyZm| VWm amOZr{VH$ B{Vhmg _| 1917 B©. EH$ _hËdnyU© df© Wm _| Ohm§ _V^oX Ho$ _wÔo h¡§, CÝh| {dMmanyd©H$ hb H$aZm Mm{hE& Š`m|{H$ `ht go X{bV dJ© Ho$ ~rM amOZr{VH$ MoVZm àma§^ hþB©&

[agM© [aBÝ\$mog©_|Q> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 169 S>m°. Aå~oS>H$a VWm H$_©dra {eÝXo H$mo g{_{V Ho$ g_j ~`mZ XoZo h¢&'' S>m°. ~r.Ama. Aå~oS>H$a Zo {hÝXÿ {d{Y H$mo g_o{H$V H$aZo H$m H$mo H$hm J`m& S>m°. Aå~oS>H$a Zo g{X`m| go _mZdm{YH$ma go d§{MV Omo à`mg {H$`m Wm, CgH$s AZoH$ ZoVAm| - EM.dr. H$m_W, X{bVm| Ho$ OZVm§{ÌH$ A{YH$ma Ho$ {bE Am`moJ Ho$ g_j àW_ Ý`m`_y{V© nr.dr. JOoÝÐ J‹S>H$a, EZ.dr. JmS>{Jb Am¡a npÊS>V ~ma {bpIV ~`mZ _| H$hm, ""^maV _| bmoH${à` gaH$ma Ho$ {bE öX`ZmW Hw§$Oé Zo gamhZm H$s& _Vm{YH$ma Am¡a {Zdm©MZ joÌm| H$s ì`dñWm H$aVo g_` _Vm{YH$ma S>m°. Aå~oS>H$a Ho$ {dMmam| _| Zmar A{YH$ ghZerb, A{YH$ g{_{V H$mo `h Ü`mZ _| aIZm Mm{hE {H$ dh XmoZm| AWm©V² {dMmam| Ë`mJd¥{Îm dmbr, A{YH$ ñZoh Am¡a A{YH$ ~w{Õ H$m¡ebnyU© h¡& Ho$ à{V{Z{YËd Am¡a ì`pŠV`m| Ho$ à{V{Z{YËd H$s ì`dñWm H$ao&'' {H$Zw CgHo$ gmW AmXem}§ Ho$ _H$‹S>Omb H$mo ~wZ H$a Cgo _yI© 1920 _| S>m°. Aå~oS>H$a Zo EH$ _amR>r n{ÌH$m "_yH$Zm`H$' Amaå^ ~ZmZo H$m à`mg {H$`m Om ahm h¡& dV©_mZ n[apñW{V _| ^maVr` H$s Wr& Bg Vah ñd`§ S>m°. Aå~oS>H$a gm_m{OH$ Am§XmobZ go Ow‹S>o& Zmar H$s J[a_m _| d¥{Õ Ho$db Zmar g_mZVm Ûmam gå^d Zht {hÝXÿ Y_© Ho$ ì`dhma Zo CÝh| amOZr{V Ho$ Am¡a ^r H$ar~ bm {X`m& h¡& àH¥${V go hr Za-Zmar {^ÝZ h¢& S>m°. Aå~oS>H$a Zo H$hm {H$ do `h ^br^m§{V g_PZo bJo Wo {H$ amOZr{V na nH$‹S> hmoZo go _{hbmAm| H$s pñW{V _| gwYma bmZo VWm CÝh| gj_ ~ZmZo _| gm_m{OH$ {df_VmAm| H$mo ~hþV Hw$N> g_má {H$`m Om gH$Vm h¡& {ejm g~go A{YH$ _hËdnyU© VËd h¡& Zmar CËWmZ H$s nhbr eV© CÝhm|Zo _mZm {H$ amOZr{VH$ gÎmm gm_m{OH$ àJ{V H$m Ûma h¡& {ejm hr h¡& EH$ ~mV {deof Vm¡a na C„oIZr` Am¡a {dMmaUr` AZwgy{MV Om{V`m§ AnZo AmnH$mo EH$ Vrgar nmQ>u Ho$ ê$n _| h¡ {H$ S>m°. Aå~oS>H$a Zo {hÝXÿ H$moS> {~b O¡gm BVZm ~‹S>m H$X_ g§J{R>V H$a bo Am¡a H$m§J«og VWm gmoe{bñQ> XmoZm| {damoYr nm{Q©>`m| ANy>Vm| Ho$ {bE Zht CR>m`m& {H$gr EH$ Om{V Ho$ {bE Zht CR>m`m, Ho$ ~rM _| EH$ Vrgar VmH$V ~Z Om`| Vmo do Bg amOZr{VH$ gÎmm {H$gr dmoQ> ~¡§H$ H$mo nŠH$m H$aZo Ho$ {bE Zht CR>m`m, ~pëH$ gånyU© H$mo àmá H$a AnZr _wpŠV H$m Ûma Imob gH$Vr h¡& gZ 1917 go {hÝXÿ Zmar Ho$ {bE CR>m`m& `h Zmar Ho$db ANy>V Zmar Zht Wr, 1935 Ho$ ~rM S>m°. Aå~oS>H$a Zo X{bVm| H$mo amOZr{VH$ A{YH$ma Ho$db eyÐ Zmar Zht Wr ~pëH$ `h ~«m÷U Zmar Wr, j{Ì` Zmar {XbmZo Ho$ {bE OmoaXma g§Kf© {H$`o& Bgr Xm¡amZ `m{Z 3 \$adar, Wr Am¡a d¡í` Zmar ^r Wr& 1928 H$mo gmB_Z H$_reZ ^maV Am`m& gmB_Z H$_reZ Ho$ gm_Zo X{bV g_mO H$s Hw$b {_bmH$a 19 g§ñWmAm| Zo X{bV S>m°. Aå~oS>H$a H$s X¥{ï> go ñÌr g_mO H$s AmYma{ebm h¡& dh g_mO Ho$ {bE ñdV§Ì {Zdm©MZ joÌ H$s _m§J H$s Wr& gmd©O{ZH$ {ejm H$s àW_ nmR>embm h¡& ñÌr Ho$ gmW ahH$a hr nwéf Ho$ _§{Xam| _| AÝ` {hÝXþAm| H$s ^m§{V ANy>Vm| H$mo ^r àdoe {_bo, ì`pŠVËd H$m {Z_m©U hmoVm h¡& _m§, ~{hZ, ~oQ>r Am¡a nËZr Ho$ én BgHo$ {bE S>m°. Aå~oS>H$a Ûmam X{bVm| Ho$ {bE H$B© Am§XmobZm| H$m _| dh g_mO H$mo AnZm gh`moJ Am¡a bm^ XoVr ahr h¡& AnZr ZoV¥Ëd {H$`m J`m& BZ Am§XmobZm| _| A_amdVr _| A§~mXodr _§{Xa H$m`©Hw$ebVm, ~w{ÕMmVw`©, ghOkmZ, Ë`mJ, Vnñ`m, H$_©, àdoe (1927), R>mHw$a Ûmam _§{Xa àWdoe Am§XmobZ (1927), Y_© Ho$ gmW CgZo g_mO H$mo ì`dñWm Am¡a gw{dYm Xr h¡& S>m°. _wå~B© _| JUn{V àm§JU àXoe Am§XmobZ (1928), Zm{gH$ _| Aå~oS>H$a Zo AnZo boI "X dw_oZ EÊS> X H$mCÊQ>a' _| Zmar dJ© Ho$ H$mbmam_ _§{Xa àdoe Am§XmobZ (1930) _w»` Wo& à{V _ZwdmXr gmoM Ho$ ImoIbonZ H$mo COmJa H$aVo hþE Zmar H$mo geŠV Am¡a {e{jV ~ZZo H$m Amh²dmZ {H$`m h¡& Aå~oS>H$a Ho$ gm_m{OH$ {MÝVZ _| Zmar S>m°. Aå~oS>H$a Zo ñdV§Ì ^maV H$s _{hbmAm| H$mo Jwbm_r H$s Aå~oS>H$a Ho$ gm_m{OH$ {MÝVZ _| _mZdm{YH$ma H$s AdYmaUm O§Oram| go _wŠV H$aZo H$m à`mg {H$`m& CÝhm|Zo AñWm`r g§gX _| Aå~oS>H$a _mZd B{Vhmg go ~hþV ^br^m§{V n[a{MV Wo& CÝhm|Zo "{hÝXÿ H$moS> {~b' nmg H$amZo H$s H$mo{ee H$s& `h {~b AmYw{ZH$ _mZd B{Vhmg Am¡a _mZd {dH¥${V`m| H$m JhamB© go AÜ``Z {H$`m ^maV H$m EH$ _hËdnyU© H$mZyZ Wm& Bg {~b H$m CÔoí` pñÌ`m| Wm& do OmZVo Wo {H$ O~ VH$ ^maV Ho$ emgH$m| H$mo _m¡{bH$ Am¡a nwéfm| H$mo ~am~a Ho$ A{YH$ma XoZm Wm& Aå~oS>H$a Zo g§gX _mZdm{YH$mam| go ~m§Y Z {X`m OmE V~ VH$ AmgmZr go do AnZm _| {dYo`H$ H$mo àñVm{dV H$aVo g_` H$hm Wm, ""_¢ Bg gXZ go emofU g_má H$aZo dmbo Zht h¡& AV: CZHo$ {deof à`ËZ H$aZo Ho$db `hr AZwamoY H$a ahm hÿ§ : `{X Amn {hÝXÿ ì`dñWm, {hÝXÿ Am¡a ~b XoZo Ho$ ~mX hr ^maV Ho$ g§{dYmZ _| "_m¡{bH$ A{YH$mam|' g§ñH¥${V, {hÝXþ g_mO H$s ajm H$aZm MmhVo h¡§ Vmo Ohm§ _aå_V H$s ñWmnZm d AÝVam©ï´>r` _mÝ`VmAm| H$mo ñWmZ {_bm& h_mao H$s Amdí`H$Vm h¡ dhm§ _aå_V H$s{OE& Bg {dYo`H$ H$m CÔoí` g§{dYmZ _| "`y{Zdg©b {S>Šbo`aoeZ Am°\$ h²`y_¡Z amBQ>g²' _| {X`o {hÝXÿ Y_© Ho$ CZ g~ ^mJm| H$s _aå_V H$aZm h¡ Omo Qy>Q>-\y$Q> JE J`o A{YH$m§e _m¡{bH$ A{YH$mam| H$mo g§d¡Ym{ZH$ _mÝ`Vm Xo Xr

170 [agM© [aBÝ\$mog©_|Q>> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 JB© h¡& "amÁ` Ho$ Zr{V-{ZX}eH$ VËd' g§{dYmZ H$s {deofVm h¡& g§ñH¥${V H$m {dH$mg H$aZm Wm& g^m X{bVm| H$s Am{W©H$ CÝZ{V {OÝh| S>m°. ^r_amd Zo _mZdm{YH$mam| Ho$ én _| _mÝ`Vm {XbmB©& ^r H$aZm MmhVr Wr& Aå~oS>H$a Zo AnZr aMZmAm| Am¡a ^mfUm| "Zr{V {ZX©oeH$ VËdm|' _| àm`: CZ g^r _m¡{bH$ A{YH$mam| Am¡a Ûmam X{bV dJm}§ H$m g§JR>Z {H$`m& CZHo$ ì`m»`mZm| H$m _yb _§Ì ñdV§ÌVmAm| H$mo gpå_{bV H$a {b`m J`m h¡ {OÝh| g§d¡Ym{ZH$ Wm - ñdmdbå~Z VWm EH$Vm& Aå~oS>H$a Zo ANy>Vm| Ho$ {hV _| _m¡{bH$ A{YH$mam| H$m ñVa àXmZ Zht {H$`m Om gH$Vm h¡& H$m_ gm_m{OH$ EH$Vm Ed§ g_Vm àmá H$aZo Ho$ {bE AZoH$ gË`mJ«h H$m A{YH$ma, bmoJm| H$mo amoOr amoQ>r H$m A{YH$ma, g_mZ {d{Y {H$E& BZ_| "_hm‹S> gË`mJ«h' Am¡a Zm{gH$ gË`mJ«h {deof én go g§{hVm, {ejm H$m A{YH$ma, gm_m{OH$ gwajm H$m A{YH$ma, C„oIZr` h¢& _hm‹S> gË`mJ«h H$m CÔoí` `h à_m{UV H$aZm Wm ~ƒm| Ho$ {bE ñdV§ÌVm Ed§ A{Zdm`© {ejm H$m A{YH$ma Am{X {H$ ANy>Vm| H$mo ^r gmd©O{ZH$ Vmbm~ go nmZr nrZo H$m A{YH$ma g^r Eogo _hËdnyU© A{YH$mam| H$mo BZ {gÕmÝVm| _| gpå_{bV h¡& Zm{gH$ gË`mJ«h Zo `h {gÕ {H$`m {H$ ANy>V ^r _§{Xam| _| H$aZo H$m à`ËZ {H$`m J`m Omo EH$ gwIr g_¥Õ Am¡a gwg§ñH¥$V àdoe H$a gH$Vo h¡§& g_mO Ho$ {bE Amdí`H$ h¡& S>m°. Aå~oS>H$a Zo _m¡{bH$ A{YH$mam| AÝV _| `h H$hZm C{MV hmoJm {H$ S>m°. Aå~oS>H$a Zo {H$VZr Am¡a ñdV§ÌVmAm| H$s ajm Ho$ {bE g§{dYmZ _| Vmo ì`dñWm H$hr bå~r H${R>Z OrdZ `mÌm H$s Am¡a `h nhMmZm {H$ {hÝXÿ hr Wr, CÝhm|Zo BZ {gÕmÝVm| H$s ñWmnZm Ho$ {bE OrdZ ^a g§Kf© g_mO Nw>AmNy>V VWm Om{VdmX _| BVZm OH$‹S>m hþAm h¡ {H$ Cgo {H$`m& _am‹S> gË`mJ«h, H$mbmam_ _§{Xa gË`mJ«h, _Zwñ_¥{V XhZ gm_m{OH$ Ag_mZVm d AÝ`m` go _wŠV H$aZm AmgmZ ~mV Am{X CZHo$ Bg gå~ÝY _| àmapå^H$ g§Kf© Ho$ CXmhaU h¡§& eyÐ Zht h¡& _hmË_m ~wÕ, H$~ra, _hmË_m Á`mo{V~m amd \y$bo, gÝV Am¡a _{hbm dJ© H$mo _mZdm{YH$ma {XbmZo Ho$ {bE S>m°. Aå~oS>H$a a{dXmg, ñdm_r ANy>VmZ§X Am¡a AZoH$ gÝVm| go à^m{dV hmoH$a Zo OrdZ ^a g§Kf© {H$`m Am¡a AÝV _| O~ {d{Y _§Ìr Ho$ én gm_m{OH$ g_Vm Ed§ Ý`mg H$m S>m°. Aå~oS>H$a Zo Omo {~Jwb _| _{hbmAm| H$mo CZHo$ _m¡{bH$ A{YH$ma {XbmZo dmbm H$mZyZ nmg ~Om`m Wm dh AmO ^r AnZr AmdmO ~wbÝX {H$`o hþE h¡& H$amZo _| g\$b Zht hmo gHo$ Vmo CÝhm|Zo AnZo nX go Ë`mJnÌ Xo g§X^© J«ÝW gyMr {X`m& 1. Zohê$, Odmha bmb, bmoH$g^m {S>~oQ²>g, 6 {Xgå~a, 1956 dmñVd _| S>m°. Aå~oS>H$a Ho$ Xe©Z Ed§ {dMmam| _| AmË_gå_mZ 2. {b_`o, _Yw, S>m°. ~m~mgmho~ Aå~oS>H$a Am¡a _mZd J[a_m H$m g~go ~‹S>m Am¡a _hËdnyU© ñWmZ Wm& 3. \$‹S>Ho$, ^mbMÝÐ, S>m°. ~m~mgmho~ Aå~oS>H$a, n¥.g§. 249 CÝhm|Zo H$hm Wm {H$ ""h_mam `wÕ YZ Am¡a epŠV Ho$ {bE Zht h¡& 4. XrYo, à^mH$a, _hm_mZd S>m°. ~m~mgmho~ Aå~oS>H$a, n¥.g§. 144 `h ñdV§ÌVm Ho$ {bE `wÕ h¡& `h _Zwî` Ho$ ì`pŠVËd Ho$ nwZê$Õma 5. {dO`r, Ama.E_.Eg., S>m°. Aå~oS>H$a H$m H$madm§ : pñW{V Am¡a H$m `wÕ h¡&'' CZH$m {dídmg Wm {H$ OZV§Ì Ed§ ñdV§ÌVm EH$ hr g_rjm, n¥.g§. 108 dñVw Zht h¡& `{X gm_mÝ`V: CZHo$ _yb A{YH$mam| H$mo gwa{jV Zht {H$`m J`m Vmo OZV§Ì _| h_| Ho$db AnZo emgH$m| H$m M`Z 6. OmQ>d, S>r.Ama., amï´>r` Am§XmobZ _| S>m°. Aå~oS>H$a H$s ^y{_H$m, n¥.g§. 20 H$aZo H$m hr A{YH$ma ah OmVm h¡& 7. qgh, e{e í`m_, ~m~m gmho~ dm§S²>_`, IÊS> 2, n¥.g§. 19-20 Aå~oS>H$a H$m Añn¥í`Vm g§~§Yr gm_m{OH$ {MÝVZ 8. aUgw_o, gy`©Zmam`U, S>m°. ~m~m gmho~ Aå~oS>H$a, n¥.g§. 52 {hÝXþ Y_© H$s g~go ^rfU gm_m{OH$ ~wamB©`m| _| go EH$ h¡ - 9. Ahra, S>r.gr., Xr bo{Jgr Am°\$ S>m°. Aå~oS>H$a, n¥.g§. 131 Añn¥í`Vm& Jm§YrOr H$hm H$aVo Wo `{X _oam Xþ~mam OÝ_ hmo Vmo 10. Jm§Yr, Ama.gr., _oao gnZm| H$m ^maV, n¥.g§. 122 EH$ eyÐ Ho$ Ka _| OÝ_ hmo {Oggo _¡§ eyÐm| Ho$ H$ï>m| Am¡a g§H$Q>m| H$mo ñd`§ ^r gh gHy§$ Am¡a CZH$s godm H$a gHy§$& 11. OmQ>d, S>r.Ama., S>m°. Aå~oS>H$a EH$ àIa {dÐmohr, n¥.g§. 116 20 OwbmB©, 1924 H$mo S>m°. ~m~mgmho~ Aå~oS>H$a Zo Añn¥í`m|, 12. H$sa, YZ§O`, S>m°. Aå~oS>H$a - bmB\$ EÊS> {_eZ, n¥.g§. 414 X{bVm| H$s CÝZ{V Ho$ {bE "~{hîH¥$V {hVH$m[aUr g^m' H$s 13. Aå~oS>H$a, ~r.Ama., amB©qQ>½g EÊS> ñnrMoO, IÊS> 13, n¥.g§. ñWmnZm H$s& g^m H$m bú` X{bV dJm}§ Ho$ ~rM {ejm Am¡a 1214

[agM© [aBÝ\$mog©_|Q> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 171 dV©_mZ _| _{hbm Ed§ _mZdm{YH$ma S>m°. ^aV bmb _rZm ì`m»`mVm, amOZr{V {dkmZ amOH$s` bmb ~hmXþa emñÌr _hm{dÚmb`, H$moQ>nyVbr, O`nwa (amO.)

emoY gmam§e AmOmXr go nhbo h_mao g_mO _o AZoH$ Hw$ar{V`m|, gm_§VdmXr VWm {nN>So>nZ H$s _mZ{gH$Vm ~Zr hþB© h¡& {H$ÝVw AmOmXr Ho$ ~mX _{hbmAm| H$s gwajm d A{YH$mam| H$s ì`dñWm g§{dYmZ _| H$s JB©& ^maVr` g§{dYmZ _| _{hbmAm| Ho$ A{YH$mam| go gå~pÝYV AZwÀN>oX 14 go 18 VH$ Ed§ AZwÀN>oX 39E, AZw. 21, AZw. 15, AZw. 15(3), AZwÀN>oX 42, AZw. 51E (B©) H$m àmdYmZ {H$`m J`m h¡& Omo _{hbmAm| Ho$ {bE EH$ daXmZ go H$_ Zht h¡& ^maVr` _{hbmAm| H$mo H$mZyZr A{YH$ma {X`o J`o h¡ O¡go XhoO {ZfoY A{Y{Z`_ 1961, ~mb {ddmh {ZfoY A{Y{Z`_ 2006 Am{X& H$m_H$mOr _{hbmAm| Ho$ {bE AZoH$ H$mZyZr àmdYmZ {H$`o J`o h¢& g§n{V _| _{hbmAm| H$mo A{YH$ma àXmZ {H$`m J`m h¡& O¡go- ^maVr` CÎmam{YH$ma A{Y{Z`_ 1925, {ddm{hV _{hbm gån{V A{Y{Z`_ 1874, {hÝXÿ CÎmam{YH$ma A{Y{Z`_ 1956, _wpñb_ ng©Zb bm° EoßbrHo$eZ EŠQ> 1936 Am{X Ho$ Ûmam _{hbmAm| H$m gån{V _| A{YH$ma g§a{jV {H$`m J`m h¡& ^maVr` gaH$ma Ûmam pñÌ`m| Ho$ A{YH$mam| Ho$ {bE Ed§ CZH$mo gm_m{OH$ ga§jU àXmZ H$aZo hoVw {d{Y _| _{hbmAm| go gå~pÝYV à_wI AnamYm| _| gOm H$m A{YH$V_ àmdYmZ {H$`m J`m h¡, Ed§ ^maVr` XÊS> g§{hVm 1860 _| {d{^ÝZ YmamAm| _| _{hbmAm| H$mo gm_m{OH$ gwajm Ed§ AnamY go gwajm àXmZ H$s JB© h¡& 1947 Ho$ ~mX go hr g§d¡Ym{ZH$ àmdYmZm| Ûmam _{hbmAm| H$mo nwéfm| Ho$ g_mZ A{YH$ma àXmZ {H$`o J`o h¢& dV©_mZ _| CnamoŠV H$mZyZm|, A{YH$mam| Ho$ _mÜ`_ go ^r _{hbmE| gm_m{OH$, Am{W©H$, amOZ¡{VH$, gm§ñH¥${VH$, e¡{jH$ Am{X joÌmo _| ZB© C§MmB©`m± àmá H$a ahr h¡& g§Ho$Vmja … g§d¡Ym{ZH$ d {d{YH$ àmdYmZ, _mZdm{YH$ma hZZ, g§ajU, àmoÝZ`Z {Og amï´> _| _{hbm`| {OVZr A{YH$ {e{jV hmoVr h¢, dh amï´> g_mZVm Am¡a ga§jU H$m A{YH$ma (AZw. 15), _{hbmAm| H$s CVZm hr àJ{Verb hmoVm h¡& ^maV _| AmO _{hbm`| {M{H$ËgH$, ~ohVar Ho$ {bE {deof àmdYmZ ~ZmZo Ho$ {bE amÁ` H$mo A{YH$ma B§Or{Z`a, d¡km{ZH$, pIbm‹S>r Am{X ñWmZm| na AnZr J[a_m_`r (AZw. 15 (3)), H$m_ H$s Ý`m`g§JV d _mZdmo{MV XemAm| H$m pñW{V ~Zm MwH$s h¢& EgmoM¡_ H$s [anmoQ>© Ho$ AZwgma ''^maVr` VWm àgy{V ghm`Vm H$m Cn~§Y (AZw 42), _yb H$Îm©ì` _| Eogm _{hbm`| Ka Am¡a XâVa _| XmoZm| OJh ^oX^md H$m {eH$ma h¡§ àmdYmZ h¡ {H$ Eogr àWmAm| H$m Ë`mJ {H$`m Om`o Omo pñÌ`m| Ho$ H$m_ Ho$ ~{‹T>`m Adga Vmo Xÿa aho CÝh| nXmoÝZ{V Ho$ g_mZ Adga gå_mZ Ho$ {dê$Õ h¡ (AZw. 51 E (B©))& VH$ Zht {_bVo, {Oggo do erf© nXm| VH$ Zh§r nhþ§M nmVr h¢& ^maVr` g§ñH¥${V Am¡a OrdZ nÕ{V _| _mZd A{YH$mam| H$s _hO 33 à{VeV _{hbm`| hr erf© nXm| na AnZr CnpñW{V à{Vð>m àmMrZ H$mb go hr ñWm{nV ahr h¡& _hm^maVH$mbrZ XO© H$am nmVr h¢&'' dV©_mZ _| _{hbm gepŠVH$aU go VmËn`© gm{hË` VWm H$m¡{Q>ë` Am{X Ho$ g_` _| Zm[a`m| na àhma H$aZm, `h h¡ {H$ gm_m{OH$ gw{dYm H$s CnbãYVm, Am{W©H$ Zr{V {ZanamYm| H$mo gVmZm, amOnyV `m amÁ` à{V{Z{Y H$mo An_m{ZV {ZYm©aU _| ^mJrXmar, g_mZ H$m`© Ho$ {bE g_mZ doVZ Am{X H$aZm d{O©V _mZm J`m Wm& g_mO Am¡a n[adma _| _mZd A{YH$mam| H$m gw{ZpíMV hmoZm h¡, ^maVr` g§{dYmZ Zo _{hbmAm| A{YH$mam| H$m AmXa H$aZm ^maVr` naånamAm| Am¡a AmñWm H$m H$mo AZoH$ A{YH$ma {X`o h¡§- g_mZVm H$m A{YH$ma (AZw. 14- EH$ ñd^m{dH$ A§J ahm h¡& AmO Ho$ dV©_mZ ^maVr` n[adoe _| 18), _{hbm nwéf H$mo g_mZ ê$n go AmOr{dH$m H$m A{YH$ma _{hbmAm| H$mo H$mZyZr A{YH$ma {X`o h¡§ :- XhoO {ZfoY A{Y{Z`_ (AZw. 39 E.), OrdZ H$m A{YH$ma (AZw. 21), {d{Y Ho$ g_j 1961,{dXoer {ddmh A{Y{Z`_ 1961,{deof {ddmh A{Y{Z`_

