e:june 2019 inal bookdss aprdssresearchjournal.com/admin/pdffile/dss april to june 2019 vol....

Divya Shodh Samiksha (An International Refereed/ Peer Review Research Journal)ISSN 2394-3807, E-ISSN 2394-3513, Impact Factor - 5.190 (2017) April T o June 2019, V ol. I 1

Index/AZwH´$_oUH$m

(Science / ndkmZ)

01. Index/ AZwH´$_oUH$m ................................................................................................................ 01

02. Regional Editor Board / Editorial Advisory Board ............................................................... 04/05

03. Referee Board ........................................................................................................................................ 06

04. Spokesperson’ s ...................................................................................................................................... 08

05. Another General Part of Common Fixed Point Theorem for T wo self maping in fuzzy .................. 10metric sp aces (Dr. Sangeeta Biley )

06. ^m°oVH$ odkmZ _ß ‡maßo^H$ BH$mB© mß H$m gyÃ odoY H$m emY (S>m∞. S>r. Eg. ]m_oZ`m, oedam_ _hVm)..................... 12

07. Study On The Effect Of Organic And Inorganic Maternal Milk Insufficiency In Gross Motor .......... 14

Development Of Children In The Age Group Of 0-2 Year's In Rewa City ( Sangit a Sharma )

08. ‚bmamBS> w∫$ [ Ob H$m oH$emna`mß H$ emarnaH$ odH$mg [a ‡^md (oH$aU Mm°hmZ, S>m∞. _ßOy e_m©) ..................... 17

09. gmd©OoZH$ Am°a oZOr jÃ H$ ]¢H$mßß H$ odŒmr` ‡Xe©Z H$m VwbZmÀ_H$ A‹``Z (]¢H$ Am∞\$ ]∂S>m¢Xm Edß ..................... 19AmB©.gr.AmB©.gr.AmB©. ]¢H$ H$ gßX © _ß) (S>m∞. H$. Eg. [Q>b, N>m`m em∑`)

10. odkm[Z H$ _m‹`_ g gm°›X © ‡gmYZmß H$m odH´$` (S>m∞. oX[mbr gwamZm) ..................................................... 24

11. ^maV _ß E_-H$m∞_g© H$r dV©_mZ oÒWoV Edß ^odÓ` (S>m∞. AmbmH$ Hw$_ma `mXd) ............................................. 27

12. C⁄o_Vm odH$mg _ß Am°⁄moJH$ ‡oejU gßÒWmZ Edß C⁄o_Vm odH$mg H$›– H$r yo_H$m H$m A‹``Z ..................... 30(C¡O°Z gß mJ H$ g›X © _ß) (ZrVy gy ©dßer, S>m∞. gßXr[ Omer)

13. C⁄o_Vm H$m _hŒd - dV©_mZ [na‡ ` _ß (S>m∞. ¡`moV gmZr) .................................................................. 33

14. Im⁄ ‡gßÒH$aU C⁄mJ Edß J´m_rU odH$mg H$r gß mdZmE∞ (S>m∞. [r. H$. AJ´dmb) ............................................ 35

15. Government Initiatives For Skill Development In India (Dr. Sushma Saini, Dr. Abha Saini ) ............ 36

16. _ohbm geo∫$H$aU _ß gm·mohH$ hmQ> ]mOma H$ `mJXmZ H$m A‹``Z (_.‡. H$ IaJmZ, ]∂S>dmZr oOb H$ .............. 39gßX © _ß) (S>m∞. Hw$eb O°Z H$mR>mar, _ßOwbm Mm°hmZ)

17. AmYwoZH$ OrdZ e°br Edß [`m©daU ‡XyfU (S>m∞. A_mb _mßOaH$a)........................................................... 42

18. ]wahmZ[wa - oZ_m∂S> ‡Xe H$m _‹`H$mbrZ EH$ ]hwMoM©V EoVhmogH$ ZJa (Amo_a Hw$aer, S>m∞. Am. [r. e_m©) ......... 44

(Commerce & Management / dmoU¡` Edß ‡]ßY)

(Home Science / J•h ndkmZ)

(Economics / AW©emÒÃ)

(History / BoVhmg)


19. dZ gÀ`mJ´h Edß ]mbmKmQ> oObm (S>m∞. gßH$V Hw$_ma Mm°H$g) ................................................................... 47

20. _hÀdmH$mßjr emhOhm± (S>m∞. oZem Jw·m) ............................................................................................ 49

21. Impact Of Ashrama Schools On T ribal Girls Education In Karnat aka - Social W ork ........................ 51Perspective ( Dr. Usharani B. )

22. EM.AmB©.dr/ES>≤g H$ ‡oV wdm od⁄moW© mß _ß OZOmJÍ$H$Vm H$m g_J´ A‹``Z(B›Xm°a ZJa _ß oZdmgaV .............. 54ES>≤g [ro∂S>V _ohbmAmß H$ odef gßX © _ß) (S>m∞. gwYm ogbmdQ, S>m∞. oÃ[V H$m°a Mmdbm, gw_Z ogßh)

23. gm_moOH$ gß]ßYmß [a _m]mBb \$mZ H$r yo_H$m H$m A‹``Z (S>m∞. AohÎ`m oVdmar) ........................................ 57

24. gmJa oOb _ß AZwgyoMV OmoV`mß Edß AZwgyoMV OZOmoV`mß H$m [mfU ÒVa H$m A‹``Z (gßVmf Aohadma)........... 60

25. B›Xm°a oOb H$r X[mb[wa Vhgrb _ß O°odH$ H•$of H$m H•$fH$mß H$ AmoW©H$ odH$mg [a ‡^md (Y_›– ogßh Mm°hmZ) ........ 63

26. IßS>dm oOb H$ H$maHy$ OZ OmoV _ohbmAmß H$r AmoW©H$ oÒWoV H$m A‹``Z (_•XwbmamZr _ßS>b) ......................... 67

27. AmoXdmgr OrdZ H$m `WmW© Am°a Ωbm]b Jm±d H$ XdVm (S>m∞. O`m o‡`Xoe©Zr ew∑b) ...................................... 69

28. S>m∞. oJnaamOeaU Or AJ´dmb H$ Ï`Ωß ‡hma (oZoY [mQ>rXma, S>m∞. M›Xm Vbam O°Z) ..................................... 72

29. oh›Xr [ÃH$mnaVm CX≤ d Edß odH$mg (gßVmf Hw$_ma) ............................................................................. 74

30. a_eM›– emh H$ gmohÀ` _ß odYmAmß H$m d°od‹` (oH$aU Abmdm, S>m∞. gß‹`m JßJamS>) ..................................... 76

31. lr bmb Or ew∑b H$m H•$oVÀd Am°a Ï`o∫$Àd ([wÓ[m ]S>) ........................................................................ 78

32. J´m_rU odH$mg _ß [ÃH$mnaVm H$m `mJXmZ (S>m∞. og`meaU ¡`moVfr) ......................................................... 80

33. oh›Xr gmohÀ` _ß M›–Jw· "odH´$_moXÀ`' H$m MnaÃmßH$Z (‡_ ogßh Hw$Â^H$ma, S>m∞. JUe bmb O°Z) ........................ 82

34. VV≤ dm⁄mß H$r C[`moJVm Edß _hŒd (S>m∞. F$Mm C[m‹`m`) ...................................................................... 83

35. AmoXdmgr H$a_m Z•À` JrVmß H$m ‡mgßoJH$ oMßVZ (_ S>bm oOb H$ odef gßX © _ß) (S>m∞. ÒdÎ[m ]∂S>J¢ m) ............... 86

36. oZewÎH$ Am°a AoZdm © oejm AoYoZ`_ H$ A›VJ©V O`[wa H$r H$Ér ]ÒVr H$ amOH$r` od⁄mb`mß H$m ................... 88gßÒWmJV T>mMß H$m A‹``Z (o‡ ßH$m H$oQ>`ma, ‡m. ew m Ï`mg)

37. oH$ema gwYmaJ•h _ß gßMmobV e°ojH$ H$m ©H´$_mß H$m oH$ema A[amoY`mß H$ A›V: [maÒ[naH$ gß]Ymß H$ g›X © ............ 94_ß A‹``Z (S>m∞. J´rÓ_m ew∑bm, Zrb_ e_m©)

(Sociology / g_mOemÛ)

(Hindi Literature / oh›Xr gmohÀ`)

(Geography / yJmb)

(Music / gßJrV)

( Education / $ oejm)


38. oS>oOQ>b oejm H$m oejH$mß H$ odH$mg [a ‡^md (S>m∞. oedmbr em∑`m)...................................................... 98

39. o[V•gŒmm Am°a _ohbm ohßgm (_ZmodkmZ H$ [oa‡˙` _ß)(S>m∞br Omer) ..................................................... 100

40. gm_m›` Edß AmoXdmgr N>mÃmß H$r Ï`mdgmo`H$ Í$oM H$m VwbZmÀ_H$ A‹``Z (KZÌ`m_ S>hna`m) ...................... 103

41. Cam±d-gXmZ OZOmoV-OmoV oZaßVaU (gm_ZmW Cam±d) ................................................................... 105

42. Io∂S>`m OZOmoV H$r [maÂ[naH$ JhZ Edß JmXZm (emobZr o_ßO) ........................................................... 108

43. oejm H$ odH$mg _ß d°oXH$ H$mbrZ J´›Wmb`mß H$m _hÀd (Aaod›X AVwbH$a, l’m d_m© AVwbH$a) ..................... 110

44. AO›Vm Edß ]mK H$ o^oÀV oMÃmß _ß gßª`mVrV hmd-^md H$m AX≤ wV gß mJ (S>m∞. Afi[yUm© ew∑bm, AZw m) ........... 112

45. _mbdm H$m [naM` d o^oÀV oMÃ (]]rVm `mXd) ............................................................................... 116

46. Reflection Of Caste And Class Discrimination In Indira Goswami’ s Novel ...................................... 118The Moth-Eaten Howdah Of The Tusker (Dr. Swati Chandorkar , Akanksha Agrawal )

47. Women Empowerment in India through Parliament (Dr . Poornima Sharma) .................................. 121

(Psychology / _ZmodkmZ)

(Others / A›`)

*************


Regional Editor Board - International & National

1. Dr. Manisha Thakur - Fulton College, Arizona S tate University , America .

2. Mr. Ashok Kumar - Employbility Operations Manager , Action T raining Centre Lt d. London, U.K.

3. Ass. Prof. Beciu Silviu - Vice Dean (Management) Agriculture & Rural Development, UASVM,

Bucharest, Romania.

4. Mr. Khgendra Prasad Subedi - Senior Psychologist , Public Service Commission, Central Office,

Anamnagar , Kathmandu, Nep al.

5. Prof. Dr . G.C. Khimesara - Former Princip al, Govt. PG College, Mandsaur (M.P .) India

6. Prof. Dr . Pramod Kr . Raghav - Research Guide, Jyoti V idhyapeeth W omen University , Jaipur (Raj.) India

7. Prof. Dr . Anoop Vyas - Former Dean , Commerce, Devi Ahilya University , Indore (India ) India

8. Prof. Dr . P.P. Pandey - Dean, Commerce, Avadesh Prat apsingh University , Rewa (M.P.) India

9. Prof. Dr . Sanjay Bhayani - HOD, Business Management Deptt., Saurashtra University , Rajkot (Guj.) India

10. Prof. Dr . Pratap Rao Kadam - HOD, Commerce, Govt. Girls PG College, Khandwa (M.P .) India

11. Prof. Dr . B.S. Jhare - Professor , Commerce Deptt., Shri Shivaji College, Akola (M h.) India

12. Prof. Dr . Sanjay Khare - Prof ., Sociology , Govt. Auto . Girls PG Excellence College, Sagar (M.P .) India

13. Prof. Dr . R.P. Upadhayay - Exam Controller , Govt. Kamlaraje Girls Auto. PG College, Gwalior (M.P .) India

14. Prof. Dr . Pradeep K r. Sharma - Professor , Govt. Hamidia Arts & Commerce College, Bhop al (M.P.) India

15. Prof. Akhilesh Jadhav - Prof., Physics, Govt. J. Yoganandan Chattisgarh College, Raipur (C .G.) India

16. Prof. Dr . Kamal Jain - Prof., Commerce, Govt. PG College, K hargon e (M.P.) India

17. Prof. Dr . D.L. Khadse - Prof., Commerce, Dhanvate National College, Nagpur (Maharastra) India

18. Prof. Dr .Vandna Jain - Prof., Hindi, Govt. Kalidas Girls College, Ujjain (M.P .) India

19. Prof. Dr . Hardayal Ahirwar - Prof., Economics , Govt. PG College, Shahdol (M.P .) India

20. Prof. Dr . Sharda Trivedi - Retd. Professor , Home Science, Indore (M.P .) India

21. Prof. Dr . Usha Shrivast av - HOD, Hindi Deptt., Acharya Institute of Graduate S tudy , Soldevanali,

Bengaluru (Karnat aka) India

22. Prof. Dr . G. P. Dawre - Professor , Commerce, Govt. College, Badwah (M.P .) India

23. Prof. Dr . H.K. Chouarsiya - Prof., Bot any, T.N.V. College, Bhagalpur (Bihar) India

24. Prof. Dr . Vivek Patel - Prof., Commerce, Govt. College, Kotma, Distt ., Anooppur (M.P .) India

25. Prof. Dr . Dinesh Kr . Chaudhary - Prof., Commerce, Rajmat a Sindhiya Govt. Girls College, Chhindwara (M.P .) India

26. Prof. Dr . P.K. Mishra - Prof., Zoological, Govt. PG College, Betul (M.P .) India

27. Prof. Dr . Jitendra K. Sharma - Prof., Commerce, Maharishi Dayanand Uni. Centre, Palwal (Haryana) India

28. Prof. Dr . R. K. Gaut am - Prof ., Govt. Manjkuwar Bai Arts & Commerce College, Jabalpur (M.P.) India

29. Prof. Dr . Gayatri V ajpai - Professor , Hindi, Govt. Maharaja Autonomus College, Chhatt arpur (M.P.) India

30. Prof. Dr . Avinash Shendare - HOD, Pragati Arts & Commerce College, Dombivali, Mumbai (M h.) India

31. Prof. Dr . J.C. Mehta - Fr. HOD, Research Centre, Commerce, Devi Ahilya Uni., Indore (M.P .) India

32. Prof. Dr . B.S. Makkad - HOD, Research Centre Commerce, V ikram University , Ujjain (M.P.) India

33. Prof. Dr . P.P. Mishra - HOD, Maths, Chattrasal Govt. PG College, Panna (M.P .) India

34. Prof. Dr . Sunil Kumar Sikarwar - Professor , Chemistry , Govt. PG College, Jhabua (M.P .) India

35. Prof. Dr . K.L. Sahu - Professor , History , Govt. PG College, Narsinghpur (M.P .) India

36. Prof. Dr . Malini Johnson - Professor , Bot any, Govt. PG College, Mahu (M.P .) India

37. Prof. Dr . Ravi Gaur - Asso. Professor , Mathematics, Gujarat University , Ahmedabad (Gujarat) India

38. Prof. Dr . Vishal Purohit - M.L.B. Govt. Girls PG College, Kila Miadan, Indore (M.P.) India


Editorial Advisory Board, INDIA

*************

1. Prof. Dr . Narendra Shrivast av - Scientist , ISRO, Bengaluru (Karnat aka) India

2. Prof. Dr . Aditya Lunawat - Director , Swami V ivekanand Career Guidance deptt. M.P . Higher

Education, M.P . Govt., Bhop al (M.P.) India

3. Prof. Dr . Sanjay Jain - O.S.D., Additional Director Office, Bhop al (M.P.) India

4. Prof. Dr S.K. Joshi - Former Princip al, Govt. Art s & Science College, Ratlam (M.P .) India

5. Prof. Dr . J.P.N. Pandey - Fr. Princip al, Govt. Auto.Girls P .G. Excellence College, Sagar (M.P .) India

6. Prof. Dr . Sumitra W askel - Princip al, Govt. Girls P .G. College, Moti T abela, Indore (M.P .) India

7. Prof. Dr . P.R. Chandelkar - Princip al, Govt. Girls P .G. College, Chhindwara (M.P .) India

8. Prof. Dr . Mangal Mishra - Princip al, Shri Cloth Market, Girls Commerce College, Indore (M.P .) India

9. Prof. Dr . R.K. Bhatt - Former Princip al, Govt. Girls College, Narsinghpur (M.P .) India

10. Prof. Dr . Ashok V erma - Former HOD, Commerce (Dean) Devi Ahilya University , Indore (M.P.) India

11. Prof. Dr . Rakesh Dhand - HOD, Student W elfare Deptt., V ikram University , Ujjain (M.P.) India

12. Prof. Dr . Anil Shivani - HOD, Commerce /Management, Govt. Hamidiya Arts And CommerceDegree College, Bhop al (M.P.) India

13. Prof. Dr . PadamSingh Patel - HOD, Commerce Deptt., Govt. College, Mahid pur (M.P.) India

14. Prof. Dr . Manju Dubey - HOD (Dean), Home Science Deptt. Jiwaji University , Gwalior (M.P .) India

15. Prof. Dr . A.K. Choudhary - Professor , Psychology , Govt. Meera Girls College, Udiapur (Raj.) India

16. Prof. Dr . T. M. Khan - Princip al, Govt. College, Dhamnod, Distt. Dhar (M.P .) India

17. Prof. Dr . Pradeep Singh Rao - Princip al, Govt. College, Sailana, Distt. Ratlam (M.P .) India

18. Prof. Dr . K.K. Shrivast ava - Professor , Eco., V ijaya Raje Govt. Girls P .G. College, Gwalior (M.P .) India

19. Prof. Dr . Kant a Alawa - Professor , Pol. Sci., S.B.N.Govt. P .G. College, Badwani (M.P .) India

20. Prof. Dr . S.C. Jain - Professor , Commerce, Govt. P .G. College, Jhabua (M.P .) India

21. Prof. Dr . Kishan Yadav - Asso. Professor , Research Centre Bundelkhand College, Jhasi (U.P .) India

22. Prof. Dr . B.R. Nalwaya - Chairman,Commerce Deptt.,V ikram University , Ujjain (M.P.) India

23. Prof. Dr . Purshott am Gaut am - Dean, Commerce Deptt.,Devi Ahilya University , Indore (M.P.) India

24. Prof. Dr . Natwarlal Gupt a - HOD, Commerce Deptt.,Devi Ahilya University , Indore (M.P.) India

25. Prof. Dr . S.C. Mehta - Former , Professor/HOD, Govt. Bhagat Singh P .G. College, Jaora (M.P .) India


Referee Board

Maths - (1) Prof. Dr . V.K. Gupt a, Director V edic Maths - Research Centre, Ujjain (M.P .)Physics - (1) Prof. Dr . R.C. Dixit, Govt. Holkar Science College, Indore (M.P .)

(2) Prof. Dr . Neeraj Dubey , Govt. Art s & Commerce College, Sagar (M.P .)

Computer Science - (1) Prof. Dr . Umesh Kumar Singh, HOD, Computer S tudy Centre, V ikram University ,Ujjain (M.P.)

Chemistry - (1) Prof. Dr . Manmeet Kaur Makkad, Govt. Kalidas Girls College,Ujjain (M.P .)

Botany - (1) Prof. Dr . Suchit a Jain, Govt. Girls P .G. College, Kot a (Raj.)(2) Prof. Dr . Akhilesh Aayachi, Govt. Adarsh Science College, Jabalpur (M.P .)

Life Science - (1) Prof. Dr . Manjulat a Sharma, M.S.J. Govt. College, Bharatpur (Raj.)

- (2) Prof. Dr . Amrit a Khatri, Mat a Jijabai Govt. Girls P .G. College, Moti T abela, Indore (M.P .)Statitics - (1) Prof. Dr . Ramesh Pandya, Govt. Art s - Commerce College, Ratlam (M.P .)

Milit ary Science - (1) Prof. Dr . Kailash T yagi, Govt. Motilal Science College, Bhop al (M.P.)

Biology - (1) Dr. Kanchan Dhingara, Govt. M.H. Home Science College, Jabalpur (M.P .)Geology - (1) Prof. Dr . R.S. Raghuvanshi, Govt. Motilal Science College, Bhop al (M.P.)

(2) Prof. Dr . Suyesh Kumar , Govt. Adarsh College, Gwalior (M.P .)

Medical Science - (1) Dr.H.G. Varudhkar , R.D. Gardi Medical College, Ujjain (M.P .)Microbiology Sci. - (1) Anurag D. Zaveri, Biocare Research (I) Pvt. Lt d., Ahmedabad (Gujarat)

***** Commerce *****

Commerece - (1) Prof. Dr . P.K. Jain, Govt. Hamidia College, Bhop al (M.P.)(2) Prof. Dr . Shailendra Bharal, Govt. Kalidas Girls College, Ujjain (M.P .)

(3) Prof. Dr . Laxman Parwal, Govt. Commerce College, Ratlam (M.P .)

(4) Naresh Kumar , Assist ant Professor ,Sidharth Govt. College, Nadaun (H.P .) ***** Management *****

Management - (1) Prof. Dr . Anand T iwari, Govt. Autonomus PG Girls Excellence College, Sagar (M.P .)

Human Resources - (1) Prof. Dr . Harwinder Soni, Pacific Business School, Udaipur (Raj.)Business Administration - (1) Prof. Dr . Kapildev Sharma, Govt. Girls P .G. College, Kot a (Raj.)

***** Law *****

Law - (1) Prof. Dr . S.N. Sharma, Princip al, Govt. Madhav Law College, Ujjain (M.P .)(2) Prof. Dr . Narendra Kumar Jain, Princip al, Shri Jawaharlal Nehru PG Law College,

Mandsaur (M.P .)

***** Art s *****Economics - (1) Prof. Dr . P.C. Ranka, Sri Sit aram Jaju Govt. Girls P .G. College, Neemuch (M.P .)

(2) Prof. Dr . J.P. Mishra, Govt. Maharaja Autonomus College, Chhatt arpur (M.P.)

(3) Prof. Dr . Anjana Jain, M.L.B. Govt. Girls P .G. College, Kila Maidan, Indore (M.P .)(4) Prof. Rakesh Kumar Gupt a, Dr. C.V. Raman University , Kot a, Bilaspur (C.G .)

Political Science - (1) Prof. Dr . Ravindra Sohoni, Govt. P .G. College, Mandsaur (M.P .)

(2) Prof. Dr . Anil Jain, Govt. Girls College, Ratlam (M.P .)(3) Prof. Dr . Sulekha Mishra, Mankuwar Bai Govt. Arts & Commerce College, Jabalpur (M.P .)

Philosophy - (1) Prof. Dr . Hemant Namdev , Govt. Madhav Art s, Commerce & Law College, Ujjain (M.P .)

Sociology - (1) Prof. Dr . Uma Lavania, Govt. Girls College, Bina (M.P .)(2) Prof. Dr . H.L. Phulvare, Govt. P .G. College, Dhar (M.P .)

(3) Prof. Dr . Indira Burman, Govt. Home Science College, Hoshangabad (M.P .)


Hindi - (1) Prof. Dr . Vandana Agnihotri, Chairperson, Devi Ahilya University , Indore (M.P.)

(2) Prof. Dr . Kala Joshi , ABV Govt. Arts & Commerce College, Indore (M.P .)(3) Prof. Dr . Chanda Talera Jain, M.J.B. Govt. Girls P .G. College, Indore (M.P.)

(4) Prof. Dr . Jaya Priyadarshini Shukla, V ansthali V idyapeeth (Raj.)

(5) Prof. Dr . Amit Shukla, Govt. Thakur Ranmat singh College, Rewa (M.P .)(6) Prof. Dr . Anchal Shrivast ava, Dr. C.V. Raman University , Kot a, Bilaspur (C.G .)

English - (1) Prof. Dr . Ajay Bhargava, Govt. College, Badnagar (M.P .)

(2) Prof. Dr . Manjari Agnihotri, Govt. Girls College, Sehore (M.P .)Sanskrit - (1) Prof. Dr . Bhawana Srivast ava, Govt. Autonomus Maharani Laxmibai Girls P .G. College,

Bhop al (M.P.)

(2) Prof. Dr . Balkrishan Prajap ati, Govt. P .G. College, Ganjbasauda, Distt. V idisha (M.P .)History - (1) Prof. Dr . Naveen Gidiyan, Govt. Autonomus Girls P .G. Excellence College, Sagar (M.P .)

Geography - (1) Prof. Dr . Rajendra Srivast ava, Govt. College, Pipliya Mandi, Distt. Mandsaur (M.P .)

(2) Prof. Kajol Moitra, Dr . C.V. Raman University , Bilaspur (C.G .)Psychology - (1) Prof. Dr . Kamna Verma, Princip al, Govt. Rajmat a Sindhiya Girls P .G. College,

Chhindwara (M.P .)

(2) Prof. Dr . Saroj Kothari, Govt. Maharani Laxmibai Girls P .G. College, Indore (M.P .)Drawing - (1) Prof. Dr . Alp ana Upadhyay , Govt. Madhav Art s-Commerce-Law College. Ujjain (M.P .)

(2) Prof. Dr . Rekha Srivast ava, Maharani Laxmibai Govt. Girls P .G. College, Bhop al (M.P.)

(3) Prof. Dr . Yatindera Mahobe, Govt. Girls College, Narsinghpur (M.P .)Music/Dance - (1) Prof. Dr . Bhawana Grover (Kathak),Swami V ivekanand Subharti University , Meerut (U.P.)

(2) Prof. Dr . Srip ad Aronkar , Rajmat a Sindhiya Govt. Girls College, Chhindwara (M.P .) ***** Home Science *****

Diet/Nutrition - (1) Prof.Dr . Pragati Desai, Govt. Maharani Laxmibai Girls P .G. College, Indore (M.P .)

Science (2) Prof. Madhu Goyal, Swami Keshavanand Home Science College, Bikaner (Raj.)(3) Prof. Dr . Sandhya V erma, Govt. Art s & Commerce College, Raipur (Chhattisgarh)

Human - (1) Prof. Dr . Meenakshi Mathur , HOD, Jainarayan V yas University , Jodhpur (Raj.)

Development (2) Prof. Dr . Abha T iwari, HOD, Research Centre, Rani Durgawati University , Jabalpur (M.P .)Family Resource - (1) Prof. Dr . Manju Sharma, Mat a Jijabai Govt. Girls P .G. College, Moti T abela,

Management Indore (M.P.)

(2) Prof. Dr . Namrat a Arora, V ansthali V idhyapeeth (Raj.) ***** Education *****

Education - (1) Prof. Dr . Manorama Mathur , Mahindra College of Education, Bangluru (Karnat aka)

(2) Prof. Dr . N.M.G. Mathur , Princip al/Dean, Pacific EducationCollege, Udaipur (Raj.)(3) Prof. Dr . Neena Aneja, Princip al, A.S. College Of Education, Khanna (Punjab)

(4) Prof. Dr . Satish Gill, Shiv College of Education,T igaon, Faridabad (Haryana)

(5) Prof. Dr. Mahesh Kumar Muchhal, Digambar Jain (P .G.) College, Baraut (U.P .) ***** Architecture *****

Architecture - (1) Prof. Kiran P . Shindey , Princip al,School of Architecture,IPS Academy , Indore (M.P.)

***** Physical Education *****Physical Education - (1) Prof. Dr . Joginder Singh, Physical Education, Pacific University , Udaipur (Raj.)

(2) Dr. Ramneek Jain, Associate Professor , Madhav University , Pindwara (Raj.)

(3) Dr. Seema Gurjar , Associate Professor , Pacific University , Udaipur (Raj.) ***** Library Science *****

Library Science - (1) Dr. Anil Sirothia, Govt. Maharaja College, Chhatt arpur (M.P.)


Spokesperson's

1. Prof. Dr . Davendra Rathore - Govt. P.G. College, Neemuch (M.P .)2. Prof. Smt. V ijaya W adhwa - Govt. Girls P .G. College, Neemuch (M.P .)3. Dr. Surendra Shakt awat - Gyanodaya Institute of Management - T echnology , Neemuch (M.P.)4. Prof. Dr . Devilal Ahir - Govt. College, Jawad, Distt. Neemuch (M.P .)5. Shri Ashish Dwivedi - Govt. College, Manasa, Distt. Neemuch (M.P .)6. Prof. Manoj Mahajan - Govt. College, Sonkach, Distt. Dewas (M.P .)7. Shri Umesh Sharma - Shree Sarvodaya Institute Of Professional S tudies, Sarwaniya

Maharaj, Jawad, Distt. Neemuch (M.P .)8. Prof. Dr . S.P. Panwar - Govt. P.G. College, Mandsaur (M.P .)9. Prof. Dr . Puralal Patidar - Govt. Girls College, Mandsaur (M.P .)10. Prof. Dr . Kshitij Purohit - Jain Art s, Commerce & Science College, Mandsaur (M.P .)11. Prof. Dr . N.K. Patidar - Govt. College, Pipliyamandi, Distt. Mandsaur (M.P .)12. Prof. Dr . Y.K. Mishra - Govt. Arts & Commerce College, Ratlam (M.P .)13. Prof. Dr . Suresh Kat aria - Govt. Girls College, Ratlam (M.P .)14. Prof. Dr . Abhay Pathak - Govt. Commerce College, Ratlam (M.P .)15. Prof. Dr . Malsingh Chouhan - Govt. College, Sailana, Distt. Ratlam (M.P .)16. Prof. Dr . Gendalal Chouhan - Govt. V ikram College, Khachrod, Distt. Ujjain (M.P .)17. Prof. Dr . Prabhakar Mishra - Govt. College, Mahid pur , Distt. Ujjain (M.P .)18. Prof. Dr . Prakash Kumar Jain - Govt. Madhav Art s, Commerce & Law College, Ujjain (M.P .)19. Prof. Dr . Kamla Chauhan - Govt. Kalidas Girls College, Ujjain (M.P .)20. Prof. Abha Dixit - Govt. Girls P .G. College, Ujjain (M.P .)21. Prof. Dr . Pankaj Maheshwari - Govt. College, T arana, Distt. Ujjain (M.P .)22. Prof. Dr . D.C. Rathi - Swami V ivekanand Career Gudiance Deptt., Higher Education Deptt.,

M.P. Govt., Indore (M.P .)23. Prof. Dr . Anit a Gagrade - Govt. Holkar Science College, Indore (M.P .)24. Prof. Dr . Sanjay Pandit - Govt. M.J.B. Girls P .G. College, Moti T abela, Indore (M.P .)25. Prof.Dr . Rambabu Gupt a - Govt. Arts & Commerce College, Indore (M.P .)26. Prof. Dr . Anjana Saxena - Govt. Maharani Laxmibai Girls P .G. College, Indore (M.P .)27. Prof. Dr . Sonali Nargunde - Journalism & Mass Comm .Research Centre, D.A.V .V., Indore (M.P.)28. Prof. Dr . Bharti Joshi - Life Education Dep artment, Devi Ahilya University , Indore (M.P.)29. Prof. Dr . M.D. Somani - Govt. M.J.B. Girls P .G. College, Moti T abela, Indore (M.P .)30. Prof. Dr . Priti Bhatt - Govt. N.S.P. Science College, Indore (M.P .)31. Prof. Dr . Sanjay Prasad - Govt. College, Sanwer , Distt. Indore (M.P .)32. Prof. Dr . Meena Matkar - Suganidevi Girls College, Indore (M.P .)33. Prof. Dr . Mohan W askel - Govt. College, Thandla Distt. Jhabua (M.P .)34. Prof. Dr . Nitin Sahariya - Govt. College, Kotma Distt. Anooppur (M.P .)35. Prof. Dr . Manju Rajoriya - Govt. Girls College, Dewas (M.P .)36. Prof. Dr . Shahjad Qureshi - Govt. New Arts & Science College, Mundi, Distt. Khandwa (M.P .)37. Prof. Dr . Shail Bala Sanghi - Maharani Lakshmibai Govt. Girls P .G. College, Bhop al (M.P.)38. Prof. Dr . Praveen Ojha - Shri Bhagwat Sahay Govt. P .G. College, Gwalior (M.P .)39. Prof. Dr . Omprakash Sharma - Govt. P.G. College, Sheopur (M.P .)40. Prof. Dr . S.K. Shrivast ava - Govt. V ijayaraje Girls P .G. College, Gwalior (M.P .)41. Prof. Dr . Anoop Moghe - Govt. Kamlaraje Girls P .G. College, Gwalior (M.P .)42. Prof. Dr . Hemlata Chouhan - Govt. College, Badnagar (M.P .)43. Prof. Dr . Maheshchandra Gupt a - Govt. P.G. College, Khargone (M.P .)44. Prof. Dr . Mangla Thakur - Govt. P.G. College, Badhwah, Distt. Khargone (M.P .)45. Prof. Dr . K.R. Kumhekar - Govt College, Sanawad, Distt. Khargone(M.P .)

Spokesperson's


46. Prof. Dr . R.K. Yadav - Govt. Girls College, Khargone (M.P .)47. Prof. Dr . Asha Sakhi Gupt a - Govt. P.G. College, Badwani (M.P .)48. Prof. Dr . Hemsingh Mandloi - Govt. P.G. College, Dhar (M.P .)49. Prof. Dr . Prabha Pandey - Govt. P.G. College, Mehar , Distt. Satna (M.P .)50. Prof. Dr . Rajesh Kumar - Govt. College, Amarp atan, Distt. Satna (M.P .)51. Prof. Dr . Ravendra singh Pate l - Govt. P.G. College, Satna (M.P .)52. Prof. Dr . Manoharlal Gupt a - Govt. P.G. College, Rajgarh, Biora (M.P .)53. Prof. Dr . Madhusudan Prakash - Govt. College, Ganjbasauda, Distt. V idisha (M.P .)54. Prof. Dr . Yuwraj Shirvat ava - Dr. C.V. Raman Univeristy , Bilaspur (C.G .)55. Prof. Dr . Sunil V ajpai - Govt. T ilak P.G. College, Katni (M.P .)56. Prof. Dr . B.S. Sisodiya - Govt. P.G. College, Dhar (M.P58. Prof. Dr . A. K. Pandey - Govt. Girls College, Satna (M.P .)58. Prof. Dr . Shashi Prabha Jain - Govt. P.G. College, Agar-Malwa (M.P .)59. Prof. Dr . Niyaz Ansari - Govt. College, Sinhaval, Distt. Sidhi (M.P .)60. Prof. Dr . ArjunSingh Baghel - Govt. College, Harda (M.P .)61. Dr. Suresh Kumar V imal - Govt. College, Bansadehi, Distt. Betul (M.P .)62. Prof. Dr . Amar Chand Jain - Govt. Arts & Commerce College, Sagar (M.P .)63. Prof. Dr . Rashmi Dubey - Govt. Autonomus Girls P .G. Excellence College, Sagar (M.P .)64. Prof. Dr . A.K. Jain - Govt. P.G. College, Bina, Distt. Sagar (M.P .)65. Prof. Dr . Sandhya T ikekar - Govt. Girls College, Bina, Distt. Sagar (M.P .)66. Prof. Dr . Rajiv Sharma - Govt. Narmada P .G. College, Hoshangabad (M.P .)67. Prof. Dr . Rashmi Srivast ava - Govt. Home Science College, Hoshangabad (M.P .)68. Prof. Dr . Laxmikant Chandela - Govt. Autonomus P .G. College, Chhindwara (M.P .)69. Prof. Dr . Balram Singotiya - Govt. College, Saunsar , Distt. Chhindwara (M.P .)70. Prof. Dr . Vimmi Bahel - Govt. College, Kalapip al, Distt. Shajapur (M.P .)71. Prof. Aprajit a Bhargava - R.D.Public School, Betul (M.P)72. Prof. Dr . Meenu Gajala Khan - Govt. College, Maksi, Distt. Shajap aur (M.P.)73. Prof. Dr . Pallavi Mishra - Govt. College, Mauganj Distt. Rewa (M.P .)74. Prof. Dr . N.P. Sharma - Govt. College, Datia (M.P .)75. Prof. Dr . Jaya Sharma - Govt. Girls College, Sehore (M.P .)76. Prof. Dr . Sunil Somwanshi - Govt. College, Nep anagar , Distt. Burhanpur (M.P .)77. Prof. Dr . Ishrat Khan - Govt. College, Raisen (M.P .)78. Prof. Dr . Kamlesh Singh Negi - Govt. P.G. College, Sehore (M.P .)79. Prof. Dr . Bhawana Thakur - Govt. College, Rehati, Distt. Sehore (M.P .)80. Prof. Dr . Keshavmani Sharma - Pandit Balkrishan Sharma New Govt. College, Shajapur (M.P .)81. Prof. Dr . Renu Rajesh - Govt. Nehru Leading College ,Ashok Nagar (M.P .)82. Prof. Dr . Avinash Dubey - Govt. P.G. College, Khandwa (M.P .)83. Prof. Dr . V.K. Dixit - Chhatrasal Govt. P .G. College, Panna (M.P .)84. Prof. Dr . Ram Awdesh Sharma - M.J.S. Govt. P.G. College, Bhind (M.P .)85. Prof. Dr . Manoj Kr . Agnihotri - Sarojini Naidu Govt. Girls P .G. College, Bhop al (M.P.)86. Prof. Dr . Sameer Kr . Shukla - Govt. Chandra V ijay College, Dhindori (M.P .)87. Prof. Dr . Anoop Parsai - Govt. J. Yoganand Chattisgarh P .G. College, Raipur (Chattisgarh )88. Prof. Dr . Anil Kumar Jain - Vardhaman Mahavir Open University , Kot a (Rajasthan)89. Prof. Dr . Kavit a Bhadiriya - Govt. Girls College, Barwani (M.P .)90. Prof. Dr . Archana V ishith - Govt. Rajrishi College, Alwar (Rajasthan)91. Prof. Dr . Kalpana Parikh - S.S.G. Parikh P.G. College, Udaipur (Rajasthan)92. Prof. Dr . Gajendra Siroha - Pacific University , Udaipur (Rajasthan)93. Prof. Dr . Krishna Pensia - Harish Anjana College, Chhotisadri, Distt. Prat apgarh (Rajasthan)94. Prof. Dr . Pradeep Singh - Central University Haryana, Mahendragarh (Haryana)95. Prof. Dr . Smriti Agarwal - Research Consult ant, New Delhi


Abstract - Our aim of this paper is to obtain Another General part of common fixed point theorem for two

self mappings in S-fuzzy metric space, which generalize the result of singh and chauhan [7]

Key Words - S-Fuzzy metric space, common fixed point, t-norm.