172 [agM© [aBÝ\$mog©_|Q>> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 1969,^maVr` VbmH$ A{Y{Z`_ 1869,{hÝXÿ {ddmh A{Y{Z`_ àmdYmZ {H$`m J`m h¡& ^maVr` XÊS> g§{hVm 1860 H$s 1955,Y_m©ÝVaU {ddmh {dÀN>oX A{Y{Z`_ 1866,~mb {ddmh {ZåZ{b{IV Ymam`| _{hbmAm| H$mo gm_m{OH$ gwajm Ed§ AnamY {ZfoY A{Y{Z`_ 2006, H$ÝdQ²>g© _¡[aO {S>gmoë`yeZ EŠQ>& go gwajm àXmZ H$aVr h¡- AË`§V àmMrZ H$mb _| _{hbm`| g_mO H$m EH$ A{^ÝZ A§J Wt& Ymam 304(I) Ho$ A§VJ©V {ddmh go gmV df© Ho$ A§Xa àVm{‹S>V Cƒ {ejm àm{á Ho$ Adga, nwéfm| go ~am~ar H$s pñW{V, \¡$gbm H$aVo hþE XhoO hË`m hmoZo H$s pñW{V _| H$_ go H$_ 7 df© Ho$ {bE boZo _| nwéf Ho$ g_mZ {hñgoXmar VWm nXm© àWm H$m [admO Z H$mamdmg qH$Vw ~T>H$a AmOrdZ H$mamdmg H$m àmdYmZ H$aVr h¡& hmoZo Am{X Ho$ H$maU _{hbmAm| H$mo g_mO _| gdm}ƒ ñWmZ Wm& Ymam 321 go 316 VH$ H$s YmamAm| Ho$ A§VJ©V ñÌr H$s gh_{V ^maV _| _{hbmAm| H$mo nyOZr` _mZVo hþEo BVZm VH$ H$hm J`m Ho$ {~Zm J^©nmV H$amZo H$m {eew H$s _¥Ë`w hmoZo na Xg df© H$s {H$ Ohm± _{hbmAm| H$s nyOm hmVr h¡ dhm± XodVmAm| H$m ^r dmg gOm H$m AmOrdZ H$mamdmg Ed§ Ow_m©Zm H$m àmdYmZ H$aVr h¡& hmoVm h¡& ""`Ì Zm`©ñVw nyÁ`ÝVo a_ÝVo VÌ XodVm'' h_mam AmXe© Ymam 323 Ho$ A§VJ©V ñÌr Ho$ gmW _manrQ> H$aZo VWm J§^ra MmoQ>| _mZm OmVm h¡& ""^maV h_oem go _{hbmAm| Ho$ {Z{_©V A§Vam©ï´>r` nhþ§MmZo na EH$ df© H$m H$mamdmg `m 1000ê$. H$m Ow_m©Zm `m d amï´>r` _§M na {h_m`Vr ahm h¡& ñdV§ÌVm H$s àm{á go hr ^maV XmoZm| H$m àmdYmZ H$aVr h¡& Ymam 342 Ho$ A§VJ©V gmYmaU ê$n go Zo qbJ na AmYm[aV nydm©J«hm| H$mo {_Q>mZo Ho$ {bE g§J{R>V à`mg ZOa~§X aIZo na EH$ df© H$m H$mamdmg `m 1000 ê$. go Ow_m©Zm {H$`o h¢ Vm{H$ _{hbm`| ghr AWm} _| nwéfm| Ho$ Am_Zo-gm_Zo hmoH$a `m XmoZm| H$m àmdYmZ H$aVr h¡& h¡{g`V H$m Cn`moJ H$a gH|$''& Ymam 344 Ho$ A§VJ©V Xg `m Xg {XZ go A{YH$ ZOa~§X aIZo AmO Ho$ n[adoe _| _{hbm`| Ka Ho$ ~mha OmH$a H$m_H$mO H$aVr na VrZ df© H$m H$mamdmg `m Ow_m©Zm H$m àmdYmZ H$aVr h¡& Ymam h¢ Bg{b`o _{hbmAm| H$mo ga§jU àXmZ H$aZo Ho$ {bE {d{YH$ 354 Ho$ A§VJ©V ñÌr H$s b‚mm ^§J H$aZo Ho$ Ame` go Cg na ì`dñWm Ho$ A§VJ©V CZHo$ ga§jU Ho$ {bE AZoH$ EŠQ> ~Zm`o h_bm `m Amnam{YH$ ~b H$m à`moJ H$s pñW{V _| Xmo df© Ho$ {b`o J`o h¡§- ~r‹S>r EŠQ> {gJma dH©$g© EŠQ> 1966,~m|So>S> bo~a {gñQ>_ H$mamdmg `m Ow_m©Zm `m XmoZm| H$m àdYmZ H$aVr h¡& (A~mo{beZ) EŠQ> 1976,{gZo dH©$g EÊS> {gZo_m {W`oQ>a dH©$g© Ymam 363 Ho$ A§VJ©V ì`dhmaU {OgHo$ {b`o 7 df© Ho$ {b`o EŠQ> 1981, H$m§Q>¡ŠQ> bo~a (aoJwboeZ EÊS> Amo{beZ EŠQ>) H$mamdmg Am¡a Ow_m©Zm, àmdYmZ H$aVr h¡& Ymam 363 H$ Aàmß`ì` 1970, BåßbmB© ñQ>oQ> B§í`moa|g EŠQ> 1948, B¹$b ñQ>oQ> _mBJ«oeZ ì`` Bg{b`o ì`dnhaU `m Aàmß`ì` H$s A{^ajm Bg{b`o EŠQ> 1976, \¡$ŠQ´>rO EŠQ> 1948, BÊQ>a ñQ>oQ> _mBJ«oeZ EŠQ> A{^àmá H$aZm {H$ Eogm AàmßË` ^rI _m§JZo Ho$ à`moOZ Ho$ 1979, brJb n¡«ŠQ>reZg© (dw_oZ) EŠQ> 1923, _¡Q>a{ZQ>r {b`o {Z`mo{OV {H$`m à`wŠV {H$`m Om`o& Aàmß`ì` H$mo Bg{b`o ~oZr{\$Q> EŠQ> 1961, {_{Z__ doO EŠQ> 1948, no_|Q> Am°\$ {dH$m§J H$aZm {H$ Eogm Amàmß`ì` ^rI _m§JZo Ho$ à`moOZm| Ho$ doO EŠQ> 1936, ßbm§Q>oeZ bo~a EŠQ> 1951, dH©$_oZ H§$n|gogZ EŠQ> 1923, _mB§g EŠQ> 1952& {b`o {Z`mo{OV `m à`wŠV {H$`m Om`o& Eogm K¥{UV H$m`© H$aZo Ho$ {bE 10 df© Ho$ {bE H$mamdmg `m AmOrdZ H$mamdmg `m Ow_m©Zm AmO h_| g_mO _| EH$ Eogr ñdñW _mZ{gH$ gmoM H$s `m XmoZm| go X§{S>V {H$`m Om`oJm& Amdí`H$Vm h¡ Omo B©ída {Z{_©V g¥{ï> H$s gw§Xa H¥${V ñÌr-nwéf Ho$ _Ü` g_mZ AmXa Ed§ gå_mZ H$m ^md OmJ¥V H$am gHo$& Ymam 364 Ho$ A§VJ©V hË`m Ho$ CÔoí` go AnhaU `m ì`nhaU H$s _{hbm`| _{hbmAm| Ho$ à{V g§doXZerb hm|& _{hbm ge{º$H$aU pñW{V _| AmOrdZ H$mamdmg `m Xg df© Ho$ {b`o H${R>Z H$mamdmg _mÌ EH$ Zmam Zht ~Zo A{nVw EH$ Eogr ñdñW _mZ{gH$ gmoM `m AmOrdZ H$mamdmg àmdYmZ h¡& Ymam 366 Ho$ A§VJ©V {H$gr ~Zo {Oggo ñÌr-nwéf Ho$ _Ü` EH$ Xÿgaoo Ho$ à{V gå_mZ Ed§ ñÌr ñÌr H$mo {ddmh H$aZo Ho$ {b`o {dde H$aZo `m ^«ï> H$aZo Am{X Ho$ Am¡a ñÌr H$m Om{VJV dJu` ^oX ^r {_Q> gHo$&'' _{hbmAm| H$mo {b`o Cgo ì`dhV H$aZo Ho$ CÔoí` H$mo nyU© H$Zo Ho$ {b`o 10 df© H$m g_mZVm H$m A{YH$ma {_bo Bgr{bE Cgo g§n{V _| A{YH$ma àmá H$mamdmg Am¡a Ow_m©Zm H$m àmdYmZ {H$`m J`m& hmo& Bgr H«$_ _o ^maVr` H$mZyZ Zo H${Vn` A{Y{Z`_ ~Zm`o- Ymam 366 Ho$ A§VJ©V AàmßËd` bS>H$s H$m CnmnZ `m{Z Ad`ñH$ ^maVr` CÎmam{YH$ma A{Y{Z`_ 1925, {ddm{hV _{hbm g§n{V b‹S>H$s H$m AnhaU H$aZm Am¡a CgH$mo g§^moJ Ho$ {b`o {dde H$aZo A{Y{Z`_ 1874, {hÝXÿ CÎmam{YH$ma A{Y{Z`_ 1956, _wpñb_ Ho$ {bE 10 df© H$m H$mamdmg Am¡a Ow_m©Zo H$m àmdYmZ h¡& Ymam ng©Zb bm° (e[a`V) EßbrHo$eZ EŠQ> 1936& 366 I Ho$ A§VJ©V {dXoe go b‹S>{H$`m| H$mo Am`mV H$aZo Ho$ {b`o ^maVr` gaH$ma Ûmam pñÌ`m| Ho$ ge{º$H$aU Ho$ {bE Ed§ CZH$mo 10 df© H$m H$mamdmg Am¡a Ow_m©Zo H$m àmdYmZ h¡& gm_m{OH$ ga§jU àXmZ H$aZo Ho$ hoVw ^maVr` AnamY {d{Y Ymam 372, 373 doí`md¥{Îm Am{X Ho$ à`moOZ Ho$ {b`o Aàmáì` _| _{hbmAm| go g§~§{YV à_wI AnamYm| _| gOm H$m A{YH$V_ (Ad`ñH$) H$mo ~oMZm `m ^mSo> na XoZm CÝht à`moOZ Ho$ {b`o

[agM© [aBÝ\$mog©_|Q> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 173 AàmßVì` H$mo IarXZm `m CgH$m H$ãOm A{^àmßV hmoZm, Bgr {H$gr ^r g_mO _| epŠV H$m _hËd ñnï> XoIm Om gH$Vm h¡& ñÌr AnamY Ho$ {b`o 10 df© H$m H$mamdmg Am¡a Ow_m©Zo H$m àmdYmZ Am¡a nwéf àH¥${V go hr EH$ Xÿgao Ho$ nyaH$ aho h¡§& {H$ÝVw emar[aH$ h¡& Ymam 376 Ho$ A§VJ©V {H$gr ñÌr Ho$ gmW ~bmËH$ma H$aZo ê$n go H$_Omoa hmoZo Ho$ H$maU ñÌr H$mo gX¡d nwéf H$s AZwJm_r na AmOrdZ H$mamdmg `m 10 df© H$m H$mamdmg Am¡a Ow_m©Zo hmoZm nS>m h¡& {ejm Ho$ {dH$mg Ho$ gmW hr {d{^ÝZ g_mOm| _| H$m àmdYmZ h¡& {H$gr nwéf Ûmam AnZr nËZr Ho$ gmW g§^moJ pñÌ`m| H$mo nwéfmo Ho$ ~am~a A{YH$ma {X`o OmZo bJo& ^maV ^r {OgH$s Am`w 12 df© go H$_ h¡ Eogo AnamY Ho$ {b`o Xmo df© Ho$ nmíMmË` Xoemo H$s CÝZ{V H$s AZXoIr Zht H$a gH$m Amoa 1947 {b`o H$mamdmg `m Ow_m©Zm `m XmoZm| H$m àmdYmZ {H$`m J`m h¡& Ho$ ~mX go hr g§d¡Ym{ZH$ àmdYmZ Ûmam _{hbmAm| H$mo nwéfm| Ymam 376H$ Ho$ AÝVJ©V n¥WH$ ahZo Ho$ Xm¡amZ {H$gr nwéf Ûmam Ho$ g_mZ A{YH$ma {X`o J`o h¢& ^maV Zo g§`wŠV amï´> g§K H$s AnZr nËZr Ho$ gmW g§^moJ H$aZo H$s pñW{V _| 2 df© H$m _hmg^m H$s V¥Vr` g{_{V Ho$ g_j _mZd A{YH$mam| Ho$ A{^d¥Õ H$mamdmg Am¡a Ow_m©Zo H$m àmdYmZ h¡& Ymam 376 I Ho$ AÝVJ©V Ed§ g§ajU Ho$ {bE EH$ amï´> g§ñWm H$mo ñWm{nV H$aZo AWdm bmoH$ godH$ Ûmam AnZr A{^ajm _| {H$gr ñÌr Ho$ gmW g§^moJ _O~yV H$aZo Ho$ g§~§Y _| AnZr CËgwH$Vm nyU© ê${M àX{e©V O¡go AnamY H$aZo Ho$ {bE 5 df© H$m H$mamdmg Am¡a Ow_m©Zo H$m H$s Wr& Zmar g_mO H$m EH$ à_wI A§J h¡& qH$Vw g_`mZwH«$_ àmdYmZ h¡& Ymam 37-J Ho$ AÝVJ©V Oob, à{VàofU J¥h Am{X _| _Zwî` Zo ñdmW©de Zmar H$mo _mÌ ^moJ {dbmg H$s dñVw _mZ Ho$ AYrjH$ Ûmam g§^moJ H$aZo Ho$ {b`o 5 df© H$m H$mamdmg Am¡a {b`m h¡& gaH$ma Zo _{hbm {ejm H$mo h_oem àmW{_H$Vm Xr h¡& Ow_m©Zo H$m àmdYmZ h¡& nyar {ejm àUmbr _{hbmAm| H$mo A{YH$ go A{YH$ {ejm Am¡a A{YH$ma XoZo _| bJr h¡& BgHo$ {bE ~m{bH$mAm| H$mo Am¡nMm[aH$ Ymam 376K Ho$ AÝVJ©V {H$gr AñnVmb Ho$ à~ÝYH$ Am{X Ûmam Ed§ AZm¡nMm[aH$ {ejm XoZo Ho$ {bE XmpIbm H$admZo, {e{jH$mAm| Cg AñnVmb _| {H$gr ñÌr Ho$ gmW g§^moJ H$aZo H$s pñW{V _| Ho$ ê$n _| J«m_rU _{hbmAm| H$mo ^Vu H$aZo VWm qbJ ^oX g_má 5 df© H$m H$mamdmg Am¡a Ow_m©Zo H$m àmdYmZ h¡& Ymam 377 Ho$ H$aZo na Omoa {X`m Om ahm h¡& Bgr H«$_ _| ^maV Ûmam ~Zm`m AÝVJ©V AàmH¥${VH$ g§^moJ(àH¥${V Ho$ {dê$Õ AnamY) H$aZo Ho$ J`m {ejm H$m A{YH$ma A{Y{Z`_ 2009 Zo EH$ ~‹S>r ^y{_H$m {bE AmOrdZ H$mamdmg `m 10 df© H$m H$mamdmg Am¡a Ow_m©Zo H$m {Zd©hZ {H$`m h¡& H$m àmdYmZ h¡& _mZd A{YH$mam| Ho$ nX H$m à`moJ gd©àW_ A_o[aH$m Ho$ amï´>n{V Ymam 494 Ho$ AÝVJ©V n{V `m nËZr Ho$ OrdZ H$mb _| nwZ: ê$OdoëQ> Zo OZdar 1941 _| H$m§J«og H$mo g§~mo{YV AnZo à{gÕ {ddmh H$aZo Ho$ {bE 7 df© H$m H$mamdmg Am¡a Ow_m©Zo H$m àmdYmZ g§Xoe _| {H$`m Wm, {Og_| CÝhm|Zo Mma __©^yV ñd§VÌVmAm| dmH²$ h¡& Ymam 495 Ho$ AÝVJ©V dhr AnamY nyd©dVu {ddmh H$mo Cg ñdmV§Ì`, Jar~r go _w{º$ Am¡a ^` go ñdmV§Ì` na AmYm[aV ì`pŠV go {N>nmH$a {OgHo$ gmW nÀN>`mdVu {ddmh H$aZo Ho$ {bE {díd H$s KmofUm H$s Wr& A§Vam©ï´>r` gå_obZm| Ed§ KmofUmAm| 10 df© H$m H$mamdmg Am¡a Ow_m©Zo H$m àmdYmZ h¡& H$m `moJXmZ h¡& _mZdm{YH$ma Ho$ {dH$mg _| d¡Ym{ZH$ àmdYmZ, Ymam 497 Ho$ AÝVJ©V OmaH$_© O¡go AnamY Ho$ {bE 5 df© H$m àemg{ZH$ AmXoe VWm ñWmZr` ñVa na Ý`m{`H$ KmofUmAm| H$s H$mamdmg `m Ow_m©Zo `m XmoZm| H$m àmdYmZ {H$`m J`m h¡& Ymam 498 _hVr ^y{_H$m ahr h¡& dV©_mZ n[aàoú` _| _mZdm{YH$ma H$s `{X Ho$ AÝVJ©V {ddm{hVm ñÌr H$mo Amnam{YH$ Ame` go \w$gbm H$a h_ ~mV H$a| Vmo _mZd A{YH$ma H$s {d{^ÝZ g_ñ`mE§ Zñbr` bo OmZm `m {Zê$Õ aIZm O¡go O¡go AnamY Ho$ {bE 2 df© H$m ^oX^md, ^mfm`r A{YH$ma, Ym{_©H$ A{YH$ma ñdV§ÌVm, b¡{§J§J H$mamdmg `m Ow_m©Zo `m XmoZmo H$m àmdYmZ {H$`m J`m h¡& ^oX^md (qbJ ^oX) _¥Ë`wXÊS>, nw{bg AË`mMma (Z¥e§gVm) Ymam 498E Ho$ AÝVJ©V {H$gr {ddm{hVm ñÌr Ho$ à{V Hy«$aVm H$aZo _m¡{bH$ A{YH$ma Ho$ C„§KZ go Ow‹S>r hþB© h¡& _mZdm{YH$ma go Ow‹S>r H$s pñW{V _| Ed§ XhoO gå~ÝYr CËnr‹S>Z H$aZo H$s H$aZo H$s `o g_ñ`mE± A~ A§Vam©ï´>r` ñVa na Zr{V {Z_m©VmAm|, {ejH$mo§, pñW{V _| 3 df© H$mamdmg `m Ow_m©Zo H$m àmdYmZ {H$`m J`m h¡& g_mO go{d`m| Ed§ N>mÌm| H$m Ü`mZ AmH${f©V H$aZo bJr h¢&'' Ymam 499 Ho$ AÝVJ©V {H$gr ñÌr H$s ~oB‚mVr H$aZm VWm Cg AmO h_mam Xoe {OVZm VaŠH$s H$a ahm h¡ Cggo H$hr Á`mXm na PyR>o Amamon bJmH$a g_mO _| CgH$s à{Vð>m H$mo Yy{_b H$aZo _mZd AnZr VaŠH$s Ho$ {bE JbV H$X_ CR>m ahm h¡& dh AnZo O¡go AnamY Ho$ {bE 2 df© H$m H$mamdmg `m Ow_m©Zo `m XmoZmo H$m ñdmW© H$mo nyam H$aZo Ho$ {bE AZOmZo nW na ^r OmZo Ho$ {b`o àmdYmZ {H$`m J`m h¡& Ymam 509 Ho$ AÝVJ©V ñÌr H$s b‚mm H$m V¡`ma h¡& Ohm§ h_mao AmYw{ZH$ Xoe H$s _{hbm ha joÌ _| AnZo AZmXa H$aZo Ho$ Ame` go H$moB© eãX H$hZm `m H$moB© A§J {djon H$X_m| H$mo AmJo ~T>m ahr h¡& dht Xÿgar Am¡a CÝht _{hbmAm| Ho$ H$aZo O¡go AnamY Ho$ {bE 1 df© H$m gmXm H$mamdmg `m Ow_m©Zo gmW XþamMmar ì`dhma hmo ahm h¡& ^maV Ho$ amÁ`mo _| _mZdm{YH$ma `m XmoZm| H$m àmdYmZ {H$`m J`m h¡& ga§jU A{Y{Z`_ 1993 H$s Ymam 4 _| amÁ` _| _mZdm{YH$ma

174 [agM© [aBÝ\$mog©_|Q>> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 Am`moJ JR>Z H$m àmdYmZ h¡ Am¡a amÁ`m| _| BgHo$ JR>Z H$s {ZX}e Omar H$aoJm {H$ do g^r h¡§S>goQ>m| _| A{Zdm`© ê$n go EH$ à{H«$`m VoOr go ~T> ahr h¡& BZ Am`moJmo Ho$ {dÎmr` ^ma H$m dhZ EgAmoEg AbQ>© ~Q>Z bJmE§& amÁ` gaH$mam| Ûmam {H$`m OmVm h¡& g§~§{YV amÁ` H$m amÁ`nmb, 2. g‹S>H$ n[adhZ Am¡a amO_mJ© _§Ìmb` H$m àñVmd: Xoe _| AÜ`j VWm gXñ`m| H$s {Z`wpŠV H$aVm h¡& Am`moJ H$m _w»`mb` g‹S>H$ dmhZm| _| _{hbmAm| H$s gwajm H$s EH$ `moOZm V¡`ma H$s amÁ` _| H$ht ^r hmo gH$Vm h¡ A{Y{Z`_ H$s Ymam 21(5) JB© h¡, {Ogo 10 bmI go A{YH$ H$s Am~mXr dmbo 32 eham| Ho$ VhV amÁ` _mZd A{YH$mamo Ho$ hZZ go g§~§{YV CZ g^r _| AJbo Xmo dfm} _| bmJy {H$`m Om`oJm& gmd©O{ZH$ n[adhZ Ho$ _m_bm| H$s Om±M H$a gH$Vm h¡, {OZH$m C„oI ^maVr` g§{dYmZ dmhZm| _o A{Zdm`© ê$n go OrnrEg (½bmo~a nmo{OeZ {gñQ>_), H$s gyMr II VWm III Ed§ IV _| {H$`m J`m, dht Ymam 36(9) gmd©O{ZH$ n[adhZ H$s ~gm| _| grgrQ>rdr, ñ_mQ>© \$moZ Ho$ _mÜ`_ Ho$ AZwgma Am`moJ Eogo {H$gr {df` H$s Om±M Zht H$aoJm, Omo go `mÌr gyMZm àUmbr, ~g ñQ>m°n na gyMZm àXe©Z H$s ì`dñWm {H$gr amÁ` Am`moJ AWdm AÝ` Am`moJ Ho$ g_j {dMmamYrZ hmoZr Mm{hE& h¡& ì`pŠV Ho$ ì`pŠVd Ho$ {dH$mg Ho$ {bE gm_m{OH$ dmVmdaU 3. aob _§Ìmb` H$m àñVmd: Hw$N> {deof joÌm| _| aob Jm{‹S>`m| H$m ñdñÏ` hmoZm Amdí`H$ h¡& g_mO _| _Zwî` H$m {dH$mg V^r _| EgAmoEg AbQ>© àUmbr H$s ñWmnZm Ho$ {bE EH$ àm`mo{JH$ g§^d h¡ O~ CgH$mo nyU©V`m _mZdm{YH$ma àmßV hmo& AV: dh {H$gr ^r H$m`© Ho$ {bE nyU©ê$noU ñdV§Ì hmoJm V^r dh ghr T>§J `moOZm; Bg ì`dñWm Ho$ A§VJ©V _mo~mBb Am¡a b¡§S>bmBZ ZoQ>dH$m} go AnZm {dH$mg H$a gHo$Jm& {dJV nÝÐh-gmobh dfm} _| ^maV Ho$ g^r Xÿag§Mma g{H©$bm| Ho$ _mo~mBb godm àXmVm hm|Jo, H$m°b _| _{hbm gepŠVH$aU H$s {Xem _| Z`m Xm¡a ewê$ hþAm h¡& `h [aH$m°S©> H$aZo `m{Z `m{Ì`m| Amoa H$m°b g|Q>a Ho$ EO|Q>mo Ho$ ~rM {XbMñn ~mV h¡ {H$ EH$ Va\$ bmoH$g^m Am¡a {dYmZg^mAm| _| ~mVMrV H$mo [aH$mS©> H$aZo H$s ì`dñWm, EgE_Eg godm Ho$ {bE 33 à{VeV AmajU H$m _m_bm IQ>mB© _| nS>m h¡& dht Xÿgar CnH$aUm| _| CÝZ`Z/AZwHy$bZ H$s ì`dñWm, ewê$ _| àñVm{dV Va\$ n§Mm`Vm| _| _{hbmAm| Ho$ {bE 33 à{VeV AmajU bmJy H$m°b g|Q>a A§J«oOr Am¡a {hÝXr ^mfmAm| _| H$m`© H$aoJm, bo{H$Z hmoZo go O_rZr ñVa na H$m\$s n[adV©Z hþE h¡§ Am¡a EH$ Z`m àUmbr H$m CÝZ`Z H$aHo$ Bg_| H|$ÐrH¥$V H$m°b goÝQ>a go àmßV amOZr{VH$ n[aX¥í` gm_Zo Am`m h¡& AmO h_mao Xoe _| bJ^J H$m°bm| H$mo joÌr` H$m°b g|Q>am| H$mo hñVmj[aV H$aZo H$s ì`dñWm 12 bmI go A{YH$ _{hbm {Zdm©{MV à{V{Z{Y h¢& BVZr g§»`m hmoJr& {díd Ho$ {H$gr ^r Xoe _| Zht h¡& BVZm hr Zht, AJa nyar Xþ{Z`m Cn`w©ŠV VrZ `moOZmAm| Ho$ {bE Abmdm _{hbm E§d ~mb {dH$mg H$s {Zdm©{MV _{hbm à{V{Z{Y`m| H$s g§»`m Omo‹S>r OmE {\$a ^r _§Ìmb` Zo ~Vm`m h¡ {H$ dh g§doXZerb joÌm| H$s nhMmZ H$aZo, dh g§»`m ^maVr` {Zdm©{MV _{hbm à{V{Z{Y`m| go H$_ hr h¡& H$m`©dmhr H|$Ðm| H$s ñWmnZm H$aZo Am¡a 10 bmI go A{YH$ n§Mm`Vr amO g§ñWmAm| Ûmam _{hbm gepŠVH$aU go g_mO _| Am~mXr dmbo Cn`w©ŠV 32 eham| _| _{hbmAm| H$s gbm_Vr Am¡a Am_ybMyb n[adV©Z X¥{ï>JmoMa hmoZo bJo h¡§& Mmho dh Xmonha H$m gwajm H$mo ~T>mdm XoZo Ho$ {bE OmJê$H$Vm n¡Xm H$aZo H$s EH$ ^moOZ H$m`©H«$_ hmo `m gd©{ejm A{^`mZ Ho$ g\$bVm H$s ~mV `moOZm V¡`ma H$a ahm h¡& J«m_rU _{hbmAm| _| AnZo A{YH$mam| Ho$ à{V AmdmO CR>mZo H$s Ohm§ EH$ Amoa _{hbmAm| Ho$ CËnr‹S>Z na MMm© hmo ahr h¡ dht {hå_V ~T>r h¡& CZ_| AmË_ {dídmg ~‹T>m h¡& do AnZo Amg-nmg Xÿgar Amoa CZHo$ Ûmam {H$`o J`o H$m`m} H$s àe§gm ^r hmo ahr h¡& KQ>Zo dmbr KQ>ZmAm| Ho$ à{V gOJ hþB© h¡§& J«m_rU BbmHo$ _| hmooZo Eogr hr EH$ ^maVr` _{hbm H$ënZm Mmdbm Wr {OZH$s `mX _| go CZ_| aMZmË_H$ H$m`©H«$_m| _| ^mJrXmar ~T>r h¡& CZ_| amï´> "{nH$mo~m' (n§Om~ B§Or{Z`[a¨J H$m°boO, M§S>rJT> AmoëS> ~m°`O Am¡a g_mO Ho$ à{V {Oå_oXmar H$s ^mdZm H$m {dH$mg hþAm h¡& Egmo{g`oeZ) Zo EH$ AdmS©> XoZm àmaå^ {H$`m h¡- "{nH$mo~m' Ho$ÝÐr` {dÎm _§Ìmb` Zo 16 {Xg§~a 2013 H$mo {d{^ÝZ _§Ìmb`m| (n§Om~ B§Or{Z`[a¨J H$m°boO M§S>rJT> AmoëS> ~m°`O Egmo{g`oeZ) Ho$ òmoVm| H$mo _{hbmAm| H$s gwajm go g§~§{YV {Z^©` H$mof _| H$s Amoa go df© 2009 Ho$ H$ënZm Mmdbm EŠgrb|g AdmS©> Ho$ {bE BñVo_mb {H$`o OmZo Ho$ VrZ àñVmdm| H$mo ñdrH¥${V àXmZ H$s& 9 _{hbmAm| H$mo gå_m{ZV {H$`m J`m h¡& gå_m{ZV _{hbmAm| "{Z^©` H$mof' go g§§~§{YV VrZ àñVmd {ZåZdV² h¡- _| 400 _r. ñnÕm© _| amï´>r`, E{e`mB© Ed§ A§Vam©ï´>r` ñVa na 1. gyMZm àm¡Úmo{JH$s _§Ìmb` Ho$ gmW nam_e© Ho$ ~mX J¥h _§Ìmb` 16 JmoëS> _oS>b OrV MwH$s _§OrV H$m¡a, AmR> ~ma amï´>r` Hw$íVr Ûmam V¡`ma {H$`m J`m àñVmd: nw{bg àemgZ H$m _mo~mB©b \$moZ M¡§{n`Z d Xmo ~ma amï´> _ÊS>b Iobm| _| Hw$íVr M¡qn`Z Jr{VH$m ZoQ>dH©$ Ho$ gmW EH$sH$aU, Vm{H$ {dnXm \$moZ H$m°bm| na H$_ go OmI‹S>, n§Om~r gm{hË`H$ma VWm gm{hË` AH$mX_r nwañH$ma go H$_ g_` _| nVm bJ`m Om gHo$ Am¡a H$m`©dmhr H$s Om gHo$& gå_m{ZV S>m°. Xbrn H$m¡a {V~mZm, OyS>moH$m a§OrV H$m¡a VWm gyMZm àm¡Úmo{JH$s _§Ìmb` g^r _mo~mB©b \$moZ {d{Z_m©VmAm| H$mo Jm{`H$m Jwa_rV ~mdm em{_b h¡&

[agM© [aBÝ\$mog©_|Q> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 175 Bg àH$ma Ohm± _{hbmAm| H$mo boH$a gaH$mar J¡a-gaH$mar g§JR>Z d _{hbm CËnr‹S>Z H$mo boH$a g_mO Am¡a ì`dñWm _| AZoH$ CZHo$ CËWmZ Ho$ {b`o H$m`©H«$_ V¡`ma H$a CÝho bmJy H$aZo _| bJo {dg§J{V`m§ h¢& Bgr dOh go _{hbm Apñ_Vm AWdm CËnr‹S>Z h¡§ dht CZHo$ Ûmam {H$`o J`o H$m`m] H$mo àmoËgmhZ ^r Xo ahr h¡& {\$a H$m _wÔm ~ohX O{Q>b hmoVm Om ahm h¡& Bg pñW{V _| AMmZH$ ^r `h {dS>å~Zm hr h¡ {H$ AmO ^r Zmar Agwa{jV h¡& BgH$m {H$gr àH$ma Ho$ gwYma H$s Cå_rX ^r Zht H$s Om gH$Vr& gyaV H$maU H$ht hX VH$ Zmar ñd§` ^r h¡& ""^maV df© _| Zmar H$mo ~«÷ V^r ~Xb gH$Vr h¡, O~ àË`oH$ ñVa na ~Xbmd H$s nhb Ho$ g_mZ Jm¡ad_`r ñWmZ àmßV h¡§& qH$Vw ^m¡{VH$dmXr {dMmaYmam hmo& ^maVr` gm_m{OH$ ì`dñWm _| _{hbm _mZdm{YH$mam| H$s Zo Bgo EH$ dñVw Ho$ ê$n _| ñWm{nV H$a Ho$db ^mo½`dmXr dñVw Xþ~©b pñW{V {deofH$a J«m_rU joÌm| _o§ h¡& Ohm§ na {deof Ü`mZ Ho$ ê$n _| _mZ {b`m h¡& d¡{XH$ H$mb go AmO VH$ Zmar Ho$ ê$n XooZ H$s Amdí`H$Vm h¡§, Eogo joÌm| _| _{hbmE± ñd§` H$mo nwéfm| Ho$ _| AZoH$ n[adV©Z Am`o h¢& CgZo H$mb, g_` Ho$ gmW, J{V Ho$ à{V g_{n©V H$aHo$ CZH$s AYrZVm ñdrH$a H$a boVr h¡§& BZ joÌm| gmW AnZo Amn _| A_yë` n[adV©Z {H$`o h¡& Ka H$s MmaXrdmar _| _{hbmAm| H$mo AZoH$ g_ñ`mAm| go JwOaZm nS>Vm h¡& {OgHo$ H$mo N>moS>H$a Myëhm Mm¡H$m H$mo Vmo‹S>H$a AmO dh Am{W©H$ pñW{V A§VJ©V ñdmñÏ`, {ejm, Am{W©H$ ñdV§ÌVm VWm {ZU©` boZo H$s na AnZo AmnH$mo _O~yVr Ho$ gmW O_m`o hþE h¡& em`X `hr ñdV§ÌVm em{_b h¡& H$maU h¡ {H$ nwéf dJ© Cg na Am¡a A{YH$ AË`mMma, XþamMma, g§X^© J«ÝW gyMr ì`{^Mma Amoa ~bmËH$ma O¡go K¥{UV H$m`© H$aVm Mbm Am ahm h¡& 1. ^maV _| _{hbm gepŠVH$aU Am¡a `m¡Z emofU d Kaoby qhgm Ho$ AmO BgH$m H$maU `h ^r hmo gH$Vm h¡ {H$ ~T>Vr ~oamoOJmar Zo {d{dY n[aX¥í`, (bKw emoY à~§Y) àdrU Hw$_ma gŠgoZm, _Ü` nwéf dJ© Ho$ _pñVîH$ H$mo Xÿ{fV H$a {X`m hmo& ^maV _| _{hbmAm| àXoe ^moO (_wŠV), {díd{dÚmb` ^monmb, 2012, n¥.g§. 54 Ho$ {bE AZoH$ H$mZyZ ~Zo h¡ qH$Vw CZH$m {H«$`mÝd`Z ghr VarHo$ 2. gŠgoZm, S>m°. àdrU Hw$_ma, emoYm`Z … ^mJ EH$, ndZnwÌ go Zht hmo nm ahm h¡& BgHo$ MbVo Hw$N> H$mZyZ go ~M {ZH$bVo h¡§ npãbHo$eZ, bIZD$, 2010, n¥.g§. 54 Am¡a g_mO _| AnZr eoIr ~KmaVo h¡§& h_| pñÌ`m| H$mo CZH$m hH$ 3. {_l, gy`© Zmam`U, ^maVr` XÊS> g§{hVm gå_mZnyd©H$ XoZo _| Š`m hO© h¡& qH$Vw Eogm h_ Zht H$aVo h¡ Am¡a 4. MVwd}Xr, gVre, _mZdm{YH$ma Am¡a g§`wŠV amï´> g§K, 2002, Zmar na AË`mMma H$aZm h_ AnZm Y_© _mZVo Mbo Am aho h¡ n¥.g§. 1 AmO ^r Cgr Ho$ AZw`m`r ~Zo ~¡R>o h¢& `hr H$maU h¡ {H$ CZH$s 5. `mXd, S>m°. draoÝÐ qgh, ~XbVo n[aX¥í` _| ZB© ghñÌmãXr H$m OrdZ e¡br à^m{dV hþB© Am¡a CZH$m g_mO _| ñWmZ ^r Hw$N> ^maV g§nmXH$- amYm npãbHo$eZ, ZB© {X„r, 2010 n¥.g§. 331 Yy{_b hþAm h¡& AmO H$s {~J‹S>Vr n[apñW{V`m| Zo Zmar H$mo H$ht 6. Cn`w©ŠV, n¥.g§. 355 ^r gwa{jV ñWmZ Zht {X`m h¡& Ohm± VH$ Kaoby qhgm H$s ~mV H$h| Vmo Bg_| Vmo Zmar hr Zmar H$s eÌw ~Z ~¡R>r h¡& 7. BŠH$sgdt gXr _| ^maV : Xem Am¡a {Xem (emoY go{_Zma n{ÌH$m) 26-27 {gVå~a 2009, X`mZÝX d¡{XH$ ñZmVH$moVa {ZîH$f© _hm{dÚmb`, n¥.g§. 96 h_ `h H$h gH$Vo h¡ {H$ _{hbm Cg _wH$m_ na nhþ±MoJr Vmo 8. H«$m°{ZH$b, \$adar 2014, n¥.g§. 7, 8 Oê$a Ohm± Cgo nhþ±MZm h¡& `{X dh gm_m{OH$, Am{W©H$ AmYma 9. H«$m°{ZH$b, An¡«b 2009 n¥.g§. 26 àmá H$a bo Vmo `h à{H«$`m H$m\$s VoO hmo gH$Vr h¡& AV: `h 10. ^maV _| _{hbm gepŠVH$aU Am¡a `m¡Z emofU d Kaoby qhgm Ho$ Amdí`H$ h¡ CÝh| Cn`wŠV dmVmdaU {_bo {Oggo dh AnZr N>{d {d{dY n[aX¥í`, (bKw emoY à~§Y) àdrU Hw$_ma gŠgoZm, _Ü` H$mo ~ohVa ~Zm gHo$& _{hbm AJa _{hbm H$s eÌw Z ~Zo Vmo `h àXoe ^omO (_wŠV) {díd{dÚmb` ^monmb, 2012, n¥.g§. 10-11 J{V AË`§V Vrd« hmo gH$Vr h¡& `H$sZZ h_mao Xoe _| Apñ_Vm

176 [agM© [aBÝ\$mog©_|Q>> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 Š`m hf© ~m¡Õ Y_© H$m AZw`m`r Wm? S>m°. Xodmam_ ì`m»`mVm B{Vhmg amOH$s` ~mJ‹S> ñZmVH$moVa _hm{dÚmb`, nmbr (amO.)

emoY gmam§e hf© AnZo nyd©Om| H$s _mÝ`Vm H$m hr AZwJm_r Wm& dh ^r {ed Am¡a gy`© H$m CnmgH$ Wm& dV©_mZ B{Vhmg _| MrZr `mÌr öoZgm§J H$s Xr JB© OmZH$mar Ho$ AmYma na hr h_ hf© Ho$ ~mao _| {bIVo AmE h¡& naÝVw hf© Ho$ {df` _| _hmH${d ~mU^Å> Zo, _hmH${d _`ya Zo ^r OmZH$mar Xr h¡& naÝVw CgH$s OmZH$mar, öoZgm§J H$mo A{YH$ _hÎm XoZo Ho$ H$maU, H$m\$s A§em| _| Cno{jV hr ahr& öoZgm§J Omo EH$ {dÛmZ {dXoer `mÌr Wm Omo ^maV _| ~m¡Õ Y_© H$s AnZr {OkmgmE± emÝV H$aZo Am`m Wm& CgH$m ñdmJV gËH$ma H$aZm EH$ `mo½` amOm H$m na_ H$V©ì` Wm, Cgr H$s nmbZm hoVw hf© Zo H$ÝZm¡O _| Y_©g^m H$m Am`moOZ {H$`m Wm& BgH$m `h AW© Zht {H$ CgZo AnZo nyd©Om| go àmá naånamJV Y_©-_mÝ`VmE± N>mo‹Sµ> Xr, Š`m|{H$ CgHo$ gm_«mÁ` H$s A{YH$m§e {dO`| Ed§ `wÕ Vmo CgHo$ OrdZ Ho$ CÎmamY© _| hr hþE Wo& O¡go d„^r, {gÝY, Zonmb, H$í_ra Ed§ nwbHo${eZ {ÛVr` Ho$ `wÕ öoZgm§J H$s `mÌm Ho$ ~mX Ho$ h¡& _m¡` g_«mQ> AemoH$ Adí` ~m¡Õ AZw`m`r hmo J`m Wm {OgZo ~m¡Õ Y_© Ho$ {dñVma Ho$ {bE àMma {H$`m VWm H$qbJ `wÕ Ho$ níMmV² H$moB© `wÕ Zht {H$`m& naÝVw hf© Zo Eogm Hw$N> ^r Zht {H$`m& à`mJ _hm_moj n[afX² H$m Am`moOZ ^r 643 B©. _| hþAm Wm Bg_| Ohm± öoZgm§J Ho$ H$maU ~wÕ H$s à{V_m H$m nyOZ hþAm, {ed H$s {demb à{V_mAm| H$m ^r nyOZ A{^foH$ hþAm Wm& g§Ho$Vmja … {edmonmgH$, _hm_moj n[afX², gd©Y_© g_^md S>m°. nmÊSo>` Ho$ AZwgma, ~mU Ho$ dU©Z go {d{XV hmoVm h¡ {H$ hþE H$hm- Hw$_ma ñd`§ namH«$_r h¡ Am¡a _oao gmW _¡Ìr na {ed Ho$ Á`mo{V{f`m| go ew^ _whÿV© {ZH$bZo Ho$ ~mX hr hf© H$s goZm {dO` A{V[aŠV H$m¡Z Eogm h¡ {OgHo$ gm_Zo Cgo {ga PwH$mZm n‹S>o&''3 `mÌm Ho$ {bE {ZH$br Wr& {dO` `mÌm go nyd© {ed H$m A{^foH$ CnamoŠV dU©Z H$aVo hþE hf©M[aV_² {bIVm h¡- 1 Ed§ ~«÷Hw$ÊS> _| gy`© AmamYZm H$s Wr& {dO``mÌm Ho$ Xÿgao {XZ ""ñd`§ ~mhþembrZ{n M g_mbpå~VeamgoZ gwh{X hamÐVo H$_Ý`§ H$m_ê$_ Zaoe ^mñH$a d_m© H$m XÿV h§gdoJ Ag§»` Cnhmam| Ho$ Z_ñ`{V&'' gmW hf© Ho$ nmg Am`m& öoZgm§J Zo {bIm h¡ - ""àmapå^H$ N>: Cº$ àg§J go `h ñnï> ^md C^aVm h¡ {H$ ^mñH$a d_m© Ed§ hf© dfm} VH$ hf© Zo `wÕ {H$`m ~mX _| 30 df© VH$ empÝV go amÁ` 4 2 XmoZm| hr {ed Ho$ CnmgH$ Wo& MrZr `mÌr öoZgm§J Ho$ AZwgma {H$`m&'' `h H$WZ gË` Zht h¡& Ho$db `h {XImZo Ho$ {bE {H$ ^mñH$a d_m© {dÚm ào_r VWm ~m¡Úmo H$m AmXa H$aZo dmbm Wm& hf© ~m¡Õ Y_© H$m AZw`m`r ~Z J`m VWm `wÕm| _| hmoZo dmbr qhgm H$ÝZm¡O H$s Ym{_©H$ g^m Ho$ H$maU `h _mZm OmVm h¡ {H$ hf© go Cgo {da{º$ hmo JB©& naÝVw gË` `h h¡ {H$ hf© Zo ~m¡Õ Y_© ~m¡Õ Y_© H$m AZw`m`r Wm& AV: EH$ ~ma Bg Ym{_©H$ g^m H$m ñdrH$ma Zht {H$`m& ~mU Ho$ AZwgma hf© go CgH$s {dO` `mÌm {díbofU H$a|& Ho$ Xÿgao {XZ H$m_ê$n Ho$ amOm ^mñH$a d_m© H$m XÿV h§gdoJ nhþ±Mm VWm hf© Ho$ g_j g§{Y àñVmd aIm& àñVmd aIVo hþE CgZo öoZgm§J MrZr `mÌr Wm VWm ~m¡Õ Y_© Jwê$ Wm& MrZ _| ^r CgHo$ {ZdoXZ {H$`m {H$ ""h_mao ñdm_r (^mñH$a d_m©) Zo `h X¥‹T> g§H$ën à{V ~hþV AmXa-gËH$ma Wm& hf© H$m gm_«mÁ` Zonmb VH$ nhþ±M {b`m h¡ {H$ {ed Ho$ MaUm| Ho$ A{V[aŠV H$ht AÝ`Ì {H$gr Ho$ OmZo Ho$ H$maU MrZ go grYr gr_m bJVr Wr& hf© EH$ `mo½` gm_Zo _ñVH$ Zht PwH$mE±J| Bg na hf© Zo g§pÝY H$mo ñdrH$ma H$aVo Hy$Q>Zr{Vk Wm& dh MrZ Ho$ e{º$embr g_«mQ> Ho$ _Z _| gòX`Vm

[agM© [aBÝ\$mog©_|Q> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 177 H$m ^md OJmZm MmhVm Wm& `h EH$ AÀN>m Adga Wm O~ gm_«mÁ` _| Wo& naÝVw Eogm Zht H$aHo$ CgZo H$ÝZm¡O _| gå_obZ öoZgm§J ^maV ^«_U H$a nwZ: MrZ OmZo H$s V¡`mar _| Wm, AV: H$aZo H$m {ZU©` {H$`m Ohm± ~m¡Õ Y_© H$m à^md Zht Wm& ~«m÷U hf© Ho$ à{V AÀN>m ^md boH$a Am`o hf© Bg ~mV H$mo ^br-^m§{V g_mO Ho$ {damoY Ho$ H$maU H$hr H$moB© A{à` K{Q>V Z hmo Om`o OmZVm Wm {H$ ^maV _| ~m¡Õ Y_© nVZ H$s Amoa AJ«ga h¡& {\$a VWm öoZgm§J H$m An_mZ Z hmo OmE, {OgH$s {H$ Cgo Ame§H$m ^r CgZo H$ÝZm¡O _| Omo {H$ {ed CnmgH$m| H$m à_wI Ho$ÝÐ Wm& Wr, AV: Eogr H$R>moa Ag{hîUw Ed§ AnZo ñd^md Ho$ à{VHy$b {demb Ym{_©H$ g^m H$m Am`moOZ {H$`m {Og_| ~m¡Õ Y_© H$s KmofU H$adm`r& BVZm hmoZo na ^r CÝhmoZ| ~«m÷Umo H$mo nyU© gå_mZ _hm`mZ emIm Ho$ Ym{_©H$ X¥{ï>H$moU na {dMma {H$`m OmZm Am¡a {Xbdm`m& H$ÝZm¡O H$s Y_©g^m H$s gwajm H$s ^r H$‹S>r ì`dñWm Cgo à{V{ð>V H$aZm _mÌ CÔoí` Wm& öoZgmZ _hm`mZ emIm H$m H$s JB© Wr {\$a ^r EH$ N>moQ>m gm H$m§S> hmo J`m& Bg H$R>moa KmofUm hr Y_©Jwê$ Wm& AV: CgHo$ gå_mZ _| VWm Cgr H$s AÜ`jVm Ho$ H$maU ^r hf© H$mo ~m¡ÕY_© H$m AZw`m`r _mZm J`m& `h à^md _| `h Ym{_©H$ g^m H$aZm MmhVm Wm& `h Y_© g^m 643 B©. _| ^r öoZgm§J Ho$ `mÌm {ddaU H$m hr n[aUm_ h¡& hþB© Wr& CgHo$ ~mX öoZgm§J MrZ Ho$ {bE àñWmZ H$aZm MmhVm öoZgm§J H$ÝZm¡O H$s Ym{_©H$ g^m H$s g_m{á Ho$ VwaÝV níMmV² Wm& AV: OmVo-OmVo EH$ AÀN>m à^md ^maV Ed§ hf© Ho$ {df` MrZ bm¡Q>Zm MmhVm Wm& naÝVw hf© MmhVm Wm {H$ MrZr `mÌr _| boH$a Om`o, `h ^r EH$ CÔoí` Bg Y_© g^m H$m Wm& Bggo ^maV H$m nyU© à^md AnZo gmW boH$a Om`o& AV: hf© Zo ZrMr ghO hr `h ~mV Ü`mZ _| AmVr h¡ {H$ hf© amOZr{V _| {H$VZm `mÌmr go AmJ«h {H$`m {H$ Hw$N> g_` níMmV² à`mJ {ÌdoUr g§J_ XÿaXeu d nma§JV Wm& na hmoZo dmbo _hm_moj n[afX² Ho$ Am`omOZ H$mo XoIH$a Om`o& Xÿgar _hÎdnyU© ~mV `h gm_Zo AmVr h¡ {H$ Bg gå_obZ _| öoZgm§J Zo hf© Ho$ AmJ«h H$mo ñdrH$ma H$a {b`m& hf© Zo Bg AmJ«h Ohm§ VrZ hOma _hm`mZ Ed§ hrZ`mZ Ho$ {^jwAm| H$mo Am_§{ÌV H$mo B{VhmgH$mam| Zo Bg X¥{ï> go {b`m {H$ hf© ~m¡Õ {^jw MrZr {H$`m Wm, dht VrZ hOma ~«m÷U Ed§ O¡Z AmMm`© ^r Am_§{ÌV `mÌr öoZgm§J go Ed§ CgH$s {dÛÎmm go ~hþV à^m{dV Wm& h_mam Wo& à{V{XZ Omo Owbyg {ZH$bVm Wm Cg_| hf© BÝÐ Ho$ doe _| {dMma h¡ {H$ dñVwV: öoZgm§J H$mo amoH$Zo Ho$ nrN>o Xmo H$maU Wo& VWm ^mñH$ad_m© ~«÷m Ho$ doe _|, AZoH$ {^jw Am¡a npÊS>V hmWr EH$, H$ÝZm¡O Ho$ Ym{_©H$ g^m Ho$ ApÝV_ _| ~«m÷Um Ûmam n¡Xm na gdma hmoH$a {ZH$bVo Wo& BÝÐ Am¡a ~«÷m gZmVZ _mÝ`Vm h¡ H$s JB© KQ>Zm H$m `{X Wmo‹S>m ~hþV à^md ^r öoZgm§J Ho$ _Z na ~m¡Õmo« H$s Zhr& Bggo H$hr ^r Eogm àVrV Zht hmoVm {H$ hf© Zo n‹S>m hmo Vmo dh Ywb Om`o& Xÿgam H$maU A{YH$ _hÎdnyU© Wm {H$ ~m¡Õ AZw`m`r hmoZo Ho$ H$maU `h gå_obZ ~wbdm`m& {OVZm Am¡a hf© à{V nm±M df© _| EH$ ~ma à`mJ _| _hm_moj n[afX²² ~wbmVm O¡gm ñWmZ Ed§ à{V{Z{YËd ~m¡Õm| H$mo {X`m, CVZm hr _hÎm Ed§ Wm {Og_| AnZm gd©ñd XmZ H$a XoVm Wm& gå^dV`m g§gma Ho$ à{V{Z{YËd ~«m÷Um| H$mo {X`m My±{H$ Bg Ym{_©H$ g^m H$m CÔoí` hr B{Vhmg _| AÝ` H$moB© CXmhaU Eogm Zht {_boJm& AV: ^maV _hm`mZ _V H$mo à{V{ð>V H$aZm VWm öoZgm§J H$mo à^m{dV H$aZm H$m dmñV{dH$ ñdê$n, AmÜ`mpË_H$ X¥{ï>, Cƒ _mZ{gH$ ñVa Wm& AV: ñdm^m{dH$ hr ~wÕ H$s à{V_m, CgH$m ñdmJV-gå_mZ H$m {X½Xe©Z öoZgm§J H$mo {_b gHo$ {Oggo ^maV H$s _{h_m H$s Ed§ Owbyg {ZH$bZm hr Wm& à{Vð>m g§gma _| hmo& Bg_| h_| ñnï> ê$n go hf© H$s XÿaX{e©Vm, `hm§ EH$ ~mV Am¡a gm_Zo AmVr h¡ dh h¡ hf© H$s KmofUm& hf© amOZr{VH$ X¥{ï>H$moU Ed§ amï´>r` ñdm{^_mZ Ho$ ñnï> Xe©Z hmoVo h¡ Zo nhbo hr `h KmofUm H$adm Xr Wr {H$ ""Omo H$moB© MrZr `mÌr Am¡a hþAm ^r Eogm hr& AmO öoZgm§J Ho$ `mÌm {ddaU _| hr h_| öoZgm§J Ho$ {dê$Õ ~moboJm, CgH$s Or^ H$mQ> br OmEJr&'' Bggo hf© Ho$ Bg _hmZ H$m`© H$s OmZH$mar {_bVr h¡& ~«m÷U g_mO _| amof hmoZm ñdm^m{dH$ Wm& hf© H$s Bg KmofUm CnamoŠV {ddaU öoZgm§J Ho$ `mÌm {ddaU go àmá hþAm h¡& Bg H$s g^r B{VhmgH$mam| Zo Ag{hîUw H$hH$a AmbmoMZm H$s ho& {ddaU H$mo XoIH$a H$hr ^r `h à^md Zht ~ZVm {H$ hf© H$m ~m¡Õ naÝVw hf©H$mbrZ n[apñW{V`m| H$m {dMma H$a|Jo Vmo `h ~mV ghO AZw`m{``m|, {^jwAm| H$s Amoa {deof PwH$md ahm hmo AWdm AÝ` hr g_P _| Am OmEJr {H$ hf© Zo Eogr Ag{hîUw Am¡a AnZo Y_© gåàXm`m| H$s Cnojm H$s hmo& ~pëH$ ~m¡Õ {^jwAm| H$mo 75 ñd^md Ho$ à{VHy$b `h KmofUm Š`m| H$s? _mÌ hf© H$s BÀN>m {XZm| Ho$ XmZ _| Ho$db EH$ {XZ hr XmZ {_bm Wm& BZ XmoZm| {deof _hm`mZ H$mo à{V{ð>V H$aZo H$s hmoVr Vmo dh `h gå_obZ ZmbÝXm Am`moOZm _| hf© {ZpíMV ê$n go AnZo CÔoí` _o g\$b ahm, O¡gm {díd{dÚmb` _| H$admVm Omo {H$ Cg g_` ~m¡Õ Y_© H$m à_wI {H$ öoZgm§J Ho$ `mÌm dU©Z go ñnï> hmoVm h¡& ñd`§ öoZgm§J ~m¡Õ Ho$ÝÐ Wm AWdm gmaZmW _| H$admVm& `o XmoZom§ hr joÌ CgHo$ Y_©Jwê$ Wm& CgHo$ ñdmJV {H$ öoZgm§J Ho$ `mÌm dU©Z go ñnï>

178 [agM© [aBÝ\$mog©_|Q>> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 hmoVm h¡& ñd`§ öoZgm§J ~m¡Õ Y_©Jwê$ Wm& CgHo$ ñdmJV gËH$ma AnZmZo Ho$ ~mX AÝ` Y_m} H$s Cnojm H$aHo$ Ho$db ~m¡Õ Y_© H$m _| hf© Zo H$moB© H$ga Zht N>mo‹S>r Wr& AV: hf© öoZgm§J go {H$VZm g§ajU àXmZ {H$`m& Eogo g_«mQ> Ho$ {bE {OgZo AnZo gm_«mÁ` à^m{dV Wm, `h Vmo Zht H$hm Om gH$Vm& naÝVw `h Adí` H$hm Ho$ {d{^ÝZ gåàXm`m| Am¡a _V_VmÝVam| go ì`dhma H$aZm Wm, Om gH$Vm h¡ {H$ hf© go öoZgm§J Adí` à^m{dV hþAm Wm& Ho$db EH$ {deof _V H$mo g§ajVm àXmZ H$aZm V§J {X„r hmoVr&''8 gË`Ho$Vw {dÚmb§H$ma Zo AnZo J«§W ^maV H$m àmMrZ B{Vhmg Ho$ AmJo {bIm h¡ - "" öoZgm§J Zo hf© H$mo nyar Vah go _hm`mZ Y_© C„oImZwgma -""öoZgm§J Zo hf© Ho$ gm_«mÁ` H$s amOYmZr H$ÝZm¡O _| Xr{jV {H$`m&'' _wH$Ou Ho$ AZwgma, ""hf© Ho$ M[aÌ H$m gƒm H$m dU©Z H$aVo hþE {bIm h¡ {H$ Bg ZJa _| hrZ`mZ Am¡a _hm`mZ AZw_mZ `h hmoJm {H$ dh Z Ho$db ~m¡Õ ~pëH$ AÝ` gåàXm`m| XmoZm| ~m¡Õ gåàXm`m| Ho$ EH$ gm¡ {dhma Wo, {OZ_| Xg hOma {^jw H$m ^r g_mZ ê$n go godH$ Wm&'' S>m°. _Oy_Xma ^r CamoŠV H$WZ 9 {Zdmg H$aVo Wo& ~m¡Õ Y_© Ho$ gmW-gmW nm¡am{UH$ {hÝXþ Y_© H$m go gh_V h¡& ^r H$ÝZm¡O _| EH$ gmW {Zdmg H$aVo Wo Am¡a CZ_| {damoY ^mdZm `hm± EH$ ~mV Am¡a ñnï> ê$n go H$h XoZm MmhVo h¡§ {H$ _hmH${d Zht Wr&'' hf©dÕ©Z XmoZm| Y_m©o H$m AmXa H$aVm Wm Am¡a XmoZm| ~mU Ho$ _VmZwgma hf© Zo ~{hZ amÁ`lr H$mo Ty>±‹T>Zo Ho$ níMmV! Ho$ {^jwAm| d npÊS>Vm| H$mo Am¡a {dhmam| d _§pÝXam| H$mo XmZ Ûmam {XdmH$a {_Ì Omo _m¡Iar Zaoe J«hd_m© H$m ~mbgIm Wm, Ho$ g_j gÝVwï> aIVm Wm&5 ""öoZgm§J Ho$ AZwgma H$ÝZm¡O ZJa nm±M _rb `h à{Vkm H$s Wr-""^mB© Ho$ dY H$m ~Xbm boZo Ho$ {bE eÌw Xb bå~o Am¡a gdm _rb Mm¡‹S>o joÌ _| ~gm hþAm Wm Am¡a CgHo$ ^dZ Ho$ Zme H$s à{V _¡§ g~ bmoJmo§ Ho$ gm_Zo H$a MwH$m hy± ...... AnZo ñdÀN> Ed§ gwÝXa Wo& ZmJ[aH$ bmoJ {MH$Zo Ed§ aoe_r dñÌ YmaU Cg H$m`© go {Zd¥Îm hmoZo na _¡§ Am¡a amÁ`lr EH$ gmW H$mfm` dñÌ H$aVo Wo Am¡a CgH$s ^mfm n[a_m{O©V d _Ywa Wr&'' öoZgm§J Ho$ (^Jdm dñÌ) J«hU H$a|J|&'' öoZgm§J àW_ ~ma 636 B© _| hf© H$s {ddaUm| H$mo X¥{ï> _| aIH$a `hr _mZm OmVm h¡ {H$ hf© ~m¡Õ Y_© amOYmZr H$ÝZm¡O nhþ±Mm& dhm§ go dh A`moÜ`m, à`mJ, H$m¡emå~r, H$m AZw`m`r Wm& na "hf©M[aV_²' Ho$ AZwerbZ go `h àVrV lmdñVr, H${nbdñVw, Hw$erZJa, dmamUgr VWm d¡embr hmoVm Zht hmoVm {H$ hf© ~m¡Õ Wm& ~§gIo‹S>m Am¡a _YwdZ Ho$ CËH$sU© hþAm Zonmb nhþ±Mm& Zonmb go _JY, J`m hmoVm hþAm 637 B©. _| boIm| _| CgHo$ Zm_ Ho$ gmW "na_ _mhoída' {deofU H$m à`moJ ZmbÝXm {díd{dÚmb` nhþ±Mm& Xÿgar ~ma H$ÝZm¡O Ym{_©H$ g^m {H$`m J`m h¡, Omo Bg `wJ _| e¡d Y_© Ho$ AZw`m{``mo Ho$ {bE hr 643 B©. _| hf© H$m öoZgm§J Ho$ gmW©H$ gånH©$ hþAm& AV: `h 6 à`wº$ hmoVm Wm& H$hZm Vmo gË` h¡ {H$ hf© Cggo à^m{dV Wm, naÝVw `h à^md Ama.gr. AJ«dmb Zo AnZo J«§W àmMrZ ^maV H$m B{Vhmg _| Eogm Zht Wm {H$ dh _hm`mZ H$m AZw`m`r ~Z Om`o& amÁ` lr {bIm h¡ - "" öoZgm§J Ho$ AZwgma hf© Zo 643 B©. Ho$ Amgnmg H$mo AmË_hË`m H$aZo H$s _mZ{gH$Vm go C~maZo H$m H$m`© ~m¡Õ H$m±JmoX (C‹S>rgm) àXoe na AmH«$_U H$a g\$bVm àmá H$s Wr& {^jw {XdmH$a {_Ì Zo AnZo CnXoem| go {H$`m& hf© Cggo à^m{dV Bgr g_` hf© H$mo ~hþV go hrZ`m gåàXm` Ho$ {dÛmZ {_bo VWm hþAm Am¡a Cgo H$ÝZm¡O bo Am`m VWm CgH$m _mJ©Xe©Z boVm ahm CÝhm|Zo AnZo Ym{_©H$ {gÕmÝVm| H$s EH$ nwñVH$ ^|Q> H$s& gmW VWm àOm{hV Ho$ H$m`m} _| CgHo$ H$WZm| H$m AZwJ_Z H$aVm ahm& hr àmW©Zm H$s {H$ `{X AmnH$mo hrZ`mZ gåàXm` Ho$ {gÕmÝVm| naÝVw Bggo ^r `h {gÕ Zht hmoVm {H$ hf© ~m¡Õ AZw`m`r ~Z _| AmñWm Zht h¡ Vmo Amn gË` H$s ImoO H$aZo Ho$ {bE XmoZm| J`m& dh amOm Ho$ H$Îm©ì`m| go H$^r {d_wI Zht hþAm Am¡a Z g_«mQ> hr hrZ`mZ Am¡a _hm`mZ Y_© Ho$ {dÛmZm| H$mo BH$Å>m H$aHo$ dmX- AemoH$ H$s Vah EH$m§Jr hþAm& CgZo Ohm± àOm{hV Ho$ H$m`m© {H$E {ddmX H$am br{OE& hf© Zo CZH$s àmW©Zm ñdrH$ma H$a br Am¡a dht CgZo OrdZ Ho$ ApÝV_ jU VH$ {Xp½dO` H$aVo hþE gånyU© erb^Ð Hw$bn{V ZmbÝXm {díd{dÚmb` go H$ÝZm¡O H$s g^m CÎmar ^maV H$mo g§J{R>V ~ZmE aIm& H$ÝZm¡O H$s Ym{_©H$ g^m Ho$ {bE AË`ÝV Cƒ H$mo{Q> Ho$ Mma {dÛmZm| H$mo ^oOZo Ho$ {bE 643 B© Ho$ nyd© VH$ CgZo H$m§JmoX H$s {dO` H$s Wr& 630 B©. _| 7 H$hm& erb^Ð Zo Mma _| go EH$ öoZgm§J H$mo MwZm&'' öoZgm§J Zo d„^r go `wÕ, CgHo$ ~mX qgY {dO`, CgHo$ níMmV² bJ^J {bIm- ""hf© Ho$ H$mb _| ~m¡Õ Y_© H$s AdZ{V VWm d¡{XH$ Y_© 630 B©. Ho$ ~mX Ed§ 634 B©. Ho$ nyd© MmbwŠ` Zaoe nwbHo${eZ H$s CÝZ{V hmo ahr Wr&'' {ÛVr` Ho$ gmW hþAm Wm& S>m°. Ama. Ho$ _wH$Ou Zo {bIm h¡ - ""g_«mQ> hf© ewê$ _| ~m¡Õ öoZgm§J {bIVo h¡§ {H$ àmapå^H$ N>: dfm} AWm©V 606 go 612 Y_© H$m AZw`m`r Zht Wm Am¡a Z hr ~mX _| CgZo ~m¡Õ Y_© B©. VH$ hf© bJmVma `wÕ H$aVo ah¡& Bg H$mb _| hf© Zo n§M ^maV