Another General Part of Common Fixed PointTheorem for Two self maping in fuzzy metric spaces

Dr. Sangeet a Biley *

* (Mathematics) Swami V ivekanand Govt. P .G. College, Harda(M.P .) INDIA


*************

References :-

1. Biley, S.,General part of Common Fixed Point theorem

for Two self mapping in Fuzzy metric Spaces, Naveen

Shodh Sansar,(Jan.. to March 2019) Vol. II, 38-40.

2. Biley, S.,Common Fixed Point theorem for Two self

mapping in Fuzzy metric Spaces, Naveen Shodh

Sansar,(oct. to Dec.2018) Vol. I, 32-34.

3. Biley, S.,Common Fixed Point Theorems in fuzzy

Metric spaces for two mapping, Naveen Shodh

Sansar,(oct. to Dec.2017) Vol. II, 18-19.

4. Erceg, M.A., Metric spaces in fuzzy set theory, Jour.

Math. Anal. Appl. 69 (1979), 205-230.

5. Keleva, O and seikkala, S. , On fuzzy metric spaces :

fuzzy sets ans system, 12 (1984), 215-229.

6. Kramosil, O. and Michalek, J. , Fuzzy metric and

statistical metric spaces, kybernetika 11 (1975), 336-

344.

7. Singh, B. and Chauhan, M.S. , Generalized fuzzy metric

spaces and fixed points theorem, Bul. Cal. math. Soc.

89 (1997), 457-460.

8. Zadeh, L.A. : Fuzzy sets Information and control, 8

(1965), 338-353.


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S>m∞. S>r. Eg. ]m_oZ`m * oedam_ _hVm **

* ghm`H$ ‡m‹`m[H$ (JoUV) emgH$r` ÒZmVH$mŒma _hmod⁄mb`, IaJmZ (_.‡.) ‰mmaV** emYmWu, g›Q≠>b Ob, ]∂S>dmZr (_.‡.) ‰mmaV


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Abstract - This study examined the study on insufficient breast milk mother’s of children in department of pediatrics,Gandhi memorial hospital, Rewa. The cases included would be randomly selected for the mother’s attending underclinic of department of pediatrics shyam shah medical college rewa. Three hundred sixty mothers would be interviewedduring the period of study. All the mothers would be carefully interviewed and the following point would be recorded inthe Performa, i.e , address and other information regarding the milk insufficiency and also children gross motordevelopment delay .The mean was found to be organic maternal milk insufficiency 70.65 and inorganic maternal milkof insufficiency 70.47 with SD organic maternal milk insufficiency 8.41 and inorganic maternal milk of insufficiency8.41. The table and figure shows the insignificant and difference between mean of organic and inorganic maternalmilk of insufficiency of subject base line process normal insufficiency gross motor levels. The difference was nosignificant t= 0.20.Key Word - Maternal milk insufficiency, gross motor development.

Study On The Effect Of Organic And Inorganic MaternalMilk Insufficiency In Gross Motor Development Of

Children In The Age Group Of 0-2 Year's In Rewa City

Introduction - Breastfeeding is the recommended methodof infant feeding worldwide. While the nutritional andimmunological advantages of breastfeeding are welldocumented, consistent study result concerning thepsychosocial benefits are more elusive. the pathways bywhich breastfeeding affects psychosocial and emotionaldevelopment are difficult to disentangle and are not alwaysuni-directional. Confounding variables, such as maternaleducation, are closely associated with the practice ofbreastfeeding, yet are also determinants of psychosocialdevelopment. Environment factors interact with biologicaldeterminants, modifying their observed effect ondevelopment. For example, engle et al. 4 suggest thatmaternal vocalization patterns may differentially modulatedthe influence that child nutrition status has on cognitivedevelopment .further, polite postulated that not only doenvironmental factors (such as vocal stimulation) have adirect and modifying effect on children’s development, thereverse is also true – a developmentally advanced childelicits more stimulation from a caregiver.

The effects of breastfeeding on children’s developmenthave important implication for both public-health policiesand for the design of targeted early intervention strategiesto improve the developmental outcomes of children at risks a result of biological (e.g. prematurity) or social adversity(e.g. poverty). To date, research has provided clear supportfor the nutritional and health benefits of breastfeeding, Iwith appropriate caution noted for women who are ill or onmedication. There is also evidence of small consistentlypositive effect of breastfeeding on intellectual. Less well

Sangit a Sharma *

* Research Scholar , Awadhesh Prat ap Singh University , Rewa (M.P.) INDIA

studied is the relationship between breastfeeding and childpsychosocial development.Gross Motor Development - Pertains to development oflocomotion, general body control and specific motor skills.As already discussed, development of locomodation occursin an orderly sequence with the ultimate goal of gainingindependent and volitional movements.0-4 weeks - In first few weeks of life, flexed andasymmetrical postures (due to ATNR) predominate. Thus,a newborn baby lies with head turned to one side and limbspredominantly flexed. In prone position also, because offlexed postures, pelvis is high and knees are drawn underthe abdomen. Because of poor neck control, there is nolifting of head in ventral suspension and there is completehead lag, when the baby is pulled to sitting position.Gradually, the extensor muscles gain strength, head controldevelops, primitive reflexes disappear and symmetricposture begins to predominate. Therefore, if the same infantis examined at 4 weeks, chin is lifted up momentarily andthere is some intermittent partial extension of hips andknees in prone position.0-6 months - By 8 weeks, head is mostly in the midlineand chin is lifted off the couch intermittently (so that theplane of face is at an angle of 450 to the couch) in proneposition. In the position of ventral suspension, babymaintains the head in the plane of rest of the body.12 weeks - There is no more asymmetrical tonic neck reflexattitude in supine position. In prone position, pelvis is flat,legs are fully extended, chin and shoulders and lifted offthe couch with weight borne on forearms. Developing head


control is seen in ventral suspension as well whereby headis lifted and maintained well beyond the plane of the body.20 weeks - Head control is complete so that there is nohead wobble even if the infant is swayed in sitting position.6 months-1 year - Gross motor development proceedsfrom sitting to standing and achievement of ambulation.Initially, infant moves with abdomen on the ground(creeping/commando crawling; 8 months). Therefore, hecrawls (on hands and knees with abdomen off the ground;9 months). Though the terms creeping and crawling areused synonymously in English literature, term crawling isused in general sense, when the baby moves with abdomenoff the ground. So, we have retained the above terminology.Later, infant stands and walks (with support, followed bywithout support).Reviews - A study was conducted on beneficial effect ofbreast milk in the NICU on the developmental outcome toextremely low birth weight infants at 18 months of age.Beneficial effects of breast milk on cognitive skills andbehavior ratings have been demonstrated previously internand very low birth weight infants. Extremely low birth infantsare known to be at increased risk for developmental andbehavior morbidities. This study suggested that potentiallong term benefits of receiving breast milk in NICU forextremely low birth infants may be to optimize cognitivepotential and reduce the need for early intervention andspecial education service.

A study was conducted on young mothers who choseto breast fed their baby. A retrospective questionnaire of138 mothers aged between 17 and 24 years was assessed.Breast feeding for at least 6 months was positivelyassociated with attending a breast feeding support group,believing it to be easy, being part of an environment wherebreast feeding is normative and being encouraged to breastfeed by others. The study findings concluded that initiationand duration among this at risk group is important for bothinfant and maternal health. Proving professional and peersupport encouraged the mother to continue breast feedingare important steps in rising in breast feeding rates amongyoung mothers.

Five percent of mothers may have a primary inabilityto lactate due to inadequate glandular tissue resulting fromhypo plastic breasts, breast surgery such as mastectomy,breast reduction, or cyst removal (Neifert, M. R., 2001).Breast surgery, including nipple piercing, can disrupt theductal and neurological pathways. Additional causes ofprimary inability to lactate are severe illness such aspostpartum hemorrhage with Sheehan’s syndrome,infection, or hypertension (Neifert, M. R., 2001).Aims and objectives - To study of organic and inorganicmaternal milk insufficiency of gross motor development inchildren.Hypothesis - There would be significant difference betweenorganic women’s child gross motor will be increase thaninorganic maternal milk insufficiency.Tools - denver ii the data were collected from denver de-

velopment screening scale test ( D.D.S.T ) . it is constructedin 1967 by Frankenburg and Dodds Material method – sample size 360.The data were collected in 180 organic and 180 inorganicof maternal milk insufficiency mother child.Result -Gross Motor T able. (See in the next p age)

Showing the graph significance of difference betweenmean of organic maternal milk insufficiency and inorganicgroup of milk insufficiency of Gross Motor. (See in the nextpage)Discussion - The aims of this research were to hear fromthis small group of women who were milk insufficiency, tolearn about their experiences of breastfeeding and to reportwhat influenced their decision about initiation and cessationof breastfeeding. The specific exploration of difficulties withbreastfeeding largely aligned with other related research.These were the challenging nature of breast feeding, whichincluded perceived insufficient breast milk supply , andlatching difficulties . so my research mostly focus in lactatingmother .they are suffering from organic and inorganicmaternal milk insufficiency . this study was dedicated to allmothers . i have180 organic maternal milk insufficientmother’s and 180 inorganic maternal milk insufficientmother,s . total 360 mother,s included this study and mostlycompared with organic and inorganic mother,s milk ofchildren which effaced are maternal milk insufficiency. I havecross check 180 mother’s of children on the effect of organicand inorganic maternal milk insufficiency gross motordevelopment .References :-1. i Arora , N .D 1970 a study of locally prevalent feeding

practices the first five of life .ii Anderson JW,johnstone BM, remley DH 1999 breast

– feeding and cognitive development ; a meta –analysis American journal of clinical nutrition.

iii. Lessen R, Kavanagh K. position of the academy ofnutrition and dietetics ; promoting and supportingbreastfeeding . J acad nutr diet 2015;155;444-449. Doi;10.1016/j. jand. 2014.12.014

iv. Savion F, bebetti S, Lignori S A , Sorrent M, CorderoD, Montezemolo L. Advances on human milk hormonesand protection against obesity, Cell . Mol bio. 2013;59; 89-98

e. Infant and young child nutrition ( accessed on 14november 2012 ) .

2. Neville MC; Anatomy and Physiology of lactation.Pediatric clinics of North America. 2001, 48(1):13-34].

3. Ingram J, Taylor H, Churchill C, Pike A, Greenwood R;Metoclopramide or Domperidone for increasingmaternal breast milk output: a randomised controlledtrial, Arch Dis Child Fetal Neonatal Ed [Epub ahead ofprint], 2011.

4. Jones W, Breward S; Use of Domperidone to enhancelactation: What is the evidence?, CommunityPractitioner 2011; 84(6):35-37.


5. Milson S, Breier B, Gallaher BW, Cox VA, Gunn AJ,Gluckman PD et al.; .Growth hormone stimulates

galactopoesis in healthy lactating woman. ActaEndocrinologica.1992; 127(4):337-343.

Gross Motor T ableS.No. Subject s N M SD SED t P1. Organic group Insufficiency 180 70.65 8.41 0.87 0.20 >0.01

of D.Q.2. Inorganic group Insufficiency 180 70.47 8.41

of D.Q.

*************


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H$m`©H´$_mß H$m Am`mOZ hmZm MmohE&3 [Òb ÛmVmß H$m ‡XyofV hmZ g ]Mmd d XyofV [Òb g hmZ

dmbr ]r_mna`mß H$ ‡oV OZ OmJÍ$H$Vm bmZm Mmoh`&4 [Òb ÛmVmß h° S>[ß[ H$ Í$[ _ß [yU© Í$[ g gwaojV h° S>[ß[ VWm

[Òb Qß>H$r, ÒQ> S> [mÒQ> AmoX H$ _m‹`_ g ‡Xmo`V [arojV ObH$m C[`mJ oH$`m OmZm &

gßX^© J´ßW gyMr:-gßX^© J´ßW gyMr:-gßX^© J´ßW gyMr:-gßX^© J´ßW gyMr:-gßX^© J´ßW gyMr:-

1. Andey Er. Subhash, Chandrashekara Dr. K.V. guidanceManul for Drinkig Water quality Monitring andAssesment, 2010, Neeri Nagpur & NICD, Delhi.

2. _hmOZ S>m∞. Y_©dra Edß _hmOZ S>m∞ H$_be, gm_moOH$ AZwgßYmZH$r [¤oV`mß, 2007, oddH$ ‡H$meZ, Odmha ZJa, oXÑr-7

3. oggmoX`m Hw$. oH$aU, AmoXdmgr g_mO _ß gm_moOH$ ‡JoV EH$_wÎ`mßH$Z, AbramO[wa Vhgrb H$ gßX^© _ß, 2000, Xdr AohÎ`modÌd od⁄mb`, BßXm°a &

4. S>odS> S>m∞. AÎH$m, oH$emamdÒWm, oddmh Edß [mnadmnaH$ OrdZ,1196, oedm ‡H$meZ, BßXm°a &

5. EM.H$.H$o[b, AZwgßYmZ odoY`m∞, 2012, 4/230,H$Mhar KmQ>,AmJam &

6. [r.S>r. [mR>H$, oejm _ZmodkmZ, AJ´dmb [o„bH$eZ, AmJam, 27. ogßhb S>m∞. _mhZ, gmßoª`H$r, lr _hmdra ]wH$ oS>[m, [o„beg©,

2603,ZB© gS>H$ oXÑr &

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gmd©OoZH$ jÃ H$ ]¢H$mß H$ odŒmr` df´© 2013-14 _ß Hw$b Am`43402.45 H$amS> Í$[` h° Om odŒmr` df© 2017-18 _ß 50305.69H$amS> Í$[` hwB© h°& oZOr jÃ H$ ]¢H$mß ß H$ odŒmr` df© 2013-14 _ß54606.00 H$amS> Í$[ Am` h° Om odŒmr` df© 2017-18 _ß 72385.52H$amS> Í$[` hwB© h°& odŒm df© 2011-12 _ß 115.647 H$amS> Í$[` odŒmmr`df© 2015-16 _ß 165.795 H$am∂S>> `h ^r XIm J`m h° oH$ gmd©OoZH$]¢H$mßß H$r Am` oZOr jÃ H$ ]¢H$ H$r Am` g H$_ h°& oZOr jÃ H$ ]¢H$mßß H$mHw$b Í$. 329981.20 H$am∂S> h°, Om Am°gVZ 65996.26 H$amS> Í$[` h°O]oH$ gmd©OoZH$ jÃ H$ ]¢H$mßß H$r Hw$b Am` Í$.239091.80 H$am∂S>> h°Om Am°gVZ 47818.36 H$am∂S>> h° & C[`w∫$ J´m\$ g `h gmd©OoZH$ Am°aoZOr XmZm jÃmß H$ Hw$b Am` _ß d•o’ hwB© h°& Am°a gmd©OoZH$ jÃ H$r ]¢H$mßßH$r VwbZm _ß oZOr jÃmß H$r ]¢H$mßß H$r Hw$b Am` _ß d•o’ hwB© h°&]¢H$mß H$m Hw$b ew’ „`mO (XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)

gmaUr _ß `h XIm J`m h° oH$ 2013-14 d 2017-18 H$ ]rMgmd©OmoZH$ jÃ H$ ]¢H$mßß H$r Hw$b ew«> „`mO odŒmr` df© 2013-14 _ß40463.00 H$am∂S> Í$[` g odŒmmr` df© 2017-18 _ß46056.42 H$am∂S>hwB© h°& oZOr jÃ H$ ]¢H$mßß H$m Hw$b e’ „`mO 292839.30 H$am∂S> Í$. h°&Om Am°gVZ 58567.98 H$am∂S>> Í$. h°, dhr gmd©OoZH$ jÃ H$ ]¢H$mß H$mHw$b ew’ „`mO 221706.90 H$am∂S> Í$. h°, Om Am°gVZ 44341.37H$amS> Í$. h° & C[am∫$ J´m\$ g `h XIm J`m h oH$ gmd©OoZH$ Am°a oZOrjÃ XmZmß H$r „`mO Am` oZOr jÃ H$ ]¢H$mß H$r VwbZm _ß gmd©OoZH$ ]¢H$mßßH$r Am` H$_ hmVr h°&]¢H$mß H$m [naMmbZ bm^ (XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)

gmaUr _ß `h XIm J`m h° oH$ 2013-14 g 2017-18 VH$gmd©OoZH$ jÃ H$ ]¢H$mß H$m [naMmbZ bm^ df© 2013-14 _ß 9353.00H$am∂S> Am°a df© 2017-18 _ß 12005.55 H$am∂S> H$ gmW ]T>m h°& Hw$b[naMmbZ bm^ 51064.62 Í$. h° Om Am°gVZ 10212.92 H$am∂S>> Í$. h°oZOr jÃ H$ ]¢H$mß H$ Hw$b [naMmbZ bm^ _ß 2013-14 g 2016-17VH$ bJmVma d•o’ hwB© h°& oOg_ß df© 2017-18 _ß _wZm\$ _ß H$_r Am ahrh°& oZOr jÃ H$ ]¢H$mß H$ Hw$b [naMmbZ bm^ 111406.00 Í$. h° OmAm°gVZ 22281.20 H$amS> Í$. h°& C[am∫$ J´m\$ _ß `h XIm J`m h° oH$


gmd©OmoZH$ Am°a oZOr jÃ XmZmß H$ _wZm\$ _ß d•o’ hwB© h° Am°a oZOr ]¢H$mßßH$r VwbZm _ß gmd©OoZH$ ]¢H$mßß H$ _wZm\$ H$m H$_ H$a ah hß&]¢H$mß H$m Hw$b ew’ bm^ (XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)

VmobH$m _ß `h XIm J`m h° oH$ gmd©OoZH$ jÃ H$ ]¢H$mßß H$m ew’bm^ ]∂T>>m h° H$^r H$_ hwAm h° `m hmoZ ^r hwB© h°& df© 2013-14 g2017-18 VH$ _ß df© 2015-16 _ß 5396.00 H$am∂S> d df© 2017-18_ß 2431.81 H$am∂S>> Í$. _ß ew’ bm^ KQ>m h°& O]oH$ oZOr jÃ H$ ]¢H$mß H$mHw$b ew’ bm^ ^r H$^r H$_ hwAm h° `m ]∂T>>m h°& df© 2014-15 _ß o[N>br]ma H$r VwbZm _ß ew’ bm^ ]T>m h° O]oH$ CgH$ ]mX bJmVma ew’ bm^H$_ hwAm h°& oZOr jÃ H$ ]¢H$mß H$ Hw$b ew’ bm^ 47290.00 Í$. h° OmAm°gVZ 9458.04 H$am∂S> Í$. h° & C[am∫$ J´m\$ g `h XIm J`m h° df© H$Xm°amZ gmd©OoZH$ jÃ H$ ]¢H$mß H$ _wZm\$ _ß CVma-MT>md Am`m h¢&]¢H$mß H$r [nagß[oŒm`mß [a naQ>Z© (XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)

VmobH$m g `h XIm J`m h° oH$ MòZV gmd©OoZH$ jÃ H$ ]¢H$mßß H$r[nagß[oŒmm`mß [a Hw$b 2013-14 g 2017-18 VH$ bJmVma H$_r Amahr h°& O]oH$ MòZV oZOr jÃ H$ ]¢H$m H$r gß[oŒmm [a df© 2014-15 _ß]T>m h° `h ^r XIm J`m h° oH$ MòZV oZOr jÃ H$ ]¢H$mß H$r gßª`mAoYH$ h° C[am∫$ J´m\$ g h XIm J`m h° oH$ gmd©OoZH$ jÃ H$ ]¢H$m H$rnaQ>Z© AdoY H$ Xm°amZ oZaßVa Í$[ g ‡^modV hmV h°&

ey›` [naH$Î[Zm H$m [arjU ÒQy>S>›Q>≤ Q>r [arjU gmd©OoZH$ jÃ H$]¢H$mßß Am°a oZOr jÃ H$ ]¢H$mßß H$ ew’ bm^ H$ ]rM H$mB© gmW©H$ AßVa Zhrh°&

t H$m [naH$obV _mZ = 2.24t H$m gmaUr _mZ 0.05 = 1.86Hence Table Value <Calculated Value = (1.86<2.24) AV:ey›` [naH$Î[Zm oH$ maV _ß gmd©OoZH$ jÃ H$ ]¢H$mßß Am°a oZOrjÃ H$ ]¢H$mßß H$ ew’ bm^ H$ ]rM H$mB© gmW©H$ AßVa Zht> h°& AgÀ` h°,∑`mßoH$ `hm± H$r JUZm H$r dÎ`w, H$ gmaUr`Z _yÎ` g AoYH$ h°&oZÓH$f© -oZÓH$f© -oZÓH$f© -oZÓH$f© -oZÓH$f© -1. g^r gmd©OoZH$ Am°a oZOr XmZmß jÃmß H$r Hw$b Am` Z A‹``Z H$

g^r dfm _ß Hw$b o_bmH$a A¿N>r d•o’ XO© H$r2. XmZmß jÃmß H$ obE ew’ „`mO Am` _ß d•o’ XIr Om ahr h°&3. gmd©OoZH$ jÃ H$ ]¢H$ H$ obE [naMmbZ bm^ H$r _mÃm oZOr jÃ

]¢H$H$r VwbZm _ß ]hwV AoYH$ h°&4. gmd©OoZH$ jÃ H$ ]¢H$mßß Z A‹``Z H$ [hb dfm _ß ew’ bm^ H$r

AoYH$V_ _mÃm XO© H$r Edß ]mX _ß gmd©OoZH$ jÃ H$ ]¢H$mßß H$r VwbZm_ß oZOr jÃ H$ ]¢H$mßß Z bJmVma _wZm\$m H$_m`m h°&

5. [nagß[oŒm`m± [a dm[gr H$ _m_b _ß g^r jÃmß _ß oZOr jÃ H$ obEEH$ oÒWa d•o’ ‡Xoe©V H$r OmVr h°& ∑`mßoH$ Bg AdoY H$ Xm°amZgmd©OoZH$ jÃ _ß oJamdQ> H$m Í$PmZ XO© oH$`m OmVm h°&

gwPmd -gwPmd -gwPmd -gwPmd -gwPmd -1. gmd©OoZH$ jÃ H$ ]¢H$mßß H$m Ï`mdgmo`H$Vm [na—Ì` Am°a ]hVa

J´mhH$ gdm H$m bmJy H$aH$ CZH$r C[`moJVm ]∂T>mZr MmohE&2. ew’ bm^ Am°a BgH$r odH$mg Xa H$m gmd©OoZH$ jÃ H$r Hß$[oZ`m±

¤mam Jß^raVm g g_rjm H$r OmZr MmohE&3. [naMmbZ IMm© H$m bmJV oZ`ßÃU C[m`mß H$m bmJy H$aZ H$ obE

H$_ oH$`m OmZm MmohE&4. gmd©OoZH$ ]¢H$mßß ¤mam [nagß[oŒm`m| H$m ‡^mdr Tß>J g C[`mJ oH$`m

OmZm MmohE&5. J´m_rU jÃmß H$m ^r gßVwobV jÃr` odH$mg H$ Í$[ _ß oZOr jÃ H$

]¢H$mß ¤mam gdm ‡XmZ H$aZ H$r OÍ$aV h°&gßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñ1. Donald R Cooper and Pamela S Schinder (2009)

Busineees Research Methods” New Delhi, Tata MCgraw Hill Education Private Ltd.

2. Kothari C.R. (2004) Research Methodology, New DelhiNew Age Internation Publication

3. Mohan S And Elangovan R. (2011) ResearchMethodology in Commerce , New Delhi Deep and DeepPublication Pvt.Ltd

4. Shekhar K C and Lekshmy Shekhar (2010) BankingTheory and Practice Noida Vilas Publication House Pvt.Ltd

5. Reserve Bank of India and Indian Banks AssociationReport for the concerned period

6. Anand K (2015) Financial Performance of public sectorbanks and private sector banks in india ResearchExplore Vol IV,Issue II July December 2015

7. D.K.Malhotra El as (2011) Evaluation the performanceof commercial banks in india in Asia Pacific Journal offinance and Banking research Vol 5 No 5 2011

8. Visisha Shah (2015) An analysis on the performanceof private and public sector banks india In internationaljournal for technological research in engineeringvolume 3, issue 4 December 2015

9. `mOZm [oÃH$m - ^maV gaH$ma &10. ZB© XwoZ`m, X°oZH$ ^mÒH$a - ^m[mb, B›Xm°a &11. BH$mZm∞o_∑g Q>mB©Âg - _wÂ]B© &12. ]¢H$mß d ^maVr` naOd© ]¢H$ H$r dmofH$ na[mQ©> &


]¢H$mß H$r Hw$b Am`df© gmd©OoZH$ jÃ H$ ]¢H$ oZOr jÃ H$ ]¢H$

(]¢H$ Am∞\$ ]∂S>m¢Xm ) ( AmB©.gr.AmB©.gr.AmB©. ]¢H$ )2013-14 43402.45 54606.002014-15 47365.55 61267.002015-16 49060.14 68062.002016-17 48957.99 73660.762017-18 50305.69 72385.52Hw$b 239091.80 329981.30_‹` 47818.36 65996.26ÛmV: ]¢H$mß d ^maVr` naOd© ]¢H$ H$r dmofH$ na[mQ©>

]¢H$mß H$m Hw$b ew’> „`mOdf© gmd©OoZH$ jÃ H$ ]¢H$ oZOr jÃ H$ ]¢H$

(]¢H$ Am∞\$ ]∂S>m¢Xm ) (AmB©.gr.AmB©.gr.AmB©. ]¢H$)2013-14 40463.00 49479.252014-15 44915.00 54964.002015-16 45799.00 59293.732016-17 44473.45 66939.982017-18 46056.42 62162.35Hw$b 221706.90 292839.30_‹` 44341.37 58567.98ÛmV- ]¢H$mß d ^maVr` naOd© ]¢H$ H$r dmofH$ na[mQ©> &


]¢H$mß H$m [naMmbZ bm^]¢H$ gmd©OoZH$ jÃ H$ ]¢H$ oZOr jÃ H$ ]¢H$(]¢H$ Am∞\$ ]∂S>m¢Xm ) ( AmB©.gr.AmB©.gr.AmB©. ]¢H$ )

2013-14 9353.00 16595.002014-15 9915.00 19720.002015-16 8816.00 23863.002016-17 10975.07 26487.002017-18 12005.55 24741.00Hw$b 51064.62 111406.00_‹` 10212.92 22281.20ÛmV - ]¢H$mß d ^maVr` naOd© ]¢H$ H$r dmofH$ na[mQ©> &


]¢H$mß H$m Hw$b ew’ bm^]¢H$ gmd©OoZH$ jÃ H$ ]¢H$ oZOr jÃ H$ ]¢H$(]¢H$ Am∞\$ ]∂S>m¢Xm ) ( AmB©.gr.AmB©.gr.AmB©. ]¢H$ )

2013-14 4541.00 9810.002014-15 3398.00 11175.002015-16 5396.00 9726.002016-17 1383.14 9801.802017-18 2431.81 6777.42Hw$b 1494.33 47290.00_‹`ÛmV - ]¢H$mß d ^maVr` naOd© ]¢H$ H$r dmofH$ na[mQ©> &

]¢H$mß H$r [nagß[oŒm`mß [a naQ>Z©]¢H$ gmd©OoZH$ jÃ H$ ]¢H$ oZOr jÃ H$ ]¢H$(]¢H$ Am∞\$ ]∂S>m¢Xm ) ( AmB©.gr.AmB©.gr.AmB©. ]¢H$ )

2013-14 0.68 1.782014-15 0.47 1.862015-16 0.80 1.342016-17 0.19 1.262017-18 0.33 0.77Hw$b 0.21 7.01_‹` 0.042 1.40ÛmV - ]¢H$mß d ^maVr` naOd© ]¢H$ H$r dmofH$ na[mQ©> &

*************


odkm[Z H$ _m‹`_ g gm°›X © ‡gmYZmß H$m odH$`

S>m∞. oX[mbr gwamZm *

‡ÒVmdZm - ‡ÒVmdZm - ‡ÒVmdZm - ‡ÒVmdZm - ‡ÒVmdZm - AmO H$ `wJ _ß gm°›X`© H$m ]hwV _hÀd hm J`m h°& g^r H$r_ßem hmVr h° H$r Iy]gyaV oXI Bgr _ßem H$m ‹`mZ _ß aIV hwE ]mOma _ßH$Â[Zr`mß Z A[Z ‡mS>∑Q> oZH$mb h°& CgH$ odH´$` H$m _m‹`_ odkm[Z h°VWm odkm[Z _ß ]VmE JE ‡mS>∑Q> H$m odH´$` AoYH$ hmVm h°& ‡ÒVwVA‹``Z H$m AmYma g_ßH$ h°& B›Xm°a H$ Ï`ÒV_ BbmH$m [oÌM_r jÃ _ßgm°›X`© ‡gmYZmß H$m C[`mJ H$aZ dmb ]hwV g C[^m∫$m h°& AV: CZg^r g gÂ[H©$ ÒWmo[V H$a odkm[Zmß H$m CZ [a ‡^md kmV H$aZm EH$H$oR>Z H$m`© h°& AV: h_Z Xd oZXe©Z H$ _m‹`_ g g_J´ H$m g_woMV‡oVoZoYÀd H$aZ dmbr 50 BH$mB©`mß H$m M`Z H$a MòZV B©H$mB©`mß ghÒVmja AZwgyMr H$r [yoV© H$admH$a g_ßH$mß H$m EH$oÃV oH$`m h° d CgH$gmjmÀH$ma H$ _m‹`_ g AmdÌ`H$ gyMZmEß ‡m· H$r h°&

‡m· gyMZmAmß Edß g_ßH$mß H$m gab d ]mYJÂ` ]ZmZ hVw CZH$mdJr©H$aU d gmaUr`Z oH$`m J`m h°& oZÓH$fm~ H$r ‡mo· H$ obE gmßoª`H$rH$r ‡MobV odoY`mß g ‡m· gyMZmAmß d g_ßH$mß H$m odõfU oH$`m J`m h°&

h_ma ¤mam oH$E A‹``Z _ß gm°›X`© ‡gmYZ H$ odkm[Zmß H$r‡^mderbVm Bg ‡H$ma h°-gdojV C[^m∫$mAm ß H$m gm_m›` [naM` - gdojV C[^m∫$mAm ß H$m gm_m›` [naM` - gdojV C[^m∫$mAm ß H$m gm_m›` [naM` - gdojV C[^m∫$mAm ß H$m gm_m›` [naM` - gdojV C[^m∫$mAm ß H$m gm_m›` [naM` - gm_m›` [naM` _ß C_´ H$mCÑI ^r ‡ÒVwV emY H$r ‡ÌZmdbr _ß C[^m∫$mAmß g H$adm`m J`m Wm∑`m ß oH$ Ïò∫$ [a C_´ H$m H$m\$r ‡^md [∂S>Vm h°& CgH$rH$m ©j_Vm,goH´$`Vm,oMßVZ,_ZZ Edß oZU© C_´ g ‡^modV hmVr h°& oZÂZVmobH$m Bg gdjU _ß gdojV oH$E JE C[^m∫$mAmß H$r Am`w gßaMZmH$m ‡H$Q> H$aVr h°-

VmobH$m H´$_mßH$ 1Am`w gßaMZm

H´$_mßH$ oddaU gßª`m ‡oVÌmV1. 20 df© g H$_ 12 242. 20 g 30 df© H$ ]rM 18 363. 30 g 40 df© H$ ]rM 10 204. 40 g 50 df© H$ ]rM 8 165. 50 g 60 df© H$ ]rM 2 4

`mJ 50 100C[am∫$ VmobH$m g Ò[ÓQ> h° oH$ Bg gdjU H$ AZwgma gm°›X`©

‡gmYZ H$m gdm©oYH$ ‡`mJ H$aZ dmbm wdm dJ© (24%+36%+60%)h°, ef 40% _ß g 20% bmJ 30 g 40 df© H$ _‹` Am`w dmb h°& d ef20% bmJmß _ß g 40 g 50 df© H$ _‹` Am`w dmb 16% d 4% bmJ50 df© g AoYH$ Am`w dmb bmJ gm°›X`© ‡gmYZ H$m ‡`mJ H$aV h°&

* ghm`H$ ‡m‹`m[H$, aoS>`ßQ> BßÒQ>rQ>ÁyQ> Am∞\$ _ZO_ßQ, B›Xm°a(_.‡.) ‰mmaV

gm°›X`© ‡gmYZ H$ C[^m∫$m gdm©oYH$ wdm dJ© H$ hmZ H$ H$maU hroZ_m©Vm `m CÀ[mXH$ A[Z odkm[Z B›hr H$ AZwÍ$[ V°`ma H$aV h°&C[^m∫$m H$m e°joUH$ ÒVa -C[^m∫$m H$m e°joUH$ ÒVa -C[^m∫$m H$m e°joUH$ ÒVa -C[^m∫$m H$m e°joUH$ ÒVa -C[^m∫$m H$m e°joUH$ ÒVa - oH$gr ^r Ïò∫$ H$m H$m_ H$aZ H$m Tß>J]hwV Hw$N> CgH$ e°joUH$ ÒVa [a oZ^©a H$aVm h°& òX Ïò∫$ oeojV h°Vm dh A[Zm ‡À`H$ H$m`© ^br^mßoV gmM-odMma H$a H$aJm& Bgr ‡H$maòX C[^m∫$m oeojV h°, Vm dh odkm[Z H$ gßXe H$m A¿N>r Vah g_PH$a,CgH$r dmÒVodH$Vm H$m [aIJm, oH$ ∑`m odkm[Z _ß Xem© r J`r odefVmEßCÀ[mX _ß h°& BgH$ ]mX hr dh Cg dÒVw H$m C[`mJ ‡mßa^ H$aJm& O]oH$Xygar Am°a EH$ o]Zm [∂T>m obIm C[^m∫$m odkm[Z H$r odefVmAmß H$rVwbZm A[Z ¤mam ‡`mJ oH$` Om ah gm°›X`© ‡gmYZmß g Zht H$aJm&

Bg gdjU _ß h_Z gm°›X`© ‡gmYZ H$m C[`mJ H$aZ dmbC[^m∫$mAmß H$ e°joUH$ ÒVa H$m ^r [Vm bJmZ H$m ‡`mg oH$`m Om oH$Bg ‡H$ma [m`m J`m -

VmobH$m H´$_mßH$ 2C[^m∫$mAmß e°joUH$ ÒVa

H´$_mßH$ oddaU gßª`m ‡oVeV1. hmB© ÒHy$b g H$_ 12 242. hmB© ÒHy$b 16 323. ÒZmVH$ 12 244. ÒZmVH$mŒma 10 20

`mJ 50 100C[am∫$ VmobH$m g Ò[ÓQ> h° oH$ B›Xm°a H$ [oÌM_r jÃ _ß gdm©oYH$

32% C[^m∫$m hmB©ÒHy$b [mg 24% hmB© ÒHy$b g H$_ d ÒZmVH$ h°& O]oH$ÒZmVH$ma `mΩ`Vm aIZ dmb 20% h°&C[^m∫$m H$ Am` ÒVa - C[^m∫$m H$ Am` ÒVa - C[^m∫$m H$ Am` ÒVa - C[^m∫$m H$ Am` ÒVa - C[^m∫$m H$ Am` ÒVa - h_Z A[Z gdjU ¤mam B›Xm°a H$ [oÌM_rjÃ H$ C[^m∫$mAmß H$ Am` ÒVa H$m ^r OmZZ H$m ‡`mg oH$`m OmAJ´mZwgma h°-

VmobH$m H´$_mßH$ 3 -C[^m∫$m H$m Am` ÒVa

H´$_mßH$ oddaU gßª`m ‡oVeV1. Hw$N> Zht (AmolV) 15 302. 1001 g H$_ 10 203. 1000 g 5000 H$ ]rM 12 244. 5000 g 10000 H$ ]rM 8 165. 10000 `m Cgg AoYH$ 5 10

`mJ 50 100


C[am∫$ VmobH$m g Ò[ÓQ> h° oH$ gdm©oYH$ 30% gm°›X`© ‡gmYZ H$C[^m∫$m [nadma [a AmolV h° VWm 25% C[^m∫$m H$r Am` 1000 g5000 H$ ]rM H$ h°& O]oH$ 5000 m Cgg AoYH$ C[^m∫$m 10% hr h°&C[^m∫$m H$m Ï`dgm` `m [em

h_Z A[Z gdjU g `h ^r [Vm bJm`m h° oH$ Ï`dgm` `m [eH$r —oÓQ> g gm°›X`© ‡gmYZ H$ C[^m∫$m oH$g ‡H$ma H$ h°,gdjU g ‡m·OmZH$mar Bg ‡H$ma h°-

VmobH$m H´$_mßH$ 4C[^m∫$m H$m Ï`dgm` `m [em

H´$_mßH$ oddaU gßª`m ‡oVeV1. od⁄mWr© 15 302. gaH$mar gdH$ 10 203. J°a gaH$mar gdH$ 13 264. Ï`m[mar Edß Ï`dgm`r 9 185. J•hUr 3 6

`mJ 50 100C[am∫$ VmobH$m g B›Xm°a H$ [oÌM_r jÃ H$ß gdjU H$ AZwgma

30% C[^m∫$m od⁄mWr© h°& O]oH$ 26% J°a gaH$mar gdH$ Edß 6% J•hUrh°& AV: Ò[ÓQ> h° oH$ Ïò∫$ H$ Ï`dgm` `m [e H$m gm°›X`© ‡gmYZ H$C[`mJ [a ^r ‡^md [∂S>Vm h°&gm°›X`© ‡gmYZ H$m C[`mJ H$aZ H$ H$maU -gm°›X`© ‡gmYZ H$m C[`mJ H$aZ H$ H$maU -gm°›X`© ‡gmYZ H$m C[`mJ H$aZ H$ H$maU -gm°›X`© ‡gmYZ H$m C[`mJ H$aZ H$ H$maU -gm°›X`© ‡gmYZ H$m C[`mJ H$aZ H$ H$maU - gm°›X`© ‡gmYZ H$C[^m∫$m H$B© H$maUmß g BgH$m C[`mJ H$aV h°& Hw$N> Bg_ß C]Q>Z AmoX gH$_ g_` bJZ d Hw$N> BgH$ AmgmZr g C[b„Y hmZ, Vm Hw$N> BgH$mC[`mJ eara H$r g\$mB© d XI^mb H$m AoYH$ d°kmoZH$ Tß>J hmZ H$H$maU H$aV h°& Hw$N> C[^m∫$m Eg ^r hmV h°, Om oH$ odkm[Zmß g ‡^modVhmH$a BgH$m C[`mJ H$aV h°& Bg gÂ]›Y _ß Bg gdjU _ß C[^m∫$m H$roÒWoV Bg VmobH$m g Ò[ÓQ> h°-

VmobH$m H´$_mßH$ 5gm°›X`© ‡gmYZ H$m C[`mJ H$aZ H$ H$maU

H´$. oddaU gßª`m ‡oVeV1. AmgmZr g C[b„Y hmZ H$ H$maU 7 142. eara XI^mb H$m AoYH$ d°kmoZH$ 20 50

Tß>J hmZ H$ H$maU3. o_≈r,ÒZmZ,C]Q>Z,]gZ g lÓQ> hmZ H$maU 3 64. g_` H$r ]MV H$ H$maU 8 165. odkm[Zmß g ‡^modV hmH$a 6 126. [nadmnaH$ ‡oVÓR>m H$m gyMH$ hmZ H$ H$maU 1 2

`mJ 50 100C[am∫$ VmobH$m g Ò[ÓQ> h° oH$ gdm©oYH$ 50% C[^m∫$m gm°›X`©

‡gmYZmß H$m ‡`mJ eara H$r g\$mB© Edß XI^mb H$m AoYH$ d°kmoZH$Tß>J hmZ H$maU H$aV h°& O]oH$ 12% C[^m∫$m g_` H$r ]MV H$ H$maUC[`mJ H$aV h°& H$db 2% C[^m∫$m [mnadmnaH$ ‡oVÓR> H$m gyMH$ hmZg ‡gmYZmß H$m ‡`mJ H$aV h°& C[am∫$ VmobH$m g Ò[ÓQ> h° oH$ odkm[Zmßg ‡^modV hmH$a hr C[^m∫$m BZ ‡gmYZmß H$m ‡`mJ Zht H$aV h°&gm°›X`© ‡gmYZmß H$ ‡`mJ g [wd© C[`mJ - gm°›X`© ‡gmYZmß H$ ‡`mJ g [wd© C[`mJ - gm°›X`© ‡gmYZmß H$ ‡`mJ g [wd© C[`mJ - gm°›X`© ‡gmYZmß H$ ‡`mJ g [wd© C[`mJ - gm°›X`© ‡gmYZmß H$ ‡`mJ g [wd© C[`mJ - gm°›X`© ‡gmYZmß H$C[^m∫$mAmß _ß g H$B© C[^m∫$m Eg ^r h°, Om oH$ gm°›X`© ‡gmYZmß H$m‡`mJ _ß bmZ g [yd© ‡mH•$oVXŒm dÒVwAmß H$m ‡`mJ H$aV h°& BZH$r OmZH$mar

Bg VmobH$m g Ò[ÓQ> h°-VmobH$m H´$_mßH$ 6

gm°›X`© ‡gmYZmß H$ ‡`mJ g [yd© C[`mJH´$_mßH$ oddaU gßª`m ‡oVeV1. AmQ> H$m MmH$a 2 42. ]gZ H$m C]Q>Z 5 103. XyY `m _mdm 3 64. ewÍ$ g hr ‡gmYZ H$m ‡`mJ 40 80

`mJ 50 100gdjU VmobH$m g Ò[ÓQ> h° oH$ 80% C[^m∫$m ewÍ$ g gm°›X`©

‡gmYZmß H$m ‡`mJ H$aV h°& ∑`mßoH$ Bg 80% _ß AoYH$mßeV`m od⁄mWr©dJ© AmVm h°& Hw$N> C[^m∫$m hr ‡mH•$oVXŒm [XmWm H$m ‡`mJ H$aZ H$[mÌMmÀ` hr gm°›X`© ‡gmYZmß H$m ‡`mJ H$aV h°& AV: BZH$ AoYH$mße‡`mJ [a odkm[Zmß H$m Ï`m[H$ ‡^md h°&gm°›X`© ‡gmYZm ß H$ ‡`mJ H$ [ÌMmV≤ ^r oH$gr A›` dÒVw H$mgm°›X`© ‡gmYZm ß H$ ‡`mJ H$ [ÌMmV≤ ^r oH$gr A›` dÒVw H$mgm°›X`© ‡gmYZm ß H$ ‡`mJ H$ [ÌMmV≤ ^r oH$gr A›` dÒVw H$mgm°›X`© ‡gmYZm ß H$ ‡`mJ H$ [ÌMmV≤ ^r oH$gr A›` dÒVw H$mgm°›X`© ‡gmYZm ß H$ ‡`mJ H$ [ÌMmV≤ ^r oH$gr A›` dÒVw H$m‡`mJ- ‡`mJ- ‡`mJ- ‡`mJ- ‡`mJ- h_Z `h ^r OmZZ H$m ‡`mg oH$`m oH$ ∑`m AmO ^r C[^m∫$mgm°›X`© ‡gmYZmß H$m ‡`mJ H$aZ H$ ]mX ^r oH$gr A›` dÒVw H$m ‡`mJH$aVm h°& AWdm Zhr ?

VmobH$m H´$_mßH$ 7gm°›X`© ‡gmYZmß H$ ‡`mJ H$

[ÌMmÀ` ^r oH$gr A›` MrO H$m ‡`mJH´$_mßH$ oddaU gßª`m ‡oVeV1. hm± 4 82. Zhr 46 92

`mJ 50 100Bg VmobH$m g Ò[ÓQ> h° oH$ H$db 8% C[^m∫$m Eg h° Om ‡gmYZmß

H$ ‡`mJ H$ [yd© m [ÌMmV≤ r oH$gr A›` dÒVw H$m ‡`mJ H$aV h°& O]oH$92% C[^m∫$m H$db ‡gmYZmß H$m hr ‡`mJ _ß bmV h°&[nadma H$ g^r gXÒ`mß ¤mam gm°›X`© ‡gmYZmß H$m ‡`mJ H$aZm -[nadma H$ g^r gXÒ`mß ¤mam gm°›X`© ‡gmYZmß H$m ‡`mJ H$aZm -[nadma H$ g^r gXÒ`mß ¤mam gm°›X`© ‡gmYZmß H$m ‡`mJ H$aZm -[nadma H$ g^r gXÒ`mß ¤mam gm°›X`© ‡gmYZmß H$m ‡`mJ H$aZm -[nadma H$ g^r gXÒ`mß ¤mam gm°›X`© ‡gmYZmß H$m ‡`mJ H$aZm -gm°›X`© ‡gmYZmß H$m ‡`mJ H$aZ dmb C[^m∫$mAmß _ß Hw$N> C[^m∫$mAmßH$ [nadma H$ g^r gXÒ` gm°›X`© ‡gmYZmß H$m ‡`mJ H$aV h°, O]oH$Hw$N> A›` gmYZ O°g C]Q>Z/o_≈r AmoX H$m C[`mJ H$aV h°-

VmobH$m H´$_mßH$ 8[nadma H$ g^r gXÒ`mß ¤mamgm°›X`© ‡gmYZmß H$ ‡`mJ H$

H´$_mßH$ oddaU gßª`m ‡oVeV1. hm± 30 602. Zhr 20 40

`mJ 50 100Bg VmobH$m g Ò[ÓQ> h° oH$ gm°›X © ‡gmYZmß H$m ‡`mJ 60% [nadma

H$ gXÒ` H$aV h° VWm 40% bmJ gm°›X`© ‡gmYZmß H$m ‡`mJ Zht H$aVh°&gm°›X`© ‡gmYZmß H$ ‡MobV ]´m S> -gm°›X`© ‡gmYZmß H$ ‡MobV ]´m S> -gm°›X`© ‡gmYZmß H$ ‡MobV ]´m S> -gm°›X`© ‡gmYZmß H$ ‡MobV ]´m S> -gm°›X`© ‡gmYZmß H$ ‡MobV ]´m S> - oOg ‡H$ma g^r Ïò∫$ H$m Òd^mdEH$ gm Zht hmVm R>rH$ Cgr ‡H$ma `h EH$ _mZZr` ‡d•oV h° oH$ ‡À`H$Ïò∫$ H$r [g›X ^r AbJ-AbJ hmVr h°& BgrobE gm°›X`© ‡gmYZ]ZmZ dmbr H$Â[oZ`mß ¤mam A[Z-A[Z CÀ[mX _ß AbJ-AbJ odefVmH$m odkm[Z H$r ghm`Vm g C[^m∫$mAmß H$m OmZH$mar Xr OmVr h°& oZ_m©Vm


`m CÀ[mXH$ H$m ‡`mg `hr ahVm h° oH$ d A[Z CÀ[mX _ß ZB©-ZB© dAbJ-AbJ odefVmEß Edß oOgg C[^m∫$m H$r Í$oM _ß [nadV©Z gß^dhm gH$&

VmobH$m H´$_mßH$ 9gm°›X`© ‡gmYZmß H$ ‡`mJ H$

H´$_mßH$ oddaU gßª`m ‡oVeV1. b∑_ 20 402. [m S>≤g 10 203. A`ya 3 64. adbm∞Z 1 25. „Î`y hdZ 5 106. oQ>flg E S> Q>mg 4 87. AÂ]a - -8. _m∞B© \$`a bS>j 2 49. EobQ - -10. ÌmhZm∞O hwg°Z (h]©b) 5 10

`mJ 50 100C[am∫$ VmobH$m g Ò[ÓQ> h° oH$ 40% C[^m∫$m gdm©oYH$ ‡MobV

]´m S> b∑_ß H$m C[`mJ H$aV h°& BgH$ ]mX H´$_e: [m S>≤g, „Î`y hdZ,ehZmO hwg°Z AmoX ‡MobV ]m∞ S>≤g H$m C[`mJ H$aV h°& AÂ]a, EobQ> H$C[^m∫$m o]bHw$b Zht h°&[nadma H$ g^r gXÒ`mß ¤mam EH$ hr H$Â[Zr H$ gm°›X`© ‡gmYZ H$m[nadma H$ g^r gXÒ`mß ¤mam EH$ hr H$Â[Zr H$ gm°›X`© ‡gmYZ H$m[nadma H$ g^r gXÒ`mß ¤mam EH$ hr H$Â[Zr H$ gm°›X`© ‡gmYZ H$m[nadma H$ g^r gXÒ`mß ¤mam EH$ hr H$Â[Zr H$ gm°›X`© ‡gmYZ H$m[nadma H$ g^r gXÒ`mß ¤mam EH$ hr H$Â[Zr H$ gm°›X`© ‡gmYZ H$m‡`mJ H$aZm - ‡`mJ H$aZm - ‡`mJ H$aZm - ‡`mJ H$aZm - ‡`mJ H$aZm - dV©_mZ _ß AoYH$mße C[^m∫$mAmß H$ [nadma H$ g^rgXÒ` EH$ hr H$Â[Zr H$ gm°›X`© ‡gmYZmß H$m ‡`mJ H$aV h° `m Zht `hoZÂZ VmobH$m g Ò[ÓQ> h°-

VmobH$m H´$_mßH$ 10[nadma H$ g^r gXÒ`mß ¤mam EH$ hr H$Â[Zr H$

gm°›X`© ‡gmYZmß H$m ‡`mJ H$aZmH´$_mßH$ oddaU gßª`m ‡oVeV1. H$aV h° 27 542. Zht H$aV h° 23 46

`mJ 50 100C[am∫$ VmobH$m g Ò[ÓQ> h° oH$ 54% gm°›X`© ‡gmYZmß H$ C[^m∫$m

[nadma EH$ hr H$Â[Zr H$ CÀ[mX H$m ‡`mJ H$aV h° VWm 46% [nadma _ßg^r gXÒ` AbJ-AbJ H$Â[Zr H$ CÀ[mXmß H$m C[`mJ _ß bmV h°&gm_m›`V: b∑_ß H$m ‡`mJ AoYH$ oH$`m OmVm h°&h_em EH$ hr H$Â[Zr H$ gm°›X`© ‡gmYZ H$m C[`mJ - h_em EH$ hr H$Â[Zr H$ gm°›X`© ‡gmYZ H$m C[`mJ - h_em EH$ hr H$Â[Zr H$ gm°›X`© ‡gmYZ H$m C[`mJ - h_em EH$ hr H$Â[Zr H$ gm°›X`© ‡gmYZ H$m C[`mJ - h_em EH$ hr H$Â[Zr H$ gm°›X`© ‡gmYZ H$m C[`mJ - dV©_mZ‡oVÒ[Ym©À_H$ wJ _ß gm°›X © ‡gmYZ ]ZmZ dmbr AZH$ H$Â[oZ`m± ]mOma_ß h° Am°a d g^r AbJ-AbJ ]m S> H$ ‡gmYZ A[Zr-A[Zr odefVmAmßH$ gmW ‡ÒVwV H$aVr h°& h ‡ÒVwVrH$aU odkm[Z H$ _m‹`_ g hmVm h°& dMmhV h° oH$ AoYH$ g AoYH$ C[^m∫$m CZH$ hr ]´m S> H$m ‡`mJ H$aß BghVw d A[Z CÀ[mX H$r Z H$db JwUdŒmm AmH$ma _ß [nadV©Z H$aV h° ]oÎH$bmJV r VwbZmÀ_H$ Í$[ g H$_ H$aZ H$r H$moee H$aV h° d Bg [nadV©ZH$r gyMZm odkm[Zmß H$ _m‹`_ g Xr OmVr h°& Eg _ß H$B© C[^m∫$m A›`CÀ[mXmß H$r odefVmAmß g ‡^modV hmH$a dV©_mZ ‡`w∫$ CÀ[mX H$r OJhCgH$m ‡`mJ H$aZ bJV h°& h_Z A[Z gdjU _ß `h ^r OmZZ H$m‡`mg oH$`m h° oH$ C[^m∫$m gX°d EH$ hr H$Â[Zr H$ gm°›X`© ‡gmYZ H$m‡`mJ H$aV h° AWdm Cg ]XbV ahV h°&

VmobH$m H´$_mßH$ 11h_em EH$ hr H$Â[Zr H$ gm°›X`© ‡gmYZ H$m ‡`mJ

H´$_mßH$ oddaU gßª`m ‡oVeV1. H$aV h° 24 482. ]XbV ahV h° 26 52

`mJ 50 100C[am∫$ VmobH$m g Ò[ÓQ> h° oH$ 52% C[^m∫$m gm°›X`© ‡gmYZ H$

CÀ[mXH$ H$m ]XbV ahV h°& O]oH$ 48% C[^m∫$m h_em EH$ hr H$Â[ZrH$ CÀ[mXmß H$m ‡`mJ _ß bmV h°&CÀ[mX ]XbZ H$ H$maU - CÀ[mX ]XbZ H$ H$maU - CÀ[mX ]XbZ H$ H$maU - CÀ[mX ]XbZ H$ H$maU - CÀ[mX ]XbZ H$ H$maU - D$[a H$r VmobH$m g Ò[ÓQ> h° oH$ 52%C[^m∫$m CÀ[mXmß H$m ‡`mJ ]Xb- ]Xb H$a H$aV h°& h_ A[Z gdjUmß_ß `h ^r [Vm bJmZ H$m ‡`mg oH$`m oH$ ` gm°›X`© ‡gmYZ H$m ∑`mß]XbV h°&oZÓH$f© -oZÓH$f© -oZÓH$f© -oZÓH$f© -oZÓH$f© - h_ `h oZÓH$f© oZH$mb gH$V h°, gm°›X`© ‡gmYZ H$ C[`mJH$m ]∂∂T>mZ _ß odkm[Z H$r _hÀd[yU© ^yo_H$m hmVr h° VWm g^r ]´mßS> A[ZCÀ[mXZ H$m odH´$` H$ obE odkm[Z H$m ghmam bVr h°&gßX^© J´ßW gyMr ï-gßX^© J´ßW gyMr ï-gßX^© J´ßW gyMr ï-gßX^© J´ßW gyMr ï-gßX^© J´ßW gyMr ï-1. Ï`o∫$JV emY$ H$ AmYma [a &

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^maV _ß E_-H$m∞_g© H$r dV©_mZ oÒWoV Edß ôdÓ`

S>m∞. AmbmH$ Hw$_ma `mXd *

‡ÒVmdZm - ‡ÒVmdZm - ‡ÒVmdZm - ‡ÒVmdZm - ‡ÒVmdZm - _m]mBb H$m∞_g© H$m Am_Vm°a [a "E_-H$m∞_g©' H$hm OmVm h°,oOg_ß C[`mJH$Vm© oH$gr ^r ‡H$ma H$m bZ-XZ, _mb H$r IarX Am°ao]H´$r gohV, oH$gr ^r gdm H$r OmZH$mar hmogb H$aZ g bH$a CgH$mÒdmo_Àd m AoYH$ma hÒVm›VaU Am°a VÀ[ÌMmV _m°o–H$ bZXZ Edß È[`mßH$m AßVaU _m]mBb h¢S>gQ> [a dmàbg BßQ>aZQ> H$ ¤mam H$a gH$Vm h°&dmoU¡` H$r AJbr [r∂T>r em`X _m]mBb H$m∞_g© m E_-H$m∞_g© hm& BgH$rÏ`m[H$ gß modV [hw±M H$m XIV hwE ‡_wI _m]mBb h¢S>gQ> oZ_m©U Hß$[oZ`mß2WAP(dmàbg EoflbH$eZ ‡mQ>mH$m∞b) ¤mam Ò_mQ©>∂\$mZ H$m gj_ H$aahr h° Am°a Om AoYH$V_ dmàbg BßQ>aZQ> ‡XmZ H$aVm h°, oOgg d]gwodYmEß ¤mam d°ò∫$H$, AmoYH$mnaH$ Am°a dmoU¡` AmdÌ`H$VmAmß H$r[yoV© H$aZ H$ obE AmdÌ`H$ hm Om ]mX _ß E_-H$m∞_g© H$ obE ]hwV bm^‡XhmJm&

E_-H$m∞_g© H$m EH$ dmàbg BßQ>aZQ>-gj_ oS>dmBg H$ _m‹`_ gH$ht ^r gm_mZ IarXZ H$r j_Vm H$ Í$[ _ß [na^mofV oH$`m Om gH$Vmh°& Bg Bg ‡H$ma ^r [na^mofV oH$`m Om gH$Vm h°:l "_m]mBb ¤mam B©-H$m∞_g© ‡XmZ H$aZm&'l _m]mBb ‡m°⁄moJH$r H$m C[`mJ H$a dÒVwAmß Edß gdmAmß H$r

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gH$Vm h° oH$ B©-H$m∞_g© H$r AJbr [r∂T>r dmàbg h° oOg_ß Vma Am°aflbJ-BZ oS>dmBg H$mB© AmdÌ`H$Vm Zht h°

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EßS> H$Â`woZH$eZ BßOroZ`qaJ dmÎ`y_ 5 Bew 42. http://www.regalix.com/insights/m-commerce-trends-

in-india-20163. https://yourstory.com/mystory/m-commerce-in-2019-

trends-to-keep-up-with-and-bene-wbx3hb51254. https://timesofindia.indiatimes.com/business/india-

business/india-is-fastest-growing-e-commerce-market-report/articleshow/66857926.cms

5. https://www.statista.com/statistics/274658/forecast-of-mobile-phone-users-in-india/

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‡oejUmoW©`mß H$m Xr JB© gdmAmß Edß ‡oejU H$m A‹``Z H$aZm&gmohÀ` H$m [wZamdbmH$Z-gmohÀ` H$m [wZamdbmH$Z-gmohÀ` H$m [wZamdbmH$Z-gmohÀ` H$m [wZamdbmH$Z-gmohÀ` H$m [wZamdbmH$Z-1. Enterpreneurship Development in India. Role ofEconomic Growth, Foreign Investment and FinancialDevelopment - Amit. Research Scholar, IIFM, Bhopal Aug- 2014 `h emY [Ã ^maV _ß C⁄o_Vm odH$mg [a AmYmnaV h°& Bg emY[Ã _ß ]Vm`m J`m h° oH$ ^maV H$ AmoW©H$ odH$mg H$r Mm]r ÒdamOJma h°&ÒdamOJma H$ _m‹`_ g h_ A[Z jÃr` ‡mH•$oVH$ Edß _mZdr` gßgmYZmßH$m C[`mJ H$a A[Z Jm±dmß H$m odH$ogV H$a gH$V h¢& Bg emY [Ã H$¤mam odŒmr` odH$mg, AmoW©H$ odH$mg Am°a odXer oZde [a C⁄o_VmodH$mg H$ ‡^md H$m ]Vm`m J`m h°&2. A study on Entrepreneurship Development process inindia - Ms Indira Kumari, Research, Dibrugarh University

emY gmamße - emY gmamße - emY gmamße - emY gmamße - emY gmamße - ‡ÒVwV emY [Ã _ß C⁄o_Vm odH$mg _ß Am°⁄moJH$ ‡oejU gßÒWmZ Edß C⁄o_Vm odH$mg H$›– H$r ^yo_H$m H$m A‹``Z (C¡O°Zgß^mJ H$ g›X^© _ß) [a odMma oH$`m J`m h°& ^maV H$r AW©Ï`dÒWm VOr g ]∂T> ahr h°, odH$mg H$ gmW AoYH$ oeojV Am°a Hw$eb H$m`©]b H$ obE_mßJ ]∂T>r h°& BgH$ Odm] _ß, ^maV gaH$ma Z gm_m›` oejm _ß oZde H$m odÒVma oH$`m h° Am°a CÉ oejm H$m Omar Zht aIZ dmb `wdmAmß H$ obEÒHy$b ]mX H$ Ï`mdgmo`H$ ‡oejU H$ odVaU H$m odÒVma Am°a gwYma H$aZ H$r _mßJ H$r h°& ]∂T>Vr ‡oVÒ[Ym© H$ H$maU amOJma ‡mo· gwb^ ghO Zhtahr h°& `wdmAmß H$m `hr Adga g\$bVm[yd©H$ ‡m· hm gH$, Bgr C‘Ì` g e°joUH$ ÒVa [a Ï`mdgmo`H$ ‡oejU ‡XmZ oH$`m OmZm MmohE&‡oejU _mJ©Xe©Z H$m H$m`© H$a amOJma H$r g_Ò`mAmß H$ g_mYmZ ‡ÒVwV H$aVm h°& AV: Ï`mdgmo`H$ ‡oejU Edß C⁄o_Vm odH$mg _ß Am°⁄moJH$‡oejU gßÒWmZ (AmB©Q>rAmB©) Edß C⁄o_Vm odH$mg H$›– (gS>_[) H$r ^yo_H$m ‡^mdembr ahr h°&e„X Hw$ßOr e„X Hw$ßOr e„X Hw$ßOr e„X Hw$ßOr e„X Hw$ßOr - C⁄o_Vm odH$mg, Ï`mdgmo`H$ ‡oejU, AmB©Q>rAmB©, gS>_[&

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(Assam) 4 April 2014.-‡ÒVwV emY [Ã _ß ^maV _ß C⁄o_Vm odH$mg(B©S>r) ‡oH´$`m Am°a C⁄o_Vm H$r ^yo_H$m H$m A‹``Z H$aZ H$ obE EH$‡`mg oH$`m J`m h° VWm Xe H$r AmoW©H$ CfioV _ß C⁄o_Vm odH$mgH$m ©H´$_mß H$ _hÀd H$m A‹``Z oH$`m J`m h°& C⁄_r odH$mg H$ obE Xe^a_ß AZH$ gßÒWmZ ÒWmo[V oH$E JE h°& O°g - ZeZb BßÒQ>rQ>ÁyQ> \$m∞a_mBH´$m, Ò_mb E S> o_oS>`_ B›Q>a‡mBOg h°Xam]mX, Bo S>`Z BßÒQ>rQ>ÁyQ>Am∞\$ B›Q>a`yZaoe[ JwdmhQ>r, ZeZb BßÒQ>rQ>ÁyQ> \$m∞a B›Q>afl`mZaoe[E S> Ò_mb o]oOZg S>db[_›Q>&3. A study of Social Entrepreneurship in india - TripdaRawal ( Asst. Prof. The Bhopal School of Social Science,Bhopal) - Bg emY [Ã _ß `h oZÓH$f© [m`m J`m h° oH$ gm_moOH$C⁄_erbVm, gm_moOH$ gdm Am°a C⁄_erbVm H$m A¿N>m o_lU h°& Am_Vm°a[a C⁄_erbVm AmoW©H$ JoVodoY`mß g gß]ßoYV h° Am°a gm_moOH$ bm^mßH$m AZXIm H$a H´$ yaVm g bm^ ‡m· H$aVm h°& oH$›Vw dV©_mZAm°⁄moJH$rH$aU H$ `wJ _ß AmoW©H$ odH$mg Am°a gm_moOH$ bm^ H$m gmW_ß ob`m OmVm h°&4. Overview of entrepreneurship developmentprogramme in Madhya Pradesh - Rashmi Soni March 2016- Bg emY[Ã _ß emYH$Vm© Z `h oZÓH$f© [m`m h° oH$ _‹`‡Xe am¡` _ßgaH$ma ¤mam ewÍ$ C⁄o_Vm odH$mg H$m`©H´$_ (B©S>r[r) C⁄o_Vm H$ odH$mg_ß _hÀd[yU© ^yo_H$m oZ^mV h°& B©S>r[r H$ _m‹`_ g C⁄o_`mß H$m EgrOmZH$mar Xr OmVr h°,Om gaH$mar mOZmAmß H$m g]g A¿N>m \$m`Xm CR>mZH$ obE gwodYmOZH$ hmVr h°& gaH$ma Bg H$m`©H´$_mß H$ _m‹`_ g C⁄_mßH$r ÒWm[Zm, odÒVma, AmYwoZH$rH$aU, AoYJ´hU, odb`, CÀ[mXH$Vm _ßgwYma AmoX odf`mß [a _XX Edß ‡oejU C[b„Y H$amVr h°&emY H$r ‡odoY -emY H$r ‡odoY -emY H$r ‡odoY -emY H$r ‡odoY -emY H$r ‡odoY - ‡ÒVwV emY A‹``Z ‡mWo_H$ Edß o¤Vr`H$ g_ßH$mß


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2. ‡oejU C[am›V ÒWmZr` ÒVa [a ÒdamOJma ÒWmo[V H$aZ g[bm`Z Í$H$m h°& ∑`m ß oH$ ‡oejU C[am›V AoYH$moYH$‡oejUmoW©`mß ¤mam ÒWmZr` ÒVa [a _mßJ Edß [yoV© H$m ‹`mZ _ßaIH$a C⁄_ ‡maß oH$E JE h°& ‡oejU H$ Xm°amZ ]mOma H$m gdjUg ^r ‡oejUmoW©`mß H$m ÒWmZr` ÒVa [a C⁄_mß H$r oÒWoV Ò[ÓQ>hwB© h°&

3. C⁄o_Vm ‡oejU C[am›V ‡oeojV ohVJ´mhr ]¢H$mß g F$U H$r

AZw[b„YVm H$ H$maU ÒdamOJma ‡maß^ Zht H$a [mV h°, ∑`mßoH$]¢H$mß ¤mam g_ÒV Am°[MmnaH$VmEß [yar H$aZ [a hr F$U ÒdrH•$V oH$`OmV h°, BZ_ß g]g ‡_wI Ω`ma›Q>r H$r g_Ò`m ahVr h°&

C⁄o_Vm odH$mg H$›– ¤mam Am`moOV C⁄o_Vm odH$mg ‡oejUH$m`©H´$_mß _ß ‡oejU ‡m· H$a ‡oejUmoW©`mß ¤mam C⁄_ ‡maß^ H$aZ H$r‡oH´$`m A[Zm`r J`r& VÀ[ÌMmV C⁄_ ‡maß^ oH$`m J`m&

gßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñ1. C⁄o_Vm odH$mg H$›–, na[mQ©> H$mS©> 20132. C⁄o_Vm g_mMma [Ã, A‡°b 20133. C⁄o_Vm odH$mg H$›– H$r d]gmBQ> www.cedmapindia.org.4. d]gmBQ> www.mpdt.nic.in5. S>m∞. O°Z Edß e_m© (2011), "C⁄o_Vm H$ _ybmYma,' a_e ]wH$ oS>[m,

O`[wa &6. S>m∞. JßJb Edß O°Z (2009), "C⁄o_Vm odH$mg', _.‡. oh›Xr J´ßW

AH$mX_r, ^m[mb &7. H$mR>mar, o_lm Edß gmhy (2009), "C⁄o_Vm odH$mg', a_e ]wH$ oS>[m,

O`[wa &8. Eg.H$. O°Z (2004), "C⁄o_Vm', Xr[H$ ‡H$meZ, Ωdmob`a &

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C⁄o_Vm H$m _hŒd - dV©_mZ [na‡ ` _ß

S>m∞. ¡`moV gmZr *

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H$hmdV h° oH$ Imbr oX_mJ e°VmZ H$m Ka hmVm h¢ & O] Ïò∫$ H$mamOJma Zht o_bVm Vm dh A[Zm OrdZ `m[Z H$aZ hVw gm_moOH$XwÓ‡d•oŒm`mß H$r Ama AJ´ga hmZ bJVm h°& AV: g_mO _ß `wdmAmß H$ obEamOJma H$ Z` Adgamß hVw AZwHy$b dmVmdaU H$m g•OZ H$aZm AmdÌ`H$h°& maV _ß ]amOJmar H$ ]mP g oZOmV [mZ H$ obE wdmAmß H$r _mZogH$Vm_ß [nadV©Z H$aZm AmdÌ`H$ h°& AmoW©H$ gd 2017-18 H$ AZwgmaamOJma g•OZ _wª` MwZm°Vr h°& AV: `wdmAmß H$m amOJma _mßJZ dmbmZht, amOJma AWdm Zm°H$ar XZ dmbm ]ZZm MmohE& H$marJar grIZrOÍ$ar h°°, CXmhaU H$ obE òX Am[H$m o_≈r H$m ]V©Z ]ZmZm h°, Vm oH$goH$Ò_ H$r oH$VZr o_≈r bZr h°, oH$g AZw[mV _ß [mZr S>mbZm h°, dm g]o_lU MmH$ [a aIH$a oH$VZr ]ma, oH$VZ ‡ea g Kw_mZm h°, `h g]grIZ H$ ]mX hr Am[ o_≈r H$ gßwXa ]V©Z ]Zm gH$V h¢ AWm©V≤ H$m`© H$‡oV h_mar Í$oM d Cg ]hVa ∂Tß>J g H$aZ H$r h_mar —∂T> B¿N>m eo∫$ h_ßg\$bVm oXbmVr h°& H$hm OmVm h° oH$ AmÀ_oZ^©aVm g ]∂T>H$a H$mB© gwIZht h°& AmO H$r `wdm [r∂T>r H$m ÒQ>mQ©>A[ H$ _m‹`_ g AmÀ_oZ^©a ]ZZH$m ‡`mg H$aZm MmohE& [aÂ[amJV oS>J´r H$ gmW AmßÃ‡›`maoe[ H$r[∂T>mB© ^r AmdÌ`H$ h°& AmßÃ‡›`maoe[ `wdmAmß H$m H$db _ZrAZ©a Zht]ZmVm ]oÎH$ Cg Om∞] ‡mdmB©S>a r ]ZmVm h°& h°Xam]mX _ß AmßÃ‡›`maoe[[a d°oÌdH$ oeIa gÂ_bZ _ß, ^maVr` AmßÃ‡›`ma [a BdmßH$m Qß>≠[ O°greoªg`Vmß H$r MMm© Z g^r H$m ‹`mZ AmH$of©V oH$`m h°& AmßÃ‡›`maoe[

* ghm`H$ ‡m‹`m[H$ (dmoU¡`) emgH$r` [r. S>r. dmoU¡` Ed_≤ H$bm _hmod⁄mb`, am`J∂T> (N>.J.) ‰mmaV

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brH$ brH$ Jm∂S>r Mb, brH$ hr Mb H$[yV& brH$ N>m∂S> VrZmß Mbß,emà, ogßh, g[yV&

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dV©_mZ _ß ZB© ghÛm„Xr H$ wdmAmß H$m A[Z H$m`©ÒWb [a ÒdmJV


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dV©_mZ _ß H$›– gaH$ma Z amOJma d oejm H$ jÃ _ß H$B© ]XbmdoH$E h¢& gaH$ma ¤mam ZdmMma Am°a C⁄o_Vm H$r gßÒH•$oV H$m ]∂T>mdm XZ H$obE gH$mamÀ_H$ [hb H$r Om ahr h°& flbg_ßQ> g ¡`mXm gaH$ma H$m \$mH$g_ßH$ BZ Bo S>`m, ÒQ> S> A[ Bo S>`m O°gr `mOZmAmß H$ OnaE ÒQ>m©Q>A[H$m ]∂T>mZ [a h°& Xe H$m g_•’ H$aZ hVw C⁄o_Vm d AmoW©H$ ^mJrXmar H$_hÀd H$m ÒdrH$maV hwE gaH$ma ¤mam ÒQ>mQ©>A[ BßoS>`m ,_H$ BZ BßoS>`m ,AQ>b BZmdeZ o_eZ (AIM>), OZ YZ -AmYma _m]mBb (JAM>),oS>oOQ>b BßoS>`m , ÒQ°>ßS>A[ BßoS>`m , [maß[naH$ B©-gß]ßoYV C⁄o_Vm ghm`VmAm°a odH$mg (TRED), ‡YmZ_ßÃr H$m°eb odH$mg mOZm (PMKVY)AmoX AZH$ `mOZmEß gßMmobV H$r Om ahr h°& ^maV _ß _‹`_ dJ© H$ gmWKaby ]mOma VOr g odH$ogV hm ahm h°& H$mam]ma _ß AmgmZr H$ obE oZ`_Zd bm`gßg H$r Í$H$mdQ>ß Xya hwB© h¢& Am°⁄moJH$ [ßOrH$aU H$r AdoY VrZ g]∂T>mH$a 15 df© H$a Xr JB© h°& bJ^J 70 ‡oVeV CÀ[mX o]Zm oH$grAZw_oV H$ ]Zm` Om gH$V h¢& ÒQ>m©Q>A[ Bo S>`m H$m J°a H•$of jÃH$mß [aJham Aga [∂S>m ∑`mßoH$ ]hwV g C⁄o_`mß Z dm`]´Q> C⁄_mß H$r ewÍ$AmVH$a Xr Wr& h CoMV g_` h° oH$ ehX CÀ[mXZ, XwΩY CÀ[mXZ Am°a _ÀÒ`CÀ[mXZ jÃH$mß H$r g\$bVm H$m XIV hwE ÒQ>m©Q>A[ Bo S>`m H$m H•$ofjÃH$ VH$ odÒVmnaV oH$`m OmE& C⁄o_Vm g gß]ßoYV H$mg©, oS>J´r ÒH$rÎg

Q>´ ≤ oZßJ ‡mJ´m_, J´m_rU BbmH$m ß _ ß ^r ‡maÂ^ oH$`m OmZm MmohE&AmßÃ‡›`maoe[ H$m gßaojV H$aZ H$ obE Bg AmgmZ ]ZmZ H$rAmdÌ`H$Vm h°& oH$fia O°g o^fi obßJr bmJmß H$ obE AmßÃ‡›`ma hmZ H$rMma JwZm gß mdZm h° ∑`mßoH$ C›hß H$ht H$m_ Zht o_bVm& amOJma H$ AdgaC[b„Y H$amZ hVw gaH$ma, ]¢H$, Q>∑ZmbmOr H$ Z` Am`m_ aMV C⁄_r,g^r H$m o_bm Owbm ‡`mg H$aZm hmJm& C⁄o_`mß H$ odH$mg [a AmYmnaVC⁄o_Vm odH$mg H$m`©H´$_ H$m _hÀd oZÂZ o]›XwAmß g Ò[ÓQ> oH$`m OmgH$Vm h°-1. _mZd gßgmYZmß H$m Hw$ebV_ C[`mJ&2. amOJma H$ Z` Adgamß H$m g•OZ3. ]amOJmar H$r g_Ò`m H$m g_mYmZ4. Jar]r _ß H$_r5. AmoW©H$ oÒWoV _ß gwYma6. AmÀ_oZ^©aVm H$m ÒVa ]∂T>Zm7. ge∫$ d gj_ `wdm [r∂T>r H$m odH$mg8. Am[amoYH$ d•oV`mß _ß H$_r

oH$gr ^r Xe H$r AmoW©H$ ‡JoV hVw oOVZm AmdÌ`H$Am°⁄m°oJH$rH$aU h°, Cgg H$ht AoYH$ AmdÌ`H$ h°- C⁄_r g_mO H$modH$mg , C⁄o_`mß H$m odH$mg , C⁄o_Vm H$m odH$mg & AV: C⁄o_Vm H$mA‹``Z AmO AmoW©H$ odH$mg H$m H$›– o]›Xw h°&gßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñ1. "]hwV H$_ Xemß _ß ^maV oOVZr gÂ^mdZmEß'- X°oZH$ ^mÒH$a

(28.02.2018)2. "`wdmAmß H$m ]amOJmamß H$r ^r∂S> Zht, Hw$eb gßgmYZ _ß ]Xbß'-

X°oZH$ ^mÒH$a (13.01.2018)3. "AmQ>m_eZ H$ gmW XeH$mß ]mX [hbr ]ma ]∂T>Jr AmßÃ‡›`maoe['

- X°oZH$ ^mÒH$a (29.12.2018)4 "[∂T>mB© H$ gmW ÒQ>mQ©>A[ ewÍ$ H$aZ H$m Z`m Xm°a'- [oÃH$m

(24.12.2017)5. "C⁄_erbVm oXImH$a hb ImOZ hm J|'- X°oZH$ ^mÒH$a

(30.11.2017)6. "og\©$ B_maVmß g Zht hQ>Jr ]amOJmar '- [oÃH$m (24.11.2017)7. "hmà EOwH$eZ _ß C⁄_erbVm [a emY _ß ]∂T>m wdmAmß H$m Í$PmZ'-

[oÃH$m (15.11.2017)8. "C⁄o_Vm ^r AmdÌ`H$'-[mojH$ [oÃH$m ‡km Ao^`mZ

(01.05.2017)

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Im⁄ ‡gßÒH$aU C⁄mJ Edß Jm_rU odH$mg H$r gß mdZmE∞

S>m∞. [r. H$. $AJ´dmb *

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Abstract - India is fast developing country. To contribute to the growth of economy, we need to have skilled workforcewhich can be available by vocational education and training system. Skill development refers to equipping an individualwith marketable skills. Skills and knowledge are important factors for economic growth of the country. Skills areimparted through the process of ‘learning by doing’ and are ‘done on the job’.As India moves progressively towards becoming a ‘knowledge economy’ it becomes increasingly important that thecountry should focus on advancement of skills. India has that potential of skill labour force from organized andunorganized sector. Our formal education and training system is not producing “work ready” youth. Thus skill upgradation is fundamental to personal development, employment and employability.National Skill Development Initiative will empower all individuals through improved skills, knowledge, nationally andinternationally recognized qualifications to gain access to decent employment and ensure India’s competitiveness inthe global market.Key Words - Initiatives, Knowledge, Efficiency, Skill Development, Employment etc.