[agM© [aBÝ\$mog©_|Q> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 179 AWm©V gmañdV (n§Om~), H$mÝ`Hw$ãO (H$ÝZm¡O), Jm¡‹S>, {_{Wbm Ama.gr. AJ«dmb Ho$ AZwgma, g_«mQ> hf© Ho$ g_` ~m¡Õ Y_© H$s Ed§ CËH$b na A{YH$ma H$a {b`m& H$m_ê$n Zo {_ÌVm H$a br& AdZ{V VWm d¡{XH$ Y_© H$s CÝZ{V hmo ahr Wr Eogm öoZgm§J Zo hf© H$m ~mbgIm _JY H$m _mYdJwá nhbo go hr EH$ gm_ÝV amOm AnZo `mÌm {ddaU _| {bIm h¡& Ho$ ê$n _| CgHo$ gmW Wm& S>m°. Ho$.Ama. d_m© Ed§ nr.ì`mg Zo {bIm h¡- öoZgm§J Ho$ AZwgma, Bg àH$ma h_ XoIVo h¡ {H$ hf© Zo bJ^J gånyU© OrdZ `wÕ ^maV _| g~go ì`mnH$ Y_© d¡{XH$ AWdm ~«m÷U Y_© Wm& öoZgm§J {H$`m& ~rM Ho$ H$mbIÊS> _| {bE MrZr B{VhmgH$ma _m-ËdmZ- Zo ^maV H$mo "~«m÷U Xoe' H$hm h¡& {bZ H$m H$WZ h¡ {H$ 618 B©. go boH$a 627 B©. VH$ AWm©V S>m°. dr.Ho$. nmÊSo>` Ho$ AZwgma, ~m¡Õ Y_© Omo nVZ H$s Amoa bJ^J 10 df© Ho$ H$mb _| Q>§J d§e Ho$ dy-Vmo Ho$ emgZ _| AJ«ga hmo ahm Wm, CgH$s ajm H$m lo` hf© H$mo hr h¡& Eogr pñW{V ^maV _| AZoH$ {dÐmoh hþE& Bg g_` {ebm{XË` (hf©) amOm Ho$ _| ^r ~m¡Õ g§Jr{V H$m Am`moOZ hf© Ho$ H$mb _| Zht hþAm& `{X {bE _hmZ² g§H$Q> H$m H$mb Wm& naÝVw amOm Zo AnZo namH«$_ go hf© ~m¡Õ Y_© H$m AZw`m`r hmoVm Vmo Adí` g_«mQ> AemoH$ d ^maV Ho$ Mmam| ^mJmo Ho$ amOmAm| H$mo XÊS> {X`m, {OgHo$ H$maU H${ZîH$ H$s Vah ~m¡Õ g§Jr{V Am`mo{OV H$aVm& CÝhm|Z| AnZm _wI CÎma H$s Amoa Kw_m {b`m Am¡a {ebm{XË` H$s Bg àH$ma {ZîH$f©V: `h H$hm§ Om gH$Vm h¡ {H$ öoZgm§J ~m¡Õ {^jw AYrZVm ñdrH$ma H$a br&10 `{X hf© Zo ~m¡Õ Y_© AnZm {b`m Wm& CgZo CÝht ñWmZm| H$m ^«_U {H$`m Ohm±-Ohm± ~m¡Õ Y_© H$m hmoVm Vmo dh `wÕm| go {daº$ hmo OmVm O¡gm {H$ g_«mQ> AemoH$ Zo à^md Wm, CÝht ñWmZm| d g§ñWmZm| H$mo XoIm Ohm± ~m¡Õ à^md Wm, O¡go ZmbÝXm, gmaZmW d„^r Am{X, ~m¡Õ {dhma, ñVyn Ed§ {H$`m& naÝVw Ohm§± hf© Zo {Xp½dO` H$s dht OZVm Ho$ gmd©O{ZH$ _R>& AÝ` Y_m} go gå~pÝYV _pÝXam| Am{X H$s H$bmAm| go dh {hVm| Ho$ H$m`© ^r {H$`o& öoZgm§J hf© H$s goZm H$m dU©Z H$aVo hþE AZ{^k ahm& Bg{bE CgHo$ dU©Z EH$m§Jr hr H$ho Om gH$Vo h¡& {bIVo h¡§ - hf© H$s {demb goZm _| 60 hOma JOmamohr VWm EH$ Bg{b`o hf© H$mo ~moÕ Y_© H$m AZw`m`r Zht H$hm Om gH$Vm h¡§& bmI Aídmamohr g¡{ZH$ hmo J`o Wo& BgHo$ ~mX (612 B©. Ho$ ~mX) do 30 dfm} VH$ empÝVnyd©H$ emgZ H$aVo aho& Bg ~rM nwZ: eñÌ g§X^© gyMr CR>mZo H$s Amdí`H$Vm Zht n‹S>r& d„^r, {gÝY, H$í_ra, Zonmb, 1. nmÊS>o`, S>m°. dr.Ho$., àmMrZ ^maV H$m amOZ¡{VH$ Ed§ gm§ñH¥${VH$ B{Vhmg J§Om_ Ed§ nwbHo${eZ {ÛVr` Ho$ g^r `wÕ Ed§ AmÝV[aH$ {dÐmoh 2. ""öoZgm§J H$m `mÌm {ddaU'' H$m X_Z 612 B©.Ho$. ~mX hr hþE& Bgr go ñnï> h¡ {H$ ~m¡Õ Y_© 3. ~mU^Å>, ""hf©M[aV_² H$m hf© na {H$VZm à^md Wm& _m¡`© g_«mQ> AemoH$ Zo H$qbJ `wÕ 4. ""öoZgm§J H$m `mÌm {ddaU'' Ho$ níMmV² ~m¡Õ Y_© J«hU {H$`m& ~m¡Õ J«§Wm| Ho$ AZwgma g§K _| 5. {dÚmb§H$ma, gË`Ho$Vw, ^maV H$m àmMrZ B{Vhmg CËnÝZ \y$Q>, AZwemgZmhrZVm Ed§ AñV-ì`dñVm H$mo Xÿa H$aZo Ho$ 6. ""~§gIo‹S>m Ed§ _YwdZ Vm_«nÌ A{^boI'' {bE AemoH$ Ho$ emgZH$mb _| V¥Vr` ~m¡Õ g§Jr{V AmhÿV hþB© Wr& 7. AJ«dmb, S>m°. Ama.gr., àmMrZ d _Ü`H$mbrZ ^maV H$m _m¡½J{bnwÎm {Vñg ({Xì`mdXmZ Ho$ AZwgma CnJwá) Ho$ g^mn{VËd gm§ñH¥${VH$ d amOZ¡{VH$ B{Vhmg _| ~m¡Õ g§Jr{V nmQ>brnwÌ _| hþB©& ~m¡Õ J«§Wm| Ho$ AZwgma H${ZîH$ 8. _wIOu, Ama.Ho$., hf© Ho$ emgZH$mb _| Omo ~m¡Õ g§Jr{V ~wbm`r JB© Wr, CgH$m CÔoí` 9. _m-ËdmZ-{bZ-MrZr B{VhmgH$ma {ddmXmñnX {gÕmÝVm| H$m hb {ZH$mbZm Wm& ~m¡Õ {^jw nmíd© H$s 10. e_m©, H$mbyam_ Ed§ ì`mg, àH$me, àmMrZ ^maV H$m amOZ¡{VH$ _§ÌUm go MVwW© ~m¡Õ g§Jr{V H$m Am`omOZ H$mí_ra Ho$ Hw$ÊS>bm`Z Ed§ gm§ñH¥${VH$ B{Vhmg {dhma _| {H$`m&

180 [agM© [aBÝ\$mog©_|Q>> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 g§{dYmZ {Z_m©U _o| ^maVr` amï´>r` H$m§J«og H$s ^y{_H$m AZrVm Jwám emoYmWu amOñWmZ {díd{dÚmb`, O`nwa (amO.)

emoY gmam§e g§{dYmZ {Z_m©U _| ^maVr` amîQ´>r` H$m°Ý\«|$g H$s _hËdnyU© ^y{_H$m ahr& H$m§J«og H$m`© g{_{V Ûmam ñdrH¥$V CÔoí` àñVmd hr g§{dYmZ g^m _| ñdrH¥$V hmo g§{dYmZ H$m AmYma ~Zm& {H$ÝVw Zm Vmo àñVmdZm _| Am¡a Zm hr ^mJ-3 _| eãX ê$n _| g_mOdmX H$m CëboI {H$`m J`m& {OgHo$ à{V H$m§J«og Xb H$s AZÝ` {ZîR>m d dMZ~ÕVm Wr& 1936 H$m g_mOdmXr Zohê$ 1946 _| hr g_Pm¡VmdmXr ~Z J`m& `h ñdV§Ì ^maV H$s {dS>å~Zm hr Wr H$m±J«og, {OgZo gX¡d l_ H$s _hÎmm Ed§ Z¡{VH$Vm H$m `emoJmZ {H$`m Wm, Zo g§{dYmZ _| "gån{Îm Ho$ A{YH$ma' H$mo Vmo OZVm H$m _m¡{bH$ A{YH$ma Kmo{fV {H$`m, H$m`© H$aZo Ho$ A{YH$ma H$mo Zht Omo gån{Îm {dhrZ ~hþ_V ^maVr` OZVm Ho$ qOXm ahZo H$s àW_ Xem Wm& Bg àH$ma h_ H$h gH$Vo h¢ {H$ H$m§J«og _| g§{dYmZ _| g_mOdmX H$s {H$gr {ZpíMV ê$naoIm AWdm _mJ© Ho$ ñWmZ na AñnîQ>Vm d {d^«_ ~Zm`o aIm {Oggo g_mOdmX H$m _m¡{bH$ ê$n ZîQ> hmo J`m& g§Ho$Vmja … CÔoí` àñVmd, g_mOdmXr VËd, \o${~`ZdmX, g_mOdmX H$m bmon g§{dYmZ g^m Ho$ {bE {Zdm©MZ nyU© hmoZo go nyd© hr 8 OwbmB© 1946 {d{Y Ho$ gå_wI g_mZVm H$s {dMma A{^ì`pŠV, {dídmg, Y_©, H$mo H$m§J«og H$m`© g{_{V Zo g§{dYmZ g^m Ho$ {bE {df` gm_J«r CnmgZm, ì`dgm` Am¡a H$_© ñdV§ÌVm H$s àË`m^y{V (JmaÊQ>r) Xr V¡`ma H$aZo Ho$ {bE EH$ {deofk g{_{V {Z`wŠV H$s& g{_{V Om`oJr Am¡a CÝh| àmá {H$`m Om`oJm& (n¡am 5) {OgHo$ AÝVJ©V Ho$ gXñ` Wo gd©lr Odmha bmb Zohê$ (g^mn{V), Amg\$ Aëng§»`H$m|, {nN>‹S>o hþE Am¡a H$~mBbr joÌm| VWm X{bV Am¡a Abr, Ho$.Eg. _w§er, EZ.Jmonmb Am`§Ja, Ho$.Q>r. emh,µ S>r.Ama. AÝ` {nN>‹S>o hþE dJm|© Ho$ {bE Cn`wŠV n[aUm_m| H$s ì`dñWm H$s JmS>{Jb, hþ_m`y H$~ra Ed§ Ho$. gÝWmZ_²& g{_{V Zo g§{dYmZ g^m Om`oJr& (n¡am 6) Ho$ àW_ A{YdoeZ _| àñVwV H$aZo Ho$ {bE EH$ CX²Xoí` àñVmd H$mo `h CX²Xoí` àñVmd 22 OZdar 1947 H$mo g§{dYmZ g^m Ûmam ñdrH$ma {H$`m& Bg CX²Xoí` àñVmd H$mo H$m§J«og H$m`© g{_{V Zo 20 {d{YdV² ñdrH$ma {H$`m J`m& 1936 H$m g_mOdmXr Zohê$ 10 df© Zdå~a 1946 H$mo ñdrH$ma {H$`m& `h CX²Xoí` àñVmd g§{dYmZ Ho$ AÝXa 1946 _| hr g_Pm¡VmdmXr ~Z J`m& CX²Xoí` àñVmd g^m _| 13 {Xgå~a 1946 H$mo lr Zohê$ Ûmam àñVm{dV {H$`m _| ^maVr` amOm-_hmamOmAm| H$s AàgÝZVm H$s Cnojm H$a Cgo J`m& àñVmd Ho$ AÝXa H$hm J`m {H$ `h g§{dYmZ g^m AnZo JUV§Ì Vmo Kmo{fV {H$`m J`m Wm naÝVw {dYmZg^m g_mOdmXr Bg X¥‹T> Am¡a Jå^ra g§H$ën H$s KmofUm H$aVr h¡ {H$ dh ^maV H$mo JUV§Ì H$s KmofUm H$mo lr Zohê$ Zo AnZo àñVmdZm ^mfU _| `h EH$ ñdV§Ì à^wgÎmm-gånÝZ JUamÁ` Kmo{fV H$aoJr Am¡a CgHo$ H$h H$a Q>mb {X`m {H$ h_ Eogo _m_bm| na Bg CX²Xoí` àñVmd ^mdr emgZ Ho$ {bE EH$ Eogo g§{dYmZ H$s aMZm H$aoJr& {OgHo$ H$mo {ddmXmñnX Zht ~ZmZm MmhVo h¡§ Bg{bE h_Zo g¡ÕmpÝVH$ AÝVJ©V à^wËd-gånÝZ Am¡a ñdV§Ì ^maV H$s, CgHo$ A§J^yV eãXm| Am¡a {Z`_m| Ho$ à`moJ Ho$ ñWmZ na AnZr BpÀN>V dñVw _mJm] Am¡a emgZ Ho$ A§Jm| H$s g_ñV epŠV Am¡a gÎmm OZVm (g_mOdmX) Ho$ gma H$m g_mdoe {H$`m h¡&1 go àmá hþB© hmo, (n¡am 4) {OgHo$ AÝVJ©V {d{Y VWm gmd©O{ZH$ {ZíM` hr CX²Xoí` àñVmd _| g_mOdmX eãX Ho$ ñWmZ na CgHo$ Z¡{VH$Vm Ho$ AYrZ ahVo hþE ^maV Ho$ g^r bmoJm| H$mo gm_m{OH$, gma VËd Ho$ C„oI _| H$m§J«og na ^maV N>mo‹S>mo AmÝXmobZ Ho$ _Ü` Am{W©H$ Am¡a amOZr{VH$ Ý`m` H$s pñW{V Am¡a Adga H$s VWm ny±Orn{V`m| Ûmam {X`m J`m n¡gm ~mob ahm Wm, Š`m|{H$ ny±Orn{V`m|

[agM© [aBÝ\$mog©_|Q> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 181 H$mo Cg g_` ^r Odmha bmb Ho$ g_mOdmX go {MÝVm Zht Wr g^m _| H$m±J«og EH$ _mÌ {demb ~hþ_V àmá amOZr{VH$ Xb Am¡a `{X CZHo$ AZwgma Odmha bmb g_mOdmX H$m V_mem Wm& EH$_mÌ Jm±Yr Ho$ AndmX H$mo N>mo‹S>H$a CgHo$ g^r àW_ H$a|Jo ^r Vmo Cgo g_PXmar go H$a|Jo&2 {ZíM` hr H$m§J«og ZoV¥Ëd H$mo{Q> Ho$ ZoVm Ed§ H$m`©g{_{V Ho$ gXñ` g§{dYmZ g^m Ho$ gXñ` Zo g_mOdmX H$m V_mem g_PXmar go {H$`m Wm Š`m|{H$ g§{dYmZ Wo& 1946 _| {~«{Q>e ^maV Ho$ {bE {ZYm©[aV 296 ñWmZm| _| go g^m H$m ~{hîH$ma H$aZo dmbo g_yh Vmo _w»`V: àemg{ZH$ T>m§Mo H$m±J«og Zo 208 ñWmZ àmá {H$E Wo& _wpñb_ brJ (73 ñWmZ) go Agh_V Wo& Ed§ amOmAm| Ûmam ~{hîH$ma Ho$ H$maU H$m±J«og H$mo g§{dYmZ g^m H$m ~mX H$s amOZr{VH$ KQ>ZmAm| Ho$ {dH$mg Ho$ H$maU 3 OyZ 1947 EH$_mÌ Xb H$hZm A{Ví`mopŠV Z hmoJr& ñdmYrZVm Ho$ níMmV² H$s _mCÝQ> ~oQ>Z `moOZm OÝ_r, {OgHo$ H$maU Bg Cn_hmÛrn Vmo pñW{V Am¡a ^r H$m±J«og Ho$ nj _| hmo J`r Wr, naÝVw EH$ ~mV H$m {d^mOZ hþAm& BgHo$ níMmV² \$adar 1948 _| Bg CX²Xoí` C„oIZr` h¡ {H$ g§{dYmZ g^m _| Eogo amOZr{VH$ Xb H$m ñnï> àñVmd Ho$ ñWmZ na g§{dYmZ g^m Ho$ g_j dV©_mZ àñVmd H$mo àË`j à{V{Z{YËd Z Wm Omo g_mOdmX Ho$ {bE dMZ~Õ hmo&5 aIm J`m, Omo Bg àH$ma h¡ : g§{dYmZ g^m Ho$ {bE {Zdm©MZ ^r 1935 Ho$ A{Y{Z`_ _| h_ ^maV Ho$ bmoJ ^maV H$mo EH$ gånyU© à^wËd gånÝZ àmá gr{_V _Vm{YH$ma Ho$ AmYma na hþE Wo, Bg{bE CgHo$ bmoH$V§ÌmË_H$ JUamÁ` ~ZmZo Ho$ {bE VWm CgHo$ g_ñV A{YH$V_ gXñ` g_mO Ho$ gdm}ƒ ñVa dmbo dJ© Ho$ Wo Am¡a do ZmJ[aH$m| H$mo gm_m{OH$, Am{W©H$ Am¡a amOZr{VH$ Ý`m`, {dMma, dhr gmoM gH$Vo Wo Omo CZHo$ _Zmo{dkmZ Am¡a g_mO _| CZHo$ A{^ì`pŠV, {dídmg, Y_© Am¡a CnmgZm H$s ñdV§ÌVm, à{Vð>m dJ© Ho$ {hVm| Ho$ AZwHy$b hm|,6 naÝVw Bggo BÝH$ma Zht {H$`m Om Am¡a Adga H$s g_Vm àmá H$amZo Ho$ {bE VWm CZ g~_| ì`pŠV gH$Vm {H$ BZ_| bJ^J g^r H$m±J«og Ho$ {Q>H$Q> na {dO`r hþE Wo H$s J[a_m VWm amï´> H$s EH$Vm gw{ZpíMV H$aZo dmbo ~ÝYwVm Am¡a CgH$s Zr{V {ZYm©aU _o§ CZH$m {deof ñWmZ Wm, Bg{bE ~‹T>mZo Ho$ {bE X¥‹T> g§H$ën hmoH$a AnZr Bg g§{dYmZ g^m _| dV©_mZ g§{dYmZ Ho$ {Z_m©U Ho$ {bE H$m±J«og nyU©ê$noU CÎmaXm`r AmO VmarI 26 Zdå~a 1946 H$mo EVX²Ûmam Bg g§{dYmZ H$mo h¡& "gånyU© {MÝVZ H$m±J«og Xb Ûmam {H$`m J`m, àmê$n g{_{V Zo A§JrH¥$V, A{Y{Z`{_V Am¡a AmË_m{n©Ë` H$aVo h¡§&3 Vmo VXZwgma àmê$n ~Zm {X`m&'7 Aå~oS>H$a H$s boIZr, _pñVîH$ Bg àñVmdZm _| ^r H$m±J«og Zo AÝV{Z©{hV ^mdm| go hr H$m_ Mbm`m& Ho$ nrN>o Zohê$, nQ>ob H$m {ZX}eZ H$m`© H$aVm Wm& g§{dYmZ g^m _| O~ ^maV H$mo OZdmXr JUV§Ì Kmo{fV H$aZo H$s O~ ^r dV©_mZ g§{dYmZ _| g_mOdmXr VËd H$m C„oI hmoVm _m§J H$s J`r Vmo S>m°. Aå~oS>H$a H$m CÎma Wm {H$ `h Vmo "h_ ^maV h¡ Vmo "amÁ` Ho$ Zr{V {ZX}eH$ VËd' Cg_| à_wIVm nmVo h¡§& Ho$ bmoJ' eãXmdbr _| {Z{hV h¡& VwaÝV hr Xÿgao gXñ` Zo H$hm {H$ g§{dYmZ H$s "àñVmdZm' H$mo ^r Bgr loUr _| aIm OmVm h¡& O~ `h ^mdZm AÝV{Z©{hV hr h¡ Vmo ñnï> KmofUm H$aZo _| Š`m dV©_mZ g§{dYmZ Ho$ ^mJ 4 AZwÀN>oX 38 Ho$ AZwgma amÁ` H$s g§H$moM h¡? àmê$n g{_{V Ho$ EH$ gXñ` H$m CÎma Wm {H$ Bg àH$ma Eogr gm_m{OH$ ì`dñWm H$s, {Og_| gm_m{OH$, Am{W©H$ Am¡a 4 H$s KmofUm go amOmAm| H$m {damoY CR> I‹S>m hmo gH$Vm Wm& amOZr{VH$ Ý`m` amï´>r` OrdZ Ho$ g^r g§ñWmZm| H$mo AZwàm{UV Bggo ñnï> h¡ {H$ ^maV N>mo‹S>mo AmÝXmobZ _| "gÎmm H$mo H$maImZm| Ho$ H$a|, ^agH$ H$m`©gmYH$ ê$n _| ñWmnZm Am¡a g§ajU H$aHo$ bmoH$ l{_H$ VWm IoVm| H$mo H¥$fH$ H$mo XoZo H$s ~mV H$hr J`r Wr' H$s H$ë`mU H$s CÝZ{V H$m à`mg H$aoJm&8 AZwÀN>oX 39 (I) Ho$ ^mdZm go g_Pm¡Vm H$a {b`m J`m& gmW hr A^r VH$ AZw^d AZwgma "amÁ` AnZr Zr{V H$m {deofV: g§MmbZ H$aoJm {H$ Wm {H$ A~ VH$ H«$m§{V`m± ñdV§ÌVm (Am¡Úmo{JH$ H«$mpÝV) g_Vm gw{ZpíMV ê$n go g§{dYmZ H$s ^m¡{VH$ gånpËV H$m ñdm{_Ëd (ê$gr H«$mpÝV) Ed§ ~ÝYwËd (\«$m§g H$s H«$m§{V _| ñdV§ÌVm, g_Vm Am¡a {Z`§ÌU Bg àH$ma ~§Q>m hmo {Oggo gdm}ËV_ ê$n _| gm_y{hH$ Ho$ gmW ~ÝYwËd H$m ^r Zmam Wm) Ho$ Zmam| Ho$ AmYma na hþB© {hV gmYZ hmo& AZwÀN>oX 39 (J) Ho$ AZwgma amÁ` H$s Am{W©H$ Wt& AmJo H$s gå^m{dV H«$mpÝV Ý`m` Ho$ Zmao na hmo gH$Vr Wr& ì`dñWm Bg àH$ma Mbo {H$ {Oggo YZ Am¡a CËnmXZ-gmYZm| H$m A^r VH$ _mZd H$mo Ý`m` Zht {_bm Wm& Ý`m{`H$ ì`dñWm _| gd© gmYmaU Ho$ {bE A{hVH$mar Ho$ÝÐr`H$aU Z hmo& AZwÀN>oX A{dídmg gwX¥‹T> go gwX¥‹T> gm_«mÁ` H$mo T>hmZo Ho$ {bE n`m©á hmoVm 39 (S>) Ho$ AZwgma amÁ` Eogr Zr{V H$m g§MmbZ H$aoJm {Oggo h¡ AV: g§{dYmZ {Z_m©VmAm| Zo ^maVr` OZVm H$mo Ý`m` XoZo H$m Am{W©H$ Amdí`H$Vm go {dde hmoH$a ZmJ[aH$m| H$mo Eogo amoOJma AmídmgZ XoH$a g§^m{dV H«$mpÝV Ho$ _mJ© _| ~mYm I‹S>r H$a Xr& _| Z OmZm n‹S>o Omo CZH$s Am`w `m epŠV Ho$ AZwHy$b Z hmo&9 g§{dYmZ _| VWmH${WV g_mOdmXr VËdm| H$m C„oI H$aZo go nyd© AZwÀN>oX 40 Ho$ AZwgma J«m_-n§Mm`Vm| H$m g§JR>Z H$a CÝh| Eogo g§{dYmZ g^m H$s aMZm na {dMma H$aZm A^rï> hmoJm& g§{dYmZ A{YH$ma àXmZ H$aZo Ho$ {df` _| H$hm J`m, {Oggo do ñdm`Îm