Government Initiatives For Skill Development In India

Introduction - Human Resource Development plays animportant role in economic development. Skill Developmentprogram is a right step in this direction. The main goal ofthe programmes is to create opportunities, space and scopefor the development of the skill of the Indian youth. Theemphasis is to skill the youths in such a way so that theyget employment and also improve entrepreneurship. Thenew programme aims at providing training and skilldevelopment to 500 million youth of our country by 2020,covering each and every village.

Various schemes are also proposed to achieve thisobjective. There should be a balanced growth in all thesectors and all jobs should be given equal importance.There should be a balanced growth in all the sectors andall jobs should be given equal importance. Every job aspirantwould be given training in soft skills to lead a proper anddecent life. Skill development would reach the rural andremote areas also. Corporate Educational Institutions, Non-Government Organizations, Government, AcademicInstitutions, and Society would help in the development ofskills of the youths so that better results are achieved inthe shortest time possible.

The global economy is expected to witness a skilledman power shortage to the extent of around 56 million by2020. Hence there is an opportunity for India to meet theskilled manpower requirements in India as well as abroad.Thus skill building is necessary to improve the effectivenessof production.

Dr. Sushma Saini * Dr. Abha Saini **

*Head & Associate Professor (Economics) D.A.V . (P.G.) College, Muzaffarnagar (U.P .) INDIA**Head & Associate Professor (Political Science) J.K.P . (P.G.) College, Muzaffarnagar (U.P .) INDIA

Review of Literature - Richard T. Gill (1965) has candidlyremarked, “The point is that economic development is nota mechanical process; it is not a simple adding up ofassorted factors. Ultimately, it is a human enterprise. Andlike all human enterprises, its outcome will depend finallyon the skill, quality and attitudes of the men who undertake.Dadabhai Naoroji has also candidly explained in his classicwork “Poverty and Un-British Rule in India” that the drain ofwealth from India under the British was the major cause ofthe increase in poverty in India during that period, which inturn arrested the economic development of the country.According to the Human Development Report (1997),Human Development is thus a process of widening people’schoice as well as raising the level of well-being achieved.According to NaMo (2016), Skill India won’t be just aprogramme but a movement. Here, youth who are jobless,college and school dropouts, along with the educated ones,from rural and urban areas, all will be given value addition.The new ministry will be the certifying agency. Certificateswill be issued to those who complete a particular skill orprogramme and this certificate has to be recognized by allpublic and private agencies and entities, including overseasorganizations. Skill India is a programme for the entirenation.

Commenting on the approval of Pradhan MantriKaushal Vikas Yojana 2016-2020, Shri Rajiv Pratap Rudy(Union Minister of State for Skill Development andEntrepreneurship (Independent Charge) said, “This is a big


step for us towards empowering the youth of our countryand we are certain to strengthen the system and make thesetrainings more effective with robust monitoring andoutcome, with this new version of PMKVY.Objectives - The objectives of present study are -l To Understand the Concept of Skill Developmentl To Study the Policy Initiatives taken by the Central

Government.l To Find out Gaps in the Evolving Skills Eco-Systeml Actions to be taken for ImplementationMethodology - The present work is conceptual in natureand based on secondary data made available from Reports,Government Documents and Publications, Websites etc.Concept s of Skill Development - Skill development refersto equipping an individual with marketable skills. Skills andknowledge are important factors for economic growth ofthe country. Skills are imparted through the process of‘learning by doing’ and are ‘done on the job’. The main aimof skill development is to support achieving rapid andinclusive growth through -(a) Enhancing individuals and Employability to meet labour

market demands.(b) Improving productivity and living standards of the

people.(c) Strengthening competitiveness of the country.(d) Attracting investment in skill development.Policy Initiatives T aken By The Central Government -Improved training and skill development has to be a criticalpart of the employment strategy. Both the Tenth and theEleventh Plans noted the large gap between the number ofnew entrants to the labour force and inadequate availabilityof seats in vocational and professional training institutes.The Eleventh Plan also identified various sectors withprospects for high growth in output, and for generation ofnew employment opportunities. Accordingly, the EleventhPlan aimed, inter alia, at launching a National SkillDevelopment Mission which would bring about a paradigmchange in handling “Skill Development” programmes andinitiatives. Subsequently, the Union Cabinet approved aCoordinated Action Plan for Skill Development, whichenvisaged a target of 500 million skilled persons by 2022.1. Coordinated Action Plan for Skill Development - Athree-tier institutional structure consisting of:Prime Minister ’s National Council On Skill Development- The Prime Minister’s National Council has endorsed avision of creating 500 million skilled people by 2022 throughskill systems, which must have high degree of inclusivenessin terms of gender, rural/urban, organized/ unorganized,and traditional/contemporary. The Council will lay down theoverall, broad policy objective, financing, and governancemodels and strategies relating to skill development, reviewthe progress of the scheme and guide mid-coursecorrection, including addition and closure of parts or wholeof any particular programme or scheme, and coordinatepublic/private sector initiatives in a framework ofcollaborative action. The strategy to achieve such skill

systems will depend upon innovative mechanisms fordelivery through the Central Government, states, civilsociety, community leaders, and Public–PrivatePartnerships (PPPs).National Skill Development Coordination Board(NSDCB) - The Board is expected to enumerate strategiesfor implementing the decisions of the Prime Minister’sNational Council on Skill Development and developappropriate operational guidelines and instructions formeeting the larger objectives of skill development.National Skill Development Corporation (NSDC) - Thethird tier of the coordinated action on skill development isNSDC, which is a non-profit company under the CompaniesAct with an appropriate governance structure. As mandatedby the National Policy on Skill Development, NSDC willmake periodic as well as annual reports of its plans andactivities and put them in the public domain. The Corporationis expected to meet the expectations of the labour market,including the requirements of the unorganized sector.2. National Policy On Skill Development - The SkillDevelopment Policy provides an enabling environment andthe Council and the NSDCB provide a mechanism forimplementation at the highest level. The National Policy onSkill Development also provides a national policy responseto guide the formulation of skill development strategies andcoordinated action by all concerned by addressing thevarious challenges in skill development:l The enormous size of the task in building a system of

adequate capacity.l Diversifying skill development programmes to meet the

changing requirements, particularly of the emergingknowledge economy.

l Ensuring quality and relevance of training.l Building true market place competencies rather than

mere qualifications.l Creating effective linkages between school education

and skill development.l Ensuring equitable access to all, in particular the youth,

disadvantaged groups, minorities, the poor, women,people with disabilities, dropouts, and those workingin the unorganized sector.

l Reducing mismatch between supply and demand ofskills.

l Promoting greater and active involvement of socialpartners and forging a strong, symbiotic, PPP in skilldevelopment.

3. State Skill Development Missions (SSDM) - In linewith the Coordinated Action on Skill Development, the stategovernments were also requested to set up their own StateSkill Development Missions for skill development to addressthe specific problems of multiple interfaces with the stategovernments in securing approval for both central and stateschemes relating to skill development.4. Social Security - An effective social security systemis an important part of inclusiveness. With a growingeconomy and active labour market policies, it is an


instrument for sustainable social and economicdevelopment. It facilitates structural and technologicalchanges, which require an adaptable and mobile labourforce. With globalization and structural adjustment policies,social security assumes a renewed urgency.

The government enacted the Unorganized WorkersSocial Security Act, 2008 and implemented various socialsecurity schemes. The government has also constituted aNational Social Security Board headed by the Union Ministerof Labour and Employment under the Unorganized SectorWorkers Social Security Act, 2008.Gaps In The Evolving Skills Eco-System - Gaps in theevolving skill eco-system, which are required to be bridgedtowards achieving the goal set out by the Prime Minister’sCouncil include -(i) Absence of comprehensive and accurate data on the

number of individuals trained through the various skilldevelopment programmes;

(ii) Absence of skills infrastructure required to impart skillshelping the youth to acquire employment in emergingsectors, such as IT, Biotechnology, Nano-Technology,Pharmaceuticals, Alternative Energy, and High-EndConstruction and Engineering, where opportunities areabundant and the wages are attractive;

(iv) Absence of an inclusive approach to have a concertedstrategy for imparting skills to large sections of thepopulation employed in the unorganized sector; and

(v) Absence of adequate resources and resource focus.Actions T o Be Taken For Implement ation -(1) For ensuring effective implementation of existing

programmes, an implementation strategy and detailedimplementation plan with achievement targets andtime-lines would need to be put in place.

(2) It is important that the skill training that is provided isof quality. In this respect, it is important to create alabour market information management system.

(3) Capacity building of public officials is required for skillstraining in ‘New Economy’ sectors, such asBiotechnology, Nano-Technology, Construction

Industry, and the Oil and Gas Industry to nurturesuccessful PPPs.

(4) The extent of functional autonomy to institutes, suchas ITIs needs to be enhanced to improve theeffectiveness of IMCs further.

(6) There is a need for forming a policy for social securitywith a focus on clearly defined objectives, techniquesto be adopted for providing social security to thedifferent target groups, and financing and administrativearrangements.

(9) There is a need for further extension of the socialsecurity net to the unorganized sector.

Conclusion - India is emerging with one of the youngestpopulation and has global opportunities due to humanresource reservoir. By promoting PPP models of financingskill development, more employment can be generated. Thecorporate houses could participate actively in industry basedskill development programmes and by channelizing fundsallocated for corporate social responsibility. India suffersfrom skilled manpower deficiency due to absence ofrequired skills among the workforce. If this skill gap isremoved, India can become the global manpower hub forskilled manpower. Skill development efforts need to beaccelerated and existing schemes shall be reviewed,strengthened. Greater focus on International Collaborationsand informal sector would increase the skills. Local trainerswill be upgraded and developed into master craftsmen. Indiawill not only be ahead in the race but can also be gamechanger.References :-1. Richard T. Gill, Economic Development: Past and

Present (New Delhi, 1965), page.192. United Nations development Programme, Human

Development Report 1997 (New Delhi: OxfordUniversity Press, 1997), p. 15.

3. http://planningcommission.nic.in.4. http://www.skilldevelopment.gov.in5. http://www.nsdcindia.org.6. http://www.ficci.com.

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VmobH$m g Ò[ÓQ> h¢ oH$ hmQ> ]mOma g _ohbm geo∫$H$aU H$r oÒWoV5 df© [yd© VWm 5 df© [ÌMmV≤ H$r VwbZm H$r JB© h¢, oOg_ß oH$ 5 df© [yd©39.44 ‡oVeV H´$VmAmß H$m H$hZm h¢ oH$ hmQ> ]mOma g _ohbm geo∫$H$aUhwAm Wm VWm 60.56 ‡oVeV H´$VmAmß H$m H$hZm h¢ oH$ hmQ> ]mOma g_ohbm geo∫$H$aU Zht hwAm Wm& O]oH$ 5 df© [ÌMmV≤ 86.54 ‡oVeVH´$VmAmß H$m H$hZm h¢ oH$ hmQ> ]mOma g _ohbm geo∫$H$aU hwAm h¢ VWm13.46 ‡oVeV H´$VmAmß H$m H$hZm h¢ oH$ hmQ> ]mOma g _ohbm geo∫$H$aUZht hwAm h¢&

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VmobH$m g Ò[ÓQ> h¢ oH$ hmQ> ]mOma g _ohbm geo∫$H$aU H$ ‡H$maH$r oÒWoV 5 df© [yd© VWm 5 df© [ÌMmV≤ H$r VwbZm H$r JB© h¢ Am°gV —oÓQ>g 5 df© [yd© 62.19 ‡oVeV H´$VmAmß H$m H$hZm h° oH$ hmQ> ]mOma g g^r‡H$ma g _ohbm geo∫$H$aU hwAm Wm VWm 5 df© [ÌMmV≤ 76.94 ‡oVeVH´$VmAmß H$m H$hZm h° oH$ hmQ> ]mOma g g^r ‡H$ma g _ohbm geo∫$H$aUhwAm h¢& Bg ‡H$ma 5 df© [ÌMmV≤ _ohbm geo∫$H$aU ]∂T>m h¢& AV: emYA‹``Z g Ò[ÓQ> h¢ oH$ gm·mohH$ hmQ> ]mOma H$m _ohbm geo∫$H$aU _ß_hŒd[yU© `mJXmZ h¢, gm·mohH$ hmQ> ]mOma g _ohbmEß ha Vah g ge∫$


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Bg gß]ßY _ß V` [naH$Î[Zm Zb [naH$Î[Zm (Ho)-"gm·mohH$]mOma g 5 df© [yd© d [ÌMmV≤ J´m_rU _ohbm odH´$VmAmß H$ geo∫$H$aU _ßH$mB© AßVa Zht h¢'&Bg [naH$Î[Zm H$ [arjU hVw H$mB© dJ© H$m C[`mJoH$`m J`m& oOg_ß df - 1 H$m 5 ‡oVeV ÒVa [a x2=3.841<5.933 g[naUm_mß _ß gmW©H$Vm [mB© JB© h¢, AWm©V gm·mohH$ ]mOma g 5 df© [yd© d[ÌMmV≤ J´m_rU _ohbm odH´$VmAmß H$ geo∫$H$aU _ß AßVa h¢& BgobE Zb[naH$Î[Zm (Ho)AÒdrH$ma H$r OmVr h¢& AV: Ò[ÓQ> h¢ oH$ 5 df© H$ [ÌMmV≤gm·mohH$ hmQ> ]mOma g _ohbm geo∫$H$aU ]∂T>>m h¢& Bg ‡H$ma J´m_rU_ohbmAmß H$ geo∫$H$aU g J´m_rU odH$mg hwAm h¢& 5 df© [yd© hmQ> ]mOma_ß _ohbmAmß H$r VwbZm _ß [wÍ$f odH´$Vm AoYH$ hmV W, [aßVw Yra-Yra hmQ>]mOma _ß _ohbmAmß H$r gßª`m ]∂T>Z bJr h¢& hmQ> ]mOma _ß Ï`m[ma H$aZbJr h¢ d A[Z Ï`dgm` H$m [ya _Zm`mJ-odZ_´Vm Am°a CXmaVm H$ gmWH$aVr h¢& gmW hr [nadma _ß oZU©` H$r ^yo_H$m _ß ]am]a H$m `mJXmZ H$aahr h¢, Bg ]Xbmd H$ [rN> _hO hmQ> ]mOma H$m gm_moOH$ ‡^md hr h¢&hmQ> ]mOma g _ohbmAmß H$m geo∫$H$aU H$B© ‡H$ma g hwAm h¢, O°ggm_moOH$, AmoW©H$, e°joUH$, ‡emgoZH$ Edß amOZroVH$ —oÓQ> g ge∫$hwB© h¢&VmobH$m H´$. 2.1 g Ò[ÓQ> gm·mohH$ hmQ> ]mOma g _ohbmgeo∫$H$aU ]T>m h¢ AV: _ohbm geo∫$H$aU oH$g ‡H$ma ]∂T>m h¢, H$roddMZm VmobH$m H´$_mßH$ 6.5.2.3 _ß Ò[ÓQ> oH$`m J`m h¢-VmobH$m H´$.- 2.3 (XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)

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Abstract - Education is the important pillar to every human being to understand his self-esteem. When we compareto urban and rural people, tribal who are living in remote and isolated area, it is quite difficult to reach basic formaleducation system. Providing education is not just bringing changes and development in the tribal area, it also benefitsfor the society. This study is based on both primary and secondary data, Chikmagaluru and Chamarajanagara districtsof karanataka state will be selected as research study area. The present study describes the gender disparity oneducation among the tribes; the study needs to trace the tribal girl’s enrolment in the Ashrama Schools. It tries tohighlights the role of NGOs & Government interventions through their encouragement for tribal culture like folk dance,folk songs & unique cultural practices, because schools are not only centre for learning, but also theatre for culturalactivities. The major results of the research study will be evidence for main causes for girl children school dropoutsand present barriers for perform cultural practices. Therefore, the Government of Karnataka should think seriouslyabout the process of formal education systems especially for tribal girls, separate Ashrama schools for tribal girls andvery important suggestions as more awareness programmes, action plans, research activities should be organisedthrough the Social work interventions.Key Words - Tribal Girls, Ashrama Schools, Social Work Interventions, NGOs, Enrolment, School Dropouts.

Impact Of Ashrama Schools On Tribal Girls EducationIn Karnataka - Social Work Perspective

Introduction - The Ashram schools have played animportant role in raising the literacy levels of the scheduledTribes. They provide the necessary environment conductiveto learning. Education has a marked influence on the futureof an individual; hence, education is often called the key tobright future. An individual who has acquired highereducation will also have higher occupational aspirations.In Indian history, we find that the upper castes havebenefited with the help of education, but lower castes andtribes lagged behind socially, economically, culturallybecause they were denied the benefits of education untilrecently.

Education is one of the primary agents oftransformation towards development. Education is in fact,an input not only for economic development of tribes, butalso for inner strength of the tribal communities, which helpsthem in meeting the new challenges of life. It is the singlemost important means by which individuals and society canimprove personal endowments, build capacity levels,overcome barriers, and expand opportunities for a sustainedimprovement in their wellbeing. Professor Amartya Senrecently emphasized education as an important parameterfor any inclusive growth in an economy. But the tribes lagbehind not only the general population, but also theScheduled Caste population in literacy and education (Manjunatha B.R & M R Gangadhar 2018)

The male-female gap in literacy and educational

Dr. Usharani B. *

*Guest Faculty (Social W ork) Kuvempu University , Shivamogga (Karnat aka) INDIA

attainment among the scheduled tribes is significant.Education, especially in its elementary form, is consideredof utmost importance to the tribals because it is crucial fortotal development of tribal communities and is particularlyhelpful to build confidence among the tribes to deal withoutsiders on equal terms. Despite the sincere and concertedefforts by the government for the overall development, butthey are not able to participate in the process ofdevelopment, as they are not aware of most of the programsand policies made for their upliftment. This is mainly due tothe high incidence of illiteracy and very low level of educationamong the tribal people. (Sahu, 2014)

Government planners see education as indispensablefor helping tribal peoples cope with national integration.Compared with the literacy rates of 73.00% for the generalpopulation, literacy among tribal peoples in India is at most59%. As per 2011 Census, literacy rate for STs in Indiaimproved from 47.1% in 2001 to 59% in 2011. Among STmales, literacy rate increased from 59.2% to 68.5% andamong ST females, literacy rate increased from 34.8% to49.4% during the same period. Literacy rate for the totalpopulation has increased from 64.8% in 2001 to 73% in2011. Thus, there is a gap of about 14 percentage points inliteracy rate of STs as compared to the all India literacyrate. ST female literacy rate is lower by 15 percentage pointsas compared to overall female literacy rate in 2011. TheUnion and the state governments have spent considerable


sums of money for tribal children education, but the resultsare meager. (Census of India, 2011)Statement of the Problem - The nature and extent of theAshrama schools are varies from place to place, region toregion and within a tribe region from one social group toanother. While researching the problem, the specific contextmust be considered. The problem of gender disparity intribal education is discussed in the context of tribal girlchildren.Research Questions -1. What are the challenges hindering for tribal girl

education in Karnataka?2. Whether there is any impact of Ashram Schools on

tribal girl education?3. What are the actionable suggestions to solve these

problems?Objectives of the S tudy -l To describes the gender disparity on education among

the tribesl To study the needs to trace the tribal girl’s enrolment

in the Ashrama Schoolsl To tries to highlights the role of NGOs & Government

interventionsMethods of the S tudy - The present study is based onprimary data collected from 100 sample households fromtribal settlements in Menasinahadya, Chikmagalur district,10 Tribal settlements of Gundlupet taluk ofChamarajanagara district. Following the purposive samplingmethod. A schedule is used to collect data and usedInterview, observation, group discussion methods.Review of Literature - Kabita Kumari (2014) examinedchallenging issues of tribal education in India with the helpof literacy rate, enrolment ratio and drop-out rates. Studyreveals that there is increasing tendency of tribal literacyrates from 1961 to 2011 (8.54 per cent to 63 per cent).There is increase in the Gross Enrolment for the classes Ito V but there is slow increase in the girls’ enrolment ratios.The study suggests that, appointment of sufficient teachingfaculty, awakening the tribal parents, focusing on femaleeducation and giving importance for higher education willserve objectives of tribal education.

Saraswati (2016) analysed the educational status oftribal community with the help of literacy rate. The paperhighlighted the challenging issues of tribal education inOdisha. The Central and State Governments are initiatedvarious education supportive measures like establishmentof Ashram Schools, Ekalavya Model Residential Schoolsand Pre Matric and Post Matric scholarships etc. if thesefacilities fully available to needy tribal students ,then therewill be increase in the educational status of tribal children.Result and Discussions - The literacy rate of STs inKarnataka is a cause for concern, as it has consistentlybeen lower than that of the total population. Among STpopulation in 1991, the highest literacy rate across districtswas recorded in Dakshina Kannada district with 62.70 percent and the lowest literacy rate was in Raichur district with

14.40 per cent, indicating a difference of 48.30 per centpoints. This difference got reduced to 43.94 per cent during2001. The highest literacy rate during 2001 was seen insame district as that of in 1991 i.e., Dakshina Kannadadistrict with improvement of 10.25 per cent in 2001. Similarlythe lowest literacy rate was also seen in the same districtas that of in 1991 i.e., Raichur district with improvement of14.61 per cent in 2001. During the period 1991-2001, thehighest gain or improvement in literacy rate among STpopulation was recorded in Chitradurga district withimprovement of 29.83 per cent points. It was followed byUttar Kannada and Bidar district with 27.64 and 19.48 percent respectively. Similarly the lowest gain in literacy rateduring this period among ST population was seen inBijapur district with just 1.89 per cent points.Profile of the girl children attending school - Majority ofthe children belonged to nuclear families and very fewchildren belonged to joint family which might be due tomigration of the people from one area to other area.Regarding education most fathers were illiterate and veryfew of them were educated up to secondary school levelwhere as all mothers were illiterates.Perceptions of girl children about ashrama schoolrestrictions in education - Results revealed that majorityof the children frequently faced problems with lack ofteachers in schools and sixty percent of the children wereof the opinion that teachers were not showing interest inteaching. These findings can be strengthened by a studywhich revealed that good teaching requires careful planningof contents and experiences. It is clear from the resultsthat more than one third of the girls expressed about lackof interest in studies, which might be due to more interestin traditional activities than studies. One third of the girlsand very few boys perceived that their parents have negativeattitude towards education.Community restrictions as perceived by tribal girlchildren - The results indicated that less number of girlchildren were attending to high school which might be dueto this is age of girls to attaining physical maturation, soparents and society also raise objection to sent the girls toschool after maturation.Social work intervention to tribal education - Socialworkers in India are faced with an extremely diverse reality.The interplay of social, cultural, economic, political and evengeographical factors presents an extraordinarily complexcontext to engage with. Factors such as ethnicity, tribe,region, caste and religion greatly influence the culturo-historical and socio-political contexts often constructingintersections of realities that are difficult to decipher. Indiahas more than two thousand ethnic groups with many moresubgroups.Major findings drawn from the above study are asfollows -l Majority of the girls were helping parents in household

activities and some of them were working as childlabour and one third of the girls were engaged in animal


grazing and as self-entrepreneurs like tailoring and beedimaking.

l Majority of the parents perceived that education is notnecessary for girls and there is no immediate gain fromeducation.

l Majority o the girl children perceived that they facedproblems with lack of parental support for educationto, help mother in animal care and for participation inagricultural work.

Impact of Ashram Schools on T ribal girl education - InKarnataka, Ashram Schools provide free boarding andlodging facilities to the students and provide conduciveeducational environment. Tribal parents cannot affordpresent costlier education and they send their children towork which fulfil the objective of division of labour. Povertyis the major factor contributes to their educationalbackwardness. The tribal parents whose children study inAshram Schools would be engage in agriculture ortraditional activities, which will not support them to providebetter education. Expenditure on these put economicpressures on poor tribal parents, such poor children couldjoin Ashram Schools and absorb better education withlodging and fooding facilities at the free of cost under oneroof.Conclusion - The Ashram schools have played animportant role in raising the literacy levels of the scheduledTribes. They provide the necessary environment conductiveto learning. Nevertheless, now a day there is no concern

about girl child and her learning process in schools systemis out of discuss. Girl child is treated as homemakers andhelper to their parents. There is need to give priority in herdevelopment process. In Karnataka there is number ofAshrama schools for girl children, but there is no properawareness to parents to admit their girl children to thoseashrama schools. It’s a big duty of our social worker withapply of social work intervention and group work, case work,community organisation and research methods should giveawareness and support to tribal people for better future.

References :-1. Govt. of India (2011). 2011 Census Report. New Delhi:

Office of the Registrar General & CensusCommissioner.

2. Mehta, B. 1952. Historical Background of Social Workin India. Indian Journal of Social Work , Vol.13(1). Pp.1–14. Moorthy, M. 1961. Contemporary Fields ofProfessional Social Work in India. Indian Journal ofSocial Work. Vol.22(1). Pp. 65–68.

3. Sahu, K. K. (2014). A Case study on the School dropoutScheduled Tribal students of Wayanad. Journal ofEconomics and Finance, 3 (2), 48-52.

4. Pradhan, N. (2001). Problem of educating children intribal communities. Journal of Indian education, XXVII(2).

5. Tata Institute of Social Sciences. 2012. Masters DegreeProgramme Prospectus 2012-2014, TISS Publication

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H´$ß. gm_moOH$ gß]ßYmß ‡^md Amd•oŒm ‡oVeV1. gß]ßYmß _ß Xyna`m± 78 31.22. gß]ßYmß _ß ZOXroH$`m± 172 68.8

`mJ 250 100C[am∫$ VmobH$m _ß ‡m· Vœ`mß H$ odõfU g kmV hmVm h° oH$ 68.8

‡oVeV CŒmaXmVm _m]mBb \$mZ H$ H$maU gm_moOH$ gß]ßYmß _ß ZOXroH$`m±hmZm _mZV h¢, oH$›Vw 31.2 ‡oVeV CŒmaXmVm _m]mBb \$mZ H$ H$maUgm_moOH$ gß]ßYmß _ß Xyna`mß H$m CÀ[fi hmZm _mZV h¢&gm_moOH$ gß]ßYm ß H$m ]ZmE aIZ _ß _m]mBb \$mZ H$r ^yo_H$m -gm_moOH$ gß]ßYm ß H$m ]ZmE aIZ _ß _m]mBb \$mZ H$r ^yo_H$m -gm_moOH$ gß]ßYm ß H$m ]ZmE aIZ _ß _m]mBb \$mZ H$r ^yo_H$m -gm_moOH$ gß]ßYm ß H$m ]ZmE aIZ _ß _m]mBb \$mZ H$r ^yo_H$m -gm_moOH$ gß]ßYm ß H$m ]ZmE aIZ _ß _m]mBb \$mZ H$r ^yo_H$m -_m]mBb \$mZ gm_moOH$ gß]ßYmß H$m ]ZmE aIZ _ß _hÀd[yU© yo_H$m oZ^mVmh°& _m]mBb \$mZ hr dh gmYZ h°, oOgH$ _m‹`_ g Ïò∫$ g_mO Edß[nadma H$ ‡À H$ H$m © jÃ g Ow∂S>m ahVm h¢, odo^fi gm_moOH$ oH´$`mH$bm[mßH$r OmZH$mar _m]mBb \$mZ g VÀH$mb ‡m· hm OmVr h°& h_ma odo^fi


gß]ßY _m]mBb \$mZ H$r hr XZ hmVr h°& ]Émß H$ ÒHy$b H$ ‡mMm`© g h_mamgß]ßY _Ywa h°, boH$Z h_mar CZg H$^r _wbmH$mV Zht hwB© h°, H$db _m]mBb\$mZ g hr g_`-g_` [a ]mV hmVr ahVr h°& Bgr ‡H$ma H$ H$B© CXmhaUh_ß XIZ H$m o_bV h¢&

CŒmaXmVmAmß ¤mam _m]mBb \$mZ gm_moOH$ gß]ßYmß H$m ]ZmE aIZ_ß ghm`H$ h°, Bg gß]ßY _ß ‡m· Vœ`mß H$m oZÂZ VmobH$m _ß ‡Xoe©V oH$`mJ`m h° :-

VmobH$m H´$_mßH$ - 2gm_moOH$ gß]ßYmß H$m ]ZmE aIZ _ß _m]mBb \$mZ H$r ^yo_H$m

H´$ß. _m]mBb \$mZ H$r ^yo_H$m Amd•oŒm ‡oVeV1. gh`mJmÀ_H$ 185 742. Agh`mJmÀ_H$ 65 26

`mJ 250 100VmobH$m H´$_mßH$ 2 H$ odÌbfU g Ò[ÓQ> h° oH$ 74 ‡oVeV

CŒmaXmVmAmß Z _m]mBb \$mZ H$m gm_moOH$ gß]ßYmß H$ obE gh`mJmÀ_H$]Vm`m VWm 26 ‡oVeV CŒmaXmVmAmß Z _m]mBb \$mZ H$m gm_moOH$ gß]ßYmßH$m ]ZmE aIZ _ß Agh`mJmÀ_H$ ^yo_H$m H$ Í$[ _ß ]Vm`m &gh`mJmÀ_H$ ^yo_H$m H$m ÒdÍ$[ - gh`mJmÀ_H$ ^yo_H$m H$m ÒdÍ$[ - gh`mJmÀ_H$ ^yo_H$m H$m ÒdÍ$[ - gh`mJmÀ_H$ ^yo_H$m H$m ÒdÍ$[ - gh`mJmÀ_H$ ^yo_H$m H$m ÒdÍ$[ - gm_moOH$ gß]ßYmß H$m ]ZmE aIZ _ß_m]mBb \$mZ odo^fi ‡H$ma g gh`mJmÀ_H$ yo_H$m oZ^mVm h°& _m]mBb\$mZ g Ohm± A[ZÀd H$r mdZm H$m odH$mg hmVm h°, dht odo^fi ‡H$ma H$H$m`m~ H$ gÂ[mXZ _ß ^r ANy>Vm Zht h°, gmW hr gmW dV©_mZ _ß `h gwI-XwI _ß Ïò∫$ H$m _mZogH$ g]b ‡XmZ H$aVm h°& MyßoH$ Ïò∫$ h_em g]H$ gmW ahß h gß^d Zht h°, Egr Xem _ß Xe-XwoZ`m g Ow∂S> hwE Ïò∫$`mßg gß]ßY ÒWmo[V H$aZ _ß gh`mJmÀ_H$ ^yo_H$m oZ^mVm Am ahm h°&

Bg gß]ßY _ß CŒmaXmVmAmß ¤mam EH$Ã AmßH$∂S>mß H$m oZÂZ VmobH$m _ßXem©`m J`m h°:-

VmobH$m H´$_mßH$ - 2.1gh`mJmÀ_H$ ^yo_H$m H$m ÒdÍ$[

H´$ß. gh`mJmÀ_H$ ^yo_H$m Amd•oŒm ‡oVeV H$m ÒdÍ$[ N=185

1. gm_moOH$ oH´$`mH$bm[mß H$r 67 36.2 OmZH$mar g

2. ha jU [mnadmnaH$ gXÒ`mß g 56 30.2]mV ¤mam

3. H$oR>Z [naoÒWoV`mß _ß ghm`H$ 22 11.9]ZH$a

4. odMmamß H$m AmXmZ-‡XmZ ¤mam 40 21.7`mJ 185 100VmobH$m H´$_mßH$ 2.1 _ß _m]mBb \$mZ H$ gm_moOH$ gß]ßYmß [a

gh`mJmÀ_H$ ^yo_H$m gß]ßYr CŒmaXmVmAmß g ‡m· Vœ`mß H$ odÌbfU gkmV hmVm h° oH$ 36.2 ‡oVeV CŒmaXmVm Bg ]mV H$r [woÓQ> H$aV h¢, oH$_m]mBb \$mZ gm_moOH$ oH$`mH$bm[mß H$r OmZH$mar X H$a gm_moOH$ gß]ßYmßH$m _O]yV ]ZmVm h°& 30.2 ‡oVeV CŒmaXmVm Bg ]mV H$r [woÓQ> H$aV h¢oH$ _m]mBb \$mZ H$ ¤mam ha jU [mnadmnaH$ gXÒ`mß g gß[H©$ hmZ ggm_moOH$ gß]ßYmß _ß gh`mJmÀ_H$ ^yo_H$m oZ^mVm h°&

21.7 ‡oVeV CŒmaXmVmAmß H$m _mZZm h¢ oH$ odMmamß H$ AmXmZ-

‡XmZ _ß _m]mBb \$mZ gh`mJmÀ_H$ ^yo_H$m oZ^mH$a gm_moOH$ gß]ßYmßH$m KoZÓR> ]ZmVm h°, 11.9 ‡oVeV CŒmaXmVm _mZV h¢ oH$ _m]mBb \$mZH$oR>Z [naoÒWoV`mß _ß gß]ßoY`mß H$ ghm`H$ ]ZH$a gh`mJmÀ_H$ ^yo_H$moZ^mVm h°&Agh`mJmÀ_H$ ^yo_H$m H$m ÒdÍ$[ - Agh`mJmÀ_H$ ^yo_H$m H$m ÒdÍ$[ - Agh`mJmÀ_H$ ^yo_H$m H$m ÒdÍ$[ - Agh`mJmÀ_H$ ^yo_H$m H$m ÒdÍ$[ - Agh`mJmÀ_H$ ^yo_H$m H$m ÒdÍ$[ - gm_moOH$ gß]ßYmß H$m ]ZmE aIZ_ß Ohm± _m]mBb \$mZ gh`mJmÀ_H$ yo_H$m oZ^mVm h°, dht [a Hw$N> _m_bmß_ß _m]mBb \$mZ Agh`mJmÀ_H$ ^yo_H$m oZ^mZ _ß ^r [rN> Zht h°&Agh`mJ H$r mdZm AgßVwoÓQ> H$ H$maU CÀ[fi hmVr h°& _m]mBb \$mZ [aAoYH$ g_` VH$ oH$gr g ]mV H$aZm `m oH$gr H$ AmßVnaH$ _m_bmß _ßhÒVj[ H$aZm ^r Agh`mJ H$r ^mdZm H$m O›_ XVm h°&

AdH$me H$ oXZ O] Ïò∫$ H$m gm_moOH$ H$m`©H´$_mß _ß emo_b hmZmMmohE V] ^r dh oXZ â _m]mBb \$mZ [a KßQ>mß g_` Ï`VrV H$aVm h°,Om gm_moOH$ gß]ßYmß H$ obE AohVH$a h°& gm_moOH$ gß]ßY _m]mBb \$mZg Zht Ao[Vw gm_moOH$ _b-o_bm[ g ]ZVm h°&27

_m]mBb \$mZ oH$g ‡H$ma g gm_moOH$ gß]ßYmß H$m ]ZmE aIZ _ßAgh`mJmÀ_H$ yo_H$m oZ^mVm h°, Bg gß]ßY _ß CŒmaXmVmAmß g ‡m· Vœ`mßH$m oZÂZ VmobH$m _ß Ò[ÓQ> oH$`m J`m h° -

VmobH$m H´$_mßH$ - 2.2Agh`mJmÀ_H$ ^yo_H$m H$m ÒdÍ$[

H´$ß. Agh`mJmÀ_H$ ^yo_H$m H$m ÒdÍ$[ Amd•oŒm ‡oVeVN=65

1. AoYH$ C[`mJ g naÌVmß _ß H$∂S>dmhQ> 21 32.32. JbV\$ho_`mß H$ ¤mam 25 38.43. AJm[oZ`Vm 12 18.44. _mZogH$ VZmd ¤mam 7 10.9

`mJ 65 100C[am∫$ VmobH$m H$ odÌbfU g Ò[ÓQ> hmVm h° oH$ 38.4 ‡oVeV

CŒmaXmVmAmß Z _m]mBb \$mZ g CÀ[fi JbV\$ho_`mß H$m gm_moOH$ gß]ßYmßH$ obE ZwH$gmZ Xm`H$ ]Vm`m&

32.3 ‡oVeV CŒmaXmVm _mZV h° oH$ _m]mBb \$mZ H$m AoYH$C[`mJ gm_moOH$ gß]ßYmß _ß H$∂S>dmhQ> CÀ[fi H$aH$ Agh`mJ H$r ‡d•oŒmH$m O›_ XVm h°& 18.4 ‡oVeV CŒmaXmVmAmß H$ AZwgma _m]mBb \$mZgm_moOH$ gß]ßYmß _ß Hw$N> Jm[Zr` ]mVmß H$m COmJa H$aZ H$ H$maUgm_moOH$ gß]ßYmß _ß VZmd CÀ[fi H$aVm h°, oOgg gm_moOH$ gß]ßYmß _ßAgh`mJmÀ_H$ Í$[ XIZ H$m o_bVm h° VWm ef 10.9 ‡oVeVCŒmaXmVmAmß H$ AZwgma _m]mBb \$mZ _mZogH$ VZmd CÀ[fi H$aVm h°&_m]mBb [a ]mVMrV g [mnadmnaH$ gXÒ`mß H$r ‡oVoH´$`m - _m]mBb [a ]mVMrV g [mnadmnaH$ gXÒ`mß H$r ‡oVoH´$`m - _m]mBb [a ]mVMrV g [mnadmnaH$ gXÒ`mß H$r ‡oVoH´$`m - _m]mBb [a ]mVMrV g [mnadmnaH$ gXÒ`mß H$r ‡oVoH´$`m - _m]mBb [a ]mVMrV g [mnadmnaH$ gXÒ`mß H$r ‡oVoH´$`m - oH$gr^r H$m`© H$m H$aZ H$ ]mX ‡oVoH´$`m H$m hmZm Òdm^modH$ h°& ‡oVoH´$`m hrH$m © H$r [aI H$m Xem©Vm h¢& _m]mBb \$mZ [a ]mV H$aZ H$ ]mX [mnadmnaH$gXÒ`mß H$ ¤mam ‡oVoH´$`m oH$`m OmZm Òdm^modH$ h°& Hw$N> gXÒ` IweahV h°, Vm Hw$N> ZmamO ahV h° `m o\$a VQ>ÒW ahV h°&

_m]mBb \$mZ g dmVm© O] gro_V Edß bm^H$mar hm Vm Iwe hmZmCoMV h° oH$›Vw _m]mBb \$mZ [a Ï`ÒV hmZ g A›` gXÒ`mß `m A›ÀmdÌ`H$ H$m`m~ H$r C[jm H$aZ [a [mnadmnaH$ gXÒ`mß H$m ZmamO hmZmghr bJVm h°& H$^r-H$^r VQ>ÒW ahZm ^r A[Z Am[ _ß gßVmf ‡XmZH$aVm h°& _m]mBb \$mZ g ]mV H$aZ g [mnadmnaH$ gXÒ`mß H$r ‡oVoH´$`mhr [mnadma H$r Aho_`V H$m Xem©Vm h°& h_ß ‡mÀgmohV H$aVm h° oH$ _m]mBb


\$mZ H$ Abmdm ^r Hw$N> AmdÌ`H$ h°, Om _m]mBb \$mZ g ^r ¡`mXmH$ar] hm&

‡ÒVwV A‹``Z _ß CŒmaXmVmAmß g Bg gß]ßY _ß ‡m· Vœ`mß H$m oZÂZVmobH$m _ß Xem©`m J`m h° -

VmobH$m H´$_mßH$ - 3_m]mBb [a ]mVMrV g [mnadmnaH$ gXÒ`mß H$r ‡oVoH´$`m

H´$ß. gXÒ`mß H$r ‡oVoH´$`m Amd•oŒm ‡oVeV1. Iwe ahZm 75 302. ZmamO hmZm 15 63. VQ>ÒW ahZm 160 64

`mJ 250 100CŒmaXmVmAmß g _m]mBb \$mZ H$ ‡oV [mnadmnaH$ gXÒ`mß H$r

‡oVoH´$`m gß]ßoYV gßH$obV Vœ`mß g Ò[ÓQ> h¢ oH$ 64 ‡oVeV CŒmaXmVmAmßH$ [mnadmnaH$ gXÒ` VQ>ÒW ahV h¢, 30 ‡oVeV CŒmaXmVmAmß H$ [mnadmnaH$gXÒ` Iwe ahV h¢, ef 6 ‡oVeV CŒmXmVmAmß H$ [mnadmnaH$ gXÒ` CZH$_m]mBb \$mZ [a ]mV H$aZ g ZmamOJr Omoha H$aV h¢&oZÓH$f© -oZÓH$f© -oZÓH$f© -oZÓH$f© -oZÓH$f© - oZÓH$f© ÒdÈ[ H$hm Om gH$Vm h° oH$ _m]mBb \$mZ gm_moOH$gß]ßYmß _ß ZOXroH$`m± bmVm h°& EH$ gm_moOH$ ‡mUr hmZ H$ ZmV AmdÌ`H$h° oH$ h_ A[Z gß]ßYmß H$m oOÂ_Xmar g oZ^mE& _m]mBb \$mZ gm_moOH$gß]ßYmß H$m ]ZmE aIZ _ß gh`mJmÀ_H$ yo_H$m oZ^mVm h°& Xe H$m EH$gyÃ_ß ]m±YZ H$ obE AmdÌ`H$ h° oH$ g_mO H$ g^r gXÒ`mß _ß EH$Vm ÒWmo[Vhm Am°a gh`mJ H$r ^mdZm hm& gh`mJ g hr h_ A[Z H$m`© H$m ]Iy]rgß[moXV H$a gH$V h¢ Am°a g_mO _ß A[Zr ^yo_H$m Edß ‡oÒWoV XmZmß _ßgm_ßOÒ` ÒWmo[V H$a gH$V h¢& CŒmaXmVmAmß Z `h ^r ]Vm`m oH$ CZH$

_m]mBb \$mZ _ß ]mV H$aZ g CZH$ [nadma H$ gXÒ` ¡`mXm hÒVj[ ZhtH$aV h¢& Bgg kmV hmVm h° oH$ _m]mBb \$mZ h_ma g_mO _ß gH$mamÀ_H$^yo_H$m oZ^m ahm h° Am°a h_ma gm_moOH$ gß]ßYmß H$m Am°a r _O]yV ]ZmZ_ß _hÀd[yU© ^yo_H$m AXm H$a ahm h°&gwPmd -gwPmd -gwPmd -gwPmd -gwPmd -1. _m]mBb \$mZ H$m C[`mJ H$aV g_` ‹`mZ aIß oH$ gm_moOH$ gß]ßYmß

H$r A[jm Z hmß &2. _m]mBb \$mZ H$m naÌVmß g AoYH$ ‡mWo_H$Vm Zht XZm MmohE&3. _m]mBb \$mZ g gß]ßoYV oeÓQ>mMma H$m [mbZ H$aß&gßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñ1. H$ar, ÒQ>mo\ß$J (2007); [mnadmnaH$ naÌVmß _ß _m]mBb \$mZ H$r

^yo_H$m, MMM> Am°a GSM > EgmogEeZ (gsma) 23 ]´mBQ>Z,`yH$, [•. 43-47.