182 [agM© [aBÝ\$mog©_|Q>> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 BH$mB`m| Ho$ ê$n _| H$m`© H$a gH|$& AZwÀN>oX 41 Ho$ AZwgma amÁ` H$s àñVmdZm Ed§ Zr{V {ZXoeH$ VËdm|, H$m±J«og Ûmam {ZYm©[aV AnZr Am{W©H$ gm_Ï`© Am¡a {dH$mg H$s gr_mAm| Ho$ ^rVa H$m_ AnZm`r J`r, àMm[aV g_mOdmXr Zr{V`m| H$s R>mog A{^ì`pŠV (amoOJma) Am¡a {ejm nmZo Ho$ VWm ~oH$mar, ~w‹T>mnm, ~r_mar _mZVo h¡§&15 EH$ g_` Ho$ H$m±J«ogr g§gX gXñ` Am¡a ~mX _| Am¡a A§J hm{Z `m {H$gr AÝ` AZW©H$mar A^md H$s XemAm| CƒV_ Ý`m`mb` Ho$ Ý`m`mYre lr Ho$.Eg. hoJ‹S>o Ho$ AZwgma _| gmd©O{ZH$ ghm`Vm nmZo Ho$ A{YH$ma H$mo àmá H$amZo H$m g§{dYmZ Ho$ ^mJ 4 H$m CX²Xoí` Cg gm_m{OH$ VWm Am{W©H$ H$m`©gmYH$ Cn~ÝY H$aoJm& AZwÀN>oX 42 _| amÁ` Ûmam H$m_ H«$m§{V H$mo bmZm h¡ Omo ñdmYrZVm Ho$ níMmV AYyar ah J`r&16 H$s Ý`m`mo{MV Am¡a _mZdmo{MV XemAm| H$mo gw{ZpíMV H$aZo Ho$ naÝVw Cn`w©ŠV g_ñV KmofUmE§ H$m±J«o{g`m| H$s h¡§ AJa CZ gXñ`m| Cn~ÝY H$aZo Ho$ {bE H$hm J`m& AZwÀN>oX 43 Ho$ AZwgma amÁ` Ho$ {dMmam| H$mo XoI| {OÝhm|Zo H$m±J«og {Z`_mdbr ê$nr JrVm na Cn`wŠV {dYmZ `m Am{W©H$ g§JR>Z Ûmam AWdm Am¡a {H$gr Xÿgao enW Z ImB© hmo Vmo à{gÕ {dÛmZ AmBda OoqZ½g Ho$ AZwgma, àH$ma go H¥${f Ho$ CÚmoJm| Ho$ `m AÝ` àH$ma Ho$ g~ l{_H$m| H$mo ^maV Ho$ "g§{dYmZ Ho$ ^mJ 4 H$s eãXmdbr _| "{gS>Zr' Am¡a H$m_ {Zdm©h-_Oyar, {eï> OrdZ ñVa VWm AdH$me H$m gånyU© "do~' H$m ^yV ~mobVm h¡& g§{dYmZ Ho$ ^mJ 4 g_mOdmX a{hV Cn^moJ gw{ZpíMV H$aZo dmbr H$m_ H$s XemE§ VWm gm_m{OH$ \o${~`Z g_mOdmX H$s KmofUm H$aVm h¡&17 _Ðmg Cƒ Ý`m`mb` Am¡a gm§ñH¥${VH$ Adga àmá H$aZo H$m à`mg H$aoJm VWm {deof Ho$ ^yVnyd© _w»` Ý`m`mYre lr nr.dr. amO_ÝZma Ho$ AZwgma ê$n go J«m_m| _| Hw$Q>ra-CÚmoJm| H$mo d¡`pŠVH$ AWdm ghH$mar "g§{dYmZ' _| g_mOdmX H$m H$moB© ñda Zht h¡ Am¡a BgH$m H$maU AmYma na ~‹T>mZo H$m à`mg H$aoJm& AZwÀN>oX 46 Ho$ AZwgma amÁ` dh g§{dYmZ H$m ^mJ VrZ _mZVo h¡§& CZHo$ AZwgma g§{dYmZ _| OZVm Ho$ Xþ~©bVa {d^mJm| Ho$ {deofV`m AZwgy{MV Om{V`m| VWm "g_mOdmX' `m "g_mOdmXr T>m§Mo H$m g_mO' O¡go eãX H$ht ^r AZwgy{MV Am{X_ Om{V`m| Ho$ {ejm VWm AW© gå~ÝYr {hVm| H$s CX²Y¥V Zht h¡§&18 {deof gmdYmZr go CÝZ{V H$aoJm VWm gm_m{OH$ AÝ`m` g~ `h ñdV§Ì ^maV H$s {dS>å~Zm hr Wr H$m±J«og, {OgZo gX¡d l_ àH$ma Ho$ emofU go CZH$m g§ajU H$aoJm& AZwÀN>oX 47 Ho$ AZwgma H$s _hÎmm Ed§ Z¡{VH$Vm H$m `emoJmZ {H$`m Wm, Zo g§{dYmZ _| amÁ` AnZo bmoJm| Ho$ Amhma nmofU ñVa Am¡a OrdZ ñVa H$mo "gån{Îm Ho$ A{YH$ma' H$mo Vmo OZVm H$m _m¡{bH$ A{YH$ma Kmo{fV D$§Mm H$aZo VWm gmd©O{ZH$ ñdmñÏ` Ho$ gwYma H$mo AnZo àmW{_H$ {H$`m, H$m`© H$aZo Ho$ A{YH$ma H$mo Zht Omo gån{Îm {dhrZ ~hþ_V H$V©ì`m| _| go _mZoJm& AZwÀN>oX 48 Ho$ AZwgma amÁ` H¥${f Am¡a ^maVr` OZVm Ho$ qOXm ahZo H$s àW_ Xem Wm& H$m±J«og Zo newnmbZ H$mo AmYw{ZH$ Am¡a d¡km{ZH$ àUm{b`m| go g§J{R>V H$aZo 10 gån{ÎmdmZ Aën_V ^maVr` OZVm H$m {hV g§dÕ©Z Vmo {H$`m, H$m à`mg H$aoJm& gån{ÎmhrZ ~hþ_V OZVm H$m Zht& Bggo ^r A{YH$ {dS>å~Zm g§{dYmZ H$s àñVmdZm, ZmJ[aH$ ñdV§ÌVmE§ Ed§ Zr{V {ZXoeH$ `h Wr {H$ gån{Îm Ho$ A{YH$ma H$mo Or{dV ahZo Ho$ A{YH$ma VËd g_mOdmXr àoaUm _| AmVo h¡& àmê$n g§{dYmZ Ho$ AZwÀN>oX na ^r dar`Vm Xr J`r& EH$ ZmJ[aH$ H$mo 5 _Z AZmO aIZo 30 Am¡a dV©_mZ g§{dYmZ Ho$ AZwÀN>oX 38 na ~mobVo hþE lr H$m A{YH$ma àË`m^yV {H$`m J`m, EH$ ~ma ^moOZ H$aZo H$m Ho$. hZw_ÝV¡`m Zo H$hm {H$ Bg AZwÀN>oX H$s eãXmdbr BVZr Zht& `Ú{n `o XmoZm| A{YH$ma Zr{V {ZX©oeH$ VËdm| _| gpå_{bV ~w{Õ_Îmmnyd©H$ {ZYm©[aV H$s J`r h¡ {H$ `{X gmå`dmXr Xb gÎmm {H$`o J`o naÝVw BZ Zr{V {ZX}eH$ VËdm| H$m H$moB© d¡Ym{ZH$ _hËd _| Am Om`o Vmo dh ^r AZwÀN>oX 30, 31 (dV©_mZ 38, 39) Ho$ ñdrH$ma Z H$a CÝh| {ZpîH«$` ~Zm {X`m J`m Am¡a `o Zr{V {ZX}eH$ AZw^mJ 1-2 Ho$ AZwgma AnZr {dMmaYmam H$m {H«$`mÝd`Z H$a VËd "n{dÌ KmofUmE§'19 `m Eogm MoH$ ~Z H$a ah J`o {OgH$m 11 gH$Vm h¡& EH$ Xÿgao gXñ` lr hþg¡Z B_m_ ({~hma) g§{dYmZ ^wJVmZ ~¡§H$ H$s Xo` j_Vm Ho$ g_` na N>mo‹S> {X`m J`m Wm&20 _| g_mOdmX Ho$ {bE {H$gr àH$ma H$s ì`dñWm H$m hmoZm A{Zdm`© `Ú{n g§{dYmZ g^m Ho$ gm§{dYm{ZH$ gbmhH$ma lr ~r.EZ. amd Zo _mZVo Wo VWm AZwÀN>oX 30 H$mo Bg ì`dñWm H$m ghm`H$ _mZVo Zr{V {ZX}eH$m| H$mo à^mdembr ~ZmZo Ho$ {bE 11 Zdå~a 1947 12 Wo& S>m°. Ho$.EZ. H$mQ>Oy AZwÀN>oX 39, 41, 42, 43, 45, H$mo A_o[aH$m go àmê$n-g{_{V H$mo EH$ ZmoQ> ^oOm Wm&21 AJa 46, 47 Ed§ 48 H$mo ñnï> Ed§ à^mdnyU© ^mfm g_mOdmX Ho$ H$m±J«og Ho$ ZoVm Cg g_` lr ~r.EZ. amd Ho$ gwPmd H$mo ñdrH$ma _yb {gÕmÝVm| H$s KmofUm _mZVo h¡§& CZHo$ {dMma go g§{dYmZ H$a boVo Vmo dV©_mZ g§{dYmZ Ho$ 25d| g§emoYZ H$s Amdí`H$Vm 13 g_mOdmX H$m gdm}ËV_ à{VnmXH$ h¡& lr E_. ^ŠVdËgb_² Z n‹S>Vr& g§{dYmZ _| Zr{V {ZXoeH$ VÎdm| H$s ì`dñWm H$mo g_mOdmX H$s 14 BgHo$ A{V[aŠV ñdV§ÌVm Ho$ A{YH$ma Ho$ gmW ì`pŠVJV gån{Îm {Xem _| EH$ ~hþV ~‹S>m H$X_ _mZVo h¡§& lr Ho$.Ho$. emh g§{dYmZ Ho$ A{YH$ma H$mo Omo‹S>H$a (AZwÀN>oX 19, n¡am 5) H$m±J«og Zo Xÿgar

[agM© [aBÝ\$mog©_|Q> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 183 ~‹S>r ^yb H$s Wr& gån{Îm Ho$ A{YH$ma H$s ì`dñWm AÝ`Ì ^r H$s XmoZm| H$m Eogm g_Pm¡Vm hþAm, {Oggo XmoZm| H$m hr _m¡{bH$ ê$n Om gH$Vr Wr, V~ em`X Ý`m`mb` Ho$ A{YH$ma _| dh BVZm Zï> hmo J`m& H$m±J«og Zo g§{dYmZ g^m _| Omo Hw$N> {X`m Z Vmo dh n{dÌ Z ahVm& BgHo$ A{V[aŠV `{X AZwÀN>oX 39 Ho$ AÝVJ©V ewÕ Jm±YrdmX hr Wm Am¡a Z hr g_mOdmX& Bg àH$ma h_ H$h Hw$N> ^r {H$`m Om gH$Vm Wm Vmo AZwÀN>oX 13 Ho$ ê$n _| EH$ Eogr gH$Vo h¡§ {H$ ñdV§ÌVm Ho$ níMmV² CR>m`o J`o AnZo nhbo H$X_ na ~mYm I‹S>r H$a Xr J`r, {OgZo g_ñV Zr{V {ZX}eH$ VËdm| H$mo hr H$m±J«og Zo OZOrdZ H$mo {Zame {H$`m& Z dh AnZo bú` H$mo hr {H«$`mhrZ ~Zm {X`m& ñnï> ê$n go n[a^m{fV H$a nm`r Am¡a Z dh AnZo gm§pñWH$ àmê$n AZwÀN>oX 31 (H$) Ho$ AÝVJ©V ì`pŠVJV gån{Îm A{YJ«hU Ho$ H$mo hr CnpñWV H$a gH$s Am¡a {OgHo$ AZwgma CgH$s à{VkmE§ {Z{_Îm à{VH$a A{Zdm`©Vm Ho$ ê$n _| ^r g_mOdmXr {gÕmÝVm| EH$ AW©nyU© dmñV{dH$Vm _| n[a{UV hmo nmVt& go g_Pm¡Vm {H$`m J`m& H$m±J«og Zo Omo 1931 _| _m¡{bH$ A{YH$ma gÝX^© gyMr gå~ÝYr àñVmd ñdrH$ma {H$`m Wm Cg_| Vmo à{VH$a H$m C„oI 1. Zohê$ ñnrM AmZ [aOmoë`yeZ : gr.E.S>r. dmoë`y_ n¥.g§. 52-67 ^r Zht Wm Am¡a Bg àH$ma H$m±J«og Zo AnZr nyd© Kmo{fV Zr{V`m|o 2. BpÊS>`Z EZwAb a{OñQ>a, dmoë`y_ II, 1942. nr.nr. 95 EÊS> 102 Ho$ gmW ^r g_Pm¡Vm H$a {b`m& Ý`m`mb` Ûmam ~mX _|o à{VH$a 3. ^maV H$m g§{dYmZ, aOV O`§Vr g§ñH$aU "àñVmdZm' Am¡a ~mOma _yë` H$mo g_mZ ~VmH$a pñW{V H$mo Am¡a ^r {dH$Q> 4. amd, Ho$.dr., nm{b©`m_oÝQ>ar So>_moH«o$gr Am\$ BpÊS>`m, n¥.g§. ~Zm {X`m J`m& H$m±J«og Zo g§{dYmZ _| {d{Y Ûmam g_mOdmX H$s 306-07 ñWmnZm Z H$a Cgo {d{Y Ûmam IarXZo H$s ì`dñWm H$s h¡& `{X 5. Cn`w©ŠV, n¥.g§. 5-6 H$^r OZVm gaH$ma na g_mOdmX H$s ñWmnZm na Omoa S>mbo Vmo dh ny±Orn{V`m| H$mo _w±h _m§Jm _yë` XoH$a OZVm Ho$ YZ go hr Cgo 6. hZw_ÝV`m, Ho$., Ho$.E.S>r. dmoë`y_ IX n¥.g§. 755 IarX H$a ~hbm gH$Vr h¡& 7. Ë`mJr, _hmdra, Ho$.E.S>r. dmoë`y_ IX n¥.g§. 1659 Bg àH$ma h_ H$h gH$Vo h¡§ {H$ H$m±J«og Zo g§{dYmZ _| g_mOdmX 8. ^maV H$m g§{dYmZ, aOV O`§Vr g§ñH$aU "àñVmdZm' n¥.g§. 22 Ho$ {bE {H$gr nŠH$s g‹S>H$ na {Z_m©U Z H$a CgHo$ {bE nJS>ÊS>r 9. Cn`w©ŠV, n¥.g§. 23 H$s ì`dñWm H$s h¡, gmW hr Cg na BVZr Pm{‹S>`m§ bJm Xt {OZ_| 10. Cn`w©ŠV, n¥.g§. 24-25 dh ^r bwá hmo J`r& g§{dYmZ _| Jm±YrdmX H$s ^r Cnojm H$s J`r 11. Ho$.E.S>r., dmoë`y_ VII n¥.g§. 490 h¡& `{X H$m±J«oog Zo X{jUn§{W`m| Ho$ X~md _| g_mOdmX Ho$ gmW 12. Cn`w©ŠV, n¥.g§. 491 {df_Vm H$m ì`dhma Vmo {H$`m bo{H$Z Jm±YrdmX Ho$ J«m_-JUV§Ì 13. E.AmB©.gr.gr. BH$moZmo{_H$ [aì`y, OZdar 9, 1964, n¥.g§. 73 H$mo ^r CX²Xoí` Kmo{fV H$a {X`m OmVm (O¡gm {H$ OZdmXr MrZ 14. Cn`w©ŠV, n¥.g§. 62 Ho$ H$å`yZ Ho$ ê$n Am¡a BOamBb Zo ñdmdbå~r J«m_m| Ho$ ê$n _| 15. Cn`w©ŠV, n¥.g§. 49 {H$`m) Vmo pñW{V {^ÝZ hmoVr& H$m±J«og Ho$ dm_n§Wr ZoVmAm| H$mo 16. OZ©b Am°\$ H$mpÝgQ>rQ²>`yeZb EÊS> nm{b©`m_oÝQ´>r ñQ>S>rO, Jm±Yr AW©emñÌ _| {dídmg Z Wm Am¡a X{jUn§Wr AnZr g_ñV dmoë`y_ V Z§. 2 Aà¡b-OyZ 1971, n¥.g§. 132 epŠV Ho$ gmW g_mOdmX _| ~mYm ~ZH$a I‹S>o Wo& AVEd H$m±J«og 17. ŠdmoQ>oS> ~mB lr ^`m_ ZÝXZ {gÝhm BZ E.AmB©.gr.gr. g§{dYmZ g^m _| g_mOdmX Am¡a Jm±YrdmX Ho$ _Ü` {Ìe§Hw$ ~ZH$a BH$moZmo{_H$ [aì`y, OZdar 9, 1964, n¥.g§. 110 bQ>H$s ah J`r& 1947 VH$ H$ë`mUH$mar amÁ` H$m {gÕmÝV 18. ZoeZb hoamëS> : Xohbr ES>reZ, 17 \$adar 1969 `X²^mì`_ AW©Zr{V Am¡a g_mOdmX Ho$ ê$n _| H$m_MbmD$ 19. Ah_X, ZOê$X²XrZ (doñQ> ~§Jmb), gr.E.S>r. dmoë`y_ VII Z§. g_Pm¡Vo Ho$ ê$n _| àm`: ñdrH¥$V hmo MwH$m Wm, gmW hr Bgo 2, 5 Zdå~a 1948, n¥.g§. 255 gmå`dmXr VmZmemhr Ho$ g§H$Q> Ho$ {déÕ à{VamoYr epŠV Ho$ ê$n _| 20. emh, Ho$.Q>r., gr.E.S>r. dmoë`y_ VII Z§. 9, 19 Zdå~a 1948, _mÝ`Vm {_b MwH$s Wr& dmñVd _| g§{dYmZ Ho$ ^mJ 4 _| g§{dYmZ n¥.g§. 479-80 22 g^m H$s BÝht Xmo {dMmaYmamAm| H$s g§`wŠV Jy§O h¡& naÝVw 21. h[aam_MÝÐ JmoIbo Ûmam "^maV H$m g§{dYmZ' : aOV O`§Vr H$ë`mUH$mar amÁ` H$s H$ënZm Jm±Yr Ho$ "am_-amÁ` H$s H$ënZm' g§ñH$aU Ho$ àmŠH$WZ _| CX²K¥V Ho$ A{YH$ {ZH$Q> hmoZo Ho$ H$maU H$m±J«og H$m ZoV¥Ëd Jm±YrdmX Am¡a 22. gohbV, Oo.E_., {X pñàQ> Am\$ {X H$mpÝgQ>rQ²>`yeZ, n¥.g§. g_mOdmX na A{YH$ {d^m{OV Wm& AV: g§{dYmZ g^m _| BZ 22-23

184 [agM© [aBÝ\$mog©_|Q>> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 ^maV Ed§ ~m§½bmXoe H$s {Zdm©MH$s` ì`dñWm : MwZm¡{V`m± Ed§ g§^mdZmE± Zdb {H$emoa emoYmWu amOZr{V {dkmZ {d^mJ, amOñWmZ {díd{dÚmb`, O`nwa (amO.)

emoY gmam§e {Zdm©MZ ^mdZmË_H$ Am¡a AY:MoV{gH$ amOZr{VH$sH$aU H$s EH$mJ«Vm H$m à{V{Z{YËd H$aVo h¡§& {ÛVr` {díd `wÕ Ho$ níMmV² Am¡n{Zdo{eH$ gm_«mÁ` go ñdV§Ì hþE A{YH$m§e Xoem| Zo gm§{dYm{ZH$ bmoH$V§Ì H$s ñWmnZm H$s Am¡a EH$ Eogr emgZ ì`dñWm H$s H$ënZm H$s, Omo AnZo Xoe _| gwX¥‹T> bmoH$V§Ì ñWm{nV H$aHo$ EH$ Eogr amOZr{VH$ ì`dñWm H$m {Z_m©U H$a gHo$, Omo bmoH$V§Ì Ho$ _yb^yV Ü`o`m| H$mo pñWaVm Ed§ ñWm{`Ëd àXmZ H$a gHo$ {H$ÝVw g§{dYmZ _| C„oI _mÌ go bmoH$V§Ì Or{dV Zht ah gH$Vm h¡& Cgo {Z`VH$m{bH$ {Zdm©MZ ê$nr àmUVËd H$s Amdí`H$Vm n‹S>Vr h¡& Bg{bE ^maV H$m ~m§½bmXoe XmoZm| Xoem| Zo bmoH$Vm§{ÌH$ ì`dñWm AnZmVo hþE {ZaÝVa {Zdm©MZm| na Omoa {X`m& `Ú{n ~m§½bmXoe _| 1975-90 VH$ g¡Ý` emgZ ahm, VWm{n Cg ì`dñWm Zo ^r {Zdm©MZ H$s Am¡nMm[aH$VmE± nyU© H$s& ^maV _| 16 _hm{Zdm©MZ VWm AZoH$ àmÝVr` {Zdm©MZ Bgr {Zdm©MH$s` à{H«$`m _| g§gXr` bmoH$V§Ì H$s gwX¥‹T>Vm H$m àVrH$ h¡& ^maV VWm ~m§½bmXoe (nydu nm{H$ñVmZ) _ybV: {~«{Q>e Cn{Zdoe aho VWm XmoZm| hr Xoem| _| bmoH$V§Ì H$s ñWmnZm `Ú{n ñdV§ÌVm Ho$ CnamÝV hr hþB© VWm{n bmoH$Vm§{ÌH$ g§ñWmAm| H$m {dH$mg ñdV§ÌVm nhbo hr àma§^ hmo MwH$m Wm& ^bo hr BZ g§ñWmAm| H$m ñdê$n Am¡n{Zdo{eH$ Wm, naÝVw {Zdm©MH$s` à{H«$`m H$s X¥{ï> BZH$m AnZm {d{eï> _hËd ahm h¡& g§Ho$Vmja … g§gXr` bmoH$VÝÌ, ^«îQ>mMma, amOZr{VH$ AnamYrH$aU, gwYma ~m§½bmXoe nyd© _| ^maVr` Cn_hmÛrn H$m {hñgm ahm h¡& Bg joÌ ^maV {Zdm©MZ Am`moJ H$s g§aMZm Ed§ àH$m`© na nyd© _| A§J«oO emgH$m| H$m Am{YnË` ahm h¡& O~ ^maV go ^maVr` g§{dYmZ Ho$ ^mJ XV _| AZwÀN>oX 324 go 329 Ho$ nm{H$ñVmZ EH$ AbJ Xoe Ho$ ê$n _| 14 AJñV, 1947 H$mo ~Zm AÝVJ©V "{Zdm©MZ' H$m n¥WH²$ go C„oI {H$`m J`m h¡, g§{dYmZ Wm, V~ ~m§½bmXoe nydu nm{H$ñVmZ Ho$ ê$n _| nm{H$ñVmZ H$m ^mJ Ho$ AZwÀN>oX 324 _| `h Cn~§{YV {H$`m J`m h¡ {H$ {Zdm©MZm| Ho$ Wm, bo{H$Z npíM_r nm{H$ñVmZ Ûmam nydu nm{H$ñVmZ H$s àË`oH$ AYrjU, {ZXoeZ Ed§ {Z`§ÌU H$m A{YH$ma EH$ {Zdm©MZ Am`moJ _m_bm| _| bJmVma Cnojm, ~m§½bm ^mfm d bmoJm| H$mo hrZVm H$s _| {Z{hV hmoJm, Bg AZwÀN>oX Ho$ AZwgma2- X¥{ï> go XoIZo Ho$ n[aUm_ñdê$n Yrao-Yrao nydu nm{H$ñVmZ Ho$ bmoJm| (1) Bg g§{dYmZ Ho$ AÝVJ©V g§gX Am¡a àË`oH$ amÁ` {dYmZ_ÊS>b Ho$ _Z _| ^` Ed§ EH$ àH$ma H$s K¥Um CËnÝZ hmo JB©, {OgH$m Ho$ {bE H$amE OmZo dmbo g^r {Zdm©MZm| Ho$ {bE VWm amï´>n{V n[aUm_ 16 {Xgå~a, 1971 H$mo ~m§½bmXoe Zm_H$ EH$ Z`o Xoe Am¡a Cnamï´>n{V Ho$ nXm| Ho$ {Zdm©MZm| Ho$ {bE {Zdm©MH$ Zm_mdbr Ho$ CX` Ho$ ê$n _| hþAm& Bg Xoe H$m g§{dYmZ EH$ g§{dYmZ V¡`ma H$aZo H$m Am¡a CZ g^r {Zdm©MZm| Ho$ g§MmbZ H$m AYrjU, g^m Ûmam ~Zm`m J`m, Omo 4 Zdå~a, 1972 H$mo A§{V_ ê$n {ZXoeZ Am¡a {Z`§ÌU EH$ Am`moJ _| {Z{hV hmoJm&2 go bmJy hþAm& {Og_| AÜ`m`-VII Ho$ AZwÀN>oX 118-126 Ho$ (2) {Zdm©MZ Am`moJ _w»` {Zdm©MZ Am`wŠV Am¡a CVZo ~rM {Zdm©MZ Am`moJ H$s ì`dñWm H$s JB© h§¡ VWm ^maV H$m AÝ` {Zdm©MZ Am`wŠVm| Omo {H$ `{X H$moB© hmo, {OVZo amï´>n{V g§{dYmZ 26 OZdar, 1950 _| bmJy hþAm, {Og_| AÜ`m` ½Q> Ho$ g_`-g_` na {Z`V H$ao, {_bH$a ~ZoJm VWm _w»` {Zdm©MZ AZwÀN>oX 324-329 Ho$ _Ü` ñdV§Ì d {Zînj {Zdm©MZ Am`moJ Am`wŠV Am¡a AÝ` {Zdm©MZ Am`wŠVm| H$s {Z`wpŠV, g§gX Ûmam H$s ì`dñWm H$s JB© h¡&1

[agM© [aBÝ\$mog©_|Q> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 185 BgHo$ {bE ~ZmB© JB© {d{Y Ho$ àmdYmZm| Ho$ AÝVJ©V ahVo hþE VWm amï´>n{V g_`-g_` na _w»` {Zdm©MZ Am`wŠV VWm AÝ` amï´>n{V Ûmam H$s OmEJr& {Zdm©MZ Am`wŠVm| H$s {Z`wpŠV H$aoJm, Omo {H$ {ZYm©[aV H$mZyZm| (3) O~ H$moB© AÝ` {Zdm©MZ Am`wŠV Bg àH$ma {Z`wŠV {H$`m Ho$ VhV² H$aoJm& OmVm h¡, V~ _w»` {Zdm©MZ Am`wŠV Am`moJ Ho$ AÜ`j Ho$ ê$n (2) O~ {Zdm©MZ Am`moJ _| EH$ go A{YH$ Am`wŠV hm|Jo, Vmo _| H$m`© H$aoJm& _w»` {Zdm©MZ Am`wŠV àYmZ (M¡`_oZ) H$s ^m±{V H$m`© H$aoJm& (4) amOZr{VH$ Xbm| Ho$ {bE AmMma g§{hVm H$m {Z_m©U VWm (3) g§{dYmZ Ho$ Cn~§Ym| Ho$ AYrZ {Zdm©MZ Am`wŠVm| H$m ZOa ^r {Zdm©MZ Am`moJ hr aIVm h¡& H$m`©H$mb nX^ma J«hU go 5 df© VH$ hmoJm& (5) {Zdm©MZ Am`moJ hr {d{^ÝZ amOZr{VH$ Xbm| H$mo · `{X H$moB© ì`pŠV _w»` {Zdm©MZ Am`wŠV {Z`wŠV hmo J`m AmH$medmUr na MwZmd àMma Ho$ {bE gw{dYm àXmZ H$aVm h¡& hmo, Vmo dh JUV§Ì H$s AÝ` {Z`wpŠV`m| hoVw `mo½` Zht (6) {Zdm©MZ Am`moJ hr g_`mZwgma Cå_rXdmam| Ûmam MwZmd _| ahoJm& {H$E OmZo dmbo ì`` H$mo {ZpíMV H$aVm h¡& · VWm AÝ` {Zdm©MZ Am`wŠV, Eogr pñW{V _| nX N>mo‹S>H$a (7) MwZmd `m{MH$mAm| Ho$ g§X^© _| gaH$ma H$mo nam_e© XoVm h¡& _w»` {Zdm©MZ Am`wŠV Ho$ nX na {Z`wŠV hmo gHo$Jm, (8) `h _VXmAm| H$mo amOZr{V à{ejU XoVm h¡& bo{H$Z JUV§Ì H$s AÝ` godmAm| _| {Z`wpŠV `mo½` Zht (9) amÁ`g^m Ho$ à{V Xmo df© ~mX hmoZo dmbo MwZmdm| H$s ì`dñWm hmoJm& H$aVm h¡& (4) {Zdm©MZ Am`moJ AnZo .Ë`m| Ho$ {ZînmXZ _| ñdV§Ì hmoJm {Zdm©MZ Am`moJ : H$m`© VWm A{YH$ma VWm g§{dYmZ VWm AÝ` H$mZyZm| Ho$ AZwgma BZH$m à`moJ H$aoJm& {Zdm©MZ Am`moJ Ho$ _hËdnyU© H$m`m}§ Ed§ A{YH$mam| H$mo (5) O~ VH$ g§gX Ûmam AÝ`Wm H$moB© H$mZyZ Zht ~Zm {X`m {ZåZ{bpIV ê$n _| d{U©V {H$`m Om gH$Vm h§¡3- OmVm, Vmo Eogr pñW{V _| amï´>n{V AmXoe Ûmam {ZYm©[aV H$a (1) {Zdm©MZ Am`moJ H$mo g§gX VWm {dYmZ_ÊS>b Ho$ XmoZm| gXZm| gHo$Jm& Ho$ dV©_mZ Ho$ gXñ`m| H$s A`mo½`Vm go g§~§{YV àíZm| H$mo {ZnQ>mZo (6) H$moB© ^r {Zdm©MZ Am`wŠV amï´>n{V H$mo g§~mo{YV H$aVo hþE H$m A{YH$ma h¡& AnZo nX go Ë`mJnÌ Xo gHo$Jm&4 (2) {Zdm©MZ Am`moJ bmoH$g^m VWm amÁ` {dYmZg^mAm| {Zdm©MZ Am`moJ Ho$ H¥$Ë`/H$m`© _| AZwgy{MV Om{V Ed§ OZOm{V Ho$ {bE g§{dYmZ Ho$ VhV Ama{jV, {Zdm©{MV joÌm| H$m {ZYm©aU ^r H$aVm h¡& (1) amï´>n{V, g§gX VWm AÝ` àH$ma Ho$ {Zdm©MZ hoVw {Zdm©MZ Zm_mdm{b`m| H$m AYrjU, {ZXoeZ Ed§ {Z`§ÌU H$aZm, Omo {H$ (3) O¡gm {H$ XoIVo ^r h¡, {Zdm©MZ Am`moJ, àË`oH$ amÁ` _| {Zdm©MZ {d^mJ Ho$ erf©ñW A{YH$mar Ho$ ê$n _| amÁ` gaH$ma g§{dYmZ VWm AÝ` H$mZyZm| Ho$ AZwgma hmoJm- Ho$ hr {H$gr d[að> A{YH$mar H$mo, amÁ` gaH$ma go nam_e© Ho$ · amï´>n{V nX Ho$ MwZmd g§nÝZ H$admZm, níMmV² _w»` {Zdm©MZ A{YH$mar Ho$ nX na {Z`wŠV H$aVm h¡& · g§gX gXñ`m| Ho$ MwZmd g§nÝZ H$admZm BZ A{YH$m[a`m| Ho$ AYrjU, {ZX}eZ VWm {Z`§ÌU H$m H$m`© · g§gXr` MwZmdm| hoVw {Zdm©MZ joÌm| H$m gr_m§H$Z H$aZm {Zdm©MZ Am`moJ Ho$ AYrZ hr hmoVm h¡& · amï´>n{V Am¡a g§gX Ho$ {Zdm©MZm| hoVw {Zdm©MZ Zm_mdbr (4) O¡gm {H$ {d{XV hr h¡ {H$ MwZmd Am`moJ Ûmam bmoH$g^m VWm V¡`ma H$aZm {dYmZg^m Ho$ àË`oH$ gm_mÝ` MwZmd AWdm _Ü`md{Y MwZmd go (2) {Zdm©MZ Am`moJ Eogo AÝ` H$m`© ^r H$aoJm, Omo {H$ g§{dYmZ nyd© {Zdm©MH$ Zm_mdbr V¡`ma H$amB© OmVr h¡ Am¡a Bgr AmYma na 5 {Zdm©MZ H$m H$m`© gånÝZ H$am`m OmVm h¡& `m {H$gr AÝ` H$mZyZ Ûmam {ZYm©[aV H$a {XE hmo& ~m§½bmXoe H$m {Zdm©MZ Am`moJ (^mJ-VII AZwÀN>oX 118-126) ^maV Ed§ ~m§½bmXoe Ho$ {Zdm©MZ ì`dñWm Ho$ g_j MwZm¡{V`m± {Zdm©MZ Am`moJ H$s ñWmnZm ^maV Zo {nN>bo 65 dfm}§ go VWm ~m§½bmXoe Zo bJ^J 45 dfm}§ (1) ~m§½bmXoe H$m EH$ {Zdm©MZ Am`moJ hmoJm, Omo _w»` {Zdm©MZ _| {Zdm©MZ V§§§Ì Ho$ AZoH$ {Zdm©MZm| H$m geŠV Am`moOZ {H$`m Am`wŠV VWm Hw$N> AÝ` {Zdm©MZ Am`wŠVm| go {_bH$a ~ZoJm& h¡, naÝVw Bgr Xm¡amZ Bg à{H«$`m _| AZoH$ H$_-A{YH$ {dH¥${V`m±