2. lrdmÒVd, H$.[r.(2005) gm_moOH$ gß]ßY Edß _m]mBb \$mZ, emY[Ã, Vol.(5), No.3 [•. 162-166.

3. ]mÎQ>Z, (2006); _m]mBb \$mZ H$m gm_moOH$ gß]ßYmß [a ‡^md,gyMZm gßMma gmgm`Q>r, o]´Q>Z, [•. 56.

4. ÒQ>rd, Om∞„g, (2012), ÒdÒW ‡m°⁄moJH$r H$ gmW A[Z [nadmaH$m gß]ßY, emY ‡]ßY, gZ \´$mßoggH$mß odÌd od⁄mb`, [•. 89.

5. S>odS> (2012); _m]mBb ‡m°⁄moJH$r Am°a naÌV, gm_moOH$ AmßXmbZAm°a oejm [a ‡^md, ›`y o_oS>`m gmgm`Q>r ÒdrS>Z, 12(1), [•.13-14

6. X°oZH$ ^mÒH$a, X°oZH$ g_mMma [Ã am`[wa, _Ywna_m odefmßH$, 7OyZ 2013.

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gmJa oOb _ß AZwgyoMV OmoV`mß Edß AZwgyoMV OZOmoV`mßH$m [mfU ÒVa H$m A‹``Z

gßVmf Aohadma *

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* emgH$r` E_.Or.E_.[r.Or. H$m∞bO, BQ>magr, hmeßJm]mX (_.‡.) ‰mmaV

oH$._r h°& gmJa oOb _ß Hw$b odH$mg I S>mß H$r gßª`m 11 VWm 11 Vhgrbh°& 11 ZJa, 2076 J´m_mß H$r gßª`m h°, Hw$b OZgßª`m 2378458 Bg_ß[wÍ$fmß H$r gßª`m 1256257 , Ûr H$r gßª`m 1122201 h°& obßßJmZw[mV896 h°& OZgßª`m KZÀd 232 AZwgyoMV OmoV`mß H$r OZgßª`m501630,[wÍ$fmß H$r gßª`m 266306 Edß _ohbmAmß H$r OZgßª`m235324, AZwgyoMV OZOmoV`mß H$r gßª`m H$r Hw$b OZgßª`m 221936h°& BZ_ß g [wÍ$fmß H$r OZgßª`m 114771 , _ohbm 107165 (2011oObm gmJa OZgßª`m H$m`m©b`)Im⁄ C[b„YVm -Im⁄ C[b„YVm -Im⁄ C[b„YVm -Im⁄ C[b„YVm -Im⁄ C[b„YVm - ^mOZ AZH$ ‡H$ma H$ Im⁄ [XmWm~ g o_bH$a ]ZVmh°& B›ht _ß [mfH$ VÀd [m` OmV h¢& gßVwobV Amhma _ß Im⁄ H$r _mÃm H$rCZH$r JwUdŒmm H$ gmW _hÀd[yU© ÒWmZ h°& Im⁄ [XmW© dmÒVd _ß D$Om©H$m ‡oVoZoYÀd H$aVr h°, Om h_ma eara H$m _hÀd[yU© amgmòZH$ D$Om©H$ Í$[ _ß oZo_©V hmVr h°& _ZwÓ` oXZ â Om H$m`© H$aVm h°, oOg_ß CgH$rD$Om© H$m H´$_e: ¯g hmVm h°& BZH$r [yoV© hVw eara _ß ^yI H$m AZw^dH$aVm h° VmoH$ dh Ïò∫$ ^mOZ H$aH$ [wZ: D$Om© H$r [yoV© H$aVm h°& [mfUVÀd oH$Z -oH$Z ^m¡` [XmWm~ g ‡m· hmV h¢ VWm BZH$r aMZm,oH´$`merbVm, oZ`ßÃU Edß gßajU H$r —oÓQ> g BZH$m _hÀd Am`w, obßJ,VWm gßaMZm H$ AZwgma _mZd H$r m¡` AmdÌ`H$VmAmß _ß r AßVa AmVmh°&[mfU ÒVa - [mfU ÒVa - [mfU ÒVa - [mfU ÒVa - [mfU ÒVa - [m°oÓQ>H$ OrdZ _mZd H$r ar∂T> h°& ÒdÒœ` eara _ß hr ÒdÒœ`_oÒVÓH$ oZdmg H$aVm h°& oH$gr jÃ odef _ß Im⁄ [XmWm~ H$r C[b„YVmH$m ghr AmßH$bZ V^r oH$`m Om gH$Vm h°, O] CZH$ [mfU _yÎ`mß H$modÌbfU oH$`m OmE (o_lm 1989)& [mfU EH$ _yb^yV _mZdrÀmdÌ`H$Vm h° VWm `h ÒdÒœ` OrdZ H$ obE AoVna∫$ AmdÌ`H$ h°&emarnaH$ d•o’ odH$mg Edß oH´$`merb OrdZ H$ obE gßVwobV [mfU AmhmaAmdÌ`H$ h°& [XmWm~ H$r C[b„YVm CZH$ [mfU VÀdmß H$ AZwgma JUZmH$aH$ H$r JB© h° Wm H°$bmar, ‡mQ>rZ, IoZO H$m]m~hmS>S≠>Q> , odQ>mo_Z AmoX&Im⁄ C[^mJ gm_m›`V: Cg jÃ odef _ß Im⁄ CÀ[mXZ Am°a odVaU¤mam oZYm©naV hmVm h° VWm Cg jÃ H$r OZgßª`m H$ ÒdmÒœ` Am°a [mfUH$r oZYm©naV H$aVm h°& [mfU H$ Abmdm Im⁄ [XmW© eara H$ A›` AZH$VÀdmß H$r [yoV© r H$aVm h°, Om ÒdmÒœ` [a _hÀd[yU© ‡^md S>mbV h¢ ([mH©$,1989 [•. 324)&[mfH$ VÀdm ß H$r C[`moJVm - [mfH$ VÀdm ß H$r C[`moJVm - [mfH$ VÀdm ß H$r C[`moJVm - [mfH$ VÀdm ß H$r C[`moJVm - [mfH$ VÀdm ß H$r C[`moJVm - gßVwobV Amhma Cg H$hm Om gH$Vm h°oOg_ß odo^fi ‡H$ma H$ Im⁄ [XmW© CoMV _mÃm _ß ‡m· hmV h°& [mfH$ VÀdodo^fi emarnaH$ oH´$`mAmß _ß ghm`H$ Eg [XmW© h¢, Om eara H$r d•o’odH$mg Edß emarnaH$ oQ>ewAmß H$r _aÂ_V Am°a eara H$m amJmß g ]MmZ H$


obE AmdÌ`H$ hmV h¢,AbJ-AbJ Im⁄ [XmWm~ _ß [mfH$ VÀd Am°a CgH$r_mÃm r o^fi -o^fi hmVr h°& eara H$ odH$mg H$ obE odo^fi Am`w g_yhmß,obßJ Am°a Hw$N> odef emarnaH$ XemAmß _ß (_mÃm) Hw$N> AoVna∫$ [mfH$VÀdmß H$r AmdÌ`H$Vm hmVr h°& Im⁄ [XmWm _ß H°$bmar VWm A›` AmdÌ`H$[mfH$ VÀdmß H$r C[b„YVm AÀ`ßV AmdÌ`H$ hmVr h° ∑`mßoH$ ` [mfH$VÀd _mZd eara Am°a CgH$ AßJmß H$r CoMV d•o’ Am°a odH$mg _ß ghm`H$VhmV h¢ [mfH$ VÀd odo^fi Im⁄ [XmWm _ß AbJ-AbJ AZw[mV _ß [mEhmV h¢& IoZO Am°a odQ>mo_Z eara _ß D$Om© H$r [yoV© Zht H$aV [a›Vw deara H$r AmdÌ`H$ ‡oH´$`mAmß H$ gßMmbZ _ß _hÀd[yU© ^yo_H$m oZ^mVH$aV h¢& Hw$N> IoZO eara H$ T>mßM H$r ]ZmdQ> H$ obE _hÀd[yU© h°& O°gho»`m±, XmßV, AmoX H$r aMZm Edß gßajU& Im⁄ Edß H•$of gßJR>Z FAOVWm odÌd gßJR>Z WHO 1975) emarnaH$ JwUdŒmm VWm CŒm_ ÒdmÒœ`H$m gwoZoÌMV H$aZ hVw H°$bmar ‡mQ>rZ Edß A›` ‡_wI [mfH$ VÀdmß H$roOVZr _mÃm AmdÌ`H$ hm, CgH$r AZweßgm H$r h°&VmobH$m 1 : ‡oVoXZ Amhma _ß AmdÌ`H$ [mfH$ VÀdm ß H$r _mZdVmobH$m 1 : ‡oVoXZ Amhma _ß AmdÌ`H$ [mfH$ VÀdm ß H$r _mZdVmobH$m 1 : ‡oVoXZ Amhma _ß AmdÌ`H$ [mfH$ VÀdm ß H$r _mZdVmobH$m 1 : ‡oVoXZ Amhma _ß AmdÌ`H$ [mfH$ VÀdm ß H$r _mZdVmobH$m 1 : ‡oVoXZ Amhma _ß AmdÌ`H$ [mfH$ VÀdm ß H$r _mZdAmdÌ`H$VmAmdÌ`H$VmAmdÌ`H$VmAmdÌ`H$VmAmdÌ`H$VmH´$ß. [mfH$ VÀd _mZH$ AmdÌ`H$Vm1 D$Om© 2400 H°$bmar2 ‡mQ>rZ 60.0 J´m_3 dgm 60.0 J´m_4 H$m]mhmS>S≠>Q> 600.0 J´m_5 IoZO

H°$oÎe`_ 900.0 o_br J´m_bm°h A`ÒH$ 29.5 o_br J´m_

6 odQ>mo_ZodQ>mo_Z E (H$amQ>rZ) 2400.0 Â`wJ´m_odQ>mo_Z ]r 1 Wmò_Z 1.4 o_brJ´m_odQ>mo_Z ]r 2 am`]m‚bmodZ 1.4 o_brJ´m_odQ>mo_Z ]r 2 oZ`mgrZ 12.6o_brJ´m_odQ>mo_Z gr Wm`_rZ 40.0 o_br J´m_

ÛmV : maVr` Am w©odkmZ emY gßÒWmZ H$r [mfU Amhma odefk go_oV[mfH$ VÀdm ß H$r C[^mJ -[mfH$ VÀdm ß H$r C[^mJ -[mfH$ VÀdm ß H$r C[^mJ -[mfH$ VÀdm ß H$r C[^mJ -[mfH$ VÀdm ß H$r C[^mJ - [mfH$ VÀd eara H$ gßMmbZ _ß _hÀd[yU©h° BgH$ ‡`mJ g emarnaH$ oH´$`mAmß H$r joV[yoV© ,earnaH$ odH$mg, CÓ_mCÀ[fi H$aZm, eo∫$ ‡XmZ H$aZm, amJ ‡oVamYH$ j_Vm AmoX _ß ghm`H$hmV h° VmobH$m g Ò[ÓQ> h° oH$ emY jÃ _ß Hw$N> [mfH$ VÀdmß H$r X°oZH$^mOZ _ß gßVwobV _mÃm H$r VwbZm _ß BZH$r C[b„YVm ›`yZV_ h°&VmobH$m 2 VmobH$m 2 VmobH$m 2 VmobH$m 2 VmobH$m 2 (XI A(XI A(XI A(XI A(XI AJJJJJbbbbb [•> [a) [•> [a) [•> [a) [•> [a) [•> [a)

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[mfH$ VÀdmß _ odQ>mo_Zmß H$r C[b„YVm ^r H$_ h°, A‹``Z jÃ _ßodQ>mo_Z E H$r C[b„YVm _mÃm 1193 _mBH´$mJ´m_ h° AWm©V gßÒVwV _mÃm2400 _mBH´$mJ´m_ g 1207 _mBH$mJ´m_ H$r C[b„YVm H$_ h°& gmW hrodQ>mo_Z ]r1 (Wm`_rZ) H$r C[b„Y _mÃm 2.2 o_br J´m_ h° AWm©VgßÒVwV _mÃm (1.2 o_.J´m_ ) g 1 o_brJ´m_ H$r C[b„YVm AoYH$ h°odQ>mo_Z ]r2 (am`]m‚bmo]Z) H$r C[b„YVm 0.9 o_.J´m h° AWm©V gßÒVwV_mÃm 1.4 o_.J´m g 0.5 _brJ´m_ H$_ h°& Bgr ‡H$ma odQ>mo_Z ]r2oZ`mgrZ H$r C[b„YVm Am°gV 22.6 o_.J´m h° AWm©V gßÒVwV _mÃm 12.6o_.J´m) g 10 o_brJ´m_ AoYH$ h°& odQ>mo_Z gr H$r C[b„YVm Am°gV‡oVoXZ ‡oVÏò∫$ 21.4 o_brJ´m_ h° AWm©V gßÒVwV _mÃm 40 o_.J´m g18.6 o_brJ´m H$_ h°&oZÓH$f© - oZÓH$f© - oZÓH$f© - oZÓH$f© - oZÓH$f© - emY jÃ gmJa oObm H$r OZgßª`m H$m ‡oVoXZ ‡oVÏò∫$D$Om© H°$bmar, ‡mQ>rZ, odQ>mo_Z ]r, (Wm`_rZ) ]r2 (oZ`mgrZ) H$rC[^mJ [`m©· _mÃm _ß h°& O]oH$ dgm, H$m]mhmBS≠>Q>, H°$oÎe`_, bm°h VÀdodQ>mo_Z EH$ Edß odQ>mo_Z gr gßÒVwV _mÃm g H$_ C[^mJ _mÃm h°&

A‹``Z jÃ _ß ZJar` Edß J´m_rU [wÍ$f dJ© _ß [mfU ÒVa H$_ h°&ZJar` [wÍ$f OZgßª`m H$m H°$bmar, ‡mQ>rZ, odQ>mo_Z ]r, (Wm`_rZ)]r2 (oZ`mgrZ)gßÒVwV _mÃm g AomH$ ‡m· hmV h¢& O]oH$ dgm,H$m]mhmBS≠>Q> H°$oÎe`_, bm°h VÀd, am`]m‚bmodZ, odQ>mo_Z E, Edß gr H$rC[^mJ _mÃm gßÒVwV _mÃm g H$_ h°&

ZJar` _ohbm dJ© _ ß H°$bmar, ‡mQ>rZ, dgm, odQ>mo_Z ]r1(Wm`_rZ), odQ>mo_Z ]r2 (oZ`mgrZ) H$r C[b„YVm gßÒVwV _mÃm gAoYH$ h° O]oH$ H°$oÎe`_, H$m]mhmBS≠>Q>, bm°h VÀd, odQ>mo_Z ]r2(am`]m‚bmodZ), odQ>mo_Z E, gr, bm°h VÀd H$_ h°& J´m_rU _ohbm dJ©_ß H°$bmar, ‡mQ>rZ, odQ>mo_Zmß H$r AoYH$Vm h° O]oH$ dgm,H°$oÎe`_H$m]mhmBS≠>Q> , bm°h VÀd, ]r2 (am`]m‚bmodZ) odQ>mo_Z E. gr. gßÒVwV_mÃm g H$m\$r H$_ h°&

CÉ Am`w dJ© dmbr OZgßª`m H$m [`m©· _mÃm _ß [mfH$ VÀdmß H$rH$_r H$m C[`mJ H$aVr h°& BZ_ß _wª`Vm, H°$bmar, ‡mQ>rZ, odQ>mo_Z ]r1(Wm`_rZ),odQ>mo_Z ]r2 (oZ`mgrZ), Edß odQ>mo_Z gr H$r C[b„YVmgßÒVwV _mÃm g AoYH$ h°& O]oH$ dgm H°$oÎe`_, H$m]mhmBS≠>Q>, bm°h VÀdmodQ>mo_Z E Edß odQ>mo_Z ]r 2 am`]m‚bmodZ gßÒVwV _mÃm g BZH$rC[b„YVm H$_ h°&

_‹` Am`w dJ© dmbr OZgßª`m _ß [mfH$ VÀdmß H$r C[b„YVm _ßH$_r h°& BZ_ß _wª`V: ‡mQ>rZ, odQ>mo_Z ]r, Am°a ]r2 gßÒVwV _mÃm g ¡`mXmh°, O]oH$ H°$bmar, dgm, H$m]mhmBS≠> Q>, H°$oÎe`_, bm°h VÀd ]r2am`]m‚bmodZ odQ>mo_Z E,gr H$r H$_r h°&

oZÂZ Am` dJ© _ß [mfU H$m ÒVa OZgßª`m _ß AoYH$mße [mfH$VÀdmß H$r H$_r ]Zr ahVr h°& `h ^mOZ A[Zm [Q> âZ H$ obE H$aV h° Z


oH$ [mfH$ VÀdmß H$r ‡mo· H$ obE BZ_ß H°$bmar, ‡mQ>rZ, dgm, H$m]mhmBS≠>Q>H°$oÎe`_, bm°h VÀd odQ>mo_Z E Am°a odQ>mo_Z gr H$r H$_r ]Zr hwB© h°&gßX^© J´ßW gyMr :-gßX^© J´ßW gyMr :-gßX^© J´ßW gyMr :-gßX^© J´ßW gyMr :-gßX^© J´ßW gyMr :-1. FAO (1949) : Handbook for the preparation of Food

Balance Sheets. Rome: Food and AgricultureOrganization of the United Nations.

2. Akhtar, Rais (1971) : A note on the NutritionalGeography of kariuganj Village

3. Mishram R.P. (1989) : Population and Food Supply inMadhya Pradesh, Northern Book Centre, New Delhi.

4. Vishwakarma, S. (1997) : Population, Food and

*************

VmobH$m 2 : oObm gmJa : emY jÃ _ß [mfU H$m ÒVaVmobH$m 2 : oObm gmJa : emY jÃ _ß [mfU H$m ÒVaVmobH$m 2 : oObm gmJa : emY jÃ _ß [mfU H$m ÒVaVmobH$m 2 : oObm gmJa : emY jÃ _ß [mfU H$m ÒVaVmobH$m 2 : oObm gmJa : emY jÃ _ß [mfU H$m ÒVa[mfH$ VÀd[mfH$ VÀd[mfH$ VÀd[mfH$ VÀd[mfH$ VÀd gßÒVwV _mÃmgßÒVwV _mÃmgßÒVwV _mÃmgßÒVwV _mÃmgßÒVwV _mÃm C[^mJ _mÃmC[^mJ _mÃmC[^mJ _mÃmC[^mJ _mÃmC[^mJ _mÃm gßÒVwV _mÃm H$m ‡oVeVgßÒVwV _mÃm H$m ‡oVeVgßÒVwV _mÃm H$m ‡oVeVgßÒVwV _mÃm H$m ‡oVeVgßÒVwV _mÃm H$m ‡oVeV ›`yZVVm/AoYH$Vm›`yZVVm/AoYH$Vm›`yZVVm/AoYH$Vm›`yZVVm/AoYH$Vm›`yZVVm/AoYH$Vm ‡oVeV‡oVeV‡oVeV‡oVeV‡oVeVH°$bmar (D$Om©) 2400 2443.3 101.8 43.3 1.8‡mQ>rZ 60 35.4 109.0 5.4 9.0dgm 60 24 40.0 36 60.0H$m]mhmS>S≠>Q> 600 479.2 79.9 120.8 20.1H°$oÎe`_ 900 401.1 44.6 498.9 55.4bm°hVÀd 29.5 23.9 81.0 5.6 19.0odQ>mo_Z -E (H°$amQ>rZ) 2400 1193 49.7 1207 50.3odQ>mo_Z ]r1 Wm`_rZ 1.2 2.2 183.3 1 83.3odQ>mo_Z ]r2 am`]m‚bmodZ 1.4 0.9 64.3 0.5 35.7odQ>mo_Z ]r2 oZ`mogZ 12.6 22.6 179.4 10 79.4odQ>mo_Z gr 40 21.4 53.5 18.6 46.5 ÛmV : jÃ gdjU g ‡m· AmßH$∂S>mß [a AmYmnaV \y$S> ]°b›g grQ> odoY H$ AZwgma

Nutrition in Sagar Division, Prachi Asociatesm Sagar.5. National Institute of Nutrition (1999) : Dietary Guidelines

For India’s national Institute of Nutrition, Hyderabad,India, PP. 11.

6. Gopalan, C and Others (2004) : Nutritive value of IndianFoods, Health Bulleting No. 23, Hyderabad : NationalInstitute of Nutrition (ICMR.)

7. Mishra, R. P. (2006) : Agriculture Food and Nutrition,Northern Book Centre, New Delhi.

8. District census Handbook (2008-09) : District sagar,Director of census operation, 2008-9


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4. H•$fH$mß H$ AZwgma O°odH$ H•$of H$aZ [a Jm]a J°g gß`ßÃ bJmZ,Zm∞S>[ ]ZmZ, d_r© H$Â[mÒQ> ]ZmZ VWm A›` O°odH$ ImX VWm agm`Z]ZmZ [a AZwXmZ H$r Ï`dÒWm hmZr MmohE VWm gmW hr gmW‡mÀgmhZ amoe ^r XZm MmohE&

5. H•$fH$mß Z \$gb ]r_m H$m ^r ‡_wI gwPmd oX`m oOg_ß ]Vm`m J`moH$ ‡oV EH$∂S> `m ‡oV h°∑Q>`a aH$] H$ ohgm] g ]r_m H$r ‡ro_`_amoe H$r Ò[ÓQ> ZroV hmZr MmohE VWm \$gbmß _ß ZwH$gmZ hmZ [aBgH$r ^a[mB© VwaßV hmZr MmohE&

gßX^© J´ßW gyMr :-gßX^© J´ßW gyMr :-gßX^© J´ßW gyMr :-gßX^© J´ßW gyMr :-gßX^© J´ßW gyMr :-1. Jw·m, Eg.H$. : "gmßoª`H$r' (2000), [naH$Î[Zm [arjU ^mJ-

2, CÀH•$ÓQ> ‡H$meZ, ZB© oXÑr, [•. H´$. 1102. oVdmar, H$merZmW oVdmar amH$e (2013) : "H•$of CÀ[mX ]∂T>mZ

H$r aUZroV' Hw$Í$jÃ [oÃH$m, OyZ, J´m_rU odH$mg _ßÃmb`, ZB©oXÑr, [•ÓR> H´$. 22-24

3. d°ÓUd H$_b (2017) : "]m`m EJ´rH$ÎMa Am∞\$ Am∞JoZH$ ‡mS>∑eZ'H•$of Ymam [oÃH$m, AßH$ - 2 \$adar 2018, [•. H´$. 21-22

4. lrdmÒVd, _ZmO (2014) : "]OQ> _ß IVr oH$gmZr H$m o_br ImgVd¡Om`', Hw$Í$jÃ [oÃH$m AßH$ 10, AJÒV, [•ÓR> H´$. 9,10 29,35

5. Forman Jonathan (1961) : Solid, Food and Health,Natural Food Associates, Texas.

6. Husain Majid (1996 ) : Systematic AgriculturalGeography; Rawat Publication, New Delhi & JaipurP.No. 102

7. www.organiefarming date 12/11/2014,"AmJoZH$ \$mo_™Jg bm^'

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AmoXdmog`mß H$ Bg emfU _ß Z H$db ÒdmWr© "g‰` g_mO' emo_bh°, daZ≤ gaH$ma oOg [a g^r H$ gmW ›`m` H$m CŒmaXmo`Àd h°; r BZH$memfU H$aZ Am°a BZH$ ‡oV Xmo`Àdmß g [Ñm Pm∂S>Z g Zht MyH$Vr&C[›`mg H$ [mÃ am_Hw$_ma O°g [∂T>-obI bmJ Bg f∂S>`ßÃ g [naoMV h¢&am_Hw$_ma gaH$ma H$r Bg ÒdmW©[aVm H$m C”mQ>Z H$aVm hwAm H$hVm h°-"h_ß Vm bJVm h° oH$ OmZ]yPH$a gaH$ma ^r _oQ>`m ahr h°& MmhVr h°, [mQ>[a Am]mXr oOVZm OÎXr òÀ_ hm ]m∞∑gmBQ> oZH$mbZ _ß CVZr hr AmgmZrhmJr&'11

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A[Zr oOÂ_Xmna`mß g [Ñm Pm∂S> bVr h¢-"]m∞∑gmBQ> Q≠>H$mß H$r AmdabmßoSß>JZ g∂S>H$ H$r hmbV IÒVm H$a aIr h°& gaH$ma H$m bJVm h° oH$ H$Â[oZ`m±g∂S>H$-_aÂ_V H$aZ _ß _XX H$aß& H$Â[oZ`mß H$m bJVm h° oH$ g∂S>H$ VmgaH$ma H$r h°& h_ Q°>∑g Vm aV hr h¢, o\$a g∂S>H$ _aÂ_V ∑`mß H$aß? ]agmV_ß Jèmß H$m bQ>amBQ> g âH$a A[Zr S>ÁyQ>r [yar g_P bV h¢&'14

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Bg ‡H$ma odo^fi ‡H$ma H$r MwZm°oV`m± PbV Bg AmoX_ g_mO H$r`WmW© Xem C[›`mgH$ma [yar _mo_©H$Vm g Ï`∫$ H$aVm h°& oH$›Vw gmohÀ`_ß `WmW© dU©Z H$ gmW-gmW gßKf© H$r ‡aUm ^r hmVr h° Am°a OrdZ H$modÌdmg ^r & `hr bIH$ H$m gH$mamÀ_H$Vm H$r oXem ^r ‡XmZ H$aVm h°&bIH$ AmoXdmog`mß ¤mam oH$E Om ah AoÒ_Vm H$ gßKf© _ß [yam odÌdmgaIVm h°& dh Cg gßKf© MVZm H$m oMÃU ^r C[›`mg _ß H$aVm h°, OmAmoXdmog`mß _ß Yra-Yra OmJ ahr h°& C[›`mg H$ [mÃ ÈZPwZ, am_Hw$_ma]mbMZ, ]woY`m, bobVm AmoX gßKf© go_oV ]ZmV h¢ Om AmoXdmog`mßH$r _mßJmß H$ obE gßKf© H$aVr h°& `⁄o[ bIH$ OmZVm h° oH$ [y±Or[oV Am°agŒmmYmar VmH$Vmß g oZ]Q>Zm AmgmZ Zht, BgrH$maU dh Bg gM g Am±IßZht MwamVm Am°a C[›`mg _ß `h oXImZ H$m ‡`mg H$aVm h° oH$ H°$g


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Bg ‡H$ma H$h gH$V h¢ oH$ `h C[›`mg EH$ ‡H$ma g AmoXdmgrOrdZ gßKf© H$m _mo_©H$ oH$›Vw gÉm XÒVmdO ]Z OmVm h°&gßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñ1. gmZdZ amO›– AjV - AmoXdmgr od_e© (bI) dV©_mZ gmohÀ`

A‡b 2009, [•. 382. amOmam_ mXw - Am°a A] AmoXdmgr od_e© (bI) H$WmXe AJÒV

2002, [•. 733. aU›– - Ωbm]b Jm±d H$ XdVm, ^maVr` kmZ[rR> 2013, [•. 74. dhr, [•. 11

5. dhr, [•. 126. hnaam_ _rUm - AmoXdmgr XwoZ`m, ‡ÒVwoV d∫$Ï`, [•. 117. aU›– - Ωbm]b Jm±d H$ XdVm, [•. 178. dhr, [•. 199. dhr, [•. 1910. dhr, [•. 1911. dhr, [•. 1412. JßJm ghm` _rUm - AmoXdmgr gmohÀ` od_e©, [•. 2013. aU›– - Ωbm]b Jm±d H$ XdVm, [•. 1314. dhr, [•. 1615. dhr, [•. 2016. dhr, [•. 2017. dhr, [•. 49

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S>m∞. oJnaamOeaU Or AJdmb H$ Ï`Ωß ‡hma

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_XmZ, [•ÓR> 1-2 oh›Xr gohÀ` gÂ_bZ ‡`mJ gßÒH$aU: ‡W_1978

2. H$mH$m hmWagr Ao^fiXZ J´ßW - S>m∞ oJnaamOeaU AJ´dmb [•ÓR>143

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Bg H$mb _ß gZ≤ 1868 _ß ^maV›Xw Z "H$oddMZ gwYm' H$m ‡H$meZH$a oh›Xr [ÃH$mnaVm H$m EH$ Am`m_ oX`m, maV›Xw Z hr 1873 "hnaÌM›–


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o¤dXr `wwJ H$ oh›Xr [Ã-[oÃH$mAmß H$m odH$mg Bg H´$_ _ß XIgH$V h°& gZ≤ 1902 B©0 _ß [ß0 M›–Ya e_m© Jwbar H$ gß[mXH$Àd _ß O`[wa_ß "g_mbmMH$' [oÃH$m 1907 Bbmhm]mX g emo›V ZmamÙ Z "Òdam¡`[Ã' oZH$mbm, _Z_mhZ _mbdr` Z ‡`mJ g hr "A‰ wX`' Am°a Bgr g_òVbH$ H$ H$gar H$m oh›Xr gßßÒH$aU "oh›Xr H$gar' ‡H$moeV hwAm& gZ≤1909 _ß H$mer g OèßH$a ‡gmX Z "B›Xw' [oÃH$m H$m ‡H$meZ oH$`m&"B›Xw' [oÃH$m [a ‡gmX H$ Ïò∫$Àd [a AoYH$ ‡^md [nabojV hmVm h°&S>m∞0 Y_›– Jw· H$ e„Xmß _ß, "‡gmX H$m ]hwV gm bIZ "B›Xw' H$ _m‹`_g gm_Z Am`m& ^maV›Xw hnaÌM›– H$ ]mX ZmQ>Á [aÂ[am H$m AmJ ]∂T>mZH$m Xmo`Àd ‡gmX Z gß^mbm VWm ZmQ>Á bIZ H$m Egr D±$MmB© ‡XmZ H$r,oOgg dh ôdÓ` _ß gmohÀ` H$r ‡_wI odYm ]Z gH$m&" Bgr g_` [ß0gw›Xabmb Z ‡`mJ g "H$_©`mJr' ‡`mJ g hr gZ≤ 1910 _ß [ß0H•$ÓUH$m›V _mbdr` Z "_`m©Xm' [oÃH$m 1913 B©0 H$mZ[wa g JUe eßH$a

od⁄mWr© Z "‡Vm[' H$m ‡H$meZ oH$`m& Bgr g_` 1913 _ß oh›Xr gmohÀ`gÂ_bZ ‡`mJ g "gÂ_bZ [oÃH$m' H$m ‡H$meZ gmohoÀ`H$ ‡ÃH$mnaVmH$ odH$mg H$r oXem _ß CÑIZr` h°&ÒdmVßÃ`mŒma [ÃH$mnaVm (1947 g A] VH$)

O] h_mam Xe 1947B©0 AmOmX hwAm Vm AmOmXr H$ [hb [ÃH$mnaVmH$m C‘Ì` ÒdVßÃVm hr Wm, [a›Vw ÒdmYrZVm ‡mo· H$ [ÌMmV ^maVr`g‰`Vm Am°a gßÒH•$oV H$m odH$mg, oh›Xr H$ _m‹`_ g kmZ-odkmZ H$mC”mQ>Z gmohÀ` Am°a emY H$m ]∂T>mdm AmoX C‘Ì`m H$m bH$a [ÃH$mnaVmAmJ ]∂T>r& [ÃH$mnaVm H$db amOZroV Am°a gmohÀ` H$ jÃ VH$ hr gro_VZhr ahr Am°a BgH$r [hw±M ha jÃ VH$ hm JB©& ÒdVßÃVm H$ ]mX [ÃH$mnaVmo\$Î_, C⁄mJ Ï`dgm`, dmoU¡`, odkmZ, Y_©, IbHy$X, ]mb, aoS>`m,Q>r0dr0 J´m_rU, ÒdmÒœ` AmoX AZH$ Í$[mß _ß odH$ogV hwB©& 1947 H$]mX oh›Xr H$r AZH$ [Ã-[oÃH$mE± ‡H$moeV hmZ bJr& gZ≤ 1947 _ßÒdV›ÃVm H$ ]mX Ak` H$r "‡VrH$' [oÃH$m Z gmohÀ` H$m Z`m ÒdÍ$[‡XmZ oH$`m& gZ≤ 1948 _ß ]Zmag g "kmZmX`' [Ã ‡H$moeV hwAm BgH$gÂ[mXH$ ^r b˙_rM›– O°Z W& `h EH$ _mogH$ [Ã Wm& 1950 _ß Y_©`wJH$ ‡H$meZ g gmohoÀ`H$ [ÃH$mnaVm _ß EH$ Z`m _m∂S> Am`m& BgH$ ‡W_gÂ[mXH$ BbmM›– Omer W& Y_©`wJ ^maV H$r gd©lÓR> oh›Xr [oÃH$m h°&BgZ [ÃH$mnaVm H$m ZB© oXem ‡XmZ H$r&