186 [agM© [aBÝ\$mog©_|Q>> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 ^r n[ab{jV hþB© h¡, AmO VÏ` `h h¡ {H$ dV©_mZ _| {díd _| H$m {ZfoY H$a {X`m J`m, _yb A{YH$mam| H$s g_m{á H$a Xr JB©, YZepŠV H$s Cn`mo{JVm H$mo àË`oH$ joÌ _| ñdrH$ma H$a {b`m Ý`m`nm{bH$m na g¡Ý` {Z`§ÌU ñWm{nV H$a {b`m J`m& 1991 J`m h¡& ^maV Ho$ gmW hr ~m§½bmXoe _| MwZmdm| _| ^r {dO` àmá Ho$ MwZmdm| Ho$ níMmV² nwZ: bmoH$Vm§{ÌH$, g§gXr` ì`dñWm AnZmB© H$aZo Ho$ {bE Ho$db gdm©{YH$ dmoQ> àmá H$aZm hr n`m©á Zht h¡, JB© VWm{n `h nyU© ê$n _| bmJy Zht hmo nm ahr h¡& H$B© d¡pídH$ gd} ~pëH$ àË`m{e`m| H$mo AnZo MwZmd A{^`mZm| na Anma YZ IM© jUm| _| ~m§½bmXoe _| {d{Y Ho$ emgZ H$s pñW{V ~hþV Iam~ ~VmB© H$aZm n‹S>Vm h¡, AnZo MwZmd nyU© hmo OmZo Ho$ níMmV² àË`oH$ JB© h¡&11 `Ú{n 1991 _| ~m§½bmXoe _| {d{Y H$m emgZ, bmoH$V§Ì, Cå_rXdma H$mo AnZo IM© H$m {hgm~-{H$Vm~ {Zdm©MZ Am`moJ g§gXr` ì`dñWm nwZ: bmJy hþB© VWm{n amOZr{V, Zm¡H$aemhr VWm H$mo gm¡§nZm n‹S>Vm h¡ VWm Eogm Zht H$aZo na Bgo ^«ï>mMma nyU© H¥$Ë` {ZåZ Ý`m`nm{bH$m _| ^«ï>mMma ì`mnH$ n¡_mZo na ì`má h¡& Bgr _mZm OmVm h¡ VWm Bgo XÊS>Zr` AnamY _mZm OmVm h¡& naÝVw H$m ZVrOm `h ahm {H$ ~m§½bmXoe 2001 B©ñdr go bJmVma Mma gm_mÝ`V`m Bg gr_m H$m C„§KZ hr {H$`m OmVm h¡&6 ^maV Ho$ dfm}§ VH$ Q´>m§gnoa|Ýgr BÊQ>aZoeZb H$s [anmoQ>© _| nhbo ñWmZ na {Zdm©MZ Am`moJ Ho$ g_j EH$ ~‹S>r MwZm¡Vr XmJr àË`m{e`m| H$mo ~Zm ahm&12 CƒVa Ý`m`mb` `Wm Cƒ Ý`m`mb` VWm CƒV_ {Zdm©MZ-à{H«$`m go Xÿa aIZm h¡& O¡gm{H$ 2014 _| ^maV _| hþE Ý`m`mb` VwbZmË_H$ ê$n go ñdV§Ì Am¡a {Zînj h¡ VWm{n 16dt bmoH$g^m Ho$ g§nÝZ MwZmdm| Zo ^r Bg X¥{ï> go {Zame hr {nN>bo Hw$N> dfm}§ go CƒVa Ý`m`mb`m| _| {Z`wpŠV`m± amOZr{VH$ {H$`m& MwZmd _| g^r nm{Q©>`m| Ho$ 889 (bJ^J 11 à{VeV) XIb§XmOr ~‹T>r h¡ VWm {ddmXmñnX pñW{V ~Zr h¡& CXmhaU Ho$ 7 àË`m{e`m| Ho$ pIbm\$ Anam{YH$ _m_bo XO© Wo& VWm BZ_| go {bE 2004 _| gaH$ma _| Cƒ Ý`m`mb` _| 19 Ý`m`mYrem| H$s Vmo Hw$N> Ho$ pIbm\$ hË`m O¡go A{V J§^ra _m_bo XO© Wo& Xÿgar amOZr{VH$ ê$n go {Z`wpŠV H$a Xr& O~{H$ Ý`m`nm{bH$m Ho$ Amoa amOZr{VH$ Xb ^r AnZo-AnZo VH©$ XoVo hþE H$hVo h¡§ {H$ {ZMbo ñVam| na nhbo go hr Ý`m`mYrem| H$s {Z`wpŠV`m| _| gaH$mar O~ VH$ AnamY à_m{UV Zht hmo OmVm h¡, V~ VH$ {H$gr H$mo hñVjon {ddmX H$m {df` ahm h¡§&13 ~m§½bmXoe H$s Xbr` amOZr{V 8 AnamYr Kmo{fV Zht {H$`m Om gH$Vm h¡& `h g_ñ`m ~m§½bmXoe _| jwÐ ñdmWm}§ H$mo boH$a {ZaÝVa Q>H$amdnyU© ahr h¡& Adm_r brJ VWm ì`mnH$ n¡_mZo na ì`má h¡& ^maV _| emgH$ Xb VWm _§{Ì`m| Ûmam ~r.EZ.nr. XmoZm| _w»` amOZr{VH$ Xb EH$-Xÿgao H$mo gÎmm àm{á "Xbr` bm^m|' Ho$ {bE àemg{ZH$ V§Ì Ho$ Xþén`moJ H$s {Zdm©MZ V§Ì Ho$ {bE gmao hWH$ÊSo> AnZmVo h¡, ~Om` {dH$mgmË_H$ _wX²Xm| H$s Ho$ g_j _w»` g_ñ`m h¡& h_ XoIVo h¡§ {H$ O¡go hr {Zdm©MZm| H$s amOZr{VH$ Ho$& EH$ gd}jU _| nVm Mbm {H$ 56 à{VeV J«m_rU KmofUm H$s OmVr h¡, Vmo Ho$ÝÐr` VWm àmÝVr` gaH$mam| H$m Ü`mZ VWm 54 à{VeV ehar OZg§»`m Bg amOZr{V d gaH$ma VWm {d{^ÝZ g§J{R>V dJm}§ H$mo AZoH$ àH$ma H$s [a`m`V| VWm gw{dYmE± {dnj H$s ^y{_H$m H$mo boH$a Agh_V h¡&14 ~m§½bmXoe _| gaH$mam| XoZo H$s Amoa Mbm OmVm h¡& MwZmdm| Ho$ Adga na amOZr{VH$ Xb Ûmam Cn`wŠV ê$n go amOZr{VH$ dmVmdaU H$s ñWmnZm Zht H$s bm^ àmá H$aZo Ho$ {bE AZoH$ {dH$mg `moOZmAm| H$s KmofUm H$aVo Om gH$s h¡& XmoZm| ~‹S>o Xb VWm Hw$N> N>moQ>o H$Q²>Q>an§Wr Xb AnZo h¡§& CXmhaU Ho$ Vm¡a na _mM©, 1997 Ho$ bmoH$g^m MwZmd Ho$ nyd© g§H$sU© {hVmo| Ho$ {bE OZVm _| nañna A{dídmg n¡Xm H$aVo CÎmar Am¡a nydu joÌ Ho$ 5 ~‹S>o amÁ`m| (n§Om~, amOñWmZ, h[a`mUm, ahVo h¡§& Bg{bE MwZmd EH$ g§J«m_ AWdm `wÕ H$m ê$n bo boVo C‹S>rgm VWm npíM_ ~§Jmb) Ûmam _VXmVmAm| H$mo 90 H$amo‹S> ê$n`o h§¡& {OgHo$ n[aUm_ñdê$n Xoe H$s OZVm H$m Ü`mZ Am{W©H$ d H$s [a`m`V| Xr JB©&9 Eogr hr g_ñ`m ~m§½bmXoe Ho$ {Zdm©MZ Am`moJ gm_m{OH$ {dH$mg O¡go _wX²Xm| go hr ^Q>H$ OmVm h¡&15 Ho$ g_j {dÚ_mZ h¡& gobo~«oQ>r àË`mer H$s g_ñ`m ^r _w»` g_ñ`m ~ZVr Om ahr h¡§&10 ^maV Ed§ ~m§½bmXoe H$s {Zdm©MH$s` ì`dñWmE± H$s g§^mdZmE± ~m§½bmXoe Ho$ {Zdm©MZ ì`dñWm Ho$ g_j Hw$N> {deof MwZm¡{V`m± · gd©àW_ ^maV Ed§ ~m§½bmXoe _| {Zdm©MZ ì`dñWm H$mo gwì`dpñWV ê$n XoZo Ho$ {bE ñdV§Ì Ed§ {Zînj {Zdm©MZ O~ ~m§½bmXoe _o| 4 Zdå~a, 1972 H$mo g§{dYmZ ~Zm, V~ Cg_| Am`moJ H$mo g§d¡Ym{ZH$ XOm© {X`m J`m h¡ EH$ g§gXr` ì`dñWm H$m àmdYmZ {H$`m J`m, VWm bmoH$Vm§{ÌH$ gaH$ma, {Og_| ~hþXbr` ì`dñWm H$m àmdYmZ {H$`m J`m& bo{H$Z · ^maV _| Ed§ ~m§½bmXoe XmoZm| _| hr _VXmVmAm| hoVw _VXmVm VrZ gmb Ho$ ^rVa 1975 _§| hr ~m§½bmXoe _| {d{Y Ho$ emgZ nhMmZ-nÌ Omar {H$E JE h¡§& H$mo ZH$ma H$a g¡Ý` VmZmemhr H$m emgZ ñWm{nV hmo J`m, Omo · 1996 Ho$ níMmV ~m§½bmXoe _| J¡a-gaH$mar H$m`©H$mar {H$ AmJm_r 15 dfm}§ VH$ Omar ahm& BZ dfm}§ Ho$ Xm¡amZ g§{dYmZ gaH$ma H$m àmdYmZ {H$`m J`m h¡, Omo ApÝV_ godm{Zd¥V

[agM© [aBÝ\$mog©_|Q> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 187 _w»` Ý`m`mYre (CƒV_ Ý`m`mb`) Ho$ AYrZ Am_ 1991 Ho$ níMmV² ~m§½bmXoe _| {ZaÝVa ê$n go g§gXr` bmoH$V§Ì MZwmdm| H$mo ñdÀN>, ñdV§Ì VWm {Zînj ê$n go g§nÝZ gwì`dpñWV ê$n boVm hþAm ZOa Am ahm h¡& Hw$N> Im{_`m± Oê$a H$admZo H$s {Oå_oXma hmoVr h¡&16 h¡ {OZ na bmoH$V§Ì H$s ì`dñWm Ho$ VhV {ZaÝVa ê$n go n[adÕ©Z · XmoZm| hr Xoem| _| g§gXr` bmoH$V§Ì AnZmVo hþE "\$ñQ>© nmñQ> {H$`m Om ahm h¡& Bg_| {Zdm©MZ Am`moJ Ho$ {d{^ÝZ _hËdnyU© X nmoñQ> {gñQ>_' H$mo AnZm`m J`m h¡& à`mg ^r em{_b h¡& · ^maV _| BboŠQ´>m°{ZH$ dmoqQ>J _erZ go {Zdm©MZ à{H«$`m g§X^© gyMr gwb^ hmo nmB© h¡, {Oggo {Zdm©MZ à{H«$`m gab ~Zr h¡& 1. ~m§½bmXoe Ho$ {Zdm©MZ {d^mJ H$s do~gmBQ> · ^maVr` {Zdm©MZ à{H«$`m _| 16dt bmoH$g^m _| CƒV_ 2. ^maV H$m g§{dYmZ, AZwÀN>oX-324 Ý`m`mb` Ho$ {ZX}emZwgma {Zdm©MZ Am`moJ H$mo B©.dr.E_. 3. ^maV H$m g§{dYmZ, AZwÀN>oX-324(1) Ho$ Cå_rXdmam| H$s gyMr Ho$ AmpIa _o| ZmoQ>m (None of 4. H$m°ÝñQ>rQ²>`yeZ Am°\$ ~m§½bmXoe, Am{Q©>H$b-118 the above) "CŠV _| go H$moB© Zht' H$m {dH$ën {X`m 5. H$m°ÝñQ>rQ²>`yeZ Am°\$ ~m§½bmXoe, Am{Q©>H$b-119 J`m& 6. _§JbmZr, ê$nm, ^maVr` emgZ Ed§ amOZr{V, amOñWmZ {hÝXr · ~m§½bmXoe _| ^r 2008 _| amOZr{VH$ Xbm| Ho$ n§OrH$aU J§«W AH$mX_r, O`nwa, n¥.g§. 549 Ho$ {Z`_ Wmo‹S>o AmgmZ ~ZmE JE& 7. X¡{ZH$ ^mñH$a, 17 _B©, 2014, n¥.g§. 12 · ~m§½bmXoe _| {Zdm©MZ à{H«$`m _| Am§V[aH$ d AÝVam©ï´>r` 8. MVwd}Xr, JrVm, ^maVr` amOZr{VH$ ì`dñWm, n§Merb n`©dojH$m| H$mo OJh Xr JB© h¡, Vm{H$ {Zdm©MZ ì`dñWm na àH$meZ, O`nwa, 2015, n¥.g§. 375 ^amogm H$m`_ aIm Om gHo$& 9. Am‹T>m, Ama.Eg., ^maV _| {Zdm©MZ ì`dñWm : MwZm¡{V`m± Ed§ · XmoZm| hr Xoem| _| amOZr{V Ho$ AnamYrH$aU H$mo {ZaÝVa g§^mdZmE±, E.~r.S>r. npãbeg©, O`nwa, 2008, n¥.g§. 174- H$_ H$aZo na hoVw H$mZyZr àmdYmZ {H$E JE h¡& 175 {ZîH$f© 10. _§JbmZr, ê$nm, ^maVr` emgZ Ed§ amOZr{V, amOñWmZ {hÝXr J«§W AH$mX_r, O`nwa, 2015, n¥.g§. 559 {ZîH$f© ê$n _| h_ H$h gH$Vo h¡§ {H$ ^maVr` bmoH$V§Ì H$s {Zdm©MZ 11. BÝñQ>rQ²>`yQ> Am°\$ gmCW E{e`Z ñQ>S>rO, d{H©§$J nona, Z§. 39 H$s ì`dñWm H$m\$s gwX¥‹T> d gwì`dpñWV h¡, Omo ^maV O¡go {demb {XZm§H$ 6 _mM©, 2008, X M¡boÝOoO Am°\$ BÝñQ>rQ²>`yeZbmB©qOJ àOmV§Ì H$mo {ZaÝVa nwï> H$a ahr h¡, hmbm§{H$ Bg_| g_` Ho$ gmW So>_moH«o$gr BZ, ~m§½bmXoe, n¥. 19 Hw$N> Im{_`m§ ZOa AmB© h¡§, VWm{n g_`mZwê$n dm§{N>V gwYma d 12. BÝñQ>rQ²>`yQ> Am°\$ gmCW E{e`Z ñQ>S>rO, d{Hª$J nona, Z§. 39 n[adÕ©Z {H$`m OmVm ahm h¡& O¡go-à{Vdf© 25 OZdar H$mo amï´>r` {XZm§H$ 6 _mM©, 2008, X M¡boÝOoO Am°\$ BÝñQ>rQ²>`yeZbmB©qOJ _VXmVm {Xdg Ho$ ê$n _| _Zm`m OmVm h¡& BgHo$ A{V[aŠV So>_moH«o$gr BZ, ~m§½bmXoe, n¥. 20 dV©_mZ _| {Zdm©MZ Am`moJ Ûmam SWEEP àmoJ«m_ Mbm`m Om 13. ê$ZmH$, Ohm±, ~m§½bmXoe, BZ H$ÝQ´>rO EoO H«$m°g amoS>, 2005 ahm h¡& Xÿgar Amoa ~m§½bmXoe H$s {Zdm©MZ H$s ì`dñWm _| Hw$N> 14. Bí`yO EÊS> àmAam©BQ>rO \$m°a ~m§½bmXoe : X 2000 AmB©.E\$. ~mYmE± Am`r h§¡ `Wm-1975 go 1990 VH$ g¡Ý` VmZmemhr, B©.Eg. ZoeZb gd}, Wm°_g H$m°S©>gZ, n¥.g§. 14 VWm{n 1991 Ho$ MwZmd d¡pídH$ ñVa na H$m\$s ghr ê$n _| gamho J`o VWm 1996 _| 13d| g§{dYmZ g§emoYZ Ûmam EH$ J¡a- 15. ê$ZmH$, Ohm±, ~m§½bmXoe nm°{b{Q>Šg : àmo~båg EÊS> Bí`yO, `y{Zd{g©Q>r àog {b{_Q>oS> T>mH$m, df©, 1987, n¥.g§. 173 amOZr{VH$ H$m`©H$mar gaH$ma H$s ì`dñWm H$aHo$ ~m§½bmXoe H$s {Zdm©MZ ì`dñWm H$mo H$m\$s {dídgZr` ~Zm`m J`m h¡ VWm 16. ~m§½bmXoe, 13dm± g§{dYmZ g§emoYZ, 1996

188 [agM© [aBÝ\$mog©_|Q>> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 dV©_mZ _| gm§ñH¥${VH$ Ad_yë`Z : Xem Am¡a {Xem S>m°. g§O` Hw$_ma g_mOemñÌ {d^mJ, bmo{h`m nr. Or. _hm{dÚmb`, Myê$ (amO.)

emoY gmam§e g§ñH¥${V EH$ A_yV© g§H$ënZm h¡ {OÝh| {g\©$ _hgyg {H$`m Om gH$Vm h¡ Z Vmo BZH$m H$moB© AmH$ma hmoVm h¡ Z H$moB© g§aMZm Z hr Am.{V Am¡a Z hr BÝh| ñne© {H$`m Om gH$Vm h¡& Eogo gm§ñ.{V VËd h¡§ Y_©, ^mfm, ar{V-[admO, naånam`|, _mÝ`Vm`| Am{X& dht Ad_yë`Z H$m AW© hmoVm h¡ {KgmdQ> AWm©V G$UmË_H$ n[adV©Z& ñdV§ÌVm Ho$ níMmV² ^maVr` g§ñH¥${V _| Vrd« J{V go Omo n[adV©Z hmo aho h¢ do AË`ÝV Jå^ra h¡§& {nN>bo bJ^J 200 dfm}§ _| ^r Omo àdmh Z ~Z gH$m Wm, dh BZ 20 dfm}§ _| ~Z MwH$m h¡§& S>m°. Eb. nr. e_m© Zo AnZr nwñVH$ AmYw{ZH$ ^maVr` g§ñH¥${V H$s àñVmdZm _| {bIm h¡ {H$ dh g^r Hw$N> BVZm A{YH$ h¡, BVZm {d{^ÝZ h¡ Am¡a Cggo ^r A{YH$ BVZm {ddmXnyU© h¡ VWm CgHo$ gmW Omo `h àíZ gpå_{bV h¡ {H$ `h Omo Hw$N> h_ AnZr g§ñH¥${V go àmá H$a aho h¡§ dh JbV h¡ `m R>rH$- h__| go H$moB© ^r gabVm go CgH$m CÎma Zht Xo gH$Vm& O~ VH$ ZyVZ gä`Vm Ho$ R>mog H$U h_mao g_mO _| pñWa Zht hmo OmVo V~ VH$ CÝh| gä`Vm H$m A§e ñdrH$ma H$a| `m Z H$a|, `h àíZ h¡& g§Ho$Vmja … dmVmdaUr` n[apñW{V`m§, Am¡n{Zdo{eH$ g§ñH¥${V, Ad_ypë`V g§ñH¥${V, A{Ydm{gV àË`oH$ g§ñH¥${V H$s AnZr _mÝ`Vm`| h¡§ AnZo {dMma h¢ Am¡a CgH$s AnZonZ Ho$ ñdê$n _| ~Xbmd AnZr ^mdZm h¡ Omo Xÿgar g§ñH¥${V go {^ÝZ hmo gH$Vr h¡ Am¡a · nhbo [aíVoXmam| _| AnZmnZ ImoOVo Wo Š`m|{H$ do gmW ahVo g§ñH¥${V H$m {Z_m©U BÝht _mÝ`VmAm|, {dMmam| Am¡a ^mdZmAm| Ho$ Wo dV©_mZ _| {_Ìm| Ho$ gmW AnZmnZ ImoOVo h¡§ Š`m|{H$ AÝVJ©V hmoVm h¡ {OgH$s VwbZm Zht H$s Om gH$Vr h¡ VmËn`© {_Ì gmW ahVo h¡§& EH$mH$snZ Zht ~‹T>m ~pëH$ {_Ìm| Ho$ h¡ {H$ àË`oH$ g§ñH¥${V ñd`§ _| AÀN>r hmoVr h¡& àË`oH$ g§ñH¥${V gmW AnZmnZ ~‹T>m h¡& H$m {dH$mg ñdVÝÌ dmVmdaUr` n[apñW{V`m| H$s XoZ hmoVr h¡& · aŠVXmZ H$m ~‹T>Vm àMbZ ^r g_mO Ho$ gmW AnZmnZ Eogr pñW{V _| O~ dmVmdaUr` n[apñW{V`m| _| ì`mnH$ {^ÝZVm Xem©Vm h¡& nmB© OmVr h¡ Vmo {^ÝZ g§ñH¥${V`m| H$m {_bZm EH$ ñdm^m{dH$ gr · ì`pŠV g_mO Ho$ à{V g§doXZerb hþAm h¡& KQ>Zm h¡&1 Bgo EH$ CXmhaU go ^r g_Pm Om gH$Vm h¡ AJa · dV©_mZ _| _{hbmAm|, ~ƒm|, d¥Õm| VWm {dH$bm§Jm| H$s _gmB© OZOm{V Ho$ bmoJ A{W{V H$m ñdmJV EH$-Xÿgao Ho$ _y§h na pñW{V Eo{Vhm{gH$ H$mb H$s AnojmH¥$V ~ohVa h¡& WyH$H$a H$aVo h¡§ Vmo h_mar gm§ñH¥${VH$ _mÝ`VmAm| Ho$ AZwê$n na g§ñH¥${V EH$ J{Verb AdYmaUm h¡& H$mb Ho$ gÝX^© _| gm§ñH¥${VH$ Agå_mZ H$m àVrH$ hmoVm h¡& VËdm| _| n[adV©Z Ho$ gmW g§ñH¥${V ^r n[ad{V©V hmoVr ahVr h¡ 2 O¡go d¡{XH$ g§ñH¥${V, _m¡`© g§ñH¥${V, _wJb g§ñH¥${V, Am¡n{Zdo{eH$ g§ñH¥${V Ho$ VËd _yë`, naånam`|, ar{V-[admO g§ñH¥${V Am{X& dmñV{dH$Vm `h h¡ {H$ n[adV©Z Ho$ gmW MbZo jaU dmbr g§ñH¥${V`m| H$mo hr Ad_ypë`V g§ñH¥${V H$m XOm© Xo {X`m g_` Ho$ AZwgma ~XbVo ahVo gm§§ñH¥${VH$ Ad_yë`Z 3 h¡§ AV: dmñVd _| gm§ñH¥${VH$ OmVm h¡& naÝVw `h {dMmaYmam EH$njr` X¥{ï>H$moU H$mo ~VmVr Ad_yë`Z Z hmoH$a gm§ñH¥${VH$ h¡ Š`m|{H$ n[ad{V©V g§ñH¥${V Ho$ X¥{ï>H$moU go nyd© H$s g§ñH¥${V {dH$mg h¡& gm§ñH¥${VH$ {nN>‹S>onZ H$s {eH$ma h¡&

[agM© [aBÝ\$mog©_|Q> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 189 Ad_ypë`V Ad_ypë`V gm_m{OH$ n[adV©Z- gm_m{OH$ {dH$mg- gm_m{OH$ MoVZm OmJê$H$Vm J«m_rU _Ü`_ dJ© noO-3 nhbo ~mb {ddmh gVr àWm H$mo _mÝ`Vm g_mO n[adma g_mO g_mO _| n[adV©Z ~mb {ddmh H$m à{VamoY {nN>‹S>r {nN>‹S>r g§ñH¥${V nhbo XhoO àWm Zht- dV©_mZ _| h¡§- ^{dî` _| g_má hmoZo H$s g§^mdZm nwZ: AJa h_ {H$gr g§ñH¥${V Ho$ ñVa H$mo Ad_ypë`V ~VmVo h¡§ Vmo Vwa§V hr BgHo$ {bE EH$ AmXe© H$s g§H$ënZm ~ZmZr hmoJr Ed§ ~mø {dMmam| H$m à^md- _mo~mBb- nÌ boIZ H$s H$bm H$m {hÝXÿdmXr ì`pŠV d¡{XH$ `m JwáH$mb H$s g§ñH¥${V H$mo AmXe© _mZ g_mnZ& gH$Vm h¡ Vmo Bñbm_ Y_© Ho$ g_W©H$ _wJb g§ñH¥${V H$mo AmXe© _mZ amOZr{VH$ H$maH$- O¡go AmajU H$s ì`dñWm- g§ñH¥${V _| gH$Vo h¡§& Eogr pñW{V _| {H$gr EH$ g§ñH¥${V Ho$ AmXe© H$s H$ënZm ~Xbmd, n§Mm`V _| _{hbmAm| H$s ^mJrXmar- gm§ñH¥${VH$ Zht ~VmB© Om gH$Vr h¡& nwZ: AJa d¡{XH$ g§ñH¥${V H$mo AmXe© n[adV©Z, H$mZyZ Ûmam ^«yU hË`m AnamY Kmo{fV& _mZ {b`m Om`o Vmo ñdV: àíZ CR>Vo h¡§ Š`m Jwá H$mb H$s g§ñH¥${V Eo{Vhm{gH$ AmË_gmË_rH$aU- Eo{Vhm{gH$ AmË_gmË_rH$aU H$m Ad_ypë`V g§ñH¥${V Wr Am¡a AJa Jwá H$mb H$mo AmXe© _mZm VmËn`© nyd© Eo{Vhm{gH$ H$mb Ho$ gm§ñH¥${VH$ VËdm| H$m dV©_mZ Ho$ Om`o Vmo `hr àíZ d¡{XH$ g§ñH¥${V Ho$ gÝX^© _| CR>Vo h¡§& O~{H$ gm§ñH¥${VH$ VËdm| _| {db` go {b`m OmVm h¡& Bgo CXmhaU go dmñVd _|o XmoZm| g§ñH¥${V`m| _| H$m\$s {^ÝZVm`| _m¡OyX Wr& XmoZm| g_Pm Om gH$Vm h¡& {gÝYw gä`Vm H$m AmË_gmË_rH$aU d¡{XH$ hr g§ñH¥${V`m± AnZo-AnZo H$mbm| Ho$ gdm}Îm_ {dMmam| go ào[aV g§ñH¥${V _| hmo J`m H$mbmÝVa _| d¡{XH$ H$m AmË_gmVrH$aU àmMrZ Wt& BZ g§ñH¥${V`m| _| Omo {^ÝZVm`|o XoIr OmVr h¢ dh XaAgb ^maV H$s g§ñH¥${V _| XoIm J`m& àmMrZ ^maV H$s g§ñH¥${V _Ü` 4 g_` Ho$ gÝX^© _| {dMma Ed§ _mÝ`VmAm| H$m n[adV©Z _mÌ h¡& H$mb _| ^maV H$s g§ñH¥${V Ho$ gmW AmË_gmVrH$aU H$s à{H«$`m `h gm§ñH¥${VH$ n[adV©Z ñWm{ZH$ ^r X¥{ï>JV hmoVm h¡& O¡go- go Ow‹S> JB© Am¡a _Ü`H$mb Am¡n{Zd¡{eH$ H$mb _| AmË_gmV H$a {~«Q>oZ H$s gm§ñH¥${VH$ _mÝ`Vm`| ^maVr` gm§ñH¥${VH$ _mÝ`VmAm| go {b`m J`m& g_`-g_` na {d{^ÝZ g§ñH¥${V`m| Ed§ _mÝ`VmAm| Ho$ _ob Zht ImVt, ~«mOrb H$s gm§ñH¥${VH$ _mÝ`Vm`| ~m§½bmXoe H$s gm§ñH¥${VH$ VËdm| H$m {db` ~mX _| g§ñH¥${V`m| _| hmoVm Mbm J`m& gm§ñH¥${VH$ _mÝ`VmAm| go _ob Zht ImVt Vmo Eogr pñW{V _| {H$go dmñVd _| Bg à{H«$`m Ho$ AÝVJ©V g_mO H$m gm§ñH¥${VH$ {dH$mg loð> H$hm Om`o Am¡a {H$go Ad_ypë`V, Š`m|{H$ BZ g^r gm§ñH¥${VH$ XoIm J`m Eogr pñW{V _| `h ñnï> h¡ {H$ `h gm§ñH¥${VH$ n[adV©Zm| _mÝ`VmAm| H$m {dH$mg dhm± H$s gm§ñH¥${VH$ n[apñW{V`m| H$s XoZ h¡ Ho$ Xm¡a go JwOa ahr Wr& Eogr pñW{V _| h_ {Ogo Ad_yë`Z _mZ aho h¡§ dh _mÌ gm§ñH¥${VH$ - n[adhZ Ed§ g§Mma gm_m{OH$ J{VerbVm n[adV©Z {XI ahm h¡& gm§ñH¥${VH$ n[adV©Z H$mo ào[aV H$aZo dmbo n[adhZ Ed§ g§Mma H$maH$m|5 _| VH$ZrH$s {dH$mg, Am{W©H$ {dH$mg, nr‹T>r AÝVamb, H$mo ~‹T>mVo h¢& `h gm_m{OH$ J{VerbVm {d{^ÝZ g§ñH¥${V`m| go gm_m{OH$ n[adV©Z, ~mø {dMmam| H$m à^md, amOZ¡{VH$ H$maH$, Amngr g§nH©$ ñWm{nV H$amVr h¡ g_mO Ho$ bmoJm| H$mo ZdmMmam| Eo{Vhm{gH$ AmË_gmË_rH$aU, ^m¡Jmo{bH$ H$maU, n[adhZ Ed§ H$mo grIZo H$m _m¡H$m àmá hmoVm h¡ Am¡a `o ZdmMma hr gm§ñH¥${VH$ g§Mma, _r{S>`m Ed§ gm{hË` H$s ^y{_H$m, BË`m{X à_wI h¢& n[adV©Z Ho$ CÎmaXm`r hmooVo h¡§& VH$ZrH$s {dH$mg- _mÝ`VmAm| d OrdZ e¡br _| n[adV©Z, {\«$O, ^m¡Jmo{bH$ H$maH$- ^m¡Jmo{bH$ H$maH$m| na ^r dmVmdaUr` amV H$m ImZm gw~h, Jm±d- VmOm ImZm& n[apñW{V`m§ {Z^©a hmoVr h¢ Omo àW_ g§ñH¥${V Ho$ {dH$mg _| _XX XoVr h¡& dmVmdaUr` n[apñW{V`m| _| n[adV©Z EH$ gm_mÝ` KQ>Zm AW©ì`dñWm- (ImZ-nmZ, dof^yfm, ahZ-ghZ _| n[adV©Z)- h¡ Omo g§ñH¥${V _| n[adV©Z bm XoVr h¡ O¡go ^maV Ho$ {Og joÌ g_mO Ho$ dJu` M[aÌ _| ~Xbmd, l_ H$s J{V{d{Y EH$ J«m_rU _| g¡ÝYd gä`Vm \$b-\y$b ahr Wr Cg joÌ _| hr EH$ ^mJ _| `wdm Ho$ eha AmH$a H$m`© H$aZo na g§ñH¥${V _| n[adV©Z& Wma _ê$ñWb H$m {dH$mg hþAm& {ZpíMV Vm¡a na Bggo gm§ñH¥${VH$ nr‹T>r AÝVamb- ZdrZ ì`dhma Ed§ n[adV©Z `wdmAm| Ho$ Ûmam VËdm| _| n[adV©Z X¥{ï>JV hþE nwZ: `h ^r XoIm J`m {H$ g¡ÝYd ñdrH¥$V- gm§ñH¥${VH$ n[adV©Z& d¥Õ- ñdrH$ma Zht H$aVo- BgH$s gä`Vm Ho$ {Zdmgr Vm_«nm_mZ H$mbrZ joÌ _| A{Ydm{gV hmo J`o ZOa _| `wdmAm| _| gm§ñH¥${VH$ Ad_yë`Z hmo ahm h¡& Am¡a do ^r gm§ñH¥${VH$ n[adV©Z Ho$ Xm¡a go JwOaZo bJo& dV©_mZ

190 [agM© [aBÝ\$mog©_|Q>> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 Xm¡a _| ^y_§S>br` VmnZ H$s KQ>Zm go {Og Obdm`w n[adV©Z H$s gmW-gmW n[adV©Z hmoVo h¡§ Am¡a `h n[adV©Z AÀN>o Ho$ {bE hmoVm Ame§H$m ì`ŠV H$s Om ahr h¡& {ZpíMV Vm¡a na AJa Eogm hmoVm h¡ h¡& O¡go- nyd© g_mO H$s Anojm A~ _mZd _yë` Á`mXm _we{H$b Vmo h_mao gm§ñH¥${VH$ VËdm| _| n[adV©Z X¥{ï>JV hm|Jo& g_Po OmVo h¡§& pñÌ`m| Ho$ g§J _V^oX H$_ {XIm`r XoVo h¡§& ~mbH$m| _r{S>`m Ed§ gm{hË` H$s ^y{_H$m- BboŠQ´>mo{ZH$ _r{S>`m na \$moH$g Ho$ {hV Á`mXm gwa{jV h¡& H$B© g_mO _| Vmo _mZdVmdmX H$m _yë` H$aZm h¡& BVZm ñWm{nV hmo MwH$m h¡ {H$ do \$mgr XooZo Ho$ VarH$m| na ^r ~hg X¥í` g§Mma- _Zmod¥{V`m| _| Vrd«Vm Ho$ gmW n[adV©Z H$aVo h¡§& H$B© `yamonr` g_mO _¥Ë`w H$s gOm àmá Anam{Y`m| H$mo · ZmQ>H$m| Zo gmg-~hÿ Ho$ gå~ÝYm| H$mo Z`m Am`m_ àXmZ Oha H$s gwB© go _¥Ë`w H$m àmdYmZ ñWm{nV H$a aho h¡§& dmñVd _| {H$`m h¡& `o g^r gm§ñH¥${VH$ _mÝ`VmAm| _| n[adV©Z H$mo bm aho hmoVo h¡§& `yamonr` g_mO _| EH$ d¥Õ OZg§»`m Ho$ Xdm~ _| bmoJm| Zo ~ƒm| · AmB©.nr.Eb. Zo {díd Ho$ Iobm| H$mo à^m{dV {H$`m- {díd Ho$ OÝ_ boZo H$s à{H«$`m na nm~§Xr bm Xr A~ dhr `yamonr` Ho$ Q>m°n-10 Iobm| _| em{_b& g_mO Á`mXm go Á`mXm ~ƒm| H$mo OÝ_ XoZo H$mo ~‹T>mdm XoVm h¡& · Am_ Xe©H$- _r{S>`m H$s ^y{_H$m MrZ H$m g_mO AnZr ~‹T>Vr OZg§»`m na H$m~y nmZo Ho$ {bE 6 · ~m{bH$m dYw- ~mb {ddmh Ho$ amoH$ nmZo Ho$ à{V OmJê$H$Vm EH$ ~ƒm| H$s Zr{V H$mo AnZm {b`m df© 2009 _| {g\©$ Bg Zr{V `h Vmo gM h¡ {H$ gm§ñH¥${VH$ Ad_yë`Z XaAgb gm§ñH¥${VH$ H$mo N>mo‹S>Zo na {dMma {H$`m Om ahm h¡& n[adV©Z h¡ naÝVw dmñVd _| gm§ñH¥${VH$ Ad_yë`Z X¥{ï>H$moUm| H$m {ZîH$f© n[adV©Z h¡& ^maV Ho$ _Ü`_ dJu` g_mO Ho$ {bE noO-3 g_mO g_mO gX¡d n[adV©Zm| Ho$ Xm¡a go JwOaVm ahm h¡ Am¡a dmñV{dH$Vm H$s g§ñH¥${V Ad_ypë`V g§ñH¥${V h¡ naÝVw AJa noO-3 g_mO `h h¡ {H$ n[adV©Z AmZo dmbo g_mO _|o ^r Omar ahoJm& gm§ñH¥${VH$ Ho$ X¥{ï>H$moU go XoIm Om`o Vmo _Ü`_ dJu` g_mO {nN>‹S>onZ H$m Ad_yë`Z Ed§ gm§ñH¥${VH$ {nN>‹S>onZ Ho$ eãX AmZo dmbo g_mO {eH$ma h¡& {\$a ^r g_mO _| {Og gm§ñH¥${VH$ Ad_yë`Z H$s _| ^r Or{dV ah|Jo na§Vw V~ ^r `h _mÌ gm§ñH¥${VH$ n[adV©Z MMm© H$s OmVr h¡ CZHo$ Hw$N> VWmH${WV {MÝhm| H$mo hr àX{e©V hr ahoJm& {H$`m OmVm h¡& `h {MÝh h¡- g§X^© gyMr (1) {eï>mMma H$s ~XbVr _mÝ`Vm 1. gmoamo{H$Z, nr., gmoeb EÊS> H$ëMab S>m`Zo{_Šg : E ñQ>S>r · A{^dmXZ H$m VarH$m- nm§d Ny>Zo H$s OJh KwQ>Zo Ny>H$a Am°\$ MoÝO BZ _oOa {gñQ>_ Am°\$ AmQ>²©g, Q¯>W, E{WŠg, A{^dmXZ H$aZm& bm° EÊS> gmoeb [aboeZ{gßg, n{hbgS> ~mB© Q´>mÝOoŠeZ Am°Z · hmW Omo‹S>H$a A{^dmXZ- hmW {_bmZm npãbeg©, bÝXZ · hmW {_bmZo H$s OJh- Jbo bJmH$a {_bZm 2. \y$H$mo`m_m, dmB©. \«$m§{gg, X J«oQ> {S>ñQ®>noeZ : øw_Z ZoMa EÊS> (2) ahZ-ghZ H$s ~XbVr _mÝ`Vm X [aH$ÝgQ´>ŠeZ Am°\$ gmoeb AmS©>a, 2000 · am{Ì _| H$m`© H$aZm- gw~h boQ> go CR>Zm 3. ho\$Za, amo~Q>© S>ãë`y., _mH}$Q> H$ëMg© : gmogm`Q>r EÊS> _moam{bQ>r BZ X Ý`y E{e`Z H¡${nQ>o{bÁ_, 2001 (3) ImZ-nmZ H$s ~XbVr _mÝ`Vm 4. S>oâb_, _¡Ï`y, gmo{e`mobmoOr Am°\$ bm°, Ho$å~arZ `y{Zd{g©Q>r · Z`o-Z`o àH$ma Ho$ ì`§OZm| H$mo ñdrH$ma H$aZm àog (4) doe-^yfm H$s ~XbVr _mÝ`Vm 5. {gÝhm, amHo$e Ho$., gmoeb EÊS> H$ëMab S>dbn_oÝQ> Am°\$ · nwéf- YmoVr Hw$Vm©, n¡§Q> eQ>©, Otg Q>r-eQ>© BpÊS>`Z X{bV, _mo{hV npãbHo$eZ, {X„r 6. emh, {J[aamO, ½bmoar Am°\$ BpÊS>`Z H$ëMab, S>m`_ÊS> ~wH$, · _{hbm`|- gbdma gyQ>, Otg, gm‹S>r7 {X„r (5) npíM_ H$m AÝYmZwH$aU 7. {dÚm, amOmam_ Ed§ H$ënZm, \¡$ŠQ²>g Am°\$ BpÊS>`Z H$ëMa, dmñV{dH$Vm `h h¡ {H$ h_ ~ma-~ma {Ogo Ad_yë`Z H$m XOm© XoVo Odmha ~wH$, {X„r h¡§ dh n[adV©Z h¡ Am¡a gM `hr h¡ {H$ _mZd gä`Vm Ho$ {dH$mg Ho$

[agM© [aBÝ\$mog©_|Q> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 191 ^maVr` bmoH$Vm§{ÌH$ ì`dñWm Am¡a C^aVm AmV§H$dmX EH$ {díbofU bmbMÝX Hw$åhma emoYmWu amOZr{V {dkmZ {d^mJ,H$moQ>m {díd{dÚmb` H$moQ>m (amO.)

emoY gmam§e àñVwV emoY nÌ _| {díd Ho$ {d{^ÝZ Xoem| H$s bmoH§$Vm{ÌH$ ì`dñWmAm| H$m AÜ``Z Ed§ {díbofU H$aHo$ bmoH§$Vm{ÌH$ ì`dñWm Ho$ A{^àm` H$mo ñnï> {H$`m J`m h¡ VWm gmW hr gmW AmV§H$dmX Ho$ AW© E§d n[a^mfmAm| na àH$me S>mbm J`m h¡ VWm ^maV _| AmV§H$dmX Ho$ CX²^d Ed§ {dH$mg H$mo ñnï> H$aVo hþE AmV§H$dmX Ho$ H$maUm| Ed§ AmV§H$ à^m{dV joÌm| {deofH$a Oå_y H$í_ra, n§Om~ Am¡a nydm}Îma Ho$ gmV amÁ`m| _| Am§VH$ H$s Omo pñW{V Wr Am¡a dV©_mZ _| Omo pñW{V {dÚ_mZ h¡ CgHo$ Cna àH$me S>mbVo hþE ^maV go hr Zht ~pëH$ gånyU© {díd go AmV§H$dmX H$mo {H$g àH$ma Xÿa H$aHo$ EH$ Xÿgao Xoem| go eÌwVm Ho$ _mhm¡b Am¡a amoO-amoO H$s H$bh H$mo g_má H$aHo$ g^r Xoem| Ho$ Ûmam {H$g àH$ma gwI-empÝV Ed§ Am{W©H$ {dH$mg Ho$ ZdrZ Am`m_m| H$mo àmá {H$`m Om gH$Vm h¡& Bg gå~ÝY _o ZdrZ Am¡a empÝV OZH$ gwPmd àñVwV {H$`o J`o h¢& g§Ho$Vmja … _Zmod¡km{ZH$Vm, g§J{R>V qhgm, ì`mnH$ à^md, gm_y{hH$ à`mg bmoH$V§Ì H$m AW© hmoVm h¡ naÝVw dh qhgm _mÌ Zht hmoVm h¡& BgHo$ Ûmam AZoH$m| ñdV§ÌVm àm{á go nyd© ^maV _| A§J«oOr emgZ {dÚ_mZ Wm& 15 ~ma Y_H$s Ho$ Ûmam ^r AnZm bú` àmá H$a {b`m J`m h¡& {\$a AJñV 1947 H$mo ^maV A§J«oOm| H$s XmgVm go _wŠV hþAm Am¡a AnhaU Am¡a ~ÝYH$ ~ZmZo H$s H$m`©dm{h`m± ^r ñW{JV H$a Xr ^maVr` emgZ H$mo g§Mm{bV H$aZo Ho$ {bE bmoH$VmpÝÌH$ emgZ OmVr h¡§& AmV§H$dmX H$s n[aU{V ^bo hr {hgm§Ë_H$ Z ^r hmo àUmbr H$mo AnZm`m J`m Wm& 26 OZdar 1950 H$mo ^maV naÝVw àd¥{V gX¡d {hg§mË_H$ hr ahVr h¡& AmV§H$dmX Ho$ {b`o H$m g§{dYmZ bmJy H$aHo$ ^maV H$mo bmoH$Vm§{ÌH$ JUamÁ` Kmo{fV AmV§H$ EH$ gmYZ h¡, gmÜ` Zhr& BgH$m bú` EH$ ñdV§Ì amï´> H$m {H$`m J`m Wm&1 O~ go A~ VH$ ^maVr` bmoH$V§Ì H$mo AZoH$m| {Z_m©U H$aZm ^r hmo gH$Vm h¡, {H$gr _m±J, AmXe© `m A{YH$mam| 2 àH$ma H$s g_ñ`mAm| H$m gm_Zm H$aZm n‹S>m h¡& {OZ_| Om{VdmX, H$s ny{V© ^r hmo gH$Vm h¡& AmYw{ZH$ gÝX^© _| AmV§H$dmX EH$ ^mfmdmX, amOZr{VH$ AnamYrH$aU, gmåàXm{`H$Vm, ^«ï>mMma Eogr qhgm H$m à`moJ h¡ Omo {H$ g¡{ZH$ X¥{ï> go Zht ~pëH$ bú` Am{X g_ñ`mAm| H$mo gwbPm {b`m J`m h¡& naÝVw AmV§H$dmX H$mo _Zm¡d¡km{ZH$ ê$n go à^m{dV H$aVm h¡ Am¡a Or{dV _mZdVm ^maV Ho$ {bE _w»` g_ñ`m ~Zr hþB© h¡ `h ^maV H$mo AÝXa go Ho$ à{V `WmW© Y_H$s CËnÝZ H$aVm h¡& BgH$mo {Z{_©V H$aZo Xr_H$ H$s Vah H$_Omoa H$a ahr h¡ hmbm±{H$ gaH$ma Ho$ Ûmam g_` _| {Z{hV ^mdZm `h h¡ {H$ _mZd Om{V H$mo empÝV go d§{MV g_` na BgHo$ g_mYmZ Ho$ {b`o AZoH$m| Cnm` {H$`o h¢ naÝVw H$moB© H$a {X`m Om`o& Bg{bE `h gm_m{OH$-Am{W©H$ {dH$mg Am¡a ^r Cnm` H$maJa {gÕ Zht hmo nm`m h¡& BgHo$ {dn[aV ^maV _| àOmV§Ì Ho$ g_j grYm IVam h¡& ^maV Ho$ AZwgma AmV§H$dmX AmV§H$dmX {XZ à{V{XZ ~‹T>Vm Om ahm h¡§& Agm_m{OH$, Agm§ñH¥${VH$, AZ¡{VH$, A§dmN>Zr` H$m`© nÕ{V h¡& {OgH$m CXoí` {Zanam{YH$ bmoJm| H$s hË`m H$aHo$, gm_mÝ` AmV§H$dmX H$m AW© OZVm _| AmV§H$ \¡$bmH$a gaH$ma Ho$ H$mZyZm| H$mo Ag\$b ~ZmH$a amOZr{VH$ AdYmaUm Ho$ ê$n _| AmV§H$dmX H$m VmËn`© AmV§H$ AnZo amOZr{V bú`m| H$s ny{V© Ho$ {b`o gaH$ma H$mo {dde H$aZm Ho$ ~b na bú` àmá H$aZm AWm©V² AnZo bú` H$s àm{á Ho$ Am¡a gm_mÝ` OZVm _| ^` \¡$bmZm h¡&3 A_o[aH$m Ho$ AZwgma {b`o Am§VH$ H$mo gmYZ ~ZmZm h¡& AmV§H$dmX àm`: qhgmË_H$ AmV§H$dmX go VmËn`© Y_H$s go gå~{YV CZ g^r H$m`m] go h¡

192 [agM© [aBÝ\$mog©_|Q>> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 {OZH$m CXoí` {H$gr amÁ` g§JR>Z `m g_mO H$mo j{V nhþ±MmZm h¡&9 Bg àH$ma dV©_mZ g_` _| AmV§H$dmX H$m H$mbm gm`m nyao hmoVm h¡§ `m {H$gr ^r àH$ma [a`m`V nmZm hmoVm h¡&4 g§`wŠV amï´> ^maV _| \¡$b MwH$m h¡& Ho$ Ûmam 17 {gVå~a 1996 H$mo [aOmoë`yeZ 51/210 Ho$ AZw. 2 ^maV _| AmV§H$dmX Ho$ H$maU _| AmV§H$dmX H$mo n[a^m{fV H$aVo hþE H$hm {H$ J¡a H$mZyZr VarHo$ go {H$`o J`o H$m`©, {Og_| AZoH$m| ì`pŠV`m| H$s _m¡V `m Jå^ra ^maV _| AmV§H$dmX Ho$ H$maUm| H$mo Amam_ go nhMmZm Om gH$Vm emar[aH$ àVm‹S>Zm, {ZOr Am¡a gaH$mar gån{V H$mo hm{Z nhþ±MmZm h¡& `h h_mam Xþ^m©½` ahm h¡ {H$ h_| nS>m¡gr Xoem| Ho$ Ûmam ñdV§ÌVm Vm{H$ A{YH$ go A{YH$ Am{W©H$ hm{Z H$s Om gHo$, Bg àH$ma àm{á Ho$ ~mX go hr AZoH$ àH$ma H$s MwZm¡{V`m± Xr Om ahr h¡§& H$s à{H$`m H$mo AmV§H$dmX H$hVo h¡§&5 Bg àH$ma ñnï> hmo OmVm h¡ naÝVw h_mao Xoe _| Z Ho$db ~mhar ~pëH$ AmÝV[aH$ MwZm¡{V`m± ^r {H$ AmV§H$dmX _mZdVm Ho$ g_j EH$ Jå^ra IVam h¡ {OgH$m {dÚ_mZ h¡§& H$^r Im{bñVmZ Vmo H$^r _mAmodmX Am¡a A~ `h bú` ZmJ[aH$m| Ho$ {hVm| H$mo emar[aH$, _mZ{gH$, Am{W©H$ Ð{ï> go Z`o ê$n Bñbm_ Ho$ ê$n _| gm_Zo Am`m h¡& Mmho X§Jo H$bH$Îmm hm{Z nhþ±MmZm h¡§& (1946), ^mJbnwa (1989), h¡Xam~mX (1990), {X„r (1984), A`moÜ`m (1992), JwOamV (2002) Ho$ aho hm| `m ^maV _| AmV§H$dmX H$m CX²^d {\$a H$moB© ~mhar ì`pŠV`m| Ho$ Ûmam {H$`o J`o h_bo, Omo {H$ _wå~B©, _mZd gä`Vm Ho$ OÝ_ H$mb go hr AmV§H$ _mZd Om{V H$m ghMa {Xëbr, ~¡§Jbmoa, Ah_Xm~mX, V{_bZmSw>, {~hma _| K{Q>V hþ`o ahm h¡ {H$ÝVw AmO AmV§H$ H$m Omo ê$n XoIZo H$mo {_b ahm h¡ h¢& BZ g^r _| ^maV _| AmV§H$dmX H$m {dñVma ZOa AmVm h¡& d¡gm H$^r ^r Zht XoIm J`m h¡& nhbo AmV§H$ H$m à`moJ gwYma, BZHo$ AZoH$m| H$maU aho h¡§& dV©_mZ _| nm{H$ñVmZ H$s Bñbm{_H$ XÊS>, AZwemgZ, gwajm Am{X Ho$ gÝX^© _| _Zmod¡km{ZH$ CnH«$_ H$Q>Q²>an§Wr g§ñWm, AmB©.Eg.AmB©. Zo ^maV Ho$ g_rndVu joÌm| _| Ho$ ê$n _| {H$`m OmVm Wm {H$ÝVw AmO pñW{V {~bHw$b AbJ h¡ {Zdmg H$aZo dmbr _wpñb_ Am~mXr H$mo ^‹S>H$mH$a ^maV _| J¥h Š`m|{H$ g§JR>Zm| Ho$ Ûmam AmV§H$ H$mo e¡br~Õ VH$ZrH$s Ho$ ê$n _| `wÕ O¡gr pñW{V H$mo nŠH$m H$aHo$ Am§V[aH$ AempÝV H$mo n¡Xm AnZm`m J`m h¡ {OgH$m {eH$ma gaH$mar ì`dñWm Vmo h¡ hr naÝVw H$aHo$ AmV§H$dmX H$mo ~‹T>mZo H$m à`mg {H$`m Om ahm h¡ S>mBaoŠQ>a Am_ bmoJ ^r ~war Vah go à^m{dV h¡§&6 ^maV _| AmV§H$dmX OZab \$mog©Z BÝQ>obrOogr Zo AmB©.Eg.AmB©. Ho$ gmW {_bH$a H$m B{Vhmg ^maV-nmH$ {d^mOZ go OwS>m hþAm h¡ naÝVw dV©_mZ nydm}Îma ^maV Ho$ {deofH$a ZmJmb¡ÊS>, {Ìnwam, Ag_, _oKmb`, g_` _|§ CÝhm|Zo Jhar O‹S>| O_m br h¡§& gd©àW_ ^maV _| AmOmX _{Unwa Ho$ Ma_n§{W`m| Ho$ {Zdmg Ho$ {b`o ñWmZ à{ejU Ho$ÝÐ {hÝX \$m¡O Ho$ EH$ A{YH$mar Zo gZ² 1946 _| ZmJm ZoeZb Am¡a X{jU E{e`mB© Xoem| go h{W`ma IarXH$a ^maV _| gwa{jV H$mCqgb H$s ñWmnZm H$aHo$ AmV§H$dmX H$m ~rOmamonU {H$`m Wm nhþ±MmZo H$s ì`dñWm H$s h¡& npíM_r nm{H$ñVmZ, CÎmaàXoe, Am¡a dV©_mZ _| BgH$s emIm`| nyao ^maV _| \¡$b MwH$s h¡§&7 ^maV {~hma Ho$ Aëng§»`H$ _m¡bdr Am¡a Y_© àMmaH$ ~m§½bmXoe AmV§H$dmX go nr{S>V {díd Ho$ g_ñV Xoem| _| go EH$ à_wwI Xoe h¡& H$s _pñOXm| Am¡a _Xagm| _| g{H«$` hmo aho h¡§& npíM_r {Ìnwam, Ý`y`mH©$ go àH$m{eV ½bmo~b Q>oao[aÁ_ B§So>Šg.....2015 [anmoQ>© Ho$ gr_mÝV joÌm| _| ^ì` _pñOXm| H$m {Z_m©U XmoZm| Am¡a {H$`m Om ahm h¡ {OZH$m à`moJ Ad¡Y ê$n go gr_m nma Ho$ AmV§H$dmXr AZwgma AmV§H$ go à^m{dV 162 Xoem| H$s gyMr _| ^maV H$m N>R>m 10 ñWmZ h¡&8 ^maV _| AmV§H$dmX H$m g~go IVaZmH$ ê$n ñdV̧Vm H$aVo h¡§& ^y_ÊS>brH$aU ZB© {díd ì`dñWm Ho$ CËnmX H$s Vah àm{á Ho$ ~mX hr C^aH$a gm_Zo Am`m h¡& {Og_| h_mao nS>m¡gr Xoe AmYw{ZH$sH$aU H$m {dH$mg, g§Mma Ho$ gmYZm| _| AmB© H$mpÝV, CËnmXZ H$m d¡pídH$ T>m±Mm, ì`mnma VH$ZrH$s Zo Vrd« H$mpÝVH$mar nm{H$ñVmZ H$m gdm©{YH$ `moJXmZ ahm h¡& {Og {XZ go ^maV nmH$ n[adV©Z {díd ì`dñWm _| {H$`m h¡§& Bgr ì`dñWm Zo amÁ` no«[aV {d^mOZ hþAm Cgr {XZ go nm{H$ñVmZ Ûmam ^maV _| AmV§H$s `m g_yh Ûmam, no«[aV AmV§H$dmX H$mo OÝ_ {X`m h¡§, Š`m|{H$ J{V{d{Y`m| H$m ~T>mdm {X`m Om ahm h¡ Am¡a ^maV _| AmV§H$dmX CÝho Or{dV ahZo Ho$ {b`o {dXoer ghm`Vm {ZaÝVa {_bVr ahVr {nN>bo Hw$N> dfm] go AnZr O‹S>| H$m\$s _O~yV H$a MwH$m h¡ Am¡a Bg h¡§& ^maVr` Cn_hmÛrn _| bå~o g_` g| Bñbm{_H$ g_yh O¡go Am§VH$ Zo ^maV Ho$ 80 hOma ZmJ[aH$m| Am¡a 20 hOma g¡{ZH$m| bíH$a-E-V¡`~m, haH$V-Cb-_wOm{hXrZ, O¡e-E-_mohååX, H$mo H$mb Ho$ _w±h _| YHo$b {X`m h¡& A~ VH$ ^maV-nmH$ Ho$ _Ü` Ab-~Xa-_wOm{hXrZ O¡go {dXoer g§KR>Zmo H$s {X„r, _wå~B©, 1948, 1965, 1971, 1999 _| Mma ~ma `wÕ b‹S>m Om MwH$m h¡ H$mobH$Îmm, MoÝZB©, BÝXm¡a, ~¡§Jbmoa, h¡Xam~mX, nQ>Zm, nwUo, Am¡a Mmam| `wÕm| _| nm{H$ñVmZ H$mo namO` H$m _w±h XoIZm n‹S>m h¡& ZmJnwa, H$í_ra, {~hma _| g{H«$`Vm _| à_wI `moJXmZ n‹S>m¡gr O~ `wÕ Ho$ _mÜ`_ go nm{H$ñVmZ g\$b Zht hmo nm`m Vmo A~ amï´>m| H$m hr ahm h¡§&11 ^maV _| g_o{H$V Am¡a Vrd« {dH$mg H$aZo N>X²_ `wÕ H$m ghmam boZm àmaå^ H$a {X`m h¡ Am¡a nm{H$ñVmZ Ed§ _yb^yV gw{dYmAm| amoQ>r, H$nS>m, _H$mZ Am{X àXmZ H$aZo _| H$m `h N>X²_ `wÕ ^maV Ho$ pIbm\$ gZ² 1990 go Mbm Am ahm Ag\$b aho h¡§ VWm Am{W©H$ ghm`Vm H$s g^r `moOZm`| àemgZ