ÒdmVßÃ`mŒma gmohoÀ`H$ [oÃH$mAmß _ß 1949 _ß "MßXm_m_m' H$m‡H$meZ hwAm, "gm·mohH$ oh›XwÒVmZ' (1950), "H$mXoÂ]Zr (1960),gßMVZm (1966), ^maVr` gmohÀ` (1980), "H$WmXe' (1980) BZ[oÃH$mAmß _ß H$hmoZ`mß H$ AoVna∫$ oZ]›Y, bI, H$odVm g_rjm S>màrna[mVm©O AmoX odYmAmß H$m g_woMV ÒWmZ o_bm&

oZÓH$f©V: H$hm Om gH$Vm h°, oH$ ÒdV›ÃVm [yd© oh›Xr H$r [ÃH$mnaVmZ Ohm± X°oZH$, gm·mohH$ Am°a [mojH$ [Ãmß VWm [oÃH$mAmß H$ _m‹`_ gÒdmYrZVm gßKf© H$m ‡naV oH$`m J`m& dht g_mO H$r AZroV`mß, Hw$aroV`mß[a ‡hma H$aH$ Cg_ß Z` [nadV©Zmß H$m g_W©Z oH$`m& oh›Xr H$m EH$ g_•’^mfm ]ZmZ H$m A¿N>m H$m`© Bgr `wJ _ß hwAm& oh›Xr [ÃH$mnaVm A[ZCX≤^d H$mb g dV©_mZ H$mb VH$ odH$mg H$ odo^fi ÒVamß g ‡JoV H$r&gßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñ1. S>m∞0 AOw©Z oVdmar, AmYwoZH$ [ÃH$mnaVm [•0 22. ‡_M›X JmXÒdm_r, [ÃH$mnaVm H$ ‡oV_mZ- [•0 133. S>m∞0 am_M›X oVdmar, [ÃH$mnaVm H$ ododYÍ$[ [•0 164. S>m∞0 H•$ÓU o]hmar o_l, oh›Xr [ÃH$mnaVm [•0 515. S>m∞0 Yra›– ogßh oh›Xr [ÃH$mnaVm [•0 206. S>m∞0 gwerbm Omer, oh›Xr [ÃH$mnaVm - odH$mg Am°a Am`m_ [•0187. S>m∞0 _•Xwbm d_m©, oh›Xr H$r gdmX` [ÃH$mnaVm [•0 458. S>m∞0 odÓUw [ßH$O, oh›Xr [ÃH$mnaVm H$m gw]mY BoVhmg [•0 10

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Z A[Zr aMZm _ß oH$`m h°&


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VV≤ dm⁄mß H$r C[`moJVm Edß _hŒd

S>m∞. F$Mm C[m‹`m` *

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AWm©V≤ VßÃr dm⁄ hr dm⁄mß _ß gd©lÓR> ÒWmZ [a od⁄_mZ h°VV≤ dm⁄mß H$r C[`moJVm d lÓR>Vm H$m oZÂZ o]›XwAmß H$ AmYma [a

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* Ï`mª`mVm (gßJrV) gmZm Xdr goR>`m [r Or H$›`m _hmod⁄mb`, gwOmZJ∂T> ( amO. ) ‰mmaV

gßJrV H$ og’mßV H$m AÒdrH$ma Zht H$a gH$V& emÛr` og’mßVmß H$r‡m_moUH$Vm H$m og’ H$aZ _ß VßÃr dm⁄mß Z _hÀd[yU© ^yo_H$m oZ^mB© h¢&gd©‡W_ AmMm`© "âV' Z 22 lwoV`mß H$m og’ H$aZ H$ obE drUm H$m hrAmYma ob`m h°& ]mX _ß A›` AmMm`m~ Z ^r drUm H$ _m‹`_ g g·H$ H$Òdamß _ß [ß0. Ahm]b, ˆX`ZmamÙ Xd, lr oZdmg Z ^r A[Z J´ßWmß _ßlwoV Ï`dÒWm H$r odÒV•V MMm© H$r h°& "S>m∞. bmb_oU o_l Or' Z ‡MobVÍ$– drUm _ß AmdÌ`H$ [nadV©Z H$a "lwoV drUm' Zm_H$ VßÃr dm⁄ H$moZ_m©U oH$`m h°, oOgH$ _m‹`_ g "âV' H$ fS>≤O VWm _‹`_ J´m_ H$Òdamß H$m (AWm©V≤ 22 lwoV`mß H$ AßVa H$m) Ò[ÓQ> g_PZm gß^d hwAm h°&'2

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‡mMrZ H$mb g bH$a dV©_mZ H$mb VH$ oZamH$ma Òda H$m gmH$maÍ$[ XZ g AWm©V≤ ‡À`j g_PmZ _ß drUm H$m (VßÃr dm⁄mß H$m) hr ghmamob`m J`m h°& oOgg h gabVm g ‡_moUV hmVm h° oH$ gßJroVH$ og’mßVmßH$m AWm©V≤ Jm`Z, dmXZ H$ ‡YmZ VÀd Òda H$m g_PmZ _ß drUm _hÀd[yU©_m‹`_ h°&

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1772. _hmoS>H$, S>m∞. ‡H$me, "^maVr` gßJrV H$ VßÃr dm⁄', [•ÓR>-23. dhr, [•ÓR>-34. gßJrV(dm⁄-dmXZ AßH$) OZdar-\$adar, 1975, [•ÓR>-46 dhr5. [ßOm]r, [ß. gwXe©ZmMm`©, "gßJrV-gwXe©Z' &6. _hmoS>H$, S>m∞. ‡H$me, "^maVr` gßJrV H$ VßÃr dm⁄',[•ÓR>-47. o_l, S>m∞. AÍ$U, "^maVr` Hß$R> gßJrV Am°a dm⁄ gßJrV', [•ÓR>-208. dhr, A`m‹`m H$m S>_≤ EH$mZMÀdmnae: gJ© õmH$ 29, [•ÓR>-3809. o_l, S>m∞. AÍ$U, "^maVr` Hß$R> gßJrV Am°a dm⁄ gßJrV' [•ÓR>-3710. _hm^maV, AmoX [d©, 178 dm± A‹`m` 14 dm± õmH$11. _hmoS>H$, S>m∞. ‡H$me, "^maVr` gßJrV H$ VßÃr dm⁄', [•ÓR>-512. dhr13. dhr, [•ÓR>-614. dhr15. Om`gr, "[ŸmdV' [•ÓR>-44116. o_l, S>m∞. bmb_oU, "^maVr` gßJrV dm⁄', [•ÓR>-19117. gßJrV([oÃH$m), 2007 OyZ, [•ÓR>-16

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AmoXdmgr H$a_m Z•À` JrVmß H$m ‡mgßoJH$ oMßVZ(_ S>bm oOb H$ odef gßX © _ß)

S>m∞. ÒdÎ[m ]∂S>J¢ m *

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oZYm©naV hm OmVm h°& ZV©H$ ¤mam O°g hr Bg amJ H$m N>∂S>m OmVm h°,Cgg YwZ H$m [Vm Mb OmVm h°& Hw$N> amJ h¢-

l E h h hm`&l Am hm hm hm`&l Am hm hm hm&l Am hm hm a hm`&l Am hm Am a&l Aa Am hm hm a&2. Q>H$- amJ H$ ]mX [hbr bmB©Z H$m Q>H$ H$ Í$[ _ß Jm`m OmVm h° Am°a

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ZV©H$ Xbmß ¤mam Z•À` H$r ododY ^md ^ßoJ_m`ß ‡Xoe©V H$r OmVr h¢&H$a_m Z•À` H$r e°ob`m±-H$a_m Z•À` H$r e°ob`m±-H$a_m Z•À` H$r e°ob`m±-H$a_m Z•À` H$r e°ob`m±-H$a_m Z•À` H$r e°ob`m±-H$a_m, Z•À` JrV h°& Bg Vah-Vah g ‡ÒVwV oH$`m OmVm h°& -l EH$ e°br h° oH$ EH$ [ßo∫$ _ß [wÍ$f Am°a Xygar [ßo∫$ _ß Zmna`m± EH$

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l Vrgar e°br _ß EH$ ZV©H$ Xb A’©-Mß–H$ma d••Œm _ß ]mE g XmE H$rAma OmVm h° Am°a Xygam ZV©H$ Xb CgH$ od[arV XmE g ]mE H$r AmaOmVm h°&

bmH$dm⁄ Edß Am^yfU - bmH$dm⁄ Edß Am^yfU - bmH$dm⁄ Edß Am^yfU - bmH$dm⁄ Edß Am^yfU - bmH$dm⁄ Edß Am^yfU - "H$a_m' Z•À` JrV _ß _mXa, oQ>_H$r, Wmbr EdßoR>gH$r, dm⁄ `ßÃmß H$m ‡`mJ hmVm h°& H$^r-H$^r ]m±gwar ^r ]Om`r OmVrh°& g]g _hÀd[yU© ^yo_H$m _mXa dmXH$ H$r hr hmVr h°& dh H$a_m JrVmß _ßOmZ \y$±H$Z H$m H$m`© H$aVm h°& _mXa dmXH$ Òd`ß _X_ÒV hm OmVm h° Am°a_mXa H$r "oQ>H$-oYfim' -"oQ>H$-oYfim' ‹doZ g `wdH$-`wdoV`mß Am°almVmAmß H$m oWaH$Z H$ obE ]m‹` H$a XVm h°&

BZ Z•À` JrVmß _ß [wÍ$f YmVr, Hw$Vm©, OmoH$Q>, hmW _ß J_N>m, oga _ß\$Q>m ([J∂S>r) Am°a _`ya [ßI H$r H$bJr YmaU H$aVm h°& Zmna`m± YwoV`m,Jb _ß gwoV`m, h_b, H$mZmß H$ D$[a T>maß (VaH$r), o]ßoX`m, _mW _ß Mm±XrH$r oQ>Hw$br, Am±Imß _ß H$mOb, hmWmß _ß Mm±Xr H$ Hß$JZ, [°amß _ß N>fir, MwQ>H$m,VmaU YmaU H$aVr h¢&H$a_m Z•À` JrVm ß H$ CXmhaU - H$a_m Z•À` JrVm ß H$ CXmhaU - H$a_m Z•À` JrVm ß H$ CXmhaU - H$a_m Z•À` JrVm ß H$ CXmhaU - H$a_m Z•À` JrVm ß H$ CXmhaU - d°g "H$a_m' Z•À` JrVmß H$ AZH$ ‡H$mah¢ oH$›Vw BZ_ß y_a, b±J∂S>m, bhH$r, R>m∂S>m, amoJZr, ]°JmZr, Vmo∂S>`m, Pa[Q>,ImÎhm Am°a J°∂S>r H$a_m ‡_wI h¢& g_dV Í$[ g BZH$ H$oV[` CXmhaU‡ÒVwV h¢- //1//"Amhm h hm` O_wZ°`m bma` `ma&]m±g H$ H$Z°`m Om_wZ°`m bma` a&Aar o]N>m` b Xar o]N>m` b Am°a o]N>m`b ImaIb-Hy$X H$ _Om C∂S>m` b Zm_ Mbm` b Vma&Om_wZ°`m .........................................................................&`m _mXa ]O°`m _mXa _m bmar Om`&`m H$a_ohZ ]°`m H$a_mZ _m bmar Om`&Om_wZ°`m..........................................................................&bmdm Sw>aH°$` VrVwa S>aH°$` Aa Sw>aH°$` _Oya&]∂S > g]a CR>H$ XI` ^J JE oH$VZm Xya&Om_wZ°`m........................................................................&&

//2//

Kw_∂S> ah Mmamß Ama H$ma ]mXa&Kw_∂S> ah a&&H$m°Z H$Vr JaO°`, H$m°Z H$Vr Kw_∂S°>` hm&H$m°Z H$Vr ]ßwXbm Mwhm`, H$ma ]mXa Kw_∂S> ah&&AJw_ [Vr JaO°`, [Nw>_ [Vr Kw_∂S°>` hm&]]a [Q>r ]ßwXbm Mwhm` H$ma ]mXaKw_∂S> ah&&

//3//"hm` ^mOr [mZr _m am_,H$a b]m JwOmam, ^mOr [mZr _ma&&P° Vm hmd Mmdb ^mOr,P° amQ>r H$ IßS>m- ^°`m ...........................&∂T>∏$a-∂T>∏$a [O [r]m&Mmbm hmB© Rß>S>m a- ^mOr [mZr _m am_&Í$Im-gyIm ^mOZ H$ab, gßPm Am°a gH$ma&Z H$mhy g bZm XZm, gm] [m±d [gma&^mOr [mZr _m am_ ................................&Ka _ß Z°hmß oMW∂S>m-CW∂S>mVZ _m Zoh`m± Am∂S>,[°am H$ o]N>m°Zm _ß, H$Q> Omhr dm Om∂S>&^mOr [mZr _m am_,H$a b]m JwOmam, ^mOr [mZr _m am_&&

Bg ‡H$ma H$a_m Z•À` JrV, AmoXdmgr OZOmoV`mß H$r odoeÓQ>[hMmZ h°& H$a_m JrVmß _ß BZH$ O›_ g _•À`w VH$ H$r OrdZ JmWm‡oVo]ßo]V hmVr h°& X°oZH$, gm_moOH$, amOZ°oVH$, Ymo_©H$, o∫$, A‹`mÀ_,‡U`, ‡H•$oV, [m°amoUH$, EoVhmogH$, amÓQ≠>r` BÀ`moX g bH$a OrdZ H$mH$mB© Aße Zht h°, oOg [a H$a_m JrV Z Jm` J` hmß&

"H$a_m JrV, H$^r CÑmg H$ jU ]Z OmV h¢, H$^r odah-J_ H$]mXb, H$^r ‡mH•$oVH$ l•ßJma, H$^r dfm© H$r \w$hmaß, H$^r ]gßV ]hma, H$^rZd`wdVr H$ agm–H$, H$^r ZXr-PaZmß H$ H$b-H$b, H$^r [oj`mß H$H$bad, H$^r ^ma H$m CÀgmh, H$^r ∂T>bVr gm±P ]bm, H$^r ‡_r-‡o_H$mH$r ‡U` dXZm& gwI-XwI H$ Adga g bH$a H$mB© jÃ ANy>Vm Zht, oOgH$a_m Z•À` JrVmß Z AmámoXV Z oH$`m hm&

gßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñ1. XrojV, oZÀ` Jm[mb (1993) _ S>bm oOb H$ AmoXdmgr bmH$

gmohÀ` H$m AZwerbZ, S>m∞. harogßh Jm°a odÌdod⁄mb` gmJa(_.‡.) [•ÓR>-275-277

2. Hw$eam_, Í$[ogßh (1993) Jmß∂S>- _.‡. AmoXdmgr bmH$H$bm [nafX]mUJßJm, _.‡. ^m[mb [•ÓR>-119, 134 Edß 141.

3. ¡`moVfr, og`meaU (2009) _ S>bm oOb H$ AmoXdmgrbmH$JrVmß _ß gm_moOH$ MVZm, S>m∞. harogßh Jm°a odÌdod⁄mb` gmJa,_.‡. [•ÓR>-200.

4. Mm°aog`m, odO` (2004) ‡H•$oV[wÃ ]°Jm, _.‡. oh›Xr J´ßWAH$mX_r, ^m[mb (_.‡.)

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oZewÎH$ Am°a AoZdm © oejm AoYoZ`_ H$ A›VJ©V O`[wa H$rH$Ér ]ÒVr H$ amOH$r` od⁄mb`mß H$m gßÒWmJV T>mMß H$m A‹``Z

o‡ ßH$m H$oQ>`ma * ‡m. ew m Ï`mg **

‡ÒVmdZm - ‡ÒVmdZm - ‡ÒVmdZm - ‡ÒVmdZm - ‡ÒVmdZm - oZewÎH$ Am°a AoZdm`© oejm AoYoZ`_ 4 A‡°b 2009H$m ^maV gaH$ma ’mam [mnaV oH$`m Am°a A‡°b 2010 _ß gÂ[yU© ^maV _ßbmJy oH$`m J`m h°& oejm H$m ]∂T>mdm XZ H$ obE AZH$ H$m`©H´$_ Am°aoZoV`m± ]ZmB© JB© o\$a ^r AemVrV g\$bVm Zht o_b [m ahr h°&

EH$ A¿N> od⁄mb` _ß ]hVa gßÒWmJV T>mMß H$m ]hwV hr _hŒmd[yU©ÒWmZ hmVm h°& Om oH$ g_ÒV e°ojH$ H$m`m H$r [yoV© _ß ghm`H$ h°& VWmod⁄mb` H$m ÒVa D±$Mm CR>mZ _ß _XXJma hmVm h°& gßJR>Z _mZdr` Edß^m°oVH$ gßgmYZmß VWm H$m`© H$ ]rM gÂ]›Ymß H$m H$›– h°, Om EH$ V›Ã H$A›VOm©b `m T>mMß H$ Í$[ _ß ]Zm`m OmVm h°, hm∞O VWm Om∞ZgZ &g_Ò`m H$WZ - g_Ò`m H$WZ - g_Ò`m H$WZ - g_Ò`m H$WZ - g_Ò`m H$WZ - oZewÎH$ Am°a AoZdm`© oejm AoYoZ`_ H$ A›VJ©VO`[wa H$r H$Ér ]ÒVr H$ amOH$r` od⁄mb`mß H$m gÒWmJV T>m±Mm &C‘Ì` - C‘Ì` - C‘Ì` - C‘Ì` - C‘Ì` - oZewÎH$ Am°a AoZdm`© oejm AoYoZ`_ H$ A›VJ©V O`[wa H$rH$Ér ]ÒVr H$ amOH$r` od⁄mb`mß H$m gßÒWmJV T>mMß H$m A‹``Z H$aZm&emY odoY - emY odoY - emY odoY - emY odoY - emY odoY - gdjU odoY H$m ‡`mJ oH$`m J`m&O›gßª`m Edß ›`m`Xe© - O›gßª`m Edß ›`m`Xe© - O›gßª`m Edß ›`m`Xe© - O›gßª`m Edß ›`m`Xe© - O›gßª`m Edß ›`m`Xe© - ‡ÒVwV emY H$r OZgßª`m O`[wa oOb H$rg_ÒV H$Ér ]oÒV H$ amOH$r` od⁄mb` h°, BZ_ß g 2 H$Ér ]ÒVr H$oZH$Q> 12 amOH$r` od⁄mbm`mß H$m gmC‘Ì` odoY g MwZm J`m&C[H$aU - C[H$aU - C[H$aU - C[H$aU - C[H$aU - emYmWr© Z gßÒWmJV T>mMß H$m OmZZ H$ obE AZwgyMr H$moZ_m©U oH$`m &‡XVm ß H$m ÛmV - ‡XVm ß H$m ÛmV - ‡XVm ß H$m ÛmV - ‡XVm ß H$m ÛmV - ‡XVm ß H$m ÛmV - ‡XVmß H$m ÛmV ‡mWo_H$ h°&odÌbfU -odÌbfU -odÌbfU -odÌbfU -odÌbfU - JwUmÀ_H$ odÌbfU oH$`m J`m&[nagr_mE -[nagr_mE -[nagr_mE -[nagr_mE -[nagr_mE -1. O`[wa ZJa oZJ_ ’mam oZYm©aU H$Ér ]oÒV`mß H$ od⁄mb` VH$&2. H$Ér ]oÒVm`mß H$ oZH$Q> H$db amOH$r` od⁄mb`mß H$m ob`m J`m h°&VmobH$m - 1(XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)

VmobH$m gßª`m 1 oZewÎH$ Am°a AoZdm`© oejm AoYoZ`_ H$A›VJ©V O`[wa H$r H$Ér ]ÒVr H$ amOH$r` od⁄mb`mß H$ gßÒWmJV T>m±MH$ Am`m_ H$jm H$j H$r oÒWoV g gÂ]o›YV h°&

O`[wa H$r H$Ér ]oÒV`mß H$ 12 amOH$r` od⁄mb`mß _ß H$jm H$jH$r oÒWoV H$m oddaU `h Xem©Vm h° oH$ amOH$r` 12 od⁄mb`mß _ß g 3od⁄mb`mß H$r H$jm H$j H$r oÒWoV g›VmfOZH$, 4 od⁄mb`mß H$r gm_m›`

emY gmamße - emY gmamße - emY gmamße - emY gmamße - emY gmamße - H$Ér ]ÒVr AÀòYH$ Am]mXr dmbm ehar Amdmgr` jÃ h°, Om ¡`mXmVa IÒVmhmb `m AYya B›\´$mÒQ≠>∑Ma H$r oÒWoV _ß oZH$Q>Vmg â, odKoQ>V Amdmg BH$mB`m± h°, Om _wª` Í$[ g Jar] bmJmß ¤mam ]gm`ß J` h°& H$Ér ]oÒV`m± AmH$ma Am°a A›` odefVmAmß g o^fi hmVr h°oOZ_ß Òd¿N>Vm, Òd¿N> [mZr H$r Am[yoV©, odÌdgZr` o]Obr, H$mZyZ ‡dV©H$ Am°a A›` ]woZ`mXr gdmAmß H$_r hmVr h°&

*emYmWu, O`[wa ZeZb `yoZdog©Q>r, O`[wa (amO.) ‰mmaV** O`[wa ZeZb `yoZdog©Q>r, O`[wa (amO.) ‰mmaV

Edß 5 od⁄mb`mß H$m Ag›VmfOZH$ h°&VmobH$m - 2 (XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)

VmobH$m gßª`m 2 oZewÎH$ Am°a AoZdm`© oejm AoYoZ`_ H$A›VJ©V O`[wa H$r H$Ér ]ÒVr H$ amOH$r` od⁄mb`mß H$ gßÒWmJV T>m±MH$ Am`m_ ]R>Z hVw C[`w∫$ Ï`dÒWm g gÂ]o›YV h°&

O`[wa H$r H$Ér ]oÒV`mß H$ 12 amOH$r` od⁄mb`mß _ß ]°R>Z hVwC[`w∫$ Ï`dÒWm H$m oddaU `h Xem©Vm h° oH$ 12 amOH$r` od⁄mb`mß _ßg 4 od⁄mb`mß _ß ]°R>Z H$r Ï`dÒWm gßVmfOZH$, 1 od⁄mb` _ß gm_m›Èdß 7 od⁄mb`mß _ß Ag›VmfOZH$ h°&VmobH$m - 3 (XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)

VmobH$m gßª`m 3 oZewÎH$ Am°a AoZdm`© oejm AoYoZ`_ H$A›VJ©V O`[wa H$r H$Ér ]ÒVr H$ amOH$r` od⁄mb`mß H$ gßÒWmJV T>mMH$ Am`m_ Ì`m_[≈> H$r oÒWoV g gÂ]o›YV h°&

O`[wa H$r H$Ér ]oÒV`mß H$ 12 amOH$r` od⁄mb`mß _ß Ì`m_[≈> H$roÒWoV `h Xem©Vm h° oH$ 12 amOH$r` od⁄mb`mß _ß g 3 od⁄mb`mß _ßÌ`m_[≈> H$r oÒWoV g›VmfOZH$, 5 od⁄mb` gm_m›` Eßd 4 od⁄mb`mßH$m Ag›VmfOZH$ h°&VmobH$m - 4 (XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)

VmobH$m gßª`m 4 oZewÎH$ Am°a AoZdm`© oejm AoYoZ`_ H$A›VJ©V O`[wa H$r H$Ér ]ÒVr H$ amOH$r` od⁄mb`mß H$ gßÒWmJV T>mMH$ Am`m_ [rZ H$ [mZr H$r CoMV Ï`dÒWm g gÂ]o›YV h°&

O`[wa H$r H$Ér ]oÒV`mß H$ 12 amOH$r` od⁄mb`mß _ß [rZ H$ [mZrH$r CoMV Ï`dÒWm `h Xem©Vm h° oH$ 12 amOH$r` od⁄mb`mß _ß g 7od⁄mb`mß _ß [rZ H$ [mZr H$r CoMV Ï`dÒWm g›VmfOZH$, 4 od⁄mb` _ßgm_m›` Eßd 1 od⁄mb` _ß Ag›VmfOZH$ h°&VmobH$m - 5 (XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)

VmobH$m gßª`m 5 oZewÎH$ Am°a AoZdm`© oejm AoYoZ`_ H$A›VJ©V O`[wa H$r H$Ér ]ÒVr H$ amOH$r` od⁄mb`mß H$ gßÒWmJV T>m±MH$ Am`m_ ]mobH$m hVw [•WH$ em°Mmb` H$r Ï`dÒWm g gÂ]o›YV h°&

O`[wa H$r H$Ér ]oÒV`mß H$ 12 amOH$r` od⁄mb`mß _ß ]mobH$m hVw[•WH$ em°Mmb` H$r Ï`dÒWm H$m Xem©Vm h° 12 amOH$r` od⁄mb`mß _ß g 7


od⁄mb`mß _ß ]mobH$m hVw [•WH$ em°Mmb` H$r Ï`dÒWm g›VmfOZH$, 1 _ßod⁄mb` gm_m›` Eßd 4 od⁄mb`mß _ß Ag›VmfOZH$ h°&VmobH$m - 6 (XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)

VmobH$m gßª`m 6 oZewÎH$ Am°a AoZdm`© oejm AoYoZ`_ H$A›VJ©V O`[wa H$r H$Ér ]ÒVr H$ amOH$r` od⁄mb`mß H$ gßÒWmJV T>m±MH$ Am`m_ IbZ hVw ÒWmZ H$r Ï`dÒWm g gÂ]o›YV h°&

O`[wa H$r H$Ér ]oÒV`mß H$ 12 amOH$r` od⁄mb`mß _ß IbZ hVwÒWmZ H$m Xem©Vm h° 12 amOH$r` od⁄mb`mß _ß g 5 od⁄mb`mß _ß IbZ hVwÒWmZ g›VmfOZH$, 2 od⁄mb`mß _ ß gm_m›` Eßd 5 od⁄mb`mß _ ß Ag›VmfOZH$ h°&VmobH$m - 7 (XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)

VmobH$m gßª`m 7 oZewÎH$ Am°a AoZdm`© oejm AoYoZ`_ H$A›VJ©V O`[wa H$r H$Ér ]ÒVr H$ amOH$r` od⁄mb`mß H$ gßÒWmJV T>mMH$ Am`m_ [wÒVH$mb` _ß ]R>Z H$r Ï`dÒWm [wÒVH$ [oÃH$mE AmoX Ï`dÒWmg gÂ]o›YV h°&

O`[wa H$r H$Ér ]oÒV`mß H$ 12 amOH$r` od⁄mb`mß _ß [wÒVH$mb`_ß ]°R>Z H$r Ï`dÒWm [wÒVH$ß [oÃH$m`ß AmoX H$m Xem©Vr h° 12 amOH$r`od⁄mb`mß _ß g 2 od⁄mb`mß _ß [wÒVH$mb` H$r Ï`dÒWm g›VmfOZH$, 2od⁄mb`mß _ß gm_m›` Eßd 8 od⁄mb`mß _ß Ag›VmfOZH$ h°&VmobH$m - 8 (XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)

VmobH$m gßª`m 8 oZewÎH$ Am°a AoZdm`© oejm AoYoZ`_ H$A›VJ©V O`[wa H$r H$Ér ]ÒVr H$ amOH$r` od⁄mb`mß H$ gßÒWmJV T>m±MH$ Am`m_ od⁄mb` H$ Amg[mg H$m dmVmdaU g gÂ]o›YV h°&

O`[wa H$r H$Ér ]oÒV`mß H$ 12 amOH$r` od⁄mb`mß _ß Amg[mg H$mdmVmdaU H$m Xem©Vm h° 12 amOH$r` od⁄mb`mß _ß g 4 od⁄mb`mß _ßAmg[mg H$m dmVmdaU g›VmfOZH$, 2 od⁄mb`mß _ß gm_m›` Eßd 6od⁄mb`mß _ß Ag›VmfOZH$ h°&oZÓH$f© -oZÓH$f© -oZÓH$f© -oZÓH$f© -oZÓH$f© -1. H$Ér ]ÒVr H$ oZH$Q> amOH$r` od⁄mb` _ß H$jm H$j H$r oÒWoV

VWm ]°R>Z hVw g_Ò`mE [m`r JB© h°&2. H$Ér ]ÒVr H$ oZH$Q> amOH$r` od⁄mb` _ß ]mobH$m hVw [•WH$

em°Mmb` H$r Ï`dÒWm g›VmfOZH$ Zht h°& oOgH$ [naUm_ ÒdÍ$[

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JB© oOgg oH$ od⁄mb`mß _ß Am`moOV hmZ dmbr odo^fi IbHy$X‡oV`moJVm _ß od⁄mWr© ^mJ Zht b [mV h°&

4. H$Ér ]ÒVr H$ oZH$Q> amOH$r` od⁄mb` H$ Amg [mg H$ dmVmdaUH$ H$maU BZH$ gm_moOH$ Am°a gmßÒHw$oV odH$mg _ß H$_r [mB© J`r&oOgH$ \$bÒdÍ$[ od⁄mb` AmZ _ß [aemZr H$m gm_Zm H$aZm [S>Vmh°&

e°ojH$ oZhVmW© -e°ojH$ oZhVmW© -e°ojH$ oZhVmW© -e°ojH$ oZhVmW© -e°ojH$ oZhVmW© -1. od⁄mb` _ß H$jm H$j H$r oÒWoV VWm od⁄moW©`mß ]°R>Z H$ obE CoMV

Ï`dÒWm _ß H$_r [m`r JB© gaH$ma VWm ‡emgZ H$m Bg Ama ‹`mZXZm MmohE&

2. emY H$ oZÓH$f© _ß [m`m J`m oH$ em°Mmb` H$r oÒWoV R>>rH$ Zht h°BgobE gaH$ma em°Mmb` H$r oÒWoV T>rH$ H$aß VWm g°ZQ≠>r Z[oH$ZH$r Ï`dÒWm H$a&

3. od⁄mb` _ß IbHy$X H$m _°XmZ VWm IbHy$X H$ gm_mZ _ß H$_r [m`rJB© BgH$ ob` am¡` gaH$ma VWm oejm od^mJ ‡`mg H$a oOggoH$ od⁄mWr© IbZ _ß Í$oM b [m`J Am°a CZH$m emarnaH$ VWm_mZogH$ odH$mg gw—∂T> hmJm

4. od⁄mb` H$ Amg [mg H$ dmVmdaU _ß H$_r [mB© JB©&gm\$ g\$mB© H$m‹`mZ ZJa oZJ_ X oOgg oH$ od⁄moW©`mß H$m od⁄mb` AmZ _ßH$oR>ZmB© H$m gm_Zm Zht H$aZm [S>&

gßX^© J´ßW gyMr ï-gßX^© J´ßW gyMr ï-gßX^© J´ßW gyMr ï-gßX^© J´ßW gyMr ï-gßX^© J´ßW gyMr ï-1. d_m©, o‡oV (1994) _ZmodkmZ Am°a oejm _ß gmß>oª`H$r, odZmX

[wÒVH$ ^ß∂S>ma AmJam &2. JwS> Eßd hm∞Q> (1962) _°WS>g BZ gmeb nag©M, _J´mohb ]wH$ H$Â[Zr

›`y`m©H$ &3. VÍ$U, hade (2000), ^maVr` oejm d CgH$r g_Ò`mE|> VWm

odÌd H$r oejm ‡Umob`m, ZB© oXÑr ‡H$meZ &4. AJ´dmb gß‹`m (2005) oejm _ZmodkmZ odO` ‡H$meZ _o›Xa

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VmobH$m - 2]R>Z hVw C[`w∫$ Ï`dÒWmemÛrZJa H$Ér ]ÒVr

H´$.g. od⁄mb` H$m Zm_ g›VmfOZH$ gm_m›` Ag›VmfOZH$1. amOH$r` ]mobH$m CÉ ‡mWo_H$ od⁄mb` od⁄mYa ZJa2. amOH$r` CÉ _m‹ò_H$ od⁄mb` od⁄mYa ZJa3. amOH$r` _m‹ò_H$ od⁄mb` ]›Ym ]oÒV4. amOH$r` ]mobH$m _m‹ò_H$ od⁄mb` ^≈>m ]oÒV5. amOH$r` ]mobH$m _m‹ò_H$ od⁄mb` oedmOr ZJa6. amOH$r` CÉ ‡mWo_H$ od⁄mb` lram_ H$m Q>rbm7. amOH$r` CÉ ‡mWo_H$ od⁄mb` ehrX B›–m ¡`moV ZJa8. amOH$r` CÉ ‡mWo_H$ od⁄mb` amOrd ZJa9. amOH$r` CÉ ‡mWo_H$ od⁄mb` bßH$m[yarOdmha ZJa H$Ér ]ÒVr10. amOH$r` CÉ ‡mWo_H$ od⁄mb` Odmha ZJa bmH$b11. amOH$r` ogßYr ]mobH$m CÉ ‡mWo_H$ od⁄mb`12. amOH$r` ]mobH$m CÉ ‡mWo_H$ od⁄mb` ZdrZ KmQ>JQ>

Hw$b 4 1 7

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VmobH$m - 1H$jm H$j H$r oÒWoV - ameZr Eßd hdm

emÛrZJa H$Ér ]ÒVrH´$.g. od⁄mb` H$m Zm_ g›VmfOZH$ gm_m›` Ag›VmfOZH$1. amOH$r` ]mobH$m CÉ ‡mWo_H$ od⁄mb` od⁄mYa ZJa2. amOH$r` CÉ _m‹ò_H$ od⁄mb` od⁄mYa ZJa3. amOH$r` _m‹ò_H$ od⁄mb` ]›Ym ]ÒVr4. amOH$r` ]mobH$m _m‹ò_H$ od⁄mb` ^≈>m ]ÒVr5. amOH$r` ]mobH$m _m‹ò_H$ od⁄mb` oedmOr ZJa6. amOH$r` CÉ ‡mWo_H$ od⁄mb` lram_ H$m Q>rbm7. amOH$r` CÉ ‡mWo_H$ od⁄mb` ehrX B›–m ¡`moV ZJa8. amOH$r` CÉ ‡mWo_H$ od⁄mb` amOrd ZJa9. amOH$r` CÉ ‡mWo_H$ od⁄mb` bßH$m[yarOdmha ZJa H$Ér ]ÒVr10. amOH$r` CÉ ‡mWo_H$ od⁄mb` Odmha ZJa bmH$b11. amOH$r` ogßYr ]mobH$m CÉ ‡mWo_H$ od⁄mb`12. amOH$r` ]mobH$m CÉ ‡mWo_H$ od⁄mb` ZdrZ KmQ>JQ>

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VmobH$m - 3Ì`m_[≈> H$r oÒWoV


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VmobH$m - 4[rZ H$ [mZr H$r CoMV Ï`dÒWm


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VmobH$m - 6IbZ hVw ÒWmZ


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VmobH$m - 5]mobH$m hVw [•WH$ em°Mmb` H$r Ï`dÒWm


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VmobH$m - 7[wÒVH$mb` _ß ]R>Z H$r Ï`dÒWm [wÒVH$ [oÃH$m`ß AmoX


Hw$b 5 2 5

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VmobH$m - 8Amg[mg H$m dmVmdaUemÛrZJa H$Ér ]ÒVr

H´$.g. od⁄mb` H$m Zm_ g›VmfOZH$ gm_m›` Ag›VmfOZH$1. amOH$r` ]mobH$m CÉ ‡mWo_H$ od⁄mb` od⁄mYa ZJa2. amOH$r` CÉ _m‹ò_H$ od⁄mb` od⁄mYa ZJa3. amOH$r` _m‹ò_H$ od⁄mb` ]›Ym ]ÒVr4. amOH$r` ]mobH$m _m‹ò_H$ od⁄mb` ^≈>m ]ÒVr5. amOH$r` ]mobH$m _m‹ò_H$ od⁄mb` oedmOr ZJa6. amOH$r` CÉ ‡mWo_H$ od⁄mb` lram_ H$m Q>rbm7. amOH$r` CÉ ‡mWo_H$ od⁄mb` ehrX B›–m ¡`moV ZJa8. amOH$r` CÉ ‡mWo_H$ od⁄mb` amOrd ZJa9. amOH$r` CÉ ‡mWo_H$ od⁄mb` bßH$m[yarOdmha ZJa H$Ér ]ÒVr10. amOH$r` CÉ ‡mWo_H$ od⁄mb` Odmha ZJa bmH$b11. amOH$r` ogßYr ]mobH$m CÉ ‡mWo_H$ od⁄mb`12. amOH$r` ]mobH$m CÉ ‡mWo_H$ od⁄mb` ZdrZ KmQ>JQ>

Hw$b 4 2 6

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oH$ema gwYmaJ•h _ß gßMmobV e°ojH$ H$m ©H$_mß H$m oH$emaA[amoY`mß H$ A›V: [maÒ[naH$ gß]Ymß H$ g›X © _ß A‹``Z

S>m∞. J´rÓ_m ew∑bm * Zrb_ e_m© **

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A[amY H$r lUr Edß oH$ema A[amoY`mß H$r Am`w H´$_mZwgma ‡À`H$Xe _ ß AbJ-AbJ h°& ^maVdf© _ ß dh oH$ema-A[amYrH$hbmEJm,oOZH$r AoYH$V_ Am`w 16 df© `m Cgg H$_ Am°a ›`yZV_Am`w 6 df© hm,CgH$ ¤mam oH$`m J`m g_mO odamYr H$m`© oH$ema A[amYH$r lUr _ß AmVm h°&(O.O.E∑Q>1986)& ]mbH$ Om g_mO H$r gwodYmAmßH$m ‡´`mJ Vm H$aVm h°, g_mO ¤mam oOg Ï`dhma H$r Cgg A[jm H$rOmVr h°, Cg dh Zht H$aVm, Eg ]mbH$ H$m oH$ema A[amYr H$hV h°&

dbßQ>mBZ H$ AZwgma "H$mB© ^r ]mbH$ oOgH$m Ï`dhma gm_m›`gm_moOH$ Ï`dhma g BVZm o^fi hm OmE oH$ Cg g_mO odamYr H$hm OmgH$, oH$ema A[amYr h°&'

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oXem oZXemß H$r AmdÌ`H$Vm h°?l oH$ema gwYmaJ•h _ß H$m°Z-H$m°Z g e°ojH$ H$m`©H´$_ MbmE Om ah

h°?l oH$ema gwYmaJ•h _ß oH$g ‡H$ma H$m Ï`mdgmo`H$ ‡oejU oX`m OmVm

* Egmog`Q>> ‡m‹`m[H$ O`[wa ZeZb `yoZdog©Q>r, O`[wa (amO.) ‰mmaV** Egmog`Q>> ‡m‹`m[H$ O`[wa ZeZb `yoZdog©Q>r, O`[wa (amO.) ‰mmaV

h°?l oH$ema gwYmaJ•h _ß gßMmobV H$m`©H´$_ oH$ema A[amoY`mß H$ A›V:

[maÒ[naH$ gß]ßYmß H$m gwYmaZ _ß ∑`m ^yo_H$m oZ^m ah h°?BZ g_ÒV ‡ÌZmß H$ CŒma ‡m· H$aZ H$r —oÓQ> g emYmWr© Z Bg jÃ