[agM© [aBÝ\$mog©_|Q> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 193 H$s bmnadmhr H$s dOh go Am_ OZVm VH$ Zht nhþ±M nmVr h¡§& H$m _mhm¡b h¡& bo{H$Z EH$ XeH$ Wm O~ n§Om~ amÁ` Am§VH$ Bgr H$maU gaH$ma Ho$ à{V `hm± Ho$ bmoJm| _| AmH«$moe ì`má hmoo J`m H$m XX© Pob ahm Wm& ñdV§ÌVm àm{á Ho$ níMmV² ^mfm Ho$ AmYma hmo J`m h¡§& n[aUm_ ñdê$n AbJmdmX E§d AmV§H$dmX H$s qMJmar na n§Om~ VWm {hÝXr ^mfr AbJ amÁ` H$s _m±J H$s JB©, VWm gwbJ JB© Am¡a Yrao Yrao gånyU© ^maV _| \¡$b MwH$s h¡§&12 h_ `h 1960-1964 Ho$ _Ü` Bg _m±J Zo AmÝXmobZ H$m ê$n J«hU H$a Zht ^yb gH$Vo h¢ {H$ ^maV _| qhgm H$mo ~‹T>mdm XoZo _| {dkmZ {b`m Wm& Zdå~a 1966 _| n§Om~ Am¡a h[a`mUm Xmo AbJ amÁ` VH$ZrH$s Ed§ gyMZm àmÚm¡{JH$s H$m ^r `moJXmZ ahm h¡& gmB©~a ~Zm`o J`o VWm XmoZm| H$s amOYmZr MÊS>rJ‹T> H$mo ~Zm`m J`m& H«$mB©_ H$m AW© hmoVm h¡ {H$ {H$gr ^r nhby go pIbdm‹S> H$aZm naÝVw gaH$ma Am¡a {gŠI g_wXm` Ho$ _Ü` _V^oX ~Zm ahm Am¡a gmB©©~a H«$mB©_ h¡§ Am¡a `h EH$ àH$ma H$m AmV§H$dmX h¡ {OgHo$ 1980 Ho$ XeH$ _| n¥WH$ Im{bñVmZ amÁ` H$s _m±J H$mo boH$a AmYma na AmV§H$dmXr gyMZm àmá H$aVo h¡ Am¡a KQ>ZmAm| H$m OZa¡b qgh {^ÊS>admbm Ho$ ZoV¥Ëd _| H${Vn` {gŠI g§JR>Zm| A§Om_ XoVo h¢&13 amOZr{VH$ gÎmm àm{á H$m ñdmW© Am¡a amOZr{V Zo AmV§H$dmXr J{V{d{Y`m| H$m g§MmbZ H$aZm àmaå^ H$a {X`m Xbm| H$s Vwï>rH$aU H$s Zr{V H$m gdm}Îm_ CXmhaU Ag_ Am¡a Wm& OyZ 1982 _| Am°naoeZ ãby ñQ>ma Ho$ Ûmam g¡{ZH$ H$m`©dmhr {Ìnwam _| {XImB© nS>Vm h¡& naÝVw `h h_mar gaH$ma H$s H$_Omoar go {gŠIm| Ho$ ñdU© _§{Xa H$mo Am§V{H$`m| go _wŠV H$adm`m J`m h¡ {H$ dh Ad¡Y Amd«OZ ~m§½bmXoe Ho$ _wpñb_m| H$m hmo ahm naÝVw BgH$m {gŠI amOZr{VH$ ZoV¥Ëd Ûmam {damoY {H$`m J`m hmo `m nm{H$ñVmZ eaUm{W©`m| H$m hmo ahm h¡ naÝVw 1950 Ho$ Am¡a VËH$mbrZ àYmZ_§Ìr BpÝXam Jm±Yr H$s CgHo$ A§J ajH$m| Ûmam gmåàXm{`H$ X§Jm|, nydu nm{H$ñVmZ Ho$ gmåàXm{`H$ X§Jm|, 1965 hË`m H$aZo Ho$ ~mX {X„r g{hV nyao Xoe _| {hÝXÿ {gŠI X§J hþE Ho$ ^maV-nmH$ `wÕ Ho$ Xm¡amZ Ag_ eaUm{W©`m Ho$ ~gZo H$s {OZ_| OmZ-_mb H$s ^mar j{V hþB© Wr&16 gZ² 1985 go 1992 à{H$`m ~Zr ahr Wr& {H$ÝVw eaUm{W©`m| H$s ~S>r g§»`m H$m g§H$Q>, VH$ n§Om~ _| amOZr{VH$ ApñWaVm ~Zr ahr Bg{b`o AmV§H$ 1971 Ho$ ^maV-nmH$ `wÕ Ed§ ~m§½bmXoe Ho$ CX` Ho$ Xm¡amZ O~ Am¡a ^r A{YH$ ~‹T> J`m Wm& \$adar 1992 _| ~oA§V qgh n§Om~ Zã~o bmI eaUmWu ^maV Am`o, V~ Am`r Wr&14 h_mao Xoe Ho$ _| AempÝV ~ZmZo _| bJo hþE Wo& BÝhm|Zo n§Mm`Vm| Am¡a ñWmZr` amOZr{V Xbm| Zo BZ eaUm{W©`m| H$mo dmoQ> ~¡§H$ Ho$ ê$n _| XoIm Am¡a g§ñWmAm| Ho$ MwZmd H$adm`o VWm ~ÝX ì`mnma CÚmoJ nwZ: Mmby `hr Oå_yH$í_ra {b~aoeZ \«$ÝQ>, {hO~wb _wOm{hXrZ, ñQy>So>ÝQ> H$adm`o Am¡a bmoJm| H$mo AídmgZ {X`m H$s dh A~ AmV§{H$`m| Ho$ B©ñbm{_H$ _yd_oÝQ> Am°\$ BpÊS>`m, AbH$m`Xm, Vm{b~mZ Am{X Iob H$mo g\$b Zht hmoZo XoJm& naÝVw n§Om~ EH$ ~ma {\$a AmV§H$ Ho$ gmW ^maV {damoYr J{V{d{Y`m| _| OwSo> hþE h¢& Ho$ _mJ© na Mbm J`m Am¡a 31 _mM© 1995 H$mo AmV§{H$`m| Ûmam ^maV _| AmV§H$dmX go à^m{dV joÌ _w»`_§Ìr ~oA§V qgh H$s hË`m H$aHo$ nyao amï´> H$mo S>am {X`m Wm Am¡a n§Om~ EH$ ~ma {\$a AmV§H$s _mJ© na Mbm J`m Wm&17 A~ dV©_mZ g_` _| ^maV Ho$ AÝXa AmV§H$dmX Ho$ Ho$ÝÐ _| Oå_y VH$ n§Om~ _| AmV§H$s qhgm _| 1787 ZmJ[aH$ 1761 gwajmH$_u H$í_ra amÁ` h¡& Oå_y H$í_ra Ho$ A{V[aŠV n§Om~ Am¡a nydm}Îma 8112 AmV§H$s _mao Om MwHo$ h¡§& ^maV H$m nydm}Îma joÌ Xoe ^maV Ho$ AÝ` amÁ`m| _| ^r AmV§H$dmX VoO J{V go ~‹T>Vm Om H$s ñdV§ÌVm go hr H$m\$s g§doXZerb ahm h¡& ñdV§ÌVm CnamÝV ahm h¡& naÝVw Oå_y H$í_ra _| AmV§H$dmX Ho$ ~‹T>Vo MaU g^r EH$OmVr` Ag_ Ho$ gmV Qw>H$‹S>o H$aZo Ho$ ~mX ^r jo{Ì` H$~rbm| gr_mAm| H$mo nma H$a MwHo$ h¡§& AmV§{H$`m| Ho$ \$a_mZ gwZo Am¡a _mZo H$mo gÝVwï> H$aZo Am¡a BÝh| Xoe H$s _w»` Ymam _| bmZo H$m gnZm OmVo h¢& H$í`n G${f H$m Vnñ`m ñWb Am¡a Ohm±Jra H$m OÝZV AmO VH$ nyU© Zht hþAm h¡§& ^maV Ho$ CÎma nyd© _| pñWV gmV Ym°`-Ym°` Ob ahm h¡& gaH$mar B_maV| ~ÝX n‹S>r h¢& CZHo$ D$na amÁ`m| Ag_, ZmJmb¡ÊS>, Aê$UmMb àXoe, _oKmb`, {_Omoa_ {hÝXþñWmZr Hw$Îmm| ^mJ OmAmo {bIm hþAm ZOa AmVm h¡& {OÝXm Ed§ {Ìnwam H$mo nydm}Îma ^maV Ho$ Zm_ go OmZm OmVm h¡& BZ gmV ahZo Ho$ {b`o {hÝXÿ pñÌ`m| Zo AnZo AnZr gwhmJ {~pÝX`m hQ>m amÁ`m| _| EH$ Xþ^m©½`embr g_mZVm `h h¡ {H$ `h OmZo AZOmZo br h¢ Am¡a ~waH$m nhZH$a ~hma OmZm àmaå^ H$a {X`m h¡& 1.95 _| CJ«dmX Ho$ _mJ© na {ZH$b n‹S>o Wo& BZ_| Hw$N> amÁ`m| _| A^r ^r hOma H$í_rar npÊS>V Am¡a H$ar~ 70 hOma AÝ` bmoJ H$í_ra AmV§H$ H$s A{¾ g_má Zht hþB© h¡& Hw$N> amÁ` empÝVnyU© OrdZ N>mo‹S>H$a AÝ` amÁ`m| _| nbm`Z H$a MwHo$ h¡§& eaUmWu H$hVo h¡§ {H$ `mnZ H$a aho h¢& d¡go BZ amÁ`m| H$s AmV§H$s qhgm H$mo joÌr` CZH$s {hå_V Cg g_` hr IË_ hmo JB© Wr O~ AmH$medmUr AgÝVmof H$hZm A{YH$ C{MV h¡ Š`mo{H$ `hm± Ho$ bmoJ OmVr`Vm Am¡a XÿaXe©Z Zo AmV§{H$`m| H$s ^mfm ~mobZm Amaå^ H$a {X`m Am¡a ^mfm Ho$ AmYma na ~Q>o hþE h¢ Am¡a dh AnZo {b`o gw{dYmAm| Wm&15 Oå_y H$í_ra _| AmV§H$dmXr KQ>ZmE± {XZ à{V{XZ K{Q>V H$s _m±J H$a aho h¡§&18 BZ amÁ`m| H$s 99% gr_m aoIm ^yQ>mZ, hmo ahr h¡§& A~ VH$ Oå_y H$í_ra _| AmV§H$s KQ>ZmAm| _| bJ^J MrZ, {Vã~V, å`m§_ma E§d ~m½bmXoe go {_bVr h¡& BZ_| nm§M 14732 ZmJ[aH$ 6231 gwajm H$_u 23072 AmV§H$s _m¡V Ho$ amÁ`m| _| AbJ amÁ` H$s _m±J H$mo boH$a g§Kf© Mb ahm h¡§ Bg _w±h _| Mbo J`o h¡§& dV©_mZ _| n§Om~ Ho$ AÝXa A_Z E§d empÝV

194 [agM© [aBÝ\$mog©_|Q>> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 g§Kf© H$mo nhbo MrZ Am¡a å`m§_ma Am¡a A~ ~m§½bmXoe Ho$ ghmao Ho$ ~rM nmañn[aH$ H$Å>aVm H$mo IË_ {H$`m Om`o Vm{H$ AmV§{H$`m| nm{H$ñVmZr Iw{\$`m EOoÝgr AmB©.Eg.AmB©. ZŠgbr AmÝXmobZ Ho$ ghr {R>H$mZm| H$m nVm bJm`m Om gHo$, Am¡a g^r dJm] Ho$ Ûmam Ho$ ê$n _| ~‹T>mZo Ho$ {b`o ghm`Vm Xo ahr h¡&19 BZ amÁ`m| _| gZ² amï´>r` Ed§ AÝVamï´>r` ñVa na AmV§H$dmX H$s {ZÝXm {H$ Om`o&21 2005 go boH$a 16 {gVå~a 2016 VH$ ZŠgbr qhgm _| 2912 nydm}Va Am¡a Oå_yH$í_ra _| ñWmZr` àemgZ BVZm bMa hmo ZmJ[aH$ 1840 gwajmH$_u VWm 2427 ZŠgbr _mao Om MwHo$ h¡§& J`m h¡ {H$ bmoJm| H$m {dídmg A~ CgHo$ D$na go CI‹S> J`m h¡& ^maV _| AmV§H$dmX H$s g_m{á Ho$ gwPmd pñW{V `h h¡ {H$ ñWmZr` emgZ gaH$ma Ho$ àemgZ H$mo MbmZo _| gj_ Zht h¡& Eogr ñW{V _| `h Oê$ar h¡ {H$ joÌ Ho$ {dH$mg ^maV _| AmV§H$dmX EH$ Jå^ra g_ñ`m h¡& BgH$m {ZXmZ {H$gr _| ñWmZr` ZoVmAm| H$s gh^m{JVm H$mo ~T>m`m Om`o VWm {ejm EH$ Cnm` Ho$ Ûmam Zht {H$`m Om gH$Vm h¡& AV: BgHo$ {b`o ñdmñÏ`, Ob {ZH$mgr Am{X g_ñ`mAm| Ho$ {ZnQ>mao _| ^mJrXmar {d{^ÝZ Cnm`mo na X¥{ï> S>mbZm Amdí`H$ h¡, Š`mo{H$ AmV§H$dmX gw{Zí{MV H$s Om`o& naÝVw BgHo$ Abmdm AÝ` H$X_ CR>mZo H$s {ZpíMV ê$n go h_mar gwajm, {dXoer Zr{V Ed§ Am{W©H$ Zr{V`mo ^r Amdí`H$Vm h¡ Vm{H$ AmV§H$dm{X`m| Ho$ {dê$Õ bS>mB© _| h_mao H$mo à^m{dV H$a ahm h¡& AV: BZ Zr{V`m| _| g_gm_m{`H$ ~Xbmd gwajm g¡{ZH$ g\$b hmo gHo$& BgHo$ {bE `h Oê$ar h¡ {H$ ñWmZr` Am¡a ZB© X¥{ï>JmoMaVm, {MÝVZerbVm, à^mdembr ì`dñWm H$m bmoJ AmV§§{H$`m| H$mo eaU Ed§ ghm`Vm XoZm ~ÝX H$a X| Am¡a BgH$s hmoZm Amdí`H$ h¡ Am¡a BgHo$ {b`o amï´>r` Ed§ AÝVamï´>r` gh`moJ ~Om`o gwajm g¡{ZH$m| H$mo Am§V{H$`m| H$s OmZH$mar XoZm àmaå^ H$a Amdí`H$ h¡ Š`m|{H$ Hw$N> Xoe H$s H$_Omo[a`m± Am¡a Aì`dñWmE± X| naÝVw ñWmZr` OZVm Eogm V~ hr H$aoJr O~ Cgo AmV§{H$`m| hmoVr h¢ {OZHo$ H$maU AmV§H$dmX nZnVm h¡& BZ H$_Omo[a`m| Ho$ go gwajm H$s JmaÝQ>r Xr Om`oJr& Bg àH$ma H$s ì`dñWm H$aZo go ahVo AmV§H$dmX H$s g_m{á {~bHw$b gå^d Zht h¡& BgHo$ {bE h_mao gwajm g¡{ZH$ AmV§{H$`mo H$mo CZHo$ BamXm| _| {d\$b H$a X|Jo OZVm gaH$ma Ho$ _Ü` ZdrZ MoVZm, Ë`mJ Am¡a AmË_{dídmg H$s Am¡a Xoe H$s gwajm ì`dñWm AnZo Amn hr geŠV hmo Om`oJr&22 Amdí`H$Vm h¡& Bg àH$ma Ho$ gwYmam| go hr AmV§H$dmX H$s _m¡{bH$ `{X ^maV AmV§H$dmX Ho$ {ZXmZ Ho$ {b`o nyar epŠV bJmH$a H$m`© g_ñ`m _| gwYma bm`m Om gH$Vm h¡ O~ hr AmV§H$ Ho$ _wH$m~bo H$ao Vmo _hmepŠV ~ZZo H$m gnZm N>moS> Xo V~ hr C{MV hmoJm {H$ EH$ geŠV ì`dñWm H$m CX²^d hmoJr& {OgHo$ gm_Zo AmV§H$dmX {Og Am{W©H$ àJ{V na h_ BVZm Jd© H$aVo h¢ CgH$m Jwã~mam H$mo PwH$Zm hr n‹S>oJm& n§Om~ Ho$ AÝXa AmV§H$dmX Bgr H$m hr \y$Q>Vo Xoa hr Zht bJoJm& JV² dfm] H$s Vah ha ~ma {dO`Xe_r CXmhaU h¡& ^maVr` Cn_hmÛrn _| AmV§H$dmX H$s g_m{á Ho$ {b`o H$m Ë`m¡hma _Zm`m Om`oJm Am¡a ~wamB© Ho$ àVrH$ amdU H$mo ^r gaH$ma H$m Xm{`Ëd h¡ {H$ dh OZVm _| AmË_{dídmg H$mo ~S>mµZo Obm`m Om`oJm Š`m|{H$ `h am_ H$s amdU na, gË` H$s AgË` Hoo$ gmW-gmW Am{W©H$ gm_m{OH$ Am¡a e¡j{UH$ H${_©`m| H$mo Xÿa na, AÀN>mB© H$s ~wamB© na {dO` H$m àVrH$ h¡ Š`m `h Zht hmo H$ao V^r ñdñW eara Am¡a ñdñW _mZ{gH$Vm dmbo bmoJ Xoe na gH$Vm {H$ Bg gwAdga na amï´> Ho$ H$U©Yma Am¡a Am_ OZVm Am`o g§H$Q> H$m gm_Zm H$a gH$Vo h¢& AmV§{H$`m| H$m AZwg§YmZ AmV§H$dmX go bS>Zo H$m g§H$ën H$a| Am¡a R>mog H$X_ CR>m`o& Eogm Ed§ {díbofU H$aZo go nVm MbVm h¡, {H$ H$í_ra n§Om~, Agm_ H$aZo go hr AmV§H$dmX H$mo nyU© ê$n go g_má {H$`m Om gH$Vm Ho$ AmV§H$s JwQ>m| _| Eogo ì`pŠV`m| H$s g§»`m A{YH$ h¡, Omo {H$ h¡§&23 ^maV _| gr_m nma AmV§H$dmX na amoH$ bJmZo Ho$ {bEo AÀN>o YZ Am¡a Amam_ Ho$ {b`o am`\$b| CR>m`o ~¡R>o h¢ Am¡a Bg H$m`© go Am{W©H$ d g¡Ý` gå~ÝY hr loð> {dH$ën hmo gH$Vo h¡§ Š`m|{H$ dh ñd`§ Ho$ gmW n[adma H$s ^r ghm`Vm H$aVo h¢&20 ^maV Ho$ ^maV H$m bJ^J g^r nS>mogr Xoem| {deofH$a nmH$, MrZ, ^yQ>mZ, ^«{_V Zm¡OdmZm| H$mo {dídmg _| boH$a CÝh| amï´> H$s _w»` Ymam go Zonmb, å`m§_ma Am{X go gr_m {ddmX h¡& bo{H$Z BZ na {Z`§ÌU Omoo‹S>m Om`o Am¡a CZHo$ à{V gå_mZ H$s ^mdZm H$mo àX{e©V {H$`m H$s VwaÝV Amdí`H$Vm `h h¡ {H$ BZ Xoem| go joÌr` {ddmXm| Om`o VWm Xoe Ho$ à{V {dídmgKmV H$aZo dmbm| H$mo H$R>moa XÊS> na AÝVamï´>r` _§Mm| na {dMma-{d_e© {H$`m Om`o& Am¡a h_mao {X`m Om`o Am¡a Omo Xoe dV©_mZ _| AmV§H$dmX H$s OÝ_ ñWbr Ü`mZ g_ñ`m na hr Ho$pÝÐV hmoZm Mm{h`o Š`mo§{H$ ~‹T>Vo VZmdm| ~Zo hþE h¢, do `{X CÝh| eaU Ed§ ghm`Vm Z Xo Vmo {ZíM` hr go H$Å>an§{W`m| H$s epŠV ~‹T>Vr h¡ Am¡a AmV§H$s JwQ> H$Å>an§Wr AmV§H$s J{V{d{Y`m± H$_ hmo Om`|Jr& Bg{bE {díd Ho$ g^r Xoem| MmhVo h¢ {H$ n‹S>m¡{g`m| go VZmd Am¡a g§dmXhrZVm ~Zr aho {H$ÝVw H$mo à{Vkm Ed§ g§H$ën boZm hmoJm {H$ dh {díd Ho$ {H$gr ^r Xoe _| àË`oH$ Xoe H$m CXmadmXr Am¡a àJ{Verb X¥{ï>H$moU gX^md aIZo AmV§H$ nZnZo _| ghm`Vm Zht H$a|Jo& Eogo gaH$mar Ed§ J¡a gaH$mar H$m hr ~Zm ahVm h¡& AmO h_ Eogr OJh na I‹S>o h¢ Ohm± na g§JR>Zm| H$s ñWmnZm H$s Om`o Omo {H$ AmV§H$ H$mo nZnZo go nyd© AmV§H$dmX Eogr g_ñ`m h¡ {Og_| AënÑpîQ> Am¡a VËH$mbrZ hr CgH$m nVm bJm`o VWm h_mao Xoe Ho$ JwáMa {d^mJ H$mo MwñV {hVm| Ho$ AmYma na V` ê$I bå~o g_` _| ^maV Ho$ {b`o Jå^ra XþañV ~Zm`m Om`o Vm{H$ AmV§{H$`m| Ho$ ghr {R>H$mZm| H$m nVm hmo gH$Vm h¡& ^maV Ho$ Bg Amoa A_o[aH$m, ê$g, BOamBb VWm bJm`m Om gHo$ VWm Xoe Ho$ AÝXa {dÚ_mZ g^r dJm] Ed§ Y_m]

[agM© [aBÝ\$mog©_|Q> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016 195 \«§$mg Ho$ gmW {H$`o J`o g_Pm¡Vo {ZpíMV ê$n go bm^Xm`H$ hmo 5. g§`wwŠV amîQ´> _hmg^m, [aOmoë`ygZ, 17 {gVå~a, 1996, gH$Vo h¢ Am¡a {\$a ^r h_| AnZo n‹S>m¡{g`m| na {ZJamZr aIZr 51/210, AZw. 2 hmoJr, Vm{H$ ^maV Ho$ n‹S>m¡gr Xoem| go {ddmXm| H$mo IË_ {H$`m 6. ewŠb, H¥$îUmZÝX, AÝVamï´>r` AmV§H$dmX Am¡a ^maV, AqH$V Om gHo$ Am¡a H$Å>an§Wr CJ«dmX H$mo C^aZo go amoH$m Om gHo$&24 npãbHo$eZ, ZB© {Xëbr, 2012, n¥.g§. 9 BŠVmbrg gmb Ho$ ~mX ^maV-~m§½bmXoe ^y{_ g_Pm¡Vm gånÝZ 7. Cn`w©ŠV, n¥.g§. 163 hþAm `h XmoZm| Xoem| Ho$ {bE Iwer H$s ~mV h¡ VWm n‹S>mogr Xoem| 8. n§Om~ Ho$gar n{ÌH$m, 20 Zdå~a 2015 n¥.g§. 3 Ho$ {b`o EH$ g~H$ h¡ ~m§½bmXoe H$m OÝ_ ^maV Ho$ à`mgm| go hr 9. `mXd, draoÝÐ qgh, ZB© ghñÌmdXr H$m AmV§H$dmX, g§Kf© Ho$ hþAm Wm& AmO XmoZm| AbJ-AbJ h¢, naÝVw ñdV§ÌVm àm{á go ~XbVo à{V^mZ, Am¡_oJm npãbHo$eZ, ZB© {X„r, 2010, n¥.g§. nyd© XmoZm| Xoe g¡H$‹S>m| gmbm| VH$ EH$ hr Xoe Wo& Bg{b`o h_mar 90 gä`Vm, g§ñH¥${V, naånamE± EH$ hr h¡& g_Pm¡Vo Ho$ VhV² ^maV 10. {_l, {d{nZ Hw$_ma Ed§ nmÊS>o`, AmewVmof, ^maV _| AmV§H$dmX, 500 EH$‹S> ^y{_, 51 ~pñV`m± Am¡a 37 hOma bmoJm| H$mo boH$a {díd ^maVr npãbHo$eZ, ZB© {X„r, 2012, n¥.g§. 121 ~m§½bmXoe H$mo 10, EH$‹S> ^y{_, 111~pñV`m±, Am¡a 14 hOma bmoJm| H$mo XoJm& g_Pm¡Vm ewê$AmV _| AÀN>m ahm h¡& ^maV H$m 11. e_m©, g§Ord Hw$_ma, H$å`y{ZHo$eZ _r{S>`m ½bm~bmBOoeZ EÊS> Q>oa©[aÁ_ BZ BpÊS>`m, 2006, n¥.g§. 273-281 MrZ Am¡a nm{H$ñVmZ Ho$ gmW gr_m {ddmX bå~o g_` go Mb ahm h¡ Bgo boH$a h_ AmV§H$ Am¡a `wÕm| H$s {d{^{fH$m ^r H$B© ~ma 12. ewŠb, H¥$îUmZÝX, AÝVamï´>r` AmV§H$dmX Am¡a ^maV, AqH$V Pob MwHo$ h¢ VWm g¡H$‹S>m| g¡{ZH$ _mao J`o Am¡a Aa~m|-Ia~m| én`o npãbHo$eZ, ZB© {Xëbr, 2012, n¥.g§. 163 IM© hmo MwHo$ h¢& AJa h_ MrZ Am¡a nm{H$ñVmZ Ho$ gmW {_bH$a 13. gmB©~a H«$mB©_, {hÝXþñWmZ 10 {Xgå~a 2006, n¥.g§. 1 gr_m {ddmX gwbPm`o Vmo `h h_mar ~‹S>r CnbpãY _mZr Om`oJr 14. MÝÐ, {d{nZ MÝÐ, AmOmXr Ho$ ~mX ^maV, {hÝXr _mÜ`_ Am¡a XmoZm| Xoem| Ho$ gmW g_ñV nydm©J«h H$mo Ë`mJH$a AmJo ~‹T>o Vmo {H«$`mÝd`Z {ZXoemb`, {X„r {díd{dÚmb`, {X„r, n¥.g§. 442 AmV§H$dmX H$mo ^r g_má {H$`m Om gH$Vm h¡& AV: ^maV-MrZ- 15. qgh, draoÝÐ, nydm}ŠV, n¥.g§. 94 nm{H$ñVmZ hr Zht ~pëH$ àË`oH$ amï´> Am¡a g§JR>Zm| H$mo g_PZm 16. ^grZm, H$_bm, A_Z Amem _| BÝgm{Z`V H$s AmdmO|, ~wŠg hmoJm {H$ eÌwVm H$m dmVmdaU ~ZmZo go {H$gr H$mo ^r bm^ Zht \$m°a MoO, ZB© {X„r, 2001, n¥.g§. 09 hmoJm, ~pëH$ `wÕ Ed§ AmV§H$ H$s ñW{V C^aH$a gm_Zo Am`oJr, 17. \${‹S>`m, ~r.Eb. Ed§ O¡Z, nwIamO, ^maV emgZ Ed§ amOZr{V, naÝVw {_bOwbH$a gmW MbZo go {dH$mg H$s Amoa AmJo ~‹T>m Om gm{hË` ^dZ, AmJam, 2014, n¥.g§. 780 gH$Vm h¡, Amdí`Vm Bg ~mV H$s h¡ {H$ h_ g~ H$mo {_bH$a 18. e_m©, ZaoÝÐ Hw$_ma, ^maV _| ZŠgbdmX, _hoÝÐ ~wH$ H$ånZr, g_PZm hmoJm {H$ AmpIa h_ g~ Š`m MmhVo h¢& gwI-empÝV JwS>Jm±d, h[a`mUm, 2012, n¥.g§. 231 `m amoO -amoO H$m {ddmX& Bg àH$ma H$m à`mg H$aZo go ^maV 19. qgh, draoÝÐ, nydm}ŠV, n¥.g§. 94 go hr Zht ~pëH$ gånyU© {díd go AmV§H$dmX H$mo g_má {H$`m 25 20. qgh, Ama.~r., AmV§H$ Ho$ gm`o _| gwajm g_ñ`mE±, AqH$V Om gH$Vm h¡& npãbHo$eZ, ZB© {X„r, 2013, n¥.g§. 402 gÝX^© gyMr 21. qgh, draoÝÐ, nydm}ŠV, n¥.g§. 126 1. ~ew, XþJm©Xmg, ^maV H$m g§{dYmZ, ~mYdm EÊS> H$ånZr, ZB© 22. {_l, {d{nZ Hw$_ma Ed§ nmÊS>o`, AmewVmof, nydm}ŠV, n¥.g§. 23 {Xëbr, 2007, n¥.g§.23 23. qgh, àH$me, X¡{ZH$ OmJaU, 25 AŠQy>~a 2007, n¥.g§. 1 2. nmR>H$, H¥$îUmH$mÝV, g_mO E§d amOZr{V Xe©Z, amOñWmZ {hÝXr J«ÝW AH$mX_r, O`nwa, 2011, n¥.g§.306 24. Z¡`a, Hw$bXrn, MrZ H$s n‹S>m¡g _| hR>Y_u, X¡{ZH$ ZdÁ`mo{V, {gVå~a, 2010 3. à{V`mo{JVm Xn©U, 12 \$adar, 2012, n¥.g§. 10 25. amOñWmZ n{ÌH$m, gånmXH$s`, 8 OyZ 2015, n¥.g§. 1 4. Cn`w©ŠV

196 [agM© [aBÝ\$mog©_|Q>> IÊS> 4, A§H$ 1 _B© 2016-AŠQy>~a 2016