H$m MwZmd oH$`m h°&g_Ò`m H$WZ - g_Ò`m H$WZ - g_Ò`m H$WZ - g_Ò`m H$WZ - g_Ò`m H$WZ - "oH$ema gwYmaJ•h _ß gßMmobV e°ojH$ H$m`©H´$_mß H$moH$ema A[amoY`mß H$ A›V: [maÒ[naH$ gß]ßYmß H$ gß›X^© _ß A‹``Z'&emY H$ C‘Ì` -emY H$ C‘Ì` -emY H$ C‘Ì` -emY H$ C‘Ì` -emY H$ C‘Ì` -1. oH$ema gwYmaJ•h _ß gßMmobV e°ojH$ odo^fi H$m`©H´$_mß H$m A‹``Z

H$aZm&2. oH$ema A[amoY`mß H$ A›V: [maÒ[naH$ gß]ßYmß H$m A‹``Z H$aZm&3. oH$ema gwYmaJ•h _ß gßMmobV e°ojH$ H$m ©H´$_mß H$m oH$ema A[amoY`mß

H$ A›V: [maÒ[naH$ gß]ßYm| [a ‡^md H$m A‹``Z H$aZm&emY [naH$Î[ZmE∞ -emY [naH$Î[ZmE∞ -emY [naH$Î[ZmE∞ -emY [naH$Î[ZmE∞ -emY [naH$Î[ZmE∞ -1. odo^›Z oH$ema gwYmaJ•h H$ A[amoY`mß H$ A›V: [maÒ[naH$ gß]ßYmß

H$ _m‹`_mZm| _ß gmW©H$ A›Va Zht h°&2. oH$ema gwYmaJ•h _ß gßMmobV e°ojH$ H$m ©H´$_mß H$m oH$ema A[amoY`mß

H$A›V: [maÒ[naH$ gß]ßYmß [a gmW©H$ ‡^md Zht [∂S>Vm h¢&emY odoY -emY odoY -emY odoY -emY odoY -emY odoY - ‡ÒVwV A‹``Z _ß gdjU odoY H$m ‡`mJ oH$`m J`m h°&›`mXe© -›`mXe© -›`mXe© -›`mXe© -›`mXe© - ‡ÒVwVA‹``Z _ß ›`mXe© M`Z hVw Ï`doÒWV `m—o¿N>H$›`mXe© odoY H$m ‡`mJ oH$`m J`m h¢& oOgH$A›VJ©V amOÒWmZ H$ramOYmZr O`[wa H$ 2 amOH$r` oH$ema gwYmaJ•hmß H$m M`Z oH$`mh°(]mbH$-]mobH$m) ›`mXf© _ß M`oZV oH$ema gwYmaJ•h _ß 100 oH$emaA[amYr ]mbH$ h°, O]oH$ ]mobH$m oH$ema gwYmaJ•h _ß 75 oH$ema A[amYr]mobH$mAmß H$m gÂ_obV oH$`m J`m h°& ›`mXe© H$r Hw$b gßª`m 175 h°&emY [nagr_Z -emY [nagr_Z -emY [nagr_Z -emY [nagr_Z -emY [nagr_Z - ‡ÒVwV A‹``Z _ß O`[wa _ß oÒWV gR>r H$m∞bmZr ]mbH$oH$ema gwYmaJ•h d Jm∞YrZJa oÒWV ]mobH$m oH$ema gwYmaJ•h _ß oH$emaA[amoY`mß(]mbH$-]mobH$m) H$m hr emo_b oH$`m J`m h°&emY _ß ‡`w∫$ C[H$aU -emY _ß ‡`w∫$ C[H$aU -emY _ß ‡`w∫$ C[H$aU -emY _ß ‡`w∫$ C[H$aU -emY _ß ‡`w∫$ C[H$aU -l o_ÃVm _m[Zr gwZ›Xm M›XZm(2012)l gmjmÀH$ma AZwgyMrl AdbmH$Z‡XŒm ß H$m odÌbfU - ‡XŒm ß H$m odÌbfU - ‡XŒm ß H$m odÌbfU - ‡XŒm ß H$m odÌbfU - ‡XŒm ß H$m odÌbfU - emYmWr© Z ‡ÒVwV A‹``Z _ß ‡m· ‡XŒmß H$mgmaUr`Z H$aH ‡XŒm H$m JwUmÀ_H$ Edß _mÃmÀ_H$ odÌbfU oH$`m& oOg_ß


A›V: [maÒ[naH$ gÂ]›Y _ß o_ÃVm _m[Zr g O [arjU H$m ‡`mJ H$aVhwE ‡XŒm H$m gmßoª`H$r odÌbfU oH$`m J`m& gmjmÀH$ma d AdbmH$Z ggÂ]o›YV ‡XŒm H$m JwUmÀ_H$ odÌbfU oH$`m J`m h°&

oH$ema A[amYr ]mbH$-]mobH$mAmß H$m A›V: [maÒ[naH$ gÂ]›YH$m Am`m_dma odÌbfU oH$`m J`m h°& Om Bg ‡H$ma h°-VmobH$m gßª`m -1 (XI AmJ [•> [a)VmobH$m gßª`m -1 (XI AmJ [•> [a)VmobH$m gßª`m -1 (XI AmJ [•> [a)VmobH$m gßª`m -1 (XI AmJ [•> [a)VmobH$m gßª`m -1 (XI AmJ [•> [a)‡W_ Am`m_ -‡W_ Am`m_ -‡W_ Am`m_ -‡W_ Am`m_ -‡W_ Am`m_ - _ZmaßOH$Vm H$ gßX^© _ß oH$ema A[amYr(]mbH$-]mobH$mAmß)H$ A›V: [maÒ[naH$ gÂ]›Y _ß o^›ZVmE∞ h°& oH$ema A[amYr]mbH$mß H$m _m‹` 4.52 d oH$ema A[amYr ]mobH$mAmß H$m _m‹` 5.9h°AWm©V≤ oH$ema A[amYr ]mbH$mß H$r A[jm ]mobH$mAmß _ß AoYH$_ZmaßOH$Vm [mB© JB©&o¤Vr` Am`m_ - o¤Vr` Am`m_ - o¤Vr` Am`m_ - o¤Vr` Am`m_ - o¤Vr` Am`m_ - ÒdrH•$oV H$ gßX^© _ß oH$ema A[amYr(]mbH$-]mobH$mAmß)H$ A›V: [maÒ[naH$ gÂ]›Y _ß g_mZVmE∞ h°& oH$emaA[amYr(]mbH$-]mobH$mAmß) H$m _m‹` H´$_e: 4.28 Edß 4.18 h°AWm©V≤oH$ema A[amYr(]mbH$-]mobH$m)XmZm| H$r o_Ã ]ZmZm,CZH$ gmW g_`Ï`VrV H$aZm [gßX H$aV h°&V •Vr` Am`m_ -V•Vr` Am`m_ -V•Vr` Am`m_ -V•Vr` Am`m_ -V•Vr` Am`m_ - gÀ`Vm H$ gßX^© _ ß oH$ema A[amYr(]mbH$-]mobH$mAm ß)H$ A›V: [maÒ[naH$ gÂ]›Y _ ß g_mZVm h°& oH$emaA[amYr(]mbH$-]mobH$mAmß) H$m _m‹` H´$_e: 4.09 Edß 3.93 h°AWm©V≤≤XmZmß hr A[Zr Í$oM H$ AZwgma XmÒV ]ZmZ H$r H$moee H$aV h°&MV wW © Am`m_ -MVwW © Am`m_ -MVwW © Am`m_ -MVwW © Am`m_ -MVwW © Am`m_ - gÂ_mZ H$ gßX^© _ ß oH$ema A[amYr(]mbH$-]mobH$mAmß)H$ A›V: [maÒ[naH$ gÂ]›Y _ß o^›ZVmE∞ h°& oH$emaA[amYr(]mbH$-]mobH$mAmß) H$m _m‹` H´$_e: 4.05 Edß 2.84 h°AWm©V≤≤oH$ema A[amYr ]mbH$mß _ß oH$ema A[amYr ]mobH$mAmß H$r A[jm gÂ_mZH$m —oÓQ>H$mU AoYH$ aIV h°&[ßM_ Am`m_ - [ßM_ Am`m_ - [ßM_ Am`m_ - [ßM_ Am`m_ - [ßM_ Am`m_ - [maÒ[[naH$ ghm`Vm H$ gßX © _ß oH$ema A[amYr(]mbH$-]mobH$mAm ß)H$ A›V: [maÒ[naH$ gÂ]›Y _ ß o^fiVmE∞ h°& oH$emaA[amYr(]mbH$-]mobH$mAmß) H$m _m‹` H´$_e: 3.87 Edß 2.6 h°AWm©V≤≤oH$ema A[amYr ]mbH$ oH$ema A[amYr ]mobH$mAmß H$r A[jm[aÒ[a gh`mJ H$aZ _ß AmJ h°&fÓR> Am`m_ - fÓR> Am`m_ - fÓR> Am`m_ - fÓR> Am`m_ - fÓR> Am`m_ - AmÀ_odÌdmg H$ gßX^© _ß oH$ema A[amYr(]mbH$-]mobH$mAm ß)H$ A›V: [maÒ[naH$ gÂ]›Y _ ß o^fiVmE∞ h°& oH$emaA[amYr(]mbH$-]mobH$mAmß) H$m _m‹` H´$_e: 3.82 Edß 2.88 h° AWm©V≤oH$ema A[amYr ]mobH$mAmß H$r VwbZm _ß oH$ema A[amYr ]mbH$ AoYH$AmÀ_odÌdmg aIV h°&g·_≤ Am`m_ -g·_≤ Am`m_ -g·_≤ Am`m_ -g·_≤ Am`m_ -g·_≤ Am`m_ - g_PXmar H$ gßX^© _ß oH$ema A[amYr(]mbH$-]mobH$mAmß)H$ A›V: [maÒ[naH$ gÂ]›Y _ß g_mZVmE∞ h°& oH$emaA[amYr(]mbH$-]mobH$mAmß) H$m _m‹` H´$_e: 3.42 Edß 3.21 h°AWm©V≤oH$ema A[amYr(]mbH$-]mobH$m) XmZmß H$r grIZ,oZU© bZ Edß _m\$r_m∞JZ _ß g_mZVm aIV h°&AÓR>_ ≤ Am`m_ - AÓR>_ ≤ Am`m_ - AÓR>_ ≤ Am`m_ - AÓR>_ ≤ Am`m_ - AÓR>_ ≤ Am`m_ - VÀ[aVm H$ gßX^© _ß oH$ema A[amYr(]mbH$-]mobH$mAmß)H$ A›V: [maÒ[naH$ gÂ]›Y _ß g_mZVmE∞ h°& oH$emaA[amYr(]mbH$-]mobH$mAmß) H$m _m‹` H´$_e: 3.43 Edß 3.38 h° AWm©V≤XmZmß hr A[Z-A[Z o_Ãmß H$ gmW ÒdV›ÃVm H$m AZw^d H$aV h°&emY H$ oZÓH$f©:-emY H$ oZÓH$f©:-emY H$ oZÓH$f©:-emY H$ oZÓH$f©:-emY H$ oZÓH$f©:-1.1.1.1.1. A›V: [maÒ[naH$ gÂ]›Y H$ Am`m_m|-A›V: [maÒ[naH$ gÂ]›Y H$ Am`m_m|-A›V: [maÒ[naH$ gÂ]›Y H$ Am`m_m|-A›V: [maÒ[naH$ gÂ]›Y H$ Am`m_m|-A›V: [maÒ[naH$ gÂ]›Y H$ Am`m_m|-_ZmaßOH$Vm ,gÂ_mZ,

[maÒ[naH$ ghm`Vm AmÀ_odÌdmg _ß oH$ema A[amYr ]mbH$-

]mobH$mAmß _ß gmW©H$ A›Va [m`m J`m h°& oH$ema A[amYr ]mobH$mAmß_ ß ]mbH$m ß H$r A[jm A›V: [mgÒ[naH$ gÂ]›Y H$ Am`m__Zma›OH$Vm AoYH$ gw—∂T> hmZ H$ [rN> Hw$N> H$maU oOÂ_Xma hm gH$Vh°- O°g oH$ema A[amYr ]mbH$mß H$m A[Zr MrOß gmPm H$aZ _ßH$oR>ZmB© _hgyg hmVr h°& d AoYH$ g_` VH$ o_Ã H$ gmW g_`Ï`VrV Zht H$a gH$V h°& C›h ∂S>a bJVm h° oH$ H$ht d Am[g _ßPJ∂S>m Zht H$a bß VWm d ZH$mamÀ_H$ —oÓH$mU aIV h°&O]oH$ A›V:[maÒ[naH$ gÂ]›Y H$ A›` Am`m_m ß-gÂ_mZ,[maÒ[naH$ghm`Vm,AmÀ_odÌdmg _ß oH$ema A[amYr ]mbH$-]mobH$mAmß _ßo^fiVmE∞ h° oH$›Vw oH$ema A[amYr ]mobH$mAmß H$r A[jm oH$emaA[amYr ]mbH$mß _ßA›V: [maÒ[naH$ gÂ]›Y AoYH$ gw—∂T> [mE JEoOgH$ [rN> Hw$N> H$maU hm gH$V h°-O°g -oH$ema A[amYr ]mobH$mAmß H$m o_Ã ]ZmZ _ß H$oR>ZmB© _hgyghmVr h°& CZ_ß AmÀ_odÌdmg H$r H$_r hmVr h°,hrZ mdZmAmß H$ H$maUd [aÒ[a gh`mJ H$r ^mdZm g H$m`© H$aZ g S>aVr h°, d A[Zr]mVmß H$m `m g_Ò`mAmß H$m oH$gr g Ï`∫$ Zhtß H$aVr h°& dhr A›V:[maÒ[naH$ gÂ]›Y H$ ef Am`m_mß-ÒdrH•$oV,gÀ`VVm,VÀ[aVm Am°ag_PXmar _ß oH$ema A[amYr ]mbH$-]mobH$mAmß _ß g_mZVmE∞ [mB©JB©& BZH$ A›V: [maÒ[naH$ gÂ]›Ymß _ß H$mB© o^››VmE∞ Zht [mB© JB©h°&

2. oH$ema gwYmaJ•h _ß oH$ema A[amYr ]mbH$-]mobH$mAmß H$m ‡XmZoH$` OmZ dmb AoYJ_ oZdemß _ß e°ojH$ VWm ghe°ojH$ XmZmß‡H$ma H$ AoYJ_ oZde ‡XmZ oH$E OmV h°& e°ojH$ AoYJ_ oZdemßHß$ A›VJ©V BZ oH$ema A[amYr ]mbH$-]mobH$mAmß H$m AZm°[MmnaH$Í$[ g oejm ‡XmZ H$r OmVr h°&B›h| BoVhmg, yJmmb, oh›Xr, JoUVAm°a _yÎ` oejm H$m rm A‹``Z H$adm`m OmVm h°&[T>mB© g gÂ]o›YVg^r gm_Jßr O°°g-oH$Vm],[o›gb,]mS©>,BÀ`moX gwYmaJ•h g hr ‡m·H$admB© OmVr h° VWm [arjm ^r oXbdmB© OmVr h°& dhr [a ]mobH$mgwYmaJ•h _ß oH$ema A[amYr ]mobH$mE∞ C¿M oejm(]r.E.) hVw Òd`ßH$ ÒVa [a V°`mar H$aVr h° VWm [arjm oXbdmB© OmVr h°&oejm gCZH$ _Z _ß CÀ[›Z ZH$mamÀ_H$ odMmmamß H$m Xya H$admH$a gH$mamÀ_H$odMmamß H$r Ama AJ´gnaV H$aV h°& oejm J´hU H$admH$a C›hßamOJmam›_wI ]Zm`m OmVm h¢ oOgg d A[Zm d A[Z [nadma H$m^aU-[mfU H$a gH$&

3. ghe°ojH$ AoYJ_ oZdemß H$ A›VJ©V oH$ema gwYmaJ•hmß _ß oH$emaA[amYr(]mbH$-]mobH$mAmß) H$m Ï`mdgmo`H$ ‡oejU ‡XmZoH$` OmV h°& BgH$ A›VJ©V B›hß AbJ-AbJ ‡H$ma H$mÏ`mdgmo`H$ ‡oejU H$adm`m OmVm h°&O°g - oH$ema A[amYr ]mbH$mß H$m H$Â[ yQ>a ‡ofjU,H$oZßJ ]ZmZm,h°S>_ßS> [[a g gOmdQ> H$r dÒVwE ]ZmZm BÀ`moX H$m ‡oejU oX`mOmVm h° O]oH$ oH$ema A[amYr ]mobH$mAmß H$m H$Â[`yQ>a ‡oejUH$ gmW-gmW [mb©a H$m H$m © ogIm`m OmVm h°, _h›Xr ]ZmZm,ogbmB©ogImZm,[o›Q>J ]ZmZm BÀ`moX H$m`© ogImE OmV h°& Ï`mdgmo`H$‡oejU ‡XmZ H$aZ H$ [rN> BZ gwYmaJ•hmß H$m ‡_wI C‘Ì` `h h°oH$ ^odÓ` _ß g_mO H$r _wª` Ymam _ß OwS> H$a A[Zm `mJXmZ XgH$V h°&

4. oH$ema A[amYr ]mbH$-]mobH$mAmß _ß A›V: [maÒ[naH$ gÂ]›Ymß


H$m _O]yV ]ZmZ H$ obE gwYmaJ•h _ß C[oÒWV ‡oejH$ o^›Z-o^›Z‡aH$ ‡gßJm| H$ _m‹`_ g o_ÃVm H$m Ï`dhma A[ZmZ H$m AJ´gaH$aV h° VWm IbHy$Xmß H$ _m‹`_ g A›V: [maÒ[naH$ gÂ]›Ymß H$mgw—∂T> ]ZmV h°& BZH$ Ï`dhma _ß gwYma hmZ H$ ]mX B›h| g_mO H$rH$S>r g Om∂S>>Z hVw [nadma _ß ^OH$a [wZdm©g oX`m OmVm h°&Bg —oÓQ> g h H$hm Om gH$Vm h° oH$ oH$ema gwYmaJ•h _ß ‡XmZ oH$E

OmZ dmb e°ojH$ H$m`©H´$_ BZ oH$ema A[amoY`mß H$ A›V: [maÒ[naH$gß]Ym| H$m gwYmaZ _ß ‡^md S>mbV h°&e°ojH$ oZohVmW© -e°ojH$ oZohVmW© -e°ojH$ oZohVmW© -e°ojH$ oZohVmW© -e°ojH$ oZohVmW© -1. oH$ema gwYmaJ•h _ß C[oÒWV ‡emgoZH$ AoYH$mna`mß H$m ]mobH$mAmß

_ß Egr JoVodoY`m∞ H$admZr MmohE oOZg CZH$ AmÀ_odÌdmg _ßd•o’ hm&

2. oH$ema gwYmaJ•h H$ ‡oejH$mß H$m MmohE oH$ d oH$ema A[amYr]mbH$mß _ß _ZmaßOH$Vm H$m ]T>mZ H$ obE C›h| Ao^‡naV H$a&

3. oH$ema A[amYr ]mobH$mAmß H$ obE g_yh JoVodoY`mß H$m Am`mOZH$aß&N>mQ>r-N>mQ>r ‡aH$ H$hmoZ`mß H$ _m‹`_ g CZ_ß Xygam H$ ‡oVgÂ_mZ H$aZ H$r ^mdZmAmß H$m odH$ogV oH$`m Om gH$&gm_yohH$H$m`© H$admH$a CZ_ß [aÒ[a gh`mJ H$r ^mdZm _ß ^r d•o’ hmJr&

4. oH$ema gwYmaJ•h _ß ‡oejH$mß H$m MmohE oH$ AoYH$ g AoYH$ [mR>ÁghJm_r oH´$`mE∞ H$admE VmoH$ oH$ema A[amYr ]mbH$-]mobH$mAmß_ß ÒdÒW ‡oVÒ[Ym© H$m odH$mg Am°a AmÀ_odÌdmg g_wfiV hm gH$&

gßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñ1. e_m©, ^maVr (1994) - ]mb A[amY - O`[wa - Í$[m ]w∑g

[o„bH$eZ &2. ]∑er,Eg.Ama.(2000) - MmBÎS> db\$`a E S> S>db[_›Q> - ZB©

oXÎbr: Xr[ E S>Xr[ [o„bH$eZ &3. e S>,am_Or hnaXmg (2007) - ]mbl_ A[amY Edß g_mYmZ -

O`[wa - gmohÀ`Jma [o„bH$eZ &4. [ S> , gwf_m (2007) - gmBH$m∞bmoOH$b H$m∞ZogH$d Am∞\$ MmBÎS>

E„`yO - ZB© oXÎbr - H$m∞ZgflQ> [o„bH$eZ H$Â[Zr &5. _Zmna`m,MVZ - (2008) - ]mb A[amY - g_mO H$Î`mU,

dmÎ`y_ 53,Zß .9,10, A‡°b-_B©,ZB© oXÎbr - H$›–r` g_mOH$Î`mU ]mS© &

6. o_lm,^mdZm,(2008) - A[amY H$ H$maU.^maVr` AmYwoZH$oejm,dmÎ`y_ 25, Zß. 3,4,OZdar-A‡°b, ZB© oXÑr -EZ.gr.B©.Ama.Q>r. &


VmobH$m gßª`m - 1H´$. A›V: [maÒ[naH$ oH$ema gwYma J•h _m‹` ‡_m[ Q>r _yÎ` gmW©H$Vmgß. gÂ]›Ymß H$ Am`m_ H$ ]mbH$-]mobH$m odMbZ ÒVa1. _ZmaßOH$Vm oH$ema A[amYr 4.52 1.78 3.94 gmW©H$

]mbH$ =100oH$ema A[amYr 5.19 0.23]mobH$mE∞ =75

2. ÒdrH•$oV oH$ema A[amYr 4.28 1.62 0.38 AgmW©H$]mbH$ =100oH$ema A[amYr 4.18 1.90]mobH$mE∞ =75

3. gÀ`Vm oH$ema A[amYr 4.09 1.51 0.61 AgmW©H$]mbH$ =100oH$ema A[amYr 3.93 1.84]mobH$mE∞ =75

4. gÂ_mZ oH$ema A[amYr 4.05 1.56 4.84 gmW©H$]mbH$ =100oH$ema A[amYr 2.84 1.72]mobH$mE∞ =75

5. [maÒ[naH$ ghm`Vm oH$ema A[amYr 3.87 1.85 4.5 gmW©H$]mbH$ =100oH$ema A[amYr 2.61 1.93]mobH$mE∞ =75

6. AmÀ_odÌdmg oH$ema A[amYr 3.82 1.83 5.52 gmW©H$]mbH$ =100oH$ema A[amYr 2.88 0.17]mobH$mE∞ = 75

7. g_PXmar oH$ema A[amYr 3.42 1.85 0.92 AgmW©H$]mbH$ =100oH$ema A[amYr 3.2 1.50]mobH$mE∞ = 75

8. VÀ[aVm oH$ema A[amYr 3.43 1.7 0.20 AgmW©H$]mbH$ =100oH$ema A[amYr 3.38 1.58]mobH$mE∞ =75

*************


oS>oOQ>b oejm H$m oejH$mß H$ odH$mg [a ‡^md

S>m∞. oedmbr em∑`m *

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* ghm`H$ ‡m‹`m[H$, emgH$r` S>m∞. Ì`m_m‡gmX _wIOr© _hmod⁄mb`, ^m[mb (_.‡.) ‰mmaV

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h¢&2. oejH$, od⁄moW©`mß H$m gyMZm ‡m· H$aZ gß]ßYr g^r ÛmVmß H$r

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3. oejH$mß H$m oS>oOQ>b oejm g EH$ ]hwV ]∂S>m \$m`Xm `h hwAm h° oH$CZH$r H$jmE± [aÒ[a gßdmXmÀ_H$ ]Zr h°& AWm©V≤ [hb A‹`m[H$ hrH$jm _ß ]mbVm Wm [aßVw A] od⁄mWr© r [aÒ[a gßdmX H$aV h° oOggH$B© ]ma oejH$mß H$m ^r od⁄moW©`mß g ZE odMma, ZB© gmM, VWm ZEVœ` d ZE-ZE VarH$ grIZ H$m o_bV h° Am°a Eg H$B© _yb_ßÃo_bV h°, oOg dm r A[Zr Q>roMßJ VH$ZrH$ _ß Ìmo_b H$a gH$V h¢&

4. oejH$ H$m oS>oOQ>b oejm H$ _m‹`_ g H$B© ÛmVmß g gyMZmAmß H$r‡mo· AmgmZr g hm OmVr h°, H$B© ]ma BZ Qy>Îg [a H$m`© H$aV-H$aVC›hß H$B© ZB© VH$ZrH$mß H$ ]ma _ß OmZH$mar o_bVr h°, oOg dh A[Zod⁄moW`mß H$m ‡ofV H$aVm h°, oOgg od⁄mWr© r A[Zm [yam gh`mJXH$a Hw$N> Z`m grIZ d H$aZ _ß A[Zr Ah_ ^yo_H$m oZ^mVm h°&oS>oOQ>b oejm [maß[naH$ oejU H$r VwbZm _ß AoYH$ AmH$f©H$AZw^d h°&

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3. ^maV Xe _ß AmO r H$B© jÃ Eg h°, Ohm± VH$ZrH$r H$m odH$mg Zhthm [m`m h°& dhm± [a VH$ZrH$ gß]ßYr H$m`©H´$_mß H$m gßMmobV H$aZmZm_w_oH$Z h°& Egr oÒWoV _ß Z Vm oejH$ VH$ZrH$r H$m ‡`mJ H$a[mV h¢ Am°a Z hr od⁄mWr© CZH$m bm^ CR>m [mV h¢& MyßoH$ J´m_rU jÃmß_ß BZ VH$ZrH$mß H$m ‡`mJ H$aZm AoYH$ IMr©bm hmVm h° Bg H$maUd CgH$m bm^ Zht CR>m [mV h°&

4. Ohm± [aß[amJV VarH$mß g oejm ‡XmZ H$r OmVr h°& dhm± H$ oejH$mßH$m ZB© VH$ZrH$mß H$m ‡`mJ Zht AmZ g CZ_ß oZamem H$r ^mdZmCÀ[fi hmVr h°& AV: oejH$mß H$m ZB© VH$ZrH$r H$m ‡`mJ H$aZ hVwghr _mJ©Xe©Z oX`m OmZm MmohE, oOgg oH$ d ^r BZ VH$ZrH$mßH$m ‡`mJ X°oZH$ OrdZ _ß H$a od⁄moW© mß H$ odÓ` oZ_m©U _ß A[Zm`mJXmZ X gH$ß&emY A‹``Z H$m _hÀd : Bg odf` [a emY H$C[amßV `h kmV hwAm h° oH$ oS>oOQ>b oejm A] h_ma OrdZ H$mAo^fi AßJ ]Z JB© h°& oS>oOQ>b oejm Z Xe H$ AmoW©H$ d gm_moOH$odH$mg _ß H´$mßoV bm Xr h°& oejH$ d A›` g^r Ï`o∫$ A[Zr oXZ-‡oVoXZ H$ H$m`m hVw ^r oS>oOQ>b VH$ZrH$mß H$m ‡`mJ H$aV h¢&oS>oOQ>b oejm Z Z H$db oejH$ d od⁄moW©`mß H$ g_` H$r ]MVH$r h° ]oÎH$ CZH$ OrdZ ÒVa _ß ^r d•o’ H$r h° d Òdß` A[Z _ßAmÀ_odÌdmg _hgyg H$aV h¢ Am°a oS>oOQ>b bZ-XZ ^r AmgmZrg H$aV h°&

oZÓH$f© -oZÓH$f© -oZÓH$f© -oZÓH$f© -oZÓH$f© - VH$ZrH$r oejm AmO H$ wJ H$r gÉmB© h°& VH$ZrH$r oejm H$‡`mJ g oejH$mß Edß od⁄moW©`mß XmZmß [a ‡^md [∂S>Vm h° oejH$, oejmH$ ZE-ZE VarßH$ ImOV h° d A[Z od⁄moW©©`mß H$m [`m©· kmZ XV h° gmWhr C›hß oH$Z - oH$Z _m‹`_mß g gyMZmE± ‡m· hm gH$Vr h°& BZ g^r ÛmVmßH$r OmZH$mna`m± EH$oÃV H$a d A[Z od⁄moW©`mß H$ ^odÓ` H$m EH$ ZB©oXem ‡XmZ H$a gH$V h¢ AmO H$ `wJ _ß g^r H$m VH$ZrH$ H$m kmZ hmZmAmdÌ`H$ h°& AmdÌ`H$Vm Bg ]mV H$r h° oH$ oejH$mß d od⁄oW©`mß XmZmßH$m BgH$m [`m©· ‡oejU o_b oOgg d Bg VH$ZrH$ H$m A[Z OrdZH$m AoZdm`© AßJ ]ZmH$a CgH$m oXZ - ‡oVoXZ ‡`mJ H$aV ahß Am°aVH$ZrH$r oejm H$m ‡`mJ H$a A[Z d Xe H$ odH$mg _ß A[Zm gh`mJH$a ‡XmZ H$aß&gßX^© J´ßW gyMr :-gßX^© J´ßW gyMr :-gßX^© J´ßW gyMr :-gßX^© J´ßW gyMr :-gßX^© J´ßW gyMr :-1. Gihan wikramanayake (Aug 2005), 24th National

Imformation Techology comference for the Universityof Colombo

2. http://www. Indiatoday.in3. http://en.wikipedia.org/wiki/educational-technology.4. http://elearningindustry.com5. http://www. Maps of india.com

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o[V•gŒmm Am°a _ohbm ohßgm (_ZmodkmZ H$ [oa‡˙` _ß)

S>m∞br Omer *

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Cg Z` g_mO H$r AmaOm VwÂhß EH$ eo∫$

EH$ Ï`o∫$ H$m XOm© XVr h°Am°a H´$mo›V H$ gßH$Î[

H$ gmW hm OmAmH´$mo›V-[W [a ]∂T>V H$X_mß gA[Z H$X_mß H$r Vmb o_bmAmß

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odO` AgÂ^d h° &

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l gÂ[oŒm H$m hH$l dße H$m oMamJl gÂ]›Ymß H$r Ny>Q>l Ky_Z-o\$aZ H$r AmOmXr

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gm_m›` Edß AmoXdmgr N>mÃmß H$r Ï`mdgmo`H$ Í$oM H$mVwbZmÀ_H$ A‹``Z

KZÌ`m_ S>hna`m *

‡ÒVmdZm - ‡ÒVmdZm - ‡ÒVmdZm - ‡ÒVmdZm - ‡ÒVmdZm - maV Xe AZH$ OmoV`mß H$m Xe h°, oOg_ß g^r Y_©,OmoVEdß gÂ‡Xm` H$ bmJ oZdmg H$aV h¢, oOg_ß gm_m›` Edß AmoXdmgr OmoVg_yh H$ bmJmß _ß Hw$N> gm_m›` Í$[ g Hw$N> AßVa [m`m OmVm h° & oOg_ßgm_m›` OmoV H$ bmJmß H$m ahZ-ghZ,ImZ [mZ Edß CZH$ _H$mZ AmoXgwI-gwodYmAmß _ß AbJ-AbJ AßVa XIm OmVm h° oOgH$ AmYma [agm_m›` OmoV H$ bmJ AoYH$ _mÃm _ß ehar Edß odH$ogV jÃmß _ß AoYH$ahZm [gßX H$aV h¢& ` A[Zm Òd`ß H$m Ï`dgm` H$aZm [gßX H$aV h¢A[Z ]Émß H$m A¿N>r oejm oXbmZm MmhV h¢ Am°a ` bmJ A[Z _H$mZ[∑H$ ]ZmV h¢ Am°a [∑H$ _H$mZmß _ß ahZm [gßX H$aV h¢&

AZwgyoMV OZOmoV H$ bmJ AoYH$ _mÃm _ß J´m_rU Edß o[N>∂S> jÃmß_ß oZdmg H$aV h¢, oOgH$ H$maU CZH$ [mg Am` H$ gmYZmß H$m Am^mdhmVm h°,∑`mßoH$ dh A[Zm OrdZ`m[Z H•$of Edß _OXyar H$ _m‹`_ g [yamH$aV h¢ Am°a ` A[Z H$É _H$mZmß _ß ahV h¢, oOgH$m o_≈r,[ÀWa,bH$∂S>rAmoX g V°`ma H$aV h¢&AmdAmdAmdAmdAmdÌÌÌÌÌ`H$Vm- `H$Vm- `H$Vm- `H$Vm- `H$Vm- ⁄o[ e°ojH$ Edß Ï`mdgmo`H$ jÃmß _ß Í$oM H$ [maÒ[naH$gß]ßYmß H$m odef _hÀd h°& oH$gr H$m`© H$r CfioV _ß Ao^j_Vm H$ ]mXÍ$oM H$m odef ÒWmZ h°& AV: `h gmMm J`m oH$ ∑`m gm_m›` EdßAmoXdmgr Nm>Ãmß H$r g_mZ ‡m·mH$mß _ß Í$oM oH$g ‡H$ma H$r hmJr& ‡À`H$Ïò∫$`mß H$ OrdZ _ß Í$oM`mß H$m AÀòYH$ _hÀd hmVm h°,∑`mßoH$ `hÏò∑ŒmÀd H$m EH$ _hÀd[yU© ^mJ hmVm h°&Í$oM`m∞ oH$gr H$m`© _ß goÂ_obVahH$a H$m`© H$m H$aZ H$r ‡d•oŒm H$m ⁄mVH$ h°& Í$oM`mß H$ AZwgma oH$`mJ`m H$m`© Ïò∫$ H$ obE bm^‡X r hmVm h°& ⁄o[ H$db Í$oM H$ _m‹`_g H°$naà `mOZm H$m oZ_m©U Zht oH$`m Om gH$Vm h°& [a›Vw o\$a ^r `hCg oXem _ß KQ>H$ H$ Í$[ _ß h°& AmoXdmgr AWm©V≤ AZwgyoMV OZOmoV H$od⁄mWr© gm_m›` od⁄moW©`mß H$r A[jm Hw$N> o^fi ‡VrV hmV h¢&C‘C‘C‘C‘C‘ÌÌÌÌÌ`-`-`-`-`- hmB© ÒHy$b ÒVa H$ N>mÃmß H$r Ï`mdgmo`H$ Í$oM H$ AZwgmaÏ`mdgmo`H$ jÃmß H$m MwZmd H$aZ H$ obE oZXoeV H$aZm&

Ï`dgmo`H$ AWm©V Bg g_Ò`m H$ A›VJ©V N>mÃmß H$r Í$oM H$ AZwgmaÏ`mdgmo`H$ odf` g_yh H$ M`Z H$m VwbZmÀ_H$ A‹``Z H$aZm h°& N>mÃmßH$m hmB© ÒHy$b ÒVa H$ oejU H$mb _ß hr òX Ï`mdgmo`H$ odf`mß H$mMwZmd CZH$r Ï`mdgmo`H$ odf` Í$oM g_yyh H$ AZwgma H$am oX`m Om`Vm AmJ MbH$a C›h| A[Zr Í$oM Edß mΩ`Vm H$ AZwgma Ï`mdgm` M`ZH$aZ _ß AgwodYm Zht OmdJr&

AmO H$ `wJ _ß ‡À`H$ od⁄mWr© H$ gm_Z g]g ]∂S>r g_Ò`m h° oH$od⁄mWr© A[Zr odoeÓQ> Í$oM Edß `mΩ`Vm H$ AZwgma Eg Ï`mdgmo`H$odf`mß H$m MwZmd H$aVm h°&oOgg dh Cg Í$oMH$a Ï`mdgmo`H$ odf`

* AoVoW od¤mZ (_ZmodkmZ) emgH$r` ÒZmVH$mŒma _hmod⁄mb`, Zaogßh[wa (_.‡.) ‰mmaV

gß]ßYr Ï`dgm` H$m M`Z H$a gH$&‡ÒVwV emY H$m`© H$ oZÂZmßoH$V C‘Ì` :‡ÒVwV emY H$m`© H$ oZÂZmßoH$V C‘Ì` :‡ÒVwV emY H$m`© H$ oZÂZmßoH$V C‘Ì` :‡ÒVwV emY H$m`© H$ oZÂZmßoH$V C‘Ì` :‡ÒVwV emY H$m`© H$ oZÂZmßoH$V C‘Ì` :1. gm_m›` Edß AmoXdmgr N>mÃmß H$r Ï`mdgmo`H$ Í$oM H$m A‹``Z

H$aZm &2. gm_m›` Edß AmoXdmgr N>mÃmß H$m Ï`mdgmo`H$ Í$oM H$ ÒVa H$m

A‹``Z H$aZm&‡_wI e„Xm| H$r Ï`mª`m :-‡_wI e„Xm| H$r Ï`mª`m :-‡_wI e„Xm| H$r Ï`mª`m :-‡_wI e„Xm| H$r Ï`mª`m :-‡_wI e„Xm| H$r Ï`mª`m :-1.1.1.1.1. gm_m›` OmoV - gm_m›` OmoV - gm_m›` OmoV - gm_m›` OmoV - gm_m›` OmoV - ^maV df© H$m ‡mMrZ dJ© AdÒWm H$ AmYma [aMma dUm _ß od^moOV oH$`m J`m h° & oOZ_ß g VrZ dJ© - ]´mÂhÚ, joÃÈdß d°Ì` & ` VrZmß OmoV`m∞ gm_m›` H$ A›VJ©V AmV h° & Mm°Wm dJ© ey–OmoV oOgH$m AZwgyoMV OZOmoV`mß H$ Í$[ _ß OmZm OmVm h° & Bg dJ©g_yh H$m _b - o_bm[ gm_moOH$ ÒdrH•$oV Edß gm_moOH$, AmoW©H$ ÒVa[a `h OmoV H$ bmJ A[jmH•$V CÉdJr©` hmVm h° &

^maV H$ odo^fi AßMbmß _ß bmJ dfm g oZdmg H$aV Am ah h° & OmoH$ AmoX_mZd H$r Vah OrdZ Ï`VrV H$aV h°& ^maVr` g_mO _ß EgA[ma OmoV H$ bmJ h¢, Om gm_m›` OmoV H$r lUr _ß AmV h°& ` OmoV H$bmJ CÉ lUr _ß oJZ OmV h° & oOZH$r gÂ`Vm Edß gßÒH•$oV AoV ‡mMrZh° Am°a gm_m›` bmJm| H$ aroV-nadmO ahZ-ghZ ^r AbJ hmV h°AZwgyoMV OZOmoV -AZwgyoMV OZOmoV -AZwgyoMV OZOmoV -AZwgyoMV OZOmoV -AZwgyoMV OZOmoV -OZOmoV`mß H$ bmJmß _ß gm_moOH$ gßJR>Z AoYH$[m`m OmVm h° Am°a ` A[Z Y_© H$ gmW -gmW OmXy Q>mZm BZ OmoV`mß H$r_hÀd[yU© odefVm h° & BZ g^r ]mVmß H$m ‹`mZ aIV hwE A] h_ Y_© dOmXy H$ OmVr` ÒdÍ$[ H$m odo^fi —oÓQ> mß g AdbmH$Z H$aßJ & OZ OmoV`mß_ß PmS>- \y$ßH$ d OmXy-Q>mZ H$m [`m©· C[`mJ H$aV h° & BZ OmoV`mß _ßXdVmAmß H$r odo^fiVm H$ gmW hr gmW [yOm Am°a AmamYZm AmoX H$ H$B©Í$[ ‡MobV h° & BZH$ Xdr, XdVm, [d©V, d•j, [ÀWa H$ hwAm H$aV h°& ÒmoV H$ bmJ gmO H$ d•j _ß A[Z XdVm H$m oZdmg _mZV h°, CZH$rYmo_©H$ _m›`VmEß d oh›XwAmß H$ Ymo_©H$ _m›`VmAmß d ‡WmAmß g _b ImVrh° , [a›Vw Hw$N> ‡Wm AbJ hmVr h° &Í$oM H$m AW©- Í$oM H$m AW©- Í$oM H$m AW©- Í$oM H$m AW©- Í$oM H$m AW©- gmYmaU ‡oH´$`m g h_mam Ao^‡m` oH$gr Vœ`, dÒVw `m‡oVoH´$`m H$ ‡oV ‹`mZ H$o›–V H$aZm h° &O] h_ß H$mB© dÒVw A¿N>r bJVrh° `m [g›X AmVr h°, Vm Òdm^modH$ Í$[ g h_mar Í$oM CgH$ ‡oV hmVrOmVr h° & oOgH$ \$bÒdÍ$[ h_ Cg Ama A[Zm ‹`mZ H$ßo›–V H$a bV h° &

‘Í$oM dh ‡d•oŒm h°, Om oH$gr AZw d _ß bJ OmVr h° VWm Cg_ß oZa›VahmVr h° &’ - o]ßK_

‘Í$oM H$mB© [•WH$ _Zmd°kmoZH$ BH$mB© Zht h°, ]oÎH$ h gÂ[yU© _mZdÏ`dhma H$m EH$ [hby h° &’ - gw[a


[naH$Î[Zm -[naH$Î[Zm -[naH$Î[Zm -[naH$Î[Zm -[naH$Î[Zm -gm_m›` Edß AmoXdmgr N>mÃmß H$ odo^fi Ï`mdgmo`H$ Í$oMH$ jÃmß _ß H$mB© A›Va Zht hmVm h° Edß BZH$r Í$oM ÒVa gm_m›` ahVm h° &`mOZm - `mOZm - `mOZm - `mOZm - `mOZm - Bg bKw emY H$ obE oZÂZmßoH$V `mOZm ]ZmB© JB© gd©‡W_ehar jÃ H$ ÒHy$bmß H$m M`Z oH$`m J`m& oOg_ß 25 gm_m›` OmoV H$N>mÃ 25 AmoXdmgr N>mÃmß H$m Ï`mdgmo`H$ Í$oM H$ obE MwZ OmEJ & `hS>m∞ Eg0[r0Hw$blÓR> Ï`mdgmo`H$ Í$oM H$ AmYma [a N>m∞Q> Om`ßJ , BZN>mÃmß g Ï`mdgmo`H$ Í$oM âdmB© OmEJr Edß BgH$m \$bmßH$Z oH$`mOmdJm d gmßoª`H$r H$m ‡`mJ H$a [naUm_m H$m odÌbfU Ï`mª`m H$rOmEJr &›`m`Xe© H$m M`Z - ›`m`Xe© H$m M`Z - ›`m`Xe© H$m M`Z - ›`m`Xe© H$m M`Z - ›`m`Xe© H$m M`Z - ‡ÒVwV ‡`m¡` H$m`© H$ obE Ama.Eg. ]bmogßhhmà gH$ S>ar ÒHy$b Edß emgH$r` [ßMerb _m‹ò_H$ embm O]b[wa H$25-25 N>mÃmß H$m MwZm J`m h° oOZH$r Am`w 14 g 17 H$ ]rM Wr & ‡ÒVwVemY H$m`© _ß ›`mXe© H$m M`Z oZÂZmZwgma oH$`m J`m h° - od⁄mWr©`mß H$r ‡H•$oV gßª`m gm_m›` 25 AmoXdmgr 25 `mJ 50[arjU - [arjU - [arjU - [arjU - [arjU - Ï`mdgmo`H$ Í$oM ‡[Ã S>m∞ Eg0[r0 Hw$blßÓR>, S>r.E.dr.XhamXyZ H$ ¤mam _mZH$rH•$V oH$`m J`m h° & oOg [arjU _ß bm`m J`m ,`h ‡[Ã _m‹ò_H$ od⁄mb`mß H$ N>mÃmß H$m Xg odf`mß H$r Ao^Í$oM H$m_m[Z H$aVm h° &odoY - odoY - odoY - odoY - odoY - Bg g_Ò`m _ß ‡XŒm gßH$bZ H$ obE oZÂZoboIV odoY A[ZmB©JB© h° & gd©‡W_ 10dr H$ 25 gm_m›` ]mbH$ Edß 25 AmoXdmgr N>mÃmß H$mMwZm J`m h° S>m∞. Eg.[r. Hw$blÓR> Edß S>r.E.dr. H$mbO XhamXyZ H$ ¤mam_mZH$rH•$V oH$`m J`m h° oOgH$m [arjU H$m C[`mJ oH$`m J`m h° &gmßoª`H$r odoY`m∞-gmßoª`H$r odoY`m∞-gmßoª`H$r odoY`m∞-gmßoª`H$r odoY`m∞-gmßoª`H$r odoY`m∞-1. _‹`_mZ2. _mZH$ odMbZ3. Q>r dÎ`y H$ AmYma [a gmW©H$Vmgm_m›` Edß AmoXdmgr N>mÃm ß H$ Ï`mdgmo`H$ Í$oM H$ odo^fi jÃmgm_m›` Edß AmoXdmgr N>mÃm ß H$ Ï`mdgmo`H$ Í$oM H$ odo^fi jÃmgm_m›` Edß AmoXdmgr N>mÃm ß H$ Ï`mdgmo`H$ Í$oM H$ odo^fi jÃmgm_m›` Edß AmoXdmgr N>mÃm ß H$ Ï`mdgmo`H$ Í$oM H$ odo^fi jÃmgm_m›` Edß AmoXdmgr N>mÃm ß H$ Ï`mdgmo`H$ Í$oM H$ odo^fi jÃm_ ß dJr©H$aU gß]ßYr VmobH$m:-_ß dJr©H$aU gß]ßYr VmobH$m:-_ß dJr©H$aU gß]ßYr VmobH$m:-_ß dJr©H$aU gß]ßYr VmobH$m:-_ß dJr©H$aU gß]ßYr VmobH$m:-H´$. Í$oM jÃ gm_m›` AmoXdmgr

Mean Stanine Mean Stanine1 gmohÀ` 8.16 IV 10.32 IV2 d°kmoZH$ 10.92 V 10.68 V3 ‡emgoZH$ 12.08 VI 12.96 VI

Ï`mdgm`4 Ï`m[ma dmoU¡` 7.6 IV 8.44 IV5 oZ_m©UH$Vm© 5.04 III 5.32 III6 H$bmH$ma 10.84 V 10.68 V>

7 H•$of 8.28 IV 8.84 IV >8 ‡`mgaV 10.16 V> 11.24 VI9 g_mO 11.04 VI 12.02 VI10 Ka H$m H$m`© 9.56 IV 10.04 V>C[am∫$ VmobH$m _ß AmoXdmgr Edß gm_m›` N>mÃmß H$ ÒQ>ZmBZ ‡m·mßH$ oXEJE [naUm_mß g Ò[ÓQ> hmVm h° oH$ ÒQ>ZmBZ H$ —oÓQ>H$mU g hr XmZmß g_yhmH$ _‹` odef AßVa Zht h°, oZ_m©U H$m`© gß]ßYr Í$oM jÃmß H$m N>m∂S> H$g^r jÃ Am°gV H$ AßVJ©V AmV h° &[naUm_ H$r Ï`mª`m -[naUm_ H$r Ï`mª`m -[naUm_ H$r Ï`mª`m -[naUm_ H$r Ï`mª`m -[naUm_ H$r Ï`mª`m - C[am∫$ [naUm_mß H$ AmYma [a `h H$hm OmgH$Vm h° oH$ Ï`dgm` H$ oZOr jÃmß _ß gm_m›` Edß AmoXdmgr N>mÃmß H$rÏ`dgmo`H$ Í$oM _ß H$mB© gmW©H$ AßVa Zht [m`m J`m h° ∑`m|oH$ Í$oM dh‡d•oV h° Om oH$gr AZw^d _ß O›_OmV Edß AoO©V JwU h° BgobE CgH$odH$mg _ß Ïò∫$ H$r OmoV H$m ‡^md Zhr [∂S>Vm h° & AV: Bg AmYma [ah_ H$h gH$V h° oH$ OmoVJV gm_m›` Edß AmoXdmgr N>mÃmß H$r Ï`dgmo`H$Í$oM H$m H$mB© gmW©H$ AßVa Zht [m`m J`m &[naH$Î[ZmAmß H$m gÀ`m[Z -[naH$Î[ZmAmß H$m gÀ`m[Z -[naH$Î[ZmAmß H$m gÀ`m[Z -[naH$Î[ZmAmß H$m gÀ`m[Z -[naH$Î[ZmAmß H$m gÀ`m[Z - ‘gm_m›` Edß AmoXdmgr N>mÃmß H$ odo^fiÏ`dgmo`H$ Í$oM`mß H$ jÃmß _ß H$mB© A›Va Zht hmVm h° Edß BZH$ Í$oM H$mÒVa gm_m›` ahVm h°’ &

AV: [naH$Î[ZmAmß H$ gÀ`m[Z H$ AmYma [a h_mar odo^fiÏ`dgmo`H$ Í$oM jÃmß _ß gmßoª`H$r` JUZm H$ AmYma [a ‘Q>r’ _mZmß H$‡m·mßH$m g Ò[ÓQ> hmVm h° oH$ XmZm g_yhm H$ _‹` odef AßVa Zht hm &oZÓH$f©:oZÓH$f©:oZÓH$f©:oZÓH$f©:oZÓH$f©:1. AmoXdmgr Edß gm_m›` N>mÃmß H$ Ï`mdgmo`H$ Í$oM jÃmß _ß A›Va

Zhr h° &2. AmoXdmgr Edß gm_m›` H$ Ï`mdgmo`H$ Í$oM Am°gV dJr©H$aU H$

A›VJ©V AmVr h° &

gßX^© J´ßW gyMr:-gßX^© J´ßW gyMr:-gßX^© J´ßW gyMr:-gßX^© J´ßW gyMr:-gßX^© J´ßW gyMr:-1. ^mJ©d, S>m ∞. _he Edß lrdmÒVd,S>m∞. S>r. EZ. - ‘AmYwoZH$

_Zmd°kmoZH$ [arjU Edß _m[Z’, N>R>m gßÒH$aU 1985 ‡H$meH$ -^J©d ]wH$ hmCg AmJam

2. H$o[b, S>m∞. EM. H$. - ‘AZwgßYmZ odoY`m’, ‡W_ gßÒH$aU 1978‡H$meH$ - ha‡gmX ^mJ©d E S> gßg

3. H$o[b, S>m∞. EM. H$. - ‘gmßoª`H$r H$ _ybVÀd’, ‡W_ gßÒH$aU 1978‡H$meH$ - ha‡gmX ^mJ©d E S> gßg

4. ogßh, AÍ$U Hw$_ma -‘CÉVa gm_m›` _ZmodkmZ’, _mVr bmb]ZmagrXmg gßÒH$aU -V•Vr` gßgmYZ 2002 [wZ: _w–U oXÑr -2005

5. [mR>H$, [r.S>r. - ‘oejm _ZmodkmZ’, [ßM_ gßÒH$aU -1974odZmX[wÒVH$ _ßoXa AmJam

*************


Cam±d-gXmZ OZOmoV-OmoV oZaßVaU

gm_ZmW Cam±d *

‡ÒVmdZm - ‡ÒVmdZm - ‡ÒVmdZm - ‡ÒVmdZm - ‡ÒVmdZm - PmaI S> ododY gßÒH•$oV`mß dmb OmoV g_yhmß H$m oZdmgÒWmZ h°& `hm± AmoXdmgr h°, Vm J°a-AmoXdmog`mß H$r ^r ]∂S>r Am]mXrdmg H$aVr h°& gXmZmß H$r ]∂S>r-]∂S>r ]oÒV`m± h°, Vm AmoX_ g_yhmß H$r ^rQ>mbr-Q>mob`m± h°& PmaI S> H$ AoYH$me Jm±dmß _ß odo^fi OmoV`mß H$r o_olVAm]mXr EH$ gmW ]gVr h°& _Ja AbJ-AbJ OmoV`mß Am°a [em ßH$ bmJmßH$ Q>mb-Q>mob`m± ]ßQ> hmV h°& Eg Jm±d gmßÒH•$oVH$ Í$[ g ]hwVa aßJ dmbhmV h°& gmbmß a CÀgd H$m _hm°b hmVm h°& bmJ Y_© Am°a OmoV H$ AZwÍ$[gmßÒH•$oVH$ Ï`hma H$aV h°& BZ Jm±dmß _ß ododYVmEß Ma_ [a hmVr h°& oOgH$rH$Î[Zm BZ Í$[mß _ß H$r Om gH$Vr h°&

PmaI S> H$ Jmdmß _ß H$B© g_yh-g_wXm`mß H$ o_b OmZ g EH$ ]hXhr gß_•’ gßÒH•$oV Z O›_ ob`m h°& ` Jm±d gmaI S>r bmH$OrdZ Am°agmßÒH•$oVH$ AoÒ_Vm H$ H$›– ]Z hwE h°& gm_yohH$ gh AoÒVÀd H$r ^mdZmZ PmaI S>r ^mB©Mma H$m _O]yV JR>]ßYZ V°`ma oH$`m h°& BVZr gmargmßÒH•$oV`mß, Y_© Am°a OmoV`m± EH$ ÒWmZ [a oZdmg H$aVr h° BgH$ ]mdOyXQ>H$amd H$r H$mB© oÒWoV Zht h°& ha g_yh g_yXm` Xyga H$m gÂ_mZ H$aVm h°Am°a CZH$ gmW OrVm _maVm h°&

goX`mß g EH$ gmW ahZ H$ H$maU gmßÒH•$oV`m± Am[g _ß Kwb o_bJB© h°& Bgg EH$ g_•’ EH$rH•$V PmaI S>r gßÒH•$oV H$r [hMmZ odH$ogVhwB© h°& 16 dt gXr _ß _wgob_ Am]mXr H$m ‡de hwAm& C›hmßZ r PmaI S>rOrdZ e°br H$m A[Zm`m& _wJb emgH$m H$m Bg jÃ _ß odef bJmd Zht

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Io∂S>`m OZOmoV H$r [maÂ[naH$ JhZ Edß JmXZm

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S>m∞. amYmH•$ÓUZ H$r A‹`jVm _ß JoR>V odÌdod⁄mb` oejm Am`mJ

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gZ≤ 1957 _ß Am`mJ ¤mam JoR>V aßJZmW go_oV Z odÌdod⁄mb`rZJ´ßWmb`mß H$ odH$mg H$ obE AZH$m| ‡^mdr AZwgßemEß H$r h¢& oOZH$m‡oV[mXZ odÌdod⁄mb` VWm _hmod⁄mb`mß ¤mam g_`-g_` [a`WmoMV Í$[ _ß oH$`m J`m h°& dV©_mZ g_` _ß OrdmOr odÌdod⁄mb` _ß106 gÂ]’ _hmod⁄mb` h°&'8 Om odÌdod⁄mb` AZwXmZ Am`mJAoYoZ`_ 1956 H$r Ymam 2(E\$) H$ AßVJ©V _m›` h¢& odÌdod⁄mbÀZwXmZ Am`mJ g^r _hmod⁄mb`rZ J´ßWmb`mß H$ odH$mg H$ obE ^dZoZ_m©U, C[ÒH$a, J´ßW gßJ´h AmoX H$ obE oZaßVa AZwXmZ XVm h° Am°aJ´ßWmb`m‹`j Edß H$m`©aV≤ H$_©Mmna`mß H$ dVZ VWm ÒVa H$m oZYm©naVH$aZ _ß A[Zm `mJXmZ X ahm h°& _‹`‡Xe am¡` _ß emgH$r` AJÚr_hmod⁄mb` H$r gßª`m-50, emgH$r` _hmod⁄mb`-457, AZwXmZ ‡m·_hmod⁄mb`-75, AZwXmZ A‡m· _hmod⁄mb`-789 h°&

gßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñ1. oÃ[mR>r (Eg.E_) - J´ßWmb` g_mO Edß J´ßWmb` odkmZ H$ [m±M

gyÃ VWm ‡m°∂T> oejm Edß A›` _ß J´ßWmb`mß H$r ^yo_H$m, AmJam,dmB©.H$. [o„bH$e›g, 1999 [•. 14-20

2. TEJOMUTI(A) - studies in Academic libratianship;jaSipur, printwell co. 1987 p,5

3. TEJOMURTI(A) - studies in Academic librarianship;jaipur, printwell co. 1987 p8

4. MUKHERJEE(A.K.) - Librarianship : its philosophy andhistory; Bombay, Asia publiship house, 1966 p.43

5. gw›XaÌdaZ (H$. Eg.) - e°joUH$ [wÒVH$mb` gßJR>Z VWm ‡]ßY,ZB© oXÑr, Eg.Eg. [o„bH$e›g, 1991 [•. 499

6. AJdmb (Ì`m_gwßXa) - JßWmb` VWm g_mO, O`[wa, Ama.]r.Eg.E[o„bH$e›g, 1994 [• 194

7. ARAIAN (J.W.) - Administration of college; Bombayasia publishing house, 1965. P.15

8. gwßXaÌdaZ (H$. Eg.): e°joUH$ [wÒVH$mb` gßJR>Z VWm ‡]ßY,ZB© oXÑr, Eg.Eg [o„bH$eZ, 1991 [•6

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Abstract - This paper attempts to explore the immobilization and deficiency of area specific caste system in India byexamining Indira Goswami’s novel The Moth-Eaten Howdah of the Tusker. In order to cure a disease it is essential tofind out the cause of its generation. Here, an effort has been made to understand the root cause of caste system inIndia so that this evil can be eradicated from the society. Goswami is known for autobiographical elements in hernovels. She observed that not only men but women also encourage many social evils. And these evils become hurdlein the progress of society. In this novel the protagonist Indranath is against stigmas like caste system. He has a liberalattitude. He spends time with low class people and do not consider them as untouchable. But the irony is that thewomen characters of his home warn him to stay away from them as it can spoil their reputation. A series of suchincidences prove that their are women who aren’t interested in getting rid of the shackles tied to their legs. But all ofthem are not same. There are many who don’t believe in such hypocrisy. Goswami has proved that both the high classas well as low class people suffer due to this discrimination. It is quite difficult to be open-minded from within even ifthere is no external restriction. This paper is an attempt to find out the root cause from where it generates, andconsequently suggests the ways using which these problems can be eradicated from the society.Key Words - Patriarchy, socio-cultural power structure, caste and class system, marginality, discrimination, restriction,suppression, hypocrisy, sufferings.

Reflection Of Caste And Class DiscriminationIn Indira Goswami's Novel The Moth-Eaten

Howdah Of The Tusker

Introduction - Mamoni Raisom Goswami (1942-2011), alsoknown as Indira Goswami was an editor, author, poet,scholar, professor and social activist. She won many awardsincluding Sahitya Academi in the year 1983, Jnanpith Awardin 2001 and Principal Prince Claus Laureate in 2008 forher literary works. Her works are highly recognised andmany of them like the novel which has been chosen forthis paper have been performed on stage as well.

The novel The Moth-Eaten Howdah of the Tusker waspublished in English in the year 2004. It was translated bythe author herself. It deals with multiple themes likewidowhood, marginalization, alienation, revolts of farmersagainst landlords, feudal system and fight for women’s rightsto name a few. Another theme running through this novelwas caste and class system which has been picked upand reflected upon in this paper. The novel provides variousinstances highlighting the fact how caste and class systemis deeply rooted in the form of social evil in Indian society.The caste and class system is an age old custom. It hasbeen observed by the historians that caste system has beenexisting in Indian society since thousands of years and hasremained one of the major social issues till today. Manytheorists and social activists worked on this theory sincethe dawn of literature to eradicate this problem. Still it isstrongly rooted in the present scenario. The novel also

Dr. Swati Chandorkar * Akanksha Agrawal **

*Professor & Head (English) Govt. S.S.N.M. Mahila Mahavidyalaya, Narsinghpur (M.P .) INDIA**Research Scholar , R.D.V.V., Jabalpur (M.P .) INDIA

highlights this issue using various characters and situations.Through this paper an attempt has been made tounderstand how Indira Goswami illustrates the brutal rites,still prevailing in our times, replace healthy sentiments withhostility and heartbreaking sadness. This paper focuseson how Goswami’s characters ironically overturn the ritualsof patriarchy and caste system to create confusion,incredulity and fright in the male dominant society. It focuseson how the caste and class system gives birth to manyother social evils which then becomes a hurdle in theprogress of society itself.

Caste system in our country is one of the mostcomplicated issues. To speak about caste system, a famousresearch scholar Anita Goswami too writes about thecomplexity of caste system in India in this way,‘Caste in the Indian context is always very complicated anddistinct as it functions diversely among different groups indifferent regions. Like its theory of origin, caste, is definitelyplural in nature in India for it depends broadly on localaspects.’ (618)

Many theories have been given on the origin of castesystem in India. Various people have expressed their viewson this in multiple ways. While discussing about thesetheories, A.P.Barnabas and Subhash C. Mehta in Caste inChanging India aptly comment,


“…there are also so many theories on the origin of the castesystem in India – some seeking its roots primarily in theracial and ethnic differences, some in the socio spiritualevolution of the tribal characteristics of India in ancienttimes, some only in the occupational differences, somemerely in the spiritual beliefs of the pre-Aryans and Arayansin India and so forth. It is likely that several factors workingjointly led in course of time to the emergence of the Indiancaste system, its social, economic and ideological factorsbeing specially influenced by several factors.”(10)

Undoubtedly the discrimination between peopleprevailed due to caste system. But the condition of womenwas unpleasant for all the castes. Indira Goswami washerself a Brahmin and a widow. Therefore she had writtenher heart out while describing the plight of widows. Theplot of the novel was constructed in 1948. At that time theBrahmin girls were forced to get married before attainingpuberty. Attaining puberty before marriagewas considereda sin.In such an instance, the girl and her family becameso inauspicious that they were even out casted. Goswamiwrote in her novel “Steeped in hoary customs andsuperstitions, Brahmin girls get married before the age ofpuberty; many are widowed at a tender age and subjectedto inhuman rigours.”(385)

Brahmins were allowed to commit any crime. Theybeing high caste were prohibited from being imprisoned. Itwas believed that to keep any Brahmin behind the bars is asin and anyone doing so will not be forgiven by God. In thenovel Goswami even mentioned an incidence of DibakarGossain. When he was being imprisoned, it attracted therage of whole Gossain community, and they stood againstlaw. They threatened and warned the police not to do sootherwise it would lead them to their own downfall. Goswamiasserted, “They warned the Inspector that if he threw thisBrahmin into prison, he will surely fall into a deep pit of sinso heinous that he would never be redeemed.”(389) Ofcourse, it was an irrational and illiterate behaviour. Insteadof punishing the culprit, the police inspector was beingaccused of committing a sin.

Goswami also alluded to communism in this novel.When two women of Indranath’s (the protagonist of thenovel) family discussed about it, it enraged him. He evenshouted at them. Despite being allowed by the head of thefamily they denied embracing any kind of liberty, as theyalways wanted to maintain the fake reputation of their caste.On the contrary, they even advised Indranath to keephimself away from the low caste people to maintain thedignity of their caste.

Both of these women were widows. One of them wasDurga (Indranath’s aunt). After her husband’s death shewas thrown out of her in-laws house as to keep a widowwas considered inauspicious. Though she neededeconomic help yet she never dared to demand her share inproperty. Goswami puts her mentality in this way, ‘As far asher memory went, she had never heard of a lady from a

Gossain’s household stepping across the household of acourt.’(396). The gravity and penetration of this issue wasso much that this theme persists in many of her other worksas well. In one such work, she writes about a lady who isforced into prostitution due to dearth of money. She canget physical with high-caste people but when the questionof low caste person comes she screams in this way: ‘Thatpariah! How dare he send this proposal to me! Doesn’t heknow that I am the jajamani Brahmin caste and he, thevermin, is a low-caste Mahajan?’(77)

The major concern of the high caste people has alwaysbeen to maintain their purity by keeping themselves awayfrom the touch of low caste people. In this process the roleof class structure amongst them have been generallyignored. Excessive significance is usually provided to casteas the chief driving force in defining individuality withinvarious groups of people. In some cases, as Goswamiillustrates, class and caste unite to shape more multifacetedcharacteristics at numerous ranks. A classic example ofmaintaining their purity can be seen in one of her workswhere a low caste woman tries so console an upper castewoman but the later keeps herself away from the touch ofthe former as it would make her impure. To quote Goswami,“It was forbidden for Bishnupriya, the daughter of a highcaste priest, to touch her.”(83)

One more hypocritical norm has been highlighted. Thecondition was if a boy wants to marry a girl then both shouldbelong to same caste but different Gotras. That means theywere forbibidden to married if they belonged to same Gotra.Therefore, the girl offered to Indranath was perfect for heras per societal rule but still on the basis of class differenceshe wasn’t acceptable for his family. The lady who had comewith her daughter’s proposal said, “Your gotras are different.You are Chandilya gotra, she is from Bhardwaj gotra. I havestudied everything! That’s why I have come to you. Yourwords will be enough.”(430-431)

While reading the novel, we come across an incidencewhere Indranath saved a girl named Eliman from drowning.When she tried to thank him, the other women around hershouted at her as Brahmin women were not allowed to talkto men. An old woman even screamed in this way, “Can abrahmin’s daughter talk so shamelessly!”(402) It provesthat caste system restricted a person’s life even on suchpetty things. She was even told the fatal consequences ofher act. Her whole family could be out casted if she talkedto a strange man.

In the novel we are also exposed the fact that womenwere the victims of class discrimination. They wereconsidered as weaker sex. Widows were not allowed tospeak to men as they were always taken for granted andregarded as the segregated class of society. Despitesuffering from one of the major social issues, they wereprone to support caste system and they were in favour ofmaintaining this age old custom in India.

An example of this discrimination is showcased aptly


by the author through Eliman. When Eliman attained pubertybefore marriage, her mother had to keep this fact hiddenfrom the family and before people come to know about itshe wanted to tie her knot with Indranath. She also revealedthat there are many girls in the southern part who haveattained puberty and kept this fact hidden. It proves thatwomen are subjugated because of their gender. They areconsidered as second sex and they even have to sufferbecause of their biological differences.

Another example of class discrimination as illustratedin the novel is Indranath’s love affair with Eliman whobelonged to the same caste but he still couldn’t marry heras the girl belonged to lower class family. All the membersof Indranath’s family were married to high class rich women.Eliman was criticized for being poor and Indranath wasadvised not to marry her. Though she too was a Brahminbut she wasn’t very rich. So if he married her, it could spoilhis family’s reputation. . Goswami wrote, “His ancestorsnever married ordinary Brahmin girls; his mother,grandmother,... all came from established sattras...”(416)Goswami was a widow. So she was also categorized asmarginalized by the society. But she wanted to stand forthose who are the victims of caste and class discrimination.She felt a dire necessity to expose the fact that even women,who too are the victims of class system, supported castesystem. Most of her works have been derived from herpersonal experience and that is why, while reading herworks a sense of empathy towards her characters can befelt by the readers.

The whole society becomes biased due to this casteand class system. The upper caste people keep theirposition in centre while the lower castes remain in periphery.Obviously, those who are in periphery are being harassedand exploited by the upper class people. The high castepeople become richer while the low caste people becomepoorer. If people are given proper education and they aretaught to treat everyone equally then this caste system canbe eradicated from the society. If there is no centre, therewill be no margin. If people stop categorizing themselveson the basis of their caste and religion then equality amongstpeople can be established.

Conclusion- In a nutshell, it can be said that throughoutthe novel, Goswami gave ample examples to paint a realisticpicture of caste and class system prevailing in the Indiansociety. Therefore, this paper too concludes that thediscrimination on the basis of caste does nothing good forhuman welfare. It divides people on the basis of race andgender which becomes a hurdle in the progress of society.For the progress of the nation, people must stop such kindof discrimination and join each other’s hand and only thenthe goal of getting a better, balanced and peaceful societycan be achieved. Since the beginning of civilization till today,there are many changes which can be seen in Indian societywhich is a mark of progression. Initially, Goswami alsopresented a regressive society. But by the end of the novel,she highlighted some changes in the society. The casteand class discrimination had reduced. The high caste youthhad started having love affairs with low caste youth. Thesociety at large is progressing, but the pace is slow. Thereare pockets in India where caste and class discriminationexists. This paper is an appeal to all the readers to jointheir hands and come forward to eradicate this social evilfrom our society.References :-1. Barnabas, A.P., and Subhash C. Mehta. Caste in

Changing India, New Delhi: The Indian Institution ofPublic administration. 1967. Print

2. Goswami, Indira. Indira Goswami & Her Fictionalworld- The Search for the Sea New B. R. PublishingCorporation. 2001 Print.

3. ————. “The Offspring.” Indira Goswami (MamoniRaisom Goswami) & Her Fictional World- The Searchfor the Sea. Delhi: B. R. Publishing Corporation. 2002.69-85. Print.

4. ————. The Man from Chinnamasta. Trans.Prashant Goswami, New Delhi: Katha Books. 2006Print.

5. Goswami, Anita. “Cast as a Social Stigma in IndiraGoswami’s “Sanskaar”: A Woman’s Predicaments.”Research Journal of English Language and Literature(RJELAL) A Peer Reviewed (Refereed) InternationalJournal Vol.3.3 (2015): 617-621. Print.

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Abstract - Empowerment of women from some years has become a subject of great concern for the countries all overthe world especially in under-developed and developing countries. Empowerment means participation of women inharmonious co-existence with men in the society. Power provides social recognition, prosperity, dignity, property andsecurity. Hence empowerment has acquired considerable importance. The political participation has function to itspotential to empower.Key Words - Empowerment, Women, Lok Sabha and Raj Sabha.

Women Empowerment in India through Parliament

Introduction - Women’s empowerment as a phenomenonis not something absolutely new. It has been therethroughout history in almost all societies for a variety ofreasons. What is still more recent is the increasingrealisation and recognition that empowering women isabsolutely essential rather imperative, for familial, societal,national and international progress and development. Whilewomen have made significant advances in many societies,women’s concerns are still given second priority almosteverywhere. Although development, planning and thespecial position accorded to women in the IndianConstitution, there has not been a considerable qualitativeimprovement in the position of a large majority of womenliving in rural areas.1

Empowerment Concept - Empowerment has become afashionable and buzz word. It essentially meansdecentralisation of authority and power. It aims at gettingparticipation of deprived sections of people in decision-making process. In other words it aims at giving voice tovoiceless. Empowerment is the course by which thedisempowered or powerless people can change theirconditions and begin to have rule over their lives. It resultsin a change in the balance of power, in the living conditionsand in the relationships. Unless competence is built in thesesections in actuality the power is used by others rather thanthe section for which they are meant.2

Women empowerment may mean equal importanceto women, freedom and opportunity to develop her. Thefocus of empowerment is equipping women to beeducationally, economically independent, self-sufficient,have a positive self-esteem to enable them to face anycomplicated situation and they should be able to participatein the process of decision-making. Empowerment of womenin all fields, in particular the political field is critical for theirdevelopment and the establishment of a gender-equalsociety. Women’s political empowerment is premised onthree essential and non-negotiable principles: the equality

Dr. Poornima Sharma *

*Head (Political Science) S t. Norbert’ s College, Jabalpur (M.P .) INDIA

between women and men; women’s right to the fulldevelopment of their potentials; and women’s right to self-representation and self-determination.Empowerment through Indian Parliament (Lok Sabhaand Rajya Sabha) - In India numerous steps have beenundertaken to provide constitutional safeguards andinstitutional framework for activities for women welfare. Thedevelopment of women has been the central focus indevelopment planning since independence. There havebeen various shifts in policy approaches during the last 40years from the concept of ‘welfare’ in the 70s to‘development’ in the ’80s, and now to ‘empowerment’ inthe 90s and afterwards. Now the emphasis is on theinclusion of women in decision making and theirparticipation at the policy formulation levels.3

The 73rd and 74 th Amendments to the IndianConstitution in 1992 and 1993 provided for 33 per centreservation for women in panchayats and urban localbodies. The Constitution’s 110th Amendment Bill 2009provides reservation for women from 33 per cent to 50 percent in PRIs. The Bill seeks to amend the Article 243D toenhance the number of reservation for women from 1/3 toone-half of the total seats in the panchayats. Similarreservation shall be provided among the total number ofoffices of chairpersons.4

These amendments, as a strategy of affirmative action,served as a major breakthrough towards ensuring women’sequivalent access and better participation in political powerstructures.5 Thus, women are making large gains in thepolitical field where increased participation is rapidlyempowering women, boosting their confidence, changingperceptions regarding their contribution, and improving theirstatus and position in society.

Table 1 shows representation of women in Lok Sabha(Lower House) since 1952 up to 2019. The percentage ofelected women Lok Sabha members show increasing trendand at present it is 14.36%.6


TABLE 1: W omen Presence in the Lok Sabha Year Seats Women MPs % of Women MPs 1952 499 22 4.41 1957 500 27 5.40 1962 503 34 6.76 1967 523 31 5.93 1971 521 22 4.22 1977 544 19 3.29 1980 544 28 5.15 1984 544 44 8.9 1989 517 27 5.22 1991 544 39 7.17 1996 543 39 7.18 1998 543 43 7.92 1999 543 49 9.02 2004 543 45 8.03 2009 543 59 10.86 2014 543 61 11.23 2019 543 78 14.36 Average 531.76 39.23 7.34TABLE 2: W omen Presence in the Rajya Sabha Year Total Seats No. of Women % of Women 1952 219 16 7.3 1957 237 18 7.6 1962 238 18 7.6 1967 240 20 8.3 1971 243 17 7.0 1977 244 25 10.2 1980 244 24 9.8 1985 244 28 11.4 1990 245 38 15.5 1996 223 20 9.0 1998 223 19 8.6 2004 245 27 11.1 2009 245 22 8.97 2014 245 29 11.83 2019 245 26 10.61 Average 238.66 23.13 9.65

The presence of women in the Rajya Sabha (UpperHouse) has been only slightly higher overall, probably due toindirect elections and nomination of some women members.It was highest in 1990 at 15.5 per cent and shows a decliningtrend thereafter. Nonetheless, this representation does noteven come close to the 33% mark.7 No doubt there has everincrease in strength of women in both the houses of parliamentsince the first parliamentary election in India, which is the mostimportant indicator of sincere efforts of Government of Indiatowards empowerment of Indian women. Exertion of moreefforts towards realisation of goal of women empowermentthrough participation in parliamentary democracy in moreeffective way is the need of an hour.Conclusion - Empowering of women is pre-supposes afundamental, radical, vibrant and democratic change in theinsight and anticipation from women in society. It can beirrefutably stated that there has been a drastic change inthe movement for empowerment of women. Detection is

dawning that women are indeed becoming a political force,both nationally and internationally. In this context it wouldbe remarkable to recall the remarks of Nobel LaureateAmartya Sen in his book, “India : Economic Developmentand Social Opportunity”, “Women’s empowerment canpositively influence the lives not only of women themselvesbut also of men, and of course, those of children”. Politicalparties cannot remain unconcerned towards women whoconstitute 586.5 million population and nearly 48.46 per centof the electorate (2011 Census). Although almost all partieshave attempted to construct women organisations to securetheir support and make their organisations more broadbased, but in practice they have fielded much less proportionof women candidates in the elections giving themproportionately much less representation in the legislativebodies than their actual population strength. Former CECM.S. Gill’s proposal to make it compulsory for all politicalparties to nominate at least a-third of women candidatesfor the seats deserves to be highly praised. If they are notprepared to accept the rule of representation within theirown parties, what moral right do they have to supportreserving parliamentary constituencies for women?References :-1. Kuldeep Fadia, “ Women’s Empowerment Through

Political Participation In India,” Indian Journal Of PublicAdministration, Vol. LX, No. 3, July-September 2014.

2. Promilla Kapur, “Empowering the Indian Women”,Publications Division, New Delhi, Preface, 2001.

3. V. S. Gupta, “Nation Building and Empowerment ofWomen”, Employment News, 11- 17 August, p.8, 2001.

4. The Constitution (One Hundred and Tenth Amendment)Bill, 2009 was introduced in the Lok Sabha on November26, 2009 by the Minister of Panchayati Raj, Shri C. P.Joshi.- Article 243D of the Constitution provides that aminimum of one-third of the total number of seats filledby direct elections in the Panchayats shall be reservedfor women. The seats may be allotted by rotation todifferent constituencies in a Panchayat. Offices ofChairpersons in Panchayats shall be reserved for SCs/STs and women in a manner to be prescribed the statelegislatures. The reservation shall be in proportion tothe population of SCs/STs in the state. Also, a minimumof one-third seats shall be reserved for women amongthe total number of offices of Chairpersons in thePanchayats. The Bill seeks to amend the Article 243Dto enhance the quantum of reservation for women fromone-third to one-half of the total seats in the Panchayats.Similar reservation shall be provided among the totalnumber of offices of Chairpersons.

5. National Commission to Review the Working of theConstitution, A Consultation Paper on “Pace of Socio-Economic Change under the Constitution.” pp. 33-35,May 2001.

6. Kuldeep Fadia, “ Women’s Empowerment ThroughPolitical Participation In India,” Indian Journal Of PublicAdministration, Vol. LX, No. 3, July-September 2014.

7. Ibid.